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 m m, “ 
 
 TECHNICAL EDUCATION 
 
 IN 
 
 
 ELEMENTARY SCHOOLS. 
 
 Being a Paper read at the Birmingham Meeting of the British 
 Association for the Advancement of Science, Sept., 1886; 
 also at a Meeting of Delegates of the South Yorkshire District 
 Co-operative Societies, at Hasbro', Nov., 1886, 
 
 BY 
 
 PEOF. W. EIPPEE 
 
 (Of Sheffield). 
 
 APPENDIX I.—TEACHERS. 
 
 APPENDIX II.—DETAILS AND COST OF EQUIPMENT. 
 
 ISSUED BY 
 
 The Central Co operative Board, City Buildings, 
 
 Cokpok.™k Sxkkkx, 
 
 1887. 
 
 IVIAY 2 1 1933. 
 
 ONiVELSlTY OF ILLINOIS. 
 

 ^ i 
 
 TECHNICAL EDUCATION IN ELEMENTAEY 
 SCHOOLS. 
 
 > ____ 
 
 < f - - 
 
 Our attention has been frequently called of late to the importance of 
 technical education, by which we mean a kind of education which has 
 . some direct bearing on the future employment of the scholars. 
 
 Now, the point of first and chief importance is that the children shall 
 f > be educated—that is, that they shall be taught to think and act intelli¬ 
 gently and to do justly. 
 
 In deciding suitable subjects of education, we cannot lose sight of 
 those conditions of industrial life by which the children will be sur¬ 
 rounded in the future, and we say that having given subjects of equal 
 merit as a means of education and mental training, that subject is of 
 most importance to the children which will be of most value to them in 
 the future. 
 
 The children are going out to fill the workshops and factories, and we 
 are led to ask. Can we not teach them while they are under the infiuence 
 of the school something of those subjects which will be of practical use 
 to them by-and-by in earning their daily bread ? 
 
 Hitherto we have been endeavouring to train the intelligence of the 
 children by attempting an early development of the power of abstract 
 reasoning, and by cramming their little minds with unintelligible facts, the 
 object in the schools being often not so much to educate as to pass a 
 certain number at the annual examination. The contrast between such 
 a system for young children and the more natural system of drawing 
 out the intelligence through the exercise of the hand and the eye, as 
 in the kindergarten method, is sufficient to make one wonder that we 
 have been content to plod on in the old method so long. 
 
 We believe that a more practical and natural system of instruction is 
 necessary throughout the schools, from the infant school upwards, and 
 
4 
 
 that the change would produce better results educationally and would 
 result in a material gain to the children. 
 
 You will be aware that the compulsory subjects of the elementary 
 schools are reading, writing, and arithmetic; in addition there are the 
 class subjects—English, drawing, geography, history, and elementary 
 science. If any subject is taught in addition to reading, writing, and 
 arithmetic, it must be what the code calls “ English.” If there is time 
 afterwards, other subjects may be taken. 
 
 I will give you, in the words of the code, what we are to understand by 
 “English,” which occupies so much of the time in our best schools. 
 
 For the highest classes this subject includes :—“ The recitation of 150 
 lines from Milton or Shakspere, or some other standard author, and to 
 explain the words and allusions. To parse and analyse simple, complex 
 and compound sentences; to know the method of forming English nouns, 
 adjectives, and verbs from each other, and to know the meaning and use 
 of Latin prefixes in the formation of English words.” 
 
 As a matter of fact, then, in our large manufacturing centres, you will 
 find to-day the best energies of the teachers and children (when not 
 engaged on the three K’s), being expended on puzzling verbal distinctions, 
 elaborate parsing of parts of speech, and the intricate analysis of com¬ 
 plex and compound sentences, or on the cramming of long, dry lists of 
 words, rules, and exceptions, which are no sooner learnt than forgotten,^ 
 as is only too well understood by teachers and managers, who feel it a 
 great hardship to have their annual examination fixed immediately 
 after a three weeks’ holiday. In other words, large grants of money 
 are being expended in cramming the children with details which vanish 
 from their minds like the morning dew before the sun. Now, what 
 may be the motive of the Department and of their literary advisers for 
 insisting so rigorously on the study of grammar by the children ‘of our 
 working-class population we do not know, but we think it should be 
 remembered that a large number of intelligent parents are by no means 
 satisfied that the children are spending their time to the best advantage. 
 
 I am reminded here of an advertisement which recently appeared in a 
 newspaper, as follows:—“ A father wants to find a school for his son, 
 where a manly and useful education will be given him, and where the 
 teachers do not fill the heads of their pupils with humbug stories about 
 nations that died and were buried centuries ago, not a citizen of which 
 could either command a steamboat, or manage a railway engine;” and 
 this roughly expresses a sentiment which is by no means uncommon. 
 
5 
 
 Except in degree, there is little or no progress in the teaching of the 
 schools; there are the same traditional subjects of the old-fashioned 
 “ Commercial Academy ” which our grandfathers attended before the days 
 of machinery, railways, and the telegraph, and out of which our present 
 system has grown. 
 
 The old-fashioned private school—as with the commercial or middle- 
 class school of to-day—was attended by children who were meant for 
 commercial life, for clerks in offices, banks, and warehouses. The chil¬ 
 dren attending these schools were not from the ranks of artisans, nor 
 were they intended to become skilled workers with their hands in fac¬ 
 tories ; and yet the training which was thought to be the most suitable 
 for clerkships, &c., fifty years ago, is perpetuated in our schools to-day 
 and taken for granted to be the best training for the skilled workers of 
 the future. 
 
 Now, I do not undervalue such studies, but all knowledge has a relative 
 value, and we ask ourselves the question—Is the present system of 
 public school instruction in any way suited to prepare the children 
 attending the schools to take their part in the workshops of our great 
 industries ?—industries upon which the welfare of the nation depends, 
 and which will grow and prosper in proportion to the intelligence, apti¬ 
 tude, and skill, brought to bear upon them. 
 
 We would ask—Is it more important that the children should know a 
 lot of detail about regular and irregular verbs, moods, tenses, and voices, 
 while they are taught nothing whatever of the elementary principles 
 underlying the operations in which they are soon to be engaged, upon 
 which so much depends, and of a knowledge of which their fathers 
 feel day by day the need ? 
 
 Again—Is all this more important than that they should acquire the 
 power to draw^ by which they may be able to appreciate correctness of 
 form and beauty of design, an acquirement of supreme importance to all 
 engaged in constructive work even of the humblest kind ?—and yet no 
 child may learn to draw who does not first learn what the code calls 
 
 English.” 
 
 In proposing the introduction of elementary science or of any other 
 subject in the schools, we are met with the reasonable objection that the 
 curriculum is already an overcrowded one, and that it is impossible to 
 squeeze anything more into it. This is undoubtedly true, and our first 
 suggestion, therefore, is, that the excessive and useless detail which has 
 been allowed to grow around the subjects of the code, should undergo a 
 
6 
 
 nsefnl pruning process; or, as an American writer puts it, “ a little heroic- 
 surgery upon the swollen curriculum would be extremely healthful.” 
 
 A large proportion of the children have, no doubt, as much as they cJCn 
 do during their school life to acquire the three K’s, together with all that 
 Her Majesty’s Inspectors, from time to time, have understood the three 
 E’s to include, but there are children who have passed through the six 
 standards, and who still remain at school for further instruction, and the 
 number of such is annually increasing. By the last report of the Educa¬ 
 tion Department the number of children in the schools who had passed 
 Standard VI. was 21,416. These children represent the superior intelli¬ 
 gence of the schools, and yet, at present, .they receive, perhaps, the least 
 attention; their number is too small to secure for them a special teacher; 
 the large classes of juniors take all the best teaching; and at last they 
 leave the school and go to work because “ they have passed all the 
 standards, and there is nothing more to learn.” The Sheffield and Man¬ 
 chester School Boards have met the case by setting apart central schools 
 for the special instruction of such scholars, and it is in these “ higher 
 grade ” schools especially where it is desirable to consider the claims of 
 technical instruction. Still, the great majority of the children in the 
 ordinary school should receive some share of such instruction. 
 
 How, then, do we propose to make the school curriculum more practical T 
 
 By increased attention to the following subjects, viz.:—(1) Drawing, 
 which should be made a compulsory class subject; (2) experimental in¬ 
 struction in science; (3) manual training in school workshops. 
 
 First, the introduction of a much more thorough course of instruction 
 in drawing than anything hitherto attempted. You will be aware that 
 the Royal Commissioners reported the great efforts wl "®h are being made 
 on the continent to give universal instruction in drawing in the elementary 
 schools, and to supplement this instruction by schools of art, furnished 
 with the most perfect appliances, where industrial drawing and design 
 are being taught free, in day and evening classes, which are attended by 
 large numbers of students. Comparing this with our own country, so far 
 as I know, we have not a school of art in England where drawing is 
 taught free; and, with regard to the drawing in elementary schools, a 
 member of the Commission recently said :—“ We returned to this country 
 to find that only 25 per cent of the children were being taught drawing, 
 and even these were taught badly.” 
 
 Efforts have since been made by the Education Department to remedy 
 this state of things, but we regret to say with very unsatisfactory 
 
7 
 
 results; the tendency of the recently-issued drawing [regulations being" 
 to seriously diminish rather than increase the number of children under 
 instruction; in other words, drawing is sacrificed in fawour of exercises 
 in the parsing and analysis of sentences. 
 
 If the instruction in “English” were made of practical use by being^ 
 limited to the correction of provincialisms and common errors of speech, 
 and drawing made a compulsory class subject, some valuable work would> 
 be done. 
 
 Happily, there are school boards, such as London and Birmingham,, 
 who have made independent efforts, and who intend to have the drawing 
 thoroughly well done whether it “pays” as a grant-earning subject or 
 not, and have appointed specially-qualified teachers for the purpose. Tho 
 Sheffield and Manchester School Boards, and various private institutions, 
 have special teachers, who devote all their time in giving instruction in 
 geometry, machine construction and drawing, and building construction 
 and drawing, with the most satisfactory results. The teaching of these 
 subjects is greatly appreciated by the boys and their parents, and as a 
 consequence the children are kept longer at school. 
 
 A gentleman recently sent his son to a steel works in Sheffield on trial 
 for a month. He had not been there long when his master set him to 
 make a working drawing, from a sketch, for a steel casting. The boy had 
 been taught machine drawing at school, and to his employer’s astonish¬ 
 ment the drawing made was not only just what was wanted, but, as the 
 manufacturer said, it was much superior to the drawings he had been in 
 the habit of getting. This, of course, increased the value of the boy’S' 
 labour at once, thanks to the instruction he received at school. And yet 
 how few schools there are which send their pupils forth equipped in 
 any such way. 
 
 A complete drawing scheme for schools should include freehand exercises 
 simple pattern designing ; the more useful problems in plane geometry; 
 plans, elevations, and sections of simple solids ; easy examples in drawing 
 to scale; introduction to the drawing of machine and building details, 
 from actual examples giving dimensions. 
 
 Some complete course of drawing instruction such as this would confer 
 an inestimable boon upon the children. It would combine the training; 
 of the mind, the hand, and the eye, and provide the children with a power 
 capable of infinite application, and one which they could never lose. 
 Drawing has the advantage, also, of being a very inexpensive subject of 
 study. 
 
8 
 
 Secondly.—Experimental instruction in science. 
 
 Up to the present science is almost unknown in the ordinary school. 
 The Sheffield and Manchester School Boards provide a course of 
 practical instruction in science to children in the higher standards 
 at their central schools, very complete arrangements being made for 
 the study of chemistry and machine drawing. Birmingham and Liver¬ 
 pool have a system which is specially recommended by the Education 
 Department, namely, the instruction of the children by special teachers 
 who attend the schools once or twice a week, and by the aid of simple 
 ^ apparatus they demonstrate by experiment the principles of mechanics, 
 and illustrate the laws of health and other subjects. This plan has been 
 carried out with marked success; the children are interested in their 
 school work, their powers of observation are cultivated, they acquire 
 information which no amount of mere book reading would give them, and 
 they would rather miss any lesson during the week than the one with 
 experiments in it. 
 
 As an educational agent, to say nothing of its practical value, the 
 Importance of such instruction cannot be over-estimated; and so far 
 from its being a luxury, as has been contended by some, it is a necessity 
 of the times in which we live. Its more general introduction would 
 influence the everyday life and health of the people, and enable the 
 future workman to reason intelligently upon the physical facts and 
 phenomena by which he will be continually surrounded in the workshop, 
 and the advantage would be reaped not by the children alone but by the 
 whole community. 
 
 One of the signs of the times is the importance now attributed to prac¬ 
 tical science instruction in higher-grade schools, and the equipment of 
 grammar schools with scientiflc apparatus and chemical laboratories. No 
 one who has had an opportunity of noticing the intelligent interest taken 
 by boys in the performance, with their own hands, of simple experiments, 
 could fail to see that herein lies one of the secrets of successful education. 
 
 School laboratories have now become a necessary part of the equipment 
 of a good higher school. The subject almost universally chosen for study 
 in these laboratories is chemistry, probably because of its commercial as 
 well as educational value. There are some disadvantages connected with 
 it, such as the expense of material, and the unpleasant fumes, but these 
 Lave not been sufficient to hinder its progress, as will be seen from the 
 fact that, beside the number of pupils in grammar schools and colleges, 
 no fewer than 6,139 presented themselves for examination in practical 
 -chemistry, under the Science and Art Department, in May last (1886). 
 
9 
 
 / 
 
 There is, however, a future for mechanics and physics as suitable sub¬ 
 jects for practical work in school laboratories. These subjects can be 
 treated experimentally, with great advantage, and the cost of fittings 
 and material is somewhat less than for chemistry, and much of the 
 apparatus necessary could be made by the boys themselves in a school 
 workshop. ^ 
 
 Thirdly.—Manual instruction in school workshops for boys should 
 occupy a similar place in the code to cookery for girls. Many who have 
 followed me so far will draw the line here. A host of objections will at 
 once suggest themselves, but I hope to show that there are many impor¬ 
 tant reasons why we should introduce school workshops. 
 
 It has been charged against those who advocate manual training that 
 they belong to that class which would deny the working man’s child 
 a liberal education; and that by introducing it we would perpetuate 
 class distinctions. Nothing could be further from the actual facts. We 
 ^ay, let the education of every child in the United Kingdom be as thorough, 
 as liberal, and, we would add, as useful as you can make it. 
 
 As to its perpetuating caste, we contend that the higher the grade of 
 the school the more thorough should be the manual training, and we 
 believe there are few things which would more effectually break down 
 fashionable contempt of manual labour. 
 
 In presenting details for carrying out this work, much, of course, will 
 depend upon the particular circumstances of the school, whether higher- 
 ^rade or junior, whether in a manufacturing or an agricultural district. 
 The following has reference more especially to good elementary schools 
 in manufacturing districts:— 
 
 A good school workshop system should include— 
 
 1. A wood-working department, fitted with benches to accommodate 
 twenty pupils, and supplied with the more ordinary wood-working tools, 
 and a few wood-turning lathes. 
 
 This department is the one which it would be well most fully to develop, 
 as the accomplishment of a piece of work in wood is more within the 
 reach of boys than it would be in any other material. 
 
 To this may be added with much advantage 
 
 2. Metal-working department, containing benches to accommodate six 
 pupils, fitted with vices, and supplied with hammers, chisels, and files, a 
 amall drilling machine, a smith’s hearth and anvil, and other sundries. 
 
 The lathes used for wood-turning may be used also for light iron- 
 turning. For estimate of cost, see appendix. 
 
10 
 
 The course of instruction in these workshops should be purely educa¬ 
 tional, and the exercises therefore properly graded as in any other 
 subject. There should be no idea of teaching any trade, nor of making 
 articles for sale or profit. 
 
 The higher the grade of the school, the more complete should be its 
 fittings, and the larger should be the number of pupils under manual 
 instruction. 
 
 The workshop should not be put into the cellar, nor supplied with bad 
 tools, as though anything or anywhere would do for it, but it should be 
 dignified by giving it as good a room as is chosen for any other subject 
 of the school course; and the tools and appliances should be as complete 
 as the funds of the school will permit. 
 
 Above all, the teacher must be a man whose heart is in his work, and 
 one who will create interest and enthusiasm among the pupils 
 accordingly he must not be the least intelligent, or the worst paid mem¬ 
 ber of the staff. Better no workshop at all, than a cold, half-hearted 
 instructor. 
 
 I have now to show why manual instruction is important. 
 
 After the Education Act of 1870 was passed, there were many among^ 
 the working classes who reconciled themselves to sending their children to 
 school in this way: they said, “ Well, I have had to work hard enough 
 myself, my children shall not work so hard if I can help it. They shall 
 go to school and get an education, and then, perhaps, they will rise to be 
 something better than their father is.” The idea in the minds of many 
 people was that education was going to save their children from hard- 
 work, and I believe there was a good deal of real disappointment when 
 this was discovered to be a mistake. 
 
 Now, it is the opinion of not a few that the present educational system 
 tends to create habits and tastes which may unfit the mind for the work 
 before it, instead of fitting and aiding it. There is at present absolutely no 
 sort of connection between the schoolroom and the workshop ; between, 
 the present training and future employment of boys. Work, workshops,, 
 tools, materials, or workshop problems, are never mentioned in the school 
 they have no place here ; all reference to these things is excluded as a 
 sort of necessary evil which it will be time enough for the children to deal 
 with when they are obliged. But the present grinding, aimless system of 
 mere book learning and cram is not destined to live much longer in its 
 present form. It encourages among the sharp, clever lads of the schools 
 a disposition to leave the ranks of labour in which their fathers have 
 
11 
 
 served before them, and to seek situations as clerks in offices; or, in fact,, 
 in any capacity where a black coat can be worn rather than a canvas 
 jacket. These clever lads consider that whatever the backward boys in 
 the class may be fit for, they at least are fit for something better than a 
 “ mere trade.” They are conscious of skill with the pen, and of other 
 office accomplishments; and they want and expect to find a market for 
 these acquirements. On the other hand, they feel that they have no 
 aptitude or desire for working with their hands, they have never used 
 tools, and to learn a trade they would have to begin at the bottom, along¬ 
 side lads who are educationally their inferiors. 
 
 Now, a system which is in danger of producing such results cannot be 
 the one best suited to promote the true interests either of the children 
 themselves or of the nation. There can be no greater fallacy than to 
 imagine that any boy is too good for the workshop. Here is where brains 
 are wanted; and if our elementary schools—the training ground of the 
 artisans’ children—are not helping to bring this about, to enlist talent 
 on the side of skilled labour, we are not on the right course. 
 
 But in what way will manual training improve this condition of things ? 
 In this way. It will provide the connecting link between the theory of 
 the school and the practice of the workshops, between books and tools, 
 and between abstract rules and phrases, and the reality of things. It 
 will teach the dignity of labour by example rather than by precept. It 
 will help to form industrious, useful habits early m life, and give a taste 
 for doing useful work with the hands which thousands never acquire. 
 It will be a valuable relief from the sedentary, inactive life of the school, 
 and so counteract the present tendency to develop a race of dyspeptic, 
 pale-faced children, whose goal is passing examinations, and whose 
 ambition is to be somebody’s bookkeeper. It will cultivate a respect 
 for the worker, and an appreciation of the worth of his work, by 
 direct personal coutact with it, whereby it will be discovered how 
 much there is to learn in order to acquire the power possessed by the 
 skilled handicraftsman. In addition to this, it will provide the boys with a 
 positive power to work in wood and metals with more or less precision, 
 which will be a valuable aid to many a lad who is destined, afterwards, to 
 be thrown on his own resources in our large towns and cities, or in some 
 of our far-off colonies. 
 
 The idea of manual training, though a comparatively new one with us, 
 has made considerable progress, especially in France and America. In 
 Paris most of the elementary schools are fitted with school-workshops— 
 
12 
 
 some indeed very elaborately, and the teaching in them is quite free. 
 During the month of September, 1886, an International Congress, with the 
 view of giving additional impetus to the subject of technical instruction in 
 all its grades, was held at Bordeaux. In America we are told “ manual 
 training is recognised not as a mere accessory, but as an indispensable 
 department of education.” The range of the schools into which it is 
 being introduced, is from the most noted colleges and universities in the 
 States to the public schools of small cities. In Sweden a thorough course 
 of manual training is given in over six hundred of their schools. 
 
 In our own country we have a few institutions where manual training, 
 as a subject for boys in day schools, has been taken up with great interest 
 and success. Our present efforts, however, are but the small beginnings 
 of a system which is destined to grow, and to occupy an important place 
 in the educational methods of the future, the aim of which will be, while 
 sacrificing none of the present advantages, to enable the schools to render 
 more efficient help than in the past to the nation’s industrial progress. 
 
13 
 
 APPENDIX I. 
 
 TEACHEES. 
 
 The best teachers for all the subjects of the school course, whether 
 technical or otherwise, are the professional trained teachers of the 
 schools. These teachers could as easily acquire the power necessary to 
 conduct practical workshop instruction, or to teach mechanical drawing, 
 as they can acquire any other subject of the school curriculum, and the 
 training colleges could easily provide the necessary instruction. 
 
 It is a matter for regret that more teachers do not prepare themselves 
 to teach art or science, both pure and applied, as there is without doubt 
 an increasing demand for such instruction. 
 
 The popular notion among young teachers leaving college is that the 
 road j>ar excellence to success in their profession is through the B.A. 
 degree of the University of London. I would say to such, get the B.A. 
 degree if you can do so without paying too heavy a price for it; but 
 don’t imagine that this is the only ladder by which you can climb to a 
 sphere of greater usefulness. The teeming population of our industrial 
 centres want men who will come among them, and give them useful 
 information, which will help them and their children to do their daily 
 work better ; and they are willing to pay for it. Equip yourselves for 
 the future by patiently mastering one or more subjects of importance to 
 the present and pressing needs of the people, and rest assured that in due 
 time your services will be in demand and your work appreciated. 
 
 Teachers with a taste for the study of art or science would do well to 
 specialise their work in one of the following branches :— 
 
 Art. —Art teacher’s certificate (see Art Directory). 
 
 Science I.—Chemistry—inorganic and organic, theoretical and prac¬ 
 tical. 
 
 Physics, including sound, light, heat, magnetism, and 
 electricity. 
 
 Mathematics, stages 1, 2, 3. 
 n.—Machine and building drawing. 
 
 Workshop practice in wood and iron. 
 
 Practical plane and solid geometry. 
 
 Applied and theoretical mechanics. 
 
 Mathematics, stages 1, 2, 3. 
 
 III.—Animal physiology, physiography. 
 
 Hygiene. 
 
14 
 
 APPENDIX IL 
 
 Details and cost of equipment of a school workshop to provide instruc¬ 
 tion in wood and iron work for twenty-six pupils working at one time. 
 'The same appliances may be used by any number of detachments :— 
 
 WOODWORK SHOP 
 
 To accommodate twenty pupils working at one time— 
 
 £ s. d. 
 
 10 benches, each 6ft. long, 2ft. O^in. high, fitted with 
 
 two wood vices, one on each opposite corner .... 17 10 0 
 
 Wood-working tools, including— 
 
 20 jack-planes @ 3s. 2d.; 10 trying planes @ 4s. 5 3 4 
 
 10 smoothing planes @ 2s. 5d.; 1 plough, 13s. 8d. 1 17 10 
 
 2 sets rebate planes (3 sizes) l^in., lin., fin. 0 10 4 
 
 6 sets chisels @ 4s. 9d.; 2 sets gouges @ 5s. 6d. 1 19 6 
 
 6 ripper saws@ 3s. 8d.; 6 hand saws @ 3s. 5d. 2 2 6 
 
 10 tenon saws @ 2s. 9d.; 4 dovetail saws @ 2s. 7d. .. 1 17 10 
 
 2 sets mortice chisels @ 10s. 3d.; 2 sets mortice 
 
 chisels, iin., fin., ^in. 1 7 6 
 
 10 wood mallets @ Is. 4d.; 1 doz. hammers @ 8d. 1 1 4 
 
 6 mortice gauges @ Is. 4d. ; 2 doz. single-tooth 
 
 gauges @ 6d. 1 0 0 
 
 1 doz. screwdrivers (assorted) @ lOd.; 1 doz. spoke- 
 
 shaves @ 7d. 0 17 0 
 
 6 oilstones @ Is. 9d. ; 6 bevels @ Is. 8d. 1 0 6 
 
 Squares: 3 12in., 4 6in., 20 4^in. 1 12 0 
 
 2 braces and bits @ 18s. 2d.; 20 wood rules @ 8d. .. 2 9 8 
 
 1 set match planes, 3 sizes (in pairs), fin., fin., iin.. 0 11 0 
 
 1 side filister for rebating. 0 6 6 
 
 6 lathes for wood turning (may also be used for iron) 
 
 @ £2. 12 0 0 
 
 6 sets wood-turning tools @ 6s. 1 16 0 
 
 £55 2 10 
 
 IRONWORK SHOP. 
 
 To accommodate six pupils working at one time— 
 
 £ s. d. 
 
 Bench accommodation for 6 vices, 5ft. apart; width, 
 
 2ft. 6in.; height, 2ft. 8in. (11 x 3 deal in front) 1 
 
 drawer to each vice . 5 10 0 
 
 6 vices, 4in., @ 32s. 9 12 0 
 
 6 hammers @ Is. 6d.; 2 doz. chisels, 128. 1 1 0 
 
 Files—rough cut, second cut, and smooth . 1 0 0 
 
 Squares, callipers, and compasses. 1 0 0 
 
 1 small surface plate. 0 12 0 
 
 1 hand drilling machine. 2 0 0 
 
 1 small set of screwing tackle. 1 9 0 
 
 1 smith’s hearth and bellows . 2 16 0 
 
 1 smith's anvil. 1 0 0 
 
 1 set of sundry smith’s tools . 1 0 0 
 
 1 grindstone, trough, and hood. 1 17 0 
 
 £28 17 0 
 
15 
 
 In a recent number of the Contemporary Review (November, 1886), Sir 
 Philip Magnus contributes a very able article on “ Manual Training,” and 
 in considering the cost to the country of introducing the subject, he says, 
 “It would be necessary under any circumstances that the instruction 
 should be encouraged by a system of grants, or by some equivalent 
 external aid. ... A grant of 4s. per head on the average num¬ 
 ber under instruction, as in the case of the cookery lessons, and the 
 recognition of the subject by the Education Department, would afford 
 sufficient encouragement to induce certain school boards and school 
 managers to make manual training a part of the curriculum of the schools 
 under their control. The total amount of these grants would be but a 
 slight addition to our educational expenses. 
 
 “ It may, I think, be asserted that the workshops being once equipped, 
 Ihe additional cost in grants of introducing handicraft teaching into the 
 curriculum of our elementary schools would not exceed £5,000 a year, 
 and for this comparatively small expenditure about 30,000 boys might be 
 annually sent out into the world from our elementary schools endowed 
 with practical skill at their ffngers’ ends, imbued with a taste and aptitude 
 for the real work of their life, and so educated as to be able to apply to 
 that work the results of scientific teaching and scientific methods.” 
 
 Co-operative Printing Society, 17, Balloo Street, Manchester. 
 

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