<^on5on ^oimcir 
 
 REPORT 
 
 TO THE 
 
 ► 
 
 SPECIAL COMMITTEE ON TECHNICAL EDUCATION, 
 
 Being the result oj an Inquirg into the needs of London with regard to Technical 
 Education, the existing provision for such education, and the best means to be taken 
 by the London County Council for improving that provision, under the Technical 
 Instruction Acts, 1889 and 1891 , and the Local Taxation (Customs and Excise) 
 Act, 1890 , 
 
 BY 
 
 H. LLEWELLYN SMITH, M.A., B.Sc. 
 
 Secretary of the Committee. 
 
 (To which are appended the resolutions of the Council on the subject.) 
 
 [Ordered, by the Special Committee on Technical Education, to he printed, \ltli July, 1892.J 
 
 
 1 e ©2. 
 
 Ko. 57 . — Frice 58. 
 
 Sold by Steel and Jones, 4, Spring Gardens, S. W. 
 
 
<^on6on ^ount\> ^otmctC 
 
 II E P 0 R T 
 
 TO THE 
 
 Beiwj the result of an Inquiry into the needs of London with rerjard to Technical 
 Education, the existing qn'ovision for such education, and the best means to he taken 
 hy the London Gounty Council for improving that provision, under the Technical 
 Instruction Acts, 1881) and 1891, and, the Local Taxation {Customs and Excise) 
 Act, 1800, 
 
 BY 
 
 H. I.LEWELLYN SMITH. M.xV„ B.Sc. 
 
 Secretary of the Committee. 
 
 (To which are app>ended the resolutions of the Council on the .subject.) 
 
 (Ordered, hy the Special Committee on Technical Education, to he printed, Wth July, 1802.] 
 
 IS ©2. 
 
 No. 57. — Price 5s. 
 
 Sold by Steel and Jones, 4, Spriny dardens, S'. I'E". 
 
 [4:i42K 
 
CONTENTS OP REPORT. 
 
 PAGK 
 
 1 . Introduction 
 
 2. The meaning of Technical Education 
 
 3. Powers of the County Council with regard to Technical Education 
 
 4. General classification of institutions supplying Technical Education 
 
 5. The local distribution of London industries, and the relation of Technical Schools and Classes 
 
 to these industries 
 
 6. The qualifications and training of Technical Teachers 
 
 7. The teaching of Art in London 
 
 8. The teaching of Science in London 
 
 9. The teaching of Technology in London 
 
 10. Manual Instruction in London ... ... ... ... ... ... .*.. 
 
 11. The teaching of Commercial Subjects in London 
 
 12. The teaching of Household Economy in London 
 
 13. Technical Museums 
 
 14. The City and Guilds Institute and the London Polytechnic Institutes 
 
 15. Secondary Education in London ... 
 
 16. Higher Education in London 
 
 17. Scholarships and Exhibitions 
 
 18. Conclusion — Administrative Alachinery 
 
 7 
 
 la 
 
 12 
 
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 27 
 
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 40 
 
 42 
 
 46 
 
 51 
 
 52 
 62 
 71 
 78 
 83 
 
 Appendices. 
 
 A. — Digest of replies received from City of London Livery Companies to the letter addressed to 
 them by the County Council, asking for particulars of Technical Education promoted by 
 
 them in London ... ... ... ... ... ... .. ... 84 
 
 B — Table showing local distribution of (1) Men and Boys ; (2) Boys ; (3) Women and Girls ; 
 
 (4) Girls ; engaged in each main group of industries. Table showing in greater detail 
 the local distribution of persons engaged in artistic trades or professions ... ... 88 
 
 C — Table showing attendance and ages of students at Technical Schools and Classes ... ... 97 
 
 D — Tables giving particulars of Science Schools in Loudon under the Science and Art Department 114 
 E — Table showing occupation of students studying various subjects at Technical Schools and 
 
 Classes ... ... ... ... ... ... . 121 
 
 F — Table showing income and expenditure of Technical Schools and Classes... ... ... 147 
 
 G — Tables showing curricula of public Secondary Schools in London (for boys and girls) . . 149 
 
 H — Table showing fees and ages of pupils at public Secondary Schools in London ... ... 1 69 
 
 J — ^Tables showing details of Examinations for which pupils of public Secondary Schools in 
 
 London enter ... ... ... ... ... ... ... .171 
 
 K — Tables showing approximate income and expenditure of public Secondary Schools in 
 
 Loudon ... ... ... ... ... ... . .173 
 
 L — Tables showing — 
 
 (1) Number of Pupils in Secondary Schools in London holding Scholarships from 
 
 Public Elementary Schools ... . . ... ... , , 175 
 
 (2) Scholarship Foundations established under the Charitable Trusts Acts ... ... 176 
 
 Maps. 
 
 To face 
 pasjes. 
 
 Maps showdng the distribution throughout London of men and boys engaged in the Building Trades 12 
 Ditto, Metal. Trades, Wood and Furniture Trades, Printing and Bookbinding Trades, Chemical 
 
 Trades, Clothing Trades ... ... ... ... ... ... ... 14 
 
 Ditto, women and girls engaged in the Clothing Trades ... ... ... ... ... 14 
 
 lUnstrations. 
 
 Battersea Polytechnic 
 Goldsmiths’ Institute 
 Regent-street Polytechnic 
 Borough-road Institute 
 
 People's Palace and (proposed) Chelsea Polytechnic 
 Central Institution of City and Guilds Institute ... 
 
 54 
 
 55 
 
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 61 
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 1.— INTRODUCTION. 
 
 The present Heport is the result of an inquiry undertaken by me at the instance of the Technical 
 Education Committee of the London County Council, into the wants of London with regard to Technical 
 Education, the existing provision to meet such wants, and the mode in which the County Council could 
 best promote Technical Education in Loudon, under the powers conferred upon it by the Technical 
 Instruction Acts, 1889 and 1891, and the Local Taxation (Customs and Excise) Act, 1890. 
 
 The labour involved in an inquiry of so wide a scope, and covering such a large area as the 
 County of London, has naturally been very great, and the time within which it has been necessary to 
 confine it has been somewhat limited, the work having only been entered upon in June last. I feel 
 therefore strongly, that, while the present Report contains much fuller information than has hitherto been 
 accessible, some parts of the inquiry have necessarily been somewhat hurried and superficial. Though, 
 therefore, in order to give precision and definiteness to the proposals of the Report, I have as a rule made 
 estimates of the scale of grant required by each branch of instruction, and the total cost of carrying out 
 each proposal, some of these estimates are necessarily rough, and some of the detailed suggestions must 
 be considered as tentative, and subject to revision in the light of the fuller experience which will quickly 
 be gained if the Council embarks on the work of organising Technical Education. 
 
 My aim has been to place the whole question in broad outline before the Committee, and to give 
 suflicient facts and information under each head to explain and support the jrarticular mode of treatment 
 suggested for each branch of the subject or each group of institutions. It has not been my object to 
 pass detailed judgments on the work of individual schools, so much as to define the relations of each 
 group of institutions to other agencies and to the general needs of London, and to determine what 
 should be their function in any large scheme of municipal organisation. 
 
 To do this effectively it has been absolutely necessary to cover a somewhat udder ground than 
 perhaps is usual in official reports. I have been compelled to discuss briefly the principles underlying the 
 teaching of art, science, manual instruction, &c., in order to be able to lay down and explain and justify 
 the conditions under which aid should be given to each form of instruction. Thus nearly every section 
 of the report opens with a few paragraphs on the general principles involved, then passes on to the 
 consideration of the existing state of facts, and ends with detailed jn’actical proposals. 
 
 Though the scheme suggested involves the distribution of grants to a large number of bodies, I 
 have been careful, so far as possible, never to propose grants without coupling conditions devised so as 
 to raise or at least maintain the standard of teaching, or make such teaching accessible to a wider 
 class. I have steadily kept in view the desirability of affiliation of small institutions and single classes 
 to larger and stronger centres, and have attempted to devise proposals to attain this end, without 
 unduly crushing out the smaller institutions, oiTosing sight of the necessity of a wide local distribution of 
 technical classes. 
 
 In dealing with special branches of the subjects I have had the benefit of the advice of experts, 
 without which indeed the inquiry could not have been made. I have especially to acknowledge the help 
 rendered in the way of inspection of institutions by Professor Ramsay, Professor of Chemistry at 
 University College (for evening Chemical classes) ; Professor Ayrton, Professor of Applied Physics at the 
 Central Institution (for evening Electrical classes) ; Mr. Edward R. Taylor, Head Master of the Birming- 
 ham Municipal School of Art (for Art teaching) ; Mr. A. P. Laurie, Fellow of King’s College, Cambridge; 
 and Mr. C. W. Kimmins, Fellow of Downing College, Cambridge (for Science teaching in day schools) ; 
 and Miss E. R. Forsyth (for the teaching of domestic subjects). 
 
 Besides these I have to acknowledge my indebtedness to a much larger number of authorities on 
 various branches of the subject, who have allowed me to consult them, and have given valuable information 
 and suggestions. Among these are Mr. Arthur Acland (Vice-President of the Committee of Council 
 on Education) ; Major-General Donnelly, Secretary of the Science and Art Department ; Sir Henry 
 Longley and other members of the Charity Commission ; Mr. Diggle, Chairman of the School 
 Board for London ; Mr. Saunders, Chairman, and Mr. John Watney, Hon. Secretary, of the 
 City and Guilds Institute ; Professor Rucker and Professor Thorpe of the Royal College of 
 Science ; Professor Unwin, Dean of the Central Institution ; Sir Philip Magnus ; Dr. Silvanus 
 Thompson, Principal of Finsbury Technical College ; Mr. Lyulph Stanley, of the School Board, 
 and several members of the staff, special instructors, inspectors and teachers of the Board ; Prof. 
 S. S. Laurie, Professor of Education in Edinburgh University ; Sir Walter Prideaux, Clerk of the 
 Goldsmiths’ Company ; the secretaries, directors, and instructors of the various Polytechnic Institutes ; 
 Mr. Kenric Murray, Secretary of the London Chamber of Commerce ; Miss Sewell, of the 
 Women’s University Settlement, Bermondsey, and Miss Clara Collet ; and the secretaries or other 
 representative members of many of the trade societies with important London branches, including 
 the Operative Bricklayers, Amalgamated Society of Painters and Decorators, Amalgamated and 
 General Union of Carpenters and Joiners, Amalgamated Society of Engineers, Alliance Cabinet Makers, 
 Operative Boot and Shoe Makers, Barge Builders, Coopers, &c. 
 
 In a report of the present description, it is very difficult so to classify the subjects dealt with as 
 to avoid repetition. Thus a description of art teaching, science teaching, &c., involves an account of 
 such teaching in a large number of institutions of various types ; and again, a description of each type 
 of institution — Polytechnics, Higher Colleges, evening classes, &c. — involves an account of classes for 
 widely difi'erent kinds of instruction. It has thus been necessary in some cases to repeat the same 
 information in more than one section, and also to refer freely from one section to another. 
 
 In the main the plan followed is to describe one by one the various branches of instruction in 
 the earlier sections of the report, and to follow this with a description of various types of institutions ; 
 the full information as to the statistical side of the question, with lists of schools, classes, &c., being 
 given in the appendices. Even with this arrangement I can hardly hope that no institutions or subjects 
 have escaped notice, especially as no complete list of institutions for technical education is in existence. 
 
4 
 
 Some, of wliich I am not at present aware, will be certain to be discovered later ; but this is of less 
 importance if it be clearly understood that statistics of the present report are of a pieliminary character. 
 The scheme which is proposed in outline is, I hope, wide enough to cover any classes and institutions 
 which may have been omitted from their due place in the Appendices. 
 
 It may be found when the proposed Evening Schools Code is published in the course of a month 
 or so, that the regulations there laid down may render necessary some modification in the treatment of 
 evening continuation schools suggested in this report. It wHl be noticed that the ])roposals made 
 for the first year’s distribution of grants are chiefly directed towards the development of exisiting 
 centres, or the assistance of new classes which may be established by local eflbrt. I do not, however, 
 wish to conceal my strong opinion that ultimately the Council should supply schools and institutions on 
 a municipal basis, as well as aid institutions under other management. Not only will it, in my opinion, 
 be impossible otherwise I'ully to cover the ground (especially with regard to central institutes, training 
 institutions, technical museums, Ac.), but the establishment and management of a few first-rate 
 municipal institutions might do more than any other measure to set and maintain a high standard of 
 teaching throughout London. I venture, therefore, to call the attention of the Council to this matter, 
 as one which may with advantage be considered as soon ■ as fair progress has been made towards 
 carrying out the main proposals of this report. 
 
 I have not considered it my business in the report to argue the general question of the 
 desirability of Technical Education, or the further question whether or not the provision of such 
 education is a public function. I imagine that these questions are now generally regarded as settled; 
 and in any case I have felt that my task is limited to providing information as to existing institutions, 
 and making suggestions as to the best way of promoting Technical Education, should the Council 
 deem it expedient to undertake the work. 
 
 I should like, however, in concluding this introductoiy section, to say definitel}’ that the result 
 of my inquiries for the Council has been very far from leading me to think that the existing agencies 
 arc sufficient or, without County Council aid, can possibly become sufficient for the ends at which 
 they aim. On the contrary, in the work now being done for Technical Education, London is not only 
 very far behind Germany and France in quantity and quality, but also far behind our chief provincial 
 towns. Unless the County Council takes the matter up, we must of course expect this difference to 
 increase very greatly in the next few years, in view of the great efforts now being made by the Councils 
 of boroughs and counties for the organisation of Technical Education in their respective districts. 
 
 To take a single example — the number of students on the register of evening technical classes 
 in Manchester has more than doubled since the Corporation took action under the Technical Instruc- 
 tion Acts. At present (excluding commercial and domestic subjects) this number reaches over 14,000. 
 To be on a level with Manchester there should be 140,000 entries in corresponding classes in London 
 instead of the 24,000 revealed by my inquiry. 
 
o 
 
 II.- THE MEAXIXG OF TECHNICAL EDUCATION. 
 
 § 1. Definition. — “ Tecbnical Education” is a term employed in the Local Taxation (Cnstoms 
 and Excise) Act, 1890, and is explained in a later Act* * * § as being equivalent to Technical and Manual 
 Instruction as defined in the original Technical Instruction Act of 1889. 
 
 There have been many controversies as to the proper meaning of the phrase. So far liowever as 
 the nature and scope of the powers of the London Council are concerned, there is no such question, since 
 the Acts which confer the powers themselves define the meaning of the term. 
 
 The definition is as follow's — 
 
 “The expression ‘technical instruction’ shall mean instruction in the principles of science 
 and art applicable to industries, and in the application of special branches of science and art to 
 specific industries or employments. It shall not include teaching the practice of any trade or 
 industry or employment, but, save as aforesaid, shall include instruction in the branches ot 
 science and art w’ith respect to which grants are for the time being made by the Department 
 of Science and Art, and any other foi'in of instruction (including modern languages and 
 commercial and agricultural subjects), wdiich may for the time being be sanctioned by that 
 Department by a minute laid before Parliament, and made on the i-epreseutation of a local 
 authority that such a form of instruction is required by the circumstances of its district. 
 
 “The expression ‘manual instruction’ shall mean instruction in the use of tools, 
 processes of agriculture, and modelling in clay, w'ood, or other material.”! 
 
 The discussions, how'ever, which have taken }>lace as to the real meaning of technical education 
 have often been much more than disputes about w'ords, involving in fact no less fundamental questions 
 than the right relation of the training of the school to that of the "workshop, the relative claims ot 
 mental training and useful knowdedge in the shaping of the school curriculum, and the perhaps deeper 
 question of the proper scope of the training of the workman compared with that of the manager and 
 director of industry. A few w'ords, therefore, of comment and explanation with regard to the definition 
 clause of the Technical Instruction Acts are absolutely necessary in order to save confusion at later 
 stages of the Report. 
 
 § 2. The two sides of Technical Education. — Technical education has an educational and an 
 industrial side, including at once the parts of ordinary school education which impart knowdedge 
 applicable to industry or commerce (e.r/. science, drawdng, commercial geography and history) and the 
 parts of ordinary reo?7i’.s7iop or office training which can be best taught in special schools or classes 
 principles of machine or building construction, plumbing, or book-keeping). In practice these two 
 branches of technical education cannot be kept quite distinct, but tend to overlap each other ; while 
 they also merge on the one hand into the ordinary curriculum of the elementary, secondary or higher 
 school, and on the other hand into the routine training of the w'orkshop. 
 
 The distinction here drawm — wdiich, though the edges are blurred, is most important to keep in 
 mind — is expressed in the first sentence of the definition, according to which technical instruction 
 includes both (1) the principles of science and art applicable to industry, and (2) the application of 
 special branches of science and art applicable to specific industries and employments. 
 
 § 3. Relation of Technical Education to Workshop Training. — The line of demarcation between 
 technical education and the ordinary workshop training is drawm by the next sentence, wdiich declares 
 “ It shall not include teaching the practice of any trade or industry or employment.” That some line 
 should be drawn "which would prevent public funds being used in duplicating the work of mere appren- 
 ticeship is obvious, and the above sentence appears to draw it as w’ell as the inherent difficulty of the 
 case permits. Here, of course, as before, we find a blurred margin, a debateable ground which might be 
 assigned to trade practice or to technical education. The experience howmver, of other County Councils 
 has shown that the difficulty is a limited one, and the Act itself provides for the determination of 
 doubtful cases by an appeal to the Science and Art Department. j; 
 
 A sufficient number of decisions have now’ been given by the Science and .■\rt Department on 
 particular cases to admit of our formulating w'ith sufficient clearness the principles on which 
 the division should be made. Roughly speaking, the practical work of the technical school should 
 aim at and be limited to the teaching and illustration of principles and methods. If it go beyond this and 
 attempt the mechanical drilling of the pupil in the various processes, with a view not to attain insight 
 into principles of work, but to gain mechanical skill and dexterity, it is trenching on the teaching of the 
 practice of a trade. There is, however, a class of cases in which the complete teaching of a handicraft is 
 permitted, inasmuch as the teaching of principles and practice are so inextricably bound up together 
 that they cannot be divorced. The teaching of various crafts, such as clay modelling, wmod-carving, 
 metal- work, &c., is separately authorised under the head of manual instruction (“ modelling in clay, 
 wood, or other material ”) without the necessity of referring to the Science and Art Department. 
 
 No important technical school in London, so far as I know, with the possible exception of the 
 Horological School at the Polytechnic, has attempted to go or contemplates going further into trade 
 teaching than is authorised by the Acts, and the limiting clause w'ill not therefore be felt as a 
 hindrance in administering any County Council Scheme. Such schools as the “ Ecoles d’Apprentissage ” 
 in Paris would be excluded, as they profess to train a boy completely for his trade, liut these schools, 
 however adapted for France, have been reported against by more than one English Commission^ as ill- 
 
 * Technical Instruction Act, 1891. These Acts will be treated in greater detail in section III. 
 
 t'l’echnical Instruction Act, 1889, section 8. It is necessary always to rcinend)er that, as pointed out above, 
 technical education covers both technical and manual instruction as defined above. 
 
 + Of course the Department cannot in any way modify an Act of Parliament, but the Science and Ait 
 Department is charged with the duty of sanctioning jiarticnlar subjects r,f instruction. 
 
 § e.g. Royal Commission on Technical Instruction, and Mr. Cunynghame’s report to the Charity Commission 
 
6 
 
 suited to English conditions ; iind their great expense, and the fact that school apprenticeship, though 
 in some ways superior, can never be equivalent to workshop training, will probably prevent a movement 
 for their establishment in London. 
 
 Another class of teaching excluded by the definition is that given in induslrial schools and schools 
 connected with reformatories, workhouses, blind asylums, &c., where rough trades are taught throughout. 
 Much of the industrial teaching in workhouse schools might, it is true, be very advantageously replaced 
 by real technical education, and I venture to suggest to the County Council the propriety at some 
 future time of taking action in this direction. 
 
 4. Relation of Technical Education to Secondary Education. — Having defined the distinction 
 between technical education and the teaching of a trade, w’e have next to determine the frontier which 
 divides it on the other side from general education. Here the distinction is rather a difference of 
 purpose than of actual subjects of instruction. If w'e examine the list of subjects included in the 
 definition clause of the Act, and add to it the recently published list of extra subjects authorised by 
 the Science and Art Department on application from local authorities,* we see that almost all subjects 
 of general instruction in schools, with the exception of classics and literature, may be comprised in its 
 scope. The County Council is therefore legally empowered to treat technical education as including 
 the whole field of secondary education minus literature and ancient languages. It may, on the other hand, 
 treat the schedule of possible subjects of instruction as governed by the opening sentence of the definition, 
 according to which any subject in order to be included in technical instruction must have an industrial 
 application. 
 
 In this more limited sense “technical education” includes that side of secondary education 
 which keeps the after career and future livelihood of the pupil in view’. It will be seen at once that, 
 though this distinction of object is a real and most important one from an educational point of view, a 
 hard and fast line cannot easily be drawn in practice, and hence the growing strength of the demand 
 that the restriction such as it is shall be removed, and the powers of the County Councils frankly 
 extended to secondary education as a whole.f Pending this legislation the County Council will probably 
 do well to confine its attention to subjects of secondary education which have an unmistakeable 
 industrial bearing. 
 
 § 5. Relation of Technical Education to Elementary Schools. — Such are the limits — right 
 and left — of the instruction which the County Council is empow’ered to promote. There is one further 
 limit, not to the character of the instruction, but to the class of pupil on whose teaching the funds may 
 be expended under the Acts. No part of the funds may be used for the teaching of children w’ho are in 
 the standards of elementary schools. J This restriction does not in any way imply that such children 
 should not receive technical education, but suflicient provision is supposed to be already made for their 
 case b} the grants from the Education Department for “class” and “ specific” subjects, and from the 
 Science and Art Department for drawing, manual instruction, and elementary science. 
 
 It is very important to remember this point, because some critics, observing the clause which 
 limits the direct benefits of the Acts to children above the elementary school standards have supposed 
 that technical education in elementary schools is thereby forbidden. On the contrary, the limitation 
 arises from the fact that funds are already provided from other public sources for such parts of elementary 
 education as would otherw’ise come within the Acts. 
 
 There is no upper limit fixed in the Acts either to the standard of teaching, or the social class 
 or age of pujuls w’hose instruction may he promoted by the County Council. 
 
 § 6. It will now be seen that technical education falls into two main divisions: (1) the 
 yeneral preparation for industrial employment, (2) the special instrvctio7i given to pupils already 
 employed in industry. 
 
 In order to form just conclusions about the first of these sections of our subject, we must inquire 
 into the teaching and organisation of the London higher-elementary, secondary and special schools, and 
 the technical sides of the higher London colleges. In order to understand the second, we must 
 inquire not only into the character and distribution of evening tecbnical schools and classes, but also into 
 the nature, grouinng, and relative importance of the chief I.ondou industries, and the modes of workshop 
 training at present obtaining in them. 
 
 Before however entering on these wide subjects, we must get a clear idea of the nature and 
 liiiiits cf the powers of the County Council with regard to technical education. 
 
 '* Jteport of Science and Art ])c))artnicnt (1892). 
 
 t A Bill for this pin] esc was introduced early in the year into the last Barliaincnt by the ] resent 4 ice- 
 President of the Council on Education (then a private niember). 
 
 J 'I'his is certainly the real meaning of the jihrasc “receiving instmcticri at an elementary school in the 
 obligatory or standard subjects.” Bee. 1 (1) ((') Act of 1889. 
 
7 
 
 III.— POWERS OF THE COUNTY COUNCIL. 
 
 §1. General poivers. — The powers of the County Council with regard to technical education 
 are defined by the Technical Instruction Acts of 1889 and 1891. Under the Local Taxation (Customs 
 and Excise) Act, 1890, the Council is empowered to treat the residue of the beer and spirit 
 duties as though it were a rate for the purposes of the above Acts, but this Act appears not to limit or 
 extend in any other way the powers conferred on the Council by the Technical Instruction Acts.* 
 
 The special grant may be used for education, whether or not a rate has been raised for the 
 purpose. 
 
 The Council is authorised by the Technical Instruction Acts to expend money on any or all of 
 three objects — 
 
 (1.) They may supply technical education, i.e., work directly by founding schools, 
 establishing classes and engaging teachers themselves [sec. 1 (1) T. I. Act, 1889]. 
 
 (2.) They may aid the supply of technical education, i.e., work indirectly by making 
 grants to governing bodies of schools and classes supplying technical education, under certain 
 conditions [sec. 1 (1) d e/T. I. Act, 1889]. 
 
 (8.) They may promote technical education by establishing scholarships and exhihitions, 
 or paying fees of scholars, i.e., by making grants (on conditions) to individual students of 
 merit, to enable them to obtain technical education at some school or class [sec. 1, T. I. Act, 
 1891]. 
 
 § 2. Restrictions on direct supply. — Beyond the fact that no part of the Council’s funds 
 may be used for the instruction of children who are in the standards of an elementary school (see 
 above, p. 6) and that any schools and classes established must be subject to a conscience clause [sec. 1 
 (1), {b) and (c), T. I. Act, 1889], the Council is allowed a very free hand with regard to the direct 
 supply of technical education. It is controlled by no central department, except in the case of any 
 doubt arising as to the scope of the definition of technical education (see above, p. 5). Certain 
 additional restrictions, however, are naturally insisted on with regard to grants to existing institutions. 
 
 § 3. Restrictions on firants-in-aid. — These conditions are embodied in sec. 1 (l), (d), (e) and 
 (/) of the Act of 1889, amended by sec. 1 (2) of the Act of 1891. Any obscurity in the meaning of 
 these clauses has now been removed by several decisions on particular cases by the Science and Art 
 Department and the Local Government Board. 
 
 Briefly speaking, the sections provide as follows : — 
 
 (a) Claims of Existing Institutions. — In distributing such part of the grant as is made in aid of 
 the supply of technical education (and not in the direct supply of such education, or in the provision 
 of scholarships and exhibitions), due regard must be had to the nature and amount of efficient technical 
 education supplied in the various existing technical schools and classes. The Council is not bound to 
 distribute grants exclusively in proportion to the present amount or efficiency of their work, but may 
 take into account all the circumstances of the case (sec. 1 (2) T. I. Act, 1891). 
 
 In fact, since the passing of Sir Henry Roscoe’s amending Act of 1891, the only force left in 
 the original section is a general direction to the County Council not to pass over any qualified institu- 
 tions without considering their case, and being prepared to assign reasons. In extreme cases institutions 
 have a right of appeal to the Science and Art Department, but this is very rarely exercised.] 
 
 (b) Reyrescntation. — The Council must be represented on the governing bodies of schools or 
 classes receiving grants. The amount of representation is thus defined — 
 
 “ The local authority shall, for the purposes of this Act, be represented on the governing 
 body of the school or institution in such proportion as will, as nearly as may be, correspond 
 to the proportion which the aid given by the local authority bears to the contribution made 
 from all sources other than the local rate and money provided by Parliament to the cost of 
 the technical or manual instruction given in the school or institution aided.” 
 
 It was at first thought that some inconvenience would arise from the literal application of this 
 rule, and it is clear from the consideration of extreme cases that the rule-of-three sum therein 
 prescribed might work out in a very queer fashion. In practice the difficulty has proved very limited. 
 It is to be observed that the County Council representatives need not necessarily be members of the 
 County Council, so that the clause is really an enabling and not a restricting one, so far as the Council is 
 concerned. The Council may require the acceptance of county councillors on boards of managers. It 
 may on the other hand accept certain existing governors as its representatives according to circum- 
 stances. It is to be added that no representation of the County Council is required in case of grants 
 to the School Board. 
 
 (c) Audit. — The audit clause (sec. 5 of the Act of 1889) gives the County Council power to insist 
 on any form of audit which it may deem desirable in the case of grants made to institutions. 
 
 {d) The Council is forbidden to make grants in aid of schools conducted for private profit 
 (Sec. 1 (1) f of the Act of 1889). 
 
 * “ The Solicitor to the Treasury, who has been consulted in the matter, has expressed the o])inion that a 
 contribution made by a County Council under sub-section 2 of section 1 of the Local Taxation (Customs and 
 Lxcise) Act, 1890, is made subject to the provisions of the Technical Instruction Act, 1889, so far as they may be 
 applicable thereto. The Solicitor explains that, in his judgment, the words ‘for the purposes of technical educa- 
 cation within the meaning of the Technical Instruction Act, 1889,’ as used in the sub-section mentioned, must In; 
 held to refer to all provisions in the Act of 1889, which relate to the definition of technical education, and the 
 limitations and conditions attaching to the imparting of such education.” — (Extract from letter from Local 
 Government Board, transmitted by the Science and Art Department to the Deputy Clerk of the West Riding 
 County Council, November 5, 1890.) 
 
 t Thus in the last report of that Department recently issued, we find “ In very few cases has the Depart- 
 ment been .appealed to under the section of the Act, which provides that the Dep.artment of Science and Art 
 sh.all determine any question which may arise as to the amount allotted to each school.” 
 
8 
 
 The meaning of this phrase, and the various classes of schools excluded by it is dealt with 
 
 fully in the next section (see p. 10). Here it may be sufficient to say broadly that a school is deemed 
 
 to he conducted for private profit, if its manager or board of managers are financially interested in it. 
 Thus not only schools conducted for the profit of the master, but schools managed by companies which 
 pay a dividend come under the term. 
 
 It does not appear that the Council is forbidden to allow any of the scholarships which 
 
 it may establisli to be held at private profit schools if it think fit to do so, since the provision of 
 
 scholarships is of the nature of aid to the individual rather than to the school. It must be admitted, 
 however, that this point has hardly been decisively determined. 
 
 § 4. Administration of the Acts. — The County Council is specially empowered (by sec. 1 (2) 
 of the Technical Instruction Act, 1889) to delegate any of its powers under the Act (except the levying 
 of a rate or the borrowing of money), to a Committee composed wholly or partly of members of the 
 Council. 
 
 This ])ower is sufficient to permit the Council, if it think' tit, to administer the technical educa- 
 tion fund througl? a composite Committee, rejnesenting not only the Council itself but other important 
 educational bodies, such as the Loudon School Board and the proposed Teaching University. 
 
 It also permits the formation of special committees for special districts or subjects, on which 
 outsiders with special knowledge or experience may be invited to sit. 
 
 § 5. Relation of the County Council to other Educational Authorities. 
 
 (i) Education Department. — The sphere of action of the Education Department and the County 
 Council scarcely overlap at all. The Education Department is not referred to in any way in the 
 Technical Instruction Acts. The only points where the work of the two authorities comes into contact 
 are — 
 
 {a) Evening continuation schools, in which pupils who have passed the fifth standard 
 and are not learning the “ standard subjects,” may receive technical education, and at the 
 same time earn the capitation grant and grant on special subjects paid on evening schools by 
 the Education Department. 
 
 [h] The Education Department has to approve Charity Commission schemes for endowed 
 secondary schools, polytechnics, &c. 
 
 {(') The County Council may assist the technical education of pupil teachers and teachers 
 on whose training the Education Department pays grants. 
 
 (ii) Science and Art Department. — The Science and Art Department is the authority under the 
 Technical Instruction Acts which — 
 
 [а] Sanctions the list of subjects other than those contained in the Science and Art 
 Directory, or those which fall under the head of “ manual instruction,” the teaching of which 
 the County Council proposes to aid. 
 
 (б) Determines doubtful points as to the qualifications of institutions to receive aid, and 
 decides appeals as to the exclusion of institutions from their fair share of aid. 
 
 I^esides these special powders under the Technical Instruction Acts, the Science and Art Depart- 
 ment examines and aids by grants the teaching of a large number of technical subjects,* trains teachers 
 and other students in science and art at the Koyal College of Science and the National Art Training 
 School, and offers scholarships and exhibitions to enable students to study these subjects at these 
 colleges and other schools of science and art. 
 
 This then is the government department most intimately concerned with the administration of 
 the Technical Instruction Acts. 
 
 * The Science and Art Department (in addition to the aid wliich it gives to drawing, manual instruction, 
 Ac., in public elementary schools), gives aid to the teaching of the following subjects : — 
 
 (1). Science — 
 
 Practical, Plane and Solid Geometry. 
 Machine Construction and Drawing. 
 Building Construction. 
 
 Naval Architecture. 
 
 Mathematics. 
 
 Theoretical Mechanics (n solids, h fluids). 
 Applied Mechanics. 
 
 Sound, Light and Heat. 
 
 Magnetism and Electricity. 
 
 Inorganic Chemistry (theoretical and 
 practical). 
 
 Organic do. do. 
 
 Geology. 
 
 Mineralogy. 
 
 Human Physiology. 
 
 General Biology. 
 
 Zoology. 
 
 Botany. 
 
 Prineijiles of Mining. 
 
 Metalling (theoretical and practical). 
 Navigation. 
 
 Nautical Astronomy. 
 
 Steam. 
 
 Physiograj)hy. 
 
 Princijdes of Agriculture. 
 
 Hygiene. 
 
 (2) . Art — 
 
 A. Di-awing (freehand, models, casts). 
 
 B. Architecture (architecture, architectural design, pers])ective and mechanical di-awing). 
 
 C. Design (princij)les or ornament, historic ornament, design). 
 
 T). Painting (monochrome ornament, still life). 
 
 E. Study of the Figure (anatomy, life, antique, design [honour stage]). 
 
 F. Modelling (from cast, ornamental design, life, antique). 
 
 (3) . Manual Instruction in use of tools (only paid to organised science schools). 
 
 'I’he grants are made chiefly on results of examination according to a scale and subject to conditions given 
 in full in the Directory of the Science and Art Department. The scale of grants has recently been re-cast, all 
 payment on sccond-c/oss passes in the “elementary” stage of science being withdrawn, and the grants on the 
 “ advanced ” and “honours” stages being increased. Other minor changes have also been made. The net 
 result of the changes is to leave elementary science and art teaching less adecpiately supported than has hitherto 
 
 been the case. 
 
 Grants on manual instruction are in the form of capitation grants. 
 
9 
 
 (iii) Chanty Commission. — The Charity Commission comes in contact with the work of 
 educational organisation within the meaning of the Technical Instruction Acts in three ways — 
 
 (a) The Eyidoived Schools Department, administering the Endowed Schools Acts, frames 
 and modifies schemes for endowed secondary schools or scholarship foundations. Changes in 
 governing bodies of such schools required in order to admit of the representation of the County 
 Council, and other modifications necessary to meet their requirements, must be made by scheme 
 of the Charity Commission. 
 
 {h) The Charity Commission acting under its ordinary jurisdiction (i.e. under the 
 Charitable Trusts Acts) makes and alters schemes for applying charities to educational 
 purposes. (There are a number of scholarship foundations in London constituted under 
 these Acts.) 
 
 (c) The City Parochial Charities Department administering the City Parochial Charities 
 Act, has framed schemes for technical institutes and “ polytechnics ” in London, endowed with 
 funds formerly applied to the City of London Parochial Charities. 
 
 A central body of trustees for these funds has been constituted, representing the Crown, County 
 Council, City Corporation and other bodies, and the endowments of each polytechnic are paid over by 
 them, 
 
 (iv) School Boards for Lcmdon. — In the main the field of operations of the County Council under 
 the Technical Instruction Acts lies outside that of the School Board under the Elementary Education 
 Acts. There are, however, certain points where they touch or overlap. 
 
 {a) Ex-standard scholars in Board Schools are eligible for aid from the County Council. 
 
 {h) Scholars of Board Evening Schools, who have passed the 5th Standard, and are not 
 receiving instruction in the standard subjects, are also eligible for aid. 
 
 (c) The training of pupil teachers in Science and Art is probably within the power of both 
 School Board and County Council. The further training of teachers in special subjects is 
 deemed by the Government Department to be outside the powers of the School Board,* 
 and within those of the County Council. 
 
 Nine-tenths however of the work of the County Council will lie entirely outside the sphere of 
 infiuence of the School Board, and the remaining tenth can be easily dealt with by a Joint Committee, 
 or may be left entirely to the School Board, to which the County Council has special power to make a 
 grant without representation. 
 
 * The case, however, is still, I believe, under appeal. 
 
 [ 2 ] 
 
10 
 
 IV.— GENERAL CLASSIFICATION OF INSTITUTIONS 
 
 (according to the nature of their governing bodies). 
 
 Institutions for technical and secondary education in London may be classified as follows 
 according to the nature of their governing bodies — ’ 
 
 (1.) Endowed schools with constitutions regulated by the Charity Commissioners under the 
 Endowed Schools Acts, or the City Parochial Charities Act, by Royal Charter, or by the Court of 
 Chancery. 
 
 Examples of such schools in London are the United Westminster Schools, the Haberdashers’ 
 Aske’s Schools at Hatcham and Hoxton, &c., &c. — Charity Commission (Endowed Schools Acts): the 
 Polytechnic, the Borough-road Institute, the People’s Palace Schools, — Charity Commission (City 
 Parochial Charities Act): University and King’s Colleges — Royal Charter: Godolphiu School, Hammer- 
 smith, — Chancery, 
 
 In all these cases a hoard of governors is in existence with a definite legal status and no financial 
 interest in the school, and the teachers hold their positions subject to the provisions of the scheme and 
 the direction of the governors. In most of the Charity Commissioners’ schemes composite bodies of 
 governors are constituted, some being ex officio governors, some nominated by various bodies, such as 
 school boards, town councils, vestries, local hoards, colleges, schools, governors of other foundations, 
 &c., and some co-optative. In a few schemes for endowments, of which City Companies are the trustees, 
 the Court of the Company is the governing body. These latter schools are to he clearly distinguished 
 from schools managed by the Companies out of their corporate funds. 
 
 (2.) Schools governed and maintained by Corporations or City Companies out of their corporate 
 fu7ids. [Those subject to a special trust are included in (1).] The governing body is here the Court 
 of the Company, or a Committee thereof, or a mixed Committee nominated by the Company, or a 
 Joint Committee nominated by the Courts of several companies. Such schools are not exactly 
 “endowed,” because the grant by which they are supported is an annual one, revocable at the will of 
 the grant-making bodies. 
 
 The question of the legal status of such schools involves the Avider question of the status of the 
 Companies themselves, which is beyond the scope of this report. 
 
 Examples : The City of London School (City Corporation) ; The Goldsmiths’ Institute, New- 
 cross ; the City and Guilds Institute (managed by a joint Committee representing the contributing 
 companies), the Mercers’ School, College-hill, &c. 
 
 (3.) Schools managed by Limited Companies registered under the Companies Acts, constituted 
 as “ associations 7wt for profit." In these cases the governing body is the board of directors or com- 
 mittee elected by the shareholders or subscribers, and all profits are used for the benefit of the school. 
 
 Example in London, the Philological School, Marylehone. 
 
 (4.) Schools managed by Limited Companies which p>ay or might pay a dividend to their share- 
 holders. Sometimes the dividend is limited in amount, all surplus over this amount going to the benefit of 
 the schools. In other cases the dividend is unlimited. Schools such as these undoubtedly must he classed 
 as “ conducted for private profit,” since the members of the governing body in common with the share- 
 holders Avhom it represents share the profits of the school, and might financially benefit from a gi-ant 
 from the County Council. These “proprietary schools,” however, are not conducted for the private 
 profit of the head master or mistress, and thus differ essentially in status from “private schools.” 
 
 There are a large number of “ proprietary schools ” of this description in London, the greater 
 number being for girls. Thus the Girls’ Public Day School Company, Limited, has 12 schools in 
 London ; the Church Schools Company 3 for girls and 2 for boys ; the Boys’ Public Day School 
 Company, 2. In these cases the schools are managed by a central board, and the sui'plus profits 
 (if any) from the more successful or high fee’d schools may go to some extent to compensate for the loss 
 on others. Thus, though as at present managed, all the schools managed by these companies are 
 technically private profit concerns, several of them, as a matter of fact, are carried on permanently at 
 a loss. 
 
 There are also a few' proprietary schools managed by separate companies, e.g., the Blackheath 
 Proprietary School (Boys), the Church of England High Schools for Girls, St. Peter’s College 
 (Brockley), &c. 
 
 No grant can legally he made in aid of any of these schools unless their constitution be con- 
 siderably changed, so as to convert them into institutions not for profit. 
 
 (5.) Schools and classes managed by Science and Art Committees. — iVll classes which receive 
 grants from the Science and Ant Department must he managed by committees constituted in accord- 
 ance with the Department’s regulations registered by the Department.* There are a great number of 
 such committees in London. In all the more important cases the governing bodies of the 
 institutions (which are constituted in one of the ways noticed above), are recognised as the Science 
 and Art Committees. In other cases special Committees are formed for the purpose. The 
 committees themselves have no financial interest in the classes, hut they sometimes farm them out 
 to the teacher, w'ho pays all expenses and takes all receipts, thus conducting a private profit school under 
 the wing of a responsible committee. t Further, these committees are sometimes responsible for 
 particular classes only in a school or institution, access to these classes being confined to scholars of 
 that school. In cases where the school, to whose pupils the classes are confined, is itself a private 
 profit concern, the existence of a separate committee for the science and art classes does not either legally 
 or really remove them from the category of institutions conducted for private profit. Thus there are a few 
 such schools in London supplying technical education which have hitherto earned grants from the Science 
 
 * Directory of Science and Art Department, p. 100. 
 
 t The Science and Art Department is now insisting on the assumption of more real responsibility by 
 Committees. Sec below i>. 19. 
 
11 
 
 and Art Department, but which are clearly excluded from the benefits of the Technical Instruction Acts. 
 Cases in which the Science and Art Committee is the real governing body of the school, but has made 
 an arrangement to farm out the classes to the teacher or teachers, are on a different footing. Such 
 classes may legally be aided by the County Council, but I strongly recommend the Council to insist on 
 the reconstitution of the management of these schools as a condition of aid. This subject is dealt with 
 more fully on p. 26. 
 
 (6.) Schools and classes managed hy the managers of Public Elementary Schools. — The most 
 important cases in London are the classes conducted by the London School Board, a directly elected 
 public body. Classes are also held by managers of other public elementary schools. 
 
 Any aid given to these classes must be subject to the conditions laid down on p. 6 (as to 
 scholars in the standards) . The London School Board is the only body of managers to whom grants 
 may be made without representation. 
 
 (7.) Schools and classes connected icith manufacturing or commercial concerns. 
 
 (a) Classes conducted for and confined to the employees in particular works, and subsidised or 
 otherwise encouraged by the firms. Example ; The class in machine construction, held at the works of 
 Messrs. Maudslay, Sons and Field. Such classes are not conducted for private profit within the 
 meaning of the Act. The same applies to classes held in connection with workmen’s co-operative 
 societies, open to members (i.e., customers) of the stores. 
 
 (b.) Schools and classes which themselves undertake manufacturing work for sale, or are con- 
 nected with trading concerns. Example: The School of Art Wood Carving, South Kensington. In cases 
 in which (as here) the governing body has no financial interest in the school, the fact that individual 
 students work for the trade, is probably no legal bar to the school receiving a grant. Where, however, 
 the trading element is carried so far as to rule the operations of the school {e.g., the School of Art 
 Needlework) it is unlikely that the Council would make grants of public money. 
 
 Examples of schools and classes connected with trading concerns, but managed by separate 
 committees and with separate accounts, are (n) The Royal Female School of Art, Bloomsbury, connected 
 with the Chromo-Lithographic Studios. In this school students are trained in art, and certain of them 
 pass into the Chromo-Lithographic Studios which occupy a separate part of the building, and are a trading 
 concern managed by a separate committee, (fe) The Guild and School of Handicraft in Mile End is 
 another example. 
 
 The question of the legal status of schools of this kind is not simple, and each case stands on a 
 distinct basis. The number of such schools and classes in London is small, and any doubtful case 
 must be determined on its merits by consulting legal opinion. 
 
 (8.) Schools and classes maiiaged by voluntary committees elected by subscribers and donors at 
 an annual meeting or otherwise, and having no financial interest in the schools. Such are the classes 
 held by the Recreative Evening Schools Association, &c. 
 
 (9) Classes managed by Trade Societies. — There are very few such classes held in London. 
 Examples : (a) Woodcarving class for the trade, held by the Institute of British Woodcarvers, and subsi- 
 dised by the Carpenters’ Company ; (b) a metal-plate class managed by the “ Zincworkers’ Union.” 
 
 (10.) Private profit schools and classes. — Of these there are a few purely technical schools, 
 e.g., The School of Electrical Engineering (Hanover Square), &c. They are of course excluded from. 
 County Council assistance. 
 
12 
 
 y.— THE LOCAL DISTRIBUTION OF LONDON INDUSTRIES. 
 
 § 1.— Eelation of Technical Schools to Local Industries. 
 
 (a) Secondary schools. — It will be gathered from what is said above that much of what is in- 
 cluded under “technical education’’ is a general preparation for industrial pursuits with little special 
 reference to one particular trade. Thus drawing both mechanical and freehand, manual instruction in 
 the sense of training for hand and eye, the elements of mechanics and physical science, and so forth, are 
 subjects a knowledge of which lies at the base of many trades, but has no exclusive bearing on one trade 
 in particular. The form therefore which such instruction shall take or the extent to which it shall enter 
 into the time table both of elementary and secondary schools, is chiefly an educational rather than an 
 industrial question. Where, indeed, the choice is open, preference may be given in a school to a sub- 
 ject with a direct bearing on local trade. Thus of chemistry and electricity, chemistry may perhaps 
 receive more attention in centres of chemical industry, electricity in the neighbourhood of electrical 
 engineering works. If there be a choice between wood and metal work as an instrument of manual 
 training, the claims of wood may be the strongest in the heart of the furniture trades of Bethnal-green 
 and Shoreditch, of metal amid the engineering works of Poplar, Woolwich and Battersea. Freehand 
 drawing would perhaps take a higher place among the gold and silver engravers of Clerkenwell ; geo- 
 metry and mechanical drawing in the heart of the building and engineering trades of South London. 
 Similarly, commercial subjects would receive most attention in a neighbourhood thickly populated with 
 clerks. But this specialisation, if carried out at all, should merely amount to a “ bias.” Any 
 subject useful to some particular local employment may have a part, and even a leading part, 
 in the curriculum of a secondary school, provided, to use the words of the School Inquiry Commissioners, 
 “ it can be made an instrument for the general cultivation of the intellect.” But it is most undesirable 
 that these schools should abandon their educational aim for the work of mere preparation for special 
 em 2 )loyments. 
 
 {h) Special technical schools and classes. — It is altogether a different matter when we turn to the 
 technical schools and classes attended by students already engaged in or preparing for definite trades. 
 Here the improvement of industry, not the development of the scholar’s mind, is the first object in view. 
 Unless we understand the character and special wants of the neighbouring industries, we are merely 
 feeling about in the dark in trying to draw up a scheme of technical education. In dealing, therefore, 
 with this part of our inquiry, it becomes of the very first importance to get a clear idea of the nature, 
 relative importance and geographical distribution of the j^rincipal London trades. 
 
 § 2.— The Chief Groups of Loudon Trades. 
 
 Full information regarding the occupations of the inhabitants of Loudon is supplied in the 
 occupation returns of the Census,* though in a form which has required a good deal of re-arrangement 
 and grouping in order to yield a satisfactory result. 
 
 It appears that, putting aside the employment of domestic service, which absorbs about 300,000 
 persons in London, and here as elsewhere stands far ahead of any other single industry in numbers, 
 and the many industries for men and women grouped under the head of Clothing Trades, which account 
 for 220,000 more, the largest group of skilled trades in London is that of the Building Trades, in which 
 a total of 130,000 men and boys are employed. Next come Clerks, of whom there are over 100,000, 
 and these in turn are followed b}' the Wood and Furniture Trades with 00,000, the Engineering and 
 Metal Trades with 53,000, and the Printing Trades with about 50,000. 
 
 Their local distribution. — As regards the local distribution of industries over the vast area of 
 London no information is given in the Census volume, and the facts given below have been compiled 
 expressly for this report from the mass of occupation sheets in Somerset House. f 
 
 The full results of the analysis are given in the tables on pp. 88, &c., of the Report. The number 
 of boys and girls {i.e. of persons irnder 20 years of age) working at each trade are also given in separate 
 tables, which of course will include the great bulk of apprentices, learners and improvers, for whom 
 perhaps more than for any other class specilic technical education is designed. 
 
 § 3.— Maps of London Trades. 
 
 The tables must in the main be left to tell their owm tale, but with the view' of showing in a more 
 graphic form the total distribution of the chief groups of trades, maps of London have been prepared 
 in which the various Registration Districts^ are coloured according to the proportion of the inhabitants 
 engaged in each main branch of industry. 
 
 It must be borne in mind in using these maps, that though in the main the impression they 
 give is correct, there is a certain misleading element arising out of the inequality of area of the 
 Registration Districts which serve as units for colouring. In all cases the information relates to 1881, 
 but this source of error is but slight, since changes in the distribution of trades are very slow in 
 operation. 
 
 The maps of course show' the distribution of population by residences, not by tvork-places, and 
 since many Londoners travel considerable distances to their work, the local distribution of the popula- 
 tioji may not exactly correspond to the local distribution of the indirstries in which they are engaged by 
 
 * The 1881 Census (the 1891 figures are not yet available). 
 
 f I must here express my thanks to the llegistrar-Gencral for the kind permission accorded to Mr. Chas. 
 Booth and myself to have access to the Census sheets for this jiurposc. and to Mr. Booth for much valuable 
 advice and help in this difficult ta.sk of making a satisfactory groujnng of the hundreds of industries there 
 specified. 
 
 Boor Law' Unions. A glance at the tables on ]). 96 will show that in some cases, especially in the Map 
 of Women’s Employment, certain Begistration Districts are grou])ed together. 
 
0 -* 
 
 Scale of Miles 
 

 . • r 
 
 
 A 
 
 ' u 
 
 ! I' ' 
 
 f 
 
 •S- 
 
 
 ■ . ■ (, 
 I 
 
 V • 
 
 I 
 
 I 
 
 * 
 
 ^V- itoiijki ,4 I 
 
13 
 
 day. But clearly, when we are considering the problem of the technical education of a particular 
 neighbourhood, we want to know the occupations of the people residing there, not the industries there 
 carried on. For the great majority of attendants at technical classes unquestionably come direct from 
 their homes, not from their work. 
 
 It appears from the maps that those engaged in the Building Trades live chiefly on the outskirts 
 of London, principally in the south-west, in Fulham, Wandsworth, Lambeth and Camberwell. A 
 considerable number live in Hackney and the north-east of London, while the smallest proportion is 
 naturally to be found in the central and eastern districts, where there is least scope for new building. 
 
 The Metal and Engineering Trades are found chiefly in the east and south-east of London, 
 Greenwich, Woolwich and Poplar heading the list. On the whole the mass of those engaged in 
 the Building and Engineering Trades reside on the Surrey side of the Thames. 
 
 Those engaged in the Printing Trades on the other hand are chiefly found in the centre of 
 London, in a strip running north and south, including Holhorn, the City and St. Saviour’s Southwark. 
 The Wood and Furniture Trades are also chiefly central, being concentrated in Bethnal-green and 
 Shoreditch. The Chemieal Industries carried on actually within the borders of London are comparatively 
 small, by far the largest being the Tanning industry in Southwark. Shoreditch and Holhorn show the 
 next highest proportion, but at a great distance. There are, however, many chemical works at West 
 Ham. 
 
 When we come to the Clothing Trades including Tailoring, Shoemaking and Dressmaking, it is 
 necessary to deal separately with the men and women workers, and accordingly two maps are given of 
 these trades. 
 
 Both these maps show that the Clothing Trades of London are chiefly carried on in Middlesex, 
 the only important centre south of the river being St. Saviour’s, Southwark. The women’s work is 
 spread more evenly over a wide area than the men’s, hut both have their greatest centres in the east 
 and east-central districts, the home of the “ machine-clothing industries. 
 
 Passing from these great groups of trades we must notice some interesting highly localised 
 trades, such as the Watch and Clock Makers, of whom more than half (or, exactly, 2,-576 out of 5,059) 
 are concentrated in the districts of Holhorn, Islington, Hackney, and Shoreditch, by far the largest 
 proportion being in Holborn and Islington. 
 
 The Goldsmiths, Silversmiths andj Jeivellers are also chiefly concentrated in Islington and Hol- 
 born, whence they extend to the north-west and western districts of St. Pancras, Marylebone, 
 Hampstead, St. George, Hanover-square, and Westminster. Within this area 4,414 out of a total of 
 0,570 are living, the numbers in the East-end and south of the Thames being comparatively trifling. 
 
 In view of the great interest and importance from the standpoint of technical training of the 
 employments and handicrafts which depend upon design, a table more detailed than that on p. 88 has 
 been prepared, referring exclusively to such trades (see p 96). 
 
 § 4.— The proportion of Boys to Men in London Trades. 
 
 A close comparison of the proportion of workers at various skilled Hades in London, who are 
 under the age of twenty, with the corresponding proportions for the Avhole of England and Wales, as 
 published in the Census Summary Tables, reveals the fact that in many groups of trades, Loudon 
 workshops contain far less than the normal number of learners and apprentices. In trades which, like 
 Silk-weaving, are dying, or, like Shipbuilding, are leaving London, this is but natural, but the same fact 
 is true of the whole group of Building and Engineering Trades, as is seen by the following figures — 
 
 Percentage of Boys to total number employed at the trade. 
 
 
 London. 
 
 Whole Country. 
 
 Deficiency in 
 London. 
 
 Bricklayers 
 
 9 
 
 12 
 
 O 
 • ) 
 
 Carpenters 
 
 11 
 
 Id 
 
 r> 
 
 Masons ... 
 
 10 
 
 13 
 
 O 
 
 Plumbers 
 
 2.“! 
 
 2G 
 
 ;; 
 
 Painters 
 
 8 
 
 13 
 
 .5 
 
 Engineers 
 
 13 
 
 17 
 
 4 
 
 These figures are very significant. They mean that, owing to A'arious causes, such as the extreme 
 division of labour in these trades as practised in London,* it is less and less possible for lads to obtain 
 in them a competent all-round Haining, and that in consequence of this these trades are being recruited 
 to a very large extent by ready-made journeymen trained in the provinces. If the full number of learners 
 required to recruit the building and engineering industries in London were now actually learning their 
 trade in London, there would be 2,000 more hoys learning carpentering, 1,400 more learning house- 
 painting, 1,200 more learning engineering, and 800 more learning bricklaying than actually appear in 
 the census returns. 
 
 Thus the influx from the country must be greatly stimulated by the want of means for the effective 
 training of London artizans, while the London boys who should be receiving a training in the workshops 
 and technical schools are too often qualifying as “ odd boys ” and porters for a subsequent career at the 
 docks. 
 
 § 5.— How far should Technical Classes he localised? 
 
 The consideration of the local grouping of trades suggests an important question with regard to 
 the right distribution of technical classes in a well organized scheme. 
 
 * Another reason is the high rent of London workshops, which disinclines employers to toko up much 
 room with learners. This is especially true in the furniture trade. 
 
14 
 
 In Paris the trades are almost entirely dealt with by centralised institutions, each planted in the 
 heart of the industry in question. Thus the Ecole Diderot at La Villette is devoted to the engineering 
 and carpentry trades, the Ecole Estienne on the south side of the Seine is concerned with printing and 
 bookbinding and the book trades generally, the Ecole Boule at St. Antoine supplies the wants of the 
 furniture trades, and the Ecole Bernard Palissy those of ceramic manufactures. 
 
 These, however, are “ Apprenticeship Schools,” and boys will go great distances to them from their 
 homes if necessary. It is clear that the needs of evening students in a city of the size of London 
 cannot be completely met in the same way by single highly specialised institutions. I have made a 
 point of inquiring carefully from the representatives of workmen’s organisations on this point, and the 
 general opinion is that for the more elementary work {e.g., the teaching of mechanical drawing and 
 geometry, Ac., Ac.) bearing on the work of the ordinary workman, classes must be multiplied and 
 brought as near as possible to his door, any available buildings, such as Board Schools, being used for 
 the purpose. The more advanced and specialised subjects can, however, be safely confined to fewer 
 institutions, since those who are prepared to go through the necessary hard work to master them will 
 be probably willing to travel some distance to obtain the instruction. 
 
 What seems to be required is a system of scattered classes for artizans, held in any buildings 
 that can be obtained, but grouped round and leading up to central institutes equipped in the best 
 manner for practical work, and devoting themselves mainly to some important group of industries in the 
 district. We thus secure the economy of power and the efficiency given by centralisation with the 
 advantages of local difi’usion. 
 
 Practical proposals for carrying these principles into practice will be made in later sections of the 
 Report. Meanwhile we may note with satisfaction that, paiily by design and partly by the force of 
 circumstances, many of the chief technical schools in Loudon are already, to some extent, specialising 
 as is here suggested above on the staple industries of their neighbourhood. 
 
 Thus, for example, the Drapers’ Technical Schools at the People’s Palace in Mile-end, and the 
 Goldsmiths’ Institute at New-cross, make an important feature of their Engineering departments, while 
 the Art section of the Einsbury Technical College bears specially on the Furniture Trades, in whose 
 heart it is situated ; the Leather Trades School of the City and Guilds Institute in Bethnal-green, 
 devotes its attention exclusively to the boot and shoe trades ; and the South London Schooljof Technical 
 Art trains designers and modellers for Pottery works. 
 
 The Regent-street Polytechnic is very cosmopolitan in character, but some of the new technical 
 institutes which are now being founded will devote themselves principally to meet the needs of local 
 trades. Thus the Borough-road Polytechnic will make a special feature of its classes for the Building 
 trades ; the Northampton Institute in Clerkenwell will deal with the Jewellery and Watch and Clock 
 manufactures ; and the St. Bride’s Institute will be a school for the Printing Trades.* 
 
 It may he hoped that the detailed information given in Appendix B as to the exact composition 
 of the population of every district in London by occupation, will be of service not only to the County 
 Council in drawing up its general scheme, but to others who may be seeking to organise technical 
 institutes and classes suited to the requirements of particular districts. 
 
 * It is also to be noted that the affiliation of branch classes to the technical institutes is specially provided 
 for in all the recent; Charity Commissioners’ schemes tinder the City of London Parochial Charities Act. 
 
CO 
 
 0 -* 
 
 Scale of Miles 
 
Scale of Miles 
 
Scale of Miles 
 
Scaie of Miles 
 
15 
 
 VI.— THE QUALIFICATIONS AND TRAINING OF TECHNICAL TEACHERS. 
 
 I.— General Principles. 
 
 § 1. Want of good training for Teachers . — The most important consideration and the greatest 
 difficulty in the organization of technical education is to find a supply of well-trained and efficient 
 teachers. 
 
 That the demand for such training is felt in London is indicated by the extent to which teachers 
 avail themselves already, not only of such training classes as already exist, but of the ordinary technical 
 classes held in existing institutions. One of the most interesting and perhaps unexpected results 
 shown by the analysis of occupations of technical students in London which is given in full in 
 Appendix E is the very large proportion of students who are already teachers or who are preparing 
 to teach. The numbers shown in these tables are exclusive of students of training colleges, of the Royal 
 College of Science, of regular training schools in special subjects, such as the National Training School 
 of Cookery, or of such teachers’ classes in science, drawing and manual instruction held by the London 
 School Board. It is also in addition to the students at the various pupil teachers’ centres in London. 
 
 It is quite clear that the instruction, if not the training of teachers, already occupies a large 
 part of the energies of science, art and technical schools. Now in regard to such training quite a 
 new set of considerations arise other than those which apply to ordinary technical classes. We have, 
 therefore, to consider what are the requirements of London with regard to teachers and their training, 
 how far they are already met, and how far existing agencies can be developed or require to be 
 supplemented. 
 
 § 2. The qualifications of the technical teacher . — It is the business of the technical teacher to 
 transfer a knowledge of the subject which he teaches to the minds of his pupils. For this purpose he 
 requires to understand not only his subject, but something at least of his pupils’ minds, the range and 
 limitation of their capacities, and of their interests. 
 
 This fact is perhaps most obvious when the pupils are school children, because in this case the 
 subject, whether science or drawing or what not, is taught less for its own value as practical information 
 than as an instrument for training and developing the growing faculties of the boy or girl. The right 
 method and order in which a child should be introduced to the elements of physical science, drawing or 
 various forms of manual w’ork, must be determined by studying the limitations and order of develop- 
 ment of the child’s faculties. The weakness of his power of abstraction and generalisation, his slender 
 stock of notions of the real world, his ceaseless and restless habit of observation and inquiry, and his 
 strongly-developed creative instinct — all these points of strength and weakness must be recognised and 
 utilised by the teacher. 
 
 But though the “p^^^Ugogic” element is most easily recognised in the case of the teaching of 
 young children, it is also very important in the instruction of practical artisans. Just as the well- 
 trained teacher must understand and sympathise with the difficulties of the child, and know how to gain 
 his confidence and maintain his interest, so the ideal instructor of workmen and apprentices in the 
 principles underlying their daily work, must be equally familiar with the workmen’s point of view. 
 
 Here the chief obstacles are caused, not by immature faculty, but by defects of iirevious training 
 and by the limited amount of time and energy available for instruction, while, on the other hand, in 
 knowledge of practical applications some of the students may be the equals or superiors of the 
 instructor, and consequently ready-armed to criticise any blunder in the teaching on the practical side. 
 
 Again, while the child learns science for the training rather than for its use, the practical man 
 wants it for use rather than for training. We want some new educational philosopher, with knowledge 
 of workmen as intimate as Froebel’s knowledge of children, to work out on the educational side the 
 problem of teaching theory to jiractical men, at present an almost unexplored field of educational 
 philosophy. It is to the neglect of this study that we must ascribe much of the failure of technical 
 classes to exercise their full influence on those engaged in industries. 
 
 § 3. Sliotdd the technical instructor be a teacher or a. p-acticcd man ? — An often debated point is 
 whether the technical instructors should be trained teachers (who have gone through a course of instruc- 
 tion of a practical or scientific nature), or practical or scientific experts (who have gone through a course 
 of training in the art of teaching). It is natural that the National Union of Teachers inclines to the 
 former alternative, and the representatives of trade societies to the latter. As a matter of fact both 
 are right, within certain limitations, and what has been said above will help us to discriminate between 
 them and determine the measure of truth in the two points of view. 
 
 (a) The Teaching of School Pupils . — Clearly the teaching of children in schools is the province 
 of the teacher, whatever be the subject of instruction, since a knowledge of the child’s mind is the most 
 important qualification. Moreover the power of holding a class of children together, winning their con- 
 fidence, keeping their attention and maintaining discipline, a power already possessed by the teacher, is 
 very far harder to acquire than the rudiments of the subject, whatever it be, that is to be taught. I am 
 speaking here of children of the ages of the pupils of elementary and secondary schools — up to 14 or 15. 
 Above that age doubtless there may he a field for specific technical teaching by practical experts in a 
 school. This point demands separate consideration, but since the vast mass of school children in 
 London are under the age of 15, we may assert, as a general rule, that for such elementary technical 
 teaching as is given in day schools, trained teachers, possessing a competent knowledge of the subject, 
 are to be prefen-ed to practical men. So far the contention of the National Union of Teachers is right. 
 
 (51 T'he Teaching of Practical Men . — But the argument is no less sti’ong in favour of the con- 
 tention of the trade societies, that classes of practical men and apprentices should be taught trade 
 subjects, so far as possible, by practical men. For reasons given above no one else is likely to gain and 
 retain their confidence. A single and unimportant practical error, in an otherwise excellent lesson, is 
 
16 
 
 quite enough (irrational as it may seem) to shake the confidence of the practical students, always sceptical 
 as he is about the value of theory.* 
 
 It may indeed he allowed that the trained teacher, even if his practical acquaintance with his 
 subject be slight, could often in reality give the mechanic a great part of what he wants in the way of 
 instruction, since with the acquaintance with the practical side of the subject which the student has 
 gained in the workshop he w’ants the technical class chiefly to supplement his weakness on the theoretical 
 side. But nevertheless, as things stand at present, such a teacher would stand little chance of 
 winning the men’s confidence, and since such confidence is the indispensable condition of making any 
 progress at all, it follows that we must start with practical men as instructors for trade classes, and this 
 is the general practice of the best technical schools in London, so far as technological classes are 
 concerned. 
 
 § 4. Defects of practical men as teachers . — But practical men usually need training in order to be 
 competent instructors ; they are often deficient iu grip of principles, and inclined to carry into the school 
 the more empirical rule-of-thumb methods of workshop teaching, which it is the function of the technical 
 school to supplement. They have, moreover, little notion of class teaching, and are apt quite uncon- 
 sciously to neglect half the class, and give all their time to the few. Thus the teaching of the more 
 purely technical subjects by practical men is liable to be slipshod, unmethodical and unsystematic, unless 
 the instructors have either received some training iu the art of teaching, or are “ born teachers.” 
 
 Another defect in the teaching of trade subjects by men engaged practically in the trade is that 
 they are often so much in the groove of traditional methods that they may teach bad methods, if such 
 methods happen to be in use. Thus, for example, a practical teacher of electric bell work may teach 
 methods of wiring which are condemned by electrical experts, but are usual in the trade. The most 
 important examples of this weakness are aflorded by the so-called artistic handicrafts, where the workman 
 instructor is apt, unless rightly guided, to copy the vicious customs of modern handicraft in the exaggerated 
 regard that is paid to “ technique ” as compared with spirit and design. The artistic crafts must 
 therefore to a great extent be treated as branches of Art rather than of technology. So far, in short, 
 as the technical class aims at following the best trade practice and lifting the worst trained workers up 
 to the level of the best, a first-rate craftsman with some training in the art of teaching is the best 
 instructor. If the aim he to accomplish the far more difficult task of reforming trade practices, of 
 lifting an industry out of the rut in which it is fixed, on to a new plane, it is usually necessary to start 
 from the scientific or artistic side rather than from that of the actual (and degraded) methods of work. 
 How hard this task is even under the most favourable conditions those know who, like the Goldsmiths’ 
 Company, have tried to raise the level of design of a once splendid and now degraded craft. 
 Not only have we here to face individual prejudice, hut also to revolutionise the conditions of the 
 market. Unless we are prepared to endow State workshops for artistic crafts (like Sevres and the 
 Gobelins in France) progress in improving the standard of an industry which is oppressed by a strong 
 but bad tradition must be but slow. As to the right instructor for such a purpose no rules can he laid 
 down. He may he a craftsman, a teacher or an entire outsider. But he must he a man of exceptional 
 power, and his best chance of success is, as a rule, to start as near as possible to recognised trade 
 ])ractice. 
 
 II. — The kind of Training Classes required. 
 
 In a properly organised system of technical education in London, there ought to be facilities, first 
 for training practical men in the art of teaching, secondly for giving trained teachers practical knowledge 
 of elementary technical subjects, and lastly for giving teachers some kind of direction as to the best 
 method of teaching special and unfamiliar subjects. There ought of course to be also some organisa- 
 tion for training general teachers of secondary schools, hut this is a matter which can hardly he dealt 
 with comprehensively until the passage of a Secondary Education Act. The Maria Grey Training 
 College and Bedford College are doing something to train women teachers for secondary schools, but 
 hardly anything is being done for men. Setting this important matter aside for the moment, let us 
 see how far the tliree wants enumerated above are met at present in London. 
 
 (1) The first want is hardly met at all. Hardly any institution is attempting systematically 
 to train practical men to be teachers. The result is seen in the comparative stagnation of practical 
 trade classes compared with the more general classes held by teachers. That the want is keenly 
 felt is acknowledged all round. “He understands his subject, but he cannot teach” is the constantly 
 repeated complaint of students with regard to practical instructors. It is also to be pointed out 
 that the difficulty is likely to increase. Hitherto practical classes in London have been on a very 
 small scale, and conducted by a very few practical men of exceptional merit. For example, until the 
 opening of the Borough-road Institute, a few weeks ago, all the teaching of brick- cutting that was 
 being done in London was in charge of a single instructor. It need hardly be said that with the 
 expansion of the work of these classes the “ margin of efficiency ” of their teachers must fall unless steps 
 he taken to train a supply. 
 
 An effort in this direction has been made in connection with the Durham College of Science at 
 Newcastle, in the case of plumbers, and a similar experiment would be well worth making in London. 
 A small number of capable workmen in each of a few important trades, who have already gone through 
 a theoretical course of teaching, should be selected to attend demonstration lessons given jointly by a 
 practical expert and a master of method, with a view to be afterwards employed in their turn as 
 instructors. The experiment should be carefully tried on a small scale at first.! 
 
 *T have come across ni.any examples illustrating this statement while engaged in this inquiry. In one 
 case a bricklayer liad formed a strong opinion as to the futility of technical classes through attending a course of 
 building construction given by a teacher who made practical mistakes. In another case a colour-maker came to 
 the same conclusion through going to an “unpractical” course on “oils and varnishes.” The practical man’s 
 distrust of theory, which is the greatest obstacle to improved training, bas, I fear, been partly induced artificial!}' 
 by the blunders of unpractical technical teachers. 
 
 t Since this was written 1 hear that a class is already being held to train practical bricklayers to teach. 
 Another is contcm|)latcd for carpenters in another institution. 
 
17 
 
 (•2) Provision already exists in London for the instru,ction of trained teachers in special subjects, 
 and if the proposals of this scheme be adopted such provision will be further extended and improved. 
 So far as the classes merely give instruction in the various subjects, and not in the art or methods of 
 teaching, they are best treated as ordinary Technical Classes, as they are in no real sense “ training 
 classes.” Any grant given for such classes will apply to teachers as well as to other students, and 
 beyond this no special encouragement is necessary. 
 
 (3) Classes for the instruction of teachers in methods of teaching special subjects come under 
 another category. Such classes are those hitherto held by the School Board, the City and Guilds 
 Institute, the Whitechapel Craft School, and other institutions in science, art or manual training, and 
 the teachers’ classes in cookery held by the National Training School of Cookery. 
 
 The most important point to be kept in view in dealing with training classes of this kind is that 
 what is wanted is improvement of quality rather than increase of quantity! It is little or no gain from , 
 a public point of view to multiply classes which will turn out numbers of certificated but half-trained 
 teachers, whereas the value even of a small supply of really first-rate teachers is incalculable. In the 
 recommendations made below with regard to the training of teachers in domestic subjects and manual 
 instruction, this point has been kept in view, and it is proposed that grants with respect to such training 
 classes shall be confined to teachers selected by entrance examination or by some other test as capable 
 of profiting by the class, and who pass through a course of training both satisfactory in character and 
 adequate in length. 
 
 The case with regard to training classes or lectures in the art of science or drawing teaching is 
 somewhat different, since nearly all teachers have now to teach drawing, and hence any improvement in 
 their capacity for the work is a public advantage. The same is true to a smaller extent with science 
 teaching. The more teachers, therefore, who go through a “ pedagogic ” course in these subjects- (or. 
 at least in drawing) the better, and training classes should therefore be open without restriction. But 
 they must be real training classes, aiming at the improvement of teaching methods, 
 
 Again there are certain branches of technical knowledge (e.g., some parts of commercial 
 education) which at present can be best acquired abroad. In such cases it may be the best policy on 
 the part of the Council to pay the cost of sending a few selected teachers to Continental institutions ' 
 for a certain period. This has been done to a considerable extent by some of the provincial Town and 
 County Councils. 
 
 These seem to be the general principles which should guide us in making or aiding out of County. . 
 Council funds provision for the training of teachers. Most of the detailed proposals founded on these 
 principles are best given under the heads of the various subjects. Art, Science, Technology, Manual 
 Instruction, Commercial subjects and Household Economy. 
 
 One branch however of ti'aining, not dealt with under any of those heads, is the training of 
 “ Kindergarten ” teachers, with a view to the improvement of the teaching of young children along the 
 lines laid down by Froebel and others. The teaching of the Kindergarten is the foundation of future 
 technical training, and hence its improvement through the training of teachers is well worthy of the 
 attention of the County Council. There is at present a movement for the establishment of a Froebel 
 Training College in London, which, under suitable conditions, the County Council might assist. I 
 make no specific suggestion as to amount of grant for this purpose, since the scheme has hardly yet 
 taken final shape. 
 
 ./I • f 
 
 [ 3 ] 
 
18 
 
 VIL— THE TEACHING OF ART IN LONDON.* 
 
 I. — General Principles. 
 
 The teaching of art, not only of drawing and painting (the sense in which these terms are 
 generally used) but in its various modes of expression in different materials and under different 
 conditions, must occupy a prominent place in any scheme of organisation of technical education in a 
 great city like Loudon. In fact art education in its broadest sense is technical education from the point 
 of view of many industries and handicrafts ; and the teaching of the art school should be the centre 
 from which the teaching of these handicrafts radiates and from which they draw their inspiration. 
 
 The problem of the organisation of art teaching is one of the hardest with which the County 
 Council will have to deal ; but this problem once solved, the development of the special sides of such 
 teaching bearing specifically on particular crafts will be comparatively easy. Round the teaching of art, 
 its proper scope and object, its method, its limitations, its very meaning, controversies have long raged. 
 It need not surprise us that there should be more difi’erence of judgment as to the right training of the 
 emotional faculties (which is the essence of art teaching) than in the case of the purely intellectual 
 faculties which are concerned with science. It will, indeed, be found that most of the controversies 
 arise out of the mistaken attempt to treat matters so fundamentally different as if they w'ere on the 
 same plane and followed the same laws. 
 
 For example, following the division of science into “ pure ” and “ applied,” an attempt is some- 
 times made to divide art in a similar way, drawing and the pictorial arts being assumed to be “ pure,” 
 while the working out of designs in wood, clay, metal, leather, or stone is “applied.” 
 
 Starting from this misconception, we have authorities recommending that “ pure ” art only 
 should be taught in the art school, leaving the various “applications” to be acquired in the workshop. 
 The classification, however, is a false one, for the embodiment of art in paint and canvas, or chalk and 
 paper is as much an “application” as its expression in metal or w'ood. “Pure art,” if it has any 
 meaning, could only mean the philosophy of aesthetics or the theoretical teaching of such general 
 principles as can be inferred from a study of the work of the great masters. It is of course a real 
 question of considerable educational interest to decide what and how many “ applications’’ or modes of 
 art expression shall be introduced to a student at the school of art, and this question has been solved 
 differently by different nations and by different masters within the same nations. Speaking generally, 
 the French and English method is to confine a student to the simpler and more abstract applications, 
 such as drawing, painting, and modelling, while in Germany the range of applications to which the 
 students of the Kunstgewerbe-Schule are introduced is much wider. But in Paris the Ecole Bernard 
 Palissy teaches decorative work in wood, marble, and porcelain, while another well known municipal 
 school, the Ecole Germaiii-Pilon, confines its pupils rigidly to drawing, painting, and modelling in 
 clay. The question, however, between these methods is entirely an educational one, and in no way 
 implies that one method is “purer” than another.! 
 
 Another debated question is that of the teaching of design. Some deny that design can be 
 taught at all; others think that it must follow a long preliminary course of drawing and copying. Those 
 however who deny' the possibility of teaching design really mean merely to deny that it can be taught 
 catccheticaUy, or by rule as a special “ subject.” What they say is true, but is of much wider application 
 than to the teaching of design, being in fact true of nearly the whole range of education. On the other 
 liand, there is every reason to believe that the faculty of design — i.e., of the harmonious grouping of 
 lines, masses and colours, is far more widely diffused than is usually supposed, and that it may be 
 developed and cultivated by study and exercise in lines, masses and colours, just as any other faculty 
 may be trained. Here, as in all true education, the process is a drawing out not a cramming in. 
 
 The isolation of design as a separate “subject” and the postponement of its teaching until the 
 latest stage of instruction produces deplorable results. The imaginative powers of the pupil, instead of 
 being developed and stimulated, are systematically sacrificed to the mere mechanical power of copying, and 
 an attempt is then made to re-introduce to a few pupils as a new “subject” what ought to be the central 
 inspiring idea of the entire course. The result is only too obvious throughout our schools of art. 
 
 The fallacious distinction between “pure” and “applied” art has sometimes led to another 
 confusion of ideas. It is supposed that the teaching of drawing, painting and modelling from nature, 
 oasts, or the life, which occupies so prominent a position in our schools of art is the right preparation 
 for pictorial art, but not for the decorative handicrafts. Though, however, it is a great advantage to 
 students to have the opportunity in the school of art of practically carrying out designs in some material 
 other than paper or canvas (an advantage indeed so great that we recommend that every school of art 
 should teach some process of this kind), it is a great mistake to suppose that the teaching of drawing, 
 painting and modelling can be dispensed with or curtailed. To use the words of M. Legros — “ no 
 great designer ever lived who could not draw the figure.”! The working out of design in its appropriate 
 material must spring out of, and not replace, the ordinary teaching of the art school. 
 
 The misconception here alluded to has resulted in classes for teaching the so-called artistic 
 handicrafts quite apart from the teaching of drawing and design, i.e., students who are not required to 
 
 ♦ T have had the very great advantage of the lielp of Mr. Edward E,. Taylor, head master of the Birmingham 
 Municijjal School of Art, in the preparation of this section of the report. Mr. Taylor, whose work in Birming- 
 ham is the best example in England of what can be done in the way of art teaching under proper conditions, has 
 not only visited a large number of the London art schools and classes with me, but has also revised this section 
 of the report itself, and concurs in the recommendations therein contained. 
 
 t The divergence in method between two Parisian Schools of Art, both managed by the municipality, is 
 interesting as an example of the extent to which even so bureaucratic a nation as the French may admit and 
 encourage variety of method in their schools. Under a system of control by means of uniform examinations this 
 variety is almost unknown in London. 
 
 X This is unite another thing to maintaining that the student cannot begin to learn to design until he is 
 an ade2)t at drawing the figure. 
 
19 
 
 possess any power of drawing or design, and withont any concurrent teaching in art are taught to 
 “ apply ” to material designs bought for the purpose or produced by the instructor. This however is 
 rather trade instruction than the teaching of art. 
 
 Having thus cleared the ground, w'e may now proceed to an examination of the various public 
 agencies which supply art teaching in London. 
 
 II. — Schools of Art. 
 
 § 1. Classification. — The London schools which give the more advanced and systematic art 
 instruction may be classed under two heads : (1) certain special schools of pictorial or technical art, 
 and (2) the “ schools of art” in connection with the Science and Art Department.* 
 
 (1.) Special schools. — The chief of the former or special schools are the schools of the Royal 
 Academy, the Slade School at University College, the South London Technical Art School, and the 
 Art Section of Finsbury Technical College under the City and Guilds Institute. 
 
 The work of these schools is most important, though for various reasons none of them are likely 
 to be applicants for County Council grants. Art scholarships, however, if established by the Council as 
 recommended below', should unquestionably be tenal)le at the two art schools of the City and Guilds Insti- 
 tute, and probably at the Slade School. The details of attendance, classes, &c., at these schools are fully 
 given in the appendices. Incidentally, their work w'ill be touched on in connection wuth that of schools 
 of art in general. There are also a few' schools of a more popular character working out experiments in 
 particular lines of art teaching, such as the School of Handicraft, Mile-end-road, and the Whitechapel 
 Craft School. 
 
 (2.) The Government Schools of Art" twenty in number in London, in addition to the 
 National Art Training School. Five of these, viz., the Polytechnic School of Art, the People’s Palace 
 School of Art, the Birkbeck Institution School of Art, the Goldsmiths’ Institute School of Art at New- 
 cross, and the new Borough-road Polytechnic School of Aid, are the art departments of large technical 
 institutes. Another, the Onslow College School of Art, Chelsea, is w’orking in conjunction with the 
 proposed South-w'est Polytechnic, in which it w'ill shortly be absorbed. One (in connection with the 
 International College, Hampstead), appears to be too much of a private proht undertaking to come 
 within the purview of the County Council. 
 
 There remain the following schools of art in various parts of London — 
 
 Westminster (Royal Archi- 
 tectural Museum). 
 Lambeth. 
 
 Clapham. 
 
 Blackheath (Lee and Lewis- 
 ham). 
 
 St. Martin's. 
 
 Clapton and Stamford-hill. 
 Saffron-hill. 
 
 Putney. 
 
 St. Thomas Charterhouse. 
 
 North London (Kingsland). 
 
 Camden. 
 
 Bloomsbury (Royal Female 
 School of Art) . 
 
 Hyde-park and Bayswater. 
 
 Of these again, those at St. Thomas Charterhouse and Saffron-hill are almost entirely occupied 
 with the teaching of elementary school teachers. 
 
 § 3. Constitution and Organisation of a School of Art. — A school of art differs from an 
 ordinary art class or collection of art classes in being a permanent institution in rooms specially and 
 exclusively devoted to art teaching under the direction of an “ art master,” i.e., a teacher holding the 
 “ art master’s certificate ” of the Science and Art Department, which demands higher qualifications 
 than the “ art class teacher’s certificate.” The school must hold day-classes, and classes for artizans 
 on at least three evenings a week, during forty w'eeks in the year,t and there is generally a clearly 
 defined course including the more advanced subjects. 
 
 Schools of Art (and indeed all art and science classes in connection with the Department) must 
 be under a responsible Committee of management. J Hitherto, however, these Committees have mostly 
 been passive, and many of the London Schools of Art have been hitherto virtually farmed to the 
 teachers, w'ho pay all expenses and take all fees and grants. 
 
 It is only fair, however, to the teachers to state the conditions which have led to the present 
 state of things. Originally art masters were civil servants, paid direct by the Department. This system 
 w'as follow'ed by their engagement by a local committee, the Science and Art Department paying to the 
 master, in addition to his income from the school, a fixed sum annually, according to the number of his 
 certificates in art. Under the present system payments to the teachers are w'ithdrawn, and payments 
 on the results of personal examinations and of works done by students are made to the local Committees. 
 The practical working of this system in Imndon is that the master is paid by a certain proportion of the 
 fees and of the payments on results, the Committee retaining the remainder for expenses of rent, 
 cleaning, examples, &c., or in some cases the w’hole risk is thrown upon the master, all the fees and 
 payments on results being paid over to him, out of which he pays all expenses. 
 
 § 3. Proposed prohibition of “farming ” of Schools of Art. — Though this explains the present 
 situation, the “ farming ” system is so thoroughly bad, both in its effects on the management of the schools 
 and the remuneration and conditions of tenure of the masters, that the County Council would be well 
 advised to insist on its abolition as a condition of assisting the schools. It is not too much to say that 
 there are art masters in London capable of doing excellent work if employed under proper conditions 
 and freed from the harassing anxiety of making their schools pay, but who at present appear 
 thoroughly disheartened by the precarious struggle in which they are engaged. The ‘'farming” 
 system is fatal to local co-operation, for a committee with neither funds, real responsibility, nor 
 
 * The training of Architects is essentially a part of art teaching, but for convenience of classification, it 
 is dealt with under the head of higher education (p. 76). 
 
 t See paragraph 6 on page 63 of Directory of Science and Art Department. 
 
 + See paragraphs 2 and 3 on page 62 of Directory. 
 
20 
 
 real power, will not take an active part in w’orking up a school. On the other hand, the teacher bred in 
 the former traditions of the Science and Art Department, regards his committee as merely consultative, 
 and is often regarded by them as possessing a virtual freehold in the school. It is he, not they, who 
 takes the risks, and the power of dismissal, though nominally theirs, is, as a fact, never exercised. 
 
 All this is the natural result of the course of circumstances under which the Schools of Art have 
 grown up, but if they are now' to be developed by the County Council as the crown of public art teaching 
 in London, the County Council has a right to demand a change. The committees must assume real 
 responsibility, the masters must be paid by salary,* and not depend on the grants which they earn ; the 
 necessary casts, examples, furniture and equipment, now sometimes the property of the master, must be 
 transferred under equitable conditions to the school committee and the rooms must also be under their 
 complete and unfettered control. There must be a clear understanding that the master holds his office 
 from, and is responsible to, the Committee. 
 
 § 4. The Work of the London Schools of Art. — The District Schools of Art contain about 
 5,000 students. The number of entries for the principal “groups ” of subjects last year were as follow's : — 
 
 On Register, t 
 
 A. Drawing ... ... ... ... ... 3,000 
 
 B. Architectural Drawing... ... ... ... 160 
 
 C. Design ... ... ... ... ... 230 
 
 D. Painting ... ... ... ... ... 740 
 
 E. Figure drawing and painting ... ... ... 1,433 
 
 F. Modelling ... ... ... ... ... 259 
 
 The ages of the students cover a wide range, from children under 12 to adults; about 18 percent, 
 are under 16. About three-tifths of the total number are evening students. 
 
 In appendix C are given detailed tables showing the ages and attendances of students in each 
 subject at each school of art, on which the above figures are based. 
 
 The Eoyal Female School of Art at Bloomsbury is confined to women and girls. Most however 
 of the schools are open to both sexes alike. 
 
 At the head of the district schools of art stands the Westminster Architectural Museum School 
 with over 400 students, 366 of whom are studying from the life, a large proportion ’being already 
 engaged as draughtsmen, black-and-white designers, modellers, and architects or architects’ pupils. 
 The Polytechnic School of Art, with 800 students, is the largest so far as the total number of individual 
 students is concerned, but its work is of course more elementary. 
 
 The present comparative insignificance of some of the smaller schools is no real index of the work 
 which they may be capable of doing, since it may only be w'ant of funds that cramps their operations. 
 Hence it wmuld be a great mistake to distribute aid merely in proportion to the existing work of each school 
 and for this reason part of such aid (say, ^100 a year) should be given as a fixed sum to each 
 recognised school of art, with a capitation fee added as recommended hereafter. 
 
 There is another reason for this proposal. One of the chief defects which strikes the observer 
 in the present London schools of art is their inferiority to the best foreign and provincial schools in 
 that dignity and “ status ” which can only come from the sense of a secure and stable position. They 
 almost all appear as small struggling concerns, in which half the energy of the masters is absorbed in 
 questions of ways and means. A small fixed grant may do far more to raise the position of such 
 schools and to set free the best energies of the teachers than even a larger payment in a more precarious 
 form. 
 
 § 5. Class of students of Schools of Art. — When considering the relation of the schools of 
 art to London industry, it is most important to know precisely the class of students who at present 
 attend them. For this jDurpose the returns given in appendix E have been compiled. From those tables 
 may be seen at once the occupations of all students on the register of each group of subjects in every art 
 school in London. The tables themselves include the various special schools and art classes besides 
 the district schools of art. 
 
 These tables require a word or two of explanation. Under the head of “ unoccupied or 
 unspecified ” are included many day students and young evening students, who doubtless intend to 
 follow some occupation on which the teaching of the art school has a bearing. Others, but few, 
 merely attend as an amusement (though even in this case it is to be remembered that the improvement of 
 the standard of the consumer is a matter of public interest no less than the training of the producer). 
 Over 20 per cent, of the students appear to be teachers or preparing to .teach. This number is 
 unnaturally swollen just now, in consequence of the recent introduction of compulsory drawing into our 
 elementary schools. When the first rush for the Elementary Art Teachers’ certificate has spent itself, 
 the proportion of teachers studying in schools of art will probably fall. 
 
 §7. Fees of Schools of Art. — The day fees of London schools of art, entitling to four or five days’ 
 attendance per w'eek and the full amount of instruction, range from about I;3 to ^6 or more for a session 
 of five months. The evening classes as a rule charge for three to five evenings a week 10s. to £1 Is. 
 or more, sometimes with an additional entrance fee, artisans, teachers, and children being sometimes 
 admitted at a lower fee. In the Polytechnic institutes the fees are at about the same level as far as 
 day classes are concerned, but the evening classes are cheaper. 
 
 It need hardly be said that the evening work of the ordinary schools of art is often much hampered 
 by the necessity of charging so high a fee. 
 
 In the Polytechnics the case of course is different. Armed with greater resources from endow- 
 ments or subscriptions, with more active committees, and aiming more directly at the training of artisans, 
 these institutes are able to make a special feature of these cheap evening classes. The only way to 
 
 * Or partly by .salary and partly by capitation fee. 
 
 f It tnnst be remembered that many of these students are taking more than one subject. 
 
 
21 
 
 vivify and develop these classes on a similar scale in the ordinary school of art is for the County 
 Council to pay part at least of its grant in proportion to the number of students admitted at low rates 
 (say a maximum of 5s. a term, for five nights in the week, or 6s. for three nights*). If the Council 
 were to grant ill a head on all students admitted at these fees, who make more than a certain number 
 (say 30) attendances at the school of two hours each in the session, the sphere of iniluence of schools 
 of art in relation to London industries would probably be immensely widened. 
 
 § 7. Defects and uumits of exislmr/ Schools of Art. — So far as relates to management, organi- 
 sation, fees, &c., these w'ants have already been described. A-S regards the teaching, the most conspicuous 
 weakness is the absence of adequate teaching of design and modelling, and for the most part of any 
 attempt to develop particular applications of design to special manufactui-ing processes. 
 
 («■) Desig‘11. — The total number of students in the District schools of art learning design is only 
 about 250. In this matter London is far behind the provinces, and the display of London designs in the 
 recent National Competition at South Kensington was on the whole extremely feeble. 
 
 In some of the special schools of a more distinctively technical character, design has 
 its proper place ; but as a rule, in the ordinary school of art it is either not taught at ail, or taught to a 
 few students as a separate advanced subject, whereas it should be taught as a class subject to all 
 students who have acquired a fair power in freehand and model di’awing. This system is already 
 working with great success in the Birmingham Schools of Art, and there is nothing in the special 
 conditions of London to make it inapplicable to all London schools of art, except their want of funds. 
 In many cases the existing staff are competent to do the work, in others it will be easy to arrange for 
 a special teacher. In every case therefore the County Council should insist on the teaching of design 
 as part of the elementary course as a condition of its grant to schools of art. 
 
 (h) Modelling’. — Next to the poverty of design in London schools the greatest weakness is in 
 modelling and other form of relief work. Less than 300 students of schools of art appear to be learning 
 modelling, while wood carving, and repousse metal work so far as they are taught at all, are almost 
 entirely confined to special schools. In other words, practice in plastic and incised ornament is practically 
 non-existent in most of the ordinary London art schools. 
 
 In respect of modelling, as of design, there are exceptions to the rule, the most notable being 
 the South London School of Technical Art,, with its well-known modelling classes. Of course 
 M. Lanteri’s classes at the National Art Training School leave nothing to be desired, but this school, 
 like that of the Royal Academ}’, can hardly be considered part of the general provision for London art 
 education. 
 
 Modelling, like design, should be efficiently taught in every school of art, as one of the conditions 
 of County Council aid. 
 
 (c) Handicraft. — There is teaching of chromolithography at the Royal Female School of Art, 
 Bloomsbury ; of tapestry painting, fresco and sgraffito work, furniture making, and repousse metal work at 
 the Finsbury Technical College; of wood-engraving and house -decoration at the South London School 
 of Technical Art ; wood-carving and repousse metal-work are taught at the Polytechnic, the White- 
 chapel Craft School, the People’s Palace, the Guild and School of Handicraft, and elsewhere. At some 
 of the schools the handicraft teaching is closely associated with the teaching of drawing and design ; 
 in others it is treated as a trade subject, and is practically isolated from the general work of the Art School. 
 
 The most important remaining schools and classes for handicraft teaching are the various 
 wood-carving schools, of which the largest is the School of Art Wood-carving at South Kensington. 
 The most important wood-carving class for the trade is that held at the Institute of British Wood-carvers 
 with the support of the Carpenters’ Company, where wood-carving is taught in close connection with 
 modelling and drawing. There is a caiwing class for amateurs also endowed by the Carpenters’ Company 
 at King’s College; but here, as at the South Kensington School,! the teaching of drawing and design is 
 not insisted upon. There is at present no provision for systematically teaching drawing or design in the 
 Royal School of Art Needlework. Some handicraft classes are held by voluntary teachers in connection 
 with the Home Arts and Industries Association. 
 
 To make all these classes educational and of value in raising the industries, it is essential that 
 the students shall continue to study drawing (or drawing and modelling) and design while pursuing 
 their technical studies ; that they should work from their own sketches or w’orking drawings ; and that 
 opportunity and guidance should be afforded for them so far as is practicable to carry out as part of 
 their course some of their own designs. County Council recognition and aid of handicraft teaching 
 should depend on these conditions being fulfilled. 
 
 In schools of art, on the other hand, where no handicrafts are taught at present, it is desirable 
 that exercise in at least one handicraft should be provided for, so that students who have obtained a fail- 
 power in design may have the valuable study obtained from carrying out some of their designs in the 
 material for which it is intended. 
 
 (d) Technical Art Museums - -Another want of London schools of art is illustrative museums 
 of examples of artistic work. The specimens for such museums, while being good examples of 
 ornament, should be mainly such as will show the artistic expression which can be obtained by the 
 simpler forms of technique, avoiding those examples in which there is a straining after effects not 
 characteristic of the material. J 
 
 * The fees for life classes mip;ht be higher. See below, p. 23. 
 
 t Students, however, at the School of Art wood-carving at South Kensington, may join certain classes at 
 the National Art Training School at reduced fees. 
 
 j; For instance, in woodwork, examples of work with the V-tool, chip-carving, cutting away the ground 
 only (see Scandinavian carving, strap-work, &c.;, with graduated specimens in which the modelling of varieties of 
 relief is gradually developed. Casts of stone, wood and ivory carving, repousse work, cast, wrought and chiselled 
 iron, leather work and gesso work can be obtained at little expense. For jewellery some of the peasant jewellery 
 of Italy, &c., will serve, supplemented by photo and chromo-lithographs of gold and silversmiths’ woT-k. As ex- 
 amples in pottery, oriental and some of the later developments of English and continental wares can be obtained, 
 .showing similar graduations of technique, while wood cutting, paper hanging, stencilling. lithopp-a])hy, lace and 
 other needlework can be easily illustrated, and all the sections might be further illustrated by portfolios of 
 photographs and other reproductions which are now easily procurable (including an architectural scries). 
 
22 
 
 Such a museum mi^lit be contained in one or two wall cases and half a dozen frames, the 
 examples in which could be changed say once a month from the portfolios. 
 
 ie) Scholarships- — Finally there is the lack of an adequate scholarship system to feed the 
 schools of art, especially the day classes, with the stiidents most capable of benefiting by them. 
 
 At present their students can compete with all the schools of art in the United Kingdom for the 
 following scholarships — 
 
 16 National Scholarships of 1150 for two years (eight in each year) tenable at the National 
 Art Training School. 
 
 30 Royal Exhibitions of i‘50 for three years (10 in each year) tenable at the National 
 Art Training School. 
 
 60 Local Scholarships of A“20 for three years (20 each year) tenable at any school of art 
 which provides for a thorough course of study, day and evening. 
 
 Free admissions for one year are also offered to such students as pass first class in the advanced 
 stage in art or on whose works executed during the year a payment of £2 is made. 
 
 The Royal Exhibitions and Local Scholarships were awarded for the first time in August, 1892. 
 Clearly a much more comprehensive scheme of scholarships than this is required to meet the wants of 
 London. After careful consideration and comparison with what is done in other large centres, the 
 following scale of scholarships is suggested for the first year — 
 
 {a) One hundred scholarships of £5 a year, for two years, open to all London 
 competitors under 18 years of age, tenable at any school of art recognised in this scheme. 
 
 (5) Twenty scholarships of £20 a year, for two years, renewable for a third year, limited 
 to those under the age of 18 employed in a trade requiring artistic handicraft. 
 
 (c) Twenty scholarships of £20 each, for two years, open to those who are under 21 and 
 have attended at least one session at a London school of art. 
 
 (d) One or more scholarships of £50 a year, open under special conditions. 
 
 Summary of recommendations as to Schools of Art. 
 
 1. Every School of Art in order to he recognised as a “ Technical Art School ” by the 
 County Council must either comply with the conditions of the Science and Art Department as regards 
 Schools of Art, or satisfy the County Council that it provides at least equal facilities for the systematic 
 study of art. It must also — 
 
 (ft) Teach design as part of the regular course of the school ; 
 
 (5) Teach modelling, 
 
 and before the end of the first year must be prepared to — 
 
 (c) Teach the application of design to at least one manufacturing process, such as 
 
 Wood-carving and cutting. 
 
 Repousse metal work. 
 
 Wrought iron work. 
 
 Chasing, 
 
 Engraving, 
 
 Niello work. 
 
 Lithography, 
 
 Leather W'ork, 
 
 Pottery, enamel, or glass work, 
 
 Art needlework, embroidery, lace, &c.. 
 
 Paper staining, tapestry weaving or painting. 
 
 Fresco, sgraffito, stencil work, &c., 
 
 Rookbiuding, 
 
 Gesso work. 
 
 Etching, 
 
 Book Illustration for process, &c. 
 
 2. In the case of such Technical Art Schools as receive aid from the County Council, the 
 following conditions must also be complied with — 
 
 (d) The school must be managed by a responsible committee, who take all the receipts 
 and pay the masters by salary or partly by salary and partly by fees, but not by a proportion of 
 the grant earned. The committee to have full control over rooms, plant and equipment, and 
 the masters to hold their appointments from them. 
 
 (e) The school must be open at all times to inspection by representatives of the County 
 Council. 
 
 (/) The head master and members of the staff must be prepared, for the payment of a 
 reasonalde fee, to supervise or inspect, on behalf of the County Council, the teaching of 
 art in classes in their neighbourhood. 
 
 3. All Technical Art Schools should be eligible to receive County Art Scholars (see above), 
 and their pupils should be eligible to compete for County Art Exhibitions, except the holders of scholar- 
 ships at the National Art Training School. 
 
 4. The following Schools of Art, viz. — 
 
 The Polytechnic School of Art, 
 
 The Borough-road Institute School of Art, 
 
 The Birkbeck Institution School of Art, 
 
 should be dealt with as part of the respective Polytechnics, and the grant to them to be included in the 
 general grant to Polytechnics provided for below ; that grant to be subject to a deduction in case of 
 non-fulfilment of the conditions specified above. 
 
5. The remaining “ Technical Art Schools ” to receive — 
 
 (a) A fixed annual grant of TIOO. 
 
 (b) An annual grant of AT a head on all art students who are admitted for three terms in 
 the year at a low fee (say not exceeding 5s. a term for five nights a week, or three nights a week 
 at a fee not exceeding 4s. a term), and who make not less than 30 attendances in the session. 
 
 N.B. — The fees for the life class might be 10s. and 7s. 6d. instead of 5s. and 4s. 
 respectively without disentitling to grant. 
 
 (c) An additional grant of A1 a head on all students who attend more than twenty 
 times for two hours at the handicraft classes specified above, on condition that the teaching of 
 these handicrafts is closely associated with the teaching of drawing and design, and is carried 
 on with proper equipment and by efficient instructors. 
 
 (d) The permanent loan (withdrawable however on six months’ notice) of a collection of 
 examples of artistic handicraft. 
 
 N.B. — This loan to be offered also to the Polytechnic Schools of Art. 
 
 (e) A grant towards purchase of examples and apparatus, the County Council to retain a 
 lien on objects so purchased. 
 
 6. The grants to Technical Art Schools might of course cease or be reduced at any time. The 
 Council may require if it think fit, as a condition of the grant continuing, that such a school shall move 
 its situation, or amalgamate or affiliate with some other institution, such as a Polytechnic, or be taken 
 over by the County Council. 
 
 Estimated Expenditure on Technical Art Schools, First 
 
 Scholarships ... 
 
 Annual grants — ^Eixed ... ... ... ...,£2,000')^ 
 
 Capitation ... ... ... 3,000 j 
 
 Loan collections of reproductions .. . 
 
 Grants for models and apparatus .. . 
 
 Year. 
 
 £1,500 
 
 5.000 
 
 1.000 
 500 
 
 £8,000 
 
 III. — Art Classes. 
 
 § 1. Number and Classification. — Omitting the schools of art, there appear to be altogether 
 some 110 art classes connected with the Science and Art Department, viz., 16 carried on in evening 
 continuation schools under the School Board ; 20 in day schools under the School Board ; 10 in public 
 secondary schools; 12 in voluntary elementary schools, either day or evening ; 14 in pupil teachers’ 
 centres ; and the remainder in connection with educational institutes, or conducted as independent art 
 classes under a Science and Art Committee, held in schoolrooms, halls or other premises.* There are 
 a few evening drawing classes unconnected with the department, and some of the special day 
 classes for art instruction established by the School Board, which are doing important work, are not 
 in connection with South Kensington. All this is in addition to the ordinary teaching of elementary 
 drawing which is now compulsory in elementary schools for boys, and which lies outside the scope of this 
 report, except as regards the training of elementary teachers to carry on the work. 
 
 § 2. School Board Day Classes. — The School Board employ two special drawing instruc- 
 tors,” to supervise the teaching of drawing throughout the day schools of the Board. One of these 
 takes the whole of London south of the Thames and the School Board districts of Westminster and the 
 City, the other the whole of the rest of London. In various districts of London the School Board has 
 started classes in connection with selected Board schools for the special art instruction of picked children 
 drawn chiefly, but not exclusively, from the upper and “ ex-seventh ” standards. On the south side of 
 the river these classes are “ centres ” ; being open to a group of neighbouring schools. There are six 
 of these centres in south London, viz., at Stanley-street (New-cross), Monnow-road (Bermondsey), 
 Cobourg-road, Burrage-grove, Shillington-street and Great Andrew-street, open from one day to three 
 mornings or afternoons a week, and attended by about 430 children (370 boys and 60 girls). The 
 centres are taught by special teachers, and there are also some other schools on the south side where 
 the drawing teachers have some special qualifications in drawing, and hold more advanced classes for 
 selected pupils. 
 
 On the north side of the Thames the system of special classes is not quite the same. There are 
 indeed a few centres, but in most cases the special instructor’s class is confined to boys and girls from 
 one school only. There are ten classes taught by special instructors, viz., Beethoven-street, Kilburn- 
 lane, Sherbrooke-road, William-street, Burghley-road, Medburn-street, Carlton-road, The Whittington- 
 Saffron-hill and Thomas-street. In some schools (e.g, Sherbrooke-road, Fulham) there is a large class 
 of “ ex-standard ” children receiving special art instruction ; in others, especially in poorer districts, the 
 members of the special classes are mostly “ standard ” children. 
 
 The instruction includes drawing from models and casts, colour design and elementary clay 
 modelling ; but all these branches are not taken at all the special classes. In London north of the 
 Thames there are about 700 children receiving art teaching from special instructors in day schools of 
 the Board. 
 
 Most of the special classes are held in specially constructed “ art ” rooms, and every Board 
 school now built includes such a room. Hence there are a great many art rooms built, and partly 
 furnished, which have not yet been used for the purpose for which they were designed. In fact, the 
 work of special art-teaching for selected Board school children is yet in its infancy, and is capable of 
 great development. 
 
 ♦ The above numbers are approximate only, for the number of each kind of class changes from year to year. 
 
24 
 
 So far as it is concerned with “ standard children” all this teaching is of course outside the 
 scope of operations of the County Council ; hut should any financial aid be desired by the School Board 
 for the ex-standard work, the County Council could not do better than comply with the request, since 
 special classes such as those which are now working under considerable difficulties might, if developed, 
 be the very best foundation for higher technical education, and the scholars trained in them furnish the 
 best material to feed the Council’s Technical Schools of Art. Such grant, however, should be given as 
 part of the aid given to higher grade schools, (see p. 67), and not allotted to special subjects. The 
 County Council might also render aid in the matter of the special training of teachers of drawing both 
 for Board and Voluntary schools — a function which in the oninion of the Local Government Board is 
 outside the pow’er of the School Board. This subject is dealt with below (p. 25). 
 
 § 3. School Board Evening Art Classes. — The number and extent of these classes for last 
 
 shown by the following 
 (a) Drawing — 
 
 table — 
 
 
 
 
 Name of School. 
 
 Number 
 
 on Register. 
 
 Name of School. 
 
 Number on Register. 
 
 Rushmore-road 
 
 
 14 
 
 *Eft’ra-parade ... 
 
 36 
 
 Haverstock-hill 
 
 
 40 
 
 *Church-street ... 
 
 30 
 
 Medburn-street 
 
 
 29 
 
 *Mina-road 
 
 29 
 
 *Priory-grove . . . 
 
 
 22 
 
 *Blackheath-road 
 
 — 
 
 * Surrey-lane 
 
 
 41 
 
 *Eglington-road 
 
 2 
 
 *01diidge-road ... 
 
 
 39 
 
 Lombard-wall . . . 
 
 17 
 
 *Hackford-road . . . 
 
 
 17 
 
 Sydenham-hill-road 
 
 10 
 
 *Jessop-road 
 
 
 26 
 
 
 *Lavender-hill . . . 
 
 
 37 
 
 
 379 
 
 All the above classes are connected with the Science and Art Department. Those marked * 
 are taught by special instructors, the rest by the ordinary teacher of the school. The total average 
 attendance is about 300. 
 
 There are five wood-carving classes held in connection with the Board’s evening schools, with 
 the aid of the Recreative Evening Schools Association, with an attendance of about 90 to 100. 
 
 Elementary drawing is also taught in many of the other evening schools of the Board. 
 
 The quality of the art teaching given in these classes is naturally very uneven, and there is a 
 great field not yet covered. But the School Board is probably developing its evening work as fast as 
 the circumstances of the case permit; and under existing conditions of irregular employment, long hours 
 of work and the attractions of the streets, the organisation of elementary evening classes for boys and 
 girls who have just left school is an uphill task. 
 
 In any case such classes are both recognised by the Education Department, and proved by 
 experience to be a part of elementary education, and though the County Council has power to assist 
 them, it will do well to leave their organisation in the hands of the School Board. Should the School 
 Board desire a grant to enable them to develop the work, the Council will doubtless accede to the 
 request. 
 
 § 4. Art classes in voluntary schools. — Since, however, the Board has no power to contribute 
 to classes not under its management, there may be a claim on the County Council to aid the art 
 teaching carried on in elementary evening schools under voluntary management. There is at present 
 very little of such teaching, and from the number of pupils receiving drawing teaching, must be deducted 
 all who are receiving instruction in the standards, before we arrive at the number on whose account aid 
 may be given by the Council. In cases where the Council is satisfied of the qualifications of the 
 instructor, the equipment of the class, and the character of the teaching, I recommend that a 
 capitation grant be given on the ex-standard pupils similar to that proposed below for art classes con- 
 nected with educational institutes, and that the head-master of the nearest Technical School of Art 
 be requested to inspect and report periodically on the character of the work. 
 
 Art classes in day elementary schools must all be treated as part of the general school curri- 
 culum. They should be inspected by the head master of the nearest Technical Art School, but the 
 grant made to them should be included in the general grant recommended for higher grade schools 
 
 (p. 68). 
 
 § 5. Art Classes for older students . — There remain a certain number of art classes 
 for older j)upils, of which some 8 or 10 (e.g., those held at the Bow and Bromley Institute, Working 
 Men’s College, Westminster Technical Institute, Westbourne Park Institute, Woolwich Polytechnic, 
 Ac.,) may be regarded as parts of educational institutes for older pupils, and the remainder are more 
 or less isolated classes chiefly held for teachers. 
 
 The best mode of dealing with these classes is not easy to determine. 
 
 Tbe grouping of them as branches of the nearest Technical Art School, or at least the establish- 
 ment of a working agreement among them so as not unduly to overlap or compete with it or with each 
 other, is an object to be kept steadily in view. At the present stage, however, there is some danger lest 
 the laying down of a cut-and-dried scheme of afliliation may be premature and tend to hamper some 
 of the work which it is desired to encourage. If the Council accepts the proposals made in a later section 
 (see p. 83) for establishing an “Intelligence Bureau,” for making widely known the w'ork of technical 
 classes aided or recognised by it, the art teaching of all recognized classes in a district would 
 naturally be advertised side by side on the same bills, and this in itself would prove a powerful induce- 
 ment to them to arrive at a mutual understanding as to the scope of the teaching to be carried on at 
 each centre. 
 
 Beyond this it is not proposed to go for the present in the matter of insisting on affiliation in the 
 case of the art classes which are part and parcel of technical institutes. 
 
The remaining sporadic classes which are no part of a larger institute nor branches of a Technical 
 School of Art, nor managed by the School Board, nor by other bodies of managers of elementary 
 schools, must for the present be left to the support of the Science and Art Department, unless there 
 be anything special in their circumstances to warrant the County Council in supporting them (e.g., a 
 class may be making a valuable experiment in methods of technical art teaching, and be precluded by 
 this very fact from earning grant from the Science and Art Department). 
 
 § 6. Proposed aid to Art Classes . — A fair scale of grant for art classes affiliated to schools of 
 art, or which form part of educational institutes, or are conducted by managers of elementary schools 
 (subject to restrictions named above) is 7s. 6d. a head, on all students who make more than 30 
 attendances, of two hours each, on the County Council being satisfied through inspection of the 
 efficiency and adequate equipment of the class. 
 
 Besides this grant the County Council would do well, in view of the recent stoppage of the Science 
 and Art Department’s grants for apparatus, to make grants or loans of models, casts, reproductions, 
 &c., to art classes for teaching purposes. The amount of models placed at the disposal of each art 
 class could depend entirely on the circumstances of each case, the models, &c., not being alienated, but 
 remaining the property of the Council. 
 
 The cost of supplementing in this way the defective equipment of recognised art classes already at 
 work would not amount to more than £500, and this would be to some extent, of the nature of 
 capital expenditure. 
 
 IV. — The Tr.mning of Art Te.vchers. 
 
 § 1. The leant of provision for training in method . — There is no provision in London, so 
 far as I know, for the training of teachers in the difficult art of drawing-teaching. 
 
 The National Art Training School (which is an Imperial rather than a London institution) 
 teaches art to intending art masters and mistresses, but gives them little systematic training in methods 
 of teaching. How to teach a class collectively, how best to interweave the teaching of design with the 
 ordinary teaching of drawing — the whole ‘‘pedagogic ” side in fact of art-teacliing is far from being fully 
 developed at South Kensin^on. 
 
 With the National Art Training School itself the County Council is not of course directly 
 concerned but unfortunately the same defect is found throughout nearly all the institutions which profess 
 to train teachers in drawing. There is no training in dvix\Cmg-t caching in the pupil-teachers’ centres 
 under the School Board or under voluntary management, nor in any of the many agencies {e.g., 
 St. Thomas, Charterhouse, Saffron-hill School of Art, the Hackney Institution, and so forth) which lay 
 themselves out to teach drawing to teachers with a view of getting their elementary art teaching 
 certificates. In fact the only real “ normal ” classes in drawing hitherto held in London (so far as I 
 know) have been the classes for board teachers held by the special drawing instructors of the London 
 School Board. The Board has unfortunately been surcharged the cost of these last mentioned classes, 
 and they have therefore been discontinued. I speak of them therefore from hearsay only, as I have 
 been unable to visit them. They appear however to have aimed directly at the improvement of teachers 
 in the art of teaching, not at the gaining of the teacher’s certificate. 
 
 This is the kind of class very sorely wanted in London. The certificates may be left to 
 take care of themselves, for the existing Schools of Art and Art Classes are abundantly sufficient for the 
 purpose. But the improvement of methods of teaching, the encouragement of the study of the subject 
 from the educational point of view in its relation to the growing minds of children on the one hand and 
 to the needs of handicraft on the other, is a matter which will alw’ays be of importance, and which 
 almost more than any other department of art teaching merits the encouragement of the County Council. 
 Lectures and classes on these lines will never pay, and Avill appeal only to that small minority of 
 teachers who care for art teaching for its own sake. But it is through this small minority of teachers 
 that all improvements in teaching must be worked out. 
 
 Should the School Board desire to resume the teachers’ classes formerly held by the drawing 
 instructors, the County Council will doubtless enable them to do so. But there is also a field for the 
 Council itself to cover, viz., the training of art teachers for secondary and technical schools as well as 
 those engaged in voluntary elementary schools. 
 
 § 2. Proposed appointment of a “Normal Art Master ". — I recommend that a County 
 Council “ normal art master ” be appointed, wLo has made a special study of the theory and practical 
 methods of teaching, his duties being defined somewhat as follows — 
 
 (1.) To hold “normal classes” or demonstrations in the methods and principles of art- 
 teaching at (say) two centres, one north and one south of the river, on certain evenings of the 
 w’eek, open free to teachers of elementary or higher schools. 
 
 (2.) To visit the technical schools of art and secondary schools receiving aid from the 
 County Council, and other schools if requested, to report on the art teaching and to advise the 
 teachers as to its improvement. 
 
 (3.) (Possibly) to give courses of day lectures on one or two days of the week, at such a 
 centre as University College or elsewhere, on methods of art teaching, for the benefit of 
 intending teachers. 
 
 A first-rate man could probably be obtained for £500 a year, and the Council would get more 
 real value out of his services than out of the same sum spent on any of the other branches of the 
 scheme. 
 
 One danger, however, must be carefully guarded against. The normal art master is so to 
 speak to be the brain of the organisation of art teaching He is continually to be thinking out fresh 
 developments of the subject, and informing himself as to improvements wdiich have been introduced 
 abroad or in the provinces. It is therefore absolutely essential that he should not be clogged with 
 too much detailed routine work. 
 
 [41 
 
26 
 
 Most of the special instructors of the School Board in art, cookery and other subjects, both in 
 London and elsewhere, have been (perhaps inevitably) overloaded with routine work, and the result is 
 that they do less than half t^e good they might do if freer towards improving the teaching of their 
 respective subjects. 
 
 It is most important that the same error should not he made by the County Council. 
 
 V. — Summary of Kecommendations as to Art Classes. 
 
 1. That the Council he prepared to make a grant to the School Board, either for ex-standard 
 children in their evening classes, or for the training of their teachers in the art of drawing teaching. 
 
 2. That any other Art Class wdiich receives aid must be either — 
 
 (a) Part of a larger recognised educational institute, managed by a responsible committee, 
 by whom the teachers are engaged and paid. 
 
 (h) A branch class of a recognised technical art school. 
 
 (c) Held in connection with an evening continuation school by the managers of an 
 elementary school (in this case only ex-standard scholars will be recognised). 
 
 {d) An exceptional class carrying out some special line of work or experiment. 
 
 The special grant to class (d) should only be given for special lines of teaching which receive 
 no grant from South Kensington, and should be determined on the merits of each case. The others, if 
 efficiently conducted in suitable premises by duly qualified instructors, and charging a fee not exceeding 
 4s. a term for three nights per week to receive aid as follows : — 
 
 (?) A capitation grant of 7s. 6d. per head for each student who makes more than 30 
 attendances of two hours each. 
 
 (ii) The use of models, apparatus, &c., according to the circumstances and needs of each 
 class, such models and apparatus to remain the property of the County Council. 
 
 (Hi) An additional grant of AT a head for students making 20 or more attendances of 
 two hours at a class for the teaching of handicraft of the nature specified above (p. 22). 
 But this should only he given in cases where there is adequate equipment, and where the 
 Council is satisfied that the handicraft teaching is thoroughly efficient and closely associated 
 with the teaching of drawing and design. 
 
 3. That a normal art master be appointed to hold classes and give lectures to teachers on the 
 methods and principles of art teaching, and also to visit and report on the work of secondary schools 
 and technical schools of art, particularly in relation to methods of teaching. 
 
 4. That art classes aided by the Council be inspected by the head master of some Technical 
 Art School. 
 
 VI. — Estim.vted Cost of Scheme for the Promotion of Art Teaching. 
 
 The total cost of carrying out the above recommendations as to the improvement of art teaching 
 would not exceed the following — 
 
 Capital expenditure (first year) on technical art museums, apparatus, models, 
 
 &c., for art schools and classes ... 
 
 Annual expenditure (first year) — 
 
 Grants to schools of art... ... ... ... A5,000 - - 
 
 ,, art classes ... ... ... ... 1,500 - - 
 
 Salary of normal art master ... ... ... 500 - - 
 
 Scholarships ... ... ... ... ... 1,500 - - 
 
 Since a certain part of the capital expenditure will recur, as the demand for apparatus, &c., 
 widens, the above scheme may be estimated to cost .A10,000 a year. 
 
 It is to be understood that this is in addition to the grants to Polytechnics which will be made 
 as a whole. 
 
 A2,000 - - 
 
 8,500 
 
 If these proposals are accepted, the first steps will have been taken to create a systematic 
 organization of art teaching. The scattered art classes, except so far as they are managed by the 
 School Board, will he brought under the supervision of the Technical Art Schools, while these 
 in turn and the secondary schools will he inspected by a first-rate authority on art teaching, who 
 will also devote himself to improving the standard of such teaching by lectures and classes. The 
 Technical Schools of Art, firmly established either as independent centres of art teaching or as 
 departments of technical institutes, will be able to develop the teaching of design and its applications to 
 various materials so as to touch the artistic handicrafts of London as they have never been touched 
 before. By the scholarship scheme these schools will he fed yearlj" with the best material. The 
 schools of art will thus he brought closely in touch with the popular school on the one hand, and 
 practical industry on the other. 
 
 Though, however, these proposals will do much for art teaching in London, they wdll by no 
 means do all that is needed. We shall have a number of branch schools, hut no single centre of in- 
 fluence to set the standard of art teaching. The National Art Training School can hardly occupy this 
 position, partly because it exists not for London but for the United Kingdom, partly because it is far- 
 away from the heart of London. Possibly some day the Council may be able to establish a great 
 Municipal Art School of its own. The pressing need, however, is to develop existing centres, and the 
 above proposals have been framed with this end in view. 
 

 VIII.— THE TEACHING OF SCIENCE IN LONDON.* 
 
 I.— General Principles. 
 
 The teaching of science may be looked at from two points of view — as an instrument of mental 
 training, and as a means of imparting knowledge applicable to industry. Eegarded as a department of 
 technical education, the latter or “ professional ” point of view is the more important, but since a great 
 part at least of science training must be given at school to pupils of school age, it is impossible to 
 ignore its more purely educational side. 
 
 (a) Science as a means of Education. — Of the faculties which science teaching calls into play 
 and trains, viz., observation and inquiry, accurate measurement and manipulation, generalisation and 
 abstract reasoning, fertility in invention, bold speculation and research, some are strongly developed in 
 mere children, others remain almost dormant until a later age. The science teacher who has to deal 
 with pupils of different ages must recognise this fact and mould his teaching accordingly, otherwise 
 science teaching instead of being a powerful instrument for mental development, tends to become 
 merely a form of memory work, while experimental lectures sink to the level of the conjurer’s performance. 
 
 It is questionable if any science teaching requiring much power of generalisation or abstraction 
 can really begin before the age of 13. The very ideas of force and energy, atoms and molecules lie 
 quite outside a child’s range of comprehension, and all teaching which brings in such conceptions either 
 misses its mark altogether or becomes mere cram. On the other hand, children are universal and 
 restless observers, and simple teaching which starts from familiar objects and calls the observing 
 faculties into play is invaluable as a part of elementary education. The educational value of this 
 teaching is immensely increased if in addition to noting similarities and differences between the 
 properties of common objects, the children learn to quantify and give exactness to their observations by 
 actual weighing or measurement ; in other words, if elementary science be taught from the beginning 
 practically as well as theoretically. Beyond such simple and concrete teaching as this the child of 11 
 or 12 should not go. More ambitious demonstrations may excite his curiosity and arouse his interest, 
 but his understanding powers are left hopelessly behind. 
 
 The pupil of 14 and upwards may of course be introduced to much more abstract reasoning and 
 to a greater store of scientific facts. But throughout his school career it is never safe (unless perhaps 
 he has a strongly developed mathematical faculty, and approaches science from the mathematical point of 
 view) to divorce the teaching of the text book from the practical work of the laboratory. What a boy 
 learns he must not only see done, but he must, as far as possible, do it himself. Froebel’s maxim, 
 “ Learn by doing,” is especially applicable to science teaching, which indeed more than any other form 
 of intellectual training maybe made a medium for the carrying out of Froebelian ideas in the later stages 
 of school teaching. 
 
 If this be a right description of the aim and method of science teaching as a part of education, 
 it follows that the best sciences to begin with in the case of young children are those which (like botany) 
 appeal most strongly to the faculties of observation ; that further, the teaching of physics and chemistry 
 must at the beginning be confined to the simplest elements, and not attempt to cover any wide extent 
 of ground, that it should be as concrete as possible and so far as practicable associated from the very 
 beginning with simple practical work. By this is not meant that everyone should learn qualitative 
 analysis (which for so many science teachers seems to stand for the whole of practical science) nor 
 that the boys should make apparatus, but that they should perform the experiments which they see 
 done themselves, and that no experiment should be done before them which they cannot have an 
 opportunity of repeating. 
 
 With a few brilliant exceptions, practical work of this kind is as yet almost entirely wanting in 
 our schools. 
 
 One of the School Board demonstrators, following the carefully thought-out course suggested by 
 Professor Armstrong, is making a most praiseworthy effort to introduce right methods of elementary 
 science teaching in a group of Board schools. In a few secondary schools, first-rate practical work is 
 being done. But for the most part school laboratories are merely occupied with the teaching of 
 qualitative analysis (“ test-tubing ” as it is sometimes called) which, though it may be made a valuable 
 logical exercise, has very little connection with the chemistry taught in the class-room. This is chiefly 
 due to the fact that the analysis of salts is the only part of practical chemistry or physics which can be 
 easily examined by written papers. Hence it is on this that the chief stress is laid in the South Ken- 
 sington Examinations, the Oxford and Cambridge Local Examinations, Ac. This is a conspicuous case 
 of the injury wrought to education by the undue pressure of outside examinations. 
 
 A good course of practical physics has greater educational possibilities for boys than practical 
 chemistry, but at present such a course is almost entirely absent from London schools. 
 
 (b) Science teaching in the 'Technical School . — Quite other than the above are the rules which 
 should govern the teaching of science from the technical or professional point of view ; such teaching 
 for example as may be given in the Polytechnics. Here the ideally logical system of science teaching 
 must often be sacrificed in order to meet the necessities of those who come to the classes with deficient 
 grounding, and perhaps with a strong practical interest in some particular application. The “practical” 
 man must often be met half way, and confidence gained and interest aroused by teaching science, to use 
 Professor Ayrton’s phrase “ through its applications.” 
 
 Some branches of science are of value to the workmen, while others are required by the few who 
 are foremen and managers. Thus chemistry for colour or chemical manufactui’es, for oil and soap 
 works, for tanneries and glue works, and the like, is only wanted for a very few men in each chemical 
 works, and they want to carry it to a fairly high pitch ; but the training of these few is of the highest 
 importance, since on them hangs the fate of an entire industry. 
 
 * In preparing thi.s section, I have had the advantage of the advice of Professor Rani.say, L’.ll.S., of 
 University College, Professor Ayrton, F.R.S., of the Central Institution, and Mr. A. P. Laurie (Fellow of King’s 
 College, Cambridge). 
 
28 
 
 The chief obstacle to the scientific training of the managers of the numerous small chemical and 
 colour works in East London and the tanneries in Bermondsey, is their rooted disbelief in the value of 
 such training. A good example of this is afforded by a case met with during the course of this inquiry, 
 of a London colour manufacturer who used to be able to make a particular colour better than it could be 
 made abroad, and who now finds himself being edged out of the market by his foreign rivals because he 
 is now unable to make the colour uniform in quality. He suspects that his re-agents must be impure, 
 but being unable to test them, has to rely on the guarantee of the manufacturer by whom he is supplied ! 
 He has a disbelief in the value of chemical teaching, dating from the time when he attended without 
 profit some badly given theoretical lessons in the subject, and he has been confirmed in his sceptical 
 attitude by hearing one of a course of lectures on a branch of applied chemistry in which he could 
 detect practical blunders. Thus between a want of enough preliminary scientific training to make the 
 manufacturer understand the value of science, and the slipshod character of some of the teaching which 
 has hitherto passed for “ Technical Instruction,” a branch of colour manufacture has slipped into the 
 hands of the Germans. 
 
 This example illustrates three important factors in the problem of the teaching of applied 
 science : first, the industrial disasters which may follow from its neglect ; secondly, the difficulty which 
 “ practical ” men, who have never had a thorough scientific training at school, find in realising the 
 importance of theory ; and thirdly, the ease with which classes held by teachers who are not masters of 
 their subject may turn “ practical ” men against scientific method altogether, and so set back the 
 ])rogress of technical education in this country. 
 
 It is most important, indeed essential, that those wdio are in charge of the technical departments 
 and laboratories of our polytechnics should be men who have either actually done original research or 
 are at least well acquainted with the methods of such research. Those who have not these qualifications 
 but have merely got up their subject, cannot lead students in that direction, and have not the versatility 
 to meet and grapple with unfamiliar problems brought to their notice by their practical students. 
 
 To quote Professor Kamsay, who has recently visited several of the more important centres for 
 practical instruction in chemistry in London, “ Little good will be done to chemical industry by classes, 
 the teaching of which is in the hands of men who have no idea of the nature of chemical investigation, 
 and who are unable to lead their pupils to attack new problems. And it mirst be borne in mind that a 
 chemist is of no use unless he has received such an education.” 
 
 Professor Eamsay’s remarks are certainly confirmed by the analysis of the occupations of students 
 of most of the existing chemical classes in London, who will be found for the most part to have no 
 connection with chemical industry. To this point however we return later. 
 
 II.“Existing- facts and proposals. 
 
 The public agencies for the teaching of science in London, may he thus classified — 
 
 (1) The higher colleges, including University and King’s Colleges, the Central Institution 
 and the Finsbury Technical College of the City and Guilds Institute. 
 
 (2) Secondary schools. 
 
 (3) The Polytechnic Institutes. 
 
 (4) Science classes under South Kensington, either independent or in connection with 
 educational institutes. 
 
 (5) The courses of scientific lectures given under the London University Extension 
 Society. 
 
 (6) Science classes in elementary, evening or day schools under the School Board or 
 voluntary managers, either in connection with South Kensington or the Education Department. 
 
 (7) Certain special science classes, unconnected with the department, carrying out special 
 lines of work. 
 
 The work of the higher colleges is dealt with as a part of higher education in London. Here 
 the defects are defects of equipment, organisation and finance, rather than of teaching power. Indeed, 
 many men with the highest names in the scientific world are engaged in teaching science in the higher 
 London institutions. However much these men may differ among themselves as to details, we may trust 
 that if provided with proper equipment, their classes fed with the best material in the way of students, and 
 above all, if the establishment of a teaching university puts a truce to the internecine war on which the 
 higher colleges at present waste their energies, these men will make higher science teaching in London 
 if not as good as in Germany, at all events as good as in the present stage of development it is capable 
 of being made in this country. 
 
 The scientific work done in London secondary schools is described on p. 63 under the head of 
 secondary education in London, and University Extension lectures are dealt with on p. 76. 
 
 We have therefore here to deal with polytechnics and science classes, and day and evening 
 elementary classes under the School Board or voluntary management. 
 
 I. — Science Classes and Polytechnics with Laboratories for practical work. 
 
 (1) Chemical teachiny. — There appears to be about 14 chemical laboratories open in the evening 
 for instruction in London, viz., the laboratories at Finsbury College and King’s College, six laboratories 
 connected with Polytechnic Institutes (Polytechnic, Birkbeck, City of London College, People’s Palace, 
 Goldsmiths’ Institute, and Borough-road Institute,*) five (at Onslow College, St. Thomas Charterhouse, 
 Toynbee Hall, Westbourne-park Institute, and Addey’s School, Deptford) connected with educational 
 institutes or day schools utilised in the evening, and one (IMedburn-street) under the School Board. 
 
 Of the above, Professor Meldola’s laboratory at the Finsbury College is of course doing first-rate 
 work. The standard of teaching at the laboratories at King’s College is also high. Dr. Macnair, at 
 
 * Only just o])cncd, and so not visited. 
 
29 
 
 the People’s Palace, is also well known in the scientific world. Five of the other laboratories 
 enumerated above have been visited by Professor Ramsay, who has also listened to the theoretical 
 teaching. In a report of the present kind it is invidious to mention names of institutions, more 
 especially when the fiiults pointed out are, to a large extent, due to conditions, financial and otherwise, 
 over which the teachers have no control. Professor Ramsay fully acknowledges that much teaching 
 given in the institutions criticised is good within the limits by which it is circumscribed, and having 
 regard to the object at which it avowedly aims. 
 
 The following are Professor Ramsay’s conclusions — 
 
 “ The conclusions which I draw from inspection of these evening classes in chemistry may be 
 “ thus summarised : — 
 
 1. “ The lecturers are men who have ‘got up’ a certain number of facts of elementary chemistry 
 “ for the sake of teaching them. Not having wide knowledge, they are very apt to make blunders, 
 “ stating that one compound is formed, when the actual product of the experiment is a wholly different 
 “ one, ascribing changes to wrong causes, &c. No attempt seems to be made to give their pupils an 
 “ idea that chemistry is a science where new facts may be discovered, and no training in the method of 
 “ discovery appears to be attempted. 
 
 2. “ This is due to two causes, which are themselves related, (a) The syllabus of the South 
 “ Kensington Examinations demands the knowledge of a certain number of facts, and the explanation 
 “ or rather the definition of a certain number of terms. The pupils have little time, and the 
 “ requirements are considerable. Hence it is necessary to direct their work entirely with a view to their 
 “ examinations. It is necessary for such institutions to earn South Kensington grants, in order to 
 “ maintain themselves at all. Higher fees cannot be afforded by the pupils ; moreover, the majority of 
 “ the pupils attend classes in order to become teachers themselves, which they can do only by obtaining 
 “ certificates from South Kensington, (b) The quality of the teachers is low. They come from the 
 “ same class as their pupils, and have been trained in the same mould. I do not know the name of 
 “ any one of those whom I have seen as having made any chemical investigation, or as having shown 
 “ any special knowledge of chemistry. Moreover, they appear to be kept too hard at work. One of 
 “ them informed me that he taught 36 hours a week. This leaves little time or energy for acquiring 
 “ new knowledge, certainly none for extending the bounds of knowledge. 
 
 3. “ I should wish, in conclusion, to contrast such schools of chemistry with those of Germany 
 “ or Switzerland. There the teachers are not thus over-taxed ; they are appointed from the 
 “ same class of men who become professors in the universities. It is common for teachers 
 “ to obtain professorial chairs. They are all imbued with the spirit of research. They are 
 “ fettered by no syllabus, hence they may choose their own methods of instruction. Their posts are 
 “ sufficiently endowed, and their laboratories palaces, in comparison with the make-shift appliances 
 “ of our institutions. Their pupils come to them with reasonable ‘ secondary education ’ ; lads 
 “ of 18 or 20 have no need to be taught the rule-of-three, as is the case with many of the 
 “ chemical students in our institutions, but are able to use their opportunities. The result is that a 
 “ large number of young men in Germany are turned out each year, able to be of use in chemical 
 “ industry, and many of them find a home in England. The only similar place I know of in London is 
 “ the City and Guilds School, at Finsbury ; there the teachers are competent men, able to give the 
 “ highest instruction in their respective branches, furnished with adequate laboratories, and paid reason- 
 “ able salaries ; but the amount of work they are required to do is excessive. It is impossible for men 
 “ engaged during the day to give instruction in the evening also without detriment to their health and 
 “ powers.” 
 
 We need not look much further for the reasons why the chemistry teaching of London has so 
 little efiect on London chemical trades. The class of students who are benefiting most largely by this 
 teaching are themselves teachers, who thus learn enough to add one or more branches of science to the 
 subjects thej’ teach under the Science and Art Department. They get what they require, viz., certifi- 
 cates, but I doubt, with Professor Ramsay, if the Council is justified in giving much encouragement to 
 this work, unless carried on on broader and more satisfactory lines. 
 
 Professor Ramsay’s advice is “that the laboratories be subsidised so that sufficient funds are 
 “ available for the purchase of chemicals and apparatus (the bill for chemicals at one laboratory visited 
 “ is £3 2s. 8d. !) ; that the teachers be chosen from a class of men who have had a thorough training in 
 “ chemistry and who have shown their ability for research ; that they be sufficiently paid ; that they he 
 “ allowed to work with a free hand unfettered by syllabus ; but to secure efficiency, that they be inspected 
 “ at intervals by some persons vffio will make it their business to report on the general character of the 
 “ teaching by hearing occasional lectures and by talking to the pupils about their work.” 
 
 (2.) Electrical TeacMufi. — The other main branch of science taught practically in London is 
 electricity and electrical technology. On this subject Professor Ayrton, of the Central Institution, who 
 has visited most of the important centres where such work is carried on, has made a valuable report. 
 
 It appears that there are five electrical laboratories open for evening instruction in London, 
 viz., at the Finsbury Technical College, the Goldsmiths’ Institute, New-cross ; at the People’s Palace, 
 the Polytechnic and the Birkbeck Institute. To these must be added a small newly started laboratory 
 at Toynbee Hall. 
 
 Day instruction for electrical engineers is given more or less completely at several institutions, 
 including the Central Institution, Finsbury Technical College, King’s College, University College, and 
 the Polytechnic, besides two private establishments (the Hanover-square School of Electrical 
 Engineering and Faraday House.) The day work done by the four first mentioned institutions is best 
 discussed under the head of “ City and Guilds Institute ” and the “ Higher Education ” (see 
 pp. 52 and 72). The day course of electrical engineering at the Polytechnic is carried on by the same 
 staff and with the same appliances as are employed for the evening teaching. 
 
 We are, however, here concerned with evening teaching both of electricity and electro-technics. 
 
30 
 
 Professor Ayrton says — “ As regards the evening courses to artizans, mucli good work is being 
 done, and as rnany of the students who attend are already engaged in electrical trades, the facilities for 
 giving instruction should be made equal to the demand. . . . Without doubt the best evening 
 
 teaching in electro-technology is that given at the Finsbury Technical College, and superintended by 
 men all of whom are known in the world as authorities on their special subjects. 
 
 Ihe course at the Goldsmiths’ Institute is very good, the two instructors being men who not 
 only have received the training given in the three-year course of electrical engineering at the Central 
 Institution, hut are both engaged during the day at Messrs. Siemens’ lai’ge electrical works at Charlton. 
 These teachers are therefore particularly well fitted to give a thoroughly practical training. The 
 laboratory however is small, and a good deal more apparatus might be usefully employed by the 120 
 evening students who work during the week in this electrical laboratory at New-cross. 
 
 Ihe People’s Palace is probably unique among the educational establishments in London in 
 having a really large private electric light generating station in its grounds. There w’ere several 
 students working in the electrical laboratory, but none in the electric light central station as far as I 
 observed. 
 
 At the Birkbeck Institution it is electrical, rather than electro-technical teaching that is at present 
 given ; indeed, it is only quite recently that a room was set apart for a physical laboratory in which such 
 electric experiments as are performed by the students are carried out as well as others on optics, sound, &c. 
 
 “ The Polytechnic, in addition to its day school of mechanical and electrical engineering, has 
 evening classes in electric bell-work, &c., taught by practical men.” 
 
 Conditions and nature of jnvposed aid . — The proposals made helow are largely devised with 
 the view of meeting the evils pointed out in the re])ort of Professor Ramsay. 
 
 (a) The first condition to he laid down relates to the over-employment of teachers. So far as 
 polytechnics are concerned, it is true that the grants for science teaching will be merged in the general 
 educational grant, except so far (see below, p. 59) as a special grant is given for high-class work along 
 some line of applied science. But here, as elsewhere, a condition could be laid down that none of the 
 heads of departments or principal teachers of any main branches of science in polytechnics shall be 
 required to teach for an excessive number of hours. Twenty hours teaching a week is quite as much 
 as a man can possibly do and yet have time for study and research ; and yet the head chemistry teacher 
 at one of our chief institutes teaches (there or elsewhere) for 36 hours a week. 
 
 The evil arises from the attempt to use the same staff for day and evening work, which again 
 arises out of the necessity of economising. If the day and evening schools of these institutes are put 
 on a satisfactory financial footing by County Council aid, this should be prohibited or confined within 
 reasonable limits. I wish particularly to direct the attention of the governing bodies of polytechnics to 
 this important point. 
 
 (h) This condition as to over-employment of the teaching staff being insisted upon in all institutions 
 recognised as science schools, a gi-ant should be made to institutions, other than “ polytechnics,” for 
 equipment and apparatus for practical science teaching, each case being considered on its merits. The 
 annual grant should be partly allocated to the proper maintenance of the laboratories in an efficient con- 
 dition. An annual grant of T2 for every student who can be accommodated in the laboratory at the same 
 time would be sufficient to start with, and this grant must be spent on the laboratories and not in any other 
 way. In order to earn this grant the laboratories and the course of practical instruction must be 
 approved as efficient by the County Council. The above grant applies both to chemical and physical 
 laboratories, and is intended to encourage a broader system of practical experimental teaching than that 
 which now prevails. I do not think, therefore, that it should be given to laboratories which merely 
 teach the analysis of salts according to the Science and Art Department’s regulations. 
 
 (c) Pursuing the same plan of allotting grant so as to supplement the deficiencies of existing 
 science teaching instead of merely subsidising it in its present form, I think that a special grant 
 ought to be made on account of students who, having already obtained a competent knondedge of the 
 elements of the science in question, follow out under the guidance of the instructor special lines of technical 
 work or research in the laboratories. But for this purpose no instructor can be recognised who has not 
 by some piece of original research or invention or otherwise proved himself competent for the purpose. 
 Dr. Macnair has recently started a class of this kind at the People’s Palace chemical laboratories, but it 
 involves of course a dead loss to the institution. 
 
 Where there are three or more students working on lines such as these, so that it is worth while 
 for the instructor to give up one or more special evenings a week entirely to their instruction, I think 
 the best form of grant for this higher work is a payment (say of not more than 10s.) for every time the 
 class meets for not less than two hours duration, the instructor being present. Where the formation of 
 a separate class is not practicable, and one or more students are engaged in work of the kind described 
 side by side with the other students in the laboratory, the special grant must be calculated according 
 to circumstances. In any case the grant should only be made after careful inspection by an expert.* 
 
 The special grants to institutions (other than polytechnics or higher colleges) in which practical 
 science is taught would thus be of three forms (a) capital expenditure on equipment, the Council 
 retaining a lien on the apparatus, &c., (h) an annual grant for maintenance of laboratories, (c) a grant 
 on students engaged in special lines of practical work with technical applications. 
 
 (d) Any aid given to the ordinary teaching of science in these institutions should be in addition 
 to these grants, and be calculated on the same scale as that proposed below for institutions and classes 
 which have no provision for practical work. 
 
 * A small laboratory spcciallj' devoted to practical work (both chemical and electrical) of the kind here 
 alluded to has just been started in connection with Toynbee Hall. It is entirely confined to members of chemical 
 or {tlcctrical or kindred trades. The chemical department is in charge of two expert “ visiting advisers ” and a 
 small committee of practical men engaged in chemical industry. The work now in progress includes such 
 branches of applied chemistry as oils, soap, tanning, colours, water analj'sis, A'c. 
 
31 
 
 (e) All these grants should be subject to a stringent condition as to suitability of fee, about 6s. 
 a term being a maximum. 
 
 II. — Science teaching in connection with Public Elementary Schools. 
 
 (a) Day Schools. — The School Board carries out elementary science teaching for the boys of the 
 upper standards in its schools by means of peripatetic instructors, who both teach themselves at 
 intervals and train teachers to carry out the work beWeen their visits, or in some cases to carry it out 
 altogether under their general superintendence. This teaching is under the Education Department. 
 London is divided for the purpose into four districts, with a special instructor for each, who works 
 according to a syllabus of his own. This teaching being for standard pupils is outside our range, 
 except as a preparation for the more advanced teaching of the higher grade or secondary school. Viewed 
 in this light I fear that little can be said in its favour with the exception of the teaching given in one 
 group of schools where the instructor has carefully thought out the principles and methods of science 
 teaching for children. The teaching of science to children of elementary schools is a very difficult art, 
 and there is great want of more effective training for the teachers who supply it. The syllabuses 
 adopted in the Board Schools (with the exception above named) are not well arranged for the purpose, 
 and attempt to cover far too much ground. 
 
 Science teaching under the Education Department is given in many of the Board schools in 
 London. In addition to this teaching, science classes in connection with South Kensington are held 
 in forty-three Board schools, and about sixteen voluntary schools. They are chiefly attended by 
 ex-standard scholars. Grants in aid of such teaching should not be made separatel}'’, but included in 
 grants in aid of the general technical teaching of the ex-standard classes (see below, p. 67 ). 
 
 (b) Evening Schools. — There are at present science classes in connection with South Kensington 
 in forty evening schools under the School Board. 
 
 The subjects taken and the attendance at them may be seen from the following table — 
 
 Electricity and Magnetism 
 
 No. of Classes. 
 23 
 
 No. on Roll. 
 425 
 
 Average Attendance 
 (week ending Oct. 1, 1892) 
 364 
 
 Chemistry (theoretical) 
 
 12 
 
 202 
 
 185 
 
 Chemistry (practical) 
 
 1 
 
 17 
 
 14 
 
 Physiography 
 
 2 
 
 8 
 
 8 
 
 Physiology 
 
 1 
 
 — 
 
 — 
 
 Theoretical Mechanics 
 
 3 
 
 39 
 
 25 
 
 Applied Mechanics 
 
 2 
 
 10 
 
 10 
 
 Building Construction 
 
 7 
 
 72 
 
 64 
 
 Machine Construction 
 
 9 
 
 210 
 
 196 
 
 Geometry 
 
 8 
 
 111 
 
 106 
 
 Steam ... 
 
 3 
 
 32 
 
 26 
 
 Mathematics 
 
 4 
 
 56 
 
 43 
 
 Hygiene 
 
 1 
 
 — 
 
 — 
 
 
 76 
 
 1,182 
 
 1,041 
 
 The average attendance for the session will certainly be lower than the 
 The classes may thus be divided according to School Board districts — 
 
 No. of Schools. 
 
 Tower Hamlets ... ... ... 1 
 
 Hackney ... ... ... ... 7 
 
 Finsbury ... ... ... ... 1 
 
 Marylebone ... ... ... ... 3 
 
 Chelsea ... ... ... ... 5 
 
 Westminster ... ... ... ... 1 
 
 Lambeth, West ... ... ... 8 
 
 Lambeth, East ... ... ... G 
 
 Southwark ... ... ... ... 1 
 
 Greenwich ... ... ... ... 7 
 
 40 
 
 attendance given above. 
 
 No. of Clafisee. 
 4 
 9 
 2 
 
 6 
 
 14 
 1 
 
 15 
 10 
 
 1 
 
 14 
 
 76 
 
 About 100 pupils of Evening Board Schools are also taught “ mechanics ” under the code. 
 
 III. Other Evening Science Classes. — There remain a number of centres at W'hich some kind of 
 science teaching is given in the evening, in some cases under the control of the managers of voluntary 
 schools, in others in connection with young men’s “ institutes,” in others again in schoolrooms or halls 
 hired for the purpose by the teacher or the committee whom he has got round him. If we except 
 building and machine construction and a few other subjects which are really technical, nearly the whole 
 of the students at these scattered science classes are elementary teachers, as may be seen from a 
 reference to the tables on pp. 144 , &c. Nothing can be better than that teachers should learn science, but 
 we may well wish that they could learn it at centres with proper laboratory provision, and where they could 
 come into contact with teachers of a higher stamp and with wider knowledge of their subject. As it is, 
 the object of the classes is too often the mere gaining of an additional certificate. 
 
 Conditions of Permanent Aid. — I do not think any permanent good will be done by subsidising 
 these science classes, without insisting on suitable conditions ; the most important of which are as 
 follows — 
 
32 
 
 (1) That in classes for the teaching both of Chemistry and Physics, suitable provision be made 
 for practical experimental work, either by fitting up laboratories or by affiliating to some institution which 
 possesses suitable laboratories, and obtaining the use of such laboratories on certain days of the week. 
 
 Where fresh laboratories appear to the Council to be required by the circumstances of the district, 
 a grant towards equipment and maintenance may be made as above, but this grant should not be given 
 unless the Council is satisfied on this point. 
 
 (2) That there is a sufficient supply of apparatus for the teaching of science, and a most 
 important point that such apparatus is effectively used to illustrate the teachiny. 
 
 (3) That technical classes, viz., Building Construction and Drawing, Machine Construction and 
 Drawing, Steam and the Steam Engine, Navigation and Naval Architecture, he taught by teachers with 
 practical acquaintance with the industries to which they refer. No grant need be made on the teaching 
 of agriculture. 
 
 (4) That the classes be not farmed by the teachers, hut be managed by responsible committees, 
 having control over the rooms where the teaching is given, taking all receipts and paying the teachers by 
 salary or by part-salary and part-share of fees, hut not by grant. 
 
 Where a class is affiliated to a larger technical institute as provided above, no local committee is 
 necessary. In this case, the County Council grant should be paid through the larger institute. 
 
 Temporary p>roposals. — The Council may fairly require these conditions to be satisfied before 
 September next, and decline to continue grant to any class which fails to comply with them by that date. 
 But owing to the recent withdrawal of the grant of the Science and Art Department on “second class 
 elementary ” passes, the classes in question are at the present moment placed in a very precarious 
 position, and many of them have only continued to be held at all this autumn in the hope that the 
 deficiency in the Science and Art grant would be made good in some form by the Council. Nor has this 
 hope been unreasonable, in view of the terms of the circular issued in November, 1891, by the Science 
 and Art Depaidment, from which the following extract is taken — 
 
 “ The means recently placed at the disposal of local authorities for providing or aiding 
 “ instruction, seem to render it unnecessary for the Science and Art Department to continue 
 “ to give direct aid for very elementary instruction in science. Such instruction can now be 
 “ more effectually organized and maintained locally. Is is very desirable that the payments 
 “ for imparting it should, to some extent at least, not be made on the results of individual 
 “ examinations. Local authorities, with their local knowledge and knowledge of local needa 
 “ and requirements, are in a position to make capitation grants or payments for general 
 “ efficiency in a manner which a central authority, whose rules must be the same for all parts 
 “ of the country, cannot adopt ; and my Lords feel assured that they may count on having the 
 “ support and assistance of these bodies, in forwarding the arrangements for placing 
 “ instruction in science — the necessary foundation for any sound technical education — on a 
 “ satisfactory footing.” 
 
 Many councils of boroughs and counties have taken steps in the direction here indicated ; 
 and in view of the desirability of keeping existing classes afloat until they have an opportunity of falling 
 into line with the Council’s scheme of organisation, I recommend that for the present year the grants 
 hereunder recommended for the future be given to all science classes (other than those held in higher 
 colleges and polytechnics or under the School Board) which are connected with the Science and Art 
 Department. 
 
 The grant recommended is a capitation grant of 10s. a head on students who make the number 
 of attendances qualifying them for grant from the Science and Art Department. 
 
 A grant on this scale or modified as experience may suggest, should be continued after the 
 current scholastic year to those classes which comq)ly with the conditions laid down above, together 
 with the special grants for laboratories, &c., recommended above (p. 30) in cases to which such grants 
 apply. 
 
 In the above recommendations, the School Board Evening Classes are for the moment omitted, 
 since these classes being governed by a central public authority, such of the above conditions as relate to 
 management are inapplicable. Any grant made to the School Board for evening technical classes 
 must, I think, be made without restrictions and conditions, though it may be fairly proportioned to the 
 bulk of the work carried on in such classes within the meaning of the Technical Instruction Acts. Of 
 course no part of this grant could be used for the instruction of standard scholars, i.e., all the evening 
 scholars on whose account it is paid must be over the 5th Standard. A grant per child calculated on 
 the basis suggested above for other classes, together with a grant for equipment and apparatus, will I 
 think meet the requirements of the case. 
 
 Objection may perhaps be taken to the proposal that the Council shall insist on conditions with 
 regard to science classes generally, which will not be applied to classes under the School Board. The 
 reply, however, to this objection is that the County Council is more or less responsible in general for 
 the efficiency of the classes which it aids, and ought to make conditions to ensure this efficiency. But 
 in handing money to the School Board which is itself an elected educational authority, the Council need 
 not trouble itself further as to the detailed conditions under which that money is expended, so long as it 
 is applied to the purposes for which it is intended within the Technical Instruction Acts. The Board 
 will doubtless frame its own regulations, based upon its own experience, and should have as free a hand 
 as possible, so far as the County Council is concerned. 
 
 III.— The Training of Science Teachers. 
 
 Finally there remains the question of the training of science teachers. We cannot regard the 
 mere instruction of numbers of elementary teachers in science classes as adequate for this purpose, 
 since no attempt is made to provide for the educational side of such training. W^hat was said above 
 with reference to the training of art teachers applies equally to science. The mass of teachers who 
 
33 
 
 attend classes do so to gain certificates which will he of service in obtaining better appointments. Only 
 a small minority can be expected to care about improving tbeii’ methods of teaching. And yet there 
 are but few even among trained teachers who grasp the principles of science teaching. There is indeed 
 little provision for training in method of science teaching in training colleges, and the training the students 
 there receive in the teaching of elementary subjects goes very little distance towards helping them. 
 They can indeed handle, interest and discipline a large class of children, and this places them far above 
 the untrained teacher as regards the mechanical side of teaching. But if they are to teach even the 
 barest elements of science intelligently, much more is required, and for this scarcely any provision 
 is made. 
 
 Professor Armstrong almost alone among eminent scientific men has really devoted study to the 
 methods of teaching his subject to children, and the School Board are fortunate on having in their staff a 
 special instructor trained under him. But much more than this is required. We want a few men of 
 thorough scientific knowledge, who have studied the question on its “pedagogic” side, and who are also 
 masters of the practical art of teaching (the two latter qualities do not always go together) to devote them- 
 selves to the improvement of methods of elementary science teaching in London. Such men are rare, and 
 cannot he produced in a day. If, however, the County Council could see its way to engage one such man 
 to begin with (and one at least could probably be found), pay him an adequate salary, employ him (like the 
 proposed normal art master) to lecture free on two or three evenings to such teachers both of board and 
 voluntary schools as really wish to study methods of teaching, and in the day to give a moderate amount 
 of time to the general supervision of science teaching in higher elementary and secondary schools aided 
 by the Council, I believe that the money would be very well spent. In time he would train a few teachers 
 who might aid him in the work. Such a man must not be over-burdened with work, but have leisui’e to 
 think out further than has yet been done the methods of science teaching. He ought to have time to 
 himself to continue his own scientific researches, for it is certain that no man incapable of research and 
 Avithout a taste for it would be competent for such an important post, and a man loses his freshness if 
 divorced from practical science work. Such a man, I think, the Council might find for an initial salary 
 of i‘500. 
 
 Total cost of proposals for aiding Science Teaching. 
 
 [Exclusive of grants to Polytechnics, Higher Colleges, Secondary Schools, 
 of Elementary Schools, which are included under those heads respectively.] 
 
 (1.) Capital grants towards equipment and laboratories, first year 
 (2.) Annual grant towards maintenance of laboratories, and towards 
 classes in special lines of science work (as specified above) first year 
 (3.) Grant to Science classes on capitation principle, to continue for this 
 year only, except where the conditions specified above are complied 
 Avith 
 
 (4.) Salary of “ Normal Science Master” as aboA’e ... 
 
 and Higher Divisions 
 
 T2,000 
 
 500 
 
 3,000 
 
 500 
 
 £6,000 
 
34 
 
 TX.— THE TEACHING OF TECHNOLOGY IN LONDON. 
 
 I.— General Principles. 
 
 Meaning of the term . — The term “ Technology ” is generally used to cover those branches of 
 Technical Education which apply specifically to particular industries. In the language of the Technical 
 Instruction Acts we may define it as the teaching of “ the application of particular branches of science 
 and art to specific industries or employments.” Thus while drawing, geometry, and even general 
 mechanical drawing is included under science and art, particular specialised branches of drawing, e.g., 
 drawing for cabinet makers, builders’ drawing, engineers’ drawing, drawing for metal-plate workers are 
 “ technology.” Again, such subjects as the principles of plumbing, hoot and shoe making, tailors’ 
 cutting, typography, and the like, come under this head, always v/ith the proviso that the instruction is 
 devised to supplement workshop practice, and does not sink into the mere teaching of a trade. 
 
 City and Guilds Institute Technological Exa.minntions . — The range of subjects applicable to London 
 industries which fall under the head of Technology, and which are already taught to some extent, is con- 
 siderable, as may be seen from the list of subjects on which the City and Guilds Institute makes grants. 
 
 The Science and Art Directm-y includes a few technological subjects (building construction and 
 drawing, machine construction and drawing, steam and the steam engine, navigation and naval 
 architecture) applicable to London trades. But the City and Guilds Institute, which works in harmony 
 with the Science and Art examinations, has established a much more far-reaching set of “ technological ” 
 examinations, and since all these subjects have been recognised by the Science and Art Department as 
 fit subjects for grant by one or more local authorities, it may be assumed that they all come within the 
 four corners of the Technical Instruction Acts. The following is the list, omitting subjects applicable 
 to industries which are not carried on to any appreciable extent in London — 
 
 Soap manufacture. 
 
 Bread-making, 
 
 Brewing, 
 
 Spirit manufacture. 
 
 Sugar manufacture, 
 
 Fuel, 
 
 Oils, painters’ colours and varnishes, 
 Oils and fats. 
 
 Gas manufacture. 
 
 Pottery and porcelain. 
 
 Glass, 
 
 Leather tanning. 
 
 Dressing of skins. 
 
 Boot and shoe manufiicture. 
 Photography, 
 
 Electro-metallurgy, 
 
 Silk weaving. 
 
 Electrical engineering — 
 
 Telegraphy, 
 
 Electric lighting. 
 
 Electric instrument making. 
 
 Metal-plate work. 
 Plumbers’ work. 
 Silversmiths’ work. 
 Watch and clock making. 
 Wood-working tools. 
 Metal-working tools. 
 Mechanical engineering, 
 Carriage building — 
 
 Road carriages. 
 
 Rail carriages, 
 Typography, 
 
 Lithography, 
 
 Milling, 
 
 Carpentry and joinery, 
 Brickwork and masonry, 
 Dressmaking, 
 
 Ship carpentry. 
 
 Ship joinery. 
 
 Goldsmiths’ work. 
 
 On all these subjects, if taught in London schools, the Institute makes grants on results of 
 examination, of L'2 “ honors ” and iil “ ordinary grade.” It need hardly he said, how^ever, that the 
 teaching of them efiectively is very expensive and is by no means covered by such grants. Last year 
 88fi London students in 40 classes were presented altogether at the Institute’s examinations, of whom 
 565 passed. 
 
 While all the subjects enumerated above, and certain others, are usually included under the head 
 of Technology, it is more convenient for our puiposes to treat certain of them (the teaching of which 
 ought to be intimately associated with design or with laboratory woiL) as branches of Art and Science, 
 confining “Technology” in the main to subjects taught in connection with mechanical drawing or 
 workshop practice. 
 
 Occwpations of technologiccd students — The details of these classes, the occupations of these 
 students, the institutions at wLich they are held, are fully given in Appendix E. It will be seen from 
 those tables that the students of these classes and of the technological classes connected with the Science 
 and Art Department belong for the most part to trades to wdiicli the teaching definitely applies. This is 
 partly due to the fact that the interest in such special teaching is chiefly confined to members of the 
 trade, partly to the regulations of the Science and Art Department and the City and Guilds Institute, 
 confining grant to students w'orking or preparing to work at the trade, aud partly to regulations of a like 
 nature imposed by the managers of some of the institutions. 
 
 However it comes about, the rule is, on the whole, a salutary one. If our technical classes 
 undertook, like those of Paris, to teach a trade, of course people outside the trade would be admitted, 
 Jiut as they merely try to siqgdement workshop teaching, the school workshops being mainly illustrative, 
 they can only discharge their proper functions usefully for students actually engaged in the trade at the 
 time. If amateurs form a considerable proportion of the students, the teaching must he distorted to 
 suit their (very difl'erent) requirements. Such students would have to learn processes with which the 
 practical student is already familiar : in fact, technological classes for amateurs would inevitably 
 degenerate into an attempt to teach a trade — ineffectual, inasmuch as the time given to the subject must 
 be absurdly insufficient, and illegal so far as County Council aid is concerned. 
 
35 
 
 To fill the “ practical ” technical classes with workmen, apprentices and foremen actually engaged 
 in industry is to obtain the best guarantee that the teaching is on sound j^ractical lines. 
 
 It is worth while to state thus fully the true ground for the limitation of technological classes to 
 members of the respective trades, because the limitation has often been both advocated and opposed on 
 quite other grounds. Some unions, which insist rigorously on an apprenticeship of a given length, 
 have feared that by letting in outsiders to technical classes, they may find a side-door opened 
 into their trade which will take from them the control of the number of apprentices annually admitted. 
 Or again in groups of trades, among which there is some jealousy as to the apportionment of work, 
 there may be an objection to admitting members of the competing trade to learn the principles under- 
 lying pi'ocesses, to the performance of which they ai’e supposed to have no right. Or on the other hand, 
 free admission to all is defended on the ground that we have no right to debar any one from the oppor- 
 tunity of learning any trade. 
 
 Most of these arguments however are beside the mark ; inasmuch as the function of our technical 
 classes is not to teach a trade throughout, but to increase a workman’s skill or knowledge. As regards the 
 very minor question of overlapping trades, the only policy is one of give and take. No one could 
 seriously object for example to an architect obtaining a knowledge of plumbers’ work, audit will be 
 sufficient to draw the line that the student must belong to a trade to which the teaching is applicable. 
 Trades constantly shift their margins, their limits are different in London and in the country ; in 
 Loudon to-day, and in London ten years ago, and it is not desirable to accentuate the evils of division 
 of labour by drawing the line too rigidly. We want to make all-round men, not one-sided specialists — 
 a bootmaker, not a “ clicker ” or a “ finisher ” — an engineer, not a “ fitter ” or a “ turner” or a “ machine 
 hand.” One important function in fact of a technical class is to give a workman some insight into the general 
 principles of the whole of his trade, not only of the special branch to which he may chiefly be confined. 
 
 The reasons we have given for confining technological classes to persons engaged in the trades 
 will also enable us to make the necessary exceptions. 
 
 (1.) The chief grou}) to be excepted are the artistic crafts, which for reasons given above (see 
 “ The Teaching of Art in Loudon ” p. 21), should always be taught in the technical school as branches 
 of Art, not as trades ; from the point of view of design, not of technique. Wood-carving, repousse-work, 
 gold and silver- smiths’ work and crafts of this character should, in lact, be taken out of the category of 
 technological classes and included under the head of Art (as has been done in this report). The artistic 
 faculty wherever detected is of too great value to the community to be lost for want of training. 
 Fortunately the sense of the trades concerned agrees on the whole with this view, and the definition of 
 “ manual instruction ” in the Technical Instruction Act, excepts the crafts under consideration from the 
 usual prohibition. 
 
 (2.) Another (apparent) exception is “manual instruction” in the use of tools. I say 
 “ apparent ” because such instruction properly carried out is in no sense technolo(jical, but merely a 
 method of concrete education — a training of hand and eye. More is said of this subject later on ; but 
 it is alluded to here because manual training classes for school boys and teachers are often confused 
 (sometimes by their own fault) with the teaching of carpentry, and occasionally exception is taken to 
 them on this ground. 
 
 (3.) The complete teaching of trades to children in workhouse or industrial schools, to inmates 
 of blind asylums, or cripples’ homes, &c., &c., is of course absolutely necessary, if any good is to be 
 done, since the boys have no chance of learning elsewhere. Such teaching, as well as the teaching of 
 trades to persons about to emigrate, is perfectly justifiable, but is outside the scope of technical education, 
 and cannot be aided by grants under the Technical Instruction Acts. 
 
 II.— The needs of London Industries. 
 
 The consideration of such a qixestion as tliat discussed above shows how closely we touch on 
 economic problems when dealing with purely technological teaching. It is evident, indeed, that the 
 problem of providing teaching which is to form a definite part of the training of a workman for a 
 specific ti’ade is intimately bound up with the general economic conditions under which that trade is 
 carried on, and involves for its right solution a study of those conditions. 
 
 It is impossible within the limits of this report to enter minutely on so vast a subject. All, 
 therefore, which I propose to do is to summarize very briefly a few of the main conclusions which can 
 be drawn from the mass of information as to existing trade conditions and methods of training which I 
 have obtained from representatives of workmen’s organizations. In approaching a subject like this, 
 which is essentially a workman’s question, it is most important to learn the views of the leaders of 
 their organizations, and so far as possible to act in harmony with them. 
 
 (1.) Except in a few special trades {e.g., shipwrights, barge-builders, etc.) apprenticeship under 
 indentures is practically dead in London. In some trades it is replaced by a definite period of learning 
 the trade without indentures (a sort of “quasi-apprenticeship ”). Thus a boy spends five years learning 
 engineering, seven years learning ironmoulding, and so forth, though indentures are rare. In these 
 trades the system of learning is very unsatisfactory. In many trades however (including carpentry, 
 cabinet-making, boot-making, &c., &c.) nothing has taken the place of apprenticeship. There is no 
 systematic method of training. Boys chiefly begin as errand-boys, and have to pick up the work as best 
 they can. Thus a “carpenter,” for the purposes of the trade union, is a man who can earn average 
 wages at the trade, not as formerly, one who has gone through a definite course of training. 
 
 To discuss the causes and extent of this breakdown of apprenticeship is outside the scope of 
 this report. It has indeed long been notorious. The important point for our purpose is the fact, with 
 which I have been struck during the inquiry, that the workmen, or at least their representatives, are 
 now keenly alive to the evil of the present state of things. Not a hint of objection or prejudice against 
 technical education has reached me from labour leaders. They feel that the old system of handing on 
 the “mysteries” of the craft from master to apprentice is hopelessly gone, and cannot come back — 
 
36 
 
 at least in the trades touched hy the industrial revolution — -and they look to the technical school to 
 supplement the defects of the modern slipshod method of workshop training. 
 
 (2.) The first main want of the artisan in most of the trades {e.g., carpentry, bricklaying, 
 plumbing and other building trades, cabinet-making, engineering, etc.! involving construction, is a 
 knowledge of geometry and technical drawing. The power of reading a scale-drawing is necessary for 
 many who will rarely have to make one. Again, the power of conveying ideas by means of a rough 
 freehand sketch is an immense advantage to the artisan. 
 
 This point was emphasised by all the representatives of constructive trades. 
 
 (3.) The second main want is a knowledge of theorg, i.e., the rational explanation of the processes 
 carried out in the workshop. 
 
 (4.) Practical work in workshops should be distinctly subordinate to the teaching of theory. To 
 quote the Secretary of the Amalgamated Society of Carpenters (London District) the time is limited, 
 and workshop teaching must not encroach unduly on the time required for the teaching of carpenter’s 
 drawing. This was also emphasised by the organiser of the Alliance Cabinet-makers’ Union. The 
 practical teaching of the school workshop should, in fact, be confined to the discharge of three functions - 
 (a) The illustration of principles taught in the theoretical class. 
 
 [li) The familiarising of the workman with a general notion of processes and branches 
 of work in his trade outside the particular branch at which he usually works. This is 
 the main function of the engineering workshops at the Polytechnic, &c. There w'e find 
 journeymen engineers and apprentices wdio are confined to the vice or the lathe, as the case 
 may be, in the shops where they work, with no chance of seeing any other kind of work. In 
 the workshops of the technical school they have an opportunity of woi’king at the tools or 
 machines of which otherwise they would get no notion. The same is true of cabinet-makers 
 confined in the shops to the making, say, of tables. The school w’orkshop hence tends to 
 counteract the evils of excessive division of labour. 
 
 (c) The training of the workman in certain special and highly skilled branches of his 
 trade, which he has no chance of learning in the ordinary workshop. For example the 
 bricklaying workshops at Finsbury, the Polytechnic, People’s Palace, and Borough-road, train 
 the bricklayer in the art of “ brick-cutting” for which the modern treatment of ornamental 
 brickwork in building creates a demand, and which only a small minority of bricklayers can 
 perform. Again, in carpentry the geometry and construction of handrailing and staircasing is 
 a special branch known only to a minority of carpenters. It is taught with great success at the 
 Polytechnic workshops. The cabinet-making trade furnishes us with other examples. 
 
 I need hardly point out that practical workshop teaching if carried out on these lines would be 
 almost useless to the amateur, assuming as it does a previous practical acquaintance with the trade. 
 
 The relative importance of the above three main purposes of the technical workshop varies in 
 different trades. For bricklayers the third is the most important. For boot and shoe makers, in the 
 opinion of the secretary of the National Union of Boot and Shoe Operatives, the chief function of the 
 technical school is to counteract the tendency to division of labour ; a man should aim not at becoming a 
 more expert “ clicker,” but at being able to make a hand-sewn boot throughout, this being the best 
 training even for the machine industry. Again for painters and decorators the chief service that the 
 technical school can do is to train in art, including design. If practical house-decoration be included 
 at all (as at the South London Technical Art School) it must be chiefly as illustration of the teaching 
 of design. As the secretary of the Amalgamated Society of House Decorators and Painters points out, 
 it is impossible to get the necessary variety of work on a large scale in the technical school to be in any 
 way a substitute for trade-practice. 
 
 (5.) The success of technical classes will largely depend on the hours of labour. In the building 
 trades, wdiere there is a uniform scale of hours throughout (viz. 6.30 to 5 in summer and 7 to 4 or 4.30 
 in the winter) with little systematic overtime, their is nothing in the hours to interfere w’ith the 
 evening technical classes. The same is true of the engineering trades as a rule. The cabinet-making 
 trade, with hours from 8 to 8, is far harder to touch, especially considering the amount of systematic 
 overtime prevailing, especially in East-end shops towards the end of each week. It is perfectly useless 
 for this reason to attempt classes for cabinet-makers on Tliursday or Friday evenings, and on other- 
 days the hours are a very formidable obstacle. The cabinet trade stands in need of technical education 
 as much as any trade in London, yet unless hours are shortened or some plan can be arranged for the 
 technical instruction of apprentices and learners during a part of the day, or for a relaxation of then- 
 hours of work on evenings on w-hich they attend such classes, it is difficult to see how- very much will 
 be possible, at all events immediately. 
 
 The boot and shoe makers again work from 8 a.m. to 7.30 p.m. but (so far as factory and work- 
 .shop labour is concerned) there is not much overtime for boys, except during pai-t of the spring. The 
 chief enemy of systematic training in such trades as these has been the prevalence of home-work of 
 a low class carried on for indefinite hours. 
 
 Compositors work from 8 to 7, and hence are in a less unfavourable position as regards technical 
 classes, except for the greater prevalence of overtime. 
 
 So far as the success of technical education turns on hours of work, or on the facilities and 
 encouragement afibrdatl to apprentices and learners to attend classes, it lies with the trade organisations, 
 both of men and masters, to clear the w-ay. 
 
 (6) The technical classes, at least for the more dementarg teaching, must, as a rule, be near to 
 the men’s homes rather than their places of work. 
 
 A valuable suggestion has been made, that in technical classes requiring- workshop instruction 
 the theoretical work should be carried on in several local classes in a district, and for the practical work, 
 the workshop of the nearest polytechnic should be used w-liere practicable on Saturday afternoons or 
 evenings. 
 
37 
 
 (7) Many of the trade societies are likely (in the opinion of their prominent members) to be 
 willing to do their full share to encourage technical education supplied by the County Council by 
 organisimj the demand; e.g., by distributing advertisements of classes among their members, by giving 
 encouragement to learners and apprentices to attend, &c., etc. 
 
 I wish to emphasise the importance of this point. The organisations of workmen might give 
 invaluable assistance to any sound scheme of technical education, by acting as conduct pipes to bring 
 the existence and advantages of the classes systematically before their members. This is a work which 
 the County Council cannot do dii’ectly, but which could be easily done through the agency of trade 
 societies. 
 
 III.— Existing Facts. 
 
 The teaching of technology in London, in the sense in which the term is used in this report (i.c., 
 excluding artistic crafts taught from the point of view of design, and manual instruction taught from an 
 educational point of view) is confined to a very small number of institutions, of which the most important 
 are Finsbury Technical College and the Polytechnics. These institutions account for 90 per cent, of 
 the total students receiving instruction in these subjects. 
 
 There are a few special schools, e.g., the Horological Institute in Clerkenwell, the Leather 
 Trades School in Bethnal-green, and a class in Naval Architecture in East London, while a Printing 
 School is contemplated in St. Bride’s. 
 
 Other agencies are the evening classes in building, architecture and engineering at University 
 College, in the same subjects with the addition of sanitary science at King’s College ; evening classes 
 in plumbing, carpentry, metal-plate work, &c., at the Westminster Technical Institute, &c., together 
 with a few classes in plumbing, carpentry, building construction, and machine construction at various 
 scattered centres, such as the Aldenham Institute, St. Peter’s Institute and others. 
 
 Agriculture, which is taught in ten classes to 234 students, can hardly be regarded as a branch 
 of technology from the point of view of London industry. 
 
 Building and machine construction, though really technological, are included in the science 
 and art directory, and the grants for science teaching proposed under Section VIII. should apply to these 
 subjects, provided that the teacher can show evidence of practical qualifications for his work. 
 
 The only existing naval architecture class is supported by the Shipwrights’ Company, and hence 
 is unlikely to apply for grant from the County Council. 
 
 If we deduct these classes we reduce the total number of institutions giving technological teaching 
 to a very small figure. Thus in some ways fortunately, we have not to deal so far as technology is con- 
 cerned with a field already half covered with scattered and disorganised classes. We have a certain 
 small definite number of centres of technological teaching, which we should strengthen and from which 
 all or the greater part of technological teaching in the future may radiate. 
 
 The quality of the technological teaching done in these institutes is not easy to estimate by 
 inspection, unless a practical expert in each trade be employed as inspector, and even then, who shall 
 inspect our inspector ? Here then we see the value of confining these classes to practical students, since 
 their presence and regular attendance is as good a guarantee as can be obtained of the practical nature 
 of the teaching. 
 
 If the County Council aid this work, I recommend that the general supervision of it be placed in 
 the hands of trade committees, partly elected by masters’ and workmen’s trade organisations, aud 
 paying visits to the schools and workshops from time to time. 
 
 The quantity and character of the work at each institute is seen from a glance at Appendix E. 
 
 IV.— Conditions of Aid. 
 
 Work-shop instruction where aided must always be associated with theoretical teaching or drawing. 
 None of the crafts enumerated on p. 22 as proper subjects to be treated in connection with schools of art 
 should, for the purpose of this report, be included under technology, and manual instruction for 
 teachers or boys (not engaged in handicraft) is also excluded. 
 
 The aid given to the Polytechnics for technological teaching will be merged in the general grant 
 for educational purposes made to these institutes, and their work is best described as a whole under a 
 future section of this report. Finsbury College, which applies for no aid, is described on p. 52. 
 
 We have then merely to consider a few minor centres. Of these a good type is the Westminster 
 Technical Institute, a most interesting evening technical school for artisans, carried on at present at 
 great disadvantage in the buildings of a higher grade school in Rochester-row. In this school teaching is 
 given to artisans in carpentry and joinery, plumbing (theoretical and practical), metal-plate work, and 
 builders’ quantities, besides drawing, commercial and domestic subjects, and a few branches of 
 elementary science. The school, which is doing excellent work for about 300 students, is about to be 
 re-housed in a building to be erected at the expense (to a large extent) of the Baroness Burdett-Coutts, 
 who originally started the institute, and has subsidised it to the extent of some hundreds of pounds 
 every year. The proposed new buildings, or rather that part of them for which plans are already pre- 
 pared, will contain workshops for plumbers, metal-workers, carpenters, and carriage-builders. Part of 
 the buildings will be used for an elementary school during the day. The cost is estimated at ^4,500 
 for building, and AT, 000 for equipment and apparatus. The deficit on last year’s work was L'400, 
 which was met by the Baroness Burdett-Coutts. I can imagine no more fitting object for County 
 Council aid. There is ample room in Westminster for the development of a centre such as this, with- 
 out in any way encroaching on the broader work of the polytechnics. 
 
 In determining how best to aid technological teaching a sharp line should bo drawn between 
 institutions equipped with practical workshops ond classes giving merely theoretical instruction or 
 instruction in drawing. Many more of the latter classes are wanted than of the former, but their 
 expense is so much less that they require far less grant from the Council. On the other hand we want 
 
38 
 
 to avoid unnecessary multiplication of workshops. Before giving aid, therefore, for the starting of new 
 workshops the Council should require ample evidence of their necessity, and all grants recommended 
 below for such equipment should be conditional on such evidence being satisfactory. There are, however, 
 so very few educational workshops at present in London outside a few large centres, that there is not 
 much fear of overlapping for some time. 
 
 The teaching of all technological classes aided by the Council should be conducted by well 
 (jualified practical men, and inducements should be held out to such men to obtain some kind of 
 training in methods of teaching. 
 
 These conditions being satisfied, the Council would best improve the efficiency of technological 
 teaching by giving aid towards equipment of workshops, and also (as proposed on p. 30 for science 
 laboratories) by allocating part of the maintenance grant to the proper maintenance of these workshops 
 with tools, materials, &c. The capital grants should vary according to the circumstances of each case, 
 but the annual grant towards maintenance of the workshops may be calculated at for each student 
 for whom there is proper accommodation in the workshops at one and the same time. In cases of 
 doubt the County Council inspector could determine the number for whom suitable accommodation is 
 provided. The workshops included under this grant would include workshops for — 
 
 Engineering 
 Woodwork 
 Plumbing 
 Brick-cutting, &c. 
 
 Carriage-building 
 Watch and clock making 
 Boot and shoe making, &c., &c. 
 
 They must, in order to qualify for the grant, be properly equipped at the outset with the 
 necessary benches, tools, &c. No workshop will be paid for twice over, c.g., if used both for carpentry, 
 cabinet-making and pattern-making, it must be entered under one head or another. 
 
 The grant is intended to be used entirely for maintenance of workshops. Workshops which are 
 used over and over again by different batches of students will get their advantage over those which are 
 less used, in the shape of the capitation grant recommended below. Where a workshop is so little used 
 that the whole of the above grant is not required for maintenance, the grant might well be given on a 
 lower scale. This is a matter for inspectors’ reports. 
 
 Beyond these workshop grants, payments may be made towards the teaching both practical and 
 theoretical, which is very barely provided for at present. 
 
 The grant should, I think, be made on the capitation principle, and be calculated only on those 
 students engaged in industries to which the teaching applies. 
 
 The grant should be greater on practical than theoretical work, because the classes must be so 
 much smaller. I suggest that the capitation grant on the theoretical and drawing classes be 
 calculated on the same scale as that recommended for science classes (p. 31), but that on each student 
 who makes 20 or more attendances, in the year ol two hours each at a properly equipped workshop, under 
 an efficient, practical teacher, and associated with efficient theoretical instruction, a gi-antbe made of i61. 
 The worksho}) should, however, be open to each student for at least 30 evenings in the session, and 
 the fee must be suitable (say a maximum of 5s. a term) to members of the trade. 
 
 Technological teaching not held in institutions equipped with efficient apparatus and workshops 
 should only be aided on the same conditions as those laid down above for the teaching of science, i.e., 
 they must be affiliated to institutes with workshops, in the case of all subjects such as those enumerated 
 above as requiring practical workshop teaching, and the grant to them should be paid through the 
 Committee of the central institute in question. 
 
 The very few scattered technological classes at present being carried on in London should be 
 allowed till September next to conform to this condition, as in the case of science classes, meanwhile 
 receiving grant as above. 
 
 For the above purposes “ technology ” is held to include all the subjects enumerated on p. 34 (from 
 the City and Guilds Institute’s programme) as applicable to London industries, except goldsmiths’ and 
 silversmiths’ work which must be treated as part of art instruction, and are provided for under that head ; 
 the branches of applied chemistry (e.g., oils and fats, oils and varnishes, brewing, &c.), and of applied 
 physics (electrical engineering) which are taught in scientific laboratories in connection with the teach- 
 ing of science, and are provided for under that head. A few branches of teaching (e.g., cabinet-making) 
 may be added. Some of the above subjects may be split up, e.g., “ drawing for carpenters ” may be 
 treated as a separate subject, apart from “ Building Construction.” 
 
 The Teaching of Sanitary Science. 
 
 The teaching of the elements of Sanitary Science, especially to sanitary inspectors, is a branch 
 of technology which peculiarly concerns the County Council as an administrative body touching as it 
 does questions of public health, housing, &c. 
 
 After January, 1895, all sanitary inspectors will be required (under the Public Health (London) 
 Act, 1891) to hold a certificate of competence from some body recognised for the purpose by the Local 
 Government Board. It is of the highest importance that as large a proportion as possible of candidates 
 for these certificates should previously go through a systematic course of instruction, and that there 
 should be one recognised certificate-granting body for London, instead of several competing bodies, as at 
 present. 
 
 Teaching is already provided by two agencies. (1) The Sanitary Institute provides courses of 12 
 or more lectures on various subjects bearing on sanitation. The lectures are given by different men, 
 and a fee of about 15s. is charged. The Institute examines and grants certificates at the end of the courses. 
 It has already arranged several courses in connection with provincial County Councils, and desires a 
 
39 
 
 grant from the London County Council for the same purpose, and also for the maintenance of the 
 Parkes Museum of Sanitary Science. 
 
 (2) King’s College (in common with University College), has received L'10,000 under Berridge’s 
 Trust, for the formation of a department of Public Health. The sum has been spent in equipping 
 laboratories, &c., for the training of medical officers of health in the daytime ; a matter of great import- 
 ance, hut one which, in common with general medical education, is rather to be regarded as belonging 
 to professional than to technical education. 
 
 In the evening, courses of lectures are given on building construction, chemistry and physics in 
 their relation to sanitation, and on the general duties of sanitary inspectors. No part of the endowment 
 being used for this purpose the fees charged are high (£3 3s. a term), which place the lectures out of the 
 reach of the average sanitary inspector who earns from £100 to £150 a year. A grant is consequently 
 asked to enable the fees to be reduced. 
 
 There are various reasons which make it desirable that the County Council in promoting sanitary 
 instruction and examination should not merely act through one existing agency. If the various sanitary 
 bodies, e.g., Sanitary Institute, Society of Medical Officers, College of State Medicine, Institute of 
 Public Health, Ac., could come to some common agreement and appoint a joint educational board to 
 provide teaching and to grant certificates, the County Council, if well represented on such a board, 
 might do well to make it a substantial grant for the purposes of education, examination, and the 
 maintenance and development of a sanitary museum, of which the existing Parkes Museum might be 
 the nucleus. Failing such combined action, the County Council would do well to keep the whole matter 
 in its own hands, arranging with the Sanitary Institute or any other body as the case might be, to 
 provide teaching, and itself appointing examiners and granting certificates. 
 
 The grant to the King’s College evening sanitary classes would be naturally merged in the 
 general grant proposed (under the head of higher education) for their evening technical classes, 
 with a condition that sanitary officers holding posts within the County of London should he 
 admitted free, the lecturers’ stipends being supplemented out of the County Council grant. 
 
 Lectures and classes at two or three other centres might also be aiTanged. They would he well 
 held in town or vestry halls, on the “ University Extension ” plan (of 12 lectures in each course followed 
 by classes and weekly papers of questions), and should be free to sanitary inspectors, the general public 
 being admitted at a moderate fee. The lecturers might he selected in conjunction with the Sanitary 
 Institute, but each course should as a rule be given throughout by one man. Cotirses made up of single 
 lectures by different lecturers are useful for stimulus, but can accomplish little real teaching. 
 
 I recommend that £500 be allocated for the first year for instruction in sanitary science particularly 
 for sanitary inspectors, in addition to the grant to King’s College recommended on p. 76) of which at least 
 £150 a year should be used for the evening sanitary lectures. 
 
 If arrangements can be made for the joint hoard as suggested above to take over the Parkes 
 Museum, an annual grant of £500 would suffice for its maintenance and development. 
 
 Estimate of Cost of proposed aid to Technological Instruction (first year). 
 
 (Excluding grants to Polytechnics and Higher Institutions.) 
 
 Equipment, fittings, tools, &c. ... ... ... ... ... £2,000 
 
 Annual grants towards maintenance of workshops ... ... ... 500 
 
 Annual grant towards teaching .. . ... ... ... ... 1,000 
 
 The teaching of Sanitary Science ... ... ... ... 1,000 
 
 £4,500 
 
40 
 
 X.— MANUAL INSTRUCTION IN LONDON. 
 
 I.— General Principles. 
 
 “ Manual training in the use of tools ” is (or at least should be) merely a concrete mode of educa- 
 tion, doing for the hand and eye what bookwork does for the brain and memory. It is to be regarded 
 then not as a “ technological ” subject but as a part of general education. As to the form w'hich it shall 
 take, regard must be had to the age of the scholars and the other circumstances of the case. The occupa- 
 tions of the Kindergarten (paper cutting, folding and weaving, clay modelling, cardboard work, &c.), are so 
 many forms of manual training. Indeed, however far we may be from realising it in practice, the theory 
 of manual work in the “ kindergarten ” stage has been more completely worked out than most other parts of 
 educational theory. Unfortunately in some ways, fortunately perhaps in others, Friedrich Froebel never 
 systematised in detail the ideas put forth in the “ Education of Man ” except for the earliest stages of school 
 education. Thus we have lost possibly a masterly scheme of manual training which would have saved 
 us many blunders, but we may perhaps have gained a certain freedom from the narrowing influence of a 
 mere “ cult,” and “ system worship ” into which so much of our kindergarten work tends to degenerate. 
 Manual training suitable for the older pupils of our elementary schools is very far from being trade 
 teaching, but none the less any satisfactory scheme must have a distinct relation to surrounding 
 industrial practice and tradition. It is essentially a “transition class” linking the purely “development” 
 training of the child with the purely “ technical ” training of the apprentice. This report is no 
 place for entering on a discussion of educational theory, but the reasons for and against any scheme of 
 manual training cannot be presented or understood without recognising its double relation to child-mind 
 and industrial practice. Froebel was a master of the former; the second is the sphere of the engineer, 
 the artisan, the man of science. Any system of intermediate manual training must be w’orked out in 
 harmony with the laws of both. It must differ from practical carpentry in the graduation of its steps 
 and their conformity to the capacities and interests of the children, it must harmonise with it in teaching 
 the right use of the right tools, in order that what is learned may be a true preparation for industry, 
 not the acquisition of methods and knowledge that will have hereafter to be painfully unlearned. 
 
 It cannot be said that the problem of manual training has as yet been worked out finally on these 
 lines in England, nor is it to be hoped that any one perfect “system” will emerge from the present 
 rivalry of methods to reign suin-eme in the boys’ school, as Froebel’s “gifts” and “occupations” 
 reign supreme in the infant school. 
 
 At all events for the present it is wise to recognise fully the merits of widely different systems, 
 so long as they conform generally to the above principles. 
 
 The most famous system of manual work based on Froebel’s j^hilosophy is the Naas “ Sldjd ” of 
 Herr Otto Salomon, which is well worth our study, whatever be thought of its applicability 
 to England. Unfortunately, many of the Englishmen and English women who have studied it 
 have not been familiar with English mechanical industry, and so, instead of seeking to transform it 
 to English requirements by the true method of applying the same educational principles to the teaching 
 of the use of English tools and methods, they have adopted the short cut of importing the Swedish 
 system en bloc, and then perhaps adapting it in details when forced to do so by criticisms of practical 
 men. 
 
 At the opposite pole from “ Sldjd ” (which whatever be its practical defects is at least a well 
 thought out and graduated system) is the shipshod teaching of rough carpentry by carpenters which 
 does duty for manual training at many of our secondary schools in London, w'hich is almost worthless 
 from an educational point of view. (These classes are treated under the head of Secondary Education.) 
 
 In connection, however, with many of our public elementary schools, a serious attempt is now 
 being made to develop an English scheme of graduated manual training, which shall be based on 
 English tools and methods, and yet form a graduated educational course. 
 
 The three most important agencies giving instruction of this kind in London at present to pupils 
 of elementary schools are (1) the School Board, which has seventeen workshops now in operation, and is 
 fitting up 25 more, (2) a joint committee of the School Board, City and Guilds Institute, and Drapers’ 
 Company (to which a representative of the London County Council has lately been added) which has seven 
 “ centres ” under its control (six for wood-work, and one for wood and metal-work), for the instruction 
 of boys from neighbouring Board and voluntary schools, and (3) the “ Whitechapel Craft School,” a 
 voluntary organisation which serves as a centre for the instruction in wood-work of boys from seven 
 neighbouring schools. This teaching applies chiefly to boys in the standards of elementary schools, and 
 hence does not (directly) come within the scope of the County Council’s powers. 
 
 The same remark applies to the various forms of (so-called) “ hand-and-eye work ” by which the 
 School Board has attempted to make a link between the work of the infant school and manual 
 training properly so-called. Such is the teaching of cardboard modelling, paper cutting, folding and 
 colouring, &c., which is now given in many Board schools. 
 
 Manual instruction in secondary and higher grade schools is provided for in the general grant 
 made to such schools. 
 
 Manual training in evening classes for boys who have left the day-schools is perhaps hardly a 
 matter for immediate County Council aid, except for boys who are engaged in or preparing to enter a trade 
 in which the tools are employed. In this case it becomes “ technological ” teaching, and is provided for 
 under that head. It may in future become desirable to provide for general manual training on purely 
 educational lines in evening continuation schools, but it is hardl}' necessary to set aside a definite grant 
 for the purpose for the first year. 
 
 The chief matter in which the Council comes into contact with manual training of the kind here 
 alluded to, is in the provision which it may make for the training of teachers. 
 
41 
 
 II.— The Training of Teachers. 
 
 I think that in the present stage the Council would do well to i*ecognise, temporarily, widely 
 different systems, so long as they conform to some such conditions as the following : — 
 
 (1.) They must be educationally graded, i.c., the models and exercises, must be 
 systematically graduated in difficulty, and illustrate the appropriate use of each tool introduced. 
 
 (2.) The work must be associated with drawing to scale. , 
 
 (3.) The scheme of instruction must be based on English tools and processes, so as to 
 make a correct introduction to mechanical industry, though in no way infringing on techno- 
 logical teaching applicable to a special branch of industry. 
 
 Existing classes — The chief manual training centres for teachers in London are, (1) the training 
 class of the City and Guilds Institute, of about 60 teachers, (2) the centres of manual training of the 
 London School Board (held up to the end of last year) for about 100 teachers, (3) the Whitechapel Craft 
 School with normal classes for 113 teachers, (4) the Guild and School of Handicraft in Mile-end with 
 about 137 teachers.* 
 
 Of these, the first-named is of course not in need of assistance from the Council, and the London 
 School Board centres are at present closed, owing to the surcharge by the auditor. Should the School 
 Board desire it, doubtless the Council will make provision which will enable them to carry on their 
 training work. All these classes work, with more or less success, on the basis of English handicraft 
 method. 
 
 I think that all grants for manual training should be quite tentative at present, and subject to 
 recall, if in a year’s time the Council is inclined to adopt different measures for the training of teachers 
 (e.g., to take the matter entirely into its own hands). All institutions aided for this purpose should 
 therefore be specially warned that they must not count on such aid for more than a year. 
 
 The School Board classes were free to selected teachers: the others charge fees ranging from 10s. 
 to 15s. a term for two hours a week, and have no entrance examination. 
 
 It will be seen that (assuming that the School Board classes are revived) there is already provision 
 for the simultaneous training of about 400 teachers in London. This provision is amply sufficient in 
 quantity, and any County Council aid should be devised in such a form as to raise the standard of 
 teaching and make it more thorough and systematic. 
 
 In the first place no teachers’ training classes should be aided which are carried on on the lines of 
 technological classes for carpenters. Teachers’ classes for manual instruction must be confined to teachers, 
 otherwise there will be confusion and loss of power. They must be conducted on educational lines, 
 according to a graduated system as defined above. They must provide not only for systematic practical 
 instruction at the bench, hut also for efficient teaching of practical drawing and for instruction bearing on the 
 properties of materials and the use of tools. They must, in short, be training classes, not technological 
 classes ; and the instructor must give evidence of qualifications, both on the practical and on the teaching 
 side. 
 
 (2) In the second place there should be an entrance examination for the teachers who wish to 
 attend manual classes aided by the County Council. The examination should bo chiefly in mechanical 
 drawing and solid geometry. The object is to secure that the teachers on whose account the County 
 Council grant is given, are likely to profit by the instruction, and after training become competent 
 instructors in manual work. However the entrance examination is planned, it must be uniform iu 
 standard for all manual training classes to which aid is given. 
 
 T'he managers of such classes would not be in any way forbidden to admit teachers who fail to 
 come up to the standard of the entrance examination, at any fee they please to charge, but no grant 
 should be made by the Council on account of any teachers other than those admitted on the examination. 
 
 (3) The teachers on whose training grant is paid, should attend at least twice a week, and make 
 not less than 40 attendances, of two hours each during the year, at the bench, besides going 
 through a satisfactory course of instruction in drawing, properties of timber, tools and general theory. 
 
 (4) Certain centres which satisfy the Council as to teaching power, equipment, &c., and work 
 according to a satisfactory graduated course of instruction, should be selected for recognition. The fee 
 charged at these centres should be not more than 10s. a term inclusive for teachers who pass the 
 entrance examination, and a grant of ii2 a head should be made on account of such of these teachers as 
 fulfil the above conditions. 
 
 The “ S15jd ” Association of Great Britain and Ireland, has approached the Council with a 
 view to obtaining a grant to carry on teachers’ classes in “ Slojd.” If such classes are efficiently 
 conducted and conform to the conditions laid down above, there is no reason why they should not be 
 recognised as one of the centres which teachers who pass the entrance examination may attend, and 
 receive grant on the scale recommended above. If however it he found that these conditions are 
 incompatible with the carrying on of the classes, on account of the wide difference between Swedish and 
 English handicraft, the Council will have to consider whether it is desirable to relax these conditions in 
 order that the experiment may be tried, or whether on the other hand the importance of keeping all the 
 manual instruction in touch with English handicraft is so great as to render such relaxation undesirable. 
 
 I recommend that a grant of ^0500 be set aside for the first year for manual training classes for 
 teachers, and that the School Board and City and Guilds Institute he approached with a view to arrange 
 uniform and satisfactory conditions for the manual classes. 
 
 ro] 
 
 * The numbers are given for last year. 
 
42 
 
 XI.— THE TEACHINCt OF COMMERCIAL SUBJECTS IN LONDON. 
 
 I. — General Principles. 
 
 Loudon is by far tbe greatest commercial centre in the world. Probably the number and 
 importance of the commercial establishments in London is not only actually greater than those of any 
 other city, hut also greater as a percentage of the whole population. The number of clerks recorded in 
 the 1881 census was no less than 100,000 (including 4,000 women and girls). Commercial education 
 then is a most important branch of technical education in London. 
 
 As in the case of other branches of the subject, commercial education must be regarded from two 
 points of view, as part of secondary and higher education received before entering business, and as 
 instruction supplementary to the practical experience of business life received in evening classes or 
 otherwise after entering the office. 
 
 The ordinary teaching of the secondary school in writing, arithmetic, composition, modern 
 languages, geography and history, is in a sense “commercial education,” being in fact the indispensable 
 preliminary to any more specialised instruction. In addition to this, some secondary schools give 
 instruction in book-keeping and shorthand, and in their higher forms, specialise the teaching of 
 geography and history along commercial lines. In the polytechnic institutes and other evening 
 institutions, there are large classes for the teaching of modern languages, book-keeping, and shorthand, 
 largely attended by students engaged in the day in commercial occupations. 
 
 With regard however to systematic and higher commercial teaching, there is no doubt that we 
 are lamentably deficient in London. 
 
 The subjects named above would be regarded abroad as the merest elements of a commercial 
 education. Teaching bearing on commercial law and practice, the tariffs and commercial customs of 
 various nations, the economics of banking, currency and finance, are almost unprovided for by public 
 agencies, if we except the lectures on political economy at University and King’s Colleges which touch 
 practical commerce very slightly, and the evening lectures on commerce and mercantile law given at 
 King’s College, the City of London College, and the Birkbeck Institute. The Institute of Bankers 
 and the Institute of Chartered Accountants hold examinations in some of the above subjects for their 
 own members or candidates for membership ; but we have nothing to be compared for a moment to the 
 Higher Commercial Schools of Vienna or Antwerp. 
 
 And yet all the subjects enumerated above are of the greatest importance to commercial men ; 
 Many grave blunders would be avoided if their principles were generally understood ; and useful and 
 indeed indispensable as practical experience in business is, in giving colour and reality to the notions 
 acquired in the lecture-room, none of these branches of knowledge are such as can be adequately 
 acquired in the rush and hurry of actual commercial life. 
 
 What is wanted then is (1) efficient general preparation for a commercial career in the secondary 
 school, (2) widely diffused evening instruction in modern languages, book-keeping and shorthand, and 
 (3) efficient and systematic higher commercial teaching, both in higher departments of secondary schools 
 and as a part of university teaching. 
 
 II.— Existing Facts. 
 
 (1.) Teaching Agencies . — The extent to which secondary schools in London attempt to give 
 special commercial instruction may be seen from their time-tables, on pp. 149-168. 
 
 The commercial teaching given in evening classes is not nearly so easy to tabulate and classify 
 as the teaching of art, science, and technology, for two reasons. In the first place it is not easy to draw 
 the line between commercial and general teaching. French taught to one class of students, and in one 
 way, is “ commercial taught to another class, and in another way, it is “ general.” The same is true 
 of writing, arithmetic, history and geography. In the next place the registers are not as a rule nearly 
 so rigorously kept in the commercial departments of the polytechnics and other institutes as in the 
 science and art and technological departments. Occupations, ages, attendances, &c., are much more 
 loosely noted, if at all. 
 
 The following table, though it includes all the most important centres of commercial instructions, 
 is therefore probably very far Lorn complete, and, as regards modern languages at least, it is certain 
 that many of the students cannot be regarded as bond fide commercial students — 
 
 
 French. 
 
 German. 
 
 Italian. 
 
 Spanish. 
 
 Portuguese. 
 
 Book-keeping. 
 
 Shorthand. 
 
 Type-writing. 
 
 Mercantile 
 
 Law. 
 
 “ Chamber of 
 Commerce 
 Class.” 
 
 People’s Palace ... ... 
 
 341 
 
 88 
 
 
 
 
 
 — 
 
 219 
 
 360 
 
 — 
 
 — 
 
 — 
 
 Polytechnic 
 
 930 
 
 218 
 
 26 
 
 77 
 
 — 
 
 385 
 
 708 
 
 107 
 
 — 
 
 42 
 
 City of London College 
 
 353 
 
 152 
 
 19 
 
 46 
 
 9 
 
 130 
 
 222 
 
 — 
 
 27 
 
 — 
 
 Birkbeck Institution... 
 
 685 
 
 131 
 
 34 
 
 87 
 
 4 
 
 182 
 
 263 
 
 10 
 
 18 
 
 — 
 
 Goldsmiths’ Institute (New Cross) 
 
 680 
 
 170 
 
 
 
 66 
 
 — 
 
 271 
 
 669 
 
 — 
 
 — 
 
 — 
 
 Working Men’s College 
 
 188 
 
 43 
 
 — 
 
 17 
 
 — 
 
 57 
 
 183 
 
 — 
 
 — 
 
 — 
 
 Morley College 
 
 — 
 
 13 
 
 — 
 
 — 
 
 — 
 
 47 
 
 121 
 
 — 
 
 — 
 
 — 
 
 Aldeniiam Institute ... 
 
 66 
 
 14 
 
 — 
 
 9 
 
 — 
 
 21 
 
 35 
 
 — 
 
 — 
 
 — 
 
 Highbury Institute ... 
 
 70 
 
 25 
 
 — 
 
 — 
 
 — 
 
 28 
 
 35 
 
 — 
 
 — 
 
 — 
 
 North-East London Institute 
 
 50 
 
 30 
 
 — 
 
 — 
 
 — 
 
 22 
 
 r>4 
 
 — 
 
 — 
 
 — 
 
 St. John’s Institute, Holloway 
 
 45 
 
 5 
 
 — 
 
 — 
 
 — 
 
 15 
 
 81 
 
 — 
 
 — 
 
 — 
 
 Westminster Technical Institute ... 
 
 54 
 
 — 
 
 — 
 
 — 
 
 • 
 
 — 
 
 39 
 
 — 
 
 — 
 
 — 
 
 Woolwich Polytechnic 
 
 44 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 98 
 
 — 
 
 — 
 
 — 
 
 Pccktiam Wesleyan School ... 
 
 102 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 65 
 
 — 
 
 — 
 
 
 Westbourne Ihirk Institute... 
 
 62 
 
 18 
 
 2 
 
 3 
 
 — 
 
 22 
 
 66 
 
 — 
 
 — 
 
 — 
 
 
43 
 
 I have omitted from the list all classes entered as “ Civil Service ” classes, or classes distinctly 
 devised to get students into a particular profession, since these are of the nature of “ coaching,” and 
 should not in my opinion be aided by the County Council. 
 
 No one can fail to be struck with the size of some of these classes. Of course they are sub- 
 divided, being held on several days of the week and at different times of the evening, but still the 
 number of students who can be taught simultaneously is, as a rule, far greater in subjects of this kind 
 than in art, science or technology. Consequently the cost per head of the teaching is far less, and indeed 
 well-conducted commercial classes of the type under consideration may be made self-supporting, even if 
 the fee be low, if the buildings are provided. 
 
 As stated above, provision for higher commercial teaching is almost entirely wanting, but under 
 a recent scheme of the Charity Commissioners a “ higher commercial school ” for boys of 16 to 18 or 19 
 will shortly be established in connection with the Central Foundation Schools in the City. The actual 
 establishment of this school is at present delayed by the want of funds, but if this difficulty can be got 
 over it ought to fill a gap which at present is entirely unsupplied. 
 
 (2) Examining Agencies. — (a) Society of Arts . — For many years past the Society of Arts has 
 held examinations and granted diplomas in various branches of commercial knowledge, including modern 
 languages, book-keeping, and shorthand. Most of the evening institutions giving commercial instruc- 
 tion send in candidates for these examinations, which have considerable repute. 
 
 {h) London Chamber of Commerce . — Three or four years ago the London Chamber of Commerce 
 instituted an inquiry into the extent and causes of the employment of foreigners in London commercial 
 houses, and came to the definite conclusion that one important cause was the inferior education of the 
 English boy, so far as knowledge useful in commercial life is concerned. No doubt other causes also 
 operate, such as the natural superiority of the German in the German language, and to some extent the 
 lower rate of salary which he is willing to accept in order to gain a knowledge of English business. 
 These causes of preference are of course in'emovable, but the London Chamber of Commerce was so convinced 
 by its inquiry that the superiority of foreign commercial education is one important factor in the 
 question, that it proceeded to devise a scheme for the improvement of such education in England. The 
 scheme, which has now been in operation for three years, consists of (1) an outline suggested time table 
 for secondary education for boys preparing for commercial pursuits, (2) a system of examinations for 
 junior commercial certificates for boys of about 16, (3) an employment bureau for obtaining employment 
 for those who have gained these certificates. A number of prizes and scholarships are also offered 
 for successful candidates by various individuals and city firms. 
 
 To the above is now being added a scheme for “ higher commercial certificates ” intended for 
 students who have gone through a higher and more specialised course in day or evening classes. It is 
 proposed in the case of these higher examinations to give certificates also for single subjects. 
 
 The suggested time-table calls for no comment. It is merely intended as a guide, and is in no 
 way compulsory on the schools sending in candidates for the examinations. 
 
 The examination for junior commercial certificates includes seven compulsory and eight optional 
 subjects, of which one must and all may be taken by the candidates. The compulsory subjects are 
 English, a foreign language, commercial history and geography, arithmetic, mathematics, book-keeping 
 and drawing. The optional subjects include five branches of science, advanced drawing, shorthand and 
 Latin. 
 
 In 1891, 86 candidates presented themselves, of whom 42 received certificates. The successful 
 London candidates were drawn from the following schools ; — 
 
 No. of success- 
 ful Candidates. 
 
 Owen’s School, Islington ... ... ... ... 14 
 
 Tollington Park College (private) ... ... ... 7 
 
 Central Foundation Schools ... ... ... 6 
 
 University College Schools ... ... ... 2 
 
 Parmiter School... ... ... ... ... 2 
 
 Polytechnic, Regent-street. . . ... ... ... 2 
 
 City of London School ... ... ... ... 1 
 
 34 
 
 The examinations have hitherto been conducted through the agency of the College of Preceptors. 
 
 With regard to the “ employment bureau ■” a large number of City firms have offered to give 
 preference to holders of the Chamber of Commerce Certificate, and Mr. Kenric Murray, the Secretary 
 to the Chamber, informs me that nearly all applicants have had employment found in this way. 
 
 The higher commercial scheme includes provision for commercial and industrial law, insurance, 
 and commerce, besides shorthand, foreign languages, commercial history and geography, and various 
 branches of science, drawing, mathematics, English and Latin. Here again there are to be compulsory 
 and optional subjects for those taking the higher commercial certificate, but special certificates will also 
 be granted in separate subjects. This part of the scheme is not yet in operation. 
 
 The above detailed description of the scheme has been given, because of its importance, not only 
 as the only systematic attempt to raise the standard of commercial teachiug in London, but also as the 
 work of so representative and influential a body as the London Chamber of Commerce. The Chamber, 
 indeed, is desirous of developing the scheme further, and for this purpose asks for aid from the County 
 Council. At present the annual cost is about ^120, exclusive of prizes and scholarships and the cost 
 of keeping the register. 
 
 In considering the best mode in which the Council can supplement the efforts of the London 
 Chamber of Commerce, it is best to pursue the plan adopted in other parts of this report, of inquiring 
 what are its weak points as it stands at present and how far the Council’s action can strengthen them. 
 
44 
 
 (1.) Though examinations and syllabuses may stimulate and test teaching they cannot by them- 
 selves stand in lieu of it. Probably, considering the means at its disposal, the London Chamber of 
 Commerce has acted in the only manner open to it in starting from the examination end. But the 
 most crying evil is the w'ant of teachers competent to give higher commercial instruction, and until we 
 have them the results of a mere examination scheme will be somewhat disappointing. The Council 
 would, therefore, do well to supplement the action of the Chamber of Commerce by supplying the teach- 
 ing, whether by training teachers at home or on the Continent, or by aiding the proposed higher 
 commercial school, or by enabling one or more of our higher colleges to give higher instruction in 
 commercial siibjects, or by all of these methods. 
 
 (2.) One of the greatest evils of the present unorganised and chaotic state of our secondary educa- 
 tion is the multiplicity of examinations on which the schoolmasters have to keep their eye. The tables 
 on p. 171 bring this out very clearly. First there are the examinations which profess to test the whole 
 work of the school or, at least, of certain classes or individual boys, such as those of the Oxford and 
 Cambridge -Joint Board, the Oxford and Cambridge “ Locals,” the College of Preceptors, the London 
 University Matriculation, and so forth. Secondly there are the examinations in special subjects, such 
 as the various open scholarship examinations, or examinations for entrance into various professions— 
 (Woolwich, Sandhurst, Civil Service, &c.), or the Science and Art Examinations. Each of these examina- 
 tions has some peculiarity of its own, and there is hardly any attempt at mutual recognition. It is much 
 to be desired that some one first-rate examination or graduated series of examinations (such as might be 
 conducted by a teaching university in London) should absorb and replace all these various tests. Much 
 has already been done in this direction in Scotland by the institution of the leaving examinations for 
 secondary schools by the Scotch Education Department. To this subject we shall return later. Mean- 
 while, pending so radical a change as is here suggested, the best thing that can be done is for each 
 agency which examines with special reference to some particular part (commercial, scientific, &c.) of 
 the school curriculum to recognise so far as possible the examination of other agencies for the other 
 parts instead of duplicating them. 
 
 The London Chamber of Commerce rightly refuses to give its junior certificate except to those 
 who can show' that they have received a sound all-round education as w'ell as instruction in special 
 commercial subjects ; and to secure this end it includes such subjects as Science, Latin and drawing in 
 its examinations, with the danger however of adding to the already too great confusion of school examina- 
 tions. It might therefore be sound policy for the Chamber of Commerce to confine its ow'n examination 
 to the more purely commercial subjects, requiring, however, as a condition of entering for their 
 examinations at all, that the boys should have attained a certain standard in the examination of either 
 the London University (Matriculation) or the Oxford and Cambridge Joint Board, or the Oxford 
 or Cambridge “ Locals,” or the College of Preceptors. The examination would thus be two parts, 
 general prelbninarg (conducted by any one of a number of existing agencies) and special final, 
 conducted by the Chamber of Commerce itself. 
 
 (3.) Since the Society of Arts already covers part of the ground of the proposed Higher 
 Commercial course of the London Chamber of Commerce, the two bodies should negotiate so as if 
 possible to divide the ground instead of overlapping. 
 
 (4.) A splendid w'ork would be done if several of the scholarships and prizes given by individuals 
 and City firms to successful candidates were consolidated so as to form a few large scholarships (of T80 
 or LTOO a year for three years) to enable one or two clever lads who have passed the examination w'ith 
 distinction to go to one of the higher commercial institutes on the Continent (Leipsic, Munich, Vienna, 
 Aiitw'erp, &c.) for a couple of years, and afterw'ards become teachers in commercial schools in London. 
 By such means as this we should gradually train a race of teachers w'ho would be acquainted with the best 
 foreign methods and standards of commercial education. 
 
 If this be done, the Council might contribute an equal amount to that given by private 
 subscription, say up to i“250 a year. 
 
 These combined sums (up to £500 year) to be employed in founding — 
 
 (i.) Say, three scholarsbips (one falling vacant every year) of TlOO a year for three years, to 
 enable the boy who passes highest in the junior commercial examination to spend three years at one of 
 the continental higher commercial schools. 
 
 (ii.) Saj', four scholarships (two a year) of .£50 a year for two years, to enable boys who pass high 
 in the examination to spend two years at the new Higher Commercial School (Central Foundation 
 Schools) v/hen opened. 
 
 If such action be agreed to by the Chamber of Commerce, the Council would do w'ell to give a 
 further grant (say of £200 for the first year) to them to develop their scheme of examinations on the lines 
 suggested, at least till the proposed teaching university be established. I have already indicated my 
 opinion that any teaching university for London ought to have a faculty of commerce, and give high- 
 class commercial instruction. If this be ever realized, such a university could include commercial sub- 
 jects as optional subjects in the “ leaving examinations ” w'hich it w'ould hold for secondary schools ; and 
 this examination with the commercial certificate granted on its results (analogous to the commercial 
 certificates of the Oxford and Cambridge Joint Board) might absorb that of the London Chamber of 
 Commerce. 
 
 I recommend that aid be also given, if required, towards the starting of the new' Higher Com- 
 mercial School referred to above, and that this school be recognized as a place of higher education, 
 where scholarships W'on by boys leaving the ordinary secondary schools may be held. The amount of 
 such aid required can only be ascertained when the scheme has made further progress, and no actual 
 sum need be set aside for the purpose for the first year. 
 
 If, moreover, a department of Commerce, giving systematic teaching in higher commercial 
 subjects, be established in connection with one or more of the Higher Colleges in London, the Council 
 Avould do well to consider seriously the desirability of supporting it, as is proposed below for their more 
 purely technical work. See below under “ Higher Education” (p. 75). There are already in these 
 
46 
 
 colleges professorships of French, German, and other modern languages, and of political economy ; and 
 King’s College possesses also a chair of Commerce. There is, however, nothing that can be called a 
 systematic course of day teaching of commercial subjects in either of the colleges, and it should be an 
 essential condition of County Council aid that the teaching should form a regular and systematic 
 college course, with free places as provided in the case of the other technical departments. 
 
 The above proposals are as will be seen for the encouragement of higher commercial teaching, 
 and the training of teachers. In view of the great amount of elementary commercial teaching 
 already going on on a more or less self-supporting basis in London, I think that capitation grants on 
 such teaching are not a pressing necessity. So far indeed as the Polytechnics are concerned, any 
 grant for the purpose would be included in their general grants. 
 
 Turning to secondary schools, it is pretty evident that the root difficulty we have to contend 
 with is the want of training for the average teachers of London secondary schools in commercial subjects. 
 To overcome this I propose that the Council should set aside a grant to compensate the managers of 
 secondary schools for the loss entailed by giving, say, six months’ leave of absence to a certain number of 
 selected teachers to enable them to spend some time in one or more of the best continental higher 
 commercial schools, and at the same time to acquaint themselves with the foreign methods of commercial 
 education. No doubt arrangements could be made by the Council, perhaps through the Foreign OlBce, 
 with the authorities of certain of these foreign schools to enable the plan to be carried out. 
 
 I propose that i6l,000 be set aside for the first year for this purpose. This would enable about 
 12 teachers to pass six months abroad. The teachers might be nominated by the governors of the 
 schools, and selected finally by a joint Committee of the County Council and Chamber of Commerce. 
 
 Summary of proposed Grants for Commercial Education. 
 
 (1.) To London Chamber of Commerce on usual conditions of repre- 
 sentation, &c. — 
 
 Annual grant for developing examinations, on the lines 
 
 suggested as above ... ... ... ... L200 
 
 Annual grant (to meet an equal sum in private subscrin- 
 
 tions) to found («) Scholarships tenable at Con- 
 tinental Higher Commercial Schools; (h) Scholarships 
 tenable at the new Higher Commercial School in 
 London, &c. ... ... ... ... 250 
 
 (2.) To the Higher Colleges, on condition of forming a distinct and 
 organised Commercial Department, giving as systematic higher 
 teaching as the Foreign Higher Commercial Schools, and with 
 free places for County scholars (as in science and technical 
 departments) , a grant to be determined hereafter 
 (3.) To the new Higher Commercial School, a grant when established to 
 be determined hereafter .. . 
 
 (4.) To enable managers of secondary schools to give six months’ leave 
 of absence to a few selected teachers to enable them to pass some 
 time in foreign Higher Commercial Schools ... ... 1,000 
 
 Total ... ... ... LH,450 
 
 I have left the grants under heads (2) and (3) undetermined. If a sum of L‘2,000 be set aside 
 for commercial instruction for the first year, it will probably meet the necessities of the case. 
 
46 
 
 XII.— THE TEACHIXa OF HOUSEHOLD ECONOMY IN LONDON. 
 
 I.— General Principles. 
 
 Domestic service is not only by far the largest women’s industry in London, but the largest of 
 any single group of industries either for men or women, employing no fewer than 250,000 w’omen and girls. 
 When it is added that the greater number of girls who pass through our elementary schools will become 
 managers of households of their own, it is clear that a knowledge of “household economy” and 
 domestic management is by far the most important branch of technical training for girls and women. 
 
 The numbers of girls and women engaged in other forms of industry are given in detail on 
 p. 92, from which it will be seen that if we except such subjects as cookery, dressmaking and 
 millinery, laundry work, domestic hygiene, and so forth, which fall under the general title of 
 “household economy,” the remaining wants of women with regard to technical training can be met to 
 a great extent (though not entirely) by the ordinary classes in art, science, commercial subjects, &c., &c., 
 which are open to both sexes alike. The present section is therefore confined entirely to the special 
 subjects applicable (chiefly) to women.* 
 
 The greater part of what is contained in the following pages is based on a detailed report 
 compiled for the purpose of this report by Miss E. K. Forsyth, who formerly directed the “Forsyth 
 Technical College for Women,” and who has visited a great number of the most important existing 
 classes for domestic instruction in London. I have also had the advantage of the advice of 
 Miss Margaret Sewell, head of the women’s university settlement in Bermondsey, Miss Clara Collet, 
 one of the Assistant Commissioners on women’s work of the Labour Commission, and others. 
 
 In dealing with subjects such as these, it is more than ever necessary to keep in view the wide 
 difference of the objects at which the teaching may aim. 
 
 For example, cookery may be taught as a form of technical training for the high class 
 professional cook. Or again, the teaching may aim at training for ordinary domestic service, the 
 examples of dishes, &c., being chosen with reference to the standard of living and customs of the class of 
 persons who keep servants ; or thirdly, the aim may be the teaching of artisan cookery, with a view of 
 improving the standard of cookery in the actual homes of the pupils themselves. Clearly the examples 
 chosen for the last mentioned purpose will differ considerably from those employed in teaching future 
 servants, still more from the training of the professional cook. We have to distinguish them, 
 (1) cookery as a business, (2) cookery as part of domestic service, (3) cookery as part of household 
 management. 
 
 Again, dressmaking or millinery may be taught as a “ technological ’’ subject, as part of the training 
 of dressmakers or milliners ; or as a branch of household economy. The same applies to laundry work. 
 
 Yet another kind of class which should be distinguished from all the above, is the normal 
 training class for teachers, in which not only cookery, dressmaking, &c., should be taught, but an insight 
 given into the art and methods of teaching these subjects both to children and adults. A teacher of 
 cookery for example, should not only know how to cook, and how to manage a class of girls, but should 
 have some knowledge of the ways of life and habits which prevail in the homes from which the girls 
 come ; the dishes to which they are accustomed, the limitations of their cooking apparatus and fireplaces, 
 the customs and prejudices of the poor with regard to buying and cooking food, &c., &c. They should in 
 fact, either by reason of being drawn from the same class themselves or by means of practical contact 
 gained in some other way, be familiar with the inside of a workman’s home, before they begin teaching 
 his wife and daughters how and what to cook. Otherwise little will come of the teaching of cookery as 
 a part of household economy, though it may be a useful preparation for domestic service. It will be 
 seen below that the training of domestic teachers is in an extremely unsatisfactory state at present, and 
 that the supply of this want is on the whole the most useful service which the County Council can 
 render. 
 
 II.— Existing Facts. 
 
 The existing agencies in London for instruction in household economy may be classified as 
 follows — 
 
 (1.) The London School Board and managers of voluntary schools teach cookery, laundry work, 
 and needlework, or some of these subjects in day and evening schools. 
 
 (2.) The Joint Committee of the School Board, City and Guilds Institute, and Drapers’ 
 Company (to which a County Council representative has just been added) is carrying on an experiment 
 in housewifery instruction in William-street Board School. 
 
 (3.) The Polytechnics (Regent-street, People’s Palace, Goldsmiths’ Institute, and Borough-road), 
 have departments of household economy, teaching cookery, laundry work, dressmaking, millinery, &c., 
 or some of those subjects. 
 
 To these should be added the classes endowed under the Campden Trust in cookery and dress- 
 making. 
 
 (4.) Several institutions and societies which conduct girls’ clubs, homes, &c., hold classes in 
 connection with them for domestic instruction. 
 
 The most important of these are — 
 
 The Girls’ Friendly Society. 
 
 'J'he “Young Women’s Christian xYssociation.” 
 
 The Recreative Evening Schools Association (Girls’ Evening Homes in Board Schools. 
 
 Certain separate clubs, e.y., St. Bride’s Club, Wantage Club, West Kensington Club for 
 Working Girls, Ac. 
 
 * I say “ chiefly ” because cookery classes for hoys about to be sea-cooks would be very useful iii the port of 
 liondon, and the proposals to aid the teaching of cookery made below are intended to include such teaching. 
 
47 
 
 (5.) Institutions which train or provide teachers. The most important in London is the 
 National Training School of Cookery in Buckingham Palace-road. 
 
 The Hampstead School of Cookery provides teachers for elementary schools. 
 
 The Institute for the Advancement of Plain Needlework provides teachers of dressmaking, &c. 
 
 We may take these agencies in order. 
 
 1. — The School Board for London has 89 cookery “ centres ” and 8 class-rooms. The number 
 of girls in the day-schools who attended cookery teaching in the year ended March, 1892, was about 
 26,000, the course lasting about six months, so that between 13,000 and 14,000 were attending at any 
 one time. 
 
 The Board employs four superintendents, with districts under their charge, 96 permanent, 
 instructors, and 17 probationers. 
 
 Each centre supplies the needs of several neighbouring schools, and, as a rule, accommodates 
 12 children actually practising cookery at the same time. The centres are open to children from non- 
 Board schools under certain conditions, and on the payment of a fee. 176 non-Board scholars received 
 instruction in Board centres. 
 
 The instruction in these centres for day-scholars is almost entirely for children in the standards 
 of the Board schools, and hence outside the scope of the Loudon County Council. The kitchens and 
 arrangements in general are very good and practical, being sufficiently “ model” without being luxurious. 
 The greatest weakness is the small number of lessons given to the same child — 40 hours’ instruction 
 can only be enough to give a smattering of knowledge. The School Board is projecting the erection 
 of new centres, 70 having been sanctioned by the Education Department. 
 
 Laundry ivork. — There are 18 ‘‘laundry” centres under the Board, attended by about 1,300 
 children in any one week. The Board employs a superintendent of laundry work, 19 permanent 
 instructors, and 15 probationers. The centres are worked under regulations very similar to those for 
 cookery, each being available as a rule for a group of schools. 
 
 The arrangements for the laundry work are very good, the subject seems to be growing in 
 popularity, and the number of centres is gradually increasing. Each child goes through a course of 12 
 lessons (or 20 hours’ work) and the classes are limited to 14 pupils. 
 
 Both cookery and laundry-work receive a grant from the Education Department. 
 
 Houseivifery — The class in housewifery, held in the William-street Board School (under the Joint 
 Committee named above), is best described here, as it is part of the education of Board School children. 
 Practical cleaning and management of an artizan’s dwelling are taught to a voluntary class of about 
 30 day scholars from the fourth standard and upwards. “ It is impossible,” says Miss Forsyth, “to 
 praise this class too highly. It is a class which depends almost entirely on the efficiency of its teacher, 
 but if the present teacher trains the instructresses for future and similar classes, the effect of such 
 teaching on the school-girl cannot fail to be permanently valuable.” 
 
 A few voluntary schools holding cookery classes have been visited, but there were no special 
 features calling for remark. 
 
 All the above classes being for children in the Standards are only of importance for our purpose 
 from the light they throw on the kind of training required for teachers, and the foundation they afford 
 for continuation classes. 
 
 2. — Evening Elementary Schools — Thirty-five of the School Board cookery centres are open in 
 the evenings, with about 600 girls on the rolls, and an average attendance (for the week ending October 
 1st, 1892) of about 500. 
 
 Last year the percentage of average attendance of the number on the rolls was 60‘7. 
 
 The greatest difficulty met with in these classes arises out of the difference of ages and of 
 previous knowledge of the subject among the pupils. 
 
 3. — Polytechnics. — All the polytechnic institutes give some kind of domestic instruction. 
 
 At the Goldsmiths’ Institute at New Cross, there are classes for cookery, dressmaking, and 
 millinery. The dressmaking classes are very full, being attended last year by 510 students. There 
 were 190 attending for cookery, and 171 for millinery, besides large classes in ambulance, nursing, and 
 art needlework. The arrangements are good and practical. 
 
 At the People’s Palace, the cookery arrangements are elaborate, and besides the usual cookery 
 classes there are some teachers in training, whom it is hoped that the Education Department will recognise. 
 
 The dressmaking classes were attended last year by 220, the millinery classes by 85, the 
 cookery classes by about 80, and the laundry class by 15. 
 
 At the Polytechnic in Kegent-street there are classes in cookery attended by 221, in dressmaking 
 by 121, and in millinery by 97. There are also classes in sewing machine (41 students), and ambulance 
 and sick nursing (270 students). In the summer when the institute was visited, the cookery class was 
 
 attended by 51 students of the following occupations — 
 
 Cooks ... ... ... ... ... 12 
 
 Dressmakers ... ... ... ... ... 7 
 
 Milliners ... ... ... ... ... 2 
 
 Clerks ... ... ... ... ... 5 
 
 Teachers ... ... ... ... ... 5 
 
 Married or at home ... ... ... ... 20 
 
 Type-writer and letter-writer ... ... ... 2 
 
 Retoucher ... ... ... ... ... 1 
 
 U nknown ... ... ... ... ... 3 
 
 57 
 
 Here, and at many other centres, the teaching is a good deal the teaching of recipes rather than 
 of principles, but (perhaps for this reason) it is popular. 
 
48 
 
 The Borongh-road Institute has arranged for classes in cookery, laundry-work, dressmaking and 
 artistic needlework, which have just commenced. The arrangements are excellent, but of course it is too 
 soon to judge of the classes. 
 
 I should like to emphasise here as elsewhere, the fact that artistic needlework should be taught 
 if at all in close connection with the school of art. 
 
 The “ Campden Trust ” classes are held in All Saints’ school, Kensington-park-road. Cookery and 
 dressmaking are taught, about sixty girls attending for each subject. The classes are supported by 
 endowment, and are open to girls over 12 living in the parish of Kensington who have attended or attend 
 a public elementary school, and to others on payment of higher fees. There is an idea of moving these 
 classes into the polytechnic contemplated for that neighbourhood, when it is ready to receive them. 
 
 Evening classes in dressmaking attended by girls, are held at the Westminster Technical 
 Institute, the Westminster branch of the Kecreative Evening Schools Association, the North-east London, 
 Highbury and other Institutes, the Morley Memorial College, and elsewhere. Cookery and millinery 
 are taught in a smaller number of these institutes. 
 
 4. — Girls' Clubs and Institutes . — The institutions named above are doing good work, which deserves 
 encouragement, but I do not think that either they or the School Board classes will ever cover the 
 whole ground. Whatever difference of opinion there may be as to the policy in general of combining 
 educational and social work, there can be no doubt that the readiest and most certain means of making 
 simple domestic teaching accessible to the mass of working girls is to utilise, at least to some extent, 
 the machinery of the various girls’ clubs, institutes, homes, friendly societies, &c., scattered over 
 London. 
 
 Some of these institutes have a religious or even a denominational basis {e.ij., the Girls’ Friendly 
 Society), and in these cases ample guarantees must, of course, be taken that no religious distinctions 
 are allowed so far as the classes are concerned, and that these classes are open to all. I understand, 
 however, that there is no difficulty on the part of the Girls’ Friendly Society in complying with this 
 condition. 
 
 The advantages of working partly through these societies is that the classes are practically 
 guaranteed without the trouble of advertising and the danger of disappointment. The Girl’s Friendly 
 Society has over 100 London branches, at 45 of which domestic classes of some kind are already carried 
 on as follows — 
 
 No. of Classes. 
 
 Needlework ... ... ... ... ... 20 
 
 Cookery ... ... ... ... ... 11 
 
 Sick-nursing ... ... ... ... ... ' 1 
 
 Dressmaking ... ... ... ... ... 4 
 
 Laundry work ... ... ... ... ... 2 
 
 Ambulance ... ... ... ... ... 5 
 
 The occupations of members of a number of branches have been tabulated as follows — 
 Dressmakers and milliners ... ... ... 1,268 
 
 Shop assistants... ... ... ... ... 272 
 
 Living at home or serving in retail shops ... ... 329 
 
 Teachers in elementary schools ... ... ... 246 
 
 Trained nurses ... ... ... ... ... 86 
 
 Clerks ... ... ... ... ... 65 
 
 Restaurant servers ... ... ... ... 37 
 
 Others ... ... ... ... ... 90 
 
 2,393 
 
 The classes are conducted to a great extent by voluntary teachers, with of course the usual 
 difficulties met with under these circumstances. 
 
 The society is desirous that the County Council should provide, either through their organisation 
 or outside it, cookery and domestic teaching suitable for its members, but not of course confined to 
 them. Mrs. Symes Thompson, the head of the industrial department, is confident that she can fill a 
 large number of classes with scholars if the County Council will provide the teaching. 
 
 Turning to other agencies we have the Recreative Evening Schools Association with its “ girls’ 
 evening homes,” chiefly held in Board schools. There are five cookery classes and two dressmaking 
 classes, entirely taught by volunteers. These “ homes ” are in addition to a few' classes in dress- 
 making, Ac., held in evening schools by the association. 
 
 The Young Women’s Christian Association holds classes in cookery, dressmaking, ambulance, 
 
 and domestic economy, as follows — 
 
 No. of Classes. 
 
 Dressmaking 
 
 9 
 
 Cookery 
 
 4 
 
 Ambulance 
 
 2 
 
 Domestic economy 
 
 1 
 
 The classes are held in the various institutes connected wdth the association, and are conducted 
 under an educational committee. They are open to all young women, whether or not associates of the 
 “ Y. W. C. A.” The teachers are paid. 
 
 Classes in various domestic subjects are also held in various girls’ clubs, some with paid teachers, 
 others voluntary. The voluntary teaching is usually rather casual and disappointing. 
 
 On the whole, I am of opinion that a great work might be done if the Council were in this 
 matter to follow’ the example of many provincial county and borough councils, and itself engage a small 
 

 staff of well-qualifietl teachers, and allow them to hold classes in any working girls’ club or institute, 
 the authorities of which will provide suitable accommodation, make the necessary arrangements, provide 
 for all expenses except the teaching, and guarantee a certain minimum attendance. The classes must 
 be open to all (on payment of a small fee, not more than Is. for a course of a dozen or more lessons) 
 without religious distinctions of any kind. If these conditions be complied with, and the Council 
 itself employ the teachers, there is ample guarantee against any infringement of the conscience clause 
 of the Technical Instruction Act. 
 
 The subjects taught at first should he cookery, dressmaking, domestic economy, and the laws of 
 health, with, perhaps, laundry work, ambulance, and sick nursing. 
 
 If the Council adopt proposals for the training of teachers, an ample supply of well-qualified 
 teachers of these subjects will be torthcoming in a year’s time. Meanwhile, for the coming spring, the 
 work can be tentative and experimental, about 10 or 15 classes only being opened, which could be taught 
 by two or three teachers, each teacher taking classes on five evenings in the week. In this way, if the 
 teachers be carefully chosen, the plan may he tested, and the scheme developed hereafter in accordance 
 with the experience gained. 
 
 There may be some cases in which it will be more desirable to utilise an existing teacher instead 
 of sending the County Council’s instructor. In such a case, a grant calculated just to cover the 
 instructor’s fee may be made, but no grant should be given unless the teacher is fully qualified, and is 
 paid for her services. Such a grant might be made to the School Board on account of ex-Standard 
 pupils of evening schools, if desired. 
 
 Cookery as a Business.— The above proposals relate primarily to the teaching of domestic 
 subjects for artisan homes, not to the professional training of cooks and seiwants. With regard to the 
 latter (which we may call the “ technological ” teaching of cookery). Miss Harrison, Her Majesty’s 
 Inspectress of Cookery, is interested in promoting an experiment for the teaching of cookery as a business 
 to a limited number of girls who have left elementary schools. The teaching would be very thorough 
 and systematic, under the superintendence of “chefs” and acknowledged experts, and the kitchen 
 would be started if possible in connection with or near to some public office, where a large staff of 
 persons dine in the middle of the day, so that the girls could be taught the preparation of real dinners, 
 and the produce would be disposed of at a profit. It would in fact be an “ ecole d’apprentissage ” for 
 cooks. If it could be conducted in such a way as not to fall under the prohibitory clause of the 
 Technical Instruction Act forbidding aid to be given to the teaching of trades, such an experiment' aa 
 Miss Harrison contemplates tnight well receive some moderate help from the Council, at all events 
 towards equipment. 
 
 Training Institutions. 
 
 The most important training institution in London in domestic subjects is the National Training 
 School of Cookery in Buckingham Palace-road. This school, after occupying for fourteen years buildings 
 at South Kensington, was moved to the present huilding in 1889. It discharges a twofold function — 
 (1) the training of cooks and of amateurs in high class cookery, (2) the training of teachers of 
 cookery. There are also classes of children from elementary schools for the purpose of enabling 
 students in training to practise teaching. The school is confined to the teaching of cookery, and does 
 not provide for other domestic subjects. Owing partly to the rapid increase in the demand for teachers, 
 the strictly educational part of the school’s work has increased of late faster than the other departments, 
 and some attempt is now made to train teachers in melhocl as well as in cooking. The course for a 
 teacher of plain cookery lasts for six months, the fee being T13 13s. This fee, however, may be 
 reduced or foregone altogether in the case of students who obtain votes from subscribers, which “ must 
 be applied for by the student.” 
 
 The diploma of the school is awarded to those who pass “ in cooking, class teaching, and in 
 teaching by demonstration both adults and classes of school children, also the theoretical examination.” 
 
 Last year there were about 100 pupils training for teachers at the same time, besides a lai’ge 
 number of other students attending the school for shorter or longer periods. 
 
 The fees for the ordinary cookery classes are high, and the school does not expect County Council 
 aid on their account, but appeals for assistance to carry on the work of training teachers. 
 
 The chief w'eakness of the training classes hitherto has been the absence of the systematic 
 teaching of method, a want, however, which the school authorities are now trying to meet. The 
 Council ought certainly to insist on this point, since many well qualified cooks are unable to teach 
 effectively. More attention ought, moreover, to be paid to the circumstances and limitations of the 
 average workman’s home and means in devising the scheme of teaching.* 
 
 Other Training Institutions . — The London Institute for the Advancement of Plain Needle- 
 work examines and grants diplomas for teaching of dress-cutting, and does a limited amount of teaching 
 work. The City and Guilds Institute has just included a syllabus of dress-making in its programme of 
 examinations, on much the same lines as the scheme of the Institute of Needlework. 
 
 Mrs. Grenfell, the hon. secretaiy, is desirous of developing the teaching side of the work, at all 
 events for a time, so as to turn out a supply of competent teachers for the use of the County Council. 
 
 One or two agencies such as the Hampstead School of Cookery supply teachers to elementary 
 schools. 
 
 Projected new developments. — In my opinion there is abundant evidence that the existing 
 supply of agencies for the training of teachers of domestic subjects in London is utterly inadequate. 
 The demand for cookery teachers already outruns the supply, and if the County Council take uj) the 
 
 * By this I do not mean that the dishes taught should be confined necessarily to those habitually used by 
 working-class families, but that the teachers should at least know something of the interior of the homes of the 
 pupils whom they are teaching. 
 
 m 
 
50 
 
 work of techiiiciil e<Iucation this will be still more the case in the future. For the training of teachers 
 of dressmaking and other domestic subjects there is practically no provision. 
 
 It is absolutely essential therefore that the training of teachers should occupy an important place 
 for the first few years in any County Council scheme for the promotion of domestic teaching. 
 
 What we want is a supply of institutions where the future teachers of domestic subjects can be 
 as thoroughly and systematically trained in these branches of knowledge as the students of training 
 colleges are trained in elementary subjects. The period of training would be shorter than that of an 
 ordinary training college, but it should be longer than it is at present in most provincial centres of 
 training. Six mouths for the learning of cookery is a bare minimum. 
 
 The teaching of all these subjects must be really “ normal ” training, and include the systematic 
 teaching of method. 
 
 Looking round for the right institutions to take up work of this kind, the most obvious (in 
 addition to the National Training School of Cookery) are the polytechnics, which, by adding somewhat 
 to the fittings and appliances of their women’s departments, might easily make them available in the 
 daytime for the purpose of a normal training school where cookery, domestic economy, laundry work 
 and dressmaking may be taught. 
 
 But if this be done, a stringent condition must be laid down that the same staff shall not be used 
 for both day and evening work except to a reasonable extent, to be approved by the County Council. 
 Otherwise the same evils as are complained of in the teaching of science will re-appear in these 
 departments. 
 
 Supposing that this be taken up in two or three centres in London (as it is already to some 
 extent at the People’s Palace), we should have a machinery for the training of teachers which might in 
 a short time do very much to raise the standard of instruction in London. So far as such normal 
 classes are aided by the Council there must be a uniform period of training and a uniform fee, to avoid 
 undue competition. I suggest LIO for a period of six months’ training, all day, every day of the week, 
 as a maximum ; a liberal supply of scholarships entitling to free tuition being given on the result of a 
 competitive entrance examination. Any grant from the Council should be confined to the teaching of 
 students admitted by a fairly hard and uniform entrance examination, so as to secure that the material 
 being trained is likely to prove of value.* There is no gain in training a large number of incompetent 
 persons for a calling at which they are unlikely to succeed. 
 
 The main conditions of aid then are these^ — 
 
 (1.) Systematic provision for teaching of method and for practice in teaching during training. 
 
 (2.) A uniform fee, not exceeding TIO for six months’ training. 
 
 (3.) A uniform entrance examination. 
 
 (4.) The provision of a number of free places for county scholars admitted on the result of the 
 entrance examination equal to at least 20 per cent, of the total number of students admitted at the 
 examination. 
 
 (5.) Recognition by the Education Department. 
 
 To such properly equipped institutions as comply with these conditions a grant may be made as 
 follows — 
 
 (a) A capital grant towards special equipment, varying according to circumstances. 
 
 (h) An annual grant of T150 to be employed exclusively for the payment of a teacher or super- 
 intendent of method. 
 
 (c) A capitation grant of L'4 on all students admitted at the entrance examination who pass at 
 least six full consecutive months in training in one of the following subjects, or £8 on those who spend 
 12 months in training in two of such subjects simultaneously — 
 
 Cookery. 
 
 Laundry work.f 
 
 Dressmaking. 
 
 Domestic Economy and Housewifery.f 
 
 The total number of students on which these grants should be paid may probably have to be 
 limited, but only experience can show what these limits should be. 
 
 Of course the County Council must be represented on the governing bodies, and it should also 
 have a re])resentative on the Board of Examiners which conducts the entrance examinations and awards 
 the free scholarships. 
 
 It is worthy of notice that an informal suggestion has been made that the new Battersea Poly- 
 technic should undertake work of the kind here alluded to, and if this come about, this institute and 
 the National Training School of Cookery, with possibly the addition of the People’s Palace or the 
 Goldsmiths’ Institute would form a convenient series of centres with which to begin. 
 
 I recommend that the following sums be allotted to the training of teachers in household subjects 
 (for the first year) — 
 
 (1.) For capital grants for fittings, Ac. ... ... ... ... £500 
 
 (2.) For annual grants for — 
 
 (a) Salaries of teachers of method ... ... ... 300 
 
 (5) Capitation grants ... ... ... ... ... 1,200 
 
 £2,000 
 
 * A week or more practice in the kitchen, under the eye of the County Council inspector and other 
 examiners, would })crhaps be the best entrance test. 
 
 t On these subjects a grant of half the above amount will be made on a period of training of half the above 
 length. 
 
51 
 
 In the interval, until the teaching of domestic subjects can be properly organised as above, I 
 recommend that a grant of i'lOO he devoted to the training of teachers in dress-cutting, through the 
 organisation of the institute for the advancement of plain needlework. This grant to be experimental 
 only, on the understanding that the work will be ultimately organised in connection with some one or 
 more polytechnics or larger institutions. 
 
 Total Cost of Proposals for Domestic Teaching. 
 
 (1.) Salaries of teachers to conduct classes in institutes, clubs, &c., as 
 
 above, and other expenses of such classes ... ... ... T700 
 
 (2.) Grants for domestic instruction to institutions employing their own 
 
 teachers {e.g., School Board, &c.), as above ... ... 500 
 
 (8.) Training of teachers (including for the first year £100 to the 
 
 Institute for Plain Needlework) ... ... ... 2,000 
 
 £3,200 
 
 XIII.— TECHNICAL MUSEUMS. 
 
 There is prohahU nothing in the world in the waj’ of museums comparable with the British 
 Museum and South Kensington. These museums are accordingly the resort of specialists from all 
 parts of the world, and thus discharge a most important function. But, besides being inaccessible to 
 the mass of the population living in other parts of London, these great museums are too vast, and the 
 arrangement of the collections, however systematic, must he too intricate for them to be of great 
 educational value to the average visitor, who merely carries away a mass of vague, if dazzling, 
 impressions. The result is that outside a very limited circle of specialists the great national museums 
 are chiefly visited by sight-seers pure and simple. 
 
 A museum to be of educational value must be small, well arranged according to some definite 
 and simple plan, and fully and descriptively labelled. It need not consist exclusively, or even chiefly, 
 of original specimens, for the art of cheap reproduction of examples of all kinds has now been brought 
 to a very high pitch of perfection, and copies of first-rate work are far more valuable for educational 
 purposes than second-rate originals, besides costing a mere fraction of their price. 
 
 A museum then for purposes of Technical Education requires a great expenditure of thought 
 and care, but not a very great expenditure of money, provided that access can be obtained to first-rate 
 collections for the purpose of taking copies and replicas. 
 
 It is unnecessary to enlarge on the value of a few good collections, especially if placed in the 
 heart of the industries which they illustrate. 
 
 The west, south-west and north-west districts, which are within reach of the South Kensington 
 and British Museums, may be left for the present. I cannot say the same for the east and north- 
 east districts, the natural centre for which is the Bethnal-green Museum under the Science and Art 
 Department, since the condition of that collection is very unsatisfactory, and when the National Portrait 
 Gallery which it houses is removed to its new buildings, the state of things will be even worse. I 
 recommend that a representation be made to the Science and Art Department, setting forth the views of 
 the County Council as to the present deficiencies of the Bethnal-green Museum, and the best mode in 
 which it could be made more useful to East London, coupled with the offer, if the Science and Art 
 Department is not prepared to defray the necessary cost of such improvement, to take over and manage 
 the museum as a municipal institution, provided that the Department is prepared to transfer the 
 buildings, land, and part of the existing collections free of cost to the County Council. 
 
 Another good centre for a municipal Technical museum would be the Albert Palace, Battersea, 
 which the Council is now taking steps to acquire, and part of which could be well utilised for such a 
 purpose. The preliminary proceedings in connection with the formation of such museums will 
 necessarily take up a good portion of the first year, and consequently there is no necessity to set aside 
 a very large sum of money for the purpose out of the first year’s grant. I recommend that £4,000 be 
 set aside for the purpose for the first year. 
 
52 
 
 XIY.— THE CITY AND GUILDS INSTITUTE AND THE POLYTECHNIC 
 
 INSTITUTES. 
 
 So far we have considered the question of Technical Education branch by branch. Incidentally 
 we have had to treat of particular forms of institutions, and we have had to refer forward rejieatedly to 
 later sections of the report dealing with polytechnics, the City and Guilds Institute, the higher colleges, 
 secondary and higher grade schools, &c. It is the purpose of the present and following sections to 
 supplement the account given above by dealing briefly with these groups of institutions in order. 
 
 1. — The City and Guilds Institute. 
 
 The organisation which supplies the highest form of technical education in London at the 
 present time, both for directors of industry and managers, and for foremen and artizans is the “ City and 
 Guilds of London Institute for the Advancement of Technical Education.” This institute was formed 
 by a number of the Livery Companies and the City Corporation in 1878, after an inquiry, assisted 
 by special reports from Sir William (now Lord) Armstrong, Captain (now Sir Douglas) Galton, Colonel 
 (now lilajor-General) Donnelly, Professor Huxley, Mr. (now Sir Henry) Trueman Wood, and Mr. 
 G. C. T. Bartley. 
 
 A large sum was furnished by the various companies and the Corporation at the outset, and the 
 Institute has since derived a large and fairly stable income from their contributions, in spite of a few 
 defections. The list of companies supporting the Institute, and the subscriptions from each for the past 
 two years, are given in the table on p. 87, extracted from the accounts published in the last report of 
 the Institute. 
 
 The Institute is governed by a Council representing the contributory bodies, and is unendowed, 
 being maintained by annual gi-auts. 
 
 Its operations, so far as London is concerned, may be divided under four heads — 
 
 (1.) The maintenance of the Central Institution in Exhibition-road, where teaching of the highest 
 rank is given in applied physics, mechanics and chemistry, and classes are also held from time to time 
 in other technical subjects. 
 
 (2.) The maintenance of an Intermediate Technical College at Finsbury, where, in the daytime, 
 systematic teaching in applied physics, mechanics and chemistry is given to boys of from 14 to 18, and 
 in the evening technical classes are held for a large number of artizans and others employed in industry 
 during the day. 
 
 (3.) The maintenance of the South London School of Technical Art, where classes are held 
 chiefly in tbe evening. 
 
 (4.) Grants in aid of other institutions independent of the institute or partly under its manage- 
 ment, c.f/., the Leather Trades School for boot and shoe makers in Bethnal-green, the School of Art • 
 Wood-carving at South Kensington, the manual training classes held by the joint committee of the 
 School Board, City and Guilds Institute, and Drapers’ Company, the chair of metallurgy at King’s 
 College, &c., &c. 
 
 (.5.) The holding of technological examinations, and the award of grants to technological classes 
 on the results of examinations. The examinations are open to provincial schools, but the grants are 
 confined to the metropolitan district. 
 
 The total net expenditure on these objects in London is about T20,000 a year, viz., about ^7, 600 
 on the Central Institution, J^o,900 on the Finsbury Technical College, ^1,200 on the South London 
 School of Technical Art, £1,200 on grants to special institutions, (say) £3,500, share of cost of 
 technological examinations and grants thereon, and £800 (share of) management expenses. 
 
 Tlie Central Institution is housed in a building in Exhibition-road, on which, including site and 
 equipment, over £90,000 has been expended. The teaching is of the highest order, and the results can 
 be gauged by the record of after careers of the students given on p. 13 of the Institute’s report. 
 
 The increasing demand for such higher teaching is shown by the rapid increase of late years of 
 the applicants for entrance to the institution (from 30 in 1888 to 99 in 1891) hut the standard is kept 
 high by a somewhat hard matriculation examination. The whole work of the institution is of university 
 rank, and further particulars with regard to it are given under the head of “ Higher Education in 
 London,” p. 74. 
 
 'Ihe work of Finsbury Technical College consists of two parts : (1) the day school of 185 
 students, divided as follows — 
 
 
 1st year. 
 
 2nd and 3rd vear. 
 
 Total 
 
 Mechanical department ... 
 
 34 
 
 14 
 
 48 
 
 Electrical department 
 
 66 
 
 33 
 
 99 
 
 Chemical depaj-tment 
 
 17 
 
 21 
 
 38 
 
 
 117 
 
 68 
 
 185 
 
 There are three professors (all of them Fellows of the Royal Society) with a stall' of demonstrators 
 and assistants. The classes from which the day students are drawn are shown in the following table of 
 
 occupations of parents.* 
 
 Professions (Legal, Clerical, and Medical) ... ... ... ... 28 
 
 Tradesmen ... ... ... ... ... ... 23 
 
 Manufacturers... ... ... ... ... . ■ ... 13 
 
 Clerks ... ... ... ... ... ... ... 25 
 
 Publishers, Journalists ... ... ... ... ... ■■■ 5 
 
 ■* Tills table and the analysis of schools from which the students come, are taken from the last Report 
 of the Institute. 
 
Artizans ... ... ... ... ... ... ... 3 
 
 Merchants ... ... ... ... ... ... ... 10 
 
 Farmers ... ... ... ... ... ... ... 5 
 
 Artists ... ... ... ... . . ... ... 2 
 
 Mariners ... ... ... ... ... ... ... 2 
 
 Sons of Widows ... ... ... ... ... ... 23 
 
 Engineers ... ... ... ... ... ... ... 9 
 
 No occupation, described as Gentlemen ... ... ... ... 14 
 
 Adults ... ... ... ... ... ... ... 4 
 
 Accountants ... ... ... ... ... ... . . 7 
 
 Travellers ... ... ... ... ... ... ... 3 
 
 Architects and Surveyors ... ... ... ... ... 5 
 
 Orphans ... ... ... ... ... ... ... 4 
 
 * The boys are drawn from the following sources — 
 
 Grammar and Endowed Schools ... ... ... ... 69 
 
 Other Middle Class Schools ... ... ... ... 55 
 
 Private Schools ... ... ... ... ... ... 50 
 
 Public Elementary Schools ... ... ... ... 10 
 
 Of these 11 have been admitted free, viz., 7 from Cowper-street School, 2 from United West- 
 minster School, 1 from the Grocers’ School, and 1 from the Owen School, Islington. 
 
 The day department at Finsbury is the only public intermediate school in London of a purely 
 technical character, and while it is not likely to be aided by the. Council, should undoubtedly be 
 recognised as a suitable place at which County Scholarships may be held. 
 
 The evening classes at Finsbury were attended last year by over a thousand students, of whom 
 334 were apprentices and admitted at half fee. 
 
 The occupations of the evening students are analysed in common with those of other technical 
 classes in the tables in Appendix E. 
 
 It is, however, necessary to state that these classes are organised on a unique scheme, that 
 they are not arranged according to the syllabus of the Science and Art Department or even the 
 technological examinations of the City and Guilds Institute itself. Consequently though the classes 
 are grouped for the sake of uniformity under the same heads as those at other institutions, they often 
 represent a different (and usually higher) grade of teaching. The school of Electrical Engineering at 
 Finsbury is very celebrated, and no fewer than 400 electrical engineers or their employes and 
 apprentices attend the evening classes of the college. An important feature of the college teaching 
 is the close union of theoretical and practical work, the same students attending both kinds of 
 instruction. 
 
 The applied art section of Finsbury College and the South London School of Technical Art, 
 arc dealt with under “ The Teaching of Art.” Both schools show much greater variety than is usual in 
 schools of art as to the carrying out of design in its appropriate material. 
 
 The Leather Trades School in Bethnal-green is managed jointly by the City and Guilds 
 Institute and elected “trade representatives”; the annual net cost (viz., between £800 and £900) is 
 met by grants of £400 from the institute, £250 from the Leathersellers’ Company, £100 from the 
 Cordwainers’ Company, and an annual subscription of the trade association, which not having been 
 paid for the last year has left the Leather Trades School with a deficit. The Skinners’ Company gives 
 a grant for prizes. The school is situated in the heart of the shoe trade of East London, and has 
 classes in all branches of hand and machine boot-making. 
 
 The scheme of Technological Examinations and grants has already been alluded to under the 
 head of “ The Teaching of Technology.” The grants on results are now confined to London, and it 
 maybe possible to come to some understanding whereby the County Council should (as in the provinces) 
 undertake the support of technological classes, the City and Guilds Institute agreeing to devote the funds 
 thus set free to the expansion of Finsbury College. 
 
 Such is a very brief outline of the work of the City and Guilds Institute. The institute of course 
 seeks no aid from the Council, but its work is so important that any account of technical education in 
 London must include some account of it. 
 
 Its greatest weakness is its financial instability. So great an institute ought, if practicable, to 
 be permanently endowed, and not depend on a composite income made up of annual and revocable grants 
 from a number of bodies, any of which may conceivably change their minds with regard to its support. 
 Its strength is the uniformly high standard of technical work w'hich it has set. 
 
 II. — Polytechnics. 
 
 § 1. Meaning of the term, (a) On the Contirtcnf. — “ Polytechnic ” is a term applied in 
 Germany and Switzerland to a Scientific University, in which the highest instruction is given in pure 
 science, and also in its applications to engineering and other professions. The standard of attainment 
 required for admission to these institutions is very high, {e.g. a knowledge of Differential Calculus is 
 required for admission to the Zurich Polytechnic). The nearest approach to the foreign polytechnic in 
 this country (though on a far humbler scale) is offered by such institutions as the Royal College of 
 Science, the Central Institution, or the Science Faculties of our Universities and Higher Colleges. 
 
 The Central Institution has been described above, the other higher colleges in London will be 
 dealt with under § XVI., when it will be seen that the whole of the higher institutions in London 
 together will not bear comparison for equipment, accommodation and standard wuth a single first class 
 foreign polytechnic. They are only alluded to here in order to avoid subsequent confusion, since the 
 term “polytechnic” is used in England in a sense quite different from the above. It is to be clearly 
 understood, therefore, that in speaking hereafter of “ polytechnics,” I refer to Institutions which in 
 
54 
 
 1 
 
 Battersea Polytechnic. 
 (Buildings now in course of erection,) 
 
London go by that name, and not to the institutions which correspond most closely to the Science 
 Universities of the Continent. 
 
 (b) Li London. — A “ Polytechnic Institute ” in London means an institute carrying out the 
 double purpose of providing evening recreation and education for persons of both sexes engaged in 
 industry in the day. Such of these institutes as already exist, and others for which funds are now 
 being collected, are governed by, or for the most part conform to, certain schemes of the Charity 
 Commissioners framed under the City Parochial Charities Act,*^ and most of them are endowed to some 
 extent out of the funds of the City Parochial Charities applicable under that Act to the benefit of “the 
 poorer classes ” of London. In all cases the endowment has been given on condition of private support, 
 and very large sums have been subscribed for this object in various parts of Loudon. 
 
 Each institute subject to the scheme is managed by a body of governors nominated in various ways, 
 and mostly containing representatives of the County Council, while a central governing body including 
 representatives of the Crown, County Council, City Corporation, City and Guilds Institute, and other 
 bodies, manages the funds of the charities, dispenses them to the institutes in specified proportions, and 
 discharges other administrative functions. 
 
 § 2. Nitmbey and character o/ existing or proposed Institutes. — The entire number of schemes 
 passed or published for the regulation of these institutes is fifteen, providing as follows — 
 
 (I.) Central Scheme (constituting the Central Governing Body, &c., &c.) 
 
 (2.) Regent-street Polytechnic. 
 
 (3.) City Polytechnic (consisting of three branches, the Bii-kbeck Institute, City of 
 Loudon College, and the proposed Northampton Institute at Clerkenwell). 
 
 (4.) People’s Palace. 
 
 (5.) Borough-road Institute. 
 
 (6.) Battersea Institute. 
 
 (7.) Chelsea Institute. 
 
 (8.) North-West London Institute. 
 
 (9.) North London Institute. 
 
 The remaining six schemes (viz., St. Bride’s Institute, Morley College, Royal Victoria Hall, 
 College for Working Men and Women, Bow and Bromley Institute, Aldenham Institute) deal with 
 institutions of a smaller or more special character, St. Bride’s Institute being a proposed school for the 
 printing trades. 
 
 There are other schemes {c.g., for the Bishopsgate Foundation) under the same Act, hut these 
 come under other sections of this report. The Goldsmiths’ Institute at New-cross, though not under 
 the scheme, is an institution of a similar character to the above. 
 
 (Reproduced by permission from the Graphic.) 
 
 The eight Polytechnics proper are governed by identical regulations as to objects and manage- 
 ment. Of these three are in full operation, viz., the Regent-street Polytechnic, the People’s Palace, and 
 the Borough-road Institute ; two are partially in operation, viz., the City Polytechnic, of which two 
 branches are formed by the old-established Birkbeck Institute and the City of London College, and the 
 Chelsea Institute which is carrying on some classes provisionally, through the Onslow College, Chelsea. 
 The Battersea Institute is in process of building, and will be open in a year’s time. The North London 
 and North-West London Institutes are still in embryo, the funds being only partly collected. The offer 
 of endowment from the Charity Commission was in fact responded to much more readily and liberally 
 south of the Thames than in the north of London, subscriptions of no less than L’78,000 being raised 
 for the Borough-road and Battersea Institutes alone, not to mention the i'80,000 and £5,000 a year 
 provided by the Goldsmiths’ Company for their own institute at New Cross. The Drapers’ Company 
 have assumed the entire financial responsibility for the People’s Palace, on which they have already 
 spent £60,000, and to which they have allotted £7,000 a year. £35,500 has been already privatelV 
 collected for the Chelsea Institute, £8,500 for the North London Institute, and £2,500 for the North- 
 West London Institute, while £6,100 has been allotfed under scheme by the Skinners’ Company 
 towards the Northampton Institute branch of the City Polytechnic. 
 
 * Thus the Goldsmiths’ Institute at New Cross being entirely snj)ported hy the Goldsmiths’ Company, is 
 not subject to the scheme, but as a matter of fact, conforms to it except in a few minor points. One or two 
 institutions outside the schemes (e.r/., tlie IVooIwich I'olytechnic) have recently adopted the name, but the 
 following remarks do not ajiply to them. 
 
56 
 
 § 3. Financial Position . — The following is an approximate statement of the financial position of 
 the institutes. Subscriptions and endowment promised are included even if not yet paid — 
 
 
 I. — Towards Capital Expesditviie. 
 
 II. — Towap.ds Asnual Endowment. 
 
 
 
 
 U) 
 
 Private 
 
 Sub- 
 
 scription.s 
 
 W 
 
 City Companies’ 
 Fund.s. 
 
 13) 
 
 From 
 
 City 
 
 Parochial 
 
 Charities. 
 
 (1) 
 
 Private 
 
 Sub- 
 
 scriptions. 
 
 City Companies’ 
 Funds. 
 
 (3) 
 
 From 
 
 City 
 
 Parochial 
 
 Charities. 
 
 Other 
 
 Endow- 
 
 ments. 
 
 Total. 
 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 Regent-street Polytechnic.. 
 
 (Alread 
 
 before 
 
 y established 
 Scheme) 
 
 11,750 
 
 2,000 
 
 — 
 
 4,500 
 
 — 
 
 6,500* 
 
 People’s Palace 
 
 Di 
 
 tto 
 
 6,750 
 
 — 
 
 7,000 
 
 (Drapers’) 
 
 — 
 
 
 
 7,000 
 
 lioldsmiths’ Institute 
 
 
 80,000 
 
 (Goldsmiths’) 
 
 — 
 
 
 5,000 
 
 (Goldsmiths’) 
 
 — 
 
 — 
 
 .5,000 
 
 Borough-road Institute 
 
 26,000 
 
 2,000 
 
 2,000 
 
 — 
 
 — 
 
 3,500t 
 
 300 
 
 3,800 
 
 Battersea Institute ... 
 
 50,000 
 
 — 
 
 — 
 
 — 
 
 — 
 
 2, .500+ 
 
 — 
 
 2,-500 
 
 Chelsea Institute 
 
 35,500 
 
 — 
 
 — 
 
 — 
 
 — 
 
 1,500 
 
 — 
 
 1,-500 
 
 N.W. London Institute 
 
 2,500 
 
 — 
 
 — 
 
 — 
 
 — • 
 
 — 
 
 — 
 
 
 North London Institute 
 
 8,-500 
 
 — 
 
 — 
 
 — 
 
 — 
 
 1,500§ 
 
 — 
 
 l,-50() 
 
 City Polytechnic 
 
 — 
 
 6,100 
 
 (Skinners’) 
 
 About 
 
 45,000 
 
 — 
 
 — 
 
 5,350|| 
 
 — 
 
 
 * Tliere is here a rent charge of nearly £3,000. See below, page 57. 
 
 t Viz., £2,500 under the Charity Commission Scheme, and £1,000 from the Central Governing Body. 
 
 X Conditional on an additional £10,000 (capital) being raised privately. 
 
 § Conditional on erection of building. 
 
 II For the endowment of the three Institutes (Birkbeck Institution, City of London College, and 
 Northampton Institute, and for the accumulation of a Building Fund). At present the tAvo first-named Institutes 
 receive £1,000 a year apiece from the endowment. 
 
 § 4. The work of Polytechnics . — Of the two sides, recreative and educational, of these institutes 
 the County Council is concerned, under the Technical Instruction Acts, with only the educational. All 
 remarks below have therefore reference to this side of the work only. It is however a matter of some 
 importance to remember the existence of the social or recreative functions of the institutes, inasmuch 
 as any action of the Council tending to relieve the burden on their resources of the cost of their educa- 
 tional work would not in any way tend to relieve subscribers’ pockets or duplicate the work of endow- 
 ments, but to set free a greater share of such subscription and endowment for public purposes reorganised 
 in their scheme, but outside the scope of the Technical Instruction Acts. 
 
 The technical education provided by a complete polytechnic of the type of those already 
 established may be grouped under five heads — 
 
 Art. 
 
 Science. 
 
 Trades and Technology. 
 
 Commerce. 
 
 Household Economy. 
 
 The aim of the instruction in all these five departments is mainly to supply the w'auts of those 
 working in the daytime as workmen, foremen, clerks, &c., rather than to train persons to become 
 heads and managers of industrial and commercial establishments. 
 
 The Polytechnic, Regent-stheet. 
 
57 
 
 The schemes, however, also contemplate the possible foundation of other departments of work, 
 viz., (ft) junior evening classes for boys and girls under 16, (b) day continuation schools, (c) higher 
 technical departments, and also for the affiliation of branch classes. 
 
 The actual work of the institutes (viz. Regent-street, New Cross, People’s Palace, Birkbeck, City 
 of London College) for the past year is given in detail in the appendices in common with other technical 
 institutions, and is also included under the various sections of the report relating to the teaching of Art, 
 Science, &c. 
 
 The Regent-street Polytechnic is the oldest, largest and most firmly-established of the existing 
 institutes, having been carried on for many years at the expense of Mr. Quintin Hogg. The total 
 number of technical students is very great, as will be seen from the detailed returns on pp. 103 and 104. 
 The total gross annual expenditure on educational work, including share of rent, rates and taxes, is about 
 i)16,000, of which about L'9,000 is raised by fees. The deficit of T7,000 is met partly by grant 
 (Tl,500) from Science and Art Department and City and Guilds Institute, by share of endowment fund 
 (£1,000), of subscriptions (£2,000) fi’om Mr. Quintin Hogg and others, and of the grant of £4,500 
 from the City Parochial Charities fund, which, however, have also to cover a considerable deficit on the 
 social and recreative side of the institute. 
 
 In an institute of this kind in which so many different kinds of work are carried on, it is a little 
 difficult to apportion the income and expenditure accurately among them. I have, however, gone into 
 the matter as carefully as I possibly can, with a view of dividing the annual deficit among the various 
 departments of work. 
 
 The result (approximately) is as follows — 
 
 Annual deficit on classes (other than the day schools) which come 
 
 within the Technical Instruction Acts ... ... ... £5,500 
 
 Annual deficit on day schools (boys and girls) ... ... 1,300 
 
 Annual deficit on other educational classes ... ... ... 1,800 
 
 Annual deficit on social side of institute ... ... ... 1,500 
 
 Total deficit £10,100 
 
 Two items in the above table concern us for the purpose of this report, the Technical classes 
 and the Day Schools. The latter (which are ordinary secondary schools with technical sides) must be 
 dealt with under the head of Secondary Education. They form no integral part of the Polytechnic 
 work, and any grant made to them would be in addition to and irrespective of anything proposed in the 
 present section. There remains the annual deficit of £5,500 on the technical classes, which may be 
 reduced to £4,000 by allowing for the grants from the Science and Art Department and City and 
 Guilds Institute. 
 
 The approximate income and expenditure for the purposes of these classes may be thus analysed : — 
 
 Fees 
 
 Income. 
 
 ... £2,160 
 
 Expenditure. 
 
 Salaries ... 
 
 £3,150 
 
 Grant 
 
 
 1,500 
 
 Proportion of rent rates and taxes 
 
 1,250 
 
 Deficit 
 
 
 4,000 
 
 Lighting, firing, repairs and maintenance 
 
 1,270 
 
 
 
 £7,660 
 
 Advertising, printing, &c. 
 
 Other expenses of classes 
 Proportion of office salaries and expenses 
 
 350 
 
 900 
 
 740 
 
 £7,660 
 
 It will be seen that the greatest loss is on the technical classes, and that this loss is greatly 
 increased (as compared with other institutes which start with buildings free) by the enormous item of 
 rent, the total amount of which is not far short of £3,000. In comparing the expenditure and endowment 
 with that of other institutes this amount should in fairness be deducted from each side, leaving an income 
 from endowment and secured subscriptions of about £3,500* and an annual deficit (deducting grant 
 also) of £5,600, of which about £3,000 arises from the technical classes and £500 from the boys’ and 
 girls’ schools. 
 
 Hence we are led to the conclusion that a similar institute with buildings free and not providing 
 day schools, requires about £5,000 a year total endowment for both its educational and social sides, of 
 which £3,000 will be absorbed by the technical classes. 
 
 This estimate is confirmed by the fact that £5,000 a year has been allotted by the Goldsmiths’ 
 Company for the New Cross Institute and that this sum is considered as the amount of annual endow- 
 ment required by the institutes at Borough-road and Battersea. 
 
 Passing from the finance to the character of the work done in the technical department of the 
 Polytechnic, there are in addition to the class-rooms and lavatories, workshops for engineering, wood- 
 work, plumbing, brick-cutting, watch-making and other crafts, and a school of art with equipment for 
 woodcarving, etching, repousse metal work, &c. The school of art is open both in the day and evening, 
 but most of the other classes are held in the evening. There is however a day engineering school for 
 boys and lads of 15 to 18, charging high fees, and the wood and metal workshops are also used by the 
 boys of the day school. There is no principal (except in the case of the school of art and the day 
 engineering school). 
 
 A description of the Goldsmiths’ Institute is given on p. 84 in the words of the Clerk of the 
 Company (Sir Walter Prideauxj. 
 
 * Assuming that the central governing body make permanent the addition of £l,00O made by them last 
 year to the endowment. 
 
 ' 8] 
 
58 
 
 The People’s Palace Schools, supported by the Drapers’ Company, ask for no grant. Particulars 
 of their Evening work are given on pp. 97, 98, and of the Day School, on p. 149. 
 
 The new Borough-road Institute, which has just been opened, is concentrating special attention 
 the Building Trades, for which courses of teaching, theoretical and practical, taught by men with 
 Practical acquaintance with the trades, have been carefully devised. 
 
 The Borough-road Institute. 
 
 The true functions of a Polytechnic . — The general questions of the teaching of art, science, 
 and all the other branches of technical education provided in the polytechnics have been already dealt 
 with under those heads, and need not be re-opened here. The conditions as to instruction there laid 
 down apply of course to polytechnics as to other technical classes. But, in considering the question of 
 the form and amount of aid desirable, a fresh set of considerations enter in. In the tirst place, the 
 polytechnics are endowed. In the second place, they aim at fulfilling special and important functions 
 in the educational system of London. Before going further it will be well to understand definitely what 
 those special functions are. 
 
 It must be evident to any one who considers the wants of London as a whole with respect to 
 technical education, that a certain number of large and strong institutions are required to serve as 
 centres of influence for the various districts, gradually attracting within their sphere of influence the 
 disorganised classes at present scattered about London, and pushing out branch classes to supply 
 locally, as far as may be, the wants of workmen who live at a distance. No one who has studied the 
 history of Birmingham art and technical schools can fail to see the strength which is derived by such 
 local classes from affiliation with a strong parent institution. 
 
 The schemes of the Charity Commissioners contemplate that the polytechnics shall become 
 such centres, and their geographical arrangement is on the whole admirably adapted for this end. 
 
 We must keep these functions clearly in view in coming at any conclusions as to the right 
 method of aiding the polytechnics and the conditions under which such aid should be given. 
 
 The ideal polytechnic must be much more than a great collection of educational classes, it must 
 be an organic whole — in other words, it must in the best sense be a “ school,” or at least a group of 
 “schools.” The difference between a “school” and a collection of classes is a fundamental one, 
 although the greater part of the work of a school is actually carried out in its classes. The idea of a 
 school involves a single co-ordinating mind, planning and grouping the work of the various classes, 
 defining their mutual relations, laying down courses of instruction, harmonising their work and project- 
 ing fresh developments along various lines. The collection of classes, on the other hand, starts from 
 no centre of influence such as this, but is a mere aggregation of isolated courses of instruction under 
 independent teachers, working to no common end, governed by no common plan, and sometimes crossing 
 and thwarting instead of mutually strengthening each other. 
 
 Perhaps the best examjile of the contrast here drawn is aflbrded by the one department of 
 technical education in which it is customary to make, however imperfectly, some distinction between the 
 school and the class, viz., the school of art and the art class. In a well-organised school of art, every- 
 thing is under the head-master. Various subjects are taught by various teachers, but they work together 
 and support each other. If the teaching of handicraft — wood-carving, metal-work, and the like — is 
 included, it is all subordinate to, and an outgi'owth of the central classes for design. In other words, the 
 school is “organised,” the various classes being its organs, discharging separate functions, but not 
 independent one of another. I need hardly say that very few London schools of art at present come up 
 to this standard of organisation, but many of them at least make some attempt in this direction, and 
 onl.t by working on this plan can we hope to develop a real “ school ” of decorative art. What a con- 
 trast is afl’orded by a building containing classes for drawing, classes for design, classes for wood- 
 carving, &c., all working on independent lines ! 
 
59 
 
 What is true of art is true also of other departments of education. There must be some 
 educational head on whom falls the ultimate responsibility for the soundness of the work. It is natural 
 of course, that in any great institute like the Regent-street Polytechnic, the Birkbeck Institute, the 
 Goldsmiths’ Institute, or the People’s Palace, we should find brilliant teaching and very indifferent 
 classes existing side by side. The weak point, however, of some of these institutes is that there are 
 no educational heads whose business it is to supervise and co-ordinate the teaching, the responsibility 
 for a hundred classes being divided among a hundred teachers ; whereas at others there is a principal 
 or “ director of studies ” or head of department charged with the duty of supervising all the work, 
 i.e., of turning an aggregation of classes into a “ school.” 
 
 The Borougb-road Institute has started on the right lines in appointing a principal of the 
 educational side. At the Goldsmiths’ Institute, where there is no single educational head, there are 
 several heads of departments. At the People’s Palace a director of evening classes has lately been 
 appointed. 
 
 I think that the County Council might do well to impose on all at least of the new institutions, 
 as a condition of recognition as a polytechnic, that they should either organise their educational work 
 under a single principal, or that there should be responsible heads of each department (Art, Science, 
 Technology, Commerce and Household Economy) who should meet refudarly for considtation, with pro- 
 perly defined powers. 
 
 In the case of those already established, and in which another tradition has grown up, it would 
 be undesirable to insist on a change of methods of organisation, but the Council would do well to 
 encourage such a change by offering part of its grant (^£500 a year) as a grant towards the payment of a 
 responsible educational principal, or of heads of departments as specified above. 
 
 Conditions as to instruction . — Keeping in view the main object of building up the polytechnics 
 as organised institutions, I think the fewer special conditions as to the teaching of special subjects 
 the better. 
 
 (a) Art . — The conditions laid down for technical art schools (on p. 22) will naturally apply 
 equally to the art departments of Polytechnics. 
 
 {h) Science {Advanced Departments ). — As regards their science departments, there is one im- 
 portant matter to be considered beyond the general conditions laid down for science teaching. There 
 is, as a rule, in the neighbourhood of each polytechnic some important group of industries on 
 which some branch of applied science has a very direct bearing, and which might be greatly benefited 
 by developing as an advanced section of the work of the polytechnic some specialised school of applied 
 science. Examples of my meaning are the tanneries and potteries of Southwark and Lambeth ; the 
 electrical engineering trades of South-east London ; the colour, oil and chemical works of the East- 
 end. Such higher departments are distinctly contemplated in the Charity Commissioners’ schemes, 
 but the application of the endowment to the purpose is forbidden. Hence at present these poly- 
 technics, which are endowed out of the funds of the City Parochial Charities, have absolutely 
 no means of developing this side of their work, which, though necessarily costly, might be of 
 the very greatest benefit to the trades of their respective districts. The development of this work 
 would be costly, not only because of the cost of the necessary appliances and apparatus, but because 
 a first-rate instructor would be necessary, who should give all his time to the work of the institute. 
 At first, at least, half the work of such a man would probably be of the nature of research, so that 
 even if the teaching were mostly carried on in the evening, he would have little time on his hands. Such 
 work must, I am convinced, be carried out in the polytechnics, or not at all, since the attempt to 
 centralise all higher technical teaching in London in one or two institutions is doomed to failure. It 
 is therefore a most fitting object for the County Council to aid ; and I recommend that part {£500) 
 of the annual grant to each polytechnic be given on condition that an advanced department be 
 established for the teaching of some one branch of the application of science to a specific group of 
 local industries, the head of this department being a highly qualified scientific man giving all his time 
 to the work of the institute, and the grant being devoted to equipment, maintenance and salary. 
 
 Even if the number of advanced students were small, the mere existence of a higher department 
 would give tone and dignity to the whole of the scientific work of the institute. 
 
 (c) Technology . — As regards the “technological” or trade classes, the chief aim should be to 
 begin low enough down. Even the elementary stage of the syllabus of the Science and Art department, 
 or the ordinary stage of the syllabus of the City and Guilds Institute, is frequently, if not too advanced, at 
 least too comprehensive for the wants of beginners. The teaching of drawing (for example) as applied 
 to various trades, drawing for carpenters, drawing for cabinet-makers, drawing for metal-plate workers, 
 &c., &c., should be taught to artizans and apprentices without insisting that all should go through a 
 complete course of “ building, drawing and construction.” Of course both the Science and Art 
 Department and the City and Guilds institute have been under the absolute necessity of grouping 
 together in their technical syllabuses many trades which in London are distinct, but teaching bodies 
 like the polytechnics will, if wise, introduce far more variety into their elementary technical classes than 
 has been possible to an outside examining board. 
 
 Day Schools . — Some polytechnics include day schools, carried on in the same buildings. At 
 the People’s Palace the day technical school is one of the most important features. At the Regent-street 
 Polytechnic the day schools for boys and girls are intended to l>e self-supporting (the. buildings being 
 supposed to be provided free). It is important that if day-schools be carried on, they be planned as 
 secondary schools on sound educational lines. I recommend that any grants on account of secondary 
 day-schools held in Polytechnic buildings be made quite independently of the grants recommended in 
 this section, and be calculated according to the scale and subject to the conditions laid down for 
 secondary schools on page 
 
 Junior sections . — The endowments of the ])olytechnic8 under the Charity Comiuissioners’ 
 Schemes are confined in the main to the benefit of persons between the ages of 16 and 25. The 
 
60 
 
 establislimeut, however, of “junior sections’’ for boys and girls of 13 to 16 is contemplated in the 
 schemes as a subordinate department of the work of the institutes. The People’s Palace is, I believe, 
 the only polytechnic which has hitherto done anything in the direction, and there it has not been so 
 successful as other branches of the work. 
 
 Yet there is a gap of three years which it is most important to fill. There must be many boys 
 and girls in London — e.g., many of the boys and girls who have gone through the special class of the 
 Board in drawing, modelling, cookery, or manual work — who on leaving school want more systematic 
 and thorough teaching in the evening than they can get at the ordinary Board evening class. There is 
 very little provision for the w^ants of these children in London, and the polytechnics might do much hy 
 means of junior sections to provide for them. Such classes, however, need for their successful working 
 at least as much care and energy as any other department of the polytechnic work. If taken up at all, 
 they must not he treated as a casual or subordinate branch, or they will certainly fail. I do not 
 propose to allocate any specific portion of the County Council grant for the purpose of the junior 
 sections, but merely to recommend to the Governors the desirability of establishing junior classes as 
 soon as possible. 
 
 Proposed Annual Grant . — The principle then on which I recommend the Council to 
 proceed in allotting annual grants to the polytechnics, is that of a minimum annual grant with certain 
 additions to those institutes which conform to special conditions. The great merit of this plan as 
 compared with a capitation grant is that it gives the institutes financial stability. Such a plan may he 
 impracticable where the schools or classes are small, scattered, and disorganised ; but it is at once the 
 simplest and the most economical in the case of a large institute managed by a public Committee, 
 where the Council may take ample guarantees against the misuse of its funds. Of course in the case 
 of the People’s Palace and the Goldsmiths’ Institute the question of an annual grant will not arise. 
 
 In the case of the others the grant I recommend is as follows : — 
 
 (i.) A sum of £1,000 a year for the general educational work of the institute so far as it comes 
 within the meaning of the Technical Instruction Acts. 
 
 Conditions attached — 
 
 {a) The representation of the Council on the Governing Body of the Institute as required 
 by the Technical Instruction Acts, and audit of accounts. 
 
 [h) All the technical classes of the Institute to be open at all times to the County 
 Council’s representatives, and an annual written report showing the work of the Institute and 
 the mode of expenditure of the grant to be presented to the Council. 
 
 (c) (In the case of all Institutes not yet opened) , that the conditions laid down below, as 
 to the appointment of principal or heads of departments be complied with. 
 
 {d) That so soon and so far as practicable, junior evening classes be established for boys 
 and girls under 16. 
 
 (e) That no extra annual grants made or voted by the Central Governing Body be with- 
 drawn or curtailed as a consequence of these grants, and that in case of any revision of such 
 annual grants the above grants from the County Council be also revised in consultation with 
 the Central Governing Body. 
 
 (ii.) A sum of £500 a year towards the payment of the salary of a principal of the educational 
 work of the Institute, or towards the payment of heads of the art, science and other departments, as 
 specified above. 
 
 (hi.) A sum of £500 a year towards the maintenance of an advanced department of applied 
 science, bearing on some local industry, under the control of a well qualified instructor who gives all his 
 time to the work of the institute. 
 
 (iv.) A grant for day secondary schools held in polytechnic buildings on the scale recommended 
 in section 14. 
 
 (v.) Special grants for certain special additional lines of work {e.g., normal classes in the day for 
 domestic subjects, as recommended on p. 49) to be made in addition to grants here recommended, 
 according to the circumstances of the case. 
 
 10. Capital Grants . — There remains the question of capital grants. I see no reason to depart 
 from the rule adhered to in other parts of this scheme of refusing all grants for building for the present, 
 and, indeed, so far as the institutes not yet opened are concerned, I do not think that it would be legal to 
 make a grant towards the building of an institute not managed by the Council and not already giving 
 technical education. 
 
 On the other hand, a substantial grant for equipment, apparatus, &c., would appear to be 
 warranted, such apparatus, &c., remaining the property of the County Council. Grants for equipment 
 are the safest kind of grant ta make, and as a rule are the most fertile in good results. There is no 
 part of the expense of an institute so necessary if the standai’d of work is to be maintained, and none 
 which is more generally cut down and starved. I recommend that £10,000 be set aside the first year 
 for the purpose of meeting ap 2 )lications for aid under this head from the Borough-road Institute, 
 Regent-street Polytechnic, the City Polytechnic, and any of the new institutes which may require 
 such aid within the year. Part of this sum should be specially devoted to equipping the advanced 
 departments suggested above. 
 
 I have intimated above that in my opinion no grant could be legally made to the Committees of 
 Polytechnics not yet started. When, however, the North and North-West London Institutes are ready 
 to begin work, equipment and maintenance gi’ants in accoi'dance with the above scale shonld be made to 
 them. Meanwhile the Trustees of the City Parochial Charities have it in their power to assist the 
 Committees to raise funds for building, and would do good work by so helping them, in view of the 
 increasing difiiculty of raising subscriptions for such an object. 
 
61 
 
 Besides the Polytechnics endowed out of the City Parochial Charities’ Funds, there is a useful 
 institution at Woolwich which is modelled somewhat on the same lines, though unendowed, called the 
 “ Woolwich Polytechnic.” As at present organised, it would receive aid under the present scheme as 
 a collection of science and art classes ; but if, as appears likely, it receives an endowment from the 
 Trustees of the City Parochial Charities, and definitely conforms to the regulations of the Polytechnic 
 schemes, it may, I think, be well treated as a ‘‘ Polytechnic ” by the Council, receiving a grant on the 
 same principles, though on a smaller scale, than that recommended above. 
 
 TotaXi Expenditure on Polytechnics (First Year), except under Heads IV. and V. 
 
 Capital grants for apparatus and equipment ... ... ... ^10,000 
 
 Annual grants to existing Polytechnics ... ... ... ... 6,000 
 
 .£16,000 
 
 As the number of institutes increases the charge under this head will increase, so far as the 
 annual grant is concerned, while on the other hand the capital expenditure will diminish. Ultimately 
 I estimate an annual charge of £’20,000 under this head. 
 
 Proposed Buildings for Chelsea Polytechnic. 
 
62 
 
 XV.— SECONDARY EDUCATION IN LONDON. 
 
 I.— General Principles. 
 
 “The best preparation for technical study is a good modern secondary school,” said the Royal 
 Commissioners on Technical Instruction, and they went on to deplore, in the interests of technical 
 education, the paucity and uneven character of such schools in England compared with the continent, 
 concluding that “ we must look to some public measure to supply this, the greatest defect of our 
 educational system.” 
 
 This central fact, which is clearly recognised in Germany, France and Switzerland, where 
 technical education is more highly organised than with us, was also expressed by Matthew Arnold, in 
 one of his last utterances. “ The technical school,” he said, “is, in fact, a secondary school to follow 
 the elementary school, after some manual training has there been acquired. But our secondary 
 instruction is a chaos ; unless, therefore, we organised the technical school within the sphere of our 
 primary instruction, which is not desirable, w'e have no means of organising it at all.” 
 
 Until, then, this gap is filled, we cannot expect our special technical institutions, from the higher 
 colleges to the polytechnics, to do all the work of which they are capable. The universal complaint of 
 the teachers at these institutions is the want of preparation of their students. In the interests, then, of 
 our scheme for specific technical instruction, we are forced to survey the whole field of secondary 
 education, and to take all steps which are possible, within the Technical Instruction Acts, for its 
 improvement and development. 
 
 We do not want to wrest siach secondary schools as exist from their proper functions, and compel 
 them to become, in the strictest sense, “ technical schools,” but we want to provide the means to enable 
 the best of them at least to adequately fulfil the purpose of continuation schools for elementary scholars 
 • — carrying such scholars over the gap of two or three years, which now often intervenes between the 
 primary school and the workshop, and giving them, by means of a good “ modern ” course of instruction, 
 including drawing, science, and manual training, the best general preparation for an industrial or 
 commercial career. This applies to the mass of London secondary schools which carry on boys to 15 
 or 16 — the “ second-grade ” schools of the Schools Inquiry Commission. 
 
 Besides these, there are a smaller number of “ first-grade schools ” to be considered, of a more 
 costly character, and with a higher standard of teaching power, and carrying on pupils to the age of 17 
 or 18, corresponding to the “High School” at Birmingham, the Lycee or College Chaptal of Paris, or the 
 Gymnasium and Industrie-Schule of Zurich; as the other schools correspond to the Grammar Schools 
 of Birmingham, the Ecoles Primaires Superieures of Paris, or the Secundarschule of Ziirich. 
 
 And lastU, there are the higher departments of elementary schools. These are in a sense with- 
 in the sphere of primary instruction, and do, or might do, the work assigned originally by the schools 
 inquiry Commission to “ third-grade ” secondary schools. They are an outgrowth of our elementary 
 school system, and though they can of course never occupy the field of secondary education proper, 
 they may if kept closely in touch with the primary schools, discharge a very useful function. The work 
 of the primary school proper ends at the seventh standard. Beyond that, unless a higher department 
 is definitely organised under capable teaching, the pupils waste their time by staying on. It is at this 
 point, where the grants of the Education Department cease, that the powers of the County Council to 
 aid technical education begin, and at all events until a sufficient supply of efficient secondary schools 
 can be oi’ganised, the Council would do well to recognise and develop these higher departments. 
 
 In surveying the field of secondary education in London and framing a scheme for developing it 
 as the foundation of technical education, the Council would do well to keep in view, at least j^rovisionally, 
 the three main groups of schools specified above. That a sharp line can always be drawn between them, 
 that none of the schools in the three divisions overlap, it is of course impossible to say. It is 
 possible that as years go on, the need of higher departments in primary schools may gradually 
 disappear, as the connection between our primary and secondary school systems becomes stronger. 
 For our present purpose however the provisional classification is useful and necessary.* 
 
 Before passing on to the description of existing secondary schools in London, there is one main 
 principle to be laid down. Such schools if dealt with at all must be dealt with as a whole. The grant 
 may indeed be calculated on part only of their pupils, but it must not be split up and assigned to 
 specific subjects in the curriculum. Otherwise the school will cease to be a “ school ” and resolve itself into 
 a collection of classes, with a tendency to crush out all subjects on which grant is not jjaid, and swell 
 unnaturally those parts of the curriculum recognised by the County Council. This baneful tendency is 
 only too apparent in science schools, which earn the greater part of their grant on the results 
 of science and art examinations. The County Council had better leave the whole thing alone 
 than deal with secondary education in this way. In saying this I do not forget that the County 
 Council aid is limited to certain subjects of science, art, commerce, &c., and of course must be given 
 on condition that these parts of the school curriculum are efficiently taught. But having been laid down, 
 and guarantees having been taken for their observance, let tbe grant be made as a whole. 
 
 II. — Existing Facts. 
 
 There are at present 45 secondary schools for boys in London under some kind of public 
 management, including proprietary schools earning a dividend, and hence excluded by the Technical 
 Instruction Acts. 
 
 * This classification is not quite the same as the three-fold classification of Secondary Schools by the 
 Schools Inquiry Commission. The 1st grade, 2nd grade and 3rd grade schools were all intended to be above and 
 apart from primary schools. Experience has proved that there is only room for two, not for three grades of 
 secondary schools, and even this cleavage may be only provisional. On the other hand, the field mapped out for 
 the “ 3rd grade ” school is being covered by the higher classes formed at the top of primary schools. 
 
Of these one (Christ’s Hospital) is in a state of transition, a new scheme having lately come into 
 force for its conversion into day and boarding schools for boys and girls. Another endowed school 
 (St. Saviour’s, Southwark) has also a new scheme pending, and at present is very small. Two 
 more (the Merchant Taylors’ School and the Mercers’ School, College-hill) are supported without 
 schemes, by City companies out of their corporate funds, and are regarded by these companies as 
 their private property. One, the City of London School, is managed by the City Corporation under a 
 special Act of Parliament ; and one (Westminster School) is governed by a scheme of the Public Schools 
 Commission. Tw'enty-five (besides Christ’s Hospital) are subject to schemes of the Charity 
 Commission (Endowed Schools Department) ; one (Godolphin School, Hammersmith) to a scheme of 
 the Court of Chancery ; two (People’s Palace and Regent-street Polytechnic) are attached to polytechnics 
 governed by schemes of the City Parochial Charities Department of the Charity Commission ; two 
 (University College School and King’s College School) to higher colleges incorporated by Charter ; one 
 to a Training College (St. Mark’s College Upper School) ; while one (the Philological School, Marylebone) 
 is managed by a company not for profit (under section 23 of the Limited Companies Act), and one 
 (William Ellis School) a modern foundation, is managed by trustees. This makes a total of 38 schools 
 not conducted for private profit. There remain two schools (Kentish Town and Clapham) under the 
 Boys’ Public Day School Company, Limited; two (at Woolwich and Brockley) under the Church Schools 
 Company, Limited ; and three, viz., Blackheath Proprietary School, Islington High School, St. Peter’s 
 College, Brockley, which are managed by separate limited companies. 
 
 In addition to these secondary schools there are several public elementary schools with higher 
 departments, both under the Board and voluntary management. 
 
 Of the above 45 secondary schools the seven conducted for private profit are clearly ineligible for 
 aid without altering their constitution. The two schools supported by the corporate funds of City 
 companies, the City of London School managed by the Corporation, and the People’s Palace School 
 maintained (in common with the whole institute) by an endowment assigned by the Drapers’ Company, 
 may also be set aside as unlikely either to apply for or to receive grants from the Council, and we may 
 also for the present disregard the two endowed schools in a transition state, one of these (Christ’s 
 Hospital) being a very rich foundation, and the other (St. Saviour’s, Southwark) as yet without a scheme. 
 Again, Westminster School, which is a public school, can hardly be regarded as forming part of the 
 secondary school supply of Loudon, and I have made no inquiries concerning it. King’s College School 
 is ruled out by the absence of conscience clause. There remain thirty schools eligible for aid, so far as 
 their governing bodies are concerned. 
 
 Of these 30 schools, four, viz., Dulwich College, St. Paul’s School, University College School 
 and St. Dunstan’s College, Catford-bridge, come under the head of “ high schools ” as defined above.* 
 The fees charged at these schools vary from £12 to £25 4s. a year. 
 
 The remaining 26 are “second-grade” schools, charging fees varying from i;3 a year up to 
 i£12 l2s.,t but averaging about a£6 a year. 
 
 Three of these 26 schools are governed (as trirsts under schemes of the Charity Commissioners) 
 by the courts of City companies, viz.. Stationers’ School, Bolt-court, the Grocers’ School, Hackney, and 
 Colfe’s School, Lewisham (Leathersellers) . 20 are governed by mixed bodies of governors under 
 
 schemes of the Charity Commissioners or Chancery, containing as a rule representatives of publicly 
 elected boards ; one by trustees of a modern endowment not under scheme, one by managers of a training- 
 college, and one by a company “ not for profit.” These schools are very irregularly distributed about 
 London as is shown by the following table, showing the attendance at London secondary schools under 
 some kind of public management in the various School Board districts of London per 1,000 of the 
 population. Though only approximately correct, it tells the tale sufficiently exactly for our purpose. 
 
 The unevenness of distribution will be slightly rectified by the contemplated removal of the 
 Stationers’ School to the north-west district, the establishment of the day science school contemplated 
 under the Christ’s Hospital Scheme, and the removal of the Mercers’ School from College-hill. 
 
 School Board District. 
 
 Attendance per 1,000 
 of population. 
 
 Tower Hamlets 
 
 2-7 
 
 Hackney 
 
 2-7 
 
 Marylebone 
 
 2-8 
 
 Westminster and City 
 
 7-4 
 
 Chelsea ... 
 
 1-7 
 
 Finsbury 
 
 3- 
 
 East and West Lambeth 
 
 2-1 
 
 Greenwich 
 
 3‘ 
 
 * In common with the City of London School, Merchant Taylors’ School and King’s College School, 
 t The Godolphin School, Hammersmith, which is on the border line between second and first grade schools. 
 
 + The Grocers’ and Stationers’ Schools are supported out of trust funds formerly applicable for the benefit of 
 members of the Grocers’ and S tationers’ Companies, but diverted to educational purposes under scheme of the Charity 
 Commissioners at the request of the companies. The Leathersellers’ Company have built the new buildings of 
 Colfe’s school out of their corporate funds, the annual endowment being a trust administered by them. Some 
 of the secondary schools for boys which go byname of City companies (Coopers’ School, Mile End, Haberdashers’ 
 (Aske’s) Schools at Hoxton and Hatcham, &c., are governed by mixed bodies of governors, on which the companies 
 are represented. They are not supported by the corporate funds of the companies, and stand on precisely the same 
 footing with regard to the County Council as any other schools governed by mixed bodies of managers. 
 
64 
 
 In appendices G, H, J, and K, very full particulars are given with regard to all of the 45 
 secondary schools which have supplied detailed returns. From these appendices, the fees, the numbers and 
 ages of the pupils, the income and expenditure of the schools, the subjects of instruction, and the time 
 devoted to each, the examinations prepared for, and the number of successes in each, can be exactly 
 ascertained. These appendices, therefore, go far to supply materials for forming a judgment as to the 
 work attempted by each school. But besides tabulating these particulars, the technical work, 
 especially the teaching of science, has been inspected in 30 of the schools, including the great 
 majority of those doing any kind of practical science work.* 
 
 The reports on individual schools, made as the result of this inspection, will be of great aid in 
 the future, when the Council actually begins the work of organisation. It is not necessary or desirable 
 in a preliminary report of this kind to attempt to pass a detailed judgment on the exact relative merits 
 of schools working at present under such diverse conditions, and equipped Avith such unequal resources. 
 
 A few words, however, must be said of individual schools before passing to some general 
 considerations suggested by the general tone of the reports. 
 
 (1) High Schools— T\xe best science and technical teaching in day schools in London is 
 naturally being given in the schools which we have classified as “ High Schools.” 
 
 St. Dunstan’s College is a new school, having only been opened about three years. It has splendid 
 chemical and physical laboratories, a fair engineering department, and good worjishop for manual 
 training. The system of teaching seems to be well thought out, and the school, though young, is doing 
 excellent work. 
 
 Dulwich College has a good engineering school with a definite three years’ course, a fair 
 chemical laboratory, a well equipped physical laboratory, and good engineering workshops. Except for 
 the 60 boys on the engineering side and about 20 others regular drawing teaching unfortunately ceases 
 beyond the junior school. 
 
 At University College School also drawing becomes an extra after the junior school, but about 
 half the school take freehand and 40 machine drawing. There is here a well-fitted chemical laboratory, 
 and practical physics work is done in part of the lecture-room. There is a carpenter’s shop in which 
 about 40 boys work out of school hours, but no graduated scheme of manual instruction. There is 
 great freedom to parents to choose the subjects which their sons shall learn. 
 
 St. Paul’s School, Hammersmith, is noted for the number of successes in science scholarships 
 and examinations gained by its boys. There is a large and well equipped chemical laboratory, and the 
 rudiments of a physical laboratory. There is a science side of the school with some 300 boys, d’hore is 
 a well equipped art room, and modelling is taught to some extent. The wood workshop, however (as 
 usual in secondary schools), is used rather for recreative than educational purposes. There are 164 
 free scholars, but few, if any, from elementary schools. 
 
 Merchant Taylors’ School is a strictly Church of England School. It has a good chemical 
 laboratory, and a “ modern ” side. Drawing is taught throughout the junior school, and to part of the 
 modern side. 
 
 The City of London School is managed by a Committee of the City Corporation. The senior 
 school is divided into three divisions, classical, modeim, and scientific, the boys in the last-named 
 division giving most of their time to mathematics, chemistry and physics, with voluntary classes in 
 machine-drawing and workshop practice, in which, however, there is little system as yet. There is a 
 good-sized chemical laboratory, and a physical laboratory is now in process of organisation, and appears to 
 be in a fair way to do excellent work. 
 
 At King’s College School a laboratory has lately been fitted up under a new science master. 
 There are voluntary classes in wood and metal-work in the King’s College workshops. Like almost all 
 the workshops in secondary schools, the manual work is at present unsystematic, but is capable of being 
 made into an educational course. The science work was in a transition state when the school was visited. 
 The school is distinctively Church of England, and hence debarred from County Council aid, which 
 indeed it does not seek. Whether County Scholarships could be tenable at such a school among others 
 is a point of law which I do not feel competent to decide. In principle I see no objection to such a 
 course, since if there are plenty of alternative undenominational schools, no parents need choose King’s 
 College School for their sons who do not wish for the Church teaching. 
 
 The above “ first gi-ade ” schools do not for the most seek pecuniary aid, but the science or 
 modern sides of most of them should be recognised as first-grade schools, at which county scholarships 
 should be tenable. 
 
 (2) Second Grade Schools . — Of the “ second grade ” schools which form the bulk of the provision 
 for secondary education in London, sixteen are fitted with chemical laboratories of greater or less 
 degrees of efficiency. In one case, however (St. Mark’s College Upper School), the laboratory at present 
 is quite unused. In addition to these, one school (Colfe’s School, Lewisham) has a laboratory built but 
 not fitted up. One other school (Whitechapel Foundation) is about to erect new buildings with a 
 laboratory, and another (Battersea Grammar School) is now ei’ecting buildings in which a laboratory 
 could be included. 
 
 The laboratories vary very greatly in excellence, some (as at Alleyn’s School, Dulwich, Aske’s 
 School, Hatcham ; the People’s Palace, the Parmiter School, &c.) being good and well fitted, while 
 others (as at Cowper-street ; Emanuel School ; Aske’s School, Hoxton ; Wilson’s School, Camberwell, 
 Ac.), are but indiflerent. 
 
 The length of time given per week to practical and theoretical chemistry in each school may be 
 seen from the Appendix p. 149. 
 
 ’ The quality of the teaching also varies very greatly. In the majority of the schools practical 
 chemistry means merely qualitative analysis. There are experimental practical courses at a few schools 
 
 * By Mr. C. W. Kimmiiis, M.A., D.Sc., Fellow of Downing College, Cambridge, and Mr. A. P. Laurie, M. A., 
 B.Sc., Fellow of King’s College, Cambridge. 
 
Go 
 
 {e.g., The United Westminster School, Alleyn’s School, Dulwich, and Aske’s School, Hatcham), 
 including preparation of gases and salts, weighing, &c., beside the usual test-tube work. For the 
 most part, however, the chemical laboratories are occupied solely with the teaching of qualitative 
 analysis. 
 
 With few exceptions, the schools without laboratories are doing little science teaching of any 
 great value. 
 
 There is a small physical laboratory for four or six boys at the Aske’s School, Hatcham, 
 and the rudiments of a physical laboratory at the William Ellis School. Some of the Polytechnic Day 
 boys use the physical laboratory of the Polytechnic. 
 
 In Manual Work, on the whole, secondary schools fall behind the elementary schools. In 
 thirteen of the second-grade schools, there is some kind of manual work, but in most cases it is optional, 
 and the teaching very slipshod and unsystematic ; sometimes the carpenter who does repairs, &c. in the 
 school, teaches a few boys rough carpentry. At five of the twelve schools the workshop work may 
 be dismissed as of no educational value. As to the others, there are wood, metal, and blacksmiths’ 
 workshops at the United Westminster Schools, but not much system in the teaching. The same remark 
 applies to the wood work at Aske’s School, Hatcham, and Emanuel School. At the Polytechnic and 
 People’s Palace day schools, the boys use the wood and metal shojis of those Institutions, and there is a 
 graduated course of exercises. 
 
 At the Aske’s School, Hoxton, and William Ellis School, there are also a graduated courses 
 of teaching in the carpenters’ shops, and excellent manual work is being done at the Whitechapel 
 Foundation School, which, pending the erection of workshops, sends boys of its upper forms to the 
 neighbouring Whitechapel Craft School. 
 
 On the whole, our secondary schools in London have not for the most part grasped the idea of 
 manual work as an educational subject. It is still mixed up with the teaching of carpentry or regarded 
 as a mere amusement. In several of the London schools it is at present doing as much harm as good, 
 viewed from an educational standpoint. If any aid is given to this work, the County Council should 
 insist on systematic and graduated teaching on educational lines. 
 
 Drawing is taught more or less at all the secondary schools, and, in the majority of cases, 
 throughout the whole school. At the United Westminster Schools, Alleyn’s School, and Aske’s 
 School, Hatcham, and Cowper Street, there are special art rooms (in the last-mentioned case the 
 gallery of the great hall is used for this purpose). At Wilson’s Grammar School the great hall is used 
 for drawing teaching ; in most of the remaining schools it is taught in the ordinary class-rooms. Stress is 
 laid on mechanical or building drawing in a few schools [e.g. People’s Palace) . At Cowper Street some 
 of the older boys spend a great part of their time in drawing, colour-work, &c. The most general 
 subjects are freehand and model, taught according to the “second-grade” syllabus of the Science and 
 Art Department. The quality of the work is very uneven, and there is a great want of originality and 
 independence in methods of drawing teaching in most schools : as much in those which are free from 
 outside control as those which work in connection with South Kensington. The work also wants more 
 systematic graduation. 
 
 Commercial Teaching. Specific commercial subjects, such as book-keeping and shorthand, 
 are taught in several schools. A good many of the schools [e.g. the Grocers’ School, Hackney ; 
 St. Mark’s College School, Chelsea; Coopers’ School, Bow, and others) aim much more at commercial 
 than scientific teaching. In some cases this is due to the bent of the head-master or governors, and, 
 indeed, there is ample room for schools of this kind in a great commercial centre like London. In 
 other cases this course is forced upon the governors by want of funds for the more expensive practical 
 science teaching. At a few schools there are commercial sections. At the Owen’s School, Islington, a 
 good many boys gain the certificates of the London Chamber of Commerce ; but the great majority of 
 London secondary schools abstain, for various reasons, from sending boys in for these examinations. 
 
 The best commercial education for boys up to fifteen is really a good general education, including 
 modern languages. I doubt even if sborthand can be grasped by boys below this age, unless under a very 
 exceptional teacher. The same apj^lies still more strongly to book-keeping. The place of specialised 
 commercial teaching, so far as it comes within the province of the secondary section, is either in the 
 highest form of the second-grade schools (for boys of at least sixteen^, or in the upper forms of first- 
 grade schools. But the greater part ought to be done in special higher commercial schools, of which 
 there are many abroad, but absolutely none at work in London. 
 
 The whole question of Commercial Education is, however, dealt with in a previous section. 
 
 To sum up — the chief defects in London secondary schools for boys are, (1) their isolation and 
 want of relation to elementary schools (2) their insufficiency in number (3) the great inequality and 
 general insufficiency of their resources, and their consequent want, in many cases, of adequate equipment 
 (4) the absence of the “test, stimulus, advice, dignity,” which, as the Schools Inquiry Commissioners 
 pointed out twenty-five years ago, might be given by the connection of these schools with some central 
 co-ordinating power. ^V’ith the help of a moderate expenditure of money, and without at all shackling 
 these schools with remote and irksome restrictions, I am convinced that the standard of teaching, 
 especially of the subjects within the scope of the Technical Instruction Act, might be greatly raised. 
 
 III.— Proposals for aiding Secondary Education. 
 
 In considering the best mode of aiding secondary education, and making it more accessible to 
 the mass of the population, we must keep the above four points in mind. The first point is to a great 
 extent dealt v/ith under the head of “ Scholarships,” in section XVII. 
 
 The second is one to be kept in view in the future, especially in connection with the develop- 
 ment of schemes for new polytechnics, which may include secondary day schools. 
 
 We come then, to the third point — the inequality and general insufficiency of their resources. 
 
 [ 9 ] 
 
66 
 
 (a) With regard to this point, the first central fact of importance is that we have to deal with a 
 number of schools, some unendowed, some comparatively rich in endowment. The great majority, 
 however, of endowed second-grade schools have funds sufficient to enable them to offer secondary 
 education at a charge of T6 a year or more, but not to cheapen it beyond this sum. The benefits of the 
 endowments, therefore (exce 2 )t in regai-d to scholarship holders), are not available, and cannot at present 
 he made available, for those whose parents cannot pay this fee. 
 
 The precise extent of the resources and expenditure of London endowed schools is shown in 
 Appendix K.* 
 
 (b) The next important fact is that a secondary scliool, giving good teaching in general subjects, 
 including practical science, drawing, and manual work, for boys up to the age of 16, cannot be carried 
 on efficiently at an annual cost of less than to iilO a boy, supposing buildings already found. A 
 more exact scale of minimum cost is TlO a boy for each boy up to 300, and £8 for each additional hoy. 
 This estimate is founded on the accounts of several efficient secondary schools. Thus the Grammar School 
 at Birmingham,! on the King Edward Foundation, cost on the average LTO 10s. a head, and have an 
 average of 300 boys each. The Alleyn’s School, Dulwich, costs .£9 a head, with 520 boys. 
 
 ]\Iany of the London secondary schools are actually carried on for less than the above cost, but the 
 salaries are often wretchedly low", and the teaching power is thus inadequate. 
 
 The Polytechnic Day School, Avith 530 boys, only appears to cost L'6 4s. a head (not 
 including rent), but this economy is attained by utilising in the day-time the services of evening 
 instructors — a doubtful policy, Avhich, at all ev'ents. makes the cost per head no criterion for other 
 schools. 
 
 I say without hesitation that where a school is carried on for much less than the scale of cost 
 giA’en above, it must be at the expense of the teaching power or equipment, or the teachers must be 
 receiving less than their value in salaries. Mr. Cunynghame makes the higher estimate of i£12, and 
 indeed I regard the above scale as an irreducible minimum. 
 
 We may take this scale then of <£10 a head up to 300 boys, and i'8 for each additional boy as our 
 normal standard of the minimum cost of carrying on a good secondary school giving technical education, 
 including salaries, rates, taxes, maintenance, management, advertising, prizes and all necessary school 
 expenses, but not including rent or scholarships. I call this sum then the “necessary cost” of a 
 secondary school giving efficient technical education. 
 
 Were it possible Avithin the Technical Instruction Acts, and also Avithin the limits of the funds 
 at the disposal of the County Council, to take up at once the task in its fullest sense of organising 
 secondary education in London, I think the soundest method of aiding existing schools Avould be to 
 aid their equipment, and also make up the total income of the schools from fees, eudoAvments and 
 goA’ernment grant to tlie total amount required to carry on these schools efficiently according to the 
 above scale. Of course it Avould be necessary in this case to lay doAA'n suitable conditions as to the fee 
 to be charged. 
 
 Having regard to our present limitations, both monetary and statutory, \A'e have to consider hoAv 
 far this aim can be realised. 
 
 (u) Annual grant — In the first place the grant must be designed solely for technical education, 
 and limited to scholars receiving such technical education. It is further desirable in my opinion to 
 limit the grant per head to pupils over the age of 10. Instruction of boys under this age must be 
 elementary, and up to 10 years of age can be obtained almost equally w'ell in a public elementary school. 
 While, therefore, in no Avay preA’enting secondary schools from admitting young pupils, I think that a 
 grant Avith respect to pupils under 10 is unnecessary, and that good rather than harniAvould result if the 
 concentration of County Council grant on those over 10, led these schools gradually to extend their Avork 
 for older boys, and diminish their junior classes, and so become more of the nature of continuation 
 schools. 
 
 In the second place, the fee charged to those on Avhose account annual grants are made, must be 
 such as not to exclude children of parents avIio send them to begin their education at a public elementary 
 school. The question is at Avhat amount to fix this fee. The evidence on this point seems on the 
 Avhole to point to a maximum fee of <£3 a year (£1 a term). This is the fee charged at King Edward's 
 Grammar Schools, Birmingham. The average fee at Heriot’s Hosi)ital School, Edinburgh, is about £3. 
 In London, .£3 is the fee (= half ordinary fees) charged at the Roan School, Green Avich, to elementary 
 scholars. Lastly £3 (or Is. Cd. a Aveek), is the maximum fee fixed in the Charity Commissioners’ 
 Schemes for day schools in connection Avith the new Polytechnics. 
 
 I suggest then that the County Council grant be giA"en solely on pupils admitted at a fee not 
 exceeding £3 a year. 
 
 It is not necessary, hoAVCA^er, to insist that the general fees of the school should be lowered to this 
 leA’el, and in some Avell-to-do districts, such a course Avould involve a great waste of money. 
 
 A great proportion of the parents Avhose sons attend secondary schools are fairly Avell ofi', as is 
 shown by the folloAving estimate of the proportion of pupils draAvn from various social strata in the exist- 
 ing secondary schools of London, based on returns from twenty-nine schools. 
 
 Per-Centage. 
 
 Ihofessional trading and middle class ... ... ... ... 85 
 
 Artizans and labourers ... ... ... ... ... ... 15 
 
 Total 100 
 
 * This statement lias been carefully compiled from the Accounts supplied by the Foundations to the 
 Charity Commission, by Messrs. Hudson Smith, Hriggs & Co., Chartered Accountants. 
 
 t Not, of course, including the High School. 
 
 J 
 
67 
 
 I see no reason either in law or in principle why a share of the County Council grant should not 
 go to improve the education given to boys of middle-class parents, seeing that both the universities and 
 the great public schools for the upper classes are heavily endowed; and if the present proposals are accepted, 
 these classes will gain their full share of the advantages of better equipment, laboratories, &c., as well as 
 of improved staff. But considering the limitations of the funds at the disposal of the Council, it would be 
 a somewhat extravagant policy to insist on a large reduction of fees to all classes of parents, when the 
 object is chiefly to make secondary schools accessible to those of slender means. 
 
 A better plan, considering the limitations of the County Council’s fund, would be to require that 
 all applicants for admission over the age of ten, who had spent (say) three years in an elementary 
 school and passed the fourth standard, should be admitted at a fee not exceeding A‘3, so far as the 
 accommodation of the secondary school permits, and to base the annual grant of the County Council on 
 these pupils only, leaving the schools to charge what fee they please to others. Individual cases of 
 schools, which preferred to reduce their fee for all pupils to A‘3, might be considered on their merits, 
 having regard to the character of the districts in which they are situated. 
 
 On all pupils so admitted into efficient secondary schools, and receiving technical education 
 therein, the Council would pay such a grant as would make up the 1^3 fee together with the amount per 
 head of endowment and “Science and Art” grant (calculated on the whole school) to the amount per head 
 necessary to carry on the school efficiently. 
 
 To make this principle perfectly clear, consider the example of a school of 500 boys, of whom 200 
 are ex-elementary school pupils admitted at A'3 a year, as above. The school has (say) a net endowment 
 of ^1,250 a year exclusive of the amount of endowment assigned to scholarships, and earns an average 
 of £250 from the Science and Art Department. 
 
 Thus the total income per head on the class of scholars we are considering is £6 (£3 a year in fee 
 and £3 in endowment and grant). 
 
 The necessary cost of can-ying on the school efficiently is £4,600 {i.e., £10 a head on 300 boys 
 and £8 on 200) or £9 4s. per head. 
 
 Hence the County Council grant would be £3 4s. on 200 boys, or £640. 
 
 Of course this grant would be subject to the conditions as to the efficiency of the school, suggested 
 above and summarised on p. 69. 
 
 A few slight difficulties might arise as to the right estimation of the amount of clear endowment, in 
 the case of foundations partly applicable to education and partly to other objects. But these difficulties 
 can easily be surmounted. 
 
 It is to be observed that the above method of calculating grant though bused on number of 
 pupils is not open to the objections rightly entertained by many educational authorities against uniform 
 capitation grants as a method of aiding secondary education. The principle I propose to adopt is not to 
 pay a certain amount on every pupil receiving secondary education, wherever found, but to make up to 
 the school authorities the actual expense they are required to incur of giving a good education at a 
 lower fee than is warranted by their endowment. 
 
 (b) Equipment grants — Next with regard to capital expenditure on equipment. Here, as in all 
 other cases of such expenditure, each school must be separately dealt with on its own merits, the 
 Council retaining a lieu on the apparatus and equipment placed at the disposal of the schools. 
 
 The objects for which such grants may be made with advantage, include (1) the equipment of 
 science laboratories, and the acquisition of suitable apparatus ; (2) the equipment of special art-rooms 
 for the teaching of drawing, modelling, &c., and the acquisition of casts, models and examples; (3) the 
 fitting of workshops for manual training with benches and tools ; (4) the formation of school museums. 
 
 In no case should building grants be given, at least at present. The school authorities who 
 desire this form of aid must do their part by providing or building suitable accommodation for 
 laboratories, art-rooms and workshops to receive the fittings and apparatus provided by the Council. 
 
 I estimate that a sum of £5,000 would be sufficient to set aside for the first year to meet 
 applications for capital grants under this head. 
 
 Private profit schools . — There are a few secondary schools hitherto conducted for private profit {e.g., 
 the Beckham Technical School), which give instruction in science and art, and which are or may be 
 desirous of placing themselves under public management, so as to qualify for aid under this scheme. 
 Such cases must of course be dealt with on their merits. Before recognising them, the County Council 
 must of course be satisfied that the governing body constituted is the real and ultimate authority, with 
 full power of appointment and dismissal of masters, and also that the buildings, equipment, course of 
 instruction, &c., are up to the standard required from secondary schools under this scheme, and that such a 
 secondary school is required by the circumstances of the district. 
 
 IV.— Higher divisions of Elementary Schools. 
 
 There remains the question of the development of higher divisions in connection with public 
 elementary schools, for ex-standard scholars. 
 
 There are about 2,000 ex-standard scholars (viz., about 1,000 boys and 1,000 girls) in public 
 elementary schools in London. 1,600 of these are in Board schools, and the remainder in voluntary 
 schools. We may deduct at least 700 children as scattered about in ones and twos in elementary 
 schools, which make no pretence of giving them a higher ' course of teaching. The remaining 
 1,300 are grouped in higher divisions of elementary schools, of which there are over 30 under 
 the Board with a total number of 1,000 ex-standard pupils, and the remainder in voluntary higher 
 gi-ade schools, of which St. Thomas Charterhouse, Raiue’s Foundation School, Latymer’s School, 
 &c., are examples. In one or two cases, a certain amount of endowment is aA'ailable for these higher 
 divisions, but not to any appreciable extent. They can therefore be dealt with, at least for the present, 
 on the system of uniform capitation payments. Classes of this kind are at present on a very 
 anomalous and unsatisfactory footing. They receive no grant from the Education Department, and 
 
68 
 
 the grant from the Science and Art Department will he greatly reduced by the abolition of payments on 
 “ second-class elementary” passes, since, with such young pupils they will not be able to recoup them- 
 selves by the increased grant for advanced work. The result is that those which are not under the 
 Board are in a very precarious position. If they adopt the curriculum laid down by the Science and Art 
 Department for “ organised science schools,” they can earn capitation grants of a head and a small 
 grant for manual training. But many of them have not the funds for equipment, &c., to enable them to 
 comply with the conditions of the Department, and it is doubtful whether in all cases it is desirable 
 that they should exactly follow the prescribed course. At all events none of them at present earn this 
 grant. 
 
 Nothing ought to be done in the way of gi-ants for ex-standard pupils w'ho are taught together 
 with the standard children. They must he formed into definite higher classes, and taught in 
 separate rooms from the remainder of the school. A special course of instruction must he drawm up 
 for them, and approved in general outline by the County Council. It should include drawing, and 
 practical science teaching, and some form of manual w'ork. The classes must be in charge of special 
 teachers, duly qualified for the purpose. Such classes may w'ell earn a grant from South Kensington,, 
 and, if the managers please, may he arranged so as to earn the additional grants made to “ organised 
 science schools.” But for reasons given above, the possibilitj" of earning a large grant on science in- 
 struction in such schools is now greatly diminished, and classes of the kind we are considering 
 will suffer financially unless supported by the County Council. 
 
 Recommendations as to hujher (jrade classes. — I recommend that for the first year a capitation 
 grant of £3 a head he paid on all scholars of higher grade classes in connection with public elementary 
 schools, who have passed the seventh standard, on the following conditions — 
 
 (1.) The classes to he free. 
 
 (2.) Eepresentation and audit as required in the Act. (This not to ajiply to grants to the School 
 
 Board.) 
 
 (3.) The classes to be open at all times to the County Council visitor, and a report of their work 
 in writing to be sent to the Council every year. 
 
 (4.) The classes to be taught in separate rooms from the elementary school, to he in charge of 
 special and qualified teachers, and to be taught according to a special course of instruction to be generally 
 approved by the Council. Such course to make provision for efficient teaching of drawing, science 
 (theoretical and practical), and some form of manual training (for hoys). Various forms of household 
 economy for girls may replace the science and manual training for boys. 
 
 The amount recommended, £3 a head, is in harmony with the proposals just adopted after a special 
 inquiry for the distribution of the grant for secondary education in Scotland. Of course no special 
 grants for special sulq'ects (science, drawing, &c.j will be made to schools which receive the £3 grant. 
 Here, as in all grants to day schools, the cardinal principal is to treat the school curriculum as a whole. 
 
 At the same time the method of capitation payments suggested is only tentative. Hereafter it 
 may be found advisable to adopt a still more comprehensive method of dealing with these schools. 
 
 I estimate that the probable cost of these grants for the first year wdll he about £6,000. 
 
 In addition to the annual grants, a sum of (say) £2,000, should he set aside to meet applications 
 for aid towards equipment, which should he given subject to the same conditions as apply to capital 
 grants for ordinary secondary schools. 
 
 V.— Secondary Schools for Girls. 
 
 The above proposals, so far as they relate to higher divisions of elementary schools, apply as 
 much to girls as to hoys. There is reason to think that in the future of continuation schools for girls of 
 the artisan class, these higher departments will play a more important part than the purely secondary 
 school. Almost every one I have consulted agrees in this view. To quote Miss Clara Collet (now one of 
 the Assistant-Commissioners for women’s w'ork of the Royal Commission on Labour) — “ the needs of 
 girls in the matter of education are different from those of boys, though not less urgent. AVhat is 
 needed by girls in the working classes is not so much the provision of a ‘ ladder from the gutter to the 
 University ’ as wide-spread instruction in practical domestic economy, the laws of health, and 
 acquaintance with good literature. . . . While the machinery of the ladder system of scholarship 
 
 will continue to he of value in exceptional cases, the wisest course is to devote energy and funds to the 
 establishment of continuation classes (above the compulsory standards) in close connection with the 
 elementary schools themselves.” * 
 
 As regards the teaching of subjects coming under the head of “ Household Economy,” sufficient 
 is said under section 12. The .£3 capitation grant, proposed above, will suffice for the present to 
 encourage this wnrk. 
 
 Secondary schools, however (both “ high schools ” and “ middle ” or “ second grade ” schools), 
 are doing a most valuable work for girls’ education in London, and though they mainly provide for the 
 middle classes, yet there is no doubt that in many cases through the scholarship system they afford the 
 means of developing and training talent which otherwdse would have been lost to the community. 
 Though these schools can probably never become continuation schools for elementary scholars to the 
 same extent as is possible with hoys’ secondary schools, they are none the less worthy of support in so 
 far as they discharge this function. 
 
 Ricistmii Facts. — Public secondary schools for girls may he divided into high schools, with fees 
 of about £9 15s. on an average, and middle schools, with fees from £3 15s. to £8. 
 
 Of the 20 high schools only three (North London Collegiate School, Mary Datchelor’s, and 
 Aske’s School, Hatcham) are endowed. All the rest are “ proprietary,” and hence excluded from aid 
 from the County Council. They are divided as follows : — 12 under the Girls’ Public Day School 
 Company, 3 under the Church Schools Company, and 2 Church of England High Schools. 
 
 * “ Studies in Secondary Education,” pp. 219-221. 
 
69 
 
 Of the 14 second-grade or “ middle” schools, all, except the Clapham School of the Girls’ Public 
 Day School Company, are regulated by schemes of the Charity Commissioners. 
 
 These schools have not been inspected for the purpose of this report so elaborately as the 
 corresponding schools for boys, partly because they were visited a short time back by Miss Collet (of 
 whose opinion and advice on the subject I have had the advantage), partly because, for various reasons, 
 these schools seem unlikely to play a very important part in supplying technical education for girls. I 
 need hardly add that so soon as the Council is empowered to take up fully the question of Secondary 
 Education as such, the middle and high schools for girls will be a most important factor to be considered. 
 
 Full particulars of curriculum, examinations, number and age of scholars, &c., income and 
 expenditure of girls’ secondary schools, will be found on pp. 160, 172, 170 and 173 respectively. 
 
 Drawing as a rule is taught throughout the schools, in some cases by special teachers, and with 
 very remarkable success. Botany is the most usual science subject, sometimes accompanied by 
 physiology or the laws of health. On the whole (with, however, some striking exceptions), the science 
 teaching appears to he rather meagre, and in many of the schools little importance is attached to it by 
 the head-mistress. Cookery is taught in six or seven schools, needlework or dress-cutting in nearly all. 
 
 Modelling is taught throughout six or seven schools, and to certain girls in nearly all. 
 
 Proposals . — County Council aid to these schools be governed by the same conditions as that 
 proposed for boys’ secondary schools, grants for equipment, &c., being made according to circumstances, 
 out of the sum set aside for the purpose. As regards annual grants, however, the scale of ‘‘necessary 
 cost ” of a girls’ middle school must be fixed at a lower figure than that for a boys’ school. Thus the 
 Birmingham grammar-schools for girls cost =£8 a head as compai’ed with £10 10s. for the boys’ schools. 
 
 After looking into the accounts of several efficient girls’ schools, I think that £8 a head for the 
 first 300 girls, and £7 a head for each girl above that number is a fair estimate of the cost of carrying 
 on these schools efficiently, and in calculating annual grants-in-aid, this scale must therefore be sub- 
 stituted for that given above. 
 
 I do not think that the grants under this head are likely at present to amount to more than 
 £1,000 (annual) and £1,000 (capital grants). 
 
 The conditions as to representation, inspection, &c., &c., would naturally be the same as in the 
 case of boys’ schools, while in the curriculum practical domestic subjects would replace manual training. 
 
 The schools of the Girls’ Public Day School Company are doing a very useful and remarkable 
 work in London, and though they cannot be directly aided, scholarships should undoubtedly be tenable 
 at them. 
 
 Summary of recommendations as to Secondary Education. 
 
 A-— Secondary Schools (Boys and Girls). 
 
 I. — Form of Aid. 
 
 The County Council aid to secondary schools to take two directions (1) capital aid towards 
 equipment (2) annual grants to enable the schools to be efficiently maintained, and at the same time 
 to be accessible at a cheap rate to children from elementary schools. 
 
 1. The expenditure on equipment to vary according to the circumstances of each case, the 
 apparatus, models, fittings, and other appliances being placed at the disposal of schools which conform 
 to the conditions laid down by the Council and are prepared to provide the requisite accommodation, 
 but the County Council to retain a lien on them. 
 
 2. The annual grant being mainly intended to enable the schools to provide a good secondary and 
 technical education at a low cost for children of artizans, to take the form of a capitation grant on 
 all pupils attending the school who have been previously for three years at a public elementary school, 
 and have passed at least the fourth standard. Schools which receive this grant must admit such pupils 
 at a fee not exceeding £3 a year, and the County Council grant will be calculated so as to make up that 
 amount (£3) to the amount of the annual net cost per head of carrying on the school efficiently.* 
 
 II. — Conditions. 
 
 (1.) Representation on the governing body as required in the Act. 
 
 (2.) The School to be open at all times to inspection by representatives of the County Council. 
 
 (3.) An annual written report of the work of the school, and statement of accounts to be 
 furnished to the County Council. 
 
 (4.) The curriculum of the school to include sufficient provision for — 
 
 {a) A systematic and graduated course of drawing teaching for all pupils, boys and girls. 
 
 [h) A systematic and graduated course of science teaching, including practical work to 
 
 be provided at least in the higher classes. 
 
 Note. — The practical work, for which suitable provision must be made, may consist 
 of a graduated experimental course of practical physics or chemistry, or both. The mere 
 teaching of qualitative analysis is not sufficient. In girls’ schools, practical botany may 
 take the place of physics or chemistry. 
 
 * The total amount per head necessary to carry on efficiently a secondary school for boys in London, 
 satisfying the conditions laid down in this report (assuming that the building is already provided) is deemed 
 to be — 
 
 Boys — For first 300 boys, £T0 a head ; for each boy over 300, £8. 
 
 Girls — For first 300 girls, £8 a head ; for each giid over 300, £7. 
 
 The net cost per head will therefore be the above amount, after deducting the annual proceeds of endow- 
 ment and Government grant. 
 
 The annual amount of the endowment maybe reckoned to be the average annual amount actually devoted to 
 the purposes of the school for the last three years, including expenses of management, repairs and replacement of 
 furniture, but not including any amount which may be assigned for scholarships and exhibitions under a scheme 
 of the Charity Commissioners. 
 
70 
 
 (c) A systematic and graduated system of manual instruction, in connection with drawing 
 (for boys’ schools). 
 
 Note. — Manual instruction may take the form of instruction in the use of wood- 
 working and metal-working tools, wood-carving or modelling in clay. It need not be 
 taught throughout the school, but work done optionally, or out of school hours, should not 
 be taken as sufficient. 
 
 (d) Practical instruction in some form of ‘ household economy,’ such as cookery, 
 dressmaking, &c. (for girls’ schools). 
 
 Note. — The above remarks as to manual training for boys to apply to domestic work 
 for girls. 
 
 B -Higher (Divisions of Public Elementary Schools- 
 
 (1) Form of aid. 
 
 (1) A capitation grant of £B on every scholar who has passed the 7th Standard* before admission 
 to the higher division, and who makes the number of attendances during the school year which would 
 qualify him for the Education Department’s grant if working in the standards. 
 
 (2) Equipment grants according to circumstances. (See above.) 
 
 (2) Conditions. 
 
 (1) Free tuition. 
 
 (2) Representation, audit and inspection (except in cases of School Board). 
 
 (3) Annual report of work done, in writing. 
 
 (4) The classes to be taught in separate rooms from the elementary school, to be in charge of 
 special and qualified teachers, and to be taught according to a special course of instruction to be 
 generally approved by the Council, including drawing, science and manual training (for boys), or 
 household economy (for girls). For details see above p. 68. 
 
 Estimated total cost of proposals for aiding Secondary 
 
 Elementary Schools. 
 
 Educ.ation for 
 
 Children from 
 
 (Is? year.) 
 
 
 £ 
 
 Capital grants — Secondary schools 
 
 ... £6,000 
 
 Higher elementary schools 
 
 2,500 
 
 8,500 
 
 Annual grants — Secondary schools 
 
 7,500 
 
 
 Higher elementary schools 
 
 6,000 
 
 13,500 
 
 i'22,000 
 
 The above amount is exclusive of cost of scholarships, &c., which is given below (p. 82). 
 
 * Or sixth standard, if the Higher Division be separate from the elementary school, so that the conditions 
 of the Technical Instruction Act as to scholars in the standards are not infringed. 
 
71 
 
 XVI.— HIGHER EDUCATION IN LONDON. 
 
 I.— General Principles- 
 
 Higher technical education may in a sense be held to cover the training for all the various 
 professions, law, medicine, or even theology, as well as such occupations as engineering and architecture. 
 
 For the purposes however of this report, we may rule out all purely professional training, i.e., 
 training ivith a view to qualify for entrance into a close profession, such as law or medicine. Theology 
 evidently must be also set aside. 
 
 The case is different with the training of the engineer, architect, scientific chemist, or teacher of 
 science. The entrance to these occupations is perfectly open to all, and it is of the greatest importance 
 to industry that they should be stocked with the men of highest abilities and best training. Thus the 
 architect is at the summit, so to speak, of the pyramid of the building trades. Little effective can be 
 done to develop the art of building, by improving the training of the carpenter, bricklayer, painter, carver, 
 plumber, and so forth, unless at the same time there is adequate provision for the training of the man 
 who presides over and directs the whole of these crafts. The training of the architect is thus the key 
 to the development of the building trades. 
 
 The engineer, mechanical or electrical, occupies a corresponding position with regard to the great 
 and growing group of engineering and metal trades. In him centre the trades of the pattern maker, 
 fitter and turner, machine-minder, metal-founder, boiler-maker, iron shipbuilder, blacksmith, and the 
 like. Electrical engineering again, the most rapidly growing branch of engineering at the present day, 
 almost entirely depends for its future on the training of a few leaders of industry. The very best 
 engineering work has lately been done in Switzerland, chiefly (so Professor Unwin informs me) in 
 consequence of the training given in the laboratories of the Federal Polytechnic School. 
 
 What is true of engineering is still more obviously true of the chemical industries, where this 
 country has lost ground, and is still losing ground, compared with Germany, owing to the higher level 
 of training of the German scientific chemist. Our chemical manufactories are now at last, awaking 
 to this fact, with the result that in the opinion of authorities such as Professor Thorpe an almost 
 indefinite demand is growing up for very highly trained chemists — men, that is to say, who have worked 
 in a research laboratory, not those who have merely learnt up the technological details of a particular 
 business. 
 
 Finally there is the enormous and unquestioned importance of the thorough training of teachers. 
 If the low level of the present teaching of science in our intermediate institutions is to be raised, the 
 teachers must be trained in connection with higher institutions, where they can see research going on, 
 and engage in it themselves. 
 
 As regards most of these branches of higher education, it is in quality rather than quantity that 
 we are deficient in London. However the case may be with regard to chemical technology, it is 
 questionable if there would be an effective demand for more highly trained engineers, both mechanical 
 and electrical, than are supplied by the annual output of University and King’s Colleges, the Central 
 Institution and Finsbury Technical College, not to mention the various private profit engineering schools 
 of London. The complaint is that the majority of those turned out annually from these institutions are 
 very far below the standard of training of such an institute as Zurich, that we are in fact overstocking 
 the market with “half-baked ” engineers, instead of training the same or even a smaller number to the 
 highest possible pitch. 
 
 The great foreign laboratories do not attempt to cater for large numbers of students. There are 
 only about six or eight advanced students working at present in Weber’s great physical laboratory at 
 Zurich, and this laboratory (which would easily contain the whole of the higher physical and engineering 
 laboratories in London) is only intended to accommodate about 50 students, less than half the number 
 of those working in the engineering department of King’s College. 
 
 This is not the fault so much of the methods of teaching as of the indiscriminate collection of 
 students who present themselves and are accepted without any adequate test of ability. Colleges 
 dependent almost entirely on fees, cannot afibrd to have a stiff entrance examination. 
 
 What we want then in London is not mere multiplication of higher institutions, still less a large 
 increase of students in them, but to secui’e that these students are the very best available material and 
 receive the very highest training. In other words, we want, first by means of organising our secondary 
 schools and picking out the best scholars by a leaving scholarship examination, to make our engineering 
 and other higher schools accessible to the best talent in whatever social class it may be found ; and 
 secondly, so to co-ordinate the higher colleges as to prevent over-competition and over-lapping, to 
 assign to each its proper function, and to secure that at some one or more centres the very highest 
 teaching and the best appliances shall be available for the study of any particular subject. 
 
 We thus realise how intimately the question of the development of higher technical education in 
 London is bound up with that of a teaching university. Before we can deal effectivelly with this knotty 
 problem we must survey rapidly the position and work of each of the higher institutions. 
 
 II.— -Existing Institutions. 
 
 1. University College, besides its literary work, has departments of engineering, chemistry and 
 electrical technology. It also includes the Slade School of Art, and has a professorship of architecture. 
 There are fairly equipped engineering, physical and chemical laboratories, doing very good work ; but 
 hitherto there has been hardly any provision for practical electrical work, or for chemical technology, in 
 which subject there is a lectureship. At the present time, however, new electrical and engineering 
 laboratories are being built and fitted at an estimated cost of £20,000, and a new physical laboratory has 
 lately been erected behind the main building. When these changes are complete, the accommodation for 
 practical science teaching will of course be greatly improved. 
 
The fees for the complete course of engineering or chemistry are high, viz., about £40 a year. 
 
 The whole of the scientific and technical side of the college is practically unendowed. The only 
 exceptions are the endowment^ (£300) for the Quain professorship of physics, £200 for the pro- 
 fessorship of applied mathematics, and a payment of £200 from the Carpenters’ Company towards an 
 assistant and apparatus for the professor of architecture. £200 is paid out of the general Government 
 grant of £i,700 for an assistant and apparatus for the professor of chemistry, £100 for apparatus and 
 assistance for the professor of engineering, and about £50 towards the salary of the lecturer on 
 chemical technology. The buildings are of course provided, and the scientific and technical departments 
 share with the rest of the college the benefit of that part of the £1,700 grant which goes towards general 
 maintenance. 
 
 Except for this, each department is financially independent. One twenty-first part of the fees 
 are deducted for the college (he., guineas are converted into pounds) and of the remainder three quarters 
 go to the potessor, one quarter to the maintenance of the department, the professor (with some excep- 
 tions) paying for his assistants out of his share of fees. 
 
 The new laboratories are being built by mortgaging an endowment of £800 a year applicable to 
 buildings, and a public appeal has been made for assistance towards their equipment. 
 
 The particulars of the chief departments of w'ork which come within the Technical Instruction 
 Acts are given below. 
 
 Eirgineering and Mechanical Technology 
 
 Electrical Technology 
 
 Physics and Physical Laboratory 
 
 Civil Engineering and Surveying 
 Applied Mathematics and Mechanics 
 Chemistry (not including medical students) 
 
 Architecture 
 Chemical Technology 
 
 No. of Students 
 68 
 23 
 
 ... 148 
 
 (of whom about 70 
 are technical.) 
 
 40 
 
 52 
 
 120 
 
 (of whom about 70 
 are technical.) 
 
 31 
 
 11 
 
 The total fees from these students amount to ,£4,509 a year. Of course some students are 
 counted more than once in the above table. 
 
 The Slade School of Art is very much cut off from the rest of the work of the college. 
 The numbers of students have been declining of late, owing to the high fee and competition of cheaper 
 schools. The full fee is £19 19s. Besides drawing, painting and modelling, marble sculpture, 
 medallion work, and etching on copper are taught in the Slade School. The professor, M. Legros, has 
 just resigned. 
 
 The work of the professor of architecture consists of three courses of lectures, designed to lead 
 up to the examinations of the Boyal Institute of British Architects, to which have lately been added 
 building and architectural drawing. There is no attempt to make a “school of architecture,” and the 
 connection Avith the Slade School is A'ery slight. 
 
 There is at present no organised department for the teaching of higher commercial subjects, 
 such as commercial law, &c., at University College. This matter is dealt with above under section 11. 
 
 In connection with the day training college just established in the college, a master of method 
 has been appointed who may ultimately become professor of the science of education. 
 
 To sum up. University College has plenty of teaching talent of the highest order. It is doubtful 
 whether with the present high level of fees,^and the absence of Avhat Professor Huxley calls “capacity 
 catching machinery ” in the shape of a well-organised secondai’y school system, it is getting the best 
 material either in respect of the quality or previous training of its students. Its financial position is 
 precarious, and the incomes of its professors, Avhich arise almost solely from fees, are very unequal. 
 
 There are no evening classes at University College, except in the engineering department, AA’here 
 Professor Beare takes a number of engineers’ apprentices, &c., through a practical laboratory course. 
 Last year there were many more applicants for admission to this course than the laboratory would 
 accommodate. 
 
 King's College, like University College, is an institution incorporated by charter. Unlike it, 
 however, it has a distinctly religious basis. Thus the Act of 1862, amending the original charter, 
 sets forth that the object of the college is to give “ instruction in the doctrines and duties of 
 Christianity as taught by the Church of England, combined with other branches of useful education,”* 
 and that all offices in the, college, whether as governors, members of council or professors (except the 
 professors of modern and oriental languages) should be tenable by members of the Church of England 
 only.t 
 
 The students may be divided into two classes — “ matriculated ” and “ occasional.” The 
 matriculated students, who go through the whole course of the department on which they enter, and to 
 whom alone the associateship of the college is open, are obliged to attend the divinity lectures of the 
 principal, unless specially excused. The occasional students may join any single class or group of 
 classes, and may, if they please, go through a complete course at the same fee as that paid by matricu- 
 lated students. They are, however, debarred from the “ associateship.” Occasional students are not 
 required to conform to any religious observance or attend any theological lectures. 
 
 It appears to me A'ery doubtful whether under clauses 1 (i) (b) and (c) of the Technical Instruction 
 Act, 1889, aid could legally be given by the County Council towards the teaching of “ matriculated 
 
 * Preamble. 
 
 t Clause 12. 
 
73 
 
 students ” who form the great majority of the day students. How far aid should he given towards the 
 teaching of the occasional students is a matter more open to question. Ail doubt would he removed 
 if such students formed a regular department of the college instead of holding, as at present, an 
 Inferior status and being debarred from the associateship. The Council, however, will probably wish to 
 make further inquiries at a later stage on a matter of this kind ; and I have consequently left the 
 question open, and made no definite proposal in this report for a grant towards the day department of 
 the college. 
 
 The evening classes stand on a different footing, the bulk of the students being unmatriculated. 
 
 Apart, however, from the question of aid, it is desirable to get an idea of the scope and character 
 of the work being done for technical and scientific education at King’s College. 
 
 following tables give particulars on these points as 
 
 regards the day classes — 
 Number of 
 Matriculated. 
 
 Student.s. 
 
 Occasional 
 
 Mechanical Engineering ... 
 
 100 
 
 5 
 
 Civil Engineering 
 
 99 
 
 7 
 
 Natural Philosophy 
 
 104 
 
 15 
 
 Chemistry 
 
 94 
 
 9 
 
 Metallurgy 
 
 48 
 
 5 
 
 Building Construction 
 
 93 
 
 5 
 
 Laboratory and Workshops 
 
 104 
 
 (» 
 
 Drawing 
 
 112 
 
 5 
 
 Photography 
 
 Electrical Engineering* ... 
 
 13 
 
 — 
 
 10 
 
 10 
 
 Sanitary Science* 
 
 10 
 
 — 
 
 Geology 
 
 94 
 
 — 
 
 Of course it is to be understood that many students are counted over more than once in the 
 above table, e.g., the “ mechanical engineering,” “ civil engineering,” and “laboratory and workshop ” 
 students are largely the same individuals.f 
 
 There is an endowment of £200 a year for the chair of metallurgy, and the income from a legacy 
 of £10,000 (under Berridge’s trust) for the teaching of sanitary science. The electrical laboratory is the 
 gift of Lady Siemens, at a cost of £6,000. There is also the grant of £1,700 a year from Government 
 for general college purposes. 
 
 The total fees from the above-named classes amounted last year to £3,753. As at University 
 College, they are apportioned between the professors and the college. The fees for the complete course 
 are considerably higher than at University College ; the fee for the engineering course being £4 15s. Gd. 
 on entrance, and £48 10s. 6d. a year, rising to £54 10s. Gd. for the last year. 
 
 It will be seen that by far the most important department on the scientific or technical side is 
 that of engineering, of which there are 105 students, viz., 43 in the first year, 43 in the second, and 19 
 in the third. The 19 third year students are divided between the electrical laboratory (8) and civil 
 engineering (11). The present professor of mechanical engineering (Prof. Capper) is re-organising the 
 laboratory and workshops, and introducing an experimental course of laboratory work in place of the making 
 of toy-engines on which the time of students used to be wasted. In other words, the work of the 
 engineering department is being brought into line with modern ideas of the training of the engineer. 
 The work however still suffers from the divided control of the professors of all the various subjects 
 (chemistry, physics, mathematics, &c., &c.,) included in the engineering course. 
 
 There is a new electrical laboratory given by Lady Siemens, consisting of a well-equipped laboratory 
 at the top of the buildings, at .which 10 students could work, and a room at the bottom, with a couple of 
 dynamos, which would accommodate six more. The professor (Dr. Hopkinson) does not lecture, the 
 teaching being done by Mr. Wilson (late of Messrs. Siemens). 
 
 There are chemical and metallurgical laboratories, chiefly occupied by students of the engineering 
 department. 
 
 There is a professorship of architecture endowed by the Carpenters’ Company, and a collection of 
 architectural models and examples. 
 
 The school of art is not very flourishing, but there is a school of wood-carving, with afternoon 
 and evening classes for amateurs, huilt and endowed by the Carpenters’ Company, and furnished with 
 examples and models. It has, however, no connection with the school of art. 
 
 The evening classes of King’s College are more developed than at University College, and 
 embrace many branches of science, commerce, &c., as will be seen by the following table (which only 
 includes the technical classes) — 
 
 Number of 
 Students. 
 
 Chemistry (theoretical) ... 24 
 
 ,, (practical) ... 22 
 
 Natural Philosophy ... ... 28 
 
 Mechanical Engineering ... 17 
 
 Engineering Laboratories ... 5 
 
 ,, Workshops ... 37 
 
 Architecture and Building 
 Construction ... ... 33 
 
 Number of 
 Students. 
 
 Constructional and Design Draw- 
 
 jug 
 
 ... 22 
 
 Wood-carving 
 
 ... 35 
 
 Quantities 
 
 ... 23 
 
 Electrical Engineering ... 
 
 ... 25 
 
 Metallurgy (theoretical) ... 
 
 ... 10 
 
 ,, (practical) 
 
 ... 12 
 
 Sanitary Science* 
 
 ... 10 
 
 * Lately started. 
 
 t This fact makes a comparison between the figures for University and King's Colleges, the Royal College 
 of Science, and the Central Institution, misleading. 
 
 [ 10 ] 
 
74 
 
 The fees for single courses vary from T1 II s. GlI. to i:3 3s. or more a session, a slight reduction 
 being made if several subjects are taken. 
 
 Central Institution . — This is the highest institution of the City and Guilds Institute, and provides 
 advanced teaching in three main departments, (1) Mechanical Engineering ; (2) Applied Physics and 
 Electric Technology, and (3) Applied Chemistry. 
 
 There is a fairly hard entrance examination, and for the first year all students go through the 
 same course, passing through each of the above departments, and also through that of the professor 
 of mathematics. In the second year there is more specialisation, and in the third year each student 
 keeps exclusively to his own department. The largest departments are those of engineering and 
 electricity, which are about full with over 70 students apiece, the chemical department being at present 
 chiefly subsidiary. 
 
 The fees are much lower than at University or King’s Colleges, viz., £2H a year, and all the 
 professors are paid by salary. 
 
 The laboratories are well equipped, and there is an engineering workshop in addition to the 
 laboratory, used mainly for illustrative purposes, rather than to teach a trade. 
 
 There are seven entrance scholarships attached to the institution, varying in value from free 
 tuition to .£60 a year. 
 
 The wood-work shop of the institution is used at certain times for the training of elementary 
 teachers in manual instruction, and the institution also houses a School of Masonry, and School of Art 
 Wood Carving, the latter however being under separate management. 
 
 The actual cost of carrying on the institution is about £12,000 a year, or £60 a head, the 
 difference between this sum and the £25 paid in fees being made up out of endowment. 
 
 Tlie Institution does not of course seek County Council aid. 
 
 Roijal Collecje af Science, South Kensington . — This is a Government institution, designed partly 
 to train, free of charge, selected teachers and “ members of the industrial classes selected by competition 
 in the examinations of the Science and Art Department,”* partly to give a high scientific education to 
 paying students. At present there are 285 students in all, which is as many as can be taken in 
 the present state of the laboratories. The fees for paying students are fixed high, averaging upwards of 
 £10 a year, with a view of avoiding over-competition with unendowed colleges. The School of Mines 
 is incorporated with the Royal College of Science, where its students obtain their general scientific 
 training. 
 
 The plan of the course of instruction is unique. The first year students spend all their time, 
 except that occujiied by instruction in mathematics and drawing, for the first term (Oct.-Feb.) at 
 chemistry, which is followed in the second term by physics. The second year is similarly occupied 
 (first term) by either mechanics or biology, and the second term by geology and mineralogy. 
 
 By the end of his second year the student has thus made the round of the main branches of 
 ])hysical science, and in his third or last year specialises on one of the following branches : mechanics, 
 physics, chemistry, biology, geology, agriculture, and (in the school of mines) metallurgy or mining, in 
 any one of which he can obtain the associateship of the college. Occasional students are also admitted 
 at fairly high fees to particular courses. 
 
 There are at present 121 “ state-aided” students (including teachers in training), and 164 fee- 
 paying students. 
 
 Projects are on foot for erecting new laboratories on the opposite side of Exhibition-road. At 
 present the capacity of the chemical laboratory, through which all first-year students have to pass 
 simultaneously, limits the number of students who can be accommodated at the college. 
 
 There is a certain amount of interchange of pupils between Professor Rucker’s physical depart- 
 ment at the Royal College of Science and Professor Ayrton’s “ applied physics ” department at the 
 Central Institution. A considerable amount of research work is being carried on by Professor Rucker’s 
 advanced students. 
 
 It need hardly be said that a national institution like the Royal College of Science lies entirely 
 outside the scope of the Loudon County Council so far as direct aid is concerned. It is supported by 
 Government, and fed by means of scholarships with students from all over the country. But if the 
 Council establish any higher science scholarships, they should certainly be tenable at the Royal College 
 of Science among other institutions. 
 
 Bedford College, for women, near Baker-street station, was one of the first higher colleges 
 established for wmmen, having been founded in 1849. It is now attended altogether by some 120 
 students, about a third of whom work in preparation for the degrees of London University. The teach- 
 ing is confined to secular subjects. There are good chemical and physical laboratories, and a small art 
 school. A special training class for intending teachers of secondary schools has lately been added, the 
 course including teaching of the history and theory of education, and a considerable amount of practice 
 in several schools in the neighbourhood. The number of students attending the chief classes which 
 might be considered to fall within the scope of the Technical Instruction Acts is as follows — - 
 Physics (theoretical and practical) ... ... ... 97 
 
 Chemistry 
 Biology 
 Botany 
 Art Studio 
 
 Training Class ... ... ... ... ... 4 
 
 There are also classes in modern languages, mathematics, Ac. There is little or no endowment, 
 and in spite of high fees (which are higher than University College) it is difficult for the college to pay 
 its way. There are a few scholarships tenable at the college, but of too small amounts to enable really 
 ])oor girls to take much advantage of them. The management of the college is in the hands of a 
 
 25 
 21 
 
 26 
 
 • Directory of Science and Art Department, p. 44. 
 
council elected by the membei's of the college, who form an association registered as a company “not 
 for profit.” 
 
 There are some other higher institutions for women {c.g. Queen’s College) of a denominational 
 character. 
 
 We have now completed the list of higher institutions in London, unless indeed we include the 
 Schools of the Eoyal Academy and the National Art Training School, neither of which however at 
 present make adequate provision for the training of arc-hitects. There is indeed Gresham College, but 
 the work there carried on is v'ery slight in amount. Bedford College and Queen’s College for ladies, 
 are doing good work, but hardly of a kind to he called technical. 
 
 The Central Institution and the Royal College of Science ask for no aid, and would not accept it 
 if offered. King’s College (except possibly as a centre at which scholarships might be held; is probably 
 so far as its day work is concerned, excluded from grants by its insistance on Church of England teach- 
 ing. The evening classes might indeed well be aided, and proposals to that effect are made below. 
 These classes and the lectures of the Society for the Extension of University Teaching require separate 
 consideration. 
 
 Our chief object in dealing with the higher institutions must he to make them accessible to 
 students of ability who are hitherto debarred by the cost. We have however to be very careful in 
 dealing with a single higher institution, to take no step which may tend to postpone the formation of 
 a teaching university, whether by absorbing or federating the various agencies. 
 
 Thus we again come hack to the question of a teaching university, on which a Royal Commission 
 is now sitting. 
 
 Ill-— Teaching University for London. 
 
 That such a university is wanted is denied by none, and it has been suggested in various quarters 
 that its endowment would be a fitting way of expending part of the County Council fund for technical 
 education. Before coming to any conclusion as to this course, we must very briefly review the various 
 schemes, which are, or have been, before the public. 
 
 (1.) There is the proposed “ Gresham University,” made by federating University College, 
 King’s College and the Medical Schools, and independent of the existing London University. 
 
 (2.) There is the plan of adding teaching to the present examining functions of the existing 
 London University, appointing professors and lecturers and carrying on teaching work, with or without 
 special constituent colleges. 
 
 (3.) There is the scheme for a “ Professorial University,” which proposes to create a university 
 of the type of Berlin, which shall absorb instead of federating the higher colleges, and on the supremo 
 body of which no institutions as such should be represented. This governing body is to have power to 
 lay down courses of study, handle endowments, concentrate laboratories and apparatus in the places 
 where in its opinion they would be of most value, and generally to treat existing colleges as the 
 rudiments of a teaching university to be developed and re-arranged in such a way as to promote the 
 highest interests of education. 
 
 Among these schemes, important as are the issues at stake, the London County Council is 
 fortunately not compelled to choose. Whichever type of university may ultimately created could be 
 used by the Council as a medium for endowing higher technical education, provided certain definite 
 principles are embodied in its constitution. These conditions appear to me to be the following — 
 
 (1.) The university to have power to co-ordinate teaching as well as to supply it, to put an end to 
 the present competition among the colleges, to lay down courses of study, fix the fees, and, either by con- 
 centrating particular branches of work at particular institutions, or by establishing a system of inter- 
 collegiate lectures, classes and laboratory work, to enable every University student to obtain con- 
 veniently the highest form of instruction in his particular branch of study. 
 
 (2.) The university to appoint a delegacy for local lectures, and carry on teaching at 
 various local centres throughout London in such subjects as can be conveniently dealt with in this 
 manner. 
 
 (3.) The teaching course leading to a degree to be so devised that students who can only study 
 in the evenings may not be entirely shut out. 
 
 (4.) The University to carry out the examination of London secondary schools somewhat on the 
 principle of the “ Ahiturienten Examen.” This “ leaving examination ” would gradually take the place of 
 all the diverse examinations, Oxford and Cambridge locals. College of I’receptors, London Chamber of 
 Commerce, Science and Art Department, &c., by which London schoolmasters are now distracted. It 
 might also be the matriculation examination leading to the University, and County Council scholarships 
 could be awarded on its results. 
 
 (5.) The University to be endowed by Government. 
 
 (6.) Adequate representation of the County Council on the Governing Body of the University. 
 
 If these conditions be fairly complied with, the Council might do splendid service to higher technical 
 education (and through this, to technical education of all grades), by endowing the university with a 
 sum equal to that supplied by Government up to (say) AT0,000 a year to be used for (1) equipment and 
 maintenance of laboratories, &c., (2) endowment of professorships and lectureships in chemistry, 
 physics, engineering, commercial law and practice, and architecture, (3) provision of a certain number of 
 free places for county scholars, and other similar objects. 
 
 I recommend then, that the County Council make this offer conditional on the university 
 receiving a charter within two years. 
 
 IV.- Interim Proposals. 
 
 Meanwhile, however, there is no reason for refusing aid to individual Colleges, so as to open up 
 their benefits to those who cannot now afford them, provided it be clearly understood that such aid is 
 purely provisional, and will cease and pass into the university chest as soon as a suitable scheme for a 
 
76 
 
 teaching university is approved. The grant should be conditional on the free admission to the science 
 and technical departments of the college of a certain number of county scholars every year. Some rule, 
 such as the following, might be laid down : — that any scholar who has passed from an elementary school 
 by open scholarship to a secondary school, who is anxious to continue his education in a technical 
 direction, and satisfies certain conditions as to age and acquirements, shall be admitted free. 
 
 On these conditions I recommend that the following grant be made to University College : — 
 Annual grant to technical department, to be divided at the discretion of the 
 Council of University College among the departments of chemistry, chemical 
 technology, mechanical engineering, electric technology and architecture, for main- 
 tenance and salaries of professors and assistants (equivalent to the Government 
 grant) ... ... ... ... ... ... ... ... £1,700 
 
 On similar conditions, a grant should he made to Bedford College (for women), provided that it is 
 included in the next scheme of Government grants to University Colleges. I recommend a grant of £500 
 a year to be applied to the departments of work falling within the Technical Instruction Acts. 
 
 While in this way opening up an avenue from the elementary school to these Colleges, some 
 thing should be done in a similar way for the development of the evening work of King’s College. 
 A grant might be made for evening students who go through a systematic course of technical instruction, 
 on condition that a certain number of free places were placed at the disposal of the County Council, and 
 that the fees he reduced so as to bring the classes within reach of those with limited means. I 
 recommend that £800 be set aside for this purpose, part of which, as recommended on page 38, should he 
 devoted to sanitary instruction. 
 
 Before leaving the subject of higher colleges I should like to quote a suggestion from Professor 
 Ayrton’s report. 
 
 “There is one way in which money could be most effectually spent in connection with the 
 education of electrical engineers. At the completion of the course at a technical college, those who come 
 out at the top or those who have influence get posts at once ; those who are not so good, but who have 
 money, can enter at works at a reduced premium ; but the poor fairly good student finds it very difficult 
 to get a start, very difficult in fact to enable him to show the manufacturer what he can do. For in 
 consequence of the premium system a student who has passed even creditably through his course, but 
 who is not at the top and who has neither influence nor money, will not he admitted into a works even 
 to give his services for nothing. What then is urgently needed are ‘leaving premium scholarships’ 
 which should be awarded on the results of the students’ entire college course.’’ 
 
 Whether it w'ould he legal to give scholarships of this kind out of the technical education fund 
 appears to me doubtful, but the suggestion may at least be commended to other authorities, such as the 
 City and Guilds Institute, wdiich are not trammelled by the restrictions of the Technical Instruction Acts. 
 
 V.— The Training of Architects- 
 
 I have suggested above that professorships of architecture should he formed in connection with 
 the teaching university. The inclusion, however, of the training of architects among the functions of 
 such a body w'ould depend on the inclusion of art teaching generally among its faculties. To separate 
 architectural from other branches of art teaching and put it under an academic body to he taught by 
 lectures and tested by examinations, would he extremely undesirable. The architectural student wants 
 his studios and w'orkshops for practical work — drawing, painting, modelling, carving, &c., &c. — as much 
 as the engineering student wants his laboratory and workshop. Leaving it for the present an open 
 question, whether the training of architects should or should not be a university function, w’e may 
 at least consider the question of a School of Architecture as a department of higher education. 
 
 The only agencies at present devoting themselves to the training of architects (besides the small 
 amount of teaching done at University College and King’s College) are the Royal Academy Schools, 
 the National Art Training School, and the Architectural Association. 
 
 The Architectural School at the Royal Academy is outside our scope. It is only an evening- 
 school, as distinguished from the schools of painting and sculpture in wdiich teaching is given every 
 day. The National Art Training School trains teachers of architectural drawing, but very few 
 architects, and there are only a very few' architects attending the District Schools of Art ("the 
 greatest number of these being in the life class at the Westminster School). The Architectural 
 Association lias for some years carried on courses of instruction for its own members. At the beginning 
 they w'ere taught by voluntary teachers ; hut now they have been reorganised under paid instructors. 
 Some hundreds of students in all attend these classes at the Association’s studio in Conduit-street. 
 The Royal Institute of British Architects examines but does not teach. 
 
 The question arises whether the w'ork now tentatively carried on by the Architectural Association, 
 which might at any time fall to the ground, and which at present is confined to members of that 
 Association, could not he consolidated and developed by the aid of the Council into a School of 
 Architecture.''^ The Westminster Architectural Museum, which sadly needs re-housing, could be 
 attached to such a school. 
 
 To go into details, how'ever, is premature. It is enough to say that (1) the provision for the 
 training of architects in London is scandalously inadequate ; (*2) that such training if improved w'ould 
 raise the standard of the whole of the building crafts, and that a school of architecture and the building 
 trades could become a centre of influence, giving tone and dignity to all the scattered classes for the 
 various branches of the building trades throughout Loudon ; (3) that such training as is being done is 
 chiefly done by a voluntary society with no guarantee for its permanence, and is confined to its members, 
 and (4) that if a move is made to realise the idea of a great school of architecture, the Council would do 
 well to help the project in every way in its power, both by annual endowment and aid for equipment. 
 
 * See “ Areliitectnre, a Profession or an Art” (edited In' Norman Shaw, R.A., and T. G. Jackson, A.E.A.), 
 especially the concluding chapter. 
 
77 
 
 The creation of a Municipal School of Architecture wouhl be a splen liJ achievement for the 
 London Council. 
 
 VI.— University Extension Lectures. 
 
 The London Society for the Extension of University Teaching arranges courses of lectures in 
 various parts of London on various subjects including electricity, chemistry of arts and manufactures, 
 architecture and other subjects falling within the Technical Instruction Acts. 
 
 Each course consist of ten or twelve lectures followed bj" classes, and accompanied by weekly 
 papers set and corrected by the lecturer. Thus a considerable amount of real teaching may be done 
 even in a single course of lectures. The system is more adapted for subjects which can be taught w’ith 
 little apparatus or equipment than for those which require practical laboratory work, though the society 
 has in some cases arranged for courses of laboratory instruction to be held at some centre, e.g., 
 University College, and King’s College. 
 
 For some departments of technical education the university extension plan of peripatetic teaching 
 is well suited. The system is very flexible, and can reach classes ‘who are untouched by central 
 colleges. But in order to be classed as a branch of university w’ork, more continuity is necessary than 
 is often possible at present, where the local Committees who And the expenses cannot easily be prevented 
 from demanding what subjects they please. The society itself is perfectly alive to this defect, and is 
 willing and indeed anxious to hand over its work to such a delegacy for local lectures as I have suggested 
 as a necessary part of the constitution of a teaching university. 
 
 Pending such a change the society is desirous of trying an experiment in London in the direction 
 of free or low-fee’d “ pioneer ” courses of lectures for artisans in London, such as have been successfully 
 given under its auspices at West Ham, with the aid of the West Ham Town Council. 
 
 The following particulars as to the lectures which were given by Professor Lewis (of the Boyal 
 Naval College) on chemistry, at the Stratford Town Hall, have been supplied by Dr. Roberts (Secretary 
 of the Society) — 
 
 Average number 
 
 Average number 
 
 Average number 
 
 Number of entries 
 
 Number of 
 
 attending lectures. 
 
 attending class. 
 
 of weekly papers. 
 
 for examination. 
 
 certificate.s awarded. 
 
 800 
 
 300 
 
 00 
 
 78 
 
 63 
 
 Dr. Roberts would like to try courses of a similar kind in the town halls in selected districts of 
 London. 
 
 Application for aid towards such lectures has been received not only from the central society but 
 from two of its East London centres. Nothing should be done to create a vested interest which may 
 hereafter block the way to the establishment of a teaching university, but in the present case no such 
 fear need be entertained, and I therefore recommend that liSOO be set aside for the purpose of meeting 
 the expense of such pioneer courses during the first year. It is of course to be understood that such 
 series of lectures are designed chiefly for purposes of stimulus, so as to lead up to and not replace 
 systematic teaching in connection with laboratories, withoutwhich, as we have seen above, science teaching 
 has little permanent value. 
 
 VII.— Total cost of Proposals for Hig-her Education. 
 
 I. — Ultimate Proposals. 
 
 (1.) To be set aside as endowment for the technical work of the proposed Teaching 
 
 University for London on the conditions named above .... ... ... .£10,000 
 
 II . — Interim Proposals. 
 
 (1.) Annual grant to Technical Department of University College, on conditions 
 
 specified above ... ... ... ... ... ... ... .£1,700 
 
 (•2.) Annual grant to King’s College for evening classes on conditions specified above 800 
 
 (3.) Annual grant to Bedford College (for Women), on conditions specified above ... 500 
 
 (4.) Grant to Society for Extension of University Teaching ... ... ... 800 
 
 £3,800 
 
78 
 
 XVII.— SCHOLARSHIPS AND EXHIBITIONS. 
 
 1. — General Principles. 
 
 1. The need of Scholarships. — It may be assumed, without lengthened argument, that a scholar- 
 ship scheme of some kind must form an important feature of any system which the County Council 
 may adopt for the promotion of technical and secondary education in London. The organisation of 
 such education must he looked at from the side of demand as well as that of supply ; and, indeed, in 
 some ways the former is for our purposes the more important of the two. Private bodies and isolated 
 institutions may, so far as their funds go, do much to supply schools and classes, hut the function of 
 providing facilities of access to the benefits of those classes, whether by spreading far and wide informa- 
 tion of their existence, by interesting the great organisations of workmen and employers in them, by 
 linking them together so as to form a connected series, and inducing them to work harmoniously with- 
 out overlapping, or by selecting scholars specially fitted to take advantage of them, and assisting them 
 pecuniarily while they pursue their studies ; all this is essentially the function of a public authority 
 acting over a wide area, and able to take a comprehensive view of the needs of the whole of London, 
 not possible to the representatives of special localised institutions or sectional interests. 
 
 Among the various ways in which the County Council may feed technical schools and classes, 
 one of the most important is the provision of Scholarships and Exhibitions. 
 
 The question of certain special classes of scholarships, e.g., Art Scholarships, &c., has already 
 been dealt with. 
 
 In the present section I propose to lay down very briefly the conditions which, as experience 
 shows, should be observed in order to secure the best result from a general scholarship scheme, next to 
 review the existing provision for such scholarships, and, finally, to make detailed suggestions for 
 practical action by the County Council. 
 
 2. Various Classes of Scholarships. — Scholarships are required of four grades — 
 
 (a) “ Minor” scholarships to enable pupils who have passed through the standards of an 
 elementary school to continue for a year or two at a “ higher grade ” elementary school, and 
 receive some elementary technical education. 
 
 (h) “ Major” scholarships to carry promising pupils who are leaving elementary schools to 
 a thoroughly efficient secondary day school providing technical education. 
 
 (0) Scholarships to enable boys and girls who are entering or have entered the workshop 
 or office to pursue their studies in the evenings at a technical school. 
 
 (d) Scholarships to carry boys or girls of exceptional ahilities from a secondary school 
 to a higher technical institution or University College. 
 
 3. Minor Scholarships.- — (Scholarships). There is as a rule a gap of a couple of years between 
 the age at which an average boy leaves the elementary school and at which he enters a skilled 
 trade as an apprentice. These years are as a rule occupied in doing odd jobs, acting as errand boy, &c., 
 and forgetting what he has learnt at school. No object can be more Avorthy of support from tke County 
 Council than the enabling of a large number of boys and girls to continue their day education at a 
 school giving technical education for these two years before entering the workshop. If the proposals 
 made for the encouraging the formation of free higher departments in connection with elementary 
 schools or separate centres be accepted, comparatively small scholarships will be sufficient for the 
 purpose, and the Council need have no fear of overdoing the number of recipients. 
 
 Major Scholarships — Scholarships destined to keep a boy at a higher school till 16 or 17 stand 
 on a different footing, since they tend to carry the boy beyond the usual age for entering the workshop. 
 This is right in the case of boys of exceptional ability, on Avhose education there is hardly any limit to 
 the amount that might profitably be spent, except the limit of the fund at the disposal of the Council 
 for the purpose. But a grave responsibility is incurred by offering such scholarships in such numbers 
 as to fall to boys chiefly of mediocre ability, who may thus be diverted from a purely artisan career, and 
 yet not fitted for any other. With regard to these (which I call “ major ” scholarships), the rule 
 should be small numbers hut large value. Their amount should be sufficient to cover not only lees, 
 books, and travelling expenses, but an allowance towards the maintenance of the scholar. All 
 experience shows that small scholarships of this type are a mistake, and likely to lead to failure. Only 
 the well-to-do, who can afford to forego their children’s earnings for two or three years, can afford to let 
 their children take advantage of them, and they thus fail to reach those who want them most. The 
 competition for them being thus greatly reduced, they frequently are won by children of no more than 
 average ability, whose career at the secondary school is disappointing. And in the few cases in which 
 really poor parents accept the scholarships for their children, they are frequently compelled to remove 
 them from school at the end of a feAV months or a year, in order not to miss some chance which offers 
 of a fairly good situation. 
 
 2. — Existing Provision. 
 
 1. Number and classification. — The existing provisions for scholarships, carrying on pupils from 
 elementary to secondary schools, may be measured by the total number of boys and girls actually 
 holding these scholarships at the present time in public secondary schools in London. The schools for 
 which complete returns are forthcoming show a total of 854 such scholars 591 boys and 263 girls) ; 
 and, adding an estimated number for the remaining few schools, we arrive at a total of 1,000 
 scholarships actually held at the present time. This is probably somewhat less than the number provided 
 for by the various scholarship schemes and trusts, since many of these are so little known that suitable 
 candidates are not always forthcoming. 
 
 The scholarships may be classified as follows — 
 
 (1) Scholarships offered for secondary schools, and provided out of their endowments. 
 About 54 Secondary schools (about 30 for boys and 24 for girls) offered scholarships for com- 
 petition last year. The complete details of expenditure are given in Appendix K. The total 
 amount so expended last j'car was about L'10,000 (T7,000 for boys and £3, 000 for girls). 
 
79 
 
 (2) Scholarships provided from various sourcos and administered by the London School 
 Board. These vary in number from year to year. Last year 16 were allotted of from L'20 to 
 T30 a year (8 for boys and 8 for girls), each tenable for 2-5 years. On the average, there 
 are about 50 pupils holding these scholarships at the same time. 
 
 (3) Independent scholarship foundations, established by the Charity Commission under 
 the Charitable Trusts Acts and the Endowed Schools Acts, chiefly out of old endowments. 
 A full table of these foundations, with such particulars about them as could be obtained, are 
 given in Appendix L (2). 
 
 It will be seen that there are 58 such foundations altogether. Many of them provide 
 not only for the kind of scholarship which we are now considering, but also for small scholar- 
 ships of T5 or under, tenable in public elementary schools, and exhibitions leading Lom 
 secondary schools to higher institutions. The funds available are in many cases a residue 
 after other charges are met; sometimes the founlitiou of scholarships is an alternative to 
 apprenticeship, or is prescribed in default of suitable candidates for the apprenticeship fund. 
 Finally the division of the fund applicable to education among the various classes of scholar- 
 ships and exhibitions specified above is fre(juently left to the disci’etioa of the governors. 
 Hence in some cases no estimate can be made of the actual value and number of scholarships 
 offered under these foundations. The total fund available annually for scholarships of some 
 kind certainly exceeds A‘10,000 and is probably larger. 
 
 (4.) The local scholarships offered by the Science and Art Department to enable pupils of 
 elementaiy schools to attend technical day schools. The department supplements local 
 contributions for this purpose on special conditions (See Directory, pp. 17, 18. The managers 
 of the school must raise £5 a year, to which £1, £7 and £10 are added. by the department for 
 each year of tenure respectively. 
 
 Thus the whole number of scholarships are administered by more than a hundred distinct bodies 
 of governors under every variety of conditions of selection and tenure. 
 
 Many of these scholarships are fettered with local restrictions, many are too small to be of real 
 service to poor children, some are burdened with a poverty test, some are confined to attendants at 
 Sunday school. The mere waste of power resulting from the minute division of management is 
 incalculable. 
 
 2., Defects of existing provisions . — Educational inquirers are often puzzled by the conspicuous 
 failure of the scholarship system in some cases, and its brilliiint success in others. 
 
 The fact is that there are certain broad conditions for the success of a scholarship scheme. 
 
 It must be administered on a large scale and cover a wide area. The conditions of candi- 
 dature and tenure must be simple and well known, the examination uniform and planned on lines 
 suited to elementaiy school children. The examinations should be conducted at many centres on the 
 same day, and above all the scheme should be well before the public ; advertisements pinned on Church 
 doors or inserted in local papers will not suffice. The co-operation of the teachers and managers of the 
 elementary schools and the School Board must be enlisted in making the scholarships widely 
 known, and if practicable some inducement held out to teachers of elementary schools to overcome their 
 natural reluctance to part with their best pupils at an early age. Lastly, the scholarships must be 
 sufficient in amount to provide partly for maintenance as well as pay fees. 
 
 Not one of these conditions is at present fully complied with. Scholarships are offered 
 singly, or in twos and threes, by individual secondary schools, or obscure foundations possessing no 
 adequate means of advertising them. There is no limit to the variety and complexity of conditions 
 attached — conditions of attainment of age, of locality, of residence, of parents’ poverty, of attendance 
 at particular schools, and the like. Many of the scholarships only cover fees, or even half fees, and 
 there is often a want of co-operation between the teachers of elementary and secondary schools in the 
 matter of sending in candidates. 
 
 It is little wonder that, in some cases, the competition for these scholarships is slack ; indeed, 
 considering the existing circumstances, it is surprising that the annual crop of candidates should be so 
 good as it is. But I have no doubt that if the main body of scholarships and exhibitions were awarded 
 on a concerted and uniform plan, there would be active competition for a very much larger number of 
 scholarships than are awarded at present. It is probable that under a well-administered system there 
 would eventually be room for at least 1,000 scholarships every year. 
 
 As stated above, the number of “ Major ” scholarships ought to be limited ; but the existing 
 number, compared with the 800,000 school children of London, is a mere drop in the bucket. As 
 often as not, any want of keen competition arises at present not from the magnitude but from the 
 scarcity, and consequent insignificance and obscurity, of the scholarship supply. 
 
 3.— Proposed Scholarship Scheme. 
 
 1. Award of Major Scholarships . — What the annual number of “Major” scholarships may he 
 which the conditions of London will ultimately bear while maintaining a high standard of qualification, 
 can only be ascertained by experience, and I recommend that any additions which the Council make to 
 the existing number be made gradually and tentatively as experience justifies the increase. 
 
 In administering these scholarships and arriving at the number which can with advantage be 
 maintained, it may be an advantage to the Council to work in conjunction with an organised scheme 
 such as that which has just been adopted for common scholarship examinations by the Head Masters 
 Association, a society including most of the Head Masters of London Secondary Schools. 
 
 Their scheme, which is an efibrt to remedy the evils of want of sj'stem and divided adminis- 
 tration, was devised by a sub-committee of the Association in conjunction with Mr. Pinches (the 
 School Board examiner for Scholarships) and myself, and revised, after consultation with the National 
 Union of Teachers, as representing the elementary teachers. 
 
80 
 
 The first examination under it is being held during the present month (November, 1892), and 
 the experience gained from this examination may perhaps lead to minor modification — 
 
 I recommend, that for the present the Council would do well to administer any “ Major ” 
 scholarships which it may award for the first year for scholars proceeding from elementary 
 schools, so far as practicable in harmony with this, subject to its right to appoint one of 
 the examiners, and be represented on the Board of management. So soon as a uniform plan 
 of scholarship administration is successfully at work, it is to be hoped that the Trustees of 
 many of the small and comparatively useless scholarship endov.’ments now scattered about 
 London will gradually fall into the scheme and administer their trusts through the same 
 board. 
 
 The establishment of one uniform examination does not necessarily imply the extinction 
 of all special local restrictions or conditions, any more than the open scholarships at Oxford 
 necessarily kill the close scholarships. The trustees of a local scholarship fund wishing to 
 gain the advantage of the wider knowledge and experience of such a board, and the economy of 
 administration resulting from combined action, might often be willing to award them through 
 the county board examinations while still maintaining the special restriction imposed by the 
 trust on the candidates for these particular scholarships. 
 
 The School Board might also come into the scheme so far as the scholarships which it 
 administers are concerned. The Charity Commission in creating fresh scholarship foundations 
 or reorganising old ones, would naturally tend to vest them in the County Council. 
 
 Thus, by degrees, the scholarships oft’ered throughout London would come to be 
 administered by a central scholarship board. The scholarships at present offered by special 
 secondary schools would continue to be tenable at those schools only, while the county 
 scholarships added by the County Council would be open to scholars of all London elementary 
 schools, and tenable at any of the scheduled list of efficient secondary schools in London 
 providing technical education. 
 
 The value of these county scholarships should be graduated in amount, so as to ofier 
 the parent a progressively increasing inducement to keep the scholar at school, as the wages 
 which are thus foregone offer an increasing temptation for him to leave. 
 
 I suggest the following scale — 
 
 *lst Year ... . . ... ... ... ... L‘20 
 
 2nd Year . . . . . ... ... ... 25 
 
 3rd Year . . . . ... ... ... 30 
 
 The average amount (£25 a year) would thus be about equivalent to that of the 
 scholarships administered by the School Board. I should add that, though the principle of 
 progressive graduation is little adopted in England, the “ Bourses d'entretiens,” offered by 
 the Paris municipality to scholars proceeding to their higher primary schools, are devised on 
 this plan, and that it has been adopted by the Science and Art Department in their scheme 
 for local scholarships referred to above. 
 
 The question remains how many “ Major ” scholarships should be offered the first year, 
 and how often should the examinations be held ? 
 
 I think that 150 scholarships offered in three instalments of 50 each would be enough to 
 test the scheme without being excessive. 
 
 The reasons of holding three examinations in a year instead of one are extremely strong, 
 since the inspection of elementary schools takes place at irregular times, and only by holding 
 the scholarship examination once each term can we be sure to give a chance of competition to 
 every eligible child. So as to prevent the j^oorer schools being entirely eclipsed in the com- 
 petition by the schools in more suburban districts attended by children of richer parents, the 
 scholarships might perhajis be provisionally allotted among the various School Board districts 
 in proportion to their population, subject, of course, to there being sufficient candidates who 
 reach the prescribed standard in the examination. 
 
 2. Award of Minor Scholarships. — To meet the needs of children who have passed through 
 the higher standards of elementary schools, and, without being able to go through a full secondary 
 school course, wish to continue for a couple of years in a higher grade school or a higher department 
 of an elementary school, a number of scholarships should be offered of about £5 a year, in addition to 
 free tuition. Reasons in favour of such a course are given above. These minor “ continuation ” 
 scholarships need not be awarded by special examination, which after all is a very unsatisfactory test 
 of ability of a child of 12. A simple method of award would be to throw these scholarships open to 
 all children who pass the 7th Standard under the age of 13, f so far as the funds allocated for 
 the purpose permit. Thus if a sum not exceeding £5,000 were set aside for the purpose for the first 
 year, and the number of qualified candidates desirous of obtaining the scholarships exceed the number 
 who can be provided for by this sum, the managers and teachers of these schools might select a 
 certain percentage, under general directions framed by the County Council. 
 
 Division of the scholarships between hoys and gms. — If “ free ” competition be admitted, the 
 great majority of the open scholarships will undoubtedly go to boys, as is clearly shown by the last three 
 reports of Mr. Pinches, who holds the examinations for scholarships administered by the School Board. 
 
 Mr. Pinches clearly thinks that the scholarship system is on the whole less valuable in its application 
 to girls than to boys, and the opinions of secondary school teachers appear to confirm this view. It is 
 
 * The executive of the National Union of Teachers, whom I consulted on the subject of scholarships, are 
 strongly of opinion that the value must be large if they are to be of real use. 
 
 •f" The abolition of nnivcrsal individual examination under the New Code would present no difficulties, since 
 it would be cpiite easy for the managers to ask the inspector to examine individually all children in the 
 7th standard under the ju-cscribed age. 
 
81 
 
 doubtful then whether we are justified in trying artificially to increase the number of successful 
 candidates on the girls’ side by allotting to girls a definite proportion of the scholarships irrespective 
 of the relative merits of the candidates of the two sexes. With regard, therefore, to “Major” 
 scholarships the field may well be left open to competition. 
 
 In the case of the “Minor” scholarships enabling children to pass a couple of years at a higher 
 grade school after passing the standards, the proportion of hoys and girls would settle itself if such 
 scholarships were awarded on the plan suggested above. 
 
 Before leaving the subject of scholarships for girls, it may be interesting to give a valuable table 
 compiled by the head mistress of a higher grade Board school, giving full particulars of the winners of 
 scholarships from that school for the past fifteen years. 
 
 No. 
 
 Date. 
 
 Value. 
 
 Time. 
 
 School attended. 
 
 Occupation of parent. 
 
 Career since. 
 
 
 
 £ 
 
 Years. 
 
 
 
 
 1 
 
 1877 
 
 30 
 
 4 
 
 Hackney High School 
 
 Timekeeper . . 
 
 Girton Scholarship. Classical Tri- 
 pos, 2nd division. Assistant 
 Mistress, Clergy Daughters’ 
 School, Bristol. 
 
 2 
 
 1878 
 
 5 
 
 1 
 
 Thomas-street School 
 
 Mechanic 
 
 Cashier in draper’s sho]j. 
 
 3 
 
 1878 
 
 10 
 
 1 
 
 Haberdashers’ 
 
 Railway clerk 
 
 Pupil teacher. Trained 2 years. 
 Assistant London Board. 
 
 4 
 
 1878 
 
 5 
 
 1 
 
 Thomas-street School 
 
 Merchant’s clerk 
 
 Dressmaker. 
 
 5 
 
 1880 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Mechanic 
 
 Pupil teacher. Trained, Stockwell 
 College, 2 years. Assistant 
 
 London Board. 
 
 6 
 
 1881 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Chapel-keeper 
 
 Unindentured pupil teacher. 
 Trained, Homerton College, 2 
 years. Head of college list. 
 
 Assistant London Board. 
 
 7 
 
 1881 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Valuer... 
 
 Lady clerk. General Post Office, 
 London. 
 
 8 
 
 1881 
 
 35 
 
 3 
 
 North London Col- 
 legiate School 
 
 Foreman in ironworks 
 
 Lady clerk, General Post Office. 
 London. 
 
 9 
 
 1881 
 
 35 
 
 3 
 
 North London Col- 
 legiate School 
 
 Scripture reader 
 
 Unindentured pupil teacher. 
 
 Trained, Southlands College, 2 
 years. Assistant London Board. 
 
 10 
 
 1881 
 
 35 
 
 3 
 
 Lady Holies’ ... 
 
 Builder 
 
 Unindentured pupil teacher. 
 
 Trained, Stockwell, 2 years. 
 Assistant London Board. 
 
 11 
 
 1882 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Working Blacksmith 
 
 Mati’iculation Honours (London 
 University). Intermediate Arts, 
 1st division, to complete degree 
 in 1893. Maria Grey Training 
 College, 1 year. Obtained 1st 
 Class Teachers’ Diploma (Cam- 
 bridge). Assistant High School, 
 Brighton. 
 
 12 
 
 1882 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 W orking Mechanic . . . 
 
 Lady clerk, General Post Office. 
 
 13 
 
 1883 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Coal dealer 
 
 Lady clerk. General Post Office. 
 
 14 
 
 1883 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Customs’ clerk 
 
 Unindentured pupil teacher. 
 Trained, Oxford College, 2 years. 
 Retained as Mistress in Oxford 
 Training College. 
 
 15 
 
 1883 
 
 30 
 
 4 
 
 North ijondon Col- 
 legiate School 
 
 Valuer... 
 
 Lady clerk. General Post Office. 
 
 16 
 
 1885 
 
 28 
 
 4 
 
 North London Col- 
 legiate School 
 
 industrial School- 
 
 master 
 
 Lady clerk. General Post Office. 
 
 17 
 
 1885 
 
 30 
 
 3 
 
 North London Col- 
 legiate School 
 
 Ship Engineer 
 
 Unindentured pupil teacfier, 
 
 London Board. 
 
 18 
 
 1888 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Presbyterian Minister 
 
 Still at school. 
 
 19 
 
 1888 
 
 30 
 
 3 
 
 North London Col- 
 legiate School 
 
 Clergyman in West 
 Indies 
 
 Returned with her family to Bar- 
 badoes. 
 
 20 
 
 J888 
 
 10 
 
 3 
 
 Tottenham High 
 School 
 
 Head-master, London 
 Board 
 
 London Matriculation, 1st Class. 
 Student teacher, Tottenham High 
 School. 
 
 21 
 
 1888 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Carpenter 
 
 Still at school. 
 
 22 
 
 1888 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Carpenter 
 
 Still at school. 
 
 , 23 
 
 1889 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Head-master, London 
 Board 
 
 
 24 
 
 1889 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Cooper... 
 
 Still at school. 
 
 25 
 
 1889 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Mechanic 
 
 Still at school. 
 
 26 
 
 1890 
 
 30 
 
 3 
 
 Lady Holies’ School . . . 
 
 Post Office clerk 
 
 Still at school. 
 
 27 
 
 1890 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Ship Engineer 
 
 Still at school. 
 
 28 
 
 1890 
 
 30 
 
 4 
 
 Camden High School 
 
 Station-master 
 
 Still at school. 
 
 29 
 
 1890 
 
 30 
 
 3 
 
 North London Col- 
 legiate School 
 
 City clerk 
 
 Still at school. 
 
 30 
 
 1891 
 
 30 
 
 4 
 
 North London Col- 
 legiate School 
 
 Working Optician 
 
 Still at elementai’y school. 
 
 [ 11 ] 
 
82 
 
 3 . — Scholarships and Exhibitions leading from secondary to higher Schools . — There are at 
 present a certain number of these scholarships and exhibitions offered every year in London (besides of 
 course open scholarships at the Universities which are open to Londoners in common with the rest of the 
 kingdom). Some are offered by higher colleges in London, others by secondary schools themselves, and 
 others by City companies, or out of independent foundations. About T8,600 was expended in this way 
 out of secondary school endowments last year, viz., i;7,000 for boys, and £1,600 for girls. The remarks 
 on the want of system in awarding elementary scholarships, the restrictions to which they are often 
 subject, and the multitude of independent bodies by which they are administered, apply also, though with 
 less force, to the higher scholarships exhibitions. They apply with less force, because the greater number 
 are awarded by the authorities of the secondary schools, i.e., by the schools from which the scholars are 
 drawn, and in these cases there is little or no difficulty caused by reluctance of teachers to part with 
 promising pupils, and (within limits) there is usually active competition for the examinations. 
 
 Often, however, the conditions attached to the scholarships and exhibitions are unsuitable or 
 their value insufficient to be of real use. 
 
 If the Council take any action in the matter, the higher scholarships and exhibitions which they 
 offer should be of a distinctively technical character, carrying pupils of exceptional ability to the 
 scientific or technical departments of higher colleges, including training departments for teachers under 
 this head. The number of such awards yearly might well be small for the present, until the inter- 
 mediate system is in working order, and be raised hereafter as the demand justifies the increase. But 
 their value should be fairly large, otherwise they will certainly fail to reach the class which require 
 them, and will chiefly fall a prey to those who can afford the higher education without their aid. £60 a 
 year for three years is certainly not too great a value, and 10 scholarships of this value would be 
 sufficient to make the experiment. The scholarships might be tenable at University College or King’s 
 College (Scientific or Engineering Departments), the Central Institution of the City and Guilds Institute, 
 the Koyal College of Science, or (for women) at Bedford or possibly Queen’s College. 
 
 In the section on Higher Education a condition was suggested with regard to the grant to 
 University College, that free places should he reserved for scholars who had passed through secondary 
 schools holding county scholarships. An addition to such free tuition of £25 a year would probably be 
 sufficient The demand for these Higher Scholarships, though it will become very real shortly, is not 
 at the present moment very urgent and pressing. I recommend that £600 be reserved for the purpose, 
 and the details as to numbers, tenure and conditions be settled in concert with the authorities of the 
 Higher Colleges. 
 
 When we have a teaching university in London, its matriculation examination might perhaps be so 
 arranged to serve as a leaving examination for secondary schools in London, and in that case the County 
 Scholarships might go to those who stand highest in the scientific part of the examination. Or, if a 
 severer test be required, the conduct of the examination should still be in the hands of the university. 
 Until this desirable state of things be brought about, the Council may have to award these scholarships 
 by means of a specially constituted board. The examination should be open to girls’ as well as boys’ 
 schools. 
 
 Cost of Scholarship Scheme {First Year). 
 
 150 “Major” Scholarships at £20 (afterwards to rise to £25 and £30), first 
 
 year ... ... ... ... ... ... ... £2,400 
 
 For “Minor” Scholarships of £5 ... ... ... ... ... 5,000 
 
 Higher Scholarships and Exhibitions, 10 at £60 ... ... ... 600 
 
 £8,000 
 
 The following year, the cost would be considerably increased, since the first year’s batch of 
 scholarships would continue, and indeed, in some cases, increase in value, while a new set of scholar- 
 ships would be offered. The increase would still be greater for the third year, though against this 
 is to be set the diminution caused by the falling off in scholars, who are unable to avail themselves of 
 the scholarships for the whole three years. The idtimate cost, therefore, of the working of this 
 scholarship scheme per annum would be about £20,000. 
 
 
83 
 
 XVIIL— CONCLUSION— ADMINISTEATIVE MACHINERY. 
 
 The total grants proposed in the preceding sections would amount for the first year to a sum not 
 exceeding £80,000. 
 
 The general division of the grants among the various branches of instruction and classes of 
 institutions is shown below — 
 
 1st year’s estimate. 
 
 Polytechnic institutes ... 
 
 Secondary and higher grade education in Day Schools, for ex-elementary 
 school scholars ... 
 
 Higher institutions 
 Scholarships 
 
 *Art teaching (including Art Scholarships) 
 
 ^Science teaching ... *... 
 
 *Technology and manual instruction 
 ^Household economy ... 
 
 *Commercial subjects ... 
 
 Technical Museums ... 
 
 £16,000 
 
 22,000 
 
 3,800 
 
 8,000 
 
 10,000 
 
 6,000 
 
 5.000 
 3,200 
 
 2.000 
 4,000 
 
 £80,000 
 
 The only item not included in the above estimate is that for administration and (in part) 
 inspection. It is not necessary perhaps to insist in a report to the County Council that in the working 
 of a scheme such as I have sketched there is room for any amount of “ leakage” (to say nothing of 
 educational blunders) if sufficient attention be not paid to the central organisation, while to dole out 
 grants to existing institutions without any effective guarantee for the fulfilment of the conditions laid 
 down, would not carry us far towards the effective organisation of Technical Education in London. 
 
 Though, therefore, the mode of administration lies perhaps hardly within the scope of this 
 report, I venture to add a few observations on so fundamentally important a point. 
 
 (1.) The constitution of the actual Committee or Council to administer the fund is a matter 
 outside my province. I may, however, point out the special power given to the County Council by the 
 Technical Instruction Act to constitute for this purpose a Committee consisting partly of members of 
 its own body, partly of others. Should the Council adopt the plan of adding others to the Committee, 
 I think that the School Board for London, the City and Guilds Institute, the Central Governing Body 
 of the Polytechnics, the Senate of the proposed Teaching University (when constituted), and the London 
 Trades Council, are bodies which it would be wise to ask to nominate some of the outside members. 
 
 (2.) Small advisory trade committees, representing the main groups of skilled London trades 
 should be formed to visit and report to the Committee from time to time on the practical teaching of 
 the more purely technical subjects. The building trades, engineering and metal trades, clothing trades, 
 printing trades, and wood and furniture trades would form convenient groups. Each committee need 
 not consist of more than about three members, either nominated by or possessing the confidence of 
 their respective trades. 
 
 These committees would be in lieu of inspectors for the more purely technological classes, and 
 might be paid a small fee for loss of time in inspecting schools, &c. 
 
 (3.) Other expert inspection (except so far as it would be carried out by the proposed normal 
 science and art masters and the heads of schools of art, as proposed in the report) had better, for the 
 present, be done to a great extent at least by occasional inspectors retained for a fee from time to time. 
 In this way the Council will have command of a far higher order of talent than if they employed one or 
 two men entirely, who could not conceivably be specialists in all the branches, of work to be inspected. 
 
 (4.) The Technical Education Department of the Council should act as a central intelligence 
 bureau, receiving particulars of all technical classes in the various districts, printing details of the 
 classes held in each district which bear on each group of trades on the same handbills, and circulating 
 these handbills through the medium of trades organisations, workmen’s clubs, and in many other ways 
 open to a public authority, but not to individual schools or classes. I look to this as one of the most 
 powerful agencies for co-ordinating the work of the various institutions. Both with a view to this 
 object, and also to guard the Council against the abuse of its name by institutions receiving aid, it 
 should be rigorously required that all circulars, bills, &c., issued by such institutions announcing or 
 relating to the technical classes, be sent in proof to the County Council office at least two clear days 
 before issue. 
 
 (5.) The Council must in my opinion be prepared to spend £5,000 a year on the central 
 organisation, including general administration, office staff, inspection, fees to trade committees, printing 
 and advertising, the work of the intelligence bureau, rent and expenses of office, &c. 
 
 I am confident that such an outlay will save its value many times over. 
 
 If this amount be added to the first year’s estimate, it would appear that £85,000 should be 
 allotted next year for the purposes of technical education in order to carry the above proposals into 
 effect. 
 
 * In addition to the amounts for these subjects reckoned under the heads of 
 Schools,” &c., &c. 
 
 “ Polytechnics,” “ Secondary 
 
84 
 
 Appendix A. 
 
 Digest of the replies received from the City of London Livery Companies in answer to the 
 
 LETTER ADDRESSED TO THEM BY THE CoUNTY CoUNCIL, ASKING FOR PARTICULARS OF TECHNICAL 
 
 Education promoted by them in London. 
 
 I.— The following Companies are aiding, or have aided, Technical Education in London— 
 
 * Mercers — Has no technical school under its immediate control. 
 
 Grocers’ — Contributes to the City and Guilds of London Institute ; instruction in technical 
 subjects is given at the Company’s schools, Hackney-downs. 
 
 Drapers’ — In 1886, this Company established, in connection with the Metropolitan Public Elemen- 
 tary Schools, classes in “ wood-working,” and subsequently added “ laundry-work ” and “ housewifery ” 
 for girls ; the expenses of these classes are still for the most part met by an annual grant of 1^1,000 made 
 by the Company. In 1887, the Company established a Technical School in connection with the People’s 
 Palace, but this School is now under a governing body, constituted by a scheme of February, 1892. 
 The Company has contributed altogether L‘60,000 towards this School, and is making it an annual grant 
 of £7,000. 
 
 Fishmongers’ — Contributes £4,000 a year to the City and Guilds Institute, and makes certain 
 donations to minor objects in the City. 
 
 Goldsmiths’ . — Sir Walter S. Prideaux, Clerk of the Company, has kindly sent the following 
 memorandum for the information of the Council — 
 
 “ The Goldsmiths' Company was one of the companies which combined to establish the City 
 and Guilds of London Institute, for the advancement of technical education, 13 years ago, and they 
 have from the first liberally supported this Institute. 
 
 “ The Company’s contribution to this Institute, from its commencement to the present date, 
 amounts to £66,714, and their fixed annual subscription is now £4,000. 
 
 “ The work carried on by this Institute at its Central Institution in Exhibition-road, at the 
 Finsbury College, and at the South London School of Art at Kennington, is well known, and need not 
 he dealt with here. There have been 12 annual reports to the governors, all of which are accessible 
 if required. 
 
 “ In addition to their grants to the above Institute, the Goldsmiths’ Company have, during the 
 past 10 years, contributed £3,400 in support of other existing institutions in the Metropolis where 
 technical education is given. 
 
 " The Goldsmiths’ Company have also, at their sole cost, established and endowed their 
 Technical and Recreative Institute at New Cross. The site and buildings formerly occupied by the 
 Royal Naval School were acquired by the company in June, 1889, and the task of adapting the old 
 buildings, adding necessary new buildings, providing the equipment, and getting together a staff, 
 occupied two years ; so that the Institute was not ready to commence work until October, 1891. 
 
 “ The expenditure of the Company upon the site, buildings and equipment, amounts, at the 
 present date, to £80,000, and the Company have assigned an endowment of £5,000 per annum. 
 
 “It will be seen, therefore, that during the past 13 years the Goldsmiths’ Company have 
 expended the sum of £146,714 for the promotion of technical education in the Metropolis, while they 
 are still pledged to an annual expenditure, in the future, for the same purpose, of not less than £9,000. 
 
 “ The New' Cross Institute has a governing body, composed partly of members of the Court of 
 the Goldsmiths’ Company, and partly of co-optative members, who have no connection with the 
 company. There is a secretary, who is required to reside at the Institute, and who has the general 
 supervision of all the staff and work under the direction of the governors. The accounts are audited 
 by a professional accountant, who attends frequently, for the purpose of examining the books, and who 
 makes a quarterly report to the governors. 
 
 “ The staff already appointed consists of the following ” — 
 
 [Here follows a list of 51 heads of departments and instructors in the various sections . — 
 Engineering and Mechanical, Chemical, Electrical, Mathematics and Physical, Special 
 Trade Classes, Commercial and Civil Service, Art, Music, Miscellaneous and Women’s 
 Special, and Gymnastics, besides 24 members of the Building, General, and Office Staff.] 
 
 “ The library consists at present of about 5,000 volumes, but additions are constantly being 
 
 made. 
 
 “Prior to the opening of the Institute for work in October last, an advance prospectus was issued, 
 and by the 1st of October, class entries to the number of 3,500 had been received. It w'as then thought 
 prudent to decline further applications until the various departments had settled down to their work. 
 Since that date the governors have been compelled to increase the number of classes, and to appoint 
 additional instructors, owing to the demand which was shown to exist for instruction in subjects not 
 comprised in the advance prospectus. As instances of these, may be mentioned the subjects of 
 AmWlance work. Photography, Plumbing, Smithing, Piano, Harmony, and some others comprised under 
 the head of Commercial and Civil Service preparation and General Education. 
 
 “ Hitherto the entries have been most numerous in the Commercial and Civil Service preparation 
 and general education branch of the work, and in Engineering, Chemical, Electrical, Art, Dressmaking, 
 Cookery, Ambulance, and Music. 
 
 “ The total class entries now number ... ... ... ... 7,378 quarterly 
 
 „ „ „ ... ... ... ... 2,143 sessional 
 
 9,521 
 
 * See, however, Table of Contributions to City and Guilds of London Institute, page 87. 
 
85 
 
 “ The library has been popular, the books chiefly in demand, especially for circulating purposes, 
 have been, as perhaps might be expected, works of Action, but books of reference, history and biography 
 have also been in request. 
 
 “ It is understood that the Council only desire information as to the educational part of the work 
 carried on at the Institute and it will therefore suffice to say that the recreative side of the work has 
 been also very successful. Various entertainments, musical and otherwise, have been given in the 
 great hall, to members of the Institute and others, at small charges, and have been largely attended. 
 
 “ (Average attendance at each entertainment has been over 1,700.) 
 
 “ The resources of the gymnasium have been taxed to the uttermost, and the swimming-bath has 
 also, during the summer months, been in great request. The ground at the back of the Institute, which 
 is available for cricket and otner sports, has also been a great attraction. 
 
 “ The social rooms on both the men’s and women’s side of the building have been comfortably 
 furnished, and are much used ; and the members, with the approval of the governors, have established 
 amongst themselves clubs and societies for the promotion and practice of athletics, cricket, rowing, 
 swimming, football, &c , chess and draughts, sketching, literature, &c., &c., [also a volunteer company 
 attached to the 2nd West Kent Regiment.] 
 
 “ The fees charged for the various classes are as follows, but some modification may be made 
 before the commencement of the next session.” 
 
 [Here follows a list of the fees. See Appendix C.] 
 
 Merchant Tury/ors’— Makes a yearly grant of i>2,000 to the City and Guilds Institute, and 
 a further grant of i‘31 10s. for prizes at the Technological examinations. The Merchant Taylors’ 
 School is the property of this Company. 
 
 Salters' — Subscribes AT .000 annually to the City and Guilds Institute, as well as additional 
 amounts for prizes in Technology and Manual training in elementary schools. The Company also grants 
 A650 a year for exhibitions and scholarships, and further sums as donations and subscriptions to 
 education generally. 
 
 Ironmongers' — Contributes to support of City and Guilds Institute. 
 
 Clothworkers' — Contributes to City and Guilds Institute, and has otherwise aided technical 
 education by giving subsidies to polytechnics and schools of applied art and handicrafts. The Company's 
 action has however been principally directed towards the advancement of its own trade in the provinces. 
 
 Bowyers'. — Has assisted the City and Guilds Institute, and grants exhibitions to assist students 
 at the universities. 
 
 Brewers’. — Are the governors of Dame Alice Owen’s (boys and girls) School, Islington, but has no 
 other connection with technical education in London. 
 
 Carpenters' — Contributes .A50U a year to the City and Guilds Institute and gave a donation of 
 Al,500 towards its equipment. In addition to this, the Company in 1886 built an Institute on its estate 
 at Stratford, at which various teqhuological subjects, chiefly bearing on the building trades, are taught ; 
 examinations in these subjects are held under the direction of the City and Guilds Institute and the 
 Science and Art Department. Last year the Company opened day-classes in the same building and are 
 now making it into an organised science school. The capital and annual outlay on the Institute since its 
 commencement, has been A12,915. Thelnstitute ishowever not within the administrative county of London. 
 The Carpenters’ Company has otherwise promoted technical education by a course of free lectures by 
 eminent professors in the Carpenters’ Hall, by the opening of a free technical library in the same place, 
 and by the establishment of an examination, in arranging which the court has been assisted by the 
 presidents of various learned societies. Further the Company has established a trade wood-carving 
 school in connection with the Institute of British Wood-Carvers, in Chapel-street, Bedford-row, and an 
 amateur school at King’s College. The Company also contributes towards the teaching of subjects 
 connected with the professorships of architecture at King’s and University Colleges and has given the use 
 of its rooms in the Carpenters’ Hall to various societies connected with the building trades. Indepen- 
 dent of donations and subscriptions to the City and Guilds Institute, the total cost of the Company’s 
 educational work in the last eight years has been upwards of A18,000, and further plans for the promotion 
 of Technical Education are now being considered. 
 
 Coachmakers’ and Coach H ar ness maker s’ . — Supports by occasional donations the carriage- 
 building classes at the Westminster Schools and Regent-street Polytechnic, and gives a large number 
 ■of medals and prizes for technical subjects connected with the coach-building industry. 
 
 Coopers'. — Contributes annually to the City and Guilds Institute. 
 
 Cordwainers’ . — Regularly aids the City and Guilds Institute and the Leather Trades’ School at 
 Bethnal-green. 
 
 Cutlers . — Contributes AT05 a year to the City and Guilds Institute, besides which it has the 
 following exhibitions at the value of £30 each — 
 
 3 at Cambridge, 
 
 1 at Oxford, 
 
 1 at London University, 
 
 1 at King’s College, London ; 
 
 has also made grants to the London Society for the Extension of University Teaching. For the special 
 purpose of promoting and sustaining an improvement in the manufacture of cutlery, the Company has 
 awarded medals and prizes, and arranged a course of lectures on subjects connected with the trade, 
 and appropriates £100 a year for apprenticing two boys to the cutlery trade in London. 
 
 Dyers'. — Contributes to support of City and Guilds Institute. 
 
 Farriers' . — Has organised a scheme for the promotion of technical instruction and registration 
 of shoeing-smiths, and has provided a course of free lectures on the Principles and Practice of Horse- 
 shoeing at the Goldsmiths’ Institute, People’s Palace, and Polytechnic. 
 
86 
 
 Joiners '. — This company, out of its limited means, gives, jointly with the Carpentei’s’ Company, 
 money prizes and medals for wood-carving and joinery at an exhibition held every fourth year at the 
 Carpenters’ Hall. 
 
 Leathersellers ' . — Contributes ;£500 a year to the City and Guilds Institute and £250 to the 
 Leather Trades School, besides having given £500 towards the equipment of the latter. The members 
 of the court of this Company are also Governors of Colfe’s School, Lewisham, which the Company has 
 liberally supported. 
 
 Painters ' . — This Company has from time to time held competitions for travelling scholarships, 
 to enable students to proceed to Italy or elsewhere, and to exhibit in the Painters’ Hall copies of drawings 
 and sketches taken during their travels, the Company providing the means for such travels. 
 
 Plasterers ' . — Gives an annual donation to the City and Guilds Institute, and offers prizes in 
 connection with the art of plastering. 
 
 Stationers ' — Controls the Stationers’ School in Bolt-court, E.C., shortly to be removed to 
 Hornsey. The governors are most anxious to provide instruction in applied science, but are hampered on 
 account of the limited funds at their disjjosal, and they point this fact out for the consideration of the 
 Technical Education Committee in case they should see fit to allocate a fund for the purpose. A 
 system of apprenticeship to the stationery trades is fostered through various members of the Company, 
 and reference is made to Messrs. Eyre and Spottiswoode, Waterlow and Sons, and other well known 
 stationers for further particulars of this system. 
 
 Tylers' and Bricklayers ' . — Contributes to the City and Guilds Institute, and is interested in the 
 Regent-street Polytechnic. The Company also provides premiums for apprenticing boys as working 
 bricklayers, but this branch of the work has not met with the support that was hoped for. 
 
 Turners '. — Gives prizes at an annual exhibition held in the Mansion house. 
 
 Wax Chandlers '. — Technical education is aided indirectly through the trust funds of this 
 Company, administered by the trustees of the City of London Parochial Foundation under their central 
 scheme. 
 
 M'eavers '. — Has contributed to the City and Guilds Institute, but has not sufficient funds to 
 support a technical school. The Company holds an annual competition, and awards prizes in con- 
 nection with the i^roduction of woven silks and velvets. 
 
 Blacksmiths ' . — From want of funds has no Technical Institution under its control ; but holds 
 periodically an Exhibition of hammered-ironwork, when the freedom of the Company and money 
 prizes are given to successful exhibitors. 
 
 Skinners '. — Contributes annually to the City and Guilds Institute, and also contributes to the 
 Leather Trades School at Bethnal-green and to the Technological Prize Fund connected with the same 
 Listitute. Assists by large grants more than one of the recently established Polytechnics of the 
 Metropolis, and makes smaller grants from time to time to various institutions at which Technical 
 instruction is provided. The Skinners’ School for girls at Stamford-hill is supported by this Company. 
 
 Plumbers’ — Promotes Technical Education in Plumbing by (a) laying down syllabuses and 
 courses of instruction, (b) holding examinations for plumbers on the subjects included in the courses, 
 (c) registering those who have passed the examinations as qualified plumbers, (d) promoting the 
 establishment of technical classes for plumbers. The Company’s organisation includes Educational 
 Councils in the chief towns of Great Britain and Ireland, and provincial county councils have co- 
 operated by offering scholarships to plumbers desirous of qualifying as teachers. 
 
 II. — The following" Companies are not now aiding" technical education in London— 
 
 Aj)othecaries ' . — Assigns no reason. 
 
 Basketmakers ' . — Assigns no reason. 
 
 Brodercrs ' . — “ Has no particular interest in any guild.” 
 
 Fletchers ' .■ — Has no funds available for the purpose. 
 
 Fruiterers ' . — Has no funds available for the purpose. 
 
 Innholders ' . — Assigns no reason. 
 
 Masons '. — Has no funds available for the purpose. 
 
 Wheelwrights ' . — Gave a donation of £200 to the City and Guilds Institute, but has no funds 
 available for further aid to technical education. 
 
 III. — The following Companies acknowledge the receipt of the letter from the Clerk of the 
 
 Council, and promise to lay the matter before their respective courts — 
 
 Vintners'. Paviors'. 
 
 Butchers’. Poulters’. 
 
 Clockmakers' . Spectaclernakers’ . 
 
 Fanmakcrs' . Tallow chandlers'. 
 
 Horners' . Tin-plate ivorkers' and Wire workers’. 
 
 Loriners'. 
 
 No reply has been received from the remaining Companies. 
 
CENTRAL INSTITUTION OF CITY AND GUILDS INSTITUTE. 
 
 Table showing the amount of the donations and subscriptions by City Livery Companies to the funds 
 OF the City and Guilds Institute during the years 1890-91.* 
 
 
 Subscribers and Donors. 
 
 1890. 
 
 1891. 
 
 
 
 6 s. d. 
 
 £ s. d. 
 
 
 Preliminary Expenses Fund, Surplus... 
 
 
 
 1 
 
 Goldsmiths’ Company 
 
 44,038 - - 
 
 f4,538 - - 
 
 2 
 
 Clothworkers’ 
 
 t4,100 - - 
 
 f4,100 - - 
 
 :5 
 
 Fishmongers' ,, 
 
 4,000 - - 
 
 f4,.500 - - 
 
 4 
 
 Drapers’ ,, 
 
 
 
 5 
 
 Mercers’ ,, 
 
 3,000 - - 
 
 f4,000 - - 
 
 6 
 
 Skinners’ 
 
 2,000 - - 
 
 f2,235 - ; - 
 
 7 
 
 Grocers’ „ 
 
 +1,000 - - 
 
 1,000 - - 
 
 8 
 
 Corporation of London ... 
 
 500 - - 
 
 
 9 
 
 Salters’ Company ... 
 
 tl,026 5 - 
 
 tl,078 15 - 
 
 10 
 
 Leathersellers’ Company 
 
 f605 - - 
 
 500 - - 
 
 11 
 
 Armourers’ and Braziers’ Company 
 
 262 10 - 
 
 t312 10 - 
 
 12 
 
 Merchant Taylors „ 
 
 2,000 - - 
 
 12,531 10 - 
 
 13 
 
 Carpenters’ ,, 
 
 .500 - - 
 
 500 - - 
 
 14 
 
 Ironmongers’ „ 
 
 f271 - - 
 
 250 - - 
 
 15 
 
 Cordwainers’ „ 
 
 f349 15 - 
 
 f276 5 - 
 
 16 
 
 Saddlers’ „ 
 
 500 - - 
 
 500 - - 
 
 17 
 
 Dyers’ „ 
 
 t315 - - 
 
 f286 - - 
 
 18 
 
 Coopers’ ,, 
 
 157 10 - 
 
 157 10 - 
 
 19 
 
 Vintners’ „ 
 
 
 
 20 
 
 Pewterers’ ,, 
 
 fl30 - - 
 
 fl41 - - 
 
 21 
 
 Plasterers’ „ 
 
 100 - - 
 
 100 - - 
 
 22 
 
 Cutlers’ „ 
 
 105 - - 
 
 105 - - 
 
 23 
 
 Curriers’ ,, 
 
 f20 - - 
 
 
 24 
 
 Framework Knitters’ ,, 
 
 flO - - 
 
 
 
 
 24,990 - - 
 
 27,111 10 - 
 
 ♦Extracted from Report of City and Guilds Institute (1892). 
 
 t These amounts include supplementary grants to provide for special expenditure in connection with 
 Central Institution Equipment, Technological Examinations, Manual Training Classes, &c. 
 
 X Voted in 1891. 
 
TABLE SHOWING I'HE DISTRIBUTION THROUGHOUT LONDON OF PERSONS ENGAGED IN VARIOUS TRADES AND OCCUPATIONS. (BY REGISTRATION 
 
 DISTRICTS, 1881 .) 
 
 I. — Total Mrn and Boys. 
 
 II 
 
89 
 
 ^ 0» Ci 
 ^ CO »-< CO Ci 
 
 o CO 
 
 oC »0 »0 *0 »— 1 
 
 CN 
 
 46,099 
 
 SO— IX'*M'^0X'-M0 
 cqcqxcq— (ii-b-'<t<b- 
 cq b^— ' *9.^^ 
 —h' — T eo'” o' CO CO — T 
 
 cq CO 
 
 cq 
 
 rH 
 
 b-' 
 
 1-- 
 
 Ob-eqrH-rfxcqosc 
 
 ocqxxcscqifxx 
 
 cq^x CO X X o^os 
 
 cq*' X cq'' x'' erf cf co 
 
 HH iO ^ 
 
 eo 
 
 o 
 
 CO 
 
 CO 
 
 OS 
 
 1 30,201 
 
 19,874 
 
 80,699 
 
 100,573 
 
 277,969 
 
 eo cq 
 — • 00 
 
 o If 
 — X 
 
 18,095 
 
 rH 
 
 CO 
 
 O 
 
 b-' 
 
 CS CS X X CS ^ 
 
 cq cq X) X X -f X -f 
 
 ■-f iO X x" cq' x''~f 
 
 54.093 
 
 X c 
 X X 
 
 b.^x 
 cT bT 
 
 X 
 
 47,436 
 
 1,109,499 
 
 o GO 0> ^ 
 
 P-« CO »0 c^ 00 
 lO »C CO CO 
 
 co' 
 
 4,839 
 
 soxcq-^cob*xx-- 
 r-i-asxcsxxb-cox 
 CO X OC^ — ' 
 
 4,522 
 
 sOti-MOSXX^XX 
 
 xxsoiftioxcscq 
 
 X ot^ cq cq X cq 
 cq'' 
 
 5,303 
 
 2,510 
 
 562 
 
 3,972 
 
 4,534 
 
 15,659 
 
 182 
 
 250 
 
 1 432 
 
 1,768 
 
 ifXXifrfXCS — 
 •n* X — ' X ^ X H- 
 
 •H X X X rH X — I 
 
 X 
 
 b» 
 
 Ol 
 
 cq 
 
 X r- 
 
 OS cq 
 -f^X 
 
 1,817 
 
 61,792 
 
 crj ^ ^ eo cc 
 
 »o os o CO 
 
 1,631 
 
 b-cqosxo5b-i»-cox 
 
 cq-^xxxpiHCO'-*^ 
 
 CO cq X — • 
 
 1,625 
 
 cqoxoxx— 'X-H 
 Xb-O'^o<ifcq'^x 
 rH b- X — 1 X 
 
 3,489 
 
 CS 
 
 OS 
 
 242 
 
 2,115 
 
 2,357 
 
 13,579 
 
 1,410 
 
 1,371 
 
 2,781 
 
 OS 
 
 X 
 
 OS 
 
 xxxxcqsocsx 
 X X X »o rH cq gc 
 
 rH cq rH 
 
 722 1 
 
 X X 
 If X 
 l1 — ' 
 
 X 
 
 o 
 
 G> 
 
 41,037 
 
 CO »0 0< OS 
 
 <N OS O GO 
 
 1 534 
 
 os— tOS— tiOCqOSb»sO 
 
 os cq XX— icoox 
 
 X 
 
 1,788 
 
 tub-cqrHcqooscqcq 
 •If os O — ' X X S'- so 
 
 — * X O^ 
 
 3,302 
 
 698 
 
 1,115 
 
 2,731 
 
 3.846 
 
 9,887 
 
 CC CD 
 
 rH b- 
 
 X cq 
 
 896 
 
 5,883 
 
 r— cq b. ti. rH X CS X 
 t- — hcixxxxcq 
 X If rH X cq 
 
 1.875 1 
 
 X b» 
 so b* 
 
 X rH 
 
 X 
 
 X 
 
 41,216 
 
 ^ CO GO OS 
 
 CO GO o cq 
 
 JO rH I-H 
 
 879 
 
 OOSCOCOXOSXOX 
 so*-4cqx— ' if cq cq 
 
 CO X CO 
 
 1,465 
 
 xxcqt-lixoxx 
 XsOb- XXCqrHGC 
 
 — ( X 0^ If 
 
 rH 
 
 3,191 
 
 1,205 
 
 rH X 
 SO -f 
 
 cq' 
 
 3,099 
 
 10,383 
 
 X o 
 
 Hf X 
 O X 
 
 1,696 
 
 1,412 
 
 so — X cq b. cq Hf X 
 xiocqcqxxxx 
 cq X rH cq —t 
 
 o 
 
 OS 
 
 cq 
 
 rH 
 
 b. -f 
 
 X X 
 lO I— 
 
 rH 
 
 X 
 
 bi 
 
 36,641 
 
 O ^ OS 
 
 0> CO ^ CO t> 
 oD CO CO cq 
 
 2,955 1 
 
 cqosxxxx-fO-^ 
 co^osxosxoscqcq 
 X —1 cq os X — 1 
 
 2,803 
 
 oxocqxcqxxx 
 Xdcqcqb-xxrHbi 
 X cc^ — • — t X 
 
 cf 
 
 X 
 
 X 
 
 oo 
 
 X 
 
 X 
 
 X 
 
 1,206 
 
 6,690 
 
 7,896 
 
 9,658 
 
 228 
 
 58 
 
 286 
 
 1,519 
 
 -f cq t- b. rH CS os rH 
 
 cq -f X -H cq CS X CS 
 
 Cl CS so cq rH X rH 
 
 o 
 
 GO 
 
 b^ 
 
 of 
 
 903 
 
 319 
 
 1,222 1 
 
 49,104 
 
 
 
 I-. lO GO CO CO 
 cq OS >o 00 ic 
 
 00 ^ cq 
 
 OS 
 
 it<!>pcqbixxcqoco 
 cqcqcooo-f osxco 
 
 X CS 40 —• 
 
 2,696 
 
 XX— 'OXX— •'*fCC 
 cqsox— tcixxxx 
 
 I— 1 X bi — ( rH X 
 
 cq'' 
 
 4,870 
 
 1 68S‘T 
 
 ! 
 
 1,103 
 
 4,014 
 
 5,117 
 
 16,260 
 
 226 
 
 279 
 
 505 
 
 2,032 
 
 OXsOH-OSOSb-rH 
 CS so X X rH rH CS X 
 rH X X cq rH X cq 
 
 OS 
 
 cq 
 
 SO O 
 if b- 
 if^X 
 
 2,170 1 1815 ! 
 
 66.778 
 
 r-« OS O ^ CO 
 CO «0 »0 00 o 
 
 CC CO rH 
 
 of 
 
 b- 
 
 CD 
 
 ccT 
 
 b-XOXb-ifXiM-^ 
 
 XXifXX-^^t— 
 
 oq c^ — ' X 
 
 o 
 
 rH 
 
 cq 
 
 socqcqxoifXb-x 
 cqcqifcq— tr-ixxx 
 
 — I cq rH X HH 
 
 i-TccT 
 
 6,492 1 
 
 1,749 
 
 1,364 
 
 7,098 
 
 8,462 
 
 18,099 
 
 rH X 
 OS X 
 — ( X 
 
 556 
 
 3,272 
 
 XOXliXCsXOS 
 rH— rHCSrHifXCq 
 CO r^GO X X If cq 
 
 eq 
 
 CS 
 
 CO 
 
 1 1,720 1 
 
 450 1 
 
 CD 
 
 rH 
 
 X^ 
 
 rH 
 
 b- 
 
 -t< OS GO «0 OS 
 cq CO OS -H CO 
 5s i-H l-H CO 
 
 1,616 1 
 
 XXb-b-OOsXO'7' 
 oxcq— ixifxxx 
 
 X — t x^ — t OS 
 
 CO 
 
 1 6,417 j 
 
 "-fXXX— 'XOXX 
 cq n X X X X — ' ti 
 
 X c^ — t cq CS Hf 
 
 cT 
 
 1 4,983 
 
 1,409 
 
 1,067 
 
 3,149 
 
 4,216 
 
 X 
 
 X 
 
 eo 
 
 rH 
 
 X X 
 
 -f cq 
 
 268 
 
 5,973 
 
 xcsx-fsocqosx 
 r— oxt'icqcqxos 
 cq -H^ O X rH rH cq 
 
 CO 
 
 CD 
 
 X 
 
 X 
 
 9,009 
 
 640 
 
 9.649 
 
 X 
 
 X 
 
 p 
 
 X 
 
 CD 
 
 C5 00 ^ •— « «o 
 CO CO CO l> 
 
 ^ cq 
 
 955 
 
 iMOOStip — 0»-^XX 
 
 b'X— i-t'x-^iocqx 
 X — ^ '-3 
 
 1 2.887 
 
 Oifxxosbicscqti 
 ooos osxcqoscq 
 — ' X b- —1 10—1 
 
 cT 
 
 X 
 
 X 
 
 1,330 
 
 904 
 
 3,546 
 
 1 4.450 
 
 15,671 
 
 CD OS 
 
 cq CS 
 
 327 
 
 3,063 
 
 XXXXrHfHrHCq 
 XXbib-XifXsO 
 X X X X rH If cq 
 
 2.860 
 
 1,820 
 
 603 
 
 2,423 
 
 X 
 
 X 
 
 x' 
 
 X 
 
 lO «o cq cq cq 
 00 CO cq CO OS 
 CO cq cq 
 
 997 
 
 xb-cqxoxcqxcq 
 
 xx—<xocqb-xcs 
 
 o cq^ 
 
 3,711 
 
 so— 'OCIOsO'fXX 
 cqoo xt-cqot^ 
 
 ox fH b- X 
 
 — Tctf 
 
 6,163 
 
 1,542 
 
 2,302 
 
 4,203 
 
 6,505 
 
 16,808 
 
 176 
 
 55 
 
 rH 
 
 X 
 
 cq 
 
 3,870 
 
 CSrHOOXOSXbp 
 C' X b* X rH o X 
 
 ■If — X If rH X X 
 
 cf rf' 
 
 o 
 
 X 
 
 X 
 
 x' 
 
 5,149 
 
 523 
 
 5,672 
 
 66,865 
 
 r--. lO CO CO 00 
 
 CO os p— ' cq 1— 1 
 
 C^,-H rH CO 
 
 1,922 
 
 XXOsCSXb-biXif 
 
 socq ifosxxcscq 
 X X cq 
 
 2,071 
 
 birHcqifcqcsxoo 
 ifcqrHififcqOif 
 X ^ — t X cq 
 
 2,433 
 
 986 
 
 635 
 
 1,518 
 
 2,153 
 
 6,048 
 
 X o 
 
 rH 
 
 98 
 
 1,211 
 
 XrH t-xb-oxes 
 cqoxxxifoso 
 
 — < t-- X X rH rH 
 
 X 
 
 X 
 
 o 
 
 cq' 
 
 1,821 
 
 313 
 
 2,136 
 
 26,657 
 
 cq *7< o so 
 
 CO o ^ CO CO 
 cq Gs CO cq 
 
 CO 
 
 4,795 
 
 'XOSX 
 xosiffxxx'^ocq 
 CS CO 
 
 3,317 
 
 osoosossoxxifcq 
 i-hgsx cqb-ifxcq 
 
 X 0^ cq — ( X cq 
 
 rH 
 
 3,887 
 
 1,766 
 
 481 
 
 2,333 
 
 ao 
 
 cq 
 
 X 
 
 eo 
 
 X 
 
 rH 
 
 SO cq 
 X If 
 
 177 
 
 1,374 
 
 Of^OXifOX-f 
 r— JO X X rH X cq X 
 
 rH X X sO rH — 
 
 2,228 
 
 1,451 
 
 345 
 
 1,796 
 
 49,997 
 
 : tip o cq 00 -M 
 , ^ -H o ^ ^ 
 1 t- cq --H ^ 
 
 1,161 
 
 -^<XXb.^0S0SXX 
 -n* cq — X CS tip so X 
 
 ti CO b- X 
 
 eo 
 
 00 
 
 i> 
 
 eq 
 
 xxb-xcqsoxxcs 
 b- so t -1 X OS OS 
 
 cq t- rH If rH 
 
 X 
 
 os^ 
 
 rH 
 
 421 
 
 350 
 
 1,560 
 
 1,910 
 
 X 
 
 X 
 
 eo 
 
 CD CD 
 
 X -f 
 
 216 
 
 933 
 
 OOCSOS— i-H'-fX 
 to rf rr If Hf X X 
 
 cq cq 
 
 cq 
 
 X 
 
 br 
 
 1,423 
 
 461 
 
 1,884 
 
 18,048 
 
 os b- O os CO 
 GS b- so -f •— ' 
 1 ocq CO 
 
 3,191 
 
 XObiCOXb-XXX 
 X X cq X so X O X OS 
 — ' X 
 
 X 
 
 CO 
 
 o 
 
 rHXXnb-OXCSCq 
 xosifcqxif—sxco 
 X r-^ rH rH rH X cq 
 CO 
 
 X 
 
 X 
 
 x^ 
 
 X*' 
 
 1,828 
 
 1,726 
 
 5,499 
 
 7,225 
 
 iH 
 
 OO 
 
 x^ 
 
 b^ 
 
 rH 
 
 rH cq 
 
 rH cq 
 
 rH 
 
 133 
 
 X 
 
 X 
 
 X 
 
 cq 
 
 cqsoOQOxoifX 
 cqcsxxcqxrfx 
 ^ cq Hf cq 
 
 b» 
 
 X 
 
 X 
 
 1,933 
 
 462 
 
 2,395 
 
 ^H 
 
 b- 
 
 CD 
 
 cq' 
 
 tip 
 
 i o os CO b- 
 
 »0 X CO b- 
 
 1 lO *-» CO 
 
 1.206 1 
 
 X'7<-HOOb-XCSX 
 iMCS— iXXb-^OS^ 
 X x^ — 1 cq^cq 
 
 X 
 
 a> 
 
 cq^ 
 
 x" 
 
 cqxxHfxos*HOX 
 XXOS -fXXXX 
 
 X X_ — ( b* cq 
 
 cq'' 
 
 4,891 
 
 1,375 
 
 1,441 
 
 3,122 
 
 4,563 
 
 13,281 
 
 CD rH 
 CS — ( 
 
 109 
 
 2,350 
 
 so os b» CS JO rH X to 
 x>xb-cqxrHxo 
 Hf rH_ cq If rH X X 
 
 4.127 
 
 If X 
 X b- 
 b*^if 
 
 x" 
 
 1,749 1 4,239 | 
 
 65,113 
 
 O O X so X 
 h- bi »0 O O 
 b» O X X 1— 1 
 oq^ 
 
 4,507 
 
 ^XX— *— '-TIXOCS 
 OXXXOCOO^GO 
 o^— 1 —1 ' CO 
 
 X 
 
 a 
 
 cq 
 
 cqcsOrHXifxb-— ( 
 
 ososxcqxxxxx 
 
 rH^ r^ cq —t l> rH 
 
 hH if 
 
 6,907 1 
 
 1,838 
 
 1,874 
 
 9,274 
 
 11,148 
 
 18,756 
 
 SO O 
 CD X 
 
 235 
 
 CO 
 
 X 
 
 cq 
 
 XfOOSrHX-fbr 
 cqxxxxifx-f 
 'f <£^G^X cq X X 
 
 4,755 
 
 1,232 
 
 517 
 
 80,666 
 
 »o X cq OS 
 00 X cq X X 
 c^cq rti cq 
 
 2,286 
 
 X— 'XXOb-XX»-H 
 
 — cqxxoso 
 X ^ ^ cq X — 1 
 
 cf 
 
 i> 
 
 X 
 
 X 
 
 cqxb-lfcqoifoos 
 njK,— (HH»HXX*-fOX 
 b- b- cq X 
 
 cq" 
 
 o 
 
 X 
 
 1,123 
 
 1,589 
 
 8,186 
 
 X 
 
 b- 
 
 b- 
 
 Cs' 
 
 8,681 
 
 — ( Tf 
 -f rf 
 
 cq 
 
 1 285 
 
 o 
 
 CO 
 
 x^ 
 
 rH 
 
 Ob.ifb»XsOb*X 
 CSOSrHXCqXiXrH 
 rH X X — 1 rH If X 
 
 2,834 
 
 733 
 
 263 
 
 966 
 
 49,434 
 
 !ocqcq.-ii>- 
 •o cq X 00 f-H 
 
 1 X ^ 
 
 952 
 
 b-»ocst-»xxb.cqx 
 xcq— 1 — 'Ocoxcs 
 CO cq cq — ( 
 
 cq cT 
 
 5,626 
 
 xcqo-fifxxcqx 
 osxb»— iXififcqtip 
 X X co^’^ If — 1 
 
 4,904 
 
 1,816 
 
 196 
 
 1,132 
 
 1,328 
 
 13.118 
 
 1,266 
 
 467 
 
 X 
 
 X 
 
 b-^ 
 
 rH 
 
 1,208 
 
 X -f SO b. rH If X X 
 
 cq X o X —1 X OS 
 
 cq rH rH 
 
 X 
 
 o 
 
 b» 
 
 807 
 
 270 
 
 b* 
 
 b- 
 
 O 
 
 39,683 
 
 1 1 'l- X cq cs 
 t c> b- o cq cq 
 
 1 CO ^ 
 
 2,525 
 
 — isoxxcqb-^xx 
 
 X— <osifii>X'fcq 
 t- — ( ■— ' os^ X 
 
 cq'' 
 
 4,894 1 
 
 XXOSSOXOSOOSb- 
 cqxcqrHb-xxcqx 
 X x^ cq If — 1 
 
 X 
 
 rH 
 
 eo 
 
 1,093 
 
 275 
 
 1,499 
 
 1,774 
 
 7,650 
 
 -f X 
 CS X 
 
 127 
 
 OS 
 
 OS 
 
 X 
 
 cqifb.xcqoxcq 
 b- X b. os cq os X 
 
 rH cq rH 
 
 X 
 
 b- 
 
 X 
 
 OS rH 
 CS X 
 
 bi cq 
 
 1 1,030 
 
 38,980 
 
 1 O —« so cq o 
 so cq cq o CO 
 ' os cq cq »-< 
 
 1,528 i 
 
 -tscqosxxxoi'-x 
 
 1—^ — 1 rH lO 
 
 X 
 
 X 
 
 CO 
 
 — '-fXOOSb-XXX 
 XXOiHCSr-x-fX 
 cq CS X XX X rH 
 
 cf 
 
 5,883 
 
 1,352 
 
 376 
 
 2,968 
 
 3,344 
 
 14,492 
 
 1,598 
 
 1,038 
 
 2,636 
 
 1,420 
 
 cqxxosxcqxcq 
 
 X so X CS X X to 
 
 rH X — ' cq rH 
 
 b- 
 
 o 
 
 rH 
 
 so If 
 X sO 
 CD cq 
 
 1.119 
 
 49.392 
 
 ^XWCSOSp— 
 
 :« O OS X cq 
 
 -t* ^ 
 
 CO 
 
 CD 
 
 t- 
 
 rHjfsoosb-cqoxx 
 xcqcqxo^cq-+s 
 X X ^ cq 
 
 1,655 
 
 CSXXif— f— ib-rHCq 
 
 H-b-b-— ixb-cqxo 
 cq X o^ —1 If —t 
 
 X 
 
 o 
 
 X 
 
 eo 
 
 853 
 
 340 
 
 2,394 
 
 2,734 
 
 15,476 
 
 3,192 
 
 1,056 
 
 4,248 
 
 1,040 
 
 os-fcqxrHcsxos 
 cq cq If os — -f X 
 
 rH cq cq rH 
 
 925 
 
 Oil 
 
 609 
 
 X 
 
 b» 
 
 b- 
 
 47,129 , 
 
 . S'* X CO X CO 
 
 X b- cq b» cq 
 o cq oq 
 r ^ 
 
 1,666 1 
 
 XXXsOXXb-Ob- 
 
 xxxcqxxosb- 
 
 If — < X — 1 cq rH 
 
 CO 
 
 4,975 
 
 OifXOXCSX-fX 
 xocq— icsxifcsos 
 
 XX X *H X 
 
 3,223 
 
 6S9I 
 
 175 
 
 1,148 
 
 1,323 
 
 a 
 
 CQ 
 
 X 
 
 CO 
 
 O X 
 
 132 
 
 568 
 
 CSXOSX—tXrHOS 
 
 Tf X O os rH o to 
 
 cq —* 
 
 o 
 
 CD 
 
 619 
 
 157 
 
 776 
 
 37.603 
 
 Q 
 
 « 
 
 H 
 
 S 
 
 5 
 
 H 
 
 O 
 
 O 
 
 , bo-S S S g 
 
 I ” -2 S o “ 
 
 5 O -Q O 
 
 o 5 s ^ 
 
 n OQ Ph ^ 
 
 Ik 
 
 I O GO Oi O 
 > CO CO 
 
 • ^ 
 a 
 
 o ■ 
 
 * 
 
 rt; C3 
 Q " P 
 
 
 . ^ 
 
 . 0) 
 
 *Q 
 
 c; 
 
 o 
 
 ■M 
 
 OJ S <D ^ 
 
 oS O ® «— 
 
 W W ^ i10 ;^ a2 
 
 Iz; 
 
 o 
 
 I— t 
 
 H 
 
 <J 
 
 Ph 
 
 CM 
 
 Ph 
 
 o 
 
 8d 
 
 <j fe; 
 
 w 
 
 OP 
 
 -g 
 
 W <1 
 
 JZ5 
 
 s 
 
 Q 
 
 p" 
 
 o 
 
 o 
 
 ' -p 5 • 
 
 73 O 
 o €g 
 
 . . o «+-< . 
 
 . : :3 . 
 
 • "o ~ fH 
 
 *- -rS « 2 
 a^a^S 
 
 cC d c3 pT’a 
 t-, ?3 c3 
 
 S oJO^y 
 
 a a> 3 
 « o> o d d 
 
 o3 «M u •'^ c3 
 
 ^gp-a 
 
 CO o 
 
 W : 
 
 
 ^ ;h 
 0) 0) 
 P 
 P 
 
 g w 
 
 P o 
 
 0^ y 
 
 P c3 O 
 
 ■S 3 
 3^0 
 
 wSh 
 
 :M 
 
 :P 
 
 0:1 
 : o 
 
 •o 
 
 73 
 
 d 
 
 03 
 
 bJO 
 
 d 
 
 d 
 
 m 
 
 p 
 
 ◄ 
 
 w 
 
 P 
 
 tf 
 
 w 
 
 H 
 
 o 
 
 p 
 
 w 
 
 o J 
 rt * 
 H ^ 
 
 H S 
 ^ P 
 O P 
 
 
 s a s .y 
 
 ^ «P bo 
 
 QJ d ^ 
 
 ^ P 3 O 
 
 pgpp 
 
 « 
 
 O 
 
 CM 
 
 CO 
 
 H 
 
 O 
 
 H 
 
 Q 
 
 •-H 
 
 > 
 
 C4 
 
 a 
 
 OJ 
 
 « 
 
 o 
 
 cq 
 
 P 
 
 W «T 
 
 ^ .a 
 
 o 
 
 O) <D 
 
 go 
 
 « d 
 d 
 
 S J! 
 
 s a 
 
 o -9 
 P o 
 
 A 
 
 O 
 
 H 
 
 “< 
 
 e 
 
 )-( 
 
 c> 
 
 ◄ 
 
 
 cq ^ 
 
 CQ P 
 
 cq 
 
 t3 
 
 P 
 
 . ^ 
 . o3 
 
 d § 
 
 !■§ 
 ^ t>- 
 
 4) ^ 
 rd ^ 
 
 .2 d 
 P 2 
 
 d-§ 
 d S 
 
 S ^ 
 
 ce tiD 
 <u -r; 
 W P 
 
 O V 
 ^ V 
 
 o £ 
 
 M O) 
 
 H O! 
 •«1 ^ 
 M -j: 
 
 H -S 
 
 o) O 
 
 S >: 
 
 id •- 
 
 iS s 
 
 CO ^ 
 
 M O 
 
 « a 
 pk or 
 o 3 
 « / 
 
 P ' 
 
 P5 
 
 W 
 
 02 
 
 CO 
 
 o 
 
 |xj 6 d 
 
 
 p 
 
 in 
 
 " .2 .2 d 2 
 
 d fc t 3 22 4) a> 
 
 ’3 d ® ^ "3 '2 
 
 P p ^ ^ X P 
 
 4 ) fl 
 
 3 d 
 ^3.2 
 
 T3 4) 
 
 WM 
 
 gP 
 > oT 
 
 Si o 
 4) .d 
 
 CQ ^ 
 
 o 3 
 czi 
 S -rj 
 
 a p 
 
 o ►< 
 pp 
 
 [ 12 ] 
 
TABLE SHOWING THE DISTRIBUTION THROUGHOUT LONDON OF PERSONS ENGAGED IN VARIOUS TRADES AND OCCUPATIONS (BY REGISTRATION 
 
 DISTRICTS, 1881.) 
 
 II. — Boys (under 20 years of age). 
 
91 
 
 -t< (M O O 01 
 O O C5 CD CC 
 Ci 01^0 CO r-H 
 
 P P r-t 
 
 11,864 
 
 -+iCSCSCS'^r-^00--Hb>. 
 CDCDi-Hr— vocDOO— ' 
 0^1— 1 1— ' CO ' to b'^'^b 
 
 Cj'' CO** cm’' 
 
 9,981 
 
 CS CS CM 01 o OM *D -t* OC 
 CO S'- CS to ^ -H tO CC 
 
 OM GO CS I-H r-l L'- 
 
 ofcs’ 
 
 15,002 
 
 4,582 
 
 P O 
 
 SD CO 
 
 19,853 
 
 55.608 
 
 to CS 
 CO *D 
 CM 
 
 2,004 
 
 4.936 
 
 00 00 to O 
 
 o <N 00 »-H 
 
 1,392 
 
 ***HC1l''CO^COb-'— 
 rH CO 00 CM lO 
 
 1 602 
 
 CSb-t-OCCCOOCOiO 
 CMCOl— l-trHpHrtlf-. 
 
 712 
 
 to 
 
 CO 
 
 O T. 
 
 935 
 
 3,277 
 
 O 00 
 CM CM 
 
 48 
 
 158 
 
 f— t CO ^ ^ 
 t«- o to f-H 
 
 00 
 
 o 
 
 CM 
 
 OOCSb-OO-t'CMi— 1 
 CO f-t CO CO ^ ^ CO 
 
 1 223 
 
 b-.-H>— iCSCSlOCOCOiO 
 CO O O Ol ^ 
 
 CM CO 
 
 636 1 
 
 o 
 
 CS 
 
 O -t- 
 
 PH CO 
 
 694 
 
 2,779 
 
 148 
 
 135 
 
 283 1 
 
 135 1 
 
 OO CO C' OJ 
 ^ CM (M 
 
 87 
 
 rH 1 1 CS CM 1 f-i CM 1 — 1 
 1 j 1 CS 
 
 1 188 
 
 ^ CS O 1 CD CO CM CD I 
 CO CM CO 1 »-H 1 
 
 I-H lO 
 
 767 
 
 113 
 
 CM -i* 
 CM to 
 CD 
 
 CD 
 
 CD 
 
 1,982 
 
 to 00 
 CS CO 
 
 133 1 
 
 CO 
 
 to 
 
 b- 
 
 <D ^ O CD 
 
 O CM 01 CM 
 
 1- 
 
 b- CM CO CO 1 » CS f-« 
 
 1-- 1 VD 
 
 ZI2 1 
 
 01 O — 1 CO “ti CO CD to 
 -H CM CM 1 1— c 1-^ 
 
 f-H -t* 
 
 594 
 
 o 
 
 CM 
 
 CD 
 
 8W 
 
 1,849 
 
 CO -ti 
 CS CO 
 
 t- 
 
 b- 
 
 rH 
 
 120 1 
 
 1-- CM (N -H 
 
 00 t> O lO i-H 
 
 1 989 
 
 CICD^COCDGOCOOCM 
 '«'i— (CMCMCO r-iOi— ( 
 
 9i8 1 
 
 CSb'-'ft'COOCOCDOMCC 
 00 to CO 1— ' OI OM 
 
 I-H so 
 
 t- 
 
 GO 
 
 00 
 
 CM 
 
 CM 
 
 -fi CO 
 CM fO 
 -H 
 
 pH 
 
 r- 
 
 lO 
 
 pH 
 
 2.072 
 
 b- 
 
 CO 
 
 
 1 Til 
 
 o CS CD to ^ 
 
 CM 1 — ' CO CD r-H 
 
 CM 
 
 351 
 
 _ CM ^ CD CO I O 1— ' t-- 
 00 CS I 1-1 
 
 618 1 
 
 O CM h- CM O CS CS 00 1 
 f-H lO OM »-H Ol 1 
 
 I* 
 
 tp 
 
 00 
 
 1> 
 
 CM 
 
 os 
 
 t- 
 
 CS 
 
 OS 
 
 2.996 
 
 CO CO 
 
 CM 
 
 CD 
 
 205 1 
 
 »0 O -tH CS CD 
 OO CM CO ^D 
 CD r-' 
 
 980 
 
 i-HCSSOCSCO-rCOCOCM 
 CM CS ,— 1 CO ^ 
 
 1— 
 
 o 
 
 CO 
 
 CMCDOOCOb-h-tOb-CO 
 hh CO OM CO -H I-H CO 
 
 I-H O 
 
 00 
 
 CO 
 
 a 
 
 to 
 
 t- 
 
 CM 
 
 40 
 
 1,600 
 
 o 
 
 CD 
 
 3,325 
 
 CS CS 
 CM CO 
 
 00 
 
 CD 
 
 271 1 
 
 w lO lO -+^ CD 
 lO CM to 
 
 CO 
 
 CO 
 
 CO CM b- 'X I— 1 to to 
 
 ^ ^ O 1— O --H 
 
 CO 1— ( CM 
 
 1 677 
 
 CO— 'CDOlCMCSCOOMb^ 
 -H OM CM CO 
 
 rH -H 
 
 to 
 
 CD 
 
 1 661 
 
 OM b- 
 CM CO 
 00 
 
 CS 
 
 O 
 
 OS 
 
 2,520 
 
 CS b- 
 
 98 
 
 CO 
 
 QO b- CO Ol l> 
 O rH CO '«f 
 
 207 i 
 
 O'et-CMO^-fiOCO-t- 
 ?D f-H CS <— ' 
 
 1 293 
 
 CSsOb-i-HCDCOCO*— -fi 
 -f CS CM 
 
 ^ lO 
 
 CS 
 
 t- 
 
 255 1 
 
 00 »D 
 CM CO 
 00 
 
 CO 
 
 CO 
 
 00 
 
 3.627 
 
 b- CO 
 
 PH CO 
 
 o 
 
 to 
 
 431 1 301 1 
 
 CD to CD 00 -+• 
 O CO •— ' 
 
 
 
 OS 
 
 o 
 
 Ci 
 
 CO SO 1 b- CS CO 1-H CD CO 
 
 CS 1 OO 1— ' CM 
 
 Ol 
 
 CM 
 
 ^ r- O 1 CS OM CD 1.0 OM 
 
 t- QO 1 CM 
 
 I— ( 
 
 1,002 1 
 
 216 1 
 
 56 
 
 1,014 
 
 o 
 
 p 
 
 pH 
 
 CO 
 
 00 
 
 CM 
 
 O CS 
 CO 
 
 CS 
 
 CO 
 
 00 to 01 -i^ I 
 O CO 05 to 1 
 
 6IS 
 
 OCMOM-^^OCO-t^tD-^H 
 
 CO CO I— 1 lO 
 
 1 195 
 
 CMCSCMCOb-OMCOOCM 
 CD so I-H f-H 
 
 0 
 
 CD 
 
 01 
 
 109 
 
 .32 
 
 305 
 
 337 
 
 Ofill 
 
 " 1 
 
 r- 
 
 CD 
 
 00 
 
 oO *+• -H CD 
 to CS CD '=f 
 CS ^ 
 
 1,263 
 
 ^cooooor>-ooo*— >— ( 
 CO 1— 1 — 1 O >— • t- «D 
 
 1 382 
 
 CMCOCO-Ht-t^t^COCO 
 O CS OM OM 
 
 I-H OM 
 
 CD 
 
 CO 
 
 to 
 
 so 
 
 CM 
 
 9 
 
 515 
 
 524 
 
 896S 
 
 so 'X 
 CM 
 
 31 
 
 160 1 
 
 CS CO CD t> f-H 
 CO CO 1—1 
 
 CM 
 
 336 
 
 CM«-»OMt-CDOCDO^ 
 
 O ^ o O 
 
 i-H CM CM 
 
 1 585 
 
 1 -H 1 OO ! 1 00 so 
 
 1 -f — ( ! OM I 1 CM 
 
 1 
 
 t- 
 
 HtH (DM 
 pH CD 
 
 476 
 
 876 
 
 so CO 
 
 pH 
 
 00 
 
 pH 
 
 53 i 
 
 ICD CS CD CD '-f' 
 CS rf CD CD 1— 1 
 
 1 
 
 1 691 
 
 b>»'-+<CM00«D— I-^^CO 
 
 i-l f-H CS 1-1 I-H -H 
 
 1-H OM 
 
 1 481 
 
 CM b^ CS »0 >0 to CM 1 -H r-H 
 SO CO OM CM 1" 
 
 I-H lO 
 
 119 
 
 CO 
 
 CM 
 
 CO 
 
 31 
 
 1,257 
 
 00 
 
 GO 
 
 w 
 
 3.509 
 
 CO pH 
 
 
 t- 
 
 CM 
 
 ICO O so to 
 
 ll^ CM CO ^ 
 
 1 293 
 
 CSCOOMIOCOCS— '-HCO 
 CO O CM CD 1-H 
 
 ^ 1-H CM I-H 
 
 1 661 
 
 CO SO OM 1 OJ CO OM -ti CM 
 
 ^ CS 1 PH -*1 
 
 I-H -^1 
 
 CO 
 
 o 
 
 b- 
 
 178 
 
 CO pH 
 CO CS 
 
 824 
 
 2,741 
 
 21 
 
 1 
 
 318 1 238 1 
 
 !— 1 -H CO Ci 1C5 
 j-i CO Oi CC t-l 
 
 ! 
 
 CM 
 
 CM 
 
 00 
 
 CSOOtOCS-fiCDCS-HtO 
 
 1-- 1-H ^ ^ CO O 
 
 1—1 I-H 
 
 1 459 
 
 OMOMHt^rHCSt>OiOCO 
 I-H o CO PH CO 
 
 CM 
 
 CO 
 
 t« 
 
 CO 
 
 1> 
 
 CM 
 
 64 
 
 2,020 
 
 t- 
 
 o 
 
 CM 
 
 3.572 
 
 CO CO 
 CO 
 
 41 1 
 
 tW CO OM CO CO 
 so CO CO 
 
 r 
 
 CS 
 
 CM 
 
 COCOtDtOb-«MCOOO 
 
 lO 1-H 00 CM CM 1— ' 
 
 CM f-^ 
 
 1 594 
 
 126 
 
 494 
 
 1 
 
 19 
 
 2 
 
 1 
 
 21 
 
 CD 
 
 CD 
 
 CD 
 
 pH 
 
 39 
 
 1,752 
 
 pH 
 
 CS 
 
 pH 
 
 1.848 
 
 to so 
 CO 
 
 o 
 
 157 1 
 
 lO CO 
 
 j -1 to CM i-« 
 
 t!!l 
 
 CO 
 
 0-*-'-+<Ob^iOb-CSi-H 
 O CO ^ CO H*1 
 
 hH CO 
 
 1 853 
 
 OOOOMCMbH.pft'-CD 
 
 CO CS Hji CS H}i 
 
 OM OM 
 
 CQ 
 
 i- 
 
 OS 
 
 20 
 
 302 
 
 CM 
 
 CM 
 
 CO 
 
 2,161 
 
 b- CO 
 
 so 
 
 o 
 
 CO 
 
 to 
 
 lO b-. CD CM 1— ' 
 , O CS SO CM 
 
 1 626 
 
 lO CS -rj< t> lO CO O OM r-H 
 CD I-H ^ I-H CS CD CS 
 
 CO 
 
 U9 1 
 
 COOOCD OM CO to pHh-CD 
 
 t- — ' CO PH 
 
 OM 
 
 CD 
 
 CD 
 
 CO 
 
 202 1 
 
 b- pH 
 
 418 
 
 1.836 
 
 pH 
 
 pH 
 
 15 
 
 111 1 
 
 O CS OO CO so 
 D CO -^ »— * 
 jO 
 
 503 
 
 CDCMCOCMCO'**iCDHHTti 
 1-H ^ ^ — I 
 
 r- CM ^ 
 
 1 509 
 
 CMb'-pHpH-fOpHb-.cC 
 CO -H O OM pH pH |>- 
 
 OM PH 
 
 931 1 
 
 CM 
 
 rH 
 
 CM 
 
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 876 
 
 2,822 
 
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 CM PH 
 
 OS 
 
 CO 
 
 CM 
 
 00 
 
 CD 
 
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 O so OC so 
 D CM CM ^ 
 
 1- 
 
 235 
 
 lOCOCOtO^COCDtOCM 
 O f-H so 
 
 1 233 
 
 •— 'COtO-+'0’^sOCSrii 
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 PH -^1 
 
 625 1 
 
 175 1 
 
 CM fH 
 CM CS 
 CD 
 
 713 
 
 o 
 
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 335 
 
 159 
 
 494 
 
 105 1 142 1 
 
 D CS h- CD CM 
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 550 
 
 OOCOCOCM-^<i— lOD 1 
 
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 821 
 
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 CD to so pH pH 
 
 OM 
 
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 c. 223 1 
 
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 319 
 
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 00 
 
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 (M CC O 
 
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 O C5 O CO I CO Ci I CO 
 
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 :5 
 
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 ^ -jj 
 
 Sp « 
 
 O P oi CO -t< to o' t'-' o6 
 
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 ^ Q ^ 
 
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 :3 8 
 
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 CO P 
 
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 8801 
 
TABLE SHOWING THE DISTRIBUTION THROUGHOUT LONDON OF PERSONS ENGAGED IN VARIOUS TRADES AND OCCUPATIONS 
 
 (BY REGISTRATION DISTRICTS, 1881). 
 
 III.— Total Women and Girls. 
 
 92 
 
 Total 
 of each 
 Occupation. 
 
 0 ^ 1 — .c-ii — 1 <p^c;cs?d 
 
 463 
 
 —> «-*H >c t•- 
 x O l-H t> 
 I-I 40 
 
 927 
 
 X O X o 
 o. O 1 '- 03 
 CO 
 X 
 
 6,489 
 
 I— 1 l-H X !>• 40 -H 
 X 05 X t- h- -#H 
 05 03 X l-H O^ 
 
 oT 
 
 4,583 
 
 6,617 
 
 499 
 
 7,116 
 
 1,125 
 2,371 
 2,0 32 
 662 
 
 6.190 
 
 3,657 
 
 161 
 
 376 
 
 1,333 
 
 ■itJ-BAq^nog 
 ‘p..inoL\tJs ‘IS 
 
 •— < T-H <M 4/5 <N t-H 
 
 1 1 1 '-^ 1 
 
 26 
 
 05 X -t^ 
 
 1 ” 
 
 71 
 
 »0 X -H 
 X 
 
 493 
 
 03 -H*- 40 X X ^ 
 CO ^ l-H X 
 
 X 
 
 441 1 
 
 X 03 
 t- 
 
 801 
 
 113 
 
 125 
 
 15 
 
 35 
 
 288 
 
 l-H X X -^H 1 
 X HT 40 
 
 X 1 
 
 ■q^oqui'BT; pua 
 ‘j^jRAiq^^nog 
 
 ‘e.OAVio -;s 
 
 (Ni-hxccx I 
 
 52 
 
 CD (M O) X 
 (M 
 
 X 
 
 t- 
 
 c- X O 
 
 t-. X l-H 
 X 
 
 449 
 
 r-H 03 X X X O 
 03 C<3 X l-H 40 
 
 277 1 
 
 03 ^ 
 X b- 
 40 
 
 656 
 
 1 — H*H X X 
 l-H X 03 X 
 X 03 
 
 629 
 
 X -*H 1 
 
 r«. -^H C 5 X 
 
 X . 
 
 *Hoim{oo^ 
 
 pUR TUVqSLttO’^ 
 ‘qDiAuoaj 9 
 
 X X CC 'f lO C<J 
 
 II 1 1 
 
 21 
 
 03 X ^ O 
 
 30 
 
 ^ -JH 
 1 2 1 
 
 125 
 
 t-- X rH X 03 
 
 X X I— 
 
 130 1 
 
 t- X 
 03 
 
 32 
 
 X -H X X 
 O X 03 
 
 166 
 
 X l-H X 05 4 
 03 r -1 1 
 
 •|I0AiJ9qUI'B3 
 
 pUT3 
 
 Tn.ioASpnB M 
 
 »-H CC ^ <— 1 C5 1/5 
 
 1 1 1 1 
 
 27 
 
 t- X f-H -+• 
 X l-H 
 
 09 
 
 279 
 
 1 
 
 283 
 
 X l-H X 05 05 h*h 
 X l-H ^ X 
 
 171 1 
 
 03 X 
 X X 
 03 
 
 285 
 
 X X X X 
 03 I'- 03 C5 
 
 317 
 
 HH 03 X 40 ■ 
 X 40 -H 05 P 
 
 •ouoqo]Aj'Bpi 
 pui? ‘jac^sniTU 
 -;so^VV ‘^.iBnbB 
 -.lOAOTi'eH 
 ‘g, 02 jO 0 O -;s 
 
 Ifti— ICO 05 
 
 1 r 1 
 
 48 
 
 05 40 X 
 
 X 
 
 52 
 
 2 
 
 639 
 
 18 
 
 659 
 
 hH 03 X -tH O O 
 O <-H X X 03 X 
 
 283 1 
 
 X 
 
 92 
 
 Hf O X X 
 X C5 
 
 258 
 
 X X lO 03 i 
 X X X ■ 
 
 ■Bastaqo 
 pn-B uiRqpuj 
 
 'uo|3msu0X 
 
 1 ” 1 ” 1 1 TO 1 § 
 
 CD 
 
 05 ^ (N t- 
 
 29 
 
 1 
 
 3.57 
 
 5 
 
 1 
 
 363 
 
 V- X O 03 X X 
 
 X r-H l-H 03 
 
 98 1 
 
 03 03 
 03 
 
 24 
 
 9 
 
 151 
 
 3 
 
 116 
 
 279 
 
 03 l-H C5 X 1 
 03 1 -. 1-4 1 
 
 •pu-B.iig 
 
 puo sanu 'le 
 
 •-H .— 1 CO (M X 
 
 1 1 1 1 II 
 
 10 
 
 TiH 03 h- 
 
 ^ 03 
 
 45 
 
 03 X 
 
 X 1 
 
 147 
 
 3^ X 40 05 05 O 
 03 X 
 
 116 1 
 
 X X 
 03 
 
 139 
 
 X b- X 
 
 62 
 
 b- X 03 H .74 > 
 r- »0 H 
 
 4 
 
 pUR U.IOqpH 
 
 CC o-l -^H ^ ^ c» 
 
 II 1 1 ^ ^ 1 
 
 39 
 
 03 X l-H 05 
 03 40 
 
 X 
 
 X 
 
 5 
 
 484 
 
 5 
 
 494 
 
 03b-03XXr- 
 03 l-H X 05 I-H 05 
 03 HH 
 
 604 
 
 1,517 
 
 48 
 
 1.665 
 
 40 X X 40 
 X hh X 03 
 03 
 
 329 
 
 -H -f -H 1 
 
 L- ^ 2 ^ 
 
 -aoiSuqsx puv 
 ‘s-BaouB^j ’xs 
 ‘pcoiBduxBii 
 
 1 
 
 81 
 
 O O -f 
 
 03 i-H j O 
 
 134 
 
 l-H 40 05 
 03 1 
 
 1 
 
 X 
 
 eo 
 
 O 
 
 X X -+^ X l-H 
 
 r-- 1 — ( X X 
 
 03 l-H 03 
 
 793 1 
 
 o o 
 o t- 
 
 170 
 
 03 -+H CO 1 -H 
 l-H X X O 
 X l-H 
 
 530 
 
 03 X 05 b- 1 
 0 X Htl J 
 
 03 5 
 
 '.<OUJ[OUII 
 
 l-H >-H 1 — 1 _H cc 
 
 \ 1 1 1 1 
 
 
 t> X l-H 03 
 
 9S 
 
 137 
 
 2 
 
 139 
 
 X X hh CO hh 03 
 CO l-H ^ ^ to 
 
 266 
 
 225 
 
 18 
 
 243 
 
 X X -H O 
 
 l-H X 40 X 
 
 278 
 
 \ 
 
 X — 0 P • 
 
 1 -H f-H X 5 
 
 •JB^dOJ 
 pUB XLJiOX 
 PIO paa 
 ^UK ‘nioudoxs 
 
 ‘s^9:d.ioo9 *:ig 
 
 X --1 CC i—( U- .—1 
 
 1 1 1 1 1 
 
 19 
 
 -!*< 05 -H 
 
 — 1 
 
 104 
 
 03 l-H ^ O 
 
 o ^ 
 
 414 
 
 40 X X X X 03 
 
 l-H OX 
 
 f-H 03 
 
 425 
 
 476 
 
 132 
 
 608 
 
 X X b- X 
 l-H C5 -f 03 
 X HH I-. 
 
 681 
 
 256 
 
 19 
 
 25 
 
 godBuooiniM 
 
 pnB 
 
 U00j2-puiqx^3 
 
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 1 1 ^ 
 
 43 
 
 03 05 ^ O 
 03 03 X 
 
 115 
 
 03 r- 40 HjH 
 t'- 
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 1,888 
 
 40 03 O O X 
 
 t-- l-H X X 40 -f 
 
 l-H 'O 
 
 980 
 
 1,834 
 
 67 
 
 1,901 
 
 hH X O 
 t-- X X X 
 03 X 
 
 2,373 
 
 X 40 03 X a 
 C5 l-H >*H c 3 
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 53 ^ 
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 S “ kS 
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 P4 
 
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 PS 
 
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 r-. : a ® 
 
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 r' d » 
 
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 PS 
 
 H 
 
 Ph 
 
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 . ^ d ^ 
 c d CQ 
 
 § 
 
 IT'S bcpq 
 
 " c .3 .. 
 
 Ph‘j 7 ;m cii 
 
 o P -ir 
 
 O c 3 c 3 ^ 
 
 oqc::)m 
 
 ^ t-- X Ci 
 
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 PS 
 
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 rP S X 
 r £3 d O «h 5 
 
 P P ^ 
 ^ t;; 
 
 S a a S 
 
 d 1 ^ I— * O 
 
 .S 
 
 bc’^ tr. 
 
 d 5 c5 
 
 CO QQ PQ 
 
 : ^ 
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 -4-> T? 
 
 SkS 
 
 SH 
 
 c-S 
 
 o3 o 
 
 *sH Pi 
 
 ^ o 
 
 Pnfe 
 
 S 
 
 c2 
 
 ^ tfH 
 
 fh d 
 
 P 
 
 d P-ii^ 
 
 l-SS 
 
 X — 'VH 
 
 d c ^ 
 
 > o ^ : 
 
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 o - «3 
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 <i; O 
 
 a 
 
 O o 
 
 c^^yiPi 
 
 H 
 
 E-* 
 
 O 
 
 Ph 
 
 P . 
 
 'I 
 
 :c « 
 
 5 “ 
 
 e. 
 
 P P 
 ^ 'A 
 P <I 
 
 sS 
 
 « 
 
 O 
 
 !00 
 
 k-- Sfe-g.a 
 
 Cv ^ 
 
 WL 
 
93 
 
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 t- 05 O CO 
 
 o ^ 
 
 Pt^of 
 
 11,348 
 
 l>.^Cr-(05 05 05 00 t->-»0 
 b-^-iOGOOOOaOiOCD 
 
 oo'<^c^ P*^ PocToT 
 1-1 t- 04 
 
 145,391 
 
 04C0l0C0*-<l005OC0 
 lOO’^COOi— 'b-0505 
 b^<^C0 
 
 Cffi-cf of P CO 
 
 19,444 
 
 9,602 
 
 416 
 
 3,819 
 
 4.235 
 
 8,698 
 
 t-. -+< 
 t'- 04 
 
 101 
 
 1,581 
 
 972 
 
 76 
 
 10,702 
 
 5,034 
 
 1 
 
 244 
 
 19,670 
 
 2,313 
 
 39,012 
 
 250,525 
 
 70,654 
 
 321,079 
 
 691,932 
 
 -t< CO »0 lO 
 CO *— ( lO 1 
 
 ^ o.^ 
 
 1.364 
 
 C0040i— <-fCO'*fCO04 
 
 Ci^rtl>.C<10500iO'-^ 
 b- lO 1— ' CC CO 04 '«f lO 
 
 eo' oT 
 
 8,308 
 
 ^O5CO00O4i-»b'O4CO 
 CO O CO 05 1- 
 
 »-H CO *-i 
 
 949 
 
 802 
 
 00 00 
 04 00 
 
 216 
 
 620 
 
 1 " 
 
 
 48 
 
 JO t- JO w5 04 ST5 O 
 
 04 O JO 1 OO C5 
 
 CO 04 1 
 
 1,477 
 
 6,498 
 
 3,268 
 
 CO 
 
 CO 
 
 b-^ 
 
 OO" 
 
 25.354 
 
 ^ 00 oo 
 
 C^ O O <N 
 
 f-H C5 04 
 
 1,308 
 
 04 00*— il0CCO5b-0ClO 
 C4 i-h004'^04CO-^' 
 
 05 1— < b- CO 04 04 -*< OO 
 
 c^ oT 
 
 00 
 
 00^ 
 
 rH 
 
 1— i^04 00COCOi— i»Ot^ 
 CO CO ^ O 04 04 CO 
 
 lO *-' 
 
 1,706 
 
 867 
 
 -H JO 
 T CO 
 CO 
 
 379 
 
 6981 
 
 C5 1— 1 
 
 30 
 
 135 
 
 C5r5'04O4— <C5<?5CO 
 C5 04 -f r-i t— OO 
 
 <^cO t-^i— 1 
 
 1-H ^ 
 
 b- 
 
 JC 
 
 b-^ 
 
 of 
 
 18,042 
 
 6,274 
 
 CO 
 
 CO 
 
 p 
 
 C4 
 
 48,662 
 
 o t- o »o 
 
 *-H 04 
 
 202 
 
 iOCOiOCOi— <0 0 004 
 
 05 CO GO 04 05 lO t-- 05 
 
 04 0C^C<4^ 
 
 CO p 
 
 6,150 
 
 CO-^04C0 05i— 'i-<04CO 
 O 05 iO 05 CO 
 
 04 04 
 
 926 
 
 089 
 
 CO o 
 
 1—1 CO 
 
 173 
 
 620 
 
 00 ^ 
 
 Oi 
 
 101 
 
 CJN -+< lO 04 
 
 CO -+< CO 1 *-• 04 00 
 
 CO 04 1 
 
 <35 
 
 00 
 
 05 
 
 of 
 
 19,457 
 
 4,292 
 
 23,749 
 
 36,164 
 
 ^ O 05 CO O 
 04 -t* O 
 CO ^ 
 
 608 
 
 C004^COiO-^-+<0504 
 C0050>-H000b-.CO 
 lO CO 0^1— > 04 — 04 b- 
 
 iO' P 
 
 9,648 
 
 lOCOi— ICOCOCOCOCO-J< 
 CO 05 O ^ CO 
 
 CO CO 04 1— < 04 
 
 1,331 
 
 559 
 
 C5 04 
 04 -t< 
 CO 
 
 371 
 
 512 
 
 1 
 
 
 134 
 
 O b- t— b- 1-H GO 
 
 00 CO 00 1 04 ^ 
 
 C5 ■'f 1 Ht< 04 
 
 of 
 
 1 4,284 
 
 24,462 
 
 7,210 
 
 31,672 
 
 60,500 
 
 04 O iO 05 
 
 lO O «0 04 
 
 450 
 
 C«q-tib,hH.005-f-?^'b* 
 C£,t^l>.^C5t'-05^f— < 
 04»0 04i-HC0-f'»<'^ 
 
 CO Pco* ^ 
 
 20,630 
 
 COCOCOG00405COUO 
 1 CO O 1-^ 05 CO CO 
 
 1 CO CO i—i 04 
 
 2,637 
 
 o 
 
 CO 
 
 GO O 
 CO C5 
 
 528 
 
 266 
 
 " 1 
 
 
 304 
 
 C5 00 lO 04 04 1-H 
 
 04 1-H CO 1 
 
 1— 1 1 
 
 r-H rH 
 
 4191 
 
 42,459 
 
 7,988 
 
 50,447 
 
 82,027 
 
 CO b- 05 CO 
 1-^ lO GO lO 
 
 356 
 
 C0C004-^t'-OG0i— <04 
 
 OOi— 'C0»0 0005b- 
 |>^ C4 *-H 1-^ 
 
 oTP P 
 
 13,413 
 
 1 
 
 166 
 
 556 
 
 98 
 
 2 
 
 1 
 
 124 
 
 1.410 
 
 2,357 
 
 799 
 
 25 
 
 480 
 
 505 
 
 366 
 
 tc 
 
 10 
 
 212 
 
 282 
 
 1 
 
 1,475 
 
 793 
 
 64 
 
 3,734 
 
 490 
 
 6.839 
 
 -H hH 
 -+• JO 
 CO^CC 
 
 JO*' P 
 
 O 1-H 
 
 67,495 
 
 93,279 
 
 1— • CO CO ‘O 
 O ^ ^ 
 
 661 
 
 OC5 0000 0e0^04 
 O00405-f0005c0 
 
 cc 04^1.0 ^ ^ 
 
 3,039 
 
 05 041— i04rH04 04 — ' 
 ! 05 f'' UO CO CO IC 
 
 1 ^ CO 
 
 770 
 
 eec 
 
 12 
 
 198 
 
 210 
 
 211 
 
 1 1 
 
 1 
 
 30 
 
 OO CO CO 04 05 04 b- 
 
 04 1-H b- I JO CO 
 
 04 1 04 
 
 617 
 
 7,050 
 
 1,909 
 
 8,959 
 
 15,489 
 
 o CO ?D lO O 
 05 «0 OO b- *— ' 
 I-H 05^r-» 
 
 o 
 
 CO 
 
 C4 
 
 iO-^CO»Ob->— '04<-Hb- 
 CO»OGOCCi— 'OOO'^ 
 
 04 04 1— ' I— ' CO CO '^b- 
 
 P Co" 04*' P 
 
 9,948 
 
 b- 00 »C 1— ' 1— COCCI'- 
 
 I'- <05 04 JO 1 CO CO 
 
 04 04 i-t 1 1— ' CO 
 
 1,261 
 
 933 
 
 34 
 
 257 
 
 291 
 
 363 
 
 CO 
 
 1 
 
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 74 
 
 CO 05 CO OOJBOb- 
 
 04 1— 1 CO 1 1'- 
 
 1 Hf 1-H 
 
 1.415 
 
 10,132 
 
 5,514 
 
 15.646 
 
 36,303 
 
 O CO lO <— ' CO 
 b- O >-• 04 CO 
 »-H 00 »— 1 
 
 1,579 
 
 -t-C0t-OC5^05C£ib- 
 OCOCDb-OO-HCOlO 
 05 CO ^ CO CO 
 
 <oT co'' 1— < ^ 
 
 21,259 
 
 05 04 b- I-- 00 CO O CO 
 
 »0 IC 1— ' -t- 1 -H CO 
 
 -Tf CO '—'1 
 
 2.892 
 
 "1 
 
 1,020 
 
 00 G5 
 t- 04 
 1- 
 
 1 807 
 
 510 
 
 04 ^ 
 
 CO 
 
 280 
 
 04 00 CO 00 O 05 O 
 
 C' ^ CO O 1 JO O 00 
 04 1 
 
 PP CO 
 
 7.130 
 
 37,685 
 
 9,608 
 
 47,293 
 
 86.812 
 
 I0 05 00i-'b- 
 04 O 04 04 04 
 
 310 
 
 COb-b-CO-t-GCCO— 'CO 
 C0C0 10C0U0C0O05 
 04 ^ ^ 
 
 CC P 
 
 6,807 
 
 C0b-O4C0C0i— ' CO-+< 
 
 00 r-- CO 1 2 
 
 669 
 
 C4 
 
 O ^ 
 CO 05 
 04 
 
 321 
 
 100 
 
 " 1 
 
 - 
 
 C55 
 
 t- 
 
 31 
 
 611 
 
 287 
 
 12 
 
 1,383 
 
 115 
 
 2,439 
 
 12,299 
 
 2,684 
 
 14,983 
 
 CO 
 
 1- 
 
 p 
 
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 >0 b- CO 04 lO 
 b- OO 05 I-H 
 
 t- 
 
 t- 
 
 OCCl0b-.^04C0CC04 
 co-t^coo4cooococo 
 04^ CO 04 t- CO 
 50* P co"* 
 
 15,761 
 
 ^iCi— i-HOOi-h 004'-+< 
 1— looOGOc; 1— lOO 
 
 -?b CO 04 04 CO 
 
 1,999 
 
 CO 
 
 00 
 
 22 
 
 212 
 
 234 
 
 1,815 
 
 O CO 
 CO 
 
 33 
 
 124 
 
 CO -JH -+» 05 1-H O 00 
 
 1-H CC I-* 1 JO 1— ' 
 
 00 04 1 
 
 2,389 
 
 9,682 
 
 4,799 
 
 14,481 
 
 41,453 
 
 rf< 00 b- O 
 
 04 00 05 r-( 
 
 ^ 05 »-« 
 
 CO 
 
 CO 
 
 co^ 
 
 05 -^< 04 CO 05 CO CO 04 -t< 
 l0CC*-<05C5-t*C0C0 
 O^0C^04^O4 i-^i-H^CC^OS 
 
 CCT P of Off P 1—1 
 
 18,547 
 
 0CC00504O -+*lOCO 
 
 00 I— ' CO -f< ( *— 1-H O 
 
 CO LO CO 1 *—(04 
 
 1.947 
 
 1,479 
 
 CO 1- 
 CO CO 
 
 200 
 
 2,212 
 
 JO 1-H 
 
 CO 
 
 56 
 
 JO 04 rH lO 04 00 05 
 
 1-H CO JO 1 04 
 
 CO 1-H 1 JO i-< 
 
 IC 
 
 00 
 
 8,115 
 
 5,157 
 
 13.272 
 
 48,826 
 
 
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 168 
 
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 Glass 
 
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 02 
 
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 bo 
 
 C 
 
 W 
 
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 S3 
 
 Ph 
 
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 !h 
 
 <D 
 
 P 
 
 P 
 
 O 
 
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 6 
 
 p: 
 
 PI 
 
 c3 
 
 P! 
 
 
 P 
 
 t3 
 C • 
 o3 
 
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 c3 
 
 S S 
 
 c3 
 
 d 
 
 O 
 
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 d 
 
 d 
 
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 Tj 
 
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 Plh 
 
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07 
 
 APPENDIX C. 
 
 Tabi+e giving particulars of Fees, Attendance and Ages of Students at Technical Schools and 
 
 Classes in London. 
 
 (N.B. — Commercial and domestic subjects are not included in this table.) 
 
 Ordinary elementary continuation classes, all classes under the School Board, pupil teachers’ classes, and all day classe.i, 
 
 except those of Schools of Art, are also omitted. 
 
 
 
 I. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 III. 
 
 Ages of Students. 
 
 IV. 
 
 Attendances of Students 
 (Session 1801— 92j. 
 
 NAME 
 
 OF institution and 
 
 Fee per 
 
 
 
 
 
 
 
 Number 
 
 
 
 1 
 
 
 
 CLASS. 
 
 Session. 
 
 Total 
 
 Number 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 dents 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 ihtto 
 
 
 
 
 number 
 
 
 from 
 
 from 
 
 from 
 
 over 
 
 who have 
 
 5—10 
 
 10—20 
 
 20-30 
 
 over 
 
 
 
 
 on the 
 
 under 12 
 years. 
 
 12-14 
 
 14—16 
 
 16-20 
 
 20 
 
 made 
 
 attend- 
 
 attend- 
 
 attend- 
 
 attenil- 
 
 
 
 
 register. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 less than 
 5 attend- 
 
 anccs. 
 
 ancus. 
 
 ances. 
 
 
 
 
 
 
 
 
 
 
 
 an '’PS. 
 
 
 
 
 
 EASTERN DISTRICT. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Bow and Bromley Institute. 
 
 
 
 
 
 
 
 
 A 
 
 ttenda 
 
 ncesof 
 
 1 bou 
 
 r each 
 
 Art — D rawing 
 
 6/- Non- 
 
 87 
 
 
 
 8 
 
 11 
 
 22 
 
 46 
 
 
 6 
 
 10 
 
 70 
 
 1 
 
 
 
 Members 
 
 
 
 
 
 
 
 
 
 
 
 
 
 'Geometry 
 
 fi/- „ 
 
 66 
 
 
 
 
 
 14 
 
 28 
 
 24 
 
 6 
 
 7 
 
 12 
 
 41 
 
 
 
 
 Theoretical Mechanics . . . 
 
 
 9 
 
 — 
 
 — 
 
 — 
 
 7 
 
 2 
 
 2 
 
 
 
 
 
 7 
 
 
 
 
 Sound, Light, and Heat... 
 
 6,'- „ 
 
 14 
 
 — 
 
 — 
 
 1 
 
 4 
 
 9 
 
 
 
 
 
 2 
 
 12 
 
 _ 
 
 Science - 
 
 Magnetism Electricity . 
 
 61- „ 
 
 19 
 
 — 
 
 — 
 
 — 
 
 8 
 
 11 
 
 — 
 
 1 
 
 6 
 
 12 
 
 — 
 
 Chemistry, Inorganic ... 
 
 6/- „ 
 
 6 
 
 — 
 
 — 
 
 — 
 
 3 
 
 3 
 
 — 
 
 — 
 
 2 
 
 4 
 
 — 
 
 
 Physiography 
 
 6;'- „ 
 
 16 
 
 — 
 
 — 
 
 — 
 
 5 
 
 11 
 
 — 
 
 1 
 
 1 
 
 14 
 
 — 
 
 
 Botany 
 
 61- „ 
 
 24 
 
 — 
 
 — 
 
 — 
 
 5 
 
 19 
 
 3 
 
 2 
 
 2 
 
 15 
 
 
 
 j^Physiology 
 
 6/- „ 
 
 69 
 
 — 
 
 — 
 
 1 
 
 5 
 
 63 
 
 2 
 
 1 
 
 9 
 
 50 
 
 7 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Building Trades — Building 
 
 
 
 
 
 
 
 
 
 
 
 
 
 construction 
 
 6/- 
 
 49 
 
 — 
 
 — 
 
 7 
 
 25 
 
 17 
 
 1 
 
 8 
 
 5 
 
 35 
 
 
 
 (b) Engineering Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 Applied Mechanics 
 
 61- „ 
 
 69 
 
 — 
 
 — 
 
 11 
 
 46 
 
 12 
 
 4 
 
 2 
 
 13 
 
 50 
 
 
 
 Machine Construction 
 
 61- „ 
 
 68 
 
 — 
 
 — 
 
 19 
 
 44 
 
 5 
 
 1 
 
 2 
 
 6 
 
 59 
 
 
 
 Steam 
 
 6/- „ 
 
 37 
 
 — 
 
 — 
 
 — 
 
 28 
 
 9 
 
 
 2 
 
 7 
 
 27 
 
 1 
 
 (c) Ship-huildinq Trades — Naval 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Architecture 
 
 — 
 
 14 
 
 — 
 
 — 
 
 0 
 
 3 
 
 9 
 
 — 
 
 — 
 
 2 
 
 12 
 
 — 
 
 Agriculture 
 
 61- „ 
 
 22 
 
 — 
 
 — 
 
 — 
 
 1 
 
 21 
 
 1 
 
 7 
 
 14 
 
 — 
 
 — 
 
 JTgq 
 
 lene ... 
 
 6!- ,. 
 
 67 
 
 — 
 
 — 
 
 1 
 
 2 
 
 64 
 
 2 
 
 3 
 
 8 
 
 46 
 
 8 
 
 People’s Palace, Mile End-road. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 '^Drawing ... 7 
 
 7/6 [ 
 
 227 
 
 1 
 
 50 
 
 78 
 
 98 
 
 18 
 
 15 
 
 38 
 
 39 
 
 117 
 
 
 Design ... ... j 
 
 36 
 
 — 
 
 
 3 
 
 17 
 
 16 
 
 8 
 
 5 
 
 4 
 
 10 
 
 9 
 
 
 Painting ... 
 
 5/- and 
 
 20 
 
 1 
 
 
 3 
 
 6 
 
 10 
 
 3 
 
 2 
 
 8 
 
 5 
 
 2 
 
 
 
 10/-* 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure Drawing and 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Art ...<I 
 
 Painting 
 
 5/-* 
 
 42 
 
 — 
 
 
 O 
 
 14 
 
 25 
 
 9 
 
 6 
 
 7 
 
 6 
 
 14 
 
 
 Architectural Drawing . . 
 
 — 
 
 12 
 
 — 
 
 
 5 
 
 — 
 
 7 
 
 2 
 
 1 
 
 1 
 
 4 
 
 4 
 
 
 Clay-modelling ... 
 
 7/6 
 
 67 
 
 — 
 
 11 
 
 83 
 
 23 
 
 9 
 
 7 
 
 21 
 
 5 
 
 25 
 
 
 Wood-carving ... 
 
 5/- and 
 
 34 
 
 — 
 
 
 5 
 
 14 
 
 15 
 
 
 — 
 
 8 
 
 17 
 
 9 
 
 
 
 10/6* 
 
 
 
 
 
 
 
 
 
 
 
 
 
 . Art metal- work . . 
 
 6/-* 
 
 13 
 
 — 
 
 
 
 12 
 
 1 
 
 
 
 _ 
 
 1 
 
 7 
 
 r> 
 
 
 ' Geometry 
 
 4/- 
 
 92 
 
 — 
 
 
 7 
 
 49 
 
 36 
 
 30 
 
 5 
 
 20 
 
 19 
 
 18 
 
 
 Theoretical Mechanics . . . 
 
 4/- 
 
 19 
 
 — 
 
 
 1 
 
 9 
 
 9 
 
 1 
 
 1 
 
 2 
 
 15 
 
 
 
 Magnetism & Electricity 
 Chemistry, Inorganic 
 
 4/- and 6/- 
 
 67 
 
 — 
 
 
 6 
 
 37 
 
 24 
 
 8 
 
 7 
 
 24 
 
 27 
 
 1 
 
 Science 
 
 (Theoretical) ... 
 
 4/- 
 
 67 
 
 — 
 
 13 
 
 30 
 
 24 
 
 
 
 5 
 
 16 
 
 40 
 
 
 
 
 Chemistry, Inorganic 
 
 
 
 
 
 
 
 
 
 
 
 
 (Practical) 
 
 Chemistry, Organic 
 
 10/6 
 
 67 
 
 — 
 
 1 
 
 2 
 
 28 
 
 27 
 
 3 
 
 8 
 
 15 
 
 35 
 
 6 
 
 
 (Practical) 
 
 T6 
 
 7 
 
 — 
 
 
 4 
 
 — 
 
 3 
 
 1 
 
 2 
 
 
 3 
 
 1 
 
 
 ^Technical Gas Analysis.. 
 
 15/- 
 
 13 
 
 — 
 
 
 4 
 
 — 
 
 9 
 
 4 
 
 9 
 
 — 
 
 
 
 Tech.nology— 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Building Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Building Construction... 
 
 4/-, 5/-, and 
 
 46 
 
 — 
 
 
 6 
 
 22 
 
 18 
 
 6 
 
 7 
 
 14 
 
 19 
 
 
 
 
 
 10/- 
 
 
 
 
 
 
 
 
 
 
 
 Brickwork and Masonry 
 Bricklaying ... ... ...j 
 
 7\6 
 
 19 
 
 — 
 
 
 2 
 
 10 
 
 7 
 
 3 
 
 4 
 
 2 
 
 10 
 
 — 
 
 Carpentry and Joinery (Theo- 
 retical) ... 
 
 Carpentry and Joinery (Prac- 
 
 5/- 
 
 14 
 
 — 
 
 
 
 14 
 
 — 
 
 8 
 
 2 
 
 4 
 
 — 
 
 — 
 
 tical) 
 
 10/- 
 
 51 
 
 — 
 
 
 7 
 
 9 
 
 35 
 
 14 
 
 15 
 
 19 
 
 3 
 
 
 Plumbing (Theoretical) 
 
 
 53 
 
 
 
 
 1 
 
 30 
 
 22 
 
 4 
 
 6 
 
 4 
 
 11 
 
 28 
 
 Plumbing (Practical) ... 
 
 53 
 
 — 
 
 
 1 
 
 31 
 
 21 
 
 4 
 
 6 
 
 4 
 
 11 
 
 28 
 
 Note — Each attendance is of about 2 hours duration unless otherwise stated. 
 
 * Signifies Fee per term. 
 
 [ 13 ] 
 
98 
 
 Appendix C. — continued. 
 
 Table giving paeticulaes of Fees, &c. — continued. 
 
 
 
 I. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 m. 
 
 Ages of Students. 
 
 IV. 
 
 Attendances of Students 
 (Session 1891—92). 
 
 NAME OP INSTITUTION AND 
 
 Fee per 
 
 
 
 
 
 
 
 Number 
 
 
 
 
 
 
 CLASS. 
 
 Session. 
 
 Total 
 
 Number 
 
 of 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 of Stu- 
 dents 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 
 
 
 number 
 
 from 
 
 from 
 
 from 
 
 over 
 
 who have 
 
 5—10 
 
 10—20 
 
 20—30 
 
 over 30 
 
 
 
 
 on the 
 
 3iudcxit^ 
 under 12 
 years. 
 
 12—14 
 
 14—16 
 
 16-20 
 
 20 
 
 made 
 
 attend- 
 
 attend- 
 
 attend- 
 
 attend- 
 
 
 
 
 register. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 less than 
 5 attend- 
 
 ances. 
 
 ances. 
 
 ances. 
 
 ances. 
 
 
 
 
 
 
 
 
 
 
 ances. 
 
 
 
 
 
 EASTERN DISTRICT— coni. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 People’s Palace—cowf. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 'fEClINOLOGY icon.)— 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (h) Engineering and Metal Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 A])plied Meclianics 
 
 4/- 
 
 56 
 
 — 
 
 
 3 
 
 40 
 
 13 
 
 8 
 
 0 
 
 16 
 
 28 
 
 — 
 
 .Machine Construction... 
 
 4/- 
 
 129 
 
 — 
 
 21 
 
 75 
 
 33 
 
 13 
 
 20 
 
 29 
 
 67 
 
 — 
 
 Steam 
 
 4/. 
 
 55 
 
 — 
 
 
 7 
 
 40 
 
 8 
 
 4 
 
 9 
 
 14 
 
 28 
 
 — 
 
 Steam Engine Design ... ' ... 
 
 4/- 
 
 10 
 
 — 
 
 
 
 4 
 
 6 
 
 — 
 
 10 
 
 — 
 
 — 
 
 — 
 
 Steam Boiler Design ... 
 Mechanical Engineering'! 
 
 4/- 
 
 r 
 
 23 
 
 — 
 
 
 
 4 
 
 16 
 
 4 
 
 16 
 
 ~ 
 
 — 
 
 — 
 
 (Theoretical) ... ... f 
 
 Mechanical Engineering 1 
 
 10/- ] 
 
 19 
 
 — 
 
 
 
 15 
 
 4 
 
 8 
 
 5 
 
 2 
 
 4 
 
 — 
 
 (Practical) ... ... ) 
 
 
 101 
 
 — 
 
 11 
 
 63 
 
 27 
 
 — 
 
 15 
 
 57 
 
 29 
 
 — 
 
 Metal Plate M^ork 
 
 — 
 
 18 
 
 — 
 
 15 
 
 15 
 
 3 
 
 — 
 
 1 
 
 14 
 
 3 
 
 — . 
 
 Chain surveying 
 
 12/6 
 
 3 
 
 — 
 
 
 
 — 
 
 3 
 
 
 
 3 
 
 — 
 
 — 
 
 — 
 
 Theodolite sui'veying ... 
 
 15/- 
 
 6 
 
 — 
 
 
 
 — 
 
 6 
 
 — 
 
 4 
 
 
 — 
 
 — 
 
 Levelling... 
 
 Electrical Engineering — 
 
 12/6 
 
 3 
 
 — 
 
 
 
 — 
 
 3 
 
 — 
 
 •> 
 
 •J 
 
 — 
 
 — 
 
 — 
 
 Theoi’etical ... ... ") 
 
 Electrical Engineering — > 
 
 6/- 
 
 55 
 
 
 
 
 26 
 
 25 
 
 10 
 
 12 
 
 15 
 
 18 
 
 
 Practical ... ... ) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (d) Clothing TroAes — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Tailors’ Cutting ., 
 
 6/- and 7/6* 
 
 86 
 
 — 
 
 11 
 
 43 
 
 32 
 
 5 
 
 21 
 
 60 
 
 — 
 
 — 
 
 (e) Printing and Paper Trades— 
 Typography 
 
 
 
 
 
 
 
 
 
 
 
 
 6/- 
 
 26 
 
 — 
 
 
 2 
 
 9 
 
 15 
 
 6 
 
 6 
 
 5 
 
 9 
 
 — 
 
 Photogra])hy 
 
 10/6, 15/-* 
 
 86 
 
 — 
 
 3 
 
 27 
 
 56 
 
 8 
 
 16 
 
 30 
 
 32 
 
 — 
 
 Sign-writing 
 
 5/-* 
 
 58 
 
 — 
 
 
 3 
 
 16 
 
 39 
 
 1 
 
 2 
 
 24 
 
 31 
 
 — 
 
 Guild and School of Handicraft. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 "Design 
 
 
 19 
 
 
 
 
 
 
 
 11 
 
 8 
 
 5 
 
 3 
 
 1 
 
 1 
 
 9 
 
 Art 
 
 Art Metal-work ... 
 
 
 20 
 
 — 
 
 — 
 
 1 
 
 8 
 
 11 
 
 — 
 
 •) 
 
 6 
 
 12 
 
 — 
 
 
 ^Wood-carving ... 
 
 3/-* 
 
 21 
 
 — 
 
 5 
 
 5 
 
 3 
 
 8 
 
 3 
 
 ^ 2 
 
 r> 
 
 5 
 
 6 
 
 
 
 (1/- to 
 
 
 
 
 
 
 
 
 
 
 
 
 Technology — 
 
 (a) Building Trades — - 
 
 Carpentry and Joinei-y ... 
 
 boys) 
 
 
 
 
 
 
 
 
 
 
 
 
 ) 
 
 8 
 
 — 
 
 — 
 
 — 
 
 1 
 
 7 
 
 — 
 
 — 
 
 — 
 
 4 
 
 4 
 
 ilanual In.struction (for 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Teachers)... 
 
 Toynbee Hall. 
 
 10/6 
 
 137 
 
 
 
 
 
 137 
 
 19 
 
 10 
 
 27 
 
 19 
 
 62 
 
 
 
 
 
 
 
 
 
 Avera 2 :e weekly attendance. 
 
 Art — Drawing 
 
 M- 
 
 10 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 
 7 
 
 
 
 f Chemistry, Inorganic 
 
 
 
 
 
 
 
 
 
 
 10 
 
 
 
 
 (Theoretical) ... 
 Chemistry, Inorganic 
 
 1/- 
 
 19 
 
 
 
 
 
 
 r 
 
 
 
 
 
 
 Scii;xcE 
 
 (Practical) 
 
 1/- 
 
 12 
 
 1 Few under 16, the majority 
 
 
 
 
 24 
 
 
 
 Botany 
 
 1/- 
 
 53 
 
 betw'een 20 and 30 years of 
 
 
 
 
 
 
 
 Geology ... 
 
 1/- 
 
 6 
 
 
 
 age. 
 
 
 
 
 
 
 — 
 
 
 
 
 Phvsiology 
 
 1/- 
 
 18 
 
 
 
 
 
 
 
 
 
 12 
 
 
 
 (.Biology 
 
 1/- 
 
 8 
 
 
 
 
 
 
 L 
 
 
 
 t> 
 
 
 
 Whitechapel Craft School. 
 
 - 
 
 
 
 
 
 
 
 
 
 
 
 
 
 "Design 
 
 
 f22 
 
 
 
 2 
 
 3 
 
 16 
 
 1 
 
 4 
 
 9 
 
 2 
 
 5 
 
 2 
 
 A rt . . . < 
 
 Art Metal \Mork 
 W^ood Carving, Clay 
 
 0 !ft # 4. 
 
 14 
 
 “ 
 
 1 
 
 4 
 
 6 
 
 3 
 
 — 
 
 2 
 
 9 
 
 13 
 
 1 
 
 2 
 
 
 V. Modelling 
 
 ^/D ^ y 
 (1/- to 
 
 22 
 
 — 
 
 1 
 
 5 
 
 3 
 
 13 
 
 2 
 
 3 
 
 3 
 
 1 
 
 vSriENCE— 
 
 -Botany of Timber 
 
 >• boys 
 under 
 16) 
 
 21 
 
 — 
 
 — 
 
 — 
 
 — 
 
 21 
 
 21* 
 
 — 
 
 — 
 
 — 
 
 — 
 
 ] KCIINOLOGY — 
 
 
 
 
 
 
 
 
 
 
 
 
 (c) Wood; Furniture Trades — 
 
 
 
 
 
 
 
 
 
 
 
 6 
 
 
 Trade Woodwork Class 
 
 - 
 
 1J3 
 
 — 
 
 — 
 
 1 
 
 1 
 
 11 
 
 — 
 
 — 
 
 — 
 
 4 
 
 Manual Instruction (for 
 
 
 
 
 
 
 
 
 
 
 15 
 
 
 
 Teachers) 
 
 10/-* 
 
 113 
 
 — 
 
 — 
 
 — 
 
 
 113 
 
 3 
 
 7 
 
 26 
 
 62 
 
 Note, — Each attendance is of abont 2 hours duration unless otherwise stated. 
 
 * Signifies fee per term. f Inclusive fee to Art Classes. 
 
99 
 
 Appendix C, — continued. 
 
 Table giving Particulars of Fees, &c. — continued. 
 
 
 
 I. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 III. 
 
 Ages of Students. 
 
 
 IV. 
 
 Attendances of 
 (Session 1891 
 
 Students 
 
 -92;. 
 
 
 name of institution and 
 
 Fee per 
 
 
 
 
 
 
 
 Number 
 of Stu- 
 dents 
 
 
 
 
 
 
 CLASS. 
 
 Ses.sion. 
 
 Total 
 
 Number 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 
 
 
 number 
 
 
 from 
 
 from 
 
 from 
 
 over 
 
 who have 
 
 5 10 
 
 10—20 
 
 20—30 
 
 over 30 
 
 
 
 
 on the 
 
 
 12-14 
 
 14—16 
 
 16-20 
 
 20 
 
 made 
 
 atteud- 
 
 attend- 
 
 attend- 
 
 attend- 
 
 
 
 
 register. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 less than 
 5 attend- 
 
 anocs. 
 
 ances. 
 
 ancee. 
 
 ances. 
 
 
 
 
 
 
 
 
 
 
 aneee. 
 
 
 
 
 
 EASTERN DISTRICT— cont. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Hackney Institution. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 r 
 
 5/- session 
 
 ) 
 
 
 
 
 
 
 
 
 
 
 
 Art ... 
 
 Drawing ... ... < 
 
 audio/- per 
 
 85 
 
 5 
 
 2 
 
 4 
 
 24 
 
 50 
 
 1 
 
 — 
 
 3 
 
 44 
 
 37 
 
 ( 
 
 Clay Modelling ... 
 
 quarter 
 10/- per 
 
 ) 
 
 5 
 
 _ 
 
 
 
 
 
 _ 
 
 5 
 
 , - 
 
 2 
 
 3 
 
 . 
 
 ■„ 
 
 
 
 
 quarter 
 
 
 
 
 
 
 
 
 
 
 
 
 
 f Geometry 
 
 
 ri8 
 
 — 
 
 2 
 
 3 
 
 7 
 
 4 
 
 — . 
 
 _ 
 
 2 
 
 13 
 
 3 
 
 
 > Theoretical Mechanics... 
 
 
 11 
 
 — 
 
 — 
 
 6 
 
 4 
 
 1 
 
 — 
 
 
 
 2 
 
 9 
 
 — 
 
 Science 
 
 Chemistry 
 
 one 
 subject, 
 I 2/- each 
 ' addi- 
 
 11 
 
 1 
 
 1 
 
 2 
 
 1 
 
 6 
 
 — 
 
 1 
 
 1 
 
 9 
 
 — 
 
 
 Physiography 
 
 35 
 
 — 
 
 — 
 
 — 
 
 18 
 
 15 
 
 — 
 
 3 
 
 1 
 
 31 
 
 — 
 
 
 Physiology 
 
 33 
 
 — 
 
 — 
 
 1 
 
 18 
 
 15 
 
 — 
 
 — 
 
 2 
 
 31 
 
 -- 
 
 Agriculture 
 
 tional 
 
 sub]ect 
 
 29 
 
 — 
 
 2 
 
 — 
 
 24 
 
 3 
 
 — 
 
 — 
 
 — 
 
 29 
 
 — 
 
 Hygiene ... 
 
 J 
 
 U7 
 
 — 
 
 
 2 
 
 8 
 
 7 
 
 — 
 
 — 
 
 — 
 
 17 
 
 — 
 
 North-East London Institute. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Art — D rawing 
 
 6/6 to 10/6 
 
 35 
 
 3 
 
 2 
 
 2 
 
 18 
 
 10 
 
 1 
 
 6 
 
 9 
 
 10 
 
 9 
 
 
 r Physiography 
 
 ] 
 
 ru 
 
 
 
 
 
 
 
 4 
 
 10 
 
 2 
 
 1 
 
 2 
 
 8 
 
 1 
 
 Science 
 
 Botany 
 
 
 \ 20 
 
 — 
 
 
 
 
 
 5 
 
 15 
 
 1 
 
 2 
 
 3 
 
 14 
 
 — 
 
 
 L Physiology 
 
 6/. 
 
 41 
 
 — 
 
 — 
 
 — 
 
 20 
 
 21 
 
 O 
 
 o 
 
 — 
 
 11 
 
 27 
 
 — 
 
 Hygiene ... 
 
 ) 
 
 (,23 
 
 — 
 
 — 
 
 — 
 
 10 
 
 13 
 
 — 
 
 — 
 
 3 
 
 20 
 
 — 
 
 North London and Borough of 
 Hackney School of Science and 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Art. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 'Drawing ... 
 
 7/6 to 1 gn. 
 
 178 
 
 8 
 
 20 
 
 23 
 
 59 
 
 68 
 
 14 
 
 74 
 
 70 
 
 20 
 
 _ 
 
 
 Design ... 
 
 — 
 
 13 
 
 — 
 
 — 
 
 — 
 
 — 
 
 13 
 
 — 
 
 4 
 
 9 
 
 — 
 
 — 
 
 Art ..." 
 
 Painting ... 
 
 Figure Drawing and 
 
 1 to 2 gns. 
 
 92 
 
 1 
 
 3 
 
 7 
 
 38 
 
 43 
 
 15 
 
 16 
 
 45 
 
 16 
 
 — 
 
 
 Painting 
 
 ■ 
 
 52 
 
 — 
 
 — 
 
 5 
 
 13 
 
 34 
 
 7 
 
 8 
 
 23 
 
 14 
 
 
 
 
 ^Architectural Drawing.. 
 
 15/- 
 
 35 
 
 — 
 
 1 
 
 7 
 
 11 
 
 16 
 
 5 
 
 15 
 
 11 
 
 4 
 
 — 
 
 Science — 
 
 Geometry ... 
 
 7,6 
 
 36 
 
 5 
 
 8 
 
 6 
 
 15 
 
 2 
 
 32 
 
 4 
 
 — 
 
 — 
 
 __ 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Building Trades — 
 
 Building Construction ... 
 
 (5) Engineering u7idMetalTrades — 
 
 7/6 
 
 19 
 
 — 
 
 — 
 
 3 
 
 7 
 
 9 
 
 — 
 
 19 
 
 — 
 
 — 
 
 — 
 
 Machine Construction ... 
 
 7/6 
 
 2 
 
 — 
 
 — 
 
 1 
 
 1 
 
 
 
 2 
 
 — 
 
 
 — 
 
 NORTHERN DISTRICT. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Clapton and Stamford Hill 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 School of Art. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Drawing ... 
 
 10/6 to 
 
 59 
 
 8 
 
 4 
 
 12 
 
 20 
 
 15 
 
 2 
 
 10 
 
 9 
 
 8 
 
 30 
 
 
 Design 
 
 31/6* 
 
 ' to 2 gns.* 
 
 16 
 
 
 1 
 
 2 
 
 8 
 
 5 
 
 
 4 
 
 5 
 
 7 
 
 . . 
 
 
 Painting ... 
 
 to 2 gns.* 
 
 18 
 
 — 
 
 — 
 
 1 
 
 6 
 
 11 
 
 — 
 
 3 
 
 4 
 
 2 
 
 9 
 
 Art ...- 
 
 Figure Drawing and 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Painting 
 
 2 guineas. 
 
 8 
 
 1 
 
 — 
 
 
 
 4 
 
 4 
 
 — 
 
 4 
 
 1 
 
 1 
 
 2 
 
 
 Architectural Drawing . . 
 
 — 
 
 2 
 
 
 
 
 
 
 
 
 
 2 
 
 
 
 - . 
 
 
 
 
 2 
 
 1 
 
 Clay Modelling ... 
 
 1 to 2 gns. 
 
 11 
 
 — 
 
 — 
 
 — 
 
 5 
 
 6 
 
 _ 
 
 
 
 5 
 
 3 
 
 3 
 
 
 Wood-carving ... 
 
 12/6* 
 
 7 
 
 
 — 
 
 — 
 
 2 
 
 5 
 
 — 
 
 7 
 
 — 
 
 — 
 
 
 Science — 
 
 Geometry... 
 
 10/6 to 
 
 12 
 
 j 
 
 1 
 
 
 9 
 
 2 
 
 
 
 1 
 
 2 
 
 9 
 
 
 
 
 31/6* 
 
 
 
 
 
 
 
 
 
 
 
 
 Note. — E ach attendance is of about two liours duration unless otherwise stated. 
 
 * Signifies Fee per term 
 
100 
 
 Appendix C.—contimtccI. 
 
 Table giving Pakticulabs of Fees, &c. — continued. 
 
 NAME OF INSTITUTION AND 
 CLASS. 
 
 Fee per 
 Session. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 Total 
 number 
 on the 
 register. 
 
 III. 
 
 Ages of Students. 
 
 Number 
 
 of 
 
 Students 
 under 12 
 years. 
 
 Ditto 
 
 from 
 
 12—14 
 
 years. 
 
 Ditto 
 
 from 
 
 14—16 
 
 years. 
 
 Ditto 
 
 from 
 
 16—20 
 
 years. 
 
 Ditto 
 
 over 
 
 20 
 
 years. 
 
 IV. 
 
 Attendances of Students 
 (Sesbion 1891—92). 
 
 Number, 
 of Stu- 
 dents 
 who have 
 made 
 less than 
 5 attend- 
 ances. 
 
 Ditto 
 
 5-10 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 10-20 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 20—30 
 
 attend- 
 
 ances. 
 
 Ditto 
 over 36 
 attend- 
 ances. 
 
 NOR TIIERN ns TRIG T—coiit. 
 
 Stoke Newington Science and Art 
 Classes. 
 
 Drawing 
 Design 
 
 Art <( I’ainting 
 
 Figure Drawing and 
 Paintin<>: . 
 
 Science — G eometry 
 
 St. John's Youths’ Institute, 
 Holloway. 
 
 Art — Drawing 
 
 Science — Geometry ... 
 
 'i'ECITNOLOGT — 
 
 (a) Building Trades — Building 
 construction 
 
 Highbury Institute and School 
 of Art. 
 
 Art 
 
 ('Drawing ... 
 
 3 Painting 
 
 " 1 Figure Drawing and 
 Painting 
 
 ^ Geometry 
 
 Theoretical Mechanics .. 
 Magnetism & Electricity 
 Science ( Physiography ... 
 Botany 
 
 Physiology . . 
 
 \ Biology ... 
 
 Technology — 
 
 (n) Building Trades — Buildin," 
 Construction 
 
 (h) Engineering and Melal Trades— 
 Applied Mechan'es 
 Machine Drawing 
 
 Agricnlture 
 Jlijgiene ...■ 
 
 Camden School of Science and 
 Art 
 
 Drawing .. 
 
 Design 
 
 Painting .. 
 
 Figure Drawing and 
 Painting . . 
 Architectural Drawing 
 ^Modelling 
 Wood-carving ... 
 
 Art 
 
 Science — Geometry 
 
 Technology — 
 
 (n) Building Trades — Building 
 Construction 
 
 7/6 to 
 1 guinea.* 
 
 10/6 to 
 1 guinea. 
 
 7/6 to 
 1 sfuinea. 
 
 6/- to 21/- 
 10/6 to2 gns 
 
 10/6 „ H „ 
 
 One science 
 .subject 6s., 
 ) each ad- 
 ditional 
 subject 3s. 
 
 h/- 
 
 SeeScience 
 5/- 
 
 SeeScience 
 
 Evening 
 Classes 
 24/- to 28/- 
 Day Classes 
 21/- to 30/-* 
 
 20/- to 80/ 
 21/- to 28/ 
 
 79 
 
 12 
 
 26 
 
 33 
 
 25 
 
 21 
 
 187 
 
 31 
 
 33 
 
 75 
 
 27 
 
 15 
 
 24 
 
 22 
 
 27 
 
 7 
 
 64 
 
 15 
 
 23 
 
 16 
 37 
 
 204 
 
 25 
 
 47 
 
 60 
 
 13 
 
 32 
 
 3 
 
 t-2 
 
 12 
 
 10 
 
 10 
 
 24 
 
 2 
 
 9 
 
 15 
 
 6 
 
 10 
 
 3 
 
 38 
 
 1 
 
 4 
 
 11 
 
 16 
 
 6 
 
 12 
 
 15 
 
 8 
 
 29 
 
 11 
 
 11 
 
 26 
 
 2 
 
 2 
 
 5 
 
 2 
 
 5 
 
 6 
 
 25 
 
 13 
 
 3 
 
 61 
 
 6 
 
 13 
 
 3 
 
 10 
 
 45 
 
 10 
 
 9 
 
 13 
 
 2 
 
 4 
 
 2 
 
 16 
 
 146 
 
 17 
 
 21 
 
 39 
 
 11 
 
 13 
 
 19 
 
 20 
 21 
 
 34 
 
 1 
 
 8 
 
 13 
 
 34 
 
 85 
 
 14 
 
 34 
 
 47 
 
 10 
 
 23 
 
 1 
 
 11 
 
 1 
 
 Atten 
 
 10 
 
 12 
 
 15 
 
 15 
 
 2 
 
 2 
 
 12 
 
 o 
 
 dance 
 
 17 
 
 8 
 
 9 
 
 11 
 
 2 
 
 2 
 
 1 
 
 114 
 
 9 
 
 22 
 
 30 
 
 7 
 
 9 
 
 36 
 
 21 
 
 5 
 
 10 
 
 11 
 
 4 
 
 6 
 
 of 1 
 
 32 
 
 7 
 
 20 
 
 17 
 
 hour e ach. 
 
 13 
 
 49 
 
 4 
 
 10 
 
 13 
 
 1 
 
 20 
 
 86 
 
 6 
 
 47 
 
 34 
 
 8 
 
 15 
 
 14 
 
 20 
 
 5 
 
 45 
 
 12 
 
 16 
 
 10 
 
 28 
 
 31 
 
 43 
 
 2 
 
 11 
 
 Note — Each attendance is of about two hours duration unless otherwise stated. 
 
 • Sigtiifics foe per term. f Th"sc students also take ^Machine Construction. 
 
101 
 
 Appendix C. — continued. 
 
 Table giving Particulaks of Fees, &c. — continued. 
 
 
 I. 
 
 II. 
 
 Numbei 
 -f Stu- 
 
 
 III. 
 
 Aees of Students. 
 
 
 
 IV. 
 
 Attendances of Stiulenta 
 
 
 
 
 dents. 
 
 
 
 
 
 
 
 (Session 1891- 
 
 “92;. 
 
 
 NAME OF INSTITUTION AND 
 
 Fee per 
 
 
 
 
 
 
 
 Number 
 
 
 
 
 
 CLASS. 
 
 Session. 
 
 Total 
 
 Number 
 
 of 
 
 Students 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 of Stu- 
 dents 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 
 
 
 number 
 
 from 
 
 from 
 
 from 
 
 over 
 
 wbohave 
 
 5—10 
 
 10—20 
 
 20-30 
 
 over 30 
 
 
 
 on Ihe 
 
 12— U 
 
 U— 16 
 
 16-20 
 
 20 
 
 made 
 
 attend- 
 
 attend- 
 
 attend- 
 
 attend- 
 
 
 
 re^stt-r. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 less than 
 5 attend- 
 
 ances. 
 
 ances. 
 
 ances. 
 
 ances. 
 
 
 
 
 
 
 
 
 
 anees. 
 
 
 
 
 
 NORTHERN DISTRICT— cont. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Camlen-road Art Studios. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 .''Drawing ... 
 
 5, '6 to 35/6 
 
 23 
 
 2 
 
 o 
 
 o 
 
 4 
 
 5 
 
 9 
 
 20 
 
 3 
 
 
 
 
 \ Design 
 
 ,, 
 
 2 
 
 — 
 
 — . 
 
 1 
 
 — 
 
 1 
 
 — 
 
 
 
 
 
 
 
 
 
 Art ...< Painting 
 
 
 14 
 
 — 
 
 2 
 
 3 
 
 4 
 
 5 
 
 
 
 14 
 
 
 
 
 
 
 
 1 Figure Drawing and 
 
 
 
 
 
 
 
 
 
 
 
 
 
 \ Painting 
 
 ” 
 
 5 
 
 — 
 
 — 
 
 1 
 
 1 
 
 O 
 
 — 
 
 — , 
 
 — 
 
 — 
 
 5 
 
 NOR TH- WES TERN DIS TRIG T. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 William Ellis Endowed School, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Gospel Oak. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Art — D rawdng 
 
 6/- to 10/6 
 
 55 
 
 — 
 
 — 
 
 — 
 
 10 
 
 45 
 
 4 
 
 O 
 
 o 
 
 10 
 
 14 
 
 24 
 
 f Geometry . . 
 
 1 5/- for f 
 
 12 
 
 _ 
 
 
 
 3 
 
 3 
 
 6 
 
 
 
 4 
 
 6 
 
 2 
 
 \ Sound, Light and Heat 
 
 one 
 
 7 
 
 — 
 
 — 
 
 — 
 
 2 
 
 5 
 
 2 
 
 
 
 
 5 
 
 
 Science ■< Magnetism & Electricity 
 
 > subject,^ 
 
 9 
 
 — 
 
 . — . 
 
 1 
 
 3 
 
 5 
 
 2 
 
 
 
 
 
 7 
 
 __ 
 
 I Botany 
 
 7/6 for 
 
 5 
 
 — 
 
 — 
 
 — 
 
 1 
 
 4 
 
 — 
 
 — 
 
 2 
 
 .3 
 
 
 
 1 Physiology 
 
 J two [ 
 
 10 
 
 — 
 
 — 
 
 
 — 
 
 10 
 
 — 
 
 1 
 
 — 
 
 9 
 
 — 
 
 Hygiene ... 
 
 
 5 
 
 - 
 
 — 
 
 — 
 
 — 
 
 5 
 
 — 
 
 
 — 
 
 5 
 
 — 
 
 Aldenham Institute. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Art — D rawing 
 
 5/- 
 
 7 
 
 — 
 
 — 
 
 — 
 
 2 
 
 5 
 
 — 
 
 — 
 
 4 
 
 o 
 
 — 
 
 r Geometry... 
 
 3/ 
 
 27 
 
 
 
 
 
 
 
 4 
 
 23 
 
 0 
 
 1 
 
 4 
 
 20 
 
 
 Science < Magnetism & Electricity 
 
 
 4 
 
 — 
 
 — 
 
 — 
 
 1 
 
 3 
 
 2 
 
 — 
 
 
 
 2 
 
 
 (, Physiology 
 
 — 
 
 4 
 
 — 
 
 — 
 
 — 
 
 — 
 
 4 
 
 2 
 
 — 
 
 — 
 
 2 
 
 — 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Building Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Building Construction ... 
 
 2/- 
 
 25 
 
 — 
 
 
 — 
 
 2 
 
 23 
 
 3 
 
 1 
 
 2 
 
 17 
 
 2 
 
 Carpentry and Joinery 
 
 3/- 
 
 10 
 
 — 
 
 — 
 
 — 
 
 
 10 
 
 1 
 
 2 
 
 
 
 7 
 
 
 
 Plumbing... 
 
 ^h) Engineering and Meial Trades 
 
 6/. 
 
 6 
 
 — 
 
 — 
 
 — 
 
 — 
 
 6 
 
 ^ 
 
 1 
 
 2 
 
 3 
 
 — 
 
 — Machine Construction 
 
 3/. 
 
 3 
 
 — 
 
 — 
 
 — 
 
 — 
 
 o 
 
 — 
 
 — 
 
 — 
 
 1 
 
 2 
 
 Hygiene ... 
 
 — 
 
 2 
 
 — 
 
 — 
 
 — 
 
 — 
 
 2 
 
 — 
 
 — 
 
 — 
 
 0 
 
 -- 
 
 WEST CENTRAL DISTRICT. 
 
 
 
 
 
 
 
 
 Attendances of 2 
 
 to 5 hours. 
 
 Royal Female School of Art. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ^Drawing'... 
 
 1 to 6 gns. 
 
 55 
 
 1 
 
 3 
 
 6 
 
 46 
 
 12 
 
 1 
 
 
 6 
 
 4 
 
 44 
 
 \ Design ... 
 
 'I r 
 
 14 
 
 4 
 
 O 
 
 5 
 
 2 
 
 
 
 4 
 
 3 
 
 5 
 
 2 
 
 
 A RT ... < Painting ... 
 
 f 2 to 15) 
 
 52 
 
 — 
 
 — 
 
 — 
 
 24 
 
 27 
 
 o 
 
 4 
 
 7 
 
 8 
 
 30 
 
 i Figure Drawing and 
 
 C gns. 1 
 
 
 
 
 
 
 
 
 
 
 Painting 
 
 16 
 
 — 
 
 — 
 
 — 
 
 11 
 
 5 
 
 1 
 
 4 
 
 1 
 
 10 
 
 — 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (e) Printing and Paper Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Chromo-Lithography ... 
 
 — 
 
 11 
 
 — 
 
 — 
 
 — 
 
 O 
 
 O 
 
 8 
 
 — 
 
 — 
 
 — 
 
 — 
 
 11 
 
 * Working Men’s College. 
 
 
 
 
 
 
 
 
 At 
 
 O 
 
 ces 1 be 
 
 ur cad 
 
 1. 
 
 Art — Drawing 
 
 2/6 to 7/6* 
 
 50 
 
 — 
 
 — 
 
 — 
 
 12 
 
 38 
 
 — 
 
 
 10 
 
 14 
 
 21 
 
 f Geometry 
 
 1 f 
 
 17 
 
 
 
 
 
 
 
 3 
 
 14 
 
 3 
 
 7 
 
 3 
 
 4 
 
 
 1 Sound, Light Heat 
 
 
 10 
 
 — 
 
 — 
 
 — 
 
 3 
 
 7 
 
 4 
 
 2 
 
 2 
 
 2 
 
 
 1 Magnetism & Electricity 
 
 1 1 
 
 21 
 
 — 
 
 _ 
 
 
 
 3 
 
 18 
 
 .3 
 
 3 
 
 7 
 
 5 
 
 3 
 
 Science i Chemistry 
 
 j rhysiography 
 
 ^ l/-t ] 
 
 39 
 
 22 
 
 — 
 
 — 
 
 — 
 
 8 
 
 2 
 
 31 
 
 20 
 
 12 
 
 9 
 
 4 
 
 •> 
 
 O 
 
 12 
 
 8 
 
 11 
 
 2 
 
 
 Botany 
 
 1 j 
 
 15 
 
 — 
 
 — 
 
 — 
 
 — 
 
 15 
 
 5 
 
 1 
 
 2 
 
 6 
 
 1 
 
 1 Physiology 
 
 
 18 
 
 — 
 
 — 
 
 — 
 
 3 
 
 15 
 
 
 
 5 
 
 6 
 
 7 
 
 
 1. Biology 
 
 J L 
 
 16 
 
 — 
 
 — 1 
 
 — 
 
 .3 
 
 13 
 
 — 
 
 »] 
 
 2 
 
 10 
 
 1 
 
 * In this College a term fee of 2/6 is charged, which covers the fee for any one of the classes named, except the Life 
 class, which is charged extra. f Signifies Fee per term. J Art classes 2 hours each. 
 
 Note. — Each attendance is of about 2 hours duration unless otheiuvise stated. 
 
102 
 
 Appendix C. — (Ontinual. 
 
 Table giving Particulars of Fees, &c. — contimicd. 
 
 NAME OF INSTITUTION AND 
 CLASS. 
 
 Fee per 
 Session. 
 
 IJ. 
 N’limbor 
 of Stu- 
 dents. 
 
 Total 
 number 
 on the 
 register. 
 
 III. 
 
 Ages of Students. 
 
 Xumber 
 
 of 
 
 Students 
 under 12 
 years. 
 
 Ditto 
 
 from 
 
 12—14 
 
 years. 
 
 Ditto 
 
 from 
 
 14—16 
 
 years. 
 
 Ditto 
 
 from 
 
 16-20 
 
 years. 
 
 Ditto 
 
 over 
 
 20 
 
 years. 
 
 IV. 
 
 Attendances of Students 
 (Session 1891 — 02). 
 
 Number 
 of Stu- 
 dents 
 who have 
 made 
 less than 
 5 attend- 
 ances. 
 
 Ditto 
 
 5—10 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 10-20 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 20—30 
 
 attend- 
 
 ances. 
 
 Ditto 
 over 36 
 attend- 
 anoei. 
 
 WEST CENTRAL DISTRLCT- 
 continued. 
 
 Working Men’s College — coni. 
 Technology — 
 
 Building Trades — Building Con- 
 struction... 
 
 St. Martin’s School of Art. 
 
 / Drawing . 
 
 Design 
 Fainting . . 
 
 Art ... ( Figure Drawing and 
 Fainting 
 
 Architectural Drawing. . 
 V Clay Modelling 
 
 WESTERN DISTRICT. 
 
 Broadway Science and Art Classes 
 
 Art — Drawing ... 
 
 Science — G eometry" .. 
 
 Technology — 
 
 Building Trades — Building Con- 
 struction ... 
 
 Engineering Trades — Machine 
 CoiLstrnction 
 
 Brook-green School of Art and 
 Science. 
 
 A RT — General Classes 
 
 SciEN'CE — Geometry... 
 
 Technology — 
 
 Building Trades — Building Con- 
 struction ... ..^ 
 
 Glneen's-park Institute. 
 
 Art — Drawing 
 
 I Geometry 
 
 Scsence < Fhysiography 
 ( Chemistry 
 
 15/- to 
 f :50/- 
 
 5/- 
 
 5/- 
 
 1 7 '6 to 30/. 
 
 Nominal 
 
 'I'echnology— 
 
 (a) Building Trades 
 Construction 
 
 Building 
 
 Hyde-park and Bayswater School 
 of Science and Art. 
 
 / Drawing ... 
 
 Design 
 Fainting ... 
 
 Art .. / Figure Drawing and 
 Fainting . . 
 .Architectural Driwing 
 V Clay Modelling . 
 
 S( I ENC E — G eometry ... 
 
 * 10/0 
 
 15 
 
 101 
 
 14 
 30 
 
 52 
 
 15 
 
 o.f. 
 
 23 
 
 15 
 
 14 
 
 12 
 
 104 
 
 20 
 
 30 
 
 10 
 
 8 
 
 0 
 
 104 
 
 12 
 
 07 
 
 39 
 
 12 
 
 5 
 
 21 
 
 10 
 
 4 
 
 3 
 
 14 
 
 4 
 
 20 
 
 22 
 
 2 
 
 3 
 
 8 
 
 2 
 
 11 
 
 11 
 
 9 
 
 32 
 
 6 
 
 52 
 
 0 
 
 12 
 
 4 
 
 3 
 
 12 
 
 04 
 
 8 
 
 33 
 
 44 
 
 9 
 
 12 
 
 52 
 
 9 
 
 28 
 
 6 
 
 8 
 
 4 
 
 80 
 
 0 
 
 30 
 
 23 
 
 0 
 
 2 
 
 10 
 
 10 
 
 1 
 
 4 
 
 10 
 
 10 
 
 1 
 
 20 
 
 2 
 
 10 
 
 12 
 
 2 
 
 5 
 
 3 
 
 12 
 
 2 
 
 13 
 
 3 
 
 9 
 
 17 
 
 3 
 
 8 
 
 10 
 
 2 
 
 1 
 
 13 
 
 3 
 
 34 
 
 1 
 
 25 
 
 12 
 
 3 
 
 o 
 
 32 
 
 8 
 
 13 
 
 8 
 
 7 
 
 19 
 
 23 
 
 8 
 
 31 
 
 14 
 
 12 
 
 6 
 
 2 
 
 45 
 
 5 
 
 10 
 
 4 
 
 6 
 1 
 
 10 
 
 33 
 
 2 
 
 9 
 
 19 
 
 3 
 
 38 
 
 24 
 
 10 
 
 8 
 
 4 
 
 52 
 
 1 
 
 13 
 
 8 
 
 3 
 
 11 
 
 * Signifies fee i>er term. 
 
 Each attendance is of about two hours duration unless otherwise stated. 
 
103 
 
 Appendix C. — vonUniml. 
 
 Table giving Particulaks of Pees, &c. — cuntinmd . 
 
 
 
 I. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 m. 
 
 Ages of Students. 
 
 IV. 
 
 Attendances of Stiulcnts 
 (Session 1891—92;. 
 
 NAME 
 
 OF INSTITUTION AND 
 
 Fee per 
 
 
 
 
 
 
 
 Number 
 of Stu- 
 dents 
 
 
 
 
 
 
 CLASS. 
 
 Session. 
 
 Total 
 
 Number 
 
 of 
 
 Students 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 
 
 
 number 
 
 from 
 
 from 
 
 from 
 
 over 
 
 who have 
 
 5—10 
 
 10—20 
 
 20—30 
 
 over so 
 
 
 
 
 on the 
 
 12— H 
 
 14—16 
 
 16—20 
 
 20 
 
 made 
 
 attend- 
 
 attend- 
 
 attend- 
 
 attend- 
 
 
 
 
 register. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 less than 
 5 attend- 
 
 ances. 
 
 ances. 
 
 ances. 
 
 ances. 
 
 
 
 
 
 
 
 
 
 
 ancGs. 
 
 
 
 
 
 WESTEBiSr DISTRICT— cont. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Hyde-park and Bayswater School 
 of Science and Art— co?if. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Building Trades — Building 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Construction 
 
 10/6* 
 
 5 
 
 ■ — ■ 
 
 — 
 
 — 
 
 — 
 
 5 
 
 2 
 
 — 
 
 2 
 
 1 
 
 — 
 
 {h) Engineering and Metal Trades 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Machine Construction 
 
 J? 
 
 3 
 
 — 
 
 — 
 
 
 — 
 
 3 
 
 1 
 
 — 
 
 
 2' 
 
 — 
 
 Westbourne-park Institute. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 A II I’ — Draw ing 
 
 g;- 
 
 21 
 
 
 
 
 
 
 
 
 
 
 
 
 ^Geometry... 
 
 106 
 
 33 
 
 
 
 
 
 
 
 
 
 
 
 
 Theoretical Mechanics ... 
 
 6/- 
 
 26 
 
 
 
 
 
 
 
 
 
 
 
 
 Sound, Light, and Heat 
 
 6/- 
 
 11 \ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Magnetism & Electricity 
 
 6/- 
 
 12 
 
 
 25 per 
 
 cent, over 35. 
 
 
 
 
 
 
 
 
 Science J 
 
 Chemistry, Inorganic 
 
 
 
 
 42 
 
 ,, under 3 
 
 K 
 
 o. 
 
 
 
 
 
 
 
 (Theoretical) ... 
 
 6;- 
 
 25 
 
 
 33 
 
 ,, 
 
 ,, 20. 
 
 
 
 
 
 
 
 
 Chemistry, Inorganic 
 
 
 
 
 No availalile information as to ages. 
 
 
 
 
 
 
 (Practical) 
 
 21/- 
 
 9 
 
 
 The above is 
 
 an estimate. 
 
 
 
 
 
 
 
 
 (Physiology 
 
 6/- 
 
 9/ 
 
 
 
 
 
 
 
 
 
 
 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (o) Building Trades — Building 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Construction 
 
 10/6 
 
 49 
 
 
 
 
 
 
 
 
 
 
 
 Hygiene ... 
 
 6/- 
 
 6 
 
 
 
 
 
 
 
 
 
 
 
 Polytechnic, Regent Street. 
 
 
 
 Nee noi 
 
 e beloip 
 
 
 
 
 
 
 
 
 
 
 /Drawing ... 
 
 181- 35/- 
 
 429 
 
 1 
 
 8 
 
 24 
 
 339 
 
 57 
 
 91 
 
 64 
 
 95 
 
 63 
 
 116 
 
 
 Design 
 
 7/6 30/to 50/ 
 
 37 
 
 — 
 
 — 
 
 1 
 
 26 
 
 10 
 
 1 
 
 5 
 
 10 
 
 8 
 
 13 
 
 Art ... < 
 
 Painting ... 
 
 Figure Drawing and 
 
 12/- 30/- 
 
 17 
 
 — 
 
 — 
 
 — 
 
 13 
 
 4 
 
 2 
 
 3 
 
 8 
 
 2 
 
 2 
 
 Painting 
 
 20/- 21/- 
 
 98 
 
 — 
 
 — 
 
 3 
 
 56 
 
 39 
 
 5 
 
 16 
 
 16 
 
 12 
 
 49 
 
 
 Architectural Drawing... 
 
 5 
 
 — 
 
 — 
 
 _ 
 
 3 
 
 2 
 
 — 
 
 3 
 
 — 
 
 2 
 
 — 
 
 
 Clay Modelling ... 
 
 7/6 50/- 
 
 20 
 
 
 
 — 
 
 
 13 
 
 7 
 
 2 
 
 4 
 
 2 
 
 2 
 
 10 
 
 
 ' Art Metal-work 
 
 7/6 - 
 
 29 
 
 — • 
 
 — 
 
 — 
 
 19 
 
 10 
 
 5 
 
 4 
 
 6 
 
 9 
 
 5 
 
 
 ( Geometry 
 
 5/- 
 
 255 
 
 — 
 
 24 
 
 39 
 
 92 
 
 85 
 
 69 
 
 41 
 
 52 
 
 71 
 
 22 
 
 
 Theoretical Mechanics . . 
 
 5'- 
 
 160 
 
 — 
 
 — 
 
 8 
 
 29 
 
 31 
 
 33 
 
 45 
 
 37 
 
 45 
 
 — 
 
 
 Sound, Light and Heat . . 
 Magnetism & Electricity 
 Chemistry, Inorganic, 
 Theoretical 
 
 7 6/. 
 
 5 5/- 
 
 1.39 
 
 2.53 
 
 1- 
 
 1125 
 
 27 
 
 82 
 
 102 
 
 51 
 
 38 
 
 27 
 
 32 
 
 26 
 
 74 
 
 35 
 
 109 
 
 — 
 
 
 5/. 
 
 1.58 
 
 — 
 
 1 
 
 6 
 
 28 
 
 52 
 
 30 
 
 23 
 
 35 
 
 66 
 
 4 
 
 
 Chemistry, Inorganic, 
 
 
 
 
 
 
 
 
 
 
 
 
 Science 
 
 Practical 
 
 Chemistry, Organic 
 
 15/- to 32 6 
 
 109 
 
 — 
 
 — 
 
 5 
 
 29 
 
 55 
 
 6 
 
 12 
 
 27 
 
 46 
 
 18 
 
 Theoretical 
 
 Chemistry, Organic, 
 
 5/. 
 
 7 
 
 — 
 
 — 
 
 — 
 
 4 
 
 3 
 
 
 
 
 
 
 
 
 Practical 
 
 17/6 
 
 6 
 
 — 
 
 — 
 
 — 
 
 3 
 
 f) 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 Metallurgy 
 
 5’- 
 
 10 
 
 — 
 
 — 
 
 1 
 
 1 
 
 7 
 
 1 
 
 2 
 
 3 
 
 4 
 
 — 
 
 
 Physiography 
 
 51- 
 
 17 
 
 — 
 
 — 
 
 — 
 
 5 
 
 10 
 
 — 
 
 2 
 
 5 
 
 10 
 
 — 
 
 
 Botany 
 
 5'- 
 
 22 
 
 — 
 
 — 
 
 _ 
 
 5 
 
 14 
 
 o 
 
 2 
 
 3 
 
 14 
 
 — 
 
 
 Physiology 
 
 5'- 
 
 29 
 
 _ 
 
 — 
 
 — 
 
 — 
 
 27 
 
 t) 
 
 7 
 
 14 
 
 6 
 
 — 
 
 
 Geology 
 
 5'- 
 
 18 
 
 — 
 
 — 
 
 
 
 2 
 
 15 
 
 4 
 
 1 
 
 6 
 
 7 
 
 — 
 
 
 ^ Mineralogy 
 
 — 
 
 17 
 
 — 
 
 — 
 
 — 
 
 2 
 
 12 
 
 3 
 
 2 
 
 5 
 
 7 
 
 — 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ia) Building Trades — 
 
 Per term. 
 
 
 
 
 
 
 
 
 
 
 
 
 Building Construction . . 
 
 §5/- to 15/- 
 
 348 
 
 — 
 
 4 
 
 26 
 
 1.34 
 
 182 
 
 36 
 
 34 
 
 67 
 
 88 
 
 133 
 
 Brickwork and Masonry 
 
 5- 
 
 23 
 
 — 
 
 — 
 
 1 
 
 4 
 
 18 
 
 — 
 
 3 
 
 5 
 
 4 
 
 11 
 
 Brickcutting 
 
 51- 
 
 19 
 
 
 
 
 
 
 
 
 
 
 
 Bricklaying 
 
 51- 
 
 19 
 
 — 
 
 — 
 
 1 
 
 1 
 
 17 
 
 — 
 
 
 
 — 
 
 — 
 
 ■ 
 
 Carpentry & Joinery (Theoret.J 
 
 51- & 7/6 
 
 104f 
 
 — 
 
 — 
 
 4 
 
 37 
 
 63 1 
 
 26 
 
 10 
 
 11 
 
 30 
 
 5 
 
 
 „ „ (rract.)-. 
 
 5- 
 
 51 
 
 — 
 
 — 
 
 2 
 
 32 
 
 17 i 
 
 
 
 Note — Each attendance is of about two hours duration unless otherwise stated. * Signifies Fee per term. 
 
 t Many of these students attend both classes. 
 
 + The light figures are evening class fees, and the heavy figures are the day school fees per term. 
 
 § Per session. || Students of “ Physics ” class comprising both these subjects. 
 
 Note. — In some cases the ages of all students are not taken, which would account for the total number on the 
 register being sometimes in excess of those represented in the ages columns. In other cases pupils from the day 
 achool arc included on the register, in addition to the cvcn'rtg students enumerated above. 
 
]04 
 
 Appendix C— continued. 
 
 Table giving Particulars of ITes, &c. — continued. 
 
 NAME OF INSTITUTION AND 
 CLASS. 
 
 Fee per 
 Session. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 Total 
 number 
 on the 
 register. 
 
 III. 
 
 Agee of Students. 
 
 Number 
 of 
 
 Students 
 under 12 
 years. 
 
 Ditto 
 
 from 
 
 12-U 
 
 years. 
 
 Ditto 
 
 from 
 
 14—16 
 
 years. 
 
 Ditto 
 
 from 
 
 16-20 
 
 years. 
 
 Ditto 
 
 over 
 
 20 
 
 years. 
 
 IV. 
 
 Attendances of Students 
 (Session 1891 — 92 J. 
 
 Number 
 of Stu- 
 dents 
 who have 
 made 
 less than 
 5 attend- 
 ances 
 
 Ditto 
 
 5—10 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 10—20 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 20—30 
 
 attend- 
 
 ances. 
 
 Ditto 
 over 39 
 attend* 
 anoea. 
 
 WESTERN DISTRICT— cont. 
 
 Polyteclmic, Regent Street - cont. 
 
 Technology — cont. 
 
 (n) Building Trades — cont. 
 Plumbing (Thcoret.) 
 
 „ (Pract.) 
 
 Builders’ Quantities 
 Staircasing and Handrailing . 
 
 (li) Engineering Trades — 
 A])j)lied Mechanics 
 Machine Construction 
 Mechanical Engineering 
 Steam 
 
 Pitting and Turning 
 Electrical Engineering 
 Electric Bell Work 
 Electro-plating ... 
 Brass-finishing ... 
 
 Metal Plate Work 
 
 (c) Wood and Furniture Trades — 
 Cabinet Making (Theoret.) 
 
 ,, ,, (Pract.) 
 
 Upholstery 
 Carriage Building 
 
 (d) Clothing Trades — 
 
 Tailors’ Cutting 
 Boot and Shoe Making 
 
 (e) Printing and Paper Trades — 
 Lithography 
 Photograjiliy 
 
 Typography 
 
 (/) Fancy Trades— 
 
 Goldsmiths’ Work 
 W'atchmaking (Theoret.) 
 
 „ (Pract.) 
 
 (g) Chemical Trades — 
 
 Oils, Colours and Varnishes . 
 Oiks and Pats 
 
 Agriculture ... 
 
 Hygiene 
 
 SOUTH-WESTERN DISTRICT. 
 
 Putney School of Art. 
 
 t Drawing ... 
 
 \ Painting ... 
 
 Art .. <Pigure Drawing and 
 I Painting 
 V Architectural Drawing 
 
 Putney High-street Classes. 
 
 Science — Geometry 
 
 Technology — 
 
 (a) Building Trades — Building 
 construction ... , 
 
 5/- 
 
 fi/- 
 
 15 '- 
 
 8 '- 
 
 5'- 
 
 §5/. 
 
 5'- 
 
 §■5/- 
 
 6 /- 
 
 7/6 
 
 5- 
 
 4- 
 
 5/- 
 
 12 - 
 
 5- 
 
 5/- 
 
 4/- 
 
 8 ,'- 
 
 5/- 
 
 5/. 
 
 to 10/- 
 5/- 
 
 51- 
 
 7/6 
 
 7/6 to 10/6 
 
 7- 
 
 5/- 
 
 Prom 
 10/6 per 
 course. 
 
 121 * 
 
 90 
 
 95 
 
 11 
 
 82 
 
 138 
 
 51 
 
 80 
 
 138 
 
 165 
 
 38 
 
 23 
 
 17 
 
 27 
 
 19 
 
 63 
 
 64 
 
 185 
 
 63 
 
 29 
 
 83 
 
 100 
 
 21 
 
 (63) 
 
 9 
 
 22 
 
 23 
 
 52 
 
 12 
 
 6 
 
 3 
 
 19 
 
 18 
 
 See no 
 
 te belo 
 
 4 
 
 11 
 
 4 
 
 15 
 
 8 
 
 3 
 
 4 
 
 10 
 
 2 
 
 38 
 
 30 
 
 32 
 
 1 
 
 32 
 
 82 
 
 35 
 
 42 
 
 81 
 
 84 
 
 11 
 
 8 
 
 9 
 
 9 
 
 9 
 
 17 
 
 20 
 
 85 
 
 15 
 
 9 
 
 33 
 
 35 
 
 8 
 
 2 
 
 14 
 
 14 
 
 4 
 
 Average age about 20. 
 
 Average age about 20. 
 
 63 
 
 11 
 
 25 
 
 46 
 
 24 
 
 23 
 
 49 
 
 92 
 
 23 
 
 23 
 
 9 
 
 15 
 
 15 
 
 8 
 
 44 
 
 46 
 
 99 
 
 * 31 - 
 
 20 
 
 67 
 
 60 
 
 12 
 121 
 28 i 
 
 5 
 
 9 
 
 19 
 
 15 
 
 20 
 
 6 
 
 3 
 
 3 
 
 13 
 
 15 
 
 11 
 
 3 
 
 6 
 
 36 
 
 10 
 
 19 
 
 22 
 
 11 
 
 18 
 
 27 
 
 40 
 
 17 
 
 1 
 
 12 
 
 3 
 
 68 
 
 23 
 
 34 
 
 9 
 
 23 
 
 36 
 
 18 
 
 13 
 
 26 
 
 38 
 
 3 
 
 19 
 
 56 
 
 22 
 
 79 
 
 21 
 
 25 
 
 53 
 
 13 
 
 58 
 
 12 
 
 14 
 
 42 
 
 52 
 
 5 
 
 17 
 
 17 
 
 13 
 
 10 
 
 11 
 
 41 
 
 16 
 
 12 
 
 Note — Each attendance is of about two hours duration unless otherwise stated. 
 
 * Many of these students attend both classes. § Per Session. 
 
 Note — In some cases the ages of all students arc not taken, which would account for the total number on the 
 register being sometimes in excess of those represented in the ages columns. In other cases pupils from the day 
 school are included iu the register, in addition to the evening students enumerated above. 
 
105 
 
 Appendix G— continued. 
 
 Table giving Pakticulars of Fees, &c. — continued. 
 
 NAME OF INSTITUTION AND 
 CLASS. 
 
 Fee per 
 Session. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 III. 
 
 Ages of Students. 
 
 IV. 
 
 Attendances of Students 
 (Session 1891— 92j. 
 
 
 
 
 
 
 
 Number 
 
 
 
 
 
 Total 
 
 Number 
 
 of 
 
 Students 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 of Stu- 
 dents 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 number 
 
 from 
 
 from 
 
 from 
 
 over 
 
 who have 
 
 5—10 
 
 10—20 
 
 20—30 
 
 over 30 
 
 on the 
 
 12—14 
 
 14—16 
 
 16-20 
 
 20 
 
 made 
 
 attend- 
 
 attend- 
 
 attend- 
 
 attend- 
 
 register. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 less than 
 5 attend- 
 
 ances. 
 
 ances. 
 
 ances. 
 
 ances. 
 
 
 
 
 
 
 
 ances. 
 
 
 
 
 
 19 
 
 
 
 2 
 
 6 
 
 7 
 
 4 
 
 
 
 
 
 2 
 
 1 
 
 16 : 
 
 1 
 
 39 
 
 — 
 
 2 
 
 5 
 
 21 
 
 11 
 
 1 
 
 1 
 
 4 
 
 1 
 
 29 1 
 
 4 
 
 ) 4 
 
 
 
 
 
 
 1 
 
 
 
 i 
 
 6 
 
 
 
 
 
 
 
 
 
 1 
 
 b 
 
 “ 
 
 152 
 
 o 
 
 fj 
 
 7 
 
 19 
 
 67 
 
 62 
 
 4 
 
 
 8 
 
 15 
 
 125 
 
 — 
 
 3 
 
 — 
 
 — 
 
 
 
 — 
 
 — 
 
 _ 
 
 
 
 o 
 
 
 
 52 
 
 — 
 
 — 
 
 — 
 
 24 
 
 40 
 
 — 
 
 — 
 
 2 
 
 4 
 
 46 
 
 116 
 
 — 
 
 — 
 
 2 
 
 32 
 
 72 
 
 1 
 
 — 
 
 — 
 
 8 
 
 12 
 
 96 
 
 82 
 
 — 
 
 — 
 
 — 
 
 16 
 
 18 
 
 — 
 
 3 
 
 2 
 
 27 
 
 — 
 
 30 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 10 
 
 20 
 
 — 
 
 
 
 
 
 
 
 Atten 
 
 dances 
 
 of froi 
 
 n one t 
 
 0 four 
 
 
 
 
 
 
 
 hou 
 
 rs eac 
 
 1. 
 
 
 
 }73 
 
 — 
 
 2 
 
 14 
 
 30 
 
 27 
 
 3 
 
 4 
 
 9 
 
 17 
 
 40 
 
 41 
 
 
 2 
 
 3 
 
 14 
 
 22 
 
 3 
 
 6 
 
 4 
 
 21 
 
 t 
 
 26 
 
 — 
 
 — 
 
 2 
 
 2 
 
 22 
 
 4 
 
 4 
 
 7 
 
 10 
 
 1 
 
 19 
 
 — 
 
 1 
 
 3 
 
 6 
 
 9 
 
 1 
 
 — 
 
 3 
 
 15 
 
 
 
 10 
 
 — 
 
 — 
 
 2 
 
 3 
 
 5 
 
 — 
 
 1 
 
 4 
 
 5 
 
 
 
 18 
 
 — 
 
 — 
 
 2 
 
 4 
 
 12 
 
 — 
 
 1 
 
 2 
 
 15 
 
 — 
 
 36 
 
 — 
 
 1 
 
 4 
 
 6 
 
 25 
 
 
 
 4 
 
 6 
 
 24 
 
 2 
 
 6 
 
 — 
 
 — 
 
 — 
 
 — 
 
 6 
 
 — 
 
 1 
 
 
 
 5 
 
 
 
 12 
 
 — 
 
 — 
 
 1 
 
 2 
 
 9 
 
 — 
 
 — 
 
 1 
 
 11 
 
 
 
 20 
 
 — 
 
 1 
 
 — 
 
 2 
 
 17 
 
 1 
 
 4 
 
 3 
 
 8 
 
 4 
 
 8 
 
 
 
 
 2 
 
 6 
 
 1 
 
 — 
 
 — 
 
 7 
 
 — 
 
 31 
 
 — 
 
 — 
 
 o 
 
 fj 
 
 11 
 
 17 
 
 3 
 
 2 
 
 3 
 
 23 
 
 
 11 
 
 
 
 _ 
 
 1 
 
 4 
 
 6 
 
 3 
 
 1 
 
 2 
 
 5 
 
 
 23 
 
 — 
 
 -- 
 
 4 
 
 12 
 
 7 
 
 3 
 
 2 
 
 2 
 
 16 
 
 
 
 7 
 
 — 
 
 
 
 2 
 
 4 
 
 1 
 
 — 
 
 — 
 
 1 
 
 6 
 
 — 
 
 8 
 
 — 
 
 1 
 
 1 
 
 — 
 
 6 
 
 — 
 
 — 
 
 2 
 
 6 
 
 — 
 
 o 
 
 
 
 
 
 O 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ' Drawing ... 
 
 1 r 
 
 Design 
 
 1 
 
 Painting ... 
 
 i 10/6 to 
 
 Figure Drawing and 
 
 63 - “ 
 
 Painting 
 
 
 \ Architectural Drawing 
 
 
 SO.-WES,TERNDISTBIGT—cont 
 Church Institute, Upper Tooting, 
 Science — Geometry... 
 
 Technology — 
 
 («) EaihUnrf Trades — Building 
 Construction 
 
 Elmsleigh Science School, East- 
 hill, Wandsworth. 
 
 o f Magnetism & Electricity 
 
 Sound, Light, and Heat . 
 
 Claphani School of Art. 
 
 Art 
 
 Science — Geometry ... 
 
 All Saints National School, 
 Wandsworth. 
 
 Art — D rawing 
 
 Science — General 
 
 Onslow College, Chelsea. 
 
 Drawing ... 
 
 ' 1 le.sign 
 ' Painting ... 
 
 Art ... Figure Drawing and 
 Painting 
 
 Architectural Drawing 
 '' Clay Modelling ... 
 
 r Geometry 
 
 ' Theoretical Mechanics .. 
 Sound, Light and Heat 
 Heat, advanced . 
 Magnetism & Electricity 
 Science.;' Chemistry (Practical and 
 Theoretical) 
 
 Metallurgy 
 Physiography 
 Botany 
 ' Phy';-<iology 
 
 Technology — 
 
 (c) Buddinq Trades — 
 
 Building Construction 
 
 (h) Enejineerinq & Metal Trades- 
 Applied Mechanics 
 JIachine Construction 
 Steam 
 
 Aqricidtnre 
 
 lEjqicne 
 
 1 subject 5/- 
 
 2 subjects 7/6 
 
 C 1 class .5/- 
 I both classci 
 (. 7/6. 
 
 0 /- 
 
 *12 6 to 
 40,/- 
 
 1 subject 
 
 h;- 
 
 2 sub- 
 \ jects 7/6. 
 
 5/- and 10/- 
 10 - 
 5 '- 
 
 1 sbjt. 5/- 
 
 12/6 
 
 12/6 
 12 '6 
 12/6 
 
 12/6 
 
 12/6 
 
 [ 14 ] 
 
 Note — Each attendance is of about two hour.s duration unless otherwise stated. 
 
 Signifies fee per term. 
 
106 
 
 Appendix O. — continued. 
 
 Table giving Particulars or Fees, &c. — continued. 
 
 
 I. 
 
 II. I 
 Number! 
 of Stu- 
 dents. 
 
 III. 
 
 Ages of Students. 
 
 IV. 
 
 Attendances oi' Students 
 (Session 1801 — ‘J2j. 
 
 NAME OF INSTITUTION AND 
 
 Fee per 
 
 
 
 
 
 
 
 Number 
 
 
 
 
 
 CLASS. 
 
 Session. 
 
 Total 
 
 Number 
 
 of 
 
 Students 
 under 12 
 years. 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 of Stu- 
 dents 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 
 
 number 
 
 from 
 
 from 
 
 from 
 
 over 
 
 whohaTe 
 
 5—10 
 
 10—20 
 
 20— .10 
 
 over oO 
 
 
 
 on the 
 
 12—14 
 
 14—16 
 
 16—20 
 
 20 
 
 made 
 
 attend* 
 
 attend- 
 
 attend- 
 
 attend- 
 
 
 
 register. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 less than 
 5 attend- 
 
 ances. 
 
 ances. 
 
 ances. 
 
 ances. 
 
 
 
 
 
 
 
 
 
 ances. 
 
 
 
 
 
 SO.- WESTERN DISTBIGT—cont. 
 
 
 
 
 
 
 
 
 
 
 1 
 
 1 
 
 
 
 Brixton Science and Art Classes. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Art ... ... 
 
 From 5/- 
 
 44 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 5 
 
 17 
 
 22 
 
 C Geometry ... ... "I 
 
 5/- 1 .shjt. 
 
 9 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 3 
 
 ti 
 
 — 
 
 Science < Physiology > 
 
 r/6 2 sb]’ts. 
 
 25 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 4 
 
 2 
 
 — 
 
 19 
 
 — 
 
 (_ Botany ... ... . . . ) 
 
 l0/-3sbjts. 
 
 16 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 6 
 
 10 
 
 — 
 
 Aciricidhire 
 
 — 
 
 6 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 1 
 
 — 
 
 — 
 
 5 
 
 — 
 
 Hygiene ., 
 
 — 
 
 19 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 1 
 
 2 
 
 — 
 
 16 
 
 — 
 
 City & Guilds, Central Institution. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Building Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Masonry 
 
 Manual Instruction (for 
 
 21/- 
 
 41 
 
 — 
 
 — 
 
 ' 
 
 — 
 
 
 
 — 
 
 
 
 ■ 
 
 Teachers)... 
 
 15/- 
 
 60 
 
 
 
 
 
 
 
 
 
 
 
 School of Art Wood Carving. 
 
 per quarter. 
 
 
 
 
 
 
 
 
 
 
 
 
 Art — W ood Carving 
 
 £2 to £5 
 
 314 
 
 
 
 
 
 
 
 
 
 
 
 Science Classes, Board School, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Buckingham Gate. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 s--- ::: 
 
 — 
 
 104 
 
 104 
 
 — 
 
 56 
 
 56 
 
 34 
 
 34 
 
 13 
 
 13 
 
 1 
 
 1 
 
 — 
 
 18 
 
 14 
 
 20 
 
 24 
 
 66 
 
 66 
 
 — 
 
 Westminster Technical Institute. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Art — D rawing 
 
 *4/6 for one 
 6/- for two 
 sub)ects. 
 
 45 
 
 — 
 
 9 
 
 — 
 
 15 
 
 21 
 
 6 
 
 8 
 
 8 
 
 11 
 
 10 
 
 12 
 
 
 Science — Geometry ... 
 
 bo. 
 
 25 
 
 1 
 
 — 
 
 
 14 
 
 5 
 
 5 
 
 3 
 
 6 
 
 1 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Building Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Plumbing... 
 
 2/6 to 10/- 
 
 33 
 
 — 
 
 — 
 
 3 
 
 19 
 
 11 
 
 7 
 
 5 
 
 7 
 
 5 
 
 9 
 
 Builders’ Quantities 
 
 2 6 to 10/- 
 
 8 
 
 — 
 
 — 
 
 1 
 
 1 
 
 6 
 
 — 
 
 2 
 
 4 
 
 
 — 
 
 (b) Engineering and Metal Trades— 
 
 2'6 to 10- 
 
 11 
 
 1 
 
 
 4 
 
 
 
 
 
 
 1 
 
 1 
 
 Machine Drawing 
 
 — 
 
 3 
 
 3 
 
 — 
 
 4 
 
 4 
 
 
 Metal Plate Work 
 
 2/6 to 10- 
 
 11 
 
 — 
 
 — 
 
 1 
 
 6 
 
 4 
 
 — 
 
 3 
 
 o 
 
 1 -1 
 
 2 
 
 Westminster School Mission, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 r Drawing ... 
 
 . \ Architectural Drawing . . 
 
 \ f 
 
 |60 
 
 — 
 
 10 
 
 30 
 
 20 
 
 — 
 
 — 
 
 — 
 
 30 
 
 i 
 
 10 
 
 - j Wood-carving 
 
 
 18 
 
 — 
 
 — 
 
 6 
 
 8 
 
 4 
 
 — 
 
 — 
 
 10 
 
 ! 5 
 
 3 
 
 V. Art Metal AVork 
 
 1/6 per ^ 
 
 12 
 
 — 
 
 2 
 
 7 
 
 3 
 
 
 
 6 
 
 4 
 
 I .> 
 
 
 Technology — 
 
 (juarter. 
 
 
 
 
 
 
 
 
 
 
 
 
 yd) Clothing Trades — 
 
 
 
 
 20 
 
 
 
 
 
 10 
 
 
 15 
 
 Boot Making and Eepairing . . . 
 idanual Instruction in Wood- 
 
 
 40 
 
 — 
 
 14 
 
 6 
 
 
 
 
 15 
 
 
 
 
 work 
 
 / 1 
 
 30 
 
 — 
 
 — 
 
 10 
 
 20 
 
 — 
 
 — 
 
 
 5 
 
 1 lu 
 
 15 
 
 Westminster School of Art (Royal 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 1 
 
 
 Architectural Museum). 
 
 per quarter. 
 
 
 
 
 
 
 
 
 
 
 
 
 C Drawing 
 
 0/- to 8/6 
 
 48 
 
 2 
 
 4 
 
 12 
 
 11 
 
 21 
 
 8 
 
 12 
 
 11 
 
 2 
 
 15 
 
 , ) Painting 
 
 ) 5/- to C 
 
 25 
 
 — 
 
 — 
 
 — 
 
 4 
 
 21 
 
 10 
 
 7 
 
 5 
 
 3 
 
 — 
 
 ART < pjg^j.pj)j.a,ving and Painting 
 
 ) 55/- i 
 
 368 
 
 — 
 
 1 
 
 4 
 
 .54 
 
 309 
 
 23 
 
 61 
 
 61 
 
 47 
 
 176 
 
 C Modelling 
 
 'Pechnology — 
 
 (a) Building Trades — 
 
 Building Construction(including 
 
 6;- to 12/- 
 
 17 
 
 
 3 
 
 3 
 
 4 
 
 5 
 
 
 
 1 
 
 ; 1 
 
 1 -- 
 
 15 
 
 Geometry) 
 
 6/- to 8/6 
 
 3 
 
 — 
 
 — 
 
 1 
 
 2 
 
 — 
 
 — 
 
 1 
 
 2 
 
 
 
 XoTE — Fac'li altciulfince is of about two hours duration unless otherwise stated. * Signifies fee per term. 
 
107 
 
 Appendix C. — continued. 
 
 Table giving Particulars of Fees, &c. — continued. 
 
 NAME OF INSTITUTION AND 
 CLASS. 
 
 I. 
 
 Fee per 
 Session. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 ni. 
 
 Ages of Students. 
 
 IV. 
 
 Attendances of Students 
 (Session 1891—92). 
 
 Total 
 number 
 on the 
 register. 
 
 Number 
 
 of 
 
 Students 
 under 12 
 years. 
 
 Ditto 
 from 
 12— U 
 years. 
 
 Ditto 
 from 
 li— 16 
 years. 
 
 Ditto 
 
 from 
 
 16—20 
 
 years. 
 
 Ditto 
 
 over 
 
 20 
 
 years. 
 
 Number 
 of Stu- 
 dents 
 who have 
 made 
 less than 
 5 attend- 
 ances. 
 
 Ditto 
 
 5—10 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 10—20 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 20—30 
 
 attend- 
 
 ances. 
 
 Ditto 
 over 30 
 attend- 
 ance s» 
 
 SOUTH-EASTERN DISTRICT. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Plumstead Wesleyan Methodist 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 School. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 SciE\ci;— 
 
 -Magnetism & Electricity 
 
 — 
 
 9 
 
 — 
 
 — 
 
 1 
 
 7 
 
 1 
 
 — 
 
 — 
 
 2 
 
 7 
 
 — 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Bnilding Trades — Building 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Construction 
 
 — 
 
 4 
 
 — 
 
 — 
 
 — 
 
 4 
 
 — 
 
 — 
 
 — 
 
 — 
 
 4 
 
 — ■ 
 
 (6) Enqineering & Metal Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Machine Construction 
 
 — 
 
 9 
 
 — 
 
 — 
 
 1 
 
 7 
 
 1 
 
 1 
 
 — 
 
 1 
 
 7 
 
 — 
 
 Bteam 
 
 — 
 
 7 
 
 — 
 
 — 
 
 2 
 
 4 
 
 1 
 
 1 
 
 — 
 
 2 
 
 4 
 
 — 
 
 Woolwich Arsenal Science School. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 '"Geometry 
 
 1 r 
 
 35 
 
 — 
 
 2 
 
 4 
 
 21 
 
 8 
 
 9 
 
 2 
 
 6 
 
 18 
 
 
 
 \ 
 
 Electricity & Magneti.sm 
 
 1 5/ S 
 
 17 
 
 — 
 
 — 
 
 2 
 
 4 
 
 11 
 
 1 
 
 _ 
 
 — 
 
 13 
 
 3 
 
 bciExri^ - 
 
 1 Practical Chemistry 
 
 
 29 
 
 — 
 
 1 
 
 1 
 
 9 
 
 18 
 
 1 
 
 1 
 
 1 
 
 26 
 
 — 
 
 
 Metallurgy 
 
 
 15 
 
 — 
 
 — 
 
 — 
 
 7 
 
 8 
 
 — 
 
 — 
 
 3 
 
 12 
 
 — 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Buildinq Trades — Building 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Construction 
 
 5/- 
 
 14 
 
 — 
 
 1 
 
 1 
 
 7 
 
 5 
 
 6 
 
 — 
 
 1 
 
 7 
 
 — 
 
 {J>) Enqineering & Metal Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Machine Drawing ... 
 
 5/- 
 
 40 
 
 — 
 
 1 
 
 9 
 
 22 
 
 8 
 
 8 
 
 — 
 
 3 
 
 26 
 
 3 
 
 Woolwich Polytechnic. 
 
 
 
 
 
 
 
 
 Attei 
 
 idance 
 
 3 of one hour each. 
 
 Art — D rawing 
 
 8/- 
 
 38 
 
 — 
 
 — 
 
 4 
 
 O 
 
 o 
 
 31 
 
 2 
 
 1 
 
 6 
 
 17 
 
 12 
 
 
 "^Geometry .. 
 
 ^ r 
 
 114 
 
 — 
 
 — 
 
 4 
 
 61 
 
 49 
 
 5 
 
 9 
 
 22 
 
 78 
 
 
 
 
 Theoretical Mechanics . . . 
 
 
 27 
 
 — 
 
 — 
 
 6 
 
 14 
 
 7 
 
 2 
 
 2 
 
 5 
 
 18 
 
 
 
 
 Magnetism & Electricity 
 
 
 47 
 
 — 
 
 — 
 
 4 
 
 21 
 
 22 
 
 6 
 
 — 
 
 2 
 
 38 
 
 ] 
 
 
 Sound, Light, and Heat. . 
 
 
 8 
 
 — 
 
 — 
 
 — 
 
 8 
 
 — 
 
 — 
 
 — 
 
 4 
 
 4 
 
 
 
 Science i 
 
 Chemistry, Inorganic 
 
 ^ 5/- ^ 
 
 48 
 
 
 1 
 
 
 14 
 
 27 
 
 2 
 
 Q 
 
 
 QO 
 
 
 
 Chemistry, Theoretical ) 
 
 1 
 
 
 
 
 
 
 
 
 'Jt7 
 
 
 
 Metallurgy 
 
 
 24 
 
 — 
 
 — 
 
 — 
 
 8 
 
 16 
 
 5 
 
 — 
 
 3 
 
 16 
 
 — 
 
 
 Physiography 
 
 1 
 
 19 
 
 ■ — 
 
 3 
 
 1 
 
 5 
 
 10 
 
 8 
 
 — 
 
 5 
 
 6 
 
 — 
 
 
 Botany 
 
 J L 
 
 13 
 
 — 
 
 1 
 
 — 
 
 — 
 
 12 
 
 1 
 
 — 
 
 1 
 
 11 
 
 — 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Building Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Building Construction 
 
 ^ / 
 
 28 
 
 — 
 
 — 
 
 — 
 
 11 
 
 17 
 
 3 
 
 3 
 
 5 
 
 17 
 
 — 
 
 {h) Engineering & Metal Tro.des — 
 
 it;/ 
 
 
 
 
 
 
 
 
 
 
 
 
 Applied Mechanics 
 
 ■ i 
 
 33 
 
 — 
 
 — 
 
 2 
 
 12 
 
 19 
 
 2 
 
 1 
 
 1 
 
 29 
 
 
 
 Machine Construction 
 
 
 84 
 
 — 
 
 — 
 
 6 
 
 49 
 
 29 
 
 2 
 
 4 
 
 12 
 
 66 
 
 
 
 Steam 
 
 ' 1 
 
 42 
 
 — 
 
 — 
 
 4 
 
 18 
 
 20 
 
 2 
 
 1 
 
 5 
 
 31 
 
 3 
 
 Agriculture ... 
 
 7,/6 
 
 6 
 
 — 
 
 — 
 
 — 
 
 — 
 
 6 
 
 1 
 
 — 
 
 — 
 
 5 
 
 — 
 
 Hygiene 
 
 5/- ■ 
 
 19 
 
 — 
 
 — 
 
 — 
 
 — 
 
 19 
 
 — 
 
 1 
 
 5 
 
 12 
 
 1 
 
 Charlton Co-operative Institute. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (6) Enqineering & Metal Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Machine Construction 
 
 — 
 
 13 
 
 — 
 
 3 
 
 — 
 
 9 
 
 1 
 
 — 
 
 — 
 
 — 
 
 13 
 
 
 Steam 
 
 
 11 
 
 
 2 
 
 
 8 
 
 1 
 
 
 
 
 11 
 
 
 Note — Each attendance is of about two hours duration unless otherwise stated. 
 
108 
 
 Appendix C. — continued. 
 
 Table giving Particulaks of Fees, &c. — continued. 
 
 N.iME 
 
 OF INSTITUTION AND 
 CLASS. 
 
 I. 
 
 Fee per 
 Session. 
 
 II. 
 
 Xmuber 
 of Stu- 
 dents. 
 
 III. 
 
 Ages of Students. 
 
 IV. 
 
 Attendances of Students 
 (Session 1891—92). 
 
 Total 
 number 
 on tbe 
 register. 
 
 Number 
 
 of 
 
 Students 
 jnder 12 
 years. 
 
 Ditto 
 
 from 
 
 12—14 
 
 years. 
 
 Ditto 
 
 from 
 
 14—16 
 
 years. 
 
 Ditto 
 
 from 
 
 16—20 
 
 years. 
 
 Ditto 
 . over 
 20 
 
 years. 
 
 Number 
 of Stu- 
 dents 
 ?rhohave 
 made 
 ess than 
 5 attend- 
 ances. 
 
 Ditto 
 
 5—10 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 10-20 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 20—30 
 
 attend- 
 
 ances. 
 
 Ditto 
 over 30 
 ittend- 
 ances. 
 
 SO UTII-EASTEBN DISTRICT— 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 continued. 
 
 
 
 
 
 
 
 
 
 
 
 s 
 
 i 
 
 
 School of Science and Art, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Alexandra Hall, Blackheath. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Drawing ... ... . . ' 
 
 r 
 
 72 
 
 — 
 
 4 
 
 — 
 
 30 
 
 38 
 
 — 
 
 — 
 
 6 
 
 4 
 
 62 
 
 
 Design 
 
 f*6/- to A 
 
 8 
 
 — 
 
 — 
 
 — 
 
 1 
 
 
 — 
 
 — 
 
 — 
 
 — 
 
 8 
 
 
 Painting ... 
 
 dO/- i 
 
 30 
 
 — 
 
 — 
 
 — 
 
 8 
 
 22 
 
 
 
 
 10 
 
 20 
 
 A KT ... ' 
 
 Architectural Drawing.. 
 
 c 
 
 2 
 
 — 
 
 — 
 
 — 
 
 1 
 
 1 
 
 — * 
 
 — 
 
 — 
 
 2 
 
 — 
 
 
 Clay Modelling ... 
 
 *10/6 
 
 4 
 
 — 
 
 — 
 
 — 
 
 2 
 
 2 
 
 — 
 
 — 
 
 — 
 
 4 
 
 — 
 
 
 AVood Carving ... 
 
 *10/6 
 
 9 
 
 — 
 
 — 
 
 — 
 
 2 
 
 7 
 
 — 
 
 — 
 
 — 
 
 9 
 
 — 
 
 C Sound, Lieht and Heatt 
 
 12/- 
 
 2 
 
 
 
 — 
 
 — 
 
 — 
 
 2 
 
 — 
 
 — 
 
 — 
 
 2 
 
 — 
 
 feciE.N-CE [ohemistryt 
 
 12/- to 24/- 
 
 2 
 
 — 
 
 ' 
 
 — 
 
 — 
 
 O 
 
 — 
 
 — 
 
 — 
 
 2 
 
 — 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Building Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Building Construction ... 
 
 — 
 
 5 
 
 — 
 
 — 
 
 — 
 
 1 
 
 4 
 
 — 
 
 — 
 
 — 
 
 2 
 
 3 
 
 Carpentry ... 
 
 7/6 
 
 7 
 
 — 
 
 7 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 / 
 
 — 
 
 — 
 
 (h) Engineering & Metal Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Machine Construction 
 
 * 
 
 O 
 
 
 
 
 
 1 
 
 
 
 
 
 
 The Goldsmiths’ Institute, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 New Cross. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Drawing ... 
 
 7/6 to 56/- 
 
 140 
 
 — 
 
 — 
 
 20 
 
 39 
 
 81 
 
 
 
 
 
 
 
 Painting ... 
 
 10/6 to 70/- 
 
 52 
 
 — 
 
 — 
 
 2 
 
 20 
 
 30 
 
 
 
 
 
 
 
 Figure Drawing and 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Alt ...^ 
 
 Painting 
 
 17/6 to 84/- 
 
 127 
 
 — 
 
 — 
 
 8 
 
 41 
 
 78 
 
 
 
 
 
 
 
 Modelling 
 
 10,6 to 84/'- 
 
 16 
 
 — 
 
 — 
 
 3 
 
 4 
 
 9 
 
 
 
 
 
 
 
 \ AVoodcarving 
 
 7/6 
 
 45 
 
 — 
 
 — 
 
 5 
 
 6 
 
 34 
 
 
 
 
 
 
 
 ( G eometry ... 
 
 5/- 
 
 46 
 
 
 — 
 
 3 
 
 21 
 
 22 
 
 7 
 
 4 
 
 8 
 
 24 
 
 3 
 
 
 Theo. Mechanics 
 
 2/6 
 
 65 
 
 — 
 
 — 
 
 — 
 
 27 
 
 38 
 
 8 
 
 19 
 
 10 
 
 28 
 
 — 
 
 
 Electricity & Magnetism 
 
 2/6 
 
 52 
 
 ■ — • 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 Science 
 
 Chemistry (Pract.) 
 
 10/6 & 15/- 
 
 112 
 
 — 
 
 — 
 
 i 
 
 28 
 
 79 
 
 7 
 
 21 
 
 17 
 
 58 
 
 9 
 
 
 (Theo.) 
 
 5- 
 
 131 
 
 — 
 
 — 
 
 5 
 
 35 
 
 91 
 
 17 
 
 IT 
 
 35 
 
 62 
 
 — 
 
 
 Physics ... 
 
 2 6 & 5- 
 
 21 
 
 — 
 
 — 
 
 ■ — 
 
 1 
 
 20 
 
 3 
 
 11 
 
 3 
 
 4 
 
 — 
 
 
 \ Botany 
 
 5/- 
 
 47 
 
 — 
 
 — 
 
 — 
 
 2 
 
 45 
 
 2 
 
 6 
 
 15 
 
 oo 
 
 o 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (a) Building Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Buildino: Consti'uction ... 
 
 76 
 
 57 
 
 — 
 
 — 
 
 8 
 
 26 
 
 23 
 
 12 
 
 0 
 
 O' 
 
 30 
 
 
 
 lArpentry ... 
 
 7 6 
 
 147 
 
 — 
 
 — 
 
 9 
 
 40 
 
 98 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 Plumhing (Bract.) 
 
 5/- 
 
 39 
 
 — 
 
 • — 
 
 3 
 
 14 
 
 22 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 
 ,, (Theo.) ... 
 
 2 6 
 
 39 
 
 — 
 
 ' — 
 
 3 
 
 14 
 
 22 
 
 — 
 
 — 
 
 
 ■ 
 
 
 (h) Engineering & Metal Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 A])])lied Mechanics 
 
 5/- 
 
 59 
 
 - — 
 
 — 
 
 3 
 
 32 
 
 24 
 
 5 
 
 9 
 
 12 
 
 OO 
 
 
 Machine Construction 
 
 2.6 
 
 121 
 
 — 
 
 — 
 
 13 
 
 84 
 
 24 
 
 12 
 
 12 
 
 36 
 
 61 
 
 
 Mechanical Engineering . . 
 
 — 
 
 56 
 
 — 
 
 — 
 
 5 
 
 35 
 
 16 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 
 Electrical Engineering ... 
 
 7/6 
 
 159 
 
 — 
 
 — 
 
 8 
 
 49 
 
 102 
 
 — 
 
 — 
 
 — 
 
 
 
 
 
 Steam 
 
 2/6 
 
 91 
 
 — 
 
 — 
 
 10 
 
 53 
 
 28 
 
 O 
 
 5 
 
 24 
 
 64 
 
 
 
 Fitting and Turning 
 
 7/6 
 
 117 
 
 — 
 
 — 
 
 19 
 
 50 
 
 48 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 fc) Wood and Furniture Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Cabinet Making ... 
 
 7/6 
 
 16 
 
 — 
 
 — 
 
 4 
 
 4 
 
 8 
 
 — 
 
 
 
 
 
 (d) Clothing Trades — Tailors 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Cutting 
 
 7/6 
 
 30 
 
 — 
 
 — 
 
 _ 
 
 11 
 
 19 
 
 
 
 
 
 
 (e) Printing and Paper Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Photography 
 
 5/- & 12/6 
 
 89 
 
 — 
 
 — 
 
 6 
 
 16 
 
 67 
 
 16 
 
 9 
 
 28 
 
 9 
 
 
 (a) Chemical Trades — Oils 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Colours, and Varnishes 
 
 5/- 
 
 10 
 
 — 
 
 — 
 
 * 
 
 3 
 
 / 
 
 2 
 
 
 3 
 
 
 
 Hygiene... 
 
 3,'- 
 
 76 
 
 — 
 
 — 
 
 — 
 
 16 
 
 60 
 
 18 
 
 15 
 
 8 
 
 35 
 
 — 
 
 t Lessons, one hour each. * Fee per term. 
 
 ^’oTE. — Each attendance is of ahont two hours duration unless otherwise stated. 
 
109 
 
 Appendix 0 .— continued. 
 
 Table giving Particulars of Fees, &c. — continued. 
 
 NAME OF INSTITUTION AND 
 CLASS. 
 
 Fee per 
 Session. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 Total 
 number 
 on the 
 register. 
 
 so UTH-EAS TEEN DIS TRIG T— 
 
 continued. 
 
 New Cross and St. John’s School 
 of Science and Art. 
 
 Art 
 
 Drawing ... 
 
 Design 
 Painting . 
 
 Figure Painting and 
 Drawing 
 
 Architectural Drawing 
 
 3/- to 7/6* 
 12/- to 30/-* 
 
 City and Guilds, South London 
 School of Technical Art. 
 
 r Design 
 
 . \ Figure Drawing and 
 
 ART . . . < Painting . . 
 t Modelling 
 
 Technology — 
 
 (a) Building Trades 
 Decoration ... 
 
 House 
 
 (ii) Engineering Trades — Machine 
 
 Wood 
 
 Drawing 
 
 (c) Printing Trades 
 Engraving ... 
 
 Blackheath School of Science and 
 Art, Bennett Park, Blackheath. 
 
 ^Drawing ... 
 
 Design 
 Painting ... 
 
 Figure Drawing and 
 Painting 
 
 Architectural Drawing / 
 Modelling 
 Woodcarving .... 
 
 Art 
 
 Science — Geometry ... 
 
 Clyde Street and St. Nicholas 
 Vestry Hall Classes, Deptford. 
 
 Art — Drawing ... . ...' 
 
 ^Geometry 
 
 , , 3 Sound, Light, & Heat 
 
 SCIENCE < jyjagnetism and Elec- 
 
 h tricity ... ...^ 
 
 Technology — 
 
 (a) Building Trades — 
 
 Building Construction . ^ 
 (h) Engineering Trades — 
 
 Machine Construction . 
 
 Agriculture ... 
 
 Hygiene 
 
 West Norwood Institute. 
 
 Art — D rawing 
 
 10 /- 
 
 20 /- 
 10/- to 30/- 
 
 20/- for 9 
 months 
 
 60/- per 
 year 
 
 10/- to 
 100/- 
 
 50/- 
 
 50/- 
 
 4/- one 
 subject, 
 2/- each 
 additional 
 subject. 
 
 •5/-onesbjt 
 > 7/6fortwo 
 subjects. 
 
 71 
 
 8 
 
 14 
 
 7 
 
 5 
 
 15 
 
 53 
 
 35 
 
 23 
 
 18 
 
 191 
 
 20 
 
 45 
 
 50 
 
 12 
 
 5 
 
 6 
 
 nr. 
 
 Ages of Students. 
 
 Number 
 
 of 
 
 Students 
 under 12 
 years, 
 
 T9 
 10 
 I ^ 
 
 L » 
 
 fio 
 
 14 
 
 6 
 
 L 6 
 
 19 
 
 Ditto 
 
 from 
 
 12—14 
 
 years. 
 
 20 
 
 50 
 
 Ditto 
 
 from 
 
 14—16 
 
 years. 
 
 Ditto 
 
 from 
 
 16-20 
 
 years. 
 
 Ditto 
 
 over 
 
 20 
 
 years. 
 
 IV. 
 
 Attendances of Students 
 (Session 1891—923. 
 
 Number 
 of Stu- 
 dents 
 who have 
 made 
 less than 
 5 attend- 
 ances. 
 
 Ditto 
 
 5—10 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 10—20 
 
 attend- 
 
 ances. 
 
 13 
 
 70 
 
 26 
 5 
 
 9 
 
 15 
 
 7 
 
 10 
 
 2 
 
 51 
 
 8 
 
 25 
 
 20 
 
 9 
 
 3 
 
 2 
 
 10 
 
 29 
 
 3 
 
 6 
 
 3 
 
 3 
 
 43 
 
 15 
 
 12 
 
 12 
 
 20 
 
 30 
 
 3 
 
 2 
 
 4 
 
 12 
 
 4 
 
 2 
 
 Ditto 
 
 20-30 
 
 attend- 
 
 ances. 
 
 Ditto 
 over 30 
 attend- 
 ances. 
 
 19 
 
 6 
 
 11 
 
 47 
 
 41 
 
 23 
 
 12 
 
 11 
 
 4 
 
 Attendances of 24 hours eacii. 
 
 11 
 
 .S I » 
 
 ^ 
 
 Note — Each attendance is of about two hours duration unless otherwise stated. * Fee per term. 
 
110 
 
 Appendix C , — contimied. 
 
 Table (jiving Particulars of Fees, &c. — continued. 
 
 
 
 I. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 III. 
 
 Ages of Students. 
 
 IV. 
 
 Attendances of Students 
 (Session 1891—92). 
 
 NAME OF INSTITUTION AND 
 
 Fee per 
 
 
 
 
 
 
 
 Number 
 
 
 
 
 
 
 CLASS. 
 
 Session. 
 
 Total 
 
 Number 
 
 of 
 
 Students 
 under 12 
 years. 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 dents 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 
 
 
 number 
 
 from 
 
 from 
 
 from 
 
 over 
 
 who have 
 
 5—10 
 
 10—20 
 
 20—30 
 
 over 30 
 
 
 
 
 on the 
 
 12—14 
 
 14—16 
 
 16-20 
 
 20 
 
 made 
 
 attend- 
 
 attend- 
 
 attend- 
 
 attend- 
 
 
 
 
 register. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 less than 
 5 attend- 
 
 ances. 
 
 ances. 
 
 ances. 
 
 ances. 
 
 
 
 
 
 
 
 
 
 
 ances. 
 
 
 
 
 
 SO UTH-EASTERN DISTRICT— 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 continued. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Addey’s School, Deptford. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Art- 
 
 —Drawing 
 
 5/- 
 
 59 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 1 
 
 1 
 
 9 
 
 10 
 
 38 
 
 
 f Chemistry (Theo.) 7 
 
 7;6 to 30/- 
 
 f 37 
 
 — 
 
 1 
 
 3 
 
 2 
 
 27 
 
 — 
 
 1 
 
 2 
 
 1 
 
 31 
 
 SCIENCK j PI ” ijJrTpliy 
 
 [83 
 
 — 
 
 26 
 
 2 
 
 2 
 
 53 
 
 1 
 
 1 
 
 2 
 
 8 
 
 71 
 
 5/- 
 
 45 
 
 — 
 
 36 
 
 2 
 
 2 
 
 5 
 
 — 
 
 — 
 
 — 
 
 2 
 
 43 
 
 
 C Physiology 
 
 •5/- 
 
 29 
 
 — 
 
 — 
 
 — 
 
 — 
 
 29 
 
 — 
 
 1 
 
 1 
 
 12 
 
 15 
 
 
 Hygiene 
 
 5,'- 
 
 24 
 
 — 
 
 — 
 
 — 
 
 — 
 
 24 
 
 3 
 
 1 
 
 1 
 
 6 
 
 13 
 
 Greencoat and National School, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Camberwell. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 A RT— 
 
 -Drawing 
 
 7/- to 9.'- 
 
 59 
 
 — 
 
 9 
 
 8 
 
 7 
 
 35 
 
 1 
 
 3 
 
 8 
 
 47 
 
 — 
 
 
 f Geometry 
 
 7/6 
 
 73 
 
 — 
 
 3 
 
 9 
 
 20 
 
 41 
 
 2 
 
 2 
 
 22 
 
 44 
 
 3 
 
 
 \ Theoretical Mechanics... 
 
 5/- 
 
 19 
 
 — 
 
 — 
 
 3 
 
 7 
 
 9 
 
 2 
 
 — 
 
 3 
 
 14 
 
 — 
 
 E . 
 
 5'- 
 
 42 
 
 — 
 
 27 
 
 12 
 
 3 
 
 — 
 
 4 
 
 4 
 
 10 
 
 24 
 
 — 
 
 
 i Physiograjihy 
 
 •5/- 
 
 19 
 
 — 
 
 16 
 
 1 
 
 2 
 
 — 
 
 5 
 
 3 
 
 3 
 
 8 
 
 — 
 
 
 1 Physiology 
 
 5/- 
 
 25 
 
 — 
 
 — 
 
 — 
 
 5 
 
 20 
 
 1 
 
 — 
 
 — 
 
 24 
 
 — 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Building Trades — Building Con- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 struction 
 
 engineering and Metal Trades — 
 
 7/6 
 
 52 
 
 — 
 
 1 
 
 4 
 
 14 
 
 33 
 
 — 
 
 1 
 
 7 
 
 37 
 
 15 
 
 7 
 
 Applied Mechanics 
 
 5/- 
 
 21 
 
 — 
 
 — 
 
 3 
 
 6 
 
 12 
 
 2 
 
 3 
 
 1 
 
 
 Hygiene ... 
 
 5/- 
 
 26 
 
 — 
 
 — 
 
 — 
 
 2 
 
 24 
 
 — 
 
 1 
 
 1 
 
 24 
 
 — 
 
 Cainherwell Lecture Hall Classes. 
 
 
 
 
 
 
 
 
 
 Two ho 
 
 urs pel 
 
 week. 
 
 
 Science — Chemistry 
 
 — 
 
 19 
 
 — 
 
 — 
 
 2 
 
 4 
 
 13 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 Hygiene 
 
 — 
 
 20 
 
 — 
 
 — 
 
 2 
 
 5 
 
 13 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 Lambeth School of Art. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 'Drawing 
 
 12/- to 21/- 
 
 279 
 
 
 
 23 
 
 48 
 
 180 
 
 28 
 
 39 
 
 21 
 
 64 
 
 74 
 
 81 
 
 
 Design... 
 
 10/- 
 
 17 
 
 — 
 
 — 
 
 2 
 
 15 
 
 — 
 
 — 
 
 2 
 
 4 
 
 3 
 
 8 
 
 Art ■< 
 
 Painting 
 
 
 72 
 
 — 
 
 — 
 
 — 
 
 23 
 
 49 
 
 19 
 
 7 
 
 7 
 
 19 
 
 20 
 
 
 Figure Drawing and Painting 
 
 21/- to 42/- 
 
 185 
 
 — 
 
 — 
 
 22 
 
 93 
 
 70 
 
 27 
 
 24 
 
 28 
 
 44 
 
 62 
 
 
 ^ Architectural Drawing 
 
 12/- 
 
 10 
 
 — 
 
 — 
 
 — 
 
 — 
 
 10 
 
 — 
 
 — 
 
 1 
 
 
 7 
 
 Science — Geometry 
 
 12/- 
 
 48 
 
 — 
 
 6 
 
 13 
 
 22 
 
 7 
 
 1 
 
 2 
 
 5 
 
 32 
 
 8 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Building Trades — 
 
 
 2 
 
 
 
 
 
 2 
 
 
 
 
 
 .> 
 
 Building Construction 
 
 
 
 
 
 
 
 
 
 
 St. Mary, Newington, Science 
 
 
 
 
 
 
 
 
 Atte 
 
 ndance 
 
 s of on 
 
 3 hour 
 
 each. 
 
 
 School. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Science — Physiology 
 
 N 
 
 1 5/- one 
 ! subject, 
 [’7/6 two 
 
 /'23 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 
 
 
 ^.7 
 
 ricvlture ... 
 
 1 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 
 
 
 Hygiene 
 
 \ subjects. 
 
 ( 15 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 
 
 
 Morley Memorial College. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 A R'l- 
 
 —Drawing 
 
 2/- and 2/6 
 
 17 
 
 — 
 
 — 
 
 — 
 
 1 
 
 5 
 
 8 
 
 5 
 
 3 
 
 1 
 
 — 
 
 ]^qxe — E ach attendance is of about two liours duration unless otherwise stated. * Pee per term. 
 
m 
 
 Appendix C— continued. 
 
 Table giving Particulars of Fees, &c. — continued. 
 
 NAME OF INSTITUTION AND 
 * CLASS. 
 
 I. 
 
 Fee per 
 Session. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 III. 
 
 Ages of Students. 
 
 IV. 
 
 Attendances of Students 
 (Session 1891 — 92). 
 
 Total 
 number 
 on the 
 register. 
 
 Number 
 
 of 
 
 Students 
 under \2 
 years. 
 
 Ditto 
 
 from 
 
 12—14 
 
 years. 
 
 Ditto 
 
 from 
 
 14—16 
 
 years. 
 
 Ditto 
 
 from 
 
 16—20 
 
 years. 
 
 Ditto 
 
 over 
 
 20 
 
 years. 
 
 Number 
 of Stu- 
 dents 
 who have 
 made 
 less than 
 5 attend- 
 ances. 
 
 Ditto 
 
 5—10 
 
 attend- 
 
 ances. 
 
 1 
 
 Ditto 
 
 10—20 
 
 attend- 
 
 ances. 
 
 Ditto 
 
 20—30 
 
 attend- 
 
 ances. 
 
 Ditto 
 over 30 
 attend- 
 ances. 
 
 
 ^ * *1/6 one 
 
 3 38 
 
 
 
 
 10 
 
 28 
 
 7 
 
 11 
 
 10 
 
 10 
 
 
 
 subject. 
 
 30 
 
 — 
 
 — 
 
 — 
 
 11 
 
 18 
 
 5 
 
 6 
 
 7 
 
 12 
 
 — 
 
 
 6d. each 
 
 
 — 
 
 — 
 
 — 
 
 5 
 
 12 
 
 3 
 
 2 
 
 O 
 
 (t 
 
 . — 
 
 
 additnl. 
 
 14 
 
 — 
 
 — 
 
 — 
 
 1 
 
 13 
 
 5 
 
 1 
 
 3 
 
 r 
 
 — 
 
 
 ^ subject 
 
 ) « 
 
 
 — 
 
 — 
 
 2 
 
 4 
 
 — 
 
 3 
 
 — 
 
 ■> 
 
 — 
 
 
 
 r 
 
 
 
 
 
 
 
 
 
 
 
 
 
 48 
 
 — 
 
 — 
 
 — 
 
 13 
 
 35 
 
 4 
 
 11 
 
 13 
 
 20 
 
 — 
 
 
 ■ *Do. 
 
 < 
 
 
 
 
 
 
 
 
 
 
 
 
 
 21 
 
 — 
 
 — 
 
 — 
 
 3 
 
 18 
 
 1 
 
 o 
 
 1 
 
 17 
 
 
 
 > 
 
 
 62 
 
 
 
 
 18 
 
 44 
 
 6 
 
 5 
 
 11 
 
 40 
 
 
 
 
 
 
 
 
 
 
 Attcn 
 
 d a n ce 
 
 s of 11 
 
 hour.? 
 
 each. 
 
 
 — 
 
 33 
 
 — 
 
 — 
 
 — 
 
 16 
 
 17 
 
 — 
 
 — 
 
 13 
 
 20 
 
 — 
 
 17/- to 25/- 
 
 135 
 
 
 5 
 
 26 
 
 45 
 
 59 
 
 
 
 
 
 
 
 10/6 
 
 14 
 
 
 
 
 
 
 
 11 
 
 3 
 
 
 
 
 
 
 12/6 to 15/- 
 
 63 
 
 — 
 
 — 
 
 4 
 
 17 
 
 42 
 
 
 
 
 
 
 
 15/- 
 
 29 
 
 — 
 
 — 
 
 — 
 
 7 
 
 22 
 
 
 
 
 
 
 
 12/6 
 
 12 
 
 — 
 
 
 1 
 
 5 
 
 6 
 
 
 
 
 
 
 
 71- 
 
 13 
 
 
 
 
 2 
 
 11 
 
 
 
 
 
 
 
 
 18 
 
 — 
 
 — 
 
 — 
 
 8 
 
 10 
 
 
 
 
 
 
 
 7i- 
 
 62 
 
 — 
 
 — 
 
 2 
 
 35 
 
 25 
 
 
 
 
 
 
 :?/- & 12/- 
 
 24 
 
 — 
 
 — 
 
 1 
 
 9 
 
 14 
 
 
 
 
 
 
 
 12/6 
 
 47 
 
 
 
 1 
 
 21 
 
 25 
 
 
 
 
 
 
 
 12/6 
 
 61 
 
 — 
 
 
 
 4 
 
 44 
 
 13 
 
 
 
 
 
 
 
 2.5/- 
 
 55 
 
 — 
 
 — 
 
 4 
 
 28 
 
 23 
 
 
 
 
 
 
 
 7/- 
 
 18 
 
 — 
 
 — 
 
 — 
 
 7 
 
 11 
 
 
 
 
 
 
 12/6 & 15/- 
 
 394 
 
 — 
 
 — 
 
 11 
 
 202 
 
 181 
 
 
 
 
 
 
 
 10/- 
 
 16 
 
 — 
 
 — 
 
 — 
 
 8 
 
 8 
 
 
 
 
 
 
 
 — 
 
 97 
 
 — 
 
 
 
 — 
 
 34 
 
 63 
 
 
 
 
 
 
 
 — 
 
 92 
 
 — 
 
 — 
 
 1 
 
 36 
 
 55 
 
 
 
 
 
 
 
 
 14 
 
 
 
 3 
 
 6 
 
 5 
 
 
 
 
 
 
 
 10/- 
 
 10 
 
 — 
 
 — 
 
 — 
 
 3 
 
 7 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Atten 
 
 dance 
 
 s of 1 
 
 hour 
 
 eacli. 
 
 
 4/6 & 6 - 
 
 27 
 
 
 
 
 
 
 
 17 
 
 10 
 
 
 
 
 
 4 
 
 11 
 
 12 
 
 
 10- 
 
 19 
 
 — 
 
 — 
 
 — 
 
 9 
 
 10 
 
 — 
 
 2 
 
 5 
 
 9 
 
 • > 
 
 
 10,'- 
 
 40 
 
 
 
 
 
 3 
 
 24 
 
 13 
 
 2 
 
 7 
 
 9 
 
 22 
 
 _ 
 
 
 — 
 
 25 
 
 — 
 
 — 
 
 — 
 
 14 
 
 11 
 
 — 
 
 6 
 
 7 
 
 12 
 
 — 
 
 
 10/- 
 
 3 
 
 — 
 
 — 
 
 1 
 
 2 
 
 — 
 
 — 
 
 — 
 
 1 
 
 1 
 
 1 
 
 continued. 
 
 Morley Memorial College — amt. 
 
 f Geometry ... 
 
 \ Magnetism & Electricity 
 .Science Chemistry 
 
 i Physiology 
 
 V Botany 
 
 Technology — 
 
 Building Trades — Building Con- 
 struction ... 
 
 Engineering and Metal Trades — 
 Applied Mechanics 
 Machine Drawing 
 
 Messrs. Maudslay, Sons and Field’s 
 Class, Lambeth-road. 
 
 Technology — 
 
 Engineering and. Metal Trades — 
 Machine Construction ... 
 
 EAST CENTRAL DISTRICT. 
 
 Finsbury Technical College. 
 
 Art — Drawing 
 
 Science 
 
 C Geometry... 
 
 3 Chemistry, Inorganic 
 ) Chemistry, Organic 
 C Physics, Practical 
 
 Technology — 
 
 (a) Building Trades — 
 
 Brickwork 
 
 Carpentry and Joinery. . . 
 Plumbing 
 
 Builders’ Quantities ... 
 
 (b) Engineering and Metal Trades — 
 Applied Mechanics 
 Machine Construction ... 
 Mechanical Engineering 
 Metal Plate Work 
 Electrical Engineering 
 Electro-Plating ... 
 
 fElectric Locomotion 
 •{■Telephones 
 
 (c) Wood and Furniture Trades — 
 Cabinet-making and Drawing 
 fArt Furniture ... 
 
 City of London College. 
 
 /Drawing ... 
 
 Painting . . 
 
 j Figure Drawing and 
 
 ( Painting 
 Architectural Drawing 
 Woodcarving . 
 
 Art 
 
 Note — Each attendance is of about two hours duration unless otherwise stated. 
 
 * Fee per term. "f Special course of Lectures. J Fee for each of two courses. 
 
U2 
 
 Appendix C. — continued. 
 
 Table giving Particulars of Fees, &c. — continued . 
 
 
 
 I. 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 in. 
 
 Ages of Students. 
 
 IV. 
 
 Attendances of Students 
 (Session 1891 — 92). 
 
 N.AME OF INSTITUTION AND 
 
 Fee per 
 
 
 
 
 
 
 
 Number 
 
 
 
 
 
 
 CLASS. 
 
 Session. 
 
 Total 
 
 Number 
 
 of 
 
 Students 
 under 12 
 years. 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 dents 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 
 
 
 number 
 
 from 
 
 from 
 
 from 
 
 over 
 
 who have 
 
 5—10 
 
 10-20 
 
 20—30 
 
 over 30 
 
 
 
 
 on the 
 
 12—14 
 
 14—16 
 
 16—20 
 
 20 
 
 made 
 
 attend- 
 
 attend- 
 
 attend- 
 
 attend- 
 
 
 
 
 'register. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 less than 
 5 attend- 
 
 ances. 
 
 ances. 
 
 ances. 
 
 ances. 
 
 
 
 
 
 
 
 
 
 
 ances. 
 
 
 
 
 
 EAST CENTRAL DISTRICT— 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 continued. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 City of London College— con./. 
 
 
 
 
 
 
 
 
 Attendance of 1 hour each. 
 
 
 ^Geometry 
 
 4/- 
 
 30 
 
 
 
 — 
 
 4 
 
 15 
 
 11 
 
 5 
 
 3 
 
 7 
 
 15 
 
 — 
 
 
 ^Theoretical Mechanics 
 
 4/- 
 
 54 
 
 — 
 
 — 
 
 1 
 
 21 
 
 32 
 
 3 
 
 7 
 
 6 
 
 38 
 
 — 
 
 
 *Sound Light & Heat, ... 
 
 6/6 
 
 19 
 
 — 
 
 — 
 
 — 
 
 9 
 
 10 
 
 2 
 
 5 
 
 9 
 
 3 
 
 — 
 
 
 *Magnetism & ElectricitY’ 
 
 6/6 
 
 52 
 
 — 
 
 — 
 
 11 
 
 12 
 
 29 
 
 2 
 
 5 
 
 10 
 
 3-5 
 
 9 
 
 
 ^Chemistry Inorg. (Theo.) 
 
 5/. 
 
 921 
 
 
 
 22 
 
 33 
 
 105 
 
 3o 
 
 12 
 
 28 
 
 39 
 
 yC-IEXC'E ' 
 
 * „ ,, (Prac.) 
 
 18/- to 25/- 
 
 68 i 
 
 
 
 (2 
 
 11 
 
 17 
 
 38 
 
 — 
 
 ! 
 
 * ,, Org. (Theo.) 
 
 6/6 
 
 161 
 
 
 
 
 2 
 
 29 
 
 
 3 
 
 1 
 
 12 
 
 — 
 
 
 * „ „ (Prac.) 
 
 18/- 
 
 15 i 
 
 
 
 
 
 1- 
 
 3 
 
 1 
 
 11 
 
 — 
 
 
 *Botany ... 
 
 6/6 
 
 11 
 
 — 
 
 — 
 
 — 
 
 4 
 
 7 
 
 1 
 
 3 
 
 1 
 
 6 
 
 — 
 
 
 *Physiology 
 
 5/- 
 
 23 
 
 — 
 
 — 
 
 — 
 
 4 
 
 19 
 
 — 
 
 — 
 
 6 
 
 17 
 
 — 
 
 I 
 
 ^Biology ... 
 
 10/6 
 
 12 
 
 — 
 
 
 — 
 
 — 
 
 12 
 
 — 
 
 1 
 
 1 
 
 10 
 
 — 
 
 
 Geology . . 
 
 6/6 
 
 10 
 
 — 
 
 — 
 
 2 
 
 2 
 
 6 
 
 
 2 
 
 4 
 
 4 
 
 — 
 
 'Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 {a} Building Trades — 
 
 
 
 
 
 
 
 
 
 12 
 
 20 
 
 45 
 
 30 
 
 Buildino; Construction... 
 
 5/- to 8/- 
 
 116 
 
 — 
 
 — 
 
 12 
 
 59 
 
 45 
 
 9 
 
 (/)) E nqi neering and Metal Trades — 
 
 
 
 
 
 
 
 
 
 
 12 
 
 42 
 
 
 *.\])plied Mechanics 
 
 4/- 
 
 63 
 
 — 
 
 — 
 
 2 
 
 22 
 
 39 
 
 4 
 
 5 
 
 15 
 
 Machine Construction ... 
 
 5/- 
 
 52 
 
 — 
 
 — 
 
 9 
 
 29 
 
 14 
 
 3 
 
 4 
 
 13 
 
 17 
 
 ^Mechanical Engineering 
 
 10/6 
 
 16 
 
 — 
 
 — 
 
 3 
 
 12 
 
 1 
 
 2 
 
 3 
 
 3 
 
 8 
 
 — 
 
 *Steam 
 
 4/- 
 
 55 
 
 — 
 
 — 
 
 2 
 
 23 
 
 30 
 
 2 
 
 4 
 
 8 
 
 36 
 
 5 
 
 (diain Surveying 
 
 
 21/- r 
 
 37 
 
 — 
 
 — 
 
 — 
 
 8 
 
 29 
 
 — 
 
 13 
 
 24 
 
 — 
 
 — 
 
 Theodolite Surveying . . 
 
 
 to < 
 
 22 
 
 — 
 
 — 
 
 — 
 
 7 
 
 15 
 
 13 
 
 9 
 
 — 
 
 — 
 
 — 
 
 Ijevellinsf 
 
 3 
 
 63/- 1 
 
 32 
 
 — 
 
 — 
 
 — 
 
 6 
 
 26 
 
 13 
 
 19 
 
 
 — 
 
 — 
 
 bbiantity Surveying 
 
 1.5/- & 21/- 
 
 20 
 
 — 
 
 — 
 
 — 
 
 5 
 
 15 
 
 — 
 
 2 
 
 18 
 
 — 
 
 — 
 
 Agrindlure ... 
 
 7 6 
 
 10 
 
 — 
 
 — 
 
 — 
 
 3 
 
 7 
 
 — 
 
 — 
 
 2 
 
 1 
 
 7 
 
 .Ifijgiene 
 
 4/- 
 
 15 
 
 — 
 
 — 
 
 — 
 
 4 
 
 11 
 
 2 
 
 3 
 
 4 
 
 6 
 
 — 
 
 Telegraphists’ School of Science, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 General Post Office. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 rrvru' ^ Electricity 
 
 5/- 
 
 77 
 
 
 
 
 
 . — . 
 
 47 
 
 30 
 
 3 
 
 16 
 
 12 
 
 44 
 
 2 
 
 ‘ '■ ' t Laboratory Practice 
 
 5/- 
 
 26 
 
 — 
 
 — 
 
 — 
 
 14 
 
 12 
 
 — 
 
 — 
 
 8 
 
 6 
 
 12 
 
 '1’echnology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Engineering and Metal Trades — 
 Machine Drawing 
 
 5/- 
 
 7 
 
 — 
 
 — 
 
 — 
 
 1 
 
 6 
 
 — 
 
 — 
 
 1 
 
 6 
 
 — 
 
 St. Thomas Charterhouse School 
 
 
 
 
 
 
 
 
 
 
 s 1 to ( 
 
 hours 
 
 each. 
 
 of Science and Art. 
 
 
 
 
 
 
 
 
 Atte 
 
 ndance 
 
 
 Drawing ... 
 
 
 f 
 
 296 
 
 
 13 
 
 47 
 
 42 
 
 194 
 
 38 
 
 46 
 
 84 
 
 80 
 
 48 
 
 
 Design 
 
 
 
 17 
 
 — 
 
 — 
 
 1 
 
 3 
 
 13 
 
 2 
 
 7 
 
 4 
 
 3 
 
 1 
 
 1 
 
 A IIT 
 
 Painting ... 
 
 Figure Drawing anc 
 
 
 ) 6/- to ^ 
 52/6 1 
 
 12 
 
 — 
 
 — 
 
 — 
 
 3 
 
 9 
 
 3 
 
 4 
 
 3 
 
 1 
 
 
 Painting 
 
 
 28 
 
 
 
 — 
 
 3 
 
 4 
 
 21 
 
 10 
 
 1 
 
 3 
 
 6 
 
 8 
 
 
 .Architectural Drawing.. 
 
 
 
 9 
 
 
 
 — 
 
 1 
 
 1 
 
 7 
 
 2 
 
 — 
 
 4 
 
 13 
 
 — 
 
 
 Modelling 
 
 
 
 :12 
 
 — 
 
 — 
 
 1 
 
 3 
 
 28 
 
 6 
 
 6 
 
 4 
 
 b 
 
 
 /Geometry 
 
 'rheoreticalMechanics . . 
 
 
 r 
 
 77 
 
 
 
 9 
 
 23 
 
 16 
 
 29 
 
 16 
 
 11 
 
 18 
 
 16 
 
 16 
 
 
 
 From ] 
 
 60 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 Sound, Light & Heat , . 
 Chemistry Inorganic 
 
 
 23 
 
 
 
 
 
 
 
 2 
 
 
 60 
 
 1 
 
 
 ('Theoretical) ... 
 Chemistry Inorganic 
 
 
 70 
 
 — 
 
 — 
 
 
 5 
 
 65 
 
 55 
 
 
 7 
 
 1 
 
 1 
 
 
 
 
 (Practical) 
 
 21/- to 60/- 
 
 60 
 
 — 
 
 — 
 
 — 
 
 5 
 
 — 
 
 8 
 
 ■)0 
 
 Science 
 
 Chemistry Organi 
 
 ('Theoretical) ... 
 
 
 
 
 
 
 
 16 
 
 
 
 3 
 
 
 10 
 
 
 — 
 
 16 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 b 
 
 
 Chemistry Organi 
 
 
 
 
 
 
 
 
 
 
 
 
 9 
 
 
 (Practical) 
 
 
 >l/-to60/- 
 
 12 
 
 — 
 
 — 
 
 — 
 
 — 
 
 12 
 
 — 
 
 — 
 
 — 
 
 
 
 Physiography 
 
 > 
 
 From C 
 
 84 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 
 Botany 
 
 
 40 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 \ Geology .. 
 
 
 3/- ) 
 
 6 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — • 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 Marked thus (*) for course October to May, others for term. 
 
 XoTE— Each atteiidaiice is of about two hours duration unless otherwise stated. 
 
113 
 
 Appendix C. — continued. 
 
 Table giving Particulars of Fees, &c. — continued. 
 
 • 
 
 
 
 i. 
 
 
 II. 
 
 Number 
 of Stu- 
 dents. 
 
 III. 
 
 Ages of Students. 
 
 IV. 
 
 Attendances of Students 
 (Session 1891 — 92). 
 
 NAME OF INSTITUTION AND 
 
 
 Fee per 
 
 
 
 
 
 
 
 
 Number 
 
 
 
 
 
 
 CLASS. 
 
 
 Session. 
 
 
 Total 
 
 Number 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 dents 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 Ditto 
 
 
 
 
 
 
 number 
 
 Students 
 
 from 
 
 from 
 
 from 
 
 over 
 
 who have 
 
 5—10 
 
 10-20 
 
 20—30 
 
 over ‘10 
 
 
 
 
 
 
 on the 
 
 12— U 
 
 14—16 
 
 16—20 
 
 20 
 
 made 
 
 attend- 
 
 attend- 
 
 attend- 
 
 att^'iitl- 
 
 
 
 
 
 
 register. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 years. 
 
 less than 
 5 attend- 
 
 ances. 
 
 ances. 
 
 ances. 
 
 ances. 
 
 
 
 
 
 
 
 
 
 
 
 
 ances. 
 
 
 
 
 
 EAST CENTRAL DISTRICT— 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 continued. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 St Thomas Charterhouse School 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 of Science and hx%— continued. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Science 
 
 f Physiology 
 
 
 
 
 143 
 
 
 
 
 
 
 
 
 
 
 
 — cont. 
 
 1 Biology 
 
 
 From 
 
 
 40 
 
 
 
 
 
 
 
 
 
 
 
 Agricidture 
 
 
 f 3/- 
 
 
 34 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 lli/giene ... 
 
 
 
 
 116 
 
 
 
 
 
 
 
 
 
 
 
 SafFi'on-hill School of Art. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Di-awing 
 
 
 6/- 
 
 
 83 
 
 
 
 
 
 
 r- 
 
 4 
 
 15 
 
 52 
 
 12 
 
 Art < Figni’6 Prawing and Painting 
 1 Architectural Drawing 
 
 
 8/. . 
 
 ■ 
 
 
 — 
 
 6 
 
 12 
 
 7 
 
 67 
 
 = 
 
 — 
 
 — 
 
 -1 
 
 5 
 
 — 
 
 Modelling 
 
 
 6/- to 8/- 
 
 
 21 3 
 
 
 
 
 
 
 
 — 
 
 6 
 
 15 
 
 — 
 
 British Horological Institute. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Technology — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (/) Jeioellery and Fancy Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Watch and clock making V 
 
 
 
 
 / 
 
 
 
 
 
 
 
 
 
 
 
 
 (Priictical) 
 
 10/6 for the 
 
 17 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 13 
 
 4 
 
 
 
 Watch and clock making 
 
 three sub 
 
 
 / 
 
 
 
 
 
 
 
 
 
 
 
 
 (Theoretical) ... ... / 
 
 iects per 
 
 
 30 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — . 
 
 — 
 
 — 
 
 23 
 
 7 
 
 
 
 Drawing for watch- 
 
 
 quarter. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 makers ... ... ... j 
 
 
 
 \81 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 24 
 
 7 
 
 — 
 
 Birkbeck Institution. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Atten 
 
 dance 
 
 s 1 to 
 
 5 hour 
 
 s each. 
 
 Art — A ll Classes, including Etching 
 
 *7;- to 32/- 
 
 
 442 
 
 — 
 
 — 
 
 — 
 
 179 
 
 263 
 
 49 
 
 87 
 
 100 
 
 60 
 
 146 
 
 
 
 
 
 
 
 
 
 
 
 
 Atten 
 
 dance 
 
 S 1 to 
 
 2 hour 
 
 s eacli. 
 
 
 /^Geometry .. 
 
 II- to 10/ 
 
 
 103 
 
 — 
 
 — 
 
 — 
 
 38 
 
 65 
 
 — 
 
 3 
 
 14 
 
 86 
 
 
 
 
 Theoretical IMcchanics ... 
 
 
 4/- 
 
 
 93 
 
 — 
 
 — 
 
 — 
 
 33 
 
 60 
 
 — 
 
 16 
 
 23 
 
 46 
 
 8 
 
 
 Sound, Light, and Heat . . 
 
 10/- to 42/ 
 
 
 286 
 
 — 
 
 — 
 
 — 
 
 101 
 
 185 
 
 — 
 
 20 
 
 10 
 
 217 
 
 36 
 
 
 Magnetism & Electricity. 
 
 10 -to 42/ 
 
 
 154 
 
 — 
 
 — 
 
 — 
 
 65 
 
 89 
 
 — 
 
 6 
 
 4 
 
 125 
 
 19 
 
 
 Cliemistry, ‘ Inorganic 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 (Theoretical) ... 
 
 
 4- 
 
 
 98 
 
 — 
 
 — 
 
 — 
 
 37 
 
 61 
 
 5 
 
 17 
 
 22 
 
 54 
 
 
 
 
 Chemistry, Inorganic 
 
 (Practical) 
 
 Chemistry, Organic 
 
 
 18/- 
 
 
 23 
 
 — 
 
 — 
 
 — 
 
 10 
 
 13 
 
 — 
 
 1 
 
 4 
 
 17 
 
 1 
 
 Science ; 
 
 (Theoretical) ... 
 Chemistrj'. Organic 
 
 
 8- 
 
 
 56 
 
 — 
 
 — 
 
 — 
 
 18 
 
 38 
 
 2 
 
 8 
 
 28 
 
 18 
 
 — 
 
 
 (Practical) 
 
 18/- to 44/ 
 
 
 27 
 
 — 
 
 — 
 
 — 
 
 10 
 
 17 
 
 2 
 
 6 
 
 13 
 
 6 
 
 
 
 
 Physics (Practical) 
 
 
 — 
 
 
 79 
 
 — 
 
 — 
 
 — 
 
 26 
 
 53 
 
 — 
 
 6 
 
 73 
 
 
 
 
 
 
 Metallurgy 
 
 81- to 18,'- 
 
 
 12 
 
 — 
 
 — 
 
 — 
 
 2 
 
 10 
 
 — 
 
 1 
 
 3 
 
 8 
 
 
 
 
 Mineralogy 
 
 
 8/- 
 
 
 8 
 
 — 
 
 — 
 
 — 
 
 3 
 
 5 
 
 — 
 
 — 
 
 1 
 
 7 
 
 
 
 
 Physiography 
 
 
 6;'- 
 
 
 49 
 
 — 
 
 — 
 
 — 
 
 11 
 
 38 
 
 — 
 
 6 
 
 4 
 
 33 
 
 6 
 
 
 Botany 
 
 
 from 71- 
 
 
 106 
 
 — 
 
 — 
 
 — 
 
 21 
 
 85 
 
 — 
 
 1 
 
 4 
 
 60 
 
 41 
 
 
 Geology ... 
 
 
 from 6'- 
 
 
 12 
 
 — 
 
 — 
 
 — 
 
 3 
 
 9 
 
 — 
 
 3 
 
 3 
 
 6 
 
 
 
 Physiology 
 
 
 4'- 
 
 
 54 
 
 — 
 
 — 
 
 — 
 
 6 
 
 48 
 
 — 
 
 8 
 
 18 
 
 26 
 
 .> 
 
 
 vBiology ... 
 
 
 from 7/- 
 
 
 69 
 
 — 
 
 — 
 
 — 
 
 11 
 
 58 
 
 — 
 
 — 
 
 6 
 
 45 
 
 18 
 
 Te( I1NOI.OGY — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 («) Ru 
 
 Iding Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Building Construction 
 
 
 4/- 
 
 
 60 
 
 — 
 
 — 
 
 — 
 
 30 
 
 30 
 
 — 
 
 2 
 
 5 
 
 42 
 
 1 1 
 
 {h) Enyineerinq and Metal Trades — 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Applied Mechanics 
 
 
 4/- 
 
 
 52 
 
 — 
 
 
 
 — 
 
 22 
 
 30 
 
 7 
 
 10 
 
 10 
 
 25 
 
 
 Machine Construction 
 
 
 4/- 
 
 
 23 
 
 — 
 
 — 
 
 — 
 
 15 
 
 8 
 
 3 
 
 3 
 
 9 
 
 8 
 
 
 Steam 
 
 
 4/- 
 
 
 48 
 
 — 
 
 
 
 
 
 30 
 
 18 
 
 1 
 
 5 
 
 14 
 
 27 
 
 I 
 
 Land Surveying ... 
 
 15-&27/6* 
 
 36 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 
 
 
 
 Quantity Surveying 
 
 9/- & 14/-* 
 
 54 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 Agricidture 
 
 
 10/- 
 
 
 6 
 
 — 
 
 — 
 
 — 
 
 — 
 
 6 
 
 — 
 
 — 
 
 — 
 
 6 
 
 — 
 
 Jfuoiene ... 
 
 
 4/- 
 
 
 27 
 
 — 
 
 — 
 
 — 
 
 4 
 
 23 
 
 2 
 
 2 
 
 10 
 
 13 
 
 — 
 
 [ I-'] 
 
 XoTE — Each attendance is of about two hours duration unless otherwise stated. 
 * Signifies fee’per term. 
 
114 
 
 Appendix D. 
 
 List of Science Schools in the County of London in 1892 
 (in connection with the Science and Art Depaetjient). 
 
 [Notk — The following table has been kindly furnished by the Science and Art Department. It is at once wider and 
 narrower in its scope than the lists of science classes given in the remaining appendices to this report. 
 It is wider inasmuch as it includes a full list of both day and evening, higher and elementary classes, 
 whether or not they are under the School Board. It is narrower inasmuch as it only embraces classes 
 which w'ork in connection with South Kensington. I have therefore thought it worth while to give it 
 in full as the official list of science classes aided by the Science and Art Department. The numbers in 
 brackets attached to the names of the schools are their official index number in the Science and Art 
 Department’s Eegister.] 
 
 Name of School. 
 
 Number 
 
 under 
 
 instruction. 
 
 Number for 
 ■whose ex- 
 amination 
 application 
 
 * Number 
 claimed on. 
 
 "Whether 
 
 held 
 
 in the day 
 or 
 
 If an 
 organised 
 Science 
 School. 
 
 
 
 received. 
 
 
 evening. 
 
 
 Blackheath — Lee and Lewisham School of 
 
 8 
 
 8 
 
 
 D.andE. 
 
 
 (1947) Science and Art 
 „ Alexandi’a Hall 
 
 (1949) 
 
 30 
 
 22 
 
 — 
 
 D.andE. 
 
 — 
 
 Bi'ockley — Board School, Mantle-road 
 
 114 
 
 60 
 
 — 
 
 D.andE. 
 
 — 
 
 (7202s) 
 
 
 
 
 
 
 Charlton — Royal Arsenal Co-operative Society’s 
 
 18 
 
 16 
 
 — 
 
 E. 
 
 — 
 
 (1823) ln.stitute 
 
 
 
 
 
 
 Dentford — Board School, Stanley-street 
 
 10 
 
 9 
 
 — 
 
 E. 
 
 — 
 
 (1830) 
 
 „ St. Nicholas Vestry Hall 
 
 58 
 
 34 
 
 13 
 
 E. 
 
 _ 
 
 (1832.C 
 
 
 
 
 
 
 „ John Addoy’s School 
 
 (1833) 
 
 155 
 
 121 
 
 80 
 
 11. and E. 
 
 — 
 
 ,, Central Classes for Pupil Teachers St. 
 
 (1834) John’s School 
 
 86 
 
 68 
 
 50 
 
 E. 
 
 
 ,, Deptford Pupil Teachers’ School, 
 
 (7202) Clyde-street 
 
 171 
 
 145 
 
 — 
 
 1). 
 
 — 
 
 „ Board School, Stanley-street ... 
 
 11 
 
 7 
 
 — 
 
 D. 
 
 — 
 
 (7205c) 
 
 
 
 
 
 
 Creenwich— Board School, Blackheath-road 
 
 54 
 
 40 
 
 — 
 
 D.andE. 
 
 — 
 
 (7202l) 
 
 
 
 
 
 
 ,, Board School, Randall-place 
 
 (7205k) 
 
 31 
 
 12 
 
 — 
 
 E. 
 
 
 Hatcham — Board School, Monson-road ... 
 
 84 
 
 42 
 
 — 
 
 D.andE. 
 
 — 
 
 (7203r) 
 
 
 
 
 
 
 Lee — British School ... 
 
 10 
 
 8 
 
 — 
 
 E. 
 
 — 
 
 (1870) 
 
 
 
 2 
 
 E. 
 
 
 Lewisham — Board School, Lewisham-bridige 
 
 13 
 
 3 
 
 — 
 
 (7204z) 
 
 
 
 
 E. 
 
 
 New Cross — New Art Rooms, 2, Cliff-terrace 
 
 7 
 
 O 
 
 o 
 
 4 
 
 — 
 
 (1966) 
 
 
 
 
 
 
 „ “ Welcome ’’ Institute 
 
 24 
 
 20 
 
 7 
 
 E. 
 
 — 
 
 (1972) 
 
 „ Goldsmiths’ Company Technical and 
 
 (1974) Recreative Institute 
 
 674 
 
 532 
 
 309 
 
 E. 
 
 — 
 
 
 
 ,, Board School, Cliftou-road ... 
 
 (7205l) 
 
 40 
 
 16 
 
 11 
 
 E. 
 
 D. 
 
 
 I’lumstead — High School for Girls... 
 
 33 
 
 15 
 
 — 
 
 ( 1868 a) 
 
 
 
 
 E. 
 
 
 „ St. John's School 
 
 49 
 
 38 
 
 25 
 
 — 
 
 (1882) 
 
 
 
 ' 13 
 
 E. 
 
 
 „ Board School, Burrage-grove 
 
 33 
 
 26 
 
 — 
 
 (1883) 
 
 
 
 
 E. 
 
 
 „ Wesleyan Methodist School... 
 
 (1916) 
 
 17 
 
 16 
 
 
 
 D. 
 
 ., Board School, Bloomfield-road 
 
 (7202m) 
 
 102 
 
 67 
 
 
 
 D.andE. 
 
 „ Board School, Plumstcad-road 
 
 218 
 
 106 
 
 — 
 
 — 
 
 (7202x) 
 
 
 
 
 E. 
 
 
 „ Board School, Eglinton-street 
 
 24 
 
 6 
 
 — 
 
 — 
 
 (7203) 
 
 
 20 
 
 3 
 
 E. 
 
 
 „ Board School, Burrage-grove 
 
 (7203b) 
 
 Woolwich — Boys’ High School 
 
 48 
 
 
 
 
 D.andE. 
 
 35 
 
 20 
 
 17 
 
 — 
 
 (1868) 
 
 
 R4 
 
 
 E. 
 
 
 „ Board School, Wellington-street 
 
 42 
 
 27 
 
 — 
 
 (1914) 
 
 
 
 48 
 
 E. 
 
 
 „ Royal Arsenal Mechanic’s Institute... 
 
 115 
 
 88 
 
 — 
 
 (1915) 
 
 „ Polytechnic Y. M. C. Institute 
 
 (1973) 
 
 378 
 
 312 
 
 — 
 
 E. 
 
 — 
 
 
 D. 
 
 „ Pupil Teachers’ School, New-road ... 
 
 80 
 
 70 
 
 — 
 
 — 
 
 (7202a) 
 
 
 45 
 
 20 
 
 E. 
 
 
 Sydenham — Holy Trinity Schoolroom 
 
 46 
 
 — 
 
 (1899) 
 
 
 
 
 E. 
 
 
 „ St. Michael’s School ... 
 
 10 
 
 10 
 
 — 
 
 
 (1901) 
 
 
 
 
 
 
 ♦“The number claimed on ” rej)resents approximately “the number successful.’ A complete return in this 
 column cannot be given for two or three months, until all claims have been received from the schools. 
 
1]5 
 
 Appendix D. — List of Science Schools in the County of London in 1892 — continued. 
 
 Namk of School. 
 
 Number 
 1 under 
 
 . mstruction. 
 
 i 
 
 Number for 
 whose ex- 
 amination 
 application 
 was 
 
 received. 
 
 * Number 
 claimed on. 
 
 Whether 
 
 held 
 
 in the day 
 or 
 
 evening. 
 
 If an 
 oi'ganised 
 Science 
 School. 
 
 Aldersgate-strcct — Ward Schools ... 
 (■2<S03) 
 
 222 
 
 1 70 
 
 — 
 
 D.andE. 
 
 — 
 
 „ Telegraphists’ School, General 
 
 (2804) Post Office 
 
 90 
 
 65 
 
 33 
 
 E. 
 
 — 
 
 „ Young Men's Christian 
 
 (280-5) Association, 186, Alders- 
 
 gate-street 
 
 91 
 
 83 
 
 
 E. 
 
 
 Bayswater — Hyde-park and Bayswatcr School 
 (2806) of Science and Art 
 
 20 
 
 8 
 
 7 
 
 D. and E. 
 
 — ■ 
 
 Bethnal-green — Parmiters’ Foundation School ... 
 (2811) 
 
 1.54 
 
 89 
 
 44 
 
 D. 
 
 — 
 
 „ Board School, Olgar-strect 
 
 (2816) 
 
 11 
 
 7 
 
 — 
 
 D. 
 
 — 
 
 Board School, Globe-terrace 
 (7202ii) 
 
 35 
 
 15 
 
 1 
 
 E. 
 
 
 Bishopsgate — Central Foundation Girls’ School 
 (2827) 
 
 100 
 
 68 
 
 33 
 
 D. 
 
 — 
 
 Bloomsbury — Koyal Female School of Science 
 (2831) and Art 
 
 13 
 
 13 
 
 7 
 
 D.andE. 
 
 
 „ Working Men’s College 
 
 (2832) 
 
 113 
 
 67 
 
 34 
 
 E. 
 
 — 
 
 Bow — Bow and Bromley Institute 
 (2841) ^ 
 
 „ St. Paul’s National School ... 
 (2842) 
 
 420 
 
 3,52 
 
 190 
 
 D.andE. 
 
 — 
 
 28 
 
 21 
 
 15 
 
 E. 
 
 _ 
 
 „ Board School, Malmesbury-road 
 (7203w) 
 
 22 
 
 3 
 
 — 
 
 E. 
 
 — . 
 
 Bromley (E.) — Board School, Byron-street 
 (7204o) 
 
 60 
 
 38 
 
 — 
 
 D. 
 
 
 Camden-town — Maryleboue Pupil Teachers 
 
 (7202b) Brecknock School 
 
 120 
 
 111 
 
 — 
 
 D. 
 
 — 
 
 Chancery-lane —School of Science and Art, 
 (2861) Birkbeck Literary Institution 
 
 987 
 
 636 
 
 391 
 
 E. 
 
 — 
 
 Chelsea — School of Science and Art, Onslow 
 (2863) College 
 
 180 
 
 1.50 
 
 99 
 
 E. 
 
 — 
 
 „ St. Mark’s College, Upper School 
 
 (2865) 
 
 188 
 
 125 
 
 93 
 
 D. 
 
 — 
 
 „ Whiteland’s College School 
 
 (2868) 
 
 63 
 
 40 
 
 — 
 
 D. 
 
 — 
 
 „ Whiteland’s Practising School ... 
 
 (2868) 
 
 33 
 
 26 
 
 19 
 
 E. 
 
 — 
 
 „ Board School, Cook’s-ground 
 
 (7202u) 
 
 29 
 
 20 
 
 — 
 
 E. 
 
 — . 
 
 Clapton (Upper) — Clapton and Stamford-hill 
 (2884) School of Science and Art 
 
 12 
 
 10 
 
 7 
 
 D.andE. 
 
 — 
 
 Commercial-road (E.) — Raiue’s Foundation Boys’ 
 (2886) School 
 
 32 
 
 15 
 
 10 
 
 D. 
 
 — 
 
 Cubitt-town — Board School, Glengall-road 
 (7204a) 
 
 68 
 
 25 
 
 — 
 
 E. 
 
 — 
 
 Fulham — Board School, Sherbrooke-road 
 (7205g) 
 
 58 
 
 34 
 
 — 
 
 D. 
 
 — 
 
 Goswell-road — St. Thomas Charterhouse, School 
 (2903) of Science and Art 
 
 581 
 
 440 
 
 300 
 
 D.andE. 
 
 — 
 
 Gray’s-inn-road — Science and Art Classes 
 (3099) 
 
 54 
 
 31 
 
 13 
 
 D.andE. 
 
 — 
 
 „ Board School, Manchester-street 
 
 (7203h) 
 
 32 
 
 12 
 
 — 
 
 E. 
 
 — ■ 
 
 Hackney — Worcester House College 
 
 (2889) 
 
 7 
 
 8 
 
 — 
 
 D.andE, 
 
 — 
 
 „ North-East London Institute ... 
 
 (2908) 
 
 72 
 
 63 
 
 45 
 
 E- 
 
 — ' 
 
 „ Morley Hall 
 
 (3209) 
 
 115 
 
 115 
 
 57 
 
 E. 
 
 — 
 
 „ Board School, London-fields ... 
 
 (7202x) 
 
 38 
 
 16 
 
 — 
 
 E. 
 
 — 
 
 „ Board School, Teesdale-street . . . 
 
 (7204c) 
 
 24 
 
 10 
 
 — 
 
 E. 
 
 — 
 
 „ Board School, Rendlesham-road 
 
 (7204d) 
 
 35 
 
 6 
 
 — 
 
 E. 
 
 --- 
 
 „ Board School, Wilton-road 
 
 (7204m) 
 
 1.34 
 
 77 
 
 — 
 
 D. 
 
 — 
 
 Hammei’smith — Broadway Lecture Hall 
 (2914) 
 
 35 
 
 29 
 
 18 
 
 E. 
 
 — 
 
 „ Board School, William-street... 
 
 (2919) 
 
 57 
 
 48 
 
 38 
 
 E. 
 
 — 
 
 „ Science and Art Classes, Dun- 
 
 (2956) sany-road 
 
 23 
 
 16 
 
 6 
 
 E. 
 
 — 
 
 „ Chelsea Pupil Teachers’ School, 
 
 (7205k) William-street 
 
 185 
 
 147 
 
 — 
 
 D. 
 
 — 
 
 ♦“The number claimed on” represents approximately “the number successful.” A comj)lete return in this 
 column cannot be given for two or three months, until all claims have been received from the schools. 
 
IIG 
 
 Appendix D. — List of Science Schools in the County of London in 1892 — coniinucd. 
 
 Namk of Scuooi.. 
 
 dumber 
 
 under 
 
 instruction. 
 
 Number for 
 ■whose ex- 
 amination 
 ap])lication 
 was 
 
 received. 
 
 * Number 
 claimed on. 
 
 Whether 
 
 held 
 
 in the day 
 or 
 
 evening. 
 
 If an 
 organised 
 Science 
 School. 
 
 Hammersmith — Board School, Flora-gardens 
 (7202 y) 
 
 115 
 
 56 >' 
 
 — 
 
 E. 
 
 — 
 
 ,, Higher Standard Board School, 
 
 (7202d) William-street 
 
 54 
 
 37 
 
 — 
 
 D. 
 
 — 
 
 Hampstead — North-west London School of Science 
 (2921) and Art 
 
 15 
 
 10 
 
 5 
 
 E. 
 
 — 
 
 ,, Board School, Fleet-road 
 
 (7205e) 
 
 36 
 
 20 
 
 — 
 
 D. 
 
 — 
 
 Harrow-road — Board School, Ivenmont-gardens 
 (7202z) 
 
 50 
 
 26 
 
 — 
 
 E. 
 
 — 
 
 Haverstock-hill — Orphan Working School 
 
 60 
 
 J.0 
 
 — 
 
 E. 
 
 — 
 
 ,, William Ellis’ School for Boys 
 
 (2928) 
 
 107 
 
 83 
 
 51 
 
 D.andE. 
 
 - 
 
 Highbui’y — Highbury Institute 
 (2968) 
 
 254 
 
 206 
 
 144 
 
 D.andE. 
 
 — 
 
 ., Board School, Station-road ... 
 
 (7203z) 
 
 41 
 
 16 
 
 8 
 
 E. 
 
 — 
 
 Hollowav — St. John’s Youths’ Institute ... 
 (2935) 
 
 27 
 
 20 
 
 12 
 
 E. 
 
 — 
 
 „ Camden School of Science and Art . . . 
 
 (3178) 
 
 45 
 
 17 
 
 — 
 
 D.andE. 
 
 — 
 
 ,, Board School, Grafton-road ... 
 
 (7204.W) 
 
 20 
 
 8 
 
 — 
 
 D. 
 
 — 
 
 Homer ton— Practising School 
 (2942) 
 
 20 
 
 10 
 
 2 
 
 D. 
 
 — 
 
 ., Board School, Eushmore-road 
 
 (7203e) 
 
 147 
 
 62 
 
 
 
 D.andE. 
 
 ■ 
 
 Hoxton — Board School, Napier-street 
 (7205) 
 
 31 
 
 10 
 
 — 
 
 D. 
 
 
 „ Wesleyan School, Mintern-street 
 
 (2951) 
 
 77 
 
 46 
 
 28 
 
 D.andE. 
 
 
 „ Board School, St. John’s-road ... 
 
 (7205a) 
 
 39 
 
 23 
 
 — 
 
 D. 
 
 
 Islington — Dame Alice Owen’s School (Boys’ 
 (2971) Department) 
 
 ,, Dame Alice Owen’s School (Girls’ 
 
 (2971a) Department 
 
 246 
 
 196 
 
 152 
 
 D. 
 
 
 161 
 
 97 
 
 76 
 
 D. 
 
 — 
 
 Kensal Ptise — Board School, Kilburn-lane 
 (7204r) 
 
 23 
 
 7 
 
 1 
 
 E. 
 
 — 
 
 Kentish-town — Board School, Carlton-street 
 (7203j) 
 
 11 
 
 11 
 
 — 
 
 D.andE. 
 
 — — 
 
 , Board School, Burghley-road 
 
 (7204x) 
 
 29 
 
 24 
 
 — 
 
 D. 
 
 
 Kilburn — St. Augustine’s Parochial Eoom 
 (2989) 
 
 8 
 
 8 
 
 — 
 
 E. 
 
 — 
 
 „ Wordsworth College 
 
 (2991) 
 
 74 
 
 38 
 
 — 
 
 E. 
 
 ) 
 
 „ St. Lawrence Institute, Technical 
 
 (2999) College 
 
 2 
 
 2 
 
 — — 
 
 E. 
 
 ~ .. 
 
 Kingsland — North London School of Science and 
 (2993) Art 
 
 60 
 
 35 
 
 — 
 
 D.andE. 
 
 . ; 
 
 „ Board School, Canal-road 
 
 (2994) 
 
 72 
 
 42 
 
 18 
 
 E. 
 
 
 „ Bii'kbeck School ... 
 
 (2996) 
 
 71 
 
 36 
 
 13 
 
 D. 
 
 
 „ Hackney Pupil Teachers’ School, Ball’s 
 
 (7202c) Pond-road 
 
 260 
 
 210 
 
 — - 
 
 D. 
 
 
 Lcicester-square— Archbishop Tenison’s School... 
 (3201) 
 
 115 
 
 78 
 
 25 
 
 D. 
 
 
 Limehouse — Board School, Thomas-street 
 (3004) 
 
 20 
 
 19 
 
 16 
 
 D.andE. 
 
 
 Board School, Farrance-street 
 (7203x) 
 
 30 
 
 7 
 
 ' 
 
 E. 
 
 
 „ Board School, Thomas-street 
 
 (7204q) 
 
 181 
 
 140 
 
 
 D. 
 
 
 London-wall — Coleman-street Ward School 
 (3005) 
 
 9 
 
 9 
 
 — 
 
 D. 
 
 
 Marylebone — Central Schools 
 (3010) 
 
 120 
 
 120 
 
 
 E. 
 
 
 „ Quebec Institute 
 
 (3011) 
 
 7 
 
 6 
 
 5 
 
 E. 
 
 
 jMilc-end — Mile-end Pupil Teachers’ School 
 (7202q) 
 
 71 
 
 65 
 
 
 D. 
 
 
 ,, School of Science and Art, People’s 
 
 (3025) Palace 
 
 930 
 
 840 
 
 498 
 
 D.and E. 
 
 0 . s. 
 
 Jloorfields — City of Loudon College 
 (3000) 
 
 476 
 
 420 
 
 206 
 
 E. 
 
 E. 
 
 
 City of London Day ’I'raining College 
 (3005.V) ‘ 1 
 
 572 
 
 490 
 
 194 
 
 
 *“Tho iiumli)or clnimed on’’ represents approximately “ the number successful.'’ A complete return in this 
 column cannot be given for two or three months, until all claims have been received from the schools. 
 
117 
 
 Appendix D. — List of Science Schools in the County of London in 1892 — continued. 
 
 Xajik of School. 
 
 Xumber 
 
 under 
 
 instruction. 
 
 1 Number for 
 1 'whose ex- 
 amination 
 ajiplication 
 was 
 
 receive d. 
 
 • Number 
 claimed on. 
 
 Whether 
 
 held 
 
 in the day 
 or 
 
 evening. 
 
 If an 
 organised 
 ^ence 
 School. 
 
 Notting-hill — Board School, Sauuders-road 
 (7205) 
 
 13 
 
 8 
 
 3 
 
 E. 
 
 — 
 
 Notting-hill-gate — Board School, Silver-street .. 
 (3038) 
 
 14 
 
 13 
 
 13 
 
 E. 
 
 — 
 
 „ Johnson-street Anchor Insti- 
 
 (3039) tute 
 
 21 
 
 15 
 
 — 
 
 E. 
 
 — 
 
 Old-street (E.C.) — St. Luke's Parochial School... 
 (3046) 
 
 17 
 
 14 
 
 14 
 
 D.andE. 
 
 — 
 
 Paddington — Westbournc-]3ark Institute... 
 (3053) 
 
 130 
 
 • 
 
 108 
 
 59 
 
 E. 
 
 — 
 
 Pentonville— Finsbury Pupil Teachers’ School ... 
 (7202 e) 
 
 110 
 
 90 
 
 
 D. 
 
 — 
 
 Pimlico — St. Gabriel's School 
 (3068) 
 
 9 
 
 i 
 
 — 
 
 E. 
 
 — 
 
 „ Wesleyan School, Warwick-strect 
 
 (3069) 
 
 40 
 
 31 
 
 — 
 
 D. 
 
 — 
 
 ,, St. Peter's Institute 
 
 (3070) 
 
 Poplai’ — Boys’ School, Wade-street 
 (3077) 
 
 45 
 
 33 
 
 21 
 
 E. 
 
 — 
 
 17 
 
 10 
 
 — 
 
 E. 
 
 — 
 
 Queen’s-park — Institute 
 (3081) 
 
 171 
 
 96 
 
 66 
 
 D.andE. 
 
 — 
 
 „ Board School, Beethoven-street ... 
 
 (7205ii) 
 
 35 
 
 19 
 
 — 
 
 D. 
 
 — 
 
 Regent-street — Polytechnic Y. M. C. Institute ... 
 (3169) 
 
 1,700 
 
 1,388 
 
 — 
 
 D.andE. 
 
 0 . s. 
 
 Saffron-hill — School of Science and Art ... 
 (3087) 
 
 5 
 
 O 
 
 — 
 
 D.andE. 
 
 — 
 
 St. John’s Wood — Board School, Capland-street 
 (7204s) 
 
 48 
 
 37 
 
 1 
 
 D. 
 
 — 
 
 St. Martin’s — School of Science and Art ... 
 (3091) 
 
 8 
 
 
 2 
 
 E. 
 
 — 
 
 St. Pancras — Board School, Medbum-sti’cct 
 (7202P) 
 
 165 
 
 85 
 
 _ 
 
 D.andE. 
 
 — 
 
 Somers-town — Clarendon-square School ... 
 (3096) 
 
 69 
 
 44 
 
 — 
 
 E. 
 
 — 
 
 „ Aldenham Institute 
 
 (3098) 
 
 34 
 
 27 
 
 19 
 
 E. 
 
 — 
 
 Stepney — Dr. Barnardo’s Boys’ Home 
 ^(3108) 
 
 21 
 
 15 
 
 — 
 
 D. 
 
 — 
 
 „ Stepney Pupil Teachers’ School 
 
 (7202f) 
 
 160 
 
 144 
 
 — 
 
 D. 
 
 — 
 
 Board School, Rutland-street ... 
 (7205 d) 
 
 20 
 
 10 
 
 — 
 
 D. 
 
 — 
 
 Stoke Newington — Ladies’ Art Studio ... 
 (3197) 
 
 9 
 
 7 
 
 7 
 
 E. 
 
 — 
 
 ,, Board School, Oldfield-road . . . 
 
 (7204r) 
 
 Strand — Day Training College, King’s College ... 
 (3193) 
 
 120 
 
 60 
 
 
 D. 
 
 
 ,, Y.M.C. Association, Exeter Hall 
 
 (.3211) 
 
 00 
 
 442 
 
 — 
 
 D.andE. 
 
 — 
 
 Tolliiigton-park — Board School, Montem-street... 
 (7205P) 
 
 120 
 
 69 
 
 — 
 
 D. 
 
 — 
 
 Tottenham-court-road — St. John’s School 
 (3012) 
 
 26 
 
 20 
 
 14 
 
 E. 
 
 — 
 
 West London — Polytechnic School of Science and 
 (3140) Art 
 
 60 
 
 40 
 
 — 
 
 D.and E. 
 
 — 
 
 Westminster — St. James-the Less National 
 (3143) 
 
 16 
 
 12 
 
 6 
 
 E. 
 
 — 
 
 „ Wesleyan Practising School 
 
 (3148) 
 
 36 
 
 32 
 
 'I'l 
 
 D. 
 
 — 
 
 „ St. Stephen’s Technical Institute 
 
 (3150) 
 
 26 
 
 19 
 
 — 
 
 E. 
 
 — 
 
 ., James-street Board School 
 
 (3153) 
 
 118 
 
 101 
 
 72 
 
 E. 
 
 — 
 
 „ Board School, Horseferry-road . . . 
 
 (7205m) 
 
 41 
 
 17 
 
 3 
 
 E. 
 
 — 
 
 Whitechapel — Foundation School ... 
 (3157) 
 
 64 
 
 47 
 
 19 
 
 D. 
 
 — 
 
 Balhara — Board School, Oldridge-road ... 
 (7201) 
 
 48 
 
 20 
 
 — 
 
 E. 
 
 — 
 
 Battersea — Sir W. St. .John’s Middle School 
 (4413) 
 
 98 
 
 67 
 
 54 
 
 D. 
 
 — 
 
 ,, Christ Chui’ch Schools... 
 
 (4450) 
 
 101 
 
 98 
 
 — 
 
 D.andE. 
 
 — 
 
 „ Public Library, Lavender-hill 
 
 (4489) 
 
 26 
 
 21 
 
 9 
 
 E. 
 
 — 
 
 „ Methodist Church School 
 
 (4590) 
 
 87 
 
 67 
 
 48 
 
 E. 
 
 — 
 
 * “ The number claimed cn” represents aiii)roximately “ the number siiccessi'ul.” A complete return in this 
 column cannot be given for two or three months, until all claims have Ijeen received from t!ie schools. 
 
118 
 
 Appendix D. — List of Scieuce Schools in the County of London in 1892 — continued. 
 
 Name of School. 
 
 Number 
 
 under 
 
 instruction. 
 
 Number for 
 ■whose ex- 
 amination 
 application 
 was 
 
 received. 
 
 * Number 
 claimed on. 
 
 ■Whether 
 
 held 
 
 in the day 
 or 
 
 evening. 
 
 If an 
 organised 
 Science 
 School. 
 
 Battersea — Board School, Surrey-lane 
 (7203 n) 
 
 120 
 
 60 
 
 — 
 
 D.andE. 
 
 — 
 
 „ Board School, Basnet-road 
 
 (7203t) 
 
 22 
 
 13 
 
 — 
 
 E. 
 
 — 
 
 Battersea-rise, Royal Masonic Institute ... 
 (4418) 
 
 59 
 
 48 
 
 43 
 
 D. andE. 
 
 — 
 
 Bermondsey — Roman Catholic Schools, 1, Parker’s- 
 (4410) row 
 
 11 
 
 9 
 
 — 
 
 E. 
 
 . — . 
 
 ,, Boutcher School 
 
 (4412) 
 
 82 
 
 29 
 
 17 
 
 D. 
 
 — 
 
 „ Herold’s School 
 
 (4421) 
 
 65 
 
 47 
 
 21 
 
 E. 
 
 
 ,, Commercial School ... 
 
 (4556; 
 
 30 
 
 17 
 
 8 
 
 E. 
 
 — — 
 
 „ Southwark Pupil Teachers’ School 
 
 (7202h) 
 
 82 
 
 71 
 
 
 
 D. 
 
 — , 
 
 „ Board School, Monnow-road 
 
 (7203g) 
 
 104 
 
 51 
 
 — 
 
 D. 
 
 — 
 
 ,, Board School. Keeton’s-road . . 
 
 (7204x) 
 
 41 
 
 16 
 
 
 
 D. 
 
 — 
 
 .. Board School, Rolls-road . . 
 
 (4538) 
 
 1 
 
 1 
 
 1 
 
 E. 
 
 
 Herne-hill — Mayall College . . . 
 (4537) 
 
 40 
 
 24 
 
 — 
 
 D. 
 
 ' 
 
 ,. Board School, Jessop-road ... 
 
 (7203s) 
 
 22 
 
 14 
 
 5 
 
 E. 
 
 — 
 
 Kennington — St. John’s Middle-Class School 
 (4431) 
 
 90 
 
 66 
 
 37 
 
 D.andE. 
 
 — 1 
 
 „ Oval School ... 
 
 (4549) 
 
 30 
 
 6 
 
 — 
 
 E. 
 
 ■ 
 
 Brixton — St. John’s Schools... 
 (4425) 
 
 55 
 
 33 
 
 23 
 
 E. 
 
 
 „ Board School, Effra-parade 
 
 (7202w) 
 
 72 
 
 46 
 
 — 
 
 E. 
 
 
 Camberwell — Wilson’s Grammar School ... 
 (4430) 
 
 198 
 
 126 
 
 98 
 
 D. 
 
 
 ,, Greencoat and National School ... 
 
 (4477) 
 
 184 
 
 132 
 
 80 
 
 D.andE. 
 
 
 North Camberwell Lecture Hall ... 
 (4486) 
 
 23 
 
 18 
 
 7 
 
 E. 
 
 — 
 
 „ Trinity-court ... ... 
 
 (4536) 
 
 4 
 
 4 
 
 — 
 
 E. 
 
 
 Clapham — Lambeth Polytechnic ... 
 
 (4424) 
 
 39 
 
 32 
 
 19 
 
 E. 
 
 
 „ School of Science and Art 
 
 (4581) 
 
 28 
 
 20 
 
 10 
 
 D.andE. 
 
 
 „ Board School, Wirtemberg-street 
 
 (7203f) 
 
 8 
 
 2 
 
 — 
 
 E. 
 
 
 Clapham-park, Queenswood School 
 (4553) 
 
 8 
 
 8 
 
 — 
 
 D. 
 
 
 Dulwich — Alleyn’s School ... ... 
 
 (4550) 
 
 150 
 
 135 
 
 — 
 
 D. 
 
 
 Dulwich, East — Board School, Goodrich-road ... 
 (4443) 
 
 58 
 
 48 
 
 30 
 
 E. 
 
 - 
 
 „ Board School, Heber-road 
 
 (4444) 
 
 30 
 
 25 
 
 9 
 
 E. 
 
 
 (7203c) 
 
 Lambeth — Boys’ National School 
 
 (4461) 
 
 52 
 
 20 
 
 7 
 
 E. 
 
 
 48 
 
 33 
 
 20 
 
 E. 
 
 
 Lambeth, South — Belmont Works Board School 
 (4456) 
 
 7 
 
 6 
 
 2 
 
 E. 
 
 
 Newington — St. Mary’s School 
 
 (4434) 
 
 32 
 
 31 
 
 24 
 
 E. 
 
 
 „ Board School, Crumpton-street 
 
 (7204g) 
 
 63 
 
 22 
 
 4 
 
 E. 
 
 
 New Wandsworth — Board School, Bellville-road 
 (7203l) 
 
 69 
 
 56 
 
 — 
 
 D.andE. 
 
 
 Norwood, South — St. Mark’s National School ... 
 (4533) 
 
 10 
 
 8 
 
 — 
 
 E. 
 
 
 Old Kent-road — Board School, Ruby-street 
 (7204h) 
 
 30 
 
 14 
 
 1 
 
 E. 
 
 
 ., Board School, Mina-road 
 
 (7204n) 
 
 29 
 
 27 
 
 — 
 
 D.and E. 
 
 
 Peckham — Board School, Lyiidhurst-grove 
 (4419) 
 
 21 
 
 17 
 
 13 
 
 E. 
 
 
 Technical School 
 (4467) 
 
 151 
 
 76 
 
 16 
 
 D.and E. 
 
 0 . s. 
 
 ., Wesleyan Scnool. Stafl'ord-street 
 
 (4470) 
 
 106 
 
 80 
 
 — 
 
 D.andE. 
 
 
 * “ The number claimed on” represents approximately “ the number successful.” A complete return in this 
 column cannot be given for two or three months, until all claims have been i-cceived from the schools. 
 
119 
 
 Appendix D. — List of Science Schools in the County of London in 1892 — continued. 
 
 Name of Schooi.. 
 
 Number 
 
 under 
 
 instruction. 
 
 Number for 
 whose (Ex- 
 amination 
 application 
 was 
 
 received. 
 
 * Number 
 claimed on. 
 
 ■Whether 
 
 held 
 
 in the day 
 or 
 
 evening. 
 
 If an 
 organised 
 Science 
 School. 
 
 Peckham — Board School, Sumner-road ... 
 (4473) 
 
 15 
 
 13 
 
 11 
 
 E. 
 
 — 
 
 ., Nunhead-passage, Board School 
 
 (4475) 
 
 72 
 
 56 
 
 29 
 
 D. 
 
 — 
 
 „ Board School, Woods-road 
 
 (4547) 
 
 119 
 
 101 
 
 — 
 
 E. 
 
 — 
 
 ,, Peckham Pupil Teachers’ School 
 
 (7202k) 
 
 230 
 
 196 
 
 — 
 
 D. 
 
 — 
 
 „ Board School, Woods-road 
 
 (7203n) 
 
 63 
 
 13 
 
 — 
 
 E. 
 
 — 
 
 „ Board School, Gloucester-road 
 
 (7204j) 
 
 60 
 
 12 
 
 — 
 
 E. 
 
 — 
 
 „ Board School, Bellenden-road 
 
 (7206q) 
 
 167 
 
 72 
 
 — 
 
 D. 
 
 _ 
 
 Peekham-rye — Modena College 
 (-1551) 
 
 20 
 
 O 
 
 O 
 
 — 
 
 D.andE. 
 
 
 ,, Carden School for Girls ... 
 
 (4551a) 
 
 12 
 
 1 
 
 — 
 
 D. 
 
 _ 
 
 Penge — Board School, Melvin-road 
 (7204 k) 
 
 „ St. J ohn’s Boys’ School ... 
 
 (4561) 
 
 59 
 
 32 
 
 — 
 
 E. 
 
 — 
 
 73 
 
 41 
 
 27 
 
 D. 
 
 
 Putney — School of Science and Art 
 (4513) 
 
 30 
 
 22 
 
 — 
 
 E. 
 
 
 South Lambeth-road — Board School 
 (7203 k) 
 
 62 
 
 36 
 
 — 
 
 D. 
 
 _ 
 
 Southwark — Board School, West-sejuare ... 
 (7205o) 
 
 80 
 
 74 
 
 — 
 
 D. 
 
 
 Stockwell — St. Andrew’s National School 
 (4495) 
 
 26 
 
 25 
 
 — 
 
 E. 
 
 — 
 
 „ Stockwell Orphanage ... 
 
 (4554) 
 
 83 
 
 60 
 
 44 
 
 E. 
 
 — 
 
 „ The Bartons, 23, Stockwell-road 
 
 (4558) 
 
 24 
 
 22 
 
 — 
 
 D. 
 
 — 
 
 „ Stockwell Pupil Teachers’ School . . . 
 
 (7202j) 
 
 185 
 
 129 
 
 — 
 
 D. 
 
 
 „ Board School, Hackford-road 
 
 (7205t) 
 
 60 
 
 37 
 
 — 
 
 D. 
 
 — 
 
 Streatham — Free Library ... 
 (4537a) 
 
 12 
 
 10 
 
 — 
 
 E. 
 
 — 
 
 Sydenham — Board School ... 
 (7204l) 
 
 16 
 
 16 
 
 2 
 
 E. 
 
 — 
 
 Tooley-street (S.E.) — St. Olave's Grammar School 
 (4.540) 
 
 160 
 
 90 
 
 — 
 
 D. 
 
 — 
 
 Tooting — College 
 (4516) 
 
 48 
 
 39 
 
 31 
 
 U. 
 
 — 
 
 ., Upper — Church Institute 
 
 (4503) 
 
 39 
 
 33 
 
 21 
 
 E. 
 
 — 
 
 „ St. Mary Magdalene Middle -class School 
 
 (4505) 
 
 23 
 
 15 
 
 11 
 
 D. 
 
 — 
 
 Upper Kennington-lane — Board School ... 
 (7203w) 
 
 23 
 
 8 
 
 1 
 
 E. 
 
 — 
 
 Yauxhall — Lambeth School of Science and Art ... 
 (4460) 
 
 48 
 
 24 
 
 26 
 
 E. 
 
 
 „ L. & S.W. Railway Literary Institute. . 
 
 (4506) 
 
 69 
 
 55 
 
 — 
 
 E. 
 
 — 
 
 Walworth- — Board School, Westmor land-road 
 (7204U) 
 
 15 
 
 12 
 
 — 
 
 D. 
 
 — 
 
 ., Board School, Penrose-street .. . 
 
 (7205n) 
 
 58 
 
 4-4 
 
 — 
 
 U. 
 
 
 „ Board School, Beresford-street 
 
 (7205w) 
 
 30 
 
 12 
 
 — 
 
 D. 
 
 — 
 
 Wandsworth — Unitarian Church School ... 
 (4519) 
 
 7 
 
 7 
 
 4 
 
 E. 
 
 ■ 
 
 „ All Saints’ National School 
 
 (4521) 
 
 14 
 
 10 
 
 4 
 
 E. 
 
 — 
 
 „ Battersea Pupil Teachers’ School... 
 
 (7202g) 
 
 85 
 
 80 
 
 — 
 
 U. 
 
 
 
 Waterloo-road — Morley Memorial College 
 (4580) 
 
 202 
 
 121 
 
 62 
 
 E. 
 
 
 Westrainster-bridge-road — Yorkshire Society’s 
 (4524) School. 
 
 25 
 
 25 
 
 20 
 
 D. 
 
 
 „ „ Students’ Union 
 
 (4563) 
 
 23 
 
 9 
 
 O 
 
 •J 
 
 E. 
 
 
 „ „ Messrs. Maudslay, 
 
 (4579) Sons and Fields’ Schoolroom 
 
 32 
 
 24 
 
 18 
 
 E. 
 
 
 * “ The number claimed on ” represents approximately “ the number successful.” A complete return in this 
 column cannot be given for two or three months, until all claims have been received from the schools. 
 
120 
 
 APPENDIX E. 
 
 TABLE SHOWING THE OCCUPATIONS OF THE STUDENTS ATTENDING TECHNICAL 
 
 CLASSES IN LONDON, 1891-2. 
 
 Note— Some subjects might be classified under either of two heads, e.g., Wood Carving might 
 bo included under “Art” or under “Furniture Trades,” Practical Geometry or Applied Mechanics 
 under “ Science,” “ Engineering Trades,” or “ Building Trades,” Chemistry under “ Science ” or 
 “ Chemical Trades,” and so forth. In each of these cases the class is given under the head which 
 appeared the most suitable. 
 
 Commercial subjects are not included in the table, since the occupations of those attending 
 classes in modern languages, &c., are not universally kept by the Institutions, and are a matter 
 of less special interest than those of the more purely technical students. For the same reason 
 Mathematics and Domestic Subjects are omitted. The particulars given in the table are supplied 
 by the Institutions themselves, and they are responsible for any inaccuracies in their returns. 
 
 Only those classes are included which have furnished returns. Classes held under the School 
 Board or in connection with Higher Colleges (except their evening classes), and the lectures given 
 under the Society for the Extension of University Teaching, are omitted. 
 
 Particulars are given of the technical classes held by the School Board and the Higher Colleges 
 under sections 7, 8, 10, 13 and 15 of the Report. 
 
 All the classes included in this Table are evening classes, except in the case of “ Schools of Art,” 
 the day students of which are included. 
 
Appendix E. 
 
 1 ’]{ ACTICA L GEOMETRY. 
 
 f 
 
 121 
 
 [ 16 ] 
 
 Including Artists. 
 
Appendix E. 
 
 II.— ART. 
 
 Occupations of Students attending the undermentioned Class at the following Institutions. 
 
 122 
 
 
 
 
 
 
 
 
 
 
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 d 
 
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 Occupations of Students. 
 
 I 
 
 Architect and Architect’s Clerk . 
 
 Building Trades ... 
 
 Engraver, Lithographer, Printing 
 and Paper Trades 
 
 Decorative Designer and Painter 
 
 Artist (Pictorial) ... 
 
 Watch and Clock Maker, Jeweller 
 and Art Aletal Worker ... 
 
 Carver, Modeller, Sculptor 
 
 Pottery and Glass Works 
 
 Draughtsman ... ... ... 
 
 Furniture Trades ... 
 
 02 
 
 O 
 
 c2 
 
 u 
 
 y: 
 
 o 
 
 o 
 
 ’& 
 
 Teacher, or training for Teacher 
 
 Clerk and Retail Tradesman 
 
 Ko Clccupation, Unspecified, and 
 Others 
 
 Total ... 
 
 Total in Postal District . . . 
 
 
 
 
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 aO 
 
 CO 
 
 In. 
 
 00 
 
 Ci 
 
 o 
 
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 I 
 
 111 is corresponds rouglily to “ Group A” of the Science and x\rt Department, General Art Classes, ij] General Draiving Class. 
 
Appendix E. 
 
 II. — ART {continued). 
 
 OccuPATioxs OF Students attending the undermentioned Classes at the following Institutions. 
 
 F 
 
 123 
 
 1 
 
 1 
 
 *■ lliis corrcsjioiuls roughly to Group A of the Science and Art Department. J This cori’c.?ponds roughly to Grou]) B of the Science and Art Dcpartinent. 
 
Appendix E. 
 
 II. — ART {continued). 
 
 Occupations of Students attending the undermentioned Classes at the following Institutions. 
 
 124 
 
 "d 
 
 O 
 
 I 
 
 
 p 
 
 3 
 
 * 
 
 I 
 
 I 
 
FIGURE DRAWING AND PAINTING. 
 
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 119 
 
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 O) 
 
 
 H 
 
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 c 
 
 qC. 
 
 Y. 
 
 O 
 
 H 
 
 C 
 
 c 
 
 o 
 
 Architect luicl Architect’s Clerk. 1 
 
 9 
 
 Building Trades . . . | 
 
 Engraver, Lithograjiher,. Print- 
 ing iuid Paper Trades ... 
 
 Decorative Designer and Painter, j 
 
 Artist (Pictorial) 
 
 Jeweller and Art Metal Worker. 
 
 Carver and Modeller ... ... 
 
 j Pottery and Glass IVorks 
 
 1 
 
 I Draughtsman 
 
 Furniture Tj-ades .. . 
 
 Engineering Traxles 
 
 Teacher or training for Teacher. . 
 
 Clerk and Eetail Tradesman 
 
 No Occupation, Unspecified and 
 Others 
 
 1 Total ... 
 
 Total in Poi=ital District ... 
 
 1 
 
 
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 03 
 
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 1 
 
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 liO 
 
 
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 rH 
 
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 CM 
 
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 1 
 
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 1 
 
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 o. 
 
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 1 
 
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 1 
 
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 Xpq-pJojxnBjg pnB uojdBjQ 
 
 II 1 1 1 1 i 1 1 1 1 01 1 1 
 
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 II 1 1 1 1 1 I 1 1 1 1 1 ^ 
 
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 128 
 
 CO 
 
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 150 
 
 05 
 
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 05 
 
 
 
 
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 rH 
 
 331 
 
 120 
 
 571 
 
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 <x> 
 
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 1 
 
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 1 
 
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 1 
 
 1 
 
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 1 
 
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 1 
 
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 185 
 
 
 
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 430 
 
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 •jtjtjj '^ouxiajc ‘;JY put? 
 oouaiog JO looqag qjxjoq^^oisia; 
 
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11. — ART {contimicd). 
 
 Occupations of Students attending the undermentioned Classes at the following Institutions. 
 
 127 
 
 Special course of lectures. 
 
128 
 
 W 
 
 Q 
 
 <1 
 
 Q 
 
 i-:i 
 
 W W 
 « H 
 
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 ft 
 
 ft O 
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 m 
 
 H 
 
 CO 
 
 CO 
 
 -Ji 
 
 o 
 
 Q 
 
 H 
 
 O 
 
 H 
 
 S? 
 
 g 
 
 « 
 
 a 
 
 Q 
 
 g 
 
 a 
 
 w 
 
 H 
 
 o 
 
 K 
 
 I— I 
 
 fi 
 
 a 
 
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 B 
 
 H 
 
 -«: 
 
 CO 
 
 H 
 
 a 
 
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 p 
 
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 H 
 
 cc 
 
 a 
 
 o 
 
 to 
 
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 o 
 
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 •uotjcdnoDO qoTja itijo.T, 
 
 679 
 
 
 d 
 
 rH 
 
 391 
 
 1129 
 
 1129 
 
 
 
 •uotiniT^sui qooqJiJTa; 
 
 00 
 
 Cl 
 
 I-H 
 
 O- 
 
 Cl 
 
 o 
 
 '*x> 
 
 CO 
 
 
 
 •oSotjoa uopuoT; JO .fjio 
 
 CO 
 
 lO 
 
 Cl 
 
 ?— 4 
 
 1 
 
 1.0 
 
 116 
 
 rH 
 
 
 
 •oSano3 {uuoiiioH /iapoj^ 
 
 33 
 
 (!0 
 
 1 
 
 Oi' 
 
 00 
 
 
 
 
 •jiy JO looqos q^aquruT; 
 
 1 1 i 
 
 d 
 
 
 
 
 qooqos I'BUop^j^i 
 
 pUTJ ;T50Duoai9 {[aAJoqimj^ 
 
 00 
 
 1 
 
 1 
 
 
 Cl 
 
 lO 
 
 
 
 
 •SSOJO 
 
 ‘o;n:ii;sux ^sq:iraispioo 
 
 00 
 
 d 
 
 T-H 
 
 d 
 
 >o 
 
 
 
 W 
 
 c/j 
 
 ■ssssBio ii^H ^SOA 
 STJloqoijl US J30JJs-op.tio 
 
 o 
 
 d 
 
 d 
 
 ' 
 
 o 
 
 r-H 
 
 220 
 
 
 
 •qi'Boqqo'Bia; ‘iiy aouaiog 
 
 JO looqog n^H 'C*rpui 2 xaiv 
 
 1 1 1 
 
 lO 
 
 
 
 
 •oraqoojJiioj qoLUxoo^ 
 
 CO 
 
 rH 
 
 d 
 
 1 
 
 CO 
 
 00 
 
 d 
 
 
 
 
 qooqos 
 
 ODuoiog ivuasjv qapviioo^ 
 
 1 1 1 
 
 
 
 c> 
 
 
 ’looqog jsipoqjOH ptjojsumij 
 
 1 1 1 
 
 
 
 «3 
 
 « 
 
 
 uojsinuijsa^ 
 ‘ranasTi]^ XBjnjoajnpJV 
 
 rH 
 
 1 
 
 1 
 
 1— * 
 
 d 
 
 
 P 
 
 P 
 
 cc 
 
 •^asioqo ‘aSaitoo jioisuo 
 
 00 
 
 Cl 
 
 
 1 
 
 d 
 
 CO 
 
 
 <« 
 
 o 
 
 •Suuoox 
 
 joddfl ‘ojnjTjsuj qojnqo 
 
 ^111 
 
 c:> 
 
 CO 
 
 a> 
 
 H 
 
 O 
 
 P 
 
 
 ■sassBio (103 .Us-ci 2!II) ioujnx 
 
 't 
 
 1 
 
 1 
 
 '•T' 
 
 00 
 
 t-h 
 
 
 Oh 
 
 H 
 
 C/2 
 
 
 •ojnjp)sui oicnjDOjjtiox 
 
 163 
 
 iC 
 
 1 
 
 Cl 
 
 Cl 
 
 0 
 
 01 
 d 
 
 
 O 
 
 o 
 
 p 
 
 
 •oouaios pni! piy }» Icoa^S 
 JOjB.visiBa pui! qiBd-apiiji 
 
 ^111 
 
 i-0 
 
 
 p 
 
 p 
 
 
 'ajTijijsni qj'Bd-auanoqjsa^ 
 
 1 1 1 
 
 Oi 
 
 a> 
 
 p 
 
 p 
 
 
 •pi30i-A\.oaaBH 
 ‘ajnjijsni qa'BcI-s^uoonQ 
 
 1 1 1 
 
 GO 
 
 CO 
 
 CO 
 
 
 
 •jay JO looqag uaa.iS-qooafi 
 
 CO 1 1 1 
 
 CO 
 
 
 
 
 •qjiuisaoTuuiiiH ‘soss^q^ 
 jay puG aouaiog J^^’A^p'Goaa[ 
 
 Cl 
 
 1 
 
 1 
 
 d 
 
 1-H 
 
 
 
 d 
 
 •oSanoo s.Surjj 
 
 * 1 
 
 1 
 
 1 
 
 00 
 
 CO 
 
 88+ 
 
 00 
 
 
 pE 
 
 •aSonoo s,naj\[ .Suiq-io^v 
 
 1 1 1 i2 
 
 lO 
 
 rH 
 
 
 
 •ojnjTjsuj uiGquopiy 
 
 O 
 
 Cl 
 
 1 
 
 1 
 
 1.0 
 
 lO 
 
 d 
 
 d 
 
 
 
 •jay JO looqog uopinG3 
 
 ^111 
 
 
 
 
 
 •ojnjijsuj XanqqSiH 
 
 00 
 
 o 
 
 ct» 
 
 r-H 
 
 Cl 
 
 o 
 
 CO 
 
 
 •pK'oa-itJAioiiOH 
 ‘ajnjtjsuj jSqjno^\ s,iiqof *jg 
 
 d 
 
 1 
 
 1 
 
 g; 
 
 d 
 
 rH 
 
 
 
 •jay puG aouapg jo looqag Xau 
 -qoGil jOjOaog pm? uopuoT; qjaox 
 
 iO 
 
 rH 
 
 1-H 
 
 CO 
 
 -- 
 
 o 
 
 d 
 
 
 
 a 
 
 •aoGjGj spidoaj 
 
 CO 
 
 
 1 
 
 
 
 
 
 •ajnjTjsui iCopnoaa; puG Aioji 
 
 Cl 
 
 CO 
 
 1 
 
 
 CO 
 
 
 o> 
 
 
 
 Occupations of Students. 
 
 Building Trades ... 
 
 Engineering Trades ... .. ... ... 
 
 1 
 
 Teacher 
 
 Others 
 
 Total ... 
 
 _ 1 
 
 Total in Postal District ... 
 
 
 rH 
 
 d 
 
 C7 
 
 
 
 
 * Aroliitecture is inchuled under this hend at King’s College, f Occupations not taken. 
 
Appendix E. 
 
 III.— CLASSES liEARING ON THE BUILDING TRADES {conlinned). 
 
 Occrp.\TioNS OF Students attending the undermentioned Classes at the following Institutions. 
 
 129 
 
 iaHOSTW 
 
 P= 
 
 02 
 
 •uoija;i;su[ 1 
 
 ILMIUOJ ‘si>ini'r) PUE 1 
 
 00 
 
 1 
 
 1 
 
 1 j? 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 ll 
 
 ^ 1 
 
 rH 
 
 
 
 O 
 
 ■uoijEdnooo qDEO jvtox 
 
 1 
 
 OJ 
 
 1 
 
 42 
 
 1 
 
 1 
 
 1 
 
 rH 
 
 1 
 
 1 
 
 lO 
 
 rH 
 
 lO 
 
 rH 
 
 lO 
 
 c3 
 
 c5 
 
 w 
 
 ■a 2 a[[oo [EDiaqaax .‘i.mqsuix 
 
 1 
 
 r— 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 rH 
 
 1 
 
 1 
 
 1 
 
 CO 
 
 rH 
 
 CO 
 
 rH 
 
 
 
 •joa.ijs-'iuaSoa ‘oraqoo;,fiox 
 
 1 
 
 rH 
 
 1 
 
 ;3 I 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 2 
 
 Cl 
 
 rH 
 
 
 w 
 
 ■aoEiEj s.aidoox 
 
 1 
 
 1 
 
 1 
 
 17 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 r-H j 
 
 Ol 
 
 Cl 
 
 rH 
 
 
 
 ■UOIJudnDOO qOD3 I'BIOX 
 
 1 
 
 rH 
 
 1 
 
 51 
 
 1 
 
 1 
 
 1 
 
 rH 
 
 1 
 
 1 
 
 1 
 
 rH j 
 
 
 lO 
 
 §1 
 
 
 ■3So[(00 lEOtuqaax -tjuqsujx 
 
 1 
 
 i-H 
 
 1 
 
 rH 1 
 
 rH 1 
 
 1 
 
 1 
 
 rH 
 
 1 
 
 1 
 
 1 
 
 CO 
 
 rH 
 
 CO 
 
 rH 
 
 o § 
 
 PQ ^ 
 
 
 *^30.i;s-^n3S3'j£ ‘omqoD^^iox 
 
 1 1 1 1 1 1 1 1 1 1 
 
 CO 
 
 CM 
 
 CO 
 
 C3 
 
 
 ■ooiqEj s,a[d03X 
 
 1 
 
 1 
 
 1 
 
 rH 
 
 rH 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 - 
 
 a> 
 
 rH 
 
 O 
 
 rH 
 
 
 
 •uoi^Bdnooo qoDO 
 
 Cl 
 
 CO 
 
 CO 
 
 1 1 
 
 rH 
 
 lO 
 
 CO 
 
 1 
 
 
 CO 
 
 o> 
 
 278 
 
 CO 
 
 r- 
 
 o> 
 
 
 d 
 
 a 
 
 ■aSo[[00 lEDiuqoax :Cjnqsuij 
 
 1 
 
 CM 
 
 1 
 
 1 1 
 
 1 
 
 lO 
 
 rH 
 
 1 
 
 1 
 
 1 
 
 - 
 
 GO 
 
 GO 
 
 rH 
 
 O 
 
 
 •ssoao 
 
 rH 
 
 CO 
 
 I-H 
 
 1 1 
 
 rH 
 
 rH 
 
 rH 
 
 1 
 
 1 
 
 CO 
 
 CO 
 
 CM 
 
 Cv 
 
 I-H 
 
 m 
 
 5 Si 
 
 02 
 
 •'^JV oouaiog 
 
 JO iooi(os uapuuxaiv 
 
 1 1 1 1 1 1 1 1 1 1 
 
 
 rH 
 
 K-i O 
 
 m U 
 H A< 
 
 
 ■}d3.ns-;uo23a ‘anrqoa;itox 
 
 1 
 
 CO 
 
 1 
 
 1 1 
 
 1 
 
 00 
 
 rH 
 
 1 
 
 1 
 
 1 
 
 CO 
 
 rH 
 
 CO 
 
 CO 
 
 H 
 
 PU 
 
 pj 
 
 
 qooqog ijE.to iadEqoa;;qj 4 . 
 
 I— 1 
 
 1 
 
 1 
 
 1 1 
 
 1 
 
 
 1 
 
 
 1 
 
 
 CO 
 
 rH 
 
 
 O 
 
 f4 
 
 •pUO-Dlipf 
 
 ‘jj^.iDTpuBH JO looqog pau PH^O 
 
 1 
 
 1 
 
 
 1 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 CO 
 
 00 
 
 <M 
 
 r- 
 
 
 
 •ooEfBX s.ajdoaj 
 
 1 
 
 1 
 
 1 
 
 1 1 
 
 1 
 
 rH 
 
 1 
 
 1 
 
 
 Cl 
 
 OJ 
 
 lO 
 
 
 
 pH 
 
 Pj 
 
 Pq 
 
 •aop^dtiDoo qoDO i^jox 
 
 
 1> 
 
 rH 
 
 1 1 
 
 ! 
 
 00 
 
 o 
 
 03 
 
 1 
 
 rH 
 
 CO 
 
 151 
 
 rH 
 
 m 
 
 rH 
 
 o • 
 
 d 
 
 W 
 
 ■oSajjoo lEoraqaax ijnqsurj 
 
 1 
 
 CM 
 
 1 
 
 1 1 
 
 1 
 
 lO 
 
 rH 
 
 1 
 
 1 
 
 1 
 
 rH 
 
 GO 
 
 I-H 
 
 CO 
 
 rH 
 
 0-3 
 
 
 ■^38X|.s-;tioSay; ‘araqaaxtiox 
 
 iO 
 
 iO 
 
 rH 
 
 1 1 
 
 1 
 
 CO 
 
 CO 
 
 CM 
 
 1 
 
 I-H 
 
 ■x> 
 
 CO 
 
 116 
 
 116 
 
 KI 
 
 
 •ojnjijsuj uicqaoptv 
 
 1 ! 1 1 1 I S 1 1 1 1 
 
 o 
 
 rH 
 
 O 
 
 rH 
 
 P4 
 
 o 
 
 
 •aaBXBj; s^aidoax 
 
 1 1 I 1 1 1 1 1 1 1 
 
 r>. 
 
 
 Occupations of Students. 
 
 Architect ... 
 
 Builder 
 
 Builder’s Draughtsman 
 
 Bricklayer ... 
 Mason 
 
 Plumber and Gasfitter ... 
 
 Carpenter and Joiner 
 
 Painter and Decorator ... 
 
 Engineering Trades 
 
 Teacher or training for Teacher 
 
 No Occupation, Professional, 
 Unspecified and Others 
 
 Total 
 
 Total in Postal District .. 
 
 
 -- 
 
 CJ 
 
 CO 
 
 -H 
 
 1-0 
 
 
 00 
 
 Cl 
 
 o 
 
 7^ 
 
 
 
 [ 17 ] 
 
Appendix E. 
 
 111.— CLASSES LEAKING ON THE BUILDING TKADES {continued). 
 
 Occupations of Students attending the undermentioned Classes at the following Institutions. 
 
 130 
 
 o 
 
 •noi^tjdnooo qoi39 i^jox 
 
 1 
 
 1 
 
 i 
 
 1 
 
 1 
 
 1 - 
 
 1 
 
 o 
 
 1 
 
 ! 
 
 hH 
 
 “ 1 
 
 rH 
 
 00 
 
 §o 
 
 S.E. 
 
 •;jV IBoranoox JO looqos 
 uopuo^ ^jnog ‘spiin^ put? 
 
 1 1 1 1 1 1 1 1 1 1 
 
 CO 
 
 Cl 
 
 CO 
 
 Q 
 
 W 
 
 ■aoiwj s.aiJoaj 
 
 * 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 IN. 
 
 4- 
 
 1 
 
 1 
 
 
 00 
 
 o 
 
 00 
 
 lO 
 
 
 
 ■uoi;b(Jtiooo [B}0X 
 
 CO 
 
 rH 
 
 CO 
 
 rH 
 
 
 1 
 
 1 
 
 
 
 tH 
 
 CO 
 
 1 
 
 iO 
 
 uo 
 
 127 
 
 127 
 
 to M 
 W 
 
 Q S 
 
 E.C. 
 
 •aSaijoo iTOiuqoax Aanqs-nij 
 
 
 
 1 
 
 1 
 
 1 
 
 Cl 
 
 o 
 
 1 
 
 - 
 
 1 
 
 ■'-O 
 
 Cl 
 
 
 d K 
 
 t> 
 
 CO 
 
 •ajnjtisui 
 
 IBomnoax 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 i-C 
 
 1 
 
 1 
 
 - 
 
 1 
 
 CJ 
 
 00 
 
 00 
 
 o? 
 
 
 •^oo.ijs-jnoSo'ji ‘onnioajXiox 
 
 rH 
 
 
 (M 
 
 1 
 
 1 
 
 1 
 
 Cl 
 
 r— 1 
 
 
 i 
 
 
 1-0 
 
 Oi 
 
 lO 
 
 o> 
 
 
 
 •uoi^tjdnooo Tj-o-BO ib^ox 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 CM 
 
 1 
 
 1 
 
 CO 
 
 1 
 
 
 hW 
 
 C3 
 
 hW 
 
 iC 
 
 05 
 
 o 
 
 u 
 
 3.E. 
 
 •SSOJO 
 
 ‘ejnjijsui iSHjnu-^pioo 
 
 1 1 1 1 1 K 1 1 1 1 1 
 
 00 
 
 J>. 
 
 00 
 
 In. 
 
 C5 
 
 CO 
 
 jBonrqoox Jajsoiiujsa^y^ 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 o 
 
 CO 
 
 1 
 
 1 
 
 (M 
 
 1 
 
 1-4 
 
 CO 
 
 CO 
 
 CO 
 
 CO 
 
 s 
 
 ff 
 
 ‘jo0jjs-;uaS0>X 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 00 
 
 1 
 
 1 
 
 - 
 
 1 
 
 CO 
 
 o 
 
 o 
 
 o> 
 
 1-3 
 
 . 
 
 •aoBjBX s^aidoox 
 
 1 1 1 1 1 1 1 1 1 1 
 
 CO 
 
 1C 
 
 CO 
 
 lO 
 
 
 
 ■uoi^Bdnaoo qo^>o pnOiI, 
 
 1 
 
 i-H 
 
 1 
 
 1 
 
 1 
 
 rH 
 
 CO 
 
 1 
 
 rH 
 
 CO 
 
 1 
 
 
 CO 
 
 lo 
 
 CO 
 
 353 
 
 o 
 
 E.C. 
 
 ■aSonoo iBOjuqaax ixnqsuix 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 O 
 
 CO 
 
 1 
 
 
 1 
 
 1 
 
 
 Cl 
 
 CO 
 
 d 
 
 CD 
 
 o> 
 
 o 
 
 V 
 
 w 
 
 00 
 
 SSOJO 
 
 ‘ajnjT'jsui tSTijnnsp|Of) 
 
 1 1 1 1 1 K I 1 1 1 I 
 
 00 
 
 IN. 
 
 00 
 
 I> 
 
 E-i 
 
 CO 
 
 •ojnjijsuj 
 
 ^Bonnio9x jajsunn;s9M 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 OG 
 
 1 
 
 1 
 
 Cl 
 
 1 
 
 - 
 
 CO 
 
 CO 
 
 CO 
 
 CO 
 
 g 
 
 S 
 
 S 
 
 04 
 
 
 •joojjs-;uaSo)i ‘otinioojX|Ojj 
 
 1 
 
 
 1 
 
 1 
 
 1 
 
 114 
 
 1 
 
 i 
 
 
 1 
 
 1-0 
 
 r-4 
 
 Cl 
 
 121 
 
 
 •ojnjT^sui uiBquop[v 
 
 I 1 1 ( 1 1 1 1 1 1 
 
 o 
 
 CO 
 
 
 W 
 
 •80B[«j s.aidoax 
 
 1 1 1 1 1 iS 1 1 1 1 1 
 
 CO 
 
 1-0 
 
 CO 
 
 ID 
 
 H 
 
 th' 
 
 o 
 
 P 
 
 to 
 
 lu 
 
 o 
 
 s 
 
 o 
 
 H 
 
 •< 
 
 (t. 
 
 u 
 
 o 
 
 O 
 
 Architect ... 
 
 Builder 
 
 Builder's Draughtsman ... 
 
 Brieklayer ... 
 
 Ma.son 
 
 Q 
 
 cS 
 
 CQ 
 
 d 
 
 C 
 
 d 
 
 o 
 
 "2 
 
 B 
 
 S 
 
 Carpenter and Joiner 
 
 Painter and Decorator ... 
 
 O 
 
 •7^ 
 
 tc 
 
 o 
 
 o 
 
 Teacher or training for Teacher 
 
 No Occupation. Professional, 
 Unspecified and Othcr.s 
 
 Total 
 
 Total in Postal District 
 
 
 
 CM 
 
 cc 
 
 
 aO 
 
 CO 
 
 
 oc 
 
 C; 
 
 - 
 
 — 
 
 
 
 Sign-writing. t Sign-writers. 
 
Appendix E. 
 
 IV.— CLASSES BEARING ON THE ENGINEERING AND METAL TRADES. 
 
 Occupations of Students attending the undermentioned Classes at the following Institutions. 
 
 
 steam. 
 
 •uoi'jndnooo t{.>uo ib^oj, co ^ O 
 
 1 no 
 
 CO 
 
 1 
 
 o 
 
 1 
 
 d 
 
 « 
 
 •uoi;tiji;sui ?ioDq>i.n^ 
 
 in; 1 
 
 00 
 
 00 
 
 •aa.iltoo uopnoT: jo .C;to 
 
 O rH Cl O 
 
 1.0 
 
 CD 
 
 p4 
 
 •SSOJ3 
 
 ‘o)ti^t;sui jST{iimsp|oo 
 
 § 1 1 g] 
 
 i-H 
 
 O-^ 
 
 
 •Dan-;psiii 0AT}VJ0(Io-o3 
 
 o-.. 1 1 
 
 
 rH 
 
 •0iutj03'}.5[ox noi.tt[00^ 
 
 g 1 1 
 
 oi 
 
 rH 
 
 •[ooqos ;sipoq;3K PBOisumtj; 
 
 1 1 1 
 
 £n. 
 
 
 TO 
 
 •u3S[3i{.^ ‘aSon<iO .(\oisuo 
 
 1 1 -t 
 
 
 
 
 •jaajjs-iuaSo’j; ‘oiuii la^^xo j 
 
 ^ 1 
 
 CO 
 
 o 
 
 CO 
 
 CD 
 
 
 •3on[€j; s^oidoOti 
 
 1 rH 00 
 
 1 
 
 lO 
 
 *o 
 
 CVl 
 
 a> 
 
 •opi;psux iCapnojfi puv 
 
 1 1 1 
 
 CO 
 
 machine drawing and construction. 
 
 •uotj'Bdnooo qora 
 
 775 
 
 30 
 
 22 
 
 171 
 
 00 
 
 o 
 
 <35 
 
 998 
 
 u 
 
 *uopnp;sui qiv'jqqjia 
 
 1 ^ GO 
 
 CO 
 
 d 
 
 
 'O’d'O ‘looqos ,s}snianig.iiax 
 
 1 1 1 
 
 w 
 
 CO 
 
 •aSanoD iiopuoT jo X)io 
 
 Cl 1 00 
 
 CO 1 
 
 d 
 
 iO 
 
 rH 
 
 *aSano3 pioiuqoax jC-iuqsnL^ 
 
 S 1 1 
 
 CO 
 
 
 K 
 
 TO 
 
 *ssTq,) SjPiaqx 
 
 puB suos ‘AntspiiBj^ *sassaK 
 
 ^111 
 
 CO 
 
 CO 
 
 
 •aSonoo p?uoiuapc Xa^aoj^ 
 
 46 
 
 2 
 
 14 
 
 d 
 
 CO 
 
 
 pry JO poqog 
 
 uopuoa q^Bos ‘sppno puB 
 
 22 1 1 1 
 
 00 
 
 t-H 
 
 •SSOJD 
 
 -Ai3^ ‘ojn^psui iSqpraspioo 
 
 S 1 1 
 
 f-H 
 
 d 
 
 •SOSSB^Q IP-H 
 
 sB^oqoi^ PS ;aoj;s-opj{jQ 
 
 1 :5 1 1 
 
 r-H 
 
 Cl 
 
 o> 
 
 CO 
 
 •q;B8qqoBia 'UV 
 puB aonaps jo looqos BdpuBxaiv 
 
 ”111 
 
 CO 
 
 •o;rnpsui aAnti.iocIo-oo uou.iBqg 
 
 10 
 
 3 
 
 CO 
 
 r~< 
 
 •oniqoo}iiod; qOLaioo^ 
 
 Sill 
 
 00 
 
 qooqos 
 
 ODuaps iBuasxv’' qntA^l00A^ 
 
 ^ 1 1 1 
 
 o 
 
 qooqos ^sjpoq^ajq pBapturqj 
 
 1 1 1 
 
 Oi 
 
 to' 
 
 •a;n;psui iBomqoox Ja;suiutjsa^ 
 
 lo d I ^ 
 
 t-H 
 
 I-H 
 
 io 
 
 CO 
 
 ■Basxoqo ‘aSo[ioo ivoisuo 
 
 22 
 
 2 
 
 '-+4 
 
 d 
 
 
 •^aaijs-^uaSaa ‘oiunaa^.iioj 
 
 O 1 00 
 
 O 1 CO 
 
 Ci 
 
 CO 
 
 ^H 
 
 o 
 
 !>. 
 
 rH 
 
 •aonaps puB ;jv .?o 
 poqog la^BASi^Ba puB qjBj ap.tn 
 
 1 ” 1 1 
 
 CO 
 
 •pBOJ 
 
 -M.OJJBH ‘a;n;^sui q.iBd~8,naon5 
 
 1 1 S 1 
 
 CO 
 
 r— * 
 
 •qannaJouiuiBH *s>assBio 
 ^ly puB aoTiaios i^BApBo.ia 
 
 sill 
 
 oi 
 
 I-H 
 
 d 
 
 •aSaipo s.Stiiji 
 
 1 1 1 ^ 
 
 d 
 
 d 
 
 <M 
 
 Cl 
 
 
 •a^n;pstii urBquaprv" 
 
 III” 
 
 CO 
 
 CO 
 
 
 •piy 
 
 ptiB aonopg JO looqog iiapniBQ 
 
 1^11 
 
 I-H 
 
 05 
 
 Cl 
 
 
 •aHijijjni .GnqtiSiii 
 
 53 1 
 
 CO 
 
 d 
 
 
 •ABAiOaOH 
 
 ‘ajiijpyui (SqjnoA BJiqop *js 
 
 ^ -f. 1 1 
 
 JO) 
 
 p4 
 
 *:^iV pUB aouaps Jo poqog iau 
 •qoBH JO jO-iOfl pu^ aopuo"! qjJox 
 
 ^ 1 1 
 
 d 
 
 661 
 
 •aaupij; s,a[doaj 
 
 O r-« CO »0 
 
 OJ 
 
 d 
 
 ^H 
 
 ‘ajnjpsui -iapnoja puB Avoa 
 
 CO rH 1 
 
 CO 1 
 
 00 
 
 CO 
 
 H 
 
 7, 
 
 a 
 
 p 
 
 H 
 
 m 
 
 u, 
 
 o 
 
 7, 
 
 o 
 
 ? 
 
 V 
 
 o 
 
 o 
 
 Engineering Trades... 
 Building Trades 
 Teacher 
 ; Others ... 
 
 Tetal ... ... 
 
 Total in Postal District 
 
 j 
 
 — < 01 *:o 'T 1 
 
Appendix E. 
 
 TV.— CLASSES BEARING ON THE ENGINEERING AND METAL TRADES {continued). 
 
 Occupations of Students attending the undermentioned Classes at the following Institutions. 
 
 132 
 
 'ONI 
 
 -HgIKIS 
 
 
 MOOI1S-3u >£ox ‘oiuqoojiCioj 
 
 1 
 
 I 
 
 1 
 
 rH 
 
 1 
 
 1 
 
 1 
 
 I 
 
 1 
 
 rH 
 
 1 
 
 1 
 
 1 
 
 1 
 
 Cl 
 
 
 rH 
 
 
 
 1 
 
 1 •iioT4-c(lnDao qoca iu;ox 
 
 rH 
 
 1 
 
 I 
 
 1 
 
 1 
 
 I 
 
 I 
 
 CO 
 
 1 
 
 1 
 
 1 
 
 05 
 
 1 
 
 1 
 
 CO 
 
 rH 
 
 rH 
 
 rH 
 
 !>. 
 
 Ui 
 
 « 
 
 o 
 
 d 
 
 •aSailoo icoiar[D3X .tinqsinx 
 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 - 1 
 
 1 
 
 1 
 
 - 
 
 1 
 
 1 
 
 - 
 
 
 05 
 
 rH 
 
 M 
 
 H 
 
 < 
 
 a: 
 
 'oin^ijsuj TuonniOQ.T. JagsuTuusa \\ 
 
 1 1 1 1 1 1 1 1 1 1 1 ^ 1 1 I 
 
 I-H 
 
 rH 
 
 rH 
 
 H 
 
 M 
 
 
 •;OD.igs-guo° i>£ ‘omqD9!j.^iox 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 1 
 
 1 
 
 1 
 
 O 
 
 1 
 
 1 
 
 
 CO 
 
 01 
 
 CO 
 
 d 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 a 
 
 •oouiuj SjO^cToox 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 »o 
 
 1 
 
 1 
 
 CO 
 
 rH 
 
 00 
 
 00 
 
 rH 
 
 
 
 KOisaa 
 
 H3TI09 
 
 WV3XS* 
 
 W 
 
 s^Didoaj 
 
 00 
 
 1 
 
 CO 
 
 
 1 
 
 1 
 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 rH 
 
 1 
 
 CO 
 
 6i 
 
 CO 
 
 d 
 
 
 
 
 Koissa 
 
 SNIOKa 
 
 wvaxs* 
 
 
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 rH 
 
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 133 
 
 kO 
 
 rH 
 
 rH 
 
 rH 
 
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 rH 
 
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 rH 
 
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 rH 
 
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 256 
 
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 s 
 
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 Cl 
 
 IC 
 
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 Occupations op Students. 
 
 Mechanical Engineer ... 
 
 Electrical Engineer 
 
 Draughtsman 
 
 Fitter and Turner 
 
 Machine Hand 
 
 Pattern Maker 
 
 Boiler Maker , . . 
 
 Copjiersmith ... 
 
 Brass-founder 
 
 Bra.ss-finishcr 
 
 Blacksmith 
 
 Zinc and Tin Plate Worker 
 
 Building Trades 
 
 Teacher or training for Teacher 
 
 No Occupation, Professional, 
 Unspecified and Others 
 
 Total 
 
 Total in Postal District 
 
 
 - 
 
 Cl 
 
 CO 
 
 
 i-O 
 
 
 
 00 
 
 c. 
 
 2 
 
 
 Cl 
 
 CO 
 
 
 
 
 
 
 Special course of lectures. 
 
Appendix E. 
 
 IV.— CLASSES BEARING ON THE ENGINEERING TRADES (continued). 
 Occupations of Students attendino the undermentioned Classes at the following Institutions. 
 
 13:1 
 
 Land 
 
 Surveying. 
 
 d 
 
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 es 
 
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 oi 
 
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 343 
 
 rH 
 
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 o 
 
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 rH 
 
 508 
 
 00 
 
 o 
 
 
 
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 oi 
 
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 04 
 
 uO 
 
 
 
 d 
 
 w 
 
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 X 
 
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 oi 
 
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 rH 
 
 CO 
 
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 04 
 
 
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 w 
 
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 iO 
 
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 rH 
 
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 c:. 
 
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 p 
 
 M 
 
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 1 
 
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 1 
 
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 04 
 
 
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 w 
 
 a 
 
 a 
 
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 9: 
 
 c 
 
 P 
 
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 O 
 
 O 
 
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 and Others 
 
 Total ’ . . . 
 
 Total in each Postal District... 
 
 
 
 Oi 
 
 CO 
 
 
 
 
i:34 
 
 Inclviding organic. 
 
V.— CLASSES BJilARING ON CHEMICAL TRADES {continued). 
 
 OCCITATIOXS OF STUDENTS ATTENDING THE UNDEKMENTIONED CLASSES AT THE FOLLOWING INSTITUTIONS. 
 
 135 
 
 Special course of lectures. f Analysts. + Including “ Chemical Technology. 
 
Appendix E. 
 
 VI -CLASSES BEARING ON ELECTRICAL TRADES. 
 
 Occupations of Students attending the iindermentioned Classes at the following Institutions. 
 
 13G 
 
 
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 370 
 
 89 
 
 00 
 
 
 
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 tH 
 
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 646 
 
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 180 
 
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 103 
 
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 o 
 
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 128 
 
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 4.5 
 
 24 
 
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 04 
 
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 187 
 
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 04 
 
 rH 
 
 
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 GO 
 
 ca 
 
 03 
 
 
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 1 
 
 1 
 
 1 
 
 1 
 
 - 
 
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 rH 
 
 
 
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 1 
 
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 o cr. 
 
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 1 
 
 1 
 
 i-0 
 
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 -T> 
 
 
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 OCCVP.VTIONS OF StVDEN'TS. 
 
 Electrical Engineer 
 Engineering Trades 
 
 Building Trades 
 
 Chemical Trades 
 
 Scientific Instrument Maker .. 
 
 Other Manufacturing Trades . . 
 
 Clerk and Warehouseman, Re- 
 tail Tradesman and Dealer . 
 
 Teacher or training for Teacher 
 
 No occupation, Professional, 
 Unspecified, and Others 
 
 Total 
 
 Total in Postal District 
 
 
 rH 04 
 
 CO 
 
 
 >-0 
 
 
 
 00 
 
 
 
 
 Heat and Electro Deposition. 
 
Appendix E. 
 
 VI.— CLASSES BEARING ON ELECTRICAL TRADES (continued). 
 
 Occupations of Students attending the undermentioned Classes at the following Institutions. 
 
 Special course of lectures. 
 
Appendix E. 
 
 VII.— CLASSES BEARING ON THE WOOD, FURNITURE AND SHIPBUILDING TRADES. 
 
 138 
 
Appendix E. 
 
 Vni.—CLASSKS HKAIUXC OX THE inUNTINO AND I’Al'ER TRADES. 
 (')ccuPATio.NS oi'’ Students ATTENDiNCi the undermentioned Classes at the eollowinti Institution 
 
 y 
 
 131 ) 
 
 1 
 
 rromo-Lithography. 
 
Appendix E. 
 
 IX.— CLASSES BEARING ON THE CLOTHING TRADES. 
 
 140 
 
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 B .Si 
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 209 
 
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 uo 
 
 262 
 
 262 
 
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 zrl 
 
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 1 1 ! 1 
 
 
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 11^1 
 
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 uo 
 
 ej 
 
 
 
 
 
 
 
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 o 
 
 pq 
 
 H 
 
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 ‘{OOTiog ^sapRix Jaqixjox 
 
 1 1 § 1 1 
 
 170 
 
 170 
 
 
 
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 14 
 
 213 
 
 1 
 
 1 
 
 74 
 
 301 
 
 301 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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 1 
 
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 s 
 
 1 
 
 i 
 
 
 00 
 
 t-H 
 
 185 
 
 
 
 
 
 
 
 
 
 
 
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 p4 
 
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Appendix E. 
 
 XL— CLASHES BEARING ON PUBLIC HEALTH. 
 
 Occup.^TioNs OF Students attending the ttndermentioned Classes at the following Institutions. 
 
 142 
 
 . 
 
 Mpq 
 
 
 
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 rH 
 
 tH 
 
 
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 141 
 
 rH 
 
 00 
 
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 681 
 
 
 
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 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
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 »H 
 
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 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 o 
 
 rH 
 
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 rH 
 
 158 
 
 
 
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 1 
 
 1 
 
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 o 
 
 lO 
 
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 oouaps ‘uo;oUL\i9X '^S 
 
 1 1 ! 1 1 I 1 1 1 1 
 
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 CC 
 
 ct 
 
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 oi 
 
 199 
 
 
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 zo 
 
 
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 1 
 
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 pf 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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 1 1 1 1 1 1 1 1 1 1 
 
 lO 
 
 
 
 
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 1 
 
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 -- 
 
 cc 
 
 lO 
 
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 1 
 
 1 
 
 1 
 
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 1 
 
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 1 
 
 1 
 
 1 
 
 1 
 
 - 
 
 1 
 
 1 
 
 1 
 
 1 
 
 00 
 
 
 CO 
 
 CM 
 
 107 
 
 
 
 •o;n!}psui A9piio.qi; puu aioji 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 1^ 
 
 1-0 
 
 o 
 
 In, 
 
 CO 
 
 
 Occupations of Students. 
 
 Building Trades 
 
 Engineering and Metal Trades 
 
 Chemical Trades 
 
 Printing and Paper Trades ... 
 
 Furniture Trades 
 
 Clothing Trades 
 
 Pnhlic Service ... 
 
 Food Preparation 
 
 Clerk and Warehouseman, Ee- 
 tail Tradesman and Dealer . . . 
 
 Teacher or training for Teacher 
 
 No Occupation, Professional, 
 Unspecified, and Others 
 
 Total 
 
 Total in Postal District 
 
 
 
 "N 
 
 
 rH 
 
 
 
 Dr 
 
 00 
 
 o> 
 
 o 
 
 i-H 
 
 
 
 Tnelnding Chemistry. t Sanitary Officers. 
 
Appendix E. 
 
 XII.— CLASSES BEARING ON AGRICULTURE. 
 
 Occupations of Students attending the undermentioned Class at the following Institutions. 
 
 1-13 
 
144 
 
 
 o 
 
 a 
 
 w 
 
 CO 
 
 o 
 
 o 
 
 ■VC' 
 
 ■o 
 
 o 
 
 w 
 
 w 
 
 o 
 
 CO 
 
 
 Alternative Physics. t For occupations sec under Maguctisni and Electricity. 
 
145 
 
 
 Ph 
 
 X! 
 
 •rH 
 
 s 
 
 o 
 
 ft 
 
 ftl 
 
 
 
 
 •uoiiudn.300 q^BD lu^ox 
 
 CO 
 
 CO 
 
 rH 
 
 CO 
 
 o> 
 
 rH 
 
 OJ 
 
 183 
 
 
 <rH 
 
 
 
 
 
 'uopnjijsui qoaqqaiy; 
 
 - 
 
 CJ 
 
 !>. 
 
 1 
 
 j-O 
 
 O-J 
 
 O 
 
 Ol 
 
 O 
 
 
 
 
 
 3 
 
 •[ooqog asuoqja|xtu{j sBiuoqx 'IS 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1-0 
 
 CO 
 
 
 
 !>. 
 
 rH 
 
 
 
 
 
 •oSoiioo uopiiox JO X;io 
 
 I 
 
 1 
 
 - 
 
 1 
 
 1 
 
 o 
 
 CO 
 
 oi 
 
 s 
 
 
 
 
 
 
 •o.8oi[f>o (Bi.iom.ipi -Cai.io]^ 
 
 1 
 
 - 
 
 1 
 
 - 
 
 oi 
 
 1 
 
 oi 
 
 CO 
 
 
 
 
 
 S.E. 
 
 •SS0J3 
 
 ‘ajnjijsnj t^qiiojyppo 
 
 1 1 1 1 lib 
 
 
 CD 
 
 CO 
 
 
 
 
 
 •oiuqoaj.Ciox qoTATOOA\ 
 
 1 
 
 
 1 
 
 1 
 
 1 
 
 I-H 
 
 Ol 
 
 CO 
 
 
 
 
 
 ^ • 
 
 ‘T?o«[aqO ‘aSoqoo Avo^stio 
 
 1 
 
 1 
 
 
 1 
 
 1 
 
 
 -Ol 
 
 'Ol 
 
 CO 
 
 
 
 tzi 
 
 <J 
 
 02 
 
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 1.1 V puB oouops 
 
 lilt IIS 
 
 •-0 
 
 CO 
 
 
 y: 
 
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 1 
 
 
 
 
 
 I ^ 
 
 rH 
 
 Oi 
 
 rH 
 
 
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 d 
 
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 1 
 
 1 
 
 i 
 
 1 
 
 o 
 
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 1 
 
 
 
 
 cc 
 
 ;z; 
 
 
 
 *o°oiio^ S(UOj^ 
 
 1 1 1 1 IIS 
 
 lO 
 
 lO 
 
 
 c 
 
 
 y 
 
 •quo I^dsoQ 
 
 ‘pa.wopua: snia utBiniAv 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 
 - ! 
 
 
 
 c 
 
 
 
 ■ainjiisiii A.inqqSiji 
 
 1 
 
 1 
 
 1 
 
 1 
 
 oi 
 
 CO 
 
 Ol 
 
 ?1 1 
 
 05 
 
 05 
 
 c/3 
 
 W 
 
 X 
 
 >-3 
 
 O 
 
 i:^ 
 
 
 
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 * -H 
 
 1 
 
 1 
 
 1 
 
 1 
 
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 1 
 
 Ol 
 
 
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 r*^ 
 
 i-H 
 
 1 
 
 
 I-H 
 
 s 
 
 1 
 
 rH 
 
 (M 
 
 X 
 
 c 
 
 
 
 
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 1 1 1 1 lib 
 
 CO 
 
 rH 
 
 o 
 
 CC 
 
 t=5 
 
 cc 
 
 a: 
 
 
 
 •oinjiisiii ..{apuoaa put? Avofj 
 
 1 
 
 1 
 
 1-H 
 
 1 
 
 1 
 
 oi 
 
 
 
 -f 
 
 
 b 
 
 s 
 
 o 
 
 X 
 
 X 
 
 b 
 
 
 •uoi)B(Inooo qoBO iniox 
 
 rH 
 
 o 
 
 
 tH 
 
 rH 
 
 rH 
 
 279 
 
 122 
 
 419 
 
 Gi 
 
 rH 
 
 y. 
 
 o 
 
 
 
 •iiouuipsiij qaoq>pti‘X 
 
 - 
 
 1 
 
 1 
 
 1 
 
 oi 
 
 
 
 
 CO 
 
 H 
 
 y 
 
 w 
 
 
 3 
 
 qooq.')§ o^noq.iajj'nqA SBuioqx 'IS 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 o 
 
 X 
 
 
 X 
 
 rH 
 
 W 
 
 C:3 
 
 H 
 
 
 
 qooqos 
 
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 till IIS 
 
 
 
 -< 
 
 c 
 
 g 
 
 
 a 
 
 cd 
 
 ■;uoj)fl,i(x ‘iooi[is s,.iappv 
 
 1 
 
 
 1 
 
 I 
 
 1 
 
 
 
 i>- 
 
 rH 
 
 a 
 
 g 
 
 
 
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 1 
 
 cc 
 
 1 
 
 1 
 
 1 
 
 Ol 
 
 rH 
 
 't 
 
 S 
 
 
 X 
 
 C 
 
 g 
 
 >H 
 
 » 
 
 
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 1111 1 1 
 
 01 
 
 CO 
 
 'A 
 
 a 
 
 y 
 
 a 
 
 P4 
 
 of 
 
 "Bosxaqo ‘aSanoo aoisuq 
 
 1 
 
 1 
 
 
 
 1 
 
 O 
 
 rH 
 
 •o 
 
 rH 
 
 XIII 
 
 Eh 
 
 C-i 
 
 o 
 
 HH 
 
 CA 
 
 
 •laajjs-iuo.^o'jp ‘oiuqoo)Xxoj 
 
 1 
 
 T— ' 
 
 1 
 
 rH 
 
 1 
 
 X 
 
 iO 
 
 i-O 
 
 I-H 
 
 CO 
 
 U1 
 
 Eh 
 
 a 
 
 w 
 
 P4 
 
 
 •proa AiOJJBJI 
 
 ‘apijTisiii qJBj s^uoonf) 
 
 1 1 1 1 1 * 1 
 
 X 
 
 C5 
 
 
 c 
 
 p 
 
 a 
 
 o 
 
 
 d 
 
 ■(llBHJopsa:} -vOTfA 
 
 1 
 
 1 
 
 1 
 
 1 
 
 - 
 
 ?1 
 
 1 
 
 ZS 
 
 CO 
 
 
 
 
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 till 1 . 1 ?1 
 
 Ol 
 
 Ol 
 
 lO 
 
 
 v: 
 
 g 
 
 
 
 •ainiijsui XanqqSiii 
 
 1 
 
 1 
 
 1 
 
 1 
 
 oi 
 
 oi 
 
 Ol 
 
 I 
 
 
 ri< 
 
 05 
 
 
 Eh 
 
 a 
 
 
 
 •pBOJ-pTIOX 
 
 ^IU'3 ‘uotinjiisui Aouqo'njj 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1-H 
 
 s 
 
 ct 
 
 lO 
 
 
 
 P 
 
 O 
 
 P 
 
 
 w 
 
 •oinii;sui uopuca 
 
 1 
 
 1 
 
 1 
 
 1 
 
 I 
 
 O: 
 
 - 
 
 0 
 
 01 
 
 rH 
 
 
 O 
 
 
 
 •aimtjsni Xaimojfi puB .nosp 
 
 1111 IS 1 
 
 *.o 
 
 
 
 
 H 
 
 y. 
 
 W 
 
 b. 
 
 X. 
 
 H 
 
 U 
 
 c 
 
 Building Trades 
 
 cc 
 
 c: 
 
 'cf. 
 
 o 
 
 o 
 
 ’5: 
 
 m 
 
 O 
 
 o 
 
 Printing and Paper Trades ... 
 
 ^ ft 
 C ^ 
 
 sc: 
 
 r— ' 
 
 C 5 
 "o 
 
 ft o 
 <v 
 
 a; - 
 O 
 
 Tcaclier or training for Teacher 
 
 No Occujiation. Profes.sional 
 Lnspecitied, and Others 
 
 Total 
 
 Total in Postal District 
 
 
 
 
 - 
 
 
 ct 
 
 -r 
 
 i.-: 
 
 
 1« 
 
 
 
 [ 
 
 Course of Lectures. 
 
XIII. — MISCELLANEOUS SCIENCE CLASSES (cuntinued). 
 
 Occupations of Students attending the undermentioned Classes .\t the following Institutions. 
 
 U() 
 
 1 o 
 y o 
 
 •uot;b(Iucido iptJO ik;ox 
 
 1 
 
 CO 
 
 <M 
 
 rH 
 
 rH 
 
 1 
 
 1 
 
 CO 
 
 CO 
 
 
 Cl 
 
 Cl 
 
 Cl 
 
 Cl 
 
 <5 
 
 1 
 
 o 
 
 •UOX 4 T 14 X 4 SUI 3iooqi[Jifi 
 
 1 
 
 1 
 
 
 1 
 
 1 
 
 1 
 
 1 
 
 C-.. 
 
 1 
 
 -T 
 
 CO 
 
 00 
 
 h-i 
 
 s 
 
 
 •4Dox4S-4uoSo'a; ‘otin[oo4iiiox 
 
 1 
 
 CO 
 
 i-H 
 
 
 1 
 
 1 
 
 1 
 
 CO 
 
 CO 
 
 CO 
 
 rH 
 
 rH 
 
 
 *uox 4 'cdnooo tjobo l^iox 
 
 CO 
 
 CO 
 
 rH 
 
 rH 
 
 rH 
 
 1 
 
 1 
 
 Cl 
 
 rH 
 
 xf5 
 
 CO 
 
 XT5 
 
 Cl 
 
 rH 
 
 00 
 
 rH 
 
 00 
 
 
 
 •uox 4 n 4 X 4 sui 
 
 1 
 
 1 
 
 t-h 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 04 
 
 X 
 
 04 
 
 
 
 ci 
 
 W 
 
 40011 D 5 osnoq.xo 4 .u 3 qo smuoqx *45 
 
 1 1 1 1 1 1 1 1 1 
 
 X 
 
 00 
 
 Cl 
 
 O 
 
 O 
 
 
 ■oSoqoo xiopiiox 40 A' 4 xo 
 
 
 CJ 
 
 1 
 
 - 
 
 1 
 
 1 
 
 1 
 
 04 
 
 
 04 
 
 0 
 
 
 CD 
 
 m 
 
 •Bas[oqo ‘a3anoo ,»o[sno 
 
 I I 1 1 1 1 1 1 ^ 1 
 
 1 — 1 
 
 rH 
 
 
 pf 
 
 •)Ooa;s-}Uo 2 o}i ‘atuqoovCioj 
 
 ca 
 
 rH 
 
 1 
 
 1 
 
 1—1 
 
 1 
 
 1 
 
 'O* 
 
 01 
 
 
 2 
 
 rH 
 
 
 ci 
 
 •(UKH-iapxal ‘VOTfA W.4U00 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 ct 
 
 01 
 
 04 
 
 -f 
 
 04 
 
 05 
 
 Cl 
 
 
 
 TI«H aaq«.f'>X 
 
 1 1 1 1 1 1 1 I 1 
 
 X 
 
 CO 
 
 
 •uoi^Bdnooo iiot?o p^^ox 
 
 
 rH 
 
 XO 
 
 1 
 
 1 
 
 1 
 
 1 
 
 05 
 
 rH 
 
 
 00 
 
 00 
 
 152 
 
 Cl 
 
 m ^ 
 
 
 
 •ii 0 X 4 n 4 t 4 Siii qooqqjig 
 
 
 
 CO 
 
 1 
 
 1 
 
 1 
 
 1 
 
 CO 
 
 0 
 
 04 
 
 X.' 
 
 X 
 
 
 CD 
 
 O 
 
 O 
 
 E.C. 
 
 qooTpg 0 sx 1 oq. 104 .iBq 0 smnoqx *4S 
 
 1 1 1 1 1 1 1 11 ^ 
 
 0 
 
 rH 
 
 Cl 
 
 rH 
 
 
 •o 3 o[[o 0 iiopuoq JO A 410 
 
 1 
 
 1 
 
 01 
 
 1 
 
 1 
 
 1 
 
 1 
 
 lO 
 
 
 - 
 
 01 
 
 
 pq 
 
 
 •o^epoo s^n^K 
 
 1 1 1 1 ! 1 1 112 
 
 X 
 
 CO 
 
 rH 
 
 
 
 ••nnpiisjii .(.mqqSni 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 - 
 
 
 04 
 
 
 
 
 w 
 
 Tl'TI aaqu.«o,[, 
 
 1 1 1 1 1 1 1 11 =° 
 
 CO 
 
 00 
 
 
 •110X4X3(111000 Xpi?D l»? 40 X 
 
 
 CO 
 
 
 CO 
 
 
 CO 
 
 1 
 
 05 
 
 
 253 
 
 781 
 
 781 
 
 
 
 •aopnjijsiii 
 
 rH 
 
 1 
 
 04 
 
 1 
 
 1 
 
 1 
 
 1 
 
 -H 
 
 0 
 
 04 
 
 
 A-O 
 
 
 
 E.C. 
 
 •oSoipO uopuoT; jo iiig 
 
 1 
 
 
 01 
 
 1 
 
 1 -H 
 
 1 
 
 1 
 
 2 
 
 X 
 
 04 
 
 CO 
 
 04 
 
 220 
 
 
 
 •[ooqog osnox{j04.iBqo sBXixoqx *4S 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 0 
 
 cc 
 
 CO 
 
 CO 
 
 
 
 
 •oSoqoo p3uouxoj^ Xapioj^ 
 
 1 
 
 T — 1 
 
 1 
 
 (01 
 
 1 
 
 1 
 
 1 
 
 
 T — 1 
 
 X 
 
 
 
 
 K 
 
 •looqog 
 
 oonoxog iio 4 gui.\i 0 ^sj; A.xx 3 i^ - 4 ^ 
 
 1 1 1 i 1 1 1 II:? 
 
 0 
 
 
 
 CO 
 
 qooqog 1 BUOXIX 3 X; 
 pUB JBOOUOOJQ qOAV.XOqiUBO 
 
 
 1 
 
 1 
 
 1 
 
 1 
 
 CO 
 
 1 
 
 1 
 
 rH 
 
 04 
 
 1 
 
 0 
 
 04 
 
 Cl 
 
 rH 
 
 
 
 •pjonciio; ‘looqoj^ s,.?oppv 
 
 1 1 1 1 1 1 1 IS 1 
 
 cx 
 
 04 
 
 
 
 pf 
 
 •uospxqo ‘o^oqoo Avopiio 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 0 
 
 y—* 
 
 2 
 
 CO 
 
 CD 
 
 C /2 
 
 •sossBio J>iV oouoTog 1 x 04 x 1 jg 
 
 1 1 1 1 1 1 1 IIS 
 
 2.5 
 
 CO 
 
 O 
 
 i-q 
 
 O 
 
 M 
 
 CO 
 
 » 
 
 
 '4oo.X4S-4uo.ov)4j ‘oTiiqoojAiox 
 
 1 
 
 CO 
 
 1 
 
 1—1 
 
 CO 
 
 1 
 
 1 
 
 •X 
 
 X 
 
 X 
 
 I'^ 
 
 04 
 
 CD 
 
 
 • 04 U 4 PSXXI q.xnil-ou.xnoqjso^w^ 
 
 1 1 1 1 1 i 1 11="' 
 
 O: 
 
 CO 
 
 o 
 
 ■(ll'TI -wiasa) -V O-K'AT'5-qnao 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 00 
 
 
 2 
 
 CO 
 
 CO 
 
 CO 
 
 
 
 •oSoqoo spioj^ 
 
 1 1 1 1 1 i 1 112 
 
 CO 
 
 rH 
 
 •-H 
 
 
 
 • 04 ii 4 i 4 SU[ xux3quopiv 
 
 1 1 1 1 1 1 1 11^ 
 
 
 
 
 
 qi?0 lodsof) 
 •po.vi.opua ^!iia 
 
 i-H 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 O; 
 
 1 
 
 0 
 
 
 
 
 ■.niilHsnj .CimiqSiK 
 
 1—1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 04 
 
 04 
 
 04 
 
 04 
 
 r>- 
 
 04 
 
 r>* 
 
 Cl 
 
 
 
 •pBO.X-pXIOJ 
 
 ^in-a ‘iroiuuusxxi AouqoBH 
 
 1 1 1 1 1 1 1 II?? 
 
 c? 
 
 
 
 
 •ojuipsui uopiiox 4SBa-q4.xo^ 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 C^ 
 
 CO 
 
 
 rH 
 
 rH 
 
 
 
 Tl'Tl aaqn.foj, 
 
 1 1 1 1 1 1 1 112 
 
 X 
 
 rH 
 
 
 
 • 04 XX 4 X 4 SXXJ Xo[uio.xg puxi avoji 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 04 
 
 X 
 
 cc 
 
 C5 
 
 X 
 
 
 
 
 K 
 
 t-i 
 
 Y. 
 
 A 
 
 »- 
 
 to 
 
 u. 
 
 c 
 
 •*. 
 
 y. 
 
 c 
 
 H 
 
 k 
 
 U 
 
 k 
 
 C 
 
 Building Trades 
 
 Engineering and Metal Trades 
 
 'Jhemical Trades 
 
 Printing and Paper Trades ... 
 
 Clothing Trades 
 
 Public Service ... 
 
 Food Preparation 
 
 Olerks and Warehousemen, Re- 
 tail Tradesmenand Dealers.. . 
 
 Teacher or training for Teacher 
 
 Xo occu))ation, Professional 
 Unspecified, and Others 
 
 Total 
 
 Total in Postal District 
 
 
 
 1 
 
 - 
 
 04 
 
 CO 
 
 
 0 
 
 •X: 
 
 
 X 
 
 c. 
 
 2 
 
 
 
147 
 
 o 
 
 Q 
 
 O 
 
 .2 
 
 ^ :2 
 
 r> 
 
 'V: 
 
 H 
 
 c /5 
 
 zn 
 
 -ii 
 
 ■p; cs 
 
 3 2 
 g ,3 
 
 O 
 
 C 
 
 <<i 
 
 >~, -<-= 
 
 '7^ !=* 
 
 C3 
 
 " r-j' 
 
 C/5 
 
 t-:i 
 O 
 
 o 
 
 tXl o 
 
 O tK 
 
 C/5 
 
 
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 l-H 
 
 :z 
 
 W 
 
 Q 
 
 H 
 
 C 
 
 55 
 
 H 
 
 P 5 
 
 <f 1 
 
 Q 
 
 <1 
 
 tS Dtl 
 
 !=i O 
 
 |§ 
 
 <1 o 
 
 c/5 
 
 c3 
 
 ^ O 
 
 o O 
 
 5 ® 
 
 . 03 
 
 c3 2 
 
 G cd 
 
 M O) 
 O 
 
 rG o3 
 
 o 
 
 o 
 
 ! 2 ; 
 
 [Jh 
 
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 PhJ 
 
 Ci 
 
 CX) 
 
 3.2 
 
 P 5 
 
 o 
 
 w 
 
 fa 
 
 Ph 
 
 D 
 
 H 
 
 2 
 
 3 : „ 
 
 tc 
 
 ^ Sh 
 
 2 
 
 Ph 
 
 Q 
 
 55 
 
 fa 
 
 eu 
 
 >5 
 
 ca 
 
 Q 
 
 <Tl 
 
 ca 
 
 liT-l 
 
 o 
 
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 55 
 
 o 
 
 55 
 
 I— I 
 
 O 
 
 W 
 
 75 
 
 fa 
 
 ha 
 
 PC 
 
 H 
 
 G cc 
 
 .P 03 ^ 
 
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 •ltOl.'r>UISU0A[ T{;U0^ 
 
 i5iiiA.n\) pooAV W' JO \ooip^ 
 
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 •iioi^ujijsirj 
 
 {u.nuo').) ‘spiin'i) pun .i\yj 
 
 '%xy JO lOOTjog uinqdt?i3 
 
 •i^uijoox 
 
 aodcl^x ‘ojujijsui qoatiq^ 
 
 •J.IV JO lOOTJOS .^OUJTltX 
 
 00 ; * ; * * <:o * 
 
 O • * • * * r~( ^ 
 
 CQ 
 
 ^ CM O 
 
 O r — 1 
 
 C 2 
 
 !> 
 
 •ojnjijsuj mucl-0u.moqjso^Y^ 
 
 •jJV oouapg JO looqog 
 aojBAi.s.i'Bfi puu jfa-nd-epXn 
 
 . . CO O • • 1 
 
 ^ O 00 - • 
 
 
 •pL’0.T-.\i0Jj'niX 
 ‘OjnjpSUJ 3l.IT!d-S::jU30n5 
 
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 'M 
 
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 ; I s 
 
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 00 
 
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 00 
 
 00 
 
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 ^ ^ 00 
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 >o» : [>. oi o 
 
 Oi 
 
 05 
 
 40 
 
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 ^ o o 
 
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 CO 
 
 CQ 
 
 05 
 
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 pun oouopg uojSuL\i 0 ^s^ ^ 5 qojS 
 
 •py JO looqjg 
 ntq-pJojui^jg pui5 uojcIbiq 
 
 05 
 
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 <OJ 
 
 oi 
 
 C5 
 
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 i>. 
 
 C5 
 
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 From Charity Commi-ssioners. t Estimated proportion necessary to maintain classes in proper efficiency. j Loan on security of plant. || Including hire of Life Models. 
 
 § 18fffi-91. Not yet known. ** Not separately stated in the accounts of the Institute. 
 
148 
 
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 03 
 
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 II Detailed times not available on account of reconstruction of school. H These are special Commercial Dorms. 
 
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Appendix G. — Tables showing Cuiuucula of Public Secondary Schools in London — Girls — { continued ). 
 
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Appendix G. — Tables showing Curricula of Public Secondary Schools in London — Girls 
 
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Appendix H. 
 
 Table showing Fees and Ages of Pupils at Public Secondary Schools in London. 
 
 A,— Boys. 
 
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 Under 8 
 
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 Over 10 and under 1'2 
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 ( )ver 14 and under 15 
 Over 15 and under 16 
 Over 16 and under 17 
 ] 7 and upwards 
 
 Total 
 
 ruder 12 ... 
 
 ( )ver 12 and under 14 
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 ( )ver 15 and under 16 
 ( )ver 16 and under 17 
 J 7 and upwards 
 
 Total 
 
 I'nder 8 
 
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 Over 10 and under 12, 
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 Over 15 and under 16 
 
 ! Total 
 
 [ 22 ] 
 
 Professional ” Pepartment, Class T. || Non-classical side only. t Lowest forms of Upper and Lower Schools combined. J Technical Dcpaitment only. 
 
 § Pec for ordinary course of instruction according to age of ]mpil on entering. ^ £1 to children from Public Klcmcntarv Scliools. 
 
Appendix H. 
 
 Table showing Fees and Ages of Pupils in Public Secondary Schools in London. 
 
 B.— Girls’ Schools. 
 
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171 
 
Appendix J, 
 
 Average Number of Passes in Three Years, 1889-91, in certain Examinations at the following Schools. 
 
 ‘ II.— Girls’ Schools. 
 
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Appendix K. 
 
 Table showing the approximate Income of Public Secondary Schools in London, 1891. 
 
 Note. — The following analysis of income and expenditure so far as it relates to endowed schools has been 
 compiled from the accounts supplied by those foundations to the Charity Commission. The w'ork of dissecting 
 the accounts of the endowments, of apportioning items of expenditure or income among two or more schools or 
 other institutions, supported by the same endowment, &c., has been carried out by Messrs. Hudson Smith, Briggs, 
 and Co., Chartered Accountants. In some cases the task of apportionment has been difficult, and the result is 
 probably only approximately correct. Composite endowments applicable to two or more schools, are 
 distributed among those schools, so as, as near as may be, to balance their accounts. Management expenses are 
 apportioned in proportion to the numbers of scholars (a plan which has also been adopted for the schools of 
 the Girls’ Public Day School Company). Charges for estates management, &c., are treated as a deduction 
 from the endowment revenue. Payments for scholarships, &c., are only inserted in so far as actual money 
 payments are made ; remission of fees being treated as a deduction from revenue from fees, and not as 
 a scholarship charge. Similarly the net cost of hostels and boarding-houses, inserted in the tables is the 
 difference between receipts and payments under this head. (N.B. — For the second edition the figures have been 
 revised by the authorities of the schools.) 
 
 I.— Boys’ Endowed Schools. 
 
 No. 
 
 N.\me oe School. 
 
 Students’ 
 
 Fees. 
 
 Science 
 and Art 
 Grants. 
 
 Sul)scrip- 
 tions and 
 Donations. 
 
 Net 
 
 Endow- 
 
 ment. 
 
 Other 
 
 Receipts. 
 
 Total. 
 
 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 1 
 
 George Green’s School 
 
 1,206 
 
 — 
 
 — 
 
 298 
 
 — 
 
 1,504 
 
 2 
 
 Whitechapel Foundation 
 
 292 
 
 — 
 
 — 
 
 1,000 
 
 — 
 
 1,292 
 
 3 
 
 Parmiter’s Foundation 
 
 1,268 
 
 94 
 
 — 
 
 2,311 
 
 — 
 
 3,673 
 
 4 
 
 Grocers’ Company’s School ... 
 
 4,202 
 
 — 
 
 1,925 
 
 — 
 
 — 
 
 6,127 
 
 S 
 
 Dame Alice Owen’s . . 
 
 2,115 
 
 — 
 
 — 
 
 2,591 
 
 — 
 
 4,706 
 
 6 
 
 Aske’s, Hoxton 
 
 1,235 
 
 — 
 
 — 
 
 2,000 
 
 — 
 
 3,235 
 
 7 
 
 St. Clement Dane’s ... 
 
 287 
 
 — 
 
 — 
 
 950 
 
 — 
 
 1,237 
 
 8 
 
 Archbishop Tenison’s 
 
 1,162 
 
 — 
 
 1 
 
 312 
 
 — 
 
 1,475 
 
 9 
 
 St. Paul’s 
 
 11,355 
 
 — 
 
 — 
 
 13,308 
 
 2 
 
 24,665 
 
 10 
 
 Polytechnic Day School 
 
 3,321 
 
 180 
 
 — 
 
 — 
 
 — 
 
 3,501 
 
 11* 
 
 Emanuel School 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 12 
 
 Sir Walter St. John's 
 
 1,004 
 
 106 
 
 80 
 
 238 
 
 — 
 
 1,428 
 
 13 
 
 Battersea Grammar School 
 
 1,245 
 
 — 
 
 — 
 
 24 
 
 
 
 l,26!t 
 
 14* 
 
 Un ited AVestminster 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 15 
 
 Colfe’s Grammar School 
 
 750 
 
 — 
 
 — 
 
 571 
 
 10 
 
 1,331 
 
 16 
 
 St. Dunstan’s College 
 
 2,669 
 
 — 
 
 — 
 
 4,684 
 
 48 
 
 7,401 
 
 17 
 
 Dulwich College 
 
 12,938 
 
 — 
 
 — 
 
 4,102 
 
 — 
 
 17,040 
 
 18 
 
 Alleyn’s School 
 
 4,076 
 
 — 
 
 152 
 
 1,091 
 
 — 
 
 5.319 
 
 19 
 
 Eoan’s School, Greenwich 
 
 2,057 
 
 — 
 
 — 
 
 737 
 
 — 
 
 2,794 
 
 20 
 
 Wilson’s Grammar School 
 
 3,088 
 
 134 
 
 — 
 
 285 
 
 — 
 
 3,507 
 
 21 
 
 Aske’s, Hatcham 
 
 2,290 
 
 — 
 
 — 
 
 1,900 
 
 — 
 
 1 4,190 
 
 22 
 
 Cowper-street Schools 
 
 5,305 
 
 — 
 
 — 
 
 2,759 
 
 298 
 
 8,362 
 
 23 
 
 Stationers’ Company’s School 
 
 628 
 
 — 
 
 12 
 
 1,046 
 
 — 
 
 1,686 
 
 
 II.- 
 
 -Girls’ Endowed Schools. 
 
 
 
 
 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 1 
 
 George Green’s School 
 
 920 
 
 — 
 
 10 
 
 170 
 
 78 
 
 1,178 
 
 2 
 
 Lady Holies’ School ... 
 
 1,435 
 
 25 
 
 — 
 
 639 
 
 
 
 2,099 
 
 3 
 
 Skinners’ Company’s* School ... 
 
 1,692 
 
 — 
 
 — 
 
 1,723 
 
 ■ — 
 
 3,415 
 
 4 
 
 Aske’s, Hoxton 
 
 784 
 
 — 
 
 
 
 1,500 
 
 — 
 
 2,284 
 
 5 
 
 North London Collegiate 
 
 9,041 
 
 — 
 
 201 
 
 391 
 
 — 
 
 9,633 
 
 6 
 
 Camden School for Girls 
 
 2,953 
 
 — 
 
 — 
 
 350 
 
 — 
 
 3,303 
 
 7 
 
 Dame Alice Owen’s ... 
 
 1,876 
 
 — 
 
 — 
 
 1,400 
 
 _ 
 
 3.276 
 
 8 
 
 St. Clement Dane’s . 
 
 290 
 
 — 
 
 _ 
 
 566 
 
 — 
 
 856 
 
 9 
 
 St. Martin’s Middle School 
 
 725 
 
 — 
 
 
 408 
 
 — 
 
 1,133 
 
 10 
 
 Polytechnic Day School 
 
 1,572 
 
 ■ — 
 
 — 
 
 — 
 
 — 
 
 1.572 
 
 11 
 
 Burlington School 
 
 1,026 
 
 — 
 
 14 
 
 433 
 
 2 
 
 1,475 
 
 12* 
 
 Grey Coat Hospital . . 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 13 
 
 Roan’s School, Greenwich 
 
 1,880 
 
 — . 
 
 — 
 
 602 
 
 — 
 
 2,482 
 
 14 
 
 James Allen’s 
 
 1,838 
 
 — 
 
 500 
 
 363 
 
 — 
 
 2,701 
 
 15 
 
 Lewisham Grammar School . . 
 
 891 
 
 — 
 
 50 
 
 239 
 
 1 
 
 1,181 
 
 16 
 
 Mary Datchelor’s 
 
 4,762 
 
 — 
 
 — 
 
 446 
 
 3 
 
 5,211 
 
 17 
 
 Aske’s, Hatcham 
 
 2,703 
 
 
 
 3,600 
 
 
 + 6,303 
 
 III.— Girls’ Public Day School Company’s Schools. 
 
 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 1 
 
 Clapton High School 
 
 2,271 
 
 — 
 
 — 
 
 — 
 
 — 
 
 2,271 
 
 2 
 
 Highbury and Islington School 
 
 3,617 
 
 — 
 
 — 
 
 — 
 
 — 
 
 3,617 
 
 3 
 
 South Hampstead School 
 
 4,931 
 
 — 
 
 — 
 
 — 
 
 — 
 
 4,931 
 
 4 
 
 Notting Hill School .. 
 
 6,880 
 
 — 
 
 — 
 
 — 
 
 — 
 
 6 880 
 
 5 
 
 Maida Yale School . 
 
 2,554 
 
 — 
 
 _ 
 
 — 
 
 — 
 
 2,554 
 
 6 
 
 Kensington School . . 
 
 4,44') 
 
 — 
 
 — 
 
 — 
 
 ■ — 
 
 4,445 
 
 7 
 
 Streatham Hill School 
 
 2,002 
 
 — 
 
 _ 
 
 — 
 
 — 
 
 2,002 
 
 8 
 
 Clapham High School 
 
 4,612 
 
 — 
 
 
 — 
 
 — 
 
 4,612 
 
 9 
 
 Clapham Middle School 
 
 1,109 
 
 _ 
 
 _ 
 
 — 
 
 — 
 
 1,109 
 
 10 
 
 Blackheath High School 
 
 6,661 
 
 — 
 
 — 
 
 — 
 
 — 
 
 6,661 
 
 11 
 
 Sydenham High School 
 
 3,938 
 
 — 
 
 — 
 
 — 
 
 — 
 
 3,938 
 
 12 
 
 Dulwich High School 
 
 4,737 
 
 * 
 
 — 
 
 
 
 4,737 
 
 * It has not been found possible to separate accurately the income and expenditure of the United 
 Westminster School, Emanuel School, and Grey Coat Hospital. 
 
 t Including £o00 for alteration of buildings. 
 
 1 Including ,£’2,200 for new buildings. 
 
Appendix 'K..— continued. 
 
 'I’ahi.k showing the approximate Expenditure of Public Secondary Schools in London ( 1891 ). 
 
 I.— Boys’ Endowed Schools. 
 
 No. 
 
 Name of School. 
 
 Rates, Taxes, Insurance, 
 Lighting, Firing, 
 Repairs and 
 Maintenance. 
 
 Salaries. 
 
 Stationery, Postage, 
 Printing 
 and Advertising. 
 
 Purchase of Tools, 
 Models, Apparatus, 
 Fittings and Books. 
 
 Net Cost of 
 Examinations. 
 
 Sundries. 
 
 Total ordinary 
 Expenditure. 
 
 Scholarships, 
 Exhibitions and Prizes. 
 
 Net Cost of Hostel. 
 
 Total 
 
 Expenditure. 
 
 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 1 
 
 George Green’s School 
 
 206 
 
 997 
 
 17 
 
 75 
 
 8 
 
 49 
 
 1,352 
 
 181 
 
 — 
 
 1,.533 
 
 o 
 
 Whitechapel Foundation 
 
 75 
 
 911 
 
 10 
 
 147 
 
 13 
 
 41 
 
 1,197 
 
 24 
 
 — 
 
 1,221 
 
 ;{ 
 
 Farm iter’s Foundation 
 
 477 
 
 2,167 
 
 35 
 
 328 
 
 33 
 
 47 
 
 3,087 
 
 253 
 
 — 
 
 3,340 
 
 I 
 
 Grocers’ Company’s Schools . 
 
 1,209 
 
 3,981 
 
 85 
 
 411 
 
 84 
 
 277 
 
 6,047 
 
 161 
 
 — 
 
 6,208 
 
 5 
 
 Dame Alice Owen’s ... 
 
 455 
 
 3,192 
 
 86 
 
 217 
 
 38 
 
 11 
 
 3,999 
 
 497 
 
 — 
 
 4,496 
 
 6 
 
 Aske’.s, Hoxton 
 
 430 
 
 2,190 
 
 31 
 
 180 
 
 66 
 
 8 
 
 2,905 
 
 150 
 
 — 
 
 3,055 
 
 7 
 
 St. Clement Dane’s ... 
 
 197- 
 
 872 
 
 27 
 
 65 
 
 28 
 
 21 
 
 1,210 
 
 185 
 
 — 
 
 1.395 
 
 « 
 
 Archbishop Tenison’s 
 
 205 
 
 1,062 
 
 64 
 
 136 
 
 20 
 
 10 
 
 1,497 
 
 108 
 
 — 
 
 1,605 
 
 <) 
 
 St. Paul’s 
 
 4,342 
 
 13,589 
 
 125 
 
 588 
 
 438 
 
 200 
 
 19,282 
 
 1,733 
 
 
 21,015 
 
 10 
 
 Polytechnic Day School 
 
 944 
 
 2,617 
 
 100 
 
 419 
 
 — 
 
 — 
 
 4,080 
 
 - — 
 
 — 
 
 4,080 
 
 11* 
 
 Emanuel School 
 
 — 
 
 — 
 
 — 
 
 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 12 
 
 Sir Walter St. John’s 
 
 230 
 
 862 
 
 51 
 
 86 
 
 — 
 
 — 
 
 1,229 
 
 _ 
 
 
 
 1,229 
 
 13 
 
 Battersea Grammar School 
 
 .318 
 
 847 
 
 19 
 
 65 
 
 — 
 
 — 
 
 1,249 
 
 — 
 
 — 
 
 1,249 
 
 14* 
 
 United Westminster... 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 15 
 
 Colfe’s Grammar School 
 
 218 
 
 809 
 
 32 
 
 93f 
 
 21 
 
 — 
 
 1,173 
 
 — 
 
 — 
 
 1,173 
 
 16 
 
 St. Dunstan’s College 
 
 2,027 
 
 3,048 
 
 93 
 
 49 
 
 49 
 
 89 
 
 5,355 
 
 1,637 
 
 208 
 
 7,200 
 
 17 
 
 Dulwich College 
 
 3,550 
 
 10,715 
 
 284 
 
 414 
 
 149 
 
 378 
 
 15,490 
 
 1,220 
 
 — 
 
 16,710 
 
 18 
 
 Alleyn’s School 
 
 711 
 
 3,692 
 
 118 
 
 288 
 
 26 
 
 40 
 
 4,875 
 
 336 
 
 — 
 
 5,211 
 
 19 
 
 Roan’s School, Greenwich 
 
 163 
 
 2,133 
 
 44 
 
 162 
 
 27 
 
 5 
 
 2.534 
 
 351+ 
 
 — 
 
 2,885 
 
 20 
 
 Wilson’s Grammar School 
 
 341 
 
 2,420 
 
 175 
 
 90 
 
 39 
 
 55 
 
 3,120 
 
 240 
 
 — 
 
 3,390 
 
 21 
 
 Aske’s, Hatcham 
 
 979§ 
 
 2,215 
 
 77 
 
 400 
 
 30 
 
 20 
 
 3,721 
 
 350 
 
 — 
 
 4,071 
 
 22 
 
 Cowper-street Schools 
 
 1,675 
 
 5.514 
 
 175 
 
 175 
 
 — 
 
 — 
 
 7,539 
 
 23 
 
 — 
 
 7.562 
 
 23 
 
 Stationers’ Company’s Schools 
 
 211 
 
 1,303 
 
 31 
 
 8 
 
 45 
 
 — 
 
 1,598 
 
 166 
 
 — 
 
 1,764 
 
 II.— Girls’ Endowed Schools. 
 
 1 
 
 George Green’s School 
 
 £ 
 
 165 
 
 £ 
 
 779 
 
 £ 
 
 10 
 
 £ 
 
 133 
 
 £ 
 
 6 
 
 £ 
 
 30 
 
 £ 
 
 1,123 
 
 £ 
 
 70 
 
 £ 
 
 £ 
 
 1,198 
 
 2 
 
 Lady Holies’s School 
 
 517 
 
 1,266 
 
 80 
 
 32 
 
 65 
 
 — 
 
 1,960 
 
 132 
 
 — 
 
 2,092 
 
 3 
 
 Skinners’ Company’s Schools... 
 
 463 
 
 2,021 
 
 55 
 
 61 
 
 24 
 
 31 
 
 2,655 
 
 250 
 
 — 
 
 2,905 
 
 4 
 
 Aske’s, Hoxton 
 
 430 
 
 1,376 
 
 31 
 
 145 
 
 54 
 
 8 
 
 2,044 
 
 90 
 
 — 
 
 2,134 
 
 5 
 
 North London Collegiate 
 
 857 
 
 8,164 
 
 — 
 
 64 
 
 106 
 
 — 
 
 9,191 
 
 405 
 
 — 
 
 9,596 
 
 t) 
 
 Camden School for Girls 
 
 600 
 
 2,281 
 
 — 
 
 52 
 
 62 
 
 — 
 
 2,995 
 
 326 
 
 — 
 
 3,.321 
 
 7 
 
 Dame Alice Ow'en’s ... 
 
 539 
 
 2,048 
 
 46 
 
 239 
 
 46 
 
 15 
 
 2,933 
 
 152 
 
 — 
 
 3,085 
 
 8 
 
 St. Clement Dane’s ... 
 
 166 
 
 516 
 
 27 
 
 78 
 
 14 
 
 16 
 
 817 
 
 133 
 
 — 
 
 950 
 
 9 
 
 St. Martin’s Middle School 
 
 3.59 
 
 868 
 
 7 
 
 102 
 
 33 
 
 3 
 
 1,372 
 
 17 
 
 — 
 
 1,389 
 
 10 
 
 Polytechnic Day School 
 
 476 
 
 1,286 
 
 1.3211 
 
 — 
 
 — 
 
 — 
 
 1,894 
 
 — 
 
 — 
 
 1,894 
 
 11 
 
 Burlington School 
 
 609 
 
 645 
 
 49 
 
 28 
 
 43 
 
 17 
 
 1,.391 
 
 84 
 
 — 
 
 1,475 
 
 12* 
 
 Grey Coat Hospital . 
 
 — 
 
 ““ 
 
 — 
 
 — 
 
 — 
 
 — 
 
 
 
 — 
 
 • 
 
 — 
 
 13 
 
 Roan’s School, Greenwich 
 
 197 
 
 1,807 
 
 40 
 
 1.58 
 
 28 
 
 5 
 
 2,235 
 
 321+ 
 
 — 
 
 2,566 
 
 14 
 
 James Allen’s 
 
 489 
 
 1..594 
 
 141 
 
 116 
 
 16 
 
 9 
 
 2,365 
 
 200 
 
 
 
 2, .565 
 
 15 
 
 Lewisham Grammar School ... 
 
 227 
 
 789 
 
 72 
 
 10 
 
 11 
 
 10 
 
 1,119 
 
 22 
 
 ■ 
 
 1.141 
 
 16 
 
 Marv Datchelor’s 
 
 850 
 
 3,5.54 
 
 143 
 
 8 
 
 25 
 
 30 
 
 4,610 
 
 257 
 
 — 
 
 4,867 
 
 17 
 
 Aske’s, Hatcham 
 
 702 
 
 2,-167 
 
 76 
 
 403 
 
 34 
 
 19 
 
 3,701 
 
 389 
 
 
 4,090 
 
 Ill —Girls’ Public Day School Company’s Schools. 
 
 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 £ 
 
 1 
 
 (Japton High School 
 
 231 
 
 1.643 
 
 80 
 
 10 
 
 16 
 
 48 
 
 2,028 
 
 55 
 
 — 
 
 2,308 
 
 2 
 
 Highbury and Islington School 
 
 414 
 
 2,601 
 
 139 
 
 5 
 
 22 
 
 62 
 
 3,243 
 
 38 
 
 — 
 
 3,281 
 
 ;i 
 
 South Hampstead School 
 
 352 
 
 3,226 
 
 187 
 
 6 
 
 39 
 
 70 
 
 3,880 
 
 57 
 
 — 
 
 3,937 
 
 4 
 
 Hotting Hill School ... 
 
 301 
 
 4,355 
 
 209 
 
 5 
 
 33 
 
 72 
 
 4,975 
 
 62 
 
 — 
 
 5,037 
 
 5 
 
 Maida Vale School ... 
 
 290 
 
 1.938 
 
 113 
 
 1 
 
 22 
 
 77 
 
 2,441 
 
 45 
 
 — 
 
 2,486 
 
 6 
 
 Kensington School ... 
 
 285 
 
 3,134 
 
 129 
 
 5 
 
 21 
 
 76 
 
 3,649 
 
 46 
 
 — 
 
 3,695 
 
 7 
 
 Streatham Hill School 
 
 341 
 
 1,467 
 
 81 
 
 9 
 
 29 
 
 52 
 
 1,979 
 
 20 
 
 — 
 
 1,999 
 
 8 
 
 Clapham High School 
 
 745 
 
 2,954 
 
 94 
 
 — 
 
 28 
 
 59 
 
 3,880 
 
 55 
 
 — 
 
 3,935 
 
 9 
 
 Clapham Middle School 
 
 217 
 
 927 
 
 35 
 
 4 
 
 23 
 
 48 
 
 1,254 
 
 10 
 
 — 
 
 1,264 
 
 10 
 
 Blackheath High School 
 
 335 
 
 4,051 
 
 185 
 
 6 
 
 .52 
 
 88 
 
 4, /TV 
 
 53 
 
 — 
 
 4,770 
 
 11 
 
 Sydeidiam High School 
 
 481 
 
 2.629 
 
 101 
 
 5 
 
 16 
 
 61 
 
 3,293 
 
 40 
 
 — 
 
 3,33o 
 
 12 
 
 Dulwich High School 
 
 332 
 
 .3..504 
 
 134 
 
 3 
 
 36 
 
 80 
 
 4,089 
 
 56 
 
 
 4,145 
 
 * See footnote on previous page. 
 
 t Including £65 extraordinary expenditure, connected with opening of new' schools. 
 
 1; The scheme of the Charity Commissioners for the management of Roan’s Charity provides for Scholarships 
 and Exhil)itions amounting to £800 per annum, but the income is insufficient for the purpose. 
 
 Including £500 extraordinary expenditure, connected with alteration of school building, 
 l"! This includes purchase of tools, &c. 
 
175 
 
 Appendix L. 
 
 I.— Table showing the number of Pupils at present in Public Secondary Schools in London 
 HOLDING Scholarships from Public Elementary Schools. 
 
 Eastern District — 
 
 Coopers’ Company’s School 
 People’s Palace Day School 
 George Green’s School, Poplar 
 Whitechapel Foundation School ... 
 Parmiter’s Foundation School 
 
 Northern District — 
 
 Kentish Town School (B.P. D. S.Co.) 
 Dame Alice Owen’s School 
 Aske’s School, Hoxton 
 
 North- Western District — 
 
 Wm. Ellis Endowed School 
 
 West Central District — 
 
 Archbishop Tenison’s School 
 U niversity College School ... 
 
 A.— Boys’ Schools. 
 
 Western District — 
 
 Godolphiu School ... ... ••• ••• 4 
 
 Queen’s Park Institute ... *’-^3 
 
 Polytechnic Day School ... ... ••• 18 
 
 Souths Western District — 
 
 Emanuel School ... ... . ... 30'' 
 
 Sir Walter St. .John’s School ... ... 18 
 
 Battersea Grammar School ... ... H 
 
 St. Mark’s College Upper School ... ... 3 
 
 United Westminster Endowed School ... 190 
 
 South-Eastern District — 
 
 Woolwich and Plumstead High School ... 0 
 
 Colfe’s Grammar School ... ... ... 1 
 
 Alleyn’s School, Dulwich ... .. ... 16 
 
 Roan’s School, Greenwich... ... ... |6 
 
 Wilson’s Grammar School, Camberwell ... 13 
 
 Aske’s School, Hatcham ... ... . . 4 
 
 East Central District — 
 
 Cowper-street (Central Foundation) Schools 81 
 City of London School ... ... ... 15 
 
 Stationers’ Company’s School ... ... 12 
 
 9 
 
 216 
 
 16 
 
 29 
 
 40 
 
 2 
 
 18 
 
 45 
 
 12 
 
 1 
 
 B. — Girls’ Schools. 
 
 Eastern District — 
 
 Geo. Green’s School ’ ... ... 3 
 
 Lady Holies,’ Hackney ... ... ... 1 
 
 Northern District — 
 
 Skinners’ Company’s School ... ... 9 
 
 Highbury and Islington High School 
 (G. P. D. S. Co.) 1 
 
 Dame Alice Owen’s School ... ... 15 
 
 Aske’s School, Hoxton ... ... ... 35 
 
 Western District — 
 
 Notting-hill High School (G. P. D. S. Co.) 4 
 Queen’s Park Institute ... ... ... *21 
 
 Burlington School ... ... ... ... 6 
 
 Polytechnic Day School ... ... ... 5 
 
 South- Wester?i District — 
 
 Clapham High School (G. P. D, S. Co.) ... 2 
 
 Clapham Middle School ... . ... 1 
 
 Greycoat Hospital ... ... ... , , 77 
 
 North-Western District — 
 
 SouthHampsteadHighSchool(G.P.D.S.Co.) 2 
 North London Collegiate School ... ... 11 
 
 Camden School for Girls ... ... ... 7 
 
 West Central District — 
 
 St. Martin’s Middle Schools ... ... 6 
 
 South-Eastern District — 
 
 Roan’s School, Greenwich f31 
 
 Lewisham Grammar School 16 
 
 Dulwich High School (G. P. D. S. Co.) ... 2 
 
 James Allen’s School, Dulwich 15 
 
 Mary Datchelor’s School ... ... ... 1 
 
 Aske’s School, Hatcham ... ... ... 3 
 
 * P. E. Scholars and others. 
 
 t Besides a large number of former pupils of Elementary Schools admitted at half-fees. 
 
170 
 
177 
 
 [2;H 
 
APPENDIX L.—continuecl. 
 
 178 
 
APPENDIX L. — couiiniicd. 
 
 180 
 
181 
 
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184 
 
 RESOLUTIONS OF THE COUNCIL 
 
 WITH REFERENCE TO 
 
 l^ECHNICAL EDUCATION IN LONDON. 
 
 {February, 1893 .) 
 
 (a) That, in view of the importance of London not falling behind other cities in the provision 
 of technical education, it is desirable that*tho Council should exercise its powers under the Technical 
 Instruction Acts, 1889 and 1891, other than that of raising a rate, by devoting to technical education 
 some portion of the funds from time to time receivable under the Local Taxation (Customs and Excise) 
 Act, 1890; and that the City Livery Companies be asked to contribute for the same purpose a fair 
 portion of their corporate income as distinguished from their trust property. 
 
 (b) That, in order to promote efficient and united action, it is desirable that the Council should 
 delegate, so far as is permitted by law, its powers in respect of technical education to a composite body, 
 to be called the Technical Education Board, to be appointed by the Council, partly from its own members 
 and partly from other persons whose co-operation is desired. 
 
 (cl That the Technical Education Board be appointed annually in the month of March and do 
 consist for the present of not more than thirty-five members, of whom twenty shall be members of the 
 Council ; that in the first instance the following bodies bo requested to nominate representatives for 
 appointment by the Council, viz., the London School Board, the London Trades Council, and the City 
 and Guilds Institute three each, the Governing Body of the City Parochial Charities tioo, and the Head 
 Masters’ Association and the National Union of Teachers one each; and that other members, net 
 exceeding two, one at least of whom shall be a woman, be selected by the Council from outside its own 
 body; and that two at least of the members of the Board bo employers of skilled labour. Provided that 
 if a member who at the time of his appointment was a re)>resentative of the London County Council 
 cease to be a member of that body, he shall, ipso facto, cease to ))C a member of the Board. 
 
 {d) That the Technical Education Board should be directed to present to the Council in the month 
 of April in each year a report of its proceedings during the preceding financial year of the Council, 
 together with detailed accounts of all payments out of the funds administered and a complete list of the 
 institutions aided by it ; and that interim reports of the progress of its work should be presented to the 
 Council every three months. 
 
 (e) That without committing itself to details, the Council considers that every district of London 
 ought to be adequately provided with technical education of every grade, rising from the school to the 
 workshop and the universitj', and approjmiate to the chief occupations of its inhabitants ; that existing 
 institutions of each grace should be systematically co-ordinated to avoid over-lapping, and to provide 
 for continuous education ; and that early ])rovision shoiild be made, in whatever manner may be found 
 expedient, for supplying the gaps at present existing; that the most pressing want is further 
 inducements and facilities for the poorest parents to keep their children at some secondary or 
 continuation school after leaving the elementary school; that the Council therefore instructs the 
 Technical Education Board to provide as its first duty considerable further facilities for practical and 
 technical education in the poorer and manufacturing districts of London, ju’ovided that no scholarship 
 be given of a less value than £10 per annum ; and that the Council, recognising the value of the 
 comineheusivc report prepared by Mr. Llewellyn Smith, refers it for the information of the Technical 
 Education Board. 
 
 (/) 'I'hat, subject to an estimate being submitted by the Finance Committee as required by the 
 .statute, this Council is of opinion that the sum of £29,000. being the balance of the sum of £.'10.000 directed 
 by resolution of the 12th April, 1892, to be carried to suspense account, should be a))propriated and 
 contributed in respect of the year ending 31st March. 1893, for the purposes of Technical Education • 
 and is further of opinion that a sum equal to one-third of the total amount estimated to be receivable bv 
 the Council under the Local Taxation (Customs and Excise) Act, 1890. in respect of tlie vear endin'o- 
 31st ]\Iarch, 1891, should be similarly appropriated and contributed; and that it be referred to the 
 Finance Committee to submit to the Council the necessary formal resolutions.