FILMED AND PROCESSED BY LIBRARY PHOTOGRAPHIC SERVICE UNIVERSITY OF CALIFORNIA BERKELEY, CA 94720 0[3/0]0 JOB NO. fle = : = | ‘DATE 8 §4 i FEE |Z hs hs he RATIO DOCUMENT SOURCE GENERAL LIBRARY REDUCTION ee ol MICROCOPY RESOLUTION TEST CHART i ht THE PRINTING MASTER FROM WHICH THIS REPRODUCTION WAS MADE IS HELD BY THE MAIN LIBRARY UNIVERSITY OF CALIFORNIA BERKELEY, CA 94720 FOR ADDITIONAL REPRODUCTION REQUEST MASTER NEGATIVE NUMBER: A5- 05] AUTHOR TITLE: Famphlets on dustrial education. PLACE pate: 1861-1906 voLumEs. 1-3 T ca. @2 ASTE no. P3 NEG.NO,O51 | a. PEE 85- , id : “gc A. —"N “(O22 2 Z /. Be wtise . Hoa pmdlecerdies sefrects , Faatidohale Seth oSbectrczss Reh. rogram. r5856¢. 25. V8. nina, to iicdun. Bonide vtrenriogiclis stunt ot of Aorlygerce ‘ Pragrary me eA 20lece 12¢I gue \ / 558% . 775 I. Loneen . Ecoles od Korlggeiie eA cle Aeaden Aalst buy LOG Fue, /583. Jb). A. Loncen. Gente A fron lygenie . Be glorrrent Pyariguc, odpy, par Le cansell ntunicesr al , /3 Dee, ISyF. 07. 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Mp cAecslread and Lealino - | Cgpre» idem. fre année. Dessin plane. Eléments de geéo- métrie. | Ornementation. 9¢ » Cours collectif de figure. \ Classe moyenne. 8 a 10 et 10 a 12. Enseignement individuel de la C figure. [tudes d’apres le modéle gra- phique et d’aprés le platre. Classe supérieure. Sa 10 et 10 a 12. Etudes varices d’apres le platre O « : et d’aprés nature. Académie du soir (Musée Rath). Professeurs : MM. J ules Hébert & Dr Vulliet.: gs, de 7 49 heures, Les stances ont lieu tous les soir du 1er novembre au 30 mars. . ’ . x 2¢ ly . + J SN , vivant. Etudes d’académie d’apres le modéle viva Cours d’anatomie a l'usage des artistes ee —————————— — Ls ECOLE SUPERIEURE Ecole spéciale d'art appliqué a Vindustrie, (Rue Général Dufour, no 18). Professeurs : MM. Benoit-Muzy, Henri Silvestre & André Bourdillon. ‘tudes des styles et de leurs applications aux industries, Etudes raisonnées et compositions d’aprés Por- nement naturel : insectes, végétaux, animaux. Exercices de compositions, soit libres, soit sur programmes, par le dessin, aquarelle et le mode- lage. Les lecons ont lieu du 15 aout au 15 avril, le soir, de 7 & 10 heures, excepté le samedi et le dimanche, et du 15 avril au 30 juin, de 6 & 8 heures le matin, tous les jours, sauf le dimanche, et le soir de 7 h. 1/, a9 h. 1, sauf le samedi et le dimanche. Ecole des Beaux-Arts (Rue Général Dufour, no 18). Directeur : M. Barthélemy Menn. Professeurs: MM. B. Menn & B. Bodmer. Méthode générale; Scénographie, mise en scene d'une composition; étude des corps a leur place, dans I'espace, concus en perspective pour concourir a Pexpression du sujet. IT AE A Ey J ] | it, ® il a 4 = Anatomie mécanique animale. Peinture. py Académie du modéle vivant et de I'antique. a ont lieu de 6 a 8 heures et de 8 a ai au 15 sep- atin et de 10 Les lecons 10 heures dn matin depuis le 1er m tembre, et de 8 a 10 heures du m OY wh midi DS nbre an 30 avril. heures a midi du 15 septembre : ECOLE D'HORLOGERIE NOTICE HISTORIQUE En 1587, Charles Cusin introduisait a Geneve la fabrication de la montre, ne supposant pas sans doute le développement considérable que cette nouvelle industrie était appelée a prendre. En effet, peu d’années aprés son arrivée, les mai- tres horlogers réunis en corps de métier, établis- saient un réglement imposant aux candidats a la maitrise la tiche d’exécuter une montre a réveil et une horloge de table, travail difficile et minutieux dont ne pouvaient s’acquitier que d’habiles ouvriers, mais qui assurait la réputation des fabriques gene- voises. Ce ne fut qu’au 18me siécle, aprés une période de labeur incessant, que l'industrie horlogére devint une source de prospérité pour Geneve, nl de ses fabriques furent connus et I lo monde entier et les familles bourgeoises : i raient d’avoir un de leurs membres ony th industrie que la révolution francaise po y 50 : mentanément dans son essor; mais ons do bi Restauration en 1819, elle reprit une Vv i no et progressa d’une maniére vesyarigual ® a In 182%, quelques citoyens dévoues on fii: Iidée de créer une école dhorlogerie et Sac : § rent dans ce but a 1a Sociéte des Arts, i Si recherche de ce qui pouvait rendre Geneve X y 7 Société approuva leurs idées et in 13 février de la méme année les vhglemonts be cole en formation qu'elle soutint par des io ; bo considérables jusqu’au moment oll dio i oh Ville de Geneve l'ccuvre qu elle avait si bien | ge ’ « 32a : t¢ anh lors, cet établissement a J le day ope pement exigé par les pegs pia hs J horlogerie peut aujourd’hul rev LC SL ams places parmi les institutions » ce genre. i go cet exposé historique il i oahu de mettre sous les yeux du public les points ¢ ticls du programme de I'Ecole. Eo L’enscignement pratique, confi a d-hablie I — 5 fesseurs, est objet de la sollicitude des Commissions de I'Ecole. Le principe de la fidélité et de la perfection rela- tive du travail en est la base absolue et rien n'est négligé pour abréger le temps d’apprentissage con- sacré a certaines parties et permettre aux éléves de se vouer plus sérieusement a l'étude des échappe- ments, du repassage et du réglage. En premiére année, les éléves confectionnent les petits outils nécessaires a 'exéeution d'une ébauche simple ou compliquée, ils se servent a cet effet du tour a finir avec archet ou du tour a pied. Les éléves aspirant au diplome, doivent exécuter 7 ébauches dont 1 pour répétition a quarts et une pour répétition a minutes. Dans toutes les sections de I'enseignement élé- mentaire, I'éléve prend ses picces au métal brut, il les forge, les tourne ou les lime et les achéve entiérement sans autre machine que celle a diviser. En seconde année, I'éléve passe dans la classe des remontoirs ou, sous la direction d’'un habile spécialiste, il exécute les remontoirs des ébauches faites dans la classe précédente. Aprés 18 mois de travail effectif, I'éléve entre dans l'atelier de finissage ou il doit étudier le pivo- tage, la mise en place des mobiles, les engrenages, les roues de pignons bruts, etc. Dans cette classe I'éléve régulier doit exécuter -— 18 — 7 finissages dont 2 répétitions (simple et : at A ‘enseigne slémentaire Le dernier degré¢ de Ienseignement ¢ ost celui des échappements; le programme wi prend catégories dont la derniére se compose du pivotage, de la mise en place, des fonctions, of achevage des divers échappements appliques us picees réglementaires ; tous ces travaux sont axen. tos enticrement par 'éléve et soumis atl Direftour de I'licole qui les examine & fond et les rend aux maitres des différentes classes respectives. | Les classes supérieures sont le compliment 4 'enseignement pratique et théorique qui Combi. le repassage des montres simples elocomp La étude des chronographes, des (uantiémes simples ou perpétuels, des différents genres de soles, on un mot, de toutes les complications connues aujourd’hui. | a étude ‘du réglage étant le couronnemen I'enseignement pratique, les ¢leves ne polar entrer dans cette classe quaprés avoir conquis tous leurs grades dans les autres. | Les ateliers-écoles ont été créés dans le but de faire donner par des spécialistes Penscignement au certaines parties et de permettre aux éleves de se perfectionner tout en gagnant un 1eger salail e. Pour compléter Penseignement pivesaire a I'in- dustrie horlogére, la Ville créa en aout 1879 unc classe speciale de mécanique. -— 1 La durée de cet apprentissage est de 3 ans en moyenne; cette période comprend quatre divisions: dans la 1re I'éléve commence par le dégrossissage des métaux et des bois pour arriver a la fin de la 4me ala construction des machines et outils de précision. (Cet enseignement pratique est complété par des cours théoriques spéciaux, en outre de ceux suivis par tous les éléves de I'école et dont nous parlons plus loin. Les éléves sortant de cette classe avec le diplome seront capables de devenir des mécaniciens aptes & rendre de précieux services a toutes les branches de nos industries. D’'importants sacrifices ont été faits pour I'ensei- gnement théorique, les cours ont été complétés et développés d'une facon trés avantageuse pour les ¢léves; ces cours sont divisés en 5 catégories et gradués de telle sorte que les connaissances i acquérir par les éléves leur arrivent au fur et a mesure des besoins de leur apprentissage. Le francais, I'arithmétique, le dessin linéaire, Palgébre, l'étude des propriétés physiques des métaux, la géométrie, la chimie, le dessin industriel, la mécanique, la trigonométrie, la physique, lhorlo- gerie théorique, ete, ete, tels sont les sujets traités par des professeurs distingudés. Dans la 4me division se donne actuellement un cours spécial sur électricité (propriétés, produc- ie 48 = tion, mesure), lequel sera complété par une seconde partie traitant particuliérement des rapports de Pélectricité avec horlogerie. (les cours sont suivis avec entrain et donnent Jexcellents résultats, les examens prouvent que les sacrifices que la Ville simpose ne sont pas inutiles et quils produisent des résultats heurcux pour la prospérité de notre industrie horlogére. Les examens théoriques pour Iobtention du diplome ont lieu chaque année au mois de juin, ils comprennent une série de (questions embrassant tout le champ des études parcourues par I'éléve. L'examen pratique consiste dans la présentation a la Commission de I'kcole des travaux de I'éléve postulant le diplome, lesquels doivent étre complétés i Plcole méme par Pexécution d'une pice compli- (quée (quelconque; i] en est de méme pour les méca- niciens qui sont tenus de soumettre i la Commission un outil entié¢rement confectionné par eux, d’apres une échelle et un plan déterminés d’avance. Les Autorités Municipales, ainsi que la Commis- sion de I'Ecole attachent une grande valeur an diplome actuel, lequel n'est accordé quaux ¢léves (qui en sont vraiment dignes. Le peu d’espace dont nous disposons ici ne nous a pas permis de donner a cette notice tout le dévelop- pement que méritait importance du sujet, nous expérons toutefois avoir réussi 4 démontrer Patilite on 4O os de ( ( tt ki le ( ul « dh ( t dans S¢ oD ( 1SS¢ oD 0 Se le- J nie nt le oD Je Le St léves { enevols mais el ore les d Oo I . Suisses et les étrangers dési Sie le S étrangers désirenx d’acquérir les naissances indispensables & un horloger réelle ment digne de ce nom. ’ “ Genéve, Mars 1883. Fapports lus le é Jui ile 1883 dans lo scance. de distribution es prix. «Hite Ville de Geneve KCOLES - PHORLOGERIE & DE DESSIN Rapports lus le 6 Juillet 1883 dans la scance de distribution des prix des Tcoles municipalcs GENEVE IMPRIMERIE JULES CAREY, RUE DU VIEUX-COLLEGE, 3 : 1883 BE ; ogo : —or E03 Jaf Lees eo Hite Ville de Geneve | ECOLES | DHORLOGERIE & DE DESSIN p fe , bh A A; 12, 7. y ] 4 § iN JU oo ( ( JUL FO ( ) 7 4 fy / ( NCT Lt \ . + . oy ( [Cole nu s : 4 | GENEVE IMPRIMERTE JULES CAREY, RUE DU VIEUX-COLLEGE, 3 ISS3 Ville de Geneve ECOLES J'HORLOGERIE & DE DESSIN Rapports lus le 6 Juillet 1883 dans la seance de distribution des prix des Ecoles municipales GENEVE SMPRIMERIE JULES CAREY, RUE DU VIEUX-COLLRGE, 3 1383 ECOLES D'HORLOGERIE ET D'ART Séance tenue le 6 Juillet 1883, dans la grande salle de !'Université, sous la présidence de M. Picrer, Président du Conseil Administratif. Rapport sur la marche des Ecoles municipales pendant I’année scolaire 1882-1883. ECOLE D’HORLOGERIE Rapport du Conseil Administratif M. le Conseiller RutisHAuseEr donne lecture du rapport suivant : MESDAMES ET MESSIEURS, Nous venons vous rendre compte de la marche de I'Ecole d'Horlogerie pendant l'année scolaire qui vient de s’écouler. En dehors de la participation de I'Ecole & I'Exposition de Zurich, nous n’avons rien de particulierement remar- quable & vous signaler, aussi nous bornerons-nous a mentionner qu’au point de vue général, la marche de I’Ecole d’'Horlogerie a été satisfaisante. Vous pourrez aussi constater, comme nous l'avons fait nous-mémes avec plaisir, que notre institution pro- fessionnelle a vu le nombre de nos jeunes concitoyens la fréquentant s’élever d'une maniere sensible et arriver — fy — au chiffre de 63. C'est une augmentation de 17 éleves genevois sur celui de année passee. Nous saluons avec une vive satisfaction cet heureux symptdme, preuve certaine que les efforts de la Commis- sion consultative, les talents et 1a bonne volonté de tout le corps enseignant, et enfin les sacrifices considérables faits pour 1'Ecole d’Horlogerie sont appréciés comme ils méritent de I'étre. Personnel. La Commission consultative n’a heureusement pas été éprouvée cette annee comme pendant les deux preé- cédents exercices; nous pouvons donc ici, sans avoir A regretter aucun de ses membres, lui exprimer toute notre gratitude pour le concours éclairé qu'elle n'a cessé de nous préter pendant cette premiere année de notre délégation. . M. Jules MoNARD, appelé récemment & en faire partie a bien voulu accepter sa nomination : nous lui en témoi- gnons toute notre reconnaissance. Les cours théoriques ont généralement été suivis avec sole et entrain, et l'innovation tentée précédemment au sujet du dessin a pleinement réussi- Nous regret- tons, Mesdames et Messieurs, de ne pouvoir, comme en 1882, mettre sous vos yeux les résultats obtenus, tant dans le domaine pratique que dans celui embras- sant une partie de I’enseignement théorique, mais nous avons tenu a ce que, & 'Exposition de Zurich, le Jury du Groupe XIII jugeat notre Ecole d’Horlogerie sur l'en- semble complet des travaux exécutés pendant le dernier exercice. Nous nous faisons un devoir de déclarer ici que rien, absolument rien n'a été fait spécialement en vue de I'Exposition. 5 an Eléves. 108 éleves ont fréquenté 1'école en 1882-1883 savoir : 65 Genevois. 17 Suisses. 26 Etrangers. La plupart des éléves étrangers ont leurs familles ¢tablies dans le canton. Les classes ont été fréquentées comme suit : 36 éleves ont suivi celles desébauches et des remontoirs. 22 de cadratures et de remontoirs. 19 des finissages. 17 des échappements. 16 du repassage. 4 de réglage. 24 des ateliers-écoles. 28 I'enseignement de la meéca- nique. 35 éleves nous ont quitté. Le nombre et le genre des travaux qu’ils ont exécutés sont représentés par les chiffres suivants : 82 cages et barillets, 10i remontoirs et cadratures diverses, 63 finissages, 43 assortiments et plantages a ancre, 50 balanciers compensés, 63 repassages simples ou compliqués, 72 réglages complets. Toutes ces pieces sont prises au métal brut. Aujourd’hui I’école compte 73 éleves, dont : i —~ 16 dans les classes d’ébauches et de remontoirs. 8 celle des cadratures. 7 des finissages. 10 des échappements. du repassage. du réglage. les ateliers-écoles. » la classe de mécanique. Enseignement. Notre honoré collegue M. LEGRANDROY ayant bien voulu se charger de vous présenter le rapport sur l'en- seignement et les cours pratiques, nous allons aborder immediatement la partie ayant trait A I'enseignement théorique. Les cours de la 1% division ont été suivis par 11 éleves, dont 10 ont subi les interrogations de novembre et de février et les examens de fin d’année. Ces derniers ont donné un résultat tres satisfaisant, et quoique nous ayons encore A signaler de regrettables lacunes, nous consta- tons cependant que le niveau de l'instruction des nou- velles recrues tend A s’élever d'une fagon appréciable. La deuxieme division a commencé avec 14 éleves, dont deux ont été au-dessous de la moyenne, non par le fait de la conduite et de la discipline, mais bien pour la maniere dont ils ont profité de I'enseignement de cette division. Quant aux autres, nous sommes heureux de pouvoir leur donner aujourd’hui un témoignage com- plet de notre satisfaction. Les interrogations trimes- trielles, de méme que les examens, ont é:¢ tres bons. Les cours de la3™ division ont été suivis par 14 éleves, presque toug bien doués et capables de profiter large- ment des lecons qui leur étaient données. Nous avions -—T — donc lieu d’espérer, en nous basant sur les chiffres obtenus aux interrogations, que cette division serait au premier rang pour les examens de fin d’année. Malheu- reusement, il n’en a pas été ainsi, car si ceux de mathé- matiques, d’horlogerie théorique et de mécanique ont éte tres bien et bien, nous ne pouvons pas en dire autant de celui de chimie, dans lequel les trois quarts des éléves se sont montrés bien au-dessous de ce que leur excel- lent professeur était en droit d’attendre d’eux. ; Nous esprans que ce fait, unique dans les annales de 1 Ecole d’Horlogerie, ne se reproduira plus, et que ceux qui en sont les auteurs redoubleront d'efforts pour obtenir a l'avenir des succes qui en effacent jusqu’au souvenir. Neuf éleves ont suivi les cours de la 4™¢ division et ont bien mérité de leurs maitres et de leurs professeurs par la maniere remarquable dont ils ont subi les inter- rogations et les examens. Qu’ils persévérent dans cette vole, et tous pourront sans danger affronter, 'année pro- chine, la derniére et difficile épreuve imposée pour ! Obtention du diplome, en ce qui touche la partie théo- ique. Diplome. Deux éleves mécaniciens et quatre horlogers ont subi les examens théoriques pour pouvoir obtenir le diplOéme, et tous ont réussi. Deux mécaniciens et un horloger, ayant presque achevé leurs travaux techni- ques, pourront avant peu, recevoir cet important docu- ment, consacrant leurs succes et les résultats obtenus dans leurs études pratiques et théoriques, ce sont: MM. Paul BrAncArp, Pierre Rocu et Etienne CASTRINO- JEANAKIS. Quant A leurs collégues, MM. Emile PHILIPPE Joseph LANCEMAN et Jean SoLEr, ils ont encore, avant de Br -- pouvoir 'obtenir, & achever les travaux praliques exigés par le réglement. Nous félicitons ces jeunes gens d’avoir affronté a leur honneur les difficultés de cette derniére épreuve, et nous espérons que 'exemple qu'ils viennent de donner sera suivi l'année prochaine par plusieurs de leurs jeunes collégues. Pour compléter notre rapport sur l'enseignement théorique, nous remercions sincérement tous nos pro- fesseurs de la peine qu'ils se donnent et des soins qu'ils apportent a remplir la tiche dont ils sont charges. C'est A leur patience et a leurs efforts que nous devons les heureux résultats obtenus par le plus grand nombre de nos éleves; aussi faisons-nous des veux pour que ces derniers se montrent toujours plus dignes de leurs soins et des sacrifices faits en vue de l'instruction théorique. Discipline. Au point de vue de l'ordre et de la discipline, l'année qui vient de s’écouler a laissé fort peu de chose & dési- rer ; un seul éleve tout-a-fait rebelle a dit étre renvoye. Nous espérons que pendant le futur exercice, nous n’aurons pas a prendre une mesure aussi pénible. L’observation de l'art. XIII du Réglement intérieur ayant encore laissé a désirer, nous rappelons que nous attachons une grande importance a le voir réguliere- ment observé par tous. ~~ Récompenses. Afin de rester fidele au principe précédemment admis et auquel nous donnons notre compléte approbation, le y= nombre des récompenses a été limité et ne sera par conséquent pas tres élevé. Loin de décourager les éleves, ce mode de faire sti- mulera leur ardeur et les engagera a redoubler d’efforts pour meériter, par le nombre et la perfection de leurs travaux, des récompenses d’autant plus appréciées qu’el- les seront moins nombreuses. L’introduction d'un ou deux prix spéciaux pour les apprentis ayant fourni pendant l'exercice le plus grand nombre et les meilleurs travaux, nous paraitrait heu- reux; aussi, verrons-nous s'il ya lieu d’entrer dans cette voie I'année prochaine. Collection. Si notre petite bibliotheque a été un peu oubliée cette année, nous n’en dirons heureusement pas autant de notre musée, qui, grice a la bienveillance d'un certain nombre de généreux donateurs, s'est enrichi d'une maniere assez sensible. MM. GROSCLAUDE, GLASER, EKEGREN, BAroN, Marc et Michel Cnauver, Picuer-UBELIN et Madame Auguste BarDE nous ont donné différents petits appareils et mou- vements pouvant servir & 'étude pratique de l'histoire de I’horlogerie. Nous avons également recu de M. Porter les objets suivants : Un télescope & miroir argenté de Foucault, Une machine magnéto-électrique, Un microscope composé, Un » simple, Une grande lanterne magique a deux doubles objectifs accompagnée de 176 vues, photographies, etc. = 4g == Un microscope solaire, avec miroir et accessoires pour la polarisation de la lumiere, et de Madame Edmond FAVRE : Une belle machine électrique a plateau avec tous ses accessoires. Nous remercions sincerement toutes les personnes que nous venons de nommer, et ne terminerons pas ce chapitre sans recommander encore notre musée et notre bibliothéque a la sollicitude de chacun. En terminant ce rapport, le Conseil Administratif veut remercier chaleureusement M. le Directeur, MM. les Maitres et Professeurs et surtout MM. les Membres de la Commission consultative, pour le zele et le dévouement apportés par eux tous a l'accomplissement de leur mandat. Le reglement du Groupe XIII (Horlogerie) de I'Expo- sition de Zurich n’a pas admis 4 concourir les Ecoles d’Horlogerie. Mais le Jury, ayant examiné sérieusement les travaux de ces institutions, mentionnera dans son rapport leurs progres et le rang qu'elles occupent. Si done, 4 I'Exposition de Zurich, le nom de I'Ecole d"Hor- logerie de Geneve sort classé au 1° rang, nous le devrons certainement a ce zéle et & ce dévouement de tous nos collaborateurs. L'organisation de I'Exposition de I'Ecole nous a été grandement facilitée par I'obligeance de M. JURGENSEN, président du Groupe XII[ et par M. Alexis FAVRE, vice- président. L'Ecole était représentée dans ce groupe par M. le professeur J. RamsAL et par M. Mare GLASER, député, mem- bres de la Commission. Qu'ils recoivent ici 'expression de la reconnaissance du Conseil Administratif pour leurs bons offices et leur dévouement éprouve. Rapport de la Commission de surveil- lance de I'Ecole d’horlogerie. M. J.-W. LeGranpRoy donne lecture du rapport sui- vant : MESDAMES ET MESSIEURS, L’Ecole d’horlogerie de la Ville de Geneve étant sor- tie de la période de transformation pour reprendre sa vie normale, le rapport que nous avons I’honneur de vous présenter au nom de la Commission consultative se bornera a une revue rapide des différentes classes dont se compose notre école, revue au cours de laquelle nous vous donnerons connaissance des observations for- mulées par les deux jurys appelés & se prononcer sur les travaux de la partie pratique de I’enseignement. MECANIQUE L’an dernier, a pareille époque, nous vous annoncions que, vu l'augmentation croissante des éleves dans cette section, nous avions di demander au Conseil adminis- tratif la nomination d'un sous-maitre. Le nombre des inscriptions ayant suivi une progres- sion constante, il a fallu cette année, pour pouvoir accepter toutes les demandes, augmenter considérable- ment le nombre des établis. C'est avec plaisir que nous constatons un pareil suc- ces, ‘qui nous prouve de la maniere la plus évidente, que cette création était vivement désirée et répondait a un besoin réel. ye - Aussi saisissons-nous avec empressement l'occasion qui nous est offerte de remercier publiquement nos autorités municipales de nous avoir toujours accordé les moyens de développer au fur et & mesure des besoins une institution qui a une si grande importance, non- seulement au point de vue des éleves qui la fréquentent, mais aussi et surtout au point de vue de l'avenir de notre industrie horlogére, qui ne pourra se maintenir au rang honorable quelle a occupé jusqu’a ce jour, que par une diffusion toujours plus grande de I'instruc- tion théorique et pratique au sein de notre population ouvriere. Dans la premiére section de la classe qui nous occupe, les éloves avaient A exécuter une équerre i chapeau; Dans la seconde section, un compas de profondeur; Enfin, dans la troisieme section, un calibre a cou- lisse. « Tous les objets qui nous ont été soumis, dit le rap- port du jury, sont bien et soigneusement construits; quelques-uns méme nous ont étonnés par leur fini et la fidélité de leur exécution: la plupart n’auraient de- mandé que bien peu de temps et d’efforts pour étre par- faits.» Ce résultat est remarquable; il est da certainement “aux maitres qui dirigent cette classe; qu'ils en recoi- vent ici nos plus sinceres félicitations.» Chaque année marque dans cette classe un progres sensible ; et si lon fait pénétrer dans I'esprit des éleves, la nécessité qu'il y a de toujours chercher a mieux faire; s'ils veulent bien considérer que les récompenses qui leur sont accordées ne sont que des encourage- ments a persévérer dans la bonne voie; si on les met en garde contre une présomption a laquelle la jeunesse est trop facilement portée; enfin, si leurs efforts tendent “Ag w= constamment A élablir une relation rationnelle entre le temps dépensé A la construction de leurs ouvrages et leur valeur marchande, alors l'école de mécanique aura rendu de grands services. Les jeunes gens qui en sortiront, trouveront sans peine 'emploi de leurs con- naissances : ils ne regretieront pas d’avoir envisage leur apprentissage comme étant la base sur laquelle doit #'étayer leur avenir. HORLOGERIE Le jury pour I'horlogerie pratique, a eu a examiner les ouvrages suivants: 11 cages. 9 barillets. 8 mécanismes de remontoir. 8 finissages. 3 cadratures & minutes. 3 échappements a cylindre et leur plantage. 1 plantage d’échappement a ancre. Cages et Barillets. Travail généralement bien exécuté et ne donnant lieu qu’A des remarques trop techniques pour intéresser un public non horloger. Aussi seront-elles, ainsi que celles concernant les autres classes, transmises par les soins de M. le Directeur, aux maitres qu’elles concer- nent plus spécialement. Mécanismes de remontoir. Le Jury constate avec plaisir, que les observations faites l'année derniére ont été prices en considération. —_ 14 — Les travaux de cette année sont tres soignés et font honneur au maitre et aux éleves. Finissages. Les finissages sont généralement satisfaisants, les proportions bien prises, la mise en place excellente, les pignons bien pivotés comme hauteur et longueur de pivots; seules les croisées de roues et les portées de pivots donnent lieu A quelques critiques. Cadratures. Trois cadratures 3 minutes ont été présentées & l'exa~ men du Jury. Cette classe, qui ces dernieres années était signalée d’une maniere tres avantageuse, a donné lieu cette an- née a plusieurs observations critiques ; la Commission de surveillance, justement alarmée d'un fait aussi anor- mal, a immédiatement cherché A en connaitre les cau- ses. L’infériorité relative des ouvrages présentés cette année par cette classe, a pour cause le fait d’avoir fait exécuter comme piece de concours une cadrature a minutes, ouvrage trés-difficile a exécuter par des éleves n’ayant fait auparavant qu'une cadrature a quarts. Cette opinion nous semble étre également celle de MM les Jurés, qui s’expriment ainsi a ce sujet: « Les critiques formulées plus haut sont des indica- tions pour l'avenir et le résultat inévitable d'un travail nouveau, a introduction duquel nous sommes les pre- miers a applaudir.» Et parlant plus loin de quelques ouvrages hors de concours présentés par cette classe, le rapport ajoute : AE « Il nous a été présenté trois cadratures a quarts, dans lesquelles nous retrouvons avec plaisir la bienfac- ture qui 'année derniére avait obtenu les félicitations du jury.» Ce témoignage est d’autant plus flatteur, que ces ou- vrages n’avaient pas été faits en vue d'étre soumis a MM. les Jurés. Echappements & cylindre. Assortiments généralement bien faits. On n’en peut malheureusement pas dire autant des plantages, qui laissent un peu a désirer. Plantage d échappement & ancre. Le jury regrette beaucoup que cette importante partie ne soit représentée que par un seul spécimen, laissant une impression peu favorable. Nous pensons bien faire en donnant ici 'explication qui a été fournie a ce sujet & MM les jurés. Quatre éleves de cette classe, ayant déja concouru 'année derniére, n’avaient plus le droit de se présenter de nouveau cette année; il en est de méme de quatre autres éléves, qui, n’ayant pas suivi tout ’enseignement élémentaire, se trouvaient, d’apres un nouvel article du réglement, n’avoir aucun droit au concours. Nous regrettons beaucoup que cet ensemble de cir- constances se soit justement présenté a ce moment de I’année ; mais nous pouvons des a présent annoncer que année prochaine la classe d’échappements se présen- tera dans de tout autres conditions, et prendra, nous n’en doutons pas, une éclatante revanche de son eflace- ment momentané et tout fortuit. —T —-— Outre les ouvrages dont nous venons de parler, il a été soumis au jury quelques travaux ne rentrant pas dans le programme officiel, savoir : i Repassage. Vu la difficulté de présenter, au moment de la réunion 1 mécanisme de remontoir pour mouvement de 13 du jury, un ensemble de travaux pouvant donner une lignes. idée des ouvrages remarquables qui s’exécutent sous 1 échappement a cylindre et son plantage pour habile direction de M. John Huguenin, la Commission mouvement de 14 lignes. va étre appelée a se prononcer sur un projet de con- 1 répétition 8 minutes. ——— — TTR Ee cours special a cette classe. 11 est regrettable que ce nouveau mode de concours n’ait pas pu étre mis en pratique au sujet des ouvrages qui ont été envoyés par cette classe 2 I'Exposition de Zurich. Réglage. Les remarques (ue nous venons de faire au sujet de bm classe de repassage, s'appliquent également a la Classe de réglage. Ateliers-écoles. En dchors de l'enseignement officiel, la nouvelle or- ganisation de I'Ecole comprend un certain nombre d’ateliers, dans lesquels les éleves peuvent se perfection- ner dans telle ou telle branche spéciale de la fabrication, sous la direction de maitres habiles et capables d’ensei- gner tous les moyens de diligence qui ne sont générale- ment pas admis dans la premiere partie de 'apprentis- sage. Cette nouvelle création, qui a déj rendu de grands services, est appelée a en rendre de bien plus grands encore, le jour ou la fabrication redeviendra plus active. Enfin, 1 répétition a minutes, chronographe et quan- tieme perpétuel, complétement faite & 1'Ecole, Quoique n’ayant pas a se prononcer a ce sujet, le jury témoigne cependant toute sa satisfaction de voir de jeu- nes apprentis, exécuter aussi convenablement des tra- vaux de cette nature. Nous ne terminerons pas ce rapport sans remercier M. le Directeur de son zele infatigible et MM. les Jures de la maniere consciencieuse dont ils ont rempli leur mandat. Nous sommes heureux de constater que le sentiment de ces Messieurs est que noblesse oblige, en sorte que I'Ecole d’horlogerie de la Ville de Geneve, pour étre digne, non seulement de son passé, mais encore des sacrifices faits en sa faveur, doit chaque an- née faire un pas bien marqué dans la voie du progres : espérons que, maitres et éleves redoublant de zele, nous fans l'année prochaine que des éloges & enregis- rer. ECOLES D’ART M. le Conseiller RUTISHAUSER, donne lecture du rap- port suivant : MESDAMES ET MESSIEURS, conformément a l'usage établi, vous donner un apercu rapide de la marche de nos Ecoles d'Art pendant 'année qui vient de se terminer : En faisant en traits généraux cette revue de notre en seignement artistique, nous aurons Sem de nig ig vos yeux les observations des professeurs, es Commissions et les critiques de MM. les J ures. . Nos ¢coles ont été fréquentees par 413 éleves, don 277 jeunes gens et 136 demoiselles. alités se répartissent comme suit : Nous venons, Les nation 238 genevois, 61 suisses, 114 étrangers. Ecole préparatoire professeur : M. CROSNIER au Jury en janvier dernier, Des 41 éleves présentes vier dernier, de fin d’annee ; VOICL 34 ont persisté jusqu’aux examens la répartition de leurs professions : bijoutiers, graveur, lithographes, mecaniciens, menuisier, peintres-décorateurs, éleves de I'Ecole des Arts industriels, éleves des Ecoles primaires, eéleves du College. WO WY mm iY Em wm] Professeur : M. PERRET 27 éleves ont commencé 'année scolaire ; mais, pour différentes raisons, 17 seulement ont persévéré jusqu’a la fin, ce sont : 1 menuisier, 3 architectes, lithographe, bijoutiers (2™¢ année), géometre, serrurier, graveur, éleves du College, 3 éleves des Ecoles primaires. La discipline, dans ces deux classes préparatoires, a été satisfaisante, toutefois MM. les Professeurs Crosnier et Perret regrettent que patrons et parents n’envoient pas plus régulicrement leurs éléves ; ces absences fré- quentes nuisent sérieusement aux bonnes études, aussi espérons-nous, I’an prochain, ne pas avoir a renouveler cette observation. Le Jury se plait 4 rendre un témoignage sincere au dévouement de MM. les Professeurs, qui remplissent sou- vent une tiche ingrate. -— 20 = L’importance de cet enseignement ¢lémentaire pour des études plus sérieuses et le peu de temps qui peut y dre consacré confirment le Jury dans la conviction que I'enseignement slémentaire du dessin devrait prendre une place plus sérieuse dans les Ecoles primaires. COLES DES DEMOISELLES professeurs : M. et Mme GILLET, Mme CARTERET. Eléves entrées a l'année. rer degre Mme Carteret 65 50 gue M=e Gillet 58 54 gue» M. Gillet 10 9 Le Jury a été unanime pour constater la bonne mar- che de I'Ecole, dont les résultats sont réellement satis- faisants, grace au zéle des professeurs. Le Conseil Administratif espere que dans un avenir prochain les Classes de Demoiselles pourront étre trans- forées dans un local mieux approprié a leur destina- tion. Ecole moyenne MODELAGE ET CERAMIQUE Professeurs : MM. H. Bovy et E. MAYOR. 34 éloves ont fréquenté cette école, ce sont : 8 étudiants, 5 sculpteurs, 3 graveurs, = peintres, 2 peintres en batiments, 2 architectes, 1 lithographe, 1 cimenteur, 1 bijoutier, 1 photographe, 1 potier, 1 dessinateur, 6 sans profession détermineée. 8 d’entre eux n'ont pas terminé l'année scolaire ; 5 ont renoncé au concours de modelage, leurs occupations ne leur permettant pas un travail suivi; 2, récemment en- trés, n'ont pu étre admis au concours. La discipline de cetle classe continue & étre tres satisfaisante, et les éleves se distinguent par leur appli- cation. M. Perrot nous témoigne son obligean ce habituelle en mettant son laboratoire & notre disposition. Le four de céramique a fonctionné 26 fois, ce qui re- présente la cuisson de 183 objets, tels que bustes, pla- ques, assiettes, etc. etc. M. Nicolas Bentz, ouvrier tourneur, mérite tous nos ¢loges pour le zele dont il a fait preuve et pour l'intérét qu'il porte aux travaux qui lui sont confiés. Le Jury s'est trouvé cette année en face d'un tres petit nombre d’ouvrages, les plus importants ayant été envoyés a Zurich ; malgré cela, il s’est montré tres satisfait des travaux des éléves, et se plait a donner & MM. les Pro- fesseurs un témoignage de haute satisfaction pour la ma- niére dont ils dirigent cet enseignement. 3 — CLASSE DE LA FIGURE Prof. : M. PIGNOLAT. 36 éleves seulement on fréquenté cette année la classe de la figure, ce sont : 3 peintres sur émail, 5 ciseleurs, 3 étudiants, 1 commis, 1 modeleur, 3 lithographes, 12 sculpteurs, kh graveurs, 1 céramiste, 1 architecte, 1 bijoutier, 1 peintre-décorateur. Les éloves se sont en général montres trés assidus et appliqués a I'étude, et le Jury a constaté avec plaisir la marche satisfaisante de ’école dirigée avec beaucoup de connaissances et de savoir par M. le Professeur Pigno- lat. ECOLE D’ORNEMENT ET D’ARCHITECTURE Professeur : M. SILVESTRE Ornement Cette classe a été fréquentée par 31 éleves, savoir : 8 bijoutiers, 4 lithographes, 3 peintres sur émail, -— 05 om architectes, peintres-décorateurs. sertisseur, sculpteur, serrurier, graveurs, sans profession déterminée. L’école d’ornement a été la plus fréquentée cette an- née, et, un fait important a relater, c'est que les éléves de la fabrique ont été plus nombreux que de coutume : 15 sur 31. — Tous ont mis beaucoup d’entrain et de bonne volonté 3 leurs études théoriques de décora- tion. Architecture 17 éleves seulement ont suivi cet enseignement, leurs professions se répartissent comme suit : 9 architectes, géometre, lithographe, sculpteur, ferblantier, 4 sans profession déterminée. La conduite des éleves a été satisfaisante a tous égards. Le Jury est heureux de constater que la grande majo- rité des éleves a présenté d’excellents travaux; il signale particulierement la 2m° année de I'ornement, qui a sur- passé, comme force moyenne, les années précédentes. M. Dériaz ayant pu reprendre d'une maniere suivie son cours, a soulagé M. Silvestre de la lourde tiche qui lui incombait, et MM. les Professeurs, dont le dévouement a droit a tous nos éloges, ont pu suivre avec plus de soin in DY les travaux de chaque éléve, ce qui a contribué au résul- tat final. ECOLE SPECIALE D'ART APPLIQUE A L'INDUSTRIE Professeurs : MM. BENoiT et SILVESTRE. 84 éleves ont, cette année, fréquenté cette école, soit dix de plus que I'an dernier; dans ce nombre, figurent deux demoiselles ; les diverses professions des éleves se répartissent comme suit : 11 sculpteurs, 9 peintres, 8 graveurs, 4 céramistes, 7 lithographes, 5 bijoutiers, 4 architectes, 3 ciseleurs, 1 graveur sur verre, 1 dessinateur, 1 étudiant. La discipline et la régularité n'ont rien laissé a dési- rer. M. le Secrétaire de la Commission vous retracera dans son rapport la marche de cette école; nous nous borne- rons h adresser des remerciements sinceres a I’Association des ouvriers ressortissants de la fabrique de bijouterie et 4 la Société des ouvriers graveurs, qui, comprenant toute 'utilité de I'enseignement artistique, nous témoignent leur sympathie en accordant chacune un prix a l'ap- prenti qui a fait le plus de progres. —08 Qu’il nous soit permis d’émettre le veeu de voir les fa- bricants suivre cet exemple, en encourageant par des récompenses les éleves qui se seront distingués dans les concours. ACADEMIE DE DESSIN D’APRES NATURE Professeur : M. J. HEBERT. Le cours d’académie a commence, cet hiver, le 30 oc- tobre 1882, et's’est terminé le 1°* avril; il a compris 117 iecons et a été fréquenté par 27 personnes, dont les pro- fessions sont: 7 peintres, 2 décorateurs, 1 céramiste, 9 sculpteurs, 1 lithographe, 7 amateurs. Le cours a été suivi avec assiduité et entrain: les mo- deles ont été nombreux et variés, et 'étude s'est termi- née par quelques poses du modele féminin. ECOLE DES BEAUX-ARTS Directeur : M. B. MENN. Professeur : M. B. BoDMER. L’école a été fréquentée par 15 éleves, dont les profes- sions comprennent. 9 peintres, 2 architectes, 1 instituteur, i On 1 étudiant, 1 lithographe, | graveur, La Commission de I'Ecole, réunie en Jury, a constaté, apres examen sérieux de tous les travaux, que le champ d'études parcouru se trouve complet et tend chaque année a s'élever davantage : les résultats obtenus sont une confirmation de I'excellent et intelligent enseigne- mentdonné par MM. les professeurs B. Menn etB. Bodmer. Pour rendre un juste hommage & I'éminent professeur qui dirige depuis longtemps cette école, nous avons, d’accord avec la Commission, élevé M. Menn au poste de Directeur de I'Ecole des Beaux-Arts. Jeunes ET CHERS ELEVES, Le Conseil Administratif se félicite de vos progres, de votre assiduité, de votre godt croissant pour I'étude. Continuez A mériter ces éloges. Pour moi, c'est avec une satisfaction tout émue que j'en suis en ce moment l'or- gane aupres de vous. Vous étes les hommes de l'avenir, et toutes les fois que l'on pense a avenir de Geneve, on se sent fier d’apprendre que les destinées de 1a Patrie seront remises entre des mains dignes de recevoir ce précieux depot. Aidez-nous donc, en mettant toujours plus a profit I’enseignement qui vous est offert. Songez qu'il y va de l'intéret méme de notre Patrie ! Ecole spéciale d'Art appliqué a I'Industrie. M. John BonNET donne lecture, au nom de la Commis- sion de cette école, du rappport suivant : MESDAMES ET MESSIEURS, Ainsi que vous I'avez entendu, la marche de I'Ecole spéciale d'Art appliqué a l'Industrie a suivi son cours ordinaire avec une légere augmentation dans le nombre des éleves. L’ordre et la bonne tenue continuent & étre un des cOtés satisfaisants que nous nous plaisons a constater chaque année. Nous enregistrons avec le méme plaisir que les années précédentes les deux prix offerts par les sociétés des Ouvriers Graveurs et des Ouvriers Bijoutiers. Nous avons été heureux de pouvoir les décerner & des ¢éleves réunissant les conditions exigées, nous espérons que ce sera pour les lauréats un encouragement a persister dans 1'étude du dessin, indispensable, awjourd hui plus que jamais, pour la prospérité de notre fabrique et le succes de ses ressortissants. Ces deux sociétés désirent qu'd l'avenir les éleves ayant recu leur prix, soient de ce fait engagés a pro- duire un dessin-composition ayant rapport & leur profession ; ainsi, 1'éleve graveur devra faire un dessin au point de vue de la décoration, joaillerie, ciselure, gravure ; 1'éléve bijoutier fera une parure ou une demi- parure ; MM. les professeurs voudront bien les diriger dans le choix des compositions, ces dessins seront donnés A la société A laquelle ils reviennent pour étre OR collectionnés dans un album. — Ainsi se fortifiera davantage le trait d’'union qui doit exister entre I'école et I'atelier. La société des Bijoutiers nous a communiqué la statis- tique du nombre des apprentis bijoutiers et chainistes; le nombre en est de 112, sur lesquels 24 fréquentent les ecoles de dessin. Ce chiffre de 24 est une augmentation qur les années précédentes, toutefois nous trouvons la différence encore bien considérable ; il est vrai que beau- coup de praticiens disent que, en ce qui concerne les apprentis chainistes, il n'y a la rien d’extraordinaire, attendu que ces jeunes gens ne sont appelés a étre que des manceuvres, ils ne sont pas considérés comme bijou- tiers et ne doivent pas, par conséquent, étre astreints qux mémes exigences ; du reste, presque immeédia- tement rétribués pour leur travail, les parents euz-mémes acceptent cette situation. Nous ne sommes pas placés pour connaitre au juste la valeur de ce raisonnement, mais il nous semble que tous les apprentis de nos ateliers devraient profiter de l'enseignement du dessin afin d’en recueillir les bien- taits tot ou tard, un jeune homme ayant suivi ces études devant forcément étre un ouvrier supérieur a celui qui en a été enticrement privé. La tiche des auto- rités, des professeurs, des commissions étant d’élever le niveau des intelligences, nous considérons comme un devoir de signaler tout ce qui A nos yeux est une lacune, une négligence ou une coupable indifférence ; le développement individuel de chacun est, au milieu de beaucoup d'autres questions, d'une grande impor- tance pour l'avenir de notre fabrique. Rentrons maintenant dans les études suivies a 'Ecole pendant I'année qui vient de se terminer. Le cours oral sur les styles a eu lieu conformément au programme a DO dans les deux semestres. Ces cours déja donnés par des professeurs différents, avaient parcouru plusieurs fois le cycle de cet enseignement; notre nouveau professeur, M. Bourdillon a donc repris la chose des le commen- cement, c’est-d-dire au style égyptien, non sans avoir toutefois fait précéder d'un exposé historique sur l'art en général et ses différentes manifestations antérieures au style quil allait étudier. Il s'est de méme attaché & faire connaitre le pays, les meeurs et coutumes, ainsi que l'état de civilisation dans lequel se trouvaient les peuples au milieu desquels ce style a pris naissance. Le professeur a suivi la méme marche lorsque, dans le second semestre, il a abordé le style grec. — Ces cours ont été accompagnés d'études d’apres le modele et suivis d'une composition, afin de mettre en pratique immeédia- tement les connaissances acquises. Ces compositions ont été trés appréciées, quelques-unes sont intéressantes ; il est visible que les éléves ont compris la caractéris- tique de chacun de ces styles, elles ont certaines quali- tée solides qui n’existaient pas au méme degré chez leurs devancieres du méme genre. Les meilleures com- positions égyptiennes sont a I'Exposition de Zurich, cependant on en verra a notre exposition de fin d’année une ou deux en particulier sur le style grec qui offrent un réel intérét. Nous n’hésitons pas A en attribuer en partie le mérite 3 notre nouveau professeur; il a su par une description claire et détaillée, attirer l’attention des éleves sur ce qui était important, I'essentiel; il n'a pas craint de revenir 4 plusieurs fois sur le méme sujet avec des démonstrations différentes, afin de fixer l'esprit du jeune homme sur ce qu'il veut qu'il sache, afin qu'il le sache bien. Nous sommes heureux d’avoir cette occa- sion de remercier M. Bourdillon, et de lui dire combien y= nous apprécions les services qu'il rend dans cette cir- constance, apres nous en avoir rendu comme président de la Commission. Dans le second semestre, nous devons signaler une étude de la plante d’apres le modele graphique, suivie d'une composition. Cette composition offre un intérét particulier. MM. les professeurs y sont intervenus dans la mesure la plus faible possible; c’est-a-dire qu’ils ont corrige, sur la feuille du projet, la moitié seulement du dessin, laissant subsister entierement sur l'autre I'idée de Péleve; le dessin définitif a été exécuté sur une autre feuille. De cette facon on suit l'idée premiere, corrigee quelque peu par le maitre, et 'exécution finale. Cet essai, qui ne devra pas remplacer les compositions entie- rement personnelles, devra cependant étre continué, il doit étre instructif pour I'éleve de voir ce qui est a prendre ou a laisser dans son projet. Puisque nous sommes a I'étude de la plante, disons que c'est toujours avec une sorte de regret que nous la voyons se faire d’apres le modele graphique, lorsque nous sommes en pleine possession des modeles que la saison donne. Il nous semble qu'il y a la un manque d’égards vis-a-vis de dame Nature. La plante vivante ne doit-elle pas étre, autant que possible, l'objet de nos études, n’avons-nous pas dans cette grande variété, le modele exquis, la richesse du coloris, I'élégance de la forme, la finesse des attaches, toutes choses qui doivent nous retenir, nous passionner et que les modeles graphiques, si bien faits qu'ils soient d’ailleurs, ne peuvent pas nous donner au meéme degré; tous ces charmes ne sont-ils pas plus vivants, plus saisissants lorsque c’est la plante (fleur ou feuille) qui nous les présente elle-méme en nous livrant sa par- Bh faite beauté sans intermédiaire ®Profitons donc, autant que possible, pendant que le soleil fait éclore chaque jour des beautés nouvelles, et réservons les modeles gra- phiques pour I'hiver. Donnons maintenant un souvenir a l'éleve John GRANDPIERRE, dont la mort prématurée nous a causé les plus vifs regrets. John GRANDPIERRE, a coté d’heu- reuses dispositions, avait une qualité, la persévérance: il lui a dd une grande partie de ses succes, c'est elle qui lui a fait acquérir dans un temps relativement court une somme de connaissances variées et étendues : il ne s'est pas cru autorisé a quitter I'école parce qu'il avait fréquentée pendant un laps de temps déterminé, il continuait & y venir, il étudiait constamment, il ne l'a quittée positivement que pour aller a Paris. La variété de ses études lui ouvrait plusieurs voies, c'est dans ameublement et sa décoration qu'il trouva de I'occupa- tion: nul doute que s'il edt vécu il n'edt trouvé une position honorable dans cette carriere. Du reste, une lettre pleine de regrets envoyée par son patron a la famille au sujet de sa mort, témoigne combien il s'était fait apprécier. Nous devons regretter cette vie sitot fau- chée, Grandpierre aurait certainement marque sa place parmi les artistes industriels sérieux. Ces souvenirs nous engagent, chers amis et éléves, A vous adresser quelques mots pour terminer ; l'intérét sincére que nous vous portons, le souci de votre avenir, nous en font un devoir. Nous vous engageons tous, quel que soit le degré de votre talent, quelles que soient aussi les récompenses que vous pouvez obtenir, nous vous engageons a rester modestes. C'est un écueil ou plusieurs se sont heurtés ; pour n’avoir pas su rester naturels, ils ont compromis leur avenir; souvent dans le but généreux d’encourager les efforts des éléves, on we Ne prodigue des éloges exagérés, on escompte l'avenir de quelques-uns en taxant leurs travaux de remarquables d’extraordinaires; on donne des récompenses élevées, les éleves cités dans ces circonstances sont presque con- sidérés comme des aigles ; alors, I'expérience I'a prouve, le jeune homme se croit dispensé de lutter plus long- temps, il croit & la certitude de sa réussite, ses travaux sen ressentent, il reste stationnaire, il descend, et I'aigle qu'on avait couvé, ne se trouve souvent, étre en fin de compte qu'un moineau bien ordinaire. D’autre part, vous entendrez quelquefois, dans le courant de vos études, parler de grand art, d'art pur, nous vous demandons de ne pas vous exageérer ces expressions, ou plutdt ne leur donnez pas une significa- tion différente de celle qu’elles doivent avoir réelle- ment: sachez, chers éleves, qui devez fournir une car- riere artistique dans l'art industriel, que ces expres- sions ne s'appliquent pas seulement d 'architecture, a la peinture, a la sculpture; elle se disent avec autant de raison, a propos d'un meuble, d'une piece d’orfévrerie, et méme d'un bijou. C'est pour avoir fait cette confu- sion que plusieurs aussi, ont pris en dégout leur pro- fession, atelier n'a plus été pour eux qu'une galere bonne & tuer I'imagination d’un tempérament d’artiste, et partant de cette idée fausse ils sont allés au-devant d’illu. sions décevantes. Croyez-nous bien, chers éleves, l'art industriel n'est pas inférieur & l'autre, persévérez-y si vous y étes engages, et croyez que si vous avez en vous, I'étoffe d'un artiste, vous pouvez y rencontrer la célé-- brité : en tous cas vous étes assuré d°y goiter des jouis- sances tres vives et tres réelles. Nous ne quitterons pas cette place sans adresser nos bien sinceres remerciments a nos deux professeurs MM. BENoIT et SILVESTRE, dont le dévouement a notre ~88 institution se maintient & la hauteur de la tiche qui leur est confiée. : Remercions aussi notre Président M. RUTISHAUSER ainsi que nos autorités, dont la présence a cette cérémo- nie atteste l'intérét qu’elles portent & nos écoles, c'est cet ensemble de sympathie et de sollicitude, ce sont tou- tes ces bonnes volontés réunies ici, qui nous font envi- sager l'avenir avec confiance : elles nous donnent I'espé- rance qu'elles guideront notre pays vers des temps plus prosperes que ceux d’aujourd’hui. Directeur. COMMISSIONS, JURYS ET PROFESSEURS M. Sordet, Edouard. Ecole d’Horlogerie. Commissaire délégué du Conseil Administratif. M. Rutishauser, Jean. Commission de surveillance. MM. Rutishauser, Président. Balland, Emile. Glaser, Marc. Huguenin- Savoie. Le GrandRoy, William, Martin, Louis. Monard, Fritz. Monard, Jules. Paillard, Ch.-H. Pascalis, Charles. Pautex, Antoine. Piguet, Fritz. Piguet-Ubelin. Rivoire, J.-F.-H. Thury, Emile. Maitres. . Rambal, Joseph, réglage. Huguenin, John, repassage. Borel, échappements. Meylan-Inglin, finissage. Verdan, cadrature. Lecoultre, remontoirs. Audemars, Paul, ébauche. Vulliety, C., mécanique. Benoit, Ch., sous-maitre, mécanique. Crausaz, Constant, bdalanciers compensateurs. Fournier, Francois, sertissage des pierres. Piguet, Julien-Henri, fabrication des mouvements compliqués. Piguet, Auguste, échappements a ancre. Senglet, repassage des montres simples. Perrenod, Paul, plantage des échappements a ancre. Professeurs. . Gautier, Adolphe, mécanique. Grosclaude, mathématiques, cosmographie et dessin. Rambal, Joseph, korlogerie théorique. Rilliet, Albert, physique et chime. Yersin, Antoine, arithmétique, francais. — 36 — Jury. CONCOURS PRATIQUE MM. Balavoine, Félix. Bott, Louis. Demellayer, Jean-Louis. Goy-Blanc. Montandon, Marc. Paillard, Alexis. Paintard, Emmanuel. Piguet, Henri. Piguet-Marmet. Reymond, Henri. Rouge, Marc. CONCOURS THEORIQUES Horlogerie théorique. . Haas, Charles. James, E. Natermann, John. Potter, Albert. Mécamque. . Amey, Arthur. Lauffer, Jean. Roussillon, Louis. Schmidtgen, Charles. —-87 = Mathématiques. MM. Flournois, ingénieur. Galopin-Schaub. Imer-Schneider. Rehfous, ingénieur. Veyrassat, ingénieur. Physique et Chimie. Perrot, Adolphe. Privat, Ernest. Soret, Charles. Francais, Arithmétique, Tenue de livres. MM. Le Comte, Franki. Patru, Alphonse, Conseiller municipal Viridet, John, id. Ecole d’Art. Commissaire delégué du Conseil Administratif. M. Rutishauser, Jean. COMMISSIONS Ecole des Beaux-Arts. MM. Rutishauser, Président. Darier, Charles. OR Decrue, Paul. Delapeine, Samuel. Dufaux, Marc. Furet, Francis. Glardon-Leubel. Lugardon, Albert. Poggi, Francois. Ravel, E.-John. Ecole spéciale d'art appliqué a Uindustrie. MM. Rutishauser, Président. Bonnet, John. Chomel, Francis. Golay, Emile. Martin, Louis. Morier, Fr.-L*. Plojoux, M.-Samuel. Poggi, Francois. Rambal, Laurent. Ramser, Rodolphe. Simonet, Jean-Louis. Ecoles moyennes de dessin. . Rutishauser, Président. Bourdillon, André. Camuzat. Darier, Charles. Decrue, Paul. Gautier, Adolphe. Morier, Fr,-L®. Ramser, Rodolphe. = 30 Simonet, Jean-Louis. Vailly, ainé. PROFESSEURS I. Ecole préparatoire. . Perret, Alexandre. Crosnier, Jules. II. Ecole moyenne. . Bovy, H., modelage. Mayor, Elisée, céramique. Silvestre, Henri, ornement et architecture. Pignolat, figure. III. Ecole des demaoiselles. M. et M=e Gillet et M™¢ Carteret-Leschaud. IV. Ecole spéciale dart appliqué & Uindustrie, MM. Benoit-Muzy. Silvestre, Henri. V. Ecole des Beaux-Arts MM. Menn, Barthélemy. Bodmer, Barthélemy. JURYS I. ECOLE PREPARATOIRE Jury. Délégués de la Commission : MM. Bourdillon et Morier. MM. Deriaz, Louis. Flournois, tngénieur. Gosé, J.-C. Hébert, fils. Viollier, Louis. II. ECOLE MOYENNE Modelage et Céramique Délégués de la Commission : MM. Decrue et Ramser. Jury. MM. Camuzat, Menn, Charles. Michaud, Olivier, Ed. Plojoux, M.-Samuel. Ravel, E.-John. Architecture et ornement. Délégués de la Commission; MM. Bourdillon, Darier, Simonet et Vailly. Jury. . Dériaz, pere. Gampert, Charles. Kock, architecte. Milleret, Emile. Solbrig, Emile. Figure. Délégué de la Commission: M. Fleuret. Jury. de Beaumont, Gustave. de Beaumont, Auguste. Gaud, Léon. Lossier. Edouard. III. ECOLE DES DEMOISELLES. Délégués de la Commission: MM. Gautier et Camuzat. Jury. MM. Bourcart. Castres, Ed. Furet, Francis. Kiihne, Philippe. — 32 — IV. ECOLE SPECIALE D'ART APPLIQUE A L'INDUSTRIE Jury. MM. Chappuis. Deshusses, architecte. D’Ivernois. Divorne, Jean. Dupont. Justin. Giron, Louis. Golay, Henri. Magnin, Déodat. OEttinger. PRIX DE CONCOURS DE 1883 ECOLE D’HORLOGERIE DIRECTEUR : M. ED. SORDET A. Enseignement pratique. 1. HORLOGERIE Réglage. Prix, Lossier, Henri. Piéces compliquées. Prix, Castrinojeanakis, Etienne (pour I'exécution compléte d'une piece remon- toir, échappement a ancre, répétition & minutes, chronographe en vue et quantiéme perpétuel). Cadrature. Vaurillon, Antoine. — 44 — LS Echappements a cylindre. 2. MECANIQUE gue prix, Morel, Gustave. 1 Section. ot : ier prix, Hess, Henri. Finissages. 2me prix, Schiess, Emile. Depéry, Jules. Achard, John. Mention, Lack, Albert. 1° prix, Batifolier, Charles. Accessits, 2me prix, Vaucher, Henri. Accessit, Simeotti, Léopold. : 2™° Section. Remontors. 1°r prix, Henzi, Francoi nzi, ¢ois. go Lecoultre, Henri. 2me prix, Roussy, John. Ae prix, égaur. ; i Hess, Emile. Accessit, Besson, Jean. 2me prix, Hoffer, Henri. Accessit, Batifolier, Charles. 3" Section. Mention, Simeotti, Léopold. 1°* prix, Malavallon, Emile. Mentions, Bastard, John. Barillets. Lacroix, Pierre. 1¢r prix, Lanceman, Joseph. Examens théoriques pour le dipléme. 2me prix, Jacquet, Elie. Accessit, Piguet, Charles. ; Perrenoud, Alfred, Mentions, Calderwood, André. Lanceman, Joséph. Blancard, Paul. Philippe, Emile. Roch, Pierre. Soler, Jean. Cages. Gu 9 Castrinojeanakis, Etienne. ier prix. Martres, Eugene. gue prix, Chaulmontet, Marius. B. Enseignement théorique. Accessit, Condé, Joseph. | Bentond, Marcel. Mentions, Piguet, Charles. Hoffer, Henri. ) Partenyi, Jean. Roussy, John. Exemptions. — BO — Prix. {er Simeotti, Léopold. gmc Piguet, Arnold, 3=e Calderwood, André. 4=e Lecoultre, Henri. sme Hess, Henri. 6éme Haas, Emile. 7m Depéry, Jules. gme Chaulmontet, Marius. Mentions honorables. Huggenberger, John. Jacquet, Elie. Lack, Albert. Leuba, Charles. Dunant, Charles. ECOLES DART Ecole des demoiselles. PROFESSEURS : M. GILLET, M™° GILLET, M™° CARTERET-LESCHAUD., {re Division. Cours élémentaire : dessin plane. Copie. Prix, - Duvoisin, Berthe. Accessit, Jerdelet, Rosalie. Mention, Oulevey, Clara. Mémoire. Prix, Duvoisin, Berthe. Maret, Anna. Accessit, : Sulzer, Alice. 2me Division. Cours élémentaire de figure. Téte daprés Uantique et feuille d’aprés le plilre. Copies ( Boissonnas, Jeanne. | de Hauke, Ina. 27° prix, Achard, Elisabeth. Accessit, Filliol, Héléne. Mention, French, Nora. ier prix, — 48 — er BY ies Mémoire. y de Hauke, Ina. ier prix, ! Boissonnas, Jeanne. ; Chappuis, Suzanne. Livia Accessit, Gendre, Thérese. : D Mention, 1°r prix, Mange, Elisabeth. 2me prix, Bocquet, Elisa. Classe moyenne 3=¢ prix, Studer, Frida. ) Duc, Fanny. Rench, Lina. Copie et mémoire réums. 2m accessit, ( Jeanfavre, Alphonsine. Vellauer, Ida. Petresco, Olga, | Oltramare, Helene. 1™ mention, Paine-Gallwey, Lilian. Schneidenmiihl,” Minnie. 2m° mention, Stal, Olga. Mallet, Gabrielle. par, Eudoxie. Renversement, mémoire. Cours élémentaire de Jigure, 1 division. Téte d'aprés Léopold Robert et coupe d’aprés nature. Division A. 1°F accessit, {er prix, 2m prix, 3®° prix, Accessit, - Mentions, Perron, Louise. 1° prix, Studer, Frida. Karcher, Jeanne. 2me prix, Mange, Elisabeth, Paine- Gallwey, Lilian. Sauter, Berthe. : ire senile 1°" Accessit. Bocquet, Elisa. Copie et mémoire ; gme Garttner, Auguste. Granhajecs, Ana. i ( Challot, Berthe. Tiger, Susanne. - Mention, y Voan, Emilie. 3=¢ prix, Roussel, Marie. Ploy Amélie. Ecole des jeunes gens. 3™¢ prix, Division B. Jer prix, gue prix, {Sous Anna. Rench, Lina. Accessits, Piachaud, Emma. Calame, Juliette. Ecole préparatoire. Mentions, Bret, Bertha. PROFESSEUR : M. CROSNIER. 1¢F prix, Duvoisin, Louis. Zaug, Charles. 2% prix, Saugy, Julien. im 50 — Dérouand, Auguste. Deck, Albert. By — Mention, Chapalay, Eugene. PROFESSEUR : M. PERRET. ome Catégorie. 1°r prix, Grosset, Johannes. Prix, ex equo, Gianoli, Jean. Rahn, Louis. Gianoli, Louis. 2me prix, Cahorn, Auguste. Accessit, Pfeiffer, Louis (décédé). Mention tres-honorable. Decouvette, Francois. Mentions, Reynaud, Alfred. Rossier, Edouard. Ecoles moyennes. B. CERAMIQUE Division de Modelage et Céramique. PROFESSEUR : M. ELISEE MAYOR. A. MODELAGE ire Catégorie. PROFESSEUR : M. HUGUES BOVY. ai Prix, Mayor, Jacques. ire Catégorie. Accessit, Bettinger, William. Prix, Charnaux, Georges. Accessit, Girard, Gabriel. 2m Catégorie. Mention, Schiile, Charles. Prix, Durouvenoz, Victor gue Catégorie. Mention, Schiile, Charles. Mention, Mayor, Jacques. 3me Catégorie 3me Catégorie. Mention, Rochat, Louisa. Prix, Durouvenoz, Victor. 4m¢ Catégorie. Mention, Bastard, Auguste. gone Prix, Papazian, Artin. 4me Catégorie. Accessit, Reynaud, Alfred. Prix, Favre, William. Mention, Pfeiffer Louis, (décéde). Accessit, Kiihne, John. Mention, Vouga, Emile. —y2 — — 53 — Ecole d’'Ornement et d’Architecture. 2me année. PROFESSEUR : M. HENRI SILVESTRE. Perspective. A. ECOLE D'ORNEMENT 1% prix, Eypper, Jules. 2me prix, Vouga, Emile. 1** mention, Cosson, Sem. Faivret, Théodore. 2™¢ mention, Riondel, Joseph. Gantner, Albert. Marmet, Charles. Dessins d’architecture. Mocier, Lucien. Prix, Schiile, Charles. Excoffier, Alfred. Lossier, Charles. i* année. Riondel, Joseph. 1°" prix, Dumont, Eugene. Accessit, Excoffier, Alfred. 1 année. Mention, Golay, Auguste. 1°r prix, Golay, Auguste. 2me prix, Gros, Jean. Ecole de la Figure. Dufaux, Antoine. Kuntzy, Mare. Lamuniére, Ami. 1 Division. Ragozzi, Etienne. Weyermann, Louis. 2™¢ année {er prix, égauz, Accessits, égaux, Mentions, Accessits, égaux, PROFESSEUR : M. PIGNOLAT Mentions, Travaux de I’année. 1° prix, Dufaux, Antoine. B. ECOLE D’ARCHITECTURE gme prix, Faivret, Walther. Biicher, André. Division supérieure. Accessit, Viquerat, Louis. fer prix, William Bettinger. Mention, Bressler, Joseph. Concours. : 1*F prix, Biicher, André. 1° prix, Rivaud, Frantz. 2m prix, Faivret, Walther. 2me prix, Vecchio, Francois. Accessit, Blancard, Florian. Accessit, Marmet, Charles. Mention, Dufaux, Antoine, 3™¢ année. i°r prix, 2m¢ prix, Accessit, Mentions, ier prix, 2m¢ prix, Accessit, Mention, Prix, Accessit, Mention, 1°* prix, 2me prix, 2=° Division. Travaux de l'année. Gianoli, Louis. Gianoli, Jean. Lossier, Charles. Mayor, Jacques. Schmidt, Charles. Concours. Lossier, Charles. Gianoli, Louis Mayor, Jacques. Gianoli, Jean. 3me Division. Travaux de l'année. Portales, Frédéric. Deck, John. Charmot, Georges. Concours. Portales, Frédéric. Deck, John. -—88 Ecole spéciale d’art appliqué a I'Industrie. PROFESSEURS : MM. BENOIT ET SYLVESTRE. {er prix, gme prix, {r mention, 4 gme gue Ame Nm Hime {er prix, 2m¢ prix, 3=¢ prix, 4™e prix, {* mention, 2me mention, 3=¢ mention, 1°" prix, 2m¢ prix; Mention, 1 année. Jamin, Louis Huguet, Paul. Porta, Marc. Blavignac, Alphonse. Durand, Charles. Crucinioni, Pierre. Annen, Hermann. 2me année. Durouvenoz, Marc. Gantner, Albert. Golay, Auguste. Rutishauser, Philippe. Renaud, Jean. Deck, John. Portales, Frédéric. 3m¢ année. Lentillon, Louis. Wendt, Ernest. Bettinger, William. 4me année. ELEVES HORS CONCOURS. « Prix spécial. Prix partagé, Boone Georges. Rigacci, Emile. “ie BB ws Demoiselles. 1°F prix, Teager, Suzanne. 1*¢ mention, Cramer, Anna. 2™¢ mention, Calame, Juliette. Prix offert par la Société des ouvriers graveurs, Jamin, Louis. Prix offert par la Société des ouvriers bijoutiers. Blavignac, Alphonse. AS NSAS NAA sr ANAS SASS REGLEMENT ORGANIQUE ’ECOLE D’HORLOGERIE DE GENEVE ADOPTE PAR LE CONSEIL MUNICIPAL le 13 décembre 1878 GENEVE IMPRIMERIE B. SOULLIER, CITE, 19 1878 AAS SS SASL ASS\S S\N SSG SASL JAF ASN NEN Lo\e/ Nef Nef ef Ne fAL\ S\N NAN oN FSP ro YY RGF APPPSL PPR PPPS ASS ASSN SSS AS pa Sa rier Re SEN Rl Te RE ER ATE pb y RE he AE ARIE BEL x 3 a es BG Demoiselles. - eC / C A SS TNE ~=T A REGLEMENT ORGANIQUE 1°r prix, Tager, Suzanne. 1 mention, Cramer, Anna. 2™¢ mention, Calame, Juliette. as Je JJ Prix offert par la Société des ouvriers graveurs ’ ASIANS NS SSNS es . Jamin, Louis. LECOLE D'HORLOGERIE DE GENEVE Prix offert par la Société des ouvriers bijoutiers. PASS GAS Blavignac, Alphonse. ADOPTE PAR LE CONSEIL MUNICIPAL. ASSL J rn NSN ASS NSS le 13 décembre 1878 & 2 . PAPA ef JASN ASS ff SAS SAS NSS fA Ns fe GENEVE IMPRIMERIE B. SOULLIER, CITE, 19 RE ee ry SASS ASS 3 2 1878 2 J — 56 — Demoiselles. ) [0 INT YAN 1 prix, Por. Stren. : REGLEMENT ORGANIQUE 1" mention, : Cramer, Anna. Qme mention, Calame, Juliette, Prix offert par Ia Société des ouvriers graveurs, Jamin, Louis. LECOLE D'HORLOGERIE DE GENEVE Prix offert par la Société des ouvriers bijoutiers. Blavignac, Alphonse. ADOPTE PAR LE CONSE MUNICIPAL le 13 décembre 1878 GENEVE IMPRIMERIE B. SOULLIER, c1112, [9 I878 =I\ 2. Oy of LOCALS SASS AS NAS AAS AAS PAA SA) VRVAY Nd = 6) yo ~~ A VIN TA 8 2-0 ! REGLEMENT ORGANIQUE POUR 'ECOLE I’HORLOGERIE DE GENEVE ADOPTE PAR LE CONSEIL MUNICIPAL le 13 décembre 1878 GENEVE IMPRIMERIE B. SOULLIER, 1878 . Dispositions conslitutives. . Commission de I’Ecole. . Direction. . Enseignement. . Admission a 'Ecole et conditions. . Fourniture d’outils. . Concours. . Disposition ahrogatoire. REGLEMENT ORGANIQUE LECOLE D'HORLOGERIE VILLE DE GENEVE Dispositions constitutives. ARTICLE PREMIER. L’Ecole d’horlogerie a pour but de donner un enseigne- ment complet de cet art, et de former ainsi des horlogers habiles et instruits, afin de maintenir et d’accroitre la pros- périté et le renom de la fabrique genevoise. ART. 2. Cette Ecole est une institution municipale, administrée par le Conseil Administratif. Arr. 3. Une somme annuelle portée au budget de la Ville de Genéve est destinée & pourvoir, concurremment avec les rétributions des éléves, aux frais généraux de I'Ecole. | Commission de I'Ecole. ART. 4. Pour U'administration et la surveillance générale de I'E- cole, le Conseil Administratif est assisté d'une Cominission consultative. Les membres de cette Commission sont nommés par le Conseil Administratif. Leurs fonctions sont gratuites. ART. D. Cette Commission est présidée par un membre délégué du Conseil Administratif. Elle nomme elle-méme son secré- laire. Elle répartit entre ses membres inspection des différen- les classes, et de tout ce qui concerne I’enseignement, ordre et la discipline. ART. 6. La Commission se réunil en séance ordinaire une fois ~ o par mois. Elle est convoquée extraordinairement par le Président, lorsqu’il le juge convenable, ou lorsque trois membres le demandent. Art. 7. Les fonctionnaires de Ecole sont nommés par le Conseil Administratif, sur la présentation de la Commission. Art. 8. Les programmes el les réglements inlérieurs sont arrctés par le Conseil Administratif, sur le préavis de la Commis- sion. Il en est de méme des cahiers des charges qui détermi- nent les obligations de chaque fonctionnaire. Arr. 9. La Commission présente chaque année un rapport sur la marche de I'Ecole. Ce rapport est lu dans la séance de distribution des prix. 11 Direction. Arr. 10. La direction de Ecole est exercée, sous lautorité du Conseil Administratif, et sous la surveillance de la Commis- 6 sion consultative, par un Directeur; auquel il peut étre adjoint au besoin un Sous-Directeur. Art. 11. Le Directeur adresse chaque mois 4 la Commission un rapport détaillé sur la marche de I'Ecole. Il peut étre appelé & assister aux séances de la Commis- sion avec voix consultative. Iv Enseignement. Arr. 12. I.’ enseignement dans Ecole est théorique et pratique. Art. 13. Les cours théoriques sont donnés dans le local de I'Ecole, el ont pour objet notamment : le Francais, I'Arithmétique, la Tenue des livres, le Dessin linéaire, le Dessin industriel, la Géométrie, I'Algébre, la Physique, la Chimie, la Mécani- que, la Cosmographie, I’Astronomie et 1’'Horlogerie. Ces cours sont appropriés au but de I'Ecole. Art. 14. L’enseignement pratique esl réparti en trois sections : 1° Une section élémentaire d’horlogerie, ayant pour objet la construction de la montre simple dans ses parties es- -— i sentielles : Ebauche, Remontoir, Finissage et Echappe- ments ; 20 Une section supérieure d’horlogerie, ayant pour objet ‘étude ct la construction des Cadratures de répétitions et d'autres piéces compliquées, le Repassage et le Réglage, sans préjudice des parties auxiliaires que la Commission désirerait y introduire ; 3° Une section spéciale, ayant pour objet la Mécanique appliquée a I'horlogerie, et la construction des machines et outils propres a faciliter et 4 perfectionner la fabrication. ArT. 15. Les programmes déterminent les cours théoriques qui sont obligatoires pour les éléves de chaque section. ArT. 16. La bibliothéque et les collections de modéles d’horlogerie et de mécanique, destinées a Iinstruction des éléves de I'Ecole, pourront étre rendues accessibles a d'autres per- sonnes, sous les conditions réglées par le Conseil Adminis- tratif sur le préavis de la Commission. V Admission a Ecole et conditions. Arr. 17. Pour étre admis comme éléve dans I'Ecole d’horlogerie, il faut: a) Avoir 14 ans révolus ; by) Se faire inscrire auprés du Directeur ; ¢) Posséder Vinstruction correspondant au programme complet des écoles primaires de la Ville de Genéve ; d) Accepter les réglements de I'Ecole. Arr. 18. Tout éléve non genevois doit, avant son admission, fournir comme garanl une personne domiciliée a Genéve, qui demeure responsable de toute obligation résultant des réglements. Art. 19. L écolage mensuel est (ixé a cing francs pour les Suisses, et & vingl-cing francs pour les élrangers. Les enfants de parents étrangers établis & Genéve peu- vent obtenir une réduction sur I'écolage. Les écolages sont payables d’avance el sans fractions. Dans la section supérieure d’horlogerie, les ¢léves ont a payer en outre, pour les maitres, une rétribution fixée par la Commission sur le préavis du Directeur. Art. 20. Les parents ou luteurs des ¢léves mineurs, et les cau- tions des cléves élrangers, doivent acquiescer par écrit aux roelements de Ecole, et sont personnellement responsables des dommages qui seraient causés par ces cléves. Les ouvriers qui désirent sc perfectionner dans quel- 9 qu'une des branches enseignées & I'kcole peuvent dire admis aux conditions ci-dessus. Vi Fourniture d’outils. ART. 929. Il est fourni aux éléves genevois de la section éléemen- taire d’horlogerie les outils nécessaires a leur apprentissage, suivant la tabelle dressée dans un réglement spécial. Ces outils ne deviennent la propriété de I'éléve que lors- qu'il a parcouru toutes les classes de celle section. Art. 23. Les autres outils et les fournitures sont a la charge des éléves. Vil Concours. Art. 24. Chaque année ont lieu des concours de travail manuel et des examens sur I'enseignement théorique. ART. 25. Une distribution de prix a lieu & la fin de année sco- laire. La Commission désigne chaque année des jurys, choisis hors de son sein, pour juger les concours et les examens. Ces jurys apprécient el classent les travaux des éléves, et adressent leurs rapports & la Commission. Celle-ci, statuant en conformité de ces classements el rapports, décerne comme prix des exemptions d’écolage, des médailles, des livres ou des outils. Art. 27. Les éléves qui ont suivi d'une maniére compléte et satis- {aisante I'enseignement de la section supérieure d’horloge- rie el les cours théoriques peuvent obtenir un diplome. Les autres éléves peuvent recevoir un certificat constatant la durée et le résultat de leurs études. Vill Disposition abrogatoire. Art. 28. Le réglement du 5 octobre 1875 est abrogeé. Original eT, sa - Sh Senate Bill. No. 217. INTRODUCED BY MR. GESHXORD, JANUARY 26, 1887. REFERRED TO COMMITTEE ON EDUCAT.ON. AN ACT TO ESTABLISH AN INDUNTRIAL TRAINING SCHOOL IN EACH COUNTY, CITY, OR CITY AND COUNTY, OF THE STATE OF CALIFORNIA, TO PROVIDE FOR ITS ORGANIZATION, AND FOR MAINTAINING THE SAME. The People of the State of California, represented in Senate and Assewbly, do enact as follows: ntiy, Section 1. The Boards of Education in each, 2 anty, and in such cities as have Boards of Education, shall have the power to establish an Industriat Training School in their respective couL ics wi cities. whenever it may appear to the Board as advantageous to the best interests of the young of such county or olis, And such Boards of Education are hereby author- ized and directed to establish such scliools whenever thirty or more repre- sentatives of as many pupils, desirous of availing themselves of such indus- trial training, shall petition said Board and request the establishment of such a school. Original Defective Senate Bill. No. INTRODUCED BY MR. GISS CORD. JANUNRY 260 1887. REFERRED TO COMMITTEE ON EDUCAT ON. AN ACT TO ESTABLISH AN INDUNTRIANL TRAINING SCHOOL IN EKACH COUNTY. CITY. OR CITY AND COUNTY, OF THE NTATE OF CALIFORNIA, TO PROVIDE FOR ITS ORGANIZATION, AND FOR MAINTAINING THE SAME. of the State of Oalifornia, represented in Senate and Assenbly. do cn nti, NecrtoN Io The Boards of Education in each, 2 antyv. and in such cities ax have Boards of Education. shall have the power to establish an nadustring Traming ~ehool iii iheir respective COUL ICS Ui CIUIeNS. Whoever it may appear to the Board ax advantageous to foo best interests of the young of such county or city. And such Boar. Chucation are hereby author- ized and directed to establish such HL vionever thiviy or more repre- sentatives of as many pupils. des on coarthme themselves of such mdus- trial training, shall petition ' Land request the establishment of such a school. Original Defective SETTER Senate Bill. | No. 217. INTRODUCED BY MR. GESHORD, JANUARY 26, 1887. REFERRED TO COMMITTEE ON EDUCAT:ON. AN ACT INDUSTRIAL TRAINING SCHOOL IN EACH TO ESTABLISH AN COUNTY, CITY, OR CITY AND COUNTY, OF THE STATE OF CALIFORNIA, TO PROVIDE FOR ITS ORGANIZATION, AND FOR MAINTAINING THE SAME. The People of the State of California, represented in Senate and Assenbly. do enact as follows: ntiy SecerioN I. The Boards of Education in each, 2 anty. and in such 2 cities as have Boards of Education, shall have the power to establish an Industrial Training School in their respective counvies wi cities. whenever it may appear to the Board as advantageous to the best interests of the young of such county or city. And such Boards of Fducation are hereby author- 6 ized and directed to establish such sclicols whenever thirty or more repre- sentatives of as many pupils, desirous of availing themselves of such indus- trial training, shall petition said Board and request the establishment of such a school. [9] 2 Such schools when established shall become a part of the public school system of this State, and shall be supported from the “Indus- {rial Training School Fund,” as hereinafter provided. Sie. 3. For the purpose of providing funds for the purchase or rental of land, the construction or rental of suitable buildings, and for the purchase of suitable fixtures, furniture, and apparatus, and the salary of instructors, wherewith to conduct and maintain an Industrial Training School, the Supervisors are hereby authorized and directed to levy a special tax, at the same time other State and county taxes are levied, which shall be collected at the time and in the manner of other taxes, and be credited to the Indus- trial Training School Fund ” of the county or city. Sec. 4. For the purpose of enabling the Board of Supervisors to fix the foregoing rate of special tax for the « Industrial Training School Fund,” the Board of Education of any county or city, after deciding to establish such a school, shall, on or before the first day of A ugust, in each year, pre- pare plans, specifications, and a schedule of necessary expenses for conduct- ing and maintaining such a school for the ensuing vear; such a statement shall include the purchase or rental of lands and buildings, the construction of suitable buildings, together with the necessary apparatus, tools, books, and supplies, or for necessary improvements to an Industrial Training School already establislicd. and shall submit these estimates to the Board of Super- visors. with their recommendation. Spe. 5. It is further provided, for the purpose of providing a fund for the Industrial Training Schools, that the rate of tax for the first year shall not exceed six cents on each one hundred dollars worth of assessed valu- ation in any county or city, and that succeeding levies shall in no one year exceed three cents on each one hundred dollars worth of valuation of tax- able property in such county or city. Sec. 6. The Board of Education in any county or city shall consti- tute a Board of Directors for the management of such Industrial Training School in their respective counties, and, as such, shall be and are hereby empowered to employ competent instructors in the several branches herein- after provided for. They shall also provide suitable accommodations for maintaining the school, together with all requisite and necessary supplies for conducting such a school, and the Board of Supervisors of such county or city shall audit such necessary claims as the Directors may indorse, pay- able out of the Industrial Training School Fund of the county or city. It is provided, however, that no indebtedness shall be incurred beyond the esti- mated levy for the fiscal year. Sec. 7. It is hereby provided that the Board of Directors of the Industrial Training School of any county or city may provide for instruction in any or all of the following branches: (1.) Carpentry and joining. (2.) Cabinet-making. (3.) Wood turning. (4.) Blacksmithing and metal work. (9) Tinning and plumbing. (6.) Painting. (7.) Printing. (8.) Surveying and engineering. (9.) Stenography and type writing. (10.) Bookkeeping. (11.) Cookery. (12.) Leather working. (13.) Needlework. (14) And agriculture and horticulture; provided, that when an Industrial Training School is first organized it shall be provided with means of instructing in not fewer than five of the foregoing branches of industrial study. Sec. 8. When such a school has been established it shall be open to all pupils of the county or city of the age of thirteen years or more, who shall elect to become members thereof, without distinction of sex or class; [ 4 ] provided, such pupils, in the opinion of the Board of Directors, possess such physical and mental qualifications as to enable them to pursue industrial studies without material injury; and provided further, that in case of a lack of accommodation for all who desire to attend, a public register shall be kept, and pupils entered in the order of registration; and provided further, that pupils entering such Industrial Training School shall apprentice themselves thereto for a period of one year, unless the Board of Directors determine that such apprenticeship is unjust to some material interest of the school or the pupil. Sec. 9. For the purpose of securing uniformity in the system of industrial training, and for the protection of the State interest therein, it is provided that the Governor of State, the Secretary of State, and the Superintendent of Public Instruction shall constitute a State Board of Directors of Industrial Training Schools. They shall acquaint themselves with the methods and subjects of instruction in such schools, and report biennially to the Legislature the success of all such Industrial Training Schools in the State. They shall have power to appoint a practical educator to act as Commissioner of Industrial Training Schools for the State of California, who shall receive a salary of three thousand dollars per annum, together with necessary office and traveling expenses, as in the opinion of the State Board of Directors may appear proper. The Commissioner of Industrial Training Schools shall visit each Industrial Training School in the State at least twice each year, and confer with local Boards of Directors concerning the management of such school, the course and method of instruc- tion therein, and thereby endeavor to secure uniformity in the lodustrial Training Schools of the State. He shall make quarterly reports to the State Board of Directors of all schools visited. He shall prepare and have pub- [ B'] 19 lished at the State Printing Office such circulars of information and instruc- State 20 tion, and all such statistical reports as may appear necessary to the N Board of Directors. 10. In the Industrial Training School particular attention shall All such SEC. 2 be given to the manufacture of articles of merit and value. 3 articles shall be sold under direction of the local Board of Directors, and 4 the proceeds returned to the “Industrial Training School Fund” of the county, and devoted to the uses of said fund. Spe. 11. Instructors in the Industrial Training Schools shall not be 2 required to hold teachers’ certificates, as provided for in subdivision three 3 of section number one thousand seven hundred and seventy-one of the 4 Political Code; provided, that when any of the public school branches, pro- 5 vided for in section number one thousand six hundred and sixty-five, are 6 taught in such Industrial Training School, a regularly certificated teacher State and county shall be employed, and paid as other teachers, from the funds. In Industrial Training Schools, the hours of study, and all 2 regulations relating to the government of said school, shall be under the val Board of Directors. direction and supervision of the lo of Spe. 13. Immediately after the appointment oil the Conanissioner 2 Industrial Training Schools, he shall proceed to prepare plans and specifica- 3 tions of suitable buildings, also an outline of Industrial Training School 4 work and instructions, to be submitted to local Boards, and the Commissioner 5 shall, in every way possible, aid such local Boards in the adoption of prac- tical methods of instruction. 9217 [ 6 1] Sec. 14. The salaries of instructors in the Industrial Training Schools shall be paid from the “Industrial Training School Fund,” on order of the Board of Directors, properly indorsed by a majority of the Board of Supervisors of the county or city. SEC. 15. In case any city and county should desire to unite in the organization of an industrial training school, it will be consistent with the provisions of this Act for the county and city Boards to unite as a Board of Directors for the control and management of such a school. In such cases the funds shall be raised by an equal rate of taxation on all the taxable prop- erty of both such county and city, and shall be placed, when collected, in the * Industrial Training School Fund” of the county. Sec. 16. Any city having a city Board of Education may establish an Industrial Training School, and manage the same under the provisions of this Act. The Supervisors, Council, or Board of Aldermen or Trustees of the city, and the City Treasurer, assuming the functions of Supervisors, and Treasurers in the county government in their relations to the financial management of the Industrial Training School. SEC. 17. This Act shall take effect immediately. af ATI ot i C. Gesforde : el pe Substitute for Senate Bill. ¥F No. INTRODUCED BY MR. GESSORD. JANUARY 26, 1887. REFERRED TO COMMITTEE ON EDUCATION. AN ACT TO ESTABLISH AN INDUSTRIAL TRAINING SGHOOL IN EACH COUNTY, CITY, OR CITY AND COUNTY, OF TH E STATE OF CALIFORNIA, TO PROVIDE AN APPROPRIATION FOR ITN ORGANIZATION, AND A FUND FOR MAINTAINING SUCH TRAINING SCHOOL. The People of the State of California, represented in Senate and Assembly. do enact as follows: Section I. The Board of Supervisors of any county of the State of Lo California is hereby empowered and authorized to submit the question of the establishment of an Industrial Training School to the decision of the popular vote of the county, at any general State or county election, or at any special election, whenever petitioned to do so by two hundred citizens who are resident taxpayers of said county. At such election the ballots shall have written or printed thereon the following: ‘Industrial Training School—Yes,” and “Industrial Training School—No.” If a majority of the ballots voted at such election contain the words, “Industrial Training Nchool--Yes,” the Board of Supervisors shall proceed to provide ways and means for establish- ing said Industrial Training School as hereinafter provided. Spe. 2. Within thirty days from the date of said election the Board of Supervisors shall, provided the majority of votes cast favor an Industrial Training School, report such fact to the Controller of State, who is hereby authorized and directed to set apart a sum of money equal to two dollars for each census child in the county, from any State money not otherwise appor- tioned. which shall be forthwith transmitted to the Treasurer of said county, to be used as a fund for the purchase or rental of land, the construction or rental of suitable buildings, and for the purchase of suitable fixtures, furni- ture, and apparatus, said fund to constitute the “State Industrial Training School Fund” of said county, wherewith to organize and maintain an Indus- trial Training School. Suc. 3. The Board of Education of any county wherein an Industrial Training School has been or is to be established, shall, on or before the first day of August in each year, prepare a schedule of necessary expenses for condueting and maintaining such a school for the ensuing vear; such a state- ment shall include salaries of instructors, together with a list of supplies. and for necessary improvements to an Industrial Training School already estan- lished. and shall submit these estimates to the Board of Supervisors, with their recommendation; whereupon the Board of Supervisors shall levy a special tax on the taxable property of the county, sufficient to raise a fund not exceeding in the aggregate two dollars for sach censas child in the county. C This levy shall constitute the “County Industrial Training School Fund.” Spe. 4. The Board of Education in any county or city shall consti- (3 1 tute a Board of Directors for the management of such Industrial Training School in their respective counties, and, as such, «hall be and are hereby empowered to employ competent instructors in the several branches herein- after provided for. They shall also provide suitable accommodations for maintaining the THE EVENING SCHOOLS OF ART AND SCIENCE These schools are mostly attended by young men, though wo. men are admitted, and attend them in certain small proportion. The design of the instruction here, as in all other departments of this institution, is practical —such as can be applied to some useful art and paying employment, in contradistinction to general culture and discipline of powers. But it was found that very few of the young men were prepared with the antecedent knowledge neces- sary to any of the applied sciences, and practical arts. Some are admitted to a certain rudimental instruction in the lower grades of these arts which they find very useful to them in their work- shops—such as drawing and designing without elementary 9 geometry. They have not the time or the will to acquire the pre- liminary knowledge. But for the better class of more willing students it was necessary to begin somewhere in this antecedent course for the departments of Engineering, Mining, Metallurgy Analytic and Synthetic Chemistry, Architectural Drawing, and Practical Building. Here the Free Academy and the College ought to supply this preliminary knowledge for the Polytechnic Schools, and such as are designed for the industrial classes. But here comes the impossibility, before alluded to, of detaining those youth in the Public Schools long enough to lay the foundation in general knowledge, for the specific and skilled acquisitions of art. Hence, we mustimpart this preliminary knowledge, after the youth have left school, and have commenced to work for a living The mere rudiments of Reading, Writing and Arithmetic, can now be obtained in this city, in Free Night Schools, established under the City Government. The course of instruction at the Cooper Union is divided into two departments. In the first are taught Algebra; Plane, Solid, Descriptive and Analytic Geometry; Plane and Spherical Trigo- nometry; Theoretical and Practical Mechanics, Natural Philoso- phy; Elementary, Organic and Analytic Chemistry. In the Art Department is taught Drawing in all its branches— Architectural, Mechanical, Free-hand Drawing, and Drawing from Cast and Life; Painting; Modeling in Clay. Lectures are given in Perspective. In these two departments there are employed twenty-three instructors for six nights of the week. During the Term 2,721 applicants were admitted to the classes, but as some joined several classes, the number admitted to the school was 2,100. This is an increase on any previous year. The pupils are given certificates of proficiency in every special department of study in which they have stood a satisfactory exam- ination. Those who pursue their studies in the Cooper Union for five years are entitled to a diploma certifying the branches of learning studied, and the general standing of the pupil. To such pupils as shall have completed the full course of study and shall at each examination, receive a first-class certificate, the Cooper Union Medal is given as the highest honor of the institu- tion. During the present year, 567 certificates of proficiency were granted to pupils of the various classes. Both the Graduating Diploma and the Cooper Medal were granted to the following 10 students: Miss Sarah Collins, Patrick Doody, and George Jun- german. The few, comparatively, out of the whole number that attend the Cooper Union, who each year receive the Diploma or the Medal, show conclusively, that this Institution places no low mark for the attainments of those who would receive its highest honors; and be it remembered that these are honors and qualifica- tions which the Trustees claim as the rightful due of any who would take their true position as intelligent citizens of a Republic, and a high place among its industrial classes. The Trustees acknowl- edge with thanks the wise liberality of Messrs. Mitchell, Vance & Co. in presenting two beautiful bronzes as prizes for the best drawings in the Industrial Art School. THE SCHOOL OF ART FOR WOMEN. The peculiar conditions and characteristics of American life, throw a great many young women of refinement and general cul- ture from the bosom and protection of their families, upon their own resources. The general exigencies of life and the necessity of getting a living outside the resources of their own home, will do this for many But families are more easily broken up here, than in any other country. The extent of the field of enterprise, the diffusible nature of the population, the restless and speculative spirit of the young men, the great disparity in the different sec- tions, between the males and females—being greatly in excess of females in the States East, and of males in the States West of the country—these, and other causes that might be mentioned, often deprive young women of the natural support of their fathers and brothers, and husbands do not come in to fill their place. Servile work, factory work, and store employments do for a certain large class of women. But there is a class made sensitive by tempera- ment and education, to whom these employments are very burden- some or impossible. It is to such that the Cooper Union opens its arms of tenderness and care, by providing them with employ- ments suitable to their susceptibility to the higher forms of ‘ndus- trial art. The primary aim in this school, as in all other departments, is to put within reach of the pupils, practical and remunerative em- ployment; but if the natural abilities of the pupils point them to 11 high art, they have here the discovery and the furtherance of their talent put within their reach. When such as promise to reach the higher grades of art have arrived to a certain degree of proficiency. they are then recommended to the Academy of Design, a school devoted to Art instruction, and to the promotion of Art in New York. ; Four departments constitute the school at present—Drawing from Copy, Cast and Life ; Painting, especially in its application to Photographs ; Photography in all its branches as an art, and Wood Engraving. Tae DepaRTMENT OF PHOTOGRAPHY has been organized for the first time this present year, and deserves special mention. The whole art in its various manipulations is here completely taught. The sensitive plates are prepared by the pupils, with the proper use of chemicals and baths ;—the use of the instrument in taking nega- tives ;—the retouching of these negatives with pencil, the sun printing from the same, and the final finish of the positive with crayon or paint,—are all carefully taught, and any one, or all these operations may be mastered by each pupil. This division of labor is suitable to a variety of talent, and each of these manip- ulations of Photography is itself a paying employment. This beautiful and popular art that brings the works of the great Masters, and the finest landscapes of Nature, measurably within the reach of the poor, and multiplies these mementoes of friendship and family affection which could be procured formerly only in expensive portraits, well symbolizes the diffusion of high usefulness, refinement and humanity which the Cooper Union is designed to spread among the people. Tae ENGRAVING DEPARTMENT, is one of the most useful ad- junets to the Art School. It secures an elegant and remunerative employment to those who can master its details. Nor is this difti- cult to those who have a fair start in natural ability for drawing and designing. ; : At present there are seats for only twenty-four pupils. A regis- ter is kept of applicants, and when a pupil leaves or becomes too irregular in her attendance, the seat is filled from the list. It is a matter of regret that this list is in excess of those who can be accommodated. This is true, however, of most of the other depart- ments, and proves the demand and the usefulness of the Institu- tion. One hundred and ninety-six pupils have been admitted to the 12 various departments of the Female Art School during the past year. The average attendance daily has been one hundred. Lectures in Artistic Anatomy, and the Laws of Expression are given in this School, as necessary to the good execution both of practical and of high Art. The School has hitherto been very successful in fitting teachers of Painting and Drawing for service in other schools. Of this, some gratifying evidence may be seen in the special Report of the Superintendent of the School. — AN ENGLISH LITERARY DEPARTMENT has been more distinctly recognized by the Trustees this year, by the appointment of a Professor of English Literature. To the Oratory and Debating Classes, hitherto organized, have been added classes in Elocution, Rhetoric, and English Literature. It is found by the experience of those who may be qualified to take leading places in the superintendence of manufactures and work- shops, that in conducting correspondence, and assuming their rightful position as master mechanics, ignorance of the proper usages and powers of their own language, is a great hindrance; it is a subject of constant mortification, and a real obstacle to ad- vancement. It might seem as if some scientific attainments and much reading of books should qualify a man to speak and write his own language correctly; but it is found by experience that without some special instruction in his own language, the best trained and most skillful workman will fail to meet, in this respect, the wants of his position, and the requirements of business among gentlemen. This fact will not be forgotten in future, in the regu- lar course of instruction of the Cooper Union. THE SCHOOL OF TELEGRAPHY FOR WOMEN. A new avenue has of late years been opened to the employment of woman in the delicate manipulations and intelligent and trust- worthy office of telegraphic operators. The experience of the companies has proved that women can be well qualified for this 13 duty in a short time. From three to six months practice with the telegraphic instruments, is sufficient for most young women. The Trustees of the Cooper Union, have, therefore, cheerfully furnished the room and all other accommodations for a day class of young women in Telegraphy, while the Western Union Telegraph Com- pany furnish the instruments and the teacher. The School for the past four years has sent out 307 operators. The company has found permanent employment for 107 of these. Vacancies are filled at stated intervals, after an examination into the qualifications of the candidates. A list of such applications is recorded in the office of the Cooper Union. THE CLASS IN PHONOGRAPHY. The Trustees permitted the experiment of a class in Phonog- raphy this year, taught free by Mrs. E. Burns. This very intel- ligent art has many grades of usefulness, from that ability which it quickly and easily furnishes, to write much faster than common seript, to that wonderful and very difficult acquisition that enables one to report verbatim a rapid speaker. For private secretaries and office business, this last degree of skill is not necessary, while the facility and speed given by a less difficult stenography, may be very useful. Ladies now are much employed as private secre- taries, and the addition of this accomplishment will open the field still wider for their employment. Three classes have been formed during the past year, and each taught the rudiments in about twenty lessons. The classes in all have numbered one hundred and twenty-two. Excellent reports and positive proofs of their proficiency have been furnished by the pupils. They have peti- tioned the Trustees for a continuation of the instruction. —eml PG THE FREE LIBRARY AND READING ROOM of the Cooper Union has now been in operation fourteen years. It is probably one of the largest Reading Rooms in this country or in Europe, but in the last few years the demands upon its large ac- 14 commodations have grown so rapidly, as promise soon to outgrow its capacity. The Reading Room is open from 84 A. M. to 10 P. M. There are at present 280 periodicals and papers on file, both foreign and domestic. The average daily attendance during the past winter has been about 1,400. These readers devote themselves mostly to the papers and periodicals. They draw out, besides, from four to five hundred books daily, for consultation and reading, which are not permitted to be taken from the Reading Room. The majority of the books called for are novels, although none but the standard ones, or those of acknowledged merit are added to the Library. This indicates that fiction has a greater charm for the common mind than the realities of science or the truths of history and biography. Still, we must remember that the greater part of these readers are either young persons, or overworked men and women that need relaxation. The Library also contains directories, maps, the weather charts of the U. 8. signal service, daily sent ; the post route maps of the different States, and the old and new series of the Patent Office reports. These last are very useful for consultation, as they con- tain the * specifications and drawings” in full. Each volume, now issued weekly, has an index of inventors and one of inventions. It is designed to carry these new reports back to the first issues of the Department. Three hundred and sixty persons have consulted these reports during the past year. This opportunity saves the necessity and expense of going or sending to Washington for the same purpose. During the year 1872, the number of persons who visited the Reading Room was 397,728, of whom 9,650 were females. This gives an average of 1,167 daily. The number of books used during the same time was 79,272, and of magazines 13,643. As the Library numbers about 10,000 volumes, this gives an average of about eight readers to each book. The number of visitors has in- creased during the last decade—from 1862 to 1872—from 194,852 to 397,728. This three-fold increase has more than kept pace with the increase of the population, and is due partly to the fresh addi- tions made to the Library and the Periodical Department. On the 6th of October, 1872, the Cooper Union Library and Reading Room was opened for the first time on Sunday, from 2 P. M. to 9 P. M. This experiment, inaugurated by the Trustees, deliberately and cautiously, has resulted in the most gratifying 15 success. The order and decorum of the Reading Room have been unexceptionable, and the large attendance has proved that a real want was supplied. It was closed again on the 11th of May for the Summer season. During the period of seven months, 30,000 persons have attended the Reading Room, giving an average of 1,000 for each half Sunday, which is proportionally a larger aver- age than on week days. THE FREE LECTURES FOR THE PEOPLE have had unusual success during the past Winter. The great Hall of the Institute was well filled during the entire course, the attend- ance generally exceeding 1,500—often rising to 2,500 auditors. The Trustees desire to express their special acknowledgements to Prof, B. Silliman, Dr. R.W. Raymond, Prof. Louis Elsberg, M.D. W. Goold Levison, Esq., Prof Charles F. Chandler, and Prof. George W. Plympton, who volunteered their valuable services in this effort to provide popular instruction and recreation for the working classes. The remarkable and interesting lectures on Light, by Prof. Tyn- dall were also delivered in the great Hall. An effort was made to secure their repetition in the free course, but the engagements of Prof. Tyndall were such as to render a longer stay in this country impossible, and the attempt was abandoned with regret. The interest manifested in these free lectures, illustrated as they were by electric light, the screen, and all the modern appliances for illustration, was so great, and the result on the community so valu- able that the Trustees hope to secure from some public spirited citizen, an endowment for this special object. The interest on £30,000 would provide a free lecture on Science and Art once a week for half the year, because there would be no expense for the Hall or the advertising which is defrayed from the general funds of the Institution. It is doubtful whether the same sum could be made productive of so much good in any other way, in this city. It would also relieve the Trustees from the necessity of appealing to the good nature or generosity of leading scientists, who, it is but just to say, have never been applied to in vain. In conclusion, if this brief survey of the operations of this Insti- tution for the past year shall convey to the public an idea of the magnitude and the usefulness of its work, and especially, if any per- son shall be moved either to aid its execution or to establish simi- lar institutions elsewhere, the main object of this report will have been gained. Respectfully submitted by J. C. ZACHOS, Curator. REPORT OF THE DIRECTOR. May 5th, 1873. To the Trustees of the Cooper Union : GentLEMEN :—The term of the Evening Schools for 1872-3 has just closed. With regard to the proficiency of the Classes, I have the honor of reporting as follows :— In the Scientific Classes : In Algebra, both first and second year classes, entire success— classes of good size, intelligent and well taught ; in Geometry, the same ; in Natural Philosophy Astronomy, Elementary and Organic Chemistry, the examinations were, as a rule, the best we have yet had in those branches; in Mechanism, class large and well informed; in Trigonometry, class small ; in Analytical Geometry and Calculus, the same ; in Mechanical Drawing, about as usual, except that more work has been done ; in Mechanical Engineering, a fair class in ability and attainments ; in Chemical Analysis, the Class seems to have made much more progress than last year. On the whole the results are satisfactory. In the Art Classes : In Free Hand Drawing ; In Rudimental, where very little show can be made, the progress has been very great; in Ornamental, the drawings are the finest ever produced in the School, and it is doubtful if they have been surpassed anywhere ; in Figure, the results have not been quite so satisfactory ; in Form, but little has been done, owing to the small size of the Classes, but that little, most excellent ; in Cast, the exhibition will show the finest results ever attained ; in Life, the results are much better than last year; in Mechanical and Architectural Drawing, the results show more mprovement than formerly ; in Perspective, a little better than usual ; in Modeling in Clay, the exhibition will be creditable. 18 During the term 2,721 applicants have been wii is ne joi 1 classes, the numbe . but, as some have joined severa sses, thy is only about 2,100. This is considerably larger es mo before. More than 1,000 of these are still on the rolls an inations. : ented themselves at the examinatior Phe number of Certificates of proficiency awarded on Friday, April 25th, was 567. I would also recommend that graduating diplomas and the medals be conferred on SARAH COLLINS, PATRICK DOODY, and GEORGE JUNGERMAN, for their faithful observance of the requisite conditions. All of which is most respectfully submitted : FITZ GERALD TISDALL, Jr. Director REPORT OF THE WOMENS ART SCHOOL. To the Trustees of the Cooper Union and to the Ladies of the Advisory Council. The object of the Women’s Art School of the Cooper Union during the past year has been more entirely Industrial in its aim than ever before, having chiefly in view the training of women to self-support in all the branches it has undertaken. It has been divided into three distinct classes. The drawing school in which the pupils have copied from objects solely ; the engraving class, and a class in photography, where the instruction has also embraced the use of oil paints and water-colors. The experiment was tried and it appears to have been successful, of admitting as exceptional scholars to the school, those who had outside engagements which prevented their giving their entire time to their studies. Students from both the engraving and photographic departments have also attended to drawing. Of the 196 pupils admitted to the drawing school and to the class in photography since the first of October forty-nine (49) have withdrawn during the season; 13 of this number who were promoted to the Academy of Design, wished to become artists ; the remainder left for substantial reasons of their own or at my request, as they showed a lack of capacity for drawing. The average attendance during the season up to the present time has been 100 pupils in the drawing and photography schools, against an average of 78 out of 213 scholars in the whole school admitted in 1870-71, and against 70 out 173 pupils entered in all the departments in 1871-72, making the number of pupils at work each day in the Art School about 40 per cent. greater than in the past two years, and this in spite of a very severe winter. It was the object of the Principal from the first, to give places in the school ‘to students seeking to maintain themselves and vacancies have been uniformly filled from this class. The character of the women has been almost invariably unexceptionable 20 so far as we know, and there has not been a case where the Prin- cipal has been obliged to call for advice or assistance, on the Ladies of the Advisory Council, for whose courteous and kind co-operation in every way, she wishes to express her thanks. The pupils have been perfectly tractable and all the personal relations of the school have been uniformly agreeable. The pecuniary success of the Engraving Department has long been known and therefore it is unnecessary to go into details which the books of the class will easily show. The photographic school is in its first year and is an experiment heretofore untried of teaching a class of women photography in all its branches. The excellent Professor of this class, Mr. Carl Hecker, had expected no practical results before the second year, which makes the following items very gratifying to the Principal of the school, showing that the work taught is already productive of good. Up to the present time out of a class of 72, six pupils so far as can be ascertained are self-supporting, besides studying in the school. Eleven pupils have received 91 paying orders for works of different kinds in the department besides assurances of permanent employ- ment, from establishments for which they have done good work. One pupil out of the eleven is regularly hired in a photograhic gallery during half of each day, and has a salarv of $1,200 a year and another has had partial employment during the winter. In the Drawing School under the charge of Mr. Venino, Miss Powell and myself, the attendance has been very regular and the pupils have met the teachers more than half way in seeking to improve, a very pleasant and encouraging condition of things. Drawing from plaster casts has been taught almost exclusively, but my impression is, that not only study of light and shade and form are valuable for students in industrial art, but that the differ- ent textures should be imitated, as being especially useful in photo- graphy; and it would seem desirable another year that metals, lace and folds of cloth should be copied. Skill in the use of draw- ing materials, I consider of the greatest value for industrial art, even more than for that which is purely artistic. Transparency and delicacy of surface and purity of light and shade are essential, especially to the photographic artist, in which in fact consists the greater part of the excellence of his work. On the importance of this T have dwelt in my own department of the drawing class and I think it should be a great aim of the school. 21 From the Drawing School 13 pupils have been admitted to the Academy, one an elementary scholar who began to draw for the first time in October, and went through my course so as to be able to join the Academy the first of March ; the remainder were chiefly old pupils of the Institute. Remuneration to the drawing scholars has hardly been expected, but I have been pleased to as- certain that three, at any rate, in this class are self maintaining from work learnt in the school, one of whom is a this year’s scholar ; and that at least six pupils, including these three, have eighteen private scholars and teach drawing in eighteen schools, which with a number of engraving scholars in the drawing school, who earn money makes altogether out of the 196 pupils admitted for drawing and photography probably between twenty-five and thirty persons who are partially or wholly self maintaining as the result of their instruction in the Cooper Institute. It has been impossible to ascertain in either the photographic class or the drawing school the exact amount of paying work performed by the scholars, but I have ascertained that ten or twelve of the pupils in photography have made permanent engagements with galleries by which they are to receive from $10 to $15 per week at first with a promise of larger salary as they gain experience. It has given me great satisfaction to find employment for a number of the pupils who thought it advisable to leave the school from lack of talent, or who were thus enabled to support themselves and to go on with their regular study. Two are teaching in Mr. Brace’s schools, one has become a clerk to one of our first artists and in a number of other cases, persons applying to me for intelligent assistance have been able to procure it among the scholars. This opportunity for getting outside work is quite an important feature and it seems to me is susceptible of considerable expansion. A few facts have come to my knowledge in regard to old scholars of the school, which though rather foreign to the yearly report are of interest, as show- ing what is being accomplished from instruction received here. One pupil earned $1,000 for illustrations for a paper ; another has published a work on illustration, another is a success- ful teacher in some of our best schools. Miss Covell has an income of $1,700 for teaching in the Normal College, and Mrs. James Hart’s “ Easter Morning” is well known and has been chromoed, while another former pupil is a successful designer of wall papers. 22 During the winter a class of painting and drawing from the human face has been in progress with good results. Two courses of lectures have been given, one most valuable and suggestive, by Dr. Zachos on Artistic Anatomy. In these lectures Dr. Zachos has opened many veins of thought of which young artists are usually very ignorant, giving them hints which if followed out would enable them not only to understand the structure of the human frame, but the kind of motions which express certain states of mind and feeling. He has illustrated the lectures very fully and by pleasant drilling has enabled the audience to make his thought their own. I also have given a course of lectures in Practical Perspective which I trust have been of use. For any mistakes which have been made in the management of the school, the Principal has to beg the indulgence of the Trustees, as in carrying on so large an institution, it is not only good will but experience that is required. In closing I wish to thank all my assistants for their. zeal and kindness and especially the clerk, Miss Curtis, to whose energy, discretion and good feeling, the school is largely indebted for its efficiency. Respectfully, SUSAN N. CARTER, Principal of the Women’s Art School, Cooper Institute. April 28, 1873. SUMMARY REPORT. DEPARTMENTS IN OPERATION. 1ST, THE FREE ReapiNG Room AND J1BrRARY, American Newspapers on file, Dailies, 51; Weeklies, 89; Total, 140 Foreign 4 . ioe oe 3; « 48 American Magazines taken, - - - - - 56 Foreign f “oo. ile . . - od Total number of Periodicals taken in Reading Room, - 308 Number of Books in Library, about - - - 11,352 Number of Books added to the Library in 1872, - - 1,752 Number of Readers in 1872, - - - 397,728 Increase in Number of Readers in 1872, - - 103,182 Number of Books used, - - - - 89,197 The Reading Room is open from 8 a. m. to 10 p m., free to all, without ticket or introduction. 2D,—THE f'REE ART SCHOOL FOR Women, Number of Students admitted during the year, - 198 Number at close of term, - - - 120 Number receiving Certificates, - - 100 Advanced to Academy of Design, - - 13 Open daily from 9 a. m. to 1 p. Mm. Mkgs. Susan N. CARTER, Principal. Miss Fannie PowkeLL, Teacher of Model and Ornament Drawing from the Cast. Franz VENINo, Teacher of Figure Drawing from Cast. Carr HECKER, Professor of Painting and Photography. Miss ANNA CURTIS, Clerk, 25 5TH.—THE FREE NigHT ScHooL oF SCIENCE, Admitted Remaining Number CLASSES. during at close that rec'd the term. of term. certificates. Algebra - - 241 85 67 Geometry - 231 95 54 gD. —JF REE ScHooL FOR JYOMEN injyoop ENGRAVING. Trigonometry - 14 5 3 Analytical Geometry - 12 7 5 Number of Pupils received during the year, - : 42 Descriptive Geometry d 37 18 11 Number at close of term, - . . 3 : 34 Differential and Integral Calculus 9 5 4 Number receiving Certificates, . Pha =. 21 Theoretical and Practical Mechanics 17 14 13 Receipts of the Pupils for Drawing and Engraving, $2,885 00 Natural Philosophy “ . 189 46 35 Mechanical Engineering - 10 5 5 Miss CuarrortE B. CoasweLr, Principal. Astronomy : : : 43 25 19 Elementary Chemistry - - 248 52 Analytical Chemistry - - 20 Mechanical Drawing (Sckool of 4TH.—THE FREE ScHooL OF TELEGRAPHY FOR Science) - - " 23 omen. Oratory and Debate - - . 9 9 Total in School of Science, 1,134 Number of Applicants during the year, . 10 Number of Pupils during the year, - - 2 Number dismissed, - - - - rp ae ee Nouoor ol Z Remaining at close of term, - - - 21 T fr » AR ined sitnations, + . 9 Number who obtained situation Perspective Drawing 74 48 29 Average wages earned by female operators per month from $30 Mechanical Drawing, 228 115 43 to $70. Architectural Drawing 216 70 33 Drawing from Life 16 10 8 Drawing from Cast 76 28 16 Form Drawing - 46 25 7 Free Hand Drawing 782 378 128 Modeling in Clay 153 58 25 Miss Mary S. Dickinson, Teacher. Totals in School of Art 1,591 732 289 ——— —— Grand Total - 2,725 1,279 567 TispaLL, Jr, A. M., Director. JTH .—Nuumser oF Persons who have availed themselves of the privilege of free consultation with the Professors of Science, on matters relating to industrial pursuits. Prof. Charles S. Stone, Industrial Chemistry 276 Prof. George W. Plympton, Mechanics - 240 516 8TH. —f'REE PATURDAY NigHT J-ecTURES, For the People, in the Great Hall, beginning Jan. 25, 1873, and ending May 3, 1873, by the following named gentlemen : Prof. C. A. YOUNG, on ¢ Comets and Shooting Stars.” Prof. G. F. BARKER, four lectures on ‘ Spectrum Analysis.” ¢ Revelations of the Sun through the Spectroscope,’’ ‘Revelations of the Stars through the Spectroscope,’” and “ The Spectroscope applied to Terrestrial Objects.” Prof. BENJAMIN SILLIMAN, on ¢ Deep Placer Gold Mining.” Dr. R. W. RAYMOND, on ¢¢ The Seven Senses.”’ Prof. LOUIS ELSBERG, M. D., three lectures on “Sound and Hearing,” “Voice and Speech,” and ¢¢ The Explanation of Musical Harmony.” W. GOOLD LEVISON, Esq., on ¢ The Analogies of the Elements.” Prof. CHARLES F. CHANDLER on ¢ Mordents and Dyeing.” Prof. GEORGE W. PLYMPTON, on ¢ Bridge Building.” Prof. J. C. ZACHOS, Critical Reading of the ‘‘ Merchant of Venice.” 9 TH.—J INANCES. The original cost of the Cooper Union building when conveyed to the Trustees - - - - $630,000 00 —— Total Receipts from rents - - 414,249 03 H “ “ donations - 29,323 27 “ « “ sundry other sources 32,078 52 aggregate receipts to Jan. 1, 1873, - - 475,650 82 expenditures for carrying on the above depart- ments from 1859 to 1873, inclusive [14 years.] $470,569 01 expenditures on building and education to Jan. 1st, 1873 - - - - $1,100,569 01 Donations To THE LiBRARY OF THE CooPER UNION FOR THE YEAR EnpinG Dec. 31st, 1872. FROM . FROM Rev. George E. Sayres D. Appleton & Co D. Van Nostrand ............ : L. E Jackson [2 CO bt ed ed QO OO bt QO bb fd QO Pmd CO bt fd fd fd QO fd © bed CO Baker, Godwin. ,.... Sessa T. Bailey Poster. J. C. Zachos Gen. A. A. Humphreys. Board of Health Department of State Peter Cooper Henry Hilton S. D. Sewards Collins & Bro John Jay..... Sve esnnn ov sens ve A. J. Ebell w Scovill Manufacturing Co...... American Institute Rev. I. S. Prime... . T. Cox Gen. A. J. Meyer W.WHil.,.....00nec0s “ase Little, Brown & Co oS = fd DO QO bt 0 OO bd 1 fk bt GO bob fd 03 =F bd = Ho bd BO b= DO > N. Y. State Library. ........... [= - ™N TOO). osereetonsenvsensasae vilson, Hinkle & Co.......000. © DO = Ww 28 29 The following students are deserving of honorable mention: Youmans ART PEPA RTMENT, Miss Mary Adams, Miss Grace Haverty, Miss Jessie Protherce, « Anna Boyd, Mrs. Emma Kenway, ¢«¢ Anna Porchers, «« Edith Bradford, Miss A. Ludlow, ¢ Mary Pennoya, CERTIFICATES AWARDED TO Mrs. Chaffee, Mary Mec Donald, ¢¢ Lucy Poe, « LL. M. Dupee, Helen McKenzie, Mrs. C. Snively, ¢¢ Fannie Debinne, Katie Meyer Miss Thies Trach, Mi Helen Abbe...... 1 | Miss Katie Munger 1 ¢«« A. De Forest, A. F. Martin, ¢«« Abbie Tabor, ig Julin A Benedict.......... «Josephine nh Mrs. Mary C. B. Ellis, L. Osten, « L.B. West, ¢ Emma Menninger Miss Julia Hutchings, Mary R. Peck, Mrs. M. B. Winship, Maggie Barnes .o.cevuenee. « 8. B. Mollison...... a Libbie Welling. Martha Burt .ooeeveennnnn. «Stella Martin Alice Bodman Mrs. Eliza Newberry..... civ edes Julia Bruhns Miss Mary I. Norton Mary A Down - Hote J, Rowman A Committee appointed by the Trustees of the Cooper Union to award the Prizes Lizzie Bassett sooeevenen... 6 J. P. NESE. or nreneerns in the Female Art School for the year 1873, make the following awards: Mollie Bell ¢ Anna Osborne In the class specified as drawings from a cast of the head, or of part of the Delia Cunningham ¢ Annie O’Hargan human figure 1 1 “ 4] Mrs. nde Cuuniaghan. « A First Prize of Thirty Dollars in Gold, to Miss LoUISE S. PARSONS. i Second Prize of Twenty Dollars in Gold, to Miss CLARA ELLIS. Miss Sarah A. Coman ¢« Alice M. Orr ¢ A. Cushman..... g i Third Prize of Ten Dollars in Gold, to Miss ROSINA SAMUEL. Mos, jviie iy pala . Lanm Py TRON a ? In the class specified as drawings from models either in natural flowers or foliage, Miss Laura E. Childs « Louise S. Parsons ......... or casts of ornament: «“ Sarah Dodge.....ceecuven. ¢ Lucia A. Payne .... First Prize of Thirty Dollars in Gold, to Miss JULIETTE HANSON. v ¢ Charlotte Daley ‘“ Sarah Powell Second Prize of Twenty Dollars in Gold, to Miss ELLA H. WHITEMORE. Mrs. Sarah H. Emmerson. .... « A. G. Plympton : ; : : Wiss Clara Bilis... oe... a. «Abbie Peffers Third Prize of Ten Dollars in Gold, to Miss IRENE DE MACARTY. Min Samuel Ellis “ 2 Shan a Riedel In the Wood Engraving Class, for the best original drawing on wood: 158 Nellie DoW; Garner 1 1« Jolin Stephens : . First Prize of Thirty Dollars to Miss ANNIE CUNNINGHAM. Lizzie Hilton « Lida Secor : Second Prize for drawing on wood, Silver Medal to Miss ANNA A. HEERMANS. Juliette Hanson « Delia Smith Third Prize for drawing on wood, Bronze Medal to Miss SARAH STEPHENS. Carrie B. Hine “ Carrie Hurd «« Laura J. Smith,...... PEN oni p—— Abbie Hubbard........ Pr ¢¢ Minnie Sayles.....c.c0ue.. Mary C. Johnson.......... ¢¢ Emma C. Sanford..... tis : Lillo. Johnson... « Rosina Samuel ........... : The Trustees’ Silver and Bronze Medals have been awarded to Lulu Johnson .......... oie M. E. Simons the following students: Emma Jones Belle Stryker...... Eliza Kirk.......... Sana M J. Stewart..... osname Miss Emma Memminger, Miss Helen Abbe, Miss Mollie Bell, Silver Medal for Bianca Kalisch Anna R. Tuthill : drawing from Cast. Joise Lyman Virgin laa o Miss Sarah A. Coman, Miss A. G. Plympton, Miss Mary E. Ottiwell, Silver Annie Lyman ! Annie C. Traud Medal for Elementary Drawing. Lizzie Lindmark .......... Emma Theis A Bronze Medal to Mrs. V. A. Cadman for general improvement in Drawing, Emma Lignot i Ya Brant. EE ERITRERE A Bronze Medal to Mrs. C. H. Whittlesey for Perspective Drawing. Rly Vander ol 1 A Bronze Medal to Miss Annie Cunningham for Oil Painting. Anna C. Millen........ I C. H. Whittlesey ; ; t Anon Mller... .coooeeses & Annie R. Whiting A Bronze Medal to Miss Louise Weeks for Outline Drawing. ¢ Emma Mailer......... selene Ella H. Whitemore i i : Mrs. JF Millen ai ROR 1 is 404 A Bronze Medal to each of the following students for drawing from Cast: Miss Eva Muller Angeline Waldeyer Miss Minnie Sayles, Miss Annie O’Hargan, Miss Annie A. Heermans, i i . F. Monks.» 3 hy * Sarah Stephens, “ Abbie M Peffers. ss Irene ‘ . M. sessed: sennss g Bloke Narn y Fannie Rais 2 aoa A Bronze Medal to each of the following students for Elementary drawing: Miss Carrie Hunt Miss Mary A. Brown, Miss Louise Lyman, ¢¢ Laura E. Smith, “ Lina Van Brunt, “ Annie Lyman, @ ooD NGRAVING pCHOOL, Yoon CERTIFICATES AWARDED TO Miss Sarah B. Denroche 1 | Miss Fannie Nye..... .....y.... “« M. A. Jacot 1 ¢ Lulu Johnson...ceesuieeees Emily Fenner J. E. Beckwith A. E. Dupee Lizzie Cristy. . . . Eleanore Horton Farmer. .. Stella Deschamps Sarah Stephens ........... Annie Cunningham Angeline Waldeyer M. A. Jessup Bianca Kalisch A. A. Heermans Annie B. Fortuna Juliette Hanson Lizzie Hilton Serena Tompkins. ........ Eva Muller .ccevvv.vveeee. Mrs. Sniveley Miss H. McKenzie is entitled to honorable mention. The Silver Medal for the best student in Engraving of the third year, was awarded to Miss J. E. Beckwith. The Bronze Medal for the best student in Engraving of the first year, was awarded to Miss Eleanore Horton Farmer. The Bronze Medal for the best student in Engraving of the second year, was awarded to Miss A. E. Parsons. YY ——"— The Prize from Mitchell, Vance & Co., for the best Student in Ornamental Drawing, was awarded to ARTHUL LANGERFELD, 31 REGULAR COURSE OF STUDY. CLASS E—First YEAR. Algebra, Geometry, Natural Philosophy, and Elemen tary Chemistry. CLASS D—Seconp Year. Algebra, Geometry, Elementary Chemistry, and Astronomy. CLASS C- Tmmp Year. Trigonometry, Descriptive Geometry, Analytical Geometry and Mechanics. CLASS B—Fourta YFArR. Analytical Geometry, Differential and Integral Calculus, and Mechanical Drawing. CLASS A—Frrra Year. Mechanical Engineering, and Analytical Chemistry A SPECIAL CLASS WILL BE FORMED IN PRACTICAL CHEMICAL ANALYSIS, WITH REFERENCE TO THE INDUSTRIAL ARTS. e y Philos. Lect. Room and A. Lecture Room. | 25 Office of School Dg142 of Design. 9-30 A A CEM D | A CHEMISTRY . | on Eg 3 | Philosophical E | a | 8-25 E2 is second year class in:Algebra. 9-30 8-25 B1 Algebra. 9-30 2 | Es | Eg2 | Es | Da2 | Ee2 [0 “«“ 7-20 8-30 7-20 8-30 7-20 8-30 WEDNESDAY. THURSDAY. | 53 9-30 8-25 9-30 | 8-25 SCHOOL OF SCIENCE B1 | B1 | c 8-30 Eg is first year class in Geometry. Fg 3 El 7-20 TUESDAY. PROGRAMME OF RECITATIONS. | 21s | = Geometry. 8-30 Ea oc MONDAY. 7-20 FREE NIGHT Prof. STONE. [3 Da is second year class in Algebra. ce INSTRUCTORS. MR. UNANGST. Dg Mz. MoGuomm. | ¢c | B11] ¢ | pg1 | pet | El c Mz. Dovenesr | Dal E2 Dal Eg1 | Dg 2 E MR. PROFFATT. Da? | ES Da 2 Eg? | Prof. PLymrroN. | A C A Ms. Swwuss. | B2 B1 B2 Mr, STRIEDINGER 33 (1873. CLASS C—THIRD YEAR. 1872.) ny L MECHAN | ANAL. | TRIGONO-| DESCRIP. Names of Pupils in the Free Nigw Schools of Science and S. gzon T'Y. yerke Joes Ye Art to whom Certificates have been Awarded. NAMES. r 388 s5dEs ] oO | = | | | Grade. Certili- | cate | 1.—SCHOOL OF SCIENCE. Edward W. Harrison CLASS A—F1rraE YEAR. Bobert Burgess.........ov vn seavinss G. H. T. Doggett......... Fred. Gjorcke... ....... MECHANICAL ENG. ANAL. CHEMISTRY. Henry J. Heidinis.. Gustav Viehle. aaa Class Certifi- Class Certifi- ~ Lawrence Van Wyck Grade cate. Grade. cate. Michael Ryan —_— | —e |r Geo. F. Hirseman I, Chas. P. Thore........ . Louis Rade. : John Leckey...... ... Patrick Doody, * 1tg George Jungermann.. . . 1g Edward F. Harrison 1 has. Seebach. . s George H. T. Doggett........ . 1 William Georae. .v.... Nobet Burgess 1 William De Wolf... eodore F. Hance oh ft bd pd fd pd pd fd od pd fd pd ~amuel Mayer ... Charles Rohlfs Louis Gothar Ch. E. Ryder Joseph Sladky Joseph Kidd ........... George Thode... . Edward A. Miller ... * Figure 1 (in * Class Grade”) denotes the best or more thoroughly educated George K. Nevans.................. member of the class ; figure 2 the second best, &e. Henry “pitzka ..... J Robert Dodd t Figure 1 (in “Certificate”) denotes the first grade certificate, and the letter g Patrick Doody a graduate of the present term David King. ..... George W. Hawes DO BD = oo) OTH ODD = n =m OPIOID fk fd dd pd fd fd fd fd fd fd pd fd — td CLASS B—FoURTH YEAR. ANAL. GEOM. CALCULUS. MECH. DRAWING. “Class | Certifi- | Class | Certifi- | Class | Certifi- Grade. cate. Grade. cate. Grade. cate. George K. Nevans....| 1 1 8 1 1 1 Edward A. Miller..... 2 3 2 George Jungermann.. 1g Patrick Doody. 2g Sarah Collins........ 4g Charles Rohlfs........ Louis Gothar........ Ch. E. Ryder Joseph Sladky Joseph Kidd. George Thode Henry Spitzka Robert Dodd David King.......... George W. Hawes.... — — 4°] DONOR = od bd pd pd fd fd pd fd fd dd pf © = 00 00 BO 34 35 CLASS D—SEcoND YEAR. CLASS E-—FiIrsT YEAR, Avsihia | GeoME- | ELEM. | ASTRON- LAr T GEOME- |[NAT.PHI-| Erm. . CHEMIS'Y| N HI-| ELem NAMES. Class | P Grade. Fred. J. LL Gjorcke (reorge Hirseman. .............. Edgar B. Buskirk Louis Rade. Lawrence Van Wyck. .. George W. Taylor. John Brandt John Leckey Felix Hirseman., . Andrew B. McNeillie Eugene Thumm . Ernest J. Kaltenbach . John F. Schloer....... Alex. Miller... ...... .coveninn John Loy Fred. F. Grint Chas. P. Thore . . George Ott Wm. E. D. Vincent Samuel Mayer Max Walters Chs. Kohlbusch Albert Weissenborn Geo. W. Boskowitz .. Lina Stehelin Moses Joy, Jr. ... Jacob J. Kline ... James Burson Wm. Richardson Fred. W. Staebner. Josephine Chevalier Peter Schmied T. Channing Burns Theodore Engelbach Emma Ettlinger Flla W. Collins. ...... Frank L. Radcliffe S. H. McNaughton Jos. Zimmerman .. . . . George Huber. Anna R. Tuthill John P. Leo | LOCO — —- 0 Certifi cate. Pd fd pd bd fd pd pd bk pd pk pd pd pd fd pd ed pd Pt pd pd fd pd fd fd pd fd ed fd pd pd pd pd NAMES. Henry Menzer .... Mich. J. Snyder ...... ....c..ve oss Chas. Schmitt John G. Gnadt M. M McGinn Thomas A Brady ....... (reo. W. Hawes John J Brady Emil H. Rogge Max O. Leidel.......... Walsh Hamilton. Miss I Freeman Clara T Smith Michael J Kelly Michael W Santry John McAllister David Ritchie Albert Loebenstein John N. numer Joseph Lov rier Mary E. Hudson Lizzie B. Vogel...vv0enesr..... Diedrich Borches Edwin Brower William Eddy .... Michael J. O'Connell. Albert G. End Hugh F. Dolan Margaret Bluette Henry Bittman Thowas L. Botts Edgar G Buskirk David Young Jas K. Radford Chas. Se mids John J. Roberts Chas, Treadwell Frank Logan John J. Gaitlund Rich M. Flemin Thos N. Dunn John W. Allen o Oo NWS ft << fd fd pd WPI TIO HOWL = COW DD [ay qT TTT HTD Pb pd pd fd fd fd fd fo od pd pd pd fd pd fd fd pd pd pd pd fb fd LOSOPHY, |[CHEMIS' Y 37 36 11—SCcHoOL OF ART, CLASS E— Continued. T Tee GEOME ME |NAT. PHI. ELEM. Av FBRA, TRY. rosopHY. |C HEMIS' Y PERSPECTIVE DRAWING, oi cate. Class | | Grade. Certifi- | NAMES. ertifi- DRAWING FROM LIFE. (Continued. ) ertifi- cate. | cate Class | I Grade | C (1 ss Grade. cate. 1 J lass Grades, C NAMES. NAMES. | 1 | | \ | Grade. | | | Certificates. G.W. Boskowitz............. James Burson Louis Candidus ....... Seal a Wm. Richardson... .... .. William Fitz John C. Collins William H. Sprague . Melvin Ray Fred. A. Petit Albert Hubert Morton Murray John Bardon no = -] 1 «wre = | Class Grades. Jacob Schmitt Lina Stehelin Albert Weissenborn G. H. T. Doggett Patrick Kelly Henry D. Karuso Emil Maurer. .......... Emma Ettlinger Thomas Brennan Henry Schultze. . .. C. Kohlbush Christopher Kane T. Channing Burns. .... F. M. Crouse Henry J. Heidenis. .... Emil Borner Josephine Chevalier John Brandt pd pk fk pt pd fd fd pd pd pd pd — pk pd pd pd bd pd pd fd fd fd William Dauphin Thomas B. Dyer Thomas A. Fulton George Moore. ............... John Kessel ........ . Ernest Bachschmidt. ......... 4 Herman Bamberger Walter S. Webb Leslie A. Burritt. . Ernest Durand John P. Schweikert William Meyle William Childs.............. 14 August Barmeyer George E. Rapp FORM DRAWING. William J. Oakes Marcus W. Baldwin...... nani Henry E. Isherwood John P. Schweikert J. F. Moore Benj. Braman. . Chas. Schwencke. Saml. Disbecker Gustav Riedel = DO DO bt pd pd pd ed | Certificates. rb dd pd fd fod fd ed pd fod pe fod fd fd pd fd bd bd pd fod fd fd pt fd George H. Bishop John Casselbaum Robert Mehl Duncan Cameron. ..... Otto E. Hermann. , . LADIES. Miss Hattie M. Newman ‘“ Frances J. Dunn. . ¢“ Nellie M. Keenan ¢¢ Annie Cuunmgham.. .. ‘ Delia Cunningham . Mrs. J. F. Moore. . Miss M. E. Whitehead . . Annie O’'Hargan Alice M. Orr (heise Angeline Waldeyer. Mattie Burt. .¢ . ....... 11 Anna R. Tuthill er 12 ELEM. MECH. DRAWING. Geo. W. Isaacs, Jr Edward H. Cole : Charles Stuart..... ......... : Geo. W. Williams William Dodd H. L. Gardner Emil Quehl Charles Blackburn Morris P. Allen... ........ Henry Schaeffer. .... ..... Otto Shortan James Herring Henry McCartney Walter Halliday Julian Fischer James Herriott ,... George Brand Emil C. Lembach........ seins William Wallace Henry Krahe Charles Powell od pd pd fd fd pd pd pd fd fd fd pd od fd fd pd pd pd fod fod fd od fd fd fd fd fd pd pd pd dd fd fod fod fod fod ELEM. MECH. DRAWING. (Continued) NAMES. George E. Mott M. H. Gilbert James Stoddart... .c.cce0 ih William Stein .......c000.... 2¢ Patrick Kenny vidas eek John H. Wittich Gustav A. Harrer.......... Ferd. Maximilian Fred. C. Schmidt Charles Teidt John Reusse .. .. ey Hermann Lammers. Alexander Lee James H. Bird Bradbury Johnson Charles Schmidt . . ........... ¢ Hermann A. Knoke William Keating. ........... ARCHITECT L DRAWING. George Karch... . Garrett Moore G. C. Reichert. .... . Gustav Riedel James B Casey. ............. J. Grimley David Young J. McTrustry Fr Klink. John A Dempwolf. J. H Muegge H.H Parry.... Robert Lewis -..... ..... A. L Cowan. John Friend. Robert J McIntyre... .. ..... Wm. C. Samuells..... ,...... Hamilton Hartley Robert G Smith. .... Arthur Strauss John G. Michels Chas. M. Berrian . F. M Schermerhorn. Daniel B. Smith George W. Taylor . .. Henry J Gercken......... .. Bobert Weil ...........00v0ina John McNamara John G Von Hofe Wm Horton Theo. Ellenbast........ ..... Clarence E Abbott .. . Edward Breder As Edward C. Edwards. .... ... 15 oo [v o} | Certificate. Pd pd fd fd pe pd pd fd pd pd fd pd fd pd fd pt dd FIG. DRAWING (Copy.) NAMES. Marcus W. Baldwin . Bernard Golde Fred. W. Quanz ..... ) Charles Noll James S Pond Edwin B. Thorburn Henry Queckberner........ Fred. H. Safford . .. . William Sharp... . . William Cuppinger Jacob Hartnagel Alberton Blanchard Max Stadlberger Hugh O’Brien Carl Fehr Louis Weyprecht Andrew Krause............ i Henry Kretzschmar Henry E. Isherwood ......... Peter Nilsson Louis Studnika Fred Kramer .. .. .. Heinrich Schmitt ..... .. Valentine Hartnagel... . Charles L. Pilger Hermann Toaspern Ao | Class Grade. ORNAMENT. DRAW (Copy) Charles Schneider | Arthur Roth Arthur Langesfe d Charles Sahm. Charles Dirlahm John Bank . . | Bernhardt Schuman . | Louis Weyprecht Albert Schreiner Frank Engert Mathew Morton William Weber. ... Charles Jaxtheimer. . . Otto Ostendorf... .. William Baden .. eis Theodore Frolich.. .. John Neubauer Charles Bernstein Charles Gates August Dumert Richard Fitze.......... George Baumann Mathias Kohlmeier.. ... : i Albert Venino Joseph Synaceck . Z Taylor Lytle ft kf ff fk tf et ft fe ft fd ft | Certificate. bd ft pt fd pd pd ft dh pi pd pt fd pd pd fd bd pd ee pt pd fd fd fd pd fd ORNAMENTAL DRAWING. (Continued. ) NAMES. | Class Grade. John Wurth Wm. Pullman . John Weber : Wm. E. Hidden Frank Detliff ... Philip Daeubler Fred Bosenhardt William Winter Emil Flohn Constant Tellier George Reif Charles Berlepsch Henry Reinecke. ............. 3¢ J. Henry Wright Ferd. Jurgens dulins Diemer John Me Coy Alexander Uhland Jacob Hess . George Kinkle Christian Ritzman William Epple .. Judson Francis 50 Henry Rugen....,...........51 mm | Cine RUDIMENTAL DRAWING (Copy). William Koester Warren McKingley. Chas. E. Semper.. John Zimmerman Adolph Bury Wm E. Pfitzner Wm. E. Purcell William Walter Charles Mark John Borst Walter E Dickinson Adolf Engelbach Louis Hiibsh Jacob Seibert oy Henry Andreas Hugo Meinhart Cornelius D Miller Albert Fischer Joseph Rueb John Radimersky Fd pd pd fd fd pd fd ed ed fd fd od pd fd fd ed pd fd fd pd pd fd od fd fod ed RUDIMENTAL DRAWING (Continued ) NAMES. | Class Grade. Emil Wiirtz. ........c.. i... 22 Lawrence Bender. . Robert Lauckhardt. es Edward McClellan. . Anton H. Neyer Frederick Young. . . Joseph Becker. . .. Marcus Stein Louis Vectwane... his Paul Priem Pierre Gérard.... William Sachs Emil Simmons. ............ 36 Oscar Giesbrecht Frederic Ellw i Peter Miltner. iain John Keller George Beck. . .. Johu Weber Paul Braun . : Charles C. Braun Adolf Hindenl:ang John Lisiecki MODELING IN CLAY. Franklyn Hutchinson .. .... Chas. A. Foster Max Schwartzot 0. Fort. Couper John Borst ran Hamilton Hartley Charles So pas John Hellthaler Valentine Haffenberger. Joseph Laubner.. .. Fritz R. Kallenberg George Baumann Bernhard Golde Joseph Cooper Benj J. Falk Carl Fehr Ch. Gregor Aug. Barmeyer John Keene i Ch. Dirlam, | Certificate. ed pd fd fd pd pd pd pd fd fd pd pd ft pd fd fi pd pd pd pd pd pd fd jd bd fd dd fd fd fd fd bd pd fd fd fd fd fd fd pd fd fd rd pd od fod ed — 41 NAMES OF GRADUATES TO WHOM THE COOPER UNION MEDAL HAS BREN AWARDED. 1864— Robert Scott, George Haitzen, William Forbes, William L. Taylor, Eugene Corbett. a THE 1865—Daniel H. Ives, Adam Bosch. TRADES AND OCCUPATIONS OF 1866—Miss Rosalinda H Palmer. HE COOPER UNION. 1867—Miss Elizabeth McHugh, August Doerflinger, M. H. Beers, PUPILS OF T Thos Fitzsimmons. 1868— Sarah W. Fuller, Fanny E. Plumb, Henry J Pape, John McCarthy. 1869— Joseph P. Smyth, M. J. Clarke, Robert Maynickie, J. A. McAvoy, A A. Griffin. 1870—E. M. Kennedy, Thomas J. Rider, Wm. J. Logan, Allan ARR I" Sterling, Emile Eberlin, J. M. Bossong. Chores od Boop | e238 : | 2 1871— Alonzo Chamberlin, Wm. H. Graham, Oscar Goerke, Wm. Machinists and Ir gers. ....- $8 : : Teachers and Students a TE | 14 Pickhardt, Daniel B. Preston, Srp hie » WAN rs..| 2 : 1672--Otto F. E Muller, Wiiliam Logan, Joseph Boyce, William raugntsme ¢ & . £ 2 Masons and Builders. . .......v0e. { . : Kent ons and Marble Catters : | 08) 1873—Miss Sarah Collins, Patrick Doody, George Jungerman. ainters...... : b1€ Pianoforte Makers. 72 a 1| i Engineers is view EN. | | | 97 ‘ 13 263 Carvers and Turners. bau § 248 Engravers and Lithographers. . .. i I 4 25 Artists. SE Sl Lia ag Te GRADUATES. Mathemat- | 1CS Chem. Nat, | | Life and Cast) | ers. and F.| Drawing. mmnnns rch. Draw- - A gl " Mech. Draw | ing. ng. Drawing. | . Modeling in Clay. Drawing. Free Hand | | | | | © | Philosophy. | Jewelers and Watchmakers. asea eA x "i Be and Gas Fitters 3) 1866—Frank Curtis, Miss Rosalinda H. Palmer, David Ferguson, Ed a 4 9 a Geom. Curtis, Beyward Moyers. Not Specified. ..... ... | 36 36 28) 3 9% 1867—Miss Elizabeth McHugh, M. H. Beers, August Doerflinger, | 369, 2 939! 223| 595 : Thomas Fitzsimmons, Frank Curtis, Gram. Curtis, David TT TT Ferguson, C. H. Meyers. 1865— Fanny E. Plumb, Sarah W. Fuller, Henry J. Pape, John McCarthy. 1869 Joseph P. Smyth, M. J. Clarke, Robert Maynickie, J. A. McAvoy, A. A. Griffin. 1870—E. M. Kennedy, Thomas J. Rider, Wm. J. Logan, Allan Stirling, Emile Ebe: lin, J. M. Bossong. 1671—Alonzo Chamberlain, Wm. H. Graham, Daniel B Preston Oscar Goerke, Wm. Pickhardt, Julius Rettig. 1872— Otto F. E. Mulier, Joseph Boyce, William Logan, William Kent. 1873—Mies Sarah Collins, Patrick Doody, George Jungerman. TECHNICAL TRAINING, AN ADDRESS DELIVERED BEFORE THE ALUMNI ASSOCIATION OF LEHIGH UNIVERSITY, JUNE 20, 1883, By THOMAS M. DROWN, SECRETARY OF THE AMERICAN INSTITUTE OF MINING ENGINEERS, A ERIN ar Tl % y t TECHNICAL TRAINING. AN ADDRESS DELIVERED BEFORE THE ALUMNI ASSOCIATION OF LEHIGH UNIVERSITY, JUNE 20. 18383, By THOMAS M. DROWN, SECRETARY OF THE AMERICAN INSTITUTE OF MINING ENGINEERS, EASTON, PA. PUBLISHED BY THE UNIVERSITY. TS ee agg —— i Ga a A SAR Sap BETHLEHEM, PA.: H T. CLAUDER. 1883. TECHNICAL TRAINING. THE part which the natural sciences of physics and chemistry play in our every-day life comprises about all that makes life practically worth living. A moment's reflection will convince one that to the physicist or engi- neer we owe all our methods of rapid communication and transportation, as well as the utilization and adapt- ation of power; and to the chemist we owe our supplies of metals and other necessaries of modern life. Tech- nical schools have for their object the teaching of these sciences, with the direct purpose of their application to the well-being, the pleasure, the comfort, and the con- venience of mankind. We will devote this hour to the inquiry how this object can be best attained. Empiricism is the foundation of all art and manufac- ture. Nearly all the early discoveries in the arts were the result of accident or hap-hazard experiment. Use- ful results, which could be regularly reproduced, gave value to discovery and dignity to the discoverer. It would be interesting—to take an illustrative in- stance—if we knew the circumstances connected with the discovery of metallic iron. We can well imagine that a fire, large and intense enough to reduce iron from its ore, must often have been made in accidental contact with surface ore, and that the presence of the metal in the ashes must have attracted attention. This observation once made, there would follow a series of * 4 experiments to determine the conditions under which the metal was produced, and the substances necessary for its production. It would not long escape intelligent observation that a certain red or brown earth, or may be a black rock, was the substance which yielded the metal, and that fire was the necessary condition of its formation. Then would, doubtless, follow many fruitless experi- ments with rocks and earths of similar appearance, until finally, the experimenters would learn to distin- guish by the appearance, weight, color, etc., the depos- its which contained iron from those which did not. But the iron thus accidentally produced—a mixture of metal, cinder, and ashes—was of no value until further experiment revealed the fact that the metal could, when hot, be united, by hammering, into one mass, with the separation of cinder and other extraneous matter. The discovery of this property of iron, as notable as that of its production from the ore, prompted still fur- ther experiment. The irregularity of the product would suggest the more perfect control of the fire, and small furnaces would be built with manifest advan- tage. Again, it would be found that ores from differ- ent localities behaved differently in the furnace or gave iron of different properties; and the best and most easily worked ores would be carried to distant furnaces, or the iron smelters would move to the vicinity of the best ores and build their furnaces there. In the course of time it would be noted that the iron was not uniform in hardness, and an accident would be sure to reveal the fact that sometimes the metal, when suddenly cooled in water, would become intensely hard. This new line of investigation would result in the more or less regular and controlled production of steel. 5 As the result of all this experiment certain favored regions would become celebrated for the manufacture of superior utensils and weapons of iron and steel, and certain men, more than usually intelligent or experi- enced, would become famous for their skill. This was the school in which were trained the famous masters, who by work at the forge and anvil made themselves names which history passes down by the side of princes. In museums of medieval art we see specimens of smith’s work which excite our wonder and admiration. These were made by the masters at the forge with in- telligent, patient, and often loving labor. We see the sword which was carried and used by some warrior of old still fit for new conquests; we see the strong box, with cunning lock, in which some castle-robber kept his treasure; and we see the delicately-wrought screen of leaves and flowers, hammered from the soft and willing iron, which found its appropriate place in a cathedral. In those days there were no technical schools, and, it may be asked whether, in such arts, we derive any practical benefit from school teaching. Is not rather the pupil's place at the master’s side taking lessons, hammer in hand, while the master directs the blows? It may be safely answered that no system of class teaching, which modern experience or necessity has devised, can impart that subtle element of genius with which great minds, full of enthusiasm, inspire their lov- ing pupils. Class teaching is a necessity in our day of general education, and the best that the teacher can do, in many cases, is to ignore individual differences, and to bring his pupils all to the same level in knowledge. 6 It is a machine-like process that aims at a good, uni- form product. The enthusiasm begot of the intimate relations of teacher and pupil must be subordinated to the general good of a larger number. The loss of this personal enthusiasm, while much to be deplored, is not without its compensations. The fact that say a hun- dred young men are taught where but one was taught before, not only multiplies the actual number of edu- cated men but renders the evolution of great minds more probable. In the arts which are less capable of formulation the master system still survives. In paint- ing and music there is a first, or mechanical, stage which can be learned from competent teachers in classes: but there is a stage beyond this, where the inspired master speaks a language which only the worthy pupil understands. Genius cannot be taught, but it may fall like the prophet’s mantle on him whose gaze can follow his master into the celestial fire and see the forms of beauty and strength. There is also in all the practical arts a region beyond formulas. It is in this region, shut out as by a cloud from the sight of the multitude, that the prophets live, spending their time in translating eternal truths into the language of men. But, further, it is impossible to conceive of a school in the day of purely empirical knowledge. Art is appropriately taught in the shop; science, or classified knowledge, belongs in the school. It is nowadays rather the fashion to admire the works of the past, and to mourn over the degeneracy of modern art. It is true that the workmanship of old was often more thorough and complete than we find it in our day, not 7 because the art was better understood, but because more time was taken to it. Time has increased in value, and it does not now pay to linger over the manufacture of a cabinet or table. The mistake is often made of comparing the indus- trial arts of to-day with the fine arts of centuries past. Chairs, and tables, and carpets, and clocks belong to the necessary furniture of every-day life. Shall we mourn over the fact that they are now made simply and cheaply because we find that some of our ancestors lavished ornaments on their furniture, and studded their clocks with jewels? Does any one suppose the mass of the people of that day lived with these artistic surroundings? Fine art is not limited to paintings and sculpture, and in our day, we too, when time and wealth permit, refine our household goods into works of beauty, There is a good deal of nonsense talked about “lost arts.” There have been very few arts lost which were worth keeping. Disused arts are abundant enough, and may be revived if the demand arises, It is safe to say that the modern workman could imitate and improve uvon any of the works of medieval art in metal or wood if he thought it worth while. Do we not hear rumors of modern enterprise which can supply genuine antiquities fresh from the factory? The medieval workman, should he return to the scene of his earthly labor, would find himself unable to compete with the modern mechanic in his own art. His hand might retain its old cunning, and his soul be full of high purpose, but his forge and work-bench could not compete with the machine shop and saw mill. 8 The fine arts may rise and fall and rise again, but in the industrial arts there is steady progress. How then have schools arisen? In the course of time as facts accumulated, and when it was found by the pupils who journeyed from one master to another, that the explanations of well-known facts were nearly as numerous as the masters, the necessity of classification arose to develop some order out of the tangle of facts. This is the period when schools appear, when men drop their tools to think over their work, and compare it with the work of others. The school is at the start an annex of the shop, having for its object the systematic arrangement of the facts which the shop supplies. But the school cannot long remain the patient handmaid of the shop. Facts developed by accident or experiment come too slowly to supply the mental machinery which has been put in motion, and the imagination supplies the facts which the mind demands—prophecies of discovery which experiment confirms or refutes. Now begins the era of intelligent investigation, and we have more than an industrial school which deals with the best practice, we have a school of science which seeks the causes of things. All technical schools go through this course of development—in engineering, chemistry, metal- lurgy, architecture, and even medicine, for it too is largely an experimental science. The school, born of the shop, in time attempts to control its operations, and the inevitable conflict, so called, of theory and practice arises. When sanitary science began to direct attention to the necessity of a better drainage system for houses, the workman in solder and pipes defiantly placed over 0 his door the sign “Practical Plumber.” Scientific agriculturists likewise developed the “practical farmer.” There is scarcely a trade which has not taken alarm at the tendency of modern investigation, and many a craftsman fortifies himself against anticipated attacks in announcing himself; for instance, as a “practical hatter,” a “practical cobbler,” or a “practical bell- hanger.” Nor is it only in the trades that this reactionary tendency is noticed. Even in the professions which deal mainly with matters of mind or emotion we meet the suggestion of—the “practical lawyer,” the “practical physician,” the “practical politician,” or even the “practical theologian.” In matters of fine art too, it is often felt (but less often confessed) that the tendency is to expression beyond the comprehen- sion of the layman, who would gladly welcome the revival of what he might call the “practical painter,” or the “practical musician.” The phrase “conflict of theory and practice” is often used without definite meaning. Muscular labor is always conservative, and the conservatism is in direct proportion to the physical strength involved. He who works with heavy tools is more set in his ways than he who works with lighter ones. Manual dexterity is the transition from muscle to mind. Mental labor, on the other hand, is always radical, and is apt to forget the things behind in its striving for things ahead. The « conflict” is the inertia of labor opposing the restless advance of mind; it is in the nature of a check or brake which practice puts on the train of thought. Viewed in this livht there can be no victory on either side, for both work together for the best result. Life 10 would be the monotonous affair that Solomon found it «if the thing that hath been is that which shall be, and that which is done is that which shall be done” but worse than this monotony would be the confusion, the chaos, that would result if theory proclaimed itself independent of practice. Human society has decided the former life to be merely dull, but for the latter it provides insane hospitals. The conservatism of labor is often mentioned with unjust reproach; we demand of labor, accuracy and uniformity, just as we do of machines, and we constantly endeavor to eliminate irregularities of product by division of labor, or by the construction of machines which do not get weary, do not go on sprees, or strikes. If, after this narrow training, we find that the human machine opposes the introduction of new ideas or processes should we be surprised? We might as well complain that a horse- shoe machine would not adapt itself to make pins! It is not unfrequently noticed that men who pride themselves on being “practical,” are the most invet- erate theorists; and equally droll is the quiet confidence that the schoolman often has in his ability to work in the shop or mill if he wanted to. It needs the personal contact of these two classes of men to develop mutual confidence and respect, with the elimination of igno- rance. Happy is the man who combines in himself both the knowledge to think and to work. We are very fortunaie in this country in having a society in which the schoolman and craftsman, the engineer and the iron worker, the chemist and the furnace man, meet on cemmon ground, without fear or jealousy, to learn from one another. No society in our day has made more real progress and done Il more good work than the American Institute of Mining Engineers. Its 7ransactions contain the record, side by side, of the best practice and the highest scholarship. This is the fellowship of theory and practice. Technical schools are not indigenous in this country, they have been transplanted from Europe, and were originally formed on German models. The rapid development of our mines of the precious metals in the West, found us without the necessary technical skill to work them advantageously, and we were par- ticularly deficient, two or three generations ago, in the knowledge necessary to work these ores profitably. German metallurgists came in large numbers to this country, and our young men were sent to German mining schools to fit themselves to take charge of mines and smelting works. Many of us can well recall the young American returned to his native shore after a sojourn of two or three years abroad. He brought back with him an elaborate case of blow-pipe instruments, a collection of minerals and hammers, a well-assorted library, particularly rich in the German classics, an intimate knowledge of foreign social customs, a vocabulary liberally enriched in foreign technical terms, and a look and an air that seemed to say, “I am ready to show you how it is done.” They had no difficulty in securing positions to put their knowledge to practical use, and while a few of them were successful, it must be confessed that many of these young men made lamentable failures at the start, causing loss to mine and mill owners, and bringing discredit on systematic instruc- tion. We must also admit that the early graduates of our American mining schools were also often unsuc- * % A RR PERSE Sl RS. ihr. 12 cessful at first. There was evidently something wrong either in the works or in the school; and as a conse- quence, the school teaching of practical science sustained a serious check. The schools thought the works were jealous and put obstacles in the young men’s way, and the shops thought the teaching of the schools impracticable, and unfitted the men for work. The trouble was simply that the young men had studied one side of the subject and attempted to practice the other. It was the case of an imperfect science attempting to instruct a well-developed art. The case was complicated by the fact that the schools gave diplomas, asserting the graduates to be “civil engineers,” “mining engineers,” etc, and no wonder they thought the faculty knew best on this point. Very often the trouble arose from the attempt to introduce foreign metallurgical methods into American practice, ignoring the fact that mining and smelting are primarily economic problems, and that the success- ful treatment of ores in one locality may be a failure in another. It is not in the least soothing to the capitalist, who discovers that his metallurgist uses more money to get the gold from the ore than it is worth, to be told that the process was scientifically correct and had been successfully used elsewhere. Patience on one side and perseverance on the other brought about, at length, a better understanding, and the practical man recognized that the graduates of the technical schools were the best raw material for making promptly managers and superintendents. The school learning gave him an advantage at every stage of his work over the ordinary workman. This recog- nition reacted favorably on the schools, and the young SBT EE AAP - Jd men no longer thought their first duty was to instruct, but to apply their school knowledge. There is now no longer any distrust of the schools on the part of the works, in fact we may say that the schools have conquered the works, for the practical managers are now very generally the graduates of technical schools, and are very glad to get young men with technical training. They know just how to treat them and what kind of work to put them at. More than this: these managers begin to discriminate among the schools, finding some young men better trained than others, and there has thus arisen a beneficial rivalry among the schools to give young men the preparation best calculated to secure them places for work. Com- petition in schools is as healthy as competition in trade, and it is worth while to discuss the question what is the best course to pursue in teaching science as applied to the arts. Let us first try to define a technical school, or rather to determine its relations to other schools. We will begin negatively, and say, 1st. It is not a school of general culture. We must not attempt to crowd too many studies into a technical course. The student should, as far as possible, have in mind a clear outline of his course from the beginning. And yet no greater mistake was ever made than that which asserts that the engineer or chemist does not need to be liberally educated. In the year 1876 there was a discussion in Philadelphia, under the auspices of the American Society of Civil Engineers and the American Institute of Mining Engi- neers on the subject of Technical Education. It was called by the lamented Alex. L. Holley to consider mainly the question whether shop practice should ~ A MR, ea —— or EASA SR Ss RESALES SE SS N N } 14 precede, follow, or coincide with technical instruction. A considerable number of schoolmen, practical engi- neers, and metallurgists took part in the discussion, and nearly all of them insisted that the most important re- quirement of the engineer was culture. It is a narrow life that concerns itself solely with building bridges or making analyses. The best professional work is done by him whose life is spent in a gentle and cultured environment. It is deplorable to find a trained and competent engineer unable to write a report clearly and correctly. But what else can we expect when young men are sent to technical schools zustead of to high schools and colleges > A professorina Hungarian mining academy once said: “If there is any study in which you are particularly interested don’t make your living by it; keep it for a hobby.” This advice does not always hold good, but it contains the germ of a useful truth, that professional men should have interests of an elevated character outside of their daily work. »d. It is not a scientific school, as this term is generally used ; that is, a school in which the culture consists largely in the study of the natural sciences. 3d. It is not a school of pure or abstract science. 4th. It is not an industrial school in which the practice of an art is taught. Technical schools are broadly distinguished from schools of general culture or science by reason of special study for a definite end, and are distinguished from schools of abstract science by the element of hand-work which enters into them. From industrial schools they are distinguished by the element of experi- ment or investigation. Turning to the positive aspect of the subject we say, 15 1st. A technical school is primarily a place for the preparation of young men to earn their living in engineering, mining, chemistry, etc. Any system which overlooks this or makes it of secondary import- ance is faulty and unjust. Young men are sent to these schools with this end definitely in view. It is easy for any one to earn his living in mining or engi- neering with muscle and pick, but schools are estab- lished to fit him to make a better living with brain and pencil. It is the lighter equipment which does the most work and earns the most wages. A technical school can then be fairly judged by its results, namely, the character of its graduates. Are they the better or worse fitted for earning their living with their school learning than they would have been without? This is a fair test question. And yet most of the teaching in the schools is of a preliminary nature. Young grad- uates must begin at the bottom in practice, but in this position they are still generally able to earn something. Analytical chemistry is the only branch usually taught in the schools which is complete in itself and not necessarily preliminary to other work. The analytical chemist is, therefore, on graduation fitted to take an independent, responsible position. His work, after he leaves the school, does not differ in kind from that in the school. The same may be said in some degree of the department of physical testing, though this is less developed in the schools than analytical chemistry. 2d. A technical school is a device to save time. Man has always chafed under his limitations, and failing to discover an elixir which should indefinitely prolong youthful and vigorous life, he has directed his energies to making his allotted span fuller and richer. Man’s 16 days are still three-score years and ten, but he now crowds as much into them as Methuselah did into his nine hundred sixty and nine. It is generally con- sidered good advice to youth that they emulate the career of noble, self-made men, who, beginning life poor, with no one to lend a helping hand, have struggled with fate and conquered, not merely acquiring wealth but knowledge. History is full of the names of such men, and the lesson they teach has only too often been interpreted to mean that success is conditioned on hardship, disappointment, and delay. But do these same self-made men thus read the lesson of their lives; do they advise young men to turn back and follow in their footsteps? Not so; rather do they say to young men, “I would not that you be spared thought, but I would save you from anxious thought; I would not that you be spared work, and even hard- ship, but I would save you from wearing uncertainty, and from that waste of precious time that my educa- tion has cost me; I would have you not go over the ground that I have gone over, but begin in youth where 1 leave off in age.” Thus have acted, if they have not thus spoken, those great benefactors of our own valley—Asa Packer and Ario Pardee—in founding schools for technical education, that young men, without means, might not lose time in fitting themselves for useful work. The will and the power to add a score of years to a useful life is benevolence almost divine. 3d. A technical school is a post-graduate school. In this respect it ranks with schools of law, theology and medicine. It is only in recent years that law and med- ical schools have taken a definite stand in regard to 17 the proper preparation for these studies. Parents would choose between business, college, or a profession for their sons, and medical schools permitted men to matriculate without a question as to even a common school education. This condition of affairs is now for- tunately passed—or is rapidly passing away—in the so-called learned professions, but it still exists to a great degree in technical schools. The reason is clear enough. These schools have grown out of the works and industrial schools, and their professional character is not yet fully recognized. Industrial schools train mechanics, technical schools train engineers, This distinction finds an apt parallel in training schools for nurses, and professional schools for physicians. We must not expect the public to discover and insist on this distinction ; it must be made by the technical schools in setting their qualifications for admission. 4th. A technical school aims to teach the relation of abstract science to the practical arts. If we examine the catalogues of these schools we find a long list of subjects—mining, mechanical, and civil engineering, metallurgy, chemistry, physics, geology, mineralogy, drawing, mathematics, languages, etc,—and to the list might well be added sanitary and electrical engineering. All of the studies have a direct bearing on human welfare. But the great number of them, with the ever widening scope of each, renders the arrangement of a course of study very difficult, and we not unfrequently find in a course a most heterogeneous collection of stu- dies whose relation is merely superficial or one of sequence. Take for instance the course of mining engineering as taught in many schools. To obtain the degree of “mining engineer,” the student must have 18 a certain knowledge of geology and topography to locate ore-deposits, he must be a mineralogist to de- termine the occurring minerals, a mining engineer (in its narrower sense), to take out the ore, a chemist to assay it, a mechanical engineer to build the necessary machinery for hoisting and ore-dressing, and a metal- lurgist to extract the metal from the ore and work it into useful forms for the mechanic and civil engineer. To all this is often added a course in bookkeeping and mining law. It must indeed be a well-rounded man who has taken this all in. A course of this kind is a survival of the time when all that was known on all these subjects taken together would not inordinately tax a youthful intellect; but as these subjects expanded, each into a science in itself, instructors neglected to divide the course into several independent courses and went on cramming the stu- dent to a point of unsafe tension. Perhaps no classification that we could make of the branches taught in technical schools would meet the demands of all students, on the account of the inter- lacing of the branches. At first sight we think we have a natural sequence in the subjects just named, that is, geology, mining engineering, mechanical engineering, metallurgy and civil engineering, and that we could divide this course into two or more courses by drawing lines anywhere between these studies. But this would make very artificial divisions. Mining engineering is not very different from civil engineering; the mathe- matical basis is the same in both and much of the work is the same. In fact, many of our best mining engineers have been educated as civil engineers, and have after- wards transferred their field of operations from the 19 surface of the earth to its interior. It is not a very long step from the engineering of construction to the engineering of destruction. Again, both the mining and civil engineer should know a good deal of mechanical engineering, which deals with the mechanisms for the utilization of power. The metallurgist is primarily a chemist, but the more he knows of mechanism and construction the better able is he to carry on his work. And so we might go on to show that the more a man knew of all these re- lated branches the better he could perform his special work—an argument which would simply go to prove the advantage of omniscience. Unfortunate as it is in many respects we must be reconciled to the necessity of becoming specialists, and to call in other specialists to help us. Perhaps the most we can hope for is to be an expert in one department and to know enough of the related departments to judge of the harmony and fitness of the combined work of many heads and hands. In a general way we may divide technical studies into engineering and metallurgy, but a broader and better division would be into physics and chemistry; under the former subject being arranged those studies which have a mathematical basis, and under the latter metallurgy and other chemical branches. At the risk of overthrowing both classifications it must be mentioned that a most useful combination course is one in metallurgy, which ignoring all engi- neering branches, deals with the chemical and physical properties of metals and alloys. This is the great vir- gin field in technology which promises a grand harvest of valuable results to him who works it patiently and * %% 20 intelligently. The civil engineer does well to complain that the ignorance of the metallurgist with regard to the properties of the metals used in construction hin- ders his progress and introduces great uncertainty into his work. To the question what should be the method of teaching, I would say, 1st. Negatively—nothing should be taught in the schools which can be better taught in the field or shop. While this broad proposition must meet with general acceptance, there is yet a great diversity of opinion where the line should be drawn between shop and school, or just how much shop belongs in the school, or how much school belongs in the shop. It is not my purpose to enter into this discussion at present, but it will be admitted by all that, 2d. The school rather than the shop is the place for finer research and experiment. 3d. The subjects taught in the schools being largely experimental, and consequently belonging to the growing and advancing sciences, it should be the object of the teacher not only to give the student the present condition of the science, but to identify him with its growth. As to detailed methods of teaching, it is not well to enter too minutely, for this is a matter for the indi- vidual instructor, who will have, if he is in earnest, his own methods based on his own experience or his own theories. This personal element we cannot eliminate, if we would. And yet there may much good come from the discussion by teachers of their methods and results. Teaching involves three processes—instruction, or 21 the imparting of information; cducation, or the develop- ment of the mental faculties; and #raining, or the formation of habits of thought and work. Good teaching, whether in kindergarten, college, or profes- sional school, is the happy combination of these three processes. In childhood, the element of instruction predominates; in colleges, education ; and in profes- sional schools, training; but no one of these elements can be absent in any kind of school without an imperfect result. In technical schools there is a good deal of general information which must be acquired, and a good deal that must be memorized; there is no escaping it. There is a certain amount of preliminary work which must be done, once for all, without which no sure progress can be made. There are no short cuts to knowledge at this stage. In education, the instructor's work assumes greater delicacy; it should be full of suggestiveness and guidance to develop the reasoning faculties and guard against their inaccurate or desultory action. Training, or the formation of habits, is a very different process, and one, the impor- tance of which is not, I think, fully appreciated. The frequent repetition of any action not only enables one to do it easily but also to do it automatically. Mus- cular action is largely automatic. When one slips he throws out his arms to keep himself from falling; this is not instinct, it is habit. If he had to consider every time he lost his balance how he should restore the centre of gravity within the base, he would have many a fall which he now avoids. We admire the accuracy and precision with which a blacksmith wields a sledge, or the dexterity of hand of the accomplished musician which transmutes the printed page into 22 melody, or the prompt and graceful evolutions of soldiers at the word of command :—all this muscular exertion is done with scarcely any expenditure of nerve force. The mind, too, can be trained to think and act in defined channels with great saving of power. Consider for a moment, how specially trained men look upon any object or incident. A jewel may be simply a thing of beauty to the ordinary observer, but to the mineralogist it is a crystal having a certain color, hardness, specific gravity, etc. So does a botanist classify a flower, or a geologist a fossil. In like manner in the recital of an incident, say a railroad accident; an engineer will at once think of the cause, a physician of the injured, a lawyer of the damages. These thoughts arise automatically, and are the results of training. The saving of vital energy which this training effects is one of the great economies of life, The process of growing old consists in the ossifica- tion of thought and action into habit. It is obviously the duty of a teacher to have an oversight over the mental habits that his pupils are forming. A fact or a law mislearned can be corrected without much harm being done, but slovenly habits of thought, the sub- stitution of guessing for proving, incomplete experi- menting with the multiplication of factors of ignorance —these are practices which, when confirmed into habits, can with difficulty be eradicated. Morally, habit is a very good practical substitute for purpose, and it may be said, in passing, that moral teachers too often overlook the good that could be accomplished in training in right thinking and acting. It is not an altogether utopian notion that one, for 23 instance, could form the habit of telling the truth, which would serve him in good stead and save his moral nature from many an embarrassment. If I mistake not, the principal work of a technical school should be the training of young men in accurate habits of thinking and working. Without this training the graduate is slow to adapt himself to new situations. The student who has been put through a routine course of study, abounding in the use of text-books and in the solving of many problems, may be fairly informed as to the condition of his profession and may have acquired good habits of study, and yet be unfit for practical work which involves principles which he has not learned. The proper training cannot be given in the class room, but must be obtained in laboratories. And this is the thought to which I wish to give promi- nence : that the centre around which should cluster all the teaching of a technical school should be physical and chemical laboratories, and that the ruling idea of the school should be experiment and research. The time has now fully come for technical schools to take this advanced position in the scientific training of engineers and metallurgists. The development of the school out of the shop has been so gradual that it is somewhat difficult to realize that the differentiation is now complete, and that the methods which are adapted for industrial schools do not fit the professional school. There are those who regret the widening of the gap between head-work and hand-work, but this regret comes from a misunder- standing of the situation. Technical schools are not intended to teach a young man to puddle iron, to lay rails, or clean castings,—useful work, indeed, which he 24 can readily learn before he enters the school or after he leaves it. We should not declare his education imperfect or worthless because he cannot handle a rabble or chisel. A great difficulty in teaching a growing science is that what is taught to-day may be obsolete to-morrow. One who has spent four or five years in a technical school will realize this when he gets into actual prac- tice. Ought there not, therefore, to be a system of teaching which shall recognize this growth and be adapted to it? To this it may be objected that the worst possible preparation for actual work would be to give the student the notion of the general instability of things, and that he must be on the look-out for the latest novelties in his profession. But we need not render unstable the attitude of a student by showing him that the ground on which he stands moves, and that he will be left behind if he does not move with it. It has been said (to change the metaphor) that a teacher should be abreast of the current of thought in his profession. The figure is fortunately chosen in that it enables us to point out a grave mistake. He should not be abreast of the current, he should be in it, irresistibly borne on its surface and adding by his weight to its momentum. It is the introduction of the student into this current that should form the princi- pal work of the teacher. The majority of students and workers never get into it. This may be the fault of the teacher, or it may be that the student is timid and prefers to keep up with the current by running along its borders. A few succeed in the attempt, but the majority give up the tiresome race and stand and see the stream go by. The figure illustrates the 25 process of acquiring knowledge from books or prac- tice alone—a process not without value to those whose imaginative and questioning faculties are undeveloped, and who prefer to take their facts at second-hand. But no teacher should be satisfied to let a student take this stand until he is convinced that he has not the ability and aptitude for original work. The life of the collector is a narrower one than that of the dis- coverer, and the teacher’s duty is to show the more excellent way. What process of teaching will put the student into synchronous motion with the science that he is study- ing? Again, 1 reply, the training of experimental laboratories. This training cannot begin too soon, it cannot last too long. No special preparation is needed for it other than a little preliminary practice in the use of apparatus and methods. The student should live in the atmosphere of investigation. There should be no separation of beginners, advanced pupils and professors, but all should work together as far as possible. No teacher is primarily interested in teach- ing who does not like to have students about him when he is experimenting. By this association of workers there is a manifold advantage, for each one can follow in a general way the work of his neighbors and profit likewise by their experience. The student should feel as soon as he enters a tech- nical school that it is a laboratory of research and that he is one of the workers. Much patient plodding is yet before him in studying text-books and showing he understands what he has learned by recitation ; but his study is no longer drudgery, for he sees immediately its application. I often wonder at the patience of 26 youth who devote years of their lives to school-room work with quiet faith that their studies will sometime have practical use, and who cherish perhaps a furtive hope that they may live to discover a new and inter- esting fact. I wonder, too, at teachers who think that a student must not too soon get a notion of his own powers lest he should become unmanageable through over-confidence. What would we think of a system of studying botany which shut up the student for years within four walls where he could not see a green thing, and supplied him only with dry specimens and pictures of flowers and trees, for fear that a glimpse of nature's wealth of growing forms might lead him away from their systematic study? The comparison is scarcely overdrawn. In many schools chemical laboratory- work is regarded as a preliminary practice for useful work hereafter. A certain number of substances— simple salts, mixtures more or less complicated, rocks and minerals are given to the student to work on, and his only interest is to get the correct result, as a boy ciphers his sum towards the answer given in the book. Such work is depressing and of the nature of a task, and it is scarcely a matter of surprise to find, in cases where there is an unsuspicious teacher, that the work is slighted and the results taken directly from a key which the students of one class thoughtfully pass down to their successors. The proposition to give to the beginner some interest in his work, in the nature of an original investigation, which would yield results having value in themselves, is one, I fear, which the ordinary student would receive with surprise, and one which many a teacher would consider a sure method of leading a student away from the sober studies he came to school 27 to pursue. Those who thus reason don’t understand the proposition, or they have never tried the experi- ment. It is not proposed that a student should neglect to acquaint himself with the fundamental principles of the science he is studying in his endeavor to get new facts. No more harmful suggestion could be made than this, that the object of one’s studies is principally to discover something. There are plenty of people doing just this thing—shiftless, unprofitable workers, always on the verge of a great discovery which is to revolutionize things generally. In the system proposed the development of this class of discoverers is impossible. No one knows the value of a fact like him who has secured one for himself— isolated it, weighed it, measured it; and no one knows and feels the harmony, and beauty, and power in a law like him who has collected many facts and seen them crystallize into transparent truth. No one is less likely to be led into error than he who has been trained to prove all things and to hold fast that which is true. The notion has considerable prevalence that discove- ries in physical science come in the nature of revela- tions, through specially inspired channels. 1 doubt if many students of engineering and chemistry look for- ward to a career of investigation and discovery, unless they should have a kind of “call” to the work. And yet if we go into any chemist’s or physicist’s laboratory we can hear of thousands of unsolved problems which are merely waiting for patient, thoughtful, trained workers. It should be the chief object of the technical school to give this training. It belongs in the school and can be better given there than elsewhere. The probabil- 28 ity that a student will ever have the opportunity to get this training after he leaves the school is very small. Practice he will get enough of, but the ability to thor- oughly investigate statements and processes does not come with the daily practice of an art. It is not merely the skilled hand and quick eye that is needed, it is the trained mind which not only gets at the truth but shakes off error. This process is often spoken of, figuratively, as ques- tioning nature, who always replies promptly and clearly and without hesitation or reserve. How is it then that so many of her answers appear enigmatical and con- fusing? Simply because the question is not properly put. To continue the figure—investigation may be called the art of putting questions; and this art very few people possess even though they may be endowed with a prying inquisitiveness. Nature is not a gossip, does not speak until spoken to, does not tell more than is asked of her. But it is a process, | insist, that can be taught, and it is much better that one should learn it properly than depend on the chance of picking it up. Things which are picked up are generally imperfect or rusty. While the object of the method we are advocating for technical schools is not primarily the discovery of facts, but rather the training which this method of investigation gives, yet it will be admitted that a large part of modern engineering or metallurgical practice is based on facts discovered in physical and chemical laboratories. Let us look for a moment at that greatest of all modern inventions—the Bessemer process—an inven- tion which has made travel safer and more rapid, 29 and cheapened all the necessaries of life. There never was a great discovery which was made known by its author in a more perfect and complete form than this; and yet for some time after it was in successful use very little was known of the chemical nature of the process. But the chemists were soon busily engaged with it, and the work which has been devoted to the explanation of the process the world over would fill many a ponderous volume. Without this work the process would have made but slow progress, for unguided experiment would have been long in discovering what irons could be used and what irons could not. Chemical analysis soon was able to prescribe a formula for the pig iron adapted to the process and to predict just how each iron would behave. So completely is the process now understood that the softest iron and the hardest steel can be made by it at will. But the chemists did not stop here. Phosphorus was the element which had given the most annoyance in the process, and for a time it seemed definitely proved that only the pure ores—those free or almost free from phosphorus—could ever be used in the process. But the chemist is fertile in resources and a tireless worker, and to-day we have a variation of the Bessemer process, which ranks as a new industry, and the corner-stone of the process is phosphorus. 1 know of no more interesting chapter in iron metallurgy than that which traces the development of this “basic process,” or one which better illustrates the value of chemical investigation in industrial operations. This is but one instance. Chemical analysis is now indis- pensable in all metallurgical operations, and, in fact, the 30 chemist’s work is at the foundation of all trade and commerce, The physical laboratory should command our atten- tion equally with the chemical. Here is studied the relation of the molecular structure of metals to strains, heat, electricity, etc., and when the results obtained in the physical laboratory are correlated with those from the chemical laboratory we have the necessary data to guide us in the preparation of the metals. There is no doubt that the time will come, and many of us will live to see it, when iron and steel will be made on a formula like a physician's prescription. We are not quite ready for it yet, for there are too many unknown quantities entering into the problem. When the schools establish laboratories for research the necessary facts will soon be forthcoming, and our amazement will be great that we groped so long in the dark when the light was so near at hand. The physical work on iron and steel which has been done in the present generation is enormous, and much of it has been work which could have been done in the physical laboratories of technical schools. Recall the knowledge we now have of the properties of hard and soft steel, of the effect of punching, hammering, and other mechanical treatment, of the fatigue and wear of metals, and of their adaptation to special uses. We might talk by the hour of the subjects which could be advantageously and appropriately investigated in the school laboratories, in electricity, pneumatics, hydraulics, etc., but enough has been said to indicate that laboratory research lies at the basis of all progress in the arts, To resume. The ideal technical school is one which 31 is entirely distinct from the industrial school and is thoroughly professional in its character. Qualification for admission should be a preliminary course in college or scientific school, or its equivalent, and the student should at once begin work in the laboratories. His work should have the double object of giving him practice in manipulation and an insight into the methods of research. He should be interested in the results obtained, which he should regard as positive contribu- tions to accurate knowledge, even though they should be negative with respect to the particular investigation, I know of no work of a teacher which requires more delicacy, firmness, and sympathy than guiding a student in work of this kind. Class teaching is here out of the question, and the pupil must get his inspi- ration directly from the master. He may have to encourage by practical help those who are disappointed in the results of their work or who grow weary in waiting. He may have to discourage those who are over-confident and hasty in anticipating results by allowing them to go astray until they find themselves hopelessly involved in difficulties. He must watch carefully the mental attitude of the student to find out whether he is striving to prove a theory or whether he is simply desirous of discovering the truth. It isa grand work for one who is fitted for it and whose life is given to it. No teacher in other departments sees so quickly the result of his training or is so sure of his reward. The desire of many teachers to bring their pupils to their own standard induces them to lead the students over the ground which they themselves have gone. This is clearly a faulty method. A wise instructor will 19 I= take a student quickly through the past so as to enable him to understand the present, but he will not let the student linger too long. We would not undervalue the work of the historian, but we would not have this work supersede the process of making history. The collection of knowledge and its systematic arrangement is valuable work, but it must soon come to an end if knowledge does not increase. Technical schools should also offer opportunity for its graduates to continue their work. Fellowships should be founded to encourage graduates to remain in the school and aid in the work of instruction, for the system advocated necessitates a large number of teachers and overseers. Provisions should also be made for the temporary accommodation of experts who wish to make special investigations. Busy prac- titioners are seldom able to have well-appointed labora- tories of their own, and would rejoice if the chance were offered them of working in those of the school. Will it be said that this scheme savors more of a school of pure science than of science applied to the arts? Far from it;—it is intended to be intensely practical. It is impossible to draw any sharp line between pure and applied science, for the science which is abstract to-day may be embodied in a patent to-morrow. Modern electrical practice had its rise in Franklin's kite-flying and Galvani's diversions with frogs. The methods of experimentation are the same in both, but a wise teacher will confine a student’s work to those subjects which have an obvious bearing on the practical arts. The ignorance of the graduates of technical schools of the simplest practical procedures in industrial works 33 has often exposed them to ridicule, and many schools, in consequence, have added work-shops and furnaces and engines to their equipment to give the students a general idea of machines and tools before sending them forth to work. This combined course of study and practice has earnest advocates among those who have tried it. And yet these school-shops and school-fur- naces would never, I think, have been built if it had been understood at the start that the graduate did not pre- tend to know anything about the routine of the shop, and that he expected to learn his trade like any one else. Playing practice is not only useless—it is hurtful. If the student enters the works with mere book knowl- edge he spends considerable time in trying to sce the bearing of his studies on the practice of the art. If left to his own resources it is about an even chance whether he succeeds in this attempt or gets discour- aged with practice (and perhaps takes up teaching), or throws aside his books and regrets the time he spent over them. The saying that one must unlearn, when he begins to work, all that he learned in the schools has done much harm, but there are not a few practical illustrations of the saying. One might as well say that arithmetic was all very well in a school, but for good, square, accurate calculation a man had better confine himself to counting on his fingers or notching a stick. He who begins work with some preliminary training in the school-shop has, it is true, a better start, and there is perhaps less likelihood of his being dis- couraged by unfamiliar surroundings. Very different is it with him who enters the mill or machine-shop after a long experience in physical and chemical research. His trained mind and senses detect 34 relations and incongruities of which another would not be conscious. He has already learned to trust his own observation and judgment and to know their limita- tions, If a process is imperfect he quickly decides in what direction investigation is needed; he loses no time in fruitless experiment; he knows when he has enough facts to form a theory of causation and when he has enough to determine definitely the cause. He is not misled by apparent economies; he is not satis- fied until he knows the precise efficiency of a machine ; he gives “undetermined elements” no chance to play important roles, for he convinces himself of their presence or absence. Far from this training in inves- tigation making him an impracticable theorist, he is fairly hungry for facts. It makes little difference to him whether or not he ever handled a steam engine in the school or worked at a lathe; this is experience which he can quickly gain if his inclination or duty calls him to this work. This advanced position which we would give to technical schools may render it desirable that the industrial or shop-schools should be multiplied. At all events, it is well to maintain that there are schools— call them by which name you will—which give the higher professional training in practical science as dis- tinguished from shop-training. Let him who will fit himself for a master mechanic get his training in the industrial or shop-school, and him who wishes to be an engineer get his training in a technical or professional school, but let neither one complain that he did not get in one school the kind of training peculiar to the other, Fortunate is the man who has the time and means and desire to go through both these schools. 35 The equipment of a school of research will naturally consist mainly in apparatus designed for special inves- tigation. There will be, of course, the usual apparatus for accurate measuring and weighing in the routine processes of physics and chemistry, but there will con- stantly arise the necessity for the construction of special apparatus, and this is in itself a great assistance in the training of students, who not unfrequently get the idea that the bright apparatus which fills the cases of college collections are the working tools or machines of the physicist, when they are merely his apparatus of illus- tration. An investigating mind never grows old. We speak often of old-fashioned engineers, men not “up to the times,” men who distrust modern ideas and hold to the methods of a past generation. These men were “up to the times” once, but because they simply learned the practice of their day and failed to catch the spirit of its growth, have been left behind as practice advanced. There is no danger that the student trained in research will ever get “behind the times.” It should not be the aim of any teaching to put old heads on young shoul- ders, but rather to keep young the heads which rest on old shoulders. We can well understand the anxiety of the pains- taking teacher who wishes to give his pupils as large an outfit of useful facts as possible; and yet if we reflect on the immense accumulation of facts in prac- tical science, what does it matter whether the student gets a few more or less when the time of acquiring these facts might be devoted to learning the methods by which these facts were discovered? It would be poor policy to devote time to the practice of forging 36 nails one by one, instead of becoming familiar with a machine which makes them by thousands. It cannot fairly be said that the development of technical schools into schools of research would remove them farther from practice of the arts which they were instituted to foster. It is true there has been a break between the works and the school, but the gap has widened only to be narrowed again in the formation of a new and closer union.. To make this union more complete the schools should be prepared to undertake practical investigations for the works. It is fitting that the schools should undertake such investigation, for the professors are trained to the work and devote their lives to it. Many of the experiments made at works are imperfect, incomplete, or even inaccurate, because the person in charge of them does not know how to go about this kind of work, or is busy with other things. The condition under which the school should under- take investigations for the works are: 1st. The subject should give fair promise of develop- ing new and valuable information. 2d. This information, when obtained, should be published by the school. 3d. There should be no charge for the service. If the schools did reliable work there would be no lack of material for investigation, and it would not be long before the supposed benefit derived from business secrets would disappear in the general diffusion of information. Spontaneous evolution develops both useful and worthless variations; natural selection determines the 37 survival of the fittest of them. Evolution by design, limits the production of useless forms and is thus more economical of power and time. Empirical development in the arts may aptly be compared with spontaneous evolution, while scientific research con trols and guides the development. The technical school should be a centre of evolution by design. Engineers have in late years implored Congress on behalf of science, on behalf of the welfare of fifty millions of people, to establish a board for testing, on a large scale, iron, and steel, and other materials of construction, that our buildings may be more secure, our bridges safer, and our boilers less liable to explode. After a brief and useful career the first United States Board expired, and no favorable legislation has been obtained to revive it. The general arguments urged in favor of the government undertaking this work, are that the outlay necessary would be more than most individuals or corporations could afford, and that busi- ness interests would prevent a combination of manu- facturers for the sake of so beneficent an object. Is it too much to expect that some friend of the higher technical training will be found to endow a testing department in a technical school? This is the proper place for accurate experiment, for here we have the men trained to the work. Removed from all the disturbing elements of trade, from the influence of politics, and from the jealousies of engineers, the testing department of a technical school could, by reason of its permanence and independence, do work which would find universal acceptance. I think the suggestion worth the consideration of the Alumni of Lehigh University. 38 I have sketched what I regard an ideal technical school. But the sketch is only the embodiment of tendencies plainly to be observed in our most advanced schools. The course which Lehigh University has always pursued in maintaining a high standard of scholarship, the work of research of her instructors and students, the increase in her great library and the extension of her laboratories, indicate that she is advancing steadily and surely towards the realization of this idea—that technical schools should be an assemblage of workers in experimental science. What, it may well be asked, is the meaning, and what is to be the result of all this restless activity in the arts? The mechanical engineer studies the phe- nomena of combustion, the properties of vapors, and makes his mechanism more sensitive and accurate that less coal may be used to drive his machinery. He is saving power. The chemist works on the crude ores and rocks, and on vegetable and animal products, to extract as completely as possible the substances useful to man. He is saving material. The engineer makes the rough places smooth, hews paths in the solid rock, and hangs road-ways in the air. He is saving time. Where does man learn this lesson of economy? Nature appears to him as a spendthrift, counting material by worlds, prodigal of unlimited power, and reckoning time as a moment bounded by eternities. Why does man spare and store? Is he better or happier for it? Suffice it, in answer, to say that he obeys an instinct of his ‘nature as irresistible as that of self-preservation. It is, in fact, for his own protection that he accumulates wealth in its various 39 forms of substance, power, and time. We may not sit in judgment on this instinct and call it selfish— it is for the use of his wealth that man must give account. But we surely cannot fail to recognize the progress that man has made in the beneficent use of power. Are there not evidences on every side that many find greater pleasure in the unselfish use of wealth than in its acquisition, and are we not justified in expecting a time when man shall use his power only for good? But is this restless activity never to cease? Are we progressing towards a millennium when the very earth shall tremble with the workers in its mines, when its surface shall be a tracery of rails and wires, when the roar and clatter of machinery shall deafen the ear and the smoke of countless chimneys obscure the light of the sun? Is there never to be rest from toil? Itisa short and imperfect vision that thus divines the future. Each form of power advances to its own extinction in giving birth to subtler forms of power. Each mech- anism is in time abandoned to give place to more effective machines. Would you realize what power man has grasped, go to the forge and watch him as he, single-handed, directs the mighty hammer which, as if half ashamed of its great strength, coaxes the yielding iron into shape! It scarcely needs illustration to prove that the tend- ency of material progress is toward the replacing of the mediate by immediate use of power. Perhaps few of the toilers recognize this tendency, but the more thoughtful and far-seeing look ahead to the promised day when, “if man shall say to the mountain, ‘ Be thou 40 removed and be thou cast into the sea,’ it shall be done.” This kind of faith and power, we are told, cometh only with patient, self-sacrificing seeking. It is a favorite figure which represents man wresting from nature her secrets and treasures by dint of persistence and prowess. Nature is never conquered by defiance; she surrenders only to those who first surrender to her. Itis the victory of obedience which man gains over nature, and it is the patient seeker after the truths which she carefully guards who is rewarded by her bounty and whose commands she obeys. We smile as we read of the conquering hero of old, who, elated with his victories over man, commanded the waters of the sea to obey him. And yet we say to the lightning, “take thou my message and carry it to yon distant city ;” and scarce have we uttered our command when we hear the voice of the fleet mes- senger—*“thy servant brings thee answer.” The tendency of both material and spiritual progress may be summed up in the one word knowledge, for it is only perfect knowledge that renders perfect goodness possible. Is there a nobler career for a young man to select than one devoted to the discovery of nature's laws, and their application to the good and happiness of man? And is not this the life of the miner, who puts nature's reserved wealth into circulation; and that of the chemist, whose touch transmutes into value the dust of the earth; and that of the engineer, who, in annihilating space, makes one all nations of the earth? It is well for us at times to take our thoughts from our own special and partial work to contemplate a 41 broader horizon which includes with our work the work of others, and to see the harmony which arises from the fitting of related truths. Sometimes we think we get a glimpse in this harmony of a part of a great design, which makes our souls long for the time when in the perfect knowledge of God's laws, we shall have a revelation of His purpose. ——co—— CHRISTIANITY AND POPULAR EDUCATION WASHINGTON GLADDEN REPRINTED FROM THE CENTURY MAGAZINE FOR ApriL, 1886 CopyriGHT, 1886, BY THE CENTURY Co. EE = em——aamrrm «THE CENTURY appeals to a large public, and appeals successfully. For the general reader it is by far the best of the magazines, English or American.”—PALL MALL BUDGET, London, Jan. 1886. THE CENTURY FOR MAY. Beginning a New Volume,—* The Flour Mills of Minneapolis,”— Gen. McClellan's Article on “Antietam,” — Stories by Noted Authors, etc. ITH unrivaled resources, and with a monthly circulation in America and England of more than 200,000 copies, THE CENTURY begins, with the May number, its thirty- second volume. In this volume will be printed a complete novelette by Frank R. Stockton; war articles on Corinth, Fredericksburg, Chancellorsville, Chickamauga, etc., by Generals Longstreet, Rosecrans, Walker, and others; timely papers on the labor question — boy- cotting, cooperation, the wage-problem, etc., with illustrated articles on numerous subjects and short stories by the best American writers. The May CENTURY, ready May 1st, contains A RICHLY ILLUSTRATED ARTICLE ON « THE FLOUR-MILLS OF MINNEAPOLIS,” by E. V. Smalley, with numerous pictures of scenes in Minneapolis from drawings by Farney. The article is one of great interest to every one, and of especial value to the citizens of Minneapolis. In this number is printed, also, « FROM THE PENINSULA TO ANTIETAM.” Posthumous Notes by GEN. GEORGE B. McCLELLAN, with an Introduction by Gen. McClellan's Literary Executor. General McClellan was working on this article at the time of his death, and it contains the last writing that came from his pen. One paragraph—a glowing tribute of admiration for the Army of the Potomac — is reproduced in fac-simile, and numerous illustrations add interest to this valuable paper. “McClellan at the Head of the Grand Army ” is an article contrib- uted under the series, “ Recollections of a Private,” and there is also a stirring narrative of the Battle of South Mountain by General D. H. Hill (Confeder- ate), with portraits of Hancock, Pope, and others. ES ) NAY IS RTI] SNA in I. ines \ a Pn vn, tT . PRESIDENT LINCOLN IN GENERAL MCCLELLAN’S TENT. From the May CENTURY. OTHER FEATURES OF THE MAY CENTURY INCLUDE : «A CALIFORNIAN’S GIFT TO SCIENCE. Describing, with Illustrations, the Lick Observatory on Mount Hamilton. « EVOLUTION AND THE FAITH. A Thoughtful and Forcible Essay by Rev. T. T. Munger, D. D. « AMERICAN COUNTRY DWELLINGS.” By Mrs. Schuyler van Rensselaer, with 16 Illustrations. « HAWTHORNE'S PHILOSOPHY.” Ha Henrik J Li Study b i wthorne. TWO SHORT STORIES. A Valuable Literary Study by Julian Hawtho By Brander Matthews and George A. Hibbard. THE BREEDING OF FANCY PIGEONS. With a Number of Beautiful Pictures. «THE HELMET OF MAMBRINO. At La Mancha, in search of Don Quixote’s Helmet. Etc., etc., etc. The May CENTURY is ready on the first of May. It costs 35 cents, and all booksellers and newsdealers sell it. THE CENTURY CO. 33 East 17th St. New-York. " 5 4 § \ kx 3.7 3A X 40 VIN CHRISTIANITY AND POPULAR EDUCATION. TY relation of Christianity to popular education is a parental relation. Chris- tianity has always been the originator and promoter of education. Of the church, indeed, this must be said with some qualifications; for there have been periods when nothing in the world was more frightfully unchristian than the ecclesiastical machine. Christianity consists of the teachings of Christ, and of the life, individual and social, which is based upon his teachings and nourished by com- munion with him. Christian truth and Chris- tian life were in the world when the ecclesi- astical powers were the most corrupt and malignant — hiding sometimes in the fast- nesses of the mountains, and waiting for the downfall of their persecutors. Even in these days it is a mistake to identify Christianity with the various ecclesiastical machines; the church often happens to be the very thing that needs Christianizing. If, therefore, it is true that the church at certain periods has shown scant favor to other than theological science, it is nevertheless true that the drift of Christian teaching and discipline has been toward the diffusion of learning. The uniform testimony of the Sacred Scrip- tures is of this tenor. The value of knowledge is everywhere insisted on. It is, indeed, as- serted that knowledge must rank below love; but if the Scriptures seem to disparage knowl- edge, it is the knowledge that despises virtue. Every careful reader of the Bible knows that the value of intelligence as the foundation of character and the solid basis of national wel- fare is taught with iteration and emphasis in both Testaments. Neither is the knowledge thus praised exclusively religious knowledge. The man of the Biblical history most renowned for his wisdom, and most applauded for his pursuit of wisdom, was not conspicuously a theologian, but a man who seems to have mastered what was knowable in his time of the “ humanities.” This wisdom of Solomon’s did not keep him from falling into an abyss of sensuality ; but the record does not intimate that his fall was the fruit of his learning; it was rather in spite of his learning. His wis- dom is always commended and never cen- sured. The Bible, the Christian’s text-book, may be claimed as the friend of learning. Even in the ages of darkness, when the Bible was not in the hands of the people, the churches and the monasteries kept alive what learning was left in the world. Through all this period the councils of the church steadily required the clergy to provide gratuitous in- struction for the young. Theodulph, one of Charlemagne’s bishops, issued the following instruction to his clergy: “Let the elders establish schools in towns and villages, and if any of the faithful wish to intrust to them their children to be taught letters, let them not decline to receive and teach them, but with the utmost care instruct them. And when they thus teach, let them take from them no recompense for their service, nor accept anything from them, except what parents, in the exercise of charity, of their own accord may offer them.” This epistle of Theodulph is a fair sample of numerous admonitions ad- dressed during these times, by councils and dignitaries, to the inferior clergy. Charle- magne himself gave orders that schools be opened everywhere “to teach children to read,” and that “in every monastery some one teach psalms, writing, arithmetic, and grammar.” The great King’s zeal for learning is noteworthy when it is remembered that his literary acquisitions stopped short with the art of reading, and left room for a dispute among the historians as to his ability to write his name. The reasonings of his decree show how closely he connects learning and religion; he urges that, just as good conduct is pre- scribed by a definite rule, so also must teach- ing and learning be systematically carried on, « that those who seek to please God by right living may not neglect to please him also by right speaking.” The Reformation was itself at once the effect and the cause of a great revival of learn- ing. Erasmus, the hero of the Renaissance, and Luther, the hero of the Reformation, were both apostles of the new education. The right of private judgment implied the necessity of the universal diffusion of knowledge, and both Luther and Melanchthon wrought strenuously toward this end. The founders of New Eng- land, Protestants of the Protestants, by no means forgot this corollary of Protestantism ; their history shows on every page how great was the estimation which they placed upon knowledge, and how close was its relation in their minds with religion. Within thirty years of the landing of the Pilgrims education had been made compulsory in every colony ex- cept Rhode Island, and this was done, as their law declared, chiefly with the purpose of circumventing “ that old deluder Sathan,” 938 CHRISTIANITY AND POPULAR EDUCATION. who seeks “ to keep men from the use of the Scriptures by persuading them from the use of tongues.” It is scarcely necessary to trace the close « connection between the church and the school in the early New England commonwealths. From these came forth the impulse which has made education universal all over the Northern States of this Union; so that its schools are the earliest care and the loudest boast of every sprouting emporium and every noisy mart ; so that the pioneer’s axe loses its virgin edge upon the timber of which the log school-house is builded ; and the ambitious piles of brick or stone, devoted to the educa- tion of the people, rival, in all the centers of commerce, the warehouses and the elevators and the factories. That the motive of education is, in these latter days, much less frankly religious than it was in the days of the Pilgrims, must be admitted. The reasons given in the town meeting and in the city council, when appro- priations are urged for public schools, are not the kind of reasons that would have been suggested in Plymouth or in Salem two hun- dred and fifty years ago. The reasoned basis of popular education in the popular mind is twofold : it includes philanthropy and self- defense. A considerable number of our citi- zens recognize the latter as the only admissible ground on which a public-school system can rest. Philanthropy they do not believe in; or, at any rate, they contend that the state has no right to go into the business of philan- thropy. But the right of self-preservation does belong to the state ; and if popular ignorance threatens its security, and even its very exist- ence, then the state has the right to provide and even to require popular education. That this is a valid basis of state action on the sub- ject, so far as rights go, will not be disputed. Whether the education which proceeds from this as the principal motive is likely to be effective in the development of the highest character in the citizens so educated would be an interesting inquiry. But the philanthropic motive is present in the minds of many of those who advocate the education of the people. Their desire is not merely to avert a peril from the state, but to confer a benefit upon the pupils. Mr. Mill affirms, in his essay “ On Liberty,” that the failure to provide for a child “ instruction and training for its mind is a moral crime both against the unfortunate offspring and against society” (p. 204). This is a recognition of the child’s rights, and Mr. Mill goes on to say that the state ought to secure to the child his right to education. The love of equal rights, and the disposition to give every human being a fair chance, is still, let us trust, an influen- tial motive in the minds of those who advo- cate popular education. And this motive is the fruit of Christianity. Look on this picture, painted by the author of Gesta Christi, and ponder his comment : «Schools are open to all. The rich are forced to give of their abundance for the education of the poor. Not only are common schools open to every class, but higher schools and colleges of learning are provided for the masses. Even laws are made compelling at- tendance, and provisions are made by individual char- ity for those who are poor and ill-clad. This is one of the most remarkable fruits of this religion in mod- ern times. It is a forcible distribution of wealth to confer the highest possible blessings on the needy. It is a confession of society that the most ignorant, de- graded, and destitute person is a brother of the most fortunate, and must have every opportunity to exert his powers. If one could imagine the proposition made to the archai of Athens to tax the rich in order that the helots might learn to read the Greek classics, or a measure before the Roman Senate to set apart a new revenue for providing teachers for the plebs and the slaves, one could rightly measure the progress of the Christian sentiment of equality in these eighteen centuries.” That popular education, as it exists in this country, is the offspring of the religious senti- ment, is matter of history. But, like many another unfilial child, education has shown a strong disposition of late to disown and desert her mother. The tendency has been gaining strength to withdraw education from all asso- ciation with religion, to eliminate religion wholly from education, and to claim for edu- cation all the saving virtues of which society has need. There are those who think that the diffusion of science and literature will prove a sufficient agency for the promotion of the wel- fare of the state ; and that the learning thus diffused not only may be but must be sepa- rated from everything that bears thesemblance of religion. I have not mentioned this demand for the entire secularization of our schools for the sake of opposing it at this point in the argu- ment, but rather for the sake of calling atten- tion to a manifest deterioration of public morals which has kept even pace with this secular tendency in education. Twenty-five or thirty years ago most of our public schools were under Christian influences. No attempt was made to inculcate the dogmas of the Christian religion, but the teachers were free to commend the precepts of the New Testa- ment, in a direct, practical way, to the con- sciences of their pupils; and some of us re- member, not without gratitude, theimpressions made upon our lives in the school-room by the instructors of our early days. All this has been rapidly changing; and, contemporane- ously, it is discovered that something is wrong with society. Grave dangers menace its peace; CHRISTIANITY AND POPULAR EDUCATION. 939 ugly evils infest its teeming populations. Pau- erism is increasing. The number of those who lack either the power or the will to main- tain themselves, and who are therefore thrown upon the care of the state, is growing faster than the population. The cure of this alarm- ing evil is engaging the study of philanthro- pists in all our cities. Crime is Increasing. The only State in the Union that carefully collects its moral statistics brings to light some startling facts respecting the increase of crime within the past thirty years. In 1850 there was one prisoner in Massachusetts to every eight hundred and four of the population ; in 1880 there was one to every four hundred and eighty-seven. The ratio of the prisoners to the whole population nearly doubled in thirty years. But it may be said that this increase is due to the rapid growth of the foreign popu- lation in Massachusetts. There would be small comfort in this explanation if it were the true one; but it is not the true one. The na- tive criminals are increasing faster than the foreign-born criminals. In 1850 there was one native prisoner to every one thousand two hundred and sixty-seven native citizens; in 1880 there was one native prisoner to every six hundred and fifteen native citizens. The ratio of native prisoners to the native popula- tion more than doubled in thirty years. And this, be it remembered, is in Massa- chusetts —the State in which education of every kind, public and private, has been longer established, and is more munificently endowed and more thoroughly administered, than in any other State of the Union. Mas- sachusetts expends, through her publicschools, for the tuition of every pupil enumerated in her school population, nearly sixteen dollars a year. Added to this public provision is the great array of universities, colleges, academies, and seminaries, amply endowed, far surpassing those of every other State in number and in excellence. What education can do to pro- mote morality has been more thoroughly done for Massachusetts than for any: other Ameri- can State. Nevertheless, the statistics show an alarming increase of the vicious and de- pendent classes in Massachusetts. There is no room for supposing that the case of Mas- sachusetts is any worse than that of the younger commonwealths. Those who have had opportunities for observing the condi- tions of society East and West will not be in- clined to believe that the morals of the old Bay State are any lower than those of New York, or Ohio, or Illinois. If other States would collect the facts as carefully, and publish them as fully, we should see similar conditions existing everywhere. Neither is it necessary to draw from these facts any pessimistic inferences as to the gen- eral decadence of society. This retrograde movement, we may well believe, is local and temporary. The causes out of which it arises may be discoverable and avoidable. What they are is a question to which the social philosophers, big and little, are devoting mack study. Mr. Henry George has his theory o the increase of pauperism ; and since pauper- ism and crime are closely linked together, the one evil cannot be explained without uncov- ering the causes of the other. The Socialists, not content to stop at Mr. George's half-way house, go far beyond him with their philosophy and their remedy. The Protectionists have their theory of the case, the Free-Traders theirs, the Prohibitionists theirs. Besides these there are not a few who, in looking more deeply for the sources of these increasing curses, are inclined to lay the responsibility for them at the doors of our schools. If the schools were what they ought to be, they say, these streams of baleful influence would be dried up at their sources, instead of overflow- ing the land. The only radical cure of these mischiefs is the reform of our educational system. The explanation last named is partial, and the censure which it implies is too sweeping. If any man believes that popular education is the panacea for all political and social dis- orders, he must, of course, believe that the present disorders are due to a defective system of education; but one who does not expect the regeneration of society from methods purely educational, will not be so ready to arraign the schools as the authors, by com- mission or omission, of the social depravity now existing. If the methods of education had been faultless, and other causes which have been all the while operating had contin- ued in operation, we should, very likely, have witnessed an increase both of pauperism and of crime. This accursed harvest springs from more than one kind of sowing, and will not be extirpated by any one kind of implement. The growth of the vicious and dependent classes is due to many causes. A defective industrial system has some- thing to do with it. The relations of capital and labor are not what they ought to be. The strife between them is unnatural, and it has been fostered by a bad political economy which erects selfishness into the supreme rule of human action. Any one who thinks that it makes no difference what men believe is com- mended to a careful study of the influence of certain economical theories upon the rela- tions between employers and employed. In cases of this nature temper is a great matter; and the temper engendered by the current 940 CHRISTIANITY AND POPULAR EDUCATION. economy is the reverse of Christian. The collisions and conflicts that grow out of this evil temper have produced a certain portion of the increase of pauperism and crime. Another cause is the massing of the popu- lations in cities and in great manufacturing centers, where multitudes are deprived of the sacred restraints of home, and depraved for the want of them. The great fluctuations of industry produced by changing fashions and by sudden and brief rages of one sort or another,creating demands for labor that quickly blaze up and are as quickly extinguished, will account for part of it. This shifting, uncertain life that our arti- san classes are largely compelled to live is not friendly to morality. The influence of immigration upon moral- ity is suggestively set forth by Mr. W. T. Harris : « All parts of Europe and some parts of Asia are sending us their immigrants. Each immigrant brings some peculiar moral habits which clash with our own. The result is that each and all, immigrants and natives, have to learn tolerance. But moral punctilios cannot be trifled with safely. When people are politically compelled to be tolerant of petty customs that they believe to be immoral, there follows a relaxation of genuine morality itself. Even when a false, bigoted prejudice that has rooted itself among the moral vir- tues is pulled up, the cardinal virtues themselves suffer injury.” — Journal of Social Science, xviii., 122. Heredity, too, is a great factor in the pro- duction of pauperism and crime. The pau- pers and the criminals bring forth with great fecundity after their kind, and a careless pseudo-charity has encouraged them to per- severe. : Above all, deplore it as we must, it is th historical fact that the rapid increase of wealth in any country is always accompanied by the lowering of the moral standards. The most ernicious class of youth in America to-day 1s largely recruited from the children of the new rich, who are debauching themselves and corrupting those about them with fearful energy. And the schools are not chargeable with the existence or the mischief of these youthful malefactors. They have little to do with the schools, except to infect them with their own idleness and vice; and the better the schools are, the less likely such pupils are to remain in them for any length of time. There are reasons enough, therefore, for the deterioration of public morals outside of theschool-houses. Againstall of these evil ten- dencies of which we have been speaking the schools, with all their imperfections, lift up a barrier. They promote industry and thrift and self-support. They check, measurably, the increase of crime. Just as they are, they exert a salutary influence upon society. Nevertheless, it is altogether possible that this depravation of morals is due in part to defects in our systems of education. Our schools have counteracted these evils to some extent, but much less effectively than they might have done. The best possible system of education would not have prevented them all, but it would have prevented more of them. The increase of pauperism and crime would have been less rapid and alarming if our schools had been more wisely organized and conducted. It may be, therefore, that this unfilial daugh- ter, having learned by experience that she is not sufficient of herself for the regeneration of society, will welcome a word or two of ad- monition from the mother whose counsels she has of late rather testily rejected. Suffer it she must, if she do not welcome it; for Chris- tianity will by no means abdicate her right to deliver her testimony on this and every other subject that deeply concernsthe public welfare. The first demand that Christianity has to make respecting popular education, is that it be directed toward the formation of character rather than the communication of abstract knowledge. And inasmuch as character is largely developed by work, the intelligent Christian will insist that our public schools ought to give a great deal more attention than they ever have done to industrial training. It may be supposed that the attempt to make Christianity responsible for such a de- mand as this is strained and extravagant. Doubtless there is a sentimental sort of Chris- tianity by which “secular” interests of this sort are little regarded, but it is not the Christianity of Christ nor of the apostles. When we reflect that every Jewish boy was compelled to learn a trade; that the Founder of Christianity was himself a carpenter ; that the greatest of the apostles maintained him- self by the labor of his own hands, and most explicitly laid down the law to the converts in the churches that he founded, * If any man will not work, neither shall he eat”; that, in the frankest contrast with the great teachers of Greece, like Plato and Aristotle, who de- clared all labor to be degrading to a freeman, the Christian fathers, from the very first, sung the praises of self-supporting industry, and pronounced idleness disgraceful, we readily see that the interest of a genuine Christianity in the industrial training of the young is neither affectation nor afterthought. The feeling that something ought to be done by the public schools in the way of in- dustrial education has been gaining force for several years. ¢ Mercantilism” has laid its hand heavily upon the common schools; and the training provided by them has largely CHRISTIANITY AND POPULAR EDUCATION. 941 ministered to the love of trade. Much of this has been unintentional and even unconscious ; mercantilism is in the air, and it insensibly ervades our schools, and our school-books, and the traditions and methods of education. A boy comes out of the grammar school pretty well qualified to be a clerk, but with very little preparation for any of the handi- crafts. It begins to be a serious question whether the state ought to devote so much time to the training of traders; whether it might not be wiser to afford instruction that shall turn the minds of the young in other directions also. The great majority of the pupils in our grammar schools will earn their livelihood by manual industries of one sort or another. Is it not well to recognize this fact in our systems of education, and to shape our courses of instruction in such a way that they may serve the needs of pupils of this class ? It is sometimes said that the state owes to its children only the rudiments of a general education ; that it ought to equip every citi- zen for the discharge of his political duties, but that it is not under obligation to teach men trades or professions; that the state is going a step too far when it undertakes to make men lawyers, or doctors, or carpenters, or machinists. The objection is valid. It is not the function of the state to furnish technical or professional training. But there is an in- dustrial training which is neither technical nor professional; which is calculated to make better men and better citizens of the pupils, no matter what calling they may afterward follow ; which affects directly and in a most salutary manner the mind and character of the pupil, and which will be of constant ser- vice to him through all his life, whether he be wage-worker, or trader, or teacher, or clergy- man. The training of the eye and of the hand are important and essential elements in all good education. These elements the state is bound to furnish. The question immediately arises, how much can be done in the common schools to pro- mote industrial education? Some experienced educators insist that nothing can be done; that no time can be found for such instruc- tion in the already over-crowded curriculum of the common school; that the attempt would introduce confusion ; that if anything is done, it must be through the establishment, by voluntary agencies, of separate industrial schools, in which pupils may receive training out of school hours, or after they have com- pleted the common-school course. To these objections it may be answered that a little heroic surgery upon the swollen curriculum of the common school would be extremely healthful. In the graded schools of our cities the average pupil who completes the course spends from eight to ten years in studying arithmetic. It must be possible to reduce this time considerably, by the conden- sation and simplification of text-books. The same may be said of geography and of gram- mar. Time enough could thus be gained forsuch purposes, with great advantage to the schools. It is sometimes proposed that the industrial training of the public schools should be con- fined to the pupils of the high schools. But this would greatly restrict the advantages of such training, inasmuch as but a small fraction of those educated by the state reach the high schools. Moreover, the majority of the boys who enter the high schools are already strongly inclined toward commercial or pro- fessional callings; and the industrial educa- tion there offered them would, for this reason, be less welcome to them, and less influential in guiding them toward skilled or productive industries. It would undoubtedly be well to connect an industrial course with the high school; but the greatest benefit of such in- struction would be gained by the pupils of the two highest grades of the grammar schools. The average age at which pupils leave the grammar school is fifteen; between the ages of thirteen and fifteen instruction of this kind can be most successfully imparted. This is precisely the age at which boys are apt to be restless and insubordinate; a little manual work in connection with their studies would afford vent to their surplus energies, and prove a valuable aid in maintaining discipline. The foundation of this industrial training is drawing, which is now taught in many of our public schools, and which ought to be made compulsory in all of them. No branch of study now included in the common-school curriculum is more “ practical ” than drawing, At the basis of all mechanical work lies the art of mechanical or projection drawing; at the basis of all industrial art lie the arts of design. The man who is to follow any kind of handicraft, or who is to be engaged in the production of any fabrics or articles that have form or color, whether it be spades or shoes, or chairs or wheelbarrows, or wagons or plows, or hats, or harnesses, or houses, needs tohavehiseyeand his hand trained in learning to draw. A number of young men in a machine-shop lately came to the draughtsman in that shop and asked him to give them lessons in mechanical drawing. They were beginning to see, what neither they nor their parents could have been made to understand while they were in school, that no man can be a first-class mechanic in any of the trades who does not know something of mechanical drawing. " -_—— ac ——— 942 CHRISTIANITY AND POPULAR EDUCATION. The application of art to industry issteadily extending into all departments of work. The commercial value of almost everything that is made is affected, more or less, by its artis- tic form. The commonest tool or utensil is more desirable if it is shapely and symmetrical. Therefore, the arts of design are constantly cominginto playin all mechanical or manufac- turing industries, and every workman needs instruction in them. Even those who are to follow mercantile or professional callings are finding use, contin- ually, for knowledge and skill of this sort, and are often greatly disabled for the lack of it. Who is there that does not need, every month of his life, the power to make an intelligible representation with the pencil of something that he wishes to describe, or of something that he desires to have constructed ? A little elementary training in drawing when he was a child would have given him this power ; the want of it is a constant source of regret and annoyance. The notion that drawing is a mere “ accomplishment,” an ornamental branch of education, can be entertained by none but the ignorant. Nothing is taught in our schools the utility of which is more obvious. The foundation of industrial education is thus laid in many of our common schools through the introduction of drawing. All that is needed is that the work in this department should be more thoroughly done. In addition to this, instruction should be given in the use of the common wood-work- ing tools, such as the hammer, saw, plane, chisel, and gouge. One of the rooms of every grammar school should be a shop, fitted up with work-benches and the requisite tools; and a capable mechanic should be placed in charge of it, as one of the regular corps of teachers. From four to six hours a week in the shop would be sufficient for each pupil; and the boys of a large school could be divided into classes, so that a single instructor could easily manage them all. In two years of such train- ing, under a competent teacher, the use of these common tools could be acquired, and a practical skill in constructionand inthe manip- ulation of materials, which would be of the greatest advantage to all pupils, no matter what callings they might intend to follow, and which would give to many of them suggestive hints in the choice of a calling. It is probable that to these simpler wood- working tools lathes might sometimes be added, and that the simplest processes of iron- working might also be taught. The girls in the same schools should receive thorough in- struction in plain sewing and in ornamental needlework, and might also learn modeling in clay. The details of the plan are yet to be adjusted; but the need of introducing this kind of instruction into the common schools of our cities is already so obvious that the working plans must soon be forthcoming. In the smaller country district-schools the diffi- culties would be greater, but there, happily, the need is less. The boys and girls in these schools have plenty of chance for industrial training. Already the matter has passed beyond the stage of theory, and successful experiments have been made in several places. In con- nection with Washington University, in St. Louis, is a school for manual instruction in which this plan of giving a broad general training in the various processes of mechani- cal work has been carried into operation with great success. In this school three hours of every day are devoted to books, one hour to drawing, and two hours to work with tools. The three years’ course is about the same as that of the ordinary English high school, with the manual instruction added. In the first year the pupils learn the use of the wood- working tools, including the lathe; in the second year they work at the forge, learning the various manipulations of wrought iron, and also take some practical lessons in mold- ing, casting, soldering, and brazing; in the third year they go into the machine-shop, and are drilled in bench work and fitting, turning, planing, screw-cutting, etc. More than two hundred boys are receiving instruction in this school. In Toledo, Ohio, a manual training school has been established in connection with the public schools, to which pupils from the senior grammar grade, and from the first year of the high school, are admitted. In Gloucester, Massachusetts, in Boston, and in Montclair, New Jersey, similar schools have been con- nected with the grammar school, for pupils from eleven to fifteen years of age. The re- port from all these quarters is highly encour- aging. The practicability of combining manual with intellectual training seems to be clearly indicated by these experiments. The advantages claimed for this combina- tion by Professor Woodward, of the St. Louis school, are briefly these: «1. Larger classes of boys in the grammar and high schools. 2. Better intellectual development. 3. A more wholesome moral education. 4. Sounder judgments of men and things. 5. Better choice of occupations. 6. A higher degree of material success, individual and social. 7. The elevation of many of the occupations from the realm of brute, unintelligent labor, to one requiring and rewarding cultivation and skill. 8. The solution of ‘labor problems.’” With several of these anticipated results the present discussion is not directly con- cerned ; but they must all be regarded as beneficent; and the reasons given by this dis- tinguished educator for expecting them to follow are based not only on a sound phi- losophy, but on a large experience. The fact that the intellectual development of pupils thus trained is not retarded but greatly quick- ened by the combination of manual work with their studies, appears to be established. The boys and girls of the half-time schools in England, who spend part of the school hours in labor outside the schools, easily keep up with those who devote to their studies twice as much time. And these pupils are generally engaged in laborious and monoto- nous employments, far less attractive and stimulating than those of the manual training school. One of the best effects of this method is seen in the awakening of pupils who, in their text-book studies, are dull and incapable, but who find in the manual work something in which they can excel. This puts them on better terms with themselves, with their teach- ers, and with the school ; and the self-respect and hope thus inspired lead them to attack their mental tasks with a better resolution. Professor Francis A. Walker, in an excellent paper read before the Social Science Associa- tion, speaks strongly of this result of manual training in schools. That the school discipline would be more easily maintained under this system, I have already suggested. This must result from “a more wholesome moral education”; and Professor Woodward can tell us how surely this is secured by the industrial method: “To begin with, I have noted the good effect of occu- pition, The programme of a manual training school as something to interest and inspire every boy. The daily session is six full hours, but have never found it too long. Theschoolisnot a bore, and holidays, except the name of the thing, are unpopular. I have been forced to make strict rules to prevent the boys from crowding into the shops and drawing rooms on Saturdays and after school hours. There is little tendency, therefore, to stroll about, looking for excitement. A boy’s nat- ural passion for handling, fixing, and making things is systematically guided into channels instructive and useful, as parents freely relate. . . . Gradually the students acquire two most valuable habits, which are certain to influence their whole lives for good — namely, precision and method. As Professor Runkle says: ‘Whatever cultivates care, close observation, exactness, patience, and method, must be valuable preparation and training for all studies and all pursuits.’ ”’ That the judgment would be educated by such practical lessons ; that labor itself would be dignified and elevated ; that the skill and facility thus acquired would render him who acquires them more versatile, more fertile in resources, and less liable to be stranded in dull times and when industries are constantly CHRISTIANITY AND POPULAR EDUCATION. 943 shifting, are predictions that do not greatly tax our faith. That the salutary effect of the introduction of the system upon the moral as well as the material welfare of the whole country would be clearly visible before many years, appears to me indubitable. The French Imperial Commission, appointed several years ago to examine this question, visited Belgium and studied the effects of the apprentice schools then in operation. At that time fifty-four of these schools had been established in that kingdom, and the commission testifies: “ The official reports published in Bruges, in 1863, show that everywhere instruction and habits of regular employment have produced the most successful results in improving the morals, not only of the children, but also of the parents, and that mendicity and vagrancy have almost entirely disappeared from those districts ” in which these schools have been founded. This, then, is the first admonition that an intelligent Christianity must leave with those who direct the policy of our schools. You have been building on a foundation too nar- row ; you must enlarge your basis ; you must learn that character is the principal thing, and that character is the result of a harmo- nious development of all the powers — of the eye and the hand and the practical judgment and the will, as well as of the memory and the logical faculty ; and you must not forget that industrial training affords a discipline almost indispensable to the right development of character. Bur if the Christianity whose chief concern is righteousness has a right to reprove our state educators for having omitted to furnish this indirect but most effective method of moral discipline, much more has it the right to rebuke them for their gross neglect to provide direct and systematic methods of moral edu- cation. The failure to awaken and develop the moral nature of the pupils in our schools is notorious and disastrous. Moral training has become altogether secondary ; the attempt to secure it is but feebly and uncertainly made. I have before me a consolidated list of ex- amination questions presented to teachers by county boards of examiners in the State of Ohio. This list is sdid to include “ the whole range of the questions sent in [to the State Board] by the examining boards of the several counties,” and it undoubtedly presents them in fair proportion also. Running the eye over them, it becomes evident at once that while the ability of these intending teachers to im- part instruction on all other subjects is fully tested, there is very little effort made to find out what their purposes and ideas are respect- es ing the moral training of their pupils. Upon theory and practice of teaching there are one hundred and fourteen questions; upon orthog- raphy, forty-eight; upon reading, thirty; upon penmanship, twenty-four ; upon grammar, one hundred and six; upon arithmetic, one hun- dred and four ; upon geography, one hundred and sixty-two ; upon history, nineteen ; upon physiology, seventeen; upon civil government, ten ; upon book-keeping, ten ; upon algebra, eighteen; upon physics, twenty-eight —six hundred and ninety questions in all. Of these, two questions, under the head of * theory and practice,” refer to the development of moral character — these two, namely: “ Do you teach morals and politeness ? ” —as if it were optional with the teacher whether he would do so or not,—and, “ How would you under- take to cultivate the morals of your pupils?” Now, when the State in its inquiry into the qualifications of teachers makes the ratio of morals to other subjects as two to six hundred and ninety, we could hardly expect the teach- ers whom it employs to be very thorough or enthusiastic in imparting moral instruction to their pupils. As a matter of fact, we get a great deal more moral teaching in our schools than this astonishing exhibit would indicate. Many of the teachers recognize their responsibility in this matter, even if the state does not enforce it upon them ; and they find ways of impress- ing the truths of morality upon the minds of their pupils. In their conventions and insti- tutes, the question of moral instruction is often earnestly debated. On the whole, it is rather surprising that teachers should mani- fest so much interest in this matter, when those who employ them appear to care so lit- tle about it. It is not at all to be wondered at that many of the teachers are utterly remiss in this part of their duty, and that the moral education of the young in our public schools is, in general, sadly neglected. Mr. Harris, in the essay to which reference has been made, points out that certain of what he calls the mechanical virtues, such as punctuality, regularity, and obedience, are taught quite effectively in the discipline of the school. Cleanliness, also, which comes near being a theological virtue, is pretty faithfully inculcated in" the lower grades, while the whole regimen of the school ought to be a steady exercise in truth-telling. These are important results, and they are a necessary outcome of the law of the school. For all of this let us be duly thankful. But beyond these are wide ranges of conduct in which children need careful and systematic in- struction. The great duties of self-control — the duty of temperance in the indulgence of 944 CHRISTIANITY AND POPULAR EDUCATION. all the appetites, of restraining the passions, of ruling the spirit; the social duties of hon- esty, and justice, and fidelity to trusts, and courage, and honor, and magnanimity, and neighborly kindness, and toleration, and sym- pathy, and charity ; the sacred obligations of citizenship —all these, and many others, ought to be diligently impressed upon the consciences of children in school. The statute of Massa- chusetts sets this matter forth in large and noble characters: «It shall be the duty of the president, professors, and tutors of the university at Cambridge, and of the several colleges, of all preceptors and teachers of acad- emies, and of all other instructors of youth, to exert their best endeavors to impress on the minds of children and youth committed to their care and instruction the principles of piety and justice, and a sacred regard to truth ; love of their country, humanity, and universal benevolence ; chastity, moderation, and temperance, and those other virtues which are the ornament of human society and the basis upon which a republican constitution is founded; and it shall be the duty of such instructors to endeavor to lead their pupils, as their ages and capacities will admit, into a clear under- standing of the tendency of the above-mentioned vir- tues to preserve and perfect a republican constitution, and secure the blessings of liberty, as well as to pro- mote their future happiness, and also to point out to them the evil tendency of the opposite vices.” What this lofty statute demands is not only possible, it is the very first and highest mat- ter to be cared for in every system of educa- tion, public or private. With all their other gettings, the children of our schools ought to get, and may get, a clear understanding of these great matters. Doubtless, as I have said, many conscientious teachers endeavor to impress moral truths on the minds of their pupils; but what is done is done in a desul- tory and uncertain fashion; no systematic attempt is made to develop this part of the child’s nature. It is sometimes denied that morals can be taught from books, and asserted that such teaching is best when it is incidentally rather than formally conveyed. I am not yet con- vinced that this is true. The objection pro- ceeds upon the theory that morality is some- thing altogether transcendental and mystical, and cannot, therefore, be didactically treated. Itis true that what Professor Shairp calls ¢ the moral motive power” is a personal force rather than a formula; nevertheless, there are great truths of morals which are scientifically verifia- ble; laws which are as well established as the law of gravitation, orthelaw of the trade winds; laws which can be stated so clearly and simply that the average boy or girl of twelve or four- teen can perfectly understand them. The pupils of our schools need to have these truths put into their minds, in clear statements, that they may be remembered as guides of conduct in coming years. CHRISTIANITY AND POPULAR EDUCATION. 945 The law of veracity, for example, with the natural and inevitable rewards and penalties annexed to it, is capable of a perfectly clear statement. This law can be scientifically ver- ified. All the experience of life will tend to its verification. Get it once lodged in a boy's mind, and he can no more get away from it than he can get away from the laws of mo- tion. Now I think it is a great deal more im- portant to get that law fixed in a boy’s mind than it is to teach him the process of extract- ing the cube root, or to instruct him in the law of storms, or the law of ocean currents. I doubt whether many of the pupils of our pub- lic schools ever do get that law fixed in their minds. They know, in a general way, that it is wrong to lie; but the eternal reasons for veracity, and the sure penalties of mendacity, they do not understand. To give them these truths in simple propositions; to show them the facts on which these propositions are based ; to point out to them the operation of the moral laws, as you point out to them the operation of the physical laws or the physio- logical processes of digestion — this would be to many of them an inestimable service. They would remember the law; their observation would constantly confirm it; and it would in- fluence their conduct all their lives long. Precisely the same thing may be said of all the other great laws of conduct. They may be clearly stated, and their natural rewards and penalties indicated ; and the state is bound to give this kind of instruction, whatever else it may withhold. To leave so great a matter as this to the teacher’s option, and allow him to give moral instruction incidentally, as if it were not a matter of prime importance, is to disparage and degrade the whole subject in a fatal manner. We are bound to dignify it by making it a part of the regular course of study. Suppose the teacher tells the pupil, casually, these truths of morality of which we have spoken. The pupil is likely to take them as the teacher’s individual opinion. If the pupil has great confidence in the wisdom of the teacher, these truths may make a deep im- pression on his mind ; if he has not, they will make very little impression. In any case, they will not come to him as the ascertained and established facts of science, as truth that has been verified by observation and experiment. That is the way in which they ought to come to him. The moral laws ought to be put upon an equal footing, in the pupil’s intelligence, with the laws of physics or physiology. It is sometimes supposed that no effective moral teaching is possible, save that which refers to the Bible as authority. This is a great mistake. Doubtless many of us would rather have the Bible taught in the schools as the text-book of morals — if it could be intelligently taught — than any other book But this is not possible. And, although no other knowledge or morality can be so good as that which would be gained by a reverent and intel- ligent study of the Bible, yet a knowledge of th great moral laws and their penalties, sufficien for the practical guidance of men in earthly] affairs, can be gained from the experience of men and the study of human nature. The moral laws revealed in the Bible are also im- pressed upon the nature of man. They were in full force and effect before the Bible was written. Assoon as moral beings began to exist in their present relations these laws began to operate. The facts of morality are stated in the Bible because they are true; they are not true because they are stated in the Bible; they were true before a word of the Bible had been uttered. Every law of the decalogue, as my old teacher of morals, President Hopkins, always insists, is a natural law. Surely there can be no objections to teaching natural law in the public schools; and of all natural laws, those which relate to conduct should first be taught by the state. The neglect to provide this kind of teaching is sheer fatuity ; every citizen who is a Christian, and who believes that righteousness is the principal thing, is bound to cry out against it, and to demand, unceasingly, that this great defect in our sys- tems of populareducation beremedied without delay. The systematic and intelligent teaching of morals in the public schools would, undoubt- edly, accomplish much good. Nevertheless the fact must not be overlooked that truth of this kind, to be most effective, must be vital- ized by a genuine religious faith. Religion is the inspiration of all highest morality. And while religion cannot be taught in the public schools, those teachers who possess this faith may, without any dogmatic instruction, impart it to their pupils. “It is for the teachers,” says Mr. W. T. Harris, “ not to claim to in- troduce formal religious ceremonies, but to make all their teaching glow with a genuine faith, hope, and charity, so that pupils will catch from them their view of the world as the only view that satisfies the heart and the | intellect and the will.” Washington Gladden. PUBLISHED BY THE CENTURY CO. Sport with Gun and Rod. Containing fifty articles on American Sports, by experts, with six hundred illustrations. A cyclopaedia of sport. New edition, price reduced. This book has been issued two years, but only in expensive form. The latter will be con- tinued as the Edition de Luxe, at from $10.00 to $18.00. The new edition, 888 Pp: cloth binding, $5.00. * The enter- prising publisher may be congratulated on having produced a book which will find an eager welcome in England and Amer- ica alike.”—7%e Atheneum, London. FROM ‘‘ SPORT WITH GUN AND ROD.” i William Lloyd Garrison; The Story of his Life, Told by his Children. The standard history of the ‘Anti-Slavery movement. Two volumes, 1805 to 1840. 1000 pages; 22 portraits. Price, cloth, $5.00; half morocco, $7.50. “ No biographical work of greater importance and interest has been published in this country in this | generation.” — Hartford Courant. “Its contents combine the value of a study of American social and political | problems of the period they cover with the movement and interest of a work of fiction.”’—ZLondon Daily News. | Roe Life and Times of Samuel Bowles, by George S. Merriam. A condensed history of American | politics from the annexation of Texas to the inauguration of President Hayes. With portrait. Two vols. Cloth, $3400; half morocco, $5.00. “ As a work to be read along with the recent volumes on Garrison, John Brown, and | | [General Grant, there can be no question that Mr. Merriam’s book is of the very highest value as a contribution ' | toward the clear understanding of the most momentous period in the history of the United States.”’— Boston Herald. | ll Essays on the Art of Pheidias, by Charles Waldstein, M. A., Director of the Fitzwilliam Museum il land University Reader of Classical Archaology at Cambridge, England; M. A. Columbia College, N. Y. The : essays include a number on Greek art in general, and on the works of sculptors other than Pheidias. Illustrated | with plates and wood-cuts. Large octavo, 400 pp. Price, $7.50. “ A work of which every American should be i ) proud, and which, moreover, every archaeologist should greet with admiration and delight.”—Ziterary World. | i St. Nicholas Songs. Containing original music by 32 composers, including Dr. Damrosch, W. W, 4 { (Gilchrist, Samuel P. Warren, J. L. Molloy, Harrison Millard, Richard Hoffman, J. H. Cornell, and many others. I'The words from ST. NIcHOLAS Magazine. A music book for the home, containing 112 charming new songs, {fwritten especially for this work, and published in no other form. 200 pp. (size of sheet music), 140 illustrations. {fn cloth, leather back, $3.50; in full leather, $5.00. “It would be a blessing if it could be administered as an jfantidote throughout the land; that the words might inculcate a sunny view of life, and the music stimulate a | taste for poetical melodies and artistic harmonies within the appreciation of the little folks.” — Z%e Critic. The Imperial Dictionary, an encyclopaedic lexicon, containing one hundred and thirty thousand words | and more than three thousand pictures. It gives a description of the thing named as well as a definition of the word. It is in use in numerous colleges and high schools throughout the country, and professional men and scholars are enthusiastic in its praises. Z%e N. Y. Tribune, The N. Y. Times, The Nation, The Chicago Tribune, The Boston Advertiser, and other leading journals have highly commended it. It has been called “the most useful book in the English language.” In four vols. Price, cloth, $20.00; half russia, $25.00; full sheep, $26.00. ( The Botanical Atlas, a guide to the practical study of plants, by D. McAlpine, F. C. S., lecturer on !' Botany, Edinburgh. Containing representations of the leading forms of plant life (52 full colored plates) with | ‘practical directions and explanatory text. In two volumes, Cryptogams and Phanerogams. Price, $6.00 per vol. The Zoodlogical Atlas, including Comparative Anatomy, with directions and text. 480 colored figures and diagrams. In two volumes, Vertebrata and Invertebrata. Price, $5.00 per volume. Baby World, a collection of stories, rhymes, and pictures for little folks, edited by Mrs. Mary Mapes ; Dodge, and compiled from St, NICHOLAS. A book of 300 pages, beautifully printed and bound. Price, $2.00. ** The above are sold by booksellers, or they will be sent, post-paid, to any address, on receipt of price, by the pub- dishers. Descriptive circulars on request. THE CENTURY Co. 33 East 17th Street, New-York. * Children’s Industrial Exhibition oSIAL €DUGAMION f1SSOGIATION. * MARCH 31ST TO APRIL 6TH, 1888. # COSMOPOLITAN HALL, BROADWAY AND FORTY-FIRST STREET, New York City. pu ——— URIVARSITY Madox Fd AY le Y Cys. or br dLrrorits PUBLISHED BY THE CENTURY CO. Sport with Gun and Rod. Containing fifty articles on American Sports, by experts, with six hundred illustrations. A cyclopzdia of sport. New edition, price reduced. This book has been issued two years, but only in expensive form. The latter will be con- tinued as the Zdition de Luxe, at from $10.00 to $18.00. The new edition, 888 pp.» cloth binding, $5.00. ‘The enter- prising publisher may be congratulated on having produced a book which will find an eager welcome in England and Amer- FROM ‘‘SPORT WITH GUN AND ROD.” ica alike.”—Z7"%e Atheneum, London. William Lloyd Garrison; The Story of his Life, Told by his Children. The standard history of the | Anti-Slavery movement. Two volumes, 1805 to 1840. 1000 pages; 22 portraits. Price, cloth, $5.00; half morocco, | $7.50. “No biographical work of greater importance and interest has been published in this country in this generation.” — Zartford Courant. “Its contents combine the value of a study of American social and political | problems of the period they cover with the movement and interest of a work of fiction.” — London Daily News. The Life and Times of Samuel Bowles, by George S. Merriam. A condensed history of American | politics from the annexation of Texas to the inauguration of President Hayes. With portrait. Two vols. Cloth, $3.00; half morocco, $5.00. “As a work to be read along with the recent volumes on Garrison, John Brown, and General Grant, there can be no question that Mr. Merriam’s book is of the very highest value as a contribution toward the clear understanding of the most momentous period in the history of the United States.”’—ZBoston Herald. Essays on the Art of Pheidias, by Charles Waldstein, M. A., Director of the Fitzwilliam Museum and University Reader of Classical Archxology at Cambridge, England; M. A. Columbia College, N.Y. The | essays include a number on Greek art in general, and on the works of sculptors other than Pheidias. Illustrated with plates and wood-cuts. Large octavo, 400 pp. Price, $7.50. “A work of which every American should be | vroud, and which, moreover, every archaeologist should greet with admiration and delight.” —Ziterary World. St. Nicholas Songs. Containing original music by 32 composers, including Dr. Damrosch, W. W. | Gilchrist, Samuel P. Warren, J. L. Molloy, Harrison Millard, Richard Hoffman, J. H. Cornell, and many others. !'The words from St. Nicnoras Magazine. A music book for the home, containing 112 charming new songs, written especially for this work, and published in no other form. 200 pp. (size of sheet music), 140 illustrations. In cloth, leather back, $3.50; in full leather, $5.00. “It would be a blessing if it could be administered as an antidote throughout the land; that the words might inculcate a sunny view of life, and the music stimulate a taste for poetical melodies and artistic harmonies within the appreciation of the little folks.”— Z%e Critic. 1 | The Imperial Dictionary, an encyclopaedic lexicon, containing one hundred and thirty thousand words and more than three thousand pictures. It gives a description of the thing named as well as a definition of the word. It isin use in numerous colleges and high schools throughout the country, and professional men and | scholars are enthusiastic in its praises. 7%e N. Y. Tribune, The N. Y. Times, The Nation, The Chicago Tribune, \ The Boston Advertiser, and other leading journals have highly commended it. It has been called “ the most useful | 'book in the English language.” In four vols. Price, cloth, $20.00; half russia, $25.00; full sheep, $26.00. The Botanical Atlas, a guide to the practical study of plants, by D. McAlpine, F. C. S., lecturer on Botany, Edinburgh. Containing representations of the leading forms of plant life (52 full colored plates) with practical directions and explanatory text. In two volumes, Cryptogams and Phanerogams. Price, $6.00 per vol. The Zoological Atlas, including Comparative Anatomy, with directions and text. 480 colored figures and diagrams. In two volumes, Vertebrata and Invertebrata. Price, $5.00 per volume. , Baby World, a collection of stories, rhymes, and pictures for little folks, edited by Mrs. Mary Mapes , Dodge, and compiled from St. N1cHOLAS. A book of 300 pages, beautifully printed and bound. Price, $2.00. ** The above are sold by booksellers, or they will be sent, post-paid, to any address,on receipt of price, by the pub- Uishers. Descriptive circulars on request. THE CENTURY Co. 33 East 17th Street, New-York. ATALOGUE % (Children's Industrial Exhibition UNDER THE AUSPICES OF THE INDUSTRIAL €DUGATION FSSOGIATION. # MARCH 31ST TO APRIL 6TH, 1888. # @OSMOPOLITAN HALL, BROARDWAY AND FORTY-FIRST STREET, New York City. BR i i i .Y INDUSTRIAL EDUCATION ASSOCIATION. at BOARD OF MANAGERS, 1885-86. Gen. ALEXANDER S. WEBB, President. Miss GRACE H. DODGE, Viee-Pres. Mr. Jonx S. BussiNG, Treas. Mrs. JouN R. PADDOCK. Mrs. THEODORE IRVING. Mrs. WM. T. BLODGETT. Mr. J. W. PiNcHOT. Mrs. THEODORE B. BRONSON. Mr. Wu. A. POTTER. Mr. GEORGE WALTON GREEN, Mr. Ww. F. BRIDGE. Mrs, DAvID M. TURNURE. Mr Miss S. EDWINA BROWN. Mr. C. KE. MERRILL. STANDING COMMITTEES. Committee on Finance. Committee on Books and Printing. Committee on Industries, with sub-committees on Household Industries, Bureau of Teachers, Mechanical Industries, Plans for outside Organizations. Industrial Arts, Vacation Schools. Committee on Kindergartens. Committee on Industries for Reformatories and Orphanages. Committee on Industries for the Insane. Committee on House and Training of Servants, OrrICcE, 21 University Place. Miss JANE P. CATTELL, General Secretary. TRAINING ScHooL, 54 East Eleventh Street. Miss 1. R. BURNS, Superintendent. THE Industrial Education Association was organized two years ago. Its object is to promote the cause of manual and industrial training : by dis- seminating information relating to it; by securing its introduction into schools of all grades ; by training teachers and organizing classes in special branches. The work of the Association is entrusted to the committees named above, which have been formed to meet the needs of the specific work assigned to each. What has been accomplished thus far may be briefly indicated. 1 2 Through the office much valuable information has been obtained, and a large correspondence maintained. Toronto, Canada, owes the impulse of a successful movement in favor of industrial education to a normal class held under our anspices. Similar classes have been held in other cities, and classes in domestic economy have been introduced into several well- known young ladies’ schools outside of New York city, while the Indus- trial Education Association of New Jersey is a promising off-shoot from the parent society. The classes taught during the past winter under the auspices of the Association have included a total of 1,904 pupils, and the benefits of the wide influence thus extended can hardly be estimated. The introduction of “kitchen garden” or little housekeepers’ classes into mission schools, orphan asylums and tenement houses ; the development of a system of sewing, under which teachers have been carefully trained and sent out to mission schools and to public and private schools ; the formation of classes in domestic economy in the leading private schools of New York city, and the introduction of the same practical teaching into Working Girls’ Clubs and Girls’ Friendly Societies, are some of the means employed. Still another is the opening of a Training School at 54 East Eleventh Street, where classes in industrial drawing and clay modeling, in sewing, ‘* kitchen garden,” cooking and domestic economy are crowded al- most beyond their capacity by children who come from the public schools on Saturday and after school hours. A daily kindergarten, morning classes for ladies in some of the above practical branches, and evening classes for girls employed during the day are likewise held. A training school for ser- vants is also established in connection with this house, where gitls are thoroughly trained in all departments cf domestic service. While practical work is thus vigorously prosecuted, the Association em- phasizes most strenuously the importance of its work as a bureau of inform- ation, and in rousing public sentiment in favor of handicraft or manual training. Active co-operation from principals and teachers in both public and private schools, the sympathy of the press, and the support of public- spirited citizens indicate the success of our efforts. Careful investigation of methods of industrial training suited for intro- duction in reformatories, orphanages and asylums, is preparing the way for helpful suggestions to those eagerly seeking light upon this important phase of philanthropic work, while the same methods applied to industries for the insane present a field of effort in which we can render efficient aid to those interested in the care of this class. The preparation of teachers of industrial branches, the formation of vacation schools, and of classes for boys, and the development of schemes for industrial training in neighboring towns and villages, claim thoughtful attention and immediate effort. The possibilities of the work before the Association are limited cnly by the funds and resources at command of the workers. CHILDREN'S INDUSTRIAL EXHIBITION. COMMITTEE ON MANA GEMENT. Mr. Chas. Barnard, Mr. Wm. A. Potter, Mr. Wm. F. Bridge, Mrs. A. J. Rickoff, Mr. John S. Bus:ing, Mrs. Wm. A. Street, Miss Grace I. Dodge, M:. E. A. Spring. n was planned to ascertain how far and in what direction w York city and vicinity have been instructed in the man- Circulars were issued inviting the co-operation of schools, institutions, parents and children, to which cordial responses were received. Although many teachers regretted that they could send no exhibits, because no industrial training was given mn their schools, the general sentiment was strongly in favor of introducing such training. To meet the often expressed wish that this Exhibition might show the results attained in cities where industrial education has already gained a definite place in the curriculum of public instruction, special jnvitasions were extended to Jamestown, N. Y., New Haven, Conn., Chicago, IIL, Cleveland, O., St. Louis, Mo., Philadelphia, Pa., and other cities. From n schools the Association invited the work of all grades of age, with a view to showing the results possible under Tais Exhibitio the childrenof Ne ual arts and industries. these well-know pupils, irrespective of systematic training. i Tne thanks of the Association are due to these cities and to oll the schools and institutions which have so cordially co-operated in making the Exhibition what it is. Some disappointmen larger, but the fact isa cultivation of the manual arts. ve : The Exhibition is plac-d before the public in the carnest hope that even the crude efforts of untrained little hands may awaken a thoughtful interest in their future development, while the more finished work of older pupils may convince all w ho see it that mannal training is both feasible and ad- visable as a factor in public education. t is felt that the number of individual exhibits is not most eloquent plea for a more general interest in the intion will be held in Association Hall, Fourth Avenue and Twenty-third Street, on Tuesday evening, April 13th, at 8 P. M. Speakers from other cities will be present : we . . to tell how manual training bas been successfully introduced into the cur- riculums of public instruction, and the annual repcrt of the Association will be prescnted. : ata Es nit we The annual meeting of the Industrial Education Assoc 4 JURIES TO AWARD MEDALS, Woodwork : Mr. Lockwood De Forest, Mrs. Joseph H. Choate. Metal Work : Mr. Henry T. Blodgett, of Conover & Co. Needlework: © Mrs. Morris K. Jessup, Mrs. Theodore Cuyler, Miss M. A Cooper. Practical Cookery : Miss Emily Huntington. Modeling in Olay : Mr. Augustus St. Gaudens, Mrs. Vincenzo Botta. Leather Work: Mr. Chas. R. Yandell. Designs: F. W. Cheney, Mr. A. Chambellan, of W. & J. Sloane. Printing : Mr. A. B. Turnure. Miscellaneous Eahibits: Mrs. W. S. Hoyt, Mrs. Robert Hoe, Jr. FIrsT PRIZE. For best examples of : Ornamental Woodwork, Mechanical Woodwork, Designs, Ornamental Metal Work, Mechanical Metal Work, Ornamental Needlework, Plain Needlework, Modeling in Clay, Cooking, Leather Work, Printing. SECOND PRIZE. For especially meritorious specimens of : i Cabinet Work, Carving, Carpentering, Turning, Scroll Sawing, Models Povs. Re 6 Work. F 7 : Foy s, Repoussé Work, Forge Work, Other Metal Work, Embroidery, Lace Work, Plain Sewing, Knitting and Crocheting, Mending and Darning, Dolls’ Dress-making, Bread, Rolls or Biscuit, Reproduction from Nature in Clay Reproduction from Drawing in Clay, Design for Carpet or Oil-cloth, Design , De for Wall Paper, Design for Embroidery, Design for Pottery or Tiles Leather Work, Printing. THIRD PRIZE. For the two second-best specimens under each of the above classes, and for best specimens under head of Miscellaneous Exhibits. FourTtH PRIZE. For the three third-best specimens under each of the above classes SALES : As announced in the circulars, articles made by children for the exhibition may be sold. All sales are in charge of a regular saleswoman and must be made through her. A commission of 10 per cent. will be deducted from price received and settlement will be made within ten days of the close of the exhibition. : CATALOGUE. IL—NEW HAVEN PUBLIC SCHOOLS. Superintendent, S. T. DUTTON. TRAINING in the use of wood-working tools has been given in the shops connected with the Dwight and Skinner Schools for the past three years. Classes from six other schools have been under instruction in these shops for two hours per week. In several schools needlework has been taught, and plain sewing is gradually being introduced into all the schools. Clay modeling and casting in plaster have been added in three schools during the past year. An attempt has been made in the primary grades to adopt the occupations of the kindergarten as busy work. The results of this experiment are well illustrated by the exhibit of the Dwight and Cedar Street Schools. Drawing is thoroughly taught by Professor Louis Bail. The specimens of object and mechanical drawing were selected on March 19 from the regular work of classes. It is believed that manual training is both mental and moral in its effect, and the results as seen thus far in tLe New Haven schools have tended to strengthen this belief. DWIGHT SCHOOL.—L. L. CAMP, Principal. Ages from 5 to 15. The exhibit from the Dwight District is intended to represent the differ- ent kinds of industrial or handy work pursued in all the grades, or rooms, from No. 1, the youngest, to No. 12, the oldest or grammar school grade. This busy work is introduced into the schools, not only to train the hand and eye to accuracy and dexterity, but also as an incentive to the pupils to stand high in scholarship and deportment ; and to fill up the spare time of those who learn their lessons easily and quickly. Room 1.— Teacher, CHARLOTTE H. OVIOTT. NO. AGE. NAME. ARTICLE. 1 6% Specimens of Busywork. Room 2.— Teacher, GERTRUDE IE. ISBELL. 9 7 George Boerner, Specimens of Patchwork. 3 10 Henry Byrons, 4 £ * Catalogue has necessarily been printed in the order in which copy has been sent and exhibits may be fonnd from the Roman numerals attached to each sign. NO. AGE. o NAME. ARTICLE. eh : : Vida Platt, Specimens of Patchwork. Ruby Camp, “ “ Room 8.— Teacher, LOTTIE J. THOMPSON. Bessie Gallagher, Specimens of Mat Weaving Ornie Caldwelli, £ ve Mary Brennan, Willie Cleary, Willie Ford, Room 4.— Teacher, NELLIE J. RIGGS Anna Monson, Specimens of Embroidery. Mabel Van Deerlin, #2 te : Maud Horton, £¢ Tommie Mayer, be Bertie Jeffcott, £e Archie Cargill, ; # Koom 5.— Teacher, BESSIE L. KENT. Patchwork Screen. Room 6.— Teacher, MARY A. MALTBY. Niaiiy is : s Curtain for shelves, cross stitch embroidery. Original designs in straight line drawing. i + cut in paper. Room 7.— Teacher, KATE E. DONOVAN. May Hildreth, Crocheted Shoulder Cape. Belle Barnes, + tt Mary Rice, * £ Ida Bright, id Skirt. Belle Barnes, 4 Mat. Willie Bradley, Hand Painting (Pansies). Herbert Ewing, “* John Kirby, Repoussé Work (Hammered Brass). Room 8.— Teacher, HATTIE E. TODD. Hattie Bradley, Crocheted Cape. Ida Schueelock, \ 44 Mary Farren, tt ~ Hattie Lum, Slippers. Nellie Cox, € Elbert Newton, £¢ Milnor Rowe, Wire Basket. James Pierce, Picture Frame. corer or crear or St - OS SU W 15 13 14 14 18 18 14 14 14 14 15 18 14 15 14 14 15 16 ~ { Room 10.— Teacher, GERTRUDE COOPER. NAME. ARTICLE. Charlie Walker, Repoussé Work (Hammered Brass). Bertie J. Hendricks, Water-color painting, Hollyhocks. LeRoy Hildreth, Wood Carving, Birds. Sadie Taves, Painting in oil, Scene on Long Island. Carrie Haynes, Paper Fan. Room 11.--Teacher, HARRIET E. JUDSON. Carrie Ramsdell, Sofa Pillow. Lillie Hoggson, Flannel Skirt. Alice Bright, Darned Lace. Grace Bronson, Penwiper. Mary Mayer, Twine Bag. Hattie Kiroy, Clay Model. James Earle, . Laura Driesback, Design. Jerome Donovan, Repoussé Work. Mary Mayer, Map Drawing from memory. Vincent Mulfarn, o* Herbert Morse, Abel Walker, Charlie Forsyth, Stanley Knight, Alpheus Verril', Drawing of au Engine. Room 12.— Teacher, GEORGINA NORMAN. Plush Card-case. Cornelia Welch, Embroidered Penwiper. Mattie Schueelock, 4s Thermometer Case. £f “ Plush Card-case. Mary Dominy, Embroidery Doyley. £ “* Painted Plague. Hattie Rice, Pincushion. vt 4é Darned Lace Pillow Shams. Maud Manwarring, Repoussé Work (Brass Tray). (Candlestick). Louie Morse, ie ‘“ 4 Emmie Chatterton, Painted Plaque. Ida Hallenbeck, Darned Lace Dress. Lottie Lum, Embroidered Plush Card-case. Louie Morse, Model and Cast in Plaster. Bessie Lathrop, 4 Lizzie Burns, Fred. Norman, Chas. Ramsdell, (lass from rooms 11 and 12, Mechanical Drawings. gE ce ——— A STR OP 99 16 100 16 101 15 102 15 103 13 104 15 105 15 8 ORCHARD STREET SCHOOL. Room 2.— Teacher, PAULINE NORMAN. NAME. Georgina A. Atwater, Anna F. Bristol, Nellie Hafey, Edith Drew, Ruby E. Hine, Ella H. McFeeton, Lizzie M. Thompson, John E. Baum, Linde Catlin, Jimmie H. Goodrich, €c ‘“ ARTICLE. White Apron. Artistic Match Lighter. Paper Fan and Flowers. Match Lighter. Doll’s Apron. Blue Mat. Pink Match Lighter. Motto. Double Ripper. Brass Sled. ‘c Room 3.— Teacher, MARIA E. SHANLEY. Maud Driesbach, Edgar Illidge, Emma Culver, Patchwork. Drawing. Worsted Mat. Room 4.— Teacher, Lizzie V. SOUTH WARTH. Edith Woodruff, Kensington Painting, Banner. NEW HAVEN ORPHAN ASYLUM. Teacher Pupils of No. 2, Mary Tanner, Thomas Welch, Mary Granniss, Clara Dudley, (Clara Schawnson, USTRI Teacher, Noy Clark, (Chas. Ramsdell, , MAGGIE W. MASON. Patchwork Quilt. Tidy. ‘ Sewing Convenience. Crocheted Mittens. Patchwork. AL CLASS OF BOYS. Mr. Geo. W. JuDD. Tool Chest. Checker Board. Harry Joyce, Book-case. “ ¢ Tray Table. Frank Hoyt, Footstool. John Punderfan, Screen, WEBSTER SCHOOL. Carl F. Stahl, Step Ladder. NO. AGE. NAME Shovel, Rake, and Hoe. 9 WASHINGTON SCHOOL. ARTICLE. 106 15 A. Collett, Step Ladder. EVENING CLASS BOY’S CLUB. 107 15 Bertie Downing, Shoe-blacking Case. WOOLSEY SCHOOL. Principal, MARK PITMAN. Instructor, PROF. Lous BAIL. 108 14 Myra Dowd, 1 Plaster Cast. 109 1° Mamie Sperry, i 110 13 Daisy Duell, 111 13 Georgie Jeffers 112 13 Katie Bristol, 118 13 Nellie Blakeslee, 114 13 Laura Deming, 115 13 Nellie Buckingham, 116 14 Louise Johnston, 117 12 Effie Smith, £18 16 Richard Harding, pr ph hk hp pk pt SKINNER SCHOOL. Principal, JOSEPH R. FRENCH. Ages from 13 to 16. STATEMENT. : i : i The articles of wood represent the results of instruction 1n the use 9 os e ; on 1} be ort tools, given two hours every week since last October. Some o y re i intermission in the revs have voluntarily practiced during the hour of intermissi shop. The plaster models have ; “ tion oy hour each week after «chool since October in clay modeling. been cast by pupils who have received instruc- Teacher, HENRY S. LOPER. 119 14 Charles Locker, Library Steps. 120 14 B. Hughes, Easel. 121 18 Fred Wirtz, Corner Bracket. 122 15 Willie Stevens, Model Frame House. 123 16 George J. Merwin, Looking-glass Frage, 124 13 Herman Clark, # 125 16 George J. Merwin, Scouring board. SR LT TE mee rev wee ARR ET CL a 10 NO. AGE. NAME. ARTICLE. 126 15 Willie Stevens, Doweled joint. 127 15 te € 128 15 Eddie Stevens, 129 16 George W. Merwin, Mathematical Blocks. 130 183 H. Galbraith, Picture Frame. 131 14 Timothy Doherty, “* 132 15 Eddie Wright, “ 133 14 Timothy Doherty, 134 13 Herman Clark, 135 13 Charlie Johnson, 136 Library Steps. Clothes Frame, Footstool, Picture Frame, Variety of Joints illustrating the steps of in- struction, 137 15 Bennie Arnold, Plaster Cast. 158 15 Eddie Wright, 4 : 139 13 Anna Holland, 140 15 Robert Callahan, 141 15 Minnie Brightman, 142 183 John H. Hoyden, 143 16 George W. Merwin, 144 15 Waldo Briggs, €é 1 Easel. Library Steps. Library Steps. CEDAR STREET SCIOOL. Prineipal, Mrs. M. 1, BREEN. Age from 5 to 15. CARD EMBROIDERY.—DBusywork conducted in school hours and as far as possible in connection with oral instruction in form, plant lessons, and draw- ing. PASTING. —Original designs laid first with tablets and preserved by past ing. OVERHANDING.—Done in school hours under instruction of the regular teacher of the room. OTHER NEEDLEWORK.—Done after the close of the daily session under the supervision of the teachers. 145 Flossie Blakeslee, 146 Gracie Blakeslee, 147 Max Gillan, 148 Henry Frye, Vertical line. Horizor:tal Right angle. Combinations of right angles. Joint-blind Mortise with draw board tennon. NO. AGE. NAME. 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 5 Lillie Holdbrook, 5 Charlie Mills, Lillie Earley, Maggie Valtz, Lizzie Shields, John Moorhead, Julia Broderick, Max Sevarty, Bertha Youngerman, Ada Neely, Tommie Kearns, v Katie McGuinness, 7 Julia Wedmore, v7 Willie Loveland, 7 Carrie Huber, 8 Willie Miner, 7 (Grace Beebe, 8 Charles Wells, 7 Willie Allen, 7 Freddie Smith, 9 Minnie Skiffington, 9 Frank Hart, 8 Annie Goldbaum, 9 Maggie Mahan, 8 Willie Rida, 8 Robbie Kearney, 9 Minnie Youngerman, 10 Bertha Buchmiiller, 10 Gertie Leyerzapk, 10 Annie Haring, 11 Mary Alling, 7 Lena Kohn, 7 Anuie Erlich, 7 Lizzie Gessenberg, n Lizzie Healy, 7 Roscoe Brown, 6 Jakie Mendoza, 8 Havia Tindler, 8 Lizzie Bassemier, 8 Katie Smernoff, nv Freda Butcher, 8 Chas. Bretzfelder, 8 Willie Broderick, 8 Katie Shields, 11 ARTICLE. Square. Grecian border. Design from square. « « “ Rectangle. Oblique line. jangle. ht bn lines meeting at exiremniies. é 6s ‘é 6c ody £* hi “ centers. Previous designs connected by a vertical line. So Oblique connected by horizontal ines ‘e £4 tt « and vertical lines. Border card with design in center. Maple leaves. «¢ spray. Lilac. Rose. Geranium. Poplar. Morning Glory. Gladiola. Pinks. Calla. Fuchsia. Pear. Peach. Cherries. Currant. Grape. Blackberries. Dog. Cat. Pig. Snail. Parrot. Fish. Horse. Sheep. Cup and saucer. Pitcher. Castle. Girl. Baskets. SR ipa " rio aria ai - Et = - ie iar hte i apis ps PER ST Ee ————— I GR a maint ne ad RT RARE pee NO. 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 11 22? 223 224 225 226 227 228 229 230 231 232 233 234 235 236 R37 AGE. 10 9 10 8 9 9 7 10 8 9 10 9 12 NAME. ARTICLE Mamie Kerr, Baskets. ! Jennie Stewart, * Mary Mendoza, Hattie Hubbell, Libbie McCarthy, May Evitts, Bessie Jones, May Allard, Grace Woedtke, Needlebooks Amelia Woedtke, #4 eo Maria Kennedy, Boxes, Barbara Munz, 4 Nellie Earley, Folios. Maggie McKiernan, ¢e Allie McDonald, John Baehle, ke “* John Moorhead, . ‘ Roscoe Brown, Eddie Hall, Julia Broderick, Wallace Maxwell, Moses Jacobson, Walter Meechan, James Flannagan, Alice Porter, Willie Hutchinson, Lizzie Buchmiiller Willie Miner, ; Willie Broderick, George Sevarty, Mattie Post, Hattie Lord, Katie Dahlmeyer, Katie Gangle, Ella Mills, Emma Iland, Katie Heslin, Hattie Stewart, Etta Rida, Jennie Bowen, Jessie Meechan, Nellie Fitzsimmons, Napkins Belle Lyon, ol Mamie Flood, o Annie Huber, ’ 4 Designing and Pasting. NO. AGE. NAME. 938 10 George Youngerman, 239 Adolph Gabriel, 240 11 Bennie Bretzfelder, 241 12 Annie Koberle, 942 11 Charlie McCarthy, 943 13 Dorson Beebe, 944 10 Josie Hall, 945 13 Jennie Fanslau, 946 13 Minnie Lee, 9247 11 Minnie Hull, 9248 13 May Lyon, 949 13 Dawson Beebe, 950 12 Katie Leary, 951 11 Anna Skiffington, 952 14 Bertie Downing, 953 9 Bertha Corbusier, 254 Thirty blocks. 13 ARTICLE. Napkins. cs Tidies. [0 Shoe Bags. Duster. Shoe Bag. Laundry bag. Waiter Cover. Bureau Cover. Stool. Afghan for doll’s carriage. Overhand Sewing. Average age of pupils, 11 years, 2 months. HILLHOUSE HIGH SCHOOL. Principal, T. W. T. CURTIS. Instructor, PROF. LOUIS BAIL. Fourth Class.—GEOMETRICAL DRAWING. Plane geometry, plans, elevations and sections, working drawings and isometric drawing. iven from the blackboard. No copy books are used All instructions are g in any department. NAMES. 255 A. D. Clark. 256 Jas. S. Maher. 957 Fred. M. Burgess. 958 Harvey Wolcott. 259 Joseph C. Segar. 260 Chas. H. Beach. 261 George Ladd. 9262 H. Ellenberger. 263 Le Roy Clark. 264 Chas. Helrigel. 965 J. H. Haydon, Jr. 266 Robt. MacArthur. 9267 Robt. Pierpont. Ages 14 to 16. NAMES. H. R. Barrett. F. R. Rich. Walter A. Smith. M. Flanagan. F. H. Low. Michael Flynn. J. Lawlor. J. B Gorinan. Wm. E. Hitchcock. A. Schenck. N. Borgen. Henry D. Wolcott. P. Downey. NAMES. 281 Chas. F. Wood. 282 H. R. Durant. 283 M. F. Thum. 284 Ernest L. Thompson. 285 KE. Martin. 286 Chas. Kuschner 287 Chas. Merrich, 283 Edwin Rowe. 289 Joseph Colgave, 14 290 291 292 293 204 295 296 297 298 NAMES, Wm. H. Londrigan. W. R. Hoppen. David L. Crittenden. E. S. Bassett. Robt. E. L. Hutchinson. G. C. Foote. Winfield Dann. Fred W. Post. E. D. Martin. Fourth Class.—FREEHAND DRAWING. Designs and drawing from geometrical solids, vases, and other objects. Ages 14 to 16. Designs. NAMES. 209 Dora Miller, 300 Grace B. Watson. 301 Bessie Lamport, 302 Flora M. Lock wood. 303 Sadie Gi. Chidsey. 304 Flossie Clark. 305 Barbara Kenny. 306 Tillie E. Duey. 307 A. H. McLaughlan, 308 May C. Bishop. 309 Virginia Mix, 310 Mamie Tompkins. 311 Jennie Blackman, 312 Hallie Beers. S13 314 315 316 317 318 319 320 321 322 323 324 325 320 Cbjects. NAMES. Bertha C. Merwin. Hallie Beers. Jessie Moulthrop. Anna M. Holcomb. Tillie E. Duey. A. S. Wanner. Gertie M. Craig. Marion S. Preston. Pauline Latham. Olive S. Day. Thos. M. Lock wood. Hattie L. Knapp. Jessie Snider. Minnie Baldwin. Third Class. — MECHANICAL DRAWING. Plans of houses, working drawings, and the orders of architecture, drawn from dictation. NAMES, 327 John C. Tracy. 8328 W. Murphy. 320 W. H. Law. 330 Robt. E. L. Hutchinson. 331 Fredk. W. Judson. 3832 Ernest S. Doolittle. 333 Geo. W. Peck. 334 Robt. Pierpont. 335 J. F. Pennell. Ages 14 to 17. 336 337 338 339 840 NAMES, A. J. Bamberg, Edw. H. Everit. Homer F. Martin, Wiilard A. Sanford. C. D. Steele. 341 YJ. W. Ferris. 342 343 344 David L. Crittenden. F..R. Rich. F. W. Post. 15 NAMES. NAMES. irs > el 347 Chas. Kirschuer. 8s Thad he 348 L. Hotehkiss. 346 E. L. Basseit. 349 TH. Martin. i IRSPEC AWING. Third Class..—PERSPEC TIVE DRAW jects surement. Drawing furnished rooms and other objects, by measur Ages 14 to 17. NAMES. NAMES. J : a54 C. M. Smith. 355 Ll. Adella Pinney. 356 Lily Chillingworth. A. F. Wangner. 350 Della Peck. 251 Lila M. Wells. 352 Annette Johnson. 326 353 Rdith Oliver Rowe. 397 VIN t TURE. Junior Ciass.—OBJECT DRAWING AND DRAWING FroM NA Ages 15 to 17. NAMES. i 363 J. C. Donnelly. rederica BE. Bishop. 363 J. : Falah a : 364 May C. Robinson. Horiba i po 365 Mary N. Blatchley. ¢ a : oy a 366 Meta BE. Unger. De N i” % 367 Annie B. Kelly. Go men 268 Emma M. Smith. NAMES. AND DRAWING FROM NATURE. s—OBJECT DRAWING art of teaching Senior Clas In the last half year the girls are given instruction in the he Ages 16 to 18. NAMES. 372 Irving Hurlbut. 369 G. E. Daggett. 212 flim | 870 Mattie W. Cornwall. 373 Bessie L g71 Edith F. Adams. NAMES. 374 Carrie L. Rice. ~ SCHOOL FOR GIRLS. II.—WILSON INDUSTRIAL 125 St. Mark’s Place, New York City. N STURGES, 40 East Thirty-sixth Street. irty-third year, was Tae Wilson Industrial School for % ait } ay Lo the first of its class established in New York city. Yr First Directress—Mrs. JONATHA girls, now in its t 16 nings it has developed many educational problems year by year, and has so enlarged its work and influence that it now embraces, in addition to the day school, an organized church and Sunday school, a weekly meeting for mothers, a circulating library, and classes in various domestic industries. The kitchen garden originated here. The elements of cooking were first taught to children here, and the books on these subjects, as well as on sew- ing, have been called for in the cities of Europe, as well as those of our own West. The sewing boxes, and primers, and the kitchen garden books have been ordered by the Government Schools of Alaska, and have also been sent to the Mission Schools of India, China, and Japan. The Wilson School is referred to from all parts of the world as a pioneer in industrial work, and letters are constantly received asking about the methods of the many different branches of work here in progress. SEWING EXHIBIT. AGE. NAME. 5-7 (lass work. 7-11 “ ARTICLE. Overhanding and hemming. Hemming, running, stitching, and overcast- ing. Fell seams, gathering, button holes and her- ring bone. Cut and made by girls, doll’s aprons, chem- ises, drawers, waists, and skirts. Caroline Light, Child’s dress, fitted, cut, and made. Augusta Stern, Katie Herbold, Katie Heinrich, Napkins hemmed and embroidered. Amelia Light, Napkins hemmed and embroidered. Books— Wilson School needlebook, Towels, overcasting, Sewing Primer. School sewing-box, containing basted work in graded lessons, embodying the system used in the Wilson Industrial School. 8-12 Child’s dress, fitted, cut, and made. HOUSEWORK DEPARTMENT, 13 1 Set Kitchen Garden Occupation Materials, — Kitchen Garden Manual ; Children’s Kitchen Garden Book ; Six Original Kitchen Garden Drawings in pen and ink, framed; Picture of Kitchen Garden Class in Educational Department of New Orleans Exposition, taught by a Wilson School teacher. Cooking Garden Manual; Five Proofs of Cuts in Cooking Garden Man- ual, framed ; Case of Cooking Garden Long Cards; Three Cooking Garden Banners. 17 [II.—INDUSTRIAL SCHOOL OF THE UNITED HEBREW CHARITIES. 58 St. Mark’s Place. Principal, EL1zA WOODLE. Ages of the exhibitors range from 11 to 14 years, The children are taught plain and fancy sewing, by hand and mesnpe, knitting, crocheting, embroidery, etc. The school is free, supported b) the United Hebrew Charities of the city of New tendance of 190 pupils, under the charge of six teachers. Sinden found for the pupils as they prove themselves competen Soden Only the very poorest class of children are admitted into the sc ool, dor iia older girls who attend the full-day session a hot ances is pro- vided at noon. The appended extract is from the last annual report: ¢ This has been the fifth year of the industrial branch, and its great va‘ue York ; has an average at- rn tants time ik Sa p nt. The to the Society aud the community becomes yearly nore appaieth, he sowing-classes, in daily Soetian, have wversgald 195 Jb, o¥ Aes i i i lass in the upper floor et ns A bright and active pupils whose it i i se attendance of our bright ti a lags. Steady work in families or stores has been es > > 3 found for 29 of the pupils during the year.” NO. AGE. NAME. WORK, 1 14 Hattie Sternberg, Sewing machine work, 9 14 Hattie Sternberg, 6 g 3 14 Emma Mitchell, #4 £ 4 14 Emma Mitchell, 5 5 14 Hen’a Dauenberg, Hand Embroidery, 6 14 Hen’a Danenberg, ii 7 13 Min’e Lowenstein, *f 5 8 13 Min’e Lowenstein, Fancy Sewing, 9 14 Hen’ta Pasternak, 4 10 14 Hen’ta Pasternak, 4 ‘t 6c ARTICLE AND CLASS. Pillow shams, Set chem. & pr. draw., Set chem., dr. & gwn., Set chem. & drawers, Tablecloth, Thermometer mount, Initial, Doily hemstitched, Flowered pincushion, Initial, 11 12 Theresa Elbogen, Cross stitch’g on canvas, Marking sampler, 12 12 Theresa Elbogen, Hand embroidery, ‘ 18 12 A’tonia Mailander, Plain hand sewing, 14 18 Sadie Wallach, #8 “ 15 13 Alice Yankauer, Crocheting, 16 13 Paul’a Feirerstein, £€ 17 12 Annie Stricker, tt 18 12 Carrie Cane, £€ 19 11 Nettie Simon, Knitting, 90 12 Bertha Fisher, £4 2 "Initial, Pair drawers, Chemise, Tidy (white), “ (garnet), Worsted lace (red), “ « (blue), Woolen stockings, Cotton tH 18 IV.—HOBOKEN PUBLIC SCHOOLS, Nos. 1, 2, 3 AND 4. Teacher of Clay Modeling and Sewing, NINA N. LOWDEN, No. 24 West Thirty-ninth Street, New York City. Industrial education was introduced in the Hoboken public schools on December 1st; eighty scholars in each school are taught. This comprises two classes, numbering forty children, one for girls in sewing and the other for boys in clay modeling. The lessons, one hour long, are given twice a week. In sewing the girls follow the system designed by the New York Indus- trial Education Association, but the progress has been necessarily slow, most of the girls never having been taught even the rudiments of sewing. The pride of the mothers, the hearty interest and earnest endeavors of the children are certainly evidences of success. The modeling classes are very popular, many of the boys longing to enter the one class in every school selected for manual training. The boys ranging from 11 to 14 receive instruction in drawing prior to the modeling lesson, thus enabling them to understand fully the shape they are about to form, although every boy follows a copy. In some cases dictation lessons are given, one boy working on the blackboard while the others draw on the flat clay tile. Not only are their fingers being educated and cultured, but their observation is quickened, their minds concentrated, and habits of industry and careful working inculcated. MODELING. No. 1 School. v NAME. ARTICLE. Henry Hill, Bronzed tiles. te “ Tile, with leaves. Alex. Runton, Tile. John Pream, 44 Francesco Galindo, 4 No. 2 School. Montague Adair, Tile. Louis Tinelli, ¢ Fred. Hermann, £¢ No. 3 School. 19 No. 4 School. NAME. ARTICLE. Lyman Loomis, Maple-leaf tile. Albert Pasboch, Tiger head. €€ 2 Tile with acorns. t £¢ Head. Frauk Kusch, Tiger's head. Brass WORK. No. 4 School. Lyman Loomis, Head. SEWING. No. 1 School. Mamie Brown. Carrie Brown. Mary Nordbrock. Ella Seary. Frida Raynal. Emma Hildebrandt. No. 3 School. 11 Lena Riehl. 11 Gussie Schilling. 18 Louisa Cafferata. No. 4 School. 13 Mary Mauerhafer. 11 Lizzie Toohey. 14 Adele Plumache. V.—_SCHOOL OF SEWING, CASSEL, GERMANY. This school was founded and is maintained by Fraulein Calm. Twelve others have been instituted on the same principle in different parts of Ger- Carl Ross, Martin Crane, Henry Aldoretta, Ernest Hope, John Roach, Henry Kessler, Tile. Hand. Star tile, Tile with grapes. Hand. many. instruction in sewing, The school is for young girls, an mending, and dressmaking. Ac school is a guarantee of thorough acquirement. made by pupils on graduation. Examples of work done by pup hibited by Mrs. Croly, New York. d furnishes a complete course of ertificate from this The examples shown are Exhibited by Mrs. Croly, New York. ils of public schools in Copenhagen. Ex. er —— A A Eu ae EES se 20 VI—. INDUSTRIAL SCHOOL OF TRINITY PARISH, HOBOKEN, N. J. Superintendent, MRe. D. 8. MERRITT. Ages, from 8 to 15. The Trinity Industrial School bas two departments—sewing and house- work. In the sewing department 230 children are arranged in three divisions, sub-divided into classes. Each child on entering the school begins with an overseam, followed, as rapidly as the work inspectors think her proficiency will warrant, by hemming, three blocks of patchwork felling, and a garment. The sessions are held once a week, and at each . child can earn four tickets—for punctuality, neatness, Tndastey and good behavior. Forty tickets entitle her to a garment made in the Mothers’ Meeting, or twenty tickets to one made by herself. To obtain a neatness ticket, clean face and hands, hair in good order, and shoes with every button on, are absolutely requisite. Those who come without shoe-buttons are supplied, and required to sew them on before taking up the regular work The sessions are opened with short religious exercises and a ‘‘sewing-song » and closed by the Rector with the * Ante-Communion ” service, the children singing the responses to the Commandments. The school is taught gratu- itously by ladies of the parish. All children over eight years old are admitted, without any distinction, and at ten are allowed to enter the house- work department also. 4 NO. AGE. NAME. WORK. Clara Klepping, Overseam. 9 Lizzie Shafer, 10 Annie Will, 10 Greta Brokob, 8 Henrietta Holm, 9 Amelia Hermon, 10 Louisa Leeger, 11 Mary Jordan, Hem and patchwork. 9 Dora Mallien, Patchwork. 10 Martha Shafer, “ 10 Katie Schwalm, Ida Pipher, Maggie Richmond, Sophy Schrapper, Wilhelmina Lang, Lena Keller, Mary Urban, Julia Pfrommer, Celia Tyler, Laura Hunt, NAME. Zena Tebbens, Maggie McCloskey, Maggie Borre, Christina Winkelmann, Tillie Werse, Annie Cordes, Mary Dietz, Tillie Tasto, Jennie Reckweg, Katie Wellenger, Minnie Miller, Hattie Sussekind, Annie Leeger, Lizzie Clausen, Carrie Schloo, Mary Donovan, Laura Fenner, Louisa Meyer, Emma Weiss, Hattie Lane, Mary Pfrommer, Lillie Kirker, Martha Kruger, Julia Potter, Mary Drewes, Lena Conradi, Annie Hartel, Nettie Schauer, Josie Holm, Louisa Pipo, Hedwig Hariel, Sarah Kirker, Mary Suesekind, WORK. Patchwork. Patchwork and fell. ce [0 Cat-stitehing and patchwork. 6 [XY Fell. Flannel skirt. Canton flannel drawers. 6 6c ‘c Flannel skirt. Flannel shirt. Canton flannel drawers. Flannel shirt. Cat-stitching. Fell. VII.—ST. BARNABAS SEWING SCHOOL. 306 Mulberry Street, New York. Superintendent, Mrs. RICHARD IRVIN, Jr., 10 West Seventeenth Street. Scholars upon roll, 272. NO. AGE. NAME, Emma Hills, Katie O'Hara, Tillie Jansen, Antoinette Schopper, Lizzie Rothman, ARTICLE. Samples sewing stitches. 6c ‘s 6 [4 “¢ ct Apron. [3 sR LE ERE EL en es a IR a tne arrow a re SSR RE EE Eom se I EE R2 VIII.—PUBLIC SCHOOLS OF CLEVELAND, O. FRANK ABORN, Drawing- Master. 59 Fourth Avenue, Cleveland, O. Exhibit of Drawings made by pupils. All drawings exhibited made during the week beginning March 6, 1886, with exception of a few studies cut from drawing-books. 0. NAME. Sarah Walker, H. O. G. Hannay, Lyman J. Glenn, Frank Fertig, Ben. Wells, Geo. Arnold, N. C. Aiken, E. M. Hurlebaus, 9 Chas. K. Bolton, 10 Rumfrew Wilcox, 11 Will. C. Sanders, 12 May R. Harvey, 13 Louise Pope, 14 Carrie Hammer, 15 Geo. H. Girty, 16 Fred. A. Coleman, 17 Lizzie Follansbee, 18 Mattie Martin, 19 Carrie Miller, 20 Fred. 'T. Mudge, 21 H. 8S. Edgerly, 304 Mattie Olmstead, 314 ts # 316 Lottie Norton, 22 A. M. Kurz, 23 Chas. Mott, 24 Jennie Thompson, 25 Rose Dewstoe, 26 H. C. Gillette, 27 Justin Sholes, 28 Harry Woodard, 29 Bert Bowler, 16 Years and over. SUBJECT. Surface decoration, Head, Surface decoration, ete., Armchair, Landscape, Locomotive, Mouth of Cold Harbor, Design for furniture, Chair and Lamp, Mouth of C’ld Harbor, Sea View, Design for furniture, Time Sketches, Dining-table and chairs, Stove, Working drawing, Tail piece and bucket, Cup and saucer, Cook stove, Hall and staircase, Locomotive, Girl Reading, Interior, Head, 15 Years. Court-house, Locomotive, Figure, Girl in chair, School-room corner, Surface decoration, Tug-boat on the lake, Book cover, Original. Copy. Original and object. Object. 6 Copy. Object. Original. Object. é¢ Composition. Original. Copies. Original design. Object. Original design. Object and copy. Object. Copy. Life. Object. Copy. Object. Copy. Object. Original. Composition. Original design. NAME. Bert. Conner, Chas. Miller, J. Milton Dyer, Harry N. Williams, Lillie Mitchell, Burt. Munhall, Winifred Smith, Georgie Alvoid, Myrtle Stumm, Harry Pentz, Lula Wright. Vernon Combes, Bertha B. Dynes, Alice Aiken, G. A. Bicknell, Sherman Fawcett, Lena Glick, ‘Emma J. Callow, Chas. Frawley, A. Kurz, Vlasta Erhard, Asher H. Munn, Frank Lynch, Harry Gilchrist, E. Harbaugh, Sarah Lobdell, Lola Jeffers, Chas. McGregor, Clara Schellentrager, William Watkins, C. A. Armstrong, Millicent Olmstead, Bert Glidden, Edward Block, Harry Monahan, F. A. Reara, Fred. White, Birdie Sherman, Edward Alye, Daisy Crumb, Eddie Hesig, 23 SUBJECT. Brush Dynamo, Group, Monkey-wrench, Bench vise, Lady, etc. Vase lamp, Group of roses, Bunch of cherries, Study from life, School-roon corner, Surface decoration, Head after Chapman, Surface decoration, Desk, Arm-chair, Yachts and locomotive, After Chas. H. Moore, Fire-place. Interior, Stained-glass window, Vase, 14 Years. Tugboat, Desk, Group, Surface decoration, Coal bucket, Surface decoration, Two Boys, Surface decoration, Vases, Group, Waiting for the teacher, Surface decoration, ‘6 [x cc [3 Group, School-room corner, ce ‘e 6c Horse’s head, Surface decoration, Door, Chas. W. Hitchcock, Vase, Object. 6 6s Copy. Object. Original. Copy. Original. Object. Original design. Memory. Copy. (‘omposition. Original design. Object. Memory. Object. €é Original design. Object. Original design. Copy - Original design. Object. 6c [x Original design. cc cl Object. Copy- Original design. “6 Object. = . — i ATR ar gn SIRE NO. NAME. 71 Dora Dueringer, 72 Harry A. Robinson, 73 Emma Lehr, 74 Dora M. Nourse, 75 Hettie Griswold, 76 Bessie Fletcher, 77 Harry Thompson, 78 Asher Munn, 79 Clarence Hensel, 80 Kittie Cuddy, 81 Josie Bond, 82 Thomas Lynch, 83 Willie Shaw, 84 Eva Benham, 85 W. F. Kendell, 86 Lewis Davidson, 87 George Rettiz, 88 Flora Egart, 89 Louie Watkin, 90 Rolland McGowan, 91 Annie Sherman, 93 David Raus, 94 Paul C. Hahn, 95 Chas. Cross, 96 Effie Ogier, 97 Harry Gordon, 98 Emma Schneeberger, 99 Georgia Barrett, 112 May Tuechout, 100 Anna Gibson, 101 Moses Bowman, 102 John Stephen, 103 Edith Gill, 104 Eddie Van Wie, 105 Helen Adams, 166 George Hayden, 107 Chas. Dore, 108 Alice C. Gouvy, 109 Chas. Lowe, 110 Carrie I. Slade, 111 Bart. Wyman, 24 SUBJECT. Grandfather’s Clock, Dressing-case, Group, ete., Arm-chair, Basket and Cylinders, Cat and birds, Chair and cart, Locomotive, 13 Years. Surface decoration, House, Arm-chair, Arm-chair and dresser, Bunch of flowers, Surface decoration, [0 [3 Interior, Chair, etc., Umbrella, Stained-glass window, ‘“ Hard Problem.” Figure from book, Group, Room corner, etc., Bucket, Virginia creeper. School-desk, Baskets and sur. dec’n, Surface decoration, Drawer pull, Surface decoration, Object. Original design. Object and original. Object. Copy. Object. Copy. Original design. Jbject. “6 Original design. Copy. Original design. Object. “6 Original design. Copy. Object. 6 6c ‘ Object and original. “6 ““ Copy. Original design. Wood interior and window. Surface decoration, Chair, Surface decoration, Dresser, School-room wall, Surface decoration, €c ‘6 [0 6 Cup and saucer, Arm-chair, Original design. Object. Original design. Object. “c Original design. “6 ‘ €é “< 6 “€ Object. NO. NAME. 113 L. Berger, 114 Edward Stegman, 115 A. Portance, 116 Nellie White, 117 Gertrude Glidden, 118 Fred. Stephen, 119 Wm. Mack, 120 Frank Macooska, 121 Robert Seidle, 122 Sam. Mills, 123 Jennie McDonald, 124 Effie Patch, 125 Emma Mosshammer, 126 Carl Pope, 127 Solomon Freyer, 128 Wm. Meade, 129 Harold R. Hewitt, 130 Henry Cooper, 181 Edith Glitt, 182 H. Chester, 133 S. Burke, 134 Ida Emerich, 185 L. Reoder, 136 Laura Hain, 187 Bernie Koeckert, 188 Louis Ruper, 139 Nellie Cuch, 140 Frank Meyer, 141 Stevie Perry, 142 John Prohaska, 143 Florence E. Orth, 144 Eddie McCobb, 145 Henry Serfert, 146 Gertie Creston, 147 Maud Rundle, 148 Jos. Peck, 149 Carl Eperling, 150 A. Roemer, 151 Nina Darstine 152 Foster Laws, 153 Lizzie White, 154 Clara’Ernst, 25 12 Years. SUBJECT. Drawing, boot frog. ‘““ cc Surface decoration, “c sf “6 “é White bear, «The Wreck,” Table and baskets, Teacher's table, School-room, Surface decoration, é “fl School-room, Ocean steamer, Surface decoration, School-boy, Schooner, Surface decoration, « §chool-boy’s Dream,” Locomotive, Chair, etc., Tugboat, Cup and Saucer, cc “c Surface decoration, [x3 “6 cc cs Barn Scene, Surface decoration, Cup and saucer, School-room wall, 11 Years. Copy. Original design. Copy. Objects. Original design. Object. Copy. Original design. Copy. Memory. Original design. Copy. Object. Memory. Original design. Object. Copy. ‘< Original design. Object. 66 Fig. from drawing-book, Copy. Surface decoration, [43 “6 Sketch, Surface decoration, Sketches, Surface decoration, Copies. Original design. (1 Object. Original design. Copy and object. Original design. SE RS NO. NAME. 155 Kate Clark, 156 Paul Strong, 157 Millie Kalina, 158 Richard Cottral, 159 Samuel Carter, 160 Thomas Linos, 161 Frank Sampoh, 162 Nellie White, 163 Chas. Schieider, 164 R. E. Kimball, 165 Sadie Prindle, 166 Daisy Mayer, 167 Nathan Elict, 168 Stanley Rogers, 169 Eddie Crebbin, 170 Bennie Hanney, 171 John Raus, 172 Tillie Snyder, 193 Homer Stone, 174 Alfred Pope, 175 George Werry, 176 Minnie De Ville, 177 Harry Roemer, 178 Clarence Bill, 179 Chas. Quagh, 180 Claude E. Monck, 181 Anna Treat, 182 Ida Bill, 183 Albert Bishop, 184 Ada Powers, 185 Katie Lehman, 186 Millicent Swain, 187 Saddie Bejcek, 188 Gertrude U. O'Neill, 189 John Wilson, 190 Jennie Spelman, 191 Nellie Reye, 192 Blanch Harkins, 193 Bert Denison, 194 Paul Hoag, 195 Mamie Doran, 196 Albert Fresber, 26 SUBJECT. Fig. from drawing-book, Copy. Surface decoration, “ ce ce “ Winter Scene, Copy. Locomotive, te Fire-place, Object. Surface decoration, School-chair, Object. *“ Back-yard Fence,” he Vase, ®t Surface decoration, Original design. Side-board, Object. Surface decoration, Original design. Tugboat, Memory. Surface decoration, ce ce ce “ Door and C. Object. Surface decoration, Original design. Train of cars, Arm-chair, Object. Horse, Copy. Fig. from drawing-book, Copy. 10 Years. Sketch, Room, ‘“ Oatmeal set. Surface decoration, Original design. [3 ‘¢ €é “ Fig. from drawing-book, Copy. Surface decoration. Fig. from drawing-book. Surface decoration. Baby carriage, Object. Fig. from drawing-book. School-room wall, ££ Pitcher, etc., fe Schooner, Copy. Group, Object. Surface decoration. “ ‘ Original design. Original design. Original design. NO. NAME. 197 Walter S. Pope, 198 Flor. M. Schroegler, 199 Nellie Williams, 900 Melcom Barnes, 201 Freida Stapf, 202 Frank Kipp, 203 Chas. Regel, 204 Maggie Bittings, 905 Fritz Nicolaus, 906 Eddie Johrans, 907 Hattie Botsford, 908 Arthur Holmes, 209 Walter A. Pope, 210 Davie Cangley, 211 Daisy Dean, 9212 Julia Zirava, 913 Veronia Veits, 214 F. Mikens, 215 Cordie Lohrer, 216 Eddie Klingman, 917 Lillie Timm, 218 Emma Stohm, 919 Eddie Buyck, 9220 TF. Sanders, 91 Mabel Wilson. 29 Lillie Keevan, 3 Stilla Weis, 4 Amelia Bertch, 5 Elsie Kopke, 96 Edith Lehman, 97 Jennie Colwell, 298 Edith Snow, 929 Mattie Donoghue, 930 Christie Miller, 931 Liilie Harrison, 933 (Carl Klaminzer, 284 M. Morganthaler, 985 Allen Talcott, 936 Anna Bamberger, 937 Arthur Wiltshire, 238 Emma Ott, Wo WO YW 0 oo 0 WW oo 60 7 9 Years. SUBJFCT. Floor boards. Clock, Surface decoration. 6 ‘¢ “ ‘ Fig. from drawing-book. ; Baby carriage, Object. Surface decoration. Desk, ete., Surface decoration. “ “ Pitcher. Pitcher and glass. Ship. 8 Years. Fig. from drawing-book. “6 ‘cc Story, Original. Baby carriage, Object. : Surface decoration, Original design. Cup. Fig. from drawing-book. Design. Ship. Church. Story. Teacher's table, Story. cc From drawing-book. “ ‘c [x Locomotive, From drawing-book. 6 €¢ “c Street-car, Memory. Story. House. Design. From drawing-book. [3 [0 £¢ Story. Object and original. a se ae a a a rE SARs A AE NAME. Roy Knowlton, Lena Schmidt, Elsie Geissler, Bertha Schmidt, Katie Rosenfield, Mary Kelly, Gertie Flick, Herman Durcan, Fred. Starck, C. S. Shannon, John Donohue, Ben. B. Wells, Margie Heron, Alfred Robinson, Rolla B. Watson, George Girtz, Lillia H. Wood, Bresly Schnier, W. J. Gelink, Grace Walsh, H. F. Clapp, Anna T. Cahoon, Emilie Lack, Della Pollock, E. L. Prindle, Henry Keller, Amy E. Hooker, Anna Borneman, R. W. Young, George Steffers, Helen F. Barker, Amy E. Smith, Florence H. Caldwell, George Gerty, Albert Grossman, Carrie Nelson, Ednah Hall, Jessie L. Denison, Burton Worley, 28 SUBJECT. Story. ‘6 From drawing-book, 15 Years and over. Desk, 3 2 2 Stained-glass window, Scene on the lake, Landscape, Boy's head, Hands, Grandfather's clock, Group, Birds, River Scene, Coal vase, Child and chair, €é ‘‘ [3 Interior, Roses and book, Group, Landscape, Plants, Washing implements, Book-case, Fig. from drawing-book, Dresser, Figures, Hand, etc, Group, Chair, Water-set, Cabinet, Enlarged. Original design. ce “¢ ‘6 “6 Nature. Life. Object. cc Copy. Copy. Object. Life. Object. “c sf Copy. Object. Copy. Original design. Life. Object and Comp. Object. Original design. Copy. 29 Picture Stories from Normal School. SUBJECT. L. L. Mitchell, «« No School To-day.” Lida Roberts, «The Witch’s Daughter.” Emily G. Wheatly, *¢ Fishing and Sliding.” Maud Sholes, ¢ See-saw.” Mabel Sargent, « Interior ” and ‘* Exterior.” Mamie Wilkinson, «The Artist.” Lizzie Johnson, “The Sign Painter.” Grace Murray, “In the Rain.” Josephine Wilkinson, ** Spring.” May Rogers, « Mind How You Behave.” Ida Cox, ¢“ Evening.” Hattie Hubbell, «St. Patrick’s Day.” Elsie Schwarz, “The Sick Doll.” Lydia Storer, « Believe me, I’m Playing no Trick.” Catherine Hauks, ¢ Child and Cat.” NAME. Copies from Charles H. Moore and Collings. Justin Sholes. 300 Clara Ashwell. May Timm. 301 Bertha Boon. Fannie King. 802 Susan Valentine. Dora Durringer. 303 Lena Glick. Josie Bond. 309 Earnest Vance. Third Year Children. b.—Private Grade. 400. Design Class. One leaf from each book showing daily work in drawing-book. EXAMPLES OF REGULAR Hicu-Scnool, WORK IN DRAWING. s, the making of which is designed 18 are, and what each should 306. Preliminary plans and elevation to develop clear ideas of what plans and elevatioi describe. 307. A series of solutions in mecha the execution of which is designed to develop an appre gity for accuracy in construction drawing. 308. A few of the note-books of pupils in the Senior Class. 394. A collection: of sketches and suggestions that happen to be at hand, nutes are filled as they occur from time to time. Sometimes these irregular sketches are made when certain other exercises have been completed, and sometimes they are thrown in with a view to diverting the mind for the present from the matter in hand, in order to get a new hold. It is needless to say that they were not intended for exhibi- tion, but are sent as a feature of our method of instruction. nical drawing with the proper tools, ciation of the neces- showing how odd mi IX.—CHICAGO MANUAL TRAINING SCHOOL, CHICAGO, ILL. Director, HENRY H. BELFIELD Twelfth Street and Michigan Avenue, Chicago ’ ~~ . ('OURSE OF STUDY.— 01 Yi wa oy Yromy. Junior Year.—1. Mathematics.— Arithmetic ; Alge- 3 : ; R. Science.—Physiology ; Physical Geography. 3. Language Eng sh Language and Literature; or Lati prt Tree z atin Reader. 4. Drawi } Gi and 1 amines . 4. Drawing.—Freehand a a Object ; Projection ; Machine; Perspective. 5 por Car entry, Joinery, Wood-Turning, P: i er Tn oF pan ) g, Pattern-Making, Proper Care and Use of ; Middle Year.—1. Mathematics—Geometry. 2. Seience.—Physics. 3 Language.—General History and Literature ; or Caesar. 4 Draiwis or. aT 1 droiecti " : ; 4 4 gels Projection and Shadows; Line and Brush Shading ; “4h t : .» 1wojection and Shadows ; Details i Ta Ss; ails of Machinery ; Machine for b. Shopwork.—Moldin i ‘orgi 1d yy. —) g, Casting ; Forgi Veldin i shop g ; ging, Welding, Tempering ; Solder- ; Sentor Fey ol. Mathematies.—Plane Trigonometry ; Mechanics ; Bool ran C ¢ Yui, . sy 3 S R- beeping 2 Sete nee.—Chemistry; or Descriptive Geometry and Hig fier Alege : 7 i i ; goin, 3. Language, ete.—English Literature, Civil Government Politi ca oom] ; or Cicero, or French. 4. Drawing.—Machine from Mease : ment; Building from Measurement ; Archi , en ) ; Architectural Perspecti 5 ) Shopwork. — Such as Chippi ili i Oe uae .— a: pping, Filing, Fitting, Turning, Drilli i etc. Study of Machinery, i i nm pin ] ry, including the Man FS aye! a g agement and care of Steam- EQUIPMENT. —The equi CNT. » equipment of the mechanics rtm on 1anical department of the school 7, 27 3 4 Wood-Rooms.—27 Cabinet-makers’ Benches ; 24 Speed Lathes; 1 Circul yo. xX yo 1 3 Pe : n i ey 1 Seroll Saw; 1 Baging-machine; 1 Planer; 1 Gelidsionn: 1 Si re Pp es Bench, Lathe and General Tools for 72 boys : ’ oe oundry.—2 Furnaces; Cruci T la ; 2 : ucibles, Troughs, Flask p Sieves, and other apparatus for 66 boys Li Sot Tomen Gamers Forage- -_— . 3 : on ve Bites A Borges: 23 Anvils; 1 Emery Wheel; 1 Shears; 3 Vises; *; 2 Exhaust Fans; Tongs, Sledges, H ¥ Swages, etc., ete., for 66 boys. Suhummedtandiin eign pd Engine Lathes, 14-inch swing, 6-feet bed; 1 Engine sathe, 18-inch swing, 8-foot bed ; 2 Spe 1 ; 1 ed Lathes; 1 Pl Shaper; 1 Drill; 1 Gri : : SS Sir ; rindstone; 15 Benches; 15 Vi ; A one; : ises; Lathes and Vise 4 'hucks, Boring-bars, Taps, Di ie: dyin : etc., sufficient for 82 boys. BR Haas i Power is supplied by i i $ y a Corliss engin 52- no gine of 52-horse power and by two steel 31 CARPENTRY AND JOINERY. Pupils of Junior Class, 14 years to 17 years of age. Gain Joint, Mortise and Tenon, Mortised Frame, Panel Door, Brace, Halved Dovetail, square, Keyed Dovetail, Notched Dovetail Splice, Open Dovetail, Closed *¢ Keyed Splice, Ink-stand, # ee oblique, Inertia Apparatus. AGE. 17 Wm. L. Pattison, Center Table. 16 Otto Bachelle, Umbrella Stand. 17 Eugene E. Amory, King Post Truss. 17 Percy A. Kley, Queen Post Truss. TURNERY. PATTERN-MAKING. Double Cross, Lathe Slide Rest, Pipe Return and Core-box, Sphere, Pipe Elbow, Table leg, Vise Jaw. Globe and Stand, Fred. P. Thorpe. Gavel, (ups, Vase, MoLDpIXG AND CASTING. Pupils of Middle Class, 15 years to 18 years of age. Lathe Slide Rest, Patterns and Iron Castings, parts of Emory Grinding Machine, of which Drawings, Patterns, Castings, and Finishing are pupils’ work. Castings in Lead, Zinc, and Brass, such as Bell, Bell-stand, Valve-seat, Pulley, Gear-wheel, Draw-pull, Flower-stand, parts of Coffee-mill, Wo- man’s Head, Lion’s Head, Swivel, etc., ete. FORGING. Pupils of Middle Class. : Tron.—40 Articles, such as Draining and Upsetting Square and Round Rods, Bending do., Open-Eye, Machine-Key, Gate-Hook, Cleirs, Fagot- Weld, Scarfed-Weld, Butt-Weld, Welded Band Ring, Welded Flat Ring, Welded Ring of Round Iron, Welded Corner, Welded T, Drawn Corner, Brace, Heading Tool, Blacksmith’s Tongs (3 shapes), Bolt, Swivel. Steel. —Welding Steel to Steel, Welding Steel to Iron, Cold Chisels (Flat, 32 Cape, Round-nose), Drill, Wood-turning Tools, Diamond Point and Side Tools for Engine Lathe, Tempering Scale, Springs, Square and Hexagon- headed Bolts, ete., etc. MACHINE-SHOP WORK. Pupils of Senior Class, 16 to 20 years old. Exercises in Chipping, Filing, Screw Cutting, Turning, etc. Bolts in various stages of construction. X.—CHAUTAUQUA TOWN AND COUNTRY CLUB. Superintendent of Instruction, CHARLES BARNARD. This school is a branch of the Chautauqua University, and bas its head- quarters at Houghton Farm, Mountainville, Orange Co., New York. The instruction is by reading and correspondence, the pupils living at home. The course of instruction extends over two years, and the cost to each pupil is only 25 cents a year and $3.00 for the books. The pupils are ail required to wake daily observations and reports of the weather for one month each year. The exhibit illustrates the manner in which the pupils make their report of the temperature, wind, clouds, and casual phenomena. All the work shown was done by children under 15 years of age. The school now numbers 690 active working members. None of these children ever did such work before. NAME. James P. Allen, Lucy I. Booth, Burt. Cushman, Mary Davies, Jennie Gelder, Robert Hubbard, Eva Maurise, Vida Mainbed, Charles R. Nickols, » Gordon T. Park, Alfred Smith, Marguerite Usher, Arthur Van Siclen, Dala Van Dyke, Sow ck Sw = 2 cl ol el = SSO WW Berdie Walsh, Francis Gertrude Wcod, PLACE. Alliance, Ohio. Newtown, Long Ieland. Taunton, Mass. Sandusky, Ohio. Bluff’s Point, N. J. Boulder, Col. Carter Oil Mills, Wyoming. Oak Hollow, Dak. Handccck, N. Y. Hudson, P. Q., Canada. Waltham, Mass. Houston, Texas, Waiter Mill, N. Y. Stamford, N. Y. Riverside, Cal. Hot Springs, Ark. 33 XI.—COLORED ORPHAN ASYLUM. One Hundred and Forty-third Street and Tenth Avenue. First Directress, MRS. AUGUSTUS TABER. Ages of children in Asylum from 2 years to 12 years. The children are taught in School from 9.30 to 2 P.M, and from 1 30 to 4 pM. Also taught house-work, sewing and gardening. A cooking school and carpenter shop will be started as soon as possible. NO. AGE. NAME. ARTICLE. 9 Nellie Gray, Child’s flannel skirt. 9 Lillie Faggins, ot i “ 10 Margaret Mills, Work-bag. 11 Martha Redding, et 10 Maude Hills, Apron. 11 Lizzie Jackson, $+ 10 Ida Belle Christian, Satin work-bag. 10 Minnie Jackson, Child’s apron. 11 Carrie Richards, os * 11 Lizzie Jackson, 3 pairs of mittens. 11 Annie Gale, 3 pairs of slippers, crochet and knitting work. 11 Lulu Thompson, 2 caps. 11 Amelia Sauccoito, Reins. 10 Mary C. Johnson, ys 9 Mary Ellis, s 11 Sarah Steddle, “ 10 Kittie Powell, 2 pairs of slippers. 10 Alma Mayhew, Baby shirts. 9 Lizzie King, “ 9 Elizabeth Butler, J o 9 Maude Nichols, tt ve XII.—PRIVATE KINDERGARTEN AND PRIMARY SCHOOL. New York Avenue and Gardner Street, Union Hill, N. J. Kindergartener, Miss BERTHA KUHN, Primary Teacher, Miss MAY MACKINTOSH. Address— Weehawken P. O., N. J. Ages of children, from 3 to 9 years. The main object of the school is to connect the kindergarten with primary work as smoothly as possible; continuing some kindergarten occupations for the benefit of the manual training and scope for creative activity to be found therein, 3 34 In both the school and the kindergarten drawing and modeling in clay from objects are given a prominent place. In mechanical drawing the children invent patterns with the aid of kindergarten sticks and square and trian- gular tablets, and then immediately use them in the manufacture of various simple articles. The kindergarten was opened May 4, 1885, the primary class being added in September of the same year. Poor attendance, in consequence of sickness and inclement weather, has much retarded the progress of the work, so that the pupils are not as far advanced as would otherwise have been the case. NO. AGE. NAME. ARTICLE. Minna \Woerner, Pincushion. 4 £ Design in drawing. Edith McFarlane, Blotter. £ tt Design for stripe of afghan. (ora Schneider, Colored design for canvas. gt Tidy. ee te Oilcloth pattern. Emily Schuclte, Design for footstool. “ oe Design in triangles. Oilcloth pattern. 10 Carrie Krobatsch, Star pattern. 11 Lottie Miller, Design in squares, 12 5-6 Designs in slate drawing from the kindergarten children of the Carlstadt (N. J.) public school. Copied by the former kindergartener, Bertha Kuhn. ww C0 WO — x J Orn 9 Anna Vorberg, OOO Naa ®LO DO XI1II.—PUBLIC SCHOOL, No. 27. Union, Union Co., N. J. Principal, Davip B, CORSON, Ages of children from 10 to 12 years. No attention other than encouragement for effort in this direction. AGE. NAME. ARTICLE. 11 Mary Grace Haines, Apron. 11 4 £¢ Case for shaving paper. 10 Jennie Long, Lace. £8 4s Pipe, dressed as a doll, in material sewed by herself. Bessie Day, Pincushions. Sadie Dunham, Lace (Saxon yarn). Florence E. Haines, Pincushion. Bertha Compton, Tidy. 35 XIV.— YONKERS, N. Y., HOME WORK OF PUBLIC SCHOOL CHILDREN. 2 — pt Who ® WTS Oe — cw —_ SU — < ScunooL No. 6. Principal, Miss. M. E. SPENCER. NAME. Raffaelle Cobb, Jr., Carl Collins, (Clarence Collins, Clarence Pearsall, Bertie Lasher, Willie Axman, Edward Warner, David Cockroft, Randolph Comes, Edith Price, Carl Collins, Bertha Steele. Annie Carr, Annie Jurgens, Louisa Gingenbach, Nellie Moynahan, Jennie Clark, Tony Russell. (Clara Russell, Mattie Barker, Ne'lie Drummond, Sadie Carson, Lottie Kingsland, Mary McPherson, Nellie Kellock, Jeannie Archibald, Margaret Kellock, Gertrude Oliver, Carrie Chadeayne, Cora Oliver, Hattie Oliver, May Clark, Peter Warner, Law Hull, Mary Tedford, Edith Clark, Daisy Clark, Amy Mitchell, Annie Archibald, ARTICLE. Design for wall-paper border. Model of steam yacht «« ¢ gchooner. ¢¢ ¢¢ catamaran. Doll’s bedstead. Boat. Kite. Wheelbarrow. Sled. Oil-painting, copy. 34 “ original study. Painted tidy. Embroidered tidy. Macramé tidy. cc [g Crochet Macram¢ basket. Button-bag. Flannel skirt. Worsted lace. Gingham apron. Feather-edge lace. Doll’s dress. Two toilet mats. Silk embroidery. Fancy apron. Scent sachet. 6c ‘‘ Worsted sack. ‘‘ 66 Penwiper. € ‘c Pin-shield. Pincushion, ‘“ Box of paper flowers. Bouquet of paper roses. 36 NO. AGE. NAME. ARTICLE. 40 10 Milly Plumb, Bouquet of paper roses. 41 12 Ida Durand, (‘ross of paper flowers. 42 10 Josie Maltby, Paper roses. 43 11 Mamie Ryan, Horseshoe of paper flowers. 44 11 Alvin Stratford, Fan ee 4 XV.—ST. LOUIS DISTRICT SCHOOLS. St. Louis, Mo. Superintendent, B. H. Lona. Ages of pupils exhibiting from 10 to 15 years. Grades fifth, sixth, seventh, and eighth. The various articles here exhibited were made in connection with the study of drawing as it is pursued in the public schools of St. Louis. From a large school-model the pupils make the working drawings of the object; when this is sufficiently understood they construct the same at home in wood, paper, card-board or clay, ete., usually of a diminished size. Occa- sionally the pupils are encouraged to make articles not found in their diraw- ing-books, but based on the same principles. In the second, third, and fourth grades, the drawings are reproduced by cuttings in paper. In the fifth, sixth, seventh, and eighth grades the solid objects are con- structed from the drawings, and this is always home work. It is the province of the public school not to train for a specialty, but to develop the general intelligence. Therefore, while work in the concrete as an element of realization is of great value, it must always be the means, and not the end; it must be educational rather than technical. This is the prin- ciple underlying the St. Louis exhibit, and is the reason why the articles were made. XVI.—PUBLIC SCHOOL. Scotch Plains, Union Co., N. J. Principal, 1. P. TOWN. Ages of children, from 9 to 13. Our method of training is to suggest each year to all pupils, as you have done in your circular under “classes,” what to do, ard thes, while not making it obligatory on any pupil, assist and encourage hem. Industrial work is not taught as a regular study, yet, in our school. 0. AGE. NAME. ARTICLE. 1 13 Fanny Haskard, Child’s apron. 2 13 Mamie Mercier, Infant’s dress. 8 10 Lillian Nicholl, School banner. 4 11 Joe Cottrell, Hammered brass card-rec diver, 5 10 Eva Baker, Knitted lace. 6 9 Belle Mercier. Dressed doll. a XVIIL—THE NEW YORK INSTITUTION FOR THE BLIND. Thirty-fourth Street and Ninth Avenue, New York City. Superintendent, WM. B. WAIT. Ages from 9 years to 13 years. INDUSTRIAL DEPARTMENT. The male pupils are taught cane-seating and mattre=s-making, and, with the aid of models, are practiced in performing such manipulations of the piano action and strings as are incident to the art of piano-tuning. The female pupils are taught sewing and knitting by hand and by machines, embroidery, crocheting, weaving cord laces, and such manipulations of needle, thread, worsted, etc., as are used in producing useful and orna- mental articles. Also rug-making, viz.: by drawing in colored fabrics, to patterns on canvas, and making with colored worsteds the so-called “ Smyrna’ rugs. KINDERGARTEN GIFTS AND OCCUPATIONS. OCCUPATION, SEWING OUT. . NAME. NO. AGE. NAME. Wm. H. Robinson, 19 138 Rudclph Dieffenbach, Mary E. Burtles, 20 10 John J. Loftus, Rhoda N. Feldmeier, 21 11 Hermann Eichberg, Frank Gross, 92 10 Jesse Bracken, A. Augusta Feldmaun, 23 9 Archibald E. Hargan, Amelia Hohn, 94 11 William McKenna, John Wigmore, 95 11 Edward Flaherty, John Reynolds, 26 9 John Wigmore, Walter Thompson, 27 11 John Barnett, Thomas Hayes, 28 10 Jacob Probst, James J. Donovan, 29 18 Sophia Heitzelberger, Jacob Probst, 13 Rudolph Dieffenbach, Jesse Bracken, 12 John Reynolds, Daniel Dietz, ¢ 10 John J. Loftus, Fannie Herbert, 13 Mar. Diumgool, J. Alphonse O’ Neil, 11 Charles Wm. Hanssen, Archibald E. Ilargan, 385 10 George Harmon, George Harmon, 36 12 Hairy G. Ostrander. SLAT INTERLACING. Edward Flakerty, 40 12 Harry Sipp, Louisa Smith, 41 10 Joseph McBride, Mary Stafford, 42 13 Julia Yeoman, NO. AGE. 97 98 99 13 13 13 13 13 12 13 13 13 12 13 13 38 OCCUPATION, SLAT INTERLACING. NAME. NO. AGE. NAME. Grace Vandevoort, 46 12 Harry Sipp, Jane Bennett, 47 9 Theresa B. Henger Joseph McBride, 48 9 .t ee Paper FoLpiNe. John McCormick, 55 13 Teresa Groeber, i 56 13 Henry P. F. Bell, Frederick Preiss, 57 13 John P. Burgmeyer Kate Phair, 58 13 £ oo Henry P. F. Bell, 59 13 Lizzie P. Schlagel. Frederick Preiss, Mar WEAVING. Caroline Scullin, 79 11 Beryl Clark, James Ennis, 80 13 James Ennis, Adam G. Dippold, 81 11 Adam G. Dippold Daniel Dietz, 82 11 George Morrissey, Percy W. Cannon, 83 11 MaryCooney, 2s Amelia Hohn, 84 1i Charles Wm. Hanssen John T. Baker, 85 13 Henry Tschudi, John Barnett, 86 11 George Morrissy, Harry G. Ostrander, 7 13 Perey W. Cannon Henry Tschudi, 88 11 Leon Kullman, Jane Bennett, 89 11 Delphine Hinchman Joseph E. Kuhn, 90 12 Louisa Smith Catherine IH. Norton, 91 12 Helen Lichienbere Lawrence Kelley, 12 Lawrence Kelley, Leon Kullman, 11 William McKenna Wm. McKenna, 11 Hermann Richherg John T. Baker, 12 Joseph E. Kuhn > Fannie Herbert, 96 12 Helen Lichtonkorg Julia Yeoman, ARTICLES, KNIT AND CROCHETED. NAME. ARTICLE. Beryl Clark, Horse reins. Lizzie Shoemaker, i Sophia Hitzelberger, Skirt. Wilhelmina Offerman, Tidy. Lizzie P. Schlagel, *¢ Mary Cooney, Maggie Gephardt, Lace. Mary Stafford, Mittens. Mary Drumgool, Stockings. Katie Phair, $4 Caroline Scullin, Socks. Maggie Little, # € 39 BEAD WORK. NO. AGE. NAME. ARTICLE. 109 10 J. Alphonse O'Neil, Chair. 110 11 Delphine Hincliman, Napkin ring. 111 12 William H. Robinson, Basket. 112 12 Frank Gross, Cup and saucer. 113 10 John J. Loftus, Vase. XVII[.—BROOKLYN ORPHAN ASYLUM. Atlantic Avenue, cor. Kingston Avenue. First Directress, Mrs. J. B. HUTCHINSON, No. 789 St. Mark’s Place. Ages of children, from 3 to 12 years. INDUSTRIAL DEPARTMENT FOR Boys. We have long felt the need of more extended and thorough industrial work in cur boys’ department. Committee for girls, our boys have been t art of hammering brass. Last year a piece and they were initiated into the mysteries of gardening. An invitation extended to us from the Industrial Education Association,” to take part in a contemplated exposition, seemed to awaken in us new life and renew our zeal to accomplish still greater results. A workshop was improvised and stocked with necessary tools. A large-hearted friend, having practical in industrial schools, kindly volunteered to take charge of the struct our boys in mechanical work. They have received intelli- w hours each day for six weeks, with what success we We lope and believe that this exposition has Asylum, and that hundreds le purpose and endeavor, Through the efficiency of the Industrial aught to make hammocks and the of ground was allotted to them, experience shop and i gent instruction a fe allow the public to judge. laid the foundation of an industrial school in our of little ones will here be awakened to a life of nob and the eye and hand will be trained to educate the brain. Woop WORK. NAME. ARTICLE. John Randall, Picture frames. 5% £4 Footstools. 4 4 Pincushion. Henry Kaiser, Brackets. 4 4 Reading stand. Chas. Miller, Step-ladder. Chas. Willis, xf £ Brass WORK. Henry Stark, Wisp-broom holder. gh ae Thermometer. Chas. Miller, 4 4 Blotter. ce NO. AGE. NAME. 12 44 John Thompson, 13 14 4 “ 14 13 Henry Fedden, 15 13 #t “" 16 11 Henry Kaiser, William Morris, John S. Scheidt, cc “ Wm. Maxwell, xg ‘4 40 ARTICLE. Match-safe. Fancy holder. Paper casc. Head. Match-safes. NETTING CLASS. Box hammocks. x3 cs Tennis net. ec s Box hammocks. Eddie Bean, t $4 £2 £4 Tennis net. Wm. Van Weosel, Box hammocks. Henry Stark, Samuel McDonald, Chas. Willis, Henry Fedden (an inva- lid boy), (Crocheted skirt. Henry Fedden (an inva- lid boy), Crocheted lace. XIX.—INDUSTRIAL DEPARTMENT FOR GIRLS. A kindergarten and drawing classes are under the care of the School Committee. The kindergarten accommodations are limited to 24, but the children are greatly benefited by this instruction. The kitchen-garden system is also taught the older girls by a committee of ladies. In the sewipg department, the girls six years old and upward are first taught the overhand stitch. They then make patchwork, which is afterwards made into quilts. From this class they are advanced to running, hemming, felling, stitching, and patching. As they learn these stitches, the garments worn in the ipstitution are given them to make. The older girls are also taught to use the sewing-machine. In the highest classes they are taught to darn, and average 125 pairs of stockings per month. The sewing and daruing classes are taught by a resident teacher, and are conducted with the same system and order as their regular school clas:es. One hour every afternoon girls who desire are instructed in fancy-work, knitting, and crocheting by their teacher and members of the Committee, Thirty-three girls whose work is in the Exhibition took their first lessons in sewing and in crocheting in the asylum. At the “ Annual Fair” their fancy work is sold. 2, - < ED melo Ot WS pd pd ed = UW NAME. Ida White, ‘6 [2 Grace Boggs, c ce Annie Hancock, ce LY g ‘6 Annie Rasch, “c ‘c . ‘¢ Susie Bomhardt, 6 “6 Maud Simpson, 6 ‘e Susie Sloan, ‘€ “c Sarah Hopkins, ‘‘ Mabel Hancock, of ‘se ‘6 [X3 Bettie Rienchardt, “6 “6 Annie Albert, “ “ Emma Wilson, Pr “ Ida Jones, Maud Cook, 1dith Church, Jennie Troy, Hattie Gage, Blanch Hall, Nellie Fawcett, Minnie Bomhards, Maud Dentle, Ida Higginbothom, Josie Kaufmann, Mary Robinson, Mary Fields, Katie Sintzenich, 41 ARTICLE. Crocheted skirt. Mat. Fascinator. Lace. Apren and lace. Outline work. Knit skirt. Outline work. Poll socks and hoods. Afghan, Outline work. Doll’s socks. Crocheted skirt. Mexican embroidery. Knit skirt. Shoulder cape. Knit skirt. Outline work. 6c ‘c Knit skirt. Shoulder cape. Crocheted skirt. Lace. Shoulder cape. Outline work. Reins (worsted). Macramé bag. Outline work. Mats. Mats. Apron and Lace. Reins (worsted). Outline dust-bags. £2 dusters. Reins (worsted). Feather-edged dusters. Feather-edged dusters. Lace. Worsted ball. “f “ot Macremé bag. 49 43 NO. AGE. NAME, ARTICLE, NO. : NAME. ARTICLE. 46 10 Mary Davis, Worsted ball. Gertrude Armstrong, Design, Portfolio No L 47 17 Emma Dias (an invalid Bessie Barker, Apron, design original. girl), Shoulder cape. Nellie Beare, do. do. 48 Emma Dias (an invalid iy * Kuit puree. girl), Table mats. 9 Telen Bedell, Splasher. ? i Marian Bedell, Design, Portfolio No. 1. “ ¢é do. do. Letitia Bromley, Underwaist. Patelwork—Quilt. Dessie Barr, Apron, design original. : ‘¢ “¢ Tidy. Susie Thompson, Alice Carter, Underwaist. Annie Range. « ““ Apron, Mary Montana, “ « Design, Portfolio No. 1. Annie Hanna, Tillie Churchill, do. do. Minnie Wright. “ “ do. do. A TART WORK OF THE YOUNGER (GIRLS. Sr oo Rd cr = Mary Webber. je Thul Eva Courter, do. de. a * £* Underwaist. Lily Delowel, Apron, design original. 1 1 ror oO SC -2 Amanda Sweeney, ~ Josie Kaufmann. le Wy 9 Mary De Voursney, de. do. 11 Annie Waldron. y 2 % Jennie Doremus, , , Patchwork of little girls. Splasiher. Sak Yo Garments made in sewing classes. 3 Minnie Dodd, Tidy. desi oinal hak : i ¢ $ ft yron, design original. Patching and darning done in the sewing classes. ‘ A) . o g or x Barbara Duart, Tidy. : Daisy Dudgeon, Design, Portfolio No. 1. XX.—INDUSTRIAL DEPARTMENT IN THE MONTCLAIR : Frat pg - pr 5 Katie Gasser, do. do. PUBLIC SCHOOL. Mamic Glaister, do. do. “ “" do. do. Mabel Greener, do. ; do. No. 2. Industrial training has been hitherto confined to the second and third Blanche Gregory, Apron, Sesion original, grades of the grammar department, and is a part of the regular work of 22 Alice Jacobus, Ds lio No. 1 the school. Each child in the above-mentioned grades works during the ‘e $ Design, ox on Oo : school session two hours per week, During the first year the boys are Maud Knapp, Apron, design original. taught the use of carpenters’ tools under a special instructor; at the same oe Spiasher. folio No. 2 time, and by the regular teachers, the girls are instructed in needlework, i : Design, Porte i os chiefly embroidery. During the second year the boys are engaged in weod- Mazgie Logan, do. . ¥ carving, while the girls continue their needlework, dev ting their attention i x Tuten cover. chiefly to plain sewing. Special attention is given, during these years, to Etta Mangam, Splasher. iNn practice in decorative design. Grace Merritt, Design, Pordlolio Nn. 1. Pupils are expected, as a rule, to make their own designs for the wood- i gt do, do. carving and ornamentad needlework. ! Grace Miller, 40, : de The end that is sought in all this work is to secure the best possible ; it Vnderwaist. training to the hand and the eye. No effort is made to produce salable arti- Tillie Niederhauser, Splasher. . ioinal cles, but rather to provide for the pupils a wholesome discipline. i ft Apron, design ongmel Principal, MR. RANDALL SPAULDING, ————————— NO. AGE. NAME. 46 13 Bessie Niven, 47 13 * * 48 13 ‘ £ 49 13 “ ‘ 50 12 Blanche Niven, 51 12 i ih 52 12 be ek 53 13 Alice Parsous, 54 12 Eveauna Peer, 55 13 IFannie Rudgers, 56 13 #4 i 57 13 Alice Salisbury, H8 13 ty i 59 13 Mary Swinarton, 60 12 Ethel Trippett, 61 14 Jennie Westbrook, 62 12 Nellie Weir, 63 12 £ ¢¢ 64 12 * ** 65 12 May Van Arsdale, 66 12 # 67 14 Harding Benedict, 63 14 £ $e 69 14 si io 70 11 Willie Berrien, 71 13 Omar Carrington, 2 12 Frank Carter, 3 13 Willie Cosbett, 4 12 Sherman Courter, 5 15 Willie Courter, 6 15 #t ti 7 12 Percy Crane, 12 ¥ *s 79 12 sf 4 80 12 ts * 81 14 Mortimer Dally, 82 14 Theodore Dorman, 83 14 “ 44 84 14 ke '¢ 85 13 Herbert Felty. 86 15 Justin Fitzroy, 87 15 ot 4¢ 88 12 John Galagher, 89 13 Stewart Haring, 90 13 Paul Harrison, 44 ARTICLE. Underwaist. Apron. Design, Portfolio No. 1, do. do. do. do. do. de. Underwaist, Design, Portfolio No. 1. Apron, design original, do. do. Scarf. do. Apron. do. Design, Portfolio No. 2. do. do. No. I. do. do. do. do. Apron. Tidy. Design, Portfolio No. 1. Box. Frame. Leather work. Design, Porifolio No. 2. do. do. do. do. do. do. do. do. Frame. Book-rack. Book-rest, design original. Brass panel. do. do. Design, Portfolio No. 1. Wall-pocket. Frame. Leather work. Design, Portfolio No. 2. do. do. 1. Ink-stand, design original. Frame. Design, Portfolio No. 2. do. do. 1 NO. AGE. NAME. 91 13 Paul Harrison, 92 13 “ ot 93 15 Clifford Harri-on, 94 15 £ 3 95 12 Archibald Healy, 96 12 Frank Howard, 97 12 “ $6 98 12 £ te 99 12 Alex. Hutchinson, 100 14 Ben. Abbotson, 101 14 Joseph Jackson, 102 14 € of 103 13 Alden Knowles, 104 13 £4 £2 105 14 James Kavanagh, 106 14 Arthur Locksmith, 107 14 Leslie Love, 108 14 ot * 109 14 ke “ 110 13 Michael Lynch, 111 12 Robert Mitchie, 112 14 Clift Pearsall, 118 M4 se 114 14 © £8 115 11 Leigh Pearsall, 116 11 ot £s 117 11 James Pier, 118 13 Willie Pier, 119 13 Ht 4 120 13 “* 121 13 Clarence Place, 192 13 [Isaac Post, 123 13 SE 124 14 Percy Pulver, 125 14 Merrill Smith, 126 14 ‘ £ 127 14 4 £ 128 14 + £ 129 12 Ralph Smith, 130 13 Raymond Smith, 131 13 4 # 132 13 Ben. Strong, 133 18 € 13¢ 13“ 4 135 13 Fred. Somers, 45 ARTICLE. Easel, design original. Ink-stand, do. Design, Portfolio No. 1. Ink-stand, design original. Design, Portfolia No. 1. do. do. Book-rest, design original. Carved panel. Design, Portfolio No. 2. Ink-stand, design original. Carved panel. Design, Portfolio No. 1 do. do. 2. Ink-stand. Book-jack. Design, Portfolio No. 1. do. do. Wall-bracket, design original. Tuk-stand. Dovetails. Design, Pertfolio No. 2. Book-rack. (leck-case, design original. Design, Portfolio No. 1. do. do. 2 do. do. do. do. Frame. Design, Portfolio No. 2. do. do. do. do. Carved panel. Design, Portfolio No. T, do. do. do. do. do. do. Book-rack. Clock-case, design original. Design, Portfolio No. 2. Wall-bracket. Leather work. Book-rack. Wall-bracket, design original. Design, Portfolio No. 1. do. do. 2. NO. AGE. NAME. 136 137 133 139 140 141 142 143 144 145 146 147 148 149 150 151 152 Jo XXL—INDUSTRIAL SCHOOL OF ST. The method adopted for training the children in this school is the one arranged by Miss Kirkwood, and her Sewing Primer is used in connection 12 Charles Spencer, 12 6c [3 12 [1 6 13 Frauk Taylor, 13 t “ 13 re 13 George Taylor, 14 Willie Thomson, 14 4 £t 12 Charles Truex, 12 ve gia 13 William Truex, 13 £ 5 13 . * 13 Willie Turison, 13 Pierson Wheeler, 14 Fred. Wood, 46 ARTICLE. Box. Dovetails. Leather work. Easel. Ink-stand. Design, Portfolio No. 1. do. do. do. do. Easel. Design, Portfolio No. 1. do. do. do. do. Ink-stand. Easel. Mortise and tenon joint, Design, Portfolio No. 1. Wall-bracket, mate cne year ago. CHURCH. GEORGE'S St. George’s Chapel, 207 East Sixteenth Street, New York, Superintendent, BLANDINA TAPPAN MARSHALL, 214 East Seventeenth Street. Ages of children instructed in the school, from 6 to 15. with the work. The improvement in sewing has been very noticeable since this plan has been in operation. We have an average attendance of 300 children, of these 50 are boys ; who are being taught sewing with the view of instructing them in tailoring. Specimens of the work of 54 of the scholars will be exhibited. . AGE. NAME. Z 11 12 11 13 10 9 9 14 13 13 13 — —_O © WTO Ct C0 p— Annie Barth, Maggie Baker, Lizzie Baker, Annie Bayer, Annie Bauer, Nellie Campbell, « ‘ Mary Campbell, Lizzie Crush, “c ‘é Gussie * ARTICLE. Skirt for doll. Doll’s apron. Skirt. Apron, Dress for doll. Dress. Samples of stitching, ete. Dress. Drawers. Doll’s apron. Skirt. NAME. Emma Diems, [3 ‘é Lizzie Feeny, Clara Graham, ot 6 Annie Gleck, ‘“e f “c Nellie Graham, Emma Gross, Matilda Heinneman, ‘ of Susie Jacobi, [X39 “fc Josie Lauer, Sarah Lehnert, . [0 Rachel M« oreroft, [3 o Sophie Miller, Maggie McConnell, Emma Melage, Clara Melage, Barbara Plank, Hatt'e Phyfle, Mary Ryan, Annie Rissmein, Sophie Rieman, Mary Rocksthule, Louisa Schwartz, Katie Schaller, Annie Schwartzmeyer, Bella Stroh, Annie Seams, Imenia Thatcher, Mamie Taylor, “ 6 Annie Taylor, 66 6 Jennie Taylor, “6 ““ Mamie Uhl, Lottie Weiman, Henry Schaffer, Gussie Schaffer. 47 ARTICLE. Doll's dress. Samples of hemming. Skirt for doll. Doll's dress. Samples. Undergarment. Doll’s apron. Samples of hemming, ete. Apron. Doll's dress. Samples of stitching, etc. Drawers. Apron. Apron. Drawers. Samples of sewing. Dress for doll. Samples of sewing. Apron for doll. Samples of sewing. Skirt for doll. Samples of sewing. Dress for doll. Dress for doll. Skirt. Apron for doll. Doll’s skirt. Doll’s skirt. Apron. Dress for doll. Undergarment. Apron for doll. Dress for doll. Skirt for doll. Apron, Samples of sewing. Skirt. Samples of sewing. Dress for doll. Samples of sewing. Skirt for doll. Samples of sewing. Skirt for doll. Bed-quilt. ‘e . AGE. NAME. 10 Fred. Guider, 10 Henry Whittemeyer, 10 John Rubien, Eddie Rubien, Fred Jacobi, Robert Paterson. Robert Wetzel, James Moran, Joseph Baker, 13 William Rowan, XXII.—HOME WORK OF 48 ARTICLE, Bed-quilt. ‘ Samples of sewing. ‘“‘ 6 MISS BUCKELEW’'S CLASS, PRIMARY DEPARTMENT, GG. 8S. No. 49 Zz - Qe NO. AGE. NAME. 10 Annie Bornkamp, 8 Rachel Greenbaum, 8 Lydia Hebbel, 8 66 “‘ 10 Mamie 8. Kelly, 11 Bertha Hoppe, Alma Kiesel, 10 te iy 8 Augu-ta Schneider, 8 Frieda Hillenbrand, 11 Pauline Hillenbra:.d 11 “ bi 8 Esther Peck, 9 Lizzie Kennel, SS We COW XXIIL.—PROTESTANT ARTICLE. Crocheted macramé tidy. Crocheted shawl, Sofa cushion, Momie-cloth tidy. Crocheted worsted lace. Crocheted tidy. “ “ “ « Gingham apron. Crocheted tidy. Crocheted cotton lace. Xi HALF-ORPHAN ASYLUM. 67 West Tenth Street. Superintendent, Mrs. J. M, CAMPBELL, 67 West Tenth Street. Ages from 4 to 14. Girls taug i ait ught sewing, waiting on table, house-work, ete. . AGE. NAME. 13 Annie Kuhlman, 12 Christina Storminger, 11 Katie Gierig, 11 Mary Gluck, ARTICLE. Chemise. Child’s dress. Crochet lace and child’s dress. Drawers. 49 XXIV.—THE SHELTERING ARMS. Tenth Avenue, corner One Hundred and Twenty-ninth Street, New York. President, The Rev. THos. M. PETERS, D.D., Boulevard and West One Hundred and First Street. Ages of children from 4 to 14. Out of school hours the older children sweep, dust, make beds, wash dishes and scrub. The older girls assist in the care of the clothing, and all the girls receive instruction in needlework, either daily or weekly, accord- ing to their ages. In addition, the Decorative Art Society kindly provides both materials and teacher for a semi-weekly lesson in embroidery and fine needlework for the more advanced pupils. The girls in the Little May Cottage do the entire work of their house, in- cluding cooking, washing, ironing, cleaning, and sewing. The boys in the Furniss Cottage learn to make bread, sweep, dust, make beds, scrub, wash windows and dishes, clean sidewalks, attend to the fur- naces, and assist in whatever ¢lse may be required to keep their house in order. They also devote a portion of every day to learning to sew. Twenty of the older boys work in the carpenter’s shop every Saturday, tools, mate- rials, and instructor being supplied by Miss Furniss, the founder of the cot- tage. LADIES’ Asso. COTTAGE. NAME. ARTICLE. Harriet Phelan, Monogram. $* “ Doily. Annie Brown, Gingham dress. Joun D. WorLrE COTTAGE. Harriet Jenkins, Monogram. Sarah Stead, Child’s dress. Sarah Seabrook, Monogram. Lit1LE MAY COTTAGE. May Helmund, Graham bread. Bertha Tietz, Bread. Bessie Woods, Bath buns. Julia Merver, Biscuit. Emma Hulse, White apron. 4 . AGE. 13 12 14 14 NAME. Louise Harris, Eva Sadlier, Bessie Woods, ‘6 6c Maurice Harris, George Price, Daniel Little, Louis Kneuhle, James Brodhead, David Gray, George Price, Frank Brodhead, William Walter, William Meenah, Maurice Harris, Frederic Heide, 50 ARTICLE. White apron. Child’s dress. Monogram. Doily. Furniss COTTAGE. (Clothes-horse. Screen. Chest. Closet-door. (loset-door. Bread-board. Suit of boy’s clothes. ; Suit of boy’s clothes. ! ) Bread. Bread. XXV.—CHURCH OF THE REFORMATION. SEWING SCHOOL. 130 Stanton Street. NAME. Carrie Martel, Emma McVickar, Georgina Sickles, Lena Beinert, Lillie Steiner, Tessie Schneider, Lizzie Kruger, Louisa Rittman, Henrietta Schroeder, Gussie Neahlis, Rosie Zuinner, Amelia Weideman, Sophie Renter, Louisa Rittman, Lizzie Weideman, Tillie Worter, Katie Mitzger, Mary Fery, Katie Metzgers, Annie Berringer, Jobanna Genth, . Emily Enriche, 51 ARTICLE. Skirt. Drawers. “6 Chemise. Drawers. Apron. 6c Drawers. Chemise. ‘é 6c Apron, Chemise. Baby’s dress. Chemise. Patchwork quilt. Patchwork. Handkerchief. Chemise. Stockings, knitted. Apron. GIRL’S FRIENDLY SOCIETY. Julia Lange, ) Sophie Renter, Lena Beinert, Carrie Martel, Minnie Ritteberger, ) { Baby’s crochet set. Jacket, hood, socks, mittens. Toilet set. Log cabin pincushion satchet. Muslin tidy, feeding bib. Feeding bib. Doll’s caps. Superintendent, Mis. E. F. MILES, | 238 East Thirteenth Street. hells wardrobe, 13 pieces. | Children’s ages from 6 years to 15 years. The school has been organized two years, and consists of twelve teachers and 140 scholars. The older girls of the first year have all been at work this winter, and the exhibit is the product of the younger children, with but few exceptions. The articles marked © G. F. 8.” are from the junior branch of the “Girl's Friendly Society.” Kindergarten.—A number of samples from the kindergarten, established only four months. NO. AGE. NAME. ARTICLE. 1 13 Louisa Grimm, Nightdress. 13 Katie Smelzer, Skirt. 12 Julia Lange, Drawers. 9 Lizzie Grahn, 9 Pocket handkerchiefs. 9 Albertina Kohberger, Drawers. : 10 Minnie Kittleberger, Flannel skirt. 13 Antonia lLieson, Drawers. Annie Sissenberger, Hannah Bomscheur, ! Louisa Van Derf, Nettie Miller, Laura Weideman, Maggie Specht, Splasher. Carrie Krause, Crochet slippers. Mamie Miller, : # * Louisa Van Derf, 4 “ Freda Friefield, | Katie Schmidt, Millie Lackner, Delia Grossbernd, Mary Johannes, | Raveled carpet-mat, knitted 52 53 Boy's FRIENDLY SOCIETY. XXVI[.—EAST-SIDE INDUSTRIAL SCHOOL, OF THE CHILDREN’S AID SOCIETY. . AGE, NAME. ARTICLE. 14 Otto Loescher, Ornamental design. 14 Adolph Genth, 4 287 East Broadway, New York. One Book Samples. Additional. Principal, ANNA JOHNSON. Ages of Pupils, from 10 to 14 years. XXVI.—WEST-SIDE 13 12 13 13 9 12 12 12 13 Minnie Miller, Emma McVickar, Annie Haller, Lizzie Schneider, Willie Diedrich, George Shaffler, John Carl, George Grimm, Gussie Philipshorn, Splasher. Sampler. Crazy patchwork, cushion. Pocket handkerchief. Motto. [X1 ‘“¢ Roses for lamp shade. SCHOOL, OF CHILDREN’S AID SOCIETY. 9201 West Thirty-second Street. Principal, Miss E. HAIGHT. Age of children, 5 to 12 years. Kindergarten work, home industrial work, needlework, woodwork. NO. A WW PL=TISIOTO GE. — =] NAME. Nellie Hagan, Maggie Murray, Annie Cerise, Maria Hillock, Christina False, Katie Matthews, Maggie Museoff, Rosie Halfricker, Katie Hickey, Sarah Rooney, John Oberlander, Annie Beere, Sarah Rooney, Bella Brown, Katie Hillock, Joseph Shaw, Philip Reize, Jessie McLean, ARTICLE. Lamp shade. ‘ 6 Lamp mat. Broom-case. Cornucopia for grasses. Hair receiver. Match boat. Shaving-case. Wall-pocket. Shaving-case. Picture frame. Wall-pocket. Receiver. Outline scarf. Lamp shade. Cross, woodwork. Doll’s dress. The children are taught hand and machine sewing, patching and darn- ing. When garments are finished they are sold to the children at a very low price, or for tickets earned in school. NO. AGE. NAME. 14 Susie Wetazler, 10 Maggie Puhgrafl, 13 Katie Bartildt, 13 £ £ 12 Pauline Block, 12 “ £t 12 Lizzie Spamer, 12 Hannah Wetzler, 12 c¢ [x3 18 Antonio Gersdorf, 13 6 od 12 Amelia Fischel, 15 12 sf 44 18 13 Jennie Jaeger, 17 11 Lizzie Sattler, 18 11 £8 £ 19 12 Rosie Frank, 20 12 £ € 21 10 Bella Costa, ARTICLE. Knitted Stockings. Darning. School-bag. Wall-pocket. Tidy. Patch. Patch and darn. Skirt. Patch. Apron. Patch. Lace collar. 1 yard lace. Worsted work. Doily. Patch. Tidy. Darn. Tidy. XXVIIL—ELEVENTH STREET SCHOOL, OF THE CHIL- DREN’S AID SOCIETY. 709 East Eleventh Street. Principal, Miss IDA ALBURTUS. ’ THE industrial work taught is, plain sewing, button-holes, darning, and machine sewing. The articles when completed are given to the maker. NO. AGE. NAME. 1 12 Johanna Milis, 2 11 Mary Sluck, 3 12 Theresa Ruckart, ARTICLE. Petticoat. Apron. Drass, cut and basted by herself. 4 Samples of darning, button-holes, hemming, patching, overhand, fill- ing, tucking, etc. 54 X XIX —CRIPPLED BOYS BRUSH SHOP, OF CHIL- DREN’S AID SOCIETY. IN PHELPS MEMORIAL BUILDING. 314 and 316 East Thirty-fifth Street, New York. Superintendent, WM. H. MATTHEWS. Extract from the Thirty-third Annual Report of the Children’s Aid Society (1885). Through the kindness of Mr. Cleveland Dodge we have a shop with 17 boys busy at work, learning the trade of brush-making. A more industrious, contented lot of boys cannot be found. One of these boys lost both legs below the knee, four of them have but one leg cach, and twelve are very lame. The first six months we board and clcthe them, and pay each boy 50 cents per week. After that they do riece-work, and earn from $4.00 to $6.00 per week. When we can give them steady work we pay the highest market prices for their work. We make all kinds of household brushes, and sell wholesa'e and retail. Thurber, Whyland & Co. buy their brushes of us, and say ‘ They are good brashes, well made, and give good satisfaction.” We are grateful to our friends for the encouragement we have received, and, if they will continue to give us their patronage. success is sure. If the friends who think it a good work would only send us their orders for household brushes they must buy, we could employ many more worthy boys. These brushes are made by lame boys from 15 to 18 years of age. It takes three boys to finish each brush, one to bore the holes, one to fill the holes, one to finish the brush. XXX.—WATER STREET INDUSTRIAL SCHOOL, OF THE CHILDRENS AID SOCIETY, 278 Water Street. Principal, Mrs. S. A. SEYMOUR. Ages of children sending work, 12 to 14 years. The children are taught sewing, hand and machine, darning, and crcechet work. The girls are also trained in some branches of housework, and in habits of neatness, or in anything that wiil tend to elevate them, many of them coming from the lowliest homes. NO. AGE. NAME. ARTICLE. 1 14 Victoria Cieslinskie, 3 balls twine with crochet covering. 13 Annie Cieslinskie Lace tidy. 12 Rosa Hoffmann, Macremé tidy. 5d XXXI..—FIFTY-SECOND STREET INDUSTRIAL SCHOOL, OF CHILDREN’S AID SOCIETY. 573 W. Fifty-second Street. Principal, ELECTA R. BISHOP. Ages of exhibitors from 9 to 11 years. Sewing only industry taught. . NAME. ARTICLE. 11 Sarah Graham, Doll’s nightgown. 10 Esther Graham, «chemise. 10 Hannah Trebour, ¢ combination suit. 10 Emma Lagerman, £* # corset cover skirt. 11 Mary Jane Mullen, o #¢ corset cover skirt. 10 Gracie Shaw, «« chemise and drawers. 10 Jessie MacIntosh, 9 Jessie Shanks, Little girl’s skirt. 0 [0 “c cc XXXIL—COTTAGE PLACE SCHOOL, OF CHILDREN’S AID SOCIETY, 208 Bleecker Street, New York city. Principal, Mrs. C. A. FORMAN, 208 Bleecker Street, New York City. Girls from 6 to 13 years of age are taught to hem, fell, back-stitch and do all kinds of plain sewing by band, tucking and stitching on machine, making-button holes and darning. NO. AGE. NAME. ARTICLE. 13 Minnie Saunders, Machine work, child’s skirt. 12 Mamie Stinson, ° “ undergarment. 12 Esther Ridley, Sample of darning. 11 Augustina Queroli, Hand sewing, child’s garment. 11 Augustina Queroli, Samples of button-holes. XXXIIL—FIFTY-THIRD STREET INDUSTRIAL SCHOOL, OF CHILDREN’S AID SOCIETY. 330 West Fifty-third Street. Principal, M1ss E. WELLS. Industries taught: hand sewing, machine work, knitting, embroidery, darning, fancy work. Ages, from 10 to 12. 56 . AGE. NAME. ARTICLE. 10 Mary Hockstein, Embroidered flannel skirt. 11 Amelia Bardorf, “ linen skirt, 11 Kate Sperber, Hair receiver, darning. 11 Emma Meyer, Hairpin case, darning. 10 Lizzie Helriegel, Feather-edge trimming. 10 Minnie Clover, Darning. 10 Lizzie Griebert, 4 11 Lizzie Hockstein, Worsted hood. 9 11 Doretta Hahn, Infant’s knitted shirt. 10 12 Mary Schneider, Macremé school bag. 11 12 Lillie Brockner, Infant's sack. 10 12 Julia Kempter, ¢ knitted band. XXXIV.—MONROE STREET INDUSTRIAL SCHOOL, OF CHILDREN’S AID SOCIETY. 73 Monroe Street. Principal, 1. F. HOOK. Ages of children, from 10 to 12. . AGE. NAME. ARTICLE. 12 Mary Kern, Laundry bag. . 11 Rosa Silverburg, Knitted Stockings. 3 10 Anna Hollywood, Duster Bag. XXXV.—FIFTH WARD INDUSTRIAL SCHOOL, OF CHIL- DREN’S AID SOCIETY. 186 Franklin Street, New York City. Principal, M. G. SATTERIE. Age, from 5 to 16 years. While the children pursue the ordinary primary studies of the public schools, they are taught the industries of plain sewing, darning, lace-mak- ing, and fancy work. NO. AGE. NAME. ARTICLE. 1 15 Maria Casagrande, “Crazy ” tidy. 2 15 5 * Italian worsted lace. 12 Maggie Peter, Fancy paper fan. 10 Gretchen Aberle, Pincushion. 7 Mattie Spaete, Fringed mat. T 4 £¢ Plain — mk hk hd bd pd fd pd EP RA ARID RODRIG OR 57 XXXVIL_ITALIAN SCHOOL, OF CHILDREN’S AID SOCIETY. Principal, A. E. CIRQUA, 156-160 Leonard Street. NAME. Rosa Columbo, Sophie Robusto, do. do. Annie Molenelli, Mary Roboli, Annie Barbierie, ARTICLE. Embroidered scarf. do. chair scarf. do. towel. do. do. Designed and embroidered towel. Embroidered cushion. Ferdinando Maranzani, Designed cushion. vil Marie G. Giordano, (Carolina Percelli, Different girls, Teresa Cassazza, do. do. Mary Reboli, Antonio Pessuttu, Antonio Pesani, Frank Scaglia, Mary Balzarini, Annie Barbierie, Louisa Massoni, Teresa Biggio, Mary Biggio, Katie Ferretti, Emelio Maranzano, Frank Scaglia, Emelio Maranzano, John Cavagnaro, John Rappuzzi, George Barbierie, Carmella Nicoletti, Anrie Barbierie, Annie Barbierie, Agostino Valenti, Agostino Valenti, Antonio Balzarini, Rosa Guanierie, Different girls, do. do. smbroidered chair scarf. Designed chair scarf. Darning. Ornamental design. do. do. do. do. do. do. do. do. do. do. do. do. do. do. do. do. do. do. do. do. do. do. Carved panel. do. book shelves. Ornamental design. do. do. do. do. Tray-cover. Embroidered scarf. do. Pungee scarf. do. do. do. do. plush scarf. Designs by. Embroidered cushion. Lace pillow-cover. Samples of lace. Lace cushion. 58 59 NAME. ARTICLE. 3d. A course of twenty lessons in joinery, bringing into use the principal Ferdinando Maranzani,Cast from clay model. tools, glue, and nails. Louis Susuma, do. do. 4th. A course of construction work in which the previous course is do. do. do. do. applied. Vincenzo Ciocia, do. do. 5th. A course of lengthening timbers and its application to building. do. do. do. do. 6th. Pattern making ; series of 21 patterns from which molds and casts Ferd'nando Maranzani,Ornamental design. are made by the pupils. John Molenari, do. do. 7th. Castings made by pupils to be finished up” by them. Frank Scaglia, do. do. 8th. All work above mentioned to be made from drawings made by the Ferdinando Maranzani, do. do. papil. do. do. do. do. After thus during two years impressing upon the pupils the PRINCIPLES do. do. do. do. OF MANY TRADES, during the third year special trades selected with refer- do. do. do. do. ence to the aptitudes and preferences of the pupils will be taught, so that do. do. do. do. upon leaving the school they may be able at once to engage in work in some do. do. do. do. special branch. It is believed that the c urse above outlined practically Antonio Balzarini, do. do. illustrates the most advanced ideas in education. do. do. do. do. All interested are invited to visit the school. do. do. : do. Andrea Lagomarsino, do. Jacquelina Maggi, do. Aunie Barbierie, do. do. Agostino Valenti, do. do. PO SAR RORD -3 Sr Or oh woo Oo St wo Instructors. a —- George E. Tuthill, Instructor in Workshop. Robert Demeker, do. Free-hand drawing. Albert Martz, U. S. N,, do. Mechanical drawing. Eugene H. Porter, M.D., do. English branches and physics. Walter Griffin, do. Modeling in clay. Joseph Crampton, do. Mechanics. ct St SO XXXVIL—HEBREW TECHNICAL INSTITUTE. 129 Crosby Street, near Houston, New York City. Principal, HENRY M. LEIPZIGER, A.M. Ages, from 12 to 15 years. The Hebrew Technical Institute was organized in 1884, having as irs pri- mary object to call the attention of Jewish youth to the field of the indus- tries. It is a manual training school. Instruction is given on school-days rom nine until four in Mathematics, Physics, Elements of Mechanism, Geography, History, Grammar, Penmanship, Free-hand Drawing, Mechan- ical Drawing, Modeling in Clay, the use of the wood-working tools, Wood Turning, Wood Carving, Pattern Making, Molding, Casting, and Metal Working. Special attention is given to instruction in the nature of the principal materials and processes employed in the arts and manufactures, and classes are taken once a week to visit the leading manufacturing es- tablishments or shops in our vicinity, and are required to present written compositions on each visit. The instruction in each of the foregoing subjects is arranged in a series of progressive lessons. The following is the course in the shop : 1st. Cutting of geometrical forms out of cardboard. 2d. Sawing from white holly, walnut, or white wood some simple design, then sawing an article of use. Saul Badanes, NO. AGE. i 13 12 13 13 13 12 14 13 15 13 13 12 13 15 NAME. Otto Grossman, Louis Polatschek, Louis Wasself, Max Mayer, Solomon Bossie, Louis Altman, Louis Fleek, Montz Lazzar, Abraham Levene, Emanuel Feuerlicht, Max Mayer, Louis Altman, Philip Haas, Charles Wasself, do. Assistant. ARTICLE. Knife box, bracket sawing by hand. Dolls table, stained and varnished. Bric-a-brac stand, with drawers, stained and varnished. Swinging book-shelf. Letter box—bracket sawing. Washstand, stained and varnished. Footstool, stained and varnished. Corner shelf, stained and varnished. Letter basket and watch case. Letter box. Basket. Wall pocket. . Specimen of 16 joints as made by each member of the third class. Specimen of 13 scarf joints as made by each member of the second class. NAME. Henry Benas, Jacob Kaufman, Charles Wasself, Philip Braunstein, 60 ARTICLE. Writing-desk, inlaid tov, veneered and polished. Box window-frame, with sash and blinds complete, each part made by hand and painted by this pupil; weights made from pupil's pattern. Cabinet, stained and polished. Wheelbarrow. Abraham Strauss and Charles Schlosser, Greenbaum Woolf, Jacob Fiehtman, Fancy box. Model of bob sled. Gavels, turned and varnished. NAME. Benj. Muehlenthal, Harris Cohen, Nathan Langer, Mayer Richardson, Gabriel Hollander, Greenbaum Woolf, 61 ARTICLE. Medel of loom. do. capstan. Compound pulley. do. lever. Capstan. Model of grain elevator. MODELING IN CLAY. Louis Aaronson, Samuel Langer, Harry Baschkopf, Henry Rottenberg, Gabriel Hollander, Cast from leaf. do. of a head. do. of leaf. do. of leaves. Model of leaf. Henry Baschkopf, Nathan Langer, Mayer Richardson, Samuel Sass, Gabriel Hollander, Henry Herrigman, Jacob Samter, Writing-desk. Samuel Langer, Knife and fork box. Moses Schreiber, Table. Harris Cohen, do. bunch of leaves, etc. Henry Rottenberg, Relief map of South America. Max Mayer, do. do. do. Louis Aaronson, do. do. do. 1234 Gabriel Hollander, Footstool. 14 Jacob Kaufman, Inlaid writing-desk. Specimen of course in wood turning. Specimens of free-hand drawing from copies and objects. Specimens of mechanical drawing: () Working drawings. (b) Geometrical do. (e) Projections. (d) Lettering, etc. XXXVIIIL—EXHIBIT BY AMATEUR TECHNICAL UNION. Members, pupils in second grade of G. 8. 57, East One Hundred and Fif- teenth Street, New York. President, EVERETT L. THOMPSON. Viee- President, WINFRED C. RHOADES. Secretary, JOHN B, CARTWRIGHT. Object of Amateur Union.—The making of simple mechanical apparatus to illustrate instructive experiments in philosophy, chemistry, etc., mechan- jcal drawing, map drawing in water-colors, ete. The models exhibited show some of the work done during the past six months ; they were planned after class hours and made at home by the members, and at meetings im- provements were suggested by their instructor, J. Abdon Donnegan. Model castor, turned, veneered and polished. Miniature bureau. Ladder. Pedestal. Blacking stool. Thermometer brackets, PATTERN MAKING. Pattern I. Sink, By class. do. II. do. do. do. III. Desk, do. do. 1V. Star, do. 16 M. Richardson, Pattern of a thimble. 16 do. do. do. box. 14 Moses Schreiber, do. do. single flanged cylinder. 15 Samuel Sass, do. do. double flanged cylinder. 14 Henry Rottenberg and Harris Cohen, do. do. T. steam fiting. 16 Nathan and 14 Samuel Langer, do. do. elbow. Molds and castings from above patterns made by pupils. MECHANICS. H. Rottenberg, Model of windlass. Moses Schreiber, do. hydraulic press. Paul C. Hunter, Samuel Langer, do. loom. George H. Chase, Henry Baschkopf, do. screw press. do. do. Samuel Sass, do. rudder. Jacob Fiehtman, APPARATUS. Miniature guillotine. Fresh-water aquarinm. Foundry crane. Plan of a stone-cutter. Everett L. Thompson, Inclined railroad. Pulleys. do. do. Dumb waiter. No. . EXHIBITORS. David W. Benedict, NO. AGE. 7 8 9 10 11 12 13 14 14 14 14 15 14 13 13 14 15 14 15 14 13 13 EXHIBITORS. Henry Stoecker, do. do. do. do. Owen J. McCue, John B. Cartwright, Winfred C. Rhoades, Theodore Baron, Christopher Binzen, William J. Mulcahy, Harry Henshel, Frank Hovey, Harry Rothschild, Theodore Baron, Winfred C. Rhoades, 62 APPARATUS. Diminutive pile-driver. Stone derrick. Wooden press. A windlass. Water pump. Alcohol furnace. Electric arc lamp. Inertia model. Fret work. Map of world. do. do. Map of United States. do. do. Oil painting, ** Italian Fisher Boy.” 13 do. do. Crayon Drawing, ‘‘ Norman Sire” (after Rosa Bonheur). 13 George C. Atting, Map drawing. 12 George Scholze, do. do. 14 Christopher Binzen, do. do. XXXIX.—SOCIETY OF DECORATIVE ART. President, MRg, WILLIAM L. BLODGETT. The Art School of the Society of Decorative Art opened its studios, 37 and 39 West Twenty-second Street, New York, last October. The primary object of the school was to furnish to the Society’s contributors, and other earnest workers, at nominal prices, and where necessary free, instruction in different branches of industrial art, thus enabing them to do better and more remunerative werk. Aside from the academic course, which is in charge of most competent masters, the school has, every Monday and Wed- nesday evening, from October till the end of May, free classes in design, modeling, and wood-carving ; and the public is cordially invited to visit these classes, which are under the direction of Mr. J. Liberty Tadd, any Monday or Wednesday evening, and see some 100 pupils of different ages (many teachers, as well as boys and girls) zealously interested in learning how to use their fingers and hands, and in acquiring such rudimentary knowledge of Greek, Arabic, Italian, and other styles of designs, as shall enable them, almost from the first lesson, to create original designs, and awaken perception of beauty in homes that were before unlovely, and in lives that were languid and helpless. It is proposed to engage Mr. Tadd's services for day sessions next winter as well as for the free evening classes, and metal work will be added to his course of instruction. The Society of Decorative Art has also free classes in the Italian mission, Leonard Street, and in the old Epiphany mission in Stanton Street, and in 63 four different missions in the city it gives free instructions in the almost lost art of fine white sewing. Specimens of work from all the different classes may be seen in the society’s exhibit, with the child’s name and age attached to its various pieces of work. For information in regard to the Art School of the Society, or the free classes, apply to (Miss) M. A. VINTON, Secretary, 37 West Twenty-second Street, New York. XL—PILGRIM CHURCH INDUSTRIAL SCHOOL. Madison Avenue, corner One hundred and twenty-first Street, New York. Superintendent, Mrs. J. C. AUGUR, 119 West One hundred and twenty-third Street. Ages of pupils, from 3} years to 19. Industries taught : Plain sewing with a little instruction in cutting, until last year, when an ornamental ‘department was established, where our best sewers are taught fancy needlework, crocheting, and knitting. We have always had a class of boys in sewing. School was organized in 1877, with 25 pupils; this year we have had 370 with an average of 145. Largest attend- ance, 178. The articles made are sold at our anniversary, and at the close of school, when the children are given entertainments. Many parents buy all their children’s work. A small contribution is collected from the children every Saturday. The school is self-supporting. Rewards are given at close of school for punctual attendance, good deportment, and faithful work. Zz < Ct CCW AGE. NAME, ARTICLE. 13 Emilie Geisler, Knitted bed slippers. 12 Lizzie Brown, Finger-bowl doily, 10 Maggie Knoblock, Tidy. 12 Katie Longhman, White apron. 12 Tillie Stieb, Calico apron. 12 Mary Haarmann, £ i 12 Maggie Schafer, Gingham apron. 10 Lillie Hupfield, Apron. 9 Maggie Hiel, « 12 Van Rensselaer Lans- ingh, Gingham apron. Alice Wacker, Towel. Chas. Travers, Bath-cloth. Henry Gager, Dust-cloth. David Wright, Glass towel. Lucy Bettjemann, 4 ” Nettie May Reed, Crash towel. OSL X= 64 XLI.—THE WOMAN'S INSTITUTE OF TECHNICAL DESIGN. 112 Fifth Avenue, New York. President, ANNA D. FRENCH. Superintendent, FLORENCE A. DENSMORE. Ages, Juvenile Classes, 11 to 15 years; Annex Class, from 15 and upward. . JUVENILE CLASSES. Branches taught.—Free-hand drawing (original and from dictation). Principles of constructing a design and their practical application. Principles and practice of enlarging drawings. Designing (principally) for metal work. Applying the design to metal and its execu- tion in repoussé. Raising relief by working it up from the back. Turning edges and otherwise finishing up the work. Children in this d or SOON WOLD ODO® NAME. Harry Otis, Bertha Fisher, Mamie Grosse, Amelia Lowenthal, George Grantham, Theresa Osterheldt, Willie Blauvelt, Dora Wicht, Wilbur Marwell, Lucy Carey, do. do. Eddie Borland, Herbert Cutbill, Jesse Ross, Walter Quick, Bayard Minnerly, Mamie De Marmon, Otto Schlosson, Charley Scheck, Eddie King, Hattie Zabrinski, Laura Daughterman, Willie Hyde, Willie Radcliffe, Lillie Hilderbrandyt, Amanda Wiederhold, Jennie Boyce, Harry Anderson, Emily Heine, Gertie Miller, George Eickemeyer, do. do. Abram Johnson, Amy McCarthy, idith Jeralaman, Richard Wagner, Alfred Bate, Jennie Lowenthal, Katie Brown, Henry Becker, George Burd, Frankie Van Tassel, Charley Smith, Emily Donzel, Emily Skeret, 84 ARTICLE. Window shutter. Mat. Tidy. Splasher. A boat. Laundry bag. Clothes-horse. Pincushion. Paper fan. Crazy quilt. Vases. Paper house. Clothes-horse. Dog house. Boot-jack. Doll’s cape. Worsted ball. Ladder. Sled. Knitted lace (red and white). Beaded pitcher. Ornamental box. Stable. Velvet tidy. Doll’s apron. Paper flowers. Wooden cross. Hair receiver. Basket of flowers. Needle-case. Kite. Moulded horse. Doll’s dress. Apron. Leather heart. Easel. Splasher. Patchwork. Bench. Chair. Pump. ‘Wagon. Mat. Doll’s apron. 85 NAME. ARTICLE. Emily Skeret, Pricking pin. James Slade, Pricking pin. Eddie Craft, Ladder. Irving Hubbell, Ladder and shovel. James Mosher, Sled. Mamie Perry, White apron. Edna Hatfield, Doll’s hood. Lois Ormerod, Basket of flowers. Charley Wheaton, Vases (2). Clara Hurd, Mat. Charley Lusk, Vase. Mamie Grosse, Tidy. Annie Gorman, Wax flowers. 9 Charles Northup, Pop-gun. pe — = 3 O00 OD 0 OO OS QO WW I LXI.—SPECIMENS of sewing, mending, and darning done in some of the German Fachschiiles or elementary schools for manual training. Swedish and German hand-made laces, reproductions of the antique. Stitches of antique white embroidery, copied in the Government Museum at Munich. LXIL—EXHIBIT OF DRAWINGS FROM THE HIGII SCHOOL, WORCESTER, MASS. This Exhibit presents the plan of the regular work in drawing of pupils in the High School of Worcester, Mass. The study of drawing is systematically pursued in all the schools in Worcester below the High School ; and throughout the Primary and Gram- mar Schools the instruction is based on the threefold division of the subject, as shown in this Exhibit, viz. : CONSTRUCTIVE DRAWING, RELATIVE TO THE FAcTs OF FORM,—- Illustrated by the pupils by drawing, and alse by making geometric solids and familiar forms in clay, paper, and wood. REPRESENTATIVE DRAWING, RELATING TO THE APPEARANCE OF FORM,—As observed by pupils from objects in the hands of each pupil. DECORATIVE DRAWING, RELATING TO THE DECORATION OF FORM» — Illustrated by pupils by drawing and by making units and designs in paper, cloth and wood, and by handling and drawing natural leaves and flowers. 86 LXIIL—SOUTH END INDUSTRIAL SCHOOL. 45 Bartlett Street, Roxbury, or Boston Highlands. President, MRs. J. W. ANDREWS, 36 Rutland Square, Boston. Industries taught : Carpentry, Dressmaking and Millinery, Cooking; Drawing, Printing, Housekeeping, Sewing. One evening for a library class, one evening for entertainments. z © 0 =I CTH COW AGE. NAME. ARTICLE. 12 Mary Wilde, Apron. 10 Nellie Dunn, Patchwork. 10 Nellie Leonard, Nightdress. 10 Jennie Sinnett, Waist. 12 Ellen Finnehan, Drawers. 14 Annie Shine, Pillow-case. 13 Otilla Walker, do. do. 12 Mary Browne, Apron. 13 Maggie Keefe, Nightdress. 14 Addie McDonough, Dress. 14 Alice Kerrigan, Hat. 14 do. do. Bonnet. 14 do. do. Darning. 12 Minnie Hinckey, do. 13 Lizzie Stanley, do. 14 Annie Shine, do. 13 Lizzie Stanley, do. 14 Nora Browne, Button-holes. 13 Mary Glynn, do. 13 Maggie Lynch, do. 12 Maggie Gadys, do. 13 Rosie Conners, do. 12 Kate Dunning, do. 6 Bessie Dunn, Nightdress. 15 Joseph Leitz, Wooden box. 15 do. do. do. sign. 13 John G. Schroder, Specimens of printing. 13 Amelia Millen, Bread. 14 Mary Killien, do. 30 Box of drawings. There is one department of this school from which no specimens of work can be sent: ¢ The Little Housekeeper's Classes,” but the result of their teaching is seen and felt in the homes of the pupils. This department is doing real service and in fact it should work hand in hand with the Cooking School. 87 LXVL.—NEW YORK ORPHAN ASYLUM. Seventy-third Street and Riverside Drive. Superintendent, MR. C. J. DEMAREST. Ages from 5 to 11 years. Plain sewing and darning taught. NO. AGE. NAME. ARTICLE. 11 Bertha Webber, Knitted silk stocking. 10 Mary Brown, Doll’s drawers. Francis Brundage, Darned stocking. Maury Wilkenshaw, do. do. Amelia Wruck, Darned napkin. Rosie Webber, Darned stocking. Annie Zeller, do. do. Carrie Miller, Doll’s drawers and skirt. Rosie Shantz, Button-holes. Flossie McKee, Doll’s nightdress. Katie Miller, Patchwork quilt. — = Cr =31 QP WV XO DO INDEX. NO. OF NO. OF SCHOOL. EXHIBIT. PAGE Industrial Education Association, Officers, Committees, Children’s Industrial Exhibition List of Juries and Prizes to be awarded 1 New Haven Public Schools II. Wilson Industrial School for Girls III. Industrial School of the United Hebrew Charities. ... IV. Hoboken Public Schools, 1, 2, 3, and 4 Vv. School of Sewing, Cassell, Germany VI. Industrial School of Trinity Parish, Hoboken, N. J... VIL St. Barnabas Sewing School VIII. 4 Public Schools of Cleveland, Ohio IX. *Chicago Manual Training School, Chicago, Ill X. 16 Chautauqua Town and Country Club XI. Colored Orphan Asylum XII. Private Kindergarten and Primary School XIII. 6 Public School, No. 27, Union, N. J XIV. Yonkers, N.Y., Home Work of Public School Chil- XV. St. Louis District Schools XVI. 6 Public School, Scotch Plains, N. Y XVII. 113 The New York Institution for the Blind XVIII. 29 Brooklyn Orphan Asylum, Boys’ Department XIX. 58 do. do. do. Girls do. XX. 152 Industrial Department in the Montclair Public School. XXI. ¢6 Industrial School of St. George’s Church XXII. 14 Home Work of Class in Primary Department G.S. NO. OF SCHOOL. XXIII XXIV. XXV. XXVI. XXVIL XXVIII XXIX. XXX. XXXI. XXXII. XXXIIL XXXIV. XXXV. XXXVI. XXXVIL XXXVIIIL XXXIX. XL. XLI. XLII. XLII. XLIV. XLV. XLVL XLVIIL XLVIIIL. XLIX. L. LI. LIL LIIIL, LIV. LV. LVL LVIL LVIIIL. LIX. LX. LXL LXII. LXIIL *LXIV. *LXV. LXVL NO OF EXHIBIT. 4 25 59 18 21 Protestant Half-Orphan Asylum The Sheltering ATMS. .....ooviniiiiieere nen Church of the Reformation Sewing School West Side School of Children’s Aid Society East Side Industrial School of the C. A. S Eleventh St. School of Children’s Aid Society Crippled Boys’ Brush Shop do. do. Water St. Industrial School do. do. Fifty-second St. Industrial School do. do. Cottage Place School of do. do. Fifty-third St. Industrial School do. do. Monroe St. Industrial School do. do. Fifth Ward Industrial School do. do. Italian School of do. do. Hebrew Technical Institute.........cocovee convenes Amateur Technical Union Society of Decorative Art Pilgrim Church Industrial School Women’s Institute of Technical Design Gramercy Park School and Tool House Association. . . New York Trade Schools..........cociiniieenn. College of the City of New York School of the New York Turn Verein Howard Colored Orphan Asylum School A Class in Design for Ornamental Purposes and Em- broidery Icdividual Exhibits .....oooiieniiiiiiiien denne Pelham Industry The Jamestown Public School Mexican Sofa Afghan Bethany Sewing School Eighteenth Ward Industrial School of Ghildren’s Aid Society Phelps’ School of Children’s Aid Society The Farm Garden. ........c.ceeeeeeencnenncnnncanns Philadelphia Public Schools ..........oiiuuennenn. Chicago Public Schools. ........coeiiiiiinennnn.n. The New York Catholic Protectory Work done by Class from Mrs. 8. J. S. Garnet's School Yonkers, N. Y., Home Work of Public School Ne. 2 Specimens from German Faschules, etc Worcester, Mass., High School South End Industrial School, Boston First Ward School of Children’s Aid Society Public Schools of Mt. Vernon, New York New York Orphan Asylum * Lists received too late for insertion. St Or Cr ot = = 0 CC ol] < | St nN St 7 Tue NEw EDUCATION: | MANUAL (INDUSTRIAL) TRAINING AN INDISPENSABLE DEPARTMENT OF IT. AN ESSAY IN EXPLANATION OF THE Gramercy Park School and Tool-house: SITUATED AT 104 EAST 20th STREET, NEW YORK, (REAR OF ALL-SouLs’ CHURCH,) By COURTLANDT PALMER. THE PRINTING DEPARTMENT OF THE INSTITUTE, «1886. NO. OF NO OF SCHOOL. EXHIBIT. THE NEW EDUCATION. XXIV. 25 The Sheltering ATS. ......civiivnnnrnunnarnrens 44 XXV. 59 oh i Tr he Hon Sewing School ! MANUAL (INDUSTRIAL) TRAINING AN INDISPENSABLE DEPARTMENT OF IT. XVI. 18 West Side School of Children’s Aid Society XXVIL 21 East Side Industrial School of the C.A.S XXVIIL 4 Eleventh St. School of Children’s Aid Society X XIX. Crippled Boys’ Brush Shop do. do. XXX. Water St. Industrial School do. do. XXXII. FFifty-second St. Industrial School do. do. XXXII. Cottage Place School of do. do. X XXIII Fifty-third St. Industrial School do. do. XXXIV. Monroe St. Industrial School do. do. XXXV. Fifth Ward Industrial School XXXVI. Italian School of XXXVIIL. ? Hebrew Technical Institute XXXVIII, 94 Amateur Technical Union XXXIX. Scciety of Decorative Art XL. Pilgrim Church Industrial School XLIL Women’s Institute of Technical Design } : XLII Gramercy Park School and Tool House Association. . . [TEM H k L N I XLII. New York Trade Schools. .......coiiiiiiiiinenn. va ETLY dl C Of dll Hi . 15E XLIV. 2 (College of the City of New York 3 XLV. ¢ School of the New York Turn Verein XLVI 8 Howard Colored Orphan Asylum School si SITUATED AT XLVIL. A Class in Design for Ornamental Purposes and Em- AN ESSAY NW Tt XW QoS d; STS -— = So -3 Ns ST Cr Sr St Ot On C ao —~ — IN EXPLANATION OF THE - So wo broidery ] XLVIIL LEAivid ol TRBIIEE «ov onvsvnssscvnsnnssnnss $vsnns 104 EAST 20th STREET, NEW YORK, XLIX. Pelham Industry ; Li. The Jamestown Public School LI. Mexican Sofa Afghan LIL. ¢ Bethany Sewing School LITI, 3 Kighteenth Ward Industrial School of Ghildren’s Aid Society LIV. 3 Phelps’ School of Children’s A LV. The Farm Garden LVI. Philadelphia Public BEHOOLIS ov ssivmmiveinmrervannns : By COURTLANDT PALMER. LVIL Chicago Public Schools. ......oiviiiiiiiieieennns LVIIL 8 The New York (Catholic Protectory LIX. 5 Work done by Class from Mrs. 8. J. 8. Garnet’s School LX. 84 Yonkers, N. Y., Home Work of Public School Ne. 2. 8: 2 LXI. ; 4 OF THE LXII. Worcester, Mass., High School : NT Bo QQ LXIIL South End Industrial School, Boston . CX } y LR oN IY *LXIV. 5 First Ward School of Children’s Aid Society : N oi { *LXV. Public Schools of Mt. Vernon, New York ) 3 ALIronyy LXVL New York Orphan Asylum FROM Lists received too late for insertion. THE PRINTING DEPARTMENT OF THE INSTITUTE. 1885. (REAR oF ALL-SouLs’ CHURCH,) THE NEW EDUCATION: NUAT, (INDUSTRIAL) TRAINING AN INDISPENSABLE MA DEPARTMENT OF TIT. AN FSSAY IN TYPLANATION OF TEE Eramercy Park School and Tool-NOUse SITUATED AT o0th STREET, NEW YORK, 104 EAST (REAR OF ALL-SouLs’ CHURCH,) By COURTLANDT PALMER. ISSUED FROM THE PRINTING DEPARTMENT OF THE INSTITUTE. 1885. 1 it PREFATORY NOTICE. This essay was read on recurring Thursday evenings before successive audiences, in response to the following request from the eminent citizens, clergymen and educators, whose names are subjoined: COURTLANDT PALMER, EsqQ. Dear Sir : Knowing that you regard the Gramercy Park School and Tool-house as a great improvement in educational methods, we respectfully request of you to deliver an address explanatory of its objects and advantages. F. A. P. BARNARD, Aram S. HewIrT, ('. I. CHANDLER, E. L. YOUMANS, Parke GODWIN, R. HIEEBER NEWTON, G. GOTTHEIL, WiLLiAM L1oyDp, ANDREW CARNEGIE, F. B. THURBER. G. voN TAUBE. On one of these occasions the reading was listened to by President Andrew D. White, of Cornell University. A few days later he kindly wrote the following letter, which he permits to be published : PRESIDENTS ROOMS, CORNELL UNIVERSITY, Itnica, N. Y., March 28th, 1885. My dear sir : Allow me to say that I was greatly impressed by your recent lecture upon the instruction in the mechanic arts as connected with ordinary school training, as well as by the subjects naturally related thereto which you then touched upon. I have long believed that schools such as you have been endeavoring to establish are among the greatest necessities of this country. There is too much training of men to get a living by their wits, and not enough to enable them to get a living by their hands. I carnestly hope for your success in New York, and believe that your lecture ought to be brought before audiences of thinking people in various parts of the country. I should be very glad, if it be consistent with your other duties, if you could come here and deliver it before our students. Your doing so would be a philanthropic work, and could hardly fail to produce admirable results, since our young men go out into all parts of the country, and are, doubtless, to take influential places in the commu- nities to which they shall go—many of them in State, and some of them, perhaps, in National councils. T remain, dear sir, Very truly yours, ANDREW D. WHITE, CouRTLANDT PALMER, Esq., 117 E. 21st St., New York. = | | ce -_.m. re EE a < © 5 LIFQRY>Z THE NEW EDUCATION; MANUAL (INDUSTRIAL) TRAINING AN INDISPENSABLE DEPARTMENT OF IT. The hope of the future lies in Kducation. It is hard to teach old dogs new tricks, but just as true now as when it was written is the ancient text: “Train up a child in the way he should go, and when he is old he will not depart from it.” i My object in this paper is to lay before you, in its general outline the scheme of the Gramercy Park School, and the Tool-house as an essen- tial portion of its curriculum. What I shall have to say is largely adapted, in part from Herbert Spencer's celebrated work on Education, but mostly from notes of con- versations held with Mr. G. von Taube, the principal of the school under consideration. There is, therefore, but little of my own original thought in this paper, my object being not to indite a new and brilliant essay, but merely to present the most recent learning upon this most im- portant subject as best I may. Thus I have not hesitated to interweave from both of the authorities I have referred to not only their thoughts, but often their actual words. The following anecdote seems to me to represent not inaptly the old educational methods. It is told of J ohn Randolph and Tristram Burgess, who were formerly both representatives at our National Capitol from their respective States of Virginia and Rhode Island. The two, it is said, were walking together one day along Pennsylvania Avenue, when they chanced to meet a drove of donkeys. “Behold your constituents!” said the super- cilious Southerner, pointing to the animals. “Yes,” retaliated the Yankee, «T see they are headed South, to teach the young Virginians.” And better, perhaps, such teaching than much which we have undergone. Well do I remember, and sadly do I recall, my school experiences of younger days. A false and arbitrary culture of the mind, in entire disregard of any well-considered system either of pedagogies or of ethics, was then the a i f i _ _ 6 sole solicitude. School-hours were wearisomely protracted, and the stuffing of dry knowledge, pretty much as ammunition and wadding are rammed into a gun, was deemed the one thing needful. In place of a harmonious and growthful development of body and brain, there was substituted an artificial and mechanical drilling, enforced by the rod of the petty pedagogue, whose object was by a sort of battering ram process, to knock the old Adam out and knock knowledge in. A régime of rote-learning was thus instituted—a régime involving parrot-like recitations of almost unintelligible rules and formulas—a mere empty twittering, as it were, which conveyed to the learner's mind not facts, but the empty symbols of facts; that is to say, in the language of Hamlet, nothing but *“ words, words, words.” And what was aimed at ? Not the development, but the decoration of the mind ; not the forming of stable characters, but the production of strik- ing impressions, just as voyagers uniformly find that colored beads and trinkets are much more prized by wild tribes, than are the really useful calicos or broad-cloths. It is safe to say that, under the old régime, the most necessary training was that to which the least time was given. We know, for example, that for such a common craft as shoemaking, a long course of close apprenticeship is deemed desirable ; but boys might enter life, with its varied pursuits, its enormous activities, and its urgent needs, fortified with little more than a course of Latin and Greek—which was applied afterwards to no practical purposes—and girls might find their preparation for motherhood and the home in a smattering of musie, poetry and the foreign languages. There cannot fail, however, {0 be a close relationship between any sys- tem of education and the social state with which it coexists, and these olden methods, which I am criticising, with all their superficiality and petty tyranny, have come down to us from the arbitrary conditions of the past, both in government and in society. Under such conditions, as they prevailed less than a century ago, along with political discipline, stern in its commands, ruling by force of terror, visiting trifling crimes with death, and implacable in its vengeance on the disloyal, there necessarily grew up an academic discipline similarly harsh ; a discipline of multiplied injunctions and blows for every breach of them ; a discipline of unlimited autocracy, upheld by the ferule and the black hole. AL But “old things are passing away; behold, eld things are becoming new.” The decline of authority, whether papal, philosophic, kingly or peda- gogic, is essentially one phenomenon, and in all these domains the republic has succeeded to monarchy as the destiny of man. To fit human beings for republicanism, self-reliant citizens must be evolved. Thus, despotic sway from without having been largely removed in the realm of the State, arbi- trary dogmatism must correspondingly disappear from the school, so that 7 children may grow up not to depend upon external law, but to be a law unto themselves. The government from without must be supplanted by the rule from within ; command must give way to character; culture must come to overweigh mere accomplishments, so-called. Thus comes the question of questions, to wit : how to determine (to use a phrase of Bacon's) the relative value of knowledges. In other words, is there any criterion amid the conflicting claims of the various studies by which we may be guided? “Yes,” quickly the answer comes, $e there is, Viz.: Human Welfare, Human Happiness. How to live, in the widest sense ; how to treat body and mind; how to manage our affairs; how to bring up a family; how to behave as a citizen; how to use all our faculties for our- selves and others; how to live completely; these are the real functions of a true education.” : Wo To such an end a classification of the leading activities becomes essen- tial. Such activities thus arrange themselves in the order of their relative importance: 1. Those which minister directly to self-preservation. 9. Those which, by securing the necessities of life, minister indirectly to self-preservation. 3. Those which have for their end the rearing and discipline of off- spring. 4. Those which are involved in the maintenance of proper social and political relations. 5. Those miscellaneous activities which make up the leisure part of life, gratifying the tastes and feelings. Such, at least, is Herbert Spencer's able and valuable classification, bul for my purpose, in. order from my point of view to treat the subject clearly, perhaps no arrangement of the topic can be better than its natural division into physical, intellectual and moral education. Let us rapidly review these three domains. FIRST. PHYSICAL EDUCATION. This I shall be compelled to pass over (from want of time) with scarcely more than a single remark. The primal necessity of life is to be a good animal. A sound body must be taken as the desirable basis of a sound i also of a clear conscience. Ta thoroughly appreciated in the Gramercy Park School, where open-air exercises in the square, and indoor exercises in the gymnasium, = amply provided, its whole system of physical development being base upon a thorough acquaintance with physiology and hygiene. 8 SECOND. INTELLECTUAL EDUCATION. Recent psychological (or mental physiological) science has brought to us, perhaps, the greatest of all modern discoveries— the existence, that is, of a strict correlation between the brain and nervous system on the one hand, and thought, with its workings, on the other. With this clue in hand, educational methods may now follow an estab- lished line of mental facts, based on actual physiological laws. These I shall touch upon more fully as I proceed, but for the present state them categorically as follows : a.— The development of the senses in the young is the basis of their future mentality. hb. Such development, to be successful, necessitates individual work by the pupil, instead of rote-teaching and book-learning. ¢.— Commemoration is based not on direct verbal drilling of the mem- ory, but upon the association of impressions, conducting thence to the asso- ciation of ideas. d.—Ideas presuppose facts, and are the results drawn from comparisons of perceptions, depending, therefore, for their clearness, upon the quality of the perceptions which are obtained. If we are willing to grant that the phenomena of intelligence conforms to such laws; if we are ready to admit that the evolution of intelligence in a child also conforms to such laws, it follows inevitably that education can be rightly guided only by a knowledge of these laws. And it furthermore follows that such education, depending thus on things instead of words, is of necessity from the particular to the general, from the concrete to the abstract, and from the simple to the complex. But utterly regardless of every one of these palpable truths, highly complicated and abstract subjects, such as algebra and grammar, are fre- quently put at an early age into the hands of the unfortunate child. And, generally speaking, whilst the right class of facts is continually withheld, the wrong class is forcibly administered in the wrong way, and in the wrong order. Not recognizing that the function of books is supplementary, primers are thrust into the hands of the little ones years too soon, to their great injury. Nottilla child's restless observation has been diligently cultivated should books be largely given to him, since the words in a book can be rightly interpreted into ideas only in proportion to the antecedent experi- ence of things. And in this process the pupil should be taught by his teacher as little as possible, and should teach himself as much as possible. He, consequently, should be encouraged to work his own way, the self-made child thus leading on to the self-made man. Having done this, and having, by the doing of it, assimilated and organized his knowledge as he goes 9 along, the learner finds himself ever coming into the possession of fresh agencies, which stand ready at hand to help him on towards the solution of all new cases as they arise. With this end in view, that is to say, the learning of things instead of words, the most important new practice undoubtedly is, as already hinted, the systematic culture of the powers of observation. Some one has well said in this connection : “The education of the senses neglected, all after- education partakes of a drowsiness, a haziness, an insufficiency, which it is impossible to cure.” In other words, ignoring nature and the natural, a vague, artificial ideal has been aimed at, bringing as its inevitable result a general dissatisfaction. Hence, as the only alternative, the necessity of object-lessons, or a return to the concrete, which carries a child's mind through the same process that the mind of humanity at large has gone through; for instance, as in the truths of number, form and position, all of which, originally, were drawn by the raze from actual objects. This general, reference to object-teaching now enables me to pass from Herbert Spencer, whom thus far I have been extensively quoting, to the authority of Mr. von Taube himself. He claims that the first bright light which came to illumine the dark labyrinth of educational theory, shot from the warm heart and brilliant mind of the Swiss teacher, Pestalozzi. This reformer laid down the postulate that ideas are the result of sen- sations; that sensations arise from perceptions; that perceptions are depen- dent on the powers and possibilities of our sensory organs; that these organs can be cultivated, and that, consequently, perceptions and sensations can be quickened and improved. This theory has since been further devel- oped and scientifically elaborated by Bain, Maudsley, Carpenter, Youmans, and others. It may be said, moreover, that to the researches of such savans is due the credit of having affirmed the invaluable truth that there is a cer- tain sequence, in which the faculties spontaneously develop, and that, as a consequence, a properly adapted kind of knowledge is necessary for each step of the succession. But the German Freebel, the founder of the Kindergarten, was the one to whom is due not only the honor of having systematized, as a mere theory, the somewhat shadowy ideas of Pestalozzi (by bringing them into harmony with the facts of mental physiology), but to him also is to be accorded the lofty praise of having practically applied such theory to the real require- ments of early instruction. If Pestalozzi recognized the human mind as subject only to a gradual development—a matter which had been, in truth, in a erude way, always understood —Freebel was he who earliest informed the world when and how such development takes place. Thus we have, at last, been enabled to classify school existence physiologically, as presenting different states or ages of mental growth, and therefore of mental capacity. 10 At birth, the average weight of a healthy brain is from twelve to thir- teen ounces, which, from the earliest childhood, up to six or seven years of age, increases to an average of forty ounces. During this period, and as related to this phenomenon, we now know the human mind to be possessed of an incomparable freshness for perceptions of the concrete. The next stage of a child’s development would bring him to thirteen or fourteen. In this interim, the brain-growth, though slower, adds to itself about five ounces more, and related to this, again, the pupil manifests the characteristics of curiosity and of natural propensity to investigate his sur- roundings. From fourteen to seventeen or nineteen we find a well-pro- nounced capacity for the recognition of similarities and differences between the items and parts observed. From that age to twenty-one or twenty- three, some three ounces only of extra brain-tissue are accumulated. A certain callousness of receptivity as to mere facts is then easily distinguish- able; but in lien thereof, the comparison of ideas, the solution of difficult problems, strong opinions and severe judgments, become pronounced char- acteristics, gradually toned down and modified by the more mature expe- riences of after life, when hardly any further change in the weight of the brain becomes perceptible. The first two of these stages represent the absorptive capacity of the human mind from without, and the two later Jnes the inner systematization and working out of the materials thus previously gathered. How to select, these materials for the first two stages—that has been the problem ; the human mind-—even the plastic mind of youth—having only, at most, a limited capacity for details. Such mental limitations being the case, chil- dren, it is claimed, should have offered to them not empty words and arid formulas; not fairy tales, fantastic poems, and graphic descriptions—im- mersing them in an ocean of false fancy and emotionalism—but they should be provided with the foundation stones (bright jewels they are) of those sciences, the undeystanding of which conditions our existence, and which, if only properly presented, the young will drinkin with as much avidity and pleasure as they will the Arabian Nights, especially as the difficulties en- countered by older people in mastering minutice do not exist in anything like the same degree for children. The reason of this is self-evident, when it is asserted that there is no science which does not start with things familiar even to the child. All problems, moreover, be it understood, are vastly simplified, even for the children themselves, by the facility with which every branch of knowledge can now be analyzed and reduced to a few fun- damental propositions; which propositions, in turn, are based on a few fundamental facts. These facts, with their reiated propositions, once thoroughly mastered, the child straightway comes into the possession of the framework of his future knowledge. Guided by this idea, there are given in the school-system under con- sideration, gradually developing lessons in plants, animals, and place—the foundations of a future knowledge of botany, geology, and geography ; oral lessons in language, including qualities and names of objects, ete., ete. ; lessons in reading, attention being drawn to thoughts rather than to words, and including, in time, proper poetic selections and historical and biogra- phical sketches; lessons in writing, the pupil later on attempting to describe, in his own words, the objects learned from the oral lessons in the shape of compositions on clothing, cotton, linen, silk, ete., etc, the AB C of future technology: lessons in form, size, and number, leading on to arithmetic and solid measure; lessons in wsthetics, beginning with objective outlines of familiar things, triangles, quadrangles, ete., etc., etc., coming, later on, to curves and figures drawn from memory, and finally, to rudiments of the human figure and perspective, forming, thuswise, the elements of that technique in art, without which art degenerates into a vague emotionalism. So, in very brief outline, pass the first two stages, comprising six years, which together constitute the objective course. : Next come the second two stages, which make up the subjective course, and which relate to ideas rather than tothings—ideas, it is claimed, resulting from comparisons of perceptions in their similarities, differences, and oppositions, as, e. g., hot as against cold, black as against white, night as against day. These subjective stages are, therefore, more purely intel- lectual. The full development of the pupil's capabilities in these latter periods depends, however, upon the successful gathering of material during the previous objective courses; still, as remarked, it is the idea, and not the thing pro tucing the idea, which, for the first time, becomes the important factor. A new instrument of criticism in this second or subjective division is now introduced, viz.: logical argument. Every idea is taken as a symbol of a previously learned tact. A definition is obtained, representing the summing up of previous concrete experiments; in other words, “correct thinking” is approached; (“correct thinking,” as regulated by things) « sorrect thinking,” which has frequently been suggested as the best defini- tion of Education; but if so, it must be understood as meaning the outcome of a previous training, the smooth run, as it were, of our mental mechanism, presupposing all parts of the same to be previously not only well oiled, but also well fitted together. Having collected the raw material, i. e., the objective, it is not only our duty, but our necessity, to fit it and oil it before we can attempt to study the activity of the mechanism itself, i.e., the subjective. In this connection, furthermore, it seems to me not amiss to allude to the cultivation of the memory afforded by the process under consideration. The cultivation of the memory it is, which, par excellence, is claimed as the peculiar glory of the old method, but I do not hesitate to assert that if it did develop this faculty, it did so only in a mechanical, artificial, and factitious way. As against this erroneous result, true memory would 12 now be cultivated in the manner nature itself suggests—through the asso- ciation of ideas. The ability to repeat the Illiad of Homer, for example, indicates little more than a dead capacity of merely verbal power; but con- nections of ideas should correspond not simply to words, but to facts in their causal relations; such connections of ideas should remain the com- pound acquisition obtained, not alone through the hearing, but through the aid of all the senses; they should exercise not only the strength of recol- lection, but of understanding also, and should strengthen the memory through the understanding. The whole method, in its ensemble, is readily seen to be based upon simple common sense, when we say that it is the relation between cause and consequence, whether among things or thoughts, enabling us in the end, through general propositions, to draw deductions, and sa to arrive at and to meet special cases. Such being the philosophical explanation or theory of the two latter, or subjective stages, let us now see what they actually embrace. In science, forces tend to take the place of facts; the mechanical principles involved in physiology are dwelt upon; biology, leading to mental and moral science, are in time approached; logic, inductive and deductive, comes towards the end, and political economy is embraced; in language, higher readings; and in writing, more complex compositions follow upon industrial, scientific, historical, social, sociological, and artistic topics; in mathematics, higker arithmetic is brought in, leading on to book-keeping, algebra, trigonometry, surveying and astronomy; in esthetics, comes the gradual introduction of colors, also the theory of shades in drawing, and skeleton sketching {rom nature; and finally philosophy is brought in as manifested in its principal systems, Greek, French, German and English, involving a training in the evolution of human thought, together with areview of the most famous literatures of all nations. Such, in a rapid sketch, constitute the materials of the second half of the school-course, comprising the two subjective stages, and occupying in all six years; the total course, both objective and subjective, thus consuming twelve; and, I may add, that throughout the whole curriculun, the modern, and, if desired, the ancient languages, are taught according to nature’s methods. It behooves us now to examine what incentives are best calculated to stimulate application and interest in the scholars, especially in the little ones. Here, again, careis needed, in our judgment. Persuasion and logical argument have been found by experience to be of but little avail. To work for love or fear of mamma and papa—as most of us parents must, in honesty, con- fess—partakes largely of the peculiarity of dissolving views. Punishments, on the other hand, can only be considered in the light of calamities. They are the first and strongest impressions stamped upon the budding reason of the child, inevitably leading him to detest an occupation associated with so 13 much suffering. It is impossible to inflict misery except at the price of contention, the consequence of which must be unhappy either way; unhappy as a premium on misconduct if tho child is successful; thoroughly unhappy if the advantage accrues to the elder, since such advantage can only come through foriciture of character, individuality, and self-respect on the part of the little delinquent. Perceiving that the older party is the stronger, whatever possibilities for evasion exist in the culprit are sure to be called into active exercise, with their woful train of falsehood, trickery, and hypoc- Then why not, since punishment fails as a motive, fall back upon rewards? The reply is, that these are hardly less reprehensible, as tho cer- tain result is to engender sordid and self-seeking propensities. In other words, it is a species of intellectual bribery and corruption. It is not a doing of work for work's sake, but merely for the sake of the pay. Amid the failure, then, of all these ordinary resorts and practices, upon what incentives can we fall back? Again the answer comes, (through the aid of mental physiology), “upon the general analysis of human emotion. Thus intellectually armed and accoutred to meet the problem, we plainly find that our emotional nature includes two familiar states or conditions of our organism—those of pain and pleasure ; the first (pain) ever tending to a diminution of our vital force and its activities, the second (pleasure) ever tending to their stimulation and enhancement. Common sense would, therefore, teach us at the outset that the best results can only be attained when brought into alliance with pleasure as the motive—pleasure, not arbi- trarily and unhealthfully conferred, but pleasure flowing naturally from the occupation, and meaning by pleasure an innocent and wholesome enjoyment of life in its more solid and substantial pursuits. als ; Taking advantage, therefore, of the keen proclivities and eager curi- osity which are inherent in the very being of every healthy child, the wise teacher keeps introducing his pupils into ever new surroundings, seeking at the same tithe to refer them continually to the facts, forms, and items they have previously acquired. Thus, a judgment as to the difference of fhe freshly perceived facts from those before known, is at once prov o e through adequate questionings, while arising doubts are settled by i a trations and researches made by the pupil himself. Thus, at the close 0 each recitation the scholar has acquired a few new data. He did not obs these from the teacher directly. He has found them out for himself; an a creative activity rarely fails to be a ciousness and charm of such tiv, finch inducement to the child to whet his intellectual appetite and keep it ever keen. This method would serve to illustrate the course successfully ted in the objective primary department. a the ye more complicated objects would be presented to the api), whose trained perceptions would then have gained a sufficient deli- io familiarize him with very minute discriminations. It is he again 14 who, from his own insight, answers the questions in reference to new sub- jects, by drawing on his stock of knowledge previously appropriated, the teacher's rolé being only to awaken the attention to relations and sequences as they co-ordinate themselves in increasingly minute details. As an illustration of this method of self-help, or self-instruction, Mr. von Taube relates the following: The girls in the chemistry class==and I would say right here, that with the exception of certain exercises and océu- pations in the tool-house and gymnasium, this whole method applies as well to the girls as to the boys—the girls, then, in the chemistry class knew that to obtain the atomic weight of an element it was necessary to reduce it to gas and compare equal volumes of the same with hydrogen. Now, the object was to find out the weight of carbon, a non-evaporable body. The girls asked themselves if there was any gas containing carbon. It was ascertained that numerous such gases existed==for instance, carbonic acid, which experiment proved to consist of two atoms of oxygen and one of carbon. The total weight of the carbonic acid was ascertained to be forty- four times that of an equal volume of hydrogen. The only question put by the teacher was, “ What is the weight of a single molecule of oxygen?’ The class straightway replied, “Sixteen times that of hydrogen.” Then one of the littie ones, seeing immediately that if one molecule of carbonic acid= being forty-four times as heavy as one molecule of hydrogen—consisted of two parts of oxygen and one of carbon, and that the two molecules of oxy- gen, sixteen each, must therefore give thirty-two, jumped at the answer (taking the thirty-two from the forty-four,) and said that the atomic weight of carbon compared to hydrogen was twelve. This is sufficient to illustrate how a system of self-help, based upon éx- periment and observation, merely from the pleasure it affords, constitutes the main incentive, which, ever growing and strengthing, through the ob- jective or primary courses, on into the subjective or more elderly courses leads the pupil ever eagerly forward towards fresh intellectual attainments. Over and over again my own children, while relating at dinner some ew fact which they had gained that day, have said, “Oh, it was such jolly fun!” If, on the other hand, some occasional pupil becomes so refractory that the discipline of pain is needed, I am informed that the moral punishment of sending the transgressor home has been found entirely effectual. More- over, as a substitute for the scoldings and blows which most boys and girls are subjected to, each pupil is required to keep a school diary, in which is recorded, by their own hand, their good and evil doings both in study and conduct, thus constituting the children themselves as judges unto them- selves, and saving a world of rough friction between them and their teach- ers. Its results have proved in practice to be most beneficial. - 15 « But,” I fancy I hear it said, “you have as yet told us nothing about the tool-house.” I have purposely reserved this topic for a special descrip- tion. All of us now know that the kindergarten is an established and re- cognized department of infant education. I need not, therefore, dwell at length upon it. It is, indeed, in the great kindergarten of nature that every baby must begin its learning in the use of its eyes, ears, nose, and fingers; but later we see how, through the exercises of the kindergarten proper, the little children find # at once a heaven of delight and the widest scope of instruction, as obtained in their games, their mats, their stick houses, their modelings, their geometrical figures, etc., ete, ete. Why, then, I ask, should this most desirable development of a keen perception stop with the infant? Is not the boy and girl, from seven to fifteen, just as eager and just as much in need of such development? Our research, indeed, into mental physiology certainly indicates that such facilities should be provided. Freebel, although the great pioneer, advanced no further in his curric- alum than to recommend objective teaching, and as far as his work went, it was, beyond all cavil, a grand one. But the evil was, and is, that the pupil, after having loft the kindergarten, ran the risk of losing every ad- vantage he had there gained from the need he then found himself in of continuing his schooling under the antiquated method; and just here it is that manual training, as an essential factor, finds its place. Let us then state, point by point, the advantages of the tool-house as a means of edu- cational enlightenment. : First—Let us look at it from the bread-and-butter standpoint simply, or as a preparation for money-making. Man's life may be defined as having two well-traced ultimate ends, viz.: personal needs and satisfactions, and social needs and satisfactions. As regards personal needs, we may bluntly place the dollar ahead, since it contains within itself the only possibility of material progress, it alone bringing the leisure which leads from savagery to civilization. It will be remembered that the second requisite of education, which 1 cited from Herbert Spencer, was to afford the training for what he calls indirect self-preservation; that is, the gaining of a knowledge necessary for a livelihood. In this connection, Spencer affirms the truism, that it is with the production and distribution of commodities that men are for the most part oceupied, and he then says, that to this end knowledge is power—that is, the physical, chemical, and vital properties of the articles dealt in should be understood; that is, again, physical science should be understood; teach-. ing of the lever, the wheel and the axle; of the steam engine, the safety lamp, the microscope; of the telegraph and telephone; of heat, light and electricity; of bleaching and dyeing; of the reduction of ores; of gas refin- ing; of distilling; of manures; of soils, and so on, through an endless ecata- logue. For what we call learning a business, really implies learning the 16 science involved in it; and since most men are in many businesses, most business men should, as a business precaution, know many sciences. But Spencer, although he dived as deep into the subject as the English erudi- tion of twenty years ago allowed, did not penetrate deep enough. Two steps more were needed to perfect his own scheme, and these were the kin- dergarten and its direct successor, the tool-house, or manual training- school. Amid the chances and changes of life, it is impossible for any one to exaggerate how important it may be for a young man to know a trade, and the general tool-house training under consideration should fit him capably not only for one, but for many trades, such as work in wood and metals plain and ornamental; printing and editing work; work in solders, enous, lubricants, dyes, and other applications of chemistry; work in nin with mechanical appliances and steam engines; telegraphic and photo- graphic work, ete., ete., all of which can be reduced, on a final analysis, to a few fundamental processes, and can be confined to the use and jusire- mentality of a limited number of tools. But I fancy I hear many parents at once entering their demurrer by saying, “I don’t want my son or daughter to demean themselves by learn- ing common trades.” And this brings me to the next argument in favor of the tool-house, which is : Second—The growing importance of the trades, or manual training. The old caste spirit of India, Persia, Egypt, and even Rome and Greece regulated the trades as bodies apart, and made of the workmen slaves. A cobbler a cobbler had to remain. Even intermarriages between the trades wero for a long time interdicted. They had norights which the aristocracy were bound to respect—the former were the exploiters, the latter the ex- ploited. Theinflow of the Northern Teutons helped to democratize the Latin races, but for ages the monk was the only connecting link between the work- ingmen and the upper classes. Later, for the crusades, money and muscles were needed. Tho trades supplied them, and towards the close of the mid- dle age, the craft guilds arose. These began to accumulate wealth enough to engage in business operations for themselves. But it required the brewer, Cromwell of England, and the Reign of Terror in France, to prove to the world that tho poletariat were possessed of the same Sense and feelings as those of the hitherto more privileged classes, and consequently entitled to the same rights of existence and enjoyment. As an illustration of this, the constitution of Poland of 1793 contained the then radical and revolutionary affirmation that every peasant is as much a man as the noble-’ man above him, to say nothing of our own Declaration of Independence which affirms the immortal averment that all men are created equal and endowed with the same inalienable rights to life, liberty, and the Preis of happiness. Although a growing humanitarianism has had much to do with this movement of industrial emancipation, it must also be recognized 17 that the advancing commercial and political importance of the trades, as trades, has also exerted a vast and mighty influence; and, perhaps, the time is not far distant when mankind will accord to them the meed they so richly deserve, as being among the truest promoters and benefactors of civili- zation. Thus it has at last come about that in the Russian public schools the learning of a trade is made obligatory; and throughout Europe polytechnic institutes, with courses of manual training, have become required parts of oducation. But notwithstanding such innovations, the predominance of the old caste spirit in Europe is still so strong, that of few Europeans in good standing can it be said (as it readily might of many Americans) that he started in life with a tool in his hand; and it requires no spirit of pro- phecy to foretell that the dandy who despises tools will have to make way before the man who can master them, just as the poetical Indian is fast disap- pearing before the champions of the ax, the engine, and the rail. It seems, therefore, as if it were chiefly in America that manual training can be much hoped for as an effectual educational adjunct, without the risk of stumbling against “good form” and the daintiness of a dilletante culture. Itisonly America which, having subordinated war to industry, can emblazon upon its flag the inspiring motto, « Le travail ennobligt”—“ Work ennobles.” But trusting that this short historical sketch has been sufficient to show to us the growing importance of the great common people, with their great common trades, it may be rejoined that the college student at seven- teen or eighteen years of age can follow these callings, through the facili- ties which are being admirably supplied by many of our institutions (for instance, Cornell University and the College of the City of New York). But, again, our mental physiology must be recalled. Propose such a stu- dent, for instance, as apprentice to a carpenter, blacksmith, printer, or me- chanician of any kind. They would bluntly laugh, and say: “You can’t expect me to do anything with him, now that he is nearly a man. He can never learn my trade. His fingers are already clumsy. His eyeis no longer capable of seizing the distinction of one thirty-second of an inch in length, thickness or inclination. It would simply be loss of time to both of us You had best reserve him for the counting-house, where he belongs.” And the mechanician would be right. As our mental physiology has shown, the time for training the young man’s perceptions had already passed by. We thus can see how, between the kindergarten and the actual trade, the tool- house stands as an essential intermediary, since it represents a track or channel which can only be traveled or passed over at a fixed stage of our existence. If we attempt to retrace our steps (in manual training, as well as in other branches,) at eighteen or twenty years of age, we only do so to find that it is too late, and to read on the tablet of alost opportunity the words the ever sad words—“It might have been.” The manual training in the colleges may be of enormous value as far as experimental knowledge is con- 18 cerned, but never can it supply the need of a course obtained in younger days, at the appropriate age, when the senses are all aglow and eager for the work. Third— The tool-house, as a means for the application of knowledge. With all said, it is not as an end, but as a means towards an end, that man- ual training is most valuable. Hitherto, we have been speaking of such manual training as a mere instrumentality to teach a trade, the trade itself, as a calling, being the sole object and end in view; but the tool-house must now be considered in the light of a channel or agency (and, in fact, the only one) through which to apply, and thus to realize, what would otherwise be merely theoretical knowledge. In this aspect it becomes magnified into an unspeakably enhanced importance. It has already been made evident that knowledge implies not only per- ception and memory, but also the individual and personal grasp of facts through practical application. Thus, the study of the natural sciences, un- less supplemented by a conjoint training of the hand and mind, remains doubtful in its results and tedious in its acquisition. In truth, knowledge unapplied can hardly be called knowledge at all. Our frail human nature labors under the fundamental necessity of working out, and thus of prac- ticalizing, its conceptions and ideas. The intimation of this is observable in the case of every child, who, at the earliest age, endeavors to find out for himself all the purposes possible to which any kind of material can be ap- plied. Our mental analysis explains the rationale of this tendency, and the truth is that no school method yet adopted fully provides for the thorough digestion of the facts and items which have been intellectually provided. Such facts and items, unless applied, remain only so many unused arms in the arsenal of the mind, too rusty for use when the need of them arises; whereas a proper course of manual training not only keeps the facts fresh in the memory, but also serves as an early initiation into that invaluable mental capacity, which we call constructive genius or faculty. Asan illus- tration, let us resort to the abstract ideas of space, time, and number, which are divisions of primary importance. The whole of mathematics and mechanics are nothing but the develop- ment of our perceptions in these regards. For these sciences are, on final analysis, seen to be based on our early experience with concrete matter; and even in the simplest of their formulas they represent to us generaliza- tions founded on facts. (Let us remember, in this connection, that humanity progresses because able to assimilate and profit by the knowledge of the past. Therefore an everlasting justice seems to decree that mnless we sow wo shall not reap, and that in order to reap, our individual mentality, like that of the race, must pass through the whole process of sense-acquisition— coming thus, and thus alone, to permanent perceptions, not by means of abstractions and rote-learning, but through the impressions produced by objects.) Thus a carpenter, or mechanic of almost any kind, will know his 19 tables of denominate numbers better than will the student Ws id bas solved hundreds of examples, and the practical draughtsman willbe q to detect the error of the sixteenth of an inch than will the theoretical learner of all the geometries. Turning to mechanics for another illustra- tion, many adults will even yet remember how puzzling oy to 08) Shs robles of the three levers; and yet a few simple eons A > better yet, wrought out in wood—by the pupil himself, will stamp oor in a manner never to be forgotten. 2 ramon) mathematics represents abstracts; Blane 5s manly mental symbols of the concrete; they are used only for 8 Lu DS of the concrete; the concrete always remains as of pany) > Joan ‘ and therefore, unless we wish to wast oe hn OS or iy DE RE evar oo te goes On, this ‘method a f the minutiee both of mathematics ny mechanics to the interested learner, and its chief, though Theta advantage, ere long becomes manifest, viz.: in the divdlopmons pis ok stract anid dispassionate judgment, thus ropptey a ion a hilosophical capacity, till it at last eventuates that even 2 g sf on a trencth or feeblenesss of human nature, the good and evily 5 Te Ai dividual interests, become to {he constructive statesman, as 1 gy mechanical energies, every one of them representable by its i tat and of value to him only as he may be enabled to sop men ee there. So it finally results that by graduated steps wo en and further, till, through the “omipshon GH i v 0 face, and as far as mi , to solve, i magehnied forons, wos SELLE, approached from the standpoint of fue So the poet, tho politico-economist, or the ghitaaitiopiy In 2 De intellectual constructiveness is the true Bans of {Bele op tions. And in this aspect let the commonplace objection Rol ginny W his method, viz.: that its materiality is deadening o i 2 E agsins, : n om that it does not slay imagination; it merely regulates it. em, i ) ap a be called the faculty of reconstructing new combinations In If, hitherto, the words and phrases of ih Iauguages po ed found to foster the fancy, how much more hy | iy hha 2 hereafter from handling facts in every field, throug al ok fh in and of life? Imagination, then, no Sonar vhyiog 10 3 Fo bs i 71 forth lead us on, y hy higed toonseing ow, via Bee finally, the school, which can by Joo ; Te to the highest average possible, and in the easiest v i Se 2 SE catest constructive imaginative power, must boson e padble foo ee And this, it is claimed, the tool-house should ac- SC . complish. consisting in supplies more and more © 20 Fourth.- The Tool-house in its Moral Influence. I here also cover the third leading theme of my paper, which is moral education in general. Astonishing as the training which I have been de- scribing is in its intellectual results, these really grow dim before its moral effects. Morality may be simply defined as the science and art of right living. Let us first touch upon it as a science, though, in connection with, the tool-house, it is upon it as an art that I wish particularly to dwell. Glancing at it as a science, in the first place, a certain morality may be said to exist in the mere investigation of facts as facts, whether they be phenomena of the organic or of the inorganic world, and everywhere throughout this whole school-system the child is brought face to face with the great truthfulness of nature the great truthfulness of fact. Emerson has magnificently said: “Day creeps after day, each full of facts—dull strange, despised things, that we cannot, at first, enough dosplse—wiich we call heavy, prosaic and desert . . . . and presently the aroused intellect finds gold and gems in one of these scorned facts; then finds that the day of facts is a rock of diamonds—that a fact is an Epiphany of God.” The Bible well says: “As a man thinketh, so is he.” If he thinks truth, he is apt to become truthful. Thus it is that the stars sing to the child the truth of their orbits; the rocks relate the truth of their strata; the flowers assert the truth of their structure. So, truth in the organic and Tarai world faces the learner at every step. ? But, be it allowed, morality proper, as a science, pertains not to dead matter, but to life itself in its human relationships and motives. To this therefore, for a moment, we turn. ii Morality as a science, I have just said, is the science of right living Tts object is to provide a mental guide for the activities and duties of life. In alluding, in a previous part of my essay, to the incentives which should actuate the children, viz.: pleasure and pain, moral causes and efferts have necessarily been hinted at, but they need to be enlarged upon. In the nursery, then, and in the school, as, indeed, in the world at large, that alone sooms to be the truly salutary discipline which visits vipots oll conduct good and bad, the pleasurable or painful consequences which, in the abit of things, such conduct tends to produce. Moral cause and consequence is therefore, the chief thing to be inculcated—good actions leading to woud consequences, bad actions to bad consequences. The aclioob ester in other words, must be one of pure justice. In accordance with the la adage, that “the burnt child dreads the fire,” the learner must discover through teaching and experience, that “ whatsoever he soweth that shall he also reap,” and, furthermore, that “the way of the transgressor is hard.” But such rude experience is often not only a hard but a hardening sonsber ‘While pain and pleasure, felt as consequences, may lie at the root of 150: rality as a science, it must be remembered that this same morality is not only a science, but an art as well. True, the art must wait upon the science, rt. Here, as in other fields, th 21 ut it must also supplement it in the shape of practice. So let us now pass 1 to morality as an art. Morality under this view becomes nothing more Lan habits taken in the right direction. « Habit,” the old adage well says, » Tf the intellectual discernment of conse- ‘becomes a second nature. the art may be defined juences, as following causes, represents the science, the habit of avoiding the bad and cultivating the good consequence; and young can best roach the science through the art, and the practice of the ere is no expediency in teaching the abstract To begin with the definitions or rules in moral he wstead of the concrete. struction (as has always been the old-fashioned way) before having culti- vated the practice, would be to make the same mistake as to start in gram- » . . . . . Lar with the laws of syntax before having inculeated the signification of {he parts of speech. « Just as the twig is bent the tree's inclined,” and the lesson of the practical art of ethics is, that if some evil proclivities need to be eradica- is to stifle them by means of good predispositions substi- tod, the best way 1 tuted, through consistent examples set and steady habits formed. And just here itis that the ethical power of the tool-house manifests itself. Tor 't what T have given is a true exposition of morality, then it is at once evi- Jent what immense power manual training, as a part of education, may oxert in the formation of character. The mere habit of organized recrea- tion afforded by the tool-house is of itself an enormous aid. It is an un- speakable gain, even if a negative one, to keep boys out of mischief. You often must have noticed how youngsters love just to watch work, such as blacksmithing, housebuilding, or the like. How much more, then, do they not become enchanted and enthused over some machine or model which they seek to fashion for themselves, even though it be empirically and rudely formed. Under a proper curriculum of manual training, these inherent youthful impulses are taken hold of and so systematized that the otherwise idle and refractory youngster is kept continuously and absorbingly occupied. One of the inevitable effects resulting from the old, rigorous discipline of the antiquated school, as, indeed, of the home, was to make both school and home hateful; the necessary reaction from which was to drive the pupil to seek his pleasure in mere pleasure-seeking. Not to find his joy in his work, but to find his joy in vapid fun, became his chief end of life. Hence, for want of school and homemade recreative, recreation was neces- sarily found in sky-larking and mischief-making, in a penny’s worth of vicious hilarity gained to-day at the expense of a dollar’s worth of character sacrificed to-morrow. How many a wayward and rebellious boy, ungov- ernable by the old tutorial and parental methods, might not have been saved, if taken at a sufficiently early age, by this new, judicious, and beneficent system—a system which provides materials for the hand and head to act upon, as naturally as the digestive organs assimilate appropriate food! 22 Busy fingers and busy heads leave little room for vice, and work, directed in wholesome channels and motived by curiosity and gratified inquiry. builds up character unconsciously and almost automatically. The pupil finds himself, in this way, continuously overcoming difficulties by his own personal effort, and therefore finds himself gaining that most invaluable of moral stimulations, the feeling of self-reliance. ’ It is an old saying, that “where there is a will there is a way.” But how true, also, is the opposite, that there is often a will where there is no way open to it. To present a way, through the provision of adequate facil- ities, and so to bring the will and the way both into continual partnership, such is one of the great offices of the tool-house, leading to the habit of self- reliance just spoken of. But further, the pupil is, all this while, acquiring a continual insight into the most important facts which relate to the produc- tive activity of the earth. So, widening his scope of existence by the popu- lar nature of his employment, he is necessarily led into a close moral sym- pathy with the wants, needs, and difficulties of the workmen of the world. Moreover, when the tool-house shall be fully organized, it is the intention of the management, in connection with a proper supervision, to introduce a democratic method of administration (self-government) among the pupils, as far as the same is feasible. They are each to be the owner of one or more shares of stock, with the right to draw its accruing dividends, thus imparting a financial interest in the concern; the boys are to elect their own foreman in each department; they are to manufacture their own pro- ducts, and sell them in open market; they are to keep their own books, and under due bounds, and by means of meetings and debate in open caucus, to regulate their own order and discipline. This school, therefore, instead of being something apart from the great run of common life, becomes in- corporated with it, and no violent break is felt when the student-career merges naturally and almost unconsciously into political, business or pro- fessional existence. The pupil’s experience and love for the smaller republic of the school now becomes extended subjectively to the larger republic of country. He realizes that outside of him is the great social organism. In his own needs he sees the basis of his rights—in the needs of others the basis of his duties. The feeling of losses and gains to himself ave applied in imagination unto others. Their losses and gains become a part of his own being. In their happiness he comes to seek his own. The knowledge of rights and the feelings of duty widen, till finally the moral keynote is reached in the adaptation of his life to a wide, harmonious scale, where love, thought and act combine and culminate in a lofty esthetic and human enthusiasm. Perhaps I may profitably pause right here, for a moment, as I approach the end of my essay, to say, by way of parenthesis, that this school-system, taken in its totality, presents to my mind a complete reconciliation between the antagonistic positions of Drs. Eliot and McCosh, (Presidents respect- 23 -vely of Harvard and Princeton Colleges) in their debate before the Nine-. senth Century Club, on the “Elective versus the Enforced System of study and Behavior.” The former asserted that in a University a student ‘rom eighteen years of age should select his own studies and govern him- -olf, while the latter claimed that this would end in the choice of easy and ne-sided courses, and also in looseness of deportment. Each of these .cademic giants seemed to me to represent a great idea in education. Dr. \[cCosh properly insisted upon the need of a general culture in literature, language, science and philosophy, while Dr. Eliot's apparently irreconcila- ble attitude was equally sound, to wit.: that after eighteen it was pro- foundly inexpedient to subject the scholar to any undue surveillance. What I affirm is, (and my affirmation is founded on a hint given in Dr. Eliot's. paper) that at the age spoken of any youth of average intelligence, cducated under the method I am advocating, with its democratic ‘orm of administration, will have received not only a groundwork of liberal culture amply sufficient to enable him—under the advice of teachers and parents—to choose his own special line of collegiate application, but 1 maintain, also, that the preparation which the school ensures in the way of self-government should be a guarantee of his ability to oversee and regu- late his own conduct. And furthermore, be it emphatically understood, an immense and invaluable practical result would be that several of the most. important years of life would thuswise be saved, since the student, having finished his general training at eighteen, could make himself ready for his business or profession by twenty-one, the average age at which mere: osraduation from our colleges now ordinarily takes place. Returning from this détour, I would add right here, as my concluding’ point, that the Gramercy Park School does not profess to be, in the strict and technical sense of the term, a religious academy. As it would be im- possible to please all sects, sectarianism is rigidly excluded, and the school is very wisely organized as a purely secular one: Denominational instruction is left, and properly left, to the parents and the home. But if a secular, in no sense can the school be called an irreligious one. As Mr. von Taube eloquently says : “a fully developed and educated mind cannot possibly be irreligious, in the higher acceptation of the word.” A prominent city clergyman kindly provides me with the following \uotation from one of his sermons : “A divine order, could it be known and ts laws obeyed, would end the disorders of earth. This divine order lies not behind man, but before him. The realization of this order is the aim of the education of man. The realization of this order is to begin from within and work outward. It is to be first a work of personal reform and ‘hen a work of social reform. The realization of this order is actually taking place in the world. The Kingdom of God is at hand, brought ever nigh to man, through the work of His spirit in society, capable in a time, brief 24 40 the vision of the seer, of coming down upon the earth. When this order is established, it will be the reign of God manifested in Jesus.” A philosopher, decried by many as unduly heterodox, has thus also defined religion : “ Religion is thetie by which man’s feelings and thoughts within, and his actions without, are co-ordinated into health and harmony with each other, with society and the world, with the past and the future.” I give these definitions of religion, both according to the clergyman and the positivist. Under either view, the divine or the human—both are in reality one this school, though it calls itself only secular, is, in reality, in the deep meaning of the word, a religious institution. It seeks to effect the harmonious union of the hand with the head, and the head with the heart. Based on liberty, it would place that liberty under law, and conse crate the whole being to the highest humanity. Miss Haines, the celebrated predecessor of Mr. von Taube, was the practical founder of the Kindergarten in America. From the model she established it worked its way into its present large acceptance. The Tool-house is its legitimate successor, and ought as such to be supported by the intelligence of this metropolis, in order that it, likewise, may become a good seéd planted to bring forth fruit a hundred fold, in the physical, intellectual, industrial and moral education of the youth of our land. =: THE INDUSTRIAL EDUCATION ASSOCIATION. No. ¢ UNIVERSITY PLACE. President. - GENERAL ALEXANDER S. WEBD, Vice-Drosident.—Miss GRACE TH. D( DGGE, Treasurer.—MRr. JOHN S. BUSSING. Secretary. Miss | ANE P. CATTELL. The INDUSTRIAL EDUCATION ASSOCIATION is prepared to resume its work at No. 9 University Place. The class rooms have been reserved for the use of the teachers of the Public Schools on Tuesday afternoons, and classes will be formed in the following branches if sufficient applications are received Industrial Drawing, Construction, Clay Modelling, cte., Sewing, Cooking and Domestic Economy. Terms 1.50 for course of 10 lessons in any of the above branches. Applications should be made at the building, No. 9 University Place, from 3 to 5 P. M. daily, except Saturday. H. R. Burns, Superintendent. A course of free lectures to teachers on Industrial Education and kindred topics will be given on Saturday . . tvoreitvy P \ mornings in the large lecture Hall at No. 9 University Place. These lectures will begin about the middle of Novem- ber and will be duly announced. THE ; INDUSTRIAL. EDUCATION i “ No. 9 UNIVERSITY PLACE. PERE A Rat President. —GeNERAL ALEXANDER S. WEBB, Vice. President.—Miss GRACE H. DODGE Treasurer, —MR. JOHN'S. BUSSING Secretary.—Miss JANE P. CATTELL, The InpustrIAL EDUCATION ASSOCIATION is prepared ‘to resume its work at No. 9 University Place, where classes for public school children will be held on Monday, ~ Thursday, and Friday afternoons, and on Sataday: morn- ings. : Classes will be formed i in the tollowing branches : RU ‘Industrial Drawing, Construction, Clay Modelling, Brass, - Leather, and Mosaic work for boys and girls ; in Sewing, Cooking, and Domestic Economy for girls, and in the use of Tools and simple Carpentry for boys. a Terms $1. 00 for: 10. lessons in any of the above “branches. s On. Thursday afternoons and Sawrday mornings, Little Housekeepers classes. will be held for the: younger girls. Terms $1.00 for course of 20 lessons. ok A Kindergarten will also be opened for children, from three to six years old. Terms on application. These classes - will begin -on; Monday, November 1st. Application for admission may be made at the build- "ing, No. 9 Uniyersity. Place, from 3to 5. P. M. daily, except 2b Saturday, = 3: . 37) H R. Bon. Superintendent. N Thdustrial No. Education oO UNIVERSITY Association PLACE, NEW YORK. THE INDUSTRIAL EDUCATION ASSOCIATION. No. 9 UNIVERSITY PLACE. President. —~GENERAL ALEXANDER S. WEBB, Vice- President.—Miss GRACE H. DODGE, Treasurer.—MR. JOHN 8S. BUSSING, Secretary.—-Miss JANE P. CATTELL. The InpusTRIAL EDUCATION ASSOCIATION is prepared to resume its work at No. 9 University Place, where classes for public school children will be held on Monday, sday, and Friday afternoons, and on Saturda 3 yl Ah Ooi md Tiuesdeyian] Friday aftemoons Ftiom Tdustrial Education Association ings. Classes will be formed in the following branches: — Industrial Drawing, Construction, Clay Modelling, Brass, or 0 RIEmeIy PLACE Leather, and Mosaic work for boys and girls; in Sewing, Cooking, and Domestic Economy for girls, and in the use of Tools and simple Carpentry for boys. Terms $1.00 for 10 lessons in any of the above NEW YORK. branches. On Thursday afternoons and Saturday mornings, Little Housekeepers classes. will be held for the younger girls. Terms $1.00 for course of 20 lessons. A Kindergarten will also be opened for children, - from three to six years old. Terms on application. These classes will begin on Monday, November 1st. Application for admission may be made at the build- ing, No. 9 University Place, from 3 to 5 P. M. daily, except Saturday. H. R. Burns, Superintendent. INDUSTRIAL EDUCATION ASSOCIATION. STATEMENT. PresENTED AT THE OPENING oF THE NEW BuiLpiNg DECEMBER 147TH, 1886. In formally opening this building it seems desi able to state r r > e - - . - why the Board of Managers were led to assume such an added responsibility, and what it is hoped to accomplish here. To make the reasons for such action clear, it will be necessary briefly to recount the growth of the work since the Annual Meet- ing last spring. Less than a year ago a house was secured in Eleventh Street, to put into practical operation some forms of that Industrial Education, which it is the object of the Association to promote. Good work was accomplished there; more than three hundred pupils and teachers availing themselves of the training given, while nineteen young women were instructed in different branches of housework. From that centre too, emanated the vacation work of last sum- mer in the tenement house districts of the city, and also on Staten Island and at Oyster Bay. In the three schools held in the city during July and August over four hundred pupils were instructed 1m > . 1 Y x r ~~ y1 > 3 ~ 5 3 the rudiments of drawing, modeling, construction, wood- carving, dolls’ dressmaking, cooking, etc. While a vacation school is too short-lived to afford valuable educational results, h > ) ) . Si . ~ ~ o . . . . 1 . t ¢ ol vious benefit of substituting healthy and interesting occu- pation for the demoralizing influences to which the children of the poor are subjected in the long vacation, is a sufficient argument in its favor. The time came last spring, when those in charge began to realize. that only in rooms where large classes could be gathered would it be possible to demonstrate the feasibility of grafting training in manual industries on existing systems of general education. Just then the possibility of securing this building and adapting it to the use of the Association was made known. Under what difficulties it was taken, and how equipped for the work. it is not necessary to state: but it is wise to explain how it is arranged, and to what purposes it is devoted. On entering the building on the right will be found the Offices and Committee Rooms of the Association; for while this house offers special opportunities for demonstrating the value of practi- cal work. it is not the intention to lose sight of the broader aim of being eventually a bureau of information in reference to Industrial Education. Opposite the entrance opens a large hall comfortably arranged to accomodate about three hundred persons. There will be given lectures not only on special branches of technical training, but also on other subjects bearing on this phase of education. This hall will also be rented for any suitable purpose. Turning to the left may be found a model School of Cookery. Upon the walls are charts and in cases are specimens showing the relative value of articles of diet, while in the lockers appro- priated to each pupil are all necessary appliances for teaching a class of sixty this important domestic art. In the well equipped class-rooms on the second floor is laid the foundation for manual training. Here in every department be- ginning with the kindergarten and reaching to designing, dress- making, woodworking, etc, provision has been made to educate by doing, and to stimulate the perceptive and cr sative faculties. On this floor there is also a Museum where different methods of manual training with their results, may be studied from illustra- tions and specimens furnished by schools in this and other cities. One class-room in the basement for “Little Housekeepers” completes the list. The rest of that story being occupied by the kitchen and laundry. The upper floors are arranged for the accomodation of resident teachers and those seeking normal training ; for the ultimate aim of the Association in taking this building is, to found here a College of Industries. Meantime as all these rooms cannot at once be occupied by students seeking such instruction, they have been rented to ladies desiring independence with quiet, and in caring for their comfort, is afforded an opportunity of still carry- ing on the training of young women in domestic service. Such is a brief statement of the present condition of this build- ing with future plans for work. Several classes have already begun, and others will be org: mized as required. About five hundred can be under instruction at the same time; and it is hoped that the opportunities here offered will be {pron ed to the utmost. This statement cannot be closed without referring to the work being done elsewhere under the auspices of this Association. Teachers are holding classes in different parts of the city, at Yonkers, Dobbs Ferry, Staten Island, Hoboken and elsewhere. Industrial drawing, clay modeling, wood carving and sewing have been incorporated into the public school system of Hoboken, and a movement to the same effect resulting from last summer's vacation work, has been inaugurated on Staten Island. Letters asking advice and help in introducing industrial training are constantly received, showing how the interest in the subject is spreading, and opening an unlimited field for work to the Association. Shugo oo Colleoe of Industries. Meantime as all these rooms cannot at once be occupied by students seeking such instruction, they have been rented to ladies desiring independence with quiet, and in caring tor their comfort, is afforded an opportunity of still carry- ine on the training ol young women in domestic service. Such is a brief statement of the present condition of this build- ino with future plans for work. Several classes have already beoun, and others will be orcanized as required. About five Tndustrial hundred can be under instruction at the same time; and it is hoped that the opportunities here offered will be improved to the utmost. [his statement cannot be closed without referring to the work beine done elsewhere under the auspices of this Association. Teachers are holding classes in different parts of the city, at Yonkers, Dobbs Ferry, Staten Island, Hoboken and elsewhere. Education Blssociation Industrial drawing, clay modeling, wood carving and sewing have been incorporated into the public school system of Hoboken, and a movement to the same effect resulting from last summer's vacation work, has been inaugurated on Staten Island. Letters asking advice and help in introducing industrial training are constantly received, showing how the interest in the subject is spreading, and opening an unlimited ficld for work to the Association. NT wr Seen Wie £f wpe mmm " w " oT ry {HUN I Y ha EY 0. FIRST ANNUAL REPORT OF THE INDUSTRIAL EDUCATION ASSOCIATION APRIL, 1885 Orrick, No. 21 UNIVERSITY PLACE NEW YORK CITY Jnoustrial Education Agsociation, No. 21 UNIVERSITY PLACE, NEW YORK. OFFICERS. 1885-1886. President. Assistant Treasurer. GENERAL ALEXANDER S. WEBB. | MISS 8. EDWINA BROWN. 15 Lexington Ave. | 21 University Place. Vice-President. Secretary. MISS GRACE H. DODGE. MISS JANE P. CATTELL. 262 Madison Ave. 21 University Place. Treasurer. Librarian. MR. JOHN S. BUSSING. MRS. JOHN R. PADDOCK. 21 University Place. | 21 University Place. BOARD OF MAN AGERS. 1885-1886. GENERAL ALEXANDER §, WEBB. | MRS. THEODORE BRONSON. MISS GRACE H. DODGE. | MR. JOHN D. WING. MR. JOHN §. BUSSING. ‘MR. GEORGE WALTON GREEX. IF 11 41 BcoKEOIG COMPANY MISS S. EDWINA BROWN. | MRS. DAVID M. TURNURE. NEW To, ; : MRS. JOHN R. PADDOCK. | MRS. THEODORE IRVING. | MR. SAMUEL THORNE. | MR. J. W. PINCHOT, MRS. WILLIAM T. BLODGETT. | MR. WILLIAM A. POTTER. MR. WILLIAM F. BRIDGE. —— ——— ee ———————— I —— STANDING COMMITTEES. COMMITTEE ON FINANCE. Mr. John 8. Bussing, Chairman. Mrs. William A. St Miss S. Edwina Brown, Secretary. Mrs, David M T hou Mrs. Franklin Allen. M J h Vie Mr. J. W. Pinchot. Ela Ye COMMITTEE ON BOOKS AND PRINTING. Mrs. John R. Paddock, Chairman. Miss C. T. Lawrence Mrs. A. A. Eustaphieve, Secretary. Miss E M Thom : Miss J. N. Demarest. Miss Adele Turn ure. COMMITTEE ON INDUSTRIES. Mr. William A. Potter, Chairman. Mrs. C. W. Id Miss Katherine Van Nest, Secretary. Mrs Theodo I i Mrs. Archibald Alexander. Mr C E. M : Sad Mr. Charles A. Barnard. Mrs J h on Mr. William F. Bridge. Mee, Co P Pabioek: is John S. Bussing. Mr "1 Ww pares rs. Joseph H. Choate. iss Rosali Miss Grace H. Dodge. 4 Rose Baa Mrs. A. A. Eustaphieve 5 M; 3 mm Mr. George Walton Green. iy er Sosgvete . P. e. Mrs. Egbert Guernsey. M dabei r. E. D. Spring. Nes. Bons 18, Hayward Mrs. Francis Lynde Stetson. Jos JA . Mrs. William A. Street. Tae ork Miss M. H. Trotter. . Mr. William Whitlock. COMMITTEE ON DOMESTIC ECONOMY. Miss S. Edwina Brown, Chaz i 4 rman, Miss Charlot Miss Rosalie Rapallo, Secretary. Miss C. T Se a Mrs. Franklin Allen. Miss M L ie X= Theodore Bronson. Mrs. J wan a iss BI ! in ihe ow Miss Marion Sharpless. «Ty . Mrs. John Sinclair. Miss A. L. D : no - L. I enny. Mrs. David M. Turn iss Virginia Hollins. fi . SPECIAL COMMITTEE ON ORGANIZATION. iss Grace H. Dodge. Miss Jane P. Cattell. MEMBERS OF CENTRAL ASSOCIATION. Miss Mary Agnew, 13 W. 19th St. | Miss Virginia Hollins, 22 W. 43d St. Mrs. Archibald Alexander, Hoboken, N. J. Mrs. Franklin Allen, 117 Amity St., Brooklyn. Mr. R. T. Auchmuty, 61 University Place. Place. Mr. Charles A. Barnard, The Chelsea, Mrs. C. W. Ide, 43 Remsen Street, W. 23d St. Brooklyn. Mrs. Clarence E. Beebe, 44 W. 38th St. | Mrs. Theodore Irving, 21 W. 82d St. Miss Josephine Bennett, 45 Lafayette Miss A. W. Kirkwood, 125 St. Mark’s Place. Place. Mrs. Samuel P. Blagden, 18 Gram- Miss Louisa J. Kirkwood, 125 St. ercy Park. Mark’s Place. Mrs. Wm. T. Blodgett, 11 E. 12th St. | Miss Charlotte T. Lane, 131 E. 21st St. Mrs. Theodore Bronson, The Hanover, Miss C. T. Lawrence, 45 E. 29th St. 2 E. 15th St. Miss Leclére, 432 Madison Ave. Mr. Wm. F. Bridge, 309 Lexington Ave. | Mrs. Josephine Shaw Lowell, Castle- Miss Blanche Brown, 717 Fifth Ave. town, S. L Miss S. Edwina Brown, 76 W. 47th St. Mr. C. E. Merrill, 327 Lexington Ave. Mrs. L. B. Briant, 341 W. 34th St. | Miss J. H. Oakley, 40 W. 9th St. Mrs. E. A. Buchanan, 222 W. 38th St. Miss A. C. Olyphant, 160 Madison Ave. Mr. John S. Bussing, 26 E. 10th St. | Mrs. John R. Paddock, Brick Church, Mrs. John S. Bussing, 26 E. 10th St. | N. J. Mrs. Julius Catlin, 16 E. 45th St. | Mrs. C. M. Parker, 209 Madison Ave. Mrs. Joseph H. Choate, 50 W. 47th St. Mr. J. W. Pinchot, 233 Fifth Ave. Mrs. Wm. G. Choate, 108 E. 81st St. | Mr. Wm. A. Potter, 121 E. 23d St. Mrs. A. C. Clark, 7 W. 224 St. | Mrs. James Pyle; 500 Madison Ave. Miss J. N. Demarest, 38 W. 33d St. | Miss Rosalie Rapallo, 17 W. 31st St. Miss A. L. Denny, 19 W. 36th St. | Mrs. Wm. B. Rice, 17 W. 16th St. Miss Grace H.Dodge, 262 Madison Ave. | Mrs. Andrew J. Rickoff, Yonkers, Mrs. A. A. Eustaphieve, 13 E. 324 St. N.Y Miss I. E. Folsom, 320 E. 17th St. | Mrs. A. Richarde, 12 E. 69th St. Miss Margaret Francis, The Florence, | Miss Robbins, 116 W. 21st St. Fourth Ave. & 18th St. | Mr. Theodore Roosevelt, 422 Madi- Mr. Geo. Walton Green, 334 Lexing- | son Ave. ton Ave. | Mrs. A. F. Schauffler, 260 Fourth Ave. Mrs. Egbert Guernsey, 526 Fifth Ave. Miss Louisa Lee Schuyler, 19 W. 31st Mrs. H. O. Havemeyer, Stamford, | St. Conn. | Mrs. J. Blair Scribner, 32 E. 38th St. Mrs. R. S. Hayward, 175 E. 116th St. Miss Marion Sharpless, 151 E. 37th St. Mrs. J. A. Hewlett, 61 Remsen St., | Mrs. John Sinclair, 521 Madison Ave. | Miss A. P. Slade, 135 Madison Ave. Castle Point, | Mr. Walter Howe, 185 Madison Ave. Miss Howe, 21 W. 32d St. Mrs. W. S. Hoyt, New Rochelle, N.Y. Miss Emily Huntington, 125 St. Mark's Brooklyn. 6 Mr. E. D. Spring, Perth Amboy, N. J. | Miss Adele Turnure, 12 E. 36th St. Mrs. William A. Street, 54 W. 20th St. | Miss S. M. Van Amringe, 126 E. 28th Mrs. Francis Lynde Stetson, 143 E. St. 37th St. | Miss Katherine Van Nest, 63 W. 38th Miss M. A. Stockwell, 63 W. 38th St. St. : Miss E. M. Thomson, 68 Park Ave. Gen. Alexander S. Webb, 15 Lexing- Mr. Samuel Thorne, 8 E. 55th St. ton Ave. Miss M. H. Trotter, 29 W. 17th St. Mr. William Whitlock, 140 Nassau St. Mrs. D. M. Turnure, 12 E. 36th St. | Mr. John D. Wing, 16 W. 49th St. HONORARY MEMBERS. Mr. F. A. P. Barnard, Pres. Columbia | Mr. D. Willis James, 40 E. 39th St. College, 63 E. 49th St. | Mr. Morris K. Jesup, 197 Madison Mr. Charles L: Brace, Sec. Children’s Ave. Aid Society. ‘Hon. Wm. P. Letchworth, Pres. State Mr. Chauncey M. Depew, 22 E. 45th Board of Charities, Albany, N.Y. St. Hon. Seth Low, Brooklyn. Mr. Wm. E. Dodge, 262 Madison Ave. Rev. Edward McGlynn, D.D., 142 E. General John Eaton, U. S. Commis- | 29th St. sioner of Education, Washington, Right Rev. Henry C. Potter, D. D,3 D.C. W. 56th St. Mr. E. L. Fancher, 141 Madison Ave, Mr. Adolph L. Sanger, 147 W. 424 St. Rev. Gustave Gottheil, D.D., 681 Rev. Henry M.Sanders, D.D.,435 Fifth Madison Ave. Ave. Rev. John Hall, D.D., 3 W. 56th St. | Mr. Edward Schell, 644 Broadway. Hon. Abram S. Hewitt, 9 Lexington Mrs. Jonathan Sturges, 40 E. 36th St. Ave. Rev.W. M. Taylor, D.D., 5 W. 35th St. Mrs. Augustus Heminway, Mt. Ver- Rev. O. H. Tiffany, D.D., Madison non St, Boston, Mass. Ave. Hotel, cor, 58th St. CORRESPONDING MEMBERS. Judge E. W. Blatchford, Chicago, Ill. Mrs. Charles Henrotin, 353 La Salle Rev. Geo. L. Chaney, 16 E. Cairo St., | Ave., Chicago, Ill. Atlanta, Ga. ‘Mrs. E. L. Jebb, The Lyth, Ellesmere, Mr. Henry Grew, Boston, Mass. | Shropshire, England. Rev. Edward Everett Hale, Boston, Mr. Charles G. Leland, Brighton, Mass. | England. , ANNUAL REPORT OF THE INDUSTRIAL EDUCATION ASSOCIATION. rst Annual Report of the Industrial . ! 3 In presenting the Fi e the objects for ® rs : . al Education Association, it seems wise to st which it was organized. ; « Jrirst.—To obtain and dissemina j NT dustrial Education and to stimulate public opinion : oe « Second.—To invite co-operation between existing org : : i 1 ial training. i ny form of industria g- zations engaged ina 1y ation, « Third.—To train women and girls 1 To seonums ote the training of both sexes In such industr ained to become self-supporting. a 1 s of In- « FF ourth.—To study and devise methods and system a : . . . > . c 1 dustrial training, and secure their introduction Hos a sal ¢ sch also, when expedient, to form special classes anc ’ such instruction. « Fifth.—To prov and, if necessary, to tr te information upon In- and to prom shall enable those tr ide instructors for schools and classes, : J, ain teachers for this work. : : repara- The work of this first year has been largely on 0 2 pe izati 'm basis ; tion. To place the new organization upon a i” ib ati those already activ inter nd co-operation of tivel secure the interest a 0s Hae cin engaged in various forms of industrial training 2 i Sok 3 sould most effectually . d of oement such as cou all the Board of Manag : i mote its objects ; to investigate the work done by e g ———— iid mp— _— —— Ti 8 further efforts, were matters of great importance, and have Semanied a large expenditure of time, thought, and effort. 1e contrast between the feeble beginnings of one year ago and the position occupied by the Association to-day justifies the wisdom of this course. Not only has the Association accomplished much practical work, but by means of private interviews and through the pub- lic press, it has presented its objects, tested the sympathy of the community with its purposes, deepened the conviction of their importance, and received the approval of many thought- ful men and women. P Having already stated the objects of this Association, the methods proposed for their accomplishment claim our attention. The various interests of the Association have been intrusted to the care of four Committees, viz.: Committee on Finance, Committee on Books and Printing, Committee on Industries, and Committee on Domestic Economy. To the Committee on Finance belongs the duty of devising ways and means to secure the funds needful to carry on the work, a duty by no means insignificant when we remember that a considerable outlay must necessarily attend the earlier stages of this work. Funds are needed to train teachers, to provide suitable books of reference, to establish classes in manual train- ing, and to issue such publications as may promote the interests of the cause. Early last fall this Committee issued a circular, setting forth the nature and needs of the work, which in most tosanses met a very cordial response. Thus far the donations and subscrip- tions received have been sufficient to meet immediate needs, though not enough to inaugurate all the work the Association had in view. The Committee on Books and Printing prepares for the press publications to be issued by the Association, selects such books as can be recommended for use in schools and classes, and disseminates, through the public press, information cal- culated to promote an intelligent interest in Industrial Educa- tion. To this Committee belongs the selection of books for 9 the Association Library, to be secured by donation or pur- chase. The nucleus of a library has already been ob- tained. The manuals of Advanced Lessons in Kitchen Garden and Domestic Economy, prepared by the organization of which this Association is an outgrowth, are recommended by this Com- mittee for use in schools and classes. The Committee has also in preparation Mrs. Briant’s lessons in Agriculture, an ingen- ious development of the Kitchen Garden system, by which little boys are instructed in the elements of agricultural pur- suits, using a large box of earth, with miniature ploughs, har- rows, rakes, and hoes. A paper on “Industrial and Technologic Education” was prepared for the National Conference of Charities and Correc- ‘tions, by Mrs. John R. Paddock. This paper contained a valuable summary of the whole subject, and presented a most forcible argument in its favor. Five hundred copies were is- sued in pamphlet form, and have been widely circulated, the demand indicating the attention which this subject is now claiming. To the Committee on Industries has been assigned the task of devising methods of industrial training suitable for introduc- tion into schools, reformatories, orphanages, asylums, and other institutions. Upon it devolves a large share of the student work which is an essential element in the efforts of this Asso- ciation. To ascertain what can be done to further the intro- duction of industrial training, it is necessary to understand thoroughly the existing systems of public and private educa- tion, and to know the industrial methods pursued in this and other countries. Only by close acquaintance with all the facts of the case will it be possible to devise adequate measures to. secure the adoption of practical manual training as a feature in all education. The scope of this work isso large that it naturally suggests the division of labor by the formation of Sub-committees, to whose care special interests are delegated. Already we have Sub-committees on Schools and Classes, on Reformatories, on Er ————— 10 Asylums for the Insane, and one on Orphanages will soon be added. By these Committees a large number of public and private schools, reformatories, and asylums have been visited together with many institutions where industrial training 5 given. Some of these will be found enumerated in the Ap- pendix to this report. While it is most gratifying to discover the amount of volun- teer and private effort in behalf of technologic and industrial training in New York City and vicinity, indeed throughout the whole country, the fact remains that these efforts reach but a small percentage of the population, and leave a large want totally unsupplied. In the judgment of the Committee of Industries, this want can be best supplied by making the train- ing of the hands no less than the training of the head a part of the general system of education. Mature deliberation con- vinced the Committee that the best way to secure the desired result would be to establish centres where, by practical experi- ment, the value and feasibility of manual training could be demonstrated. Recognizing the power that wonld accrue to such a movement by identifying it at once with the public schools of New York City, application was made to the Board of Education for the use of a school-building, one afternoon in the week, for the purpose of holding classes after the regular school hours in Sewing, Domestic Economy, Designing, Model- ling, Simple Carpentry, and the Use of Tools ; the Association to assume the entire care and expense, and the classes to be open at all times to the inspection of teachers and trustees of the public schools, and members of the Board of Education. This petition was signed by prominent citizens representing a variety of influential interests and a strong public sentiment in favor of the introduction of manual training. In presenting this petition much encouragement was derived from the fact that the Board has already appointed a Committee on Indus- trial Studies, whose intelligent appreciation and deep interest in the subject promise favorably for its future development. That this petition has not yet been granted is not a matter for discouragement. Time is needed to prepare the way for a 11 movement of such vast importance, and we have every con- fidence that the results achieved by other cities in the direction of manual training will sooner or later be reached in our own. Members of the Committee on Industries are now testing a system of graded sewing, with a view to preparing a course suitable for introduction into public schools. This Committee is also actively engaged in devising plans for the instruction of boys in various manual arts, and the future efforts of the As- sociation will be largely in their behalf. At present, attention is specially directed to boys from six to twelve years of age, who need something to follow the Kindergarten, and continue tlie manual training there begun, until they are old enough to use the carpenter’s and machinists tools. The Committee on Domestic Economy takes for its special field to encourage the training of women and girls in the various departments of household work, and aims to promote a more general interest in the study of Domestic Economy. Under the auspices of this Committee the work of the original Kitchen Garden Association is also continued and efforts made to secure the extension of the Kitchen Garden system as an elementary training in household work. This Committee has made special efforts to introduce the study of Domestic Economy into the leading private schools of the city. Much success has followed these endeavors, and fifteen classes have been established in the following well-known schools: Mus. J. Sylvanus Reed’s, Mrs. Theodore Irving's, Madame Mears’, Miss Graham’s, Mrs. Williames', Miss Anne Brown's, Mrs. Grifliths’. These classes have been under the care of Miss Julia IL Oakley, to whose admirable management and success as a teacher ample testimony is borne. The lady at the head of great satisfaction in Miss Oakley’s one school expresses “her inimitable method of teaching, and feels that it will shed order and comfort in future households.” Others speak of these lectures as valuable and interesting, and the fact that more than three hundred young ladies have received this instruction with enthusiastic attention is a source of great encouragement in the impetus thus afforded to the study of Domestic Economy. 12 As a further step in the same direction, a course of parlor lect- ures was given, chiefly for the benefit of young housekeepers and such mothers as had expressed their desire to share in the advantages enjoyed by their daughters in the schools. In several of the Girls’ Clubs and Friendly Societies evening classes have been.held, and by this means an equal number of working girls have received an impulse in favor of practical household management. In the Eleventh Street Home for Destitute Girls, the hap- piest results have attended Miss Oakley’s teaching. Here a part of the time is devoted to explaining the theory, and the balance to the actual performance of household duties under Miss Oakley’s direction. As the inmates of this Home remain but a short time, several classes, including about sixty girls, have been under instructions, and the Managers of the Home in their recently published report acknowledge the good results of this practical training. Classes in Kitchen Garden are also held in St. Mark’s, St. Augustine’s, Romeyn and Memorial Chapels, in the Model and Improved Tenements, Cherry and Seventy-second Streets, and at the Coffee Tlouse of the Bible and Fruit Mission. These are in charge of Miss Buchanan, who has been specially trained for the work, and gives great satisfaction in it. In securing the objects of this Committee, valuable aid is rendered by the New York Cooking School, which co-operates with us most successfully in supplying that instruction in cook- ing so indispensable to a thorough household training. Under the care of the New York Cooking School twenty classes have been established chiefly in Mission Chapels and Societies of Working Girls. Seven teachers are already employed and more will be ready for thg work next year. The beneficial results of this training are daily seen. Girls are made capable of caring for their homes, women become better household managers, and men secure happier and more comfortable homes. Last fall the Association was invited by General John Eaton, United States Commissioner of Education, to represent its work in the Industrial Department of the New Orleans Ex- 13 position. After mature deliberation it was deemed inexpedient at this early stage to attempt any such representation. For the past year the Association has shared the rooms of the Society for Instruction in First Aid to the Injured. An office has now been secured at 21 University Place, the rent of which has been pledged for one year. In this connection we may allude to the more general work of the Association. Efforts have been made to establish cor- respondence with those known to be interested in this subject, and with such institutions as have already made progress in any department of industrial training. The prompt and cordial responses received, and the readiness shown to co-operate in the aims of the Association, attest the liberal spirit which animates the whole movement in favor of Industrial Education. Through Mr. Charles G. Leland we have been put into com- munication with Mrs. E. L. Jebb, who has done such an impor- tant work in establishing the Tome Arts and Industries Association, already accomplishing such good results in Great Britain. Mus. Jebb has consented to become a Corresponding Member of our Association, and through her we learn of a remarkable hand-work movement in Sweden and Finland. Thus it is that our sources of information are constantly increas- ing, and our work broadening. Even in one short year the Association has become widely known, and requests for infor- mation and assistance in industrial projects come from all parts of the country. Arrangements have just been completed for sending Miss Oakley to train a normal class in Toronto, Can., where a favorable opening for industrial work is presented. Turning from what has been done by the Association during the past year, let us glance fora moment at some of the work before us. : From the President of the New York State Board of Charities has come the request to further industrial training in Reformatories. The abolishment of the contract system opens the way for new and better efforts in this direction, and makes Snmediate action a necessity. But it must also be remembered that the contract system enabled these institutions to carry on 14 industrial departments, not only without expense, but even with some degree of profit. ence in substituting a system by which our juvenile delinquents may be afforded the advan- tages of a more thorough industrial training, it will be necessary that the idea of immediate profit from the labor of the child should be supplanted by the higher idea of profit to the child, and subsequently to the State ; a result which has been proved by practical experience where the introduction of industrial training into the reform schools has materially diminished the criminal lists. Another field claims our attention and demands our effort. Actual experiment has proved that the introduction of indus- trial pursuits into asylums for the insane has been of incalcu- lable benefit as a curative or at least a mitigating agency, and this movement needs to be more generally inaugurated. Orphanages exercise a powerful influence in giving bias to the lives of thousands of future citizens. What could be more important than to promote the manual training of the children in these institutions and thus open to them countless avenues of useful employment, and provide a reasonable security against a relapse into pauperism ? These various institutions offer wide opportunities for testing the value of Industrial Education, but they are not to take pre- cedence of the greatest and most important part of our work. Recognizing the force of that oft-quoted saying, “ What we wish to see introduced into the life of the nation must first be introduced into the life of its schools,” and placing beside it the no less evident fact that « every form of industry now de- mands the ingenious brain and the cunning fingers of educated labor,” we see at once the future work of the Industrial Edu- cation Association. The Scientific and Technologic Schools and Colleges, the Agricultural Colleges, Industrial Universities, and Manual Training Schools already established, have done much toward the solution of this great problem, but the work is only just begun. * What we need,” it has been well said by an English writer, “is to liberate the hand-power which is now going to waste, just as we have set free the brain-power.” 15 This is our object, and the indications are that before many years the claims of Industrial Education will be admitted as co-equal with those of general elementary education, For the Board of Managers, Jane P. Carrer, Secretary. APRIL 7, 1885. 17 ANNUAL SUBSCRIPTIONS AND DONATIONS. For year ending, March 31st, 1885. Mrs. Franklin Allen $2 00 | Miss Leclére Mrs. A. A. Alvord 10 00 | Mr. W. P. Letchworth Mr. C. F. Alvord 10 00 Miss M. K. Livingston Mr. James Armstrong. ....... 0 00 Mrs. J. S. Lowell...... ...... Mrs. Clarence E, Beebe 5 00 Mrs. C. E. Merrill Miss Josephine Bennett 10 00 Mrs. M. J. Morgan Mrs. Heber R. Bishop 20 00 Mrs. E. E. Olcott Mrs. S. P. Blagden 5 00 Miss A. E. Olypbant Mrs. W. T. Blodgett 5 00 Mrs. John R. Paddock Mrs. Theodore Bronson 2 00 Mr. John Paton Mrs. Edward J. Brown 10 00 | Miss M. L. Perlee Miss S. Edwina Brown Mrs. Isaac 8. Platt Mrs. John S. Bussing Mrs. A. Richarde..... aininnin nie Miss J. P. Cattell Miss H. L. Robbins Mrs. W. G. Choate Miss R. Rapallo.............. Mrs. A. C. Clark Miss E. S. Sage.......... ine The Misses Cooper Mrs. J. Blair Scribner........ Mrs. William E. Dodge Mrs. A. F. Schauffler Mr. W. E. Dodge, Jr 100 00 | Mr. Edward Schell Miss J. N. Demorest 5 00 | Miss Louisa Lee Schuyler. ... Rev. D. Stuart Dodge Miss Marion Sharpless Mr. Norman W. Dodge.... Mrs. Joseph R. Skidmore.... Miss A. L. Denny Miss M. J. Skidmore Miss Grace H. Dodge Mrs. John Sinclair Mrs. N. D. Ellingwood Miss A. P. Slade Miss Annette Estep Miss M. K. Sparks Mrs. A. A. Eustaphieve Mrs. Francis Lynde Stetson .. Miss H. D Fellowes Miss M. A. Stockwell Miss I. E. Folsom Mr. Ancon P. Stokes Migs Margaret Francis. ....... Mrs. W. A. Street..... ..... Mrs. B. W. Franklin Mrs. John H. Taylor . H. 0. Havemeyer Miss E. M. Thomson . R. S. Hayward Miss M. H. Trotter . Charles Henrotin ! Mrs. David M. Turnure . J. A. Hewlett Miss Van Nest Miss Virginia Hollins. .... dies 22 $272 8S. EpwINA BrowN, Treasurer, Treasurer. By Balance from Kitchen Garden Association. . Subscriptions and Donations. ............. | et | | 120 60 | « Percentage on sale of Manuals............. | | | 37 32 | « Receipts for services of Teachers.......... 130 77 IN ACCOUNT WITH INDUSTRIAL EDUCATION ASSOCIATION, Epwinxa Brown, ..$1,256 35 | S. REPORT OF TREASURER FOR THE YEAR ENDING, MARCH 31, 1883. JoHN 8S. BUSSING, EDWARD J. BROWN, Miss Catherine L. Wolfe...... To Salaries of Teachers and Secretary. . ¢ Committee on Books and Printing..... ¢¢ Committee on Domestic Economy..... ¢“ Balance on hand, March 31st......... Examined and found correct April 1, 1885. ¢¢ Office and Current Expenses. . Mr. Morris K. Jessup Mrs. R. W. Lawrence $1,334 00 Miss C. T. Lawrence. ....... APPENDIX A. = Tne following list embraces schools and institutions visited in this and other cities ‘by members of the Industrial Education As- sociation, and gives a brief outline of the industrial training carried on in each. This list is necessarily imperfect, but will be enlarged as further information is obtained. In time it is hoped to make a complete directory of industrial schools and institu- tions. In preparing this list it has been impossible to enumerate the industrial schools attached to various Missions and Chapels, the schools of the American Female Guardiin Society, and those of the Children’s Aid Society, in most of which more or less indus- trial training is given. New York Trape ScnooLs, First Avenue and 67th and 68th Streets.—Evening Classes for young men in Plumbing, Bricklay- ing, Fresco-painting, Stone-cutting, Plastering, Pattern-making tor moulders and machinists, Carpentry, and Wood-carving. Tue Younc WoMEN’S CHRISTIAN ASSOCIATION, ? East 15th Street.—Free Classes for young women in Bookkeeping, Cutting and Fitting, Plain and Fine Sewing, Machine-sewing, Type-writ- ing, Phonography, Retouching Photo-negatives, Photo-color and Crayon, Drawing and Technical Design. Cooper UNION, Sth Street and Fourth Avenue.—Classes in Drawing and Designing, Modelling in Clay, Free-hand, Archi- tectural and Mechanical Drawing, Decorative Painting, Wood- engraving, Telegraphy, Phonography, Type-writing, and Photog- raphy. Tug SocieTY oF DECORATIVE ART, 28 East 21st Street.—Free Industrial Art Classes in Drawing and Designing, Modelling, Artistic Embroidery, Drawn Work, Plain and Fine Sewing. Paid Classes in Drawing and Designing, Modelling, Decorative Paint- ing, Ecclesiastical and Art Needlework. 19 GramMERcY Park Toor Housk, 104 East 20th Street.—In- struction in Carpentry, Wood-carving, Turning, Iron-working, Use of Tools and Machines, Enamelling, Mosaic Work, Photog- raphy, and Printing. . New York City COLLEGE, corner 23d Street and Lexington Avenue.—Boys are taught Mechanical Drawing and Designing, Modelling and Construction, Carpentry, Vise- and Forge work, in connection with regular school course. TECHNICAL SCHOOLS OF THE METROPOLITAN MUSEUM OF ART, 914 East 34th Street.—Classes in Drawing, Designing, Model- ling, and Carriage-making. Tur TurN VEREIN, 15 and 17 East 3d Street.— Afternoon in- struction in Drawing, Designing, Modelling, Sewing, Embroidery, Knitting, Bookbinding, Turning. ; Tae WoMmeN’s InsTiTtuTE oF Tecmnicar Desien, 112 Fifth Avenue.—Instruction in Drawing and Decorative Painting, De- signing in all its branches, Metal-work, Wood-carving, Model- ling in Clay, Interior Decorations. WORKINGMAN’s Scuoor, 109 West 54th Street.—The school course includes Sewing and Mending, Knitting and Cutting, Drawing, Designing, Construction, Modelling, Carpentry, Wood- turning, Iron-working and Mechanical Construction. WiLsoN INDUSTRIAL ScuooL, 125 St. Mark’s Place.—Classes in Sewing, Kitchen Garden, and Cooking Garden. House AND ScHooL oF INDUSTRY, 120 West 16th Street.— Sewing ; order work a specialty. Five Points House or INDUSTRY, 155 Worth Street.—Instruc- tion in Sewing, Household-work, and Type-setting. Home oF INDUSTRY AND REFUGE FOR DiscHARGED Convicts, 40 East Houston Street.—Inmates instructed in the manufacture of Brooms, Scrubbing-brushes, and Shawls. 20 Tue NEw York JUVENILE Asyrum, 176th Street and Tenth Avenue.—Children are taught Laundry- and House-work, Sewing and Mending, Tailoring, and Shoemaking. House or Reruak, Randall’s Island. —Girls are taught Laun- dry- and House-work, Sewing, Mending, and Tailoring, and boys are engaged in Stocking-knitting. Tur Catnoric ProTECTORY, Westchester, N. Y.—Instruction ’ ) given in Printing, Electrotyping, Chair-caning, Shoemaking, Tailoring, Silk-weaving, Stocking-knitting, Kid Glove-making, Shirtmaking, Sewing, Dressmaking, Embroidery, Cooking, Laun- dry- and House-work. House or Reruek, Philadelphia, Pa,—Inmates instructed in Laundry- and House-work, Sewing, Tailoring, Shoemaking, Stock- ing-knitting, Chair-caning, and Iron-working. Tune Peruam Inpustry, Pelham Manor, N. Y.; under the direction of Mrs. W. S. Hoyt and others in the neighborhood.—1In- struction in Carpentry, Cabinet-work, Wood-carving, Upholstery, Mattrass-making, Brass-work, Leather-work, Designing, Model- ling, Plain Sewing, and Embroidery. PusLic Scuoor at Montclair, N. J.—Sewing, Embroidery, Carpentry, and Wood-carving are included in regular school course. Girarp CoLLEGE, Philadelphia, Pa,—Pupils instructed in Iron- working, Use of Machinist’s Tools, Carpentry, Turning, Fret-saw- ing, Shoemaking. Tue LeLaNp Schoor, Philadelphia, Pa., in Hollingsworth Pub- lic School, Locust Street, above Broad. —Classes in Drawing, De- signing, Modelling in Clay, Repoussé-work, Leather-work, Car- pentry, and Wood-carving. Boys’ INsTITUTE OF INDUSTRIES, 375 Harrison Avenue, Boston, Mass.—Carpentry Classes. 21 Norri Exp Inpustrian Homg, 39 North Bennett Street, Bos- ton, Mass.—Classes in Sewing, Cutting and Fitting, Laundry- work, Cooking, Carpentry, Shoemaking, and Printing. Sour Exp INDUSTRIAL Scuoor, Roxbury, Boston, Mass.— Classes in Sewing, Book-keeping, Drawing and Designing, Print- ing, and Carpentry. St. VINCENT DE PAUL'S INDUSTRIAL SCHOOL, 343 West 42d Street. New YORK INSTITUTION FOR THE INSTRUCTION OF THE Dxar AxD Duns, Tenth Avenue and 162d Street. NEw York Institution ror THE Brio, Ninth Avenue, cor- ner 34th Street. v Hesrew TrcuNICAL INSTITUTE, 129 Crosby Street. Tue Woman’s Excnaxce, 329 Fifth Avenue. LEAKE AND Warts’ OrrHAN HOUSE, Manhattanville, and Tenth Avenues, 111th and 112th Streets. APPENDIX B. BOOKS AND PAMPHLETS IN LIBRARY ‘OF INDUS- TRIAL. EDUCATION ASSOCIATION. Art Manuals. By Charles G. Leland. (From Mr. William Whitlock.) No. 1, Ceramic Art ; No. 3, Wood-engraving ; No. 4, Art Needlework, Part I. ; No. 5, Leather-work; No. 6, Decorative Oil-painting ; No. 7, Art Needlework, Part II.; No. 8, Repoussé-work ; No. 9, Stencilling ; No. 10, Drawing and Decorative Design; No. 11, Papier Maché; No. 12, Modelling in Clay. Nos. 1,2, 3, of Brass Album Designs. Advanced Lessons in Kitchen Garden. Account of an Industrial School in Boston, for the season of 1876-1877 (out- growth of the Whittling School). (From Rev. George L. Chaney.) Board of Education, New York City. Forty-second Annual Report. 1883. (From Mr. Eugene H. Pomeroy.) Board of Education, New York City. Manual for 1883. (From Mr. Benjamin F. Manniere.) Board of Education, Massachusetts. Forty-fourth Annual Report. 1789-80. (From Mrs. John 8. Bussing.) Children’s Kitchen Garden Manual. Cookery Manuals. By Mrs. Emma P. Ewing. No. 1, Soup and Soup-mak- ing ; No. 2, Bread and Bread-making. (From Mrs. Emma P. Ewing.) Circulars of Information. No. 4. 1882. Industrial Art in Schools. By Charles G. Leland. No. 4. 1879. Training Schools of Cookery. (From United States Bureau of Education.) Conference of Charities and Corrections. 1884. Eleventh Annual Report. (From Mrs. John R. Paddock.) Classified List of the Reformatory and Preventive Institutions connected with the Reformatory and Refuge Union. London, 1884. (From Mrs. John R. Paddock.) Catholic Protectory, New York. Twenty-second Annual Report. 1885. Cooper Union, New York. Twenty-fifth Annual Report, May, 1884. Directory to the Charitable and Beneficent Societies and Institutions of the City of New York. Charity Organization Society. Education in its Relation to Manual Industry. By Arthur M’Arthur. Five Points House of Industry, New York. Annual Report. 1885. Girard College, Philadelphia. Annual Report for 1883. Prof. H. L. Gregory, LL.D. Hou: ehold Economy. For use in Schools. 23 How to use Wood-working Tools. Home of Industry and Refuge for Discharged Convicts, New York. Report for January 1, 1885. Industrial Educations in the United States. A special report prepared by the United States Bureau of Education. 1883. (From United States Bureau of Education.) Tlustrated Sewing Primer. Industrial Training of Destitute Children. Article by Samuel Smith, M.P., in Contemporary Review for January, 1885. Illinois Industrial University. Eleventh Annual Report. 1882. Catalogue and Circular for 1883-1884. Industrial Work of Reformatory Institutions in Great Britain and Ireland. Industrial School for Girls, Connecticut. Fifteenth Annual Report. 1885. Industrial School for Girls, Wisconsin. Ninth Annual Report. 1884. Industrial School, State of New Hampshire. Annual Reports for 1883 and 1884. Towa Agricultural College. Annual Catalogue. 1884. Kitchen Garden Manual. New Edition. (From Miss Emily Huntington.) Loan Relief Association. Fifth Annual Report. 1883. Manual Training School. Washington University, St. Louis, Mo. Fifth An- nual Report. 1885. New York Juvenile Asylum. Thirty-third Annual;Report. 1884. New York House of Refuge. Sixtieth Annual Report. 1884. North End Industrial Home, Boston, Mass. Report for 1881. Primers of Domestic Science. Mrs. Harriet J. Willard. No. 1, Kitchen and Dining-room ; No. 2, Parlor, Bedroom, and Laundry. Protestant Orphan Asylum, Cleveland, O. Annual Report. 1884. Report of the Commissioner of Education. 1882-83. (From United States Bureau of Education.) Report (second) of Royal Commissioners on Technical Education. Vol. I. London. (From Mrs John R. Paddock.) Relief and Reform. By William P. Letchworth. (From Mr. Letchworth.) Report on Industrial Education. By John D. Runkle, Ph.D., LL.D., Walker Professor of Mathematics in the Institute of Technology, Boston, Mass. (From Mr. Runkle. ) Refuge and Reformatory Journal. London. January-March, 1885. Society of Decorative Art, New York. Annual Report. 1884. State Charities Aid Association, New York. Eleventh and Twelfth Annual Reports. 1883-1884. State Reformatory at Elmira, N. Y. Annual Report for year ending Septem- ber 30, 1884. Special Report of the Committee on Revision of Studies and the Introduction of Sewing into the Public Schools. Philadelphia. 1884. Technologic Training in Reform Schools. By William P. Letchworth. (From Mrs. John R. Paddock.) The Kitchen Garden, for January, 1885. 24 Technical Educations and Industrial Drawing in Public Schools. Reports and Notes of addresses delivered at Montreal and Quebec. By Professor Walter Smith [South Kensington, Eng.]. The Manual Element on Educations. By John D. Runkle, Ph.D., LL.D, Walker Professor of Mathematics in Institute of Technology, Boston, Mass. (From Mr. Runkle.) i The Progress of the Working Classes in the Last Half Century. Paper by Robert Giffen, Esq., LL.D., President of the Statistical Society, London. Women's Home Missionary Society of the Methodist Episcopal Church. Third Annual Report. 1885. Including special reports of Industrial work at the South. Work for Women. By George W. Manson. Women's Education Association, Boston. Annual Report for 1885. Workingman's Schools, New York. Second and Third Annual Reports. January, 1881-1883. Willard Asylum for the Insane. Sixteenth Annual Report. 1884. Wilson Industrial School for Girls, New York. Thirty-second Annual Report. 1885. Women's Institute of Technical Design. Prospectus and Reports. 1885. Young Women’s Christian Association of the City of New York. Fourteenth Annual Report. 1884. Donations of books, pamphlets, or papers bearing upon the work of this society are solicited, and may be sent to the office, 21 University Place. Mgrs. JouN R. PADDOCK, Librarian. BY-LAWS OF THE INDUSTRIAL EDUCATION ASSOCIATION, NEW YORK. I. TITLE. The name of this Association shall be the Industrial Education Association. II. OBJECTS. The objects of the Association shall be : First. To obtain and disseminate information upon Industrial Education, and to stimulate public opinion in its favor. Second. To invite co-operation between existing organizations engaged in any form of industrial training. Third. To train women and girls in domestic economy and to promote the training of both sexes in such industries as shall enable those trained to become self-supporting. Fourth. To study and devise methods and systems of indus- trial training and secure their introduction into schools ; also, when expedient, to form special classes and schools for such instruction. Fifth. To provide instructors for schools and classes, and, if necessary, to train teachers for this work. III. MEMBERSHIP, The Association shall consist of Members of the Central As- sociation, Corresponding Members, and Honorary Members. Members of the Central Association shall conduct the active business of the Association, and shall be residents of New York City or its vicinity. Corresponding Members may be residents of any part of the United States or of foreign countries : they shall be requested to send to the Secretary information bearing 26 upon the objects of the Association, but shall not be responsible for any action taken by the Association, nor shall they be obliged to adopt the principles advocated by the Association. Honorary Members shall be chosen for valuable aid rendered the Asso- ciation, or for distinguished services in behalf of Industrial Edu- cation. Members of the Central Association shall be entitled to vote at the Annual Meeting of the Association, and upon the admission of new members at any meeting. IV. ELECTION OF MEMBERS. All members shall be elected by a majority vote of members present at any meeting of the Association. Application for mem- bership must be made through a member of the Association, who shall send the name of the proposed member to the Board of Managers: if approved by the Board, the name shall be sub- mitted to the vote of the Association. The failure of any member to attend three consecutive regular meetings of the Association, without notifying the Secretary, may be considered as equivalent to a resignation. V. BoArRD oF MANAGERS. The Association shall be controlled by a Board of Managers, to consist of fifteen persons, who shall be elected annually by a majority vote, by ballot, of members present at the Annual Meet- ing. Any vacancy occurring during the current year shall be filled by the Board of Managers from Members of the Central Association. It shall be the duty of the Board of Managers to devise and adopt such measures as may best promote the objects of the Association and increase its efficiency. The Board shall have full power to control the affairs and funds of the Association. It shall have authority to enforce the observance of the By-laws of the Association, and shall have power, by a two-thirds vote of its members, to remove any member from the Association, for such cause as it may deem sufficient, other than non-attendance at meetings. The Board shall appoint the Chairmen and members of the Standing Committees from the members of the Association an- nually, immediately after the Annual Meeting, and shall have power to add additional members to said Committees at any time. Members of the Board of Managers shall be ex-officio members of all Standing Committees. Nothing shall be published in the 27 name of the Association without the consent of the Board of Managers. The Board of Managers shall hold monthly meetings from October till May inclusive, and oftener if desirable. Five mem- bers shall constitute a quorum. It shall make its own By-laws. The Board shall make a full report of the affairs and funds of the Association to the Association at its Annual Meeting. VI. OFFICERS. The Officers of the Board of Managers shall be a President, one or more Vice-Presidents, a Treasurer, an Assistant Treasurer, a Recording Secretary, and a Librarian. They shall be elected an- nually, from the incoming Board of Managers, by a majority vote, by ballot, of members of the Board. The Officers of the Board of Managers shall also be the Officers of the Association, and shall hold office until their successors are elected or appointed. VII. PRESIDENT AND VICE-PRESIDENT. The President shall preside at all meetings or appoint a sub- stitute ; shall call special meetings at discretion, or upon the written request of five members ; shall appoint special Committees, and shall have charge of the general interests of the Association, Prior to the Annual Meeting the President shall appoint a Committee to nominate the Board of Managers for the ensuing year, and an Auditing Committee to examine and report upon the accounts of the Association. The members of these Committees shall not be members of the Board of Managers. A Vice-President shall, in the absence of the President, perform all the ordinary duties of the President. VIII. TREASURER. The Treasurer shall be charged with the custody of all the securities and funds of the Association, shall keep an account in the name of the Association, in an Institution approved by the Board of Managers, in which he shall immediately deposit all money received. The Treasurer shall keep an account of all re- ceipts and disbursements, and shall pay no moneys except by order of the Board, or on the authorized warrant of the As- sistant Treasurer. The Treasurer shall present monthly written Mian RAR nt Bs oT ET ra A ee re aE i Ei RG Ll elo BAA 28 reports to the Board and an annual report to the Association. The financial year of the Association shall end March 31st. IX. ASSISTANT TREASURER. The Assistant Treasurer shall keep a complete list of the sub- scribers and donors, and collect the subscriptions ; shall attend to all details pertaining to receipts and disbursements, keeping an accurate account of the same, and once in each month transmit to the Treasurer a statement, and pay to the Treasurer all moneys received. The Assistant Treasurer shall draw upon the Treasurer for all salaries, and for current office expenses ; all other bills must be presented to the Board of Managers and receive their certifica- tion before being paid. X. RECORDING SECRETARY. The Recording Secretary shall be Secretary of the Board of Managers ; shall call the roll, and keep the Minutes of the pro- ceedings of the Board ; shall notify officers of their election and committees of their appointment, and shall give notice of all meet- ings of the Board. XI. (GENERAL SECRETARY. The General Secretary shall be appointed and removed by the: Board of Managers, and shall be the chief executive official of the Association, responsible for the management of its affairs, under such general rules as may be adopted by the Board of Managers. The General Secretary shall conduct the correspondence of the Association ; shall do organizing or other work required by the Board ; shall keep minutes of the proceedings of the Association, and give notice of its meetings ; shall receive and file the reports of the different Committees, and keep any accounts and records of the Association that may be required. The General Secretary shall write the Annual Report of the Association, and make written monthly reports to the Board of Managers. An account of money expended.by the General Secretary for current, office, and travel- ling expenses shall be rendered monthly to the Assistant Treas- urer. XII. LIBRARIAN. It shall be the duty of the Librarian : First. To collect, by means of donations to the Association, such books and pamphlets as may, in the judgment of the Libra- 29 rian, contain valuable information upon subjects connected with the objects and work of the Association, and to make a catalogue of the same. Second. To adopt a system by which the books may be avail- able to all the members of the Association, as freely as may be consistent with a due regard for their preservation. Third. To make written reports from time to time of dona- tions and loans to the Library, at the regular meetings of the Board of Managers and of the Association. The Librarian shall, before the regular meetings of the Standing Committees, send to the Secretary of each Committee, to be laid before the Committee, a list of any books, pamphlets, or drawings, given or loaned since the previous meeting, which may have reference to the work of that Committee. XIII. Stanping COMMITTEES, There shall be four or more Standing Committees, as follows : a. Committee on Finance. 5. Committee on Books and Printing. ¢. Committee on Industries. d. Committee on Domestic Economy. The Committees shall make written monthly and annual reports of their work at the regular meetings of the Board of Managers. They shall make their own By-laws. Estimates for expenditures by Standing Committees, other than for pet.y expenses, must be approved by the Board of Man- agers. Manuscript designed for publication must receive the ap- proval of the Standing Committee from which it emanates, before being submitted to the Board of Managers. XIV. ComMITTEE ON FINANCE. It shall be the duty of the Committee on Finance to devise means for obtaining the funds requisite to carry on the work of the Association. XV. CoMMITTEE ON BOOKS AND PRINTING. It shall be the duty of the Committee on Books and Printing, to prepare for publication such matter as the Board may author- ize ; to keep itself informed of publications upon Industrial Edu- cation and pursuits, and, with the approval of the Board, to pro- RE Sur A a A A rR rR RE RR 30 cure for use in the Library, or for distribution, those deemed of special value. XVI. COMMITTEE ON INDUSTRIES. It shall be the duty of the Committee on Industries to study, devise, and present, for the consideration and approval of the Board, methods and systems calculated to develop Industrial Education, and to use all available means to introduce the same into Schools, Reformatories, Asylums, Orphanages, and such other institutions as may offer a suitable field. XVII. ComMmiTTEE oN Domestic Economy. It shall be the duty of the Committee on Domestic Economy to encourage the study of this subject and to promote the thorough training of women and girls in every department of housework. In securing this end opportunities offered by Cooking Schools or other existing organizations shall be used ; classes shall be es- tablished and such other agencies as may best promote this object. It shall also be the duty of this Committee to promote an in- telligent interest in the Kitchen Garden system, and to further its introduction whenever it may be of value as an elementary training in household work. XVIII. MEETINGS. The Annual Meeting of the Association shall be held during the month of April. Two weeks’ notice of this meeting shall be given to all members entitled to vote. At any Special Meeting of the Association, the business for which the meeting is called shall be stated in the notice to members. Eleven members shall constitute a quorum at any meeting of the Association. XIX. By-Laws. The By-laws of the Board of Managers and of the Association must be in accordance with the General Act of Incorporation, Chapter 319, Laws 1848, with amendments, State of New York. XX. AMENDMENTS. These By-laws may be amended by a two-thirds vote of mem- bers present at any meeting of the Association, intention to move the proposed amendment having been sent to the Secretary three 31 weeks previous to the meeting. The Secretary shall send to each Member of the Central Association, and each Advisory Member, two weeks’ notice of this meeting, with a copy of such proposed amendment. To constitute a quorum at this meeting not less than two-thirds of the members must be present. XXI. ORDER OF BUSINESS OF THE ANNUAL MEETING. The following shall be the Order of Business at the Annual Meeting of the Association : 1. The Secretary shall read the minutes of the last Annual Meeting. Action thereon. 2. Report of the Treasurer. Action thereon. 3. Report of the Board of Managers. Action thereon. 4. Election of incoming Board of Managers. 5. Election of new members. Ft ER io 3 BB Sk a as RA eRe mada ate TEE REPENS Industrial ¥ducation Association Tudnstrinl TF ducation Association Tew York SECOND ANNUAL REPORT OF THE INDUSTRIAL EDUCATION ASSOCIATION « Whatever we wish to see introduced inte the life of a nation must first be intro- duced into its schools.” WILHELM VON HUMBOLDT. “There is too much training of men to get a living by their wits, and not enough to enable them to earn a living by their hands.” Ex-PRESIDENT WHITE, Cornell University. APRIL, 1886 - y Orrick, 2 UNIVERSITY PLACE NEW YORK CITY dp SECOND ANNUAL REPORT INDUSTRIAL EDUCATION ASSOCIATION “ Whatever we wish to see introduced inte the life of a nation must first be intro- duced into its schools.” WILHELM VON HUMBOLDT. “There is too much training of men to get a living by their wits, and not enough to enable them to earn a living by their hands.” Ex-PRESIDENT WHITE, Cornell University. — APRIL, 1886 4LIFORY Orrick, 3 UNIVERSITY PLACE NEW YORK CITY INDUSTRIAL EDUCATION ASSOCIATION, No. 24 UNIVERSITY PLACE, NEw YORK. —O OFFICERS. — 1886-1887. GEN'L ALEXANDER S. WEBB, - - PRESIDENT. Miss GRACE H. DODGE, - VICE-PRESIDENT. Mr. JOHN S. BUSSING, - - TREASURER. Miss S. EDWINA BROWN ASSISTANT TREASURER. Miss JANE P. CATTELL, - - - SECRETARY. Miss MARY M. BUTLER, - - LIBRARIAN, BOARD OF MANAGERS. 1886-1887. GeN'L. ALEXANDER S. WEBB, Miss GRACE H. DODGE, Me. WILLIAM F. BRIDGE, Mr. JOHN S. BUSSING, Mr. M. DWIGHT COLLIER, Miss S. EDWINA BROWN, Mgrs. P. M. BRYSON, Mrs. WILLIAM T. BLODGETT. | Miss MARY M. BUTLER, Mr. GEO. WALTON GREEN, | Mer. N. A. PRENTISS, Mes. THEODURE IRVING, Mr. CHAS. E. MERRILL, TETTINE, Leia? & G5. Mr. WILLIAM A. POTTER, Mrs. EGBERT GUERNSEY. 129 & 131 CROSBY 8T., NEW YORK, OFFICE, 3 UNIVERSITY PLACE, Miss JANE P. CATTELL, GENERAL SECRETARY. TRAINING SCHOOL, ‘dmilntasiiauebionnne Miss H. R. BURNS, SUPERINTENDENT. STANDING COMMITTEES. ON FINANCE. Mr. William F. Bridge, Chairman. Mr. Wm. B. Fitts, Secretary. Mrs. Franklin Allen. Miss S. Edwina Brown. Mr. John S. Bussing. Miss Grace H. Dodge. Mr. N. A. Prentiss. Mrs. Andrew J. Rickoff. Mrs. Wm. A. Street. Mrs. David M. Turnure. ON BOOKS AND PRINTING. Miss Mary M. Butler, Chairman. Miss M. C. Uhl, Secretary. Miss May Ewing. Mr. Hamilton Mabie, Mr. Wm. A. Whitlock. ON INDUSTRIES. Mr. Wm. A. Potter, Chairman. Miss Katherine Van Nest, Sec. Sub-Committee on Household Industries. Miss S. Edwina Brown, Chairman. Miss Mary Agnew. Mrs. John 8S. Bussing. Miss Coddington. Mrs. Clark J. Cort. Miss Chittenden. Mrs. Demarest. Mrs. E. W. Denny. Mrs. H. D. Hull Miss C. T. Lawrence. Miss Rosalie Rapallo. Mrs. R. C. Shannon. Miss M. A. Stockwell. Miss Van Nest. Sub-Committee on Industrial Arts. Mrs. Wm. A. Street, Chairman. Mrs. A. A. Evstaphieve. Mrs. Andrew J. Rickoff. Miss M. H. Trotter. Miss Adele Turnure. Miss M. C. Uhl. Sub-Committee on Mechanical Industries. | Mr. Wm. B. Fitts, Chairman. | Mr. Henry M. Leipziger. | Mr. Jos. T. Bedford. Sub-Committee on Outside Organizations. Mr. Wm. A. Potter, Chairman. Mr. Charles Barnard. Miss Grace H. Dodge. Mr. Elliot McCormick. Mr. Wm. F. Bridge. Sub-Committee on Bureau of Teachers. Mrs. John S. Bussing, Chairman. Miss Mary Agnew. Miss S. Edwina Brown. Miss Van Nest. Sub-Committee on Vacation Schools. Miss Grace H. Dodge, Chairman. Mrs. P. M. Bryson. Mr. Wm. B. Fitts. Mr. Elliot McCormick. Mrs. John S. Bussing. Special Committee in Yonkers. Miss Mary M. Butler. Miss May Ewing. Special Committee in Brooklyn. Mrs. Franklin Allen, Chairman. Mrs. J. A. Hewlett. Mrs. C. W. Ide. Mrs. Andrew J. Rickoff, Chairman. ON KINDERGARTENS. Mr. N. A. Prentiss, Chairman. Miss Marquand, Secretary. Mr. Charles Barnard. Mrs. Joseph H. Choate. Miss Cooper. Miss M. A. Cooper. Miss I. E. Folsom. Mrs. Abram S. Hewitt. Miss Augusta Larned. Mrs. Courtlandt Palmer. Mrs. N. A. Prentiss. ON INDUSTRIES FOR THE INSANE. Mrs. Egbert Guernsey, Chairman. Mrs. Evstaphieve, Secretary. Miss Howe. Mrs. Theodore Irving. ON REFORMATORIES, ORPHANAGES, AND ASYLUMS. Mr. Chas. E. Merrill, Chairman. Mrs. John R. Paddock, Secretary. Mrs. W. C. Banning. Mr. Frederick G. Burnham. Mr. M. Dwight Collier. Miss J. N. Demarest. Mrs. D. M. Everit. Mr. Geo. Walton Green. Mrs. C. M. Parker, ON HOUSES AND TRAINING FOR DOMESTIC SERVICE. Mrs. P. M. Bryson, Chairman. Mrs. E. W. Denny, Secretary. Mr. Wm. F. Bridge. Miss S. Edwina Brown. Mrs. Horace H. Chittenden. Miss Julia Cooper. Mrs. A. C. Clark. Miss C. T. Lawrence. Mrs. Joseph W. Patterson. Miss H. H. Robbins. Mrs. David M. Turnure. MEMBERS OF CENTRAL ORGANIZATION. Agnew, Miss Mary Alexander, Mrs. Archibald Allen, Mrs. Franklin Auchmuty, Mr. R. T. Barnard, Mr. Charles Banning, Mrs. W. C. Beebe, Mrs. Clarence E. Bedford, Mr. Joseph T. Bennett, Miss Josephine Billings, Mrs. Frederick Blagden, Mrs. Samuel P. Blodgett, Mrs. William T. Bridge, Mr. William F. Briant, Mrs. L. B. Bronson, Mrs. Theodore Brown, Miss S. Edwina Bryson, Mrs. P. M. Brundrett, Mrs. Buchanan, Miss E. A. Burnham, Mr. Frederick G. Bussing, Mr. John S. Bussing, Mrs. John S. Butler, Miss Mary M. Bunker, Mrs. William Catlin, Mrs. Julius, Jr. Chittenden, Mrs. H. H. Chittenden, Miss Choate, Mrs. Joseph H. Choate, Mrs. William G. Church, Mrs. Benj. Clark. Mrs. A. C. Cod dington, Miss F. Collier, Mr. M. Dwight Cooper, Miss Cooper, Miss M. A. Cort, Mrs. Clark J. Croly, Mrs. J. C. Demarest, Mrs. Demarest, Miss J. N. Denny, Miss A. L. Denny, Mrs. E. W. Dodge, Miss Grace H. Everit, Mrs. D. M. Ewing, Miss May Evstaphieve, Mrs. A. A. Folsom, Miss I. E. ' Green, Mr. George Walton | Greenough, Mrs. Charles . Guernsey, Mrs. Egbert Havemeyer, Mrs. H. O. Hayward, Mrs. R. S. | Herrman, Mrs. H. ' Hewitt, Mrs. Abram S. | Hewlett, Mrs. J. A. Hollins, Miss Virginia Houghton, Rev. George C., D.D. Howe, Mr. Walter Howe, Miss Hoyt, Mrs. W. S. Hull, Mrs."H. D. | Huntington, Miss Emily Ide, Mrs. C. W. | Irving, Mrs. Theodore Ivins, Mr. Wm. M. ' Kirkwood, Miss A. Ww. | Kirkwood, Miss Louisa J | Larned, Miss Augusta ' Lawrence, Miss C. T. Leclére, Miss | Leipziger, Mr. Henry M. | Lowell, Mrs. Josephine Shaw | Lowell, Miss C. R. Mabie, Mr. Hamilton W. Marquand, Miss McCormick, Mr. Elliot Merrill, Mr. C. E. | Nicholas, Mrs. H. J. Oakley, Miss J. H. Olyphant, Miss A. C. Paddock, Mrs. John R. | Palmer, Mrs. Courtlandt | Parker, Mrs. C. M. Patterson, Mrs. Joseph W. Perlee, Miss M. L. Pinchot, Mr. J. W. Potter, Mr. Wm. A. Prentiss, Mr. N. A. Prentiss, Mrs. N. A. 1 Pyle, Mrs. James Rapallo, Miss Rosalie Rice, Mrs. William B. Rickoff, Mrs. Andrew J. Richarde, Mrs. A. Robbins, Miss Rockefeller, Mrs. J. D. Roosevelt, Mr. Theodore Schauffler, Mrs. A. F. Schuyler, Miss Louisa Lee Scribner, Mrs. J. Blair Shannon, Mrs. R. C. Sharpless, Miss Marion Sinclair, Mrs. John Slade, Miss A. P. Spring, Mr. Edward A. Street, Mrs. Wm. A. Stetson, Mrs. Frances Lynde Stockwell, Miss M. A. Thomson, Miss E. M. Thorne, Mr. Samuel Trotter, Miss M. H. | Turnure, Mrs. D. M. Turnure, Miss Adele Uhl, Miss M: C. Van Amringe, Miss S. M. | Van Nest, Miss Katherine | Webb, General Alexander S. | Wheeler, Mr. Everett P. Whitlock, Mr. Wm. Wing, Mr. John D. Wills, Mrs. HONORARY MEMBERS. Barnard, Mr. F. A. P., President Columbia College, New York Brace, Mr. Chas. L., Children’s Aid Society, New York Depew, Mr. Chauncey M., New York Dodge, Mr. William E., New York Eaton, General John, U.S. Com- missioner of Education, Wash- ington, D. C. Fancher, Mr. E. L., New York Gottheil, Rev. Gustav, D.D., New York Hall, Rev. John, D.D., New York Harris, Dr. Wm. T., Concord School of Philosophy Hewitt, Hon. Abram S., New York Heminway, Mrs. Augustus, Boston, Mass. James, Mr. D. Willis, New York Jesup, Mr. Morris K., New York Letchworth, Hon. Wm. P., Pres. State Board of Charities, Albany, N.Y. Low, Hon. Seth, Brooklyn, N. Y. McGlynn, Rev. Edward, D.D., New York Potter, Right Rev. Henry C., D.D., New York Sanger, Mr. Adolph L., New York Sanders,Rev. Henry M., D.D., New York Schell, Mr. Edward, New York Sturges, Mrs. Jonathan, New York Taylor, Rev. W. M., D.D., New York Tiffany, Rev. O. H., D.D., New York Vincent, Rev. J. H,, D.D., Plain- field, N. J. CORRESPONDING MEMBERS. Belfield, Mr. H. H., Director Chi- | Leland, Mr. Charles G., Brighton, cago Manual Training School England Blatchford, Mr. E.W., Chicago, Ill. | Love, Mr. Samuel, Supt. of Schools, Blow, Miss S. E., St. Louis, Mo. | Jamestown, N. Y. Chaney, Rev. G. L., Atlanta, Ga. | MacAlister, Mr. James, Supt. of Dutton, Mr. S. T., Sup. Schools, | Schools, Philadelphia, Pa. New Haven, Conn. Seaver, Mr. Edwin P., Supt. of Grew, Mr. Henry, Boston, Mass. Schools, Boston, Mass. Hale, Rev. Edward Everett, Bos- | Spaulding, Mr. Randall, Montclair, ton, Mass. N. J. Henrotin, Mrs. Chas., Chicago, Ill. | Stevenson, Mr. S. C., Montreal, Jebb, Mrs. E. L., The Lyth, Elles- | Canada mere, Shropshire, England SECOND ANNUAL REPORT OF THE INDUSTRIAL EDUCATION ASSOCIATION. Ix presenting to the public this Second Annual Report of the Industrial Education Association, it seems important to define more clearly than has hitherto been done, the position held by the Association. The use of the word ¢ndustrial hasbeen construed as indicat- ing the purpose of the Association to teach trades, or to intro- duce the teaching of trades as a feature of public education. This is not the case; but we hold that “there is an industrial training, which is neither technical nor professional, which is calculated to make better men and better citizens of the pupils, no matter what calling they may afterward follow ; which affects directly, and in a most salutary manner, the mind and character of the pupil, and which will be of constant service to him through all his life, whether he be wage-worker or trader, teacher or clergyman. The training of the eye and of the hand are important and essential elements in all good education. These elements the State is bound to furnish.” * To promote their introduction into schools of all grades, both public and private, is the great object of the Industrial Education Associa- tion. But, while this must ever be its chief aim, it will not do overlook the welfare of those for whom changes in the school curriculum will come too late ; who need now to have the educa- * Washington Gladden in April ¢ Century.” 10 tion of the head supplemented by special opportunities for the training of the hand, whose demand for preparation for the every-day duties of life is too urgent to be ignored or denied. Thus, until the schools supply the education towards which all the influences of to-day seem to point, it is clearly within the province of the Industrial Education Association to combine both phases of the work. There is no reason why the two should not be harmonious, since both propose the same ultimate end— the development of character and the cultivation of all the facul- ties for the stern uses of practical life. During the past year the Industrial Education Association has been incorporated under the general act for the incorpora- tion of such societies. Its objects are now legally defined, in accordance with the annexed by-laws. How these objects are carried out will be shown in the following pages. As a means of making the work known, two public meetings were held during the year, one in November, when the work of the Association was presented to an appreciative audience, and able addresses on the general subject of industrial education were made. The other was on the occasion of the opening of the Eleventh Street House, where, while the general work was the prominent topic, the interest of guests centered largely in the inspection of the thoroughly equipped training-school. The growth of the work has necessitated some changes in the details of organization; new committees have been formed, and others reorganized. The Committee on Domestic Economy has, by its own request, been dissolved. In its place, we have the Committee on Houses and Training of Servants, which as- sumes one part of the work, the rest being transferred to the Committee on Industries, which now includes among its sub- committees one on Household Industries. The large work of the Committee on Industries has been reorganized and divided among the following sub-committees : on Household Industries Mechanical Industries, Industrial Arts, Bureau of Teachers, Plans for Outside Organizations, and Vacation Schools. The former sub-committees on Industries for Reformatories and Orphanages, and on Industries for the Insane, have assumed 11 the dignity and importance of Standing Committees, and one on Kindergartens has been added. For the purposes of this report, the old order of committees will be observed, the work of the Committee on Finance first claiming attention. The income of the Association is derived solely from annual subscriptions and donations. Special con- tributions have been solicited during the past year to meet the expense of special work, and liberal donations have been re- ceived for the rent and furnishing of the Eleventh Street House. To aid in maintaining the training-school for servants, a sum of money has been pledged by the Young Women’s Aid Associa- tion. It is cause for gratitude that, amid the many claims upon the liberality of our citizens, the Industrial Education Association has thus early found recognition. Thus far, the income re- ceived has been enough to defray running expenses, but funds are now needed to train teachers, to meet the expense of the classes already begun, to establish vacation schools, and to enlarge in many directions the usefulness of the whole work. During the year, the Finance Committee has issued collection books for the use of members of the Association, and prepared a brief circular setting forth its needs. The Committee on Books and Printing reports three hun- dred additions to the library, which now numbers about four hundred books and pamphlets. Our funds have not justi- fied much outlay for new books, but several of the more important recent publications have been donated, and proved valuable sources of information. It is hoped to extend the scope and usefulness of this branch during the coming year. This Committee has in preparation manuals suited for use as text-books or in promoting the general interests of the cause. Two thousand copies of the First Annual Report were printed, and although at the time the supply seemed most liberal, it was exhausted before the year was out, and more could have been used to advantage. A leaflet of Quotations from Authorities on Manual and Industrial Training was pre- pared, and one thousand copies have been circulated. In October last, the Association was represented at the Con- 12 ference of Women’s Christian Associations, held at Cincinnati, by a paper on Industrial Education, prepared by the Secretary. By request, this paper was published in pamphlet form, and five hundred copies have been used to meet demands from most unexpected sources. A Catalogue of the Children’s Industrial Exhibition is among the publications for the past year. This Catalogue contains brief mention of the industrial methods in upwards of sixty schools and institutions represented in the Exhibition, and con- tains much valuable information, available in no other form. Three thousand copies were printed, and a large number have already been sent to all parts of the country. More than fifteen hundred copies of various valuable articles on Industrial Education have been circulated by the Association. In addition to the above, nearly twenty thousand circulars, bearing upon the different departments of the work, have been scattered throughout the length and breadth of the land. If the Association had employed no other means to promote the cause of manual and industrial training than the power of the printed page, it would still have done an important work and exerted a wide influence. The classes so successfully carried on last year by the Com- mittees on Domestic Economy have been continued with un- abated interest and success. Frequent calls from out-of-town schools have been the means of extending the work into new fields. The study of Domestic Economy has this year been in- troduced into five new schools. In Miss Judkins’ Philadelphia Seminary, three classes have been taught each week for the past six months. At the Ogontz School near Philadelphia, at Miss Masters’ School at Dobb’s Ferry, and at Miss Mackie’s at Newburgh, courses of lectures have been given. Everywhere the results are most satisfactory, and teachers and pupils bear grateful testimony to the value of this practical teaching. Classes have been continued in some of the leading New York schools, and a course given to young ladies who have left school. At the Eleventh Street Training School a large and enthusiastic class of grammar school girls have been under 13 instruction, and in several of the working-girls’ clubs and girls” friendly societies in this city and in Yonkers evening classes have been held. At the close of her work in New York last spring, cur teacher of Domestic Economy spent a month in Toronto, Can- ada, training a normal class in Kitchen Garden and exerting an influence in favor of general industrial training. Through the interest then aroused, an Industrial Institute has since been opened, industrial classes inaugurated in two different localities, and an impulse given towards the formation of a society simi- lar to our own. Later, a normal class in Rochester, N. Y., afforded a favorable opportunity for enlisting general interest in the subject of In- dustrial Education. A similar class in Philadelphia is now in progress among young ladies who wish to use their knowledge in the mission work of their own church. Thus, through a di- versity of channels the influence of the Association is felt, and a strong public sentiment awakened in favor of its aims. The Little Housekeepers’ classes have been increasingly pop- ular, and several new classes have been formed this year. The value of these lessons, by which children are taught the rudi- ments of household knowledge, cannot be overestimated. They form an appropriate stepping stone to the course in Domestic Economy and the Cooking School. Early in the year, plans were formed for opening a Training School, and efforts made to secure the necessary funds and a suitable house. Circumstances beyond our control combined to delay the accomplishment of this purpose until January last, when a house was found admirably adapted to our needs. Spe- cial donations were secured to defray the rent, and on January 15th the house, 54 E. 11th street, was leased until May 1st, 1887. Just at this time we were fortunate in securing the ser- vices of a Superintendent whose former experience specially qualified her for the difficult task of organizing this work. The new house was speedily fitted to its uses, thoroughly furnished and equipped by special donations. Through the co-operation of the principals of neighboring public schools, classes were at. 14 once started in cooking, sewing, domestic economy, and in in- dustrial drawing and clay modelling, the latter being open to boys as well as girls. In every branch additional classes had to be formed to accommodate the numerous applicants, and it soon became a perplexing problem to find room for ali. These classes being designed for children of the public schools, could only be held after school hours and on Saturdays. Every room was utilized to its utmost capacity. The long par- lor is the pleasant home of a kindergarten for the five schocl- day mornings. In the afternoons and on Saturdays it is occu- pied by sewing classes or by the little housekeepers. The back parlor, or Superintendents dining-room, had to be turned into a class-room to accommodate the Normal Sewing Class and the class in domestic economy. In the large front room on the second floor, cooking classes meet every afternoon and Satur- day morning. The back room is occupied alternately by classes in sewing and in drawing and clay modelling. Since the open- ing of the house, twenty-one classes, besides the daily kinder- garten, have been held weekly and three hundred and tweaty- seven pupils have been under instruction. Nome of these classes are free, but the terms are in all cases most moderate, averaging from five to ten cents per lesson. The advantages offered are the best, and the fees received by no means cover the expenses. The total number of pupils in classes taught under the auspices of the Association during the year is nineteen hundred and four. The interest shown by some of the public school teachers 1s most gratifying. At much personal inconvenience they have brought their pupils to join the classes. One teacher of a night school begged that something might be started to fill the place left vacant by the closing of these schools. The result was the formation of two evening classes in cooking, with twenty girls in each. The further interest of the teachers is indicated by their request that classes might be formed for themselves, and we have now a large class of teachers studying industrial draw- ing, clay modelling, and cooking for their personal benefit. Much might be said of the wholesome influence of all these 15 classes ; of their value in teaching the dignity of labor; of the high ideal set before the young cooks in the beautiful motto from Ruskin which hangs in their cooking-room; of the ex- quisite order and neatness required in every department; of the surprising interest shown in the sewing-classes ; the enthu- siasm in the modelling-room, the delight of the younger chil- dren in the little housekeepers, and of the older girls in the domestic economy classes ; but we pass to the consideration of a smaller but no less important department in the Eleventh Street House—that for the training of servants. Rooms are reserved for the accommodation of fifteen inmates, who are received for a three months’ residence and course of training. During this time they receive no wages, but give their services in performing the work of the house. Thorough training in every department of household work is afforded, and a course of lessons in plain sewing given to each girl. At the end of the three months it is the intention of the Committee in charge to provide suitable situations and to exercise a watchful care over the interests of the pupils. Three months’ satisfac- tory residence in the house, with three months’ satisfactory ser- vice in a family, will entitle a girl to a certificate of recom- mendation from the Committee. It is hoped to establish this Training School for Servants on a dignified basis, and to make it a place sought after, like the Training School for Nurses. The aim of the Committee is to inculcate a right estimate of the dignity of household service, and to win to it a class whose interests would be materially advanced by choosing the family, instead of the shop, as their field of self-support. Full particulars as to all departments of the Training School may be obtained from the Superintendent, 54 E. 11th street. The work is open to the inspection of visitors, and we hope will so commend itself that it shall not fail of liberal support, but be perpetuated and extended. From the Committee on Industries, with its six sub-commit- tees, emanates much of the practical work of the Association, and in it originate plans of far-reaching breadth and significance. This Committee recognizes as its most important object the 16 introduction of manual training as a part of the general system of public instruction. To this end its best and most earnest efforts have been directed, and, while the results are not immediately apparent, the Committee remains firm in its convictions, and works with unabated courage to accom- plish its aims. After many months of delay, the petition of the Association to the Board of Education was finally presented and referred to a special committee who invited a conference with members of our Board. This conference, while revealing the obstacles in the way of the immediate fulfilment of our desires, only served to quicken activity, and to encourage faith in the ultimate result. The introduction of manual training has already passed beyond the stage of experiment in neighbor- ing cities, and here the interest of the community, and espe- cially of educators, has been aroused to a marked degree. New York has been slow to move in the direction of this educational advance. Her school system includes an army of more than three thousand teachers, and provides for the education of over one hundred and fifty thousand children. It is well that due caution should be exercised in the introduction of radical changes, but even the most conservative cannot long resist the tide of strong popular conviction, now sensibly felt, in favor of an education which claims for its pupils the cultivation of every faculty as a factor in the development of well rounded charac- ter. Early last spring, a committee was appointed to introduce industrial training in Hoboken. In June, a public meeting was held at which the late General Geo. B. McClellan presided. Members of the Board of Education, city officials, and promi- nent citizens were present. The result was the formation of the Industrial Education Association of N. J. The co-opera- tion of the Board of Education was at once secured, and in November, sewing and clay modelling were introduced into four of the public schools of Hoboken by a teacher trained under our auspices. The results are encouraging; the influ- ence is already spreading to neighboring towns, and the Indus- 17 trial Education Association of N. J. has entered upon a wide field of usefulness which delights the parent Society. During the year a system for the teaching of sewing has been carefully prepared with a view to its use in schools. “Two nor- mal classes were thoroughly trained for the work, and we have now sixteen teachers ready to give instruction according to this system. Some of them speedily found engagements in the Saturday morning sewing-schools, where good results have fol- lowed their teaching. A course of lessons in darning and mending has also been given in two of the well-known private schools in this city. Our teacher is now training a normal class in Hoboken, N. J., and has also given instruction to a class of young ladies, meeting once a week for the acquirement of the housewifely arts, lessons in domestic economy being alternated with the use of the needle. In the Eleventh Street Training School three classes of girls from the public schools have weekly lessons in sewing, and are willing to devote their after- noon hours to the acquirement of this useful art. A request to start evening classes among the boys at St. Andrew’s Mission was carefully considered by the Committee. The boys learning that an unfavorable conclusion had been reached, promptly drew up a petition urging the establishment of the classes and pledging themselves to regular attendance and diligent effort. Arrangements are now in progress to open these classes, a special fund having been secured for the pur- pose. Similar opportunities exist in many localities and invite the efforts of our workers. The Committee on Reformatories and Orphanages has con- fined itself to the purely student work of gathering information as to the industrial methods pursued in other institutions. Several have been visited, and, in June last, a circular letter was sent to about three hundred institutions in all parts of the country, with questions relative to their methods of industrial training. Prompt and cordial replies indicated a marked degree of intelligent interest in this great problem. Much practical information was secured which the Committee hopes to use ad- vantageously at no distant date. 18 This information points strongly in the direction of three vital conclusions, viz.: I. That every child in these institutions should be trained to become a producing factor in the community. II. That if such training is to have permanent value in the after-life of the child it must be conducted on a basis of educa- tion to the child, and cannot be made to any extent a source of revenue to the institution. IIT. That the moral results of such training are most satis- factory. With the assistance of prominent specialists, a similar series of questions was prepared by the Committee on Industries for the Insane, and sent to asylums throughout the country. The object of these questions was to ascertain how far the experience of those best qualified to judge approved the application of in- dustrial training as a remedial measure in the treatment of the insane. The replies were in all cases most courteous, and the general sentiment strongly in favor of the adoption of suitable forms of manual training. In both these directions the efforts made have been chiefly calculated to establish channels of com- munication, and prepare the way for helpful suggestions to many who are eagerly seeking light upon these important phases of philanthropic work. The question of vacation schools is now claiming earnest at- tention. The experiment so successfully tried last summer in Boston pleads for immediate adoption in our own great city. During the summer months, when the public schools are closed, vast numbers of boys and girls are left with no resort but the streets, and no occupation worth the naming. To afford safe scope for the active energies which, for want of other avenues, are directed to mischievous results, is the object of these schools. If the needful funds are secured, such schools will be opened this season in one or more localities. Another problem demands immediate solution. From all parts of the land come requests for practical plans for the intro- duction of industrial education, not only into school systems, but into villages, mission schools, and among clubs of boys and 19 girls. The need is obvious, and the Committee appointed for the purpose hopes soon to offer plans suited to these various circumstances. Applications for teachers of industrial branches have made it necessary to arrange for their suitable training, and to keep an accurate registry of such as are already qualified. The formation of a Committee on Kindergartens is among the advance steps taken by the Association during the past year. The purpose of this Committee is to collect such statistics and information as will promote the establishment of a general system of free Kindergartens, and accomplish for the ildren of N ew York City a work similar to that done by the Sub- Primary Association of Philadelphia, or the Kindergartens of Boston and St. Louis. Believing that in the principles of the Kindergarten are laid the foundations of thorough manual train- ing, the Association recognizes it as the first step in the aeen ing scale of industrial education, and gives hearty sanction to the resolution adopted by the National Teachers’ Association at Saratoga last summer, which expressed the hope that “the tine is near at hand when publicsentiment and legislative caactont will incorporate the Kindergarten into our publicschool system.” Until then such schools must be sustained by private ontel: prise. As a means of calling attention to the whole subject of in dustrial education, as well as of ascertaining how far, and i what direction the children of New York City and vient ne been instructed in the manual arts and industries, it was decided to hold a Children’s Industrial Exhibition at Cosmopolitan Hall Circulars inviting the co-operation of schools, institutions i rents, teachers, and children, were freely Astribuied To — the often expressed wish that this Exhibition sight show tl results attained in cities where industrial education has red % gained a definite place in the curriculum of public inhoaction special invitations were extended to New Haven, Conn., J Ho town, N . Y., Chicago, Ill., Cleveland, O., St. Louis Mo. Phila- delphi i, Boston and Worcester, Mass., and other cities. e work of all grades of pupils irrespective of age was solicited 20 with a view to showing the results possible under systematic training. To the cordial responses from these cities, as well as to the efficient co-operation of z — a Zz = [== « = b = I — B= a2 o = 2 = I oS ®n « = 2 = = o = 2 oS A R = Examined and found correct, Training School.... services of Teachers....... Exhibition expenses... Books .. General use. INDUSTRIAL EDUCATION ASSOCIATION ¢ Royalty on «« Received for [3 « Annual Subscriptio ¢ Donations for To Cash on hand... ‘ANNUAL SUBSCRIPTIONS. 00 | Lawrence, Miss C. T 00 Lawrence, Mrs. G. W.. 00 | Lawrence, Mrs. Newbold. . 00 | Lawrence, Mrs. R. W...... 00 | Toavitt, Mre..covvveins ns 00 | Leclére, Miss 00 | Mairs, Mrs. J. D......... ‘ Allen, Mrs. Franklin Alvord, Mr. C. F Auchmuty, Mr. R. T...... Barrett, Mrs. C. G Beebe, Mrs. C. E Blodgett, Mrs, W. T or © Ct crt Ot — << Bronson, Mrs. Theodore ... Brown, Miss S. Edwina.... Bryson, Mrs. P. M........ Bussing, Mrs. John S Catlin, Mrs. Julius, Jr Cattell, Miss Jane P Choate, Mrs. Joseph H.... Coddington, Miss F Cort, Mrs, Clark J Demarest, Miss J. N Denny, Miss A. L..... . .. Dodge, Miss Grace H Dodge, Mr. William E Ellingwood, Mrs. N. D .... Evstaphieve, Mrs. A. A.... Everit, Mrs. D. M Fellowes, Miss H.D ....... Graham, Mrs. Malcolm. ... Havemeyer, Mrs. M. L.... Hayward, Mrs. R. S Hewlett, Mrs. J. A Hollins, Miss Virginia. .... Howe, Miss Ide, Mrs. C. W Irving, Mrs. Theodore... .. Kellogg. Mr. C. D...... Kendall, Mr. L. W Lane, Miss C. T 5H 00 ! | Mott, Mrs. W. T 00 | 5 00 | 5 00 00 00 2 00 00 00 00 3 00 5 00 5 00 Miller, Mrs. G. McC Nicholas, Mrs. H. J Olyphant, Miss A. C Paddock, Mrs. John R Patterson, Mrs. J. W Perlee, Miss M. Lh Potter. Mr. Wm. A Rapallo, Miss Rosalie Rickoff, Mrs. A. J Robertson, Mr. R. H. ..... Schauffler, Schuyler, Miss Louisa Lee. 10 Scribner, Mrs. J. Blair.. .. 10 Sharpless, Miss Marion. ... Sinclair, Mrs. John Skidmore, Mrs. Joseph R.. Skidmore, Miss M. J Slade, Miss A. P Stockwell, Miss Thompson, Miss E. M Trotter, Miss M. H Turnure, Mrs. D. M Van Nest, Katherine Wriggins, Miss H. V Willetts, Miss M. T ........ Aitkins, Dr : Auchincloss, Mr. Edgar.... Babcock, Mr. S. D Billings, Mrs. Fred S Billings, Mrs. Fred S., ceeds of reading Bishop, Mr. D. W Bliss, Mrs. W. M Bowne, Miss F. H Braem, Mr. Bridge, Mr. Wm. F Bridge, Mr. Wm. F. (thro). Bristow, Mr. B. Brown, Mr. E. J Bryce, Mrs. W Bryson, Mrs. P. M Bussing, Mr. John S Butler, Mr. B.F... ....... Cameron, Mr. R. Carnegie, Mr. Andrew Cary, Mr. Clarence Chapin, Mr. W. V Clark, Mrs. Alfred C Clark, Mrs. G. C Cockroft, Miss Mary T..... Conkling, Mrs. N.' W Cooper, Wm. (Estate of)... Cornell, Miss Demarest, Mrs Dodge, Mrs. Wm. E Dodge, Mr. N. W Dodge, Mr. Wm. E Dodge, Miss Grace H Draper, Mrs. W. F.... .. Dunham, Mr. James M.... Friend, A Friend, A Greenough, Mrs. C 25 DONATIONS. $5 00 25 00 10 00 00 00 00 00 5 00 5 00 5 00 10 00 100 00 | IHeminway, Mrs..... ..... $100 00 Herrman, Mrs. H 25 00 Jenkins, Miss Jesup, Mr. M. K Jesup, Mrs. M. K Keyser, Mr. Samuel Lanier, Charles Lansing, Mrs Lawrence, Miss C. T, ..... Lawrence, Mrs. G. W... .. Lawrence, Mrs. Newbold. . Livingston, Miss F Main, Dr. S. A Merrill, Mr. Chas. E Mills, Mr. D. O Morgan, Mrs. J. Pierpont.. Morton, Mr. L. P Munchhausen, Mrs | Olcott, Mrs. E. E Opdyke, Mr. W. S 10 00 | Phelps, Mrs. Anson G...... 10 00 | Pinchot, Mr. J. W 100 00 25 00 25 00 20 00 500 00 5 00 5 00 250 00 400 00 100 00 50 00 Potter, Mr. Howard Pyne, Mrs. Percy R Rapallo, Mrs Robbins, Miss. ............ Rockefeller, Mr. J. D....... Seeley, Mrs. L Sheldon, Mrs. J. O Sloan, Mrs. Samuel Stetson, Mrs. F. LL Stewart, Mr. John A....... Street, Master A. F Street, Mrs. Wm. A Tod, Mr. J. Kennedy Underhill, Miss Cornelia. .. Vanderbilt, Mr. C ‘Watson, Miss E. G Weeks, Mr. F. Delano...... Weeks, Mr. H. DeForest... Wood, Mrs. W. H. 8 ‘Woodruff, Mr. M. P. Wysong, Mrs. J. J 26 DONATIONS TOWARDS FURNISHING HOUSE, 54 E. 11th St. Mrs. P. M. Bryson, 14 iron bedsteads and springs, 6 doz. towels, 6 doz. sheets, 6 doz. pillow-cases, 1 piece white muslin, 1 piece gingham, 1 medicine chest. Mrs. Alfred C. Clark, for Superintendent's dining-room, 1 table, 1 side- board, 6 chairs, and 1 arm-chair. Miss Cooper, 10 washstand bureaus for dormitories. Miss Grace H. Dodge, china and glass for Superintendent's dining- room, 1 writing-desk, 15 spreads, 18 pairs blankets, 12 comfortables, 3 tablecloths, 2 doz. napkins, 2 doz. yards dish-towelling, 2 pictures, 3 lamps, and ornaments. Miss Cattell, 1 doz. table knives. Miss Burns, 2 gas stoves. Mrs. Demarest, 1 sewing-machine. Mrs. W. E. Dodge, Jr., 1 sofa, 2 chairs, 1 engraving. Mr. Andrew Wright, linoleum and mats, to amount of $40.91. Mr. Jonathan Crane, engraved brass sign. Mr. W. S. Barrett, 1 ton of coal. Mr. W. E. Dodge, 4 clocks. Mr. Irving H. Brown, electric bell and apparatus. Mr. Hughes, 2 pieces of enamelled cloth. Mr. Kendall, remnants of carpet. Mrs. Franklin Allen, 1 doz. teaspoons. Messrs. Tiffany & Co., through Mrs. Franklin Allen, 1 fish knife and and fork, 1 salad spoon, 1 ice-cream knife, 1 doz. soup Spoons, 1 doz. oyster forks, 2 berry spoons, 2 salt spoons, 1 mustard spoon, 1 pudding dish, 1 pair sugar tongs. APPENDIX A. REPORT OF THE COMMITTEE ON INDUSTRIES ON THE EXHIBITION OF CHILDREN’S HANDIWORK. To the Board of Managers, Industrial Education Association i— WHEN the idea of holding an exhibition of children’s hand- iwork was first suggested in the Committee on Industries, the object in view was to ascertain how far and in what directions the children of New York and its vicinity were being instructed in the manual arts and industries. In sending out the circulars of invitation, it was determined to limit them to New York, and a radius of 30 miles from the City Hall, and it was also decided not to invite children over fifteen years of age to contribute. With these restrictions thirteen thousand circulars were sent out, two hundred being sent directly to the editors of newspapers, requesting them to call the attention of the public to the enterprise. Later it was decided toextend the limit of age, and to request public and private schools, as well as other institutions of other cities, to send exhibits, which requests were in all instances cordially complied with. The character of the exhibition therefore was materially changed from that which the committee had at first intended it should assume, and, while regretting that New York could not, or at least did not, furnish a sufficient number of exhibits to make a local exhibition possible, the change in the action of the committee, necessitated by this fact, resulted in an exhibition of very much greater educational value than the other could have possessed. The exhibition was held at Cosmopolitan Hall ; it opened on the 31st of March, and was in progress for one week. It com- prised no less then seventy separate exhibits from schools and institutions, representing the work of thousands of children, and one hundred and forty individual exhibits. Many of the exhibits from the public schools of other cities were more or less alike, but those sent from private institutions varied 28 from work of the simplest character to so complex an exhibit as the model of a suspension bridge. Of these seventy exhibits, fifty-four were from New York and its vicinity ; the remainder in- cluded the public schools and institutions of Philadelphia, New Haven, Boston, Worcester, Chicago, Cleveland, St. Louis, Chau- tanqua, and Jamestown, and the Indian School of Carlisle, Pa., together with three exhibits of foreign work. Tt is suggestive to note that, of the fifty-four exhibits of New York and its vicinity, only two represented public schools— those of Hoboken and Montclair, N. J. It is further suggestive to note that, of the remaining fifty-two exhibits, thirty-one were from institutions of a strictly charitable character. Some of these teach the children under their care nearly all the studies of the regular school course ; but they go further than this, they aim to prepare their children to make the best possible use of their lives when they go out into the world. To provide children with the best weapons wherewith to fight life’s battles, something more than mere book learning is necessary. Is there not a lesson here which can be applied to the larger education of the masses ? Are the future lives of these children likely to be different from those of a majority of our public school children ? It would seem not. There were besides these charitable institutions, which made so large and so interesting a part of the exhibition, others of a purely private character, among which the Gramercy Park School Tool House Association, the Hebrew Technical Institute, and the Amateur Technical Union, are particularly worthy of men- tion as showing the results of technical instraction on children of widely different conditions of life. The exhibits of these institutions show most clearly that, whether a child is reared in the midst of plenty or in the midst of poverty, the same capa- bilities exist. The highest awards which the Association had to bestow were given to exhibits from these schools. Is not this evidence of the wide applicability of industrial training? The practicability of introducing this sort of instruction into public school systems was very clearly shown by the splendid exhibit of the Philadelphia public schools, where the experiment has been fully tried and with entire success. To the testimony of Phila- delphia was added that of New Haven, Chicago, Boston, and R9 Worcester. It seems like stating an axiom to say that all girls ought to be taught to sew, and yet this opinion is not held by all teachers. That such instruction can be successfully ingrafted on every public school curriculum was shown by the sewing exhibit of the Philadelphia public schools. The excellence of a large number of the exhibits was surpris- ing even to the most enthusiastic believer in technical instruc- tion, and those who had only a vague belief in the abstract pro- position saw in the exhibition the practical demonstration of it. Man has been given no pleasure comparable to that of creation— the power to make, to originate—and the child is in this respect like the man. There was abundant evidence of this in the exhi- bition, and it was sad to think all or nearly all the children in our midst suffer in not being taught to do something. Who can gauge the influence of these idle and unoccupied hours on the moral character of the child? If the exhibition showed anything, it was that the children were interested in and really loved the work they were doing, and that, with the wide spreading of industrial training, the illogical, irrational objection to working with one’s hands, the result of ignorance of, and want of famili- arity with work must vanish. It would seem to your Committee that nothing could have been devised which would so increase the popular appreciation of the importance of industrial and manual training as this exhibition. Mere theorizing on any subject may or may not make converts to it, but a practical demonstration, such as this, could not fail to win disciples in all who saw it. "The attendance was large and appreciative, numbering about seven thousand visitors. Prizes were awarded as follows: Nine first-class medals for best specimens of the leading classes of work represented; twenty-five second-class medals; forty-nine third- class medals; and eighty-six fourth-class medals—a total of one hundred and sixty-nine. The financial result showed the total expenses, $2,488.53, entirely covered by receipts from admissions, and donations specially secured as a guarantee fund. The public press at large, not only in its reports, but in its editorial columns, recognized the importance of the work which 30 the Association hopes to do, and was clearly alive, not only to the character of the exhibition, but to the lessons which might be drawn from it. This can perhaps be best shown by quoting from some of the editorials which came under the notice of your Committee while the exhibition was in progress. The Evening Post, March 31st, says:—*¢ That such work could be done by children under fifteen years of age is remarkable, and that the training which it reveals will have an important influ- ence in opening to them a wide range of occupations is some- thing about which there can be little doubt.” The Post, April 5th, says: —*‘ The exhibition is in no sense a show, and its managers do not invite attention to it as such. It is rather an illustration of the real and largely unsuspected value of beginning early to teach children to use their hands to some useful purpose. . . . The exhibition is an important lesson in the value of educational methods to teachers and parents.” The New York Times, of April 4th, says: —* To all interested in the problem of education and labor, the large exhibition of children’s work in Cosmopolitan Hall offers a spectacle of deep interest. . . . All of our readers interested in education or industrial labors should see for themselves this interest- ing exhibition. It will show what can be accomplished under our public school system; that girls can be taught to be good cooks, housekeepers, seamstresses, and artistic workers while getting a common school education, and that boys may lay the foundation of the best trades at the same time that they get a fair training in books. It is an unpleasant reflection to New Yorkers that not a single public school of the city contri- butes to this attractive exhibition any works, whether of art or industry or practical usefulness.” Again, on April 5th, the Times says:—¢ Therein lies that difference between the old and the new (education) which makes this exhibition a possible sign of the times. The old idea of education was that it is something put into a man like bread- stuffing into a turkey. The new idea is that education is a de- velopment of capacity, a drawing out and training of what is born in a child. . . . Altogether, we commend the exhibition to all who know how hard life is, and who like to encourage those striving to make it easier by beginning with the children.” 31 The New York Tribune, April 3d, says:—** Such training (in- dustrial) must appeal to every thoughtful writer as appropriate and valuable. The child who learns to use his hands at school is better fitted for almost any vocation. He becomes a more intelligent and valuable citizen. There is some reason in the suggestion that manual training may help the solution of social problems. The skilled workman has more at stake than the unskilled laborer and his work commands a higher price for every additional degree of intelligence which it represents.” The New York Graphic of April 6th, says:—*‘ Was there ever before seen such a singular phenomenon as the existence in this city of such a great, general, and significant movement as is evidenced by the Children’s Industrial Exhibition without a finger’s worth of co-operation from our own public schools?” The Christian Union of April 8th, says: —* So far as this exhibition was planned for the purpose of showing the entire practicability, and the eminent usefulness of industrial educa- tion it has been an unquestioned success. Citizens of New York found no reason for local pride in the exhibition. The exhibit of the New York public schools was conspicuous principally by its absence. The best result of the exhibition will probably be the revelation which it must have made of our deficiencies in this direction. It has shown us not what we have accomplished, but what we have failed to do—this is always the first step toward a reform.” Frank Leslie's of April 10th, says: —‘ Such work as has been shown at the Children’s Industrial Exhibition, held during the past week at Cosmopolitan Hall in this city, is worth careful consideration, for it illustrates a new departure in our methods of education. . . . The first thought of a visitor to the exhibition was surprise that so much good work had been done; and the second, wonder that this had not been done before. The chil- dren’s Industrial Exhibition in New York is one of the encour- aging signs of the times.” The New York Sun, April 16th, in a notice of the annual meeting of the Association, referring to the object as being to change the existing system of school education in such a way that the brains, the eyes, and the hands of the pupils shall all be equally educated,” says: « But the Society did far 32 more for the accomplishment of this purpose by its recent exhibi- tion of the practical fruits of manual training, than it can hope to do by any amount of talking. There the public could see for themselves, in thousands of specimens of the handiwork of boys and girls, just what industrial education means; and we doubt if any one examined that varied and most interesting display with- out being convinced that it indicated a direction which the school training of the future is bound to take.” For the Committee on Industries, WM. A. POTTER, Chairman. APPENDIX B. TE following list embraces schools and institutions with which the Industrial Education Association has been in communica- ting during the past year. A brief outline of the industrial training carried on in each is given. This list is necessarily im- perfect, but will be enlarged as further information is obtained. In time it is hoped to make a complete directory of industrial schools and institutions. In preparing this list it has been im- possible to enumerate the sewing-schools attached to various Missions and Chapels, the schools of the American Female Guar- dian Society, and those of the Children’s Aid Society, in most of which more or less industrial training is given. NEw York TrADE ScHooLs, First Avenue and 67th and 68th Streets.—Evening Classes for young men in Plumbing, Bricklay- ing, Fresco-painting, Stone-cutting, Plastering, Pattern-making for moulders and machinists, Carpentry, and Wood-carving. TE YouNG WOMEN’S CHRISTIAN ASSOCIATION, 7 Bast 15th Street.—Free Classes for young women in Bookkeeping, Cutting and Fitting, Plain and Fine Sewing, Machine-sewing, Type- writing, Phonography, Retouching Photo-negatives, Photo-color and Crayon, Drawing and Technical Design. CoorER UNION, Sth Street and Fourth Avenue.—Classes in Drawing and Designing, Modelling in Clay, Free-hand, Archi- tectural and Mechanical Drawing, Decorative Painting, Wood- engraving, Telegraphy, Phonography, Type-writing, and Photo- graphy. THE SOCIETY OF DECORATIVE ART, 28 Bast 21st Street.—K'ree Industrial Art Classes in Drawing and Designing, Modelling, Wood-carving, Artistic Embroidery, Drawn Work, Plain and 34 Fine Sewing. Paid Classes in Drawing and Designing, Model- ling, Decorative Painting, Ecclesiastical and Art Needlework. GraMERCY PARK Toor HousE, 104 East 20th Street——Manual training in addition to, and as an experimental adjunct of theo- retic instruction, covers Wood-work, Metal-work, Printing and applied Chemistry, Mechanical Drawing and Workshop prac- tice. HesrEW TECHNICAL INSTITUTE, 129 Crosby Street, near Houston.—As part of the regular school course pupils are in- structed in Free-hand and Mechanical Drawing, Modelling in Clay, Use of Wood-working tools, Wood Turning, Carving, Pat- tern Making, Moulding, Casting, and Metal Working. NEw York City COLLEGE, corner 23d Street and Lexington Avenue.—Boys are taught Mechanical Drawing and Designing, Modelling and Construction, Carpentry, Vise and Forge-work, in connection with regular school course. TECHNICAL SCHOOLS OF THE METROPOLITAN MUSEUM OF ART, 914 East 34th Street.—Classes in Drawing, Designing, Model- ling, and Carriage-making. Tur TurN VEREIN, 15 and 17 Bast 3d Street.— Afternoon in- struction in Drawing, Designing, Modelling, Sewing, Embroi- dery, Knitting. Tae WoMEN’S INSTITUTE OF TECHNICAL DesiaN, 112 Fifth Avenue.—Instruction in Drawing and Decorative Painting, De- signing in all its branches, Metal-work, Wood-carving, Model- ling in Clay, Interior Decorations. WORKINGMAN’S SCHOOL, 109 West 54th Street.—The school course includes Sewing and Mending, Knitting and Cutting, Drawing, Designing, Construction, Modelling, Carpentry, Wood- turning, Iron-working and Mechanical Construction. WiLsoN INDUSTRIAL ScHOoL, 125 St. Mark’s Place.—Classes in Sewing, Kitchen Garden, and Cooking Garden. 39 House AND ScHOOL oF INDUSTRY, 120 West 16th Street.— Sewing; order work a specialty. Five Points House oF INpuUsTRY, 155 Worth Street.—In- struction in Sewing, Household-work, and Type-setting. HoME OF INDUSTRY AND REFUGE FOR DISCHARGED CoN- vicrs, 40 East Houston Street.—Inmates instructed in the manu- facture of Brooms, Scrubbing-brushes, and Shawls. Mr * Tue SHELTERING ARrMs, Tenth Avenue, corner 129th Street. —Instruction in Cooking, Washing and Ironing, Housework, and Sewing and for the older boys in Carpentry. PROTESTANT HaLr OrPHAN AsyYLUM, 67 West 10th Street. —Sewing and Housework. NEw York CookiNeg ScHoor, 26 Lafayette Place.—Classes in Cooking for girls of all ages, also Normal Classes for teachers. NEw York OrPHAN Asyruy, 73d Street and Riverside Drive.—Sewing and Housework. TRAINING SCHOOL OF INDUSTRIAL EDUCATION ASSOCIA- TION, sii’ — (Classes in Cooking, Sewing, Indus- trial Drawing and Clay Modelling, Domestic Economy, Little Housekeepers or Kitchen Garden; also course of Training for all branches of Domestic Service. Tae NEW YORK JUVENILE ASYLUM, 176th Street and Tenth Avenue. —Children are taught Laundry and Housework, Sewing and Mending, Tailoring and Shoemaking. Hous oF REFUGE, Randall’s Island.—Girls are taught Laun- dry and Housework, Sewing, Mending, and Tailoring, and boys are engaged in Stocking-knitting. Tag CarHoLic ProTEcTORY, Westchester, N. Y.——Instruc- tion given in Printing, Electrotyping, Chair-caning, Shoemak- ing, Tailoring, Silk-weaving, Stocking-knitting, Kid Glove-mak- ing, Shirtmaking, Sewing, Dressmaking, Embroidery, Cooking, Laundry and Housework. - Ee 36 NEw YORK INSTITUTION FOR THE INSTRUCTION OF THE Dear aAxD Duss, Tenth Avenue and 162d Street. New York INSTITUTION FOR THE BLIND, Ninth Avenue, corner 34th Street.—Cane-seating, Mattrass-making, and Piano- tuning ; Sewing, Knitting by hand and machine, Embroidery, Crocheting, Weaving cord-laces, and Rug-making, with Kinder- garten work in Primary Department. CorLorED ORPHAN AsYLUM, Tenth Avenue and 143d Street. — Housework, Sewing, and Gardening taught. Cooking School and Carpenter Shop soon to be started. INDUSTRIAL ScHOOL OF THE UNITED HEBREW CHARITIES, 58 St. Mark’s Place.—Afternoon classes in Plain and Fancy Sewing, by hand and machine, Knitting, Crocheting, and Em- broidery. CripPLED Boys’ BrusH FACTORY, 314 E. 35th Street.— Crippled boys are instructed in all branches of the Brush-making trade. Tue WoyMax’s Excumanae, 329 Fifth Avenue. LEAKE AND WATTS’ ORPHAN IOUSE, Manhattanville, Ninth and Tenth Avenues, 111th and 112th Streets. Sr. VINCENT DE PavuL’s INDUSTRIAL ScuooL, 343 West 42d Street. Young MEN'S INSTITUTE, 222 and 224 Bowery.——Carriage- making, Architectural, Mechanical and Free-hand Drawing, Bookkeeping, etc. YouNG MEN'S CHRISTIAN ASSOCIATION, Fourth Avenue and 23d Street.—Mechanical and Free-hand Drawing, Phonography, Bookkeeping, etc. BROOKLYN ORPHAN ASYLUM SOCIETY, Atlantic Avenue, corner Kingston Avenue.——Boys taught Netting of Hammocks 37 « m 1 S . : and Tennis Nets, Carpentry and Brass Work. Girls taught Sewing, Knitting and Crocheting, Housework and Kitchen Garden. Kindergarten in Primary Department. BROOKLYN INDUSTRIAL SCHOOL ASSOCIATION AND HoME ror DESTITUTE CHILDREN, Sterling Place, between Flatbush and Vanderbilt Avenues. How arp COLORED AsYLUM, Dean Street, near Troy Avenue, Brooklyn.—Sewing, Knitting, and Bread-making. Q ANT I ~ 3 rn a a! a J StevENS INsTITUTE OF TECHNOLOGY, Hoboken, N. J. i; J r Pusric Scuoors of Hoboken, N. J.—-Industrial Drawing ) 3 Al : » Clay Modelling, and Sewing. D A . PuinapeLpaia PuBric ScHooLs.—Industrial method em- braces Kindergarten in sub-Primary Schools. Sewing thoroughly taught in all grades. The Industrial Art School (The Leland School), Locust Street, above Broad—Supplies Instruction in Free-hand Drawing and Designing, Modelling in Clay, Wood- carving, Carpentry and Joinery, and Metal-work. The course in the Manual Training School includes Systematic Instruc- tion in Free-hand and Mechanical Drawing, Carpentry and Joinery, Woedwarving, Wood-turning, Pattern-making, Pro- rr. oes : ood per Care and Use of Tools, Forging, Bench-work and Fitting, : tes. es i and Study of the Steam-engine, including Management and Care of Steam-engines and Boilers. Bosrox PuBLIic ScHooLs.—Drawing and Sewing taught in the schools. Pupils allowed, at discretion of the masters, to attend other industrial classes in North Bennett Street and Hemenway Schools, and Carpenter’s Classesin the Latin School. JAMESTOWN PusLic ScHoors.—Graded Course of Industrial work in connection with regular school course, Kindergarten work, Sewing, Embroidery, Crochetting and Knitting, Cooking Cutting and Fitting, Printing (for boys and girls), Qorpenty. Industrial Drawing and Design, Type-writing, Short-hand mi Microscopy. j 38 New Haven PusLiC ScHooLs.— The manual training intro- duced into the regular school course includes Carpentry and use of Wood-working Tools, Object and Mechanical Drawing, Clay- modelling and Casting in Plaster. Kindergarten occupations in Primary Grades, Needlework and Plain Sewing. pPusLic Scmoor at Montclair, N. J.—Sewing, Embroidery, Carpentry, and Wood-carving are included in regular school course. Pusric ScuooLs of Toledo, Ohio.—Manual Training, Draw- ing and Shop-work, introduced into the Grammar and High Schools. A regular Manual Training School recently established. Pusric Scuoors of Moline, Il. —Industrial Drawing and Carpentry. pPusLic Scuoors of Peru, Ill.—Carpentry and Use of Tools introduced into school course. MANUAL TRAINING SCHOOL in connection with Baltimore Public Schools. Course of Instruction embraces Drawing, Car- pentry, Wood-turning, Pattern-making, Iron-chipping and fil- ing, Forge-work, Brazing and Soldering, and the use of Ma- chine-shop Tools. Caicaco MANUAL TRAINING Scmoor, 12th street and Michigan avenue, Chicago.—Free-hand and Mechanical Draw- ing, Carpentry, ‘Joinery and Turnery, Pattern-making, Mod- elling and Casting, Forging and Machine-shop work, Study of Machinery, including management of Steam-engines and Boilers. MANUAL TRAINING SCHOOL OF WASHINGTON UNIVERSITY, St. Louis.—Instruction in Drawing, and Practice in Use of Tools, including Carpentry, Wood-turning, Pattern-making, Iron-chipping and Filing, Forge-work, Brazing and Soldering, and the Use of Machine-shop Tools. SCHOOL OF DOMESTIC SCIENCE, Ames, Iowa.—The course of study embraces Domestic Economy, Botany, Chemistry, Physi- ology and Hygiene, Physical Training, Dress Fitting and Millin- 39 ery, Designing and Free-hand Drawing, Duties of the Nurse, Landscape and Floral Gardening, Household Accounts, Home Mam, Home Sanitation, Home sthetics and Decorative rt. MASSACHUSETTS INSTITUTE OF TECHNOLOGY, Boston, Mass. ; BostoN YouNG WOMEN’S CHRISTIAN AssoctaTIoN.—Train- ing School for House-service, Classes in Cooking, Sewing, and Dressmaking. Norra Exp INpUusTRIAL Home, 39 North Bennett street, Boston, Mass.—Classes in Sewing, Cutting and Fitting, Laun- dry-work, Cooking, Carpentry, Shoemaking, and Printing. l Tr J SouTH END INDUSTRIAL SCHOOL, 45 Bartlett street, Roxbury, Boston, Mass.—Drawing, Printing, Carpentry, Sewing, Dress- making, Millinery, Cooking, and Housekeeping. : : ‘ Boys’ INSTITUTE OF INDUSTRIES, 375 Harrison avenue, Bos- ton, Mass.—Carpentry Classes. Girarp COLLEGE, Philadelphia, Pa.—Pupils instructed in Iron-working, Use of Machinist’s Tools, Carpentry, Turning, Fret-sawing, Shoemaking. Housk oF REFUGE, Philadelphia, Pa.—Inmates instructed in Laundry- and House-work, Sewing, Tailoring, Shoemaking, Stocking-knitting, Chair-caning, and Iron-working. Tae PeLEAM INDUSTRY, Pelham Manor, N. Y.; under the direction of Mrs. W. S. Hoyt and others in the neighborhood.— Instruction in Carpentry, Cabinet-work, Wood-carving, Uphol- stery, Mattress-making, Brass-work, Leather-work, Designing, Modelling, Plain Sewing, and Embroidery. The industry at Pelham about closing, and work to be removed to South Hampton, L. I., among the Chinicook Indians. Mission FREE ScHOOL oF COOKERY AND HOUSEWORK, 1323 H street, N. W., Washington, D. C. pEe——— — A ES 40 WASHINGTON TRAINING SCHOOL FOR SERVANTS, Washington, D. C. INDUSTRIAL ScHooL, Rochester, N. Y.—Instruction in Sew- ing and Housework, Kitchen Garden Classes. HAMPTON NORMAL AND AGRICULTURAL INSTITUTE, Hamp- ton, Va.—Farming, Wheelwrighting, Saw-mill and Wood-work- ing, Engineering, Machine-shop, Knitting, Printing, Shoemak- ing, Carpentry, Turning, Harness-making, Sewing, Tailoring, Cooking, and Household work. TRAINING SCHOOL FOR INDIAN YOUTH at Carlisle, Pa.—Farm- ing, Carpentry, Blacksmithing, Wagon-making, Harness-making, Tailoring, Tinsmithing, Shoemaking, Printing, Baking, and Household work. APPENDIX C. BOOKS AND PAMPHLETS IN LIBRARY OF INDUS- TRIAL EDUCATION ASSOCIATION. Account of an Industrial School in Boston for the season of 1876-1877 (outgrowth of the Whittling School). Address at laying corner stone of Chicago Manual Training School. By E. W. Blatchford. Address, Inaugural, of H. H. Belfield, Ph.D., Director of Chicago Manual Training School. June 19th, 1884. Address by Phillip C. Garrett, Pres. of Twelfth National Conference of Charities and Correction, Washington, D. C. June, 1885. Address at Commencement Exercises of Technical School, Worcester, Mass. June. 1885. By Pres. Gilman, of Johns Hopkins Univer- sity. Address by James MacAlister on Free Schools for the People, before the New England Society. Dec. 22d, 1884. Address by Col. Augustus J acobson on the Opening of the Manual Training Department of the Toledo High School. 1884. Advanced Lessons in Kitchen Garden. Alabama Insane Hospital at Tuscaloosa. Biennial Report. 1883-84. American Asylum at Hartford, Conn., for Deaf and Dumb. Sixty ninth Annual Report. 1885. American Annals of the Deaf and Dumb. American Missionary Association. Thirth-eighth Annual Report. Meeting held at Salem, Mass. 1884. American Institute, New York. (Classification of Exhibition. American Institute, New York, Life and Annual Members of. Art Manuals. By Charles G. Leland. No. 1, Ceramic Art; 3, Wood- engraving; 4, Art Needle-work; 5, Leather-work; 6, Decorative Oil-painting; 7, Art Needle-work; 8, Repoussé-work; 9, Stencil- ling; 10, Drawing and Decorative Design; 11, Papier Maché; 12, Modelling in Clay. Nos. 1,2, 3, of Brass Album Designs. Archaeclogical Institute of America, Papers of the. Arkansas. Biennial Report, Superintendent Public Instruction for 1883- 1884. Auburn, N. Y., State Asylum for Insane Criminals. Annual Reports. 1881, 1882, 1883. Austin Industrial School, Knoxville, Tenn. Report for 1884-85. 42 Baltimore, Md., Public Schools. Fifty-sixth Annual Report. 1884. Black Woman of the South, The. Her Neglects and Her Needs, By Rev. Alex. Crummell, D.D. Board of Education, New York City. Forty-second Annual Report. 1883. Forty-third Annual Report. 1884. Manual for 1883. Directory, 1884 and 1885. Board of Education, Massachusetts. Forty-fourth Annual Report. 1879-80. Brooklyn Industrial School Association. Thirty-first Annual Report. 1885. Brooklyn Industrial School Association. By-Laws of the Association. Brooklyn Orphan Asylum Manual. 1885. Bureau of Statistics, New York. Report for 1884. Burlington, Vt., Home for Destitute Children. Reports for 1881, 1883, 1884, 1835. Buffalo Orphan Asylum. Annual Report. 1884. Buffalo State Asylum for the Insane. Thirteenth and Fourteenth Annual Reports. 1883 and 1884. Catholic Protectory, New York. Twenty-second Annual Report. 1885. California. Eleventh Annual Report Superintendent of Public Instruc- tion. 1883-84. Catalogue des Objets et Documents Exposés Direction de I’Enseigne- ment Primaire. Exposition Universelle, Nouvelle Orleans. 1884- 1885. Central New York Institution for Deaf Mutes at Rome, N. Y. Tenth Annual Report. 1885. Charity Organization Review. London. September, 1885. Children’s Kitchen Garden Manual. By Miss Emily Huntington. Child, The. By Matilda H. Kreige. Chicago Manual Training School. Second and Third Annual Reports. 1884-85, 1885-86. Christian Work in New York. 1886. Circulars of Information, U. S. Bureau of Education. No. 4. 1882. Industrial Art in Schools. By Chas. G. Leland. No. 4. 1879. Training Schools of Cookery. No. 1. 1885. City School Systems in U.S. By Hon. John D. Philbrick, LL.D. Planting Trees in School Grounds. Celebration of Arbor Day. Claims of Froebel’s System to be called the New Education. By Shir- reff. Classification of Children Needing Care, Training, or Reformation. By Hon. Wm. P. Letchworth. Argument before the Committee of State Charitable Institutions. April, 1882. Cleveland Protestant Orphan Asylum. Report for 1884 and 1885. Cookery Manuals. By Mrs. Emma P. Ewing. No. 1, Soup and Soup- making; No. 2, Bread and Bread-making; No. 3, Salad and Salad- making; No. 4, Vegetables and Vegetable-cooking. 43 Cooking Under the London School Board. By Rosamond Davenport Hill. Cookery and Housework. First and Second Annual Report of Mission Free School, Washington, D. C. 1883 and 1884. Cooking School, New York. Report. 1885. Cooking Garden. By Miss Emily Huntington. Cooper Union, New York. Twenty-fifth Annual Report. 1884. Conference of Charities and Corrections. Eleventh Annual Report. 1884. Colorado State Industrial School. Digest of Laws. First and Second Biennial Report. 1881-82, 1883-84. Comments on Insanity and Lunacy Laws. By W. B. Fletcher, M.D. Colored Orphan Asylum, New York City. Forty-ninth Annual Report. 1885. Decorative Art, Society of. Reports. 1884 and 1885. Destitute Children. Method of Care. The Public Official System versus Private Benevolence. By Hon. Wm. P. Letchworth. Der Techniker. January, 1886. Directory to the Charitable and Beneficent Societies and Institutions of New York City. Charity Organization Society. District of Columbia Industrial Home School. Annual Reports, 1876- 1880-1885. Ecoles Maternelles. Législation et Réglementations. Paris, 1881-82. Education in its Relation to Manual Industry. By Arthur M Arthur. Educational Progress. A Memoir of the late Horace Grant, Esq., as a successful Experimentalist to Determine the Receptivity of Chil- dren. Primary Education. By Edwin Chadwick, Esq., C. B. Education of Girls and Employment of Women. By B. W. Hodgson, LL.D. Education as a Factor in Prison Reform. By Chas. Dudley ‘Warner. Enseignement du Chant. Rapports et Programmes. Paris, 1834. Enquéte sur la Réforme de Brevits de Capacité de I’Enseignement Primaire. Paris, 1884. Evening Schools under Healthy Conditions. By Rev. J. B. Paton, D.D. Exchange of Woman's Work. New York. Report. Fairfield County, Conn., Temporary Home for Dependent and Neglected Children. 1884. Five Points House of Industry. New York Annual Report. 1884. Fiske University Catalogue. 1884-85. Five Hundred Employments for Women. By Mrs. Virginia Penny. Frederick Froebel’s Developing System of Education. Froebel’s First Gift to Babies. Free Kindergartens. By Rev. Chas. G. Ames. Froebel and the Kindergarten System. Girard College, Philadelphia. Annual Report. 1883. 44 Giving Alms no Charity. By a London Physician. Girls’ Industrial Institute, Outlines of a Plan. Grave Moral Questions. By Ellice Hopkins. Gramercy Park Tool House. Circulars of Methods, Aims, and Objects. Gramercy Park Tool House Association. 1886. Guide to the Charities of New York City and Brooklyn. Hand as well as Head and Heart Training. By Rev. Atticus G. Hay- good, D.D., LL.D. Hampton Normal and Agricultural College. Seventeenth Annual Re- port. 1885. Hand and Eye Training in the Public Schools. By W. 8. Mack. Hand-work for the People. By Mrs. G. K. McCallum. Hand-work for Children. Circular of Home Arts and Industries Asso- ciation. Hebrew Technical Institute. Circulars. 1885. Household Economy. By Members of Kitchen Garden Association. How to Use Wood-working Tools. Home of Industry and Refuge for Discharged Convicts, New York. Report for January, 1885. Homes of Homeless Children. Extract from Ninth Annual Report, State Board of Charities. Relating to Orphan Asylums and other Institutions for care of Children. By Hon. Wm. P. Letchworth. Homeless Children. Report on Orphan Asylums and Homes for Desti- tute Children of Sixth Judicial District. By Hon. Wm. P. Letch- worth. Homes of the London Poor. By Octavia Hill. Home Arts. By Charles G. Leland. Home of Refuge, Philadelphia. Fifty-seventh Annual Report. 1885. Homes for Working Girls in London. Reports for years 1883 and 1884. Home Arts and Industries Association, England. Circular and R-port. House and School of Industry. Thirty-fourth Annual Report. 1884. House of Refuge, New York. Sixtieth Annual Report. 1884. Home Needle, The. By Ella Rodman Church. How to Make a Shoe. By John P. Headley, Jr. Human Body and its Health, The. By Wm. Thayer Smith. Hygiéne des Ecoles Primaires. Rapports de M. le Docteur Napiars. Paris, 1884. Hygiéne des Ecoles Primaires. Rapports et Documents presentés a M. le Ministre de Instruction Publique. Paris, 1834. Illinois Industrial University. Eleventh Annual Report, 1882-1884; Catalogue and Circular for 1333-84; 1884-85. Industrial Education in the United States. A Special Report preparel by the U. S. Bureau of Education. Industrial Training of Destitute Children. By Samuel Smith. M. P., mn Contemporary Review, January, 1835. 45 Industrial School for Girls, Connecticut. Fifteenth Annual Report 1885. ; Industrial School for Girls, Wisconsin. Ninth Annual Report. 1884. Industrial School, State of New Hampshire. Annual Report. 1883-84. Industrial School, Lawrence, Mass. Tenth Annual Report. 1884. Industrial Education a Necessary Part of Public Education. Paper read before the American Institute of Instruction, Saratoga, July, 1882, By John 8. Clark. Industrial Education as Part of the Common School Course. By Mr. A. P. Marvel. Industrial and Literary Training. By Prof. E. C. Silsby. Industrial Training. By Supt. Salisbury. Industrial Education. By Supt. Salisbury. Industrial Education, Report on. By John D. Runkle, Ph.D., LL.D. Industrial Education from a Business Standpoint. Address delivered at Franklin Institute, Philadelphia, June 6th, 1881. By John S. Clark. Industrial Education. By Jane P. Cattell. Paper read before the Con- ference of Women’s Christian Associations, Cincinnati. 1885. Industrial Drawing. The opinion of the French Educational Commis- sion. Official Report of the Philadelphia Exhibition of 1876. Industrial Drawing. A plan for first year’s work in the Public Schools. By Chas. M. Carter. Industrial Drawing. Outline of an eight years’ course of instruction for Primary and Grammar Schools. By Chas. M. Carter. Industrial and Technologic Training. By Sarah Sands Paddock. Paper read before Conference of Charities and Corrections, St. Louis, 1884. Innocent and Incorrigible. By Hon. Wm. P. Letchworth. Institute of Instruction for Deaf and Dumb, New York. Sixty-sixth Annual Report. 1884. Indianapolis Institution for Education of the Blind. Thirty-eighth An- nual Report. 1884. Instructive and Productive Employments. By Mrs. Mary E. Cobb. Paper read before the Conference of Charities and Corrections, Washington, D. C., 1885. International Record of Charities and Corrections. March, 1886. Towa Agricultural College. Annual Catalogue. 1884 and 1885. Iowa Hospital for the Insane at Independence. Seventh Biennial Re- port. 1885. Is the Question, How to care for dependent children being properly solved in Michigan? By John M. Foster. Jamestown Public Schools. Annual 1883-84 and 1885. Jamestown Public Schools. Industrial Schedule. Juvenile Asylum. New York. Thirty-third Annual Report. 1884. Juvenile Offenders. Industrial Training of Children in Houses of Refuge: and other Reform Schools. By Hon. Wm, P. Letchworth. 46 Kindergarten, The. In its relation to Schools. By Shirreff. Kindergarten, The. In its relation to Family Life. By Shirreft. Kindergarten, The. Engrafted on the American Public School System. Kindergarten Chimes. By Kate Douglass Wiggins. Kindergarten Culture. By W. N. Hailman. Kitchen Garden Manual. By Miss Emily Huntington. Kitchen Garden, The. Cincinnati. Jan. and Nov, 18835, and March, 1886. Labor of Children in Reform Schools. By Hon. Wm. P. Letchworth. Ladies’ Christian Union. City of New York. Twenty-sixth Annual Report, 1884. Lend-a-Hand Magazine, Jan., Feb., and March, 1886. Lessons on Practical Subjects for Grammar School Children. Lois et Réglements. Statistique Enseignement Primaire Superieure. Paris. London School Board. Practical Recreative and Evening Classes. List of Penitentiaries and Refuges for the Fallen and Homes for Inebri- ates in Great Britain and Ireland. Manual Training School of Washington University. St. Louis, Mo. Fifth Annual Report. 1884-85. Manual Element in Education, The. By John D. Runkle, Ph.D., LL.D. Manual Education a feature in Public Education. By Prof. C. M. Wood- ward. Read before National Teachers’ Association, Saratoga, July 13th, 1882. Manual Training in General Education. By Prof. Woodward. Manual Training Schools. Report of the Committee ou the subject of allowing pupils of the Public Schools to attend the North End Industrial School, Boston, during school hours. March, 1885. Manual Training. Article in Harper's Magazine. February, 1886. By Mr. Charles H. Ham. Manual Training. By Mr. Charles H. Ham. Massachusetts School for Feeble-Minded. Thirty-seventh Annual Re- port. 1884. Memorial of Joseph M. Wilson. Washington, D.C. In behalf of In- dustrial Education in Public Schools. Minnesota Institution for Deaf and Dumb. Third Biennial Report. 1884. Minnesota Free School for Deaf Children. Report. Michigan School for the Blind. Second Annual Report. 1885. Michigan Reform School. Annual Report. 1883-84. Moral Elevation of Girls. By State Charities Aid Association, 1885. Moline Public Schools. Ill. Eleventh and Twelfth Annual Reports. 1884, 1885. Napa State Asylum for the Insane. Sacramento, Cal. Biennial Report. 1879 and 1384. 47 National Industrial Institute. Washington, D. C. Certificate and By- Laws. New Haven Public Schools. Report. 1884. New Haven Public Schools. Report of Board of Education. 1884-85. New Haven Y.M. C. A. Fifth Annual Report. 1886. New Education, The. Manual or Industrial Training an Indispensable Element. By Courtlandt Palmer. Nevada State Orphans’ Home. Carson City. Report. 1883-84. New York City Asylum for the Insane. Ward's Island. Reports. 1880, 1881, 1882. New Jersey State Industrial School for Girls. Fifteenth Annual Re- port. 1885. Nottingham Girls’ Evening Homes. North End Industrial Home. Boston, Mass. Report. Onondaga Co., N. Y., Orphan Asylum, Report for 1885. Orphan Home. Concord, N. H. Annual Report. 1884. Oregon School for the Blind. Reports. 1883-85. Oregon School for Deaf Mutes. Report for 1883-84. Pauper Children. Extract from Ninth Annual Report State Board of Charities. Pauper and Destitute Children. Extract from Eighth Annual Report State Board of Charities. Pelham Industry. Report and Circular. Pennsylvania Training School for Feeble-Minded Children. Thirty- first and Thirty-second Annual Reports. 1883-84. Pennsylvania Hospital. Report of Board of Managers. 1885. Philadelphia Public Schools. Industrial Art School. 1885. Philadelphia Public Schools. First Annual Report of Supt. 1883. Philadelphia Public Schools. Manual of Graded Course of Instruction in Primary Schools. 1884. Philadelphia Public Schools. Report on Revision of Grammar School Course of Instruction. 1885. Philadelphia Public Schools. Course of Instruction and Training for the Manual Training School. 1885. Philadelphia Sub-Primary School Society, Free Kindergartens. Report. 1884. Philadelphia Public Schools. Course of Instruction in Sewing. 1886. Philadelphia Board of Public Education. Annual Report of President. 1885. Plans of Poor-houses. By Hon. Wm. P. Letchworth. Plummer Farm School of Reform for Boys on Winter Island, Salem, Mass. Report. 1884. i Poor-house Administration. By Hon. Wm. P. Letchworth. Practical Helps for Care Takers and Bread Winners. By Sarah Sands Paddock. 18 Practical Work in the School-room. Lessons in Plants. By Miss Sarah F. Buckelew. Practical Workin the School-rcom. The Human Body. F. Buckelew. Preliminary Report of an Archaeological Journey in Asia Minor. No. 1, Kitchen and Dining-rcomj; No. 2, Primers of Domestic Science. Parlor, Bedroom, and Laundry. By Mrs. Harriet J. Willard. Primer of Physiology and Hygiene. Progress of the Working Classes in the Last Half Century, The. By Robert Griffin, Esq., LL.D., of London. Problem of the Poor, The. By Mrs. Helen Campbell. Proceedings of Third Annual Conference of Superintendents of Public Schools. Virginia, 1885. Progress in Provision for Insane. By W. W. Golding, M.D. Provision for the Insane. By John B. Chapin, M.D. Public Relief and Private Charity. By Mrs. J. S. Lowell. Public Instruction, Colorado. Report of Superintendent, 1883-84. Quincy Public Schools. Report of Commissioner, 1884-85. Reformation by Contract. 3y Hon. Wm. P. Letchworth. Reformatory Institutions of Great Britain and Ireland, Industrial Work of, Reformatory and Preventive Houses Connected Ww Refuge Unions, Classified list of. Reformatory and Refuge Unions, London, Brief Summary of. Reformatory and Refuge Journal, April, 1885, to March, 1886. Recreative Learning and Volunteer Teaching. 1885. By Mrs. E. L. Jebb. Relief and Reform. By Hon. Wm. P. Letchworth. Report, Second, of Royal Commission on Technical Education. London. Vols. I., II., IIL, and IV. Report of the Commission named to inquire in Schools, Council of Arts and Sciences, Quebec. Rhode Island School for Deaf and Dumb, Seventh Annua Rollin’s College. Catalogue. 1885. Rochester, N. Y., Industrial School, Twenty-ninth Annual Report. 1886. Rules and Regulations of the Schools of Cookery. Boston, Mass. 1885. Santee Normal Training School. Report. 1835. San Francisco Industrial School. Report. 1885. Save the Children; or, the Work of the Rescue with the Children’s Aid and Refuge Union. School for Deaf and Dumb, Knoxville, Tenn. Report. Sewing Primer. Illustrated. By Miss L. J. Kirkwood. Sewing Made Easy. Notes of Lessons on various Stitches. Silk Culture, An Instruction Book in the Art of. Silkworms, Instructions for Hatching. Soldiers’ and Sailors’ Home, and Thomas’ By Miss Sarah ith Reformatory and to Questions of Practical 1 Report. 1884. Officers in Connection England. Orphan Asylum for Orphan 49 and Destitute Indian Children. Re . port of New York State. Hon. Wm. P. Letchworth. ioby South End Industrial School, Boston. Third Annual Report. 1886 South Carolina Institute for Deaf and Dumb. Report. 1884 : Some European Industrial Art Schools. 1881-82. By Charles M. Carter State Charities Aid Association, New York. Eleventh, Twelfth and Thirteenth Annual Reports. 1883-84-85. State Reformatory at Elmira, N. Y. Report. 1884. State Preventive Medicine. By John S. Butler, M.D State Public School for Dependent Children Mi >hi ; irs Be , Michigan. First Annual State Reform School, Topeka, Kansas. Bienni y , S. al Report, 188 - uments Relating to. ab State Reform School. Cape Elizabeth, Maine. Thi ; , Ma ; irty-fir NE irty-first Annual Re- State Primary and Reform School, Massachus i , . S etts. A s. Sixth Annual Re- State Reform School, Meriden, Conn. Thirt i i \ , Conn. y-third and Thirty-f Annual Reports. 1884 and 1885. Hinton State Asylum for Idiots, New York. Thirty-fourth Annual Report St. Andrew’s Cottage. Report. 1885. St. Mary’s Industrial School for Bo alti Si ys, Baltimore, Md. S CA ixteenth Annual St. Louis Report of Board of Public Schools. 1882-83. Susquehanna Valley Home. Sixteenth Annual Report. 1885. Technologic Training in Reform Schools. By Hon. Wm. P. Letchworth Technical Education and Industrial Drawing in Public Schools. Notes od A dessses Delivered before the Council of Arts and Sciences uebec and Montreal. By Prof. Walter Smith, of S ng. Se 1, of South Kensing- Ten Years of Child-Saving Work in Michigan. By John M. Foster Toledo Manual Training Schcol. March, 1884. : Toledo Public Schools. Annual Reports. 1884-85. Training of Teachers for London Evening Schools. Trade Schools. New York. Circular. Trinity Church Year Book and Register. 1885. Talon Co., N. Y., School Data. 1885-86. nited Hebrew Charities, New York. Eleventh A y . nnual Re Board of Relief. 1885. gorkofivhe Utica Orphan Asylum. Annual Report. 1884. Vacation Schools in Boston. Articles by Rev. E. E. Hale and by Chas c Barnard, in St. Nicholas, April, 1886. : irginia Institution for Deaf and Dumb at Staunton, V. he all , Va. Annual Re- Washington City Orphan Asylum. Annual Report. 1885. Washington, D. C., Industrial Home School. Annual Report. 1884 i SA REE 50 ‘Washington Training School for Servants. First Annual Report. 1885. Warren, Pa., Annual Report State Hospital for the Insane. 1884. What-To-Do Club. By Helen Campbell. ‘Willard Asylum for the Insane. Reports twelfth to sixteenth. 1880-1884. Wilson Industrial School for Girls. Thirty-second Annual Report. 1884. Women’s Home Missionary Society of Methodist Episcopal Church. Third Annual Report. 1885. Women’s Education Association, Boston. Annual Report. 1885. Women’s Institute of Technical Design. Prospectus and Report. 1885-86. ‘Women’s Educational "and Industrial Union, Buffalo, N. Y. Annual Report. 1885. Women’s Christian Association, St. Louis, Mo. Sixteenth Annual Re- port. 1885. ‘Women’s Christian Association, Journal Seventh International Con. ference, Boston, 1883. Women’s Christian Association, Journal Eighth International Con- ference, Cincinnati, 1885. Women’s Christian Association, Hartford, Conn. Eigtheenth Annual Report. 1885. Woman's Magazine. June, 1885. ‘Women’s Educational and Industrial Union. Boston, 1885. Work for Women. By Geo. W. Manson. ‘Workingman’s School, New York. Second and third Annual Reports. 1881-83. Young Women’s Christian Association of New York. Annual Reports. 1884-85. Young Women’s Christian Association, Montreal. Annual Report. 1885. Young Women’s Christian Association, Boston, Mass. Nineteenth An- nual Report. 1885. Donations of books, pamphlets, or papers bearing upon the work of this Society are solicited, and may be sent to the office, ™ University Place. Miss Mary M. BUTLER, Librarian. CERTIFICATE OF INCORPORATION OF THE INDUSTRIAL EDUCATION ASSOCIATION. We, GRACE H. DODGE, JOHN S. BUSSING, James W. PINCHOT, MARIE Louise IRVING, WM. A. POTTER, MARY E. TURNURE, S. EpwiNA BrowN, CHAS. E. MERRILL, being persons of full age, citizens of the United States, a majority of whom are citizens of, and residents within the State of New York, desiring to form an Association pursuant to the provisions of Chapter Three Hundred and Nineteen, of the Laws of Eighteen Hundred and Forty-eight, entitled, “An Act for the In- corporation of Benevolent, Charitable, Scientific, and Missionary Socie- ties,” and of the several acts extending and amending the same, do hereby certify: I. That the corporate name of the said Society is * The Industrial Education Association.” II. That the objects for which said Society is formed are: 1. To secure the introduction of manual training as an important factor in general education, and to promote the training of both sexes in such industries as shall enable those trained to become self-supporting. 9. To devise methods and systems of industrial training, and to put them into operation in schools and institutions of all grades. 3. To provide and train teachers for this work, and to make use of all such means as may conduce to the accomplishment of the above ob- jects as a work of practical benevolence and charity. III. That the number of managers who shall manage the concerns of the said Society shall be fifteen (15). IV. That the names of the managers for the first year, and their resi- dences, are as follows: General Alexander S. Webb, 15 Lexington avenue, New York City. Miss Grace H. Dodge, 262 Madison avenue, New York City. Mr. John S. Bussing, 26 East Tenth street, New York City. Miss S. Edwina Brown, Murray Hill Hotel, New York City. Mrs. John S. Paddock, Brick Church, New Jersey. 52 Mrs. Wm. T. Blodgett, 11 East 12th street, New York City. Mrs. Theodore Bronson, 107 East 25th street, New York City. Mrs. Geo. Walton Green, 334 Lexington avenue, New York City. Mrs. David M. Turnure, 12 East 36th street, New York City. Mr. J. W. Pinchot, 233 Fifth avenue, New York City. Mr. Wm. A. Potter, 121 East 23d street, New York City. Mr. Wm. F. Bridge, 309 Lexington avenue, New York City. Mrs. Theodore Irving, 21 West 32d street, New York City. Mr. Chas. E. Merrill, 327 Lexington avenue, New York City. Mr. N. A. Prentiss, 131 East 26th street, New York City. V. That a majority of such managers are citizens and residents of the State of New York. In witness whereof, we have hereunto set our hands this Eighteenth day of February, One Thousand Eight Hundred and Eighty-six. Grace H. Dope, JoHN S. BussiNg, JAMES W. PINCHOT, MARIE Louise IRVING, WM. A. POTTER, MARY E. TURNURE, S. EbpwiNA BrowN, CHAS. E. MERRILL. STATE OF NEW YORK, | 55 COUNTY OF NEW YORK, | ~ On this Eighteenth day of March, 1886, before me personally appeared Grace H. Dodge, John S. Bussing, James W. Pinchot, Marie Louise Irving, William A. Potter, Mary E. Turnure, S. Edwina Brown, and Chas. E. Merrill, to me known to be the individuals described in, and who executed the foregoing certificate, and they severally, before me, signed the said certificate, and acknowledged that they executed the same. WM. S. GUERINEAT, Notary Public, Kings Co. Certificate filed in New York Co. BY-LAWS OF THE INDUSTRIAL EDUCATION ASSOCIATION, NEW YORK. I. TITLE. The name of this Association shall be the Industrial Education Association. II. OBJECTS. The objects of the Association shall be : First. To obtain and disseminate information upon Industrial Education, and to stimulate public opinion in its favor. Second. To invite co-operation between existing organizations engaged in any form of industrial training. Third. To train women and girls in domestic economy, and to promote the training of both sexes in such industries as shall enable those trained to become self-supporting. Fourth. To study and devise methods and systems of indus- trial training and secure their introduction into schools ; also, when expedient, to form special classes and schools for such instruction. Fifth. To provide instructors for schools and classes, and, if necessary, to train teachers for this work. % III. MEMBERSHIP. The Association shall consist of Members of the Central Asso- ciation, Corresponding Members, and Honorary Members. Mem- bers of the Central Association shall conduct the active business of the Association, and shall be residents of New York City or a . ER RT ERE EIR = SS 54 its vicinity. Corresponding Members may be residents of any part of the United States or of foreign countries : they shall be requested to send to the Secretary information bearing upon the objects of the Association, but shall not be responsible for any action taken by the Asssociation, nor shall they be obliged to adopt the principles advocated by the Association. Honorary Members shall be chosen for valuable aid rendered the Associa- tion, or for distinguished services in behalf of Industrial Educa- tion. Members of the Central Association shall be entitled to vote at the Annual Meeting of the Association, and upon the admission of new members at any meeting. IV. ELECTION OF MEMBERS. All members shall be elected by a majority vote of members present at any meeting of the Association. Application for mentbership must be made through a member of the Association, who shall send the name of the proposed member to the Board of Managers : if approved by the Board, the name shall be submit- ted to the vote of the Association. The failure of any member to attend three consecutive regiar meetings of the Association, without notifying the Secretary, may be considered as equivalent to a resignation. V. BoARrRD OF MANAGERS. The Association shall be controlled by a Board of Managers, to consist of fifteen persons, who shall be elected annually by a majority vote, by ballot, of members present at the Annual Meeting. Any vacancy occurring during the current year shall be filled by the Board of Managers from Members of the Central Association. It shall be the duty of the Board of Managers to devise and adopt such measures as may best promote the objects of the Association and increase its efficiency. The Board shall have full power to control the affairs and funds of the Associa- tion. It shall have anthority to enforce the observance of the By-laws of the Association, and shall have power, by a two-thirds vote of its members, to remove any member from the Association, for such cause as it may deem sufficient, other than non-attend- ance at meetings. 5d The Board shall appoint the Chairmen and members of the Standing Committees from the members of the Association an- nually, immediately after the Annual Meeting, and shall have power to add additional members to said Committees at any time. Members of the Board of Managers shall be ex-officio members of all Standing Committees. Nothing shall be published in the name of the Association without the consent of the Board of Managers. The Board of Managers shall hold monthly meetings from October till May inclusive, and oftener if desirable. Five mem- bers shall constitute a quorum. It shall make its own By-laws. The Board shall make a full report of the affairs and funds of the Association to the Association at its Annual Meeting. VI. OFFICERS. The Officers of the Board of Managers shall be a President, one or more Vice-Presidents, a Treasurer, an Assistant Treasurer, a Recording Secretary, and a Librarian. They shall be elected annually, from the incoming Board of Managers, by a majority vote, by ballot, of members of the Board. The Officers of the Board of Managers shall also be the Officers of the Association, and shall hold office until their successors are elected or appointed. VII. PRESIDENT AND VICE-PRESIDENT. The President shall preside at all meetings or appoint a sub- stitute ; shall call special meetings at discretion, or upon the written request of five members; shall appoint special Committees, and shall have charge of the general interests of the Association. Prior to the Annual Meeting the President shall appoint a Committee to nominate the Board of Managers for the ensuing year, and an Auditing Committee to examine and report upon the accounts of the Association. The members of these Com- mittees shall not be members of the Board of Managers. A Vice-President shall, in the absence of the President, per- form all the ordinary duties of the President. VIII. TREASURER. The Treasurer shall be charged with the custody of all the ob securities and funds of the Association, shall keep an account in the name of the Association, in an Institution approved by the Board of Managers, in which he shall immediately deposit all money received. The Treasurer shall keep an account of all re- ceipts and disbursements, and shall pay no moneys except by order of the Board, or on the authorized warrant of the Assistant Treasurer. The Treasurer shall present monthly written reports to the Board and an annual report to the Association. The financial vear of the Association shall end March 31st. IX. ASSISTANT TREASURER. The Assistant Treasurer shall keep a complete list of the sub- seribers and donors, and collect the subscriptions ; shall attend to all details pertaining to receipts and disbursements, keeping an accurate account of the same, and once in each month transmit to the Treasurer a statement, and pay to the Treasurer all moneys received. The Assistant Treasurer shall draw upon the Treas- urer for all salaries, and for current office expenses; all other bills must be presented to the Board of Managers and receive their certification before being paid. X. RECORDING SECRETARY. The Recording Secretary shall be Secretary of the Board of Managers ; shall call the roll, and keep the minutes of the pro- ceedings of the Board ; shall notify officers of their election and committees of their appointment, and shall give notice of all meetings of the Board. XI. GENERAL SECRETARY. The General Secretary shall be appointed and removed by the Board of Managers, and shall be the chief executive official of the Association, responsible for the management of its affairs, under such general rules as may be adopted by the Board of 57 The General Secretary shall write the annual report of the Association, and make written monthly reports to the Board of Managers. An account of money expended by the General Secretary for current, office, and travelling expenses shall be ren- dered monthly to the Assistant Treasurer. XII. LIBRARIAN. It shall be the duty of the Librarian: First. "To collect, by means of donations to the Association, such books and pamphlets as may, in the judgment of the Libra- rian, contain valuable information upon subjects connected with the objects and work of the Association, and to make a catalogue of the same. Second. To adopt a system by which the books may be avail- able to all the members of the Association, as freely as may be consistent with a due regard for their preservation. Third. To make written reports from time to time of dona- tions and loans to the Library, at the regular meetings of the Board of Managers and of the Association. The Librarian shall, before the regular meetings of the Standing Committees, send to the Secretary of each Committee, to be laid before the Committee, a list of any books, pamphlets, or drawings, given or loaned since the previous meeting, which may have reference to the work of that Committee. XIII. STANDING COMMITTEES. There shall be seven or more Standing Committees, as follows: a. Committee on Finance. b. Committee on Books and Printing. ¢. Committee on Industries. d. Committee on Kindergartens. ¢. Committee on Industries for Reformatories, Orphan- ages, and Asylums. Managers. The General Secretary shall conduct the correspond- f. Committee on Industries for the Insane. ence of the Association ; shall do organizing or other work re- g. Committee on Houses and Training for Domestic Service. quired by the Board ; shall keep minutes of the proceedings of The Committees shall make written monthly and annual the Association, and give notice of its meetings; shall receive reports of their work at the regular meetings of the Board of and file the reports of the different Committees, and keep any Managers. They shall make their own By-laws. accounts and records of the Association that may be required. Em TETRIS Ch a8 Estimates for expenditures by Standing Committees, other than for petty expenses, must be approved by the Board of Man- agers. Manuscript designed for publication must receive the approval of the Standing Committee from which it emanates, before being submitted to the Board of Managers. XIV. CoMMITFEE ON FINANCE. It shall be the duty of the Committee on Finance to devise means for obtaining the funds requisite to carry on the work of the Association. XV. COMMITTEE ON BOOKS AND PRINTING. It shall be the duty of the Committee on Books and Printing to prepare for publication such matter as the Board may author- ize ; to keep itself informed of publications upon Industrial Edu- cation and pursuits, and, with the approval of the Board, to pro- cure for use in the Library, or for Distribution, those deemed of special value. XVI. COMMITTEE ON INDUSTRIES. It shall be the duty of the Committee on Industries to study, devise, and present, for the consideration and approval of the Board, methods and systems calculated to develop Industrial Education, and to use all available means to introduce the same into Schools and such other places as may offer a suitable field. XVII. CoMMITTEE ON KINDERGARTENS. Tt shall be the duty of the Committee on Kindergartens to gather information relating to the system, and to devise ways and means of introducing Kindergartens where possible. XVIII. COMMITTEE ON INDUSTRIES FOR REFORMATORIES, ORPHANAGES, AND ASYLUMS. It shall be the duty of the Committee on Industries for Reformatories, Orphanages, and Asylums to collect information, to promote interest in industrial education, and to introduce, with co-operation of the authorities, industrial training into such institutions. 59 XIX. COMMITTEE ON INDUSTRIES FOR THE INSANE. It shall be the duty of the Committee on Industries for the Insane to collect information in regard to industries for the insane, and to promote the introduction of such industries wherever practicable. XX. CoMMITTEE ON HOUSES AND TRAINING FOR DOMESTIC SERVICE. It shall be the duty of the Committee on IIouses and Train- ing for Domestic Service to care for any houses, offices, and rooms used by the Association, and to train in all branches of domestic service. XXI. MEETINGS. The Annual Meeting of the Association shall be held during the month of April. Two weeks’ notice of this meeting shall be given to all members entitled to vote. At any Special Meeting of the Association, the business for which the meeting is called shall be stated in the notice to members. Eleven members shall constitute a quorum at any meeting of the Association. XXII. BY-LAws. The By-laws of the Board of Managers and of the Association must be in accordance with the General Act of Incorporation Chapter 319, Laws 1848, with amendments, State of New York. XXIII. AMENDMENTS. These By-laws may be amended by a two-thirds vote of mem- bers present at any meeting of the Association, intention to move the proposed amendment having been sent to the Secre- tary three weeks previous to the meeting. The Secretary shall send to each member of the Central Association two weeeks’ notice of this meeting, with a copy of such proposed amend- ment. To constitute a quorum at this meeting not less than two-thirds of the members must be present. XX1V. ORDER OF BUSINESS OF THE ANNUAL MEETING. The following shall Le the Order of Business of the Annual meeting of the Association : 60 1. The Secretary shall read the minutes of the last Annual Meeting. Action thereon. 2. Report of the Treasurer. Action thereon. 3. Report of the Board of Managers. Action thereon. 4. Election of new members. 5. Election of incoming Board of Managers. BY a. SARAH SANDS PADDOCK INDUSTRIAL EDUCATION ASSOCIATION No. 6 East FOURTEENTH STREET, NEW York ~ REPRINTED FROM THE PROCEEDINGS OF THE ELEVENTH NATIONAL CONFERENCE OF CHARITIES AND CORRECTION \ BOSTON : PRrESs OF GEO. H. ELLIS, Ww FRANKLIN SvEEr 1884 60 1. The Secretary shall read the minutes of the last Annual Meeting. Action thereon. 2. Report of the Treasurer. Action thereon. . . : iwi Report of the Board of Managers. Action thereon. Industrial and Technological Training Election of new members. ; Election of incoming Board of Managers. vo C2 BY SARAH SANDS PADDOCK INDUSTRIAL EDUCATION ASSOCIATION No. 6 East FOURTEENTH STREET, NEW YORK REPRINTED FROM THE PROCEEDINGS OF THE ELEVENTH NATIONAL CONFERENCE OF CHARITIES AND CORRECTION BOSTON : Press oF Geo. H. ELLIS, 141 FRANKLIN STREET 1884 EES EEE PAR Industrial and Technological Traming BY SARAH SANDS PADDOCK INDUSTRIAL EDUCATION ASSOCIATION No. 6 East FourTEENTH STREET, NEW YORK REPRINTED FROM THE PROCEEDINGS OF THE ELEVENTH NATIONAL CONFERENCE OF CHARITIES AND CORRECTION BOSTON: Press oF GEo. H. ELLIS, 141 FRANKLIN STREET 1884 INDUSTRIAL AND TECHNOLOGICAL TRAINING. Any one watching the signs of the times cannot fail to see that industrial and technologic training is one of the leading issues of the day. There is undoubtedly a growing demand for industrial schools in the United States, although there is much diversity of opinion in regard to the agency by which they should be established and con- ducted. Many claim that the government should establish State industrial schools. Some desire special schools, giving only tech- nical instruction in various branches of handwork, and some would have the trades-unions, or guilds of artisans, train their own appren- tices, while others are equally emphatic in their desire to have a workshop in every existing public and private school. While a larger number of industrial schools are now in operation than people are aware of, the public at large greatly requires en- lightenment upon the urgent need for this kind of training. Within the limits of this paper, it will not be possible to do more than base an argument in its favor upon a brief outline of the history of indus- trial education, and a statement of some of its practical applications. The term “industrial education” is used to designate the training of pupils, not only in the common branches of instruction, but in certain industrial or business pursuits. An industrial school, in the widest sense of the word, denotes any school for teaching one or several branches of industry. Those of a higher grade are more generally classed under the head of technical schools. The idea of providing for the instruction of children in manual labor appears to have originated in the desire to enable poor children to earn their daily bread as early as possible. In England, Chief Justice Hale, as early as 1676, recommended to Parliament the establishment of an industrial school in every parish. In 1705, Locke laid before the English Parliament a plan to counter- SR MR A ERO opps SEE SE SE ” + § * 18 i 4 act the spread of pauperism, proposing to this end the establishment of labor schools in each parish, in which poor children from three to fourteen years of age were to be provided with lodging, board, sup- port, and occupation. The bill failed, as did also one proposed in 1796 by Pitt. In Italy, Canon Odescalchi founded, in 1686, a great charitable institution under the name *Ospizio Apostolico di San Michele,” which, besides other departments, comprised an industrial school for boys and girls. The girls were instructed in needlework; and a number of workshops, among which they were at liberty to choose, were fitted up for boys. This example was followed by many other institutions; and the instruction of girls in housework and needle- work and of the boys in some mechanical trade became a general feature of the Italian orphan and foundling asylums. The first practical attempt in Germany was made by A. H. Francke, who introduced instruction in turning and glass-grinding. Hecker, the founder of the first real school of this character, trained his pupils in cultivating mulberry trees and in raising silk-worms. Froebel, the founder of the * Kindergarten,” emphasized the impor- tance of trained industrial occupations in the common schools. Needlework has been almost universally introduced into the common schools of Germany, and in some other countries. Two afternoons of each week are set apart for the instruction of girls in sewing. They begin when only six years old, and first use paper. From plain sewing, mending, and knitting, the scholars are advanced to fine needlework, tatting, crocheting. They are also taught tapes- try work. The Austrian Kinderman introduced industrial instruction into the common schools, and succeeded, in the course of a few years, in organizing industrial schools in more than two hundred places. The following account of the Austrian system of weaving-schools is taken from a monthly review of “Technical and Scientific Educa- tion,” and will be found of interest: — The Austrian Ministry of Commerce, which supported a number of purely technical weaving-schools in Bohemia and Moravia, conferred with the authorities of the Austrian Museum and the government of these provinces upon the question as to the manner in which a benefi- cent influence in an artistic sense could be exercised in these schools of industry. The result of these deliberations was the establishment of schools for drawing and practical instruction in weaving. This effort extended itself to operatives in their own homes and in fac- 5 tories, and finally reached the capital itself, where qualified teachers bestowed particular care upon this special branch of industry, in which about eight hundred thousand people found employment. There are twenty-four such weaving-schools in the different cities of Austria, the most important of which is that at Reichenburg, which is supplied with qualified teachers by the Ministry of Com- merce. The textures made at this school are considered by many unrivalled. While textile fabrics are the chief branch of study, to these are added, as higher branches, wall-decoration, painting on porcelain, and glass-enamelling ; inlaid work in wood, metal, and ivory; drawing for lithographic purposes; and xylography. Special care is bestowed upon copying of tissues, tapestries, embroideries, etc. Another class is devoted to the education of students in cabinet work, modelling, keramic art, and metallurgy. The term of instruc- tion is four years,—two years in the elementary class and two years in the special branch school. There are fixed terms for instruction. At Cortena, in the Austrian Tyrol, there are two admirable indus- trial schools, where the girls are taught gold and silver filigree work. The boys are taught designing, carving on wood, and the making of “intarsia,” or inlaid woodwork. In Athens, a Greek gentleman, feeling the importance of the edu- cation of Greek women, who until recently have had no educational advantages, started an industrial school for women and girls, where they are taught different branches of needlework, hand-loom weaving, and the designing of fine silk dress and sash fabrics and curtain hangings, also the designing and making of Turkish and Persian rugs. Trades are thus secured to the pupils, and the school is sup- ported by their labors. In England, before a grant is made to an elementary school, the educational department must be satisfied that the girls in the day school are taught plain sewing and cutting-out as a part of the ordi- nary course of instruction. No fancy work is allowed during school hours. Throughout Great Britain, in all the certified industrial schools, reformatories, and refuges affiliated to the « Reformatory and Refuge Union,” seventy-two district industrial occupations are pursued by the inmates. In carrying out these industries, steam power is used in many of the institutions, and the inmates are taught the care and management of the engines and machinery. The ordinary domestic work of the Home is in all cases done by its occupants. _ By TE 6 The following is a list of the industries, with the number of institu- tions in which each particular industry is taught : — St "Number of I nstitutions | Number of Institutions in which the In- in which the In- Name of Industry. dustries are taught. Name of. Industry. dustries are taught. Wood chopping, . . . « = 67 | Blacksmith’s work, . . . . IO Carpentering, . . . . . - 53 Brick laying, . . ity Cabinet making, . 14 | Turning, vide Boot and shoe making, . . - 126 | Book binding, en waa List-slipper making, . . . = 4 | Riddle making and wire work, Broom-handle making, . . . 3 | Hair teasing, le a Tailoring, . a ww vv a3 | Stone cutting and mason work, Tinsmith’s work, . . . . . 2 | Plumbing, glazing, painting, Farm and garden work, . and gasfitting, . . . . Seamanship, . . . . . . Button carding, ‘ Jewelry and precious stone Bristle sorting, . . . . . seting, . +. « « + + + + Sack making, . . . . «+ Relief stamping, . . . . Church and other embroidery, Rag and paper sorting and Manufacture of flock, ‘ collecting, . . . + . + Nail straightening, Knitting, . ion oa ee Power-loom weaving, . . . . Shrimp picking, . . . . Crochet, netting, and fancy Essential oil distilling, . . . needlework, eae Bread making and baking, . Dairy work and farm-yard Washing and laundry work, . management, . oie Plain needlework, . . . . . Carpet beating, . . . . « Upholstery, . . . . . . Cart making, . Brush making, . . . . . . Glove making, . Basket and hamper making, . Lithographing, . Paper-bag making, . . . French polishing, . Mat making, . . . . + + Rope making, . . Printing, . . . +. + - « - Rag cutting, . . . . Boys sent to morning places to Manufacture of peat fuel, clean knives, boots, etc., . Cooperage, . . « + = Harness making, & wile 3 | Hairdressing, Errand or messenger boys, . 13 Chair caning, Work in neighboring mills Band musicians, . and factories. « + +» + + 14% Comgrinding, . . . . Netmaking, « « » - + » + 06} Road repairing, . . . + Straw plaiting and working, . 4 | Bed and mattress making, Dress making and millinery, . 31 | Rug making, . i Lace making, . . . . lo Pictureframe making, . Match-box making, . . . . 8 | Bandbox making, . . Manufacture of fire-lighters, . 5 | Tassel making, . . sil, Brick making, . . . . + = 2 | Fretwork,. . . « « « « = — WO NNN de N= 00 wn + 0 Wn OH NWN = EHR === == In America, it is extremely difficult to know what to do with that improvident section of our community, the drift of idlers. Our hope for the future lies mainly in the proper training of the young in industrial habits, that they may not lack the industrial capacities in which the shiftless jobbers are so deficient. Skilled labor only being in demand, the present most imperfect state of industrial education 7 of the masses is largely to blame for the great number of unem- ployed in our midst. The trades-unions and similar organizations having, in a large measure, done away with the apprentice and jour- neyman of former days, the young people of to-day have little or no opportunity to learn trades and become skilled workmen. In a special report on the “Industrial Education of the United States,” issued by the Bureau of Education, this statement is made : — Now that apprenticeship is actually gone, the question of the practical education of the industrial classes in their handicrafts and occupations is, more than ever, for public consideration. There is no prospect of a revival of old-time apprenticeship. Foreign skilled labor ought not to be made a reliance. Our youth ought to be, and must be, trained to occupy leading places in the arts and manufact- ures, by means of special instruction given in schools organized for the purpose. Any system of schools or instruction which fits pupils to enter intelligently upon the duties of life and the work of a trade promotes the practical education of the industrial classes. The almost infinite subdivision of labor which exists in our modern industries is responsible for a large amount of deteriorated boy and girl labor. Learning, as the young do, only in part how to make any one thing, the demand for which expires with a contract or fashion, it is no wonder that the intermittent unemployed class is largely recruited from their ranks. In view of the emergencies of the market, it may be this state of fluctuation in labor cannot be avoided ; but it would be well if parents and guardians would watch more closely than they now do the movements of their children, as they shift from one employment to another without the acquisition of such experience as may be rendered marketable through life. In some States, a law passed for the purpose has withdrawn a large amount of very young labor from the market. The wisdom of this law is unquestionable, but it is much to be regretted that a thorough industrial education in connection with the usual school instruction has not been provided for the children reached by it. A child, if properly drilled, by the age of fourteen can have ac- quired a sufficiently competent knowledge of some trade to secure a situation, and to enable him or her to work up into a thoroughly self-supporting man or woman. Mr. Charles G. Leland, in his most instructive and practical book on Industrial Art in Schools, says :— : Of late years, almost simultaneously, the men who are interested in education have asked one another: “How is it that we have taught 8 the young nothing but reading, writing, and similar arts? We have given what we call culture to youth, and they leave school as little fitted to make a living as on the day they entered it.” It 1s very natural, indeed, that this complaint should rise from the growing republicanism of the age; and it was quite natural that those who inspired it should demand that children should be taught to make a living while learning to read, write, and cipher. Of course, by “ making a living,” working at a trade was understood ; and the first effort in consequence was to teach trades. In another place, he further says: — Industrial art, to be taught in schools, need not, and should not, be limited to ornamental work. Carpenter work, joinery in its rudi- ments, or in fact any branch of practical industry, may be taken up as soon as the pupil is fitted for it. It is characteristic in this; that the system, as I conceive it, is capable of being introduced into every public or private school in the country, or into any institution where there is a preceptor who has some knowledge of drawing, with sense enough to apply it according to certain elementary handbooks of art. I have found that a great deal of the opposition or indifference to art industry in schools comes from men who, because they are them- selves ignorant, do not like to have the whole world trained to what they are too idle or stupid to master. Others argue that, as their children are not intended for pursuits into which art knowledge enters, therefore no children need or ought to learn anything of the kind. In the face of these and many other equally wise objections, such as are generally urged at meetings where the subject is dis- cussed, the facts remain: that art industry can be taught without infringing on other branches of education; that children, while at school, can learn to design and model so well in a few months, with one weekly lesson, as readily to obtain places as under-designers in factories; and that, thirdly, they can even produce wares which will sell. : But there is a final argument which cannot be resisted. It is that there is a tremendous demand among the manufacturers of Europe and of this country for decorative artists and artisans. It was thought in England that the great art schools of South Kensington and Manchester, and such places, would afford a supply; but it has been as a drop in the bucket. The industrial schools have been as inadequate. For it is not only a supply of artistic goods that 1s needed, but also a taste for them,—a manufactory and a market as well as a greater demand ; and, to meet this double want, there must be extensive radical art education among the people. There is a final plea to be offered for the introduction of industrial art into all schools. It is that, by making handwork a part of every child’s education, we shall destroy the vulgar prejudice against work as being itself vulgar. This we greatly need; for there is no country in the world where manual work is practically in so little respect, or where there are so many trying to get above it, as in this American republic. 9 The great importance, also, of industrial night-schools for those who are employed during the day is too evident to need discussion. The technical instruction of an immense majority of mechanics is altogether inadequate. Such schools would be of incalculable bene- fit to young laborers who desire to perfect themselves in different branches of trade. These schools should be upon a thorough busi- ness footing, and without the slightest suggestion of patronage or charity. Connected with them a labor exchange, and a well-devised system of labor loans, and deposit banks would be a strong induce- ment for workmen to attend the evening classes and perfect them- selves in some branch of industry. It is gratifying to learn, from the reports of the United States Commissioner of Education, that the number of asylums for children in which arrangements have been made for opening an industrial department is increasing. The great importance of this subject cannot be too strongly urged upon the attention of all who found, support, superintend, or carry on institutions of this kind. The Kitchen Garden, which is so perfectly adapted to the needs of its inmates, has pre-eminently its mission in these institutions. Except in Massachusetts, there are no laws in this country requir- ing industrial or technical training; but we are glad to find that, in the majority of the reformatory institutions in the United States, trades are taught. The reports of these institutions indicate the teaching of forty-two distinct industries, while, as we have seen, seventy-two are taught in similar institutions in Great Britain. Ordinary trade instruction has so far proved a great advance ; but, unquestionably, the Russian technologic system, as taught in the School of Mechanic Arts in Boston and elsewhere, if introduced into the reform and industrial schools of this country, would result in far greater progress than has yet been attained. Under this admirable system, the boy not only learns a trade, but he acquires it quickly. At the same time, he learns, by successive and easy stages, scientific principles under- lying all trades, so that when he leaves school he can readily adapt himself to pursuits other than those in which he has been especially instructed. While the feasibility of such technologic training might once have been justly questioned, it has now passed beyond the experimental stage, and receives the indorsement of distinguished specialists engaged in juvenile reformatory work. It has been stated by one of these gentlemen that, for example, in the simple matter of forging, it is his belief “that the boy with his forty lessons in forging, so far 10 as his knowledge of the art and his ability to apply what he has learned are concerned, is quite the equal of the boy who has spent his two or three years of apprenticeship under the usual conditions.” Seeing that this system of technologic training is the best in use, it is a matter of regret that there are any hindrances to its general introduction. In the history of juvenile reformatory institutions, we find that those first established in New York and three other States adopted and still adhere to the baneful contract system, although it has been set aside or disapproved everywhere in Europe and by the majority of institutions in America. This system, which subjects the labor of the child to the control of contractors, must necessarily be carried on in the interests of the contractor instead of for the benefit of the child, and cannot but be opposed to any industrial or tech- nologic training which has solely in view the thorough training of the child. The Committee of the New York State Board of Charities, appointed in 1879, after a most thorough examination of the contract system as originally applied, reported the following as their conclusion: — Your Committee express their entire disapproval of the per diem contract system of labor as a feature of a reformatory institution. They are sustained in this view by the experience of most modern establishments of this character, and by the testimony of most of the contractors’ representatives themselves, whose opinions, being based on long intercourse with boys under the system, give great weight to their condemnation. Your Committee believe that trades or technical instruction should be conducted only under the direction, management, and re- sponsibility of the House, without the mediation of contractors or their employés; and that a greater variety of employments be intro- duced, and, if necessary for that purpose, a greater extent of ground be procured. Your Committee believe that the State is not disposed to exact a self-supporting return from a reformatory institution for children, or to rely upon the yield of labor as an essential factor to be considered in the reformatory work. The conclusion of the Committee is of wide application, and may be thus tabulated : — 1. No contractor should be permitted to obtain a footing in this class of institutions. 2. The superintendent must have the supreme control of the disci- pline and the industries of his institution. 3. Trades and technical and industrial instruction should be sys- tematically and thoroughly taught. II 4. A greater variety of employments should be introduced. A significant fact, and one it would be well for those especially engaged in reformatory work to consider, is that in Wisconsin, where technologic training is given in the reform schools, the number of prisoners in the State-prisons averages three hundred and thirty-six, or one to about every four thousand of the population ; while in New York, where the technologic system of training is not used in reform- atories, the average proportion is one to one thousand six hundred and seventy-two. It is stated by the president of the Wisconsin State Board of Char- ities that “this low average of crime can be attributed largely to the reformatory methods used in the industrial schools, saving the boys from becoming criminals.” It is not to be inferred from what has been said that technologic training is more suitable for reformatories than for other schools. We believe it should form a part of the education sought to be given in all schools. In this connection, we would especially urge divorcing the reform school to which criminals are committed from industrial refuges for innocent unfortunates. There is a class of children more unfortunate than vicious that is in danger of falling, through homelessness or bad association, and who need only homelike care and training : little wan- derers without a home, and without any proper guardianship or visible means of subsistence; destitute orphans or those whose parents are undergoing penal servitude or imprisonment; children turned over to the “authorities ” by step-parents or guardians, who are unable to control them ; in short, those on the verge of crime, innocent still, and readily saved. The indiscriminate commingling of the criminal with the unfortu- nate class in our refuges cannot but prove injurious to the latter, and it is questionable whether there is a corresponding benefit to the former. Hence we urge independent schools for each class, and both upon the “open ” or “cottage ” plan. We certainly cannot improve upon the Creator's design; namely, that of the “family system.” True family life is what these poor waifs and wards lack and what they so much need. It is a system founded upon natural and fundamental principles. In the home are found the most impressive influences, which are indelibly fixed upon the child’s mind and character. This is even more true of girls than boys; for the home is pre- eminently woman’s sphere, and it is especially desirable that every 12 girl should be trained in the various branches of work pertaining to the household. This can be readily done while she is also being trained in such other useful industries as will enable her to become as self-supporting as her brother. There is no excuse for allowing a girl in a refuge or reformatory or orphan asylum to become so institutionized that she is of little or no value in family service. There are now excellent systems of domestic training which thor- oughly fit girls to perform all the duties included in home life. Happily, these systems are gaining in favor; and domestic economy has its place in the curriculum of schools of the highest standing for young ladies. Into many of these schools throughout this country and abroad, the Kitchen-garden system has found its way, and is doing as excellent a work in this line as the Kindergarten in its field. New and carefully prepared school primers and more advanced text-books on domestic work have been prepared, and deserve gen- eral use. Schools adopting the methods advocated in these books can hardly fail to give their pupils the knowledge essential to a good housewife. The history of the French movement for the industrial education and employment of women furnishes the most striking and at the same time the best example of what can be done in this direction. This movement dates from about the year 1862. Up to that time there existed no organization in France for aiding women to compete with men in ‘any occupations demanding more than manual work. Female employment was mostly confined to inferior grades of in- dustry, requiring little skill, and, as a necessary consequence, offer- ing small remuneration. The attention of thoughtful men was called to the subject; and in May, 1862, there was formed in Paris an association called “Société pour Instruction Professionelle des Femmes.” This society commenced its operations very modestly, having for its capital about $250, and five pupils. At the end of the first six months there were forty pupils, and at the close of the year the school had greatly increased and was found to be self-supporting ; for it was laid down as a basis of the system that the pupils should pay for their instruction, the sum being fixed at eight francs, or about $1.60 per month. The whole success rested upon rigid adherence to this rule. The work has steadily increased year by year, so that a system of examination had to be instituted, designed to favor the most deserving candidates. A report of this society says: — I3 At the opening of the school in Rue de la Perle, and for a num- ber of years afterwards, the system followed was to divide the pupils into four classes. The first class, through which all passed on enter- ing, supplied a general education, serving also to show the capacity of young women for any particular occupation; the second class, called “Cours de Commerce,” furnished a training for purely commer- cial purposes; the third class, “ Cours de Dessin,” supplied the want of those who sought an education to be applied to industrial pur- poses; the fourth class, called “ Atelier Confection,” gave practical teaching in millinery, dress-making, and all kinds of needlework. To these were added after a while several other classes, in which pupils were prepared more directly for certain trades. In one of them, which proved very successful, wood-engraving was taught; in another, painting on porcelain and on ivory; and, in a third, the design and manufacture ot jewelry and of various “Articles de Paris.” More and more as the institution developed itself, it was found nec- essary to prepare its pupils for definite occupations. The plan was adopted of placing such of the young women as desired it in work- shops and ateliers, where they might gain practical knowledge of the business they wished to acquire. They did not cease on this account to remain pupils of the school, but only quitted it for a fixed num- ber of hours every day, to supplement their theoretical knowledge with that of practice. The result of all these arrangements was a success far beyond the most sanguine expectations of the original promoters of the scheme. The institution started in the Rue de la Perle not only turned out a large number of educated women,— all of whom found employment the moment they left it, the demand for them being greater than the supply,— but it produced a movement which, spreading all over France, gave rise to a vast number of institutions of the same kind. Of the schools for teaching particular trades, one of the largest and most successful is the “ Atelier de Devidage de la Soie,” established by the large silk manufacturer M. Hamlin, in Paris, with branches at Lyons and St. Etienne. The Paris school has two hundred and fifty pupils who are completely instructed in the art of silk weaving, including the designing of patterns. Other trades are similarly provided. The goldsmiths and jewellers established the “ Ecole de Dessin et de Modelage ” for women, which is training a great many to fill not only the low, but the higher and highest posts in an industry of immense importance in the French capital. There is still another school for the manufacture of metals, still another for repairing clocks and watches. Owing to the efforts of some of the most influential of the “Sociétés de Patronage,” two important State establishments, the celebrated manufactory of the Gobelins and the National Printing Office, have in recent years been thrown open to women. The fact that women should have been admitted among the highly trained artisans of these places, artists in the first case even more than artisans, is a striking testimony to the value which the industrial training of woman has already reached in France. 14 Female labor spread very greatly in four other branches of Parisian industry, besides those already named, in the years from 1860 to 1872. These were the trades of watch making, of the manu- facture of musical wind instruments of all kinds,— flutes, trumpets, etc.,— of piano and harp manufacture, and lastly of surgical instru- ments and bandages. The increase of women in the watch-making business during the twelve years was no less than 2,740 per cent.; while, in the manufacture of ‘wind instruments, it amounted to 6,600 per cent., and in pianoforte and harp manufacture to 11,266 per cent. No less than sixty per cent. of the artisans were women. This lengthy quotation from the report of Mr. Watherston shows in part what has been accomplished in France for the industrial education of women. Would that it might thoroughly incite us to imitate the example set us by the earnest few who initiated this grand work for women ! How much better would it be, if only those who showed a decided aptitude for the * higher education of women » were admitted to a normal school with the view of fitting them to become teachers, while the others, who also must earn a living, were provided with technical schools, where they could pursue a commercial course or perfect them- selves in some of the many branches of industry in which their French sisters excel so wonderfully! We can but be encouraged by what has already been accomplished and is now being done for the masses of those who must support themselves. With our growing population there is imperative demand for technical industrial train- ing, and we should make strenuous efforts to effect its introduction wherever it is not given. New avenues would thus be opened to those who must seek employment as soon as they finish their com- mon school course of study. The present channels are overcrowded by those who, when they are thrown upon the world, have had no instruction which would fit them for some handicraft. They are con- sequently obliged to follow in the crowded lines instead of supplying the steady demand for skilled artisans. In the United States, Massachusetts takes the lead in industrial education. The legislature of that State has ordered its introduction into all the common schools. The report of the Committee on In- dustrial Schools, made to the Board of Education of Boston, recom- mends that sewing, which is now taught in three classes of girls’ grammar schools, be carried forward into all the classes by a gradual progression, care being taken not to allow it to interfere with their other studies. The proposed course of instruction includes shaping and fitting all ladies’ garments, the requisite materials to be fur- nished by the city. I5 The Massachusetts Institute of Technology ranks first in its instruction in mechanic arts. The Industrial Education Society of Boston has several schools under its care. One of the most novel and interesting is the # Whittling School.” A boy’s propensity to whittle is here turned into a most useful channel. The report says: “The object of the school was not to educate cabinet-makers or artisans of any special name, but to give the boys an acquaintance with certain manipula- tions which would be equally useful in many different trades. In- struction, not construction, was the purpose of this school.” A number of admirable industrial schools, not connected with asylums or public schools, are now in successful operation in Boston New York, Philadelphia, and other cities. The New York Legislature in 1875 passed a law (Laws, 1875 Chap. 322, Reports) entitled “ An Act relating to Free Instruction hb Drawing.” It designates State normal schools, city schools, and union schools in which this instruction shall be given; but, upon inquiry, it is found that, with the exception of normal schools, the law has not taken full effect outside of the city of New York. This is the nearest approach to a law requiring industrial and technologic training in New York. It is hoped legislators in all our States may be aroused to the importance of enacting laws requiring industrial training at least in all institutions supported by the State, and of providing some means for the enforcement of such laws. ‘There can certainly be no question as to its being the duty of our public instructors to give that training which will best qualify their pupils to be the most useful and self-supporting citizens. They should at least fit them to be able to return to the community an equivalent for what they have received from the State. Nor does this apply alone to those who are educated at the public expense. There can be no greater fallacy held by Americans (who are pre-eminently working people) than that technical training is only for the working classes. The sooner we dignify labor by putting it into its proper place, the sooner shall we get rid of our erroneous notions about it. In the vicissitudes of life, we know not what may be the lot of any. Knowledge of a practical character is ot immense value to every one, and no one can afford to be deprived of it. To those interested in solving the perplexing problem of how to get rid of the growing pauperism which threatens to fasten itself 16 upon us as it has done on the older nations of Europe, this subject of industrial education is of vast importance; for it strikes at the root of the evil, and, if persisted in, might be the lever to lift us out of ihe difficulty. To those acquainted with the subject before us, the outlook is more encouraging than one would at first suppose. lo give an adequate idea of simply the volunteer and private effort in behalf of technologic and industrial training in the United States would make a large and interesting volume. There are in New York City alone fifty-two schools and institutions giving this instruc- tion. One of the most ingenious is an outgrowth of the Kitchen Garden, the principles of which have been adapted, by Mrs. Peta to a system for instructing little boys in the elements of agricu I pursuits. They are taught, by using a large box of earth and by means of miniature ploughs, harrows, rakes, hoes, etc., the processes of preparing the ground, sowing the seed, caring for it, Taher in the crops, taking the corn or wheat to the mill, grinding pam finally leaving it in the kitchen for the bread-maker. All t is is accompanied by questions, answers, songs, and whistling to a Da accompaniment. So the work of the farmer, like that of the house- maid, is made bright and attractive to children. : ry For asylums or orphanages in rural districts, nothing could be better for the very little boys than this early training in the pursuits naturally follow. ee annual report of the trustees of Cooper Union of New York, one can but be impressed by the wide-spread influence of this remarkable school. The number of pupils who have entered the various classes during the past year has been 4,327. Of these, 373 entered the evening scientific classes ; but this number, by enter- ing two or more classes in science, made the number of pupils B the several classes 1,467 ; 1,956, the evening art classes. 496 pupils have been admitted to the woman's art schools, and about the same number declined for want of room. 200 have been admitted to the young men’s literary class, 200 to the class in elocution, 76 to the class in telegraphy, and 54 to the class in phonography and ope writing. Of this whole number of pupils, 2,074 remained sme out the year in regular attendance upon their classes ; had 2 Begs majority of these obtained certificates of proficiency and other testi- monials of excellent attainment in their several studies. In no one school in the country have there been more skilled artists and artisans trained than in this thorough and useful school. os The Working Men’s School attached to the Society for Ethical 17 Culture is very thorough and admirably conducted. The principal, in his report, says: “The aim of this school is to combine industrial training with ordinary school work, and to use it not only for creat- ing mechanical skill, but also for educating the mind. Laying the foundation of its work in the kindergarten, its effort is to carry it forward in graded courses of two years each, the work lessons being given in the last two hours of two days in each week. In the first two years, covering the period from seven to nine years of age, potter's clay is used instead of wood, the school-desks with suitable tools serving for work-tables. At nine years of age, the plan is to begin work on wood with a small saw; at eleven, to begin to handle the scroll saw, in wood first and afterward in zinc; and, at thirteen, to begin instruction in carpenter work, with a complete outfit for a work- shop. From the simplest household utensil, the pupil is to grow to more extensive and difficult work, from which, after two years’ train- ing, he may advance to carving and turning.” . Any information regarding any of these schools can be had from the Industrial Education Association of New York, the object of which is to disseminate information on industrial training and to endeavor to stimulate a general public opinion in its favor. Those desiring to study the subject of Industrial Education would do well to procure a copy of the special report of the United States Bureau of Education on Industrial Education in the United States; but there is no more valuable and extensive source of information on this subject than the report of the Royal Commission on “ Tech- nical Instruction” in Europe, recently presented at the command of her Majesty to the Houses of Parliament in London. One cannot read these volumes without feeling that we in America are yet in the infancy of this subject. But we are slowly coming to believe that there is no truer maxim than that which is recorded as a saying of one of the wisest of the rabbis, “ He who would not bring up his son to a trade was as if he forced him to be a thief.” Nor is that which was said by Wilhelm von Humboldt less true, “ Whatever we wish to see introduced into the life of a nation must first be intro- duced into the life of its schools.” Hence we argue that all schools should be provided with technical and industrial instruction. a - TE —— Mes. Florence 8. Cory, Originator and Founder of the ““Womans’ Institute of Tech- nical Design,” having dissolved the business part- nership founded in 188/ with Florence A. Densmore, established in 1882 he Jychool of A ndustrinl i vf for 2H omen, Parties have been advertising a school which claims to be the original school and to be of like nature with Mys, Cory’s, This is not so, as the original methods of instruction, original instructors, the Jacquard Loom, etc., etc., are now in the School of Industrial Art for Women. ULARS ADDRESS .— Nlro: Florence 8. Cory, 251 West 238 Street, Mew Yorfy City ee eS TP Bromell & Barkley Printing Co., 153 Centre Street, New York. chool of [dustrial tt for qf omen, — OFFICERS AND INSTRUCTORS. PRINCIPAL: MRS. FLORENCE E. Cory. BUSINESS MANAGERS: JOHNSON L. HALL. FLORENCE E. C I R ; SECRETARY: Miss MARY E. CORRIGAN. INSTRUCTORS.—REGULAR CLASSES. Elementary Classes, Miss Margaret E, Duncan, Free Hand Drawing.— Walter Smith's Geometrical Sys Advanced Classes, Florence E, Cory. Industrial Design for Carpets, Oil Cloths, Fabrics, Wall Paper, elc. Wood Engraving, tem. Miss Charlotte B, Coggswell, Modeling and Sculpture, Mr. Wilson MacDonald, Repousse Work, . .. Mr. F. Stones. Flower Painting, . . 4s appiiea to Design. . . Ms, Florence E. Cory. PATRONS. Hon. FRANKLIN EDSON (Mayor of the City) New York City: U. S. SenaToR HENRY W. BLAIR New Hampshire. U.S. “ WARNER MILLER New York. U. S. 4 W. R. McPHERSON New Jersey, Hon. DENNIS McCARTHY Syracuse, N. Y. Hon. DE WITT C. LITTLEJOHN..... Oswego i Ho~N. GEORGE B. SLOAN | Hon. THOMAS S. BRONSTON Richmond, Ky. Mr. JOHN 8. CLARK (Prang & CO.).coninedninnisnnnne Boston, Mass. Mr. WILLIAM B. KENDALL (President of the **Car- pet Trade Association of the U.S.) ; Mg. J. S. WARREN, (President of the « American Wall- Paper Manufacturing Association) : Mgr. WM. BERRI......... .. Brooklyn, N. Y. Mr. WM. A. HARRIS (Ec Review”) : Mr. E. S. KELLOGG (Editor *‘ School Journal”) Mes. J.P. SILL...........0 ce Sent ; MRs. x C. CROLY (“Jennie June”) New York City. Mis. SUSAN N. CARTER (Principal ** Woman's Art- Brooklyn, N.Y. New York City. .. New York City. ot 3 Cooperstown, N.Y. » ‘ork City. School, Cooper Union *') New York City Miss GRACE H. DODGE Miss SUSAN HAYES WARD LircuLArR LETTER. The establishment of an Institute of Technical Design, for Women, in New York, grew out of a forceful necessity for its existence. A realization of this need is felt more and more keenly every day, especially among women of artistic ability and cultivated tastes, who are crippled by an enforced incapacity which they see no way of overcoming. Thus far existing schools of design teach their pupils the principles of design only, accompanying theoretical teaching with intelligent use of pencil and brush, but in no school in this country is taught the knowledge of machinery and the nice technicalities of design, without which the most beautiful pattern is value- less to the manufacturer, and the disappointed student who thought his knowledge all sufficient, is obliged to seek, after graduation, the necessary practical instruc- tion elsewhere. The onlyalternative for males is to enter a design-room as an ap- prentice and there spend months and not unfrequently years, in grinding colors, laying in grounds, copying, etc., before becoming sufficiently skilled to make a prac- tical working original design. But this alternative has not been made available for women. Men and boys only being considered eligible to this apprenticeship. A single exception, however, was made in favor of Mrs. Florence E. Cory.— g I ) Y She, after much fruitless endeavor to perfect herself practically in the arts of design in the various classes and schools of design, not excepting the highest of = 2 Ee —— iat ET Sr WAS mission into the design-room of a prominent our city, did eventually secure ad actical application of the prin- re learned to make pr carpet manufacturer, and the riod had done almost as much to ciples and theories which up to this pe bewilder, as to enlighten her. she comprehend the rejection of designs by Then, and not till then, could ct, general arrangement and alike tasteful and attractive in subje manufacturers andpoint, but in reality worthless, color, to the unitiated, desirable from every st because they could not be woven. rich must be con- juirements and its limitations, all of wl Machinery has its rec sidered when making a design, and without the practical knowledge necessary to do this an acceptable working design cannot be made. [lence the great importance of establishing opportunities for instruction which will cover these vital points, and especially for women whose avenues for lucrative congenial employment are so limited. good general artistic culture, waste their Many women of refined taste and silk, satin, vain endeavor to make decorations upon energies and health in the ably profitable who Christmas and Easter cards, panels and placques, reason might easily become qualified to perfect themselves in some one of the many forms of Industrial Design, and thus secure a steady income if only the oppor- tunity to do so could be secured. Manufacturers, too, would profit by such an addition to their home resources in design. The great point in competition in all trades now is, unique, tasteful, original designs, and to secure them manufacturers not infrequently exhaust their and are obliged to depend upon the designs bought at great 6 home resources, expense in Europea F: n - | oS > 3 1 markets, which they do not see until purchased and d ased and deliv- ered a are Nn da 1 el unsi < b eo { I he Specia "€( C t f Cc fo requirements Bre ; wind ire th un 1 ntir y msuita C or t P 1 1 C or which they were ordered Cc 4 of th se truth t anagers of this Scho Wi ake especia In 2 oi ese tas the m 3 1 1 ol 11 Pp i 1 I leaure n mak ng c cry Cc deav ort t 1 I I SS cS ustris esion C end the Hossil ilitie f n 2 Pe 1 n g eve nae ) €X ) oO & h 1 D) d 1 d fo oO as uc y as DOSS le an 1 1 the : $ ve S rstemati 2 1 CT women w 1 3 1 il C J) ye d y 1 aid of a Vv 1 ZEe( I y 1 oro $ a I al ulCe S uction th >y are ident of ua if noe < nd raclica 1 y 101 1 h C 1 course of mstr on, Cc Ie con 1 £ a arg C number of ome O become s eif I rt g m a ee more - 1sf aq ory od 3 women t 1 =supportin 1 f: manner than 1 ad been their wont : ] M Acc OUs i y School or 1n the <£ > ommodation will be SCC ured mn tl € vicinit of the S I 1 su urbs al reas = aj I ¢ I S b 1 tre 1sonable rates on ap H1ic tion to the I rincip 1 I 1S Cc “ 2 © ° © © - D d tl at 1C€é with com { ho = 1 the endeavor to fur nish students fr om a dist 11 I ortapie mes at reaso > rates ly encourage man t Dy 1 om a y y € Irom dis ant f 1 11 1 > h casona ble rat » MN 0 Ag O com f N Hol V Ji sl 1 S10on ma le a d 1t 1s h » 1 t I nts v ho W ould hesitate, were no such Yrovi 51 € 0 > ot S 10Nn mac ’ al i i op C O ’ ’ a VOr Oo someininge in th 2 WwW 0 oe » 11 d endeavo « y © Pp 1 1C t furnish om tl 1g a f I t 1 Wi rove tl t tl > le or Cc ccreation Cc I asd C ro y wh are 1so B) rom the 7 1 3 vieasant an I fitable, not on Oo 105¢€ oO lated f 0 1 €1r own homes 3 t 1 DI PR, ( 1 5¢ 0 3’ but to the students generally I he managers cordially Invite all Interested in the promotion of mn lusty a > C 1¢ 1 art for women, t isi the sch C( ne umiliar with its k ¥ 1 0 VISIt SC i 1LS wor NOS WV 2 V 1 1 ool, b :CO f: 1 lic i 1 i J i1 a ’ v { gs, nc then 1 ay 3 d y « ¢ d I . S € anc 0S alc the movement in such Ww 1S ma be gree bl a 1 S sible CZ I anc )C ¥ 1 < l y We or und 1 ealiz 4 m I nce of e 8 tl oroug ily 11 $ ead In every ur. R 1 Zing the 1 ortanc 1 oO P S IS a > 3 AKC d avo 0 have the tes cn- y d £ S ar 1 stru \ m 11 c speci 1 ende rt I 1 uit the manaoce anc nstructors vill 1 ings in the eleme 7 class entary classes very thorough and comprehensive 7 The lessons in drawing and in color will have reference to their application to industrial purposes from the beginning, thus materially facilitating the ulti- mate objects of the students. The support already given the school enterprise by men prominent in carpet interests, and in other industrial arts, is a guarantee that the work is worthy the serious attention which it has every feel sure that their efforts to give women such advantages as will make them practically familiar with the workings of machinery, the technicalitids of design as applied to various industries, as carpet designing, wall paper, oil cloth, linoleum, lace, chintz, silk, calico, leather, book covers, etc., will be richly rewarded by seeing them become self-supporting at an early day, fortified by the fact that they are pared for the new lines of industry for which they have been thoroughly pre trained. It takes two years to complete the entire course. The elementary class, together with the flower-painting and simple designs (such as for calico, mous- lain, stained glass, inlaid woods, jewelry, etc.) occupies one year’s time. The advanced classes, with advanced designs for oil cloth, linoleum, silk, carpets, etc., requires another year’s study. The third year (if a student chooses to return), is passed in the practice and design room, where no regular instruc- tion is given, but where orders are received and work done under the supervision of the Principal and well-known designers for various industrial purposes, who have offered their services as critics, and who give suggestions as well as criti- cism to the work of the pupils. LERTIFICATES AND DIPLOMAS. E: ch student, upo g adu g f Om a class, receives a certificate showin g her T d SS. © 1 S52 g st ng mn the class Atter h wing assed th j\ g 1 al us ade and andi rou h tl ev ous classes i iv i , and having teceived a certificate from each, she is entitled to tl i loma of the school. Ter DRAWINGS. All drawi i drawings made in the school are the property of the pupils who made th y bE 1 exc ption f 1 t from each se h 1 h ll be em, w it the e oO one shee t made, W icl SNe retained as the property of the school. I upils—if they W ish to keep their set of drawings ire— ivi gs entire—have the privilege of duplicating the drawing thus retained They als ha C the pr 1 ge OL ¢ Po g of all sale le € g s ton uf ) t u U y C d turers while S ill nder struction several hundre Is of dollars were so earne by the pupils of last ast year, many of them being thus enabl pay their expenses at the school. abled to wholly or partly MATERIALS. All materi i aterials are furnished by the pupils at their own cost, and can be pur chased at the school at cost price, or at any well known art store. The pr 1ce of mater ials for the elementary clas 1S om to 0, and for he advance SES fr $7 $1 t d classes from $1 to $12 dep y P ’ ending u n tl oO po 1€ branch of stud ursued, and the ADMISSION. ho have not become practically familiar with drawing, will be Pupils w obliged to enter the elementary class. Pupils desiring to enter the advanced classes will be required to present ure, or conven- —free hand drawing—flowers from nat specimens of their work 1 figures, or scrolls, etc. sign, desiring to make practical the theories tionalized, ornamenta Pupils of other schools of de o the finishing classes at once. there learned, will be admitted t BENEFICIARIES. ablished. Applicants therefor r of free scholarships are est such benefit. A limited numbe ighest evidence of their moral worth—and need of (made while to the must bring h Pupils receiving free instruction must, upon the sale of work fourth of the sum so gained, «till attending the school), contribute one fund for an Art Library for the use of the classes. Yisits of INSPECTION are invited to visit the W. & J. Sloane, the classes Messrs. E. S. By courtesy of Messrs. wice during the session. once or t eir factory in this city. visit their factory to see the f wall paper. carpet works at Yonkers, gins extend a like invitation to th Messrs. Fr. Beck & Co. invite the classes to al application of design in the manufacture o De emt tr a AR SED. > Hig practic 10 I List or DRAwings REQUIRED Poise IN THE REGULAR CLASSES year each pupil in the : : element certificate sheets, of uniform size (151in. x 221i rT Geometrical problems, di and and dictation exercise > nlarged copy in outline, : onventionalized flowers i i FE Is In a geometrical figure. Outline drawing from objects Outline drawing from fowers, Historical ornament. ; Botanical analysis, In the Flower Painting class : Times outline drawings. our paintings of flowers f rom In the Carpet class : ii Two-ply ingrain on the lines. Three-ply ingrain on the lines Tapestry sketch, : Body-Brussels sketch. Nomen sketch, ptional sketch (for ei ther stai i . er alors Ir carpet, rug, chair, back and seats, hall a y-Brussels working designs on the lines pestry working design on the lines In the Wall-Paper class : Six 9 in. designs. Shes full-sized designs n f > . a . : e full-sized design, embracing field frieze and dado I e mana ers O e 1 woul Oo I € up Is use their «alld k t th P 11S, but S hool do not fu nish wo — ¢ I Se { n uf ctu Ww h 1S conside ble— n pro ring I 1 TOCU it from 1anuia rer influence hic 5 4 rd : erus, PavanLe IN Rovance Elementary class, each term .. Advanced classes, each term. ... Teachers’ class, each term........ Wood-carving, book covers, ten lessons Separate course of flower-painting. Wood engraving, each term Modeling, each term Repoussé work, six lessons... All private or single lessons, per hour Lessons in design by letter, each i i i branches of Ww ing on ven 1n all the ST 1 i 3 d or single less ns gl ec al Classes V ill be for med, the School. er i f design room, privilege of receiving orders, suggestions, , Use of design ’ etc., after graduation, $3.00 per month. ; th. itti 5 etc., $5.00 per mon Pn. | ter the School for an entire i 1s to en time or the mear Ee es in some specialty, o but a few lessons to perfect themselv f th on the following terms, pa i eearen BB 00 .... 800 Pupils who hav term, or those needin yable in advance: : r a mon may enter the school fo Elementary classes, per montit...... Advanced classes, Hou RS OF Insraucrion, Instruction is given in the Elementary classes on Monday, Wednesday and Friday mornings, from 9:30 until 1 o'clock. In the advanced classes, on “Tuesday and Thursday mornings from 9:30 until 1 o'clock. In flower painting . on Tuesday and Thursday afternoons, from 2 until 4 o'clock. Pupils have the use of the school rooms every day from 9:30 A. M. until 4 r. M. free of charge. ar classes, a TEACHERS’ CLAss will be established for Saturday mornings, from 9:30 until 12 o'clock. Instructor, Mrs. FLORENCE E. CORY. For the benefit of teachers who are prevented from attending the regul Special attention paid to private pupils and students who are in the city for but a short time. Ca LEN D4 Rey The school year begins the first Monday in October. The first term closes the last Friday in December. The second term begins the first Monday in January, and closes the last Friday in April. The summer term begins the first Monday in June, and ends the first Friday in September. ET re a PAE — . @ IES. JNQUIR I ersons wishing 0 make urther 1 1quiric S In regard 1€6] 1€ SCHOLC wil lea C the 100 F > c WwW | + ak { } - ag eg i ] > . ; 2 CO riv a oncisely (1 by let er) ind inclose S tamp, W ith the ir 1 ( f t d rl a nd concise , questions cle: 5 Sraalave oe tends patel g All who wish additional circulars sent fr who name and address in full. i I 5 « address S 1 Ww 1 1 at the S *h ol, wi 1 le ase send nam 1 are interested in the org done é@ C 1 2ase Se 1 ime ar d 1 1 Ire $ 5S S an 1 CIrcu lars wi 1 be mim 2d ately forw ard d. f U irties in full, 1 1 € 1 ediale o 0 ICN Pe « « > CC 5 00 1 e chic ui t upon 1 point C mnected with the ch ) 1 wil I R h rerfully Infor mation given upon application personally. o> anications to the Principal, Address all communications i E pe COI Xo \ M RS. x 1.O ENC 251 W E I WENTY-THIRD STREET, New York ( nv. OTE. — ater Ss ana tos fc r repousse work, sets Oo goua 1 < olo S, and N ) M ernails an 1 ) CE oussc y C C I i . I t f 1 ? ials for sale at the school. 1 Artists’ materials for sale at the al & JUXTRACTS FROM THE **The Woman's Art School connected with the Cooper Union, New received a new impetus in the acquisition of Mrs. Florence E. Cory as teacher of the normal class. Mis. Cory 1s a practical carpet designer, and is connected with the designing depart- ment of Messrs. K. 3. Higgins & Co." — Curpet Trade Review, Feb. 1877. ** In the admirable Institute presented to the City of New York by Peter Cooper, a class now numbering some dozen young ladies, under the instruction of Mrs. Florence I, Cory — a practical designer of carpets—are already doing very creditable Work." — Curpet Trade Review, May, 18:8. York, has recently ** A class has been established by the Ladies’ Art Assoc Mrs. Florence E. Cory, the first, and at present the country.” — Woman's Journal, 1881. ** Under the supervision of Mrs, F. KE. Cory, the first class for teaching carpet designing was established m Cooper Union.” — Carpet Trade Review, April, 1881, “Mrs. F. E Cory is the only lady carpet designer in this country.” — Carpet Trade Review, June, 1881. iation of New York City. under only woman carpet designer in this ** The Ladies’ Art Association has undertaken a class in carpet designing, tanoht by Mrs. Cory, who has pursued the subject with much enthusiasm, and in the face of many disadvantages, and whose designs are now a constant source of profit.” — 4¢ Amateur, June, 1881. “The outcome is an employment thoroughly remunerative, and a department of carpet designing in the Ladies’ Art Association tancght by Mrs. Florence E. Cory. This class in carpet designing is the only one in existence.” —N. ¥Y. World, June 19, 1881. ** During the present month there is to be established in New York City a worthy collegs of Industrial Art, to be known as the * Woman's Institute of Technical Design.’ The Principal of the Institute is Mrs, Florence E. Cory, a skillful carpet designer. who is the only lady engaged in producing practical oricinal designs for floor-caverings in this country, perhaps in the world.” —S¢, Paul Pioneer Press, Oct. 30, 1881. “The Woman's Institute of Design is conducted b Cory, the carpet designer,” — Carpet Trade, Nov., 1881. ** An interesting lecture on Industrial Art was given at Steinw noon last by Mrs. F, E. Cory, Principal of the * Woman's Institute School Journal, Dec., 1881. y its energetic Principal, Mrs, F. K. ay Hail on Saturday arter- of Technical Design.’ ‘The ‘Woman's Institute of Technical Design,’ under the char enters on a new term. Few enterprises have had such a marked su School Journal, Jan., 1882. :** The Woman's Institute of Technical Design’ was organi F. E. Cory. to prepare young women for practical work in makir paper, carpets, etc.” —New York Sun, June 8, 1882. ** The school was started under the charge of Mrs, F A. Densmore as assistant.” —%, ¥. World, June 8, 1882. ** Mrs. Cory, however, will always have the satisfaction of being the first in the field, and by her own skill and success of having been the means of opening another door in addition to those into which women have already gained admittance." —Jennie June—in Demorest’s Monthly, Oct., 1882. ge of Mrs. Cory, now ccess at the outset. - zed in October last by Mrs. 1g artistic designs for walli- lorence E. Cory, with Miss Florence 15 * « Mrs. Florence E. Cory, a graduate of Cooper Institute, determined to open a school where this branch of industry, hitherto closed to women, might be thoroughly and system- atically taught.” — Evangelist, June 29, 1882. « Mrs. Florence E. Cory will open a school of Industrial Design, October 2. She is a lady of practical ability, and well qualified for the work she has undertaken.” — Freeman's Journal, Cooperstown, Aug. 8, 1882. « Mrs. Florence E. Cory realizing the great want of good original designers, established last fall a school of Industrial Design for Women in New York City.”'— Hornellsville, Steuben Co., N. Y., Aug., 1882. « Mrg. Cory has long been known as a carpet designer who has no superior in this country. and the seems not only to pOssess faculty, but to be capable of imparting her method of putting it to use.”’— Oswego Times, Oct. 1882. «It has been reserved for a lady, formerly of Syracuse, Mrs. F. E. Cory, to establish a School of Industrial Art for Women in New York City.” —Syracuse Courier, Dec., 1882. «The Moquette pattern, designed by a graduate of the’ Woman's Institute of Technical Design.’ of which Mrs. Cory is Principal. is proving very uccessful ; Shepard Knapp & Co. bad it made up.”— Carpet Trade and Review, July 1, 1883. “ For years Mrs. Cory, who is a practical carpet designer, has been engaged in this work of instruction. and now has opened what is 1 Jieved to be the largest class-room- for the study of practical designing in this country.”— Truth, Oct., 1883. «Tn 1881 Mrs. Cory established a School of Industrial Art for Women, having seventy” five pupils at her residence last year.”—New York News, Dec. 27, 1883. «Mrs, Cory has engaged in an enterprise which is sure to be of great service to her sisters in industry. for it is artistic work hat calls for and is sure of a generous compensa- tion.”— Kingston Freeman, Rondout, N. Y. «Pupils have the privilege of gelling their work made while under instruction (several hundred dollars were £0 earned by the pupils of last year). — Daily Era, Lancaster, Dec., 1883 “The question of teaching women in America the Arts of Design has been solved by Mrs. Florence E. Cory, herself a practical designer. Mrs. Cory is a gradnate of Cooper Union. and in 1877 taught in that Institute the first class in practical carpet designing ever established for women in this country. After leaving Cooper Union Mrs. Cory took a thorough course of instruction in practical design at Messrs. E. S. Higgins’ carpet factory in New York City. Afterward she visited a representative factory of nearly every Art Industry in the United States, atudying in each the technicalities of the machinery and the practical requirements of the design for these various industries, thus qualifying 1 rself to be the best as well as the first teacher in practical design for Industrial purposes in America.” —Manufacturer and Industrial Gazette, Boston, Mass. «he first Institute of Technical Design, devoted exclusively to the instruction of women it is claimed in the world, was opened in the City of New York on October 27, 1881, under the anspices of its or ginator, Mrs. Florence E. Cory. As the Institute ig now termed. in its second year, «School of Industrial Art for Women,’ offers to women the best facili- ties for instruction in carpet designing that can be found in the Middle States, perhaps in the Union.”’—Manhattan, for August. « «he School of Industrial Art for Women *is the only one in America which possesses a Jacquard carpet loom, by means of which application of the design to the fabric may be illustrated. Many other things are ded. however, in the way of apparatus, books, charts, etc. Contributions are theretore solicited, and will be thankfully received. by the managers of the school, for as James A. Garfield said, ¢ At present the most va nable gift which can be bestowed on women is something to do, which they can do well and worthily, and thereby maintain themselves.” ”’ C—O Se AO IE om A TTT mr « Mre. Florence E. Cory, a graduate of Cooper Institute, determined to open a school where this branch of industry, hitherto closed to women, might be thoroughly and system- atically taught.’ vangelist, June 29, 1882. « Mrs. Florence E. Cory will open a school of Industrial Design, October 2 She is a lady of practical ability and well qualified for the work che has undertaken.” — Freeman's Journal, Cooperstown, Aug. 8, 1882. « Mrs. Florence E. Cory, realizing the great want of good original designers, established last fall a school of Industrial Design for Women in New York City.” — Hornellsville, Steuben Co., «Mrs. Cory has long been known as a carpet designer who has no superior in this country. and she seems not only to possess faculty, but to be capable of imparting her method of putting it to use.”’— Oswego imes, Oct. 18, 1882. “Tt has been reserved for a lady, formerly of Syracuse, Mrs. F. E. Cory, to establish a School of Industrial Art for Women in New York City.” —Syracuse Courier, Dec., 1882. «The Moguette pattern, desig ed by a graduate of the’ Woman's Institute of Technical Design.’ of which Mrs. Cory is Principal. is proving very cuccessful ; Shepard Knapp & Co. had it made up.”’'— Carpet Trade and Review, July 1, 1883. “ For years Mrs. Cory, who is a practical carpet designer, has been engaged in this work of instruction. and now has opened what is believed to be the largest class-room for the study of practical designing in this country.” —7ruth, Oct., 1883. «In 1881 Mrs. Cory established a School of Industrial Art for Women, having seventy- five pupils at her residence last year.” —New York News, Dec. 27, 1883. «Mrs, Cory has engaged in an enterprise which is sure to be of great service to her sisters 1m industry. for it is artistic work that calls for and is sure of a generous compensa tion.” — Kingston Freeman, Rondout, N. Y. ¢ pupils have the privilege of selling their work made while under instruction (several hundred dollars were so earned by the pupils of last year).”'— Daily , Lancaster, Dec., 1883 “The question of teaching women in America the Arts of Design has been solved by Mrs. Florence E. Cory, herself a practical designer. Mrs. Cory is a graduate of Coopel Union. and in 1877 taught in that Institute the first class in practical carpet designing ever established for women in this country. After leaving Cooper Union Mrs. Cory took thorough course of instruction in pra ical design at Messrs, E. 8S. Higgins’ carpet facto in New York City. Afterward she visited a representative factory of nearly every Art Industry in the United States, studying in each the technicalities of the machinery and the practical requirements of the design for these various industries, thus qualifying herself to be the best as well as the first teacher in practical design for Industrial purposes in America.” — Manufacturer and Industrial Gazette, Boston, Mass. «he first Institute of Technical Desien, devoted exclusively to the instruction of women it is claimed in the world, was opened in the City of New York on October 27, 1881, under the anspices of its originator, Mrx. Florence E. Cory. As the Institute is now termed. in its second year, ‘School of Industrial Art for Women,’ offers to women the best facili- ties for instruction in carpet des ming that can be found in the Middle States, perhaps in the Union.”— Manhattan, for August. « «The School of Industrial Art for Women *is the only one in America which possesses a Jacquard carpet loom, by means of which application of the design to the fabric may be illustrated. Many other things are needed. however, in the way of apparatus, books, charts, etc. Contributions are theretore solicited, and will be thankfully received. by the managers of the school, for as James A. Garfield said, ¢ At present the most va unable gift which can be bestowed on women is something to do, which they can do w ell and worthily, and thereby maintain themselves.’ Tar. 2, wh. Fl Pg 1& NEW YORE TRADE SCH 00LS, First Avenue, 67th and 68th Streets, NEW YORK. FIFTH SEASON COMMENCES OCT. 20, 1885. Evening Instruction in PLUMBING, GG ASFITTING, BRICKLAYING, PLASTERING, STONE CUTTING, FRESCO PAINTING, ¢ Woop CARVING, CARPENTRY. The charges for instruction include. the use of tools and materials. The New York Trade Schools are convenient of access by the East side Elevated roads, by the horse cars on First, Second and Third Avenues and by the 59th St. cross-town cars. Inspection invited of last season’s work on week days and Sunday afternoons. PLUMBING. Instruction in Plumbing will be given on Mon- day, Wednesday, and Friday evenings, from 7.15 to 945 o'clock, commencing on October 26 and ending on April 2 The instruction will be Practical and Scientific. The Practical Instruction will include Dressing Pipe, making Lead Joints, Wipe Joints, Sand Bends, Lead Safes, &e. The Scientific Instruction will be upon the proper arrangement of Service and Water Pipes, and upon Drainage and ventilation, Terms :— Four dollars per month, or twelve dol- lars for the full course. wg This class is reserved for young men be- tween 17 and 21 years of age. The Plumbing Shop is ninety feet wide by seventy feet long, and is fitted up with all the appliances of a first-class shop. Each young man is furnished with a set of tools, has his allotted place at the work bench, and is advanced as rap- idly as his proficiency will allow. The instructors, who are skilled mechanics, follow a regular course. Each member of the class 1s shown how the work should be done and it is the duty of the instructor to see that it is done neatly and in a workmanlike ‘manner. The solder is melted by means of Bun- sen burners supplied with gas. ‘This avoids the heat and un- wholesome gases of charcoal, or the danger which might arise from a great number of gasoline furnaces. The burners are started before the shop is opened, so #here need be no delay in waiting for solder to melt. During the first month, three Af- ter the first of December manual instruction is given on two evenings each week are devoted to manual instruction. evenings each week and scientific instruction every Friday ev- ening. Great care has been bestowed.on the scientific course. It is divided into seven parts-——Soil Pipes, Trapping and Ventila- tion of Soil Pipes, Cold Water Supply. Boilers, Tanks, Fixtures andthe Trapping and Ventilation of fixtures. For each of these subjects printed forms are furnished, containing questions with blanks left for the answers. The lecturer reads a question and writes the answer to it on the blackboard. This answer is cop- ied by the young men in the blank space in the printed forms. The lecturer then proceeds to explain fully what is meant, to illustrate his meaning by diagrams, and to answer questions put by members of the class. The printed forms, after being filled up, are kept by the young men for future reference. By this course of manual and theoretical instruction, a knowledge of the trade is acquired which it would be difficult to acquire in any other way. Young men in the trade and those who propose to enter it should remember that the plumber, if he is to succeed in his trade, must know far more than was re- quired of him a few years ago. GAS FITTING. A three months’ course of instruction in Gas Fitting will be given on Tuesday and Thursday evenings, from 7 15 to 9.45, commencing on No- vember 26th. The instruction will be in the use of tools used in gas fitting, the cutting of Threads or Screws on Pipes, making Bends, Offsets and Nipples, cutting pipe in middle section and inserting tees, soldering on straps, making -small fixtures and putting up fixtures. Instruction will also be given in the sizes of pipes suitable for different numbers of lights, in setting meters, running pipes in floors and partitions, drawing plans of work, in the proper arrangement of fixtures and the proving of work. Terms: —Two dollars per month or eight dollars for the full course, 9 This class is reserved for young men be- tween 18 and 23 years, of age. . The Instruction in Gas Fitting will be given for the first time this season. Besides being an extensive trade in itself, every plumber in country towns is expected to understand gas fitting. Wrought iron pipes are now used to a considerable extent in plumbing and the course of instruction in gas fitting is applicable to fitting up a house with iron instead of lead supply pipes. & Special Course in Plumbing and Gas Fitting. A three months’ course of instruction in Plumb- ing and Gas Fitting, designed particularly for young men in country shops, and for such young men as have time to attend, will commence on De- cember 2, provided a sufficient number of appli- cants are entered upon the books of the schools by November 15, to warrant the expense. This course includes the regular evening instruc- tion in plumbing on Monday, Wednesday and Friday evenings, and in gas fitting on Tueslay and’ Thursday evenings of each week, with practice in the workshop of the schools daily from 8 a. Mm. to 4 p. M. The charge for this special course is twenty-five dollars. Good board can be obtained in private families at five dollars per week. 3 his class is reserved for young men be- tween 18 and 22 years of age. BRICKLAYING. Instruction in Bricklaying will be given on Mon- day, Wednesday and Friday evenings, from 7 to 9:30 o'clock, commencing on October 16 and end- ing on April 16. The Instruction will be in building eight, twelve and sixteen-inch Walls ; in building Piers, Arches, Flues, Fire-places, setting Sills and Lintels, &e. During the last two weeks of the course, instruc- tion will be given every day from 8 A. M. to 5 Pp. M. instead of threc evenings each week. Terms ‘—Seventeen dollars for the full course, eight of which can be paid on joining the class, the balance by December 10th. No deduction will be made for those joining this class after October 26. This class reserved for young men between 17 and 21 years of age. In the Bricklaying class the young men are taught first After how to handle the trowel and how to spread mortar. When these can be carried up plumb and the courses laid level, the class is put upon walls returned at right angles, piers, arches, fire-places and flues. Great care is exercised that each brick is properly laid, and that the joints are neatly pointed. No attempt is made to work fast until towards the close of the course, when an hour is given at stated intervals to ascertain- this they are practiced on eight and twelve inch walls. ing how many brick each member of the class can lay in tnat The brick work is carried up as high as the young men can conveniently time in a workmanlike manner on a straight wall. work, it is then torn down by laborers and the bricks cleaned to be used again. This course of instruction of three even- ings each weck for five months, followed by two weeks of day instruction, has enabled those who are regular in attend- ance to do from one-third to one-half a day’s work on leaving the schools and to do a full day's work after a few month's practice at real work. Some members of the class have got full wages each year on leaving the schools, but they are ex- It is better not to attempt to do so, but to seek for steady employment at moderate wages until a suffi ceptional cases. cient experience has been gained to warrant journeyman’s Work has heretofore been readily obtained in this Members of the wages. city, in Brooklyn and in neighboring towns. class of 1883-84, after finishing their course of instruction, were employed by the proprietor of the New York Trade Schools to build three stores on 125th Street near sth Avenue. Many members of this season’s class have been employed by the proprietor of the schools on the apartment house on the corner of 93d Street and gth Avenue. This building being in a prominent situation and on a complicated plan, has at- tracted great attention for the excellent work done by the young men. To strong, active young men, old enough to do a day’s work, this bricklaying class offers an opportunity to acquire speedily and at a small cost, one of the most profitable trades in the United States. Lads who are not yet old enough to do a day’s work are recommended to take two season’s instruc- tion, omitting the two weeks day instruction the first season, so as not to interfere with their present occupation. A liberal arrangement will be made with those who desire to dv SO. The Bricklaying shed, shown in the illustration, measures fifty by one hundred and twenty feet and is twenty feet high. The walls were built by the bricklaying class of 1883-84; the young men being paid for their work. FACE BRICK. Instruction will be given in laying Face Brick, and in cutting brick for Arches, twice a week for three months, commencing December 9, provided a sufficient number of applications for such instructions are made by December 4. Terms :— For three months’ instruction, $12.00. New Yorl Trade Schools. BRICKLAYING Room.—Built by Bricklaying Class 1883-'84. Fresco Room. New York Trade Schools. = LhL LIL HE 1// HII PLASTERING Room.— Built by Bricklaying Class 1882-'83. Oo TT Tf PLASTERING. Instruction in Seratch Coating, Brown Coating, Hard Finishing, also in running and mitering plain Cornices will be given on Monday, Wednesday and Friday evenings from December 2 to March 5. Terms (—~Six dollars per month or sixteen dol- lars for the course. The Plastering room is divided into compartments meas- uring eight by ten feet and ten feet high, the walls and ceiling being lathed in the usual manner. Two young men work in each compartment. They are taught first how to apply the «geratch coat” on the walls and ceilings. This coat is scraped off by laborers after each evening's work, leaving the laths ready for the young men on the following evening. The class is exercised on this work until it can be done neatly and rap- idly. The “scratch coat” is then allowed to harden and the young men are shown how to apply the “brown coat.” This coat is also removed after the work is finished. Then follows the hard finishing and running of plain cornices. A very con- siderable waste of material occurs during this work. Besides a visit to the plastering rooms at the schools, where the work that was done last season can be seen, the best proof of what is learned in this class is the success that has attended its members, full wages being frequently earned on leaving the schools. Young men now in the bricklaying trade would do well to take this course in plastering. STONE CUTTING. } . . - { Instruction in Plain and Ornamental Stone Cut- : ov 1 v rT d , ha r ting in Brown Stone, will be given on Monday, Wednesday and Friday evenings, from 7:15 to 9:45 : ; o’clock, commencing October 29 and ending on April 2. Terms : — Three dollars per month, or ten dollars for the full course. men be- yg This class is reserved for young tween 16 and 21 years of age. The Stone Cutting shop in the New York Trade Schools has attracted considerable attention from both masters and journeymen on account of the rapid progress made by the young men who enter it. It is difficult to realize how muc! more thoroughly such a trade as stone cutting can be learned with a skilled mechanic to show how each piece of work should be done, and to explain why it should be done in a pa ticular way, than by leaving the trade to be acquired by obser vation and by chance. That the master stone cutters have realized this can be seen by the following resolution: MasTER FREE STONE CUTTERS ASSOCIATION OF THE CITY 0 NEw YORK. Resolved. That in employing young men to learn the trade of stone cutting, we will give the young men tha have gone through a course of instruction at the New York Trade Schools a preference, and will credit them with the time they may be entitled to, judging from their workmanship, if not over eighteen years of age. (Signed) James HamiLron YOUNG, Sec'y. Feb. 2, 1885. The following resolution was also passed by the journey men: JOURNEYMEN STONE CUTTERS ASSOCIATION OF NEW YORK AND VICINITY. This is to certify that the above-named Association has allowed the boys at the New York Trade Schools the time they serve there as part of their apprenticeship. (Signed) James Huc Es, President. HucH Dorax, Secretary. New York, Feb. 2, 1383s. Active young men of eighteen years of age have now an opportunity to enter one of the best and steadiest trades at a small cost. They can also ascertain if they have any capabil ity for the work ; if not theteacher will so advise them. Lads of sixteen or seventeen are recommended to take two seasons instruction, as stone cutting is a trade in which there is constant progress, both as regards workmanship and the rapidity with which work can be executed. J The course of instruction commences with squaring an irregular block of stone. The pupil is then shown how to fin- ish the surface in various ways, such_as rubbed, tooled, bush hammered, random pointed, tooth chiseled, etc. He is then taught to cut chamfers, simple “mouldings, return mould- ings, raised and sunken panels. The system in this course of instruction, as in all others at the New York Trade Schools, is to see that the pupil does each piece of work well before proceeding to the next. The excellent work that has been done with one season’s instruction, can be seen by a visit to the schools. | rious tools commonly used in the trade. FRESCO PAINTING. Instruction in Fresco Painting will be given on Wednesday and Friday evenings, from 26 and Monday, 7:15 to 9:45 o’clock, coramencing ()ctober . . $) ending April =. Terms: — Three dollars per month, or ten dollars for the course. Fresco Painting was one of the trades which were first taught at the Trade Schools. The class has been attended by a large number of young men, who have expressed their catisfaction at their progress. The instruction is given by a resco Painter. The pupil, as in the other classes at the NS NE og ne Li A A Re ee Ale i eB / a Re Re Ua Bcd i 2 HT al Ci Re ls ie i me ear a OT de le ll Be 22 QS o AND: ILLUS TR 47 CRGRLOGUE Zp o1 US £04 recht , MECHANICS & MECHANISM. Puikding & Machine Conotanction. APPL ee A No s% cB a = And Models as supplied under Grants bythe Science & Art Department. Jy Two Secrions, LPwee L 157. JL/LLUS TRATIONS . Secrion 1. PRICE IST. oy oy ld, Yl ak aR Aarraachired Solely by JAMES R166, ENGINEER, ILQUEEN VICTORIA STREET, LONDON,E.C. Entered at Stationers Hall. FIFTH EDITION. FIRST AWARD FOR EDUCATIONAL APPARATUS, INTERNATIONAL EXHIBITION, SYDNEY, 1879. REVISED AND ILLUSTRATED CATALOGUE OF APPARATUS FOR TECHNICAL INSTRUCTION, MECHANICS AND MECHANISM, Wuilding and Machine Construction, DRAWING APPLIANCES, AND MODELS AS SUPPLIED UNDER THE GRANTS BY THE SCIENCE AND ART DEPARTMENT. Actual Parts of Machinery and Scientific Apparatus, MODELS OF SHIPS, BRIDGES, &c; IN TWO SECTIONS. I. PRICE LIST, II. ILLUSTRATIONS. SECTION 1 Manufactured Solely by JAMES RIGG, Engineer, 11, QUEEN VICTORIA STREET, LONDON, E.C. —— 3rd JUNE, 1884. ENTERED AT STATIONERS’ HALL. PREFACE TO THE FIFTH EDITION. HE present edition of the Catalogue of Educational Apparatus is issued in order that it may be better adapted to meet the rapidly increasing demand for appliances required in the various branches of Technical Education. In the purchase of the majority of the appliances specified, numerous Schools and Classes under the direction of the Science and Art Depart- ment have received aid by grants from that department; they have also been supplied to many Mechanics’ Institutes, as well as to Foreign and Colonial Governments. It has frequently been found that the large variety of subjects dealt with, such as Mechanism and Mechanics, Building and Machine Construction, Drawing appliances, &c., cannot without illus- trations be described in a manner that conveys any adequate idea of their intention, or of their importance to the branch of education which is receiving so large an amount of public attention at the present time. In this new issue of the Catalogue, the descriptions have in many cases been extended and improved; but its chief feature is essentially the illustrations, The models are made throughout in such a manner as to secure strength and durability ; they are neat, but unnecessary finish is avoided, thus constituting a valuable series of appliances for the advancement of Technical Education, at moderate cost. The several subjects are, for convenience, grouped under the titles adopted by the Science and Art Department, the corresponding number of the Government List of 1883 being given for reference, side by side with the Catalogue number. 11, QUEEN VICTORIA STREET, Loxnpon, EC, 3rd June, 1884. TABLE OF CONTENTS. BoZe Yor err Subject I. PRACTICAL PLANE & SOLID GEOMETRY. Orthographic Projection Perspective Models ... w ves Drawing Boards and Tee Squares ... Black Boards and Stands ‘ Subject II. MACHINE CONSTRUCTION & DRAWING. Machine Details, Prof. Unwin’s Models illustrating Bolted Joints ws e y - “ws Rivetted Joints ‘ ur .“ Machinery, Parts of... Subject III. BUILDING CONSTRUCTION Bridges ver ee -s att Brickwork, Models illustrating Roofs ... es i Joints, Timber Subject IV. NAVAL ARCHITECTURE. Ships, Models of ee Subject VI. THEORETICAL MECHANICS. Elementary Parts of Mechanism ... Kinematical Apparatus ... oe rot he Principles of Mechanism, Prof. Willis’s Models illustrating : "we ore dee Mechanical Powers ... wR hi ove i Friction, Models illustrating Subject VII. APPLIED MECHANICS. Machines, Models of... “s i ats Colliery Pit Heads, Models of ~~... ase oe. Water-wheels, Models of ... ee ee se « Experimental Mechanics,” Prof. R. 8. Ball's Apparatus illustrating ... ose avd rts Apparatus for building up Experimental Machinery, Prof. Willis’s ... vee “re " “rs Subject XXII. STEAM. Steam Engines ooo ves Reversing Gear er ver Parallel Motions, Various ... Cutalogue Eruaational Apparatus. CATALOGUE OF EDUCATIONAL APPARATUS. Catalogue No. for use in ordering. Government No. for Requisitions. in ordering. Requisitions. Catalogue No, for use Government No for SUBJECT I. PRACTICAL PLANE AND SOLID GEOMETRY. [= DN ~ Box Containing Cube, Square, and Hexagonal Prism, Square-base and Hexagonal Pyramid, Cone, Cylinder, Sphere, Triangle, Square, Pentagon, Hexagon, Circle, Gothic Arch, and Cross, with Spring Holder and Stand, improved so that the Models may be placed at any given angle with reference to the horizontal or vertical planes Improved Spring Holder and Stand ................. When the foregoing Set of Models is intended for general or class instruction, it is recommended that more than one spring holder and stand be provided. It is illustrated in the group of Models Nos. 1, 2 (61, 62). A series of Objects with Plans and Elevations, showing Sections and Modes of Projection, with the lines of construction. The Sections, Pene- trations, and Intersections of regular, irregular, and curvilinear Solids are ordinary mechanical drawing. A complete set of these models, in 40 tables (Nos. 5 an easily graduated series of lessons............. SUBJECT I. PRACTICAL PLANE AND SOLID GEOMETRY.—Continued. Table No. The Science and Art o | Department will grant aid on these prices. 1] LS worked out as a development of to 44), with illustrated drawings of each, forming A selection from the above set, No. 3, consisting of the first six tables (5 to 10) as illustrative of the Orthographic Projection or Engineering Drawing of points, lines, and developable surfaces. These may be used as a study before the commence- ment of the selection introduced in the Engineer and Machinist’s Drawing Book .....cceceeeeiennannene The Tables, with corresponding Models, may also be had separately, at the following prices : — Projection of Points and Lines » Lines ... oe kA] eee eee 1, 2 3 4 se 5 Surfaces... 6 2” 7 » 8 7 9 ” 10 2 11 sy Siw 12 Curves ... 13 Cubes oes oe 14 Hexagonal Pyramids ... 15 Cones ... ove "se 16 »» Hexagonal Prisms & Cylinders 17 " Spheres... we - 18 Construction of Helical Curves 19 Projection of Rings ... oes 20 ”" » Po” ‘hs 21 Penetration of Surfaces 22 ” ee 23 Projection of Solids ... 24 ’ 25 ” 26 ” 27 ” 28 ”» 29 ” " why 30 Penetration of Cylinders 31 ” ” 32 Projection of Solids ... 33 Penetration of Rings ... 34 ” Spheres The Science and Art Department will grant aid on these prices. Pt ped ped = HOOCHOOMMHOOMMMMRHMOOOOMHMNOOOOOOODOO On coo SCOP IOoOMIOOMMOOOCOOCOMmMOOAOO Ooo oon af =r) SUBJECT 1. PRACTICAL PLANE AND SOLID GEOMETRY.— Continued. SUBJECT 1. — PRACTICAL PLANE AND SOLID GEOMETRY.— Continued. Requisitions. Requisitions. Catalogue No. for use in ordering Government No. for The Science ard Art Department will grant aid on these prices Catalogue No. for use in ordering. Government No. for © @» ; : DRAWING BOARDS. Table No. 35 Construction of the Conic Sections ... These Boards are made of prepared , 36 Penetration of Cones ... we we timber, and upon a plan which over. y ” Spheres ot m comes the casting or warping frequent , 38 ”» Bie er wer . in new Drawing Boards. They are % 39 ZS eee eee eee also clampedon the endsand edges with 40 Projection of Solids hard wood. The following series (46 to 56) may be found in Board measuring 3lin. x 283in. the works of M. Le Blanc or M. M. Armengaud, Do, do. 290. = 100. . Do. do. 16in. x 12in. d in the English work based on them, viz.: A a x and Machinist's Drawing Book. The Tee squares which ROMPRES Hons The illustrations are copied from the latter work by boards are so cons tructed as os atisdion of the Publishers, Messrs. Blackie & Son. the set squares and other instruments These Tables, with the corresponding models, may be used on the boards to pass over the had separately at the following prices :— stock of the square. The stock ismade ———————— to bear upon the middle, and not upon the corner of the edge ; thus, not only SUBJECTS. are the edges more durable, but acci- dental injuries to the corners of them do not affect the truth of the T square when in use. T square, adapted for the first board, No. 58, Jenzih 304in. overall 5 T square, adapted for the first Bost, No. 58, with brass edges, length 30%in. . T Saas, adapted for the second “board, No. 59, 22%in ” Ilustrating Figures 8 % 3 2 | % = & £ 1to Projection of Pyramid ... 5 to Do. do. 1 to Do. of a Prism 4 8 6 . 1to 6 | Construction of Conic Sections... 4 8 1 to Penetration of Solids 5 to Do. do. 9 to 12 Do. do. D ” T SOLAte, adapted for ‘the Second board, No. . 59, with 13 & 14 0. 0. brass edges, 221in. . vi 15 to 18| Do. do. T Jour, adapted for the third ‘board, To. 60, 19t022| Do. do. we 153% 1to 4 | Construction of Helical Curves. T suas adapted for the third board, with brass les, 2 ow 1t030| A Selection, Wile he Tarkes, T square, 3ft. long, with blade movable, diem series as illustrations for parallel lines at any angle ; pine .. .- Engineering shading we 510 0 T square. 3ft. long, with blade Baile. 5% daw t a pupil who has studied the above series, and himself worked out the results, will parallel lines at any angle ; bavwood be Ls bo requirements in the Drawing Office of an Architect or Engineer. yw 2 oo 01 WWD coo ONO SOR pd pt CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. Catalogue No, for use in ordering. Government No. for Requisitions. SUBJECT I. e— PRACTICAL PLANE AND SOLID GEOMETRY.— Continued. BLACK BOARDS. These are mounted on turned vertical iron axes revolving in bored cast iron sockets provided with iron clamping screws, hence objects drawn on either side are always in a proper position. Black board, 3 ft. 0 in. x 8 ft. 0 in. and stand ”» 3 ft. 6in. Xx ft. 0in. o 4ft. 0in, x 3 ft. Oin. » 4 ft. 0in. x 3 ft. 6 in. If desired, the black board may be removed. and its place on the stand supplied by a teacher's desk, or & revolving table for the exhibition or examination of large casts or models. Revolving Table to suit black board stand ... wos Do. Teacher's Desk do. do. ao ‘es Black Board Stand for either of the above ... ‘oe Iron Tube Stand for either of the above ... aor Slip, two set squares, and Tee square, 3ft. (Pine) ... Do. do. do. (Baywood) ... Large Wooden Compasses for black board use with crayon holder and improved joint for steady motion a ee ane ae ou es Universal Model Holder, of metal, to stand on floor, with iron tripod base. eee eee eee eee » ove These holders are so arranged that examinations of | schools in object drawing may be carried on by printed or written papers. Questions may be set, and the position of the object with reference to any of the three geometrical planes accurately fixed. This holder is also convenient for class teaching, for by a memorandum of angles the model or object can, on any future day, be placed in any previously recorded position. The Science and Art Department will grant aid on these prices. Catalogue No. for use in ordering. Government No, for Requisitions SUBJECT IL — PRACTICAL PLANE AND SOLID GEOMETRY.— Continued. wD pt g Mensuration Board for class or lecture room teaching. The scales on this board are: — The slide rule; two Vernier scales; a diagonal scale; a jointed sector; a scale with the principle of the Vernier as a simple substitute for the diagonal scale. Questions may be solved by these scales by members of a class, or a teacher in their presence. Size of board, 3 ft. by 3 ft. ... The Binomial cube, in a box, to show by experiment that— (a+b)? =a? + 2ab +2 (a+b)*=a® + 3a’b + 3ab® + b® SUBJECT II. MACHINE CONSTRUCTION AND DRAWING. Series of Models of Machine Details made to scale, and coloured to shew material, and cut where necessary to shew the sectional form. The Models 83 to 141 correspond with the wood-cuts in « Unwin’s Elements of Machine De- sign” (Longmans & Co.), 1882, and generally with the ¢ Diagrams of « Machine Details” published by Chapman & Hall, Limited. Nos. 83 to 90 inclusive are actual examples in wrought iron of the various joints described, the edges of the plates being in all cases planed and polished. ® | The Science and Art Department will grant » aid on these prices. LS pt © CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. Jd pt Catalogue No. for use in ordering. Government No. for Requisitions. SUBJECT II MACHINE CONSTRUCTION AND DRAWING.,— Continued. x wD ~ JD D Department will grant aid on these prices, Catalogue No. for use in ordering. Government No. for Requisitions, SUBJECT II MACHINE CONSTRUCTION AND DRAWING.—Continued. Department will grant aid on these prices. Combined Lap and Butt Joint. This joint has recently come into use in Locomotive Boiler Con- struction. Size, 10 in. X 9 in. (Fig. 29).... Single Rivetted Lap Joint. Rivets with common snap heads, shewing their diameter and pitch, and the overlap of the plates. Made of wrought iron. Size, 9% in. x 6 in. (Fig. 31). Single Rivetted Butt Joint. The two plates butted together, and a covering strip placed over them. Strength sensibly the same as that of No. 84, in iron. Size, 9 in. x 6 in. (Fig. 32). Double Rivetted Lap Joint. Less metal being punched out in the line along which the plate tears, and the shearing area of the rivets being proportionately increased, this is a stronger joint than the last one. In iron. Size 8% in. X 6 in. (Fig. 33) Three Plates, single rivetted, chamfered at junction. Size 9-in. x 8-in. (Fig. 41.) Four }-in. wrought-iron Plates, single rivetted, chamfered at junction. Size 13in. x 9 in. (Fig. 42) Two Plates, rivetted to 2 in. Angle Iron, as used in a box girder. Size 94 in. x 4} x 4in. (Fig. 44) Tee Iron Joint. The covering strip of No. 85 re- placed by a Tee iron which stiffens the plates against bending or buckling. Size 12 in. x 6 in. (Fig. 45) Twelve Forms of Bolts in iron, § in. diameter, fitted upon a board measuring 24 in. x 24 in. ... (@) Bolt with square head, square neck and pena nut, wrought iron washer. (0) Similar bolt with rose head. (¢) Similar bolt with hexagon head without the square neck. ® | The Science and Art » pb ot & (4) Similar bolt with square head and without square neck. The head fits into a recess to prevent the bolt turning when the nut is screwed up. (e) Set screw or bolt. (f) Ditto, with cheese head. (9) Ditto, with countersunk head. (%) Ditto, with countersunk head, washer, and hexa- gon nut, (7) Bolt with cotter and square plate. This form is used for foundation bolts. (k) Bolt intended to be fixed in a stone by running in lead round the taper part. (1) Lewis Bolt. To be fixed in a stone by means of an iron wedge, which forces the enlarged part of the bolt under a countersunk part of the stone. (m) Double ended bolt for connecting two pieces together and then a third piece independently of the connection of the others; square neck, collar, and hexagon nut. (Figs. 61 to 72.) Four Cast Iron Plates in one Plane, connected by flanges and bolts with chipping strips, and space for rust cement. The model is intended to illustrate the construction of a cast-iron tank with inside flanges, the chipping strips being so placed that the joints inside. can be caulked with cement from the Size 9 in. square. (Fig 82) Similar Model shewing arrangement of plates of a tank having outside flanges ; caulked with cement from the inside. Size, 9 in. square. (Fig. 82). t» | The Science and Art 2) . CATALOGUE OF EDUCATIONAL APPARATUS. in ordering. Catalogue No. for use Government No. for Requisitions. SUBJECT IL: — MACHINE CONSTRUCTION AND DRAWING,— Continued. The Science and Art Department will grant aid on these prices. CATALOGUE OF EDUCATIONAL APPARATUS. 0 - Junction of Cast-iron Plates by means of bolts and flanges, corner junction of three plates with outside flanges. Chipping strips on outside of flange to allow caulking inside. The projections through which the nuts pass, prevent the flanges being strained by the pull of the bolts. The side plate whose flange is parallel to itself, has a blank flange or rib to stiffen it. Viz.: 6in. X 6in. X 6 in. (Fig. 82). vee rs - os Corner of a Cast-iron Tank as used for supplying Locomotives at Stations, and consisting of six pieces; inside flanges and space for cement. Quarter usual size, viz.: 9%in. x 9% in. x 9% in... Knuckle Joint. This model is of much value in giving the correct strength for an arrangement so much used. Size, 15in. X 5 in. X 2} in. (Fig. 84). Keys.—Models illustrating various kinds used in Machine Construction, viz.: (a) Saddle. (b) Flat. (c) Sunk. Length, 15 in. (Figs. 85 & 86). Proportions of Cotters. Model explaining the method and proportion of cotters for uniting shafts and resisting shearing strain. Length 15 in. (Fig. 96) Gib and Cotters, used for connecting strap-shaped parts. Size 10 in. X 2 in, x 2in. (Fig. 101) Hydraulic Joint, as used in Sir W. G. Armstrong’s Accumulator Pipes. Size 6} in. x 7in. x 3% in, (Fig. 111) ... "e oes vee vs re Wrought-iron Crank Shaft. Length 13 in. (Fig. 131) Half lap Coupling, with bosses and necks. Length 15 in. (Fig. 133) ... oe eee ese _— Box Coupling, with parts of shafts and key. Length 15 in. (Fig. 134) ... - sre “ ant Flange Coupling, partly in section, with turned bolts and nuts. Size 12 in. X 6} in. (Fig. 135) * J . & Catalogue No. for use in ordering, Government No. for Requisitions. SUBJECT II. MACHINE CONSTRUCTION AND DRAWING.— Continued. The Science and Art Department will grant aid on these prices Disengaging Coupling or Clutch, and portions of Shaft. Length 15 in. (Fig. 139) ... Wall Plate, with Pedestal, partly in section, and steps complete. Size 18% in. X 2§ in. x 5} i e180 | ai fa Cr i ba Wall Plate and Bracket, for Shafting. Size 15in. x 17 in. X 7}. in. (Fig. 151) ... ho wee Bracket Bearing, to receive a Pedestal. Size 17 in. X 19 in. X 74 in. (Fig. 152) oe re on Hanger Pedestal, used for carrying Shafting fro Size 29% in. X 17% in. X 4} in. ceiling joists. (Fig. 153) wr ’ Wall Box for supporting pedestals. Size, 19 in. X 16} in. X 3% in. (Fig. 155). . Footstep Bearing for supporting Vertical Shafts. Size, 18% in. X 4in. X 5} in. (Fig. 160).... Stepped Speed Cone for three speeds. Size 12 in. diam. x 7in. (Fig. 215). ... oes 0“. Ordinary Strap Pulley having arms of elliptical section. Size, 11% in. diam. x 2§ in. (Fig. 229). Short Link Crane Chain. (Fig. 246). Cable Chain giving proportion of studs. (Fig. 247). Model, in wood, of a Wrought-iron Hook and Swivel suitable for a 6-ton Crane. Full size, viz.: 19 in. X 10 in. (Fig. 249.) . Model in hard wood of a Wrought-iron Hook, suit- able for a 2-ton Crane to be attached direct to achain. Full size, viz.:10in. X 6in. (Fig. 249). Plate Link Chain, used for working heavy loads. Size, 21 in. X 24 in. X 2% in. (Fig. 250)... Ordinary Straight Hand Lever for working machinery. Length, 194 in: (Fig. 256). ... ‘ = pt “ pt no L 14 CATALOGUE OF EDUCATIONAL APPARATUS. 2 5 £8 By ul SUBJECT IL : 54 aE ot rs — : : 1 SE|iE MACHINE CONSTRUCTION AND $i gs 1 DRAWIN G.— Continued. 5 £3 s [© & . £ sd 120 | 143 | Ordinary Straight Treadle Lever. Length, 195 in. (Fig. 257). ... biden dizi | 0 8 & 121 | 144 | Winch Handle, or Granked Lever. Size, 10in. x 6 In. (Fig. 258). 1 00 122 | 745 | Wrought-iron Crank, Crank Pin a ‘shaft : tid Size, 12} in. x 11% in. X 5 in. (Fig. 264). 1 2 0 123 | 146 | Cast-iron Crank and Crank Pin. Be 13 in. x 114 in. xX 6 in. (Fig. 265). 1 50 124 | 147 | Disc Crank and Pin. Size 13 in. Tadd X on. (Fig. 266) ... oe 1 2 0 125 | 148 | Cast Iron Eccentric in salves, with brass tengel strap and connecting rod end. Size = in. x 18 in, xX 2} in. (Fig. 268). - - 312 6 126 | 749 | Strap Connecting Rod End. Size 17 in. x 8} in. x 8% in. (Fig. 270)... . 116 6 127 | 150| Box Connecting Rod End, Hepereleg with oore strap. Size 17 in. X 8% in. X 8lin. (Fig.271)... 112 6 ¢ 5 ou Rod Joint, arranged to diminish friction 2s anf Ry Size 15in. x 33in. x 3}in. (Fig 274).1 118 0 129 | 152 | Forked Connecting Rod End, piston rod and cross head, with straps, gib, and cotter. Size 1 in. x 14 in. (Fig. 276). ... 2 5 0 130 | 1553| Wrought Iron Slide Bars with Cross head, “having wearing faces. Size 18 in. X 8 in. (Fig. 282). . 2 0 0 131 | 754 | Piston with junk ring and wedge spring ring, aH part of piston rod with collar and keys. Size 10 in. diam. (Fig. 287). «.. 3 0 0 132 | 755 | Cylinder Cover, Gland and Stuffing Box, tly in section. Size 10 in. X 7} in. (Fig. 298).... 215 6 133 | 156 | India Rubber Disc Air Pump Valve, Brass Grating, and Guard. Size 6 in. X 6in. X 3in. (Fig 306). | 2 0 0 134 | 757 | Lift or Puppet Valve. Size 6} in. X 6% in. X 3 in. (Fig 308). «= 110 135 | 15g | Engine Slide Valve with portion of Valve Rod. Size 81 in. X 74 in. X 2{in. (Fig. 817). ti 0 "a CATALOGUE OF EDUCATIONAL APPARATUS. — Ct E (& SUBJECT IL Eig “E45 EER: SE | o8 *E 9 ZS | aa Sex 2% £2 MACHINE CONSTRUCTION AND $E3 os 2 £5 uh DRAWING. — Continued. siz o S RE = 136 | 159 | Sectional 1! in. Gas Plug Tap, in wood, flanged. yuk Size 8 in. X 6 in. X bin. (Fig. 318). 110 0 137 | 160| Sectional 11 inch Solid Bottom Tap in Wood and Brass, with gland and bolts, Dinges turned. Size 5} in. X 6in. x Hin. (Fig. 319)... ww | 2 5 0 138 | 161 | Needle Lubricator, for Journals in shatting (Fi ig: 323). .. se 0 4 0 139 | 162| Rim and Arm of ‘Spur Wheel 16 in. Hrs, cad i pinion 4 in diam., for same ... 215 0 140 | 163] Rim and Arm of Bevil Wheel 18 in. din, e Bevil Pinion, 6 in. diam. 3 0 0 141 | 164 | Rim and Arm of Mortice Wheel, 2 feck in dnd 1 5 0 SUBJECT III. BUILDING CONSTRUCTION. 142 | 203 | Model of a King Post, suited to a span of 20 ft. 2 0 0 143 | 204 | Model of a 6-in. Trussed Partition .. 2 .- 3. 390 144 | 205 | Model of a Trussed Timber Beam, for a Traveller... | 4 10 0 145 | 206 | Model in hard wood of a portion of a Box Girder for a Traveller for a 30-ton Crane, i. bridge rail. One-eighth full size. 110 0 146 | 207 | Fifty Joints in hard wood, being a selection of the chief of those used by architects, carpenters, cabinet makers, and others, with case 6 0 0 147 | 208 | Model in wood of parts of an Iron Roof Principal, including cast-iron shoe; main wrought-iron tie rod, with cotter and ragged holding "down bolts ; also diagonal and vertical struts and ties ... 4 0.0 148 | 209 | Painted Model of a Single Arch, built in Flemish bond. Size of model 23 in. x 18 in. x 4 in. 212 6 149 | 210 | Painted Model of a Double Arch, built in English bond. Size of model 16 in. X 15 in. X 3% in. 217 6 - a Requisitions. Catalogue No. for use in ordering Government No. for | | CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT III. —— BUILDING CONSTRUCTION. Continued. CATALOGUE OF EDUCATIONAL APPARATUS. Catalogue No. for use in ordering Government No. for Requisitiens, SUBJECT VI. —— THEORETICAL MECHANICS. Department will grant aid on this price. Plate Girder Bridge, with transverse girders, abut- ments, longitudinal sleepers and rails for double line of road, all in iron of usual construction and design. Size of model 56 in. X 17 in. X 13 In. ve Lattice Girder Bridge, with all necessary transverse girders, flooring, abutments, piers, and longitudinal sleepers and rails for single line of road. Size of model 53 in. Xx 11 in. X 11 In. eh Lattice Bowstring Girder Bridge, in iron, with trans- verse girders, longitudinal sleepers and rails for single line of road of usual construction and design. Size of model 54 in. x 13 in. x 12 1n. aoe Road Suspension Bridge, with piers, chains, suspension links, anchor plates, and two side roads. Size of model 83 in. X 21 in. X 13 In. oe or ve Railway Viaduct, with abutments, piers, arches and rails painted to represent stone, and for a single line of road. Size of model 50 in. X 24 in. X 181. If arranged in conjunction with numbers 156, 272, 273, 274, 275, and 277 oe “ Extra Working Model of a Dock, Piers, Gates, Pulleys, Chains, and Winches complete. Size of model 70 in. X 48 in. X 24 in. ' "e Se ———————————————————— SUBJECT IV. NAVAL ARCHITECTURE. Half Hull Model in wood of a superior Clyde-built Ocean Mail Steamer. Size of model 69 in. X 12in. X 4 "ase a ee soe ves ses Half Hull Model in wood of a superior Mersey-built Passenger Screw Steam Ship. Size of model 62 in. x 12 in. X 4 in. ne he ses ‘es Half Hull Model in wood of a Mersey-built Iron Barque. Size of model 51 in, X 12 in, X 4 in, The whole of the following articles, 160 to 268 inclusive, have been prepared from models made under the direction of the late Prof. Robert Willis, M.A. F.R.S., at the request of the Science and Art Department. A set of Mechanical Powers, also adapted for the illustration of other principles of statics: — Lever.—Stand, two counterpoise levers; balanced lever, divided into 2-inch parts; two wire pins for supporting levers; four hooks, and Archimedean lever. “e "oe see ee ee ee Wheel and Axle.—Cardboard disc, 1 ft. 3 in. in diameter ; wooden stand; two strings for suport- ing weights, 3 ft. long, and two 1 ft. 6in. long; one brass pin. ... oe . Pulleys.—One cross-bar to fasten to pulley post, two 3-sheaved, two 2-sheaved, and one 1-sheaved pulley ; one moveable pulley. Inclined plane.—Graduated plane, with variable sides; two pulley-posts ; one moveable pulley ; lead roller, #£ in. in diameter, 2% in. long, weight five-tenths of a pound. ... - ore oes oe os Wedge.— Wooden frame, and two wedges, weight of each five-tenths of a pound.... ses ree as Screw.—Two sheet-iron screws, 8 in. in diameter, and one 4 in. in diameter, with wooden stand, pulley- post, &c. ne ass ane tse ves Parallelogram of forces.—Illustrated ... vee oa Sundries belonging to the above set.—Three cast- iron tripods for supporting apparatus; three § in, bolts and winged nuts ; one board for pulleys; two boards for winding strings upon, and one box for weights, containing three weight-holders (weight of each one-tenth of a pound), and 10 weights, each one-tenth of a pound ... see oer ee ® | The Science and Art J & pt ® CATALOGUE OF EDUCATIONAL APPARATUS. Catalogue No. for use in ordering Government No. for Requisitions SUBJECT VI. es THEORETICAL MECHANICS. Continued. The Science and Art Department will grant aid on these prices. . 1301a Iron Tripod Stands for attaching apparatus. Small size (the same as in the above set), with bolt and winged nut ... ee .s Do. do. larger size, with two bolts and winged nuts The foregoing are also useful as the feet of stands for supporting diagrams, &c.—Plain wooden up- rights for this purpose wo oe each A description of the method of using the above apparatus, specially written by the Rev. T. N. Hutchinson of Rugby, is issued with the catalogue, or may be had separately on application... KINEMATICAL APPARATUS OR ELEMENTARY PARTS OF MECHANISM. N.B.—The References are to the articles in ¢ Principles of Mechanism,” by the late Professor Robert Willis, ML.A., F.R.S. (Longmans). 1870. Model to illustrate the action of «skew bevils” for communicating motion between axes whose direc- tions neither meet nor are parallel. (Art. 42 and | following) ... ots ces see us By this apparatus it can be shown that the motion is obtained from the contact of portions of two hyperboloids, the generating lines of which determine the oblique position of the teeth. Pair of ellipses, to explain the mode of obtaining the pitched circles of tooth wheels, and general prin- ciple of rolling contact. (Art. 80) Set of three eccentric and elliptic toothed wheels. (Art. 87 and following) ane * CATALOGUE OF EDUCATIONAL APPARATUS. Catalogue No. for use in ordering. Government No. for Requisitions. SUBJECT VIL — THEORETICAL MECHANICS. Continued. Department will grant aid on these prices, Mangle wheel reciprocating motion. (Art. 106, &c). Reciprocating motion produced by a double rack and segmental teeth. (Art. 114) ... Two spur wheels of wood, with teeth of the epicy- cloidal form, and of large size, prepared with surfaces, showing the nature and direction of trans- mitted pressure during their sliding contact, and all the circumstances of their mutual action, the varying position of the points of contact with reference to the line of centres and pitch circles, &c., &c. Model of a conical toothed wheel and toothed cone to produce a rotation with varying velocity upon Roemer’s principle. (Art. 96) Odontograph, in brass, either for actual use in the formation of wheel and rack patterns, or for educa- tional use in teaching the general principles adopted in the formation of the teeth of wheels. (Art. 183 and following) ore .ee oe vee vor Heart-shaped cam in action between two friction rollers upon one oscillating bar, and producing equable motion in both directions; the curves are involutes of the circle. (Art. 203)... Worm-wheel and worm, on Hindley’s principle, having many teeth in contact. (Art. 216) Eccentric pin and slit bar, with discs to produce rotatory or oscillatory motions by sliding contact. (Arts. 219 and 238) Continuous slow motion (designed by R. Roberts of Manchester) which may be used for counting the number of revolutions of a shaft, and consisting of a pin and plate with semicircular teeth =® | The Science and Art ro AN 3 CATALOGUE OF EDUCATIONAL APPARATUS. Catalogue No. for use in ordering. Government No. for Requisitions. SUBJECT VIL —— THEORETICAL MECHANICS. Continued. Department will grant aid on these prices. # | The Science and Art pb Ln | -3 178 179 180 181 182 183 316 317 318 319 320 321 322 Model, with a set of shifting slides and cams to ex- plain and illustrate the different forms and actions of plane cams and tappets, and the principal kinds of motion which they are employed to produce Cam, arranged in the form of a groove on the face of a wheel to show how a law of varying velocity may be given to the end of a vibrating link or rod. Art 23D ar we am Boiler Punch, showing how, by a properly constructed cam, the greatest power of the machinery may be applied in the act of punching ; the punch then rapidly raised—then, remain at rest for a portion of a revolution until the work is readjusted—then de- scend rapidly until near the work, when the velocity may be said to be changed into power. This model is provided with a cutter which may be applied to thin cardboard, or letter paper. wr wwe os Screw returning into itself ; used for the uniform and alternate traverse of a rod for such purposes as laying the thread on the bobbin in spinning. (Art. 325) ... oe ove oe .“ oe The quick return motion, derived from No. 175, as used in Whitworth’s shaping machine and other tools, all the motion parts being shown. (Art. 238) Reciprocating motion produced by a triple tooth rack. This was used about the year 1690. (Art. 240) ... Model to illustrate various conditions of wrapping contact or endless band motions. By this apparatus may be explained the use of a weighted or spring stretching pulley, also the effect of a cam action upon a wrapping connection, and how variable, intermittent, or alternate, or partly progressive, or partly retrogade, motions may be communicated to one pulley from another which revolves uniformily, and is con- nected to the former by an endless band. (Arts. 249, 273 and 276). - a 117 6 016 6 1 00 015 6 CATALOGUE OF EDUCATIONAL APPARATUS. 21 E12. SUBJECT VI. ZEs <@l=3 gE 55 | 23 sig Hi THEORETICAL MECHANICS. £83 SE] § ; 4 ES | 2 Fi $ |: Continued. 2 £3 £ d 184 [323 | Intermittent motion by hoop and pin wheel, showing a method by which machinery may be locked or fixed except at the instant of motion; thus any shaft or apparatus may be firmly held until some other shaft has made a revolution. ... vee wl 100 185 | 324 | The principle of calculating machines, illustrated by a working model for addition and subtraction, to three places of figures as an example of ratchet work. The method is that adopted for stamping progres- sive numbers on railway tickets or paging books... [| 1 10 0 186 |325| Transmission of axial motion by means of a face- plate with cross groves, contrived about 1841, name of inventor unknown oe wes 017 6 187 | 326 | Folding diagram in cardboard, to show the principle upon which guide pulleys are arranged to convey an endless band from one wheel to another when their axes are not parallel. (Art. 263) ... we | 05 0 188 | 327 | Link-work connecting two parallel axes with side rods, employed for connecting the wheels of locomotive engines. (Art. 280) 016 6 89 | 328| Model to illustrate the consequences of rotating the point of suspension of a cord passed round a single moveable pulley—also the differential action of an axle with two wheels of different diameters. (Art. 505) ... op ae os 017 6 0 | 329 | Link-work to show Boehm’s motion, by which three straight bars and two face plates are employed to communicate equable rotation from one shaft to another parallel thereto. (Art. 282) 016 6 wa vf 22 CATALOGUE OF EDUCATIONAL APPARATUS. EE SUBJECT VL Ey £3 oO + A gk | £2 THEORETICAL MECHANICS. £84 2g | EE . 28s 2" | Continued. 8 i= 3 © [= 3 FIRST AWARD GOLD MEDAL, For Educational Apparatus, Education Division, International Health Exhn., International Exhibition, LONDON, 1884. SYDNEY, 1879. REVISED AND ILLUSTRATED CATALOGUE OF APPARATUS FOR TECHNICAL INSTRUCTION, MECHANICS AND MECHANISM, Wuilding and Machine Construction, DRAWING APPLIANCES, AND MODELS AS SUPPLIED UNDER THE GRANTS BY THE SCIENCE AND ART DEPARTMENT. Aetual Parts of Machinery and Scientific Apparatus, MODELS OF SHIPS, BRIDGES, &cC; IN TWO SECTIONS. I. PRICE LIST, II. ILLUSTRATIONS. SECTION 11. (SUBJECTS II. AND IIL ONLY). Wlannfactured Solely by JAMES RIGG, Engineer, 11, QUEEN VICTORIA STREET, LONDON, E.C. Pi 1st MAY, 1885. ENTERED AT STATIONERS’ HALL. E—— EDUCATION DEPARTMENT International Health Exhibition LONDON 1884. AWARDED GOLD MEDAL International INVENTIONS Exhibition, LONDON, 1885, AWARDED SILVER MEDAL. AS SEEN AT THE PEDAGOGICAL MUSEUM, WASHINGTON. FIFTH EDITION. v/ For Educational Apparatus, Education Division, [HIE 0.0 WASHINGTON, “(H ex \‘s"” FIRST AWARD GOLD MEDAL, 4 3 International Health Exhn., LONDON, 188. International Exhibition, SYDNEY, 1879. REVISED AND ILLUSTRATED CATALOGUE OF APPARATUS FOR TECHNICAL INSTRUCTION, MECHANICS BND MECHANISM, Wuilding and Machine Construction, DRAWING APPLIANCES, AND MODELS AS SUPPLIED UNDER THE GRANTS BY TILE SCIENCE AND ART DEPARTMENT. Actual Parts of Machinery and Scientific Apparatus, MODELS OF SHIPS, BRIDGES, &C; IN TWO SECTIONS. 1. PRICE LIST. 1I. ILLUSTRATIONS. SECTION 11. (SUBJECTS II. AND IIL ONLY). Alannjactured Lrolely by JAMES RIGG, Engineer, 11, QUEEN VICTORIA STREET, LONDON, E.C. 1 1 : 3 ie ntry Dn. the credit of being responsible for much of the lack of skill among workmen, but it does it does not account for their w z pi Aviat te 1o 3 or their want of taste. Aen a i apprenticeship it has been proposed to establish ade schools, in which the proj " rach ye jectors assert that by const: i WS So Ser at by constant practice ili 4 istruetor for two years a youth will become a better workman ‘ roe . ya 10 “hi 3 | ? ; ¢ y y ot apprenticeship in the regular way for seven years. 1 : 1ardly believ : . : ae! in he elieve iat to be true, for there is something which comes from xperience of making objects i : : jects in a workshop carried i lar way of tr: 5 p carried on in the reg a) rade that no hot-hous i Si -house culture in schools : i RS schools alone can give ot Is ike to see the experi i an . ) 8 » experiment tried, whether instructi anh s ; y ier Instruction, car- oi is 2 few months only, can be made a substitute for ARprentic ; J s which prepare people for the work of a lifetime 3 , seems t > th p : i ut : Kilseons 0 ne fa the true remedy is to introduce the elements of strial knowledge and skill into tl i he ) 8 » the public schools in 8 A schools in such a manner ssist and not obstruct g i $ eneral education; : a y g luc: 1; and then, when y leaves the grammar school to begin his wage-earning if should provide technical schools of art ad et i : ! al $ art and science, where, during hi Snir hn nee, re, during his or $e ga learn the theory and thereby improve in the peition iis daily work. This is tl y a ) : s is the only way the mechani i anche ts . ) hanie or artisan ce » a is : { artisan can be i a it is the way he is now being reached in all .the skilled ries of Europe. He has to s hi 4 ry ‘ S support himself during i A self during the interval nm 12 or 14 years old and 20 y Re yearns id 20 years old, and if ( : year: id if we offer techni education to him n y i I radu 1 day schools only, i1 i y 8 3 1 that period whe at work and cannot tl ( 1 hj She ho musie ; werefore avail himself it, w er i of it, we offer it y opi : i or ; , We offer it only to the oy en of the wealthy in the name of the mechanic. There are age : os : ; Te ! yy : J Je h 9,0" 1- toy epg already for the education of professional men, and their re employment will pay for i ” 3 y for any investment whi i re : 1 p make in their education. Span What is now wz is 3 Hips iow Ww aie is that the needs of the mass of the people should sidered, and that the S | y he most neglected of all i 0 ein, of all, the mechanies, should ‘ air chance given to tl oh th 0 them out of the public fi i IPS, fit of und rhie are the principal producers. Srerhiaiay That a great reform i is directi 4 % Sa reform in this direction is necessary seems to be the opin ‘ » I» r 1 > Wd ga whose experience and observation have op yond the immediate surr i w ) roundings of home. H i bos e. How to make this nt to the public, a ing i w : nd bring it about wi inj a ” g ut without injury to that od in present schemes, i I es, is the problem of is i LE Tse : y ) of our day. This is ently a period in which to take a broad survey of the educational 6 field, especially from the economic aspect, and incidentally, also, from the standpoint of progress. The times are hard ; commercial and financial distress presses heavily in every direction, and the necessity for economy holds in its relentless grasp every item of public expenditure, which it is subjecting to the most rigid serutiny. All this is auspicious. Hconomy is the parent of honesty, and it is the best possible good fortune that the system of public education of this country is receiving a thorough economical purging. It is not from any lack of education that complaints are being made, and the question therefore arises, whether the education is of the right sort, and whether the people who most need it obtain what they want. And true economy, which is always far seeing, cannot afford to be nig- gardly. The farmer does not regard the outlay on his seed corn as an extravagant expenditure so much as a necessary investment; for he remembers that ¢ there is that scattereth and yet inereaseth, and there is that withholdeth more than is meet, and yet it tendeth to poverty.” Let us see to what extent this educational scattering is carried on and what comes of it. In the Eastern, Middle, and Western States there was expended last about %£70,000,000 for public education. What was this year the sum of vast sum expended for, what were the results aimed at, and what did the public get for its money! These are practical, common Sense questions, and their consideration is pertinent in a meeting like this. Nor can we blink the issues ‘they involve; for, in face of such an expenditure, the people who are toiling with their heads or their hands, and who in these distressed times are both ends meet, surely have a right, in straining their utmost to make all for, and to see if they face of such-heavy taxation, to ask what it is are really getting their money’s worth. ry educator should welcome these inquiries. Certainly it behooves weed in directing the features and in administering public education carefully to study the subject in the light of present experience. From such a study he will be able to answer these inquiries intelligently, and also be able, during the economical knife is being laid so public opinion $0 that no harm atures of public education. Eve every one who is eng: the provisions for maintaining this period of depression, while closely to public expenditure, to direct shall come to necessary and fundamental fe I am free to state that there has been a great deal of sentimentalism about this subject. Because it is, perhaps, the most important and in- definite single subject with which a community or a state has to deal, it not unfrequently happens that it gets straddled by theoretical hobby riders, who make of conventions such as this the Epsoms or Jerome Parks wherein pet theories are made to show their paces. Being a specialist myself, I know that I run the risk of being consid- ered one of these self same hobby riders ; but I repel the insinuation, for my interest in the whole subject of national education is infinitely greater than my anxiety for any detail in it. ( rs than, 3 ithe bs toes ohn ] : tion. same time is < fact clear that in urging the importance of has industrial drawing I place its consideration not alone on de ll oof its special or exceptional character, but rather on the basis of its " and economical value in general education and in praciiedd Hie ik As the subject of education has been so much discussed of Tate and as there is such a contrariety of opinion offered concerning a. features and aims should be, it may be wise to take a fw 9 ti : > in order to see where we are. : Ina —— the i) hose: then, of getting at a few points of’ general agreement ash, 1at is understood by education, and particularly by ulblie education? : I think the answer that would come to such a ik sti especially from the States to which 1 have referred, which re Te themselves £70,000,000 for its support the last year "would be, the ase cation i the fitting of youth for the occupations of ell life and the e or good citizenship ; and it seems to me that we should have in ig i i ¥ swer one that practically covers the whole question ; nd vol il this answer is, self evident, indeed, as it appears [ Susrvein , hi eussion now going forward that it is extremely difficult for edu bs " to defend the present system of education, particularly against the oy - of its want of practical character, in any way that cei i oo the common mind by its explicitness and clearness. : Yn L am aware that very many eloquent and scholarly essays have bee ope in behalf of the present system; but the Ascnssion has Bech : nied hy the use of many phrases not understood by the public, such 1e « eveloping of the mental and moral faculties of youth,” tl broadening of their intellectual powers,” and others of that sorts 1 ile the virtues of “disciplinary studies” and “culture stnilios ” are i rr larged upon. By such treatment, the direct and simple object of re tion has become enveloped in an esthetic mist of fine phrises to sucl a extent that it appears to plain and honest minded folks as dcdiedly Fi yan soup In chspasior and as hardly belonging to the toiling masses. sequently, it is being vigorously attacked for its apparent want of peieniiy on the one hand and its undue expensiveness on the Lor Wn and as an advocate of the broadest possible education ra a I am glad to see these attacks made. Every true educator : 4 ! 4 elon We noe have too much discussion, and one of i Sp 3 idespread interest, I have no doubt, will be Wi y i any ec ucational theories which are now so boldly My ol the abandonment of the present narrow and over literary nna SST on a firm basis, of a system of education Tho san A ee) footy of the workingman and the mechanic, the ae of ; a wealth, and which shall prepare others to appre- § products of the country. When the people see clearly and understand intelligently the close 8 relationship of the practical education offered them to success in all conditions of life, they will not suffer it to be hampered or curtailed for want of sufficient support. a It is, perhaps, the first duty of educators to make clear the practical features of the educational ideas they advance. Holding this opinion, I beg to submit to your consideration some general points in regard to the scope and character of public education which IT regard as funda- mental. : : [ assume it agreed that public education in this country must tenc toward a preparation for the occupations of adult life and the per- formance of the duties of good citizenship. This being granted, our first step is to see what the general occupations of adult lite are, for which education ean be an elementary preparation, and, second, what oood citizenship which elementary education can pro- e are the duties of mote. In the first place, then, let us take a broad view of what the general occupations of adult life are: : First. We have those who are engaged in producing food and raw materials of industrial arts, animal, vegetable, and mineral. These are the producers of natural wealth. ; a Secondly. We have those who are engaged in using the raw materials produced by the first class, as a basis on which to expend their skill and taste in the manufacture of objects for the comfort and pleasure of mankind. These ave the producers of industrial wealth. Thirdly. We have those who are engaged in trade, finance, and trans- portation. These are the distributors of the wealth produced by the first two classes, but are not theniselves the producers of wealth. i Fourthly. We have those engaged in military, naval, and political service. These are persons employed for the protection of social and political order. So SE Fifthly. We have those engaged in the professional occupations, such as Lawyers, clergymen, physicians, and teachers. These are employed in ministering to the legal, religious, physical, and educational wants of all classes. ; : Sixthly. We have those engaged in personal or domestic service. You will observe that it is the persons engaged in the first two classes of occupation that are the real producers of wealth, while the others are maintained by occupations growing out of its distribution or by pro- fessional or political occupations growing out of the necessity for pro- tection to the whole social and political organism. ii : In the educational discussions of the day we do not see sufficiently realized the changes in the relative numbers of persons in these SIX classes that have been made in recent years; nor are educators sufi- ciently alive to the necessary changes in the scope of public education reby entailed. : i Ro then, are these changes? If we examine this classification 9 closely, we shall find that these changes have their origin in and are principally based upon the transformation that has taken place, within the last few years, in the second group of occupations, those of the in- dustrial classes. These changes have been enormous; I might say suffi- ciently so as to completely revolutionize the old relation of these classes to one another. A slight examination of the material and political con- dition of any one of the leading States to-day shows that its material and political power is centring about its industrial classes, and that, as these flourish or decline, so all the other interests of the State flourish or decline. Indeed, it is a well established economic truth that indus- trial wealth, in other words a healthy condition of the industrial occu- pations, is absolutely necessary to the success of all other occupations. So clearly is this fact recognized by the five great European nations, England, France, Germany, Austria, and Italy, that to-day they are in earnest competition with one another to develop to the utmost the industrial productiveness of their people. Let me for a moment digress to make a statement in regard to what industial development consists of. In a manufactured product we have two elements, the raw material and the skilled labor which has been put upon it. Take, for instance, this piece of steel. Its value is, perhaps, three cents. As yet skilled labor has hardly touched it. Fabri ated into this form, we have a surgical instrument which is worth ten dollars. Now, what makes the difference in price between these two pieces of steel 2 The simple fact that skilled labor has been applied to this one and not to the other; and it is the skilled labor, therefore, which gives it its chief value. Take this piece of cotton cloth for another illustra- tion. You have here eight cents’ worth of raw material in cotton. This material has been fabricated by many processes, until there has been produced this piece of cloth, worth one dollar and a half. Thus, again, we see that the principal element 1m the value of an article may be the skill and taste which have been expended upon an insignificant bit of raw material. Then, it may be said that the ratio of increase in value made by skilled labor upon the raw material will be determined by the amount of skill and quality of the taste displayed. This is precisely where a consideration of the industrial element in education becomes important. When we see what creates value in labor, and how little we have hitherto done by education to foster this element, it is time to overhaul the whole subject, using both spade and pruning hook in the operation. To understand the full bearing and significance of this matter of technical education in art and science, we must consider its influence on - human labor and industry; for be it remembered that this whole ques- tion is an economical one, not one of sentiment ; it has as much to do with practical life and profitable labor as the employment of the loco- motive in lieu of horses or the use of gas instead of farthing rushlights. 8 red them to success in all hampered or curtailed for relationship of the practical education ofte conditions of life, they will not suffer it to be want of sufticient support. - 200 It is, perhaps, the first duty of educators to make clear the practical 10 | ’ h Holding this opinion, ral points in regard to gard as funda- features of the educational ideas they advance. I beg to submit to your consideration some genel a the scope and character of public education which I re A it agreed that public education in this eountry iy tend toward a preparation for the occupations of aint life nd t bs per formance of the duties of good citizenship. This being granted, on first step is to see what the general occupations of adult Ws frre which education can be an elementary preparation, and, second, W 19 are the duties of good citizenship which elementary education can pro- ji the first place, then, let us take a broad view of what the general occupations of adult life are: : First. We have those who are engaged in materials of industrial arts, animal, vegetable y pr ors of natural wealth. Hpi We have those who are engaged in using the raw wi produced Ty the first class, as a basis on which to expend t ack Se and taste in the manufacture of objects for the comfort and pleasure 0 mankind. These are the producers of industrial wealth. i tang Thirdly. We have those who are engaged in trade, finance, a i portation. These are the distributors of the wealth produced by the firs two classes, but are not themselves the producers of wealth. on Fourthly. We have those engaged in military, naval, an po itice : protection of social and producing food and raw , and mineral. These are service. These are persons employed for the yolitical order. : Jae ER ; Fifthly. We have those engaged in the professional occupations, such . ATR mm «wx aT v ad as lawyers, clergymen, physicians, and teachers. These are eraployec Sa 0 al, and educational wants of in ministering to the legal, religious, physic Hasses . . ins We have those engaged in personal or domestic onion a You will observe that it is the persons engaged in the ws 0 ¢ ps of occupation that are the real producers of wealth, while t e ol Jars ue maintained by occupations growing out of its distribution hl > il fessional or political occupations growing out of the necessity for | tection to the whole social and political organism. | eientis In the educational discussions of the day we do not see foie ia realized the changes in the relative numbers of persous Ii these i classes that have been made in recent years; nor are Sites a ciently alive to the necessary changes in the scope of public educa thereby entailed. anges 'e exami his classification What, then, are these changes? If we examine t 9 closely, we shall find that these changes have their origin in and are principally based upon the transformation that has taken place, within the last few years, in the second group of occupations, those of the in- dustrial classes. These changes have been enormous; I might say suffi- ciently so as to completely revolutionize the old relation of these classes to one another. A slight examination of the material and political con- dition of any one of the leading States to-day shows that its material and political power is centring about its industrial classes, and that, as these flourish or decline, so all the other interests of the State flourish or decline. Indeed, it is a well established economic truth that indus- trial wealth, in other words a healthy condition of the industrial occu- pations, is absolutely necessary to the success of all other occupations. So clearly is this fact recognized by the five great European nations, England, France, Germany, Austria, and Italy, that to-day they are in earnest competition with one another to develop to the utmost the industrial productiveness of their people. Let me for a moment digress to make a statement in regard to what industial development consists of. In a manufactured product we have two elements, the raw material and the skilled labor which has been put upon it. Take, for instance, this piece of steel. 1ts value is, perhaps, three cents. As yet skilled labor has hardly touched it. Fabricated into this form, we have a surgical instrument which is worth ten dollars. Now, what makes the difference in price between these two pieces of steel 2 The simple fact that skilled labor has been applied to this one and not to the other; and it is the skilled labor, therefore, which gives it its chief value. Take this piece of cotton cloth for another illustra- tion. You have here eight cents’ worth of raw material in cotton. This material has been fabricated by many processes, until there has been produced this piece of cloth, worth one dollar and a half. Thus, again, we see that the principal element in the value of an article may be the skill and taste which have been expended upon an insignificant bit of raw material. Then, it may be said that the ratio of increase in value made by skilled labor upon the raw material will be determined by the amount of skill and quality of the taste displayed. This is precisely where a consideration of the industrial element in education becomes important. When we see what creates value in labor, and how little we have hitherto done by education to foster this element, it is time to overhaul the whole subject, using both spade and pruning hook in the operation. To understand the full bearing and significance of this matter of technical education in art and science, we must consider its influence on - human labor and industry ; for be it remembered that this whole ques- tion is an economical one, not one of sentiment; it has as much to do with practical life and profitable labor as the employment of the loco- motive in lieu of horses or the use of gas instead of farthing rushlights. 10 ( < at consti S element of Let us for a moment, then, look at what constitutes the ré in human labor. : ji is the application of two powers: first, skill second, Rees, The product is valuable in the proportion as, it displays skill and el out value in the ratio of its absence of skill. This 1s as true ahovt " making of a watch, or a nail, or a pair of boots as about the perjarignes of a difficult surgical operation. The skilled workman 18 the one who produces something of greater value out of the same material than Ho unskilled workman can, and with less waste of time and material, He i5, therefore, a more profitable agent to employ than the unskilled, and his work being more valuable he receives a higher compensation for it, whi his employer, finding a ready market, at high prices, tor industrial ghey pieces, makes more profit on the sale of them than on unskilled produe- tions. The purchaser is better satisfied with the article and willing to pay a higher price for it than for one displaying no skill. i tae he application of «kill and taste in the production of an object Ziv 8 ( ] to the workman higher wages, (2) to the employer larger profits, ons 3) to the purchaser more satisfaction than if the skill and tage hd et J absent. This is the prosaic and practi «al aspect of the question, its eC ical character. ago another view I shall refer to, though not to enlarge io That may, if you please, be called the sentimental aspect, in conizugis: tinction to the practical one. It is this: That the workman whose insie and skill are employed is a happier man than if only his muscles are used in his work. His soul and spirit are engaged ; the immortal part of him is influencing his labor, breathing into the work of his hands the very breath of the life that shall never die. Such a man was baffaally when painting the Sistine Madonna, transferring the image of his own beautiful soul to the canvas; an act of homage and praise to his Maker for life and happiness and a gift to all posterity of a “joy forever. | To the practical people who do not believe in sentiment, I would also like to remark that the Sistine Madonna is worth a good deal of money. What is true about the productions of one workman applies to all who are engaged in the industrial arts, and it 1s, therefore, equally ine about a whole nation. The blacksmith and the maker of watch Springs may work in the same material, steel; yet one may produce an object of small value out of a pound of the material, while the other reduces many of great value out of a pennyweight of it. So it is with almost all the raw material of the arts, both fine and industrial. A piece of clay which is of less value than any coin in circulation becomes under the touch of Michael Angelo of greater pecuniary value than any coin that was ever circulated; a lump of common earth, that might have been made into a firebrick worth a penny, has been transformed by the great sculptor into a relic that its weight in gold could not purchase. : Though the difference in relative values between skilled and unskilled 11 work is not so great in industrial art as it is in fine art, yet there is a difference, and it is invariably recognized and paid for. It is hardly worth while to continue this argument, because no one can challenge it, and one illustration that is typical of thousands is enough. We must recognize its truth, and the value of its significance to us is determined by the proportion in numbers of our people employed in the manufacturing industries, and the amount of capital invested in them. ; If we were a purely agricultural people, the loss we suffer from want of industrial skill would not be so great as to be formidable, nor would the danger to our commercial prosperity be so imminent as it is. But we are a manufacturing people, with very heavy interests involved in this question, and these interests can only be preserved and developed by investing them with taste and skill. In other respects our people are highly educated and have refined taste, and will not be satisfied with clumsy and tasteless objects, whether of native or foreign manu- facture. We have common sense and refinement enough to want things to look well and wear well, and unless native manufactures can be so made we do not buy them ; hence the enormous importations of foreign goods which do satisfy our love of honesty and beauty by their skill and taste. You have only to go into the stores of any large city and inquire where the finest goods come from to find out why a good many native workmen are out of employment. . If the present condition of labor is thriftless and unprofitable, what should be done to insure its improvement ? We know what other nations have done when suffering from the same cause. The first thing England did was to establish schools of art in the centres of manufactures; but that did little good, for their influence was too limited to improve public taste. The next experiment was to teach drawing in the publie schools and train highly skilled teachers of art, and therein was found the true remedy. The public was taught at the right age for learning, in child- hood, and the pupils of the public schools, whose taste had been encour- aged by regular exercises in drawing, crowded the schools of art in the evenings as soon as their apprenticeships to trades began and practical life commenced. In 1851 there were nineteen schools of art in the United Kingdom ; this year there are nearly one thousand schools of art and art classes, and of a much higher standard of success than in 1851, and in- dustrial drawing is now taught in the national schools. What has been done for art by the government and the people is insig- nificant compared with what has been accomplished in scientific instruc. tion during the last twenty years. The regular teachers of the day schools have qualified themselves to give instruction in art and science, and the national school buildings are used for classes. In consequence there are many thousands of science classes spread like a network all 12 over the country, discovering, developing, and economizing all the native ale “the people. ; ji Or i" devoting more and more attention to fochvienl aa tion in the public schools, and last year, while 1 was in 1 ais) ae hye lature passed an ordinance appointing seventeen inspect or ( ave for the public schools of the republic. This was entirely a new wens ° but it shows how keenly alive the French are concerning the sour os their national prosperity, and how little they feel that they can afford to rest on their laurels. : To return from this rather long digression. i oy [ could bring before you hundreds of articles exhibiting but ino values of raw materials, such as iron, wood, clay, glass, and textile fa iB 2 in contrast with great values from skilled labor put upon thems; Wi think we shall all agree that the value of manufactured coods dene nds principally upon the quality and amount of the labor they codons A Now. if we consider fora moment that the number of raw materials ih ; metals for all the industrial occupations is comparatively fow and thats ’ cheapness of transportation makes their distribution among pogions oa mon. it is evident that the nation which has the most skill and hast wit ( put upon these raw materials — that is, the one that can Priests fun into the greatest variety of objects, and make them minisiel to ine ( 4 : well as to convenience and comfort —holds a decided advantage 1m a , markets of the world. to weary you with statistics on this point. Let mes: however, that last year England exported manufactured goods of’ the value of about 750,000,000. If we take a safe estimate and say i one: half of this amount represented the product of skilled labor, you see a once what an enormous exporter she is of the labor of her people. oy vou examine the trade of IFranee, you find that she greatly eXaaels England as a seller of skilled labor. No one could examine Hist ot International Exposition at Paris without being struek with Se i at the great wealth these two nations are producing and ae a by virtue of the skill and taste they are promoting among their peo: BI it will be evident without argument that the ereat develop. ment which has taken place in these industrial occupations Anse affect all the classes who are non-productive, and, therefore, all Sosy. Seeing, therefore, that it is the development principally in ae dus trial occupations which constitutes the principal changes now Seng i in human employments, let me turn from this general view of the su Jec ; and ask your attention to a particular exhibit which practi Aly wl Vv y completely illustrates the relation of these various classes of labor each other and their relative importance when considered in the light of education. : aa 1 mvite your attention to the material and political condition of the people in the State of Massachusetts. 13 In this State a very thorough attempt has been made to get accurate statistics bearing upon the social and material condition of the people, and the work has been so well done Ly the chief of the bureau of statistics. Col. Carroll D. Wright, that it is believed to stand unequalled by any similar statistical inquiry. As these results are important and I shall have oceasion to refer to them, I have had them placed conspicuously on this chart, that you may the more readily grasp their import. Observe that in the State of Massachusetts we have a population of about 1,600,000. Our first inquiry was, How do these people get their living? What are their occupations ? In this population we have — Employed in government and professions 29, 730 Employed in trade and transportation 104, 935 Employed in domestic and personal service 424, 289 Employed in manufacturing and mechanical industries 316, 459 Employed in agriculture 70, 945 Employed in fisheries 6, 656 Jmployed as laborers (unskilled and unclassified) 52,179 Engaged in no occupation (about) 300, 000 Add to these numbers about 300,000 for the youth of the State, and we have a general picture of how this community is employed and the number of children in the course of preparation for the various occupa- tions of the State. Let us examine this exhibit closely, to see which occupations form the real basis of the State’s prosperity. Shall we find this basis in the first division, in the professional em- ployments? Certainly not. These are not employments which add directly to the productivity of the State. Indeed, these occupations could not exist were it not for other employments beneath them. Shall we find this basis in the second, among those engaged in trade and transportation? Here again we have secondary employments, mere distributers of wealth, not producers of it. These occupations all pre- suppose the existence of others around them. Shall we find this basis in agriculture? Note the small number en- gaged in this occupation, and as we all know that Massachusetts is not an agricultural State, what she raises in the way of agricultural prod- wets must be of an exceptional character, or must owe its existence to exceptional markets created near by. Agriculture, ther efore, is wholly dependent upon the existence of other contiguous occupations. Shall we find this basis of prosperity in this other class of occupa- tions, her servants, embracing over 424,000 of her population ? Cer- tainly not; for these persons are in no sense producers. They are those 14 who, unfitted for other occupations, drop to the lowest level of personal ge 5, then, do we find the basis of the prosperity of A : Here, with these 316,000 workers 1m her jnansirial Wor shops. y form the principal producers of the wealth of the Sate. CWS We have just seen that in industrial manufactures fiver are Jun > ments, raw material and skilled labor. As Mshnchanets pons Io raw material —save her east wind, which has never yet been u 2 oe industrial fabrications —it is evident that even her right to an in fhe > existence rests simply and solely upon her possessing the other element, skilled labor. solv Hh : efore, S s us conclusively that .s exhibit of occupations, therefore shows us ¢ y vn This exhibit of occuj ’ ’ * having 316,000 Massachusetts is an industrial State solely by virtue of tain degrees of skill and taste. : a sapital employed, we should find the pro- in manufacture and in persons possessing cer If we were to turn to the ductive capital principally invested in two ways, aa An examination would show us that the capital inv es 2 dependent upon the existence of the former 101 agriculture. in the latter is largely its returns. a invested capital are as follows: The figures concerning invt sted capital are as fo oe Capital employed. Annual produc t. . §283, 000,000 $593, 000, 000 Capital in industry 2 io, 000, 000 On. Capital in agriculture ituation in a wor assachusetts exists to- To sum up the whole situation 1m a word, M WSs Se dav as a State by virtue of her manufacturmg or industrial te S. : h : : : 1 1 - . » J he ‘. S ese As these interests prosper, other interests in the State prosper; as th Ve © 3 ; . . . i 3 ” ave 4 CON- decline, all other interests m the State decline ; so that you have a co I , « J J ) 1 1 111 . » 3 “ r QTY O1- munity based, so far as its material condition and prosperity are ¢ cerned, upon its industrial employm ents, and able to contribute to these employments but the one single element of skilled anor, Cen As we are considering this matter in its relation to prac ded i, oa as the statistics clearly show that Massachusetts holds her postion rosy her sister States by virtue of the labor of 316,000 of her Ine es i artisans, it will be easy to see the important bearing of the public e sati ‘the State on their occupations. : an. Ee that it is the work of the hands and brains i ae men that holds the other interests of the State together. bt is y e is y and taste they can infuse into their work, the change they Suis oy the raw material that capital can bring them, that constitutes the re: ofit to the capital of the State. : ds A this through the urgent representation to He logue of some of her most intelligent manufacturers, the State pastes A 2 2 the year 1870 that drawing, allowed by all to be the COTAINON os 8 wh 5 industrial education, should be taught to all children In 2 pele schools ; also, that all citics and towns having more than a i hn inhabitants should provide classes for free instruction in Industrial le 15 ing, either in day or evening schools, under the direction of the school committees. Here is the act: [Chapter 248, acts of 1870.] SECTION 1. The first section of chapter 33 of the general statutes is hereby amended 80 as to include drawing among the branches of learning which are by said section required to be taught in the public schools. SEC. 2. Any city or town may, and every city and town having more than ten thousand inhabitants shall, annually make provision for giving free instruction in industrial or mechanical drawing to persons over fifteen years of age, either in day or evening schools, under the direction of the school committee. SEC. 3. This act shall take effect on its passage. This act took effect on May 16, 1870. It empowered any town, what- ever might be the extent of its population, to establish such evening classes for industrial drawing, and required twenty-three to do so. Though many difficulties were encountered in carrying out the law, there was an evident desire to obey it, and the difficulty of finding teachers was met by the State in the establishment, in 1873, of a normal art school for the education of teachers of industrial art. In all this action there seems to me to have been the greatest economical sagacity. It imposed on the community the task of having drawing taught, and when the cry ame that there were no teachers of the subject, it provided the teachers. And the State of Massachusetts, though it may not be doing in all of its parts what the larger cities in it are doing, will be led in the future, as in the past, by the action of its great centres of population. The school committee of the city of Boston may be said to have taken a national lead in this matter, one that has been watched and commented on by European nations with much interest. Thus, the French commis- sion on the educational system of the United States as shown at the Philadelphia Exhibition of 1876, reports as follows: Scarcely six years ago Massachusetts introduced regular instruction in drawing, and the Northern and Western States are rapidly following her lead. If the last Paris Exposition revealed great advances in English industry due to the art movement developed since 1351 by the South Kensington School, what may we not expect from American activity, stimulated by the Philadelphia Exhibition? Everywhere, already, educators are pointing out defects, stimulating emulation, and they find an echo in the teachers of schools, as well as in the employers of labor. France must defend that preéminence in art which has heretofore been unquestioned. She has enormous resources which onght to be developed by well planned primary instruction. With us, as elsewhere, it is not enough to have excellent special teachers of drawing; it is not enough to have good courses and good special schools; but all teachers, male and female, must be able to give the first instruction in drawing in daily classes to all their scholars. France, which has gone to work energetically after her misfortunes, ought to devote herself to the study of drawing, with no less ardor, and reinvigorate her productive powers at the very sources of art. I might here say that, in the words italicized, France is advised to do what Massachusetts has been doing for some years, and this testimony from such a source ought to satisfy the theoretical educators who fancy 1 The italics in this passage are mine.—Walter Smith. 16 that drawing is a merely = ornamental ? study. To ¢ reinvigorate the pro- ductive powers of a nation at the very sources of art,” by the teaching of drawing, is not a merely ornamental process, but a highly economical one. The report goes on to say: The South Kensington system, so successfully and skilfully imported into America by Walter Smith, is likely to render as great service to that country as it has already rendered to England herself. The report objects to our use of the lead pencil in drawing, and ree- ommends practice with the soft erayon point. But, as a matter of fact, we use both hard and soft points to draw with, and so are more aatholic in this matter than either the French or the English. But its conclusion is very significant. [t.says, if certain suggestions concerning the processes of drawing were adopted, then « Massachu- setts would leap at a single bound to a superiority in art instruction in primary education to which the old nations of the European world have hitherto been unable to attain. But, just as they are, the examples of the primary and grammar school work shown at Philadelphia are very satisfactory. When one considers that it represents the fruit of only two years of trial, it must be admitted that such remarkable results have never before been secured in so short a time”! The works upon which this eriticism was made were produced in the public schools of Boston and Massachusetts. [t is refreshing, also, to see that the Boston school committee has not lost its interest in this great question. In its last report, just issued- occurs the following trenchant and incisive statement: The (question of teaching trades in our schools is one of vital importance. If New England would maintain her place as the great industrial centre of the country, she must become to the United States what France is to the rest of Europe: the first in taste. the first in design, the first in skilled workmanship. She must accustom her children from early youth to the use of tools, and give them a thorongh training in the me- chanie arts. That, in my humble opinion, is the most important utterance yet made in this country on the subject of technical education. And it every school committee in the United States would adopt the sentiment and act upon its conclusions, the one great obstacle to the industrial de velopment of the country would soon be removed. Thus far we have been considering education in Massachusetts as bearing upon the occupations of adult life in a most important section of the community. We admitted in the preliminary argument that public education should also tend to good citizenship, and it will be well to inquire what would be practical education for good citizenship in Massachusetts. Good citizenship includes an intelligent use of the franchise and a ready compliance with the laws promoting social and political order. Looking again at this classification of occupations in this Massachu- setts community of 1,600,000 persons, it will be found that in this body 1 The italics in this passage are mine.— Walter Smith. 17 of 316,000 workmen lies the chief danger to social and political order, if danger shall arise. ! It is not among those who are employed in trade, agriculture, or the professions, or among the servants of the households, that the State needs to apprehend danger. They are all the servants of the mechanic, by whatever name known, and fear no competition, for they never eneom- ter any, so long as their providers, the mechanics, are in full work and can employ them. But discontent and hatred of capital are apt to lurk among those who have to do skilled work without possessing much skill, and have to compete with the highly trained artisans of Europe without ever having had the opportunity of being qualified for the com- petition. . A man who cannot earn or command of capital more than a dollar a day, has a much stronger hatred of capital than one who can earn three dollars; and one has but to study the labor question conscientiously to see that the more you increase a man’s wage-earning power, by virtue of superior skill and taste, the more you increase his respect for social and political order, and the Jarger is his stake in the continuance thereof. So we see that the material, social, and political interests of Massa- chusetts are centered about her industrial population, and practical education in the State, whether regarded from its bearing upon adult occupation or npon good citizenship, should consist in giving the 300,000 youth of the State an education which should have a strong wage-earn- ing power in industrial occupations. Her commercial, professional, and agricultural occupations have long been provided for in this respect; but until quite recently no particular efforts have been made for the education of her mechanics and artisans in the elements of knowledge which bear directly upon their wage-earning power in adult life. 4 : There are doubtless many among her public men who believe that all industrial education is special in its character and should be given in special schools only, after general education has been completed and the workman has commenced practical life. This is a view which has been held and abandoned by the most skilled nations in Europe, which have learned to see by actual experiment the value of teaching the elements of art and science to all their people, from the first day of school life to the last, in the public schools. : There are others among her public men who are awakening to the fact that the future prosperity of the State depends in no small degree upon the skill and the taste which the next generation of artisans an be made tO possess. 5 his is not an occasion, and the time is insufficient, to dwell upon all the educational, material, and political considerations that are presented in this exhibit. I will only add that no one can study the results dis- Played in Colonel Wright's admirable report without seeing most con- clusiveby that it is the kind of education given in the public schools of 27H 18 19 : Cs 1areelyv her future for the potteries of Trenton have now reached a point where they daily suffer from the 3 or the next tew years that will determine largely her tut lack of a sufficient number of skilled employés, and if properly encouraged they will the State for the ne: : ft ack of a sufficient number of skilled employés, and it properly encouraged they wi . \tionl. «ocial condition. : soon naterial, politic al, and S . is cenahineetts heecause 1t ipl + ; this practical exhibit Massachuse tts hecaus Oh Nore saooest tavertior Mel a [ have dwelt upon this pe . lucator to study It wives I might here suggest to Governor MeClellan that, if Trenton cannot ave instructive » for an educ: : y > ! Nar i ; : seams to me a very instructive one i +1, theoretical, sentimental find a Flaxman to transform her clay into gold, she can at any rate do Fig as t ‘hice «ope WIth > tldily , | . ’ . y some excellent material with which to co} lod or ignorant taxpayers what Lambeth has done, establish a school of art under trained masters, : : arrow minded or 12 ‘ HH : : educators on the one hand and narrow m and thus educate the workers employed in her potteries; and the State on the other. : oo in education only a process of New Jersey can make this an equal success by requiring drawing to To the educational essayist, who can it i on tite humanities and be taught in her public schools to every child, as Massachusetts has bei ’ FON dwell O 3 « : ed " > : : of intellectual traming, and who loves to 1 who decries all education done: thus offering an outlet for the talent of every child, creating a : . of octhetic ¢ wo. and who decries « . : ; x .r all the various aspects of wsthetic culture, a1 ¢ the intellectual powers of market for her manufactures, and making of Trenton the Lambeth and . . ny ni 3 1e Intellect td . . : or its object the broadening 0 x ; Etruria of the United States that has not for 1ts ob “ne Wav mean, these S ‘ States. eye: sa whatever these terms may medi Sy . : . , : pupils or disciplining their minds, ¥ hate y™ m 1. They show that an By availing themselves of the pioneer action of Massachusetts in cre- re «weak a practical admonition indeed. YS tino foaehers of otal anh Inet ae Massachnsotts availed herself of statistics speak a Pi yeti sacs would ho mediately prac- ating teachers of industrial art, just as Massachusetts av ailed herself of education divected solely for such purpo i State, while it would be the same action taken by England, every State in this Union may, any % . . x» 1 ( ate . . . . : : aeatively few people in the State, av $ chontes. . sof drial odne: » instrae- tical to but comparatively f 1 PA ning education for the real pro- day it chooses, add the elements of industrial education to the instrue 1 as a fundamental wWage-te 5 . tion given in her public schools incomplete as a funds : | Jadon o 1 v8 S. oo Taree 4 part of the adult popuk * ) Sid : ; : : : ductive workmen who form so large a P ut the present educi- The United States has not far to seek for a market for her skilled in- ino \T expense o > SCIL 4 ! : ; To the taxpayer, groaning under the expel ¢ to the three Rs dustries when she possesses them. She is her own market, and one that ’ " : advocating a return BH . . : Or'€ tional arrangements and blindly adv puny ! Lim that education to be England and France find very profitable. She has only, therefore, to . hit ia Mo instructive, for it shows Qh hb fd wach for 7p . alco ite i ; A » bv her hs: ; this exhibit 1s equally instructive, t be largely industrial ; in other reach forth her hand and take it; but it must be done by her hand, and i at ie wage-earning, must bo Ldbsth : not by her head alone actical, that is, wage-ed =) : : At. a Ar Os ) ad . rast it must cota certain features for which that which we may call oar sid of Sl hte words ‘ Cat as Si ‘ a three. Rs power education does not provide at all. stent of e ail . atte is true a oreater or less €3 What is true of Masschussitids Vie " : Sn wd will become . > ‘ r Tostern States, « ny , and of many Wester ' the Bastern, Middle, er. Thode Ysland, . ] or ty y ax? r ( av and year by year. v J : mn : . n aki J) . re 9 . Le i xs axa : be more true of ever) State day 3 lay 1nd Pennsylvania are following il [he time may come, though it can come only in the way 1 have sug 3 J ow 8 ‘KK New Jersey, « ” He « * oeste r 2 t Jc ‘ p le av " ’ pr wery ls . Connecticut, New York, New Jb i . Massachusetts, and already vested, when the skilled hand of America may go through every land; . » ’ 2 ¢ aM x h * , : . oi precisely the same line of developmen , as : vi oir; While Ohio and that will be a vast improvement upon keeping our unskilled hands their industrial interests are merensity ml Garfield Lae pointed ont in our own pockets, going through our own purses to pay for our want oful orvant a statesman as Grenceral Le of skill wo careful and observal : a ap ent. . state has passed the period ot her agricultural develops [ am well aware that, in claiming that public education should be that the Stati LAS PAs? ” 1: 4 a is now to be found in her « « « 3 aly « 5 « I « ; } and her increase in wealth and population & based more than hitherto upon an industrial wage-earning power for « industrial counties. Ep lline attention to the ear the masses, I lay myself open to the criticism of those who hold to cer- [n this connection I cannot refrain from ; QPIn Lis recent message tain disciplinary and culture views as main considerations in education. ; Toll: » Wow Jersey, in his recent messd=t ot . i isi i + * (3 “(] ig y 3 111 of New Jersey, . WW J TOYO. ‘ ¢ COR A » ATC INS J 2 r nest words of Governol MeClell: ; f making the public education [hey must, however, admit that at present pe ople are dissatisfied with : : ) asizes the importance ¢ aking vib ’ » oda ven § ) ic sc This is a fact which e in which he emphasizes the my to Mout The developing wants the edu ation given in the publi St hools. This is a fact which cannot of the State more industrial in character, > F be ignored ; and, if we probe the discontent to the bottom, we shall find it of the people. Among other things, he says: fied resting on the conviction that the education of to-day does not sufficiently : Soko Sy wmwine as apphietd . A snr . . § sa, : It is now universally recognized that industrial drawing, ho Rea il x vail provide for the adult life of all classes; and in pleading for more atten- 18 1 BH = : : asis whic derlies the Vi wr 1 . - al a1 2 ves r 2 a 6 Ti ' needed immediately for the this of i 1 as the making of pottery itself. duty to try to fit our youth to maintain themselves when they arrive tha ciomine. and decorating, a i ! taught modelling, designing, ‘velop into one of the largest and most important interests of the country. Nuremberg'’s hand Goes through every land. culture above skill have any more likely remedy to propose, the public Ront will be glad to hear it. I yield to no one in advocaey of the broadest 100t 15 te t 20 at adult age, if need be, by the work of their hands, so as to be prepared for the competition which is pressing harder every day, and thus protect themselves from being superseded by machinery, which is gradually monopolizing all the labor that requires no skill. In face of such devel- opments, the mere ability to read, write, and cipher, and the possession of a thin film of culture education, are no protection to mechanics and are not wage-earning to them in the sense in which these acquirements may be to others. I do not wish to be misunderstood on this point. I be- lieve in the fullest development possible for publie education; but I hold that we cannot as sensible men claim the right to-day to put the needs of the mercantile and professional classes before and to the exclu- sion of the industrial classes. The interest in industrial education now rising ‘will not die out. It will soon make itself felt in no light manner, and this annual disburse- ment of $70,000,000 in the Northern States will not be begrudged when the industrial classes see that their needs are recognized as well as those of the mercantile and professional classes. All that the creators of industrial wealth need and have a right to ask for is as good a preparation for their practical life in the public schools at present existing or to be established as all other classes are getting. To them, culture means a knowledge of living arts, while to others it may mean a knowledge of dead languages; and there is cer- tainly as good a reason for the existence of the first sort of culture as for the second. As we turn from the contemplation of particular States and survey the conditions surrounding and permeating this broad American life with all its possibilities, we have to note that much of our future weal or woe centres about the profitable employment of the industrial classes. Already they hold no small share of political power, and it is in the nature of things that their numbers should greatly increase. At pres ent they are suffering from broad competition on the one hand and labor saving machinery on the other, and between this upper and nether millstone they are apt in their discontent to look upon capital and upon government as their oppressors. These are facts which educators, economists, and statesmen cannot afford to ignore. The country is getting older; it is rapidly developing the wants and the tastes of older civilizations; and now, having pro- vided for the education of the laborer, the shopkeeper, the merchant, and the professional man, it is time for us to recognize that the day of the mechanic has come at last, and come to stop. Having dwelt more fully than perhaps I ought to nave done on the general aspect of this question, I wish, in the few moments left to me, to make some suggestions on the second part of my subject: industrial drawing. The term industrial drawing is used to distinguish it from all fanciful or ornamental education coming under the name of drawing. 21 It has been introduced into the schools of Massachusetts because, as the chairman of the drawing committee in Boston, Mr, Charles C. Per- kins, says: At least three-quarters of the children in oar public schools are destined to get their living in industries which demand a knowledge of drawing. It has a bearing upon the manufacturing interests of the community, and these can only be vivitied by the cultivation of public taste. As a matter of material gain, this question of uniting art and industry is now looked upon all the world over as paramount. A French commission appointed to examine matters pertaining to in- dustrial success reported, in the year 1863, as follows : Among all the branches of instruction which, in different degrees, from the highest to the lowest grade, can contribute to the technical education of either sex, drawing, in «ll its forms and applications, has been unanimously regarded as the one it is most impor- tant to make common. I have already quoted the opinion of the French commission of’ 1876, that “ France ought to devote herself to the study of drawing and rein- vigorate her productive powers at the very sources of art.” Drawing is now generally regarded as essentially educational, tanght, as it is at present, as a workthing, not as a plaything. Let it be stated that without a knowledge of drawing skilled labor in industry’is impos- sible, and, if we remember that what this country stands most in need of to-day is skilled labor, I think that argument on behalf of drawing is unnecessary. To make it both proficient and popular, it must be taught by the regular teachers in the public schools, in every grade of them, to all pupils. This involves the previous instruction of those teachers, and by this action the cost of introducing the subject into the scheme of instruc- tion is reduced to a minimum. We know this to be practicable, because it has already been done in Boston and in a large number of the most important cities in the United States. That the public is interested in the matter is also unquestioned. At the last public exhibition of the drawings made in all the publi¢ schools of Boston, by actual count at the doors, more than thirty thousand per- sons attended the exhibition in three days. The regular teachers of the public schools there are now teaching drawing more systematically than it is being taught in all grades of schools in any European country, and are, moreover, producing more originality and executive power in their pupils; and I have good rea- son for believing that wherever the subject has been equally systemati- «ally taught the results have been equally good. There are, of course, more ways than that of cultivating public taste and thereby elevating the industries of the country. But as this subject of drawing lies at the foundation of all technical education, and as it can be easily and efficiently taught at a very nominal expense, this seems the place to begin the introduction of a practical element into public education. Judging from the experience of other countries, as 22 well as the result of what has already been done in this, it seems 10s that the following plan is the most economical and sucessful method by which technical education may be promoted in this country 3 it 1. That industrial drawing should be taught in the public day SC I as an elementary part of all general education, and that is drawing and modelling he taught in free evening classes to be Hon 5 both sexes who are not in attendance at day schools. To Dogon ge eral. this should be accomplished by an act of the legislature of each rT a State normal art school for the training of tosehers iy designers be established in each capital city or other convenient centre, in connection with an industrial museum and art oallery. at 3. That the teachers of drawing in normal schools, evening ans i classes, or schools of art, or persons acting as SuporvISAys of drawing i public schools, be required to POSSESS the certificate of qualise pa 0 act as teachers awarded, upon examination, by the State norma art i the National Government establish or assist in the establish- ment of a great technical school of industrial art at W aehingl. ie (‘oncerning these proposals, I have only time io sammanze Heiy. They are not mere theories to meet an imaginary evil; similar Agehe io have all been successfully carried out in other countries, and have met with success in correcting great national deficiencies. a It may be objected that there are not mn the country sufficient Works of art to fill museums and galleries; but to this I would reply thi, fon a very little money, reproductions of the finest works Im the fine Museum, the South Kensington Museum, the Louvre, and other pron national collections can be obtained, and are as good for the purposes Cinstruction as the originals. : ” J publie ASCII and galleries are like a wuoratit=— hoy £ The empty rooms of a musewm and the bare walls of @ amselves. 5 i iveness about them for picture gallery have an attractiveness and cohes DL Ree works of art in the possession of private persons, that are simp § irpems ible. The law of gravitation applied to choice works of art tke en in a straight line into public calleries, when such galleries exist. ; d owners of such works try, in the first place, to soothe their Sense 8 Do session by loaning their treasures to the public; then they nike Cig ge breast of it, and change the loan into a donation or Bayes, i i how the South Kensington Museum and the Louvre have heen anal i the elories of the earth: by a little knowledge of human nature on th art of their projectors. 35 pao i establish normal art schools is not SO Simi, Ba may at first sight appear. They may form a part of one cen Me ; Eh school, which every State ought to have, but it should be Jocagnzes that we cannot get the most efficient teachers without normal training, 1 P ot Q 2 N - eT hem- whatever may be the manual skill of the art students who offer t . 23 selves as teachers. The French people found this out in 1865. When the minister for public instruction required that all applicants for teacherships of drawing in the city of Paris should be examined be- fore appointment, 193 applicants offered themselves, and out of these only 27 passed in the artistic and 13 in the geometrical subjects. In the next year, out of 182 candidates who were examined, only 30 were passed, Had it not been for this test, all of these untit persons might have been appointed. That was sufficient evidence of the need for a normal school, and one was established by the government the same year at Cluny. It has been well said that teachers are not a natural product, nor has private enterprise yet undertaken to produce them; so that, it they are to be made, the State must provide them, here as elsewhere. To establish good normal instruction is also by far the most economi- «al way of diffusing sound education, because by it the whole people are reached in time and in the way that the best experience suggests. Through the normal school may be regulated to a nicety the public edu- cation of a State. Concerning the proposal to establish a central school of industrial art at Washington, one department of which might be for instruction in fine art exclusively, this appears to me to be essential as an example for the whole country and in order that the treasure houses of material now existing here for such a purpose may be utilized and made fruit- ful. It may be necessary for the protection of this nation that the sword be kept bright at West Point, but it would conduce as much to its greatness and its glory if the ploughshare were made radiant at Washington. I cannot close without emphasizing, with the strongest language I can command, that, as educators and political economists, we must look out for the interests of the industrial classes more than has hitherto been done. ; In the conflict that is imminent between aggregated capital on the one hand and ignorant, unskilled labor on the other, lurks the gr atest dan- ger to our whole social and political organism. It is the province of public education to mitigate, if not entirely re- move, these dangers. In view, therefore, of these vast annual expendi-. tures for public instruction, I warn you against ignoring the interests of the industrial classes in education. To the public schools all classes should be taught to look as the very bulwark of their salvation ; while to the state these schools should be what embankments are to the Dutch, or what its fleet is to the English people. A miserable three-R’s education is neither the one nor the other in this half of the nineteenth century. In this great industrial battle let us give honor to whom honor is due. The present mayor of Boston recently told the boys confined in the reform school of the city that, if he could bring it about, every one of them should be taught some trade while in the school, by which to earn an honest living when he left it. As part 24 of this education, every boy learns industrial drawing, and the same is true of the State Reform School boys at Westboro’. This is done for economical reasons, not for show. All honor be to the pioneer city and State that have done so much. This, and all the work done for the same reason by people who are more farseeing than mere noisy politicians, has been done under fire. Only a few days since, a leading journal in Boston, referring to the geometrical drawing taught in the schools, ignorant of the fact that geometry is the common basis of both fine and industrial art, asked in astonishment, What is the use of this trash? Yet the most distinguished American art critic has deliberately written that over the door of every workshop in the land should be printed the old Greek inscription « None but the skilled in geometry can enter here.” In conclusion, I feel that I have trespassed too much and too long on your indulgence and forbearance, and that my subject has been too much for me, whatever it may have been for you. If, however, the devotion of a lifetime to this subject has given me the right to speak, if my transatlantic origin and education have enabled me “to see oursel as ithers see us,” then it has not been altogether an unqualified audacity that has brought me here to-night. This, therefore, must be my apology, that though many of my stiff necked fellow countrymen come to this country to idle away their time and then go home to find fault with its institutions, 1 have come here to work, and to stay, and to do my share in improving them. And here, .in my own home and in the home of my children, I have only asserted the Anglo-Saxon right of free speech, which as an American citizen I feel that 1 shall never forfeit, because it is the common inheritance of the English speaking race. ACTION OF THE DEPARTMENT. On motion, the following preambles and resolution were adopted: Whereas this convention of State and city superintendents of’ schools recognizes the necessity of industrial education in the public schools of America; and Whereas, if a part of the time now given to writing in our day schools were devoted to drawing, the writing would be better and the power of drawing be a clear gain: Therefore, Resolved, That industrial drawing — consisting of geometrical drawing, free hand drawing, and elementary design —heing now regarded as the common basis of tech- nical education, should be taught in the public day schools as an elementary part of all general education; and that industrial drawing, modelling, and applied design for trades and manufactures should be taught to persons of both sexes in free evening classes for those who are not in attendance on the day schools. -— ~~ a = of this education. every boy learns industrial drawing, and the same is true of the State Reform School boys at Westboro', This ix done for economical reasons, not tor show. All honor be to the pioneer city and State that have done so much, This. and all the work done for the same reason by people who are more farsceine than mere noisy politicians, has been done under fire. Only a few days since, a leading journal in Boston, referring to the ceometrical drawing taught in the schools, ignorant of the fact that geometry is the common basis oft both fine and industrial art, asked in astonishment. What is the use of this trash? Yet the most distinguished American art eritie has deliberately written that over the door of every workshop in the land should be printed the old Greek inscription “ None but the skilled in geometry ean enter her >» In conclusion. I feel that 1 have trespassed too much and too long on vour indulgence and forbearance, and that my subject has been too much for me, whatever it may have been for you. If. however, the devotion of a lifetime to this subject has given me the right to speak, it my transatlantic origin and education have enabled me © to see oursel as ithers see us,” then it has not been altogether an unqualified andacity that has brought me here to-night. This. therefore, must be my apology, that though many of my stitf necked fellow countrymen come to this country to idle away their time and then go home to find fanlt with its institutions, I have come here to work, and to stay, and to do my share in improving them, And here, in my own home and in the home of my children, I have only asserted the Anglo-Saxon right of free speech, which as an American citizen | feel that 1 shall never forfeit, because it is the common inheritance ol the English speaking race. ACTION OF THE DEPARTMENT. On motion, the following preambles and resolution were adopted: Whereas this convention of State and city superintendents of’ schools recognizes the necessity of industrial education in the public schools of America: and Whereas, if a part of the time now given tow riting in our day schools were devoted to drawing, the writing would be better and the power ot’ draw ine he a ele oain: Therefore, Lesolred. That industrial drawing — consisting of ceometrical drawing, fred hand drawing. and elementary desien heine now recarded as the common hasis of tec! nical education. should be taught in the public day schools as an elementary part of all general education: and that industrial drawing, modelling, and applied design tol trades and manufactures should be taught to persons of hoth sexes in free evening elasses for those who are not in attendance on the day sc hools, J in Li BRARy i i i RS17y Gl kr OF \UALIFORNT . THE DESIGN OF AGRICULTURAL SCHOOLS. WHAT THEY SHOULD TEACH. WHAT THEY NEED, TO GIVE THIS INSTRUCTION. IN WHAT THEY HAVE FAILED. THE OBJECTIONS MADE TO THEM. WHAT OUR OWN AGRICULTU RAL COLLEGE NEEDS. Vi . : BY : Pror. G. C. SWALLOW, Dean Agricultural College. JEFFERSON CITY: | 1876, - ESSAY AGRICULTURAL COLLEGES. THE DESIGN OF AGRICULTURAL SCHOOLS. WHAT THEY SHOULD TEACH. WHAT THEY NEED, TO GIVE THIS INSTRUCTION. IN WHAT THEY HAVE FAILED. THE OBJECTIONS MADE TO THEM. WHAT OUR OWN AGRICULTURAL COLLEGE NEEDS. BY Pror. G. C. SWALLOW, Dean Agricultural College. JEFFERSON CITY: REGAN & CARTER, STATE PRINTERS AND LINDERS. 1876. OUR AGRICULTURAL COLLEGES. BY PROF. G. C. SWALLOW, DEAN AGRICULTURAL COLLEGE. Many objections have been made to these Industrial Schools. Many think they ‘have failed to meet the expectations of their friends and the public, and that the funds, liberally supplied for their use, have been a poor investment. This feeling has become so general and so strong, and so active, that it will darken all the hopes of many of these colleges, unless it can be shown that these objections and these convictions have no real and necessary foundation, or that they rest upon a misapprehension of their design, and what they really teach. Nothing is more certain than that these schools can have no real permanent prosperity without the hearty and generous support of the communities in which they are located. It therefore behooves the managers of these colleges to determine why they have failed to meet all just expectations, what errors, if any, have been committed, and to apply the necessary remedy. After thirty years of careful study on this subject in all its relations, and after five years’ work in one of these sthools, it is deemed proper to make public the con- clusions reached. This may best be done by considering I. The design of Agricultural Schools. II. What they should Teach. What they need, to give this Instruction. IV. Inwhat they have failed. V. The objections made to them. VI. What our own Agricultural College needs. In treating these subjects it is deemed best to speak of agricultural colleges in general without referring to any one in particular, and to do this in such a manner as to avoid all invidious distinctions, and to prevent all personal applications. If errors have crept in, none will be so willing and able to make the correction, as those by whom they were made. . I. THE DESIGN OF AGRICULTURAL SCHOOLS. Several theories have existed respecting the work these schools should undertake to do, but there is very little difference of opinion among those well informed as to the 4 OUR AGRICULTURAL COLLEGES. lr em—————————m——————— rm—— i Bg gh agricultural education. In Europe en a pel Ope je NE . long time, and where they exiat in wg have by the force of circumstances assumed various forms in He Tt gi | few are designed to give a full and complete agricultural sanea ane oe t majority are devoted to special subjects. Some are Jovars " 0 on bey po to domestic animals in general, and some to pationiar in Soren A a heep ; some to fruit in general, and others to special fruits, as the pg Wii Bs net class of institutions designed to discover and Stoutie oe en ie than the instruction of pupils. These institutions are calle nev ; 1" : Be nih by the long and rich experience of fie a ues Ss 2 2 i d almost fruitless € ' It has been shown by a hundred years of expensive an atm i 3 not the best places to make P Yu ip oe rn though they may very DE is a " inci licable to their jo S. S Giggs wi Dn Ry on remus is very beneficial ps yo Ae D ie legitimate work of a college to prove whether i be SOpNiagls og i “igh n attempt to show whether plants absorb carbonic acid by the i: ois on could not be the legitimate work of an agricultural college, Jones . i oh department for such work; since the experiments to setdle this unless Is Yas nie expensive apparatus, and the close attention of an officer or a CHA on i eral years, as shown by M. Boussingault. Farm experiments or ih a ib id must be conducted with the greatest care for all the pi ge * oh of soil, temperature, moisture, wind, light, Slopiiong, sm, Gi etc.; and usually they must be continued through a series 0 oe hile rarded against disturbing circumstances. Hence, he separ Je ihe ” oenis from the college and the establishment of experimenta sea of i of this kind of work. In this particular we may well learn fron ey - foes ean schools. Some of the most successfal workers In agrien iv on WA to establish experimental stations in bs Sony J Fow iy i wes can do in this direction, and how ji Were hon ee ie legitimate work—teaching what is already real goot pi the question arises whether we shall devote our schools wr Seberilacts whole ground of an ag : : ig Hil Qo oe > om for the European system of Ss wi each, and yet we have as many as the patronage demands, Sul foke A an will I endow and equip. So that ge a SE cei ih i 3 sides, our farmers do n Hs eis sons 2 hore Iga bes but usually embrace a very wide range of sub- Bl ; ee they need a more general and thorough culture. Waa Be fete and other reasons our agricultural colleges So Sure 4 SuRm i ¢ -ural economy with such adap Sof shatien the Ve 2 pe 8 And yet our rural Dopiatlons; are % i gn ; \ iti p 8 for the man educa t special acaptations to localities are less necessary, ] han likely to do his farming in Texas or Oregon, Or he nba a al Or Our American society and civilization is somewhat diffe dat Government is in the hands of the people, who can, at Pleasure, 0.0 OF J any party, administration or clique, whose words or actions may not p in SL iby The theory of our government is vox populi, vox dei; but the prac OUR AGRICULTURAL COLLEGES. has been to establish an Oligarchy, which has so controlled legislation and managed the administration of affairs as to make a few non-producers the beneficiaries of the Government, and the many producers pay its enormous revenues. All has been so managed as to place a very large share of the burdens upon the agricultural classes. It was easy to do this, since the farmers, as a class, have taken very little interest in public affairs, and, indeed, have cared but little to prepare themselves, or their sons, for the duties of public life. Thus public affairs have been left, in the main, to professional men, and merchants ; bankers and manufacturers have accumulated vast fortunes. In the elder time, the plow made the nearest road to honor, and lowing herds were the surest insignia of opulence and dignified ease. But now, the father, ambitious for his son, prepares him for professional life, or makes him the servant, clerk or book-keeper of some mercantile firm or moneyed corporation. Thus the best talent of the country —the youth and beauty of our rural homes—rapidly gravitate to the city, to enter its everlasting struggle between fashion and stable habits, extravagance and penury, in- tegrity and necessity for money, between blooming chastity and stimulated manhood. Hence it happens that by far the larger part of the leading men in our large cities were country boys. Their country birth and life gave them physical power and intel- lectual stamina to surpass their more effeminate, urban competitors. All our history shows that our best and most honored men were raised country boys. In the elder times the will of the rural districts was all potent in our legislative hall ; but in these latter days these country boys, now great in the land, strangely forget their country cousins, struggling with anxious brow and boding fears to pay their own debts, the debts of their township, the debts of their county, the debts of their State and the debts of their Nation, and, it may be, the debts of their more extravagant city relatives. Did ever a class of men have so many burdens not of their own contracting? Did ever a class of men have so little to say about the disposition of their money, as to who shall spend it, and for what, as our farmers? How has this great and all power- ful class fallen? In other days Senates obeyed our dictates and rulers deferred to our judgment, None appear to care for us now. Bankers are compelled to discriminate against us; the railroads discriminate against us—yes, the railroads we are now pay- ing for and have been paying for for some twenty years, and will be paying for for twenty years to come, are discriminating against us; the government discriminates against us, and, I had almost said the Good Master discriminates against-us. Be this as it may, nothing is more sure than that ‘‘ Providence helps those who help themselves.” If, therefore, we have lost our former prestige by the neglect of duty in public life, and if we have lost our power in the affairs of the State and the Nation by a want of qualifications to understand and manage them, the fault is our own, and the remedy is obvious. We must prepare ourselves for and again undertake the manage- ment of public affairs. This preparation must be two-fold. We must have an easy com- petence to give leisure for the honest discharge of official duties, and a good education to fit us for the successful performance of public service. When this is done, the sceptre and crown of the civil service will return to the plow and the pruning hook ; our sons and daughters will stay in the country as the best field for advancement, and the rural populations will once more lead the urban, and an honest, competent, civil service will restore the honor and prosperity of the country. To accomplish this the farmer must be so fitted for his profession as to make it permanently profitable. It was the design of the Agricultural College to -give this fitness. The farmer must also have a fitness for the discharge of official duties. It was also the design of the Agricultural College to give the in tellectual culture needed for 6 OUR AGRICULTURAL COLLEGE S. a Ce ————— this work. In short, it was the design to put the agricultural on an equality with the: learned professions—to make it a learned profession. ‘Why not? The farmer has to deal with the most difficult problems ever presented to the human intellect. He needs to understand the laws which move the heavenly bod- jes; those which carry the waters of the ocean to the distant plains and mountains; the affinities of the soil; the vital energies of plant and animal ; how the plant converts the carbon and water into its beautiful organs; and how the animal transforms the juices and tissues of the plant into his own blood and muscle and brain. He should know these and many other most abstruse laws of nature, for by them he feeds and clothes the world, and makes his money. Are not these subjects as difficult as man’s laws, as the action of medicines, and revealed religion? If the farmer does not stand first among mankind, it is his own fault. His work was the first to which man was called ; it leads him close to the throne of God, and makes him a co-worker with the Creator and preserver of the universe. In short, to act his part well, the farmer must build up his own profession, and not pull down others. He alone, of all men, is interested in the prosperity of all de- partments of business, whether professional or industrial, mining the gold or man- aging its utilities. II. WHAT SHALL THE AGRICULTURAL COLLEGES TEACH? In general terms this question is easily answered. These colleges should teach what will best fit the farmer to understand and do his work. But it is not so easy to desig- nate what particular studies will best accomplish this design. The farmer should be a man physically, and a man intellectually ; he should enjoy the mens sana corpore sano. He must be the peer of scholars in mental culture, and the equal of laborers in manual gkill and physical symmetry, that he may be prepared to honor labor and utilize and dignify learning. To accomplish this, one must have a thorough knowledge of his profession, and be able to do his work with skill and profit. Forsuch an education the farmer must learn two things: 1st. What to do, and how it should be done. 9d. He must acquire the manual skill o do it, and do it well. To know what to do, and how it should be done on the farm, is the science of agri- culture ; but to have the manual skill to do it, is the art of agriculture. The good farmer needs both the science and the art of his profession, if he would succeed. If the farmer would get the science he must study, and, if he would have the art, he must work. A farmer then must study and work. What then must he study ? 1tis plain, and on this point there can be no diversity of opinion, he should study the sciences upon which agriculture is based. Chemistry gives the composition and value of the soil, and the composition plant and its food, the properties and uses of fertilizers. Botany gives the nature, habits and structure of all the plants we cultivate. It tells how the seeds sprout and grow, how the plants produce their seeds, feed the world and propagate their species. It explains the principles by which we bud, graft, make layers, cuttings and multiply the plants we use. Zoology explains the organization and structure of our domestic animals, and ables us to make them useful and profitable, and more and more subservient to our of the en- wants. Meteorology explains the principles by which the weather is controlled, and how the crops of the farm are perfected or retarded by its influences. OUR AGRICULTURAL COLLEGES. T : ama. farmer wants arithmetic for his accounts, his profit and loss; > : a A ra, geometry and trigonometry for his buildings, fences, boundaries, wridges, roa » and many farm operations, and farm implements; without Mathonintics ne hi s in the dark ; with them, he knows what he can accomplish with the means at is command. These branches of mathematics make him master of his impl and resources. si Physics makes him acquainted with the laws of nature, by which his many im- Operations are accomplished. By its laws he comes to understand the powers of gravity, light, electricity, heat and cold, and their effects upon the crops he culti yates and the animals he raises. ® paid Ewiomelogy gives the farmer a knowledge and power over the hundreds of in i which destroy his crops of fruit and cereals, and those which aid his farm opera- tions, Upon his knowledge of the insect world depends, in a large degree, his suc in perfecting his fruits and farm crops. Pen Le Astronomy explains the seasons an i d the laws which cont i i changes, so important to the farmer. A a " Wai and Geology explain the properties of the minerals which constitute e food of the plant, the origin and structure ot the soils, and the position and nature of the rocks, which must add to and sustain its fertility. Economical Botany gives us the princi i he principles upon which the vari pagation of crops and trees depend. ire Wi seed, Botany gives the conditions and mode of germination y budding, grafting, by layers or b i : ; y cuttings, Botany explains the prinecipl upon which the operation is based, and the best manner of securing success k pl ] Foresiry explains the benefits of trees upon the soil and climate, their value for e a timber ; also, the best modes of preserving and increasing them urveying teaches the best modes of s yi By on an the University Building repaired, including the It was soon found, that these and other matters, had so depleted the funds, that the University would be largely in debt. This compelled a suspension of the A priagions not already expended. This suspension unfortunately included the appro- priations for the Agricultural Department, which has consequently been left without the means of prosecuting its legitimate work; while other departments are sup lied with all needed apparatus to illustrate their instructions. » This has been most disastrous to the Agricultural Department. It has compelled the Professor to undertake work, which could not be so well done without the necessar apparatus, and means to carry it on. It has given the pupils and patrons, and id public generally, false and damaging impressions of the instructions to be given by a Agricultural School, and of the capacity and intentions of both Curators and ny €ssors. But the Curators cannot furnish apparatus without money ; nor has it ever been supposed in America or Europe, that the Professor could well teach practical agricul ture without the proper apparatus, implements and buildings. It is not strange that a Board, which meets so seldom, and is compelled to trust its business to agents, should find the cost of buildings and improvements far above the estimates of ardiionts and - agents, and their funds exhausted long before it was expected. It is also natural that Students would leave, and patrons neglect a department destitute of the means of instruction, and go to those well supplied with apparatus. Nor would it be strange, if all unacquainted with the facts, should conclude that the Curators and Teachers desma a department, thus left destitute, of little importance. But this state of things is a source of far more regret and disappointment to the officers of the institution than it can possibly be to any other parties. This is so much the more regretted as the remed is not within their means, as the failure of the funds is owing largely to causes wh beyond their powers and foresight. No one could foresee the collapse in financial mat- ers, which so reduced the income from the college lands. OUR AGRICULTURAL COLLEGES. What Must be Done? The college in its present condition can be of little service, save to teach some of the sciences. It cannot be called even a complete Scientific School until the department of natural history is furnished with the needed apparatus and specimens. It must largely fail to meet the design of the appropriation, and the wants of the people. The people of Boone county certainly have a right to expect their splendid donation be utilized, in making a first class Agricultural College. ‘They gave it with the full under- standing that it should be thus used ; and they will have cause of complaint until it is done. The people of the United States have a right to complain until this is done, for the lands were given and accepted with the full understanding they were to be used to found and maintain an Industrial School. Whose Duty is It? The Professors? No. When they have done all in the power of man to do with the means at their command, their full duty is done. That the Professors have most faithfully done all this, is capable of complete demonstration, and is evident to all who have watched their labors. The Curators? No. They are the mere agents of the State to do a certain work for the State. When the Curators have done what they could with the funds furnished and made full report of their labors, they have done their duty. They have exhausted their funds, and the State commands them not to go in debt. The State? Yea, verily. The State accepted the donation with the full under- standing that it would found and maintain an Agricultural School. The State, too, fully understood the terms of the contract to imply not only a school to teach the sciences “pertaining to agriculture,” but alsoa farm to illustrate and apply those sciences. The school of science is clearly expressed in the law of Congress, and the farm as fully implied in the contract with Boone county, by which the farm and $30,000 were given to the State for the purpose of founding and maintaining an Agricultural College, as a part of the University. In fact, it is the almost universal opinion in this country and Europe, that the culture of crops, and the rearing of animals, are essential parts of our Agricultural College. To illustrate the obligations respecting the Agricultural College: A gives B one thousand acres of wild timber land, provided he will make a good farm on it. B accepts the gift, and sends C to make the farm, giving him $5,000 to pay the bills, charging him not to go in debt. C employs D to build the house and E to clear and cultivate the farm. C pays the bills till his money is exhausted. After a while B begins to inquire about his farm. He finds no stables, no farm implements, no domestic animals and small crops, and concludes he has much land and but little farm. He investigates :— Mr. E, why do you not plow this land and plant corn? what kind of farming is this with your old spade and brush rake ? E—I have no plow, no team and no corn; Iam doing the best I can with spade and potatoes. B—Mr. C, why don’t you furnish E with plow, team and corn? C—I have no money to buy with; I spent the money for house, furniture and clearing the land ; you told me not to go in debt. It is very evident B cannot have his farm completed without advancing more money ; that C cannot buy plows and teams without money, and that E must make poor headway at farming without teams, plows and other fixtures. The Curators can do no more than C ; and the Professors can no more teach Agri- OUR AGRICULTURAL COLLEGES. 23 cultural Science without apparatus and implements than E could raise corn without plow and team. If, therefore, B expects much profit from the money already invested, he must give more to complete the farm outfit. Precisely so with the State. If the State wishes to make its investment most useful and profitable, and to make its excellent farm also profitable, the department must be supplied with apparatus, and the farm with proper stock and fixtures. To make our college a good Agricultural School we need : 1st. A set of meteorological instruments, mounted and in practical use, that the students may learn the principles governing the weather, and the use of the instru- ment which indicate and foretell its changes. 2d. Skeletons and other preparations, for teaching Zoology and the comparative Anatomy and Physiology of the domestic animals and their diseases. 8d. Apparatus for teaching Botany, the structure, nutrition and growth of useful plants. 4th. Apparatus for showing the physical properties of soils. 5th. Cases for the Natural History room. 6th. Illustrations for teaching Landscape Gardening. 7th. Jars for various kinds of seeds, and other useful products of soils. 8th. Specimens of the various kinds of wood. oth. A Scientific and Agricultural Library, containing standard and periodical works. The articles above named are absolutely needed to fit up the Agricultural Lecture room, to make it compare with the other departments of science, and to complete the Scientific School, in order that we may be prepared to teach well the sciences most nearly related to agriculture. ’ ‘We need for the Horticultural Grounds : 1st. Under-drainage for five or six acres. 2d. Propagating and hot house. 3d. A few of the best varieties of the fruits cultivated in this latitude. 4th. Horticultural implements. 5th. Various trees—native and foreign—for the arboretum. The Horticultural Department is perhaps of most immediate necessity. It comes. before the Agricultural in course, and a very large number of students—both male and female—are benefited by it. We need for the farm, to fit it for the purposes of instruction : 1st. Farm buildings. 2d. A few of the best breeds of all the most important domestic animals. Mis- souri farmers make their money largely by stock. Farmers should be familiar with the best breeds. 3d. Some articles of improved machinery will be needed. Such are the wants of our Agricultural College, and these wants must be sup- plied, if supplied at all, by the State. It remains to be seen whether this great State, whose leading interest is agriculture, and whose greatest wealth is her soil, and whose best jewels are the sons and daughters of the farm, it remains to be seen whether the farmers of the State, whether the Patrons, who advocate education, will let such a school do but half its work for want of a few thousand dollars. THE MODERN POLYTECHNIC SCHOOL “wr INAUGURAL ADDRESS OF PRESIDENT CHARLES 0. THOMPSON DELIVERED AT THE OPENING OF THE RosE PoLYTECHNIC INSTITUTE MARCH 7, 1883. PUBLISHED BY ORDER OF THE BOARD OF MANAGERS. TERRE HAUTE, IND.: C. W. BROWN, (GLOBE OFFICE), PRINTER. 1883. ADDRESS. The Rose Polytechnic Institute is a school of technology. In order to understand the functions of the school it is necessary to take a brief survey of the field of technical training. This phrase describes all those forms of training youth which deal with the application of art or of science to the industrial arts. Those schools in which designing for the patterns of textile fabrics, or for the decoration of wood, iron, pottery, gems, etc., is the principal end, are called art schools, or schools of design, of which the South Kensington system is the most famous example; all those in which the principles of physical science are studied with reference to their application to the solution of practical problems in building, machine construction, and design, or in civil engineering, are called polytechnic or technological schools. There is great con- fusion just now in the use of terms, technical education being used to describe all that which aims at a directly practical end as opposed to the education given at the college ; while that part of it which does not deal with ornament or textile design is sometimes described by the same term. The word technology, which for- merly signified the terms used in the sciences, now means the application of the sciences to industrial ends. The term polytech- nic, originally used to describe schools of technology, has refused to yield to the more desirable synonym, technological, partly because it is an easier word, and partly because it contains a sug- gestion of the many-sidedness of the subject which the better word lacks. There is no good word corresponding to polytechnic or technological to apply to the persons who practice the profession indicated, and so these persons are called, now as always, engi- neers, and the business engineering. A few still cling to the term scientific schools in speaking of these institutions. In the present prevailing confusion of terms the best that can be said is that a polytechnic school teaches technology to engineers. Below the grade of the polytechnic there are multitudes of schools and parts of schools that teach the elements of the mechanic arts—many of aE pe is MECN ait ee a iT = bi oF = EE — 4 them of the greatest interest and importance—and around it are many institutions that devote themselves to industrial art; but I must deny myself the pleasure of discussing any ofe these, with the important collateral questions of policy that they present, and proceed at once to the school we have in hand—the polytechnic. We shall find that all schools of technology, under whatever names, or with whatever special aims, present a common system of instruction complete in itself, with strenuous requisitions, a logical curriculum and a sharply defined end. In treating of technology, I am happily absolved from the duty of pointing out its import- ance ; that is settled by the establishment of this school and others like it by the men who endowed them. They were men whose sagacity was too strong to be mistaken. Technology is essentially a new idea; it is certainly no older in its present aspects than the discovery of the law of the conservation of energy—the great idea of the present century. No discovery since that of gravitation has been so stimulating or so powerful. Its influence is incalculable. It is seen in the multiplication of labor-saving machinery for every form of work, the great array of useful inventions, the expansion of the system of land and ocean ally in the immense increase of the means for highways, and especi acquiring knowledge. This demand material has brought about great changes in the industrial arts; the apprentice system has disappeared; the necessaries of life being made by machinery, manual trades are no longer needed for that end, and skilled handicraft is a rare accomplishment. There is and there will always be a demand for skilled labor in the arts of building-construction, in pattern-making and similar forms of wood-work, in die-sinking and kindred arts that deal with the metals, and especially in assembling and finishing the parts of structures as they are delivered from machines; but this is a small demand compared with what existed when shoes, clothes, furni- ture and tools were made by hand. The mechanic of the future will be a machinist. To such an extent is this replacement of handicraft by machinery true that we have shoemakers who can- not make a shoe, chairmakers who cannot make a chair, and generally artisans ignorant of the whole of any art. Mr. Batchel- der, of North Brookfield, Mass., the largest shoe manufacturer in Worcester county, said that out of his six hundred men not more than ten could make a shoe. 1 once examined a very interesting picture of some pieces of iron that had been done by boys in an for economy of force and 5 experimental forge-shop ; the work seemed to be well done and creditable to the workmen; but out of some seventy pieces not more than ten would ever be made by hand at all in actual manu- facturing. Another result of the economy of force is that attention is “concentrated now more upon the principles of phenomena than upon the phenomena themselves. Formerly the only hope of finding a better or cheaper way of doing things lay in the chance discoveries of ingenious men—men looked at things from the out- side in ; now it is seen that nothing is so fruitful and that nothing so advances human interests as a principle—men look at things more from the inside out. For, nearly all mechanical ways of doing things were once regarded as out of the ordinary course of human affairs and to be relegated, if not to the domain of the supernatural at least to that of the superhuman. The feeling towards sdlentific investigation as a means to practical ends partook of the same quality that infested men’s views of disease; if typhoid fever prevailed in a given district the people did not look to their drains and wells, but flocked to church and appointed a day of fasting. What were regarded as the pardonable vagaries of Daniel Treadwell, Rumford Professor in Harvard University, turn out now to be the inventions upon which single-track railroads, the machinery for spinning cordage-yarn, the Armstrong, Blakely and Krupp cannon depend. I will venture, however, the assertion that no person in this audience ever heard before of these great inventions as Treadwell’s; they came too soon for the world to know them as works of genius, yet they are the first fruits of the new era in which great problems are solved, not by happy inventions of geniuses real or affected, but by the sober and steady application by laborious scholars of established principles of physics. Time would fail me to enumerate the influential inventions that have sprung from a similar origin. Who has not heard of the Siemens’ Furnace, the Bessemer Converter, dynamite, compressed air and the uses of electricity ? And it must also be remarked that each of these inventions demands corresponding machinery of novel design ; for another feature of the new era is the necessity of reconstructing old machinery in more economical forms and the constant call for new machinery to meet new demands... When a new invention is made nowadays, machinery for it is as important as the invention itself. Perhaps the most striking illustration of 6 the change in common things which has been brought about by technology is the rail on which railway traffic is conducted ; formerly it was an iron edge rail, supported by chains and having more iron in the base than the head; clumsy as this rail was, it was claimed to be the only form in which the only available metal could be used for the purpose; now the rail is made of steel, with well defined tread, web and base, the principal weight of metal in the head, where it is most needed, and every line subjected to the finest physical tests. To those who know how much of the best knowledge we have of physics and chemistry has been put, and is still put into a railroad rail, it seems one of the most interesting of all modern manufactures. It is not wide of the mark to char- acterize the past age as one of invention, the present as one of engineering. The study and mastery of the principles of physical science, the ability to express those principles in drawing and descriptions and to apply them to the solution of practical prob- lems through machinery and handicraft are the essential qualities of an engineer. So that a polytechnic school, by whatever name called, technological, technical or engineering, teaches technology to engineers, i. e., it teaches the principles of physical science and their application to the industrial arts. Engineering is the term that includes all the arts of produc- tion and construction which arise from the physical sciences. Its object is to bend the forces of nature to the service of man. The names applied to the different branches of engineering are not always appropriate, but in general, a civil engineer con- structs public works, such as highways, railroads, water works, sewers, etc.; a mechanical engineer deals with machinery, from the original design of each part, through the machine shop and into the structure and to the operation of the structure, i. e., the machine; the chemical engineer applies chemistry to the manifold products that result from the play of chemism. Then there are numerous fields which the term covers: as hydraulic, steam, gas, electrical engineering. In each and all, the engineer is distinct from the artisan or craftsman by exactly the amount of his knowl- edge of the scientific principles which underlie the practice of his profession and his resulting ability to apply those principles to the ready and complete solution of real problems as they arise. For example: Mr. Batterson had occasion to cut a block of marble so as to produce a warped surface, for which his workmen had no patterns; the men had great skill in stone cutting, but 7 could not cut that stone. A graduate of a school of technology happened to be employed in the city schools as teacher of drawing; hearing of the case at the marble yard, he tendered his services, applied the familiar principles of stereotomy, made patterns, and the men at once executed the work. Last November the Italian government made comparative tests of the power of different armor-plates to resist the shot of heavy ordnance; the plates that stood the test were made by Schneider, at the shops of the French technological school at Le Creusot. The bridge over the Vistula river, at Warschau, was built by a graduate of Carlsruhe; that over the Volga, by English engineers; but the latest, largest amd most costly bridge in Russia—over the Neva—was built by graduates of the Imperial Technological school of St. Petersburg, and every piece of iron that entered into it was tested in the laboratories of that school. A few years ago it became suddenly desirable and important to pump out the central shaft of the Hoosac Tunnel; a suction pump was plainly inadmissible; the craftsmen had nothing to suggest ; a young engineer built a small raft on the surface of the water in the shaft, lowered on to it a steam pump, set his boiler at the shaft mouth, had himself lowered to the raft, and alone in the darkness worked his pump twenty-six hours without accident and with great efficiency ; men then tendered their services in abund- ance, and the problem was soon solved. But the air is full of modern instances of the triumphs of engi- neering skill in overcoming great natural obstacles; the use of the inclined plane in the zig-zag roads over which horses trot in safety and at ease from Alpine heights to the valleys below; the appli- cation of compressed air to the two purposes of sinking caissons and driving machines at a great distance from the source of power, the use of the friction clutch, the air-brake, and a thousand other examples of the application of the familiar principles of science to the solution of mechanical problems. In each case, however, it will be noticed that one man may understand physics thoroughly, as thousands of men’ have understood the subject, and another man may understand the construction of machinery, but not one of the triumphs of engineering above mentioned be achieved. The theoretical knowledge of physics and the practical command of machinery must come together; if this happy conjunction occur in one and the same man, the best results follow. Then the same affluent good comes forth in the domain of mechanics that —_—_—,S——_—— - - i A 8 abounded in the middle ages, where the artist and artisan were one; when Peter Vischer and Quentin Matsys worked at black- smithing, and Michael Angelo cut stone, and Benvenuto Cellini hammered silver and gold, each touching the iron, or the stone, or the silver, with a beauty and value that all the ages since have only enhanced. Here some one will surely interpose the fact that E. B. Bigelow, the inventor of the modern carpet loom and one of the greatest of American inventors, could neither make one of his own machines nor the working drawings for it. His head was an amazing tangle of mechanical contrivances, but the draftsman and mechanic were indispensable to the successful evolution of them. This of course was a temperamental matter with him. We cannot change the fact that many inventors cannot express their own ideas; nor am I going to claim that any amount of technical training or of any other kind of training is likely to aid a so-called mechanical genius very much. Indeed, Mr. Bigelow never admitted to me at least, that a course in technology would have aided him; the nearest approach to such a concession was the remark, at the close of a busy forenoon spent in studying the Worcester school: “Well, I'll go home and consider how all this would have affected me had I begun here as a boy.” I do not think he would have begun there or in any other school, for he was a genius in the best sense. A genius is a law to himself, the processes by which the mass of men must gain knowledge are strange and useless to him ; generally he is a poor adviser in educational questions. He can never be educated in any sense in which the word is understood by ordinary men. Still, by a knowledge of the principles of mech- anism and the methods of expressing and applying those principles, the ordinary inventor would secure to his use the benefit of his own inventions which somebody else so often appropriates, and would save the Patent Office much of its costly and superfluous rubbish. No graduate of any school is at that time an engineer. The qualities of good judgment and efficient reason grow only in the atmosphere of experience. Hence no diploma can be regarded as meaning anything more than that the possessor has passed success- fully the examinations that are set at any particular school. Graduates should begin at the bottom of their profession and their school training will tell best and most effectively in the rate of their advancement. They will advance more rapidly than others along the lines which are determined by their natural aptitudes. 9 The Almighty makes superintendents and leaders of men—no school can do this. But the training required for a superintendent must be that of his subordinates. All the best experience of the world sanctions this rule. A superintendent who has not had the training of the shop is as useless as Achilles without his weapons —he may seem and assume to direct and to lead, but he does not; on the other hand, the man who attempts to lead without wstutol leadership, however wise, is as uscless as the weapons without Achilles. ; The question how men shall best be trained for engineering was asked long ago before any practical result ensued. The Marquis of Worcester, imprisoned in the Tower of London 1645, working industriously upon his steam and water engines, is eyes upon a lot which he could see from his window and instructed his agent to buy it, intending, he said, as soon as he was set at liberty to ‘erect a school wherein boys might learn something of the principles of the mechanic arts. But he was never allowed the opportunity to carry out his idea. There is an interesting letter from President Leonard Hoar, of Cambridge, to Robert Boyle, in which the good man, after acknowl- edging some favors from Boyle, discloses to him some darling projects of his own about the improvement of the course at the University and says: “I would have a large, well sheltered garden and orchard for students addicted to planting; an ergasterium for mechanic fancies, and a laboratory chemical for those philosophers that by their senses would ‘cultivate their understanding ; for the students to spend their times of recreation at them; for reading or notions are but husky provender.” Boyle did not encourage the President, and his project slumbered for two centuries, but was at last substantially realized in the Lawrence Scientific School. The first independent polytechnic school was the Ecole Poly- technique in Paris, founded in 1794. The Ecole Centrale followed, and during the first quarter of this century similar schools were established all over France, Switzerland and Germany. In this country, the best appointed and on the whole, the most worthy of study as far as methods go is the Military Academy at West Point; then we have the Columbia School of Mines at New York, the Sheffield at New Haven, the Rensselaer at Troy, the Institute of Technology at Boston, the Stevens Institute at Hobo- ken and many others. These are examples of pure and inde- pendent schools of Technology, each with a special end of its own, 10 but possessing all the generic features of the class. They all arose from the demand for engineers in the arts of peace and of war. To this list must be added the state colleges of agriculture and the mechanic arts, several of which have made provision for effective teaching in engineering. The polytechnic school has always offered to the qualified average boy a good education based on drawing, the mathematics, the living languages and the physical sciences, tending to qualify him for immediate entrance upon the duties of an engineer. The course of study in a polytechnic. school is determined by long experience and in all countries 18 substantially the same. It includes Mathematics— Beginning with algebra and geometry, and pro- ceeding through trigonometry, analytical and descriptive geometry, the calculus, theoretical and applied mechanics. Physics—From the elements to the solution of problems, sometimes with laboratory practice. Chemistry —With laboratory practice. : : i Language—The elements of German and French, (English replacing one of these in European schools) and the mother-tongue. Drawing—Beginning with free hand and including perspective, orthographic and isometric projection, shades and shadows. Geology and mineralogy as far as time permits. The other natural history sciences are necessarily omitted, except in special cases. In all these schools the instruction is given with a strong practical bearing, and generally the students learn the manip- ulation of the instruments used in surveying, and the more 1mpor- tant of those used in physical researches. : It is necessary to remark at this point that technological schools do not include schools of design. There is a great interest in European countries and in the United States at the present time in what is called industrial art, meaning the study of form, color and ornament to renders tructures and manufactured goods intrinsically more beautiful, and to increase their value by this means. A department of drawing and design has a place in a school of technology, but engineering does not naturally include the work of a school of design. But polytechnic schools as they were did not meet all the wants of the new era. Practical men detected a lack in engineers who had been trained without actual contact with a machine shop—there was a surplus of theoretical engineers and a dearth of practically efficient ones. 11 The principle of the division of labor resulted in making it next to impossible for a boy to find a place in any machine shop to learn the trade. The owner did not want him because it could not be in any way conducive to his business interests to employ a person ignorant of his business; and if he employed him at all he kept him on a single sort of piece-work, from motives of self-interest. Trades Unions conspired to keep out apprentices from shops, and so it came to pass that a boy could not get a good working knowledge of machine-shop practice except by stealth. This demand for mechanical engineers with work-shop train- ing, and the practical impossibility of finding a place for a boy in any good machine shop, led to the establishment of a polytechnic school in which a manufacturing machine shop is a prominent and thoroughly administered feature. This is the school known as the Worcester Free Institute. This institution was organized under the influence of a belief that, after all that has been done in technology, there is still need of a system of training boys, broader and brighter than “learning a trade,” and more simple and direct than the so-called “liberal education ;” that while the boys should be thoroughly trained in all the essentials of a polytechnic course, they should also find a work-shop open where they could get all the essentials of a trade; so that upon graduating they should have sufficient knowledge of machinery and handicraft to enable them to earn a living while pushing their way up to the highest positions for which nature and their training had qualified them. It was held that not the least important of their qualifications for high positions is a good experience of the lower positions. “It is the undoubting opinion of the managers of the Insti- tute, and of all who have watched its operation, that the connec- tion of academic culture and the practical application of science is advantageous to both, in a school where these objects are started together and carried on with harmony and equal prominence. The academy inspires its intelligence into the work of the shop, and the shop with eyes open to the improvements of productive industries prevents the monastic dreams and shortness of vision that sometimes paralyze the profound learning of the college.” * This school was opened in 1868, with the following funda- mental ideas: “Worcester Catalogue. P.7. 12 1. That all mechanical engineers will find their account, in future, in going through a work-shop training. 9. This work-shop instruction may precede, accompany or allow the intellectual training, but for many reasons it preferably accompanies it. ; : tie 3 The work-shop instruction 18 best given in a ge 1 ork is done that is to be sold i achine here w manufacturing machine shop w : ith the products in open market and in unprotected competition W of other shops. : 4. That in a course of three and a half years, working 800 hours the first half year and 500 hours a year thereafter, a a beginning without any knowledge of mechanics can Soi = enough to offer himself at graduation as a journeyman and wil} re found on trial not inferior to those who have spent the entire time of three and a half years in a regular machine shop. That the work-shop practice must be a part of every week's work in the institution; that it shall be momentarily supervised by gkilful men, and that the student must not expect or receive any pecuniary advantage from 1t. : 6. That the question who shall be a superintendent or fore- man or engineer engaged in designing or drafting ‘machinery can- not be settled in any school—that being a question to be deter- mined only by actual trial ; because the discipline of the judgment by actual practice into which personal responsihiliy enters i vitally essential to a yalid claim to the post of superiiend on % Hence, it will follow that, while all receive the preliminary id ing requisite for engineering, many will not attain to it, but bao will find a full reward for all their time and labor in superior Ils ; ligence as workmen—in being masters and not servants of the machines which they make or run. : 7. A seventh principle was announced when the first class graduated, and has been inculcated into all their successors, viz: that the value of the education the b. y have received will show itself in the rate of their advancement and will be easily detected by their employers, and that they should not be 80 much con- cerned, in seeking places, about great wages OF high positions as about the chances ahead for advancement; indeed there might be cases in which they could well afford to work a while for a bare subsistence, such would be the value of their experience. : These principles have now been tested under as favorab e conditions as could be desired for fourteen years, and this experl- 13 ence all goes to confirm them. No valid objection has been urged and no adverse criticism worth a moment’s attention has been heard. The expense attending the proper development of this plan is the only difficulty in the way of its general adoption; but, within the brief period of its existence, the Worcester School has seen two great institutions founded on its plan, the Miller School in Virginia and the Rose School at Terre Haute. Now since the principles just recited are to be the regulating force in the organization of this school, some discussion of their grounds is in place. No argument is needed to prove that an engineer should have practical acquaintance with handicraft and with the machine shop in general. The great demand for men who have this qualification and the surplus of unemployed theoretical engineers, otherwise able and competent men who lack it shows that the point is well taken. The experience of the older countries sustains this view. It is found in Austria, so the Baron Von Eybesfeld (Minister of Public Instruction) told me, that there is a great excess of graduates of the polytechnic over the demand, and that he is now engaged in organizing a new kind of school in which workshop instruction shall form part of. the course, so that the country may have some men for foremen and superintendents of works who are thoroughly versed in the practical details of machine-shop work. In carrying out this new policy, the latest phase, it will be noticed of techno- logy, the great Gewerbe Museum has been organized and put in charge of Dr. Exner, a strikingly competent and efficient man. He has started two totally distinct sorts of schools: the first is substantially a* half-time school, in which boys from the higher common schools work half the day and study the other half, receiving instruction according to the polytechnic plan as far as the time permits; the course being two years, these boys do not receive as much instruction as the polytechnikers, but they have the immense advantage of practical power in the shop, which secures them a living and adds to their value. Every stroke of work in the shops is done with reference to the sale of the articles, and no fact was mentioned oftener, or with more evident satisfaction by Dr. Exner in proof of the solid excellence of the school than that they sold in the first year a thousand gulden worth of their work. It is intended to multiply these schools so that they shall provide a great variety of mechanical practice (the two now in operation being devoted wholly to wood i i 14 working) and to extend the course to four years. When this has been done there will be in Vienna two schools in which all the principles of the Worcester Institute will be adopted and applied. The second line along which the Austrians are moving 18 In cultivating what are known as cottage industries ; this movement is so interesting that I shall venture to say something about it, though it is not immediately germane to our purpose. There is a marked tendency in Austria to concentrate population in large cities. The population of Vienna has grown from 800,000 to 1,200,000 within ten or twelve years and other cities show a great increase ; this has occurred without a corresponding increase in the total population ; the inference is that the growth of the cities is depopulating the villages—an unmistakable and alarming fact. Inquiry into the causes of this movement has brought out the fact that the peasants of these villages have lost the market for their baskets and other wares because their Swiss and French neighbors, who have had abundant schools of industry, have devised new and more attractive forms for the same wares. The peasants of Austria were unable to compete because, through their ignorance of design, they were confined to the old and unsalable forms, and with the fatuous haste so often seen, crowd the cities in the vain hope of bettering their lot. Dr. Exner, under the general direction of the wise and acute Minister of Public Instruction, has started schools for basket-weaving—by far the most important of these household industries. Half of the day is devoted to learning new and better ways of basket-weaving, and half to drawing and modeling in clay ; the result being that the pupils learn how to do the things that are now in demand and are clothed with power to design whatever forms the future may suggest. Anybody may attend these schools who chooses to come to Vienna; for there only can a museum of examples be gathered sufficiently ample to enable the minister to multiply the schools so as to provide for other industries as well as basket-weaving. The hope is that the more intelligent young peasants will attend these schools and carry back to their villages the new ideas; this being done, a check will be put upon the ten- dency of people to leave the villages, because they can again be prosperous and happy where they are. i : Upon the question whether workshop instruction should pre- cede, accompany or follow the school training opinions differ, and a full discussion of the subject is impossible within the limits of this address. This subject occupied the attention of the Ameri- 15 can Institute of mining engineers through two prolonged and intensely active sessions in 1876, and the results are embodied in a valuable pamphlet which presents the views of the ablest engineers in the country. I will briefly summarize the facts and motives which seem to leave us practically no alternative but to incorporate the shop practice with the school-work. Boys fitting for a poly- technic school cannot leave the preparatory school younger than sixteen ; if they are to get their shop-training before the polytech- nic, they must spend three years at it and at the end of the time they will be rather too old to get the best advantage of the school, and miss the all important opportunity of applying their theo- retical knowledge as they go along. If, on the other hand, boys defer the shop till after graduating, they will find many excuses for slighting it or for not doing it at all. At the age of twenty, with a good knowledge of drafting and well disciplined faculties, American boys would be far more likely to turn into draftsmen or to take their chances in business than to submit to the dull routine of elementary shop-practice. Theoreti- cally there is much to be said in favor of this plan, for it brings to the work-shop the trained powers of the school and makes the practice continuous. It is the plan of the Russians, in the Imperial Institute of Technology at St. Petersburg, certainly one of the best technological schools in the world, where the students, after a four years course in pure technology with the usual holidays and vacations, return on the first day of September and work in the machine shops till the first day of the following September, ten hours a day without vacations, and the results are very satisfac- tory. But the Russians can carry out such a system because the government controls the positions to which the students aspire and without which they must starve, and makes the fifth year of prac- tice compulsory. Very few who have had much experience in teaching American boys believe that such a plan could be success- fully adopted here. : There are many solid, positive reasons in favor of incorpo- rating the shop-practice with the intellectual discipline. The period of a boy’s life between sixteen and twenty-one is the period of sharp acquisition ; ideas taken then remain in a special sense a part of the mental furniture forever. Probably no one, whose course of education is uninterrupted, acquires as much as between the ages mentioned, or retains what he acquires as long. It isan interesting fact that the enthusiasm which an American boy 16 cherishes for his college, an English boy feels for his school, where the training he most values was received. The American hurrahs for Yale or Harvard—the English for Eton or Rugby. The same would be true here were all our boys fitted for college at a few large schools and fitted as well. This being true, shop practice has an advantage it would otherwise lose in coming into this period. Again, a man whose matured and furnished mind has laid hold of the strong problems of theoretical mathematics in school, and who finds himself on the threshold of manhood does not bend himself with just the same ease as an ungraduate to the elements of machine-shop practice. There is-some advantage, 100, in beginning shop-life in periods of five hours semi-weekly over ten hours a day; for less time proportionally is wasted. And finally, a great economy of the precious time of the students is secured because shop-work serves the double purpose of practice and of exercise. Why the school workshop should not be a shop in a complete sense and not a mechanical laboratory or some other device for escaping the hard but necessary discipline of a shop, has not yet been stated. There is a difficulty in meeting the first cost and inevitable annual deficit, but if any other valid objection has been made to the plan it has escaped my attention. It offers every advantage of every other form of school-shop, with immense addi- tions. The advantages of a shop in which actual construction is made to aid in instruction are numerous; few only can be mentioned. These boys are all hoping to be engineers, at least they may expect to become skilled workmen or draughtsmen. In any event the more the faculty of judgment is cultivated, and the more the boys realize the nature and extent of the difficulties that actual practice presents, of which the best theoretical knowledge gives no hint, the nearer they are to attaining the end they seek. We have seen that no graduate of .a school is an engineer, but is in the best way to become one. Why not advance him as far as possible? If now the students comprehension of the principles of engineering is clear and his weekly practice enables him to sce those principles in action under conditions as like as possible to those which he will meet in real life, his entrance upon the life of an engineer will be an expansion of his school-life, and not an abrupt transition from it to a new mode of life. The more his work is subjected to the inex- orable tests of business, and the more he feels in the use of his 17 materials just the same responsibility that rests upon an actual workman, the better he is. He must make the things that are to be used and not those contrived to suit the peculiarities of his temperament, the exigencies of his situation or the mere purpose of instruction. There is nothing that a student needs to make in a school workshop from which he cannot gain something if he puts the article into its final serviceable form. Applying the stern test of serviceableness is the only way to know whether the things that have been made were worth the making or not, and is the only way to correct any tendency to visionary structure that is so apt to infect a school workshop, and to prevent that sublimation of common sense which is apt to ensue when responsibility for the correct use of costly materials is removed. There is no merit or charm in work, considered merely as work ; to work to produce something that some one else wants and cannot make for himself and is able to pay for is the stimulus of industry. All work in school-shops or any other will ultimately obey this law or else it will evaporate into exercise or sport. Workshops into which the principle of construction does not enter are liable to exalt the importance of the purely literary aspect of mechanical knowledge. It is possible to know the five hundred and seven mechanical movements, to know the best cutting angles of saws, files and edge tools and not be a mechanic or be in the way of becoming one. This kind of knowledge is useful and attractive and desirable when it is not offered as a substitute for the dexterity that can be obtained only by the use of the tools. It will not do to regard our ancestors, the skilled mechanics, as fools. There is still but one way to learn to file and that is to file. The most expert filer I ever saw could not write his name. I do not think he could have filed any better had this simple accomplishment been ‘added to his merits; he would have been a better and a happier and more useful man with more knowledge, but he did that one thing as well as it could be done at that time. But this thought instantly suggests another of the greatest im- portance, viz: handicraft occupies a constantly narrowing place in the mechanic arts; machinery a constantly widening one. Every year adds to the number of trades from which the machinist has driven the craftsman. It is clear then that no training of boys for the life of mechanics is complete which does not make them familiar with machinery and machine-construction. 18 There is one demand sometimes made upon the school-shop which is unjust, namely, that it should pay its way. How can it pay its way when so large a part of its force is spent in teaching boys? If so many machine shops in this country, fitted up and managed with especial reference to money-making fail in business, or only make the ends meet by the most painful efforts, how can a shop one-half of whose effective force is spent in teaching boys, who cannot for the first half of their time produce anything salable, hope to pay its way? Teaching in school-shops costs as teaching elsewhere costs. Many difficulties have been met and overcome, and many more which wore a threatening aspect ceased to be difficulties at all when the time came to deal with them. It is idle to spend time, therefore, in enumerating and discussing these difficulties. Those that remain are of trifling magnitude. It is better and more interesting to turn attention for a moment to another solution of this problem of technological education in the school at Moscow, in Russia, which was opened almost exactly at the same time as the Worcester school, and is now administered on the same general plan. I visited the school last October and will record a few observations upon it. The’ first room, into which I was shown by the superintendent of the shops, half the size of this chapel, was devoted to conferences with purchasers of machin- ery and would-be purchasers, who needed the aid of an engineer to design and draught machinery for special purposes; all the machinery thus designed is made in the school-shops. This room was filled with large drawing tables, on which lay working-draw- ings of machinery in various stages. The second room I saw was the engine room, where a twenty-horse engine was doing its best to drive the machinery of the shops, and later I saw a duplicate of this engine, every part of which had been cast and finished in the school-shops. The third rooms were the machine-shops, smithy and foundry, where a hundred workmen are employed in the double duty of manufacturing, and instructing the students how to manufacture; mingled with the workmen on that day were about sixty students. The fourth room was a store house in which was exhibited 60,000 roubles worth ($30,000) of machinery and ma- chine tools, being the result of one year’s work, and just brought back from the annual exhibition of the Industries of Central Russia. An equal amount made during the previous year has been sold. The fifth rooms were a series of smaller apartments in w NERY! which, for convenience, the students begin thelr practice. The method of teaching them is this: each year about eighty boys are received at an average age of seventeen and a half years; the course of study is six years, of thirty-two weeks in each ost) for the first, second and third years, the boys all work in the hops fourteen hours a week, or 448 hours annually ; for the fourth, fifth and sixth years, ten and a half hours a week, or 336 hous annually, so that they work an aggregate of 1344 hours in the first three years and 1008 the second three; the rest of their time is occupied with the ordinary curriculum of a polytechnic school The practice of the first three years, or rather more than half of the whole is spent in preparing for that of the second three; i e. for the first half they do not attempt any manufacturing and Yor the second half do not do anything else.* In these rooms the boys were filing, forging, sawing, turning, etc., each as fast and well as he could, all the boys in any one room being responsible to the. fore- man of that room, whose duty it is to provide work for each boy and decide upon its quality. Each boy is pushed as far as possible in tie Gi to each room regardless of his mates. The work done in these rooms i i aw: YoiliMone ini s mainly thrown away, though some ; But the boys are just as much in need of direction and efficient skill when they emerge from the elementary shops as they were before, and it never occurs to the faculty that one of these boys is fit for any shop but their own until his course is completed, any more than an ordinary college faculty regard sophomores as realy to study theology. The boys in the elementary shops have free access to the manufacturing shops, see where every piece they are making fits and how it is used—they do everything in a manu- facturing atmosphere, and every boy who passes the requisite examinations, with very few exceptions, passes into the manufac- turing shops. The Moscow school-shop is a great manufacturing establishment and, if the manufacturing element were removed, the school would be either revolutionized or extinguished. The cles mentary shops are a convenient, and for that school, serviceable and economical device for doing what all school work-shops must do, separating unsalable work from salable, and keeping apprentices a work by themselves though in full view of and in full co-opera- tion with the manufacturing shops till they have skill enough to “The Superintendent said that if one of th i : f 3 he boys in th m thing salable they did not hesitate to sell it. y © Droparalony oom) jade any. 20 begin to do salable work. My conviction is, however, that the results are not what might be expected ; for the work done by these boys at the end of their first half year course, or after 1344 ones practice, does not compare favorably in excellence with that done by the boys at Worcester after their first half year, or 800 hours, and candor compels me also to say that the work of the graduates at Moscow is at least not at all superior to that of the NV Oneesior urg men.* The graduates of this school and of that at St. Peters compete for the same prizes and all obtain good positions 1n manufacturing establishments. Some statistics will show the thoroughness of the discipline of the school and the importance attached to it by the government. The government appropriates 250,000 roubles, or $125,000, annually to this school (and the same to St. Petersburg). The number of Professors is fifteen, of Lectors ten, all others three. The tuition is 150 roubles, or $75.00, a year. The floor space at Moscow is not less than 400,000 square feet—that of Worcester 18 50,000. A set of plans of the building will soon be found in our library. It adds great force to Russian examples and precedents to know why we find their polytechnic schools of such rare and unsurpassed excellence. The popular impression of Russia does her great injustice. The educated Russians are a highly educated and accomplished people. Part of this intelligence is due to the intermixture of the German population, which began soon after the death of Catharine and has continued to the present time. Now, when the Russians about fifty years ago, to attend to the development of their internal resources in a scientific manner, they started in the most sensible way, by sending commissioners to study the systems o technological education of Western Europe. These men winnowe Europe for ideas. These ideas they carried to Russia and ex- panded into schools which surpass in completeness of equipment and affluence of resources all others in Europe, with the possible exception of the Ecole Polytechnique, in Paris. They had ie money to give German ideas of education an expansion and foved opment of which the Germans, in their poverty, never dreamed. began, : * . o : “The work done by the graduate-mechanics of St. Petersburg is especially arene because it is evidence of the advantage of well-disciplined faculties In acquiring ski handicraft. 21 Russia is the lee shore upon which the choicest educational peb- bles may be gathered. In studying Russia one sees all European technological education epitomized. And since the notice of these inauguration exercises was printed I have news that the Imperial Institute of St. Petersburg has stretched her hand across the wide waters to give us a welcome into the fraternity. Notice has come that a box of examples of the work done there and a collection of drawings has been shipped as a present from one of the oldest to this, the youngest of the polytechnic schools. But I must hasten to complete this exposition of principles. The fourth fundamental at Worcester is that in a course of three and one-half years a boy, by working 800 hours the first half year and 500 hours a year thereafter, can gain as much dexterity and be as fit to offer his services as a journeyman as he would be had he worked three and one-half years steadily in a modern machine- shop. The experience of two hundred graduates of the Worcester school, and the opinions of the manufacturers in whose shops they . have found employment, establish the fact. Some of the reasons for this somewhat paradoxical result are that in an ordinary machine shop a boy must spend his time in his employer’s interest and not in his own, and only a small portion of that. time is devoted to teaching him manipulation; in the school-shop the time is wholly used in teaching. - Again, the student-apprentice is under daily training in school and comes to his work with alert faculties and acquisitive powers constantly growing stronger. This is especially true with reference to his weekly practice in free draw- ing, a study which tends to develop and train the sense of form and proportion, the very training that a mechanic most needs. And, again, the work of the student is done under the eye and with the ready assistance of a skilled workman whose duty it is to teach him, by precept and example, all he can learn. Meantime, while he has been getting his manual dexterity, our student- mechanic has obtained a good education. The remaining princi- ples require no further explanation. It will now be asked what may the graduates of this school be expected to do. To this I reply by reciting what the graduates of the Worcester school have done: Occupations of graduates— Chief Engineers Division Engineers Designers Others, mostly engaged in manufactures More than ninety-five per cent. of the graduates are engaged in occupations for which their training at the Institute specially prepared them. : In the Rose school the following modifications of the Worces- ter plan will be attempted: y 1. The course of study will be four years instead of three an a half. J ; 9. The practice will be concentrated in the first year an diminished in the fourth, so as to allow time for more instruction in machine-design. 3. While the same subjects will be taught, perhaps more attention will be given to the humanities. : 4 A different view will be taken here of the profession of civil engineering from the one usually held. The young men who propose to be civil engineers will spend a part of their practice time in the machine-shop. : Civil engineering cannot easily be separated from mechanical, because the most important business of a civil engineer nowadays is not surveying and mapping but bridge and building-construc- tion, the setting of water-wheels and other engines, and such like undertakings which involve a knowledge of mechanics ; so that two or three of the best so-called civil engineers In the country have given it as their judgment that a course in mechanics includ- “Many of these are * Master Mechanics.” 23 ing workshop instruction, is the best way to prepare for the prac- tice of civil engineering. But on the other hand, the building of new highways and railroads still goes on and calls for a certain number of young men who are expert in the use of the transit and level (especially in railroad problems) who know how to draw and who understand mensuration; hence, training for this sort of employment cannot be neglected in a polytechnic school. It would conduce to clear- ness to call such work Topographical engineering. An added consideration of some weight in favor of retaining a distinct department of Topographical engineering is that many of the young men who frequent technological schools have no taste or aptitude for ‘mechanical work, and some have not the requisite physical vigor for it, whose fitness for success in field- work or in mapping is unquestionable. But it will be clearly advantageous to all to have some workshop practice. No changes will be made except such as reason and a large experience show to be desirable and advantageous to the student. But a healthy child wants food. An adequate beginning must be sustained by continual contributions in order to good progress. We want the sympathy and patient consideration of the com- munity. We want books, apparatus and models constantly in excess of the resources of our funds. The example of our founder is worthy of attention and imitation. The machine-shop is ready ; a reference library will soon be on the shelves; a cabinet of minerals is on hand; ample models are ready for the proper equipment of rooms for drawing and design ; the bricks for a new building for a chemical laboratory are now lying in the yard; apparatus for chemistry, physics and field work is in the building or provided for; commodious recitation and lec- ture rooms are ready when wanted. I hope also, in course of time, to collect models and exam- ples of the best mechanical devices, and also of leading manufac- tures. These collections of models play a very important part in European technological schools, and for obvious reasons. Indeed, the outlay in some cases is enormous and would be insupportable did not manufacturers find their account in placing here examples of their best work. At Chemnitz I saw two good examples of this class: one a perfect working model of the Hartman locomotive, which cost $3,000, and the other a large working model of the 24 Merkel stationary engine, worth $250—each presented by the man- ufacturer. In order to any effective use of these resources two things are vitally requisite: good teaching before the students enter the Insti- tute and good teaching afterward. It is on the whole, a mistake to suppose that fitting for the polytechnic is essentially different from fitting for any other form of manly labor in this world which depends upon a sound, instructed brain. Technically, boys will be examined for the present in English grammar, geography, United States history, arithmetic, and algebra as far as quadratic equations ; but these are the essentials of any success at all in the polytechnic; the more a boy knows before he comes the broader and deeper his success will be. The polytechnic is a professional school and must concentrate itself upon its own special work; but the broader the base on which it builds, the more massive the structure that can be reared. Whether the polytechnic course shall rear an obelisk or a pyramid depends on the preparation of its students. Men are born as ignorant as they ever were and the same steps from ignorance to the elements of all knowledge must be taken by every one. This work usually occupies the first fifteen or sixteen years of every human life. It is very desirable that every boy who presents himself for admission here should have at least a full high school course ; if he cannot get that, let him make the closest possible approach to it. Youth once passed, the opportunity for acquiring the rudiments of knowledge is usually gone forever. And eye hath not seen nor ear heard a sadder thing than the lament of a man who, amid the emergencies of life, suddenly confronts his need of some simple knowledge which he might have got for the asking in his youth. The greatest solicitude will be ever cherished here about the quality of the teaching. It is not intended that students shall find more assiduous or competent teaching in the various branches of the course than will be constantly found in this institute. But there is one peril and annoyance to which the new poly- technic is subject: handicraft in school never having been used before except for reformatory purposes, the impression gets abroad that the institution must lower its intellectual standing to raise the handicraft. I do not know an institution in this country except West Point where boys achieve as much good work or are better - 25 prepared intellectually for effective service as engineers than they are at Worcester. We propose to give the same training here. If what has now been said seems to have a too exclusive bearing upon the study and practice of mechanics it is because this is the leading department, and presents the only novel and difficult features of our enterprise; but there will be departments of civil engineering, physics, chemistry, and design organized on the same general plan; the studies will be the same in all departments—the practice different according to the purpose for which it is intended. These departments naturally group themselves; for chemistry, physics, and drawing must be taught to mechanics, and the addi- tional expense required to give practice in each of these depart- ments to those who prefer it to mechanical practice is very small. The outlay required for civil engineering practice is justified by the demand. Later in our enterprise a department of Mining Engineering may be organized; and in the department of physics special attention will be given to electrical engineering. All this will come about in due time. It will be observed however that only one kind of practice can be profitably taken by any student, during the course. Full particulars in regard to all these matters will be seasonably given. If this account of the origin and method of the technological school be correct, it is obvious that it is no longer an experiment, that it fills a gap, that it is a natural, inevitable, every way desir- able and welcome concomitant of modern civilization. It does for the industrial arts what the colleges have so well done for the learned professions by fitting men in a carefully planned course of study for the intelligent discharge of their duties. The polytechnic seeks to work as an ally of the old classical college, and hopes that her old friend may find something to her advantage in studying the economy of force which prevails in the methods and results of the new comer. The polytechnic does not sustain any organic relation to the college such as the academy has on the one hand and the professional school on the other; yet in a deeper sense it sustains a very important relation to it. Whatever tends to increase or foster the desire for knowledge tends at once to foster all institutions whose object is to promote knowledge. Every new institution tends to increase the interest in the old— provided the old are worthy. Of course, I do not mean by “new institutions” repetitions of old types, such as the multiplication 26 of small colleges, for this is generally an evil rather than a good (except in new States), but I mean new institutions, like polytech- nic schools, that strike their roots into new soils and make what swas once a desert blossom as the rose. Technical schools have not affected the colleges unfavorably in the matter of attendance; for in spite of the crowds that have flocked to their doors, the classes in the colleges have steadily increased. More new colleges have been founded during the period of the rise of polytechnic schools in this country than in any sim- ilar period before; the old .colleges have received munificent in- crease of their resources and have more than held their own in the matter of attendance, and all the students attending the state universities in the course of Liberal Arts may be reckoned as a solid addition to the ranks of the college. For obvious reasons the polytechnic school flourishes best when separate and distinct from the college; but the more it flourishes the more it will directly benefit the college by providing for the instruction of the youth who demand the so-called ‘ prac- tical courses” and thus leave the college free to pursue her own legitimate work. Towards all forms of knowledge technology is hospitable, and towards all who know, engineers are affectionate. The study of science in a teachable and reverent spirit does not beget intolerance or bigotry. Science inculcates hatred of pre- tense, and is intolerant of dogmatism ; but mindful of the counsel of her greatest disciple, she utters the solemn words of Bacon: “This also we humbly beg that human beings may not preju- dice such as are divine, neither that from the unlocking of the gates of sense, and the kindling of a greater light, anything of incredulity or intellectual night may arise in our mind toward Divine mysteries.” The day has forever passed when the old idea that the study of Latin, Greek and the humanities is the only education. The definition of an educated man will bear still more expansion, but it has broadened rapidly, during the last quarter eentury. *“The vulgar argument that a study of the classics is necessary to make a gentleman is beneath contempt. Honor and gentleness are not a dye or a lacquer, but warp and woof. It is true that a certain social considerattion attaches to persons who are supposed to know Latin and Greek, whether they are gentlemen or not ;” but society President Eliot. 27 is rapidly adapting itself to the new era in which men and women are to be taken for what they are and not what they are said to be. j : It is an unique and interesting fact that most of the poly- technic schools have been founded and endowed by private bene- factors. The colleges, seminaries and academies have depended at times upon legislative fostering. Hardly a session of a State legis- lature passed prior to 1873 without considering some bill in aid of an educational institution. But the strong point about polytechnic schools is that the enormous expense of founding and administer- ing them has been provided in most cases by individual citizens who knew their value. The Ecole Centrale in Paris, next to the Polytechnique the best in France, was the joint product of the brains of Dumas, Pictet and Ollivier and the pocket of their friend Lavallee, who paid all the expense of starting and running the school for five years, and at the end of that time presented it to the government. In this country Lawrence at Cambridge, Van Rensselaer at Troy, Sheffield at New Haven, Stevens at Hoboken, Boynton, Washburn and Salisbury at Worcester, Rose at Terre Haute, Case at Cleveland and many others have said in tones which many generations will hear what they think of the value and importance of technical education, and have made the State the recipient and not the nurse of their bounty. In the city of Glasgow, nothing impresses a traveler more amid all its teeming industries than two monuments, one of great height and majesty to John Knox, the other a simple tablet in the wall of the cathedral to the memory of George Bailey who found- ed unsectarian schools and libraries for the operative classes. The city of Terre Haute will cherish none of her treasures longer than the memory of her princely benefactor; but her choicest heritage is the inalienable right to put upon his monu- ment with a change of name the inscription which can be read at the grave of Copernicus in Warschau : To CHAUNCEY Rosg, our FeLrow CITIZEN. 26 of small colleges, for this is generally an evil rather than a good (except in new States), but I mean new institutions, like polytech- nic schools, that strike their roots into new soils and make what ~was once a desert blossom as the rose. Technical schools have not affected the colleges unfavorably in the matter of attendance; for in spite of the crowds that have flocked to their doors, the classes in the colleges have steadily increased. More new colleges have been founded during the period of the rise of polytechnic schools in this country than in any sim- ilar period before; the old .colleges have received munificent in- crease of their resources and have more than held their own in the matter of attendance, and all the students attending the state universities in the course of Liberal Arts may be reckoned as a solid addition to the ranks of the college. For obvious reasons the polytechnic school flourishes best when separate and distinct from the college; but the more it flourishes the more it will directly benefit the college by providing for the instruction of the youth who demand the so-called ‘“ prac- - tical courses” and thus leave the college free to pursue her own legitimate work. Towards all forms of knowledge technology is hospitable, and towards all who know, engineers are affectionate. The study of science in a teachable and reverent spirit does not beget intolerance or bigotry. Science inculcates hatred of pre- tense, and is intolerant of dogmatism ; but mindful of the counsel of her greatest disciple, she utters the solemn words of Bacon: “This also we humbly beg that human beings may not preju- dice such as are divine, neither that from the unlocking of the gates of sense, and the kindling of a greater light, anything of incredulity or intellectual night may arise in our mind toward Divine mysteries.” The day has forever passed when the old idea that the study of Latin, Greek and the humanities is the only education. The definition of an educated man will bear still more expansion, but it has broadened rapidly, during the last quarter century. *“The vulgar argument that a study of the classics is necessary to make a gentleman is beneath contempt. Honor and gentleness are not a dye or a lacquer, but warp and woof. It is true that a certain social considerattion attaches to persons who are supposed to know Latin and Greek, whether they are gentlemen or not;” but society = President Eliot. 27 is rapidly adapting itself to the new era in which men and women are to be taken for what they are and not what they are said to be. : : It is an unique and interesting fact that most of the poly- technic schools have been founded and endowed by private bene- factors. The colleges, seminaries and academies have depended at times upon legislative fostering. Hardly a session of a State legis- lature passed prior to 1873 without considering some bill in aid of an educational institution. But the strong point about polytechnic schools is that the enormous expense of founding and administer- ing them has been provided in most cases by individual citizens who knew their value. The Ecole Centrale in Paris, next to the Polytechnique the best in France, was the joint product of the brains of Dumas, Pictet and Ollivier and the pocket of their friend Lavallee, who paid all the expense of starting and running the school for five years, and at the end of that time presented it to the government. In this country Lawrence at Cambridge, Van Rensselaer at Troy, Sheffield at New Haven, Stevens at Hoboken, Boynton, Washburn and Salisbury at Worcester, Rose at Terre Haute, Case at Cleveland and many others have said in tones which many generations will hear what they think of the value and importance of technical education, and have made the State the recipient and not the nurse of their bounty. In the city of Glasgow, nothing impresses a traveler more amid all its teeming industries than two monuments, one of great height and majesty to John Knox, the other a simple tablet in the wall of the cathedral to the memory of George Bailey who found- ed unsectarian schools and libraries for the operative classes. The city of Terre Haute will cherish none of her treasures longer than the memory of her princely benefactor; but her choicest heritage is the inalienable right to put upon his monu- ment with a change of name the inscription which can be read at the grave of Copernicus in Warschau : To CHAUNCEY Rosg, our FeELLow CITIZEN. From THE CENTURY for November, 1886. 3 THE NEED OF TRADE SCHOOLS. DUCATION is in a tran- sition state. Systems that have come down to us from past ages are found incapable of meeting the wants of the latter part of the nineteenth century. —_— Especially is this the case in the way in which the young are taught how to work. Silently the old plan has passed away, and as yet no definite scheme has taken its place. Neitherin this country norin Europe can the apprenticeship system be said to exist. It became the custom in the middle ages to bind a lad who wished to learn a trade by a writ- tenagreement to some master mechanic, for a specified number of years. In consideration of the lad’s labor, the master was to care for him and teach him a handicraft. This custom continued until modern times. During the reign of Queen Elizabeth a law was passed forbidding any person to work at a trade with- out having first served an apprenticeship of seven years. Although this law was denounced by Adam Smith as tending to form labor mo- nopolies, and the courts had decided it did not apply to any trade not practiced at the time of its enactment, it was not repealed until the year 1814. The English and American appren- tice laws still provide for indenturing a lad to a master mechanic, but such indentures are seldom made except by the overseers of the poor for pauper lads. An indenture between a master plumber of New York and three of his « helpers ” was recently published in trade iournals as a curiosity. The old apprentice- hip system perished, not because the inden- ure was looked upon as a species of slavery, lor because its results were unsatisfactory. It erished because the conditions of society un- ler which it was possible no longer exist. The apprentice in former times lived with his mas- ter, sat at his table, and worked under his eye. “or his conduct during his term of service and his skill when he became a journeyman, his master was responsible. The modern ap- prentice is merely a hired boy, who, while making himself useful about a workshop, learns what he can by observation and practice. If Le sees the interior of his master’s house, it 1s to do some work in no way connected with his trade, and which may not increase the idea of the dignity of labor in the minds of such of his associates as are employed in stores or offices. In old times skill more than capital made the journeyman into a master. The master worked with his men. The more ap- prentices he could employ and the more thoroughly he could teach them, the greater his profit.” The act of Elizabeth was intended to secure the lad’s labor to the employer, not to be a law, as it afterwards became, to limit the numberof workers. The master now rarely works at his trade. His time is more profita- bly spent in seeking for customers, purchasing material, or managing his finances. The work- shop is put in charge of a foreman whose reputation and wages depend on the amount of satisfactory work that can be produced at the least cost. The foreman has no time to teach lads, and as there is but little profitin their untrained labor, does not usually want them. There still survives from the old ap- prentice system of former days the idea that a lad employed in a workshop shall, when he becomes a man, be a skilled workman and capable of earning a journeyman’s wages. This theory fixes a certain amount of respon- sibility upon an employer, which he is not always willing to incur. Business may increase or diminish. At one time many workmen may be wanted; at other times few or none. If lads are employed with the understanding that at the expiration of a certain time they are to be converted into skilled workmen, there may be times during the customary four years of service when there will be nothing for them to do. If retained they will be a bur- den on the employer ; if discharged the lad will not unreasonably feel that an agreement has been broken. It is not, however, with the employer that all the difficulty of learning how to work is to be found. The different trades are organized into trades-unions, and one of the accepted theories of the unions 1s the advantage to be derived from limiting the number of workers. Instead of the fact that work makes work, that one busy class gives employment to other classes, it is assumed that there is a certain amount of work to be done, and the fewer there are to do it the higher wages will be. It is, therefore, sought to make each trade into a monopoly, and although these efforts have been uniform- ly unsuccessful, they have marred the lives of thousands of young men, andstill continue to do so. Such monopolies are not possible, be- cause foreign mechanics, attracted by wages several times greater than they could earn at home, with living but little, if any, dearer, can- (J UU not be prevented from crossing the ocean to better their condition in life; neither can mechanics be prevented from coming to the cities from country towns, and as the strength of a union depends upon the enrollment of nearly all the workmen in the trade the union represents, these mechanics are not only in- vited to join, but pressure is used to force them to do so. Thus, as the exclusive policy of the unions is powerless against the stranger, its force is directed against city-born young men. This term is used because in country towns there are no unions, and consequently no op- position is made to a lad’s learning a trade, if he can find some master workman who is willing to employ him. In the country, however, the standard of workmanship is not so high as it is in cities, and country mechan- ics cannot usually compete on even terms with city workmen. Under union rules the em- ployer is usually allowed from two to four lads, the term of service being from four to five years. This does not allow an employer to graduate under the most favorable circum- stances more than one skilled workman each year. As there are not many employers even in the largest cities in any one trade, and, as already stated, some do not want young men, it becomes a matter of no small difficulty to learn how to work. So it often happens that although a lad may be willing to work and may have strong predilections for certain kinds of work, he is more likely to meet with rebuff than encouragement. His first lesson in life teaches him that he has been born into a world where there is nothing for him to do. This lesson as he grows older he will unlearn. He will discover he was standing in a busy market-place, importuning the crowds to buy when he had nothing to sell. He was willing to do anything ; there was nothing he knew how to do. The old apprentice system is not likely to be revived. The life of the system was the personal supervision of the master, which the lad cannot have again. It may be for the in- terest of the master mechanic to train good workmen, but itis nothis duty. The attempt to teach any large number of lads would be troublesome, even if permission could be ob- tained from the unions. The workmen of the future must learn how to work before they seek employment. All professional men do this. What scientific schools are to the en- gineer and architect, what the law school and the medical college are to the lawyer and the physician, or what the business college 1s to the clerk, the trade school must be to the future mechanic. Manual instruction in schools especially designed for the purpose is not a new thing. RAL 71001 Its rapid development in modern times is due less to the decay of the apprenticeship sys- tem than to the discovery that without such instruction the trades themselves were deteri- orating. Transmitting a handicraft from man to boy carries with it wrong as well as right ideas. The practice of a trade may be taught; the theory on which that practice is based may be forgotten. The tendency of all shops is to subdivide work. A boy learns how to do one thing, and is kept at it. He has no chance to learn his trade. Trade schools first came to be regarded as important to the wel- fare of the state on the continent of Europe about the middle of the last century. In England, as in this country, they are of more recent origin. The report of the Royal Com- missioners on Technical Instruction, London, 1884, shows not only the extent of technical instruction in European countries, but the value that is placed upon it by the people. This report gives descriptions of schools for the building trades, for weaving in wool and silk, for iron-work, furniture, clock and watch making, pottery, for the making of beer and sugar, indeed for almost every industry in which men and women are engaged. Many of these European schools, both those for general instruction in the mechanic arts and for special trades, are on a magnificent scale. At the Imperial Technical School at Moscow the annual expenses are $140,000 per annum. The Technical School at Verviers, in Belgium, chiefly a school for weaving and dyeing, was built at a cost of $100,000, the annual ex- penses being upwards of $13,000. The Chamber of Commerce of Crefeld, in Prussia, a town of 83,000 inhabitants, having reported that the silk industry was languishing because of the superiority of the French training- schools, an establishment costing $210,000 was begun, to which the state contributed $137,000 and the municipality $60,000, the remainder being raised by subscription. This town exports upwards of twenty millions of dollars of silk products, nearly all of which goes to England and the United States. At Chemnitz, in Saxony, now the rival of Not- tingham in the hosiery business, and also the center of an iron industry, is a technical school which costs $400,000. The report referred to says there is not a manufacturer in Chemnitz whose son, assistant, or foreman has not at- tended this school. At Hartman’s locomotive works in the same town, employing nearly three thousand men, all the boys between fourteen and sixteen years of age are obliged to attend the technical school. To allow suf- ficient time to do so, their hours of labor ter- minate at four o'clock in the afternoon twice each week. IN THE STONE-CUTTING ROOM. At Arco, in the Austrian Tyrol, the found- ing of a small school with one teacher to give instruction in the manufacture of those articles in olive-wood which find so ready a sale to travelers, developed an important in- dustry, orders being now filled from all parts »f Northern Italy and from America. The city of Paris maintains a school on the Boule- vard de la Villette for workers in wood and iron. Full wages are obtained, it is claimed, by the graduates from this school. A similar school is maintained in Paris by the Roman Catholic Church, with the idea of combating the irreligious sentiments of Parisian workmen. Besides the technical schools in various parts of France, free evening lectures are given in the large towns on scientific subjects connected VoL. XXXIIL— 12. with the trades. In Sweden, according to a report made by Professor Ordway to the Massachusetts State Board of Education, there are about three hundred schools where manual instruction in the use of tools for wood and iron work is given. As a curiosity of technical education, it may be mentioned that in Ireland the Royal Agricultural Society maintains a model perambulating dairy, which, mounted on wheels, is drawn from village to village, the inhabitants being invited to wit- ness the most approved methods of making butter and managing a dairy. In England the subject of technical education is now at- tracting much attention. A very fine school for apprentices has recently been completed by the city and guilds of London, and these oe J U guilds also encourage technical education by cubsidies to schools in different parts of the kingdom. Some idea of the need of instruction in the mechanic arts in the United States was probably present in the minds of the Senators and Representatives when the Land Grant Act of 1862 was passed. A clause in this act reads as follows: “The leading object shall be, without excluding scientific and classical ADL 20U trial establishments all over the United States. The pupil in weaving, for instance, is required to design or copy a pattern, and then work it out on the loom. In molding he makes a drawing, models the wooden pattern from it, and casts the pattern in the metal. The course of instruction is four years,— mathematics, chemistry, history, and the mod- ern languages forming a part of the educa- tional scheme. Hampton Institute was founded by General S. C. Armstrong as a normal school for colored teachers. General Arm- strong, while serving as a staff-officer at Fort Monroe, during the war, Was brought in contact with the fugitive slaves who took refuge at the fort. When slavery was abol- ished, and four millions of men, women, and children became the wards of the nation, ~~ General Armstrong conceived the idea that TEACHER AND PUPIL. studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts in such manner as the States may respectively pre- scribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life.” The report of the Secretary of the Interior, on Industrial Education, 1882, gives a list of forty-two different schools and colleges in various parts of the union which owe their existence to this land grant. Most of these are agricultural and engineering colleges. The words in the act in regard to teaching such branches of learning as arc related to the mechanic arts being usually interpreted to mean instruction in the usc of carpenter's and machinist’s tools. Of these ]and grant schools, the best known are the Massachusetts Insti- tute of Technology in Boston and the Hamp- ton Institute at Hampton, Virginia. Each of these illustrates an interesting experiment in industrial education. The Massachusetts In- stitute of Technology might properly be called a school for foremen, as its grad- uates can be found superintending indus- they could best be educated and civilized by the aid of their own people. It was as necessary to teach this vast multitude who had never been beyond the sound of a master’s voice how to work for themselves, and how to care for themselves, as it was to teach them to read and write. Manual instruction was there- fore a necessity at the Hampton Institute. The male graduates were to be leaders on the farm or in the workshop as well as teachers. The female graduates were to be capable of cooking, sewing, or caring for the sick. How thoroughly and successfully this scheme has been carried out need not be stated here. Another type of the industrial school is to be found in the Worcester (M ass.) Free Institute. At this institution three and a half years of gen- eral education is combined with instruction in mechanical engineering, in carpentering, and in machinist’s work. This school more nearly approaches the trade school, as many of its graduates are returned as ‘journeymen me chanics.” The Worcester school was founded by private liberality. Without such aid, it may be added, neither the Massachusetts In- stitute of Technology nor Hampton Institute could have reached its present usefulness. In the European technical schools provision is made for instructing young men already in the trades by a course specially adapted 10 their wants. In this country this important branch of industrial education has receive but little attention. The Carriage Makers’ As- sociation in this city maintain a school in de- signing and construction for the young men in their trade. The Master Plumbers of Phil- adelphia, Baltimore, and Chicago have plumb- ing schools for their « helpers.” The Cambria Tron Works in Pennsylvania, and several pri- vate firms like R. Hoe & Co. of this city, give scientific instruction to their lads, while two railroad companies, the Pennsylvania an ~ \/ 77 JF J J OU fs Bloor a Quo, hive shown not only ever having held a tool in his hands. Man- be done eo NE, De but Jow much can ual training-schools are meant to make a lad any ge st for the young men handy ; trade schools to make him proficient this short oh De : pon Beyond in some one art by which he can earn a liv- ment sho work hig een done to supple- ing. Manual instruction has already been in In Ta I ore vr Sei instruction. corporated in the public school systems of EE Pause 40 3 R. Company’s Boston and Philadelphia. The New York SE a ve ne red young men Board of Education has maintained for sev- a graduate of the So hr Boe ichargb of gl Yours 2 workshop at the Free College % 7s to see that a, nstitute whose duty It now proposes to open schools all over Le jong 7t one bind y oe not employed too city where boys and girls will be taught t 2 ind of work. He can change use their hands. A great impression i, their work as often as it may seem desirable last spring by the exhibition, held by the De fe jorree He can also take Industrial Education Association of N a am thoi work at any time York, of children’s handiwork, and of 0 Te ian e machinery they may different methods of teaching them how to Je on 8 8 0 my se Jom them. wok. Not only was it shown what varied Ing has cted for their use, and excell ork li $ ; ’ ent work little fin y hich conjoins iy Bh but school-teachers and ie : nd drawing. The to testify that th in-work Jags re Sqiiieed in wear a uniform, which, by the a iii addi i S . . . * oss giving 3 em a Jang appearance, Admitting that trade education is practica- A anes neatness. What 1s ble and that it is advisable both for the pur doneiy aos: $imose and Ohio R. R. Co. pose of giving young men an or t0 a ny manufacturing town learn how to work and to keep the wd ak oy arge employers. from deteriorating, it may be well to consider Ihe dileenes be ween Mani instruction how such education can best be adapted to ction is not always clear in the i oy \ ear I wants of the American people. public mind. By manual instruction 1s In most of the foreign De choos the meant t i i ical i eaching a lad how to handle certain technical instruction is combined with a gen- WOOD-CARVING. tools, usually carpenter's and blacksmith’s ! ols, for the purpose of developing his hands and arms, precisely as other lessons are given to develop his observation or his memory. Thisis not teaching a trade, although it would render fs work of the trade school much easier. A Jd who has gone through a course of manual fs 3 ruction at a school would be more likely to } 5a better mechanic than one who had reached eventeen or eighteen years of age without eral education, the course extending over sev- eral years. This system is also followed at the Hampton Institute, at the Indian school at Carlisle Barracks, at the Worcester Free Institute, and at the reformatories and asylums in this country where trades are taught. Ex- cept In special cases there seems no need of combining instruction in the trades with a general education. It is duplicating the work of the public schools and adding greatly ail VBE Ur AUEL THE NEED OF TRADE SCHOOL | ema ———— PLASTERING. BUILDING PIERS IN THE BRICKLAYING ROOM. to the cost of industrial education. A lad can what a of York J Jies su Sr what and they will understand better how to ac- than the material that may be wasted. Ina od. ; Wo : A ‘ hardly be taught spd headed, Shi “; schon) Hn os em, i be wisest not to Cl themselves 0 Sirens fessiony well. ognized ade school he Voge is 2 x college which 1s Ht dollars oe annum. attempt to graduate first-class joumeyinen. ae Ain e inl, a a 2 ¢ same maierial oan be than two hu J : so: 3 i rades . :: : : i : For a four-years’ course this would be a thou- That it 18 possible to do so In Many : required. Lawyers, physicians, engineers, ar- In the belief that the most practical system i ear ] ef tl sand dollars, and to this on must be adel fore nod be 20 Ss bat % You app i hy aaa We o balof that the most prsctosl oy tem the cost of clothing, traveling expenses, etc. : rin the science an d practice of the their instruction, and there is no need to treat the shop, of grounding young men thoroughly Such schools would be Beyond be ion a og : 323 md leave the spee d apd seh 2 objects of charity; neither do in he slenes Aad pridiessi 4 trade 1 Bip X J CK * a L €S1 1C. C ay oF the mechanic arts. A sim. Gi one A At the Hampton and Worcester schools workmanship and one i after tc in- acquired at real work a 5 '% il yi : i i i i pler, shorter, more economical course of mn a tem would be more econ omiical, as is work of the pupil yields a revenue. At their course 9 Jsivicann was fished, the struction is wanted for the future nosis. Pury ia er. 0 d the waste Tampton, contrary to the usual experience, a New York Trade Schools on First Avenue, It ‘must be remembered that although (80 Foo) would be greatly essence. 10 sudoney Tabor fs boot Bnd Bec via ee By qua the paren Rg Dor a certain probation course, as the time spent betwee § yy op the i of instruction at a trade made, were 0 ened ¥ hn a of 1881 it is an established custom tha ‘bute to leaving the trade rs . from his path. It is hand-craft, the power to shape, to beautify, and to create, which gives pleasure and dignity to labor. A true artist and a true artisan are governed by one spirit; their brains are the masters of their hands. In other climes and in other times, hand- craft had more honor than it has with us. The touch of Phidias was his own, and so inimi- table that not long ago an American, scan- ning with his practiced eye the galleries of the Louvre, discovered a fragment of the work of Phidias long separated from the other fragments by that sculptor which Lord Elgin had sent to London. The artist's stroke could not be mistaken,— it was his own, as truly as our sign-manuals, our autographs. Ruskin, in a lecture upon the relation of art to morals, speaks of a note which Diirer made on some drawings sent him by Raphael. It was this : «These figures Raphael drew and sent to Albert Diirer in Niirnberg,—to show him his hand.” Ruskin well compares this phrase with other stories of the hand-craft of artists,—Apellesand Protogenes showing their skill by drawing a line; Giotto in striking a circle. There is a custom, if not a law, in the royal households of Prussia that every boy shall learn a trade. The emperor is said to be a glazier, and the crown prince a printer; not long ago, as a birthday gift, his Majesty received an engrav- ing by one prince and a book bound by an- other, both sons of the heir-apparent. Inoneof the most famous shrines of education in Paris, two paintings adorn the chapel walls, not of saints or martyrs, not of apostles or prophets,— perhaps I should say an apostle and a saint. Labor and Humilitas ; Industry the apostle of happiness, and Modesty the divine grace. Isit not worthy of note that Isaiah, telling of gold- en days to come, when the voice of weeping shall be no more heard in the land, nor the voice of crying, when the child shall die ar hundred years old, and men shall eat of the fruit of the vineyards they have planted, adds this promise as the greatest of all hopes, that the elect of the Lord shall long enjoy the work of their hands? If now we really value hand-craft, we shall find many ways of giving it honor; we can buy that which shows it, or if we are too poo! to buy, we can help on with our looks and words those who bring taste and skill into the works of their hand. If your means are sO small that you can only buy what you need for your daily wants, you cannot have much choice ; but hardly any who reads these pages is so restricted as that: almost, if not quite, every one buys something every year for his pleasure,—a curtain, a rug, a wall-paper, & chair, or a table, not truly needed, a vase, a clock, a mantle ornament, a piece of jewelry, { J- a portrait, an etching. Now, in making such a purchase to please the eye, to make the chamber, the parlor, or the office more at- tractive, choose always that which shows good handiwork. Such a choice will last. You will not tire of it as you will of common- place forms and patterns, and your children after you will value it as much as you do. Let us not forget, however, that hand-craft gives us many things which do not appeal to our sense of beauty, but which are neverthe- less of priceless value,—a Jacquard loom, a Corliss engine, a Hoe printing-press, a Win- chester rifle, an Edison dynamo, a Bell tele- phone. Ruskin may scout the work of ma- chinery, and up to a certain point in his enthusiasm for hand-craft may carry us with him. Let us say without a question that works of art—the «Gates of Paradise,” by Ghiberti, a shield by Cellini, a statue by Michael Angelo, a portrait by Titian—are better than any reproductions or imitations, electrotypes by Barbedienne, plaster casts by Eichler, or chromos by Prang. But even Ruskin cannot suppress the fact that machin- ery brings to every cottage of our day com- forts and adornments which in the days of Queen Bess, or even of Queen Anne, were not known outside of the palace,—and per- haps not there; and let us be mindful that it is modern hand-craft which has made the ma- chines of such wonderful productivity, weav- ing tissues more delicate than Penelope ever embroidered, and cutting the hardest metals with a precision unknown to V ulcan’s forge. Machinery is a triumph of hand-craft as truly as sculpture or architecture. The fingers which have shaped the Aurania or the Brook- lyn suspension bridge are as full of art as those which have cut an obelisk from granite or molded the uplifted torch of Liberty. Rowland’s dividing engine, which with its unerring diamond plow traces forty thou- sand furrows upon an inch of the concave grating, silently and ceaselessly at work from day to day, that men may sec more than they ever have yet seen of the glories of the sun —a machine like this has beauty of its own; not that of the human form nor that of a running brook, but the beauty of perfect adaptation to a purpose, secured by consummate hand-craft. The fingers which can make a mountain stream turn myriads of spindles, or transform rag heaps into per- fumed paper, or evoke thousands of handy objects from brass and iron, are fingers which the nineteenth century has evolved. The hand-craft which has made useful things cheap is already making cheap things beauti- ful. See how rapidly, for example, pottery in this country has become a fine art. Let us r= - - hope that Americans will learn from the Japan- ese how to form and finish, before the Japan- ese learn from us how to slight and sham. There is another duty to be enforced, which is this. All who have to deal with the young, whether parents or teachers, should see to 1t that children acquire hand-craft while they are getting rede-craft. Mothers begin right in the nursery, teaching little fingers to play before the tongue can lisp a sentence. Alas, this nat- ural training has too often been stopped at school. Books have claimed the right of way ; rede-craft has taken the place of honor; hand- craft has been kept in the rear. But now the ghost of Pestalozzi has been raised ; the spirit of Froebel is walking abroad in the land; changes are coming in schools of every grade. The changes began at the top of our educa- tional system and are fast working down to the bottom. What mean the new buildings which have appeared of late years in all our thriving colleges ? They are libraries and lab- oratories,— the temples of rede-craft, and of hand-craft ; they tell us that in universities, the highest of all schools, work-rooms, labor- places, laboratories, are thought to be as book-rooms, reading-rooms, libraries ; they show that a liberal education means skill in getting and in using knowledge ; that wisdom comes from searching books and searching nature ; that in the finest human natures the brain and the hand are in close league. So too in the lowest schools, as far as possible from the university, the kindergarten methods have won their place, and the blocks, straws, and bands, the chalk, clay, and scissors, are n use to make young fingers deft. Intermediate schools have not yet done so well. There has even been danger that one of the most needful forms of hand-craft would become a lost art, even good handwriting, and schools have been known to send out boys skilled in algebra and in a knowledge of the aorist who could not write a page of English so that other people could read it without ef- fort. The art of drawing is another kind of hand-craft which has been quite too much neglected in ordinary schools. It ought to be laid down as a rule of the road to knowledge that everybody must learn to draw as well as to write. The pencil is a simpler tool than the pen. The child draws pictures on his slate be- fore he learns the pot-hooks of his copybook; savages begin their language with gestures and pictures ; but we wiseacres of the school- boards let our youngsters drop their slate- pencils and their Fabers when we make them practice with their Gillotts and their Ester- brooks. We ought to say, in every school and in every house, the child must learn to draw as well as to read and write. Itis the beginning of hand-craft, the hand-craft which underlies a host of modern callings. A new French book has lately attracted much attention, “ The Life of a Wise Man by an Ignoramus.” It is the story of the great Pasteur, whose discoveries in respect to germ life have made him world- famous. If you turn to this hook to find out the key to such success, you will see the same old story,— the child is fatherof the man. This great physiologist, whose eye is so keen and whose hand is so artful, is the boy grown up, whose pictures were sO good when he was thirteen years old that the villagers thought him an artist of rank. Sewing, as well as drawing and writing, has been neglected in our ordinary schools. Girls should certainly learn the second lessons of hand-craft with the needle. Boys may well do so: but girls must. The wise governor of a New England State did not hesitate, a short time since, to say upon a commencement platform how much he had often valued the use of the needle, which was taught him in his infant school. How many a traveler can tell a like tale? It is wise that our schools are going back to old-fashioned ways, and saying that girls must learn to sew. Boys should practice their hands upon the knife. John Bull used to laugh at Brother Jonathan for whittling, and ¢ Punch ” always drew the Yankee with a blade in his fingers; but they found out long ago over the waters, that whittling in this land led to something,— 2 Boston “ notion,” a wooden clock, a yacht America, a labor-saving machine, a cargo of wooden ware, a shop full of knick-knacks, an age of inventions. Boys need not be kept back to the hand-craft of the knife. For in- doors there are the type-case and the printing- press, the paint-box, the tool-box, the lathe : and for outdoors, the trowel, the spade, the grafting-knife. It matters not how many of the minor arts the youth acquires; the more the merrier. Let each one gain the most he can in all such ways, for arts like these bring no harm in their train; quite otherwise, they lure good fortune to their company. Play, as well as work, may bring out hand- craft. The gun, the bat, the rein, the rod, the oar, all manly sports are good training for the hand. Walking insures fresh air, but it does not train the body or mind like games and sports which are played out-of-doors. A man of great fame as an explorer and as a student of nature (he who discovered in the West bones of horses with two, three, and four toes, and found the remains of birds with teeth) has said that his success was largely due to the sports of his youth. His boyish love of fishing gave him his manly skill in exploration. 7 17 1. I speak as if hand-craft was to be learned by sport. So it may. It may also be learned by labor. Day by day, for weeks, the writer has been watching from his study window a stately inn rise from the cellar just across the road.” A bricklayer has been there employed whose touch is like the stroke of an artist. He handled each brick as if it were porcelain, balanced it carefully in his hand, measured with his eye just the amount of mortar which it needed, and dropped the block into its bed without straining its edge, without vary- ing from the plumb-line, by a stroke of hand- craft as true as the sculptors. Toil gave him skill. The last point which we make is this: In- struction in hand-craft must be more varied and more widespread. This isnonew thought. Forty years ago schools of applied science were added to Harvard and Yale colleges; twenty years ago Congress gave land-scrip to aid in founding at least one such school in every State; men of wealth have given large sums for such ends. Now the people at large are waking up. They see their needs : they have the money to supply their wants. Have they the will? Know they the way ? Far and near the cry is heard for a different training from that now given in the public schools. Nobody seems to know just what is best ; but almost every large town has its ex- periment, and many smaller places have theirs. The State of Massachusetts has passed a law favoring the mew movement. A society of benevolent women has been formed in New York to collect the experience of many places, and make it generally known. The trustees of the Slater Fund for the training of freed- men have made it a first principle in their work that every school which is aided by that fund shall give manual training. The town of Toledo, in Ohio, opened some time ago a school of practice for boys which has done so much good that another has lately been opened for girls. St. Louis is doing famously. Philadelphia has several experiments in prog- ress. Baltimore has made a start. In New York there are many noteworthy movements — half a dozen of them, at least, full of life and hope. Boston was never behindhand in the work of promoting knowledge, and in the new education is very alert, the liberality and the sagacity of one beneficent lady deserving praise of high degree. These are but signs of the times, examples to which our attention has been called, types of efforts, multiform and numerous, in every part of the United States. But it must be said that the wise differ very much as to what might, should, and can be done. Even the words which express the HAND-CRAFT AND REDE- CRAFT. 841 wants are vague. Something may be done by an attempt, even though it be rude, to put in classes the various movements which tend toward the advancement of hand-craft. Let us make an attempt, and present the following schedule: FOR THE PROMOTION OF HAND-CRAFT. Four Preliminary Needs. (a) Kindergarten work should be taught in the nurseries and infant schools of rich and poor ; (4) Every girl should learn to sew, and every boy should learn to use domestic tools, the carpenter’s or the gardener’s, or both; (¢) Well-planned exercises fitted tostrength- en arms, fingers, wrists, lungs, €tc., should be devised, and where possible, driving, riding, swimming, rowing, playing ball, and other out-of-door sports should be encouraged; (d) Drawing should be taught as early as writing, and as long as reading, for all, and everywhere. SUBSEQUENT POSSIBILITIES. (a) In elementary schools lessons may be given in the minor decorative arts,— such, as those of the Leland methods, for example. (4) The use of such common tools as be- long to the blacksmith’s forge and the carpen- ter's bench may be taught at slight cost, as a regular class exercise, in secondary schools for boys, whatever be the future vocation of the pupils. (¢) In towns, boys who begin to earn a living when they enter their teens may be taught in every school to practice brick-laying, plastering, plumbing, gasfitting, carpentry, etc., as is done and well done in the Auch- muty schools in New York. Trade schools they are called; schools of practice for workmen ”’ would be a clearer name. (d) In high schools, technical schools, and colleges, youth may learn to work with extreme precision in wood and metal, as they are taught in the College of the City of New York, in Cornell University, and in many other places. (e¢) Youth who will take time to fit them- selves to be foremen and leaders in machine shops and factories may be trained in theoret- ical and practical mechanics, as at Worcester, Hoboken, Boston, and elsewhere; but the youth who would win in these hard paths must have talent at command as well as time to spare. ‘These are schools for foremen, or (if we may use a foreign word like kindergar- ten) they are Meisterschaft schools, schools for training masters. (f) Youth who wish to enter the highest department of engineering, must follow long courses in mathematics and physics, and must learn to apply their knowledge ; if they wish to enter upon other branches of advanced science, they must work in the scientific lab- oratories now admirably equipped in every part of the country. These are technical col- leges for engineers, for chemists, for explorers, for naturalists, etc. (g) Art instruction must be provided as well as scientific, elementary, constructive, decorative, and professional education. At every stage, the language of the pencil and of the pen must be employed ; rede-craft must be practiced with hand-craft ; and there must be no thought of immediate profit from that which is done in the early and rudimen- tary stages of the training. D. C. Gilman. AMERICAN ART. Reprinted from «Topics of the Time” in THE CENTURY MAGAZINE for November, 1876. + #» * Thereis an innate love of art —of the beautiful in picture and sculp- ture —in the average American, from which it only needs time and opportunity to reap grand harvests of achievement and appreciation. We can now perfectly understand Mr. Archer’s statement, to which we have previously alluded in these columns, with regard to the effect upon English art and the English mind of the London Exhibition of 185T. It will be remembered that he attributed the great progress of art in that country during the last twenty- five years to that exhibition. The people went to studying art at once, sO that art-schools were multiplied throughout the realm almost a hundred-fold. It is owing to that exhibition that England has been able to show us so much that is satisfactory at Philadelphia [in the C ial Exhibition]. Like causes, under like conditions, produce like results ; and we look forward upon the next quarter of a century to the only general movement in art that our young country has ever known. We are ready for it, and stimulus and direction have come just when we need it. Hitherto, our art has been desultory, patchy, and partial. The absence of life-schools has driven our artists all to landscape, or sent them abroad and kept them there. Figure-painting by artists who have always lived in America is almost unknown. For the growth of illustrated literature in this country, it has been next to impossible to find competent figure-artists to draw upon the block. So this is one of the good results for which we confidently look :—a general development of art throughout the country, and the establish- ment of art-schools of real excellence in all the American cities. There must infallibly come, with the universal cultivation of art and the nour- ishment of the art feeling, a change in our industries, or, rather, a very broad enlargement of them. We are now manufacturers of hats, shoes, cotton cloths, iron, woolens, and a limited amount of silks for service,—of sewings, more par- ticularly. We can build ships, too, with sufficient motive, and machinery of all sorts, from a Waltham watch to the largest steam-engine ; but of beautiful things we make very few, and these mainly in imitation of those which we import. * * There must be a cultivation of art from the beginning— there must be education in the perception and delineation of forms and the combination of colors, before we can hope to do any original work, in the way of making our own beautiful things. Our foreign cousins would send us new forms while we were imitating their old ones—new forms conceived in a fundamental knowledge of art to which we could lay no claim. So at the basis of all the beautiful industries that are so desirable to us as 2 nation, there must be laid a popular knowledge of art. We must have drawing competently taught in our common schools, everywhere. We must have art- schools for those who in the common schools have shown special gifts and adapta- tions for art. Thus, by beginning at the bottom, all those industries which involve the fine-art element will naturally grow up among us, based upon our Own designs. In truth, there is no other ground upon which these very desirable industries can be established ; and we beg the American people to recognize the fact that the cultivation of art is to result in something far beyond the picture that hangs on the wall, and the statue that fills the niche; it is to result in the profitable employment of hundreds of thousands of men and women in producing articles of ornament which we now import. Universal art cultivation is the soil from which will naturally and inevitably spring a thousand interests and indus- tries that will minister to American prosperity, comfort, luxury, and refinement. Agricultural Education in Bavaria, PROFESSOR R. B. WARDER, CYIVERSITY) SLIPoRIEE \ Ex tracted from the Journal of the American Agricultural Association Vol. 1. Nos. 2 and 3. AMERICAN ART. Reprinted from «Topics of the Time” in THE CENTURY MAGAZINE for November, 1876. + * +» Thereis an innate love of art — of the beautiful in picture and sculp- ture —in the average American, from which it only needs time and opportunity to reap grand harvests of achievement and appreciation. We can now perfectly understand Mr. Archer's statement, to which we have previously alluded in these columns, with regard to the effect upon English art and the English mind of the London Exhibition of 185T. It will be remembered that he attributed the great progress of art in that country during the last twenty- five years to that exhibition. The people went to studying art at once, sO that art-schools were multiplied throughout the realm almost a hundred-fold. It is owing to that exhibition that England has been able to show us so much that is satisfactory at Philadelphia [in the Centennial Exhibition]. Like causes, under like conditions, produce like results; and we look forward upon the next quarter of a century to the only general movement in art that our young country has ever known. We are ready for it, and stimulus and direction have come just when we need it. Hitherto, our art has been desultory, patchy, and partial. The absence of life-schools has driven our artists all to landscape, or sent them abroad and kept them there. Figure-painting by artists who have always lived in America is almost unknown. For the growth of illustrated literature in this country, it has been next to impossible to find competent figure-artists to draw upon the block. So this is one of the good results for which we confidently look :—a general development of art throughout the country, and the establish- ment of art-schools of real excellence in all the American cities. There must infallibly come, with the universal cultivation of art and the nour- ishment of the art feeling, a change in our industries, or, rather, a very broad enlargement of them. We are now manufacturers of hats, shoes, cotton cloths, iron, woolens, and a limited amount of silks for service,— of sewings, more par- ticularly. We can build ships, too, with sufficient motive, and machinery of all sorts, from a Waltham watch to the largest stcam-engine ; but of beautiful things we make very few, and these mainly in imitation of those which we import. * * There must be a cultivation of art from the beginning — there must be education in the perception and delineation of forms and the combination of colors, before we can hope to do any original work, in the way of making our own beautiful things. Our foreign cousins would send us new forms while we were imitating their old ones—new forms conceived in a fundamental knowledge of art to which we could lay no claim. So at the basis of all the beautiful industries that are so desirable to us as @ nation, there must be laid a popular knowledge of art. We must have drawing competently taught in our common schools, everywhere. We must have art- schools for those who in the common schools have shown special gifts and adapta: tions for art. Thus, by beginning at the bottom, all those industries which involve the fine-art element will naturally grow up among us, based upon our OWI designs. In truth, there is no other ground upon which these very desirablc ‘ndustries can be established ; and we beg the American people to recognize the fact that the cultivation of art is to result in something far beyond the pictur that hangs on the wall, and the statue that flls the niche; it is to result in the profitable employment of hundreds of thousands of men and women in producing articles of ornament which we now import. Universal art cultivation is the so! from which will naturally and inevitably spring a thousand interests and indus tries that will minister to American prosperity, comfort, luxury, and refinement. Agricultural Education in Bavaria, PROFESSOR R. B. WARDER. La RSITY) [ow ag p—— - wan an WE Ext racted from the Journal of the American Agricultural Association Vol. 1. Nos. 2 and 3. Agricultural Education in Bavaria, PROFESSOR R. B. WARDER. Extracted from the Journal of the American Agricultural Association. Vol. 1. Nos. 2 and 3. AGRICULTURAL EDUCATION IN BAVARIA. BY Pror. R. B. WARDER. The standing of the Germans in the first rank of educated nations does not depend upon their Universities and Polytechnic Schools alone; it is due rather to th : patient striving, on the part of both people and government, to provide every citizen with the most complete and appropriate education that his circumstances will permit. Free tickets of admission to the lecture-rooms of the most distinguished professors cannot imply real opportunities for education, unless the pupil has the needed preliminary knowledge and mental discipline in order to understand and digest the lectures. Auy system of education designed for the whole people will embrace many different grades; we must not expect too much from the higher institutions alone; and the object of this paper is to exhibit the variety of schools in which the interests of practical agriculture are subserved in the Kingdom of Bavaria. ‘We may also find some useful lessons for our own Republic. ‘We must begin with the Kindergarten, for here is cultivated the child's instinctive love of nature; here he is taught to observe the forms and growth of plants; and we cannot estimate how much is due to the habits of observation and the love of plants thus imparted, even before the school age. Compulsory education is the rule, including (as the minimum) seven years of daily attendance at the common schools (** Volksschulen,” or ¢ people's schools), where (in all the country schools) orchard and garden culture is a part of the course. "he de- sign of this provision is to show the great value of fruit culture, and to instil t..e love for planting, protecting and caring for fruit trees; and thus through a just public sen- timent to prevent the habit of orchard thieving. For this purpose it is expected, where possible, that local means shall provide a piece of ground for an orchard in con- nection with each school. It is very common to provide the teachers with a dwelling, or a dwelling and garden; in the latter case part of the teacher's garden may be used for purposes of instruction. In the Oberpfalz, the minimum size is four ares (metric measurement), or about one-tenth of an acre. A suitable location is to be selected; but if the climatic conditions are quite too unfavorable for fruit, other useful trees and shrubs are to be planted. Where there is room, vegetables and flowers may also be raised. After the first plowing and plnting, the work must be performed by teachers and elder pupils, and half of the crop belongs to the teacher as compensation for his labor. Practical lessons are given in the orchard itself, out of the regular school hours, and in the Oberpfalz all the boys are required to take part in this instruction. The school directors and superintendents have to see that this department of teaching receives due care; and the teachers, during their five years of normal school training, have time to become qualified for such work. But even with seven years’ compulsory attendance of more than ten months in the year, the results are not the highest that may be reached. If the boy begins to learn . a trade or to work all day on the farm in his fourteenth year, he may still spend part 62 AGRICULTURAL EDUCATION IN BAVARIA. of his Sundays and evenings in mental improvement; and for this class, several differ- ent kinds of schools are provided, according to the special wants, in which the pupils are taught from two hours per week to eight hours or more, according to local needs and possibilities. These are known as * Fortbildungsschulen,” and attendance in them for two or three years after leaving the ¢* people’s school ” is still compulsory. In those designed for farmers’ sons, the main stress is still laid on elementary branches, but an Agricultural Reader is used, and the exercises in writing and arithmetic are directed in the line of agricultural applications. In 1873 there were 1,096 such schools in Ba- varia with an average of 19 pupils each.” For farmers’ sons, even of the hard-working classes, still other opportunities are gsible, which could not escape the notice of the prudent German. Various Winter Schools have accordingly been established by the several agricultural societies, to be kept open from November to February inclusive. In 1872-3 there were eleven of these schools, and others were projected. The organization varies according to local needs, and the means at command, but the course of study extends through one, two or three winters. Besides the common school branches (including religion), instruction is given in the elements of natural science, field culture, the raising of animals, book-keeping and farm management; also, where it is possible, in drawing, field-measurements, drainage, soils, tools, and fruit culture. At Wurzburg, where there is a force of eleven teachers, agricultural law, geography and history have been included. It is remark- able to see the liberality of both the State and the agricultural societies in providing such schools, as contrasted with the apparent indifference of the great mass of labor- ing farmers. The fees for tuition are not high, and the necessary living expenses are made as low as possible, that none may be excluded from want of means. Some idea of the appropriations of money required may be realized from the report of 1868-9, that in the seven Winter Schools then established 53 teachers instructed 157 pupils ! Each teacher, however, is generally employed but a few hours every week to give in- struction in his own department. Besides the teachers’ salaries, buildings, fuel and in- cidental expenses, Bavaria liberally furnishes these schools with wall charts, collec- lections of minerals, soils, agricultural products, &c., models of machinery, of tools, and of flowers, chemical and physical apparatus, and various other means of instruction. The next class to be considered are the «« Ackerbauschulen,” or Field-Culture Schools. In these, practical farm work is made one of the means of instruction; the course extends through two or three years. The theoretical instruction is somewhat similar to that of the Winter Schools, and is so far of an elementary character that boys who have passed successfully through the ‘* people’s schools ” are capable of un- derstanding it. The practical farm work and instruction vary according to the local agricultural conditions. The ¢ Middle Agricultural School” at Lichtenhof stands on a rather higher plat- form in the series than any of the preceding, for the course of study extends through three years, beside a one-year preparatory course. Theoretical studies can be pursued more thoroughly than in the Field-Culture Schools,” but practical farm work, under the direction of teachers, also forms part of the instruction; and twelve to twenty-five hours per week, according to the season and the weather, are assigned to this depart- ment through the whole course. Here we must stop to consider the relationships of the military and school systems, which are made mutually to strengthen each other. The schools on one hand have ex- ercises in gymnastics as a means of physical development, and on the other hand the * The above information in regard to the common schools and * Fortbildungsschulen ” is chiefly drawn from ‘‘ Das bairische Volksschulwesen,” by Englmann, published in 1871, with appendix published in 1875. By ProF. R. B. WARDER. 638 young man whose mental culture has been carried to a certain point is allowed to serve in the army one year as a volunteer, instead of being compelled, like the less educated German, to serve three years. In all the so-called ‘‘ Middle Schools” this provision isa great incentive. The requisitions for the one-year volunteer service are not the same in all the German States; but the pupil who completes the course in the Agricul- tural School at Lichtenhof is entitled to this prerogative in the Bavarian army Ee Before discussing the higher agricultural education, let us note some of the special courses, either connected with the various schools described, or established separatel One farmer devotes himself to sheep, another to cattle and the dairy, another to Toni culture; each wants to understand what especially concerns his own business. These courses of special instruction for shepherds, stock farmers, &c., generally occup but a few weeks in the year. Cheese-making, brewing, drainage and irrigation, and Aron shoeing, are likewise represented in the circle of special agricultural courses iven at certain fixed places. Lectures on the raising of animals and on agricultural iy heee) phi given oom place to place by eminent professors. e ligher agricultural education is imparted in the Central Sch ihen- Saphen, hi; in the Agricultural Department of the Polytechnic . po han 7 ieee a so a Veterinary School in the latter city and a School of Forestry at Aschaf- The Central Agricultural School occupies the site of a Benedictine convent that was founded in the year 725. The ample buildings contain lecture-halls, laboratories museums and dormitories; also barns, stables, a large dairy, and whutever is needed for a well arranged farm-house. The farm, experimental grounds, &c., cover 273 hec- tares, or 675 acres. Long rows of cow-sheds stand under the low roll arches of an old cloister on one side of the yard, while on the opposite side stands a convent build- ing, remodeled according to the demands of school life. Here the students meet to spend a social evening in the ¢ conversation room,” which is decked with the arms of hr Relics from Josh sides of the Atlantic) that are represented among the in- . Here the great class-tankard is pas: j the final examinations of the yn us heme But we must not linger too long with historical associations. In i and various appliances for instruction, this school far excels those Hsimanapi but a much more vital distinction is this, that in the Central School the instruction % adapted to young men who have been well trained by previous study and work. The regular course of two years consists of theoretical and laboratory instruction Excur- sions are also made, under the direction of the professors, for such practical illustra- tions of farming as cannot be given in the class-room. Farm work is only included In a preparatory practical course of one year. Thus the whole time to be spent at Wei- henstephan is less than that required in some of the middle or lower agricultural schools; but when the pupils enter they must not only have a solid groundwork of mathematics, but the faculties of mind and eye must also have been well developed b the study of languages, history and drawing; when a professor gives a good, full os ture, he can believe that it has been received and will be digested—it does not pass in at one ear and out at the other. The preparatory training of the mind alone is hard] a a Roa than vs whole course at Lichtenhof. The vital importance of this oint, especially in relation to American ed i i BOL sun wn pean ucation and needs, makes it necessary to ex- In preparation for the Central School, the aspirant may either complete the course of a‘ Gewerbeschule” (the name is not readily translated), or both that of a Latin School and a two years’ course in a ‘‘ Realgymnasium.” To discuss these preparato institutions in full does not come within the scope of this article; but it will be suff. cient to indicate the degree of proficiency required, The applicant from the ‘“ Gewerbe- 64 AGRICULTURAL EDUCATION IN BAVARIA. his mother tongue, including rhetorical exercises and the study of German Classics. He has studied French three years, and drawing one to three years; his mathematics include algebra and geometry—sometimes also trigonometry and descriptive geometry—and he has been taught the elements of bot- any, zoology, physics, ch history and writing have also received due attention. The pup gymnasium has pursued a somewhat similar course in German, French, mathematics, history and drawing; but instead of an actual knowledge of the sciences, his seven years’ study of Latin has 80 er scientific and disciplined his mind that he is considered equally capable of high agricultural studies with the pupil from the * Gewerbeschule.” Beside the theo- retical training just indicated, a practical acquaintance with farm work is required. Two years’ practice on an ordinary farm is considered sufficient, or one year's instruction in the preparatory course of the Central School. This course consists given four half days in chiefly in manual labor, but theoretical instruction is also tbe week. Thus it is not the intention to multiply the number of pupils by admit- ting those who could be better instructed in a middle school, but only to receive such as are fully able to comprehend advanced instruction, and to profit ‘by the teaching of the most thorough professors, each holding the first rank in his own department. The following outline of the course of study is not an exact translation from the programme, nor is it a full picture of the subjects taught, but it may serve to give gome idea of its scope, and its extremely technical character. The regular course includes field-measuring and leveling (combine exercises), applied mechanics (with drawing), physics, theory of soils, draining and ir- 1igation, chemistry (with well furnished laboratories), botany, anatomy of plants (with practical exercises in microscopy) physiology and diseases of plants, plant production, fruit culture, forestry, zoology, anatomy and physiology of domestic animals, with de- geription of breeds; animal production (including the raising of hogs, horses, sheep and neat cattle), veterinary science, brewing, and other industries immediately connected with agriculture; building materials and construction of buildings; agricultural imple- ments, book-keeping, farm management, agricultural law, law of exchange, national economy. While pupils of this course are not expected to perform manual labor, the farm is an essential means of illustration; the same purpose is served by the various gardens, experimental fields, orchards, dairy, lime and brick kilns, fish pool, turf cut- tings, and many other auxiliaries or * attributes ” of the school. Excursions are made to illustrate the instruction in botany, fruit culture, forestry, plant production and farm management. Beside the curriculum just described, there is a special course of one year in the theory and practice of brewing, with the needed accessory subjects. The chemistry of both beer and milk may be very thoroughly pursued in the technological chemical 1cboratory. Another advanced agricultural school is in the city of Munich itself. An experi- mental station was first established in connection with the Polytechnic School, with sufficient ground for experiments on soils and animals. Afterwards, an Agricultural Department was added to the school, with two years’ course of study. The require- ments for admission include two years more book study than to enter at Weihenste- phan, but no practical acquaintance with farm work is deemed necessary. The design is to afford more complete theoretical education in those sciences which underlie agri- culture, rather than to educate practical farmers or the managers of large estates. Full liberty is here given in the selection of studies, and the course may be made as broad or as specific as each student chooses. Being in the metropolis, he can listen to any selected courses of lectures in the Polytechnic School or University, and may doubtless also pursue sculpture or music in the art schools, if his tastes or purposes gchule” has made a careful study of By ProF. R. B. WARDER. 85 should 1 i i o ua les) Jim do so ! Ti6 special chemical laboratory for this department is fitted DD a PRol non including a hydraulic press calculated to exert a f ik A P . S, to express the essential oils or the juices of plants. Th hii ah Fp jus ae juice in vacuum, in order to avoid decomposing the inh -— A ja gl 2 a very essential for the oe rile nn » polariscope and microscope are al i oe here ae Nopuny 2 the theoretical side of met ee rome, PH mothieg erinary School, in the outskirts of Muni ah hod, 5 ts of Munich, has a three ? i hogs : course on horse-shoeing. Stables are attached for the A a ge ws % professors and other teachers. gotoliis THe e Bavarians recognize the importanc : : 17 e of forestry, and a speci Dy are i instruct and train those who aspire to enter Ba ae on any in TH ny 3 ea as holding equal rank with the owl iversity. at feature which its dignity i : } so marks its di i Jy Sv Ryo can be admitted except those who have > ly he pn to o Realgymnasium. A good degree of mental culture and discipli : being ian oe , one Winter is devoted to practical instruction in the ns years are spent in academic studies relatin . . t i 3 is probable that this school will soon be transferred to a ty city, and the period for theoretical instruction may be incr bi ol os eased to three or four The di h at Tuo) dhagean here given may serve as a recapitulation of the various kinds of schools gor od ] een considered. Each horizontal line represents a period of scho 1 lif Jes ues indicate the usual minimum age for a diligent student, assumin, t he Ine jie yan or other cause. In the Kindergarten, the People’s ge Se or im the instruction in agriculture is wholly SD re oo of developing the child's mind, and givi i ! : giving him genera. ion; as Spstance of agricultural knowledge is recognized in the oo 2 Ses So ve Ti inter Beans ud Eis Ganar Schools are usually older than ee oo liagram. e ‘“Gowerbeschulen,” Latin Sch : ’ ools, Real, i a. to represent the years of preparation required for a oud ghar % oa aral schools. It will be observed that a boy who has attended th Boas x § may pass through the ‘Gewerbeschule” into the course of - on M Gir Sane opin by the Central Agricultural School; while bay 1058 who wish to pursue the more theoretic 1 ’ i Sea, or fo saper the State service as directors of the SE Ses oliio Pulviatiale n regard to many details above described th i Jini ; : ( e writer has purposely avoid - Rg Judgg ant in as article. To know what is the best organization tor ode Rin So » 0 op er the national characteristics of the people as well as the social d pelifes Son on Te {eomathy, Lily and religion of a country all exert Sa : etermining what the national educati RG of this sketch is simply to poi y i sign i point out some leading feature f th i i state of five million inhabitants is doing i ¥e A ; g in one department of her educati Soms practi suggestions may also be found for the benefit of Ar duiad we on LoNR Sony The Report of the U. S. Commissioners of Education for 875 iin 9 : ous Sh in thirty-four different States, endowed by the srant. In about thirty-four of these schools the clai iculture aims of a, Sppeer so.) Beguine. The miss of organization, the equipment, and Ag ann : ese schools are the same; the widest difference 100 8 ma served in the standard for admission, the course or courses of study, the Jy 1 % This statement relates to the year 1875. Changes may already have been made. » « Fortbildungsschulen 's Schools » or Peopie «yolksschulen AGRICULTURAL Schools Sse" Field-Culture Schools. Winter ———————————————— EDUCATION IN BAVARIA. ”" Middle Ag'l School prep. | 8 years course. « Gewerbeschulen Latin Schools. ———————————————————— Polytecl N J nic > School icultural Dept. (Agricul i Forest School BY ProF. R. B. WARDER. n labor question, the discipline of the students, and the facilities for practical and theo- retical studies. It is a pleasure to believe that well qualified professors are earnestly engaged in imparting thorough scientific and practical education; yet it must be ad- mitted that those who strove to inaugurate this new era of industrial education have not yet realized their fond anticipations. In the first place, the few central schools that we have for farmers (about one to each State) fail to reach the masses. Many who could attend them think the way is too hard. The fact that tuition is free is compara- tively a small matter, when a young man’s labor is needed at home, or when he must be earning his own living, instead of paying for his board near a metropolis. Even when farmers’ institutes or lecture courses are held for a few weeks of the winter, it often happens that those for whose benefit they are intended show very little interest. Similar discouragements prevail in Bavaria, but strenuous efforts are made to over- come the habitual indifference of the laboring classes. The various agricultural schools, scattered throughout the kingdom, constitute a well organized system, de- signed to meet the needs and possibilities of each citizen; and even during the years of compulsory education some notions of the practical cultivation of plants are included in the course prescribed for boys. Now, cannot our State Commissioners of Schools, our County Superintendents, and the local School Trustees, unite in the encouragement of tree-planting and gardening in all the county school lots ? This would afford healthtul exercise both for teacher and children. If the former should be incapable of directing such work, some one else may be appointed to have charge of it till the teacher’s am- bition and sense of honor provoke him or her to take lessons of the best farmers. As a second step toward inculcating correct methods of farm management, cannot some of the county agricultural societies (with financial help from well disposed persons) organize Winter Schools in various centres where the cost of living is comparatively low? The arts of agriculture, the results of scientific study, should receive special at- tention. The real pursuit of the underlying sciences may be reserved for higher schools, as those endowed by the Act of 1862. In the former a fair common school edu- cation and practical acquaintance with farm work should be the chief requirements for admission. A small charge for incidentals or tuition may give the students a better appreciation of such a charity, but no earnest student should be debarred by the fees. The agricultural teacher of such a school must be thoroughly acquainted with the prin- ciples of his specialty, and with the peculiar needs of the district in which he resides. When spring calls the young men to return home, the teacher’s occupation is not gone, but only changed for equally arduous and important labors. He should be a kind of consulting agricultural engineer, giving his advice wherever sought; and by popular lectures, from place to place, he should strive to show how bad methods may be ex- changed for good ones, and good ones for better. Perhaps these Winter courses on farming could be given in connection with the High Schools of the smaller cities. The National Government has done much for the cause of industrial education; citizens of a free country should be ready to act as well as to think for themselves. If the suggestions just made are of any value, the two plans may first be inaugurated in a single school district or county, without waiting for the uncertain results of memo- rials and legislation. Many farmers’ sons who are planting and harvesting during the present season will be teaching school next winter. Some of these doubtless will be qualified for the difficult position that has just been described. Another difficulty under which our Agricultural Colleges are laboring, is the want of suitably prepared students for the highest studies in animal and plant physiology, in agricultural chemistry, and the various other branches upon which scientific agricul- ture must rest. Experimental stations should be maintained; and well disciplined minds, trained to the nicest distinctions of thought, and the most accurate quantitative determinations of matter and force, and the clearest conception of the essential and the 68 AGRICULTURAL EDUCATION IN BAVARIA. non-essential conditions of each problem, are needful, in order to direct and conduct agricultural investigations to the greatest profit of industry and science. The secret of the German's successful investigations in the natural laws which underlie practical husbandry, consists largely in the extended mental discipline of the German student before he begins his professional studies. The German system, as illustrated at Wei- henstephan and at Munich, has already been explained, and is represented in the dia- gram. Please observe that the gap between the common schools and the regular course at ‘Weihenstephan re t three years of book study and one of farm work, while even five years of mental training will not suffice to pass from the close of the common school course to the beginning of that in the Polytechnic School. For both of these schools, as well as that of forestry, training in ancient languages may be preferred or required from the age of nine to sixteen and eighteen years, because this, the German thinks, is specially adapted to develop the powers of thought. One exam- ple may be given to show how the importance of this feature has been overlooked by American educators. At the International Conference on Education, held in Philadelphia in 1876, a rep- resentative of one of the most successful of the schools established by Congressional endowment, used this expression: ** It is similar in its character to the Polytechnic University at Munich, in Bavaria, with the exception that it adds to it the course in literature—the ordinary college course.” * An examination of the last catalogue of _ this institution shows that boys who have successfully finished a common school course require only one year’s preliminary study to be admitted to the agricultural and other professional courses. A professional school would be more nearly on a par with that at Munich, if none were admitted to its lecture rooms till they had first completed the classical or scientific course of some good college 1 The students of such an insti- tution would be few. America is not yet ready for the German idea of the University or ‘High School,” with none but post-graduate students. Let us, however, be willing to admit this essential difference between our schools and those of some other countries; for this difference of mental calibre in the gtudent, this difference in his re- ceptive power, implies a corresponding difference in the choice of appropriate intellec- tual food, in the mode of its administration, and in the freedom of choice which may be safely accorded him. The whole subject is now left to the consideration of those interested in the future of American agriculture. Criticisms have been made, with no desire to depreciate the real merits of our own institutions, but rather with the wish to point out some weak points, in order to incite to more strenuous efforts. We need, on the one hand, to ex- tend the benefits of special information more widely among our millions of farmers, and, on the other hand, to cultivate those rich fields of research in agricultural science which require the most subtile powers of thought, the most accurate observations, and the most rigid logic; while the intermediate field of practical agricultural science, in all its branches, must not be neglected. How many of our Agricultural Colleges afford such a variety of technical lectures a8 the school at Weihenstephan, uniting the scien- tific methods with practical information on just what the director of a large farm needs to know. Only the pleasant duty now remains of expressing my Very sincere regards and heartfelt thanks to the many gentlemen in Bavaria and elsewhere who have aided me in these studies. Various professors have given their time, not only to show a stranger their laboratories and museums, and to explain their mode of instructing, but also to expound those fundamental principles and modifying influences which are familiar to me —— eed » See Report of the Conference, published by the U. S. Bureau of Education, p. 80. By PrOF. R. B. WARDER. 8 9 the German, b ut stra i tional or the hil o the foreigner. Many others, connected with th I Ibert sr) interests of Bavaria, have been equally e educa- parting information. n equally courteous and obliging The German, wit . truth from all par : re , with characteristic zeal i i : ed p ts of the world, is also liberal in imparting a) in his search for of his neighbors in other countries ing what he has gained for 8 §& Tl i : system is worthy of more attention than it has ivi philosophy of his educational 43D Ponennm.) HOUSE OF REPRESENTATIVES. { REPORT No. 57. 2d Session. A rT THE ~\ UNIVERSITY) AGRICULTURAL COLLEGE OF A N4LIFORY > —— Sonia I JANUARY 13, 1875.—Recommitted to the Committee on Education and Labor and ordered to be printed. Mr. MONROE, from the Committee on Education and Labor, submit- ted the following REPORT: The Committee on Education and Labor, who were instructed by a resolution of the House of Representatives, passed February 2, 1874, *¢ to inquire into the condition and management of the agricultural and other colleges which have received grants from the United States under the act of July 2, 1862,” beg leave to submit the Sfollowing report : “ With only such delay as was necessary to prepare a thorough schedule of inquiries, the committee sent the following circular to the presidents of all colleges of the class contemplated, and to the governor of the State in those States where such colleges had not yet been organized : WASHINGTON, D. C., February 18, 1874. To 4 Sir: On the second of the present month the House of Representatives unanimously adopted the following resolution : “Resolved, That the Committee on Education and Labor is hereby instructed to in- quire into the condition and management of the agricultural and other colleges which have received grants from the United States, under the act of July 2, 1862, and the acts in addition thereto; also to inquire in regard to the investment and security of the funds of these institutions, and whether their management is in accordance with the Constitution and laws of the United States and the co itions of the aforesaid grants.” In the discharge of the duty thus imposed upon thé committee, we respectfully ad- dress to you the accompanying inquiries, and shall hope to receive your reply as promptly as your convenience and the preparation of the necessary information will permit. These inquiries are addressed to you in no unfriendly spirit, but in the hope and belief that the large majority of the institutions contemplated by them have been hon- estly managed, and a large portion of them both honestly and wisely. We trust that the replies received will be so full, thorou h, and candid as to prevent the necessity of any further measures to obtain the desired information. This letter and the accompanying schedules will be forwarded, not only to institu- tions organized under the act of July 2, 1862, but to others of similar character and object, in the belief that the officers of the latter class will take pleasure in replying to such of the inquiries as are pertinent to their circumstances, and thus furnish the means of an instructive comparison. Yours, respectfully, JAMES MONROE, Chairman of the Committee on Education and Labor. The schedule of inquiries is affixed to this report as Appendix A. _ After the lapse of a few weeks duplicate copies of the circular and the inquiries were forwarded to those States from which no answers had been received, and this duty was subsequently performed again and again, with the further stimulus of private letters in case of the few who still failed to respond. ee 2 AGRICULTURAL COLLEGES. The committee take pleasure in stating that a majority of the colleges replied with commendable promptness, having addressed themselves at once to the somewhat laborious and troublesome work of compiling the necessary information. In some casesa most praiseworthy interest was exhibited, and a desire ghown not only to furnish the facts sought for, but to aid the committee by valuable suggestions as to the best method of accomplishing their object. To President White, of Cornell Univer- sity, and President Thompson, of the Free Institute of Worcester, Mass., a school of high character, although not one of those endowed by grant from the Government, the committee are especially indebted for contri- butions which enabled them to make the inquiries more complete and exhaustive than they could otherwise have been. Of those who delayed, most forwarded satisfactory explanations, such as the absence of an indispensable officer, or the necessity of awaiting the action and approval of a board of trustees. A few declined to fur- nish the required statement, on the ground of the trouble it would occa- sion, and referred us to pamphlets, documents, and newspapers for any facts which we might wish to obtain. Most of even these, however, finally so far overcame their reluctance as to furnish some account of their management. Ab the close of the last session of Congress, there were still some States from which we had not heard, and even now we are compelled to report that there are two States from which, after the most persistent efforts, we have failed to obtain replies. These States are Florida and Kansas. As a general thing, the committee have no reason to suspect the pres- ent officers of the institutions which are the subject of inquiry of a dis- position to withhold any information in regard to these schools which is accessible to them; and any incompleteness which may appear in their statements, especially in regard to the earlier financial management, is at they assumed their present du- and have no personal knowledge of the methods e enterprise. An effort has supplement the reports of rived commonly attributable to the fact th ties at a later period, and agencies employed at the inception of th been made, with a fair degree of success, to these officers, where they have been deficient, with information de from other sources. All the facts of most interest in the large mass of replies received have been carefully collected, classified, and embodied in a series of tables which are submitted herewith as Appendix B. They probably furnish as complete information in regard to the history, management, hanic arts, as and progress of the colleges of agriculture and the mec can be obtained by the means employed. The House, at the last ses- sion, rejected a resolution to appoint a special committee to investigate the condition of these colleges, thereby expressing a preference, as Was understood at the time, for the simplest and most inexpensive method of conducting the inquiry. When the duty of investigation was subse- quently laid upon this committee, out of respect for what they believed to be the feeling of the House, and remembering that these institutions are distributed through all the States of the Union, at distances of thou- sands of miles, they refrained from asking for power to send for persons .and papers or to visit by a sub-committee so large a number of colleges so widely scattered. With such power they could, no doubt, have made this report much more complete. Without it they have been content tO make as full a presentation of the facts as the means at their comman would permit, leaving it to the House to decide whether any further measures shou 1d be taken to continue the investigation. The committee have not been without temptation to enter upon cer: AGRICULTURAL COLLEGES. 3 tain broad and i ing fi { ¢ interesting fields of i iry i ; ng W Ss g hela: nqairy. Questions like t Ig WeTosuToniol at the very outset: What are the by ho tions or to the education of the people? What are its ny De a 0 scientific and technical education—such as is offi : a a L Sasol agroniinsg aw) Je mechanic arts! Does the ey St s come within the proper and ¢ itutiol Nationa proper and constitutional sphe i In other words, should schools of he he es 2 ion of the whole body of the people? If this questi > ideal for Dkr i the inquiry then arises, What is the oo What should be the A What systems should be adopted ? How ‘ xtent and variety of the instruction ished ? Le le on oo the material appliances? How ea) i Ses 9 ould solloges of this kind be made? The li sed a ibjects has been somewh: sugces s favori 1: . ‘en somewhat streng i fe org Jah discussion, from sources HA 2 itn 0% 3 b » Sain, the committee were of the opinion that ? g J er course would be to confi i i : strictly t Ciro e to confine the invest i Sax 10410 alijeers contemplated by the resolution under which on a ow the bounty of the Government has been man a In ei S Joy e been obtained from it gees ance o is Se rach top) i are of strictest aus» in fies Will He istaasd tions of : 3 ceand most genera interest. The diff subject, I a ny, the details of other i or ho ) 1 AVON On 4 . tile, without interest, are of secondary impor- THE SALE OF LANDS AND LAND SCRIP. * In table II, of Appendix B, wi — bie 71 , will be found the aver i i, 4 Wich mosh of the States sold the lands or hin oo 4 nen hem by tie Covenant, In examining this, one of the first thin br eniion is the great diversity in the sums received oe flac 18 pet y we ; e exceptionally low price for which the State of RI 3 S Sarin, to $5.62 per acre, the amount received for postion of ity. an 2 y Minnesota. This remarkable inequality h : beeh tiooe elon of much comment and of some unfriendly adi Jehias eeit Stal 1at such wide differences must have been du J Tagen oi band dishonesty. We have been asked why, of BiE0 1 he say s Souniy, both having public lands to sell one should hi i -tenth or one-twelfth of the sum paid to the oth 3 hom a gemens existed in some cases is not improbable There BAY Sn New on cases of dishonesty—although evidence of this NU5 0} buen Ju efore the committee. But a little reflection will co : Vines uss i bs nol necessary to have recourse to these, in order to o> ony b vy iy rge part, at least, for the differences "which existed, Figls wore of 2 causes, unavoidable, no doubt, which placed som > Sy J Sak 4 i vantage as compared with others in regard to the TROY wr SMowment, and which should go far toward hers wy $ y have arisen from their poor success in effecting A : : lowing a He States in the table which have received notice 8 No pric 3 for t eir lands : Minnesota, $5.62 per acre ; California, 4) Mid 10, $0005, Towa, $2.27; Missouri, $1.84; Wisconsin, $1 2, bh ig of this exceptional good fortune is at hand. The law I a ll Ss wi imi provides that no State shall be allowed to yi ly Saino i a i sy 2 AGRICULTURAL COLLEGES. The committee take pleasure in stating that a majority of the colleges replied with commendable prompiness, having addressed themselves at once to the somewhat laborious and troublesome work of compiling the necessary information. In some cases a most praiseworthy interest was exhibited, and a desire shown not only to furnish the facts sought for, by valuable suggestions as to the best method of accomplishing their object. To President White, of Cornell Univer- sity, and President Thompson, of the ree Institute of Worcester, Mass, a school of high character, although not one of those endowed by grant from the Government, the committee are especially indebted for contri- butions which enabled them to make the inquiries more complete and exhaustive than they could otherwise have been. Of those who delayed, most forwarded satisfactory explanations, such as the absence of an indispensable officer, or the necessity of awaiting the action and approval of a board of trustees. A few declined to fur- nish the required statement, on the ground of the trouble it would occa- sion, and referred us to pamphlets, documents, and newspapers for any facts which we might wish to obtain. Most of even these, however, finally so far overcame their reluctance as to furnish some account of their management. Afb the close of the last session of Congress, there not heard, and even now we were still some States from which we had are compelled to report that there are two States from which, after the most persistent efforts, we have failed to obtain replies. These States are Florida and Kansas. As a general thing, the committee have no reason to suspect the pres- ent officers of the institutions which are the subject of inquiry of a dis- 1 100ls which is accessible to them; an statements, especially commonly attributable to the fact that they assumed their present du- ties at a later period, and have no personal knowledge of the methods and agencies employed at the inception of the enterprise. An effort has been made, with a fair degree of success, to supplement the reports of these officers, where they have been deficient, with information derived from other sources. All the facts of most interest in the large mass of replies received have been carefully collected, classified, and embodied in a series of tables which are submitted herewith as Appendix B. They probably furnish as complete information in regard to the history, management, and progress of the colleges of agriculture and the mechanic arts, as can be obtained by the means employed. The House, at the last ses- sion, rejected a resolution to appoint a special committee to investigate the condition of these colleges, thereby expressing a preference, as Was understood at the time, for the simplest and most inexpensive method of condacting the inquiry. When the duty of investigation was subse- quently laid upon this committee, out of respect for what they believed to be the feeling of the House, and remembering that these institutions are distributed through all the States of the Union, at distances of thou- sands of miles, they refrained from asking for power to send for persons .and papers or to visit by a sub-committee so large a number of colleges ‘so widely scattered. With such power they could, no doubt, have made this report much more complete. Without it they have been content to make as full a presentation of the facts as the means at their comman would permit, leaving it to the House to decide whether any further 1d be taken to continue the investigation. measures shou The committee have not been without temptation to enter upon cer- but to aid the committee Josition to withhold any information in regard to these scl d any incompleteness which may appear 1m their in regard to the earlier financial management, 18 AGRICULTURAL COLLEGES. 3 tain broad and int i ] ! eresting fields of inquiry . ' ing w a g § quiry. Questions like t I low at the very ontset: What are the a as tions especiall Hes to the education of the people? What are its or DE a o scientific and technical education—such as is offer a Bh Sesof ageing and the mechanic arts! Does the a Noto 2801s come Sui the proper and constitutional sphere of one eredl] of Spon L In other words, should schools of this class b a Lo i ion o the whole body of the people ? If this vest > I ior a 13 Snative, the inquiry then arises, What is The —. What should be the ON What systems should be adopted 1 How : . xtent and variety of the instruction ished ? Tey ale om hig the material appliances? How A et to des pei 3 d Jollee of this kind be made? The rm SL CEA hs Ls 0 subjects has been somewhat strengthened b 1 ro, Rus ee ng nh discussion, from sources entitled to high ro the wiser ah d an the committee were of the opinion og s ; « , per course would be oni : . ¥ strictly t io kpaire ye to confine the investigati ac Wl lolol Sonienipinned by the resolution under on ion y ounty of the Government has SHWliar soviits have been obtained from it t has been managed, an i 3 ® at pursuance of this purpose, ouly such topics will be di are of strictest pertinence and most gener ul We , The 3 assed tions of the appendix will furnish th val interest, The different will furnish the detai ns por- subice : 1sh the details of other branches : Wiyeet, which, though not without interest, are of sec es of the tance. , are of secondary impor- THE SALE OF LANDS AND LAND SCRIP. * In table II, of Appendix B, wi - ih ndix B, ill be found the aver i ik oe hich lost of the States sold the lands or ool i d fhe yy the Goverment, In examining this, one of the first thing TE ention is the great diversity in the sums received, f a $ave {s po ! er the exceptionally low price for which the State of hous Manas, Js scrip, to $5.62 per acre, the amount received fi ; ostion of jis an 2 by Minnesota. This remarkable inequalit a bedu the 00 saan of ean comment and of some unfriendly ps Mig mismanagement ah iN A ogi 3 Signy S y. ‘e have been asked Bites nyt Sug country, both having public lands to an Shoald So Aonly one- enth or one-twelfth of the sum paid to the the 4 Doe 4 hageney; existed in some cases is not improbable “Ther ; Way yen have Je cases of dishonesty—although evidence of this hos ob been lau efore the committee. But a little reflection will ¢ Yios uss a ji uot necessary to have recourse to these, in order oo So b wy iy arge part, at least, for the differences "which ia, Shots Wels 48 op caused, unavoidable, no doubt, which placed i > Sinisa Je I vantage as compared with others, in regard to the Taney ut r Sndownen, and which should go far toward ine ys y have arisen from their poor success in effecting T : ; Tn ering a the States in the table which have received noti 85. Mi Bp their lands : Minnesota, $5.62 per acre; California, SEL Yuan, ais, Towa, $2.27; Missouri, $1.84 ; Wisconsin, $1 55, ar ig > this exceptional good fortune is at hand. The law 5 du | 4 Beh conformity to that Federal policy which preclude Tne State feo eing the owner of lands within the limits of anoth S at no State shall be allowed to locate the lands bo so 4 AGRICULTURAL COLLEGES. under the grant in any other State or in any Territory, althou gh its as- signees May thus locate it. It also declares that where there are public lands in a State, subject to sale at private entry at one dollar and twenty-five cents per acre, the quantity to which such State is entitled «hall be selected from such lands within the limits of the State. It is hardly necessary to add, that the States which have been named all be- long to the class that had suitable public lands within their own limits, and hence could locate the grant from the United States upon their own soil. This gave them a great advantage over States which had not this privilege. Being allowed to locate lands themselves, and in their own midst, they could select the most desirable tracts and hold them for a rise in value ; could await opportunities and watch the currents of im- migration, which set strongly into those States; could create and utilize a favorable public sentiment, and lease lands for a term of years or sell upon long time, with, perhaps, in some cases, exemption from taxation as an additional inducement to the purchaser. It should be added that «till further privileges in locatinglands were conferred upon some States of this class—especially upon California and Nevada. When we contrast the favorable position occupied by these States with that of those which, under the law, could only receive land-serip from the Government, which could not locate their lands themselves and must sell them to others on such terms as would allow a handsome profit to the middle- men who bought them, we have no difficulty mn understanding why the States of which I have spoken received so much better prices for their lands than other States of the Union. : hy As regards the States which received only land-scrip, the price for which this was sold ran ged from 413 cents per acre in the case of Rhode Between these ex-- Jand to 95 cents per acre in the case of Virginia. Bo two States Ped for 50 cents; seven for prices between 50 cents and 60 cents ; one for 60 cents; three for prices between 60 cents and 70 cents; two for prices between 70 cents and 80 cents; three for prices be- tween 80 cents and 90 cents; four for 90 cents; and two tor prices between 90 cents and $1. Here the relative time of sale was the ques- tion of importance. It will be found, as a general rule, that the States which sold their serip in the later period got better prices than those which sold earlier. Those States which first put their scrip upon the market not only felt the disadvantage of all the restrictions upon the location of lands imposed by the act of July 2, 1862, and that of July 27, 1868, but, as their scrip was placed in the hands of brokers who were competitors for the favor of the public, the result was that the market was overstocked, and prices were kept unreasonably low. Ata later period, and largely throu gh the energetic management of one of the ablest men and truest friends of education which this generation has produced—the late Ezra Cornell, of Ithaca, N. Y.—the sale of scrip was brought under the control of a single system of agencies, characterized by unity, method, prudence, and sagacity. The value of the scrip i thus enhanced, and hundreds of thousands of dollars were saved for the education of the people. By the act of July 1,187 0, existing restrictions were greatly modified, and pre-emptors were allowed to use this Serp at its full nominal value in paying for their claims. At a later period, ander a decision of the Secretary of the Interior, the same principle was applied to homesteads, and the holders of these were allowed to com- ith land- . All the States which have sold their scrip since mute with land-serip Bic pdii whioh 1870 have felt the benefit of these changes in the incre btained. We are thus enabled to answer the question times been asked, why the Southern States generally got AGRICULTURAL COLLEGES. H Desay prices for their scrip than the Northern? The Southern States J nop receive their scrip until some time after the close of the war he Joly bona Piya hes negotiations for sale to a time when vanced. ith the single exception of Dela: States which received the larges * Wop hich gest sums for their scrip, were, in i Siler) Ving, hus, Alls, Georgia, Mississippi, SoD those as, isiana. n the whole, while unjustifiable transac ions pera occurred in a few cases in connection with the sale of gy serip, 3 e committee are of the opinion that the causes above set forth a ons for Bins of the unfortunate sales which took 'e. aper relating to the subject here discussed has been inf mally furnished to the committee from the General Land-Office od py be found affixed to their report as Appendix C. A INVESTMENT OF THE PROCEEDS OF THE SALE OF LANDS AND LAND- SCRIP. The committee were instructed by the House ¢ to i ire i fo he ivestmen ind Seo of the funds” of hy a his. sity a chanic arts, “and whethe i anager is i ie With he conditions” I ry a Fotos Bn ) e act under w rich grants of land were made to the State boness of fe Hodlares boy i moneys derived i -SCr shall be invested in stocks of the Unit ate Snat (he S go Sons Shier sus Hooks Yielding not less Mite Nu ery} 1 the par value of said stoc ks.” It further enjoi 8 eat] of this fund ‘shall remain forever toy ne 4 Ci be rion SphYapiaid ” to the proposed object. It also pro- ides | » portion of this fund, or the interest thereon, shall b diminished or lost, it shall be replaced by the St WI shall remain forever undiminished, oy th oo Joss he cna regularly applied, without diminution, to EAB bs It is plain that the great object of this act, so far as investments are concerned, is security. Much latitude is allowed in regard to the kind Ofssonkesy Wh A may be made, subject only to the condi t ; ey shall be safe. The law is col i : Mserest, but the State which accepts the A sor 4 ie Dane derived from i ul be 5 placed that every dollar of principal : : when it is wanted. iti ( 2 part of the contract between the National i lee ro on and the State, in accepting a trust so delicate and so sacred, for the edu. cation of its people, must aim, first of all, at an investment of the fund s sound and judicious that it cannot reasonably be questioned Neither carelessness, nor prejudice, nor personal interest, nor even State ride must tempt its agents to take the risk of doubtful securities These TogmireiBante of law are not oppressive. It cannot be urged as an apol- 0g for poor investments, that good ones cannot be made. In a country whose five per cent. bonds are freely bought at par in all great commer- cial capitals of the world, and where there are many States whose bonds Je eagerly sought on both sides of the Atlantic, certainly no reason can e found in our financial condition to account for the president of an agricultural college complaining that the interest of his fund remains nl, or that the principal is diminished, or endangered, or lost. wi lige ass % interesting facts in regard to the investment of the funds Joss is x rom the land-grant may be found under appropriate heads 1 the tables of Appendix B, especially in table II. The informa- urnished in many of the reports, in regard to investments, is defec- 6 AGRICULTURAL COLLEGES. ate at which the different kinds of stock Jota bought. This, however, has generally been ascertained by: Sowpar gon and inference, on examination of other portions of the report. ¢ i i mand cases it has been impossible to determine, by the means at com , ‘hat terms investments were made. e : ; bi bh the committee the truest satisfaction to be able to report § is et believe, 1 i : jori ates, there is no reason to ' in a large majority of the States, ne : : Phot id ok which has come into their possession, that there has Ww J ; i T nited been any serious mismanagement of the jana Sorsivo fiom fie y »n invested In a , and, States. It appears to have been 1 DO nt in a judici er. Errors of judgment may A erally, in a judicious manh : judgment Bay lav DoShtl ob i i einal has remained undiminished, ( S mitted, but the principal ha go 3k ; pai devoted to the work of 1 ‘ has been promptly paid and ‘work of Xr in result is ratifying to the friends of education, 18 Gi Haine which accepted the trust, and reflects credit upon the Govern stowed it. ; Re thay Dr the committee would very huperfeciiy Giselns ge Sho wi ite 2 i ion to her class of States, smalle T, did not call attention to anot ) OR i i wvidence has been laid before us ot ira ON: which, although no ev idence oR A tr: i inves made is such, as regards Se Ys corruption, the inv estment sucl a ao 3 ot for criticism. These States gt! more or less, a proper subject for cr hes i changed the educational fund for State Donde Woe ' 9 inves un vhich i safest i ates where sett which is among the safest in Stat tiled or Paula, cial principles are established, but which may prove to iy Ske ng the most hazardous in communities passing through the conc us as reconstruction. Rt Alabama received $216,000 from the sale of land-scrip. f 3 aring interest at ei er This was invested in bonds of the State bearing interest a San per cent. The bonds were purchased at about 89 pep ent y Yi ns Jar value which makes the investment Soli HOmIDALIE Sof a 4 a ighes i i 5 recently bee ‘ered in the 2 iohest price which has recently been ole New Yt nar na re eights is 50 per cent. It may not be gol SULA iste 3S insis his as the true measu ¢ y of depression to insist upon this ure lak lleyiare § p 3 ould make their present Ci orth. If we were to do so, 1t wou : presen iH 500, or about 58 percent. of the money which was Jd for hon oy should be added, however, that interest upon the full ano years to have been paid. : bolls apps invested the larger part of its fund, $121,500, jn hignds of the county of Washington and town of Toyaneniic, Ta ba iby : .cent.. bear interest at dS per celit., ) bought at about 93 per cent., bear in furnare sal i is 8 terest has been paid. in amount. It is stated that the in A SOOM} inf ion i ar resent value of these bonds, ve no information In regard to the pre: i ds, bu 2 So recently received from the energetic president of the Arkansas 1) : dustrial University would seem to indicate that the disturbed co the State has impaired the resources of that institution. Of the fund received by the HS os Goongias : 52A00 has een vs i State at par. J vested in 7 and 8 per cent. bonds of the State he hastens apy i i + have been worth of laie in the m these is reported as paid. They have bee Tlhyg big goini : York from 85 to 92 per cent. of their par v po malic Oe of the principal than has occurred in several other States, i ar a hopeful indication for the future. : wl 139 in billet $182,630 from fle gan o ig Soreunets, Thr with acerned interest was invested in State one S$ 0 ay by a nominal value of $327,000. This apparently large en ? : : dh A ti dowment was reported to the committee with many expressions of sat tive in not giving the r Examples will now be offered in illustration of AGRICULTURAL COLLEGES. 7 faction; and it would no doubt have afforded evidence of very able financial management, had the investment been a safe one. But the largest offer that has recently been made in the stock-market for any Louisiana bond is 26 per cent. of its par value, and no one would under- take to-day to guarantee that it will continue to be worth even that. The swollen nominal value of the fund is not worth one-half the amount which it cost in money. These facts are stated in no spirit of criticism upon the people of a great State struggling at the present moment under so many difficulties, but the people of Louisiana as well as the people of the United States have a right to complain that so insecure a mode of investment was provided for a fund consecrated to the much- needed work of education. In Mississippi the fund derived from the land-grant has been mostly invested in 8 per cent. State bonds, at about 83 per cent. of the par value, on which the interest has been paid. The present cash value of these bonds has not been ascertained, but as the debt of the State is small, there is reason to believe that its bonds may not further depre- ciate in value. The report from the agricultural college of Tennessee is not quite clear upon some points connected with its endowments, but it would appear that the money received by that State from the sale of scrip, amounting to $271,875, has been invested in 6 per cent. State bonds, at “the rate of about 68 per cent. of their par value. This makes the total investment $396,000 in bonds. These bonds, according to the latest financial reports, seem fairly to have maintained their value; and as they were purchased at a large discount, the investment is probably a safe one. Some discouraging facts, however, in regard to the payment of interest, are found in the report of the accomplished president of the college. He says: “The State has failed to pay, [in money,] except a comparatively small amount of the interest due upon the agricultural college national fund. The State treasury warrants have therefore had to be sold at a discount, in order to carry on the college. The aggre- gate loss from this cause, to date, is $10,065.29, and the State, by its contract with the United States, should make it good. It is hoped and believed that, upon a proper presentation of the subject of these losses to the attention of the legislature, the State will make due re-imburse- ment to the national fund.” The committee take pleasure in adding that it has recently been reported in financial circles that the State of Tennessee will now discontinue the practice of meeting its obligations with treasury warrants. Should this happily prove to be the case the embarrassments of the agricultural college will be greatly relieved. If the State of Virginia is liable to criticism for investing its fund in stocks of a fluctuating value, it should receive credit for the care it has. taken not to permit the interests of education to suffer from this fact. The endowment of its two colleges is represented by $516,468 in 6 per cent. State bonds. These were purchased for $271,875 in cash, at about 55 per cent. of their par value. They do not appear to have greatly depreciated in value since the investment was made. The general assembly has provided for paying the full interest of six per cent. semi- annually on the par value of the bonds, although not always able to. pay its other creditors. This isa bopeful angury. A State so thoughtful: of the highest interests of its people, in the midst of embarrassments, is. not likely to allow its educational endowments to be seriously impaired. It is but justice to the States which have thus far been named, to. remember that although the safety of the fund is more or less endan- gered by the mode of investment, yet there is a ‘strong public sentiment AN SET REE eT 8 AGRICULTURAL COLLEGES. in them all in favor of making good by legislative action any loss of ‘heipal or interest which may occur. : ; Dr Dation is next called to a class of States, happily few I namhesy in which the contract with the Government has been grossly viola : its bounty almost wholly wasted. ; Br tina a fund of $125,000 was invested in 260 State bonds nominally of $1,000 each. The largest portion of them were : sp 4 tax bonds.” They are now substantially ladles 0 fo ww SI: y heen Teg: sh at the time they ght. to have been regarded as worth muc EE i ici ¢ hole amount, not one dollar 0 It is sufficient to say that, of the whol " Ban incip: i :« now available for the purposes 0 education. principal or interest is nov a he Aaoatan, we A report which has been forwarded to : Yoh] oe of North Carolina, after Sati) g thy fe pane yi Jouehy ol posi i ank : «In 130 ¢ ‘as deposited in a northern bank, adds: th Hoar . received the amount thus deposited by the for mer Yas; nd invested it in State bonds. These bonds were S001 made valueless, a 1 In ”» income has been derived therefrom. : a ; PO tr report, received from the saperintenfiont of A i in reply y sti ‘hether the conditions oO tion, in reply to the question Ww th Of Se J ane i ras made have fulfilled, thus mildly descri which the grant was made have been d, ( ; ae i i « was disposed of : « We think that none auner in which the money was dispose Lihaine A onditions have been performed, for the reason that a mistake was made by the trustees when they invested the proceeds of the land-scrip «C . - y : Thich ar available for the pur- i wrth Ot : ate bonds, which are now unavar on) in North Carolina St ; ‘Agricultural an d Mechanical pose of raising revenue to support the 1 vr ollege. 3) 8 The committee have not the means at hand of deterpinng tho Svar of individuals in the responsibility for this disereditab lo ii han. Nor is it essential to t ay wh 2 J > ue, Hons N hese persons are responsi’ ] rth & 8 ye Pee were. The State 1s responsible 0 the SO rr I The S is th arty to us in the contract v The State is the only party known to us Aer Which rey ac aot which it has utterly failed to p- grant was convey ed—a contract w terly a1 o esp Bl he management of this trust in South Ganglia) hsbansgbils 2p si ¢ ceived from the sale of land-SCrip, ),500, rehensible. The amount receiv L-serip, 300, was reported invested in 6 per cout, State hounds, o $e 2 i pore ‘ thei PV aki minal aggregate o ,300, of their par value, making a no 18g SB eo rhatev as received. The history 0 no revenue whatever has been re story of given more fully by the secretary of Se Aulus College, abit ; ¢ scrip was sent to the the ancial a 1 He says: “The land-scrip was sel 5 : o State 0 H. Kimpton, No.9 Nassau shoot, Now Yori, by i “whom i Coen 2ead by the State. Said implo s having to whom it was intrusted DY t Da oT an 1i ¢ St nd reports investing the amout of sold it as above stated, and repo gp the amanai of salt Ba 3 ] j 68 cents, making in ail bonus g bonds at a cost of from 67 to " Hd 3 i p ever returned said bonds to ate, to $191,800. Kimpton has n J honds (0 he st hy reports s havi en hypothecated on State reports them as having be : me doseiu Rew Let 3 ake any payments to the Trusvers he State has neglected to ma y pay usher he ac College, except an applopriaiio] ko pay ney ear S Inpro : i S . 26 836 has been paid to this date. : on said bonds. But only $6,33 this iw judge of success by the amount of means W You can judge of our SGCCess : nr n farnis : anxious that something sho do ave been furnished. We are a it somet! gous i cause our legislature to take prompt action 1 rightly appropriating his trust-fund.” cal : In the States of Nebraska, Nevada, and Oregon, the bands gra u by the United States have not yet been sold, and consequently vestments have yet been made. AGRICULTURAL COLLEGES. 9 From the States of Florida and Kansas the committee have not been able to obtain replies to their inquiries in regard to the investment of money received from the sale of lands. FINANCIAL MANAGEMENT. In Table IV of Appendix B, will be found condensed the replies re- ceived from the agricultural colleges to certain questions relating to their financial management. These replies must be regarded as, on the whole, very satisfactory. Officersof the State,who are held accountable for the proper discharge of all their duties by stringent legislation, are, in some cases, ex-officio treasurers of the colleges. Where this is not the case and there is money to be disbursed, the treasurer, it would appear, is required to give bonds in amounts suitable to the responsibility which he assumes. In a portion of the States other restrictions and safeguards are also provided. The wholesome rule, not to lend the money of the college to its own officers, has been observed, almost without exception. Only one case is reported, and that for a small amount already in process of repayment. The reply from Rutgers College, without speaking definitely upon this point, states ‘that the funds of the college are only loaned on security of a first mortgage on real estate, judged by a committee of trustees to be worth twice the sum loaned.” No funds are reported lost from the moneys received from the national land-grant, except insignificant sums in two or three cases. It must be added, however, that no attempt is made to report in this connection the amount lost to the colleges from diminution of the principal or of the interest paid thereon, in consequence of injudicious investments. The losses from this source, if accurately ascertained, would no doubt make a large aggregate. The colleges are generally free from debt. Such debts as exist are commonly for small amounts, and are all for legitimate objects, and in the way of early liquidation. There is nothing in this respect to pro- duce anxiety among the friends of education. The system thus far pursued, upon all the points named under this head, indicates both sound feeling and practice in the present managers of the colleges, and is one of the best guarantees of future prosperity. EDUCATIONAL RESULTS. The committee have received a considerable amount of statistics from the colleges of agriculture and mechanic arts in regard to the edu- cational appliances and progress of these institutions. These statistics will be found mostly embodied in the tables appended to this report, and ave of great interest. The value of these returns is somewhat im- paired by the fact that sufficient care has not always been taken to dis- tinguish between results achieved by older institutions, of which the colleges endowed by the land-grant now form a department, and results obtained by those colleges themselves. But it would be difficult to make these statistics, however interesting in themselves, or however complete they might be, the basis of any positive generalizations as to the place which the colleges are to fill in the great work of education in the United States, on account of the very limited time and space which they cover. These institutions may be described, in general, as being in a state of formation. In a few States no provision has yet been made for the establishment of colleges. In several other States, although the necessary legislation has been enacted, no progress has yet been made with organization. In a larger number organization has but recently been effected, and only six institutions are reported as having 10 AGRICULTURAL COLLEGES. been commenced prior to 1865. It is evident that we have not sufficient data for the proper discussion of the topics which at once suggest them- selves to the thoughtful inquirer, even were they all legitimate fields of investigation in the present report. Are these colleges so in harmony with the spirit of our institutions and the genius of our people that the popular interest will gather about them, and that they will become great centers of enlightenment; Or are the great educational forces to exert themselves rather from schools not established directly by the Govern- ment? Which will be most successful, those colleges which are attached to other institutions, or those which have independent charters? Are schools of this kind better suited to some sections of the Union than to others, and hence more likely to take root and prosper in these than in sections less congenial } It is too early to obtain intelligent answers to these questions from the imperfect information furnished us. Indeed, many of the colleges very properly ask for a delay of judgment in regard to the amount and quality of their work until time has given them fur- ther opportunities. It is due, however, to this whole class of institu- tions to say, that there is nothing in the results thus far attained that can be called discouraging. In several of the States the failure or delay is fairly chargeable to social disorders which, it is hoped, will prove to be temporary. The delays and mistakes elsewhere are probably only such as are incident to human nature enga ged in a new enterprise. 1t may be doubted whether the colleges of agriculture and the mechanic arts have had more than their fair average share of blunders, of which every department of activity furnishes its proportion. A considerable pumber of the colleges have done work which requires no apology, and a few of those earliest organized have already found time to take high rank among the institutions of the land. The number of students in attendance upon these schools is already between three and four thousand, and they have furnished more than 1,600 graduates to the active occupations of life. They are generally gathering about them- selves material appliances in the form of farms, stock, workshops, ma- chinery, books, and apparatus. More than two hundred teachers are engaged in the work of instruction. There is evidence of an honest purpose to make the stadies pursued such in variety, in extent, and in value as shall meet the requirements of the law to which they are indebted for their endowment. Studies connected with agriculture and the mechanic arts are made prominent if not paramount, and there is reason to believe that by this means the taste for these branches of knowledge has been considerably increased in the whole community. It must be added, that the reports sent trom these colleges reveal, in many cases, a certain fresh interest, a spirit of youth, a new enthusi- asm, which, when intelligent and enduring, is one of the best prophecies of success. Strong evidence is afforded of the power of these iustitu- tions to establish sympathetic relations between themselves and the communities in which they are placed, in the fact that they have already received in appropriations from States aud in donations from TOWNS, counties, and private individuals, an amount almost equal in the aggre: gate to the whole bounty of the Government. MISCELLANEOUS. Among the inquiries addressed to the colleges is one in regard to the average cost of educating a pupil—that is, the average cost of instruc- tion, as distinct from other expenses. The replies vary from $40, in the case of Kentucky, to $293.28, in the case of Pennsylvania. The AGRICULTURAL COLLEGES. 11 average of all the sums reported is about 8118.42. iti ils belonging to the State is commonly either % or at a Jolin 1s pn To the question whether persons of color are admitted twenty-nine colleges have forwarded replies. Of these, fifteen report that such stu- dents would be admitted ; nine, that none have applied; two that they would not be admitted, because provision has been made for them else- where; two, that no rule prevents their admission; and one, that term of Sisson have not yet been settled. ; ; FTCA interest has been expressed among the peo le in reg: OepaiInS followed by the students of these di a Te them. The committee, therefore, addressed an inquiry upon this point to all the colleges. Some of them did not reply; others overlooked the real meaning of the question; but from several came answers of much interest. The replies to this inquiry are subjoined in table IX, of Ap- pendix B. It will be found that the graduates and other students of fie AHP and oars colleges are doing their fair share of , useful and responsible work c y i e interests nd a iy e work connected with the interests of labor Two industrial schools of high order, not endowed by tl i land-grant, the Worcester County Free Institute and Eo Oollegike sl Polytechnic Institute, have forwarded reports to the a th ithe, me statistics taken from {hose are added to the tables : aring the month of December, supplementary letters wer ive from several colleges, giving io facts aio vt gress of their work during the past year. Whatever in these is of gen- oral ierosh has been affixed to this report as Appendix D. ® 'h committee recommend the adoption of the following resolution: gabe, That the Attorney-General be requested to report A Toase what measures, if any, should be taken by the United States to secure from any State the fulfillment of its contract to preserve undi- minished the principal of the fund derived from the grant of land made by the United States for the support of colleges of acriculture and the mechanic arts, and whether, in his judgment, the provisions of existing law are sufficient to afford a remedy in the premises. : » JAMES MUNROE. GEO. F. HOAR. C. B. DARRALL. MOSES W. FIELD. PHILIP S. CROOKE. A. S. McDILL. JAMES T. RAPIER. J. B. STORM. THOMAS WHITEHEAD. J. M. GLOVER. L. CASS CARPENTER. APPENDIX A. INQUIRIES RESPECTING COLLEGES OF AGRICULTURE AND THE ME- CHANIC ARTS ESTABLISHED UNDER THE ACT OF CONGRESS OF JULY 2, 1862, AND THE ACTS SUPPLEMENTARY THERETO. 1.—ORGANIZATION AND ENDOWMENT. 1. Give the full corporate name of your institution. 2. Where is it located ? 3. Give the dates of its charter and of the receipt of the national land-grant. 1. Give the date of its organization under the grant. 5. How many acres of public lands, or equivalent land-scrip, has your institution received ? ¢ How much of this has been sold? 7. For what sum per acre was your land or scrip sold ? 8. What was the total amount received therefor ? 9. How has it been invested? Explain this point fully. 10. How much land or scrip remains unsold ? 11. What disposition do you propose to make of the unsold land or scrip ? 12. State in the following blank form the number of benefactions, (donations and legacies,) other than the national grant, received by your institution, the amounts therof, the object to which each has been applied, for the whole time since organiza- tion or since receipt of the aforesaid land-grant. ———————————————————————————————— 4 Anuni, oF sain of Year. The object to which benefaction has been applied. II.—VALUE OF PROPERTY. 13. What is the total value of the property of your institution? 14. What is the value of the real estate ? 15. State the value of all the income-producing real estate in which your funds are invested, and whether the value thereof has increased or diminished since it was ac- quired. Please answer this question in detail. 16. State the cost of each building, and the uses to which it is put. 17. State from what fund (national or other) each building has been paid for. 18. What is the value of the apparatus of instruction ? 19. State in the following blank form the annual and total investments on account of your experimental farm and of your machine-shop, if these are connected with your institution. Amounts invested. On account of— | | | Prior to |1862- | 1863 |July,1862., '63. '64. 65. | 66. | '67. 68. | 69. Ha TL. | TR | | a po Sy | The experimental farm | The machine-shop . Annual totals. Fr | 20. State the amount of the productive funds of your institution. | | ! | | 1864- 1865 | 1866 1867- 1868- | 1869~ ar Total. AGRICULTURAL COLLEGES. 13 III.—FINANCIAL MANAGEMENT, &C. 21. State fully the method of managing the financial affairs of your institution especially the position, powers, and remuneration of its treasurer ; whether or not he is under bonds for the faithful performance of his duty; the checks adopted for the regulation of his actions, &ec. 92. Have any of the funds of your institution been loaned to any of its officers? 1f so, state the amounts loaned to each, the conditions of the loan, and the securities ac- cepted for repayment. 23. Has any portion of the funds of your institution been lost? If so, state when and how said loss occurred, its amount, the defaulting or bankrupt person, and the measures adopted for its recovery. IV.—INCOME. 24. State in the following blank form the sources of the income of your institution since its endowment by the national land-grant. Income for the collegiate year— Sources of income. | | 1869— | 1363— | 1864- | 1865— | 1866— | 1R67- 1868 | 1869- 1870- 1871- 63. | 64. | '65. | 66. | '67. | '68. | '69. | "30. | TL. | ‘2. Bi 1] Ty | From the productive national | land-grant fund Fromrents.....c.cceceececnn-. From invested donations and | legacies ......c..coaveecacenne. From tuition-fees.......... From other sources | | | | | From all sources REMARKS. V.— EXPENDITURES. 95. Give detailed statements in the following blank form of the expenditures of your institution since its endowment by the national land-grant for the items specified, in- serting any additional items under their appropriate heads. Expenditures for the collegiate year— Objects of expenditure. A.—For real estate, rents, and repairs— Real estate. .ccceevenceeccaecccscncns . Rents Repairs Total expenditures for Class A B.—For actnal instruction— 1. In branches relating to agriculture— Theory and practice of agriculture Chemistry related to agriculture Botany, horticulture, and forestry ‘Animal physiology, zoology, and principles of breeding of animals Veterinary practice Economic entomology and insects injurious to vegetation Field-surveying, leveling, and mathematics necessary thereto Irrigation Geology, general and agricultural : English language. ............ iievavsservnsy Physics and natural philosophy Moral philosophy American or modern history Social and sanitary science L) S AGRICULTURAL COLLEGES. AGRICULTURAL COLLEGES. 15 Expenditures for the collegiate year— | Expenditures for the collegiate year— | i tle i TT a gp : : Vi | t {is . . : e 1 at je X i . | 8 | ww { » Objects of expenditure. Ss s g|g\g|8|8 lg (2 |g |B Objects of expenditure g S|8|8 | £ ! ot EE I's hl ain | I lah | + ld ch ] ct | = |X dle lelag|lgigl iS Iii i= { eIB Ie 2 |2I2IZ2I clo | 2 |B |® &| oY I ZE|E E\RZ|Z|Z 22%] ee 0 J TL ie motets re je [eee ree eee {meee : 3 : vt C.—For necessary equipment—Continued. B.—For actual instruction—Conti ued. | | - Nuc relat titers 2. In branches relating to the mechanic arts— | Bn brunehes seladnz to the mechanic arts— De rn. ae | | Books not given in foregoing schedule, on ™ ey A inclitfe constr rd mathematics, physics, chemistry, archi- | Theory and practice of machime-construc- Jechure, dine punsitRetion, rene 2 ney. won eee vasvusasanas een HL ialy, Stoner Ne Gearing. | t Mathematics applied to machine construc- dl ON rn ore Ad oes | | LION... cr ssisisvsnrratrvessrstaananzne | abi Ly Wr aE infu | MT ric) TAURINE «vs gone ons ass | manufacturing and mining processes ..... | | ho Free-hand drawing applied to industrial arts { . i Chemistry applied to manufacturing, in- | 8 A an | 3. In other branches, scientific and classical— | TT on] RTCRIEOCOINE er qualifications tor admission into 39. Is the race of applicants considered in their admission ? ig ax persons of color admitted ? If not, state the reasons. a ye fF each year since 1262 the number of applicants for admission, the number ed with and without conditions, and the number rejected, with the reasons XL—THE LAW OF JULY, 13062. 42. Has your institution, in good faith, performed all the conditions and requirements of the statute of Jaly, 1362, and the acts supplementary. thereto ? If not state fi r what cause and in what particulars you have failed. Has the gift of the United Sta ro been preserved unimpaired and devoted to the purposes of your institution ? If 5 t o what extent has it been impaired or diverted, and under what circumstances fo XIL.—DOCUMENTS. s dNoag 3 > this mit 1 j Wei Plone to supply this committee with a copy of the State law under which the I 3 « 0) “OTS raQ A000 « ~ i 2] 3 A : ; : od States land-grant was accepted and your institution endowed, and also with a set of your catalogues and reports. II. Rep. 57 2 Ee Bo a ~ APPENDIX B. TapLE I.—Organization. Name of institution. Agricultural and Mechanical College ‘Arkansas Industrial University coeceeceeee omneesens University of California Sheffield Scientific Schoo Delaware College (a) Florida (b) Georgia State College of A griculture Illinois Industrial University .-ceeseeeeammmnesmmrrsonsn===" Pardue University (¢) Towa State Agricultur Kansas (b) -- Agricultural Louisiana State A gricnltaral Maine State College of Agriculture and the Maryland Agricultural College Massachusetts Agricultural College Massachusetts Institute of Technolog) Michigan State Agricultural College... University of Minnesota College of A griculture an Agricultural and Mechanical Department, University of the State of Missouri: Agricultural and Mechanical College School of Mines and Metallurgy «eeeeecsocmmsmnsenenrns- ===" """ University of Nebraska Nevada New Hampshire College of Agriculture dutgers Scientific School of Rutgers College, Cornell University University of North CRAPONNN coer ss sassisvsunsisdunsrnswpssnnvy Ohio Agricultural and Mechanical College .connneeeennrrmmmmmommmmmrs Corvallis College and Mechanical College of Kentucky and Mechanical College. .......-.- Mechanic Arts ....cceecee =o ts, University of Mississippi (d) Alcorn University in New Jersey..-...--c----- State Agricultural College and Mechanics’ Institute Tennessee Agricultural College. ......-.....ccceeceoennn- Agricultural and I TORE OE TORAD. converesmnrswneerrimente: University of Vermont and State Agricultural College... Virginia Agricultural and Mechanical College Lolium Hampton Normal and Agricultural Institute West Virginia University ....coceecemaceencnnns University of Wisconsin. ................-..- i Worcester County Free Institute of Industrial Science edi — A ———— of AlaDAMA ccuuenrarmnnnanmnnmrnes | Berkeley, Alameda County, .| Newark, New A Athens, Ga , 1783 Urbana, 111 | La Fayette, Tippecanoe | New Orleans, La., (temporarily) Location. Date of charter. Auburn, Lee County, Ala Fayetteville, Washington County, Ark March 27, 1871... Cal Narch 23, 1863... New Haven, Conn as February 28, 1867. County, Ind.. Ames, Story County, Towa CT rim February 22, 1865. April 7, 1874 Orono, Penobscot County, Me March —, 1865 .... | Prince George's County, Md — —, 1856 Boston, MASS coemerennmemmmnmeomen=" | Lansing, Mich February 12, 1835 Amherst, Hampshire County, Mass. ..| | April 10, 1861... | Minneapolis, Minn Claiborne County, Miss Columbia, Boone County, Ao Rolla, Phelps County, Mo and the Mechanic Arts. .......--- | Centre County, Pa | Providence, RT cevvnrenromverernennsl —_— | Orangeburgh, 8. C } Knoxville, Tenn Bryan, Texas | Blacksbargh, Va | Hampton, | Madison, Wis. ....ceeieecrrnmncaceenns Brooklyn Collegiate and Polytechnic Institute. ...........oconenee rane bi Sea Pe | dil Oxford, Miss. ....ooozenenenannnnemnn=s 1 May 13, 1871 Not given Nebr Lincoln, Lancaster County, February 15, 1869. | | | February 6, 1872... May 6, 1869 ....-.. | September 11, 1262. April 24, 1863 ..... Not given. ......-. Date of receipt of the national land- grant. December 31, 1868. September -—, 1892 March 23, 1868... June 24, 1863 ee weny 186% oe» , 1871 February 28, 1867. April 13, 1867 September 11, 1862 Not given May —, 1870 March —, 1865... | ee —, 186 y i , 18 April 27, 1863 ..... March 18, 1863 .... { ——, 187) May 13, 1871 February 24, 1870. February 24, 1870. February 12, 1869 June 7, 1866. .....- | 1770 Ithaca, N. Y April 87, 1863 Chapel Hill, N.C cuvcivrransisnenaesunse | — 1789. ...... Columbus, Ohio. .cenenemnmmmmnnrn-es | March 22, 1870 .... Corvallis, Oregon «....oee-vecesceees | August 22, 1868 ... | April 1, 1854... | April 13, 1855... 1764 March 12,1872 .... January 16, 1869 .. Burlington, Vt. ..cooeeemmnnnnreeenn: March 19, 1832 .... June 4, 1870 February 7, 1867 .. July 26, 1848 Morcantown, W. Va a Re-incorporated in 1869. EE Ls - al —— = b No reply sen received fr is State af i i No reply has been received from this State. ¢ Name changed from Indiana Agricultural College. | April 1, 1863 January —, 1863 .. October 18,1870... 868 Date of organiza- tion under the grant. | March 20, 1872. January 22, 1872. .| June —, 1868. —_— —, 1864. —_ —, 1870. March 30, 1872. March 12, 1867. Not organized. Qctober —, 1863. meen ==, 1860, April 7, 1874. April 26, 1865. November 18, 1863. March 18, 1863. February 18, 1868. 1872. May 17, 1871 September —, 1870. November —, 1871. — —, 1871,1872. Not organized. September 28, 1866. April 28, 1865. Not organized. May 11, 1870. November 2, 1870. June 15, 1864. — —, 1863, | March 28, 1872. | June —, 1869. Not organized. y November 20, 1863. .| October 1, 1872. April 2, 1863 May 10, 1865 cc... | cevncnnnnn- dea ! | June 12, 1872. | June 27, 1867. April 12, 1866. d Under university charter. ‘SADATIOND AVIALIADIEDV ‘SAHATIOD TVIALTAJIIYDV Illinois Industr Pardue University Towa State Agricul Kansas Agricnltural Louisiana State Agric Maine State College o College of Agricultural Arkansas Industri: University of Cal Sheffield Scientific FloriG..cceneennzsemms-a- Georgia State College of / ATES oo ernsvoszoemnsennrncagamnun=nnre? ial University Arts Maryland Agricultu Massachusetts Agri Massachusetts Insti Michigan State Agric of Minnesota Agriculture and the University sity of Mississ Agricultural an University of the Agricultural and School of Mines and University of Nebraska Nevada .oueee sececasssesa=n ampshire College of A ATtS comeemnmaenn dntgers Scientific Sel New H University of Ni Ohio Agricultura = University ‘Worcester County Fre TapLE IL.— Indowmeni—sale of lands and land-serip. umber of acres. | Name of institution ale 1 LET LS | WI and Mechanical College of Alabama ifornia » School of X and Mechanical Col of Kentueky ----- ol f Agriculture and the ral CONBUe, cccursrennrronrnrnsnmeoe cultural College ..o.omeeennmemmremne” tute of Technology. .o-axeenmmmemsn"r { ultaral College . --- d Mechanic VETSIY os ousrsmsserasssspsrnns unas State of Missouri: 1 Mechanical College Metallargy.--------- eed ! { Joo, 000 | 3,93 | cass smem= Ep l21, 114, ©0911, 102, 560 | orth Carolina «....cccoceecenamnaenecceaan jo g pth Caroling copier aa Es | ae as0 | 360000 | Re M5 Corvallis College. ........... iets nnn vy ST ES URHAES: rom ra anne samntenaman iss aranns) Brown University ...ccceeeeecracermamzeosceoaranamaacnac| os State Agricultural College and Mochanics' Institute. .....|--:- Tennessee Agricultural College Agricultural and Mechanical College of Texa ermont and State Agricultur. tural and Mechanical College Hampton Normal and Agricultural > ‘West Virginia University of Wisconsin e Institute of Industrial Sci Brooklyn Collegiate and Polytechnic ns fidiones. University of V Virginia Agricul 0 derived annually from leases of land. a Including all donations. re sold. ve rate at which lands we Avera All #0 00 All. a) All. | 500 All. | 0 ALL. | 2 Al 90 54, 560 | 70 Al. | 5,647 | 2 X peli wn All oY All All All 65 6-10 66,473 | 3 2 99,050 | 5 62 All. 90 All 90 1,401 | 1&4 None, |.eemceen-n=- None. |eceemseemen=- All. | 53 All | oo All. 4 dl All 5) All, | 5136-100 None, |.......----. All. | 56 3-18 All. | 491} LAL | TE All 503 Al Ah | Al | ow Al: | 11. 183, 676 | 554 53 57-100 17700 TVHLTAJSIEDV » v ao iL ‘SH SAS Ten Arkansas Industrial University University of California School of Yale Colley Sheffield Scientific 23, Delaware College Florida -.--- Georgia State College of Agriculture Arts. Tlinois Industrial University 831 Pardue University ..-..-.-o-coomoommmm 00 Towa State Agricultural College and Farm Kansas 11 College of Kentucky Agricultural and Mechanic: yd Mechanical College Louisiana State A gricultural ar Maine State College of Agriculture and the Mechanic arts | College Maryland A gricultural 3 tts Agricultural College Massachuse Alassachusetts Institute of Technology Michigan State A gricultural College... coerce nnnnene-s University of Minnesota College of Agriculture and the Mechanic Arts, University of Mississippi. Agricultural and Mechanical Department, Alcorn Univer- sity. Agrienltural and Me- University of the State of Missouri: and Metallurgy. chanical College; School of Mines University of Nebraska Nevada . New Hampshire College of Agriculture and the Mechanic rts. Cornell University «ccoeeceereemnas sonsennnmmnmeeresmnmns University of North Carolina ......coeeoeoereommmnmremsmes Ohio Agricultural and Mechanical College ........-- res Corvallis College. ....oooveivnancnnees weer ia ee re TapLE I1L.—Proceeds of sale—how invested. Ee —————— Agricultural and Mechanical College of Alabama....- conus bys etteville, amounting to Proceeds from sale of 1 Proceeds of serip it Jetween £90,000 and bonds, bearing 7 per cent. a £250,000 in U | of Purdue University. trustees of the nnive £11,742, receive or other good se contracts, at 3 pe Th $182,630, received from s £116,359, rec The whole business w Rutgers Scientific School of Rutgers College, in New Jersey. CL ————— i ins o 3 ‘he $ { £253,000 ct of legislature of Alabama the funds are invested in State 8 per cent. bonds. I he bonds amount to F=o , a are deposited in the State treasury. 1s of county of Washington and town of Fay- farm, and balance of $121,500 invested in bond : nt. interest. £100,000 county and £30,000 town, at 8 per ce 1s, and other sound securities. per cent. used for d in real estate, State bond .d States 10-40 bonds t 1g 6 per cent. corre ands investe vested by the State at first in Unite o the amount of £135,000, and after- ard, in 1265, changed to Connecticut State bonds, bearir ney interest. are bonds, bearing 6 per cent. interest, pay able semi-annually. 101TDV 000 invested in State of Delaw i in 8 r. TT p ested £36,000 and $96,000 in Georgia State 3 4 vet in State treasury. The governor invested 250, $100,000 33 y ob spectively, and will invest the balance. nd 8 per cent. interest, re r i i inois S Tearine interest at 6,79, and 10 yer cent. 9,494 is invested in Illinois State and county bonds, bearing intere stat 6,7,9, a I a balance of interest amount- all registered in the name altural College and the ed States currency sixes, and f $351,728. The bonds are a Los of Indiana Agric £30,000 in Unit value 0 le by the truste nited States 5-20 bonds and on hand, and represent a currency: The investments were mad rsity. ng to $19,429 are er.whoinvested it in United States or State bonds are nearly all leased on nine, ten, or eight year er to the State treasur ived from these rentals up to February 10, 1874. The unsold lands $226,372 was rece a from sale of lands, was paid ov curity, and pays #701 interest. r cent. on the value of the lands; = 1.0 . trast 3 a kv State 6 p issi Ste in for £163,000, which the) invested in Kentucky S e sinking-fund commissioners of the State sold the Savy for ian y The anuual interest of $9,900 is pai semi-an y. *gAHATION vanll per cent. bonds. reon invested until isiana State bonds, and the interest the ale of serip, was invested in Lou due. the fund has reached $327,000, on which one years interest 18 of scrip, was invested in $118,300 of as invested in bonds of city © cent. bonds. The accumulated e 6 per ’ a Railroad. Maine Stat : and Minnesot cived from sale 3 Hoe Lx d for instruction Ww ang as managed by the State, and the collego has no ¢ ‘Fund believed to be safe. interest not use ; ; subject ; $112,500 Mficial knowledge on the was received from gale of scrip. : a from sale of 1-10 of thawserip) an appropriation of 141,535. The whole sum 18 a town bonds and notes. ale of serip, from which was expended $20,778 (feeciy 2 : The State increased the endowment to $350,000 by ad ny hi ased in Janoary, 1874, by 310,067, premium on sale of don % and isinvested in railroad, State, county, city, anc ved from 8 2% acres. further incre t in the State treasury, 236.307 was recei for a farm of 38 This amount was permanent deposi Only & 2 000 are in railroad bonds. The institute receives from the State one-third of the annual interest $138,750 is invested in cight special funds. ested as explained in answer to query to Massachusetts of the fund created by the sale of land-serip, which is inv Agricultural College. rpetual fund, the capital of The proceeds of the sale of land-serip now amount to $214,875, and constitute ‘a pe at seven per cent., regularly which shall remain forever undiminished, and the annual interest thereon, computed applied to the support and maintenance of the State Agricultural College.” sted in bonds, and $240 in cash; $142,479 in whose hands are $17,462, inve $8,500 have been invested in an experi- 182 of productive funds; held for advanced prices. All funds are held by the State treasurer, are outstanding on land-contracts, making $160, mental farm ; 64,488 acres remaining unsold are & 275,600, received for scrip, was invested by the governor of Mississippi in State 8 per cent. bonds. of lands was used in part payment for the university tract; the balance, £10,500 of the amount received from sale ponds, purchased at discount, and amounting to $123,150, on which 8 $102,900, was invested in Mississippi State per cent. is paid. General Government are leased, the title to the lands remaining in the uni- d on non-payment of interest annually in advance. Three-fourths of this reve- ural and Mechanical College and one-fourth to the School of Mines f lands, is invested in State 6 per cent. bonds, interest payable semi- Part of the lands received from the versity and the lease being forfeite nue is applied to the support of the Agricult and Metallurgy; $3,983, received from sale o annually. ain unsold, being ** kept for the rise in price, which is inevitable in this State.” donated by the United States shall The 90,000 acres received rem An act of the legislature provides that moneys collected from the sale of land be invested in either United States or State bonds. No lands yet sold. $20,000, received from the sale of scrip, is invested in New Hampshire registered bonds, bearing 6 per cent. interest, payable semi-annually. ven $116,000 ; t. interest. trustees icient to make the amount e te bonds, bearing 6 per cen hereon semi-annually to the of scrip, the trustees of the college added sufi islature, was invested in New Jersey Sta who pays the interest t To £115,945, received from sale and this sum, as directed by the leg These bonds are deposited with the State treasurer, of the college. crip, have been invested by the State treasurer, who pays the interest therefrom £602,792, proceeds of the sale of s d hy the legislature from year to year. | tothe university as appropriate of the university, on condition that ras invested in 260 North Carolina ilable for income. | Of $135,000, received from sale of scrip, $10,000 were used for general purposes | the university would furnish buildings and 800 acres of lan _2 residue | State bonds, of $1,000 each, making, in all, $260,000. These su.aus are UNava one-tenth was subsequently re- income of the endowment was 1874, the fund 342,450, received from sale of scrip, one-tenth was invested in a farm, but this so that the original amount is intact. For some years the ested by the commissioner of the State sinking-fund, until, on January 1, he State sinking-fund, and bears G per cent. interest. | Of | funded by the college, | © not used, but was re-inv amounted to £504,807, which isin t | Not any of the scrip has been sold. The agricultural college will be fully organized ‘just as soon as the lands | yield anincome. TVIALTIAdIUDV *SAHATTIOO €e TABLE 11L.—Proceeds of sale—how invested—Continued. ee ——————————————————————— eee em eee Pennsylvania State College ....... Canaan eR aT aS Brown UnDIVerSity .....-occeeesesensnnnsnne coonrmsessenes State Agricultural College and Mechanics’ Institute Tennessee Agricultural College Agricultural and Mechanical College of Texas. .....-...--- University of Vermont and State Agricultural College Virginia Agricultural and Mechanical College. ....oeveeenes { Hampton Normal and Agricultural In stitute West Virginia University University of Wisconsin Name of institution. ——————————————————————————— — Agricultural and Mechanical College of Alabama. . . ; cou Arkansas Industrial University a ti urer, who is under very heavy bonds. Finances are managed Dy board of regents ; and has no powers except to keep the money safely ; president and secretary. University of California Sheffield Scientific School of Yale Colleg@.ueuuenn-- Delaware College «c.coeemerommnmareoemnmanoonnes Florida oo ooveecnreenamrannmnnes Georgia State College of Agriculture chanic Arts. Illinois Industrial University and the Me- ¢ : ecu Purdue University Towa State Agricultural College and Farm Kansas ..cceeemeeceemzmcos- Agricultural and Mechanic Touisiana State Agricultural and Mechanical Col- lege. Maine State College of Agricultural and the Me- chanic Arts. oe —————————————————————— Treasurer is annually appointed by board of directors, and bonds for $20,000 ; receives and takes care of President is also treasurer, under $20,000 bond ; The president and f from the State, and devote the same exclusively to the Sheflield Scientific School. | | Treasurer gives no bond; receives the interest semi-annually from the State, and, on the order of the prudential committee of five, pays it out on account of salaries. One of the trustees is treasurer, and is not under trolled by the trustees, who audit his accounts annually. Treasurer bonds for $300,000 ; collects all moneys, but pays only on warrants signed by the president and recording secretary for bills audited by the.ex- One of the trustees is treasurer, under £300,000 bonds ; he pays accounts al- lowed by the board; i trustees ; he donates his salary to the university. The treasurer bonds ments for the permanent-endowment fund are made by the State treasurer; payments are made on orders of president, countersigned by the secretary. Regent Bowman, audited by execut has not been hitherto accepted. Treasurer is under bonds, (amount not specified ;) makes payments on orders of executive committee of trustees. "Accounts are audited annually. State bonds are in the State treasury. Of $439,186, received from sale of scrip, one-tenth was expended in three model or experimental farms, and the bal- | ~ ance was invested in United States and State bonds. By act of assembly of April 3, 1872, these bonds were sold | and consolidated in a single bond of the State of Pennsylvania. £50,000, received from the sale of scrip, is invested in registered bonds of the State of Rhode Island to amount of $49,498.95 ; the balance, £501.05, is on deposit, at 7 per cent. interest, in the Rhode Island Hospital Trust Company. | $130,500, received from the sale of lands, was invested by the financial agent of the State in State bonds, purchased at between 67 and 68 cents, making a fund of $191,200 held by the State, on which no interest is paid. $281,875, received from the sale of scrip, is investedby the State in Tennessee 6 per cent. bonds. | | $156,000, received from sale of scrip, is invested in 7 per cent. gold frontier-defenso bonds, amounting to $174,000. | | $122,626, received from sale of scrip, with its accretions, now amounts to $135,500, which, according to the charter, — | remains in the hands of the State treasurer, who pays the interest only to the college. | The bonds were bought at about 90 per cent. $190,000, received from sale of scrip, was invested by {1 e board of education of Virginia in State bonds at low prices, and the State pays the interest (6 per cent.) on the full value of these bonds, though unable to pay it to other creditors. Of $95,000, received from sale of scrip, one-tenth was invested in the purchase of 72 acres of land. The balance, | $85,500, was invested by the State board of education in Stato bonds, bearing 6 per cent. interest, payable seni annually. x £90,000, received from sale of scrip, is invested in United States bonds, (currency sixes.) 56,324 acres remain unsold. All receipts are invested by the « commissioners of school anc university lands” | under State laws. On September 30, 1873, $225,309 were invested in certificates of sale or contract, in ‘loans on real estate, in State certificates of indebtedness, in Dane County bonds, in United States bonds, and in Milwaukee water-bonds. TaBLE 1V.— Financial managenent. Bond of treasurer. Indebtedness. officers. Treasurer. Funds loaned to | Annual salary of None. | None. | None. | #3,746 to faculty, all funds ; makes monthly reports; the President I &ec. ! ntersigns all his checks. | is trusted with but $10,000 at None. | None. | None. | Nothing. committee, and responsible to State treas- | me ; is supervised by finance treasurer is under $100,000 bond, | None. None. | checks are signed by | C1 E50,000—s00n to | paid. Not given. ellows of Yale College receive the interest semi-annually #500 for repairs. Accounts are audited semi-annually. | Nothing. N None. | None. othing; State £500 | | | | forbids it. tive committee. | | 600 | None. | Nene. | Nothing. his accounts are audited from time to time by the | | { annually in twice the amount he will handle; invest: None. | Nothing. | $100,000 bonds; his & board ; a salary is voted him, but Nothing, except current. Nothing. | None. | None. Nothing. The ‘SAHATION TVIALIADIEDY QEOATION TVIALTAIIUDYV TABLE 1V.— Financial management-—Continued. Name of institution. Maryland Agricultural College Massachusetts Agricultural College Massachusetts Institute of Technology | University of Minnesota Michigan State Agricultural College College of Agriculture and the Mechanic Arts, University of Mississippi. Agricultural and Mechanical Department, University. Alcorn University of the State of Missouri: Agriculiural | and Mechanical College; School of Mines and Metallurgy. University of Nebraska..... | NevaAdh. caeeenamssesssnsssmnns snsmnsesss New Hampshire College of Agriculture and the | Mechanic Arts. | Rutgers Scientific School of Rutgers College, in New Jersey. Cornell University University of North Carolina Ohio Agricultural and Mechanical College Corvallis Colle@e. «.omnrmnenr commana reonns Pennsylvania State College Brown University State Agricultural College aad Mec 1anics tute. Tennessee Agricultural College. .ooeaeoneeennannn-- y Insti- Agricultural and Mechanical College of Texas ..... ie University of Vermont and State Agricultural Col- | lege. Virginia Agricultural and Mechanical College Hampton Normal and A gricultural Institute West Virginia University University of Wisconsin Worcester County Free Institute of Industrial Science. Brooklyn Collegiate and Polytechnic Institute | The permanent fund is held by the State in trust; treasurer is bonded $10,000; | Bond of treasurer. Annnal salary of | Treasurer Funds loaned to officers. | | | his funds are in bank, and are the president of the faculty. The treasurer is bonded $20,000; fands are deposited in the State treasury and drawn out by the treasurer, who hands them to assistant treasurer for disbursement ; assistant treasurer's salary, $700. Treasurer gives no bonds; his accounts are audited annually. All investments are made with the approval of the committee on finance. : Trust-fund is held by State, and money withdrawn quarterly on estimates presented or on receipts for expenditures made ; treasurer is bonded, and pays on warrant of president and secretary. Funds are held by State ; president and treasurer are each under $50,000 bond ; treasurer draws money on warrants, countersigned by the president, and files his vouchers with State auditor. Treasurer of university is treasurer of the fund, and draws moneys from the State on order of the president; he is bonded for $25,000. Treasurer is custodian of the funds; he is appointed by the State, and bonded in $20,000; disburses on warrants of chairman of executive committee, countersigned by secretary. Treasurer of university is under $100,000 bonds ; treasurer of school is under $50,000 bonds. These treasurers receive moneys for the university, and pay | them out only on warrants for purposes authorized by the board of curators and signed by the president and secretary; they report semi-annually to board of curators. : Treasurer is under £100,000 bonds. Tle receives moneys and pays them out on order of secretary, countersigned by the governor. Land - scrip is yet unsold. drawn out on his check, countersigned by | None. None. None. £500 | None. 500 | None. | None. National grant is in State treasury; other funds are in hands of college treas- urer, who is under bonds and reports annually ; the senior professor and president approve all drafts on treasurer. Treasureri s bonded $20,000 ; he acts under direction of the finance committee, and his checks must be countersigned by the president. Treasurer is bonded $25,000; he has charge of all securities, and countersigns te checks of the assistant treasurer; the assistant treasurer receives $2,000 salary. None. 1, 000 (d) | None, 300 | None. Treasurer is bonded $100,000; draws money from State treasury on requisi- 400 tions approved by the secretary, and makes payments only on drafts of the secretary. Treasurer is not bonded, but will be when the amount of money will justify it; pays warrants issued by anditing committee of board of trustees. Treasurer is bonded $30,000; all moneys except from the State are received by the president, and by him handed over to the treasurer, of the president only. | Treasurer is not bonded ; he makes a full and minute report annually None. The funds of this institution seem to have been used by the State and not re- | placed. Trustees of university under $200,000 for the national fund intrusted to them; treasurer is bonded $50,000; he pays on order of trustees or their committee ; his accounts are audited every six months. 50 None. | None. who pays drafts Treasurer is bonded $20,000 ; he acts under the control of trustees of university. | | | Treasurer is bonded $20,000; he acts under executive commiitee of trustees | and of a special financial committee ; his accounts are audited annually. { Treasurer is also secretary and librarian ; he is bonded in twice the amount of annual income ; pays accounts approved by president and rector; accounts | are examined periodically. | Treasurer is bonded $25,000; accounts are inspected annually by trustees; in- | 3,060 vestments of endowment-fund are made under direction of committee of | investment. Treasurer is bonded $20,000; board of regenis manage every kind ; treasurer pays executive committee. 1,200 | 1,200 | | | | university interests of | 200 | on approval of the chairman and secretary of | | The State is custodian of the funds, and all payments are made by the State | None. | treasurer, who is ex officio treasurer of the Treasurer is not bonded ; board of trustees. board of regents. his accounts are audited annually by committee of | None. | a None of the funds of the college arising from the lands received from the National Governmer b Retained by a discharged treasurer under claim of extra services, ¢ None except small insurance losses, caused by the great fire ; v of a first mortgage on real estate judged by a committee of trustees to be worth twice the snm loaned. Bank of North Carolina in consequence of the war. State for expenses connected with the investment of the proceeds of sale of land-scrip. loaned to one of the trustees on security of good bank-stock worth double the amount ; h No losses except depreciation of securities since 4 Funds of college are only loaned on securit) e Tt lost $200,000 of bank-stock by failure of the f This sum was paid from the fund by the g Three thousand dollars once which he thought entitled him to it. of November, 1&72. No part of this from naional endowment. the panic; many of the wecurities were donated in their present form. . | None. | None. | None. | None. | None. None. | NY None. | Funds lost. SS ¥: lv < None. (c) None. ! None. None. None. None. | None. | None. None. None. | . | None. | | rere { 3 Indebtedness. | | | | | 26,000 for current accounts. | £13,000. £20,000. Nothing, except current. Nothing. Nothing. Nothing. £20,000. | Nothing. £5,822 for wood- land. Nothing. | $23,000 and claim of $35,750. | Nothing. None. | None. | Nothing. $121,016. . | Nothing. | N ot given. Nothing. | $14,906, in perma- nent loans. | Nothing. Nr i one. | 87,048. | Nothing. | Nothing. | Nothing. half has been repaid, the security remaining the same. ‘SADATION TVANLTIADIIADV ‘SAHATTOO IVIALTAIIIIV AGRICULTURAL COLLE GES. TABLE V.— From productive national Institution. | 1867-68. 18G1-"65. Agricultural and Mechanical College of Alabama. . HAslsateivit's boca honiuiiunc {oenesnal ‘Arkansas Industrial University..........--- : University of California. ...........cccc-ceoneenonos {inva Sheftield Scientific School of Yale College. .ocvenen-- Delaware College. Florida Georgia State College of A chanic Arts .........-eozonn Illinois Industriad University Purdue University -.ccooeeenee mozoc oemmesrssomoris Towa State Agricultural College and Farm Kansas. ...coeeeeesnsesesszanse: Agricultural and Mechanical College of Kentucky Louisiana State Agricultural and Mechanical Col lege (¢) : Afaine State College of Agriculture CHANIC ATES ci srreresnmcsssetopsasvsnanssronnnnnisrerrzn Ve Maryland Agricultural College. .......couezenrens | Massachusetts Agricultural College ‘Massachusetts Institute of Technology Michigan State Agricultural College University of Minnesota College of Agriculture and the Mechanic Arts, versity of Mississippi Agricultural and Mechanic University ... University of the State of Missouri: Agricultural and Mechanical College; School of Mines and Metallurgy -... c--eeemeemmenssssnmsnnnmnnneeer-=s University of Nebrask: Nevada (¢) New Hampsh Mechanic Arts wtgers Scientific New Jersey --...---- ieiesssesesaniesnsarennssn Cornell University ....--...cecceeemmmeeesnmeencons: | University of North Caroling (€)..eeeeeececnnsenenns Ohio Agricultural and Mechanical College Corvallis College (€) ....-oeceemmmessmmmnsnensmmemmnss | Pennsylvania State College ...........-zeeneceomees Brown University State Agricultural Coll tute (¢) Tennessee Agricultural College .......-...--c------ Agricultural and Mechanical College of Texas ©) -- University of Vermont and State Agricultural Col- | JOR o-rsovns rrserersnssesaansniee | 8,166 | 8172 Virginia Agricultural and Mechanical College. ..... Hampton Normal and Agricultural Institute ....... West Virginia University University of Wisconsin. ........cozcesoezozoperses . Worcester County Free Institute of Industrial Sci- once 3rooklyn Collegiate and Polytechnic Institute. ..c..j--ze==== {eoasnins wens sa enero. | | a $44,177.52, total receipts from Jannary 1,1869, to May 31,1874. b Interest not used, but invested annually, awaiting complete organization. ¢ Not yet organized. AGRICULTURAL COLLEGES. Income land-grant fund. SSW — a) — 1 6, 960 32, 000 | 718 gy 23, {¢) ee eee eee rm ————————— From invested donations and legacies. 500 8, 101 | { | | | | | 11,309 | 18,730 | 16, 736 | 23,463 | 19, 980 | 16, 497 35,000 | 35,000 | 35, 000 | 35, 000 35, 000 | 35, 000 cones nun Les ciinar samasnns]snnsirennismnrnnrsivennnsasisenssnss 8,899 | d The State fails to pay interest on the land-grant fund. e $14,107, total interest received from land-grant fund to March 21, 1874. A 4 1 Y ‘ S. AGRICULTURAL COLLEGES AGRICULTURAL COLLEGES. TALE V.—Income —Continued. other sources. Total income. Institution. [ -| Agricultural and Mechanical College of Alabama. . | "Arkansas Industrial University .c-ceeeemese-nen==-- i-. eer meere———— 05 I$ University of California ....-- Tae ivan sven 825, 872 | $30, 288 Seffiaid Sciepne School of Yale College 3 I $13,177 35, 989 - 5 555 | IAW are CONEHE. 1,550 | 3rooklyn Co 50, 000 | 60, 000 60, 000 |6 , ; 3 y [oe | 0, 000 | 69, 000 > 000 60, 000 90, 000 G0, 000 | 60, 000 Yoo oot eh deem e——— (¢) Not yet organized. ———E—— a a oN . SR TR RT es MER TapLe VI—Expenditure. Yor instruction only. | | 1 | ls16. 837 17,007 .eenen- foiores jeanne A Aga $16,837, S10 306). ee ent Alabama. ....--:ex2<" : -- | Arkansas Industrial University et i op University of California... Sonik “6 Eb 63, 251 Shefiield Scientific School of Yiu ; 23,0 3, =f Delaware College Florida : - Georgia State College of and the Mechanic Arts : Illinois Industrial Uy vernity Purdue University (0) ..----:-o----~ - Towa State Agricultural College and Kansas A gricultural Kentucky. Louisiana, & a z od chanical College (€) .----- ennnens | oe Maine State College of Agriculture and — g | | | oy gu] ryan Am uit a Goll 0m | 5 350 6 : 9 7500 3,000 i o, 2 2, 210} 4 i, 883) 10, 249 p23 iy 4 Maryland Agricultural Coleg) aoa aR aig] a BOER OL MT ROT Tony o 100 5,700 a5, 435, 20, w25, 7,34) 3,000) 45, 30 Nn Agricultural UL 8 ey 10.353 16, 205 29,433 34,995, 39, 490] 40, 143| 58, 463 14,26 | woe 200 5700 100 a x Massachusetts Institute 0 ech ay - Pa a Son | aa Michigan State Agricultural College (f )] a0 20, i ai: | University of Minnesota : | | | College of Agriculture and the Mechanic | | | os Arts, University of Mississippl (e) a | Se | | Agricultural and Mechanical Depart- | 58 ent Alcorn University.....------ | University of the State of Missouri: Ag ricultural and Mechanical College; School of Mines Rnd) Metalilngy University of Nebraska. ....o-.eco=s=""" | | | 2 Ne pao C | | 1 0.785 | 4,800] 4,800) 4,80 New Hampshire U | : | | ‘ : pa the lt: School of i oan 70 323 94.28 | 500 ua 7s mos 86 S500 iv Rutgers Scientific Scucol of Sagers | 01 735 33,324] 22,134) 24,009] 26,729 38,322 79, 4%) | a7 172] 44,237) 49,1181 59,708 College, in Nev Jersey..." "" | 2,735 33,0 CL erie, orln10, 633 94,378 111, 113 Cormell University. ....ooeezeennsmssr ’ ‘SAHATIOOD AVIALIADIADV University of North Carolina (¢) ----- oes : clenunnsijreesnss Ohio Agricultural and Mechanical Col- | lege 141,328 55, 847| 102, 657 Corvallis College (¢) Pennsylvania State College Brown University (f) ¢ State Agricultural College and Me- ow chanics’ Institute (e) a Tennessee Agricultural College = Agricultural and Mechanical College of Texas (€)...-- ssa ivennr sigs ane mana ET Io University of Vermont and State Agri- = cultural College , 17,213 19, 406 Virginia Agricultural and Mechanical LS 0,797 12,712 Hampton Normal and Agricultural In- Co _ stitute West Virginia University .. HET, 20, 530 University of Wisconsin 3 20, 560 Worcester County Free Institute of In- dustrial Science | 16, 250 24, 577 Brooklyn Collegiate and Polytechnic In- | | 8, 205 10, 527, 0, 595, 11,570 11, 690 | | 12, 041 13,157] 15, 856 | | 10, 000, 10,000 10,000 10, 000/ 16,600 10, ooo, 10, 609] 10, co 10, 000 Ate | Lope * a Tota! expenditures for University of Georgia. ¢ Not yet in operation. b Purdue University is not yet fairly in operation. f No answer given. ¢ Total expenditures up to Dec., 1873. g Total expenditure for all purposes up to Dec., 1873. d Amounts cannot be separately given; included in university expenditures. *SAHATTIOD TVINLTAIIIADV ; Whole number of grad- Students 1872-73. uates in branches re lating to— a Yureyi In scientific and | Military classical. tactics. Name of institution. { In agriculture. In mechanic a el ——— | | | | | Mechanic arts. Agriculture. Males. Males. | Females. Males. ee ——————— re Agricultural and Mechanical College of Alabama ‘Arkansas Industrial University University of California ......---eze-cer ooo" Sheffield Scientific Florida.....cenzv--- Georgia State Colleg Illinois Industrial University Pardue University Towa State Agricul KANSAS. ww vvnmmnesmms=s="2"" ! . shai) - Agricultural and Mechanical College of Kentucky ---eeeseemessmm===s=" : 39 | § | : 299 Louisiana State Agricultural and Mechanical College 0 Maine State College of Agriculture and the Mechanic ( 2 it 34 2 £9 {.. | 13 Maryland Agricultural College 3 Massachusetts Agricultural Col Massachusetts Institute of Technology Michigan State Agricultural College --enmeemmmmenmnerens University of Minnesota College of Agriculture anc ¢ Arts, University © Agricultural and Mechanical Department, Alcorn University University of the State of Missouri: Agricultural and Mechanical College School of Mines and Metallurgy «.------moosemsesemmoomm""" University of Nebraska Nevada ..coeeoemzzne=" New Hampshire College of Agriculture and the Mechanic Arts Rutgers Scientific School of Rutgers College, in New Jersey Cornell University University of North Carolina Ohio Agricultural and Mechanical C Corvallis College Pennsylvania State College Brown University State Agricultural College and Mechanics’ Institute Tennessee Agricultural College Agricultural and Mechanical College of Texas. .......----- University of Vermont and State Agricultural College Virginia Agricultural and Mechanical College Hampton Normal and Agricultural Institute. .... Cena vema West TE University of WISCONSIN .curcanmaneaceozameocnnzes w orcester County Free Institute of Industrial Science Brooklyn Collegiate aud Polytechnic Institute ....cceeennormomrmmmmnesmmssis ‘SAHATTOD AVINLIANIEDV *SAHIATIO0 AVINLTAIIEDY TABLE VII —Students and graduates—Continued. MEE Le ———— a Ah ol Graduates in— C—O Altogether. Agricultural sci- Scientific and clas- Mechanic arts. sical studies. number graduates. | 68. 8-69. 766. | 1866-767. 1867- 186 1869-"70. W hole 1186 Agricultural and Mechanica ‘Arkansas Industrial University University of California .....--- Sheffield Scientific School of Yale College. canes rmnnsnmmsmm?" Delaware College * coavev-onn-- Gv nei savesmnea sense Ts ES RnR IIT censsnanesmsvanses]rale nl TVOTIAR. cov n sss pms oss na apn min ans on Georgia State College of Agricultur Tliinois Industrial University se-eeeeee=co=="" Purdue University Towa State Agricu Kansas... ---c-ez-:" Agricuitural and Mechanical Colleg Louisiana State Agricultural and Mechanical College Maine State College of A griculture and the Mechanic Atts Maryland A gricultural College Massachusetts Agricultural College Massachusetts Institute of Technology Michigan State Agricultural College University of Minnesota....--- : . . College of Agriculture and the’ Mechanic Arts, University 0 Agr icultural and Mechanical Department, Alcorn University... Uni itv of the Ste £ Mi i Agricultural and Mechani a len]en Jniversity of the State of Missouri $ School of Mines and Metallurgy .------ er deeates abe University of Nebraski.....ooeeesess==="""""""" 7 . -- Baa cov nser sangsussrpramraseainseat i gl ies lion prepegrsmnnysssrmeriar New Hampshire College of Agriculture and the Mechanic Arts Rutgers Scientific School of Rutgers College, in New Jersey Cornell University University of North Caroling ...--z-se-x=s=="""" Ohio Agricultural and Mechanical College {....--ccmomooee"” Corvallis College Pennsylvania College Brown University State Agricultural College an Tennessee A gricultural College Agricultural and Mechanical C *SAHATION vaINLIA0IaNV 204 235 v 0 0 41 Uuiversity of Vermont and State Agricultural College Virginia Agricultural and Mechanical College els J- ety ests |. ; Hampton Normal and Agricultural Institute -... | 501514]. -{--|--|--|- | |.. 2023/18 West Virginia University : ll EL dR fe lee ede | “Lh ated, “2 ais) University of WisConSin.......--- co ong id : 91414 09/3519 11{18| & 14(19 2235(22 Worcester County Free Institute of Industrial Science 1: cele teay= | 5 81210 3 7.08 5101613 10/12 > cab et ..116|20(20 Brooklyn Collegiate and Polytechnic Institute .....c.-c-oc--co-eeor LE Co e—— SE [Ti] i No answer given to these questions. nly organized in 1873. * Year of graduation not specified. \GAHATTION TVINLIADIADY AGRICULTURAL COLLEGES. TaprLe VIIL—Cost of instruction—conditions of admission. mr —————— Average cost | of educating | a pupil per year. Name of institution. a — Agricultural and Mechanical College of Alabama. a $141 13 | ‘Arkansas Industrial University About 50 00 | University of California .......-- Sey | Sheflield Scientific School of Yale Colle Delaware College Florida Georgia State Mechanic Arts. Tilinois Industrial University Purdue University Towa State Agricultural C Kansas Agricultural and Mechanical College of Kentucky Losin State Agricultural and Mechanical Col- ege. Maine State College of Agriculture and the Me- chanic Arts. Maryland Agricultural College .......oceeezeese Massachusetts A gricultural College. ...cooummeenns Massachusetts Institute of Technology Michigan State Agricultural College. .aueemmeennnns University of Minnesota.....-.-- -- ===" 3" °° College of Agriculture and the Mechanic Arts, University of Mississippi. Agricultural and Mechanical Department, Alcorn University. University of the State of Missouri: Agricultural and Mechanical College School of Mines and Metallurgy University of Nebraska .......-- eres cawsesnans 100 00 Nevada New H Mechanic Arts. Rutgers Scientific School of Rutgers College, in 179 00 | New Jersey. Cornell UNIVOSILY . «ovens zcsnnnsnsensnnnsns snr mlig oid cated. University of North Carolina None educated. | Ohio Agricultural and Mechanical College | Corvallis College. ......comennnnnenemmnses Pennsylvania State College 203 28 | Brown University 100 00 State Agricultural College and Mechanics’ SLL |.xezezszezezters | tute, South Carolina.b Tennessee Agricultural College 114 25 | Agricultural and Mechanical College of Texas. ...l.eeeeeex- University of Vermont and State Agricultural College. Virginia Agricultural and Mechanical College .... 55 00 Hampton Normal and Agricultural Institute 100 00 West Virginia University 96 00 University of Wisconsin Worcester County Free Institute o Science. Brooklyn Collegiate and Polytechnic Institute....j-cccec-c= aise 1 a Do not think equipments should be iucluded in this estimate. None have ever applied. They are and have been. No one has applied. | No; they are otherwise provided for. None have applied ; but would be. No terms of admission settled yet. So far no applicants. None have ever applied. Yes. Yes, if they apply. No prohibition in the rules. Yes; no negroes have applied. Yes. Yes. Yes : none have applied. No law prohibits; none have ap- plied. | All have been students of color. J Ro law prevents; nono have ap- plied. They would be if qualified. Yes: have had 1 negro and 1 Indian. None have ever applied. They are. None have applied. Yes. ‘The State law requires it. No; they go to Hampton. Intended for colored, but whites are admitted. No legal obstacles ; none apply. Yes, if they apply. b College not in operation. re NotE.—The colleges generally experience great difieunlty in giving proper answers as to the cost of educating students. AGRICULTURAL COLLEGES. 39 Tapre IX.— Answers to questions as to the subsequent occupations of the students of colleges of agriculture and the mechanic arts in reports made to the Committee on Education and Labor of the House of Representatives in 1373. QUESTION 23. Report, as accurately as possible, the number of students in your in- stitution who have regularly leaving your institution. Name of institution. ee —————————— Agricaltural and Mechan- ical College of Alabama. Arkansas Industrial Uni- | versity. University of California. Sheffield Scientific School | of Yale College. ee ————————— pursued agricultural or mechanical occupations since Fifty-eight. This university has as yet no graduates. Fails to answer this question. Section of agriculture.—The school has always had stu- dents pursuing agricultural studies, although the num- ber taking the regular agricultural course has been small. Nevertheless, its teachers in agriculture, from the foundation of this department, have wielded a pow- erful influence, not only in this State but also through- out the whole country, in matters appertaining to both practical and scientific agriculture. The names of the late Professors John P. Norton and John A. Porter, the first two occupants of the chair of agricultural chem- | istry, will be long gratefully remembered throughout New England and the Middle States for the earnest and successful endeavors they put forth to promote a sound agriculture. And the present incumbents of the chairs of agriculture and agricultural chemistry are every- where acknowledged as among the foremost men in their respective departments. Prbfessor Johnson has con- ducted researches in our laboratory of vast importance to agriculture, and his critical analyses of manures and his exposure of worthless or spurious fertilizers have been the means of saving hundreds of thousands of dollars to citizens of this State, besides, by the publica- tion of this information, benefiting very materially the farmers of other sections of the country. Professor Johnson’s volumes entitled ‘How Crops Grow ? and « How Crops Feed” have been introduced as text-books in many agricultural colleges and other institutions where scientific agriculture is taught. They have not orly been widely circulated in the United States, but these works have also been republished in En gland, and, with a highly commendatory introduction by Baron von Liebig, have been translated into German by his son Hermann von Liebig, for the benefit of German agricul- turists. During the past year these books have been trans- lated into Russian and published in St. Petersburg, for the improvement of the farmers of Russia. Civil and mechanical engineering. —For the chairs of civil and mechanical engineering the school has had the good fortune to secure as professors two eminent gradu- ates of the West Point Military Academy, and under these gentlemen the institution has trained a large num- ber of men, who are occupying important positions as engineers in the survey, construction, and care of rail- ways and other public works, mines, and manufacturing establishments. Draughting, designing, and practical experience with instruments in the field are among the | requirements in this course. 40 AGRICULTURAL COLLEGES. Name of institution. ———————————ee Answers. Sheffield Scientific School of Yale College—Continued. Delaware College. Florida. Georgia State College of Agricultureandthe Mechanic Arts. ’ Illinois Industrial Univer- sity. Purdue University. Towa State Agricultural College and Farm. Kansas. Agricultural and Mechani- cal College of Kentucky. Louisiana State Agricul- tural and Mechanical College. Maine State College of Ag- riculture and the Mechanic Arts. Chemistry, minrealogy, and metallurgy.—In the section of practical chemistry, geology, mineralogy, and metal- lurgy, the school has, from its earliest establishment, furnished analytical chemists, assayers, metallurgists, mineralogists, and geologists who have done good serv- ice in their several callings. : Besides these, the school has contributed trained men to theUnited States Coast Survey, the Hydrographic Bureau, . the National Observatory, and geologists and explorers andtopographers for the Governmentservice inconnection "with the United States Engineering Department, among "whom may be mentioned Clarence King, geologist in "charge of the fortieth parallel geological and topograph- ical survey, who, with other members of his corps, gradu- ated here, But, perhaps, the most signal service which the Shef- field Scientific School may justly claim, is the education, | in whole or in part, of seventy-five professors in science, | who are occupying positions of responsibility in con- "nection with colleges in different parts of our land. The president says: ¢ We have been in operation but | three years. Last year was our first graduation. There "were three graduates. Iam informed that one of them is engaged 1n agricultural pursuits, and two are civil engineers. Several who left without completing their | course are engaged in agriculture, and several in the mechanic arts. 1 cannot make an exact statement, but estimate the number at about two-thirds of those who | have been connected with the college.” The institution has been organized less than two years, and hence no regular graduates have left the State Col- lege of Agriculture. Some willleave the college next year. In reply to a public inquiry, made after the receipt of this circular, reports were secured of 51 former students, not all graduates, of whom 30 are engaged in agricul- ture, 4 in manufacturing, 7 in teaching, 4 in mercan- | tile employments, and 6 in law and business. We have no certain means of knowing the present employ- ment of our former students, as they are all young men yet; but we believe that nearly the above proportion will be found in agricultural pursuits. Our mechanical and engineering colleges were slower developing, and not so large a proportion of their students are yet in the field. The university is not yet in operation. One class has been started on a provisional beginning. The institu- tion will be in full running order next fall. The graduating classes are so recent that no statistics have been taken. Some are on farms, others engaged in engineering ; but many have not means, and, as yet, are engaged in teaching. Probably one hundred stu- dents leave the college to go back on the farm. Our matriculation has averaged about 230 annually, of whom 40 to 50 per cent. have been and are now prose- cating agricultural and mechanical occupations since leaving college. 1s not yet in operation. Of the 6 who graduated in 1872, 2 are farmers, 2 civil engineers, 1 engaged in manufactures. Of the 7 who graduated in 1873, most of them are engaged as teach- ers as a temporary employment, 1 is employed in fish- breeding to stock the rivers of our State, and 1 isin civil engineering. Of the 34 who have left before graduating, some are farmers, some teachers, and some in other business. AGRICULTURAL COLLEGES. Name of institution. Maryland Agricultural College. Massachusetts Agricul- | in agricultural pursuits, and 37 in mechanical pursuits, ' while the occupations of a large number are not stated tural College. Massachusetts Institute of Technology. Michigan State Agricult- ural College. Tniversity of Minnesota. College of Agriculture and th e Mechanic Arts, Missis- sippi. Alcorn University of Mis- sissippi. ; University of State of Mis- souri. University of Nebraska. Nevada. New Hampshire College of Agriculture and the Mechan- ic Arts. Rutgers Scientific School of Rutgers College, in New Jersey. Cornell University. University of North Caro- lina. Ohio Agricultural and Me- chanical College. Answers, The president says: “ Having but recently been con- nected with the college, I have not the information to answer this question.” Of 234 regular and special students, 66 are engaged in the list published in the eleventh annual report. We have no record of the occupations of our students | since leaving the institute. We only know that our graduates are mainly employed in the departments in | which they studied. Up to December 1, 1872, 73 had graduated after pur- | suing a full 4 years’ course; 2 died in the Army, 1 | died since, 21 are farmers, 7 fruit-growers, 6 are en- - gineers, 4 druggists, 2 mechanics, 7 business agents, 12 are professors and teachers, (1 is professor of botany 1m Cornell Universty, 1 professor of zoology and ento- mology here, 1 professor of agriculture in Wisconsin University, 1 professor of botany and horticulture in Towa Agricultural College, 1 professor of chemistry in Kansas Agricultural College, 1 was assistant professor of agriculture in Minnesota, is now student in Massa- chusetts School of Technology ; 1 is assistant in chem- istry here; of later graduates, 1 is professor of agri- culture in Kansas Agricultural College ;) five are stu- dents in special studies, (1 in London, England, Royal College Veterinary ; 1, botany, in Harvard, &ec.;) 6 are lawyers, 1 clergyman, 1 physician, 1 editor. Fifteen were graduates in 1873, and 21 in 1874 ; statistics not yet gathered. Statistics of special students not collected. We have no means of knowing. Up to this time at least four-fifths of our students are sons and daughters of working people. We have had hundreds of farmers’ sons and daughters who are now probably at work on the farms. We have been in operation for so short a period that we have no graduates. None have left as yet. The graduates in full course are five, (1873.) Of these, 1 is an assistant professor, the others are engaged in agricultural pursuits. The number in a partial agri- cultural course is, say, 100. Some 4 or 5 of these take care of vineyards; one is an agricultural editor, and most of the others are engaged in farming. The school was opened only in 1870; and, of course, many of its students are not permanently established in business. To the present the students of the agricultural col- lege have been in the preparatory work, and all are classed together as preparatory students. We have been engaged in our agricultural-college work less than two years, and have graduated none. Has no agricultural college. ‘ All but one of the graduates. That one is teaching at present. Out of 47 graduates of the scientific school, 19 are civil engineers, 5 are architects, 3 manufacturers, 4 farmers, 3 teachers, 11 merchants, 1 physician, and 1 lawyer. Has not kept a record of subsequent occupations of its students. The agricultural and mechanical colleges have not been organized. Has just been opened. AGRICULTURAL COLLEGES. Name of institution. Answers. Has no graduates. : Unable to tell exactly. Probably about one-third of the number. Have no information on this point. Is not in operation. Corvallis College. Pennsylvania State Col- lege. Brown University. State Agricultural College and Mechanics’ Institute. Tennessee Agricultural College. Of the 15 graduates of the college, 6 are employed in teaching, (the demand for teachers is large in Tennes- see,) 2 are understood to be on farms, 1 is engaged in civil engineering, 1 is at West Point, and expects to follow the same pursuit ; 1 is associated in the business of a lumber and carpentry establishment, 1 is studying law, 1 is studying theology, 1 is at an eastern college, and 1is merchandising. They thus illustrate the pur- pose of the statute of July 2, 1862, i. e, “to promote the liberal and practical education of the industrial classes in the several pursuits and avocations in life.” It is understood that the large majority of our students are from these classes, and that on leaving the institu- tion they give themselves to industrial pursuits, (and to teaching ;) but we are not able to state numbers accu- rately. Many are unable, for lack of pecuniary means, to stay a long time at the college, but when they return home it is with minds better trained and informed for their duties as citizens. Texas. (College not yet organized. . University of Vermont Nine are in agricultural and 21 in mechanical occu- and State Agricultural Col- | tions. lege. 2 ; ; , Virginia Agricultural and This being the first session, no answer can be given. Mechanical College. ; J Hampton Normal and Ag- With few exceptions, the graduates are, for six or ricultural Institute. seven months in the year, engaged in teaching colored schools in Virginia and North and South Carolina. During the vacations the men work on farms or at their trades. The p setical knowledge they get of farming and mechanics is of great value to them, and adds much to their power for usefulness among their people. ; West Virginia University. Including undergraduates who have pursued their studies here, about 450. or University of Wisconsin. An accurate report cannot be made, though it 18 sup- posed that abont one-fourth of the whole number of male students, since leaving the institution, have pur: sned agricultural or mechanical occupations. Many “go West.” ; Worcester County Free In- Of 56 graduates and 54 members who did not grad- stitute of Industrial Science. nates, all but two pursued mechanical occupations, or occupations in the direct line of their training. Brooklyn Collegiate and Makes no answer. Polytechnic Institute. i ove————————— APPENDIX C. GENERAL LAND-OFFICE, December 30, 1874. Memorandum in regard to the land-grant for agricultural colleges by act of Congress of July 2, 1862, (Stat, 12, page 503,) and the several acts supplemental thereto. . The following States selected public lands within their limits, which placed it in their power to pick out desirable tracts, t0 hold the same for enhancement in value, ant for the best possible disposal, affording an opportunity for profitable management, more especially in States in which there was a rapid influx of settlers, viz: Wiscon- a. AGRICULTURAL COLLEGES. 43 sin. Towa, Oregon, Kansas, Minnesota, Michigan, California, Nevada, Missouri, and Nebraska—10. In making their selections the States generally were restricted to the class of lands which were regularly surveyed, proclaimed, and offered at public sale, and were held subject to ordinary private entry at $1.25 per acre, and to technical quarter-sections, or if land of that class of which fhe price was $2.50 per acre was desired, it could be taken by counting it as of double the area, or two acres for one, toward satisfying the grant. Iu this respect Nevada and California were made exceptions. In the case of Nevada, the act of July 4, 1866, (Stat., 14, p. 85,) and the act of June 8, 1863, (Stat., 15, p. 67,) enlarged the class of lands from which selections might be made, allowing the State to take any—the smallest—legal subdivisions from any lands subject to pre-emp- tion, embracing all surveyed lands, witha few specified exceptions, and gave the State two years after the survey of the lands in which to select from them, providing that during the two years they should not be subject to any adverse entry, sale, or location, except by settlers under the homestead and pre-emption laws. The last-mentioned act, and the act of 3d March, 1571, (Stat., 16, p. 531,) allowed California to select any lands in the State subject to pre-emption, in any—the smallest—legal subdivisions ; also to take double minimum land, acre for acre, by paying $1.20 per acre in money therefor, before the issuing of the patent, and even to select from unsurveyed lands, by a course of proceeding provided for. The State made use of this unrestricted, or nearly unre- stricted, right of selection in favor of parties desiring particular tracts of United States land not otherwise open to acquisition, by which means it realized a high price for the selected tracts. 2. The following States received serip nnder the act of July 2, 1862, viz: Vermont, Connectient, Rhode Island, Kentucky, 1llinois, New York, Maine, Pennsylvania, New Jersey, Massachusetts, New Hampshire, West Virginia, Ohio, Maryland, Indiana, Del- aware, Virginia, North Carolina, Georgia, Texas, Mississippi, South Carolina, Arkan- sas, Tennessee, Alabama, Louisiana, and Florida—27. Under the original act the scrip was issued in certificates, each of which called for one quarter-section, or 160 acres, and could be used only in locating public lands which were surveyed, regularly proclaimed, and offered at public sale, and which were held subject to private entry at $1.25 per acre, and only technical quarter-sections, or smaller legal subdivisions taken in full satisfaction of the certificate of serip used, could be located with it, and not more than 1,000,000 acres in any one State. The act of July 97, 1868, (Stats., 15, p. 227,) further restricted locations of this scrip to three sections in any ote township, so that after three sections in quantity of land had been taken up with the serip, or, in other words, after twelve certificates had been located in a town- ship, no more of the serip would be used in locating land in the township, even sup- posing enough land to remain vacant therein to admit of locating 128 certificates more, a restriction which must have affected unfavorably the market-price of the scrip. Subsequently, the act of July 1, 1870, (Stats., 16, p. 186,) which did not aftect the ex- isting restrictions in cases where the scrip was in the hands of ordinary locators, al- lowed it to be located on any lands subject to pre-emption and to which a valid pre- emption right had attached, when in the hands of a pre-emption claimant to bo used in paying for his claim, the act doing away with the restriction to three sections in a township, that of 1,000,000 acres in_a State, and other restrictions 80 far as pre-emp- tions were concerned ; and by a decision of the Secretary of the Interior, rendered January 29, 1873, the act was held to include also cases of parties proposing to commute homestead entries under the eighth section of the act of May 20, 1862. The effect must have been to increase considerably the demand for the scrip, for the use of pre-emption and homestead parties, with a corresponding enhancement of the market- price. APPENDIX D. SUPPLEMENTARY LETTERS. {From President Smith, of Dartmouth College.) DarTMouTll COLLEGE, Hanover, N. H., December 12, 1374. * * * * * * * I have only to make the following statements: 1. The original fund, granted by Congress, remains as at the date of my report, intact and safely invested. 92. The legislature of New Hampshire at its last session appropriated $5,000 for the erection of a barn on the experimental farm. This makes $32,000 given by the legisla- ture to the college since its establishment, and may be regarded as an indication of the interest taken in the institution by the people of the State. 3. The Hon. John Conant, of whose previous gifts mention was made in my report, 44 AGRICULTURAL COLLEGES. has made a farther donation of $3,000 toward the purchase of a desirable tract of woodland aud pasture-land, making $63,000 given by him to the institution. : 4. Conant Hall, whose completion was mentioned in my report, 18 NOW occupied, being partly devoted to dormitories and partly to a boarding establishment. Besides a joint use of certain rooms and buildings of Dartmonth College, according to the terms of connection with that institution, the * New Hampshire College of Agriculture and the Mechanic Arts” has now two new buildings of its own, well constructed and admirably adapted to its purpose. The boarding establishment, utilizing the pro- duets of the farm, which has now been in operation several months, promises to be a convenient and economical appendage to the institution. A large number of the students of Dartmouth College have resorted to it; and to its other advantages may be added the friendly mingling together of yonug men in different lines of study. 5. You will see from the catalogue which I send herewith that the number of our students the present college year is 33—larger by nearly one-third than In any previous year. Yours, very respectfully, ASA D. SMITH, President of Dartmouth College, and of the New Hampshire College of Agriculture and the Mechanic Arts. e—— [From President Buckham, of the University of Vermont.) BURLINGTON, VT., December 15, 1874. * * » * * * wt I beg to call the attention of the committee to the report of a joint committee of both houses of the general assembly of Vermont appointed to investigate the condition and work of this institution. I respectfully ask the committee to notice what that report says as to the finances of the institution ; the growth it has made by means of the con- gressional endowment ; the great variety of professions and employments for which it has fitted young men; and, in general, the agreement of its spirit and work with the provisions of the act of Congress creating the colleges of agriculture and the mechanic arts. » * * * »* x I have the honor to be, very respectfully, yours, : : M. H. BUCKHAM, President. — Report of the special joint committee on the joint resolution directing inquiry into the expendi- ture of the fund paid by the State to the University of Vermont and State Agricultural Col- lege. To the senale and house of representatives, now in session : The joint committee of the house of representatives and senate, who were 1n structed to report whether the act incorporating the U niversity of Vermont and State Agricultural College has been properly complied with by the officers of said institution, and whether the funds heretofore paid to the institution have been expended in accord- ance with the act of Congress which created the fund, have performed the duty assigned to them, by carefully inquiring into the organization of the institution, the purposes and methods of its administration, the use of its funds, and the fruits thus far of its work, and now beg leave to report : : ; The act of Congress of July 2, 1862, which gave to Vermont the fund, the income of which is appropriated to the institution in question, provided, in section 4, that this income “shall be inviolably appropriated, by each State which may take and elaim the benefit of this act, to the endowment, support, and maintenance of at least one college where the leading object shall be, without excluding other scientific and classical stud- jes, and including military tactics, to teach such branches of learning as are related 10 agriculture and the mechanic arts, in such manner as the legislatures may respect- ively prescribe, in order to promote the liberal and practical education of the indus- trial classes in the several parsuits and professions in life.” The same act provided, in section 5, first clause, that not exceeding 10 per centum upon the amount received in any State may be expended for the purchase of lands for sites or experimental farms; in the second clause, that no portion of said fund, nor the interest thereon, shall be applied, directly or indirectly, under any pretense whatever, to the purchase, orecsion, preservation, or repair of any building or buildings; and the third clause provide that in case any State should not, within five years, provide ab least one college, a3 described in the fourth section, the grant to such State shall cease, and said State shall De bound to pay the United States the amount received by said State. : In 1863 the general assembly of Vermont authorized all of its colleges, three in nam- ber, to unite in one State university, charged with the purposes specified in section 4 of the above-cited act of Congress; but the project failed by reason of the neglect of the colleges. AGRICULTURAL COLLEGES. 45 In 1864, the general assembly chartered the Vermont Agricultural College, and this charter in every respect complied strictly with the act of Congress of July 2, 1862, but it was conditioned that $100,000 should be raised by voluntary subscription for the en- dowment and other uses of said college. This condition was not complied with, and the charter, by one of its provisions, would therefore fail on the 15th day of November, 1865; and this was prevented only, and the fund was saved to the State only, by the act of November 9, 1865, which incorporated the Vermont Agricultural College, char- tered in 1264, with the University of Vermont, established in 1791, and thus constituted the present University of Vermont and State Agricultural College. The fifth section of the existing act of incorporation is in these words: «rc. 5. There shall, at all times, be maintained, in the institution hereby created, such instruction, in the various branches of learning, as is contemplated in the several charters of each of the institutions hereby united : and more particularly including a four years’ course of studies similar to such as are generally taught in other colleges and not inferior to that recently taught in said University of Vermont; and, in addi- tion to that which is usually tanght in other colleges, the instruction, in this institu- tion, shall include such enlarged facilities and extended scope and variety in the study of those branches which relate to military tucties, agriculture, and the mechanic arts as shall render the whole instruction in conformity with said act of Congress, as well as with the several charters aforesaid.” Inasmuch as the act of Congress left the matter of charters, powers, and privileges largely under the control of the State, and the State of Vermont has dedicated the two united institutions to the very purposes contemplated by Congress, your committee are of the opinion that the act incorporating the existing institution is in full accord- ance with the intent and spirit of the act ot Congress. The next question rests upon the point whether the trustees and managers of the in- stitution have properly complied with their charters, which constitutes the first ques- tion in the joint resolution of instructions to your committee, It is obvious that the Vermont Agricultural College and the ancient University of Vermont now constitute one institution in partnership, under one board of trustees and managers, as the act of Congress permits; but for various and different purposes, but generally for educa- tional purposes, which the act of Congress also permits. These different purposes are classed by the charters in two general divisions, to wit : the classical, under the charter of the University ; and under the charter of the Agricul- tural College, the industrial, which embraces the courses of study and instruction re- quired in the act of Congress, being military tactics, and “ sach branches of learning as are related to agriculture and the mechanic arts.” Your committee find that, in the class which they term classical, the institution furnishes a four years’ course in accord- ance with the charter of the University, with a corps of four professors. Your com- mittee also find that the industrial class includes military tactics, under an officer pro- vided by the United States, agricultural and chemical departments, and engineering departments ; that in this class there are four professors, and that a four years’ course is provided in agriculture, chemistry, civil engineering, metallurgy and mining engi- neering, mathematics, laboratory practice, modern languages, and English literature, as well as special courses short of the four years’ term. It also appears that a special winter’s course of lectures has been provided, on agricultural chemistry,botany, physics, entomol- gy, stock-breeding, dairying, fruit culture, road-making, farm accounts, and bee culture. We further find that no discrimination is made between the classical and industrial students as to tuition; that a four years’ course of study is provided for each class, with the privilege of special courses; and that the students of both classes are equally entitled to the other privileges of the institution. * * * * * * In respect to the second question of the joint resolution, your committee have found that no part of the income derived from the industrial fund has been or could lawfully be expended in buildings for the accommedation of those pursuing the courses of study indicated by the act of Congress. This necessity has been fully met by the University of Vermont alone, which has furnished its own buildings at its own expense solely, and which has enlarged its accommodations for the industrial students, provided a library building, in which is a good library, and other important advantages which they enjoy in common with the classical students, and all this from a fund which was contributed by the alumni and other friends of the ancient University of Vermont. From the ne- cossities of the case, the income from the industrial fund, as well as the income from the Vermont University lands and investments, goes into a common fund, and it is there- fore impossible to trace the money after it gets into the common treasury ; but your committee find, from an analysis of the annual expenditures, that the whole amount of the industrial fund, and alittle more, is annually expended in paying for the services of professors in the industrial department, and expenses properly belonging to that de- partment. In the partnership business of the two corporations, the industrial is ap- parently the favored partner. In answer, then, to the second question of the joint res- 46 AGRICULTURAL COLLEGES. olution, your committee report that the funds of the institution have been expended in accordance with the act of Congress. Your committee cannot, consistently with their sense of justice, close this report without declaring that the president of the institution has met every question of the committee frankly, fully, and fairly ; nor without adverting to other information, which by means of this investigation has come to our knowledge. And first, in relation to the practical results of this first attempt in Vermont to unite classical and industrial edu- ion in one university. Five classes only have graduated from the institution since The total number of students cation 1 it commenced under its present act of incorporation. Of these, two have died, and the ining 116, thirty only are now in who have left it, after a full or partial course, is 125. present pursuits of seven are unknown. Of the remai the professional pursuits for which the classical course is usually taken ; while eighty- six have entered business life as teachers, farmers, merchants, civil engineers, manu- facturers, and other departments of business coming fairly within the intent and mean- ing of the act of Congress of 1862, and of the charter of the Vermont Agricultural Col- lege of 1865. These results indicate a degree of success which has surprised and grati- fied your committee, as we doubt not it will every person who duly estimates the raiue of education for the practical pursuits of life. Other States have endowed their indus- trial colleges with great liberality ; California to the amount of nearly a million and a half of dollars; Iowa more than $300,000 ; Michigan more than $400,000 ; Ohio, $300,000 ; Maryland, $45,000, in addition to $12,000 annually ; West Virginia $15,000; and Ver- * mont’s twin sister in size and capacity, New Hampshire, $25,000 during the last three years. But Vermont's new institution has proved to be successful without other gov- ernmental aid than that derived from this industrial fund provided by Congress. Some of your committee entered upon this investigation with doubts and suspicions; they have been gratified to find these doubts and suspicions removed ; and in conclu- sion we all unite in asking for the Vermont University and State Agricultural College the favor of the sons and daughters of Vermont who desire the best education for the practical business of life, and commend the institution to the confidence and fostering . * re of the State. All which is respectfully submitted. JAS. K. TOBEY, D. 8. STORRS, EDWARD 8. DANA, Committee on the part of the House. E. P. WALTON, SIMEON ALLEN, Committee on part of Senate. MONTPELIER, November 13,1874. [From President Bascom, of University of Wisconsin. | MADISON, December 16, 1374. I do not know that we have anything to add to our report. We are so composite a thing that it is impossible to estimate one element alone justly. Our agricultural department, analyzed out, would not seem to make much show, but the university itself is doing a good work and is ready to exert an increasingly valuable influence in this special direction. Yours, JOHN BASCOM. —— [From President Tichenor, of the Agricultural and Mechanical College of Alabama.] AGRICULTURAL AND MECHANICAL COLLEGE, AUBURN, ALA, December 16, 1874. We have nothing to add which would materially vary the report already made. There is, however, a slight mistake in the amount of the endowment-fund of the college. The true amount is $253,500, instead of $254,500, as stated in the report. will be obliged to you if you will make the correction. The last year of the college exhibited an improvement in every department. The results, as shown at our last commencement, were highly gratifying to all the friends of the institution. The financial embarrassments of our people must for years of our students. Our great need is means to cheapen education; Ww € tion. It is painful to see so large a number of our young men growing up Ww benefits. to come limit the number e are doing all we can in this direc- ithout its AGRICULTURAL COLLEGES. 47 Our State has furnished not a dollar to ai i i mit an approbation liad nora dati aid us. Its indebtedness is too great to per- e need double our present income to make this college \ C 1 mé what the I Sonignatl a0 oust ie desire to ike it. If the present ot a] Cox he ) e a gred ssing t ) ly great blessing to our people. I. T. TICHENOR, President. [From President Minor, of the Virginia Agricultural and Mechanical College.] ge. BLACKSBURGH, MON LACKS ONTGOMERY INTY, V * 16, 187 TRIER Tae ; ? t F Y County, Va., December 16, 1874. up ans s formerly given to ‘Inquiries respecting colleges of agri aul} 1e mechanic arts,” &c. = Ses of agriefitns e catalogue of the college for 1373-74 i i oe for 1873-74 is mailed herewith; i : uc ¢ J 8 ) h; and its g or Vag goers) An Ge State is hereto appended, on printed hii Prope 3 seen that instruction in Greek h: ren di i and oO he se tt isieaciion Greek has been discontinued, and that only such oe : and that outside of the curriculum—as other claims will pers; 4 ih op rate professors have been assigned to the schools of agriculture 1 mah oD oa a Diotestor of physics and a farm manager. A workshop has or, ) es, 60 by 30 feet, framed to receive steam-power. C. L. C. MINOR Pppoirls re TPR . . : : President Virginia Agricultural and Mechanical College Report of the Virginia Agricultural and Mechanical College. i o he oolens having closed on the 9th of July, 1873, the second Bssion vpn don : : of August, the vacation being thus shortened, because i ag Deen deck d o stitute a winter-vacation of two months beginning at Christma, for is usual summer-vacation. Experience has so far vindicated th isonet hi 2) germent, not only because students from the eastern part of the de 4 Se erity of winter in the mountains and remain at the college Sndngt biniiim, eAsany and healthful portion of the year, but because the usual fle Sooaton not at all do for the work of this institution. The study of Homing operat ong auto), bo suspended at midsummer, nor can the labor of the hs Arniod on 8 e absence of the students. No student is exempt, except for De ys om a Tegular turn at manual labor, which, being intended for purp 2565 a8 Jus ck on, is not paid for; but most of the other work of every sort, is 4000 yoluuis Wy. jor pay by the students. All of the current repairs are done by stu- i I dnses are now building by them. More than half the a UB INS FI 17M c pio this time, over and above that done by the regular unpaid Qeiails hapa Sone) Ylndue Hows oy the PAY-ARCONES; and this work is paid 1 g , but at a price per day or ho i i Sangin ad snonsiny of the student, according to the ey oon Aang Ni the lisanoney goes io e neediest as well as the most energetic young men, meeting in a Aah h expenses, and in many cases giving them “assistance without lich they sould 20 Jnana at college. Nor has the time devoted to these pursuits der his progress i 9 Re e student so much away from his theoretical studies as to hin- Ser ly Doge: 11 on, It is a circumstance not unworthy of note that even stu- i Yeo es, > 10se circumstances have entirely removed them from any ex- Jerienns na a a) 13 oF, i whose means are sufficient to relieve them from the a Sty for if 30} ih Hong y seek sHiplovinen on the farm as a means of making money 50 out 1 pinion of the college overcome any false shame about hand- The cost to the student of living 1 i Ph es ] 7ing has varied through three o Sua in the Dieses, not above five dollars and a half per roa TE pos ol fhe foffem dollars por Fi ig for fished room and table-board, the highest rate phi PHA by 4 sinden, A Jew Ieep Hor Thole expenses for the annual session within $100 will increase i ER Sop y has rapidly increased during this session and ah = ge ss, Ba Ronse erected for the purpose, has been in successful operati Sitiee the leh of pri 3 and several smaller ones were in operation earlier Do, Tiesvhionte is now bary done, and another will be available when the second half = os Ssion | eging aad, if necessary, a fourth and a fifth can be brought se a Ry pe 3 ne Tos Iging rooms soy afforded, and an Te Sn S “Ql g : session, free quarters and mess sid Minti op vg roi lan & on : ents, 48 . AGRICULTURAL COLLEGES. By the light of experience so far, no better way presents itself than thus to give the student the means of bringing the cost of living to this low mark, and at the same time opportunity to earn a greater or less part of the necessary money, according to his capacity. ; By the conditions of the congressional grant under which the college was endowed, instruction in military tactics is required. A daily drill in uniform, with muskets and accouterments, has been conducted with such efficiency as has won the commendation of all, especially of those most competent to judge. The whole number of students during the session was 197—an increase of 65 over the last session. The appropriation made by the general assembly at its last session has allowed the board of visitors to take steps to erect the necessary buildings. In order to secure the most eligible site, and to connect the farm with the grounds received from the Preston and Olin Institute, they found it necessary to purchase the land lying between the two, which was paid for out of the bonds of the county of Montgomery. A contract for one million brick was made, and is being executed, and plans have been provided and bids invited for the erection of the necessary buildings for instruction, and for two professors’ dwelling-houses. The salary of the president is $2,500 per annum, and that of each professor $2,000. There were five professors besides the president. The salary of the officer filling the duty of secretary of the board of visitors, secretary of the faculty, treasurer, and libra- rian, was $1,200, and a compensation of $300 was made him for instructing the classes * * * * * in German. C. L. C. MINOR, President. OCTOBER 22, 1874. [From President Welch, of the Towa State Agricultural College.] AMES, Iowa, December 18, 1874. * * * * * * * We have no additional information which we desire to furnish the committee except the inclosed “new course of study.” Very truly, yours, A.S. WELCH. NEW COURSE OF STUDY. The congressional law, while it requires that the courss of study in the industrial schools established by the national bounty shall meet the wants of the industrial classes, leaves the details of their courses to be settled by each State that accepts the national grant. Our programme of study and practice has, seemingly, met the wishes of the public in both matter and method, and if a single young man in the State has been deterred from attending the agricultural college by reason of the lack of any industrial specialty he desired to pursue, we have not been informed of the fact. To meet the possible demand, however, of a few, for exclusive instruction in the handicrafts of the farm, and the special branches that underlie them, it is recommendeq that, in addition to the courses now established, the board adopt an optional course embracing the follow- ing studies, requiring one year for their completion. Of course the conditions of admission will be the same as for students of the other departments. First term. Second term. Farm accounts, Insects injurious to vegetation. ¥ General chemistry. Agricultural chemistry: Analysis of sails. Economic botany. History, races, breeding, and management Management of crops: Propagation of of domestic animals, * plants, seedlings, grapes, and fruits; Farm engineering and architecture: fruit-culture ; forestry. Draining, road-making, water-supply, fencing, farm-machinery. The above was adopted and added to the other regular courses.—( Proceedings of the Board of Trustees, Yovember, 1874.) AGRICULTURAL COLLEGES. DEPARTMENTS OF INSTRUCTION. Agriculture. The course in theoretical agriculture embraces the following branches of study: By Professor Stanton: Book-keeping; plane trigonometry, and surveying. : Botany ; zoology ; entomology ; comparative anatomy. in and Waoritiy J Agricultural chemistry ; meteorology ; geology. The course in practical agriculture comprises : : President Welch and Superintendent Stalker: History, races, breeding and manage- i heep, horses, and cattle. ; ee er on weeds and useful plants; lectures on insects harmful d animals. . os i ig Yi Propagation of plants, seedlings, grapes, and fruits; fruit-cul- try ; quality of soils. : . ; . BE wy farm-machinery ; farm-engineering; farm archi- tecture; drawing; road-making; water supply ; plans for farms and farm buildings. Professor Hutchins and Superintendent Stalker: Chemical analysis of soils; prep- aration of soils, and management of crops; laying out and fencing farms. [From President Bishop, of Arkansas Industrial University. | FAYETTEVILLE, ARK., December 21, 1874. * * * * *> »> * i : i in behalt that I can add anything to the facts already communicated in Wr huang except this, that our new building, costing about $130,000, is under roof, and will be ready for occupation next summer ; and that 275 students have been in attendance since the commencement of the present collegiate year in September i our resources are largely State scrip, we cannot at present add to our library and aratus as we wish. ; CE aii . i Arkansas fuses her four governors into one, our equipment and facilities will be added to. Very respectfully, yours, A.W. BISHOP, President Arkansas Industrial University. [From Chancellor Benton, of the University of Nebraska.) LINCOLN, NEBR., December 24, 1874, * * * * * * * We have a supplementary report to make respecting our agricultural college since t to your committee. me ow the State has purchased for the use of the agricultural college a highly-cultivated farm, of three hundred and twenty acres, at a cost of $17,500. The at have also appropriated $6,800 for utensils and stock, which will all be expended this year. . : : . + andthe D twelve students exclusively in the agricultural department, an a will aD be doubled before the end of the year. This is really our first year’s work in this department. No agricultural lands are yet sold. * . Yours, truly, A. R. BENTON, . “Chancellor of University. H. Rep. 57——4 # OF THE - UNIVERSITY OF CALIFORNIA. GIFT OF (Inova YYLO ILO ( Received OCT © 1892, 189 Accessions No. Hay &5 Shelf No. & HE © 2 A 3 | ) li Ai SAA IAE 4 “Jeclw weal oclrodl. (Lh dkveanen. Cpa. . 158%. qe 21 . cea ova Cue Low pondo. 13 % i : i Fé. ie A. SS. Yrude Liat &. B36 opt | Jarre, Wt 3. Pa elrolog ! | . ng wp sod. 22p 1R Gonws. $086. Indamohrdals eduealion, | Sow INE w . 18%8 7] 25p. WIR | Solbovkes | fos. Sevan rednne A 1 La fe. public 1% FFE. B1r-sSz2p. Uspodunronds, (0. NW. InGlleclunt value of | NAAAMARAL) rasan . hu. . 1584, 1900. & monn 0.0, (Yeon, Hho 5 Urounaa of ; RO Lhoand> | : : 9% J ii (3 wl, 46 J6. Maruual oo i 4 A a Aas I cg in, | pi” —-— ym. aden A Ure Pudire, delet Wty, 387, tp. i ony FEC. DBD. R7 wal, Om, tnduslivod, i rousing of Crvmamndo -W. q- 1335. 3 (0, Brwporry 0. Oopeets of edancatinn uy § ITE. 131 =1b po. IH. Sagowan, O. The 85d. wn do Sores fi . ' it a ¥ |] of dhe, School, ny. 1393. NY 2051p. J { 2,13. Bluse. Go. Yhamuants, ova i : Klermne jie: « chhoole (gun Wout renqd 8bp. (e boo \ )XOnAewty ¢ cu Lovie A { emit ehiaaecafrore — N ee Garriend, Oaceo | — a ie da Ar? os Call v > 8 £ 57 2 & ™ 3 = c ~ 9 cs S \ [eebnical kdu Second Annual Qlosing kxqrcises, 3 Teehnical kdugation Cineinnati, O., Jung 13, 1888. lon.- EXTRACTS FROM ADDRESSES DELIVERED ey BY Con. WM. M. ROBINSON, a SE SuPT. GEO. R. CAROTHERS, sive LAND, REV. GEO. A. THAYER, EE pe S: IN i ty wt Sh CINCINNATI, OHIO, JUNE 13; 1888, UPON THE OCCASION OF THE ERS SECOND ANNUAL CLOSING EXERCISES. 1888. The Bloch Publishing and Printing Company, Hoye 5 TE mind and’ the hand are natural allies. The mind speculates, the hand tests the speculations of the mind by the law of practical application. The hand explodes the errors of the mind, for it inquires, so to speak, by the act of doing, whether or not a siven theroem is demonstrable in the form of a problem. The hand is, therefore, not only constantly searching after the truth, but is constantly finding it. It is possible for the mind to indulge in false logic, to make the worse appear the better reason, without instant exposure. But for the hand to work falsely is to produce a misshapen thing—tool or machine—which in its construction gives the lie to its maker. Thus the hand that is false to truth in the very act publishes the verdict of its own guilt, exposes itself to contempt and derision, convicts itself of unskillfulness or of dishonesty. There is no escaping the logical conclusion of an investigation into the relations exist- ing between the mind and the hand. The hand is scarcely less the guide than the agent of the mind. It steadies the mind. Itis the mind’s moral rudder, its balance-wheel. It is the mind’s monitor. It is constantly appealing to the mind, by its acts, to “hew to the line, let the chips fly where they may.” CHAS. H. HAM a0. . aM. FEW NS THE TECHNICAL SCHOOL “oI, CINCINNATI. Wo} Y / ¥ 5 THE TECHNICAL SCHOOL OF CINCINNATI. OFFERS THE FOLLOWING COURSE OF INSTRUCTION AND PRACTICE, SUBJECT TO SUCH CHANGES AS EXPERIENCE MAY SUGGEST. FIRST YEAR. Mathematics—Review Arithmetic, business forms and usages ; Algebra. Science—Physical Geography ; Introductory Science; Bot- any, of plants. Language—English Composition or Language Lessons; United States History. Drawing—DLettering; Outline and shading in charcoal from objects; Freehand and mechanical; Designs for Wood Carving. Shop Work—Carpentry and Joining; Finishing; Wood Carving. SECOND YEAR. Mathematics—Algebra ; Plane Geometry. Science—Botany, of woods ; Book-keeping ; Physics. Language—Rhetoric ; English History. Drawing—Isometric projection; Mechanical perspective ; Projection of shadows ; Ornamental Lettering ; Pattern Draught- ing ; Freehand work ; Pen sketching. Shop Work—Wood Turning; Carving on turned surfaces ; Pattern Making ; Sheet metal work. Tue TECHNICAL SCHOOL OF CINCINNATI. THIRD YEAR. Mathematics— Geometry, Plane and Solid ; Trigonometry. Science— Chemistry and its applications in the arts. Language—English Literature and Composition; Civil Government (German or French). Drawing—Orthographic projection ; Brush shading 1n India ink ; Model drawing; Architectural drawing ; Decorative design. Ril Shop Work—Moulding and Casting; Forging; Welding; Tool-making ; Brazing, etc. FOURTH YEAR. Mathematics— Mechanics ; Trigonometry and Surveying. Science—Physiology ; Geology ; Theory and Science of Steam Engineering. Language—English Literature and Composition, Elements of Political Economy (German or French). Drawing—W ater color; Landscape Architecture; Topo- graphical Drawing ; Architectural design; Machine Construc- tion. isl Shop Work—Machine shop practice ; Chipping; Filing ; Lathe-work ; Screw-cutting ; Drilling ; Planing, etc. The work of the school day commences at 9 A. M., and closes at 3:30 p. M., with thirty minutes from 1 o'clock for lunch, THE TECHNICAL ScHOOL oF CINCINNATI. 3 To avoid monotony the classes change work and recitation rooms when possible, every hour. Under no circumstances is work of any kind allowed for more than two hours continuously. In all cases the aims of the teachers are to direct the ef- forts of the pupils, to cause them to investigate for themselves, to become students. Whenever practicable the pupils are re- quired to do experimental work and to write out the results of their observations. Particular stress is laid on the study of English Language and Literature. In this connection, in addition to the out- lined work, periodical visits are made to various manufactur- ing establishments and other places of interest. Generally those places are selected in which the work is similar to, or closely connected with the topics of study at that time. The pupils are required to make observations and to take notes, which they must embody in an essay or descriptive account of their visit. Writing and spelling also come under this head. All papers must be neatly written and are marked on construction, punctuation, capitalization and spelling. Special lessons in spelling are given three times each weck, in defining, in spell- ing and in constructing sentences, in which the selected words shall be properly placed. EXAMINATIONS. Frequent examinations are given, and regular quarterly reports of each pupil’s attendance and standing are sent to pa- rents and guardians for their inspection and signature. The minimum average required to entitle a pupil to pass in the work of a year is seventy per cent. in all the subjects of each term. Those whose yearly average falls below the standard are required to repeat the work of that year before entering the next higher class. Tur TECHNICAL SCHOOL OF CINCINNATI ADMISSION. admission to the first year class must be Candidates for and should in general be prepared for en- fourteen years of age, trance to High School. Pupils will be admitted without examination on certifi termediate or Grammar schools, cates from Principals of In racter and to have the showing them to be of good moral cha necessary qualifications. 1 will be admitted without a certificate of good moral esponsible person—preferably the last ained who is an impediment No pupi character from some r teacher—and no pupil will be ret to the progress or an injury to the morals of hi An examination of candidates for admission will be held at the school rooms, Saturday, June 16, 1888, beginning at 9 o'clock A. M., and a second examination, Saturday, September 1st, at the same hour. Candidates for admission to the first year class must pass a satisfactory examination in Reading, Spelling, Writing, Com- mon School Geography, English Composition, with correct use of capitals and punctuation, Arithmetic, including fundamen- tal rules, Common and Decimal Fractions, Denominate Num- bers, Percentage, Interest and General Problems. Candidates for admission to the advanced classes may at the same time and will be examined in s classmates. present themselves the work (book studies) accomplished by the class to which admission is desired. Those who have completed the mental work of the various classes may be admitted as special students in the Drawing and Shop work, being excused from other recitations at the discretion of the Superintendent. In general, the most satisfac- tory results are attained only by the close association of the mental and manual work. TaE TECHNIC Q HE TECHNICAL SCHOOL oF CINCINNATI. 5 Those who come to the school best prepared will be the ones to derive the greatest benefits from its course of study Our experience has been that those who fail to do ssl work are those who are not well grounded in the most ele tary branches. iii EXPENSES. The se rear is divi i ; chool year is divided into two terms of twenty weeks eac . 2 111 3 ar : The tuition fees are payable by the term in advance, and for the present are as follows: First YEAR Crass, per te 37 5 y A Crass, per term, $37 50, per year, $ 75 00 SEcoNDp © f 4 50 00 ft 100 00 THIRD “ of . A) BK 62 50 * 125 00 Fourtu i i 75 00 i 150 00 J ol N PE : o deduction is made for time lost by absence, or if the . . . > r ? | pupil is withdrawn before the end of the term Pupils must furni i | st furni y <8, drawing i sh their own books, drawing instruments and materials, scales, rules, cali s, scales, s, calipers, etc., and their ow a , ete. ir own aprons The school furnishes all shop tools and materials i Drawing instruments and materials will cost from $10 to $15 for the first year, and from $5 to $6 thereafter. The cost of books will be about $5 or $6 per year. : There is no lodging house in connection with the school mo and lodging may be had in the city or suburbs for $5 or § bis week. As no articles are manufactured for sale, there is no chance for pupils to pay their way by their labor. DEPOSIT. Every pupil will be required to make a deposit of five dol- lars to cover possible damage to the property of the school which must be increased whenever the assessments exceed . original deposit. This will be returned less assessments a any, when the pupil severs his connection with the school mo! AS SE a ep Ce 3 a CS SR AR a ee ) Ew op ES Tar TECHNICAL ScHOOL OF CINCINNATI GENERAL REGULATIONS. Pupils are expected at all times to be truthful and polite, to be earnest and faithful in their work and to obey promptly and cheerfully all rules of the school. Improper language and the use of tobacco will not be tolerated. Continued absence without excuse, failure to do satisfac- tory work, or serious misbehavior, will be considered sufficient cause for dismissal. Those whose influence is found to be bad will be required to withdraw. The best results are attained only by regular and punctual attendance, and in these matters the co-operation of parents is expected. The work of the school should come first, and pupils should be kept out or allowed to remain away only when POSITIVELY NECESSARY. Pupils will be excused from school upon the written request of parents or guardians only. Parents are earnestly invited to visit the school frequently to note the methods of instruction and to consult with the teachers in arranging a proper schedule of recreation and of study hours for the home work of the pupils. DIPLOMA. The diploma of the school will be given on graduation to those who complete the work of the entire course creditably. PRIZES. Seven prizes are offered for this year as follows: Two es for excellence in scholarship, one to each class. Two prizes for excellence in drawing, one to each class. Two prizes for excellence in shop work, one to each class. One prize to the member of either class making the best priz general record for the year. A Prize was AWARDED JUNE 22, 1887, For EXCELLENCE IN DRAWING, , TO Fraxk THEODORE MILES. r THE TECHNICAL ScHOOL OF CINCINNATI. 7 Pupils who desire to enter the scienti leges, Universities or Polytechnic Schools re Cn course in this school, will be allowed to take, with to a nn 1 o ws Butenn nian, German or French in place of English he Plates Composition, in the third and fourth years of ; Graduates of this school will be admitted without exami nation and free of conditions, on certificate of the Su : i tendent, to the scientific courses of the following Sra : Columbian University, Washington, D. C j Purdue University, Lafayette, Ind. i St. John's College, Annapolis, Md. Swarthmore College, Swarthmore, Pa Rose Polytechnic Institute, Terre Hunts Ind Case School of Applied Science, Cleveland 0 Certificates will be granted only to those whose work has been thoroughly satisfactory i : tlic entire conise, y in every particular throughout THE FOLLOWING PRIZES WERE AWARDED ON JUNE 13.1887: Por the highest degree of excellence in Scholarship, Draw- ing, Shop-Work and Deportment during th pl DER P. BEDINGER. SR ynt For Excellence in Scholarshi p, Second Y ae. d TER A. McCLELLAND. ; ear Class, WaL- First Year Class, Louis C. SMITH. For Excellence in Drawin g, Second Y . HARCOURT. ear Class, Epwin E. First Year Class, GEORGE E. MITCHELL. For Excellence in Shop- Ea op-Work, Second Year Class, Davip First Year Class, FRANK W. CrANE. 8 TaE TECHNICAL SCHOOL OF CINCINNATI DRAWING. The following is the present plan of the course in draw- ing arranged topically : FIRST YEAR. (1) Freehand work on blackboard; Working drawings for shop. (2) Lettering, Mechanical and Freehand. (3) Out- line and shading from objects in charcoal. (4) Freehand shad ing in pencil from machines, ete. (5) Mechanical drawing, use of mathematical instruments, pen lining, etc. (6) Free- hand sketches of machines or tools with dimensions accu- rately marked from which mechanical drawings may be made ; Mechanical drawings of same with details and sections. (7) Freehand decorative drawing and designs for wood-carving. SECOND YEAR. (1) Isometric projection. (2) Mechanical perspective from models ; problems in plain and oblique perspective. (3) Freehand perspective, blackboard and paper. (4) Projection, formation of objects, tinted. (5) Projection of shades and shadows with ruling pen. (6) Ornamental lettering. (7) Geometric construction. (8) Pattern draughting. (9) Sketches, with pencil and with pen and ink. THIRD YEAR. (1) Orthographic projection. (2) Brush Shading in India Ink. (3) Drawing from casts and models in light and shade. (4) Geometrical ornamentation and principles of decorative design. (5) Architectural Drawing, including plans, eleva- tions, sections, details, perspective and working plans. (6) Household decorative designs, as applied to wall papers, car- pets, ete. THe TecHNICAL ScHOOL OF CINCINNATI 9 FOURTH YEAR. ARCHITECTURAL COURSE. (1) Topographical drawing. (2) Study in water colors. (3) Landscape Architecture, arrangement of lawns, drives, parks, etc. (4) Interior decoration, staircase halls, libraries, etc. (5) Original design of a house with plans, elevations, sections details, ete. MECHANICAL COURSE. (1) Topographical drawing. (2) Engineering, draughting, grades, fills, sewers, ete. (3) Square and V threaded bolts, ete., shaded in India ink. (4) Machine construction, bevel gears, spurs, miters, eccentrics, ete. (5) Final project drawing of machine, shaded jn India ink, with details and working draw- ings. This course of drawing is based on the theory that a knowledge of the art of drawing is fundamental to accurate mental conceptions. Its object is to train the powers of observation before pro- ficiency with pen or pencil is expected. To teach the eye to see all there is of an object, and seeing, to delineate it. As the imaginative mind is able to comprehend ideas sooner than the unimaginative by the greater facility with which it forms mental representations of them, so the student trained in the use of the drawing pencil outranks the one who is untrained, not only in the drawing and mechanical work, but in the sciences, mathematics and language. The work of the drawing course can not be accomplished entirely in the school time. In some cases the theories and principles are given and the pupil does the work at home, it is then brought in for inspection. The greater part of the work, however, is done at school under the immediate supervision of the instructor. :) 3 1 vv TN A Tur TECHNICAL SCHOOL OF CINCINNATI. DEPARTMENT OF DOMESTIC SCIENCE. to the fact that the school has been established but a short time, the department of Domestic Science and Economy is not yet fully equipped. Tt is the intention of the managers that when established it shall be first-class in all its appoint- Owing ments. The following is the outline of the proposed course of study and practice : FIRST YEAR. Mathematics—Review Arithmetic, business forms and usa- ges; Algebra. . Science—Physical Geography ; Introductory Science ; Bot- any, of plants. Language— English Composition United States History. Drawing—Lettering ; Outline and shading in charcoal from Freehand and mechanical ; Designs for Wood Carv- or Language Lessons; objects ; ing. Shop Work—Carpentry and Joining; Finishing; Clay Modelling ; Wood Carving. SECOND YEAR. Mathematics—Algebra ; Plane Geometry. Science—Botany, of woods ; Book-keeping ; Physics. Language—Rhetoric ; English History. Drawing—Isometric projection ; Mechanical perspective ; Projection of shadows ; Ornamental Lettering ; Pattern Draught- ing; Freehand work ; Pen sketching. Shop Work—Wood turning ; Carving on turned surfaces; Pattern Making ; Sheet metal work ; Pottery throwing and turn- ing. THE TECHNICAL SCHOOL OF CINCINNATI. THIRD YEAR. Mathematics—Geometry, Plane and Solid; Trigonometry. Science—Chemistry, its application in the arts, and in the cooking and preparing of food. Language — English Literature and Composition; Civil Government (German or French). Drawing — Orthographic projection; Brush shading in India ink ; Model drawing; Architectural drawing; Decorative design; China painting. Laboratory Practice—Cooking and preparing food ; Purchas- ing household supplies; Laundry work; Nursing the sick, etc. FOURTH YEAR. Mathematics—Mechanics ; Trigonometry and Surveying, or Astronomy or Zoology. ‘ Science—Physiology; Geology; Theory and Science of Steam Engineering. Language—English Literature and Composition ; Elements of Political Economy (German or French). Drawing—W ater color; Landscape Architecture; Topo- graphical Drawing; Architectural design; Machine Construc- tion. Laboratory Practice—Plain and Fancy Sewing; Cutting, fitting and making of garments ; Stenography ; Type Writing. THE above course of Domestic Science and Economy is designed to give young women a good high school education in English Language, Mathematics, Natural and Physical Sciences, in Household Economy and Management, but above all to train them to be useful with hands and heads. 12 Tae TecHNICAL SCHOOL OF CINCINNATI It does not seek to train the hands to do physical labor at the expense of breadth and versatility of mental development, but to train the mind, the eye and the hand harmoniously and in unity. It proposes to give the girl who takes the whole course the kind of training that will enable her to go out self- reliant, to put her in the way of being independent, at the same time giving her such training that she may become a good housekeeper, should she ever have charge of a home. Be- lieving that the fundamental safeguards of morality and virtue are in happy, homelike homes, and that the power of the accomplished housewife to make such is very great, it aims to give the elements of such training. As a number of inquiries have been received for girls capable of doing certain kinds of manual work which are taught in the third and fourth years of the regular course, arrangements will be made that those who desire it may receive instruction in those branches. Of course it is understood that this practice will be of the lightest, and for those only who es- pecially desire instruction in work of this kind. The demand is principally from makers of surgical and electrical appliances, and requires those who have the ability to draw, make plans and lay out work, rather than those who have a high degree of constructive skill. No more work is done in any department of the school than is necessary for instruction and practical drill in the vari- ous branches, as the object is EDucATION, not physical labor. For those who wish to enter the scientific courses of colleges or universities, German or French are elective in the third and fourth years of the course; for those who do not, there are elec- tive studies in place of the mathematical course of the fourth year. THE TECHNICAL ScHOOL OF CINCINNATI. EXTRACTS FROM THE ADDRESS OF Cor. Wu. L. RoBiNsoN, PRESIDENT OF THE BOARD OF DIRECTORS OF THE TECHNICAL SCHOOL. * * * After all the crowning glory of this Centennial year is the fact that in all the hundred years of the history of this city, the public spirit of her people could be relied on in any emergency for any object of value; and the special subject for congratulation at this time, is that that same public spirit is crystallizing around this school in such a way as will insure its future and will make it an institution of value to Cincin- nati. As to the work of the school, a tree is known by its fruits. The work of the Technical School of Cincinnati speaks for itself, as you will notice when you examine the specimens of shop-work and drawings which are displayed in the adjoining building, and which you will have the opportunity of inspect. ing after the close of these exercises This is the time and place to say that we owe much to the pupils of the school who have done such excellent work, which is not only a credit to the school and to the city, but speaks forcibly and eloquently of the intelligence and industry of the young men and women we have had the pleasure and honor otf instructing during the past year—young men and women who are determined to make their mark in the world, and to go forth from this institution well equipped for a life work of usefulness. The work or the teachers deserves high praise; it has been characterized by a faithful devotion, by a heartfelt interest and an ardent appreciation of their high calling which can not fail to bring good results and to win for them the high re- gard of the community. Mr. Carothers, the Superintendent of the school, who is en- titled to our congratulations for his successful work, and whom 1 now introduce to you, has some remarks to make, for which I ask your careful attention and consideration. Tae TecHNICAL ScHOOL OF CINCINNATI. ADDRESS OF SUPT. GEO. R. CAROTHERS. p GENTLEMEN :—In reviewing the work of the Worn the year and a half of its existence I Fish io gu) attention to its small beginning. No other school o y : Is dag in America has been started in the small way in " Ie 8 school originated. a With but six hundred and fifty 0 ares its treasury, it set out to do a work which in other cities has taken nearly as many thousands. Itwas thought by Anya something next to madness to undertake such an en i on so small a monetary capital. I say monetary, bt on was one resource which did not show on the books, Wiis i not appear in the balance at the bank, it was ing pa tarian love for the right training of the youth whic a = pected to spring up in the hearts of the people y 2 i school had demonstrated by its works what it could af fe boys and girls of Cincinnati. It was an exercise 0 = ’ which is in reality the foundation of business transactions, for without faith in humanity it is impossible to carry on busi- Dd faith without worksis dead. It was not started on faith alone. Before a meeting was held in the movement a steal estimate was made of the money necessary to equip an 4 sh lish such a school, and the probable income to be Jatiee a its tuitions. So far in its history it has kept Pion t i% sub mates. It has probably been for the best that the schoo y o 4 in such a small way, and that starting without a Laue on : has been successful. It has demonstrated that such a we ol can be started and Seosssinlly Seed on without an endow housands of dollars. BE Bll letters asking if it were possible to start such a school on fifty thousand dollars pe son pos pects of success, I have answered, Yes, if you have ve thousand dollars—five hundred dollars—and can s » goo results in the work, your prospects of success are good. THE TECHNICAL SCHOOL OF CINCINNATI. 15 The tree which stands alone is slowest in its upward growth, Without the support of its fellows it is wind-swept on every side, and must take a firmer hold in the soil to sus- tain itself, but eventually it is more symmetrical and rugged than any in the forest. Perhaps the growth of this school may be likened to the tree, which has its origin in the tiny germ, it grows up and is buffeted by the winds of adversity, which only loosens the soil around its roots, and allows them to sink deeper and deeper into the earth. It grows and its branches spread, and from the sapling of which but few took notice it becomes the mighty tree which compels esttention and admiration by i & very grandeur, to look upon which, as it spreads its branches heavenward is an inspiration to the beholder to try to do better. Coming here, as I did, with the expectation of starting with a large class of pupils, I was disappointed on our opening day with the small gathering that re:ponded to the invitations, and with the class of three that enrolled themselves as pupils of the school. I almost despaired of ever being able to do any- thing in Cincinnati. But all along I have been encouraged by the hopefulness of our President, who has never ceased to look forward to a bright future for the school, and who once said to me when the prospects were anything but encouraging : “Keep up your courage and work away, though it seems small and insignificant now, it may be that it is a work that is des- tined to endure for all time.” Then the pride that comes to him who has put his hand to the plow and is tempted to turn back but resists, swelled within me, and I went on in the en- deavor to do the mcst possible. The recollections of that first year’s work will stay with me while memory exists As the time went by and more pupils came I was encour- aged, and pushed on with greater hope of success. At our closing exercises last year a gentleman came to me and said: “I think that you have done a good work, and when people find out the value of it, all will be smooth sail- ing. You may have fifty thousand dollars and not have a school, but when you have fifty pupils who can do work like this, then you have a school, and the money for carrying it on can be easily rais-d.” Sr eid ar ee a et 16 Tae TECHNICAL ScHoOL OF CINCINNATI We have now more than the fifty pupils, and the Sagan to the success of this work I will leave to you. vs oh py however, that the work you will see 18 iy inhi ars fo he : i ted. e have ils: every one 18 represen i Be ok of Z few of the best as representative a the wi fall. Tt is not so difficult a matter to produce goo ie ult i no can make the work attractive to the pupils. da th 5 ot seems to have gone out that the work 18 Sa i aes been informed that there are pans in he sh i ith longing to ho are looking forward wi : : SL fo come here and work with things more con i ellers and copy books. Ee who has had experience knows the Sumy self ire painstaking labor equine to a ! i « . i atisfactory work from every I i gi nine Tow thank my co-workers for the SOmesiions ood faithfulness with which they have labored to produ 1ts. - A in his essay on self-reliance, says: “If on Jone men miscarry in their first enterprises they lose all heart. the young merchant fails, men say he is ruined. If the finest i installed in an i i f our colleges and is not ins oe fterward in the cities or suburbs of i ithi ear a : ig ng it seems to his friends and to himself 08 ight i i i d and in complaining the :o right in being disheartene fs be his life, A sturdy lad from New Hampshire > Yep. id t. who in turn tries all the professions, who teams it, fa 4 ir keeps a school, preaches, edits a newspaper, goes eR "buys a township, and so forth, in Sioseive Jos ! i is worth a hun ike a cat, falls on his feet, is : i We He walks abreast with his days and fl pe in not studying a profession, for he does not Post» De his life, but lives already. , He Bas noyors Shanes d chances” It seems to me ; ns eked forward at that time and have oe ae Tou training and technical schools as they exist 5 ay, Thue yealized the advantages which they oF to § : aay gm to tes ol suc i uld have put the gradua ls fi - jo bio those who have the hundred chances in life. THE TECHNICAL SCHOOL OF CINCINNATI. 17 For the hand-training of our school we claim four pre-emi- inent advantages : FIRST. THE MORAL TRAINING, ‘In the sweat of thy brow shalt thou eat hread,” was the judgment pronounced at the fall of man, and the education that ignores or seeks to avoid this law is wrong, morally, mentally and physically. What right have I to reap where I did not sow? To eat in idleness the bread provided by another's toil? Is not that young man who comes from school, prepared to at once take up the active duties of life, stronger morally than the one who knows noth- ing, or at the most but very little, of any kind of work hy which he can maintain himself? Is not the self-reliance that comes of knowing that he is capable of holding his own in the battle of life one of the strongest bulwarks of his moral char- acter? I know that there hasbeen a hue and cry raised about the “utilitarian” side of manual training, and about the “bread and butter brigade,” but the utilitarians and the bread and butter brigades are, after all, those who make it possible for the rest of humanity to exi:t. SECOND. Irs INTELLECTUAL TRAINING. The thought and ap- plication necessary to produce s:tisfactory results, the success consequent upon honest, careful endeavor, the ease with which individual and class attention is secured and retained, the ‘class emulation,’ its apparent good effects in the purely mental work, all combine to make this one of the greatest of educational forces. THIRD. THE AID 8UCH TRAINING WILL GIVE IN CHOOSING A LIFE- work. The work ofthe course is laid out progressively, that of each year being complete in itself to a certain degree, but found- ational for that of the next. Avoiding the narrow limits of any trade or occupation, its aim is to give a broad and comprehen- sive training that will be foundational for all. Though the pupil may select work in any one line, he will have a general knowl- edge of many. The natural tastes or inclinations are soon dis- covered, and choice of the work best liked may be made with almost the certainty of success. FOURTH. THE BENEFITS OF THE PHYSICAL EXERCISE TO BE DE- RIVED FROM 8UCH WORK. I havea letter from the mother of one of 18 Tur TECHNICAL SCHOOL OF CINCINNATI. in which she says that this is the first year in five has been able to do the work of an entire school year. The young man who to day receives the prize for gen- eral excellence in scholarship relates almost the same experi- ence. He came here with the expectation of remaining but a short time, thinking that this would close his school career. Coming for the purpose of getting instruction in drawing and the use of tools, his success as a student has been so marked that he has remained to the close of the year. He told me only a short time ago that his health had been so good since his coming to this school that he had fully determined to com- plete the course here and to take a university or polytechnic course afterward, attributing his success in the school work en- tirely-to the benefits derived from the physical training received in the work-shop. Are not the experiences of these two, strong arguments in favor of manual training? And these are but two out of many. In enumerating these advantages I have left that of the physical benefits for the last; in reality I think it should be paramount to all others. The old saying of the sound mind in the sound body is of as much force to day as when it was first uttered. But I am putting the physical advantages be- fore the moral. True, but if the weakly complaining dyspep- tic is capable of doing any moral good in the world, what would be the measure of his capabilities if he was in the full- est possession of physical and mental strength? I have heard a great many arguments against manual train- ing, but I think that the majority of them are from those who do not know what manual training is. They think that be- cause instruction is given in the use of tools it means the teaching of trades. When set right they think it worse yet, if we teach the use of tools and do not teach trades, the time of the pupils must be wasted. In their estimation nothing is equal to the study of books. The study of books is excellent, but the study of things, most excellent. The thought required to comprehend a book is not equal to the thought required to produce it. There are other ways than the printed page of expressing thought. The thought necessary to bring the print- our boys, that her son THE TECHNICAL SCHOOL OF CINCINNATI. 19 ing press, the steam-engine, the electric telegraph and the host of kindred appliances to their present state ot perfection has been greater and has done more to civilize the world than all the thought ever expended in the comprehension of books describing them. Nay, more; though you may know by rote all the books ever written descriptive of the locomotive engine and have never seen or handled one, you do not know what an engine is. And why spend time in the study of books when the things themselves may be had? Educational work has had the tendency of being top-heavy Educators seem to have been trying to stand the pyramid on its apex instead of on its base, to educate the mind to the point of exhaustion, to the detriment of both mental and physical powers. Like the traditional “ One-horse shay,” it is the weakest place that must stand the strain. : How often do we see an ambitious youth who has been pushed to his utmost capacity during his school life, having an overstimulated, abnormally developed brain, coupled with a puny, undeveloped body, in whose school experience every ef- fort is directed to the further development of a precocious and unusually active mind, while nothing is done to proportion- ately strengthen the physical powers already overtaxed to supply the vital forces? The school work finished, he is ex- pected to make a brilliant rec.rd in his chosen profession How frequent the disappointments! The profession chosen, he enters upon its duties in the same way as in his school life N ot having been trained to physical exercise it is distasteful to him, or he has not the time, consequently it is neglected and what to one in ordinary health would be a slight iy hs lacks the vitality to resist, and the li e of such rare promise is cut short, or the overworked brain refusing longer to re- spond to the spur, settles into a state of apathy, and the bril- liant student becomes a lay figure. The rocket has reached its highest flight and we see the falling stick. In order to secure the best results in school work, provision must be made for physical as well as for mental training, and this is best done in the manual-training school. While rental t:aining has done and can do wonders, there is still room for 20 Tre TECHNICAL SCHOOL OF CINCINNATI improvement. I am not yet satisfied with the capabilities of our own institution. I would add gymnasium work also, and re- quire a certain amount of systematic gymnastic exercise as a part of the daily programme. Then in a graduating class of fifty boys, who had taken the full work of the four years, I would expect to find fifty prize pupils. They would be more than boys—they would be men, mentally and physically. And I would not restrict the benefits of such training to boys either. Girls should have equal opportunities with boys. A prominent physician of Cincinnati said to me recently after reading our catalogue: * You do not sufficiently empha- size the value of the physical exercise of the work of your school, especially to delicate girls. In connection with the mental work, the hygienic value of such physical exercise can hardly be too highly recommended.” In the current number of the Industrial Education Associa- tion Monographs, Dr. Hamilton D. Wey gives the results of his labors in the physical and industrial training of criminals. He says: “The impossibility of a complete separation of mind and body is apparent when it is remembered that that part of man denominated the mind is located in the brain, and is dependent upon the physiological integrity of the latter for the proper performance of its functions. * * * “The importance of the muscular system may be inferred from the tact that without muscular tissue there could be no life or motion, nothing to formulate or to give expression to the working of the mind—the brain. « The muscular system is supplied with afferent and efferent nerves, nerves of sensation and motion, connected with nerve centers within the brain. A simple muscle is not a simple organ, but an organism possessing dual properties, a contract- ing, executive mechanism composed of the muscle proper, and a stimulating regulative residing in the nerve fiber and the gray-matter nerve cells. A large district within the brain is composed of motor centers presiding over motor ideas, and according as certain muscles are exercised at the proper time, the growth period, the cells of gray matter comprising these motor areas are developed and multiplied. Each center pre- THE TECHNICAL ScHOOL oF CINCINNATI. 21 sides over its own group of muscles, and the neglect of these ites through defective exercise and other causes, will re- i a 2 weakening of that center and a defect of the motor “As a muscle is exercised it is made to grow, and as i ) ’ t Pros X develops and strengthens the nerve center that con- “The muscles of an infant, giving expressi i inco-ordinated motion, and those of i on i, cate manipulation, are composed of similar snatomiesl el ments, but the difference which characterizes them resides in the nervous mechanism representing the movements of which they are capable, and not in the muscles themselves. ‘The motor centers of the artisan are the largest, and the cells in his motor areas are more numerous Torger mo branched and more widely connected with other cells » ii The hand of the infant is complete, symmetrical and beauti ful, yet it is almost devoid of expression. The hand of the skilled artisan shows its training by its appearance The hand is so expressive that palmists claim to be able to tell th character of the individual by the expression of his hood Have you ever noticed that the hand of an idiot is as devoid of expression as its face? As a means of expressing ideas the hand ranks next to spoken language. With his hands the mute makes known his wants, is even eloquent with them in the expression of ideas. The condition of the deaf mute would be that of helplessness and of hopeless ignorance were it not for the power of the hand and the eye'to impart knowl- edge and to receive instruction. Are we not standing in our own light if we say that hand-training—hand-education, i only for those who are deprived of some of their senses? I An interesting account is given in the Archives of Medicin fr Octob-r, 1879, of the results of an experiment by the 1 ye Dr. Edward Seguin, in teaching an idiot boy. Bro hand-tra'ning, simpler than that of kin lergarten work, he was able in less than a year to give understanding and cunoin t an idiotic brain. The expression of the boy's face : in that time from the blank stare of idiocy to the look of i 22 Tae TECHNICAL SCHOOL OF CINCINNATI. telligence and self consciousness. In the light of such suc- cessful work it seems incredible that there are those who still scoff at the labors of the kindergartners. The manual train- ing-school is the natural and logical result of the kindergarten ; it 2s the kindergarten on a larger scale, with children of a larger growth and greater intelligence. Many people talk of the honorableness of labor and at the game time they studiously avoid doing anything that will roughen their hands. In the manual training-school we tell our pupils that labor is honorable and teach them how to per- form the labor. Man does not elevate labor. It is the labor that elevates the man. The fame of Hugh Miller as a geologist is all the greater for his having been an humble quarryman. What would the world have done without such men as Watt, Stephenson, Bolton, Fulton, Franklin, Morse, and a host of others like them? They rose to eminence in spite of adverse circum- stances. What might they not have done had they had the advantages of a scientific education in their youth? As men like these pass away others are continually rising to take their We hope that among our boys we have such men in We hope to furnish the opportunities ; with them f our expectations. When we have trained these young people to do their best in the little things, to in- vestigate, to think and to plan for themselves, and to put their whole minds to the carrying out of those plans, then we shall have fulfilled some of the grandest possibilities of an educa tional institution. places. embryo. lies the fulfillment o THE TECHNICAL ScHOO0L OF CINCINNATI. 23 ADDRESS OF THE REV. GEO. A. THAYER. We are here to celebrate the hopeful ending of the s 1 year’s work of this Technical School; a work which be at an exceedingly modest way with three pupils and small fund; : nwa hos grown so far that the scholars now A six 2 year’s recei y Sn y and the year’s receipts have been nearly equal to its The school was established by a few public-spirited m who saw clearly the gap in our city’s education, which su iy school was needed to fill, and who brought io bear u ite organization not only faith and zeal— which are apt 0 a sole equipment of promoters of new enterprises — but int Ili. gence and liberality. They and others who have followed ih i good example have raised more than five thousand dollars ; vi the current expenses of the year; and now they are de that it shall no longer be an experiment, but a permanent i stitution, with an endowment sufficient to supply it with do machinery and tools needful for the various departments of good technical school for the training of boys and girls In my opinion, it should also have a house for its operations which should be its own, undisturbed by any exigencies. N school any more than a man works so well asin the one place in which it is accustomed to work ; and unfortunately this school during the past year has, in some of its departments, been like Bann Sov, seeking in vain a rest for its feet. ad the pleasure, a few weeks ago, of looki well-equipped Manual Training ol at 0 ips a large building, generously endowed, with facilities for tshirt: tion in carpentry, iron-working, mechanical and free-hand . drawing, and sewing and cooking; a place where the pupils of the free public schools might, with small charge, learn the rudiments of the trades by which they could earn their living ; where the girls of the high school were, even then, at work ETE ry be a he or ar Eh yo dL Te TE ERE Tr Ca ET EE ye PE 24 TrE TECHNICAL SCHOOL OF CINCINNATI. cutting and making the dresses which they were to wear upon graduation day; and where other girls were acquiring an in- sight into the art which has go much to do with the world’s daily health and comfort, viz. : that of good bread making. The thoughtful citizen of Toledo may well be proud of an institution which is to play a mighty part in the industrial development of his city, and which is likely to set it far ahead of cities less fortunate in the race for prosperity. For the pre-eminence of any great manufacturing city lies less in its natural material re- sources than in its educated skill ; its intellect applied to hand and eye. The world of our century is engaged in a tremendous battle for industrial leadership, and the victory does not come to those who depend upon brute force, upon the bounty of the the earth in minerals, or in abundant crops, but to those whose sons and daughters are best armed with knowledge of the laws and rules which underlie tasteful and economical production. “How did you paint it?” some one asked a great artist. “With brains, sir,” was the answer, which could be put into the mouth of the people of those States and cities, the world over, which are distinguished for the elegance of their manufactures. Wo of these United States will not keep the place assigned to us by good fortune, as aproductive people, by trusting to the bigness and native wealth of our land, eked out by sundry acts of Congress and our several State legislatures. We must use well our rational faculties, by whose exercise alone man sub- dues the earth and assumes the primacy among his fellows. And such a school as that of Toledo may well serve us of Cin- cinnati as a model, to be copied, to be enlarged and improved upon if possible, but to spur us to activity, until we have such an institution for the training of our youth. The nucleus of this institution is in our Technical School, some of whose products we are contemplating to-day. To the people of Cincinnati, both to its generous givers, and to its parents, whose children might profitably seek instruction in manual arts, the Directors and teachers of this school may earnestly appeal for future co-operation. What such a school attempts to teach is not something pro- Hw omen hi ! TT RE RA ee ! Ee EL er THE TECHNICAL SCHOOL OF CINCINNATI 25 found and difficult. It simply starts wi inci there is a right, iT ey bogus fo which can be better learned by a few weeks’ scientific Sn tion than left, as it commonly is, to be picked 1 1 To ful exercise after a long time. haba Upon my first glimpse of a manua ini struck by what ought always to have Ts eh on : . a plain fact, that a blow with a hammer oucht to be aire 1 oe its full face, and that a true, full blow could be WE h ‘iy gang in the right way and practicing carefully iil the nack is learned. Many of us who have to use the hamn amateurs in our household duties—in mending the baby il ne or hanging curtains—have painfully experienced the bi a picked-up skill as the blow hit the wrong nail, upor ig gers, instead of the wood at which we were Tire of hg h i dozen tools which include those which are essential to a 2 hm truly be said that the accurate use can be 4 A learned in a school in a few months as in a long apprenti i in a mechanic’s shop. Par amma Youth Lesom s handy with tools then he may look at trade or occupation bes its hi Au of course the same principles apply toiron Bi o those of wood working. - To do things with precis] accuracy, with the least waste of effort, is one of the jon pd Ca ais of the pupil of a manual training school Fo 3 nother step in the same direction is the instruction i rawing, by the free hand and with mathematical inst oy All constructive industry, building houses and shi Se machinery and the like, is the attempt to give 1 is sion to a thought, an idea which was in the mind of Hing san. If he can first work out that idea on paper, in th am of a picture, so that he can refer to it again and ag ape proceeds with his tools, he is more certain of he ue pe planned to do than if he trusted to memory. Few } i a undertake any nice work without depending u ig iy made by somebody ; usually the plan is drawn by ei 3 oy and they tamely follow the dimensions and directi he out by their superior. How much better a anal ? I I Pe RE 26 Tae TECHNICAL SCHOOL OF CINCINNATI, how much more independent their position, if they could origl- nate the idea, put it upon paper and then develop it in the wood or iron in which the idea is to take final shape. I believe that the number of mechanics who can, as the phrase is, read a drawing, know the intention of the sketch made by a designer is very small, and that small number marks the limit of the men who can attain eminent success nl their trades, as superintendencs or employers. Yet there is no more mystery and little more difficulty in learning how to make and to interpret a drawing than there is in learning how to read and write. Neither genius nor special talent is requisite to enable any man to put upon paper a design of the thing he wants to constructin wood or metal. Only systematic instruction for a few years or months and patient practice are necessary. Then those of us who undertake much writing know how in the process of expressing our thought upon paper it works 1t- self out from its first rough form into clearness, finish and per- fection. By studying the matter over slowly and thoughtfully we say what we want to say in the best words. It is the same in working out a mechanical idea through adrawing. The de- signer slowly feels his way as he sees in his mind’s eye how the thing will look as he sets it down in black and white; he cor- rects it here, improves it there, and all the while is getting new ideas, until at last his plan is satisfactory; it is not only what he had roughly in mind when he began, but it is better, it has grown in quality. And he himself has developed, for he has learned to do well that which if hie had undertaken to put into the first crude shape which came in his mind, would have been an exceedingly poor thing. Thus the art of drawing 18 an 1m- portant step in labor saving, for it enables the mechanic to know from the moment he takes his tools in hand exactly what he means to do; he wastes no strength, he has no false strokes to alter, he has no guess work ; his hand and eye are the obedi- ent servants of his intelligent purpose. fg Since the constant aim of modern mechanical invention 18 to save human labor, why should not every mechanic learn in the exercise of his personal powers to do his work with less ex- penditure of time and strength, by being accurate and precise ; Tae TECHNICAL SCHOOL OF CINCINNATI 27 by never using his saw or chisel twice where once might pro- duce equally good results ? All schooling has for one of its leading purposes the prevention of needless effort. What our fathers have learned by hard and painful experience is written in books, and impressed upon the memory of teachers, in order that the sons may not have also to learn it all by hard and painful experience, but may go on from where the fathers left off, into larger knowledge, and the manual training school teaches scientifically the results of many years’ groping of hand-workers after the best methods of their trades; it takes the boy and girl from the point where previous generations stopped, and leads them directly forward to new conquests. The day of the artisan who works by rote and rule of thumb, is past. Brains has come to power, in mechanics as elsewhere The hand-craftsman who does most honor to Cincinnati’s skill has his best illustration in a certain little workshop upon Fourth Street, presided over by a venerable man of fine intelligence and thorough conscientiousness, from whose benches are sent out all over the Union some of the most exquisite wood carvings made anywhere in the land.” And people of taste and educa- tion who know very little about Cincinnati’s manufactures in other directions, are glad to adorn their houses with some of these bits of woodwork, whose money value would hardly be expressed by covering them over with dollars, and whose value in the good repute they give to our city’s productive skill can not be measured in money. What this artisan does with his pieces of wood is to put into them intelligence, taste and delicate feeling. These qualities transform the simplest raw material into wealth and beauty. The city and the nation which are to keep up with the age must have mechanics whose fingers are the servants of thought- fulness and artistic sensibility. For years America has gone abroad to buy the most beautiful products of human industry We have made a great deal of rough work, but the richest and most beautiful fabrics have largely been imported. And the reason plainly is that the older countries have made up for their comparative inferiority to our land in natural resources by giving to their workers, especially to the men and women EE TE LL hid ee EL ST eT RR TY He I. 28 Tag TECHNICAL SCHOOL OF CINCINNATI, who design and superintend their manufactures, a more careful and thorough technical training. The European schools have always been ahead of us in this direction. In these latter days we are becoming aware of our deficiencies, with the result that all over the land there is an awakening interest in the kind of instruction of which our Technical School of Cincinnati furn- ishes a modest example. What is here undertaken, as has been said, is not to launch into the world full equipped handicraftsmen, but to teach a certain manual dexterity which may afterward be applied in whatever pursuit the young man and woman may determine to follow. Here the boy, who, if left to the common schools in which “the three R's” are the chief things taught, might go out into the world with the reputation of incapacity for any useful knowledge, may possibly find that thing which shall en- able him to be a most servicable and happy man. Or the girl may acquire the rudiments of the occupation by which she chall earn an honest living, or do her duty creditably as a housekeeper. The future of this school, its growth in character and influ- ence, depends not alone upon those who have thus far so energetically pushed its fortunes, but upon you, my fellow- citizens, whose good will is asked to co-operate with those who have borne the heat and burdens of the day. That such hearty co-operation as it deserves will come, We all who believe in such an institution may confidently expect. THE TECHNICAL SCHOOL OF CINCINNATI. Subscribers to the (echnical Sehool fund. ACKERLAND, MAX, ACKERLAND, WM., AppY, MATTHEW, ALLISON, JAMES, ALTER, FRANK, Aus, Dr. Jos,, BaLDpwiN, AMMI, Broch, Epw., Boypen, H. P., Breep, W. J,, CaroTHERS, GEO. R., Cox, Sam'n C., DEGoLLYER, Geo. H., DEXTER, JULIUS, Doank, W, H., DorrH, A. M,, Dywmonp, R., EzexieL, H. C., FEcHHEIMER, HENRY S., Garr, T. T,, Gaur, J. L,, GLENN, JAMES M., GoOEPPER, H,, GoopALE, L. C., GosHoORrN, A. T., Gray, Wu. F., Happen, L. M,, HOOKER, J. J., Hosea, L. M., IngaLLs, M. E., KEeLLoGa, CHAS. H., KiIrBY, JOSIAH, LANE & BoDLEY, LeonarD, L. A,, Lowe, Miss L. C,, McAvoy, P., McDonNaALD, ALEX., McFarLaN, F. B,, MircHELL, ROBT. MocH, A., Moo~EY, Jas. E., Murpock, J. G., NEFF, P. R,, NicnaoLrs, Epw., OLIVER, HENRY. Oskawmp, C., OSLER, A. W., PERRIN, Mrs. M. J, PLUEMER, A., ProcTER, H. T., RosinsoN, W. L., ScHMIDLAPP, J. G, SEBASTIAN, MAY & Co, SECHLER, T. M., SEXTRO, J. G., SHILLITO, STEWART, SHINKLE, BRADFORD, SHorT, CHAS. W., SuLLIVAN, Miss CHRISTINA, Wark, C. C,, WEIR, L. C,, WESSEL, A., Woops, JonN S, WuLsiy, L. ET none min gt TR te = A AB AR i ITS SCOPE; ITS METHOD; AND ITS RESULTS. BY PRESIDENT O. CLUTE. AGRICULTURAL COLLEGE EDUCATION AT THE MICHIGAN EDUCATION AT THE MICHIGAN ~ AGRICULTURAL COLLEGE: ITS SCOPE; ITS METHOD; AND ITS RESULTS. BY PRESIDENT O. CLUTE. EDUCATION AT THE MICHIGAN AGRICULTURAL COLLEGE, ITS SCOPE, METHOD AND RESULTS. BY PRESIDENT O. CLUTE. Before 1850 there had been sufficient thought in Michigan of the need of a school of agriculture to enable its friends to secure a clause in Sec. 11 of the revised constitution, adopted in that year, command- ing the legislature to provide as soon as practicable for the establish- ment of such a school. Having secured the constitutional requirement the friends of the school continued their efforts by urging upon the legislature its duty to obey the requirements, and in 1855 secured the passage of an act establishing the ‘ Agricultural College of the State of Michigan,” the chief purpose and design of which, as stated in the act, were “to improve and teach the science of agriculture.” Sec. 5 of this act says: “The course of instruction in said college shall include the following branches of education, viz.: An English and scientific course, natural philosophy, chemistry, botany, animal and vegetable anatomy and physiology, geology, mineralogy, meteorology, entomology, veterinary art, mensuration, leveling, political economy, book-keeping, and the mechanic arts which are directly connected with agriculture, and such other studies as the Board of Education may I time to time see fit to prescribe, having reference to the object specified in the previous section.” On this broad basis, including English, mathematics and the natural sciences, the college was organized in 1857, and carried on its work until 1861, when the legislature reorganized the college and placed it in charge of the State Board of Agriculture. The act of reorganization declares that the “design of the institution is to afford thorough instruction in agriculture, and the natural sciences connected there- with; to effect that object most completely, the institution shall com- bine physical with intellectual education, and shall be a high seminary of learning, in which the graduate of the common school can com- mence, pursue and finish a course of study, terminating in thorough 9 EDUCATION AT THE Py : : . « sciences and arts which : actic struction in those sciences and art 'C » and practical instruct ie ’ theoretic and | sriculture and kindred industrial pursuits. bear directly upon agrict ble doubt as to what the law considers the . r aq e ( S U . oN = s if to leave no possible i in Sec 15 hl of the Michigan Agricultural College be ji hn the English 8 : The GOUTS instruction shall embrac § . av: “The course of instruction ; I Ye goes on to say: “TI thematics. civil engineering, agricultural language and literature,. mathematics, | phusiology, the veterinary chemistry animal and vegetable anseny and p y ; i A my be ¥ ’ . « » * tel ; : such other natura ! ) art, entomology, geology, and such al and houshold economy, horti- rescribed, technology, political, rural anc hous and especially the eure moral philosophy, history book-keeping, : S, application of sciences anc ii A : ac shall - a the same act, declares “Three hours of each day Section 18, of the sa . i b j levoted by every student of the college to labor upon t : e devoted b Ty : ollege to oF Jom wson shall be exempt except for physicial disability ls bie he py 8 jor to any act of Congress on this subject, i ew! tool of agriculture, was clearly and 5¢ ( » college, as a sc agric 3 arly i or 9 Coneress cranted to the several states an positively defined. In 1862 Cn 3 ied ee a: ic qual to 30, acres t 1 u yant of public land equ y for i env which the states were Lopaivey sri, aE now i ance of at least one caileg t y 4 t, and maintenance of at le: ne callege | fhe endowment, support, and 1 ssi Ln at leading object shall be, without excluding ; he SR A studies, and including military tactics, to teach st Irenghes of ten rn is po related to agriculture and the mechanic arts, a di oR : i the legislatures of the states may ively presoihe; Soa ) «wr —1i E : : i : i he liberal actical education of the 1mdus lasses yromote the liberal and practic al ¢ 1 pie oy in the several pursuits and professions oe x CHUN oropiol p «its provisions received Zoo,bi(o acre: and, ant. and under its provisions od 2: ere bind, fe | iy of which are held for the benefit of the Aliealhial Cc Hog oth gi igi ‘harter of the college by the State did not contemplate an o military department at the college, but a mechanical department or a military depar n Soh gh We 8 a ot the passage by Congress of this land-grant bill o | 3%, Tio Soeprenes Fis provisions by Michigan, made 1t necessary 0 a 2 those wo Separments to the college course. The inary Aparna sii a ized as as conditions permitted, and has gr y reached a1 food os jo i i i ed P Phe sales of the lands granted by Cong- yred place and influence. The sales , Jhly grand [Gong hogor BH hat slow, and it was not until 1885 that the DE man it f the mechanical department, from this source warranted the addition 2 1€ i 7 bec str and popular. : ‘hich has now become strong a Ne inatries whe 5 equired of our Agricultural College in the way of ir - chlor lustry. and military affairs being thus mr ee Stat has ot al law, let us consider what Jearly defined in State law : : y, let us conmier Wigs A been made by those who have ouitiiiored the colleg comply with both the letter and the pi oz the han > NT, AE Ci ji ae Bh Rs and was installed in Villi yeen chosen President, Joseph R. Williams had ) pa 3 Be loge x i y address was Oe be Amo Cp a a not have been spoken. 3S » college, and a wort Oke! Oy i te oe an outline of the scope of the college Th 5 res f : he phish & A of 33 years has not been able fully to yealies, thangh pe alt of the agricultural department has been true : nz Xi hs on lajd down. President Williams in the oo of . panggenl said: * First, we would begin with the farmer himself. , ha i ts -actical agriculture 1 the mechanic arts to practical agric to ~ MICHIGAN AGRICULTURAL COLLEGE. aptly said, that the only part of European agriculture that has not been improved, was the man himself who tilled the soil. Now, there is where we ought to begin. The farmer ought first to be a sound man physically. He should be taught the laws on which his own life and health depend. He should have capacity for thought and action. Morally, physically, intellectually, he must be a man, before he can be a farmer. “A farmer is a citizen, obliged to bear his portion of public burdens, amenable to the laws, and in a humble or a wider range, may become an exponent of society. He should be able to execute, therefore, the duties of even highly responsible stations, with self-reliance and intelli gence. The constitutions of the Union and of his State, he should comprehend, and the laws and forms relative to township and county officers and their duties. He should be qualified to keep farm accounts, draft ordinary instruments, survey his farm, and level for drains or highways. His native language should be a flexible instrument at his command, which he should speak and write with ease and vigor, that he may impress and instruct others, avert mischief or inculcate truth. A man moved by earnest reflection or deep emotion, should have capacity to give them utterance and force in his mother tongue. The prophets and leaders among men, are those who impress themselves on all around them. These are incidental, yet necessary, though not original and primary objects of the institution. “A farmer should be a chemist, so far as the comprehension of the principles which affect his daily life and business, is concerned, He may not be an analytic chemist, but he should be familiar with those laws, the observance of which is indispensable to safety and success, and the defiance of which is destruction. When you make a loaf of bread, or a pound of butter, or a barrel of soap, or burn a coal-pit, or make a hot-bed in a garden, or ignite a friction match, or snap a per- cussion cap, or light a gas-burner, you are playing with the most startling chemical laws. The extent of a man’s acquirements in chemistry must depend upon his taste and aptness, but all should be familiar with those ordinary laws which affect and penetrate our daily and hourly business and life, in country and city, within doors and without. “This science teaches the value, qualities, nature, and application of manures. The question of fertilization or sterilization of the earth is. here involved. A periodical renovation of the soil is not only the base of agricultural success, but in fact of all political economy. How vast the difference between leaving the value of fertilizers to mere vague con- jectures, or making them the subject of positive analysis and actual demonstration, under the hands of the chemist.” Having thus defined the general training and the training in chem- istry which the college should give, President Williams then showed that physiology, veterinary, entomology, physics and botany should be taught in the same spirit. And then he adds: “Thus the field of research for the farmer has no boundary. New subjects, each in itself sufficient to engross years, constantly crowd upon the attention. The difficulty will be only in the selection. Master all human knowledge on the subject, and yet the greater truths remain unfathomed. Do you understand any of those influences and affinities by which a plant germinates and grows? Do you understand the process by which a single flower blooms? Do you understand how the clover, vivified by the 4 EDUCATION AT THE genial influences of light and heat, gathers from the earth, and the air, the rains and the dews, contributions that make up the growth, and, restored to the earth, renovate its exhausted condition? These occult mysteries are beyond your comprehension. The growth of a single spire of vegetation, confounds your wisdom as much as the existence of those nebul@ of worlds, whose licht travels through thousands of years to reach our planet. His creations are so brilliant and startling that two centuries since, a chemist would have been hung for a wizard, yet all his analyses and re-combinations are but soap bubbles, compared with the mysterious and silent operations of Nature's great laboratory all around us and beneath our feet, which clothe the earth with beauty, people it with myriad swarms of animal life, and feed and clothe a thousand millions of human beings. Nature hugs within her bosom her most vital lessons, undivulged. The Newtons and Keplers of Agri- culture are yet to appear. The contemplation of these facts should awe us to humility. «The chief end and object in educating the farmer is to teach him to subordinate himself, and all aninal and vegetable life around him, to those inexorable laws, moral and physical, the violation of which meet with swift retribution. A farmer should perpetually bear in mind that one generation of men hold the earth in trust for the next. We are all linked indissolubly to the past by obligations of gratitude, and to the future by aspirations of hope. Without the recognition by pre- ceding generations of the ties of dependence and affiliation, we could pluck no fruit from the orchards planted a century ago. The delicious peach would have been a bitter almond. We should witness none of that perfection in crops which supply sust enance for the nations, nor in the flocks which whiten the plains, nor the cattle upon a thousand hills. The triumphs of philanthropy as well as of genius, would have been wanting to relieve the sad and terrific history of our race, with its few charming and creditable pages. It is said that in Spain, when a man eats a fruit, he digs a hole in the ground with his heel, and plants the pit or seed by the road-side. He thus pays to posterity the debt he owes to his ancestry. Accordingly, along the highways of Spain, the traveler is gratuitously supplied with fruit. Here is an illustration of how trifling and well-directed acts serve to hold by close bonds of sympathy successive generations of men, and how easily the comforts of industry and civilization are promoted. “A great advantage of such colleges as this, will be, that the farmer will learn to observe, learn to think, learn to learn. Men engaged in other callings have constant communion and collision with each other. In the vocations of the city, men are in a constant school. The farmer, isolated and engrossed with labor, feels not the advantage of constant discussion and observation. That discouragement will be par- ws of study, intercourse and tially neutralized here. Three or four ye: discussion, amid the accessories and aids which such an institution ought to afford, will surely tend both to enlighten and to fit the mind for further comprehension and’ acquirement. When the bigotry that clings to traditionary errors and practices is superceded by a bold and comprehensive spirit of inquiry, the farmer has a new world open before him. Every man who acquires thoroughly, even all the infor- mation attainable in a college like ours, should become a perpetual teacher and example in his own vicinity. Thus one of the grand MICHIGAN AGRICULTURAL COLLEGE. le should be a far wider dissemination of One familiar with educatio he i : nal theory and practice pri i lh 2 pls by President Williams Rr aD mn a | eory and practice. The first president of Mi Hae a ig boda ma cancht Jenn of he spirit and sii pn w ucation.” i illi Josip after a short connection with the ots Pray ii ens Jas Sine $4 Japressed his thought upon the college and the Bn he he oy Sugeeas Dr. T. GC. Abbot, was imbued with ry hi ig uy ha e cautious wisdom that enabled him grad wi Shay hn he on of education adopted at the Ty I y au "a speaking of the method of education eh Ee $n : ge such honorable fame througho i Dr. ok i ghout the world, Dr. “Science has taken so fair a hold 1 bok ol¢ of agriculture tl y NE and vegetable physiology, entomology 5 a Wisdge of Olygy snd) Seam are of essential service to the thoughtful WA The Soi obs til izers to vegetable growth are beginning to be ron 1 he ysis to be valuable, and some light has been th wn, and oe p Jogos: the actions of soils upon soluble sbeianes, jor: Vanoly of silts ngs Especially are new facts being elicited whi h mis oe ae Quon and useful application, and even now it hh . fom Yi wees ific jreviedss 1s one of the most valuable aids t the JAY oa : 1as always vindicated its practical nature. The tr hi enim Donen useless, rules the navigation of the w oy re oe Slowed in Hocker ts shies the clock, | 1 ur oT i ing the conirsations of the leg of a frog? N a i ny 2ieln “For the continuance theref 21 > i ) rerefore of his education ] sellegs jad for hit pest service to society, the oh, kik ji & Panel inaie ne Sut neither student nor teacher should ever for why aon) oi i view. The teaching of the sciences should ha t : Tate 5 i) 2 8 with the agricultural element, with illustrations os a Bota theo nd Soustant applications of principles to the business t wo fone Ja bid 3, the college should impart to the youn ly fhe gE ins ruction as makes a man and a citizen aia BD a Ri on fhe Je £08 x which agriculture depends, should Or him: 18 156 Dest xisting rules and practice of his art, should make hi : A % acquainted with the theories, discussions and Wy ng nd i P | or its advancement, and fire him with ian a hah Sain alg i hose a i a intellgonoo end J ands a due 1ation.” ADR In J, ane twenty-two years of most Fone hreisiion 'D ALbos won Lod y, ailing health to resign the presidency, his suce oo. Eeosidons Wii 5 rought to his work the spirit and the method th Fp Bis tn spat i] fhe Traces of Ms Disdsssers, Prise oi vm chanical training, but i i of tae Sishumre made an appropriation for a Bins ns Ye men Lo this deparment Hi prodecemors bu spoken nobly for ariel I 1 ed wha i his own word, following the same line of foagny be 45d, mad alge vital Agricultural knowl- 6 EDUCATION AT THE mechanical training. Among other weighty words he spoke the follow- ing: it has the platform for legitimate, deliberative discussion, and all over the country the best equipped minds and the brightest intellects are engaged in this, to us, new leading topic. Continental Europe, older in these industries, long since saw the necessity for special atten- tion to the matter, and during the last fifty years has expended large sums on schools of technology, and the promotion of science lying at the base of all the industries. The result has been marvelous, Eng- land, that once ruled the industrial as imperially as she did the com- mercial world, at last became anxious over the competition of nations that for half a century or more had been her lavish purchasers, and began to enquire how this ability to compete in her manufactures had been brought about, and was, after a full investigation, into the primal causes, compelled to admit that it was to be attributed more than any- thing else to the schools of technology and mechanic arts which those countries had had the foresight to establish. England, following the lead of her doctrinaires had adhered to the policy that the public should not be called upon to foster professional schools, but that all uch. whether learned or industrial, should be the creations of private enterprise supported by their patrons. The idea was that if there was sufficient demand for them there would naturally be ample means and patronage for their establishment. But experience has shown that such is not the case. The plant for such institutions is costly and the profit uncertain, hence private capital was slow in its investment in such enterprises. Education of any kind is always costly, and if made gen- eral all experience shows that in a large measure it must be sustained by the State. But this was of a class far more costly than the so-called liberal education. It takes time to establish and develop it. Conti- nental Europe was nearly fifty years in experimenting, and in so doing spent vast sums of money before the results heretofore mentioned were reached. « But there is an additional reason why such institutions are neces- sary here. In America the industrial arts are in their infancy and we are brought face to face with the full grown industrial organizations of Europe with which we must compete. Mechanical science has now reached such a stage of developement that the mere artisan, that is, the man that devotes his whole time and energies to the manual labor of his employment, will rarely have a comprehensive knowledge of the industry he seeks to promote. Then again, the division of labor is so great that a majority of laborers know only one thing, or perform only one operation in the many that go to make up the product, and know nothing of the general principles. The laborer becomes a machine if confined to the machine, and while the industry gains in the one direc- tion by the skill of the human machine, it loses in the other the intelligent inventive genius of the man of observation, thought and experience. Further, the day of old fashioned apprenticeship is ended, or practically so, when the young man was bound to serve from 14 to 91 and the master was bound to teach all the principles and the arts of the industry, so that with the experience of seven or more years, and the general knowledge picked up here and there he became a mechanic well versed in all the principles and details of his profession. Our industries are an important factor in our body politic, and our future MICHIGAN AGRICULTURAL COLLEGE. 7 is to be largely shaped by our ability to manufacture 7 cheaply as any one else. To do this we must put Ee shops and theoretical instruction into our schools. We must occu this ground ourselves, with our own brains and muscle. Two-thirds ot our foremen and master mechanics are foreigners, educated in the technical schools of Europe, or instructed by an apprenticeship, which is not germane to our institutions. An apprenticeship is considered b gue young men but a remove from serfdom, and the only chance i J have or success is to import our skilled mechanics or educate them “ Hence there is a place, and a large and well-defined * SC technology; institutions where may oo taught the > ni la industries depend. The mere shop is no place for this instruction; there is neither time nor opportunity to discuss the general principles u on which the industry is based. There should be some place or a capable of making an intelligent mechanic, intelligent in all the principles of mechanics, in the laws of motion, of sound, of light, in the Eon strength of materials, of friction, inertia, electricity, steam chemistr with enough of the manual training to demonstrate the princi — Such a mechanic with this knowledge can step into a shop and De a short time distance the man who has no schooling in these principles; he can sooner acquire the skill in his profession, and it will 4 of more service in that his intelligence goes with it hand in hand “The object of our new department of mechanic arts is to suppl this want. Our purpose and wish is to take the young man esi an aptitude and taste for mechanical industry from the shop, give him a_ thorough course in drawing and designing, thorough instruction in all those general principles which he can not obtain elsewhere, for the reasons heretofore stated; give him daily practical work in the sho and then return him to the shop with the skill competent to take his place as a journeyman, and an intelligence fitting him for foremanship; with a moral purpose not above working at a bench or a forge ir yet with a capability of handling men and affairs. Such a man will as a journeyman, be first to be engaged and the last to be dischar ed; such a man is on the high road, through the shop, to the head of “his industry, a journeyman with the germ and possibilities of a master mechanic. We do not seek to make men ° bosses.” Our industrial foremen are a little shy of the ‘college bred mechanic,” for the rea- son, as they say, ‘he is apt to have the big head’ But that depends upon the college in which he is bred. "We grant you that the ten- dency of the regulation college, whose purpose is a general and so-called liberal education, is to breed, to use the words of another, ‘a sort of contempt for manual labor and the man who performs it and to give its students very stilted notions about culture and the exalted character of the work they must do, because, forsooth, they are graduates.” Such a man ‘is not calculated to blossom out into the common-sense aggressive, enterprising young American, who is ready to do anythin honorable until something better offers, and who is sure to make x way in the world.’ Is it possible to have a college that shall educate the scholar and yet save the artisan; that shall make the man of cul- ture and yet preserve the farmer? We believe it is, and that the Agricultural College of Michigan is such an institution.” EDUCATION AT THE i i followed at our the course of instruction now 7 college the thought ve quoted from the hiss opis Yu Jaze been its leading spirits has been followed. In the firs pl be 8 Dra nent position has been given to the English sngwage Os strong command of his nage tongue gives Tn Wi Si ife a most valuable power. y Ne be student must study that language. Te A big hot poetry and eloquence fire our hearts even ye ) UI native tongue. The great Romans, whose i ig Jen Shes the teachers and inspirers of men, studied and usec oe ig We shall best learn English if we study and ns a lish vs eal best use English if we form our style by study of t A ye that living tongue with which we speak, posion me iS Shasetpeare and Milton, Phillips and Glpsione. king bith 3 on h Came ichican Agricultural College has le i » the English language by studying its structure and its iT $ r ks. . « Bo to nnd of his native tongue, avery 19 Noss Le, frm i tine together and taking apart, In _synthes | analysis, i To train in that ‘method of i Ig n ute conclusions, and which disciplines he min A oo Bi curacy. mathematical science has always had a p omen phen re e tine this estimate of mathematics as an aid in oly jie a CE as well as an instrument of practical utility, the hot my al é lle « has provided for education in mathematics to Tah Short 3 . i) by “our scope. In the agricultural course this ts ; 2 nl complete training in algebra, geometry, sirname a, 2 nd surveying In the mechanical course analytical geometry e eo added to these. : : ; Or prin of the college i iy Lately gn hanie arts. The training in the English language an : Bec iid end. In the farther development of sgripieas BE mochanienl teaching, it is found that both of Joss ; spend P 2 several sciences. Scientific nytionlinte i the As of ’ —- oy A eatine soils, fertilizers, and foods depends try; fos it Dr in selecting fruits, grains, grammes, Yorermes, un De vaading from them new varieties, it depends go 2 ar 0% Le methods by which it selects and breeds stock 1t i S on aodleny and physiology; for its Bpowledgs s gl oop oul 2 hols t1 i entomology; : ii BS R oa for its knowledge of the great SE the animal and vegetable worlds, and are the rriculture, it depends on ks to all forms of profitable agricu . fist Gramine But college has, therefore, provided professors oF ho zoology chemistry and entomology, veterinary, anatomy, phy EY and physics. The course 0 In gradually adoptin f instruction in all these departments has been shaped i st ly the principles learned, to the to tis end of Joe Sig i i agriculture. Among the i it of the vari r Is Brst He college were professors of agriculture and horticul i i ich there was lied with every applicance for whick in) Ye ry tho Deki] application of scientific principles oid the Roe branches of agriculture,—that is, to teach the art of 1a g. MICHIGAN AGRICULTURAL COLLEGE. 9 When, in 1885, the mechanical department was added, a suitable building was put up for wood-shop and iron-shop, tools and machines were procured or constructed, able professors were secured, and the mechanical course was inaugurated. It trains students in the sciences on which the mechanical arts depend, and it trains them in the actual manual work of the shops. Students use square, saw, plane, hammer, chisel, lathe. By the time the course in the wood shop is completed the apt student can do work of as good quality as the carpenter's or cabinet maker’s apprentice at the end of several years of service. In the iron shop the best machines for this kind of work are in use. By their aid, iron is not less pliable than wood in the student’s hands. Having the drill of the drawing room and the class-room, to guide them in shop-work, they are, before their course is finished, able to build steam-engines and other complicated machines. To be able to express a fact or an idea in words is one evidence of training. To be able to express a fact or an idea by the product of the skilled hand, guided by the disciplined brain, is evidence no less sure. In most departments of science and the mechanic arts the expression by the hand in drawing becomes an essential part of modern education. In the Agricultural College all students are trained in free-hand draw- ing in the freshman year, and then are required to apply their skill con- stantly in the study of botany, anatomy, entomology, zoslogy, agriculture, and horticulture. By the time their course is finished those who have aptness have acquired a facile skill in the use of the pencil. Through- out the mechanical course mechanical drawing is an indispensible part of the study. It includes projection, descriptive geometry, shades and shadows, perspective and making drawings of machines. The Congressional act of 1862 also required the Agricultural College to teach military science and tactics. It is quite possible that the col- lege would have put instruction in military subjects into the course if no such requirement had been made, for experience shows that such training to a limited extent has a beneficial effect on the health and habits of the students. We are provided by the U. S. war department - with a trained military officer to give instruction, and with arms, equipments and ammunition, and Michigan has built an excellent drill hall and armory. The military training shows increased improvement from year to year, and is constantly gaining higher appreciation from faculty and students. Such in general is the present scope of instruction at the Agricul- tural College; training in the English language, in mathematics, in history, in political economy, drawing, in the sciences, in agriculture, horticulture, stock-breeding, and veterinary, in practical and theoretical mechanics in wood and iron, and in military science and tactics. The method by which a system of education is pursued is hardly less important than the system itself. A good method of teaching has often saved a poor system from utter failure. An inferior method has often brought failure to the most wisely planned system. In the Agricult- ural College we are still, in some measure, believers in text-books. At the stage of training at which our students come to us there is wis- dom in using the book. To assign a lesson from the book, and expect that lesson to be learned, and to be recited in class, is for nearly all topics and students a method that gives good results. In addition to the text-book the word of the live teacher is an indespensable force in 10 EDUCATION AT THE teaching. The teacher explains, enforces, enlarges on the text. In some branches with us a share of the instruction is by lectures, but the pro- fessor constantly refers to the text-books and library books, and the lectures are supplemented by laboratory work. In all departments of our college the instruction is largely carried on by the laboratory method. The labor-atory is the place for labor. The student labors at what he is to learn, applying in the labor such principles as he has already learned. In mathematics this has long been the method in every school throughout the world, for the student having learned, from the text-book or the instructor, certain rules and methods applies these in the solution of many examples or problems. The tendency among many modern educators is to extend this method to all studies. In our college the student in English language is set to work with the language, its history, its structure, the relation of its parts, its use, its analysis and synthesis. In English literature he studies masterpieces of style and thought, he learns what are the ele- ments that make them great, that enable them to appeal to noble minds in every age and in every walk of life. If the laboratory method is thus used in mathematics and English, much more is this the case in all the natural sciences. Here every step is a study of things. In botany the plant, in entomology the insect, in zoology the animal, in geology the fossil or the rock, in chemistry the simple or the compound is always before the eye, and can be manipulated as desired. The microscope, the scalpel, the hammer, the test-tube, or the re-agent is always at hand to aid in learning what the thing has to reveal. This laboratory method includes with us another element which we consider essential, that is our labor system, which is but a phase of the “laboratory method. In animal physiology the student does not become an expert by looking on while some other person does the dissecting; he himself must use the knife for a period sufficiently long to acquire some ckill in its use. In chemistry the student does not learn the use of all the complicated apparatus by seeing it used by others; he uses re-agent and balance, filter and blow-pipe until they are as familar to his fingers as the playthings of his boyhood. Agriculture in its varied phases of general farming, dairying, stock-breeding, stock-feeding, gardening and fruit growing uses many tools and machines, produces many and very varied products. A student can learn the use of these tools and machines and the management of these many products only by actual labor with the things. He may listen to able lectures on the hoe and its use with profit; but a few weeks’ use of the hoe will give him a better control of that use- ful tool than many courses of lectures. He may see his professor set cions and buds in the most approved manner, but he will learn how to set them only by using wax and knife and bast himself. By our system of teaching and of labor, the farm, stables, feeding pens, silo, cellars, gardens, orch- ards, and forcing-house all become parts of a great agricultural laboratory in which the student learns to do by doing. To this “doing” he devotes some hours each day for five days of the week. In mechanical pursuits there is the same need to learn the use of tools and material by using them. Hence our wood-shop with its many exercises; our blacksmith shop where the student, working with pleasure at the forge and anvil, learns by experience that his hands and face may be blackened by unaccustomed grime without his descend- MICHIGAN AGRICULTURAL COLLEGE. 11 ing in the social scale; and our iron shop i i 1 ; ur | p in which tl improved machinery for working in iron is rion se gion Try Roost ns ; oh on farm, in gardens, wood shop and iron shop is thus an Soe A one Spnealional system. It was introduced when the 0 ed under President Joseph R. Willi i 5 adhered to in all the pioneer vicissitud f en iii hihi tion, has grown into the ver fibr : of phigh Jergyture in sven believe that we have Rani id 8 i ir eye ad bo ’ omething Foltion o Rianne) training in the Sum fie eco] us far ave spoken only of the educational sc 8 i oa bi In 1888 hore was given to oil ope. eth a ) nnually, to be expended in conducting experi ts 1 i ture. Michigan accepted the grant, and Bs pew a 3 tablished the 1 station at our college. We had alread { iio i a ; ) y been experimenting - ber of years, and had published a number of Iileting oe pai Sing salty of the same. Ne n this early experiment work the president of the coll ied Aronson, and ihe professors in different Dot i ii 1 e experiments in their departments. This s i well. Hence, after the Hatch bill had | , aft ) : 1 Congress i turned our experiments over to an e ys Sho the provisions of that bill. We co va SO aie) he that . » © the president of the coll in the office of director of the exy a ; a i he experiment station, and the f in certain departments were made heads of ; i ns of the experiment station. This method Song Simons a body of men trained in the work x nig EO oe Siew to be tried, and the best methods of a Deri monty, nee ; / . methods ‘ ting them. And it al added to the educational facilities of he nr Wi college, for the i conducted under the supervision of oll ) f a a : Vis department ft available for the instruction of his class A poe. : lasses or the classes of professor; moreover in some experiments students can i ® grasey hentai) ji! the educational character of the work. “Again our use of our present plant in the way of offi i ments, stock, and apparatus, thus givin A Ohio ane , g a large amount of availabl experiment plant for immediate use, and savin : rime , a large i gh jet ng offices and apparatus already on oe ro on os 5 c iu was passed our method had worked well, so it has Yor v well since we organized under that act. In several of the depar nes fhe SE porimants have already reached results of much ) ulletins i giving a statement of such results have been e are conscious that this experiment work is only ju \ 1 st entered ; Tore oe some lines of it that give promise of oa of ng ont ye Re hs rapidly as conditions will permit we shall go forward, and by sul ol e methods interrogate nature as to what information she can give a J or he prevention and Fremont of animal and vegetable dis : o the best methods of growing all farm, garde d 1 Ag ; 23 to the recondite influences that draw ah ot hae Te 5 | 0, je animal and vegetable parasites that become our helpful rin 8 oisnte they prey upon our foes; as to the breeding of plants Sha onimals a neh way a to. i the present type or produce ; the ways of using the various animal foods produce economically the best meat, the best milk and Patio na 12 EDUCATION AT THE est eggs, and the greatest muscular power in pi o ihe hi chemical and biological procosses that go forward in the sprouting Sood, A Ting i ipens upon the xh, : wn Ho as St nourishes the millions of microbes that find within it a world to them measureless in Sst yt Sisko Having marked out the scope of our college as 1t 1s In oa o n Se and national law and as it is understood by faculty an Jour o ag 3 culture, I may say further that it 1s our Jarpose bo ie Shelves field. It gives us scope an : 5 h i Mog all its oll to teach the mechanical a 3» all thaw branches, to teach English and political economy ard 11s OT oe o law requires us to do, to teach the great sciences that are jie z related to agriculture and the mechanic arts, to carry 5 a “Hy on y student labor on the farm and in gardens, orchards, Sis i 2 : 8 ) Pe, to carry on important experiments 1n the many unso ved peo em ie agriculture and its ministering sciences, all this gives ne a noes Ag nificant, and inspiring field. To this field we shall on ne oa ok. It is not our mission to develop into a university w ai o) round of classical, literary, and scientific studies may be Sarnia) a, and men may be fitted for the. professions of BO RA = dais logy. Ours is a very different mission—to train m Do f re ctive industries that grow out of the cultivation o fhe Tish Deeds the manufacture of raw material into articles of use. Some of us believe that this is a field second in importance i poms Its scope is so broad that we shall confine our efforts within its bounds with no consciousness that those efforts are pent within narrow Lite, The results already reached and those that the i Promises she sb rich and so helpful to men that we shall devote ii ves 0 oar fission with a deep and strong enthusiasm, rejoicing at i same time 40 So other important educational work carried on with succe y schools. There is so strong a tendency among the graduates of our high schools 3 turn away from agricultural and mechanical pursuits a Solloges a point of special interest to inquire into the Soouiony followed by our graduates. It has sometimes been said by those Bok acquainted with the roi of our ork Bat x Sonsete young mo he farm. Is this so: n . e effor Syoy n o association, we have kept a careful record. ig ion show that 36 per cent of all She gradnae, ae ow Sng L in lara i ent are engaged in other indu ] ) r he Jour Ber a as Dots or presidents of spill odliges making 47 per cent of the graduates now engaged in the pe 0 Jord for which the college specially trains. There are few technica 3 ook that show a larger per cent of graduates following te a Jo which the schools give special training. Not many schoo , J aw, medicine, or theology have 20 pe cent 2 mle ig Hlloving those professions after they have been a Iew y Fhosls, of our graduates follow teaching or some other work u id 2 Tor saved Sh money to buy a farm, and then go £ Sarming, Our mechanical course was established so recently that we vs gra ated but two classes from it. Of these we know that the larger pa MICHIGAN AGRICULTURAL COLLEGE. 13 are engaged in mechanical callings. There is a demand for trained men in such pursuits. For some years after the college was established it struggled against many difficulties. It had few buildings, little apparatus, a small library, and no experience in the work of agricultural education, for it was the first school of its kind in America. Its best friends expected more of it than was possible under the conditions; while its enemies rejoiced to magnify its mistakes and refused to see its excellencies. Happily those early difficulties have been in a great measure overcome. Through the munificence of Michigan the college has now many excellent buildings and a valuable equipment. Through the munificence of the National Government it has an annual income that goes a long way towards paying the current expenses. It has constantly improved its coursé of instruction until now that course is widely recognized as a very superior one, and has brought to it many new friends, while the old friends, who helped it in the days of small beginnings, rejoice in its progress, and suec- cess and honor. When we consider what has been accomplished in its first 33 years we have reason to look for honorable growth and work in the half century to come. Holding what we have won, and going forward on the same lines of development we should within the next few years establish a well-equipped dairy course, to give the most approved instruction in all dairy management; a veterinary course which shall give full veterinary instruction so that we can graduate men fitted to practice veterinary medicine; a school of stock-breeding, in which shall be taught, as far as known, the principles. that underlie all breeding of domestic animals. Perhaps, also, a complete course of vegetable diseases, so that we may prevent or cure the blight upon our grain, the yellows which is the terror of all peach-growers, the rots that attack the potatoes, and other diseases that so often sweep away the farmer’s well-grounded hopes. The mechanical department is training men to work in wood and iron. Probably it ought not to confine its work to these two mater- ials. Work in stone, leather, cloths, and many metals other than iron should, as opportunity comes, be taught, so that all the great mechani- cal industries shall be represented. When the stake was driven to mark the site of the old College Hall it was driven in the midst of the oak woods. When in 1857 the college was dedicated the first build- ings were surrounded by stumps and fallen trees. In the 33 years that have passed since then we have, from those early rude beginnings, evolved fields, gardens, orchards, groves, lawns, drives, many laborato- ries, barns and dwellings, and a most valuable equipment of library, stock, and apparatus. During all the school year we have a happy and busy population engaged in the study and the class-room, the fields and the gardens, the laboratories and the shops. Perhaps it is but a dream to expect for the next 33 years a growth proportionally as great as the first 33 years have given. But we may at least hope that we shall not stand still. We may hope that a con- tinuance of faithful work from board and faculty, and of generous con- fidence from the people of Michigan and of the United States will give us continually increased power to train men bodily, mentally, and morally for the great work and responsibility of life. AN ADDRESS DELIVERED Br A. S. HALLIDIE ITS STATUS AT HOME AND ABROAD. At Mechanics’ Institute, San Francisco, January 8th, 1876. AN ADDRESS DELIVERED Br A. S. HALLIDIE At Mechanics’ Institute, San Francisco, January 8th, 1876. ! pt: sa -~ io *, 0 i@rade «@ition: C4 $ ? AN ADDRESS DELIVERED Br A. S. HALLIDIE, | At Mechanics’ Institute, San Francisco, January 8th, 1876. TRADE TUITION; ITS STATUS AT HOME AND ABROAD. AN ADDRESS DELIVERED BY A. S. HALLIDIE, AT MECHANICS INSTITUTE HALL, SAN FRANCISCO. anuary 8th, 1876. SAN FRANCISCO : SPAULDING & BARTO, BOOK AND JOB PRINTERS, 414 CLAY STREET, TRADE TUITION. There can be no duty more imperative than that of teaching the human mind how to live and make a living; strictly this is the rudimentary art of life. While nature furnishes the machinery of mastication and digestion, it calls on man to supply the wants of that machinery and keep it in good condition without unnecessary wear and tear. When a child awakens to the existence of things around him, and can realize relative values, he should then be made to know how to live, how to preserve health, and how to procure the necessities and some of the luxuries of life. This is a process involving the principles of rudimentary edu- cation, as taught in a measure in the lower grade public schools, and projecting into the manual and mental labors of the future. Looking to that future, and believing that every man and woman the Almighty has endowed with physical ability and mental capacity, should earn during their natural lives the value of their living, it is then clearly the duty of the parent or guardian, or the State, to enable them to earn that living by a proper system of education and training in the various branches of industrial or professional life. On the literary side—education of the child, is well attended to, the fault being rather the desire to cram or stuff too wide spread a mental wealth into the ordinary brain, to the exclusion of the first great principles of physical culture. And while it may be highly satisfactory to an ambitious teacher or parent, to see youths supersaturated with the evidence of their superior training in brain retentiveness, yet it is a question whether it is not at the expense of future mental and physical healthfulness. It is becoming more and more the belief that the growing generation, in spite of all the facilities in the opposite direction, 4 is deficient in that ability to successfully cope with the adversi- ties of life, or to sustain itself against the rough experiences of the artisan or manufacturer of the present age. And it is largely an axiom that, in all the departments of life requiring physical culture combined with mental activity and ability, there is at present a great dearth; while, on the other hand, the depart- ments requiring limited manual labor and less brain activity are full to repletion, as likewise those requiring a fair amount of mental ability. Hence we find no difficulty in obtaining book- keepers, salesmen, school teachers, brokers, drummers, attor- neys, ete., while it is exceedingly difficult to find educated men for the practical industries, such as foremen, superintendents, or managers of manufactories or engineering works, etc., ete. This is more to be regretted, from the fact that there is a nat- ural adaptability of genius in the American mind that offers a prolific field for industrial cultivation. The requirements for this kind of material is far beyond the supply, and the demand is still increasing, so much so that foreign schools furnish a fair proportion of our best educated mechanics, who are drawn here, both by the influence of higher compensation and broader field of operations. It is a question as to how much or how little of trade tuition, technical or industrial education, should come within the scope of government direction, or if at all. That it should tend largely in this direction I think there can be no doubt, and while the educational tree might be clipped and trimmed to advantage, there should be engrafted on the stem some of the best buds of technology, trade tuition, and the economic industries, so that through the teachings of the public schools, the pupils would be prepared for the practice in the arts; thus cultivating and inducing a better class of citizens, educated to regard industry with pride, and coupled with art, an honor, and making worthy sons for a noble republic. The political economist well knows the necessity of teaching a people principles of industry and integrity, so that they may become habits in after life, and which, coupled with a general standard of public education, create a nation having within itself upport and independence. If Switzerland the power of self s ducational scale as Hungary, its mountain was as low in the e 9 passes and barriers w , i Da Ar et her enemies no longer than Yet, while we all see and acknowledge the necessity of more and better facilities for industrial education, and for raising the dignity of labor that of late years among us, seems to Yve had no dignity at all, the answer has been wanting as to how this need should be met. While I do not propose to answer the question myself, I will beg you to bear with me patiently while I lay before you, as briefly as possible, what has been done and is being done at home and abroad. The question is too vast a one to handle in an hour, but this short address may elicit some suggestions, ye some reflections tending to a practical solution of the For much of my information I am indebted to Reports of Inquiry by the French Government; to reports by the Institution of Civil Engineers and the Society of Arts, in England; to reports by the American Commission to the Vienna Rshibition; to numerous announcements, catalogues, calendars, and Dros grammes of technical and industrial schools; to personal visits many schools at home and in Europe, and valued talks with fhe nro of these institutions, and friends of industrial It is still a matter of experiment as to the best methods adapted to our own people; and while admiring the many good schools of practical instruction that are in existence in alftereat parts of the world, the best types show a lack of adaptability to the temper and disposition of the American mind that, after taking a survey over the fields already under cultivation 1 must confess a disappointment and a conviction that there Bast still be used a large amount of caution in adopting any favorite or settled plan of action in regard to trade and art tuition. TRADE TUITION IN ENGLAND. : The great Exhibition—the father of universal exhibitions—held in London in 1851, opened the eyes of the British mechanic wide with amazement when he saw the admirable samples of skilled work from France, Belgium, Germany, and elsewhere, and much of that confidence in his own ability to compete, i all 6 circumstances, in the line of metal manufactures especially, was shaken in a very rude manner. And so powerful was the im- pression made on the leading manufacturers and political econo- mists, after interviews and examinations of many of the journey- men from abroad, that there was a confession of humiliation before these workmen, so well educated in the technics, and so well versed on the general laws of mechanics and physics. The later Exhibition of 1862, held in London, confirmed the English manufacturers in their conviction that they must educate their workmen if they hoped to retain that preéminence they had attained, for already they had perceptibly lost ground. : Many of the leading societies of Great Britain began an agita- tion of the subject, which was taken up by the best writers and essayists of the age. The educational condition of the English mechanic was deplored; many plans for its improvement were discussed; commissioners were appointed to visit foreign nations, and generally there was an advance along the whole line. But the efforts have been scattered and not concentrated. Evidently two things were lacking to obtain immediate or perceptible good results—the strong arm of government and the popular sym- thy. rs Scott Russell said: “It was the Exhibition of 1867, in «« Paris, which gave the nations, especially England, a final les- «gon. By that Exhibition we were rudely awakened and thor- ¢« oughly alarmed. We then learned, not that we were equalled, «but that we were beaten; not on some points, but by some « nation or another, on nearly all those points that we had prided ourselves.” And again he says: ; «t There are no occupations or trades, concerning which there « should be so little difference of opinion as to the practical im- « portance, of special technical education, as this class of me- « chanical engineer and machinist. Philosophers have defined ¢ man as the tool-using animal; but if the man of this century ¢« was defined, the engine maker’ and ‘ machine user’ would be «his leading characteristic. ~~ * * * * » We may sum «up the duties of a man of this craft by saying that there is «¢ gearcely a process now performed by animal or man which our «« engineers and machinists of the next generation may not be ‘ called upon to perform better and quicker by machines of ‘“ their own creation.” Of the educational institutions in Great Britain, where instruc- tion is given on matters relating to the trades, but few have given direct attention to practical work in combination with theoretical instruction. Many of them are well furnished with models and apparatus, while some that it was expected would champion industrial education in a broad sense, such as Owen’s College, Manchester, have settled down to a specialty of instruction in chemistry, etc. The evening classes at Owen's College are attended by about three hundred pupils, principally working men. A great deal of the instruction is classical. The experiment in ‘Great Britain seems to have taken the direc- tion of evening instruction by mechanics’ institutes, working- men’s societies, and the leading educational institutions. King’s College is provided with a shop, and the students in the . Departments of Engineering and Applied Science attend the shop two days each week, two and a half hours each day, or say five hours per week. The shop is in the basement, has a poor light, and is illy provided with antiquated machinery. Evidently the authorities do not sympathize with the department or they they would furnish better facilities for instruction. The pupils are taught framing, pattern-making, soldering (I had almost said soldiering), brazing, turning, and fitting. The shop attached to this College has in it thirteen wood-turning lathes, seven lathes for iron turning, a planer and a shaping machine (both made in the shop). The machinery is driven by an eight-horse-power steam engine. There are two forges in the blacksmith shop, where students forge and temper their own tools, ete. The foundry has two furnaces for brass, and a cupola for iron. In the course of construction there are ten lathes and three or four small engines. The workshops are under the superintendence of Myr. David Walker, who is a sincere and earnest worker, laboring under difficulties, however, that might discourage other men. About one hupdred and twenty-five young men go through a tuition which, from the dark and disagreeable surroundings, must be irksome. Nevertheless, I am assured that this shop, imperfect as it is, is doing a good work, and is considered by many of the graduates to have been of incalculable value to - ‘ ; — io 2 Aste - a a A —— i eee LE 8 them. The fee in this department is $19.25 per term, or $52.50 Be Re Crushed Palace, Sydenham, there is established a ¢« School of Practical Engineering,” where there are forty young men in attendance, and attached are pattern shop, moulding shop, brass foundry, and machine shop, and drawing Goes The shops are cheerful and well lighted ; the A fo ave particularly well lighted, and, considering the tools anc app i ances of the shop, good progress is made. The efforts, however, outside the drawing department, are crude and ineoripleie: They have an antiquated looking engine running the Damen : and it is expected that a student, in his first term of shop s ork, will turn out a similar engine, in working order. The fee is 887.50 per term, or $250 per annum. J RS J erie have i advantage of models, nughines, ne apparatus in the Crystal Palace, besides ndjpeent pte i pumping and other machinery. The ordinary course o ns Be tion consists of three terms, extending over twelve months. : Be term is spent in the drawing office, one in the pen shop anc foundry, and one in the smiths, fitting and erection shop. I do not know whether it is expected that the young in with forty-five weeks’ tuition as above, can receive more t i aw rudiments of a practical education, or that they are Comers fitted for engineers when they leave the establishment; J is latter, then their education must be crystallized by the Supa ings of the Crystal Palace. The Principal, Mr. J. W. oa, feels that the efforts are largely experimental, lows hopes i 1 time a more thorough system may be successfully Sung ie : J At the South Kensington Museum there is a School 0 { i bo Sciences, under the direction of Major Donnelly, anc i » ge there are classes in engineering, mathematics, Thuy 3 The latter seems to be well provided for and spied ve ie the modern improvements in the laboratories, lecture and class gi i ARR of engineering, the students are aed with a vast amount of models. The drawing i eu ot South Kensington is the only department in the : a 0 bt Applied Sciences that seems to have taken des i i system of tuition, determined by the Committee of Counci 9 . ucation, has been adopted by over one hundred schools of design in Great Britain, which are to some extent dependent upon the parent establishment. The rudimentary tuition in mechanical drawing, as well as ornamental, is all free hand. The simplest models are drawn on the blackboard by the teacher, and shown in every possible form; the student follows by practice every demonstration, and is carried on gradually to more conplex studies by the reproduction of the selected models before him. The results are excellent and exquisite specimens of drawing, both free hand and instrumental, are there to show what has been attained. I found graduates of this school as professors and instructors of drawing in several of the technical schools in the Eastern States. South Kensington Museum is, perhaps, the most magnificent art museum in the world. From all parts of the world master pieces have been and are being here collected. The British Government has expended probably not less than $7,000,000 since 1852, and the Science and Art Department has an annual grant of $40,000. The Drawing School has its equal, perhaps, only at Nuremberg, in Bavaria, to which I will refer later. At South Kensington there is nothing done in workshop prac- tice, and in conversation with Colonel Donnelly, he said, there is absolutely nothing yet attempted, under good direction, for trade tuition in Great Britain. He referred to King’s College and the Crystal Palace as being the best attempts so far. He concurred fully in the necessity of trade tuition, and considered that when a young man had determined what his course, trade or profession should be, he should then be enabled to obtain con- centrated practical and theoretical tuition in that direction. He added that the manufacturers do not yet have faith in young men turned out from these practical schools, that they do not believe they can learn a trade as well as in their own shops, and they fear that such young men may have wrong ideas inculcated difficult to eradicate; and they prefer to technically train their own apprentices than to give practice to one who is already technically trained, but an indifferent workman. The Society of Arts in London, with its three thousand mem- bers, has made several attempts in the direction of practical tui- eR i ii — _ Animes aes gain . . 10 tion, and in 1852 obtained the cooperation of over two hundred mechanics’ institutes, ete., with that end in view; but at that time the discouraging comparisons of the great Exhibitions of 1862 and 1867 had not demonstrated the inferiority of the tech- nical training of the English mechanic, and no progress was made. The Secretary of the Society informed me that they had made several later attempts in the direction of practical instruction in the arts and trades, without success; that there is yet nothing done in Great Britain in technical education with any degree of system or effort, but that all thinking minds concurred in the great importance of a movement in that direction. : Fen at the evening classes for the instruction of workingmen at the Andersonian College, Glasgow; Owen’s College, Man- chester; Collegiate Institution of Liverpool; The Liverpool Institute; The Watt Institute and School of Art, Edinburgh; the attendance of workingmen and mechanics is not by any means large, the greater number being clerks, ete. The Watt Institute is the best sample of this class. The prize for mathematics was won, in 1868, by a journeyman gasfitter. In 1859, the prize for physics was won by a bookbinder. In 1861, the prize for mathematics was carried off by a tinsmith, who, the following year, carried off the prize for physics. Since its organization over twenty-eight thousand students have been benefited by the instruction of this Institute. I have visited other institutions in England to which it is not necessary to refer; but while all admit, and those best able to form an opinion appreciate, the great necessity of trade tuition and technical training, there are the prejudice of ignorance and the ignorance of the educated to overcome; the first against all theoretical education, the latter against workshop practice. It is against the drudgery of apprenticeship I wish to raise my voice; against the menial work imposed on young apprentices, and the retardation imposed by incompetent employers, or by the arbitrary rules of many trades’ union themselves. To those familiar with the present condition of industrial edu- cation in the United States, useful hints may be taken from the failures in Great Britain. 11 TRADE TUITION IN FRANCE. In France, the results h tematic trade tuition has oa hy Ali ee — cent date that in in trained, 1st, at the Polytechnic School, which a " 0 hy the School of Mines, and the School of WI ho 5 2d, the Central School of Arts and Manu- Pe I y chool of Miners at St. Etienne; 4th, the School pli ay Caen, Aix and Angers, and of Miners at I, 1al Schools at Mulhcuse, Lyons, Lille and ol aa Hohe is under the control of the Minister ant 1) So, a military school; its studies are is : ere the pupil is prepared for the School of SDs i [ilitary School at Metz, before its cession to Sopa a%; ; o be the school for military engineers. The L engineers go tothe Ecole des Ponts et Chaussées d mini Sie Bf Bel) of Mines, both in Paris iii patriotic Frenchman, named Vacation, at the H Meise asin ees Paris late in the eighteenth HY ; » models an tools of different trade iow collection open to the public for the a - Mii hes When he died, he had bequeathed it to the gore 4 who accepted the trust, and bought the premises om 785 to 1792, Mr. Vandermonde, the first dir Sei for it over 500 new machines. pid aii a ih ls trying times of the first revolution, and yet, in saraes il clone) and terrors of that period, the Re- A ing the great value of this collection to the Dip erests of the State, adopted measures for its pro- fal - And on the 19th Vendémiaire, year 3 (October 13, 1794 $ ig Convention issued the following decree: J ’ Wi Taste Shel be organized in Paris, under the name of the i 2 hou Anis 0! Moin and under the inspection ‘“ of machines, models, tools, ig oA Sy Pho ll ‘““1n every branch of art and a a ib ng J i i v osited ¢« newly invented machines or Improv ements shall be dep “there. ; bi ¢ There shall be there explained the construction and applica » ¢¢ tion of tools and machines useful in the arts and trades, il And although the misfortunes of internal pi seriously affected the continued prosperity of os ; 2 3 nevertheless prospered in spite of fluctuations, unt 2 he are fourteen different chairs occupied by devoted Jofemes nthe departments of mechanics, chemistry applied to the ar Semon ical industries, husbandry, agricultural mechanics i ease tion, agricultural chemistry, mechames applied ° : bi fife descriptive geometry, industrial legislation, nprien ad : iy applied to the arts, weaving and spinning, dy aoe zoolog PE to agriculture and mechanics, and civil construc in Shes Instruction in the foregoing courses are oral an free, 0 the native or foreigner, and this institution, by its he 5 go ; lection of models, tools and machines, by its i of Wn volumes, its collection of drawings, its mode of teaching 1 pplied to industry and art, has exercised a powerful sciences, a influence upon the progress 0 ii ought to serve as a hint for us here, in one direc f industrial science, and its history tion of industrial teaching. In 1829, three young savans Ollevier, established in Paris a sc which was intended to create, more p every branch of industry. I 1857, the Ecole Central des Arts et Manufactures became ttached to the Government. i : The founders of this school in their_first prospectus made the following announcement: : : : «Every course in the school forms in reality but one Single « and identical course. Industrial science 18 an unity; eac « ghould include the whole truth under pain of being inferior ¢¢ to the competitor who is better equipped for the sir iA «« Many arts that apparently are the widest separated, i « analagous operations to perform, but often employ differen Oo result. ¢¢ methods to reach the same result. ; 3 The general system of education in the Ecole Central, aims ¢¢ to impart to each industry the best methods possessed by the «¢ others. Pée , Messrs. Dumas, Péclet and hool of arts and manufactures, articularly, engineers for 13 “It endeavors to introduce in the workshops a perfection in ‘“ the details of process or mechanism which assures improvement ‘“ in the whole, and success in practice.” So great is the reputation of the Ecole Central, and although no position is assured the graduate as at the Polyteehnic School, and in spite of the high price charged for tuition, and in spite also of the fact that the other schools are free, the candi- dates for admission increase every year, and at present less than half of the four or five hundred who annually apply are admitted. The tuition fee is $160, and a deposit, in addition, of $7 is re- quired to cover cost of material furnished students, which amount has to be kept good—but the unexpended balance is returned when the student leaves. Strangers are admitted the same as citizens, and of the 4,560 pupils admitted to January 1, 1864, 1,114 were foreigners. Of these, 53 came from the United States, 47 from South America, and 32 from Mexico. In 1801, there were three Government Colleges, called as a whole The French Prytaneum. The three sections were located severally at Paris, Saint Cyr and Compitgne, where were taught, under military rule, ancient history and languages, geography, drawing and mathematics. And although these were largely used as schools for the children of fallen soldiers of the country, and at Compiegne children of tender years in charge of nurses were received, they eventually took the general title of Art and Trade Schools. One day Napoleon Bonaparte, while Consul, visited the Col- lege at Compiegne, and asked a number of the students what they intended to do when they left school. Their replies were very unsatisfactory to him, and his observations led him to make the following remarks, which should be engraved in everlasting characters on a monument erected to his memory by the me- chanics and manufacturers of France. He said: “The State goes to considerable expense in educating these ‘“ young men, and when their studies are finished, with the ‘“ exception of the soldier, they are of no benefit to the State. ‘“ Nearly all become a burden to their families, whom they ‘“ should assist. This must no longer be! I have just visited ‘‘ the great establishments in the towns of the North and the great 14 ¢¢ workshops of Paris. Everywhere I found foremen, distin- ¢¢ guished in their art, with great ability to execute, but almost « a1] unable to make a sketch; to calculate results in their sim- «¢ plest form; to reduce their ideas to a rough drawing or a writ- ‘ ten description. ¢¢ This is a void in the industrial arts I will fill right here. ¢ Ag to Latin, that will be taught in the Lyceums we are about ¢“ to organize; but here, the work of the trades, and the theories ¢ necessary for their progress and advancement, and we will ¢¢ turn out excellent foremen for our manufactories.” From the day of the utterance of these words, worthy of the astute statesman and far-seeing economist, there was a new de- parture in the schools, and on the 23d of February, 1803, the following decree appeared in the Monuteur: « From the 21st of March, 1803, the instruction at the College «« of Compiegne will have for its object to create good workmen ‘and foremen.” The scheme was as follows: Pupils under twelve years of age were divided into three classes, and taught: 1. Reading, writing, and the elements of French Grammar. 9. Continuation of above and four rules of arithmetic. 3. Same studies and the elements of geometry and principles of drawing. From these the elder pupils continued their studies, passing to that of the Arts and Trades, where they were detailed, accord- ing to their taste, disposition, and aptitude, in the following workshops: 1. Blacksmith, fitting, and turning shop. 2. Foundry. 3. Carpenter and house joiner. 4. Wood turning. 5. ‘Wheelwright. These trades were evidently selected as being adapted to the needs of the country. Fight hours per day were spent in these shops. Two hours per day were given to the study and theory of the arts, geome- try, drawing, ete. In 1806, this school was transferred to Chalons sur Marne, where it has remained ever since. 16 I cannot omit referring to an address by the Inspector of this School, M. de la Rochefoucauld, wherein he drew the attention of the pupils ‘“ to the abundant sources of knowledge open to them “in that School—geometry, chemistry, physics, and,” he added, ¢¢ above all, mechanics, this daughter of the other sciences, pro- “ficiency in which would assure them a rank in society as hon- ¢¢ orable as it is useful.” The experience gained by this time, and the good results obtained, induced, in 1827, a modification in the system. Ad- missions that heretofore had been at all times of the year, were restricted to once a year. The examination required only a knowledge of reading, writing, and the four rules of arithmetic, and pupils were admitted at from thirteen to seventeen years of age. The number of pupils was limited to six hundred; four hundred being at Chalons and two hundred at the school at Angers. The day was divided into two-thirds practice and one-third theory, instead of four-fifths and one-fifth, and manual labor was confined to the following trades: wheelwright, framer, car- penter and joiner, blacksmith, fitter, turner in wood, turner in metal, moulder, iron founder, brass founder, and constructor. To the theoretical instruction were added trigonometry, de- scriptive geometry with its applications, physics and chemistry applied to the industries, and the demonstrations of the force and resistance of materials of construction. In 1832, a further modification of the scheme was made, and some of the trades that were taught everywhere in the ordinary course of apprenticeship, such as wheelwright, carpenter and joiner, were omitted, but the other workshops, including that of pattern-making, were continued. In 1841, the accommodations of the two_schools at Chalons and Angers were found to be too limited, and a third one was established in Provence. To each was apportioned three hun- dred pupils, and each was placed on an equal footing. The limit of age for admission was increased to fifteen years, and the examinations of candidates were more rigorous, it being neces- sary to pass an oral examination in reading, writing, orthogra- phy, exercises on the four rules of arithmetic, vulgar fractions, the decimal system, geometry relating to plane surfaces, and an 16 examination of practice in arithmetical and geometrical problems, linear and ornamental drawing. These schools, originally established to give tuition to the sons of soldiers of the country, so that they could earn their bread when they became men, have, by the necessities of circumstance and the experience of time, become an important feeder to the industries of France, and developed, through the far-sighted- ness of the First Napoleon, into practical schools of infinite value to the State. The term begins on the first of continues every day except Sunday. The follows: five and one-half hours each day theoretical studies, and seven hours to practical work, being twelve and one-half hours per Theoretical studies take four and one-quarter hours in the er hours in the evening. The ts: from 10:30 A. M. to 2P. M. October, lasts three years, and time is divided now as day. morning and one and one-quart shop work is divided into two par and from 3:30 to 7 P. M. The students rise at 5:15 every morn- ing, and each makes his own bed. In the various departments of practical work the pupils are er the eye and guidance of expe- carried along in their work und rienced mechanics, and gradually acquire gkill and ability that enables them to execute very difficult work. In the foundry at Angers, for instance, in 1861, the pupils, under the direction of Mr. Brest, the Superintendent, who was himself a pupil here, successfully cast the bronze statue of the Duke of La Rochefoucauld, nine feet high, from the model of the sculptor, Maindron, also a pupil of the same school; and so in many other works they attained a proficiency and skill so remarkable as to call forth the encomiums of the most critical. In the ¢ fitting shop” the same principles are followed, and the pupils gradually acquire & skill in nicety of fitting, both at the vise and lathe, that can only be acquired by selected prac- and this, too, without the menial tice and judicious instruction, drudgery of shop apprenticeship, through which so much of a youth’s time is sacrificed at present. Some of the graduates of this school who haveibecome rich as manufacturers, have not forgotten the benefits they received there. Among others, M. Xavier Jourdain, of Altkirch, con- tributes a gold medal, value of $60, and $200 in coin to the first, 17 a similar medal and $100 to the s i $80 to the third best pupil each a - vena a oe who graduate find immediate remunerative employment, il — passed in 1862, only two were reported as not Of those seeking admission to these schools, but one-fifth of the number succeed in entering, so great is the desire to pass through the course of theoretical and practical tuition as taught in them. : At Besancon, about two hundred miles from Paris, the birth- place of Victor Hugo, there is a school of watch-making, devoted to the instruction, theoretical and practical, in the art of making watches. F The school is open to any person, French or otherwise, who can read and write and understand the four rules of arithraetic The course of tuition extends over a period of three years Theoretical instruction is given from 7 to 9 a. m., two hors: and practice in the shops is from 9 a. m. to 12; and 1:30 tof p. M.—in all, 6} hours. The practice is, working at the bench and lathe, drilling, tem- peas, ig etc., in fact, thoroughly learning the trade Theoretical studies include book-keeping, mechanics, industrial chemistry, geography, mechanical drawing, study of wath gear- ing, escapements, movements, ete. About 300,000 watches are annually made at Besangon, bein about 75 per cent. of all the watches sold in France. : The school was founded in 1862, by the municipality of Besangon, who sustain it; about thirty pupils attend the school In an interview last May with M. Tresca, director of the Con servatoire des Arts et Metiers, on the subject of Trade Tuition he held that shop practice in close contiguity and conjunction with appropriate theoretical instruction was absolutely necessar to create thorough mechanics, and his belief was that no a could produce finer and more highly skilled mechanics than the United States, if instructed by such a system as that pursued at the art and trade schools of Angers, Chélon or Aix. When in France, in 1867, I visited some of the larger shops and hi able to draw some comparison with similar shops ie 18 England. I must confess my surprise at the wonderful extent of their work, and the astonishing perfection in their products. I saw there larger and longer rolled double flanged beams than I saw anywhere in Great Britain, and in excellence of design and finish, the ornamental cast-iron work and statuary in the rough, simply with the sand brushed off, surpassed anything I had seen anywhere. It is of course impossible in a short address to even refer to the many other kindred institutions in existence in France, or to mention other than by name the great practical schools of Lyons, Mulhouse, Le Creusot, Lille, Nimes, Alais, or the work done by the French steamship company, La Companie des Services Mari- times, at La Ciotat, fourteen miles from Marseilles. i And yet, while I believe that the same opportunities that are extended to boys to learn trades, adapted to their sex and after- life, should in like manner be extended to girls, I must re- oretfully forego any reference to the many facilities for female Srduseinl tuition that exists all over France, and turn for a while and consider, imperfectly to be sure, what is being done in the German States. TRADE TUITION IN GERMANY, Throughout Germany primary instruction is obligatory, what- ever the government or religion may be. The parent 1s not permitted to wrong society by depriving the child of early in- tellectual or physical culture. Ignorance 18 there a crime, and the parent is held responsible for its existence in that form. So severe are the laws in this respect in many portions of Germany, that youths are not allowed to enter their apprenticeship until thev have received a proper education. : Children ave expected to attend school at six years of age, and their attendance in Austria, Styria, Tyrol, Bohemia and Moravia, averages 91 per cent. In Hungary the attendance is but 55 per cent., and in Crotia it falls as low as 20 per cent., but here com- munities are isolated, roads bad, aud the country a And when it is known that Austria has nineteen different lan- guages, and that it is necessary to learn at least two, that of Hs locality and German, it is a matter of surprise that the attend- ance at school should reach the average of 91 per cent. 19 In Bavaria, among the soldiers pressed into the service, the proportion of those who could read and write imperfectly, was but 8 per cent. In Prussia, the proportion of children of from five to twelve or fourteen years who attended school punctually was 98 per cent. for the boys, and 97 per cent. for the girls. Prussia exercises a wise parental care over her children, and does not permit them to work in factories until after they have attained the age of twelve; and until they are fourteen they can- not be bound to work more than six hours per day. It is ex- pressly forbidden to cause youths under sixteen years of age to work before 5:30 a.m. or after 8 r.m., and no young man over sixteen years of age is permitted to work in any factory, until he can produce a certificate or demonstrate that he knows how to read and write. It is unfortunate that in California the name ‘Industrial School,” should be affixed to a reform school for young criminals. In Prussia, Industrial Schools are for the technical instruction of masters, foremen and journeymen in the various industries - and trades. In Austria, they are called Practical Schools (Real- schuls), where there is given a medium degree of education in preparation for the industrial professions and to enter the Tech- nical Schools. Prussia possesses some twenty-five Industrial Schools, in which are nearly 1,400 pupils. The average annual cost for each pupil is about $40, not including rent of buildings and furniture, which the State supplies. : On leaving the primary school the child of poor parents can achieve the first part of his education in the Sunday school, (which is entirely different to our Sunday school, and is a place where they give the pupils really an industrial education as far as possible), or in the common or higher primary school. He can then enter an apprenticeship. In all the technical teachings free hand and linear drawing oc- cupy a large place; it is conceded that they serve as a means of teaching, in enabling the pupil to grasp ideas through the eyes, which the intelligence, unaided by the eyes, is slow to receive. The system of M. Depuis, I believe, is generally adopted and considered most successful, by freeing the hands and habituating it to operate in accordance with the eye, by drawing first from ———————————— EE —————— — 20 some simple object in relief, then more difficult and varied in position, and gradually raising the pupil through models of ornaments in relief, to drawing from casts or from nature. The Polytechnic Institutions of Germany, whose system of teaching approach that of the Ecole Central or the Ecole Poly- technic of France, are as follows: Austria had in 1864, 5, or 1 Polytechnic Institution to 7,400,000 inhabitants. Prussia 8 1in a population of ....... ..... 17,000,000 Js 1 “ .. 4,615,648 Bavaria 1,783,967 Wurtemberg 1 Saxony “ 1 Duchy of Baden 1 Or an average of one Polytechnic School to 5,500,000 inhabi- tants, while in France, with a population of 37,382,225, there were two, being one for 18,691,600 inhabitants. Examining more specifically the conditions of industrial and trade instruction in the German States, we find that throughout * Germany, the importance and necessity of the people being taught trades, whereby they can earn an honest living, and help their country by helping themselves, has long been recag- nized as sound public policy. In Saxony, the State supports five schools for master masons and carpenters, one school for foremen of machinists, one school for spinners, four schools for pilots and boatmen, besides various other schools bearing on the industries. With a population of 2,123,428, Saxony has 2,016 primary schools, or one school for 1,053 inhabitants. In Austria, primary education receives due attention. There are about 30,000 primary schools in a population of 35,000,000, having 40,000 teachers, with an average class of sixty-nine pupils each. In 1857, an industrial society was organized, the members of which agreed to send their apprentices to an industrial school, at least during the last year of their apprenticeship. And thus were established the industrial schools. And it was required of the apprentice that he should attend the school during the last year, otherwise he could not obtain a certificate that he had completed his apvrenticeship. - a 21 In Prague, fifty years ago, there was established a school where instruction in drawing, designing, modeling, mathematics, me- chanics, chemistry, etc., was given every Sunday from 8 to 12, and from 2 to 4, and every evening from 7 to 9 in Winter, and from 7} to 9} in Summer, and where there were also practical demonstrations of work in different branches of industry. There are now about 800 pupils in this industrial school. These Sunday and evening schools are established in nearly all the town centers of industry by the joint action of the local authorities, the Chambers of Commerce and the Industrial So- ciety. There are, perhaps, eighty of these in existence, with about 12,000 pupils. There are some fifty-two Realschules (practical schools), having 520 professors, and about 10,000 pupils. The Realschule of Prague was established about 1576 (300 years ago) in the reign of Rudolph. The eight Technical Schools of Austria, where a thorough technical education is given, including theory of mechanics, designing and constructing machines, bridges, ete., application of chemistry, political economy, statistics, commercial calcula- tions,, book-keeping, stenography, modeling, etc., have attached to them about 160 professors, and about 3,500 students. In Bavaria, as in Prussia and Austria, education is obligatory. There are over 8,000 schools in a population of 4,500,000, or one school to 563 inhabitants. The teacher must report the absence of any scholar to the magistrate, and the absentee is severely punished, unless there is proper excusable reason. Here is an extract from a report: «« Xavier Gran, joiner, works with his father, No. 23 Thal ¢¢ gtreet, absent three times, on the 14th and 16th of the month. «« Excuse, pretends he was at school on the 14th, and that his ¢¢ father had need of him on the 16th. «¢ Decision, four hours imprisonment. ¢¢ Munich, June 21, 1863.” The attendance at school reaches nearly 100 per cent. There are thirty Industrial and Agricultural Schools in Bavaria, requiring three years of study, and these schools follow the local industries and requirements. The Polytechnic Schools give instruction in construction, technical chemistry, technical inechanics and commerce. a - 4 CS a A a t Caps —- LB rn SR > rE gE re —_ " : rT ETAT I - i — a — ~ nego A I SS ASI Les 22 At Munich, the museum is replete with models of machines, ete. There are 274 pupils here. At Nuremberg, the Polytechnic School has a workshop attached, and is attended by ninety-two pupils. The School of Design at Nuremberg stands at the head of such schools, and has a magnificent reputation, and in so small a thing as children’s toys is the influence of this school felt; and this industry owes much, if not all, to the teachings of this School. Standing unrivalled for facilities for such education, Nuremberg will be able to supply, for many years to come, the civilized world with toys and fancy notions of exquisite design. The usual auxiliary Sunday and evening schools are, as elsewhere in Germany, scattered all through Bavaria; but nowhere else does the strong arm of the government so strongly insist on pri- mary education as in Bavaria. In the kingdom of Wurtemberg education is obligatory. Wurtemberg has made rapid strides in the art of drawing and designing. - At first the schools were free, but it is now believed that a small fee makes them better appreciated; hence the fees have been fixed at from twenty-five cents to five dollars per annum. The instructors are selected as much as possible from among the master mechanics and journeymen of the principal industrial establishments of the locality. At Geisslingen there is a school of one hundred and eighty pupils, instructed by a master mason. So well recognized is the utility of this mode of teaching, that the managers of many of the principal works devote a portion of their time by personally instructing their apprentices and young workmen. And it has been observed that a simple workman has succeeded more generally here, where an artist of some talent has failed, which proves that it is not as difficult to supply instructors for this kind of elementary teaching as is generally believed. The plan adopted by this department in their schools is, to commence by making the beginner copy from simple lithographs, few in number, for the purpose of freeing and exercising the hand, and accustoming it to be guided by the eye. Afterwards the students draw after models in plaster, graduating from simple mouldings to the finest models of antiquity. OO 23 There are over four hundred of these schools in Wurtember and the effect is very noticeable. Every two years the schools i design send to Stuttgart a collection of their drawings for exhi- bition, the best of which are awarded prizes. It is at Stattaast the models and plaster casts for the schools of design are le Among other practical schools is one for waving and Some eight or ten who show the greatest aptitude for Aesiunini are here instructed in the theory of weaving, based on the hes os e- rience gained by intelligent operatives The school is su lind . all the accessories of looms, cards, ete., and here is " 4 heen and best designs for woven fabrics are suggested and The students have to study French and English, and after two years of instruction, the most distinguished are sent to England and France, to ascertain what may be going on there. pn Ba are over one hundred evening and Sunday schools ¢ ox Toil sone ) in which are taught drawing and some The Polytechnic School at Stuttgart is intended for those who propose to devote themselves to the industries, public works etc., and the course of study includes five years, two of wiih are devoted to mathematics, physics, and the natural sciences and thrce years to special studies, such as architecture oivil engineering, construction, chemistry applied to the tolistrtes metallurgy, ete. ; The Grand Duchy of Baden is fully alive to the importance of industrial education, and in some respects surpasses in facilities many of the other States of Europe. Every community that has a primary school is required by the department to have, durin the winter at least, a school where girls will learn to a work necessary to their future positions. They are taught man industries, but notably sewing and knitting. 7 Professional Schools exist in every industrial town, and have for their object the instruction of those who have Arendy had some experience in the practice of their trade or profession, and with a view to perfect them in their line; but not to give fe superior scientific education—free hand and linear drawin : bookkeeping, etc., are taught. 3 Youths of fourteen are admitted who have, or intend to, be- AAS HT a se L EEE RS how — wo 24 tices and who have already passed through the pri- Over forty of these schools exist, with about five des represented are about as follows: come appren mary school. thousand pupils, and the tra Tailors Watch makers Bookbinders...... ... --- Saddlers Stone. cutters TUIDerS. co vovonnees vse ee Joiners Locksmiths ... Masons. ... Goldsmiths ......... 3 Carpenters Shoemakers...........- . uhe is quite celebrated, and hool of mechanical science, of commerce, and a The tuition in these schools is considered 11 fitted for the business or The Polytechnic School at Carlsr contains a school of architecture, a sc a school of chemical science, of forestry, school of architecture. very complete, and the student is we profession that he intends to adopt. Attached to this Polytechnic School are the following work- shops: 1. A machine shop. 2. A cabinet makers’ shop. 3. A workshop for plaster moulds. 4. A workshop for moulding in clay. The number of pupils is eight hundred, of which five hundred are foreigners, the rest Badois. There is also at Carlsruhe an Industrial School intended for apprentices under seventeen years old. Lessons are given from 6 to 10 A. um. in winter, and from 5 to 9 A. M. in summer—think of that ye sleepy heads of San Francisco! All apprentices must attend between the ages of fourteen and seventeen, and their employers are responsible for their attendance. - Three hundred pupils attend the above school, and there are forty-one of these schools in the Duchy. I wish here to illustrate the practical and good effect of trade tuition by a reference to the industry of clock making in the Grand Duchy of Baden. The first attempt at clock making in Baden dated from the middle of the Seventeenth Century, the clocks being made entirely of wood, which were wound up every twelve hours. Towards 1740 they began to make clocks with metal wheels, which ran twenty-four hours, and thirty years later they made eight-day clocks. 29 In 1808, in the Canton of Triberg, one hundred and seven thousand three hundred clocks were estimated to be made annu- ally. The manufacture of clocks was of spontaneous growth An ingenious farmer made a clock and sold it; made more si gaged his sons and daughters during leisure hours in sankin clocks, and his industry was followed by others equally as 9 cessful, until it became a large industry, although carried on b farmers during spare hours. These clocks were sold all over the country, and finally exported to other countries. At the earl part of the present century a strong competitor was found he United States, whose Yankee clocks drove out the clocks of the Black Forest, and this, added to the potato blight, so seriousl affected the prosperity of the denizens of the Black Forest nd they appealed to the Grand Duke for aid, who caused careful inquiries to be made into the condition of the industry and the cause of its failure, and after careful consideration determined to revive the industry. For this purpose he caused to be estab- lished at Furtwangen, the old clock-making center in the Black Forest, a school of watch and clock making. This School includes at the present time: 1st. A general Industrial School. 2d. A purely practical school to perfect workmen in the different branches of the art. The first branch includes free-hand drawing, modeling, sculp- ture, decorating, geometry, arithmetic, general i book-keeping, mechanics, and physics, particularly in its relation to watch and clock making. In the second branch the intention is to practically perfect workmen in the difierent branches of horology. There are three shops, two of which are devoted to watches and clocks of similar movements, and one is devoted to pendulum clocks. These shops are thoroughly fitted up with all the tools and requirements of a first rate workshop, having all the machinery and appliances needed. The hours "of workin are from 7 to 11:30 A. um. and from 1 to 7 p. m., being ten and one-half hours per day. : The result of this School has been that clock and watch-mak- ing has been revived, and that seven hundred thousand clocks were made in Baden last year. Further comment is unnecessary. 26 TRADE TUITION IN SWITZERLAND. In Switzerland, also, primary education is compulsory, and consists of six years in two divisions; the first, the primary school of three years, the second the practical school,” occupying also three years. On leaving the ¢ practical schools, at the age of twelve or thirteen, the youth can be at once admitted in school of the Canton, which has two principal divisions, the Gymna- sium” and the ¢ Industrial School,” the former preparing the student for the studies of the University, and the latter for the industries, arts, and trades, and for the Federal Polytechnic School at Zurich. ; ; The language of the law declares that the primary schools are intended to educate the children of all classes of the people, SO as to form men (and women) with an energetic spirit, having religious sentiments and useful as citizens. Every child = y Se of age, but not younger, must enter the primary schoo 8. J x parent who sends his children to private school must satisfy the authorities that his children are receiving as good an am as they would receive if ‘attending the primary schools. The parent, however, must pay his school tax just the same. In the eleven Cantons of Switzerland, having a population of iz 5, OF all ; 1001 to: 918,550, there are 2,640 schools, or an average of one scho 348 inhabitants. The industrial schools are intended for young men who pro- pose to devote themselves to industry and commerce, and fit them for immediate practice, as well as for the higher technical or commercial schools. They are divided into a lower and supe- rior class. In the lower class are taught German and French languages, history, geography, physics, mathematics, geometric and free hand drawing, gymnastic and military exercises. In the superior class are taught, in three specialties, viz. : Machah Chemistry and Commerce, the following studies: German, Frenc ’ English and Italian, history, theoretical and applied mathematics, mechanical technology (weaving, spinning, paper making, metal working, etc.), algebra, trigonometry, analytical geometry, me- chanics, descriptive geometry, geometrical and technical draw- ing, perspective, commercial arithmetic, the functions of banking " I establishments, book-keeping, principles of commerce and trade, natural history, physics, chemistry, free-hand drawing, writing, singing, gymnastic and military exercises. The course is optional to some extent, but from the foregoing it will be seen that it is essentially practical in its application and comprehensive, including two and one-half years of study. The fee is six dollars the half year. On 7th of February, 1854, the Swiss Confederation established a Polytechnic School at Zurich, the object of which was, ‘to form by theoretical studies, and as much as possible, by practical work,” men who could devote themselves— 1st. To architecture and the art of building. 2d. To the construction of bridges, roads, railroads and hydraulic works. 3d. To Industrial Mechanics 4th, To Industrial Chemistry. 5th. To Forestry. But taking into consideration always the immediate wants of Switzerland. Tuition is given in either of the three national languages of Switzerland—French, German or Italian. The total number of students is limited to 600; the annual fee is $120. In the department of industrial mechanics there is a shop at- tached. I have thus hurriedly, and as concisely as possible, surveyed the field of labor in industrial education in Europe. TRADE TUITION IN THE UNITED STATES. At home I find laudable efforts being made in this direction. The major part of my visits was during the Winter and the ex- tremely cold weather of last Spring. I was unable to go to many places I desired to visit, but among others I will speak of those I visited, including the Cooper Union, Steven’s Institute, Shef- field School of Science, Worcester Free Institute. The Cooper Union for the Advancement of Science and Art, founded Mr. Peter Cooper in 1859, in New York City, for the benefit of those seeking after knowledge of practical things, has 28 a fine large building, containing a number of offices, stores, etc., that are rented for the purpose of providing a revenue, and which yield about $44,000 a year, a large lecture hall, spacious library, and numerous class and instruction rooms. The average daily attendance at the reading room is 1,617. The lectures, which are given almost entirely during the even- ings, are attended by over 2,600 young men, in greater part from the trades and occupations of the city, who are earnest in their search after information, and who prefer to spend their evenings in study rather than in idleness. None are admitted younger than fifteen, and they must be ac- quainted with the rudiments of reading, writing and arithmetic. All instruction is free. Applications are in excess of the capacity to supply. The departments in operation in 1874 were: 1. The reading room and library, taking 316 periodicals, and having 14,000 volumes on the shelves, and 452,143 readers during the past year. 9. Art School for women, having 151 students. 3. School for women in wood engraving, having 23 pupils, who earned about $2,000 during the year, for work done in the school. 4. School of Telegraphy for women, 41 pupils. The teachers are furnished by the Western Union Telegraph Company. The pupils who receive certificates generally find employment at from $30 to $70 per month, according to their proficiency. 5. Night School of Science. Here are fourteen classes, in- cluding those in algebra, geometry, trigonometry, mechanics, mechanical engineering, astronomy, chemistry, mechanical draw- ing, ete. To these classes there were admitted 1,160 pupils. At the close of the term there were 555, of whom 292 received cer- tificates. 6. School of Art. In this school there are eight classes, in- cluding perspective, mechanical architecture, form and free hand drawing, drawing from life and from casts, and modeling in clay. 1,505 pupils were admitted; 804 remained at the close of the term, and 317 received certificates. 7. Prof. Charles S. Stone, industrial chemistry, was consulted by 281 persons on matters relating to industrial chemistry, and 29 Prof. George W. Plympton was consulted by 260 persons on matters relating to mechanics. 8. From Nov. 8, 1873, to April 4, 1874, there were thirteen lectures given on Saturday evenings by eminent lecturers on popular science. And it must be borne in mind that all this was free to the students. The various class and stud i i Mir rnp y rooms are well supplied with ap- ig rooms are about 40x 25 feet, and seat from 30 to The lights in these rooms, as a rule, are not good, but the are used principally at night. : 7 The Cooper Union building when conveyed to the Trustees cost $630,000, since which Mr. Cooper has added $150,000 cash The annual expenditures are usually in excess of fs recei to - the great generosity of Mr. Peter Cooper is always A ‘ igi) $a these deficiencies. In 1873 the deficiency was Peter Cooper served his time as a coachmaker. Has devoted his life to the interests of his fellow-mechanics, and although February 12th next he will be eighty-five, his sympathies a keen, his mind as vigorous, and his heart as big as they ever were The Sheffield Scientific School is devoted to instruction sad research in the mathematical, physical and natural sciences. It is one of the departments of Yale College, and ranks high fn its specialty. There is no shop practice attached, but the physical de- partments are rich in apparatus, models, casts, etc. The engineer- ing department becomes the possessor of the drawings of the Novelty Iron Works, as well as of many of its patterns, and besides these, is in possession of many fine pieces of ochinesy Prof. Honey, a graduate of South Kensington, England has charge of the instrumental drawing classes, and his Practios is to devote six months of the pupil’s time to free hand drawin before commencing to use the bow pen. : Mr. Joseph E. Sheffield, of New Haven, in 1860, gave to Yale College a building and a considerable endowment to establish a scientific school, and he from time to time added other large gifts to his already princely donations, which will probably a gregate about $500,000. ¥ 30 It is from such public spirited men as these who give from their store of wealth during their life, and see to the faithful performance of the trust, that the people derive the greatest good, and such men as Peter Cooper, Ezra Cornell, Joseph C. Sheffield, George Peabody, Edward IL Stevens and James Lick, are imbued truly with the full spirit of philanthropy. In 1857, Mr. Edwin L. Stevens, of Hoboken, bequeathed to his wife and two other trustees, a block of land 425x200 feet in the City of Hoboken and $650,000 in cash, to establish and found an * Institute of Learning,” and which institution the executors decided should be “a School of Mechanical Engineering,” and now known as the << Stevens’ Institute of Technology.” Mr. Stevens did not desire that the tuition should be wholly free; certain exceptions, at the discretion of the trustees, could be made. The course extends to four years, and the fee to stu- dents not residing in New Jersey is $150 per annum. No student is received under sixteen years of age, and he has to pass a pro- per examination. The building is a plain, substantial three-story and basement stone structure, having a frontage of 180 feet by a depth of 44 feet, with a wing 60x30, erected at a cost of $200,000. The apparatus, models, machines, ete., cost the trustees about $100,000. : Attached to the Institute is a pattern shop, moulding shop, foundry and machine shop, about $10,000 invested in the latter, and which the President, Dr. Morgan, thinks should be increased. The tools consist of a ten-inch Seller's lathe, planer, punching machine, three small lathes, drilling machine, boring machine, shaper, forges, etc., cupola for iron and furnace for brass foun- dry. There is a small shop in the upper story, owned by Mr. Wales, where the delicate apparatus and instruments used in the Institute are made. It was here, also, the celebrated H obo- ken Lantern, belonging to the University of California, was made. Professional instruction here is carried to a high degree. The higher mathematics, modern languages, especially German and French, ete., are required. While visiting the shop I saw some well-designed and finely- finished pieces of work by the students, The contiguity to the Psychology of Manual Training By WILLIAM T. HARRIS, LL.D. Reprinted from ** Education,” May, 1889. IE THE PSYCHOLOGY OF MANUAL TRAINING. Read before the Department of Superintendence, National Educational Association, Washington, D. C., March 7, 1889. BY WILLIAM T. HARRIS, LL. D. FF bringing forward my thoughts on the Psychology of Manual Training, I desire to say in advance that I shall endeavor to assume and maintain a judicial attitude towards this important educational question. I shall avoid the position of advocate or polemic so far as I am able. As persons interested practically and theoretically in the man- agement of schools we meet from year to year to discuss the vital questions that may arise in our province. Practically and theo- retically, it is our fortune and our choice to find ourselves arrayed on different sides of each question. A free comparison of opinions in a friendly spirit gives us each matters for further reflection and may lead to partial revision of opinions previously held. A free comparison of grounds or reasons for opinions is still more profita- ble. All search for grounds, all search for principles goes back out of the region of surface, and diversity of facts — goes back out of the multiplicity of details, towards unity. From differences we converge towards agreement when we begin to compare the grounds of our opinions. Principles and fundamental grounds are held in common by all minds, and this is necessarily so in case of ultimate principles at least. Now as a class of people interested in the management of schools we have two opposite trends of opinion before us — we may divide here, one class of us tending towards conservatism, and the other class tending towards new experiments with a view to progress and improvement. One class holds by the heritage of the past and strives to conserve its power. What is established has been established through struggle, and the victory of the strongest. A study of the grounds for the existence of what is, discovers many and powerful reasons for the continuance of the existing order even in presence of the fact that defects are every- where visible. The conservative sees the defects, but attributes them to inefficient administration, and not to essential shortcom- ings in the old system itself. Ee ee ILL... MBP frr LH I — 4 . 9 't r 1 : ‘ t I » ] 3 » "QQ bend: 3 » ( res V y succes S. 1 | » 1 » e main I C 8 C > oS SIDS WO 0 I S1( nl (in 11 Ol ion), - QOETVY 2 2 i (ae r : 9,0 » 0 » oD 0 ) nter ests 0 0 1er De ners 9 agaln t th ug 5 ff nt 3 an O SWe OW ] 3 } 3 i d cau neg C © 18 a t t W al ; : ot 2 Q 0 0 Ww yy 0 0 ol] ] ac . g V V 5 C S w » | 9 P e ma y siti ill- without over. or outside of the school. Mere positive To power ops : ; 1 y chy. i inhibitory , yroduce only anarchy the negative or inhibitory power will | y inhibit or an effort new human being must learn to inhibit or Ha Ire iy ¢ Bt i i i ses « desires, hav 1 his native mere animal impulses anc of will his native mere pining i social existence — cleanin ‘egar , requirements of socla a igi tl courtesy and decency of manners towards I'S clothing, ¢ and owal De " udence, fortitude, and justice, ty ife, temperance, prudence, . others, purity of life, a Lines is inhibiti » gelf-restraint over impulse), iri ; inhibition (or self-restr all requiring this 11 : Sg conformity to pre-ordained ideals of order. Mere sp originality attacks all these things and i Hat sini r » 3 » ne » or he re prescription, 1 y w On the other hand, me on y 3 nical civiliza .emes produces only a mecha + developed to extremes } : in i ial existence e look upon 2C al state of social exis iW ! tion — a dead mechanics Ve I i i 5 ition. the Chinese education as productive of such a Soi a Ally i i eady-m m ; n to the pupil as ar cut and dried and give pil re i i natural caprice ¢ i 3 mself by inhibition o which he must fit hi DEO an inclination. The consequence 18 the least possible prog the completest administration of the old vse. tn What the philosophy of history must gy = ® i i is refor a me 5S ations is therefore no dard of progress among ne vet is i i ; stationar in administration, for this 1s achieved in the perfectly y empire of conservatism. MS HP ITNT lh ET ot a he Ch a PE BE on iu EE 5 The ideal standard of progress is found in the form of govern- ment which secures the greatest degree of individual development while not losing the centralized power of the whole. In the patri- archal empire the social whole is perfect at the expense of indi- vidual freedom. We Americans are apt to think that the German empire sacrifices to some extent the development of the individual for the sake of the perfection of the administration of the will of the social whole. Certain it is that the German statesman looks upon our American regime as sacrificing the welfare of the social whole in order to give an unreasonable margin for individual whims and preferences. The Anglo-Saxon doctrine (expressed in French words) — laissez Jaire — is thought to go too far when it permits parents to choose illiteracy for their children, or when it permits an illiterate com- munity to substitute lynch law for the regular judicial process. However this may be regarded there is certainly a mutual rela- tion between the form of government, with its administrative pro- cess, and the self-activity of the individual ; and that government is best which secures the greatest perfection of central administra- tion through the greatest development of individual freedom. But it remains true that the self-activity of the individual must be strictly limited by the necessity of perfect central administration for the good of the whole. May we not in like manner name our criterion of Educational Progress as the approach towards a system that secures the great- est individual self-activity of the pupil while it builds up in his character perfect obedience to law, divine and human, and a sacred regard for truth. While our progressive wing of superintendents do not always move forward in a straight line, for not all change is progress, yet on the line of cautious experiment there is most advance to be hoped for. I think that the friends of progress will admit that out of one hundred changes not more than one real gain results. Yet without experiment there might be no progress at all. In the present question, that of Manual Training, we have emi- nently able men in our body taking strong grounds in its advocacy and initiating bold experiments in the direction of adopting it into the system of elementary instruction. On the other hand we have men who look upon the experiment as unnecessary for various reasons, or else await the issue of the experiments, thinking that 6 it is safe to adopt the new system after it has been proved a suc- cess. Experiments are so costly that one must be cautious in undertaking them. Ninety-nine fail and one succeeds. Mean- while debate and discussion will aid us in interpreting the results of experiment as they appear. ‘It is safe even for conservative- minded men to approach the subject theoretically. The Psychology of Manual Training is concerned chiefly with the mental effect of such training and a comparison of its results with those of other branches of the course of study pursued in school. What is called the * educational value” of such training in the use of tools is a matter for psychology. Social necessity, the necessity for useful labor to provide a subsistence, this is not a psychological matter in its primary aspect, but only in its sec- ondary, or indirect relation to mind — the effect of a consciousness of possessing the ability of independent self-support in elevating the tone of character, or the effect of shortening the era of child- hood and hastening the day in which the child assumes the respon- sibility of self-support. Whatever the ground for introducing a branch into the course of study, there is evidently a direct or indi- rect psychological question involved. M. Sluys, of Belgium, tells us that in Sweden, * In the begin- ning the economic conception was generally adopted, and every- where manual training was looked upon as a means of preparing the children of the common people to earn their living. But gradually it came to be recognized that manual training has a more elevated purpose and one indeed more useful in the deeper mean- ing of the term. It came to be considered as an educative process, for the complete moral, physical, and intellectual development of the child.” He affirms that in Sweden the combination of manual training and the teaching of purely theoretical subjects ‘ensures the integral cultivation of all the faculties and all the aptitudes which make up the complete man.” The expression which we often hear used by the advocates of manual training — ¢ put the whole boy to school,” states in a plain, forcible way the meaning of the phrase “integral cultivation of all the faculties and all the aptitudes which make up the complete man.” It has been fashionable in educational treatises since the days of Pestalozzi to define the province of education as “the full and harmonious development of all our faculties.” This is, however, 7 a survival of Rousseauism, and like all survivals from that source, is very dangerous. It is of first importance to consider this defini- tion in the light of psychology. At first glance we see that it makes no discrimination among the faculties themselves; all have a right, each has a right to culti- vation, and the only limitation of this cultivation is found in the word “harmony.” What the harmony should be is not said. It is implied, however, that the harmony once reached, there would be a perfect human being. Harmony implies a sort of balance, and that there is no faculty of the soul which may be developed supremely — no faculty like that of Divine Charity for example, which should be supreme. Again, this definition ignores the great distinction between our higher and lower faculties, between our faculties that are means to ends above them and those faculties which are ends in them- selves. Sound psychology for example looks upon ethical insight as higher than insight into what is useful as a means to an end. The adaptation of means to ends — the use of physical strength, industry, eating and drinking, any sort of bodily training is sub- ordinate to the question of the end for which it is used — moral purpose being esteemed higher. Moral faculty is supreme as regards all such things and is not a coordinate factor. Esthetic faculty, taste for the beautiful, is not regarded as coor- dinate with moral faculty by any people since the Greeks or before the Greeks. Gracefulness was the supreme end of life and esteemed to be even higher than morality in Hellenic art. It was in the Greek thought that this notion of harmony arose as a sym- bol of perfection. For in Greek art alone the physical and psychi- cal are in perfect balance. Not so in Christian art, —and far otherwise in the Christian religion. For Christianity teaches that food, drink, raiment — or creature comforts of all sorts — yea, life itself is infinitely beneath consideration when weighed against the spiritual service of humanity. Bodily health and vigor, sound digestion, good sleep, keen sense-perception, are all good if rightly used, or subordinated to higher faculties ; but to speak of them as forming a harmony with the higher is placing the soul and body on the same plane, and this is a fundamental error in educational psychology. In the third place the definition ignores the distinction between man as an individual and man as social whole, the state, the civil ry Ty es iomaen wT — 3 ¥ 8 community, the church, the family. It fancies man the individual to be something complete in himself and without relation to society — just as we can speak of a clock or any piece of mech- anism as complete when all its parts are present and properly ad- justed. Man has two selves; one his natural self as puny individual, and another his higher self embodied in institutions. This is the worst defect in the definition, because it leads the thought of the educator away from the essential idea of education, which is this: Education is the preparation of the individual for reciprocal union with society — the preparation of the individual so that he can help his fellow men and in turn receive and appropriate their help. The “harmony” definition is abstract, this definition is con- crete. An abstract definition is liable to misinterpretation, the concrete one is not. Reciprocal help of social whole and indi- vidual in the first place implies both special and general education. To help one’s fellows one must get skill in some useful occupa- tion. This may be in any realm of human labor, physical or intel- lectual. But to be able to receive the help of one’s fellow men implies general education, the capacity to receive and appropriate the help of institutions — the spiritual help of the race — in sci- ence, art, literature, and moral and religious ideas, as well as in the matter of creature comfort. The world market yields to the individual man for his day’s labor a share in the pro- ductions of the world; necessary food, clothing, and shelter, luxu- ries, amusements, churches, libraries, lectures, newspapers, and books. The prudent man buys wisdom and develops his lower faculties only to the extent that they are means to this higher end of acquiring wisdom and dispensing it to others. This criticism of the definition of education which looks toward a harmonious development of all our faculties does not rule out manual training from education, but the contrary. Manual training fits very many for some useful occupation which they may fill as their special vocation. Neither does it prove that manual training is not of a general educative character. That is something to be investigated. The Slojd instruction, according to Dr. Otto Salomon, the direc- tor of the famous Manual Training Normal School at Niis, in Sweden, secures the following educational results: — 1. Skill in the use of tools; 9. Love of labor — industry and persistence; 3. Self-reliance; 4. Exactness; 5. Attentiveness ; ae p——————————T_ 9 6. Sharpens . bens the eye and sense of e of form; A hd i G orm; 7. Good bodily train- In another ¢ i ives i on 2 .) r TOS Q P 1 li Hot he gives its educational results as, — ‘ sition of gener: x terity Who 4 general dexterity of the hand; 2. Instilling 5 : or wol , and respect for rough, honest, bodily Wi : raining in habits of order, neatness, exactness cloanliness ar y . . . . : ? ’ 8 3 . Accustoming to attention, industry, and perseverance ; 5 Pro- moting 3 ( 3 ] lo : oting the development of the physical powers; 6. Training th eye and sense of form. if " : : There is no disputing the assertion that the Slojd is i IE Slojd is educative ve consider that all work and all play of every kind are educative in one way or another. ! When the domestic work (Hus-s1ijd), which formerly flouri in the households of Swed i bebo SEA Sweden — it consisted in the making of knick knacks chiefly out of 1 is fai J Soa ; y wood — when this failed because of the intro- : ction of more elegant machine-made goods, far more tasteful and : i ; ; ; a C j egant in form, at a very low price, the peasant could not afford 0 compe S : pete, and household work tended towards neglect and dis 1S . Q 3 I» 1 1 ; : se. It is said that more attention was given to farming as : sequence, but farmi 1 2 GE n , arming could not occupy all the time in the season of lon 3 short days i : a g ap and short days. Hence the rise of an association to . S . 3 “ee . . ¥ Sie ] e Slojd or domestic manufacture of knick-knacks, in . 2 p i i 872, the government began to encourage education in is branc ; 'S i UE : pe h of labor. At first, wood carving was urged ; but only 0 I» ho » < Te 1 : pre e resistance. But later it has been decided that variety 0 » 3 JQ 16 . . 01 : work is essential, and at the Sl6jd normal school at Niiiis, the vari : or : on tools of the carpenter are taught, and also those of the i turner, and the blacksmith, besides wood carving: the n . v: . . o 2 a ing and mending of simple articles is practised; even wheels ; ds. ar stp and carts are constructed, but mostly such articles as wooden Sos, boxes, boot-jacks, mallets, and netting shuttles. The num- er ] ios in which this work is taught had increased to seven hundrec ; ighty-se i se in ne from eighty-seven at the time of our Centennial. i we a mit that the use of tools in the manufacture of arti- cles o Youd or iron is educative, we do not say much for it. All ames 0 s — li ‘bles its : a ¥ 0ys — like marbles, quoits, base-ball, Jack-straws — are e un ive, especially in the matters (a) of development of physi- 4 powers ; (®) the acquisition and dexterity of hand and accuracy of eye; (¢) in perseverance ; (d) in attention. A game of whist cultivates circumspection, careful attention 9 a ————— EE ———_—— Fl R pe — = 10 the calculation of probabilities, and such matters. The first begin- nings of these things in children are of great interest education- ally. The scientific observations of Professor Preyer have taught us how important is the epoch when the human infant ceases to clutch objects only with the four fingers like most of the ape family, and learns to use his thumb over against his two fingers. This contra-position of the thumb began in the case he records about the twelfth week of the infant's life — at first a sort of reflex action without the will, and then soon after produced by the will so that contraposition of the thumb was quite attained by the fourteenth week. The infant rejoices in each new power gained, and incessantly practises it with voluntary attention until it by degrees sinks into a habit. The first look of attention on the part of the child of Doctor Preyer was given to some swinging tassels on the thirty-ninth day. On the ninth week it noticed and gave attention to the ticking of a watch. Other important epochs are the following: 1. Holding up its head by the act of will in the eleventh week. 2. Standing alone in the forty-eighth week. 3. Walking in the fiftieth week. 4. Recognition of its mother on the sixty-first day. 5. Recognition of its own image in a mirror in the sixth month — stretching out its hand to the image — also recognizing its father’s image and turn- ing to look at the real father and compare him with the image. 6. In the seventeenth week is noticed the first recognition of self, indicated by attention to his own hand ; and six weeks later an elaborate series of experiments of touching himself and foreign objects alternately. 7. The discovery of itself as cause when it can produce sound by rattling a paper, or by striking one object with another, or tearing asunder a piece of paper — this is a most delightful discovery to the child. 8. But imitation, which begins about the fifteenth week and by-and-by develops into the use of language, is the most interesting evidence of the growth of the intellect. This glance at infant life reminds us that in education things that are very trivial at one epoch are of exceeding importance at another. In cases of arrested development the educational value of such matters as the contraposition of the thumb — the exer- tion of the will in supporting the body erect, and in imita- tion, is coming to be well understood, as one may see in recent 11 schools for the feeble-minded. But the order of development of these things is all important. An act is educative when first learned, and then only. After it has become habit it is a second nature —a new nature produced by the will, and is no‘ longer educative. Man as a bundle of habits is a self-made being : Professor Preyer’s child was so delighted with the Hoover that it could put a cover on a box, that it deliberately took it of and replaced it seventy-nine times without an interval of rest. It was an educative step in its development —a step in the discover of its selfhood as an energy, as well as a step in the discov ¢ adaptation in the external world. gi Many educational devices have been proposed for schools, which merely repeat lessons that the child has already made for Test in infancy. The so-called object lessons of school are quite fre- quently of this character. So lessons on the properties of objects — the qualities of wood, stone, metals, ete., are not of ts use in school because such things are provided for in the child’s self- education. I do not of course refer to the scientific study of such things, which classifies and exhausts those qualities, and gives the history and geography of the object — science is a different matter The cultivation of the powers of observation in our schools ntliis too, is very often the farce of repeating lessons which have been learned by the child before he could talk. Now all the lessons of infancy involve such training in dexterit of the hand, accuracy of the eye, the sense of form, industry er severance, the gaining of the power of careful attention ond the development of the body — such training as is cloltued for the S16jd education. Moreover, the lessons of cleanliness, and neat- ness, and industry are taught by the good mother quite early to her child. The child learns to use knife and fork and spoon yi early. By-and-by he learns to use the jack-knife, and we all ni the self-education that goes on in the use of this tool among A glo-Saxon boys. si ; But what of all this? one inquires. Although it is educative it is not properly school education. How does such infant We tion differ from reading, writing, arithmetic, geography, history yes, even from grammar? Here is the vital point of our ie cussion. Man elevates himself above the brute creation by his ability to withdraw his attention from the external world of the senses and 12 give attention to energies, forces, producing causes, principles. He can look from the particular to the general, without losing the particular he grasps together the whole realm of the particular in the general —or in more significant language — in mastering the cause of anything he grasps together and comprehends an indefi- nite series of effects. He is not obliged to hold the details, that is to say, memorize all the facts and hold their details in a store- house. He can see them all in a principle — he can see in a cause its possible consequences. Understanding the meteoric process he can readily explain any step in it — clouds, rain, snow, evapora- tion, fog, et cetera. Without this knowledge of the general which always rests on some insight into causal process real or supposed, man would be bound down to the present fact before his senses. But with this knowledge man is able to see in the present fact its past history ; he is able moreover, to see in the present fact its future as a possible fact which he may realize by an act of his will. Man differs from the animal in this great power of seeing ideals and in reinforcing sense-perception by adding to each thing or fact before his senses the vision of its past and the vision of its future. Man thus becomes comprehending; he explains the fact by its process of evolution, he becomes practical or a will-power through effecting some change or modification in the thing or fact in order to realize his vision of its ideal. A false psychology tells us that we derive all our knowledge from sense-perception. We see form or shape, and color; feel, taste, smell, or hear, hardness, flavor, odor, and sound ; but we do not by any of these learn the idea of causal process. This comes through thinking, and is an original acquisition which thinking mind brings with it. By this idea of causal process all the data of sense are transformed radically. They are given us in sense- perception as independent realities. In thinking them by the aid of causality, we make all these matters of sense-perception into phenomena — or effects and manifestations of underlying causes which are not visible or tangible — not flavors, sounds, nor odors. No generalization is possible without ascending from the immedi- ate thing or fact to the causal energy. By their common causal energy we unite objects into classes, we unite the various hetero- geneous things, such as acorns, oak-leaves, roots, saplings, trees, oak-wood, in one causal process of the oak. Without the idea of causality we could never distinguish exter- 13 . nal objects from our feelings, and hence, experience never could begin. Man goes back from the fact to its producing cause. But he goes back of its producing cause to a deeper cause that unites two or more series of producing causes — back of the oak and pine to tree in general; back of tree, and grass, and lichen, to plant in general ; back of plant, and animal, to life in general. Man's power of thought rises from thing to cause, and from cause to cause, leaving a smaller and smaller residuum of mere sense-data, and yet getting nearer the underlying reality which causes all these sense-data. This is the great point for educators to observe. We do not get at the true reality by sense-perception, but by thought. Force is never perceived directly by the senses —a thing is here and a thing is there, but motion is not perceived — only inferred ; force is only inferred. Thought puts together this fact and that, this present one and that past one, and unites them by the idea of causality, and the idea of force is born. So thought produces the idea of space, pure space containing all, infinite in extent, and yet not material, not to be perceived by any of the senses. With the ideas of space and time —ideas that thought generates of itself in order to think the data of sense- perception into a consistent whole — with these ideas of space and time the idea of quantity is evolved and mathematics becomes possible. In mathematics man beholds not merely a few data of sense- perception, but the universal conditions of all sense-perception. The laws of quantity as formulated in arithmetic, geometry, and the calculus give us the logical conditions of the existence of all matter and all motion, not only all that exists, but all that may or can exist. Now this must be borne in mind when we make comparison of the educational effect on the mind of a child produced by learning arithmetic and geometry with that produced by learning how to make a box or a joint, or weld two pieces of iron. Grant that all these processes are educative, at least in the first process of their acquirement. To make a box requires special applications of knowledge of a special kind — measurement, adaptation, dividing with the saw, the use of the hammer and nails. It is special, and there is something learned regarding the texture of wood and nails, Bake a Ee AE Sk Si apie § Sr EEE Ea A ———— ETE i El A OAR 14 . some skill or knack acquired in the handling of tools — some pleasurable feeling of self at the consciousness of what one can ac- complish by his labor. But in the study of mathematics there 1s an immeasurably higher feeling of self in the perception of the power of the intellect not merely to know passively, but to know actively, not merely to know the small portion of the universe presented to its immediate senses, but to know the conditions of existence of all matter near and remote, now, in the past, and in all future time. What a glimpse of the dignity and commanding eminence of mind arises through the study of geometry! The three angles of any triangle are equal to two right angles — the pupil need never measure one real triangle to know this. On the basis of the ratios of the sides of the right angled triangle to one another, man pro- ceeds to measure all things inaccessible to nmianual measurement __he measures the distance of the sun and of the fixed stars. ompare the feeling of selfhood that is gained by the soul in the use of the tools of thought with that gained by any form of man- ual labor. In learning arithmetic the boy learns to quantity and measure all things numerically. It is not coordinate with the knowl- edge of carpentering, but it underlies it; at least, there can be no use of the carpenter’s rule without some arithmetic. But the school studies are for the most part given to a knowl- edge of human nature and human combination, rather than to a knowledge of material things. This is due to the fact already seen, namely : that man is a social being, and is all that he is as a spiritual being —an educative being — through this fact of organ- ized existence in institutions. All science, all literature, all art, the whole world of learning in fact, takes its rise in man’s depend- ence on society. Society is the miraculous instrumentality by which each individual aids every other and in turn is aided by all. In food, clothing, and shelter, he brings by commerce all produc- tions of all climes to his market, collecting from all and distribut- ing to each. In matters of human experience it is still better, because the aggregate of human wisdom does not have to be divided in dis- tributing it. Each man may receive it whole if he will only learn the symbols in which it is stored up. If the child will learn how to read and write, he may learn the experience of the race through the countless ages of its existence. He may by scientific books 4" : UNIVERSITY 15 N47 rennwisy ; aS od MN \ ’ x i and periodicals see the world through the senses of myriads of trained specialists devoting whole lives to the inventory of nature. What is immensely more than this, he may think with their brains and assist his feeble powers of observation and reflection by the gigantic aggregate of the mental labor of the race. This is the great meaning of school education: to give to the pupil the use of the means for availing himself of the mental products of the race. Compared with what he receives from the race the productions of the most original of men are a mere speck in a wide field of view. Every one may add something to the aggregate of the world’s knowledge, but he must, if he is educated and rises above the brute, receive infinitely more than he gives. Hence, in comparing the educative effect of learning to read with the educative effect of learning the carpenter’s trade, we must consider this difference of scope. The one leads to knowl- edge of a few tools and a limited sphere of the botany of trees — an empirical, but not scientific knowledge of a few wood textures, a few simple processes of combination into shapes for use or orna- ment — all of which brings also a limited knowledge of self and of human nature. Its whole educative effect is exhausted in a brief time at the manual training school —for we are told by authori- ties that manual training for educative purposes must not be carried far enough to produce skill.! On the other hand, the edu- cation of learning to read, — although it is an efficient process of education while in school, yet it is followed by its greatest educa- tive effects afterwards throughout life. For the person is destined to use this knowledge of reading daily as a key by which to unlock the treasures of all human learning. The school has given him possession of the means of permanent and continuous self-educa- tion. It is the difference between a piece of baked bread which nourishes for the day and the seed corn which is the possibility of countless harvests. Education that educates the child in the art of self-education is that which the aggregate experience of man- kind has chosen for the school. The course of study involves the mastery of letters or the means of intercommunication with the race, the means too of preserving the harvest of observation and reflection. It moreover involves the use of letters in certain fun- damental studies — so as to show the pupil how to master the great 1See Professor Woodward’s excellent remarks on the educative limits of manual train- ing, in his book. 16 general classes of books. It initiates him into the use of mathe- matical books, showing him how to understand them by persistent attention and thought — showing him that memorizing the words of the arithmetic does not master the book, but that it is necessary to think out for one’s self every statement and see the necessity of it. The mathematical province of letters reveals to the child the realm of man’s victory over nature, because having invented mathematics it is only a question of detail — «divide and conquer” — to subdue all nature. Then comes geography, lifting a curtain and showing the child his race divided into peoples and nations round the globe, all work- ing at something that he himself needs, and the spectacle of the world-commerce bringing to him over all seas the desired articles. Then there is history, lifting another curtain and showing the doings of man in the past. Man reveals human nature by his actions. Each one reveals to himself a small fragment of human nature, but he does not know much of human nature till he looks into history ; for history reveals the higher self of man as organized ‘1 institutions. For the first time man comes to know his sub- stantial self when he comes to study history. His little self beholds his colossal self. Then there is literature, which shows in its prose and poetry the collisions which individuals have made with institutions — Mac- beth and Othello, Paris and Helen, (Edipus and Faust. It com- pletes for us the revelation of human nature and more than all other studies is humanizing and civilizing. The school initiates the child into this realm through the intense bursts of impassioned prose and poetry that the school readers contain, showing in these all the varieties of style to be mastered and how to master them; how to ascend from the mere colloquial vocabulary which the child brings with him from the family to the literary styles adequate to express deep thought or fine shades of emotion. The school also makes a study of language in itself —it teaches grammar, the most difficult of all school studies and the most edu- cative of subtle powers of thought. But, it is objected to me here: Does not nature give us the material of thought, and language only the symbols of thought ? Is not language an arbitrary symbol and nature the eternal reality ? I remember saying this once myself when I was a youth in col- lege, and the thought so oppressed my mind that I did not have 17 patience to remain and graduate, but I left college midway in the course. Afterwards, when I came to clear up my thoughts, I began to see that I lived in two worlds — the world of nature and the world of man. Moreover, the world of man was much more complex than that of nature, and, strange as it then seemed, the world of man was really much closer to me than the world of nature. It enwrapped me, so to speak, like a garment —a clothing for the mind. Think of nature with its two kingdoms, the organic and inorganic, and the human world with its three provinces — the realization of (1) the will; (2) of the intellect; (3) of the crea- tive imagination. For example, there is the province of institutions with laws, and customs, and usages, national forms of government, religious systems, moral codes, political methods, etc., as the embodiment of human will, revealing the nature of human will just as the habits of ants and bees reveal ant and bee nature. If things and realities are the material of thought, what material of thought is so important for our examination as human institutional growth. Is it a product of arbitrary will? It is at least as much a reality as the habits and actions of animals and plants in which the botanist and zoologist discovers the nature of animals and plants. More than this, these laws and customs are the most dread reality that we know of. It is a matter of life and death to ignore the laws of the state — it is a matter of wasting all one’s strength uselessly to disobey the behests of custom however slight. What is so close to man as his wrappage of customs and usages? This is his bond of union with his fellow men. If it is admitted that these products of man’s will are realities and material for thought, think of their vast complexity and extent. But the products of man’s intellect are the multifarious sciences and fragments of science, all his philosophic theories and all his inventions in the arts. Within this division there is the province of language —a vast complex system with a structure all its own, and yet revealing the structure of thought itself just as forms, and usages, and laws reveal the nature of the human will. And is not language a reality —is it not the material vehi- cle of thought, and does it not exist as an object for thought and scientific consideration ? In its language lies embalmed the deep- est peculiarity or idiosyncrasy of a people’s growth. It is worth while to study a steam engine —an arbitrary product of man’s 18 inventive mind. Because the steam engine is the instrument for the annihilation of distance and separation. It renders intercom- munication easy and cheap. It assists in producing civilization by bringing about spiritual communion. But infinitely wore impor. tant to study is the structure of language, because it is the inven- tion of the soul as a direct and adequate means of expressing its internal acts and states — its thoughts, volitions, and feelings. By language, social union and civilization are realized. To study the grammar and vocabulary of a language is to gain an insight into the structure of soul itself and at the same time to gauge the spiritual development of the people who spoke it. Even the smattering of grammar taught in schools has the great educative effect of turning the mind of the pupil inward so far as to seize definitions and classify words by the meaning that they have. It is a study of the effect which form has upon the meaning of words. Moreover, a training in grammar gives one the power to some extent of discriminating the accidental from the substantial —a training which fits the mind to enter successfully other fields of le thought. ; Se re of literature and art furnishes wonderful Wi of thought — for it furnishes the symbol of human ies an aspirations, the grand impulses that move at the bottom of our ation. : inn claimed by some of its advocates that we have in manual training an executive action of the mind while we have only a receptive activity in the other school studies. There is a distinction in psychology between efferent and affer- ent nerves — nerves that convey outward impulses from the brain to the muscles, and nerves that convey impulses from the surface inward to the brain and give rise to feeling. These are named also motor nerves, and nerves of sensation — or centrifugal and centripetal nerves. This distinction between executive and recep- tive activities seems to be based on this difference of nerves. It would be assumed in the first place that the most essential forms of human activity are sensor and motor. The individual Soul be receptive of impressions from without through his nerves 0 sensation or else he should be executive through using his mus- cles. Moreover, in order to make this theory apply to a training it must be held that manual training covers the ground 0 the motor, or executive. The use of the tools for wood working 19 and metal working — such use of a portion of these tools as the manual training school furnishes is in fact supposed to be an execu- tive training in an eminent degree. But all the metal workers in the country, according to our last census, amounted to only 585,- 493 (counting the twenty-two important trades), out of a total number of 17,392,099 returned as engaged in gainful ceccupations. This is less than three and one-half per cent. of the laboring popu- lation, and yet the annual product even of this small fraction of our people exceeds the home consumption of metallic goods. The workers in wood, counting twenty-five trades, numbered only 763,814 out of the seventeen and one-half millions of laborers — about four and one-half per cent. But it is claimed that skill in the use of the tools of these trades would be valuable to all, no matter what their employments might be. This, however, is a position that cannot be maintained, for the following reasons: Every trade has its special knack or skill, and not only requires special education to fit the laborer to pursue it, but it reacts on the laborer and fixes in his bodily structure certain limitations. which to a greater or less extent unfit him for other occupations. Even within the trades devoted to the transformation of metals it is found that a long apprenticeship to blacksmithing unfits one for fine work on jewelry, or for engraving. Too much work at planing and sawing, moreover, would injure the skill of the wood carver. Out of the ninety-two per cent. of laborers not engaged in any form of wood or metal work, nearly five per cent. are engaged in the manufacture of textile fabrics or clothing. Counting together those who have to do with these manufactures and with the care of clothing, and with leather manufactures, there are seven per cent. in all whose occupations would be more or less injured by an apprenticeship in blacksmithing and carpentry. For a certain delicacy of touch is required in the manipulation of textile material, that can be acquired only by long continued and one- sided training. Trade and transportation employ eleven per cent. of the laborers; agriculture forty-five per cent. Manual training, if it includes only wood and metal work, fits only eight per cent. for their vocation, and more or less unfits for their vocations a large part of the remaining ninety-two per cent. of laborers. But the psychology on which this distinction of executive and receptive activities is based is not sound. It omits the 20 elaborative faculties of the mind altogether. The nerves of sensation may bring in impressions and the nerves of motion may carry impulses outward, but what connects these two activities ? Physiological psychology informs us that the brain and the great ganglia at the base of the brain are used by the soul in receiving, coordinating, and comparing these impressions — in short, in think- ing upon the data furnished. Moreover, before a decision is reached there must be internal impulses consulted, such as pro- ceed from desires and wishes, and then a comparison of ideals, for one does not act in order to make a thing into what it is, because it is that already. He acts in order to change some real condition into some other condition that exists only in his mind as an ideal possibility. The purpose or ideal being fixed, and the means of realizing it being chosen, the will acts and the motor nerves are called into use to set the limbs in motion or to utter words of command. That the ordinary branches of instruction in school relate to this function of elaboration of data into plans of action far more than they relate to the mere reception of sense-impressions or to the exercise of the motor nerves, is obvious. It is obvious, moreover, that in the perfection of this function of elaboration lies the culture of true directive power. The general who plans the battle and directs the movement of his troops so that they secure victory is of course the executive man in a far higher sense than the private soldier who mechanically obeys what he is ordered to do. The general may use his motor nerves only in issuing the words of command, while the private soldier may exert to the utmost every muscle in his body — yet the real executive is the general. It is not desirable that children shall be taught that rough hand labor is in itself as honorable as the elaborative toil of thought which gives rational direction to the hand. The best function of the manual training school is its training of the elaborative facul- ties of the mind — its studies on the rationale of the construction and use of tools —its study of mathematics and science. This points out the road of permanent usefulness for such schools. They may fit master workmen for the several trades and occupa- tions and thereby furnish overseers who not only can direct but can teach besides. 11t is sometimes claimed that the educative effect of the manual training school is the remedy for a prevailing distaste for manual labor. Professor Woodward phrases it 21 It is evident that the elaborative function of the mind is the true source of executive power. The problems of life must be solved by thought before they can be reduced to action without waste of energy. There is one phase of the psychology of manual training which deserves special commentary. Asthetic training through draw- ing properly taught gives an educative effect of a far-reaching character as respects all of our industries. In it is also contained the solution of the economic problems that lie deep down under the manual training questions here considered. By proper instruction in drawing one must mean the cultivation of the hand and eye by the use of the pencil — but this is only the first and least important part — it is more manual and less mental than the second requisite which is an instruction in the ideals of tasteful and decorative form which should be taught in parallel lessons in connection with the practical use of the pencil. Once trained to recognize the beautiful and graceful in form and arrangement and to criticise all defects in this particular, the pupil has acquired a precious quality of mind useful in every occupation and in every station in life, whether subaltern or directive. Cul- ture in taste, such as drawing gives, fits all laborers for more lucrative stations and helps our industries by giving our commerce a firm hold on the markets of the world. Not merely wood and metal work profits by this cultivation in taste, but all manufact- ures, whether of food, clothing, or shelter. The educative effect of art is also ennobling, for it leads to the preference of an ideal which is not a selfish one. «the overcoming a most humiliating repugnance on the part of so-called educated people to using their hands.” To this it may be said, that if it is the object of the manual training school to cure dudes of their contempt for honest labor, it should first get some compulsory system of attendance for that class of the community. Professor Woodward declares that “The manual training school is not an asylum for the lazy.” Indeed, his entrance examinations carefully sift out all boys who do not give evidence of past industry and good habits — in short, all boys who are not already in love with honest hand work. If the object of the school is to fit ordinary boys for the trades and cure them of aspiration for clerkships and professional work, the statistics show an alarming influence in another direction. In the Chicago Manual Training school, out of the eighty-seven graduates in the three years, 1886, 87, '88, there were fifty-one at least who are reported as looking higher than manual labor, namely: four teachers, twenty- eight students in higher institutions, seven entering the professional work of architect or engineer, and twelve clerks, while only twenty-five appear to be engaged in manual work, either as overseers or workmen. Of the one hundred graduates of the St. Louis Manual Training school in the years 1883, 84, and ’85, it appears that sixty-five look above manual labor (six teachers, twenty-nine students in higher institutions, twenty- one clerks, nine professionals), while only twenty-five are reported as engaged in work of farming and mechanieal pursuits as laborers or overseers. 22 If we could see in the Sléjd training a more prominent place offered to art studies,! we could predict with some certainty the rise of Sweden from the low rank she holds among manufacturing nations. Instead of furnishing raw material to other nations — she sends us pig and scrap iron, and rags? —she would begin to send out finished goods, as Belgium and France have sent out for a long time, and as England has sent out since the foundation of the South Kensington Museum. However this may be, it is pleasant to record the fact that American manual training schools give far more attention to the study of drawing, although perhaps not enough to the analysis and discussion of the forms of ornament and free design, or in other words to the theory of art. Whether manual training schools shall develop into industrial schools for the training of apprentices to the several trades, or, on the other hand become incorporated into the school system as a general discipline, depends of course, upon the answer which Edu- cational Psychology finally gives to the question. 1In the S15jd work it is stated that the chief tool used is the jack-knife, though it is the object of the training schools of Sweden to secure skill in the use of other tools. The political economist cannot commend the encouragement of home manufacture of knick- knacks, though he may admit that it is better than sheer idleness during the winter months. Far better would be the introduction of manufactures requiring skilled and combined labor that would draw the peasants into villages, as our own manufacturing establishments have done. To some extent work can be given out by the large manu- facturers to the families of the rural population, as for example, as is done here with the manufacture of clothing,—and such work is found far more profitable than knick- knacks, especially when the latter are not made of graceful patterns, or from tasteful designs. 2 In the official report of Commerce and Navigation of the United States for 1881, the imports from Sweden and Norway are reported as pig iron, $111,176; bar iron, $517,959; old and scrap iron, $114,883. Total, $744,018. But of manufactures of iron and steel, only $111,749 are reported. It is surprising to note that we imported wood manufactures from them only to the small amount of $137, while we imported rags for paper manufacture to the amount of $39,090, but no manufactured clothing to speak of! The same year Belgium sent us wood manufactures to the value of $118,146, or nearly one thousand times the value of the same item from Sweden and Norway! (See pp. 43,59, 60, 63, 78, 79.) Si a] If we could see in the Slsjd training a more prominent place offered to art studies,! we could predict with some certainty the rise of Sweden from the low rank she holds among manufacturing nations. Instead of furnishing raw material to other nations — she sends us pig and scrap iron, and rags? — she would begin to send out finished goods, as Belgium and France have sent out for a long time, and as England has sent out since the foundation of the South Kensington Museum. [However this may be, it is pleasant to record the fact that American manual training schools give far more attention to the study of drawing, although perhaps not enough to the analysis and discussion of the forms of ornament and free design, or in other words to the theory of art. oro en dat dN boda: he TH a Whether manual training schools shall develop into industrial schools for the training of apprentices to the several trades, or, on the other hand become incorporated into the school system as a general discipline, depends of course, upon the answer which Edu- cational Psychology finally gives to the question. 1 In the SlGjd work it is stated that the chief tool used is the jack-knife, though it is the object of the training schools of Sweden to secure skill in the use of other tools. The political economist cannot commend the encouragement of home manufacture of knick- knacks, though he may admit that it is better than sheer idleness during the winter months. Far better would be the introduction of manufactures requiring skilled and combined labor that would draw the peasants into villages, as our own manufacturing establishments have done. To some extent work can be given out by the large manu- facturers to the families of the rural population, as for example, as is done here with the manufacture of clothing, —and such work is found far more profitable than knick- knacks, especially when the latter are not made of graceful patterns, or from tastetul designs. 2 In the official report of Commerce and Navigation of the United States for 1881, the imports from Sweden and Norway are reported as pig iron, £111,176; bar iron, $517,959; old and scrap iron, $114,833. Total, $744,018. But of manufactures of iron and steel, only 111,749 are reported. It is surprising to note that we imported wood manufactures from them only to the small amount of ®137, while we imported rags for paper manufacture to the amount of £39,090, but no manufactured clothing to speak of! The same year Belgium sent us wood manufactures to the value of $118,146, or nearly one thousand times the value of the same item from Sweden and Norway! (See pp. 43,59,60, 63, 78, 79.) INDUSTRIAL EDUCATION. ADDRESS eg eee S. S. LAWS, LL. D, PRESIDENT OF THE UNIVERSITY OF MISSOURI, Before the Mechanics’ Exchange, St. Louis, Mo., September 30, 1884. From the Columbia Mo. HERALD, Dec. 15, 1837 The subject of Industrial Educa- tion in connection with the State University being one of considerable interest at this time, we publish, by request, a portion of ar address on the subject by Dr. Laws, which he has consented to furnish our col- umns. The concluding part will appear in our next and will definitely set forth an installment of the Dr.’s views upon the subject. The ad- dress has never before appeared in print. The paragraph from the Re- publican’s notices of the occasion was followed by only a brief syn- opsis of the address: OFFICE OF MECHANICS’ EXCHANGE, 1 a we ne Sept. 25, 1884. ) Hon. S. 8S. Laws, President State Univer- sity, Columbia, Mo. : DEAR SIrR:—You haye been selected by the committee of arrangements for the celebration of the 25th Anniversary of the Mechanics’ Exchange of St. Louis, Sept. 30, to respond to the toast, “The State of Missouri; its Public Institutions and Educational Facilities. * * * Respectfully, RicHARD WALSH, Secretary.” Missouri Republican, Oct. 1, 1884. CHE STATE OF MISSOURL” «President Laws responded to the toast “The State of Missouri; its Public Institutions and Educational Facilities.” In doing so he paid a glowing tribute to the growing empire of Missouri, ‘and alluded in passing to its future possibili- ties. He showed that the public institu- tions of the state compared favorably in many respects with those of the older states of the union. The vexed question of industrial education had not yet been fully solved in the state. The most im- portant step in that direction was the kindergarten work and the attention given in our schools to drawing and the physical sciences. It was generally rec- ognized that the mechanic needed a bet- ter education than he received one or two generations ago, and the opinion was entertained that the use of machin- ery increased rather than diminished the artisan’s need of being thoroughly edu- cated in his trade. In the course of his very able address, which was listened to with rapt attention and frequently inter- rupted by applause, President Laws said: Address. Mr. President, and Gentlemen of the St. Louis Mechanics’ Exchange: Allow me to assure you that I appreciate very highly the compli- ment conveyed by the invitation to be a guest of the Mechanics’ Ex- change of St. Louis on this anniver- sary occasion, and also the honor of being called upon to respond to one of the regular toasts. But in making that response, I beg your indulgence, should it fail to fully cover the broad foundation you have laid for it. ‘The State of Missouri.”” I need not pause to add many worlds to the encomiums already pronounced on this occasion, for she is richly deserving of them all. Of her good name, her business integrity, impe- rial wealth and youthful vigor; of her quict and dignified endurance of slanders within and without, we all have reason to be proud. Her his- tory is distinguished by many noble traits and is stained by no dishonor- able act. She fitly bears the title of The Empire State of the West. No part of this continent offers more substantial home-life attractions, and our people begin to realize that this is a good place for permanent resi- dence, and cease to make it a camping ground on the journey to the farther west. Less (han one hundred years ago, our splendid domain was an Indian hunting ground; but the pioneer era is for- ever gone, and the bow and blanket are things of the past. Our im- provements not merely provide for temporary use, but begin to take on the features of taste and endurance, even of luxury, which are the char- acteristics of advanced and settled civilization. Our homes, especially through the country, should be male attractive to the young, that settled associations therewith may be pleas- ing and attractive, and correct a restless and roving spirit that has hitherto greatly unsettled us. By the splendid improvements which the president of this exchange, as builder, 1s bringing to a conclusion, the housing of our State University will soon step into this second stage of our civilization. The public institutions of Missouri compare favorably in many respects with those of the oldest states; they are the institutions of a generous, intelligent, quiet, industrious, merci- ful, just and free people, all rejoic- ing in perfect equality before the law, however diverse in individual and local traits. We are united as citizens of the state and common country in a manner strikingly illus- trative of the language so beauti- fully and truthfully descriptive of the union of the states themselves: “Not chaos-like together crushed and bruised, But like the world harmoniously confused, Where order in variety we see, ] And where, though all things differ, all agree.” As the life that we as a state live is part of the common life of human- ity, our institutions are but crystal- izations of the civilization of this uge, and that is pbysically, politi- cally, intellectually and morally the highest civilization yet attained by man. Of none of our institutions have we greater reason to be proud than of those devoted to the cause of education. The educational facilities of Mis- souir, public and private, arc sus- tained at an expenditure of over five millions of dollars a year. We have probably over ten thousand schools, and fifteen thousand and more school teachers, and about one-third of our population are of the legal school age of six to twenty. The work of edu- cation is well in hand, but is far from completion. As to the vexed question of indus- trial education, which this occasion naturally suggests, we have made some feeble approaches to it, but can record no complete nor accepted solution of it. Indeed we may say that the problem is quite unsolved. The most important and substantial steps in the direction of its solution are the kindergarten work, the atten- tion in the schools to drawing and to the physical sciences. The me- chanic, it is believed now. must receive a better education than was necessary for him one or two genr- rations ago. The opinion 1s expressed that ‘‘the use of machinery, instead of diminishing, rather increases the artisan’s need of thor- oughly understanding his trade.” : England is a manufacturing coun- trv, and was very complacent in her confidence of industrial superiority till the London and the Paris Expo- sitions of 1862 and of 1868 rudely aroused her to the humiliating dis- covery of her inferiority to the con- tinent in mechanical products. A laborious investigation resulted in the discovery that her inferiority was due to the inferior schooling and general ignorance of her working people. Then followed the great Educational Reform Bill of 1870, whick largely secularized the schools of England and provided for com- pulsory attendance. It must be accepted as an axiom that brain must be mixed with muscle to attain the best mechanical results. Neither idiots nor ignoramuses make good mechanics. That was a discovery. I hold in my hand a statement from the Birmingham Chamber of Commerce, and it presents a list of some articles made in Birmingham. the hardware district of England, which are largely replaced in the markets of the world by the produc- tions of other countries. Now, | will read, if itis your pleasure to listen, a list of the articles produced in the United States, which have dis- piaced the articles manufactured by England and other countries, In the markets of the world. They are: Wood handled spades and shovels, an article of large consumption; hoes for cotton and other purposes, an article of large consump: tion; axes for felling trees. etc., an article of large consumption ; carpenters’ broadaxes, carpenters’ and coopers’ axes, coopers’ tools (various sorts) ; shoe- makers’ hammers and tools ; nails. cut; horse-nails; pumps of various sorts (an American pump found water for the Abyssinnian expedi- tion.) Agricultural implements : Plows, cotton gins, cultivators, Kib- bling machines, corn crushers, churns, rice-hullers, mowing ma: chines, hay rakes; sewing machines lamps for use with petroleum, now . an article of very large consumption ; lamps for table: door latches, 11 great variety; gimlets and augers (twisted) ; breech loading muskets, revolver pistols; clocks, gas-fittings, weighing machines, plumbers’ brass foundry, [tableware, doors, locks; machines for domestic purposes, as sausage machines, coffee mills and washing machines; nuts and boits, penknives and scissors, stamped brass wire (certain kinds), American notions, as buckets, clothes-pegs and washing-machines ; etc. We sometimes hear our public speakers refer to our infant indus- tries. This looks like a rather healthy infancy, whose vigor has thus manifested itself in successful competition with the intelligent labor of Europe. ‘‘Let America take note that 1t is the educated, skilled labor of Europe, and not pauper labor, as so many believe, which she has good reason to fear, and against which she can defend herself only by educating her work- men equally well.”’ The most recent movement for the education of mechanics on a grand scale, Las occurred in France. Her present school law was inspired by this idea, and adopted in 1882, to provide ‘‘primary education’’ and ‘‘manual work.”” Schools for the instruction of apprentices in the trades have been established by public law and by private enter- prise in various continental coun- tries. In France they date back over thirty years. One is a school for weaving, another for dying, another for watch-making ; some for master- workmen, some for girls, etc. Experienced workmen are teachers of the several trades, the school work being done by the ordinary school teacher. ¢‘The object is to produce good and ready workmen’’ -—*‘to turn out objects that are of use’’, *‘saleable work’ Under the {recent French school law, the Freeble kindergarten work is entered upon at three years of age, and it is virtually extended to twelve, for till that age the children merely potter with different tools. After that, say from twelve to fifteen or from thirteen to sixteen, there is a three years’ double course; during the first two years; six hours daily are spent in the workshop, and four in the school house; and in the third year, eight hours in the work- shop and two in the school. So that, at sixteen, the children have a good common school education, and also a special education in the dexterities of the craft or particular trade chosen to be learned, and in the elements of a good general school education and also of such sciences and subjects as have a direct bearing upon the particular trade. The view here given is exceedingly imperfect, but its main drift is our present interest; and from that it is perfectly plain, that the aim is not to make the pupils “jacks of all trades and good at none’’, nor sinipiy to exercise them as gentlemen’s sons, but to teach them particular trades and to make actual journeymen of them, i. e. to fit them for earning wages. In the absence of the old style appren- tice system, where the boys learned their trades distributed in the shops of their masters, this apprentice- ship school of France is now on extensive trial as a substitute in Europe ; and perhaps we lose noth- ing by waiting and looking patiently for the results of these experiments. One of our own thinkers and authors, after a careful examination, has al- ready expressed himself conclusively on this subject. He says: ‘There can be no doubt that it is quite time apprentice schools were estabiished at all the manufacturing centers of the country, in imitation of those of Europe.” Each human organism has a given quantum of nerve force available within the day ; if part of it is used up in the shop, only the remainder is available in the school. By this order- ly division of labor, a double result is attainable. The apprentice school builds on this law of our nature. Care and discrimination are required here. If the youth are worked to exhaustion naught is left for study. John Locke, a graduate of Ox- ford, a physician and a noted philosopher, wrote an essay on edu- cation, 1690, in which the following theory of curious interest is set forth. He says: *‘I have one thing more to add, which, as soon as I mention, I shall run the danger of being suspected to have forgot what I am about and what I have above written, all tending towards a gen- tleman’s calling, with which a trade seems whoily inconsistent. And yet I cannot forbear to say, I would have him learn a trade, a manual trade; nay, two or three, but one more particularly. * * * The ad- vantages proposed may be consider- ed of two kinds: 1, where the skill itself that is got by exercise, is worth the having ; 2, where the exercise, is useful for health.”” And so he rec- commends ‘‘gardening, husbandry, working in wood as a carpenter, joiner ov turner; these being fit and healthy recreations for a man of study or business. * * * To the arts above mentioned may be added perfuming, varnishing, gravingand several sorts of working in iron, brass and silver, to cut, polish and set precious stones, in grinding and polishing optical glasses. * A «It has been nothing but the vanity and pride of greatness,’ he adds, ‘that has brought unprofitable and dangerous pastimes, as they are called, into fashion, and persuaded people into a belief, that the learning or putting their hands to anything that was useful, could not be a diversion that was fit for a gentleman. This has been that which has given cards, dice, and drinking, so much credit in the world—and having never learned any laudable manual art, wherewith to divert themselves, they have recourse to those foolish or ill ways in use to help off their time, which a rational man, till corrupted by custom, could find very little pleasure in.”’ 1 have no desire to disparage the virtue that may be in such a scheme of manual training. This essay of Locke has been part of the literature of education for about two hundred years, so that those who may be, from ignorance of it, quite original in recently falling up- on substantially the same idea of manual labor, as an exercise and discipline, can hardly claim novelty: and surely nothing can be plainer than that it is a mistake to supposc that it is a solution of the problem presented by the demand of this age for the industrial and technical edu- cation of the rising generations of the industrial classes. They get 1.0 trade out of such a course, and it carries them beyond the age when they are ever likely to acquire one. This is exactly the state of case, as i understand it, with the Manual Training School of Washington Uni- versity in your city. It was copied largely from the Manual Training School of the Massachusetts Insti- tute of Technology at Boston, but it seems to have unconsciously simply realized Locke’s ideal of a schooling for gentlemen’s sons. No trade is taught and no workmen or journey- men are made, and nothing is pro- duced that has, as a mechanical product, a market value. Its me- chanical part is a costly and luxuri- ous recreation and exercise school and not a school for teaching any particular trade whatever ; nor is it in any sense a school for giving a good schocling to those who are actually learning trades. It neither teaches trades nor teaches those that are learning trades, as do the French apprentice schools. And hence I repeat, that it is a total mistake to suppose that it is, in any just sense, a solution of the problem of the education of the industrial classes, however valuable it may be in some respects. It seems to be very well agreed that our comtaon, school work in this new effort, must not be seriously lessened, though its time may be shortened, and that the special or technical education shall not displace it, but be combined therewith or engrafted on it. It must be supple- mented, and the best means for doing this is probably to be found in the public and private apprentice schools in France and in such night schools as have been inaugurated in Boston; and also, over and above these, in some such magnificent establishment as the Cooper Insti- tute in New York City. I spent an eveniag in one of the Boston Night Schools in the fall of 1883. There were present about 1,300 pupils of ages varying from 12 to 30. The best of the public school buildings was opened for this highest of the night schools, and there were, in the first month. about 17,000 enrolled in the different school districts of the city. There was opposition to the opening of the Latin School building for this use, but Wendell Phillips went, before the city authorities and made an argument for it and carried his point; and a year’s experience, when I was there, had shown not the slightest abuse of building or furni- ture. In fact, the elegance of the place, which cost a million, induced good order. The subjects that I found in hand were Arithmetic, Book-Keeping, Phonography, and a few other elementary branches. The . teachers were paid four dollars a night ; the superintendent, fifty dol- lars a week. Some of the teachers were taken from the day schools, but not all. The interest manifest- ed in the work, the genteel appear- ance and behavior of the crowded rooms, were admirable. The in- struction was entirely free, and the pupils came from factories, stores, the streets, from everywhere. The one that I atiended had a mild standard of entrance examination in Arithmetic, which was rigidly en- forced ; and those who failed had tickets given them to the district superintendents where they could most conveniently enter and prepare for this higher school. The work was graded and systematized. Any of our cities could easily copy this excellent example, and it is only in the cities or large towns that such things are needed or practicable. But the most magnificent institu- tion for the culture of the mechanical and industrial classes on this conti- nent, that I know of, is the Cooper Institute of New York City. It is chiefly known throughout the coun- try from the fact that its audience room, which will seat an audience of 3,000, is so generally used for mass meetings. It was there that Prof. Tyndall deliverea his scientific lect- ures, and thousands of workmen and laborers with their families gather there nightly, especially in the winter, from the foundries and factories and busy toils of life. But there is a fine library and reading room on the top floor, and there are various rooms where industrial asso- ciations have their meetings or classes. For several years I resorted to this great centre of public and popular instruction for the masses, and my statements are from per- sonal observation. Mr. Cooper died within a few years, over ninety. He expended over a million of dollars on this noble enterprise. He began his fortune by making the best glue 1n the market, and this fortune when acquired stuck to his fingers only to be used in this worthy way. How frequently have I seen those great audiences, in their work-day clothes. heartily greet the old gentleman, as he would come on the platform to be present at some lecture! Is there no Peter Cooper in St. Louis? It is no longer a doubtful experiment, but a tried success, so that the enterprise can be repeated with confidence and with all t:e advantages of the expe- rience already gained. "The apprentice schools teach youth preparing for the trades and share the time systematically, as we have seen, between shop work and school work by day. The nigbt schools provide for many who are already in the trades and can not divide their day work. But the day work should be shortened for this purpose. The institute gives the most liberal in- struction for the grown men and women of the industrial classes, and places them abreast with the science and the best intelligence of the times. May I speak with some freedom and emphasis in rectifying a pernicious idea that proceeds on the false as- sumption that the mechanic and the laborer are the only working-men in the community? We spesk of the industrial classes as if trades- people and artisans were the only people characterized by their indus- try. This seems so, at a superficial glance, but it is far from being so in fact. There are various other types of useful occupation and labor, not to be ignored nor forgotten, such as that of the soldier, the theologian, the lawyer, the doctor, the journalist and the literateur, the engineer, the farmer, the manufacturer, the mer- chant, the pelitician the scientist and the teacher. Now, as a matter of fact, success in any of these directions implies hard work with brain and muscle. In themselves they are all equally respectable, and the primary condition of any class of men being respected is that they respect them- selves. No individual, without self. respect, gains or retains our respect. Decent mechanics, as a class, suffer more than is the case in almost any other vocation, from the improvi- Jence and dissoluteness of their fel- low-craftsmen. All these vocations are interdependent and liable to abuse, and it is supercilious for any of them to disparage or ignore the others. Together they constitute the working organism of our civil- sation, and each as a part, just as in the human body, is cherished and honored for its service to the whole. [>ach exists because there is a reason for its existence; the reason ceas- ing, the thing itself ceases to be. To give undue support or promi- nence to any one is to disturb the harmony and equilibrium of the whole. When one suffers, all suf- fer; and the prosperity of one dif- fuses itself or tends to do so, over all. Now the thing of primary conse- quence in this connection is that every one of these typical forms of the active life of our civilization requires an expertness that can result only from a suitable educa- tion. They may therefore all be termed, in a proper sense, profes- sions, each requiring its own type of special and even of general cul- ture. In former days men spoke olibly of the liberal professions, meaning thereby, when the import of the expression was scrutinized, those callings worthy of a freeman; and usually war, theology, law and medicine monopolized the honors. Thal day is gone and will not return {0 us, though many of its fashions and prejudices and pretentions and fol- lies remain and cling to us, In this day we are all freemen, and all these callings are callings of freemen and worthy «f freemen. They are therefore, in the original meaning of the word, all liberal professions; and properly viewed and pursued, equally aristocratic, and their rewrads or emoluments should be harmoni- ously adjusted and balanced or equalized. But this time, time alone, can and will bring about. Such is my faith aad such is my hope, in its place, of the self-adjust- ing power of the free institutions of my country. This is not agrarianism, nor demagoguery, but equality and fraternity and common sense applied to our civilization and country and its free institutions in their healthy and conserving drift for the future. Yes, we are toilers, toilers by land and sea; but with these diverse toil- ngs it should be noted that there is mingled an ethereal influence more subtle than that of the electric fluid. These creations of the hand were first creations of the mind, and it is the culture of the spirit that spreads over the constructions of the builder the mantle of beauty and makes every manufactured article reveal the ‘taste of its designer and maker. Man is not a mere animated machine. The spirit claims its tribute from every creation of skill and taste and from every whisper of surrounding nature, more satisfying to the inter- nal longings of the soul than the golden reward that may feed and clothe the body: for these are the whisperings of One behind the veil. WAGES. I. It was a merry brook that ran Beside my cottage door all day : I heard it as I sat and span, Singing a pleasant song alway. wes ae x cme a i I span my thread with mickle care; The weight within my hand increased; The spring crept by me unaware; The brook dried up—the music ceased. I missed it little; took small thought That silent was its merry din, Because its melody was wrought Into the thread I sat to spin. II. It was a lark that sang most sweet Amongst the sunrise clouds so red; 1 knew his nest lay near my feet, vlthough he sang so high o'erhead. And though he sang 80 loud and cleat Up in the golden clouds above, Ihsthrobbing song seemed wondrous near; I twined it with the web 1 wove. The long days’ glory still drew on; he autumn came; the summer fled ; The music that I loved was gone, The song was hushed—the singer dead. Ir. 1 wove on with a steadtast heart; My web grew greater, fold on fold. { horeis to the crowded mart, They paid my wage in good red gold- Rod gold, and fine. 1 turned me back. The city’s dust was in my throat-- No brook ran babbling down its track— No bird trilled out a tender note— But city noise, and rush, and heat. The gold was red like minted blood. Oh. for the cool grass tomy feet, The bhird’s song, and the babbling flood! yy. I turned me, and I went my way--- My lonely, empty way, alone; I'he gold within my bosom lay; My woyen web of dreams was gone! Did the gold pay me? No:in sooth, Gold never paid for brook and bird, Nor tor the coined dreams of youth, Nor for the music that I heard. My web is gone! the gold is mine, And they who bought it, ean they see what dreams and fancies intertwine With eyery woven thread from me? Mr. President, I am done; but, caring more for your patience than for myself, I have left unsaid one thing which I had very much at heart, and that was to give, in the presence of this Exchange, such an exposition of the educational facil- ities offered by the University of ou State, under its present organizatiol and working, as to satisfy you of its intensely practical purpose and char- acter, and of its adaptability to ou educational condition and necessi- ties, by showing how the elementar) sciences pertinent to industrial occu pations are brought to the front how practical agriculture is a pro nounced feature, and civil and me chanical and military and mine engi- neering and metallurgy are empha sized ; whilst chemistry in its relation to house keeping as well as to more general industries, and human anat omy, physiology and hygiene, receive careful attention; how the old-fashioned industries of law and medicine are not forgotten, as the state is interested in the health of man and beast, and in the adminis tration of justice in legal forms; and how, in the new order of things, the normal work of the University is conducted in honorable emulation of the industrious and energetic sep- erate Normals, in building up =a Lackbone for the teaching profession of this state, that every teacher, like vou sturdy craftsmen, may have oreciness for his toil and receive the more liberal pecuniary and spiritual wages for his services—the sight of the red gold as well as the esthetic charm of the music of brooks and birds. I thank you, Mr. President, and Gentlemen of the Exchange, for your indulgent patience and flatter- ing attention. INDUSTRIAL EDUCATION. The Education of Industrialists Provided by the Land-Grant Act of 1862. BY DR. S. S. LAWS. What is the difference between an Industrial Education and the Education of an Industrialist ? In ove the industry is the end and in the other the: pupil himself is the end. The effort of the present is the synthesis, the union or the blending of the two. What is the bearing of the land- grant act of 1862 on the solution of this educational problem ? » br . (3 i Act of Congress, 1862, “donating lands to the several States and Territories for the benefit of agriculture and the me- chanic arts:”’ Sec. 4. And be it further enacted, That dl monies derived from the sale of the lands aforesaid by the State to which the lands are apportioned, * * = shall constitute a per- petual fund, the capital of which shall re- main forever undiminished * * the inter- est of which shall be inviolably appropriated y each State which may take and claim the benefit of this act, to the endowment npport and maintenance of at least “one college, where the leading object shall be, without excluding other scientific and classi. cal studies, and including military tactics to teach such branches of learning as are re lated to agriculture and the mechanic arts in such manner as the legislatures of the states may respectively prescribe, in order Oo promote the liberal and practical educa- tion of the industrial classes in the several pursuits and professions in life.” : In pursuance of the act of congress, ftom which the foregoing citation is made, we find the foliowing proceeding recorded on the part of Missouri: Be it resolved by the Ge v : lved » General Assembly the State of Missouri, That the said hiy of the Congress of the United States is assented to and accepted by the State of Missouri with all the conditions, restrictions and ihitaions therein contained ; and the faith ( ie State of Missouri is hereby dae the $ y pledge the faithful performance of the at lie created, Approved March 17, 1863. 2s There are several things which, in this [immediate connection, should be carefully noted: in this act of Congress was, 1870, by the General Assembly of the State of Missou- ri, constituted and established “fas a dis- tinct department of the University of Ihe State of Missouri.” The Mining . jar ‘ey . . = = Sona isu hand o i Qepitment) \ : ¢ Agricultural College into the University laid the foun- dation of the present internal organiza- tion, distribution and administration of its educational work. : : Second. The sole business of this one College to be endowed and maintained by the moneys derived from the sale of these lands, as provided in terms by the law itself, is ‘to teach.” The perfor- mance of the trust created and the re- demption of the pledge grounded there- on, were to be accomplished by teaching It was an educational institution that each State and Territory was to be aided in creating and these moneys cannot, therefore, be legitimately used otherwise than in the immediate interest of education. . Third. The kind of education to be promoted is also plainly indicated, to wit: “iLiberal and practical education.” Fourth. The subject matter of this ed- ucation is also designated: First, «military tactics ;” second, ‘‘scientific and classical studies 77 third, ‘such branches of learning as are related to agriculture and the mechanic arts.” It is not said that agriculture and the me- chanic arts are to be engaged in as mat- ters of business and commerce, but that those studies which would qualify for these pursuits were to be taught the pupils of this ¢‘one college” as its ‘‘lead- ing object.” Fifth. The persons contemplated as the beneficiaries of this teaching are ‘the industrial classes in the several pursuits and professions in life.” It is obvious, therefore, that this law cannot be fairly construed as intended to supercede and push aside the work of education as previously conducted in our higher schools of learning, but only as supplementing that work, especially by utilizing the practical results of the sci- ences of the present. It was not design- ed to radically subvert and displace the old by an empirical and untried substitute, but in a conseryative way to modify it and more effectually adapt it to the pres- ent. It was not intended to destroy, but 10 conserve and improve the old. The above notation of the language of the law makes this sufficiently obyious without argument. However, it is undeniable that there were not a few, at the time of the new movement embodied in this act, who favored and fought for a total subversion and displacement of the old; but they utterly failed of their purpose. It is belieyed that their failure was a fortunate thing for themselves as well as for others. The utmost that was attained or that could have been attained, was that these new colleges or departments should have it, not as an exclusive or sole object, but only as “the leading object, to teach such branches of learning as are related to agriculture and the mechanic arts,” the legislatures being left free respecting the organization and details of this work. Now, it isin precise accordance with the provisions of the law and with the history of the case that the Agricultural College of Missouri has been organized by Missouri as a department of the State University and is administered, as em- bracing both an academic and a profes- sional or business course. The general culture of a liberal education is thus pro- vided, and at the same time, the special culture of industrial pursuits. In its course of general culture ugcientific and classical studies” are properly included. Military tactics are also incinded. The industrial courses in agriculture, engi- neering. etc., are especially emphasized. But the questlon may still recur, who are “the industrial classes” contemplated as the recipients of these general and special educational advantages? It is pot said that only those of the fleld, the mine or the workshop, but all those ‘in he several pursuits and professions in life.” Yes, all workers in the so-called professions are here by law placed among the industrial classes entitled to the benefit of this trust. Perhaps the follow- ing brief extracts from Professor Huxley may be of some interest and command general respect in aid ot a just uuvder- standing of this language of the law, The following extracts are from an ad- dress by him on Technical Education before a Working Men's Club and Insti tute, 1877. He says: «In the course of the last ten years, to 20 back no farther, I am afraid to say how often I have ven- tured to speak of education, from that given in the primary schools to that which is to be had iu the universities. # * When you did me the honor to ask me to address you, an unex- pected circumstance had led me to occupy myself seriously with the question of technical education, and 1 had acquired the conviction that there are few subjects upon which it is more important for all classes of the community to have clear and just ideas than this; while, certainly, there is none which is more deserving of attention by the Working Men’s Club and Institute Union. * * * i education, in the sense in Hn term is ordinarily used, and in which I i now employing it, means that sort of education which is especially adapted to the needs of men whose business in life I i io pulsue some kind of handicraft. . The fact is, I am and have been any time these thirty years, a man who Wolls with his hands—a handicraftsman In fact, if the most nimble-fingered Watchmaker will come to my workshop jie may set me i0 put a watch together, ut I will set him to dissect, say a black beetle’s nerves. 1 do not wish to vaunt but, I am inclined to think that I shall inauage my job to his satisfaction sooner i 3 e will do his piece of work to mine. In truth, anatomy, which is my handicraft, is one of the most difficult Binds of mechanical labor, involving as it does, not only lightness and dexterity of hand but sharp eyes and endless patience. A similar requirement is made upon all students of physical science The astronomer, the electrician the chemist, the mineralogist, the botanist are constantly called upon to perform anual operations of exceeding delicacy Mobile, and yet steady hands are more and more in request in the work- shops of science. Indeed, it has struck me that one of the grounds of sympathy between the handicraftsmen of this coun- try and ‘the men of science, by which it has so often been my good fortune to profit, may, perhaps lie here.” At the conclusion of his address, he makes special note of the fact that he had omitted to speak of, “The professional education of managers of industrial Thus far Mr. Huxley, whose i . idea of t educational work of the state is that 2 : ladder with one end in the gutter and the other in the Uniyersity. Now, the thing to be particul - marked in this in iy 3 the altered and improved condition of the manual and industrial occupations, prop- erly so called, is supremely due to the progress that has been made in the phys- ical sciences, There is no vocation in the world of which this ¢ i i s can be said greater emphasis than of a me (See Mo. U. Catalogue, 1884-1885). ~ We can only understand ourselves in this inquiry by looking at it somewhat historically. The Agri- cultural College movement is one of the most remarkable educational movements in the world’s history. And yet even many of our educators have failed to give it sufficient atten- tion to appreciate its true historic setting and significance. In the midst of the material and practical progress of this nineteenth century, it became a very wide-spread and proneunced conviction, about a half- century ago, that the current schol- astic education that had come out of the middle ages and grown up through the centuries and reigned supreme in the schools and colleges and universities of our country was fatally defective. In a little work entitled *“Thoughts on the Present Collegiate System in the United States, by Francis Wayland,’”’ pub- lished in 1842, the old education is weighed in the balances and found wanting. I will quote his language pages 153-155: i “Our colleges, as I have already remarked, are at present scarcely anything more than schools for the education of young men for the pro- fessions [ i. e. for law, medicine or theology]. So long as we continue the present organization they can be no other. While we construct our system for this purpose and adhere to a regular gradation of classes and prescribed studies for each, we may make what changes we please, but the regular course will control every -— 14 other. But while we have made our college course a mere preparation for the [so-called] professional eda- cation, we have 80 crowded it with studies as to render it superficial and probably less valuable for its par- ticular purpose than it was oOrigi- nally. I am not sure that we are not already suffering from the effect of the course which we have pur- sued. I rather fear that the impres- sion is gaining ground that this preparation is not essential to suc- cess in the [so-called] professional study. A large proportion of our medical students are not graduates. The proportion of law students of the same class is, I rather think, increasing. The proportion of stu- dents for the ministry who resort to college is much larger than formerly, hat this is owing in no small degree, to the aid of education socieues. What would be the case if this aid out of the question, I am determine. If these things be so, it would seem that while we have been restricting our collegiate education to one class, its value by that class is less and less appreciated. : «*But while this is the case, 1n con- sequence of this unintentional restriction, a very large class of our people have been deprived of all participation in the benefits of higher education. It has been almost im- possible in this country, for the merchant, the mechanic, the manu- facturer, to educate his son, beyond the course of a common academy unless he gave him the education preparatory for a profession. This was not the education which he wanted, and of course, his son has were unable to been deprived of the cultivation which the parent was able and wil- ling to bestow. Now the class of society that is thus left unprovided for, constitutes the bone and sinew, the very choicest portion of this or of any community. They are the oreat agents of production, they are the safest depositories of political power. Itis their will, that, in the end, sways the destinies of the ’ pation. It is of the very high- est importance, on every account, that this portion of a people should possess every facility for the acqui- sition of knowledge and intellectual discipline. Nothing would tend so much to the progress of wealth among us as the diffusion through- out the whole people of a knowledge of the principles of science, and the application of science to the arts. And besides, a knowledge of moral and intellectual philosophy, of the fundamental principles of law, of our own constitution, of history, of vegetable and animal physivlogy, and of many other sciences 18 just as necessary and just as appropriate wo the merchant, the manufacturer, the mechanic, and the farmer, as to the lawyer, the clergyman, or the physician. Why should it be sup- posed that all higher knowledge should be engrossed exclusively by the professions of law, medicine and theology? If a man wishes to give his son a good education why should he be obliged to male him a lawyer, a physician, or a clergyman? Why should not the highest intellectual endowment, cultivated by the best preparatory discipline be found in every mode of occapation: And if this be so why has this whole subject been so long neglected among us? Is it not time that our system should in this matter undergo a complete and radical revision ?’’ Various expedients were tried to remedy the evil, set forth in this ex-- tract from Dr. Wayland, such as gymnasia, or high schools, then mili- tary high schools and manual labor schools, etc. The Marion College and the Lexington Military School in the State of Missouri and other enter- prises were in the same line. Some of them flourished for a time, but they, for different reasons, all met the same fate. The public does not always know at first what it wants. These failures seemed to aggravate the discontent, till finally educators were aroused to the attempt to improve the colleges themselves, as the only hope. The internal expe- rience of our institutions of higher education growing out of these struggles is a lengthy chapter. But the most remarkable and effective of all the attempts to popularize our higher educational work and to bring it down from the stars to earth, from the clouds of dreamland to the door sills and hearth stones and work shops of the masses, was embodied in the movement in con- gress that resulted in the land grant bill of 1862. An experience of twenty-five years has taught us much and brought forth wiser notions of the scope of the new education, blocked out in this act of congress, and of its bearings on life’s industries, than possessed the minds of many at the first. Some were visionary enough to suppose that it was intended or destined to supercede and displace the old edu- cation entirely, but a sounder view prevailed which accepted the new and practical movement as only sup- plementing and enlarging the old education. Tle classics were not to be excluded .Its effect has been to leaven the lump and to knead it into a more useful shape. It was prop- erly intended to appropriate and improve institutions that already existed, as well as to found new ones. Its mission was conservative and supplementary, and not destruc- tive. We may gather some valuable les- sons out of the discussions in Congress, which resulted in the passage of this bill. In forming an opinion of the appropriate work of the Agricultural colleges as origin- ally projected, the diverse and alternative views that have been entertained must not be ignored. Some were too narrow and some were too broad and indiscriminate. The bill that passed was fcrtunately conservative and liberal. For exam- ple, the discussions show that the narrow and prejudiced notions that would exclude the classics from the make up of the Agricultural College were repudiated, as well as the nar- row notion, ¢n the opposite extreme, that the business of farming or of teaching and learning trades was to be their absorbing occupation. The new institutions, whether start- ing de novo or as transformed old ones, were to ‘‘teach’ and to give the industrial classes a complete, liberal and practical education. That the main idea was the diffusion and popularization of a liberal cul- ture and of the higher education «mony the industrial masses is very a BE a rp — i ———— eer a a Ge plain. 1t must not be forgotten that scholars and college professors and officers were active in encouraging this movement, because of know- ing that the old education had lost its connection with the public wants and was bounding along like a locomotive detached from its train. Dr. Wayland, the president of Brown University, the author of the Moral Science and Political Economy,bear- ing his honored name and so exten- sively used, was one of the great educators of this century, under the old system, and we have just heard his views. He weighed it ir the bal- ances and found and confessed it wanting. Some thought that a professorship of agriculture in existing institutions would best meet the requirements of the case. It is curiously interesting ihat President Buchanan gave as one of his reasons for vetoing the bill when it first passed congress, 1859, that it did not provide special professors of agriculture and mechanical industries for existing colleges. He argues that the bill proposes the creating of rival colleges with government patronage and urges that it would be much better, if anything was to be appropriated, to quote his words: ¢sto apply it Jdicectly to the establish- ment of Professorships of Agricul- tural and Mechanical Arts, in exist. ing colleges, without the interven- tion of state legislatures.”” He puts this specific view of the case in contrast with the broader provisions of the bill which he vetoed, in pro- viding for institutions to do com- plete college work and hence, as he terms them ‘rival colleges.” In Lis veto, he says: ‘‘Under this bill it is provided that scientific and classical studies shall not be excluded from them. Indeed it would be almost impossible to sustain them without such a provision; for no father would incur the expense of sending his sen to one of these institutions for the sole purpose of making of him a scientific farmer or mechanic. The bill itself negatives this idea and declares that their object is ‘to pro- mote the liberal practical education of the industrial classes in the several pursuits and professions in life.” ”’ Globe 49. p. 1413 a. Mr. Morrill made two memorable speeches on this land-grant bill which was at first vetoed by Pres, Buch anan, Feb. 24th, 1859 (Globe 49 p. 1413 ¢), and was subsequently passed by congress with slight varia- tions and was approved by President Lincoln July 2nd, 1862. In each of these speeches Mr. Morrill speaks of the bill as providing for its benefici- aries “a liberal education,’’—who- ever these beneficiaries might be, they were to be provided a liberal education. He says in one place,— «It will be seen by the provisions of the bill, that it is for the purpose of granting lands to those states and territories which shall provide col. leges for the benefit of agriculture and the mechanic arts, where a liberal education for those engaged in the industrial pursuits and professions of life may be obtained.” In his sec- ond speech, June 6, 1862, he uses the following language :—‘‘This bill proposes at least one college in every state upon asure and perpetual foundation, accessible to all, but especially to the sons of toil, where all the needful sciences for the prac- — 17 — tical avocations of life shall be taught, where neither the higher graces of classical studies, nor ‘that of military drill our country now so greatly appreciates, will be entirely ignored, and where agriculture, the foundation of all present and future prosperity, may look for troops of carnest friends * *. The bill,”’ he continues, ‘‘fixes the leading ‘objects but properly, as I think, leaves to the states considerable Iatitude in carrying out practical details. Some of the states already haye colleges started on the principles here em- bodied ; as Pennsylvania, New York Michigan, Maryland, Ohio and Towa, but these linger with a very incom- plete staff of professors, as might be expected from the scantiness of their funds. The aid tendered here will enable these states to fully equip these institutions or to found others * *, Some states may perhaps have more literary colleges than are or can be liberally sustained. Part of these may be easily transformed so as to come within the terms here proposed. Every state will be the judge of its own requirements.’ — Vol. 60 Globe, p. 2566. Morrill. : Senator Simmons, Feb. 3rd, 1859, in the course of the discussion, said: “We began society in this country, as it begins everywhere else, with the rudiments of learning the A, B, C of it; and, as we accomplish that, we have to get up into higher branches of education; and it is just as much for the benefit of the wild lands of this country that agricul- turists should receive a higher form of education, as that they should receive the rudiments * *; it is better for the young men, before they emigrate, to get their education than it is to have to get it after they go and settle on the public lands to obtain a living.” * *. “This [giving of lands for educational pur- poses] has been the policy of the government from the outset, and there is no more appropriate thing, in my judgment, if you want to improve the cultivation of the lands and increase their settlement, than to educate farmers to go there and settle them.’’ (Globe Vol. 48, p. 721 b.) See p. 22, RIN Tria tm Spm INDUSTRIAL EDUCATION. The Education of Industrialists Provided hy the Land-Grant Act of 1862. NUMBER 2. During the last congress (49th) when the Hatch hill was under dis- cussion, naturally the general char- acter of the agricultural colleges, which it was proposing to reinforce, came under review. The foliowing clip is taken from an issue of a paper, Scientific Agriculture, pub- lished at the experimental station of New York state about that time: Among ‘letters to the editor’ is one from Hon. Justin S. Morrill in relation to the industrial colleges. The senator eyidently has no sympathy with the clat- ter of criticism because the colleges are attempting something else than giving boys manual drill with the hoe and dung- fork. He writes: “The terms of the original land grant to colleges discloses its great purpose, which was to give theoretical instruction in the sciences related both to agriculeure and to the mechanic arts, as well as in the curriculum of colleges, which, as you must be aware, usually consumes three-fourths of the time of student life. It was not, however, the purpose to exclude Greek and Latin, but to give an opportunity of some choice and to enable any young man to fit himself for his future life. The military part was merely for physical development, health, and some preparation for actual service should it ever be needed by the country. “The colle:es are not responsible, whether they pursue agriculture, manu- factures or anything else, but the gradu- ates can not fail to make their knowl- edge useful wherever they may be,” Senator Morrill originally intro- duced the land grant bill in the house and was its great advocate, so that his views are entitled to special consideration, as to the purpose of of the act. These recent views taken in connection with his views and the views of others quoted above, which were uttered twenty- five years before, constitute a power- ful and convincing testimony that it was the primary aim of that land SE Fain Lee Tra Z = EE a ys a . ala) + Say ¢ b bi grant act to bring down the higher education to the possession of the industrial masses, and that the tech- nical and business training and dis= cipline in farming or in any of the trades of the workshop were second- ary and incidental. It was the development of the manhood and the womanhood of the masses for citizenship rather than a drill in the dexterities of earning bread and butter in particular vocations, which inspired and prompted that dedica- tion of ten millions of acres of the public domain to this new adaptation of our educational work to the felt want of our country and age. I will make one more quotation from the original discussions which differs from those that precede inas- much as it is the language of a determined antagonist. It is advan- tageous and proper to gather evi- dence from the lips of an opponent. Senator Clay, of Alabama, in 2 speech from his place in the senate, hotly opposing the land grant bill, used the following language, which was not denied, as being substantially correct, so far as the education to be provided by the so called agricultural college was concerned, to-wit: ¢ Agriculture is the mere name—mere name by whose potential charms the people are to be defrauded of their rights. The promotion of agriculture 1s but the incident, not the great object of this measure; for in the same section from which [ have read, I find it author- izes instruction in all ‘scientific and clas- sical studies,’ and that the object of the donation is not to qualify men for agri- culture, but ‘to promote the liberal and practical education of the industrial ciasses, in all the several pursuits and professions of life.’ «Thus, by this endowment, men are to be trained for the pursuits of navigation, commerce, and manufaciores, and for the professions of law, theology and medicine. Under the pretense of pro- moting agriculture, commerce, manu- factures, and navigation, they may lm- prove their wits, and learn how to trans- fer still larger per centums of its profits into their pockets than they have hereto- fore acquired by partial and unequal legislation.” Here it is charged by an adversary that the bill contemplated a broad general calture for the masses as the areat object of the measure, the pro- moticn of agriculture and other bus- iness vocations being only incidental, and this charge is neither parried nor denied by its advocates. This is, by all the rules of discourse, an implied a‘imission of the truth of the charge. Whoever refuses to speak when he has occasion and opportu- pity will not be heard when he wishes. Senator Clay in the discus- sion charged that this was the scope of the bill, and its friends did not deny it; hence they cannot now be allowed to deny it. They are estopped from doing so. Such, then, was the original intention of the makers of the law, and hence the intent of the law itself. "The education to be given in the newly founded or transformed insti- tutions was, as thus appears, not the A. B. C. of the district or the com- mon school, but something beyond, as Senator Simmons observed. It was to be what we usually term the higher or *liberal education,’ such as colleges give and which presup- poses that of the district school. The institutions thus founded and patronized were called colleges and the very name has in it historically 2a volume of meaning. = Hence the lan- guages and the sciences, as a matter of course, entered into them as a part of their original organic work. They could hardly have been intended to be workshops or manual labor concerns, such as had already a record of failure. This would have been a palpable misnomer. No, they were to be colleges where should be found moderate living and hgh thinking rather than the reverse; where farmers, and the sons and daughters of farmers; where mechanics, and the sons and daugh- ters of mechanics ; where the indus- trial classes and masses generally, who might have any taste or ambi- tion for personal improvement and culture, would find the work of the higher education so organized and conducted in substance and in spirit, that they would not be repelled from but attracted to those colleges. They were to be pre-eminently the people’s colleges where their children should not be snubbed and ridiculed as obtrading and unwelcome strang- ers, because of simy licity of dress or manners, but be and feel at home and encouraged in their endeavors, not to get away from their humble homes, but to qualify themselves to return to them with an education that would adorn their homes and make them happier and more useful. The great aim was to qualify for citizenship the masses who are our masters, for they who hold the reins of power perish for lack of know- ledge. 1t was an educational move- ment in the interest of national seif- defense. It was the aim to provide for and to make sure of educating these yourog men and young women, born in the homes of the poor and of. the industrious American citizens, first of all as human beings and not merely as passive and unthinking cogs and wheels in the farm and workshop machinery of the age. It was this mechanical stamp of society which was seen to be crushing the life out of man as man, and it was intended to assert with Scotland’s bard, that the manual and muscle worker is ‘a man for a’ that,’’ to waken in him the noble aspirations of a self-governing freeman. TWO CLASSES OF INSTITUTIONS. The associated Agricultural Col- leges and the separate Agricultural Colleges have been founded on the land grant of 1862. In both the law has been construed as authorizing and providing for a general and special cultare, i. e. the aca- demic or college schooling that educates the man as man, whatever his business is to be, and the special or technical business education and training that fits for a particular occupation. Tae special lines of industry or business thus singled out have been chiefly farming, engineering and mining. A Normal School might be put in the place of a Mining School as teaching may be even a more valuable industry to a state than mining. This is in the discretion of the state. Farm- ing is emphasized more than any other calling because of its supreme importance and because of ils com- ing within the purview of so many of the physical sciences, whose cul- tivation enters so largely into the school work of the age. But it was certainly not intended that agricul- ture and agriculturists and their BJ Lr Eh ae —— pe children should have exclusive claims. but only pre-eminent claims, as those occupied in the mechan— ical industries are just as explicitly designated as beneficiaries. Agriculture is taken, because of its prominence, as 2a representative and typical industry, as a name to divine and swear by in treating of our industrial pursuits. An agri cultural college is properly a college for the industrial masses. Of the seventeen millions of our population engaged in all kinds of industries, nearly one half are employed in agriculture. HEAD-LIGHTS. Content to set forth the general theory of the case in its general principles as embodied in the law and its history, without tracing their application to details in any given : a : case, the present review will be brought to a conclusion by a cila- tion of several wise utterances of the past, which may serve as head- lights illumining the profound phil- osophy of a sound and useful pop- ular education, as the great highway along which the nations must march if they would reach the highest goal of public and private prosperity. 1. ARISTOTLE. Avistotle’s criterion of an honest and intelligent government holds universally true: ‘A government,’’ says the philosopher, “ruling for the benefit of all, is of its very nature, anxious for the education of all, not only because intelligence 1s 1n itself a good, and the condition of good, but even in order that 1ts subjects may be able to appreciate the benefits of which it is itself the source; whereas a government ruling for the profit of its adminis- trators, is naturally willing to debase {he mind and character of the gov- erned, to the end that they may be disqualified to understand, to care for and assert their rights.” Aristotle bad enriched his mind with the study of a hundred instances of government before be wre te his work on politics. He died 322 B. C. 2. GUIZOT. ‘Of all the systems of government and political guarantee, il many be asserted, without fear of contradic- tion. that the most difficult to establish and render effectual is the federalive system; a system which consists in leaving in each place or province, in every separate society, all that portion of government which can abide there, and in taking from it only so much of it as 1s indispensable to a general society, in order to carry it to the centre of this larger society, and there 10 embody it under the form of a central government. : “This federative system, theoretic: ally the most simple, is found in practice the most complex ; for 1p order to reconcile the degree of independence of local liberty, which is permitted to remain, with the degree of general order, of general submission, which in certain cases it supposes and exacts, evidently requires a very advanced state of civilization—requires indeed that the will of man, that individual liberty, should concur in the estab-- lishment and maintenance of the system much more than in any other, because it possesses less than any other the means of coercion. “The federative system, then, is one which evidently requires the greatest maturity of reason, of morality, of civilization in the society to which it is applied. Yet we find that this was the kind of government which the feudal system attempled to establish ; for feudalism. as a whole, was truly a confederation. It rested upon the same principles, for example, as those on which is based, in the present day, the fed- erative system of the United States of America. It affected to leave in the hands of each great proprietor all that portion of the government, of sovereignty which could be exercised there, and to carry to the suzerain or to the general assembly of barons, the least possible portion of power, and only this in cases of absolute necessity. You would easily conceive the impossibility of establishing a system like this in a world of ignorance, of brute pas- sions, or in a word, where the moral condition of man was so imperfect as under the feudal system. The very nature of such a government was in opposition to the notions, the habits and manners of the very men to whom it was to be applied. How then can we be astonished at the bad success of this attempt at organization?’ M. Guizot was a distinguished statesman of France who died within the past twenty-five years. His work on the History of Europesn Civil ization frora which this extract is taken, is in fact a philosophy of European history. He admired our system of self-government and pronounced it the most perfect in theory and the most diflicult in practice. 3 JEFFERSON. “A system of general instruction which shall reach every description of our citi- zens from the richest to the poorest, as it was the earliest so shall it be the lat- est, of all public concerns in which 1 shall permit myself to take an interest.” In the century preceding that in which Jefferson was born, Sir Wil- liam Berkeley, governor of Virginia, wrote : “I thank God there are no free schools or printing, and I hope we shall not have them these huadred years. For learning has brought heresy and disobedience and sects into the world, and printing has divulged them, and libels against the best government. God keep us from both.” “Thus are the ideas and methods of democracy and aristocracy as embodied in Jefferson and in Berkeley, contrasted! The former is ever seeking the education of the masses; the latter from its very nature is ever seeking to restrain educa- tion to the few, well knowing that privi- lege dies as knowledge spreads.” 4 WEBSTER. ‘““There is no duty so solemn, no re- sponsibility so fearful as that resting on the statesmen of this republic of making broad and universal the diffusion of education amongst the masses of the people.” In the language of another: ‘“There speaks the inspired voice of triumphant democracy, which holds as its first duty the universal education of the people. Of all its boasts, of all its triumphs, this is at once its proudest and its best, We say to the old mon- archies of the world: 3chold! Dern- ocracy produces as its natural fruit an educated people.” This is the enthusiastic language of a naturalized foreigner after hav- ing made a laborious and carefu’ or de ARE RE a ili ra BE —— ER a es Bop os eee ee meen —- study of his adopted country. His work is entitled *‘Triumphant Dem- ocracy,” and in it he aims with a profusion of facts and comments to show that ¢‘The government of the people thro’ the republican form and not the government of a class thro’ the monarchial form, is the surest toundation of individual growth and of national progress.” In reference to our educational work he observes: ; «The moral to be drawn from America by every nation, is this: Seek ye first the education of tae people and all other political blessings will be added unto you. The quarrels of party, the game of politics, this or that measure of reform, are but surface affairs of little moment. The education of the people is the real, underlying work for earnest men who would best serve their country. In this, the most creditable work of all, it can not be denied that the republic occupies the first place.” We have nearly two hundred thousand schools and three hundred thousand teachers and expend on them over eighty millions annually. In contrast with European countries, America alone spends more on edu- cation than on war or preparation for it, In Great Britain, for every doi- lar spent on education four are spent on war; in France, eleven, and in Russia, thirty-three, whereas in the United States for every dollar spent for war armament two are spent on education. Were half the power that fills the world with terror, Were half the wealth bestowed on camps and courts Given to redeem the human mind from error, There were no need of arsenals and forts. —LONGFELLOW. «The ratio of population to students enrolled by classes of institutions in 1880 shows that one out of every five attend the public schools, while secon- dary education is received by one out of - every four hundred and fifty-two, univer- gity and college education by (60,000) one out of every eight hundred and forty two; commercial and business education by one out of every one thousand eight hundred and forty-eight: a scientific education by one out of every four thousand three hundred and twenty-one; a theological education by one out of every nine thousand five hundred and sixty-eight; and a legal education by one out of every sixteen thousand and one.” The supreme intention of the Agricultural college movement wis to adapt college education to the wants and circumstances of the masses and to increase the number receiving its benefits from fifty or sixty thousand to double, to three or four times that number or more, and thereby to raise the standard of cili- zenship and incidentally and conse- quentially to strengthien our produc- tive industries as a people. But to organize these colleges as profes: sional (technical, or business) schools, as has been done in some instances, seems to put them on a narrow gauge instead of the broad gauge originally intended. As in rail- roading, however, either gauge may be changed into the other according as experience and interest may dictate. . About eighty millions of acres of our public domain have been devoted to the work of education, and the same worthy object has bee the recipient of millions on millions of dollars from private fortunes. The responsibility of those intrusted with the work of education in utilizing this wealth of support and patronage to the best interests to our millions of rising youth is most grave and solemn. The reinforcement of the agri cultural colleges, so-called by the money-grant hill of 1886—Ilast con- gress—appropriating to each - 000) fifteen thousand dollars oki for experiments in agriculture, is, of course, specifically 1n the interest of farming as an industry. This of course specializes the work as was not the case hitherto. The policy of this specific patronage is a nov- eltv, but its effect is beyond compu- tation. Missourt University, COLUMBIA, Mo., JANUARY 9TH, 1888. sf a rs aaa ha kek Slr OFFICIAL ORGAN OF THE DEPARTMENT OF PUBLIC INSTRUCTION. ' FOR DISTRICT SCHOOL LIBRARY. voL III MARCH, 1888. No. 2 - T | | ISSUED MONTHLY BY : The Educational Publishing Company, JO. H. PRYOR, MANAGER. J. B. MCCHESNEY, EDITOR. P. O. Box 2509. 612 CLAY STREET. ‘SAN FRANCISCO, CAL. ge All Drafts or Money Orders should be made payable to the Order of the Manager. “68 TERMS : Yearly Subscription, $2.00—Payable in Advance. Entered in the Postoffice at San Francisco as Second-Class Matter. PAYOT, UPHAM & CO. Educational Booksellers and Stationers SCHOOL, SUPPLIES. 204 SANSOME STREET, -' SaN FRANCISCO, CAL. ea THE DECKER BRO : THE LEATING FIaNo : . SAN Fraxcisco, March 1, 1887 ._ Messrs. KOHLER & CHASE, 137 and 139 Post Street, San Francisco. ee GENTLEMEN:—We are convinced, and do not hesitate to state, that among all the instruments we have used in this country, we found the DECKER BROS. Pianofortes as ranking ameng the very best as to beauty and brilliancy of to d equality of touch. ZELIE TREBELLL oa Squaiy OVIDE MUSIN. ar Ra SA SRE i ng HE oF - a ah em ———— el Ca A mi pn p————" v : - es Ln —— ay ote ue al ¢ OL. PACIFIC EDUCATIONAL JOURNAV OFFICIAL ORGAN OF THE DEPARTMENT OF PuBLIC INSTRUCTION. FOR DISTRICT SCHOOL LIBRARY. voL III MARCH, 1883. The Educational Publishing Company, J. B. MCCHESNEY, EDITOR. P. O. Box 2509. 612 CLAY STREET. SAN FRANCISCO, CAL. JO. H. PRYOR, MANAGER. gi All Drafts or Money Orders should be made payable to the Order of the Manager. “Gal TERMS : Yearly Subscription, $2.00—Payable in Advance. Entered in the Postoffice at San Francisco as Second-Class Matter. PAYOT, UPHAM & CO. Educational Booksellers and Stationers SCHOOL, SUPPLIES. 204 SANSOME STREET, SAN FRANCISCO, CAL. THE DECKER BROS. * ™snr * 3 SAN Francisco, March 1, 1887 _ Messrs. KOHLER & CHASE, 137 and 139 Post Street, San Francisco. : GENTLEMEN:—We are convinced, and do not hesitate to state, that among all the instruments we have used in this country, we found the DECKER BROS. Pianofortes as ranking ameng the very best as to beauty wd brilliancy of tone and equality of touch, ZELIE TREBELLI. OVIDE MUSIN. kl _— + TT ————— TON ASHI, got MW ASIN - - — ; - " - " pr c . CONTENTS: iy ini 1: ining in the Public Schools. ...coiieiiiieneseaee se Sense-Training and Hand-Training in t Lesson on Alcohol Give us a Variety of Text-BoOKS.....cc. coviunrrrrunmernnnneenes Industrial Drawing Entomology in Pul Teachers’ Reading Official Departmen lic Schools Circle Department..... t. Hon. Ira G. Hott The Ship 3 Diane i Teasers srs nEsEtRNEs TR RE NE Editorial Department .....oooeeeeemreerarmnnnenenmnensenesee National Education Educational News al Association Notes Ttetns OF TNEETESE covvssvs sieesvunsrodnerursharnansensnsonnsssrsutanssnstioness Our Book Table.. MANUFACTURER OF School Office Church [Lodge and Hall FURNITURE LLER, FO. H FU ‘sag A U9, J0J peosjurdaeny ‘190M THI NI 18394 POUSAM HNIATOL LALA SATHD Avent for Doerrer's Elastic Slating, $5 per Gal. Ooughlin’s Blackboard Erasers $3.00 PLR DOZEN. The easiest held in the hand. No rubbing of 7 fingers against the blackboard. The covers can be replaced in one minute of time, as fast as worn out. No sharp corners to injure the surface of Blackboard. 8 Put up in Packages of (1) dozen. $3.00 per Dozen. Samples sent on receipt of 25 cents in stamps SF. THE JAUFIC EDUCATIONAL JOURNAL. J . , Yh} Fa £a r Department of Public Instruction. MARCH, 1888. SENSL-TRAINING “AND HAND-TRAINING IN PUBLIC SCHOOLS. ““here are three primary departments of our psychical nature— the senses, the intellect and the will—the sensuous or receptive, the intel- lectual or elaborative, and the volitional or executive, 1117 There are three corresponding activities, by the co-operation of which all our knowledge of, and power over, nature is acquired. First, the instreaming of the external world through the senses, producing changes in consciousness, which we call facts or phenomena. Second, the elaboration of these materials within by thought. This we call knowledge, philosophy, science. Third, the outgoing again of activity through the will and the muscles in determining changes in the external world. This we call active life. The first gathers materials, the second constructs the building of knowledge, the third uses it for living. In a word, the three essential activities are observing, thinking, doing. If the eye be used as the representative of the senses, the brain of the intellect, and the hand of the executive faculty, then the three kinds of activity are the use of the eye, the brain and the hand. All our knowledge of and power over nature is acquired, in the first instance, wholly by the co-operation of these. In the child, for example, no culture is possible except by this co-operation. The brain is culti- rated only through eve and hand. Similarly in the childhood of the race, all culture, all civilization, all betterment of whatsoever kind has come only in the same way—Dby co-operation of eve and brain and hand, * Sense-Training and Hand-Training in the Lesson on Alcohol Public Schools Give us a Variety of Text-BOOKS..ccoiee seeasanenn scsi ; Industrial DIBWING. .....ccoseresessrsmsassnssssssnassacs a Entomology in Public Schools..........cc.... Teachers’ Reading Circle Department...... sessnssace “as stasssassndusravatsssetassanntaes ese Official Department. Hon. Ira G. Hoitt.......... sessseesessenesisisbaaaesaassessatasanes The Ship o Dreanis { itoria en seen Ea Educational Association esessssse sssvecassevvasers Educational News. .....eeecieesrsrasnsessssssasntomsosnsntnsseess Jtems of Interest Our Book Table. ...cveeiuerumsusssessssnisunnsencnssnnnrsnesnsenss i MANUFACTURER OF School Office Church Lodge and Hall FURNITURE ‘GEO. H. FULLER, - 3 ‘THOM IHL NI 1838 1SYSA0 OHNIATOd LNALVE SATIHD Q 5 " Ww 5 + ® -® QQ c 3 =! ® By ol ® 0 3 2 Agent for Doerrer's Elastic Slating, $5 per Gal aw Patented New. 21, 1882. 638 AND 640 Miss Ooughlin's Blackboard Erasers $3.00 PER DOZEN. The easiest held in the hand. No rubbing of ® fingers against the blackboard. The covers can be replaced in one minute of time, as fast as worn out. No sharp corners to injure the surface of Blackboard. Put up in Packages of (1) dozen. $3.00 per Dozen. Samples sent on receipt of 25 cents in stamps ION STREET, S. F. THE PACIFIC EDUCATIONAL JOURNAL. Official Organ of the Department of Public Instruction. Vor. III. MARCH, 1888. x A ofetrt 0? Miva cb De og side SENSE-T. KA INING VAND " HAND-TRA INING IN THE PUBLIC SCHOOLS. here are three primary departments of our psychical nature—the senses, the intellect and the will—the sensuous or receptive, the intel- lectual or elaborative, and the volitional or executive. T‘here are three corresponding activities, by the co-operation of which all our knowledge of, and power over, nature is acquired. First, the instreaming of the external world through the senses, producing changes in consciousness, which we call facts or phenomena. Second, the elaboration of these materials within by thought. This we call knowledge, philosophy, science. Third, the outgoing again of activity through the will and the muscles in determining changes in the external world. ‘This we call active life. ‘The first gathers materials, the second constructs the building of knowledge, the third uses it for living. In a word, the three essential activities are observing, thinking, doing. If the eye be used as the representative of the senses, the brain of the intellect, and the hand of the executive faculty, then the three kinds of activity are the use of the eye, the brain and the hand. All our knowledge of and power over nature is acquired, in the first instance, wholly by the co-operation of these. In the child, for example, no culture is possible except by this co-operation. ‘The brain is culti- vated only through eye and hand. Similarly in the childhood of the race, all culture, all civilization, all betterment of whatsoever kind has come only in the same way—by co-operation of eye and brain and hand, 42 THE PACIFIC EDUCA TIONAL JOURNAL in observing, thinking, doing. It is not too much to say that without this co-operation man would never have emerged out of animality into humanity or, having so emerged could never have advanced beyond the lowest possible stage. Nor is the necessity of this co-operation confined to the earlier stages of culture, whether in the individual or in the race. No natural culture at any stage comes in any other way. The largest portion of the culture of any individual, even of the most cultured races, is outside of books and schools, and comes as the result of the co-operative use of eye and brain and hand, in observing, thinking, doing. Now, in natural education these three are not only all neces- sary, they are equally necessary—they are co-ordinate departments. Are they so considered in the artificial or school-education? I know full well that our school education ought not to be a mere duplicate copy of natural education; but ought it to be so widely dissevered from nature as we now find it? I know full well that art must not merely copy nature, but it must nevertheless be strictly based on mature or it is worthless. The whole tendency of modern thought is towarad a return to closer relation with nature. Thecry along the whole line is, ‘‘ Back to nature.’ In art we see it in the so-called realistic tendency. In society wa see it in modern easy naturalness, in place of the old-time stateliness and formalism, of manners and dress. In government we see it in the steady increase of individual freedom. In religion we see it in the revolt against that ascetic philosophy which regards nature, whether internal or external, as essential evil. ‘This change has been largely the result of the scientific spirit and the study of nature. Now the same change must take place in our schemes of education. They, too, must come in closer relation with nature. Our education must be less artificial—less exclusively mere book-work. There must be more of natural method. Shakespeare, you remember, found ‘books in running brooks, sermons in stones and good in everything.” This is an excellent type of natural education. But, perhaps, some of you remember also the English clergyman who was educated so far away from nature that he could not see any sense in this passage. He thought there must be some mistake—the poet evidently meant to say, ‘‘sermons in books and stones in running brooks.” This is artificial or book education, though, I admit, of an extreme type. : It is true that the three processes spoken of above are none of them wholly wanting even in the book-education of the schools; for 70 educa- cation is possible without them. But observe the difference. There is a gathering of materials, true, but only from books, and not at first hand from nature; exercising the memory instead of the senses. There SENSE AND HAND-TRAINING IN PUBLIC SCHOOLS. 43 is also a doing; much excellent doing; doing sums, making translations, writing compositions, etc., but not terminating directly on nature, too much dissociated from life. Instead of observing, thinking, doing, it is at best reading, thinking, expressing. 1 am as sure as I can be of anything that we are on the eve of a great revolution in our methods of education, making them more natural. Artificial they must ever be; for education is art, and art must idealize, not merely copy nature. But, like all art, it must be strictly based on nature. It must adopt the methods of nature and improve them. Our systems of education have been inherited from the time of the revival of letters in the fifteenth century. Education then was a simple drinking at the fountain of ancient learning. ‘The subject-matter of the schools was then mathematics, ancient languages and philosophy. ‘hese subjects are admirably adapted to book-methods. In the course of time this system was thoroughly organized and became an excellent means of culture. Then came later another and far greater revival—a revival not of the learning of the ancients, but of knowledge of nature. In spite of much opposition, the subject matter of education has been gradually enlarged by the introduction of natural sciences, though even yet not in proportion to the extent of this field of thought. The opposition to this change was not without some show of reason. As I have said, the o/d knowledges and methods were thoroughly organized into an efficient system of culture; but how best to teach the new knowledge was not yet understood. In the schools there were no other methods but book-methods. Therefore the new knowledge must also be taught by these old methods. The new wine must be put into these old bottles, for there were no other bottles. Is it any wonder that the bottles burst and the precious wine was wasted? To drop the figure: mathematics, languages, logic and philosophy are admirably adapted to book-methods, for there is good, solid, hard work to be done in solving problems, construing passages and writing exercises. But book-work in science! ‘T‘here is absolutely nothing for the student to do. Itis pure memory work, mere spoon-feeding. Of all school work this is the most trifling. If this be the only way of teaching science in the schools, I for one would say “stick to the old subject-matter. I care not for the new wine, for the old is better.” We must teach sciences by new methods. The revolution has done little good so far, because it is yet incomplete. It has affected only the subject-matter ; it must affect the method also. Nature-knowledge can only be taught by nature-methods— eye and hand must co-operate with brain. Sense-training and hand- training must go hand in hand with mind-training—observing and doing must co-operate with thinking. 44 THE PACIFIC EDUCATIONAL JOURNAL. So much for general principles. Now for their application. There are three great departments expressly adapted for this co-operation. These are natural history, drawing and hand-work. NATURAL HISTORY IN THE SCHOOLS. From the time when as a new born child we first open our eyes upon the world, there commences in us two kinds of culture. First, nature is continually acting upon us through the senses, and we as continually reacting - on nature through the will and muscles. By this action and reaction is gradually acquired increasing knowledge of and power over nature. This is one kind. Second, our parents and fellow- children are continually acting on us by language, and we reacting upon them by the same agent. Thus is acquired increasing knowledge of and power over our fellow-man. ‘This is the other kind. Both kinds con- tinue through life, and therefore must be organized and systematized, and appear in our schools as two co-ordinate departments. The one may be called nature-culture and the other lang uage-culture. By one we acquire knowledge of and power over external nature; by the other we acquire knowledge of and power over 7¢. Now both of these are well represented in the schools so far as subject-matter is concerned ; but in the former, as already seen, the methods are wholly insufficient. It is therefore mainly with method that we are here concerned. I must first, however, explain what I mean by natural history. Under this head I include all nature knoweledge, i. e., all science in so far as it deals with facts and phenomena, observation and experiment. Unfortunately the term is usually confined to the natural history of organisms, but this is wholly unphilosophical. Of course there is a natural history of inorganics as well as of organics. There are two ways of studying every department of nature, one which may be called natural history and the other natural science. In the one we deal mainly with facts and phenomena and cultivate mainly the senses, the memory, the perceptive faculties and the intuitive reason; in the other we deal mainly with laws and principles, and cultivate mainly the formal reason. The one is specially adapted to school education, the other to the higher education of the college and university. I can not now stop to elaborate this thought. Those who desire may consult my article on ‘The School, the College and the University,” published in the Princeton Review for March, 1880 and re-published in the California Teacher August, September and October, 1883. I assume that you are already acquainted with it. Now, the natural history of inorganics i.e. physics and chemistry, treated from the natural history point of view, is somewhat more easily SENSE AND HAND-TRAINING IN PUBLIC SCHOOLS. 45 adapted to school work, because physical and chemical laboratories where pupils may do some work themselves under the direction of die teacher, are easily gotten up and with little expense. In such school laboratories, even of the most primitive kind, we may have most admirable training of the mind through the use of the eye and hand. We have also complete laboratories in all our best universities, where teachers may learn the art of teaching these departments by the only natural method. But the natural history of living things, or natural history par excellence, is far more difficult to introduce, and yet, 1 believe, far more important. More difficult, because the necessary materials (i. e., living things) are more difficult to collect and next to impossible to keep, and therefore there must be field work as well as laboratory work—and field work means much time, small classes and many teachers. And yet more important, because this department, above all others, cultivates the faculties of observing, comparing and drawing rapid conclusions; faculties so supremely important in every grade of active life. But all these difficulties might in some measure at least be surmounted if we only had trained teachers. ‘Teachers can be trained in this department only in the universities. But there are few universities in our country and nome at all on the Pacific Coast possessing biological laboratories, where teachers of the secondary schools can receive the necessary training. ‘This is to-day, I believe, the greatest want of our own university. ‘This brings me to one of the main objects of this address, viz., the importance of a biological labora- tory in the university, as a'means of training teachers in this department for the schools. Perhaps some of you may remember that in a short after-dinner address to the alumni of the university at the commencement in '86 I urged the supreme importance of a chair of biology, with laboratory attached, from one point of view, viz., as a school for the cultivation of ideas of evolu- tion, and thus laying the basis of one whole half of science, as yet imperfectly represented. Some of you will also remember that again, on charter day last, I followed up the subject by urging its supreme importance from another point of view, viz., its close connection with that highest of all sciences, sociology, and especially as the school for the cultivation of the ideas, and practice in the methods of this latter science. At that time I said that if T were speaking to an audience of teachers I would choose still another point of view, viz., its admirable adaptedness to training the brain by co-operation of the eye and hand— of training the mind by co-operation of observing and doing. I little thought then that I would so soon be called on to redeem this promise. 46 THE PACIFIC EDUCATIONAL JOURNAL. I am now speaking to teachers. I wish, therefore, now to press this point of view. All will admit then that the study of living things in the field and in the laboratory is not only of prime importance in its subject matter, as the basis of the study of the human organism and the social organism; not only of still higher importance as the very best school for the study of the method of comparison, that most important of scientific methods in all the more complex departments of science; but also that of all subjects this is the best adapted to the use of the modern methods of science-teaching in the schools, so often already explained. You are willing, I am sure, to admit all this; but where are we to find the teachers? The State does not now furnish the means of training practically for this work in the schools. I would propose and urge the following plan: 1. First, I would establish in the university a separate chair of biology. This is certainly no more than the great importance of the subject-matter requires. 2. Next, in connection with this chair, I would have, of course, a biological laboratory, where practical work is done by students under the direction of the professor, and original research is carried on by the professor, assisted by advanced students, ‘Teachers and intending teachers might and would become special students in this laboratory. 3. Lastly, I would have connected with the university, and in charge of the biological professor, a marine station on some suitable portion of the coast. If such a station were established, with its necessary accom- paniments of aquarium, laboratory, steam yacht, trawling and dredging apparatus its advantages to the cause of science and the cause of educa- tion would be manifold and far-reaching. (a) It would be a means of systematic investigation of our marine fauna, all the year round, by a competent resident assistant and by the professor in charge during the vacations. (4) It would give an opportunity of post-graduate culture. Those already graduated at the university in the biological laboratory might continue their studies in the marine laboratory, and thus prepare themselves for original investigation or for teaching in this department. (¢) The marine station might become also a Summer school for any one sufficiently prepared, but especially for teachers who desired to prepare themselves in the knowledges and methods of biology. This last point is, I am sure, one of very great importance and well worthy the attention of the State. Such a Summer school would become a normal school in a department unadapted to the ordinary normal schools. ‘There would certainly be no lack of students. The only danger is that the classes would be too large for effective teaching. SENSE AND HAND-TRAINING IN PUBLIC SCHOOLS. 47 “The place of such a station I cannot decide. First, make the chair, with competent incumbent, and let him choose the place and establish the station. But I suppose richness of fauna and healthfulness of climate would be the most important requisites. That the public schools urgently need such a station I am sure; that you desire it, I feel confident; that it can be gotten, if you demand it, I also believe. The united demands of so large and influential a class as teachers cannot fail of its effect on legislators, on regents and on wealthy public-spirited citizens. If the university can herself carry out this scheme, so much the better, for I am sure she would offer its advantages freely to the teachers. But if it cannot be done without assistance, then you ought to demand such assistance. DRAWING IN THE SCHOOLS. By both friends and foes drawing is often regarded as a mere super- ficial and showy accomplishment. Many polished, but weak-minded, persons urge it for this very reason. They value above all things showy accomplishments. On the other hand, many earnest, practical-minded persons oppose it for the same reason, and they are right from their point of view. Perhaps, as often taught, it is a mere showy accom- plishment, unworthy a place in the already overcrowded curriculum, but as it ought be to taught, and I believe often is taught, it is far otherwise. Copying from pictures, like memorizing from books, is surely a very low grade of culture. But drawing from nature, like work in a labora- tory, is an admirable training of mind through co-operating eye and hand. We think we know perfectly the things we daily see. But let any one try to draw them. He then learns for the first time how inacurately he has observed them and how imperfectly he knows them. Drawing compels close observation and honest doing. It cultivates in the most admirable way eye and brain and hand, in observing, thinking, doing. Observe, however, I am not here speaking of drawing as a fine art. No one can put a higher estimate than I do on fine art as a means of culture. Imagination or the esthetic nature is the mediator between the pure intellect on the one hand and sensuous animal nature on the other. It stands as a days-man between these irreconcileable extremes, with a hand on each, and brings them together, and thus brings our whole human nature into perfect unity. It does more ; it strengthens the weaker higher nature by its asssociation with the more robust lower, and refines, purifies, glorifies the lower by its association with the diviner higher, and thus elevates the whole plane of life, making every duty easy, and depriving every temptation of its danger. No one will 48 THE PACIFIC EDUCATI ONAL JOU IRNAL. suspect me, then, of depreciating fine art as a means of culture. But I am not now speaking of drawing from this point of view. Itis doubtful how far fine art can be introduced into the schools, except in an indirect and informal way, unless, indeed, it may be in the form of class singing. I am now speaking only of accurate free hand drawing from nature as a means of mental training, requiring accurate observation, clear analysis and true reproduction of what we see. Can anything be a better means of mental culture than this? here is only one doubt in my mind as to the policy of introducing drawing as a separate department. It may be that it can be sufficiently practised in connection with other departments. For example, a neces- sary part of the work in a biological laboratory would be the accurate drawing of everything observed. But if not otherwise provided for, it certainly ought to be introduced. HAND-WORK IN THE SCHOOLS. There is a kind of perversity in the average mind on the subject of education. If there be any chance for a wrong point of view it is sure to be taken. This subject, under the title of ‘manual training,” has been much discussed of late, but mostly by both friends and foes under a misconception of its true function. It is urged by the people and by many educators, because of its supposed practical utility, because it prepares for life in a special way, because it is an apprenticeship to trades. For that very reason, on the other hand, it is opposed by many of the truest friends of education. ‘It panders,” they say, ‘““to this false view of school education.’”” “Our schools,” they say, and say rightly, ‘‘are for general, not special culture—are mental training schools, not trade schools ; for making intelligent citizens, not trades- men or artisans.” If this be the object of introducing manual training into the schools, then I wholly sympathize with the opposers. Why should our schools prepare for one pursuit more than another? Why trades more than professions or shop-keeping ? By all means let there be trade schools, technical schools, special schools of many kinds if it be deemed necessary, but let not these be connected with our public school system. But this is not the true object of hand-work or manual training in the schools. The niistake here is the same as in the case of drawing. As drawing, if introduced, should be not for making artists, but for training the brain through eye and hand. So hand-work, if introduced, should be not for making carpenters or blacksmiths, but > again to train the brain by co-operation of hand and eye. Or, if we compare with biology: If in biology the training is mainly (though not SENSE AND HAND-TRAINING IN PUBLIC SCHOOLS. 49 wholly) of the brain through the senses; in hand-work the training is mainly (though not wholly) of the brain through the hand. If one is mainly observing and thinking, the other is mainly thinking and doing. It is impossible to doubt the importance of hand training from this point of view. All admit the absolute necessity of the use of the hand in the brain culture of the child. All now admit also that the best scientific culture in the university require the use of instruments of research—the microscope, telescope, the balance, the measurers of force of many kinds. But in the whole wide space between, viz., in the school and the college, this great agent of culture is wholly left out. Now, I am quite sure that for every grade of culture, whether of the individual or of the race, there is a corresponding grade of hand-work hecessary for the best brain culture. In the child of pre-school age and in the savage and in palaolethic man it is the simple use of the hand or assisted by rude implements. In the school boy or girl, as also in the next higher grades of races, it is by use of those finer imple- ments, which we call tools. In the university as in the most civilized races, it is by the use of scientific instruments and machines. The three grades of hand-work, then, are use of implements, tools, instru- ments. ‘That specially adapted to the schools is the use of tools. But not only is hand training in the schools an immediate and very urgent want, but by the necessary differentiation of human pursuits and the increasing divergence of school life from actual life, is becoming more and more so every year. It cannot be put off long, there must be a return to natural methods. In this separation of school methods from nature and their final return, I see an illustration of a universal law running through all things human. Man must make his own posses- sions of all kinds, not merely inherit them. We lose or forfeit our inheritance in all directions, only to recover it again by conscious voluntary effort, i. e., by reason. For example, man forfeits his pra innocence inherited from the animal kingdom. He must recover it again in the higher form of virtue—by reason. Alas, how imperfect is vet the recovery! He forfeited his inherited instinctive wisdom. He must recover it again in the higher form of science—by reason. He forfeited his bodily vigor and perfect health, acquired by natural selection and inherited from animals. He must recover it again, by perfect knowledge of the laws of health and a perfect living according to these laws, i. e., by reason. On every side a fall, and a recovery on a higher plane, by the use of reason. Ina word, in all directions, by artificial life, by civilization, man separates himself from nature and forfeits the advantages which belong thereto, only to recover, by reason, 50 THE PACIFIC EDUCATIONAL JOURNAL. a higher nature. This is the whole mission of man, the whole significance of human life. Now, in the matter of education the same law holds. We have forfeited by our artificial book-methods that perfect nature culture which comes of co-operation of sense and brain and hand, and have only begun to recover it again, by reason. The recovery commenced by Pestatozzi and Froebel is now continued in the movement for sense and hand training, and will still continue until our education is again based wholly on nature, but a higher, an ideal nature. Moreover, a right education is the most fundamental means of recovery in all other directions, for it is the development of the only agent of recovery, Viz., reason. Such sweeping changes as those I am urging, I know, cannot be made in a day. All progress comes by evolution, and evolution by the integration of small modifications. But it is necessary to have a true ideal and to keep it steadily in mind as the goal toward which we strive. It may be that hand-use will be sufficiently practiced in laboratories— physical, chemical, and especially biological. If so, it may not be necessary yet to make it a separate department, but eventually I am sure it must be. Again, it may be that country boys and girls will get much practice in hand-use on the farm and in doing chores about the yard, the stable and the kitchen, and in the enforced manufacture of articles necessary for games and sports, i. e., marbles, kites, balls, tops, bows, arrows, etc., and the necessity may be less urgent in the country schools. But, alas, for city boys and girls, who can buy everything they want! What training of hand and eye do they get if they get it not in the schools? For, in the case of the man, indeed, I know full well it is better that everything should be done for him except his own special work. His mind and time is thus set free for more and better special work. But for the child, whose life is not special work, but training, education, culture, this would be bad indeed. He should, as much as possible, do everything for himself. I insist, then, on the prime importance of hand-training as well as sense-training—the cultivation of the executive as well as of receptive power, of the faculty of doing as well as of observing. If some object, that some other form of doing such as are already used in the schools, will serve as well, I answer that as the simplest form of the exercise of the receptive power is sense-use, and this therefore must form the basis of this side of culture, so the most elementary form of the exercise of the executive power is hand-use, and this therefore is the only true basis of this side of culture. If, therefore, this side of culture fails to be sufficiently developed out of school or in the school laboratories, then it must have SENSE AND HAND-TRAINING IN PUBLIC SCHOOLS. 51 its place as a separate department in the school. As to the best form of hand-work I say nothing. I leave this to those better acquainted than I with practical details. It is generally conceded, however, that different forms of tool work in wood and iron serve the best purpose. But let me insistagain, lest I should still be misunderstood, that the prime object of such hand-training is not its utility in the ordinary sense. Such utility may be and is no doubt a great advantage, but this is wholly subsidiary to the main object, which is mind training through hand- work. The prime necessity of both hand-training and sense-training in the | schools is of course based upon their being fundamental activities. But there are many subsidiary advantages which flow from this fact. Not the least of these advantages is that they give reality and interest and meaning to school work, and. still more, that they give independence and self-reliance, and thus develop character. The whole tendency of school work at present is in the other direction. It is so formal, it deals so much with words and ideas, and so little with things; it is, in many ways, so different from natural child-life, that often in the strongest characters—leaders out of school—there grows up, first a dislike then an unconquerable repugnance to the school room. In others there results a still worse evil, viz., a complete submission to mechanical drill, a working of the mind only in ruts, and finally a loss of inde- pendent, spontaneous activity and natural mode of working of the mind. If such mechanical drill-method commences at five or six and continues to sixteen or seventeen it is impossible that the spontaneous activity and natural spring of the mind should escape serious impair- ment. So great do I think this danger that I am wholly opposed to early schooling, unless it be in the kindergarten. If there be any chance of culture at home, however desultory, I would not send a child to public school as now organized before twelve. We then give a chance for healthy growth and spontaneous activity, which can not be easily quenched. After this, the rigid discipline of the school will have a most wholesome and strengthening effect. Such a boy will lag a little at first—will find it hard to fearn to work in ‘harness—but soon the advantages of early spontaniety, the invigorating effects of early wild-colt freedom will show itself. He will distance competitors, especially in the higher education and in life. I might add still other advantages of sense-training, which, if real, are simply beyond all estimation. Accurate, conscientious, honest hand-work I believe tends to honesty of thought and character. Daily truth-seeking in the Tog | - — rl pe TR Rh A EA : a a ————————— EEN ei spr Ag ee 52 THE PACIFIC EDUCATIONAL JOURNAL. laboratory tends to truth speaking in the world. But to follow up this thought would lead me too far. Finally, in proof of the foregoing, I might give an account of the successful operation of schools with manual training department in our own country as well as abroad. But there are others who can do this much better than I. I have dwelt mainly upon fundamental principles. The carrying out of these principles in detail I ledve to others. I regard it as a real mis- fortune that I have never had any experience in the school room. Such ‘experience is very important even to the thinker and writer on educa- tion. It is absolutely necessary in carrying out principles in practice. A113] can hope for on this occasion is to have scattered some seed- thoughts which falling haply upon good ground may spring up and bear fruit an hundred fold. LESSON ON ALCOHOL. 1. Diagram.—Mhake a rough drawing of the stomach and iver on the blackboard. ‘Tell thé children about the lacteals that ligK up the food and carry it into the thoracic duct. Show them from ydur figure where the duct empties its contents into the liver. When this fluid, or blood, reaches the liver it is carried by veins that divig€ and sub-divide into all of its parts until it reaches the minute We 4 of which the liver is chiefly composed. ‘There it meets with mapy changes. New material s formed out of the substances In it... Some of it is taken up and sent by way of the gall back into the ines to help in changing more food into blood. Substances that _injurious or are not needed in supplying the system are taken up and “discharged. ‘Then the blood is again collected into other veifis and passed out of the liver through another channel into the heart, ready to circulate through the body. 2. Diseases of Liver-—Alcohol’s Effect. —A\ great deal of work is done by the liver. Sometimes it is overworked aud becomes diseased. Then it refuses to Carry away the bile, and the Rerson has a “liver complaint.” It 1n6 longer cleanses the blood and the Noisons are carried to different parts of the body ; sores break out. ‘Th matter carried Hel OLASSIOS FOR CHILDREN. Choice Literature, Full N ze Type, Good Paper, Introduction Prices are Given—first of the cloth edition; second, of the board - edition. : Hans Andersen’s Fairy Tales.—Illustrated. First series, Supplementary to Third Reader........... be aad Wosaes way nas : Second Series ..... Eh favhtor 130 Sg Asop’s Fables. Ilustrated.................coco00e ea er Hy Sete Kingsley’s Water Babies. Illustrated King of the Golden River. Tlustrated........... Swiss Family Robinson. Illustrated Robinson Crusoe........c.... Kingsley’s Greek Heros. 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This includes Shorthand, Type Writing, * Telegraphy, Single and Double Entry Bookkeeping, as applied to all depart- ments of business ; Commercial Arithmetic, Business Penmanship, Mercantile Law, Business Correspondence, Lectures on Law Business: Forms, Actual Business Practice, Railroading, Brokerage and Banking, English Branches, Drawing, and instruction in French, German and Spanish. Send for circular to E. P. HEALD, President. C. S. HALEY, Secretary. Sh Es A SER BT - - = Business College Sn sar a3 mata a Cp Shes Sn I a ar Er rir Sh CSS eo = 52 THE PACIFIC EDUCATIONAL JOURNAL, laboratory tends to truth speaking in the world. But to follow up this thought would lead me too far. Finally, in proof of the foregoing, I might give an account of the successful operation of schools with manual training department in our own country as well as abroad. But there are others who can do this much better than I. I have dwelt mainly upon fundamental principles. The carrying out of these principles in detail I leAve to others. I regard it as a real mis- fortune that I have never had any experience in the school room. Such experience is very important even to the thinker and writer on educa- tion. It is absolutely necessary in carrying out principles in practice. ANSI can hope for on this occasion is to have scattered some seed- thoughts which falling haply upon good ground may spring up and bear fruit an hundred fold. LESSON ON ALCOHOL. Diagram.—Make a rough drawing of the stomach and diver on the blackboard. ‘Tell the children about the lacteals that lick up the food and carry it into the thoracic duct. Show them from do figure where the duct empties its contents into the liver. When this fluid, or blood, reaches the liver it is carried by veins that divide and sub-divide into all of its parts until it reaches the minute cells, of which the liver is chiefly composed. There it meets with many changes. New material s formed out of the substances in it. Some of it is taken up and sent by way of the gall back into the intestines to help in changing more food into blood. Substances that are injurious or are not needed in supplying the system are taken up and discharged. Then the blood is again collected into other veifis and passed out of the liver through another channel into the heart, ready to circulate through the body. ». Diseases of Liver—Alcohol's Effect. —A\ great deal of work is done by the liver. Sometimes it is overworked and becomes diseased. Then it refuses to carry away the bile, and the ‘person has a ‘‘ liver complaint.” It no longer cleanses the blood and the poisons are carried to different parts of the body ; sores break out. The matter carried CLASSICS FOR CHILDREN. Choice Literature, Full Notes, Large Type, Good Paper, Firm Binding, Low Prices. Introduction Prices are Given——first of the cloth edition; second, of the board edition. Hans Andersen’s Fairy Tales.—Illustrated. First series, Supplementary to THirAReader. . «vse sss sss snsunvanernyarsngnnsetyninrs Secon Serer ». «xv: bnsssavirs rv sane onswarnnsuss esr tn? ie) 50c—40c Asop’s Fables. Illustrated 50¢--35¢ Kingsley's Water Babies. Illustrated 50c—35¢ King of the Golden River. llustrated d Swiss Family Robinson. Illustrated Robinson Crusoe Kingsley’s Greek Heros. Ilinstrated Lamn:b’s Tales from Shakespeare Martineau’s Peasant and Prince Scott’s Tales of a Grandtather 50c—40c ¢¢ Lady of the Lake H0c—35¢ $ : 60c—50¢ ¢. 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This includes Shorthand, Type Writing, Telegraphy, Single and Double Entry Bookkeeping, as applied to all depart- ments of business ; Commercial Arithmetic, Business Penmanship, Mercantile Law, Business Correspondence, Lectures on Law Business Forms, Actual Business Practice, Railroading, Brokerage and Banking, English Branches, Drawing, and instruction in French, German and Spanish. Send for circular to E. P. HEALD, President. C.S. HALEY, Secretary. The Bancroft Company A @ Have purchased the entire establishment of A. L. BANCROFT & Co., and have located their place of business in the History Building, 721 Market Street, San Francisco, erected upon the site of the Bancroft INTELLECTU AL V ALUE Building, burned April 3oth, 1886. It is the purpose of the BANCROFT COMPANY to carry a complete stock of School Library a5 : : off = - Stationary, MANUAL TRAINING B k ’ | pid i Sl 8 Globes [REESE PUINTING Maps, 2 a J a BER 51ND NG, Charts, [| ACICHRNIL EN —— Kindergarten Goods, School ES Desks, §= —AND— General | School Apparatus. | qs . a . » E . y K : The business conducted will be upon a high plane of respectability, efficiency and popularity SIs Wi Vs gli PANY i ited States. ; . S11 & CO} NY. second ta sone fn th Xena constant effort to make the place an attractive rendezvous for all 1880. lovers of books and all interested in novelties and the latest styles of goods in their line. 4 smgk ; "reachers, School officers and Friends of Education are cordially invited to visit them and make The Cotubia Press. it your headquarters when in the city. Address : THE BANCROFT COMPANY, Publishers, Booksellers, School Furnishers, Etc., 721 Market St., History Building. San Francisco, Cal. : A REPLY. By C. M. WOODWARD, PH. D.,, ¥ x DIRECTOR OF THE MANUAL TRAINING SCHOOL, WASHINGTON UNIVERSITY, ST. LOUIS, MO. “a SP FIR Es itis [Reprinted from THE TEACHER, February and March, 1889.—New York: 39 West 14th Street.) A Ts fllss- «ow issn EE = = = ak Fre - == » = \} EN same , _ . — EL LL oo BR TTT TR ae J Th I Re i. La i INTELLECTUAL VALUE MANUAL TRAINING A REPLY. By C. M. WOODWARD, PH. D,, DIRECTOR OF THE MANUAL TRAINING SCHOOL, WASHINGTON UNIVERSITY, ST. LOUIS, MO. THE TEACHER, February and March, 1889.—New York: [Reprinted from 39 West 14th Street.) NEW YORK: SIMPSON & COMPANY. 1889. The Columbia Press. a i GH A THE INTELLECTUAL VALUE OF MANUAL TRAINING. Philadelphia, on Manual Training.* Perhaps I should not at this late date attempt to reply to it had I not also seen repeated references to it in which his conclusion, —that «the influence of manual training for the culture of thought- power is sO insignificant as to be hardly worth mentioning,”’ — is quoted as though there was nothing more to be said. A country editor in Illinois says that since Dr. Brooks has given his verdict against manual training its friends have nothing left to do but fold their tents and silently steal away. Before going I wish to say a few words. So fair and excellent a man as Dr. Brooks would, I knew, write in a most admirable spirit ; and he did. He plainly intended to do full justice to manual training, and to the ex- tent of his experience with it he possibly did ; but every one who has actually seen and known what manual training is, must see at a glance, and with keen regret, that Dr. Brooks knows little of the content and methods of manual training. To be sure, Dr. Brooks claims to be in favor of manual training, and he takes the very sensible ground—not always taken by educational people—that “ the object of the public school is to prepare pupils for life ; that the possession of manual skill is preparation’’; and that, therefore, the public school should make some provision for such training. ‘The practical value of a knowledge of tools is so great that he re- gards‘‘ manual training as almost indispensable in the educa- tion of boys and girls.” This conclusion is in my judgment correct. ‘‘ Some pro- vision’ should undoubtedly be made for such training inthe public schools. I do not say that every public school should [ ONLY recently saw the article of Dr. Edward Brooks, of *See New York School Journal for Augu 25. 1888. A 4 have a shop and teach the use of tools. 1 do not advise rash changes in present courses of study, nor would I put upon teachers a kind of work they are incompetent to do. I do not hesitate to say that our schools, public and private. are far from perfect, both in the training they aim at and in the methods they employ. T I am, however, opposed to violent changes and to rash experiments. I do not advocate methods of uncertain value, nor do I advise the introduction of manual training without due thought and thorough prep- aration. Its intoduction into existing courses of study must be gradually effected even in the higher grades. Every boy in his teens should have systematic manual training, and no instrumentality, no opportunity can compare with that of the school for giving it. Moreover, it can afford all that is generally desirable without loss of dignity or efficiency in other directions. Eventually some manual elements, duly modified, should appear in all the grades, but it is folly to insist that manual training properly so called should at once be put into all the grades or none. When schoolmasters get together and vote against the immediate and general intoduction of workshops into all grades of the primary and grammar schools in both city and country, they are doing just what I should do were the question submitted to me. But my present interest is largely in Dr. Brooks's opinion and arguments. Although he sees that manual training has economic value, and very properly allows that fact to be an argument in its favor, in accounting for its practical value, he dwells upon such trivial matters that one must almost blush for him. He speaks, for instance, of driving a nail here, fastening a door-knob there, screwing up 2 hinge, mending a trunk, etc. He evidently has no idea of the economic value of that power of mechanical analysis and synthesis which 's the unfailing fruit of a proper manual training, and which easily enables its possessor to grasp the conditions of success in dealing with the dynamic parts of manufacture, agriculture, and commerce. The practical value of manual training is not easily measured. It is greater and wider and deeper than any of us have thought. Like the practical value of arithmetic, geography, history, writing, and composition, it is obvious in every occupation +1 think I am entitled to speak of and for the public schools. My ante-college training was gained in public schools, and for thirteen years 1 was connected wit them as teacher or director. 1 am now sufficiently outside of them to be free from all bias of personal interest, and yet close enough to study them minutely. 5 and on every field of human activity. Its beneficiaries are not to be numbered by counting the members of this and that class in the Census Report. All classes and all indi- viduals are certain to reap practical benefits from their knowledge of modern tools and mechanical methods. The Intellectual Value. _But Dr. Brooks thinks we claim too much for the mental discipline afforded by manual training. In support of this position he gives an ‘‘analysis of its influence upon the different faculties of the mind,— perception, memory, imag- ination, generalisation, judgment, reasoning, etc.”’ His argument run thus: So : PERCEPTION. «So far are discipline of the percepti i can give just as wy ee on ing it, and much more in the same time. A boy who "has never nade 2 piece of dovetalng can have as clear an idea of it as one And again: “A few minutes of careful examination of a piece of dove-tailin would give as i 2 » nag ey Sissy Sn is ot Je process as several days’ labor Parallel statements will best show how far from the truth these assertions are : A boy who has never played a certain piece of music can have as clear an idea of it as one who has played it through / A few minutes of careful examinatian of a map of a country would give as clear an idea of it as several days’ labor in drawing its outline and locating its rivers, mount- ains, towns, etc. ! And, a few minutes of careful examination of a piece of physical or chemical apparatus would give as clear an idea of the process of using it as several hours’ labor in perform- ing experiments with it! Are not my statements as fair and resonable as his? And vet how false and even absurd they all are! Please observe that he speaks of a clear idea of a process,” which he thinks can be got from ‘a careful examination of a piece.” The details of a process may be the object of study and ob- servation as well as the details of form, and the intellectual operations involved are far more important, as may be easily shown. In fact, there is an intermediate exercise between examining a piece of work and making it, which is also of intermediate value intellectually. I refer to the exercise of 3 ¥ — Fe = a= iE 6 preparing an accurate drawing of the piece. There are then three exercises in the form of a logical series: (1) Examin- ing the piece; (2) drawing the piece ; and (3) making the piece : and the degrees of intellectual activity involved form a corresponding series. Let us consider them in order. (1) In examining a piece of finished work one notices only the facts of its form, color, and possibly the materials. And these facts are seen qualitatively, as it were, not quanti- tatively ; that is, he notes the dimensions of edges, angles, and surfaces only approximately and in a general way. (2) Now suppose he makes a scale-drawing and “figures’’ the same ; every detail of the piece is to be measured, the scale is to be applied, and the proper length is to be put down on the drawing ; then to make assurance doubly sure, actual lengths and angles are indicated in figures. The impres- sions thus made upon the mind are much deeper and more lasting than could result from an examination without draw- ing. Moreover, the draftsman draws several * views’ and, perhaps, sections, each involving the process of abstraction and mental picturing in which the quantitative relations are necessarily prominent. : (3) Now, finally, consider the making of the piece. Forms and dimensions are still of vital importance, but they are by no means all. Here come in elements that neither the examination nor the drawing possessed. Not only the properties of the materials, the nature of the tools, and the methods of their use, but the sequence of steps and the rea- sons for that sequence are brought vividly before the mind. This is an exercise in logic, either in the recognition of rea- sons for previous judgments, or in forming judgments for one’s self. It is therefore difficult to compare the intellectual activity involved in making a piece from one’s own drawing, with that involved in a mere examination of the finished piece, sO immeasurably greater is the former. [See Appen- dix.] But it may be answered that nothing was sought but a general idea of the finished piece; that the details of the process of its construction are of no great value to the ma- jority of students. I think that no one can thus an swer after reflection. To mea thorough knowledge of a process that is to produce a result is of vastly greater worth than anything that a superficial examination of the product can yield. To know /kow and why and by what forces things become what they are, is to begin to solve the universe, and every act of logical quantitative. construction is training to 7 that end. If Dr. Brooks supposes that our students make dove-tailed joints for the simple purpose of learning what dove-tailed joints are, he is very wide of the mark. MEMORY. “In respect to the memory, manual training gives little or no discipline to it as compared with the other studies of the public Thus briefly does the Doctor consider memory. Now, I do not claim that in manual training there is much practice in memorizing things which are feebly associated, such as : the names of persons and places ; rules one but partly comprehends; the forms and definitions of words which are unfamiliar and apparently arbitrary ; etc. The manual teacher rarely asks his pupils to commit to memory the details of a process, the reasons for his choice of tools, the order he adopts in the execution of an exercise, and the new words he uses. The pupils remember them as matters of course, and when required to write them out days afterwards they often do so with surprising accuracy. But perhaps Dr. Brooks does not think the memory exercised by such mat- ters, nor unless the mind is employed in efforts to retain words, statements, and ideas from the printed page. A stu- dent once told me that it was impossible for him to remem- ber the forms of irregular French verbs. He read them over and immediately forgot them. I asked him if he ever forgot how to set up a battery. “No,” said he, promptly, «T never forget what I do with my hands.”” There is plenty of practice at remembering things in manual training, but the pupils remember them without trying, so vivid are the impressions on their minds. The matters remem- bered usually stand in the relation of causes and effects, and the recognition of such relationships is in itself valuable mental exercise. IMAGINATION. Dr. Brooks's entire argument under this head is : «The use of tools affords but little discipline to the imagination compared with literature, history, etc.” Doubtless the cultivation of the imagination in a labora- tory differs from that gained in literature, but it is not the less valuable. The truth is, tool-work and shop-drawing train the imagination most efficiently and in a most useful direction. The clear mental images which graduates of the Manual Training School are able to form of purely idea) IR TR i A A POT BG 3 Sma OTE SIE FELL ES . Bub Tt As sary it eu Ss SEE Ren TS ea 8 things often create surprise, but they fully explain the ad- mitted fact tat manual graduates, whether in higher educa- tion or in places where the great world works, grasp the conditions of new and useful problems much more quickly than do those whose training has omitted the manual ele- ments. Manual training begins most successfully that culti- vation of the scientific imagination which Tyndall says is the essential condition of the best work in scientific research. GENERALIZATION. All that Dr. Brooks says under this head is, that manua training ‘‘ gives no culture whatever to the power of general- ization.”’ This statement must greatly astonish every teacher of a manual training school. From the first touch of tool to stock, the boys,—like the blind men who went to see the ele- phant,—begin to generalize ; and though, still like the blind men, they generalize correctly from their standpoint, a new standpoint compels a new and wider generalization, and so on without cessation or limit. The value of their generaliza- tions is in proportion to their experience, and hence arises one explanation of the practical advantage the manual gradu- ate has over those who lack his experience in dealing with real, concrete things. The properties of materials ; the re- lations of friction to pressure and to heat ; the influence of heat upon iron, upon steel, upon wood, upon watery solu- tions ; the relation between cutting edges and the properties of the material to be cut ; the effect of lubricants ; the rela- tions of shapes to strength ; the class of cases when this tool, this process, this material, this color (in tempering steel), this tint (in drafting), this projection (in drawing), is to be preferred to that ; the ways in which persons of certain men- tal habits and mental furniture will be affected by certain difficulties ; the conclusions which persons in certain posi- tions and in the face of certain influences are almost sure to draw ; just * where and why the shoe pinches,” etc., etc.; such are some of the more obvious opportunities for general- ization which are actually forced upon every student in a well-conducted series of shops. * * ¢ The mortise and tenon are not simply two bits of wood fitted to each other, but an embodiment df a thought covering a host of necessities in building. The process of generalization must have reached out towards these many applications, for the work does but little in the way of education. With this the work gives precision to thought.””—Address of President Fairchild, of Kansas, in San Fran- cisco, July, 1888. 9 JUDGMENT, REASONING, ETC. Dr. Brooks's analysis of the effect of manual training closes as follows : | “The use of tools requires some exercise of judgment but very little of the power o reasoning, especially as compared with arithmetic, grammar, algebra, geometry, natural philosophy, etc. for the culture of thought-power, therefore, including abstraction, generalization, judgment, and reasoning—the most important part of intellectual training—the influence of manual training is so insignificant as to be hardly worth mentioning.”’ Dr. Brooks lives in Philadelphia, where, as I have every reason to believe, there is a manual training high-school un- der excellent management. Has he ever made a careful study of that school? Does he know from personal obser- vation anything of the mental activities of the students while receiving instruction or engaged in practice in the labora- tories of that school? Has he had charge of shop-trained * students in his favorite branches of mathematics? I think he must answer, No; otherwise he could never have written the above. One’s power of thought depends largely upon the way in which he interprets what he sees, and upon the fullness and clearness of his mental concepts, especially upon his recogni- tion of the relations of cause and effect. A course of reason- ing is like a train of wheel-work where each ““driver’’ and ‘«follower’’ serves both to transmit and to modify motion and force; or like a series of manual exercises which form a logical sequence, like drawing, pattern-making, molding, casting and finishing. Such a series more or less extended every manual boy must go through before his course is com- plete; and he never loses sight of the necessity of adapting means to ends. My observation is that such training is highly conducive to vigorous, manly, logical thinking. What I have already said under Perception and Memory shows plainly that the shop of a manual training school en- courages and stimulates thought. It is true that though the shop atmosphere conduces to active and correct think- *By ‘shop-trained’’ I mean actually #rained in the theory and use of tools. I do not mean that system of no-training popularly called ‘‘apprenticeship’” where the boy is uniformly knocked about from one form of drudgery to another, and as uniformly not taught; where, to quote the London Journal of Education, ‘‘if a young man asks an old one why this or why that is done, he gets the answer: {Tha want ta know ta mich. Tha do exactly whata tell tha, and tha’ll do reet.””’ Such methods make boys Sipid by re ressing their natural appetites for correct reasoning. This resort to aut ority, without reason, reminds me of the days when I was learning to scan Latin poetry. If we could not find the rule which made (sic) the quantity of a syllable what the meter required, we always fell back upon the convenient explanation : *‘ It was so by authority.” er TE eet or ei ie Ee BE BS a UE A a | | iH & 4 jo er x 1 i] 4 I0 ing, it is not the business of the shop to call attention to the mind’s activity: that belongs to another department of edu- cation. Manual training is only one part of education and on the whole a small part. I do not find it necessary to contrast the mental effect of tool-work with that of mathematics or literature. All are necessary in a rounded education, and in spite of Dr. Brooks's rather ambiguous assertion that ‘more mental discipline can be given in the same time without manual training than by any system of training in the use of tools that has ever been devised,” I unhesitatingly declare, with- out fear of successful contradiction, that in the case of a boy in his teens, taking him day by day during his school term, more mental discipline can be given by combining manual training with the study of mathematics, science and litera- ture than by omitting manual training and giving the atten- tion exclusively to the other subjects. Intellectual growth is not to be gauged by the number of study-hours, nor by the length of recitation. So long as one gives undivided attention to his work his mind grows. When attention flags or is divided, healthy growth stops. The statement is equally true for the lad who pores over books and the one who handles tools. If either is kept at his task after his lively interest has ceased, he forms the stupefying habit of thoughtless, unintelligent action which approaches automatism, and which is fatal to intellectual progress. It is for this reason that over-schooled pupils and drudging apprentices get on slowly mentally. Their chief interests and their chief enjoyments are outside their line of study and their daily toil. The sharp distinction modern society makes between the boy who works with his hands and the boy who works at his books has driven both to extreme positions which are unfavorable to the healthy de- velopment of either. There is no question but that the un- taught, unreasoning, unscientific laborer is extremely stupid; neither is there any doubt that bookish people whose per- sonal experiences are at a minimum, whose ideas and opin- ions and convictions (?) and information are derived from books and the statements of others, are extremely stupid and helpless when face to face with the world for which their education is supposed to fit them. I have thus taken up Dr. Brooks's mental analysis point by point, and found his assertions unfounded and his argu- ments weak at every step. And yet I feel that I have not Ny Y ov NN da d Re II = put my best foot forward. The healthy mental activity which invariably accompanies properly selected and skillfully conducted tool-exercises is more easily recognized than ex- plained. The living reality of the students’ work; their natural craving for physical activity and personal discovery; their recognition of economic bearings; and above all, the thought-provoking character of the principles of mechanics, all stimulate the mind. It has been well said by one who makes the comparison suggested by Dr. Brooks: “The intellectual culture of active art is far more vigorous than that of literature. In literary culture we feebly and indefi- nitely grasp ideas by their association with printed words. There is no life, no force in the object of our study. In industrial art we are continually stimulated by the presence of the object, and the operations we are performing, and our perceptions are clear, positive, and exact. The concen- trated attention, the close observation, the ingenuity, inven- tion, and judgment in use in art are far superior as mental discipline to any that literature can give.”” The word ‘‘art’’ is here used in the widest sense. Are Skillful Teachers Necessary 2 But the crowning fallacy of Dr. Brooks's essay—and one which I think he will on second thought discard, is found in the following sentence: « For real valuable discipline, I believe that a boy in his father’s working without a teacher, will gain more mental develop- ment than when under the more skillful guidance of a teacher, though of course what he produces will not be so perfect.” To show the utter absurdity of this belief, I will make further use of the argument, reductio ad absurdum, and in- troduce some perfectly fair parallel statements which I wish the reader to weigh carefully: For real valuable discipline, ] believe that a boy in his father’s mathematical library, working without a teacher, will gain more mental development than when under the more skillful guidance of a teacher, though of course his mathematical style will not be so elegant! For valuable discipline, I believe that a boy in his father's classical library, working without a teacher, will gain more mental development than when under the more skillful guid- ance of a teacher, though of course his translations will not be so perfect! : In one rash sentence Dr. Brooks undermines all school Tr Tee s = iE = Lo PEL rn seme Ee = i. , E ? a at == ” EE > A ti Sy EE Rota YER BES SHER EEA EET 12 education. If what he believes is true, then my parallel statements are true, and so are others like them, and we are forced to the conclusion that in all studies where the ‘ pro- duct’’ is of no account, and where the sole end and aim is “valuable discipline’’ and ‘‘mental development,”’ no teachers are needed. All that is necessary is to turn a boy loose into libraries, museums, cabinets, gardens, laboratories, music-rooms, and tool-shops, and he will fare better znfellec- tually than under * the skillful guidance of teachers.” To such dire conclusions must logic lead him! But I am sure that Dr. Brooks holds no such views. How then can we explain his position? What is the missing premise which he used in the case of the shop but would not use in the case of the library? Dr. Brooks is fond of formal syllogisms, and possibly he reasoned thus: 1. When the appliances employed in education explain themselves sufficiently for the most valuable discipline and the best mental development, the skillful guidance of a teacher is not necessary. ». In the case of a tool-room, the ideas involved in the construction of the tools and the methods of their use occur sufficiently for the best mental development to the mind of a boy when left to himself. 3. Therefore, in a tool-room a boy does not need the skillful guidance of a teacher. I submit the above syllogism as an analysis of the Doc- tor's unconscious reasoning. He could have reached his conclusion in no other way. If I am correct—and I think I am,— I object most strongly to his minor premise. The ideas involved in the construction of tools—and tools are crowded with ideas,—are by no means obvious to the average boy. Under the guidance of a skillful teacher a student recog- nizes qualities in right methods which he never would dis- cover for himself; and this is as true in a tool-laboratory as in a chemical laboratory or in the class and lecture-room. Nothing so stimulates intellectual life as intellectual life, and a skillfully guided class in tool-work is full of intellectual life. As I said, the tools are full of ideas,* and those ideas are directly related to the materials to be wrought and to the correct use of tools. Without that correct use the ideas involved will not be recognized. When, however, under * ¢ The long tradition of innumerable ages and the vast accumulation of tech- dical wisdom that are manifested in the various handicrafts have always been in- teresting to me.”’—‘* Hogg's Life of Shelley.” 13 skillful guidance the boy with his own hands realizes correct methods of using tools, he unlocks the secrets of their con- struction, and the thought of the maker or contriver stands revealed with a vividness which makes the impression last- ing and the enjoyment keen. A skillful teacher transforms a shop. It is no longer a place where tiresome work is done, where one’s fingers are soiled, and one’s palms are made hard. It is a mine of valuable ores and precious stones which may escape the un- taught, but which richly reward the efforts of the skillfully trained. I asked a student recently—and a very excellent student he was in geometry, Latin, and sciences as well as in drawing and shop—which of all his exercises he enjoyed the most. At the moment, I was thinking particularly of his Latin, which I knew he liked exceedingly. He began his answer half apologetically : Well, of course, one can’t help liking shop » Now why? That enjoyment comes from no shallow curiosity or fancy which would not have survived a single week. This boy was in his third year in the school, and his shop work was at the time in the machine shop, where powdered metal and oil combine to soil one’s hands and garments, and where all the work for the term was upon abstract school exercises devised by the teacher to embody as much experience and as many principles as pos- sible. ~ It was clear that his interest and enjoyment sprang from the fresh ideas he was all the time meeting, and from daily discoveries, under his teacher's skillful guidance, of new functions and new powers in tools, which he would never have found out by himself. No, the Doctor’s premise is wide of the truth, and hence his conclusion is wrong. He must still believe with me, that education in all its fields is a science; that there is still need of the guidance of skillful teachers; and that it is to such institutions as that which he has conducted so efficiently that we must continue to look for that training which is to produce the skill requisite to a successful teacher. 14 15 bent from each other so that they may be heated separ- APPENDIX.—THE DETAILS OF A PROCESS. 1 HE vast difference between the mental phenomena gins aroused by the examination of a finished piece and those which accompany its actual construction is well illustrated by the following ex- oy ercise in steel forging. It is [+—— 1k%—— an exceedingly difficult exer- cise and should not be given to boys of sixteen till they have had considerable practice in managing the forge, and in drawing and bending steel. It is first executed in lead where the steps are nearly the same . as in steel, and with which the greatest deliberation may be exercised while the details of form, force, and motion are studied. It is also proper for me to add that the instructor not only makes and explains be this series No. 1. of drawings to his class, but he executes the fork in both lead and steel. With the latter material the greatest care is to be taken that it is not burnt by too high a heat, nor broken and split by being wrought when too cool. Sketch No. 1 represents the ‘‘ stock ”’ used, which consists of a piece of steel boiler plate, 3” long, 1%” wide, and 5-16" thick. No. 2 shows the use of the fuller,” followed by ‘‘drawing’’ the shank to a uniform size which shall fit the ‘‘grip”’ No. 5 shows how the arms are of the tongs. To save room, the shank successively ‘‘ punched’ and split. or handle is made short in all the sketches. No. 3 shows the use of the ‘‘ punch” and the ‘¢ chisel.” No. 4 shows how the arms must be No. 6 shows how the outer prongs are bent away so that the inner ones may be heated and finished separately. No. 7 shows how the inner prongs are “‘drawn’’ to their final dimension, any spare material being cut off. BE a No. 8 shows more bending by which the inner prongs are finally adjusted, and the outer ones are brought into po- sitions for heat- ing. 18 Nos. 9 and 10 show that the outer prongs have been drawn, bent into position, and cut to proper length. " No. 10. No. 11. No. 11 shows how the shank itself, after having served its purpose in affording a working handle, is in turn heated, drawn, and flattened to its final shape. The total number of heatings, more or less, is from sixty to eighty. When I asked the boy who made these pencil sketches for me how many times the steel went into the fire he sat down, sketches in hand, and deliberately went over the entire process in memory, and counted nearly eighty heats. More practice would enable him to diminish the number. I9 It is possible that the reader who has thus far followed me may flatter himself that he ‘‘ understands the exercise per- fectly,** and that he would gain little in knowledge of either principle or methods by actually executing the piece. If such is his thought, let me say that he is almost as far off the track as Dr. Brooks himself, and that a boy who has successfully *‘done’’ this steel fork, has a knowledge of it as much superior to that of a mere reader of this article, or of an observer of a finished fork, as a veteran soldier’s knowledge of war is superior to that of a mere reader of Tactics and Grand Strategy. BE x iF 1 po S| eat Sere SB UREA SRA D.C. GILMAN, LL.D, President of Johns Hopkins University THE PUBLIC SCHOO. - . BY H. H. BELFIELD, Ph.D., Director of the Chicago Manual Training School oh EDITED BY NICHOLAS MURRAY BUTLER, Ph.D., President of the Industrial Education Association INDUSTRIAL EDUCATION ASSOCIATION JANUARY, 1888 Cs Ld me SUE = pa Se a MONOGRAPHS OF THE INDUSTRIAL EDUCATION ASSOCIATION. Entered at the Post Office at New York BI-MONTHLY, VoL. I. N 0. I. § City as second-class matter. } PRICE, $1.00 A YEAR. A PLEA FOR THE TRAINING OF THE HAND BY D. C. GILMAN, LL.D., perm President of Johns Hopkins University ” To which we reply that we have Sway dss tinctly stated that we do not attempt to teach tra 5 Ve seek intellectual training through the eye and han ; oo hand is but the agent of the brain, and the training o je hand is Zpso facto a training of the brain. We take Sheen) care to avoid the automatism of the skilled mei as by presenting to the boy a carefully graded Serisso See cises, seek to keep his mental faculties constantly o tl there is another view to be taken of this subject. If the aim of education is preparation for life, it should liye in view the development of the power of selhsuppont. know the outcry raised against this view of education, bu I cannot resist the conviction that it is a factor of prime foe portance. Admitting everything that is said regarding the and Manual Training. 23 high aims of education, the development of the immortal spirit within, and all of that, the fact remains that every ‘man ought to be able to support himself and his family by honest labor, and that the great majority of men do support themselves and their families. The number of men who live on the accumulation of their fathers is comparatively small. The number who, as paupers and criminals, subsist on the honest earnings of others, is much larger than it would be if the youth of the country had been taught to carn an honest living by the labor of their hands. The Talmud well declares, “ When a man teaches his son no trade it is as if he taught him highway robbery.” There are more than ten millions of children in the public schools of the United States, of whom certainly two and a half mil- lions must support themselves by the labor of their hands. The state is spending many millions of dollars every year to develop the brain power of these children. And the state does well. But it would do better if it should also spend something to develop the immense amount of hand- power which is almost wholly neglected. The average age at which children leave school is thirteen years. It has long been a mystery to many good people why they refuse to stay longer, refuse to complete the grammar school Course, and to enjoy the “ sweetness and light” of the high school. The reasons seem to me to be plain. Disinclina- tion to submit to the healthy restraint of the school takes some out. Lack of ability to keep up with their class- mates drives out others. The poverty of the home, and the absolute need of the small earnings of the child, is the cause of thousands leaving school. But I believe that by far the greater number leave because the schools do not teach them what they want to know, because their parents and they themselves cannot see that further continuance in school will help them when they come to earn their own living. And I firmly believe that the introduction of handi- craft into our schools would result in raising the age at which children leave school. 24 The Public Schools In his report on technical education in the United States, Mr. Wm. Mather, of Manchester, England, re- marks : « The effect of the public schools, colleges, and universi- ties, supported by taxation of the people, is more marked in general education in literary branches, and in this direction their influence is not altogether a benefit. Too large a class of young people in America of both sexes are seeking pursuits not requiring manual labor. Their education, as given at present in the high schools and colleges—he might have included the lower schools—tends rather to unfit them for the active industries of life, in a country where the vast resources of nature are waiting for willing and trained hands to utilize them. The native-born American hates drudgery, and all the mechanical arts, when pursued with- out some knowledge of science to employ and interest the mind, are more or less drudgery. The American boy, with his inborn ambition and natural ingenuity, would cease to regard manual labor as drudgery if his hand and mind together were industrially trained through the school period. He would then be led into industrial employments by choice, as the readiest means to climb to a higher posi- tion in life. All Americans have more or less of the mechanical faculty. It is the characteristic of the race. The problems involved in settling the country have been more mechanical than political. In early times almost all men and all women were engaged in manual work and in exercising their wits to avail themselves of the forces o nature. To this natural bias the public school education gave the means for higher development. The demand for mechanical contrivances to save labor held out the promise of great reward ; and the protection of cheap patents gave confidence and security. 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Y. 149 Wabash Avenue, Chicago. 2 HOW SHALL I PROVIDE myself and wife and children a little sure, accessible knowledge of everything ; so that neither I nor they need ever content ourselves with ignorance of any- thing, but rather refer to a book and find there what we want to know, as we look for a word in the dic tionary ? «We shall like to be able to know a little some- thing about whatever subject comes up. «1s there a handy book of knowledge, a book with the same relation to facts that a dictionary has to words? It has got to be easy and handy and quick, or I shouldn't use it. Of course it can only give the outlines: make us intelligent, not expert. How much there is to know !” There is such a book—a Cyclopedia. Everybody thinks he knows what a Cyclopedia is; but he doesn’t. People generally think it a series of learned treatises over their heads. But, to be of any use in an average family, it has got to be a sort of beginner's book, an easy explanation of everything. Such a book is the International Cyclopedia. There are several cyclopedias. Some are better adapted to general use than others. The Interna tional is the latest, therefore of course the most cor: rect, explains the largest number of subjects (49,649), and treats very many of the subjects from both the English and American points of view. Although it is the most comprehensive, it costs less than any other of anywhere nearly equal rank ($3.00 a volume), and is sold on an easy payment plan. Full information by letter. First-rate agents wanted, not necessarily exper- :enced. The sale is very ready, and has scarcely more than begun. We know of no equal opportu- nity for a man out of business. Inquiries promptly answered. Dopp, Meap & Co., Publishers, 753 and 755 Broadway, New York. 3 AMERICAN STATESMEN. A Series of Biographi the United States. gaspiies of Men conspicuous in the Political History of Edited by JOHN T. MORSE, Fr Joun Quincy ApaMs. By John T. Morse iy | ALEXANDER HAMILTON. By Henry Cabot Lod Jous C. CaLmouN. By Dr. H. Von Holst, o ANDREW JACKSON. By Prof. Wm. G. Sumner JouN RaNnpoLrH. By Henry Adams, JAMES MONROE. By Pres. D. C. Gilman THOMAS JEFFERSON. By John T. Morse Jr Diy WEBSTER. By Henry Cabot Lodge. LBERT GALLATIN. By John Austin Stevens JAMES MADISON. By Sydney Howard Ga I Joun Apams. By John T. Morse, Jr. id Joun MARSHALL. By Allan B. Magruder Noel ADAMS. By James K. Hosmer. ! ows BENTON. By Theodore Roosevelt. } ENRY CLAY. By Carl Schurz. (Two vols.) Rann ener. By Moses Coit Tyler. : . Schurz’s work is the result not only of rn and Jue consideratlon of the tea rom Cw Siogaply of « jaye ave both a singularly just and Sympathetic estime. of fen A a comprehensive summary of the political py ob fhe hulhogati y. The symplicity of the style is admirable, and the a etiment, Jeb js In no sense merely eulogistic, but perfectly ap enti ie y € sincerity to the book which at once com d a, confidence of the reader.” —Harper's Weekly mShoshe entine Each volume 16mo, ilt to (Othe Volumes in hii og ge. AMERICAN COMMONWEALTHS. A series of volumes n i i vo s narrating the history of th 3 i which have a striking Political, Social, or ees of the sion Edited by HORACE E. SCUDDER. VIRGINIA. By John Esten Cook ira) oh ooke. MIicHIGAN. By Th Diacon. Ey William Barrows. KANsAs. By oe oy Maryiaso, 2 x liam: Hand Browne. CALIFORNIA. By Josiah foe . . S. Shaler. NEW York. By Elli i i By Alexander Foltiston RuisH, Robes. ach volume 16mo, with map, gilt t ’ ’ 0 (Other volumes in Fook 0.0: r $2230 The books are not mere State historie iy s, they are something m ve ry Rios batie: Than hap They are attempts to embody a IL poss 0d Sd peenliar fa § 2 po jel! life and history of each State, and to i ot Ask hing wonizy 2 to the development of the whole. The wides di Re ed in the past of our nation will find much to Roos ign il s se volumes, for the desi n 1s ori inal and the exec on — g' g uti excellent, GEORGE ** For Sal Paid or ale by all Booksellers. Sent by mail, post paid, on receipt of price by the HOUGHTON, MIFFLIN & CO., Boston 11 Fast Seventeenth Street, New York. : 4 MASSACHUSETTS INSTITUTE OF TECHNOLOGY, BOSTON, MASS. FRANCIS A. WALKER, President. h of The Institute of Technology oi to of ’ duration, leading to the degree ! of Civil, Mechanical, Mivias, fd Blopten bie cering i itecture, Chemistry, Chemical Ikngit 8 Sk ; 1 History and Physics, an lished this year), Natura ng Be Studies, prepasiory, for insiness Bie ig iven for advanced work, , i po Le to students who, for any reason, cannot ’ remain four years. In all the courses, a high value is pitashed foldanera, tory drawing, and field work, carried on under comp supervision. : Te laboratories are very extensive and re Sqtipped vith a great variety of machinery and RL he 4 Aaah of teachers of all grades, in Spar ii nearly one hundred, so that the highest degree zation can be secured. : in is The standard of Scholarship is unflinchingly siting, o that no person will find it for his pierest ko ji thy lino] who is not disposed fo apply himself steadily fai is assigned work. faithfully to his assigne To be admitted to the first year class, the Apc. gin be seventeen years of age ud ot DE inati in arithmetic, algebra, plane , Eng I German), history and literature and geography The tuition fee is $200 per year ; the goge oF books and drawing materials need not exceed $30 per y ) " For catalogues and detailed information address JAMES P. MUNROE, Secretary. 5 \; an NE Important New Publications. Choice Text-books for Schools and Colleges, Books for Teachers, etc. Any of the following books will be mailed postpaid on receipt of price. ANDREWS—Institutes of General History. For the use of School and College Classes, and general readers and students of History. By E. BENJAMIN ANDREWS, D.D , LL.D., Professor of History in Brown University. 12mo, cloth, 452 pages, $2 oo. This is confidently believed to be for class-room use, or as a reader's manual, by f. history extant. ar the best general CROSS—Elementary Chemical Technics. By GEORGE N. Cross, A.M., Principal of Robinson Female Seminary, Exeter, N. H. "A manual of directions for the Fitting Up, Care, and use of School Laboratories. 12mo, cloth, $1.25. This book will be invaluable to teachers of chemical sci equipped laboratories, where the apparatus must be larg themselves. ence in schools not supplied with fully ely devised and cared for by the teachers MORGAN—Educational Mosaics. By GEN. THOMAS J. MORGAN, Prin- cipal of the Rhode Island State Normal School. A choice collection from many writers, (chiefly modern) of Thoughts bearing on Educational Questions of the day. r2mo, cloth, 1.50. This volume consists of selections on educational topics from the writin dred authors, most of whom are modern. It should find a place in every well as in the hands of every teacher and educator. MOWRY—Studies in Civil Government. A choice new text-book in civil government. For the use of High and Grammar School Classes. By WiLLiam A. Mowry, r.H.D., Boston, Editor of Education, and for twenty years Senior Principal of the English and Classical School, Providence, R. I. Introductory price, 94 cents. It is believed that this book will meet the present demand for a text-book which shall in an elemen- tary way treat of the duties, privileges, and problems growing out of American citizenship, PECK.--The Constellations, and How to Find Them. By WiLLiam Peck, r.r.A.8. Fully illustrated, $1.25. It contains 13 full-page maps, showing the position of the constellations in the sky during each month of any year; also two ull-page plates, showing the constellations surrounding the North Pole and South Pole respectively, and numerous special cuts, diagrams, and explanatory tables, together with full and complete descriptions, etc. ROBINSON—Principles and Practice of Morality ; or, Ethical Prin- ciples Discussed and Applied. By E. G. ROBINSON, D.D.,, LL.D., President of Brown University, A standard work for students and readers in Moral Philosophy. In press. THE NORMAL MUSIC COURSE be By Joun W. Turrs and H. E. Horr. A complete series of Graded Music Readers and Charts for schools and classes. Every Teacher should have the Teacher’s Manual of the Normal Music Course. Price, postpaid, 40 cents. ALSO A FULL LINE OF SUPERIOR WALL MAPS, Political, Physical, Biblical and Classical. ih of more than two hun- ibrary and every home, as Send for Special Circulars, Price Lists, Terms of Introduction, ete, CORRESPONDENCE IS INVITED. SILVER, ROGERS & CO0., ‘ PUBLISHERS, 50 BROMFIELD STREET, BOSTON. NEW YORK : CHICAGO : FRANK D. BEATTYS, General Manager, 0. 8. COOX, General Western Manager. 9 Bond Street. 122 and 124 Wabash Ave, 6 The Prang Course of Instruction in Form Study and Drawing. This COURSE OF INSTRUCTION has a much wider adoption in pub- lic schools than all other Systems of Drawing put together. It is the only System in which the instruction is based on Models and Objects, and for which Models have been prepared. It is the only System in which Drawing is clearly presented in its three- fold character :—In CONSTRUCTION, or in the making of Objects , in REPRE- SENTATION, or in representing the Appearance of Objects ; in DECORATION, or in Ornament and Decorative Design. It is the only System which distinctly and directly prepares for Manual Training. Many of the exercises are in themselves elementary exercises in Manual Training. This Course of Instruction is the outgrowth of fifteen years’ experience in teaching Drawing in public schools, and it can be adapted to all classes of schools, PRANG’S NORMAL DRAWING CLASSES. These Classes have been established for giving the very best kind of in- struction in Drawing through home study and by correspondence. All teach- ers can through these classes prepare themselves to teach Drawing in their schools. {3 Send for Circulars in regard to PRANG’S COURSE OF INSTRUC- TION IN FORM STUDY AND DRAWING, and also in regard to PRANG’'S NORMAL DRAWING CLASSES. Address, THE PRANG EDUCATIONAL COMPANY, BOSTON. “THE MANUAL TRAINING SCHOOL.— By Prof. C. M. WOODWARD, Director of the Manual Training School, St. Louis. Price, $2.00 INDUSTRIAL EDUCATION. {hs book. it main d be organized and conducted. object being to show just how a manual training school shoul r 8 d working drawings and descrip- It contains courses of study, programmes of daily exercises, an tions of class exercises in wood and metal. INDUSTRIAL INSTRUCTION. —R i siceiand. Translated by MARGARET K. SmiTH, Oswego, N.Y. Price, 80 cents. A 2Xillful refutation of the objections that have, from time to time, been raised against industrial instruction in the schools and a philosophical exposition of the principles underlying the claims of hand labor to a place on the school programme, HOW TO USE WOOD-WORKING TOOLS: A hand-book for teachers and pupils. Edited by CHANNING WHITAKER, Professor of Mechan- ical Engineering at the Massachusetts Institute of Technology. Price, so cents. A course of simple lessons in the use of the universal tools : the hammer, knife, axe, plane, rule, chalk-line, square, gauge, chisel, saw, and augur. The book is the result of actual ex- periments successfully made by the Industrial School Association of Boston. It will help people, who are interested in systematic and efficient industrial education, to begin it. D. C. HEATH & CO., Publishers, Boston, New York, and Chicago. WOMANS EX CEANGE. TEACHERS’ BUREAU. (For Both Sexes.) Supplies Professors, Teachers, Governesses, Musicians, etc., to Colleges, Schools, Families pis Churches. Also Bookkeepers, Stenogrsphers, Copyists and Cashiers to Business Firms. Address, (Mrs.) A, D. CULVER, 329 Fifth Avenue, NewYork, 7 WHAT NEWSPAPERS AND PEOPLE SAY OF Alden’s Manifold Cyclopedia. Publishing in 30 or more volumes, wi i i ] 0 , with thousands of illustrations, I iti hip Beier ne Price per Wiime, cloth, s50c.; half Morocco, fli, El ee a Os Xe ages free. Vol. 111, ready Nov. 15, subsequent volumes at intervals L An Extra copy free to any one raisin i > g g a club of five subscribers, vols. to b « tak i irec Sito Ste Tes oe meds enn paid for as issued. Names of club members required, but ship- The MANIFOLD CYCLOPEDIA ire ci ; x presents a survey of the entire circle of know ledges, whether of Words ” or “ Things,” thus in the character- aes XS 3 Syewpedia and 22 Dictionary including in its vocabulary S a recogn i i a 35 roan ized claim to a place in the English language. Received on or before Jan. 1 i i ; ed o . 15, 1888, will be accepted in full for 30 volumes i vi moe binding. S5y08 fave heady bought some of the ns ro can in Postage pe mepald. rocco binding, under this offer, add 15 cents per volume. ** It is probably the chea i i Yesn publishe $e oe 52 ches pest Lopes of a comprehensive character that has ever f the work keeps up to this standard, it will cqual any E i i Welcorpe it os Pfering a library for the millions.” Herald pi ey dopeds pupil. We ivory a Eh e cheapest Cyclopedia 2st published, and it contains in condensed form ever Hgasine, Burst ¢ g rks which sell at four or five dollars a volume.”—Nor¢/- work of extraordinary promise in thorough i i ; ] 1 I 1ghness and comprehen - Datisn that will be comprised in this work cannot be found EA iy oe Ho : 50. Me A Herald, Rochester, N. Y. is r. en never tires in fruitful expedients to make d i gence of make value, Hi Jatect Is Aunes's MANIFOLD Bike Sood booNpisp ey > he ii: the Sycapeiia; Capitan & 3 Whet her of wordser of things—to blend the dictionary e idea of a combination of dictionary and cyclopedia i ) 1 yclopedia is a good = Rep of Nordsand sdiscisin the Ress volume proves how ao a A and the Mw price commends ft Recor. nn Wil prove anexzelisni Work of seteronics, fears which Joon BL Ald the reading public will ever cease to be astounded at the publishing in this direction seem to Moti oh i hg i Sonsinigel OF BS preva ons Rowena avn LAYCuACR S=dmeriiy, os wy Bry Mageowe BYswosshisce rie ye } ave gre a Dictionary and Cyclopedia combined, and for whichever purpose we in £9 its pages, ve nd i in the highest degree satisfactory. We do not know any work of Hs chan fou J as 8 betior pC Jn Yjitne of ih pwn inherent excellence to expect instant g . ou, o ha whoolhouse iu the country.” —Clester Valley Union, Taian "a S$ eokensives ol every liters me Unique pork promises to be the most popular and important of all of Mr. Alden’s Jrers Ty gg e Sir 0 the work is to present a survey of the entire circle of knowledge cheapness, and lush shay Bo TW oF ies sons, Me thoroughness, 7 name it he Mew) Marvelous Cyclopedia. Ch ee oe Wisagey We should ame. cd he book 4 all Tespacts more than answers my expectations. Itisa very neat vol- Re, 84 fom cs vemont for use, firmly bound, of large, clear type, with contents of just that Caplio Ragged od hgh ign LI eR gus W : erly to be sought in i i -lovi household.” —Pror. Henry N. Day, D.D., LL.D., Yale Ci, i aslizence Yong The Literary Revolution Catalogue 7, e x EN’S publications are NOT sold by BOOKSELLERS-——no discounts allowed ex. cept as advertised. B rasa ig do ooks sent for EXAMINATION BEFORE PAYMENT, satisfactory JOHN B. ALDEN, Publisher, NEW YORK: 393 Pearl St : 4 CHICAGO: Lakeside Buildi P. O. Box, 1227. gle i nd Biiding. FOR TRAINING THE HAND Fducating the Eye. KRUSI'S bree Hand, Toventive: and Industrial Drawing, A complete graded course for schools and special courses for professional training. EASY DRAWING LESSONS, for Kindergarten and Pri- mary Schools. In three parts. SYNTHETIC SERIES. Four Books and Manual. ANALYTIC SERIES. Four Books and Manual. PERSPECTIVE SERIES. Four Books and Manual. SUPPLEMENTARY SERIES. Six Books. Courses in Mechanical, Architectural Drawing, Decorative Designs in Architecture, Textile Fabrics, etc. 75 Full descriptive lists sent on application. Educationin its Relation toManual Industry. By ARTHUR MACARTHUR. “Tt is believed that a system of rudimental science and manual art can be adapted to the usual methods of instruction ; and although the teaching of particular trades is neither desir- able nor practical in school-lfe, yet the time has now arrived when education should give the children partial knowledge in those general principles which relate to the trades and arts that are destined to become the business of their subsequent life.” — Extract from Preface. PRICE, $1.50. Copies will be sent, postpaid, to any address, on receipt of price. D. Aprreron & Co., Publishers, 1, 3 & 5 BOND STREET, NEW YORK. C—O Cg i ET eT 8 FOR TRAINING THE HAND AND Educating the Eye. KRUSI'S | Free land, Tventive: and Industrial Drawing A complete graded course for schools and special courses for professional training. wo EASY DRAWING LESSONS, for Kindergarten and Pn mary Schools. In three parts. SYNTHETIC SERIES. Four Books and Manual. ANALYTIC SERIES. Four Books and Manual. PERSPECTIVE SERIES. Four Books and Manual. SUPPLEMENTARY SERIES. Six Books. Courses in Mechanical, Avittectan) Dogs Decorative Designs in Architecture, 1extile Fabrics, etc. 159= Full descriptive lists sent on application. iE Education in its Relation toManual Industry. By ArTHUR MACARTHUR. ence and manual art can be adapted to the i s is neither desir- teaching of particule trades pg 0 v ucation shoul s now arrived when e ould give fhe i 12 he trades and arts les which relate to t R ‘Extract from Preface. usual methods of iis 1 ‘ nor practical in s -lie, the b $ fo A Dil knowledge in those snual wd Jach oo destined to become the business of their subs are des PRICE, $1.50. i S ipt of price. Copies will be sent, postpaid, to any address, on recep P D. ArrLeton & Co., Publishers, 1, 3 &« 5 BOND STREET, NEW YORK. EDUCATIONAL MONOGRAPHS, Under the auspices of the IN DUSTRIAL EDUCATION ASSOCIATION the foremost tos and Public School Workers, both in this country and abroad, will furni apers to teachers on the Educational Questions ’ Especial prominence will be Fen to the Manual Training Movement, and several of the early numbers will discuss the problems which it raises. © Six Monographs will appear each year, and the subscription price has been fixed at the extremely low price of $1.00 per annum. Educational writings of such high character have never before been offered to teachers at so low a price. Among the early contributors to the series will be : SIR PHILIP MAGNUS, of the City and Guilds of London Technical Institute, “EDUCATION IN BAVARIA.” PROF. A, SLUYS, of the Normal School, Brussels, ‘ “MANUAL TRAINING IN SWEDEN.” PROF. W. H, PAYNE, of the Universit of Mi ichi, FUNCTION OF THE PUBLIC SCHOOL.” PROF. LEVERETT W. SPRING, of William's Coll e, “MARK HOPKINS, TEACHER.” DR. EDWARD CHANN ING, of Harvard Universi E TEACHING OF HISTORY.” COL. FRANCIS W. PARKER, of Cook So (111) Normal 001, ‘OBJECTIONS TO MANUAL TRAINING.” PROF. C. M. WOODWARD, of Washington Universit , St. Louis . * E OF THE MANUAL TRAINING FIELD.” OSCAR BROWNING, M.A, of King’s College, Cambrid y . HISTORICAL ASPECTS OF EDUCATION.” CHARLES BARNARD, Esq., of Chautauqua T.C.C. “ GRAPHIC METHODS IN TEACHING.” PROF. W. LANT CARPENTER, of London ‘ELEMENTARY SCIENCE IN SCHOOLS.” PROF. HENRY M. LEIPZIGER, Plaster iy the Hebrew Technical Institu te, . JEWISH THEORY OF EDUCATION.” DR. H. D. WEY, of State Reformatory, Elmi v Ys ‘PHYSICAL AND IND STRIAL TRAINING OF CRIMINALS." MRS. EMMA P, EWING, of Purdue Universit " Eric SCIENCE IN THE SCHOOLS.” “DOME MRS. ELLEN H. RICHARDS, of Mass. Institute of Techno logy, “THE SCIENCE OF COOKING AS A FACTOR IN PUBLIC EDUCATION.” Monographs will also be written b PROF. FRIEDRICH PAULSEN 4 of the Universit of Berlin; DR. E. HANNAK, of Vienna ; PROF. A, SALICIS. of Pars, PRESIDEN W. P. JOHNSTON, of Tulane University: SUPERINTENDENT JAMES McALISTER, of Philadelphia ; SUPERINTENDENT JOHN E. BRADLEY, of Minneapolis and others. Leaflets are also issued from time to time, giving information on specific educational topics. The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2 cent stamp, Superintendents and others ordering a quantity are offered a liberal discount, The payment of 50 cents will entitle any person to receive all the Leaflets that may be issued for one year. They will be sent by nail promptly asissued. Leaflets are now ready on *‘ The Argument for Manual Training,” *¢ Public Education in Germany,” *‘ The Albany (N. Y.) Report on Manual Trainin Ly Others are in preparation on ‘‘ Manual Training in pringfield, Mass.,” * The Niids Seminary for Teachers,” “The Scientific Treatment of Education,” “ What the Teachers Recommend in France,” etc. For Monographs or Leaflets address, enclosing postal note or money order, ARTHUR W. TYLER, A.M, Dean of the College for the Training of Teachers, 9 UNIVERSITY PLACE, NEW YORK CITY, ord NS Te UT er i SR ¥ ad AL eR - a ig a a : — ~ EE a % Health and Strength for the Brain and Nerves. Crosby's Vitalized Phosphites COMPOSED OF Nerve-giving principles of the ox-brain and the embryo of the wheat and oat. For twenty years has been the standard remedy with physicians who best treat nervous and mental diseases. eres er wonderfully in the mental, growth of children. h and regularity of the teeth i For the cure of nervous- ness and brain-fatigue, nervous dyspepsia and sleeplessness, it has been used and recommended by Bishop Potter, Bishop Stevens, President Mark Hopkins, President Roswell D. Hitchcock, Sinclair Tousey, Bismarck, Gladstone, and thousands of the world's best brain-workers. « Every one speaks well of VITALIZED PHOSPHITES.”— Christian at Work It is a Vital Phosphite and not a Laboratory Phosphate. 56 West 25th Street, New York. For Sale by Druggists, or sent by mail, $1.00. lords ACID PEOSPH ATH, (LIQUID.) A preparation of the phosphates that is readily assimilated by the system. Especially recommended for Dyspepsia, Mental and Physical Exhaustion, Indigestion, Headache, Nervousness, Wakefulness, Impaired Vitality, etc. Prescribed and endorsed by Physicians of all schools. It combines well with such stimulants as are necessary to take. It makes a delicious drink with water and sugar only. FOR SALE BY ALL DRUGGISTS. PAMPHLET FREE, RUMFORD CHEMICAL WORKS, - - PROVIDENCE, R. I em—— zo BEWARE OF IMITATIONS. MONOGRAPHS OF THE INDUSTRIAL EDUCATION ASSOCIATION Vou. I. No. 3. } Eatered at the Post Office at New York a pm na ATeaer City as second class matter. at c, $1.00 A YEAR. PHysicAL AND [NDUSTRIAL TRAINING OF CRIMINALS BY HAMILTON D. WEY, M. D. Physician to the Elmira (N. Y.) State Reformatory EDITED BY b NICHOLAS MURRAY BUTLER, Ph.D. resident of the Industrial Education Association NEW YORK. INpusTRIAL EDUCATION ASSOCIATION. MAY, 1888. Twenty Cents. College for the Training of Teachers. 9 UNIVERSITY PLACE, NEW YORK CITY, | The Industrial Education Association has founded the first purely professional school for teachers in this country. It is not a normal school, but a training college. Students of both sexes are admitted on passing the required examination. The course of study occupies two years and includes psychology, the history and science of education, methods of teaching, school organization, natural science and the con- struction of simple illustrative apparatus, the history of civilization and the philosophy of history, the kindergarten, observation and practice in the model school, ete. Special attention is given to training in indus- trial art, domestic economy, mechanical drawing, and wood-working, In all these departments the demand for trained teachers far exceeds the supply, and there is an excellent opening for competent teachers. Entrance Examinations for the College will be held on June 19, 1888, at the College building, New York City, and also at Philadelphia, Bos- ton, Springfield, Mass., Albany, Buffalo, Cleveland, Chicago, St. Louis, St. Paul, Omaha, Denver, Cincinnati, Pittsburg, Richmond, Atlanta, and New Orleans. Tuition, $60 per annum. Board and lodging can be obtained at mod- erate prices. A limited number of scholarships have been established to aid deserving students. FACULTY. Nicholas Murray Butler, Ph,D., President and Professor of the History and Institutes of Education. Charles R. Richards, Professor of Mechanical Drawing and Wood-Working. Julia Hawks Oakley, Professor of Domestic Economy. Hannah J. Carter, Professor of Industrial Art. Angeline Brooks, Professor of Kindergarten Methods and Director of the Kindergarten. Professor of Natural Science. ee ce Professor of History. and Lecturer on Methods of Teaching. LECTURERS, 1887-8 President Thomas Hunter, LL.D., New York City Normal College. Superintendent W. N. Barringer, Newark, N. J. Prof. W. O. Atwater. Wesleyan University. Superintendent C. E. Meleney, Paterson N. J. Prof. John F. Woodhull, New Paltz Normal School. Superintendent N. A. Calkins, New York. Prof. H. M, Leipziger, New York. Dr. Jerome Allen, Editor of the School Journal. Col. Francis W. Parker, Cook County Normal School, 11. Walter S. Perry, Esq., Pratt Institute. Dr. William A. Hammond, New York. Prof. H. M. McCracken, University of the ity of New York. . Dr. J. A. Reinhart, Principal of High and Normal Schools, Paterson, N. J. Principal W. M. Giffin, Newark N. J. Miss L. E. Fay, Supervisor of Drawing, Springfield Mass. Prof. W. R. Ware, Columbia College. Prof. H. T, Peck, Columbia College. Dr. W. H. Carpenter, Columbia College. Dr. W. A. Dunning, Columbia College. Dr. D. K. Dodge, Columbia College. George H. Baker, A.M., Columbia College. For detailed information, circulars, etc., address ARTHUR W. TYLER, A.M. Dean of the College for the Training of Teachers, 9 University Place, New York City. MONOGRAPHS OF THE INDUSTRIAL EDUCATION ASSOCIATION SIX NUMBERS A YEAR. Price, $1.00 A YEAR, : T 3 Y OL. 1 No. 3. f Entered at the Post Office at New York 1 { City as second class matter, ) PHysICAL AND | NDUSTRIAL MrrarrarA 1 © PLEASE EXCHANGE. ADDRESS LIBRARY OF THE IBRARY OF THE INDUSTRIAL EDUCATION ASSOCIATION, 9 UNIVERSITY PLACE NEW YORK CITY, 5 NICHOLAS MURRAY BUTLER, Ph.D, President of the Industrial Education Association NEW YORK. INDUSTRIAL DUCATION ASSOCIATION. MAY, 1888, Twenty Cents. College for the Training of Teachers. wm 9 UNIVERSITY PLACE, NEW YORK CITY, | OF THE The Industrial Education Association has founded the first purely I professional school for teachers in this country. It is not a normal NDUSTRIAL EDUCATION school, but a training college. Students of both sexes are admitted on ; passing the required examination. The course of study occupies two ears and includes psychology, the history and science of education, methods of teaching, school organization, natural science and the con- Soi struction of simple illustrative apparatus, the history of civilization and Vor. I. N Eo : AMARA I the philosophy of history, the kindergarten, observation and practice in or. I. No. 3. Eo ca JL Now York SIX NUMBERS A YEAR the model school, ete. Special attention is given to training in indus- : _ Paice, Sh veke, trial art, domestic economy, mechanical drawing, and wood-working, In all these departments the demand for trained teachers far exceeds the) supply, ow there is is excellent opening for pompeiey’ teachers. ntrance Examinations for the College wi be held on June 19, 1888, ot th Gotlege building, New York City, and also at Philadelphia, Bos- HYSICAL AND NDUSTRIAL ton, Springfield, Mass., Albany, Buffalo, Cleveland, Chicago, St. Luis, St. Paul, Omaha, Denver, Cincinnati, Pittsburg, Richmond, Atlanta, and New Orleans. Tuition, $60 per annum. Board and lodging can he obtained at mad_ erate prices. A lim TRAINING OF CRIMINALS : to aid deserving sti ASSOCIATION Nicholas Murray Butle Education, do. Charles R. Richards, P Julia Hawks Oakley, P. HAMILTON D. WEY, M.D Hannah J. Carter, Prof : » * Angeline Brooks, Prof Physici aE ysician to the Elmira (N. Y.) State Reformatory ——a——— Prof¢ Er ER a re ea A President Thomas Hun Superintendent W. N.. Prof. W. O. Atwater. V Superintendent C. E. X Prof. John F. Woodhu! . Superintendent N. A. Calkins, New York. EDITED BY NICHOLAS MURRAY BUTLER, Ph.D Prof. H. M. Leipziger, New York. Dr. Jerome Allen, Editor of the School Journal President of the Industrial Education Association Col. Francis W. Parker, Cook County Normal School, Ill. - Walter 8. Perry, Esq., Pratt Institute. - pr. William A. Hammond, New York. Prof. H. M. McCracken, University of the ity of New York. " Dr. J. A. Reinhart, Principal of High and ‘Normal Schools, Paterson, N. J. Principal W. M. Giffin, Newark N. J. Miss L. E. Fay, Supervisor of Drawing, Springfield Mass. Prof. W, R. Ware, Columbia College. Prof. H. T, Peck, Columbia College. Dr. W. H. Carpenter, Columbia College. Dr. W. A. Dugning, Coma Jollegs. Dr. D. K. ge, umbia College. ry et George i Baker, 4-2, Columiis College. I Na W YORK. For detaile: ormation, circ , etc.; NDUSTRIAL EDUCATION ASSOCIA" ARTHUR W. TYLER, A.M., Nae. 108 SS0CLATION. AX, . Dean of the College for the Training of Teachers, Twenty Cents 9 University Place, New York City. hy aL ES PREFATORY NOTE. Q th t d t f Vv 1 0 y i 1- A medicine bser es disease and fr m patholog S e studen 0 0 obtains va tion i hould the student of Educa is tudy of physiology, so s Te Baas js a mind. From the careful study of OSes OE iment of the idiotic, the criminal and the i hel peal h that will add considerably to his knowledge 0 ind BE d developing it. For this reason Dr. Wey Educational Monograph Series. may le ad and the best modes of training an important paper is published in the Copyright. 1888, BY THE Industrial Education Association. Physical and Industrial Training of Criminals Not many years since, the idea obtained, and public sentiment countenanced it, that the function of a prison was to impress upon the convicted felon the consciousness that the way of the transgressor is hard ; and to this end a discipline and regime prevailed that would not be tolerated at the present time. With the advance made in matters relating to penology, it has come to be generally understood that the object of prisons is the welfare of society, in the sequestration and reformation of the criminal. The relations of society to the criminal class are analogous to those existing in the case of the insane; self-protection primarily, and sec- ondarily the well being of the convicted felon, and his subjection to influences that will modify and correct his abnormal tendencies, that, ultimately, when given his freedom, he will not be a menace to the community in which his lot is cast. To society it is due that the criminal, be he such through environment, heredity, or personal tendency, be removed from former haunts and companions, and placed where he has no longer the opportunity to prey upon the person or property of those about him. For the criminal, society should see to it that his prison life is not made one of retribution, nor his daily routine a mere round of perfunc- tory labor in the shop; but recognize the fact that his criminal practices and tendencies have their origin in a something back of, or beyond, the mere desire to possess what is his neighbors’, or to live without the exertion of maintaining himself; and his crimes against person some- thing more than blind retaliation and ungoverned passion. His malpractice has its origin in blunted or non-developed Physical and Industrial [4- 52 nervous areas, Whatever may be s led to crime, the fact rem and is indicative of wrong-headedness.— aid of the motives or incentives that ains that the head of the criminal is wrong. To correct this abnormal m aim of the State in dealing witl accomplish ental condition should be the , its convicted felons, and ed such results as those as comprised in letters and physical mpered by the wholesome discip- ful prison management. al is naturally no scheme or plan has wrought by education, and manual training, te 1 success suppose the crimin blunted intellect, as a rule, go ally in a narrow line and of the fox, his smart- and personal line indispensable it It is a mistake to bright. Moral failure and If bright, it is usu Like the cunning If in furthering his schemes, hand in hand. self repeating. ness displays itsc gratification and comfort. With moral obtuseness there is intellectual instability. course long without going to pieces; without fixed purpose or aim, and tem- the passing hour. To influence such a being as this, an Abnormality, mentally and often it is necessary that mental growth should begin lical measures be employed. implanting of better of mental ab- He cannot pursuc one he is vacilating, pered in his conduct by physically, at the very The training of th and aspirations foundation, and rac e criminal mind, the and the correction in the broad domain of education. | I presume the same applies aits of character hopes normalities is The youthful criminal, anc in years, presents tr { his brother outside the prison walls, the erratic workings a specialty to the more mature differing from those 0 from whom he is as of his mind and ‘nclinations as are the aboriginal and the class leader in college. The average criminal in literary attainments may be compared to the boy in the ward grounding himself in the rudimentary branches. y the criminal is as a study in natural history, of | sentimental sympathy and misplaced confi- far removed by school To man regarded witl 5] Training of Criminals. 53 dence. 1 o be i i oe on properly studied, and his marked peculiari s aracte es ey ete noted, he should be observed at home _— 1e bars. The typic: imi ypical criminal, b r old, is of a cast peculiarly his own. 1 dh he A ; y his 'n. In conscience he is almost d ; his insti aden of oh estat his instincts are vicious; his power of self-control weak; : AGE wi Seal 5 Holl he usually detests continuous labor sence of self-control is : " is du SIN to passion, or to mere imbecilit oi : >cility ; and the iti toy ii ty; e conditions tha : ine the particular description of crime are tl 1 : re , oe : C 1€¢ C - of of the instincts and of the temptation i 1e deficie Ci i ; | ee be Sleney of conscience in criminals, as shown 1 the absence i rail, 2 he gu genuine remorse for their guilt ali & rs amili: i a it ecome familiar with the details of prison life i heart-rending despair are hardly ever witnessed « no Q a . 1 1 : 8 ome g ia their sleep is disturbed by no unea cams, but is e: i Jpean # i easy and sound; their appetites, also : xcellent. risy i wg Saas ut hypocrisy is a common vice, and all Ho mation agrees as t hn : grees as to the utter : for: untruthfulness of th ighees Ant ness of th ; ais v however plausible his statements may be : as oi S ma 2. Un- » op for him, he is deficient in qualities that are capabl Be Wik > ! . « « C ¢ : raining his unkindly or inconvenient instinct He 1as neithe mp: wis : las ne ye sympathy for others, nor the sense of dut of w i or : mich lie at the base of conscience; sufficient self-control to « a et ol to accommodate himself to the soci ety vhich he has to li fish ¢ ive, and so prom i Sn 10te his own selfis interests in the long run.! iii The time has i i ai e hay gone by in which to argue that to educat > criminal is to make hi bo : ke him a more ac i e citi ‘ accomplished successful sce 'nishi i in ; sful scamp, furnishing him with the means 1 : portunities is he bo ig through his own improvement, for the successful preyi HCl : oe Ti [Devi upon society; and evolving from th 3 uated sneak-thie i i : ig sneak-thief the daring and skillful cracksm 1s throug 'Si z : ay a np i sical and mental training and their site labor that the ori of ; : slumbering ge noi ; erms of manl Sonn gg manhood ed, maturing under a firm and unrelaxing discip - > -~ - a : Inquiries into Human Faculty ; Francis Galton, New York, 1:83 y , 1883. - Ld in BE pli i Smeg Sen gy 54 Physical and I ndustrial [6 line. The average youthful criminal, as encountered in i prisons of the State, is an abnormal production, Pyne Y mentally and morally. Generally under weight, wi $n pulsive features in some one or more lines, and asy Ye ; cal head ; he is coarse in fibre and heavy in his lovey S. His mind, while not diseased, 1s undeveloped, or it my be abnormally developed in certain directions; the on ness resulting therefrom partaking of low a ae centering about self. Ie is deficient in tality oo 4 be power, and incapable of prolonged mental effort and aj ps cation. His intellect travels in a rut and fails ih Sa emergency. His moral nature shares in the 1p0s Seton of his physical and mental state. He fas nal pos > the power to discriminate between right an if so, it is in favor of himself and avails nothing io Sey. It is easier for him to incline to evil rather fants 8 to the animal rather than to the intellectual, a ie he is true to himself. His is a perverted moral na ; a blunted mind, and a crude body. Cte With such conditions to d .al with, the problem of ec Be jon i isons i imple as would at first appear; tion in prisons 1s not so simple Ey nor is every tyro fresh from college and i ay degree competent or it to teach his Jas i Skilled educators should be employed, the bes ne specialties, —mathematics, ga ir ades, that can be obtained. nd Iw a : i that as a rule the educational corps should hesssines from without the prison walls. The objection 0: oa as a teacher is that in his dual capacity the prisons; an to, or does but imperfectly, separate the pategngie ws the overseer or guard ; and from associations ool ho we with his teacher as a disciplinarian comes re 5 school task as he does his daily work in the Jhon, : matter of discipline, part of his punishment, ines 2 means to reformation and the beginning of php a a teacher fresh from the outside world, and mingling ¢« 7] Training of Criminals. 55 in the affairs of men, coming to him at stated intervals as a break in the routine of his life, and disassociated with the disciplinary force and prison life, is the more apt to enlist his confidence and excite an interest in his mental tasks. Save in exceptional instances and with a well marked faculty for educational work, a prisoner shouid not teach his fellows, as he is prone to exercise his brief authority to the utmost, and as a matter of fact antagonize his class. Education means occupation, either mental or physical. The time of the convict should be so employed in his shop work and school duties as to leave him no leisure moments in which to revive the past, and live over again in memory his criminal days or plan for the future; but each hour should bring to him its employments and engross his at- tention till the time for sleep. He should have no connection with or reminders of the past, nor pay too much attention to the future, but throw all his energies into the present, that he may be fitted for the future, and a man evolved from the criminal. There is a class of criminal dullards that cannot be considered as mentally unsound or representatives of the feeble minded group, yet are incapable of any prolonged mental exertion, whose efforts in the workshop are spas- modic and unsatisfactory, requiring constant spurring on to hold them to their tasks. By bodily growth and con- formity to a better type of the merely physical man through physical training, it has become apparent that it is possible to excite cerebral activity in these dull in mind and heavy of body. The value of physical exercise and training as an adjuvant to mental growth is appreciated by our col- leges and universities, in accordance with the belief that physical training will not produce acrobats and professional athletes, merely, but, guided and governed, bodily and mental health. At the New York State Reformatory, during a period of sixteen months I have subjected forty-three dullards, divi- 56 Physical and I ndustrial [8 ded into three classes, to a course of physical training. The first class was formed June 5, 1886, and consisted of ten whites and two colored, of an average of 22.9 years: 19 and 29 years representing the extremes. For a period ranging from one to two years these men had made no appreciable progress in school work, and the performance of their daily tasks had been equally unsatisfactory. In physiognomy they presented features indicative of criminal tendencies. Not one had learned a trade, but all had made a precarious living as common laborers, tramps, hostlers and street loafers. One was convicted for assault in the first degree ; five for burglary in the third degree; one for grand larceny in the first degree; three for grand larceny in the second degree; one for rape, and one for attempted rape. The environment of most of the men previous to conviction was bad, many of them confessing to have had intemperate parents, while one told of an insane, and another of an epileptic mother. ‘ The plan followed in connection with the class, and 1 quote from my report made to the Board of Managers? was the substitution of a special dietary for the regular prison fare, and the weighing out of his rations to each that all might fare alike and be observed under precisely the same conditions. The school work of all was to be continued in a common course, the more advanced being put back to the level of the lowest; which could easily be done without prejudice to the former. The physical part of the program to be embraced in baths at frequent intervals and with regularity in con- junction with passive exercise, as kneading the muscles, working the joints, and friction applied to the entire body through rubbing by a professional trainer, as employed in the Turkish bath. And, later in the day, a manual drill and calisthenics to furnish exercise and supplement the routine task hitherto daily performed in the shop. 2 Report of New York State Reformatory, 1886. 9] Training of Criminals. 57 June 5, the class commenced work, at which time I made a physical examination of each member All were well nourished, with the exception of one, who . § ’ as convalescing from an acute disease. There were no in to8tions of disease of the nervous, respiratory, vascular o pete systems, and the bodily functions, save that of e skin, were all well performed. Five had acne, a cuta neou i : : 36 S Sisader commonly encountered in penal institutions provo ed or aggravated by well known causes; and Sas ichthyosis, or fish-skin. The second grade conti . 5 > : go three, and the third or lowest grade, nine men. The i e of weights and measurements on the following page > - 3 S aken at the formation of the class, shows the physi | status. sisi The average wei ei oh, ag ght per man was 133.68 pounds, and the average height, 5 feet, 414 inches. As is seen by the table, six were under and six were 0 w o . . . 2 ver weight, in proportion to their height: the former averaging 12.54 pounds below and the latter 7.04 pounds above the standard. s Daten of taking their meals in their cells, as formerly le class was provided with a table in the first grade dinine oan; where they ate under the supervision of an officer, ws there might be no passing of food from other wables or from man to man. Breakfast was served at six, dinner at twelve, and tea at five o'clock. Phe Ding was the weekly dietary : reakfast : Coffee-cocoa, o i a, one pint; bread : butter, 5 ounce. is Bo nl » Sunday :—Cooked meat, free from bone (roast pork, eef or mutton), five ounces; vegetables, nine oun- ces; bread, three ounces. Men ostnoted meat, free from bone (boiled bacon or pickled pork), five ounces; i ; ; vegetables, sixteen ou : bread, three ounces. is o . i I Training ‘imi. . Physical and Fudustrial 11] ramming of Criminals 59 Tuesday :—Cooked meat, free from bone (boiled beef or mutton), five ounces; vegetables, nine ounces; dumplings, five ounces. 19 Can. 140 5:8 34 32% 36 28% 1} | 11} 136% 5:4 | Over, Under | 31% ot | | 3rd Fay | | 34 E | | 47 | | Wednesday ;—Cooked meat, free from bone (meat pies), three ounces; pie, four ounces; vegetables, twelve ounces. Thursday :(—Cooked meat, free from bone (boiled bacon or pickled pork), five ounces, vegetables, sixteen ounces; dumplings, four ounces. 21 Irish| Am. 2 o 35 3 Over | + 5:53! 5:4 ii33 | 338 | | 2nd 3rd 3 26 2 Am 144 | 7 33 324 | 323 | 3 35 31 | 3rd | | Am. | | 313 | 33 ot Friday :—Fish (fried or boiled, with melted butter), ten ounces; vegetables, nine ounces; bread, four ounces. Saturday :—Cooked meat, free from bone (Irish stew), three ounces; stew, sixteen ounces; bread, six ounces. 3rd 105 150 5:33 | 5° 3 26 | Am. rl Under Over Over 1555 3 | Unde 2 | Supper: Tea, cocoa, or milk, one pint; bread, eight ounces ; butter, one-half ounce. 1460 3rd 73 r| Over At 8 A. M. the class was marched to the school room. An idea of their mental attainments can be formed from the fact that one could neither read nor write; one barely 1375 3rd 27 r{Unde | a2] st do either; four understood the successive steps neccessary to work an example in long division, but never could ob- tain the correct answer; while the balance came to grief upon the shoals of rudimentary arithmetic from notation to simple division. | Over Under Ove 12% 30 | Their stock of information was surpris- ingly small, being generally limited to a slight knowledge of the things they liked to eat and the work they preferred to do. Not one knew the name of the country in which he lived, its physical features, or the location of cities and states. ) i Ek wn = Z = — = ~ << = © [= < O rt wn > = Ft At the conclusion of the school exercises came the bath- ing. Having no data at command, as to how frequently a man could bathe without physical deterioration, I was obliged through observation to determine this point. Be- ginning with a bath every day, but finding this too enervat- ing, changes were made from time to time, until the routine resolved itself into three baths a week, per man: one tub and two vapor baths one week, followed the next, by two tub and one vapor. CONSECUTIVE NUMBER. Under or over weight in proportion tc Race or Nationality. Height, barefooted. Same, forced expiration. Same, forced inspiration. If so, how much under or over. Girth of chest. 9. Girth of abdomen. 5 6. 7 8 3 4. Weight, clothes off. 10. II 60 Physical and I ndustrial [12 The tub bath consisted in placing a man in a tub of water heated to about 100° F., and leaving him there to rub and soap himself for fifteen minutes or longer. From the tub he was placed upon a marble slab where he was douched with hot and cold water and sprayed. After this, the body was spatted until the skin was in a glow, the muscles pinched and kneaded, passive motion of thie joints employed, followed by a brisk rubbing with a coarse crash towel or Turkish bathing mitten, all this being done by a professional trainer, who was available at the time. Being obliged to make use of the facilities at hand, the vapor bath was the moist instead of the dry or heated air, and consisted of turning steam into a room and maintaining an atmosphere of 115° F. A staging was erected about six feet from the floor provided with seats, and upon this the men were placed with a bucket of cold water and a sponge, to wipe their faces as they desired. Here they re- mained about twenty minutes, perspiring profusely, when they were placed upon the marble slab one by one, soaped and douched, and manipulated by their trainer as has been described, after which they were locked in their cells. Generally after being subjected to this treatment, and upon their return to their cells, they would wrap them- selves in their blankets and sleep till dinner. After dinner, all were unlocked and taken out upon the flagging where for two hours or more they were put through a drill for physical exercise, and to compensate for the partial inactivity resulting from withdrawal from the shop and their former daily industries. In the beginning the evolutions consisted of the move- ments comprised in the ** setting up” drill, as employed in the case of raw recruits, previous to drill upon the field, supplemented by dumb-bell exercises. Such, in brief, is an outline of the plan pursued with these twelve men. During the first month it was expected that all would lose in weight. The radical change wrought in the daily 13] Training of Criminals. 61 routine life, the furnishing to all of a stated allowance of food, sufficient for every purpose under existing circum- stances, but not allowing of stuffing in encais of actual needs, would, it seemed, result in a loss of weight hoot would be more than gained before the conclusion of he course. That such was the case the table of weights and measurements on the following page, taken Yaly Ist will show, and which is based upon the examination of eleven men, the twelfth being in the hospital with facial erysipelas. poi The average weight of the eleven men was 129.31 as against 133.68 pounds, the average weight per man of the Shue class June 5, or an average decrease of 4.37 aah for feelin 2nd representing the least and great- / veight, wh e two men actually gained %% and 3 pounds, respectively. The school work was con- ucted in a painstaking manner by the School Secretary to whose care it was committed, and called for greater men- tal effort on the part of the class and longer continued activity than they had ever indulged in. Sullice it to ig that in the beginning all were drilled in penmanship a reading, with daily exercise in mental arithmetic Aceoding to their capabilities. As they slowly advanced with thelr studies an increased mental activity was noted, and the workings of the mind were less forced and laborious than at the beginning. In mental arithmetic they made Bregs ress, and were able, with comparative ease and vapidity fande three or four single numbers. eginning wi ati ¢ i Gilted in as a ‘ nn hey Sips mma i And carried through di- Nena ation with a thoroughness that enabled > work correctly i g rations i Head: wore rrectly in the operations they had received a us ph Y on 1at the average criminal e ignorance of the science of numbers, 15] Training of Criminals. 63 other things being equal, as if there was in his composition a deficiency of logical, deductive and analytical power. In substantiation of this I will mention that the largest se[adisk1 Jo Junodoe uo [epdsoy ut piodL ON proportion of failures in school work in the Reformatory is in mathematics, and I have no doubt but that the experience of others engaged in educational work in penal institutions is of a similar nature. | 5 Over | : SR niet Under 2 In language, sketches and stories were read to them, or by one of their number, and in a measure the study of geography was combined with this exercise by locating upon the map the countries and towns mentioned. They were, in addition to their reading exercises, furnished with paper that they might write from memory, and in their own language, the sketches read to them the previous day. The few who could not read or write, or with difficulty do either, were instructed in their A, B, C's, and in writing. When the men began their manual exercises they were an awkward squad, and it was a matter of patience and perseverance to teach them to execute the figures simul- taneously and with precision. They were slow to com- prehend an order and deliberate in its execution. They began with the “right foot, left foot” step and in time were taught other evolutions until they were able to march in line and keep step, which last was a matter of weeks. When they could do this, and do it well, they were drilled in dumb-bell exercises commencing with bells weighing three pounds, which were replaced in time with heavier ones, until a maxium of eight pounds were reached. With subsequent classes I discarded the heavier bells, 3 | Under | Under Under| Over Under 0% 13 | Nei- ther |Under | 29% E a > 1 = — = ~ < jos 0 - < QO — nN > =o Pa 2 Over 12 I 3 2 ro never using those exceeding three pounds, as I found they answered every purpose in the work of muscular devel- opment without irritating the men through unnecessary fatigue, thereby prompting them to *‘soger” and malinger. November 6th the class was discontinued, and the follow- ing day a physical examination of the men, made as in the beginning, with the results shown on the following page. portion to height. If so, how much under or over CONSECUTIVE NUMBER. 3. Race or Nationality. 4. Weight, clothes off. Height, barefooted. Same, forced expiration. Same, forced inspiration. 9. Girth of abdomen. Under or over weight in pr 6. Girth of chest. 5. 7 8. 10. II. Se — jo) Physical and Industrial 17] Training of Criminals. 03 uy The nine men in the third grade in the beginning at- tained the second, and there being no reductions, all were in the second grade at the termination of the class. June sth the average weight of the twelve men was 133.68 pounds. During the five months the class was under observation there was a net gain of 14.75 pounds, or l=) — 138 5:8% 34 — on a Ft - 133 5:4% 5:4 32 33% | 1 | | 5 28 Irish 130% 32 3 an average increase in weight per man of 1.23 pounds. These are relative figures. lost weight. 3 37% 31 35 Over Under] Under| Under 153 5:5% Am. In fact, eight gained and four The average gain per man was 8.26 pounds : st 5 two and nine standing for the extremes. 3 152 5:7% 33 31% 6 30 r 6 26 Am. 32 31 3 3 Over | Under Ove Of the four who lost in weight, the average being 7.56 pounds, 2 and 16%; represent the mum loss. As in June, six were over weight, with an average of 11. respectively. 2 112 5:3 4 27% 19% 2 Am. minimum and maxi- | | | { | | under and six were 20 and 8.62 pounds The chest measurements are approximative, and do not fairly represent the increased lung power, as it was a matter of great difficulty to teach the men to prop- erly expand and contract the chest at command. The drill and discipline they were subjected to wrought an improvement in their physical condition. The bachs and stimulation of the cutaneous system brought the skin m 121 I 31% o | 34 28 5:1 | A 152 5:43 32 | 3 8 32 14% 35 3 r Over 3 2 I Am. 149% 5:4% 34 r| Over 115 5:43 22% to the highest degree of functional activity, overcoming the integumentary disorders of five, noted in the beginning. The daily drill and dumb-bell exercises hardened and developed muscles that previously were soft and flabby, and the entire muscular system acquired firmness power. Am. r | Unde % | | | ow = ~ ~ = Mm = = 3 O z h oon eT & = ar - £4 « ant 0 = « L — wn Sa = i. Am. 127 5:13 I 41 28 5 | Ove and The setting up drill improved the carriage and conferred a rapidity of action not before indulged in. The aimless shuffling gait gave way to a carriage inspired by elastic muscles and supple joints. NUMBER. The faces parted with the dull and stolid look they had in the beginning, assum- ing a more intelligent expression, while the eye gained a brightness and clearness that before was conspicuous by its absence. portion to height. If so, how much under or over. Under or over weight in pro-| Height, barefooted. CONSECUTIVE 7. Same, forced expiration. 3. Race or Nationality. 4. Weight, clothes off. 6. Girth of chest. 8. Same, forced inspiration. 9. Girth of abdomen. Se 10. With physical culture and improvement there came a mental awakening, a cerebral activity never before mani- II. 66 Physical and Indus trial [18 rely animal man with his de before the intel- k was not steadily fested in their prison life. The pu ox-like characteristics seemed to rece lectual. Their progress in school wor onward, but intermittently progressive. For a time they would learn with comparative ease and to assimilate their mental food, when, suddenly, without any deterioration in ase to work of mental appear and without apparent cause, al condition, their minds would ce their physic Id lapse into their former state and they wou inertia. This might continue for several days, when the mental cloud would slowly lift, and they again give evidence of mental quickening. It was as hard to develope their men- tal receptivity as their power of retention. During the five months they were under observation their average mark- ing in school was 74.16 per cent. as against 45.25 per cent. for the five months immediately preceding their course of special training. Upon the discontinuance of th men were assigned to various shops and employments, and s were subjected to the same influences and the routine of prison life as prevailed before they were selected for physical experimentation. During the follow- were watched with interest, to observe | maintain themselves in their eleva- state of sloth and e class, November 7th, the the primary classe ing six months they whether they woulc tion, or fall back into their former mental lethargy. In order to obtain a perfect record, each man had to earn nine marks a month (three in demeanor, three in labor and three in school, in the latter case cor- rect answers to 75 per cent. of the questions being the standard required to obtain full school marks, that is, three). The following tables show the records of eleven men (the twelfth, a southern negro, having died during the winter of pulmonary disease), for the six months preceding and immediately following the disbanding of the class: 19] Training of Criminals. L FROM DEC, 1885, TO MAY, 1886. CONS. NO. DEMEANOR. | LABOR. | di So SCHOOL. 3 | | or 32 per cent. “16 46 63 47 51 46 77 28 48 46 W- | 1215 1311 1318 375 1460 1555 1835 1838 | 2005 | 2096 | St hf Ol Sof 00) tN = tof Snag Soleo DN) mm Sf ef = = tif Sle foo eofeo sel cofeo = G0 0 BO 00 Tas nay. ID me hom eee | Slonim] —- Ut 2135 | —2 13d g¥ a8eioay [eIoUDN) T : dade possible Sumber of marks to be earned by the 11S p i i c oper ; period of time, nine marks each per Actual numbe : os r of marks Won arks earned by the eleven men or less than 1¢ of a mark per man each month. 0 IT. _ FROM NOV. 1836, TO APRIL, 1887. CONS. NO.| DEMEANOR.| LABOR. | SCH | OOL. 1215 1311 1318 1375 1460 1555 1835 1838 200% 2096 2135 2 or 81 per cent. i “ 50 6 “62 ‘6 63 “ 66 [13 40 “ 80 ‘6 87 ‘6 69 “oq Possible number of a men in this period un & be eamcd by the eleven : . ’ 504 ’ Actual number of marks earned r 7 {5 marks per month, per man. ge tN | Oprop— nN a G cefao rg) BN = Si Seon ojo NNW ~ No Se Ro Lop SH Hen 19d 1Z a3eraAy [eIdUDN) MLO WWW NL WW N DW NDWLWL VN WW Sap NNW wirooiw J 68 Physical and Industrial [20 )( : A study of these statistics will show a ae and rapid improvement along the threefold J ig physical and intellectual capacity, more progony oe! on : dividuals than others, but most encouraging, cons ain in gf Satis : ace before the class was formed, as bet = J ering the general aver Bid compared with that after disbandment. rl The advance made in moral and intellectual dev Pp 1 C li ; i 7 1 3_, before, anc ment, represented respectively by —23 and 155, be iE : I st striking, « ccurs in no one 21 and 2% after, is most striking, and occ eu on wd LR : : isolated case, but is common to all. on he "A i iting, Oc¢ > status \t the present time of writing, Oct. 20, the s : : ; r expirati maxi- leven men is as follows: released by expiration oi 1 Se j : i~cleet- “leave . paroled, and out upon ticket-of on ryade, 1; ing well, 2. 1e first grade, 4; second grade, I; not doing ; 3 yi : ? pA go a CQ . C three men in the second and third grades, and no g ce me ar Jeng , in moral rather than in intel in the first grade are making mum time, 13 well, have proved recreant tual lines: while those in I ofiort, through the three-fold course, to Sr their release and demonstrate their ability he a themselves in rectitude. The stimulation of ihe Pp y : i ago, in the case of three, impressed i ation to a degree that enabled them to earn if left to themselves powers a year mental organiz their release upon parole, whereas, : Bo a O p ~l-e = as « > ) their minds would never have been quickened, of an improved physical state. ets T 'o succeeding classes, were treated in the me [he two succeeding Cl , 4 manner similar to the first. salts. Their physical course was not as thorough of sfc ; . : ro ~ gr y rac ~ cased tory owing to the loss of the trammer, who was rele » > - - ra Q 3 “yr OQ ~-q Ya ec upon parole and whose successor was neither as c on : i isadvant: : differ- nor competent. In spite of the disadvantage of an i c i od appreciably, and gave ent instructor, the men improved appreciably, a g ke ishe 2 hete evidence of what could be accomplished under comj guidance. ithe 3 . . AES 15s 1e 1 i 3 “tary, they receive Instead of having a special dictary, they SR regular prison fare and ate in their cells. In sch oS ] Training of Criminals. 69 continued their work in their respective classes as before. These men did not possess the ox-like traits presented by the first class, and though more prepossessing in their physiognomy, were more difficult to manage and impress. They were inclined to malinger and would frequently deliberately reduce themselves physically, placing them- selves in antagonism to the system being pursued. A few of them were country clods, stooped shouldered, and heavy of foot; the balance being city born and bred, undersized and poorly nourished. The most of them had been recently received, and were selected for physical training, that through bodily betterment they might be the better able to maintain their standing and earn their marks when subjected to the routine of task in school and shop. The others were dullards in school and sluggards in the shop, picked out for special training, that through bodily improvement, mind and muscle, in their reciprocal rela- tions, might work in harmony. They were all specimens of either mental or physical abbreviation. The accompanying charts give the general markings of seven men and show at a glance the influence of physical training upon their conduct. In the charts the consecutive numbers of the men are given at the beginning of the individual tracings. The numerals in the tracings represent grade changes depend- ent upon loss or gain of marks. In the study of the charts it should be taken into con- sideration that, during the period covered by physical training, the men were exempt from task work in shop, and while, in the main, all were able to perform this requirement, they did so paroxysmally, or in spurts. The value of physical training is not to be measured by the degree in which the men responded to the stimulation incident to the training, but to their maintaining them- selves after the removal of this stimulus and their return to shop discipline and task. —— ww SR EE on 70 Physical and Industrial [22 | crime, has all the Number 1,400, convicted of a sexua jose of a man. characteristics of a brute and but few of tl Admitted in October, 1883, his prison career has been a succession of ups and downs, through failures in labor, school and demeanor, some months being deficient in one of these three-fold lines, at others in two, and not rarely, in all. Taken in hand in June, 1386, when gathering himself together after a fall, he earned that month a 7, an 3 the following, and in August, a9, the first in fourteen months, or since June, 1335. From this time on until Novem tinuance of the class, he has an unbroken series of 9s. After being returned again to shop work and former con- ditions, he maintained his record till March, 1887, when he began to fall back into his former habits of faulty per- formance of work and violation of rules. From this time 1g presents the same fluctuations as formerly, edit, it must be said, his performance of satisfactory than his labor and ber, or during the con- on his markir although, to his cr school work has been more demeanor. Number 1,835, a thief, presented a similar series of fluctuations in marks, though not to so great a degree. Gaining the second grade in May, 1886, and placed in training the following month, he made a perfect record for as promoted to the Ist grade. His 0 six months, when he w thirteen consecutive 9's, the first five iving special treatment, the had previously been unable record shows which were gained while rece balance, under conditions he In July of the present year, 1887, he was to overcome. after thirteen months of released upon ticket-of-leave, perfect record. The tracing of 1,834, a thief, utterly devoid of all moral sensibilities, shows greater fluctuations than in the cases of Received in January, 1384, his mark- The following month he August, when the others charted. ing ten months later is —O. earned a 2, and continued to do poorly until mr 7 8 5 ————— Z 20 ‘. Te ENE : | oe ep w—t- =l + pe Yas Trg m= d= a= ‘ ha . . Ee EE , y + ! Fo 1 . -- ' I Cop \ a em on uh 2 a i ld a RE {itt yo s qe=e m= dimindnd- : | 1-=4-- Jeo} Rw he sunt « fumbd 1 ! gle muse de = bv semtmem b dm hemes he dead. a ———— la pes ) | : 1 ap 1 1 L ay f= mole ' + . i . . —— tebe k bed da dg ' 1 1 1 Amb - =a nm yo - —b——h le SI EON A er ha, ’ whan albeit ‘ -vmhiniat itn wale s Jmiem EY me i i « i crmm marae na . fo we meme ple ml wp yr mh. we Are wiles den ' ' ot wpm me . : Naw “aps ap et mp mdm mines mals semmud i ' ' ' ¥ ' -——-- : ' . : ofr ghee. | op mad | 1 . + waa] Hel ' | s ' ! “im ep md C6uor] Lazo] Period of Physical Trenwng represented by heavy Fueling. ® Poroled. §me"Nos IE Grade Change ( i. term dm pm gmc mo l— Ea [ie += — . . re odo 4 mimi ded] -3- des duehies — | 0 mpegs =e be ay te Fl i Jad aden . f- i ad. an ie. fap ’ . - —t——— ' ‘ ——- 1 $ tq Fa - 1 TE st HR -tt, ; : . ' do ob. op - oll [0] |e] a] «[o| «| uw] Hvlo|n|do 1 = rr -- . I » doo wl io 4. | rd le = 4 Leh -- ye f ow ope ¢ [ i —— . mm fedelaten . s . 4 ——— Join - fn rT . dating Lojrbnh od . Ey cafe + Joe i Ee” ' n.d y + +3 ym -somge $b ote mg Tr .e I doe; | Vip jw ey cs ' a 1 roth} : fr=berine phd-di--y- Bg fs 1 v Tr oe. wepre be ne : . —i vein a; 1 -—,m-—- Tot bil pee —a- de pomla iy -r -- *- > - \Y ; Noon o]ed lee | =| |v WW © A Ang Jo =n 9 "PRlo4d J. | 1 . ' . i | . \ Gm | ny Ardy Aq PANU udi4 Auiuradr (UAL Jo pois. - do. ' . Pyr=ris wr ge 1 pedi Ed \ ' i wee) Fa . L .o oe ’ I Cie vy : . a ‘ 1 7 ela ro fn kd firssen puss deci HI bey -- ia or ailb gtheme ten . p=. wide -r ered - Wi . ; 1 | eh ayes bum ol abe datas Aion dome es adacese | bo ponds 4 4-1 . hn nappy r r-=- r=" a ' ' r= ——- ae ' . n= = o ! a——- : de ' : sem 1 ke . fain : meyer mq 1 1 ——pe lov a p- i, 1 ! | + ren - | I dod .deen ! . et tem TA ' ' tm afi a cpiinls amie -id-- ' . bole din viesgerbad 1 . ’ ' vis - hood and rte ’ : v ' ' Ci I ' ’ Mtn amp ww yuo ope— emer mee: 3 smel i 1 op mmm eb =f i ' i 1 ae eh rb mee b Ley yo —-- ' -— - odie i =i" i ' Sh ——— " i= ' edemalas | 1 ' Tm ' + i 5 i : ' vod _r et tad + I ha La : EE Ammen oy TN 1 dd vf & a i meer -H- . Posh Lodo yg 1 . Lom pfehe ori 4 1 -4 pede eeb od | —— —— audmeti v 1 1 {= . wid f ' d- bet mp oo toa : he 1 / 3 eepempeeqrebemten ' a tc ls wn ' -F === gel a 1 ' + - 1 FR yu ) 1 Yala read. ri . . cr ha | . . hs wi - ' I= . , ad i e=1 a-ee - : : ’ ' cede qed mde —p wd de ou Ey 1 . bm mn cet 1 ME } lt } " 1 ev ul seme ede = Po yo : : +- XL. : V ay ' dak min 1 i -— 3 ’ : baie od. a o- » . — te fm \ \ -~ ‘ 1 \ ! Atm rmE.n ow poo | \ ' HB ' mbm dem de ae 3 AR ah SE " fd hs V jongeetes rrojes rr = nd ae wih ~~ ' ch mimes ieee - -me me. ¥ ' - ' t ! ’ ' “ 1 J ad 4-4 a : Lot bop mdee \ errr | i i ior ied ai + -d--2 seeded. ron pmm—— Vs nih ih im Er} CET ' ' baay A. ' be =m mag ade. 3... i. Eeterfnds CO decqeccban bikes om orm eo ep——- v = ld. coqen ob ood . Aeekead be ' . i ce — ep —t- -T -afaed ro ais wn's = alemch met ‘2 essen cabo o J }-4 I - 4 i E Pliysical and Industrial has all the a sexual crime, convicted of Number 1,400, characteristics of a br Admitted in O reer has been a lures in labor, through f o deficient in one ew of those of a man. some months being 1883, his prison ca -ute and but fi ctober, and downs, school and demeanor, succession of ups i a i and not rarely, s, at others in two, fold line en in hand in Jun of these three-1 o o> an when gatherin 1386, arned that month a C > ) Tak all. himself tog in rox’ £,20 DV 22a Aur 7» ag, the first in fourteen . and former con- mber, or during the con- unbroken series of 9's. into his former all. he e on until Nove 1835. he has an oain to shop worl ter af eturned ag and in August IN ether af or e , or since June, fall bacl e of the class, followin rom this time 1 tinuanc After being r months, began to 8 the a DT TET spa a B57 = a ZS | abor and cord for His ‘tment, the v been unable 7 vear, 1887, he was thi - as formerly, < formance of wr series of C rom this time 4 1 ents the same fluctuations Oo 1886, and placed in rteen months of simil so oreat a degree. a cial tre viousl les. : devoid of all moral rv than his 1 spe 7 oO > ed to the 1st grade. r conditions he had pre e said, his per May, he made a perfect re after consecutive 9S, v of the present 4, a thief, utterly though not to reater fluctuations o month, o the following training - en more satisfacto 5 a thief, presented edit, it must b res rk and violation of ru In Jul ed upon ticket-of-leave, erfect record. vined while receiving when he was promot 1,835, in marks c second grade in formance of wo th Number or OD fluctuations cord shows thirteen on his marking p although, to his cr school work has be demeanor. Gainin re which were g: balance, unde The tracing of 1.8 sensibilities, shows g to overcome. P six months, releas ses of ark- C than in the ¢ C 1884, his m Received in January, the others charted. ing Ne Tol ole] S49 ng month he The followi 6. months later is a 2, and continued to do poor ten Cu LA t, when 0 Lal ly until Augus wrned C & 9 14 i wm . un it Physical and Industrial [2 . . TiS. mt arf sexual crime, has all the | ped : few of those of a man. un he LE “is %emuins career has been a HERE JRE | : | apliee | 1 L Number 1,400, convicted of a Fini of a brute and but Admitted in October, 1853, his prison and downs, through failures in deficient in one and not rarely, 1 | y= I ; . 1 eedeipeniod-- | i nd, dtc! ll ag ' ny | r- i) mde ' 1 L . . ' ' bona. Fea memes 1 . Leagee de . gr i= i. 1 - labor, deremepe~ FE 1 SuCCession of ups school and demeanor, SOM of these three-fold lines, at others in two, in all. Taken in hand in Jone 1886, when gathering ¢ carned that month a 7, an the first in fourteen . months being 1 resdh wiary Y . 1 4 > ’ ATT ko et ' . wap oben I 2 Nw li] ¢wlol alo Pope aten ele | i Nor : jafeerld wd tle et teh oid ' i : — ed ye =m 4 = -p mate. ) sis himself together after a fall, Q the following, and in SR AO, mpg ep i=l. - see dems om vim = | i vp ima eo 1835. ® Po. 1 . all fo cate roled 5 N ’s IE Cha the con- ‘rom this time on until November, or during tinuance of the class, he has an unbroken series of os. = : ; After being returned again to shop work and former con- rtd ; i 3s a: IE ar | : : : das : LT Tr 1 when he = 2. = a fe wb urin: Junspmsic su; ; SI h a Yi wu rte lene : y rete rod ae ! months, or since June, fomle mp = gers enk | his record till March, 139; former habits of faulty per- al or boy this time ary . ISL ede bd de oT ' . 1 Te = ditions, he maintained began to (all back into his and violation of rules. Irom he same fluctuations as formerly, his performance of 1 ALE NOSE dodo . bodes jm mimi rt Ry 1 . | 1==e- 1 formance of work on his marking pre sents t lit, it must be said, ¢ satisfactory than his labor and ' i RE EES ad aia I i | vem | although, to his cred rents Es school work has been mor we | + Y =i | hee I . . F ‘ 1 —-k demeanor. Number 1,835, @ thief, fluctuations in marks, though be A. * + eq eel a i. & i} presented a similar series of not to so great a degree. $ pe emf = ! i oy de q- rr ated ne tedmenep cmmbues boo EE a 1 --- 1 re. ' 1 May, 1886, and placed in Qa perfect record for Gaining the second orade in lowing month, he made —uswlh v BE | 7-— ' 3ee training the fo six months, when he we shows thirteen consecutive oained while receiving he had previously LS promoted to the 1st grade. His g's, the first five © special treatment, the been unable 1837, he was — ee doe ' I A ——— 1, led. . ' ' ' | le mb deme genie nemo] dom jog = record which were balance, under conditions In July of the present year, thirteen months of -b-e tude . ot - 4 31% ' = a. iY 1 to overcome. upon ticket-of-leave, after EE EH:]H'H]H 3 4 7 * 8 released Jers perfect record. The tracing of 1.854, a thief, utterly devoid of all moral hows greater Quctuations than in the cases of in January, 1884, his mark- The i SR month he orly until August, when donde mien epanhe : Lem — sefrmtenpr: feted . | » sensibilities, s the others charted. Received ing ten months later is —0. carncd a 2, and continued to do po Period of Physical Trang represented by heavy rng Training of Criminals. 71 he reached his lowest, or —16. Gathering himself togeth- he earned a 3 the next month, which was followed by a dropping down to 2, when he recovered with a 7 in November, followed by an arbitrary 9 in December, a ¢ not earned, but given in hopes of inspiring him to con- tinued efforts. I'rom this time on till he was placed in the physical culture class, his record presents a series of falls and par- tial recoveries. Taken in hand, July, 1887, when he was PR a sie recovering from a fall, and with a 6 to his credit in June, he : earned an 8 in July, and a 9 in August, the only one . Tk lager i gained by his own unaided efforts in the thirty-two months ed bart fofenbve fect od anf tor § he had been in prison. The following two months his AIT Hy marking was 8, and in November he was returned to ©} pot —pmyms —T | + {or Ty oii dr 4 hdr ge ler : shop work. This man, the least promising of any under -— Lob ‘ ; ay : di : J fepadeares A Le ? observation, labored more satisfactorily after his course of NT “i. le a i — nr Vi. dA Lala bocje-b--bt, 'u ER aepetedge de being remarked by his keepers, skeptics as to the possi- A ; bility of stimulating the brain through development and increased control of the muscles of the legs, arms and hands. He was selected for experimentation, not with the expectation of overcoming his clam-like characteristics, forma i i i training then he had ever done before, his improvement - but to note if he could be made to respond to systematic aut stimulation applied through his muscular system. 2,000 was an uneducated awkward country boy, con- victed of burglary. He began his prison life in laziness, oi . ! : —d eed 1 ba} =r 1 rT By ' . ess | 4 and a disregard of rules, and four months after admission, was in the third grade, where he remained until removed from shop task, as a ne'er-to-do-well and placed in train- ing. Ofall the men, he responded the most promptly to treatment, receiving a marking of 9 in June, 1886, the first month, as against a 5 the preceding. During the five months he was bathed, exercised and drilled he made for himself a record of five successive 9's, and afterward, when returned to industrial work, maintained himself for three months, or until February 1887, when his marking fell to 7 CE | % eee = - pe p—— 23] Training of Criminals. 71 he reached his lowest, or —16. Gathering himself togeth- he earned a 35 the next month, which was followed by a dropping down to 2, when he recovered with a 7 in November, followed by an arbitrary 9 in December, a 9 not earned, but given in hopes of inspiring him to con- tinued efforts. | ! From this time on till he was placed in the physical O|® — oY ; ; on] culture class, his record presents a series of falls and par- ere Tepe rw a tial recoveries. Taken in hand, July, 1887, when he was [I fp —- ppt’ cm am hmmm om et ii recovering from a fall, and with a 6 to his credit in June, he roa uses vs . edad de i earned an 8 in July, and a 9 in August, the only one 3 wie mh de . s : . : . gained by his own unaided efforts in the thirty-two months i 4--eed=ct . 0 ER i ppm CA : he had been in prison. The following two months his oie Fy; marking was 8, and in November he was returned to : : cone =p |] Oo ie A shop work. This man, the least promising of any under : wim dn dn Botan et * | nin Lp eT NENG ETA teen observation, labored more satisfactorily after his course of : topo viii : ci, training then he had ever done before, his improvement 2% [oi pA 1. toyed 9}: 4 being remarked by his keepers, skeptics as to the possi- elon BEN OR EE GR bility of stimulating the brain through development and fol hdl d: ries fips ot. increased control of the muscles of the legs, arms and hands. He was selected for experimentation, not with the expectation of overcoming his clam-like characteristics, but to note if he could be made to respond to systematic stimulation applied through his muscular system. 2,096 was an uneducated awkward country boy, con- victed of burglary. He began his prison life in laziness, and a disregard of rules, and four months after admission, was in the third grade, where he remained until removed from shop task, as a ne’er-to-do-well and placed in train- ing. Of all the men, he responded the most promptly to treatment, receiving a marking of 9 in June, 1886, the first month, as against a 5 the preceding. During the five months he was bathed, exercised and drilled he made for himself a record of five successive 9's, and afterward, when returned to industrial work, maintained himself for three months, or until February 1887, when his marking fell to 7 . x FIR J A d- " rt ia 72 Physical and Industrial [24 by reason of attempted fraud in school examination. The next month he recovered himself and earned by honest and faithful work in school and shop six consecutive 9's, going out in August upon parole. The change wrought in this boy, by body training was most pronounced. In the beginning of his prison life he was a dull, shuffling country lout. He left with mind awakened, and feet and legs so under control he could walk without interfering or tripping. The description of these four will answer for the remain- ing three that are charted. The impossibility of a complete separation of mind and body is apparent, when it :s remembered that that part of man denominated the mind is located in the brain, and dependent upon the anatomical integrity of the latter for the proper performance of its function. Before the mind could be impressed in the case of these dullards it was necessary to bring the body to the highest degree of perfection and functional activity, in expectation that increased cerebration would follow developed muscles and stimulation of the peripheral nerves. The late Dr. Edward Seguin, by the systematic training of the hand and eye, ignoring letters in the beginning, gave under- standing and cunning to an idiot brain.? The criminal dullard is a being of coarse fibre. He represents raw material in the rough, waiting for a mould- ing hand to overcome his crudeness and give him impress. To accomplish this, radical measures must be employed, and a departure from time honored methods of procedure. In the beginning the school room should occupy a sec- ondary place. Bodily improvement, and through this, the placing of the brain in the most favorable condition for mental action, should mark the initial movement, after which it will be time to employ the usual and more com- mon methods of teaching as carried out in the school room. . 3 Archives of Medicine, October, 1879, December, 1880. 25] Training of Criminals. 73 Systematic bathing and massage stimulate the cutaneous system, raising to the highest degree of functional activity one of the chief eliminative organs of the body. The peripheral nerves are stimulated, and they in turn act upon their brain centres in accordance with the law of mu- tual dependence. In describing the psycho-physiological training of an idiot hand, Dr. Seguin noted the orcater possibility of acting upon the centres from the periphery than upon the periphery from the centres, at least in the period of growth. * Functional derangements of the skin are commonly en- countered in the criminal of coarse fibre and small mental Satie, a fhe ba is an agent of no little value in the education of this class, as bringing differe arts g body into greater hartony. sa The importance of the muscular system may be inferred from the fact that without muscular tissue there could be no life or motion, nothing to formulate or give expression to the workings of the mind,—the brain. The muscular system is supplied with afferent and effer- ent nerves, nerves of sensation and motion, connected with nerve centres within the brain. A single muscle is not a simple organ, but an organism possessing dual properties a contracting executive mechanism composed of the Stine cle proper, and a stimulating regulative residing in the nerve fibre and gray matter nerve cells. A large district within the brain is composed of motor centres presiding over motor ideas, and according as certain muscles are exercised and cultivated at the proper time, the growth period, the cells of gray matter comprising these motor areas are developed and multiplied. I phatic and unhesitating How to keep our boys profitably employed when not in school, has been a diffi ' d cult matte % 3 trade facilities. er owing to the lack of With the co i mpletion, however, of ti % the \ i 1e ii and the furnishing thereof with proper tools 1s problem will be partially solved. For a full soluti 3 we must look to the me ini : : > anual training school vs bE i g school system.— anieve trades are introduced should be taught as a an 5 . . . S i 0 0 education for the inmate, in addition to preparing i 7 ga a livelihood hereafter. The good of the indie vidual should be paramou 1 7 nt, and hence the ‘farmi i isi . 2 1e ‘farming out labor of boys to persons whose interest in hen is only me y, is ici y mercenary, is not only pernicious, but it defeats the object ¢ ai >for ject and aim of reform work. Those who employ such help s >chani i p upplant mechanical skill and inventive genius witl automatic machine drudgery. ¥ he 2 Biennisl R Biennial Report of State Reform School at Topeka, Kansas, 1886 ka, y . Sui ill li Ke a Laer ERmERET= 3 QE BS a Physical and Industrial [34 82 he way of trades should be of a 7 ror 1Q “eo t «Whatever is done 1n : ; gra is a state like our own where manual nature, especially In a stan re manufacturing by machinery is in its 11cij 3 0 oe « C : ) oy : i : ! for the boy that he learn to make an entire shoe by al ol “hinery > former in- than a part of a shoe by machinery. In the forr oe , in st any town or tance he can get employment in almost any t High BY > . : . . ‘ . Y 1e Mace as soon as he leaves the institution, while in a i ;sible for him to get a situation. latter case it is almost impossible tor hin g Sans atter cas S m 2 BI inf > So in any, vocation [he practical side should e s -~ O « 2 « . ! ; y ji } Td . oo motive. The boy should be properly equip] ee a Such ; as tailoring, shoemak- for his future career. Such trades as tal a, i or hi ; S : Ro inting -S vo. and the like, ¢ Lo. carpentry, printing, tin-smithing, ing, carpentry, | g : 18 une jesiabic because the boys can turn them to practic: aes « y « : 3 ; i 2 a as soon as they receive their leave of absence. Laas dd? ” : : J il . : hy Ohio is teaching its vouthful criminals and o end : : -aining 1s hes -aining. upon the broad basis that manual training is head i on g: irti ; al repor e Boys The following from the thirtieth annual report of th : i a an idea ¢ > scope of the Industrial School conveys an idea of the scoj \ . - work : i i in Besides what is taught in our schools, we teac Z oh i trv. farming, fruit-growing, teaming, gar- branches of industry, farming, grow i gs Wi i 5 smaking : - blacksmithing, carpentering, shoemaking, pe « . : i brushmaking, mending, baking, ework, vocal and band laundring, dining-room and housework, vocal a 4 : ol ki i 1 astering, telegraph music. brick-making, brick-laying, plastering, telegraphy sic, ¢ : In a few months after the new shop, i i 2 7S Wi lly equipped, a number of boys dening, ing, glazing, tailoring, and printing. arly ated, 1s fu nearly completed, nam Teen be taught mechanics by the polytechnic sy stem. yt tion ical departments now in operation, addition to our mechanical depart § ; 2 rs trades the merly. we hope to teach many more boys trades i on Y: ’s are te that labor 1 +v department the boys are taught In every department 1 ha Eh and should be cheerfully performed. Eac competent foreman, whose duty it is ain the boys in their trades and edu- honorable, department has a to supervise and tr cation.” 1? ; "4 Biennial Report of State Reform School, Kearney, i 1886. 10 30th Annual Report of the Ohio Boys’ Industrial School, 1856. 35] Training of Criminals. 83 In February, 1886, the work of industrial training as a part of the school system was entered upon at the Elmira Reformatory. The trade school has now been in opera- tion for a period of twenty months and at the present time of writing over one hundred and twenty boys and young men, or fifteen per cent. of the entire population, are re- ceiving instruction in various trades, as blacksmithing, stone-cutting, brick-laying, plastering, wood-carving and turning, carpentry, fresco-painting, and the use of the lathe, planer and other machinery usually met with in the jobbing shop. Two hours, two evenings in the week, are spent in actual labor, each step of the work being criticised by instructors, and when wrong, repeated until the error is corrected. The instructors are citizen employes, foremen in their respective branches, in the regular work of the reformatory. Each month a written examination is had of the work done, the results of which become a part of, and influence, the school marking of the pupil; failure in trade school affecting his standing as would failure in arithmetic or other studies. When the Trade School was first opened, it was re- garded with suspicion by most of the prisoners and looked upon as an additional measure to exact extra work under the guise of teaching them a trade, and many applications were made to be excused from its operations on account of factitious and fictitious physical disabilities. As the objects and purposes of the school came to be understood, and a better sentiment prevailed concerning it, requests for permission to receive industrial training took the place of former attempts at evasion. The Trade School is now crowded to its fullest capacity, and a large number of men who have voluntarily applied for admission and participa- tion in its advantages, are waiting for vacancies to occur. Industrial instruction is now regarded by the prisoners as a privilege, and appreciated, for the benefits to accrue to them later ; while malingering and shirking are the exception. om mt, a SE SEE 84 Physical and Industrial [36 The machine shop is supplied with lathes, a planer, drill press and milling machine, together with vise-benches, equipped with hammers and chisels, files, sets of taps and dies, and the ordinary tools found in a repair shop. Some of the more advanced pupils have become so proficient in the use of the machinery and tools that during the present fall a number have been taken from their task work in the productive industries and detailed for special work in the preparation of a plant for a new industry shortly to be inaugurated. Under the general supervision of a foreman, they have turned shafting, cut key-seats, faced and bored pulleys, planed face plates and the like, and done work that formerly would have been sent to some shop in the city. The blacksmith shop consists of six forges and twelve anvils, and is equipped with a full complement of tongs, hammers and sledges. Beginning with instruction as to the use of the hammer and tongs and sledge, the men are given a hammer practice upon the softer metals, as lead, alld taught the management of the forge, and to what heat it is necessary to bring iron and steel that it may be suc- cessfully worked and shaped on the anvil, being drilled in welding and the procedures common to the trade, as the laying out of work and the like. The classes in brick-laying are given instruction in the mixing and tempering of mortar, and practical drill in the laying of brick, construction of arches, angles, and the processes necessary in the construction of a building. Within a short time, a shop, two stories in height and sixty by two hundred and fifty feet has been erected, the brick- laying for which was almost entirely done by men who had received their first industrial instruction in the Trade School. The smoothness of the walls, the uniformity of joints, and the rapidity with which the building assumed proportions, were alike gratifying to instructors and the pupil mechanics. 37] Training of Criminals. 85 Material in the rough is supplied the stone-cutting class, to obtain in the beginning a working knowledge of the tools and the necessary treatment of various kinds of stone, to properly fashion the sill or window cap, and to dress to a scale or level. For plastering work the recesses are fitted up where the men are familiarized with tools and material required, taught to lath and apply the scratch coat of plaster and the succeeding coats, completing the work with the sand or plaster finish as may be desired, finally placing the cornice and centre-piece. The frescoers are supplied with screens, upon which they draw their patterns and apply the colors, learning the technique of the brush ; or they follow the plasterers, de- corating the work of the latter, besides being given in- struction in the mixing of colors, with: demonstrations of the principles and practice involved. Wl : Six lathes run by steam power furnish facilities for in- struction and practice in wood-turning, deftness with the tools following their use and familiarity with shape and purpose. The class has yielded practical results in the production of table and stand legs which have gone into furniture in daily use, with handles that have been sent to the brush shop to be drawn and afterward disposed of with other wares. : A dozen or more benches are devoted to the classes In carpentry and wood-carving, each supplied with a com- plete equipment of tools per man, and adapted to the work in hand. Sd As supplementing the trades’ course, instruction Is given in free hand and mechanical drawing, it being considered that drawing is to the trades what writing is to letters. Although all cannot be made accomplished draughtsmen, yet each man can acquire such a working knowledge as will be of material benefit and advantage to him in his line of industry. Appended are some of the schemes and out- 86 Physical and Industrial [38 lines in special branches, showing the general plan of the work of industrial teaching. I have given them at length that the scope of the school may be the better understood. N. Y.S. R. SCHOOL, SUMMER TERM, 1886. COURSE OF INSTRUCTION IN DRAWING. The following synopsis of the courses of instruction in mechanical and freehand drawing exhibits the work here- after obligatory on the pupils pursuing them, viz: All pupils in the *‘advanced section” of mechanical drawing will be required to complete courses I, 2, and 3. Pupils in machine drawing will, in addition, take courses 7, 9, and 12. Pupils in architectural draughting will take, in addition, courses 4, 5, 8, 9, 1o, 11, 12, 13 and 14. Pupils in cabinet-making will take, in addition, courses 6, 9, 10, 11, 12, 13, and 14. Pupils in advanced frescoing will take only courses 1, 9, 10, 11, 13, and 14. All pupils in the trade school classes will take courses 16, 17, 18, and 19, on completing which they may, ac- cording to ability and need, be required to pursue suitable courses of the advanced grade. Course 15 is specially designed for the pupils of the lowest primary classes. ADVANCED SECTION OF MECHANICAL DRAWING. Elementary plane problems. Orthographic projections. Isometric projections: elementary shades, shadows and perspective. Working drawings of building construction. Architectural perspective. Working drawings of furniture. Machine drawing. Stone cutting. Toainine of Criminals. 8 39] Training of C 7 Text-books: Davidson's Linear Drawing and Projec- tion, Davidson's Drawing for Stone-Masons, Morse’s Per- spective in Krusi's Series, Tuthill's Lessons in Architectural Drawing, Wright's Architectural Perspective, The Practi- cal Cabinet Maker, Stone's Examples of Machinery and Carpentry, Ware's Examples of Building Construction, Babcock's Details of Historical Architecture. II. FREEHAND DRAWING. 9. Outline drawing with pencil, pen, chalk and brush ; flat copy and round: ornament and machinery. to. Drawing in shade: various media: flat and round: ornament. 11. Historical ornament. 12. Architectural and machine sketching. 13. History of art. ; 14. Theoretical elements of design and decoration. 15. Drawing for illiterates : outlines of simple ornament, tiles etc. Text-books: Cleave's Outline and Relief Ornament, Car- ter's Crayon and Stamp Drawing etc. III. MECHANICAL AND FREEHAND DRAWING FOR TRADE SCHOOL PUPILS. 16. First month: Use of instruments, definitions ; ele- mentary problems in biscctions, perpendiculars, tangents, angles and parallels. J 17. Second month: Elementary problems in circles, poly- gons, and higher curves. A j 18. Third month: Elements of projection drawing : plans, sections, etc., of ordinary geometrical solids. ; 19. Fourth month: Practical applications: problems in carpentry, metal-work, bricklaying, etc. Scale and freehand drawings of tools and work. Text-books: Decker's Manual of Industrial Drawings, chapters I, 11, 111, 1V, V, V1, and IX; with dictation and other special work by instructor. READING. Pupils are advised to make use of the trade and profes- sional works of reference in the library, or the periodicals dealing with their respective courses, which will be sup- plied regularly on request. 88 Physical and Industrial [40 EXAMINATIONS. Examinations will be held every month in all courses where such test is practicable. The class room teaching is largely didactic, supple- mented by a printed outline of each recitation distributed to the class a day or two in advance of its meeting. The following are two of the outlines given to the class in drawing. Winter Term, 1886-7. MECHANICAL DRAWING. Outline of Problems, No. I. Oct. 30th. Problem 1. Zo bisect a straight line. Draw the line A-B. At A and B. as centres, with the same radius, draw arcs cutting above and below the line. Through the points in which these arcs meet, draw a second straight line. The second straight line will cut the first (A-B.) at its middle point. Problem 11. 70 draw a perpendicular to a line at one of its ends. Take a point over the line and about one-third of the distance between the ends. From this point draw a circle so that it may pass through the nearest end of the given line. The circle so drawn will also cut the line in another point. Through this last point and the centre of the circle draw a straight line. This straight line will cut the circle in another point above the centre. Through the end of the line and the last point found draw another lire and it will be perpendicular to the first or given line. Problem 111. Zo find the centre of a circle. Take any three points on the circle and connect them by two lines. Bisect each of these lines. The bisectors will meet at the centre of the circle. Problem 1V. Zo draw a tangent to a circle at a given point. Draw the radius to the given point. Then at the point where the radius cuts the circumference draw a straight line perpendicular to the radius. Training of Criminals. 89 Spring Term, 1887. TRADE SCHOOL DRAWING. Feb. oth. LINEAR AND GEOMETRICAL DRAWING. No. L There are only two kinds of lines straight and curved. By these we construct all forms. A straight line may be defined as a point continued in one direction, or, as the shortest distance between two points. A curved line is one in which the direction is constantly changing. A compound line is the joining of a straight and a curved line. A straight line can be placed only in three positions, viz; vertical, horizontal and oblique or slanting. The hor- izontal or vertical positions never vary, while oblique or slanting lines may incline more or less. A perpendicular line is any one that is at right angles with another line. Diagonals are lines crossing to opposite angles. Parallel means running in the same direction and keep- ing the same distance apart from each other—thus the metal rails on a railway are parallel to each other. To “produce” a line means to carry it on further, or to make it longer in the same direction. Problem 1. 7v bisect a line. A — eee 3 Draw a line of indefinite length, place the steel point on A; open the compass until the distance is more than half the line. Keep the steel point on A, and with the pencil point draw a part of a circle. : Place the steel point on B, and with the same radius draw another part of a circle which will intersect the first one. Draw a line through the intersecting points, and it will cut the line AB into two equal parts. CP I 90 Physical and Industrial [42 Problem 11. 7o divide a line into any number of equal parts. A B Draw a line parallel to A-B, let it be a little longer, and from one end set off along the line the number of equal parts into which the line A-B, is to be divided. These parts may be of any convenient size, but must be all equal. Draw from the first and last points set off, a line which shall touch the extreme ends of the line A-B, and intersect each other: from this intersecting point draw lines which will pass through the other points set off, and it will divide A-B, into the required number of parts. COURSE OF INSTRUCTION FOR BLACKSMITHING CLASS. First month.—Hammer practice on lead. Second month.—Hammer practice on lead. Third month.—Sledge and hammer practice on lead. Fourth month.—Hammer practice on iron. Fifth month.—Sledge and hammer practice on iron. Sixth month.—Welding with hammer. Seventh month.—Welding with sledge and hammer. Eighth month.—Welding, forming iron in different shapes, and learning use of tools. Ninth month.— Further practice in eighth month's work. Tenth month.— Further practice in eighth month's work. Eleventh month.—Working and tempering steel. Twelfth month.—Welding steel. Summer Term, 1886. COURSE OF INSTRUCTION IN BRICKLAYING. June 1st., 1886. First month.— Tools and materials, elementary practice in rough brick-laying. Second month.-—Elementary practice continued, with beginnings in finer face-work ; angles. Third month.—Continued practice in second month's operations, work of graduated difficulty in facings and finish. Fourth month.—Piers of various shapes and dimensions. Fifth month.—Bonding ; practice in common work. Sixth month.—Bonding, continued. 3] Training of Criminals. 91 Seventh month.—English bond work. Eighth month.—English bond, continued. Flemish bond. Ninth month.—Blind and other special bonds. Tenth month.—Plain arches. Eleventh month.— Further practice in arching. Twelfth month.—Problems in arches ; cornices. INSTRUCTION IN PLASTERING. First month.—Tools and materials ; lathing. Second month.—Scratch coat plastering. Third month.—Second coat and floating. Fourth month.—Third coat; sand and plaster finishes. Fifth month.—Continued practice. Sixth month.—Cornices and centre pieces. COURSE IN STONE-CUTTING. Oct. 1, 1886. First month.—Use of tools—rough practice. Second month.—Face and angle work. Third month.—Sills. Fourth month.—5ills. Fifth month.—Drafting and tooling. Sixth month.—Quoins. Seventh month.—Cutting arch-stones. Eighth month.—Cutting arch-stones. Ninth month.—Chamfering. Tenth month.—Moulding. Eleventh month.—Elementary practice in difficult angle work. Twelfth month.—Course of eleventh month, continued. COURSE OF INSTRUCTION FOR CARPENTRY CLASS. June 1, 1886. First month.—The rule and pencil ; measurements ; the try-square. Second month.—The cross-cut and rip saw; sawing square and straight. Third month.—The use of the bench planes and adjust- ment of the irons. Fourth month.—Cutting shoulders and tenons with the saw ; use of the boring machine. Fifth month.—The framing chisels and their uses ; mor- tising. Be 92 Physical and In dustrial [44 Sixth month.—Use of the brace; the steel square and its elementary applications; laying out common rafters and braces. Seventh month.—The use of the gauges ; gauging lum- ber to given width; planing and jointing boards. Eight month,—How to make a tool chest or a common box. Ninth month.—How to lay out common stairs. Tenth month.—The laying out and framing of hip and valley rafters. Eleventh month.—Chiseling and gouging ; cutting stop chamfers, fluting, etc. Twelfth month.—Making and casing up window and door frames. COURSE OF INSTRUCTION FOR FRESCOING CLASS. First month.—The materials and their manipulation ; the mixing and tinting of sizes; easy geometrical patterns outlined and colored ; colors and their combinations. Second month.—Stenciling ; making stencils from given designs ; pouncing and pricking in; practical stenciling. Third month.—Stenciling continued, with more difficult designs ; hand-shading and outlining ; graduated tinting. #*Fourth month.—Frescoing as applied to interior deco- ration ; enlarging designs to scale ; notes on different kinds of surface ornament; powdered ornament; execution of easy free hand surface patterns for wall and ceilings; borders. #Fifth month.—Diaper ornaments in frescoing. #Sixth month.—Historical ornament; general notes and examples of different styles; study of Gothic polychrome decoration ; surfaces and borders ; gilding and bronzing. *Seventh month.—The Gothic style continued. *Kighth month.—The Renaissance style. *Ninth month.—The Renaissance style. *Tenth month.—Eastern surface decorations ; the Moor- ish style. *Eleventh month.—Persian and Indian styles. *Twelfth month.—Japanese decoration; practice in moulding and centre pieces. * Beginning with the fourth month, outlines will be given out monthly on the mixing and use of sizes, kalsomines, bronzes. etc., and the written examination of these outlines will count equally with the practical work. 45] Training of Criminals. 93 FRESCOING OUTLINES. Winter Term, 1886-7. Nov. 1. PREPARING DESIGNS. The selection of designs for walls and ceilings, as well as for the different portions of a building, is a matter which invariably requires careful consideration and study, not only with a view of avoiding a disturbed effect, by the association of conflicting lines, but with the view of ob- taining a proper balance of color. The difference between a border and a band should be clearly understood. A border is a design which surrounds or encloses a pattern, and to which it strictly belongs, or which surrounds and frames a figure subject ; it may accord- ingly be horizontal, vertical, circular, or curved in any form. A cresting, which is a description of border, can only be horizontal or raking. A band is a design commonly enclosed within parallel lines, which may be placed hori- zontally, vertically, or inclined on a plain or patterned wall surface, around columns, across ceilings, or indeed, on any portion of a building. Its use is simply to divide a surface ; and when placed between two dissimilar patterns, it must be designed so as to be common to both; when repeated at regular intervals it forms a decoration very often used for the shafts of columns or lower divisions of small surfaces. Wall patterns, whatever their design may be will group themselves under two classes of ornamentation, known as diaper-work and powderings. Diaper-work includes all patterns which are connected by certain general lines, or spring from some continuous feature or which repeat so closely together as to produce a uniform effect of color and an even distribution of pattern and ground. Powderings, on the contrary, are devices of an indepen- dent nature, repeated at regular distances, but not con- nected together by any link. Summer Term, 1837. COURSE OF INSTRUCTION FOR FRESCOING CLASS. June 23rd. Proceedings in the use of colors. Before proceeding to kalsomine or paint on walls or ceilings it is absolutely necessary to ascertain that they are 94 Physical and I ndustrial [46 thoroughly dry and to examine the nature and composition of the plaster. In all classes of painting it is necessary to use the purest colors, oil, spirits and varnishes. Pigments is the scientific name of colors, as also Distem- per, the scientific name of dry colors, mixed with glue and gum. lLgg-size we use for gilding on distemper painting. This size is mixed with the yolk of eggs and glycerine. Thus, to the yolk of an egg we generally add about thirty drops of glycerine, but it is not always certain whether it is fit for use, as the painter at first must make a trial of the same. in order to find how long it is necessary for it to re- main until it is properly dry so as to gild upon it. There is also an oil size, which is mixed with chrome yellow, japan, and boiled oil. Thus, to three tablespoonfuls of chrome yellow add two or three tablespoonfuls of japan, and to this two teaspoonfuls of boiled oil, and after using the same, it must stand long enough so that you may run your hand over the work without it leaving any on your hand : then it is fit to gild on. Oil size is only used upon oil painting. Points on colors and their uses. In doing a job at frescoing it is absolutely necessary to have the following material : If the frescoing is to be worked in distemper, we must only use dry pigments as the following : zinc white, whit- ing, lamp black, cobalt blue, ultramarine blue, bremer blue, English vermillion, carmine, golden ochre, burned and raw sienna, burned and raw umber, Indian red, Vene- tian red, Vandyke brown, massacre lake, chrome yellow, orange and lemon chrome and chrome green. These we call clear pigments or colors; the same may be had in oil, that is, mixed in oil, in case. Tin cups, pails, two plates of glass, one for cutting sten- cils upon, the other for grinding colors, pumice, a bag of charcoal, pen-knife, stick-charcoal, needle, a square foot of carpet for pricking patterns, chalk line, straight-edge, compasses, glycerine, €ggs, gold-cushioned tip and knife, palette knife, sand-paper, shellac, linseed oil, heavy and thin manilla paper, mahl-stick, bronze, gold leaf, brushes and T square. 47] Training of Criminals. 05 The shop is lighted by the electric light, warmed by steam, and is comfortable in every respect. Capable in- structors are provided, men of experience and skill in their various lines, and all is done to ground the pupils in the rudiments of the trades taught, and give them a sound working knowledge that experience and appreciation of their needs can suggest. It is an interesting sight, when the school is in session, to sce a group of men, felons every one, gathered about an instructor intently listening as he makes clear some step in the work in hand, not fully nor clearly understood, going through the various processes, one by one, and explaining until the dullest mind can comprehend. It is not expected that with the comparatively limited time for instruction, these men will become skilled me- chanics. But rather the idea has been to train the hand and eye, and teach the use of tools, to awaken an ambition to pursue a lawful calling, and appreciate the value of a practical knowledge of a trade, so that when the time shall come that they pass beyond the prison doors, and again come into contract with society, they will not be handicapped by the same conditions that formerly opera- ted to their detriment; but with increased resources mind and body, will be enabled to occupy a higher and more self-respecting plane. Possessing the rudiments, a working knowledge of a trade, they will encounter less difficulty in obtaining em- ployment than if compelled to return to their former man- ner of living and dependent upon their unskilled hands. So much for the economic benefits accruing from indus- trial training. In addition, the Trades School possesses an educational value, and becomes as much a means of mental discipline and strengthening for these felon pupils as any class-room exercise. It instructs them in methods of precision, tend- ing to overcome the careless and crude form that has 96 Training of Criminals. [48 characterized their previous manual efforts, giving expres- sion to methodical and accurate results, providing an opportunity to exercise and develop their latent sense of form, appealing to the mental and physical powers in a way beyond the mere perfunctory task work in the line of the regular prison industries, and as a means of physical training, of cultivation of the muscles of the eye, the arms and hands, reacts upon the motor and sensory centres of the brain. Excluding all economic considerations, manual training yields returns upon the expense and time it entails, in the improvement noted in the purely mental work of the class room. A comparative study of the school rec- ords of men who have received manual instruction shows the influence of the latter upon letters. As coincident with the Trades School came greater aptitude and better results in studies than appeared before, the same being maintained and not transient in character. The Trades School here has been in operation too short a time to demonstrate the exact measure of its success, and the number of men released who have received industrial training and gone forth to work at the trades they were instructed in, is too small as yet to make a favorable show- ing, if figures are necessary to carry conviction. But with- in a month fourteen men have been released and gone to work at trades taught them at the Reformatory, as follows; moulding, three; brick-laying, two; printing (type-set- ting), three; carpentry and wood-work, three; machine work, one ; broom making, one; tin-smithing, one. The signs of the times point to a more healthy prevail- ing sentiment regarding prison means and management. Penology is, year by year, establishing itself more and more upon a rational and psychological basis. With a dissipation of traditions concerning the care and treatment of the felon that have been handed down and accepted as a legacy from former generations it is not assuming too much to predicate that, as prejudice and ignorance give way to reason, the more advanced and rational methods of education and training in vogue in liberal and progressive ‘stitutions of learning will be adopted in the care of the criminal class, at least, with young offenders ; those who are in their growth period and age of susceptibility, not yet habitual criminals. 1 THE ALPHABET OF MANUAL TRAINING. WHITES Industrial Drawing REVISED. THE SIMPLEST! THE MOST PRACTICAL! THE MOST COMPLETE! THE MOST EASILY TAUGHT! COMPLETE IN EIGHTEEN BOOKS-Two for each year of a nine years course. NUMBERS 1 to 8, SIZE 6x9 INCHES, 20 PAGES. NUMBERS 9 to 18, SIZE 8x11 INCHES, 20 PAGES. HE books contain only such work as is directly edu- cational in its character, and. which leads, without waste of time, to such a knowledge of the subject as is es- sential to every artisan or person employing such. Each book is complete in itself, requiring no cards, exercise books, or manual to supplement it, and are to be followed in order. Form, the language of form, and the different modes of form-representation, are logically taught, while the @sthetic side of the subject of drawing receives proper attention through the skillful treatment of decoration or enrichment. The use of objects in teaching and the making of objects drawn are distinguishing features of the system. Correspondence solicited, Favorable rates for introduction given. IVISON, BLAKEMAN & CO., Publishers. 753 and 755 Broadway, N. Y. 149 Wabash Avenue, Chicago. Tn Soot ee Me Se eS mW ORK INGMAN is said to find use for about six-hundred words in his narrow, plodding, almost servile life. Shakespeare, fifteen-thousand. That Englishman's boots weigh fourteen pounds [by the gscales!]. What use has a man whose boots are as heavy as that for a dictionary! We can hardly imagine—we forward-looking, restless, ambitious, rising Americans—farmers, mechanics, merchants, men of affairs _ we can hardly believe that there is a contented people who have no use for dictionaries! Yet, as a people, we are only a little farther along on the next book. We are ripe for the cyclopedia. But are slow. We must have it. Think of a nation ready for cyclopedias! Never such tact before. No wonder we are slow. We are quick. The International Cyclopedia is the one to begin with—and for all but a few to end with. Latest, fullest, most comprehensive by far, and yet elementary. Costs $3 a volume; which would be very little but for the fact that so many will buy it. Wanted—fit men and women; first, to comprehend it; second, to sell it. DODD, MEAD & CO. PUBLISHERS, 753 and 755 Broadway, New York. Mention this MONOGRAPH. 3 MASSACHUSETTS INSTITUTE OF TECHNOLOGY, BOSTON, MASS. FRANCIS A. WALKER, President. The Institute of Technology offers ten courses, each of four years’ duration, leading to the degree of Bachelor of Science in Civil, Mechanical, Mining, Electrical and Chemical Engineering, in Architecture, Chemistry, Natural History, and Physics, and in General Studies, preparatory to business life. Higher degrees are given for advanced work, and shorter, special courses, are open to students who, for any reason, cannot remain four years. THE COURSE IN CHEMICAL ENGINEERING. established this year, is so arranged that the student shall re- ceive a suitable general training in mechanical engineering while devoting a portion of his time to the study of the applications of chemistry to the arts, and especially to those engineering pro- blems which relate to the use and manufacture of chemical pro- ducts. The graduates from this course are expected to find employment as engineers, having to deal with problems of con- struction in connection with dye-works and bleacheries, oil refineries, gas works, sugar refineries, soap works, paper and pulp mills, chemical works, and various other branches of industry, where such special training is demanded. In addition to the mathematical, physical, linguistic and more general engineering studies of the course in Mechanical Engineer- ing, this course includes instruction in qualitative and quantita- tive analysis and in the elements of organic chemistry, and thorough training in manufacturing and applied chemistry. The work in applied chemistry embraces extended courses of lectures, frequent excursions to manufacturing establishments for the purpose of seeing and studying actual processes of manufacture, and a large amount of experimental laboratory work. The scope and equipment of the laboratories for this purpose are constantly extending. For catalogues and detailed information address, JAMES P. MUNROE, Secretary. N = ER | ATLASES TAU \J J (5 Te | NOVELIST 2222 WH! o olf SHE 1 IA [Weekty MAGAZINE or AMericaN Fiction / A unique literary enterprise. ) Novel in name, form, purpose, and method ; the worthiest FICTION that AMERICAN authors can be tempted to produce—jforeign Authors not can literature, but bold, practical action. Handy in form, beautiful in dress, excellent in all capable of appreciating ‘the best "'—of course Tae NoveLisT will not stoop to compete with the sensational story papers. A specimen copy— free—will best tell the whole interesting tale. JOHN B. ALDEN, PUBLISHER, New York, 393 Pearl St.; Chicago, 218 Clark St. admitted. No sentimental talk about justice to American authors, and the development of Ameri- | mechanical qualities, low in price—for the mil- lions” of intelligent American readers who are | 5 EDUCATIONAL MONOGRAPHS. Under the auspices of the INDUSTRIAL EDUCATION ASSOCIATION the foremost Educators and Public School Workers, both in this country and abroad, will furnish a series of papers to.teachers on the Educational Questions of the Day. The papers will be concise, clear and comprehensive. The school, the academy and the college will all furnish subjects for monographs. Especial prominence will be given to the Manual Training Movement, and several of the early numbers will discuss the problems which it raises. Six Monographs will appear each year, and the subscription price has been fixed at the extremely low price of $1.00 per annum. Educational writings of such high character have never before been offered to teachers at so low a price. The following are ready or in preparation : 1. A Plea for the Training of the Hand, by D. C. Giuman, LL.D., Presi- dent of Johns Hopkins University. —Manual Training and the Public School, by H. H. Bevrierp, 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 of Je Educational Monograph Series is the best possible ay is Bee —Scence. II. Education in Bavaria, by Siz PaiLip Magnus, Director of the City and Guilds of London Institute. III. Physical and Industrial Training of Criminals, by Dr. H. D. WEY of State Reformatory, Elmira, N. Y. ) Manual Training in Sweden, by Pror. A. Sruys, of the Normal School, Brussels. The Function of the Public School, by Pror. W. H. PayNE, of the Uni- versity of Michigan. Mark Hopkins, Teacher, by Pror. LEvererr W. SeRING, of Williams Col- lege. The Teaching of History, by Dr. EDWARD CHANNING, of Harvard Univer- sity. Objections to Manual Training, by Cor. Francis W. PARKER, of Cook Co. (Il1.), Normal School. Extent of the Manual Training Field, by Pror. C. M. WoopwARD, of Washington University, St. Louis. Historical Aspects of Education, by Oscar Browning, M. A., of King's College, Cambridge. Graphic Methods in Teaching, by CHARLES BARNARD, Esq., of Chau- tauqua T. C. C. Elementary Science in Schools, by Pror. W. LanT CARPENTER, of London. The Jewish Theory of Education, by Pror. HENkY M. LEIPZIGER, Direct- or of the Hebrew Technical Institute. Domestic Science in the Schools, by Mzs. Emma P. Ewing, of Purdue University. The Science of Cooking as a Factor In Public Education, by Mrs. Exrex H. RicHarDs, of Mass. Institute of Technology. Monographs will also be written by PROF. FRIEDRICH PAULSEN, of the University of Berlin ; DR. E. HANNAK, of Vienna: PROF. A. SALICIS, of Paris; PRESIDENT W.P, JOHNSTON, of Tulane University ; SUPERINTENDENT JAMES MCALISTER, of Phila- delphia; SUPERINTENDENT JOHN E. BRADLEY, of Minneapolis and others. Leaflots are also issued from time to time, giving information on specific educational topics. The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2 cent stamp. Superintendents and others ordering a quantity are offered a liberal discount. The payment of 50 cents will entitle any person to receive all the Leaflets that may be issued for one year. They will be gent by mail promptly as issued. Leaflets are now ready on ‘ The Argument for Manual Training,” * Public Education in Gerjan,’ ¢ The Albany (N. Y.) Report on Manual Training,”’ ** Manual Training in Springfield, Mass.,” «The Niis Seminary for Teachers,” ‘ The ucientific Treatment of Education,” ** What the Teachers Recommend in France,” etc. Others are in preparation. For Monographs or Leaflets address, enclosing postal note or money order, payable to the Industrial Education Association. One and two-cent stamps may also be sent. ARTHUR W. TYLER, A. M,, Dean of the College for the Training of Teachers, 9 University Place, New York City. HAMMACHER, SCHLEMMER & CO. Cabinet and Piano Hardware, 209 BOWERY, NEW YORK. FINE MECHANICS’ TOOLS A SPECIALTY. Upholstery Goods Department, 221 CANAL STREET, NEW YORK. pUBLIC OPINION inions on ach week. in convenient form for quick rusal, the ablest op! the iy Political. Financial, Scientific, Literary and Religious Topics, taken from the representative papers and magazines of the entire nation. . PUBLIC OPINION Is a 32-page Journal, handsomely printed, and thoroughly indexed at end of each volume. It is the Greatest and Best Literary Time=saver extant, ere 0 “THE FroM Rev. JAMES McCOSH, D.D., LL. 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CULVER, 329 Fifth Avenue, New York. . Professor C. M. Woodward's book on the . Aims, Methods and Results of Manual Training 18 a work ot tue highest ord. r. It . is invaluable alike to teachers, parents and y ” pupils. It gives tully and clearly the best course of manual training —a course wich has borne the test of actual service. There are 141 helpful engravings ot exercises, tools, Shops, plans, etc. The book costs $2, and may be ordered by mail of Bo, publishers C. HEATH & CO., Boston, New York and Chicago. THE BOSTON TEACHERS’ AGENCY, Teachers supplied for all departments of School and College work, including teachers of Physical Training. No charge to employers for recommending teachers. Registration forms and agency manual sent to teachers on application. EVERETT OO. FISK & CO., Managers, 7 TREMONT PLACE, BOSTON, MASS. KEUFFEL & ESSER, 127 FULTON STREET, NEW YORK, Manufacturers of DRAWING MATERIALS. Kverything in that line. The largest stock in America. Every article warranted. §# Catalogue on application. 8 The Prang Course of Instruction in Form and Drawing. This course is the outgrowth of fifteen years’ experience devoted to the development of this single Subject in public education, under the widest and most varied conditions. It differs widely from all the so-called * Systems of Draw- ing” before the public. The aim or object of the instruction is different. The Methods of teaching and the Work of pupils are different. The Models, Text-books, and materials are on an entirely different Educational plan. The results in Schools are widely and radically different. It is the only Course based on the use of Models and Objects and for which Models have been prepared. The Course prepares directly for MANUAL TRAINING. Many of the exercises are in themselves elementary exer- cises in MANUAL TRAINING. THE PRANG COURSE has a much wider adoption in the best schools of the country than all the ‘Systems of Drawing’ put together. More than #wo millions of children in public schools are being taught FORM AND DRAWING by THE PRANG COURSE. PRANG'S NORMAL DRAWING CLASSES. These classes have been established for giving the very best kind of instruction in Drawing through home study and by correspondence. All teachers can, through these classes, prepare themselves to teach Drawing in their schools. ges=Send for Circulars in regard to PRANG'S COURSE OF INSTRUCTION IN FORM STUDY AND DRAW- ING, and also in regard to PRANG'S NORMAL DRAW- ING CLASSES. Address, . THE PRANG EDUCATIONAL COMPANY, BOSTON. Qala Gms Wg Used for Physical Culture in many of the leading Schools, Colleges and other Institutions throughout the country. CHEST WEIGHTS, INDIAN CLUBS, WOODEN DUMBBELLS, IRON DUMBBELLS, WANDS, BAR BELLS, IMPROVED RACKS FOR HOLDING BELLS WHEN NOT IN USE, VAULTING BARS, HORIZONTAL BARS, TRAPEZE, STRIKING BAGS, MATTRESSES, RINGS, ROPES. eee Plans furnished and contracts taken for TI¢ OUTFITS. AWARDED AT THE 2 SIXTEENTH Highest award for Superiority of Gymnastic Apparatus. o TA APPARATUS, ) Aw U STAN AR BOWLING ALLEYS, - acknowledged R LOCKERS, ) The Best. U. S; Patents granted Jan. 6, 1885; Aug. 14, 1885; May 24, 1887, NOTE.—In dealing with us, parties have the advantage of trading with the manufac- turers direct, thus obtaining the goods at rst hands. Our Standard Chest Weight *3ieix® Every Home, g Large Illustrated Catalogue Free to Institutions. Manual on Home Exercise sent to any address on receipt of 10 cents. NARRAGANSETT MACHINE CO, 47 SPRAGUE ST., PROVIDENCE, RB. I Eo AT ET Ee eT 8 The Prang Course of Instruction in Form and Drawing. This course is the outgrowth of fifteen years’ experience devoted to the development of this single Subject in public education, under the widest and most varied conditions. It differs widely from all the so-called ** Systems of Draw- ing" before the public. The aim or object of the instruction is different. The Methods of teaching and the Work of pupils are different. The Models, Text-books, and materials are on an entirely different Educational plan. The results in Schools are widely and radically different. It is the only Course based on the use of Models and Objects and for which Models have been prepared. The Course prepares directly for MANUAL TRAINING. Many of the exercises are in themselves elementary exer- cises in MANUAL TRAINING. THE PRANG COURSE has a much wider adoption in the best schools of the country than all the ‘Systems of Drawing" put together. More than two millions of children in public schools are being taught FORM AND DRAWING by THE PRANG COURSE. PRANG'S NORMAL DRAWING CLASSES. These classes have been established for giving the very best kind of instruction in Drawing through home study and by correspondence. All teachers can, through these classes, prepare themselves to teach Drawing in their schools. pes=Send for Circulars in regard to PRANG'S COURSE OF INSTRUCTION IN FORM STUDY AND DRAW- ING. and also in regard to PRANG'S NORMAL DRAW- ING CLASSES. : THE PRANG EDUCATIONAL COMPANY, BOSTON. Address, Sandan] Gymasiun_ EppardinS Used for Physical Culture in many of the leading Schools, Colleges and other Institutions throughout the country. CHEST WEIGHTS, INDIAN CLUBS, WOODEN DUMBBELLS, IRON DUMBBELLS, WANDS, BAR BELLS, IMPROVED RACKS FOR HOLDING BELLS WHEN NOT IN USE, VAULTING BARS, HORIZONTAL BARS, TRAPEZE, STRIKING BAGS, MATTRESSES, RINGS, ROPES. Plans furnished and contracts taken for COMPLETE &Y STIG OUTFITS. Highest award for Superiority of Gymnastic Apparatus. 0 : APPARATUS, ) i y ST AN D AR BOWLING A LLEYS, - acknowledged - LOCKERS, ) The Best. U. S. Patents granted Jan. 6, 1885; Aug. 14, 1885; May 24, 1887. NOTE.—In dealing with us, parties have the advantage of trading with the manufac- turers direct, thus obtaining the goods at first hands. ey — Our Standard Chest Weight ®3ieix* Every Home. ; Large Illustrated Catalogue Free to Institutions. Manual on Home Exercise sent to any address on receipt of 10 cents. NARRAGANSETT MACHINE CO, 47 SPRAGUE ST., PROVIDENCE, R. I. CROSBY'S VITALIZED PHOSPHITES From the Nerve-giving Principles of the Ox~brain and the Embryo of the Wheat and Oat. For twenty years has been the standard remedy with physicians who best treat nervous and mental diseases. It aids in the bodily, and wonderfully in the mental, growth of children. There is nothing that so well de- velops the growth and regularity of the teeth and assures sound and wholesome ‘teeth for after life. For the cure of nervousness and brain-fatigue, nervous dyspepsia and sleeplessness, it has been used and recommended by Bishop Potter, Bishop Stevens, President Mark Hopkins, President Roswell D. Hitchcock, Sinclair Tousey, Bis- marck, Gladstone, and thousands of the world’s best brain-workers. It is a Vital Phosphite and not a Laboratory Phosphate. 56 W. 26th St, N.Y. For sale by Dragists, or sent by mail $1. orslords ACID PHOSPHATE (LIQUID.) ? A preparation of the phosphates that is readily assimilated by the system. Especially recommended for Dyspepsia, Mental and Physi- cal Exhaustion, Indigestion, Headache, Nervousness, Wake- fulness, Impaired Vitality, etc. Prescribed and endorsed by Physicians of all schools. It combines well with such stimulants as are necessary to take. It makes a delicious drink with water and sugar only. For sale by all druggists. Pamphlet Free. RUMFORD CHEMICAL WORKS, - - PROVIDENCE, R. I. s&- BEWARE OF IMITATIONS. sn mathe a PT \ rR oy" MONOGRAPHS OF THE ASSOCIATION INDUSTRIAL EDUCATION B1-MONTHLY, } PRICE, $1.00 A YEAR. eee \ the Post Office at New York t City as second class matter. VoL. L No. 5. ! : pon meg ER Entered a! i ASPECTS OF FoucaTioN A Study in the History of Pedagogy BY OSCAR BROWNING, M.A, Kings College, Cambridge. EDITED BY NICHOLAS MURRAY BU President of the Industrial Edu TLER, Ph.D, ; cation Association. NEW YORK. INDUSTRIAL EDUCATION ASSOCIATION. SEPTEMBER, 1888. Twenty Cents. $i i * Rd = bi os ad aR eR i Hu J ! i H | 3 id : iH | gt * i i A +1! 8 4 A 1 1 iH ih wit : at : Rl i A Yl d fo fa E di] HE f 4 ‘ ¥ : . i % it 4 iB} 3 Jt 4 | wi i } HY 8 3 L¥] 0 Teth RE 7 : Wl . ] | 4 | | i ¥ i 1 } Ny b i ‘ 1 i ' 9 i 3 L + i I 3] CROSBY'S VITALIZED PHOSPHITE From the Nerve-giving Principles of the Ox~brain and the Embryo of the Wheat and Oat. For twenty years has been the standard remedy with physicians who best treat nervous and mental diseases. It aids in the bodily, and wonderfully in the mental, growth of children. There is nothing that so well de- velops the growth and regularity of the teeth and assures sound and wholesome teeth for after life. For the cure of nervousness and brain-fatigue, nervous dyspepsia and sleeplessness, it has been used and recommended by Bishop Potter, Bishop Stevens, President Mark Hopkins, President Roswell D. Hitchcock, Sinclair Tousey, Bis- marck, Gladstone, and thousands of the world’s best brain-workers. It is a Vital Phosphite and not a Laboratory Phosphate. 56 W. 25th St,N.Y. For sale by Droggists, or sent by mal, $1. orslords ACTD PHOSPHATH (LIQUID. ? A preparation of the phosphates that is readily assimilated by the system. Especially recommended for Dyspepsia, Mental and Physi- cal Exhaustion, Indigestion, Headache, Nervousness, Wake- fulness, Impaired Vitality, etc. Prescribed and endorsed by Physicians of all schools. It combines well with such stimulants as are necessary to take. It makes a delicious drink with water and sugar only. For sale by all druggists. Pamphlet Free. RUMFORD CHEMICAL WORKS, - - PROVIDENCE, R. I. g&- BEWARE OF IMITATIONS. @n Ld ie MONOGRAPHS OF THE INDUSTRIAL EDUCATION ASSOCIATION 5 e Post Office New Yo B1-MONTHLY, i York ’ | Entered at the Pc = Ah at ’ Vor. 1 No. 5. 1 City as seco ! Te Rk a y. ASPECTS OF FoucaTioN A Study in the History of Pedagogy BY OSCAR BROWNING, M. A. Kings College, Cambridge. EDITED BY NICHOLAS MURRAY BUTLER, Dy 2 President of the Industrial Education Associa ion. NEW YORK. USTRIAL JSDUCATION ASSOCIATION. SE PTEMBER, 1888. Twenty Cents. IND College for the Training of Teachers. 9 UNIVERSITY PLACE, NEW YORK CITY. The Industrial Education Association has founded the first purely professional school for teachers in this country. It is not a normal school, but a training college. Students of both sexes are admitted on passing the required examination. The course of study occupies two Years and includes psychology, the history and science of education, methods of teaching, school organization, natural science and the con- struction of simple illustrative apparatus, the history of civilization and the philosophy of history, the kindergarten, observation and practice in the model school, ete. Special attention is given to training in indus- trial art, domestic economy, mechanical drawing, and wood-working, In all these departments the demand for trained teachers far exceeds the’supply, and there is an excellent opening for competent teachers. Entrance Examinations for the College will be held on September 18, 1888, at the College building, New York City. Tuition, $60 per annum. Board and lodging can be obtained at mod- erate prices. A limited number of scholarships have been established to aid deserving, students, FACULTY. Nicholas Murray Butler, Ph,D., President and Professor of the History and Institutes of Education. Arthur Wesley Chase, Professor of Mechanical Drawing and Wood-Working. Julia Hawks Oakley, Professor of Domestic Economy. Hannah J, Carter, Professor of Industrial Art, Angeline Brooks, Professor of Kindergarten Methods and Director of the Kindergarten. John F. Woodhull, A.B., Professor of Natural Science, Ada L. Fairfleld, Professor of History, and Lecturer on Methods of Teaching. LECTURERS, 1887-8 President Thomas Hunter, LL.D., New York City Normal College. Superintendent W, N, Barringer, Newark, N. J. Prof. W. O. Atwater. Wesleyan University, Superintendent C. E. Meleney, Paterson N. J, Prof. John F, Woodhull, New Paltz Normal School. Superintendent N. A. Calkins, New York, Prof. H. M, Leipziger, New York. Dr. Jerome Allen, Editor of the School Journal. Col. Francis W. Parker, Cook County Normal School, 111, Walter 8, Perry, Esq., Pratt Institute. Dr. William A. Hammond, New York, Prof. H. M. McCracken, University of the City of New York. Dr. J. A. Reinhart, Principal of High and Normal Schools, Paterson, N. J. Principal W. M. Giffin, Newark N, J, Miss L. E. Fay, Supervisor of Drawing, Springfield Mass. Prof. W, R, Ware, Columbia College, Prof. H. T. Peck, Columbia College. Dr. W. H. Carpenter, Columbia College, Dr. W. A. Dunning, Columbia College, Dr. D. K. Dodge, Columbia College, George H. Baker, A.M., Columbia College. . For detailed information, circulars, etc., address ARTHUR W, TYLER, A.M., Dean of the College for the Training of Teachers, 9 University Place, New York City. MONOGRAPHS OF THE INDUSTRIAL EDUCATION ASSOCIATION SIN NUMBERS A YHAR, Prick, $1.00 A YEAR. Aspects oF EpucaTion A Study in the History of Pedagogy BY OSCAR BROWNING, M. A, Kings College, Cambridge. EDITED BY NICHOLAS MURRAY BUTLER, Ph.D., President of the Industrial Education Association. NEW YORK. IxpustriarL, EpucaTioN ASSOCIATION. SEPTEMBER, 1888S. Twenty Cents. College for the Training of Teachers, MONOGRAPIS © UNIVERSITY PLACE, NEW YORK CITY. OF THE INDUSTRIAL EDUCATION ASSOCIATION The Industrial Education Association has founded the first purely professional school for teachers in this country. It is net a normal school, but a training college. Students of both sexes are admitted on . on passing the required examination, The course of study occupies two : ; is J Se Senmrre A Yeon: Years and includes psychology, the history and science of education, ror. I No. 5 | Entered st the Post Otfice at New Yor ! PRICE, $1.00 A YEAR, methods of teaching, school organization, natural science and the con. Vor. 1. No. 5. s struction of simple illustrative apparatus, the history of civilization and delice the philosophy of history, the kindergarten, observation and practice in the model school, ete. Special attention is given to training in indus- trial art, domestic economy, mechanical drawing, and wood-working, cheap an Chr an con mie ee tn oes J ASPECTS OF Ebucation * Se Entrance Examinations for the College will be held on September 18, 1888, at the College building, New York City. Tuition, $60 per annum. Board and lodging can be obtained at mod- erate prices. A limited number of scholarships have been established "A Study in the History of Pedagogy to aid deserving, students, ra a BY FACULTY. ga Jeholas Murray Butler, Ph,D., President and Professor of the History and Institutes of ucation. Arthur Wesley Chase, Professor of Mechanical Drawing and Wood-Working. Julia Hawks Oakley, Professor of Domestic Economy. Hannah J, Carter, Professor of Industrial Art. . Cambridve Angeline Brooks, Professor of Kindergarten Methods and Director of the Kindergarten. Kings College, Cam ge. John F. Woodhull, A.B., Professor of Natural Science, f Ada L. Fairfleld, Professor of History, and Lecturer on Methods of Teaching. OSCAR BROWNING, M. A, LECTURERS, 1887-8 President Thomas Hunter, LL.D., New York City Normal College. Superintendent W. N. Barringer, Newark, N. J : Fror) w. 0, Atwater, y cyan Li versity. EDITED BY uperintendent C. E. Meleney, Paterson J. LER, Ph.D, Prof. John F. Woodhull, New Paltz Normal School, NICHOLAS MURRAY BUT tion Association. Superintendent N. A. Calkins, New York, ‘ President of the Industrial Educatio Prof. H. M, Leipziger, New York. Dr, Jerome Allen, Editor of the School Journal. Col. Francis W. Parker, Cook County Normal School, I11, Walter 8, Perry, Esq., Pratt Institute, Dr. William A, Hammond, New York. Prof, H. M, McCracken, University of the City of New York. ¢ Dr. J. A, Reinhart, Principal of High and Normal Schools, Paterson, N, J, * Principal W, M. Giffin, Newark N. J. Miss L. E. Fay, Supervisor of Drawing, Springfield Mass. Prof. W. R. Ware, Columbia College, Prof. H, T. Peck, Columbia College. NEW YORK. ‘Dr. W. H. Carpenter, Columbia College. : N Dr. W. A. Dunning, Columbia College. INDUSTRIAL EDUCATION ASSOCIATION. Dr. D. K. Dodge, Columbia College, : MBER, 1888S. George H. Baker, A.M., Columbia College. - SEPTE > For detailed information, circulars, etc., address Twenty Cents. ARTHUR W. TYLER, AM, Dean of the College for the Training of Teachers, 9 University Place, New York City. EE PREFATORY NOTE The several chapters of this Monograph appeared as separate articles in Science, during 1887 and 1888. After careful revision by the author, they are now reproduced as a single treatise, and offered as a valuable contribution to the critical history of educational doctrines. Copyright, 1888, BY THE Industrial Education Association. ASPECTS OF EDUCATION HUMANISM. 1 Since the revival of learning, secondary education in Europe has passed through three phases, which may be conveniently called humanism, realism, and naturalism. The first is grounded upon the study of language, and especially of the two dead languages, Greek and Latin. The second is based upon the study of things instead of words, the education of the mind through the eye and the hand. Closely connected with this, is the study of those things which may be of direct influence upon and direct importance to life. The third is not, in the first instance, study at all. Itis an attempt to build up the whole nature of the man; to educate, first his body, then his character, and lastly his mind. All theories of education which have taken a practical form during the last three hundred years may be ranged under one or other of these three heads. Modern education, as we know it, is an unconscious, but not the less a real, compromise between the three ends. If we consider each separately, we shall be in the best position to understand the system to which they have given rise. It is important to remember that the reformation in Europe happened at the time when the best European intellects were directed towards the study of the classics. This was not a mere coincidence. The revival of learn- eR f i H i ’ Lit ’ EE 3%: woEEY A { wt 1 ‘ all y : bh, Wo | TE 3 wt 0p / i : FL { { § : —— | | | ! ] | | : \ { i Zs 2 Be 132 Aspects of Education. [4 ing, as it is called, that is, the closer and more intimate acquaintance with Greek and Latin texts, which had before been known through translations and paraphrases was in itself the principal cause of a reformation. The critical spirit thus engendered, the dissatisfaction aroused with the teaching of the old religion, the revolt against the schoolmen, were also efficient in bringing about the reformation. The education of the middle Ages was encyclopadic, in aim if not in reality. The seven-years course of study—zrivium and quadrivium—was intended to comprise every thing that a man need know. Grammar taught the whole science of words, dialectics furnished a scholar with the whole armor of argument, rhetoric in- vested him not only with eloquence in speech but with the more graceful gifts of poetry and imagination. The science of music, the science of numbers, the power of measuring the earth and the heavens, furnished out the completely educated man. Hand-books of the middle ages intended for students cover the whole ground of human knowledge. The ‘Trésor’ of Brunetto Latini, the master of Dante, is divided into three books; the first book into five parts, the last two into two parts each. The first book speaks of the origin of all things. After this comes philosophy, divided into its two component parts of theory and practice. Theory has three great divisions —theology, the knowledge of God; physics, the Saowl edge of the world; and mathematics, the knowledge of the four sciences which form the gquadrivium. Practice has also three divisions,—ethics, to teach us how to govern ourselves ; economics, to teach us how to govern our family and our belongings; and politics, the highest of all sciences and the most noble of human occupations which teaches us to govern towns, kingdoms, and Rations, in both peace and war. As a prelude to these nobler sciences stand the preliminary arts of grammar, dialectics and rhetoric. TIME TI 3 DE wi a ES aii Ea SS y La - 4 Ca a i TR i | | 5] Aspects of Education. 133 It is true that before the reformation this noble plan of education had become narrowed and formalized. The church had pressed all knowledge into its service, and no form of knowledge was highly valued which did not contribute to the service of the church. The methods of teaching became corrupted: memory was substituted for thought. There was a striking contrast between the high aims of the best part of the middle ages and the scanty attainments of its decadence ; but the shell was still there, and as long as that remained, life might be poured into it. The renaissance swept away this effort as a dream. Scholars brought face to face with Virgil and Horace, with Cicero and Plato, were so won by the charm of a new and marvellous language, that all their strength was spent in explaining and appreciating it. The literary results of the renaissance were twofold. On the one hand, it aroused the pure enjoyment of literary form and expres- sion ; on the other, by stimulating a more exact scholar- ship and a more minute philosophy, it urged on the human mind to inquiry and to rebellion. Just as the stream of this revival was in full flood, the reformation came, and separated the culture of Protestants from that of the old church. We do not sufficiently realize what a wrench this was. We are so accustomed to regard Protestantism as a stimulus to independence and originality of thought, that we do not consider what a loss was at first suffered by the breach with the old religion. The whole culture of the middle ages was intimately connected with the church. If we take Dante as an example, who was steeped in all the knowledge of his time, we find that, in every thing he wrote, the ecclesi- astical aspect is as prominent as the poetical. There is no moment when he has not an equal right to stand among the doctors of theology and with the poets of Parnassus. Those who broke with the church of Rome had to create a culture of their own, and the culture which BE = Ee mY RE = — : I 134 Aspects of Education. [6 they created was naturally that which then prevailed in the church which they were leaving. It was this that gave Melanchthon his importance in the reformation, and that earned for him the name of the ‘teacher of Germany.’ He was by nature an exact scholar. He was well read in both Greek and Latin. He may have intended to fill up the other divisions of learning, but both his taste and his powers led him to confine himself to those departments in which he excelled. He said to his school-boys, ‘Whatever you wish to learn, learn grammar first” He recommended the study of Cicero, Livy, Virgil, Ovid, and Quintilian, and among Greek writers, Homer, Herodotus, Demosthenes, and Lucian. He recommended the writing of Latin letters and Latin verses, with Latin speeches and themes for the more advanced students. Melanchthon might have intended, if life lasted, to deal successively with other branches of the mediaval curric- ulum, but his own tastes and the success of his first efforts determined his whole career. He made the study of language in all its branches current coin for Protestants, but here he stopped. Whatever may have been the influence of Melanchthon on Protestant schools, there is no doubt that they received their form from John Sturm of Strasburg, who was rector of Strasburg high school for forty-five years, from 1538 to 1583. We find his name in the pages of Ascham, and it is very probable that his plan of study formed the model on which the new college of Westminster was organized, but his influence extended not only to England but to all Protestant countries. He was a politician as well as a school-master; and was in constant correspondence with the leaders of the Protestant party all over Europe. His great powers were devoted to an elaborate plan for teach- ing the Latin language, in all its extent and in its fullest elegance, to school-boys. We have a complete account of 7] Aspects of Education. 135 the organization of his school, and there is this Tara. fact about it,—the boys were not only made i fro i. from step to step towards final excellence, but {Hey > : strictly prohibited from taking more than whi pt 2 time. In the examinations which were held at t gel joes each year, it was not only a crime to have omitte hi learn the set subjects for that period, but it was a pron a crime to have learned more than had been fo only was the human mind tied and bound wit a limits of a curriculum, but individual minds were prohi Hed from outstepping the limits of that curriculum in any fee ticular. Sturm must be regarded, more than any one e 5 as the creator for Protestants of the classical il " : English public-school education as it is hen $e by many who are still living. In this system, 4 gr to learn the Latin grammar before they learne : hg grammar ; they were set to do Latin verses before ii could write Latin prose. The Latin taught was not i masculine language of Lucretius and Caesar, but the i and artificial diction of Horace and Virgil, and, above a ; of Cicero. There is no doubt that this system, narrow ng faulty as it was, gave a good education, so long 3 people believed in it. To know Horace and Virgil by 0% 4 became the first duty of an English gentleman. Spee i in parliament were considered incomplete if they Ie contain at least one Latin quotation. A fa se Go y was held to be a greater crime than a slip in oval argument. Cicero not only influenced the Santon of English statesmen, but had no inconsiderable effect up ” their conduct. The vanity of self-inspection, the SoRia reference to what is dignified and becoming, couple poi a high-minded devotion to duty and a strong if Somen i romantic patriotism, distinguished English yummy n the eighteenth century as much as they distinguishe great orator of Rome. 136 Aspects of Education. [8 There is, indeed, much to be said for humanistic training as a discipline of the mind. Itis true that it deals only with words, and its highest efforts are, to decide what expression is absolutely best under certain circumstances. It is no light thing to render an English sentence, ornate and idiomatic, into a Latin sentence which exactly repre- sents its meaning and which is equally ornate and idio- matic. It is difficult to analyze the subtle tact by which a scholar decides a particular reading in a particular passage to be right and all other readings to be wrong, or By which he determines one Latin or Greek verse to be so decidedly superior to another, that their comparative merit admits of no argument or hesitation. Any number of competently trained scholars would agree together in a matter of this kind, and yet it is entirely beyond argument that not one of them, if cross-examined in a witness-box could give reasons for his judgment which would satisfy " Jury. The question is determined by the most delicate weighing of probabilities, by a subtle tact similar to that by which the most complicated operation of an artificer is carried on. Is not this the very process which we have to apply to the most difficult problems of life? The organon of mathematical reasoning is a far clumsier and blunter instrument than the organon by which humanistic difficul- ties are decided, while the organon of scientific reasoning is clumsier and blunter still. Mathematics deals for the most part with things which can be accurately appre- hended by the mind. It aims, more than anything else, at exactness, and although in its higher branches it admits hypotheses of probability, yet its principal object is cer- tainty. Science goes farther than this ; it not only admits certainty of apprehension, but it claims that it should touch, see, and handle the matters with which it deals. Few results can stand this coarse analysis. If biology and chemistry refuse to acknowledge any truth which cannot be demonstrated to the senses, they put out of their ia s.r I Eh. i 9] Aspects of Education. 137 reach those truths which are the most important to know, and which can be arrived at by probability alone. If mathematics admits of demonstration which shall give a clear proof to anyone who asks it, it removes from its sphere those judgments which rest upon the trained instinct of experts, and which can only be made clear to one who has undergone a similar training. Regarded from this point of view, humanism was no bad preparation for active life or for devotion to any other study. It had the advantage of being small in compass, and of limits which were easily ascertained. Devotion to humanistic studies, properly understood, did not exclude application to other studies which might be considered more grave and important. William Pitt, chancellor of the exchequer at twenty-two, prime minister at twenty-four, was a first rate humanist, as he was an excellent mathe- matician ; but this did not prevent him from being an admirable orator, a close reasoner, a profound student of history and politics, and a political economist far in ad- vance of his time. Much as we may regret that education in Protestant countries, especially in England, Holland, and Sweden, was narrowed by the humanistic tendency, we must not refuse to give that training all the credit which it deserves. II Humanism, in the hands of Sturm and his followers, was at least intelligible and masculine. Although it was founded upon a narrow basis, its aims were clear and honest. In the next two hundred years, humanistic teach- ing was to undergo an influence of a very different charac- ter, which, maintaining the outward show, changed the substance and turned what was a modified blessing into a decided curse. The Jesuit schools founded in the sixteenth century obtained so much vogue in the seventeenth and eighteenth, that they influenced the whole of European education, Protestant as well as Catholic. They had one 138 Aspects of Education. [10 title to respect, and one only. They were the first to bring the individual teacher face to tace with the individual pupil. Whatever their objects may have been, and what- ever were the ends for which they intended to use their influence, there can be no doubt that they did from the first what they still do,—attempt to study the workings of each individual mind and the beat of each single heart. Here their merit ends. They desired that the hearts of their pupils should be devoted to them, and not to human- ity, and that their minds should never move out of the limits which they themselves should fix. Humanism lay ready to their hands. Here was a subject on which infinite ingenuity might be expended and endless time wasted. To become a complete master of the style of Cicero, Horace, or Ovid, might take a lifetime; yet the result was showy: few could understand its merits or the pro- cesses by which it was reached. To declaim on speech- day a long alcaic ode on the immaculate Virgin, or to turn the Song of Solomon into the language of Ovid’s ‘Art of love,” was an achievement which all might admire. The Jesuits were the inventors of that bane of humanistic edu- cation, the exaggerated reverence paid to Latin verse composition. What can be a worse training for the human mind? A mind is called well trained in language when it can conceive accurately the idea which it wishes to express, and can express that idea in language which no one can misunderstand. The whole theory of original Latin verse composition is opposed to this. The pupil is set to write a copy of verses on a set subject, be it spring or winter, autumn or summer. His notion of what he should say is very hazy, but under pressure he will write down twenty so-called ideas for twenty lines of Latin verse. To expand these he will have recourse to his gradus, a book which the Jesuits have the credit of inventing. He will there find so-called synonyms of the Latin words he has chosen, which cannot really express the same sense, 11] Aspects of Education, > 139 for in any language very few pairs of words are to be found with precisely the same meaning. If his synonyms are insufficient for the purpose, he will fill up the line with epithets chosen from the gradus, not because they are just, or appropriate, or needful, but because they scan. If these are not enough, his handbook will furnish him with phrases of greater length, bearing more or less upon the subject, and even with entire verses which he may introduce, so far as he can do so without fear of detection. To spend much time on this process is to play and juggle with the human mind, to make pretence at thought when there is no thought at all, to mark time instead of marching, to work a treadmill that grinds no corn, to weave a web which must be perpetually unravelled; yet in the latter half of the eighteenth century we see original Latin verses the chosen task of school-boys and a too frequent pastime for statesmen. Let us not condemn all composition in dead languages. To turn the masterpieces of modern poetry into an exact Greek or Latin equivalent may be the worthy occupation of the best-trained scholars. It has more than once hap- pened that the copy has been more poetical, more musical more worthy, than the original itself. Nor is imitation of any literature which we are studying to be despised. The Italian sonnets of Arthur Hallam, the French lyrics of Swinburne, if not genuine poetry, are at least precious fruits of the poetical mind. But if these fruits are to be produced at all, it is necessary that they should be produced without compulsion. Train your scholar in the best examples of Greek and Latin, let him study Virgil, Homer, and the Greek tragedians night and day, show him all the poetry they contain, let him compare them with the best productions of his native tongue, and the probability is, that, if he has any creative faculty, he will begin to imitate and will write Greek and Latin verses without coercion. But set him down on a form with fifty 140 Aspects of Education. [12 other boys, and bid him write poetry on a subject for which he does not care, in a language which he does not understand and which is often unfitted to the thoughts which he has to express, guide him by mechanical rules, and assist him with mechanical handbooks: you will then find that what ought to have been a pleasure has been a barren toil, and that his mind is dulled by the effort. Even at the present day, after all that has been written against Latin verses by those who are most fit to judge, they hold an inordinate place in English classical edu- cation, and give us good reason to pass the strongest condemnation on the sect which introduced them. The falseness of Jesuit principles of education goes fur- ther than this. They can best be judged on the great annual festival when the parents are invited to see the triumphs of their children. Speeches in different languages are delivered by children of various ages, often with a pathos that draws tears from those who hear them: this is a good part of their training. The head boy reads out the list of those who have gained prizes. After reciting a string of names, he suddenly pauses thus attracting the attention of all present. The prefect of studies, who stands behind him, comes to his rescue, and utters the boy’s own name, which he has been too modest to pronounce himself. Had he repeated it among the others, it would have at- tracted no attention, but the modesty which avoided the appearance of self-laudation was used to extort the ap- plause of the multitude. The boys are examined wiva woce. Nothing can be more fair. Any one at random is asked to take a Virgil or Sophocles, to submit any passage for translation, and to ask any questions he pleases. If the examiner does his work honestly, he soon finds what a mistake he has made. He submits a passage for translation. The boy makes a mistake ; the examiner stops him. The boy blunders; the examiner insists upon a correct translation, which 13] Aspects of Education. 141 takes a long time in coming. There s general discomfort and confusion. The whole sympathy of the audience is with the good-looking ingenuous youth on the platform, and not with the bald-headed pedant who is examining him. The examiner asks a question; the boy answers it wrong. As often as the examiner rejects the answer given to him, so often does the impatience of the audience arise against the stupid man who does not know how to ask questions that the boys can answer. If the Jesuits had no faults of their own, they at least deserve the condemnation of posterity for suppressing their rivals the Jansenists, who offered to France the best opportunity of receiving a humanistic education devoted to the noblest ends. The object of the distinguished men who founded the little schools of Port Royal was exactly the opposite to that of their Jesuit rivals. They desired to make the moral character of their pupils strong and inde- pendent, and to train their intellects from the first in the severe studies of close and logical reasoning. In the individual attention they gave to their pupils, they were superior even to the Jesuits. The whole number of children that passed through their schools was small ; and no teach- er was allowed to have charge of more than five or six, while the masters were thus able to study the characters and capacities of their pupils in the minutest details. Pains were always taken to avoid undue familiarity. Between the pupils themselves, as between their professors, there was to reign a dignified and temperate courtesy, removed equally from sickly sentimentality and from rough and boisterous good-fellowship. The grammar of Port Royal was not a collection of rules to be learned by heart, buta treatise on logic, which forms the basis of all grammar. Where rules or examples had, of necessity, to be learned, they were, in disregard of precedent, placed in such a form as to be most easily remembered. The Jansenists were guil- ty of another innovation which gave a great handle to their 142 Aspects of Education. [14 opponents. They taught the dead languages of antiquity from the living tongue of their own France. What impie- ty, said the Jesuits, thus to vulgarize studies which ought never to be presented to us without solemn and even sacred associations! We hear little or nothing in the Port Royal schools of the cultivation of Latin verses. The air which they breathed was too bracing for that trivial exer- cise. On the other hand, they did great service to the study of Greek. It is true that the Jesuits maintained Greek as a prominent study in their schools, which the University of Paris had been compelled to surrender by the clamor of parents. Yet the ‘Garden of Greek roots,’ an attempt to popularize the study by imparting the most necessary knowledge of Greek in French verses, remained for a long time a standard school-book, and was used for that purpose by so careful and exact a scholar as the historian Gibbon. If the Jansenist schools had been suf- fered to exist, they might have profoundly affected not only the course of study in France, but the minds and characters of Frenchmen. European nations, in following the French models of excellence which reigned without dispute before the French revolution, might have had a more masculine type held up for their admiration. This, however, was not to be ; and French literature, impregnated with Ciceronianism, had been but slightly touched with the chastening influences of Hellenic studies or of logical precision. Humanism has undergone many changes in the last generation, and it is difficult to forecast its future. The position which it held in education after the revival of learning was due to two opinions about it, which were believed very generally, but not always very consistently. On the one hand, it was thought to be the best gymnastic for the mind, the best mechanical exercise which the human faculties could be put through. On the other hand, the literatures of Greece and Rome, which were the sub- 15] Aspects of Education. 143 ject-matter of humanism, were regarded as absolutely the things best worth study, not only from their intrinsic merit, but from their forming the best introduction to all modern studies. Not many years ago modern geography was taught in the most distinguished of English schools by what was called a comparative atlas and a comparative geography-book. Ancient geography was taught first as the thing most needful, and modern names were only dealt with as the correlatives of ancient ones. A good English style was supposed to be acquired from the study of classics. Latin verses formed the best introduction to English poetry; Latin themes were the best method of learning all general information. Even now at our uni- versities many people would maintain that the science of modern statesmanship could not be better learned than from Aristotle's ‘ Politics.” Both these points of view have suffered rude shocks. Undoubtedly from considerations which were indicated above, Greek and Latin, and Greek especially, do form an admirable training for the mind. Latin grammar is more precise, more logical, and in these respects harder, than the grammars of modern languages. The Greeks were probably the most gifted people who ever lived, and their language was adapted in a wonder- ful manner to express most perfectly their most subtle thoughts. To a mature scholar, who recognizes every shade of his meaning, Thucydides will appear untrans- latable. The words as he puts them down, whether grammatical or not, express precisely what he intends to say, with a vividness and a directness which cannot be surpassed. To express all that he would tell us in English would require long clumsy paraphrases, and even these would not express it altogether. The effort made by a modern mind to follow in its subtlest folds every sinuosity of the thought of Plato or Aristotle is in itself a very valu- able training ; but to profit by this training, a considerable standard in the languages must have been reached, and as RRR ae 144 Aspects of Education. [16 years go on, the number who reach this standard is fewer and fewer. The foundations have been undermined, boys and parents avoid the trouble of learning dead nr and teachers are ready to escape the trouble of teachin : them. The result is, that only the chosen minority are : the position of profiting by a training which was once universal ; and these have such distinguished and appre- hensive intellects that they would almost always make a training for themselves. If humanism has suffered by the growth of a disbelief in its powers as a gymnastic, there is no sign that its intrinsic worth is rated less highly than it was Indeed, as we begin to appreciate more exactly the necessary elements of culture, our respect for humanism grows greater. We are told that there are two great ements in modern civilization,—Hebraism and Hellenism. There is no fear at present that the first will not be well looked after. No Christian country is without an efficient church establish- ment ; and the training of the clergy in all their several degrees, who are the chosen guardians of Hebraism, is more extensive and more satisfactory than in previous generations. Take away Hebraism, and the most valuable part of our intellectual furniture which remains is Hellen- ism. That can only be preserved by the combined efforts of all those who are indebted to it, and who have learned its. value. This is the special function of schools and universities. It io remarkable that each attack made on the study of Greek has produced some new effort to make the study of Hellenism more general. The establishment of the English Hellenic society was the direct result of an attempt to exclude Greek from the entrance examinations of the university. The growth of science has been coin- cident with the revival of acted Greek plays, both in England and America. The dead languages which were once reverenced as a training are now valued for what they can teach us; and scholarship is defined, not as the 17] Aspects of Education. 145 art of interchanging in the most ingenious manner the idioms of the Greek, Latin, and English languages, but as the calling-back to life of the Hellenic world in all its branches. Hellenism need not always mean the study of Greek life and thought. Egyptian culture preceded Hellenic culture. The Greeks went to study in the schools of Egypt, as the Romans frequented the universities of Greece, and as the English visit those of Germany. As the learning of the Egyptians, whatever it may have been, has been absorbed for our purposes partly by Hellenism and partly by Hebraism, so Hellenism itself may be absorbed, so far as it deserves to be, by modern literature. One who knew Milton by heart would be no poor Hebraist, and he who possessed the whole of Goethe would be no mean Hellenist. But this time has not yet arrived, if humanism suffers now from a slight obscuration, due to its unfortunate attempt to claim too much mastery over the human mind ; yet there is no fear of its being materially obscured, and the assistance which it may yet render the human race, in her search after the good, the beautiful, and the true, should command the sympathy, and stimu- late the efforts, of every man to whom those objects are dear. REALISM. Shelley, once writing to Godwin, expressed his surprise that so much time and thought had been given to the and so little to the waching of things. teaching of words, d the Jesuits, humanism, Under the influence of Sturm an or classical education, degenerated into a mere study of words. Little attention was paid to what was said: the chief point was how it was said. Cambridge undergradua- tes thirty years ago, taught by the most distinguished scholar in the university, when they read a Greek play or a Latin poem, heard little about the plot, or the allusions or their relations to modern writings of the same kind. 146 Aspects of Education. [18 Attention was exclusively paid to readings, to the delicate variations in the meanings of words, to grammatical forms, to letters and accents; yet the teacher was a man full of love of English and other literatures, and steeped in the knowledge of them. The best scholars turned out of the university were surprised to find, as a result of their training, how little they knew of the literary masterpieces, which they had spent a great portion of their lives in learning to construe. The main aspects of ancient life were entirely unknown to them, unless accident had led them to learn them. Yet the teaching of things rather than words had been advocated by great educationalists, both abroad and in England. The typical realist in education is Comenius. His whole life was devoted to the improvement of educational meth- ods. He was one of the first to appeal to the eye as an instrument of instruction; but his most important work was the ‘ Great didactics,” a complete treatise on the art of education. The central idea of this book was that the education of every man should follow his natural growth. Take the whole circle of sciences with which the mature man can be acquainted,—arithmetic, geometry, astronomy, ethics, politics, and many others,—what are these but names for departments of knowledge, which the human mind creates for itself? If we take away from them their repulsive appellations, and consider them in their simplest elements, we find that they are nothing but what the child learns from its carliest infancy. ‘Metaphysics’ is a hard word, yet what is it except the science of ideas as appre- hended by the mind? A child four years old was once lying in bed, recovering from an illness, when its father and mother came to the bedside. The child described the feeling it had in its leg. The father said, “That is pins and needles.” The child thought to itself, “ How can my father make so rash a statement? What he means, expressed in accurate language, is, that what I am describ- 3 fhe Ely 19] Aspects of Education. ing sounds to him as the sensation which, if he felt, he would call pins and needles; yet how can he tell that the sensation which I am now feeling is the same as that which he denotes by that name?” There was present to the child's mind the whole problem of the relativity of knowledge, yet that has sometimes been found hard even for men to grasp. In the same way, what is the knowledge of natural phenomena, such as fire, rain, and snow, but the knowledge of physics? What is the ability to find his way about his own village but the rudiments of geography? What are his family annals but the beginnings of his- tory ? The government of the household would teach him domestic economy, the administration of his native town would teach him politics, the rules of simple behavior would teach him ethics : take away the bugbear of repul- sive nomenclature, and you will find every science can be studied in its simplest elements from the beginning of life. Comenius regarded the sciences which were accessible to human knowledge as an ever-widening circle, to be learned by child, boy, and man in the measure for which their strength is adapted. When it is possible in this way, by following the course of nature itself, to arrive at the knowledge of every thing that is worth knowing, why should we confine the growing mind in the trammel of mere language? From the mother’s school the child would pass to the national school ; one existing in every house, the other in every parish. From this he will go, as years advance, to the gymnasium, which is to be found in every large town ; and thence, if strength admits, to the univer- sity, which exists in every province. The didactic theories of Comenius met with a strange fate. His manhood was nearly coincident with the thirty- years’ war, which made educational experiments impos- sible in Germany. He came to England just as the civil war was breaking out. That did not prevent his proposals from attracting the attention of the parliament; and they 148 Aspects of Education. [20 would have given him for his experiments some large college, either in town or country, had not political troubles made it impossible to do so. He was taken up by the Protestant powers of Europe, partly because they rep- resented the greater spirit of progress, and partly because they were opposed to the exaggerated humanism of the Catholics. Had he lived a hundred years earlier, the effect of his teaching would have been far more powerful. Had Comenius, instead of Melanchthon, been the preceptor of Germany, Catholics and Protestants might have been divided in education, as they were in religion, but the world would have been enriched by a training of wider scope and greater possibilities. Thwarted by the political troubles of his time, his teaching never arrived at its full development, and had little effect upon the world until it received a new shape at the hands of Pestalozzi and Froebel. The learning of things instead of words found a powerful advocate in England in the person of John Milton. His ‘Tractate on education’ is one of the most gorgeous dreams of a complete training ever conceived and elabora- ted by an educational theorist. He admits that it is right to learn the languages of those people who have at any time been most industrious after wisdom, but he asserts that language is only the instrument which conveys to us things useful to be known. ‘ Though a linguist,” he says, ‘‘should pride himself to have all the tongues that Babel cleft the world into, yet, if he have not studied the solid things in them as well as the words in lexicons, he were not so much to be esteemed a learned man as any yeoman or tradesman, competently wise in his mother dialect only.” He defines a complete and generous education as that which fits a man to perform justly, skilfully, and magnanimously all the offices, both private and public, of peace and war. The Latin language, taught with the Italian pronunciation, is to lay the foundation of 21] Aspects of Education. 149 good morality, infusing into their young breasts such an ingenuous and noble ardor as would not fail to make many of them renowned and matchless men.” Varro and Columella are to teach, not only Latin, but agriculture,— how to recover the bad soil and to know the waste that is made of good. Aristotle and Pliny are to give instruction in science. Mathematics, comprising arithmetic, geom- etry, astronomy, and trigonometry, have a separate course of their own, from which progress is to be made to fortification, architecture, engineering, and navigation. Theoretical studies in these and other similar branches are to be supplemented by practical training given by experts in the several pursuits. Not until this broad foun- dation of theory and practice has been laid are the pupils to read the works of those poets who treat of country lore. The next stage is to lay the foundations of philosophy and ethics, the knowledge of virtue and the hatred of vice. Plato, Xenophon, Cicero, Plutarch, are to be read, not for their language only, but for the éthical teaching which they contain. After ethics succeeds rhetoric, to form the tongue and the imagination of the future orator. Italian is used to give a soft and melodious pronunciation ; Greek and Latin tragedies, with the humanists the food of school- boys, are reserved for the completion of the rhetorician’s art. To this succeeds the study of politics, learned from the great masters of law from Moses to Justinian, con- tinued down to the laws of our own constitution. Sundays are now to be spent in the higher branches of theology, and the scriptures are to be read in their original tongues. Not till now comes the study of history and poetry, mixed with ‘a certain amount of logic; and then, and not till then, are the scholars permitted to write for themselves. Original composition, instead of being, as among the Jesuits, the principal mental discipline even of young children, is to be reserved until the mind has been thor- oughly penetrated both with matter and with manner. 150 Aspects of Education. [22 A large portion of the proposed training is devoted to exercise. ‘‘In those vernal seasons of the year,” says the poet, “when the air is calm and bracing, it were an injury and sullenness against nature not to go out and see her riches and partake in her rejoicing with heaven and earth. At this time the pupils might ride out with prudent and staid guides to all places of strength and commodities of building, and of soil for towns and tillage, harbors and ports for trade.” Milton, in this vision of the future, does not intend to sketch a scheme of popular education, but one suited for select pupils and select teachers. It is strange that the advice of one who was himself a school- master should have been so much neglected by the brothers of his profession. This may be explained by the fact that Milton wrote for an age in which Latin was the universal language, the common means of communication between scholars. The troubles of the seventeeth century left little room for the application of his theories; and, when society had become sufficiently settled to adopt them, Latin had lost its place in the world of learning, and the standard of humanism had been raised aloft by the Jesuits. The establishment of realism as an integral part of education is due to the French revolution, and it is insep- able from the name of Pestalozzi. There could not be a greater contrast than between Milton and Pestalozzi. Milton's educational scheme was derived, on the one hand from his poetical imagination, and on the other from his scorn for the shallowness and frivolity of some of the statesmen with whom he lived. Pestalozzi learned the principles of his art in the care of poor orphans and in the hard experience of his own checkered life. Milton's plan, like that of Plato, was adapted for a select number of rulers. Pestalozzi's plan was framed for the benefit of very little children, and has only been gradually seen to be applicable to all departments of education. In the year 1708, the village of Stanz, near the lake 23] Aspects of Education. 151 of Lucerne in Switzerland, was burned by the French, and a great part of the inhabitants murdered, because they would not receive the constitution offered to them by the directory of Paris. The children who escaped the slaughter were left homeless and orphans, and Pestalozzi was asked to take care of them. He estab- lished himself in a large deserted convent, deprived of all means of sustenance. He lived with the children by day, and slept with them by night, sharing the poor food which could be got together for their common support. It was by this close contact with the child-mind that Pestalozzi, almost himself a child, learned some of the deepest secrets of education. No traveller should look down from the Rhigi upon the valley where Stanz lies, without reveren- cing it as the birthplace of educational ideas which are destined to revolutionize our system of training. Yet when I rang, a few years ago, at the convent-gate, the good sister of charity who opened the door for me had never heard of the name of Pestalozzi, and knew nothing of the great Christian work which had been carried on within her walls. The central idea of Pestalozzi was to train the mind through the senses. Humanism, dealing with words alone, had depended mainly upon the memory. Children learned long lists of Latin and Greek nouns, long rules of Latin and Greek construction. Pestalozzi had no books. One of his best materials for instruction was an old piece of tapestry embroidered with animals. The children were taught to see, to touch, to taste, to smell, and to report exactly what their senses had taught them. By ingenious methods the first simple operations of the senses were made to lead insensibly to the higher operations of the mind. Milton had recommended that the rudiments of mathematics should be taught playing, as the old manner was. Pestalozzi made this plan a reality. Pestalozzi taught us to make the fullest use of a keen observation of young children, of their quick apprehension of what 152 Aspects of Education. [24 immediately surrounds them, and of their surprising power of retaining what really interests them. He also taught us to follow, in the most loving and even servile manner the growth of each child’s mind, and of the child-mind as a whole. Yet it cannot be said that he was very successful as a practical teacher, and many who have posed as his disciples have been great failures. To force children by compulsion to learn many things by heart is the easiest, and it is also the most stupid and the most unfruitful, method of education. To follow the growth of their minds, and to adapt the training of each instant to their needs, require the patience of a saint and the insight of a philosopher, and these qualities are seldom found. Froebel may be regarded as one who has worked out with great minuteness and success a particular part of Pestalozzi's teaching. The kindergarten system, as it is called, rests upon the assumption that the senses of a child are to be first dealt with, and that it is by their means that the intelligence can be best aroused. Froebel starting with the care of very young children, was able to reduce their education to something like a system. They are taught by degrees to see clearly form and color; to imitate them in various ways; to distinguish by the touch hard and soft, cold and hot; to train their ears to delicate sounds, and their mouths to refined and expressive speech. Their restlessness is utilized for social drill and dances. A child is encouraged to imitate just what he understands, and no more. It is impossible to see a kindergarten class, even when composed of the youngest gutter children, without feeling that this must in time be recognized as the only fit education for the infant-mind. But it is a mistake to suppose that the principles of Froebel are applicable only to the training of very young children. It is as natural for the brain to grow and to exert itself as it is for the arms and legs to stretch them- 25] Aspects of Education. 153 selves. Our inherited traditional methods of education are too often the swaddling-clothes of the mind, which impede its growth rather than assist its development. In schools higher than the kindergarten we have yet to learn that pleasure is a far more potent instrument of training than pain. Many teachers value lessons for their very harshness and repulsiveness, and take no pains that the mind should pass easily from the known to the unknown with ever-growing delight and satisfaction. Far too much stress is laid on mere memory. Memory depends on interest. Children will recollect accurately whatever has deeply roused them at any time. If we secure interest, memory will follow of itself. Again: schools spend far too much time on a set course of study. Pestalozzi and Froebel learned all they knew by the slavish following of the growing mind. It is probable that in no two minds do the faculties develop in precisely the same order. That curriculum is best which is adapted to the greatest number of minds, but no curriculum could be adapted to all minds. Just in proportion as the course of study laid down in school is rigid and unalterable, so far will it fail to reach a large number of those for whom it is intended. Just as, in elementary education, payment by results is opposed to the whole spirit of Pestalozzi's and Froebel's teaching, so in our higher education we cannot obtain the highest level of instruction unless we assign a lower place to examinations. There is no fear that in the present day realistic edu- cation—the learning of things instead of words—will be neglected. There may, indeed, be a danger lest we should teach things which are not the best worth learning, lest we should waste on mechanical arts or on the lower branches of science, powers which ought to be applied to the highest products of the human mind. Goethe tells us that Wilhelm Meister, a dreamy enthusiast, took his son Felix to be taught in the Paedagogic Province. On re- a pn he Bas A tis tn i 154 Aspects of Education. [26 turning a year afterwards to see how he was getting on he could not at first find him; but, as he was in an o oh field, he saw in the distance a cloud of dust. The ee developed into a troop of horses; and out of this troop galloped the young Felix, riding a white bare-backed steed, from which he threw himself and fell at his father's feet. The rulers of the Province explained, that, havin tried Felix at every thing else, they found that he — most fit for breaking horses, and therefore set him that task. ; We now see Goethe's dream realized, not only in technical education, but in the schools which are growing up over England for the training of young colonists A boy is taken at fourteen, and taught how to build a house to make his furniture, to manage a farm, to navigate an boat. This is realistic education with a vengeance; and the same might be said of mere technical training where it does not rest upon the basis of general culture. “Yet the extravagances to which this side of education may run are slight, compared with those which have for so many years formed the bane of humanism. Some exaggeration is required to redress the balance. It is difcult to secure improvements in education, and it is almost impossible to revolutionize an educational system. Educational theo- rists write as if a single child, willing to be taught every thing were dealt with by a teacher able to impart ever thing. The reality is very different. Children are he not singly, but in masses; and in a crowd the standard of conduct is generally that of the worst rather than that of the best. To secure all the attention of a large number of children needs considerable gifts, and to force a large class into active co-operation with the instructor is what few teachers can do. Again: a small proportion only of teachers have any special gifts of insight, liveliness, or imagination. They can only carry out the rethods in which they have been trained. Once more: every tradi- tional system is protected by a large number of means and 27] Aspects of Education. 155 appliances for study which have grown up under its reign. The very perfection of the school-books makes it easier to study classical literatures and Greek and Roman history than any similar department of more modern date. The passive resistance of pupils, the absence of useful aids, the want of enterprise in teachers,—all militate against the substitution of a rational education, such as Comenius would have given, for the complete and elaborate drill in the arts of expression which we owe to Sturm and the Jesuits. America has been less spoiled than Europe by the influence of petty traditions; and it is there, perhaps, that we may look for the rise of a training which will begin with the kindergarten, will be inspired in its higher branches by the enthusiasm of Milton, will always pierce through the veil of words to the substance which the words are intended to convey, and, while training to the full the senses of the individual and his mechanical powers, will not fail to set the highest value on the best products of the human mind, and will never, in the pursuit of material science, undervalue the far dearer treasures of poetry and philosophy. NATURALISM. The two aspects of education which we have already discussed, have reference to the different ways of training the intellect. They are, however, both liable to degenerate into pedantry. With regard to the study of language, this statement needs little proof. It is difficult, under any circumstances, to reconcile an education which is merely linguistic with the preparation of the active business of life. Perhaps the best example of a such a training was the rhetoric of the Romans. Quintilian’s famous treatise on education described the training of the orator, and it requires some reflection to discover how so narrow and restricted a course can be co-extensive with all that is demanded by the public service. It might, however, be so in imperial Rome. The business of Rome was to Eiki MIT OEE ICTR ee iia 156 Aspects of Education. [28 govern subject populations. A Roman statesman would have occasion for oratory in the senate, at the bar, in the governing of the province. Given the traditional inspira- tion which would be imbibed from a race of rulers, and the practice of public affairs, with which every Roman patrician would be familiar from his childood, the training of the orator in its widest acceptation might be the only addition which was considered necessary. Humanism, however, lay but little stress on the public use of knowledge which it gave. It taught dead, not living languages. The greatest scholar might live secluded from the world, and, as his erudition deepened, might become less fit either to influ- ence or to understand it. Realism was by its nature more closely connected with actual life; but that, too, might content itself with books, and the study of books produces book-worms. The rebellion against received opinions which followed the Reformation brought every thing into question, and the groundwork of education with the rest. As feudalism disappeared, there was more need of such an inquiry. In the middle ages the education of the castle had ex- isted side by side was the education of the cloister. The knightly arts of shooting, hawking, swimming, riding and other bodily accomplishments, were taught to the young page, as the seven studies of the trivium and quadrivium were taught to the young monk. As years went on, the idle governing classes were gradually subdued by aggres- sive instruction. The schools of the Jesuits were eminently fashionable, and it became necessary to appeal once more to nature. Men of the world and philosophers said, in giving what we call a training to the mind, “Let us not forget that nature has determined the quality, and a large part of the development, of the mind which we aspire to train. If we do our utmost, we can effect but little: let us be quite sure, that, in attempting to produce this small amount of good, we do not cause real harm. Let 29] Aspects of Education. 137 us educate, not for the school, but for life. Let us see what inherent force will effect for the mind and character of which we think ourselves master.” There is some trace: of this reasoning in Rabelais; but, although he is certainly an anti-humanist, he should be classed as a realist rather than as a naturalist. The three great naturalists in edu- cation are Montaigne, Locke, and Rousseau. Although their characters were very different, there is a strong similarity in their teaching. We will give a short account of the views of each. This is the more necessary, as. naturalism is now rampant in our public schools, but its advocates and supporters have little notion to what. philosophers they owe the principles which they enthusias- ically support. ' ee between monkish erudition and the train- ing for the world given in the castle of a wise noble is. shown by Rabelais in the contrast between the clownish awkwardness of young Gargantua, and the modest self- possession of the page Eudamon, who, “although not: twelve years old, first asking leave of his master so to do, with his cap in his hand, a clear open countenance, beautiful and ruddy lips, his eyes steady and his looks. fixed on Gargantua, standing up straight, on his feet, began to commend him with proper gesture, distinct pro- nunciation, and a pleasing delivery, in choice Latin, whereas all Gargantua did was to cry like a cow, and hide his face with his cap. Rabelais also lays great stress on bodily exercises, and shows that he considers the training of the body quite as important as that of the mind. The educational ideas of Montaigne are principally con- tained in two essays,—one on pedantry, the other on the instruction of children. The one deals with the objects. of education, the other with its methods. Montaigne says that the end of education is not to fill the head with a mass of knowledge, but to form the understanding and 158 Aspects of Education. [30 the heart; not to burden the memory of the pupil, but to make him better and more intelligent. Antiquity pre- sents us with well-educated statesmen and commanders, with philosophers fit for practical life. On the other hand, learning, which is only for show, is of no use to its possessor. If we only know what Cicero or Plato thought about a matter, we are merely the guardians of some one else's property instead of making it a possession of our own. We warm ourselves at our neighbor's fire in- stead of making one on our own hearth. We fill ourselves with food which we cannot digest. The most important object of education is independence. The scholar must be able to consider and to employ what he has learned in a hundred different ways. He must be taught to prove every opinion, submit to no authority as such. Learning by heart is no learning at all. Just as we cannot dance, ride, or fence without moving the body, so we cannot speak or judge with advantage without acting for our- selves. The mind must be supported by a healthy body. There must be no coddling or spoiling by foolish parents: the boy must be hardened to endurance and to pain. We are educating, not a mind and a body, but a man, who is compounded of the two. The pupil must be taught to mix with the world, to observe carefully every thing he sees. He must learn more from experience than from books. The character of great men is more important for him to know than the dates of their actions. The greater number of sciences which we are taught are of no use. The pupil must not become a bookworm, but all the conditions of his life—his walks, his meals, solitude, and society—must be made serviceable for his training. He must be taught to speak naturally, with strength and emphasis; not by erudition, but by force of character and clearness of thought. For discipline we must use a kind severity, not punishment and compulsion. The school-life must be full of joy and cheerfulness. The 31] Aspects of Education. 159 most important thing is to excite a desire for study. Fathers should stimulate their children by their own example, and not keep them morosely at a distance. Montaigne says that he was first taught Latin by conver- sation, and he recommends the same course for imitation. He tells us that when seven years old he was entirely ignorant of French, but he was well acquainted with pure Latinity, and that without books and without tears. From this sketch we find that Montaigne’s object was to educate the man of the world. He wished to bridge over the gulf between the gentleman and the scholar, which existed in his time ; but he would produce a gentle- man at any price, a scholar if possible. We cannot tell whether Montaigne had a direct in- fluence upon Locke, but there is no doubt that they agreed very materially in their views. The keynote of Locke's thoughts concerning education is a sound mind in a sound body. This, he says, is a short but full description of a happy state in this world. He that has these two has little more to wish for, and he that wants either of them will be but little the better for any thing else. The first thirty sections of his treatise are occupied with the training of the body. Iis maxims are summed up in the words, “plenty of open air, exercise, and sleep; plain diet, no wine or strong drink, and very little or no physic ; not too warm and strait clothing; especially the head and feet kept cold, and the feet often used to cold water and ex- posed to wet.” The next hundred sections are devoted to methods of education, but there is nothing in them about books. Virtue, wisdom, and breeding are to come before learning. These are to be taught more by precept than by example. We are to guard our children against the evil influence of servants, and to rely particularly on the persistent effect of the home. Above all, we are to teach knowledge of the world. Much of the danger which surrounds young men arises from ignorance of the world. es ems a TN aren Rt Taal, et" ep er———— FREESE SFE = = ssh EE FE = = pe. 160 Aspects of Education. [32 A man forewarned is fore-armed. Breeding must come before book-learning. Teaching is for the purposes of life, and not for the school: Non schole sed vite discimus. The tutor you choose for your son should be a man of the world. Locke puts learning last, because he considers it as the least important learning. He says it must be had in the second place, as subservient only to greater qualities. Seek out somebody that may know how dis- creetly to frame his manners; place him in his hands, where you may as much as possible secure his innocence ; cherish and nurse up the good, and, generally, correct and weed out any bad inclinations, and settle in him good habits. This is the main point, and, this being provided for, learning may be had into the bargain, and that, as I think, at a very easy rate. The subjects which Locke selects for learning are very characteristic. He begins with reading, writing, and draw- ing. He then goes on to French and Latin; the latter to be taught in the same way as French, by conversation and without grammar. He then passes to geography, arithmetic, astronomy, geometry, chronology, and history. Then follows ethics, a certain amount of law,—chiefly civil and constitutional law,—rhetoric and logic, and natural philosophy. Great importance is attached to acquiring a good English style. Greek is omitted ; for Locke says that he is not considering the education of a professed scholar, but of a gentleman, to whom Latin and French, as the world now goes, is by every one acknowledged necessary. ‘When he comes to be a man, he can learn Greek for himself. What a small percentage there is, even among scholars, who retain the Greek they learned at school!” The education thus commenced is completed by dancing, music, riding, and fencing. Every one should learn one trade at least, if not two or three. Gardening and carpentering are especially recommended, but not painting. The pupil is to be well skilled in accounts and TT 33] Aspects of Education. 161 book-keeping, and his education is to be completed by foreign travel, which is to be deferred to an age when he can profit by it most completely. Locke is a great enemy of those specious and spurious studies which were so much affected by the Jesuits. He is a declared enemy to Latin verses. “Do not,” he says, “ let your child make verses of any sort ; for, if he has no genius for poetry, it is the most unreasonable thing in the world to torment a child, and waste his time, about that which can never succeed, and, if he has a poetical vein, it is to me the strangest thing in the world that a father should desire or suffer it to be improved. Poctry and gaming, which usually go together, are alike in this too, —that they seldom bring any advantage but to those who have nothing else to live upon.” He does not carc any more for music, * which wastes so much of a young man’s time to gain but a moderate skill in it, and engages often in such odd company that many think it better spared.” Locke here would differ much from Milton, who gave music a more dignified place in his programme. In conclusion, Locke tells us that what he has written is designed for the breeding of a young gentleman, but that he is fully aware that every one cannot be educated in the same manner ; that each man’s mind has some peculiarity, as well as his face, which distinguishes him from all others; and that there are possibly scarcely two children who can be brought up by exactly the same method. Although public schools in England educate their pupils very much according to the precepts of Locke, they probably do so unconsciously, and are very little aware whose example they are following. Many have heard of Locke's treatise on education, but few have read it or tried to understand it. Whatever effect he has had has been confined to his own country, and he cannot be reckoned as a great influence in Europe. Rousseau, on the other hand, burst upon the world with tremendous : > Spr fe SE eR TRA -

2 Ee ———— i hp 176 Aspects of Education. [48 development prefer a kind of education which is the normal type of all countries but our own, which improved communication makes it easier to adopt, we shall still have public schools of which we should be proud: they will continue to represent our best national qualities, but they will be very different from the public boarding- schools of the past. MANUAL TRAINING First Lessons in Wood Working By ALFRED G. COMPTON, Professor of Applied Mathematics in the College of the City of New York, and Instructor in charge of the Workshops of the College. TABLE OF CONTENTS. LESSON. : LESSON. 1. Cutting Tools; Knife and Hatchet; XIV. The Chisel; Paring and Chamfer- Cross-cutting. ing ; Characters of different Woods. II. Knife and Hatchet continued; Split- | XV. The Chisel continued; Through ting, Whittling and Hewing. Mortise ; Brace and Bit. III. Strength of Wood. XVI. The Chisel continued: End Dove- IV. The Cross-cut Saw. ' XVII. Dove-tailed Box; Laying out the Vv. Shrinking, Cracking and Warping of work ; Cutting the DI te. Timber. XVIII ing ; - } VI. Working-sketches. III Husinss Fwd screws ; Putting the . Working-drawings. XIX. Finishing a Dove-tailed Box; Plan- Making a Nailed Box; Laying out the ing End-wood. work. XX. Fitting Hinges. IX. Hammer and Nails; Putting a Box | XXI. Making a Paneled Door, Isometric together. Drawing. X. The same continued; Taking apart. XXII. Paneled Door continued; Mortise. XI. The Jack-plane. 5 XXIII. Fitting a Panel; The Plow. XII. The Smoothing-plane. iil XXIV. Chamfering a Frame; Finishing XIII. Back-saw and Bench-d with Sand-paper and Shellac. 12mo, Cloth, 188 pp. Price for Examination or Introduction, 30 cts. SR —— «The Alphabet of Manual Training.” White's Industrial Drawing—Revised. NOW COMPLETE In 18 books, two for each year of a nine years’ course. The simplest, the most complete, the most practical, the most easily taught. These books contain nothing not strictly educational in its character, and lead by gradual steps, but without waste of time, to practical results. The use of objects is a dis- tinguishing feature of the series. THEY TEACH First, to make complete, intelligible working drawings to scale, of any ordinary object, whether requiring one, two, three, or more views. Second, to draw accurately in free-hand perspective any elementary object or group of ghjests, jiviog clear ideas of their forms, proportions and positions, and indicating lights and shades. Third, to refer to 1ts proper school or period any ordinary type of Historic Ornament, or to draw with sufficient precision typical examples of any of the leading schools. Fourth, to compose original decorative designs possessing strength, beauty and char- acter, and in harmony with the purpose for which they are intended. The Set for Examination, sent on receipt of $1.50. [VISON, BLAKEMAN & CO. Publishers. 753 and 755 Broadway, N.Y. and 149 ‘Wabash Avenue, Chicago. er Sede mom Bo a —.. ES = srr 2 The Prang Course of Instruction in Form and Drawing. This course is the outgrowth of fifteen years’ experience devoted to the development of this single Subject in public education, under the widest and most varied conditions. It differs widely from all the so-called “ Systems of Draw- ing” before the public. The aim or object of the instruction is different. The Methods of teaching and the Work of pupils are different. The Models, Text-books, and materials are on an entirely different Educational plan. The results in Schools are widely and radically different. 1t is the only Course based on the use of Models and Objects and for which Models have been prepared. The Course prepares directly for MANUAL TRAINING. Many of the exercises are in themselves elementary exer- cises in MANUAL TRAINING. THE PRANG COURSE has a much wider adoption in the best schools of the country than all the “Systems of Drawing” put together. More than wo millions of children in public schools are ught FORM AND DRAWING by THE PRANG COURSE. being ta PRANG'S NORMAL DRAWING CLASSES. These classes have been established for giving the very best kind of instruction in Drawing through home study and by correspondence. All teachers can, through these classes, prepare themselves to teach Drawing in their schools. ge=Send for Circulars in regard to PRANG’S COURSE OF INSTRUCTION IN FORM STUDY AND DRAW- ING, and also in regard to PRANG'S NORMAL DRAW- ING CLASSES. Address, THE PRANG EDUCATIONAL COMPANY, BOSTON. 3 MASSACHUSETTS INSTITUTE OF TECHNOLOGY, BOSTON, MASS. FRANCIS A. WALKER, President. The Institute of Technology offers courses, each of four years’ duration, in Civil, Mechanical, Mining, Electrical and Chemical Engineering, in Architec- ture, Chemistry, Physics, Natural History and General Studies. THE COURSE IN NATURAL HISTORY is intended (1) for those preparing for medical studies who desire a thorough grounding in physics, chemistry, (including general, qualitative and sanitary chemistry, ) the modern languages, and biology (including general biology, botany, zoology, physiology, comparative anatomy, embryology and bacterio- logy); (2) for those who wish to become naturalists (geologists, botanists or zoologists) or specialists in sanitary science, and desire at the same time to secure a liberal scientific education; and (8) for those who desire a general education in natural science, or who intend to fit themselves to become teachers in the natural sciences. The two main divisions of the course are Biology, treating of plants, the lower animals, and man (living things) ; and Geology, dealing with the his- tory of the earth, rocks, minerals, fossils, etc. (lifeless things). 'L'o one of these, chosen as a major subject, the student chiefly devotes his attention, al- though in any case much time must still be given to the other, minor, sub- ject. Beginning with a substantial foundation of chemistry, physics, drawing, and the modern languages, the subjects peculiar to the course are gradually introduced, although history, political economy, and literature receive much attention as essentials, or as auxiliaries to the scientific studies. The intimate relations existing between physics, chemistry, and biology on the one hand, and the medical sciences—pathology, hygiene, etc.—on the other, make a course like this peculiarly valuable as a preparation for the professional study of medicine. To this end the student of biology is made familiar not only with the essentials of physics and chemistry, but also with the comparative anatomy and physiology of the lower animals, especially the vertebrates. Opportunities are offered for extensive and practical laboratory studies in the biological, geological, and mineralogical laboratories, while unusual advantages are offered by the proximity of the library and museum of the Boston Society of Natural History. For field-work in zoology, botany, mineralogy, and geology, the vicinity of Boston affords rich opportunities in its long and accessible shore-line, varied geological features, and well-explored botanical fields. The tuition fee, including everything except breakage, is $200 a year. For catalogues and information, address, JAMES P. MUNROE, Secretary. I ——————_ NE ——— Pra Brmucied ath wes I oe amrereh — Sat oT gi BB a ee HE mad ——— ar rr ————— — —— ET a AND rg & Oo. KINDERGARTEN (597008. § "or GUSTAV E. STECHERT, ——IMPORTER OF—— Foreign Books and Periodicals, 828 BROADWAY, NEW YORK. Catalogues of Second-hand Books will English, French and German Monthly be sent gratis on application. Bulletins of New Books. ipzig, Hospital Strasse 10. BRANCHES: {Lomdon, 26, King William St., Strand, W. C. Ea EE WOMAN'S EXCHANGE. TEACHERS’ BUREAU (For both Sexes). egsors, Teachers, Governesses, Musiciars, etc., to Colleges, Schools, Supplies Prof Families and Churches, also Bookkeepers, Stenographers, Copyists and Cashiers 10 B ess Firms. Address, MRS. A. D. CULVER, 329 Fifth Avenue, New York. eg rer wae nse re ee COLLEGE for the TRAINING of TEACHERS 9 University Place, New York City. i e———e ————— The Circular of Information for 1888-89 contains the list of Professors and Students, Course of Study, information concerning the requirements for Admission, Scholarships, etc. SEND FOR A CATALOGUE OF THE Only Professional School for Teachers IN THE UNITED STATES. Address, A. W. TYLER, Dean, 9 University Place, New York City. Teachers Recommend in France,” etc. Others are in i For Monographs or Leaflets address, enclosing ndustrial EDUCATIONAL MONOGRAPHS = Published under the auspices of the INDUSTRIAL EDUCATION Asso. i CIATION of New York, and written by the foremost Educators and School Workers, both in this country and abroad, furnishes a series of pa- pers to teachers on the Educa ional Questions of the Day. The papers are concise, clear and comprehensive, especial prominence ing given to the Manual Training Movement. 4 Six monographs will appear each year, and the subscription price will be fixed at the extremely low price of $1.oc per annum. The following are ready or in preparation : I. A Plea for the Training of the Hand, by D. C. Gruman, LL.D., Presi- dent of Johns Hopkins University. —Manual Training and the Public School, by H. H. Bevrierp, Ph.D., Director of the Chicago Manual ising School, DD. i maki sie : ¢ For the ent or er who is ma of the Baneutional Monograph Series is 0g a stuly of sienna) Gaining thie ane subject.” : II. Education in Bavaria, by Siz Pamre Macnus, Director of the City and Guilds of Ioondon Institute. : : 111. Physical and Industrial Training of Criminals, by Dz. H. D. Wry, of State Reformatory, Elmira, N. Y. : IV. Mor Hopkins, Teacher, by Pror. Levererr W. Spring, of Williams ege. . V. Historical Aspects of Education, by Oscar BrowNING, M. A, King’s College, Cambridge. ; Manual Tiaining in Sweden, by Pror. A. Sruys, of the Normal School, : russels. The Function of the Public School, by Pror. W. H, PAYNE, of the Uni- versity of Michigan. n | The Teacuing of History, by De. EDwarp CHANNING, of Harvard Univer- vy. - TR Objections to Manual Training, by Cor. Francis W. Parker, of Cook Co. (Ill.), Normal School. , : \ Extent of the Manual Training Field, by Pzor. O. M. WoopwaRD, of Washington University, St. Louis. Graphic Methods in Teaching, by CHARLES BarNaRD, Esq., of Chau- taugqua T. C. C. 3 Elementary Science in Schools, by Pror. W. LanT CARPENTER, of London. The Jewish Theory of Education, by Pror. HENRY M. Lerzieeg, Direct- or of the Hebrew Technical Institute. Domes'ic Science in the Schools, by Mzs. Emma P. Ewing, of Purdue University. - : The Science of Cooking as a Factor iw Public Education, by Mss. Errex H. Ricuarps, of Mass. Institute of Technology. ! Monographs will also be written by PROF. FRIEDRICH PAULSEN, of the University of * Berlin ; DR. E. HANNAK, of Vienna; PROF. A. SALICIS, of Paris; PRESIDENT W. P. JOHNSTON. of Tulane Unive vy; SUPERINTENDENT JAMES MCALISTER, of delphia; SUPERINT JOHN E. BRADLEY, of Minneapolis and o : Leaflets are also isstied from time to time, giving information on c educational topics, The Leaflets are sold for 1 cent each, or sent by mail on receipt of & 2 cent stamp, Su hts and others ordering a quantity are offered a liberal discount. payment of 50 cents will entitle any person to receive all the Leaflets that may be issued for one year. They will be sent by mail prom issued. Leaflets are now ready on ‘ The Argument for Manual Albany (N.Y.) Report on Manual Training,’ * “The Nis Seminary for Teachers,” * The Scientific Treatment of Ed n. ' or money order, payable to the Education Association. One and two-cent stamps may also be sent. ARTHUR W. TYLER, A. M,, * Dean of the College for the Training of Teachers, g University Place, New York City. i 4 i i AIR aps ines Sa AND TA & Co. KINDERGARTEN (80005. § +x GUSTAV E. STECHERT, ———IMPORTER OF—— Foreign Books and Periodicals, 828 BROADWAY, NEW YORK. Catalogues of Second-hand Books will | English, French and German Monthly be sent gratis on application. Bulletins of New Books. Leipzig, Hospital Strasse Io. BRANCHES: {Loans 26. King William St., Strand, W. C. “WOMAN'S EXCHANGE. TEACHERS’ BUREAU (For both Sexes). essors, Teachers, Governesses, Musiciars, etc., to Colleges, Schools, amilies and Churches, also Bookkeepers, Stenographers, Copyists and Cashiers 10 Business Firms. Address, MRS. A. D. CULVER, 329 Fifth Avenue, New York. COLLEG g University Place, New York City. supplies Pro The Circular of Information for 1888-89 contains the list of Professors and Students, Course of Study, information concerning the requirements for Admission, Scholarships, etc. eee SEND FOR A CATALOGUE OF THE Only Professional School for Teachers IN THE UNITED STATES. EC —————— Address, A. W. TYLER, Dean, 9 University Place, New York City. EDUCATIONAL MONOGRAPHS Published under the auspices of the INDUSTRIAL EDUCATION ASSO- CIATION of New York, and written by the foremost Educators and Public School Workers, both in this country and abroad, furnishes a series of pa- pers 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 will appear each year, and the subscription price will be fixed at the extremely low price of $1.0c per annum. The following are ready or in preparation : I. A Plea for the Training of the Hand, by D. C. Gruman, LL.D., Presi- dent of Johns Hopkins University. —Manual Training and the Public School, by H. H. BeLrierp, 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 ihe Educational Monograph Series is the best possible introduction to the subject.” —Ncience. II. Education in Bavaria, by Sik Pamir MAGNUS, Director of the City and Guilds of London Institute. : III. Physical and Industrial Training of Criminals, by Dr. H. D. Wey, of State Reformatory, Elmira, N. Y. IV. Mark Hopkins, Teacher, by ProF. LEVERETT W. Spring, of Williams ollege. V. Historical Aspects of Education, by Oscar BrowNING, M. A, of King’s College, Cambridge. Manual Training in Sweden, by Pror. A. Sruys, of the Normal School, Brussels. The Function of the Public School, by Pror. W. H. PAYNE, of the Uni- versity of Michigan. The Teasuing of History, by Dr. EDWARD CHANNING, of Harvard Univer- sity. Objections to Manual Training, by Cor. Francis W. PARKER, of Cook Co. (Ill.), Normal School. : Extent of the Manual Training Field, by Por. C. M. WooDWARD, of Washington University, St. Louis. Graphic Methods in Teaching, by CuarLES BARNAmD, Esq., of Chau- tauqua T. C. C. : Elementary Science in Schools, by Pror. W. LaNT CARPENTER, of London. The Jewish Theory of Education, by Pror. HENkY M. LEIPZIGER, Direct- or of the Hebrew Technical Institute. Domes'ic Science in the Schools, by Mes. Emma P. Ewing, of Purdue University. The Science of Cooking as a Factor ir Public Education, by Mes. Errex H. RicHaRDS, of Mass. Institute of Technology. : Monographs will also be written by PROF. FRIEDRICH PAULSEN, of the University of Berlin ; DR. E. HANNAK, of Vienna : PROF. A. SALICIS, of Paris ; PRESIDENT W. P. JOHNSTON. of Tulane University ; SUPERINTENDENT JAMES MCALISTER, of Phila- delphia; SUPERINTENDENT JOHN E. BRADLEY, of Minneapolis and others. ‘ Leaflets are also issued from time to time, giving information on specific educational topics, The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2 cent stamp. Superintendents and others ordering a quantity are offered a liberal discount. payment of 50 cents will entitle any person to receive all the Leaflets issued for one year. They will be sent by mail promptly as issued. Leafle ready on ‘ The Argument for Manual Training,” ¢ Public Education in Germany, Albany (N. Y.) Report on Manual Training,’”’ * Manual Training in Springfield, «The Nias Seminary for Teachers,” ‘ The Scientific Treatment of Education,’’ ** What th Teachers Recommend in France,” etc. Others are in preparation. For Monographs or Leaflets address, enclosing postal note or money order, payable to the Industrial Education Association. One and two-cent stamps may also be sent. ARTHUR W. TYLER, A. M,, © Dean of the College for the Training of Teachers, 9 University Place, New York City. CROSBY'S VITALIZED PHOSPHITES re From the Nerve-giving Principles of the Ox-brain and the Embryo of the Wheat and Oat. For twenty years has been the standard remedy with hysicians who best treat nervous and mental diseases. It aids in the bodily, and wonderfully in the mental, growth of children. There is nothing that so well de- velops the growth and regularity of the teeth and assures sound and wholesome teeth for after life. For the cure of nervousness and brain-fatigue, nervous dyspepsia and sleeplessness, it has been used and recommended by Bishop Potter, p Stevens, President Mark Hopkins, President Roswell D. Hitchcock, Sinclair Tousey, Bis- marck, Gladstone, and thousands of the world’s best brain-workers. It is a Vital Phosphite and not 8 Laboratory Phosphate. “iV, 20 9,1, Fale by Drugs, or st 1 4151 Horstonds | ACID PEOSPE ATH (LIQUID. ? A preparation of the phosphates that is readily assimilated by the system. Especially recommended for Dyspepsia, Mental and Physi- cal Exhaustion, Indigestion, Headache, Nervousness, Wake- fulness, Impaired Vitality, etc. Prescribed and endorsed by Physicians of all schools. It combines well with such stimulants as are necessary to take. It makes a delicious drink with water and sugar only. For sale by all druggists. Pamphlet Free. RUMFORD CHEMICAL WORKS, - - PROVIDENCE, R. I. sa~ BEWARE OF IMITATIONS. MONOGRAPHS OF THE INDUSTRIAL EDUCATION ASSOCIATION VoL. I No. 6. i Entered at the Post Office at New York Bi N : City as second class matter. } Prick, $1.00 4 Ye R aa , $1. AR, Tre Stosn IN THE SERVICE OF THE SCHOOL BY OTTO SALOMON, Ph. D,, Director of the Normal School for Slojd Instruction, Naas, Sweden. Translated by WILLIAM H. CARPENTER, Ph. D. of Columbia College. EDITED BY NICHOLAS MURRAY BUTLER, Ph.D,, President of the Industrial Education Association. NEW YORK. INDUSTRIAL EDUCATION ASSOCIATION. NOVEMBER, 1888. ° Twenty Cents. College for the Training of Teachers. 9 UNIVERSITY PLACE, NEW YORK CITY. The Industrial Education Association has founded the first purely professional school for teachers in this country. It is not a normal school, but a training college. Students of both sexes are admitted on passing the required examination. The course of study occupies two years and includes psychology, the history and science of education, methods of teaching, school organization, natural science and the con- struction of simple illustrative apparatus, the history of civilization and the philosophy of history, the kindergarten, observation and practice in the model school, ete. Special attention is given to training in indus- trial art, domestic economy, mechanical drawing, and wood-working. In all these departments the demand for trained teachers far exceeds the supply, and there is an excellent opening for competent teachers. The exercises of the present academic year began on September 24th. The entrance examinations for the year 1889-90 will be held on June 18 and September 17, 1889, at the College building, New York City. Tuition, $60 per annum. Board and lodging can be obtained at mod- erate prices. A limited number of scholarships have been established to aid deserving students. FACULTY. Nicholas Murray Butler, Ph.D., President, and Professor of the History and Institutes of Education. Julia Hawks Oakley, Professor of Domestic Economy. Hannah J. Carter, Professor of Industrial Art. eline Brooks, Kindergarten Methods and Director of the Kindergarten. John F. dhull, A.B., Professor of Natural Science. Ada L. Fairfield, Professor of Methods of Teaching, and Lecturer on History. Arthur Wesley Chase, B.S., Professor of Mechanical Drawing and Wood-Working. LECTURERS, 1888-9 ’ president Thomas Huauter, LL D., New York City Normal College. Superintendent W. N. Barringer, Newark, N.J Prof. W. O. Atwater, Wesleyan University. Superintendent C. E. Meleney, Paterson N. J. Superintendent N. A. Calkins. New York. Prof. H. M, Leipziger, New York. Dr. Jerome Allen, Editor of the School Journal. Col. Francis W. Parker, Cook County Normal School, Ill. Walter 8. Perry, Esq., Pratt Institute. Dr. William A. Hammond, New York. Prof. 11. M. McCracken, University of the City of New York. Dr. J. A. Reinhart, Principal of High and Normal Schools, Paterson, N. J. Principal W. M. Giffin, Newark N. J. Miss L. E. Fay, Supervisor of Drawing, Springfield Mass. Prof. W. R, Ware, Columbia College. Prof. H. T. Peck, Columbia College. Dr. W. H. Carpenter, Columbia College. Dr. W. A. Dunning, Columbia College. Dr. D. K. Dodge, Columbia College. George H. Baker, A.M., Columbia College. For detailed information, circulars, etc., address NICHOLAS MURRAY BUTLER, PhD, President of the College for the Training of Teachers, 9 University Place, New York City. i Ca eRe Cans gi rn Ton Arh RR a , re hy es rR = = MONOGRAPH OF THE INDUSTRIAL EDUCATION ASSOCIATION Entered at the Post Office at New York Vor. L No. 6. City as second class matter. } ———————————— S1x NUMBERS A YEAR. PRICE, $1.00 A YEAR, Tre Stop IN THE SERVICE OF THE SCHOOL BY OTTO SALOMON, Ph. D,, Director of the Normal School for Slojd Instruction, Naas, Sweden. Translated by WILLIAM H. CARPENTER, Ph. D. of Columbia College. EDITED BY NICHOLAS MURRAY BUTLER, Ph.D, President of the Industrial Education Association. NEW YORK. INDUSTRIAL EDUCATION ASSOCIATION. NOVEMBER, 1888, Twenty Cents. Liat ye wh TAN = 5 1. College for the Training of Teachers. o UNIVERSITY PLACE, NEW YORK CITY. : / The Industrial Education Association ‘has founded the first purely professional school for teachers in this country. It is not a normal school, but a training college. Students of both sexes are admitted on passing the required examination. The course of study occupies two ears and includes psychology, the history and science of ucation, methods of teaching, school organization, natural science and the con- struction of simple illustrative apparatus, the history of civilization and the philosophy of history, the kindergarten, observation and practice in the model school, ete. Special attention is given to training in indus- trial art, domestic economy, mechanical drawing, and wood-working, In all these departments the demand for trained teachers far _e the supply, and there is an excellent opening for competent teachers. The exercises of the present academic year began on September 24th. The entrance examinations for the year 1889-90 will be held on June 18 and September 17, 1889, at the College building, New York City. Tuition, $60 per annum. Board and lodging can be obtained at mod- erate prices. limited number of scholarships have been’ established to aid deserving students. FACULTY. na hose Murray Butler, Ph.D., President, and Professor of the History and Institutes of ucation. . ; Julia Hawks Oakley, Professor of Domestic Economy. J. Carter, Profesror rt. Angeline Brooks, Professor of Kindergarten Methods and Director of the Kindergarten. John F. Woodhull, A.B, fessor of Natural Science. Ada L. Fairfield, Professor of Methods of Teaching, and Lecturer on History. Arthur Wesley Chase, B.S., Professor of Mechanical Drawing and Wood-Working. 5 LECTURERS, 1888-9 ’ President Thomas Hunter, LL D., New York City Normal College. Superintendent W. N. Barringer, Newark, N. J. Prof. W. O. Atwater, Wesleyan University. Superintendent C. E. Meleney, Paterson N.J. Superintendent N. A. Calkins, New York. Prof. H. M. Leipziger, New York. Dr. Jerome Allen, Editor of the School Journal. ; Col. Francis W. Parker, Cook County Normal School, Ill. Walter 8. Perry, Esq., Pratt Institute. Dr. William A. Hammond, New York. Prof. HH. M. McCracken, University of the City of New York. Dr. J. A. Reinhart, Principal of High and Normal Schools, Paterson, N. J. Principal W. M. Giffin, Newark N. J. Miss L. E. Fay, Supervisor of Drawing, Springfield Mass. - Prof. W. R. Ware, Columbia College. Prof. H. T. Peck, Columbia College. Dr. W. H. Carpenter, Columbia College. Dr. W. A. Danning, Columbia College. Dr. D. K. Dodge, Columbia College. George H. Baker, A.M., Columbia College. For detailed information, circulars, etc., ad: : NICHOLAS MURRAY BUTLER, PhD, President of the College for the Training of Teachers, 9 University Place, New York City. £7 OF THE eli MONOGERAPES OF THE INDUSTRIAL EDUCATION ASSOCIATION S1x NUMBERS A YEAR. Entered at the Post Office at New York Vor. L No. 6. { City as second class matter. PRICE, $1.00 A YEAR, Tre Stop IN THE SERVICE OF THE SCHOOL BY OTTO SALOMON, Ph.D, Director of the Normal School for Slojd Instruction, Naas, Sweden. Translated by WILLIAM H. CARPENTER, Ph. D. of Columbia College. EDITED BY NICHOLAS MURRAY BUTLER, Ph.D, President of the Industrial Education Association. NEW YORK. INDUSTRIAL EDUCATION ASSOCIATION. NOVEMBER, 1888. Twenty Cents. prime Ste rail an Aa Teed tS STE a an. (ne 25 Sop Bon’ dah A TRANSLATOR’S PREFACE. The essay that follows has been translated, with the sanction of Mr. Salomon, from an article that appeared in German under the title : Der Sléjd im Dienste der Schule, Avrbeiterfreund, Heft 3., Fahrg. 1886, and was afterward issued in pamphlet form. The English translation, it is perhaps hardly necessary to state, has been made to follow as closely as possible the letter of the original. If devia- tions occur they are such as were judged necessary in the change of idiom, but are, it is hoped. only in form and not in sense. The Swedish word Slojd has been retained with its proper orthography ; there is no good reason apparent why an attempt should either be made to translate it, or to write for it its phonetic equivalent. It has, by this time, surely acquired the right to be considered a proper lexi- cographical element of English ; the more so, as there is no single word in the language to express the idea it un-— mistakably conveys. It is only necessary to bear in mind, once for all, that in its pronunciation g/ is practically equivalent to the English oz. Ww. H. C. Copyright, 1888, BY THE Industrial Education Association. The Slojd in the Service of the School. « Public education is the real vital question of our time.” If the term winged is to be applied to any words of Fichte's then surely is this entitled to be reckoned among them ; in the sense, namely, that it is true, not only at a special moment, but for all times and circumstances. Much is said of ‘‘great questions,” but, strangely enough, the speaker has often in view only a reform of the taxes or the organization of the army ; questions indeed weighty, but always of more or less incidental importance. Only one question can be called in the full sense of the word great, a vital question not for one, but for all time; that is the question of education. If the real reasons for phenomena and their mutual relationship in religion, soci- ety, or politics are observed, or, perhaps better stated, are inquired into, it will be found, beyond a doubt, that every occurence of this character either runs out into a question of education, or through such a question receives its final solution. And why? Wholly, as a matter of course, be- cause the future belongs to the young, and every develop- ment arrived at through education will sooner or later impress its stamp upon the thought, energy and action of the coming generation. That the teacher, the educator ex professo, should cherish such a view of the importance of his labor is, indeed, less strange, but those who do not stand in close relationship to the school, also share this idea. The history of our day shows distinctly that the arrangement of instruction within purely practical limits forces itself more and more into the foreground, and that ASN A — rd ee Ra ae ag ar oS A TC EA = BE iain aia Fo - 2 EERIE SST 2 ff NS i a ray Ra Ee Sa ea Ein EN EE—— s BER, a gE ng Sia Be. Eee a Eo RE BE Te ey wo 180 The Slsjd in the Service of the School. 4] the men who direct the affairs of state have an eye thoroughly open to the significance of the school in mod- ern civil society. They well know that the political party that holds power over the educational institutions and makes them the expression of its own ideas has to a cer- tain extent placed itself even in possession of the future. They know that it is less, perhaps, in societies and meet- ings than it is in the school where the views of coming generations must be formed. Belgium, and possibly also Austria, under the banner of Catholic reaction, and France under that of radicalism and free-thought, show plainly enough what a weighty factor the educational question has become at the present day in the life of the state. He, too, who only follows such questions with a passive interest cannot help but remark that in our day much is going forward in the school ; that the whole system of instruction, public as well as private, is in a sort of process of fermentation. Out of very different camps march storming parties against existing forms. New tasks are allotted to the school; new subjects of instruction, or, at least some considered new, are defended. One will ex- clude from the curriculum the one or the other branch of study ; another will introduce something new. Only in one point does there appear to be tolerable unanimity, namely, in this, that something must be done lest the school, the higher as well as the lower, shall gradually run into a cul-de-sac; or perhaps somewhat more mildly expressed, the young, and through them society, must be assured a sufficient recompense for the time and labor which the school finds itself obliged to lay claim to for its purposes. One of these questions, and certainly not the one least capable of attracting to itself the attention of the public, is the S/sjd, physical labor in the service of the school. It is beyond doubt a great error to regard this particular educational question, which is coming more and more into 5] The Slojd in the Service of the School. 181 the foreground, in any other manner than in connection with other contemporary phenomena in the field of peda- gogy. By means of its material nature and condition, if one can so use the term; because of results from certain points of view already visible, the S/ijd, perhaps in a higher degree than any other existing or suggested branch of instruction, has been able to attract attention and a warm enduring interest, and this by no means in the lowest degree among those who have no connection with the school. This is, without a doubt, the condition of things, but just here one must take care, from a pedagogi- cal standpoint, not to give to this movement for S/é;d instruction another significance than with right belongs to it. It is, namely—and the manner of its appearance in different countries proves this point—nothing else than a definite side of the universal reform of instruction, and is, accordingly, not to be considered or treated in any other way. That this point should be established is of decisive weight; for otherwise it might easily come about that the centre of gravity of the question ‘might be shifted, and it would, consequently, be less to the purpose to place the S/ijd in the service of the school, than the school in the service of the S/d. In the discussion of these opposing points it cannot be strongly enough emphasized that the present movement for S/ojd instruction is never to be viewed in the same light with a similar effort tending in the same general direction. As a whole, this agitation for S/d7d instruction is divided, into two different movements, which, although confused by superficial observers, in reality have nothing in common except the name. The one is of purely na- tional-economical significance, in that it is based upon the fact that domestic industry is decreasing more and more, and sets itself the task of taking measures to teach the rural population, especially fitting Slijd labors for home occupation, whose products may be applied either in the 182 The Slojd in the Service of the School. [6 house itself, or may serve directly for sale. This Slojd movement sees in the school the means for extending Stsjd skill. The universal and real object of the school to be an educational institution for the training of its pupils must, in accordance with this movement, retire into the background before the design to give to the pupil the requisite skill to prepare certain objects destined either for sale, or for domestic use. In the choice of such labors, then, the decision must be made from points of view quite other than pedagogical. It can neither be taken into con- sideration, nor should it be, whether the kind of labor, or the method of instruction employed are of a character to influence profitably the education of the child. The objects produced become the essential part; the worker himself, on the other hand, is an incidental part. The support of domestic industry is the solution of the problem, and the most powerful factor thereto, the school, is with- drawn from its actual, definite task and compelled to serve purposes foreign to it. It is wholly different with the other movement that desires to place the Slsjd in the service of the school. Manual labor arranged on pedagogical principles is, in many respects, an extremely efficient means for the educa- tion of children. It desires, therefore, to introduce the Slisjd into the school, not for the furtherance of the Slijd, but because it believes that the school, by means of this branch of study, will exert an influence, in a manner more perfect and as "many-sided as is possible, upon the devel- opment of its pupils. Not the products of labor, but the laborers themselves are, according to this idea, the most important part. Whether the objects produced during instruction have a higher or lower market value ; whether the children shall in the future perform the same labors, or not; whether the kinds of S/gjd with “which the pupil is occupied in school are the best fitted for trade and home occupation—all these, and other points of view, are but 7] The Sléjd in the Service of the School. 183 incidental. They are as little to be taken into consid- eration in the arrangement of instruction as though, for instance, in the adoption of a school-book its practicable- ness after the completion of school should be considered ; or as if the black-boards, ruled writing-books, and copies should be removed from the school-room because the children must, in the future get along without their aid. The kinds of S/d and their methodical arrangement are here only means and must be so regarded. They have, so far as the school is concerned, in themselves no other right, save in the measure they are fitted to perform the especial educational purposes to the attainment of which the school applies them; and the educational value that they have is the only standard by which to judge them. A not unimportant part of the opposition, which— perhaps less in Sweden than in other countries has arisen against the introduction of the S/3jd into the school, is, without a doubt, based upon a very explicable con- fusion of these two movements, so different in means and purpose, on the part of such teachers as stand aloof from the movement. Many a teacher, perfectly well cog- nizant of the difficulties met with in carrying out, even approximately, the many and weighty requirements that are the specific task of the school, perhaps mistakenly believes that S/3jd instruction will necessarily decrease the efficiency of the school and will turn it aside into direc- tions foreign to its educational aims. It is not strange that he will not give his co-operation if he, with all respect for the advantages of domestic industry, still doubts whether it is right to lead the school away from its own high purpose on to foreign ground, however worthy of attention the same may be. The opposition, or, at least, the impassiveness toward the question of S/éjd instruction in which teachers often persist, is based, accordingly, to no slight degree upon a false conception of its real meaning. a £5 - a ee Gpp—— 20 PS 1% + me © pc 184 The Slojd in the Service of the School. [8 What educational signification has, then, the S/djd, and what are the purposes that may be claimed for it, if it enters into the service of the school? The answer to this is naturally to be stated differently, according as the one concerned represents this or that pedagogical point of view. The disciples of Herbart will intensify the views and conceptions which the course of instruction treats by means of the self-dependence of the pupil. From this stand-point manual labor will be a new bond to unite concentrically the different courses of instruction, without its being necessary on this account to renounce the fruits that S/sjd instruction produces in and by itself. The supporters of the pedagogical system of Frobel desire, in so far as they follow out the consequences of the teachings of their master, to introduce into the actual school, in this direction too, the method of the kindergarten, where occupations form the real foundation of education and instruction. Others, by whom the difference between pri- mary and technical educational institutions is not clearly enough accentuated, desire that the Slsjd shall assume in the school the form of a kind of preparatory mechanical education, in which the trades shall be represented as much as possible. Others, again,—and most of those connected with the school who have gone to the heart of the matter belong, certainly, to them—see in the S/ojd arranged according to pedagogical principles, an efficient educational means of high significance. They know and acknowledge that manual labor rightly arranged and rightly conducted is capable of awakening and strengthen- ing in children certain qualities of unconditional value, not only for the school, but also, and before all else, for life. What they desire to attain by means of the Slojd is, accordingly,—the expression may, after all, not be understood by those who are able to grasp this idea from the one side only—a formal education; and all may be tolerably well convinced that principally in this character- 9] The Slojd in the Service of the School. 185 istic, as an efficient educational means, the S/d will later on be able to conquer its rightful place in the curriculum of the school. The aim of education is, beyond question, to bring about a development as many-sided as possible. The pedagogi- cal value of a subject of instruction or practise’ easily shows, when viewed in connection with other subjects, to what degree it can assist in this development. Since, in consequence of the many-sidedness of the qualities and powers which the educator has to regard, no subject alone is capable of taking into consideration all sides of the formal education, such a choice of the different educational means must naturally be sought that they shall mutually supplement each other and together form a whole. If, then, a new subject, as such an educational means, is to be introduced into the school, then it is necessary to inquire what side of the development it can and must promote ; as well as whether from it is to be expected a complete educational result. If it is then shown that this side had already sufficient attention, then the suggested subject is, in this respect, superfluous. If the contrary is true, it is to be and must be given place with the other subjects, unless the effort for a harmonious education is to be with the educator only a meaningless catch-word. The history of the introduction of drawing and gymnastics into the school furnishes pertinent examples on this point. The value of the S/ijd as an educational means is, comparatively speaking, many-sided. Beside the skill to turn the hand to useful labor, which is taught the children to their undeniable advantage, it is also capable, in other ways of assisting to a notable extent in the development of various powers and qualities valuable in after life. Among these are to be mentioned love for labor, and, as a direct consequence, industry and persistence. Self-reli- ance, exactness and attentiveness are other characteristics that are demanded in the S/3/d, and, accordingly, also 186 The Slojd in the Service of the School. [10 attain development through it. That the 5/574, like draw- ing, helps also to sharpen the eye and to educate the sense of form is obvious. Finally, as an object of Slojd instruction may also be cited that through it the pupil will be inspired with a respect for manual labor; as well as that the school through it will be better able to further the so necessary physical education than has heretofore been the case. On both these last points of view a few words are in place. Respect for manual labor! Yes. Who does not in our day entertain at least a theoretical respect for manual labor and for the laborer himself; yet, be it incidentally remarked, less for them as individuals. than as members of the whole class, that in and with the labor unions begins to conquer for itself a certain significance, and consequently must, with other factors, be taken into account. But how is it, then, in reality, with this “respect”? How many fathers of the more educated class allow their sons, with- out its being positively necessary, to become mechanics, or to devote themselves otherwise to manual work? And is there not to be found among the laborers themselves the wish that their children may become something “better,” that is, be reckoned as belonging to another class? This is not to be explained by the supposition that the more theoretical occupations usually offer to those who follow them greater pecuniary advantages than those which, for example, the mechanic or the skilled workman in a manu- factory can obtain, for this is, by no means, always the case. On the contrary, the reverse comes often enough to pass; an experience that many, who have sacrificed for their studies much time and money, have had to their own sorrow. No; the true reason is that this strong prejudice is, perhaps, inherited from the times that regarded manual labor as an unworthy occupation for the free citizen, and therefore paid to it less respect than to another kind of activity. And our educational institutions, the lower as 11] The Slojd in the Service of the School. 187 well as the higher, have hitherto surely not done much to counteract this harmful prejudice, but, on the contrary, have possibly contributed to strengthen it. From the fact that they almost exclusively lay weight only upon theoret- ical knowledge and aristocratically avoid occupying them- selves with manual labor, they have instilled into their pupils, generation after generation, the conviction that this labor is, in reality, of only subordinate worth. It is, then, not to be wondered at that these pupils when they come out into active life imagine that the extolled « education,” with which they have been made happy, is connected, in no immaterial degree, with an emancipation from manual labor, according to the general significance of this word. Surely, it is not too soon for the school to awaken to a knowledge of what it has, in this respect, on its conscience, and to endeavor to some extent to make good that which it has neglected. Too many lives are wasted through the imperfect conceptions imbibed during development; and they may rightly charge the school that it has made them at least toa certain extent, what they have become. Many a youth, who, perhaps, could have been a skillful mechanic or an able agriculturist, the school, with its one-sided prejudice for theoretical occupa- tions, has led away to another field for which he was not fitted, to his own loss and to the detriment of society. Precisely in our time, when social questions crowd them- selves so irresistibly into the foreground and demand solution, when one class is incited against the other, it is surely not of immaterial significance if the school, where the future ideas of life are fostered, does not endeavor to inculcate, not only through the word, but also in very deed, the ethical value of all honorable labor, be it of the body or of the hand. For there is truth in the saying of Rousseau that “children easily forget what one says or has said to them, but not what one does or has done to them.” Another element of the S/g;d in the service of the school 188 The Slojd in the Service of the School. [12 is its value for physical development; in that, rightly arranged, it is able to provide a highly necessary correc- tive against the great amount of sitting still, as well on the school-form, as during study at home. It is able, also, to assist directly in strengthening the physical forces. Professor Axel Key, the renowned Swedish scholar, who, as a member of the Instruction Commission established by the government, not long since made very complete investigations concerning the hygenic conditions of the school, makes in the detailed report that has recently appeared, the following observations concerning the ill- nesses that too much sitting still during the years of development can cause: ‘It must, therefore, be for the school an object of the greatest care that it does not compel the children to sit still during the day longer than is absolutely necessary for the satisfaction of the due demands of school instruction; as, also, that the disad- vantageous effect of this unavoidable, and, under all circumstances, too long sitting still that the school must require, be as much as possible held in balance by dili- gently exercised movements of the body. The half-hour gymnastic exercise, once a day, that is now introduced into the higher institutions of learning, may accomplish that which it is able, but it is very far from filling the need.” If the school once clearly realizes its duty and pays the necessary attention to physical development for the pro- motion of bodily health, then it will certainly find in manual labor a means, that together with gymnastics and games of motion, will show itself of extraordinary worth. 11. After these suggestions as to the pedagogical purpose of S/ijd instruction in the school, it must also be shown in what manner it must be arranged in order to attain this result. To him who does not console himself, as an excuse for aimlessly groping about, with the somewhat doubtful sentence, “that all ways lead to Rome,” it will 13] The Slijd in the Service of the School. 189 be a matter of course that the attainment of a definite object, be it in this or another field, always presupposes a completely systematized manner of procedure with the end in view. Just as really systematic instruction in his- tory must be pursued in quite a different manner than if one is drudging for examination, just so would it be a great error to believe that the mere occupation of the children with S/d, in the one way or the other, is sufficient to attain the stated educational goal to which manual labor without a doubt is capable of leading. But it is not so. By kinds of S/jjd in the exercise of which only a small number of tools and manipulations are made use of, a universal dexterity of hand cannot, in the re- motest degree, be attained. Never will the child acquire a love for labor, and never will it be led to attentiveness and industry by means of occupations that offer but little variety, and, accordingly, can be executed in a purely mechanical manner. Self-reliance will never be devel- oped, if the teacher during instruction personally lays hand upon the work, or, as happens not at all infrequently, even does the essential part of it himself. One will never become accustomed to exactness by labor that cannot be strictly carried out on a level with the child, nor if the teacher carelessly approves badly executed work. Eye and sense of form cannot be trained, at least to an. es- sential extent, by straight-lined models. Never will the children be imbued with a respect for true manual labor, if they are only allowed to occupy themselves with the production of objects of ornament. By this means, on the contrary, is fostered a feeling of superiority over ruder productions, which, if they have not by their glitter the property of attracting the superficial observer, are very soon considered simple and of less value. And, finally, physical health will never be furthered, nor the so often and clearly shown consequences of too long sitting still during the years of development, be counteracted by in- grag I A cba fat 190 The Slojd in the Service of the School. [14 viting the child under the alluriug name of ** S/ojd instruc- tion” to sit still several hours more during the week. No. Whether instruction concerns the Slijd or another branch, the arrangement adopted must always have a definite relation to the ends which it is desired to attain. That which in the arrangement of such instruction must be primarily an object of consideration is whether this instruction must comprehend at the same time several branches of Slijd, or whether the development that is aimed at by the instruction can just as well be attained by the use of only one kind of Slojd. Should the last be the case, then weighty reasons must surely exist for a concentration of the instruction in question. It is not to be overlooked that every kind of Sl/sjd should be regarded as an independent branch; and since the curricula In general do not suffer from a lack of subjects of instruction it is, indeed, scarcely to be regarded as a thing desirable to burden them with a number of additional branches, so that the school would thus suffer not only from “much reading,” but also from «much Slojd.” If in addition to this is considered the fact that in every case only a com- paratively small number of hours can be appointed for Slsjd instruction and these do not easily bear dividing up, and that the use of several kinds of S/éjd must always make greater demands upon the teacher and call for more costly equipments than when only one such subject 1s in use, then—and this is to be emphasized as of especial weight—purely practical reasons should decide whether the one kind of Sléjd chosen is really capable of bringing about the same development as the use of several. But, it will be replied, this pursuit of only one branch of labor, where there is such an abundant choice, leads to one-sidedness, which must be unconditionally bad. Or are there not past, present, or, possibly, conceivable ar- rangements right in the domain of the school, that viewed from a special point of view might be stamped as 1mper- i Bb 15] The Slojd in the Service of the Sehivol. fect? To have too few hours daily for instruction is faulty, for thereby too little is accomplished ; but to have too many is also incorrect because thereby is occasioned an over-exertion of strength. Similar observations can also be made against short and long tasks. To occupy the children only with a few branches of instruction is considered wrong, because the field of knowledge is thereby limited ; to have too many is also wrong, for thereby they will only get a smattering of all. Long vacations take away too much time ; short ones, on the contrary, do not provide sufficient rest after the exertions of the semester. The employment of class teachers is faulty, for one person cannot always be so far master of the different branches that he can teach them with good results ; but against the system of special teachers, on the other hand, from the pedagogical point of view is applied the proverb: “Too many cooks spoil the broth.” Yes; the school itself is even considered unnecessary, because it hinders the home from fulfilling its duties toward the children in education and instruction; if, however, the school were taken away and, later on, the parents, free from all harmful restraints, were themselves allowed to exercise these, their «dearest rights,” it would still be doubtful whether this state of affairs would give less cause for criticism than present conditions. Accordingly,—in order to come back again to the point at issue—one-sidedness, in the meaning conceived above, is really an error. Its opposite, many-sidedness, is no less an error, and in this respect, as, indeed, in all others, it is necessary, less to make sure of an element of absolute value, against which no comments could be made and no catch-word could be used, than to choose the relatively best, against which the fewest objections are made. The simultaneous employment of several kinds of Slojd has exactly . the same bearing as the employment of several text-books for a branch of study at a certain age. The Slojd in the Service of the School. [16 192 Both, the kind of Slojd; as well as the text-book, are means of instruction, not ends of instruction. The kind of S/d7d is a means by which a certain development is desired to be attained in children; the text-book is regarded asa means to impart and to fix certain knowledge. If, then, one-sidedness is an error and its opposite ‘ more-sidedness’ or ‘ many-sidedness,’ is something meritorious, then it ought to be wholly consistent if, to avoid this defect, there should be used several, indeed perhaps many, school-books simultaneously. To the pupil the opportunity would then be given to learn the views and conceptions that different authors have of a subject. He, however, who knows from experience what great confusion the simultaneous use of even two different text-books for one branch of study can cause would rather bear the reproach of one-sidedness than venture upon doubtful experiments with many-sided- ness, and to desire by this means to gain glory. Do not, however, let this desire, i.e. the instruction here in question, as is unfortunately often the case, be misunderstood or misinterpreted. It is certainly not meant that children should be allowed to occupy themselves during the whole school time with only a single kind of Slojd, and that all others be excluded. Such a design is simply nonsensical, for the reason that one would certainly seek in vain for a kind of Slsjd that would be suitable as a means of development for all ages. So, for instance, the six-year old child does not have control over the same forces as does the youth in the higher classes of the school. That which is suitable for one stadium can, therefore, be too easy or too difficult for another. If, accordingly, it is said that S/jjd in wood is the labor best fitted for the pur- poses of the school and is thus alone to be employed, then, as a matter of course, it is only meant that this is the case at a certain age—here it is asserted of those pupils who begin at eleven years of age. Yet the fact must not be overlooked that this is an age always notably inconstant; 17] The Slojd in the Service of the School. 193 for, as regards physical powers, different children are usually differently developed. A child brought up in the country is, in general, stronger than a child of the same age that grows up in the city. The boy is, in most cre stronger than the girl; to which is still to be aided thot individual differences also occur. ‘When Slsjd in wood is mentioned it is also of weight to direct attention to another misunderstanding that ver often occurs, namely, that this kind of S/é/d, on at least 4 part of it, Slojd in cabinet-work, is often confounded with professional cabinet-making. In consequence of the con- fusion of two such wholly different kinds of labor, one occasionally hears expressions like this: ‘Since all cannot become cabinet-makers, handicrafts other than cabinet- making should also be provided in the public school.” Or « A cabinet-maker who has learned his trade is astutally better able to give instruction in it, than a public school teacher.” Or, “If a teacher in so and so many weeks can be made a mechanic, then a skilled mechanic in the same time can, indeed, also become a teacher,” etc. This con- fusion of ideas that has already caused not a few practical difficulties is, it is true, not inexplicable, yet, on nearer consideration it is wholly without foundation in fact. S/6;d in wood comprehends, in its general signification Sizd in cabinet-work, S/d7d in turning, and S/9;d in wood carvin As concerns Sléjd in cabinet-work, especially, it has io cabinet-making little else in common than that both use the same material, wood, and that this use occurs in both partly by means of the same, partly by means of similar tools. They differ, on the other hand, in several weight respects. While in industrial cabinet-making one is Ss cerned with the production of relatively larger objects, as furniture, doors, window cornices, pieces of Wousehold furniture, and so forth, smaller objects fall to the province of the S/ijd, as, for instance, house and agricultural im- plements and parts of them. The head of a rake, a pen- 104 The Slojd in the Service of the School. [18 holder, a spoon, a key-tag and other i made by the S/ijd worker, but never by the ca i oe at least not in the exercise of his handicraft. ; 2 in cabinet-work, as is well known, the knife Be as important and the most used tool. A Slojd ie a knife is almost like a rider without a horse. n it ; in cabinet-making, on the contrary, the knife does ho epur as a tool at all, and a cabinet-maker is usually 30 i accustomed to manipulate it that if he, for ee ie to sharpen his lead-pencil, he, in most fn a principal weapon, the chisel. There Wi i or il oa as, for instance, the gouge, or the adze, t at nd apy tion, in the S/djd, but never in cabinet-making. ws a Further, another material difference between t $ Sy and the trade lies in the fact that while in in ji i production there exists a division of labor, So 9 a cording to circumstances, the Slijd washer, oe trary, executes his labor entirely with his ow ) h d Ths individual mechanic can often enough pride mse upon his labor no further than that he has himself Jone a part of it; the Slojd worker, on the other is 4 exhibit with pride the fruit of his own hee iS regarded as a producer, is a fraction He Sno 2 depends upon the number of co-laborers; the © imself a unit. nl . Lip between the kinds of Slojd, eh that determine the preponderance in the scale 0 Sn wood as a means of development most futing ih 4) Joe in question are many. Slojd in wood, or, a San a part of it comprehended in Slojd in cabinet-wo na Sléjd in turning, possesses, as experience oe oa ally shown, the power to attract mn a igs oe ae interest of the worker ; so that even where S/oy i i is not obligatory children do not neglect, Pee Joo treme cases, to participate in it. By means 2 ae of Slijd the pupils, even as beginners, are able to p 19] The Slojd in the Service of the School. 195 a labor product wholly capable of utilization, in that a sort of labor, useful in a variety of ways and fitting for different circumstances, falls within its sphere. Further, since these labors must be carried out with system and exactness, with neatness and nicety, they are capable— and this in no immaterial way—of developing in pupils precisely these qualities. Again, in S/37d in wood, since, in the choice of preliminaries, the education of the sense of form can also be taken into consideration, there are to be found from an elementary stand-point, all the founda- tions for an @sthetic development. Slojd in wood, with its many exercises of different de- grees of difficulty, also corresponds with the physical powers of the workers. As concerns the latter, S/j/d in cabinet-work offers an excellent counterpoise to sitting still, and, if arranged in a methodical manner, is capable, like gymnastics and games, of contributing to the strength of the body and a gradual development of its powers. In this respect, it may be further asserted that just here in S/oyd in cabinet-work, is opportunity found to have the pupil use the principal tools alternately with the right and the left hand ; in which process the work with both hands is less to be considered than that, during the labor, the muscles of both sides are uniformly made use of, as is the case in gymnastics and fencing. From this point of view “one-sidedness” is, without a doubt, to be considered an objectionable thing. Another, and when it concerns a subject of instruction, not insignificant advantage in the kind of S/j/d in question is that it is well fitted for methodical arrangement. There can thus, after the necessary investigations and preliminary labors have been made, be set up a series of wooden models, in which the accompanying exercises proceed by degrees; from easy to difficult, from simple to complex. This fact is of importance; because a kind of labor can thus be first placed in the service of the school and made yi A AT a 196 The Slojd in the Service of the School. [20 use of for its purposes when it is capable of being subordi- nated to the laws that didactics recognizes as universally binding. Finally, it must not remain unnoticed that Sloyd in wood requires a number of tools and gives an opportu- nity for many different manipulations, in consequence of which it, perhaps, before every other kind of Slojd, is best fitted to give at least a relatively universal skillfulness of hand. The more tools and manipulations a kind of Stoyd requires, the greater is the education of the hand that is able to carry it out. This is a matter of course ; just, as viewed from the same stand-point, it is an advantage if the pupil, in the execution of a task, is allowed to make use of as many tools and manipulations as possible. The criticism that is not seldom made by so-called * practical P persons against the Slgjd pursued for pedagogical pur- poses, that the object could be prepared much more easily and quickly without the use of this number of tools is, accordingly, irrelevant. It should be placed in the same category with the charge against a teacher of gymnastics, who, in certain exercises should direct jumping over obsta- cles, when the pupils could have gone their way much more easily without them. Such and similar remarks only show that the critic regards the S/djd from points of view other than purely pedagogical, and that he places the finished work and its sale value higher that the develop- ment that the pupil has acquired during the work. Concerning S/gjd in wood it was previously stated that it comprised within itself as kinds of S/gjd, partly Stoyd in cabinet-work, partly Slgjd in wood carving and turning. On a nearer examination it will, however, be found that it is in reality the one first named, S/gjd in cabinet-work, that is perfectly capable of fulfilling the above mentioned demands for a manual labor applicable as a means of education ; neither turning nor wood carving answer In themselves to the demands that must necessarily be made of them. Many friends of Slsjd instruction have, as far as 21] The Slojd in the Service of the School. 197 wood carving is concerned, overlooked just this point and consequently have allowed this kind of Slo7d to occupy a place in instruction that ought by no means to fall to its share. It may, perhaps, be here in place to enter briefly into some of the most essential, but not, however, weighty reasons, that are generally advanced to prove the useful- ness of wood carving as a principal branch of instruction in the school. It is at the outset claimed that wood carving is of especi- ally important significance for the education of the @sthetic sense, and that, therefore, without regard to its manifest faults, this kind of S/ijd should be diligently pursued. Against this the following is to be said. Wood carving may be, indeed, of incontestable importance for the educa- tion of the sense of beauty, but from this by no means follows that this is the case precisely at this particular stage. Such a conclusion is just as unwarranted as if, for instance, we should say that because the theory of functions is of great importance for the development of mathematical conceptions, it must precede in the school, instruction in arithmetic and geometry. Such a proceeding were foolish, and it would be just as unreasonable to make use of wood carving as an asthetic educational means at a stage where it does not belong. If this asthetical development shall be something other than an empty catch-word, then one must necessarily begin with the foundation ; that is, the child must, in the first place, be accustomed to perform every labor with order and exactness, and it must be made intelligible to him that it is a peremptory condition only to regard a thing beautiful when it is well executed, and that, therefore, an object carelessly made, be it decorated with as many ornaments as it will, is and must be ugly. Exper- ience shows distinctly that if one really wishes, in complete seriousness, to develop the sense of the beautiful, one must proceed precisely in this way. In schools where it is overlooked that ornamentation always belongs to a last 198 The Slsjd in the Service of the School. [22 stadium, that it should crown the labor and not be the starting point, and where one begins early with wood carvings, work is, on account of bad execution, very often anything else but tasteful. He must be truly sanguine who will imagine or cause others to imagine that such bunglings, in the execution of which form and composition pass wholly into the background before ornamentation, can work to the advantage of an @sthetic education. May not these superficialities, which often appear to have no other purpose than to attract the eye and to divert atten- tion from the details of execution, on the contrary instil into the pupils a wholly false idea of the nature of the beautiful >? Might not the foundation, thereby be laid for a superficiality of observation, which, to a certain degree, might act injuriously upon the domain of the purely moral, in that the young would be systematically led to lay greater weight upon appearing than upon really being? Another reason that it is customary to bring forward when the question has to do with giving to wood carving a dominating place in S/jjd instruction, is that such labors are better fitted for home occupation than those that are included within the province of S/jjd in cabinet-work ; and since the school ought to work for after life, the pupils should perform precisely such labors as they can later carry out independently during and after the time for going to school. This reason, too, as can easily be shown, has only an apparent value. In the first place, the Sloyd, regarded as a means of education, has far higher and weightier purposes than to serve only for an amusement in leisure hours. Several of these purposes have been previ- ously indicated. If, in order to promote home occupation, wood carving should be favored in the school above S/3d in cabinet-work, with the notion that it would be easier to find room in the house for a wood carver’s table than for a carpenter's bench, it would manifestly have the same significance as if in the school in instruction in gymnastics 23] The Slojd in the Service of the School. 199 — which, indeed, also has physical development for its material aim—the gymnastic appointments should be ex- cluded because the pupils have no opportunity at home to place such appliances, and, accordingly, could not execute there the motions exercised in the school. A pedagogi- cally educated gymnast, however, could scarcely entertain such a view. On the contrary he might say that precisely because the home can probably not provide such appara- tus, without which a satisfactory advantage from gymnas- tics is not to be expected, the school must give its pupils opportunity to make use of the same in the appointed exercises. It is the same, too, with the employment of cabinet-making in the service of the school. So far from its being a fact that the difficulty—a difficulty, moreover, more apparent than real—of procuring at home the tools necessary for the pursuit of this kind of Slijd should compel the school to throw its weight upon wood carving, which, from several points of view, is less fitting ; the absolutely opposite mode of thought is, on the contrary, the right one. One must, indeed, conclude as follows: Sl7d in cabinet-making, but not in wood carving, is the most fitting kind of labor for the development of the child. Children might conceivably be able to occupy themselves at home with no other S/ijd in wood than wood carving; accordingly the school, if it can, must choose S/ijd in cabinet-making for its pupils. Moreover, they who have their eyes upon what a S/ijd, rightly pursued, can and must accomplish would scarcely recognize wood carving as an especially fitting household labor. The evil con- sequences of too long sitting still during development have been so often set forth that it is universally considered desirable to obviate it to the greatest extent possible. Can, then, a S/jjd that is exercised sitting, and that, besides, must apparently overtax the eyes, be really pro- nounced a good domestic labor? Are not pupils, as well in the school as during household tasks, already obliged 200 The Slojd in the Service of the School. [24 to sit still enough? Only one answer to these questions is possible. But even on the assumption that wood-carving is an excellent home occupation one ought, nevertheless, by no means to draw the conclusion that the school should practice it and in order to make way for it should neglect genuine educational ends. Everything should have its true place and its proper time. It is with wood-carving as with many feminine decorative labors. Simple crotchet- work or art embroidery, if the necessary conditions are at hand, can be learned very quickly. The school does not need to concern itself about them. Let it confine itself to its own task, namely to this, to lay the foundation. Then will the kind of labor which, from the one point of view or the other, is best fitting for “life” be easily taken up when the time has come for it. Let the endeavor also be made that, at the expense of that which to-day may be useful for the development of the child, that is pursued which possibly may be serviceable to-morrow. Every day has its own care. This may be considered for all educa- tional instruction, whatever branch it may concern, a correct fundamental principle. If, furthermore, one will go somewhat nearer to the heart of the question, he will find that it is in a high degree doubtful whether the school by the introduction of this household labor that is suggested will really derive ad- vantage from that from which it proposes to derive advan- tage, especially if, as has, indeed, been recommended, this home occupation should be made obligatory. Has, then, an extended experience not shown, alas, more than sufficiently, that the text-books and occupations of the school in no way become, zz general, so attractive to the pupils that they, after their entrance into active life, choose precisely those for amusement in leisure hours? Might not one, on the contrary, assume with a very great degree of probability that if the school wishes to deter the 25] The Slojd in the Service of the School. 201 children from a certain occupation it needs only to compel them to practise it as much as possible, during the school period ? The effect of the operation of this principle will certainly never be absent. Much might still be added to the thoughts just ex- pressed, but since this essay has already become more comprehensive than was originally intended it is plainly time to close. A further element might still, however, be touched upon, because it is indisputably the weightest where educational instruction is concerned, be it in S/Gjd or in another department. This element is the teacher. As I have earlier intimated that nearly all questions run out into a question of education or are solved by it, in the same manner might every system of instruction, or the method derived from it, be said to run out into the person- ality of the teacher. System and method are in themselves only empty forms ; to the teacher it is reserved to breathe into them the life-bringing spirit. To give the most admirable method to a bad teacher would be like placing a good sword in the hand of an inexperienced “fighter. In the strife over different conceptions and over a different manner of proceeding let this not be left out of sight, and let one, at the same time, always remember that as the teacher, so is also the school. APPENDIX. The following exposition of the aim, method and means of Slojd instruction is the reprint of a pamphlet issued in English, by the Normal School at Nidds. A. AIM OF THE INSTRUCTION. Whilst the elementary schools prepare the children indirectly for life, the chief aim of the teaching of Slojd is to give the pupils formal instruction, that is, to develop their mental and physical powers. It has also for its material and practical aim the acquisition of general dex- terity of hand. a : This formal education which Sl6jd has in view aims principally at instilling a taste for and love of work in general ; inspiring respect for rough, honest bodily labour; training in habits of order, exactness, cleanliness and neatness ; accustoming to attention, industry and perse- verance ; promoting the development of the physical pow- ers ; training the eye and sense of form. B. THE METHOD AND MEANS OF INSTRUCTION. I. General principles. Attendance at Slgjd instruction should be voluntary on the part of the pupils. In order to insure this the work must fulfill the following conditions : 1. It must be useful. » It must not require fatiguing preparatory exercises in the use of the various tools. 3. It must afford variety. : 4. It must be capable of being carried out by the pupils themselves. g. It must be real work, not play. ; 6. It must not be so called knick-knacks, that is, arti- cles of luxury. : 7. It must become the property of the pupil. 8 It must correspond with the capabilities of the pupils. 27] The Slojd in the Service of the School. 203 9. It must be of such a nature that it can be completed with exactness. 10. It must admit of neatness and cleanliness. 11. It must exercise the thinking powers and not be purely mechanical. 12. It must strengthen and develop the bodily powers. 13. It must assist in developing the sense of form. 14. It must allow of the use of numerous manipulations and various tools. II. The teacher. 1. The instruction must be given by a trained teacher, if possible by the same teacher who instructs in intellectual subjects. 2. The teacher should conduct, superintend and control the work ; but guard against directly putting his hand to it. III. The age of the pupil. In order to follow with advantage the course of instruc- tion the pupil ought to have reached that stage of develop- ment usually attained at the age of eleven. IV. Branches of instruction. The simultaneous employment of several different kinds of Sl6jd acts detrimentally for the following reasons : A sufficient number of subjects are already taught in the school and every different branch of Slojd is a subject in itself ; The time to be devoted to this work is short and limited; By different kinds of work the interest of the pupils would be easily diverted,—therefore the instruction in Sljd should be confined to one branch. For the above mentioned standard of age wood-sléjd is the most suitable. It includes carpentry, turnerey and wood-carving. S1sjd-carpentry differs from trade-carpentry in the fol- lowing respects: I. As to the character of the objects made; in general the objects are smaller than those made in the trade. 5. The tools which are used ; for instance, the knife, is the most important tool in wood-sléjd—in carpentry it is rarely used. 3. The method of working: in trade-carpentry there is divison of labor—in Sloéjd none whatever. ras 204 The Slsjd in the Service of the School. [28 Turnery may be taken as a different branch of instruc- tion, and as such be quite well separated from wood-sl&jd. V. The number of pupils. Individual instruction is generally advisable. This is especially the case with Slsjd, which on fundamental and practical grounds cannot be taught as a class subject; therefore the number of pupils taught by one teacher must be limited. VI. The models. In order to make the instruction as intuitive as possible, models ought to be used in preference to drawings. The form should be sketched either directly, by placing the model on the piece of wood, or by means of a diagram drawn with ruler and compass on the wood. In arranging a series of models the following points must be observed : A. AS TO THE CHOICE OF THE MODELS. 1. All articles of luxury are to be excluded. 2. The objects made are to be capable of being used at home. 3. They are to be such objects that the pupils can finish them without any help. 4. They are to be such objects as can be made entirely of wood. The work is not to be polished. 6. As little material as possible is to be used. 7. The pupils are to learn to work both in hard and soft woods. 8. Turnery and carving are to be used as little as possible. 9. The models are to develop the pupils’ sense of form and beauty. In order to attain this, the series must include a number of examples of form, such as spoons, ladles and other curved objects which are suitable for execution by the hand alone, guided by the eye. 10. The whole series must be so arranged as to teach the pupils the use of the necessary tools, and to know and carry out all the most important manipulations connected with wood. 29] The Sléid in the Service of the School. 205 B. AS TO THE ARRANGEMENT OF THE MODELS. 1. The series must progress without break from the easy to the difficult, from the simple to the complex. >. There must be a refreshing variety. 3. The models must follow in such progressive order that by means of the preceding ones, the pupils may obtain the necessary aptitude to make the following ones without direct help. 4. The models must be so graduated that at every stage the pupil is able to make an exact copy, not merely an approximate one. In making the first models only a small number of tools must be used ; as the work progresses the number of tools and manipulations should gradually increase. 6. At first the knife, as the fundamental tool, should be mostly used. Rather hard woods should generally be used for the first models. 8. At the beginning of the series the models should be capable of being quickly executed, and gradually models which require a longer time should be given. MANUAL TRAINING First Lessonsin Wood Working By ALFRED G. COMPTON, Professor of Applied Mathematics in the College of the City of New York, and Instructor in charge of the Workshops of the College. TABLE OF CONTENTS, LESSON. LESSON. 1. Cutting Tools; Knife and Hatchet; XIV. The Chisel; Paring and Chamfer- Cross-cutting. ing; Characters of different Woods. II. Knife and Hatchet continued; Split- XV. The Chisel continued; Through ting, Whittling and Hewing. Mortise ; Brace and Bit. Strength of Wood. XVI. The Chisel continued; End Dove- IV. The Cross-cut Saw. tail. . Shrinki ; ; XVII. Dove-tailed Box; Laying out the y hing: Cracking and Warping of work ; Cutting the Dove-tails. ing. XVIII. Glueing ; Hand-screws ; Putting the Working-sketches. Box together VIL IWorkingedraming va XIX. Finishing a Dove-tailed Box; Plan- Msking a Nailed Box; Laying out the ing End-wood. ? : ; XX. Fitting Hinges. IX. Hammer and Nails; Putting a Box . y together. XXI. Making a Paneled Door; Isometric 4 . : rawing. id he tape foniinas Taking apart, XXII. Paneled Door continued; Mortise. ADrAns. XXIIL Fitting a Panel; The Plow. XII. The Smoothing-plane. XXIV. Chamfering a Frame: Finishing XIII. Back-saw and Bench-dog. with Sand-paper and Shellac. 12mo, Cloth. 88 pp. Price for Examination or Introduction, 30 cts. «The Alphabet of Manual Training.” White's Industrial Drawing—Revised. NOW COMPLETE In 18 books, two for each year of a nine years’ course. The simplest, the most com- plete, the most practical, the most easily taught. These books contain nothing not strictly educational in its character, and lead by gradual steps, but without waste of time, to practical results. The use of objects is a dis- tinguishing feature of the series. 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All $15.00 will buy the same set, in a bright, attractive half-calf binding. geology and mining, together with work in physics, mathematics, surveying, 8 In the fourth year are carried on a series of continuous exercises in the ; mining and metallurgical laboratories, which are fitted with apparatus de- will buy all THACKERAY, 10 vols. signed to illustrate, as far as possible, the more important machines and 39 00 of the fol- 4 SCOTT, - 12 vols ° ’ - . these laboratories large quantities of ore are experimented upon by the students, under direction, all waste, losses, ete., being checked by careful | IRVING 10:vol y VOIS. last seventeen years to visit mines of coal, iron, copper, silver and gold, and to inspect and study furnaces for smelting and machinery for mining opera- D O D D 9 ME AD & C O . in which the students will have opportunity for the performance of actual work in and around mines in : active operation, has this year been started. Publishers, Booksellers and Importers ) 783 & 785 BROADWAY, geologists, and metallurgical chemists. To this end it is laid out with three students in this department pursue extended courses in chemistry, metallurgy, mineralogy and modern languages. ( DICKENS, - Is vols ’ = . furnaces used in the mechanical preparation of ores aud in metallurgy. In ; lowing sets : | BULWER, 13 vols. chemical analysis. Expeditions have been made nearly every year for the tions. A summer school of practical mining, The tuition fee, including everything except breakage, is $200 a year. For catalogues and information, address, JAMES P. MUNROE, —NEW YORK.— Secretary. Mention this MONOGRAPH. eer € Be fa La aa ny ia Ee - == — — > ye han 4 J. W. AND ermerbhorn (INDERGARTEN igh, {+5 KINDERGARTEN 3th, 5" GUSTAV E. STECHERT, ——IMPORTER OF— Foreign Books and Periodicals, 828 BROADWAY, NEW YORK. English, French and German Monthly Catalogues of Second-hand Books will Bulletins of New Books. be sent gratis on application. ipzig, Hospital Strasse I0. BRANCHES: {rE 26, King William St., Strand, W. C. “WOMAN’S EXCHANGE. TEACHERS’ BUREAU (For both Sexes). es8s0 hools , Teachers, Governesses, Musiciars, etc., to Colleges, Sc , Supplies Pro] Families and Churches, also Bookkeepers, Stenographers, Copyists and Cashiers to Business Firms. Address, MRS. A. D. CULVER, 329 Fifth Avenue, New York. JS Relief Maps of the Continents, Modelled by Alex. E. Frye. Large Reference Relief Maps and Small Models, Unrivalled in Accuracy and Workmanship. Many months have been devoted exclusively, at enormous expense, to per- ting the models. ) I Those maps have no equal in America or Europe. Reference Series (framed, 21x24 inches) Model Series (framed, 8x10 ADCROE)..eeuninnnns eerensaessnsen snes (Each series consists of six continents.) Manufactured by the BAY STATE PUBLISHING CO. HYDE PARK. MASS. &&" Circulars and Catalogue sent gree. Correspondence invited. EDUCATIONAL MONOGRAPHS Published under the auspices of the INDUSTRIAL EDUCATION ASSO- CIATION of New York, and written by the foremost Educators and Public School Workers, both in this country and abroad, furnishes a series of pa- pers 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 will appear each year, and the subscription price will be fixed at the extremely low price of $1.0c per annum. The following are ready or in preparation : I. A Plea for the Training of theHand, by D. C. GiLmaN, LL.D., Presi- dent of Johns Hopkins University. —Manual Training and the Public School, by H. H. Bevrienp, 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.” —Ncience. II. Education in Bavaria, by Siz Pamir Maaenus, Director of the City and Guilds of London Institute. III. Physical and Industrial Training of Criminals, by Dx. H. D. Wey, of State Reformatory, Elmira, N. Y. IV. May Hopkins, Teacher, by Pror. Levererr W. SPRING, of Williams ollege. V. Historical Aspects of Education, by Oscar BrRowNING, M. A, of King’s College, Cambridge. VI. The Sl6jd in the Service of the School, by Dr. OrTo SALOMON, Director of the Normal School at Naiis, Sweden. Manual Training in Sweden, by Pror. A. Suuys, of the Normal School, Brussels. The Teaching of History, by Dr. EDWARD CHANNING, of Harvard Univer- sity. Objections to Manual Training, by Cor. Francis W. Parker, of Cook Co. (IIL), Normal School. Extent of the Manual Training Field, by Pror. C. M. Wo00DWARD, of Washington University, St. Louis. Graphic Methods in Teaching, by CHARLES BarNArD, Esq., of Chau- tauqua T. C. C. Elementary Science in Schools, by Pror. W. LaNT CARPENTER, of London. The Jewish Theory of Education, by Pror. Henry M. LereziGer, Direct- or of the Hebrew Technical Institute. Domestic Science in the Schools, by Mzs. Emma P. EwiNe, of Purdue University. The Science of Cooking as a Factor in Public Education, by Mzs. Evren H. RicEARDS, of Mass. Institute of Technology. Monographs will also be written by PROF. FRIEDRICH PAULSEN, of the University of Berlin ; DR. E, HANNAK, of Vienna: PROF. A. SALICIS, of Paris; PRESIDENT W. P. JOHNSTON, of Tulane University ; SUPERINTENDENT JAMES MCALISTER, of Phila- delphia; SUPERINTENDENT JOHN E. BRADLEY, of Minneapolis and others. Leaflets are also issued from time to time, giving information on specific educational topics. The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2 cent stamp. Superintendents and others ordering a quantity are offered a liberal discount. The payment of 50 cents will entitle any person to receive all the Leaflets that may be issued for one year. They will be sent by mail promptly as issued. Leaflets are now ready on * The Argument for Manual Training,” ‘Public Education in Germany,’ ¢ The Albany (N. Y.) Report on Manual Training,”’ *‘ Manual Training in Springfield, Mass.,” «The Niiis Seminary for Teachers,” ‘ The Scientific Treatment of Education,’”’ ** What the Teachers Recommend in France,” etc. Others are in preparation. For Monographs or Leaflets address, enclosing postal note or money order, payable to the Industrial Education Association. One and two-cent stamps may also be sent. Registrar of the College for the Training of Teachers. 9 University Place, New York City. 6 The Prang Course of Instruction in Form and Drawing. This course is the outgrowth of fifteen years’ experience devoted to the development of this single Subject in public education, under the widest and most varied conditions. It differs widely from all the so-called * Systems of Draw- ing” before the public. The aim or object of the instruction is different. The Methods of teaching and the Work of pupils are different. The Models, Text-books, and materials are on an entirely different Educational plan. The results in Schools are widely and radically different. It is the only Course based on the use of Models and Objects and for which Models have been prepared. The Course prepares directly for MANUAL TRAINING. Many of the exercises are in themselves elementary exer- cises in MANUAL TRAINING. THE PRANG COURSE has a much wider adoption in the best schools of the country than all the “Systems of Drawing” put together. More than ze millions of children in public schools are being taught FORM AND DRAWING by THE PRANG COURSE. PRANG'S NORMAL DRAWING CLASSES. These classes have been established for giving the very best kind of instruction in Drawing through home study and by correspondence. All teachers can, through these classes, prepare themselves to teach Drawing in their schools. ga=Send for Circulars in regard to PRANG'S COURSE OF INSTRUCTION IN FORM STUDY AND DRAW- ING, and also in regard to PRANG'S NORMAL DRAW- ING CLASSES. Address, THE PRANG EDUCATIONAL COMPANY, BOSTON. E. W. SMITH & CO. pUBbigHERS AND MANUFACTURERS, 20 SOUTH SIXTH STREET, | PHILADELPHIA. Maps, Atlases, Globes, Spring Map Rollers, Map Cases, Mounted Drawing Papers, Tracing. Cloth, Tracing, Profile, Cross Section ; and Whatman’s Papers, etc. Maps and Show Cards Engraved, Printed, Colored and Mounted. All Orders and Work entrusted to us will receive prompt attention. HAMMACHER, SCHLEMMER & CO. {J aliinet anil {lino Wardware, 500 BOWERY. - - - NEW YORK. FINE MECHANICS TOOLS A SPECIALTY. UPHOLSTERY GOODS DEPARTMENT, 221 CANAL STREET, — NEW YORK.— 6 The Prang Course of Instruction in Form and Drawing. This course is the outgrowth of fifteen years’ experience devoted to the development of this single Subject in public education, under the widest and most varied conditions. It differs widely from all the so-called * Systems of Draw- ing” before the public. The aim or object of the instruction is different. The Methods of teaching and the Work of pupils are different. The Models, Text-books, and materials are on an entirely different Educational plan. The results in Schools are widely and radically different. It is the only Course based on the use of Models and Objects and for which Models have been prepared. The Course prepares directly for MANUAL TRAINING. Many of the exercises are in themselves elementary exer- cises in MANUAL TRAINING. THE PRANG COURSE has a much wider adoption in the best schools of the country than all the “Systems of Drawing” put together. More than we millions of children in public schools are being taught FORM AND DRAWING by THE PRANG COURSE. PRANG'S NORMAL DRAWING CLASSES. These classes have been established for giving the very best kind of instruction in Drawing through home study and by correspondence. All teachers can, through these classes, prepare themselves to teach Drawing in their schools. gea=Send for Circulars in regard to PRANG’'S COURSE OF INSTRUCTION IN FORM STUDY AND DRAW- ING, and also in regard to PRANG'S NORMAL DRAW- ING CLASSES. Address, THE PRANG EDUCATIONAL COMPANY, BOSTON. EW. SMITH & CO. puBkighErRg AND MANUFACTURERS, 20 SOUTH SIXTH STREET, PHILADELPHIA. Maps, Atlases, Globes, Spring Map Rollers, Map Cases, Mounted Drawing Papers, Tracing Cloth, Tracing, Profile, Cross Section and Whatman’s Papers, etc. Maps and Show Cards Engraved, Printed, Colored and Mounted. All Orders and Work entrusted to us will receive prompt attention. HAMMACHER, SCHLEMMER & CO. AJ aliinet antl {iano Wardware, 500 BOWERY. - - - NEW YORK. mest ————— FINE MECHANICS TOOLS A SPECIALTY. UPHOLSTERY (GooDS DEPARTMENT, 221 CANAL STREET, — NEW YORK.— a A tl st GR Re EH-:. - -’i 2% mr CROSBY'S VITALIZED PHOSPHITES From the Nerve-giving’ Principles of the Ox~brain and the Embryo of the Wheat and Oat. For twenty years has been the standard remedy with physicians who best treat nervous and mental diseases. It aids in the bodily, and wonderfully in the mental, growth of children. There is nothing that so well de- velops the growth and regularity of the teeth and assures sound and wholesome teeth for after life. For the cure of nervousness and brain-fatigue, nervous dyspepsia and sleeplessness, it has been used and recommended by Bishop Potter, Bishop Stevens, President Mark Hopkins, President Roswell D. Hitchcock, Sinclair Tousey, Bis- marck, Gladstone, and thousands of the world’s best brain-workers. It is a Vital Phosphite and not a Laboratory Phosphate. “SWS, LY. For le by Drggst, or nt by mal 81. ? HE hE hE | |! A 18 i $id | oe y Elo . b 5 a § gd i tl i i HEY RL i gif it 1d H. Ea Ww od k ig | : i ¥ ] W i i : 4 ty i y iii : | 4 } J Rg 2 ig \ } 1 "1 } d | gi } | 3 1H ¥ | 3 { ho i ¥ i i j \ i | : iA) f gig LR . it iE | it [i i it x i 1 ! 1) J h ACID PEHOSPH ATH, (LIQUID) A preparation of the phosphates that is readif} assimilated by the system. Especially recommended for Dyspepsia, Mental and Physi- cal Exhaustion, Indigestion, Headache, Nervousness, Wake- fulness, Impaired Vitality, etc. Prescribed and endorsed by Physicians of all schools. It combines well with such stimulants as are necessary to take. It makes a delicious drink with water and sugar only. For sale by all druggists. Pamphlet Free. RUMFORD CHEMICAL WORKS, - = PROVIDENCE, R. I. Be sure the word “ HORSFORD'S " is printed on the label. All others are spurious. Never sold in bulk. so BEWARE OF IMITATIONS. @¢ .~ ow % no iF N{Zrpon ids NEO RN # MONOGRAPHS OF THE INDUSTRIAL EDUCATION ASSOCIATION BI-MONTHLY PRICE, $1.00 A YEAR. Vor IL No.1. {| ‘weeiutePuOfispNmYok | WHOLE No. 7. ty as second class matter. MANUAL TRAINING IW ELEMENTARY SCHOOLS FOR BOYS BY A. SLUYS, Director of the Normal School, Brussels, Belgium. PART 1 EDITED BY NICHOLAS MURRAY BUTLER, Ph.D,, President of the Industrial Education Association. NEW YORK. INDUSTRIAL EpucATION ASSOCIATION. JANUARY, 1889. Twenty Cents. EDUCATIONAL MONOGRAPHS Published under the auspices of the INDUSTRIAL EDUCATION ASSOCIATION; of New York, and written by the foremost Educators and Public School Workers, both in this country and abroad, furnishes 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 will appear each year, and the subscription price will be fixed at the extremely low price of $1.00 per annum. The following have appeared : I. A Plea for the Training of the Hand, by D. C. Giumax, 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 Binsstionsl Monograph Series is the best possible introduction to the subject.” II. Education in Bavaria, by Se Pamper Maexus, Director of the City and Guilds of London Institute. 111. Physical and Industrial Training of Criminals, by Dr. H. D. Wey, of State Reformatory, Elmira, N. Y. IV. Mare Hopkins, Teacher, by ProF. LEVERETT W. Spring, of Williams ege. Vv. Historical Aspects of Education, by OscAr BROWNING, M. A, of King’s College, Cambridge. VI. The S16jd in the Service of the School, by Dr. Orro SaromoN, Director of the Normal School at Naas, Sweden. VII.-VIII. Manual Training in Elementary Schools for Bpys, by Pror. A. Suuys, of the Normal School, Brussels. The following are nearly ready : The Teaching of History, by DE. EDWARD CHANNING, of Harvard Univer- sity. Objections to Manual Training, by Cor. Francis W. Parker, of Cook Co. (Ill), Normal School. Extent of the Manual Training Field, by Pror. C. M. WoopwarD, of Washington University, St. Louis. Graphic Methods in Teaching, by CHARLES BARNARD, Esq., of Chau- tanqua T. C. C. Elementary Science in Schools, by Pror. W. LANT CARPENTER, of London. The Jewish Theory of Education, by Pror. HENRY M. LErpziGer, Direct- or of the Hebrew Technical Institute. Domestic Science in the Schools, by Mzs. Exma P. Ewing, of Purdue University. : ; The Science of Cooking as a Factor in Public Education, by Mgs. Eriexy H. RicEarDs, of Mass. Institute of Technology. Monographs will also be written by PROF. FRIEDRICH PAULSEN, of the University of Berlin; Dr. E. HANNARK, of Vienna; PROF. A. SALICIS, of Paris; PRESIDENT W. P. JOHNSTON, of Tulane University ; SUPERINTENDENT JAMES MAcALISTER, of Phila- delphia; SUPERINTENDENT JOHN E. BRADLEY, of Minneapolis, and others. Leaflets are also issued from time to time, giving information on specific educational topics. The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2-cent stamp. Superintendents and others ordering a quantity are o ered a liberal discount. The payment of 50 cents will entitle any person to receive all the Leaflets that e issued for one year. They will be sent by mail promptly as issued. For Monographs or Leaflets, address, enclosing postal note or money order, payable to the Industrial Education Association. One and two-cent stamps may also be sent. Registrar of the College for the Training of Teachers. 9 University Place, New York City. MONOGRAPHS OF THE INDUSTRIAL EDUCATION ASSOCIATION Six NUMBERS A YEAR PRICE, $1.00 A YEAR. lity as second class matter, Yor. IL No. 1. ! Entered at the Post Office at New York 5 Saoir No. 7 ANUAL ‘| RAINING IN ELEMENTARY SCHOOLS FOR BOYS BY A. SLUYS, Director of the Normal School, Brussels, Belgium. PART 1 EDITED BY . NICHOLAS MURRAY BUTLER, Ph.D,, President of the Industrial Education Association. NEW YORK. INDUSTRIAL EDUCATION ASSOCIATION. JANUARY, 1889. Twenty Cents. ET —_—_———, RR — BE Published under the auspi ASSOCIATION; of New York, an Public School Workers, both in 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 will appear each year, and the subscription price will be fixed at the extremely low price of $1.00 per annum. The following have appeared : I. A Plea for the Training of t dent of Johns Hopkins University. —Manual School, by H. H. BELFIELD, Ph.D., Director Training School. 24 Pp: « For the student or teacher w. > is making a study of manual this first number trainin of the Educational Monograph Series is the best possible i to the subject.” II. Education in Bavaria, by Sm Pamir Maexus, Director of the City and Guilds of London Institute. 111. Physical and Industrial Training of Criminals, by Dr. H. D. Wey, of State Reformatory, Elmira, N.Y. IV. Mark Hopkins, Teacher, by Pror. Leveserr W. Serine, of Williams ege. V. Historical Aspects of Education, by Oscar BROWNING, M. A, of King’s College, Cambridge. VI. The S16jd in the Service of the School, by Dr. Orro SALOMON, Director of the Normal School at Naas, Sweden. VI1.-VIII. Manual Training in Elementary Schools for Bpys, by Pror. A. Suuys, of the Normal School, Brussels. The following are nearly ready : The Teaching of History, by Ds. EDWARD CuanxNiNG, of Harvard Univer- sity. Objections to Manual Training, by Cor. Francis W. Parker, of Cook Co. (Ill), Normal School. Extent of the Manual Training Field, by Pror. C. M. WoopwARD, of Washington University, St. Louis. Graphic Methods in Teaching, by CHARLES BARNARD, EsqQ., of Chau- tanqua T. C. C. Elemaentary Science in Schools, by Pror. W. LanT CARPENTER, of London. The Jewish Theory of Education, by Pror. HENRY M. Lerpzicer, Direct- or of the Hebrew Technical Institute. Domestic Science in the Schools, by Mes. Emma P. Ewing, of Purdue University. : ; The Science of Cooking as a Factor in Public Education, by Mags. Eriexy H. RicEarDs, of Mass. Institute of Technology. Monographs will also be written by PROF. FRIEDRICH PAULSEN, of the University of Berlin; Dr. E. HANNAK, of Vienna; PROF. A. SALICIS, of Paris ; PRESIDENT W. P. JOHNSTON, of Tulane University & SUPERINTENDENT JAMES MACALISTER, of Phila- delphia; SUPERINTENDENT JO E. BRADLEY, of Minneapolis, and others. Leaflets are also issued from time to time, giving information on specific educational topics. The Leaflets are sold for 1 cent each, or sent I; mail on receipt of a 2-cent stamp. Superintendents and others ordering a quantity are ali un The payment of 50 cents will entitle any person to receive all the Leaflets that may be issued for one year. They will be gent by mail promptly as issued. For Monographs or Yeafle , address, enclosing postal note or money order, payable to the Industrial Education Association. One and two-cent stamps may also be sent. Registrar of the College for the Training of Teachers. 9 University Place, New York City. MONOGRAPHS OF THE INDUSTRIAL EDUCATION ASSOCIATION S1x NUMBERS A YEAR PRICE, $1.00 A YEAR. Vor. II. No. 1. { Entered at the Post Office at New York City as second class matter. WeroLE No. T. MANUAL [RAINING IN ELEMENTARY SCHOOLS FOR BOYS BY A. SLUYS, Director of the Normal School, Brussels, Belgium. ee eee eee PART 1 EDITED BY . NICHOLAS MURRAY BUTLER, Ph.D,, President of the Industrial Education Association. NEW YORK. INDUSTRIAL EDUCATION ASSOCIATION. JANUARY, 1889. Twenty Cents. «A bulky and expensive book may be compared to a ship which can only discharge its cargo in a large harbor. Little books resemble the lighter craft which can enter through the narrowest bays, and supply pro- visions to all parts of the country.” ———— PREFACE. In 1883, M. P. Van Humbéeck, Minister of Education, sent MM. A. Sluys and H. Van Kalken to Sweden to study the methods of teaching manual training in primary schools. On their return M. Sluys drew up a report and for- warded it to the minister. Unfortunately, about this time the office of Minister of Education was abolished by vote of the Clerical majority in the Chamber, and the report was not published by the government. It was, however, issued from a private press at Verviers in 1835. M. Sluys, the author, was born at Brussels in 1849 and is the Principal of the Normal School of that city and a member of the General Council on Education. He is the author of other educational works and is a frequent con- tributor on educational subjects to the magazines and reviews. His book on ‘Manual Trainin for Boys,” has with been translated from t Educational Monograph Ser best and most accurate, as we treatment of the subject that has language. g in Elementary Schools the author's permission and cooperation he French for publication in the ies, with the belief that it is the 11 as the most condensed, yet appeared in any Copyright, 1889, BY Industrial Education Association. 4 AN \ Manual Training in Elementary Schools for Boys. 1. [ese TWO SYSTEMS. ) arious ILuropean countries, in the Uni is in Japan ’ : ' nited States ar ; : he introducti Ylmaprany schools for boys. i tion—notabl po ee . sarnesily occupied with the ques- Denmark, Holland Wogan Finland, Norway, Germany and Russia ; and th ance, Italy, Switzerland, Austria, withheld Ba ed e journals of Belgium have by no means established i mp support. Special journals have been gation of this id Stmany and Switzerland for the propa- mere domain # oo Bt as long since gone beyond I Se ao oy and in a number of primary schools has been AN Sm Pence manual iralning careful i 5 is movemen i tion of : Sporn study. It tends toward the ni essentially modifi Sit into the scholastic system which will On inquiring wii Hip character of the common school tion, we find a to e origin of the efforts made in this direc- or y marked diversity of opinion among the a hy) ea. Eliminating details of secondary Sod forte a ws ta all fie eoretiont and prac- . stion o Sui es § Primary schools has appeared, into oy ail Janes in zc a Ths Oma amma pad] rah sng d——— i —E—— AEE to 4 Manual Training in and the pedagogic. Te ne OB int, claims that the primary S 5 toward the revelation of natural i their subsequent development, in a manner calcu fit children as completely as Sa for fie Wirtons a assure to them on leaving school, r, a means of subsistence. The Shpprtens o is system believe that it will increase in a great ; Sore fhe accumulative forces of social wealth. The fartisens fe pedagogic system consider that manual taining 18 90 4 > cational process, a means adapted to impart des oy 2 the hand, and a general aptitude to meet the exige Thos ot practical life ; a preparation equally tending i prom te the love of work, and to earnestly engage the faculti i rception and intuition. i von the two points of view is complete. In one, the object of primary training is a direct prepare tion for trades or professions ; in the other, it 1s Sores i more elevated and of broader scope ; the school is g on the fully equipped man ; to develop Sopseusty gi moniously all the faculties of the child wit ou a ae towards preparation for any fixed Seeupatien Set transforms the class into a school of apprenticeship, 3 jae ing the school to the workshop. The other proseves yo its essential pedagogic character, incorporating in i manual training which follows the general princip ge penetrate all primary instruction. It is important os s ay ing these two systems to bear in mind what bas Se8 in Sweden, where they have achieved practical results. 11. THE ECONOMIC SYSTEM. The chief consideration brought forward by the Pastis of the economic system may be thus briefly reviewe i : The great majority of children, in all giviliesd counipie ' are destined to become mechanics or farmers, living from Elementary Schools for Boys. 5 day to day on hard-earned wages. The orphan-school and the primary school seize upon them and hold them (from three to twelve or fourteen years of age) to a discip- line which has no direct relation to the various occupations which they are to follow.! In general this instruction is nearly the same as that given to the sons of the well-to-do, although the latter are usually destined for a totally differ- ent kind of life. As a matter of fact, they will not have to resort to manual labor to gain their living ; they will be- come lawyers, physicians, professors, merchants, artists, etc. The children of the workmen and of the peasants learn to read, write and cipher ; they are taught the ele- ments of history, geography, natural science, drawing, and singing ; but they are not subjected in the primary grades to a régime fitted to prepare them for the manual occupa- tions to which they will be obliged to devote their lives. They are to work in wood, stone and metals, by the aid of various tools, and their hands are never specially trained for these purposes ; for we can attach little value, from this standpoint, to the manipulations of pen and pencil in writ- ing and drawing lessons. Gymnastic exercise is useless for this purpose; for al- though it hardens the muscles and increases physical and moral energy, it develops little technical skill. During all their scholastic period, these boys, destined for the rude life of workmen, are acquiring indoor habits ; they are obliged, by the school routine, to remain seated at a desk from five to six hours daily ; this attitude debilitates their physique, and is little calculated to give them a taste for manual labor. Hence, when the critical time arrives for choosing a profession, the child of the workman or the farmer is very much perplexed. He feels himself unfitted for any trade ; his aptitude has not been revealed to him by the course of study that he has pursued ; often, indeed, 1 See A.Corbon, De I'Enseignement professionnel ; Leneveux, Enseignement manuel ; 8alicis (id.), Congr 1 es International de I'Enseignement (Bruxelles, 13880), Discours du 23 Aout, 1880. 6 Manual Training in he feels an unconquerable repugnance to every sort of manual labor. The condition of his father does not tempt him much ; he has seen only its painful and disagreeable side ; the father himself can scarcely counsel him wisely, and constantly declares that, were he to begin again, he would not choose so difficult a trade, nor one so laborious and ill-paid. Generally such a boy, if he has profited by his purely theoretical studies at school, aspires only to em- brace a career similar to the life he has led up to this time. He wishes to enter a normal school or a seminary ; or he dreams perhaps of passing his days in an office ; the se- dentary professions agreeing better than any trade with the habits acquired in school. The parents, proud of the suc- cess of their son, hope to see him obtain a brilliant posi- tion, graced by talents which they imagine quite excep- tional, because they are incapable of appreciating them ; and they are resolved to make heavy sacrifices in order that their son may gain the circle of acquaintances neces- sary to reach so enviable a position. Agriculture and the manual arts are thus constantly being deserted by the more intelligent sons of the peasants and tradesmen. The ma- places filled, and so swell the ranks of a discontented crowd of outlaws who constitute in the midst of our social system a kind of literary proletariat more to be dreaded than the industrial class of similar jority find the coveted proclivities. As for the child of the people, who on emerging from the primary school has not enough learning to presume to look for a position so high, he hesitates in his decision what to do for a livelihood. He does not dream of inquiring what is his vocation or what his special aptitude; he is guided by other considerations. It is often his parents who choose for him, although they have but rarely an exact conception of what best suits him. He enters the service of a master, and the latter puts upon him any sort of drudgery, such as the cleaning of the office, the blowing of Elementary Schools for Boys. 7 the bellows, or the running of errands; and for years the young apprentice receives no regular, systematic technical instruction. But if he learns little of his trade, he acquires, by contact with the workmen, habits that exercise no good influence upon his morals. He is lucky if he can manage after the day's fatigue, to follow for an hour or so the course of les- sons for adults that may supplement what he has learned at school. After some years of this irrational apprentice- ship he knows his trade but imperfectly ; he is a half- trained workman with limited pay, and he runs the risk of ending there, unless he is rarely gifted. Many young peo- ple abandon their first efforts, change their occupation sev- eral times, never succeed in finishing their apprenticeships and resign themselves to the fate of common laborers, mes. sengers, porters and servants. A faulty system of trade- apprenticeship becomes thus the cause of great depletion of productive force. Here the partisans of the economic system finish their argument. On the one hand the primary school fails to inspire a taste for manual labor and to develop technical aptitude ; on the other hand 2o- prenticeship in workshops is left to chance, and produces little good result. Is it surprising that under such circum- stances workmen from choice should become more and more rare, and that agriculture should make so little prac- tical progress ? In order to remedy this evil, to elevate labor, to check this desertion of manual and farming occu- pations on the part of the children of the peasants and workingmen, to diminish as far as possible the number of outlaws, it is necessary to reorganize the public school system, to give it a more practical character, to introduce the teaching of trades—in short, to establish in it a curricu- lum which shall combine general study and industrial work. Such are the conclusions at which those persons arrive who place themselves upon the platform of econo- mics, in the discussion of what should be the character of a Srv ian 8 Manual Training in public instruction. Proudhon twenty years ago explained the general outlines of an economic-industrial training for primary departments. He said : * Instruction should com- prehend apprenticeship. The separation of literary and scientific teaching from industrial apprenticeship has been judged by the most experienced educators (e. g., Rous- seau, in his Emile) to be a gross error to which all modern progress is opposed. In the government schools the theory is that the professional training, being combined with sci- entific and literary instruction, enables the pupils to leave at the end of the ninth year, or sooner, qualified for some useful and productive manual occupation, the expenses of their schooling being more than covered by the product of their school work. This is the case with all the peasantry whose children are employed when quite young in field- labor at the same time that they receive village teaching ; and it is equally true in the trades and manufactures where the apprentice, working without means or wages, pays with his labor for the technical training, while at the same time pursuing the study of mathematics, drawing, etc. The government, either by the organization of public works (of which a large proportion may be executed by the youth in the schools), or by its contracts with agricultural ‘and man- ufacturing interests, lumber yards, mills, ports, mines, etc., and with the heads of departments in trades and industries, has power to make general application of this grand prin- ciple ; to contract with corporations, inventors, manufac- turers and artisans to secure the price of the work when done ; and all expenses being paid, to distribute the sur- plus to the pupils as wages, in proportion to the skill and service of each.”? In his interesting work on ‘ Education for the Industries,” M. Corbon, the French Senator, after having eloquently exposed the evils of shop-apprenticeship, and their deplor- able consequences from a material point of view on the in- "3 P. J. Proudhon, De la Capacité Politique des Ouvriéres, c¢. VIL Elementary Schools for Boys. 9 tellects and morals of the working class, declares for a system of technical education, starting with the primary school. “1 believe,” he says, ‘that every primary com- mon school should increase its curriculum, and become, like Za Martiniere, a technical school.3 The extension proposed for the primary school would be an easy thing for the rural districts. The same instructor would in most cases suffice for its needs, and the increased expense would be comparatively nothing. In the towns, and for the requisite preparation for divers industrial trades, such an arrangement would be more expensive, but not enough so to be alarming. In the city school the instructor ‘can do little more than attend to the classes ; there would need to be, I think, as many industrial as primary teach- ers, but no more. It would be essential to have the work- shop large enough for the class, and, moreover, a yard or piece of land of some sort. The shop should be furnished with a forge, anvil, hammers, vises, files, etc. ; that is to say, with whatever is indispensable to the construction of certain articles in iron. It should also be provided with some cabinet-makers’ and carpenters’ furniture, together with all necessary tools. In the yard there should be some blocks of stone to cut and re-cut till completely reduced. If the school has large enough grounds, it would be well to reserve a portion of them for gardening. It is obvious. that the instructor, however intelligent and active he may be, cannot be at the same time at the forge, the lathe, the planing table, in the workshop and in the yard with the little stone-cutters, or tack-makers or gardeners, making himself all things at once; but this difficulty may be avoided by creating under officers selected from the pupils by the pupils themselves. 3 An Industrial School at Lyons founded by a legacy of a million and a half francs from M. Martin, Major-General, who died in India. The capital had more than doubled by the accumulation of interest before the town decided to found the school. It numbers about 500 pupils, and its annual budget is 100,000 francs. 4 Corbon, Education professionel. 10 Manual Training in The utilitarian conception of a school naturally finds many partisans at a period when industrial occupations have reached a high standard of development, and when the question of labor has become the subject of general dis- cussion. There are serious truths in the keen criticism of the present system of popular education that we have just reviewed—nevertheless it is much exaggerated. Those who sustain it place themselves in an attitude much too exclusive ; they demand that primary instruction should have for its chief object direct preparation for manual trades, and they think that the only means of obtaining this result, is to annex to the school the apprentice’s work- shop. But the true mission of primary education is higher and more general ; it is to develop in the child the sum total of his faculties and his aptitudes to form the man and the citizen, and not merely the joiner, the blacksmith, the merchant or the clerk. Even from the single point of view of preparation for the trades, it is certain that we must follow a rational course in teaching children to read, write and cipher, awakening and developing their intelligence by the exercise of the faculties of observation concerning things in the domain of nature, and of the arts and sciences by teaching them design and geometric forms, subjecting them to a moral regime, and stimulating their general energy by physical exercise. It is indeed undeniable that children who have successfully completed the course of a well-organized primary school are more apt to learn quickly and well any trade whatever than those who have been left to stagnate in ignorance, or who have been put too early into workshops, mines, factories or warchouses where their health was impaired and their intelligence at the same time stupefied. It is not just, then, to accuse the primary school especially of being inoperative in regard to the im- mediate interests of the common people. But it is true that it still has too theoretic a character, and that it does not develop technical aptitude. There is incontestably a Elementary Scheols for Boys. 11 lack of completeness in its organization ; and we are of the opinion that the solution of the question lies in the develop- ment of the principles of the Froebel method which have already been incorporated into our elementary instruction, but the full scope of which we have not yet carried to its ultimate intention in our primary schools. That is what we are to accomplish later on. As regards the many difficulties encountered by apprentices in ordinary workshops, we do not deny that they exist. They are the fatal consequence of an economic system brought about by the introduction of machinery and the division of labor, pushed to their last limits. It does not come within the domain of our present subject to expose this matter in all its details, or to dis- cuss the question whether it is for the interest of general industry and that of the working class to organize special technical education for boys, independent of primary instruction which should furnish a complete course for children destined for manual labor. Let us ascertain whether in practice, the teaching of trades-apprenticeships in the primary school properly speaking, offers any real advantages. At Gothenburg manual training is introduced into the primary schools from the economic point of view. About the aze of ten or eleven years, the children are sent to the workshop annexed to all primary schools. During the first year they are subjected to a course of rotation; that is to say they are exercised successively in wood- work (carpentering, turning and carving), on iron work (at the forge), in paper and card board (book-binding), in color (house painting), and in wicker-work (basket making). They seem to attach most importance to the work in iron and wood ; at least that is the impression which we have gained from visits made to their schools. The course of the first year has for its sole object to give the pupil a relish for work, to permit him to recognize his aptitudes and vocation, and to enable him to choose discerningly what shall be his life-work. He spends some ee ae BE 12 Manual Training in weeks in each shop, learns there how to manage the principal tools and to perform the simplest work. The second year, he specifies what trade he wishes to learn. If he should recognize later that he was mistaken in his choice, he can change his decision and enter another work shop, but such cases, we are told, are very rare. The apprenticeship continues to the age of fourteen years. As a measure of economy the shops are placed in the basement, or under the roof; they are well supplied with tools, well lighted and ventilated, and their management leaves nothing to be desired. The manual training is entrusted to skilled workmen. The lessons are given to groups of a dozen pupils at least, who, during work hours, are all under the special direction of the chief workman, who is responsible for order, discipline and results. There is neither method nor programme in any strict sense. The head of the workshop has no other guide but himself, save, as is well understood, the advice given by the special inspector of manual work. So the order of exercises is not fixed ; in other words, it has no graduated series of models constituting a systematic whole. The work to be executed depends upon the demands made for the pro- ducts of the schools. In these workshops are manufactured many objects utilized in the common schools, such as boxes for chalk, black boards, ball-counters, iron work for desks, barometers, painted toys of wood and metal, tools for different trades, etc., etc. The products are collected and exhibited in a storehouse where they are either sold, or distributed among the pupils. The work in the shop takes place, for each section of twelve to sixteen pupils, twice a week and at the rate of four hours a session. Every year those who have distinguished themselves by their industry or their progress, receive a suitable reward in tools of the trade which they practice. A sum of about 380 francs is appropriated annually for these prizes. During the year 1883, the number of pupils who had taken the course Elementary Schools for Boys. 13 of manual training amounted to 1776, without reckoning those of the Reform Schools or Afséndringsskola.® The total expense was 34,482 crowns,® of which 24,105 was for individual salaries, and the rest for material and sundry expenses. The cost of material and of the repairs made upon the workshop was estimated at 11,232 crowns. From the fact that the pupils of different classes of each school come to the shops at different hours, we see the advantage in regard to expense, as the number of instructors may be less than the number of classes, and it is calculated that this saves an annual expense of 6,750 crowns. In taking account of all these items the total expense of technical education is reduced to 17,232 crowns per annum or to 9.7 crowns (13.40 fr.), for each pupil annually. M. Hedlund, deputy, and principal editor of an important Swedish newspaper,” has been one of the most active promoters of the introduction of technical education into the schools of this city. M. Ericson, the engineer, is the organizer and inspector of the system. He assures us that neither the patrons nor the workmen have shown them- selves averse to the introduction of trades-apprenticeships into the primary schools. Those who at first thought that this innovation had no practical bearing, have since recog- nized their error. The pupils who quit school at fourteen years of age after three years of apprenticeship, receive at once a small salary from their employers, because they can already be of service in the shops. Although at first sight such a system appears to present real advantages, we be- lieve that it is not altogether suitable to attach to our ‘primary schools. First of all, considered even from the economic standpoint, it is essentially incomplete. It would be practically impossible to annex to the primary school workshops for all the trades of a single neighborhood. We are obliged to limit ourselves to a choice, and from that 5 A school for pupils whose bad conduct requires special discipline. 6 The crown is about 1.38 francs (27.5 cents), and is divided into 100 ores. 7 Goteborgs Handels och Sjotarts-Tedning. EE ch cn | i tog agg hid + 0 ati 14 Manual Training in time the problem of technical education by means of the primary school remains unsolved. They propose, by means of rotation, to lead the child to a discovery of his aptitudes, but in reality they take him through only two or three workshops, and his choice is greatly limited. Then, again, on what principle are we to decide what trades shall be taught in the schools ? On what ground shall one industry gain the preference over some other ? May we take upon ourselves the responsibility of transforming all the children of the primary schools into carpenters, blacksmiths and basket-makers ? They answer these questions by saying that a more complete organization would involve an enor- mous cost, and that, moreover, when a young man who has spent three or four years in learning one trade, is obliged to undertake some other, he makes rapid progress because of having already acquired some skill, and a taste for man- ual labor. This observation is sound, but it favors the ¢ pedagogic system ; it is indeed the habit and the taste for “work that he must be made to acquire at the primary school ; and it is useless to organize for this purpose work- shops for the teaching of trades properly so called. The result is more directly and thoroughly accomplished by systematic exercises, prepared with a special view to the acquisition of a general manual dexterity. This is the opinion which prevails in Sweden, and to which M. Hedlund has declared himself to be committed, after the compara- tively profound course of study which he gave to the vari- ous systems. Apprenticeship to a definite trade ought to be postponed to the age of fourteen years, at least. Younger children are not sufficiently developed physically or mentally to undertake it with advantage. What is es- pecially wanting in a training like that of Gothenburg is a good pedagogic direction. The exercises do not follow in systematic order, because they are made subordinate to economic considerations foreign to pedagogic principles. From ten to fourteen a boy is still but a child, and in order Elementary Schools for Boy £8 2 : FOR 15 that any work whatsoever may exert upon him a really educating influence, he must above all things be keenly in- terested in it, which can only be brought about on the con- dition that his exercises be varied, gradual, and propor- tioned to his physical strength. But we do not think that by a system of apprenticeship such as we have seen illus- trated at Gothenburg, we may hope to excite sufficiently that interest without which no efforts that can be made will end in complete results. For instance, when a child is compelled to manufacture a given object, such as iron work for desks, balls for counters, etc., in any considerable num- ber, he must needs go over the same ground for days and weeks. From the third or fourth sample his interest wanes. One can see by the manner in which he handles his tools and by his air of weariness, that he accomplishes a task much like that sometimes imposed as a punishment, of writing the same copy, the same verb or the same lesson twenty times. Mechanical repetition invariably excites disgust for any work. One may say that the workman is obliged in different trades to repeat over and over the same task, and that there is no harm in compelling the child to acquire the habit of the conditions in which he will find himself placed later on. But we must not identify the child with the adult workman. The latter must work in order to live. But the child works in order to learn, to develop his powers, to acquire a taste and aptitude for general study and for manual skill ; and if the exercises to which he is subjected be not gradual and varied, he performs his task without pleasure, and fails of success. We may state with certainty that under such conditions the pupil is not ren- dered more skilful after making ten or twelve copies of the same object ; the second specimen is sometimes better than the first, but those which come after fail to show that prog- ress may result from correction of the work. On the con- trary, it is quite the .=verse of this which takes place. The study of the method of the normal school of Nais will me = — . a EE hw. » 16 - Manual Training in demonstrate the superiority of the pedagogic system to that of Gothenburg. 111. THE SCHOOLS OF NAAS. Nis is an ancient courtland, situated in the district of Elfsborg, near the line of railway which connects Gothen- burg with Stockholm, and fifty kilometres from the former place. The castle stands upon the crown of a headland which juts out into Lake Sifvelangen. It has no particular architectural style, but is admirably situated in a most picturesque region, upon a height which commands a vast horizon, the details of which are defined by a pure and limpid atmosphere. The lake, in its somewhat capricious circuit is bordered by granite rocks forming the base of a plateau, partially covered with dark forests of oak and birch trees, alternating with fresh pastures where herds of cattle dot the green turf. Here and there may be seen through the foliage pretty farms and isolated villas, with an air of simplicity and comfort quite unusual. Leav- ing the highway from Gothenburg to Stockholm, we reach the castle by a beautiful avenue. We then climb a series of terraces ornamented with balustrades, antique vases, groups of old pine-trees, and parterres gay with the choicest flowers. On the right extends a park where m to have rivalled each other to produce effects both grand and beautiful. Then, from occasional points of view the lake presents an indefinable charm in its ever changing aspect ; now with the sunshine sparkling upon its limpid waters and bringing out every detail of the picturesque banks ; and again when the silvery moonlight renders still more mysterious the vague outlines of the rocks and trees, making them seem fantastic silhouettes engraved on the horizon. But what at Naas is most worthy of admiration is not the castle filled with noble works of art, where we were received as friends and nature and art see Elementary Schools for Boys. 17 tr . . . : re i TLL Toys ros bests Xess ; 10se of the Belgic fores ga Jone i which appeals directly to the — EAA NG i he is domain. Aptloan is indeed one of those rare i i wii eavor it is to ameliorate, both morall d tially, the condition of the common peopl H. To hows i many practical ways how a man ems bon i 5 Sony and humanity when he has at the wii Ha ie Br a soul penetrated with a desire for oy a oe yunhe had Soquel the manor of : ) 10, 1aving the cottages o pean BA and introducing into the Tu ie lt i an of cultivation and improvement Re ae Ss Rao which he endowed with the ers ; : on aim was not merely to gn A on boys, living in oe This 0 | g ome and abroad the i il i preconceived by its ells is attended oa Sox gs ras Shere at ; en to fourteen w Hrsnoy Jone through a lower grade.8 Ee as house ae Sven to the following branches of in- ons Ryan anguage, history, geography, natural pi ES wing rawing, singing, gymnastics, military Sond hoy u ure. Besides these the pupils work two ii Sy i» 8 e shop. The manual work does not tend Specially Wi S preparation for any trade. There is no wi iH fives connected with the course, which is Pupsiyey gles . The work is regarded as an educating p wi a ni importance to any other branch which en , a 1s the principal who teaches it. By a regular S n the use of tools, the construction of a hundred 8 Primary instructi ataden op oN ost 0 ion has been obligatory in Sweden si it i those from ten to Bh Sementary for children from six a Mma 2 in : . » mary for 18 Manual Training in objects forms a progressive series, by means of which the pupil acquires skill and general readiness, which renders him fitted to undertake later, on leaving school, the apprenticeship to any trade whatever, and to perform, with no outside assistance, every practical kind of work which the experience of life may bring to him. Moreover this instruction implies active physical exercise, which, with gymnastics, properly so-called, contributes to estab- lish that physical equilibrium which is always more or less disturbed by studies purely intellectual. In short, it inspires in the pupils a love of work, and develops the faculties of observation and intuition. We shall again refer to these principles in a further exposition of the Niis method. We have often assisted the pupils in their manual work at the Nads school. We shall always re- member pleasantly the agreeable surprise it was to us on the 6th September 1883, when we had occasion to follow a lesson which was the first given after the summer vacation. There were 16 boys, the youngest being eleven and the oldest fourteen and a-half years of age. Their joyous air and free carriage showed how glad they were to return to their tasks. Each one went to his table, took his tools, examined and tested them, with a thorough knowledge how to use them, cleanse them, set and reset them, shar- pen them or repair them, and put them in working order. One observed that the blade of his plane was set too low ; afew well directed blows of the hammer brought it to its normal position; another finds his chisel notched and proceeds to sharpen it; another finds the blade of his tool needs grinding, and he gives the teeth the proper direction for the required effect; another whets the saw which he is about to use; and the teacher during this interval has distributed the models. The pupils, who have a new object to construct, proceed without the preliminary of command, to choose the fragments of board or stock from which they are to produce a spoon, or crock, or box, EE ok Bt fatal admit 11: iii ie Elementary Schools for Boys. 19 or boa Tae netting-shuttle, or some other object in ries. ach knows how to choos ch e the proper kind of ooo a this is done quickly, but without haste, and in i $ erly manner. The sight is an interesting one ; the atchet strikes the block of wood to be carved: the saws Site : the chisels nip ; and the file wears away the rough Se hoe ; the sand paper does duty in polishing ; it is a bee- ie umming with work, full of life and ‘enjoyment. The eac it does not directly aid the pupil ; but we see him Jose rom one to another, directing, criticising, correcting Sonate them as they need. Strict discipline rules hs ar S oh and this is easily maintained from the fact e work exercises a wholesome cha rm upon the pupi ii Soars his whole attention. Wholesome WH stimulates activity and assures i progress ; it has not for i motive the hope of reward, b ire ho , but a desire simply best work possible i oe , and the satisfaction of ac ishi : complishing a ols i the powers of each. The pupils have differ odels, because they have not all : commenced at the Jie date, and also because certain individuals show more : i or zeal, or attention than others. The model bein Daisy fis boy presents it to the director, M. Otto Sor , Who examines it to see if it is w . thy of a ; If well done, the tea wh HL ; acher congratulates the il i permitted to take home the od product of his work. TI modest outfit of the home will be thus enriched by an " ject of small commercial value, but one which will be ioptectaed as the work of the child's hand ; it is his own sos! ed DroCuetion, and he is justly proud of it. If, on the ontrary, the model be ill-constr ig ucted, and its defects Vispsants the teacher first carefully explains these to the pul , and then destroys the model and has him begin over “gam ; for each one is to perform the best possible work Ss pd a an quantity to which importance : is brief description of one of the lessons at which the writer assisted will give a general idea of the EI —, I ERP " 3 De ijn. Lima mm a ali eatouss Tr Toate rien |g Seren neh Et Cor rt 20 Manual Training in character of the system of industrial education as applied at Nais. Before undertaking any profound analysis of its principles let us proceed to describe certain other educa- tional establishments at Nais. M. Abrahamson, in 1874, founded a primary school for girls. Its object was to pro- vide for girls from ten to sixteen years at the same time with the ordinary instruction, the required degree of skill in all feminine occupations, such as spinning, weaving, hand and machine sewing, the ordering of the household affairs ; the preparation of food, etc. ; in a word, the pupils are fitted for all sorts of occupations which will be of con- stant use to the mother of a family. This year (1884) there was introduced into this school a course of wood- work, occupying two and a half hours per week. The school year is ten and a half months, and there are eight hours of study and of work each day. The pupils are sep- arated into two departments ; in the upper class 24 hours a week are given to the ordinary studies, and ten to man- ual training. In the lower class fifteen hours are given to the domestic work, and twenty-one to theoretical lessons. This school is now established in a pretty villa near the lake, a kilometre from the castle, from which one sees its gay front. The normal school for manual training, Slsjdlarareseminarium,® is a unique institution. A com- plete study of its history and organization, the applica- tion of its principles, its methods and its programme, will be, we think, rich in suggestions of all kinds bearing upon the important question of primary schools for manual training. We will begin by giving a rapid exposition of this re- markable school, reserving for more thorough treatment in another chapter, its pedagogical system. This normal school was established in June, 1875, and five years later, because of its increased numbers, was located in the build- ing which it now occupies. It is an elegant structure of 9 Literally, Training-College for Teachers—S15jd, the meaning of which is explained in Chap. IV. SE a Elementary Schools for Boys. 21 wood, in the Scandinavian style of architecture, the pri cipal features of the facade being a flight of stone overshadowed by a sloping roof which covers the main trance. On each side of the door are three windows of carved wood with casements of wood in the bark, the ah being crowned by a jutting gable ; the two wings bein f i dimensions and extending several metres atl liter me middle story. The ground-floor consists of two ye ps at the right, one containing 19 tables and the er 12; a turning lathe, a grindstone, and joiner's tools os well as those used for turning and carving in wood, bein hung Yoon the wall with orderly arrangement. There on vo class-rooms, in which ordinary primary instruction is given ; the teachers who follow the course of Sl6jd, meet there to listen to pedagogical lectures given by M. Salo mon and to discuss questions which pertain to the nib] t of primary manual training. ne hy desks of the class occupy a portion of the space, and anh e dually raised or lowered to suit the height of the in ; - : us Dens to point out this particular feature, ge P o be a most ingenious solution of the ques- of sc ool desks. Beautiful geographical charts, col ored prints of plants and animals—the Deyrolles callegn tion—adorn the walls. A collection of minerals and precious stones is enclosed in a glass case, together with geometrical forms and other specimens which suggest ob- Jest sepeniis: and on the wall facing the pupils are engrav- Poo by e kings of Sweden and some noted teachers. In wo 8 aspect of the class-rooms is cheerful, the laws of Tas ving ose scrupulously observed in their con- euchion + Be the entire school properties showing that the Seana g¢ given is on the plan of the highest con- S3peions fume fa public school. The classes pass to the Noting D | Fog) a large corridor where the pupils meet Stosmn) ours or singing-lessons, accompanied by the : e two wings are separated by a grand hall—the x owe fata EERAA OY Int Sey i St = all 22 Manual Training in museum—which contains models for technical work and a numerous collection of every kind of toys, furniture, tools, etc., which have served as models during the experimental period. The Naas method is not the product of pure theory ; it is the fruit of long and serious practical study, and of research to which such men as M. Salomon, and his colleague M. Johanson, in order to attain a practical formu- lation of the Slojd system, have given years of investiga- tion, with a rare perseverance which has at last been crowned with success. The upper part of the school is fur- nished with well arranged dormitories ; a beautiful read- ing-room, where the instructors find the different journals and books treating of the subject of industrial education ; apartments for the professors, and rooms for the servants. On one side of the principal building is the storehouse for wood, and in front of it the home of the director. Around the school-house are flag-staffs, from which float the flags of the countries represented by the students pursuing the normal training. During our sojourn at Niis, the flags of Sweden, Finland and Belgium reminded us that teachers from these three countries were brought together here for mutual study of a question of the highest importance as affecting the future moral, intellectual and material welfare of the people. During the first five years, from 1875 to 1880, the normal school of Niis had for its object the instruction and full preparation of men capable of giving instruction in schools of technical character, whether these were independent or annexed to primary schools. Observe what were the qualifications for admission. Students were required to have reached the age of 18 years at least ; to have sufficient physical strength to perform the duties for which the course provides ; to have already had some practice in manual training ; to be acquainted with all the subjects that are insisted on in Sweden ata final examination in the primary schools. Fn Te i i A i a i Wis Elementary Schools for Boys. 23 The instruction comprehended two courses—one theo- retical or general, and the other practical. The former in- cluded Arithmetic, Geometry, Physics, Mechanics, Linear Drawing, Pedagogy and Methods; the other comprised the practice of trades, the execution of such work as teaches the use of different tools, as those of the carpenter the turner, the wood-carver, and the smith: familiarity with the use of tools ; the making and the mending of the simple instruments and utensils required in the establish- ment ; the making of carriages and wheels for common carts ; working with the larger edged tools and with the file. The course covered one year, occupying fifty-four hours per week, of which thirty-six were given to manual work and eighteen to scientific studies. Those who followed this course were exercised in special instruction in manual training, by giving daily lessons to the pupils of the prim- ary school constituting the practice school. The final ex- amination included three tests—one in theoretical studies, one practical test in linear drawing and the work of the shop, and one didactic examination in the school of prac- tice. A diploma was given to such candidates as acquitted themselves with success. In 1880 this system was modi- fied, the theoretical course suppressed, and the entire in- struction concentrated in the exclusive study of manual work. Since that period the school no longer consists of teachers merely ; but exception is made in favor of those with diplomas, who wish the practical knowledge required for teaching the Sl6jd in the schools where they are employed. This change is because of the purely pedagogical char- acter of the Nadas method. The manual work not being considered a direct preparation for fixed trades, but as an educational means, forms no special part of the course, and the instructor teaches it to his pupils when instructing them in drawing, writing, ciphering, and so on. Mr. Otto Salo- rE Te . Er CET 24 Manual Training in mon thinks that the special mission of the primary school is the formative cultivation of the faculties ; that the differ- ent branches of education must be considered as a proper means to attain this end, and that no one can claim to be special. All are to be gathered in one harmonious whole, and the fundamental condition essential to this result con- sists in charging a single instructor with the teaching of the entire course to the pupils of the same class. Accord- ing to this conception, there can be no question of applying to the primary school the principle of the division of work, since in spite of the apparent diversity af the subjects taught, the system forms, as a whole, an indivisible unit. The system of employing special professors is inconsistent with the object of primary teaching. The consequence of this system is the necessity of preparing teachers for the manual instruction. This is the role assigned to the normal school at Naas. It is open to all instructors who desire to introduce industrial education into their schools. Both the course and the lodgings are free. Teachers take their meals at a restau- rant adjoining the school, at a cost of a little over a franc a day. Generally the Swedish teachers who pursue the course receive for their traveling expenses subsidies from economic societies, which are associations formed for the promotion of every kind of work having for its object the moral and material welfare of the people. For several years the subject which occupies our atten- tion has made considerable progress in Sweden, which has at present (1885), nearly 700 schools where the Slojd is taught. There are not in all of them teachers who give the full course, their necessary preparation having been defective; but the general tendency is toward that result. Although the official programmes of the normal and the primary schools do not definitely prescribe manual in- struction, the Swedish government is interested in the subject, and there are many teachers of that nationality Ey Mi A i oO N “od » ” Y FY \ Elementary Schools for Boys. NT . iF 2s who voluntarily put themselves in a way to introduce it into their schools. Since 1878 many teachers have been initiated in the Naas method. The temporary normal course lasts six weeks; and the review which takes place the following year covers five weeks. In general these two courses suffice for the preparation of teachers in the construction of the hundred models of the series, if they continue the tool practice during the year which intervenes between the two. As in Sweden the vacations do not occur at the same time in all the schools, they have pro- vided at Naas for a number of temporary or partial courses each year. IV. A HISTORICAL RECORD OF INSTRUCTION IN MANUAL TRAINING IN THE PRIMARY SCHOOLS OF SWEDEN. Manual training in primary schools has for some time been an open question. Many instructors in different countries and at different times have discussed its educa- tional value, others have endeavored with more or less success to make practical application of it, but its general introduction into primary schools, as a recognized branch of the course of study has been seriously discussed during a few years only in certain European countries. In some localities it has already made practical progress, and the schools where this training is given are becoming more numerous every year. Let us cast a rapid glance at the historical development of the idea. When Dr. Martin Luther addressed in 1524, to all the citizens and corporations of the German cities, his famous manifesto, in which he dwelt strongly upon the necessity of establishing everywhere schools for boys and girls so as to fit them, as men and women, to become vigorous, moral and intelligent beings, he already apprehended the necessity of combining manual training with instruction in other branches.1® Coménius (1592 to 1671) shows in 10 An die Rathsh i i sotls, . und halten sollen. herren aller Stide deutschen Landes, dass sie Christliche Schulen aufrichien TTR ERD AR ST 26 Manual Training in his great work on education!’ that manual work should be an integral and important part of the school course ; that the hand. in order to make of it a means of improvement. must be exercised as we exercise the memory, the intel- lect, and other faculties. ‘* Art,” he says, “ demands three things : first, the model or image, which is the external form that the artist is to produce as exactly as possible ; second, the substance, to which form is to be given; and finally the instruments or tools by means of which he is to perform the work. But when these three conditions are combined—form, substance, and atensils,—he must still, in order to realize his conception, be able to use the tools, which knowledge is only to be gained by frequent and sys- tematic practice.” Coménius established eleven precepts of which the fol- lowing are the most important. (a) The use of tools must be taught not by word only but by example, or illustration. (6) The imitation must at first be rigorously exact, though later on greater liberty may be allowed to the pupil. (¢) The models should be as perfect as possible, in order that the one who reproduces them may become thoroughly skilled in his art. Coménius strenuously opposed the preference given to grammatical studies. He thought that the essential purpose of a school was to prepare children for life; that the senses should be exercised first, the memory afterwards. ‘Games and physical exercise” he says * prove that a healthy soul can only exist in a healthy body.” He claimed that the whole system of education should be based upon the personal activity oj the child. According to his idea, from the age of six years, children should be made to perform trifling services in the paternal home, because they like to be occupied with their hands; they do not know how to remain long inactive ; they must have some occupation. They show a peculiar taste for construction by means of clay, wood, 11 Didactica Magna. Elementary Schools for Boys. 27 stone and chips. This is the germ of the gift of construc- tion, and it must be cultivated. Later on at school they may be engaged in more important manual work. By this means no one would remain ignorant of the useful arts ; and in the second place their aptitudes would be revealed to them. It was not only in primary schools that Coménius would have had manual instruction given; he also wished to see it established in institutions of superior grade. It is interesting to note that Coménius, who, in his writings, insists so strongly upon this point, made a voyage to Sweden, where the great Minister Oxenstern commissioned him to prepare a scheme of scholastic re- form. The Thirty Years War put an end to the project, but Sweden and Finland are actually the countries where manual training in schools has made most visible progress. True, after the 16th century a few eloquent voices made themselves heard in Germany, asking that manual training be given in the schools, and some years later the cele- brated Locke agitated the same question in England. This great teacher explained in his “ Thoughts on Educa- tion” why children were better entertained generally by simple objects than by more precious toys ; and he advised that they be taught to make their toys themselves. * All young persons,” he says, ‘‘ should learn one trade ; even two or three, if possible, but one specially. The exercise of a trade gives a certain dexterity which is of itself a valu- able acquisition. It is also necessary and useful for main- taining and increasing bodily health. Study, for the most part, absorbs a great deal of time and is absolutely unfavor- able to health.” Locke attaches great importance to agri- cultural employments and working in wood ; he considers them the best means of relaxation for those whose studies and occupations require them to sit for hours immovable, thus forbidding the movements essential to the regular functions of their physical organism. Locke, and the men of his time who commended manual training, viewed it 28 Manual Training in especially as a means of physical health, and insisted on the practical advantages that it would also procure. Its pedagogic inflnience—that is to say, its educational value, which was to insure the moral and intellectual development of the child—was scarcely considered. It was Rousseau who set vividly forth this new conception of manual train- ing. He urged with great eloquence this most important point. ‘Instead of fastening the child to his books (Emile on Education, Book IIL), if I employ him in a workshop, his hands work to the advantage of his brain ; he becomes a philosopher and thinks himself only a workman. Indeed this exercise has other advantages of which I will speak hereafter ; and we shall see how, from the workings of philosophy, one can elevate himself to the true functions of manhood.” . . . . . . “A trade for myson? My son an artisan ? Sir, what are you thinking of ?” “I think better of him than you do, madam, who would reduce him to a mere lord, marquis, or prince, perhaps, to become some day worse than nothing. For my part, I would con- fer upon him a rank which he could never lose, a rank which should give him honor throughout all time ; I would elevate him to the condition of true manhood ; and what- ever you may say of it, he will have fewer equals in this title than in all those which he will obtain from you. The letter kills, while the spirit gives true life. It is less the idea of learning a trade for the sake of knowing it, than to overcome the prejudice which holds it in contempt. You will never need to work for your living? Ah, so much the worse for you. But never mind, work ; if not from neces- sity, then because of the dignity of work. Level yourself to the rank of an artisan, that you may rise above your own. In order to subject to your uses Fortune and material things, begin by making yourself independent of them. In order to rule by opinion, begin by ruling over it. Remem- ber that it is not a talent that I demand of you; itis a trade, a real trade, a purely mechanical art, where the Elementary Schools for Boys. 209 hands work more than the head ; which leads not to for- tune, but with which one may dispense with. I wish abso- lutely that Emile should learn a trade.”12 Emile exerted a powerful influence upon the thinkers of its time. The educational conception of manual training met with general approval. Towards the close of the eighteenth century quite a number of educators sought to work out its doctrines in practice, and in Germany espegi- ally Rousseau started the grand movement towards peda- gogical reform. Basedow (1723-1790) in the Plilanthro- pinum at Dessau, (1774), introduced manual training as a counterpoise to purely intellectual studies. He organized work in wood and in cardboard. The pupils developed muscle by exercise at the carpenter's bench and at the lathe, by games in the open air, calling into use a great degree of energy and movement, and by long walks in the fields. Basedow thought, with Rousseau, that manual work is useful to children of every condition in life. When they have arrived at the adult age, people in easy circumstances seldom know how to occupy themselves at all, because they have learned to do no manual work in childhood. When they are weary of reading or writing, finding little with which to divert themselves that is wholesome and useful, they amuse themselves with frivolities.” Salzmann (1744-1811), on founding the Institute at Schnepfenthal (1774), wrote : ‘ My opinion is that a good education ought to comprehend physical work. As a mat- ter of fact, we possess all sorts of physical powers; why should we leave any to rust, by neglecting to use them ? Is not the hand man’s chief instrument? Must we admit that the mind can give expression to its multiplied forces, while this instrument, for want of exercise, is powerless to serve it? And where is the man of means who may be sure of never finding himself in need of resorting to the work of his hands to gain his living ? How miserable must he then 12 Emile, Book IIL 30 Manual Training in become if he knows how to do nothing!” In 1796 Blasche was placed in charge by Salzmann of the technical training at Schnepfenthal. We find in the writings of this eminent man, valuable hints on the organization of manual train- ing.1® He established this principle, that the workshop must not be a simple annex to the school, but that manual training should be the foundation of all intellectual develop- ment. Pestalozzi recognized in manual training the means of elevating the poorer classes. At Neuhoff, where he had gathered together foundlings, mendicants and vagabonds, he tried to instruct them in field-work, farming and domes- tic work, and in winter he taught them weaving. Appren- ticeship to trades was the foundation of the education given to these poor children ; mental, moral and religious train- ing completed the system. Afterwards, at Stanz, at Berthoud, and Verdun, he made new efforts, but without success. In a letter to his friend Gersner we find this char- acteristic extract : “I would have liked to make of my es- tablishment at Neuhoff a school for instruction and indus- try combined, but means failed me for this purpose; and just as I had put a few children in a way to learn to spin, my establishment was broken up ; my object in setting the children at work was mainly to exercise their physical powers, and procure for them the means of subsistence.” He never abandoned this idea. He taught us himself what had been his hindrances. ‘ My ideal of education,” he says, ‘included agriculture, industry and commerce. In these three professions I felt great confidence in my judg- ment concerning the essential parts of my plan, and I did not until now perceive my fundamental error. But it is nevertheless certain that in none of these three branches did I possess finesse or acquaintance with details, and to the last I had not the power to confine myself very closely. I was also too poor and too much isolated to have under 13 Werkstatte der Kinder—Der Papparbeiter—Sammlung Muster von Papparbeiten—Der Papierformer. Elementary Schools for Boys. 31 me a person who could supply what I lacked.” If he arrived at no practical results, he set forth in various writings— notably in his twelfth letter to Gessner—his views concern- ing the importance of manual training and the pedagogical direction to be given to it. His example and his writings exert a definite influence. But we ought here to say that this instructor, absorbed in research concerning the psy- chological laws of education, but vaguely apprehended the part that manual training was destined to play in the edu- cation of youth. To Froebel belongs the distinguished honor of having established the true principles of the education of children, and of having conceived a method suited to their nature. If many of his ideas do not defy criticism, there is one which will suffice to insure for him an ever increasing re- nown in proportion as it becomes better understood. It is that principle of action which combines ‘to know” with ‘““to do” in that methodical, progressive, intelligent activ- ity based upon the spontaneous energy of the individual. Gifts and occupations provide their own peculiar means for developing the human being harmoniously in the domain of art, science and industry. The occupations of the kin- dergarten tend to increase general technical aptitude. They not only develop manual dexterity, but they also appeal to the intelligence and to the heart, and are con- ducted on @sthetic principles. Froebel, in ** Zhe Education of Man,” says on this point: ‘ The pupil is to train him- self to external and material manifestations, according to rule and law ; that is to say, going always from particuiar laws to general laws. It is here that are to take place the manifestations produced by more or less substance, the constructions, the work in paper, in card-board, in wood, or clay-modeling.” And again: ‘ Pupils of this age should be gradually taught domestic affairs, and the different trades of the workshops, or of agriculture ; they may be guided in this by a judicious father who is intelligent and apt at RE 3 SMA Re 32 Manual Training in these kinds of work. Later on they will be led by their parents or teachers to produce alone, no matter what, fol- lowing out their own idea—and to construct also by them- selves some little objects for which they will thus gain ex- perience and a necessary kind of routine. It is important to reserve for a young boy at least an hour or two a day, that he may apply himself to some serious manual work having a definite object. This will prepare him for the im- portant life-work, and it is one of the greatest evils that we have to complain of in our public schools, that they pre- vent the pupil from taking any share in domestic affairs, and from all participation in external productions. It will be said, on the other hand, perhaps, that the pupil of that age, if he would acquire a certain degree of knowledge, should devote to this end all his time and faculties. That this is an error is plainly proved by experience ; for manual training not only fortifies the body, but exerts a salutary effect upon the mind ; an influence so happy, that when the pupil is invigorated, if we may so express it, by a bath of manual labor, he finds himself more fresh and vigorous for intellectual work.” The principles of Froebel are not merely adapted to ele- mentary schools and kindergartens, they should penetrate the primary schools, and even general education. We are still far from a method entirely based on the Froebel theory ; that will be the work of the future. But we see the breaking forth of the dawn of this transformation of the primary school in many places. In France and Belgium they have adopted some of the exercises of the Froebel method in the recent programmes of their primary instruc- tion. It is true they are mutilated, thereby losing much of their value, because they belong to an organized whole, of which each part is intimately connected with the others. In Finland, Froebel found one apostle who was convinced of the truth of his ideas. In 1858, the Finlander Uno Cygnaeus was entrusted by the government of his country Elementary Schools for Boys. 33 with a mission of pedagogical study throughout the coun- tries of Europe. Froebel’sideas, especially those in regard to manual training, exerted a deep influence upon his mind, and he resolved to introduce manual training into all the schools of his country. In the Rheinnische Blétter fiir Erzeihung und Unterricht, 1882, Heft 111., there is an open letter by Cygnaeus to Dr. Wichard Lange, in which we learn that the study of Froebel’s writings convinced him of the necessity of introducing manual training into primary instruction. He chose work calculated to awaken aesthetic feeling, to develop manual dexterity and to impart general skill. He included carpentering, the turning-lathe, work in iron, and basket making. He does not consider any of these as a preparation for any trade; they are only means Jor general development. Cygnaeus tells us that he every- where met opposition, especially in Sweden and Denmark, when he desired to introduce manual training into the schools. The old schoolmasters shrugged their shoulders and declared that it was an effort to revive the futilities and childishness of the Basedow system. Only the partisans of Froebel showed themselves favorable to the proposed reform. In a proposition addressed to the Senate of Fin- land, Cygnaeus insisted upon the necessity of introducing manual training into the normal schools, and his wish was gratified. From that time manual education has been widely diffused throughout that country. In 1870 the question was seriously agitated in Sweden, Norway and Denmark. In one of his writings Cygnaeus makes the re- mark, not without bitterness, that these countries seemed to ignore the initiative which was taken by himself in Fin- land. Nevertheless, we cannot help saying that this asser- tion appears to be exaggerated. From the lips of M. Salo- mon we have learned what admiration and high esteem he felt for the persevering efforts of Uno Cygnaeus. In his work, “ Handfertigkeit und Volkschule,” he says: * Itis to Finland that the honor belongs of having recognized before hz " = » ph piudau - I ES TL Bt He RTP RE Nias a 34 Manual Training in all other countries, the pedagogical value of manual 20 ing, and of having put the idea in practice in its public schools ; and itis to M. Uno Cygnaeus that Finland owes this benefit.”14¢ The efforts of Uno Cygnaeus bore bounti- ful fruit in his own country. The law of 1866 made i work obligatory in all primary and normal schools. 2s the regular instructor who teaches it. The Shen s are exercised in carpenter's yom wood-carving, basket- cing, work in iron, and at the forge. jigs it is undeniable that Cygnaeus has exerted an influence in Sweden, it is none the less true that in ih country manual training developed spontaneously. : $ pamphlet that we have just quoted gives some interesting details of the history of this pedagogical movement in Sweden. Here is a résumé of the facts. The word S16jd is a purely Swedish expression, and it is impossible to ean late it into any other tongue ; it designates manual wor peculiar to schools, and domestic work, and in itself proves that this education is really national. Slojd is applied to all work which does not belong strictly to any definite trade Thus, there are many bodies of tradesmen who work in wood—carpenters, turners, Carvers, basket-makers, etc. ; and while the Sléjd is no one of these in particular, yet it touches all, in that it comprehends all. Another character of the S1ojd is that it does not admit of the divis- i f labor, or piece-work. ji the ation of an object calls fora combina- tion of several branches of trades, it does not belong to the Slsjd. In the Slojd the same individual completely iat the object, even when the latter calls for work in differen kinds of raw material. Twenty years ago complaints were made all over Sweden because domestic work (Husslijd) which had once flourished throughout that country tended towards neglect 14 Finland has already sent to Nils some students to be instructed in manual trainivg after the method of M. Otto Salomon. Elementary Schools for Boys. 35 and decay. The little farmer, together with his family hitherto accustomed to devote long evenings to the con- struction of small objects, either for household use or for sale,—showed less and less taste for work. This decadence is to be attributed to different causes; the chief being the application of steam to industry, which led to such a diminution of the selling price of household articles, that it no longer paid for the peasant to manufacture them for his own use. Other results followed ; the culture of the soil was improved, and the peasant gave to it more of his time and attention. Intellectual life made its needs more and more obvious, general education increased and the reading of books, magazines and newspapers became a favorite occupation, even among country people: children who went to school spent much of their leisure in study and the writing of lessons, to the detriment of domestic work. The religious movement in Sweden exerted an influence in the same direction: not only Baptists, Unita- rians and Methodists found many adherents in this coun- try, but various other sects, such as the New Evangelists etc., have risen in latter years, although according to the church laws they cannot pretend to self-government. From this cause much time has been absorbed in religious observances. We must take note of still another cause of the decline of manual work. This was the prodigious development of the distilling interest in Sweden during the first half of this century. In 1800 the manufacture and sale of alcoholic drinks became free. This became a very large business and took the place of domestic work. During the first thirty years, it is computed that, outside of a hundred distilleries, more than 170,000 special houses were engaged in the manufacture and sale of alcoholic liquors. Retail sales were authorized by law. In these circumstances a large part of the population became en- gaged during their leisure hours, in the production, sale and use of érdnvin. Among the working class brandy CS EI EE a ms 36 Manual Training in was even regarded as currency, and taken in the payment of wages. The public health suffered from this excess ; the number of crimes and public offenses increased : and as for domestic manual occupations, they ceased altogether. In 1855, a law was fortunately passed restricting the manufac- ture and sale of liquors. The public health was improved, crimes diminished, and gradually the people of the country resumed their domestic occupations and habits of work. In 1846, an association was founded which was an active propaganda of the S/sjd. About the same time, a well known writer, M. Hedlund, published some articles in which he eloquently advocated the importance of this subject; but it was not until 1872, that the Swedish Gov- ernment interested itself in this form of education. The Chamber of Deputies voted an annual subsidy of 2,500 crowns, which was raised first to 10,000 and afterwards to about 27,600, in order to encourage communities and in- structors who might wish to adopt the system. In 1875, the Royal Academy appointed the engineer, Albert Ran- strom, to organize temporary Courses of Sloyd. In six years 147 courses had been given to 1673 persons of whom 456 were primary teachers and 101 special Professors. In 1877, the Chamber voted the sum of 15,000 Crowns, intended solely to aid the public schools in which manual training was taught. The instructor who introduced this branch into his course received an annual subsidy of 75 crowns. The first efforts were not very successful. Almost everywhere they practiced wood- carving, a work of little educational value, and a certain defiance was manifested toward the Sléjd. Fortunately a more rational course was adopted in some places, and the work undertaken was of more serious importance. The schools of Nais, Upsala, and Claestrop, set a better example and exerted a beneficial influence upon the coun- try at large. A few figures will show with what rapidity this system gained ground in Sweden. In 1876, it was Elementary Schools for Boys. 37 estimated that 87 schools had adopted this branch of education. In 1877, there were 100; in 1879, nearly 200; in 1883, 600; and in 1884, more than 700. This constant advance was owing in part to the efforts of some men of ability who were devoted to the cause. The sculptor Charles Ahlborn, gave, from 1870 to 1875, about two hun. dred lectures in various parts of Sweden, and expounded the subject to more than sixty thousand hearers. Count Erick Sparre also made strenuous efforts to advance the movement. We have already recounted the important part which was taken by M. Abrahamson and M. Otto Salomon, in this peaceful contest in behalf of an idea involving true social progress. In the beginning the eco- nomic conception was generally adopted. Everywhere manual training was looked upon as a means of preparing the children of the common people to earn their living. But gradually the question took on its true aspect. It was recognized that manual training has a more elevated pur- pose, and one indeed more useful, in the deeper meaning of the term. It came to be considered as an educational process for the complete moral, physical and intellectual development of the child. Thus was realized in Sweden the dreams of those illustrious teachers, Comenius, Rous- seau, Pestalozzi and Froebel, in seeing combined in the primary school programme, manual training and the teach- ing of purely theoretical subjects, so as to ensure the integral cultivation of all the faculties and all the aptitudes which make up the complete man. co pr ees 0 an bp ee 1 INTERNATIONAL EDUCATION SERIES. Edited by Wm. T. HARRIS, LL.D. JUST ISSUED! 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UPHOLSTERY GooDS DEPARTMENT, 221 CANAL STREET, — NEW YORK.— hous oz eo a asian eh 4 : WOODWARD'S MANUAL TRAINING shows just how a manual training school should be organized and conducted. It contains courses ¢ of study, programmes of daily exercises, and working drawings and descriptions of class exercises in wood and metal. Price, $2.00. i i tion of the objections } STRIAL INSTRUCTION is a skillful refuta : 3.4 Ww instruction in the schools and a Philosophical SXpodtiton oF ihe Pemcitis underlying the claims of hand labor to a place on the school progra: H BE OLS i of simple lessons W TO USE WOOD-WORKING TO is a course 0 x ar DR Ho tools: the hammer, knife, axe, plane, rule, chsliiibe, square, iu the chisel, saw and auger. [tis the result Of ea SHccess Wy made by Y ial School Association of Boston. will help p eR efficient industrial education, to begin it. Price, 50 cents. D. C. HEATH & €0., Publishers, Boston, New York and Chicago. AND J. W. EE KINDERGARTEN 315% | Zi GUSTAV E. STECHERT, ——IMPORTER OF— Foreign Books and Periodicals, 828 BROADWAY, NEW YORK. Catalogues of Second-hand Books will | English, French and German Monthly be sent gratis on application. Bulletins of New Books. ipzig, Hospital Strasse 10. BRANCHES: felpne 26, King William St., Strand, W. C. WOMAN’S EXCHANGE. TEACHERS’ BUREAU (For both Sexes). e880! , Governesses, Musicians, etc., tO Colleges, Schools, Supplies. Prof Sen archos, also Bookkeepers, Stenographers, Copyists and Cashiers to B ess Firms. Address, MRS. A. D. CULVER, 329 Fifth Avenue, New York. For x Teachers=i—=% ve J ° $——=0f » Domestic * Economy MANUAL OF INSTRUCTION, 50 CENTS. CARDS FOR PUPILS, Per set, 25 CENTS. PRIMARY SEWING COURSE, with Models, $2.50. INTERMEDIATE SEWING COURSE, with Models, $5.00. Industrial Education Association, 9 University Place, New York City. Apply to Nd 5 - aL \ College for the Training of Teachers, 9 UNIVERSITY PLACE, NEW YORK CITY. The College for the Training of Teachers was opened in September, 1887. It is a professional school, and not a Normal School in the usual sense of that term. The elements of a secondary education are not taught at the College, but are required of candidates for admission. The College is designed to equip students thoroughly for the profession of teaching, and the course of study is drawn up with that end in view. The Trustees and Faculty view teaching as a profession for which a careful preparation is necessary. They believe manual training should be a part of the school curriculum, and the ability to give instruction in it and to understand it a part of the teacher's equipment. While students who desire to fit themselves as teachers of par- ticular branches may pursue special courses for that purpose if they choose, yet it is strongly recommended that all pupils follow the general course first, and fit themselves for a specialty afterwards, should they so desire. The full course of study occupies two years, and includes psychology, the history and science of education, methods of teaching, observation and practice in the model school, school organization and administration in the United States, England, France and Germany, the theory and practice of the Kindergarten, natural science, including the construction of simple illustra- tive apparatus, history, and the subjects included under the term manual training. Special attention is given, under the latter head, to industrial art, domestic economy, mechanical drawing and wood-working. In all these departments the demand for trained teachers far exceeds the supply, and there is an excellent opening in all parts of the country for competent teach- ers. The organization and equipment of these courses of instruction in the College is not excelled anywhere in this country. Students of both sexes are received on an equal footing. The entrance examinations for the year 1889-90 will be held on June 18 and September 17, 1889, at the College building, New York City. Tuition, $60 per annum. Board and lodging can be obtained at moderate prices. A limited number of scholarships have been established to aid de- serving students. FACULTY. NICHOLAS MURRAY BUTLER, Ph.D., President, and Professor of the History and Institutes of Education. JULIA HAWKS OAKLEY, Professor of Domestic Economy. HANNAH J. CARTER, Professor of Industrial Art. ANGELINE BROOKS, Professor of Kindergarten Methods and Director of the Kindergarten. JOHN F. WOODHULL, A.B., Professor of Natural Science. ADA L. FAIRFIELD, Professor of Methods of Teaching, and Lecturer on History. ARTHUR WESLEY CHASE, B.S., Professor of Mechanical Drawing and Wood-Working. For detailed information, circulars, etc., address NICHOLAS MURRAY BUTLER, Ph.D., President of the College for the Training of Teachers, 9 University Place, New York City. 6 The Prang Course of Instruction in Form and Drawing. ‘This course is the outgrowth of fifteen years’ experience devoted to the development of this single Subject in public education, under the widest and most varied conditions. It differs widely from all the so-called ¢“ Systems of Draw- ing” before the public. is different. The aim or object of the instruction The Methods of teaching and the Work of pupils are t. ge Text-books, and materials are on an entirely Ne on oned man, widely and radically different. It is the only Course based on the use of Models and Objects and for which Models have been prepared. The Course prepares directly for MANUAL TRAINING. Many of the exercises are in themselves elementary exer- cises in MANUAL TRAINING. Ne THE PRANG COURSE has a much wider adoption in the best schools of the country than all the “Systems of Drawing” put together. More than two millions of children in public schools are being taught FORM AND DRAWING by THE PRANG COURSE. PRANG'S NORMAL DRAWING CLASSES. These classes have been established for giving the very best kind of instruction in Drawing through home study and by correspondence. All teachers can, through these classes, prepare themselves to teach Drawing in their schools. pa" i i 'S COURSE Send for Circulars in regard to PRANG'S C OF INSTRUCTION IN FORM STUDY AND DRAW- ING, and also in regard to PRANG'S NORMAL DRAW- ING CLASSES. Address, THE PRANG EDUCATIONAL COMPANY, BOSTON. Should be in every School Library. The Political Cyclopadia. If you wish to think, speak and act ini tly upon the great questions of the day, you need this work, written by the most e ent specialists in this country and Eufope $ e. 9., DAVID A. WELLS discusses the Tariff and Tariff Legislation from the standpoint of the free-trader, and D. H. MASON from the point of view of the protectionist; E. L. GODKIN writes of Oficsholagd PROF. . JOHNSTON the cles on the Political History of the United ; DORMAN B. EATON, of Civil Service ; PRES. D. C. G! , of Universities; SIMON STERNE, of Railroads; PRES. F. A. ALKER, of Public Revenue and Wages; EDWARD ATKINSON, of Banks; JOHN J. KNOX, of the Currency, vs . COOLEY, Pres. Interstate Commerce Commission, of The Bar, Law o Corporations, etc. ; H. C. BURCHARD, ex-Director of the Mint, of Coinage, Gold, Silver, Cur- s. Send to the publishers for 16-page descriptive pamphlet, which they send free. FIRST STEPS IN ELECTRICITY. By CHARLES BARNARD. Describes a series of simple and inexpensive experiments which can be easily performed at home or in school, most of them with materials to be found in every household. They explain and illustrate the methods by which electricity is made of use in the arts, manufactures and business, particularly in connection with the telegraph, telephone, electric light and railway. ‘For beginners it is the best work we have seen.”—=San Francisco Chronicle. Cloth, illustrated. By mail, postpaid, for 756 cents. THE ELECTRICAL OUTFIT. For the convenience of those who cannot readily obtain the different pieces of apparatus mentioned in the book, the publishers havs prepared an ELECTRICAL OUTFIT, comprising most of the articles used in performing the experiments described, which they will send by mail, securely boxed and postpaid, for $1.50. Address : Charles E. Merrill & Co., 743 Broadway, N.Y. STUDENTS % X Desiring to enter the | ~==College for the Training of Teachers in the Autumn of 1889, should make application now, if aid is desired from the Scholarship Fund. Address, giving all particulars, NICHOLAS MURRAY BUTLER, Ph.D, President, 9 University Place, New York City. a LL, ¥ i ) hy hai 6 The Prang Course of Instruction in Form and Drawing. ‘This course is the outgrowth of fifteen years’ experience devoted to the development of this single Subject in public education, under the widest and most varied conditions. It differs widely from all the so-called ““ Systems of Draw- ing” before the public. j i ion is different. The aim or object of the instruction is The Methods of teaching and the Work of pupils are i t. i gi on Text-books, and materials are on an entirely ifferent Educational plan. J : gv results in Schools are widely and radically different. It is the only Course based on the use of Models and Objects and for which Models have been prepared. ; The Course prepares directly for MANUAL TRAINING. Many of the exercises are in themselves elementary exer- cises in MANUAL TRAINING. THE PRANG COURSE has a much wider adoption in the best schools of the country than all the “Systems of Drawing” put together. More than wo millions of children in public schools are being taught FORM AND DRAWING by THE PRANG COURSE. PRANG'S NORMAL DRAWING CLASSES. These classes have been established for giving the very best kind of instruction in Drawing through home study and by correspondence. All teachers can, through these classes, prepare themselves to teach Drawing in their schools. Send for Circulars in regard to PRANG’S COURSE OF INSTRUCTION IN FORM STUDY AND DRAW- ING, and also in regard to PRANG'S NORMAL DRAW- ING CLASSES. Address, THE PRANG EDUCATIONAL COMPANY, BOSTON. Should be in every School Library, . ° ° The Political Cyclopaedi yclopaedia. If you wish to think, speak and act intelligently upon the great questions of the day, you need this work, written by the most eminent specialists in this country and Europe ; e. g., DAVID A. WELLS discusses the Tariff and Tariff Legislation from the standpoint of the free-trader, and D. H. MASON from the point of view of the protectionist; E. L. GODKIN writes of Office-holders; PROF. ALEX. JOHNSTON the articles on the Political History of the United States; DORMAN B. EATON, of Civil Service Reform; PRES. D. C. GILMAN, of Universities; SIMON STERNE, of Railroads; PRES. F. A. WALKER, of Public Revenue and Wages; EDWARD ATKINSON, of Banks; JOHN J. KNOX, of the Currency, ete. ; THOMAS M. COOLEY, Pres. Interstate Commerce Commission, of The Bar, Law of Corporations, ete. ; H. C. BURCHARD, ex-Director of the Mint, of Coinage, Gold, Silver, Cur- rency, etc. Send to the publishers for 16-page descriptive pamphlet, which they send free. FIRST STEPS IN ELECTRICITY. By CHARLES BARNARD. Describes a series of simple and inexpensive experiments which can be easily performed at home or in school, most of them with materials to be found in every household. They explain and illustrate the methods by which electricity is made of use in the arts, manufactures and business, particularly in connection with the telegraph, telephone, electric light and railway. For beginners it is the best work we have seen.”—San Francisco Chronicle. Cloth, illustrated. By mail, postpaid, for 76 cents. THE ELECTRICAL OUTFIT. For the convenience of those who cannot readily obtain the different pieces of apparatus mentioned in the book, the publishers havs prepared an ELECTRICAL OUTFIT, comprising most of the articles used in performing the experiments described, which they will send by mail, securely boxed and postpaid, for $1.50. Address Charles E. Merrill & Co., 743 Broadway, N.Y. STUDENTS ¥ X¥ Desiring to enter the ~===College for the Training of Teachers in the Autumn of 1889, should make application now, if aid is desired from the Scholarship Fund. Address, giving all particulars, NICHOLAS MURRAY BUTLER, Ph.D, President, 9 University Place, New York City. oe — a Vea) —_. CROSBY'S VITALIZED PHOSPHITES From the Nerve-giving Principles of the Ox~brain and the Embryo of the Wheat and Oat. For twenty years has been the standard remedy with physicians who best treat nervous and mental diseases. It aids in the bodily, and wonderfully in the mental, growth of children. There is nothing that so well de- velops the growth and regularity of the teeth and assures sound and wholesome teeth for after life. For the cure of nervousness and brain-fatigue, nervous dyspepsia and sleeplessness, it has been used and recommended by Bishop Potter, Bishop Stevens, President Mark Hopkins, Professor J. C. Draper, Sinclair Tousey, Bismarck, Glad- stone, and thousands of the world’s best brain-workers. It is a Vital Phosphite and not a Laboratory Phosphate. "6 W260 81,1. For se by Drugs, or sn y ma $1 rsfords ACID PEIOSPH ATE, (LIQUID.) A preparation of the phosphates that is readily assimilated by the system. Especially recommended for Dyspepsia, Mental and Physi- cal Exhaustion, Indigestion, Headache, Nervousness, Wake- fulness, Impaired Vitality, etc. Prescribed and endorsed by Physicians of all schools. It combines well with such stimulants as are necessary to take. It makes a delicious drink with water and sugar only. For sale by all druggists. Pamphlet Free. RUMFORD CHEMICAL WORKS, - - PROVIDENCE, R. I. Be sure the word HORSFORD'S ” is printed on the label. All others are spurious. Never sold in bulk. sa BEWARE OF IMITATIONS. of MONOGRAPHS OF THE INDUSTRIAL EDUCATION ASSOCIATION —————— Six NumBers 4 YEAR PRICE, $1.00 A YEAR. Entered at the P Vou. IL. No. 2. | tered at the Pott Oe ster ™* |} WaoLE No. 8. MaNuAL TRAINING IN ELEMENTARY SCHOOLS FOR BOYS BY A. SLUYS, Director of the Normal School, Brussels, Belgium. I t— roar w © : J & < 1 Bila =A . aA» by a Ra = EDITED BY NICHOLAS MURRAY BUTLER, Ph.D, President of the Industrial Education Association. NEW YORK. INDUSTRIAL EDUCATION ASSOCIATION. MARCH, 1889. Twenty Cents. I i i on i i is ha EET | EDUCATIONAL: MONOGRAPHS Published under the auspices of the INDUSTRIAL EDUCATION ASSOCIATION, of New York, and written by the foremost Educators and Public School Workers, both in this country and abroad, furnishes 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 will appear each year, and the subscription price will be fixed at the extremely low price of $1.00 per annum. The following have appeared :. 1. A Plea for the Training of the Hand, by D. C. Gruman, LL.D., Presi- dent of Johns Hopkins University. —Manual Training and the Public School, by H. H. BeLrieLp, Ph.D., Director of the Chicago Manual raining Sehool, 2 bp. ii « For the student or teacher who 18 makin i of the Educational Monograph Series is DE a a A ie Jl wipes —Science. I1. Education in Bavaria, by Siz Pair Maenus, Director:of:the City and Guilds ofi Londen Institute. 111. Physical and Industrial Training of Criminals, by Dr. H. D. WEy, of State Reformatory, Elmira, N. Y. IV. Mark Hopkins, Teacher, by Pror. LEVERETT W. Spring, of Williams College. Vv. Historical Aspects of Education, by Oscar BROWNING, M. A, of King’s College, Cambridge. VI. The Sl6jd in the Service of the ‘School, .by, Dr. OrT0' SALOMON; Director of the Normal School ‘at Nais, Sweden. VIL-VIII. Manual Training in Elementary Schools for Boys, by Pro¥. A. SLuys, of the Normal School, Brussels. The following are nearly ready : The Teaching of History, by Dr. EDWARD CHANNING, of Harvard Univer- sity. Objections to Manual Training, by. Cor. Francis W. Parker, of Cook Co. (Ill), Normal School. Extent of the Manual Training Field, by Pror. C: M. Woopwarp, of Washington University, St. Louis. Graphic Methods in Teaching, by CHARLES BARNARD, EsqQ., of Chau- tanqua T. C. C. Elementary Science in Schools, by Pror. W. LanT CARPENTER, of London. The Jewish Theory of Education, by Pror. HENRY M. LEIPzIGER, Direct- or of the Hebrew Technical Institute. Domestic Science in the Schools, by Mgzs. Emma P. Ewing, of Purdue University. The Science of Cooking as a Factor in Rublic Education, by Mzs. Ertex H. Ricuarps, of Mass. Institute of Technology. Monographs will also be written by PROF. FRIEDRICH PAULSEN, of the University of Berlin; Dr. E. HANNAK, of Vienna; PROF. A. SALICIS, of Paris; PRESIDENT W. P. JOHNSTON, of Tulane University ; SUPERINTENDENT JAMES MACALISTER, of Phila- delphia ; SUPERINTENDENT J OHN E. BRADLEY, of Minneapolis, and others. Leaflets are also issued from time to time, giving information on specific educational topics. The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2-cent stamp. Superintendents and others ordering a quantity are offered a liberal discount. The payment of 50 cents will entitle any person to receive all the Leaflets that may be issued for one year. They will be sent by mail promptly as issued. For Monographs or Leaflets, address, enclosing postal note or money order, payable to the Industrial Education Association. One and two-cent stamps may also be sent. Registrar of the College for the Training of Teachers. 9 University Place, New York City. NEW YORK COLLEGE FOR THEE TRAINING OF TEACHERS, O UNIVERSITY PLACE, Mar.19th, 1890. pear Sir:® Your attention is respect fully called to a copy of a recent issue in the series of educational * Monographs ,* published by this Col- jege, which has been sent you by this mail. Kind’ >» 1y deposit the same in your Library or Reading Room for the use of your faculty and students. Should your examination of this and other numbers of the series convince you of their value we€ should be glad to receive your subscription for the “same . ot the rate of one dollar ($1.00) per annum. . " Yours truly, i. ‘New York College for the Training of Teachers. - EDUCATIONAL: : MONOGRAPHS Published under the auspices of the INDUSTRIAL EDUCATION ASSOCIATION, of New York, and written by the foremost Educators and Public School Workers, both in this country and abroad, furnishes a series of papers to teachers on the Educational Questions of the Day. ..The papers are concise, clear and comprehensive, especial prominence ‘being given tothe Manual Training Movement. Six Monographs will appear each year, and the subscription price will be fixed at the extremely low price of $1.00 per annum. The following have appeared :. .. 1. 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 ~ Schaol, sby, H. H. BeLrierp;-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 lne Educational Monograph Series is the best possible introduction to the subject.” 11. Education: in. Bavaria, by Siz PaiLir MacNUSs, Direetoriofirthe City and Guilds éfiLonden Institute. : 111. Physical and Industrial Training of Criminals, by Dx H. D. WEy, of State Reformatory, Elmira, N. Y. Iv. Mark Hopkins, Teacher, by Pror. Levererr W. Spring, of Williams ollege. : V. Historical Aspects of Education, by Oscar BROWNING, M. A, of King’s College, Cambridge. V1. The Sl6jd in-the Service: of: the School; :by, P=. QrTo * SALOMONy Director ef the Normal School 'at Nis, Sweden. . VII.-VIII. Manual Training in Elementary Schools for Boys, by Pro¥. A. Stuys, of the Normal School, Brussels. The following are nearly ready : The Teaching of History, by Dr. EDWARD CuanNiNG, of Harvard Univer- sity. Objections to Manual Training, iby. Cor.. Francis W. Parker, of Cook Co. (Ill), Normal School. Extent of the Manual Training Field, by Pnor.- ©: M. Woopwarp, of Washington University, St. Louis. Graphic Methods in Teaching, by CmartEs BarNarp, Esq. of Chau- tanqua T. C. C. Elementary Science in Schools, by Pros: W. LaNT CARPENTER, of London. The Jewish Theory of Education, by Pror. Henry M. Lerezices, Direct- or of the Hebrew Technical Institute. : Domestic Science in the Schools, by Mags. Emma P. Ewing, of Purdue University. : The Science of Cooking as a Factor in Rublic Education, by Mss. Evrrex H. RicHaRDS, of Mass. Institute of Technology. Monographs will also be written by PROF. FRIEDRICH: PAULSEN, of the University of Berlin ; Dr. E. HANNAK, of Vienna; PROF. A. SALICIS, of Paris; P ENT W. P. JOHNSTON, of Tulane Universi ERINTENDENT JAMES MACALISTER, of Phila- 0 ; S delphia ; SUPERINTENDENT Souk E. BRADLEY, of Min Delis, and others. Leaflets are also issued from time to time, giving info on on specific educational topics. The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2-cent stamp. Superintendents and others ordering a quantity are offered a liberal unt. The payment of 50 cents will en tle any person to receive all the Leaflets that may be issued for one year. They will be sent by mail promptly as issued. For Monographs or Yeatlots, address, enclosing postal note or money order, payable to the Industrial Education Association. One and two-cent stamps may also be sent. Registrar of the College for the Training of Teachers. 9 University Place, New York City. NEW YORK COLLEGE FOR THE TRAINING OF TEACHERS, O UNIVERSITY PLACE, Mar.19th, 1890. pear Sir:® : . Your attention is respect fully called to a copy of a recent issue in the series of . educational * Monographs, published by this Col~ jege, which has been sent you by this mail. Kind’ > 1y deposit the same in your Library or Reading Room for the use of your faculty and students. Should your examination of this and other numbers of the series convince you of their value we should be glad to receive your subscription for the “same at the rate of one dollar ($1.00) per annum. . . " Yours truly, Le “New York College for the Training ‘of Teachers. - Be MONOGRAPHS OF THE INDUSTRIAL EDUCATION ASSOCIATION Six NUMBERS A YEAR. PRICE, $1.00 A YEAR. Yor. IL No. 92. ! Eutered at the Post Office at New York } WHOLE No. 8. City as second class matter. MANUAL [RAINING IN ELEMENTARY SCHOOLS FOR BOYS BY A. SLUYS, Director of the Normal School, Brussels, Belgium. PART 1I EDITED BY NICHOLAS MURRAY BUTLER, Ph.D, President of the Industrial Education Association. NEW YORK. InpusTRIAL EDpUCATION ASSOCIATION. MARCH, 1889. Twenty Cents. ikabvins ainibaetosn ER ee A sac pst Copyright, 1889, BY Industrial Education Association. Manual Training in Elementary Schools for Boys. Vv. THE METHOD OF NAAS. If we call that met/iod which is a rational and systematic progress towards a well-defined object, manual training in the school at Naas constitutes a method indeed, and one that possesses an unquestionable claim to originality. Nothing in this system is left to chance. It is the result of experiments covering many years, with the constant desire of giving practical form and efficiency to primary instruc- tion in manual work. M. Salomon is in favor of the mod- ern conception of the common school, and has endeavored to be faithful to the fundamental principles of the science of education concerning which there has been little ground of difference since Montaigne, Coménius, Rousseau, Pesta- lozzi and Froebel. We will give a résumé of his lectures on the principal question which this broad theme has opened. I.—The Necessity and the Aim of Manual Training in the Primary School. We know by experience that a child has a natural ten- dency to activity. It manifests it from the time it begins to be able to use its members ; it likes to exercise its feeble efforts upon every object it can grasp ; it takes such as are 40 Manual Training mn [4 brought to it, or are near to it, an them and breaks them, not in a spirit of destructiveness, but from pure necessity of action; and because of the im- pulse of that instinctive curiosity which is the ultimate starting point for every mental acquisition. The educator is to join forces with this tendency, and direct the child’s development. The actual programme of primary instruc- tion has never taken this sufficiently into account. The lessons are almost all of a theoretical character, and appeal to the mind only. The hand, that admirable instrument, designed to give to thought its concrete form, has not been the object of special training in the primary school. Writ- ing and drawing are the only branches which have called for its aid ; but these can only develop it incompletely ; and they do not give to i its application in the exercise of ever arts, and in the various exigencies of practical life. Gymnas- tics proper can no longer be regarded as sufficient for the purpose ; they strengthen the muscles, but do not increase manual dexterity. That child's education is imperfect which has only taught it to think, or has only furnished its mind with ideas. It must develop all its faculties, includ- ing manual dexterity. It is not essential to give to a child an exclusively literary or scientific training, but it is essen- tial to fit him for the arts, trades and industries, that is to initiate him in all the forms of human enterprise. General manual dexterity can only be developed in work that re- quires systematic handling of numerous tools. The ques- tion of teaching trades in the public schools can never be raised ; this would diverge widely from the true object, which is the integral and harmonious cultivation of the faculties. On the same grounds that arithmetic, geometric forms, writing, drawing, etc., are not specially or solely in- tended as preparation for the professions of engineers, officers of the State, or artists, manual training does not make it necessary that its pupils should become turners, d handles them, throws t the general aptitude which finds y vocation, of all the 5] Elementary Schools for Boys ys. 41 joiners and blacksmiths. It is objected that th i A the primary schools. This is ne on ion lit certain that there is included no serio rk. us yy ow, any differs essentially from intel- cil fe atter has a very great value, but the LE cies ii oe necessity, and does not feel its worth , edi i y the motive of a love of study, and also this aire hie st he Object to be gained, and, losing sight On the thee et mainly because he is compelled to hI Betas é n , manual training attracts and pleires il Sea ithe finds food for the imperious need i i i eres in the nature of its being ; it also enjoy them. I i bot its efforts, and can appreciate and gate a void hee a a boy learasite conf sys no : d em, he does no i Gilly of is fr but he construct bench or a bo on oe i! be ore his mind the object to be gained and sense ie b os With the model, with an appreciative Sens hig Jane Ww ell or ill done. Hence we observe that DE logit 1 iene pleased with the training in the BAe a with that of the class-room. It is on these Greater a Tay ity affirm that manual training has Py loan) value than that which is purely intel- Love or he in a high degree a taste for work and a ha Sm ; occupation, Manual training has iin hi ie it is equally important to observe. It very great and A the pupil that material work has a ey J Poon value ; it inspires in him a respect’ nu iscourages the contempt in which itis t Ss 1eld by the children of the poorer class Tho ns of instruction in manual training in he ng 2 Seaman of he causes of the deser- AR g workmen and peasants. It boy, who during SY I pend al spnematg : for the en exercised in manual 42 Manual Training in [6 work at school, acquires much more rapidly all the prac- tical secrets of any trade. But manual training is essential for all pupils, even those who are not to follow a trade. Not to develop manual dexterity is to deprive children of an aptitude that is of great importance in all practical life, and a source of wholesome diversion ; it is to act with as little discernment as though one were to cultivate the mem- ory alone and neglect every other intellectual faculty. The child who has had the discipline of the work-shop acquires habits of order and precision. His desire, as all experience _ proves, is to construct the object in the best manner, and this desire increases with acquired skill. Comparing his work with his model, he calculates the progress that he makes, and gradually corrects his own errors. These two habits, thus formed, influence all his other school work. Every instructor knows that attention is the indispensable condition of successful study ; the mind, if distracted, gains nothing. Without attention there are no ideas, no reflec- t of the mind. Mechanical work com- There are trades which require constant concentration of the mind upon the work, and which fix the habit of attention. Working with the substance gives, moreover, more clear perception of form and dimensions; it is intuitive in the highest degree. Well-directed manual occupations sharpen the sense of vision, develop the faculties of attention, intui- tion and reflection, and exercise the mind in their combi- When the choice of models is made wisely it and prevents its tion, no developmen pels attention which thus becomes habitual. nation. awakens in the pupil the aesthetic sense, it teaches how to give to matter a correct form and one properly related to the purpose for which the object is designed. In ordinary lessons pupils remain at their desks many hours. This sitting position is bad; it enfeebles the body, and in this way reacts upon the mind. Gymnastic exercise in schools has its reason for being, in the need of preserving the organic equilibrium. Itincreases being corrupted ; 7] Elementary Schools for Boys. 43 wi functional energy, and, through this, the moral. Man- ua ni produce similar effects, if they are so chosen as to require the pupil to stand at his work and exercise Tigo We have often heard a wish expressed in Ye o that manual training might be introduced into the W ools of intermediate and higher grades to counteract the e 2 upon the student of too close mental work 18 t is alarming when we consider the disastrous conse- Tienes which often result from application to the pre- Yori ed course of study for those who are to adopt liberal frofnions Dusing twenty years of their life they exhaust us and muscular force by int i i y y intense intellectual Sn A isnenty to mental aberration, to softening of , and to nervous disease, is the g i : : rowing special exclusive studies,” says M. Linon 16 Jaa recommends manual work as an excellent means of ro poling eres functions of the physical organism for ose who do not belong to the cla ; ss of manual workers Se the Important general considerations which o- aracterize the work of manual traini : : raining from th pedagogic point of view. W : : ! ‘ e i i Wl sum them up in saying that ‘ (1) big the child may acquire general manual dexter- 2 i ) To awaken in him the habit and love of work 1 Spromnote Sponiaaety and originality. (4) To con at order and correctness are i Vi. essential elements hig 2 o develop the faculties of attention and ‘ o make the child earnest pau : and persever- ’ 5 9) To waken the asthetic feeling without allowing is seme perverted or exaggerated. (8) To neutralize aneful influence of intellectual studies and the sedent- ary position maintained in pu study hours, upon the general 156 In some intermedi : : 1 t I ! i ate and higher grades of schools in Sweden manual raining as 16 Le Travail Manuel. Manual Training in [8 JI. —Choice of Manual Occupations. The choice of manual work to be made use of in primary schools in order to confer the most complete educational benefit, such as we have endeavored to explain, is no trivial affair. It must include many conditions bearing upon the general question—conditions rarely found united in many of the trades. Rousseau lays great stress upon this point in Emile, in some considerations which we shall take pains to bring forward because of their essential bearing upon results. He rejects from the outset *‘every sedentary and house- hold occupation which effeminates and weakens the body.” Occupations of this kind neither attract nor suit children. What is true for Emile, who is trained for high life, and never * fastened to his books,” is for strong reasons true for our children, whom the necessities of public instruction compel to remain seated for hours at a desk. We must then first eliminate certain trades—for instance, that of the tailor—which cannot develop the general energy of the body. Then, he says: “I forbid for my pupil all unwholesome trades.” It is useless to dwell upon this point. Bakery and many others enter into this list. Moreover, we must consider appropriateness. I would not make of your son a joiner, or a blacksmith ; I would not like to see him at the forge in the character of a Cyclops ; neither would I make of him a mason, still less a shoemaker. All trades must be practiced, but whoever can choose should have regard to neatness, for this is not a matter of opinion, but one which feeling must decide.” Almost all children have too great a propensity to neglect the demands of neatness, and to soil themselves with delib- erate purpose. Education should tend to overcome this propensity, for neatness is not only essential from the hygienic point of view—it is almost a virtue, and acts strongly upon the morals. When we see children neg- 9] Elementary Schools for Boys. 45 lected, unwashed, unkempt, and with clothing soiled and torn, we may be sure that in the family and the school the spirit of order does not exist, and that neglect of duty is the rule. «1 should not like those stupid trades where the men listlessly and automatically employ their hands at the same round of work, such as weavers and stone-cutters ; of what service are such occupations to men of mind? It is one machine grinding another.” Trades of this sort are not suited to primary schools ; they call for little manual skill, and deaden the intelligence rather than stimulate it. We must exclude all professions which demand only restrained movement, which incline to be automatic, and especially those in which the work being done by ma- chinery the duty of the workman is simply to put the material in place, and withdraw it when it is transformed ; for such work has no sort of educational value ; it does not hold attention nor reflection to the task, nor procure any satisfaction to the child, who is reduced by it to a mere mechanical over-sight.” The division of work, which is carried to an extreme in modern industry, has crowded the professions in which the workman is no longer a veritable artisan transforming the primary substance into works complete of themselves, and bearing the stamp of his individuality. It is true that this principle of the division of labor is excellent from the economical point, since it produces at a cheap rate a great many useful objects. But it is false to pretend that the ex- treme division of labor is favorable to intellectual growth in the workman, because of its leaving him free to think of other things during the time that his hands engage in simple movements ; too simple, always the same, and never demanding of him that he should think about them. In reality, machine work promotes stupidity, and trans- forms the workman himself into a machine unless he be exceptionally endowed. The child, as we have already 46 Manual Training in [10 remarked, can find satisfaction only in such work as clearly reveals to him its purpose and value. To direct him to construct an object which is to pass through the hands of several others in order to be finished, is invariably to create in him a disgust for the work. Under such conditions the responsibility is divided ; of what importance is it to the pupil that the work be well done ? Itis going to be taken by another, who will do with it as he wishes ; as for him, he ends his task, be it good or bad; what direct interest has he in doing it in the best manner possible ? If the fin- ished object is defective, he is little concerned about it; it is not his work. At school it is essential to impose upon the child the task of giving to raw material a definite form, in which no other person has assisted, that he may lay per- sonal claim to it as his work, and one for which he is en- tirely responsible. The trade to be chosen must, then, be such as demands no division of labor, and this considerably limits the choice. It is sufficient to point briefly to the necessity of giv- ing to children only such occupations as are in propor- tion to their physical strength. If they demand too vio- lent or fatiguing effort, they debilitate and exhaust them ; but if they are too easy and excite no sustained attention, or do not present ever increasing difficulties of execution, they do not exercise the faculties sufficiently, do not pro- mote bodily health, and will not form habits of persevering effort. On the other hand, the exercises should consist of an inductive series, gradually increasing in difficulty of exe- cution, exciting energy, demanding more and more atten- tion, so that each effort may be a little more difficult than that which preceded it, and so prepare for the work which is to follow. This is the necessary condition for cultivating emulation, zeal and perseverance, and insuring constant progress on the part of the pupil. The nature of the objects to be manufactured by the 11] Elementary Schools for Boys. 47 children is also important. It touches considerations of a high order, which at first sight do not appear, and in con- nection with which we are about to make some suggestions. At Nais, every work of luxury, of pure fancy, or for mere ornament, is prohibited ; the method only includes the construction of useful objects which can be employed in the families of the children attending the school. Their nature is determined by the social position of the parents of the pupils ; they belong generally to the farming or working class, as do the great majority of those in other places who go to the public schools. Such an object, while useful in the home of a rich citizen, would be out of place in the humble lodging of a workman or peasant. For these last everything was a luxury which has no direct value in the housekeeping. But we have in view the edu- cation of the children of the most numerous social class, that which lives by manual labor. It is in the highest degree important not to cultivate in them a taste for frivol- ities and useless things. The time they spend at school is too short, the practical necessities of life too imperious, for us to rationally think of teaching them to construct objects of mere ornament. Besides, this question has a moral aspect which should engage our attention. Experience proves that children who have been altogether taught con- struction of objects of luxury feel afterwards a strong dis- like for making useful and indispensable ones. Hence young girls who have begun with embroidery and work of that description, will be more disinclined to engage in the housekeeping cares, mending of garments, making of shirts and everything which they consider unworthy their atten- tion. In the same way most boys after being assigned to the making of objects of ornament, such as boxes, frames and other things of questionable choice, cut from wood and card-board, show a disdain for more serious work. There are formed in their minds, unconsciously, false notions con- cerning the object and the dignity of work ; they come to 48 : Manual Training in [12 look upon heavier tasks as unworthy of their efforts and distinct from what they consider noble work, whereas it is desirable to penetrate their minds at the earliest possible period with this profound moral principle, that all useful work confers honor upon those who do it. We insist upon the importance of this principle, because in highly civilized countries many children of workmen and peasants show a strong tendency to despise manual labor, aspire to abandon the condition of their parents and to embrace professions that they consider much superior, such as clerkships in mercantile houses or public offices. In organizing manual training in a school for the people, and in excluding from it wholly such occupations as have no other object but luxury or ornament, we shall inspire the children with a respect and liking for the useful occu- pations followed by their parents. We think that the prin- ciple laid down in the above should also be applied to schools frequented by those in easy circumstances. They have already too much inclination in these modern times to occupy their attention with futile objects, and to attach to them a merit that they by no means deserve. In having them perform useful work we may counteract, in a certain degree the bad effects of an ill-directed home-edu- cation. We are asked if it is not proper to teach children to make toys. This kind of work has been condemned at Niis for many reasons. First, the instruction given in Slojd is to children from ten to fifteen, sons of peasants or working-men ; they have a life before them for which they must be prepared; the making of things so trivial and transient as toys is not consistent with such an object. Then, too, toys at this age only give a brief satisfaction. Children find no more pleasure in making them than in the useful articles to be given to their parents, and which serve useful purposes in their homes. Parents do not value the toys, while they do prize the useful articles. When the child brings from school an object of this kind, 13] Elementary Schools for Boys. 49 they show satisfaction and congratulate and encourage the little worker. The object is at once utilized, and they make use of it with a pleasure that is ever new. The toy falls short of that general satisfaction which is to the child a lively stimulant. At first, in the Nads school, they did cause the children to construct mere objects of ornament, and toys; but the parents showed themselves quite averse to this kind of work; they said it was to their children a loss of precious time; it became necessary to pay them fifty-six centimes a day to engage them to send their chil- dren to the Slojd. After this experience, objects having no practical utility were entirely suppressed, and from that time the parents have taken pleasure in seeing their chil- dren pursuing the course of manual training. At the Teachers’ Convention held at Upsal in 1883, this subject was under discussion, and the views of M. Salomon concerning the nature of objects in the course of the Sl6jd was almost unanimously approved. Hence we may affirm that the Slojd is thus deeply rooted in Swedish soil be- cause of its utilitarian character, and has been for this reason commended to the mass of people; while its prin- ciples are in strict conformity with those of a serious education. Here, then, Rousseau was right: “I wish above all that Emile should learn a trade. A reputable trade at least, do you say? What does the word mean? Is not every trade that is useful to the public, respectable? I do not wish him to be an embroiderer, a gilder or var- nisher like the gentleman of Locke, I prefer that he should build highways rather than make flowers on porcelain. So returning to the first expression, let us choose a respecta- ble trade, but let us ever remember that there is no respectability without utility.”1? In manual work the construction of objects should tend to develop the aesthetic feeling by their pure forms. This theory is not in contradiction to those which prohibit 17 Rousseau, Emile, Book III. A SAE rr a = ak RE 50 Manual Training in [14 objects of mere ornament or luxury. Useful household objects are capable of a certain degree of good taste when constructed exactly, correctly, and with neatness. It is not in superfluous ornament that we find true beauty. It has been said with reason that “the beautiful is the splen- dor of the true.” Ornamentation in excess shows the de- cadence of art. One may safely assert this in regard to many modern conceptions, artistic so called, such as monu- ments, marbles etc. We must guard against this carefully in primary education in general, and particularly in manual training. True beauty consists In that harmony and sym- metry, which provides that everything be perfectly adapted to its use, that it occupy exactly the necessary space, so that there be none too much or too little, all parts being balanced and sustained by unity. Every useful object, however common it may be, may illustrate by its structure, either vulgarity or good taste. So in the composition of a series of models, we should consider first of all their utility from the point of view of the social condition of the PY. but give to them always the most elegant form possi e. In this way the Sléjd may have a truly educating iniience Not only will it develop the skill of the hand, but the exactness of the eye, and it will gratify the sense of the beautiful while it will prevent it fon misleading, corrupt- ing dominating too exclusively. oh ee the ais which have guided M. Otto Salomon in the choice of trades to be introduced into the primary school. We make a complete review of them when we say that the manual occupations of the primary school are to answer the following conditions : : 1st. To exercise as completely as possible manual skill. ond. To fix the attention and awaken the intelligence. 3rd. To give habits of order, exactness and neatness. . 4th. To limit the construction of objects to those o neral utility. : Rn To develop the aesthetic feeling without exagger- ating or perverting it. 15] Elementary Schools for Boys. 5 6th. To undertake the construction of complete objects, to be finished without division of labor. 7th. The work to be in proportion to the physical strength of the children. 8th. To be wholesome, to develop general strength and to be carried on as far as possible in the standing position. oth. To present a progressive series, that is, graduated according to the difficulties of execution. In schools of primary manual work, the choice of the means has generally been limited to the following : Work in iron at the forge—locksmithing. In straw and rushes—basket-making. In paper, card-board—book-binding. In wood—turning, carving, carpentering and coopers’ work. The following table indicates succinctly, for each one of these means, which of the conditions above mentioned, it fulfills : General Manual Skill. Attention Intelligence. Order Correctness. General Utility. Hsthetic Feeling. No Division of Work. Develops Gen- eral Strength. Adapted to Phys. - Strength of Progressive Series. Work in Iron Little Basket-making { Yes Book-binding......... Card-board Work Work in Wood Wood Carving. *eserss Wood Turning. ...... OBSERVATIONS ON THE TABLE. 1. Work in Iron.—The labor with the hammer and saw increases the vigor of the arm, but does not exercise the hand in any variety of directions ; it rather dulls it. The 52 Manual Training in [16 apprenticeship is hard and long ; the intelligence is only roused with him who already knows the trade well ; the beginner works without requiring its being called into action ; work with the saw is too mechanical ; the smith’s hammer is too heavy for a child to handle ; objects which can be made by pupils from 10 to 14 years, are rarely of immediate use in the household ; forms are too slightly varied to cultivate the sense of the beautiful. ». Basket-making.—The fingers only are efficiently trained, the scant supply of tools forbids variety of move- ment ; children cannot complete a basket from the begin- ning ; the rim is too difficult of construction; the teacher is obliged to intervene and finish the child's work; large baskets demand efforts that children cannot make; the work is done in a sitting position and does not develop the general bodily vigor. 3. Book-binding.—The general and direct value of this trade, in relation to the child and his family, is very limited ; children are rarely able to bind a book correctly ; at Gothembourg it was said that only 3 per cent. of 66 pupils succeeded in producing satisfactory results. A progressive series of book-binding is possible, but it is very limited. 4. Card-board work.—This work answers to all sorts of conditions, but is scarcely favorable to the development of health; it has slight application to practical purposes; it promotes the skill of the fingers only and not of the hand in general. 5. Work in wood is more favorable. Rousseau well understood this: “All considered,” he says, ‘‘ the trade I should prefer my child to choose, would be that of the joiner. It is neat, it is useful, it can be practised in the home, it keeps the body in tolerably good condition ; it exacts skill and readiness from the workman, and in that kind of work in favor of which usefulness decides, while elegance and taste are not excluded.” It is to this conclu- iW 17] Elementary Schools Jot Bays... - J "83 sion that they have come at Nass. The SIojd there in- cludes the making of a hundred objects of wood. It is not joiner’s work, properly speaking: it is a combination of carpentering, cooperage, turning and carving. There are 46 tools. The list will be found with appendix. (See p. 50.) They comprise the usual joiner’s tools, besides the knife, the wabstrinque, a curved knife, which is used to carve spoons ; the chisels and gouges of a turner, and the turning lathe. The knife, which is unknown to joiner’s work properly so-called, is very much used in the Sl&jd The Swedish peasants use it to carve a multitude of dbjects in wood and their children are long accustomed to the use of this instrument, before entering school. They profit by this preliminary acquisition, as the knife is often used in the manufacture of the objects in the series. Carving and turner’s work however, occupy but a limited place in this method ; they do not answer the requisite conditions. Carving is done in a sitting position, and exacts slight movement of the hand. The time is, moreover, too short to give any number of special exercises in carving. Yet there is a sufficient quantity of it done to give to a few objects a certain artistic value by a very simple orna- mentation. The turner’'s work is always difficult and not without danger ; besides it calls for a one-sided effort; we cannot therefore give to it a prominent place in schools work. In a word, wood-work, without carving or turning is sufficient, to attain the general result sought. Token together, the exercises of the Slojd give opportunity for the handling of all the tools employed in wood-work, and for all the necessary manipulations peculiar to work of this class. When they have executed the hundred models, we may say that the pedagogical object of the work is attained; they have acquired the general manual dexterity which finds such frequent application in practical life, and what- ever manual occupation they may choose, their appren- ticeship in it will be more rapid and they are prepared for 54 Manual Training in [18 the successful practice of many trades. The objects made by the pupils are neither polished nor colored. Experience proves that children from 10 to I5 years of age do not generally succeed well in applying color or polish to wood. Another more important reason militates in favor of prohibiting this. The child has a natural propensity to conceal the defects of his work, and he may succeed by the application of this paint or polish in giving a presenta- ble outside appearance to an object whose merit is doubtful. He thus acquires the habit of not doing his work consci- entiously, and of attaching more importance to what appears than to what is. If the objects are to be wrought in wood without the intervention of special means to give them a deceptive appearance, he will give his whole atten- tion to the details and strive to render them perfect. He will also see all the defects of his work and gradually correct them. Besides, it is not true that an object is more beau- tiful for being painted or polished ; it should be beautiful through its form and because of correct execution. It has been urged that polish clean; for this very reason it is advisable to dispense with it, thereby habituating the children to keep the objects which they construct in the greatest possible degree of cleanliness. Pupils can use in their work but a limited quantity of raw material. It is a principle of economy that they should learn to use it in the workshop, and this habit should be formed at an early age. This raw mate- rial is exclusively wood, because it has been shown that work of this sort is most available for the purpose; also because it is an ordinary material, easy to obtain, and in short, because in general education, it is well, as far as is consistent, to limit expenditures, to render simple and maintain the unity of the material. In the series of a hun- dred models at Naas, a few objects only require the use of any other material, such as nails, tacks and hinges, but even these are used in carpentry. . tends to keep the household article 19] Elementary Schools for Boys. 55 The pupils learn the uses of the different kinds of wood hard and soft. They are inclined to think at frst that : ft wood yields more readily to the action of tools; but Hi tice proves that in many cases it is easier to work in at wood. The uses to which certain objects are dev oo render hard wood necessary; for others soft wo i required. The use of different kinds of wood ent of gradation in the difficulty of the work. The ton oe 0 ber of objects have their reason for being in the nec hs of sustaining the interest of the child in the work “We have already said this many times, and we do not host re to repeat how important the principle is. The child ey has to construct a number of experimental objects he ever they may be, becomes wearied, works without enth : siasm, makes no progress. One observes in the Nis seri objects of the same kind : many spoons, many boxes rs boot-jacks, many plain rulers; but they do not et succession, and they are made to present different de re of difficulty to the pupil without his passing directl rs one to the other. We also insist upon gradation in ig Slsjd.. It is a general principle of pedagogy, that alli : struction should advance from the easy to the diffi from the simple to the complex. This principle is observed in the Nidis method. This may not be re 7 obvious to those who see the models exposed in the wy ) museum. This was our own first impression. But ; copied the work, and in a few weeks we had CONSHE ip thirty of the models in their order ; hence, we can oe : with scientific certainty, that the aadation not only re lly exists, but that it could scarcely be improved upon or x Semis moreover, that this series, as we hve already y ids not the product of a mere theory—almost always Seti when it concerns material things—but it is the a 9 long and patient experience. M. Otto Salomon a is leg M. Johanson, tried many hundreds of els before fixing upon this series. The gradation is 56 Manual Training in [20 accomplished now by the use of a new tool, again, by an- other style of manipulating a tool that has already been used, caused either by the nature of the wood, as to its being soft or hard, or by giving the objects a larger size, or by different grouping, or by use of the turning-lathe or carver's tools. The pupil who has executed the first twenty-five numbers would not be prepared to undertake at once, the fiftieth in the course, the intermediate work being strictly necessary. There is no break found in it. The child who goes through the course regularly, never finds himself in the presence of an insurmountable diffi- culty. He begins without hesitancy, for the first efforts are designed to be simple and easy. From the first lesson of the Slojd, he sees his efforts end with a good result, which encourages him and stimulates his zeal. He aspires continually to execute the most difficult models, and he is from day to day, more convinced of his ability to ‘do it. In the description that we have given of a lesson in Slojd, we have minimized the part of the instructor. We start from the principle that the child's development should pro- ceed by his own spontaneous effort, so that he may learn to make use of his powers, and to conquer alone the diffi- culties and problems which present themselves. It is the application in teaching of the principle of self-help that makes men original and energetic. The teacher will not reach this result by simply imparting his own knowledge to his pupils, by aiding them directly in their efforts, by undertaking himself the more difficult parts of the model, or by giving the final touch to a pupil's work. In the Naas system, the child begins and completes his work un- aided, and he can do this because of the perfect gradation. The instructor shows how the tool should be handled in this or that case, but does not make his demonstration on the object in progress. This being furnished, he submits it to a comparison with the model, again sets forth its de- fects, which if possible, are at once corrected by tie pupil ; 21] Elementary Schools for Boys. 57 if they cannot be rectified, the teacher breaks the piece, it is cast aside, and the pupil begins over again. When oh child has finished his model correctly, he takes it Nr with him; it is his work; nobody else has contributed od it : he can show it with pride, for he has applied his intel- ligence and activity to a useful thing which will be received with satisfaction by his parents. The modest homes of tl peasants of Niis are thus constantly enriched by the w ve of the children. Is it not an admirable arrangement hi culated to render a school truly popular, to ikroduce tte the family habits of serious industry, and to inspire ee children, at the same time, with respect for i ad love of the domestic fireside, which is the true basis of happiness and of morality? We must, however Pn one lack in this system. The pupils work aly after wooden models ; but they follow at the school a course of linear drawings ; why are they not taught to apply this drawing to their manual work? True, just as Si th Fe Slojd gives excellent results; we have said his i ote and ow we repeat it. It develops, in great degree, oa exterity, earnestness, attention and perseverance WH a love of work. But it confines the pupil too y to the production ne wvarietur of given models The child becomes an active, correct, careful and COnSch "ie worker, but he has not sufficient opportunity to fapsiop his orlginaliey; his imagination cannot take the Jost ight; he is encircled with an iron band. We besiee tat manual training would gain much as a means of ation, if it were intimately connected with the aching of design and of geometric forms. It is neces- ey ots the pupils to work not only after models, but TH Shel Ca The educational value of drawing is Ha bs ; e systematic teaching of this branch of Ta 7! i 1e mind to habits of attention; teaches it Soman yze and combine forms; gives to thought a ct, clear and exact expression: makes fertile the 58 Manual Training in [22 imagination, develops the taste and limbers the hand. In its connection with manual training, design has an im- portance which can escape no one's observation. It leads by purifying the taste and by multiplying and embellish- ing forms, to the direct application of art to industry. It is the fundamental basis of all manual occupations, which have for their object the material reproduction of forms. As it is independent of conditions foreign to form, it finds its application in all the industries, whatever the raw mate- rial which they call to their aid. This is what one per- ceives in all the trades. The tailor draws his patterns; the carpenter works after his outlines; the sculptor begins by designing the outlines of his ornamental work, which are to be reproduced in wood, stone or metal. For all the manual arts, design is the language par excellence ; it has a clearness, a precision and a conciseness which words cannot attain. In his work on The Instruction of the People, M. P. Tempels has made perfectly clear the im- portance of drawing in education. No one denies these principles; why then are they not applied in school work- shops? They tell us that this application, so evident in theory, meets with great difficulties in practice ; that chil- dren from ten to fourteen cannot draw well enough, nor sufficiently comprehend designs, to work correctly after graphic representations. To what must we attribute the slight progress generally made in drawing by pupils in primary schools? To the method, and to the small amount of time given to instruction in this branch. Draw- ing is an art which requires a variety of exercises, and their daily application. Where pupils draw but an hour or two in a week, results cannot be satisfactory; and they are altogether useless if they do not conform to a natural and progressive method. The method of the academy is no more suited to the primary schools, than is the method of the universities suited for the instruction of children in the simple ideas of grammar, geometry, history and the 23] Elementary Schools for Boys. 59 natural sciences. Here, more especially, it is essential to start with the psychological principles established b Pestalozzi and Froebel, to follow their application throu 4 the entire system of primary instruction, and to tr progressive series of designs from nature, without entering upon the domain, inaccessible to the minds of children, of plans, projections and scientific perspective. It is the ove and the hand that must be exercised in the exact percep- tion and faithful reproduction of material forms, in hi gradually from the simple to the complex. The i does not at first distinguish objects in their totality ; the relief escapes it, and it does not see the ny but rather the limits of the surfaces. The tracing of outlines is the point of departure for a system of drawing in the primary school; contours as they are, and not as they present themselves to the eye, with the deflections due to perspective. This drawing of outlines is the natural method ; watch the efforts of children left to themselves: they reproduce the outlines of the objects that they 560, i as houses, furniture, animals, etc., tracing the lines us goer thew limits without troubling themselves : Perspective drawing is for the advanced stage of instruc- tion, and can only be entered upon with success toward the close of primary studies. But linear drawing applied to plans, carvings and outlines etc. may be taught success- fully to children, as well as the more simple combinations of lines furnishing the basis for ornamentation, and it is exactly this kind of drawing which should be combined with manual training. . According to our ideas, the pro- gressive order to be followed in instruction in manual training based upon design, comprehends, first, workin after models and the concurrent reproduction of sndels re aoe Sawing; secondly, work after the models thus rawn ; ‘third, the construction of new forms, conceived and designed by the pupils and reproduced in substance. > ener me oii CEEEReg a 60 Manual Training in [24 Our experience at Nais has confirmed this opinion. The pupils have drawn on a scale of one-half the dimensions, plans and carvings of two objects that they were not fa- miliar with, and which did not form part of the series. They have at once been set at work in constructing after their own designs. The results were very satisfactory. [11 —Who shall Teach Manual Training in the Primary Schools? To those who have studied pedagogical questions there is no need of demonstrating that only that instruction which has an educational basis is effectual. Instruction and education are not two different things, but two phases of the same thing. As Herbart says, “There is no educa- tion without instruction, and we cannot understand an 1n- struction which is not educational.” But there are many per- sons,who,although they are interested in schools,do not pos- sess the necessary elements to decide the purely pedagogi- cal questions which the school raises; frequently it is the case that they employ their influence in setting forth ideas, methods and solutions, which, far from being favorable to the progress of education, are in the nature of hindrances. It is to be feared that as regards the introduction of manual training into the primary schools, erroneous ideas will spring up and find partisans in a class of people, who are in sympathy with the school, but incompetent to judge. Hence, when the question is raised in a mixed company of people who are strangers to primary instruction, the ma- jority jump at these conclusions. First, we must annex to the primary school a course of trades-apprenticeship. Second, we must entrust this teaching to good workmen. Both of these conclusions are false. We have sufficiently reviewed the character and object of manual training in the primary school, to make it unnecessary to notice the first of them. As for the second, it may be dealt with thus. The experiments of Basedow, Francke, and others 25] Elementary Schools for Boys. 61 in regard to manual training,—the educational bearing of which those illustrious teachers well understood—have failed chiefly because the instruction in this work was en- trusted to artisans, who considered the school a workshop, and treated the pupils as apprentices. We have also pointed out the failure of the method in the workshops of apprenticeship at Gothenburg, where the instruction is given by artisans. On the contrary, wherever we have seen the work of instructors, or persons pedagogically pre- pared, we have been able to testify to the superiority of their instruction. This is a question which has nothing to do with initiation of pupils in the mechanical processes of trades, but is to subject them to a systematic course of manual training, calculated to exert upon them a happy and educational influence. But the most skilful artisans at their trades are generally incapable of giving suitable instruction in manual training in a school. We say ‘in general” because there are found exceptions to the rule, choice workmen, by following a pedagogical course of manual training have sometimes succeeded in acquiring a certain aptitude for instruction, but they are very rare. The great obstacle to the introduction of this new education is not the want of money, but the difficulty of finding capable instructors. It is better to do nothing on this ground, rather than to un- dertake the effort with men who do not possess the techni- cal and pedagogical aptitude ; for in this case one is going straight towards an obstacle, which can furnish ground for the contention that manual training in the primary school is proved to be a practical impossibility. This is the real danger. It is important to avoid it. It is among primary instructors that the recruiting of teachers for this work is to be done. Those of the future are to be prepared at a normal school. To meet the present want, the only practical means consists in or- ganizing temporary courses. It is thus that they proceed 62 Manual Training in [26 in Sweden. When, in this latter country, the question was first raised of preparing teachers for instruction in the 518jd, it produced a general storm of indignant protestation. What! the primary teacher, that man endowed with a kind of moral, literary and scientific priesthood, to be leveled to the rank of a workman, and the school to be transformed into a workshop? Not a man of scholarship, conscious of his own dignity, and of that of his calling, but would feel abased to handle the plane and the saw before his pupils! Besides, the teachers already have a task sufficiently hard, and technical capacity fails them. This is the history of all innovations; we have seen the same phenomenon mani- fested in Brussels, when it was discussed whether to receive gymnastics in the schools, and more recently the teaching of geometric forms and of natural sciences. People do not, at first, well understand the need of all these proposed reforms. They lack confidence, and to resist them, they bring forward with the best faith in the world, mountains of argument a hundred times refuted! Vain efforts! Pro- gress overrules them and when reforms are at length realized, they often find support from those persons who have resisted them with the greatest energy of conviction. In Sweden the tempest is gradually subsiding. The subject was commented upon by the press, and dis- cussed in teachers’ conventions, and the first feeling of opposition vanished. They understood that there was no desire on the part of the teachers to assume the apron and blouse of the artisan and show the children how they should work with material. Honest and useful work can- not humiliate him who engages in it. True honor lies in working for the good of mankind. Have we not seen men of high position give themselves up with a pride in doing so to work in the shop, for purposes of instruction or to gain health thereby? There is the case of Louis XVI, who was a locksmith ; of Peter the Great, who became a carpenter to increase the naval power of his empire; of 27] Elementary School for Boys. 63 Maximilian of Austria, who forged arms ; of Luther, Fred- eric of Sweden and Louis XV. who were turners. Itisa well-known fact that in the royal family of Prussia every prince must learn a veritable trade, so that his education may be as complete as possible. Does not the illustrious Gladstone rest himself from the cares of State, by exercise in wood-chopping? It is true that the primary teacher has already arduous duties. He gives thirty hours of lessons weekly; there are necessary at least, a dozen hours of preparation. Add forty-eight hours for rest, and eighteen for meals, makes a total of one hundred and six hours out of the one hundred and forty-four which make up the week, Sunday not included. There remain to him thirty-eight hours, during which it is not impossible that he should take a few to prepare himself in manual training. Moreover the fatigue of this instruction will not add mate- rially to that produced by other scholastic duties ; on the contrary, work in the shop is an excellent and healthy exercise, counteracting the cerebral excitation. It seems to us just to also take account of the increase of useful work demanded of the instructor, by increasing his com- pensation. Swedish instructors, having speedily overcome their prejudices, have undertaken the new movement reso- lutely, appreciating its importance; and to-day in nearly six hundred primary schools they teach the Sléjd. In all the schools that we have visited, at Stockholm, Gothen- burg, Niais, Alingsa, Landskrona and at Skallsjd, we have ascertained that this instruction exists, not merely in offi- cial reports, but that it is practical and efficacious. The argument drawn from the lack of aptitude and preparation on the part of teachers, no longer confronts us, since many members of the educational corps have proved by their example that the necessary capacity for the Slojd can be rapidly acquired when one has the will and the courage to put himself to the work. It is not important in fact to transform the primary instructor into a skillful workman, By a 64 Manual Training in [28 perfectly at home in all the practical processes of shop- work. The object is quite different. In two temporary courses of five or six weeks each, separated by an interval of one year, the preparation of the instructor may be made, on condition that he continues to perfect himself. We have described the system of the temporary courses at Nias. That is a good model to imitate. And besides, in Belgium, experiments of this sort have been made in other branches more difficult than manual training. They have succeeded in giving to many of the teachers, by means of temporary courses, the necessary knowledge to instruct successfully in new branches added to the course, as gym- nastics, drawing and natural science. But in the future, it is to the normal school that we are to be indebted for the preparation of instructors in manual training. In a recent conference, the directors of the Swedish Normal Schools have unanimously declared that it is highly de- sirable to introduce instruction in the Sl&jd in these de- partments. Till now the Swedish Government had not taken any definite measures to this effect, but a royal order of 11th September, 1879 showed a wish to arrive at some conclusion. At the normal schools of Carlstad the Slojd has been already taught with success for several years. The experience of the normal school of Finland, where instruction in manual training has been given since 1863, also confirms this point. In 1877 M. Otto Salomon made an interesting investigation. He addressed to the 3,363 instructors of Sweden a circular containing questions relat- ing to manual training, among which were the following : 1. Do you possess a certain degree of practical knowl- edge of any form of manual training? 2. Are you disposed to teach the SIojd? 3. Will you exert your influence to introduce this instruction into the primary school ? One thousand five hundred and sixty-three instructors responded, or 46.5 per cent. To the first question, five 29] Elementary School for Boys. 65 hundred and ninety-seven (38.2 per cent.) declared them- selves already possessed of some manual technique, eight hundred and twenty (52.5 per cent.) did not possess any. One hundred and forty-six (9.3 per cent.) did not reply to the first question. To the second question, four hundred and sixty-three (29.7 per cent.) declared them- selves willing to give this instruction themselves. Seven hundred and eighty-two (50. per cent.) responded nega- tively. Three hundred and eighteen (20.4 per cent.) left the question unanswered. To the third question, one thousand and ninety (69.7 per cent.) declared themselves in favor of introducing the training into primary schools. Seventy-nine (5. per cent.) made the same declaration, but under certain conditions. Two hundred and thirty-nine (15.3 per cent.) declared themselves adverse to the proposition. One hundred and fifteen (10. per cent.) did not reply at all. These responses have an historical importance. For five years the subject of manual work has made great progress in Sweden. It is better understood. The value of this method of education is proved by experience, and one may say that to-day the large majority, if not all of the Swedish instructors, are in favor of its introduction. There are in Sweden, as in all countries, teachers to whom we cannot entrust this training because of their age, infirmities, and so on. Moreover, many classes of boys in the large cities are taught by women. (1) In Sweden there are at this time three thousand six hundred and nineteen male teachers and five hundred and fifty-nine women. At Stockholm in 1881-82 there were only fifty-nine male teachers and two hundred and sixteen female. At Gothenburg and in the smaller cities the proportion is the same. It is only in the country that the male teachers are more numerous. In these two cases, special teachers are to be entrusted with the manual train- ing who are pedagogically prepared, but in no case must 66 Manual Training in [30 workmen be allowed to teach. These results are of a kind calculated to encourage those in other countries who de- vote their efforts to the constant improvement of public instruction and notably to the introduction of manual training. IV. —The Pupils. At Nais manual training is only taught to the pupils in the higher classes of the primary school. M. Otto Salo- mon thinks however that this training should be given to all children, beginning at as early an age as possible. But he is anxious to insure the success of the reform and to establish a practical method. The work was very consid- erable and it would have presented insurmountable diffi- culties, had it not been limited. The time was not ripe for a complete organization. To formulate theoretical principles, !® and to strengthen them with solid arguments, is not difficult; the elements of such an undertaking as this exist in many enterprises ; it is enough to reunite them and to accommodate them to the circumstances of the time. It is however, very different when we propose to go out from the domain of theory to found a method governed by principles and established by practice. The wisest course then is to concentrate all our efforts upon one aspect of the question, and when we have arrived at a satisfactory solution, to complete the work already real- ized in part. It is thus that they proceeded at Nas. We may say that one of the reasons why the instruction in Slejd was rapidly adopted in the Swedish schools, was because they first introduced it only in the higher classes. The lowest age for pupils in wood-work is twelve years, but they can commence a year or two sooner ; it depends 18. In Belgium they have adopted this course. In 1884 the city government of Brussels incorporated instruction in Manual Training into its Normal School System. The program includes the exercises of the Froebel method, work in card-board, wood and modeling, in addition to the study of the history and methods of Manual Training. Moreover in 1885 and 1887 Brussels organized courses of preparatory study for teachers in this Method of Instruction. The community of Saint Gilles (& village near Brussels) established a similar course in 1385. Finally the Government has followed out this plan by organizing in 1887 a temporary course at the Normal School of Nivelles. 31] Elementary School for Boys. 67 upon the bodily strength of the pupils. We have seen in the work-shops, of the schools of Niis, of Stockholm, and other places, pupils of eleven and even ten years of n e who worked without difficulty at the work-bench In Sweden there are, on the average, for a member of the instructing corps, eighty-seven pupils, of which forty-five are boys, and forty-two girls. Of this number there are about twenty boys of twelve years old who can anderink the wood-work. An instructor can teach manual i to a group of a dozen pupils. When the number is os er, the oversight is too difficult; the children ae th tools, acquire incorrect habits in the work, and lee oo progress. It is better to begin with four or six pupils chosen from among the most intelligent and Ae “4 active, and when they have acquired a certain degree of aptitude gradually increase the number to a es ~ ordinary school numbering twenty boys of a dozen ea ; and over would comprise two sections for manual tn There may be added to it younger pupils who are a and vigorous. The best means of discipline is tem HL or positive exclusion from the work. It is Rh 2 negligent or indolent pupils and is always ie because, as experience proves, children are very fond f the occupations of the workshop. y f V.— The Place. The class-room is unsuited for wood-work, as we cannot conveniently dispose the benches and tools, and after each lesson it would be necessary to clean she floor When school-house is built it is easy to arrange for as fh room for the purpose. In those already built oy e class-room can be divided, or some room taken which ge not indispensable for general use; or the basement attic may be made available, as at Gothenburg. Bhee. wise a workshop can be constructed in the immediate vicinity of the school. In all cases the arrangements found 68 Manual Training in [32 to be satisfactory are these: there should be a Whey distance between the shop and the class-room to preven disturbance by the former during recitations. Te tangular form is most convenient; the benches ee placed perpendicular to the long side. For the ih neous work of twelve pupils, the room should be, at Hi 5.20 metres by 6 metres, or about 2.7% square meires » each pupil. When a turning lathe is among the ii ings, the room should be longer by one metre. oe height must not be less than 350 metres. The win i should be large, their openings occupying 25 to 30 3 cent. of the surface of the wall, and it is well to Diane as many as possible on all sides; their lower es dary being at least 1.50 metres above the floor so id io avoid the breaking of the glass by the chips. It is well : finish the wall in panels two metres in height and to pain the remainder in oil-colors. The stove must have a il vision for the preparation of glue. The temperature i not exceed 12%° C. for work at a bench greatly Iontena the temperature of the body. A cabinet for bons is ho indispensable. They may be arranged in racks a anys : walls, if care is taken to number and group them in} a order, so that they may easily be found when wante 4 ; the work is done at night, lamps should be A by chains, in such a way that they may be mage to ri from place to place where bench work requires t in di at hand there should be a place for models and finis ! work. The wood should be kept in a shed, well Sedan not far from the shop, which should:communicate i ¢ ie former by a door at the side. Wood may also be kep the loft. : VI—The Time. The time for manual work should be at least two bows In fact it takes some time to arrange the tools, maar s and models, both before and after the lesson. J ke devote but one hour to it, the work is interrupted while 1 33] Elementary Schools for Boys. 69 is scarcely under way. Four hours is too long a time, and fatigues the children. Two to two and a half hours is the safe medium. In order to obtain any results the work must take place at least once a week. This is the most favorable plan; and where there are several instructors in a school, this teaching can be divided between them. It is generally better to give the morning hours to purely intellectual studies, and the afternoon to manual work. In some places they suspend study one day in the week, and give this time to the occupations of the work-shop. VII—The Material. The materials used consist of tools, models and the raw material. It is important to reduce their cost to a minimum. The experience of Nids shows the cost of the necessary tools for simultaneous work in classes of from 6 to 12 pupils. We append this list with the price of tools in Sweden. (See Appendix, p. 48.) The collection of models (see Appendix, p. 49) costs about 70 francs. We have already explained the principle on which this series of models was based. The raw material consists of nails, glue, and wood of various kinds. The wood is taken in the rough and with the bark on. At Nias they state that, on the average, the expense of the wood used for the first twenty-five models amounts to 1.88 fr., for the next twenty-five models amounts to 3.75 fr., for the last fifty models amounts to 15.62 fr. Total for the one hundred models, 21.25 fr. If the hundred models are constructed in three years, the annual cost per pupil, for raw material, is reduced to 7 francs. In the country, it is less. In Belgium this sum would be much greater, because wood is much more ex- pensive. Table II shows tlie list of one hundred models. VIII.—Manual Training in the Public Schools of Stockholm. The Swedish people is one of the best educated 70 Manual Training in [34 of all Europe, and the primary schools of Stonlaae my be classed among the best in the country. Sins a pro mulgation of the law of the 11th June 1842, ih Degen. ized primary instruction and declared it oui Ye State, the provinces and the commune have ma 2s Ja ual efforts to suppress ignorance, and now we fh ¥ illiterate persons in this country whose Sia distinguished by its morality, good sense, an fo iL All Swedes can read and write, and they are gen y fond of reading. Public libraries and i ore wide-spread. It is rare to meet with any ik of a Si ant or working man, that does not pass some ao o Be week in reading the newspaper or some book. Brag. last thirty years, in spite of the increase of pops Sion, crime has diminished. The great progress in g Sage and the law prohibiting the free sale of alco 10 22 combined to produce this happy result. From ! 2 years of age children must go to the public schoo J > they receive instruction in an authorized prtvase % 0 or follow the public school course. At the en i $ quired course of study all the pupils of the pu ie sc ; ps and free schools submit to an examination ig ¥ ey they receive a diploma. They have Boes0dec h tee ing primary instruction even into the centra an a he part of Sweden, where all the conditions were Sxpney unfavorable. The population is BE vs at ountry ; the villages are small anc a ay oe i! moreover, during a great part of he yin roads are rendered impassable id ging Lopes = seemingly insurmountable obstacles, notear a has ater into the farthest and mont ose cottages, thanks to the invention of nen garhos The teacher in these remote regions moves aver Y Bes year. He establishes himself in some hospita : il house, and the children of the neighborhood come flocking ; Ee 1 i After assigni rem their duties and to their lessons. After assigning to tl 35] Elementary Schools for Boys. 71 organizing a corps of monitors, he goes to establish similar conditions further on. The primary schools of Stockholm are very well organ- ized. For twenty-five years a man of high intelligence and rare energy, M. Meyerberg, the inspector-general, has spared no pains to bring them up to the highest level of modern progress. These schools are not externally re- markable for the imposing aspect of their facades; so far from appearing to be more than they are they are more than they appear. They are generally surrounded by large grounds devoted to recreation. What particularly impressed us was the neatness, the fine bearing, and the politeness of the pupils, and the order and discipline which everywhere prevailed. The classes are provided with good geographical charts, prints of geological speci- mens, objects in natural science or natural history ; collec- tions of geometric forms, weights and measures, apparatus of physics and chemistry, and all objects necessary to give the lessons according to the very best methods. Gymnas- tics are taught by a system very different from that of Germany, France, and Belgium. We were present at some of the lessons, and can testify that the exercises are energetic, methodical, full of entertainment and life. There would be, as we thought, a real utility in studying, on the spot, this system so little understood with us, which owes everything to science and nothing to fancy or rou- tine. The pupils of a school are organized into companies for the practice of military drill including use of fire- arms. This instruction which forms habits of discipline, and prepares pupils for service in the army, has not, we are assured, inspired warlike tendencies or taste for vain parade, consequences which have been much feared elsewhere. At Stockholm many classes of boys are taught by women. It is thought that women of equal education have generally more aptitude for elementary teaching than men ; on the other hand, the recruiting of the ranks of fe- 72 Manual Training in [36 male teachers is more easily done, because they can, more easily than men, live on the minimum of salary appro- priated for these positions. All the boys in the higher classes of the primary schools pursue the course of Slojd. It seems useless for us to re- late in detail the circumstances of our visits to different schools, where all follow the same method. We shall confine ourselves to the generalities which it seems most important to make known. On the 30th December 1875, the school committee published a report addressed to the board of direction in which it advocated the principles of primary manual training. It declared that this instruction ought to be made a part of the pedagogical school course ; that its object was, like the other branches, expressly to cultivate the child's powers; that it should be so organized as to train the eye and the hand, to give to the pupils habits of order and attention, to develop in them courage, energy, judgment, a spirit of observation and a sense of the beautiful. During the first period of organization these principles were not fully understood by the persons engaged in teaching ; they did not follow a systematic course, going from the easy to the difficult; the pupils worked without plan or method, and results were not satisfactory. Many trades were taught in the schools. In 1882, the board of managers authorized M. Berg, inspector of instruction in the Slsjd to visit the principal schools of the country, in order to report concerning reforms to be introduced into the system of manual training at Stockholm. On his return, M. Berg proposed to adopt the Naas method, which he considered the best, most complete, and best adapted to the pedagogical purposes which he is anxious to ac- complish. “This is the only method,” says his report, «which can serve as an example for a good system ac- cording to the views of this board.” The pupils of the Stockholm school are now engaged in the manufacture of 37] Elementary Schools for Boys. 73 objects after models of the series of Ndis. A greater t of these models remained such as they were; afew 41 have been modified or replaced, because while oncellone for the country they are of no use in a large city. Each school is provided with tools for carpentry, turn and carving. In the Nicolai school, there is a special for carving ; and there we find pupils who, having finished the course of Sl6jd, show special talent for this branch of th work. They begin with geometric forms, and when he pupils have acquired a certain degree of skill, they pass on to the antique style, and it is only after this that the make ornaments in rustic work. We were present at > interesting lesson in carving given at this school by Mlle Nerpin, to about a dozen pupils. The manual work is independent of the drawing instruction. Inspectors Meyerberg and Berg tell us that it is essential in the higher classes to continue instruction in free-hand drawing os in linear design at the same time with instruction in manual training. We entirely agree in this opinion. It was not possible to charge the regular instructors with the Slojd teaching, because they were unprepared. The city hr fore sent instructors to follow the course at Nias. It still employs a certain number of special teachers, but this is only a provisional arrangement. In the ear future this instruction will be given exclusively by the teachers. The pedagogical principles of Nads are also rigorousl put in practice at Stockholm. The pupil is proprietor of the object made by him; but if ill made, he cannot take it away: it is broken. The oversight of the training is rendered efficient by two measures which suit admirably When an object is finished a ticket is attached to i, bearing the number of the series, the number of hotirs given to its construction, the name of the pupil, the exact 2ppreciation of the teacher, stating whether it is ‘well done,” “with great success,” or ‘with the greatest suc- cess.” When the inspector comes he examines there 74 Manual Training in [38 objects, and consults this certificate. His approbation authorizes the return of the object to the pupil. The teacher produces a register in which are inscribed the causes of absence, the progress of pupils, and the time they give to the construction of each object. These reg- isters also show that the average age of the pupils in Sl&jd is 11.8 years and that about 76 per cent. quit school after going through the complete course. In the Slojd rooms the tools are placed in their racks in perfect condition and order; one can at once find the tool he requires, and a glance suffices to decide whether they are all in place. Compartments are arranged for placing temporarily any unfinished models, or to preserve for inspection such as may be finished. Raw material is supplied by the admin- istration at the opening of the year, and sent into the schools. In every school of Sljd there are four sections of twelve pupils each, classification being according to aptitude. Each section works three times a week for 214 hours each session. Pupils who pursue the course of carving are occupied at this work five hours a week. We visited also a school of Slsjd founded by M. Winborg, manufacturer, Adolph Frederick School, in which they teach several trades; work in metal, locksmithing, carpentry, and turn- er's work. The children are from ten to fourteen years of age. The metal work comprises the construction in copper wire of objects such as bottle-cases, bottle-racks, key-rings, baskets, bird-cages, etc. The pupils learn also the use of the file, to bore holes, to put in rivets, and springs, to make boxes of tin, watering-pots, sleds, fire- escapes, etc. A steam-engine supplies power for the turn- ing lathe and other machines. The pupils are intrusted, by turns, with the duties of firemen. It will be interesting to know the results of this experiment. In review, the instruction in manual training at the Stockholm schools produces excellent results. It is generally conceded that 39] Elementary Schools for Boys. 75 the Nis method is superior to any other, from a peda- gogical point of view ; but the inspectors think it is essen- tial to combine closely the Sléjd and the instruction in drawing. Conclusions. These are the conclusions that were submitted to the Belgium De- partment of Education in 1883, based on the foregoing report. I. Manual training should become a part of the programme of the primary schools in order to insure integral and harmonious cultivation of all a child’s faculties by a progressive and systematic development of manual dexterity or technical skill, which, in the curriculum now in operation is not the object of any special exercises. II. The instruction in manual training ought to be based on the same pedagogical principles as the instruction in other branches of the course; it has in reality for its object the formative culture of the pupil, and not an apprenticeship to any specific trade. III. To assure to this industrial training the pedagogical character essential to it, we must put it in charge of the regular instructor. IV. The preparation of instructors actually on duty can be accom- plished by means of temporary courses. It is at normal schools that these instructors will hereafter be prepared. V. The programme of instruction in industrial training comprises A! First grade, primary schools, pupils from six to eight years old. Occupations of the Froebel method, three hours per week. B. Second grade, primary school, pupils from eight to ten. The same occupations, but more especially the modelling in card-board and paper,—three hours per week. C. Third and highest grade primary school, as well as the schools preparatory to the normal schoel, pupils from ten to sixteen. Work in wo after the method of M. Otto Salomon, from three to six hours per week. D. Normal schools. Practical and theoretical training of future teachers in the course given under A, B, and C. VI. Instruction in manual training should be closely combined with that in geometric forms, and in drawing. : VIL In order to insure good instruction in this industrial training in normal schools a temporary course should be organized. It would be useful to send some instructors to Niiiis in order that they may pur- sue there the entire course. Manual Training in Records of the Progress of Manual Training in Primary Schools for Boys. Bercrom.— In 1881, Manual training was added to the course of the normal schools, but in so timid a manner as to enable one to foresee that the instruction would not very soon become general. One reads there at the end of the programme, after the table of employment of time, this announcement : ‘Manual training in the work-shop takes place during recreations as follows : two hours weekly for the first two years of study, and one hour weekly for the remainder of the time.” Only there was no work-shop and no teacher. So in the great majority of normal schools for male teachers, this arrangement was a dead letter. In the normal school at Brussels they did however put their hands to the work. A course of manual work was organized in 1881 and 1882. This course comprised wood-carving and work in card-board. At the pormal schools of Lierre and of Huy efforts were made. The pro- gramme proposed by M. Sluys and M. Van Kalken in 1883 could not be carried out in the Government normal schools, the elections of 1884 having brought about the disorganization of public instruction. The normal school for males at Brussels was suppressed by the minister, M. Jacobs, the 28th of September 1884, at the same time with the normal school of the Rue des Visitandines and seven other similar institutions. The city of Brussels has fortunately re-organized these two courses of manual instruction and the training now forms part of the obligatory course of the normal school for instructors, work-shops for wood-work, modelling and card-board work having been annexed to this school. For the wood-work they make use of the system of Niiis. Work-shops for carpentry, turner’s work, and locksmithing have existed at the common school No. 12 for some years, indeed since 1876. To- day they use there the system of professional apprenticeships and there are workmen who give the courses. Temporary courses have been organized by the city of Brussels to prepare teachers for their duties. These courses are given at the normal school. An analagous course has been adopted at Saint-Gilles, near Brussels, by the public administration. At the provincial institute for deaf mutes at Berchem- Sainte-Agathe (Brabant) courser of manual instruction are given. The occupations of the Frcebel system, the card-board and wood-work after 41] Elementary Schools for Boys. 77 the method of Niiiis make up part of the programme for the pupils of the elementary and primary grades. Pupils over fourteen pursue the professional course. SweDEN.—Instruction in manual training is actually given in 700 schools. The method of Niids is constantly gaining ground. At Gothenburg the system of trades-apprenticeship cost 13 francs per pupil (1883) : and the shops were attended by 1776 boys of from ten to fourteen years of age. The normal course at Niilis was pursued by 126 persons, of whom 107 were Swedes, 4 Finlanders, 2 Norwegians, 2 Germans, 2 Russians, 2 English, 1 Danish, 1 Dutch. Two important changes have been made in the method : work after designs, and work where the right and left hand alternate. In the school for girls, they have introduced wood-work as a means of education and of gymnastics. We must call attention also to the Praktiska arbeteskola, directed by Miss Rodhe at Gothemborg. There they instruct children of both sexes in Froebel occupations and in wood- work by the Niiis system. The economic societies and the general councils have distributed 196,000 francs. FinvLaND.—In this country manual training has had a great develop- ment, since the efforts of M. Cygnseus. In 1858, this reformer visited the various countries of Europe, and the ideas of Froebel excited a great influence over his mind. He took the initiative and introduced manual training into the schools of his country. The law of 1866 rnade man- ual training an obligatory part of the course of both primary and normal schools, The regular teacher instructs in the Sljjd. The pupil-teachers are trained in carpentry and joining, carving, and in wood-work, basket-making, iron-work, and working at the forge. A commission presided over by Uno Cygnseus is charged with the direct- ing of manual work. The imperial senate devoted the sum of 500,000 marks, (Finnish money) to found a normal school specially equipped to prepare each class of primary teachers for instructing classes in Slijjd. They thus prepare for the introduction of this instruction in some establishment of higher education. Norway.—Since 1860 manual training has been introduced into a certain number of the schools, where wood-carving, locksmiths’ work etc. are taught. The Government subsidizes the communities in which it has been adopted. M. K. Kjennerud, inspector of schools, has been commissioned to make investigations in Sweden, Denmark and Ger- many in regard to this subject. His report has just been published in which he proposes that Government should introduce manual training, by means of subsidies, into all elementary schools in city and country; into normal schools, and gymnasias ; and he asked that final examina- tions may include this subject. He proposes moreover, that in the 78 Manual Training in [42 universities there may be work-shops for the use of students, that a subsidy be granted to the scholastic administrations for supporting competitive examinations in models, that teachers be directed to follow the Niiiis system in order to prepare themselves in the art of teaching manual work. The ex-president of the Storthing, M. Svendrup, now minister of State, has instituted a radical reform in primary schools. He advocates the introduction of manual training as a means of early development of a manual skill, whose influence on the moral and phys- ical welfare of the country appears to him to be of unquestionable importance. DENMARK. —A course of manual training is in progress at Copen- hagen at the school of the Cercle, founded for the purpose of propa- gating the system of the Slajd. This course is attended by pupils of primary schools as well as by those of a higher grade. GErMANY.—In Germany an active propaganda is carried on in the interests of manual training. It is generally to the private enterprise that we owe the introduction of manual training into a number of schools of this country. In 1878 a teachers’ course and a manual training school for boys was established at Berlin. M. Wilski intro- duced this branch into the orphanage of Rummelsburg. The provin- cial government of Hanover granted in 1879 a subsidy of from 1000 to 1500 marks to M. Th. Raydt of Lingen to provide for a temporary course. M. Lammers publishes at Bremen the Nordwest, the organ of the central committee of manual training. In the orphanages of Bremen and Hanover and in the agricultural school at Ebstorf this instruction has been given for several years. Independent schools have been founded at Bremen and at Emden and in other localities in Northern Germany. We may also mention the temporary courses of Osnabriick, of Sophienhoff and the schools at Kiel ; in the last named there are taught basket braiding and brush making, basket-making, wood- carving and card-board work. At Konigsberg this instruction forms part of the programme of the higher classes of primary schools. The burgomaster of Posen, M. Hersez, is the promoter of the movement in that City. There they introduced in 1882, a course for boys and a temporary course to prepare teachers to instruct in wood-carving ; M. Gartig, director of this course is & warm partisan of the Nis method. In many schools in Silesia they teach joining, card-board work, basket making and braiding. M. Kranz, the director, says that * this instrue- tion exerts a salutary influence upon the intellectual development of the children.” At Goslitz M. Schenkendorff founded in 1881 a school composed of seven divisions of fifteen boys each, and a course for teachers; the programme comprising modelling, carving and card-board work. 43] Elementary Schools for Boys. 79 In Saxony this movement has made great progress. The Gemien- natziggesellehaft of Leipsic appointed M. Clauson Kaas to give the temporary courses in 1882. In the school of Dr. Barth the manual oc- cupations are closely connected with the other branches of the primary course ; they are considered the necessary complement of a general edu- cation. There are many other places where efforts are made with the same motive and conviction, It is the pedagogic or educational system which everywhere finds most partisans. German primary teachers in the majority of cases have not yet rallied round this standard ; but there is no doubt of the appoaching triumph of this great reform in educational method. Horraxp.—The idea of associating manual work with primary studies finds many advocates. In 1876, M. Kerdyck made known the system of Clauson Kaas, in the columns of the Magazines. In 1879, M. Bouman published a report on Manual training in Sweden and Denmark where the Minister of Education had sent him, M. Groene- veld, of Rotterdam, is working hard for the advancement of this reform: He founded a school in 1876, for the purpose of giving the normal course to teachers. This instruction is given in more than thirty schools. A special organ was issued last year in the interest of this system entitled 7'jdschrift voor handenarbeid and is published by Wolters, of Groeningen. FrancE.—In France the Revolution took up the ideas of Jean Jacques Rousseau concerning manual training and strove to put them in practice. Different decrees, and even the Constitution of the year III, made it obligatory on all the citizens to learn some manual art. But these laws were not put into execution. A report of Jomard, pub- lished in 1842, describes the method, of the school of C. Fichet founded in 1832, in which Manual training was taught, including modelling in clay and waz, molding in plaster, turning in wood, metal work. This was a sort of an Industrial School, and not a primary school, properly speaking. Since then a number of schools have been estab- lished in which the programme includes work in materials. According to M. Gerard they are of one of the four following kinds : IL The primary school in the work-shop ; the pupils taking the theoretical course in a place which is an annex to the shops. II. The work-shop in the primary school: where the period of primary instrue- tion being ended, the pupils enter the shops annexed to the schools. IIL. The primary school and work-shop in conjunction ; the chil- dren who have reached the age of ten years continuing to receive general theoretical instruction at the schools and passing part of the day with the masters in the shop. IV. The school for apprentices properly 80 called ; where pr:pils from eleven to twelve years old serve their 8o Manual Training in [44 apprenticeship in the shops and receive in the school a supplementary instruction in theory. All these schools aim towards the remedy of abuses incident to the apprenticeship to masters, and to increase the opportunities for instruction to children destined for trades. They have no real pedagogical character. Other attempts have been made. In 1873, the City Council of Paris founded the school of apprenticeship of La Villette, and about the same time the primary school of the Rue Tournefort was fitted np with a work-shop, thanks to the influence of M. Salicis, and M. Léveillé. The school of La Villette is open to children who have finished their primary studies. During one year they receive ordinary technical instruction ; the second year they are divided among the several shops; this isin reality a school of primary apprenticeship, with a year of probation during which the pupils choose their occupation. In the school of the Rue Tournefort, manual work and theoretical study go side by side. The children are exercised in different occupations during several years; when they have reached a certain degree of skill they specialize and enter one of the following groups; modelers and carvers, turners, apprentices in wood-work, or in iron work. It is a school of apprenticeship superimposed upon the primary school. ; Thanks to the intelligence and energy of a few men of enterprise, among whom are M. Paul Bert, former Minister of public instruction, M. E. Buisson, Inspector General of primary schools, M. Salicis, Léveillé, Senators Tolain and Corbon, and deputy Nadaud, the subject of manual training has made great progress in France. The last three are former workmen, and know by experience the economic and educational value of this reform on which they have, in a great degree, assisted. The efforts of these men have accomplished an important result, and the law of 28th March 1882, concerning compulsory education has introduced manual training as an obligatory branch of primary school teaching. The programme comprises : I. In the infant schools, (2 to 7 years) occupations of the Froebel System; folding, weaving, braiding, combinations in colored worsteds on paper, or canvas; and simple kinds of knitting work. II. In primary schools for boys. A. Elementary course; Manual exercises to promote dexterity. Cutting of card-board into geometric forms, basket-making with plaits and straws of different colors, Model- ing, reproduction of geometric solids and very simple objects. B. Intermediate course; Construction of objects in card-board covered with colored drawings or made of colored paper. Little-works in wire and wood, such as bird-cages, modeling : simple ornament in architecture, acquaintance with the simple tools. C. Higher course; Exercises combining drawing and modeling, 45] Elementary Schools for Boys. 81 sketches of objects for construction, and the making of these from the sketches and vice versa. Study of principal tools used in wood-work. Graduated practical exercises. Planing and sawing, in simple groups of objects in wood. Boxes nailed or joined without tacks, wood-turning in very simple objects. Study of the principal tools used in iron work, filing and finishing of objects rough from the forge or just from the foundry. According to this course, manual training is concurrent with other branches in the general education of children and in professional preparation. The directions placed at the head of this programme define the object of it in these terms : ‘‘ Manual training has a double purpose; on the one hand, to strengthen the body, to invigorate the constitution of the child, to place him in the hygienic conditions most favorable to a general physical development. On the other hand, to give to him at an early age, the qualities of readiness, quickness, and manual dexterity, that promptness and certainty of movement, which while most valuable to every one, is specially necessary for such pupils as are destined for some manual profession. Without losing their essentially educational character and without being transformed into work-shops, primary schools can and should give to bodily exercise sufficient attention to prepare and predispose boys in some degree, for future duties as work- men or soldiers, and girls for housekeeping and feminine work. Since the promulgation of this law, application of the programme has been made in a number of primary schools; in large cities, as Paris, Lyons, Marseilles, Bordeaux, and others. They have annexed work-shops to the primary schools, and manual training is taught by competent work- men; in the rural districts it is the instructors who have themselves put their hand to the work. At the Congress of Havre in September, 1885 the instructors voted by a large majority in favor of the introduction of manual training into the Public School. The conclusions of the report of M. Réné Le Blanc were adopted. Excranp.—We observed at the London Exposition in 1884, the following facts. A. Birmingham School.—Models of mechanical and physical ap- paratus, made by boys from 11 to 13 years old; generally rudely con- structed ; we perceive that there is here no regular course of manual training, and that the objects are made by the pupils without plan or method. Among them we notice a wooden windlass, a compass, pul- leys, inclined planes, levers, siphons, etc. B. Central School of the Sheffield Association.—A regular course is given to the pupils of the higher class in the shop annexed to this school. This course has no professional tendency, but a purpose purely educational. The pupils work three or four hours a week. 82 Manual Training in [46 The objects exhibited comprise ; a door with panels; a piece of frame work for roofing; a wheelbarrow; geometrical solids in iron and wood ; different parts of joiner's work. The programme consists of construction of geometric solids, such as the cube, hexagonal prism etc.; models in wood for instruction in drawing ; groups; reduced models; apparatus of mechanics and physics, such as levers, wind- lasses, capstans, pulleys, wheels etc.; models of roof-timber, arches, bridges, ete., in a word, iron-work, and wood-work. There is in progress there, judging from the work shown and the reading of the catalogue, a course of faithful Instruction in manual training con- gidered from its educational side. The work in material appears to be intimately associated with the instruction in geometrical forms. C. Finsbury Technical School. This school exhibits parts of wooden boxes in groups, and a model of a door with panels ; these are the work of young persons from 15 to 20 years of age, who pursue the course of joiner’s work with Mr. H. Haynes ; these pupils are not workmen- apprentices, but amateurs who are occupied during the day in intellect- ual studies and regard the manual training as a gymnastic exercise for recreation. D. Finsbury Intermediate School. Here they teach carpenter's work. The course is optional, and is little patronized ; the school Commissioners do not encourage the pupils in it—quite the contrary. E. Clapton School (School of the Company of Grocers). Optional course of manual training, 25 pupils out of 400, take this course. Wood-work, Useful articles which remain—the property of pupils; Manufacture of school furniture. The London Times of 13th November, 1884, published a favorable article on the subject of Mr. Salomon’s work at Nis, SwITZERLAND.—At Basle in 1882, instruction in manual training was introduced into one primary school by a few students. They under- stood in that country, that the first condition of success in this direc- tion, was to prepare instructors for the work. A special course was then organized at Basle, and thirty nine delegates from nine cantons, followed the instruction given under the direction of Dr. Binschedler, and Prof. Ruden Schmidt. The programme comprised joiner’s work, wood-carving and cabinet making. Manual work is definitely pursued in the Normal school of Hofwijl. At the Educational Exposition at Berne in 1884, manual training was represented by the work of pupils, by models from Nis and by books on the general subject. A special organ has been issued in its interests, Der Pionier, which is published at Berne. M. E. Luthi, director of the pedagogical museum, is the publisher. Avstria.—In 1883, it was proposed by the Reichstag to introduce 47] Elementary Schools for Boys. 83 manual training into the schools. The instructors at first showed but little favor towards this innovation. A few, better inclined, put their hand to the work. Five teachers from Vienna went to Niiiis and pur- sued the autumn course. On their return they exhibited the models and tools, and gained many adherents to the cause. The Deutsche Zeitung of Vienna expressed on October 11, 1884, itself in a very favorable manner concerning the system. The simplicity and practical utility of the method of Niiiis is highly appreciated and commended in this article. This system of instruction is going to be introduced with- out delay into the primary school directed by M. Urban. SpaIN.—M. Manuel B. Cossio, director of the pedagogical Museum of Madrid has direction of a course of manual training. M. Cossio was favorably known at Brussels at the time of the International Con- gress of 1880. He taught several years at the Institucion de Ense- nanza, founded for the purpose of propagating in Spain the principles of this new method of education. Under his intelligent guidance the subject of manual training will make rapid progress in Spain. Russia.—At the Expositions of 1872, and 1882, as well as at the Congress of Teachers held at St. Petersburgh in 1881, there was exhibited manual work executed by the pupils of several schools. The tendency was professional rather than pedagogical. In more recent years the subject has been studied in its pedagogical aspect. it was M. J. Wischnegradski, director of technical schools in Russia, who took the initiative in this matter. He visited last year the schools of Sweden, and was there convinced of the high importance of the work, considered as a means of education. The Minister of public instruc- tion has just introduced this instruction into the primary and normal gchools of St. Petersburgh. His new education was inaugurated here on the 18th of November 1884, in presence of the most distinguished leaders of educational thought in St. Petersburgh. JapaN.—The new method of instruction makes rapid progress in this country. We had opportunity to admire, at the London Exposi- tion of 1884, the collection of material from the schools of this country ; there were minerals, animals, insects, fish, reptiles, and molluscs, oly served in alcohol ; scientific herbariums of an exactness and elegance which we have never seen equalled elsewhere; engravings; very simple and ingenious apparatus for physics and mechanics constructed by the professors and pupils. Manual training has just been intro- duced into the Normal school of Tokio. Manual Training in [48 Elementary Schools for Boys. TABLE 1.—Tools Used at Niis. Number of this : Price oF TooLs IN [tool necessary for TABLE II. RWEDEN SiMultanedns . work in class of 12. : 3 dhis Series of 100 Models used in the Niis Method. e All these objects are in wood. Those marked with a * are turned. Price of entire 1 Turning Web...... collection, 50 crowns, or about 70 francs. 2 Leveling Saw....ccoeceeeee 3 Common Saw ore 4 Compass SAW....ccieeneresserses 6 Back SaW..c.cceeereerenianes 6 Jointer Plane.......ccoceeecncnncneee 7 Jack Plane............ 8 Smoothing Plane........ 9 Curve Plane. ......... 10 Round-nose Pincers.......... Cevensts rivers 11 Flat-nose Pincers................ 12 Pliers..ccceececes senses socenace 13 Tongs (Smith’s).....cccceumeseeene 14 Set of Paring Chisels. . cessverseenaee 15 Set of Moruise Chissls.., sesnssvesrseanene 16 GOUGES ..uceereraeernannnnronsernnees 17 Flat File.....cccoeencannnee oe 18 Round (3) BEB onnsimmiisssissirasin 19 Rat-tail File...cociieiraree i voricaracaaccanes 20 Triangular File........ ersezessens stateresves 21 Center-bit and Augers 028%n cevir 22 Awl (and C88). ..ceerrrreesssississiianines 28 KNifO..ccoeerenrecrorsrnrassnssnsssssrcnsacnns 24 Draw Knife. .cc.cceeeeececarcrsecsacncncanee 25 HAIMMEr...coueeorseernsassossnnsens ve 26 Mallet covveerenresernsesesrasesrssrsnsasanans 27 COMPASSES suersarsrsscnss etesusisrtnsesansss 28 Double COmMPASEES....ccaceerecriracarenees 29 i A 80 Screwdriver ...cccceeererueerossscesasasnsanes 81 Wabstrinque............. 32 Priming Wire (artillery) or ‘Spout (Ger. Ligeleison). asistsssissusseronne 83 SCrew-Press ....cceeeersesssrresssastansanans BA AXC...eeencessescssesersasnssssssssossasssnsanse 35 Beam COIMPASSeS..ccecerressassnsaasestasees 86 T-hevel ...ceeeecnieirnnnrncscrsesiensasicanes 37 Try BQuUAre......cccosererenstresanssenannnes 38 Glue Pot and Brushes.........ccoceeuueeee 39 GREE sees a sraras rere eiibrsrarsessases 40 OilStONe ..eieererssereerscncnssssasssnsacsnnces 41 Joiner’s Bench. ...ccceceecerececriennncaneee 42 Metre (yard measure)... cossish sonar 43 Turner's Chisels.... sesaivises 44 Turner's GOUZeB. -..tv ..coevecercnsancanns 45 SAnd-PAPeTr. sesiasiericasecruneasenieiannes 46 Turning-lathe..... eresaeersasesisecsnsasesnes ToorLs EMPLOYED IN MAKING EACH OBJECT. MODELS. The numbers correspond to those of 1st column, Table I. 2 Bs for flowers (round section)... 3 Square or diamond shaped 4 Label 6 Clothes-pin (without spring) 6 Pin for horse-collar 7 Paper-knife (or cutter).. 8 Clothes-horse (or frame). vers 9 Butter-Paddle 10 Small flat rule 11 Cross-bar support for flower-pot.... 35, 23, 18 37, 35, 27, 23, 21, 18 3 2 - oo BE CSOD 5, 7,23, 18, 29 3, 14, 21, 5, 18 3, 23, 18, 29 a1, 35, 31, 23, 18 35, 21, 35, 14, 23, 18, 29 35, 27, 6, 14, 23,18 35, 27, b, 14, 23, 18 1, 14, 23, 16, 26, 32, 29, 18 es SSeLNAoN «w SRF SNES oe SE - eo FE SI - BO bd 18, 29 , 23, 16, 26, 32, 29, 5, 23, 18 14, 23, 16, 26, 32, 18 35, 27, 1, 14, 17, 8, 21, 29 21, 35, 31, 8,18, 29 1, 14, 8, 23, 27, 16, 32, 18, 20 9 eres =o 16 Butter-Spoon 17 Board on which to cut bread.. 18 Sock-form (for laundress) 19 Sugar-scoop 20 Stocking-frame (for laundress)... 21 Scythe-whetter............... wanes w «@ 1,31, 5,18 8, b, 23, 14, 18 5. 37. 85, 27.21, 7. 6, 2, 3 EFoee Sm Lowe 23 ¢ *Turned, mushroom shape..... 24 *Pin or plug for horse-collar. 25 Axe-handle 26 Small dish for soft soap..... 27 Peg to darn stockings on 28 Sugar spoon 29 *Bread-pricker (Swedish ‘ Stapp”’).. 30 Open-work for Flower-pots 31 Stool for Trellis 82 Rake-head ...... 33 Pot Spoon 1] Sas 6, 35, 24, 31, 8,37, 8,18, 29 6, 16, 32, 29, 35, 8, 14, 18, 29 1 , 26 7, 14, 23, 16, 28, 32, 29, 6, 18, 21 25 12 Spo ee RRR aS ORD © S33 «Lo EEE , 37, 35, b5, 8, 25,18, 23 7,35, b, 8, 27, 1, 21,16, 18 1, 23, 18, 37, 35, 15, 27, 21, 18, 29 1, 14, 8, 16, 32, 29, 24, 5, 31, 23, 18 5 2 7 - 6 6, 8, 7 6 [SES CX ¥Eoon , 29, 8, 37, 21, 23, 27, 1, 14, 17, 29 35 Flour Spoon 3, 34, , 16, 32, 29, 24, 31, 5, 14, 23, 18 36 *Weaver’s Pulley 3, 34, 2 , 37, 6,21, 14 37 Mallet 3, 6,37,27, 2, 8,17, 35,21, 29 38 Bread-shovel.... | 8,34, 17, 6, 1, 23, 35, 5, 14, 31, 8,18, 29 39 Large flat rule . ..|See Model No. 10. 40 *Boot-jack, with spur.... ..........|37, 6,37, 35,23, 5, 14, 8, 18, 29 41 Shuttle 6, 37, 31, 23, 18, 27, 16, 35, 1, 23, 14, 22,18, 29 _ 42 Nail-box.. 3, 17, 6,37,35,27,23, 14, 5, 2, 6, 8,25, 29 43 *Roller for pastry. ; 34, 25 44 *Boot-jack (turned feet) 2, 1, 6,31, 23,21, 35,18, 8,29 45 Hatchet-handle 3, 2,24,31, 6,35, 8,18,29 46 Fisherman's reel 1, 8, 3, 1,23, 27,21,18, 29 47 Small hand-cart 34, 7, 1, 2,387,385, 5,14, 26, 18, 29, 23 7 7 1 ’ 7 5, 7 3 3 , 3 2 2 cohomr-HoOONHO COCOHOOHOOMOOOOWRWOOOONHHNDNOH HH B® 48 Salt-box , 6,87,35 6, 1,23,18, 8,22, 26 49 Egg-rack, or wash-tub (porte-senfs on Cuvier) , 6,387,217, 21,35 8, 14,17 50 Bosra for cutting bread (form of ish) ph pe Ha OD GO b= hk OO BO OD bt BO OD © COO BODO C3 00 CO Cb CO += Ha 1x 03 Hb = += hO GO BO BO BO += 00 00 00 ©O = i 02 C2 -3 OS = Ot , 6,381,14,18,35, 7, 6,23, 41,29 160 At Niiis a complete outfit for 12 pupils costs 600 francs. Elementary Schools for Boys. [50 Toons EMPLOYED IN MAKING EACH OBJECT. e numbers correspond to those of 1st column, Table IL. $51 Match-box with lid........... 62 Match-box with friction. 53 Box with friction.......cceeceee 54 Pegs... .....ene Css sean ny veensur rive 3, 56 Beetle, for linen, fastened on pin... | See 56 SKiININEeYr.... soeeee sosscrscsnccress : B57 BOOt-JACK. cet seve esiaennoensnnnencs 3, , 6, 37, 35, 51, 14, 26, 18, 29, 23 3, 6,37,35, 1,23, 18,21, 5,35, 8, 17, 29, 25 6, 37, 35, 1, 28, 21, 18, 21, 5,27, 14, 25, 16 1, 2, 6, 8, 3l1,23,18, 217, 21, 35, 14, 29 Model No. 34, and add 24 and 19. 3,34, 17, 1,14, 16,31, 23, 26, 32, 29, 2, 24,18 7, 6,387,385, 21, 2, 1,31,2318, 8 14, 5, 58 Fish-spoon (grooved handle)......... 3 34 7, 6, 1,14,16,32, 30, 3,23, 31,21, 18, 59 Covered box (two compartments)... 60 Pen-box, for school use 61 Knife-boX..oeeeee sacses 62 Box for dish-washer.. 63 Scraper........ 64 Stool...... even vis . 65 Salt-box........ resin wees armen 66 Carpenter’s square 67 Carpenter's square, 4.50. 68 Beam-compass 69 Picture-frame 70 Spoon for skimming cream (clasped)| 71 Oval bread-board 72 Large pot-SpoOn.......cccevee ‘ve sin 73 Carved bread-board......... Eee 74 Meat-beater........ c.oeee . 75 Carved bread-board 77 Décimétre cube...... sssasaessvnnies 8 *Pegs...... cases cite rieaneee esnaien . 79 ROING-PIN.cceee sonenesareorsnnses| DCO 80 Spoon for scullion (large size)......| See 81 Large box for soft 80ap.......... .. : 82 *Swedish coffee-mill . 83 Foot-stool with slanting feet...... 84 Drawing-board .o 85 Box with compass (hinged cover)... 86 Box with sliding cover....... cceeee 87 Mason’slevel....oeeeveienanneneens . 88 Folding chair....cecceeeeernnnerens See 89 Spittoon 3. 90 *Butter-print 91 T-Rul€....ooceeenrssoscsrssasencns wg 6, 37, 35, 5, 14, 26,37, 8,21, 1, 23,18, 37, 35, 5,23, 14, 8, 26, 33, 29 6, 37, 85, 25, 1, 23, 18, 5, 14, 26, 8, 29 6, 37, 85, 23, 1,18, 5, 14, 26, 8, 25, 29 6, 37, 35, 27, 14, 8,25 ; 6, 37, 35, 8, 36, 27, 21, 2,23,18,14, 5, 4, 1, 25, 29 6, 37, 35, 5, 1,23, 18, 5, 14, 26, 8,21, 1,33, 12, 25 6, 37, 35, 14, 5, 8,29 6, 37, 35, 14, b, 8, 29 6, 37, 35, 27, 22, 15, 26, 14, 1, 16, 18, 29, 23 Model No. 12 and No. 48. 6, 37, 35, 5, 14, 23, 217, 8 2, 7, 6,35 8,31,17,29 © 3, 1,14, 2, 8,14,16,32,29, 21,23 2, 6,35, T7,31,14,23, 18, 29 5, 37, 35, 8, 14,18, 21, 29 odel No. 73, and add tools 23 and 14. 6. 8.14.16.17.29. 2.23.18 6. 37. 35. 5.14.27. 8.23.21. 29 6. 37. 35. 5. 8.27.21. 23.18. 34. 25 Todel No. 43 ; add 21. 37. 27. 5.14.18 Iodel No. 72, and add tools 5 and 21. 5. 8. 37. 27. 14. 21. 16. 18. 29. 36. 2 . 37. 35. 14. 26. 17.29. 8 "37.35. 8.27. 1.23.14.18. 5.29 . 37. 85.23. 5.14.36. 8. 29) 5. 37, 35. 5. 14. 26. 8. 32. 25. 18. 29 37.35. 5.14.26. 8.23. 33. 29 . 6.37.35. 5.15. 26. 25. 21.27. 1.18. Model No. 43; add tools 27. 21. 25. 23 7. 6.37. 35.36, b5. 8.14.25. 1.16.18. “1-11-1132 NARs HEARSE See Model No. 89; add tools 23 and 21. 6. 37. 35. See Model No. 10. 92 Kneading-trough...... coco coeeeee. See Model No. 89, and add tools 21. 23. 31. 3. 93 Chopping-tray...... ...oeeveee aainey 6. 37. 35. 5. 14. 26. 23. 8.18.29. 25 . 94 Tap (or plug)...... seriarsesvessavens See Model No. 27 plus tools 14. 23. 18. 29. 956 Waste-hoX.....oocve oe seems seveveine See Model So, 89. 96 Titagore....... i auasverinesnnnis 3. 97 To0t-8t00L. ec ieeerernnccansecrcannes . 98 Large reel 99 Chair. ....... raises unia pare y 100 Bucket with handle . 35. 5.23.14.27. 1.381.18.29 © 6.35.87. 27.21. 4.23.18. 26. 5, 1.29 © 6.37. 35.15. 14. 5. 1.18. 8.27.23. 21. 29 © 6.37.35.15. 5. 1.23. 8, 21.18. 29 7. 6.35.27. 1.36.23. 14.12. 18. 16. 32. 29 7. 6. Journal of Education ——> WEEKLY, $2.50 A YEAR 4¢&— 10% SPECIALLY ADAPTED TO THE NEEDS OF Teachers, Superintendents, Commissioners and School Committee. A. B. WINSHIP. -. - - Haditor. Among its numerous contributors are many of the ablest educators in the eountry. a has a large amount of every-day, practical matter for teachers of all grades. Its departments cover every branch of educational work. It gives its readers the greatest variety of the best in Fact, Philosophy, Methods, Poetry, Literary Criticism, Travel, Science, Art, Reports of Educa- tional Meetings, News, etc. Should be taken by every Professor, Teacher and friend of Education throughout the country. TRIAL OFFER. For the small sum of 50 cents we will send you the Journal for THREE MONTHS. SAMPLE COPIES FREE. TEACHERS’ HELP MANUALS. _ “They are the best School-room Aids I have ever used,” is the almost universal testimony. No. 1. Practical Grammar—500 Exercises. No. 2. Manual of Correspondence. No. 3. Mechanics’ Arithmetic. No. 4. Easy Problems for Young Thinkers. No. 5. Catch Questions in Arithmetic. No. 6. One Hundred Lessons in Composition. By W. H. Huston. Price 25 cents each, or 5 for $1.00. NEW ENGLAND PUBLISHING COMPANY, 3 Somerset St., Boston, Mass. 106 Wabash Ave., Chicago. a aaa a : RR. I 2 FOR 1889#% AMERICA * * * x % % # @ Journal for @mericans Has already secured contributions from the following distinguished list of writers: ADMIRAL PORTER, FRANCIS L. PATTON, WASHINGTON GLADDEN, MAURICE THOMPSON, HERBERT TUTTLE, FREDERICK SCHWATKA, ALBION W. TOURGEE, ANNA LAURENS DAWES, H. H. BOYESEN, ANNA FARWELL DE KOVEN, BRET HARTE, . W. CLARK RUSSELL, ANDREW LANG, J. T. TROWBRIDGE, BRANDER MATTHEWS, EDGAR FAWCETT, EUGENE FIELD, MRS. BURTON HARRISON, FRANCIS COURTENAY BAYLOR, Axp OTHERS. —— It gives each week the Contents of a Monthly for the price of a Weekly. Terms, $3.60 a Year ; $2.00 for Six Months; $1 for Three Months, Payable in Advance. Published every Thursday at 180 Monroe Street, Chicago. JW. Schermerborn & Co. 7 East 14rtH SrT., NEw York. (INDERGARTEN cox. GUSTAV E. STECHERT, ~———IMPORTER OF— Foreign Books and Periodicals, 828 BROADWAY, NEW YORK. Catalogues of Second-hand Books will | English, French and German Monthly be sent gratis on application. Bulletins of New Books. . fLeipzig, Hospital Strasse 10. BRANCHES: {I ndon, 26, King William St., Strand, W. C. DRAWING | 119 rum sme, | MATERIALS | ™™ WOMAN’S EXCHANGE. TEACHERS’ BUREAU (For both Sexes). supplies Professors, Teachers, Governesses, Musicians, etc., to Colleges, Schools, Families and Churches, also Bookkeepers, Stenographers, Copyists and Cashiers to Business Firms. Address, MRS. A. D. CULVER, 329 Fifth Avenue, New York. ‘The Baker & Taylor Co. T40-742 Broadway, New York, make a SPECIALTY of supplying Scoot, AND COLLEGE TEXT BOOKS at the LOWEST RATES. Publications of all the American Houses always in stock. Send for our General School Book Catalogue with net and retail prices, and telegraphic code. Jior ALL PUBLICATIONS ON Manual Training Address Registrar of * * * * * College for the Training of Teachers 9 University Place, N. Y. E. 6. Soltmann 4 STUDENTS * * Desiring to enter the a= College for the Training of Teachers in the Autumn of 1889, should make application #zow, if aid is desired from the Scholarship Fund. Address, giving all particulars, NICHOLAS MURRAY BUTLER, Ph.D, President, 9 University Place, New York City. HAMMACHER, SCHLEMMER & CO. (fabinet anil {iano Barware, NEW YORK. 209 BOWERY, Carry THE LARGEST ASSORTMENT of FINE MECHANICS TOOLS in this country. NEW TOOL CATALOGUE, nearly 200 pages, just ready, will be sent prepaid on application. 5 Have you a Cyclopedia? If not you want one and Alden’s Manifold is just the one. If you have one you also want the NMlanifold to supplement it. Alden’s Manifold Cyclopedia of Knowledge and Language is publishing in 30 or more volumes, with thousands of Illustrations, Ideal Edition, about 640 pages each, Brevier type. Price per vol. cloth. 50¢. (20c.); half Morocco, marbled edges, 65¢. (26¢.); 23 oz. A specimen volume may be ordered and returned if not wanted. Vol. 14 ready; volumes issued at intervals of about one month. . of the set of 30 vols., cloth, for cash received before April 1, 1889, $11.25. ri ce For half Morocco, add 15 cents a volume. Free an extra copy for a club of five subscribers. The most convenient Cyclopedia to use. Remarkably comprehensive. Brought down to the latest period. Subjects treated by experts in their several lines. Carefully edited. Fully illustrated. Nicely printed and bound. Invaluable to the professional man and everybody else who reads. A Cyclopedia of knowledge, gazeteer, and dictionary combined. The very best Cyclopedia for schools and home use. Highest value ; lowest price. «Tt is a real merit of Alden’s Cyclopedia that size of the volumes makes use convenient. Then there is a consideration, by no means unimportant, in the low price. Still, these merits, convenient size and cheapness, would not be worth consideration if the matter were lacking, or if treatment of subjects were faulty. In these respects the Manifold Cyclopedia compares favorably with similar works that cost ten times as much. Itis, in fact, exceptionally full in treatment of many subjects that have in more pretentious works only hasty notice.” —The Husbandman, Elmira. «The more we see of this work the better we are pleased with it. It is filling a field in the scheme of dissemination and popularization of knowledge that no other book-work has entered. The ‘ Manifold’ is invaluable both as a reference series, a pronouncing gazet- teer and a dictionary. How Alden can issue so thoroughly well prepared and handsomely illustrated a work at 50 cents per volume is a riddle.”—Record- Union, Sacramento. Famous Writers and their Work. Alden’s Cyclopedia of Universal Literature is publishing in volumes of about 500 pages each, Ideal Edition, large type. It will be completed in not less than 156 or more than 20 volumes, issued at short intervals. Price per volume, cloth, gilt top, 50c. (20c.) ; half Morocco, 60c¢. (25c.) ; 18 oz. A specimen volume may be ordered and returned if not wanted. Thirteen volumes ready. P . of the set of 15 vols., cloth, for cash received before April 1, 1889, £6.00. rice For half Morocco, add 10 cents a volume. Free, an extra copy for a club of five subscribers. « Alden’s Cyclopedia of Universal Literature is a work which grows upon us with each volume issued. Its plan is to cover the literature of all languages and all ages. What is most interesting in the lives and literary careers of the authors is embodied in a concise sketch ; and what is more unique, if not before absolutely unattempted, is to give a sample of the writings of the author or literary character under consideration. This is valuable for any person who desires for any purpose to consult such a work, it is particularly impor- tant for the student who is intent upon a thorough knowledge of his subject. There is a delicate and yet distinct depicting of oneself in what one writes—a natural literary pho- tography, so to speak, that no analysis by any biographer can attain to. This feature of the work makes it of especial value to any person who does not possess a large library. It is, in fact, a library in itself. One could be profitably employed for months and even for years, in taking up the orators, poets, statesmen, philosophers and literateurs of all ages and countries, presented on these rich pages. Of course what is given may be taken and generally ought to be taken, as merely the threshold upon which one takes the first step. He sees enough from that standpoint to lure him to seek for more. In examining the volumes already received, we are surprised at the wide range of the work, at its interesting character, and its general completeness.” —Farm, Field and Stackman, Chicago. JOHN B. ALDEN, PUBLISHER, New York, Chicago, Atlanta & San Francisco. 6 The Prang Course of Instruction in Form and Drawing. This course is the outgrowth of fifteen years’ experience devoted to the development of this single Subject in public education, under the widest and most varied conditions. It differs widely from all the so-called ** Systems of Draw- ing” before the public. The aim or object of the instruction is different. The Methods of teaching and the Work of pupils are different. The Models, Text-books, and materials are on an entirely different Educational plan. The results in Schools are widely and radically different. It is the only Course based on the use of Models and Objects and for which Models have been prepared. The Course prepares directly for MANUAL TRAINING. Many of the exercises are in themselves elementary exer- cises in MANUAL TRAINING. THE PRANG COURSE has a much wider adoption in the best schools of the country than all the «Systems of Drawing” put together. More than two millions of children in public schools are being taught FORM AND DRAWING by THE PRANG COURSE. PRANG'S NORMAL DRAWING CLASSES. These classes have been established for giving the very best kind of instruction in Drawing through home study and by correspondence. All teachers can, through these classes, prepare themselves to teach Drawing in their schools. ges=Send for Circulars in regard to PRANG’S COURSE OF INSTRUCTION IN FORM STUDY AND DRAW- ING, and also in regard to PRANG'S NORMAL DRAW- ING CLASSES. Address, THE PRANG EDUCATIONAL COMPANY, BOSTON. i Befdre paechasing so important an article as a piano-forte, will itilot bet 1. prudenidfor you to examine into the many merits of the Mathusheki® It yeargsa: i Nincteess@hoisand Mathushek Pianos are giviug-to satisfaction, and they are their own most successful or medina: +> The tone and action ofthe Ma tliushek- are unexcelled, and “their -extreme durability is freely atknowledged' by dealers ‘and tuners throughout the gounisy, The great resources, facilities and experience of: the company togetier ithe large nnmber of skilled workmen (many of whom have. - ° been wi m over. $wenty Jer , enable them to produce an instrument that, as a whole, is. uneq fod. ALL PARTS ASES, the : ed. , INCLUDING OC. ACTIONS, [oy F438, SOUNDING-BOAEDS, etc., are made by themselves in their own Catal ith-illastiations’ PPE oY of TWENTY different styles, sent free on: The Mathushek Piano Mig.. Co,, —NEW. HAVEN, CONN.= NEW" YORK WAREROONS : No. 80. Fith Ave, 24 door beh 14h 81. - ¥ - “is ned mew ; athe company. has been successfully in operation twentystwo iwc ant nS ea : 7 Ey Lil | iH SIH i] yi ' i i i “i i ¥ £0» sy 1 ¥ } 1 4 ’ pA i | N Po 5 ¥ JER Ne oh { ' i i 5 i 14 al tl | L] i i i 1d HY { ho i JE hy ! i 3 i MN 3 i bir i § i | ' { i" i JB ' u Vy it vi mn § $ § | ha, 4 t 4 y Bik IE CROSBY'S VITALIZED PHOSPHITES From the Nerve-giving Principles of the Ox~brain and the Embryo of the Wheat and Oat. For twenty years has been the standard remedy with physicians who best treat nervous and mental diseases. it aids in the bodily, and wonderfully in the mental, growth of children. There is nothing that so well de- velops the growth and regularity of the teeth and assures sound and wholesome teeth for after life. For the cure of nervousness and brain-fatigue, nervous dyspepsia and sleeplessness, it has been used and recommended by Bishop Potter, Bishop Stevens, President Mark Hopkins, Professor J. C. Draper, Sinclair Tousey, Bismarck, Glad- stone, and thousands of the world’s best brain-workers. It is a Vital Phosphite and not a Laboratory Phosphate. 56 W. 25th §t, N.Y. For sale by Druggists, or seat by mail, $1. orsiords ACID PEHOSPHE ATH, Prepared according to the directions of Prof. E. N. HORSFORD. Especially recommended for Dyspepsia, Nervousness, Exhaustion, Headache, Tired Brain, and all Diseases arising from Indigestion and Nerve Exhaustion. This is not a compounded «patent medicine,” but a preparation of the phosphates and phosphoric acid in the form required by the system. It aids digestion without injury, and is a beneficial food and tonic for the brain and nerves. It makes a delicious drink with water and sugar only, and agrees with such stimulants as are necessary to take. Descriptive pamphlet free. Rumford Chemical Works, Providence, R. I. BEWARE OF SU BSTITUTES AND IMITATIONS. CAUTION.—Be gure the word “ HORSFORD'S ” is printed on the label. All others are spurious. Never sold in bulk. f 8 \ agate R61. AWARD a “8 A Nama : 17 (§ £pycTION DIVE INT: HEALTH EXH* LONDON.1884. . anid a —_~ A pr Ee eC — T in " emo o . A 4 N ¥ 4 SCIENCE ANDO TECHNOLOGY. i. - PRICE, SIX PENCE. ya - Caan lanai DIPLOMA OF HONOR_NEW ORLEANS, ,I884-5. .AND ILL CABALOGUE 2) WNC APPL nd Models ws rqiadiunder rants rie Science § Art Department. F SVONEY B70 8 a “2. Na Q _ INTERWATIONAL INVENTIONS EX LONDQN.1885. RIGGS TECHNICAL EDUCATION APPLIANCES LIMITED, 20, BUCKLERSBURY, QUEEN VICTORIA STREET, py Ties Hlanufacturey Solely by LONDON, E.C. scaTe Avenue, Lonoon & ReomiLL Entered at Stationers Hall. LER v JI H SN baht SYDNEY, 879. rN “= Z il : 2 = SS NS iss” ’ 4a TION DIV: INT: HEALTH EXHY LONDON 1884 fra INTERNATIONAL INVENTIONS £XHY LONDQN.1885.} DIPLOMA OF HONOR_NEW ORLEANS,1884-5. .AND ILL VP USTn CAGARLOGUE CROSBY'S VITALIZED PHOSPHITES From the Nerve~giving Principles of the Ox~brain and the Embryo of the Wheat and Oat. For twenty years has been the standard remedy with physicians who best treat nervous and mental diseases. It aids in the bodily, and wonderfully in the mental, growth of children. There is nothing that so well de- velops the growth and regularity of the teeth and assures sound and wholesome teeth for after life. For the cure of nervousness and brain-fatigue, nervous dyspepsia and sleeplessness, it has been used and recommended by Bishop Potter, Bishop Stevens, President Mark Hopkins, Professor J. C. Draper, Sinclair Tousey, Bismarck, Glad- stone, and thousands of the world’s best brain-workers. It is a Vital Phosphite and not a Laboratory Phosphate. 6 W. 26th St, N.Y. For sale by Drugaist, or sent by mail, $1. MECHANICS & MECHANISE 5 Idnilding & Machine CORT IN Aer lY BRSITY Ard Models as supplied under Grants bythe Science § Art Departinent. : Tl WH Ri adic Cl a i ik ro be =e : SiN r : / i h ACID PH Prepared according to the directions of Prof. E. N. HORSFORD. Especially recommended for Dyspepsia, Nervousness, Exhaustion, Headache, Tired Brain, and all Diseases arising from Indigestion and Nerve Exhaustion. This is not a compounded «patent medicine,” but a preparation of the phosphates and phosphoric acid in the form required by the system. It aids digestion without injury, and is a beneficial fo and agrees with such stimulants od and tonic for the brain and nerves. It makes a delicious drink with water and sugar only, as are necessary to take. Descriptive pamphlet free. Rumford Chemical Works, Providence, R. IL. er BEWARE OF SUBSTITUTES AND IMITATIONS. CAUTION.—Be sure the word * HORSFORD'S ” is printed on the label. = ” 8 : Manufactured Solelp bp RIGGS TECHNICAL EDUCATION APPLIANCES LIMITED, 20, BUCKLERSBURY, QUEEN VICTORIA STREET, LONDON, E.C. ol 7 ov 1 N N N 5 A 5 N N | ‘a. 4 3 N M N N ny N A N M n 73 N N HN N 3 N N N N N ; ) N N N N : 15 a1 1 HN J { N N 3 A A A A A N 'y A SCIENCE ANDO TECHNOLOGY. ii caww All others are spurious. Never sold in bulk. TTI ean op a m RR , ; NF yopscare Avenue, Lonoon & ReoHiiL Entered at Stationers Hall. I — SEVENTH EDITION.) NS aS ff op ir Q GOLD MEDAL. FIRST AWARD Zo En, EDUCATION DIVISION, FOR EDUCATIONAL APPARATUS. MACHINE CONSTRUCTION. INTERNATIONAL HEALTH EXHIBITION, INTERNATIONAL EXHIBITION, INTERNATIONAL INVENTIONS EXHIBITION, LONDON, 1884. SYDNEY, 1879. LONDON, 1885. DIPLOMA OF HONOR, New Orleans, 1884-5. Ea Tr ~~ Revised and Illustrated OF APPARATUS FOR TECHNICAL + INSTRUCTION — AND — MANUAL TRAINING SCHOOLS. PART I. SCIENCE AND TECHNOLOGY. Mechanics & Mechanism, Building & Machine Construction, DRAWING APPLIANCES, -—— AND — Models as supplied under the Grants of the Department of Science & Art. ACTUAL PARTS OF MACHINERY, SCIENTIFIC APPARATUS, Diagrams and Books -#s- Ulodels of Ships, Bridges, MINING MACHINERY, ETC. Parr I.—Science and Technology. Pagr II.—Science and Technology. Parr. IIL.—Manual Training Schools and School Furniture. Manufactured by RIGG’S TECHNICAL EDUCATION APPLIANCES, Limited, 20, BUCKLERSBURY, QUEEN VICTORIA STREET, LONDON, E.C. JANUARY, 1889. —————— | » ii INTERNATIONAL EXHIBITIONS. ent teem THE FOLLOWING ARE PARTICULARS OF AWARDS GRANTED BY THE FURIES FOR EDUCATIONAL EXHIBITS. * INTERNATIONAL EXHIBITION, SYDNEY, NEW SOUTH WALES, 1879. First Degree of Merit FOR « Educational Apparatus.” Classes 300—306. Educational Systems, Methods and Libraries. INTERNATIONAL HEALTH EXHIBITION, LONDON, 1884. Gold Medal FOR « Technical Education Divisicn 1l.—Education. Classes 50, 51 & 53. HANDICRAFT AND SCIENCE TEACHING. TECHNICAL AND APPRENTICESHIP SCHOOLS. Apparatus.” Diploma of Honor FOR « Models for Teaching Mechanic Arts.” Class 802. Organization and Appliances FCR Secondary Education. 5 @ No ¥ Silver Medal Educational Section. RN NEY 2m con Class 162. « Models of Machine Models and Apparatus. Construction.” = Exhibit purchased for the University of Sydney, N.S.W + This Collection was bought by the United States Government, and deposited in the Pedagogical Museum, Bureau of Education, Washington. ee Rigg's Technical Education Appliances, Limited, Ea PREFACE TO THE FIFTH EDITION. it may be better adapted to meet the rapidly increasing demand for appliances required in the various branches of Technical Education. In the purchase of the majority of the appliances specified, numerous Schools and Classes under the direction of the Science and Art Department have received aid by grants from that Department; they have also been supplied to many Mechanics’ Institutes, as well as to Foreign and Colonial Governments. It has frequently been found that the large variety of subjects dealt with, such as Mechanism and Mechanics, Building and Machine Construction, Drawing Appliances, &e., cannot, without illustra- tions, be described in a manner that conveys any adequate idea of their intention, or of their importance to the branch of education which is receiving so large an amount of public attention at the present time. The models are made throughout in such a manner as to secure strength and durability ; they are neat, but unnecessary finish is avoided, thus constituting a valuable series of appliances for the advancement of Technical Education, at moderate cost. THe present edition of the Catalogue of Educational Apparatus is issued in order that The several subjects are, for convenience, grouped under the titles adopted by the Science and Art Department, the corresponding number of the Government List being given for reference, side by side with the Catalogue number. 11, QUEEN VICTORIA STREET, Loxpoxn, E.C., 3rd June, 1884. PREFACE TO THE SIXTH EDITION. HE present publication completes the Illustrations referred to in Section I., Fifth Edition, of the * Catalogue of Apparatus for Technical Instruction,” which appeared in June, 1884. Various additions have since been made; the whole of the valuable series of models in Subject XVIIL., * Mining,” and XIX., ¢ Metallurgy,” are new, and are intended to illustrate different kinds of modern machinery, &ec., employed in connection with metalliferous and coal mines. Attention should also be drawn to the new models in Subject II., « Machine Construction,” to the Military Bridges in Subject IIL., and to the series illustrating Subject IV., ¢ Naval Architecture.” The increasing demand for the models and apparatus described in this Catalogue has enabled a careful revision of the prices to be made, and though it has been found necessary in some cases to increase them, in many others they have been reduced. The publication for the first time of illustrations in conjunction with the letterpress will, it is hoped, much facilitate selection ; dimensions are in many cases added, together with references to the articles in the under-mentioned standard works, which are illustrated by the Apparatus described in the Catalogue. SUBJECT I.—Practical Plane and Solid Geometry.— “ The Engineer and Machinist's Drawing Book.” (Blackie & Son.) SUBJECT II.—Machine Construction and Drawing.— “ Elements of Machine Design,” by Professor W. C. Unwin, F.R.S., M.I.C.E. (Longmans.) 1886. “ Diagrams of Machine Details,” by Professor W. C. Unwin, F.R.S., M I.C.E. (Chapman & Hall.) SUBJECT III.—Building Construction.— « Busbridge’s Diagrams in Building Construction.” «Notes on Building Construction.” Part I., Second Edition. (Rivingtons.) 1883. «Elementary Field Engineering.” (Clowes & Sons.) 1883. 20, Bucklersbury, Queen Victoria Street, London, E.C. PREFACE TO THE SIXTH EDITION. SUBJECT VI.—Theoretical Mechanics.— « Principles of Mechanism,” by the late Professor Robert Willis, M.A, F.R.S. (Longmans.) 1870. SUBJECT VII.—Applied Mechanics.— « Experimental Mechanics,” by Sir Robert 8. Ball, LL.D., F.R.8. (Macmillan. 1871. « System of Apparatus for the use of Lecturers and Experimenters in Mechanical Philosophy,” by the late Professor Robert Willis, M.A., F.R.S. (Weale.) 1851. For the convenience of those schools and other institutions which receive Govern- ment aid in the purchase of this Apparatus, reference numbers in italics are placed over the illustrations and before the descriptions to correspond with Subjects I., IL., IIL, VL, VII., and XXIL, in the List published by the Science and Art Department during the present year. 11, QuEex VICTORIA STREET, Lonpoxn, E.C. 1st November, 1886. PREFACE TO THE SEVENTH EDITION. N order that they may deal more effectually with the necessary requirements arising from the Popular demand for a Technical Education in this Country as well as abroad, and to make the Company’s Catalogue more comprehensive, invitations for suggestions with this object have been addressed to many Authors, Professors, Manufac- turers, and Publishers ; they have been largely responded to, and resulted in the compiling of the present edition, which includes apparatus in many new subjects, and, appropriately placed, the most recent English and Foreign Works having reference to Technology and Science. As a permanent book of reference, it is believed this Catalogue will be found valuable apart from its utility as a Trade Price List, and the Company take this opportunity of acknowledging the cordial assistance of those to whom the circular has been addressed, being, as they are, so well qualified to form an opinion and give information contributing to the compilation of a List so much wanted and not hitherto attempted. It may be well to add that in preparing this enlarged list of Apparatus and Books, the Company have been primarily guided by a desire to place the best selections before those interested in the equipment of schools and institutions giving instruction in Science and Technology. Numerous illustrations have been provided by leading Manufacturers, and a considerable number of enlarged sketches are substituted for those which appeared in the Sixth Edition. Many extracts now published from speeches made by leading Statesmen and others, during the last few years upon the subject of Technical Education and its progress In this country, will be found to constitute a special feature of interest in the present edition of the Company's Catalogue. The Nos. in italics correspond with those in the most recent lists in the various subjects as published by the Department of Science and Art, and it may be well to mention that in this edition, after the respective illustrations in Subject VI., * Theoretical Mechanics,” the Article Nos. are added, corresponding with the following work— « The Elements of Mechanism,” by Professor T. M. Goodeve, M.A. New Edition. (Longmans.) 1888. In addition to its Publication in the complete form, its comprehensive character bas necessitated the issue of the Catalogue in three Parts, of which particulars are given on page Vi. 20, BUCKLERSBURY, QUEEN VICTORIA STREET, Lonpoxn, E.C. January, 1889. Riggs Technical Education Appliances, Limited, a ——————— Subject No. IL. Subject No. 1. TABLE OF CONTENTS. — PARTS I, IL, axp IIL SCIENCE. Page. | Subject No. Practical Plane and Solid Geo- XII. Geology .. . metry oe Wh se, X XIII. Mineralogy , Machine Construction and XIV. Animal Physiology .. Drawing wy oe o' 00 XV. Botany .. Building Construction 42 XVI. and XVIL Naval Architecture vo | XVIII. Mining .. . ae Pure Mathematics .. .. 88 | XIX. Metallurgy Theoretical Mechanics .. 60 XIX. Do. Applied Mechanics .. er 18 XX. Sound, Light and Heat . 95 XXI. Magnetism and Electricity | XXII. Inorganic Chemistry (Theory) XXIII. Physiography.. ve Do. (Practical) XXIV. Principles of Agriculture Organic Chemistry (Theorv).. Hygiene .e Do. (Practical) (Practical) Navigation .e > Nautical Astronomy .. Steam .. ve ve TECHNOLOGY. : s Subject No. Alkali and Allied Branches 19. A. Salt manufacture .. r B. Alkali do. C. Soap do. Bread Making ve ais A. Brewing .. .e B. Spirit Manufacture Coal Tar Products .e Sugar Manufacture Fuel . byt “se - Oils, Painters’ Colours and Var- nishes, Manufacture of .. ..s Oils and Fats, including Candle Manufacture ad ’ so B. Cotton oe oo C. Linen ae se D. Silk.. .s * E. Jute.. ale ois A. Lace Manufacture .. .e B. Framework Knitting .. ue Weaving and Pattern Designing . . Electrical Engineering— A. Telegraphy .. be B. Electric Lighting, &e. C. Electric Instrument Makin Metal Plate Work .. . as Plumbers’ do. .. : . Silversmiths’ do. .. eo 3 . Watch and Clock Making. . Be Tools—A. Wood Working B. Metal do. Mechanical Engineering .. Carriage Building .. .n oo Printing—A. Typography ay, B. Lithography a Ores, Raising and Preparation of Mine Surveying .. s -s Milling, Flour Manufacture .e Carpentry and Joinery Brickwork and Masonry .. or Manual Training and Technical Workshop Fittings ” .e School Furniture .. os :s Gas Manufacture .. .e Iron and Steel Manufacture Paper do. Pottery and Porcelain do. Glass do. Dyeing—A. Silk .. vs .e B. Wool 0s re Bleaching, Dyeing, and Printin of Calico or Linen oe so Leather — A. Tanning Leather .. ur B. Boot & Shoe Manufacture Photography . oe .s Electro-Metallurgy .e a 20, Bucklersbury, Queen Victoria Street, London, E.C. General Biology. : Page. Textile Fabrics, Manufacture of— A. Cloth .e a .e 51 53 The Complete Catalogue, consisting of PARTS I, 11. & 111, CONTAINING ABOUT FOUR HUNDRED AND FIFTY ILLUSTRATIONS, WITH Extracts “from the Speeches of leading Statesmen, Educationalists and A uthorities UPON THE SUBJECT or TECHNICAL EDUCATION. en de ily PRICE ONE SHILLING. In Cloth, 2/6. SN IN THREE PARTS, PRICE SIXPENCE EACH, POST FREE. Demy 8vo. ~~ PART | —SCIENGE AND TECHNOLOGY. « §erence ”? Sussecrs I. To VIIL « TECHNOLOGY »’ SUBJECTS 34 AND 35. SUBJECT. : IL — PRACTICAL PLANE AND SOLID GEOMETRY a be vit . Black Boards; Books and Diagrams; Brushes ; Color Boxes; Dr Boards and Tee Squares; Easels; Solid and Wire Geometrical Models ; Orthographic Projection ; ‘Saucers ; Teachers’ Desks, ete. — INE CONSTRUCTION AND DRAWING . ai Na illustrating Machine Details; Couplings, Cranks ; Connecting Rod Ends; Chains and Links; Gearing Pedestals ; Tank Joints; Valves .s " aps ; Bolted and Riveted Joints; Patterns ; Moulding Boxes ‘and Tools for Moulding in Green Sand ; Books and Diagrams; Parts of Machinery, etc [I.—BUILDING CONSTRUCTION .. ae “ie .e TecuNoLocy : 34.—CARPENTRY AND JOINERY 35. BRICKWORK AND MASONRY . Models WI. Brickwork, Lattice Girder, Suspension and Military Spun Bridges, Joints used in Carpentry, Timber Roof Trusses, and els Iron Roof Principals; Books, Diagrams, ete. —NAVAL ARCHITECTURE . W. Half Hull and other Models of Steam and Sailing Ships ; Books, etc. V.—PURE MATHEMATICS .. oe os os .s er .s . or ETICAL MECHANICS .. Ton and Diagrams ; Elementary Parts ‘of Mechanism ; ; Models illustrating Friction; Kinematical Apparatus; Mechanical Powers ; De $} « Principles of Mechanism,” by Professor Willis; and * The % Sais 2 Mechanism,” by Professor Goodeve ; Models illustrating Spring Ba ’ Pulleys, Weights, ete. Riggs Technical Eduestion my , Limited, PAGE, —— SCIENCE AND TECHNOLOGY —(continued). a P. . VIL "APPLIED MECHANICS . .. 176 Air Pumps; ‘ Apparatus Tor Building up Experimental Machinery,” by Professor Willis ; Balances ;: Books and Diagrams ; Models of Colliery Pit Heads, Crane; ‘Sir R. S. Ball's Apparatus illustrating ‘“ Experimental Mechanics ; * Linkwork; Models of Machines; Machinery, various; Rolling Contact ; Sectional Models; Sliding Contact ; Spring Balances ; Models of Water Wheels ; Wrapping Connectors, etc. VIII.—SOUND, LIGHT AND HEAT .. Books and Diagrams; General Apparatus ; 3 Heat, Light, and Sound. PART 1I.—SCIENCE AND TECHNOLOGY. Science Sussecrs IX. to XXV. —MAGNETISM AND ELECTRICITY .. ELECTRICAL ENGINEERING.. A Telegraphy ; B Electric Lighting, ete. ; 3 OC Electrical Instrument Making, Frictional Electricity, Voltaic Electricity. X. t.—INORGANIC CHEMISTRY (THEORY) X. p.—INORGANIC CHEMISTRY (PRACTICAL) 1.—ALKALI AND ALLIED BRANCHES .. A Salt Manufacture ; B Alkali Manufacture ; © Soap Manufacture. 4.-—COAL TAR PRODUCTS . . 9.—GAS MANUFACTURE va .e XI. t.—ORGANIC CHEMISTRY (THEORY) Xi. p.—ORGANIC CHEMISTRY (PRACTICAL) 5.—SUGAR MANUFACTURE .in 7.—OILS, PAINTERS’ COLOURS AND VARNISHES, MANUFACTURE oF 8.—OILS AND FATS, INCLUDING CANDLE MANUFACTURE XII.—GEOLOGY .. .e XIIL—-MINERALOGY .. 6.—FUEL Books, Special Collections. XIV.—ANIMAL PHYSIOLOGY . .e oh Anatomical Models ; Books and Diagrams ; ; Microscopes. V.—BOTANY .. os e, and XVII. GENERAL BIOLOGY XVIII. and XIX.—MINING AND METALLURGY XIX. p.—METALLURGY (PRACTICAL) .. . 10.—IRON AND STEEL MANUFACTURE.. 18.—ELECTRO-METALLURGY oo . 31.—ORES, RAISING AND PREPARATION OF .. 32.—MINE SURVEYING : Apparatus and Materials ; Books and Diagrams ; " Buddles, various ; J "Colliery Pit Headsy Mine Shafts; Safety Lamps; Sanus: Californian ; Ventilators. | | | SU | hos —NAUTICAL ASTRONOMY . XXIL.—STEAM Barometers ; Books and Diagrams ; ; Parallel Motions, various ; 3 Reversing Gear ; Steam Engines; Thermometers. XXIII.—PHYSIOGRAPHY . Books and Diagrams, ‘Charts, Globes, Specimens. XXIV.—PRINCIPLES OF AGRICULTURE .. XXV.—HYGIENE .. ws Apparatus ; Books. . oe oe oe Pr .e 20, Bucklersbury, Qe Victoria Street, London, E.C —— TECHNOLOGY —(continucd). Se “"BREAD MAKING 3 carr EAE IO tee «t€ AT 34. BREWING. B. SPIRIT MANUFACTURE .. «== = ALO GUE xe 11.—PAPER MANUFACTURE .. . . .. 12.—POTTERY AND PORCELAIN MANUFACTURE 45 :. oF 13.—GLASS MANUFACTURE .. 0! oe oe vy oe ¢* 14.—DYEING a ve . we "ve oo . . ae A. Silk. B. Wool. P | ; N q NY 15. BLEACHING, DYEING AND PRINTING OF CALICO OR LINEN / ¢ 16.—LEATHER i or ot oie ae ne vs A. Tanning Leather. B. Boot and Shoe Manufacture. 17.— PHOTOGRAPHY oe i ou oh . we vi ve i Books, Cameras, Chemicals, Lenses, Parts (Sundries). S U B J E C T I T 19.— TEXTILE FABRICS, MANUFACTURE OF .. .e A. Cloth. B. Cotton. C. Linen. D. Silk. E. Jute. 20.—4. LACE MANUFACTURE. B. FRAME WORK KNITTING rE ; : Practical Plane and Solid Geometry. 93.—METAL PLATE WORK 94. PLUMBERS’ WORK .. 95. SILVERSMITHS' WORK vie 96.—WATCH AND CLOCK MAKING .. . - oe ve ve oe sa TT Ge D0 Perspective. A. Wood Working. B. Metal Working. 28.—MECHANICAL ENGINEERING .. oe 99. CARRIAGE BUILDING .. oie ve 30.—PRINTING .. ae oo is A. Typography. B. Lithography. 33.—MILLING. FLOUR MANUFACTURE .. MISCELLANEOUS BOOKS ve os 1-57. 2-58, PART lIl.—MANUAL TRAINING SCHOOLS AND SCHOOL FURNITURE. MANUAL TRAINING . Benches, Carpenters’ T ' Grindstones, Lathes, Planes and Saws, Cabinets, Tools, Vices, &c. SCHOOL FURNITURE .e .s a .d os os . .h Carriage, Desks and Seats—The ¢ Burlington,” ¢ Dual,” * Empress,” Masters,” « Phenix ”’ Patent, Portable ” Examination, « pupil Teacher,” Fixing, Tok- well Covers, Inkwells, Packing, Screws and Fixing, Seats * Reversible,” that the Models may be placed at any given angle with Varnishing. { reference to the horizontal or vertical planes. Size of box, 194 ins. x 10} ins. x 94 ins. deep ~~ .. .. MISCELLANEOUS (dll these items are published with each of the Parts) «. oe Awards, Books, Foreign Orders, Terms, Requisitions, inland Orders, Terms, % Improved Spring Holder and Stand. Height, 16} ins. Opinions of Scientific Press, Governments, Universities, etc., supplied ; struction, ogUinE Sa of Moke bs ionisd 1s pic - anes in . p OS Eno 1 spring holder an Technical Education. | god ) op 1t is illustrated in the group of Models Nos. 1 ools, Chucks, Gramps, Drilling Machines, Drills (Twist) Pulley Blocks, Serewing Tackle, Tool Cat.No Govt. No. ert ian 1 a7 Box containing Cube, Square and Hexagonal Prism ” nes i Sagaze base and Hexagonal Pyramid, Cone, Cylinder, : ap ere, Triangle, Square, Pentagon, Hexagon, Circle, Gothic rch, and Cross, with Spring Holder and Stand, improved so Rigg’s Technical Education Appliances, Limited, | Rigg’s Technical Education Appliances, Limited : —= — a — ’ . CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 1.—(continued.) — PRACTICAL PLANE AND SOLID GEOMETRY. The following Models are designed to combine Utility, Strength, and Simplieity, those of metal and wire being japanned either white with red lines or black with white lines, and they are intended generally rather to illustrate principles than special problems, those numbered from 298 to 321, having been prepared under the direction of Mr. C. T. Millis, M, Inst. M.E. (Finsbury Technical College.) a di 7 The Science & Art Dept. will grant aid on these prices. Cat. No. Govt. No. g *__" set of Models to illustrate the fundamental principles of # s. d. Descriptive or Solid Geometry, consisting of :— a. Model of Horizontal and Vertical Planes, with two oblique planes fitting on the same. The planes being moveable, Students are enabled to realise the position of the pro- jection of solids when drawn in one plane, i.c., & sheet of drawing paper. b. Wire Model, showing how to draw plan, inclination, and true length of a line. ¢. One each, Cube, Octahedron, Pyramid, and Hexagonal Prism :— The Set as above, packed in a box, 5} ins. X 4 ins. X 1} ins. eet i epp———T Solid Geometrical Models. A.—SOLID MODELS. 1 Cone with three seetions, 5 ins. (S. K. Cat., 1888 —_ Do. do. about 9 ins. .. . 2 Cone with one section (S. K. Cat., 1888) .. .s 3 Triangular prism " oP .s ae Eh nel Rigg’s Technical Education Appliances, Limited, = ee ——————— CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT I.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. The Science & Art . Dept. will grant ail on these prices. 303 Hexagonal Prism, 6 ins. diam., with oblique section (S. K. ogy Cat. No. Govt. No. Cat., 1888) .. i . 304 Square Pyramid " Hexagonal Pyramid, 6 ins. diam., with oblique cretion : 306 Pentagonal Prism, 6 ins. diam. =. 307 Pentagonal Pyramid, 6 ins. diam. 308 Cylinder, 5 ins. diam. 309 Cube, 6 ins. (S. K. Cat., 1888) 310 Octahedron, 7 ins. edge .. 311 Tetrahedron, 8 ins. edge Dodecahedron, 3 ins. edge 313 Icoshedron, 3% ins. edge .. 31 Square Prism, with tw i oi . ia 4 P o sections, t ) Prism, Yo . Wiasirate a fundamental olid M . : : A X, ’ .y 99, 3 1 to 314 ( 5) Penetration of two Cylinders (axes at right atigled) Do. do. ( ,» oblique) Do. Cylinder and Cone Do. Prism and Pyramid Do. Sphere and Cone .. . - The above group, Nos. 316 to 320, of 5 Penetration Models ” ” OOO COC CeCCO WwW HB ttt ott Ot SOG OEO0C Oo OC0C Lo > HB ID WwW (<2) S — << Miller's Class Drawing Models. " Thess following Wooden Models are of unusual size, and particularly well adapted eac ing large classes ; the Stand is very strong and the Universal Joint wil the models in any position. sr Square Prism, 12 ins. side, 18 ins. high .e % 1 ¢ Hexagonal Prism, 14 ins. side, 18 ins. high . 011 0 Cube, 14 ins. side .. . is or Cylinder, 13 ins. diameter, 16 ins. high oe . $ bh $ Hexagon Pyramid, 22} ins. high .. os : 011 0 Square Pyramid, 22} ins. high he . 011 0 Cone, 13 ins. diameter, 22} ins. high .. 013 0 Skeleton Cube, 19 ins. side .. a . 013 Intersecting Circles, 19 ins. diameter vil 15 4 20, Bucklersbury, Queen Victoria Street, London, E.C. ALOGUE OF EDUCATIONAL APPARATUS. Catato CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 1.—(continued.) SUBJECT I.—(continued.) e— PRACTICAL PLANE AND SOLID GEOMETRY. PRACTICAL PLANE AND SOLID GEOMETRY. Cat. No. Govt. No. 331 — 332 — Table, 27 ins. by 214 ins. Je oe 333 — Stand oe . .. .e . rp N G N Dept. will grant 254 _ The above Square and Hexa onal Prisms Cube Cat. No. ove o. ie : , aid on ‘these prices. 3S oy oa and Square PL Cone and Skeleton 340 Set vongisting of nine Cubes, 1 to 9, each 7} ins. Xx Cube, with Table and Stand complete .. se e te - X 73 ms, — ; . . No. 10.—Prism, 15 ins. x 7} ins. x 74} ins. oe YL 8 4d © 335 The above Set, with 11 Wire Models, Nos. 342 to 352, 11.—Hollow Prism, 15 ins. X 5 ins. X 2§ ins. ~~ .. including Table and Stand complete .. .e oe .e Li Canl ins. high, 94 ins. diameter .. oe Soh The New National Set of Models, consisting of 8 pieces, .—Cylinder, 15 ins. high, 10 ins. diameter ve Nos. 322 to 329, but smaller, including Table and Wood- 14.—S8hort Cylinder, 5 ins. high, 15 ins. diameter. . jointed Stand, with Case, «c=: vv tC 3s —5 Bing 2 : ig Lh » fos. diameter.. .. ( d 7 .—Semi-Cylinder, 5 ins. high, 15 ins. diameter .. | 337 The New National Set, as above, but without Case ve 17.—Hexagonal Prism, 15 ins. high, 9 ins. diameter | 18.—In addition, large Cube, 12 ins. X 12 ins. X 12 ins. ) 338 to 311. . 22. — Pitch Pine Case -. oo .e oe oe .e ae Sphere in two halves, jointed, 14 ins. diameter we oe oo .. LARGE SET AS FOLLOWS :— The Science & Art B.—Millis’s Wire Skeleton Models for Illustration. 22 Triangular Prism 23 Square Prism 24 Hexagonal Prism 25 Cube .. ve .e 26 Square Pyramid.. 27 Cylinder .. 28 Cone .. ie i 29 Octahedron .e 30 Tetrahedron oie 3 al 31 Dodecahedron .. vi 32 JIeosahedron ’s us — The above Set of 11 Wire Skeleton Models, Nos. 342 to 352, complete . .t .o oe Fn WL CoC COoOO0OCDOOOC WW We Wo TT WW OHS OoOOoOOODHBOODCO No @® oS Gill's Patent Perspective Drawing Models. These are less than half the weight of Wooden Models of corresponding size, There are seventeen in the get, and they are prepared to meet the ; requirements of the Science and Art Department. oy Sone i These Sections .. .. . : ection 0 Prism oe . 1 to 9, each 6 ins. x 6 ins. £ sd | | Scotion of ByFamid 40 Section of Cylinder .. oe .e oe o t — The above Series of Four Improved Section Models | 0 41 Wire Model, showing inclined line with projectors ; also line B | 110 | and plan of line produced to show how to find the true durable and Improved Section Models—Wire. less expensive. 338 — Set consisting of nine Cubes, X 6 ins.— . 10.—Prism, 12 ins. X 6 ins. x 6ins... ~~ .. 11.—Hollow Prism, 12 ins. x 4 ins. x 1} ins, 12.--Cone, 8 ins. diameter ~~ .. on vie 13.—Cylinder, 12 ins. high, 8 ins. diameter. . 14.—Short Cylinder, 4 ins. high, 8 ins. diameter 15. —A Ring, 14 ins. high, 12 ins. diameter. . 16.—Semi-Cylinder, 4 ins. high, 12 ins. diameter 17.—Hexagonal Prism, 12 ins. X 8 ins. oe 3 — Piteh Pine Case .. .. 1 os 5 or imited, ql ; i i jances, Li Rigg’s Technical Education Applia 20, Bucklersbury, Queen Victoria Street, London, length, inclination, and traces of a line . ve . — Model, showing that every Triangular Prism may be divided into three equal Triangular Pyramids .. oi oe .e o I§ 0390 The above, 342 to 361, may be used in conjunction with 874 to 377. CATALOGUE OF EDUCATIONAL APPARATUS. . . SUBJECT I.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. Miller's Class Drawing Models. The following Wire Models are specially large, and well adapted for teaching Classes. The Science & Art Dept. will grant aid on these prices. s. d. 362 — Triangular Prism, 17 ins. side, 22 ins. high ws 012 363 — Square Prism, 14 ins. side, 20 ins. high . 0 364 Hexagonal Prism, 16 ins. diameter, 21 ins. high .. 0 365 Cylinder, 14 ins. diameter, 21 ins. high ne ve 0 366 Hexagonal Pyramid, 18 ins. diameter, 24 ins. high 0 367 Square Pyramid, 17 ins. side, 24 ins. high .. .iv 0 0 0 0 0 0 Cat No. Govt. No ee 0 oN — Ro LO DW — 368 Cone, 17 ins. diameter, 24 ins. high 369 Skeleton Cube, 19 ins. side .. ve ve 370 Intersecting Cireles, 19 ins. diameter 371 Plain Circle, 19 ins. diameter .. ve e .e 372 Plain Square, 19 ins. side a 373 The above 11 Wire Models, Nos. 362 to 372, with Table and Stand, complete oe vie . - oi or, 3 —_ — co ® “on [=] ee i — LE ————————————————————————— Orthographic Projection. The following Models, from No. 374 to 377 (4 items), have been designed by Mr. C. T. Millis, M.Inst. M.E. (Finsbury Technical College), with the object of affording assistance in the Teaching of Orthographic Projection in its Elementary Stage. 374 42 Model consists of moveable (or folding) horizontal and vertical plane, showing cube on an inclined plane with inclination of a face and edge; also illustrates the manner of placing a line on an inclined plane .s . oe aie .e .e Model consists of a moveable horizontal and vertical plane and two oblique planes, with wire model showing the lines used to find the dihedral angle between two planes, and a semicone which serves to show the method of finding the inclination of an oblique plane to the horizontal or vertical plane >. ’e ve ’is .e Two Models, the first consisting of a moveable horizontal and vertical plane, with an auxiliary vertical plane to show change of ground line. Second model illustrates the method of finding the inclination of a plane when the inclination of two lines or two edges of a solid contained by a plane are given .e = o . A os .e .e Model, consisting of horizontal and vertical planes, 19 X 13 ins., moveable, and showing the * four dihedral angles The above set of Four Models .. .e oe oe Rigg’s Technical Education Appliances, Limited, CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT I.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. Orthographic Projection. A series of Objects with Plans and Elevations, showing Sections and Modes of Projection, with the lines of Construction. The Sections, Penetrations, and Intersections of regular, irregular, and curvilinear Solids are worked out as a development of ordinary mechanical drawing. The Plans and Elevations are mounted upon hardwood tables, measuring 14}ins. x 5% ins. x 5} ins., and varnished, the wooden models being of a close-grained, hard timber. The Science & Art Dept. will grant Cat. No. Govt. No. aid on these prices. 3 — "A complete set of these Models, in forty tables (Cat. Nos. £ s. d 5 to 44), with illustrated drawings of each, forming an easily graduated series .. os . os os ve ve 59 A selection from the above set, No. 3, consisting of the first six tables (5 to 10) illustrative of the Orthographic Pro- jection or Engineering Drawing of points, lines, and develop- able surfaces a - os .e Pa oe .. 816 0 These may be used as a study before the commencement of the selection No. 45, page 10, introduced in the ** Engineer and Machinist's Drawing Book.” 388 0 0 The Tables, with corresponding Models, may also be had separately at the Sfollowing prices :— 6—59 7—569 The Science & Art Table Dept. will grant aid on these prices. No. 1 Projection of Points, also of Lines at right £ s. d. angles and obliquely with reference to the horizontal and vertical planes pen ve oe eo .. 013 6 This Table is hinged so that the plans and elevations may be set in one plane. 2 Projection of Lines parallel and obliquely with reference to the planes .. os oF oe se Projection of Lines and Circles parallel and obliquely with reference to the planes .. .e Projection of curved Lines .. be Projection of circular and angular Surfaces plain and obliquely with reference to the planes .. 0. 0. . sis .e .e .. ae Projection of Surfaces (Rectangles) parallel and obliquely with reference to the planes .. i Projection of Surfaces (Otagons) parallel and obliquely with reference to the planes .. . a 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. Bre remem Brrr _— _ SUBJECT I1.—(continued.) — PRACTICAL PLANE AND SOLID GEOMETRY. Table Cat. No. , No- No. 13 9 Projection of Surfaces (Circular Dises) paras! and obliquely with reference to the planes . 14 10 Do. do. ve “ o - ve ve 15 11 Illustration of the development of the Curved Surfaces of Cylinders and Cones .s ae 16 12 Projectionofa Spiral Staircase in two positions 19 20 Projection of Cubes parallel and with reference to the planes .. . . . Projection of Hexagonal Prednis paral and obliquely with reference to the planes . . . Projection of Cones parallel and oviauely with reference to the planes .. . oo Projection of Hexagonal Prisms aad CoLnders placed obliquely with reference to the planes .. .e 17 Projection of a Sphere and Elipsen) with meridians and equatorial lines .. 18 Projection of Helices or Serews .. is 19 Projection of a V Pulley placed Solely with reference to the planes .. .o 20 Projection of an Annulus or Ring i parallel and obliquely with reference to the planes .. CATALOGUE OF EDUCATIONAL APPARATUS. — Rigg’s Technical Education Appliances, Limited, EC — -, ————— rm rrr mee 22 SUBJECT I1.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. Cat. No. Govt. No. Table No. — 91 Penetration of Surfaces by lines parallel and obliquely with reference to the planes .. oe ve Do. do. 23 Penetration by Square Prism and Cylinder of Surfaces placed obliquely with reference to the planes .. 24. Penetration by a Cone and Hexagonal Pyramid of Surfaces placed obliquely with reference to the planes — 25 Projection of a Square Prism cut obliquely -.. 26 Projections of Polyhedra os be oe ve 27 Do. do. 28 Projection of Square Prisms placed obliquely with reference to the planes . oe — 29 Projection of Cylinders cut shiiouely with reference to their axes ve .e os — 380 Projection of Cylinders of equal diameters intersecting each other at right angles and obliquely — 31 Penetration of Cylinders at right angles and obliquely by other Cylinders of lesser diameter and by Square Prisms — 32 Sectional Elevation of an Annulus or Ring .. 016 6 018 0 1 2 6 017 6 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 1.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. Cat. No. Govt. No. Table No — 383 Penetration of an Annulus or Ring by a Cylinder and by a Cone ae ve .e oe oe .e 34 Projection of the Conic Sections, Ellipse, Hyper- bola and Parabola .. oe pn "“y we ie 35 Projection of a Sphere :— (a) Shewing the curve of a Segmental Section. (b) Shewing the contour of the concavity resulting from its penetration by a cone. (¢) Shewing the contour of the concavity resulting from its association with a sphere of smaller diameter .. .- oe .e ve . 36 Penetration of an Inverted Truncated Cone at right angles by a Square Prism, and a similar Cone penetrated by a Cylinder .. PE ve vo .o 37 Penetration of a Sphere eccentrically by a Cylinder, and a square Prism, and concentrically by a Hexagonal Prism 38 Penetration of a Sphere by a Cone, and projeetion shewing the contour of the concavity produced by a Sphere in association with a Hexagonal Pyramid .e 39 Penetration of an Annulus by a Sphere and of a Sphere by an Annulus .. .e .e . . 40 Projection of Truncated Cones placed obliquely with reference to the planes os .e . oe ee ia—— — The following series (No. 46 to 56) may be found in the works of M. Le Blanc or M. M. Armengaud, and in the English work based on them, viz. :—* The Engineer and Machinist's Drawing Book.” Price of the eleven Tables with models complete oe oH .. 11100 The illustrations are copied from the latter work by permission of the publishers, Messrs. Blackie & Son. These Tables, with the corresponding models, may be had separately at the following prices : ) — Rigg’s Technical Education Appliances, Limited, CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 1.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. ee Cat. No. Govt. No. Li Plate No. Ms 46 — 1 . 1 to 4 Projeetion of a Hexagonal Pyramid placed parallel and obliquely with re- ference to the horizontal and vertical planes oe oe . . 5 to 8 Projection of oblique section of a Hexagonal Pyramid oe - .e 1 to 6 Projection of a Hexagonal Prism placed parallel and obliquely with re- ference to the planes .. a le 1 to 6 Projection of the Conie Sections. : Ellipse, Hyperbola, and Parabola 1 to 4 Penetration of Cylinders at righ angles by other Cylinders oo .. 5 to 8 Projection of Cylinders of equal diameters intersecting each other at right angles .- vo .e oo 9 to 12 Projection of aCylinder penetrate obliquely by another Cylinder and of 2 Sphere penetrated eccentrically by a one .e eo V. 13& 14 Projection of an Annulus or Ring penetrated at right angles by a Cylinder VI. 15to 18 Penetration of a Sphere concen- trically by a Hexagonal Prism, and another Sphere eccentrically by a Cylinder .. .e .. ve oe 19 to 22 Penetration of an Inverted Trun- cated Cone at right angles by a Square Prism, and a similar Cone penetrated by a Cylinder .. se .e oe 1 to 4 Projection of Helices or Screws .. 10 VIL -— 11 VH 110 0 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. Tus SUBJECT I1.—(continued.) PRACTICAL PLAME AND SOLID GEOMETRY. PRACTICAL PLANE AND SOLID GEOMETRY. C.—APPARATUS. SUBJECT I.—(continued.) The following Models from the series No. 46 to 56 may be had separately and without the Tables as illustrations of Engineering Shading, at the prices stated. 383 Clamped and Battened Deal Drawing Boards. 394 tc 413-—46. 394 to 413. Cat. No. Govt. No. 3 : : 379 — "Hexagonal Pyramid, 4 ins. high x 3 ins. base 380 Hexagonal Prism, 4 ins. high x 2} ins. base 381 Cone, 41 ins. high x 38 ins. diam. 382 Cylinder, 4 ins. x 2 ins. diam. .. 383 Sphere, 3 ins. diam. eo ole . ie . ie MISS=== ; — : CLAMPED. BATTENED. The Science & Art a : . Dept. will grant Cat. No. Govt. No. aid on these prices. » Clamped or Battened. £ s8.d 394 46 Quarto Royal or .. 103ins. x 8 ins... ve 395 Do. Imperial .. vo 38% p04 ee - 1 0 13 18 111 19 2 0 2 2 Cylinder, 2 ins. diam., penetrated at right angles by another 396 Do. do. full size.. 15% 11 cylinder 1} ins. diam. .. .e * .e ae or 207 Bo a : Cylinders of equal diam. intersecting each other at right . 0. o 9 angles .. .e eo . 398 Half Royal .. .e oe 17% 10 i i iquely b othe Oe oY Ast, engiraion Silimnely y ‘agoiner 399 Quarto Double Elephant 18} 114 Sphere, 3 ins. diam., penetrated eccentrically by a cone .. | 400 Half Imperial .. 1 [1 pt o Annulus, 41 ins. outside diam., penetrated at right angles by | 401 Do. do. full size .. 22 a cylinder 1} ins. diam. .. " .. 014 402 Royal .. ve oe “22 403 PO. is oo 23 | Half Double Elephant .. 25 405 Imperial .. ve ‘es Do. full size .. Sphere, 3 ins. diam., penetrated by an Hexagonal Prism .. Do. extra > Sphere, 3 ins. diam., penetrated eccentrically by a cylinder. . 6 Do do Truneated Cone, 3 ins. deep, penetrated at right angles by ) a square prism .. oo as = : . 473 32 . 474 36 475 42 476 48 4717 54 462 18 ins. long .. 463 24 ve 464 465 . 466 ’ 467 . 468 ” MOIST cocococoan® cont w?® ooo omoo® re - 20, Bucklersbury, Queen Victoria Street, London, E.C. Es ae be CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 1.—(continued.) SUBJECT I.—(continued.) — PRACTICAL PLANE AND SOLID GEOMETRY. PRACTICAL PLANE AND SOLID GEOMETRY. Blackboards and Stands, Easels, &c. 69 to 72.—50 and 52. 491 to 497. Flat Rules or Straight Edges. Best Pear Tree. One Edge Bevelled. The Science & Art Dept. will grant aid on these prices. 3 8. d. 0 4 0 Cat. No. Govt. No, 478 12 ins. long, each 479 18 480 24 481 30 482 36 483 42 484 48 , oe ve he . “ee ae 485 Flat Rule and Tee Square, 36 ins. long, and two set squares for Blackboard use (Pear tree).. . . oe ee ————— ee ————————————————————— ee ee Triangles and Set Squares. Best Quality. Pear Tree. 486 to 490.—49. These Boards are mounted on turned vertical iron axes, revolving in 45°. 486 49 4 ins., each 487 " 6 ins. 488 " 8ins. 489 » 10ins. 490 ., 12ins. Prices for finest Black Ebony, Ebonite, or Spanish Mahogany Framed, Metal Keyed, and Ebony Edged on application. Rigg’s Technical Education Appliances, Limited, sockets, and provided wish iron clamping screws. bored cast-iron The Science & Art Cat. No. Govt. No. 69 50 Black Board, 3 it. 0 ins 70 n 1 ” Do. 72 : Do. Do. 3 ft. 6 ins. 4 ft. 0 ins. 4 ft. 0 ins. Dept. will grant aid on thesc prices. . X 8 ft. 0 ins. and stand Pdi IL ed x 3 ft. 0 ins. ” ww 119-0 x 3 ft. 0 ins. ” “w 2 80 x 3 ft. 6 ins. w ge os 1260 If desired, the Blackboard may be removed and its place on the stand supplied by = Teacher's desk (No. 74), 0r a revolving table (No. 73), for the exhibition or examination of large casts or models. the height of either of these being adjustable. Blackbeard, with Iron Tongue at each end. Size. 24 ins. x 30 ins., plain.. 24 ins. xX 36 ins. .e 30 ins. xX 36 ins. eo 80 ins. x 42 ins. .o 86 ins. X 42 ins. oe 86 ins. xX 48 ins. we 48 ins. X 72 ins. oe All kinds of Blackboards yd Ed Ruled on one side for music coooh Sie» fd COSC bm oT — OO] ” and Slates in Stands supplied. 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 1.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. New Patent Imperishable Black Plaster * Graphikos.” The Writing Surface of these will be found the best and most durable for Walls, far superior to Slate, Glass or Blackboard, and improves with use. 498. So WE TE 0 RH 771 IL a EE 4 ihe y} SI S27 127 177 5 : Ir y o 5 * ail gras noah 498 Sold in sacks containing 3 bushels, at 45s. per sack; 1s. allowed on returned sack. Each sack will cover upwards of 100 square feet of wall surface, and it can be used by any good plasterer. Estimates given for Plastering Walls, inclusive of all expenses. Attention is directed to BLACK SLATED CLOTH, which is recommended as one of the best Writing Surfaces. It is readily fixed, and will be found very durable and easily cleaned. Cat. No. Govt No. 499 — Width 39 ins., slated one side, for Wall .. ae per yard " — Slated both sides for Frames oe .e .- ” Estimates given for Covering School Walls on receipt of particulars. Rigg's Technical Education Appliances, Limited, CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT I.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. Patent Solid Geometry Boards, for Orthographic Projection. The Wings of these Boards are capable of ready adjustment, thus forming the vertical and horizontal planes, or they may be used as ordinary Blackboards. Cat. No. Govt. No. £ s. d. 500 — "Blaekboard, 36 ins. x 30 ins., on Framed Stand .. wu B00 0 501 — Do. 48 ins. x 36 ins. do. do. “le . BF 502 _— Slateboard, for Slate, Pencil or Chalk, and sufficiently soft for Pointed Needles or Wires to pierce it, 36 ins. x 30 ins... 3 15 Do. do. do. 48ins. x 36 ins... 410 Framed Easels. With long back legs to insure steadiness. 507 & 508. — 504 to 506. — Deal, 6 feet in height . — Piteh Pine — Birch " ‘e .e .“ “ If with T Bar for Maps, 1/- extra. Easels wider and stronger than the above, and fitted with T Bar for Maps. — Pitch Pine a is ob os . .e .. 10 — Bireh .. “e or or . .e . oe ww Ul Prices for Folding Portable Sketching Table and Rack Easels on application. 20, Bucklersbury, Queen Victoria Street, London, E.C. SE - > es CATALOGUE OF EDUCATIONAL APPARATUS. pe ——————— SUBJECT I.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. Revolving Tables, Teachers’ Lesson and Reading Desks. 73 to 76—517 The Science & Art Dept. will grant Cat. No. Govt.’ aid on these prices. No. 51 Revolving Table, in £ sd oak, varnished, to suit black board stand, size 16 ins. x 1l ins. .. Revolving Teachers’ Desk, in oak, var- nished, with hinged lid, lock and key, to suit black board stand, size 15 ins. x 12 ins. Black Board Stand, for either of the above Iron Tube Stand, for either of the above.. Hardwood Posts and Slides, iron foot 510 & 511 4 \ y = . The Science & Art SL . — 2 2 EE E&: , Dept. in gs Cat. No. Govt. No. - = === er aid on these p : 510 — Stand, deal .. .s .e i ve oe as z 4 511 — Ditto, hardwood .. wr, as oe 3 a } 512 — Desk, deal, stained and varnished, iron foot .. oe 3s $2 13 __ Telescope Stand, pitch pine .. vs. oi axl Len 0 - §3 Large ompasses for black board use, In hardwood, having improved joint for steady motion, crayon holder for chalk and metal point, length 15 ins. . . oe Rigg's Technical Education Appliances, Limited, eee eee CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 1.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. 80 —54. Ji - Ee lot ai oe Hh The Science & Art Dept. will grant aid on these prices. s. d. Cat. No. Govt. No. 80 54 Universal Telescope Model Holder, of metal, to stand on floor, with iron tripod base, tubes, adjusting screws and hand vice .. . . ait ve . .e “w 1180 These holders are suitable for use in examinations of schools in object drawing when carried on by printed or written papers. For class teaching, also, they are convenient as by a memorandum of angles the model or object being adjustable in any of the three geometrical planes can, on a future day, be placed in” any previously recorded position. 55 Mensuration Board to hang against a wall for class or lecture room teaching; painted black, the scales and figures being white. Size 36 ins. X 86 ins. .. eo es The scales on this board are:—The slide rule; two Vernier scales ; a diagonal scale; a jointed sector; a scale with the principle of the Vernier as a simple substitute for the diagonal scale. Questions may be solved by these scales by members of a class, or by a teacher in their presence, 56 The Binomial Cube, in hard wood, in a box, to show by experiment that— (a+b)? =a*+2ab+0b2. (a+b)* =a? +3a2b+3ab? 4-0? Size of (a+b)® =3 ins. x 3 ins. X 3 in. 20, Bucklersbury, Queen Victoria Street, London, E.C. mere eres rere eee ey ci ee en Rees Re ae mt CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT I.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. The ‘Public School” Color Box. 531 Cat. No. Govt. No. 531 __ The above contains the following Twelve Colors in China Pans :—Burnt Sienna, Green Bice, Raw Sienna, Yellow Ochre, Cobalt, Brown Madder, Crimson Lake, Gamboge, Vermilion, Vandyke Brown, Light Red, Indigo; Tubes of Sepia and Chinese White, and four brushes. It is of japanned tin, and the colors are secured in their places by Patent spring clips e ois ae ve “ie - Prices for Elementary moist colors, china pans, water colors, slide and hook bozes, on application. The “ Society of Arts” Color Box. — Containing the Ten Colors recommended by the Society of Arts, with three eamel-hair brushes .. . .e . ve Rigg’s Technical Edueation Appliances, Limited, Le ——— ee — eee CATALOGUE OF. EDUCATIONAL APPARATUS. SUBJECT I.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. The ‘ Ninepenny” Color Box. Cat. No. Govt. No. ] 533 ~_" Fitted the same as above, but with commoner colors and brushes | 534 — French polished mahogany * Hook ” Box, containing the same assortment of colors and brushes as in the * One Shilling” Box, with saucers, pencil, &e., &e. ae ath The “One Shilling” Japanned Tin Box of Moist Water Colors. — Containing the ten colors recommended by the Society of Arts, viz., Gamboge, Yellow Ochre, Vermilion, Light Red, Burnt Sienna, Sepia, Ultramarine, Crimson Lake, Vandyke Brown and Indigo, with three camel-hair brushes on sticks .. a — Containing twelve pans of Moist Water Colors, viz., Green Bice, Pale Chrome, Vermilion, Vandyke Brown, Ultramarine, Light Red, Burnt Sienna, Black, Yellow Ochre, Crimson Lake, Prussian Blue, Gamboge; tube, each of Chinese White and Sepia, and three camel-hair brushes on sticks. . a o — Containing sixteen pans of Moist Water Colors, viz., Raw Sienna, Yellow Ochre, Gamboge, Pale Chrome, Indigo, Prussian Blue, Ultramarine, Cobalt, Vandyke Brown, Sepia, Green Bice. Burnt Sienna, Carmine, Crimson Lake, Light Red, Vermilion ; tube of Chinese White, and three superior camel-hair brushes in tin ferrules with polished handles .. 538. ENGINEERING & ARCHITECTURAL DRAWING INK 538 _ le gal and Architects’ Drawing nk) .. oe .e Ink (British .. each Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT I.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. LARGE DUCK. Ls 4d Cat. No Govt. No 539 — Finest Brown or Red Water Color Sable Brushes, in quills, tied with gold wire un colored silk. Large Duck gize (red tie) . oe .e os .e oe >e _ Round Wire-bound Camel - Hair Brushes, dome points and white wood handles. Size No. 2 .. .e oe The prices of other Brushes in proportion, Nests of Saucers, for Rubbing Colors. 511—514. The Set of Six Saueers, 2% in. X 24 in. »e Do. do. 2% in. x 23 in. .. - Do. do. 31 in. x 3}in. .. - Do. do. Do. do. Do. do. Do. do. Do. do. 8% in. x 3%in. .. >t .e 24 in. x 24 in., in Leather Case 2% in. x 2% in., 0. 34 in. x 34 in, do. 3% in. x 3% in, do. cco 2002 WH US DO BO bb FEEL Tinting China Saucers Saucers. or Round * Painis.” 549 to 553 Cat. No. 549 Round ** Paints,” 2 ins. dia., ea. 550 Do. 2k wv ww oa Be. 24 ” ” ” 0 5 0. wom» 553 Unglazed Saucers for Indian Ink 2 ; 01 Prices on Application for Finest Drawing and Students’ Cartridge Paper, Continuous, Mounted and Tracing Papers. Earthen Saucers, 14 ins. Do. 2% Do. 3 Do. 4 Rigg’s Technical Education Appliances, Limited, : a —— Le —— ee p— ee CATALOGUE OF EDUCATIONAL APPARATUS. PRACTICAL PLANE AND SOLID GEOMETRY. Author's Name. Aldis, T. S. «4 ” oe Andre, G. G., F.G.S. Andrews Yi Andrews, T. N. Angel, H. ” Bain, D. Raker, T. Jarker .. Binns, W. ” Riong, W. 8. .. Birkinshaw, S. Boucher, J. S... Dradley, T. Burchett, E. S. Bushbridge, W. Carroll, J. Cassell Chitty, W. Clairant, A. C.. Clarke, G. S. ” » oe Collins, W. H... Constable, 8. .. SUBJECT I.—(continued.) Title of Book. Size. .. Text Book of Geometry .. 8vo. Bell .. .. Elementary Treatise on Geome- trical Optics as os .. Elementary Treatise on Geometry a aie aie .. The Draughtsman’s Handbook of Plan and Map Drawing .. 4to. Spon .. .. School of Art Perspective os Gill .. .. Practical Geometry . .. 12mo. Allman .. Practical Plane and Solid Geome- try .e ve ols .. 8vo. Collins .. Practical Plane and Solid Geome- try and Projection, Vol. I. Text, Vel. II. Plates .. .e .. 8vo. ” .. 8vo. " Solid C.8vo. .. First Grade Practical Geometry.. 8vo. .. Mensuration and Measuring .. Plant Form Copies we -e .. Elementary Treatise on Ortho- graphic Projection vn .. 8vo. .. Elementary Treatiso on Ortho- graphic Projection, Second Course .. .s .a .. 8vo. woe .. Geometrical Drawing .. .. 12mo. Simpkin .. Straight Line and Perspective .. 4to. Philip .. .. Plain and Solid Mensuration . 12mo. Longmans .. Plain and Solid Mensuration, Key 12mo. ” .. Selection from Elements of Geo- metrical Drawing for use of Wooiwich Academy .. .. Folio .. Elements of Geometrical Drawing, Part I. .. . . .. Folio " .. Ditto .e . Part II. Folio .. Practical Plane Geometry .. 8vo. .. Engineering Drawing Copies, 2 Vols. each as . . Philip .. . Fsecap. Lockwood Spon .. Chapman Collins Spon .. .. Second Grade Practical Geometry Test Papers ve od sis .. Linear Drawing and Practical Geometry os oe .. Fgcap. Cassell.. .. Linear Drawing and Projection .. Fscap. .. Linear Perspective .s .. 4to. .. Elements of Geometry .. .. 8vo. .. Principles of Graphic Statics .. 4to. .. Practical Geometry, Perspective and Engineering Drawing, 2 Vols. .o os ve .e .. Perspective Explained and Illus- trated .. vs Hg! .. 8vo. .. Perspective oo e .. Post .. Geometrical Exercises for Begin- ners as . .o .. 8vo. Philip .. Heywood Paul .. Spon .. ” oe Longmans Macmillan Publisher. Price. Gill per packet 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT I.—(continued.). SUBJECT 1.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. | | PRACTICAL PLANE AND SOLID GEOMETRY. Author's Name. Title of Book. Size. Publisher. Author's Name. Title of Book. Size. Publisher. Pring. Hulme, F. Edward, Mathematical Drawing Instru- Ce F.L.S.,F.8.A. ments, and how to use them ., 18mo. Triibner Davidson, E. A. .. Practical Geometry, 64 Copies on Cardboard a ve oa Cassell. . Ingram .. .. Plane Geometry .. .. 12mo. Oliver .. . Lineal Drawing we i Pljstin ” - Isbister, A. K... .. College Euclid, first 6 Books, and ractical Geome . a ; "* Elements of Practical Perspective : " “ part 11 & 12 Books. .. 12mo. Longmans Model Drawing ~~ .. oi er ¥ Orthographic and Isometrical Pro- jection .. ve .e ve ” Dennis, H. J. .. . Second Grade Perspective aie . Bailliere . i} ” ve . Third Grade Perspective, two parts Kempe, AB... .. How to Draw a Straight Line .. C. 8vo. Macmillan each — wn , Kiddle, J. I. .. “ie Easy Course of Perspective .. Folio Philip... Dolbear, A. E... The Art of Projection .. .. 8vo. Triibner “ 5 .. Simple Studies in Straight Line and Perspective, 7 Books Gask, T. .e . Geometrical Construction . Deighton .. .. Simple Studies in Straight Line, Bouud in Cloth .. vs Gill, George .. "Second Grade Freehand Outlines, 24 Cards .. .e eh .e First Grade Freehand Outlines .. .. Geometry (The Elements of " Freehand Outlines, Furniture -. Euclid), Part I., Books 1 to 3.. Fscap. Lockwood " Second Grade Freehand Test ii .. .. Ditto ditio ditto PAPErs ve veg tre Part II., Books 4, 5, 6, 11 & 12 Fscap. ” First Grade Freehand Test Papers Low,D.A. .. .. A Text Book on Practical Solid or " School of Art Geometry .. “ Descriptive Geometry, Part I... 8vo. Longmans Kensington Practical Solid ” . .. Ditto ditto Part II. 8vo. i Geometry Lowres .. . .. Art Student's: Second Grade : Practical Geometry .. . 8vo. Moffatt vie . First Grade Practical Geometry. ’ ] . First Grade Kensington Geometry woes he .. Geometry Drawing Books, 8 Books Griffith each . Second Grade Plane Geometry .. " Second Grade Solid Geometry .. . Recond 238s Plane and Solid Martin, James. . .. Graduated Course of Problems o x re we oe Geometr, - oe oe . ili Segond Ginde Geometry Test Maxton, J. A " Wome Saou) i Bnivering 8vo Philip .. . ve “ ie . i ip ie . York . First Grade Geometry Test Papers oe Millar. W. J Descripti 8 ss .. 12mo. Lockwood .. : 0 s Wed. .. Descriptive G t: oe NE oh i i Grade Geometry Moffatts “ oe op Grade Practiol Geometry C550, Magmilisn, Drawing to Scale Text Book _.. igh x per packet . Drawing to Secale Exercise Book. . Moore, B. T. .. . Elementary Treatise on Men a oR wl Drawing to Scale Test Papers .. tion Fs Bell . Kensington Perspective .. ve Morel) ee oe . .. Fscap. Be Science an Art Geometry, ’ rrell, J. R. FR Tho Boschi nts of Plane and Solid FAs GALL i o : oo 3 tion 1 o. te Section 1 : Be il » Munn, D. i .. Mensuration of Lines, Surfaces RE Griffin, R. W. .. " The Parabola, Ellipse and Hyper- J ie pA Volute® o5 A hey ie Rasa, Chambers bola, treated Geometrically .. Hodge .. tis uration .. Fscap. ” ow = WwW Jackson, J. S. .. .. Geometrical Conic Sections .. C.8vo. Macmill Jackson, L. D. .. Modern Metrology. . va ae : ey Johnston ve .. Aids to Model Drawing .. ’e Johnston ” Bs OH =O Be a oe oe 7 = i ee a oo Ww oo oo, Oo Oo Oo wo Gill per packet 2 Law, H. = Op oo — — eS OO oo Oo Marsland, J. H. .. Problems and Solutions in Prac- tical Plune and Solid Geometry Gill .. oS coo HH ee —- Sw ow No o> SD a He EEO OM : Palli : : Hann, J. . Analytical Geometry and Conic 7 Lockwood ns. M De Practioal Plaue Oblong Simpki Sections «. - .- .. Fscap. Lockwo .e Pi . ee ee ee g Simpkin Harris, R. a Plain Geometrical Drawing ~~ .. Crown Hamilton .- ickering, Prof. E.C... Toe Theory of Color in its Relation Reatier, 3. Foe Eee Tignes 2 DeserP” Jomo. Lockwood | Pritchard, G. 8, & Note Book on Practical, Solid, or i ive Geometry .. ve si . . ol ) ’ . . ; Practical Plane Geometry "* 12mo. J : ) Pyne Bann J. H. pli atie Geometry .. ve S. 8vo. Macmillan Henchie, J. .. Manual of Plane Trigonometry .. 12mo. Murby .. oe .. . .. Fsecap. Lockwood 8vo. Spon .. Henrici, O. . Geometry, Congruent Figures .. F. 8vo. Longmans . ) Rawle, J. 8. .. .. Practi : : Hodge, H. : .. Linear Perspective = .. 4to. Collins™" Reynolds el . Prlisi] Goomeiry, wie on Four Crown Simpkin Hoare, C. ae .. Mensuration for the Million oe Wilson . Sheets, Colored, in Wrapper Reynolds a ; ve Bd Rigg’s Technical School Appliances, Limited, 20, Bucklersbury, Queen Victoria Street, London, B.C. A ats -— CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 1.—(continued.) PRACTICAL PLANE AND SOLID GEOMETRY. Author's Name. Title of Book. Size. Publisher. Reynolds . .. Geometrical Diagrams, on Rollers, LL Varnished, size 60 x 40ins. .. Reynolds Rheims De .. First Practical Lines in Geometri- cal Drawing ae .e ve Williams Ross, W. G. .. Practical Solid Geometry +e Cassell Stanley .. .. Projection or Practical Solid Geometry Murby.. Tarn, E. W. . Practical Geometry for the En- gineer, &c. “ie .e vi . Lockwood Tate .. vs .. Principles of Geometry, Mensura- tion, Trigonometry, &c. oh Longmans Tebay, S. IT Elementary Mensuration for Schools .. .ie . ve Macmillan Todhunter, J. . .. Mensuration for Beginners a “ Twining, T. .. Diagrams illustrating Geometrical Forms .. . . a ” . Diagrams illustrating Division of the Circle (mtd., and with moveable Arrow) in .e Diagrams illustrating Specific Gravities (2 Sheets) .. .e " ie J. Griffin ” Vernon .. Common Objects .. . ve Gill per packet Whitehall Drawing Copy Books, 1 to 15 .. ” .. each . Drawing Courses (Art Minute), Standards I. to VIL. .. .o Drawing Cards (Art Minute), Standards I. to VIL. .. oe . per pekt. of 24 Demonstration Sheets (Art Minute), Standards I. to VIL... , set of 24 .. Winter, 8. H. .. Elementary Geometrical Drawing Part I. Longmans .. 7 .“ .. Ditto ditto Part II. i : Wood, Prof. de Nolsen Trigonometry : Analytical, Plane and Spherical .. os “ Woolhouse, W. 8. B. .. Measures, Weights and Moneys of all Nations s ae .. Fscap. Lockwood Wormell, R. .. .. Elementary Plane Geometry .. 12mo. Murby.. . .. Ditto ditto Solutions 12mo. vee _. Elementary Solid Geometry .. 12mo. , .. . Ditto ditto Solutions 12mo. ,» . Modern Plane Geometry .. wo 12mo. 4 eo Ditto ditto Solutions 12mo. » «- «wA,” Straight Lines, * First Stage ”” Model Drawing, 12 Cards « B,” Straight and Curves, * First Stage’ Model Drawing, 12 Cards « C,” Simple Groups, ** First Stage” Model Drawing, 12 Cards « Model Drawing made Easy,” with Exercises on Straight Lines, Cubes, Boards, Circles, Cylinders and Cones, 12 Cards ” ” 8vo. Triibner Rigg’s Tecunical Education Appliances, Limited, I SH Se © © iB NC oO ooo oo CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 11. Machine Construction and Drawing. Series of Models of Machine Details made to scale, and colored to shew material, and cut where necessary to show the sectional form. The Models 83 to 141 correspond with the wood-cuts in Unwin’s * Elements of Machine Design ” (Longmans & Co.), 1888 and generally with the ¢ Diagrams of Machine Details,” published by Chapman & Hall Limited. ; Xo. 83 to 90 inclusive are actual examples in wrought-iron of the various joints described, the edges of the plates being in all cases planed and polished. Models illustrating Plate Work in Wrought-iron and Steel. 83—104. 84—105 The Fig. Nos. following each description correspond ry. scence s Ar cat No. Govt. No. With the Illustrations in Unwin’s * Machine Design.” Pht wil srant aid on these prices. 83 104 Combined Lap and Butt Joint. This joint has recently £ s. d. come into use in Locomotive Boiler Construction. Size 10 ins. x 9 ins. (Fig. 29) -. i a ol iyyeriio 84 105 Single riveted Lap Joint. Rivets with common snap heads, shewing their diameter and pitch, and the overlap of the plates. Size, 94 ins. x 6 ins. (Fig. 31).. ve 85 106 Single riveted Butt Joint. The two plates butted to- gether, and a covering strip placed over them. Strength sensibly the same as that of No. 84. Size, 9 ins. x 6 ins. (Fig. 32) .. . oe . .s os 107 Double riveted Lap Joint, Less metal being punched out in the line along which the plate tears, and the shearing area of the rivets being proportionately increased, this is a pig joint than the preceding one. Size, 8} ins. x 6 ins. ig. 3& se is .- oe .e . . . i 89—171710, 90-1771. 108 Three Plates, single riv tion. Size, Y ins. X 8ins, (Fig. 41).. us .s s 709 Four i-in. wrought - iron Plates, single riveted, chamfered at Junction. Size, 13 ins. x 9ins. (Fig. 42) .. 116 6 1710 Two Plates, riveted to 2-in. Angle Iron, as used in a box girder. Size, 93 ins. x 43 ins. X 4 ins. (Fig. 44) .. 1 5 0 111 Tee Iron Joint. The covering strip of No. 85 replaced by Tee lrom, which stiffens the plates against bending or buckling. Size, 12 ins. x 6 ins. (Fig. 45) .. ce uo 1850 20, Bucklersbury, Queen Victoria Street, London, E.C. NT I—— CATALOGUE OF EDUCATIONAL APPARATUS. Cat. No. 91 SUBJECT IL.—(continued.) MACHINE CONSTRUCTION AND DRAWING. ari T 18 b L : - | The Fig. Nos. Sollowing each description correspond with the Illustrations in Unwin’s “Machine Design,” TO Dept. wili grant aid on this price, Govt. No. s.d 112 Twelve Forms of Turned and Polished Bolts in Iron, 5 in. diameter, fitted upon a board arranged to suspend against a wall, and measuring 24 ins. X 24 ins. - re (a) Bolt with square head, square neck and hexagon nut, wrought iron washer. (vb) Ditto, with rose head. (¢) Ditto, with hexagon head without the square neck. (d) Ditto, with square head and without square neck. The head fits into a recess to prevent the bolt turning when the nut is screwed up. (¢) Set Screw. (f) Ditto, with cheese head. ~ (9) Ditto, with countersunk head. (h) Ditto, with countersunk head, washer and hexagon nut. (i) Bolt with cotter and square plate. This form is used for foundation bolts. (k) Bolt intended to be fixed in a stone by running in lead round the taper part. (1) * Lewis” Bolt. To be fixed in a stone by means of an iron wedge, which forces the enlarged part of the bolt under a countersunk part of the stone. (m) Double ended bolt for connecting two pieces together, and then a third piece, independently of the connection of the others; square neck, collar, and hexagon nut. (Figs. 61 to 72). Rigg’s Technical Education Appliances, Limited, a l.,- (at. No. Govt. No. 315 0 CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT II.—(continued.) MACHINE CONSTRUCTION AND DRAWING. 93—114, The Fig. Nos. following each description correspond with the Illustrations in Unwin’s * Machine Design.’ Inside and Outside Flanges in Tank Plates. The following are of wood, painted to represent cast iron, and connected by turned and polished bolts and hexagonal nuts. : The Science & Art 9) 1 : aid Bn 3 gran °S, 13 Four Cast Iron Plates in one Plane, connected by flanges £ 5 d and bolts with chipping strips, and space for rust cement RT The model is intended to illustrate the construction of a cast- iron tank with inside flanges, the chipping strips being so placed that the joints can be caulked with cement from the inside, Size, 9 ins, square. (Fig. 82.) - 1714 Similar Model, shewing arrangem a ( 1 ent of pla tank having outside flanges, caulked with of Dlages or 2 inside. Size, 3 ins. square. (Fig. 82.) 115 Junction of Cast-iron Plates by means I flanges, corner junction of three i with Dols a Chipping strips on outside of flange to allow caulking inside. The projections through which the nuts pass, prevent the flanges being strained by the pull of the bolts. The side plate whose flange is parallel to itself, has a blank flange or rib to stiffen it. Size, 6 ins. xX 6 ins. x 6 ins. (Fig. 82) 96—117. v 116 Corner of a Cast-iron T i f \ ank as used for suppl Lost tives at Sion, Jud consisting of Eo oo 0 langes and space for cement. Quart i viz., 9% ins. xX 93 ins. xX 9% ins. Raariet Rell 0 7117 Knuekle Joint. This model is of value in giving the correct strength for an arrangement so much d iz i 5ins. x 2) ins. (Fig. 84) .. Bs Be 1510s x 718 Keys. Models illustratin i i in Machi ] ] g varions kinds used in Machine Construction, viz. : (a) Saddle. (b) Flat 15 ins. (Figs. 85 oa DBR: (Suk Lear 119 Proportions of Cotters. Model ini . s explaining the method and proportion of cotters for i Dh ih re shearing strain. Length, 15 ins. (Fig. 96.).. J 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. 32 CATALOGUE OF EDUCATIONAL APPARATUS. Ja pr i SUBJECT 1L.—(continued.) SUBJECT IL—(continued.) MACHINE CONSTRUCTION AND DRAWING. i07—128 108—1729 100.15 rere meee rest — MACHINE CONSTRUCTION AND DRAWING. 102--123. Govt. No. With the Illustrations in Unwin's “Machine Design.” Dipti ilsian | The Fig. Nos. following each description correspond 1. science & Art description correspond with the Illustrations in ; qn. 128 Wall Plate and Bracket, for Shafting. Size 15 ins. x Machine Desig The Science & 1 Tins. x TEINS. (IR. IB) =v ea ar sx «x 350 ald oh these prices. 129 Bracket Bearing, to receive a Pedestal. Size 17 ins. Cat. No. Govt. No x 19 ins. X 73 ins. (Fig. 152) J hd ii 2 0 0 » 120 Gly and Conte: sno dy emma Sapna paris. : p ) Pedestal No. 106 is also adapted to this Bracket. 3i7 i 2 ins. x 2 ins. (Fig. 101.) .. or i. Size, 10 ins. x 2 ins. X i (Fig ) . Size. 6 130 Hanger Pedestal, used for carrying Shafting from Hydraulic Joint, as used in Accumulator Pipes. Size, 6% | anger Pedestal, used for carrying Shafting from The Fig. Nos. following each EE Unwin's ** 100 121 s AS i ; ; | ins. x 71ns. x 3% ins. (Fig. 111.) .. veo | po Tn Ho i 101 +122 Wrought-iron Crank Shaft. Length, 13 ins. (Fig. 131.) = See also Nos. 122, 123, and 124. Couplings. i i d necks 131 Wall Box for supporting Pedestals. Size 19 ins. Xx 723 Half-lap Coupling, with bosses an ‘ 16} ins. x 3} ins. (Fig. 155) «0 «0 ee eee oe fotister Pedestal No. 106 is also adapted to this Wall Boz. 30520: a 132 Footstep Bearing for supporting Vertical Shafts. Size 184 ins. x 4 ins. x 5} ins. (Fig. 160) .. so ve 133 Stepped Speed Cone for three Speeds. Size 12 ins. diam. X 7 ins. (Fig. 215) oo oo .e oo oo .v 134 Ordinary Strap Pulley having arms of elliptical section. Size 113 ins. diam. x 2% ins. (Fig. 229) oe . .e Chains and Hooks. 114—735 115—1736 116—137 VO-=198 Length, 15 ins. 103—124. 104—1725. J 8% ia —~ L Box Coupling, with parts of Shafts and Key. Length, 15 ins. (Fig. 134.) .. vs ne en or Flange Coupling, partly in section, with turned lots and puts. Size, 12 ins. x 0} ins. (Fig. 135.) oe ox -e Disengaging Coupling or Clutch, and portions of Shaft. Length, 15 ins. (Fig. 132.) . .e oe “ o 7135 Short Link Crane Chain. Three }-in. links in metal, japanned (Fig. 246) . sis . os ov sie 136 Cable Chain, fire #-in. links in metal, giving proportion of studs. (Fig. 247)... . .s > .e oo .e Pedestals, Brackets, and Hangers. 137 Model, in wood, of a Wrought-iron Hook and Swivel ae I | suitable for a 6-ton crane. Full size, viz., 19 ins. x 10 ins. with Pedestal or Plummer Block, partly 17 (Fig. 249) .. . .e o's vs ve ve .- Wal ries, steps complete. Size, 183 ins. x 2{ ins. X 53 138 Model, in hardwood, of a Wrought-iron Hook, suitable ins. (Fig. 142.) .. .e . . .e .e .r for a 2-ton crane to be attached direct to a chain. Full size, . viz., 10 ins. x 6 in. (Fig. 249) .. oe .e A so This Pedestal is also adapted to Nos. 108 and 110. 20, Bucklersbury, Queen Victoria Street, London, E.C. Rigg’s Technical Education Appliances, Limited, Cat. No. 118 119 120 CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT I1.—(continued.) MACHINE CONSTRUCTION AND DRAWING. 118—141 120—143 121-1744 The Fig. Nos. Sollowing each description correspond rye sciences 1 Dept. will gra with the Illustrations in Unwin’s ** Machine Design.” huis re. £ sd Govt. No. 141 Plate Link Chain, used for working heavy loads. Size 21 ins. « 2% ins. x 23 ins. (Fig. 250) .. oo ee ee oe 142 Ordinary Straight Hand Lever for working ma- chinery. Length, 194 ins. (Fig. 256) .. in . ol 143 Ordinary Straight Treadle Lever. Length 195 ins. (Wig. 257) -. .r is se coos ww. wei wa 144 Winch Handle, or Cranked Lever. Size 10 ins. X 6 ins. (Fig. 258) .. - oe < a a “ .e Cranks. 14 0 10 0 17 124—1747 125—148 Wrought-iron Crank, Crank Pin, and Shaft Journal. Size 12} ins. x 11} ins. X & ins. (Fig. 264) . i .s Cast-iron Crank and Crank Pin. Size 13 ins. x 113 ins. x 6 ins. (Fig. 265) al - Hh ve alt ait Disc Crank and Pin. Size 18 ins. diam. x 9 ins. (Fig. 266) See also ** Sweep” Crank No. 101. Cast-iron Eceentric in halves, with brass flanged strap and connecting rod end, Size 18% ins. X 138 ins. x 2} ins. (Fig. 268) .. - . os os Connecting Rod Ends. 128-~151 127—150 Strap Connecting Rod End. Size 17 ins. x 8} ins. X 31 ins. (Fig. 270) .. os oe os .e . de Box Connecting Rod End, dispensing with loose strap. Size 17 ins. x 83 ins. Xx 3} 1ns. (Fig. 2N) ce ee .e Coupling Rod Joint, arranged to diminish fricticn and wear. Size 15 ins. X 3% ins. X 33 ins. (Fig. 274) .. .- a Forked Connecting Rod End, piston rod and cross head, with straps, gib, and cotter. Size 194 ins x 14 ins. (Fig. 276) Rigg's Technical Education Appliances, Limited, i Co “i | 6 6 | CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT II.—(continued.) MACHINE CONSTRUCTION AND DRAWING. 130—753. 131— 154. 132—155. 133—156, The Fig. Nos. following each description correspond rye sconces ar cont Na With the Tllustrations in Unwid’s “Machine Design.” 153 Wrought Iron Slide Bars with cross head, having wearing faces. Size, 18 ins. x 8 ins. (Fig. 282) ve ie i 154 Piston with junk ring, wedge spring ring, and part of pisto rod with collar and keys. Size, 10 ins. diam. (Fig. 287) .. 155 Cylinder Cover, Gland and Stuffing Box, partly in section. Size, 10 ins. x 74 ins. (Fig. 298) .. oe oe Valves and Taps. 156 India Rubber Dise Air Pump Valve, Brass Grating, and Guard. Size, 6 ins. x 6 ins. x 3 ins. (Fig. 306) .. 135—158 136—159 Lift or Puppet Valve. GEIR BOB) oe (tetrad ne 1 tt Slime pa ies Engine Slide Valve with portion of Valve Rod. Size, 8% ins. x 74 ins. Xx 2 ins. (Fig. 317) ve is iv Sectional 13-in. Gas Plug Tap, in woed, flanged. Size, 8 ins. xX 6 ins. x 5 ins. (lig. 318) .. oe oo oir Sectional 13-in. Solid Bottom Tap, in wood and brass, with gland and bolts, flanges turned. Size, 5} ins. x 6 ins. x bins. (Fig. 319) “ .s . a e Needle Lubricator, for journals in shafting. (Fig. 323) Size, 63 ins. x 63 ins. x 3} ins. Toothed Gearing. Rim, Arm, and Boss of Spur Wheel, 15} ins. diam., 1} ins. pitch x 3 ins. broad, and spur pinion 3} ins. diam. for the same oe oa 4 ve e Hi Rim, Arm, and Boss of Bevel Wheel, 18 ins. diam., 12 ins. pitch x 2} ins. broad, and Bevel Pinion, 6 ins. diam. 164 Rim, Arm, and Boss of Mortice Wheel, 24 ins. diam., 1 in. pitch x 2{ ins. broad .e -e os .s .s Dept. will grant aid on these prices, s. d. 3 0 20, Bucklersbury, Queen Victoria Street, London, E.C. 36 CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. — EEE EEE SUBJECT 11.—(continued ) SUBJECT 11.—(continued.) — 587. MACHINE CONSTRUCTION AND DRAWING. MACHINE CONSTRUCTION AND DRAWING. Painted and Varnished Patterns, &c., to illustrate Iron Moulding in Green Sand. | The following Patterns and Moulding Boxes have been arranged of such sizes that they can conveniently be used for Class Instruction in Moulding upon a bench or table, | the lower box generally corresponding with the sand forming the foundry floor. The | patterns are provided with rapping plates, and ready for use. The sketches approximately represent the relative sizes of the patterns and moulding boxes. Cu No. Govt. No. oo is Spigot and Faueit” pipe pattern, in halves, 2 ft. in ength x 2 ins. diam., with core barrel and loam board sovt. No. __ Plain Fire Bar Pattern, 12 ins. long, illustrating the purpose of one moulding box, and requiring no cores se _ Double Fire Bar, 12 ins. long, illustrating the necessity for supporting green sand cores .e .n .e .e — Flange pipe pattern, in balves, 2 ft. ] ma. di ] ’ y . long and 2 ins. diam. with core barrel, loam board, templat , box for bolt holes .. i y ne al Sorey sud sore JETT A fi Mii i i J J gE WL AA mim 4 er o ong Boxes, rs handle, | I Pn tks Is o swage Blok Pattern, bi Tin 4 Sia homing — Pair of Pipe Moulding Boxes, fitted ov plain straight cores, and five core boxes for the same .. 586. The two patterns, 587 and 588, illustrate the separation of circular i im patterns in two halves for the upper and lower boxes respecti ; ect the use of chaplets for supporting pipe and other RE Ahdly en! fl ll on Swage Bloek-stand Pattern for 584, illustr he object of *¢ drawbacks,” the * wiring” of patterns an the 5 ie Da of SN argglen™ os i ¥ ao “ be ® aq 0 Flanged how Pipe pattern, in halves 2 ins. in diam., _ Pair of Moulding Boxes, fitted complete, and suitable RE or same, cast-iron strickle plate, and core box for for pRCrDE OBE & B85 we er ar vr arn 119 0 olt holes .. agro Leer Tye — Pair of Moulding Boxes for above Elbow Pipe Rig s Technical Education Appliances, Limited, 20, Bucklersbury, Queen Victoria Street Loads. o S — — eee eee - eee eee 9 9 lo . errr — -_— CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT I11.—(continued.) SUBJECT II.—(continued.) — MACHINE CONSTRUCTION AND DRAWING. MACHINE CONSTRUCTION AND DRAWING. 7 at. No. Govt. No. . 507 __" set of Moulding Tools, as follows :— .. ve Heart and Square Trowel, medium. Pipe Smoother. English Trowel, 1} ins. x 5% ins. Flange Corner do. Do. Cleaner, } in. Square do. do. Govt. No. __ "single Flanged Tram Wheel, 7 ins. in diam.,, with core prints and core box ve oe oe oe . vo 598. : 602. — Double Flanged Tram Wheel, 7 ins. in diam. illustrat- . ges ere ESE = a A : ing the necessity for a second ** parting” in moulding this pattern; prints attached for a «chambered ”’ core, and core box for the same .. .e - ve ae oe oe Tinned Wrought Iron Chaplets, assorted, 3 ins. to 5jins. — Set of three Moulding Boxes, suitable for patterns, 39 per doz. to 593 oe oe se aie -v ve ve . long, square stems. and pointed . | Wrought Iron ‘‘ Pegging »” Rammers: Full length, 44 ins. .. ve oe ar .. each For bench use, 8 ins. oie vi .s ve 3 Wrought Iron ‘ Flat’ Rammers, with turned ends :— Full length, 44 ins. .. oe oe For bench use, 18 ins. - ” oe >. oe 603. 605 and 606. 60%, Pattern of a 9-ins. x 4i-ins. Steam Engine Cylinder, in halves, with covers and glands for piston and eccentric . rods, steam chest cover, core boxes for steam chest, steam 603 Wrought Iron Lifting Serews, for patterns and exhaust ports and glands, loose flanges, core barrel ani 604 Wrought Iron Rapping Bars ” board illustrating the application of irregular cores .. ae Cast Iron ‘ Gaggles” :— 605 — 6 ins. .. .e ole 606 ee 8 ins. .- "ie . ie 613. 607 to 612. 615. Ww Moulders’ Reqguisites.—Miscellaneous. Extra Strong Galvanized Wire Foundry Riddles :— Mesn, 18 ins. diam. § in. : ‘ie .. each Do. Big tiang eo e Ak 5 18 ” oe oe .e oe | Do. 2% ‘ee os sie : ol Moulders’ large Wet Brushes, 41 ins. — Pair of Moulding Boxes for above cylinder, fitted up tn Do. Mill Bannisteps, best Se complete oe - ih a 0 11708 Do. Rapping Mallets .. Wi Do. Blae ash Brushes .. 20, Bucklersbury, Queen Victoria Street, London, E.C. coco oOoQoCOo DO = DODD OU COND roe C Enon Rigg’s Technical Education Appliances, Limited, a a 3 a pe CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT II.—(continued.) MACHINE CONSTRUCTION AND DRAWING. Name of Author. Title of Book, de. Size. Adams, Henry, C.E. Archer, C.F. .. . Designing Iron Structures «+ 8vo. . Studies in Machine Design :— Publisher. Price. 8. d Spon .. x 18 Elementary Stage (in Envelope) ’ Shts. Griffith 0 6 6 Sh Advanced Stage .. 7 ts. Binns, W., AL.C.E. .. An Elementary Treatise on Ortho- graphic Projection . .« 8vo. . The Second Course of Ortuogranhie Projection ve " . 8vo. . A Series of 60 Lithographed Working Drawings of Machine Construction .. .e .. Ditto ditto " cked . Plates 1 to 25, bound ve Ge .. Plates 26 to 50, bound .. wiv ” Busbridge, W. .. .. Details of Machinery . Campin, F. .. . . The Boiler-maker’s Assiden in Courtney, F. .. Drawing . Hg .. Fscap. Cromwell, J. H., Ph.B. A Treatise on | Belts and Pulleys. . 12mo. " .. A Treatise on Toothed Gearing .. 12mo. Crowther, W. E. .. Machine Constructionand Davie 4to. Cryer, Thos. Jordan Machine Construction & Mechani- H.G. cal Drawing vs . oe Heather, J. F... . Drawing and Messning Instru- ments .. . oe oe Hildenbrand, W. .. Cable Making for Suspension Bridges .. .e . .. 18mo. . Text Book Linear Perspective .. 4to. . The Practical Brass and Iron Founder's Guide oe .. 8vo. Littlejohn, W. A. . Diagrams for Class use .. ‘ " .. Machine Drawing Plates .. .. Imp. . Ditto ditto (on Cards) Imp. . An Introduction to Machine Draw- ing and Design.. . .. Crown Hodge, Henry .. Larkin, James. . ” Low, D. A. Matheson & Grant .. Handbook for Engineers .. .. 18mo. Maxton, J. ie .. The Workman’s Manual of En- gineering Drawing as oe Moffatt .. Drawing Books .. i .s .. Drawing to Scale (a Text Book).. .. Ditto (Test Papers). . ” .s 06 8 «« 10 Busbridge each 0 0 7 7 . Fseap. Lockwood ” Triibner ” Heywood Lockwood Spon .. Collins Spon .. Murby " LJ Longmans Spon .. Lockwood Moffatt ” Bigge Technical Bduesrion Appliances, Limited, CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT II.—(continued.) MACHINE CONSTRUCTION AND DRAWING. Name of Author. Moffatt Nesbitt, Sydney Overman, F. .. Smith, Francis Spretson, BR. E. Stoney, N. B., C.E. Thurston, R. H. Tomkins, E. Unwin, W. C., F.R 8... ” ” Warren, L. E... West, T. D. ” it Cds. 20, Bucklersbury, Qrien Victoria Street, London, E.C. Title of Book, dc. Size. Publisher. Price. s. d. Second Grade Freehand Test Papers .. . oe .e Moffatt each 1 . Second Grade Perspective Test Papers .. ve ve 1 . Elementary Outlines for Slate (20 Cards) . oe 1 . Assorted Packet for the Standards Second Grade Leaves a Vases (12 Cards) . Second Grade Perspective: Praies (12 Cards) oe . Second Grade Assorted Packet of 30 Cards .. oe Handbook of Model sad Object Drawing . . “r .. 8vo. Collins The Moulder's and Founder's Guide .. ve -e .. 8vo. Spon . The Moulder's and Founder's Pocket Guide .. vie .. 8vo. Triibner Tables, Memoranda and Caleu- lated Results for Mechanics, &2. 32mo. . A Practical Treatise on Casting and Founding .. oe .. 8vo. . The Strength and Proportion of Riveted Joints .. -s .. 8vo. A Treatise on Friction and Lost Work in Machinery and Mill- work .s . .. 8vo. . Machine Construction 20d Draw- ing, Vol I . as .. 8vo. Collins Machine Construction and Draw- ing, Vol. II al oe «so 8voO. . Machine Construction and Draw- ing, 2 Vols. . hs .. 4to. ” Longmans Chapman Elements of Machine Design .. 8vo. Machine Details Sheets .. os Ditto ditto on rollers, varnished Elements of Machine Construction and Drawing .. se ’e American Foundry Practice .. 8vo. The Moulder's Text Book .. 8vo. A Treatise on Iron Founding .. 8vo. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT III. Building Congbruction, Several of the Models in this subject are made to illustrate Busbridge’s Diagrams in | « Building Construction ” (Plates Nos. 3, 4, 10, 33 and 38), and generally to the same | scale, the sketches representing the relative sizes of the girder models, which are of wood and painted to indicate the metal used in their construction in actual practice; and Nos. 143, 146, 656 & 657, are described in « Notes on Building Construction,” Part 1., Second Edition (Rivingtons, 1883). The following five models, 142—144, are of polished or varnished mahogany, the | bolts, nuts, and other fittings being of brass. 142--206. 4 The Science & Art Govt. No. aid) ied S. 206 Model to a scale of two inches to one foot of a £ s. d King Post Roof Truss, suited io a span of 20 feet, with stirrup strap, two gibs, keys and heel straps. Size, 43 ins. x 12 ins. (Plate10) .. oe . . — Model to a scale of one inch to one foot of a King Post Roof Truss, suited to a span of 26 feet, shewing portions of wall plates and purlins, common rafters, ridge board and roll, pole plate, slate and gutter boards, stirrup strap, gib, keys and heel straps. Size, 27% ins. x 9% ins. (Plate 3) .. ve ve .s ve .o ve . 207 Model to a scale of one inch to one foot of a Queen Post Roof Truss, suited to a span of 40 feet, shewing principal and common rafters, portions of wall plates and purlins, with stirrup straps, gibs, keys, and heel straps. Size, 417 ins. x 15 ins. (Plated) .. 310 0 | Rigg’s Technical Education Appliances, Limited, | CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT IIL.—(continued.) ——— BUILDING CONSTRUCTION. 144—209. The Science & Art Dept. will grant Cat. No. Govt. No. . aid on these prices. 143 208 Model to a seale of 1i-inch to one foot of a 6-inch £ Partition, framed with Queen Post Truss for wide doorway to receive folding doors in the centre, carrying also joists and flooring boards. Size, 33} ins. long x 18% ins. high. (* Notes on Building Construction,” Fig. 220) “ie .e 209 Model to a seale of one inch to one foot of a Trussed Timber Beam, for a Traveller, with brass tie rods and brackets complete. Length, 50 ins... we .e . 653—210. 634—211, 210 Model in wood, one-sixth full size, of a cast-iron Girder, guited to a spun of 16 feet, shewing proportion of parts in compression and tension. Size, 36 ins. x 2 ins. x 23 ins. deep. (Plate 38) oe ve oe .e .e 211 Model in hard wood of a rolled wrought-iron H Girder, to a scale of 4 irches to one foot, adapted to a span of 8 feet, and a distributed load of 11-5 tons. Length, 38 ins. (Plate 38) “e os pi i 655 —212. 145—213. g Model in wood to a scale of 4 inches to one foot of a portion of a ‘* built-up” Wrought-iron Girder, 15 ins. deep w_ 10 ins. wide, shewing angle irons and positions of rivets. Length, 12 ins. (Plate 38) . ue oe re .s 213 Model in hard wood of a portion of a Box Girder for a Traveller for a 30-ton crane, to 2 scale of two inches to one foot, shewing bridge rail, covering strips, and rivets. Length, 16 ins. .. ve .e ve .e vi .e Co —————————————————— —— 20, Bucklersbury. Queen Victoria Street, London, E.C. 212 | a 2 . A CATALOGUE OF BOUCATIONAL APPARATUS. SUBJECT I11.—(continued.) BUILDING CONSTRUCTION. . Joints used in Carpentry. Te Ta Cat. No. Govt. No, aid on this price, 146 2i4 A Set of fifty varieties of Joints in hard wood, size about Z in. square, as used by architects, carpenters, cabinet makers, and others, in case complete. (** Notes on Building Construction,” Chap. IV., Carpentry) .. 656—214. LarrEp AND FIsmep JOINTS. Fig. 134. Fig. 135. se ve oe SCARFED JOINTS. Fig. 142. HaLvep AND DOVETAILED JOINTS. Fig. 147. Fig. 148. 22 ep ig 3 a Norcuep, Morrisep AND TENONED JOINTS. Fig. 151. Fig. 152. Fig. 133. Fig. 155. =p Rigg's Technical Education Appliances, Limited, CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 11L.—{continued.) —— BUILDING CONSTRUCTION. The Science & Art : Dept. will grant Cat. No. Govt. No. aid on these prices. v v56 714 A Selection of Eighteen Joints in Hard Wood, 1§ ins. % s. d. square, all plates, bolts, and nuts, being of brass, in hinged case. (Illustrating ‘‘ Notes on Building Construction.” Part I., Chap. IV., Carpentry. Second Edition (Rivingtons), 1883.) . “ ou .n } The above consists of the following :— Lapped and Fished Joints, Figs. 133, 154, and 135. Scarfed do. Figs. 136, 139, 140, 141, 142, and 145. Halved and Dovetailed Joints, Figs. 146, 147, and 148. Notched Joints, Figs. 150, 151, 152, 153, and 155. Mortised and Tenoned Joint, Fig. 157. A Selection of Seven of the above Joints, being one of each type, viz.: Figs. Nos. 133, 136, 141, 147, 148, 151, and 157, of the same size, and in hinged case ve 147-215. I ENE a iif Wy The following Models, 147 and 658, are full size, constructed of wood, and painted to represent the materials employed. Parts of an Iron Roof Principal, including cast-iron shoe ; main wrought-iron tie rod, with cotter and ragged holding down bolts ; also diagonal and vertical struts and ties Parts of an Iron Roof Principal, suited to a span of 30 feet, as follows :— Details of Junction at Ridge with Tie rods and knees. Cast-iron Shoe for Rafter, with Tie rod and portion of purlin. Junction of Strut, principal rafter and purlin and junc- tion of strut with ties. (Plate 33.) 216 Painted Model of a Single Areh, illustrating brickwork set in Flemish Bond. Size, 23 ins. X 18 ine. x 4 ins. 217 Painted Model of a Double Areh, illustrating brickwork set in English Bond. Size, 16 ins. X 15 ins. x 3} ins. — Plate Girder Bridge (i-in. scale) with transverse girders, abutments, longitudinal sleepers and rails for double line of road, all in iron of usual construction and design. Length, x | 56 ins. .o ve ’ .e ae sy .e .. 34 0 0 | 20, Bucklersbury, Queen Victoria Street, London, E.C. | CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT I11.—(continued.) BUILDING CONSTRUCTION. 659. GuoNe. Go Nop copior and Interior Elevation of 14-in. Wall, English bond, the exterior elevation shewing footings with parts of each course, demonstrating the arrangement of bond, quoin at main angle, return end with toothing, Window opening with stone eill, covered with a 15-ins. straight or cambered arch, the top course over all explaining the method of bond in the wall. Interior elevation shewing the method of bonding the reveal and internal angle, lintel, core, and relieving arch. Size of Model about 2 ft. 2 ins. X 2 ft. 0 ins. x 2 ft. 4 ins. .. 0 ve vel we oe _ Exterior and Interior Elevation of 14-in. Wall, Flemish bond, the exterior shelving footings, with parts of each course demonstrating the arrangement of bond, quoin at main angles, return end with toothing. Window opening with stone cill, covered with 15-in. segment arch the top course over all explaining the method of bonding in the wall. Interior ehewing bonding of reveal and internal angle, and window opening covered with French, Dutch, or * Jack” arch. Size of Model about 2 ft. 0 ins. Xx 2 ft. 0 ins. x 2 ft. 4 ins... Military Bridges. 661 & 662. 663 & 664. — Model of a ‘Single Loek” Bridge, for a span of 30 ft. (1-in. scale), including all necessary Standards, Braces, Transoms, Baulks, Chesses, Ribands, Cords, and Rack Lash ings, 69 pieces, in oak, and hinged case for the same .. — Painted Abutments, for above Single Lock Bridge, mounted on strong base. Size about 44 ins. X 18 ins. x 16 ins. .. Illustrated in Plate LV., fig. 1, “Elementary Field Engineering (Clowes), 1883. Riggs Technical Education Appliances, Limited, CATALOGUE OF EDUCATIONAL APPARATUS. BUILDING CONSTRUCTION. ;ovt. No __° Model of a “Double Loek ” Bridge, for a span of 45 ft. (1-in. scale), including all necessary Standards, Braces, Distance Pieces, Transoms, Baulks, Chesses, Ribands, Cords, and Rack Lashings, 89 pieces . are — Painted Abutments, for above Double Lock Bridge, mounted on strong base. Size about 60 ins. X 18 ins. x 18 ins. Illustrated in Plate LV.. jig. 2, “Elementary Field Engineering” (Clowes) 1883. 151. _ Lattice Girder Bridge (i-in. scale), with all necessary transverse girders, flooring, abutments, piers, and longitudi- nal sleepers, and rails for single line of road. Length, 53 ins. __ Lattice Bowstring Girder Bridge (i-in. scale), in iron, with transverse girders, longitudinal sleepers, and rails for ‘single line of road, of usual construction and design. Length, — Road Suspension Bridge (i-in. scale), with piers, chains, suspension links, anchor plates, and two side roads. Length, 83 ins. .o oo .e . vo . aie .* Railway Viaduet, with abutments, "piers, arches and rails painted to represent stone, and for a single line of road. Length, 50 ins. .. ss aie oi - se ue — If above Viaduet be arranged in conjunction with numbers 156, 272, 273, 274, 275, and 277 Hy .. extra — Working Model (3-in. scale) of a Dock, piers, gates, pulleys, chains, and winches, complete. Size, 70 ins. x 48 ins. X 24 ins. .o .e A ve .s . For Plate Girder Bridge, sce page 45. 20, Bucklersbury, Queen Victoria Street, London, E.C. eerie aa ——— pee £ 8 d 15 415 CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT IIL.—(continued.) SUBJECT III.—(continued.) BUILDING CONSTRUCTION. | BUILDING CONSTRUCTION. ss Ni i P Se Size. Publisher. Pric ’ } Author's Name. Title of Book ie Rolestoar dit | Author's Name. Title of Book. Size. Publisher. Price. Lockwood .. 0 | Christy, W. J... .. The Joints made and used by oe .. 8vo. Spon .. vu 510 ; Builders .. al ve vo! FB . . Designing Wrought and Cast-iron- y Church, Irving P. .. Statics and Dynamics for En- scap. Lockwood .. 3 work, in three parts .. .. 8vo. aiden ORE 6 gineering Students ve .. 8vo. ii " os .. Joints in Woodwork oe .. 8vo. iii oe 0 Cullum, General W. G. Systems of Military Bridges .. 8vo. Sine : 9" Allen, C. B. .. .. Cottage Building .. oi .. Fscap. Lockwood 0 Davidson, E. A. .. Building Construction .. .. Fscap. Cassell wl Allen, Prof. W. __ Strength of Beams under Trans- i .. House Painting, Graining, Mar- verse Loads + a .. 18mo. Spon wei 9 bling and Sign Writing. . i Lockwood Anderson, Sir J. .. On the Strength of Materials and ' Dempsey, C. D. .. Tubular and other Iron Girde Structures oe ve .. 8vo. Longmans Bridges .. ve a oe Bale, M. Powis, C.E. .. Stone Working Machinery .. 8vo. Lockwood .. Dobson, E. .. .. Foundations and Concrete Works Baker, B., C.E. .. Long Span Railway Bridges .. 8vo. Spon .. eB ” .. The Art of Building ol .. Fseap. Barry, E. ve .. Lectures on Architecture. . .. 8vo. Murray So ” .e .. Masonry and Stone Cutting .. Fscap. Barlow, P. ve .. Strength of Materials .. .. 8vo. Lockwood 16s.& 18 Donaldson, Prof. T. L. The Handbook of Specifications.. 8vo. Bartholomew, Alf., & Donaldson, William .. New Formula for the Loads and Rogers, Fredk. Specifications for Practical Archi- Deflections of Solid Beams and tecture .. ue oo .. 8vo. . Girders .. ve oe .. 8vo. Beaton, A. C. .. .. The Pocket Technical Guide and Dowling, Chas. Hutton Practical Formule for finding the Measure .. .e ae a Strain and Breaking Weight of Beckett, Sir E. .. A Book on Building, Civil and Wrought-iron Bridges .. .. 8vo. Ecclesiastical .. eo .. Fscap. " Bell, J. .. vie .. Structures in Concrete .. .. 8vo. Spon .. Bland, W. oe "" Arches, Piers and Buttresses .. Fscap. Lockwood 16 _ On the Construction of Arches, Eveleth, T. F... .. School House Architecture .. 4to. Triibner x " .. Fscap. Y Facey, J. W. .. .. Elementary Decoration .. .. 12mo. Lockwood Gothic Ecele- ili se .. Practical House Decoration .. 12mo. ; Bell .. vl Faija, H. .ie .. Portland Cement for ¥sers .. Fscap. y 9 Fenwick, 8S. .. .. The Mechanics of Construction .. 8vo. Bell 4 . Vols) .. “ . .. 8vo. Triibner Field, George .. .. A Grammar of Coloring .. .. 12mo. Lockwood ” The Strains in Framed Structures 4to. - Francis, J. B. .. .. On the Strength of Cast-iro Brooks, S. H. .. _. OntheErection of Dwelling Houses 12mo. Lockwood .. 2 6 Pillars .. oe a .. 8vo. Triibner Burgoyne, Sir J. F. .. Blasting and Quarrying of Stone Fryer, W. J. .. .. Architectural Iron Work .. .. 8vo. Spon . for Building .. . .. Fscap. ” ve Garbett, E. L. .. .. Principles of Design . ois Lockwood Burn, R. 8., C.E. _. Building Construction, Stone, &e. Gibbons, D. .. .. Law of Contracts for Works and (2 Vols) Text Plates .. .. 12mo. Collins Services .. oe ji Lockwood . Building Construction, Timber & Graham, R. H. .. Graphic aud Analytic Statics .. 8vo. Ironwork (2 Vole) i .. 12mo. i Grandy, R. E. .. «+ The Timber Importer’s,Merchant’s . , and Builder's Guide .. .. 12mo. " . Masonry (2 Vols) .. .» .. 8vo. & 4to. ,, . Carpentry (2 Vols).. Be .. 8vo. & 4to. 3 6 Grover, J. W., C.E. .. Iron and Timber Railway Super- - . rene Sve. Gill. fi ) : structures . . .. Folio Spon .. Bert Bil Lies Cements, Mortars, Con- Gwilt, J. " .. Virtrauvius’s Architecture. . .e Lockwood crete, Mastics, &c. ve .. Fscap. Lockwood ’ . .. An Encyclopadia of Architectures 8vo. Longmans Burr, W. H., C.E. A Course on Stresses in Bridge and Hammond, A. .. .. The Bukimente of Practical Brick- Roof Trusses .. . .. 8vo. Triibner PR Wor, oe . ve .. Fscap. Lockwood Burrell, E, J. .. Building Construction .. .. Crown Longmans .. Harland, A. .. ’e Details of Building Construction, : i Burnell, G. R. .. Limes, Cements, Mortars, Con- afl .. as oe +. Polio’ Mush 1 08 Hatfield, R. G... .. The Theory of Transverse Strains 8vo. Spon y . crete, &c. o .e .. Fscap. " Bury, T.T. .. ., Styles of Architecture .. .. Fscap. Lockwood .. 2 0 Haupt, Hermann, C.E. General Theory of Bridge Con- struction .. ve os «+ 8vo. vii wa Busbridge, W... .. Architectural Drawing, Copies (about 60) each 3d., backed 6d., ” " +. Military Bridges .. vi .. 8vo. Triibner Plates 1 to 30 bound .. oe Busbridge Heaford, A. 8... .. Strains on Arches and Bridges .. 8vo. Spon .. Campin, Francis The Construction of Iron Bridges, Rockon, R. .. .. The Complete Measurer .. +. Fscap. Lockwood Girders, Roofs, &e. .. . Lockwood .. Huiabet, Ww. .. .. Calculations of Strains in Girders Cr.8vo. " unt, R. . .. Dictionary of Technical Terms J . . Materials and Construction .s ” oe Cassell .. A "" Manual of Building Construction Fscap. Cassell used by Architects, Builders, Engineers, Surveyors, &e. .. F.8vo. » Chambers, William .. The Decorative Part of Civil Archi- ' tecture «so oe . .. 4to. Lockwood .. urst, J. T., C.E. .. The Architect's Handbook .. R.32mo. Spon .. n ou REO O © OOS, O° Aberdeen. Earl of .. Grecian Architecture oo ‘eo Adams, Henry.. .. Strains in Ironwork ” "” Estimator, By a Prac- tical Estimating Method of Pricing Builder's Work .. ve -e Batsford ” oe Piers, &e. Bloxham, M. H. .. The Principles of siastical Architecture Bois, Dr. A. Jay du, C.E. Elements of Graphical Statics ( ” ” ” "” ” "” SCOTS Ok O&O OOO © ©O0 &,HMOC Sooo ao Rigg's Technical Education Appliances, Limited, 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT TIL.—(continued.) BUILDING CONSTRUCTION. Author's Name. Title of Bock. Size. Publisher. Hyde, E. W. .. .. Skew Arches yo we .. 18mo. Spon .. Jennings i "Aid to Science and Art Department Examination in Building Con- struction .. .s .e i Gill .. . Construction of Roads and Streets Fscap. Lockwood .. Tables for Builders & Contractors 4to. ~~ Spon _ Tables for Engineers, Architects, Surveyors, &c. .. ve _ Laxton's Examples in Building Construction .. .e sie Low Lea, William .. .. Tables of the Strength and De- flection of Timber ov .. 8vo. Spon .. Orders of Architecture .. .. Fscap. Lockwood Law, Henry, C.E. Laxton .. oo ” oe 4to. " ” Leeds .. oe “i Maitland, F. .. .. Building Estates .. vo Yi Matheson, Ewing, M. 1. Vocabulary of Technical Terms C.E. usedin the Design, Manufacture and Commerce of Iron Struc- ture, English, French, German, 1ltalian and Spanish .. .. 8vo. Spon .. Pendred, H. W. _. Tron Bridges of Moderate Span .. Lockwood Potter, T. sv __ On the Use of Concrete .. 8vo. Spon Pyne, George .. .. Practical Rules on Drawing .. 4to. Lockwood leid, Henry, C.E. .. A Practical Treatise on Natural and Artificial Concrete .. . 8vo. Spon .. Richardson, T. A. .. Architectural Modellings in Paper Fscap. Lockwood Richardson, W.. and Bale, M. Powis The Timber Merchant's, Saw Mil- ler's and Importer’s Freight Book and Assistant .. .. Fscap. 3 Rimmer, Alfred .. Architectural Drawing Studies .. 4to. Philip .. Robins, E. C., F.S.A... Technical School and College Buildings ve . _. D.4to. Whittaker Robson, G. .. .. Elementary Building Construction Folio Chapman Seddon, Col. H. C.,R.E. Builder's Work, and the Building Trades .. se "e e Shields, I. W... .. The Strains on Structures (Iron- work) .. ve oe .. 8vo. Lockwood Simon, J.D. .. .. The House Owner's Estimator .. 8vo. “ Slagg, C., M.A. Sanitary Works in Smaller Towns and Villages .. vin .. Fscap. v Smith, T. R. .. .. Acoustics of Public Buildings .. Fscap. " Spon .. oe .. Builder's Price Book (Annually) .. 32mo. Spon .. Spon, Ernest, A.M.I.C.E. Modern Practice of Sinking and Boring Wells .. “ .. 8vo. upiiithale Stoney, B. B. .. . The Theory of Stresses on Girders Ri. 8vo. Longmans Swindell. J. G. Wells and Well Sinking .. .. Fscap. Lockwood Tarn, E. Wyndham, M.A. The Science of Building .. .. 8vo. " The Student’s Guide to the Prac- tice of Measuring, &e. .. ae The Construction of Roofs of ‘Wood and Iron .. .r er P- # Timmins, T. .. .. Riveted Girders and Curved Roofs Batsford Tomlinson, Chas. .. Warming and Ventilation .. Fscap. Lockwood Tredgold, T., CE. .. A Practical Essay on Strength of : Cast Iron and other Materials. . 8vo. " Unwin, W. C. ., .. Testing of Materials of Construc- " 8vo. Rivington 8vo. ” Fsca tion .s . . .. 8vo. Longmans .-. Le —————— Rigg’s Technical Education Appliances, Limited, a remem. | Cassell .. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT ITI.—(continued.) BUILDING CONSTRUCTION. Author's Name. : Title of Book. Size. Publisher. Walker, F. ae Brickwork Wightman, G... e Hine to Young Architects oe Bo Lodo otes on Building Construction.. M.8vo. Ri in Part I, Stage or Elementary Wogan Course... .e i ‘eo Part II., Commencement of II. Stage or Advanced Course .. Part I11., Materials os oa Part IV., Calculations for Struc- tures .. oe ve we SUBJECT 34. Carpentry and Joinery. Author's Name. Title of Book. Si Adams, H. .. .. Joints in Woodwork wiv .. 8vo. Spon ” .e .. Elementary Carpentry and Joinery Ward & Lock ” ve .. Ornamental Carpentry and Joine Aveling, 8S. T. .. Carpentr i 3 a ; ; . oe y and Joinery .. MR , Bale, M. Powis, C.E. .. Wood working Machinery, its Rise, i rogress and Construction .. 8vo. Lock ” ois Say Mills, their Arrangement and Soo) anagement .. se .. 8vo. Bell, W. E. .. Carpentry Made Easy .. .. 8vo. Baird .. .. Carpentry & Joinery for Amateurs Fscap. Gill .. | Bemrose, W. .. .. Manual of Wood Carving «+ Cr.4to. Bemrose “ .. Fret Cutting & Perforated Carving D. 4to. “ .. Instructions in Fret Cutting .. . ih Maal o, Buhl Work and : arqueterie .. A .. D. 4to. Britton, J. A oo Dry Bot in Timber ~~ .. _.. P. Sie Spon. .. n, R. S., C.E. .. Carpentry .. ie .. Text 8vo. Collins ” pes ”. .s oe .. Plates 4to. ” .. Drawing for Carpenters & Joiners Fscap. Cassell a sie . Mzuusl of Drawing for Cabinet Makers .. ois ve so LE i Charles, R. .. .. The Cabinet Maker ~~ .. .. Folio Spon .. ” .. Cabinet Maker's Pattern Book .. Folio Wyman a .. Cabinet Maker's beautifully Illus- trated Album of Furniture, 48 Plates " or .. Oblong Baird .. ” ” | Collings, George «os A Practical ‘Treatise on Hand- railing .. .s .s i ” ” os Citeniar Work in Carpentry and 884. Lockwood oinery .. .e ow 12 Creswell, F. O Handrailin, i i 30. , F. 0. .e g and Staircasin . Sapper, B.A... «+ The Universal Stair Builder NL ig r Sassen idson, E. A. ae Drwwing Jor Oabines Makers .. 12mo. Cassell : Cy .. Drawing for Carpenters & Joiners Fscap. Dixon, W. E. «+. Practical Building... Crown Lockwood stlake, C. L., Hints on Household Taste in F.RIB.A. Furniture, Upholstery, &c. .. 8vo. Longmans 20, Bucklersbury, Queen Victoria Street, London, F.C. ize. Publisher. pd fd pd pt 1] . . .-: ’ DO pt ST =O OSS SOOO Oooo OS O&O Sooo COW WADI MH — — ot * ss eo» Te nv [ey NOW . . pt > oS Ooo ND N ATUS. CATALOGUE OF EDUCATIONAL APPARATUS CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 34.—(continued.) SUBJECT 34-—{continued.) CARPENTRY AND JOINERY. CARPENTRY AND JOINERY. y i . ize. Publi . ice. Author's Name. Title of Book Size ublisher Price Sathor's Name. 2isin of Book. Shae. Dibiisher, Gould, L. D. .. +. Carpenters & Builders’ Assistant, Tila : and Wood Workers’ Guide .. 8vo. ritbner 3 Skinner, J. H... .. Machi Tool : 3 Hatfield, R.G... .. The American House Carpenter.. 8vo. i ¢ i 2 i” Eclipse Shillin Ho LA Skinner Hawkings, James .. The Peedcemars Guide to Super- v Borkood Designs ficial Measurement ale .. Fscap. Lockwoo ie Spon... - .. Th het xs 3 wil Hodgson, F. T. _. Stair Building Made Easy .. 12mo. Triibner Son, J. ss . The EE phot. Moms on Holly, H. W. .. .. The Carpenters and Joiners sterer's Companion .. .. 12mo. Baird .. Halilbook ker's H Aboolt d Smo, » ' Sylvester, W. A. .. The Modern House Carpenter's Isase, G- + The felwor. > ye SniloDR An Ski Companion and Builder's Guide 12mo. Triibner Workshop Guide rie Sumner | Tarn, E. Wyndham, The Elementary Principles of Jeay, J... .. Orthogonal System of Handrailing 8vo. Simpkin a 3 | M.A. Carpentry a = Of tio, Lockwood Jones, J. & R. .. .. Handrailing Cut Square to the Fo deold, T. . Plank, without a Falling Mould, Iredgold, T., C.E. .. Carpentry and Joinery . . — [= no w= OO Ct . Illustrative Plates to preceding 55 . Part I. .. oe ve .. 8vo. Spon EE a: ) ” «+ Ditto ditto Part II. 8vo. i 7 gr ? nese Pfinaiples oF Cannon C. Svo. Spon .. Jones, R. .. The Bevels to cut Roof Timbers, Ditto : ditto dio. Lockwood Pitches of Tiles, &c. .. -. 12mo. , .. .. Principles of Carpentry Text 12mo. ” Jonquet, A. . .. Original Sketches for Art Fur- ’* Ditto ditto Atlas of Plates niture .. .. oe .. Folio Batsford . .. Ditto ditto 4 _. Post Spon oo Lady, Bya .. .. Instruction in Wood Carving .. Lockwood .. 6 Twiss, W. i .. Handrailing on the Block System 8vo. Simpkin Miller, Fred .. Wood Carving, Practically, Theo- Unwin, W.C. .. .. Exercises in Wood-working .. Longmans retically, and Historically con- Working Upholsterer, sidered owe ev. oo Wyman . By a Practical Upholstery ~~ .. .. 8vo. Wyman Monckton, J. H. .» Stair Building in its various Working Man, By a .. The Practical Cabinet Maker .. 8vo. " : forms, &c. ve an .- Triibner oe Wyman. . . .. Upholsterer’s Pattern Boo .. Folio i Morris, T. oe .. Brief Chapters on British Car- ) : ie "* Old Furniture x >> Folio pentry .. ME I 8vo. Simpkin 6 ‘ .. The Cabinet Maker's Pattern Book Folio " Newlands, J. .. .. Carpenters and Joiner’s Assistant an ul "’ ‘I'he Furniture Gazette, Diary and (20 parts) os oie .. 4to. Blackie each Desk Book iT. "dbo, Nicholson, P. .. .. The Carpenter's New Guide; or * ’ Book of Lines for Carpenters.. 4to. Lockwood .. Northeott, W. H. .. Lathes and Turning oe .. 8vo. Longmans .. Peddie .. -s .. The Practical Measurer .. .. 8vo. Blackie e Phin, J... . .. Hints and Practical Information SU BJ ECT 35. for Cabinet Makers .. .. 12mo. Triibner ~ Practical Man, By a .. Practical Guide to French Polish- om .. The French Polisher’s Trade Price Bios: Wye. =» : B I I C kW 0 rk and I a S 0 nt ( ' List . or . «os 8vo. ; Pe Richardson, W. .. The Practical Timber Merchant.. F.8vo. Lockwood ¢ Author's Name. Title of Book. Size. Publisher. ” .. Packing Case Tables, showing : number of Superficial Feet .. 4to. “ 6 Allan, W. oe .. Theory of Arches .. .s .. 18mo. Spon .. Richards, J. .. A Treatise on Wood-working Bales, Thomas .. The Builder's Clerk ~~ .. .. 8vo. Wy i Machines.. ~~ .. oe .. 4to. Spon .. Bale, M. P. .. .. Stone Working Machinery .. 8vo. Lockwood > . .. Wood Conversion by Machinery. . 8vo. an b Baker .. i .. Strength of Arches Sie i ” . .. Wood-working Factories .. .. 8vo. 2 ee Beaton, A. C. .. .. Quantities—Measurements for th Riddell, R. . .. Lessons on Handrailing, for Building Trade .. ig . Learners.. .. or .. 4to. Triibner : Beckett, Richard .. The Provincial Builder's Price a .. Supplement to ditto ~~ .. .« 4to. oo .e Book and Surveyor's Guide .. 8vo. Spon .. Riddle, J. os .. The Carpenter and Joiner .. Folio 8impkin Bellamy, C. J. .. .. Tables for the Use of Engineers Rivington .. Notes on Building Construction and Architects .. . .. 8vo. Stanford (Science and Art Department), Bicknell, A. J... .. Detail Cottage and Constructive in 4 Parts. See Building Con- Architecture .. .e .. 4to. Trubner struction .. oe ve .. M. 8vo. “t .. Wooden and Brick Buildings .. 4to. i Royle, Dr. . .. Descriptive Catalogue of Orna- i .. Village Builder—Plans and Ele- mental Woods .. . es Holtzapfell .. vations .. a oe oe Seaton, Sir Thomas .. Fret Cutting and Wood Carving.. Fscap. Routledge , be .. Specimen Book of 100 Architec- ” y .. Wood Carving for Amateurs .. Fscap. Gill .. tural Designs .. oe .. 8vo. " « ® ee eo DO [= AN BOIS WO® coccoccoo ooo © © oe [Sr SCO . wo SS ” 12mo. " Rigg’'s Technical Education Appliances, Limited, 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL. APPARATUS. SUBJECT 35— continued.) SUBJECT 35— (continued.) BRICKWORK AND MASONRY. BRICKWORK AND MASONRY. Author's Name. Title of Book. Size. Publisher. ice. Author's Name. Title of Book, Size. Publisher. Price. Bicknell, A. J... . Cottage and Villa Architecture .. 4to. Triibner Laxton .. .. .. Builder's and Contractor's Tables s. d. " " School House and Church Archi- — Excavator, Earth, Land, tecture .. oi we .. 4to. HE Water, and Gas “> te ” . Stables, Outbuildings, Fences, &c. 4to. } si oe .. Builder's and Contractor's Tables Birch, J. . Examples of Labourers’ Cottages 8vo. - } — Engineers, Surveyors, Builders, " . Cottages, How to Arrange and and Land Agents. . .- .- Build them vs ~ Bemrose Matthews, J. D. .. The Architect and Contractor's Booth, I, . The Marble Worker's Manual .. 12mo. Spon .. 3 AM Handbook .e oe oe Batsford Buck, J. H. .. .. Oblique Bridges .. a .. 8vo. Lockwood .. McMasters, John Buckle, James .. An improved Method for setting out Gauged Arches .. 4to. 4to. Spon .. wo 90 4to. Rg Wo Nee B., ) C.E. High Masonry Dams - .. 18mo. Spon .. . ve : Reid, H. sie .. Practical Treatise on Concrete " ve .. Useful Information for Bricklayers 4to. Spon .. . Reid, Henry, C.E. .. The Science and Art of the Manu- Burn, R.C., C.E. .. Household Building — Art and facture of Portland Cement .. 8vo. pe oe Practice .. wo ve Ward & Lock .. Walker, F. _.. .. Practical Brickwork .. -. Fscap. Lockwood ” .. Building, Construction, Masonry (Text) 8vo. Collins 3 Wegmann, E. .. .. The Design and Construction of , _. Building, Construction, Masonr, Masonry Dams .. ae .. 4to. Triibner (Plates) .. ve .e .. 4to. " Burnell .. Limes and Cement -e .. Fscap. Lockwood Cassell .. . Manual of Drawing for Brick- laying -. or vs .. 4to. Cassell.. Cameron, K. .. Plasterer’s Manual ow .. 18mo. Triibner Collins, D. Li. .. .. A few words on Portland Cement 8vo. Spon .. Davidson, E. A. .. Drawing for Gothic Stonework .. 12mo. Cassell " .. Drawing for Bricklayers .. .. 12mo. " ” .. Drawing for Stonemasons .. 12mo. " Davis, C. . .. The Manufacture of Bricks, Tiles, Terra Cotta, &e... “ .. 8vo. Spon Denton, E. House Sanitation .. ie .. 8vo. ie Dobson, E. .. "Masonry and Stonecutting .. Fscap. ‘Lockwood ve . Art of Building -.. . .. 12mo. vie . Foundations and Concrete Works 12mo. .. Pioneer Engineering s .. 12mo. nl .. Brick and Tile Making .. .. 8vo. Donaldson, W., M.A... A Treatise on the Art of Con- structing Oblique Arches .. 8vo. Spon .. Downing, A. J.. .. Cottage Kesidences . - » “> Faija, H. ais .. Portland Cement for Users .. Fscap. Lockwood oS Fawkes, F. A. .. .. Horticultural Buildings .. oe Batsford oe 4. No. Govt. Ro, : . Galton, Sir Douglas .. The Construction of Healthy id — Half-hull Model in wood of a superior Cly de-built £ s. d. Dwellings i di Oxford Press Ocean Mail Steamer, shewing deck-houses, hatches, masts, Gerhard, W. L., C.E... Cottages, or Hints on Economical boats, and other details (4 inch scale). Size, 74 ins. X 14 ins. Building . . ho - 8vo. Spon x 4 ins. deep .s ve .e ve ve .. . 26 5 0 Gillmore, Q. A. .. Practical Treatise on Linie’s Hydravlic Cements and Mortars 8vo. Grant, J. i .. Experiments on the Strength of Cements .. ve .e .. 8vo. Grover, J. W., CE. .. Estimates and Diagrams of Rail- way Bridges "A vis oy Hammond, A. .. .. Rudiments of Practical Brick- laying .. i .e .. 12mo. Lockwood Hobbs, J. H. .. .. Designs and Plans for Villas, Cottages, &c. .. . .. 8vo. Triibner .e Hoppus, E. .. Tables for Measuring Stone, — Half-hull Model in wood of a superior Passenger Timber, &e. oe ve oe Simpkin oe ) Screw Steam Ship, shewing funnel, masts, hatches, and Hoskins, G. G... .. The Clerk of the Works .. .. 8vo. . general deck arrangements (% inch scale). Size, about Hull, E.. . .. Treatise on Building Stone wh 62 ins. x 14 ins. x 4} ins. deep .s a < .. 85 00 - - Qt SUBJECT IV. Naval Architecture. wWwWwWoOWwW vo wo He HH hO BO BO Tt wo . — . 1 Govt. Ne __" Half-hull Model of a superior Paddle Passenger Steam Ship, having a flush deck, and shewing one paddle- box, deck-houses, skylights, funnels, and other details (;% inch scale). Size, 65 ins. x 14 ins. x 43} ins. deep ve vo Cat. No. 691 — Half-hull Model in wood of a first class Sailing Ship, fitted with large deck-house midships, poop and cabin arrangements, masts, boats, and hatches (scale 10 feet to 1} inches.) Size, 42 ins. x 12 ins. Xx 4% ins, ‘e ve I = = = ATT TE — Half-hull Model in wood of an Iron Barque, shewing deck-houses, companion, hatches, masts, boats, and other details (} inch scale). Size, 54 ins. x 12ins. xX 4 ins. .. Tbe Half-hull Models (Nos, 157 to 159) are mounted upon polished mahogany boards, with brass plates for suspension against a wall. Tm — Model in peartree and white holly of a Ship's Cutter, representing ribs and planks, “clinker” built, and fitted with seats, tiller, four oars and rowlocks, complete, and Yyished (1 inch scale). Size, 26 ins. x 63 ins. x 3} ins. eep. . so Mp .s se ve se .e .e Rigg’s Technical Education Appliances, Limited, £ sd 29 10 0 CATALOGUE OF EDUCATIONAL SUBJECT 1IV.- (co NAVAL ARCHITEG Title of Book. .. Marine Propellers, a course of three Lectures delivered at the Royal Naval College, Greenwich 8vo. Bland, W. J .. The Forms of Ships and Boats Builders’ a/c Iron Ship Guide and Assistant oid .. 4to. ” Burgh, N. P. .. .. A Practical Treatise on Modern Author's Name. Size. Barnaby, S. W. Spon Screw Propulsion iy .. 4to. Spon . Bury, William, M.I.M.E. The Power and Speed of Steam : Vessels calculated by rules adapted for Vessels of all types .. Ships’ Anchors .. vie ” .. Cubical System of Yacht Measure- ment oie ws .. 8vo. Cotsell .. we Decimals, By .. Wyman Fishbourne, Rear- Admiral E. G. Our Ironclads and Merchant Ships 8vo. 2 i Why Ships Capsize 8vo. ” Greenwood and Rosser Practical N avigation .ie .e Griffiths, J. W. .. Treatise on Marine and Naval Architecture .. se .is Grantham, J. .. .. Iron Ship Building “ ve Jordan, C. H., M.LN.A. Tables of Weights of Iron and Steel for use of Naval Architects 32mo. Spon Kipping, Robert, N.A.. Masting, Mast Making, &ec. Sail and Sail Making .e .. Fscap. " .. Practical Boiler Maker, Iron Ship Builder, &ec. -e oie .. 8vo. .. Steam Yachts and Launches .. Naval Architects and Ship Build- er's Pocket Book .e .. Ship Building in Iron and Wood. . .. Marine Engines and Steam Vessels Fscap. .. Practical Boat Building for Amateurs, III. .. rr .. Fscap. .. On Technological Education and the Construction of Ships .. 12mo. .. Naval Architecture .. Modern Ship Building, Men Engaged in it si 4 .. A Method of Comparing the Lines and Draughting Vessels pro- pelled by Sail or Steam . 8vo. .. Marine Engineer's Pocket Book.. 32mo. .. Ironclad Ships a Je .. 8vo. .. Practical Treatise on Ship Build- ing .s os (shortly) 8vo. " .. Stability of Ships .. ’ .. 8vo. Griffin. .. The Sailor's Sea Book .. we .. Ships for Ocean and River Service " .. Plates to ditto ie vie .s " .. The Stability of Ships, explaine simply and calculated by a new graphic method .. os .. 4to. Spon . .. Canoe and Boat Bullding.. .. 8vo. " .. Canoe and Boat Building for Amateurs Philip . Knight, R. Wyman Kunhardt, C. P. Mackrow, Clement Murray .. Neisen, A. Nystrom, W. Peake, J. oie ae Pollock, David and the 8vo. Spon . Pook, Samuel M. Proctor, Frank Reed, E. I. ” Murray Rosser, W. H. : : Sommerfeldt, H. A. Spence, J. C. .. Stephens, W. P. Tribner Publisher. .« Fscap. Lockwood Lockwood Spon .. " Stability, the Seaman’s Safeguard 16mo. ” - Lockwood Lockwood .. Fscap. Lockwood .. D, 8vo.Spon .. .. Fseap. Lockwood Triibner .. Fseap. Lockwood Lockwood Lockwood pt a] =D we pt oo cit NN > — BND oS SS =z] HOS co SOS SO coos =] SSS 20, Bucklersbury, Queen Victoria Street, London, E.C. EE — — mn Author's Name. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT 1V.—(continued.) NAVAL ARCHITECTURE. Thearle, S. J. P. Traill, T. W. White, W. H. . Author's Name. Airey, Sir G. 8S. Atkins, Edward ” ” Aldous, J.C. P. Baker, T. Barlow .. Barrows, J. . Beasley, R. D.. Bonnyecastle Boole, G. Bremiker, C. Burnside, W. S. Byrne, 0. Campin, I. ” Cayley, Prof. Cayzer, T. S. Challis, Prof. .. Christie, J. R. .. Clifford, W. K ” ” 00%, H... .. Cbain Cables and Chains. . .. A Manual of Naval ‘Architecture. . : . Mathematical Papers Title of Book. Size. Publisher. . Laying off Wood and Iron (Plates and Text) Collins . Ship Building (Plates and Text). . ” . Calculations Involved in Naval Degign .. " Ship Building in Iron and "Steel... . “ Lockwood Murray SUBJECT V. Pure Mathematics. Title of Book. Size. Publisher. Elementary Treatise on Paria) Differential Equations .. . 8vo. . Pure Mathematics, 2 Vols. . 12mo. . Elementary Geometry, based on Euclid .. .. 12mo. ” Algebra to Quadratic Equations .. Crown " . Elements of Algebra on .. Post ” . The Shrewsbury Tuigenomelry . 12mo. Bell .. . Mensuration and Measuring . Fscap. Lockwood _ Tables of Squares and Cubes .. 8vo. Spon . Mathematical Works . . Plane Trigonometry C. 8vo. Macmillan . Introduction to Mensuration and Geometry. . A Treatise on the Calculus of Finite Differences . 8vo. Tables of the Common Logarithms and Trigonometrical Functions to Six Places of Decimals e Nutt .. . Theory of Equations os vs Hodges On Solving Equations .. .. 8vo. Spon .. . A Treatise on Mathematics ’ ronwook Mathematics as applied to the Constructive Arts : . Elementary Treatise on Elliptic Functions . Bell .. . 1,000 Arithmetical Tests . . 12mo. Griffith Macmillan Fscap. ’ i. 1, 000 Algebraical Tests .. .. 8vo. ” . Notes on the Principles of Pure and Applied Calculations D. 8vo. Bell . Test Questions in Pure Mathe- matics . 8vo. Elements of Dynamies, "Part I, Kinematics .. 8vo. ” . Lectures and Essays, 2 Vols. a ” Macmillan : . Fseap. Lockwood . Integral Calenlus ve Rigg’s Technical Education im Limited, Collins each Camb. Press : : ne Ott Go = Se Db wv Price. d 6 6 0 b 6 0 0 0 6 b CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT V.—(continued.) PURE MATHEMATICS. Author’s Name. Title of Book. Size. Publisher. Day, H. G. oe Drew, W. H. .. Properties of Conic Sections proved Geometrically .. .. Geometrical Treatise on Conic Sections .. . . ” Solutions to Problems in above . Galbraith & Haughtons Mathematical Tables i ¥ Hydrostatics " Gill oe .o . Oxford and Cambridge Arithmetic Gill ve . Oxford and Cambridge Tests in Arithmetic . oe . Oxford and Cambridge } Mensura- tion . (Or with Answers) y .e . Oxford and Camtridge Euclid .. Oxford and Cambridge Euclid (Companion) .'e . Oxford and Cambridge Algebra ie (Or with Answers) .s . Oxford and Cambridge Trigo- nometry .. .. (Or with Answers) . Mensuration of Lines, Surfaces, and Solids . ve Collins . Mathematics for Practical Men .. 8vo. Lockwood . . Plane Trigonometry .. Fscap. " ” aie . Spherical Trigonometry .. .. Fseap. . Heather, J. F. .. . Mathematical Instruments . Feeap. i Hemming, G. W. .. On the Differential and Integral Calculus .. . 8vo. . Mathematical Tables and | Loga- rithms .. aie « Align Macmillan Cassell Gregory, O. Hann, J. Macmillan Huttons . Houlston Lalanne, L. .. Hachette Lewis, Rev. H. . Mensuration ‘and Land Surv eying Collins Martin, James. . .. Elements of Euclid . EE Philip ” sie .. Euclid (Book 1) .. ve .. 8vo. ” ’ ie . Euclid (Books 1 and 2) McKean, James . Algebra for Students . “ .. Competitive Examination Papers in Pure Mathematics .. .e .. Land Surveying Measurements . Pryde, James, F.E.I.S. Mathematical Tables Todhunter, J. .. . On the Theory of Equations ois . On the Differential Olening vi . On the Integral Calculus . .. On Analytical Statics =. . On the Mathematical Theory of Probability . On Researches in the Calculus of Variations . An Elementary Treatise on Lap- lace’s, Lame’s, and Bessel’s Functions .e ae .. 8vo. ” Nelson Moffatt & Paige Chambers Unwin, W. Campers, M.Inst.C.E. . . Tables of Logarithms .. .. 8vo. Spon .. Woohouse, W. 8. B. .. Differential Calculus . . Fscap. Lockwood Ww oodward, C.J. . A B C Five-figure Logarithms .. Simpkin Macmillan x . Price. S. w Lal - p= U2 OO H= Ot wo OS [==] a ad LO bd pd WW d. =z] SS ooo CoO == COO O&O [=r =) oS SS OSS O 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI. Theoretical Mechanics. The following (Nos. 160 to 258 inclusive), have been prepared from models made under the direction of the late Prof. Robert Willis, M.A., F.R.S., at the request the Department of Science and Art. The Science & Art Dept, will grant Cat. No. Govt. No, aid oa this price, 160 300 A set of Mechanical Powers, also adapted for the illustra- £ sd tion of other principles of statics ae .r vs os 93090 Lever.—-Stand, two counterpoise levers, balanced lever, divided into 2-inch parts; two wire pins for supporting levers; four hooks, and Archimedean lever. WHEEL AND AxLE.—Cardboard disc. 1 ft. 3 in. in diameter; wooden stand ; two strings for supporting weights, 3 ft. long, and two 1 ft. 6 in. long ; one brass pin. PuLLEYS.—One cross-bar to fasten to_pulley-post, two 3-sheaved, two 2-sheaved, and one 1-sheaved pulley; one moveable pulley. IxcriNep Prane.— Graduated plane, with variable sides; two pulley- posts ; one moveable pulley ; lead roller, 3 in. in diameter; 2} in. long, weight five-tenths of a pound. WEDGE.—Wooden frame, and two wedges, weight of each five-tenths of a pound. ScrEW.—Two sheet-iron screws, 8 in. in diameter, and one 4 in. in diameter, with wooden stand, pulley-post, &c. PARALLELOGRAM OF Forces.—Illustrated. SUNDRIES BELONGING TO THE ABovE SET.—Three cast-iron tripods for supporting apparatus; three g-in, bolts and winged nuts; one board for pulleys; two boards for winding cords upon, and one box fur weights, containing three weight-holders (weight of each yne-tenth of a pound), aud 10 weights, each one-tenth of a pound, ee eee — Rigg’s Technical Education Appliances, Limited, CATALOGUE 07 EDUCATIONAL APPARATUS. SUBJECT VI.—(continued.) THEORETICAL MECHANICS. 16i—307. The Science & Art Dept. will grant aid on these prices Iron Tripod Stands for attaching apparatus. Small £ e. d. size (the same as in the above set), with bolt and winged nut. Height 7% in. ve os oe ve . .. each 0 3 6 Do. do. larger size, with two bolts and winged nuts. Height 113 in. .. . ae .. we .. each The foregoing are also useful as the feet of stands for supporting diagrams, dc. Polished Mahogany uprights for this purpose, 3 ft. 3 in. in length for attachment to tripods .. each 300a A deseription, of the method of using the above apparatus, specially written by the Rev. T. N. Hutchinson of Rugby, may be had on application oe .e .e .is .e 721—404, me mm SE sal A w : p= 3 404 Lever, to suspend on blackboard. 3 feet long. . 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI.—(continued.) SUBJECT VI.—(continued.) THEORETICAL MECHANICS. 28 to 729900. THEORETICAL MECHANICS. 729-407 729—407. The Science & Art Dept. will grant Govt. No. s ail on these prices. 407 Wheel and Axle, compound screw, working model of £ s. d. Bracket in which to suspend the above . aie vs GAB 408 Suspension Rail for blackboard.. 0 409 6 iron pins and 6 hooks, in a box .. . 10 732—410. The Science & Att 3 3 Dept. will grant Gor Ho aid on these prices. ’ 405 Pulleys, simple (set of four). 23 ins. diam. on 9 60 406 Pulleys, compound oe oe ve 1 pair long, three sheaves .. .e 1 pair square, three sheaves.. oe Scale pans, set of three in box .e “eo .e oo Weights, setof 16 zinc weights, ;', Ib avoir. of *‘ each” per set 410 Working Model of inclined plane Cord, per packet . .e .e a . .e .,» Wedge and divided block .. - For additional Pulleys, see page 64. Rigg's Technical Education Appliances, Limited, 20, Bucklersbury, Queen Victoria Street, London, E.C. Tig Sai fia dey WR a ne CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI.—(continued). THEORETICAL MECHANICS. 736 to 739. The following for Illustration of the Equilibrium of Forces. Cat. No Govt. No. 736 — Turned and Balanced Grooved Arm Pulleys, 23 in. diam., upon steel pivots, with brackets complete ready for attachment. Set of three “ . Ng o's .e One Pulley and Bracket, as above .. “ . eo Turned Plate Pulleys, 2} in. diam., with brackets. Set of three “ie ve ae . . .e One Pulley and Bracket, as above .. .e .“ e Polished Hardwood Pulleys, in brass frames, with slides and thumb-screws for attachment to a blackboard. Set of three, viz., one each right and left hand and one vertical .. Set of Thirty-eight Brass Plate Weights as follows, 4 each ; and ; 1b., 10 each ,;, and 20 each ;}, 1b.—1 Ib. Set of Three Brass Scale Pans for above, fitted with Silk Cords and Hooks .. os .e LY Special Silk Cord, per doz. yards .. Rings, per doz. .. ve “ CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI.—(continued.) THEORETICAL MECHANICS. Models Illustrating Rolling Contact. 166—3806. 165—304. The Science & Art Dept, will grant Cat. No. Govt. No. 735 — Extracts from the Second Edition of Principles of Mechanism, designed for the use of Students in the Uni- versities, and for Engineering Students generally, describing those models considered by the Department of Science and Art to be indispensable for the efficient teaching of Subject VII. Applied Mechanics, including the original diagrams, with new illustrations of these models as they were finally approved by the late Professor Robert Willis, M.A., F.R.8., for use in class instruction. Published (with the permission of Messrs. Longmans & Co.), by Rica's TecuNIcAL EDUCATION APPLI- ANCEs, LiMiTED, 1888, Demy 8vo., Limp Cover _ a 165 304 Model to illustrate the action of ‘skew bevels” for communicating motion between axes whose directions aid on these prices. £ 8. d. Hooks, per doz. .. oe . a Wp neither meet nor are parallel. (W. Art. 42 and following). . By this apparatus it can be shown that the motion is obtained from the contact of portions of two hyperboloids, the generating lines of which determine the oblique position of the teeth. Kinematical Apparatus or Elem i 194 entary Parts of Mechanism. 166 305 Pair of Ellipses, to explain the mode of obtaining the pitched The following Models 165 to 208 are in illustration of apparatus described in circles of tooth wheels, and general principle of rolling “ Principles of Mechanism,” by the late Professor Robert Willis, M.A, F.R.S. (Longmans), contact. (W. Art. 80). Size, 11 in. x 26 in. oe oe 1870, and the Article Nos., thus * W Art. 42,” &e., correspond with the paragraphs in that 167 306 Set of three Eccentric and Elliptic Toothed Wheels. work, and those marked “G Art. 246,” &e., correspond with the Articles in * The (W. Art. 87 and following. G. Art. 246.) Size, 15} in. x Elements of Mechanism,” by Professor T. M. Goodeve, M.A. (Longmans), 1888. 313 in. Rigg’s Technical Education Appliances, Limited, 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI.—(continued.) THEORETICAL MECHANICS. 168—307. 171-370. 169—308. The Article Nos. correspond with the paragraphs in Willis’s ¢“ Principles of Mechanism,” and Goodeve’s ** Elements of Mechanism.” oe “sor” Mangle Wheel reciprocating motion. (W. Art. 106, &e. G. Art. 90 and 206). Size, 24 ins. x 13 ins. .. oe oe 169 308 Reciprocating motion produced by a double rack and segmental teeth (W. Art. 114). Size, 24 ins. X 13 ins. 170 309 Two Spur Wheels of wood, with teeth of the epicyeloidal form, and of large size, prepared with surfaces, showing the nature and direction of transmitted pressure during their sliding contact, and all the circumstances of their mutual action, the varying position of the points of contact with reference to the lines of centre and pitch circles, &e., &e. (G. Art. 141, &c.) Size, 18 ins. X 35ins. .. oe oe 171 310 Model of a conical toothed wheel and tooth cone to produce a rotation with varying velocity upon Roemer’s principle. (W.Art.96.) Size,12ins. x 7 ins. x 11 ins. high The Science & Ant Dept. will grant aid on these prices. £8 d 126 Rigg’s Technical Education Appliances, Limited, CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI.—(continued.) THEORETICAL MECHANICS. Models Illustrating Sliding Contact. 173—312, 172-311. 174—313. 0 fle" iE The Article Nos. correspond with the paragraphs in Willis's ‘* Principles of Mechanism,” and Goodeve’s ** Elements of Mechanism.” Cat. No. Govt. No. 172 31 The Science & Art Dept. will grant aid on these prices. Odontograph in brass, either for actual use in the formation £ of wheel and rack patterns, or for educational use in teaching the general principles adopted in the formation of the teeth of wheels. (W. Art. 183 and following). Size, 14} ins. x 6 ins. 173 312 Heart-shaped Cam in action between two friction rollers upon one oscillating bar, and producing equable motion in both directions; the curves are involutes of the circle. (W. Art. 203. G. Art. 59). Size, 15 ins. x 21 ins. .. .e (For description, see Cat. No. 135, Extracts, §c.) 174 313 Worm-wheel and Worm, on Hindley’s principle, having many teeth in contact. (W. Art. 216). Size, 15 ins. x 21 ins. 177—316. 110 0 110 173-874. 176—315, 175 314 Eccentric Pin and Slit Bar, with discs to produce rotatory or oscillatory motions by sliding contact. (W. Arts. 219 and 238). Size, 15 ins. x 21 ins. .. .s or .o oe (For description, see Cat, No, 135, Extracts, &c.) 176 315 Continuous slow motion (designed by R. Roberts, of Manchester) which may be used for counting the number of revolutions of a shaft, and consisting of a pin and plate with semicircular teeth. Size, 15 ins. x 21 ins. .. oe 177 316 Model, with a set of shifting slides and eams to explain and illustrate the different forms and actions of plane cams and tappets, and the principal kinds of motion which they are employed to produce. Size, 20 ins. x 21 ins. oe 20, Bucklersbury, Queen Victoria Street, London, E.C. eng CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI.—(continued.) THEORETICAL MECHANICS. 179—378. The Article Nos. correspond with the paragraphs in Willis’s © Principles of Mechanism,” and Goodeve’s * Elements of Mechanism.” 1p science & an Dept. will grant Govt. No. aid on these prices. . No. 178 i 317 Cam, arranged in the form of a groove on the face of a wheel £ s. to show how a law of varying velocity may be given to the end of a vibrating link or rod. (W. Art. 232.) Size, 15 ins. x 21 ins. .. .e . ve .e .e . eo 179 318 Boiler Punch, showing how, by a properly constructed cam, the greatest power of the machinery may be applied in the act of punching. (G. Arts. 58 and 65.) Size, 24 ins. X 13 ins. The cam having rapidly raised the punch it remains at rest for a portion of a revolution until the work is readjusted—then descends quickly until near the work, when the velocity may be said to be changed into power. This model is provided with a cutter which may be applied to thin cardboard, or letter paper. 181—320 180— 379, == 319 Screw returning into itself, used for the uniform and alternate traverse of a rod for such purposes as laying the thread on the bobbin injspinning. (W. Art. 325. G. Art. 70.) Size, 154 ins. xX 7 ins. X 6 ins. .. or .e .e 320 The quick return motion, derived from No. 175, as used in Whitworth’s shaping machine and other tools, all the motion parts being shown. (W. Art. 238) (G. Art, 88.) Size, 15 ins. x 21 ins. .. . .e ae ve .t (For description, see Cat. No. 735, Extracts, &c.) 321 Reciprocating motion produced by a ple tooth rack. This was used about the year 1690. (W. Art. 240. G. Art. 49.) Size, 15 ins. x 21 ins. .. >e . io Rigg’s Technical Education Appliances, Limited, SUBJECT VI.—(continued.) THEORETICAL MECHANICS. Models Illustrating Wrapping Connectors. See also No. 187 (326). 183—322, 184 —323 The Article Nos. correspond with the paragraphs in Willis's Principles of Mechanism,” and Goodeve’s ‘“ Elements of Mechanism.” 1. scence & art Cat. No. Govt. . Dept. will grant aid on these prices. No. 183 322 Model to illustrate various conditions of wrapping £ s. d contact or endless band motions. Size, 15 ins. x 21 ins. 176 By this apparatus may be explained the use of a weighted or spring stretching pulley, also the effect of a cam action upon a TE connection, and how variable, intermittent, or alternate, or partly progressive, or partly retrograde, motions may be communicated to one pulley from another which revolves uniformly, and is connected to the former by an endless band. (W. Arts. 249, 273, and 276.) 184 323 Intermittent motion by hoop and pin wheel, shewing a method by which machinery may be locked or fixed except B fhe tisha of Motion thus any shaft or apparatus may e firmly held until some other shaft has made i Size 15 ins. x 21 ins. .. o“ os Aievori 185-- 324. 156—325. 150 187—326. 185 324 The principe of i i ] calculating machines, illustra A Virking model for addition and subtraction, to a foily of figures us an example of ratchet w g Size, 30 ins. x 13 ur ‘a 3 wok 40.200) " hr = Da Adopted for stamping progressive numbers on railway 825 Transmission of axial motion by means of a face-plate with cross grooves, contrived about 1841, name of inventor unknown. ; Size, 15 ins. x 21 ins. e .e i 326 Folding diagram in eardboard, to show the principle upon which guide pulleys are arranged to convey an endless band from one wheel to another when their axes are not parallel. (W. Art. 263. G. Art. 27.) Size, 14} ins. x 9ins (For description, see Cat. No. 133, Extracts, §c.) 20, Bucklersbury, Queen Victoria Street, London, E.C. gi ik NHS { ; E | 1 | The Article Nos. correspond with the paragraphs in Willis's ¢“ Principles of Cat. No. 188 189 190 CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI.—(continued.) THEORETICAL MECHANICS. LINK-WORK. 189-328. 188—327. i? = . : ) Mechanism,” and Goodeve's ** Elements of Mechanism.’ The Science & Art Dept, will grant Govt. No aid on these prices. 327 Link-work connecting two parallel axes with side £ s.d rods, employed for counecting the wheels of locomotive engines. (W. Art. 28C. G. Art. 95.) Size, 254 ins. xX 8 ins. x 84 ins. .. »e ou aie .e ais vie 328 Model to illustrate the consequences of rotating the point of suspension of a cord passed round a single moveable pulley—also the differential action of an axle with two wheels of different diameter. (W. Art. 505.) Size, 11 ins. x 26 ins. .. . . .e ois . . 329 Link-work to show Boehm’s motion, by which three straight bars and two face plates are employed to communi- cate equable rotation from one shaft to another parallel thereto. (W. Art. 282.) .. . oie . . oe 191—330. 330 Rod reciprocating by means of an eccentric pin and link, arranged so as to show the variations of its motion which arise from different lengths of links, (Partly described in W. Art. 290. G. Art. 37, &c.) Size, 40 ins. x18 ins. .. 2 17 6 "This model is also to exhibit ¢ Booth’s Motion” (patented in 1843), useful in illustrating many of the conditions of motion of the piston and slide valve of the steam engine, &c. (For description, see Cat. No. 735, Extracts, &¢c.) a Rigg’s Technical Education Appliances, Limited, CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI.—(continued.) THEORETICAL MECHANICS. 192—331. 193—332, 194—333. The Article Nos. correspond with the paragraphs in Willie's ** Principles of heb : Mechanism,” and Goodeve’s ** Elements of Mechanism.” The Science & Art Gove, No, . Dept. will grant aid on these prices. 331 Rotors ® oselliatory motions, with varying velocities r link-work, in iron, with discs. W. Art. 290 Fig. 220.) Size, 15 ins. x 21 ins. .. . f oe . 332 Motions illustrating the action of the pedal of the harp (as an example of link-work), showing how the flat, natural, or sharp note are obtained by the continuous de- Pression of the same pedal. (W. Art. 295.) Size, 11 ins. ins. .. .e . .e . .o oe .. 333 Oscillations multiplied by an arrangement of straigh links connected with a common crank. (W. Art. 296.) Size 15 ins. X 21 ins. .. a or oe 195—334, 196—335 334 Alternate intermittent motion, produced by link-work ftom 4 single axis of rotation. (W. Art. 297.) Size, 20 ins. X ins. .. "> oe .o . 335 Silent click, showing a method of avoiding the noise and consequent wear of the clicks in ratchet work. (W. Art. 311.) Size, 15 ins. xX 21 ins. .. .e .s oe ’e 20, Bucklersbury, Queen Victoria Street, London, E.C. 8. CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI.—(continued.) SUBJECT VI.—(continued.) THEORETICAL MECHANICS. THEORETICAL MECHANICS. 202—341, The Article Nos, correspond with the paragraphs in Willis's Principles of Mechanism,” and Goodeve's ** Elements of Mechanism.” The Science & An " SE . Dept. will grant Cat. No. Govt. No. . . i : aid on these prices, 197 336 Variable Link-work, showing a mode by which the path of 5. d a reciprocating piece may be increased or diminished, or entirely suspended without altering or stopping the prime mover. (W. Art. 473. G. Art. 103.) Size, 24 ins. X 13 ins. 198 337 Combination of Hooke’s joint, in iron, showing the effect of different inclinations of the axes, and supplying means for observing the relative velocities in each portion of the rotation. (W. Art. 509 and following. G. Art. 250.) Size, 25 ins. x 8 ins. x 9 ins. high 199—339. 199 339 Double Attwood Machine, arranged for the performance of the usual experiments in a more striking manner than with the ordinary form of this ap- paratus, complete with polished mahogany case for pulleys, brackets, &c. Height, 6 ft. .. The Article Nos. correspond with the paragraphs in Willis’s * Principles of / Mechanism,” and Goodeve's « Elements of Mechanism.” == 340 Pendulum and independent Te stand for the above, arranged Govt. No. BE ie am with adjustments to beat 413 Drop Box, to let fall simultaneously two balls of cork and £ s. d seconds—may be used in all lead. Size, 8 i 4i 64 i 015 0 experiments where brief intervals ead. Size, 8 ins. xX 4ins. X 63 ins. .. oe oo ve of time have to be noted es. 1 It may be hung on a nail in a wall, and gives more satisfactory results than the so-called guinea and feather experiment. Mmett: 341 A set of Apparatus to demonstrate and illustrate the construction, pressures, and tensions of the three legs or triangle, shears, and derrick .. x es ve sie The poles are represented by five mahogany rods which are carried upon a board 21 ins. square, and the pressures, &e., are illus- trated by six millboard diagrams. The apparatus may also be used to show the amount of pressure distributed by a given weight upon each of the three legs of a table. 342 Knee-joint, or Dog-leg Lever, of iron, arranged to show by the action of a very small weight, its great mechanical advantage. This construction has been generally used in printing presses. (G. Art. 105, &c.) Size, 11 ins. x 26 ins. 20, Bucklersbury, Queen Victoria Street, London, E.C. ——————— -~ — CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI.—(continued.) SUBJECT VI.—(continued.) “THEORETICAL MECHANICS. _ THEORETICAL weoudmics, Airy, Sir G. B. Gravitation o ve .. 8vo. Macmillan Bottomley, J. F. .. Dynamies.. a oi .. 8vo. Collins Brown, Henry T. .. Mechanical Movements .. .. 16mo. Spon .. Clarke, G. S. .. .. The Principles of Graphic Statics 4to. oii tee Gill oe “ Oxford and Cambridge Mechanics (Vol. 1, Statics) .. oy .. Cr.8vo. Gill Or with Answers “ oe v oe (Vol. 2, Dynamics) oe .. Or.8vo. , .e " oo oe : Or with Answers .e eh ’ % Goodeve, T. M. Principles of Mechanies, Illus. .. Cr.8vo. Longmans The Science & Ar ” . The Elements of Mechanism, Cat. No. Govt. No. a a Illustrated Wl i +» Cr.8vo, " (1888) 204 343 Apparatus for demonstrating the first two laws of £ s. d. ” .. A Manual of Mechanics .. .. 8vo. " . Friction ; also for distinguishing between Disengaging and ” .. Steam and Gas Engine .. «vs Or, Lockwood .. Butting or Engaging Friction, including tripod stand. (W. ” Gas Engines .e ce ee Cr. ” Art. 484 and following.) Size,21ins. high x 17ins. x 5ins. 4 7 6 Goodeve & Shelley .. Diagrams of the Steam Fngine .. Chapman .. 205 344 Apparatus for demonstrating the third law of " " w. Do do. on Rollers al . Friction. (W. Art. 487.) Size, 24 ins. x 10} ins. Xx 8ins.. 3 0 0 Gross, BE. J. .. .. Kinematics and Kinetics .. .. 12mo. Rivingtons .. Grieve, W. H. .. .. Lessons in Elementary Mechanics 12mo. Longmans .. 206--345, 208347. 207—346. Hann, J. .s .. Mechanics, Theoretical and Prac- tical we 7a ve .. 8vo. Houlston *e Harrison,Jerome,F.G.S. Elementary Mechanics, 1st Year's Course .. oe “ . .Post8vo. Nelson oe Do. do. 2nd Year’s Course ” ie ” ” Do. do. 3rd Year's Course " Hewitt .. +o .. Class Book of Elem. Mechanics .. 8vo. Philip .. .s we ie Do. do. Part 1, Matter "Lie oe “ ve ve e Do. do. Part 2, Force i Cree Lodge, O. J., F.R.S. .. Elementary Mechanics .. ..Feap.8vo Chambers Loewy, Benjamin The Handbook of Mechanics ..Post8vo. Lockwood . Handbook of Hydrostatics and Pneumatics er -e . . Post8vo. ” MaeCord, C. W. Kinematics . . ve . .. 8vo. Triibner Macgregor, J. G. Kinematics and Dynamics .. 8vo. Macmillan Magnus, Sir P. . Lessons in Elementary Mechanics 12mo. Longmans Murby .. ‘o Mechanies .. wa “ .. Fscap. Murby.. Newth, Prof. .. . Elements of Mechanics .. Small 8vo. Murray Reuleaux, Prof. F. The Kinematics of Machinery .. 8vo. Macmillan Reynolds .e .. Diagrams Illustrating Properties of Matter. . Cp os ue Reynolds Or on Roller, varnished 60 ins. x 42 ins. ” n pt Ss HOON Ok DO HW b= a] ” oe oe pt SE ” ” oe ” oe oe No = ND =O = WOM COO DO bd UO pd pd fd ” 345 Model of Saladin’s Ratchet motion by jamming ” eee Disgiamy of the Mechanical han i Bron #ripod stand. (W. Atk.43) Sua, Or on Roller varnished 60 ins x 42 ins y ms. X boms. .. oe oe oe oe oe oe ” oe oe 3 , Varn : . W -s 346 Hijch Stick, 2% ‘adapted to, ns ropes acting] by Jamming Thurston, R. H., M.A. A Ticats oo Phun and Lost 505 Tribes LEE Jeon dupe “and, (w. A, 2p and Todhunter, J. .. Mechanics for Beginners . .. 18mo. Macmillan .. 347 Model of Wren’s coil Friction, as used in winches and tia Key to ditto ~~ ee. 8vO. " . hauling engines, including tripod stand. (W. Art. 504.) Twisden, J. F... se Praciier Mechanics We : + POS, Longmans .. Size, 11} ins. xX 13 ins. x 10 ins. .. .s “ ‘a " oe oe IS asso in eoretica Seslv 349 Whirling Table or Centrifugal Machine, with adjuncts § sel ine . . " oe 480 for 12 Experiments to illustrate the laws of Central Force ss Walton, W. .. . Problems in Theoretical Me- D. 5v. Bell 402 Gyroscope Pendulum n : Weisbach, Dr. .. A Manual of the Mechanics of 414 Simple Pendulum, with 3 balls ! i 2s fi : Engineering, Vol. 1 .. .. Thick8vo.Triibner ‘eo 415 Do do ! 9 2 Ei te Willis, R. oo Extracts from the Seeond Edition 416 Compound Pendulum 4 pieces i By of * Principles of Mechanism” D. 8vo. Rigg's Appl.Ltd. Apparatus for collision with 10 balls a Wormell, R. .. .. ElementaryTheoretical Mechanics F. 8vo. Groombridge .. ? te ?? Worthington oe .. Physical Laboratory Practice. Small Cr.8vo.Rivingtons .. —- [= [1] =] no HOD © OO OO COO O00 OO OOM O0 O0OMOOO0OO © OMOOSO,O Ooo S,o cnoa OCHOONOS ow el COCO O=D Rigg’s Technical Education Appliances, Limited, 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VII. SUBJECT VII.—(continued.) Applied Mechanics. APPLIED MECHANICS. . : 219.—338, 220— 338. 221—338. 801—338. 222-338. Mechanical apparatus for building up experimental machinery upon the plan described by the late Professor Willis in his ‘System of Apparatus for the use of Lecturers and Experimenters in Mechanical Philosophy,” published by Weale, 1851, and largely illustrated by Sir Robert S. Ball, LL.D., F.R.8., in his * Experimental Mechanics » (Macmillan), 1888. The following are the prices at which the separate parts are supplied. They may be used either for the above purpose or as examples of pieces of machinery for students in | The Fig. Nos. cor _ with those in Willis's engineering drawing. The number of each article ordered will be determined by the Cst.No. Gow. No. purposes for which it may be required. £ sd This apparatus is strong, and actual working machines of all descriptions, such as 338 Wrought-iron Reducing Stud and Nut (Fig. 9) ve 0 clocks, mangles, cranes, &e., &c., may be constructed of the parts, or 6 » Brass Reducing Socket and Nut, with set screw (Fig. 9) 70 ” Do. Socket and Nut with set screws (Fig. 11) .. 7 6 » Wrought- ron grooved Reducing Std and Nu for same (Fig. 11) . . 6 Turned wrought-iron Boss, with Leyva for same (Fig. 11) 4 6 PRY. BT PR The Science & Art “ System of Apparatus, §e.”’ Dept. will grant aid on these prices. 210-338, 213—338. 212—338. 211-338. 224—338. 295—338, 226—338, 227338, — Loose turned Collar, i ins., with keyway and set screw(Fig.12) The Fig. Nos. following each Gesoriptini are those of the arepomling Do. do. 1in. do. do. Cir) illustrations in the above ** Sy ystem of Apparatus for the use of Lecturers and Wrought-iron Stud and Nut, with washer and pin (Fig. 13) The Scie & Art | ‘ Eaporimenters in Mechanical Philosophy.” Dept. vil grant | Cast-iron double Socket and two Brass Nuts, with set Cat. No. Govt. No. aid on these prices. gil £ sd screw (Fig. 13) .. ; gl an ie ait oh 210 338 Cast-iron Bracket, bored a fitted, with set serew (Fig. 1) 0 4 0 Wrought-iron Stud and Nut, with end washer and counter- 211 Do. 4 do. {Fis 3 e 5 ¥ | sunk set pin 212 " Do. 0. ‘ ig 913 i Do. do. : (Fig. 4 0 310 Split Pins .. . .s .o .“ per doz. 214—338. 215—338. : 218—338. | 228—338, 229—338, 802. oe . oe oe oe oe 338 Cast-iron Bracket, bored and fitted, with set screw (Fig. 5) ”" Do. do. do. (Fig. 6) | J » Cramps, various sizes, wrought Js, Joprnned (Fig. 7) | 338 Slit Table in wood For G Cramps, see Part 5 Fl il n » Wrought-iron Stud and Nut, turned Sole Block ,» Cast-iron Socket and Brass Nut with set screw. (Wig. 8) Tail Board for Crane, painted Rigg’ s Technical Education \ Appliances, , Limited, 20, Bucklersbury, Queen Victoria Street, London,gB.C. CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VII.—(continued.) SUBJECT VIL—(continued.) APPLIED MECHANICS. wn om | APPLIED MECHANICS. 231—338, 232—338. RT a a So ° ody The Fig. Nos. correspond with those mm Willis’s « System of Apparatus, §e.’ oe Ly Cat. No Govt. No. aid on these be S. ot no 803 Lead Weight, japanned, with hook for crane, 3:1 lbs. “o 804 Cast-iron Weight, 56 lbs. - oo “ .. each 805 Do. 28 lbs. ve vie .e ve 806 Do. 14 lbs. 44 du ot oh - 807 Set of Weights, as follows :—One of each, 1,1,1,2,4,7, and 14 1bs. vi oie is ie .e wie “is ’e a0 Pair of Patent Shears, i iii i Ine, tek se. oe The Fig. Nos. correspond with those in Willis's 810 Set of 20-inch Baulier's Scales, on japanned gilt stand .. “« System of Apparatus, §e" 811 Brass Seale Pans. 8 ins. diam., with chains .. .. each The Sci AA 812 Special hardwood Flanged Drum, for crane, with brass RELY peor mnt bushes, bored, keywayed, and two keys “i No. Govt Ba aid on these prices. £ sd 338 Cast-iron Rectangle, japanned. (Fig. 19) .. . ve 080 WO HW Conwo SOO — — CNN OoON oS — 7 » Wooden Beds, any length desired, painted. (Fig. 20.) Per lineal foot ae . . slo oe oe ww 0 179 233—338. 234—338, 236—338, — Turned cast-iron grooved Rope Pulley, 134 ins. diam., bored and keywayed, and provided with boss for a handle .. 0 13 — Special Jib Pulley, for crane, with wrought-iron frame and turned pins. . »e ve ‘s e +s 815— 338. 816 and 817. 230—338. 338 Straight Loop, wrought iron, japanned. (Fig. 22a) 338 Special Tube fitting, in brass, with grooved shank for No. eo .e or . .e ,s .e a — Eye Bolt, or wire strainer, 8ins. long X § in. diam., with winged nuts and washers .e . os “> a — Bent Hook Bolt, or wire strainer, 8 ins. long x § in. diam., with winged nuts and washers .. vo . oe : | 236 , Cast-iron do. bored, with set screw, japanned. (Fig. 21) .. 338 Base Board, with bolt and nut. (Fig. 18) .. .e .e 3 » Angle do. do. do. (Fig. 22b) Do. do. do. do. (Fig. 22¢) .. Rigg’s Technical Education Appliances, Limited, = 20, Bucklersbury, Queen Victoria Street, London, E.C. Enis AEE A Cat. No. 237 238 CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VII.—(continued.) APPLIED MECHANICS. 237—338. 238—338, 240—383s, The Fug. Nos. correspond with those in Willis’s The science & Art Govt. No «« System of Apparatus, §e. n 338 Side Frame for stool, painted. Length, 40 ins. x 15ins. (Fig. 23) . oo .o os pe oe . Stool or Stand Table, in oak, varnished, with wrought-iron slotted corner plates. Size, 30 ins. x 21 ins. x 30 ins. high. (Fig. 24) ve os .e vie .e ae re oe Tube fittings in brass, bored for § in. diam. shaft, and fitted with nut. (Fig. 29).. Wrought-iron Shaft Ring, with pins and set screw. (Fig. 30) Clamp Pulley and Winged Nut. (Fig. 31) .. ir . Do. of brass do. Single Sheave Block, 2} ins. diam. x { in. Two do. do. do. Three do. do. do. Four do. do. do. . For Weston’s Differential Blocks, see Part III. Short link Crane Chain, B.B.B. % in... per foot Do. do. jin. .. Do. do. LY Do. do. §in. .. Bottle Serew Jacks, with cast-iron frames, to lift 30 cwt. .. Do. do. do. do. do. 40cwt. .. Dept. will grant aid on these prices £2 8 4d 013 6 on — on eo OC OO © © © oO Rigg’ 8 Techuical Bdueation Appliances, Limited, SS BW ND SS WwW = SS S&S SS SS Oo» Oo oOo © CATALOGUE OF EDUCATIONAL APPARATUS. Cat. No. 242 243 244 245 246 SUBJECT VII.—(continued.) APPLIED MECHANICS. 242-338, 243—338. 244—338. 245—338, 246—338. The Fig. Nos. correspond with those in Willis's “ System of Apparatus, &e.” Tm Govt. No. aid on these prices. 8. 338 Flange and Slotted Loop, with set screws, complete. (Fig.32) 0 17 » Adapter, in brass, with key, nut, and set screw. (Fig.33) .. 0 7 » Lever and turned Handle. with nut and set pin. (Fig. 34) 010 Handle, with Nut, for lever or grooved pulley, No. 813. (Fig. 34D) . or pS Stud and Nut for lever, i in lieu of handle. (Fig. 34a) 247-338, — 8 Hooks for heavy strains .e oe — Do. light do. .e — Wrought-iron Plate Washers, 3 ins. "square, japanned, for use with Nos. 228, 232, 237, and 238 pd .. each 338 Shaft In carriage, with brass steps, caps, and slotted base. (Fig. ” Brass Lengthener, Tor same, with ‘nut, set screw, and key bed. ig. 3 oe oe oe . oe oe oe oe 249—338 250—338. 251-338, 252—338, Brass Coupler, v with two set screws. (Fig. 37).. ae wrought. -iron slotted adjustable Pulley Bearing ig . Thumb or Winged Nuts, 3 in. japanned and faced “per doz. Hexagonal Nuts, { in., black per doz. 1/-; faced Bolts, ¢ in. tapped and japanned (assorted lengths) per "foot For Spring Balances, see page 90. 20, Bucklersbury, Queen Victoria Street, London, E.C. : RTLTEPNI CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VI1I.—(continued.) APPLIED MECHANICS. 256—338. The Science & Art Dept. will grant aid on these prices. Cat. No. Govt. No. 254 338 Spanners, polished and japanned :— 1 in. mall. cast iron .. A oe v5 in. 0. oe oe oe oe . each § in. - Do. .e . 3 in. Do. - .e ¢ in. Do. ae . .e ve ve 1 in. forged steel .e .e .e .e sie Spur Wheels, bored and keywayed, faced on edges and bosses :— 20 teeth .. each £0 4 6 70 teeth .. each 21 Do. ’ie 75 Do. 22 Do. . 80 Do. 23 Do. . 85 Do. 24 Do. ’e 90 Do. [ey So ® 25 Do. 95 Do. 100 Do. 105 Do. 110 Do. 115 Do. 120 Do. 130 Do. 140 Do. 150 Do. 160 Do. [= DANO RHHOELOP ID ®ve 00-9 ee » . o ® » Fg OTCT Or Ot Ov Ot Ha — COCO OOCOCOOOOOOOO -3 — = A reduction of te ten per cent. in price will be made upon a selection of not less than twelve of the above wheels. Also bevii and other wheels. Pedestals with Brass Steps, fitted with bolts and nuts :— i in. . . .o .e .e .. each 11in. .. . . . . ve oui 13 in. oy oe .e oe .e > eo ” 2 in. oe . oe . . . " Turned Shafts, in. Saneter, with flat whole length for key . .s .s per foot Woolies, bright all 0 over, 8 hol ve per doz. Machinery of all kinds ‘supplied or separate parts fitted up for either actual use or as studies for students in engineering drawing. coocococot COO O0OOOCOOOOOOCOCO co ooo o 8. 1 1 Rigg’s Technical Education Appliances, Limited. como CU p= CTO =3 tO . CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VII.—(continued.) APPLIED MECHANICS. 831—338. See also end of Catalogue. Cat. No. Govt. No. 31 338 Jib Crane, constructed from the foregoing apparatus as illus- trated in Sir Robert Ball’s « Bxgerimental Mechanics.” Fig. 48. Page 166 .e ve . we ain . . A selection of this apparatus in the form of a Crane is Spates as a nucleus in adopting the system, additional fittings being readily determined for other purposes. The members of the various parts required appear in the following specification and estimate for the Crane ; it also gives the corres- ponding Cataiogue Numbers and includes weights, cc., complete. 210 338 Two cast-iron brackets bored and fitted with set screws .. each 4/- 211 Ditto ditto ais iy 3/10 214 Four ditto ale 3/9 215 Six ditto ae 3/9 223 Two loose turned collars, § in. with keyway and set screw. 3/- 224 One wrought-iron stud and nut, &e. 225 One cast-iron double socket, &e. .. 227 One dozen split pins Hl . 802 One tail board, painted .. .e 803 — One lead weight, japanned, with hook . 804 Cast- iron weights :—Twoeach561bs. 806 Twoeach 141bs. 812 Special hardwood flanged drum with brass bushes, bored, key- wayed, and two keys .. . 813 Turned cast-iron grooved rope pulley 13% in. diam., bored and keywayed .. .e 013 0 Special jib pulley with wrought iron frame and turned pins .. 010 6 ot oo? a — pt cco como e Sox er — Soe NO =goto ND Org COCO OCOOC MMCOO oS — @® Carried forward .. 7 4 0 ntle—— The Science & Art Dept. wili grant aid on this price. £8. 22 1a 20, Bachlergouy Queen Victoria Street, London, E.C. § BR CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VIL.—(continued.) SUBJECT VIIL.—(continued.) APPLIED MECHANICS. APPLIED MECHANICS. Te pr Sectional and other working model diagrams, 259 to 267, are specially adapted for Cat. No. Govt. No 2 ” on hg class teaching in Schools and Institutions, and from the form of their support, may be Brought forward .. 7 . 0 5 4 either hung against the wall or set in action upon a table. A Teacher will find that by 232 338 Wooden beds for jib &c., as follows :— such models attention and interest in the study of machinery are readily secured. Being ft. in. solely for Educational use they are constructed of wood and metal, as cheaply as is con- One bed we « 3 3 sistent with good workmanship. ” oe oe oe yi - 261—348. 260—348. ” ve 0) oe —— a And two beds, each 7 ft. 1 fr © Per foot. f 40 8 1/9 ———— One stool or stand table in oak, with wrought-iron slotted corner plates .. sie ve ve Two tube fittings in brass, bored for 3 in. diam. shaft and fitted with nuts vie .. each 7/- One adapter in brass, with key, nut and set screw .. we vie One handle for grooved pulley or lever .. ve ve ve One S hook, large .. “ os One do. small .. .e .e The Science & Art Two dozen 3-ins. square wrought cat. No. Govt. No. Dept. will grant . ail on these prices. iron plate washers .. each -/9 959 348 Sectional Model Diagram of a Corn Thrashing £ s. d. Two dozen winged nuts, japanned Machine, with beater, straw shaker, riddle, &c., &c., complete, and faced ~~ .. per doz. 8/- to show the process of separating grain and chaff from straw, Two dozen i-in. japanned bolts, and preparing it for winnowing. Size, 20 ing. x 21 ins. ow L115 0 mushroom heads, as follows :— Sectional Model Diagram of a Winnowing Machine, for separating chaff, small seeds, and small grain from large grain, and depositing each in different receptacles, &c. Size, 20 ins. X 21 ins. ee LE J .e oe ee ee ee Sectional Model Diagram of a Cornmill, including every process from the grain being put into the hopper to its being deposited in sacks as fine flour, seconds or bran. Size, 28 ine. x 28 ins. .s .e se .s oe vo .e ae The regulating the supply, the varying distances of the millstones, the creeper, hoist, separator, dresser, &c., can all be put in motion at the sume time, that a large class may observe every process. Sectional Wooden Model Diagram of a Common Lift Pump, the valves being arranged to open and close, so that their action may be clearly seen. Size, 12 ins. x 86 ins. .. Sectional Model of Wet Gas Meter, shewing chambers in ‘drum, inlet and outlet pipes, dial and indicator. Size 12 ins. xX 16 ins. ee oe ee oe ee oe ee ) Sectional Model Diagram of a Machine for Morticing and Tenoning Timber, as an illustration of the power of a com- bination of links and levers. This machine is used for making gates, doors, frame-work, &c., &c. The model is one-third of the full size. Size, 11ins. x 26 ins. high. oe .s .e = © pd pd pd DO NDC 6 each 4} ins. long .. ” — WOWHHDOWE 7 4 -, 2, 2 ” 2 1 — o pt < 24 Bolts One spanner, § inch One ditto i ie One ditto 1 , (steel) One spur wheel, 160 teeth.. One ditto 20 ” .e One turned shaft, 3 ft. 3 ins. long per foot 3/- Three dozen §-inch bright washers, per doz. 1/- — Rope and cord for jib pulley (7 yds.) oo © CoOSS © — hy © BOONE co © OOS D 20, Bucklersbury, Queen Victoria Street, London, E.C. Rigg's Technical Education Appliances, Limited, CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VIL.— continued.) APPLIED MECHANICS. 262—348. 263 — 348. 265—348. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VII.—(continued ) APPLIED MECHANICS. 921 to 927—403. The Science & Art . Dept. will grant aid on these prices. d. £ s. d. Cat. No. Govt. No. 91 403 Tate’s Double-action Air Pump, on foot, with four legs. Can either be screwed to table by four screws, or fastened to it by a large iron clamp The Science & An Dept. will grant aid on these prices £ sd Cat No Govt.*No 9265 348 Sectional Model Diagram of a Door Lock and Key, showing the mode in which the various parts are arranged, and how the key moves the tumblers, bolt, &e., &e. Size, 15 ins. X 9 ins. *s os . .e .e =. Bell Receiver .. .e ie i oe 0 Extra Screw and Side Arm x 6 0 6 Open Receiver and Ground glass Plate os ” Syphon Gauge, with scale, the Gauge enclosed in a — Sectional Model Diagram of an Organ, 25% ins. Xx glass tube, with stopcock . oe .e es 010 6 274 ins. X 6ins. .. sis .s . .e Yi . The great organ and swell may be combined, and the action of the respective parts clearly seen, and the construction of the actual reed, metal, and wooden pipes may be studied. N.B.—Large Iron Clamp, as illustrated, for fastening the Pump to table, supplied when required at an extra cost of A Cheaper form of Gauge can be supplied, without stop- 348 Working Model of the Action of a Pianoforte. Size, +e cock, at .e 15 ins. X 21 ins. .. 016 6 [X] oe [X] ox oe LX] oe oe oe oe oe Rigg’s Technical Education Appliances, Limited, 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VII.—(continued.) SUBJECT VIL.—(continued.) APPLIED MECHANICS. 035411. Mh se—we APPLIED MECHANICS. _ Dept, will grant Govt. No. aid on these prices. 411 Bramah's Press, working model, of glass, in metal frame, £ s d. with lever handle .. oe we i oa «« 0100 4112 Bramah’s Press, working model in brass, with table, oval fom 5 0 0 412 Balance, with brass pans and set of brass weights, 11b. down 0 10 6 418 Lift Pump, glass working model .. ie .e £0 4 6 Force Pump do. do. ve oe 0 4 6 Double Mahogany Support, for above.. ve 07 6 Three Glass Syphons, various .. . ve 0 40 Two Glass Basins .. Po ’ - i” 0 2 0 419 Balance, in mahogany and glass case, with apparatus for moving rider along the beam, spirit levels, and adjusting screws; extra pan for determining specific gravity, complete, with set of accurate grain or gramme weights in mahogany case, with tongs . ve oe ." + eo .. 10 0 0 NorE.—In ordering, please state if grain or gramme weights are required. - 949—420. 951—422, For Prices, See next page. 948—4719, The Science & Art Dept. will grant Cat. No. Govt. No. aid on these prices. 949 420 Specific Gravity £ s. d. Bottle, in case, with counterpoise, gradua- ted in grains or grammes .. « 0 NoTe.—See note to 948—419. 950 421 Bent Tube .. .e 951 422 Torricellian Tube Set, comprising tube, glass mortar, and funnel for filling the tube .. oe oe 423 Tube for demon- strating Boyle's Law, mounted on board, with gradua- ted scale .. . ee BE — For Prices, See next page. Rigg’s Technical Education Appliances, Limited, 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VII.—(continued.) APPLIED MECHANICS. 953—424. 954—425, Govt. No. 424 Capillary Tubes, set of 5, in stand 425 Capillary Plates, a pair, in stand 426 Hydrometer, Nicholson's, brass. . Spring Balances. Best Quality. For heavy weights. 956 to 963—427, To weigh 200 1bs. 224 250 300 336 400 427 For heavy weights. Do. Do. Do. Do. Do. J. Do. 500 i Do. 600 .n For light weights. To weigh from } 1b. to 15 lbs. Do, 20 Do. 25 Do. = . 30 Do. 40 Magdeburgh Hemispheres :(— Do. do. Do. do. Do. do. Do. do. 4} ins., do. 2} ins., brass 3} ins., do. ” ” ” The Science & Art Dept. will grant aid on these prices. 0 For light weights. 964 to 968— 427. © © OC OO NW = MMO OO 3} ins., iron, with stopcock .. Rigg's Technical Education Appliances, Limited, s. d. 2 0 SO BR AAI OO OC ODODO OCOD CATALOGUE OF EDUCATIONAL APPARATUS. Cat. No. 269 974 SUBJECT VII.—(continued.) APPLIED MECHANICS. 270. Govt. No. — Model of a Wooden Capstan, upon turned pillar with base, ratchet, three pauls and eight hand-spikes. 9 ins. x 7 ins high.. ve — Model of a Single-Barrel Windlass, with ratchet wheel, paul and four hand-spikes. Size of base, 74 ins. x 6 ins. Base, 9 ins. Xx — Model of a Railway Distant Signal, complete. Size, 27 ins. Xx Tins. X Tins... .. oti we . " vie — Colliery Pit-head, consisting of engine house, timber fram e- work, upcast and downcast shafts, single decked cages and tubs, with metal pulleys, ropes and drum. Size, 60 ins. Xx 40 ins. x 21 ins. .. we -v ole oa — Colliery Pit-head, consisting of engine house, timber frame- work, upcast and downcast shafts, cages with tubs, metal pulleys, ropes and drum, as used principally in North Stafford- shire. Size, 50 ins. x 39 ins. x 21 ins. oe ne — Colliery Pit-head, of large size and extra strength, consisting of engine house, wrought-iron box riveted frame-work, shaft, double decked cages, trams, metal pulleys and ropes as nsed in the South Wales coalfield. Size, 50 ins. x 48 ins. x 21 ins. — Patent Coal Tipping Machine and Double Sereen in metal, for making round coal, nuts, and small, shewing lines of railway and wagons, under screen hoppers. Size, 37 ins. x 26 ins. x 16 ins. .. we ae 20, Bucklersbury, Queen Victoria S8treet, London. E.C. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VIL.—(continued.) APPLIED MECHANICS. Govt. No. — Model, in polished mahogany and metal, of an ordinary narrow gauge Railway Coal Truck, to a scale of about one inch to one foot, shewing springs, draw bars, under-frame, corner plates, wheels, and axles. Size, about 104 ins. x 6} ins. x 53 ine. deep .. . . . ve a ve — Patent Coal Tipping Machine, for reducing breakage in loading coal from railway wagons into vessels in tidal and other docks. Size, 21 ins. x 12 ins. x 10 ins... . oo See also Nos. 1,831 to 1,854, Subjects XVIII. and XIX—* Mining and Metallurgy.” Part II. — Model, to a scale of i in. to one foot, of a 9 feet diam. Cast-iron Turntable, with self-contained curb, pivot, roller path, rollers, pauls and double rails, mounted in a square polished mahogany case carrying the fixed rails. Size, 10 ins. x 10 ins. x 2 ins. deep .. . . ’is oe .e — Model, to a scale of 1 in. to one foot, of a 12 feet 8 ins. diam. Wrought-iron Turntable, illustrating the purpose of *‘ live rings,” and including cast-iron centre cross, footstep and cover cap, centre pivot, girders, stays and roller paths ; the top being covered with hard wood, and the whole contained within a polished mahogany case carrying the fixed rails. Size, 18 ins. x 18 ins. x 2} ins. deep .. ‘eo oe . oe Rigg’s Technical Education Appliances, Limited, CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VII.—(continued.) APPLIED MECHANICS. Govt. No. — Model to a seale of # in. to one foot of a 40 feet diam. Turntable, showing cast-iron centre, pivot, rollers and roller path, platforms, hand-rails, and foundations, with circular wooden curb. Size, 33 ins. diam. xX 9 ins. deep oe oe + — Working Model, but not in steam, of a Steam Dock Crane, with boiler, engine, gearing, &c. Size, 24 ins. x 24 ins. xX 8 ins. .. oo oo oe oe oe oe oe — An “ Overshot » Water Wheel, 15 ins. diam., having ventilating buckets and internal spur gearing. Size, 28 ins. X 22 ins. x 8 ins. oe oe — “Bpeast” Water Wheel, 18} ins. diam., having wrought-iron buckets and arms, and external spur wheel and pinion, pedestals, &e. Size, 32 ins. x 21 ins. x 12 ins. 1002. « Undershot ”* Water Wheel, 22} ins. diam., having wood buckets and arms, crank connecting rod, as used for driving pumps, and countershaft pulley. Size, 42 ins. x 24 ins. x 14 ins. Working Model of an ‘Inward Flow” Turbine, with vertical driving shaft and grooved pulley, brass runner and fixed guide blades, cast-iron supply pipe and casing, feed tank, with strainer and delivery trough. Size, 60 ins. x 39 ins. X 18 ins. Model, in brass, of a Vertical Clay Pugging Mill, geared with bevil wheel and pinion, fast and loose pulleys, also sluice and handle, with foundation complete. Size, 124 ins. xX 8% ins. x 12% ins. high .o +s ve . oe oe . 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VIL.—(continued.) SUBJECT VIII . APPLIED MECHANICS. Author's Name. Title of Book. Size. Publisher. ic S 0ll nd L I ght 1 N d fle Af a Alexander, T. . Elementary Applied Mechanics, Part I. 8vo. ~~ Macmillan . Elementary Applied Mechanics, Part IT. 8vo. . en Baker, T.. .. Practical Mechanism . .. 12mo. Lockwood .. ; Ball, Sir R. 'S. .. Experimental Mechanics, 2nd Ed. 1888 C. 8vo. Macmillan .. ; ‘ve ' S oO U N D .. Applied Mechanics . .e .. Fscap. Cassell . Mechanics als . .. 8vo. Longmans .. " .. The Theory of Screws .. ai .. 8vo. Simpkin a Apparatus for the Elementary Stage. Browne, W.J. .. Mechanics vi vie os .. 12mo. Heywood ; The Stlence &. Att Do. Key . oe +. 12mo. m oe ; Cat. No. Govt, No. . aid dept ligratt Burn, R. S. .. Mechanics il Mechanism ve .. 8vo. Ward & Lock.. . ta £ a a. Byrue, Oliver .. The Essential Elements of Applied 1021 1 Air Pump, Receivers, &ec. ve “ “wi 419.6 Mechanics .. ls “ .. 8vo. Spon .. j 3 ** See No.921— opis Cotterill, J. H. i Mechanics .. 8vo. Macmillan ia A e No.9 403, Subject VII, Cooper, J. H. A Treatise on the Use of Belting for arum. ce ee . ve we - oe eiiiD the Transmission of Power. oe Spon .. 1023 India Rubber Tubing, 36 feet best solid drawn, grey, red or Galbraith & Haughtons Mechanics. . . Fscap. Cassell . ) agk .e oe . sain ae . .o Glynn ie .. Cranesand Machinery for raising heavy 024 bodies... 12,0: Lockwood 1 Bo ‘Trough, with glass front, 4 ft. xX 6 ins. x 6 ins. 1025 Round Zine Trough, 2 ft. x 18 ins. .. 1026 Do. do. 18 ins. x 18 ins. .. . 1027 Zine Trough, 2 ft. x 1 ft. x 18 ins, .. . : 1028 Wooden Block, 53% ins. x 4 ins. x 4 ins., withzhandle oe 1029 Yonex Box, for showing vortex rings, complete, with gas ottles.. ++ . oe ee .e oe oe oe oe 1030 Boyle's Tube, o on board, with scale . se .e ve 1031 Brass Fire Syringe, with tinder.. A We oe in 1032 Two Tuning Forks, in unison, mounted on resonance boxes. . 1033 Tuning Fork, an octave higher, mounted on resonance box .. 1034 Deal Rod, 12 ft. x 1in. Xx 1 in., covered with list .. ” ” . "rs .. Water Power as applied to Mills, &e... 12mo. Gooueve, T. M. .. Principals of Mechanics oe . 8vo. Longmans , .. The Elements of Mechanism . .. 8vo. > Hewnt, W. .. Class Book of Elementary Mechanics in 1 Vol. 8vo. Philip .. Ditto Part I. Matter 8vo. iis Ditto Part II. Force 8vo. ve Jenkin, Prof. F. .. Bridges .. . Biack .. Kenr edy, A. B. Ww. The SE nies of Machinery. . . .. 8vo. Macmillan Knight, C. .. The Mechanician “° * .. 4to. Spon Magnus, P. .. Lessons in Elementary ‘Mechanics .. 8vo. Longmans Murbys «+. Mechanics .e .e .. Fscap. Murby.. Newtl, Prof. .. Elements of Mechanics ’e .. 8vo. Murray Perry, J. .. Practical Mechanics .. Sa .. Fscap. Cassell Shelley, C. P. Bas Workshop Appliances .. . .. 8vo. Longmans z . : po ai, C. .. Mechanics . «. 12mo. Yoon 1035 Do. 12ft. x lin. x 4} in., covered with list Twining, T. aa Disgren lustrating Windlass i ; J. Griffin 1036 Deal Sounding Board, 24 ins. square .. oi ’ .. Diagrams : Illustrating Ropemaker’s Whee ; : Capstan, Wheelwork, Bench Screw, 1687 Two.Tin Tubes, each 3 ft. x 4 ins. Smith’s Vice, Copying Press, Hydrostatic 1038 Hand Bell .. oe ce ee oe . .e a Bellows, and Hydraulic Press ais 1039 te Diagrams: Illustrating Undershot men Fig hy He Pate, Bleresy Will ioseve Wheel and Overshot Wheel . “ : i ig Diagrams : Diver Ap ” UML OEN DHE SSN QO ® BDO cocoa osso Ss C0 CcCOOoOOCCOCOCC © CS WD Wk ®t CoM OORWOOC [=] x» [= ; Metal Multiplying Whes! or Revolver, fitted with Brass Twisuen, J. F. .. Elementary Introduction to Practical Plate, as above 2 It te ai *s ee Mechanies, 2 ageld wl P. 8vo. Longmans Iron Table Vice, with aotk: lined clamp. . . Weisbach, Dr. .. A Manual of the Mec anics ‘of n- gineering, Vol. II. .. 8vo. Triibner Chladol’s Plate, glass a ” 2 - . Ditto ditto Part IL Vol. 2 8vo. . Do. .. brass oe oe oe oe . Mechanics of Engineering and of Violin Bow .. a oe “ Si 2 Machinery .. . 8vo. oy Monochord, with two sets of b 3 steel wi Willis, R. . Extracts from the 2nd Edition of 4 36% ol brass and gieel wires. ,. ¢¢ Principles of Mechanism * .. D. 8vo. Rigg’s App. Ltd. Set of Nine Weights, arranged for use with Monochord : Young, F... . Every Man his Own Mechanic .. 8vo. Ward & Lock.. One of 20 1bs., Three of 10 lbs., One of 5 lbs., One of 2 lbs., Amateur Work, Illustrated . 4to. oe Three of 11b. .. .. .e .e .e .e oe .“s . Mechanics Made Easy .. . 4to. .s Two Round Deal Rods, 6 ft. X } in. .. ia ., Two.. do. Oak do. 6ft. x 4in. .. .e vo The Workshop at Eome : . Brass Tube, 3 ft. x 3 in. .. as .e . se — © nN —— SC oOo OS no — = . Bench, Brush and LatLe .* The Home Workman .. The Amateur's Storehouse .e 4to. oe .. 4to. .e ‘ .. 4to. .s A .. 4to. .e a3 =] =J =] =3 a3 =J = assess oO Rigg’s Technical Education Appliances, Limited, 20, Bucklersbury, Queen Victoria Street, London, Cat. No. Govt No. 1050 1052 28 30 30a CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VIIL.—(continued.) SOUND, LIGHT AND HEAT. mr —— The Science & Art Apparatus for the Advanced Stage. Dept. will grant aid on he prices, Hopkins’ Forked Tube .. as “» ve ve we Siren, with indicator .. - . oe oe . oe Do. of massive construction, with double watch face or counters, and arrangements for instantaneously throwing wheels in and out of gear.. .-e ve ve .e .e 308 Savarts’s Wheels, with multiplying wheels on frame.. ve 31 32 33 34 Speaking Trumpet.. 5 ve oe ve . pr Organ Pipe, to show Manometric flames, having three gas jets and valves at the Nodal points .. ve ve oe ve Chladni’s Plates, set of 10 late Flategof of different forms and clamp . ‘ ee oe oe oe Sensitive Burners . LIGHT. Apparatus for the Elementary Stage. Phosphorescence Tube .. ve : .e oe oe Lantern with 4-inch Condensers, with lili Oxyhydrogen Burner or 4-wick lamp, as required, complete with set of Diaphrams .. oe . . . ve oe Lenses, set of six, in Moros cloth case lined with velvet Frame for holding lenses .. a . PI Concave Glass Mirrors, pair 9 i in. diameter, mounted with knuckle joints on stand with sliding rod .. .e . Convex do. do. Two wedge-shaped Cells Two Flat Glass Cells - .. .e Model of Eye, on foot .. .s se Newton’s Color Disc with spinning top . . or Metal Mulipiying: Whgel or Revolver, fitted with Newton's Color Dise.. ve oe «eo 9/6 and -‘Semi-eircular Tray, 24 in. dinmotr, 4 in. deep, with glass window . oe oe Glass Trough with iv dividions . .o vs .e Carbon Disulphide Prism :— Faces 14 in. wide, 24 in. long “s Faces 2} in. wide, 34 in. long eo Glass Prisms, set of three .. > i Two Ground Glass Globes ve s oe Twelve Assorted Colored Glass Slips, 6 in. square Blackened Glass, 1 piece .. ay be ev Models of Sextant and Reflecting Circle... Rigg’s Technical 1 Education Appliances Limited, CG EN ee 8. 0 6 2 12 310 115 0 5 2 0 015 0 6 CATALOGUE oF EDUCATIONAL APPARATUS. SUBJECT VIII.—(continued.) SOUND, LIGHT AND HEAT. Apparatus for the Advanced Stage. The Science & Art . No. al Fa Ls a. Polariscope . «ow 1.00 Plates of Quartz Avagoniite, ‘Calete, Selenite, Nitre 1 0 0 Miller's Reflection Apparatus (model) .. .. 0 6 0 Spectroscope, according to Bunsen and Kirchoff, compendious form of the instrument, including a scale and an arrangement for examining two different spectra at one time. With two gas burners, two supports for holding objects in the flame, eight platinum wires mounted in glass handles, and four platinum wires not mounted, in stained deal case If i in mahogany case .. . Camera Lucida Camera Obscura ” ve Photometer .. ve . Stereoscope, with six goometeioal slides . vo ” Apparatus to show Newton's Rings .. ve - Rhombs of Iceland Spar, to show double relation, from 2/6 each to Tourmaline Pincette, for Shserving the & polarisation ¢ of light in slices of crystals and minerals . Do., finer quality ve " . Obtuse Angled Prism a . Indigo Prism, filled ready for use 1096 to 1008—23, Qu A L I SLi Ti . To / | £5. i ji i Al AL AU ET A =A Grove’s Battery, six cells, pint size, in mahogany tray Do. eight |, x : Do. five , quart size " — Bunsen’s Battery, eight , » in two trays .. 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. ry SUBJECT VIIL.— (ecntinued.) SUBJECT VIIL— (continued) ———— SOUND, LIGHT AND HEAT. ——— HEAT. SOUND, LIGHT AND HEAT. | ——— HEAT. ; tage. Apparatus for the Elementary Stag Apparatus for the Advanced Stage. . 1120—700, The Science & Art Dept. will grant i Cat. No. Govt. No. ald oh ii es i 1099 80 Cryophorus .. oe oe . ve .e - 0 30 \ 1100 81 WaterHammeP .. «. s+ se so ax» 0 80 i 1101 82 Differential Thermometer, with two erect bulbs .. wel WE 0 A a Pome 1 L 1102 » Do., with stopcock between the bulbs to facilitate the balancing NO OVE NG, ade a i! of the {Wo SoluBDs with eliher erect bulbs, or pendant, of 010 6 1120 700 Thermopile, containing 24 pairs of plates of bismuth and % 5d I i immersion in liqui : so 0 .e . 5.0 antimony, in frame, with support .. oe & 1108 83 Thermometer, Centigrade or Fahrenheit ae “s .e 9; Ww “i 11070 4 : 1121 107 Astatie Gal 0) 1104 84 Unequal ExpamsionBar.. .. ~.. oo oo oo 0 1 6 4 ¢ Galvanometer, mahogany base, with levelling screws | 3 1105 85 Contraction Apparatus, with bars .. . “ wo 1060 and glass shade ie & . — SE {W0a0 | 4 1106 86 Metal Bap, with gauge to show expansion “ “ ww 0.50 1122 702 Radiometer .. ve 5 “ “ i . 6 Bie ! § 2 i 8 6 . ss # 1107 87 Gravesande’s Ring, ball 2 ins. .. ve “t i o 10 1123 703 Apparatus for showing Absolute ; | i e Expansion ; ! 1108 88 Concave Tin Reflectors, one pair, mounted on stand ow 1 50 10 0 Digs Cordiativiie p of Liquids 1 0 o 1109 89 Set of Iron Balls, four lbs. to } Ib., with ring handles “w 050 ivity Cones .. o i" a | 1110 90 Stand for Ball an hy etl, ORD 1125 705 Ferguson’s Pyrometer .. hi VE ADE 1111 97 Copper Ball, five lbs., with ring Bais wi " i B. 070 1126 706 Mercury Trough .. 2) i - 4 io lgio i a zine, bismu 12 92 Set of Cylinders, eopper, tin, fend, Hom, Be oe ~.. 0 ¢ oJ 1127 107 Safety Lamp. (See Subject XVIIL., Mining, Part IL) Ca pl = 1113 93 Regnault’s Hygrometer, with thermometer .. .e wer) 0 : 1128 708 Balance, with brass beam, mounted on mahogany box, with IR } 1 1114 94 Leslie's Cube .. .e . . . .4 . “w 9 : drawer, brass pillar and moveable glass pan ~~ .. a a 1050 1115 95 Thermometer Tubes, empty, three 32 w id vs : 4 1129 709 Set of Weights :—100 grammes to ‘01 gramme e .. 010 6 1116 96 Barometer Tubes, three .. . . .e oe oe Ore P 5 0018 Rigg's Technical Education Appliances, Limited, 20, Bucklersbury, Queen Victoria Street, London, E.C. rr HE y N - — i Borg Sap le SS 100 CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VIIL.—(continued.) SOUND, LIGHT AND HEAT. (General Apparatus. 1146—121, 1143—7121, Cat. No. Govt. No. The Science & Art Dept, will grant aid on these prices. 8. 1140 720 Retort Stands oe . > «e 2/3,8/-,4/-,6-& 017 6 1141 72! Bunsen’s Clamp, with universal joint, small size, black wood 0 5 0 1142 Do. do. " " " mahcgany.. 0 6 0 1143 , Large do. " " " ” 0 80 1144 Do. do. " " " black wood 0 6 6 1145 — Sefstroem’s Universal Support, with table Brsued, funnel . holder and retort holder, complete . *s .-“ 090 1146 722 Crook Supports .. ss - .s . .. each 0 16 1147 — Do. do. . . . oe we or. uw 0 20 1148 723 Tripods, iron, 5 inch.. e oe > 0 . . 009 1149 ” Do. » 8inch.. ve se ae ’e “sy os 00 1150 ” Do. , with body .. .e .s .s . ve. LA 1151 7124 Bunsen’s Burners, with roses, § inch .. ‘3 .. each 0 1 6 1152 Do. do. " §i5, Tig QUIRES 88 1153 " Do. do. with air and gas regulator .. .e ve 10. 56 1154 125 Spirit Lamp, stoneware wick-holder .e .e e et 010 1155 — Do. brass ve et ve . 802% 1156 726 Test Tubes (3 dozen), various sizes ‘st " ot oA Sub 1157 127 Set of Six Beakers, spouted .. . .: ae 0 40 1158 728 Funnels (3), lin. to 4in. .. ve os ve ’e .“ 008 1159 729 One dozen Bohemian Glass Flasks, assorted sizes oii 1060 Rigg’s Technical Education Appliances, Limited, CATALOGUE OF EDUCATIONAL APPARATUS. SUBJECT VIII.—(continued.) SOUND, LIGHT AND HEAT. Cat. No. Govt. No. The Science & Art Dept. will grant aid on these prices. » £ 8. d 1160 730 Three pounds Glass Tubing, assorted sizes .. - vw 0.830 1161 737 One pound Glass Rod, assorted sizes .. ve HPUEENO 1162 732 Wide Mouth Bottles, 2 oz. .e ve .s perdoz. 0 4 6 1163 » Do. 6 oz. .e we “ ” 0 6 0 1164 ” Do. 10 oz. ve va ve ’ 0 7 6 1165 133 Wateh Glasses, dozen .. .. .. .. .. .. 0 0 6 | 1166 134 Strips of Plate and Crown Looking Glass ‘e “ 0 850 1167 135 Plate of Ground Glass, 10 in. square .. ’ «w 020 1168 736 Platinum Wire. (Price on application) . s 1169 737 India Rubber Tubing fred; grey or Maen), pire uli rubber, } in. diameter ve . perfoot 0 0 2 1 in. diameter “ie ve ae . ie ”; 0 0 6 + in. diameter .. ale sie ve o's ” 0 0 7 1170 738 Tinfoil, commercial .. ve re ve vt ..perlb. 0 2 6 1171 7139 One piece Wire Gauze, fine, 5 in. square .. - oe A UY 1172 140 One piece Wire Gauze, coarse, 5 in. square .. . -“. 00 9 1173 741 Iron Wire .. oe oe - “ .e ..perlb. 0 0 6 1174 , Copper Wire . ve . ae ve se» 016 1175 142 Iron Plate, 12 in. square .. . .e . . es 00. Q | 1176 743 Four Saucepans, 2 pairs black and bright, with ring handles 0 4 0 | 1177 144 Pieces of Cork (12) e ~ . a i es 01.0 | 1178 145 Mercury (price varies) “e .e .e ve > .s Author’s Name. Title of Book. Size. Publisher. Price. 8. d. Airy, Sir C. B. .. On Sound and Atmospheric Vibrations 8vo. = Macmillan .. 9 0 Anderson, W. .. On the Conversion of Heat into Work Cr. 8vo. Whittaker .. 6 0 Armour, F.,C.E... Iron and Heat .. .. 12mo. Lockwood "96 Barnard, H. .. Oral Training Lesson in Natural Science 12mo. Allen w 2 6 Baynes, R. E. .. Book of Heat (1883) .. oe Crown Stewart os. 1 6 Box, Tf, .. .. A Practical Treatise on Heat, as applied to the useful arts for the use of En- gineers, &c. .. .e .. 8vo. Spon .. ..12 6 Buckmaster .. Sound, Light and Heat e .. 8vo. Moffatt & Paige 2 0 | Clausius, R. «+ Mechanical Theory of Heat .. .. 8vo. Macmillan ,. 10 6 ” es On Heat . .. 8vo. Gurney ++ 35 0 Day, R. E. .. Numerical Examples i in Heat .. 8vo. Longmans .. 3 6 Dickson, W. E. .. Practical Organ Building .s .. 12mo. Lockwood .. 2 6 | Doukins, W. F. .. Acoustics.. .. C.8vo. Oxford Press... 7 6 Everett, J. D. .. Vibratory Motion ‘and Sound . as .. 8vo. Longmans .. 7 6 Fourier, J. .. Analytical Theory of Heat .. «eo 8vo. Camb. Press .. 16 0 Ganot, Prof. .. Elementary Treatise on Physics eo 8v0. Longmans ..15 0 .. Natural Philosophy for General Readers 8vo. v ed Gl Gee, W. W. H. & Optics, Heat and Sond, Vol. 3 (in the Prof. B. Stewart Press) .. oe . os Macmillan .. Glazebrook, R. T. Physical Optics .. .e .e eo 8v0. Longmans .. 6 0 w & Shaw, W. Practical Physics ve ce .. 8vo. ” ww 60 Gurney, E. . The Power of Sound .. . .. 8vo. ” 25 0 20, Bucklersbury, Queen Victoria Street, London, E.C. oe ol Th CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. Author's Name. Guthrie, F. Heather, J. F. Helmholtz, Prof... . Irving, Rev. A. Lardner, Dionysius Larden, W. Lees, W. .. ” ~ Lockyer, J. N. ” Loewy, B... Lommel, E. Macgill, W. Martineau, C. A Mayer, A. B. ” Maxwell, J. C. SUBJECT VIII.—(continued.) SOUND, LIGHT AND HEAT. Title of Book. Molecular Physics and Sound.. «. 8vo. . Optical Instruments .. oe «. 12mo. On the Sensations of Tone as a Physio- logical Basis for the Theory of Music 8vo. A Short Manual of Heat ae .. 8vo. The Handbook of Optics oo .. 8vo. A School Course on Heat oe .. 8vo. Acoustics, Light and Heat .. .. 8vo. . Acoustics, Light & Heat (Advanced Ed.) 8vo. Four Illustrations (50 x 42“ of Light and Heat), particulars on application . Studies in Spectrum Analysis. . .. 8vo. . The Spectroscope and its Applications 8vo. Contributions to Solar Physics «. 8vo. The Handbook of Heat ‘ .. 8vo. . The Nature of Light with a General Account of Physical Optics. . .. 8vo. . Inductive Lessons in Science (Heat).. 8vo. . Fscap. Chapters on Sound, for Beginners . Marvels of Sound, Light and Heat .. .. Mayer's Sound .. . «. 8vo. .. Mayer and Barnard’s Light ve .. 8vo. «. Theory of Heat .. - .. 8vo. McCulloeb, R. S... Orme, T. A. Piper, T. W. Rayleigh, Lord . An Introduction to the Science of Heat Fscap. Reynolds & Son .. Spottiswoode, W.. Smith J. Hamblin Stewart, Balfour .. Smith, T. R. Stokes, G. S. Stone, W. H. Tait, P. G. Twining, T. ” ” Tyndall, Prof. ” ” Vogel, Dr. H. oe Williams, W. M... Wormell, Dr. R. .. Wright, L. ” .. Ditto, mounted . Shann, G., M.A. .. The Mechanical Theory of Heat .. 8vo. Acoustics, Light and Heat .. .. 8vo. The Theory of Sound, Vol. I... .. 8vo. Ditto ditto Vol. IL. .. 8vo. Diagram of the Barometer and its Uses An Elementary Treatise on Heat «eo 8vo. Polarisation of Light .. oe .. 8vo. An Introduction to the Science of Heat 8vo. Elementary Treatise on Heat. . «s SVO. The Acoustics of Public Buidings . Fscap. On Light . . .. 8vo, Elementary Lessons on ‘Sound . 18mo. On Heat .. 8vo. Diagrams : Illustrating ‘Convex Glass, Concave Glass, and Kettle .. Size. Diagrams : Illustrating Solar Spectrum, 2 sheets - Thermometric Scales 59 Temperatures . . os * Snow Crystals. . .e . Heat, a Mode of Motion a .. 8vo. Lectures on Light os ke . 8vo. Notes of Lectures on Light .. .. 8vo. On Sound 8vo. Chemical Effects of Light and Photo- graphy .e .. 8vo. A Simple Treatise on Heat .e .. 8vo. Sound, Heat and Light a 5 Lectures on Heat, Sound and Light .. Laight, a Course of Experiments .. 8vo. Edison and his Inventions .. .. 8vo. Matter and Motion ve .r 12mo. .. 16mo. Price. | Publisher. 8. Longmans .. 1 Lockwood .. 1 Longmans .. 28 ” . 2 Lockwood oe 8 Low .. . 5 Collins oe 1 ” oe oe 2 Johnston each 12 Paul .. ee Macmillan .. 3 “ .e 31 Lockwood we 8 Paul .. 5 Nelson. . «0 Groombridge .. 1 Ward & Lock... 3 Macmillan .. 3 - 2 Longmans .. 3 Triibner . 18 Groombridge .. 3 Philip .. 2 Macmillan .. 12 " Reynolds ve iB i eid Macmillan .. 4 ” . 3 Rivington .. 3 Oxford Press .. 7 Lockwood ei Macmillan .. 7 » ee 3 7 aie 10 J. Griffin | IP ” “sii ” ris ” or) Longmans .. 12 = bist ” .s 1 ” eo 10 Paul .. ITI Chatto. . ve 2 Murby vs iB wv Hie oe i Macmillan .. 7 be ee: 4 Chambers oe 0 Riggs Technical Education Appliances, Limited. SSC OOOH = ooo oOo, O ooo ooo oS RIGGS TECHNICAL EDUCATION APPLIANCES, LIMITED, SILVER MEDAL. Machine Construction. FIRST AWARD. Educational Apparatus, GOLD MEDAL. Education Division. International Health Exhibition, International Exhibition, London, 1884. Sydney, 1879. DIPLOMA OF HONOUR, New Orleans, 1884—s5. TECHNICAL INSTRUCTION. International Inventions Exhibition, ondon, r88s. Models, Apparatus, Diagrams & Books, FOR USE IN SCIENCE, TECHNICAL & MANUAL TRAINING SCHOOLS. COMPRISING THE SUBJECTS IN SCIENCE AND TECHNOLOGY AS CLASSIFIED BY The Science and Art Department, AND THE City and Guilds of London Enstitute, Also Models of Girder Bridges, Ships, Locomotive and other Engines and Machinery. the Grants of the Science and Art Department, Apparatus supplied under —— — Complete Illustrated Descriptive Priced Catalogue on application. Price ONE SHILLING. In Three Parts, Sixpence each. Post free. EXTRACTS FROM THE SECOND EDITION — OF — PRINCIPLES OF MECHANISM, By ROBERT WILLIS, M.A, F.R.S, Describing those Models considered by the Department of Science and Art to be indispensable for the eflicient teaching of Subject VIL. Applied Mechanics, INCLUDING THE ORIGINAL DIAGRAMS. With new Illustrations of these Models as they were finally approved by the late PROFESSOR WILLIS, FOR USE IN CLASS INSTRUCTION. Demy 8vo., Limp Cover. PRICE, ONE SHILLING. Published (with the Permission of Messrs. Longmans & Co.) by Rigg’s Technical Education Appliances, Limited, 20, Bucklersbury, Queen Victoria Street, London, E.C. Cable and Telegraphic Address: ‘‘ Ferreus, London.” CATALOGUE OF EDUCATIONAL APPARATUS. a ———— - TECHNICAL EDUCATION. Opinions of Statesmen, Educationalists, the Scientific Press, &Le. The Royal Commissioners appointed in 1881 to enquire into The Question of Technical Instruction in this Country and Abroad, after three years’ investigation, among other Recommendations, report that— ** No portion of the national expenditure on education is of greater importance than that employed in the scientific culture of the leaders of industry; ”’ and that *‘ the Englishman has yet to learn that an extended and systematic education up to, and including, the methods of original research, is now a necessary preliminary to the fullest development of industry.” H.R.H. The Prince of Wales, as President on the occasion of the opening of the Central Institution of the City and Guilds of London for the Advancement of Technical Education, on the 25th June, 1884, said—** The demand for technical instruction has increased so rapidly during the last few years that the supply of teachers has not kept pace with it, and 1 have noticed with satisfaction that in the scheme for the organisation of this school due prominence is given to the provision of gratuitous courses of instruction for technical teachers from all parts of the kingdom. Hitherto, all schools have led up to the Universities, and literary training has been encouraged to the disadvantage of scientific instruction. Manufacturing industry has, consequently, not been able to attract to its pursuits its fair proportion of the best intellect of the country. The foundation of scholarships in connection with this institution will enable selected pupils from elementary schools to enter schools of a higher grade, and to complete their education within these walls.” The Earl of Selborne, Lord Chancellor, on the same occasion stated that—‘* The affiliated classes in the Provinces, in connection with our Technological Examinations have increased in number far more sapidiy than could have been anticipated, and have developed in many cases into excellent Technical Schools. In 1881, when I had the pleasure of addressing your Royal Highness on the ground on which we are now standing, I stated that the number of candidates for the Technological kxaminations was 1,563, as compared with 816 in the previous year, and I am now able to state that the number recently examined was 3,628, as compared with 2,397 in 1883.” Lord Carlingford, President of the Committee of Council on Education, in moving a vote of thanks to the City and the Livery Companies of London, said with reference to the Science and Art Department—** I feel that there is no danger that the work of this Institute will exercise any inter- terence, or will come into any collision or unhealthy competition, with the work which we carry on over the way. On the contrary, it is not our real duty to undertake the work of specialized technical instruction. We deal with, and provide, the more general scientific and artistic instruction which is necessary to begin with; but the technical instruction which lies between that general scientific teaching and the actual practice of the workshop and the manufactory—that department of instruction properly called technical teaching—is not our special work, and it is the work of this Institute.” The Right Hon. A. J. Mundella, M.P., Vice-President of the Council, in seconding the same vote, said—** I am sure that the promoters of this Institution must feel that they are only just putting their hands to the plough, that they have only entered upon a work which will enlarge as they advance, and that that work is a work of such vast importance, and of such great national service, that we who are associated with the Science and Art Department cannot but wish them God speed, and record to them our grateful thanks.” General John Eaton, the United States Commissioner of Education, in the Annual Report to his Government, spoke of that of the Royal Commission on Technical Instruction asa * Remarkable Docu- ment and an Invaluable Report.” The Marquis of Hartington, as President, at the opening Meeting of the National Association for the Promotion of Technical Education, held at the Society of Arts on July 1st, 1887, in speaking of the importance of Technical Education, said—¢* Science was now being applied to the industrial occupations of the world in a very remarkable manner. Other nations had recognised the fact that they could best equalise their position with ours by imparting, often at immense cost, technical education of a high character which would compensate them in a great degree for the material advantages enjoyed by this country. It we were passive in this matter, if we were content to rely upon the possession of our natural and material advaniages, he would not say we could not hold our own ; but it was time a decision should be taken, and if we should lose the commercial supremacy hitherto enjoyed, let it not be owing to indolence and apathy. It was far from the wish of the friends of this movement to disparage the great educational advantages enjoyed by the Country. Their object was simply to utilise the machinery in existence for imparting technical education.” The Rt. Hon. Sir Lyon Playfair, M.P., F.R.S., in moving * That a National Association for the Promotion of Technical Education be formed,” stated that ‘The cause of technical education had made tremendous strides during the last generation. In 1851 he was preaching in the wilderness. Now, however, public opinion was ripe for the introduction of the scheme they proposed.” The Right Hon. John Morley, M.P., in seconding the above resolution, spoke of the immediate necessity for steps being taken in the matter, and used the following words—** It was now the moment for action. The country and Parliament knew all that was necessary to convince them that it would be unwise and unsafe to delay action in favour of technical education.” The Earl of Rosebery, speaking at the same Meeting, said—*‘ He was glad that agricultural education was included in the scheme; for, great as was the agricultural distress, no one who had studied the cause of it could refrain from attributing it largely to the ignorance of the agriculturists. He had always taken a great interest in commercial education,” Mr. Samuel Smith, M.P., in July, 1887, gave notice that he would move, on the Second Reading of Bir W. HAakr-DYKES Technical Education Bill—* That while approving of the general scope of the Bill, this House is of opinion that more ample provision should be made for the continued education of the children who leave elementary schools at an early age, and that such «ducation should be carried out in evening schools, under regulations which make it obligatory, but that the instruction given should be mainly technical, and adapted to the practical needs of life.” Rigg's Technical Education Appliances, Limited, OPINIONS OF STATESMEN, Sir G. H. Chubb, in a letter to The Times, dated July 21st, 155 : phat Shik correspondent, Mr. DANIEL WATNEY, correctly interprets the opinions ei Tron artiising-g Her em- ployers on the question of technical education. For years past, in common with TAY manufacturers, I have earnestly wished to see a thoroughly national and easily available system started which will bring sound, simple, and inexpensive technical knowledge within reach of every lad in the kingdom.” Sir Owen Roberts, M.A, in another letter of same date, to the same paper, writes—‘ Having regard to the munificent donations of private citizens in the great towns ot Yorkshire towards the building and establishment of technical schools suited to the requirements of local industries, which have been munificently supplemented out of the funds of the Clothworkers’ Company, I trust that no measure for establishing secondary schools of technical instruction will be passed, except on the basis of funds provided from public sources auxiliary only to those provided by private and voluntary efforts,” Mr. Swire Smith, one of the Members of the Royal Commission on Technical Instruction, in an admirable paper read before the Society of Arts on the proposed Technical Education bill, on the 22nd February, 1888, stated as follows:—* We discovered often to our great surprise English machines in foreign countries producing more effective, more attractive, and more saleable goods than were being produced by English machines in competing establishments in this country. In the second place we found that the special qualities which promoted the sale of foreign products so largely imported by the people of this country, were due to the Scientific or Artistic training of employers, foremen, designers, chemists, or workmen in the establishments where the goods were produced. In every Industry in competing countries abroad, those persons who are responsible tor the designing, shaping, finishing, colouring and making up of a fancy article, whether it be in metal work, pottery, furniture, or a woven or printed fabric, have almost invariably received some training in art or science, or have gone through a special technical school. In England, the majority of persons holding similar positions have received no artistic or scientific training whatever, except when, as often happens, those position are held by foreign designers or chemists, or by Englishmen who have been trained in foreign countries.” Sir Henry E. Roscoe, M.P., F.R.S., Honorary Secretary to the National Association for the Promotivn or Technical Eaucation, and one of the Members of the Royal Commission, the Chairman on the above occasion, in opening the discussion, said—** It was perfec ly clear that the Country had now made up its mind that something must be done, and the main points to be aimed at were—in the first place, to formulate their views as to what was wanted ; and secondly, to consider how it was to be obtained. It would be as well to put on one siue the notion that, to establish Technical Schools in various localities was all that was needed. The ignorance on that subject, both on the part of those who ought to know better and of the working classcs was astonishing. It had been made clear that adivision had to be made, that Elementary, Secondary, and Higher Schools or Technical Institutions were needed, and it was also certain that the method of training at each would be different and the mode in which they were founded and supported, whether by voluntary effort, local authority, or pusicipal aid, might also differ according to the condition of the Institution in the wants of the locality.” Mr. William Woodall, M.P., also a Member of the Royal Commission, in continuing the discus- sion, said —** Now, we might acknowledge the advantages we still retained and yet recognise the important strides which had been made by Continental competitors. It was gratifying to know that in many departments our superiority was still almost unchallenged ; but no one engaged in any important manufacturing industry to-day, was unaware with regard either to Continental or neutral markets, that they had to reckon” with competition infinitely more severe and more intelligent than they were accustomed to some years ago.” Sir Edmund Hay Currie, Chairman of the Trustees of the People's Palace, on the occasion of the opening, by the Duke of Westminster, of the Workmen’s Exhibition at that institution on the 19th May, 1888, said—** some 200 Day and 4,000 ivening Students have attended the various Practical and Technical, General and Science and Art Classes in the adapted buildings on the site . . . . . With the new Technical Schools now rising up, and to be opened by September 30th, at a cost—building and fitting—of £20,000, the gift of the Drapers’ Company, the Trustees hope to provide for 500 boys in the Day ‘Lechnical Schools, and 6,000 Evening Students.” The Duke of Westminster, K.G., in his reply on the same occasion, spoke of the energy shewn by the L'rustees, and said that ** Everything connected with the Palace was most, encouraging and satis- factory.” His Grace went at some length into the question as regards the Competition of Foreign rade, and said—*¢ That on the whole the Report of the Commissioners on Technical Instruction was very encouraging. Keen as the rivalry was in Foreign countries, they had no hesitation in saying that the English people—and this belief was held by many Continental authorities in the matter—were well maintaining their position at the head of the Industrial World. He strongly urged that children in England should not be taken from school until they have reached the age of fourteen.” Mr. Arnold Morley, M.P. for Nottingham, in a letter addressed to the Duke of Westminster, and which he quoted on tue same occasion, stated —** That the Art School at Nottingham had been of immense advantage to the Lace trade of that town, the Artistic progress made in designs and patterns of late years being distinctly traceable to the School training.” The Right Hon. W. E. Gladstone, M.P., when writing about the Congress upon Art and Education, in March, 1888, states. . ... ‘1 ce tainly am impressed with the belief that the time has come when the native energies of the people require it (Technical Education) to be developed and sustained by discipline, and I accordingly witness with pleasure the efforts in progress for the improvement of technical knowledge amongst the various descriptions of our artisans.” . Mr.A.H D. Acland, M.P., at the House of C »mmons, in April, 1888, moved—*‘ That, in the interest of technical, commercial aud agricultural instruction, as well as of general education, it is in- dispensable that the attention of the Government should be no longer limited to primary education and science and art teaching, but should be extended to the secondary education of the country, which remains without organisation or public supervision under a responsible Minister of Education, notwith- standing the repeated recommendations of Royal Commissions and Select Committees of this House on the subject.” 20, Bucklersbury, Queen Victoria Street, London, E.C. a roe Rea BEE CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. , OPINIONS OF STATESMEN, &c. The Marquis of Salisbury, K.G., when speaking at the Mansion House on the 9th June, 188s, on the scheme for the establishment of Technical Institutes in South London, said—*‘‘ What we have now to do is to provide an education which will develop for each man the faculties that nature has given him in such a manner that he may be as active, as profitable, and prosperous a member of the com- munity as possible. That is the great task which society has before it. Let me put in my caution. By society I do not mean the Government, but the action of all classes towards each other.” The Marquis of Lorne, K.T., on opening an Exhibition of Industry and Art in Aberdeen, on 2nd July, 1888, said —* There had recently been a remarkable increase in the appreciation both in England and Scotland of the value of Art. He strongly urged the spread of Technical Education, an object, he feared, that could only be attained by the combined efforts of a number of School Boards, no single Board being equal to the effort.” The Marquis of Hartington said, when speaking at the First Annual Meeting of the National Association for the Promotion of Technical Education, that—*¢ All European nations had gonea long way in providing technical education for the people, and many had gone to a much greater extent than we had in providing technical and manual instruction for labouring people; and the industrial competition to which they were subjected by those Countries was most severe.” The Government of India ‘‘has adopted a resolution dealing largely with the question of technical education, and urges that as a beginning an industrial survey should be made of each Province.” Earl Cadogan, when speaking at Chelsea House, Cadogan Place, in July, 1888, said—*‘ That it was of the most vital importance that an effort should be made to maintain our industrial and commercial supremacy, which, if it had not been forfeited, had certainly been seriously threatened.” The Rt. Hon. Sir W. Hart-Dyke, Bart., M.P., on the 10th Aug., 1887, speaking in the House of Commons on the Technical Instruction Bill, said—‘ He thought the importance of the question of technical instruction to the young was admitted by all ; and he was glad to notice that the various Amendments on the paper began with the statement that the subject was deserving their attention and consideration.” Sir Richard Temple, Bart., M.P., G.C.S.I., at the second reading of the proposed Government measure for the promotion of Technical Instruction, on the 10th Aug., 1887, made use of the following words—* The measure was educationally sound and financially safe to the ratepayers. The Bill was necessary because the local educational authorities found that they could not now legally apply their funds to the purposes of technical instruction.” The Rt. Hon. A. J. Mundella, M.P., on the same occasion, said—*The need for advancing in this country, the cause of technical education had been insisted upon again and again as a means of enabling us to maintain our place in industrial enterprise with foreign countries. The Rt. Hon. John Morley, M.P., at a meeting held at Newcastle-on-Tyne, on 22nd Sept., 1887, for the purpose of promoting a scheme of affiliation in connection with the Universities of Cambridge and Durham, said—*¢ He was one of those who believed that the greatest question affecting our national future lay in the enormous extension of technical education, not only to the working men but to the teachers in elementary schools.” The Marquis of Ripon, at the same meeting, expressing a similar opinion in the following words said—*“ He was one of those who believed that the greatest question affecting our national future lay in the enormous extension and improvement of technical instruction.” Mr. Swire Smith, one of the Royal Commissioners on Technical Instruction, states—¢ ¢ That the hali- time children of the town of Keighley, numbering 1,500 to 2,000, although they receive less than four- teen hours of instruction per week, and are required to attend the factory for twenty-eight hours per week in addition, yet obtain at the examinations a higher percentage of passes than the average of children throughout the whole country receiving double the amount of schooling.” This answers the objection so often raised that the curriculum of elementary schools is already overcrowded. Possibly it may be with literary studies, but not with practical work, and the combination of the two will go far to correct the tendency to over pressure inherent in our system of payment by results.” Mr. William Mather, another of the Royal Commissioners on Technical Instruction, said, when speaking in connection with that subject,at the British Association meeting in 1887—* In an establish- ment of mechanical engineering one can test above all things intelligenve or the faculty of using knowledge by applying it to something to be done. 1t has often astonished me to find the want of this faculty ‘in boys whose memories were no doubt well stocked for examination purposes, and who could speak correctly and write grammatically, but whose constructive faculty was dormant.” Earl Spencer, K.G., when speaking at Cardiff, on Education, in October, 1887, said—** Education in scientific principles underlay our manufactures and our farming processes. Germans and Belgians were to be found in almost all English centres of industry, as chemists, clerks, and in other capacities, Germany and Belgium having, for years, given an education beyond the mere language of their own country,” The Rev. Dr. Crosskey, of Birmingham, at the meeting of the British Association, in 1887, expressed the opinion—** That we could never secure the scientific training of the people of this country until we introduced experimental teaching in every public school, and commenced to give such instruction to children after they had passed the fourth standard.” The Earl of Rosebery, speaking at Keighley, in connection with the opening of a new wing 0 the Technical Institute in that town, in October, 1887, said—*¢ That technical education was a matter of enormous practical importance, because the nation had now to face the question how the commerce of the country might not only be developed, but how it might be maintained at its present level.’ Professor Sylvanus Thompson, F.R.S., Principal of the Finsbury Technical College. speaking at a Conference on Technical Education, in October, 1887, said—*¢ The system of practical instruction Rigg’s Technical Education Appliances, Limited, OPINIONS OF STA TEMEN, &c. at the Finsbury College was to give the students the knowledge of theory through experiments and actual work, the aim being to give instruction in the application of the principles that underlie the various processes. This instruction, though more than mere handicraft, was to be regarded as supple- mentary to apprenticeship, not as a substitute for it.” Mr. J. F. Moss, Clerk to the School Board for Sheffield, read a paper on * Technical Education,” at the School Board Clerks’ Conference, at Scarborough. in 1887, in which he says—* such knowledge of general principles is to be imparted and facility in the use of tools given as will prove useful in any career. I'he pupil is to be furnished with that kind of knowledge which will undoubtedly enable him the more quickly to master the details of his business hereafter ; but it must be in the workshop, the factory, or, perchance, some far-off field of labour in the Colonies in which the fruits of this training must be put to the test and bear its ripest fruit.” Mr. E. R Robson, F.R.I.B.A, at the same meeting said—*¢ If education, rightly understood, is the drawing out and development of the faculties rather than the mere cramming with subjects, these faculties will be more surely and completely developed if school work be accompanied by the kind of instruction which can only be given through the fingers’ ends.” Mr. E. M. Hance, LL.B., at the same meeting, said—‘* We wanted an education that would tend to prevent the enormous accumulation of a totally unskilled class of the population. They might do something in this direction by drawing, elementary science, and the application of these things to the working of materials in wood, iron, &c¢.” Mr. William Packer, Nottingham, also said—‘They had practical instruction in applied mechanics by experiments accompanied by theoretical teaching, and the result was very satisfactory das: They had been trying to form a class for boys who had gone through the science class in drawing. Mr. C. H. Han, in his book on ‘* Manual Training,” has the following paragraph—¢ The value of drawing is simply incalculable. It is the first step in manual training. It brings the eye and the mind into relations of the closest intimacy, and makes the hand the organ of both. It trains and developes the sense of form and proportion, renders the eye accurate in observation, and the hand cunning in execu- tion. Sir Philip Magnus, B.Se., in the course of some remarks in his paper on ‘* Manual Training” (Con- temporary Review, Nov. 1887) makes the following statement—** It may, therefore, I think, be asserted that the workshops being once equipped the additional cost, in grants, of introducing handicraft teach- ing into the curriculum of our elementary schools would not exceed £5.000 a year; and for this com- paratively small expenditure about 30,000 boys might be annually sent out into the world from our elementary schools endowed with practical skill at their fingers ends, imbued with a taste and aptitude for the real work of their life, and so educated as to be able to apply to that work the results of scientific teaching and scientific methods.” The Rt. Hon. C. T. Ritchie, M.P., President of the Local Government Board, when speaking at the opening of the new Phenix Club and, Institute in Medland Street, Ratcliffe, E., in January, 1888, said—** He was glad to see that classes for technical instruction, such as those that have been instituted at the People’s Palace and at Toynbee Hall, would be established, as he had a high opinion of the good results that would atterd them.” Mr. Norman Selfe, M.I.C.E., M.I.M.E., Chairman of the Board of Technical Education of New South Wales, at the Fourth Annual Meeting held at the School of Arts, Sydney, on the 9th April, 1888, in the course of his remarks stated, that ten years previously Professor Huxley had said— ‘The education which precedes that of the workshop should be entirely ..evoted to the strengthening of the body, the elevation of the moral faculties, and the cultivation of the intelligence ; and especially to the imbuing the mind with a broad and clear view of the laws of that natural world, with the components ot which the handicraftsman will have to deal.” At this meeting he also quoted Carlyle, when he stid—** Man is a tool-using animal ; he can use tools, can devise tools : with these the granite mountain lelts into light dust before him ; he kneads iron as it were soft paste; seas are his smooth highway, wind and fire his unwearying steeds. Nowhere do you find him without tools ; without tools he is nothing, with tools he is all.” Mr. NorMAN SELFE also stated that—‘¢ Nothing will assist the extension of manufactures so much as the technical education of the people for their respective callings, we have the most powerful motive elf Interest ~to induce us to extend the advantages of technical education to the rising generation of the colony.’ ~The Rt. Hon. Sir Lyon Playfair, M.P.. F.R.S., says—‘ England could only maintain her manu- facturing supremacy by giving her workmen a thorough system of technical education.” Professor T. H. Huxley, F.R.S., is reported to have said, among other things, at a meeting held at Manchester on Technical Education, that—** He believed they should strive to improve the present System of Primary Education in such a manner as would make it a proper preparation tor the particular business in life that might be contemplated ; at present primary education was too bookish, too little Practical, and gave no training to those particular faculties of observation, accuracy, and dealing with things rather than with words which were of the utmost importance to industrial life.” Sir Philip Magnus, B.Se¢., in his ‘ Report of the Technological Examinations,” conducted under the auspices of the City and Guilds of London Institute, and dated 27th July, 1888, gives the following lable, indicating the progress in the demand for Technical Education during the previous ten years. 20, Bucklersbury, Queen Victoria Street, London, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. iS —M OPINIONS OF STATESMEN, &c. Number of Candidates who passed. Number Year. of Centres. 1879 23 7 202 151 1880 85 24 816 515 1881 115 28 1,563 895 1882 147 37 1,972 1.222 1883 154 37 2,397 1,498 1884 164 43 3,635 1,829 1885 167 42 3,968 2,168 1886 192 48 4,764 2,627 1887 216 48 5,508 3,090 1888 240 49 6.166 3,510 Number of Bubjects of Exan:ination Number of Candidates. Sir Charles Russell, Q.C., M.P., at the Hackney Town Hall, on September 18th, 1888, at a meeting held for the purpose of promoting a scheme for providing North London with 'I'echnical and Recreative Institutes, said—* While a great deal has been done in this country in recent years in the direction of helping elementary education, practically nothing had been done by the State in aid of technical education. The time was when England engaged in productive commercial pursuits could afford to neglect the aids which modern times required, and when, from her position, and from her command over certain markets, she might be said to be without a rival in productive enterprise. But these con- ditions had greatly changed in modern days, and it was a truth that ought to be brought home to the people of this country, and if England was to maintain her productive position in the world she must follow the rest of the world in the matter of technical and scientific training.” RIGG'S APPARATUS FOR TECHNICAL INSTRUCTION. Opinions of the Scientific Press—Extracts. The following among other notices appeared with reference to an exhibit of over one hundred items of this Apparatus in the Education Division of the International Health Exhibition, London, 1884, and for which A GOLD MEDAL WAS AWARDED. Engineering, October 17th, 1884.—THr: HEALTH EXHIBITION.—EDUCATIONAL EXHIBITS.— No. VIL.—** Wherever possible, apparatus should be used in preference to mere diagrams. It is pleasing then to notice, among the educational exhibits, the appliances which are made in order to help towards the proper equipment of elementary science in schools. An interesting and varied collection is shown in Room 14 by Mr. JAMES RiGG. This gentleman has devoted his practical engineering knowledge and skill to the construction of models in theoretical and applied mechanics, in kinematics, machine construction and drawing, and in steam. Most of the appliances for mechanics were prepared from models made under the direction of the late Professor WiLL1s. Those illustrating theoretical mechanics include good working models of the mechanical powers. The construction of various scales and the use of the vernier are also appropriately shown. The collection for applied mechanics contains illustrations of such familiar things as a pump, a gas meter, a turbine, the hammer of a pianoforte, &c. The kine- matical models are very interesting, and refer chiefly to wheel and link-work. Those for heat are especially numerous, including some fine sectivnal models of a locomotive, a compound steam engine, a condensing beam engine, parallel motion, and Bourdon’s pressure gauge. These are all of good size, so that the motion of the parts and the consequences of that motion may be easily and distinctly seen by a whole class at a time. It is evident that with such means the study of machinery is rendered clear and fruitful. Close to this collection may be seen a catalogue which contains lists of many other pieces of educational apparatus made by Mr. Rica.” Nature, October 9th, 1884.—*¢ Professors and teachers of mechanics and mechanical engineering have the greatest difficulty in getting suitable models to illustrate the different machines, and combi- nations of parts, under discussion in their classes; diagrams go a long way as a means of illustration, but appear sometimes very complicated, more especially when the paths of the moving parts are drawn. Take, for instance, the link motion of the locomotive—the diagram of the motion showing the relative positions of the different parts, when one of the cranks is placed in eight different positions in its path, is very complicated ; when a model is used all this vanishes, the action being very simple and perfectly plain to the average student. Then, again, the various arrangements of the spur=driving gear, nest gearing, and similar appliances, are very soon understood when illustrated with a model: with a diagram, or drawn on a black board, they look complicated and confusing. Perhaps the best and simplest form of demonstrating mechanics is by means of scale models, saving the teacher many long descriptions, and giving the student at once the best possible opportunity of understanding the con- strucion as well as the motion of the different parts. We have before us an illustrated Catalogue of Apparatus for Technical Instruction, &c. (manufactured by JAMES Rica, Engineer, 11, Queen Victoria Street), issued to meet the demand for appliances required in the various branches of technical education. The grouping ot the several subjects is similar to that adopted by the Science and ..rt Department, the corresponding number of the Government list of 1883 is given side bv side with the catalogue number. and the selection of models is decidedly good. The index includes all the subjects generally taught in technical classes. The models are constructed to secure strength and durability, without unnecessary finish, thus placing before the public a valuable series of models for the advancement of technical education at a moderate cost.” Rigg’s Technical Education Appliances, Limited. OPINIONS OF STATESMEN, &¢. The following is from a Report of a Paper read on the 4th August, 1884, by Mr. JouN F. Moss, Clerk to the School Board for Sheffield, at the International Conference on Education at the City and Guilds of London Institute * On the Value of Special and General Workshop Instruction in Elementary, Higher and Evening Bchools, and the Equipment of School Workshops— « The Mechanical Apparatus required is similar to that devised by the late PROFESSOR WILLIS, of Cambridge, such as is now made by Mr. RIGa, of 11, Queen Victoria Street. The object of this Apparatus is to enable a class of boys, under the direction of a teacher, to go through a series of simple quantitative experiments in the Principles of Mechanics, the boys themselves handling the actual apparatus. Suitable experiments may be found in BIR ROBERT BALL'S work on Experimental Mechanics,’ also in PROFESSOR PERRY'S ¢ Practical Mechanics.” Some sample experiments have been fitted up by Mr. Ria for inspection in Room 14 of this section of the Exhibition.” The Apparatus more particularly referred to in the above is that comprised in Subject V1I., Applied Mechanics. General Eaton, the United States Commissioner of Education, requested that this large exhibit should be transferred to the Exhibition at New Orleans, and it was subsequently purchased by his Government. Among various notices of another large collection of this Company's manufactures at the Glasgow International Exhibition of 1888, the following may be given :— Engineering, Oet. 19, 1888.—* R1Ga’S TECHNICAL EDUCATION APPLIANCES.—The present tendency in every department of education is, happily, to make students acquainted with actual things, instead of merely giving more or less vague information. For this reason the use of models has become a necessity in every institution which attempts to keep up with the demands of the times. In order to meet these demands various manufacturers have recently set themselves to supplying such models and apparatus as would enable the students to make quantitative experiments in the principles of mechanics. Drawings are also made from these models of mechanical details, instead of copies from the ordinary flat sheets, which do not, or at any rate may not, convey any very distinct idea of either shape or proportion. In this country Mr. JAMES RiGG has been known for a considerable time as one of the most successful makers of such appliances, and the demand for the models, &c., made in his workshops has so increased of late, that his business has been transferred to a limited company, which is now known as Rigg’s Technical Education Appliances Company (Limited), the offices being 20, Bucklersbury, Queen Victoria Street, E.C. This company shows a very interesting collection of its manufactures in Court 6 of the Glasgow Exhibition. Almost all the mechanical models have been designed to illustrate PROFESSOR WILLIS’S ¢* Principles of Mechanism,” and are adapted to the requirements of the Science and Art Department. The subject of theoretical mechanics is illustrated by a set of models of the mechanical powers, and by various applications of the principles of statics. and machine construction. Building construction is illustrated by models of girders, trusses, &c.; applied mechanics by a selection of mechanical apparatus. There is also a model of a suspension bridge constructed after a design given by Sir ROBERT BALL. Steam engineering is represented by models of steam engines and their various parts. All the examples shown are well designed and put together, and as they are sold at very moderate prices they should meet a want which is now being very largely felt.” Registered Telegraphic and Cable Address—*“FERREUS, LONDON.” TERMS FOR INLAND ORDERS. PAYMENT.—Net Cash on Delivery in London. PACKING CASES when required, One Shilling and Sixpence in the Pound on Catalogue value of the goods, if it does not exceed Five Pounds; Ninepence in the Pound, if the value is above Five Pounds. TERMS FOR FOREIGN AND COLONIAL ORDERS. PAYMENT .—These orders should either be accompanied by a remittance, or arrangements made for payment through a Bank or an Established House in England on presenta- tion of Shipping Documents. PACKING CASES.—For Shipment these are very strong, metal lined, bound with hoop iron, and are charged at One Shilling and Threepence in the Pound on the catalogue value of the Goods ordered. DELIVERY.—At any English Port, free on board, provided the gross value be not less than £20. If below this value, delivery to Carriers in London. Instructions for Schools and Institutions entitled to receive the Government Grant in the purchase of Apparatus, Models, &c., from this Catalogue. Apply to the Secretary, Department of Science and Art, London, 8.W., for * Requisition ” form 49. Enter the articles required from this Catalogue with their prices in the ** Full Price ” column giving also the corresponding Government No. as printed in Italics in the second column, send the form to Rica’s TECHNICAL EDUCATION APPLIANCES, LIMITED, for confirmation; and they will, after adding the charge for packing, forward it to the Secretary, Department of Science and Art, for approval. An Invoice will be sent to the Requisitionist for the proportion due from the Committee, on pay- ment of which the goods will be sent with form of receipt No. 49a, which should, without delay, be returned to R1GG'S TECHNICAL EDUCATION APPLIANCES, LIMITED. NOTE.—Except under special circumstances, the Department of Science and Art only grants aid on those articles to which reference numbers from the official list are attached. : N.B.—This Catalogue is subject to revision from time to time. MANUFACTURED SOLELY BY RIGG'S TECHNICAL EDUCATION APPLIANCES, LIMITED, 20, BUCKLERSBURY, QUEEN VICTORIA ST. LONDON, E.C. CATALOGUE OF EDUCATIONAL APPARATUS. CATALOGUE OF EDUCATIONAL APPARATUS. INDEX TO PART II. i— INDEX TO PART 1. . SUBJECT. XV. Botany .. . = =r 15. XVI. & XVII General Biology oe XVIII. Mining and XIX. Metallurgy ... 16. XIX. p Metallurgy (Practical) A. Tanning Leather 10. Iron and Steel manufacture ve B. Boot & Shoe Manufacture... 18. Electro-Metallurgy .. ais ol 17. Photogranhy-- 31. Ores, Raising and Preparation of os Books ... 32. Mine Surveying — Cameras Bleaching, Dyce ha Printing of Calico or Linen ... -e Leather— SCIENCE AND TECHNOLOGY, AS CLASSIFIED BY The Science and Art Department, and the City and Guilds of London Institute. PR SUBJECT. PAGE. SUBJECT. GA nC md ada I. Practical Plane & Solid Geometry Black Boards and Stands ... Books and Diagrams Brushes.. ou oe Colour Boxes | Drawing Boards and Tee Squares Easels Geometrical Models, solid .. 0. do. wire. Orthographic Projection ... Perspective Models ... . Saucers ... Teachers’ Desks Bolted Joints . Books and Diagrams Machine Details Machinery, parts of . we Moulding in Green sand Riveted Joints Chains and Hooks ... Connecting Rod Ends Couplings . Cranks ... Gearing... Pedestals Tank Joints Valves and Taps Building Construction Carpentry and Joinery ... Brickwork and Masonry Books and Diagrams or Brickwork, Models illustrating ee Bridges, Girder il Do. Military Do. Spar ... Joints, Timber Roofs . Naval Architecture 3ooks ... Sailing Ships, Models of Steam do. do. II. Machine Construction & Drawing. i 1 18 25 24 22 19 V. Pure Mathematics... VI. Theoretical Mechanics .. Books and Diagrams Elementary Parts of Mechanism Friction, Models illustrating Kinematical Apparatus Linkwork wee wee Mechanical Powers ... Pendulums ... Principles of Mec hanism, “Prof. Willis’ Models illustrating Rolling Contact Sliding do. Spring Balances Wrapping Connectors Applied Mechanics Air Pumps - .. Apparatus for building up Experimental Machinery, Prof, Willis’ we Balances ve wv ave Books and Diagrams Colliery Pit Heads, Models of Crane fe Experimental Mechanics,” Sir R. S. Ball’s Apparatus Jingrating.. vot Machines, Models of or wes Machinery, various . Presses ... a Pumps ... Sectional Models Spring Balances Water-wheels, Models of . Sound, Light, and Heat Books and Diagrams . Elementary Stage (Sound) Do. do. (Light)... Do. do. Advanced do. Do. do. (Heat) . ‘Sound) (Light) Do. do (Heat) ... General Apparatus ... oe For Inder to ¢ + Miscellaneous ” see mext page. INDEX . Magnetism and Electricity . Electrical Engineering— A. Telegraphy ee 5. Electric Lighting, ke. ... . Electrical Instrument making Advanced Stage, Apparatus for... Books and Diagrams Elementary Stage > Apparatus for Frictional Electric ity es General Apparatus ... Voltaic Electricity . X. t Inorganic Chemistry (Theory) X.p Do. do. (Practical) 1. Alkal] and Allied Branches A. Salt Manufacture B. Alkali do. C. Soap do. TO PART II 4. Coal Tar Products 9. Gas Manufacture XI. t Organic Chemistry (Theory) XI. p Do. do. (Practical) 5. Sugar manufacture .. 7. Oils, Painters’ Colours, and Varnishes, manufacture of 8. Oils and Fats, including C Candle manu- facture XII. Geology XIII. Mineralogy ... Special Collections - XIV. Animal Physiology— Anatomical Models ... Books and Diagrams Microscopes . Rigg’s Technical Education Appliances, Limited, Apparatus and Materials ... Books and Diagrams Buddles, various ror Colliery Pit Heads ... Mine Shafts Safety Lamps... Stamps, Californian Ventilators xX. Navigation ... “ve XXI. Nautical Astronomy ... XXII. Steam— Barometers - Books and Diagrams son Parallel Motions, various ... Reversing Gear Steam Engines Thermometers XXIII. Physiography— Books and Diagrams Charts ... . . Globes ... Specimens XXIV. Principles of Agriculture... XXV. Hygiene— Apparatus Books 2 Bread-making 3. A. Brewing B. Spirit Manufacture {1. Paper do. as 12. Pottery and Porcelain Manufacture 13. Glass Manufacture oe -- 14. Dyeing—A. Silk ... .. .. B. Wool ... Chemicals Lenses ... Parts Sundries) : a Textile Fabrics, Manufacture or Cloth oh ; B. Cotton ... C. Linen D. Silk E. Jute ... " A. Lace Manufacture B. Frame-work Knitting oh Weaving and Pattern Designing ... Metal Plate Work ... Plumbers’ do. Silversmiths’ do. ; Watch and Clock Making — Benches - Books Chucks ... aes Countershafts... Grindstones Lathes ... Tools a 27. Tools—A. Woodsworking B. Metal working 28. Mechanical Engineering 29. Carriage Building... 30. Printing—A. Typography B. Lithography 33. Milling (Flour Manufacture) .. For tulle to ¢ *¢ Miscellaneous’ see below. INDEX Manual Training and Technical Work- shop Fittings— Benches Blocks ... Carpenters’ Tools Chucks ... * Cramps.. an Drillin Machines Drills (Twist) .. Grindstones Lathes ... Planes and Saws Pulley Blocks Screwing Tackle Tool Cabinets... Tools ve Vices ... TO PART III. School Furniture— Carriage, Desks & Seats—*‘ Burlington,” “Dual,” * Empress,” ‘ Masters” ‘“ Phenix” Patent, « Portable” Examination, ¢ Pupil Teachers” Fixing . Ink-w ell overs Ink-wells Packing Screws and Fixing ... Seats, ‘‘ Reversible ”’ Varnishing MISCELLANEOUS. Published with Parts I., II. and IIL PAGE. Advertisements vards .. Contents ~ Foreign Orders, Terms .. Governments, Universities, &e. , supplied xix | Inland Orders, Terms vr ii | Opinions of Scientific Press, &c.. v Do. of Statesmen, &c. es xv | Requisitions ... . ‘ee . xviii | Technical Education 20, Bucklersbury, Queen Victoria Street, London, E.C. PAOE. CATALOGUE OF EDUCATIONAL APPARATUS. Apparatus from this (atalogue HAS BEEN SUPPLIED TO THE FOLLOWING DEPARTMENTS AND OFFICES, Jjoreign & Colonial Governments, Universities, &r. , The Department of Science and Art of H. HL. @ommittee of Council on Education, H.W. Council for Indiu. D.W. Bowrd of Admiralty. The Wnibersity of @ambridge. Ropal Pabal College, Greenboich. The Artillery College, Wloolbvich. The Commissioners of Hationul Education for Ireland. The School of Hilitary Engineering, Chatham, @he Ropal Indian Engineering College, Staines. Ropal Engineer Institute, Chatham. Royal College of Science, Dublin. The Gobernments of the United States of Americn, Belgium and Portugal. 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Prof. of Civil Engineering in the University of Glasgow. Thoroughly revised by W. J. Mitrar, C.E., with Diagrams. APPLIED MECHANICS. Twerrra Epirion. 12s. 6d. CIVIL ENGINEERING. Sixreexta Epiriox. 16s. THE STEAM ENGINE, AND OTHER PRIME MOVERS. Twerrra EbpirioN. 12s. 6d. 4, MACHINERY AND MILL-WORK. Sixra Epirrox. 12s. 6d. 5. USEFUL RULES AND TABLES. With Electrical Appendix by A. JAMIESON, M. Inst. C.E., F.R.S.E. Sixra EpirioN. 10s. 6d. 6. A MECHANICAL TEXT BOOK. By Prof. RaxxiNe and E. F. Bauper, C.E. Tuirp Eprrion. 9s. ** A Complete Catalogue GRATIS on Application. London: CHARLES GRIFFIN & CO., Exeter Street, Strand. Advertisements. See also page 83. The above is copied, with permission, from ¢ Experimental Mechanics,” by Siz Roperr S. Barn, LL.D., F.R.S. (Macmillan), 1888, Fig. 48, and also appears in Subject VII. of this Catalogue. It illustrates one of the many purposes in Applied Mechanics to which the Apparatus may be adapted, such as the construction of Trussed and Suspension Bridges, Mangles, Clocks, Punching and other Machines. With reference to the Lectures published in the above work, Siz RoBERT BaLL writes in his Preface as follows: — “The Apparatus used at the Lectures and figured in the volume, has been « principally built up from Professor Willis’ most admirable system. It is “ impossible to over-estimate the mumber of forms which this Protean system “is capable of assuming in the lecture room. It provides, on a substantial “scale, the principal parts that are required for the illustration of most ““ branches of Experimental Mechanics.” The above Crane formed one of the principal objects in a considerable collection from this catalogue in the Education Division of the London International Health Exhibition, 1884, and for which a Gold Medal was awarded, and the « Suspension Bridge,” Fig. 65, in * Experiments Meehanics,” similarly formed part of this Company's display at the Glasgoy Manufacteee RIGG’S TECHNICAL EDUC? LIMITED, 20, Bucklersbury, Queen Victoria Street, London, E.C. Printed by CaaS. STRAKER AND SoNs, Bishopsgate Avenue, E.C.; and Redhill, Surrey, r, oo % C6 age " _ADiproma or Honor New OrreAans 1884-50s. : ; © 7 _AlDipLoma of HONOR NEw ORLEANS 1884. 50s.