Page:Science vol. 5.djvu/301

 A »erj fiTorable account is ei>'eu of the ailenilarice at the schoola, the Mihjects taught, hdi! the melhoda ol administrBtlon. The prevaletieo of illiteracy in certain xertlom is iioled. Attention 1b called to certain phases of the labor questioii; in particular, strikes, trades- unions, machinery, wages, and prices. Severe! pages of tha report are devoled to the leth- Dical and art schooU of Canada.

Tlie most interesting portions of the report are parts ii. and ill., relating to the colleges and institu- tiona devoted to art, science, and technical instruc- tion. Special attention Is called to Columbia colle^, the Cooper union, Worklngraan's school (Adier'sJ, Steven's institute, Cornell university, Massachusetts institute of teclinology, Sheffield scientific school. Worcester free school, St. Louis manual training- school, University of California, Girard college, Maryland Institute, Johns Hopkins university, Ilar- 'V4rd college, HampLou normal institute, and other ait and science institutions. The methods of instruc- tion, the plan of government, the resources and special features of each Institution, are critically noted; but only that phase of the Instruction given which pert&lns directly or indirectly to technical 'education is emphasized. Very little space is de- voted U3 the handicraft schooU In which the lndu9- triftl eilucatlon is made an end, and not a means to foster intellectual dereloptaent. The dellnlteness of liuit and the practical character of the instruction glTCQ. in the schools of technology, arecommendeit in high terms. The ambition of the student is sus- tained by a reasonable expectation of entering upon a useful career at the close of his scholastic labors. The employment of manual labor as a part of lntp]~ lectual training is favorably commented upon. Mr. Mkther qnotes a familiar expression of employers of labor: ' Our brightest boys come from the country.' Not that he would disparage the mental grasp and acumen of the city-bred boys; but the habil of using a great variety of tools fits the farmer's boy to profit by the instruction given in the workshops and labora- tories of polytechnic schools. Professor Brewer's re- cent lecture on the educatlonni value of the tann may be here cited In conSrmatlon of Mr. Mather's

As one example of the great interest taken In tech- nical instruction by a wealthy community, mention is made of the generous endowment of a hundred thousand dollars received by the training-school of Chicago from the ' Cotunierclal club ' of that city, — an organization composed of eminent buslness-tnen. The munificent gift of Mr. Peter Cooper of New York, resulting In the erection of the 'Cooper union,' is specially noted. The St. Louis manual iraining- school of the Washington university Is commended for Its wise adaptation of manual labor to mental culture. The progress made in Industrial, decora- live, and the fine arts, is regarded as very 'gratify- ing.

It is somewhat unfortunate that Mr. Mather did not have time to Inspect the results of the industrial art education given by Mr. Leiand in the public schooUof Philadelphia. The very favorable notices

��already received by Mr. LelanJ from European edu- cators leads the writer to believe that a close analysis of his methods by such a well <]uallBei1 observer as Mr. Mather would have thrown much light upon this phase of the industrial movement In America.

Close attention was paid to the workshop-schools erected by certain great railroad corporations to educate apprentices for resporslble positions in the service of the roads. The Altoona shops of the Pennsylvania railroad are cited, where a high grade of technical instruction is given to employees as a means of securing to the company ' an unbroken succession of officers.'

No comment, however, is made upon the efforts being made in several sections to introduce technical instruction Into the public schools. Hut this phase of the industrial education movement is so recent, that it has hardly advanced beyond the domain of theory. At least three methods have been advocated by well-known educators, in regard to manual train- ing in public schools: viz., 1°, that speciflc trades should be taught as a part of the present system; 2°, that manual instruction should he limited to a general use of certain tools and machines; 3°, that public workshops should be erected to teach only manual training. Mr. Mather, however, noted the difficulty experienced by boys in securing places In machine-shops, on account of their ignorance of tools and machines; and he suggests that practical instruc- tion in this direction would be very lielpful to many boys in our large* cities.

Not a single institution was heard of In America, by our Manchester visitor, which aimed to give train- ing in the textile industries. In all manufactures which involve the knowledge of the qualities of fibre, and the process of working raw mAlerial, the only safe reliance Is upon skilled foreigners. No investi- gations were made upon the mechanical Industries of the southern states; but the enormous resources of tbis entire section, and the possibility of educating Its people to rely upon their own skill and invention, must soon attract attention to the subject of techni- cal and Industrial education In that region.

Mr. Mather Is of the opinion that the technical schools of America have already accomplished great results; l>ut their high fees often tend to exclude the artisan class. Evidences of the good Influences of these schools are indeed discernible In almost all the large shops and manufactories; but the advantages have been reaped almost entirely by the employers and their managers. It is vitally important that the ordinary journeyman should share the advantages of technical training. The importance of schoola of pure science is pointed out, and much gratification Is expressed at the Important scientific discoveries already made In some of the foremost educational institutions. No one can predict, says Mr. Mather, to what practical purposes a new scientific principle may be em|doyed.

The special report on technical education in Amer- ica was indorsed lu most favorable terms by the royal commissioners, and Is commended to educa- tors a? deserving of most careful pernsal.

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