U. S. DEPARTMENT OF THE INTERIOR, 
 
 BUREAU OF EDUCATION, 
 
 WILLIAM T. HARRIS, LL. D„ COMMISSIONER. 
 
 ART AND INDUSTRY. 
 
 EDUCATION 
 
 IN THE 
 
 INDUSTRIAL AND FINE ARTS 
 
 IN 
 
 THE UNITED STATES, 
 
 ISAAC EDWARDS CLARKE, A. M. 
 
 PART IV.—INDUSTRIAL AND TECHNICAL TRAINING IN 
 SCHOOLS OF TECHNOLOGY AND IN U. S. 
 
 LAND GRANT COLLEGES. 
 
 WASHINGTON: 
 
 GOVERNMENT PRINTING OFFICE 
 
 1898 . 
 


 CONTENTS. 
 
 INTRODUCTION.—PURPOSE AND PLAN OF PRESENT VOLUME. 
 
 (XXXI-LIV.) 
 
 This volume is, in fact, but a continuation of Parr III; issued separately for con¬ 
 venience in binding—The plan and contents are briefly set forth in the first chapter 
 (see pages 1-8)—Main divisions of the volume indicated—The Typical Manual Train¬ 
 ing Schools—Five Leading Technical Mechanical Schools—Some Trade Schools— 
 The B. & O. R. R. Experimental School at Mt. Clare, near Baltimore, Md.—Finally 
 the Schools of Science and Engineering of the U. S. Land Grant Colleges—These 
 two volumes continue the account of the development of Industrial Art Education 
 in the United States—Brief reference to Parts I and II—Absence of Art Training in 
 American Educational Institutions prior to 1870, noted—Interest in the Fine Arts 
 however existed—Early efforts to establish Public Art Academies and Art 
 Museums—Histories of these early undertakings carefully compiled have been 
 long waiting for issue of the final volumes of this Report—Public Interest in Art 
 Matters largely awakened by the holding of the Centennial and Columbian Exposi¬ 
 tions—Notable increase in art collections of Statuary and Paintings since 1870— 
 Reference to two Statistical Tables in Part I, showing early poverty of collections 
 of classic art casts before, and remarkable increase in such collections since, the 
 Centennial—The Centennial Exposition first gave to the Public some comprehen¬ 
 sion of the extent and variety of the artistic manufactures of the world—Wonder¬ 
 ful increase since 1876, in facilities in this country, for obtaining knowledge of art 
 matters—Ability and Art of American Architects revealed to the world in the 
 buildings of the Columbian Exposition—This excellence of the architects the nor¬ 
 mal result of special professional training—These buildings a series of object lessons 
 on the value of definite technical education in a profession—The Permanent build¬ 
 ings of The Boston Public Library and The National Library in Washington, are 
 the logical outcome of this definite training—Reference to Hunt’s great Paintings 
 in Legislative Chamber of the Capitol at Albany, N. Y.—Suggestion that we still 
 are living in the Renaissance which began some four centuries ago—How the 
 Renaissance arose—Modern art stimulated by recent discoveries of the art works of 
 the Ancients, just as the early discoveries, inspired the great Mediaeval Masters— 
 The re-creation of “The Parthenon”, as the Art Building of the Nashville 
 Exposition in 1897—This is a striking illustration of the potency of Classic Art in 
 influencing the Art Ideals of to-day—This volume largely given to topics of Tech¬ 
 nical Industrial and Scientific Training—Art subjects, however, are germane to each 
 volume of this “Art and Industry” Report—Historic works of Art in the Rotunda 
 of the Capitol Building in Washington, D. C.—World contests for Industrial and 
 Commercial Supremacy—Order of Chapters and Appendices of the present volume, 
 “ Part IV”, given; and contents briefly analyzed and described. 
 
 HI 
 
IV 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 INDUSTRIAL AND TECHNICAL TRAINING IN SCHOOLS OF TECHNOL¬ 
 OGY AND IN U. S. LAND GRANT COLLEGES. (1-706.) 
 
 Chapter I.— Institutions Affording Technical Industrial Training. Intro¬ 
 ductory Chapter Defining the Order in which the Institutions are 
 Grouped.. Page 3 
 
 The plan of the chapters immediately succeeding—(1) The Typical Manual 
 Training Schools—(3) Schools, in connection with the Technical Industrial 
 Schools—(3) The Schools of Science and Engineering, and the Land Grant 
 Colleges—These classes of schools form a well-defined series of Institu¬ 
 tions:—The “Primary Group” comprises The Boston, St. Louis, Spring 
 Garden (Philadelphia), the Chicago and the Tulane University, Manual 
 Training Schools—The School for Carriage draughting, in connection with 
 the Schools of the Metropolitan Museum, is in 1883, the one Trade School— 
 The Worcester Free Institute, and the Mechanical Engineering Schools of 
 Illinois University, Rose Polytechnic Institute, Cornell University, Univer¬ 
 sity of California, and the Mechanical Departments of the Land Grant Col¬ 
 leges, form another group—while the higher Schools of Science form still 
 another—The schools of Technical Design fall under a different class and 
 are related rather to the schools of the Fine Arts than to those of Manual 
 Training—Reasons given for grouping these latter schools in the following 
 volume with the schools of the Fine Aids—The Revue des Deux Mondes 
 quoted as recognizing the interblending of all the Aids and Industries. 
 
 Chapter II.—Primary Group: Manual Training Schools. 9 
 
 The relation held by the two pioneer Manual Training Schools to the public 
 schools of the country—These schools experimental—The schools described 
 by President Runkle, in 1880—Industrial Drawing at the foundation of the 
 courses in Manual Training—The present chapter, the early portion of 
 which was written in 1883, an object lesson in illustration of the rapid 
 spread of the movement for Public Manual Training Schools in the United 
 States—List of publications concerning Industrial Education and Manual 
 Training by Ex-President Runkle, President Walker, and Professor Ord- 
 way, of the Massachusetts Institute of Technology. 
 
 An account of The School of Mechanic Arts, of the Institute of Technology, 
 as revised for this Report by Dr. Runkle—The New Temporary Building— 
 The plant of tools and machinery for wood and iron working—Report by 
 Mr. Thomas Foley, the Instructor, on the methods of instruction in the 
 school—with detailed courses in metal working—Letter from President 
 Runkle, to the author of this Report—Statement of the school in the cata¬ 
 logue of the Institute for 1882-’83—Statements in succeeding catalogues 
 down to that of 1890-91. Plea by President Walker, in 1890, for an 
 increased share of the National Land Grant Fund, based on the remarkable 
 development of the schools and departments of the Institute during the 
 twenty-seven years since it was opened. 
 
 The Manual Training School of Washington University, St. Louis, Missouri— 
 The story of its origin and growth down to 1883, told by Professor Wood¬ 
 ward, for this Report—The ordinance establishing the school June 6th, 1879— 
 The course of Instruction—The courses of study in detail—The purpose of 
 the school—The building and plant—The success of the school—Statement 
 by the St. Louis Republican—The school indorsed in his message by Gov¬ 
 ernor Crittenden—General Armstrong, of Hampton, Virginia, commends 
 
TABLE OF CONTENTS. 
 
 V 
 
 the school—Letter by Professor Woodward, Director of the school, to a 
 public journal, “The Reporter”—A list of the several Departments of 
 Washington University—Director Woodward, on the relation of the Man¬ 
 ual Training School to the Polytechnic School of the University—The 
 Manual Training School as described by Dr. Woodward, in a paper read 
 before the American Society of Mechanical Engineers during the meeting 
 in Chicago—Report of the discussion of the paper by several of the mem¬ 
 bers—Results of experience as stated by the Director, in December, 1886— 
 Summaries of condition of school in its twelfth year, from the catalogue of 
 
 1891- ’92—List of Officials and Instructors for 1891-92. 
 
 The Mechanical Handiwork Schools of the Spring Garden Institute, Phila¬ 
 delphia—This Day School an outcome of the night classes described in 
 chapter II of this volume—Special instruction given in steam engineering— 
 The beginning of the day school described, 1882—Interesting showing of 
 occupations in which the pupils of the different classes were employed— 
 Courses of study as given in 1882-’83—Girard College authorities decide to 
 adopt a similar course of instruction—Reports of attendance and progress 
 from 1882 to 1888. 
 
 The Chicago Manual Training School, Chicago, Illinois—The school founded 
 and endowed by the Commercial Club in 1882—Charter obtained in 1883— 
 Address by Mr. E. W. Blatchford, President of the Commercial Club, on 
 the laying of the corner stone, September 24th, 1883—School opened in 
 1884—The preliminary announcement of courses of study—Exhibition of 
 pupils’ work, 1886—Equipment of Mechanical Department as given in 
 1886—Increased attendance and enlarged equipment of school in 1891— 
 Number of pupils for 1890-’91, 303—Report on annual exhibition of pupils’ 
 drawings, made in 1889—Summary of work of pupils shown at exhibition 
 of 1890—List of Trustees and Instructors, for the year 1890-91. 
 
 Chapter III.— Tulane University op Louisiana, New Orleans, La . 79 
 
 Brief statement of the origin of the University—Letter from Paul Tulane, to 
 Hon. Randall Lee Gibson, U. S. Senator from Louisiana and his associates— 
 Details of management of the new University wisely left to the discretion 
 of the Trustees—Precedent made by the Founder of Smith College, Massa¬ 
 chusetts, followed in this feature—Col. William Preston Johnston, called to 
 the Presidency of the new University—The Professional Schools of the for¬ 
 mer State University are united with Tulane.—Comprehensive character 
 of Tulane University—Why the account of the University occurs in this 
 chapter—The equipment for the study of electrical engineering under direc¬ 
 tion of Professor Brown Ayres—Extracts from catalogue of 1891—’92—His¬ 
 torical statement—Plan of Education—University Department of Philosophy 
 and Science—Tulane College—Four separate courses of study—‘ ‘ Classical ”— 
 ‘ ‘ Literary ” — “ Scientific ” — “ Engineering ” — Drawing under Professor 
 Woodward—Mechanical work under Professor Ordway—H. Sophie New¬ 
 comb Memorial College—Three separate courses of study—“Classical”— 
 “Scientific”—“Modern Languages” — Special students — Art in college 
 courses in each year—Special Normal Art—Elective Art work—The Libra¬ 
 ries— Museums—Art Museum — Professor William Woodward, Art Di¬ 
 rector—Linton-Surget Hall an Art Museum—University Extension—Lists 
 of names of the Faculty of the two colleges—Tulane High School—Organiza¬ 
 tion and courses of study—Manual Training—Drawing—List of Faculty, 
 
 1892- ’93—The Free Drawing school—Saturday classes for Women—Evening 
 class for Men— The Mechanical course—The Free Hand course. 
 
VI 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Chapter IY.— Special Technical Trade Schools . .107 
 
 The two schools grouped with the Art Schools of, and, in 1884, under the 
 general supervision of the Trustees of the Metropolitan Museum of Art, in 
 New York City.—The Apprentice School, for Masons and Plumbers, founded 
 by Col. Auchmuty.—The Technical School for Carriage Draftsmen and 
 Mechanics, founded in 1880, by the Carriage Builders’ National Association.— 
 Report on the School made by the Committee to the Convention in New 
 Haven, in October, 1883.—The Chatauqua plan of teaching by correspond¬ 
 ence, then adopted.—The plan announced and explained by circular of the 
 committee in November, 1883.—Prospectus of School for its fourth year.— 
 Conditions of award of Diplomas and of the Grand Prize of a residence for 
 study in Paris.—The School removes to the rooms in the building of the 
 Young Men’s Institute, 222 Bowery, New York.—Prospectus for 1893-94.— 
 The Educational discussion at the National Convention at New Haven, Con¬ 
 necticut, in 1883.—Able report by the Committee on Technical Education.— 
 Discussion on the training given in public schools. 
 
 Chapter V.—An Important Experiment in Technical Trade Education. . 129 
 
 The Technological School of the Baltimore and Ohio R. R. Co.—How Presi¬ 
 dent Robert Garrett, of the B. & O. R. R., came first to consider the project 
 of opening a school for the higher technical training of youth for railroad 
 service—The address on Technical Education, by Hon. Teackle Wallis, before 
 the Maryland Institute in 1881—General Counsel Cowen, brings this at once 
 to the attention of President Garrett, and suggests the opening of a school, 
 in a formal communication—Dr. W. T. Barnard, Assistant to the President, 
 directed to investigate and report—Professor Coler, and Mr. C. W. Scribner, 
 aid in the investigations in Europe and the United States—The Library and 
 archives of the U. S. Bureau of Education availed of—An admirable “Report 
 on Technical Education in Industrial pursuits with special reference to Rail¬ 
 road Service ” the result—The army of men employed by the Road—The 
 need of better education of the employees of the Road emphatically shown— 
 Present Educational condition of the dwellers along the line of the Road— 
 Children of employees employed by preference, therefore the need that they be 
 sufficiently educated—Apprentice training at the Mt. Clare Shops—The new 
 school begun in 1885—Previous condition of these apprentice boys—Indif¬ 
 ference of Mt. Clare workmen to the opportunity offered for reading books 
 and papers—How the new requirements improved the class of apprentice 
 boys—Need of a special Technological department shown—Difficulty of 
 combining instruction with the shop needs—Desirability of special training 
 for all classes of Rail Road employees—Lines of educational work sug¬ 
 gested—Relationship of Johns Hopkins University to the B. & O. R. R.— 
 Johns Hopkins a large owner and, consequently, the funds given to the 
 University, largely invested in B. & O. securities—Relation of this move¬ 
 ment to general interests of the Road—What may result if this promising 
 experiment is persevered in—Analogy between the Military, Naval, and 
 Railroad professions—The School—Executive order establishing the Tech¬ 
 nological School—Conditions for entrance—Examples of the examinations 
 required—Circular defining reciprocal duties of Instructors and pupils— 
 Reports made by the Instructors showing actual working of the school— 
 Summary by Professor Coler, of what had been absolutely accomplished by 
 the School—Reports by the special teachers and instructors. 
 
TABLE OF CONTENTS. 
 
 VII 
 
 Chapter VI.— Technical Mechanical Schools.—Account of Five Notable 
 Technical Schools in the United States . 171-223 
 
 The Worcester Polytechnic Institute, formerly known as the Worcester 
 County Free Institute of Industrial Science—The State Report for 1871— 
 State authorization for free technical schools in cities and towns suggested 
 in this report—This Institute founded by John Boynton, Esq., a citizen of 
 Worcester, Massachusetts—Purpose of the school defined—Hon. Stephen 
 Saulsbury, further endows the School—Bequest by the late Hon. Icliabod 
 Washburn—The course of instruction—The catalogue of 1890, shows the 
 development of the school since its establishment in 1868—The tendency of 
 institutions to eliminate the term “ Industrial” from their titles—Professor 
 Thompson, first Principal of the Institute, is called to take charge of the 
 Rose Polytechnic Institute, at Terre Haute, Indiana—List of the Faculty of 
 
 the Worcester Polytechnic Institute in 1890. 173 
 
 The Rose Polytechnic Institute—Brief account of the school and its founder, 
 Chauncey Rose—The school first known as the Terre Haute School of 
 Industrial Science—The name changed by the Trustees in honor of the 
 man whose liberality and public spirit had created the Institution—Chaun¬ 
 cey Rose, a public benefactor of the same class as Stephen Girard, Peter 
 Cooper, Charles Pratt, Anthony J. Drexel, and their noble compeers—The 
 inauguration of President Thompson, and the opening of the Institute—The 
 early decease of the lamented President—The calling of Professor T. C. 
 Mendenhall, to the Presidency—Successful administration of President 
 Mendenhall—He is called to take charge of the U. S. Coast and Geodetic 
 Survey—Dr. Henry C. Eddy, Dean of the University of Cincinnati, succeeds 
 President Mendenhall—Abstracts from the catalogue of 1893—List of 
 
 Faculty. 184 
 
 The University of Illinois, Urbana, Illinois, formerly known as the Illinois 
 Industrial University—School of Mechanical Engineering—Brief history of 
 the University—The child of the Nation and the State—Programme of 
 courses in Drawing and in Mechanical Engineering—Impulse to Art study, 
 and an Art collection, given by President Gregory—List of Faculty in 
 1874-’75—The Legislature applied to for change of name in 1885—Extracts 
 from Petition of President Peabody, to the Legislature in 1885—Growth of 
 the University shown by catalogue of 1891-92—Courses in Mechanical 
 
 Engineering.202 
 
 The Mechanical courses in Cornell University; “ Sibley College of Mechanic 
 Arts”—This department founded and endowed by Hon. Hiram Sibley, of 
 Rochester, N. Y., in 1870—Programme of the several courses—The Build¬ 
 ing—List of the Faculty in 1874-’75—The grand result of the foresight and 
 public spirit of Ezra Cornell—The remarkable growth of Cornell Univer¬ 
 sity—Report by President Adams, for the year 1891—’92—The growth and 
 needs of Sibley College—Increase in value of the property and endowment 
 of Cornell University to August 1st, 1892—Report by Professor Thurston, 
 the Director of Sibley College—The Department of Industrial Training and 
 Art—Report of the Sibley College in the Register of the University, Decem¬ 
 ber, 1892. 208 
 
 The University of California, College of Mechanics, Berkeley, California— 
 Historical summary of the University—College of Mechanics under Profes¬ 
 sor Le Compte, opened 1870—Chair of Industrial Mechanics founded 
 1874—Drawing a leading study—List of Faculty in 1875—Details of the 
 courses in 1891-92 will be found in the account of the University in the 
 chapters given to the Land Grant Colleges—Analysis of students attending 
 different departments of the University in the year 1891-92. 220 
 
VIII 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Chapter VII.— Colleges of Agriculture and the Mechanic Arts Endowed 
 by the National Land Grant of 1862.—Introductory Chapter. 227 
 
 Introductory to the account of the several colleges—The passage of the Act 
 of Congress in 1862, creating the Land Grant Colleges—The provisions of 
 the endowment—Discussions concerning the proposed institutions—Fortu¬ 
 nate far-sighted views of the promoters of this Law—Active part taken in 
 the preliminary stages of this movement by the Rev. Amos Brown, ll. D., 
 of the People’s College, New York, and by President Evan Pugh, ll. D., 
 of the State College Pennsylvania—Careful study of the needs of institu¬ 
 tions fitted for scientific training—Importance of this movement to Educa¬ 
 tors and to the scientific world—Prominent part taken in advocacy in Con¬ 
 gress of this movement, by Hon. Justin S. Morrill, M. C. from Vermont— 
 Immediate influence of the preliminary discussion in arousing the interest 
 of educators and lovers of science—The methods in use by scientific schools 
 of European countries carefully studied—Impetus given by the passage of 
 this law to the new education—Eleven millions of acres of the Public 
 Domain set apart for the promotion of Industrial Education—The study of 
 Drawing a necessary feature in the courses in Engineering and Mechanics— 
 No attempt is made in these chapters to give a full account of these col¬ 
 leges, as they were included in The Report on “ Industrial Education,” 
 issued by this Bureau in 1883—Statements of the officers of these colleges, 
 concerning elementary industrial training in public schools, freely quoted 
 in the following chapters. 
 
 Chapter VIII.— Concise Statements of the Several National Land-Grant 
 Colleges, Taken from Their Official Catalogues, with Special Refer¬ 
 ence to Those Courses in which Drawing Is a Required Study. 
 
 Analysis of Chapter. 233 
 
 Introductory . . 235 
 
 Alabama: State Agricultural and Mechanical College.—Alabama Poly¬ 
 technic Institute, Auburn. 236 
 
 our courses of four years each, leading to Degrees—Drawing required for 
 first two years in all courses except that of Literature—Drawing required 
 through the course in Engineering—Details of the course in Drawing—Text 
 Books in Drawing—Catalogue of 1880-'81 shows 182 students in attend¬ 
 ance—Development of the College shown by Catalogue of 1891-’92—In¬ 
 crease in facilities for Laboratory instruction—255 students in attendance; 
 193 take Drawing—31 Professors and Instructors comprise the Faculty— 
 William Le Roy Brown, M. A., LL. D., President. 
 
 Arkansas Industrial University, Fayetteville. 239 
 
 Preparatory Department largely attended—Eight courses leading to Degrees 
 in the University—Drawing required in the Preparatory Department and 
 a requisite for admission into three Departments of the University—Cata¬ 
 logue for 1881 shows few students in Science, Agriculture, or Engineer¬ 
 ing; only 15 out of a total of 120 students in all the four College classes— 
 Total attendance in 1881, 426—Catalogue of 1889 shows great increase in 
 attendance and a marked development of the University—New Buildings 
 and new Departments—The Legislature in 1887, passed a law giving a great 
 impetus to the University—New Buildings Described—A Manual Depart¬ 
 ment inaugurated—Equipment of Manual Training Shops — Course in 
 Mechanical Engineering — Course in Civil Engineering — Catalogue of 
 1891—Details of organization of University—A School of Medicine at Little 
 
TABLE OF CONTENTS. 
 
 IX 
 
 Rock—A Normal School for Colored Teachers at Pine Bluff with 215 stu¬ 
 dents—Attention given to Manual Training—Total number of students in 
 the University, 901—Faculty at Fayetteville numbers 36—Edward Hunter 
 Murfee, a. M., ll. d., President. 
 
 California: The University of, Berkeley... 247 
 
 Eight regular undergraduate courses of four years each—Drawing a required 
 study in the Mechanical and Engineering courses—Details of Drawing in 
 the several “courses”—Catalogue of 1881-’82 gives an attendance of 224 
 students—The “Register of the University” for 1891 shows eleven differ¬ 
 ent colleges and departments—Art collections—Laboratories—763 students 
 in attendance; 313 of these are in Professional and Post Graduate Depart¬ 
 ments—184 officers and instructors in the University; 60 of these in the 
 Undergraduate colleges—Professor Martin Kellogg, a. M., President pro 
 tempore in 1891. 
 
 Colorado: State Agricultural College, Fort Collins. 253 
 
 Course of four years— A preparatory course of one yean—Co-education—Cata¬ 
 logue of 1886, gives an attendance of 57 students; 25 of these were girls— 
 Catalogue of 1887-'88, gives in detail courses in practical Mechanics and 
 Drawing— A new machine shop—Much attention given to agriculture— 
 Students required by law to give two hours a day to labor—Farm of 240 
 acres —A series of experimental plots of ground provided—109 students in 
 attendance; 38 of these, girls—12 Professors and Instructors comprise the 
 Faculty — Professor Charles L. Ingersoll, M. s., President. 
 
 Connecticut: Sheffield Scientific School, New Haven, the Land 
 
 Grant College of. 256 
 
 A department of Yale University—Regular courses of three years for Degrees 
 in Chemistry, Engineering, and Agriculture; also, a Post Graduate course— 
 Catalogue of 1881-’82, gives an attendance of 188 students—Drawing a 
 required study through the full course—Extracts from Biennial Report of 
 State Governing Board for 1889-90—Attendance of students in 1889-90, 
 341; in 1890-91, 381—Students come from all parts of the United States, 
 and a few from foreign countries—Concise history of the origin and organi¬ 
 zation of the school from the Catalogue—President Dwight, President of 
 Yale University, is President of the school and Professor George J. Brush 
 is Director—A corps of 15 Professors and 25 additional Professors and 
 Instructors comprise the teaching force of the school. 
 
 Delaware: Delaware College, Newark. 260 
 
 Where situated—Recent additions to buildings and facilities—Seven regular 
 courses of four years each—Drawing a requisite during some period of each 
 course—Details of courses in Mechanical and Electrical Engineering— 
 Catalogue of 1891-’92 gives an attendance of 97 students—The Faculty 
 comprises 12 Professors—Albert N. Raub, A. M., PH. D., President. 
 
 Florida: State Agricultural College, Lake City. 262 
 
 Four Courses of five years each lead to Degrees in Agriculture, Science and 
 Classics, Mechanical Engineering, and Civil Engineering—Drawing is 
 required during the whole course of Mechanical Engineering, for three 
 years in Civil Engineering, and one year in the Course in Agriculture— 
 Special importance seems to be given to the Military organization of the 
 college—There is a Preparatory Department with a course of two years— 
 College established in 1884—Greatly aided by its one-half share of the sup¬ 
 plemental appropriation made by Congress to the Land Grant Colleges— 
 The sum given to Florida, is divided between this College and the Colored 
 Normal School at Tallahassee—Location at Lake City described—Course in 
 
X 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 manual training given in detail — Catalogue of 1891-’92 gives a total attend¬ 
 ance of 107 students — The Faculty comprises 9 Professors and Instructors— 
 F. L. Kern, a. M., President. 
 
 Georgia: State College of Agriculture and Mechanic Arts of the Uni¬ 
 versity of Georgia, Athens. 266 
 
 The University includes four branch Agricultural Colleges, situated in differ¬ 
 ent localities—Drawing taught in the several departments of the State 
 College—The Faculty comprises 9 Professors—P. A. Will, D. D., ll. d., is 
 President—The School of Technology, at Atlanta, opened as a new depart¬ 
 ment of the University in 1888—This school was opened with great eclat 
 and the occasion celebrated by public meetings addressed by distinguished 
 orators—Inaugural address by Superintendent Milton P. Higgins, outlining 
 the proposed course of training to be given in this new School of Technol¬ 
 ogy—Extracts from addresses by Dr. Hopkins, President of the school, and 
 by Hon. N. E. Harris, of the State Commission—Extracts from the Cata¬ 
 logue reciting the origin, plan, equipment, and courses of instruction of 
 this new schooT—Drawing and workshop practice made prominent—Cata¬ 
 logue of 1889-90 gives enrollment of 145 students—The Faculty comprises 
 8 Professors—There are 4 foremen of the shops — Isaac H. Hopkins, PH. D., 
 D. D., is the President. 
 
 Illinois: The University of, at Urban a—Post-Office Address, “Cham¬ 
 paign, Illinois”. 276 
 
 Opened in 1868—Opened to women students in 1871—Gallery of Fine Arts 
 established by President Gregory, in 1874—The University comprises four 
 colleges subdivided into ten “schools”—There are two additional “schools” 
 in “Military Science” and in “Art and Design,” also a“ Graduate School”— 
 Drawing is taught through all the courses in the Schools of Engineering 
 and in the School of Art and Design ; it also finds a prominent place in the 
 courses of the other schools—The Catalogue of 1881-82 gives an attendance 
 of 352 students ; 32 of these were women—In 1891-92, 583 students are reg¬ 
 istered ; of these 89 are women—-The Faculty comprises 35 Professors and 16 
 Instructors and Assistants — Professor Thomas Jonathan Bun-ill, m . a. , ph. d. , 
 is Acting Regent. 
 
 Chapter IX.—The Land Grant Colleges of Agriculture and the Mechanic 
 
 Arts —Continued. 
 
 Analysis of Chapter. 279 
 
 Indiana: Purdue University, La Fayette, Tippecanoe County. 281 
 
 Historical sketch from Register of 1880-’81—University opened in 1874— 
 Reorganized in 1876, under President E. E. White—Extracts of general 
 interest to educators from the Inaugural address of President E. E. White, 
 delivered June 16th, 1876—Professor Thompson, on the kind of drawing 
 here taught—Opening of new schools announced in 1879—Courses of study 
 described—A farm of 150 acres for use of students in Agriculture and Hor¬ 
 ticulture—Facilities for teaching drawing and mechanics—of 254 students in 
 1880-’88, 94 are girls—Register of 1890-91, shows a remarkable development 
 and growth. The University has a permanent endowment fund of $340,000, 
 and a large equipment in the way of buildings, Laboratories, etc. The 
 Mechanical and Engineering Departments are fully equipped—The course 
 of five years in the school of Mechanical Engineering is given in detail— 
 530 students are registered as in attendance. Ill of these are in the Pre¬ 
 paratory Department. The Faculty consists of 40 Professors and Instruct¬ 
 ors. James H. Smart, A. M., ll. d., is the President. 
 
TABLE OF CONTENTS. 
 
 XI 
 
 Iowa Agricultural College, Ames. 297 
 
 Opened as a State Institution in 1859—Organized under the U. S. Land Grant 
 Law, in 1869—Has a farm of 860 acres—70 acres of this tract are occupied 
 by the College grounds—Students in 1880-81, 226—There are four complete 
 courses of four years each ; there is also a preparatory course—Drawing is 
 taught in all courses through Freshman year, and through the whole of the 
 Engineering courses—The State Board of Trustees render biennial reports 
 to the Governor—Extracts from an interesting report made in 1888-89, by 
 President Chamberlain to the Trustees—Excellent management of the U. S. 
 Land Grant, by the State authorities of Iowa—Quotations from speech by 
 General Garfield—Extracts from Catalogue of 1890.—A new building named 
 Morrill Hall, in honor of Hon. Justin S. Morrill, U. S. Senator from Ver¬ 
 mont, has just been erected—Details of courses given, showing the relations 
 of Drawing and Shop work to the Technical Training given in the course 
 in Mechanical Engineering—336 pupils are in attendance; nearly one third 
 of these are girls—The Faculty comprises 25 Professors and Instructors; six 
 of these are ladies—Professor E. W. Stanton, is Acting President. 
 
 Kansas : State Agricultural College, Manhattan. 305 
 
 Established in 1863: reorganized in 1872: occupied, in 1875, the farm near the 
 city of Manhattan—Open to pupils of both sexes—In 1880, 276 students were 
 in attendance, of whom 73 were women—A five years course in English 
 branches, mathematics and chemistry—Details of courses of instruction— 
 There is a department of Drawing—Drawing a required study for five terms, 
 distributed through the first three years—Extracts from “Hand Book” 
 issued in 1874—Interesting statements by President Anderson—This college 
 designed on very different lines than many of the Land Grant Colleges in 
 the Eastern States—The avowed purpose to turn out skilled workers—This 
 college not meant to be a Normal School for science teachers—President 
 Anderson portrays an agricultural college conducted in accord with his 
 idea—Catalogue for 1890-91, gives interesting illustrations of buildings, 
 class rooms, and class work; with plot of the farm showing location of 
 buildings—Brief history of origin, development and purpose, of the institu¬ 
 tion—Details of courses in Industrial Training—Summary of total attend¬ 
 ance for 28 years—Attendance in 1890-91 is 593, of whom 221 are women— 
 The Faculty, comprises 18 Professors and Instructors; 6 Assistants and 
 Foremen, and 8 student Assistants. George T. Fairchild, a. m. , President. 
 
 Kentucky: Agricultural and Mechanical College, Lexington. 316 
 
 Established in 1865, as one of the colleges of the Kentucky University— 
 Regent Bowman’s claim that this was the first of the U. S. Land Grant 
 Colleges actually in operation under the Grant of 1862—Extracts from 
 Regent Bowman’s report to the Governor of the State in 1868—Ten courses 
 of Instruction were given—Courses in the schools of “Civil Engineering 
 and Mining”, and of the “Fine Arts”—College organized as a separate 
 institution in 1878—Extracts from annual report by the President for the 
 year 1878-’9—College permanently located in 1880, on land given by the 
 city of Lexington, and endowed with funds given by that city, and by 
 the county of Fayette. A Normal Department opened—A course in Prac¬ 
 tical Mechanics added—The Annual Register for 1881—’82, gives an attend¬ 
 ance of 321, an increase from the total of 78 students in 1877-78, the last 
 year of its connection with the University—Extracts from Register of 
 1890—’91—Nine courses of four years each, lead to Degrees—Details of full 
 course in Mechanical Engineering. Mechanical Hall and its Equipment 
 described—A faculty of nine Professors are in charge of this Department— 
 642 students are in attendance in the various departments of the college, 
 
XII 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 of whom 186 are girls. There is a State Board of 12 Trustees, of which the 
 Governor is chairman. Col. Hart Gibson, of Lexington, is Secretary of the 
 Board—The Faculty of the College comprises 24 Professors and Assistants, 
 and one Stenographer. James K. Patterson, ph. d. , f. S. a. , is President. 
 
 Louisiana: State University and Agricultural and Mechanical College, 
 
 Baton Rouge. 323 
 
 Established by the Legislature in 1874, in accord with the U. S. Land Grant 
 Law of 1862—Opened in New Orleans June 1st, 1874—Concise historical 
 sketch of the two State institutions which were consolidated in 1877, and 
 opened at Baton Rouge under its present legal title, in charge of Col. David 
 F. Boyd, former Superintendent of the State Military Academy—Col. Wil¬ 
 liam Preston Johnston, formerly a Professor in Washington and Lee Uni¬ 
 versity, Virginia, chosen President in 1880—In 1881, the College was 
 re-organized with designated courses of study, in accordance with plans 
 submitted by the new President; seven years of experiment having proved 
 the optional courses undesirable—Extracts from Report by State Board of 
 Supervisors in 1882—There are two University courses, a Classical, and a 
 Scientific, of four years each; and an Agricultural and Mechanical course, 
 of two years—Drawing is a study in the University courses—The course of 
 instruction given in the Stevens Institute, Hoboken, New Jersey, adopted 
 in the workshop—The Agricultural and Mechanical features discussed at 
 length—The pressing immediate needs of practical educational training in 
 the State—The catalogue of 1882, shows an attendance of 159 cadets; an 
 increase of 90 over the previous year—The catalogue of 1890-’91, gives 
 views of the grounds and buildings; which are admirably placed on a bluff 
 overlooking the Mississippi, and are most attractive in appearance—An 
 additional course, the Latin Scientific Course,” is announced—A prepara¬ 
 tory school is attached to the college—Details of courses in drawing and in 
 industrial training, and of facilities offered—Col. Johnston called, in 1882, 
 to assume Presidency of Tulane University, in New Orleans—An attendance 
 of 179 cadets, recorded in 1890-’91—Faculty comprises 20 Professors and 
 Assistants—There is a State Board of 17 Supervisors, of which the Governor 
 of the State, the State Supt. of Public Education, and the President of 
 the College are ex officio members. Col. J. W. Nicholson, President and 
 Professor of Mathematics. 
 
 Chapter X.— United States Land Grant Colleges of Agriculture and the 
 
 Mechanic Arts—C ontinued. 
 
 Analysis of Chapter . 333 
 
 Maine : State College of Agriculture and the Mechanic Arts, Orono . 335 
 Five courses of four years each, lead to Bachelor’s Degrees—A change in the 
 law, about 1880, imposed tuition fees of .$30 a year; before this, tuition was 
 free—Drawing is an important study through the four years—90 students 
 were in attendance in 1881-’82—Professor Runkle, in the 45th annual report 
 of the Massachusetts Board of Education, quotes President Femald’s state¬ 
 ment as to the instruction here given in Mechanic Arts—Attention given to 
 military drill—Details of purpose of the Institution and of courses of study— 
 Catalogue of 1891-92, gives attendance of 132 students—Faculty comprises 
 19 Professors and Assistants—Merritt C. Fernald, A. M., PH. D., Professor of 
 Mental and Moral Science, is President. 
 
 Maryland : Agricultural College, Prince George County (College 
 
 Station, B. & O. R. R.). 339 
 
 Courses of study grouped under seven departments—Farm contains 286 
 acres—55 students attended in 1881—Biennial report for 1888-1889, records 
 the opening of the United States Experiment Station, with an annual appro- 
 
TABLE OP CONTENTS. 
 
 XIII 
 
 priationof $15,000—Professor Henry E. Alford, C. e., Professor of Agricul¬ 
 ture in Massachusetts State College, at Amherst, chosen to be President of 
 College, and Director of Experiment Station, in March, 1888—Brief History 
 of the College—First opened in 1856, aided by State appropriations—Desig¬ 
 nated to receive income of United States Land Grant of 1862—Concise sum¬ 
 mary of courses of study—How the Land Grant law broadened the scope of 
 the institution—Report on Drawing, by Lieut. A. B. Scott, U. S. Army, in 
 charge of “ Military,” “ Mathematics,” and “ Drawing”—Faculty comprises 
 7 Professors—Henry E. Alford, C. E., President. 
 
 Maryland: The United States Naval Academy, Annapolis. 343 
 
 Drawing taught to the Cadet Midshipmen and to the Cadet Engineers—Time 
 given to this study in these separate courses—Department of Drawing in 
 charge of a Professor and two Assistant Instructors—In 1881, a total attend¬ 
 ance is reported of 161 Cadet Midshipmen and 100 Cadet Engineers—Regis¬ 
 ter of 1889-’90, gives concise history of the Academy from its founding in 
 1845 by Hon. George Bancroft, then United States Secretary of the Navy in 
 the administration of President Polk—In 1882, all cadets were by law ranked 
 as “ Naval Cadets”—The Academic staff numbers 69—There are 11 depart¬ 
 ments of study—Summary of Cadets in November. 1889, 244—Capt. W. T. 
 Sampson, U. S. Navy, Superintendent. 
 
 Massachusetts: Agricultural College, Amherst. 345 
 
 Incorporated in 1863—Two-thirds of annual income from United States Land 
 Grant given to this College: and one-third, to the Massachusetts Institute 
 of Technology, at Boston—How Amherst secured the College—A farm of 
 400 acres—Description of this beautiful town with its old classical College— 
 College opened under President Chadborne, in 1867—In 1869, Col. William 
 S. Clark, was chosen President and held the place for eleven years—Pro¬ 
 fessor Agassiz, on the usefulness of the College—President Clark, tempo¬ 
 rarily called to Japan, in 1877-78—The development of the College in the 
 line of experiment and of Scientific Agriculture—As the Institute of Tech¬ 
 nology, is devoted to Engineering and the Mechanical Arts, these are not 
 developed at Amherst—Drawing, however, is given an important place in 
 the course in the second term of each of the three first years of the four 
 years’ course—The military feature of the law has been fully complied 
 with—Attendance of students has varied from a little over 100 in 1878, to 
 178 in 1892—Report by acting President Fernald, in 1892—The Faculty 
 numbers 15 Professors—Henry H. Goodell, ll. d., President. 
 
 Massachusetts: The Massachusetts Institute of Technology, Boston. . 348 
 Incorporated in 1861—Purpose of—In 1863, designated by Legislature to 
 receive one-third of annual income of United States Land Grant Fund— 
 Building and Location—Courses of Instruction—Nine regular Courses of 
 Study leading to Bachelor Degrees—All regular Courses extend through 
 four years—Drawing an essential study—All branches of Engineering 
 taught—Complete Couise in Architecture—Comprehensive Architectural 
 Museum—Instruction in Shop Work—Details of courses in School of 
 Mechanic Arts—Description of working of School by Hon. Wm. H. Ruff- 
 ner, of Virginia, in report to authorities of Virginia Agricultural Mechan¬ 
 ical College—PVee courses of instruction founded by the Trustees of the 
 Lowell Institute—-Catalogue of 1881-’82, gives attendance of 390 students— 
 Catalogue of 1892, a model Catalogue—Extracts from—Institute opened in 
 1865 with 27 pupils—Buildings occupied in 1892—Educational Methods 
 adopted—Drawing made prominent—Institute well equipped with Class 
 Rooms, Laboratories, Workshops and Libraries—An attendance of 1,060 
 students registered—Officers of Instruction, 114—Francis A. Walker, ph. d., 
 ll. d., President. 
 
XIV 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Michigan: State Agricultural College, Lansing. 356 
 
 Opened as a State Institution in 1857—Claims to have been the first of the 
 existing Agricultural Colleges of the country—A farm of 676 acres—Desig¬ 
 nated to receive the benefit of the United States Land Grant of 1862—Agri¬ 
 cultural Training predominates—All students required to work three hours 
 each day—Drawing taught in last term of Junior year—Number of stu¬ 
 dents in 1879-80, 232—Catalogue of 1889-90—Department of Military Sci¬ 
 ence and Tactics opened in 1884—Increased State appropriations in 188^, 
 gave enlarged facilities—Two courses of four years each—The “Agricul¬ 
 tural”—The “ Mechanical”—Drawing in one term, Freshman year, in the 
 Agricultural course; in each term of first three years, in the Mechanical 
 course—Details of Drawing and shop work .courses—Laboratories and shops 
 described—Attendance of students in 1880-90, 369—210 of these in the 
 “Agricultural” course—Faculty and other officers number 26—Oscar 
 Clute, M. S., President. 
 
 Minnesota: Colleges of Agriculture and the Mechanic Arts (University 
 
 of Minnesota), Minneapolis. 359 
 
 The University founded by the United States Land Grants of 1849 and 1851— 
 Building begun in 1857—The financial reverses of 1857, followed by the 
 complications of the War of the Rebellion in the sixties, deferred organiza¬ 
 tion—This University designated to receive the income of the United States 
 Land Grant of 1862—Preparatory Department opened in 1867, and a Col¬ 
 lege in 1869—Description of grounds, buildings, equipment, and attendance, 
 as given in Calendar for 1881-82—Legislature of 1881, appropriated $30,000 
 a year for six years, for the erection of certain buildings—There were, 
 already, temporary rooms and workshops provided for instruction and 
 practice in Drawing and Manual Training—Preparatory Department offers 
 three courses; “Classical,” “Scientific,” and “Modern”—The two “Col¬ 
 leges” offer each three courses—There were 24 separate Departments of 
 Instruction in the University in 1880-’81—Tuition free and open to both 
 sexes—Drawing recognized as an important study in all the courses—A 
 course in Architecture, and in Manual Training, and an evening course in 
 Mechanical Drawing—Methods of instruction—253 students in attendance 
 in 1880-’81—Catalogue for 1891—’93, gives concise Historical Statement— 
 Extracts from this Catalogue—Departments of Medicine, and of Law, 
 opened in 1888-’89—The “ School of Agriculture,” opened in 1888—From 
 one Department, with 72 students, in 1868, the University has grown to ten 
 Departments, with nearly fourteen hundred students, in 1891—The “ College 
 of Mechanic Arts,” now reorganized into the “College of Engineering”— 
 In this College, and in the “ College of Agriculture,” instruction is given in 
 the studies germane to this Report—The Faculty of the College of Engi¬ 
 neering number 21 and the President of the University—The scope of 
 industrial and technical education given in this College, comprises all 
 grades, from Elementary Drawing and Manual Training, to the highest 
 technical training—Admirably illustrates the force, extent, and purpose of 
 this new movement in Education—Details of course in Mechanicid Engi¬ 
 neering—Equipment of Shop and Drawing Rooms—“ Practical Mechan¬ 
 ics”—A two years’ course for apprentices—School for training in artistic 
 industries—Details of course in Wood Carving and Design—School of 
 Architecture—Summary and details of attendance in the different Colleges 
 and courses—Total attendance of students in the University in the year 
 1891-’92, 1,374; of whom, 291 were women—The Faculty and Instructors of 
 the University comprise 121; there are 6 other officers—Cyrus Northrop, 
 ll. d., President. 
 
TABLE OF CONTENTS. 
 
 XV 
 
 Chapter XI. —United States Land Grant Colleges of Agriculture and 
 
 the Mechanic Arts—C ontinued. 
 
 Analysis of Chapter. 371 
 
 Mississippi: Agricultural and Mechanical College, near Starkville. 375 
 Successor to the “ College of Agriculture and the Mechanic Arts,” formerly a 
 department of the State University, at Oxford—This department, organ¬ 
 ized in 1872, to receive two-fiftlis of the annual income arising from the 
 Land Grants of 1862—Three-fifths of this income being given to Alcorn 
 University, an institution for the higher education of colored youth—The 
 act of 1875, divides this income equally between the two universities—In 
 1878-79, the Legislature chartered this College, transfering to it the Land 
 Grant fund before given to the State University—Objects of this College 
 defined in the law—Farm of 840 acres—Drawing taught in the last term of 
 both Freshman and Sophomore years—Catalogue of 1880-’81, gives a total 
 attendance of 540 students—267 in the Preparatory class, 73 Freshmen and 
 14 Sophomores—Catalogue of 1891-92, announces opening of the new 
 “Department of Mechanic Arts”—Regular College course is four years— 
 Tuition and Room rent free to Mississippi youth—Tuition for others fixed 
 by the Trustees—College under military discipline and all students must 
 wear the uniform—Brief history of the College—Objects defined—Distinc¬ 
 tions drawn between modern Industrial Training and the Manual Labor 
 Schools of the past—Mechanical Drawing and Manual Training required 
 studies in the Preparatory Department—Drawing a required study for one 
 term each, in Freshman and Sophomore years—Details of equipment of the 
 new “Mechanic Arts Department” and of the Drawing required—Ample 
 accommodation for the training in wood and iron work—Drawing a 
 required study through the entire course of four years in this Department— 
 Total attendance of pupils for the year 1891-92, 310; 125 of these in the 
 Preparatory Department—Faculty comprises 18 Professors and Assistant 
 Professors—General S. D. Lee, President. 
 
 Mississippi: Alcorn Agricultural and Mechanical College, formerly 
 
 known as Alcorn University, Claiborne County. 379 
 
 Established in 1871, as a State, and United States, Land Grant Institution for 
 the higher education of colored youth—Three-fifths of annual income of 
 Land-Grant fund given to this University, till 1878; when the Legislature 
 changed the ratio to one-half—A farm of 295 acres—Catalogue of College 
 for 1880-81, gives three courses of study, “Agricultural,” “Literary,” and 
 “Preparatory”—Free-hand Drawing required in first term of Freshman 
 year in the first two of these courses only—No other training in Drawing 
 recorded—Formerly in the “Special course in Mechanical Engineering” of 
 the ‘ ‘ University,” Drawing was an important study during all the four years— 
 A total of 148 students is given for year 1880-81—Catalogue of 1891-92, 
 greatly improved in its classification of students in classes and departments— 
 Besides the four College classes there are three “Preparatory” classes, 
 with [a three years’ “Academic” course and a two years’ “Scientific” 
 course—Concise historical statement—Copy of interesting and suggestive 
 list of “ books for general reading” as given in catalogue—Total attendance 
 of students, 276—47 only of these in College Department—Ten Professors 
 and Assistant Professors comprise the Faculty—John H. Burrus, M. a., 
 President. 
 
 Missouri: State University—College of Agriculture and the Mechanic 
 
 Arts, Columbia.—School of Mines and Metallurgy, Rolla. 383 
 
 Income of the United States Land Grant divided between these two Depart¬ 
 ments of the University of the State—University has nine “ Professional 
 
XVI 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Schools”—Course in Agriculture, two years; Mechanical Drawing taught 
 in first half of the last year—21 students in 1881-82—School of Engineer¬ 
 ing includes four courses; Drawing an important study in each—42 stu¬ 
 dents in this school in 1881—’82—School of Art and Drawing, has a three 
 years’ course—140 students of the University in this school in 1881-82; 
 82 in the School of Mines at Rolla—Total University Students in 1881-82, 
 591—Catalogue of 1891-92, gives view of ruins of main building, destroyed 
 by fire January 9th, 1892—Extracts from Report by the Curators to Gov¬ 
 ernor Francis—Professor Richard H. Jesse, of Tulane University, Louisi¬ 
 ana, accepts the Presidency—Historical statement of the founding and 
 development of the University—Opening of the new school of Mechanic 
 Arts in 1891—Increased facilities offered in the School of Agriculture, 
 owing to the increased United States Land Grant by the law of 1890—Influ¬ 
 ence of this new School of Manual Training—Equipment of the school— 
 Unusual facilities offered to students, all material free—73 students in attend¬ 
 ance—Importance and success of the “Agricultural College”—Liberal 
 appropriations by the Legislature, to replace buildings and equipment 
 destroyed by the fire—Girls admitted to the Academic Department of 
 the University—Twenty years of this co-education—Extracts from the 
 catalogue giving some particulars as to dress regulations—A report to 
 the Legislature by the State Curators of the University, dated January 1st, 
 1893—The economical relations of a University to the State, set forth—-The 
 Universities the friends of the Public Schools—The admirable Public School 
 system of Missouri—The Manchester Guardian, (England), on the direct 
 value of University training to our modern civilization—Plea for the new 
 buildings—Plan of proposed buildings—Legislature authorized the rebuild¬ 
 ing of the University buildings in Columbia—Needs for Library, and for 
 Scientific Equipment, set forth by the President—Catalogue of 1891-’92, 
 gives the number of “Academic Departments” of the University, as 14; 7 
 under the head of “ Language,” 7 under that of “ Science”—There are also 
 eight “ Professional Departments”—The College of “Agriculture and 
 Mechanic Arts” is No. 1 of the Professional Departments—Origin, Endow¬ 
 ment. Equipment, and Courses of Study of this College—Students in 
 1891-'92, 205—Faculty comprises 18 Professors and Instructors—Edward D. 
 Porter, a. M., I'H. I)., Dean — “Department of Engineering” at Columbia — 
 General statement of—Three Courses offered—Students, 52—Faculty num¬ 
 bers 12 Professors and Assistants—Thomas Jefferson Lowry, s. M., c. E., 
 Dean. 
 
 Missouri: State University—School of Mines and Metallurgy Rolla. 396 
 Opened in 1871; graduated its first class in 1874—Designed to carry out the 
 expressed will of Congress in the act of 1862—Statement of its equipment— 
 Course of three years—Preparatory Department course of one year—A 
 “ Gilds Course in Art” of four years; Drawing a required study throughout 
 this course—Course in “Graphics” detailed—The School of Mines, a high 
 class Institute of Technology; with five regular courses and three “special” 
 courses—Details of instruction in Drawing—Total number of students in 
 School of Mines, 83—Faculty numbers nine Professors and Instructors— 
 Elmo G. Harris, C. E., Director of School and Professor of Engineering— 
 Summary of Statistics of entire attendance of Students in all Departments 
 of the University—Total number, 714—Total number of Professors and 
 Assistants, 56 — Richard H. Jesse, ll. d., President of the University. 
 
 Nebraska: The University, Lincoln. 400 
 
 The University, chartered in 1869; organized in 1871—The United States Land 
 Grant of 1864, for a University; and the Land Grant of 1862, formed the 
 
TABLE OF CONTENTS. 
 
 XYII 
 
 endowment of this Institution, which the Legislature authorized the Board 
 of Regents to establish—The University planned to comprise Five Colleges. 
 Only the two first, “ The College of Literature, etc.,” and “ The Industrial 
 College,” had been opened in 1880-’81, when the tenth annual catalogue was 
 issued—The Industrial College includes courses hi Agriculture, Practical 
 Science, Civil Engineering, and the Mechanic Arts—Catalogue of 1880-'81, 
 shows small development of this college with a total, attendance of 26 stu¬ 
 dents, of whom 14 are in the “Preparatory course”—Only 5, in all, take 
 ‘ ‘ Engineering ”—Tuition is free—There are no limitations as to sex, or race, 
 or residence—A preparatory course of two years fits for each department— 
 Drawing appears as a study in the third terms of Freslunen and Senior years 
 of the Engineering course—A farm of 320 acres—A total of 284 students in 
 attendance in 1880-'81; 258 of these are in the Literary College—The faculty 
 number 19 Professors—Catalogue for 1890-91, shows no addition to the col¬ 
 leges—There is a “ School of Fine Arts ” with two divisions; one of “ Music ” 
 and one of “ Drawing, etc.”—An “ Elementary Agricultural Course ” of two 
 years—In the Industrial College are courses in “Chemistry,” “Biology,” 
 and “Applied Electricity”—Total attendance of students, 570—Faculty of 
 Industrial College numbers 28 Professors and Instructors—J. Sterling Kings¬ 
 ley, D. SC., Dean.—Faculty of University numbers 38. Charles E. Bessey, 
 PH. D. , Acting Chancellor. 
 
 Nevada: College of Agriculture, University of Nevada, Elcho... 402 
 University chartered in 1862, opened in 1874—In 1882 had only a preparatory 
 school with an attendance of 27 students—No Drawing or Mechanic Arts— 
 Register of 1891-92 shows a Normal School, and College of Liberal Arts; 
 School of Mines; School of Agriculture—Drawing is taught in each of these 
 schools—No distinctions of sex, race, or color—Total attendance of stu¬ 
 dents for the year, 163—Faculty numbers 14 Professors and Instructors— 
 Three ladies are in the Faculty—Stephen A. Jones, M. a., ph. d., President. 
 
 New Hampshire: College of Agriculture and the Mechanic Arts, Dur¬ 
 ham (formerly connected with Dartmouth College, at Hanover). 402 
 
 College organized in 1886, and placed in connection with Dartmouth College— 
 A farm of 360 acres, the gift of the late Hon. John Conant—Course of 
 three years—Drawing a required study first term of first year onlaty—Ca- 
 logue of 1881-82, gives a total of 41 students—Extracts from circular of 
 1890, showing development of College—Dartmouth catalogue of 1890-'91, 
 gives four special courses in the Agricultural College—Drawing is given 
 great importance in these courses—A building for Mechanical Training— 
 Total number of students in all departments of Dartmouth College, 462; 36 
 of these are in the College of Agriculture—Faculty of Dartmouth num¬ 
 bers 50 Professors and Instructors—Faculty of this College numbers 12, 
 including President of Dartmouth—Charles H. Pettee, A. M., C. E., Dean of 
 this College—Connection of this State College with Dartmouth, ended with 
 the close of the Academic year 1890—’91—The late Benjamin Thompson, a 
 resident of Durham, bequeathed a large farm and a large money endow¬ 
 ment to this college, provided its connection with Dartmouth was severed, 
 and it was removed to the farm in Durham; these conditions were 
 accepted—The Twentieth Report of the Board of Trustees to the Legisla¬ 
 ture, January, 1893—Interesting historical statements showing evolution 
 of the college into a high class technical school—How Government aid in 
 this case, as in that of Cornell, has stimulated private benefactions—In 1889, 
 course lengthened to one of four years—In 1892, requirements for admis¬ 
 sion increased—Brief biographical notices of the men who have sustained 
 ART—VOL 4-II 
 
XVIII EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 and developed the college—Influence of Congressional appropriations 
 shown—UnitedStates Experiment Station to be opened in 1893—New work 
 of college proposed when established in its new home—Increase of Faculty 
 already made—Reports of examining committee and suggestions relating to 
 Drawing and Manual Training—Details of courses of study in Drawing 
 and Manual Training—Tolal attendance of students in 1890—’91, 61—Fac¬ 
 ulty numbers 16 Professors and Instructors—Charles H. Pettee, A. H., C. E., 
 Dean and Professor of Mathematics and Engineering. 
 
 New Jersey: Rutgers Scientific School, the State College of Agricul¬ 
 ture and the Mechanic Arts, New Brunswick. 415 
 
 A department of Rutgers College, organized in 1864, and designated by the 
 Legislature as the State College to receive the income of the United States 
 Land Grant of 1862—Two regular courses of five years—Extracts from sev¬ 
 enteenth Annual Report—Importance of the study of Drawing—Relation 
 of training in Drawing in the public schools, to higher scientific training— 
 Industrial Drawing defined—Educational value of Drawing—Money value 
 of Drawing to the industries and commonwealth of New Jersey—An attend¬ 
 ance of 46 students for the year 1881, recorded—The twenty-seventh Annual 
 Report for 1891, states the passage of a law giving free scholarships for 
 each assembly district—Six courses of study—Drawing required in all 
 courses for first two years—Methods of instruction in Drawing—Total 
 number of students in attendance for the year 1891, 134—The Faculty num¬ 
 bers 36 Professors and Instructors — Austin Scott, PH. D., LL. D., President 
 and Professor of History and Political Science. 
 
 Chapter XII.—United States Land Grant Colleges of Agriculture and 
 the Mechanic Arts —Continued. 
 
 Analysis of Chapter. 421 
 
 New York College of Agriculture, Cornell University, Ithaca. ... 423 
 
 This University was incorporated by the Legislature in 1865, and designated 
 to receive the income of the United States Land Grant Fund—How Mr. 
 Cornell, preserved and augmented that fund is well known—The University 
 opened in 1868—The Department of Agriculture, is the only one considered 
 in this chapter—Other departments in which drawing enters; "Engineer¬ 
 ing,” “Architecture,” etc., have kept pace with the growth of the Univer¬ 
 sity, and will be recorded with like institutions elsewhere in this report— 
 There is a farm of 200 acres, the gift of Mr. Cornell, attached to this depart¬ 
 ment—A course of four years leads to a regular degree—There is also a 
 course of three years without a degree—Drawing is taught two terms of 
 Freshman year in the first course, and only one term in the last—Free-hand 
 drawing as taught in the University—Equipment for instruction in Draw¬ 
 ing—The Register of the University for 1881-82, shows an attendance of 
 384 students—President Adams’ Annual Report for 1891—’92, shows that, 
 while the number of students in the University as a whole, has greatly 
 increased, attendance in the Department of Agriculture has rather dimin¬ 
 ished—As in many other institutions, the number of students of Agriculture 
 are relatively few—The work here seems largely that of educating Pro¬ 
 fessors and Teachers—Extracts from this report—Agricultural institu¬ 
 tions—The report by the Director of this College commends enthusiastically 
 the work in the Experiment Station—General view of the course in Agri¬ 
 culture, in the Register for 1892-’93—A winter course of eleven weeks 
 offered for the first time—Out of a total of 1,665 students enrolled in the 
 University for the year 1892-93,22 only, are enrolled in the College of Agri¬ 
 culture—The Body of Professors, Instructors, etc., attached to the Uni- 
 
TABLE OF CONTENTS. 
 
 XIX 
 
 versify numbers 145—The Corps of the Agricultural Experiment Station 
 numbers 13—Isaac Phillips Roberts, M. agr., Director of College of Agri¬ 
 culture—Jacob Gould Schurman, D. sc., ll. d., President of University. 
 
 New York: United States Military Academy, West Point. 427 
 
 Regular course of four years—Twelve Departments of Study—Instruction in 
 Drawing essential to study of Military Engineering—In 1881—’82, an attend¬ 
 ance of 191 cadets—The admirable situation of this National Training 
 School—Character of scenery—Historical Associations—The training here 
 given valuable in peaceful pursuits as well as in war—President Thompson's 
 estimate of this as a school of engineering and technology—In 1891, 261 
 cadet pupils in attendance—Academic staff numbers 58 Professors and 
 Instructors. Col. John W. Wilson, Superintendent in 1891—A military 
 staff of 17 officers. 
 
 North Carolina: Agricultural and Mechanical College of the Uni¬ 
 versity, Chapel Hill . 430 
 
 Preliminary words—Concise historical statements—The organization of the 
 University—The study of Drawing—Inauguration of new Memorial build¬ 
 ing in 1885—Description of the building—The College made a department 
 of the University, by the Legislature, in I860—Extracts from report by 
 President Battle in 1887—Concise history of University since its reopening 
 in 1875—Money value to a State of high-class Institutions of Learning— 
 What hind of a College is designated in the United States Land Gi#nt 
 Law?—Senator Morrill, and United States Commissioner of Education 
 Eaton, quoted—Twenty-five of the States made the Land Grant College a 
 department of the State University—Removal of the College to Raleigh, 
 announced by the Governor of the State, June 18, 1888—Catalogue of 
 1891—’92, shows 248 students in attendance in the University—Faculty 
 number 20—George Taylor Winston, LL. D., President. 
 
 North Carolina: College of Agriculture and the Mechanic Arts, 
 
 Raleigh .. 439 
 
 Concise historical statement—R. Stanhope Pullen, Esq., of Raleigh, made a 
 gift of lands to the College; the State added 300 acres to be used by the 
 College, or the Experiment Station—These inducements were doubtless, 
 influential in causing the removal from Chapel Hill—Extracts from first 
 Annual Catalogue under date of June, 1890—Location and Buildings 
 .described—State authorizes admission of 120 free pupils—Regular courses 
 of four years lead to degrees in three departments—As this removal from the 
 State University is such a radical departure from the previous policy of 
 the State; the statements of this first catalogue are given at unusual 
 length—The desire for an industrial school in Raleigh, appears to have 
 been the cause of the inception of this movement—Provisions of the law 
 authorizing the removal of the College—Meeting of Farmers in 1887—The 
 law of 1887—Purposes of the College set forth—General courses of Instruc¬ 
 tion—Schedules of courses in the Department of Practical Mechanics and 
 Mathematics—Total number of students, 72—Faculty of College, 8; Officers 
 of Experimental Station, 10—Alexander Q. Holliday, President. 
 
 Ohio: State University, Columbus, formerly known as The Ohio Agri¬ 
 cultural and Mechanical College .449 
 
 Preliminary words—Concise historical statement—Founded by Legislature to 
 receive the United States Land Grant in 1870—Opened under former name, 
 in 1873—Reorganized and renamed by act of Legislature in 1878 The 
 institution greatly enlarged after the reorganization—Fifteen departments 
 of study—Three general Degrees, and four special Degrees, offered—Regu- 
 
XX 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 lar courses of four years—A preparatory course of two years—Great atten¬ 
 tion given to the study of Drawing in most of the courses—New Department 
 of Mechanical and free-hand Drawing—Report by Principal of this depart¬ 
 ment in 1880—Catalogue for 1879-80, gives a total of 315 students—Refer¬ 
 ence to account of the University in the History of Higher Education in 
 Ohio, issued as circular No. 5, 1891, by the United States Bureau of Educa¬ 
 tion-Small outcome of Ohio’s share of the Land Grant of 1862, as compared 
 with that secured for the State of New York by the wise enterprise and 
 foresight of Ezra Cornell—History of State Appropriations—College opened 
 in 1873—President Edward Orton, PH. D., of Antioch College, Ohio, called 
 to the Presidency—College reorganized in 1890—President Orton, resigned 
 in 1881 — Rev. W. Q. Scott, d. d., President till 1883 — Rev. William H. 
 Scott, d. d., President of Ohio University, at Athens, called to succeed 
 him—Increase of students from 1874 to 1890—Girls admitted from the 
 opening of the College—Extracts from Twenty-first Annual Report by 
 Board of Trustees, to the Governor of the State—Extracts from Report of 
 President, to Board of Trustees, November, 1891—Additions to Faculty— 
 Statistics of degrees conferred—Interesting details of development of the 
 University in many directions—Report by Professor of Drawing—Report 
 by Professor of Mechanical Engineering—Extracts from Catalogue for 
 1891-’92—Location, Organization, and Material Equipment of the Univer¬ 
 sity—Expenses of students—General conditions of Admission—Courses of 
 Instruction—Details of Courses in Drawing—Details of Courses in Mechan¬ 
 ical Engineering—The Three Schools of “Science,” “Agriculture” and 
 “ Engineering ”—Statistical Summary of Students—Total number attending 
 1891—'92, 664—Officers of Instruction, 67—Rev. William H. Scott, M. A., 
 ll. d., President. 
 
 Chapter XIII.—United States Land Grant Colleges of Agriculture and 
 
 the Mechanic Arts—C ontinued. 
 
 Analysis of Chapter . 477 
 
 Oregon. The State Agricultural College, Formerly Known as Cor¬ 
 vallis College, Corvallis . 479 
 
 A denominational institution adopted as an Agricultural College, in 1868, and 
 designated in 1870, to receive the income of the U. S. Land Grant—Course 
 of Study arranged by Commissioners appointed by the Legislature—A Pre¬ 
 paratory Course and a College Course of four years—The purpose of Con¬ 
 gress in establishing the Land Grant Fund for Colleges stated by President 
 Strahan, of Board of Trustees, in 1876—Catalogue for 1881-82—Report of 
 1886—President Arnold, outlines a scheme for a practical Education based 
 on Science—Report of Board of Regents for 1890—The Legislative history 
 of the development of the College—President Arnold’s report for 1891, to 
 U. S. Secretaries of Interior, and of Agriculture, respectively—A paper of 
 great interest, showing the development and present status of the College— 
 The sudden death of President Arnold, referred to—Report of Board of 
 Regents for 1892—The selection of a new President recorded—Many extracts 
 from first report made by President Bloss—Clear statement of the kind of 
 institution Congress intended—Statistics—Needs of the College stated— 
 Increased number of students—255 during the year ending June 30th, 1892— 
 Faculty numbers 14 Professors and Instructors—John M. Bloss, President. 
 
 Pennsylvania <State College, formerly known as The Agricultural 
 
 College of Pennsylvania.. 501 
 
 The present location of the College—Buildings—Farm — Historical state¬ 
 ments—Opened in 1859, as the Farmers High School, which was a Normal 
 
TABLE OF CONTENTS. 
 
 XXI 
 
 Labor College—In 1862, named by the Legislature as The Agricultural Col¬ 
 lege of Pennsylvania—In 1863, designated to receive the income from the 
 U. S. Land Grant Fund—In 1874, the name changed to that of the Pennsyl¬ 
 vania State College—Dr. Evan Pugh, was first President of the School—Dr. 
 Pugh, active in promoting the passage of the U. S. Land Grant act—Inter¬ 
 esting extracts from admirable report in 1864, by Dr. Pugh, to State Board of 
 Trustees of the College—Decease of Dr. Pugh, in 1864—A Preparatory Depart¬ 
 ment with two years course—Report of Legislative Committee of Investi¬ 
 gation, in 1883—-The methods of study and plans of the College, approved- 
 professor George W. Atherton, called from Rutgers College to assume the 
 Presidency, in 1882—Opening of the new Mechanics Art Building, in 1886— 
 Extracts from addresses by Governor Beaver and by President Atherton— 
 Extracts from the President’s Annual Report to Legislature, in 1887— 
 Details of the Course in Mechanic Arts—Extracts from Catalogue of 
 1886-’87—Extracts from Catalogue of 1891—An attendance of 209 students, 
 in 1890-91—Faculty comprises 28 Professors and Instructors—George W. 
 Atherton, ll. d., President. 
 
 Rhode Island. Brown University, Providence, Department op Agricul¬ 
 ture . 534 
 
 Brown University, designated by Legislature, to receive the income of the 
 National Land Grant—Department organized in 1863 —University to edu¬ 
 cate scholars at rate of $100 per annum—How appointments are to be made 
 to scholarships—Principal of fund $50,000 —Courses of instruction for these 
 scholars, arranged in the existing departments of Practical Science—Regu¬ 
 lar course in Civil Engineering outlined—Drawing an essential study in this 
 course—Dissatisfaction expressed at various times by Legislature—-A State 
 Agricultural School established in South Kingston in 1888 —Dr. Wash¬ 
 burn, made Principal of this school, in 1889 —Extracts from his report, giv¬ 
 ing plan of proposed training in this school—Legislative reports in 1892 — 
 President Andrews urges in report of 1892, that the University undertake 
 more post-graduate work, as well as that of Original Research—Manual 
 training given in Department of Physics—Abstracts from Catalogue of 
 1891-92 —Details of courses in Drawing—General view of instruction given 
 in Agriculture and Mechanic Arts—Nucleus of Museum of Classical Art— 
 Summary of students—A total of 403, in attendance during 1891—’92 —Fac¬ 
 ulty numbers 52 —Rev. Elisha Benjamin Andrews, d. d., LL. D., President. 
 
 South Carolina College of Agriculture and Mechanics, at Columbia, A 
 
 Branch op the University of South Carolina. 542 
 
 Established by the Legislature in 1878—The act quoted—Act of 1879 in regard 
 to Land Grant Fund, quoted—College opened October, 1880—Three years 
 course—Drawing taught in second, and third years, in course of Applied 
 Mathematics—Number of students in 1880—’81, 60 —Historical statements in 
 Catalogue of 1890-91—Details of organization—Details of courses of study 
 for Degree of Bachelor of Science—Details of course for two- years certifi¬ 
 cates—Details of courses in Mechanical Engineering—An additional year to 
 the B. S. course, is required for degree of . Master of Science—A graduate 
 course of one year, leads to degree of Mechanical Engineer—Total attend¬ 
 ance of students in 1890-91,182—Faculty and Officers, number 30—John M. 
 McBride, PH. D., LL. D., President. 
 
 South Carolina. Agricultural College and Mechanics Institute, at 
 Orangeburg, A Branch op the State University. Claflin College, 
 
 formerly Claflin University. 551 
 
 Historical statement—A farm of 150 acres—Classical course of four years— 
 Agricultural course of three years—Normal School course of three years—Pre- 
 
XXII 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 paratory college course of three years—Grammar school course of two 
 years—Drawing taught in Sophomore year—A total of 343 students, in 
 1880-81—Catalogue of 1890-’91—Address by Bishop A. G. Haygood, d. d., 
 referred to—The education of colored youth—Brief history of Cla.flin Uni¬ 
 versity—Teaching in free-hand drawing and in painting—Department of 
 Normal Training—Practical training in a large number of trades and indus¬ 
 tries—Equipment of the School Shops—Details of Industrial Courses— 
 Department of Agriculture—Statistics of crops—Summary of pupils in all 
 the departments—A total attendance in 1891, of 964—Rev. L. M. Duuton, 
 A. M., D. D., President. 
 
 Chapter XIV—United States Land Grant Colleges of Agriculture and 
 the Mechanic Arts—C ontinued. 
 
 Analysis of Chapter . 563 
 
 Tennessee: The University of, and State Agricultural College, Knox¬ 
 ville, Tennessee. 565 
 
 Historical statements of origin and development—Agricultural College made 
 a department of the University in 1869—A fine farm purchased for it— 
 Statements concerning origin and objects of a Science College, quoted from 
 University Catalogue of 1878-’79—Courses of study, as given in Biennial 
 Report to Legislature, in 1881—Seven full courses, each of four years; and 
 two partial courses, each of two years—Drawing, a required study in 
 courses in Agriculture, Engineering, and Applied Mathematics—History of 
 University, by Professor T. C. Karns, M. A., in “Circular No. 5, 1893,” 
 of U. S. Bureau of Education, referred to—Biennial Report by Trustees to 
 Legislature, Dec'r 31st, 1892, quoted—New buildings described—Increase of 
 attendance for past six years, shown—President's report notes important 
 additions to buildings and equipment—Details of equipment of schools of 
 Mechanic Arts, and of Mechanical Engineering and Drawing—Colored 
 Students attend Knoxville College—Equipment and Courses of Study in 
 Knoxville College—Summary of Students in University—Charles W. 
 Dabney, Jr., PH. d., ll. d., President. 
 
 Texas: Agricultural and Mechanical College of, College Station, 
 
 Brazos County, Texas.. 584 
 
 Made a branch of proposed State University in 1876—Opened October 6th, 
 1876, with six Students—Military features predominated during first few 
 years—Reorganized in 1880—Report in 1880 by President Jones, who dis¬ 
 cusses the kind of education demanded in the U. S. Land Grant Colleges— 
 Faculty recommend substitution of a four years prescribed course, in place 
 of Elective Courses—Industrial Duties considered—No “Manual Labor” 
 School proposed—Two Courses, An “Agricultural,” and a “Mechanical,” 
 of three years each, decided on—Drawing which extends through all the 
 Mechanical Course does not appear in the Agricultural—Extracts from two 
 Annual Reports by Professor Van Winkle, in charge of the “Department 
 of Mechanical Engineering and Drawing”—Catalogue of 1893, shows 
 Courses lengthened to four years each—Development of the College—Post 
 Graduate Courses—Drawing as now taught in both the Agricultural and 
 Mechanical Courses—Total number of Students 1892-’93, 293—Faculty 
 numbers 31—L. S. Ross, President. 
 
 Vermont: University of, and State Agricultural College, Burlington, 
 
 Vermont . 596 
 
 Historical Statements—State Agricultural College, incorporated with Uni¬ 
 versity in 1865—University Department of Applied Science with course of 
 four years, open to Young Women and Men—Courses of Study—Drawing 
 
TABLE OF CONTENTS. 
 
 XXIII 
 
 taught, through all the years of Courses in Engineering—Drawing taught 
 in Agricultural Course, during first term of Sophomore year, only—In 
 1880- 81, an attendance of 76 Academical Students, and 143 Students of 
 Medicine—Catalogue of 1892-93, shows great development of the Scientific 
 Department of the University in new branches of Engineering—Important 
 additions to the University buildings have been made—These include The 
 Billings Library building, the Museum building, and a new building for 
 the Mechanical Department—Catalogue for 1892-’93, shows 221 Academical 
 Students in attendance; with a total of 448 University Students—The 
 Faculty of the Department of Engineering numbers 14 Professors. The 
 total University Faculty numbers 52—Matthew Henry Buckham, D. D., 
 President. 
 
 Virginia: Agricultural and Mechanical College, Blacksburg, Vir. 
 
 GINIA... . 600 
 
 Founded by the Legislature in 1872, and designated to receive two-thirds of 
 the income from the U. S. Land Grant of 1862—Succeeds to the real estate 
 formerly the property of the “ Preston and Olin Institute,” at Blacksburg, 
 Montgomery County—Opened, October 1st, 1872, with 131 Students—The 
 property referred to, consisted of one large College Building and five acres 
 of land—A farm near by of 250 acres was bought for the use of this new 
 Agricultural College—Report by Hon. Wm. H. Ruffner, State Superintend¬ 
 ent of Education, Chairman of Committee on the New College—Dr. Ruff¬ 
 ner, quotes from report on Education by Hon. John W. Hoyt, U. S. 
 Commissioner to Paris Exposition of 1867—In 1880 Dr. Ruffner, reports 
 results of a tour of inspection of the Industrial Colleges in the U. S. and 
 Canada—Conclusions of this interesting report, quoted—Catalogue of 1880, 
 shows the college well equipped with shops and machinery—The regular, 
 course is one of three years—Drawing and Mechanics taught throughout 
 the course—An attendance of 78 pupils for the year 1880-’81—The out¬ 
 look in 1893—Interesting statements by President McBryde—The College 
 re-organized in 1891—New buildings and equipment—Town of Blacksburg 
 furnished with Electric lighting at a profit to the college—Catalogue for 
 1892-'93—Importance of Department of Shop work—Situation and surround¬ 
 ings of the College described—Summary of Students—Total number 177— 
 Faculty number 27—John McBryde, PH. D., ll. d., President. 
 
 Virginia: Hampton Normal and Agricultural Institute, Hampton, Vir¬ 
 ginia . 611 
 
 Established in 1868, by the American Missionary Association of New York, 
 to aid education of colored people—Chartered in 1870, by Legislature of 
 Virginia—In 1872, designated to receive one-third of Virginia’s share of the 
 fund established by the U. S. Land Grant Law of 1862—Hampton has a farm 
 of 600 acres—In 1878, the experiment of instructing Indian youth was 
 begun—The training of the two races in conjunction, attracted great inter¬ 
 est and has proved a success—Extracts from General Armstrong’s reports 
 for 1879, and for 1880—School Industries—Drawing an important study— 
 Total attendance for 1880-81, 371 colored youth; 211 boys, and 160 girls: 90 
 Indians; 62 boys, and 28 girls—Total attendance for 1881—’82, 501—A Noble 
 Life—Death of General Armstrong, May 11th, 1893—Memorial Service held 
 on Anniversary Day, May 25th, 1893—His personal work—Two of the Memo¬ 
 rial Addresses; one by President Washington, of Tuskegee, Alabama, and 
 one by Col. Tabb, of Hampton, a trustee—Extracts from publication enti¬ 
 tled “ Story of Hampton for Twenty-two Years ”—Auto-biographical sketch 
 by General Armstrong—His Story of the inception, organization and devel¬ 
 opment of Hampton—Self-Help the fundamental idea of the School—Cost 
 
XXIV EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 to the public—The Colored Schools of the South—Sixteen Thousand free 
 colored schools supported in the Southern States by taxation—Colored Nor¬ 
 mal and Collegiate Institutions in the South, largely aided by charitable 
 individuals and societies in the Northern States—First Indian pupils 
 received in 1878—This experiment has proved a great success—General 
 Armstrong, pays a hearty tribute to the Board of Trustees and to his teacher 
 associates in the great work carried on at Hampton, through the past quar¬ 
 ter of a century—Interesting recollections given by J. B. F. Marshall, Esq., 
 Treasurer and Resident Trustee—Extracts at length from the final report 
 made by the late General Armstrong, who for more than a quarter of a cen¬ 
 tury has been the inspiring and guiding genius of Hampton—Historical 
 statements concerning the Past—The present methods and future policies 
 frankly set forth—Detailed review of the Industries taught and carried on 
 at Hampton, as told by Annie Beecher Scoville, Teacher—Summary of stu¬ 
 dents in attendance—The Faculty—Rev. H. B. Frissell, Principal. 
 
 West Virginia. The W est Virginia University, Morgantown, Formerly 
 
 Known as<The Agricultural College. 646 
 
 Established by the Legislature in 1867, and designated to receive the income 
 of the U. S. Land Grant Fund of 1862—Citizens of Morgantown gave build¬ 
 ings, land and money—College grounds of 25 acres contiguous to the town— 
 Name changed the second year by the Legislature—132 students in 1879-80, 
 224 in 1892—The increased income from the additional Morrill Fund of 1890 
 enabled the University to offer two new courses; one of three years in 
 Agriculture and one of four years in Mechanical Engineering—A part of 
 this Fund goes to the West Virginia Colored Institute at Kanawha— 
 Instruction in Drawing is limited to its applications in Engineering and 
 Mechanics—Total number of students in 1892-’93, 231—Faculty numbers 
 20—E. M. Turner, ll. d., President. 
 
 Wisconsin. The University of Wisconsin, Madison. 649 
 
 Chartered in 1848, opened in 1849—Agricultural College organized in 1866— 
 The University Fund derived ‘from U. S. Land Grants of 1838, 1846, and 
 1854—Agricultural College Fund from U. S. Land Grant of 1862—The his¬ 
 tory of the origin and growth of this prosperous State University, well 
 illustrates the continuous and beneficent policy of the U. S. Government in 
 aiding Education—University reorganized in 1866; to conform to the pro¬ 
 visions of the U. S. Law of 1862—Extracts from various official reports— 
 Drawing fully recognized—President Adams’ interesting analysis of the 
 University statistics, showing the relative attendance on different courses 
 of studies—Great number of subcourses of study offered—Situation of the 
 buildings and grounds described—Organization of the University—A total 
 attendance of 1,287 students in 1892-’93—Officers, 106—Charles Kendall 
 Adams, LL. D., President. 
 
 Chapter XV.— United States Land Grant Colleges of Agriculture and 
 the Mechanic Arts— Concluded. 
 
 Analysis of Chapter . 659 
 
 A Group of New Institutions Created by the Laws of 1887 and 1890. 664-706 
 Brief summary of these new Laws—How the differing conditions in the Ter¬ 
 ritories, and new States, modify the new institutions—Immediate benefit 
 to these young communities of this direct aid given by the General Gov¬ 
 ernment to their educational interests. 
 
 Arizona: The University of, Tucson, Arizona... 665 
 
 Law creating University passed in 1885—A tract of forty acres on high ground 
 near Tucson, secured for site—College opened October 1st, 1891—Resources 
 
TABLE OF CONTENTS. 
 
 XXV 
 
 derived from U. S. Grants and Territorial appropriations—Five depart¬ 
 ments, or Colleges, planned—Two, Agriculture, and Mines, opened at first— 
 College of Agriculture has two schools: “Agriculture” and “ Irrigation”— 
 College of Mines has three schools; “ Mines,” “ Engineering,” “ Mathemat¬ 
 ics”—Colleges of “Natural Science” and of “Letters” have been since 
 opened; also a Preparatory School and Schools of “Art” and of “Busi¬ 
 ness”—Fifteen “ Schools” already established in 1893—“ Open to all quali¬ 
 fied persons of either sex”—No tuition fees are charged except in schools 
 of “Art ” and of “ Business”—Drawing in all its branches a required study— 
 Total attendance for 1892-93, 38—Teaching force of 8 Professors and 4 
 Instructors — Theodore Bryant Comstock, D. S., President. 
 
 Idaho; University of, Moscow, Idaho. 666 
 
 University established by Territorial Act, January, 1889; and confirmed in 
 State Constitution, November, 1889—Building Fund created by tax levy— 
 Building ready October, 1892—A liberal and comprehensive organic law 
 defines the purpose and duties of the State University—Ample authority 
 given by this law to meet the educational demands of the future as they 
 may arise—Institution is co-educational—Site of buildings desirable—Five 
 four year courses of Instruction organized—Summary of these courses— 
 Drawing a required study in all except the Classical—Preparatory course of 
 three years and sub Preparatory class—Details of Preparatory course—Atten¬ 
 tion given to English Literature—Drawing required in this course'—Appeal 
 to prospective students quoted—Details of Courses hi Drawing—College 
 of Agriculture—Summary of courses and studies—Household Science 
 Course—Total number of students in 1892- , 93. 134—College Faculty com¬ 
 prises 12 Professors and Instructors, 3 of whom are women—Faculty of 
 College of Agriculture 10. Franklin B. Gault, M. S., President of Univer¬ 
 sity and College of Agriculture. 
 
 New Mexico: College of Agriculture and Mechanic Arts, Las Cruces 
 
 Dona Ana County, New Mexico. 673 
 
 In view of the passage of the ‘ ‘ Hatch Act, ” Las Cruces College was incor¬ 
 porated and opened for students in September, 1888—The Legislature 
 accepted in 1889 the conditions of the Hatch Act, and established the Agri¬ 
 cultural College incorporating it with this institution and placed the Experi¬ 
 ment Station in connection with it—The College formally opened by the 
 Territorial Authorities March 11th, 1890—A tract of 250 acres, near the 
 town, given to the College by citizens and the new buildings erected— 
 Income from the Morrill Bill, subsequently given to the college—Preparatory 
 school opened and college courses of four years each arranged—Spanish Lan - 
 guage a prominent study—Department of Mechanical Engineering opened 
 in 1891—Fivecourses of study offered for 1894—One in “Agriculture,” Three 
 in “Engineering,” and “A Ladies Course”—Five alternative courses 
 offered in Mechanical Engineering—A large building erected for class 
 rooms and public assembly hall—No dormitories or boarding houses— 
 “Feed rooms and horse sheds” provided for convenience of the pupils, 
 indicate the local methods of travel—Citizens pay an entrance fee of three 
 dollars a year; students not citizens of the U. S. pay tuition fee of $50.00 a 
 year—Total attendance for 1892-’93,109.—Teaching Force 13 Professors and 
 Instructors — Hiram Hadley, A. M., President. 
 
 Oklahoma: Agricultural and Mechanical College, Stillwater, Payne 
 
 County, Oklahoma. 676 
 
 The first Legislature of tiffs new Territory accepted the conditions of the 
 Supplementary Morrill Law and, by act of December 22nd, 1890, directed 
 
XXVI 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the establishment of this college—In March, 1893, Bonds were authorized 
 for its support ancT an annual tax of one-half mill on a dollar ordered— 
 The Experiment Station, also, was connected with the College—Student 
 Labor is required—Drawing is taught Sophomore and Junior years—Total 
 attendance for 1893-94, 132. Faculty numbers 9 Professors and Instruct¬ 
 ors—R. J. Barker, C. E. , President. 
 
 Utah: Agricultural College of, Logan, Utah . 677 
 
 College organized by Legislature March 8th, 1888—Designated to receive the 
 income accruing from the U. S. Land Grant Laws of 1862-1890 and the law 
 of 1887 establishing Agricultural Experiment Stations—Absolute freedom of 
 College from political or sectarian bias guaranteed by section 10 of the 
 organic law—Certain studies made requisite by the law—Liberally sup¬ 
 ported by Legislative appropriations in addition to income from U. S. 
 Grants—A farm of 100 acres—Beauty of situation described—Main Building 
 described—Audience room will hold 1600 persons—Buildings, Library, and 
 equipment in each of the five departments of the college, ample for their 
 needs—Play ground of 3| acres near college—Five regular courses and 
 three special courses provided; also Post Graduate courses of one year each 
 in Mechanical and Irrigation Engineering—College open to both sexes— 
 Girls required to do military drill—Drawing an important feature in all 
 courses—Tuition free—Annual entrance fee of five dollars—Board from 
 $2.00 to 3.50 per week—Total attendance for 1893-’94, 361; 134 were girls— 
 Faculty numbers 19 Professors and Instructors—Jeremiah W. Sanborn, B. s., 
 President. 
 
 Washington: The Washington Agricultural College and School of 
 
 Science, Pullman, Whitman County, Washington . 680 
 
 Admirable situation of College—Legislature in 1889 created a commission to 
 establish a State College—Legislature in 1891, accepted conditions of the 
 two later U. S. Land Grant Laws—Wise provision for future growth of 
 the College—Sources of Income—Munificent U. S. land endowment— 
 Liberal Appropriation by Legislature in 1893 —Four Courses of Study— 
 Mechanical Drawing. Woodwork, and Forging are taught in Freshman 
 Year—Regular courses of four years—Preparatory course of two years— 
 Special College courses without degrees—Farm of 200 acres—College 
 Campus of 30 acres in addition—College Buildings—Total attendance for 
 1892-93, 235.— Eleven Professors and Instructors—Enoch A. Bryan, M. a., 
 President. 
 
 Wyoming: The University of, Laramie, Wyoming .682 
 
 Authorized by Ninth Territorial Legislature in 1886—Object stated in law— 
 State tax of one eighth of a mill for its support—Opened Sept. 6th, 1887— 
 Ex Governor John W. Hoyt, President for first three years — Designated to 
 receive income of U. S. Grants, by the First State Legislature, January 
 1891—Faculty then increased from 7 to 15 members—Six Experiment Farms 
 established in different places in the State—University Campus contains 
 twenty acres in the eastern portion of Laramie City—Handsome Main Build¬ 
 ing of sandstone with necessary recitation rooms and with audience room 
 for 500 people—Farm of Agricultural College, two miles west of city—Sum¬ 
 mary of Departments, Schools, and Courses of Study—Normal school— 
 Agricultural college—School of Mechanics and Manual Training—School of 
 Irrigation Engineering—Drawing a required study in all courses, except 
 the classical—Tuition free to citizens—Total attendance 1893—’93, 107—Pro¬ 
 fessors and Instructors 14 —A. A. Johnson, A. M., D. D., President. 
 
TABLE OP CONTENTS. 
 
 XXVII 
 
 Industrial Education for Colored Students . 684-706 
 
 The New Institutions created in the Southern States by the provisions of the 
 U. S. Law of 1890.—These Schools and Colleges are organized largely on 
 the lines of the older institutions of Hampton, Alcorn, and Claflin, already 
 described in this volume at great length. 
 
 Alabama: State Colored Normal and Industrial School, Normal, Ala¬ 
 bama. 684 
 
 Organized in 1875 at Huntsville—In 1882, the teachers contributed half their 
 salaries to help secure a permanent home for the school—Aided by ‘ ‘ Pea¬ 
 body” and “Slater” Funds, and by gifts from friends, the effort was suc¬ 
 cessful—In 1885, Legislature largely increased the annual appropriation— 
 In 1891, the share of the U. S. Land Grant income was given to this school— 
 A farm of 182 acres two miles from town was secured and excellent build¬ 
 ings erected—Tuition is free—All living expenses are supplied for seven 
 dollars per month—Normal course of three years—Preparatory course of 
 two years—Drawing in Normal course one term in each of the first two 
 years—Normal Department Faculty eleven—Summary of Industrial Organi¬ 
 zation—Three Industrial Departments; “Mechanic Arts,” “Agriculture,” 
 “Domestic Science”—Industrial Courses are very practical—Summary of 
 Attendance—Total number of pupils in 1892-’93, 253—A Total teaching 
 force of 18 individual Instructors—W. H. Council, Principal. 
 
 Arkansas, Branch Normal College ot the Arkansas Industrial Univer¬ 
 sity, Pine Bluff, Arkansas.,. 687 
 
 Established by law of 1873—Opened, 1875—Object to train teachers for colored 
 schools of the State—Fine new building opened in 1882—Campus of 20 
 acres—State students, appointed from each county by the County Court, 
 entitled to free tuition for four years on payment of entrance fee of five 
 dollars—Board in private families costs from .$8 to $10.00 a month—Pre¬ 
 paratory School Course of three years—Drawing a required study for first 
 two years—Department of Mechanic Arts added to comply with the U. S. 
 Law of 1890—Shops opened in February, 1892—Equipment—Shops accom¬ 
 modate 60 pupils at once—Summary of shop courses—Mechanic Arts 
 course—Manual Training course—Total attendance 1891 —’92, 233—A teach¬ 
 ing force of four Instructors—C. V. Kerr, Superintendent of Mechanic 
 Arts. J. C. Corbin, A. M. , Principal of Branch College. 
 
 Delaware: State College for Colored Students, Dover. 689 
 
 Situated two miles north of Dover, on a farm of one hundred acres—Well 
 equipped for teaching Industrial Arts—Five Courses of Study of four years 
 each—Tuition free to citizens; ten dollars a term to others—Board two dol¬ 
 lars a week—Total attendance for 1892-’93, 22—Number of Instructors, 3— 
 Wesley Webb, m. s., President. 
 
 Florida: State Normal and Industrial College for Colored Students, 
 
 Tallahassee. Florida . 690 
 
 College Established by the Legislature in 1887—Located in Tallahassee and 
 given annual appropriation of $4,000—Opened with 15 pupils—In 1891 was 
 removed to a farm of 100 acres on the edge of the town—Designated to 
 receive the income from U. S. Grant of 1890—State continues former 
 appropriation annually—School site very attractive, surroundings de¬ 
 scribed—Physical and Chemical Laboratories well equipped—Tuition free— 
 College open to both sexes—Three Courses; “Literary,” “Musical,” and 
 “Industrial”—Preparatory Course of five years—Normal Course of two 
 years—Musical Department—Thorough course of training in instrumental 
 and vocal music—“Industrial Course” This comprises the Mechanical, 
 
XXVIII EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Agricultural and Dairy Departments—Carpenter shop equipped with 
 benches and sets of tools for 20 boys—Practical work on farm and in 
 Dairy—Industrial Training for girls—Total Attendance in 1892-’93, 75— 
 Eight Professors and Instructors comprise the teaching force—T. De S. 
 Tucker, a. m. , President. 
 
 Georgia: State Industrial College, College, Georgia . 692 
 
 Established by the Legislature as part of the State University, in November 
 1890—Endowed by the General Government and supported by the State of 
 Georgia—The College owns 86 acres of land; 50 acres in a farm, and 36 in 
 the College Campus—Four Courses of Study organized—These are “ Indus¬ 
 trial/’ “Sub-Normal,” “Normal,” “Collegiate”—Pupils must be 14 years 
 of age, pass the examination, and be of good moral character in order to 
 be admitted to this College—Tuition free to citizens—Each “Normal” 
 student must learn some trade—Eight different trades are taught in the 
 Department of Mechanic Arts—Students when competent are paid for extra 
 work—This Course is of three years—These trades are very practical, as is, 
 also, the training in the Agricultural Department—The pupils are taught to 
 work—The Sub-Normal course is one year, the Normal, three years; the 
 College four years—Cost of board for the Academical year estimated at 
 §50—Total attendance for 1892-’93, 65. There are 9 Professors and 
 Instructors—R. R. Wright, A. M., President. 
 
 Kentucky: State Normal School for Colored Persons, Frankfort, Ken¬ 
 tucky.694 
 
 Founded by Legislature for training of teachers for Colored schools—Normal 
 course of three years—Conditions of Entrance; 16 years of age, good moral 
 character, good health, and to pass successful examination in the studies of 
 the public schools—The school beautifully placed on a hill overlooking the 
 city—The buildings surrounded by twenty-five acres of laud—Three Indus¬ 
 trial Departments added to comply with the U. S. Law of 1890, as this 
 school was designated by Legislature to receive the State quota for colored 
 pupils—Industrial Courses are of three years each—Industrial training 
 thoroughly practical—Summary of studies—Drawing required through the 
 course in Mechanics and Manual Training—There is a Business Course of 
 two years, to enter which the pupil must pass in public school studies—A 
 “Preparatory” course of two years, is connected with the “Normal” 
 course—Total attendance for 1893-’94, 114—Faculty and Instructors, num¬ 
 ber 8 — John H. Jackson, a. b., a. m., President. 
 
 Louisiana: Southern University, New Orleans, Louisiana. 696 
 
 Established by Law of April 10th, 1880—State Constitution of 1879 provided 
 for an annual appropriation for such an institution—Scope and Design— 
 New building opened in 1887—Admirably situated in the midst of ample 
 grounds—Agricultural and Mechanical Departments organized in 1890— 
 A farm of 100 acres secured—Mechanical Department well equipped—Open 
 to both sexes on passing entrance examination—Seven Departments of 
 Instruction—Drawing a required study during first year—Total Attendance 
 for 1892-’93, 623—Of these 389 were girls—A teaching Force of 9 Professors 
 and Instructors—H. A. Hill, President. 
 
 Missouri: Lincoln Institute, Jefferson City, Missouri. 698 
 
 History as given in Twentieth Annual Catalogue—Founded in 1866 by gifts 
 from two Union Regiments of Colored Troops—The 62nd and 65th Regi¬ 
 ments of U. S. Colored Infantry who gave over $6,000, to establish “a 
 school open to the colored people”—Adopted by the State in 1879—Liber¬ 
 ally supported by the State, and designated to receive the pro rata share of 
 income from U. S. Land Grants coming to the colored citizens of the 
 
TABLE OF CONTENTS. 
 
 XXIX 
 
 State—Normal Department free—An incidental entrance fee of fifty cents, 
 in elementary department; and of one dollar, in the Preparatory and Col¬ 
 lege Departments—Board costs $8.50 per month—Total attendance in 
 1890—’91, 208—Total attendance in 1892-93, 264—A teaching force of 8 
 Professors and Instructors—Inman E. Page, a. m. , President. 
 
 North Carolina: Agricultural and Mechanical College for the Col¬ 
 ored Race, Greensboro, North Carolina .. 700 
 
 Established by the Legislature under the U. S. Law of 1890—First opened as 
 an Annex of Shaw University, in Raleigh; till the buildings could be 
 erected in Greensboro—Only Mechanical Department opened in Raleigh— 
 This work thoroughly practical—A farm of ten acres available in Greens¬ 
 boro—A college campus of four acres—Attendance for 1892-93 at the A & 
 M Annex to Shaw University 102—A teaching force of seven Professors 
 and Instructors—J. O. Crosby, ph. d. , President. 
 
 Texas: Prairie View State Normal School, Hempstead, Texas . 701 
 
 Established April 19th, 1879, for training of teachers for colored schools— 
 Liberally sustained by State appropriations—Four Departments of Instruc¬ 
 tion: “Industrial,” “Mechanical,” “Agricultural” and “Ladies’ Indus¬ 
 trial"—Well equipped work shop—U. S. Experiment Station attached to 
 School—Farm of 100 acres under cultivation—Large landed estate belonging 
 to school—All expenses of “ State Students” met by school—Others pay $10 
 a month for board—Attendance for 1892-’93, 184;—62 were girls—Teaching 
 Force. 19 Professors and Instructors—L. C. Anderson, Principal. 
 
 West Virginia Colored Institute, State Agricultural, Mechanical, and 
 
 Normal College, Farm, Kanawha County, West Virginia . 702 
 
 Established by Legislature in 1891, under the U. S. Law of 1890—Thirty acres 
 of land bought and building erected—Formally opened, April, 1892— 
 Liberally supported by Legislative appropriations—Well equipped with 
 machine and blacksmith shops—Three Courses of Instruction provided— 
 “Agricultural,” “ Mechanical,” and “Normal”—Courses are each of three 
 years—Preparatory Course of three years—Drawing taught in all courses— 
 Vocal Music taught in Preparatory and Normal Courses—Manual Training 
 Course of four years—Detailed Schedules of Manual Training Courses— 
 Tuition free except Matriculation fee of one dollar a term—Board $7.00 per 
 month—Attendance for year 1892-’93, 40—Teaching force 7—J. Edwin 
 Campbell, ph. b., Principal. 
 
 Appendices. 707 
 
 General Introduction ...!...709 
 
 X. —Papers Relating to Technical Education in the United States; with 
 
 Instances of Similar Efforts in European Countries . 711-740 
 
 I. Introduction. 713 
 
 II. Inaugural exercises, with report of various addresses, delivered at the 
 
 formal opening of Rose Polytechnic Institute, Terre Haute, Indiana, in 
 1883. 714 
 
 III. Inaugural Address by President C. O. Thompson, entitled: “Rose Poly¬ 
 technic Institute and The Modern Polytechnic School ”. 722 
 
 IV. Inaugural Address by President Homer T. Fuller, ph. d., Worcester Free 
 
 Institute, Worcester, Massachusetts, in 1883. 736 
 
 Y. — Technical Training in Industrial Pursuits . 741-833 
 
 I. Introduction. 743 
 
 II. Report on Technical Industrial Education with accompanying papers, 
 
 made by Dr. W. T. Barnard, Assistant to the President, to Mr. Robert Gar¬ 
 rett, President of the Baltimore and Ohio Railroad Company. 747 
 
XXX 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Z.— Papers Relating to the U. S. Colleges of Agriculture and the 
 Mechanic Arts. 835-S91 
 
 I. Introduction.-. 837 
 
 II. The Land Grant Laws of the United States. 838 
 
 III. Historical Statements concerning Passage of the Land Grant Law of 
 
 1862. Accounts of the successful efforts, in promoting the passage of the 
 above law, made by Dr. Amos Brown, of New York State, and by Dr. Evan 
 Pugh, of Pennsylvania. ,843 
 
 IV. Historical Addresses delivered at the commencement of the Massachu¬ 
 
 setts Agricultural College, June 21st, 1887, the 25th Anniversary of the 
 Passage of the “ Morrill” Land Grant Law of 1862 . 849 
 
 V. Paper entitled Agricultural Education in Bavaria, by Professor R. B 
 
 Warder. 869 
 
 VI. Address on Technical Training, delivered by Professor John Hamilton, 
 
 on the occasion of the opening of the New Mechanical Department Building, 
 Pennsylvania State College, February 10th, 1886. 879 
 
 VII. Farewell Address by Bishop Haygood, at commencement of Claflin 
 
 College, South Carolina, in 1890. 885 
 
 A A.— Papers Relating to Technical Education in England . 893-916 
 
 I. Introduction. 895 
 
 II. Extracts from Inaugural Address on Technical Education in English 
 
 Elementary schools by M. C. J. Dawson, President National Union of Ele¬ 
 mentary Teachers, New Castle, on Tyne, March 26th, 1883. 898 
 
 III. “Workshop Instruction in Technical Schools,” 1884 . 901 
 
 IV. “Technical Training in Board Schools,” 1884 . 907 
 
 V. Addresses by the Lord Chancellor and the Prince of Wales at opening of 
 
 The City and Guilds of London Institute, 1884... . 911 
 
 B B.— Papers Relating to Technical Art Training in England.. 917-944 
 
 I. Introduction .. 919 
 
 II. Recognition of the need of Technical Art Training, as shown by article in 
 
 The London Times on Lord Harrington's address on that theme. 920 
 
 III. Article from The Westminster Review showing relation of Technical 
 
 Education to Foreign Trade Competition. 923 
 
 IV. A Statement of the Purpose of The National Association for the Promo¬ 
 tion of Technical Education in Great Britain. 935 
 
 V. Address by Professor Huxley, at Manchester, at a meeting held hi the 
 
 Town Hall, November 29th, 1887. 937 
 
 C C.—Papers Relating to the present status of Technical and Industrial 
 Art Education in Great Britain and in Germany in 1896-1897 _ 945-991 
 
 I. Introduction. 947 
 
 II. Miscellaneous Extracts relating to Manual Training. 948 
 
 III. Addresses delivered on occasions of the Opening of New Technical 
 
 Institutions in Great Britain. 950 
 
 IV. Two papers from The New York Tribune showing English and 
 
 German estimate of the Value of Technical Training. 968 
 
 V. Summary of Contents of English Science and Art Report. 971 
 
 VI. Report on Technical Education in Germany with notes by English 
 
 Experts.. 973 
 
 Index to Volume 
 
 993-1020 
 
INTRODUCTION: 
 
 PURPOSE AND PLAN OF PRESENT VOLUME. 
 
 XXXI 
 

INTRODUCTION. 
 
 PURPOSE AND PLAN OF PRESENT VOLUME. 
 
 This volume is, in fact, but a continuation of Part III; issued separately for con¬ 
 venience in binding—The plan and contents are briefly set forth in the first chap¬ 
 ter (see pages 1-8)—Main divisions of the volume indicated—The Typical Manual 
 Training Schools—Five Leading Technical Mechanical Schools—Some Trade 
 Schools—The B. & O. R. R. Experimental School at Mt. Clare, near Baltimore, 
 Md.—Finally the Schools of Science and Engineering of the U. S. Land Grant Col¬ 
 leges—These two volumes continue the account of the development of Industrial 
 Art Education in the United States—Brief reference to Parts I and II—Absence of 
 Art Training in American Educational Institutions prior to 1870, noted—Interest 
 in the Fine Arts however existed—Early efforts to establish Public Art Academies 
 and Art Museums—Histories of these early undertakings carefully compiled have 
 been long waiting for issue of the final volumes of this Report—Public Interest in 
 Art Matters largely awakened by the holding of the Centennial and Columbia Expo¬ 
 sitions—Notable increase in art collections of Statuary and Paintings since 1870— 
 Reference to two Statistical Tables in Part I, showing early poverty of collections 
 of classic art casts before, and i-emarkable increase in such collections since, the 
 Centennial—The Centennial Exposition first gave to the Public some comprehen¬ 
 sion of the extent and variety of the artistic manufactures of the world—Wonder¬ 
 ful increase since 1876, in facilities in this country, for obtaining knowledge of art 
 matters—Ability and Art of American Architects revealed to the world in the 
 buildings of the Columbian Exposition—This excellence of the architects the nor¬ 
 mal result of special professional training—These buildings a series of object lessons 
 on the value of definite technical education in a profession—The Permanent build¬ 
 ings of The Boston Public Library and The National Library in Washington, are the 
 logical outcome of this definite training—Reference to Hunt’s great Paintings in 
 Legislative Chamber of the Capitol at Albany, N. Y.—Suggestion that we still are 
 living in the Renaissance which began four centuries ago—How the Renaissance 
 arose—Modern art stimulated by recent discoveries of the art works of the Ancients, 
 just as the early discoveries, inspired the great Mediaeval Masters—The re-creation 
 of “ The Parthenon”, as the Art Building of the Nashville Exposition in 1897 —This 
 is a striking illustration of the potency of Classic Art in influencing the Art Ideals 
 of to-day—This volume largely given to topics of Technical Industrial and Scien¬ 
 tific Training—Art subjects, however, are germane to each volume of this ‘‘Art 
 and Industry” Report—Historic works of Art in the Rotunda of the Capitol Build¬ 
 ing in Washington, D. C.—World contests for Industrial and Commercial Suprem¬ 
 acy—Order of Chapters and Appendices of the present volume, “Part IV,” 
 given ; and contents briefly analyzed and described. 
 
 The present volume, “Part IV./’ of the Special Report on Indus¬ 
 trial Art Education and Fine Art Education in the United States, 
 is, in fact, simply a continuation of Part III., the volume immediately 
 preceding it; the two volhmes being issued separately only for con¬ 
 venience in binding. There seems, therefore, little need of repeating 
 
 ART — VOL 4-III XXX III 
 
XXXIV EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the statement of the conditions accompanying the origin and pro¬ 
 gress of this Report; since these have already been given in the pre¬ 
 liminary pages of the earlier volumes and are concisely summarized 
 in the Introduction to Part III. As in the former volumes the sev¬ 
 eral “introductions” are written by Colonel Clarke, author and 
 editor of this Report. All other matter printed in Long Primer, is 
 also, by him. 
 
 As the plan and contents of the present volume are briefly set 
 forth in the opening chapter—(see pages 1-8) it is not necessary to 
 repeat here the details of the classification other than to mention 
 the broad divisions of the volume. Accounts are given of the Typ¬ 
 ical Manual Training Schools; of Five leading Technical Mechanical 
 Schools; of some Trade Schools; of a most interesting educational 
 experiment undertaken by the B. & O. R. R. under the auspices of 
 President Robert Garrett, in 1885-7; and of the Schools of Science 
 and Engineering of the Land Grant Colleges of Agriculture and 
 The Mechanic Arts. No attempt is made, however, to give a com¬ 
 plete view of these latter institutions; the accounts of these Colleges 
 are limited to notices of those departments which give instruction in 
 Drawing and the Industrial Arts.* 
 
 These two volumes thus continue the accounts of the development 
 of Industrial Art Education, begun in Part I., by the history of the 
 introduction of the study of Drawing in the Public Schools, and 
 continued in Part II., by accounts of the surprisingly rapid develop¬ 
 ment of Manual Training, as a part of public school education in 
 the United States. A phase of educational activity and enthusiasm 
 which, for a season, seemed to threaten the extinction of any idea 
 of artistic development; and to substitute for the aesthetic culture 
 of the youthful mind, simply a certain amount of manual dexterity 
 in the manipulation of mere mechanical movements, with a limited 
 training in the elements of common industries. All of these practi¬ 
 cal bits of manual training are useful in their turn but the sum of 
 this training furnishes but a pitiful substitute, as an element of edu¬ 
 cation, for that aesthetic Industrial Art Training which those far- 
 seeing Educators, Walter Smith, John D. Philbrick, and Charles C. 
 Perkins, so succcessfully began in Boston in 1870. 
 
 At that era it was evident to all intelligent observers that the one 
 
 * For current statistics of these colleges see latest Annual Reports issued by the 
 U. S. Commissioner of Education. 
 
INTRODUCTION. 
 
 XXXV 
 
 element absolutely lacking in all American Education was the 
 ^Esthetic! Art as an essential feature of Education was unknown. 
 It is true that the Literary Arts, Poetry and Oratory, received some 
 little attention in the higher institutions, and that instruction in 
 elementary music was not wholly neglected in the Public Schools; 
 but, so far from any attempt to give even the most cursory knowl¬ 
 edge of the Graphic and Plastic Arts, being made generally in the 
 higher Educational Institutions of the country, they were simply 
 ignored; while Aesthetics, were only thought of as forming a subor¬ 
 dinate branch of Metaphysics. 
 
 This absence of any knowledge of, or training in, the Fine Arts, 
 held true in all American public educational institutions; from the 
 district school to the college. There were then no true Universities, 
 though several small but ambitious colleges were encumbered by 
 the Grandiose Title. 
 
 While this statement as to the absence of any general opportuni¬ 
 ties for seeing examples of the Fine Arts, and as to the lack of any 
 attempt to give a knowledge of the arts of painting and sculpture, in 
 the public schools and other public educational institutions in the 
 United States, is not exaggerated; it is, nevertheless, true that the 
 Fine Arts were not wholly ignored in America; and that, as early 
 as the latter part of the 18th century, the names of some few Amer¬ 
 ican artists were known to the world, while early in the present 
 century efforts were made by a few people of culture to establish 
 art centres in several of our cities. Facts relating to the early his¬ 
 tory of these sporadic efforts to form Art Academies, and public Art 
 Collections, have been most eagerly sought and collected for the 
 present work. These interesting histories will be given in Parts Y. 
 and YI. of this Report. In view of the later developments, espe¬ 
 cially of the growing general interest in, and knowledge of, art 
 matters since the beginning of the movement in Boston, for teaching 
 elementary drawing in the public schools; and the vastly greater 
 impulse to public interest in everything pertaining to Art, given, in 
 turn, by the holding of the Centennial and the Columbian Exposi¬ 
 tions, the story of these early efforts acquires added interest. To 
 the self-denying efforts of a few artists, and art enthusiasts, were 
 suddenly added the enthusiasm and the active support of an awak¬ 
 ened Public. 
 
 In view of the many collections of Casts of Antique Sculpture, 
 
XXXVI EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 and of the private and public Art Galleries, rich in examples of the 
 work of the leading modern artists of Europe, and America, which, 
 as the result of this “awakening”, are to be found in the United 
 States, in this year 1808; and of the special art classes and art 
 schools now in our cities, with the very general interest shown in 
 the literature of the Arts, and, further, in view of the present easy 
 access by the public to the before mentioned art collections; the 
 statement concerning the scarcity, in America, as recently as in 
 1870, of similar opportunities, would seem almost incredible. It is, 
 nevertheless, the fact that, at that date, there were but four or five 
 small collections of casts of classic sculpture in the whole country. 
 Boston, New Haven, New York, Philadelphia and Washington, had 
 each a few examples of such casts; but all the casts of sculpture 
 then in the country, both in public and private possession, would 
 not equal in numbers or value, the casts now possessed by the lead¬ 
 ing Art Museum in any one of these cities; while in towns, cities, 
 and colleges, all over the land, are to be found valuable and inter¬ 
 esting collections of casts and paintings. 
 
 Two statistical Tables in Part J. of this Report, show clearly the 
 poverty of this Nation in Public Art Collections, and in opportuni¬ 
 ties for learning of Art, as recently as 1873. 
 
 There were then but eight colleges which gave any instruction 
 whatever in Art, or that had any collections of Art works; while 
 there were but five public Art Museums in the whole land. [See 
 Tables on pages 502-507; Part I. of this Report. ] 
 
 The Centennial Exposition in Philadelphia, in 1876, was a revela¬ 
 tion to the American people, not only of the glory of the Graphic 
 and Plastic Arts, as shown by the world’s great living artists, sculp¬ 
 tors and painters; but, also, of the variety and beauty imparted 
 to articles of usefulness and ornament by the wonderfully artistic 
 weavers, potters, and metal-Avorkers of the Orient, and by the skilled 
 art workers of Europe. 
 
 The impulse then given to public interest in Art, in America, 
 may perhaps be most readily realized by a glance at the Table of 
 Statistics of Institutions giving Art Instruction, and of the public 
 Art Museums, existing in the United States in 1883, given in Part I. 
 of this Report. (See Part I. pages 385-411.) Thirty-seven Institu¬ 
 tions, which give some form of Art Instruction, and Thirty Muse¬ 
 ums of Art, are recorded in these tables.—Certainly a remarkable 
 
ARTISTIC ARCHITECTURE OF COLUMBIAN FAIR BUILDINGS. XXXVII 
 
 increase in the opportunities for art culture provided for the public, 
 to have been effected in the short time of ten years! 
 
 The increase in such opportunities since 1883, by the opening to 
 the public of similar facilities for art culture, both by the founding 
 of Public Art Galleries, the making of private collections of art, 
 and the general dissemination of information on all matters relating 
 to the Arts, by the Press, and by lectures and addresses, have been 
 no less remarkable, stimulated as all this interest has been by the 
 holding of the Exhibition in Chicago, in 1892-93, for, wonderful as 
 were the revelations of the Centennial, to the public of 1870, the 
 marvellous showing of the Columbian Exhibition, or World’s Fair, 
 at Chicago, in 1892-93, completely overshadowed them. 
 
 In this later Exhibition of the World’s Industries and Arts, was 
 shown not only the striking advances made since 1873, by all the 
 world, in every field of Human Activity, Knowledge and Enterprise, 
 in Art and Industry; but, also, more impressive if possible,—at 
 any rate more significant educationally,—than these myriad treas¬ 
 ures from all the earth, was the revelation of the marvellous 
 beauty of that White City by the Inland Sea; with its classic Peri¬ 
 style, worthy of the Athens of Pericles and Phidias; its lofty pil¬ 
 lared fronts and swelling domes,—its vast palaces, stretching in 
 seeming endless procession. The beautiful treasure-houses Amer¬ 
 ica had built for the world’s richest offerings! These stately struc¬ 
 tures, which filled every beholder with wonder and delight, pro¬ 
 claimed to the world that, in the intervening years following the 
 Centennial, the Young Nation of the West had given birth to a race 
 of great Builders—Architects, Sculptors, Painters and Decorators, 
 worthy to rank with the world's worthiest! 
 
 As the American Architects had, as a body, early undertaken to 
 secure thorough training in that art, for the young men aspiring to 
 enter their profession; this demonstration of the grand results of 
 thorough artistic training in Architecture and its kindred Arts, was 
 in the nature of a triumphal verdict in favor of definite education,— 
 of special training—in Art, as well as in Science, or in the so called 
 “Learned Professions.” 
 
 Thus, while these temporary buildings by their variety, fitness 
 and beauty of proportion, won the admiration of all beholders; 
 they were, in fact, but a great object lesson, illustrating on a gigan¬ 
 tic scale, what Education in Architecture, Art, and Artistic Decora¬ 
 tion, could effect. 
 
XXXVIII EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The noble building of the Boston Public Library, since erected, 
 and the stately marble palace of the National Library, so recently 
 opened in Washington, are enduring monuments; showing what the 
 art of American Architects, Builders, Sculptors and Painters, can 
 accomplish, in these closing years of the Nineteenth Century, in the 
 construction and adornment of a great public building. 
 
 The exterior Avails and sculptures of the National Library, the 
 interior halls and grand stairways, and, above all, the profusion, vari¬ 
 ety and general excellence of the sculptured and pictorial art works 
 enriching walls and ceilings within, remind us that we are, even now, 
 in this Nineteenth Century, living in the years of that “ Renaissance ” 
 which did not pass away, as we once thought, with the passing of 
 Angelo, Raphael, Da Vinci, and their Peers, but which is still vital 
 with inspiration; so that here, on this to them unknown continent, 
 opportunities are beginning for the future Art Masters of the world. 
 When Hunt, painted his two great allegorical pictures on the walls 
 of the Legislative Chamber in the State Capitol at Albany, that 
 great artist “ builded better than he knew,”—though alas! his own 
 works so quickly passed,—for by that single precedent he opened up 
 all Avail spaces of public buildings to the future artists of America; 
 so that hereafter, in this land, it shall be held, just as it was in 
 Europe centuries ago, that the Avails and ceilings of all palaces, 
 churches, and other public buildings are to be considered but as 
 the durable cammses of the Painters. 
 
 That “Re-birth” of the Past, which came with the discovery of a 
 few of the Art wonders of Greece, occurring almost simultaneously 
 with the regaining of some of the intellectual glories of Greece and 
 Rome, in the unearthing of a few manuscripts; which gave to us 
 moderns a glimpse of their glorious intellectual triumphs,—as yet 
 unsurpassed and seemingly unsurpassable—gave to our conception 
 of the capacity of the Human Intellect a new Ideal, and Avoke the 
 World to Life! 
 
 What the wonders of the Classic Age, in Art and Literature, must 
 have been, we can faintly imagine contemplating the works of the 
 intellectual and artistic giants of Italy in the middle ages, who 
 sprang into being at the magic call of a few scattered fragments of 
 the words and works of the Mightier Ancients; just as, in Holy 
 Writ, we are told the chance touch of the bones of the Prophet 
 Elisha, woke the dead to life ! 
 
INFLUENCE OF RECENT DISCOVERIES OF ANCIENT ART. XXXIX 
 
 So, to day, as Homer, JEschylus, Demosthenes, Aristotle and 
 Plato, dominate the world of Letters in Poetry, Eloquence and Phi¬ 
 losophy; Phidias, Ictinus, Apelles, and their compeers, lead the wor¬ 
 shipers of Art. 
 
 In Art, in our own day, have been repeated similar discoveries to 
 those which in Literature, four centuries ago, aroused to new activi¬ 
 ties the mind of Europe; for the revelations of Etruscan tombs, 
 the patient explorations by Layard, Schliemann and Di Cesnola, the 
 unearthing of the terra cotta figurines in Tanagra, the later work 
 by English and American enthusiastic scholars in Greece, in these 
 very days, have brought home to us moderns a comprehension of 
 the vitality of classic art, which, contrary to our earlier impres¬ 
 sions, we now find to have been busied not only with the ideal 
 images of the Olympian Divinities, but also, with the every day 
 life of the people, all testifying to the solidarity of the Human 
 Race; for, quickened by the life-giving touch of their artists in 
 those far off centuries, the little figurines of the graceful maidens 
 of Tanagra, reveal, in their unconscious attitudes, the same love of 
 dress, the same delight in free movement and flowing robes, in short, 
 the same irrepressible joy in Life, and the same marvelous beauty 
 of youth, which meets us to-day on every hand, a-foot or a-wheel, 
 in the blushing maidens of 16 years in this fair land, the unknown 
 “Ultima Thule” of the Ancients! So Past and Present meet and 
 blend, taking no thought of the thousand intervening years. Here 
 to-day, the Thought, the Art, of Athens and Rome, shape our 
 thoughts and arts; so that we, consciously or unconsciously, are the 
 children of that elder civilization. 
 
 The most recent illustration of this influence of classic examples 
 upon our modern American art ideals, to which reference has been 
 made, occurs among the Buildings of the Exposition held in Nash¬ 
 ville, Tennessee, in this summer of 1897—where the crowning archi¬ 
 tectural charm is found in the striking restoration of the Parthenon 
 of Athens, which is the model taken for the Art Building of the Ex¬ 
 position. This reproduction is spoken of as full of grandeur and 
 beauty. 
 
 It is also remarked that the Government Building erected for 
 showing the Governmental Exhibits, has, fortunately, been mod¬ 
 elled after the Chicago Exhibition Art Building; so that, instead of 
 being externally, as was the one at Chicago, a hideous enormity, in 
 
XL 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 contrast with the artistic buildings surrounding it,—this copy, in 
 little, of the beautiful construction designed by Richard M. Hunt, 
 for the Art Building of Chicago, is not out of harmony even when 
 brought into contrast with the world renowned chef d’oeuvre of 
 Ictinus and Phidias. 
 
 This is all the more to be rejoiced in, because it began to seem 
 that, under the stress for room in our modern cities, all ideas of 
 beauty in Architecture; must, perforce, be wholly subordinated to 
 the frenzy of piling stories upon stories, till the builders seemed to 
 have no ideal other than that of the Tower of Babel! 
 
 This epidemic of many storied buildings has had a most unfortu¬ 
 nate effect, in many instances, in degrading the architectural aspect 
 of our older cities. Perhaps, some of the most striking examples of 
 this incidental evil, are to be found in the City of New York; where 
 the ever beautiful old familiar land-mark of Trinity Church 
 Steeple, has been eliminated from the once attractive view of the 
 City, as seen from the Bay. In addition to this misfortune, must be 
 reckoned the recent belittling of that charming example of palace 
 ai'cliitecture, the New Yoi’k City Hall, formerly so well shown, 
 standing as it did in the ample open square given to it in the heart 
 of the town; now, seeming as if at the bottom of some mountain 
 valley, towered over by the clustering cliff-like business buildings 
 that crowd about the Square, shutting out all view save of their own 
 precipitous walls. 
 
 In Washington, an impertinent modern apartment house, tower¬ 
 ing in apparent emulation of the Washington Monument, obtrudes 
 its awkward outlines and gigantic bulk, in every possible view of 
 the Capital City, once so beautiful as seen from every point of van¬ 
 tage, and uglifies it all. 
 
 In some, at least, of the cities of Europe, the observer can hardly 
 fail to notice that, while the residences and business buildings in the 
 streets of the city may make no pretence to any display of archi¬ 
 tecture,—often being noticeable rather by reason of excessive plain¬ 
 ness—cai*ehas been taken to secure for the public buildings of Church, 
 or State,—the Cathedral and the Civic Palace,—ample Space ; where 
 no private erections could ever destroy the harmony of proportion, 
 or impair the true architectural effect of the building. 
 
 In this country, notably in the very instance of the New York 
 City Hall, this effect was supposedly secured by the generation who 
 
ARCHITECTUKE OF PUBLIC BUILDINGS IN A REPUBLIC. XLI 
 
 built it; only to be thrown away by a later generation of ignoble, or 
 careless, successors. 
 
 In the situation of the Capitol Building of the United States, in 
 Washington. D. C., and in those of the State Capitol buildings in 
 Albany, New York; in Boston, Massachusetts; in Hartford, Connect¬ 
 icut; in Nashville, Tennessee; and in many another State Capital, 
 the sites are commanding. 
 
 It is to be hoped that in the choice of the situation of the new 
 buildings of Columbia College, and the new Cathedral, in Morning- 
 side Heights, New York, the relative position of those several 
 buildings have been so chosen as to be architecturally isolated; so 
 that no such misfortunes can affect them, as have recently relegated 
 Trinity Church, and the City Hall, to comparative obscurity. 
 
 If, hereafter, American towns and cities, take pains to secure 
 ample room and effective position for their chief architectural build¬ 
 ings, the lesson to be learned from the humiliating experience, archi¬ 
 tecturally, of New York City, may not be without compensation. 
 
 In a Republic, it seems eminently wise that the powerful effects of 
 Great Architecture should be reserved for the Public Buildings of 
 Church and State, rather than be lavished on the comparatively 
 humble dwellings of private citizens, however wealthy, or person¬ 
 ally powerful, they may chance to be; for the individual passes, but 
 the State remains. 
 
 In a country like ours, where, fortunately, there is no hereditary 
 class, it is absolutely wasteful for any private citizens to build pal¬ 
 aces for their residences, only to leave them to be enjoyed by stran¬ 
 gers; as has been, and seemingly must continue to be, the history of 
 many of the costly private dwellings built by ostentatious million¬ 
 aires in the United States, during the past few decades. 
 
 It is well that this should be so. Great Art is for All the People 
 and can no more be limited to a few, than can the blessed sunlight; 
 which floods alike the hut of the hind, and the palace of the noble. 
 
 The present volume of this Report, as well as the one immediately 
 preceding, is mainly given rather to a consideration of the oppor¬ 
 tunities afforded in these United States, for acquiring Technical 
 Industrial and Scientific Training, than to the facilities for acquiring 
 knowledge of, and skill in, the so called Fine Arts; though, in view 
 of the intimate connection which exists between the Industrial and 
 Fine Arts, and of the fact that much of the Elementary Training is 
 
XLII EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 essentially the same in both, the consideration of either is in place 
 in each and every volume of this Report; though the given volume 
 may be mostly occupied with the other. It is with this thought 
 that the foregoing pages have been given to the brief summary of 
 the recent remarkable development of the Fine and Decorative Arts, 
 in connection with the forward movement in the Architecture of 
 Public Buildings; so strikingly illustrated in the recently erected 
 Library Buildings, in Boston and Washington. The just completed 
 building of the Chicago Public Library, though on a smaller scale 
 than the others, and, in further contrast, making larger use of 
 merely decorative marbles in wall surfaces than of the work of the 
 artist painters; is, nevertheless, unmistakably of the Renaissance 
 Period. 
 
 The wonderful wealth in decorative carvings and grandiose stair¬ 
 ways in the as yet uncompleted State Capitol at Albany, sug¬ 
 gests some of the undesirable features of the later Renaissance, in 
 which, in the interiors, costliness of material and work, seemed to 
 take the place of artistic inspiration; while the ostentatious piling 
 up of costly stone exteriors, suffocated all efforts of living Art. A 
 heathen apotheosis of mere material wealth, against which Gothic 
 Art was a religious protest; and concerning which, John Ruskin, 
 has so earnestly and eloquently warned the men of his own day. 
 Coldly inhuman, these towering piles of quarried stone frowning 
 above our City streets, seem as menacing as hostile fortresses. 
 
 The grand marble stairway, of the Capitol Building in Albany^ 
 designed by Richardson, and said to be the most beautiful and 
 costly example of elaborate carved work in the country, which 
 has taken more than twelve years in its construction, seems to 
 repeat, in the lavish profusion of its carving, something of the 
 extravagance of the later Renaissance. It is due, however, to the 
 architects of this great building,—Messrs. Fuller, Eidlitez, and H. H. 
 Richardson, to state that its exterior in no wise recalls the charac¬ 
 teristics of those ostentatious buildings referred to; while it is well 
 to remember that, if anywhere, profusion of art decoration is fitly 
 employed, it is in enriching and dignifying the important public 
 buildings designed for the uses of the people. In considering this 
 particular People’s palace, all who love Art, must ever remember 
 that it was in this building, as has already been here stated, that 
 William M. Hunt, the great Painter, set to the American Artists 
 
EARLY ART IN THE CAPITOL AT WASHINGTON. 
 
 XLTII 
 
 and Builders of our time, the striking lesson of noble Art Decora¬ 
 tion so fortunately followed in the great Public Library Buildings 
 just completed. 
 
 In the zeal of this new awakening on the part of American 
 Architects and their employers, to a practical recognition of the 
 value of Art in the decoration of the interior wall surfaces of 
 public bttildings,—the most recent examples of which I have 
 instanced,—it should not be forgotten, that, decades before these 
 later buildings were planned, those who had charge of the construc¬ 
 tion of the grand building of the Nation’s Capitol in Washington, 
 had freely availed themselves of the works of the American 
 Painters of their day, beginning as early as 1837, to illustrate 
 memorable and pivotal events in the history of the Republic; so 
 that, on entering the grand Rotunda, the visitors found themselves 
 encircled by a series of large historical paintings, of a size in har¬ 
 mony with the colossal proportions of the encircling walls which 
 supported the upspringing arches of the crowning Dome; while in 
 the Dome itself, in a blaze of Allegory, dear to the heart of Italy, 
 was given the Italian Artist’s conception both of the great Powers 
 essential to the prosperity of a People, and, though diplomatically 
 disguised in appellation, a glimpse of the crowning triumph of the 
 Nation in its latest terrible struggle for existence. Prom the land¬ 
 ing of Columbus to the coming of Lincoln,-—he who runs may read; 
 in the Paintings, the Bas-reliefs and the encircling Frieze, “in tem¬ 
 pera ,”—(though little can be said in praise of the artistic excellence 
 of the relievos and the frieze)—the dramatic events of the Centuries 
 which have resulted in giving to the world, the Republic of these 
 United States of America. 
 
 Our Legislators, called not only on the Painters, but also sum¬ 
 moned the Sculptors, to the adornment of this, the chief building 
 of their Country, and gradually, important works by Clreenough, 
 Powers, Crawford, and Rogers, were secured. In addition to these 
 works by native artists, the services of Italian artists, as decorators, 
 were largely availed of in the halls, galleries and committee 
 rooms, of the building; while in the wings, occupied respectively, 
 by the Legislative Chambers of the House of Representatives and 
 the Senate, later American Artists have added many fine works 
 illustrating the history, or the scenery, of the Country. 
 
 It has been a fashion with many writers, posing as art-critics, to 
 
XLIV EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 speak contemptuously of tlie historical paintings in the Rotunda. 
 However true their criticism may have been, if comparison of these 
 paintings with the chef d’oeuvres of the worlds great Artists,— 
 Titian. Tintoretto, Veronese, Velasquez, Rubens, and other Great 
 Art Masters in Historical Painting, either in their conception of the 
 subject or mastery of technique, are concerned; it should not be for¬ 
 gotten, in endeavoring to estimate the value of this art work to the 
 country, that, a half century or more ago, few American citizens 
 who entered that building had ever before had the opportunity to 
 look upon a fine work of art of any kind. It followed, therefore, 
 that the sight of that grand Rotunda, with its uplifting Dome, 
 its great Paintings, was an event never to be forgotten; and the 
 grandeur and inspiration of the scene gave to many their first reali¬ 
 zation of the meaning, the power, and the possibilities of Art. 
 
 There have been American Artists, before and since these works 
 were painted, who justly rank as artists far in advance of Trumbull, 
 (though few have left works which can surpass in brilliancy his 
 small jewel-like originals of these large paintings, long the pride 
 of the Yale College Art Gallery) Weir, Chapman, Vanderlyn, and 
 Powell, the painters of the works in the Rotunda; but it may well 
 be questioned whether, before 1870. any other American Artists 
 have given to so many of their fellow countrymen their first appre¬ 
 ciation of something of the glory of Art! 
 
 A debt of gratitude is due to the Legislators who authorised and 
 the Ai’tists who executed those, works. 
 
 Nor, taken as a whole, are the art adornments of this, the noblest 
 Legislative building in the world, inferior to those of similar mod¬ 
 ern public buildings in European Countries. Art in the early part 
 of the Nineteenth Century, so far as shown in statuary on the exte¬ 
 rior of buildings, was in no wise generally superior to the gran¬ 
 diose sculptures by Persico, which stand in the East Portico of the 
 Rotunda; while the group by Greenough, is far superior to the ordi¬ 
 nary statuary of that day. Nor, in painting, was Trumbull, so 
 greatly inferior to his Master, West! In fact, the era of the Reign 
 of the Fourth George of England, was, nowhere in Europe, memora¬ 
 ble as illustrating the highest ideals of Art. Early in this century 
 America had in Ailston, and Stuart, Art Masters equal to their con¬ 
 temporaries of any other nations. 
 
 In view of this long-continued example of the possibilities of the 
 
XLV 
 
 hunt’s PAINTINGS IN STATE HOUSE, ALBANY, N. Y. 
 
 artistic use of interior wall surfaces, as shown by the pictorial illus¬ 
 trations, in the Rotunda, of the history of the country, by well-known 
 Artists; and, also, by decorative paintings on minor wall spaces, 
 which adorn the interiors of the Nation’s Capitol building; the fact 
 of the almost entire absence throughout this period of similar wall 
 paintings and decorations in other civic public buildings in the land, 
 as well as in churches, and private dwellings, so that the paintings 
 by Hunt, in the State House, at Albany, can be accurately designated 
 as marking the definite beginning of the present era of the general 
 artistic interior decoration of buildings, civic and religious, public 
 and private;—furnishes a convincing proof of the utter lack, on the 
 part of the American people as a whole, of any general knowledge 
 and appreciation of the value of Art in its application to the build¬ 
 ings, and the furnishings, of life, prior to the holding of the Cen¬ 
 tennial Exposition in Philadelphia, in 1876. 
 
 It may well be urged that, up to that time, this busy people were 
 too fully occupied in completing the physical conquest of a vast ter¬ 
 ritory, in subduing forests, bridging streams and opening virgin 
 prairies to cultivation; in providing for the transportation, the hous¬ 
 ing, and feeding of the ever surging incoming tides of eager emi¬ 
 grants; were in short too busy in their imperative task of making 
 History; to find time, or thought, for its artistic record! When, at 
 last, they found time to pause and study the lessons of the Centennial, 
 they proved apt students; as the Columbian Exposition has shown! 
 
 Yet notwithstanding this later surprising and artistic evolu¬ 
 tion of the American people, so wide spread and rapid has been 
 the development of Technical Training in its application to Indus¬ 
 trial and Fine Art Manufactures throughout the leading countries 
 of the continent of Europe, and also, though begun later, in Great 
 Britain, that, although the development in elementary artistic train¬ 
 ing and in facilities for the acquisition of advanced instruction in 
 these arts, in the United States, has been wonderfully increased 
 since the beginning in Boston, in 1870, of the movement for school 
 instruction in Drawing, and the holding of the Centennial Exposi¬ 
 tion in Philadelphia, in 1876; still, in the opportunities offered for 
 the training of skilled youthful workers in the industries of applied 
 art, the United States, to day,—in view of the persistent efforts and 
 great advances made during the past twenty years, by European 
 countries, in providing such educational facilities,—are, relatively, 
 
XLYI EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 hardly in any better position to contest successfully with the prod¬ 
 ucts of the trained workers of Europe, than they were in 1870. 
 
 Nevertheless the efforts made in this country by leading educa¬ 
 tors, and by liberal patrons of artistic and technical education, have 
 been notable, and most worthy of honor; while the great advance 
 since the Centennial, as shown in the art qualities of American 
 manufactures, in furniture, in jewelry, in glass, in art-fabrics in 
 silk, in woolen and in cotton, as well as in Architecture, and in all 
 material pertaining to the Decorative Arts, has been simply mar¬ 
 vellous. 
 
 So far, also, as affording requisite opportunities for acquiring 
 thorough training in the Fine Arts of Painting, Sculpture, and 
 Architecture, the few Art Schools in the United States, compare 
 most favorably with those of the older countries; so that it is no 
 longer essential,—though it may often be, for other reasons, desir¬ 
 able,—for the ambitious young painter, sculptor, or architect, to 
 exile himself in order to obtain needed opportunities for instruction 
 in those several arts. Nor are our leading Technical Schools of 
 Science, inferior in equipment, or in quality of instruction, to the 
 similar schools in Europe. These schools in the United States are, 
 however, so few in number in proportion to our increasing popula¬ 
 tion, as compared to the number and variety of those offered to the 
 citizens of the leading Art Industrial European Countries of Ger¬ 
 many, Switzerland, Belgium and France,—not to mention Great 
 Britain, Austria, Italy and Russia,—that the inadequacy in num¬ 
 bers of our schools for training the Captains of Industry, not to 
 mention those merely technical trade schools designed for creating 
 a force of trained workers,—impresses itself painfully upon the 
 investigator in these fields. 
 
 With the increasing knowledge of the forces of Nature acquired 
 by the patient investigations continually carried on by Scientists of 
 every class:—in Chemistry, in Geology, in Natural Philosophy, in 
 Mining, both in the methods of mechanical operations, and in the 
 reduction of ores; in short, in the general application of the dis¬ 
 coveries of Science throughout the various realms of Nature, to the 
 needs of Man, which so constantly revolutionize former methods 
 and create ever new demands; for example in the endeavor to secure 
 the economic production of electricity and to contrive the best 
 methods for its application to human uses—not to speak of the 
 
DKAWING AN ESSENTIAL STUDY. ' 
 
 XLVII 
 
 similar needs in other fields; the demand on the community for the 
 founding of institutions forgiving thorough training in these latest 
 discoveries of Science, is imperative. 
 
 In all these ever recurring demands for the invention and appli¬ 
 cation of methods by which to make these discoveries of Science 
 available in the industries of life, a knowledge of, and practical 
 facility, in the art of “Mechanical Drawing” becomes absolutely 
 indispensable; consequently, this elementary branch of industrial 
 art clearly forms an essential factor in modern industrial education, 
 and, of necessity, holds place in all the elementary and higher 
 Schools of Technology; hence, though its relation to the so called 
 “High Arts,” may at times seem somewhat remote, its claim to a 
 place in this Report on Art and Industry, is unquestionable. 
 
 Even in so large a work as the present Report, it is not possible 
 to give an extended description, in detail, of the several schools 
 included in its survey; so that the accounts here given must needs 
 be limited to those departments, of the U. S. Land Grant Colleges, 
 and other Institutions, in which Industrial Drawing, Mechanical 
 and other, is taught; these accounts could not with propriety be 
 omitted and to them the present’ volume is mostly given. Full 
 accounts of these U. S. Colleges, in all their departments, are given 
 in other publications of the U. S. Bureau of Education, as well 
 as in the catalogues of each institution; so that those wishing fuller 
 information concerning the several institutions can readily find 
 access to the original sources. 
 
 In the Appendices to each of the previous volumes of this Report, 
 accounts are given of many of the Technical Schools, provided for 
 giving instruction in the Arts and Industries, in the leading coun¬ 
 tries of Europe; with some account of the Methods adopted by the 
 Several Governments for promoting such Elementary and advanced 
 Technical Training. 
 
 These Accounts and Official Reports, show how earnest and contin¬ 
 uous have been the efforts in these countries to train their citizens 
 in such a manner as would enable them to take advantage of the 
 discoveries of the Scientific Investigators as they occur. 
 
 In Part I., much space was given to a showing of the methods 
 made use of in Great Britain ; while copious excerpts, giving a con¬ 
 cise summary of their contents, were given from the Thirtieth, 
 Thirty First, and Thirty Second, Annual “Reports of the Science 
 
XLVI1I EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 and Art Department.” 1882-1885. (See Part I. Appendix F. pages 
 709-793.) 
 
 As already clearly set forth, much of the material comprised in 
 these two latest volumes of this Report on Art and Industry,—“Parts 
 III. and IV.”—had been long ready for publication; and it was in 
 order to bring the account of the movement in the United States, 
 down to the present time, that the final comprehensive Appendix 
 W. (pages 903-1116) was added to volume III. As these two vol¬ 
 umes are to appear almost simultaneously, it was thought expedient 
 to include all this material essential to an intelligent view of the 
 present status of Industrial Art Education in the United States, in 
 Part III.; and not to add this material to the Appendices of Part IY. * 
 
 It happens, however, that just as the present volume is about to 
 go to press, the Forty Fourth Annual Report of the Department 
 
 * The issue of Volume 2 , of the Annual Report of the U. S. Commissioner of Edu¬ 
 cation for 1895-’96, at this time, (November, 1897) permits reference here to severa 
 articles in that volume likely to be valued by those interested in the topics treated 
 in this Special Report on Art and Industry. 
 
 The articles furnished by the Specialists of the Bureau to these Annual Reports, 
 in which the current statistics of the several institutions are collated; will be found 
 of value, as showing the development and contemporary condition of various edu¬ 
 cational experiments, as well as the status of long established methods and schools. 
 
 The Annual Reports of the U. S. Commissioner of Education, owing to their fre¬ 
 quency of publication, and their accessibility due to their larger editions, effectu¬ 
 ally supplement, and give additional value to, the occasional Special Reports issued 
 by the Bureau, by bringing the several histories contained in the latter, down to 
 the date of the Annual Issues; and are, therefore, of value to the student of the par 
 ticular topics treated in these Special Reports. In the present work, the author has 
 sought, in each volume, to include the latest information possible; and, also, to 
 indicate the purpose of the whole work, for the benefit of those who may not have 
 access to all the “ Parts ” of this particular Report, or to the volumes of the Annual 
 Reports. The statistics of the latter, however, should be consulted by those who 
 desire the fullest and latest information. 
 
 In this latest volume of the Annual Reports (Vol. 2 , of 1895-96) just referred to, 
 Chapter XXI, on “Manual and Industrial Educational Institutions,” prepared by 
 Mr. James C. Boykin; Chapter XXV, on “Industrial Education in Central Europe;” 
 Chapter XXVII, on “U. S. Colleges of Agriculture and the Mechanic Arts,” com¬ 
 piled by Mr. Wellford Addis; Chapter XXIX, on “ Current Discussions;” in which 
 several well-known authorities on Art and Industry take part; and Chapter XXXI, 
 on “Art Decoration in School Houses;” compiled by Dr. Stephen B. Weeks, will be 
 found of value and interest, and are commended to the readers of the present 
 Special Report. I. E. C. 
 
ARRANGEMENT OF PRESENT VOLUME. 
 
 XLIX 
 
 of Science and Art, for 1896, (London 1897,) is received. As a some¬ 
 what exhaustive summary of the various Governmental Schools, 
 Museums, and methods of aiding private schools in Great Britain, 
 has already been given in Part I. of the present Art and Industry 
 Report, further space cannot be here given to these details. This 
 44th Report, however, contains an important Special Report on the 
 latest development of Technical Education in Germany, made by 
 a board of Commissioners, comprising some of the leading English 
 Authorities on Technical Education; which so fully confirms the 
 statement just made, in this “Introduction”, concerning the greater 
 relative activity,—as compared with the United States,—of the lead¬ 
 ing European Countries, in the promotion of such special training, 
 that I am gratified to be able to include it in the additional Appen¬ 
 dix “C C.,” to this volume. It seems to show, also, that during 
 the past decade, these European Nations have not slackened in their 
 educational activities in these practical directions. 
 
 The papers in the other Appendices, which relate to the English 
 Educational Efforts, bear date, some of them, of ten years previous; 
 they show that, at that time, the leading educators of England, were 
 fully awake to the value of the definite technical industrial artistic 
 training of their people. 
 
 The growing competition of German Manufacturers with those of 
 Great Britain, during the last decade, has stimulated increased inter¬ 
 est in this phase of Education; for the words “Made in Germany,” 
 which the law compels to appear on all such goods, have revealed to 
 the British public the dangerous inroads made by German manu¬ 
 facturers on the home market in England. 
 
 In view of this condition in the English Markets, and in considera¬ 
 tion of the world-contest now waging for commercial supremacy, 
 the people of the United States are no less concerned to know what 
 other Nations are doing in relation to this matter of definite techni¬ 
 cal education, than they are anxious to be informed of the efforts 
 made by Great Britain. It is for this reason, that this authoritative 
 expert Report on German Technical Industrial and Artistic Educa¬ 
 tion, is here introduced, and earnestly commended, to the thoughtful 
 consideration of American Educators, Manufacturers, and States¬ 
 men. 
 
 ART—VOL 4-IV 
 
L 
 
 INTRODUCTION. 
 
 ORDER OF CHAPTERS AND APPENDICES. 
 
 This volume comprises a brief Introduction—Fourteen Chapters 
 descriptive of the Institutions affording Technical Training; and a 
 series of six Appendices, Lettered from “X” to “C C” inclusive, 
 containing various papers, addresses, and reports, relating to Tech¬ 
 nical Industrial Training in the United States, and in several of the 
 Countries of Europe. 
 
 Chapter I., (pages 3-8) is introductory, giving a general view of 
 the plan of the volume with an analysis of its contents, and defining 
 the several groups of schools, into which the various Institutions 
 in the United States devoted to Technical Industrial Education may 
 be divided. 
 
 Chapter II., (pages 9-78) Treats of the “Primary Group,”—The 
 Manual Training Schools proper. The two pioneer schools of Bos¬ 
 ton, and St. Louis, The Spring Garden Institute, of Philadelphia, 
 and the Chicago Manual Training School, are the schools described. 
 
 Chapter III., (pages 79-106) Describes the instruction in Manual 
 Training and in Drawing, given in the Preparatory Schools and in the 
 Colleges, of the Tulane University, New Orleans, Louisiana. A con¬ 
 cise statement is also given of the founding of this noble benefaction 
 by the late Mr. Tulane, of the part taken by the late Hon. Randall 
 Lee Gibson, U. S. S. from Louisiana, and of the successful devel¬ 
 opment of the institution under the wise direction of President 
 William Preston Johnston, and the Board of Trustees. 
 
 Chapter IV., (pages 107-128) Describes two special Technical Trade 
 Schools and includes the report, made by a special committee, to the 
 Annual Convention of the National Carriage-Builders' Association, 
 held in New Haven, Connecticut in 1883; with a summary of the 
 interesting discussion which followed, as to the kind and amount of 
 practical industrial education for boys, which it is possible to give in 
 the Public Schools. 
 
 Chapter V., (pages 129-170) Describes a most interesting experi¬ 
 ment in Technical Trade Education, undertaken at Mt. Clare Sta¬ 
 tion, near Baltimore, by the B. & O. R. R. Corporation, under the 
 Presidency of Robert Garrett; with extracts from the valuable 
 report made to President Garrett, by his assistant the late Dr. 
 W. T. Barnard. 
 
 Chapter VI., (pages 171-223) contains accounts of five notable 
 Technical Mechanical Schools. These are The Worcester Free 
 
INTRODUCTION: ORDER OF APPENDICES. 
 
 LI 
 
 Institute, Worcester, Massachusetts; The Rose Polytechnic Insti¬ 
 tute, Terre Haute, Indiana; The University of Illinois, Urbana, 
 Illinois; The Sibley College of Mechanic Arts, Cornell University, 
 Ithaca, New York; and The College of Mechanics, University of 
 California, Berkeley, California. 
 
 Chapter VII., (pages 225-232) Introduces the accounts of the sev¬ 
 eral Colleges of Agriculture and The Mechanic Arts, endowed by 
 the National Land Grant Law of 1862. 
 
 Chapters VIII., to XIV., inclusive (pages 233-657), contain such 
 accounts of the Technical Industrial Departments, of the several 
 “ Land Grant Colleges of Agriculture and the Mechanic Arts,” as 
 are germane to the purpose of this Special Report. 
 
 CONTENTS AND ARRANGEMENT OF APPENDICES. 
 
 Appendices (pages 707-991) A brief general Introduction, de¬ 
 scriptive of the contents of the several appendices precedes the 
 opening Appendix. 
 
 Appendix X., (pages 711-940) contains papers relating to Tech¬ 
 nical Education in the United States; with instances of similar 
 efforts in European Countries; and is composed of the several ad¬ 
 dresses, by leading American Educators, delivered on the occasion 
 of the formal opening of Rose Polytechnic Institute, Terre Haute, 
 Indiana, in 1883; of the Inaugural Address on that occasion, by 
 President Thompson; and by an Inaugural Address delivered on a 
 similar occasion, by President Homer T. Fuller, at the Worcester Free 
 Institute, Worcester, Massachusetts, also in 1883. These addresses 
 by Presidents Thompson, and Fuller, are most valuable contributions 
 to the literature of this new movement in American Education. 
 
 Appendix Y., (pages 741-833) This Appendix, contains most of 
 the valuable report made on the subject of Technical Industrial 
 Education, by the late lamented Dr. W. T. Barnard, to President 
 Robert Garrett, of the B. & 0. R. R. Co. in 1886. This is, in itself, 
 a most valuable and suggestive treatment of the subject; while 
 the accounts which accompany it, of the several Technical Institu¬ 
 tions in Europe, give it additional value for this volume. 
 
 Appendix Z., (pages 835-891) contains papers relating especially 
 to the U. S. Land Grant Colleges. First: are verbatim copies of the 
 three Laws enacted concerning them;—the acts of 1862—of 1887 and 
 of 1890. These are followed by interesting historical statements 
 
LII 
 
 INTRODUCTION: ORDER OF APPENDICES. 
 
 concerning the passage of the initial act of 1862, with an account; of 
 the efforts to promote the passage of the Act, so successfully ren¬ 
 dered by the Rev. Amos Brown, of the State of New York; and by 
 Dr. Evan Pugh, of the State of Pennsylvania. 
 
 It is hardly too much to assert, to say that this Act, popularly 
 known as “The Morrill Act,” from the service rendered, and the 
 successful passage finally effected, by the energetic and intelligent 
 efforts of the Hon. Justin S. Morrill,—then a Member of Congress 
 from Vermont; and still, at the present time, as for many years 
 past, the senior Senator from that State;—has proved to have been 
 one of the most important enactments—in its far-reaching influence 
 on Education,—ever passed by the Congress of the United States. 
 
 These historical statements relating to the passage of the Act, are 
 followed by a report of the Commemorative Addresses, delivered in 
 1887, at the Agricultural College, in Amherst, on the 25tli Anniver¬ 
 sary of the passage of the Law. 
 
 A paper by Professor R. B. Warder, on “Agricultural Education 
 in Bavaria”, follows. Two addresses close this Appendix. One 
 on “Technical Training”, by Professor John Hamilton, delivered on 
 the opening of a new Mechanical Department of Pennsylvania.State 
 College, in 1886; and The Farewell Address by Bishop Haygood, at 
 the Commencement of Claflin College, South Carolina, in 1890. 
 This admirable address, in which the relations of the colored people 
 to'the community, and the kind of education most needed by them, 
 are frankly stated, is well worth the careful consideration of all who 
 are in any way interested in the race problem as it presents itself in 
 the United States. The following statement quoted in the New 
 York Tribune, of August 25th, 1897, bears witness to the excellent 
 results of that “Industrial Training” which the good Bishop so 
 heartily endorses. 
 
 “According to “The Atlanta Chronicle,” negroes in the South are rapidly filling 
 the trades. As carpenters, bricklayers, plasterers, blacksmiths and wheelwrights 
 they are growing more and more numerous, and making it difficult for white men 
 to prosper in these fields of labor. “A glance at the white schools and the negro 
 schools of the South,” adds “The Chronicle,” “will show that the negro schools 
 are teaching their pupils more of the practical needs of life, and fitting them to 
 earn a livelihood better than the white schools are. For every white technological 
 school the negroes have half a dozen with technological and industrial features. 
 Every year young men are being turned out of the negro schools in the South who 
 have been taught carpentry, shoemaking, printing, the general use of tools and 
 scientific farming, in addition to the usual academic courses, and young women 
 
introduction: order of appendices. 
 
 LIII 
 
 who are taught cooking, washing, sewing, dressmaking, nursing and housekeeping. 
 When a young negro man or woman leaves any one of more than a dozen schools 
 in the South he or she is equipped for earning a livelihood and for advancing the 
 standard of the race. Our people need arousing to the importance of technological 
 and industrial education. We want educated hands as well as educated heads.” 
 
 By happy chance the next day’s issue of the Tribune , (August 26th 
 1897) announced, in its “Personal” column, the fact that the French 
 Government had purchased for the Gallery of the Luxembourg, ah 
 important painting, “The Raising of Lazarus”, the work of a col¬ 
 ored American; who, formerly an instructor in drawing in Fisk 
 University, Nashville, Tennessee, became later a pupil of Benjamin 
 Constant, the great French Artist in Paris; and has now won this 
 eagerly sought recognition conferred by the Government Authorities 
 of France. The name of this successful American artist is Henry 
 O. Tanner, a son of Bishop Tanner, formerly of Philadelphia, but 
 now of Kansas City, Missouri. As this Report is given to an account 
 of the development of the Industrial and Fine Arts in the United 
 States, I have thought these two statements well worthy of mention 
 in this introduction; as showing that, both in Industry and the Fine 
 Arts, our African fellow citizens are proving their fitness for thor¬ 
 ough education in the industries and the arts. * 
 
 *In Part II. of this Report, will be found reference to the industrial features so 
 desirable in the education of the Colored Race, in connection with an account 
 of an exhibition of the Manual Training School Work of the Colored Schools of 
 Washington, D. C. (See Part II Pages 246-249) This important question as to the 
 form of industrial education best adapted to the needs of the colored pupils, is con¬ 
 sidered at some length in a recent Report by the U. S. Commissioner of Educa¬ 
 tion. (See Report for 1894-95, Yol. 2, Chapters XXXI and XXXII.—pages 1331— 
 1424.) The first of these chapters is prefaced by references to the preceding publi¬ 
 cations of this Bureau, in which the topic of the education of the colored people is 
 treated. These comprise most of the “Annual Reports,” beginning with that of 
 1870; five special “ Circulars of Information,” issued from 1883 to ’92; the Special 
 Report on District of Columbia, in 1869, and the Special Report on The New Orleans 
 Exposition, in 1884-85. Several tables containing summaries of statistics, are given 
 in Chapter XXXI., of the Report for 1894-95; followed by a table, filling 17 pages 
 with detailed statistics of one hundred and sixty two “Schools for the Education 
 of the Colored Race.” This chapter closes with two notable addresses. The first, 
 by that leading educator, Principal Booker T. Washington, of the Tuskegee, Ala¬ 
 bama, Normal and Industrial Institute, was delivered at the “Alexander Hamilton, 
 Commemoration Dinner,” in Brooklyn. N. Y., in January, 1896. The subject was 
 “ The Industrial Education of the Blacks.” The second, by President E. C. Mitchell, 
 of Leland University, New Orleans, La., was given before the American Baptist 
 
LIV 
 
 INTRODUCTION: ORDER OF APPENDICES. 
 
 Appendix A A., (pages 893-916) comprises “Papers relating to 
 Technical Education in England” As each Appendix, and also 
 each paper quoted, is preceded by an introduction, no special attempt 
 is made in this general introduction to go into minute details, since 
 in all cases the several introductions may be consulted. 
 
 The four papers here given ai-e fully summarized in the introduc¬ 
 tion to this Appendix. They treat of Technical Instruction in Ele¬ 
 mentary Schools, Board Schools, and Technical Schools. Addresses 
 by the Lord Chancellor, and by the Prince of Wales, on the occasion 
 of the Opening of “ The City and Guilds of London Institute,” fur¬ 
 nish proof of the extraordinary interest shown in Great Britain, in 
 the development and encouragement of Technical Training. If this 
 is of so great importance to the English people, may it not be of 
 some consequence to Americans, in the rapidly increasing world 
 competition for industrial supremacy ? 
 
 Appendix B B., (pages 917-944) “Papers Relating to Technical Art 
 Training in England.” These papers continue the discussion of 
 the topics of those in the previous Appendix, and enlarge upon the 
 importance of art qualities in manufactures. 
 
 The two opening papers are from leading Press Authorities; The 
 London Times, and The Westminster Review. There is, also, an 
 Official Statement of the Purpose of “ The National Association for 
 The Promotion of Technical Education in Great Britain”, followed 
 by an address, by Professor Huxley, on “The Vital Importance of 
 Technical Education to Great Britain.” 
 
 Appendix C C., (pages 945-991) Papers relating to the present 
 status of Technical and Industrial Art Education in Great Britain, 
 and in Germany, in 1896-1897. 
 
 These include, first: Miscellaneous extracts from public journals 
 concerning a new movement for promoting the development of 
 
 Home Mission Society, at Asburv Park, N. J., May 26, 1896. His subject was 
 “ Higher Education and the Negro.” (For these two addresses, see pages 1356-1366). 
 Chapter XXXII., is given to an authoritative exposition of the workings of The 
 Slater Fund in the Education of the Negro. (See pages 1367-1424.) 
 
 In the Annual Report of the U. S. Commissioner of Education, for 1893-94, is a 
 lengthy Statistical Table of Schools of Manual Training, etc., a table published 
 only at intervals of five years. (See Vol. 2, pages 2093-2169.) In this table—which 
 includes eleven different classes of institutions, besides City Public Schools—are 
 given the statistics of Sixty three “ Manual Training Schools for the Colored Race,” 
 in which is an attendance of nearly eight thousand pupils. (See pages 2118-2122.) 
 
INTRODUCTION: ORDER OF APPENDICES. 
 
 LY 
 
 Manual Training in the Board Schools of London, undertaken dur¬ 
 ing the autumn of 1897, followed by a notice of an educational meet¬ 
 ing for the promotion of Sloyd, held in Manchester; with brief 
 accounts of municipal instruction in Art and Technology in Man¬ 
 chester, and an item concerning Free Scholarships in London. Then 
 follow notices of the addresses delivered on the opening of Techni¬ 
 cal Institutions in Great Britain, as follows: 
 
 At the new Technical Schools in Middlewicli, by Sir John Brun¬ 
 ner; at the Royal Technical Institute, at Salford, by Mr. William 
 Mather; another address by Mr. Mather, on the occasion of the 
 anniversary of a Technical School at Stockport; in which he calls 
 attention to the fact that American youth enjoy a longer elementary 
 training than do the youth of England. 
 
 An address by Sir John Lubbock, M. P., at the anniversary of the 
 Stalybridge Technical School, October 22nd. 1897. 
 
 An address by Sir William H. Bailey, on the occasion of the dis¬ 
 tribution of prizes to the Student prize winners of the Hindley 
 Technical Schools, October 20th, 1897. 
 
 An address on “.The Importance of Education in Science,” deliv¬ 
 ered by the Duke of Devonshire, on the occasion of the opening of 
 the new Technical College at Darlington, October 8th, 1897. A sum¬ 
 mary of an address on Technical Education, delivered by the Bishop 
 of London, at the opening of New Technical and Art Schools, by 
 the corporation of Leicester, October 5th. 1897, follows. Reference 
 is made to the address by the Eai’l of Crewe, at the opening of the 
 New Technical Institute at Crewe, October 16th, 1897. This is fol¬ 
 lowed by an address by the Earl of Derby, on the occasion of the 
 inauguration of the New Technical School at Preston, founded by 
 the trustees of the late Mr. E. R. Harris, as a memorial of the 
 Queen’s Jubilee, and opened personally by the Countess of Derby. 
 
 Then several addresses witness to the active interest taken, in the 
 promotion of Technical Education in the industries and arts, by lead¬ 
 ing English Statesmen. 
 
 Two interesting papers from the files of the New York Tribune, 
 which follow: Show both the English and the German estimate of 
 the importance of definite Technical Training in Industries. 
 
 These miscellaneous reports and articles are followed by a brief 
 summary of the contents of the 44th official report of the Depart¬ 
 ment of Science and Art. (London 1897.) This abstract of the Gov- 
 
LVI 
 
 INTRODUCTION: ORDER OF APPENDICES. 
 
 ernmen Statistical Report precedes a valuable special Report on 
 “The Recent Progress of Technical Education in Germany,” made 
 to the Government of Great Britain by the Technical Industrial 
 Commissioners; with a Supplementary account of special Technical 
 Educational Institutions in Germany, and with accounts of several 
 local German Industrial and Art Exhibitions. 
 
TECHNICAL INDUSTRIAL TRAINING. 
 

CHAPTER I. 
 
 INSTITUTIONS AFFORDING TECHNICAL INDUSTRIAL TRAINING. IN¬ 
 TRODUCTORY CHAPTER DEFINING THE ORDER IN WHICH 
 THE INSTITUTIONS ARE GROUPED. 
 
 The plan of the chapters immediately succeeding—(1) The Typical Manual Train¬ 
 ing Schools—(2) Schools, in connection with the Technical Industrial Schools—(3) 
 The Schools of Science and Engineering, and the Land Grant Colleges—These classes 
 of schools form a well-defined series of Institutions:—The “ Primary Group” com¬ 
 prises The Boston, St. Louis, Spring Garden (Philadelphia), the Chicago and the 
 Tulane University Manual Training Schools—The School for Carriage draughting, 
 in connection with the Schools of the Metropolitan Museum is in 1883, the one Trade 
 School—The Worcester Free Institute, and the Mechanical Engineering Schools of 
 Illinois University, Rose Polytechnic Institute, Cornell University, University of 
 California, and the Mechanical Departments of the Land Grant Colleges, form an¬ 
 other group—while the higher Schools of Science form still another—The schools of 
 Technical Design fall under a different class and are related rather to the schools of 
 the Fine Arts than to those of Manual Training—Reasons given for grouping these 
 latter schools in the following volume with the schools of the Fine Arts—The Revue 
 des Deux Mondes quoted as recognizing the interblending of all the Arts and Indus¬ 
 tries. 
 
 Institutions affording Technical Industrial Education. 
 
 The new elementary industrial schools of Mechanical manipula¬ 
 tion, so often referred to in the preceding volume in connectioD with 
 a consideration of the proposed changes in, or additions to, the 
 studies taught in public schools,—are here grouped with schools of 
 “Technical Education in Industrial Art,” the higher “Schools of 
 Engineering,” and “ The Colleges of Agriculture and The Mechanic 
 Arts,” to which they may be considered as preliminary; for, taken 
 altogether, these form a comprehensive class of institutions which, 
 in themselves, comprise and embody the educational facilities 
 afforded in the United States, for obtaining a knowledge of the 
 theory and practice of the scientific professions, as distinguished 
 from the merely literary, and general, the “ learned professions,” as 
 they have been so long called; or, on the other hand, the artistic, 
 callings. 
 
 These are the schools, academies and universities, of Applied 
 Science;—the reservoirs of scientific learning upon which the country 
 is to depend for the educated brain power and trained technical 
 skill, essential to the full development of its material resources. 
 
 As we have seen that a knowledge of drawing is at the basis of all 
 
 i 
 
4 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 scientific construction, and of all artistic manufactures, it follows 
 that, so far as their courses of instruction in drawing are included, 
 these institutions come properly within the scope of this Report. 
 Accounts of the other departments of the colleges, etc., will be found 
 recorded in other publications of this Bureau. * 
 
 The primary group comprises 
 
 (1.) The School of Mechanic Arts of the Massachusetts Institute 
 of Technology, Boston, Massachusetts. 
 
 (2.) The Manual Training School of Washington University, St. 
 Louis, Missouri. 
 
 (3) The Mechanical Handiwork Schools of the Spring Garden 
 Institute, Philadelphia, Pennsylvania. 
 
 (4) The Chicago Manual Training School, Chicago, Illinois. 
 
 (5) The Manual Training School of the Tulane University of Lou¬ 
 isiana. f 
 
 It will be observed that, in the curriculum of each of these typi¬ 
 cal schools, while drawing is regarded as a most essential study and 
 is pursued throughout the entire course, and while the manipulation 
 of tools is persistently taught, the general education of the pupils 
 is, also, carefully provided for; the courses in these particulars vary¬ 
 ing somewhat in the several schools but, in each one, good schooling 
 in the common English branches and in mathematics, forms an essen¬ 
 tial part of the training given ;—the black board and the class room 
 being held to be quite as important, if not quite as novel, as are the 
 drawing board and the machine shops. 
 
 After these elementary schools would naturally follow the class of 
 special technical trade schools, at present only represented in this 
 country by those grouped under a single institution,—namely The 
 Metropolitan Museum of Art and known as : 
 
 (1) The Technical Schools of the Metropolitan Museum of Art. 
 
 (2) The Technical Schools for Carriage-draftsmen and Mechanics, 
 New York, N. Y. 
 
 These special schools are, by reason of their limitations to single 
 trades, of less general interest than are the larger institutions devoted 
 to general training in the mechanic arts. These latter may be 
 classed as Technical Mechanical Schools, and comprise the following 
 separate schools or depai’tments of other institutes. 
 
 (1) The Worcester County Free Institute of Industrial Science, 
 Worcester, Massachusetts. 
 
 (2) School of Mechanical Engineering, Illinois Industrial Uni¬ 
 versity. 
 
 * See Special Report on “Industrial Education in the United States,” 1883; the 
 Circular No. 5,1888, on “Industrial Education in the South,” by Rev. A. D. Mayo; 
 and the Annual Reports of The Commissioner of Education. 
 
 t The Tulane University was founded since the above list was first reported. A 
 brief account of the University is given with that of this school which follows. See 
 page 79, et seq. 
 
SCHOOLS OF MECHANICS | SCIENCE; AND DESIGN. 
 
 5 
 
 (3) Rose Polytechnic Institute, Terre Haute, Indiana. 
 
 (4) Mechanical Courses in Cornell University. Sibley College of 
 Mechanic Arts, Cornell University. 
 
 (5) College of Mechanics—University of California, Berkeley, Cal¬ 
 ifornia. 
 
 The Colleges of Agriculture and The Mechanic Arts, endowed by 
 the National Land Grant, 1862. 
 
 The Schools of Science and Engineering, such as the Stevens 
 Institute, Hoboken, etc. 
 
 It does not fall within the province of the present Report to enlarge 
 upon the variety of culture afforded in their many departments by 
 these superior schools of science, among which are found both those 
 privately endowed and several of those endowed by the National 
 
 Land Grant. 
 
 The schools of science connected with Yale, Harvard, Columbia, 
 Dartmouth, Lehigh University, and also the Stevens Institute, Hobo¬ 
 ken, the Massachusetts Institute of Technology, the Rensselaer 
 Polytechnic Institute, Troy, and others, entitled to mention if this 
 were an exhaustive list; fill, perhaps, their highest usefulness in the 
 opportunities they afford for the training of original investigators 
 in science and the arts, who shall point out the way to the future 
 .development of the natural resources of the country. 
 
 It is, however, only as the study of drawing enters into their several 
 courses, and as they give instruction in practical mechanics, the con¬ 
 struction of machinery, or in architecture, that they are here included; 
 but it is well known that among the foregoing are institutions giving 
 instruction, practical and theoretical, in the mechanic and engineer¬ 
 ing arts, both in their elementary principles and their broadest 
 scope. 
 
 The Arts of Design, applicable to textile manufactures, and the 
 application of art to industries, are taught, so far as they are taught, 
 in another class of institutions. In the United States, “The Lowell 
 School of Applied Design,” attached to the Massachusetts Institute 
 of Technology, is (in 1883) believed tp be the only school solely de¬ 
 voted to teaching practical designing;—especially in its classes of 
 design for textile manufactures;—that is, to the training of working 
 designers who shall be competent to step at once, from the class rooms 
 to the factory. 
 
 The training in the Massachusetts Normal Art School, looks to 
 designing, and some of the women’s art schools give more or less 
 attention to design, and are directing more and more attention to 
 practical training for this purpose; but still it remains that, as yet, 
 the “ Lowell School,” is the one technical school for practical design¬ 
 ers. 
 
 The instruction in the classes of “The Pennsylvania Museum and 
 School of Industrial Art,” which institution would naturally be 
 
G 
 
 EDUCATION' IN THE INDUSTRIAL AND FINE ARTS. 
 
 looked to as leading in all matters relating to instruction in the 
 application of art to the industries, has varied in its purpose at dif¬ 
 ferent periods since its first establishment. A portion of the techni¬ 
 cal training formerly under its direction has been transferred to the 
 “ Philadelphia School of Art Needlework.” The instruction at pres¬ 
 ent given (in 1883-84) is thorough, and based upon a correct concep¬ 
 tion of how best industrial art and artistic industries, are to be 
 developed. The groundwork of a thorough mastery of drawing as 
 preliminary to any special applications of that mastery to the indus. 
 tries, is now insisted on, with the best results. To apply success¬ 
 fully art to industry one must have some knowledge of art. 
 
 It goes without saying, however, that the institution will hardly 
 fulfill the hope felt at its founding, namely, that it would provide 
 for the United States, advantages similar and equal to those which 
 the South Kensington Art Schools offer to English students, if it 
 does not eventually add to its facilities technical training schools in 
 the various occupations of art industry. 
 
 At present this school might be properly classified with the fine 
 art schools ; as might also the several women’s “ Schools of Design,” 
 and the classes under direction of the Women’s Decorative Art As¬ 
 sociations, etc., in the several cities; in which, it seems rather a 
 matter of accident whether the industrial features, or the artistic 
 features, predominate. 
 
 The question of classing these institutions, and, also, the “ Schools 
 of Architecture,” with those of Art Industry, or with those of the 
 Fine Arts, in the volumes of these Reports given to those separate 
 topics, will be settled rather by convenience of binding than by any 
 attempt to strictly define them; since they are sufficiently germane 
 to both; to be included in either classification. 
 
 Since the above was written, the number of the Revue des Deux 
 Mondes for November 15th, 1884, has been received; this contains 
 an interesting article entitled “ Les Industries D’Art,”—a review, 
 by Mr. C. Lavollfie, of the recently issued official Report “ On the 
 condition of the Art Industries of France and of the workers em¬ 
 ployed in them,” made by M. Antonin Proust, Deputy and former 
 Minister of Arts. 
 
 The following lines from the opening sentences of this paper, 
 refer to the difficulties of classification, to which I allude, as inherent 
 in the subject itself. 
 
 “ Every work produced by the labor of man, implies the intervention of Art. 
 
 * * *. In short, Art and Industry are inseparable companions. More and more, 
 these two elements become blended so that the question of art takes, each day, a 
 more important place in the consideration of those economic problems which are 
 connected with the questions of labor. Henceforth the development of Industry is 
 intimately blended with that of the Fine Arts and in the midst of universal com¬ 
 petition, artistic superiority procures for that country which possesses it as much 
 profit as honor.” 
 
SCHOOLS OF DESIGN FOR TEXTILES AND CERAMICS. 
 
 7 
 
 The importance placed upon the Art Industries of that country is 
 manifest by the interest taken in them by the Rulers of France; 
 shown, incidentally, by this official Report concerning them. 
 
 It would seem that the people of the United States, and the au¬ 
 thorities of the several States, would need nothing other than the 
 example of the people and Governments both of Great Britain, and 
 of France, to arouse them to the imperative need of similar action 
 on the part of their own communities. 
 
 The statement in the pages immediately preceding, written in 
 1883, that the Lowell School of Design connected with the Massa¬ 
 chusetts Institute of Technology, was the only school in the United 
 States in which designers for textile fabrics could be trained so that 
 they were qualified to pass directly from the school to the designing 
 room of the manufactory; is, in 1893, fortunately, no longer true. 
 
 In 1885, the Textile Association of Philadelphia, became satisfied 
 that the school of “The Pennsylvania Museum and School of Indus¬ 
 trial Art,”—which had been for some years under the wise and skil¬ 
 ful art instruction of Mr. L. W. Miller, as already stated,—afforded 
 the best instrumentality for their purpose of training technical 
 designers, and a collection of the best and latest machinery for tex¬ 
 tile manufacture, was furnished for the use of the school. This has 
 recently been followed by the opening of a dyeing department, so 
 that the pupils, who are first taught artistic drawing to enable them 
 to make the pattern, then, themselves, dye the yarn from which it 
 is to be woven, and weave it in the loom, getting thereby practical 
 experience in every manipulation of the craft. In 1888-’89 the plan 
 of establishing similar training facilities for Potters and artists in 
 Porcelain decoration, was seriously considered by the United States 
 Potters Association, and in 1890 such an additional department was 
 opened. The State of Pennsylvania has at last recognized the use¬ 
 fulness of this school by an annual appropriation, and there is good 
 reason to believe that the sanguine anticipations of the enthusiastic 
 founders of the school may come, in time, to a satisfactory realization. 
 
 In Philadelphia, in addition to these facilities, the Woman’s School 
 of Design, at present under the able direction of Miss Emily Sartain, 
 possesses looms in which the patterns of the students are woven. 
 This interesting school in which the practical application of Art to 
 Industry is effectively taught, and which surely posseses a strong 
 claim to State aid, for the same reasons that such aid is given to the 
 school just mentioned, namely, that this school, also, is training a 
 large class of practical industrial art workers, has gradually devel¬ 
 oped into what might, with propriety, be called a group of Art 
 Trade Schools. The Art School of the Spring Garden Institute, 
 also, has a pottery kiln in which the porcelain decorated by pupils 
 can be fired; so, little by little, as seen in these three Philadelphia 
 
8 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Schools, the practical development of Industrial Art training pro¬ 
 gresses towards the direct application of art to industries. 
 
 It is only by increasing facilities for such definite experimental 
 training, that the desired results in the artistic improvement of the 
 nation's productive industries are to be effected. 
 
 So much space in the volumes of this Report already issued has 
 been occupied by the accounts of the recent elementary industrial 
 education movements throughout the country, that the detailed his¬ 
 tory and description of this Philadelphia “School of Industrial Art,” 
 and of the several Women’s Schools of Design in this country, will 
 be grouped in the succeeding volume, Part V of this Report, in 
 connection with the several schools and academies of the Pine Arts; 
 with which they are, in fact, more closely allied than "with the Me¬ 
 chanical Schools of Manual Training, or the institutions for Technical 
 Industrial Education, described in the present volume. 
 
CHAPTER II. 
 
 PRIMARY GROUP: MANUAL TRAINING SCHOOLS. 
 
 The relation held by the two pioneer Manual Training Schools to the public schools 
 of the country—These schools experimental—The schools described by President 
 Runkle in 1880—Industrial Drawing at the foundation of the courses in Manual 
 Training—The present chapter, the early portion of which was written in 1883, an 
 object lesson in illustration of the rapid spread of the movement for Public Manual 
 Training Schools in the United States—List of publications concerning Industrial 
 Education and Manual Training by Ex-President Runkle, President Walker and 
 Professor Ordway, of the Massachusetts Institute of Technology. Page 10. 
 
 An account of The School of Mechanic Arts, of the Institute of Technology, as 
 revised for this Report by Dr. Runkle—The New Temporary Building—The plant 
 of tools and machinery for wood and iron working—Report by Mr. Thomas Foley, 
 the Instructor, on the methods of instruction in the school—with detailed courses 
 in metal working—Letter from President Runkle to the author of this Report— 
 Statement of the school in the catalogue of the Institute for 1882-’83—Statements 
 in succeeding catalogues down to that of 1890-91. Plea by President Walker, in 
 1890, for an increased share of the National Land Grant Fimd, based on the remark¬ 
 able development of the schools and departments of the Institute during the twenty- 
 seven years since it was opened. Page 13. 
 
 The Manual Training School of Washington University, St. Louis, Missouri—The 
 story of its origin and growth down to 1883, told by Professor Woodward for this 
 Report—The ordinance establishing the school June 6th, 1879—The course of Instruc¬ 
 tion—The courses of study in detail—The purpose of the school—The building and 
 plant—The success of the school—Statement by the St. Louis Republican—The school 
 indorsed in his message by Governor Crittenden—General Armstrong, of Hampton, 
 Virginia, commends the school—Letter by Professor Woodward, Director of the 
 school, to a public journal, “The Reporter”—A list of the several Departments of 
 Washington University—Director Woodward on the relation of the Manual Train¬ 
 ing School to the Polytechnic School of the University—The Manual Training School 
 as described by Dr. Woodward in a paper read before the American Society of Me¬ 
 chanical Engineers during the meeting in Chicago—Report of the discussion of the 
 paper by several of the members—Results of experience as stated by the Director, 
 in December, 1886—Summaries of condition of school in its twelfth year, from the 
 catalogue of 1891-’92—List of Officials and Instructors for 1891-92. Page 28. 
 
 The Mechanical Handiwork Schools of the Spring Garden Institute, Philadelphia— 
 This Day School an outcome of the night classes described in chapter ii of this vol¬ 
 ume—Special instruction given in steam engineering—The beginning of the day 
 school described, 1882—Interesting showing of occupations in which the pupils of 
 the different classes were employed—Courses of study as given in 1882-’83—Girard 
 College authorities decide to adopt a similar course of instruction—Reports of 
 attendance and progress from 1882 to 1888. Page 60. 
 
 The Chicago Manual Training School, Chicago, Illinois—The school founded and 
 endowed by the Commercial Club in 1882—Charter obtained in 1883—Address by 
 
 9 
 
10 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Mr. E. W. Blatchford, President of the Commercial Club, on the laying of the 
 corner stone, Septemper 24th, 1883—School opened in 1884—The preliminary an¬ 
 nouncement of courses of study—Exhibition of pupils’ work, 1886—Equipment of 
 Mechanical Department as given in 1886—Increased attendance and enlarged equip¬ 
 ment of school in 1891—Number of pupils for 1890-’91, 303—Report on annual ex¬ 
 hibition of pupils’ drawings, made in 1889—Summary of work of pupils shown at 
 exhibition of 1890—List of Trustees and Instructors, for the year 1890-’91. Page 69. 
 
 The Two Pioneer Schools. 
 
 The two typical manual training schools of the country, in which 
 the experiment of combining an elementary English education with 
 definite training in the Mechanic Arts has been intelligently and 
 earnestly undertaken, are the School of Mechanic Arts of the Massa¬ 
 chusetts Institute of Technology in Boston, Massachusetts, and the 
 Manual Training School of Washington University, St. Louis, Mis¬ 
 souri. 
 
 Descriptions of these two schools were included in the paper on 
 “The Manual Element in Education,” by John D. Runkle, LL. D., 
 formerly President of the Massachusetts Institute of Technology, 
 which accompanied the 45th Annual Report of the Mass. Board of 
 Education. (1880-81.) Descriptions of these schools also appear 
 in the Special Report on Industrial Education, made by the U. S. 
 Bureau of Education and published a few weeks since. (1883.) 
 
 They find place in this present volume as being a contribution 
 towards the solution of the problem of how the public schools are 
 to best accomplish their work of furnishing to the people of America 
 the most useful education. These two schools fill a place before 
 vacant. They stand to the scholars in the elementary schools, who 
 desire practical training in the Mechanic Arts, as do the High Schools 
 to those who desire further training in the “literary arts,” if I may 
 so term them. As the High School and Academies are the vestibules 
 to the Colleges and Professional Schools, so these two schools are 
 the steps leading up to the technical schools such as the Worcester 
 County Institute and the Agricultural Colleges and Schools of Sci¬ 
 ence. 
 
 In these two experimental schools, one in the East and one in the 
 West, private Institutions and individual enterprise and liberality 
 are testing the methods which, if continuing as successful as at 
 present, may naturally become the model of a class of schools which, 
 sooner or later, the towns and municipalities will be forced to adopt. 
 
 In these two schools it will be observed that a knowledge of indus¬ 
 trial drawing,—the adoption of which in all public schools has been 
 so persistently urged in this work,—is an absolute requisite. 
 
 It is this direct application of the study which has secured for 
 those institutions entrance into this “ Report on Drawing and the 
 Arts, as they affect the industries and prosperity of the people.” 
 
PIONEER TYPICAL SCHOOLS OF MANUAL TRAINING. 
 
 11 
 
 I am indebted to Professor Runkle and to Professor Woodward, 
 for their kindness in preparing, at my request, especially for this 
 Report, the descriptions of their respective institutions, as they are 
 in the autumn of this year 1883. Professor Runkle having furnished 
 the needed addenda to his former paper and Professor Woodward 
 having rewritten the account of his school, so that they are both 
 brought down to the latest moment. 
 
 Accounts of several similar European schools will be found in the 
 Appendix among the foreign industrial training Schools. 
 
 The previous passages of this chapter were written in regard to 
 these two schools,—then the only schools of their kind in the United 
 States, in the autumn of 1883, when this volume was made ready for 
 printing in 1884. By reason of the delay in publication so often 
 referred to, this Report has become, in its present form, a veritable 
 “object lesson” illustrating the rapid progress of the Industrial 
 Education movement which received its strongest early impulse in 
 the founding of these two typical schools of Manual Training ; and 
 was promoted by the many public addresses delivered to educators, 
 and by the various papers and other publications, put forth by Pre¬ 
 sident Runkle, Professor Woodward, Professor Ordway, and the 
 group of enthusiastic advocates of the new methods, who had gath¬ 
 ered about these pioneers. 
 
 The fact that so large a part of the previous volume has been 
 given to an account of the Industrial Education movements, both 
 in the public schools and by the Industrial Education Associations, 
 notably the one in New York City of which Dr. Butler is president, 
 —is, in itself, conclusive evidence of the extent and vigor of the 
 movement thus set on foot. What was then here said in regard to 
 these schools is suffered to remain, partly because it is wholly im¬ 
 practicable to re-write all of this Report if it is ever to appear; and, 
 partly, because the histories given in the preceding volume have 
 confirmed the opinion then expressed, namely, that these schools 
 would become the models of a new class of public schools. 
 
 A concise statement of the Massachusetts Institute of Technology 
 and all its different departments, with illustrations of the shops and 
 shop work, was given in the special Report on Industrial Education 
 published by the U. S. Bureau of Education in 1883. (See pages 142- 
 157 of that Report.) Much space was given to an account of the 
 Manual Training School and the new methods of industrial train¬ 
 ing. Some of the illustrations follow here. 
 
 A recent publication by the Alumni Association of the Institute,* 
 giving lists of all the publications, other than in the daily journals, 
 
 *Publications of the Mass. Institute of Technology and of its officers, students, 
 and Alumni. 1862-1887. Compiled by William Ripley Nichols. Second edition, 
 revised by Lewis M. Norton. Published by the Alumni Association, Boston: W, 
 J. Schofield, Printer, 105 Summer Street. 1888. Pp. 96.” 
 
12 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 which have been made by the officers, students and graduates of the 
 Massachusetts Institute of Technology, furnishes striking evidence 
 of the varied intellectual activity which is developed, trained and 
 stimulated, by this admirable Technical University; and is well 
 worthy the careful study of any who are doubtful as to the direct 
 value and influence of such institutions upon the intellectual as well 
 as the Industrial life of a country. The following lists of the pub¬ 
 lications, by Dr. Runkle, the former president; General Walker, the 
 president; and by Professor Ordway, directly relating to these new 
 methods of Industrial Education, partly embodied in the Manual 
 Training School here described, will serve to show how knowledge 
 of the new methods was disseminated among the educators of the 
 country. In all, Dr. Runkle, is credited by titles with nine publica¬ 
 tions, of which five relate to Industrial Training; President Walker, 
 with twenty-six works on various subjects, of which three are on 
 this topic. Professor Ordway, with fifteen publications, of which 
 three relate directly to Industrial Education. The full titles of these 
 Industrial Education publications follow : 
 
 John D. Runkle, Ph. D., LL. D. Prof. 1865—; Acting Prest. 1868-70; Prest. 
 
 1870-78. 
 
 1876. The Russian System of Shop-work Instruction for Engineers and Machinists. 
 [Addressed to the Corporation by J. D. Runkle, Prest.] Pph8vo, pp. 24. 1st. ed. 
 July, 1876. 2d ed., with supplementary statement, August, 1876. n. t. pp. 24. 
 1876. The Manual Element in Education. Rept. Mass. Board of Education, xli 
 (1876-77). Also printed separately. Pph. 8vo, pp. 36 and 8 plates. 
 
 1881. Technical and Industrial Education Abroad. Proc. Soc. Arts, M. I. T., 1880-81, 
 83-90. 
 
 1882. The Manual Element in Education. From the Forty-fifth Annual Report of 
 the Massachusetts State Board of Education. Pph. 8vo, pp. 72. Boston. 
 
 1884. Report on Industrial Education. Pph. 16mo, pp. 34. Boston. 
 
 Francis A. Walker, Ph. D., LL. D. President 1882—. 
 
 1884. Industrial Education, read before the American Social Science Association, 
 Sept 9, 1884. Pph. 8vo, pp. 16. [Society’s Journal, 1884. Part 1, pp. 117-131.] 
 
 1886. What Industry, if any, can Profitably be Introduced into Country Schools ? 
 Science, ix, 365. 
 
 1887. A Plea for Industrial Education in the Public Schools. Pph. 12mo, pp 34. 
 Boston. 
 
 John M. Ordway, A. M., Prof. 1869-1884. 
 
 1882. Slojd Schools. Mass Teachers’ Asso. 1881-82. Addresses, 1882. 
 
 1882. Handwork Instruction in Sweden. 46th Ann. Rept. Mass. State Board of 
 Education, 1881-82, 161-213. 
 
 1883. Education as Illustrated in the Nuremberg Industrial Exhibition. Proc. 
 Soc. Arts, M. I. T., 1882-83, 89-93.” 
 
 The following account of the School founded by the Institute of 
 Technology, is taken from the article contributed to the Forty-Fifth 
 Annual Report of the Massachusetts Board of Education, by Ex Pre¬ 
 sident John D. Runkle, with additions made by him for this Report 
 to bring the account to date, as already stated. 
 
MASSACHUSETTS INSTITUTE OF TECHNOLOGY. 
 
 13 
 
 SCHOOL OF MECHANIC ARTS. 
 
 Institute of Technology, Boston, Mass. 
 
 This school was founded by vote of the corporation of the Institute, dated Aug. 
 17, 1876. Since Oct. 1, 1878, it has been in charge of a committee of the faculty, 
 Professor John M. Ordway, chairman, upon whom has devolved the main direction 
 of the school. While adhering to the spirit and method of instruction, the aim has 
 been to make the work in all departments as practical as possible, by selecting use¬ 
 ful forms, if equally good, to teach the particular manipulation. The accompany¬ 
 ing pages of cuts, showing series of samples used in each shop, are given as a gen¬ 
 eral illustration, and not as the only, or even necessarily the best, series, for teach¬ 
 ing the manipulations in each case. Every qualified teacher will naturally design 
 his own course, and will also modify it from time to time as experience suggests. 
 There is obviously the same freedom here as in the teaching of other subjects. The 
 mechanic art courses are as follows: IntcoocZ—I. Carpentry and joinery; II. Wood¬ 
 turning; III. Pattern-making. In iron —I. Vise-work; II. Forging; III. Foundery- 
 work; IV. Machine-tool work. 
 
 While these shops are used for the practical instruction of our students in mechan¬ 
 ical engineering, and for such other professional students of the Institute as desire 
 it, they are most largely used by students in the school of mechanic arts. This 
 school, in which special prominence is given to manual education, has been estab¬ 
 lished for those who wish to enter upon industrial pursuits, rather than to become 
 scientific engineers. It is designed to afford such students as have completed the 
 ordinary grammar-school course an opportunity to continue the elementary scien¬ 
 tific and literary studies, together with mechanical and freehand drawing, while 
 receiving theoretical and practical instruction in these various arts, including the 
 nature and economic value of the materials with which they deal. Nine hours per 
 week—three lessons of three hours each—of the students’ time are devoted to shop- 
 work, and the balance to drawing and other studies; only one shop course, except 
 in the case of special shop students, being carried on at a time. 
 
 It may be well, now, briefly to indicate the steps necessary to be taken in fitting 
 up a shop and in working out the course of study. 
 
 The Shop. —1. Settle upon the tools and appliances to be used during the course. 
 2. Decide how many students can be taught in a section. 3. Design the fitting up of 
 the shop, giving each student the proper space and facilities, and so arrange that 
 each student, in each section, can lock up and control his own tools and instru¬ 
 ments, which are not to be used in common. 
 
 The Course of Study. —1. Design a series of progressive lessons, especially adapted 
 to teach the use of the set of tools and appliances pertaining to each course. 2. 
 Let the master work each lesson, or sample, that he may settle clearly in his own 
 mind, the best method of solution, with a statement of the reasons therefor. 3. A 
 system of inspection upon which the quality of the work can be based, and each 
 student given his proper percentage, and which shall also be the means of educat¬ 
 ing the judgment of the student, that it may keep pace with his skill of hand to 
 execute. 
 
 We find, then, that in this practical part of the problem there are three distinct 
 educational steps. First, the best method of solution. Second, skill of hand to 
 execute the work. Third, the capacity to judge of the quality of the work. 
 
 The theoretical studies are arithmetic, algebra, geometry, English, physics, and 
 drawing. The shops are arranged for teaching sixteen in a section, except that for 
 forging, which contains only eight forges, on account of the smallness of the room. 
 The deficiency has been remedied as far as possible by enlarging thefoundery, and 
 using portable forges. 
 
14 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 All our shops are entirely too small for the work we are endeavoring to do in 
 them, and the present temporary building must soon be replaced by a larger and 
 better adapted one, if the purposes of the school are ever fully realized. 
 
 The Carpentry, Joinery, Wood-Turning and Pattern Shop. —This shop is 50’ by 
 20', one end containing the carpentry and joinery benches, and the other the 
 wood-turning lathes shown in the cut. The lathes are placed four on each side of 
 two benches, and under each lathe are four drawers to hold the tools of the four 
 sections. The carpentry and joinery benches at the other end of the room are simi¬ 
 larly arranged. In the middle of the room, the cut shows the saws for cutting up 
 the lumber to the dimensions needed in the courses of instruction. The first instruc¬ 
 tion in carpentry and joinery is the use of the saw and plane in working wood to 
 given dimensions, and then a series of elements follow in order. (See cut.) No. 1, 
 a square joint; 2, a mitre joint; 3, a dovetail joint; 4, a blind dovetail ; 5, a mitre 
 dovetail; 6, a common tenon ; 7, a key tenon ; 8, a tusk tenon ; 9, a brace tenon ; 
 10, a pair of rafters with collar beam ; 11, a truss tenon ; 12, adrawer ; 13, a panel. 
 In addition to the above each student makes a small frame, to apply several of the 
 elements of the previous lessons. A sample is given in the cut. 
 
 SMALL FRAME. 
 
 I 
 
 The instruction in turning (see cut) and circular-section pattern-making is given 
 in the following series of models. Nos. 1, 2, and 3 represent a series of manipula¬ 
 tions in simple turning ; 4, 5, and 12, pulleys ; 9, a globe-valve ; 6, 7, 8, 10, 11, 13, 
 14, patterns for various forms of pipe. Corresponding core patterns form part of 
 the course. Bench patterns, and bench and lathe combined, are not included for 
 want of space. 
 
 The instruction in this shop is given by Mr. George Smith, assisted by Mr. Z. Nason. 
 
 The Foundery. —The cut representing the foundery shows a part of the sixteen 
 moulding benches, combined with troughs for holding the sand, with the cupola 
 furnace at the other end of the room. Over the furnace is seen the Sturtevantfan, 
 which exhausts the heat and dust from the blacksmith’s shop beyond. The furnace 
 connects with a flue which passes out of the shop, thence underground, into a chim¬ 
 ney in the rear end of the main Institute building. The blast for the furnace is 
 taken from the pipe shown over the door, in the rear right-hand corner of the room. 
 An average charge of the furnace is about five hundred pounds. 
 
 Foundery Course. —Nos. 1, 2, 3, 4, 5, are pieces used in the course of filing and 
 chipping ; 6 and 7, curved castings ; 8, a sheave ; 9, a pulley ; 10, a pulley ; 11. an 
 eccentric ; 12, a clutch ; 13, 14, 15, 16, 17,18, 21, parts of a loom ; 19, 20, cogwheels; 
 22, a rack ; 23, a shield. 
 
 The Forging Shop. —This shop is fitted with eight forges. The Sturtevant pres¬ 
 sure blower, which furnishes the blast for the forges, is placed in the engine-room. 
 The hoods over the forges are connected with a sixteen-inch pipe, which runs 
 longitudinally near the ceiling of the shop, and enters a No. 4 Sturtevant exhaust 
 
MR. FOLEY’S REPORT ON INSTRUCTION IN IRON WORK. 15 
 
 blower in the foundery. This exhaust blower removes all smoke and dust, and 
 much of the heat. This shop was planned and fitted by Mr. B. F. Sturtevant of 
 Boston at his own expense. The school is also indebted to him for other valuable 
 assistance. 
 
 The Machine-Tool Shop .—This shop contains sixteen engine lathes of 4J' bed, four 
 speed lathes, and a Brainard milling machine. The engine lathes were made for 
 the school by the Putnam Machine Company of Fitchburg, Mass., from new de¬ 
 signs, and furnished at a greatly reduced cost, and have proved in all respects first- 
 class tools. Under each lathe is a chest of drawers to hold the tools belonging to 
 the students using it. A bench under the window holds the requisite number of 
 vises. The shop needs a variety of additional tools, which are not furnished for 
 want of room. 
 
 The Chipping, Filing, and Fitting Shop .—This shop contains benches with sixteen 
 vises and other needful appliances, with planer, grindstone, etc., for which there 
 is no room in the machine-tool shop. 
 
 The instruction in forging, vise-work, and machine-tool work is in charge of Mr. 
 Thomas Foley, a thorough and skillful mechanic, who has served his seven years’ 
 apprenticeship, and has had, besides, along and varied experience in his profession. 
 He has a clear comprehension of the problem of mechanic art education; and has, 
 during the past five years, shown equal capacity as a teacher. He recognizes that 
 the student should acquire something besides simple manual training in this de¬ 
 partment of education. A want of method, a want of appreciation of the ends to 
 be gained on the part of the teacher, are both fatal to the best results. Mr. A. W. 
 Sanborn, a graduate of the school, is Mr. Foley’s assistant. 
 
 It gives me great pleasure to submit Mr. Foley’s report, as follows:— 
 
 Professor J. D. Runkle. 
 
 Dear Sir, —The system of apprenticeship of the present day, as a general rule, 
 amounts to very little for the apprentice, considering the length of time he must 
 devote to the learning of his trade. He is kept upon such work as will most profit 
 his employer, who thus protects himself. If the apprentice should be thoroughly 
 taught all branches in the shortest time, he would be likely to leave as soon as he 
 could do better, letting his employer suffer the loss of time devoted to his instruc¬ 
 tion. 
 
 Now, it appears like throwing away two or three years of one’s life to attain a 
 knowledge of any business that can be acquired in the short space of twelve or 
 thirteen days by a proper course of instruction. The dexterity that comes from 
 practice can be reached as quickly after the twelve days’ instruction as after the 
 two or more years spent as an apprentice under the adverse circumstances spoken 
 of above. The plan here is to give the student the fundamental principles in such 
 lessons as will teach them most clearly, and give practice enough in the shortest 
 time to acquire a knowledge of the different kinds of tools and various ways of 
 using them. For instance, if a man can make a small article in iron, steel, or any 
 other material, perfectly (by such methods), he can make it of larger proportions 
 with the additional time and help required for such an undertaking. The same in 
 degrees of heat required for fusing or welding metals: if he can do it well in a 
 lesser degree, he can certainly do so in a greater with the additional facilities. 
 
 After nearly five years’ experience in the workshops in my charge, with the 
 valuable suggestions of the professors so much interested in the success of the 
 school, we find the best results in the time allowed, accomplished by the method 
 now in use in the Institute workshops; viz., three lessons per week of three hours 
 each. 
 
 The time is just sufficient to create a vigorous interest without tiring: it also leaves 
 a more lasting impression than by taxing the physical powers for a longer period. 
 We have tried four hours a day, and find that a larger amount of work, and of 
 better quality, can be produced in the three-hour lessons. 
 
16 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In order to give each student the proper credit, and to show him the most impor¬ 
 tant points in each piece, the following method has been adopted for inspection: 
 Take case of bending. The four shapes to the right of 4 on the cut of forgings rep¬ 
 resent bending of flat and round iron; and the points to be noted by the student are 
 rated as follows:— 
 
 Dimensions. 25 
 
 Form. 70 
 
 Finish. 5 
 
 100 
 
 The most important point in this lesson is the form; the next the dimensions, and 
 the last the finish. Through all the iron-working and other metal in each shop, 
 the same method is carried out. Every piece is made to certain dimensions laid 
 down upon the drawing. The object of working to dimensions is to establish the 
 necessity of correctness in measurement, and is followed throughout the course as 
 a very essential point. The most of the exercises convey the idea of the necessity 
 of straight fines in drawing or lengthening iron, and graceful curves in bending. 
 
 “ The iron-forger’s art is composed of the following terms and movements:— 
 
 First. The management of the fire, and the degrees of heat necessary for each 
 particular metal forgeable. 
 
 Second. Drawing down, or reducing the cross-section. 
 
 Third. Bending without materially changing the cross-section. 
 
 Fourth., Upsetting or shortening the piece, and increasing its cross-section. 
 
 Fifth. Fagoting, or building up for welding, and welding the same; and welding 
 without fagoting or building up, understood generally as welding. 
 
 Sixth. Splitting. ) The terms are so well understood that they need no expla- 
 
 Seventh. Punching. ) nation. 
 
 Eighth. Chamfering, means hammering the edges down to give the piece a light 
 appearance. 
 
 Ninth. Annealing steel. 
 
 Tenth. Hardening and tempering steel. 
 
 Eleventh. Case-hardening iron. 
 
 Annealing brass, copper, etc., is often done by the forger, but does not really 
 come under this head, although it is taught in this department. 
 
 The varied forms of construction are simply the adaptation of the instruction 
 course to such variation. 
 
 Together with the main tools—the planer, lathe milling-machine, upright drill, 
 etc.—used in the machine course, the uses of each auxiliary tool are thoroughly 
 explained, and sufficient practice given in short lessons to place the student on a 
 par, so far as the general knowledge goes, with the three-years’ apprentice. 
 
 The methods adopted here are as follows: A sketch of the piece is laid out to the 
 working dimensions on the blackboard for reference during the exercise. The 
 article is then forged in detail by the instructor before the class, calling their atten¬ 
 tion to each particular point necessary to its successful formation at the same time. 
 There are also duplicate pieces distributed through the shop to refresh the memory 
 and assist the eye in forming. Each student is rated according to the quantity and 
 quality of his work, which is judged by the rules laid down for inspection. 
 
 A BRIEF EXPLANATION OF THE COURSE IN IRON AND STEEL FORGING, HARDENING 
 AND TEMPERING STEEL, AND CASE-HARDENING IRON. 
 
 The first lesson comprises the building and keeping forge fires in proper condition, 
 upon which depends in a great measure the success of forging. It also takes in the 
 degrees of heat necessary for the successful working of the metals in their varied 
 
MR. FOLEY’S REPORT ON INSTRUCTION IN IRON WORK. 17 
 
 forms. The other lessons will be explained briefly but technically in order corre¬ 
 sponding with the number in the cut to be found to the left of each piece, or in the 
 centre of the piece when it can be so placed to advantage. 
 
 No. 2. Cutting Cold Iron, Bevel-Forging, Drawing, Forming, and Bendin .— 
 The bevel-forging is shown in the first form of the piece, but destroyed in taking its 
 final form. 
 
 No. 3. Drawing and Forming. —Drawing is reducing the cross-section. Forming 
 will be better understood by the following description of the entire piece : Drawing 
 from a round piece to form a square, then to form a portion of it octagonal, and 
 lastly to a tapered round point. In this figure welding is introduced to show the 
 necessity of so doing when using common iron (iron most generally used). The re¬ 
 sult of drawing such material without using a welding heat would be the separation 
 of its parts lengthwise. In this piece the necessity of maintaining straight lines is 
 impressed, and expected to be carried out in future lessons. 
 
 No. 4. Bending does not change the cross-section as much as drawing. In some 
 cases it is hardly perceptible. This exercise consists of bending round and flat iron 
 in a circular form. The two staples in the centre of the rings take in drawing with 
 the bending, and are made in a useful form only because it can be done as well so 
 without taking up extra time that might be put to a more profitable use. 
 
 Let me say here, that all through the course, whenever the principles can be in¬ 
 troduced in a useful form without occupying more time than would be spent in 
 a plain form, it is invariably carried out. 
 
 No. 5. Welding, Fagot-Welding. —This lesson is intended to show how iron can 
 be increased in size by joining a number of pieces together by welding where it 
 could not be done so easily or profitably by upsetting. 
 
 No. 6. Upsetting, and Bolt-Making by Upsetting. —Upsetting shortens the piece, 
 and increases its cross-section. The first piece to the right of the figure 6 shows a 
 piece of round iron upset at one end enough to make a square from the round of 
 the same dimensions as the diameter of the round, and intended as preparatory to 
 the working of the other figure to the right,—a bolt upset in the same manner to 
 form the square head, enough being upset at the end of the piece to form the head 
 in a heading-tool. 
 
 No. 7. Upsetting while Bending and Forming. —This piece, being a square made 
 of square iron with well-defined corners inside and out, is pretty difficult to make 
 by this method if great care is not taken in handling it. This method saves con¬ 
 siderable time where it can be used. It is not the strongest form, and only used 
 where neatness in appearance or nice fitting is required. 
 
 No. 8. Upsetting before Bending and Forming. —This piece being square only on 
 the outside, while the inside corner is round, it is a stronger form, but for purposes 
 differing from fig. 7; viz., a knee, angle-iron, or bracket, as it is termed. Sometimes 
 it is intended to show different methods of doing work similar in construction. 
 
 No. 9. Bending and Twisting.— Bending in this case (the piece being a floor-tim¬ 
 ber hanger) is done without upsetting, leaving it strong enough for its purpose by 
 making the inside and outside of the turn rounding. The twisting is simply to 
 bring the other end in position to receive the timber. 
 
 No. 10. Drawing, Bending, and Twisting. —The object in drawing the ends is to 
 alter the form from square to round, and also make it lighter where the hook and 
 eye are turned, the bending of which has already been described. The twist in the 
 centre of the square part is intended to show how this part of ornamental work is 
 done. The other figure No. 10, an S hook, as it is termed, is a part of this lesson, 
 and is intended to accustom the student to the graceful curving of iron. 
 
 No. 11. Upsetting, Welding, Forming, and Punching. —A tool for making the 
 heads of bolts, rivets, etc., known as a heading-tool. 
 
 No. 12. Upsetting, Drawing, Bending, Chamfering, and Punching. —This piece, 
 ART—VOL 4-2 
 
18 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 a bracket, combines the movements designated by the heading of the lesson. We 
 find, in such combinations throughout the course, that it keeps the student well up 
 in memory (and practice with the hands) of the past lessons. 
 
 No. 13. Bending, Drawing, Welding, aivd Forming. —In this combination the ring 
 is made in three pieces, involving the above movements. The object of this piece 
 is to show how large bands of this form can be made with economy of time and 
 material. 
 
 No. 14. Butt or Jump Weld. —This piece is intended to show how a swell can be 
 made in the centre, or any other point, of the bar; also to show the treatment such 
 welds should receive after welding, in order to preserve the strength of the weld. 
 
 No. 15. Drawing and Upsetting in Heading-Tool. —Rivets and clout or dog nails 
 are what has been made in the tool No. 11. The main feature in the lesson is mak¬ 
 ing the required shaped head, and keeping the body of the piece in the centre of the 
 head. 
 
 No. 16. Upsetting and Drawing. —One of the hexagonal-headed bolts was made 
 by upsetting the bolt to form the head. The other, a small one, No. 16, will be 
 found forming a part of No. 13, and was made by drawing the body of the piece, 
 and forming the head out of the stock from which the body was drawn. The ob¬ 
 ject of this lesson is to give the necessary practice required to form the sides of the 
 head uniform. 
 
 No. 17. Punching. Making Square and Hexagonal Nuts. —In this lesson the dif¬ 
 ferent methods of making nuts by the use of the hammer alone, and by the use of 
 the hexagonal tool, are carried out. 
 
 No. 18. Upsetting, Punching, Welding, and Fitting. —This piece, a solid eye-stay 
 or brace, as it is termed, besides the combination used in former lessons, takes in 
 fitting or setting the piece to a given angle as a support. Countersinking for screw- 
 heads is also included. 
 
 No. 19. Punching, Splitting, Forming, and Welding. —This form of hasp is only 
 introduced to give practice in splitting, along with the other processes. 
 
 No. 20. Bending, Scarfing, and Welding Round Iron. —The links of chain that 
 form the lesson introduce a different scarf for welding from the ordinary one of 
 straight round iron. The twisting of the chain is also brought in here. 
 
 No. 21. Bending and Welding Flat and Edgewise. —The two pieces numbered as 
 above are close together on the plate, and need but little explanation on account of 
 the correctness of their delineation, the difference in the shape of scarfing before 
 welding being the only excuse for making this remark as the point of the lesson. 
 
 No. 22. Drawing, Bending, and Welding. A piece well known as an eye-bolt or 
 ring-bolt, the manner of shaping and scarfing being the particular points in the 
 piece. A nut at the end of the bolt, with a screw cut upon it, will be described at 
 the close of the lessons. This figure will be found upon the cut in conjunction with 
 No. 28, a ring welded after being passed through the eye, making the piece com¬ 
 plete. 
 
 No. 23. Drawing, Welding, and Forming. —The main point in this piece is the 
 formation of the eye by turning and welding it in such a manner as to make it 
 appear as a solid piece of metal punched and worked out. It is only intended, as 
 a general thing, for work to be finished. The figure itself is intended for a rope- 
 hook. 
 
 No. 24. Draining, Punching, Upsetting, Welding, and Riveting. —In introducing 
 this piece it is considered necessary that the student should be able to construct one 
 of the most essential tools used in the art of forging, viz., a blacksmith’s tongs; 
 and, as it combines nearly all that has been gone through in former lessons, it nat¬ 
 urally brings to mind what might be lost in a measure without such a combination 
 of them. 
 
 No. 25. Punching, Drawing, and Forming. —The piece here represented differs 
 
ME. FOLEY’S EEPORT ON INSTRUCTION IN IRON WORK. 19 
 
 only in the formation of the eye (by punching) and the hook part (by flattening, to 
 give it greater strength) from No. 23. This hook is used generally as a chain-hook. 
 
 No. 26. Scarf-Welding, Flat Iron. (Common Iron.) —This piece, an L or right- 
 angled weld, has to be scarfed in a different manner from anything before in this 
 course, and on this account it is brought in here, with the additional point, squar¬ 
 ing the piece. 
 
 No. 27. Scarf-Welding, Flat Iron. (Norioay Iron.) —A different form of scarf 
 from last number. It is what is termed a T-weld, and the peculiarity of the scarf 
 is one of the most essential points; another, the forming of the piece before taking 
 a second welding-heat, in order to give the piece the appearance of being solid. In 
 this lesson we use the best of iron, and in the last poor iron, or what is in common 
 use: by this means the student is brought to see the difference of treatment in 
 welding the two qualities of iron. 
 
 No. 28. Bending and Welding. —The figure with the number above attached in 
 the cut is a ring welded after being passed through the eye of the ring-bolt No. 22, 
 making the two as one complete piece, a ring-bolt. The most particular feature in 
 this piece is the forming of the scarf in such a maimer as to make the welding of it 
 easy. 
 
 No. 29. Jump Weld, Round upon Flat. —The round and flat iron welded in this 
 way clearly shows by their scarfing how any other shaped iron can be welded 
 together in the same way. In this piece the scarfs differ from the former scarfs 
 materially. The varied uses to which the piece may be put may easily be perceived 
 
 No. 30. Drawing, Forming, Punching, and Welding. —This combination brings, 
 into play some difficult movements in order to produce a sound swivel, as the piece 
 is termed. One of the pieces forged in lesson No. 15 forms the revolving portion 
 of the piece when completed. 
 
 No. 31. Bending and Riveting. —The tripod with this number in the centre, al¬ 
 though it takes in bending, is intended more particularly to show how riveting 
 cold iron is done. By the addition of bending, it leaves the piece in a useful form. 
 
 No. 32. Scarfing, Riveting, and Calking Boiler-Plate. —The object of this lesson 
 is to show how iron plates can be put together, and made steam-tight. Some of the 
 rivets are riveted with the use of a heading-tool, and some are riveted in the ordi¬ 
 nary way with hammers. The piece is afterwards calked to make it tight, with a 
 tool termed a calking-tool. 
 
 No. 33. Steel-Forging. —Cast steel of different grades and different manufactures 
 is introduced throughout the course of steel-forging. Spring steel, too, is taken in, 
 and the many ways of determining the quality and method of treating it in its 
 various changes. 
 
 The first piece, No. 33, is an S wrench,—to be finished in the filing course, where 
 the reasons for so doing are explained. In forging this piece the degree of heat 
 necessary for the successful working of steel is practically illustrated by the in¬ 
 structor, and consequently very few failures occur. Annealing, or softening, hard¬ 
 ening, and tempering, conies in at the close of the steel lessons. 
 
 No. 34. Welding Steel and Iron together, and Steel and Steel together. —A flat 
 piece of iron and steel are welded together, after the very essential preparation in 
 scarfing, and then the steel and steel are welded, making the piece complete in six 
 inches in length. 
 
 No. 35. Forked or Split Weld. (Steel and Iron.) —A form of welding in more 
 general use than any other; and, wherever it can be used with convenience, insures 
 economy in time and strength in the piece, being supported on each side by the 
 iron, making, as a general thing, a better weld or more substantial piece. 
 
 No. 36. Tapers and Bevels. (Cast Steel.) —A blacksmith’s punch and cold-chisel, 
 numbered as above, upon the cut, is intended to carry out the heading of the lesson, 
 making true tapers and bevels throughout. 
 
20 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 No. 37. Drawing and Funning. —The first one, a right-hand, diamond-pointed 
 lathe-tool (to be used in the machine shop). The correctness of its shape and temper 
 prompts the student to have it as near perfect as possible, on account of having to 
 use the same tool in his future work. 
 
 The second, a ratchet drill (its shape and temper differing considerably from a 
 lathe or vertical drill) is clearly explained, while in comparison the other forms are 
 shown at the same time. 
 
 No. 38. Drawing Tapers and Bevels. —The first piece of this number, a graver or 
 diamond-pointed tool (to be used in the machine-shop course), is plain in its appear¬ 
 ance; but the main point is the tempering of the piece. 
 
 The second, a matcliing-tool, a wood-working revolving tool. The object in intro¬ 
 ducing this plain form is to show in the last lesson (tempering) how such wood¬ 
 working tools as moulding, planing, and matching tools should be tempered to 
 insure comparative success in working wood. 
 
 No. 39. Tapers and Bevels. (Drawing Cast Steel.) —The first piece, No. 39, is a 
 cape-chisel, used for cutting grooves in iron or any other metal. It is formed 1 from 
 a square to an octagonal form, to give practice in changing steel, as well as iron 
 into different shapes; but the main point is the formation of the chisel part of the 
 piece. The second piece, No. 39, is a centre-punch, a tool in use among nearly all 
 metal-workers. 
 
 No. 40. Drawing and Shaping. —The first piece, No. 40, is cast-steel offset-spring. 
 The second, a half-elliptic spring, made of spring steel. The object in introducing 
 the different kinds of steel for this purpose is to show the difference in methods of 
 tempering each, one being hardened in water, the other in oil. 
 
 No. 41. Drawing and Shaping. (Cast Steel.) —A right-hand side tool, to be used 
 in course in machine-shops. 
 
 No. 42. Drawing and Bevelling. (Cast Steel.) —A stone-drill, the correct form 
 and temper being the main features in the piece. 
 
 No. 43. Drawing , Punching, and Tapering. (Cast Steel.) —A riveting hammer. 
 The idea of bringing as many tools used in working iron into the course as possible 
 has been carried out as far as consistent with the time allowed for giving a general 
 knowledge of the manipulations. At the close of the course, hardening and tem¬ 
 pering are explained. Aset of the pieces is hardened and tempered before the class. 
 Then each student tempers his pieces, and they are then tested to see if they are fit 
 to do the work intended for them. 
 
 An excuse must be made for the incorrectness in the shape of some of the pieces, 
 as they are the forms made by the students; but I think an impartial judge would 
 allow that they will compare favorably with work done daily by blacksmiths with 
 as many years’ experience as the student has had days. 
 
 The use of stocks and dies for screw-cutting, and drills, countersinks, etc., is 
 taught also. 
 
 DESCRIPTION OF COURSE IN VISE-WORK. 
 
 A given time is allowed for the completion of each piece. If a student completes 
 his work within the given time, he is allowed to take the next piece, or make any 
 article he chooses, to use up the time allowed for the lesson. Each lesson in filing 
 is varied in such a manner as to insure the introduction of the different shaped files, 
 and their application to the varied forms. 
 
 The machine and filing course, occupying the same plate without regard to their 
 precise order, must necessarily be followed by number, without regard to position. 
 
 The pieces intended for filing are planed in order to remove the rough scale so 
 detrimental to files. The pieces, however, are planed out of true, in order to have 
 tiie student bring the piece to perfection by the use of the file. 
 
 Lesson 1. No. 17. Filing to Line. —-A plain block of cast iron, a certain amount 
 of which is filed off true to given lines struck off by the planer. In this piece the 
 
mr. foley’s report on instruction in iron work. 21 
 
 student is taught how to regulate the movement of the file in order to produce a 
 true surface, with the assistance of a straight edge. 
 
 Lesson 2. No. 17.—The side and end are filed square with first true surface, a 
 steel square being used to assist in its formation. 
 
 Lesson 3. No. 18. Cast Iron. —On one side of piece No. 17 a half hexagonal 
 form is laid out and lined in the vise by the student, and finally finished in that 
 form with the file. In this case the one block is made to do service in the three 
 lessons, saving time and material. 
 
 Lesson 4. No. 19. Cast Iron. —The object of this piece is to show the different 
 shaped files used in making rack-teeth This lesson shows how any sharp-bottomed 
 piece can be formed, aside from the rack. 
 
 Lesson 5. No. 20. Dovetailing. (Wrought Iron.)—' This piece introduces drill¬ 
 ing, sawing, chipping, and filing. The difference and method of working the two 
 materials, cast and wrought iron, are brought out in this lesson, comparing the 
 method of finishing with the last lesson. 
 
 Lesson 6. No. 21.—A cast-steel wrench, made in forging course introduces in¬ 
 side and outside curve-filing, square hole filed from a round one, also draw-filing. 
 
 Lesson 7. No. 22. Parallel Fitting Tongues and Grooves. —An iron casting, lined 
 out by the student and fitted in the form represented; the perfection of which is a 
 good indication of the progress made after the few lessons already taken. 
 
 Lesson 8. No. 23. Freehand Filing , with use of Hand-Vise. —A round cast-steel 
 piece reduced in diameter its entire length, and filed at one end to a tapering point; 
 the main feature in the piece being a true taper, and having the point in the centre 
 of the body. 
 
 Lesson 9. No. 25.—Comes under the same heading as last number. This piece 
 is reduced the whole length in diameter; then a given portion is reduced still more, 
 in order to form a shoulder on the piece, making what is termed a screw-blank. 
 (Material, cast steel.) 
 
 Lesson 10. No. 24.—Classed the same as last two numbers. Is a piece of cast 
 steel (round) filed into the shape of an acorn, from memory, by the student. 
 
 Lesson 11. No. 26. Ring-Work. Freehand Filing. (Cast Iron.) —The blank to 
 the right of the number shows the p'ece before filing; the one to the left is'the fin¬ 
 ished form. The first form is square around the ring, and finally finished into a 
 round form. 
 
 Lesson 12. No. 27. Chipping Bevels. (Cast Iron.) —The first form is a plain 
 block, lined upon the planer the distance from the edge intended for the bevel. 
 This piece introduces the use of the flat cold-chisel. 
 
 Lessons 13, 14, and 15. No. 28.—Upon this one block (wrought iron) we intro¬ 
 duce key-way or key-seat chipping, half-round chamfering, convex and concave 
 chipping, involving the use of cape-chisels, half-round and flat chisels, and shows 
 the difference in treatment of the two materials .; viz., cast and wrought iron. By 
 making one block serve for the three lessons, it saves time, stock, and room. 
 
 Lesson 16. No. 29. Drilling. Chipping, and Filing to Line. —A planed flat 
 piece of cast iron upon which is laid out or lined an oval shape. All that can be 
 drilled out of it is next done, and the stock remaining within the lines is then 
 chipped and filed to the line. 
 
 Lesson 17. No. 30. Ward-Filing and Key-Fitting. —A key-blank is taken for 
 this purpose, and filed to given dimensions, and afterwards fitted to the lock. 
 
 Lesson 18. No. 31. Screw-Filing. —The object of this lesson is to show how a 
 screw can be cut with a file, when the lathes or stocks and dies are not available. 
 
 Lesson 19. No. 32. Scraping. —The three pieces together with the scraping-tool 
 below them, No. 33, show what is necessary to produce a true surface by this 
 method. 
 
 No. 33 is a very fine piece of forging and tempering, forged and finished in the 
 filing course, and not set down in the forging course, by mistake. 
 
22 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 DESCRIPTION OP THE COURSE IN MACHINE-TOOL WORK. 
 
 Lesson 1. A screw-cutting or engine lathe is taken to pieces, and each particular 
 piece, used in the construction of the tool, is described in order that the class may 
 be made familiar with it before using it, and by this means expensive machinery 
 may be saved from unnecessary damage. 
 
 Lesson 2. Centring, Squaring Ends, Roughing and Finishing Chip. (Cast 
 Iron.) —The piece of cylindrical form is first trued up, afterwards centre-drilled, 
 countersunk, squared up on the ends, and then a roughing and smoothing chip. 
 
 Lesson 3. Taper Turning. (Cast Iron.) —The first piece numbered on the cut 
 is turned two different tapers. The stock of the last lesson is used in this, to save 
 the time centring and squaring up: consequently the first piece, Lesson 2, does not 
 appear upon the cut. 
 
 No. 4. Turning Flat Pieces upon the Edges. —This piece, a flat chuck-drill, in¬ 
 tended for use on piece No. 5, shows how flat pieces can be turned on the sides and 
 chamfered on the ends, and also made into a tool. 
 
 A rough wrought-iron piece of cylindrical form centred, etc., as in the case of 
 the preceding piece, but wholly differing in the manner of working it. In this 
 lesson we introduce the tools required for turning and boxing wrought iron (differ¬ 
 ing considerably in form from the tools used in working cast iron); namely, the 
 diamond-pointed tool, side tools, right and left twist-drill, flat chuck-drill (with its 
 rest), taper reamer, screw-cutting tool, round-nosed or spoon-shaped tool, parting 
 or cutting-off tool. 
 
 The introduction of various auxiliary tools, such as the centre rest, forked centre, 
 square centi'e, etc., gives a great amount of practice in wrought iron working in 
 this one piece. In this piece may be found centre rest chucking, thedifferent forms 
 of bearings in use, taper fitting, outside screw cutting, drilling through the piece 
 at the end of the taper fit, convex and concave turning with engine and hand or 
 speed lathes, and use of tools accompanying the last-named lathe. 
 
 No. 6. Chucking, Inside Screw Cutting, etc. —This piece is fitted to the screw cut 
 upon the last piece, showing the uses of the boring-tool, recessing or inside cutting- 
 off tool,*on the outside of the piece. The tools described in the former lessons are 
 brought in play, slightly altered to suit the material (cast iron), also the method of 
 facing up the plate of iron in order to make it true, and showing how to lay out 
 and drill holes at equal distances from one another upon a given circle. 
 
 No. 7. Pulley Chucking, Turning, Reaming, etc. —A driving fit, crown turning, 
 squaring, and filing with speed, are introduced in this piece. Accompanying it, 
 and driven through the centre of the piece, is an arbor upon which the pulley is 
 turned. This arbor, like the one No. 13, is made of steel annealed first, and tem¬ 
 pered when the ends are finished; finally the body is turned to fit the pulley, and 
 by this method insuring the truthfulness of the arbor for a longer period on account 
 of the ends being tempered. 
 
 No. 8. Bolt-Turning, and Screw-Cutting outside. —This piece, made in theforg- 
 ing course, is used here to show how this form can be finished with more accuracy 
 than by the methods in general use, such as stocks and dies, screw-cutting machines, 
 bolt-cutters, etc. It is only intended for true fitting, too expensive a method for 
 rough purposes, but invaluable for service in first-class machinery. The tapping 
 of the nuts by the machine-tap, and finishing of the nuts, are also brought in in 
 this lesson. 
 
 No. 9 shows the turning and fitting of shafting coupling, or any piece where a 
 driving or running fit is required. Key-seat cutting, splining, key-fitting, etc., 
 with the use of planer, hand-splining tools, etc., for this purpose. 
 
 No. 10 introduces the use of the planer in fitting the two parts of the box and 
 bottom of the piece, termed a pedestal or pillar block. The lesson also shows how 
 
23 
 
 mr. foley’s report; machine tool work. 
 
 the bolt-holes should be laid out aud drilled in order that the bolts should have a 
 proper bearing in connecting the cap and bottom of the box, so as to make a 
 substantial bearing for the introduction of the main feature of the lesson ; viz, a 
 boring-bar, a tool used for boring engine-cylinders, etc. In this piece although 
 upon a small scale, is carried out each part cular point required on a larger scale. 
 
 No. 11. Brass-Turning .—In this single piece the uses of the various tools for 
 outside turning, at the same time the reverse tools for inside turning, are explained. 
 The main point in the lesson is to show the great difference in the shape of the tools 
 required for use upon the softer metals. 
 
 Nos. 12,13,14, 15, and 16 are pieces worked out in the Universal Milling Ma¬ 
 chine. 
 
 The uses of the index-head, gear-cutting, straight and bevelled, the many-sided 
 forms that can be cut with the help of the index-head, spiral cutting, use of vise 
 attached to the machine, etc ,—all the movements necessary to accomplish any of 
 the pieces,—are executed by the students before actual work is commenced. By 
 this means they become familiar with the working of it, and consequently have 
 more confidence in themselves, and are less liable to damage the machine or tools. 
 
 Nos. 12 and 16 represent gear-cutting. 
 
 No. 13.—An arbor used in connection with No. 15 in spiral cutting. 
 
 No. 14.—A piece of plain milling, six sided on one end and seven upon the other. 
 
 No. 15.—A piece of spiral cutting. 
 
 Many other pieces are drawn in, such as fluting reamers, taps, etc. 
 
 After acquiring a knowledge of the use of the tools by tbis method, the student 
 takes in hand a piece or machine of his own design,—for instance, a lathe, steam- 
 engine, etc.,—thus showing how easily this method can be applied to construction. 
 
 With this closes the present course of instruction in use in the machine-shop. 
 
 It has been supposed that these elementary shop courses could not be so conducted 
 as to give the students much notion of any specific applications in construction ; 
 but any one who will study Mr. Foley’s report carefully will, I think, come to a dif¬ 
 ferent conclusion.” 
 
 In a letter dated June 11th, 1883, ^closing the accompanying plan 
 of the new Mechanic Art Shop Building, and the notes commenting 
 upon the school, which follow here, Professor Runkle, remarks in 
 relation to the general subject to which this Part of the Special Re¬ 
 port is devoted: 
 
 * * * “ I have long wished that some one well qualified for the task would 
 
 take up the philosophical side of all art education, and give all teachers as well as 
 the public the true view in regard to it. 
 
 While it is true that public opinion is rapidly settling down upon the point that 
 some modifications of our educational system is needed, there seems to be a wide 
 diversity of opinion as to the way of securing the needed changes with the least 
 barm to the continuity of our present educational work. How can we best modify 
 so as to adapt to present conditions? 
 
 Wishing you all success in your important labors, 
 
 I am, very truly youi'S,' 
 
 J. D. Runkle.” 
 
 To Col. I. Edwards Clarke. 
 
 “ The Mechanic Art School of the Massachusetts Institute of Technology has en¬ 
 tirely outgrown its temporary shop building erected at its establishment in 1876. 
 The new building of which we give a ground plan is 120 by 154 feet. The front 
 portion, 40 by 120, is two stories high, and is to be used for class and drawing rooms; 
 
24 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the remainder of the building, only one story in height, is devoted to the several 
 shops. 
 
 The scope and plan of the school have not been changed since the date of the 
 paper in the forty fifth annual report of the Secretary of the Massachusetts Board 
 of Education in which will be found a pretty full statement concerning it. It is 
 quite certain however that during the coming year its course of study and shop 
 work will be extended to three years. During the present two years there is only 
 sufficient time to take the students over the several preliminary or the fundamental 
 shop courses, leaving no time for them To emphasize such portions as may seem de¬ 
 sirable, nor to make specific applications in constructions of the principles learned 
 during the preliminary instruction. To accomplish these ends, as well as to enlarge 
 the course of theoretical or purely mental studies, a third year is to be added. When 
 this is done, and the school can have the advantage of more commodious shops and 
 class rooms, the stimulus of larger numbers of older and more advanced pupils, and 
 of a wider range of application, it will be able to furnish not only better trained and 
 qualified men to enter upon the various industrial pursuits, but what is just now of 
 even more importance, a class of young men well qualified to take positions as 
 teachers in all schools desiring to give this kind of instruction. 
 
 In the report of the President of the Massachusetts Institute of Technology for 
 1876 will be found a paper on the Russian system of shop instruction as developed 
 and carried out in the Imperial Technical School Moscow. In this paper attention 
 is asked to the fundamental distinction between an art and a trade, and a few of 
 the reasons are given why the art idea, and not the trade, should be made the foun¬ 
 dation in any system of manual training. This paper also lays out the plan of the 
 Mechanic Art School of the Institute as it has been carried on since that time. 
 
 The Forty-first Annual report of the Secretary of the Massachusetts Board of 
 Education contains a paper on the “ Manual Element in Education,” in which the 
 educational value of hand instruction is more fully stated and illustrated by the 
 system adopted in the Mechanic Art School of the Institute. This paper also shows 
 that there are three distinct steps to be taken in shop instruction in order to secure 
 the best educational results.” 
 
 The following statement of the conditions of admission and of the 
 schedule of studies is from the 18th annual catalogue of the Institute 
 of Technology for 1882-’83: 
 
 “Applicants for the regular course must be at least fifteen years of age, and must 
 pass a satisfactory examination in Arithmetic, Geography, and English Composition. 
 
 The tuition is $150 a year, with no extra charge for the use of tools, or materials, 
 used in the regular exercises. Special students, taking the same amount of shop 
 work only as the regular class shop work, will be charged less. The student is en¬ 
 titled to the products of his work. A monthly return of absences is made to the 
 parent or guardian.” 
 
 FIRST YEAR. 
 
 First Term.—Shop Work,—Carpentery. Algebra commenced. English Compo¬ 
 sition. Mechanical and Freehand Drawing. 
 
 Second Term .—Shop Work,—Wood Turning, Pattern Making, Foundry Work. 
 Plane Geometry. English Composition. Mechanical and Freehand Drawing. 
 
 SECOND YEAR. 
 
 First Term .—Shop Work,—Forging. Algebra completed. Elementary Physics. 
 English Composition. Mechanical Drawing. French. 
 
 Second Term .—Shop Work,—Vise Work, Machine Tool Work. Geometry. Phy¬ 
 sics. English Composition. Mechanical Drawing. French Drawing. 
 
THE SCHOOL OF MECHANIC ARTS. 
 
 25 
 
 The Massachusetts Charitable Mechanics’ Association offers to sons 
 of present or past members, two scholarships each entitling the 
 student “to free tuition in the School of Mechanic Arts.” 
 
 The catalogue shows an attendance of 57 students in the School 
 of Mechanic Arts. 
 
 Massachusetts Institute of Technology. School of Mechanic Arts. 
 
 Francis A. Walker, Ph. D., LL. D., President. 
 
 Clarence W. Fearing, A. M., Instructor in the School of Mechanic Arts. 
 
 Charles L. Adams, Instructor in Drawing in the School of Mechanic Arts. 
 
 workshops. 
 
 « 
 
 Thomas Foley, in charge of Iron Work. 
 
 George Smith, in charge of Wood Work. 
 
 Arthur W. Sanborn, assistant in Iron Work. 
 
 Zachariah Nason, assistant in Wood Work. 
 
 The Twenty-First Annual catalogue of the Massachusetts Insti¬ 
 tute of Technology (1885-86) thus characterizes the School of Me¬ 
 chanic Arts. (See page 112.) 
 
 “A subordinate School of Mechanic Arts has been established by the Corporation of 
 the Institute, in which special prominence is given to handwork in connection with 
 high-school studies, affording an opportunity to such students as have completed 
 the ordinary grammar-school course to continue the elementary scientific and lit¬ 
 erary studies, together with mechanical and freehand drawing, while receiving 
 instruction in the use of the typical hand and machine tools for working iron and 
 wood. 
 
 “ The general plan of the school is similar to that of the Imperial Technical School 
 of Moscow, the Royal Mechanic Art School of Komatau in Bohemia, the Ecole 
 Municipale d’Apprentis of Paris, or that of the Ambachtsschoole of the principal 
 cities of Holland, but has been specially adapted to the somewhat different condi¬ 
 tions existing in our own country. The object is not to fit the pupil for a particular 
 trade, but to develop the bodily and mental powers in harmony with each other, 
 and with reference to the actual wants of life. The handwork is done without re¬ 
 gard to pecuniary profit, but is designed to give the student good judgment, self- 
 reliance, and executive power, pieces practically useful being introduced when it 
 can be done without detriment to the systematic arrangement of the courses. Its 
 exact and systematic method affords the direct advantage of training the hand and 
 eye for accurate and efficient service with the greatest economy of time, and the 
 instruction in the use of tools and materials has also proved a valuable aid in intel¬ 
 lectual development. 
 
 “The school occupies a building on Garrison street, a short distance from the 
 Rogers Building. The facilities for instruction are ample and increasing; and the 
 mechanical laboratories, in which the instruction in the mechanic arts is given 
 have a thorough equipment (see p. 46).” 
 
 The following is the list of the apparatus provided for the use of 
 the pupils iu this department of the Institute: 
 
 “ The carpenter, wood-turning, and pattern-making departments contain 40 car¬ 
 penters’ benches, 2 circular-saw benches, a swing-saw, 2 jig-saws, a buzz-planer, a 
 boring-machine, 36 wood-lathes, a large pattern-maker’s lathe, and 36 pattern¬ 
 maker’s benches. The foundry contains a cupola furnace for melting iron, 2 brass 
 
26 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 furnaces, and 32 moulder's benches. The forge shop contains 32 forges, 7 black¬ 
 smith's vises, and 1 blacksmith’s hand-drill. The machine-shop contains 22 engine- 
 lathes, and 15 hand-lathes of recent approved patterns, a machine-drill, 2 planers, 
 a shaping-machine, a universal milling-machine, a grinding-lathe, and 32 vise- 
 benches arranged for instruction in vise-work.” 
 
 It will be seen by comparison with the account of the early 
 equipment that the facilities have been largely increased in the new 
 building. 
 
 The following summary of attendance for the year is given. 
 
 Summary: School of Mechanic Arts. 
 
 4 
 
 Regular Students, 2d year. 12 
 
 “ “ 1st “ .. 12 
 
 Special “ . 36 
 
 Total.. 60 
 
 The following is the list of the faculty of the school as given in 
 the 22nd Annual Catalogue (1886-’87.) 
 
 OFFICERS OF INSTRUCTION. 
 
 Francis A. Walker, LL.D., President. 
 
 Peter Schwamb, S.B., Director. 
 
 Clarence W. Fearing, A.M., Instructor in English and Mathematics. 
 
 Charles L. Adams, Instructor in Drawing. 
 
 William H. Pickering, S.B., Instructor in Physics. 
 
 George T. Dippold, Ph.D., Instructor in French. 
 
 Charles H. Stephenson, Instructor in Machine-Tool Work. 
 
 Theodore B. Merrick, Instructor in Wood-work and Foundry-work. 
 
 James R. Lambirth, Instructor in Forging. 
 
 James G. Langdon, Assistant in Wood-work. 
 
 Robert H. Smith, Assistant in Machine-Tool work. 
 
 Herbert W. Adams, Assistant in Drawing. 
 
 John W. Raymond, Jun., Assistant in Forging. 
 
 Special instruction is given also by members of the Faculty of the School of Indus¬ 
 trial Science. 
 
 Summary: School of Mechanic Arts. 
 
 Regular Students, 2d year.7 
 
 “ “ 1st “ .15 
 
 Special “ .16 
 
 Total .38 
 
 The 23rd Annual Catalogue 1887-’88, contains the following notice 
 of the school. The concise brevity of the statement, in contrast with 
 the fuller descriptions given in previous catalogues, may serve as an 
 indication of the rapid increase of similar schools throughout the 
 country; since a general knowledge of their characteristics seems 
 here to be taken for granted. 
 
 This school, established by the Corporation in 1876, is essentially a High School, 
 with some of the familiar studies replaced by extended instruction in mechanical 
 
THE SCHOOL OF MECHANIC ARTS. 
 
 27 
 
 and freehand drawing, and in carpentery, wood and iron turning, pattern making, 
 forging, chipping and filing, etc. (see p. 52.) The course of study is of two years’ 
 duration, the minimum age of admission being fifteen years, and the requirements 
 for entrance embracing the ordinary studies of a good grammar school. The tuition 
 fees are $150 a year. The school is in charge of Mr. Clarence W. Fearing, instructor 
 in mathematics and English, instruction in the remaining studies being given by 
 some of the instructors in the School of Industrial Science (see p. 12.) ” 
 
 The register of students attending the several classes of the school, 
 gives a total of 37. 
 
 The 26th annual catalogue for 1890-1891* refers as follows to the 
 school, which evidently for the past few years has been gradually 
 relegated, from being as at first a special feature of interest, to a 
 subordinate and incidental part in the general educational plan of 
 the Institute, somewhat as has happened to the preparatory School 
 commonly attached as a feeder to the newly established college, 
 which, though (in each case) at first regarded as a somewhat impor¬ 
 tant feature of the young college, is gradually subordinated; till, 
 finally, as the college grows in strength it is excised altogether and 
 ceases to belong to the institution. 
 
 The following brief notice of the School is found on page 79 of the 
 catalogue. 
 
 “THE INSTRUCTION IN SHOPWORK. 
 
 Practical instruction in the nature of the materials of construction, and in the 
 typical operations involved in the Arts, is considered a very valuable adjunct to the 
 theoretical treatment of professional subjects. Workshops have been provided and 
 furnished with the more important hand and machine tools, so that the student 
 may acquire a direct knowledge of the nature of metals and woods, some manual 
 skill in the use of tools, and a thorough knowledge of what can be accomplished 
 with them. The shops are located in the building on Garrison Street, and are 
 equipped as follows”:— 
 
 The statistics of tbe equipment being tbe same as already quoted 
 from the 21st report, are here omitted. The register of special stu¬ 
 dents shows that 76 took shop-work. 
 
 The growth and development of the Institute of Technology in 
 its advanced courses, a development which entitles it to rank with the 
 leading Scientific and Technical Schools of the world, and which 
 fully justifies the subordination of the Manual Training School, 
 especially since this has so well served its purpose as a pattern for 
 similar schools throughout the country, is tersely set forth in Presi¬ 
 dent Walker’s Special Report of December 9th, 1890. f 
 
 * Massachusetts Institute of Technology, Boston. Twenty-Sixth Annual Catalogue 
 of the officers and students, with a statement of the courses of instruction and a list 
 of the alumni. 1890-1891. John Wilson and Son, University Press, Cambridge 
 1890. Pp. 219. 
 
 t Annual Report of the President and Treasurer of the Massachusetts Institute of 
 Technology, December 10, 1890. Boston: Alfred Mudge & Son, Printers, 24 
 
 Franklin Street, 1891. Pp 67. 
 
28 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 He is urging the claim of the Institute to a larger share of the 
 National fund given to the Land Grant Colleges and in Massachu¬ 
 setts divided between the Agricultural college at Amherst, and the 
 Institute of Technology at Boston. He says: 
 
 “ At the time the Act of April 27, 1863, was passed, the Institute of Technology 
 existed only upon paper. Its future was necessarily involved in grave uncertainty. 
 The person then most confident of success could not possibly have anticipated such a 
 development of its influence as has taken place. It might not unreasonably have been 
 anticipated that its students would always remain few, and that its relations to the 
 industries of the Commonwealth would be narrowly restricted within the familiar 
 limits of civil engineering, and perhaps also of chemistry. Under the circum¬ 
 stances, the proportions established by the Act of 1863—two-thirds to the Agricultu¬ 
 ral College,one-third to the Institute of Technology—may be regarded as not unfair. 
 
 Within the twenty-seven years that have elapsed since the date of the Act refer¬ 
 red to, however, this School of Industrial Science has grown into dimensions then 
 inconceivable, and it has connected itself with the industrial life of Massachusetts 
 in ways then unknown. Professions not named in 1863 have come into being, and 
 have risen to transcendent importance,, while the development of industrial science 
 throughout the world, to which no single institution has contributed more than this 
 our own school, has created demands which were not then felt. If Massachusetts 
 would hold her proud pre-eminence in manufactures, she must do it by force of 
 knowledge and technical skill, since her natural disadvantages in respect to trans¬ 
 portation and the possession of the materials of production are weighing all the 
 time more and more heavily against her. The Institute of Technology is, in spite 
 of its large tuition fees, still painfully poor in relation to its needs. Without dis¬ 
 paragement to any, it may be said that in no other way can Massachusetts so largely 
 aid herself as by increasing the means of this institution available for chemistry, 
 mechanics, and electricity.” 
 
 The Manual Training School of Washington University, 
 
 St. Louis, Missouri. 
 
 The following account of the origin of this well known School and 
 of its development down to the year 1883 was prepared by Professor 
 Woodward for this Report as already stated. 
 
 The Manual Training School of Washington University, St. Louis. 
 
 I After several years’ experience in combining tool-instruction with ordinary class¬ 
 room work in the Polytechnic School the students being of Collegiate rank, it was 
 suggested by Prof. C. M. Woodward that tool-instruction could be introduced with 
 success into a school of lower grade taking boys as young as fourteen years of age. 
 Accordingly, a plan was drawn up and endorsed by certain merchants and manu¬ 
 facturers who subscribed the requisite funds. 
 
 The Ordinance establishing the Manual Training School, was adopted by the 
 Board of Directors of the University, June 6, 1879. 
 
 The lot was purchased and the building fronting on Eighteenth street begun in 
 August of the same year. In the November following a Prospectus of the school 
 was published. In June, 1880, the building being partially equipped, it was opened 
 for public inspection, and a class of boys were examined for admission. On Sep¬ 
 tember 6, 1880, the school opened with a single class of about fifty pupils. The 
 whole number enrolled during the year was sixty-seven. A public exhibition of 
 drawing and shopwork was given June 16, 1881. 
 
MANUAL TRAINING SCHOOL OF WASHINGTON UNIVERSITY. 29 
 
 The second year of the school opened September 12, 1881, and closed June 14, 
 1882. There were two classes, sixty-one pupils belonging to the first-year, and 
 forty-six to the second-year, making one hundred and seven in all. 
 
 During the summer of 1882 the large addition was built and furnished, about 
 doubling the capacity of the school and greatly increasing the convenience with 
 which all work could be done. 
 
 The third year of the school opened September 11th, 1882, with three classes enroll¬ 
 ing in all 175 pupils. 
 
 Two Articles of the Ordinance establishing the school are appended. 
 
 ARTICLE H. 
 
 Its object shall be instruction in Mathematics, Drawing, and the English branches 
 of a High School course, and instruction and practice in the use of Tools. The 
 Tool-instruction, as at present contemplated, shall include Carpentry, Wood-Turn¬ 
 ing, Pattern-Making, Iron Clipping and Filing, Forge-Work, Brazing and Solder¬ 
 ing, the use of Machine-Shop Tools, and such other instruction of a similar character 
 as it may be deemed advisable to add to the foregoing from time to time. 
 
 The students will divide their working hours, as nearly as possible, equally be¬ 
 tween Mental and Manual Exercises. 
 
 They shall be admitted, on examination, at not less than fourteen years of age, 
 and the course shall continue three years. 
 
 ARTICLE IV. 
 
 The expenses of said school shall be provided for, so far as possible, by gifts and 
 endowments specially contributed for the purpose, and all such gifts and endow¬ 
 ments shall be held sacred and apart, and shall be used only for the direct purposes 
 for which they may have been given, unless by consent of the respective donors or 
 their legal representatives. 
 
 The cost of the present building was about $33,000. The cost of tools and furni¬ 
 ture was about $16,000. 
 
 The lot upon which the building stands is 106J feet by 150 feet. 
 
 It is proposed to admit a new class of 100 boys every year. With the inevitable 
 falling off incident to the higher classes it is not expected the maximum attendance 
 will exceed 240 pupils. 
 
 CONDITIONS OF ADMISSION. 
 
 Candidates for admission to the first-year class must be at least fourteen years of 
 age; they must pass a good examination on the following subjects: 
 
 1. Arithmetic; including the fundamental rules; common and decimal fractions; 
 the tables of weights, measures, and their use. Candidates will be examined orally 
 in mental arithmetic, including fractions and the multiplication table up to twenty. 
 
 2. Common School Geography. 
 
 3. Spelling and Penmanship. 
 
 4. The writing of English. 
 
 THE COURSE OF INSTRUCTION 
 
 Covers three years, and the school time of the pupils is about equally divided be¬ 
 tween mental and manual exercises. The daily session begins at 9 a. m., and closes 
 at 3.20 p. M., ample allowance being made for lunch. One hour per day is given 
 to drawing, and two hours to shop-work. 
 
 The course of study embraces five parallel lines—three intellectual and two man¬ 
 ual—as follows:— 
 
 First —A course of pure Mathematics, including Arithmetic, Algebra, Geometry, 
 and Plane Trigonometry. 
 
30 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Second —A course in Science and Applied Mathematics, including Physical Geog¬ 
 raphy, Natural Philosophy, Chemistry, Mechanics, Mensuration, and Book-keeping. 
 
 Third —A course in Language and Literature, including English Grammar, Spell¬ 
 ing, Composition, Literature, History, and the elements of Political Science and 
 Economy. Latin and French will be introduced as electives with English if de¬ 
 sired. 
 
 Fourth —A course in Penmanship, Free-Hand and Mechanical Drawing. 
 
 Fifth —A course of Tool instruction, including Carpentry, Wood-Turning, Forg¬ 
 ing, Soldering and Bench and Machine Work in Iron. 
 
 The course in Drawing embraces three general divisions: 
 
 1. Free-Hand Drawing, designed to educate the sense of form and proportion; 
 to teach the eye to observe accurately, and to train the hand to rapidly delineate 
 the forms either of existing objects or of ideals in the mind. 
 
 2. Mechanical Drawing, including the use of instruments; geometric construc¬ 
 tions; the arrangement of projections, elevations, plans and sections; also the va¬ 
 rious methods of producing shades and shadows with pen or brush. 
 
 3. Technical Drawing or Draughting, illustrating conventional colors and signs; 
 systems of architectural or shop-drawings; and at the same time familiarizing the 
 pupil with the proportions and details of various classes of machines and structures. 
 
 Students have no option or election as to particular studies; each must conform 
 to the course as laid down, and take every branch in its order. 
 
 No student will be allowed to take shop-ivork in advance of his class. 
 
 The arrangement of studies and shop-work by years is substantially as follows: 
 
 COURSE OF STUDY. 
 
 FIRST-TEAR CLASS. 
 
 Arithmetic, completed. Algebra, to Equations. 
 
 English Language, its Structure and Use. History of the United States. 
 
 Latin may be taken in place of English and History. 
 
 Physical Geography. Natural Philosophy begun. 
 
 Drawing, Mechanical and Free-hand. Penmanship. 
 
 Carpentry and Joinery. Wood-Carving. Wood-Turning. Pattern-Making. 
 
 SECOND-YEAR CLASS. 
 
 Algebra, through Quadratics. Geometry begun. 
 
 Natural Philosophy. Principles of Mechanics. 
 
 English Composition and Literature. English History. 
 
 Latin may be taken in place of English and History if desired by a division of the 
 class. 
 
 Drawing, Orthographic and Isometric Projections, Lettering, Details of Machines, 
 Tinting, Free-hand Drawing. Penmanship. 
 
 Forging. —Drawing, Upsetting, Bending, Punching, Welding, Tempering. Sol¬ 
 dering. 
 
 THIRD-YEAR CLASS. 
 
 Geometry, finished. Plane Trigonometry and Mensuration. 
 
 English Composition and Literature. History. Ethics and Political Economy. 
 Elements of Chemistry. 
 
 Book-keeping. 
 
 Drawing, Machine and Architectural. Elements of Descriptive Geometry. 
 
 Work in the Machine Shop. Bench Work and Fitting, Turning, Drilling, Planing, 
 Screw-cutting, etc. Study of the Steam Engine. 
 
ST. LOUIS MANUAL TRAINING SCHOOL. 
 
 31 
 
 Execution of Project. 
 
 French or Latin may be taken in place of English and History. 
 
 Before receiving a diploma of the school, each student must execute a project sat¬ 
 isfactory to the faculty of the school. The project consists of the actual construc¬ 
 tion of a machine. The finished machine must be accompanied by a full set of the 
 working drawings according to which the machine is made. If it is not feasible to 
 construct the patterns for castings of such machine, proper directions for their con¬ 
 struction must accompany the drawings. 
 
 Diplomas. —Pupils completing the course are presented with appropriate di¬ 
 plomas. Occasionally medals are given as evidence of special excellence in certain 
 branches. 
 
 Tuition Fees. —The school year consists of two terms of twenty weeks each. The 
 fees are 
 
 First-year class, per year. $60.00 
 
 Second-year “ “ “ . 80.00 
 
 Third-year “ “ “ . 100.00 
 
 Scholarships. —The, founders of the school desire that the advantages of this 
 school shall be within the reach of boys from every class in the community. A 
 limited number of free scholarships are therefore filled annually. It is desirable 
 that they should in general be given as rewards of merit to promising boys in 
 straitened circumstances. 
 
 Students, whether on scholarships or not, furnish their own books, drawing in¬ 
 struments, paper and boards; their own aprons and overalls; and their own pocket 
 tools. The school furnishes shop-tools and materials. Losses and breakages are 
 charged to pupils when they are the result of carelessness. 
 
Daily Programme. 
 
 32 EDUCATION IN THE INDUSTRIAL AND FINE ARTS, 
 
 3:20 p. ra. 
 
 Drawing, 
 e Shop. 
 
 Mechanics. 
 
 Rhetoric. 
 
 History. 
 
 ' Shop. 
 
 [ Physics. 
 
 | Algebra. 
 
 ' Shop. 
 
 » 1:20 p.m. 
 
 French. 
 
 Machin 
 
 Drawing. 
 
 Mechanics. 
 
 Algebra. 
 
 Turning 
 
 Latin. 
 
 Physics. 
 
 Turn in 
 
 £ 
 
 
 d 
 
 ’SS909H 
 
 
 
 a 
 
 
 d 
 
 : Shop. 
 Drawing. 
 Rhetoric, 
 th Shop. 
 Physics. 
 Physics. 
 Shop, 
 j History. 
 Drawing. 
 
 11 a. m. 
 
 Machine 
 Political Economy. 1 
 Geometry. 
 
 Blacksmi 
 
 Drawing. 
 
 Algebra. 
 
 Turning 
 
 Drawing. 
 
 Arithmetic. 
 
 11 a. m. 
 
 English history. 
 Mathematics, 
 th Shop. 
 
 Drawing. 
 
 lop. 
 
 Latin. 
 
 Drawing. 
 
 ; Shop. 
 
 Physics. 
 
 a 
 
 eS 
 
 os 
 
 Physics or Mathematics. 
 Chemistry. 
 
 Blacksmii 
 
 Algebra. 
 
 Turning St 
 
 Drawing. 
 
 Algebra. 
 
 Turning 
 
 History. 
 
 Division. 
 
 <oa«iMCM6ciW 
 
 Class. 
 
 Third year. 
 
 Second year. 
 
 First year. 
 
 
 £ 
 
 n 
 
 o 
 
 & 
 
 a 
 
 b 
 
 S3 cs 
 
PROFESSOR WOODWARD JUSTIFIES MANUAL TRAINING. 33 
 
 THE PURPOSE OF THE SCHOOL. 
 
 The Manual Training School is not an asylum for dull or lazy boys. It clearly 
 recognizes the pre-eminent value and necessity of intellectual development and 
 discipline. In presenting some novel features in its course of instruction, the man¬ 
 agers do not assume that in other schools there is too much intellectual and moral 
 training, but that there is too little manual training for ordinary American boys. 
 This school exacts close and thoughtful study with books as well as with tools. It 
 proposes, by lengthening the usual school-day a full hour, and by abridging some¬ 
 what the number of daily recitations, to find time for drawing and tool-work, and 
 thus to secure a more liberal intellectual and physical development—a more sym¬ 
 metrical education. 
 
 It is believed that, to all students, without regard to plans for the future, the value 
 of the training which can be got in shop-work, spending only eight or ten hours per 
 week, is abundantly sufficient to justify the expense of materials, tools, and teachers. 
 
 THE DEVELOPMENT OP NATURAL APTITUDES. 
 
 It occasionally happens that students who have special aptitudes in certain direc¬ 
 tions, find great difficulty in mastering subjects in other directions. In such cases 
 it is often the best course to yield to natural tastes, and to assist the student in find¬ 
 ing his proper sphere of work or study. A decided aptitude for handicraft is not 
 unfrequently coupled with a strong aversion to and unfitness for abstract and the¬ 
 oretical investigations. There can be no doubt that, in such cases, more time should 
 be spent in the shop, and less in the lecture and recitation room. On the other 
 hand, great facility in the acquisition and use of language is often accompained by 
 a great lack of either mechanical interest or power. When such a bias is discov¬ 
 ered, the lad should unquestionably be sent to his grammar and dictionary rather 
 than to the laboratory or draughting-room. It is confidently believed that the de¬ 
 velopments of this school will prevent those serious errors in the choice of a voca¬ 
 tion which often prove so fatal to the fondest hopes. 
 
 One great object of the school is to foster a higher appreciation of the value and 
 dignity of intelligent labor, and the worth and respectability of laboring men. A 
 boy who sees nothing in manual labor but mere brute force, despises both the labor 
 and the laborer. With the acquisition of skill in himself, comes the ability and 
 willingness to recognize skill in his fellows. When once he appreciates skill in 
 handicraft, he regards the workman with sympathy and respect. 
 
 In a Manual Training School, tool-work never descends into drudgery. The tasks 
 are not long, nor are they unnecessarily repeated. Whatever may be the social 
 standing or influence of the fathers, the sons go together to the same work, and 
 are tested physically as well as intellectually, by the same standards. The result in 
 the past has been, and in the future it will continue to be, a truer estimate of labor¬ 
 ing and manufacturing people, and a sounder judgment on all social problems. 
 
 It is not assumed that every boy who enters this school is to be a mechanic. Some 
 will find that they have no taste for manual arts, and will turn into other paths— 
 law, medicine or literature. Some who develop both natural skill and strong intel¬ 
 lectual powers will push on through the Polytechnic School into the higher realms 
 of professional life, as engineers or scientists. Others will find their greatest use¬ 
 fulness as well as highest happiness in some branch of mechanical work into which 
 they will readily step when they leave school. All will gain intellectually by their 
 experience in contact with things. The grand result will be an increasing interest 
 in manufacturing pursuits, more intelligent mechanics, more successful manufac¬ 
 turers, better lawyers, more skillful physicians, and more useful citizens. 
 
 ART—VOL 4-3 
 
34 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 SCHOOL BUILDING AND ACCOMMODATIONS. 
 
 A perspective view of the school building is given and the arrangement of the 
 three floors is shown in the accompanying cuts. It will be noticed that the original 
 building, which was used for the first two years of the school, is now wholly devoted 
 to the interests of the shop work, while all needed study, recitation, and drawing 
 rooms are supplied in the recent addition. 
 
 As a rule, each shop has uniform accommodations for a class of twenty pupils. 
 Three such classes or divisions can be taught daily in each. Four divisions could 
 be taught by extending the range of a school day to eight hours. Each pupil in the 
 wood-working shops has one of the uniform sets of hand edge-tools for his exclu¬ 
 sive use, kept in a locked drawer. For the care and safety of these tools he is held 
 responsible. 
 
 I.—THE TWO CARPENTER SHOPS. 
 
 For details of these shops, each 40x50 feet, see cuts of second and third floors. 
 The third-story shop is used both as a carpenter and as a turning shop. Each con¬ 
 tains twenty benches, vises, and sets of tools for use in common, a power grind¬ 
 stone, the instructor's desk and bench, and the requisite quota of clamps, glue-pots, 
 etc. The school has over one hundred sets of edge-tools marked for the several 
 drawers. A double circular-saw machine is provided for getting out stock (‘ ‘ blanks ” 
 for a class). 
 
 II.—THE TWO TURNING SHOPS. 
 
 One is 40x50 feet, and the other 40x40 feet. Each contains twenty speed-lathes 
 of 12-inch swing and 5-foot bed, with complete equipment of face-plates, chucks, 
 etc., for one hundred pupils. Each shop contains several 8-foot benches for pat¬ 
 tern work, a power grindstone, and a moulder’s bench and tools for illustrating 
 practically the use and handling of patterns for foundry work. 
 
 III.—THE BLACKSMITH SHOP. 
 
 The first floor of the building is devoted to metal work, and comprises the machine 
 and blacksmith shops. The blacksmith's shop is40 feet square, and has its complete 
 equipment of twenty forges, anvils, tubs, and sets of ordinary hand tools. Ten sets 
 of heavy tools suffice for twenty pupils, as they may work in pairs as smith and 
 helper. The blast is supplied by a fan blower, and a powerful exhaust fan keeps 
 the shop almost wholly free from smoke and gas. In connection with one of the 
 larger forges is a hand-bellows, which can he used when the engine is not running. 
 Every shop exercise lasts two hours, consequently the shop readily accommodates 
 eighty pupils per day. 
 
 IV.—THE MACHINE SHOP 
 
 Is 40 X 50 feet. It possesses an equipment of seven engine-lathes of 14-inch swing and 
 5-foot bed (It is proposed to add several new lathes during the summer, so that class 
 work may be more uniform); four speed-lathes; a post drill; a planer, 21-inch by 21- 
 inch by 5 feet; a 25-inch goose-neck drill; a shaper of 15 inches stroke; and a large 
 power grindstone. Ten vises and benches, with forty drawers, afford opportunity 
 for bench work. The shop is furnished for a class of twenty students at once. The 
 Corliss engine occupies a part of this shop. It has a 14-inch cylinder and 42-inch 
 stroke, and runs at the rate of 65 revolutions per minute. The engine is of the best 
 pattern and superior workmanship, and is capable of about sixty horse-power. It 
 was built specially for the school by Messrs. Smith, Beggs & Rankin, of St. Louis. 
 The steam-generating apparatus of the University consists of a battery of three 
 
PROFESSOR WOODWARD ON MANUAL TRAINING SCHOOLS. 35 
 
 large steel boilers, set and furnished in the most approved manner. These boilers 
 furnish heat for the entire group of University buildings, as well as steam for the 
 engine in the shop. This equipment of steam power furnishes to pupils of the 
 Third-Year class the means of becoming familiar with such machinery on a scale 
 unsurpassed. 
 
 HOW THE USE OF TOOLS IS TAUGHT. 
 
 The shop instruction is given similarly to laboratory lectures. The instructor at 
 the bench, machine, or anvil, executes in the presence of the whole class the day’s 
 lesson, giving all needed information, and at times using the blackboard. When 
 necessary the pupils make notes and sketches (working drawings), and questions 
 are asked and answered, that all obscurities may be removed. The class then pro¬ 
 ceeds to the execution of the task, leaving the instructor to give additional help to 
 such as need it. At a specified time the lesson ceases, and the work is brought in, 
 commented on and marked. It is not necessary that all the work assigned should 
 be finished; the essential thing is that it should be well begun and carried on with 
 reasonable speed and accuracy. 
 
 SPECIAL TRADES ARE NOT TAUGHT. 
 
 All the shop-work is disciplinary; special trades are not taught, nor are articles 
 manufactured for sale. 
 
 The scope of a single trade is too narrow for educational purposes. A shop which 
 manufactures for the market, and expects a revenue from the sale of its products, 
 is necessarily confined to salable work, and a systematic and progressive series of 
 lessons is impossible, except at great cost. If the object of the shop is education, 
 a student should be allowed to discontinue any task or process the moment he has 
 learned to do it well. If the shop were intended to make money, the students 
 would be kept at work on what they could do best at the expense of breadth and 
 versatility. 
 
 In manual education, the desired end is the acquirement of skill in the use of 
 tools and materials, and not the production of specific articles ; hence we abstract 
 all the mechanical processes and manual arts and typical tools of the trades and 
 occupations of men, arrange a systematic course of instruction in the same, and 
 then incorporate it in our system of education. Thus, without teaching any one 
 trade, we teach the essential mechanical principles of all. 
 
 Accordingly, the shop-training is gained by regular and carefully graded lessons 
 designed to cover as much ground as possible, and to teach thoroughly the uses of 
 ordinary tools. This does not imply the attainment of sufficient skill to produce 
 either the fine work or the rapidity of a skilled mechanic. But a knowledge of 
 how a tool or machine should be used is easily and thoroughly taught. The me¬ 
 chanical products or results of such lessons have little or no value when completed, 
 and they are generally used as new material for more exercises. 
 
 Frequent requests have been made for detailed descriptions or drawings of the 
 models actually made in the several shops. Such requests have generally been 
 refused for several good reasons. In the first place, the main object of one or more 
 exercises is to gain control and mastery of the tool in hand, and not the production 
 of a particular model. The use of the tool may be well taught by a large variety 
 of exercises, just as knowledge of bank discount may be gained from the use of 
 several different examples. No special merit can be claimed for a particular ex¬ 
 ample; neither can a particular model or series of models have any great value. 
 No good teacher is likely to use precisely the same set twice, The method of doing 
 a piece of work, and not the finished piece, is generally the object of a lesson. 
 
 The tools of a shop are not given out all at once; they are issued as they are 
 needed, and as a rule, to all the members of a class alike. 
 
36 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 I.—CARPENTRY. 1 , 
 
 In carpenter work the tools used are: the cross-cut, tenon, and rip saws; steel 
 square, try square, bevel and gauge, hammer, mallet, rule and dividers, oil stones 
 and slips. And among edge-tools: the jack and smoothing planes, chisels, and 
 gouges. Braces and bits, jointer planes, compass saws, hatchets, and other tools 
 are kept in the shop tool-closet to be used as needed. 
 
 The saw and the plane with the square and gauge are the foundation tools, and 
 to drill the pupils in their use numerous lessons are given, varied only enough to 
 avoid monotony. The pupil being able to plane a piece fairly well, and to keep to 
 the line in sawing, the next step is to teach him the use of the chisel in producing 
 simple joints of various kinds. The particular shapes are given with the intent to 
 familiarize the pupil with the customary styles and methods of construction. 
 
 The different sizes of the same tool, chisels for instance, require different care 
 and methods of handling, and the means of overcoming irregularities and defects 
 in material form another chapter in the instruction to be given. 
 
 With the introduction of each tool, the pupils are taught how to keep the same 
 in order. They are taught that sharp tools are absolutely necessary to good work. 
 
 II.—WOOD-TURNING. 
 
 Five or six tools only are used, and from previous experience the pupils know 
 how to keep them in order. At first a large gouge only is issued, and the pupils 
 are taught and drilled in its use in roughing out and producing cylinders and cones ; 
 then concave and double-curved surfaces; then in work comprising all these—all 
 in wood turning witli the grain. A wide chisel follows, and its use in conjunction 
 with the gouge is taught. After this a smaller gouge, chisel, and parting tool, and 
 a round-point are given, and a variety of shapes are executed. Next comes turn¬ 
 ing across the grain ; then bored and hollow work, chucking and the various ways 
 of manipulating wood on face-plates, mandrels, etc. Finally, turning of fanffy 
 woods, polishing, jointing, and pattern work. 
 
 In connection with the making of p itterns, their use is shown by brief exercises 
 in moulding. Castings are made of lead or type metal. Though very little mould¬ 
 ing or casting is done by the students, enough practice is given to illustrate the prin¬ 
 ciples and explain the use of technical terms. 
 
 III.—FORGING. 
 
 Work in the blacksmith shop is in one essential feature different from any other 
 kind. Wood or cold iron will wait any desired length of time while the pupil con¬ 
 siders how he shall work, but here comes in temperatui’e subject to continual 
 change. The injunction is imperative to “ strike while the iron is hot,” and hence 
 quick work is demanded—a hard thing for new hands. To obviate this difficulty 
 bars of lead are used, with which the lesson is first executed, while all the particu¬ 
 lars of holding and striking are studied. The lead acts under the hammer very 
 neavlv like hot iron, and permits every operation on the anvil except welding. 
 
 The various operations of drawing, bending, upsetting, punching, welding, tem¬ 
 pering, etc., are learned in connection with the fabrication of hooks, stirrups, chains, 
 swivels, tongs, hammers, and machine tools. 
 
 One of the most difficult lessons in the art of the smith is that of managing the 
 fire. The various kinds of heat are explained and illustrated, and habits of economy 
 of both iron and fuel are inculcated. 
 
 At the date of the preparation of this statement arrangements had not been made 
 for class instruction in soldering and brazing, though they were expected soon. 
 
PROFESSOR WOODWARD ON MANUAL TRAINING SCHOOLS. 37 
 
 IV.—MACHINE-SHOP WORK. 
 
 In the machine shop, owing to the inevitable lack of tools, the class-work is less 
 uniform. It is practically impossible to furnish a class of twenty students with 
 twenty lathes, twenty planers, twenty drills, &c., &c. The size and cost of such a 
 shop puts the matter out of discussion; the cost of the tools in the present shop 
 exceeded $4,000, exclusive of the engine and shafting. 
 
 Nevertheless, the instruction is given with an approach to regularity ; the prac¬ 
 tice is as uniform as the tools will allow. The course includes chipping, filing, 
 polishing, turning, drilling, boring, screw-cutting, scraping, planing, &c., and all 
 the details of fitting and finishing. 
 
 During the second term the members of the class, either singly or in groups, 
 enter upon the construction of their projects for finished work. 
 
 Throughout the year a detail is made from each shop-division to study the man¬ 
 agement of the engine and boilers, under the direction of a competent engineer. 
 
 THE SKILL ATTAINED. 
 
 It cannot be claimed that the student workmen become skilled mechanics in any 
 of the shops, though it is insisted that every step shall be clearly understood and 
 fairly executed. The rapid progress of boys to whom all subjects are presented in 
 logical order, with clear and full explanations, and who work under the continual 
 guidance of an expert teacher, and only two hours at a time,—during which their 
 interest is fully sustained—is most surprising to those who compare the work pro¬ 
 duced here with the performances of ordinary apprentices of the same number of 
 hours. 
 
 TIME DEVOTED TO SHOP-WORK. 
 
 Two hours per day for five days gives ten hours per week. 400 horns are given 
 to wood work. 400 hours to iron and steel forging, and soldering. 400 hours are 
 given to bench and machine work on metals and the care of boilers and engine. 
 Hence the total amount of shop work in the course is 1200 hours, in time equal to 
 120 days of ten hours each. 
 
 ORDINARY STUDIES. 
 
 It has not been thought necessary to detail the work done on the familiar subjects 
 of mathematics, science, and literature. The simultaneous development and disci¬ 
 pline of the intellectual and physical faculties is the main object of the course. The 
 aim is to do thorough work; to lay out a fair course of study and cover it well. 
 There is no laxity in book-work in consequence of the introduction of manual fea¬ 
 tures in the daily programme. 
 
 REGULATIONS FOR PRACTICE HOURS IN THE WORKSHOPS. 
 
 1. When dismissed for shop work, students will go directly to the shop assigned. 
 
 2. During practice hours students must give their undivided attention to the 
 work assigned, not leaving it to clean up till the ringing of the first bell. 
 
 3. All singing, whistling, and lounging on the benches or machines is strictly 
 forbidden; students should talk only when it is necessary, and then in a low tone. 
 
 4. During the regular hours private work cannot be permitted. At other times 
 such work, if of a suitable character, may be allowed, at the option of the instructor. 
 
 5. Students should clean, and return to its place, any tool taken from the tool 
 cases, as soon as they are through using it. 
 
 6. Promptly upon the ringing of the first bell work should cease; the tools should 
 be put in their proper places, and the bench or machine cleaned before leaving the 
 room to wash up. Unfinished work should be put in the drawers, or in such places 
 
38 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 as the instructor may direct. The tool-drawers should always be left clean and in 
 order. 
 
 7. Students will be admitted only to such shops as are necessary to their work; 
 and at the hours assigned, except by permission of the instructor, 
 
 8. When the student has finished the work assigned him, and he sees that the 
 instructor is not engaged, he may go to him for further instructions; otherwise lie 
 will remain quietly at his place. 
 
 9. Students must promptly report to the Superintendent any loss or breakage of 
 either tools or furniture. Losses and injuries which are the result of gross careless¬ 
 ness or disobedience of orders, should be paid for by the students responsible for 
 them. 
 
 THE SUCCESS OF THE SCHOOL. 
 
 The Managers of the school are abundantly confirmed in their views, as set forth 
 in the Prospectus four years ago, by the experience of the school during its first 
 three years. From the start it has been well patronized, and vacant seats have been 
 few; at times every seat has been filled. 
 
 The zeal and enthusiasm of the students has been developed to a most gratifying 
 extent, extending into all the departments of work. The variety afforded by the 
 daily programme has had the moral and intellectual effect expected, and an unu¬ 
 sual degree of sober earnestness has been shown. The wholesome moral effect of 
 a course of training which interests and stimulates the ardor of the student is most 
 marked. Parents observe the beneficial influence of occupation. The suggestions 
 of the day fill the mind with healthy thoughts and appetites during the leisure hours. 
 Success in drawing or shop-work has often had the effect of arousing the ambition 
 in mathematics and history, and vice versa. 
 
 Progress in the two subjects, drawing and shop-work, (and we had little previous 
 knowledge of what could be done with boys as young as those of the first-year class) 
 has been quite remarkable. To be sure there was little doubt of the final result, 
 but the progress has been more rapid than it seemed reasonable to expect. The 
 habit of working from drawings and to nice measurements has given the students 
 a confidence in themselves altogether new. This is shown in the readiness with 
 which they undertake the execution of small commissions in behalf of the school, 
 and the handiness which they display at home. In fact, the increased usefulness of 
 the students is making itself felt, and in several instances the result has been the 
 offer of business positions too tempting to be rejected. This drawback, if it can be 
 called one, the school must always suffer. The better educated and trained the 
 students become, the stronger will be the temptations offered to them outside, and 
 the more difficult it will be to hold them through the course. Parents and guard¬ 
 ians should avoid the bad policy of injuring the prospects of a promising young 
 man by grasping a small present pecuniary advantage at the cost of far greater re¬ 
 wards in the future. From the testimony of parents (and by a circular, all were 
 invited to give frank expression to their views) the physical, intellectual, and moral 
 effect of the school is exceedingly satisfactory. The unanimous response is: an 
 unusual interest and pleasure in school; and very generally an increased fondness 
 for scientific books and periodicals. A few boys who had never shown any interest 
 in tools have developed into good and enthusiastic workmen. As a rule the good 
 scholars are the good mechanics. 
 
 The following paragraphs from an account of a visit to the school 
 which appeared in the St. Louis Republican of February 4th, 1883, 
 convey the impression made on outsiders by this new kind of school; 
 while in the quotations there given from the message to the Legis¬ 
 lature by the Governor of the State, the desirableness of this new 
 
THE ST. LOUIS SCHOOL DESCRIBED. 
 
 39 
 
 element in tlie course of study is clearly set forth. General Arm¬ 
 strong, whose great success in new fields of educational activity 
 entitles him to be heard as an expert, speaks very much to the pur¬ 
 pose in what he says as to the need and the cost of such schools. 
 From the “St. Louis Republican” of February 4, 1883: 
 
 The novelty of the school has by no means worn off. at least to outsiders. Trav¬ 
 ellers along Washington avenue, as they pass the handsome and substantial-look¬ 
 ing building, turn to look again at the massive fly-wheel which revolves in full view 
 through the front windows. If one ventures inside the building, as we did recently 
 with great satisfaction, he experiences first a feeling of surprise and strangeness, 
 and later a sense of completeness. Mingled with what is old and familiar is much 
 that is new and at first sight incongruous. 
 
 In class-rooms, removed from all din of tools and the vibration of machinery, are 
 sections of eighteen or twenty boys each, reciting lessons in algebra, or history, or 
 Latin, or physics. In the draughting rooms one section is learning line-drawing, 
 or how to represent objects by their exact orthographic or isometric projections. 
 Another section is making shaded drawings of actual machines. 
 
 If a visitor sees only the study, recitation and drawing-rooms, the impression 
 made is like that produced by a high school in which comparatively little attention 
 is paid the ancient languages and history, while special attention is paid to theo¬ 
 retical and practical drawing, and to elementary physic. 
 
 On crossing the hallway to the shops the scene changes. The same lads that a 
 few moments before we saw reciting a lesson are now in “ shop dress” engaged in 
 the study and practice of tool-work. Two sections of twenty boys each were en¬ 
 gaged at wood-turning, every man having a lathe driven by the large shop engine. 
 
 Gov. Crittenden strongly indorsed this school in his recent message to the legis¬ 
 lature of Missouri. Said he: 
 
 “ The ordinary school-boy gets the idea that it requires no education to be a me¬ 
 chanic; hence’he aspires to what is called a higher profession, a higher vocation, 
 and foolishly learns, from vicious sources, to despise both craft and craftsman. If 
 this pernicious tendency can be corrected, and the dignity of skilled labor and 
 skilled workmen be maintained by the introduction of manual training into gram¬ 
 mar schools and schools of high grade, great good will be accomplished. I have 
 no hesitancy in directing attention to this manual school as one of our educational 
 ornaments, worthy of the patronage of our sons and the respect of our citizens.” 
 
 Gen. C. S. Armstrong of Hampton, Va., after a visit, writes in the Southern Work¬ 
 man : “ The Manual Training school is no experiment. It is the nearest to perfec¬ 
 tion of the true method of training head and hand together I know of. The same 
 plan is pursued at the Boston School of Technology, but so far as teaching trades 
 is concerned, the St. Louis school is far ahead of the one in Boston. 
 
 “ Our civilization demands this sort of thing. The trouble is that while people 
 theoretically believe in practical education, they are not ready to throw large sums 
 of money into it as they are with the old style colleges, which have a tremendous 
 hold, and are not in the least experimental. People will have such schools when 
 they are willing to pay for them. Manual training-schools are the most expensive 
 kind. They require two sets of teachers, rare business skill, and a variety of ma¬ 
 terial and of appliances of which ordinary schools never dream of. As in every¬ 
 thing else, the better and more complete the product the more it costs. You cannot 
 say ‘ Pay your money and take your choice,’ but you must pay more for industrial 
 education.” 
 
 The following extracts from a letter written by Professor Wood¬ 
 ward, Director of the school, explain themselves and are of interest. 
 
40 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 CORRESPONDENCE. 
 
 Manual Training School, 
 
 St. Louis, April 24, 1888. 
 
 Editor of The Reporter : 
 
 I am asked by the editor to answer the question : “ What will the Manual Train¬ 
 ing School boys do on leaving school ? ” 
 
 Before venturing a few words on this most interesting subject, let me say, for the 
 sake of preventing confusion, that the Manual Training School is not the polytech¬ 
 nic department of the University; and its graduates are not to be confounded with 
 the civil and mechanical engineers, who combine with their higher scientific studies 
 a certain amount of manual training. The Manual Training School is of a lower 
 grade. It admits boys, on examination, as young as fourteen years, and its course 
 of instruction extends through three years. I should add that this is but the third 
 year of the school, and that our first class is to graduate next June; hence I can 
 not speak of what our boys have done after leaving us, but of what they now wish 
 to do. 
 
 Now, first, I claim that our graduates will form a new article never before put 
 upon an American market. They will stand in strong contrast to the graduates of 
 high schools and academies, with whom they are on a fair equality as regards 
 scholarship. * * * 
 
 A FOURTH “R.” 
 
 We maintain that the “ three R.’s” do not suffice. “ Reading, ’Riting, and ’Rith-: 
 metic” are all very well, but they are not enough. We add at least a fourth “ R,” 
 namely “ ’ Rtizanship!" We propose to tear down the prison walls, to open all the 
 doors and to clear all the avenues to intellectual, moral and material wealth. We 
 have worshipped books till we have fancied that all wisdom and culture was bound 
 up in them. We have bent so reverently at the shrine of the ancients that we have 
 been made to believe that the pyramid of Jeezah, the temple of Diana at Ephesus, 
 and the Athenian Parthenon were the product of inspired genius, while we pass 
 over the steel arches of the St. Louis Bridge without appreciating the fact that in 
 genius, mechanical skill, scientific accuracy, beauty and grace, it outshines them 
 all. In languages, arts, and sciences the world of to-day surpasses all past ages ; 
 and education should mainly deal with living issues, and “ lead out ” in all direc¬ 
 tions. 
 
 CHOICE OF OCCUPATION. 
 
 Boys whose education has been well balanced will choose their occupations intel¬ 
 ligently. They will not all travel the same road. We do not wish to repeat the old 
 mistake. We should be sorry to see every boy of the Manual Training School be¬ 
 come a mechanic. I know that many are not fit for it; they will be more success¬ 
 ful as lawyers, or editors, or buyers, or sellers. Will their manual training be 
 therefore lost ? Not at all. Just as it does not hurt a mechanic to know literature 
 and science, so it will not hurt a lawyer or an editor to have a little common sense 
 on mechanical and concrete matters. 
 
 BALANCED EDUCATION. 
 
 No, we do not try in our school to wall-out letters, or art, or mathematics, or the 
 elements of science; and hence we shall not be surprised to see our graduates trav¬ 
 eling in various directions when they leave our doors. We shall not fetter their 
 feet through fear of their leaping over their work-benches ; nor when they hunger 
 and thirst for the highest cultivation the University can give, shall we refuse to 
 minister unto them lest, for-sooth, we teach them too much, and they be not mechanics 
 
THE WASHINGTON UNIVERSITY, ST. LOUIS, MO. 
 
 41 
 
 after all. A symmetrical or integral education is never to be feared ; it will never 
 lead a man out of this sphere; it is only the one-sided, narrow, walled-in education 
 which distorts, misleads and corrupts. I have claimed that our boys would be free 
 from prejudice against manual labor; that they will appreciate mechanical skill, 
 and if they have it, they will enjoy its practice. In general, I have claimed that 
 our graduates will be 
 
 “BOTH ABLE AND WILLING TO WORK.” 
 
 If I am right in this, I care little what particular work they undertake. They will 
 choose their vocation wisely and follow it successfully. One of our great points is 
 gained in intelligent choice. * * * * * 
 
 CENSUS OF THE MANUAL TRAINING SCHOOL. 
 
 Now, perhaps it will be more to the point if I give the result of an inquiry among 
 the pupils of my highest class, the boys who have worked in all our shops as join¬ 
 ers, wood-turners, blacksmiths and machinists, and who are fair, practical draughts¬ 
 men, and who will finish their course in less than two months. They number 
 twenty-nine, and they were asked to state frankly what work or occupation they 
 wished to follow next year. Their answers were as follows: 
 
 To continue study in an advanced course. 11 
 
 To enter a machine shop. 6 
 
 To enter an architect’s office. 4 
 
 To work as machine draughtsmen. 3 
 
 To be an engraver. 1 
 
 To be a blacksmith. 1 
 
 To be a bricklayer.. 1 
 
 To enter real estate business. 1 
 
 To farm and raise stock . 1 
 
 Total in the class.29 
 
 Now what these boys will really do, no one claims to know ; circumstances will 
 have as much to do with the matter as taste and fitness. I have given their appe¬ 
 tites, and it appears that eleven of them are still hungry for study. I could carry 
 this investigation into the lower (and larger) classes, but it is not necessary. I have 
 answered the question as well as I could. 
 
 C. M. Woodward, 
 
 Director. 
 
 WASHINGTON UNIVERSITY* 
 comprehends: 
 
 I. The Undergraduate Department—Including the College and the Polytechnic 
 School, Washington Avenue and Seventeenth Street. 
 
 II. Henry Sbaw School of Botany, 1724 Washington Avenue. 
 
 III. St. Louis School of Fine Arts, Lucas Place and Nineteenth Street, 
 
 IV. St. Louis Law School, 1417 Lucas Place. 
 
 V. St. Louis Medical College, 1818 Lucas Place. 
 
 VI. Missouri Dental College, 1818 Lucas Place. 
 
 * From the catalogue for 1891-1892. 
 
42 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The following schools are organized under the charter of the University :— 
 
 I. Smith Academy, Washington Avenue and Nineteenth Street. 
 
 II. Manual Training School, Washington Avenue and Eighteenth Street. 
 
 III. Mary Institute, Locust and Beaumont Streets. 
 
 Information in regard to any of the above departments may be obtained from 
 
 GEO. M. BARTLETT, 
 
 Sec’y, Washington University. 
 
 The following extracts from the paper read by Dr. Woodward be¬ 
 fore the American Society of Mechanical Engineers will serve to 
 show the relation of the Manual Training School to the Polytechnic 
 School of the Washington University, in which, besides being an 
 end in itself as an independent school, it also serves as a preparatory 
 school for the boys who propose to enter the Polytechnic School to 
 be trained as engineers. One* important phase of the Manual Train¬ 
 ing Schools is to prepare their pupils for the higher schools of science, 
 just as classical academies and high schools fit their pupils fot the 
 classical colleges. It is in this relation that Dr. Woodward treats of 
 the school in this paper and that Professor Thurston of Cornell, and 
 the other gentlemen who participated in the discussion which fol¬ 
 lowed, treated the topic. 
 
 On this point Dr. Woodward said: 
 
 “ The Manual Training School stands in need of the Polytechnic to supplement 
 its work, as truly as the Polytechnic stands in need of the Manual to properly pre¬ 
 pare students for its ministrations. Purely manual work is elementary in charac¬ 
 ter; it is only the close reasoning about such work that requires maturity, and only 
 those who have tried our plan, can know how helpful it is to the polytechnic student 
 to be familiar with the manipulations of practical mechanics. 
 
 All that was said a year ago by Prof. Alden, in regard to the w T holesome intellec¬ 
 tual effect of combining theory and practice, is cordially endorsed by the writer. 
 Even on the intellectual side there is no waste of time, in either the earlier or the 
 later stages of our training. The reasonableness of every step in the course is evi' 
 dent to every one who enters upon it. 
 
 In this paper Dr. Woodward gave not only the course of study 
 of the Manual Training School but also the engineering courses of 
 the Polytechnic School. Professor Thurston gave also the Post 
 Graduate, Engineering Courses of Sibley College at Cornell. These 
 are of course omitted, and only such extracts from the paper and such 
 parts of the discussion as relate directly to the Manual Training 
 School are here given. 
 
 The Training of a Dynamic Engineer in Washington University, St. Lotus.* 
 
 By Calvin M. Woodward, St. Louis, Mo. 
 
 The complete course of training supplied by this university consists of three dis¬ 
 tinct stages, which will be briefly presented in succession. 
 
 It is proper, that an account of these stages should be prefaced with the state¬ 
 ment, that, as yet, no students have passed through the third stage. It is but 
 
 *From Volume vii, Transactions (read at the Chicago meeting of the American 
 Society of Mechanical Engineers), p. 42. 
 
THE TRAINING IN THE ST. LOUIS SCHOOL. 
 
 43 
 
 recently organized, and next year, will be the first in which all will be in simulta¬ 
 neous operation. We logically began at the bottom, and have now reached the top¬ 
 most story. The first and second stages have been tested, and their value confirmed 
 by successful experience. Of the value of the final stage, we have no question. 
 
 The primary course of instruction is given in the Manual Training School, occu¬ 
 pying three years, from the age of fifteen to eighteen on the average. The second 
 stage covers four years of undergraduate instruction in the Polytechnic School 
 from eighteen to twenty-two, at the end of which, the successful student receives 
 the non-professional degree of “ Bachelor of Engineering.” The final stage covers 
 one year of what may be called graduate study and investigation, the completion of 
 which entitles the student to the degree of “ Dynamic Engineer.” 
 
 The Manual Training School was established as a distinct and separate preparatory 
 department in 1879. 
 
 Our Polytechnic School was organized sixteen years ago. At first, the depart¬ 
 ments of Civil and Mechanical Engineering, were combined in one. Three years 
 ago, they were separated, and the broader and more appropriate name of Dynamic 
 Engineering was adopted. The name is respectfully commended to the considera¬ 
 tion of this Society. In England, and largely in this country, a mechanical engi¬ 
 neer is first of all, a machinist; secondly, a draughtsman; and thirdly, he is more or 
 less (generally rather less) familiar with mathematics and theoretical mechanics. 
 A dynamic engineer should be thoroughly grounded in all—in the theory as well as 
 in the practice of the great prime movers which serve to develop the forces of nature- 
 
 1. THE MANUAL TRAINING SCHOOL. 
 
 This school gives systematic instruction in mathematics, science, language and 
 literature, drawing and shop-practice. All of these five subjects enter into the pro¬ 
 gramme of every day of every boy, two hours of school time being devoted to the 
 shop, and one hour to each of the other four subjects. The school year consists of 
 about one hundred and ninety days net, the home study varies from two to three 
 hours daily, being the greatest with the highest class. The course in mathematics, 
 is not unlike that in the high schools and academies which prepare boys for college. 
 Arithmetic, algebra, geometry, mensuration, and some plane trigonometry. In 
 science or applied mathematics, comes a science primer, physical geography, bot¬ 
 any, elementary physics (including the construction and use of simple apparatus, 
 and the determination of laws inductively) chemistry, (with very little laboratory 
 practice, though we hope gradually, to introduce more) physiology and book-keep¬ 
 ing. 
 
 The literary work consists of history, rhetoric, Latin, French, and English class¬ 
 ics. Those boys who do not propose to take a higher course in a college or poly¬ 
 technic school, may omit Latin and French, giving the time to more history. Eng¬ 
 lish composition, and political economy. 
 
 DRAWING. 
 
 Penmanship and lettering come under the head of drawing, which is practical 
 rather than artistic in its aim, in view of the principle that the artistic should always 
 follow the practical. The former is intricate, requiring maturity and familiarity 
 with elementary principles; the latter is simple, plain, and intelligible to every boy 
 of fifteen years, and so far as known, it has never been shown before, what boys of 
 fourteen and fifteen are capable of in the art of drawing. We begin with ortho¬ 
 graphic projections of simple objects, generally modifications of geometric forms, 
 requiring three views consistently drawn. This is all free-hand work on blackboard, 
 or pencil work on paper. This training enables the boys to make and read their 
 shop-drawings from the very first. Their first instrumental work is on stretched 
 
44 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 paper with ink, and consists in learning to draw straight and curved lines in ink, 
 clear, firm, and true. Free-hand sketches of simple articles which have details of 
 simple shape, such as speed lathes, center rests, face plates, etc., are next followed 
 by instrumental drawings of the same to exact scale, accompanied by a sheet of 
 figured details and sections, 
 
 The drawing of the second year is all on stretched paper, and largely instrumental 
 or brush work. Representations of blocks, plain, truncated or intersecting, drawn 
 in strict orthographies; flat tinting, isometrics, lettering, borders; a machine (from 
 the object) with the details; architectural details and ornament. 
 
 The third year drawing begins with two sheets of geometrical exercises, a sheet 
 of line shading with shades and shadows; a sheet of brush shading of cones, cylin¬ 
 ders, spheres, toruses, etc. The final exercise is the drawing from the object by 
 actual measurement of a large engine, machine, or structure. This is first sketched 
 and measured, then drawn and shaded with a brush. This drawing is as finished as 
 the boy can make it, and shows the result of the course. A tracing on cloth is 
 taken of the outline work. Nowhere in this course, do we teach linear perspective 
 or descriptive geometry. The very simple exercises in intersection, screws, devel¬ 
 opments, and shadows are regarded only as geometrical exercises. 
 
 Throughout the drawing course the character of the shop-work going on at the 
 same time, and its accompanying working drawing, is kept steadily in view. 
 
 SHOP WORK. 
 
 The shop practice extends over a very wide field, but like the drawing, which runs 
 parallel with ft;, it is all required of every boy in the school, no matter what his 
 plans for the future may be. It occupies two hours a day for five days each week. 
 
 The three hundred and eighty hours of the first year are devoted to wood, at the 
 bench and at the lathe. Joining, with wood-carving, gluing, inside and outside 
 turning, forms of beauty and forms of strength, constitute the series. The year 
 ends with the construction of an article, original or copied, which shall embody as 
 many of the steps already learned as possible. Incidentally, the pupils keep up 
 the stock of handles, mallets, clamps, trestles, and shelving in the establishment, 
 though the great majority of exercises are of a purely abstract character. 
 
 The size of a shop division is limited to twenty-four boys, under the charge of a 
 single teacher, and the daily lesson is uniform for the division. A working drawing 
 of the piece or model required is first made and explained by the teacher of the divi¬ 
 sion. Every boy copies the drawing in his special book, and henceforth, works 
 from the drawing. The piece is then executed by the teacher in the presence of the 
 class. Attention is called to the order in which the steps are taken, what tools are 
 used, and how new processes are combined with old ones. The boys then execute 
 the task, each for himself, with or without special direction or help from the 
 teacher. Boys who work rapidly and well, put their spare time after finishing 
 their exercises into “extras,” which generally combine the steps already learned, 
 in some article of use or beauty. The slowest boy generally hands in an unfinished 
 piece. The results are criticised, compared, and graded on an absolute scale where 
 one hundred per cent, means reasonable perfection. 
 
 The aim is, to master the range of every tool, and to cultivate the habit of ana¬ 
 lyzing complicated processes into simple elements. A high degree of skill is not 
 aimed at, the chief immediate object being an intelligent mastery of every step and 
 every tool. 
 
 By a similar method, forging is learned during the middle year. The elementary 
 processes of the forge, are learned one at a time, with just enough practice to fix 
 them indelibly on the mind and to secure a moderate degree of skill. We have 
 found it extremely useful in giving exact knowledge of forms, and in teaching how 
 
THE TRAINING IN THE ST. LOUIS SCHOOL. 
 
 45 
 
 to strike and how to hold pieces under the hammer, to use bars of cold lead in a 
 preliminary exercise. The time apparently lost on a lead exercise is more than 
 made good by the material and time saved in the subsequent forgings of iron and 
 steel. The necessity of keeping up the supply of forging tools, and of the construc¬ 
 tion of a set of lathe tools, cold chisel and steel dog gives all the variety necessary 
 for a course of mere instruction. The size of a working division during the second 
 year is reduced to twenty-two; hence the shop contains but twenty two forges, 
 anvils, and sets of tools. A total of only two hundred and eighty five hours is 
 given to the forging shop. The remaining ninety five hours of the second year are 
 given to pattern-making, moulding, casting (with plaster or lead), brazing and sol¬ 
 dering. In connection with soldering, comes practice in cutting sheet metal for 
 special shapes, and spinning. This work is done in strict connection with their 
 drawing of intersections, and the developments of surfaces. 
 
 The shop practice of the third year is in the Machine and Fitting Shop. The 
 maximum size of a working division is here reduced to twenty, and yet it lias been 
 found impossible to adhere strictly to uniform lessons, for the reason, that it is prac¬ 
 tically out of the question to furnish twenty complete sets of machine tools. We 
 have found our wants fairly met by twelve engine lathes, four speed lathes, two 
 drills, two planers and twelve vises. As one man is always detailed to keep the tool 
 shop, nineteen are to be kept at work at once. Nevertheless, a large degree of uni¬ 
 formity is secured by means of systematic class instruction on the different tools, 
 and then systematic rotation in the exercises. In the use of the planers and drills, 
 a boy is first learner and then teacher. The series of exercises which we use, are 
 the results of large experience in devising such work as shall prove most instructive, 
 and best serve to develop the full capacity of every hand and machine tool. The 
 exercises occupy fully four fifths of the year, and include the use of every tool in 
 the shop. 
 
 The last few weeks are devoted to construction. In some cases, new patterns 
 are constructed, in others old patterns, made during the second year, are used, and 
 from the castings, (made elsewhere) articles of some complexity and real utility, are 
 constructed. During the present year, the senior class is engaged in the construc¬ 
 tion of three upright engines, several jack screws, an emery grinder, and several 
 pieces of bi’ass work. The abstract exercises, however, covered the shop work 
 from the first of September to the middle of April. These engines and other articles 
 are not made with any view to an income. Our purpose in their construction is to 
 give the students themselves, an opportunity to see how fully their exercises have 
 prepared them for such constructive work, and on the other hand, to teach them, 
 that no matter how comprehensive their experience may be, a new article may 
 involve new problems which can be solved only, by thoughtful study, and the ex- 
 • ercise of good judgment. 
 
 As to our policy of not carrying on a commercial establishment; of taking no 
 contracts; and of not setting out to manufacture for any market—reference will be 
 made later on. It may be now said, that we have found our present system of 
 uniform exercises: 1. More fruitful in general skill; 2. Better adapted for teaching 
 method and predcision; 3. More economical as admitting of a larger number stu¬ 
 dents simultaneously under one instructor. 
 
 Such, then, are the chief features of the Manual Training School. It was not 
 established nor is it conducted, as a school for the primary training of mechanical 
 engineers alone. It is a school for general training. It is assumed, that pupils 
 entering its junior class, are too young and undeveloped to decide the all-important 
 question:—what occupation or career in life shall he select. By the end of a three 
 year’s course, however, the bent or natural aptitude of a boy is generally found, if 
 he has one. If he combines a love for practical work with strong mathematical 
 power, then he has the prerequisite of an engineer. Thus far, those who have 
 
46 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 entered the Polytechnic School as students in the course of dynamic engineering, 
 have had good reasons for their selection. 
 
 ******* 
 
 In. the interesting discussion which followed the reading of this 
 paper the several topics suggested were fully considered and a variety 
 of opinions expressed; showing that there was by no means an entire 
 consensus of judgment. The conclusions reached by personal expe¬ 
 rience as apprentices and workmen, which were graphically stated 
 gave fire and life to the arguments. The talk was so full of sug¬ 
 gestion and throws such varied lights upon the whole subject at 
 issue, that it has seemed desirable to give it here in full; so far as it 
 relates to the value of the instruction given in this class of schools. 
 
 DISCUSSION. 
 
 Professor R. H. Thurston .—I have been reading Dr. Woodward’s very interesting 
 paper with attention, and am very much pleased with the systematic way in which 
 the work is evidently done at the Washington University. I am pleased to see that 
 a considerable amount of practice in free-hand drawing is there insisted on, and 
 that it includes some final work in machine sketching. This training gives the 
 boys the best possible exercise in the movements of hand and arm, correlated with 
 the action of the eye. The use of the sketches so made in the succeding work, with 
 drawing instruments, illustrates a principle which a carefully planned course may 
 illustrate in a great many ways—that of combining the practice of the moment 
 with the preparation of work for a later period in the course. It will be often 
 found thus practicable, to “ kill two birds with one stone,” and I know of no more 
 important factor in the successful operation of any extended system than this. 
 The order and succession of exercises are admirable. 
 
 I am very similarly impressed with the systematic plan and working of the shop 
 instruction. I particularly like the system of introducing each exercise with a lec¬ 
 ture—if so unpretentious a talk as is necessary in this case may be so denominat¬ 
 ed—in which the nature of the exercise is explained, and the method of its accom¬ 
 plishment; the tools to be used are indicated; their form, method of use, special 
 characteristics stated; the piece to made, being exhibited, the best way of using the 
 tool is explained, and the execution of the work is illustrated by the instructor. 
 I do not think it possible to attain the desired result promptly and satisfactorily 
 with classes, and to secure rapid progress, in any other way nearly so well as by 
 this method of reaching every student at once, and thus leaving a minimum of 
 time to be expended by the instructor, or individuals who happen to be slow or 
 inattentive. With boys who have the real spirit and knack of the mechanic in 
 them—and no others should ever be allowed to attempt to enter the profession of 
 engineering, in view of their inevitable failure—it is marvelous to see how rapidly 
 they acquire the power of skillfully using tools. I find many a youngster who had 
 never used a tool before in his life, other than his jack knife, after a few weeks 
 doing such work as his instructor, not to say the average journeyman, may well 
 admire. His muscles and his nervous system are in a stage of growth when they 
 can be made to accept this systematic training of every fibre of both, and when 
 they are, by nature, best prepared to acquire the habits and to gain the sleight that 
 is characteristic of the naturally good mechanic. If a boy does not show that he 
 has the essential proclivities in childhood, it may be usually assumed with safety, 
 that he is not of the elect, and he is not likely to prove, in later years, a good 
 mechanic or a great engineer. I do not mean to say, however, that I regard the 
 working into its best possible shape of such material as this latter as useless or 
 
DISCUSSION OF PROFESSOR WOODWARD’S PAPER. 
 
 47 
 
 objectionable. I believe that nineteen boys out of twenty do possess more or less 
 of the mechanic’s tastes and powers, and that the other one out of the twenty will 
 be so benefited, and his usefulness to himself and the world, so increased by shop 
 instruction, that he will do well to secure it. But, in the work of life, a man must 
 do that for which he is best fitted, and he can not hope to succeed in competition 
 with the world if he attempts to make a livelihood and to carry on a business for 
 which he is not fitted. The turtle may be an admirable diver, but he can not hope 
 to succeed in the race with the hare, if the hare attends to his business. 
 
 It is claimed for the system of general exercises, such as has been described, that 
 it secures fruitful application of talent in the acquirement of general skill; that it 
 is especially well adapted for conferring upon the student, habits of method and 
 precision ; and that it is peculiarly well adapted for instructing classes, in which 
 the work must be done by the least possible number of instructors. I believe these 
 claims to be all perfectly correct. Once that knowledge and skill are acquired, the 
 student is ready to turn his attention to their application in the arts and trades of 
 whatever department he may choose to enter. He will succeed in any trade or will 
 progress towards success in any department of engineering, provided he have, in 
 addition to the skill of the mechanic, the intellectual and moral character and force 
 essential to advancement in any and every walk in life. Without the latter, all the 
 training that all the trade schools and schools of engineering in the world could 
 give him would be useless. 
 
 ******* 
 
 The rest of Professor Thurston’s remarks are here omitted, as they 
 relate directly to the Polytechnic School of Washington University, 
 the training of Engineers in Sibley College, Cornell University, and 
 to a consideration of the change of name proposed by Professor 
 Woodward, from “Mechanical” Engineer to “Dynamic” Engineer. 
 
 Mr. William Kent .—I have watched the progress of the Manual Training School 
 at St. Louis, for many years, with considerable pleasure. I think the success of 
 that school will eventually make a revolution in our whole educational system. 
 Our public schools must some day, make the change which has been made at St. 
 Louis. Professor Woodward knows that I took part in the discussion of his pre¬ 
 sentation of the subject at the meeting of the American Association at Philadel¬ 
 phia, in 1884, and that I approve all that he has said to-day, especially in regard 
 to the school-shop. I then said, that to judge of the value of the work of a student 
 by its salability, was utterly wrong. 
 
 ******* 
 
 A portion of Mr. Kent’s remarks, as was the case, also, with those 
 of the other gentlemen who discussed the paper, was given to a con¬ 
 sideration of topics in Professor Woodward’s paper not here quoted, 
 and to the question of the substitution of the word “Dynamic,” in 
 place of “Mechanical,” to indicate the engineer graduates of Poly¬ 
 technic schools, as suggested by Professor Woodward. 
 
 Mr. J. T. Hawkins .—I think I can offer some little suggestion with reference to the 
 Manual Training SchooLs, that may be of value. I might premise, by saying, that 
 I had the honor in 1865, to organize the practical exercises in the Manual Training 
 School at Annapolis, and was in charge of it for four years afterward. The part of 
 the present system adopted in such schools in the shops, which in my opinion can 
 be improved, is that they do not give enough lectures in the shops. I think that 
 shop lectures may be so extended and systematized, as to save a vast amount of 
 time, and give information in a way that can not be given in the method adopted 
 
48 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 by the Professor, that is, where one instructor is put in charge of a large number 
 of boys whom he has to instruct verbally. During my first year at Annapolis, I 
 adopted that plan and found that it occupied the time of three or four, while in a 
 great many instances, lectures and tabulated statements put upon a black-board in 
 the shops, saved a large amount of time. Take for instance, the question of tem¬ 
 pering. A lecture would be given on that subject, and the results given in tabula¬ 
 ted form and put up in the shop, enabling the boys to see at a glance, what they 
 needed to do, to produce a certain result on certain kinds of metals for certain pur¬ 
 poses. The same applied to cutting tools and their uses, and many other shop 
 methods. I merely say now, that whether there be any value in them or not, I 
 have copies of lectures given at the above institution with diagrammatic matter, 
 which I should be glad to furnish to the Society as a part of this discussion, if it is 
 thought desirable. 
 
 Mr. F. W. Taylor .—I desire to take exception to one statement made by Professor 
 Thurston in his paper. His opinion is, that one year of practice in a school shop 
 will supplant seven years of practice in an actual machine shop. I think it would 
 be more nearly the contrary. I think one year of actual service in a machine shop 
 would, in certain respects, supplant twenty years of practice in a school shop. 
 Probably, the great majority of those who go through a practical course of that sort, 
 intend to become masters; that is, they would not intend to remain workmen, and 
 it would seem to me, that in the course of the school shop, the boy misses, perhaps, 
 the one thing which will be afterward, of the greatest use to him in his experience 
 with men, that is, the knowledge of the character of the men with whom he is deal¬ 
 ing. He learns thoroughly the feeling of one student toward another and of a 
 student toward a professor, but he fails to appreciate properly, the feeling of ap¬ 
 prentices toward their teachers, of workmen toward then- foreman, and of foremen 
 to their employees, which will enable him afterwards, to manage men successfully. 
 I think, that no training whatever, in a manual school can give a man this experi¬ 
 ence, which is more valuable than any manual dexterity, which he can attain, and 
 which, I think, he never can get, if he starts at the other end as foreman, and at¬ 
 tempts to work down. He can only have it by passing through the mill himself; 
 getting there at seven in the morning and leaving at six, and being knocked about 
 to a certain extent as an apprentice in the shops. 
 
 Mr. Angus Sinclair .—No one belonging to this society can have a greater interest 
 in the development of the manual school system of this country than I have; but, 
 at the same time, I think that sentiment which has been showing itself through the 
 society, of depreciating the apprentice system, and giving preference to the man¬ 
 ual school system, is not calculated to be of benefit to the mechanical interests of 
 America. It has been repeatedly said here, that the apprentice system is dead, 
 and consequently, we must look to the manual school system for something to 
 take its place. There is no member, I presume, more around the shops than I am. 
 I am continually over the country from the one ocean to the other. I spend half 
 of my time continually traveling, and I am always watching the men who are 
 doing the mechanical work of the country. I find, that there is a growing class of 
 mechanical men-boys who have not the name of apprentices, but nevertheless, they 
 are learning the trade just the same as apprentices used to do. They are not held 
 down for seven years under the close rules of the apprentice system, but they have 
 opportunities of learning the trade, that perhaps, the old apprentice system did not 
 supply. Now, I think that the duty of the Mechanical Engineers’ Society, in regard 
 to that class, is to give them the opportunities of learning the higher branches of 
 mechanical engineering, supplying them with facilities for night schools, where 
 they can learn the principles which they are so often deficient in. That is a system 
 which is becoming very widespread in Europe. It has been receiving a very great 
 deal of attention in Great Britain lately. There is not a city of any size in that 
 
DISCUSSION OF PROFESSOR WOODWARDS PAPER. 
 
 49 
 
 island, where machine shops are running, that apprentices cannot go nightly to 
 school, where they have the very best opportunities for getting the higher parts of 
 the mechanical training; and I consider, that in that respect, this country is falling 
 very badly behind Great Britain, and it is to a great extent, because this society and 
 similar societies hold, that manual schools and the technical school should do what 
 eventually will have to be done by the apprentice system. The great mass of those 
 who are learning the business, are in shops, under some name or other, and 
 there is where the great mass of experience is obtained that enables men to carry 
 on manual work. A boy may work in a technical school or in a manual school 
 and attain the skill which enables him to do a piece of very fine work, but there, 
 he will never collect that great mass of experience that enables him to control men 
 doing similar work to the best advantage in a great shop or even in a small shop. 
 If I mistake not, the leaders of this society, the men who have made their mark on 
 the mechanical work of this country, have risen through the shop. They have 
 gained their technical knowledge, through burning the midnight lamp under the 
 very greatest disadvantages. If they would help those who are coming in their 
 footsteps, to obtain the information which they acquired under such great disad¬ 
 vantages, more easily, they will be doing a great work for themselves, to the coun¬ 
 try and for the mechanical interests generally. 
 
 Mr. J. M. Dodge .—I came here by railroad from New York. I would have 
 known more of the country if I had walked; but it is a question, whether that 
 would have been any decided advantage. I served my time in a shop. My fore¬ 
 man hit me with a hammer one day, because I asked him how to temper a chisel. 
 Afterwards, I got a little engineering chart. I followed its directions at home, 
 took my chisel back to the shop and found out I knew how to do it. I believe if I 
 had gone to the manual training-school and had that lecture about tempering given 
 to me, I would have known more about it than my foreman did. I do not believe, 
 in this age of the world’s history, it is worth while to cling to an old institution, 
 simply because it is old. It is not fair to say that the apprentice system made fore¬ 
 men, because the apprentice system, out of a thousand boys, only made one fore¬ 
 man. The fact of the matter is, that the personality of the boy has got a great deal 
 to do with it. I went through the shop experience very thoroughly. I went on a 
 strike and got hit with a brick. I followed the men right through, worked with 
 them, fought with them, and did everything, and I was thoroughly put to blush 
 by a young man from the Stevens Institute, after I had erected an engine on a 
 large ship, by finding out that he knew a great deal more about it than I did. I 
 had built the engine, as I thought, and the proudest thing I did was to find a mis¬ 
 take in the design, which I afterwards discovered, was because I didn’t measure 
 right. The fact is, that I had some training at Cornell University, and afterwards, 
 I went through the shop thoroughly, and I must say, I wish I could go through a 
 manual training school now. So far as managing men is concerned, my experi¬ 
 ence is, that a man who knows what he wants will get it done. A man said to me; 
 
 “ What will you do if there is a strike?” I said. “ I don’t know. What will you 
 do if there is a strike?” He prided himself on being able to manage men. He had 
 a strike afterwards, and he didn’t manage the men any better than anybody else. 
 He fell right in, and did the best that he could, when the time came. Iam largely 
 of opinion that with good material, a manual training school will instruct thor¬ 
 oughly and perfectly as far as it goes, and that a man of the right mind will gather 
 up the deficiencies without any trouble. 
 
 Professor S. W. Robinson .—I think that this course which has been detailed at 
 some length, is an admirable course for students in mechanical engineering. I 
 might state a few points from my own experience, which may be of some inter¬ 
 est in regard to this question. In the first place, with respect to the apprentice sys¬ 
 tem, in my experience of four years of apprenticeship in a machine shop, I never 
 ART—VOL 4-4 
 
50 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 got so much shop philosophy as this—that in forming a piece of iron fora macmne 
 there are two operations—first, rough dressing it out; and second, finishing the 
 piece ; and further, that in rough dressing the piece out, the way to do it well is to 
 do it quickly, as the main point; and in finishing the piece, the way to do that well 
 is not to take the biggest chip you can possibly take, but to take such chips as will 
 give the best results as to form and surface. This is the kind of philosophy that 
 should be given in our school shops. If a man can go through a whole apprentice¬ 
 ship and not get as much philosophy as that, I think that five minutes under a 
 teacher in learning this, is worth more than four years’apprenticeship for this point. 
 When you apply it to all the points, you will see that there is need of both applica¬ 
 tions. I think the school shop is a necessary element for the highest success, and 
 that the machine shop is also a necessary element for the highest success in life. 
 Let a young man who comes out of school full of philosophy go out and learn the 
 practical. * * * 
 
 Mr. Hosea Webster .—The fact, that the majority of the prominent members of 
 this society are men who have started from the bottom, and, as expressed in homely 
 phrase “ pegged up the fact that a great many of them have a good deal o‘‘ dis¬ 
 trust of “ college men,” and the fact, that many college men after being out of col¬ 
 lege a few years, would find it a hard matter to pass their first calculus examina¬ 
 tion, lead to a good deal of perplexity in the mind of one who may happen to be 
 called upon to advise a young man desiring to become a mechanical engineer, what 
 course to pursue. It is unfortunate that there is tliis distrust of the college man 
 among our leading manufacturers, but may not one cause of it be found in the 
 fact that, having spent four years in college, a young man is granted his degree, if 
 he has attained an average of, say, seventy-five per cent., in his examination, and 
 so gets into a seventy-five per cent, habit, while the profession of engineering is, 
 above all others, a hundred per cent, profession ? 
 
 A seventy-five per cent, tracing wont make a head draughtsman. The discus¬ 
 sions of the matter of technical education, which are now going on, are a good 
 sign, and indicate that the time is not far distant when manufacturers will realize, 
 that technical education is the best foundation for the profession of mechanical 
 engineering. The English system of paid apprenticeship is meeting with good suc¬ 
 cess. A young man, upon payment of a small sum annually, is admitted into the 
 shops, put to work with the men, and has special attention paid and careful practi¬ 
 cal instruction given him in return for the money invested. This system is said to 
 be turning out some excellent young engineers. The technical graduate has reached 
 the point where he has learned how to learn, and draw logical and practical conclu¬ 
 sions. 
 
 The proper combination of the theoretical with the practical, must result to the 
 advantage of the producer, and it is hoped, that the discussions in this society will 
 soon bring about the desired result. 
 
 Mr. W. F. Durfee .—I am aware that the time is getting very short, and I will 
 promise to be as brief as is consistent with a clear presentation of certain points 
 which I regard as deserving of especial consideration in connection with any scheme 
 of study and practice intended to serve as the foundation of the education of the 
 mechanical engineers of the future. When an engineer of experience undertakes 
 to erect a structure or mechanism of any kind, the first thing he considers, is, 
 the character of the soil upon which he is to lay those foundations, upon whose 
 stability the integrity and usefulness of all his future work depends. In such a 
 fundamental matter, there must be no mistake ; a proper selection must be made 
 or disaster is absolutely certain. 
 
 I am a firm believer in the great possibilities and far reaching value of the work 
 of the leading technical schools of our land in laying the foundations upon which 
 the practice and the fame of the engineering of the future is to rest; provided, 
 
DISCUSSION OF PROFESSOR WOODWARD’S PAPER. 51 
 
 however, that their efforts are conscientiously expended upon a wise selection of 
 mental material. 
 
 Notwithstanding the fact, that the leading schools of engineering have met with 
 some measure of success, and that there are many members of that profession, to 
 whom they point with pride as evidences thereof, I am, as the result of a somewhat 
 prolonged experience, firmly of the opinion, that these schools will not conserve the 
 best interests of the future; until they adopt some thoroughly effective system of 
 selection, which shall, at an early stage of their studies, cull out from among those 
 students who aspire ultimately, to become engineers, such as have not that intui¬ 
 tive practical sense of the eternal fitness of things and of the adaptation of means 
 to ends, born in them as an endowment of nature , which is an essential qualifica¬ 
 tion of every competent engineer. 
 
 ******* 
 
 Professor C. I. King. —It seems to me, that when an apprentice has served his 
 time, and when a young man from college, having been through the technical 
 school, has served his time, we will say, and both come out, we will imagine, on a 
 level, and begin their work in the shop,—that the apprentice has practically arrived 
 where he is ready to begin to learn something. He is where he feels a responsibility 
 that he has never had before, and if you are going to make a foreman out of him, 
 he must acquire all that implies, after his apprenticeship has been served. It is 
 equally so with a college man, if he is going to make a superintendent or foreman. 
 The only difference, it seems to me, is, that your college man has a basis to build 
 upon, that is as broad a foundation as can be laid. The difference in the broadness 
 of these foundations, depends on the men altogether. It seems to me, that, in that 
 respect alone, the college man is a good way ahead, and I hold, that, with this 
 system of manual training, every college man, if has any natural ability, when he 
 steps into the shop, he is capable of earning a living there. He is able to earn as 
 much and in a great many cases, more than the apprentices. In regard to the dif¬ 
 ferent systems of work in the colleges, I hold, that it is almost impracticable, so far 
 as good results are concerned in the way of instruction, to mix instruction and 
 business, and especially so, if there is a time limit for completing the work. The 
 result in every case, will be found, as Professor Robinson says, that you are sacri¬ 
 ficing instruction to the completion of work. That has been my experience for 
 eight or nine years. * * * 
 
 Professor Woodicard. —I have little to add in closing the debate. I desire to thank 
 Mr. Hawkins for his excellent suggestion, while at the same time, I ought to say, 
 that we make continual use of the lecture method. In fact, the class, or “ Russian” 
 method of tool instruction, necessarily involves lectures, black-boards, and general 
 explanation. The economy of our method arises from giving an explanation, a dia¬ 
 gram, directions, e ( tc., to twenty-four boys at once. Then, again, when they proceed 
 to the execution of their task, the teacher knows so well wlu.t each has to do, that a 
 glance suffices to tell whether the student is doing as he ought or not. Meanwhile, 
 it must be remembered, that our students are not men; they are boys from fourteen 
 to eighteen years of age, and that they know nothing whatever of engineering. 
 
 Again, I think the gentlemen who have spoken, have dwelt too much upon a 
 single phase of the training of an engineer—that of being a shop foreman or man¬ 
 ager. Some of you seem to regard what I call the “Training of a Dynamic En¬ 
 gineer,” as only a new kind of apprenticeship, the object of which is, to make a 
 man a good machinist or a manager of machinists. To be an engineer, means 
 vastly more than to be a skillful workman or a fine executive officer, or both com¬ 
 bined. I grant, if you wish, that it does mean thus much, but it means a knowledge 
 of theory too; a knowledge and ready command of both analytical and graphical 
 methods of investigation; a knowledge of the best practice; of what has been done, 
 and how done, in the engineering world. An engineer is a man whose familiarity 
 
52 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 with different methods and theories is wide enough to entitle him to speak of his 
 “judgment.” A man who knows but one way, has no judgment about ways. A 
 man who has never “ seen any use” for graphical statics, or the calculus, or ther¬ 
 modynamics, simply admits, that he has no command of such things, and that 
 countless opportunities for their use pass him without his being in the least aware 
 of the fact. A born frontiersman is apt to “have no use” for a thousand of our 
 great conveniences about which he knows nothing. These remarks are in part, 
 suggested by some side-discussions I have heard at this convention. Let me say, 
 that no subject is put down in the course of study given as an appendix to my paper, 
 which I do not consider essential to the training of a finished engineer. 
 
 I am glad to find that you all appear to agree with me in regard to the policy of Gin- 
 shop. As regards what we cannot and do not try to teach in our shop, I will quote 
 a word from that very keen observer and successful man of business, William 
 Mather, Esq., manufacturer, Manchester, England, late Royal Commissioner of 
 Education to America, now Member of Parliament. 
 
 “There is no possibility of teaching in a school, that sort of knowledge which 
 practical work, carried out on commercial principles within restrictions as to time 
 of execution, etc., can alone make one familiar with .”—Technical Education in 
 Russia, p. xn. 
 
 Bear me witness, that the manual training school does not claim to teach a single 
 trade, nor to give business experience. * * * 
 
 It is because of the important relation borne by this school to the 
 Manual Training movement throughout the United States, that so 
 much space has been given to the account of its history and progress, 
 and that the statements concerning it by Professor Woodward, as 
 well as those giving the judgment and opinions of others, have been 
 so fully quoted. 
 
 An account of the School of Fine Arts of the University will be 
 given in a later volume of this Report. 
 
 The following extracts from the Annual Report of the Manual 
 Training School for 188G-’87,* give the conclusions by the Director 
 in regard to the result of the experiment and the latest information 
 then accessible of the school. 
 
 “ THE RESULTS OF EXPERIENCE. 
 
 The School is now in its seventh year. From the start it has been well patronized, 
 and vacant seats have been few. 
 
 The enrollment shows a steady increase. 
 
 ******* 
 
 THE RECORD OF THE GRADUATES. 
 
 Four classes have graduated from the school. Much interest has been expressed 
 in their records as affording some clew to the influence of their training in the 
 school. It has therefore been thought best to give a full list of the names and pres¬ 
 ent occupations of the first three classes as fully as known. At the same time it 
 should be borne in mind that the full influence of the school is to be found only by 
 following the careers of all who have been for a longer or a shorter time under its 
 
 *“A Catalogue of the Teachers, Students, Course of Study, and Methods of In¬ 
 struction in the Manual Training School of Washington University. 1886- 87. St. 
 Louis : Nixon-Jones Printing Co. 1886. Pp. 47.” 
 
LIST OF MANAGERS AND INSTRUCTORS, 1887. 
 
 53 
 
 influence. Only about one-half of those who attend the school remain to graduate, 
 and the influence of the training has been scarcely less marked upon those who 
 have been in the school two years than upon the graduates. Moreover, all the 
 graduates are still too young to afford material for very definite conclusions. 
 
 These first two classes had no opportunity while in school to study Latin ; conse¬ 
 quently when they have sought to enter Polytechnic schools or colleges requiring 
 Latin before admission they have been somewhat embarrassed to obtain the neces¬ 
 sary instruction in Latin. All the present classes have had opportunity to study 
 Latin in the school. 
 
 The list of the names and present occupations of the graduates as 
 given in the report is here omitted.—The total number of graduates 
 is given as 142. The attendance on the school is as follows : 
 
 SUMMARY. 
 
 Graduate Students. 2 
 
 Third-Year Class. 63 
 
 Second-Year Class. 73 
 
 First-Year Class. 84 
 
 Total. 222 
 
 “ In submitting the above report of the condition, methods, aims, and results, of 
 the school during its six and a half years, the Director is gratified by the thought 
 that in spite of its many shortcomings the school has served to demonstrate the 
 entire feasibility of incorporating the elements of intellectual and manual training 
 in such a way that each is the gainer thereby ; and that he has correctly read the 
 public demand for an education which shall insure the most valuable mental disci¬ 
 pline, at the same time that it gives knowledge and skill of great intrinsic worth. 
 
 All inquiries and applications should be addressed to 
 
 C. M. WOODWARD, 
 
 Director. Manual Training School. St. Louis. 
 
 Dec., 1886.” 
 
 The following is the list of the Managing Committee and of the 
 Instructors, as given in the Catalogue for 1886-87. 
 
 MANUAL TRAINING SCHOOL. 
 
 [Established June 6, 1879.] 
 
 MANAGING COMMITTEE. (1886-1887.) 
 
 Edwin Harrison, Chairman 
 
 Henry W. Eliot. 
 
 Samuel Cupples. 
 
 William Brown. 
 
 William L. Huse. 
 
 Office at the University. 
 
 .. 322 Pine street. 
 
 . .Turner Building,Eighth street. 
 ... Second and Olive streets. 
 
 .. 1301 Land street. 
 
 . . .409 Washington avenue. 
 
 C. M. WOODWARD, Director. 
 
 OFFICERS AND TEACHERS, (1886-1887.) 
 
 William G. Eliot, Chancellor.2660 Washington avenue. 
 
 C. M. Woodward, Ph. D., Director.1761 Missouri avenue. 
 
 Charles F. White, B. S., Superintendent of Work¬ 
 shops 
 
 3414 Washington avenue. 
 
54 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 George W. Krall, Assistant in Charge of Third- 
 
 Year Class.3037 Olive street. 
 
 W. H. Vaughn, A. M., Assistant in Charge of Sec¬ 
 ond-Year Class. .2842 Gamble street. 
 
 E. R. Booth, A. B., Assistant in Charge of First- 
 
 Year Class.Kirkwood. 
 
 Charles E. Jones. Instructor in Forging.2312 University street. 
 
 George B. Woodward, Instructor in Iron-work.3030 Chestnut street. 
 
 Harry M. Newington, Arch., Teacher of Drawing. .2648 Pine street. 
 
 B. S. Newland, A. M., Assistant Teacher of First- 
 
 Year Class.2634 Lucas avenue. 
 
 Charles C, Swafford, Assistant in Physics and Rhe¬ 
 toric.1903 Belleglade avenue. 
 
 Oscar W. Raeder, Assistant in Drawing.2909 Salisbury street. 
 
 George B. Swafford, Instructor in Wood-work ... .2520 Whittier street. 
 
 Jennie M. Henderson, Assistant in Third-Year 
 Work.1436 S. Tenth street. 
 
 The catalogue for 1891-1892,* the twelfth year of the school, shows 
 continuous growth. At the risk of some repetition the following 
 summaries setting forth this development and showing the pressure 
 on the school for enlarged facilities are taken from this, the latest 
 official statement of the school. 
 
 Historical Statement. 
 
 The ordinance establishing the Manual Training School was adopted by the 
 Board of Directors of the University, June 6, 1879. 
 
 ******* 
 
 Progress of the School. 
 
 The lot was purchased and the building fronting on Eighteenth street was begun 
 in August, 1879. In the November following, a Prospectus of the school was pub¬ 
 lished. 
 
 On September 6, 1880, the school opened with a single class of about 50 pupils. 
 During the summer of 1882, the large addition fronting on Washington avenue 
 was built and furnished; this nearly doubled the capapity of the school. 
 
 The following table gives the total enrollment for each year since its organiza- 
 
 tion:— 
 
 
 Total 
 
 enrollment. 
 
 
 Total 
 
 enrollment. 
 
 1880-1 . 
 
 * 
 
 . 67 
 
 1886-7. 
 
 . 226 
 
 1881-2. 
 
 
 . 107 
 
 1887-8. 
 
 . 223 
 
 1882-3. 
 
 
 . 176 
 
 1888-9. 
 
 . 241 
 
 1883-4. 
 
 
 . 201 
 
 1889-90. 
 
 . 249 
 
 1884-5. 
 
 
 . 218 
 
 1890-1. 
 
 . 289 
 
 1885-6. 
 
 
 . 233 
 
 1891-2, to Feb. 10, 1892.... 
 
 . 310 
 
 The manual features of the school, as shown by its regular class exercises in 
 drawing and tool-work, have been exhibited in other cities as follows :— 
 
 At the Annual Meetings of the National Educational AssociationIn Saratoga, 
 New York, in 1882. In Saratoga, New York, in 1883. In Madison, Wisconsin, 
 1884. In San Francisco, California, in 1888. In St. Paul, Minn., in 1890. 
 
 * Catalogue of the Manual Training School, Washington University. Saint 
 Louis. 1891-1892. Pp. 68. 
 
THE ST. LOUIS SCHOOL IN 1892. 
 
 55 
 
 Partial exhibits have also been made: at Springfield, Fitchburg and Worcester, 
 Mass.; in New York City and Albany, N. Y.; at Columbus and Cincinnati, Ohio; 
 at Louisville, Ivy.; at De Funiack Springs, Fla.; at Kansas City, Mo.; at Sioux 
 Falls, So. Dakota; at Altoona, Pa., and at Jefferson City, Mo. 
 
 A full selection was sent to the International Exposition in Paris, 1889, and the 
 school was awarded a gold medal for the same. 
 
 PLAN FOR INCREASING THE CAPACITY OF THE SCHOOL. 
 
 In view of the increased demand for admission during the summer of 1890, the 
 Managing Board decided to refurnish the First-year room, putting 125 new desks in* 
 the place of 100 old ones. All the seats were promptly taken and applicants were 
 turned away. 
 
 Similarly in 1891, every scat in every class was taken when the school opened in 
 September, and large numbers of students were refused admission from lack of 
 room. Every nook and corner in the buildings is utilized to its utmost capacity. 
 New students are received only as vacancies occur. 
 
 To meet this evident and pressing demand for increased accommodations, the 
 Managing Board with the approval of the University Board of Directors, have pro¬ 
 posed a plan for enlarging the plant of the school to a capacity of 500 students. 
 The plan contemplates the erection of a new shop-building, four stories high, which 
 shall contain eight large shops with auxiliary dressing rooms, offices, store rooms 
 and engine rooms. 
 
 The lot upon which the school now stands is too small to conveniently admit of 
 much extension, and it is therefore not possible to give a full description of what 
 may be done. The Board of Managers will cordially welcome co-operation from 
 any and every quarter. 
 
 ******* 
 “SCHOOL BUILDING AND ACCOMMODATIONS. 
 
 A perspective view of the present school building is given as a frontispiece. 
 
 The shops are at present all in the portion fronting Eighteenth Street. 
 
 The same wing also contains one of the drawing rooms, and the chemical rooms. 
 
 The ordinary school rooms occupy the three floors of the west wing. The shop 
 equipment is briefly described as follows 
 
 THE TWO WOOD-WORKING SHOPS. 
 
 Each wood-working shop is upwards of forty feet square, and has uniform 
 accommodations for a class of twenty-five pupils. 
 
 Each pupil has one of the uniform sets of hand edge-tools for his exclusive use, 
 kept in a locked drawer. For the care and safety of these tools he is held respon¬ 
 sible. 
 
 The school has 50 speed-lathes* for wood-turning, 50 benches, 50 iron vises, 50 
 sets of common tools, 50 sets of wood-carving tools, and 150 individual sets of edge- 
 tools in as many drawers. 
 
 Each shop has two grindstones which run continuously during shop hours. 
 
 THE MOLDING AND CASTING ROOM. 
 
 This shop contains 24 benches and sets of tools, flasks, etc., for molding. A small 
 gas furnace is used for melting alloys and for heating the core oven. Separate 
 benches and furnaces are provided for soldering. 
 
 In this shop is the band saw which is used for cutting lumber into sizes suited to 
 class exercises. 
 
 * Two of these lathes are of iron made for the school by the class of 1888. 
 
56 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 THE FORGING SHOP. 
 
 The first floor of the shop-wing is devoted to metal work, and comprises the ma¬ 
 chine shop and the forging shop. The forging shop is 40 feet square, and has its 
 complete equipment of twenty-four forges, anvils, tubs, and sets of ordinary hand 
 tools. The blast is supplied by a power blower, and a large exhaust fan * keeps 
 the shop reasonably free from smoke and gas, even when all the forges are in use. 
 
 THE MACHINE SHOP 
 
 IS 40 x 50 feet. It possesses an equipment of sixteen engine screw-cutting lathes, 
 six speed lathes,f two planers, two drills, a shaper of 15 inches stroke, a large and 
 a small emery grinder, a gas-forge, J an anvil and tools, and a tool-room. Ten vises 
 and benches afford opportunity for bench work. The shop is furnished for a class 
 of twenty-four students at once. 
 
 The engine-room is below this shop. The engine is capable of about forty horse¬ 
 power. It has a 12-incli cylinder and 12-inch stroke, and runs at the rate of 200 
 revolutions per minute. The steam-generating apparatus of the University consists 
 of a battery of three large steel boilers, set and furnished in the most approved 
 manner. These boilers furnish heat for the entire group of University buildings, as 
 well as steam for the engine in the shop. The equipment of steam power furnishes 
 to pupils of the Third-Year class the means of becoming familiar with machinery 
 on a practical scale. 
 
 CHEMICAL LABORATORY. 
 
 A well furnished Chemical laboratory with excellent facilities for experimental 
 study is provided, and each Second-Year student becomes acquainted by actual 
 chemical work, with the real facts of Chemistry, and acquires the true spirit of 
 investigation. 
 
 PHYSICAL LABORATORY. 
 
 A room on the second floor is fitted up for the practical study of physical laws 
 and measurements. The laboratory contains a speed lathe for wood turning, an 
 engine lathe for metal turning, and a large assortment of hand-tools for the con¬ 
 struction of physical apparatus by the students themselves. The physics lecture 
 room contains several hundred dollars’ worth of apparatus, bought or home made. 
 
 DRAWING ROOMS. 
 
 Two drawing rooms are in continual use every day for six hours. Each has 
 twenty-five drawing stands, cases for one hundred and fifty drawing boards, and 
 large numbers of models, specimens, and machines for object and detail drawing.” 
 
 Several pages follow showing the details of the shop work, illus¬ 
 trated by plates from Professor Woodward’s excellent book entitled 
 “The Manual Training School; Its Aims, Methods and Results,” 
 published by Messrs D. C. Heath & Co, Boston. In place of these 
 pages, and of the pages given to the “theory of Manual Training” 
 which follow, I have thought, as these topics have already been 
 
 " This fan, a “ Sturtevant ” with a delivery of 18' by 23", was presented to the 
 school by Mr. Sturtevant, the inventor. 
 
 t Two of these lathes were made for the school by the Class of 1887. 
 
 X The gas-forge is furnished with an air jet from a tank kept filled by an oscillating- 
 cylinder air pump made by certain members of the Class of 1888. 
 
57 
 
 PROFESSOR WOODWARD’S PAPER AT SARATOGA. 
 
 treated in this history, that the brief paper recently read by Professor 
 Woodward at the meeting of the National Education Association, in 
 which he gives his conception of the ideal Manual Training Master, 
 would serve to show what is to he demanded of the Teacher, and so, 
 inferentially, what is required from the pupils, and will illustrate 
 the distinctive character and purpose of these schools. 
 
 THE TEACHER OF TOOL WORK. 
 
 By C. M. Woodward, St. Louis, Mo. 
 
 The proper functions of the shop teacher are little understood. He is not a his¬ 
 torical character. Literature is not full of him; his sayings and doings are not on 
 record: he is the latest product of evolution. Doubtless many of you have pictured 
 him, in imagination, as a brawny fellow, with immense brown hands, with deft 
 ways, an unerring eye, a fund of anecdote, abounding in ungrammatical figures of 
 speech, drawn from the bench, and cherishing undying admiration and reverence 
 for the man he served under while learning his trade. You fancy him more fluent 
 in directions than reasons; therefore, more ready to take one’s tool and do one’s 
 exercise himself than to patiently explain and illustrate the method till his pupil 
 can do it. 
 
 But you are in error. You are thinking of the experienced mechanic, not of the 
 accomplished teacher. This new type of teacher is not a common article as yet. 
 It is still a curiosity, and visitors to a school fortunate enough to have one spend 
 most of their time watching him and his work. Let me give an account of him 
 and present his picture. 
 
 This man has never served his time—that is, he has not spent from three to 
 seven years earning his living while learning the mechanical processes and the 
 business management of a single trade. His knowledge of applied mechanics dif¬ 
 fers from that of the ordinary workman as the mathematical training of a senior 
 wrangler differs from the art of a lightning calculator. Under a variety of expert 
 teachers he has mastered the principles and become familiar with many crafts; he 
 has studied a wide range of tools and materials, and is equally at home at every 
 bench. 
 
 But he is much more than a master mechanic; he is a draughtsman, almost an 
 artist, ready to sketch an engine or a pump, to find the shade and shadow of a 
 Greek vase, or to give a “chalk talk” illustrating Longfellow’s “Bridge” before 
 his class. Then he is somewhat of a scientist, and he sees how truly the principles 
 of a lever and the inclined plane underlie all mechanical operations; lie has experi¬ 
 mented upon the effects of heat on meat, and has studied the dynamics of elastic 
 fluids. He is able to classify the phenomena of the shop and can show how differ¬ 
 ent the ideal problems of the text-book are from the real problems of industry. 
 
 Moreover, he is gifted with speech and has some knowledge of his vernacular. 
 He never says, “I know, but I can’t express it,” for he can express it either in 
 words, by drawings, or in the concrete—that is, provided the thought is clear. If 
 the thought is not clear, he knows that there can be no clear expression. He is 
 sufficiently a psychologist to know how to work out a clear thought when one is 
 within his reach. 
 
 He has no reputation for superior workmanship; he has never invented a valve 
 motion nor a motor, nor is he the author of a text-book on any subject; but he has 
 a level head, a clear voice, a steady hand, a confident look, and a reassuring smile. 
 
 Yes, he is a rare man, and he has been rarely trained, but I will be satisfied with 
 nothing less for my shop teacher. 
 
 So much for the man; now how does he teach and manage his class? 
 
58 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In the first place, he believes it is his chief function to teach. His pupils are not 
 to be left to find out for themselves how the various tools are to be used, how they 
 are to be kept in order, and how a certain model is to be produced. He would no 
 more leave them to thus teach themselves than you would give pupils pen, ink, and 
 paper and leave them to learn penmanship by themselves ; or than I would give an 
 ignorant sailor a sextant and leave him to find out how to determine a ship’s lati¬ 
 tude and longitude by constantly trying. Tools are not what they are through ac¬ 
 cident or caprice; they are the product of ages of thought and experience, and 
 there are best ways of using them. There is teachable art in handling the chisel, 
 the gauge, and the file as there is in using a table fork, a tennis racket, and a draw¬ 
 ing pen. 
 
 Moreover, as he has a score or more pupils to teach, he teaches them as a class 
 and not individually ; this enables him to make his instruction much more system¬ 
 atic and full, and it leaves him time to observe whether his instructions are fol¬ 
 lowed. The class lecture is, therefore, almost a daily feature in his shop. It may 
 occupy thirty minutes or only ten, but while it lasts, it must absorb the attention 
 of every pupil. He must have facilities for seating his class around his bench, anvil, 
 or machine-tool; so that they may be quiet and attentive and have good opportu¬ 
 nity to see as well as to hear. His room must be noiseless, and he must have at 
 hand tools, materials, drawings, and blackboards. It is not a lecture properly so 
 called, for as a rule he does not read to his class ; he talks, explains, and illustrates. 
 He suits the action to the word and the word to the action. This is an important 
 point, for, like every other teacher in the school, he is a language teacher. When 
 the need of a new word is clearly seen he gives it to his pupils, writes it before them, 
 and henceforth it is a part of their vocabulary. He knows just where the class 
 stands, how much and how little they know of the work in hand, and he discretely 
 leads them on a step at a time, and a step they never need retrace. He teaches the 
 theory of every tool, and how it is to be put in order and kept so; he shows just 
 how it is to be used and when ; he analyzes a complicated operation into a series of 
 simple steps, and points out the logic of his arrangement; he warns of peculiar diffi¬ 
 culties and dangers; he leads his pupils to see that drawings may represent not 
 only the details of form, but order of construction. Gradually he helps his pupils 
 to build up a love for system, precision, and plan. 
 
 When his class instruction is over—and he is careful not to confuse and mislead 
 by telling too much—he never tells all he knows—the pupils go to their separate 
 places and reduce to genuine practice what to them is still only theory. The work 
 of the class is as uniform as that of a class in algebra engaged on the solution of the 
 same problem, or in chemistry when the pupils are performing the same experi¬ 
 ment. A glance is sufficient to enable our teacher to detect a wrong motion or a 
 false step, and he supplements his general instructions by such individual directions 
 and explanations as may be necessary. He thus economizes time and no pupil 
 waits for him to come round. All have been taught, all have had opportunity for 
 the same personal experience. If a pupil is inattentive or dull—and you may know 
 that sometimes happens even in other studies—he patiently repeats what he has 
 already said and done, or sends the dullard to a brighter pupil for direction and 
 light; but he would no more take one’s tools and do his work for him as the ordi¬ 
 nary mechanic is generally too apt to do, having an eye more to the finished exer¬ 
 cise than to the development of the child, than the teacher of English would write 
 his pupil’s composition, or the teacher of penmanship would fill out his pupil’s copy¬ 
 book, or the teacher of drawing would finish his pupil’s sketches. Success lies not 
 in having certain things done, but in getting one’s pupils to do them as well as they 
 can. 
 
 When our teacher has examined and graded the pupil’s work, he does not throw 
 all the poor pieces into the waste box, but he shows a pupil the manifest defects of 
 
LIST OF MANAGERS, OFFICERS, AND INSTRUCTORS, 1892. 59 
 
 his workmanship, carefully preserves the specimen, no matter how poor, and en¬ 
 courages the pupil to replace it by a better one, made during such spare time as be 
 may secure by getting other work in before “time is up.” This encourages and 
 rewards care and attention to business. There is no waste time in his shop. The 
 rapid workers, who have no need to repeat their exercises, are always furnished 
 with “ extras” (corollaries to the main proposition) which fill their time, tax their 
 ingenuity, and fire their ambition. 
 
 The discipline of the shop is such as promotes industry and fidelity. The stan¬ 
 dard of behavior is not that of the recitation-room, it is rather like that of the chem¬ 
 ical laboratory. Necessary communication is allowed, but all trifling and distrac¬ 
 tions are strictly prohibited. 
 
 While in the shop our teacher dresses as he expects his pupils to dress, appropri¬ 
 ately. He sets no bad example ; his language is correct and pure ; his manners are 
 those of a gentleman. The atmosphere of his shop is that of a science laboratory. 
 His pupils soon become zealous and enthusiastic, there is no sense of drudgery, and 
 no sordid motive impels to work. The pupils are as innocent of definite plans for 
 utilizing the knowledge and skill they are acquiring (beyond the making of a toy, 
 a present for a friend, or a convenience for his home) as they are in their arithme¬ 
 tic and history. The consciousness of growing power, both mental and manual, 
 gives a satisfaction which throws a charm over every department of school work. 
 
 It is rather significant, especially in view of the fact that, after 
 having been practiced for some years, similar drill Avas discarded 
 by the Baltimore Manual Training School, that military drill has, 
 during the past year, been introduced in this St. Louis school. All 
 pupils in the third year of the course, unless especially excused, are 
 required to devote two hours per week, “to systematic instruction 
 and practice in military drill.” This is in addition to the regular 
 course of school and shop work. 
 
 The catalogue shows that the school is flourishing with a larger 
 attendance than ever before. 
 
 LIST OF OFFICIALS. 
 
 MANAGING BOARD OF THE MANUAL TRAINING SCHOOL FOR 1891-1892. 
 
 Edwin Harrison, Chairman 
 
 Henry W. Eliot. 
 
 Samuel Cupples. 
 
 William L. Huse. 
 
 Henry C. Haarstick. 
 
 E. C. Simmons. 
 
 C. M. Woodward, Director. 
 
 . 520 Olive street. 
 
 .Odd Fellows Building. 
 .3673 Pine street. 
 
 .Gay Building. 
 
 . Main and Walnut sts. 
 .Ninth & Washington av. 
 .Office at the University. 
 
 OFFICERS AND TEACHERS. 
 
 W. S. Chaplin, A. M., Chancellor.2809 Washington av. 
 
 C. M. Woodward, Pli. D., Director.1761 Missouri av. 
 
 George W. Krall, B. S., Assistant in Charge of 
 Third Year Class, and Teacher of Geometry and 
 Science.3037 Olive st. 
 
 Charles H. Spooner, A. B., Assistant in Charge of 
 Second-Year Class, and Teacher of Latin and Al¬ 
 gebra . 2634 Park av. 
 
 Wm. R. Vickroy, Ph. B., Assistant in Charge of 
 First-Year Class, and Teacher of Algebra and 
 English.2933 Dickson st. 
 
60 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 George B. Woodward, Instructor inlron-Workand 
 Auditor of Shop Accounts.1751 Preston pi. 
 
 Charles E. Jones, Instructor in Forging.2314 University st. 
 
 Oscar W. Raeder, Instructor in Drawing.2227 Warren st. 
 
 George B. Swafford, Instructor in Wood-work.4249a Evans av. 
 
 Marian E. Cox, Ph. B., Instructor in Chemistry 
 and History.2612 Park av. 
 
 Wm. F. Barnes, (Class of 1885) Assistant in Draw¬ 
 ing.1319 Elliot av. 
 
 Geo. Y. Bast, (Class of 1888) Instructor in Science. .3918 Cook av. 
 
 George Arrowsmith, Instructor in Wood-work.7024 Stanley av. 
 
 Janet C. Gloss, Ph. M., Instructor in Latin and 
 Modern Languages.2950 Dickson st. 
 
 Clara Sessinghaus, Ph. B., Instructor in Mathemat¬ 
 ics and Rhetoric.2901 Rauschenbach av. 
 
 The Mechanical Handiwork Schools of the Spring Garden 
 Institute, Philadelphia, Pennsylvania. 
 
 In tlie account of the Night Classes in Mechanical Handiwork of 
 this Institution, given in Chapter ii of Part III, the origin of this 
 Day School, modelled after the two Manual Training Schools just 
 described, has been stated.* 
 
 It was a logical development of the elementary classes; yet,—as 
 now well established, with machine shops in the basement, and class 
 rooms on the first floor of the spacious building of the Institute, and 
 possessing a good yilant of machinery, an excellent driving engine, 
 and in charge of a thoroughly trained, scientific director,—it is a very 
 different affair, and offers a very much more advanced curriculum 
 of study and practice, than was afforded by the experimental night 
 classes first held in the attic of the building. In adding, to the mere 
 manipulative training common to these mechanical classes, the spe¬ 
 cial instruction in steam engineering, which is given by the educated 
 Naval Engineer in charge ; these schools of the Institute illustrate 
 the steps by which educational institutions, at first similar in char¬ 
 acter and purpose, develop differently ;—and are, as the scientists 
 say, ‘ differentiated. ’ 
 
 In this instance it is plain that the pupil who aspires to advance 
 beyond mere elementary training in mechanics, finds here special 
 opportunities for acquiring a theoretical and practical knowledge of 
 steam engineering ;—very desirable knowledge, in this era of steam 
 motors in a great manufacturing centre. 
 
 In another school, similar in its elementary course, the develop¬ 
 ment might as easily be towards Architecture, and the practical con¬ 
 struction of buildings, or towards the making of complex machinery, 
 or the practical manufacture of textiles, or in a knowledge of mining 
 engineering;—the particular direction depending upon the immediate 
 industries of the neighborhood,—or the specialty of the Instructor,— 
 or, to use another modern technical expression,—the general or spe¬ 
 cial 4 environment’ of the pupil or school. 
 
 *See Part III, pages 85 and 86, et seq., of the present Report. 
 
SCHOOLS OF SPRING GARDEN INSTITUTE. 
 
 61 
 
 The beginning of this development of the mechanical classes is 
 recorded in the 32nd Annual Report (1882-’83) of the Spring Garden 
 Institute (north east corner Broad and Spring Garden Streets, Phil¬ 
 adelphia). 
 
 The work rooms are thus described. 
 
 “ In the basement three large apartments are fitted up with benches, a forge, 
 machine tools driven by a gas engine, and all the appliances of first-class machine 
 and pattern shops. In this department instruction is given in Mechanical Handi¬ 
 work to classes meeting at night. The schools have a capacity of about 50 pupils 
 per night. Each class meets two evenings per week, so that instruction can be 
 given to about 150 individual pupils. This department, like the drawing-schools, 
 is used to its full capacity.” 
 
 These additional rooms and the consequent increase of facilities 
 by the addition of an engine and suitable machinery, made possible 
 the development of these night classes into the regularly organized 
 institution, here described; the circumstances resulting in this im¬ 
 portant change are recited in the above Report as follows: 
 
 Early in the fall, President Arthur detailed Lieut. Robert Crawford, U. S. N., as 
 superintendent of our Mechanical Handiwork schools, and that gentleman entered 
 so heartily into the work of the Institute that the schools were greatly improved 
 and the course of study and practice systematized. Excellent work was done by 
 all the pupils, and there is every prospect that during the next term Lieut. Craw¬ 
 ford will be able to so organize the classes and the course of study, as to make the 
 school one of the most efficient hi the country. 
 
 Mr. James S. Whitney generously offered to contribute $500.00 towards equipping 
 a class in wood-work. This was accepted and a room fitted up for instruction in 
 this branch of handiwork. The class, though organized late in the season, did very 
 satisfactory work in pattern making. During the next term it is probable that the 
 school will be enabled to turn out completed work from drawings made by the 
 pupils, with every operation except that of casting done in the school-rooms by the 
 pupils. A class in steam engineering was organized, to which lectures were given 
 by Lieut. Crawford. It was well attended, and, with better accommodations next 
 year, will doubtless become an important feature of the school-work. 
 
 One hundred and ninety-one pupils were admitted to this department of the 
 
 Institute, distributed as follows : 
 
 Steam Engineering. 16 
 
 Pattern Making . 16 
 
 Vise and Lathe Work. 159 
 
 191 
 
 In the steam and mechanical engineering class the occupations were as follows: 
 
 Draughtsmen, 6; machinists, 5; and engineer, fireman, clerk, florist and shoe 
 finisher, one each. 
 
 In the pattern making class the occupations were: 
 
 Students, 5; clerks, 5; printers, 2; and draughtsmen, pattern makers, nail makers 
 and machinists, one each. 
 
 In the vise and lathe work departments, the occupations were: 
 
 Machinists, 60; students, 38; clerks, 14; engineers, 6; tool makers, 3; and brass 
 finishers, fruit dealers, locksmiths, boiler makers, mill hands, draughtsmen, safe 
 makers, 2 each; and mathematical instrument makers, chair makers, steam fitters, 
 tinsmiths, shuttle makers, press hands, foremen, plumbers, blacksmiths, clock 
 
62 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 makers, watch case makers, loom bosses, moulders, rubber stamp makers, archi¬ 
 tects, hardware dealers, brakemen, tin roofers, wood turners, rubber workers, spin- 
 ners, farmers and iron cutters, one each. 
 
 The average age of the pupils was very much larger than in preceding years. 
 
 An exhibition of the works of pupils was given at the close of the term, and prizes, 
 contributed by Tallman & McFadden, Heller & Brightly, Queen & Co., William Y. 
 McAllister, and Gen. H. G. Sickel, were distributed to the most deserving pupils. 
 
 A Prospectus of the Schools of the Spring Garden Institute, for 
 the season 1883-’84, was issued in a handsomely printed pamphlet of 
 24 pages. 
 
 Such portions as relate to the mechanical night classes, will be 
 found in the preceding description of them; the following pages 
 relate to the courses of the Day Mechanical Handiwork Schools. 
 
 The Technical Schools. 
 
 The object of Mechanical Handiwork Schools is the education of young men in 
 mechanic arts. This class of education is no longer an experiment, but is an estab¬ 
 lished feature of educational enterprise both in this country and Europe. The cities 
 of London, and Manchester, England, have each their trade schools, and two of our 
 own cities—Chicago and St. Louis—have theirs, under the name of Manual Training 
 Schools. 
 
 All the cities of this country of large manufacturing interests are awakening to 
 the very great importance of providing schools for the technical education of that 
 class of their population who are engaged in industrial pursuits—not colleges of 
 technology, which as a rule, hold the prize they offer beyond the reach of the mass 
 of the people, but trades schools, such as these, for supplying training adjusted to 
 the wants of those who are to be our mechanics, and the leading men of our shops 
 and manufactories. 
 
 Owing partly to the very numerous sub-divisions of work in mechanical manu¬ 
 factories, the majority of those who enter them for the purpose of learning trades 
 do not advance further than mere tool hands, or bench hands, and as such are not 
 qualified to accept employment in other departments, of the trade they set out to 
 learn. It is to counteract this tendency and to supply the training necessary to pro¬ 
 duce complete mechanics, that the mechanical schools of this Institute have been 
 established. 
 
 The demand for good mechanics increases yearly, and owing to their scarcity, 
 our manufactures are frequently driven to the expedient of importing from Europe 
 men competent to fill the leading positions in their shops. With a system of tech¬ 
 nical training for the youth of our country, such as is set forth in these pages, 
 manufacturers would be relieved of this necessity, mechanical trades would ad¬ 
 vance, and a comparatively easy way to advancement be opened to young men of 
 mechanical tastes and capabilities. 
 
 The afternoon session provides opportunity for instruction in mechanical drawing 
 and shop work for those who are employed during the earlier hours of the day. 
 In point of mechanical training this course is little inferior to that provided for the 
 full-course pupils. 
 
 Remarks on the night classes in steam engineering and handiwork, will be found 
 on pages 19, 20 and 21. 
 
 The course of mechanical instruction, with all the classes, is progressive: com¬ 
 mencing with simple geometrical figures and ending with the finished model, ma¬ 
 chine, or pattern. 
 
 Competent teachers have been employed to instruct in the various branches set 
 
COURSES OF STUDY IN SPRING GARDEN INSTITUTE. 63 
 
 forth in the curriculum of these schools. The shops are supplied with the best of 
 hand and power tools, and the instructors are mechanics of wide experience and 
 the highest skill. 
 
 DAY CLASSES. 
 
 Full Course. 
 
 Length of course, two terms of 9 months each; term commencing October 2nd 
 and ending July 2nd. Five days’ instruction per week, and one daily session from 
 9 A. M. to 2 P. M. 
 
 COURSE OF STUDY. 
 
 First Year. 
 
 Mechanical Handiwork—comprising a bench course in chipping and filing to 
 line; production of true surface; laying off work and fitting-up; and a course in 
 lathe, planer, and other power tool work; also one in carpentery, pattern-making, 
 and elements of moulding. 
 
 Mechanical drawing, and elements of Machine Designing. 
 
 Algebra, as far as Simple Equations, and Arithmetic. 
 
 Elementary Mechanics. 
 
 Geometry and Mensuration. 
 
 Weekly Lectures on Workshop Appliances during first three months, and on 
 Machine Construction during the remaining months. 
 
 Second Year Course. 
 
 Machine Designing, and Mechanical Drawing. 
 
 Applied Mechanics. 
 
 Steam Engineering, comprising designing and construction of Land and Marine 
 Engines and Boilers; Thermo-Dynamics, and Economy of Fuels. 
 
 Geometry, Trigonometry, Algebra through Quadratics, Descriptive Geometry. 
 
 Elective Course in Mechanical Handiwork. 
 
 Number of Hours’ Instruction in each Branch per Week. 
 
 First Year. 
 
 Machine Work. 10 hours. 
 
 Pattern-Making and Carpentry... 7 “ 
 
 Mechanical Drawing. 5 
 
 Lectures and Recitations. 3 “ 
 
 Total. 25 
 
 Second Year. 
 
 Machine Designing and Mech. Drawing. 10 hours. 
 
 Applied Mechanics. 1 “ 
 
 Steam Engineering. 4 “ 
 
 Geometry, Trigonometry and Algebra. 2 ‘‘ 
 
 Descriptive Geometry... 1 “ 
 
 Free-hand Sketching. 2 “ 
 
 Mechanical Handiwork. : . 5 “ 
 
 Total. 25 
 
64 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 AFTERNOON CLASSES—SESSION FROM 2 TO 5 O’CLOCK. 
 
 Course of Instruction. 
 
 Metal Working —comprising a course in Bench and Power-Tool Work. The ordi¬ 
 nary operations the pupil will perform in this branch are the following : Laying off 
 work ; chipping and filing to line ; production of true surface ; fitting up work ; 
 turning, planing, screw-cutting, boring and drilling. 
 
 Wood- Working: In this branch is comprised carpentry, wood-turning, pattern- 
 making, and elements of moulding. 
 
 Lectures on Work-Shop Appliances. —These explain the principles underlying the 
 various mechanical operations performed by the pupils, the correct use of tools and 
 their construction. 
 
 NUMBER OF HOURS’ INSTRUCTION IN EACH BRANCH. 
 
 Metal or Wood-Working. 11 hours. 
 
 Mechanical Drawing . 3 
 
 Lectures. 1 
 
 Total. 15 
 
 NIGHT CLASSES. 
 
 Special Course in Steam Engineering. 
 
 Instruction will be given by lectures, aided by models and diagrams. 
 
 A course of six lectures on Valve Gears, Valve Setting and Lap. Lectures on 
 Monday evening of each week, from 8 to 94 o’clock. 
 
 A course of ten lectures will be given on Designing, and Construction of Engines 
 and Boilers, (Land and Marine) and Economy of Fuel. Lectures on Thursday 
 evening of each week, from 8 to 94 o’clock. 
 
 These lectures have been arranged with the special view of meeting the wants of 
 Draughtsmen, Engineers, Machinists, and others interested in the care or building 
 of Steam Machinery. They are practical in character, and furnish data which will 
 be of daily use to the pupils. 
 
 A large working model of a Slide Valve, with its reversing and other gear, will 
 be used to demonstrate Valve Setting and the effect of Lap. 
 
 EXPENSES. 
 
 Students will furnish their own text books where required by the curriculum ; 
 also drawing instruments and paper. Drawing boards and T squares are furnished 
 by the school. 
 
 TUITION FEES FOR THE VARIOUS COURSES. 
 
 The School Year consists of Three Quarters. The fees are by the quarter and 
 payable in advance. The rates are as follows : 
 
 For full course students, first year, $15 per quarter. 
 
 “ “ “ second year, 25 “ 
 
 Afternoon students. 9 “ 
 
 Night students, Mech. Handiwork.... 5 “ 
 
 For course of Six Lectures in Steam 
 
 Engineering. 3 “ 
 
 For course of Ten Lectures in Steam 
 Engineering.-5 “ 
 
 The tuition fees are so arranged that a student may discontinue his studies at the 
 end of a quarter, should he find it necessary to do so, without pecuniary loss to 
 himself or to the Institute. 
 
REPORT OF THE MECHANICAL SCHOOLS, 1883—’84. 
 
 65 
 
 APPLICATION FOR ADMISSION. 
 
 Applications for admission to any of the classes may be made to Lieut. Robert 
 Crawford, U. S. N., in charge of the Technical Schools. 
 
 The Mechanical Handiwork Committee will attend from September 24th to Sep¬ 
 tember 29th, to receive applications for admission to the Mechanical Handiwork 
 Classes. 
 
 TEACHING'STAFF OF THE SCHOOLS. 1883-’84. 
 
 Mechanical Handiwork. 
 
 Lieut. Robert Crawford, U. S. N., Sup’t. John Hall, Thomas Williams, George 
 R. Allen, Thomas Henshaw, Thomas Chase. 
 
 All these Handiwork Schools are under the general direction of the 
 following committee : 
 
 COMMITTEE ON MECHANICAL HANDIWORK. 
 
 John J. Weaver, Chairman, T. Broom Belfield, Chas. S. Heller, Wm. H. Craw¬ 
 ford, Henry M. Worrall, V. E. Archambault, H. G. Sickel. 
 
 In October, 1883, these schools had an attendance of 84 pupils. 
 
 SPRING GARDEN INSTITUTE. 1883-’84. 
 
 Officers. —President, John Baird ; Vice-President, Isaac C. Price ; Treasurer, Wm. 
 Hobart Brown ; Secretary, Addison B. Burk. 
 
 In the 33rd Annual Report for the year 1883-’84,—the account of 
 the second year of the experiment is given as follows: 
 
 “The Mechanical Schools. 
 
 Under the superintendence of Lieut. Rob’t Crawford, U. S. N., the classes in this 
 department have been organized so as to show the best possible results with the 
 facilities at our command. 
 
 The day classes started last fall with doubt in the minds of many, whether they 
 could be made successful, but they have come up to the expectation of their friends, 
 and are daily growing in favor with those desirous of fitting themselves for me¬ 
 chanical pursuits. Monthly reports, showing the average obtained by the pupils 
 in the several studies, are prepared for the parents’ inspection; the pupils all dis¬ 
 play much interest in the course of instruction, and produce specimens of their 
 shop-work, which is creditable to the school as well as to themselves. Among 
 them are eleven from the University of Pennsylvania and thirty-one Soldiers’ 
 Orphans from the Northern Home. 
 
 The subject of industrial education is each year receiving increased public atten¬ 
 tion; and outside of the direct influence which this Institute is exercising in that 
 good cause, by the course of instruction it is offering, your committee takes pleasure 
 in calling your attention to the official visits which these schools have received from 
 representatives of other institutions, which are considering the question of adding 
 manual training to their curriculum. In a former report, attention was directed 
 to the visit from a committee from the Board of City Trusts, with a view to intro¬ 
 ducing mechanical handiwork in Girard College. The experiment was tried, and 
 has evidently been successful, for this year separate buildings are being erected, in 
 which instruction in this branch can be taught; thus, the future graduates of Girard 
 College will be better equipped for the battle of life than those of the past. 
 
 During the term now closing, we have had official visits from the managers of 
 ART—VOL 4-5 
 
66 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the Young Man’s Institute, the West Philadelphia Institute and the House of Ref¬ 
 uge, in this city, and unofficial visits, of which no record has been kept, from indi¬ 
 vidual representatives of institutions outaide of the city and State, who came seek¬ 
 ing information touching this important subject of manual training. 
 
 The following statement gives the number of pupils in the several classes: 
 
 Day pupils, 95; extremes of age, from 13 to 42 years; average age, 17 years. 
 
 Occupations. —Students, 73 ; clerks, 6 ; machinists, 5; farmers, 2 ; carpenters, 2 ; 
 stone cutters, 2; wire workers, 1; unknown, 4. 
 
 Steam engineering class, 28; extremes of age, from 17 to 44 years ; average age, 
 21 years. 
 
 Occupations. —Machinists and apprentice machinists, 20; draughtsmen, 3; plumb¬ 
 ers, 2; and screw maker, clerk and moulder, each one. 
 
 The work of the pupils was on exhibition for a week in April, 1884, 
 with that of those attending the other Art and Mechanical Classes 
 of the Institute, and on April 28th the prizes adjudged were awarded 
 in the presence of a large and enthusiastic audience. 
 
 The prizes given for “Mechanical Handiwork” were contribu¬ 
 ted by the following gentlemen: “Messrs. Heller & Brightly, W. 
 Mitchell McAlister, H. T. Patterson & Co.; Joseph G. Ditman, 
 Gen. H. G. Sickle.” 
 
 The report of the J udges was as follows : 
 
 “Mechanical Handiwork Schools. 
 
 Philadelphia, April 21 st. 1884. 
 
 To the Board of Managers of the Spring Garden Institute. 
 
 Gentlemen:— Your Committee to whom was assigned the duty of deciding the 
 relative merits of the Mechanical Handiwork classes for the term just expired, has 
 awarded the following prizes, viz : 
 
 METAL WORK. 
 
 1st Prize, Albert Way, fitting pyramid and block. 
 
 2nd “ Edward Lancaster, Cube. 
 
 3rd “ H. P Howgen, Tongue and Groove. 
 
 4th “ W. Helmuth, Valve model disc. 
 
 5th “ A. H. Wood, Work on cast iron blocks. 
 
 6th “ C. Buckhaltz, Filing cast iron block. 
 
 WOOD WORK. 
 
 1st Prize, H. A. Hunt, Fitting, turning, etc. 
 
 2nd “ Edw. Seibert, Fitting and general excellence. 
 
 mechanical drawing. 
 
 1st Prize, H. T. Paiste, Original Design. 
 
 2nd “ W. J. McCarroll, Locomotive. 
 
 3rd “ Theo. A. Vandyke, Gearing and injector. 
 
 Theie aie numerous pieces in this display which we examined, besides those to 
 which prizes were awarded, that reflect much credit on both teachers and pupils. 
 Yours respectfully, 
 
 EDWARD LONGSTRETH, 
 JOSEPH ZENTMAYER.” 
 
REPORT OF THE MECHANICAL SCHOOLS, 1884- 85. 67 
 
 It is suggestive of the interest felt in this experiment, as well as 
 of the far reaching influence of such practical demonstrations at 
 times when the public interest is really aroused; that the very first 
 months of the school resulted in convincing the authorities of Girard 
 College of the advisability and practicability of giving to their stu¬ 
 dents like opportunities. 
 
 The Superintendent of the Mechanical Department reports the 
 attendance of the Day pupils and of the Steam Engineering Night 
 Class, for 1884-85, as follows : 
 
 “Mechanical Department, 
 
 To the Committee on Mechanical Handiwork: 
 
 Statement of the number of pupils in the several classes of the mechanical de¬ 
 partment of the Institute, together with the usual information respecting age and 
 occupation. 
 
 DAY CLASSES. 
 
 Full course pupils, daily session, 9 A. M. to 2.30 P. M. 
 
 Senior class, 5 members; Junior class, 15 members; Freshmen class, 29 members; 
 Extremes of age, 14 to 26 years. 
 
 Afternoon classes, Daily session, 2 to 5 p. m. 
 
 Course in wood and metal work : 
 
 From University of Pennsylvania:—One class, 8 members ; one class, 10 mem¬ 
 bers. Extremes of age, 17 to 24 years. 
 
 From Soldiers’ Orphans’ Home—One class, 31 members. Extremes of age, 12 to 
 15 years. 
 
 From other schools, 3 pupils taking special course in joinery. 
 
 Total day attendance, 101. 
 
 ROBERT CRAWFORD, U. S. N., 
 
 Superintendent. ” 
 
 The fees of the day classes have been raised so as to cover the bare 
 cost of tuition. “The pupils paying charges ranging from $15.00 to 
 $25.00 per quarter.” 
 
 The report of the Board of Managers for this year, given in the 
 account of the Institute which precedes the history of the drawing 
 classes, recites their visit to Girard College, and to the House of 
 Refuge, to inspect the Mechanical Schools, opened as a result of the 
 success of the Institute Schools ; they also state that a collection of 
 pupils’ work in the Art and Mechanical Departments was sent to 
 the New Orleans ‘‘ Cotton Exposition ”, and much commended by the 
 press. 
 
 The succeeding report of the Board of Managers covered 15 months, 
 ending June 30, 1886, on account of a change in the time of holding 
 the Annual Meeting from April to July. The following paragraphs 
 from the manager’s report, recite the changes affecting the Mechan¬ 
 ical Handiwork Schools. 
 
 “Very little change was made during the year in the organization of the schools, 
 but early in the season efforts were made to provide the Mechanical Handiwork 
 
68 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Department with better quarters. It was at first proposed to rent rooms outside, 
 but nothing suitable being offered, it was determined to provide for them in the 
 building. With this end in view the Lecture Room was reduced one-half, the 
 sonthern part being divided into two drawing class-rooms. The north rooms on 
 the first floor were utilized as work-rooms—one for wood and the other for metal 
 work, and a stairway constructed to the basement (heretofore the workshops), where 
 the Mechanical Classes now have their lavatory and closets. 
 
 The Drawing School rooms on the second floor, together with the workshops, give 
 ample accommodation for the Mechanical Department, and also enable the Man¬ 
 agers to devote the whole of the third and fourth floors to the Free-Hand Depart¬ 
 ment. 
 
 Lieutenant Crawford, having resigned as Superintendent of the Mechanical De¬ 
 partment to accept a similar position in the City’s Manual Training School, Mr. Ar¬ 
 thur L. Church was elected to that position. Mr. Church served until the end of 
 the term with Mr. W. H. Norris as his assistant, Mr. Norris succeeding as Superin¬ 
 tendent when Mr. Church left the Institute to accept a responsible position in the 
 Baldwin Locomotive Works.” 
 
 The announcement is also made that the fees of the Mechanical 
 Handiwork Classes have been “made uniform at $90 per annum.” 
 A considerable increase from those of the first year. 
 
 “ MECHANICAL DEPARTMENT. 
 
 Philadelphia, April 5th, 1886. 
 
 To the Committee on Mechanical Handiwork: 
 
 Gentlemen :—I present the following statement of the present condition of the 
 Mechanical Schools: 
 
 Day Classes —9 a. to. to 2 p. m. 
 
 Senior Class, 10 members ; Junior Class, 10 members; Freshman Class, 20 mem¬ 
 bers ; Special Class, 7 members. Extremes of age, 12 to 27. 
 
 Afternoon Classes —2.30 p. m. to 5.00 p. to. 
 
 From University of Pennsylvania—Post Senior Class, 7 members ; Senior Class, 
 10 members; Junior Class, 17 members. Extremes of age, 17 to 25. 
 
 From other Schools (2.30 p. m. to 5.00 p. m.)—One class, 8 members. Extremes of 
 age, 12 to 17. 
 
 From Soldiers’ Orphans’ Institute (2.30 p. m. to 5.00 p. m.)—One class, 26 mem¬ 
 bers. Extremes of age, 12 to 16. 
 
 Total attendance in Day Classes 115.” 
 
 “ Several pupils in the Night Classes have taken only the first half-term—three 
 leaving, with six in the Day Classes, to accept positions with manufacturing estab¬ 
 lishments. During the year also a number have been admitted for short terms of 
 special work. 
 
 ARTHUR L. CHURCH, Supt.” 
 
 The exhibitions and awards of prizes were held in April 1885, and 
 in May 1886. 
 
 In the extracts from the 36th Annual Report * of the Board of 
 
 Thirty-Sixth Annual Report of the Board of Managers of the Spring Garden 
 Institute, northeast corner of Broad and Spring Garden Sts., Philadelphia. For the 
 year ending June 30, 1887. Spangler & Davis, Printers, 529 Commerce st., Phila¬ 
 delphia. 1887. Pp. 32.” 
 
69 
 
 REPORT OF THE MECHANICAL SCHOOLS, 1886-’87. 
 
 Managers for the year ending June 30th, 1887, which are given at 
 the close of the general account of the Spring Garden Institute, 
 which precedes the account of the Drawing Classes, given in this 
 volume, the references to this Mechanical Department show no 
 changes from the preceding year, hut continued prosperity with the 
 better rooms and increased accommodations;—the exhibit of the 
 work of the scholars is also referred to, and the notice in the Public 
 Ledger is given. 
 
 The Director makes the following report of the Day Classes : 
 
 MECHANICAL SCHOOLS. 
 
 Philadelphia, June 13th, 1887. 
 
 To the Committee on Mechanical Handiwork: 
 
 Gentlemen :— I beg to present the following report of the condition of the Mechan¬ 
 ical Schools at the close of the school year: 
 
 Morning Classes—Hours: 9 a. m. to 2 p. to. 
 
 Senior Class.nn 
 
 Junior Class. 
 
 Freshman Class. 
 
 Special Classes. 
 
 Ages, from 14 to 23. 
 
 Afternoon Classes—Hours: 2 p. m. to 5 p. to. 
 
 From University of Pennsylvania: 
 
 Post Senior Class.members, 5 
 
 Senior Class. “ 15 
 
 Junior Class. “ 8 
 
 -28 
 
 From other Schools. “ 7 
 
 From Soldiers’ Orphans’ Institute: 
 
 One Class. “ 40 
 
 Total in Day Classes. 106 
 
 The numbers of students in the various classes as given above, are of those who 
 remained until the end of the year. There were several who left during the term 
 from various causes—three from the Senior Class to aceept positions with manu¬ 
 facturing firms. 
 
 W. H. NORRIS, 
 
 Superintendent Mechanical Department. 
 
 These schools are under the direction of the following Committee 
 for the year 1887-’88— 
 
 “Committee on Mechanical Handiwork. 
 
 William H. Crawford, Chairman; Henry M. Worrall, John S. Stevens, Thomas 
 Wood, Joseph J. De Kinder, Edward Longstreth, Arthur L. Church.” 
 
 The Chicago Manual Training School. 
 
 This school, the latest established institution of its class, is mod¬ 
 elled closely after the St. Louis School. 
 
 It is another instance of the methods by which in the United States, 
 
70 
 
 EDUCATION IN TIIE INDUST1UAL AND FINE ARTS. 
 
 educational, as well as other needs, are met "by the voluntary co-op¬ 
 eration and organization of citizens; the movement, of which this 
 school is the result, having originated with the members of a club, 
 composed of many of the leading business men of Chicago ; as is 
 recited in the following brief statement kindly furnished for this 
 Report by H. H. Belfield, Esq.,— 
 
 “ The Chicago Commercial Club is an organization of prominent merchants and 
 manufacturers, limited to sixty in number. At the regular monthly meeting of the 
 Club, held at the Palmer House, March 25, 1882, the question of ‘ The Need of a 
 School for Industrial Training in Chicago’ was discussed; and, as a result, the 
 Club resolved to undertake the inauguration of such an enterprise. It was deter¬ 
 mined to raise the sum of $100,000 for the purpose and, in a few moments, $57,000 
 were pledged to this object. 
 
 In a very few days the whole amount desired, $100,000, was subscribed, and has 
 been paid. 
 
 Steps were taken to secure a charter under the statutes of the State of Illinois 
 providing for ‘corporations not for pecuniary profit.’ The charter was obtained 
 April 11, 1883, and formally adopted by the Club, May 5, 1883. 
 
 This charter vests the control of the school in ‘ The Chicago Manual Training 
 School Association.’ composed of contributors to its funds, whether members of 
 the Commercial Club or not. The management is placed in the hands of a Board 
 of nine trustees, elected for nine years, one third retiring every three years. 
 
 The execution of the project was not delayed, however, till the receipt of the 
 charter. December 30, 1882, the Club elected the following: 
 
 BOARD OF TRUSTEES. 
 
 “ E. W. Blatchford, President; R. T. Crane, Vice President; Marshall Field, Treas¬ 
 urer; William A. Fuller, Secretary; John Crerar, John W. Doane, N. K. Fairbank, 
 Edson Keith, George M. Pullman.” 
 
 March 28, 1883, after careful examination and thought, a lot, 50 ft., on Michigan 
 Boulevard by 171 ft., on Twelfth St., was purchased for $25,000. May 5,1883, Mr. 
 S. S. Beman, the architect of the town of Pullman, Illinois, was elected architect; 
 and June 9,1883, Mr. Henry H. Belfield, at that time Principal of the Chicago North 
 Division High School, was made Director of the new school. 
 
 The corner stone of the building was laid September 24,1883, in the presence of 
 the Club and of invited guests, including the Lord Chief Justice of England.” 
 
 On this occasion Mr. E. W. Blatchford, President of the Board of 
 Trustees, delivered an appropriate address, from which the following 
 extracts, giving a succinct history of the Club and of the proposed 
 schools, are taken. 
 
 '‘Members of the Commercial Club , 
 
 Ladies and Gentlemen: The occasion which calls [us together this afternoon, 
 marks an epoch in the history of our Club, and may I not say an epoch also in the 
 history of our city ? 
 
 It is now six years since the organization of the Chicago Commercial Club. At 
 the monthly re-unions during eight months of each year have subjects of practical 
 value been presented and discussed—vital questions relating to the social, civil, and 
 political well-being of our city and State. These discussions have stimulated 
 thought, investigation, action. Beneficent results have thereby been accomplished, 
 not traceable perhaps by the general public to their source, but none the less real 
 and potent, because silently achieved. The building whose comer-stone we lay to 
 
ADDRESS BY PRESIDENT BLATCHFORD. 
 
 71 
 
 day, as I have said, marks an epoch in our history—an exception to our ordinary 
 mode of action, in that it presents material proof of our work. 
 
 The same may be said of its relation to the history of our city, coming forward as 
 it does a new and warmly welcomed auxiliary, to join the grand educational forces 
 in the conflict being waged between good and evil. 
 
 By a thorough and deeply interesting evening’s discussion some two years since, 
 the attention of the Club was directed to the general subject of education, during 
 which was developed the need of something beside the course at present pursued in 
 our graded and high schools. Especially was this felt to be a pressing want in the 
 great centres of commercial and manufacturing enterprise. Later, an evening was 
 given exclusively to the subject of Industrial Education, and the work already 
 accomplished in our own and foreign countries was presented; and on that evening 
 it was heartily resolved to contribute from our membership $100,000 as a fund to 
 establish in our city a Manual Training School. It is fitting that at this time our 
 indebtedness should be acknowledged for valuable ideas and practical suggestions 
 to the St. Louis Manual Training School and its able Director, C. M. Woodward. 
 Opportunity was afforded for personal observation of this school, by a visit of our 
 Club to the St. Louis Commercial Club, in October last. Our own course will closely 
 follow the curriculum prescribed by the St. Louis school. 
 
 The distinctive work of the Chicago Manual Training School is clearly stated in 
 the Articles of Incorporation. 
 
 Since the organization of the Board of Trustees the interests of the school have 
 quite constantly occupied their attention. The lot on which the building is being 
 erected was purchased, and after careful observation and consideration, building 
 plans were adopted after drawings made by our architect, Mr. S. S. Beman. We 
 were favored in securing, as Director of the school, Mr. Henry H. Belfield, long and 
 well known as principal of the North Division High School. Under his direction 
 we anticipate the opening of the school early in January next. 
 
 May I add a word regarding the future support of this school? The fund sub¬ 
 scribed by the Commercial Club will, it is believed, prove sufficient for the purchase 
 of the lot, the erection of this building, its furnishing of machinery and tools, and 
 its current expenses for three years. Looking forward, however, to the growth of 
 the school, we would invite the co-operation of other citizens in the work before us. 
 Provision for the increase of the membership of the Manual Training School Associ¬ 
 ation by contribution to our funds is incorporated in our By-Laws. Already, unso¬ 
 licited, has a generous donation been made towards the equipment of our building. 
 
 The field occupied by our school is not altogether new or untried. Differing from 
 the Polytechnic Schools in this country and abroad, it does not teach specific trades, 
 but prepares its pupils to enter upon the honorable field of mechanical pursuits 
 rapidly enlarging in this and other countries. In closing, let me add : Our aspira¬ 
 tion for this school for industrial education, for the character of its pupils, for its 
 accomplished work, for its every influence was well expressed in the words of a 
 Christian philosopher over eighteen hundred years ago, in a letter addressed to one 
 of the commercial cities of the Orient: “ Whatsoever things are true, whatsoever 
 things are honest, whatsoever things are just, whatsoever things are pure, whatso¬ 
 ever tilings are lovely, whatsoever things are of good report.” 
 
 “Officers of the Commercial Club of Chicago, for 1883-’84.—John M. Clark, Pres¬ 
 ident ; Geo. M. Pullman, Vice President; A. F. Seeberger, Treasurer; Geo. C. 
 Clarke, Secretary ; B. P. Moulton, John J. Janes, Executive Committee.” 
 
 THE SCHOOL. 
 
 February 4th, 1884, the building was so far completed as to permit the informal 
 opening of the school: the formal opening is delayed till the completion of the 
 
 building. 
 
72 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Two examinations had been held for admission, and out of 130 applicants, 72 
 ♦ boys were selected. The number was limited to 72 as only one room had been 
 equipped with the necessary appliances for shop work. When finished and fully 
 equipped, the building will accommodate between two hundred and three hundred, 
 with rooms for recitation, drawing, laboratory, wood-work, smithy, bench and 
 machine work in iron, etc.” 
 
 The following is taken from the printed circular issued under date 
 of November 21, 1883. 
 
 “ The object of the School is clearly stated in the articles of Incorporation, as fol¬ 
 lows : “ Instruction and practice in the use of tools, with such instruction as may 
 be deemed necessaiy in mathematics, drawing, and the English branches of a high 
 school course. The tool instruction as at present contemplated shall include car¬ 
 pentry, wood turning, pattern making, iron chipping and filing, forge work, braz¬ 
 ing, and soldering, the use of machine shop tools, and such other instruction of a 
 similar character as may be deemed advisable to add to the foregoing from time to 
 time, it being the intention to divide the working horns of the students, as nearly 
 as possible, equally between manual and mental exercises.” 
 
 The Chicago Manual Training School. 
 
 Differs from the High School in omitting from its required studies foreign and 
 ancient languages, in giving prominence to mechanical drawing, and particularly 
 in affording scientific instruction and actual practice in the care and use of tools. 
 
 COURSE OF STUDY. 
 
 The following course of study is proposed, subject to whatever changes experience 
 may dictate: 
 
 First Year. 
 
 Arithmetic, Algebra, English Language, History, Physiology, Physical Geogra¬ 
 phy, Free-hand and Mechanical Drawing. 
 
 Shopwork. —Carpentry, Wood Carving, Wood Turning, Pattern Making, Proper 
 Care and Use of Tools. 
 
 Second Year. 
 
 Algebra, Plane Geometry, Physics, Mechanics, History, Literature, Geometrical 
 and Mechanical Drawing. 
 
 Shopivork. —Forging, Welding, Tempering, Soldering, Brazing. 
 
 Third Year. 
 
 Geometry, Plane Trigonometry, Book-keeping, Literature, Political Economy, 
 Civil Government, Mechanics, Chemistry, Machine and Architectural Drawing, 
 Machine Shop Work, such as Fitting, Turning, Drilling, Planing, etc., Study of 
 Machinery, including the Management and Care of Steam Engine and Boilers. 
 
 Latin may be taken instead of English Language, Literature and History. 
 
 Throughout the course, one hour per day, or more, will be given to drawing, and 
 not less than two hours per day to shopwork. The remainder of the school day 
 will be devoted to study and recitation. Before graduating, each pupil will be 
 required to construct a machine from drawings and patterns made by himself. A 
 diploma will be given on graduation. 
 
CHICAGO MANUAL TRAINING SCHOOL. 
 
 73 
 
 ADMISSION. 
 
 Candidates for admission to the first year must be at least fourteen years of age, 
 and must present sufficient evidence of good moral character. They must pass a 
 satisfactory examination in reading, spelling, writing, geography, English compo¬ 
 sition, and the fundamental operations of arithmetic as applied to integers, com¬ 
 mon and decimal fractions, and denominate numbers. Ability to use the English 
 language correctly is especially desired. 
 
 EXPENSES. 
 
 The school year will be divided into two terms of twenty weeks each. Hereafter, 
 the school year will begin the first Monday in September. Tuition is payable by 
 the term, in advance. 
 
 First Year, per term 
 Second Year 
 Third Year “ 
 
 $30.00 
 40.00 
 50.00 
 
 Pupils furnish their own books, drawing instruments and material, aprons, over¬ 
 alls and pocket tools. Shop tools are provided by the School. 
 
 Teachers. —Henry H. Belfield, A. M., Ph. D., Director; Benjamin Hyde, B. S. ; 
 Charles E. Pickard, A. B.; Albert L. Trecker.” 
 
 Though the course of study and practice for the first year was 
 avowedly tentative it seems to have been satisfactory, as the circu¬ 
 lar for the ensuing year issued December 15th, 1884, makes no change 
 of importance. The terms “ Junior,” “Middle,” and “Senior” are 
 used instead of “First,” “ Second,” and “ Third year” to distinguish 
 the classes, and “ Moulding, Casting, Chipping, and Filing,” take 
 the place of “ Soldering and Brazing” in the practice of the Middle 
 (second) year, otherwise the course is the same. In regard to the 
 purpose of the school it is further announced that “ It is the inten¬ 
 tion that the scholarship shall be fully equal to that of the best high 
 schools. ” * * * ‘ ‘ Boys who have completed a grammar school 
 
 course or its equivalent are preferred.”—“The next examination 
 will he held June 30th, 1885, at 9 o’clock a. m. at the school building, 
 corner Michigan Avenue and Twelfth Street.”—The announcement 
 is made that the discipline of the school will be maintained; “no 
 pupil will be tolerated who is an impediment to the progress, or an 
 injury to the morals of his classmates.” * * * 
 
 “ The Director assists non resident pupils in obtaining good homes. 
 
 “ School hours are from 9 a. m. to 3.30 p. m. with an intermission 
 of 30 minutes at 1 o’clock.” 
 
 Under date of July 13th, 1886, the Director of the School has 
 kindly furnished the following brief summary of its history during 
 the past two years. 
 
 The second school year opened Monday, September 7th, 1884, with 
 66 pupils in the middle classes, 77 in the Junior, and a special class 
 of 4: the corps of teachers having been enlarged to 6. In January, 
 1885, an addition to the corps was made in the person of Frank M. 
 Bennett, Assistant Engineer U. S. Navy, who was detailed for duty 
 in the school by the Secretary of the Navy. 
 
74 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The third annual catalogue shows the following summary of 
 pupils: 
 
 Senior Class. 28 
 
 Middle Class. 46 
 
 Junior Class.•. 77 
 
 Special Class. 4 
 
 155 
 
 The total number of pupils for the year was 157, 2 Juniors having 
 been admitted after the publication of the catalogue. 
 
 Of the 72 boys who entered the school at its opening, February 4, 
 1884, 27 graduated June 24, 1886. On the previous day an exhibit 
 of the pupils’ work was given, a section of each class being at work 
 in the shops. The exhibit was largely attended, and surprise ex¬ 
 pressed, by those best qualified to judge, at the excellent character 
 of the work. 
 
 The Junior Class exhibited, among many other articles, exercises 
 in mortising, tenoning, and dovetailing, panels, picture frames, 
 umbrella stands, cases of drawers, tables, office, desk with revolving 
 top, twelve carpenters’ benches for equipment of wood-rooms, glands, 
 vases, balls, and other lathe work. 
 
 The Middle Class exhibited molding and casting of nuts, glads, 
 valves, sheave pulleys, spur and bevel wheels, etc. Exercises in 
 drawing, upsetting, bending, and tempering: open eyes, gate-hooks, 
 hasps, staples, nails, bolts ; square and hexagon headed bolt blanks, 
 blacksmiths’ tongs, cold chisels, screw-drivers, claw and ball-pene 
 hammers of steel, etc., etc. 
 
 The Senior Class exhibit, contained exercises in chipping, filing, 
 planing, and turning: three six horse power steam engines; four 
 smaller engines, five dynamos; die stock, with set of taps and dies; 
 brass Armstrong gun, 18 inches long, mounted bolts, screws, nuts, 
 hammers, etc. 
 
 Two of the steam engines and two of the dynamos, were in opera¬ 
 tion during the exhibit. Three of the steam engines, all of the 
 dynamos, and many smaller articles were made by the boys from 
 their own designs and patterns. 
 
 The drawings numbered 5954, including free hand, geometrical, 
 orthographic projection, line shading, shadows, machines and school 
 building from measurement, architectural perspective. 
 
 The following statement of the mechanical facilities of the school— 
 the “plant,” is from the third annual catalogue (1885-6). 
 
 “The equipment of the mechanical department of the school is mainly as follows: 
 
 Wood-Rooms. —27 Cabinet-makers’ Benches; 24 Speed Lathes; 1 Circular Saw; 
 1 Scroll Saw; 1 Boring-machine ; 1 Planer; 1 Grindstone ; 1 Shoot-plane; Bench, 
 Lathe and General Tools for 72 boys. 
 
 Foundry. —2 Furnaces ; Crucibles, Troughs, Flasks, Trowels, Rammers, Sieves, 
 and other apparatus for 66 boys. 
 
EQUIPMENT OF CHICAGO MANUAL TRAINING SCHOOL. 
 
 75 
 
 Forge-Room. —24 Forges; 23 Anvils; 1 Emery Wheel; 1 Shears; 3 Vises; 1 
 Blower; 2 Exhaust Fans; Tongs, Sledges, Hammers, Fullers, Flatters, Swages, etc., 
 etc., for 66 boys. 
 
 Machine Shop. —7 Engine Lathes, 12 inch swing, 6 feet bed ; 1 Engine Lathe, 16 
 inch swing, 8 foot bed; 2 Speed Lathes ; 1 Planer, 6 foot bed; 1 Shaper ; 1 Drill; 
 1 Grindstone; 15 Benches ; 15 Vises; Lathe and Vise Tools, such as Chucks, Boring- 
 bars, Taps, Dies, Hammers, Chisels, Files, etc., sufficient for 32 boys. 
 
 Power is supplied by a Corliss engine of 52 horse power and by two steel boilers. 
 
 The Chemical Laboratory for pupils’use is furnished with Tables, Drawers, Sinks, 
 and accessories for 12 boy3 at one time. The Physical Apparatus consists of an Air 
 Pump, Electrical Machine, Battery, Ruhmkoff Coil, Electrical Engine, Geissler 
 and Crookes Tubes, etc., etc. 
 
 The Drawing Room contains 48 Tables, and is supplied with Models and Casts. 
 
 The School possesses a complete set of Boch-Steger Physiological Models, Physio¬ 
 logical Charts, Maps, and Reference Books. 
 
 The Blatchford Literary Society has a small but choice library.” 
 
 The Teachers for the year 1885-6 were as follows : 
 
 Henry H. Belfield, PH.d., Director; William R. Wickes, A. M., Junior Class ; F. 
 E. L. Beal., B. S., Middle Class ; Frank M. Bennett, U. S. Navy, Senior Class; Earl B. 
 Ferson, A. M., Mass.,* Drawing; Albert L. Tucker, B. s., Wood-work ; Elroy A. Dil¬ 
 lon, B. s., Foundry and Forge. 
 
 Board of Trustees.— E. W. Blatchford, President; R. T. Crane, Vice President; 
 Marshall Field, Treasurer; William A. Fuller, Secretary; John Crerar, N. K. 
 Fairbank, John W. Doane, Edson Keith, George M. Pullman. 
 
 The eighth annual catalogue, for 1890-’91, contains the announce¬ 
 ment that the equipment of the school shops “has been steadily in¬ 
 creased” and that “in 1890 the building was considerably enlarged.” 
 Turning to the statement in detail of the equipment of the Mechan¬ 
 ical department of the school, it appears that the cabinet-makers’ 
 benches have been increased from 27 in 1886, to 48, and that general 
 tools are now provided for 160 boys instead of for only 72, as in 1886. 
 
 In the Foundry, 90 boys can now be taught in place of 66. In the 
 Forge Room 90 boys can be taught. In the Machine Shop 60 boys 
 can now be accommodated where in 1886, only 32 could find room. 
 
 The “Drawing” Rooms can now accommodate 325 boys. 
 
 Summary of attendance for the year 1890-’91. 
 
 Senior Class. 52 
 
 Middle Class. 90 
 
 Junior Class. 161 
 
 Total. 303 
 
 The following estimate of the work of the school, as shown in the 
 exhibition of scholars work made during the year 1888-’89, is ap¬ 
 pended to the catalogue for 1890-91. 
 
 “ Extract from the report of the Committee on Annual Exhibit of drawings at The 
 
 Chicago Manual Training School; published as Educational Leaflet No. 42, Octo¬ 
 ber 9, 1889, by the College for the Training of Teachers, New York City: 
 
 We, the undersigned committee, having carefully examined the Annual Exhibit 
 of Free-hand and Mechanical Drawing exhibited at the school on June 17,1889, take 
 pleasure in making the following report: 
 
 *Art Master, Massachusetts State Normal Art School. 
 
76 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Your committee is agreed that the drawings show a high order of excellence both 
 as to care, neatness and delicate handiwork, and also as to the conception of orig¬ 
 inal problems, and the working out of these and all others with much perseverance, 
 involving necessarily much hard mental work, owing to the difficulty of the prob¬ 
 lems and the youth of the pupils. These conditions are especially noticeable in the 
 mechanical problems, some of them showing, in a very marked degree, clearness 
 and boldness of execution, and comprehension of mathematical and mechanical 
 principles. 
 
 The successful training of the mind in this direction, and of the eye and hand to 
 produce free-hand sketches and mechanical drawings, such as those of the third 
 year, is more noticeable from the amount of work necessary to bring the pupils, in 
 so short a time, to this degree of excellence ; for at their starting point, in the first 
 year, they had practically no knowledge of the simplest kind of drawing, or of 
 geometry, or of mechanical forms and movements. 
 
 Not only do the strictly “Mechanical Drawings” show conscientious work and 
 clear understanding of the problems in plane geometry, projections, shades and 
 shadows, and drawing machinery from measurement, but the free-hand sketches 
 of mechanical objects forming part of the regular school work and most, if not all, 
 of the home work, also show that this part of a skilled mechanic’s training is not 
 neglected. It is often considered that a knowledge of perspective and free-hand 
 drawing is too artistic, and not sufficiently practical for a course of this kind; 
 whereas, in fact, it is of great importance to boys who are quite as likely to become 
 inventors and designers of machines as to be employed only in working out details 
 from the designs of other men, or in any wood-working or metal-working trade. 
 Even to the average draftsman who is not a designer, a knowledge of perspective 
 and skill in free-hand sketching are invaluable in making drawings from a machine 
 already built. 
 
 Your committee is especially pleased to notice the attention given to free-hand 
 drawing, believing as it does, that the ability of the workman to use his pencil 
 freely in the expression of his thought, is an important factor in an industrial de¬ 
 velopment. The mechanic who, perceiving how an improvement may be made in 
 this or that portion of machinery, or who, conceiving an original thought, is unable 
 to explain the same by a sketch, is sadly deficient and can not compete with the 
 workman educated not only to independent thinking, but in the free expression of 
 the same. It is most important that the coming American mechanic shall be not 
 simply the slave of his craft, but shall transcend it and shall be its master. This 
 achievement is only possible when the education of the workman reaches out and 
 beyond a reproduction of the works of others, even into the realm of invention, 
 and constructive design. 
 
 ******* 
 
 In conclusion we take pleasure in commending not only the work of the pupils 
 in following the course of instruction used, but the course of instruction itself as 
 tending to give them at an early age, and even without then- recognizing its im¬ 
 portance, knowledge and skill which will be of the greatest importance to them in 
 any future work of civil, mechanical, mining or electrical engineering or indeed in 
 almost any work of manufacture or construction. (Signed) 
 
 JOSEPHINE CARSON LOCKE, 
 THOS. W. FRY, 
 
 SPENCER S. BEMAN, 
 
 Committee. 
 
 Note. —Miss Locke was for years Supervisor of Drawing in the St. Louis Public 
 Schools. Mr. Fry is a mechanical engineer, graduate of the Mass. Inst, of Tech¬ 
 nology. Mr. Beman is a well-known architect. 
 
77 
 
 CHICAGO MANUAL TRAINING SCHOOL, 1891. 
 
 The Work of the School. 
 
 The special feature of the school, in which it differs from the ordinary high 
 school, is its Manual Training. Notwithstanding the prominence given to this part 
 of its course, experience shows that its mathematical and scientific work need not 
 be inferior to that of the best high schools. 
 
 Education, not manufacture, is the idea underlying the manual training. Con¬ 
 sequently, the material products of the shops consist chiefly of exercises designed 
 to develop skill in the use of tools. The educational value of construction is also 
 recognized, and the course embraces a number of finished articles. 
 
 Some idea of the pupils’ work in the drawing and mechanical departments may 
 be obtained from the following partial fist of the annual exhibit of June 17, 1890. 
 
 JUNIOR CLASS. 
 
 In Drawing :—Freehand and Mechanical Drawing of Models, Tools, etc.; Prob¬ 
 lems in Plane Geometry; Line Shading; Principles of Projection, etc.; 9938 draw¬ 
 ings. 
 
 In Woodwork: —2,000 Accepted Exercises in the various joints used in carpentry; 
 24 Tool Stands, 18 Flasks for Foundry. 
 
 1,400 Accepted Exercises in Wood Turning, such as Horizontal and Vertical 
 Straight Cuts, Bevel, Concave and Convex Curves, Beads, etc., Tool Handles, Orna¬ 
 mental Hardwood Turnings, Vases, Gavels, Dumb-bells, Indian Clubs, Rosettes, 
 turned Mirror Frames, etc. 
 
 450 Accepted Patterns of Hexagonal Wrenches, Journals, Hand-wheels, Pulleys, 
 Grates, Quarter-turn and Half-turn Pipes, with Core Boxes, etc. Complete Pat¬ 
 terns for the Speed Lathes made by the Senior Class. Complete Patterns of Adjust¬ 
 able Drawing Stand. Patterns for Friction Wheels of Atwood Machines. Patterns 
 of Surface Plates, etc. 
 
 In Cabinet Making: —9 Hardwood Tables for Physical Laboratory, 2 Atwood Ma¬ 
 chines, 90 Picture and Mirror Frames, oak ; 3 Fancy Tables, 7 Cases of Bookshelves, 
 4 Wall Cabinets, 1 Easel, 1 Hat-rack, 3 Drawing Boards, 2 Turned and Carved Mir¬ 
 ror Frames, 10 Cases for Artists’ Materials, Jewels, etc.; 1 set of Drawing Models, 
 8 pieces ; 140 T squares, 280 Triangles for Drawing. 
 
 MIDDLE CLASS. 
 
 In Drawing :—Practice in Brush Shading; Orthographic Projection; Projection of 
 Shadows; Isometric Projection; Perspective; Intersection of Solids; Line Shading; 
 Machines from measurement, etc., etc.; 2774 drawings and sketches. 
 
 In Forging: —4800 Exercises and Finished Pieces in Forging Iron and Steel, 
 including Drawing and Upsetting, Twisting, Bending, Punching, Welding, Tem¬ 
 pering, the making of Hooks, Staples, Nails, Rings, Angle-irons, Brackets, Braces, 
 Eye-Bolts, Bolts and Nuts, Chains with Hooks, Swivels and rings, etc.; including, 
 also, 150 pairs Blacksmiths’ Tongs, 34 Forgings for Jack-screws, 300 Lathe Tools, 
 diamond-point, half iliamond-point, etc.; 450 Tools, such as Center-punches, Chisels, 
 Flatters, etc.; 37 “ Projects,” including 13 Cross-pene Hammers, 2 Ball-pene Ham¬ 
 mers, 1 Axe, 1 small Anvil, 4 Piano Lamp Stands, 7 “five-o’clock-tea” Stands, 1 
 pair Pole Climbers, 3 Anchors, 1 set Lathe Tools. 
 
 In Foundry Work —Moulding and Casting in Lead, Zinc and Brass several hun¬ 
 dred Washers, Nuts, Hangers, Oil Cups, Pulleys, Jack-screws, Valves, Wheels, 
 Bushings, etc. 
 
 SENIOR CLASS. 
 
 In Drawing: —Machines from Measurement (Locomotive, Marine and Stationary 
 Engines, Steam Fire Engines, etc.), Architectural Plans, Elevations and Perspec¬ 
 tives, etc.; 918 drawings and sketches. 
 
78 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In Machine Shop Work :—400 Exercises in Chipping, Filing, Scraping, and Fit¬ 
 ting ; 100 Exercises in Planing, 200 Exercises in Turning, Boring, Screw-cutting 
 and Polishing ; 12 Speed Lathes, 30 Jack-screws, 3 pairs V Blocks, 3 pairs Parallel 
 Blocks, 2 Angle Plates, 5 Nut Mandrels, 2 Boring Bars and Cutters, 3 Square-thread 
 Taps, 2 Taper Reamers, 2 sets Brass Friction Wheels for Atwood Machines, 8 Dou¬ 
 ble-thread Screws and Nuts for Wood Clamps, 1 Saw Arbor, Counter Shaft for Cir¬ 
 cular Saw r , etc. 
 
 The finished “ Projects ” included 1 Dynamo, 3 Surface Gauges, 1 Machinists’ 
 Hammer, 1 Vertical Marine Engine, 4|x5 inches ; 1 Brass Card Receiver, 1 Center 
 Gauge, 1 Vertical Engine, 4x44 inches ; 2 Brass Tables, 2 pairs Calipers. 
 
 The tuition fees in all the classes have been increased ten dollars 
 a term above the prices given in the Catalogue of 1883. 
 
 Provision is made for a certain number of free pupils and parents 
 of such pupils as are desirous of securing the benefits of study in 
 the school but who are not able to meet the cost, are invited to con¬ 
 sult with the Director. 
 
 List of Instructors for the year 1890-1891. 
 
 TEACHERS IN ORDER OF DEPARTMENTS. 
 
 Henry H. Belfield, A. M., PH. D., 3738 Washington Avenue, Director; William R. 
 Wickes, a. m., 238 Willis Street, Oak Park, English Literature; Harlow W. Eaton, 
 ph. d., 5807 Madison Avenue, Physics and History; Charles E. Boynton, a. b., 5 
 Thirty-first Street, Chemistry and Physiology; Wythe M. Parks, Passed Ass’t Engr. 
 U. S. N., 362 Forty-fourth Street, Mechanics, Design and Construction of Engines; 
 Sylvanus E. Lambert, A. B., 552 Chestnut Street, Algebra; Honta Smalley, a. B., 281 
 La Salle Avenue, Latin; Clem F. Kimball, B. M. E., 3933 Prairie Avenue, Geomtry 
 and Drawing; Earl B. Ferson, A. M., Mass., 395 Fifty-eighth Street, Drawing; Fred’k 
 Newton Williams, 329 Michigan Avenue, Drawing; G. Willis Ritchey, 5926 Dickey 
 Street, Woodwork; Geo. A. Ross, 3933 Prairie Avenue, Woodwork; J. W. Raymond, 
 Jr., 3558 Cottage Grove Avenue, Foundry and Forge; Thomas J. Gray, 437 West 
 Madison Street, Machine Shop. 
 
 BOARD OF TRUSTEES. 
 
 E. W. Blatchford, President; John M. Clark, Vice-President; Marshall Field, 
 Treasurer ; William A. Fuller, Secretary ; John W. Doane, Christoph Hotz, Edson 
 Keith, H. H, Porter, George M. Pullman. 
 
 i * 
 
CHAPTER III. 
 
 TULANE UNIVERSITY OF LOUISIANA, NEW ORLEANS, LA. 
 
 Brief statement of the origin of the University—Letter from Paul Tulane, to Hon. 
 Randall Lee Gibson, U. S. Senator from Louisiana and his associates—Details of 
 management of the new University wisely left to the discretion of the Trustees— 
 Precedent made by the Founder of Smith College, Massachusetts, followed in this 
 feature—Col. William Preston Johnston, called to the Presidency of the new 
 University—The Professional Schools of the former State University are united 
 with Tulane.—Comprehensive character of Tulane University—Why the account 
 of the University occurs in this chapter—The equipment for the study of electrical 
 engineering under direction of Professor Brown Ayres—Extracts from catalogue 
 of 1891-92—Historical statement—Plan of Education—University Department of 
 Philosophy and Science—Tulane College — Four separate courses of study— 
 “Classical”—“Literary”—“ Scientific”—“Engineering”—Drawing under Pro¬ 
 fessor Woodward—Mechanical work under Professor Ordway—H. Sophie New¬ 
 comb Memorial College—Three separate courses of study—“ Classical”—“ Scien¬ 
 tific”—“Modern Languages”—Special students—Art in college courses in each 
 year—Special Normal Art—Elective Art work—The Libraries—Museums—Art 
 Museum—Professor William Woodward, Art Director—Linton-Surget Hall an 
 Art Museum—University Extension—Lists of names of the Faculty of the two 
 colleges—Tulane High School — Organization and courses of study—Manual 
 Training—Drawing—List of Faculty, 1892-93—The Free Drawing school—Sat¬ 
 urday classes for Women—Evening class for Men—The Mechanical course—The 
 Free Hand course. 
 
 Tulane University, New Orleans, Louisiana. 
 
 INSTRUCTION IN MANUAL TRAINING AND IN DRAWING IN THE 
 PREPARATORY HIGH SCHOOLS AND IN THE COLLEGES OF THE 
 UNIVERSITY. EVENING FREE DRAWING CLASSES. 
 
 A brief reference was made, in a preceding volume of this Report, 
 to the founding and development of this successful University,* 
 which has already won well merited distinction among the Institu¬ 
 tions of Higher Learning in the Southern States, and indeed through¬ 
 out the country. 
 
 This new University had its origin in the munificent bequest of 
 the late Paul Tulane, a native of New Jersey, but for many years a 
 resident of New Orleans. Mr. Tulane, living at the time in Prince¬ 
 ton, New Jersey, confided to the Hon. Randall Lee Gibson, U. S. 
 
 * See Part II of this Report, pages cvni-cxn. -~q 
 
80 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Senator from Louisiana, his purpose to devise a large estate for the 
 establishment of an Educational Institution in the City of New 
 Orleans, and requested the Senator to undertake the proposed trust, 
 giving him full discretion as to the kind of Institution to be estab¬ 
 lished. Senator Gibson, after associating with himself several of 
 the leading citizens of the State as joint trustees, undertook the 
 arduous though honorable task; and Mr. Tulane had the happiness, 
 during the few last years of his life, of beholding the successful ini¬ 
 tiation of the proposed institution. 
 
 THE LETTER CREATING THE TRUST. 
 
 The letter of Mr. Tulane, conferring his property in New Orleans 
 upon the Board of Trustees, begins as follows: 
 
 “ Princeton, May 2, 1882. 
 
 To Messrs. Randall L. Gibson, Chas. E. Fenner, James McConnell, T. G. Richard¬ 
 son, M. D., Edward White, E. H. Farrar, P. N. Strong, B. M. Palmer, D. D., 
 Hugh Miller Thompson, D. D., Chas. A. Whitney, Sami. H. Kennedy, Walter 
 Stauffer, Cartwright Eustis, Henry Ginder, John T. Hardie, R. M. Walmsley, 
 and Wm. O. Rogers: 
 
 Gentlemen A resident of New Orleans for many years of my active life, hav¬ 
 ing formed many friendships and associations dear to me, and deeply sympathiz¬ 
 ing with its people in whatever misfortunes or disasters may have befallen them, as 
 well as being sincerely desirous of contributing to their moral and intellectual 
 welfare, I do hereby express to you my intention to donate to you by an act of 
 donation inter vivos, all the real estate I own and am possessed of in thd' said city 
 of New Orleans, State of Louisiana, for the promotion and encouragement of intel¬ 
 lectual, moral and industrial education among the white young persons in the 
 city of New Orleans, State of Louisana, and for the advancement of learning and 
 letters, the arts and sciences therein, my intention being that the benefits shall be 
 applied and expended in the city of New Orleans. 
 
 By the term education, I mean to foster such a course of intellectual development 
 as shall be useful and of solid worth, and not be merely ornamental or superficial. 
 I mean you should adopt the course which, as wise and good men, would commend 
 itself to you as being conducive to immediate practical benefit, rather than theoret¬ 
 ical possible advantage. I wish you to establish or foster institutions of a higher 
 grade of learning where the young persons to be benefited shall, upon due exami¬ 
 nation, be found competent and qualified for admission, both by age and previous 
 training, to receive the benefits of a more advanced degree of educational culture. 
 
 Intellectual advancement should be unfettered by sectarianism, but the profound 
 reverence I entertain for the Holy Scriptures leads me to express here the hope, 
 that the educational development intended by this gift, should never antagonize, 
 but be in harmony with the great fundamental principles of Christian truth con¬ 
 tained in them.” 
 
 Suggestions as to securing exemption from taxation for the real 
 estate thus devoted to the promotion of education, and stipulations 
 that none of this property shall be sold, or mortgaged, or, in any 
 way, incumbered for a period of fifty years, follow. He also sug¬ 
 gests that his “friend, General Randall Lee Gibson, shall be the 
 chairman or President of the Board, and that Judge Charles E. 
 Fenner, and James McConnell, may be vice presidents or vice chair- 
 
TULANE UNIVERSITY OF LOUISIANA, AT NEW ORLEANS. 81 
 
 men.” The Board is to be self continuing; vacancies in the body 
 being filled by election. If, at the end of fifty years, the Board 
 desire to relinquish this trust, they are authorized then to distribute 
 the property in such manner, to institutions in the city of New Or¬ 
 leans, as to best promote the educational purposes of the Trust. 
 
 * * * “ With d e vout gratitude to our H ea v e nly Father for enabling US to form 
 
 these plans and invoking his divine blessing upon you and your counsels, and upon 
 the good work proposed among the present and future generations of our beloved 
 Crescent City. 
 
 I remain, with great respect, your friend and humble servant, 
 
 Paul Tulane.” 
 
 AN ADMIRABLE PROVISION. 
 
 This letter, which resembles in its benevolent purposes and scope 
 those written by Peter Cooper, Ezra Cornell, and Charles Pratt, 
 when creating the several institutions founded by them, is very 
 brief; leaving, as it does, the general plan and all its details to the 
 judgment of the Trustees. After the*, statement of his purpose in 
 creating the trust, as just quoted, the letter deals only with plans 
 for preserving the property intact, and places its management and 
 final disposition wholly in the hands of the Trustees ; who are thus 
 empowered to meet new demands as they may arise and to adapt 
 their institution to the exigencies of the future. This feature, which 
 was the notable peculiarity of the will of Miss Sophia Smith, in 
 founding Smith College, at Northampton, Massachusetts, is in 
 marked contrast 'with the old English foundations, where the obso¬ 
 lete customs of by-gone centuries, imposed on all successors, become 
 hindrances in their development and usefulness. It is peculiarly 
 desirable that educational foundations should be free to meet as 
 they arise, the ever changing conditions of an advancing civilization. 
 
 It is to be hoped that the wise precedents thus set by Miss Smith, 
 and Mr. Tulane, may be generally followed by those leaving legacies 
 to our Colleges and Universities; since such gifts, however gener¬ 
 ously intended by the givers, are often, owing to onerous conditions 
 imposed, burdens rather than blessings. 
 
 THE CHOICE OF A PRESIDENT FOR THE NEW UNIVERSITY. 
 
 Col. William Preston Johnston, (eldest son of the late General 
 Albert Sidney Johnston,) formerly for some years a Professor in 
 Washington and Lee University, Virginia, but at that time the 
 President of the Louisiana State University, was called in January 
 1883, to the Presidency of the new University. 
 
 The calling of this thoroughly equipped, liberal-minded scholar, 
 author, and teacher, to the direction of the new institution, was, in 
 itself, an augury of success. A graduate of Yale, having had expe¬ 
 rience as a Professor for some years in a classical college of the old 
 ART—VOL 4-6 
 
82 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 regime, and having been President of one of the modern practical 
 State Colleges of Agriculture, in Louisiana itself, President John¬ 
 ston was well fitted to direct the shaping of the new institution. 
 Familiar with the old methods and well abreast of the new move¬ 
 ments in education, he was ready to adapt his instrumentalities to 
 the needs of the community. 
 
 UNION EFFECTED WITH THE STATE UNIVERSITY. 
 
 The wisdom wmch, shortly after his appointment, effected the 
 union of the professional schools of Law and Medicine of the Uni¬ 
 versity of Louisiana,—each having had a long and honorable his¬ 
 tory,—with the new foundation ; including all under the title and 
 headship of the “Tulane University of Louisiana,” was another 
 piece of good fortune; while the generous endowment which soon 
 followed, by other liberal givers, of a Womans’ College to be a part 
 of the University, rounded out and fitly completed the scheme. 
 
 PRESIDENT JOHNSTON OUTLINES THE NEW UNIVERSITY. 
 
 Under date of June 1883, President Johnston addressed a letter to 
 the Trustees, outlining the needs, province and methods of such an 
 institution as, in his judgment, was, in view of the surrounding cir¬ 
 cumstances which were considered at length, then most desirable. 
 This letter fills some sixty printed pages and is a most admirable 
 statement both of the educational needs of the community and of 
 the best methods of supplying them. Defining the province of a 
 college, and a university, and clearly discriminating between their 
 several duties, he makes a strong plea for Higher Education, and 
 shows how essential it is that opportunities for obtaining such an 
 education be provided; but, on the other hand, he shows the need of 
 providing, also, facilities for giving direct practical training to such 
 as cannot avail themselves of the higher courses. The institution 
 therein portrayed included opportunities for the training of all 
 classes of the community, just as, in fact, “ Tulane ” now does. 
 This letter is well worthy the consideration of all who are called on 
 to decide similar questions. 
 
 COMPREHENSIVE CHARACTER OF TULANE. 
 
 This new University, arising in the last decade, and blending in 
 its catholicity the professional schools of the past with the novel 
 forms of education which have been called forth by the imperative 
 needs of modern civilization, furnishes a most interesting object 
 lesson; linking, as it does, by its varied activities, the simplest ele¬ 
 mentary industrial training and the most advanced post graduate 
 educational methods and instrumentalities. 
 
 It has evening schools like those of the Maryland Institute, and 
 
THE LATE HON. RANDALL LEE GIBSON, U. S. SENATOR. 83 
 
 Cooper Union; a Manual Training School like the Manual Training 
 Schools of St. Louis, Boston, Philadelphia and Chicago; instruction 
 in engineering equal to the engineering courses of the higher Schools 
 of Science, of which “Sheffield, Yale,” and “The Massachusetts In¬ 
 stitute of Technology,” may he taken as types; while in art instruc¬ 
 tion it claims to equal both the Art Training given in the Normal Art 
 Schools, and that of the Art Drawing classes of the several High Art 
 Schools and Academies; in addition to these modern innovations 
 there are offered in the same Institution, courses of study in accord¬ 
 ance with the strictly classical training of the old classical colleges, 
 as well as those of the higher post graduate schools of the Medical 
 and Legal Professions; while the inclusion of a high class woman’s 
 college further exemplifies the modernity of “Tulane;” so that this 
 composite “University,” stands forth as a comprehensive typical 
 American Educational Institution of the last quarter of the Nine¬ 
 teenth Century. 
 
 That such an University, rivalling in its variety of schools and 
 courses of training, its purposes and equipment, such famous modern 
 Universities of the North, as “ The University of Michigan,” at Ann 
 Ai’bor, and “Cornell,” at Ithaca, should have been founded in the 
 far-away Southern City of New Orleans, is both a pledge that the 
 “New South” is*to he kept fully abreast with the modern educa¬ 
 tional movements in Europe and America, and is a worthy memorial 
 of the liberal Founder, whose gifts made possible its creation. It 
 stands, also, in evidence of the practical professional skill of Presi¬ 
 dent Johnston, and his energetic Faculty; and of the far-reaching 
 views and enlightened intelligence of Senator Gibson, and his col¬ 
 leagues. 
 
 RANDALL LEE GIBSON. 
 
 Alas! between the time of sending the above in manuscript to the 
 printer and the return of the “proof” this noble hearted man, who 
 had been chosen by Mr. Tulane % to carry out his benevolent pur¬ 
 poses, had met the Shadowy Form— 
 
 “That keeps the keys of all the creeds.” 
 
 This true gentleman, faithful friend, brave soldier, wise, far- 
 seeing statesman, sincere patriot, whose whole influence, as Member 
 of Congress and as Senator, was exerted to promote the interests of 
 our common country; and who, at the same time, while seeking to 
 develop the material and intellectual resources of his own State of 
 Louisiana, has linked his name forever with the national efforts for 
 the improvement of the Mississippi River, and with the founding 
 and development of the Tulane University of Louisiana, has passed 
 from among men; leaving a record and a memory which cannot fail 
 
84 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 to inspire, in all who knew him, a noble ambition to emulate his 
 virtues. * 
 
 The life of Senator Gibson, equally with that of the late Charles 
 C. Perkins, of Boston, strikingly illustrates the inestimable value 
 that may result to a community from the civic devotion of a single 
 individual public spirited citizen. The ruling purpose of Senator 
 Gibson, for the few last years of his life, was to promote the fullest 
 and best development of Tulane University. So long as this Insti¬ 
 tution endures and the name of its founder is remembered, that of 
 Randall Lee Gibson cannot be forgotten. They build for earthly 
 immortality who inscribe their names as founders of our great Insti¬ 
 tutions of Learning. 
 
 WHY THE ACCOUNT OF TULANE IS GIVEN IN THE PRESENT VOLUME. 
 
 As the Free Evening Drawing Classes, and the Manual Training 
 Instruction given in this University, are of like character with the 
 schools and classes whose history is given in this volume, while its 
 manual training school is modelled after those recorded in the pre¬ 
 vious chapter, this account of Tulane University is here given. 
 
 Strictly classified, only these two features of the University would 
 here find place; but, in this Report, some brief, general historical 
 notice of the Institution, of which the department, or school, which 
 happens first to be described is a part, has usually been given in con¬ 
 nection with such department. In this particular instance this seems 
 especially desirable for the purpose of showing how these forms of 
 elementary training, which, in most other schools of their class, are 
 only seen as segregated from any general scheme of education, are 
 here brought into relation and unison with those studies and schools 
 which are commonly recognized as pertaining only to Higher Educa¬ 
 tion, and are shown to be a part of the common whole, having their 
 legitimate place in the complete plan. 
 
 We have already seen in the pages of the preceding chapter how 
 the Manual Training School founded by the Massachusetts Institute 
 of Technology, and at first made so marked a feature, has gradually 
 fallen into place as simply an elementary adjunct to the higher 
 courses of Technical Education offered by the Institute; Tulane, in 
 like manner, illustrates this wise correlation of Educational Forces. 
 It is, because, in this new University the claim of “Drawing,” both 
 as a practical, Technical, and Artistic study, has been so fully 
 recognized; and that the true value and relations of Manual Train¬ 
 ing to education, both in its elementary, general and special appli- 
 
 * The Hon. Randall Lee Gibson, U. S. Senator from Louisiana, and President of 
 the Board of Administrators of Tulane University of Louisiana, died at Hot Springs, 
 Arkansas, December 15th, 1892, and was buried at Lexington, Kentucky, by the 
 side of his deceased wife, and among his kindred, December 19th, 1892. 
 
TULANE UNIVERSITY OF LOUISIANA. 85 
 
 cations are inculcated, that this University finds mention in this 
 Report. 
 
 The details of instruction common to manual training schools 
 have been so fully stated in the several accounts of the Public School 
 Manual Training Schools of the country given in the preceding vol¬ 
 ume of this Report, (Part II.) as well as in the account of the 
 Pioneer Schools of this class, whose history is given in the previous 
 chapter; that only a general statement of the equipment of the 
 Manual Training School attached to “ Tulane” will be here given. 
 
 A High School is attached to the University for fitting pupils for 
 entrance to Tulane College,—the Academical Department of the Uni¬ 
 versity,*—and a similar preparatory school fits girls for entrance to ' 
 the H. Sophie Newcomb Memorial College. 
 
 Drawing and Manual Training are both included among the 
 required studies in the boys High School, and are required studies 
 throughout the “scientific” and “engineering” courses in the acad¬ 
 emical college. Two courses, the “Classical” and the “Scientific” 
 are provided in the High School, and four distinct courses, known 
 respectively as The “Classical,” “Literary,” “Scientific,” and “En¬ 
 gineering,” are given in the college. In the girls preparatory school, 
 “Industrial Drawing” is taught; “Art Drawing,” is a required 
 study throughout the Woman’s College course. There is, also, in 
 the woman’s college, a Normal course of “Art Instruction.” 
 
 Besides these varied opportunities for the regular students in its 
 schools and colleges, Tulane furnishes, also, by means of the free 
 evening drawing school which it sustains, a practical instance of 
 University extension ; reaching out, as it does, to offer opportunities 
 freely to all classes of the community. 
 
 The following extracts from the latest catalogue f give a general 
 view of the University as a whole, with its varied activities; as well 
 as of the special facilities for instruction in Drawing and Manual 
 Training, both in the preparatory and undergraduate departments. 
 
 As already stated, the general account of the Institutions, some 
 special departments of which come within the province of this 
 Report, has been given in connection with that school or department 
 first mentioned. It is in accordance with these precedents, that a 
 somewhat extended notice of this University here follows the chapter 
 
 * While these pages are in the hands of the Printer, information is received from 
 President Johnston concerning the proposed reorganization of the University, sub¬ 
 stantially in accordance with expressed desire of Senator Gibson, the late President 
 of the Board of Administration. The High School is to be discontinued and the 
 post graduate department of the University to be developed. The Report recom¬ 
 mending these changes was adopted January 9th, 1893, and will be given in full at 
 the end of this account of the University. See pages 103-105. 
 
 fTulane University of Louisiana. Catalogue, 1891-92. University, College, 
 High School, H. Sophie Newcomb Memorial College for Women, and Law and 
 Medical Departments. Announcement for 1892-’93. New Orleans. 1892. Pp. 132. 
 
86 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 describing the pioneer Manual Training Schools; the two first of 
 which, it will be observed, were, in like manner, founded in con¬ 
 nection with Educational Institutions of the highest class; viz : The 
 St. Louis School attached to the Washington University, and the 
 Boston School opened by the Massachusetts Institute of Technology. 
 
 Accounts of the Engineering Courses; the Art Courses in the 
 Woman’s College, the Art Museum, and the Evening Free Drawing 
 Classes of Tulane would, however, be fitly given elsewhere in this 
 Report in connection with others of their class, but are given here 
 partly because it is desirable to show in one view how comprehensive 
 in its courses, and how well provided by means of its laboratories, 
 
 ' apparatus, libraries and museums to satisfy modern educational de¬ 
 mands, is this new Institution of the South; and, partly, because in 
 the issuing of a work of this class, comprised in several volumes and 
 necessarily extending over a series of years in its preparation and 
 publication, it has always to be borne in mind that unforeseen and 
 insuperable obstacles to its completion may arise. It has, there¬ 
 fore, seemed doubly desirable that the fact that an institution so 
 fully equipped for the prosecution of scientific research and special 
 technical training, and so thoroughly imbued with the modern edu¬ 
 cational spirit, as is Tulane, should be here recorded at the earliest 
 opportunity. The equipment of the Physical Laboratory, and the 
 prominence given to the science of Electricity and to the course in 
 Electrical Engineering under the direction of Professor Brown 
 Ayres, evidences that the claim of the University that it keeps up 
 with the advance of modern science is well founded. The fact that 
 in creating a new University, these industrial, technical and artistic 
 studies, which are advocated in the volumes of this Report, have 
 been made so prominent, is a notable example of their importance 
 and fully justifies the space here given to “ Tulane.” 
 
 The extracts showing the general features of the University will 
 be given first. Those relating to the Manual Training School and 
 the Free Drawing Class will close this chapter. 
 
 TULANE UNIVERSITY. 
 
 HISTORICAL STATEMENT. 
 
 The Tulane University of Louisiana, founded upon an endowment of the late 
 Paul Tulane, was established by law by Act No. 43 of the session of 1884, which 
 was ratified by a constitutional amendment April 17, 1888. By virtue of this legis¬ 
 lation the administrators of the Tulane Educational Fund became administrators 
 in perpetuity of the University of Louisiana, agreeing to devote their income to its 
 development, and to establish thereon the Tulane University of Louisiana. 
 ******* 
 
 Col. Wm. Preston Johnston was selected in January, 1883, to organize an institu¬ 
 tion of learning under the terms of Mr. Tulane’s donation. The acquisition of the 
 University of Louisiana, with its franchises and valuable buildings, in 1884, gave * 
 practical shape to the purposes of the Tulane Board, and supplied the foundation 
 
OFFICIAL HISTORICAL STATEMENT OF TULANE. 
 
 87 
 
 on which to establish Tulane University. It has now fourteen chairs in the Uni¬ 
 versity proper, and a High School Faculty, which, with its head master, has four¬ 
 teen professors, assistant professors, and instructors. The collection of scientific 
 apparatus, especially for instruction in physics and electricity, is quite extensive 
 and of very high grade. The teaching is in great part by laboratory work, and the 
 apparatus is better adapted to this method of instruction than any other in the 
 South. There is a practical course in electrical engineering which has been pursued 
 with marked success. The collection of dynamo machines is one of the largest in 
 the country. The chemical laboratories have been carefully fitted up and are now 
 in a fair state of efficiency, and it is hoped that many young men will be trained 
 here to take part in developing the industries of the Southern States. The biologi¬ 
 cal laboratory is well supplied with microscopes and the various kinds of apparatus 
 needed for investigation as well as for ordinary study. 
 
 The line between university work and collegiate and academic work is sharply 
 drawn. The latter is embraced in a series of equivalent curricula extending through 
 seven years, three in the high school and four in the college, all leading to baccalau¬ 
 reate degrees, with or without distinction, according to attainment. The former is 
 elective and of the most advanced character, and leads to the Degrees of Master of 
 Arts, of Doctor of Philosophy, and to the Engineering Degrees. 
 
 A manual training school has been established. It is considered as the workshop 
 or laboratory of the high school for technical training, but the college students in 
 the engineering and scientific courses are expected to take a considerable amount 
 of workshop practice. It is not intended to teach trades to young men, but to 
 make them experts in the principles and handicraft of wood-working, iron and 
 metal-working and machine construction. The appliances are as nearly perfect, 
 and the scheme of instruction as thorough as in any institution in the United States. 
 The effort is made to dignify and elevate labor without interfering with more ab¬ 
 stract pursuits. No revolution in education is aimed at, but rather moral expansion 
 and development through the cultivation of recognized* and valuable mental and 
 physical functions and activities ; the whole system constituting a rounded and 
 harmonious evolution of the student as man and citizen. 
 
 The libraries of the University, besides the State library of twenty-six thousand 
 volumes, contain about twenty-five thousand volumes, with a certain fund for in¬ 
 crease of some $2,000 per annum. The largest hospitality is extended to book-lovers 
 and readers. 
 
 The institution is Christian, but not sectarian, and this is construed as extending 
 the largest liberty of invitation to all who love the light of knowledge. The Tulane 
 University is now on the sound basis of a living income, with a corporation secure 
 in its tenure of office and consistent in its plans and purposes, and with the prestige 
 of a State institution and popular favor to aid in its honorable career. 
 
 Important changes are contemplated in the location of the collegiate department 
 of the university. A tract of land has been purchased fronting St. Charles Avenue 
 and opposite Audubon park, where it is proposed to erect the necessary college 
 buildings, laboratories, manual training shops and other annexes. Plans are being 
 perfected and the work of construction will probably begin during the course of the 
 summer. 
 
 The H. Sophie Newcomb Memorial College, for the higher education of white 
 girls and young women, has been established as a department of Tulane University, 
 through the munificence of Mrs. Josephine Louise Newcomb, widow of Warren 
 Newcomb, of New York city. Through her noble liberality, it has been made one 
 of the best endowed institutions in the Southern States. 
 
 Its first annual session was opened Thursday, October 16, 1887. Since that time, 
 its progress has been steady, the number of students has been increased, the faculty 
 enlarged, and important additions made to the apparatus for instruction. Oppor- 
 
88 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 tunities are offered for a full collegiate course in literature and science, or for the 
 special training of advanced students in ancient and modern languages, and on the 
 lines of special work. Extensive and well shaded grounds afford opportunity for 
 open air exercise and recreation. The main building is a spacious and handsome 
 structure. The libraries and laboratories afford valuable aid. The laboratory for 
 physics and chemistry is a new brick building, well equipped with apparatus; and 
 superior facilities are offered to young women for securing a practical knowledge 
 of these studies. 
 
 In various branches of art much zeal has been developed and satisfactory progress 
 made. 
 
 There is a preparatory department, of high school grade, which fits students for 
 admission to the College. 
 
 Occupying an entire square in one of the most beautiful and cultivated sections of 
 the city, Newcomb College aims to secure the objects of higher female education — 
 thorough and accurate scholarship, the best conditions of physical culture, the 
 wisest and most healthful intellectual and moral aspirations. 
 
 The Free Drawing School has been in successful operation, for seven years past, 
 under the auspices of the university. The professors engaged in the work have 
 cheerfully given their time and talents, and much good has been done in the in¬ 
 struction of the students for technical and industrial pursuits, and in fostering and 
 diffusing a taste for art in the community. The classes are mainly attended by 
 those who wish to acquire a thorough knowledge of the fundamental principles of 
 art, and by those who find a knowledge of the different branches of drawing useful 
 in their daily employment. Though not strictly university work, it yet has the 
 spirit of university extension, and the good results attained from year to year have 
 abundantly justified the efforts in its behalf. 
 
 ******* 
 
 « PLAN OF EDUCATION. 
 
 Tulane University is an institution for the higher education of the white youth 
 of Louisiana. The administrators of Tulane University, recognizing the great fact 
 that education is a unit, integral from its very nature, and looking to the actual 
 conditions of tilings in Louisiana, find themselves obliged to embrace in their 
 scheme a plan broad and deep, and to institute for the successive phases of educa¬ 
 tional development, a High School, a College, and a University Department of 
 Philosophy and Science. Taking the youth on the threshold of the higher educa¬ 
 tion, this plan proposes, through judicious instruction, to train him to know, to do, 
 and to be, and thus to develop a consistent manhood by means of his harmonious 
 and equable evolution of body, mind, and soul. 
 
 Tulane University of Louisiana is divided into the University Departmennt of 
 Philosophy and Science, Tulane College, Tulane High School, H. Sophie Newcomb 
 Memorial College for Young Women, the Law Department, and the Medical 
 Department. 
 
 UNIVERSITY DEPARTMENT OF PHILOSOPHY AND SCIENCE. 
 
 If the student in a college should feel and act as one under authority, the grad¬ 
 uate of the college who enters upon his university career in the Department of 
 Philosophy and Science should recognize that he is called to a higher culture, which 
 does not simply permit, but demands, liberty of choice, the exercise of independ¬ 
 ent thought, an earnest attempt at original investigation and individual conviction. 
 Herein he must receive the inspiration of the scientific spirit and pursue his studies 
 by the scientific method, under the guidance, but not under the authority, of £ 
 professor. 
 
OFFICIAL HISTORICAL STATEMENT OF TULANE. 
 
 
 Acting upon this view, we differentiate sharply between the work of the College 
 and the work of the University in its higher department. 
 
 We leave to the College the disciplinary work of education to be pursued by 
 collegiate or gymnastic methods. We reserve for the students in the Department 
 of Philosophy and Science that higher culture pursued in the scientific spirit, which 
 is true University work. If few in number, yet these University students must be 
 College graduates, not merely College students graded as University students. 
 
 We admit to our University, as candidates for degrees, the graduates of our own 
 and other colleges with fairly equivalent requirements, and such other persons as 
 shall pass a satisfactory examination on branches of knowledge and studies fully 
 equivalent. 
 
 Degrees .—Graduates of Tulane College and other accepted candidates who shall 
 pursue for two years an apppoved course of study in three branches, one major and 
 two minor, selected by the student and approved by the Faculty, and who shall 
 pass a satisfactory examination and present a written thesis acceptable to the Pres¬ 
 ident and Faculty, will receive the degree of Master of Arts. 
 
 The degree of Doctor of Philosophy will be given for a further prescribed, or 
 approved, course of study in Tulane University, pursued for two years more under 
 like conditions and with such excellence and superior attainments as to warrant it. 
 * ****** 
 
 Graduates of the H. Sophie Newcomb Memorial College or female graduates of 
 other accredited colleges of the first grade who have received the degree of A. B. 
 or B. S. may be admitted to the privileges of University instruction, and shall be 
 entitled to the A. M., or a technical degree, upon the completion of a course of 
 study equivalent to that required of male graduates. 
 
 All University courses of study shall be assigned, approved and conducted by 
 the University Faculty. 
 
 The University Faculty consists of the President, the Secretary, the President of 
 the H. Sophie Newcomb College, the Director of the Manual Training School, the 
 Head Master of the High School, and the Professors filling the chairs of Metaphysics, 
 Latin, English, and Greek, History and Rhetoric, German, French, Mathematics, 
 Physics, Applied Chemistry, Chemistry and Geology, Drawing, Biology, and such 
 others as may from time to time be added by the Board of Administrators. 
 
 TULANE COLLEGE. 
 
 Tulane College covers, with four years of solid collegiate instruction and training, 
 the second great phase of liberal education. Its purpose is to train and discipline 
 the students for the professions or for leadership in the superior walks of the man¬ 
 ifold and ever widening spheres of active life. 
 
 To attain this high aim, every faculty of the mind must be disciplined to work 
 efficiently to its appointed ends. And for this discipline every grand division of the 
 complete sphere of human knowledge should be represented in a rounded plan of 
 academic education. Philosophy, History, Mathematics, the Physical Sciences, 
 Biology, and the Languages, which are the expression and embodiment of human 
 thought, all serve as necessary agents in a harmonious evolution of intellect and 
 character, and should all be represented in any scheme or course of study which 
 pretends to give a complete liberal education. To assume, however, that there is 
 only one course which shall do equally well for all, no matter what their intended 
 careers may be, is a mistake. 
 
 Not trusting in the ability of immature students, or even of parents who have 
 seldom duly considered the subject, Tulane College now offers four courses of study, 
 with prescribed branches, each leading to a baccalaureate degree. These courses, 
 though directed to different pursuits in life, are parallel and almost substantially 
 equivalent in the amount, proportion and exactness of the training and instruction 
 afforded. 
 
90 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In the grouping and succession of studies in these courses, while opportunity is 
 afforded for information in all the great realms of human knowledge adequate to 
 a liberal education, still greater regard is had to that rigorous training of the fac¬ 
 ulties which develops intellectual energy and moral power. It is intended that the 
 degrees which crown these four courses shall be an honest testimonal to solid 
 acquirements in knowledge and intellectual discipline. 
 
 The difference in the courses is chiefly in the amount of the particular branches 
 pursued, and in the substitution of studies nearly equivalent in amount, and as 
 nearly so as possible in intrinsic and disciplinary value to the students. 
 
 The courses are denominated respectively, Classical, Literary, Scientific and 
 Engineering. Each has four classes, which retain the time-honored names of 
 Freshman, Sophomore, Junior, and Senior. In each course of study, and in each 
 year of that course, it has been sought, by proper and logical arrangement of studies, 
 to carry forward the instruction and the training to a given practical end. 
 
 The degree of Bachelor of Arts is conferred for the successful accomplishment of 
 the Classical or Literary Course, and the degree of Bachelor of Science, for the 
 satisfactory completion of the Scientific or Engineering Course, and students of 
 extraordinary merit may have added to this, “ with distinction.” 
 
 Classical Course .—In the Classical Course an effort is made to preserve the foot¬ 
 hold of the ancient languages, Latin and Greek, and to afford to the student willing 
 to submit to their invaluable and unsurpassed mental discipline the opportunity to 
 obtain a solid classical education. 
 
 This course is specially recommended to students aiming at the learned pro¬ 
 fessions. 
 
 Literary Course .—The Literary Course differs from the Classical chiefly in the 
 omission of Greek and the substitution of fuller courses of Latin, German and 
 French. 
 
 Scientific Course .—In the Scientific Course the instruction in English and Modern 
 Languages, and in Political Science and Psychology, is very similar to that in the 
 Classical and Literary Courses. Instead of Latin and Greek are substituted a fuller 
 course in Mathematics and an extended course in Physics, Chemistry and Biology, 
 with two years laboratory practice in each. 
 
 This course is especially adapted to those who intend to study medicine or phar¬ 
 macy, or to become Analytical Chemists, or who intend to devote their lives to any 
 more purely scientific work. 
 
 Engineering Course .—The Engineering Course differs from the Scientific in the 
 greater prominence given to the industrial applications of the sciences, to manual 
 training and drawing, and to special technical work in the direction of the student’s 
 inclination. 
 
 This course is adapted to the needs of those who intend to become Civil, Mechani¬ 
 cal, Electrical, Mining, or Chemical Engineers, or Architects. In the Senior Year 
 the equivalent of eight horns a week of class work may be selected by the student, 
 with the approval of the faculty, from a number of electives. This is designated 
 in the scheme of studies as “ Special Technical Work.” The subjects from which 
 selection may be made are Theory of Tools and Materials of Construction, Chemi¬ 
 cal Laboratory, Physical Laboratory, Applied Electricity, Applied Chemistry, and 
 Civil Engineering and Architecture. 
 
 • ******* 
 
 DRAWING. 
 
 Professor Woodward. 
 
 The drawing of the High School is continued in the Scientific and Engineering 
 courses of the College. In the Freshman year the studies are as follows: Sketch¬ 
 ing, measuring and drawing machinery; Isometric drawings with shadows in line 
 
THE MANUAL TRAINING SCHOOL OF TULANE. 91 
 
 and color; freehand studies of Historic Ornament in line and color; modeling orna¬ 
 ment and proportion of human face in clay. 
 
 In the Engineering course, the Sophomore class study Geometric curves and form 
 the various styles of gear wheels by the cycloidal method, draw arrangements of 
 belting, form and action of cams, etc. The theory and practice of shadows by 
 orthographic projection, tracing the classic orders of Architecture, or examples of 
 machine drawing, followed by making blue prints of the same, are included in the 
 work of the second term. 
 
 Drawing plans, elevations, and perspectives of buildings will be taught to students 
 who have not received such instructions before entering the College. 
 
 Plotting and coloring drawings for Civil Engineering are provided for. 
 
 Sophomore Scientific students spend the year in freehand drawing and coloring 
 from natural objects of interest. 
 
 MECHANICAL WORK. 
 
 Professor Ordway. 
 
 In the Scientific and Engineering courses the shop work of the High School is 
 continued through the Freshman year. In the Engineering course it runs through 
 the Freshman, Sophomore, and Junior years. This advanced work includes forg¬ 
 ing, brazing, chipping and filing iron, and lathe work. In the Senior year the 
 students of the Engineering course attend lectures on Tools, Manufactures, and 
 Materials of Construction. 
 
 For those who are looking forward to the profession of mechanical engineering, 
 opportunity is also offered for experimental work, in the production, managing, 
 and testing of steam, and in the use of the steam engine indicator. 
 
 The shop work, drawing, and some experimental work are carried on in the well- 
 lighted and ventilated building at the corner of Lafayette and Dryades streets. 
 
 The carpenter shop is furnished with thirty independent benches, each supplied 
 with a set of all the tools required. The wood-turning room, which receives power 
 from below, is provided with thirty lathes and pattern-making benches, two jig 
 saws, a grindstone, a large pattern-maker’s lathe, a buzz planer, and a circular saw. 
 The last two machines the students are not allowed to use, except under the imme¬ 
 diate supervision of the instructor. 
 
 The forge room contains thirty forges, with fan blast and smoke-exhausting ar¬ 
 rangement. The machine room contains the steam engine, a grindstone, a machine 
 drill, a hand drill, an iron planer, a shaper, an emery wheel, and a buffing wheel, 
 six engine lathes, six speed lathes, and fifteen vise benches. The wash room, in the 
 rear of the dressing room, is supplied with hot and cold water. 
 
 A tinsmith’s shop has been annexed, so that the students, during the warm 
 months of the school year, may have practice in soldering and brazing instead of 
 the heavier work of forging. 
 
 To every student of the Engineering course is given a liberal hand work train¬ 
 ing—that is, he is not allowed to take only one branch, but he is expected to work 
 at all the different branches in succession; carpentry and joinery, wood-turning 
 and pattern-making, with some wood-carving, forging, chipping and filing iron, 
 soldering and bracing, and the use of machine tools in working iron, steel, and brass. 
 
 Thus the student not only learns how tools are used, but he also gains a practical 
 understanding of the nature and limitations of materials. The shop work affords 
 intellectual discipline, as it requires thought in planning and exactness in execu¬ 
 tion. It furnishes healthful bodily exercise and gives one confidence in his own 
 constructive ability. 
 
 Though, from the educator’s point of view, the utilitarian or economic aspect of 
 hand work may be of little importance, yet no study or school exercise can be 
 looked on as any the worse because it admits of application to matters of real life. 
 Work shop practice is really a highly valuable part of engineering laboratory work. 
 
92 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 H. SOPHIE NEWCOMB MEMORIAL COLLEGE. 
 
 The H. Sophie Newcomb Memorial College is devoted to the higher education of 
 young Women. It was founded in 1856, by Mrs. Josephine Louise Newcomb, as a 
 memorial to her daughter. In pursuance of the design of its founder, it has adopted 
 a system of instruction which is believed to be liberal and thorough. 
 
 The location in the city of New Orleans is an advantageous one on account of its 
 accessibility from all parts of the South, the educational facilities to be enjoyed in 
 its libraries and museums, and the mildness of its climate throughout the college 
 year. Erroneous impressions concerning the healthfulness of this city are grad¬ 
 ually being corrected, and each succeeding season brings from the North and East 
 a larger number of winter residents. A comparison of medical records discloses 
 the fact that the health of New Orleans is not surpassed by any other large city in 
 the United States; it has had only two epidemics of yellow fever in the past thirty 
 years, both occurring in the vacation months ; and the experience of the past four¬ 
 teen years has demonstrated that this disease can be effectually excluded. 
 
 The climate of New Orleans offers peculiar inducements to those who find it dif¬ 
 ficult to endure the severe and changeable weather of the Northern States. By 
 reason of its position, which is practically insular, the city is protected alike from 
 the extremes of cold and heat that occur throughout the greater part of the Missis¬ 
 sippi and Ohio valley; a freezing temperature is seldom reached in winter, and the 
 heats of summer are tempered by the constant Gulf breezes; life in the open air is 
 pleasant throughout the college year, and the students enjoy an immunity from 
 colds and many pulmonary and nervous ailments which are caused or aggravated 
 by the severity of Northern winters. 
 
 LOCATION. 
 
 The college buildings occupy a large square, several acres in extent, on Washing¬ 
 ton avenue, Camp, Chestnut, and Sixth streets, in the choice residence section of 
 the city. The beauty of its situation and surroundings is unsurpassed in the city. 
 Its extensive grounds, shaded by numerous live oaks, palms, and other trees and 
 shrubbery, afford ample opportunity for open-air recreation. 
 
 Besides the various class and study rooms, the main building contains a chapel, 
 a memorial room, a large assembly room and lecture hall, capable of seating an 
 audience of 700 or 800, and numerous art studios. The physical, chemical, and bio¬ 
 logical laboratories are placed in a separate building. 
 
 Scholarships —Mrs. Ida A. Richardson, of New Orleans, having generously donated 
 the sum of $1,500 for the endowment of a scholarship to be known as the Cora A. 
 Slocomb Scholarship in the College, to be filled by a graduate of the New Orleans 
 Public High Schools, the Board of Administrators have adopted the following reg¬ 
 ulations upon the subject: 
 
 1. The Cora A. Slocomb Scholarship in the H. Sophie Newcomb Memorial College 
 is offered as an award to a graduate from one of the New Orleans Public High 
 Schools on the following conditions : 
 
 2. The scholarship will be awarded to the applicant who shall make the highest 
 record in a competitive examination to be held at the college on the date fixed by 
 its catalogue for the beginning of its session. 
 
 3. Only those will be considered eligible who are qualified for admission to one of 
 the regular college courses, who have been members of the class last graduated 
 from one of the High Schools, and who are recommended by its principal. 
 
 4. The examination shall be in writing, and shall be conducted by the faculty of 
 the H. Sophie Newcomb Memorial College, or by those whom 'it may appoint for 
 the purpose. 
 
 The first appointment to this scholarship was made at the opening of the session 
 
THE WOMAN'S COLLEGE OF TULANE. 93 
 
 of 1891-92, and was awarded to Miss Isoline Rodd, graduate of the McDonogh 
 High School No. 2, Class of 1891. 
 
 Mr. B. C. Wetmore, of New York City, has donated $1500 to found a scholarship, 
 subject to the same conditions as apply to the Cora A. Slocomb scholarship. This 
 is to be known as the B. C. Wetmore Scholarship. The first appointment to this 
 will be made at the opening of the next session, October, 1892. 
 
 ****** * 
 
 COLLEGE COURSES OF STUDY. 
 
 Student's of the college may select any one of the three courses of study, the 
 Classical, Scientific, or Modern Languages, each of which presents a well rounded 
 curriculum, and leads to the degree of Bachelor of Arts. 
 
 The satisfactory completion of special or optional studies will be rewarded with 
 a special certificate, setting forth the amount of work accomplished. 
 
 On examination of these courses of study, it will be noticed that special prom¬ 
 inence has been given to the study of art, which is required in certain amount of 
 all students not signally disqualified. No extra charge is made for this study, and 
 it may be continued as far and in as many directions as the time and inclination 
 of the student and the judgment of the faculty may permit. These opportunities 
 are offered in the conviction that the advantages to be derived are of the highest 
 value in the cultivation of, correct taste, at the same time that it offers desirable 
 relaxation from the more exacting work of the class room. 
 
 No idea can be more mistaken than that art education has for its object the prep¬ 
 aration of the student for the vocation of an artist. Its successful pursuit does not, 
 therefore, depend upon special talent any more than in the case of mathematics or 
 the languages; but, like them, is designed to develop and strengthen faculties 
 which otherwise might not be discovered. Simply stated, the stucfj^Of art has a 
 twofold purpose. On the one side it trains the eye and hand and develops the 
 sense of mastery over material; on the other it cultivates an intelligent appreciation 
 of the beautiful through the study and imitation of masterpieces of art, and in 
 original design. Attention is here called to the Normal Art Course, which is 
 believed to offer advantages of opportunity and instruction unequaled in the South 
 and unsurpassed in the United States. 
 
 SPECIAL STUDENTS. 
 
 Although students are strongly urged to take one of the regular courses, it may 
 nevertheless occur that, for various reasons, some will decide to pursue a partial 
 course, or confine their work to a single branch. For such special students provi¬ 
 sion will be made, and each one who shall complete with credit the work prescribed 
 in any study shall be entitled to a certificate of excellence. These special courses 
 will be of value to those who intend to prepare themselves for teaching some par¬ 
 ticular branch, or those who, having completed their school or college career, 
 nevertheless are unwilling to abandon further intellectual pursuits, and desire to 
 devote a part of their time to the prosecution of some favorite study In addition 
 to the special courses in Language, Chemical and Physical Laboratory and Art, 
 Lecture Courses in French and English Literature, in History, and in Psychology 
 will be given during the second and third quarters of the coming session. 
 
 ******* 
 
 Art in College Courses. 
 
 Freshman Year: Constructive and Geometrical Drawing ; Freehand Perspective; 
 Elements of Design—Study of Plant Forms. 
 
 Sophomore Year: Drawing from Casts and Models. Projection of Solids and 
 Shadows; Decorative Design ; Mechanical Perspective. 
 
94 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Junior Year: Mechanical Perspective; Shadows and Reflections; Decorative 
 Design; Cast Drawing; Sketching; Drawing from Life; History of Art. 
 
 [For optional study in art see Normal Art Course.] 
 ****** * 
 
 SPECIAL NORMAL ART. 
 
 A course in normal art is provided, designed to prepare teachers. It unites the 
 study of fine and industrial art, and gives special attention to methods of public 
 school art instruction. It extends over four years. Applicants for advanced stand¬ 
 ing should be thoroughly qualified by previous study and training for entering the 
 desired grade. 
 
 A certificate is given at the close of each year. 
 
 Although this course is designed to prepare teachers, it is calculated, with the 
 omission of a few subjects, for any student desiring a systematic training and prep¬ 
 aration for the pursuit of fine art. Too much can not be urged in favor of the 
 superiority of graded instruction over the desultory pursuit of special subjects. 
 This fact, so easily admitted in academic studies, is too often disregarded in the 
 study of art. 
 
 First Year. Study of form with Line and Clay, Cast Drawing, Freehand Per¬ 
 spective, Drawing from Plants, Elements of Design, Elements of Shading in Char¬ 
 coal, Geometry-Plane, Constructive Drawing. 
 
 Second Year. —Mechanical and Freehand Perspective, Sketching, Shading from 
 Casts and Models, Drawing from Plants, History of Ornaments, Elements of Deco¬ 
 rative Designs, Plane Geometry, Projection of Solids, Systems of Public School 
 Drawing, Shading in Wash. 
 
 Third Year. —Mechanical and Freehand Perspective, Shading Casts in Charcoal, 
 Water Color, Harmony and Chemistry of Color, Color Design, Drawing from 
 Life, Constructive Design, Projection of Shadows, History of Sculpture. 
 
 Senior. —Anatomy of Human Figure, Oil Painting, Drawing and Painting from 
 Life, Modeling in Clay, Casting, Design for Reliefs, Wood Carving, Pen Drawing 
 and Etching, History of Painting, Practice in Teaching. 
 
 ELECTIVE ART WORK. 
 
 In speeial art the studies are elective. A separate studio, equipped with all 
 necessary fittings, is provided for each study. 
 
 Perspective and Model Drawing —These studies are fundamental, and form a 
 part of all courses except those directed exclusively to design. 
 
 Cast Drawing —The cast drawing and light and shade room is completely fur¬ 
 nished with selected plaster copies of antique statuary and reliefs. 
 
 Water-Color Painting —Every facility is given for still life and figure painting, 
 according to the best methods for securing independent results and a broad style of 
 handling. 
 
 Oil Painting is conducted by study from composed groups, and from life. 
 
 Design —As the most important study in the useful arts, careful attention is 
 given to design. After the study of the theory has been mastered, efforts are 
 directed to its practical application. 
 
 Modeling and Casting —Exceptional opportunities are offered for the practical 
 study of terra cotta modeling. The practice of plaster casting is also provided for. 
 
 Wood Carving. —Wood carving and clay modeling, as means of training the hand 
 to strength and deftness, are invaluable. Applications of carved designs to useful 
 articles are made as soon as sufficient excellence is obtained. 
 
 Life Draining —Head and Draped figure. 
 
 It is believed that drawin g from life should begin as soon as a fair proficiency is 
 attained in elementary work. Efforts are directed toward a serious, strong and 
 
TULANE UNIVERSITY LIBRARIES AND MUSEUMS. 
 
 95 
 
 accurate style of drawing and painting, and a knowledge of anatomical structure. 
 The grounds about the college afford excellent opportunities for sketching from 
 
 nature. 
 
 THE LIBRARIES. 
 
 Three distinct Libraries are under the charge of the University, 
 First: The Tulane Library, comprising about 14,000 volumes and 
 constantly added to, both by purchase and, also, as it is the authorized 
 depository of United States public documents. 
 
 The Medical Section numbers about 2,700 volumes, and there are 
 about 5,000 volumes of Public Documents. 
 
 The Fisk Library contains 12,500 volumes, and is growing at the 
 rate of 500 volumes a year. This is a library of general literature 
 and has a public reading room open during the day. 
 
 The State Library, of 26,000 volumes, is deposited in the Law 
 Building of the University and students have free access to it. This 
 is largely a law library. 
 
 MUSEUMS. 
 
 The University Museum comprises departments of Mineralogy, 
 Geology and Lithology, Botany, Zoology, Anthropology.—A small 
 collection of curios, and two mummies; and an Educational and 
 Economical Department. The collections in Botany and Mineralogy 
 are very full—the other departments are incomplete. 
 
 ART MUSEUM. 
 
 Professor William Woodward, Art Director. 
 
 LINTON-SURGET HALL. 
 
 The cherished desire of the Administrators of Tulane University for the inau¬ 
 guration of a Museum of Fine Arts has been gratified by the auspicious donation of 
 the late Mrs. Eustace Surget, of Bordeaux, France. Mrs. Surget, nee Mary Linton, 
 was a native of this city, and passed much of her early life here. In her last will 
 she expressed the wish to her sister, Mrs. C. B. Surget, widow of Francis Surget, 
 that her books, statuary, paintings and objects d’art should be donated to the city 
 of New Orleans, on certain terms and conditions. At the request of Mrs. C. B. 
 Surget, the Mayor and Council of the city of New Orleans, by an ordinance, approved 
 May 18, 1889, made Tulane University the perpetual depository for the care and 
 custody of the donation under the terms of the bequest, provided that the city 
 should be put to no expense and made liable to no costs. Therefore, under the 
 conditions of the bequest, two rooms have been set apart in Tulane University, to 
 be designated and known as the “ Linton-Surget Hall,” for the care and custody of 
 this donation, which embraces about 1000 volumes, principally works on art; two 
 statues, and forty-five valuable paintings. 
 
 ******* 
 
 Mrs. C. B. Surget, of Bordeaux, France, has added to the above collection two 
 valuable statues by Crawford and the seven valuable historical portraits of distin¬ 
 guished Americans. * * * 
 
 Mrs. V. C. Montgomery of New York, the widow of Mr. R. W, Montgomery, a 
 
96 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 much esteemed citizen of New Orleans, has given to the Tulane Art Museum a 
 marble group of great beauty and value as a memorial of her husband.” 
 
 The permanent collections receive additions hy gift from year to 
 year. Loan collections are also exhibited; and twice a year,—at the 
 Carnival Season, and at close of June session, a public exhibition is 
 opened of the University collections, and of works of artists and 
 
 amateurs who may wish to contribute. 
 
 * ***** * 
 
 UNIVERSITY EXTENSION. 
 
 The principles of University Extension have been in active operation in Tulane 
 University for several years past. During the seven annual sessions of the Free 
 Drawing School nearly four thousand students, male and female, have received 
 systematic and continuous instruction in various branches of drawing from the 
 professors of the University. In seven years past, there have been public lectures, 
 singly or by series, on various literary and scientific subjects, the lecturers being 
 members of the Tulane Faculty, or eminent scholars and educators invited from other 
 places for the purpose. During the past session the work has been pushed forward 
 and broadened in different directions of study. The popular call for a movement 
 which should be more technically in the line of University Extension was cheerfully 
 met by the Faculty of Tulane, and six courses were offered to the public and accepted 
 by classes sufficiently large to encourage the lecturers and guarantee the success of 
 the movement. About 380 persons were registered for all the courses, and notwith¬ 
 standing the difficulty of controlling time in the crowded engagements and pressing 
 actualities of city life, the interest was retained and the audiences continued in 
 good numbers until the close. In addition to the work of the Tulane Faculty in 
 this direction a lecture was given by Professor Thomas Fitz-Hugh, of the Univer¬ 
 sity of Texas, on “ Cicero and His Murderers.” 
 
 * # * # * » * 
 
 For the season of 1892-93 the following courses are proposed: 
 
 Six lectures on The Last Century of the Roman Republic, by Prof. Dillard. 
 
 Six lectures on Certain French Writers of the Nineteenth Century, by Prof. 
 Fortier. 
 
 Six lectures on German Literature, in German, by Prof. Deiler. 
 
 Six lectures on the history of Chemical Theory, by Prof. Caldwell. 
 
 Six lectures on Biology, by Prof. Orr. 
 
 Six lectures on Food, by Prof. Ordway. 
 
 Additions may be made hereafter to the above list. 
 
 It is but just to say that the Faculty of Tulane University have entered fully into 
 the spirit of literary and scientific activity which is a prominent characteristic of 
 the present age. The Louisiana Folk Lore Association, a branch of the American 
 Folk Lore Society, has a large and zealous membership and holds its meetings in 
 the College buildings. The New Orleans Academy of Sciences, founded in 1853, 
 has been closely allied, for several years past, with the scientific work of the Uni¬ 
 versity. Its place of meeting and the depository of its archives, books, periodicals, 
 and scientific collection are in the University building. The Athenee Louisianaise, 
 a society formed to promote the'study of the French language and literature has 
 its library in a room of the College building. For two years a club has held weekly 
 meetings, in the College buildings, during the winter months, for the critical study 
 of Robert Browning’s works. A club prosecuting physiological and psychological 
 studies meets, from time to time, in the Biological Laboratory of the College. 
 
LIST OF FACULTY AND INSTRUCTORS OF TULANE, 1892. 97 
 
 LOCATION. 
 
 The buildings, which belonged to the University of Louisiana and which subse¬ 
 quently became the property of the Tulane University, are large and commodious, 
 on the square bounded by Canal street, Tulane avenue, University Place and 
 Baronne street. Of these four buildings, two are occupied respectively by the 
 Academical Departments, one by the Medical College, and the fourth by the Law 
 School and by the State Library. 
 
 The Manual Training School is conveniently located in the building comer of 
 Lafayette and Dryades streets, and was purchased by the Administrators of the 
 Tulane Fund for the convenience of this branch of instruction. 
 
 The liberal endowment of the H. Sophie Newcomb Memorial College by Mrs. 
 Newcomb has been augmented by her purchase of the beautiful property known as 
 the “Burnside Place,” as a permanent location for the College. In many impor¬ 
 tant particulars the property is unexcelled. The grounds cover an entire square, 
 embracing some four acres, on Washington street, between Chestnut and Camp, 
 and are convenient of access by several lines of cars and in the midst of choice 
 residences, with the surroundings favorable for school work. The beauty and at¬ 
 tractiveness of the property are well known. This generous act of Mrs. Newcomb 
 places the College for women upon a secure foundation with brilliant prospects for 
 the future. 
 
 The wisdom of founding seats of learning in centres of population is beyond dis¬ 
 pute. The Tulane University of Louisiana is located at the doors of nearly 250,000 
 people—almost the third of the population of the State; and the rapid increase in 
 the railroad and other transportation facilities of New Ox-leans is making it every 
 day more and more accessible from all quarters. 
 
 Notwithstanding the occasional outbreaks of yellow fever, the last of which oc¬ 
 curred in 1878, New Orleans is perhaps the healthiest city of its size in the United 
 States. Epidemics have visited it oixly at intervals of years, and then only in the 
 summer vacations, and, possibly, in the month of October. They can scarcely in¬ 
 terfere, therefore, with the pi-actical working of the University. 
 
 ATTENDANCE. 
 
 During the session of 1891-92 the attendance in the different departments of the 
 
 University was as follows: 
 
 High School. 191 
 
 University and College. . %... 118 
 
 H. Sophie Newcomb Memorial College. 178 
 
 Free Drawing School. 333 
 
 Law Department. 49 
 
 Medical Department. 415 
 
 Total. 1284 
 
 The following is a list of the Faculty and Instructors of the Uni¬ 
 versity in 1891-1892, who have special charge of the courses in 
 Physics, Drawing, Manual Training and Art in the two colleges. 
 
 Wm. Preston Johnston, LL. D., President of the University. 
 
 Brown Ayres, B. Sc., Ph. D. (Stevens Institute), Professor of Physics and 
 Astronomy. 
 
 John M. Ordway, A. M. (Dartmouth), Professor of Applied Chemistry and Director 
 of Manual Training School. 
 
 Ellsworth Woodward (Massachusetts Normal Art School), Professor of Drawing. 
 Newcomb College. 
 
 ART— VOL 4-7 
 
98 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Evelyn W. Ordway, B. S. (Massachusetts Institute of Technology), Professor of 
 Chemistry and Physics. Newcomb College. 
 
 Gertrude Roberts, Assistant Professor of Drawing and Painting. Newcomb 
 College. 
 
 Frederick O. Sylvester, Assistant Professor of Drawing. Newcomb College. 
 Allison Owen, Assistant Professor of Drawing. 
 
 Otis Atherton, Instructor in Iron-Working. 
 
 Julius Porbes, Instructor in Wood-Working. 
 
 Wm. Woodward (Massachusetts Normal Art School), Professor of Drawing. 
 
 Henry Porbes, Instructor in Wood-Working. 
 
 William von Phul, B. S., Instructor in Physics. 
 
 Tudor T. Hall, Mechanician in Department of Physics. 
 
 SUMMARY—FACULTY AND INSTRUCTORS. 
 
 President and Professors. 38 
 
 Assistant Professors. 6 
 
 Lecturers and Instructors. 31 
 
 Mechanician. 1 
 
 Total. 76 
 
 * * * * * * * 
 
 H. SOPHIE NEWCOMB MEMORIAL COLLEGE. 
 ATTENDANCE FOR 1891-92. 
 
 Post Graduates. 7 
 
 College: 
 
 Seniors. 5 
 
 Juniors. 16 
 
 Sophomore. 14 
 
 Freshman. 30 
 
 Preparatory Classes. 59 
 
 Special Courses: 
 
 Literary . 24 
 
 Art. 30 
 
 Total. 185 
 
 Less names duplicated. 7 
 
 Number of Students. 178 
 
 The Faculty of the H. Sophie Newcomb Memorial College, con¬ 
 sists of nineteen Professors and Instructors, the names of the Pres¬ 
 ident and of the Professors having special charge of the courses 
 herein referred to are given. 
 
 Brandt V. B. Dixon, A. M., President and Professor of Mental Science. 
 
 Ellsworth Woodward, Professor of Drawing and Painting, and Director of Art 
 Instruction. 
 
 Gertrude Roberts, Associate Professor of Drawing and Painting. 
 
 F. O. Sylvester, Assistant Professor Drawing and Painting. 
 
 The Manual Training Instruction is given in connection with the 
 High School and is a part of its course. Some of the catalogues 
 
THE PREPARATORY DEPARTMENT OF TTJLANE. 
 
 99 
 
 have contained illustrations of tlie Manual Training and Wood 
 Carving rooms, which will he given here if the plates can be obtained 
 for use in this Report. They are well and fully equipped. 
 
 TULANE HIGH SCHOOL. 
 
 Three years are allotted to the academic life of the High School, which should fit 
 the pupil for the College, or for an ordinary practical business career. Throughout 
 the High School the attempt will be made toward a normal adjustment of that phys¬ 
 ical, mental, and moral training which is so much praised and so little practised. 
 The hand, the eye, and the muscles are trained by handwork in wood, which is now 
 admitted to be the true basis of the best mechanical education, and is claimed to 
 confer so many other benefits. We recognize in it a most useful adjunct in all 
 efforts for a harmonious human evolution, and that it has its place in all thoroughly 
 coordinated schemes of education. 
 
 The purpose throughout is training; the means employed are those branches best 
 adapted to considerable bodies of students. But we do not expect or desire manual 
 training to supersede, or to be substituted for, other well established courses of 
 training sanctioned by the experience of wise and conservative men. Our motto 
 is, “ Evolution, not Revolution.” 
 
 Hence the Manual Training School is not a separate department of Tulane Uni¬ 
 versity, but the laboratory in wood and iron, where instruction and practice render 
 the student quick, observant and accurate with the eye, ready, skilful and exact 
 with the hand, and able to think in things as well as about them, and to execute as 
 well as to describe. 
 
 In this physical and mechanical training, drawing is considered fundamental, and 
 enters into every course. All students who enter the High School learn to draw as 
 a matter of general instruction, while those who propose to follow a mechanical 
 or engineering career must necessarily study with reference to its practical appli¬ 
 cation—carry it to its last results in the applied arts. 
 
 Penmanship and Accounts are also taught as practical studies. 
 
 Another branch of knowledge which every student is taught is Physiology and 
 Hygiene. It is taught by lectures especially adapted to the age and advancement 
 of young students, and by examination on suitable text-books, and it is believed 
 that this instruction will result in incalculable good. 
 
 Instruction in the High School is given in two parallel and equivalent courses of 
 study, to-wit: 1st, Classical; 2d, Literary and Scientific. 
 
 The studies to be pursued in each course are contained in the schedule hereto 
 annexed. 
 
 The High School proposes to give an education which shall be exact and thor¬ 
 ough, and shall fit the pupil for a further College Course, or for an entry on the 
 apprenticeship of a practical career. 
 
 There are three classes, which are termed Preparatory, Intermediate, and Sub- 
 Freshman. To enter the High School there is required a good elementary educa¬ 
 tion in Reading, Writing, and Arithmetic, including percentage and its applications, 
 with the ordinary school knowledge of Geography and History, and the elementary 
 principles of English Grammar. 
 
 In the Preparatory Class all the students have the same studies, which diverge 
 slightly in the Intermediate Class, where French is substituted for Greek, as will be 
 observed by referring to the Schedule of Courses of Studies. But in both the courses, 
 except in the Preparatory Class, English and two other languages, Mathematics, 
 some elementary Natural Science, Drawing and Wood-Working are required. 
 
 More than three hours are given to recitations, and an hour and a half to Manual 
 Training or Drawing, daily, except Saturdays. Studies will be carried on in study 
 
100 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 rooms under the supervision of competent instructors. The exercises open at 9 
 a. m. and close at 4 p. m. 
 
 No student can enter any class, or pass to a higher one, without being fully pre¬ 
 pared for it, and without evincing this preparation by a satisfactory examination. 
 
 The student who finishes either one of the regular courses of the High School 
 will be entitled to a Diploma; and, if he has attained superior excellence, he will 
 be granted a Diploma with Distinction. 
 
 The High School Faculty includes several of the Professors of the College, who 
 are thus able to prosecute a continuous course of instruction in the branches with 
 which they are most familiar and to secure the best preparation for higher work. 
 
 The other courses are similar to those in the best High Schools. 
 The following extracts contain all that is said in this catalogue of 
 the courses in Manual Training and Drawing: 
 
 MANUAL TRAINING. 
 
 As Manual Training is found to be a valuable adjunct to intellectual cultivation, 
 a considerable amount of practice in wood-working is required even in the Classical 
 Course of the High School. The work proceeds step by step from the easier to the 
 more difficult operations, and is calculated to impart a fair degree of skill and a 
 general practical knowledge of tools, materials, methods, and principles, rather 
 than that nicety of execution which can be acquired only by long, time-consuming 
 practice within a limited range. 
 
 The exercises are selected with reference to healthy muscular development, and 
 by a suitable alternation of shop-work with classroom studies, the pupil is enabled 
 to make more real progress in intellectual growth within the school years than can 
 be gained by fatiguing devotion to study alone. The interest of the student is 
 stimulated by keeping in view utility or beauty in the objects constructed. The 
 workshop manipulations constitute an excellent preparation for subsequent labo¬ 
 ratory practice of all kinds. And, should the student be obliged to terminate his 
 training with a high school course, the manual training will be of great advantage 
 in fitting him for his life-work in whatever occupation he may engage. Education 
 in which the manual element has a share is particularly suitable for those who are 
 to assist in developing the industrial resources of the country. 
 
 DRAWING. 
 
 Drawing is considered as a language or mode of expressing ideas, and, therefore, 
 not less important than linguistic study, on account of its disciplinary as well as its 
 direct practical value. High School pupils are taught more or less of free hand or 
 mechanical drawing and design, according to the needs of the two courses. While 
 the artistic side is not altogether neglected, attention is directed mainly to the in¬ 
 dustrial aspects of the subject. The exercises consist mostly in drawing directly 
 from the objects, while the pupil is also instructed in the various auxiliary geo¬ 
 metrical problems and the conventional devices which facilitate clear expression. 
 The student is expected to observe constantly the relation of the object to the mode 
 of its representation and to become self-directing without wasting time in copying 
 the delineations of others. As the work advances the imagination is cultivated by 
 the consideration of projections and shadows, and by drawing ideal sections, by 
 sketching from memory, and by making original designs. 
 
 For the mechanical drawing each one must provide himself with a set of draw¬ 
 ing instruments and other materials. 
 
 * * * * * * * 
 
THE FREE DRAWING SCHOOLS OF TtTLANE UNIVERSITY. 101 
 Tulane High School Faculty, 1892-1893. 
 
 Ashley D. Hurt, A. M., Head Master of High School and Professor of Latin. 
 
 John M. Ordway, A. M., Director of Manual Training School. 
 
 Lyman C. Reed, A. M., Professor of English. 
 
 John R. Ficklen, B. Let., Professor of History. 
 
 William Woodward, Professor of Drawing. 
 
 George Gessner, A. M., Professor of Greek. 
 
 J. W. Pearce, A. M.,Ph. D., Professor of English and Mathematics. 
 
 Edward Dessommes, Assistant Professor of French. 
 
 D. R. Buchanan, Assistant Professor of Book Keeping and Penmanship. 
 
 Henry E. Chambers, Assistant Professor of Mathematics and Natural Sciences. 
 
 Allison Owen, Assistant Professor of Drawing. 
 
 Julius Porbes, Instructor in Wood-Working. 
 
 Henry Porbes, Instructor in Wood-Working. 
 
 It is in the Free Drawing School that the Tulane University, of 
 Louisiana, falls into line with those benevolent institutions of the 
 North already recorded in this volume, and ranks, in its usefulness 
 to the community, with Cooper Union, the Pratt Institute, Drexel 
 Institute, and the Maryland Institute, as well as with the several 
 City “Mechanics Institutes thereby proving itself to be, in fact, a 
 “ Peoples University.” 
 
 FREE DRAWING SCHOOL. 
 
 - Corps of Teachers, 1891-1892. 
 
 Professor Wm. Woodward. Assistant Professor Allison Owen. Instructor Wm. 
 G. Trimble. 
 
 The Free Drawing School of Tulane University has now completed the seventh 
 year of its work. It is believed that its success has justified its establishment. 
 While it has been somewhat apart from the strict line of University work, the imme¬ 
 diate benefits it has conferred upon the general public in the elevation of popular 
 intelligence, and in the special training of individuals in both practical and aesthetic 
 matters, in industrial drawing and the fine arts, can not be overlooked. Nearly 
 four thousand students appear upon its rolls, and, alio whig for double counting 
 more than 2500 different persons have received gratuitous instruction in these 
 classes. So far no one has been denied admission to the classes who came within 
 the definition of bread-winner, and indeed the only restriction placed upon entrance 
 has been immaturity in age, or incompatible duties. In addition to the fundamental 
 instruction in Drawing, higher grades of work have been pursued in Mechanical 
 and Architectural Drawing, Drawing from Nature, Free Hand Drawing, Drawing 
 from Casts and Design. 
 
 The following is the report of the Classes for 1891-92: 
 
 SATURDAY CLASSES FOR WOMEN. 
 
 Drawing, Advanced Perspective. 13 
 
 Drawing, Elementary Perspective. 51 
 
 Mechanical Drawing, Elementary . 5 
 
 Mechanical Drawing, Advanced. 3 
 
 Architectural Drawing. 3 
 
 Design. 7 
 
 Historic Ornament. 23 
 
 Sketch Class. 18 
 
 123 
 
102 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 EVENING CLASS FOR MEN. 
 
 Sketch. 4 
 
 Free Hand, Senior. 2 
 
 Free Hand, Junior. 8 
 
 Free Hand, Elementary. 21 
 
 Mechanical, Junior. 5 
 
 Mechanical, Elementary. 48 
 
 Architectural Drawing, Junior 12, Senior 4. 16 
 
 Preparatory Class, Men. 61 
 
 Preparatory Class, Boys. 45 
 
 210 
 
 Total admission for session 1891-92 . 333 
 
 Total admission for seven annual sessions. 3887 
 
 Total number of students finishing their classes. . 1330 
 
 For the session of 1891-92, ninety certificates have been issued, as follows : Dis¬ 
 tinguished 36, Meritorious 48, Satisfactory 6. No certificates are issued for work 
 done in the Preparatory classes. 
 
 The Free Drawing School will hold its next session at the Tulane Manual Train¬ 
 ing School, from Saturday, October 29, 1892, till May 13, 1893, four nights in the 
 week and on Saturdays. There are night classes for men and youths, employed 
 during the day with their regular work, trades or business. Each of these classes 
 will meet two evenings in the week and will be occupied from 7:30 to 9 o’clock 
 p. M. 
 
 Beginners enter the Preparatory Class, in which both free hand and mechanical 
 drawing are taught. Having completed the work of this class, the students may 
 choose between the Free Hand and Mechanical Drawing courses, or may attend 
 both. 
 
 THE MECHANICAL COURSE 
 
 is intended to aid mechanics who are striving to improve in their work. It has 
 three classes, Elementary, Junior, and Senior. Students of those classes have 
 gratefully acknowledged the benefits of their instruction, as evinced in larger views, 
 better wages, and new avenues to employment. 
 
 Students who have finished the Elementary Mechanical Class in Drawing may 
 enter the Architectural Course, which embraces two years, Junior and Senior. 
 
 Some of the students of these classes have obtained remunerative positions as 
 draughtsmen or as teachers in good institutions, the result of their success in these 
 classes. 
 
 FREE HAND COURSE. 
 
 This course has three classes, Elementary, Junior, and Senior. Students who 
 have completed the Preparatory may enter the Elementary Free Hand Class, if 
 they so select. In this course the elements of perspective and shading, practice 
 from casts and natural objects, and the anatomy of the human figure are studied, 
 and much attention is given to the careful study of form in general and the human 
 form in particular. The history of the leading styles of ornament is also pursued. 
 
 This course thus prepares students for illustrators and designers, and lays a foun¬ 
 dation for future art studies. A thesis on the History of Architecture and Orna¬ 
 ment is required in the Juuior Year, and one on the History of Sculpture and 
 Painting in the Senior Year. 
 
 The Senior Free Hand Class devotes its attention mainly to the analysis of the 
 human form. Modeling the various parts in clay is also employed as a valuable 
 
REPORT BY TULANE COMMITTEE ON EDUCATION, 1893. 103 
 
 aid for the artist or figure designer, and as tending to develop a latent taste for 
 sculpture. 
 
 SATURDAY CLASSES. 
 
 These classes have been largely attended by both .women and men, chiefly by 
 women. They were at first intended principally to aid the teachers of the public 
 schools, but their scope has been enlarged, and they now lead both to the Fine Arts 
 and the practical uses of the Industrial Arts. 
 
 It is intended in these classes to lay a solid foundation for both the Fine and In¬ 
 dustrial Arts, by correct instruction and practice in Drawing and the immediate 
 cognate arts resting on Design, Color, and Ornament. 
 
 Students may enter the Elementary Perspective, Elementary Design, Elementary 
 Mechanical Classes, or may attend two of these classes if they desire. 
 
 A two years’ course is offered in any of the above classes. The advanced, or 
 second year, classes, continue the studies indicated by the name of the class. 
 
 The following is the Report embodying the proposed changes in 
 the organization of the University, to which reference is made on 
 page 767. It was at first designed to give in this account of Tulane 
 illustrations of the several buildings of the University, but, in view 
 of the proposed architectural reorganization of the Institution, it is 
 not thought expedient. 
 
 REPORT TO THE BOARD OF ADMINISTRATORS OF THE TULANE EDU¬ 
 CATIONAL FUND* 
 
 The Committee on Education, to which was referred the communication of the 
 late lamented President, Hon. R. L. Gibson, on the subject of reorganization of the 
 University, has the honor to report that it approves the wisdom of the general plan 
 recommended by our late President, and advises that it should be accepted as mark¬ 
 ing out the lines along which the future development of the University should be 
 conducted; but considers that some of the details of organization suggested by him 
 are too complex and elaborate to be adapted to the present means and strength of 
 the University, and that a simpler organization would operate better for the pres¬ 
 ent, leaving the more complex details to be developed with the growth of the insti¬ 
 tution and under the light of experience. 
 
 The committee, however, recommend the adoption of the following Resolutions 
 which embody the dominant principles of President Gibson’s plan. 
 
 1. The Constitutional contract between the State and this Board of Administra¬ 
 tors emphasizes, as its main purpose and object, the duty of this Board to “create 
 and develop a great University in the City of New Orleans;” and in accordance 
 therewith, as well as with the known wishes of Paul Tulane, this Board now recog¬ 
 nizes and announces the creation and development of such an University as the 
 proper field and object of its future action. 
 
 THE HIGH SCHOOL TO BE DISCONTINUED. 
 
 2. Grammar school instruction is not embraced within the functions of an Uni¬ 
 versity, and the Tulane High School, which, up to this time, has rendered necessary 
 and invaluable service, should now be discontinued, and, accordingly, the Board 
 announces that the same will he discontinued after the end of the next ensuing 
 
 * Tulane University of Louisiana. Report of the Committee on Education, adopted 
 at the meeting of the Board of Administrators of the Tulane Educational Fund. 
 January 9,1893. New Orleans: L. Graham & Son, 44 and 46 Baronne Street. 1893. 
 
104 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 session thereof terminating in June, 1894. After the present session no students 
 will be admitted below the Intermediate grade. Scholarships thereafter granted 
 under the law or by this Board will not entitle the holders to admission below the 
 Intermediate grade. Provision should be made to complete the High School instruc¬ 
 tion of all students on the rolls in June, 1894, who shall then have successfully 
 passed examinations for admission to the Sub-Freshman Class. 
 
 3. In the meantime, the President of the University is requested to devote his 
 attention to a consideration of the best means to secure the establishment of Gram¬ 
 mar Schools, Public and Private, in different parts of the city and State, having 
 competent teachers and a uniform course of studies, selected and adapted to pre¬ 
 pare students for admission to the Colleges of the University; and to formulate and 
 recommend to the Board such plan for encouraging such Grammar Schools as, after 
 examination, he concludes will be most effective. 
 
 THE COLLEGES OF THE UNIVERSITY. 
 
 4. The University shall comprise the following Colleges, viz.: 1st, a College of 
 Medicine; 2d, a College of Law; 3d, a College for the higher education of women; 
 4th, a College of Arts and Sciences; 5th, a College of Technology; and such other 
 colleges as may hereafter be established. The first three Colleges above named 
 shall consist of the existing Medical Department, the Law Department and the H. 
 Sophie Newcomb Memorial College; and, while the Board reserves their existing 
 organizations as subjects for future consideration and action, it is not deemed advis¬ 
 able, for the present, to interfere with them. 
 
 5. The present system of instruction and organization of Tulane College shall 
 continue until the end of the session of 1893-94, subject to such modifications as 
 may be deemed proper to prepare the way for the transition to the system provided 
 in the following resolutions. 
 
 THE PROPOSED UNDERGRADUATE COLLEGES. 
 
 6. There shall be established, to take effect at the commencement of the session 
 of 1894-95, two distinct colleges, viz.: 1st. A College of Arts and Sciences devoted 
 specially to training in the studies appropriate to a liberal education and generally 
 embraced within the Classical, Literary and Scientific courses now in force in Tu¬ 
 lane College. 2d. A College of Technology devoted specially to training in the 
 application of science to the Mechanical and other Arts, and, generally, in the 
 studies now embraced within the existing Engineering course, and in others sim¬ 
 ilar and cognate. Each of these colleges shall have a separate faculty and organi¬ 
 zation, and shall pursue courses of study to be prescribed by the combined Faculty 
 of the two Colleges and the University Faculty proper. Until otherwise ordained 
 the President of the University shall be, ex officio, a member and the President of 
 the Faculty of each of said colleges. The same person may be a member of each 
 Faculty, and the students of both Colleges may be grouped in common classes for 
 instruction required in both courses, but, as rapidly as means admit and number 
 of students requires, the distinctness of the two Colleges shall be progressively 
 increased. 
 
 THE UNIVERSITY FACULTY. 
 
 7. There shall be also a University Faculty proper, over which the President of 
 the University shall preside, composed of members, who may also belong to the 
 College Faculties, engaged in postgraduate instruction which shall furnish instruc¬ 
 tion to graduates of the Colleges and of other institutions of like grade, in advanced 
 courses to be prescribed by said University Faculty. 
 
PROPOSED CHANGES IN ORGANIZATION. 
 
 105 
 
 NEW BUILDINGS PROPOSED. 
 
 8. Steps shall be at once taken to provide necessary and proper buildings and 
 improvements on the grounds opposite Audubon Park, to which the Academical 
 departments of the University should remove as soon as completed and not later 
 than the beginning of the session of 1894-95. 
 
 9. Considering the changes now made in the University organization, it is deemed 
 advisable that, instead of the single building heretofore proposed, two separate 
 buildings or groups of buildings should be erected, one for each of the two Colleges 
 above referred to, in which, for the present, University instruction may also be 
 given—reserving for future consideration the erection of such central University 
 buildings and others which may be required. 
 
 Other minor buildings for laboratories, and other purposes, may be immediately 
 required. 
 
 This whole matter, with all its co-ordinates, is referred to the Special Committee 
 on Building and Grounds already constituted, who are requested, in co-operation 
 with the President of the University and such Committee of the Faculty as he may 
 select, to formulate a general scheme for the laying out of the grounds and the 
 location of buildings, adapted, as far as possible, to present and future require¬ 
 ments, and also to recommend the kind, style, size and accommodations required 
 for the buildings to be immediately erected, which, when approved by the Board, 
 may furnish a guide and basis for further action. 
 
 10. The Real Estate Committee, in view of the prospective vacation of the grounds 
 now occupied by the University, is requested to give its constant consideration to 
 the best means of disposing of the same, or of improving it for renting purposes, 
 keeping in mind the necessity of reserving proper accommodations for the Law 
 Department, and perhaps for other University purposes requiring a central location. 
 
 Respectfully submitted, 
 
 Chas. E. Fenner, 
 Chairman Education Committee. 
 
 New Orleans, January 9, 1893. 
 
 TULANE UNIVERSITY OF LOUISIANA. 
 
 Board of Administrators, 1892-93.* 
 
 Randall Lee Gibson (U. S. Senator), President. 
 
 Charles Erasmus Fenner, Associate Justice Supreme Court of Louisiana, First 
 Vice President. 
 
 James McConnell, Second Vice President. 
 
 Tobias Gibson Richardson, M. D. 
 Edward Douglas White (U. S. Senator). 
 Edgar Howard Farrar. 
 
 Benjamin M. Palmer, D.D., LL.D. 
 Samuel Horton Kennedy. 
 
 Walter Robinson Stauffer. 
 
 Cartwright Eustis. 
 
 Henry Ginder. 
 
 John Timmons Hardie. 
 Robert Miller Walmsley. 
 Joseph C. Morris. 
 
 George Quintard Whitney. 
 Leonard Matthews Finley. 
 John B. Levert. 
 
 * The decease, during the academical year, of both General Gibson, the President, 
 and Dr. Richardson, a member, made necessary certain changes in the organization 
 of the Board. Justice Fenner, was made President; Mr. McConnell, First Vice 
 President; and U. S. Senator White, Second Vice President. Messrs. Warren S. 
 Bickham, and Walter C. Flower, were chosen as the new members of the Board. 
 
106 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 EX-OFFICIO. 
 
 Hon. Murphy J. Foster, Governor of Hon. A. D. Lafargue, State Superintend- 
 Louisiana. ent of Public Education. 
 
 Hon. John Fitzpatrick, Mayor of New 
 Orleans. 
 
 OFFICERS. 
 
 Wm. Preston Johnston, LL.D., President 
 of the University. 
 
 Wm. O. Rogers, LL. D., Secretary of the 
 University. 
 
 Joseph A. Hincks, Treasurer and Secre¬ 
 tary of Board. 
 
 Charles G. Gill, Ph. D., Librarian. 
 Richard K. Bruff, Assistant Secretary. 
 
CHAPTER IV. 
 
 SPECIAL TECHNICAL TRADE SCHOOLS. 
 
 The two schools grouped with the Art Schools of, and, in 1884, under the general 
 supervision of the Trustees of the Metropolitan Museum of Art, in New York 
 City.—The Apprentice School, for Masons and Plumbers, founded by Col. Auch- 
 muty.—The Technical School for Carriage Draftsmen and Mechanics, founded in 
 1880, by the Carriage Builders’ National Association.—Report on the School made 
 by the Committee to the Convention in New Haven, in October, 1883.—The Cha- 
 tauqua plan of teaching by correspondence, then adopted.—The plan announced 
 and explained by circular of the committee in November, 1883.—Prospectus of 
 School for its fourth year.—Conditions of award of Diplomas and of the Grand 
 Prize of a residence for study in Paris.—The School removes to the rooms in the 
 building of the Young Men’s Institute, 222 Bowery, New York.—Prospectus for 
 1893-94.—The Educational discussion at the National Convention at New Haven, 
 Connecticut, in 1883.—Able report by the Committee on Technical Education.— 
 Discussion on the training given in public schools. 
 
 The Technical Schools of The Metropolitan Museum of 
 
 Art. 
 
 As stated in the opening paragraph of Chapter VIII, the only- 
 schools of this class existing in 1884, were those at that time occu¬ 
 pying a part of the rooms used for the Art Schools of the Metropoli¬ 
 tan Museum of Fine Arts, and were known as the Technical Schools 
 of the Metropolitan Museum, and the Technical Schools for Car¬ 
 riage Draftsmen and Mechanics. The Art Schools of the Museum 
 were then under the special direction of Professors Goodyear and 
 Stimson. The latter, an enthusiastic artist and art teacher, who 
 thoroughly believes in the application of art to industries, shortly 
 after, having resigned his position in the schools of the Museum, 
 opened the still flourishing “Institute for Art Artisans” where art 
 ideals are cherished. 
 
 The practical “ Trade Schools,” for the teaching of brick laying 
 and plumbing, founded by the efforts of the late Colonel Auchm uty, 
 whose recent decease is mourned by all, were at that time housed in 
 the same building and were, also, included under the general term of 
 the Technical Schools of the Metropolitan Museum of Art. These 
 : schools, opened for the training in these practical trades of American 
 boys, shut out from other opportunities to learn trades, through the 
 restrictions imposed by Labor Organizations, wei'e “Apprentice 
 schools/' pure and simple, and as they dealt mostly with the mechani¬ 
 cal work of the mason, and the plumber, and very little, if at all, 
 
 107 
 
108 EDUCATION - IN - THE INDUSTRIAL AND FINE ARTS. 
 
 with instruction in drawing, or in any applications of art, are not in¬ 
 cluded in the category of this Report. 
 
 The experiment of Colonel Auchmuty was directed to meet a cry¬ 
 ing heed. To admit without restriction, foreigners skilled in trades, 
 to our industries; while suffering our own children to he shut out, 
 by the organizations open to these very foreigners, from any oppor¬ 
 tunities to acquire such skill, would seem an incredible folly; were it 
 not that it exists. Col. Auchmuty has here furnished one solution 
 of the problem for American communities. 
 
 These schools are commended to the examination of all interested 
 in the promotion of American industries, and in the welfare of Amer¬ 
 ican boys. Whether our towns and cities, shall contribute “hood¬ 
 lums,” or “ artisans,” to the body politic, is a vital question. The 
 introduction of Drawing, and Manual Training, in public schools, are 
 elementary steps towards its solution. Special Technical Trade 
 Schools, supplementary to our present system of public schools, and 
 supported by private effort, or by the public, are in logical sequence. 
 
 The schools of bricklaying and plumbing, which are still in active 
 operation, were removed after a year or two, from their connection 
 with the Museum schools and established in their own premises. 
 
 Technical School For Carriage Draftsmen And Mechanics, 
 
 New York, N. Y. 
 
 This school established by the Carriage Builders’ National Asso¬ 
 ciation, is held by arrangement with the Trustees of the Metropolitan 
 Museum in connection with the Schools of that Museum, at present, 
 (1884,) occupying the premises No. 214 East Thirty-fourth Street, 
 New York City. It is a special department of the schools and is 
 in charge of a committee on technical education appointed by the 
 Carriage Builders’ Association and acting in concert with the Mu¬ 
 seum Trustees. 
 
 This committee, consisting of seven members, was first appointed 
 at the annual convention held in Chicago, in 1880, at which time a 
 fund of several thousand dollars was subscribed for the establish¬ 
 ment and support of such a school. The members of this committee 
 were appointed for the term of three years. At New Haven, in 
 1883, the convention, after receiving and discussing the report of 
 this committee, reappointed them for another term of three years, 
 and contributed a sufficient fund to insure the continuance of the 
 School for that time. 
 
 The class was first begun in the winter of 1880-81, it opened with 
 21 pupils, and had an average attendance of 16. 
 
 The following is the Report of the committee just referred to, 
 which gives an account of the school in detail, for its third year, 
 and incidentally mentions the attendance for the year previous. 
 
8CH00L FOE CARRIAGE DRAFTSMEN AND MECHANICS. 109 
 
 THE TECHNICAL SCHOOL. 
 
 Mr. McLear (President): The report of the Committee on Technical Education 
 will now be read by Mr. Houghton. 
 
 To the Members of the Carriage-Builders' National Association — 
 
 Gentlemen : It is with pleasure that your Committee on Technical Education 
 report the successful continuance during the past year of the trade school estab¬ 
 lished and maintained by you, having for its purpose the instruction of carriage 
 draftsmen and mechanics. 
 
 This school is still carried on in connection with the trade schools of the Metro¬ 
 politan Museum of Art, in New York city, forming a special department in that 
 institution, which department is again subdivided into several classes, under the 
 instruction of teachers chosen by your committee. 
 
 Its progress since the presentation of our last annual report may be briefly stated 
 as follows : 
 
 The third term for the season of 1882-83 opened on the evening of October 9th, 
 1882, with 28 pupils on the roll, as compared with 26 at the beginning of the second 
 season; and before the close of the term, on May 25 last, this number was increased 
 to 44, as compared with 49 at the close of the preceding season. The pupils were 
 divided among the different mechanical departments as follows: 29 wood-workers, 
 7 blacksmiths, 1 trimmer, 1 painter, and 6 office men. As to locality, their resi¬ 
 dences were distributed as follows : New York city, 22 ; Brooklyn, N. Y., 6 ; Long 
 Island City, N. Y., 4; Canada, 2; Newburg, N. Y., 1; Westchester Village, N. Y., 1; 
 Portland, Me., 1; Merrimac,Mass., 1; Cornwall, N. Y.,1; New Haven, Conn., 1; 
 Cleveland,O., 1; Wilmington,Del., 1; Pennsylvania, 1; and San Francisco,Cal., 1. 
 
 Three sessions per week, namely, each Monday, Wednesday, and Friday, were 
 held during the period beginning. October 9, 1882, and closing May 25, 1883, or a 
 total of 94 class nights; and the attendance averaged as follows: During October, 
 26; November, 26; December, 24: January, 22; February, 25; March, 23; April, 21; 
 and May, 24. Two of the pupils were never once absent. In view of the stormy 
 weather and the long distances which many of the pupils had to come, we can not 
 but think this showing of the average attendance a fair one, though we confidently 
 expect it will be largely increased during the current season. 
 
 “ Teachers’ certificates of progress ” were awarded to 24 of the pupils above alluded 
 to, and cash prizes to the amount of $38 were distributed among those showing the 
 best records as to attendance, progress in drawing, and correctness in written 
 examinations. 
 
 BEGINNING A NEW SCHOOL YEAR. 
 
 The term for the season of 1883-84 was duly opened on Monday evening of last 
 week (October 8), and it is too early yet to do more than forecast the future; but 
 your committee have made ample arrangements for a wide field of study, and there 
 is every prospect that this fourth season will show an increased number of scholars, 
 and give evidences of still more decided progress. Three competent teachers have 
 been employed and are now earnestly engaged in the work, namely: Mr. John D. 
 Gribbon, instructor-in-chief; Mr. John C. Konrad, assistant instructor; and Mr. J. 
 Polya, special instructor in the principles of the “French rule” of carriage draft¬ 
 ing and their application to the needs of body-makers; and 32 pupils have already 
 been enrolled, against 28 at the beginning of last term. Most of these are former 
 pupils who will be able to enter advanced classes, and it is hoped and believed that 
 all the classes will be filled as soon as the season fairly opens and the present in¬ 
 creased facilities for instruction are understood by the trade. 
 
 The course of intsruction—this term, as previously—will depend somewhat on 
 the proficiency and requirements of the pupils, who are divided into three distinct 
 classes, namely, the “introductory class,” the “class for body-makers,” and the 
 
110 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 “ class for full-size working drawings; ” but the following gives a general outline 
 of the proposed studies: 1, Linear designing, including scale and full-size drawing; 
 2, geometry applied to carriage construction, including the principles of the “ French 
 rule;” 3, carriage-body making; 4,construction of carriage gearings; 5, wheel¬ 
 making; and 6, principles involved in the suspension of carriages. 
 
 The competition for the “ grand prize,” which will probably be awarded at the 
 close of the present term, promises to make this season unusually interesting, as 
 several of the older pupils have already expressed a determination to prepare them¬ 
 selves for the necessary examination. This “grand prize” consists of a three 
 months’ residence in Paris, and tuition during that period in the celebrated Dupont 
 School of Carriage-Drafting, all expenses of such residence, tuition and traveling 
 to be defrayed from a fund specially raised for that purpose at the Cincinnati Con¬ 
 vention in 1881. 
 
 LECTURES BY SPECIALISTS. 
 
 During the winter of 1882-83, as previously, the School was addressed by six spe¬ 
 cialists, on various practical subjects connected with carriage mechanics. It is 
 proposed to continue the custom this year, and notice is hereby given that any 
 member of the Association feeling competent and willing to give an informal address 
 before the School, on any technical subject connected with carriage-building, will 
 confer a favor by addressing the secretary, stating subject, etc. These lectures are 
 free to pupils, who are expected to attend and to make careful notes, as written 
 examinations generally follow. 
 
 Regarding the arrangements which your committee have made with the trustees 
 of the Metropolitan Museum of Art relative to the rent of class-rooms, lighting, 
 heating, See., that of last season, as detailed in our last annual report, has been 
 renewed for the current year, namely $1,200 in addition to the fees received from 
 pupils ($5 each), which sum also includes the salary of the instructor-in-chief, while 
 the two assistant teachers are paid extra from the school fund contributed by mem¬ 
 bers of your Association. 
 
 Your school fund, as will be shown by the report of the treasurer of this com¬ 
 mittee, though ample for present needs, requires to be increased during the present 
 year, in order that your committee may not only be unembarrassed as to the devel¬ 
 opment of present plans, but may proceed with a feeling of assurance as to the 
 future of the School; and it is hoped that contributions will be made during the 
 present Convention sufficient at least to cover the expenses of the past year. 
 
 Your committee also desire to invite contributions to the “ technical library,” 
 “museum of models,” and “collection of carriage drawings,” which now form 
 important adjuncts to the working facilities of the School. These collections, if 
 gradually augmented by the gifts of friends and occasional purchases, promise in 
 time to become of great value, not only to the pupils, but to the carriage trade at 
 large. With this end in view, we beg to suggest that any of the models or parts of 
 carriages exhibited by members of this Convention which the members may feel 
 disposed to contribute, will be gratefully received and cared for, upon notice being 
 given to either member of the committee, or to Mr. John D. Gribbon, the instructor 
 of the school. 
 
 Respectfully submitted. 
 
 Signed by the Committee on Technical Education. 
 
 Jno. W. Britton, Chav-man; 
 Wilder H. Pray, Treasurer, 
 
 Wm. D. Rogers, 
 
 Lowe Emerson, 
 
 Chauncy Thomas, 
 
 Wn. N. Fitz-Gerald, 
 
 Geo. W. W. Houghton, Secretary. 
 
TECHNICAL SCHOOL FOE CAREIAGE DRAFTSMEN. 
 
 Ill 
 
 The reading of the report was followed by a statement by the 
 chairman, Mr. Britton, who made an appeal for the continued sup¬ 
 port of the school and stated further the plans of the committee for 
 extending the usefulness of the school by adopting what is known 
 as the Chautauqua plan. The following brief extract from this dis¬ 
 cussion explains the plan proposed, for which special purpose the 
 chairman announced that one gentleman, Mr. Lawson Valentine, of 
 New York, had already given one thousand dollars. 
 
 Mr. Studebaker: Under the system as now proposed, there will not be a town or 
 city of any importance in the country that will not have many advantages. There 
 is no carriage manufacturer but needs a good draftsman. These can obtain instruc¬ 
 tion from this school and so improve themselves. 
 
 Mr. McLear (President): If a draftsman wishes to obtain instruction, he need 
 merely send his drawings on to New York, have them criticized, and returned to 
 him, continuing the matter just as long as he pleases, and with the same result as 
 if he were present at the school. 
 
 Mr. Britton : The committee believe that what a boy gets for nothing is not 
 appreciated, and we shall probably ask an annual subscription—say $1 for appren¬ 
 tices, $2 for journeymen—for corresponding members. We have not fixed upon 
 that plan yet; but I think that will be the result. If there is any gentleman here 
 who thinks that the instruction should be free, I should be glad to hear from him. 
 But my experience is that things that are got for nothing are not appreciated. 
 
 Mr. Fitz-Gerald: I wish to say a word. These lesson papers commence with 
 those of the primary class, working up until the workman becomes a competent 
 draftsman. These drawings that you see here are specimens from the primary 
 charts up to the most elaborate. We take these lessons and distribute them to any 
 scholar whose employer may recommend. He can work on these lessons and send 
 them to us, and our teachers will examine them and return them with such instruc¬ 
 tions as may be necessary. 
 
 In response to tbe appeal for subscriptions, the sum of $7,210 was 
 then added to the Technical School fund, by individuals and firms; 
 making a grand total of present resources of $11,458.76 of which 
 $500 is a “special deposit for Paris scholarship.” 
 
 The following “official announcement” inaugurates the new 
 Chautauqua plan by which it is proposed to offer the benefits of the 
 school to every workshop; and to any citizen in the United States 
 who may choose to accept them. 
 
 technical school for carriage draftsmen and mechanics. 
 
 No. 214 East 34th-street, 
 
 New-York, November 5, 1883. 
 
 To the Carriage and Accessory Trades of the United States: Manufacturers, Jour - 
 
 neymen, Apprentices and other Employes: 
 
 The Committee of the Carriage Builders’ National Association on Technical Edu¬ 
 cation, in accordance with the action of the Association at the Convention held in 
 New-Haven, Conn., on the 17th and 18th ult., hereby announce that arrangements 
 have been completed whereby to extend the benefits of instruction offered by the 
 Trade School in New-York, to the employes of all carriage builders and members 
 of the accessory trades, at their homes, by means of the so-called “ Chautauqua 
 System,” to which your attention is now invited. 
 
112 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 This system, in the form in which the Committee propose to adapt it to the needs 
 of the carriage and accessory trades, consists in organizing classes of so-called 
 “ Corresponding Pupils,” and in giving instruction to such pupils through the mail, 
 by means of Lesson Papers on free-hand, geometrical, scale and working drawings, 
 each Lesson Paper calling for certain responses, which—either in the form of hand 
 drawings or written replies—will afterward be examined and corrected by the in¬ 
 structor at the School. At the same time, pupils will be invited to ask questions 
 concerning any points in the lessons not thoroughly understood, and also concerning 
 any other practical points connected with the trade ; and answers to such questions 
 will be returned by mail. Written examinations will also be introduced from time 
 to time, in order to test the progress and proficiency of pupils; and, at the close of 
 each term, diplomas will be awarded to “Corresponding Pupils” who seem to 
 deserve such recognition. 
 
 Arrangements have already been perfected to put this plan in operation within 
 the present month, and the the teacher of the School is now engaged in preparing 
 preliminary instructions in the use of drawing instruments, etc., together with 
 several series of Lesson Papers on free-hand drawing and geometry applied to 
 carriage building, which will be in readiness for distribution as soon as classes can 
 be formed. 
 
 All employes of manufacturers of carriages, wagons and sleighs, or of the trades 
 accessory thereto, doing business within the United States, are eligible to member¬ 
 ship in these classes of “Corresponding Pupils,” the ouly conditions of entrance 
 being, first, a letter from the employer, certifying that the applicant is a proper 
 person to join the class; and second, the remittance by post-office money-order of 
 $1.00 for each apprentice—or $2.00 for journeymen and others,—which sum will 
 cover all fees for instruction during the present term, closing May 1st, 1884. Each 
 pupil will be expected to provide himself with necessary drawing instruments, 
 paper, etc., and to prepay postage on all communications sent to the teacher. 
 Works of reference and text-books will be recommended to pupils who show the 
 need of such help; and, if desired, these, as well as drawing instruments, paper, 
 etc., will be supplied by the teacher at cost price. 
 
 One or more Lesson Papers will be mailed to each pupil each week, the series 
 being selected to suit the needs of individuals, and all further directions will be 
 found printed thereon. In applying for membership, pupils are requested to inform 
 the teacher of any previous experience they may have had in drawing or mechan¬ 
 ical work, in order that he may assign them to appropriate classes. 
 
 All communications and remittances should be sent to Mr. John D. Gribbon, In¬ 
 structor, No. 214 East 34th street, New-York ; and should be accompanied by the 
 full name and address of the writer, and the name and address of his employer. 
 
 Carriage builders are specially requested to use their influence in urging any of 
 their employes, showing a desire for such instruction, to join the new “Corre¬ 
 sponding Classes” at the earliest possible date, that they may have the benefit of 
 the full course of instruction. 
 
 By order of the Executive Committee, acting for the Committee of the Carriage 
 Builders’ National Association on Technical Education. 
 
 Jno. W. Britton, Chairman. 
 
 Wilder H. Pray, Treasurer. 
 
 Wm. N. Fitz-Gerald. 
 
 Geo. W. W. Houghton, Secretary. 
 
 P. S.—Plans are projected for connecting the “ Technical School for Carriage 
 Draftsmen and Mechanics,” with the “Chautauqua University.” 
 
PROSPECTUS OF CARRIAGE DRAFTSMEN TRADE SCHOOL. 113 
 
 The following prospectus contains in detail all information as to 
 the management and course of instruction of the School.— 
 
 PROSPECTUS.—TECHNICAL SCHOOL FOR CARRIAGE DRAFTSMEN AND MECHANICS.— 
 
 FOURTH SEASON: 1883-1884. 
 
 The Class in Carriage Drafting and Construction, carried on in connection with 
 the Metropolitan Museum of Art Schools, Nos. 214 and 216 East 34th-street, New- 
 York, under the auspices of the Carriage Builders’ National Association, will open 
 for its Fourth Season on Monday, Oct. 8th, 1883, and continue in session from that 
 date until May 1st, 1884, or about seven months. 
 
 TEACHERS. 
 
 Three competent teachers have been engaged, namely: Mr. John D. Gribbon, 
 Instructor-in-Chief; Mr. John C. Konrad, Assistant-Instructor; and Mr. J. Polya, 
 Special Instructor in the principles of the “ French Rule” of Carriage Drafting and 
 their application to the needs of body-makers. 
 
 COURSE OF INSTRUCTION. 
 
 The Course of Instruction will depend somewhat on the proficiency and require¬ 
 ments of the pupils, who will be divided into three distinct classes, namely: the 
 “ Introductory Class,” the “ Class for Body-makers,” and the “ Class for Full-size 
 Working Drawings;” but the following gives a general outline of the proposed 
 studies: 
 
 I. Linear Designing, including scale and full-size drawing. 
 
 II. Geometry applied to Carriage Construction, including the principles of the 
 “ French Rule.” 
 
 III. Carriage Body-making. 
 
 IV. Construction of Carriage Gearings. 
 
 V. Wheel-making. 
 
 VI. Principles involved in the Suspension 'of Carriages. 
 
 FURTHER ADVANTAGES. 
 
 Further advantages are offered to pupils in the free use of the Technical Library 
 and Museum of Models connected with the School, and free admission to the usual 
 course of Technical Lectures. 
 
 TECHNICAL LECTURES. 
 
 The Class, during each previous season, has been addressed by several specialists, 
 on various practical subjects connected with Carriage Mechanics, and it is proposed 
 to continue the custom this year. The lecture programme has not yet been com¬ 
 pleted, but due notice thereof will be published by circular and through the trade 
 journals. These lectures are free to pupils, who are expected to attend and make 
 careful notes, as written examinations will generally follow the lectures. 
 
 Notice is hereby given, that any person feeling competent and willing to give an 
 informal address before the School, on any technical subject connected with Car¬ 
 riage Building, will confer a favor by addressing the Secretary, stating proposed 
 subject, etc. 
 
 ART—VOL 4-8 
 
114 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 CERTIFICATES AND PRIZES. 
 
 At the close of the season, “Teachers’ Certificates of Merit” will be given to 
 pupils passing a satisfactory examination, and prizes (hereafter to be announced) 
 will be awarded to'specially deserving pupils. Full particulars regarding the award 
 of “ Diplomas of Graduation,” and of the “ Grand Prize,” the latter consisting of a 
 three-months’ residence in Paris and tuition in the Dupont School, at the expense 
 of the Association, will be found appended to this circular. 
 
 TERMS. 
 
 The following extracts from the Prospectus of the Technical Schools issued by 
 the Trustees of the Metropolitan Museum of Art, contain full particulars regarding 
 terms: 
 
 “The Class in Carriage Drafting and Construction, with special reference to 
 Artistic Design and Finish, established under the auspices of the Carriage Builders’ 
 National Association, is devoted to the study of Carriage Building, mechanically 
 and artistically. Price of full course, from Monday, Oct. 8th, 1883, to May 1st, 
 1884, three nights each week, viz.: Monday, Wednesday and Friday, from 7.30 to 
 10 o’clock, $5.00.” ’ 
 
 DRAWING INSTRUMENTS. 
 
 There will be no charges of any kind, beyond the fee above named, excepting the 
 cost price of any necessary drawing instruments and materials which the pupil 
 does not himself furnish, as named below. 
 
 Each draftsman will need, and can obtain at the School, if preferred, a set of 
 drawing instruments (costing from $3.00 to $10.00, according to quality), together 
 with the following appliances (costing about $3.00), namely: 
 
 1 drawing board, 18x24 in., or 24x30 in. 
 
 1 plain T-square, 24 in. long. 
 
 1 plain wood set square, 6 in., 45 degrees. 
 
 1 ditto, 11 in., 30 degrees. 
 
 1 stick India ink. 
 
 6 drawing pins. 
 
 1 piece rubber. 
 
 1 piece ink-eraser. 
 
 1 pencil No. 4, Faber or Dixon. 
 
 1 pencil No. 2, Faber or Dixon. 
 
 EMPLOYMENT. 
 
 The Committee and Instructors will take pleasure in doing what they can to assist 
 in procuring employment, in New York and immediate vicinity, for pupils from a 
 distance who have already had experience in any branch of carriage-making. 
 
 For further particulars, address or apply in person to Mr. John D. Gribbon, Prin¬ 
 cipal of the Carriage Class, either at the School Building, Nos. 214 and 216 East 
 34th street, or at his residence, No. 312 East 37th st., New York. 
 
 By order of the Executive Committee, acting for the Committee of the Carriage 
 Builders’ National Association on Technical Education. 
 
 John W. Britton, Chairman. 
 
 Wilder H. Pray, Treasurer. 
 
 Wm. N. Fitz-Gerald. 
 
 Geo. W. W. Houghton, Secretary. 
 
 New York, September 28, 1883. 
 
PRIZES AWARDED BF TECHNICAL SCHOOL. 
 
 115 
 
 CONDITIONS GOVERNING THE AWARD OF DIPLOMAS AND OF THE “ GRAND PRIZE.” 
 
 The following conditions shall govern the graduation of pupils of the Class in 
 Carriage Drafting and Construction, now under the control of this Committee of 
 the Carriage Builders’ National Association on Technical Education, namely: 
 
 First. No pupil will be entitled to receive the full “Diploma of Graduation” 
 until he has been a member of the Class for at least two terms. 
 
 Second. He must, upon examination, evince a thorough knowledge of geometry 
 as applied to carriage building, known as the “French Rule of Drafting,” show 
 facility in making free-hand drawings, and be able to make scale and full-size work¬ 
 ing drawings of carriages, together with cant-boards for the same. 
 
 Third. A Teacher’s ‘ ‘ Certificate of Progress ” may be awarded to all pupils attend¬ 
 ing the Class, whose ability and conduct deserve such recognition, and who, for 
 any satisfactory reason, are prevented from pursuing the full course of instruction. 
 
 Fourth. The “ Grand Prize,” consisting of a three months’ residence in Paris, and 
 tuition during that period in the school of Mr. Albert Dupont,— all expenses for 
 such residence, tuition and traveling to be defrayed from a special fund raised for 
 that purpose by the Carriage Builders’ National Association at the Convention in 
 Cincinnati,— will be awarded to the pupil who graduates with the highest honors 
 in the Class of 1884, receiving the full “ Diploma of Graduation,” and who, at the 
 same time, answers the following conditions, and complies with the following 
 stipulations, namely: 
 
 1st. In order to be eligible as a competitor for the “Grand Prize,” the graduate 
 must have attained the age of twenty-one years, and he must be able to read French 
 with facility, and to converse in that language; and he must know the French 
 equivalents of English technical terms used in carriage making. 
 
 2d. During his residence in Paris, the pupil receiving the “Grand Prize” will be 
 required at stated periods to make written reports to the instructor of the class in 
 New-York regarding his progress ; and he will also be required to attend the class 
 in New-York during the term following his residence in Paris, and to act during 
 that term in the capacity of an assistant instructor, without pay, and communicate 
 to the pupils the results of the technical instruction received by him while abroad. 
 
 3d. The Committee reserve the right to postpone the award of the ‘ ‘ Grand Prize ” 
 in case no pupil should, in their judgment, exhibit the necessary qualifications at 
 the examination to be held at the close of the season of 1883-84; and the Commit¬ 
 tee also reserve the right to consider the claims of competitors under twenty-one 
 years of age, providing no contract of apprenticeship acts as a bar. 
 
 By order of the Committee of the Carriage Builders’ National Association, ac¬ 
 cording to resolution adopted at a meeting of the Executive Committee, held in 
 New-York on Dec. 8th, 1881. 
 
 John W. Britton, Chairman. 
 
 Wilder H. Pray, Treasurer. 
 
 Wm. N. Fitz-Gera.ld. 
 
 Geo. W. W. Houghton, Secretai'y. 
 
 The first term of the School ending December 1, 1883, showed an 
 attendance of 36, with 76 “ corresponding students.” The end of the 
 second term, May 31, 1884, showed an attendance of 39, and a list of 
 169 “ corresponding students,” which seems very like a practical 
 demonstration of the wisdom of the adoption of the “Chautauqua 
 Plan.” 
 
 The members of the Committee on the School for 1883-84, were, on 
 the part of the Metropolitan Museum, John Taylor Johnston, Pres¬ 
 ident; William L. Andrews, Robert Hoe, Jr. 
 
116 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 On the part of the Carriage Builders’ Association, S. W. Pinchot, 
 Jno. W. Britton, Y. G. Stiepevich, W. C. Tuckerman, S. W. Kitson. 
 
 Sub.committee in charge, Robert Hoe, Jr., W. C. Tuckerman. 
 
 THE SCHOOL NO LONGER UNDER CARE OF THE METROPOLITAN 
 
 MUSEUM. 
 
 In the summer of 1885, the Technical School, no longer connected 
 with the Metropolitan Museum, removed to the fine building of the 
 Young Mens Christian Association, known as the “Bowery Build¬ 
 ing,” the home of the Young Mens Institute, Nos 222 & 224 Bowery, 
 New York City, where it still remains. I am indebted to the cour¬ 
 tesy of the Hon. Franklin Murphy, Chairman of the Executive 
 Committee in charge of the School, and of the Principal, Mr. An¬ 
 drew F. Johnson, for information as to the history of the school 
 since 1884, and for the prospectus for the season of 1893-1894. Mr. 
 Murphy states that “ The work has gone on very much as it did in 
 Mr. Britton’s time and the attendance in the school upon the average 
 is about the same, say thirty, most of whom are carriage mechanics 
 in New York, who attend the school for the purpose of learning car¬ 
 riage drawing. The corresponding class has always been well main¬ 
 tained. I think you are aware of the fact that the school is conducted 
 under the auspices of the National Carriage Builders Association of 
 which Mr. Britton was the Founder.” Mr. Jno. W. Britton, whose 
 ardent interest in the school appears in the extracts which follow 
 from the report of the discussion during the convention in New 
 Haven in 1883, deceased some years since; and is succeeded in the 
 Chairmanship of the Executive Committee in charge of the School, 
 by Mr. Murphy. 
 
 In February 1892, the Instructor, Mr. John D. Gribbon, died. 
 Mr. Gribbon, had been the Instructor in Charge of the School from its 
 opening in 1880. Mr. Andrew F. Johnson, his successor was a 
 member of the first graduating class in April 1885, and the winner 
 of the “Grand Prize.” The course of instruction of the Evening 
 classes remains substantially as given in the prospectus for 1883-84.— 
 The following, from the official announcement of the “Prospectus: 
 thirteenth season, 1893-94.” gives, in detail, the course of instruction 
 for the “ Corresponding Classes.” 
 
 Corresponding Classes.—Managed on the Chautauqua System. 
 
 Instructor, Mr. Andrew F. Johnson. 
 
 Instruction will also be given by correspondence to employees of carriage-builders 
 and members of the accessory trades, at their homes, by means of the so-called 
 “Chautauqua System.” 
 
 This system consists in giving instruction to out-of-town pupils through the mail, 
 by Lesson Paper, on making free-hand, geometrical, scale and working drawings, 
 
“ CORRESPONDING CLASSES” BEGUN. 117 
 
 each paper calling for responses in the form of hand drawings or written replies,— 
 which are afterwards examined and corrected by the instructor, Mr. Andrew F. 
 
 Johnson. 
 
 Three terms are required in order to complete the full series of Corresponding 
 Lessons, which are eighty-three (83) in number, as follows : 
 
 First Series. —Free-hand drawing. Lessons, 11. 
 
 Second Series. —The use of mathematical instruments and curves, the mode of 
 sketching a carriage. Lessons, 10. 
 
 Third Series. —Geometry applied to carriage construction ; projection of points, 
 lines, and surfaces; laying out working draft of a phaeton body, and generation of 
 surfaces illustrated on a phaeton. Lessons, 8. 
 
 Fourth Series. —Movements of triangles and lines in space; rules applicable to 
 plane faces illustrated on a trestle, a phaeton pillar, a cabriolet pillar and bottom- 
 side of a landau, showing the method of finding the true size and shape of a pat¬ 
 tern, and the bevel of shoulders of the Cross-bars. Lessons, 13. 
 
 Fifth Series. —On finding the dihedral angle, or, in workshop parlance, finding 
 the bevel of the leg of a trestle, phaeton pillar, cabriolet pillar, and landau bottom- 
 sides. Lessons, 6. 
 
 Sixth Series. —On the choice and disposition of joints. Lessons, 3. 
 
 Seventh Series. —General dimensions applicable to vehicles, and laying out work¬ 
 ing drawings of a phaeton body and gearing. Lessons, 3. 
 
 Eighth Series. —Laying out square and round-cornered stick seats, and round- 
 paneled seats; generation of double curved surfaces, illustrated by a barouche with 
 round bottomsides, including the study of different forms of bodies, such as drop- 
 centre landaus, and broughams with ogee turn under; ogee front quarter, bottom- 
 sides of coaches and barouches ; cheat-line, and proportional triangle illustrated on 
 a Clarence body and on a C-pillar back quarter. Lessons, 24. 
 
 Extra Series. —The draught of vehicles and division of weight, displacement of 
 centre of gravity, and objectionable mode of suspension. Lessons, 4. Miscellane¬ 
 ous subjects. New method of determining the cheat-line. Lessons, 1. 
 
 On the receipt of Tuiton fee, all lesson papers for the term will be mailed to the 
 pupil at once, instead of one each week as heretofore, in order that the pupil can see to 
 what the lessons are tending, and any pupil who has finished the study of the full 
 term lessons will, by sending tuition fee for the next term to the Instructor, re¬ 
 ceive the whole number of lessons for that term. 
 
 This class will hereafter be kept open during the entire year, and pupils may 
 join at any time. 
 
 There are twenty-nine lesson papers in first term; twenty-five lesson papers in 
 second term ; and twenty-nine lesson papers in third term. 
 
 Pupils in this class are also invited to ask questions concerning practical points 
 connected with the trade, and answers to such questions will be returned by mail. 
 Written examinations will be required at the end of each series of lessons, in order 
 to test the progress and proficiency of pupils; and, at the close of the term, diplo¬ 
 mas will be awarded to those deserving such recognition. 
 
 The primary class will be occupied chiefly with the study of free-hand drawing, 
 which the Committee deem of foremost and vital importance to all mechanics ; the 
 “Intermediate Class” and “Advanced Class,” for the study of carriage geometry 
 as applied to carriage construction, popularly known as the “French Rule.” 
 
 All employees of manufacturers of carriages, wagons and sleighs, and the trades 
 accessory thereto, doing business within the United States and Canada, are eligible 
 to membership in these classes of “ Corresponding Pupils,” the only conditions of 
 entrance being : first, a letter of recommendation from the employer ; and second, 
 the remittance in advance, by post-office money order, of $1 for each apprentice 
 
118 EDUCATION IN THE INDUSTKIAL AND FINE ARTS. 
 
 under twenty-one years of age,—or $2 for journeymen and others—which will cover 
 all fees for instruction during the first term. 
 
 Each pupil will be expected to provide himself with necessary drawing instru¬ 
 ments, paper, etc., and to prepay postage on all communications sent to the teacher. 
 
 Works of reference and text-books will be recommended to pupils who show the 
 need of such help; and, if desired, these, as well as drawing instruments, paper, 
 etc., will be supplied at cost price by the teacher. 
 
 These lessons are also peculiarly well fitted for stair-builders, ship-builders and 
 mechanics in general who have to do with the more complicated forms of work, 
 although only persons employed in carriage building are admitted to the classes. 
 
 By order of the School Committee, acting for the full Board of School Trustees 
 representing the Carriage Builders’ National Association. 
 
 Franklin Murphy, Chairman. 
 
 W. W. Ogden, 
 
 C. M. Britton, 
 
 Henry Morton, Ph. D. 
 
 E. M. Hotchkiss, Sec’y and Treas. 
 
 There have been ten “graduates” since the first class in 1885, and 
 each of these are said to be filling responsible and well paying posi¬ 
 tions or are in business for themselves. Three hundred and fifty 
 pupils have attended the Evening Class since its opening in 1880, and 
 seven hundred and thirty two have joined the corresponding class. 
 These were from twenty nine States, two territories, and Mexico, and 
 Canada. Andrew F. Johnson is the Instructor in Chief No. 222 
 Bowery New York. 
 
 Educational Discussion at Annual Convention, 1883. 
 
 In connection with the account of the establishment and support 
 of this technical school the further action of the Carriage Builders’ 
 National Association, in regard to questions of education, is not 
 without interest. The public discussion in 1883, by the convention 
 at New Haven, which followed the reading of a report upon “ appren¬ 
 ticeship,” embraced many of the topics already considered in this 
 Report. As the views of practical men, from various sections of the 
 country, they are full of interest and of suggestion;—some quota¬ 
 tions from their remarks are here inserted, as bearing directly upon 
 the question of how far the training in the elementary public schools 
 can be made to promote technical proficiency in the industrial arts. 
 The question of possible apprenticeship has an important bearing 
 upon a consideration as to what changes are desirable, or additions 
 feasible, in the present system of public schools. 
 
 In the discussion which followed the reading of the report, many 
 degrees of intelligence were evinced as to what is already taught in 
 the schools, and as to what it is desirable to teach in order to best 
 prepare pupils for acquiring a knowledge of the art of carriage 
 building; together with much indiscriminate complaint of the public 
 schools. If, as some of the speakers contended, the best age, for 
 
REPORT TO CARRIAGE BUILDERS’ CONVENTION, 1883. 119 
 
 boys to begin apprenticeship to this trade is that of 15 years, it is 
 obviously unreasonable to demand of the schools as much of train¬ 
 ing as if the boys remained in school till 18 years of age,—some of 
 the speakers recognized this, others did not;—some affirmed that in 
 some public schools, instancing them, good preparation for the 
 industrial arts was given and argued that similar training could be 
 given in all; others recognized that educational training must be 
 carried on long beyond the 15th year, and urged provision for that 
 by the employers; all, however much they might differ as to details, 
 were agreed that the only way to keep the art of carriage building 
 in this country from deteriorating, was to be attained by affording 
 to the future workmen the means of acquiring superior mechanical 
 and technical training. 
 
 REPORT BY THE COMMITTEE ON APPRENTICESHIP. 
 
 The association, at its previous annual meeting, had “ appointed a 
 committee to enquire into the present condition of the apprentice¬ 
 ship system of the carriage trade in various parts of the United 
 States, and to recommend, if possible, some plan which might be 
 generally adopted by the carriage builders of the country.” Mr. 
 Jno. W. Britton, of New York, Chairman, and Messrs. Wm. D. 
 Rogers, of Philadelphia, Penna., and Chauncey Thomas, of Boston, 
 Mass., constituted this committee. In their long and well written 
 report, the committee recite their actions and comment at length 
 upon the situation. They issued inquiries to the trade generally 
 but received few returns. In commenting on the apparent indiffer¬ 
 ence to a matter of such real concern they say: 
 
 The builder of medium and high grades of carriages must be aware that this 
 indifference as to where the skilled labor of the future is to come from, is lowering 
 the status and importance of his trade. Machinery will not do all things in the 
 production of carriages of the higher grades; there is a limit to its efficiency in 
 any departments, and it is still an open question whether hand labor or machinery 
 produces under certain circumstances the best work. This remains an open ques¬ 
 tion, not because the well-constructed machine is less accurate than the human 
 hand and eye, but because, as the advocates of hand labor assert, the rapidity of 
 the machine renders it impossible to discover defects in timber and metals which 
 the eye of the well-trained mechanic discovers in the careful and slower handling 
 of the material; hence it may be safely assumed that the demand for skilled me¬ 
 chanics in the production of all grades of carriages will be continued for many 
 generations. 
 
 They attribute the absence of antagonisms between laborers and 
 employers in their trade, to the superior intelligence of the work¬ 
 men.—In passing, they thus refer to the fact that the old system of 
 apprenticeship known to the law has become obsolete, though often, 
 the laws remain on the statute books.— 
 
 In the correspondence elicited by our circular letter addressed to the trade, we learn 
 that in many of the States the old Statutes governing the relations between master 
 
120 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 and apprentice still remain, but that they have become in the majority of States 
 obsolete. Why this is so, may be accounted for by the fact that they have ceased 
 to have any affinity with modern ideas regarding the interference of the State with 
 individual business and private contract, and the experience of your committee 
 prompts it to sympathize with this view in the matter. 
 
 Whatever may have been the necessity or the success of this method in the early 
 days of the nation, and under a government not wholly divorced from the tradi¬ 
 tional idea that it must in some way share the parental authority with the citizen 
 in its administration of affairs, it would seem unwise under existing circumstances 
 to call upon the State to enact special laws to govern apprentices; but let them be 
 governed as all other citizens are governed as to their duties and conduct, and 
 leave them and their employers to settle upon the terms defining their mutual 
 relations. 
 
 NEED FOR ELEMENTARY TECHNICAL TRAINING OF BOYS. 
 
 They then enter upon the whole matter of the education of boys 
 for trades, as follows: 
 
 The question of technical education in preparing boys for the higher mechanical 
 trades has received a vast amount of attention within the last few years. Your 
 committee believe, however, that in the discussion which it has produced, and 
 which seems to be constantly increasing, we are in danger of losing sight of the 
 practical, and are verging upon theories and schemes which, if not checked, will 
 lead to disaster, rather than success. 
 
 There can be no doubt, your committee believe, that there is a real and pro¬ 
 nounced want now existing for a higher grade of mechanical education—one which 
 will afford opportunities for instruction to a large number of boys who have a spe¬ 
 cial talent for the higher mechanics, but who without such opportunities would 
 enter into professions and occupations for which they may be totally unfitted ; but 
 the country is rapidly supplying this want, and already schools have been estab¬ 
 lished, and have attained a degree of success which warrants us in believing that 
 they will increase as fast as the needs of the country demand. From these schools 
 the manufacturer who has to deal with the higher sciences receives his manager 
 and specialist, whose investigations and experiments enable him to keep pace with 
 competitors and older countries with whom he has to share the trade of the world. 
 
 Beyond this brief mention, your committee believe that such schools as have 
 been described need not be considered in discussing this question. A certain 
 amount of technical education has become a necessity to those who are now in the 
 employ of the carriage-builder in this country, and your Association is now striving 
 in a modest way to supply the needs of the trade in this direction, by giving such 
 practical and theoretical instruction in their own school in the city of New York as 
 will enable the young and ambitious mechanic and apprentice to make good the 
 deficiencies of his earlier education. 
 
 THE PUBLIC SCHOOLS CRITICISED. 
 
 Much of this want in our own country is caused by the inefficient education of 
 the youth in our public schools. These schools are established and paid for by tax¬ 
 ation, in order that a fair common education may be secured by the poorest boy to 
 aid in making him an intelligent and useful citizen. Since the earliest days of our 
 Government, this has been considered as a duty of the State, and much of the suc¬ 
 cess achieved by the nation may be credited to this policy; but your committee 
 have evidence that the character of these schools is constantly deteriorating, espe¬ 
 cially in the larger cities and towns, where the common enemy, party politics, has 
 
NEED FOR ELEMENTARY TECHNICAL TRAINING. 
 
 121 
 
 sapped their foundations and largely destroyed their usefulness. To-day, the boy 
 under the age of 15 who leaves the average common school finds himself totally 
 unprepared to enter upon a useful career. The studies which would fit a boy for 
 an apprenticeship in some mechanical trade have either been ignored in the school 
 where he has spent several years, or they have been pursued in a manner so slov¬ 
 enly, and under incompetent or uninterested teachers, that they give him little or 
 no help when he enters practical life. 
 
 CIRCULAR LETTER ADDRESSED TO PUBLIC SCHOOL OFFICIALS. 
 
 Your executive committee during the past year have had under serious consider¬ 
 ation the question of public education in connection with the apprenticeship ques¬ 
 tion, and a special committee was appointed, consisting of members of its body, 
 to endeavor to awaken interest in the subject among the educators and official 
 bodies in charge of public education. To this end the following circular was pre¬ 
 pared, and a large number of copies were addressed to parties who should be spe¬ 
 cially interested in the question. 
 
 To Officials and Official Bodies in the United States having the Supervision of 
 
 Public Education:- 
 
 The Carriage Builders’ National Association of the United States, in behalf of the 
 industry represented by them, and of other mechanical industries of our country, 
 beg leave to call your attention to the necessity of some change in the course of 
 study in our public schools, that will prepare those who intend to become appren¬ 
 tices in trades and mechanical pursuits requiring a high standard of taste and skill. 
 
 This association, having recently established in New York City a school for the 
 advancement of technical knowledge among the apprentices and young mechanics 
 of our trade, have at the outset been met with the serious obstacle that very few of 
 the pupils, although they may have attended the public schools of this and other 
 cities, have had any instruction in free-hand drawing and geometry so necessary 
 to all who wish to engage in the higher mechanical pursuits. 
 
 We are well aware that the studies above referred to are included in the ordinary 
 school course of the cities and towns, but we beg leave to call your attention to the 
 fact that boys intending to learn trades leave school earlier than those intending to 
 follow the professions and other pursuits, and usually before reaching that part of 
 the school course in which free-hand drawing and geometry are taught. Thus they 
 are deprived of the very studies which they specially need to make them skilled 
 and intelligent mechanics. 
 
 Your attention is further called to the fact that the advance already made in the 
 mechanical arts in this country calls for a higher standard of taste and skill than 
 heretofore, and there is every evidence that a still greater demand for skilled work¬ 
 men will arise from year to year in order that in our rapidly increasing production 
 we may successfully compete in the markets of the world with the manufacturers 
 of other countries. At present we are dependent in a great measure upon artisans 
 educated in their trades abroad ; but the number of this class seeking our shores 
 for employment is lessening every year, and has almost entirely ceased in many 
 of the trades calling for the highest skill. The lack, too, of any well established 
 apprenticeship system in this country precludes any relief in the near future from 
 that source. 
 
 We, therefore, deem it highly important to reinforce the ranks of the mechanics 
 by a system of public school education which shall earlier fit boys to enter into 
 
122 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 • 
 
 trades, and with some assurance that their preparatory studies are likely to assist 
 in making them intelligent and skilled workmen. 
 
 (Signed) William D. Rogers, Pennsylvania. 
 
 Chauncey Thomas, Massachusetts. 
 
 Lowe Emerson, Ohio. 
 
 W. N. Fitz-Gerald, New Jersey. 
 
 Wilder H. Pray, New York. 
 
 Geo. W. W. Houghton, New York. 
 
 John W. Britton, Chairman, 
 
 ■ 1581 Broadway, New York City. 
 
 Committee of the Carriage Builders’ National Association on Technical Educa¬ 
 tion. March, 1883. 
 
 * * * Your committee adopt the views of the executive committee as set forth 
 in their circular, and reiterate that one of the chief obstacles in the way of a good 
 apprenticeship system is the inefficient education, at least in certain branches, of 
 the boys who desire to become mechanics. We who take these badly-educated boys 
 into our workshops know the difficulty to be overcome in making them useful and 
 skilful in their work. A boy who enters a wood-shop or smith-shop with a fair 
 amount of instruction in the branches alluded to in the executive committee’s cir¬ 
 cular, has a decided advantage over one who has been deprived of such instruction, 
 and is more likely to become profitable to his employer and to himself. 
 
 It is also believed by your committee that the complaint on the part of employers 
 that apprentices are unprofitable, arises in part from the careless manner in which 
 they are are selected. The selection of a boy because of a robust physique is too 
 often a leading consideration ; whereas a boy should be selected, for certain branches 
 at least, because of- his mental powers, and his ability to learn and understand what 
 may be considered the higher mechanical requirements of the trade. “Main 
 strength” will not accomplish all things, and the lad who is able to exercise that 
 quality alone should not be asked to learn a trade in which his mental powers as 
 well as his muscle must be brought into his work. There is always a place for a 
 boy who has strong arms and an ill-furnished head, but his place is not at the bench 
 of a mechanic. 
 
 It should also be understood that after the employer has exercised his best judg¬ 
 ment in the selection of an apprentice his part of the work is still incomplete. How 
 many employers seriously consider the duty they owe to the apprentices they have 
 taken into their shop? If the boy is expected to be industrious and faithful in his 
 work, is there not a reciprocal duty on the part of the master? Is it not his duty 
 to make some effort to put the boy in the right place, and to authorize some com¬ 
 petent person to give him the proper instruction, and to see personally that this 
 duty is performed ? The boy who comes into the shop to learn a trade and do his 
 duty, is entitled, to use a homely expression, to a “ good start,” and in addition to 
 that he should have in his progress a part of the watchful care which the employer 
 or his representative gives to the general business. To this should be added some 
 encouragement for duty well performed, without which youths in all stations of 
 life are apt to lose interest in the work before them.” 
 
 In conclusion they make four recommendations as to the kind of 
 mutual agreements and obligations to he entered into between 
 parent and hoy, on the one hand; and employers, on the other, and 
 suggest the appointment of a special committee to prepare legal 
 blanks, etc. 
 
THE COMMITTEE REPOET ON TECHNICAL TRAINING. 
 
 123 
 
 THE REPORT DISCUSSED. 
 
 The report, which was evidently well received as an able paper, 
 was then discussed at length; a few extracts follow. 
 
 Mr. Britton on the general subject of educating boys said, among 
 other things: 
 
 Mr. Britton: I do not propose to let this thing stop. I have looked at this thing 
 for a good many years, and I am deeply interested in it. Since I have had some¬ 
 thing to do with the management of the Technical School, I have learned more 
 about boys; and I tell you boys are deteriorating as well as men. To-day one of 
 the serious wants of the carriage manufacturer is to get a boy who is willing to 
 learn a trade and to have brains. It is almost an impossibility for us in the city of 
 New York to get a boy to learn a mechanical trade after he has come to his seven¬ 
 teenth year. If you get one or negotiate for one, his mother comes there and wants 
 to know if you cannot make an exception in James’ case ; it is impossible to get up 
 and get his breakfast at seven o’clock; can’t you make it half-past seven? That is 
 the mother who is breeding boys who make very poor mechanics. [Applause.] I 
 tell you this subject wants constant agitation. The best plans that have been de¬ 
 signed will not hold water, unless there has been public opinion brought upon them 
 to make boys better. [Applause.] If you get pretty good boys, you will have 
 pretty good men. This is a fact; there is no gainsaying it. And we all want that 
 our boys should become pretty good men. This country has become demoralized. 
 I remember 20 years ago people saying : ‘ ‘ When the boys come back from the war, 
 what are we going to do with them ? They will all be demoralized.” A good many 
 people had double locks put on their front doors ; but the fact was that the average 
 American boy that went to the war was not the boy to become demoralized. What 
 this country needs more than anything else, is discipline ; and that they got there. 
 And when they came back they were better than when they went away. [Ap¬ 
 plause.] The people who were demoralized were those who stayed at home and 
 got substitutes and got contracts. 
 
 * * * I am trying to get at this tiling, so that the children of the men who 
 are working for their living and trying to found a respectable business for their 
 successors or their children, may not look at the men who possess millions for ex¬ 
 amples, but that they must look at men like those before us to-day — that we must 
 take our boys and make them better. We cannot reform the world ; but we can 
 do something by working ten hours a day. We can make some one thing better : 
 and I think the place to begin for this Association is the Apprenticeship System. 
 And when you go back afld review the proceedings of this Convention I desire that 
 you may have more perfect views on this subject. I left the public schools at 12 
 years of age. I gave my only boy three years longer than I had, and when I ex¬ 
 amined him I was sorry to find how little he did know—not as much at 15 as I, and 
 yet a brighter boy than I, a much duller boy, knew at 12. There must be some¬ 
 thing wrong in this manner of educating. Our present education is not practical 
 and of no earthly use, or else the people that have it in charge do not know their 
 business and we are not doing our duties in not informing them. I can remember 
 when it was a very important thing for a father to look after the education of his 
 boys and girls. If I had time, I should like to have a hack at the girls. We bring 
 them up wrong, too; we do not teach them to sew as skilfullj as we teach them to 
 play the piano. 
 
 I hope that the suggestions that I have thrown out, and that have been thrown 
 out by others, will help us in determining this matter; and at the proper time I 
 shall make the motion, or ask some one to do so, that we shall go on and perfect 
 this paper; and within a few months—I hope before the year expires—we may be 
 
124 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 able to send a perfected plan, not only to carriage-makers, but to other trades, and 
 in that way awaken an interest throughout the land on the subject of apprentice¬ 
 ship. Let us try, and do our duty. 
 
 Mr. Thomas, of Boston, also a member of the committee, has his 
 say about the schools, as follows: 
 
 Mr. Thomas: I wish to say in regard to the public schools that I believe the ten¬ 
 dency is in the wrong direction. I believe that our principal schools are educating 
 boys not in what they should know, but rather in what they do not need to know. 
 I know that the old institutions still stick to their own literary courses. And perhaps 
 it is well enough. But in my opinion the schools should introduce free-hand draw¬ 
 ing and geometry, and also a large amount of practical mechanical knowledge. 
 And the number of such schools is increasing very largely. They have the oppo¬ 
 sition of the schoolmen who believe in nothing but the old regimen. But still 
 practical men will have their influence, and we will have ours in promoting proper 
 education. I think the outlook is rather hopeful than otherwise. 
 
 Mr. Killam: I have been very much interested in reading this report. I think 
 it is a very important paper. We cannot over-estimate the necessity of the Appren¬ 
 ticeship System. We must have skilled labor in order to make good work, and our 
 skilled labor must begin at the boys. * * * 
 
 Mr. Mulholland: I do not intend to let the matter rest here. My friend says 
 that the schools are taking up the matter to some extent, not as they should, not as 
 we want them to; but they are beginning to teach free-hand drawing and geometry 
 with the younger pupils at school—those that are compelled to leave before probably 
 the age of 15 years to learn a trade. As the chairman of this committee says, it 
 should be the great object of our common schools to make better citizens, to make 
 the masses better, and if the masses require one thing more than anything else it 
 is making better workmen of them, better artisans, better mechanics. * * * 
 
 Mr. Maris, then raised a question about the profit or economy of 
 employing boys at all. 
 
 Mr. Britton in reply said: “There is no question about it that boys pay. We 
 have about fifty of them, some very good ones, and we have found them very prof¬ 
 itable. In the trimming shop, for instance, we have a man who knows how to turn 
 a boy into a man, looks after him, takes an interest in him, teaches him; and from 
 the very first day they go there and make their first bucket of paste he makes them 
 pay. He knows what a boy can do and what he cannot do. 
 
 The hardest thing in my opinion is to make a first-rate blacksmith out of the 
 average boy, and it is often not a very profitable undertaking. That is the only 
 branch which I cannot say has been a profitable one. But, I tell you, you have no 
 wagon shop until you have a good blacksmith, and the blacksmith boy is the boy 
 that should be of the highest rank, of the very best stock; not only of good phy¬ 
 sique, but also with lots of brain. For the blacksmith works with his eye and his 
 brain more than a man in any other branch of our trade. And I hope the time 
 will come when every member of this Association that runs a carriage shop will 
 look out to get an exceedingly bright and intelligent boy to put at the forge. Good 
 blacksmiths can be made. We have made them. They are hard to make, and I 
 am afraid they are not profitable; but somebody who has the welfare of the trade 
 at heart must make a few as he goes along. 
 
 Mr. Shepard : I believe this question, what the future artisans of the country are 
 to be, is one of the most important for the political economist to consider. And in 
 our treatment of the question we must do by the boys as we do by the timber that 
 we put in the carriage. We must first select that which is suitable, and then 
 mould it to the very place we wish it to occupy. So I believe that we should 
 
VALUE OF APPRENTICE BOT8 DISCUSSED. 
 
 125 
 
 commence in our common schools of education, and demand of the parents who 
 send children there at their entrance: “ What do you wish your boy to become?” 
 If he is to become an artisan, his whole teaching should be to fit him for that very 
 place. The idea of becoming an artisan should be instilled into his mind when he 
 enters school, and all his training should fit him for that very place. [Applause.] 
 
 Mr. Quinby : On the question will boys pay, I would say that we have with us in 
 our manufactory in Newark one man who came with us when a boy, and has 
 stayed 53 years, and another who has stayed 40 years. We find the best mechanics 
 to be the men who have learned their trade with us and have stayed with us ever 
 since.” * * * 
 
 “ Mr. Studebaker, (of South Bend Indiana:) I am satisfied that the place to com¬ 
 mence is where the chairman has stated—in the boys when they are young or at 
 home. Try to educate the mothers to instill into the minds of their boys the fact 
 that a mechanical trade is honorable. The great trouble is that the opposite opinion 
 prevails. There is not a day when we are not asked the question : “ Can you give 
 my boy a place in your office?” And I frequently ask them : “ Why don’t you let 
 him become a blacksmith?” 
 
 Mr. Britton : If he knows enough. 
 
 Mr. Studebaker : Of course, there are different branches of our trade. Some 
 do not require as much brains as others. There is a place for all the boys, and to 
 make them successes in life you must start them right, try to mould their charac¬ 
 ters right, educate them right, make them believe it is honorable to earn their 
 bread by the sweat of their brow. This apprenticeship question is one that has in¬ 
 terested me very much, because I had a little experience of it in my boyhood days. 
 In those days a boy had to work, and sometimes would not even get his board, but 
 had to pay something besides. Now the trouble is they want wages right off. But 
 the boys are not so much to be blamed as the parents. What we want is united 
 work, and I see no reason why good results should not come from our efforts. 
 I am satisfied there will. In our establishment we have for over 20 years always 
 taken boys on trial. Time alone will tell what kind of work he can do. One kind 
 of work he will be able to do better than another. 
 
 The people of this country are to-day thinking more on this subject of apprentice¬ 
 ship than we have any idea of. We have plenty of politicians and professional men, 
 but we want more business mechanics—intelligent mechanics. There is no reason 
 why a boy’s education should not be mechanical. I have been sending my son to 
 college, and as soon as he graduates I am going to put him in the factory, and keep 
 him there until he is a mechanic, if it takes ten years. [Applause.] If the mothers 
 and the fathers of this country would commence with their children when they are 
 young, and press the thought upon their minds that it is honorable to become a 
 mechanic, it will be a great help in this matter. A man does not need to be a 
 shoemaker or blacksmith; some men have succeeded in other lines ; but I believe 
 it is more honorable to be a mechanic than anything else. A trade is something 
 that nobody can take from you, no stock-jobbing can rob you of; and therefore I 
 heartily endorse the report of the committee, and hope something will grow out of 
 it that will be beneficial to this Association. 
 
 Mr. Judkins : I have just a word to say. I am not a talking member. But in 
 regard to this matter I wish to say that I have had a boy in the Technical School 
 in New York since last year; and I know something about how a boy should be 
 fitted to enter a school of that kind. I have learned that the great trouble lies in 
 our common schools and in our advanced schools. I believe that every carriage- 
 maker in New England is blind to his interests, to the interest of his boys and the 
 rising generation, and to that of carriage manufacturing, if he fails to see that the 
 primary and fundamental principle lies in our public schools and seeks to remedy 
 it. It should be obligatory upon every school commissioner and those that manage 
 
126 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 schools to see to it that no boy graduates from that school, unless he understands 
 the higher mathematics, the principles of geometry. For if he understands them 
 he can readily learn the mechanical principles of carriage-making. I believe in 
 this, and I believe it is our duty as carriage-makers, and those that love the car¬ 
 riage interests, and love our boys, and love the best welfare of the craft that we 
 represent here, that we should exert our influence in this particular direction, be¬ 
 cause this is the fundamental principle that boys should know or understand and 
 learn in the primary schools. There are many boys sent to that Technical School 
 in New York who are not fit to enter because they do not understand the higher 
 mathematics. I know a boy in my town who graduated from the high school, yet 
 could not tell the amount of wood in a certain pile. And I believe this is a fair 
 sample of very many of the boys from other high schools. It is ridiculous— a 
 shame; and it all lies with the managers of the schools. In reference to the School 
 at New York, I wish to say that I am very well pleased with it. I was very par¬ 
 ticular before my boy entered to have him fitted to pass the examination, and I 
 think he passed a very fair examination. His progress has been excellent, not due 
 so much perhaps to his own ability as to the instruction and good management of 
 those who are in charge of the School. [Applause.] 
 
 Mr. Jones. Mr. Studebaker has said a great many things that I was on the point 
 of saying. I want merely to ask the question are we not educating our boys f ull 
 enough ? Are they not educated to-day in the common schools and the high schools 
 above the capacity of a great many of them ? They are educated above work ; they 
 all want a position in an office after they get this education. My idea of a tech¬ 
 nical education or any education is a practical education—an education where a 
 boy can be put to work, taught how to work, and be made to love the work, so that 
 he would become interested in it. The Stevens Institute of Technology in Hoboken 
 is such a practical school. There is another in Worcester, and elsewhere. In these 
 schools a boy learns the use of tools, and thus gets a practical education which I 
 think is worth more than theoretical educations generally. If you get too much 
 theory into a boy’s brain, his physical condition cannot work it out—or won’t, as 
 is generally the case. It is said a great many men are educated for the ministry 
 because they are not fit for anything else. So they make second-rate preachers that 
 would not be good for anything as apprentices. The gentleman in my rear "said a 
 scholar ought to know when he goes into a school just what he is going to do, and 
 that the parents should tell the teacher what that scholar is to do. I think the 
 teacher had better find out what that scholar can do. There are but few of them 
 that know as much as that, but occasionally you find one that does. I have a boy 
 in my office who wanted to go to West Point, and asked me about it. I told him: 
 “ No, don’t throw yourself away on any such tomfoolery as that.” He had too 
 much brains [Laughter.] I know that boy will make a business man, and a smart 
 one. If you can only make the boys understand that what they should be is some¬ 
 thing where they can make themselves useful, and not where they will be a mere 
 ornament to society, and if you can make them think so, they will take hold with 
 a better will, I think. 
 
 Mr. Colyer : I have something to add. My experience with apprentices is that 
 the difficulty is to get them to stay when you have them. I have been in the habit 
 of paying them a certain amount for the first six months, and increasing it after¬ 
 wards by a certain amount, as they showed themselves capable of earning more. 
 But if they can get a little more somewhere else I find them always ready to go 
 away.” * * * 
 
 Mr. McLear (President): I can say that the system which this committee has 
 outlined by some strange chance—I am not one of the committee—is almost the 
 identical system we have pursued in our factory for 20 years. The only difference 
 is we do not give a diploma and do not increase the pay at the expiration of the 
 
HOW TO HAVE USEFUL APPRENTICES. 
 
 127 
 
 time of service. And in our experience of 20 years we have found it generally to 
 work well, up to the time when the carriage trade was a little demoralized by the 
 panic. We had trouble then because the trade was not so brisk, but since that time 
 we have pursued the same system. We pay our boys, take them for a stipulated 
 period, increase their pay each year, until the last year of the service they get fair 
 wages, five or six dollars a week, and we never have trouble in keeping a boy that 
 we wanted to keep, as far back as I can recollect. 
 
 We take care, first in selecting our boys. We try to get them of good parentage, 
 and take them on probation for four weeks or even as long as three months, until 
 we are sure that the boy will make a mechanic. For not all boys do make me¬ 
 chanics. * * * 
 
 Mr. Rolph : I am a mechanic and served my apprenticeship in 1844, and put out 
 my sign in 1849. In my factory, the foreman served his time as an apprentice, 40 
 or 50 years ago, and has been with me ever since I had charge of the factory, until 
 up to July last, when he died. There is not a man working in that factory since I 
 have had charge of it that did not learn his trade there. I was associated for several 
 years with a nephew of Peter Cooper in the manufacture of glue in Cincinnati. 
 
 Mr. Britton : That is the reason your men stick so. 
 
 Mr. Rolph : The reason I mention this is the fact that we all know there is a 
 desire to shift the matter of taking apprentices by saying: “ Let some one else take 
 them.” 
 
 Cooper & Co. educated all their glue-makers; and where do they stand to-day ? 
 Do we not all know ? At the head, and for 40 years have done so. You do not see 
 any of their salesmen begging for trade, as do others in every branch of business. 
 No, you never see a salesman from Peter Cooper’s concern, the largest in the world. 
 Why? Because the excellence of his goods makes them go everywhere, and you 
 are begging for them. The report of the committee I am heartily in favor of in 
 every respect. 
 
 THE PUBLIC SCHOOLS INADEQUATE. 
 
 In regard to the public schools, I do not believe you will get very much beyond what 
 you have already accomplished. I have some experience in that matter, being a 
 public-school officer myself. I do not expect any change in that particular. You 
 cannot expect it. It must come from the technical schools, like the Cooper Insti¬ 
 tute, and then the public schools will take it up. The boy who is to learn a trade 
 comes to me when he is very young ; he has only had an opportunity to go through 
 with the ordinary course in public school. And therefore I am heartily in favor of 
 the report, hope it will be adopted and carried out, and that this diploma system 
 will also be carried out. When I learned my trade, I was to receive $5 a year for 
 spending money, and ’my board and clothes, and when through I was to receive 
 $50. I have always been thankful that my father signed the indenture to make me 
 an apprentice, and taught me so much that has been valuable. In taking appren¬ 
 tices, I try to see the parents before the boy comes, and if he seems to be a bright, 
 smart boy, of good habits and steady, I engage him. So with my other employes. 
 Itook my book-keeper from the public school, and I had occasion to let him go and 
 take another also from the public schools. I never had a boy in my shop or in my 
 office in the 30 years I have been in business, who left me, unless I sent him away 
 or gave him permission to go. 
 
 Mr. Britton : I am very much gratified with the remarks of the gentleman who 
 has just taken his seat. I do not know that we can get a stronger endorsement of 
 what we are trying to do. But he has not touched the foundation. He says you 
 can not get anything out of the public schools. He is a public school officer—and 
 with due apology—I did not suppose any of the carriage-makers would arrive at 
 that dignity. [Applause.] He says you cannot [get anything out of the public 
 schools. You can get a great deal better things out of them than heretofore. 
 
]28 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 THE PUBLIC SCHOOL AT COLLEGE POINT PRAISED. 
 
 When we wish a first-class boy, we draw upon the public school of College Point, 
 Long Island. Why do we go there ? The German system is in vogue there, and 
 we have four or five boys to-day in our drawing-room that are better educated at 
 14 than when we take them out of our own New York public schools at 16 years. 
 There is a discipline and method, earnestness and honesty of purpose on the part of 
 teachers in the management of the schools there. The public school at Greenpoint 
 has a class-room called a mechanical class-room, and every boy has a little hack at 
 that every day. When he comes there, he sees a blackboard with lines drawn on it 
 and he learns to calculate; and that is what a Yankee used to do, but he has lost 
 his grip. He don’t calculate ; he runs head first. [Applause.] Why should the 
 little town of College Point, Long Island, turn out better boys than the great city 
 of New York ? Simply because of its better methods and better management. I 
 approve, too, of the German kindergarten method. I wish to say to you that 
 technical schools as we conduct ours have a different object from such schools as 
 the Stevens Institute of Technology at Hoboken. They try to educate leaders. 
 We do not educate leaders; but what we want is to educate men who are to do 
 ordinary work, and to do that work well and intelligently—to render our boys 
 better prepared for the work-shop. 
 
 SCHOOLS OF COLUMBUS, OHIO, PRAISED. 
 
 Mr. Firestone, of Columbus, Ohio: I heartily endorse the report of this com¬ 
 mittee, and I am satisfied that we can all derive some benefit from it. In regard to 
 the teaching of drawing in the public schools of my own city I think we have the 
 most perfect system in our schools, there is anywhere in the country. Our exhibits 
 at the Centennial, and other expositions, have always received the highest award. 
 In our schools drawing is compulsory. At the age of eight years our children are 
 obliged to purchase their drawing books ; and in looking over their books I find 
 that they know a great deal more about drawing at the age of 10 or 12 years than 
 I ever knew in that line. In our city we have the Ohio City University, which has 
 organized a course for young men from any part of the State, who are at liberty to 
 work two or three hours each afternoon in the mechanical laboratory. The State 
 furnishes them the iron and the wood, and the power of the tools to work them. A 
 brother of mine attending the school surprised me with specimens that he had 
 worked after attendance for a very short time. They teach them, for instance, the 
 welding of iron—how it should be heated, at what heat they can make the best 
 weld, how to strike the iron, and so on. 
 
 In our factory we get the best results from boys who have been with us from the 
 time they are old enough to work ; and we are always very anxious to get hold of 
 a boy that is a good boy, and we take pride in teaching him. We have a great 
 many boys in our employ to-day that in their several departments of work can do 
 at least one-half more than nine-tenths of the old men. They become very expert. 
 
 On motion of Mr. Studebaker, the Report was accepted and the 
 committee then directed to perfect plans. 
 
CHAPTER V. 
 
 AN IMPORTANT EXPERIMENT IN TECHNICAL TRADE EDUCATION. 
 
 The Technological School of the Baltimore and Ohio R. R. Co.—How President 
 Robert Garrett, of the B. & O. R. R., came first to consider the project of open¬ 
 ing a school for the higher technical training of youth for railroad service—The 
 address on Technical Education, by Hon. Teackle Wallis, before the Maryland In¬ 
 stitute in 1881—General Counsel Cowen brings this at once to the attention of 
 President Garrett, and suggests the opening of a school, in a formal communica¬ 
 tion—Dr. W. T. Barnard, Assistant to the President, directed to investigate and 
 report—Professor Coler, and Mr. C. W. Scribner, aid in the investigations in Eu¬ 
 rope and the United States—The Library and archives of the U. S. Bureau of 
 Education availed of—An admirable ‘ ‘Report on Technical Education in Industrial 
 pursuits with special reference to Railroad Service ” the result—The army of men 
 employed by the Road—The need of better education of the employees of the 
 Road emphatically shown—Present Educational condition of the dwellers along 
 the line of the Road—Children of employees employed by preference, therefore 
 the need that they be sufficiently educated—Apprentice training at the Mt. Clare 
 Shops—The new school begun in 1885—Previous condition of these apprentice 
 boys—Indifference of Mt. Clare workmen to the opportunity offered for reading 
 books and papers—How the new requirements improved the class of apprentice 
 boys—Need of a special Technological department shown—Difficulty of com¬ 
 bining instruction with the shop needs—Desirability of special training for all 
 classes of Rail Road employees—Lines of educational work suggested—Relation¬ 
 ship of Johns Hopkins University to the B. & O. R. R.—Johns Hopkins a large 
 owner and, consequently, the funds given to the University, largely invested in 
 B. & O. securities—Relation of this movement to general interests of the Road— 
 What may result if this promising experiment is persevered in—Analogy between 
 the Military, Naval, and Railroad professions—The School—Executive order estab¬ 
 lishing the Technological School—Conditions for entrance—Examples of the ex¬ 
 aminations required—Circular defining reciprocal duties of Instructors and 
 pupils—Reprts made by the Instructors showing actual working of the school— 
 Summary by Professor Coler, of what had been absolutely accomplished by the 
 School—Reports by the special teachers and instructors. 
 
 The Technological School of the Baltimore and Ohio R. 
 
 R. Company. 
 
 One of the most interesting practical experiments in the line of 
 definite technical education was made under the auspices of Presi¬ 
 dent Robert Garrett, of the B. & 0. R. R. Co., in the planning and 
 opening at the company’s shops at Mt. Clare, near Baltimore, of a 
 school designed to include a comprehensive course in the technical 
 training of youth, with special reference to their after employment 
 in Railroad Service. 
 
 ART—VOL 4-9 
 
 129 
 
130 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 This purpose, suggested to Mr. Cowan, General Counsel of the 
 Company, by the thoughtful address on Technical Education, deliv¬ 
 ered by Hon. S. Teaclde Wallis before the Maryland Institute, June 
 4th, 1881, and by Mr. Cowan, brought to the attention of President 
 Garrett, on June 7th, resulted in a valuable contribution to Educa¬ 
 tional Literature in the admirable “report” made to President Gar¬ 
 rett in 1886, by Dr. W. T. Barnard, “Assistant to the President.” , 
 
 In the preparation of this report Dr. Barnard, and his aids Pro¬ 
 fessors Coler and Scribner, made careful studies of the literature and 
 the Institutions of Technical Education in the United States and in 
 Europe. All the facilities of the U. S. Bureau of Education were 
 gladly accorded to these investigators and availed of by them. 
 Many institutions in this country and in Europe were visited. The 
 result of all this study and investigation was embodied in a special 
 report * made to President Garrett. A school to he developed on the 
 lines indicated in this report had been authorized by an order of the 
 President in January, 1885, as an enlargement of the training which 
 had been previously given to the apprentices. A beginning of the 
 school was made in the autumn of the same year, and the reports 
 of the Principal and teachers, which are appended to the main report 
 as “Exhibits” “ U.” “V.” and “W.” give the plans of the school 
 and the history of the experiment to January 1st, 1887. A subse¬ 
 quent change in the ownership and management of the B. & O. R. 
 R. Company, resulted in the closing of this school and the apparent 
 abandonment of the plan as here proposed. Whether this implies 
 an absolute giving up of the plan, or only its postponement, I am 
 not informed. 
 
 The plan was so thoroughly considered, and the report so carefully 
 prepared, that I have judged it advisable to abstract such portions 
 of the report as treat of the general topic, and to give them in an 
 appendix to this volume, f As much relates to local conditions in the 
 city of Baltimore, such matter is omitted; as being of less general 
 interest. That portion of the report which relates directly to the 
 school, and those “ exhibits ” which contain the reports of the teach, 
 ers, are here given; as they embody its brief history. 
 
 The story of this experiment is, also, of value for its suggestive¬ 
 ness. It is here associated with the account of the technical school 
 for carriage draughting, because this was, also, an effort to com¬ 
 mence a technical school with a definite purpose of training men to 
 expertness in a particular industry. The experiment here recited 
 acquires an importance from the fact that it proposed to train its 
 
 * Technical Education in Industrial Pursuits, with special reference to Railroad 
 Service. Report to the President B. & O. R. R. Company, by Dr. W. T. Barnard, 
 Assistant to the President. October 1st, 1886. Baltimore: Press of Isaac Frieden- 
 wald, 1887. Pp. 168 and 70. 
 
 fSee Appendix Y. 
 
EXPERIMENTAL SCHOOL OF B. AND 0. R. R. CO. 
 
 131 
 
 pupils to skill in an industry which directly and indirectly, affects 
 all men; whereas “carriage draughting/’ concerns comparatively 
 few. These two schools are, however, alike suggestive of the wide 
 reaching possibilities of definitely directed technical training. In a 
 calling so vital in its relations to the lives and the business of all 
 men, and in whose varied departments and industries, such armies 
 of men are employed, there hardly seems need of any argument to 
 show the value of trained intelligence in every department of rail¬ 
 roading. Had this educational experiment been suffered to continue 
 long enough for its results to be tested, it seems quite possible that 
 it would have been the precursor of a class of Institutions which, in 
 their scope, including in their preliminary instruction all railroad 
 men,—from the civil engineers to the track walkers, and taking in 
 the apprentice boys in the foundries and shops, where rails and 
 engines are made,—would almost have created a new kind of In¬ 
 dustrial University. If this school, as planned, is to be classed 
 simply as a “trade school,” it is so in a far larger sense than that in 
 which this term has hitherto been used. 
 
 The following pages, which close the report proper, treat directly 
 of the conditions which led to the experiment; of the classes of the 
 community from which the pupils are to be drawn; and of the 
 school as planned. 
 
 The picture given of the ignorance of many of the families of 
 workmen living along the line of the B. & 0. road, may, possibly, 
 startle some Americans from their fancied security in the intelligence 
 of the people. 
 
 A whole generation seems, as there shown, to be growing up to a 
 predestined life of the hardest and lowest form of labor, unillumined 
 by any light of intelligence ; and of such are to be the voters who 
 are empowered to decide the policies and fate of the Nation. Out of 
 one hundred and forty-seven future voters examined, Professor Coler 
 reported that not a single one possessed sufficient acquaintance with 
 the simplest elementary English studies to enable him to enter the 
 lowest grammar school grade !—Surely some preliminary schooling 
 seems called for here, before even the lowest grade of technical train¬ 
 ing can be made possible. 
 
 These pages of the report are inserted here as the best introduc¬ 
 tion to those of the “ exhibits;” in which are given the plan of the 
 school, the conditions of entrance, and the reports made by the 
 teachers; which last show the actual working of the school while in 
 operation. 
 
132 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Technical Instruction in the Baltimore and Ohio Railroad Service.* 
 
 SUCCESS OF B. & O. CO. ACHIEVED DESPITE THE EDUCATIONAL DEFICIENCIES OF ITS 
 
 RANK AND FILE. 
 
 The commercial success achieved by the Baltimore and Ohio Railroad Company 
 has in no sense resulted from the superior skill or intelligence of its subordinate 
 officials, or of the rank and file in its several departments, but rather in spite of 
 their deficiencies and through the force of character and capacity for affairs of its 
 executives and staff. It is interesting to speculate upon the greater results that 
 might have been accomplished had the executive ability, energy and money ex¬ 
 pended to secure its present position been supplemented by a corps of officers and 
 operatives whose general education had been of a high order, and had been supple¬ 
 mented by technical training such as makes original thinkers. 
 
 EXTENT OF B. & O. MECHANICAL OPERATIONS. 
 
 In the B. & O. service there are now more than 24,000 operatives. The rapid exten¬ 
 sion of our lines, and the more than correspondingly rapid development of the Com¬ 
 pany’s business, will make it necessary to largely increase this force from year to 
 year. Referring to what has already been said on the subject of railroad compa¬ 
 nies manufacturing from raw materials, I invite your attention to the fact that of 
 this force, about 8,000 men are engaged in the transformation of crude materials 
 into rolling stock and other railway appliances or in their repair. I assume that 
 the present policy has been found wise and satisfactory, and that the Company will 
 hereafter do a still larger proportion of its own manufacturing and continue to do 
 all its repairing. Under these circumstances the improvement of our mechanical 
 force, as well as of the machinery in our shops, is a subject well worthy your most 
 earnest consideration. 
 
 EXPLAINS WHY THE RANK AND FILE OF B. & O. R. R. HAVE LESS EDUCATION THAN 
 EMPLOYES OF MOST OTHER ROADS. 
 
 The fact is that the Baltimore and Ohio Railroad Company has been peculiarly 
 fortunate, in the sense that the geographical isolation of its main stem and branches 
 has resulted in the gradual formation of a corps of operatives who, by descent, tra¬ 
 dition and personal attachments, may be said to belong to the Baltimore and Ohio. 
 These people are sui generis. From their earliest youth they looked forward to an 
 active participation in the operations of the road as a means of livelihood, and all 
 their aspirations and ambitions are associated with its service. This condition has 
 been fostered by the custom, which for many years had the force of unwritten law, 
 and which at the inauguration of the Relief Association was enacted into corporate 
 law, by the official pledge of our President and Board of Directors to regard the 
 children of meritorious employes as entitled, by right of their parents’ faithful 
 service, to priority of appointment, other things being equal, to all positions in the 
 Company’s gift. This promise has been reiterated and confirmed by yourself, by 
 giving exceptional privileges to the families of employes, such as reduced rates of 
 transportation, recognizing their applications to fill helpers’ and apprentices’ posi¬ 
 tions at all points on our lines, free tuition in the preparatory classes at Mount 
 Clare, etc., as well as by your contemplated action in connection with the Mount 
 Airy Home. Undoubtedly all this has resulted in creating and maintaining a corps 
 of operatives of exceptional devotion and loyalty, and has in many other ways 
 
 *See pages 139-168, of Dr. W. T. Barnard's report to the President B. & O. R. R. 
 Co. Baltimore, 1886. 
 
133 
 
 dr. w. t. Barnard’s report on the school. 
 
 advantaged the service; but it has also, in some ways that'were unforeseen, proven 
 prejudicial to the Company’s interests. For example, it is well known that the 
 inhabitants along our main-stem divisions are disgracefully destitute of educational 
 facilities, and this, coupled with the aforesaid sense of proprietorship in all minor 
 positions in the service, with the prevalent idea that any education or knowledge 
 beyond the bounds of his trade is of no practical use to a mechanical workman, and 
 that an uneducated boy makes just as good if not a better mechanic than one who 
 has an education, has created an indifference as to whether their children get even 
 such elementary instruction as may be at their command, and is fatal to the future 
 of boys, especially; who, inheriting the same pernicious belief, combine with it a 
 natural disposition to have a good time when the day’s work is done. It was an 
 understanding of this condition of affairs that prompted Mr. Cowen to make the 
 appeal quoted on the first page of this Report, and that finally led to the establish¬ 
 ment of the preparatory school at Mt. Clare. 
 
 RESULTS OF INVESTIGATION INTO EDUCATIONAL QUALIFICATIONS OF B. & O. APPREN¬ 
 TICES IN 1885. 
 
 For several years prior to the issuance of your circular of January 15, 1885 (Ex¬ 
 hibit A), the claims of each applicant for apprenticeship and helpers’ places at Mt. 
 Clare had been passed upon by a board of high and intelligent officers of the Com¬ 
 pany, and those selected on the score of fitness and merit, as well as to reward long 
 and faithful service of their parents, were supposed to have materially elevated and 
 leavened the younger element in the Mt. Clare shops—and, so far as I have learned, 
 had done so. Yet, when I inaugurated a series of examinations not more difficult 
 nor more technical than those which test the fitness of children to enter the gram¬ 
 mar schools of most of our Northern cities and towns, it was ascertained that out 
 of one hundred and forty-seven apprentices then in service, not one was able to 
 pass those examinations, even after due warning and reasonable preparation. 
 These examinations (the character of which is indicated by questions given in 
 Exhibit X) developed the fact that a majority of our apprentices could not have 
 entered an intermediate public school in—say—Washington, where the standard is 
 certainly not too high; and yet the education of our Baltimore apprentices may, 
 with reason, be assumed to be higher than that of the other apprentices scattered 
 among the shops along our main stem and its branches, where school facilities are 
 meagre and unsatisfactory. Our service is filled with men who must have been 
 boys of just the type I have described, and I think you will not fail to perceive the 
 gravity of this statement, upon recalling the testimony heretofore presented of the 
 serious loss and other disadvantages of employing ignorant labor, and reflect upon 
 the further fact that, where tastes for reading and study are not cultivated in 
 youth, they are seldom acquired in later life by those engaged in manual occupa¬ 
 tions. 
 
 [FAILURE OF MT. CLARE EMPLOYES TO UTILIZE EDUCATIONAL FACILITIES AT THEIR 
 ' COMMAND. 
 
 In proof of this, I cite the fact that, though there is a commodious library and 
 reading-room at Mt. Clare, fairly equipped with works on science and industrial 
 mechanics, and where all the important scientific journals are displayed for the 
 especial benefit to our employes, the record shows that, during the past year, out 
 of an average of 8,000 workmen at Mt. Clare, fewer than 50 visited the libx-ary at 
 all, and fewer than 15 utilized these journals; thus conclusively showing that they 
 have not sufficient education to appreciate these valuable means of further improve¬ 
 ment. Out of 16,120 books circulated during the year, but 1,816 were of astrictly 
 educational character, and they were almost exclusively drawn out by young men 
 
134 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 and boys attending our class-instruction. A very careful canvass last year demon¬ 
 strated the fact that among this great mass of labor only one man subscribed to a 
 technical journal, and that man was an ordinary mechanic. A logical deduction 
 from this record is that our people have little or no knowledge of current improve¬ 
 ments or of the results of scientific investigations of mechanical subjects and, as a 
 rule, they only know methods crude and generally obsolete elsewhere, and observa¬ 
 tion confirms this. 
 
 NECESSITY OP EDUCATING B. & O. EMPLOYES INCREASED BY PRESENT AND CONTEM¬ 
 PLATED EXTENSIONS. 
 
 If the foregoing statements satisfy you—as I thoroughly believe myself—that it 
 would have been greatly to the advantage of our company if not only its apprentices 
 and journeymen, but also many of its officers, had received a scientific education, 
 or at least a liberal technical training, my object will have been accomplished, and 
 it will only remain for me to point out that what is true of the past has greater force 
 as regards the future, by reason of the extensions and expenditures that are so 
 rapidly expanding our system, and to suggest such a program for technological in¬ 
 struction in our service as will commend itself to your judgment. 
 
 Technological School at Mt. Clare. 
 
 HISTORY OF TECHNICAL INSTRUCTION AT MT. CLARE. 
 
 On the 15th of January, 1885, you issued an Executive Order (No. 6) providing 
 for the school-instruction of the apprentices at Mt. Clare and other Baltimore and 
 Ohio shops in Baltimore (Exhibit A), and making an appropriation for that pur¬ 
 pose. 
 
 Prior to the establishment of school-work at Mr. Clare, the Baltimore and Ohio 
 apprentices had neither incentive nor opportunity to develop into intelligent 
 workmen, so that on starting the classes it was with great difficulty and only by ab¬ 
 solute compulsion that the attendance of about forty shop-boys was secured. They 
 were, with few exceptions, rude and almost unmanageable in the class-room, unin¬ 
 terested in the instruction, and scarcely able to await the hour of dismissal, when 
 they would vacate the school-room rudely and in haste. Then the class-instruction 
 was confined to the most elementary subjects, and the boys were unable or unwill¬ 
 ing to read technical or scientific books with any show of profit. Now there are 
 imder school-instruction seventy-five as orderly and polite boys as are to be found 
 in any high school of the country, and among the very best of them are boys whoa 
 few months ago were conspicuous for rudeness and insubordination. We have 
 had classes of apprentices in geometry, algebra, physics, locomotive engine, 
 mechanics, mechanical drawing, free-hand drawing, geometrical drawing, English 
 and history, and a valuable method of instruction by special reading, selected and 
 recommended by the teachers to each pupil, with special reference to his talents 
 and the state of his education.* 
 
 * Baltimore and Ohio Technological School Circular. 
 
 WHAT TO READ. 
 
 Baltimore and Ohio Employes’ Free Circulating Library. 
 
 “Reading makes a full man.’’ 
 
 This list is intended to suggest books that may be read with interest and profit by the students of 
 the Technological School during the summer months. Other employes may, however, use the list to 
 good advantage in choosing books for themselves and their families. 
 
 It is desired that all apprentices in the school should report, when the school opens in the fall, how 
 many and what books they have read. 
 
 It may require an effort to become interested in some of the books named on this list, but they will, 
 
AWAKENTNG OF INTELLIGENT CURIOSITY, 
 
 135 
 
 REVOLUTION IN CONDUCT OF APPRENTICES ATTENDING CLASS INSTRUCTION. 
 
 Last year, as a rule, we had to compel boys to take up algebra and geometry; at 
 this time many are promising promptness, regularity and other inducements to 
 secure admission to those classes, and a number have become so urgent for higher 
 science and mechanical studies (which the limited appropriation now at our dis¬ 
 posal prevents us from inaugurating) as to create some embarrassment on our part, 
 and some discontent on theirs.* * 
 
 EACH EXAMINATION INTRODUCES A BETTER ELEMENT INTO THE SERVICE. 
 
 Many of these boys regularly spend their noons studying works in science and 
 mechanics, going from shop to shop and from machine to machine, studying the 
 principles involved in their construction and operation. Every examination for 
 apprentices brings in a better class of applicants; as the result of which the stand¬ 
 ard upon which admission to the service is predicated is being gradually raised. 
 
 any of them, amply repay a careful and thoughtful reading, while the effort and application that 
 are required will constitute a wholesome mental discipline. The best way to become interested in a 
 book that at first seems dry is to read some in it every day. If, however, after giving it several days’ 
 trial you fail to get interested in it, you had better return it and draw another book; but be sure not 
 to give up too soon. 
 
 The best way to profit by what one reads is to read little at a time, but to read often and think much. 
 It is an excellent plan to take notes of what you' read. 
 
 BOOKS OP MECHANIC ARTS AND TRADES. 
 
 Locomotive-Engine Driving; Model Locomotive Engineer; Locomotive-Engine Running; The 
 Locomotive Engine; Catechism of the Locomotive; American Locomotive Engines; Hand Book of 
 the Locomotive; Practical Steam Engineer’s Guide; The Steam Engine; Catechism of the Steam 
 Engine; Steam Boiler Explosions; The Boiler’Maker; Use and Abuse of the Steam Boiler; Pattern 
 Maker’s Assistant; Mechanic’s Tool Book; Workshop Manipulations; Brass Founder’s Manual; Manual 
 of Wood Carving; Wood Working Tools; Complete Practical Machinist; The Young Mechanic; Slide 
 Valve and Link Motion; Road Master’s Assistant; Electro Magnets; Dynamo-Electro Machinery. 
 
 BOOKS OP INVENTION. 
 
 Great Facts, a Popular History of the Most Remarkable Inventions; Industrial Biography; Iron 
 Workers and Tool Makers, by Smiles; Edison and His Inventions; Life of Richard Trevithick, with 
 an Account of His Inventions; Growth of the Steam Engine. 
 
 BOOKS OP SCIENCE. 
 
 How Plants Grow; Cook’s New Chemistry; Wonders of Science, or, Young Humphrey Davy; Manual 
 of Assaying; Forms of Water; Faraday as a Discoverer; The World’s Foundations; Geological 
 Sketches; Lessons in Physics; Telegraphy in Theory and in Practice; Light and Electricity; Wonders 
 of Electricity; Lessons in Electricity; Earth and Man; Volcanoes; Health and Good Living; History 
 of a Mouthful of Bread; The Art of Prolonging Life. 
 
 Note .—Similar lists on History, Biography, Travels, etc., etc., have been furnished scholars from time 
 to time. 
 
 * This is partly due to the fact that the classes in mechanics and physics are very interesting, and 
 many apprentices who were not allowed to enter them until they acquired a certain perfection in 
 algebra and geometry, have been promised technical and scientific class-instruction next year if they 
 achieve that proficiency. We have had no trouble in interesting boys in drawing, because they, in 
 common with other workmen and the foremen at Mt. Clare, recognize its direct help in their trades, 
 and a strong sentiment at Mt. Clare has always favored that department of the school. The same 
 sentiment is just as strongly against the teaching of mathematics, pure science, etc., doubtless because 
 the direct influence of such studies upon their interests is not perceived. When, however, mathemat¬ 
 ical and scientific studies are asssociated with class-instruction in such technical subjects as the loco¬ 
 motive engine, steam, workshop appliances, methods of working iron and steel, and kindred subjects, 
 an immediate interest and appreciation is developed. 
 
136 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 RESULTS OF COMPULSORY INSTRUCTION OF APPRENTICES. 
 
 I have used this home illustration to show that, while it is true you cannot force 
 a boy to learn (for education is a growth that comes from within, and no amount 
 of compulsion or outward pressure can directly force profitable results), yet, where 
 instruction is intelligently conducted, voluntary interest on the part of scholars 
 and speedy improvement are almost sure to follow. The rapid advancement of the 
 apprentice class at Mt. Clare, in point of ability and willingness to sacrifice pleasure 
 to strict application to study, is very marked, and sufficiently proves the foregoing 
 assertion. This instruction, though more general and less connected than would 
 be desirable under a permanent organization, has, in a marked degree, promoted a 
 sentiment of regard for and interest in knowledge of the principles upon which 
 mechanical work is based. Many who previously were content to know how to do 
 things, are now inquiring into the reasons for what they are doing. 
 
 It is not, however, to be understood that the foregoing statements apply to all the 
 appentices who were in our service in Baltimore at the inauguration of instruction 
 at Mt. Clare, or that the present classes are wholly composed of such apprentices. 
 
 BUT FEW OLD APPRENTICES FOUND AMENABLE TO DISCIPLINE AND INSTRUCTION. 
 
 Of those boys examined under your order of January 15,1885, only 40 were found 
 amenable to school-discipline and sufficiently grounded in the common English 
 branches to justify the hope that, with such further academic training as our fa¬ 
 cilities afforded, they could profit by the proposed technical course to the extent of 
 even qualifying themselves for graduation as mechanics; while, as aforesaid, not 
 one of this large class of apprentices possessed sufficient elementary knowledge to 
 permit of his entering upon the higher studies necessary to qualify him for an 
 officer’s position in the service. 
 
 REGULATIONS GOVERNING ADMISSION OF APPRENTICES TO SERVICE. 
 
 It being thus manifested that we had no material from which to manufacture 
 efficient officers, nor were likely to acquire any under the then existing system, a 
 general order was, at my instance, issued by the General Manager, promulgating 
 regulations for the future admission of apprentices, and prescribing the minimum 
 qualifications of candidates; which, while neither onerous nor of a high grade, pro¬ 
 vided a sufficient foundation for the technical instruction necessary to make a fairly 
 educated mechanic. 
 
 4 
 
 LINES UPON WHICH INSTRUCTION HAS BEEN CONDUCTED. 
 
 In the same general order (which had your personal approval) the lines upon which 
 it was then and is still proposed to conduct the educational work at Mt. Clare 
 were defined in general terms, though no provision has ever been made for com¬ 
 mencing the higher instruction therein contemplated. This general order is quoted 
 in Exhibit U. While, owing to the exigencies of the service, it has not always been 
 found expedient to reject all applicants for apprenticeship who failed to pass sat¬ 
 isfactorily the preliminary examination, all recently appointed at Mt. Clare have 
 been subjected to this ordeal; the result being that the new appointees are far 
 more intelligent, better educated, and generally come from a better class than per¬ 
 haps had ever before been admitted to your shops. 
 
 PRELIMINARY EXAMINATION PROHIBITORY TO UNEDUCATED SONS OF EMPLOYES. 
 
 For the reasons above given, this course has been almost prohibitory to the sons 
 of old employes, only 32 of whom, out of a total of 95. have passed the examina- 
 
NOTICEABLE INFLUENCE OF THE SCHOOL. 
 
 137 
 
 tions since March, 1885. The immediate effect of this is that our employes are be¬ 
 ginning to realize that the present is to be a permanent policy, and under this 
 stimulating knowledge they are much more generally than formerly compelling 
 their sons to attend school. As aforesaid, the mere public announcement of the 
 proposed technological school at Mt. Clare attracted to our monthly examinations 
 a very superior class of young men, many of whom, having entered under the ap¬ 
 prentice regulations, are now prepared for the cadet course as soon as it is inaugu¬ 
 rated. 
 
 EMBARRASSMENTS ATTENDING CLASS INSTRUCTION. 
 
 The capacity and the elementary knowledge possessed by the individual mem¬ 
 bers of a large class of boys collected under such varying conditions as those nar¬ 
 rated above, differs very greatly in degree, and it therefore became a serious 
 problem how to arrange their studies so as to bring them under general class- 
 instruction. 
 
 ATTEMPT TO INCREASE EFFICIENCY OF ALL APPRENTICES BY ORGANIZING SEPARATE 
 CLASS INSTRUCTION FOR DIFFERENT GRADES. 
 
 It was clearly futile to expect any material advancement in scholastic or techni¬ 
 cal knowledge of the mass of apprentices then in the service, and yet where so 
 much material was going to waste it was our evident duty to attempt to enhance 
 its ultimate value to the company ; therefore, the course of instruction was framed 
 with special reference to its practical utility in, first, advancing the entire force of 
 apprentices within reach of its influence in their several mechanical pursuits; 
 secondly, in advancing the theoretical instruction (as far as might be practicable 
 with the limited means at hand) of such apprentices as past examinations had 
 shown to be possessed of sufficient common-school education to justify the hope 
 that, without additional school-training in academic branches, they could be edu¬ 
 cated to the standard of good officers or, at least, of first-class mechanics; and 
 thirdly, in giving such special instruction of a higher character, as our means 
 afforded, to those who, entering the services under the new order of things, were 
 found sufficiently advanced to receive it with profit. 
 
 DIRECT BEARING OF SCHOOL INSTRUCTION UPON SHOP WORK PARAMOUNT. 
 
 It was deemed of paramount importance that, so far as might be practicable, the 
 work of the school should have a direct bearing upon, and an immediate connec¬ 
 tion with, the various duties in the shops with which those under instruction were 
 or might be charged. Realizing how materially the value even of an otherwise 
 uneducated mechanic is augmented by facility in making and reading working 
 drawings, an effort was made to give systematic instruction in drawing to as many 
 apprentices as our limited number of teachers and small class-space permitted. I 
 have already reported that this part of the teaching was well received and has been 
 measurably successful; about 60 boys taking two drawing lessons each week, 
 aggregating eight or nine lessons per month ; and this alone cannot fail to increase 
 their usefulness to the Company. 
 
 DIFFICULTY OF COMBINING SCHOOL AND SHOP INSTRUCTION WITHOUT CONFLICT OF 
 
 AUTHORITY. 
 
 It was a simple matter to provide for such academic instruction as it was deemed 
 expedient to give apprentices, and also for the examination of those wishing to 
 enter the service, but very difficult to devise a satisfactory yet efficient plan of shop- 
 instruction which, while bearing directly upon the apprentices’ daily duties, should 
 
138 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 not conflict therewith. As the result of repeated conferences with the General 
 Manager and the heads of mechanical departments, a series of regulations was form¬ 
 ulated, defining the jurisdiction of the teclmological instructor and the shop authori¬ 
 ties respectively over apprentices, and promulgated by the General Manager 
 (Exhibit V). This order was measurably effective, though, as was to be expected 
 from a dual authority, opposition was engendered, and the instructors have not 
 received such cordial support from some of those immediately in charge of the 
 mechanical operations of the shops as would have made their labors effective in 
 the highest degree. If you conclude to continue technological instruction at Mt. 
 Clare, this phase of the subject will need further careful consideration and revision. 
 
 It is not an easy task to present novel educational methods through the medium 
 of reports which cover a limited experience; while many beneficial and potent 
 results cannot be shown at all by such means. In fact, though we see that educa¬ 
 tion affects people morally, mentally and physically, and that where intelligence 
 abounds there are prosperity, general contentment and happiness,— while supersti¬ 
 tion, perversity and dissipation are the handmaidens of ignorance,—it is one of 
 those intangible things which, though potent in results, is not to be measured by 
 and material standard. 
 
 REPORTS OF INSTRUCTORS ON SCHOOL WORK AT MT. CLARE. 
 
 Still it is very necessary that you and others who may be called upon to consider 
 the expediency of continuing and enlarging this instruction, should thoroughly 
 understand what has been accomplished by the expenditure already made, and 
 perhaps I cannot give you this information more accurately than by referring to 
 the reports of the several instructors, covering the entire period of instruction at 
 Mt. Clare, and they are accordingly appended to this report as Exhibit W. 
 
 MONEY APPROPRIATED FOR MT. CLARE SCHOOL WELL SPENT. 
 
 I think the facts shown in that Exhibit and in Exhibits U and Y will convince 
 you, or any other fair-minded man, that, despite the difficulties inherent in the un¬ 
 dertaking itself; the misunderstandings and, in some cases, the outspoken opposi¬ 
 tion of some of our shop officials, and the educational deficiencies of the boys who 
 were first brought under school-discipline, much absolute good has been accomp¬ 
 lished by the tentative instruction at Mt. Clare, and that your appropriation has 
 been well expended, with substantial benefit to the service. Had the school received 
 that hearty co-operation and encouragement it deserved, the results would have 
 been more tangible and far more valuable; but quite enough is set forth in these 
 reports to prove, without the aid of testimony or the cogent argument cited in the 
 preceding pages, that this plan of technological instruction would, if elaborated and 
 permanently established, be productive of economic results. 
 
 Your attention is especially invited to the dozen drawings accompanying this re¬ 
 port, which are the work of regular apprentices, all of whom, with one or two ex¬ 
 ceptions, have entered the service since the school commenced, and most of whom 
 are apprentices of less than a year’s service. They show something of the work of 
 one department only, but are by no means exceptional in their excellence. 
 
 INSTRUCTION AT MT. CLARE HAS DEVELOPED APTITUDES AND HAS GENERALLY AD¬ 
 VANCED STUDENTS. 
 
 The results of our instruction in science and mechanics, and in other branches, 
 though less tangible, are equally as great: the former especially having developed 
 habits of thought, observation, inquiry and definite expressions that far surpass 
 what I had supposed possible under prevailing conditions. 
 
THE SCHOOL WORK ORIGINAL IN CHARACTER. 
 
 139 
 
 Of course much remains to be thought out and experimentally applied before an 
 harmonious practical curriculum for a technological railroad school can be per¬ 
 fected ; but any further money appropriated in this connection will, proportionately, 
 be much more remunerative in valuable results than what has already been ex¬ 
 pended, and the experience gained by our teachers will enable them, hereafter, to 
 avoid many mistakes and to master many difficulties that to the novice might seem 
 insurmountable. 
 
 SCHOOL WORK AT MT. CLARE ORIGINAL IN CHARACTER, AND HAS SOLVED PROBLEM 
 OF CONNECTING SHOP WORK AND SCHOOL INSTRUCTION. 
 
 It is also to be borne in mind that the preliminary work already performed in the 
 Mt. Clare School has largely been original (for the experience of neither our univer¬ 
 sities, colleges nor technical schools could be of much service to us in combining 
 school and shop-instruction). There were really no precedents to guide us in shap¬ 
 ing a course of instruction for railroad shops ; for while in Europe there are numer¬ 
 ous technological schools most of them bear on industries of a different type from 
 railroading, and even the few that are directly connected with railway corporations 
 have been in operation only a short time and are formulated on foreign methods 
 and necessities, and their courses of study could not effectively be introduced in 
 this country. It is, therefore, gratifying to be able to state that several well-known 
 and experienced scientists and educators have expressed the view that, in many 
 respects, the Mt. Clare School is successfully working out problems in the line of 
 connecting shop-work and school-instruction, and the direct application of the lat¬ 
 ter to the former, that no attempts had previously been made to solve. 
 
 INSTRUCTION AT MT. CLARE PECULIARLY VALUABLE IN EXPERIENCE OF SHOP AND 
 
 SCHOOL WORK. 
 
 As might naturally be supposed, the shop and class-instruction of the apprentices 
 at Mt. Clare during the past twenty months has afforded us not only an insight into 
 the methods of administration and practice of those works, but also a full realiza¬ 
 tion of the difficulties which will be encountered in planting a permanent system 
 of technological instruction in the Baltimore and Ohio service. In this experi¬ 
 mental work our teachers have acquired peculiarly valuable experience and knowl¬ 
 edge of the lines upon which that instruction, to be successful, must be conducted. 
 This knowledge is unrecorded, and, were it certain you would continue this educa¬ 
 tional work, might profitably be incorporated in this report; but it can speedily be 
 formulated upon call, and I therefore close this particular branch of the subject 
 with some general considerations. 
 
 What has been said in general terms as to the method of educating apprentices 
 in the Mt. Clare shops applies with equal force to our entire mechanical depart¬ 
 ment. The old system of indenture in this country involved a definite responsi¬ 
 bility on the part of the employer for the skill of the boys who graduated from his 
 shops, which in fact has long ceased to exist, and, generally speaking, all that 
 remains of the apprentice system of former days is an erroneous assumption in the 
 public mind that, at the expiration of four years’ service as a so-called apprentice, 
 a boy possesses the skill and is entitled to the compensation of a journeyman. 
 
 B. & O. SYSTEM OF APPRENTICESHIP ERRONEOUS, MISLEADING, AND INEFFICIENT. 
 
 So far as the Baltimore and Ohio Railroad is concerned, the observations of six 
 years convince me that this term “ apprentice” is an entire misnomer as applied to 
 the boys in our shops, who can only be classified as “ helpers” and “ laborers;” for 
 they do not receive such instruction as is necessary to make them intelligent me- 
 
140 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 chanics, and though, from the nature of their work, they necessarily, in four years’ 
 service, acquire a certain amount of manual dexterity, few of them have, at the 
 expiration of that term, attained to such a degree of expertness and general knowl¬ 
 edge of the several branches of their trades as would justify a great corporation 
 certifying them to the world as skilled workmen. * 
 
 LABOR OF BOYS IN MACHINE SHOPS. 
 
 Much of the light and low-grade work in the manufacturing and repair shops of 
 a railroad can be economically and successfully performed by uneducated boys and, 
 in an emergency, much of the current work of such shops could temporarily be 
 undertaken by them. But mere expertness in running a few machines (which may 
 be acquired by mere repetition), even when supplemented by manual dexterity in 
 some branches of a trade, does not take such help out of the category of unedu¬ 
 cated labor. 
 
 TERM “APPRENTICE” A MISNOMER. 
 
 Helpers and laborers only they are, and helpers and laborers they will remain to 
 the end of the chapter, under the system of handling apprentices now in vogue in 
 our shops. Indeed I understand that no difference in pay is maintained in our Mt. 
 Clare shops between “helpers” and apprentices. Of course I know that it would 
 be unwise, in the present condition of the labor market from which this Company 
 draws its supply, to reject the services of every mechanic who did not come up to 
 a high standard, but nevertheless the Company loses money by employing such 
 people, and should at least make a well-defined distinction between the pay and 
 rating of a properly educated artisan and of one whose only qualification is manual 
 skill. In order to secure substantial improvement in our mechanical service there 
 must be a point of departure, and I think you will find none better than that here 
 indicated. 
 
 RECOMMENDATIONS AS TO EMPLOYMENT AND PROMOTION OF APPRENTICES. 
 
 To make a practical application of this view, I submit that no young man, what¬ 
 ever his length of service with the Company may have been, should receive the 
 designation or the pay of a journeyman until it is demonstrated by examinations, as 
 well as by actual work, that he possesses the theoretical knowledge as well as the 
 manual dexterity which in advanced mechanical centres is accepted as the standard 
 of a skilled artisan. Also that the rule which requires all boys applying for service 
 at Mt. Clare to pass an examination equivalent in grade to that which admits boys 
 to our intermediate schools (or at the maximum to our grammar schools), shall be con¬ 
 tinued and extended over our entire system ; that where the exigencies of the serv¬ 
 ice require the employment of a larger number of boys than can be found qualified 
 for this examination, all applicants shall nevertheless be examined and their status 
 and permanency in the service thus determined. In other words, that all boys 
 found lacking in the prescribed mental qualifications, but whose services are 
 needed, shall be rated as helpers or laborers, on a progressively lower scale of wages 
 than apprentices of same length of service receive ; that while the sons of our em- 
 
 *“ Investigations in the shops, by conversation and observation, have developed 
 the fact that many boys or young men had completed or nearly completed their 
 apprenticeship in the machine-shops without being able to tell the difference between 
 cast and wrought iron; without knowing whether steel is a native or manufactured 
 product, and equally ignorant of many other simple, though important and signifi¬ 
 cant, facts which are intimately related to their trades .”—[Vide Report Tech. School 
 Principal, Ex. W,] 
 
A HIGHER CLASS OF PUPILS RECOMMENDED. 
 
 141 
 
 ployes shall still have the preference of appointment, when their education is as¬ 
 certained by an examination to equal that of their competitors —and not otlienuise, 
 after admission their examination and scholastic records shall determine their ad¬ 
 vancement, or retention, should a reduction of force occur. The present form of 
 indenture of apprentices should be modified to accord with General Order No. 5 of 
 January 15, 1885, General Manager’s Office, and by further provisions that no ap¬ 
 prentice shall be entitled to additional wages at the expiration of each year’s service, 
 until he has passed the annual academic examinations of his grade; that no appren¬ 
 tice shall be rated or paid as a journeyman until, in addition to completing the usual 
 shop-course, he obtains a certificate of graduation from the journeyman’s course of 
 school-studies. The wisdom of such provisions is too patent to need illustration. 
 
 DISCUSSES DESIRABILITY OF EMPLOYING GRADUATES OF TECHNOLOGICAL INSTITU¬ 
 TIONS IN RAILROAD SERVICE. 
 
 In this connection, it is important to recall to your mind what has been said 
 about employing the graduates of technological institutes in railway service, because 
 that has a material bearing upon the proposition to establish a school devoted ex¬ 
 clusively to the education of railway officers and apprentices. At the present mo¬ 
 ment especially, our system is undergoing a reorganization, and in many respects a 
 development, that offers an exceptionally favorable opportunity to supplement the 
 practical experience and technical knowledge of those subordinate officers charged 
 with the details of our transportation, mechanical and road departments, with 
 modern practice as taught in our best technological schools. By this I mean that 
 the selection of a limited number of technological-school graduates for special in¬ 
 struction in the cadet course above outlined would, at a comparatively early date, 
 provide the service with assistant foremen, supervisors, etc., who would elevate 
 and educate those immediately above and surrounding them, while the conserva¬ 
 tism of their superior officers would neutralize their inexperience in technical de¬ 
 tails, temper their zeal, and reduce their theories to practical applications service¬ 
 able to the Company. While, for the reasons already stated, it is believed the ap¬ 
 pointment of technological graduates to positions of responsibility in railway serv. 
 ice would not prove as satisfactory as the policy of securing boys well grounded in 
 elementary studies and then educating them as specialists in railway theory and 
 practice, there is much that can be urged in favor of their appointment as cadets, 
 as combining the elements of economy and immediate results which, in our present 
 situation, commends that course to your favorable consideration. This report con¬ 
 tains conclusive testimony as to the facility and rapidity with which intelligent 
 technological scholars absorb and assimilate a practical knowledge of the trades 
 and professions with which they become associated, and I think no one who has 
 read it would doubt that this plan would at least yield a profitable return, through 
 the elevation of the personnel of the service and the introduction of scientific and 
 modern mechanical processes to our practice. 
 
 TECHNOLOGICAL SCHOOL GRADUATES WOULD MAKE DESIRABLE SUBORDINATE OFFI¬ 
 CERS AND TEACHERS. 
 
 To reinforce this view, let me ask you to reflect upon the results that would 
 surely follow the assignment to each of our Mt. Clare shops, after some specific 
 instruction in railroad matters, of one or more assistant foremen, selected from the 
 higher graduates of our best mechanical schools. You cannot fail to realize that 
 such a policy would soon produce a revolution in the social status and in the prac¬ 
 tical mechanical operations of those shops which would greatly advantage the 
 service generally. Another result would be that- this corps of assistant foremen 
 and supervisors, who would soon acquire practical experience and the theories of 
 
142 EDUCATION' IN THE INDUSTRIAL AND FINE ARTS. 
 
 economy which form the groundwork of your administration, would furnish just 
 the talent now needed for teaching the younger element of the service— i. e. teach¬ 
 ers combining theoretical and technical knowledge with such experience as would 
 give them an appreciation of the lines of instruction that would yield the most 
 practical and economic results. 
 
 APPROVES CONTINUING PLAN OF INSTRUCTION ANNOUNCED IN JANUARY, 1885. 
 
 General Order No. 5, of January 15, 1885 (Exhibit U), though purposely made 
 general and tentative in character, in order that we might profit by future experi¬ 
 ence, still very well expresses my judgment as to the lines upon which the proposed 
 educational work should be conducted. 
 
 The plan outlined in that order contemplates : 
 
 1. Instruction (in the apprentice class, of such boys now in or hereafter admitted 
 to the service as can pass the examination therein indicated), of a character that 
 will make them skilled and intelligent mechanics. Such apprentices as, in this 
 course, developed a fair amount of ability and fidelity would, naturally, graduate 
 into the second or Cadet class. This first class course should, however, provide 
 within itself all the elements of technical instruction necessary to complete a jour¬ 
 neyman’s education. 
 
 2. The Second or Cadet course should also be complete within itself, and should 
 provide such technical instruction in all the departments of railway service as 
 would fit its students for all subordinate positions of responsibility and trust in the 
 service—corresponding to what is known in European schools as the foremen’s 
 course of study. This course, while involving more thorough and wider theoret¬ 
 ical instruction than the apprentice course, should, to the greatest extent possible, 
 be framed with reference to the practical mechanical operations of the shops and of 
 the service generally. 
 
 Unless very radical changes can be effected in the common-school methods prac¬ 
 tised in Baltimore, I apprehend that a very small proportion of the apprentice class 
 will be able to take this higher instruction, and that we will have to look to the 
 graduates of technological and science schools in other sections of the country that 
 do afford industrial education to their citizens, for the material to constitute our 
 cadet class. I look with regret upon this prospect, having a strong bias towards 
 the development of local talent; but in this connection public considerations must 
 be made subservient to our corporate needs. The widespread interest developed 
 outside of Baltimore in the technological work at Mount Clare, and the numerous 
 applications for admission to that school from the graduates of technological and 
 science schools and others of equal mental discipline, give full assurance of an un¬ 
 limited source of supply, and that this class will not only provide subordinate offi¬ 
 cers in sufficient numbers to meet the utmost demands of the service, but also men 
 whose primary education will qualify them for still higher positions. 
 
 3. It will be the object of the Third or Cadet Officers' course to give to those who 
 graduate with honor from the second class (and who have therein shown themselves 
 possessed of ability and educational qualifications above the average) further tech¬ 
 nical training, of a still higher and more comprehensive type, which, when com¬ 
 bined with familiarity with the operations of the various departments of the service, 
 will go far towards qualifying the students of that course for the highest positions 
 in the Company’s gift. To this end, opportunity should be afforded the pupils of 
 this course, in its last year, to-actively participate in the production, care, repair and 
 improvement of railway plant and in the practical operations of the service. This 
 could readily be done—and with advantage to the service also—by distributing these 
 students-among the several departments as assistants—at the same time maintain¬ 
 ing then - connection with the school for further educational purposes. I have already 
 
SUGGESTS SIMILAR SCHOOLING IN ALL COMPANY SHOPS. 143 
 
 shown how such an infusion of new blood into our mechanical and operative de¬ 
 partments would inure to the benefit of the Company. 
 
 In the apprentice course, school-instruction should be made secondary to shop- 
 work, while in the higher courses shop-work should always be secondary to mental 
 training. 
 
 CLASS INSTRUCTION INAUGURATED AT MT. CLARE SHOULD BE EXTENDED OVER 
 
 ENTIRE SYSTEM. 
 
 Although the foregoing relates especially to instruction in Baltimore, the plan has 
 been drafted in a more general sense, and contemplates the gradual extension of 
 this educational movement over our entire system. While Baltimore will always 
 be the center of such a movement, I apprehend no great difficulty in extending the 
 apprentice course, at least, over the entire road, by establishing night-schools for 
 drawing, mathematics, and elementary science, or securing the introduction of our 
 boys into such schools as are already in operation, and the modification of their cur¬ 
 riculum in the manner indicated. A cheap provision for such elementary instruc¬ 
 tion can be made by gradually transferring the young graduates from the Mt. Clare 
 School to our divisional repair shop as assistants, and requiring them to take charge 
 of these night-schools, and of the shop-instruction and supervision of apprentices, 
 under a similar plan to that now in force at Mt. Clare—with, of course, such modi¬ 
 fications as local differences and experience may suggest as desirable. 
 
 REASONS WHY ALL APPLICANTS FOR APPRENTICESHIP SHOULD BE EXAMINED. 
 
 The statement in Mr. Coler’s report (Exhibit W) that not one of five hundred ap¬ 
 prentices examined in and out of Baltimore was able to pass a very simple exam¬ 
 ination, gives great force to his recommendation that the present system of a 
 preliminary examination as a condition of apprenticeship (which has been in oper¬ 
 ation in Baltimore for the past two years) shall be enforced in all the shops of our 
 service. This preliminary examination has worked admirably, and, if enforced 
 throughout the service, will secure a class of workmen of greater intelligence than 
 now operate your shops; and lead to improvements in machinery, economical 
 methods of labor and avoidance of accidents. Even though you may not finally 
 determine to inaugurate the educational work herein proposed, the system of pre¬ 
 liminary examination should be maintained and extended as a condition of appren¬ 
 ticeship. 
 
 In course of my investigation of this subject I have accumulated a large mass of 
 data relating to the organization, management and results of technological and 
 science schools, which it is not necessary to incorporate in this report, but which 
 would be of material assistance should the Baltimore and Ohio Company decide to 
 convert the present experimental teaching at Mt. Clare into a permanent bureau or 
 department for educating officers and skilled artisans for its service. 
 
 SUGGESTS LINES UPON WHICH TECHNOLOGICAL WORK SHOULD BE CONDUCTED. 
 
 In the event of favorable action upon this school-question, I would recommend 
 that the details of organization, the preparation of courses of study, etc., be en¬ 
 trusted to a commission; some of whose members should be the most experienced 
 and successful educators that can be found in the technological field, while others 
 should not only have a wide mechanical knowledge, combined with practical expe¬ 
 rience in the application of mechanics to those industries connected with railway 
 service, but should likewise be thoroughly conversant with the methods and re¬ 
 quirements of that service as conducted in this country. Such expert talent can 
 be had and, if the subject is to be pursued at all, its importance demands that no 
 
144 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 pains or reasonable expense should be spared in getting a right start. Indeed the 
 ultimate success of such a measure would mainly depend upon the wisdom and 
 discretion of those who planned its details. Such a commission (aided by the local 
 and technical knowledge of intelligent representatives of our administrative and 
 operating departments, and by the experience of the teachers at Mt. Clare, which, 
 in this connection, would be invaluable); performing its labors with courage, yet 
 caution; realizing that the value and therefore the life of such a school depended 
 altogether upon its usefulness in increasing the efficiency and economy of railroad 
 operations, could, I doubt not, devise a system of instruction that would accom¬ 
 plish fully as great practical results as have ever been achieved in the field of in¬ 
 dustrial education.* 
 
 WHAT MT. CLARE SCHOOL SHOULD AIM TO ACCOMPLISH. 
 
 The great aim of the Mt. Clare School, if it is to be maintained, should be a com¬ 
 bination of theory and practice, by the daily application, in the workshop, of the 
 theoretical instruction received in the school-room. I cannot impress upon you 
 too strongly the impracticability of attempting to teach trades, or to fit youth for 
 the practical work of life by such theoretical instruction and casual practice as are 
 given in most of our so-called trade schools. Our Mt. Clare classes in physics and 
 mechanics are now taught to apply principles for themselves, so far as time and 
 apparatus will permit, somewhat after the order of common-school instruction 
 practised on the Continent, and described by Matthew Arnold in the October num¬ 
 ber of the Century, and this practice has given satisfactory results, though not 
 such as would have been secured by a cordial co-operation between the shop au¬ 
 thorities and the school instructors. If the school is reorganized with more space 
 and apparatus, and on a practical plan of supplementing class-instruction with 
 work in the shop, or, more properly speaking, of systematically adapting school in¬ 
 struction to the current work of the shops, you will soon see a marked improve¬ 
 ment in the mechanical operations of those shops. 
 
 WHAT B. & O. R. R. CAN REASONABLY DO TO PROMOTE TECHNICAL EDUCATION. 
 
 I have gone into this matter at length, because it is important you should 
 fully realize that our great want is the technical education of our people; that to 
 educate for railroad work, even the best course of technical study must be supple¬ 
 mented with practical instruction in the workshop and in the administrative and 
 operative offices, and that no technical course for railroad people could profitably 
 be conducted in any school without immediate access to workshops and plant in 
 all phases of operation, construction and maintenance; that, in its corporate inter¬ 
 ests, the Baltimore and Ohio Company could well afford to provide this practical 
 knowledge and a certain amount of school-instruction, upon the plans outlined in 
 connection with the Mt. Clare works; but while that plan contemplates a selection 
 
 *Dr. Hall, of the Hopkins University, in response to a request of one of our 
 teachers for advice on the subject of a suitable course of study for Mt. Clare ap¬ 
 prentices, said in substance that the subject involved one of the hardest and most 
 peculiar questions in education; that to formulate such a course would not only 
 require an intimate knowledge of the wants of the Company and of the service of 
 its various shops, as well as of the work and results of the leading industrial schools 
 of the country, but would also take at least six months of his undivided time. I 
 cite this statement of one of our most experienced educators merely to show that 
 the subject is one of great complexity, that cannot be safely entrusted to any but 
 the learned and experienced. 
 
THE UNIVERSITY AND THE RAILROAD COMPANY. 145 
 
 of studies from the different engineering courses in connection with other subjects 
 that bear directly upon railroad interests, this company cannot be expected to take 
 the place of our colleges and universities in developing special aptitudes. 
 
 RELATIONSHIP OF JOHNS HOPKINS UNIVERSITY TO B. & O. CO., AND WHAT IT 
 SHOULD DO TO AID LATTER IN ITS EDUCATIONAL MOVEMENT. 
 
 I have elsewhere (pp. 77-78) alluded to the material influence which the Johns 
 Hopkins University should—but does not—exert upon our service. I have also 
 shown how the vital interests of the former are involved in the prosperity of the 
 latter, and have referred at length to the intimate relations existing between the 
 Johns Hopkins University and this Company. Had that intimate connection not 
 existed, I should not have felt justified in criticising, in this report, the policy and 
 methods of its management; but as that association does exist in fart, and as I con¬ 
 sider the objects this report is intended to subserve are—in a reflex sense—as vital 
 to the Hopkins University as to the railroad itself, I have felt as free to com¬ 
 ment upon its methods as upon our own. The prime need of the University is the 
 greatest attainable income from its endowment compatible with security. The 
 greater portion of its capital being invested in Baltimore and Ohio securities, it is 
 fair to assume that the first desire of its trustees is the permanency and commer¬ 
 cial success of that road. The great influence of technical education upon the pros¬ 
 perity and net earning capacity of industrial corporations (among which must be 
 classed the Baltimore and Ohio) is so clearly and unquestionably shown in this re¬ 
 port, as is also the low educational standard of the community from which this 
 service draws its main supply of labor, that it seems only necessary to point out 
 the relations which these interests bear to each other and the need that exists for 
 the aid which the University could so effectively give, to secure the hearty ap¬ 
 proval and co-operation of its trustees and faculty in judicious efforts to elevate 
 our service. They are eminently qualified to appreciate the value of intelligent 
 and scientific methods, and I need hardly point out that, as it is very doubtful if 
 the University could get a better investment for its endowment than that it now 
 holds in our securities, the best way to make their endowment highly renmnera. 
 tive and permanently secure is to follow the lines herein indicated, and that any 
 expenditure or sacrifice they might make in this connection would be a wise in¬ 
 surance of their capital against depreciation. 
 
 From an outside point of view, it would seem as though so large a shareholder in 
 the Baltimore and Ohio Company should take a more lively interest in the affairs 
 of that corporation than it has done, and that pride, no less than self-interest, 
 should prompt it to supplement our efforts by remodeling its curriculum so as to 
 afford better facilities to the general public of Baltimore, and especially to those in 
 our service who may develop a capacity for higher instruction than will be 
 obtainable under the proposed Baltimore and Ohio program; which, while provid¬ 
 ing a very substantial foundation, cannot undertake to give advanced instruction 
 in engineering and other higher branches of scientific and mechanical knowledge.* 
 
 * That a railroad company as such would not be justified in furnishing means for 
 such an extensive course as would accomplish all the objects herein viewed, and 
 that, without public or private assistance, its efforts must at best be devoted to 
 affording thorough instruction in those elementary branches which will give the 
 most practical and immediate return to the railroad, is made patent by the follow¬ 
 ing considerations: 
 
 Engineering, though important, is only a part of what must be taught in a course 
 intended to fully qualify young men for the higher walks of railroad life, and yet 
 to provide the necessary buildings, apparatus and a corps of suitable instructors to 
 ART—YOL 4-10 
 
146 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Certainly neither this community nor our country at large would be the losers, if 
 in order to inaugurate such a course, it was found even necessary to curtail its 
 present program, which is currently recognized as aiming to devote the University 
 to original research and to finishing (in its highest sense) the education of the 
 graduates of our other universities. 
 
 WHAT PROGRAM OP JANUARY 15, 1885, FOR EDUCATING B. & O. EMPLOYES REALLY 
 SIGNIFIES IN ITS RELATION TO GENERAL INTERESTS. 
 
 In conclusion, I beg to say that, while of course I desired and earnestly endeav¬ 
 ored to obtain the most practical results for the Company, in return for its expendi¬ 
 tures, your order of January 15, 1885, had, to my mind, a much greater significance 
 than attached to a course of mere experimental instruction of ignorant apprentices. 
 I clearly realized that this atten.pt to influence the methods and practices of a great 
 industry, by carrying systematic mental instruction into its workshops, was really 
 inviting a public determination of the question whether or not systematic techno¬ 
 logical instruction, under corporate auspices (and therefore under the most favorable 
 conditions) was practicable; and if practicable, economical and otherwise desirable. 
 If an experiment, conducted as this was to be, under the supervision and control 
 of a great corporation, whose wealth, thorough organization, commercial, manu¬ 
 facturing and transportation operations and interests, combined with its well-known 
 desire to elevate its employes, failed of success, no other railroad or other large 
 industrial corporation would be likely, in the near future, to renew the attempt to 
 graft upon our democratic institutions the system of technological instruction pur¬ 
 sued abroad with material advantage to all concerned. 
 
 B. & O. PROGRAM AN ENTIRELY NEW DEPARTURE IN INDUSTRIAL EDUCATION AND 
 
 WORK. 
 
 Another consideration which gave me great concern in this connection was that 
 the program announced in your order was substantially novel in this country, both 
 in respect to educational and industrial practices, in that it contemplated, on the 
 one hand, reversing the present steady tendency of our technological and science 
 schools towards the theoretical rather than the practical in mechanical and kindred 
 studies, while, on the other hand, it proposed making school-instruction directly 
 supplemental to the usual shop-work of apprentices and others— professedly for the 
 purpose of elevating and diverting the mechanical and other operations of a great 
 corporation from obsolete to modern practice—a plan that, so far as I am able to 
 learn, has never before been practically attempted in this country. The idea of 
 such a school is just as new in the line of school-work and education as railroading 
 was in the line of transportation fifty years ago. 
 
 teach that branch alone, in its advanced stages, would require a very considerable 
 annual appropriation. 
 
 In Cornell, as I am informed, the faculty of civil engineering alone includes nine 
 teachers, while Stevens Institute, which provides only for a course in Mechanical 
 Engineering, has a corps of twelve teachers, and Rensselaer Polytechnic Institute, 
 Troy, N. Y., provides a corps of nineteen teachers for advanced instruction only in 
 Civil Engineering —the conditions of admission requiring students to be well 
 grounded in elementary studies. True, some of the instructors in Cornell teach in 
 other departments, but then the students of engineering get part of their instruction 
 in allied departments. A course in any one kind of engineering would require the 
 full time of at least six teachers. To secure first-class men for these positions 
 would necessitate a large expenditure. 
 
CONCLUSION OF DR. BARNARD’S REPORT. 
 
 147 
 
 WHAT IT MAY LEAD TO IN A NATIONAL SENSE. 
 
 If, under this program, it could be clearly demonstrated that a bureau or depart¬ 
 ment established for the specific education of railroad officers and artisans to a 
 higher than the current professional standard was really a practicable and eco¬ 
 nomic adjunct to the operative, administrative and executive departments of Ameri¬ 
 can railways, it would not be extravagant to hope for a general industrial educational 
 movement, not only on behalf of the half million men engaged in railroading, but 
 such an one as has been vigorously advocated by a large number of our wisest 
 citizens, irrespective of class and profession, as well as by intelligent workmen in 
 various sections of the country (vide p. 65). A movement that, though originated 
 by the potent agency of self-interest, would finally reach beyond all sordid consid¬ 
 erations and result in improving the entire mass of our laboring population, and in 
 elevating the United States more nearly to her proper rank among the industrial 
 nations. 
 
 ANALOGY BETWEEN THE MILITARY, NAVAL, AND RAILROAD PROFESSIONS. 
 
 Reference has previously been made to the analogy between railroading and our 
 military and naval services. An intimate acquaintance of many years with the 
 details of military organization and service, and a more general yet practical knowl¬ 
 edge of the systems under which our navy and railroad properties are operated, has 
 perhaps specially qualified me to appreciate what is common to them all, and I 
 have been greatly impressed with the belief that the educational measures and 
 methods which have made our military and naval officers professionally so efficient, 
 would prove equally efficacious if applied, with necessary modifications, to railroad 
 service. 
 
 In closing this report it is proper to express my sincere regret that my own want 
 of experience and fitness for the task has necessitated the preparation of such a 
 lengthy paper, in order to intelligently place before you information that others 
 better qualified could have more clearly and succinctly stated. On reviewing these 
 pages, I observe that they bear evidences of spasmodic effort, and, in a certain 
 sense, of evolution of thought, which is additional matter for regret; but the sub¬ 
 ject is of such a character as to demand for its satisfactory presentation a consecu¬ 
 tive research and study which press of other and onerous duties altogether pre¬ 
 cluded me from giving it. The same causes operated to prevent an earlier conclu¬ 
 sion of my task. 
 
 In thus relinquishing all further responsibility and connection with this very in¬ 
 teresting but exacting subject, I desire to say that, in stating facts fearlessly and 
 expressing my own views frankly, I have been governed solely by a desire to elevate 
 the morale and efficiency of the Baltimore and Ohio Railroad and its allied interests 
 and, incidentally, to advance the industrial education—and as a necessary conse¬ 
 quence the material prosperity—of this community. 
 
 Respectfully submitted: 
 
 W. T. Barnard, 
 Assistant to President. 
 
 The following “Exhibits” which show first the executive order, 
 authorising and creating the school, and then the proposed classifi¬ 
 cation of the several departments of the school; the preliminary 
 examinations, physical and intellectual, of proposed students; the 
 reports of the Principal, and the several teachers, giving a view of 
 the school both as planned and as put in operation; are here inserted 
 
148 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 to complete the account of this incompleted Educational Experiment. 
 The several exhibits omitted are given to accounts of European and 
 American Technical Schools and quotations from various authori¬ 
 ties, some of which will he indicated when the earlier portions of 
 the Report are abstracted for the Appendix. 
 
 EXHIBIT A. 
 
 EXECUTIVE ORDER FOR THE INAUGURATION OF SCHOOL INSTRUCTION AT MT. 
 
 CLARE. 
 
 Executive Order ) Baltimore & Ohio Railroad Company, 
 
 No. 6. j Office of the President, 
 
 Baltimore, January 15, 1885. 
 
 The inauguration of a Baltimore and Ohio Technological School for the promo¬ 
 tion of a higher course of instruction for the apprentices of this service than that 
 now pursued, with headquarters at Mt. Clare, Baltimore, and conducted under the 
 superintendence of a board of seven directors, appointed annually by the President 
 of this Company, is announced. 
 
 Messrs. John K. Cowen, E. J. D. Cross, Dr. Charles M. Cresson, Andrew Ander¬ 
 son, Dr. W. T. Barnard, Bradford Dunham and Charles Selden are hereby appointed 
 such directors for the calendar year 1885. 
 
 The course and method of instruction in its several departments, and the opera¬ 
 tions of the Technological School, shall be governed by regulations prescribed by 
 its Board of Directors. 
 
 In furtherance of the objects for which this school is founded, and to secure 
 uniformity and discrimination in the employment of apprentices in all departments, 
 the General Manager will promulgate rules regulating their appointment and service. 
 
 In the establishment of a technological school the Company affords the youth in 
 its employ opportunities for obtaining a liberal technical education far superior to 
 those enjoyed by the employes of other railroads. The examinations prescribed in 
 the course of the Technological School will be very thorough, and will require from 
 the apprentice a close and persevering attention to study, without evasion or slight¬ 
 ing of any part of the course, as no relaxation of any kind can be made by the 
 Board of Examiners ; and, as the Company will hereafter endeavor to advance the 
 graduates of the Technological School to positions of responsibility and trust in its 
 service, only those who demonstrate willingness and ability to qualify themselves 
 for advancement will be retained. 
 
 The General Manager will convene a Board of Examiners, consisting jointly of 
 two medical examiners of the Relief Association and three instructors of the Tech¬ 
 nological School, whose duty it shall be to examine and classify all apprentices now 
 in service in accordance with the standard of qualifications prescribed in his Gen¬ 
 eral Order on the subject. This board will visit each station where apprentices are 
 employed, and finally report, in writing, to the General Manager the result of their 
 labors. 
 
 Rorert Garrett, 
 
 President. 
 
ORDER ESTABLISHING THE SCHOOL AT MT. CLARE. 149 
 
 EXHIBIT U. 
 
 General Order ) Baltimore and Ohio Railroad Company, 
 
 No 5. ) General Manager's Office,' 
 
 Baltimore, January 15, 1885. 
 
 Executive Order No. 6, dated January 15, 1885, from the office of the President, 
 is republished for the information of those concerned [see Exhibit A]: 
 
 In accordance therewith, the following general regulations governing the ap¬ 
 pointment, admission and service of Apprentices of the Baltimore and Ohio Rail¬ 
 road Company are announced, superseding all previous regulations relating thereto: 
 
 Section I. 
 
 1. On and after this date all Apprentices will be embraced under the following 
 general designations, and graded into three classes—viz.: 
 
 1st (Junior) Class, B. & O. Apprentices; 2d Class, B. & O. Cadets; 3d (Senior) 
 Class, B. & O. Cadet officers. 
 
 2. The term of service in the several classes will be: First class, 4 years; second 
 class, 3 years; third class, 3 years. 
 
 3. As the Baltimore and Ohio Railroad Company undertakes the expense of edu¬ 
 cating Apprentices and Cadets passing the physical and educational examinations, 
 it will expect the privilege of availing of the services of such as are competent for 
 its purposes at fair salaries, for at least throe years after graduation. 
 
 4. Apprentices and cadets will be amenable to the discipline and regulations of 
 the Company, and violation of its rules, neglect of its interests, destruction of its 
 tools or waste of its property, will be cause for dismissal. But, while liable to sus¬ 
 pension by their immediate official superiors, Apprentices and Cadets cannot be 
 dismissed except by the direct action of the General Manager of the Company; his 
 decision as to dismissal being final and conclusive. 
 
 5. The pay of Apprentices and Cadets in the several classes will be: 
 
 
 Per day. 
 
 First 
 
 year. 
 
 Second 
 
 year. 
 
 Third 
 
 year. 
 
 Fourth 
 
 year. 
 
 First class. 
 
 O Q O 
 NOW 
 
 OrlH 
 
 $0.80 
 
 1.12* 
 
 1.75 
 
 $0.90 
 
 1.25 
 
 2.00 
 
 $1.00 
 
 Third class. . 
 
 
 
 
 commencing with the date of their admission into the service. As an incentive for 
 efficiency, fidelity, industry, energy, and care of its property, the Company will 
 give to each of its Apprentices, on the completion of his term of four years’ service 
 in the first class, and to those Cadets passing through the full course of the second 
 and third classes, whose record for that time has been praiseworthy and satisfac¬ 
 tory, a sum equal to eight and a half cents per day for each full day they serve in 
 the first class, and twelve and a half cents for each full day they serve in the second 
 class. 
 
 6. The Cadets of the second and third classes—and all students of the Techno¬ 
 logical School—will be required to wear in the School, on all public occasions, and 
 at any and all other times designated by the General Manager, a prescribed uniform, 
 all the parts of which will be of like pattern and will be furnished by the Purchas¬ 
 ing Agent—the first suit free, and all renewals at cost price; payment being ar¬ 
 ranged in instalments to suit the means of the Cadets. 
 
150 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 7. Apprentices possessing the qualifications and standard of attainments required 
 of students of the Technological School at Mt. Clare, Baltimore, and all Cadets, are 
 entitled to enter that institution. Students of the Technological School, either of 
 whose parents have been in the employ of this Company for five consecutive years, 
 are entitled to free tuition and use of text-books and apparatus. Other students, 
 sons of employes, of less than five years’ service, are entitled to free tuition in the 
 first class, and to tuition in the second and third classes at half the rates fixed for 
 other students by the regulations of the Technological School. Apprentices and 
 Cadets appointed outside the service, while under pay from the Company, will be 
 charged full tuition fees for instruction in the Technological School. 
 
 8. Apprentices or Cadets of one class can, in the discretion of the General Man¬ 
 ager, be promoted into a higher class before the expiration of the full term of their 
 respective classes, on the certification by the Corps of Instructors of the Techno¬ 
 logical School of their having satisfactorily passed examinations entitling them to 
 such promotion. Such examinations shall be graded, and those of higher grade 
 shall first be promoted. But no Cadet officer will be graduated until he shall have 
 taken the full course of instruction of the third class. 
 
 9. In filling vacancies in the second class, other things being equal, preference 
 will always be given Apprentices, in order of merit, over other outside applicants 
 for such cadetships. 
 
 10. No appointment shall be made in the grade of Cadet Officers except from 
 Cadets of the second class, in the order of merit, as certified by the Corps of In¬ 
 structors. 
 
 11. On the completion of their courses, members of the several classes will be en¬ 
 titled to a final examination by a Board composed of members of the Corps of In¬ 
 structors and Railroad Officials appointed for this duty by the President of this 
 Company, and upon passing satisfactorily such final examination, will be awarded 
 diplomas setting forth their qualifications and entitling them to preference over all 
 other applicants not thus graduating, in appointments to the higher classes or in 
 filling vacancies in positions of responsibility in the gift of this Company, as they 
 may elect, and as the Board may recommend. 
 
 12. Regular attendance upon the sessions of the Technological School is obliga¬ 
 tory upon all Cadets and upon all Apprentices located at Baltimore as the Board of 
 Examiners may determine are fit to enter the School, and they will be equally amen¬ 
 able to the discipline and regulations of the School as to those of the Company. 
 
 13. Students at the Technological School will have the privilege of purchasing, in 
 small instalments, such of the tools, implements and text-books used in the course 
 of instruction there as they may desire and as may be deemed useful to them after 
 graduation. 
 
 14. Apprentices and Cadets are required to become members of the Baltimore 
 and Ohio Employes’ Relief Association, the same as other employes, and are entitled 
 to all the privileges of its Savings Fund and other features. 
 
 15. Through the Free Circulating Library at Mt. Clare, Apprentices and Cadets 
 residing outside of Baltimore can obtain the free use of text-books and apparatus 
 to enable them to follow the course of the Technological School. 
 
 APPOINTMENT OF APPRENTICES AND CADETS. 
 
 Section II. 
 
 1. Apprentices and Cadets are not bound by indenture, but those who complete 
 satisfactorily the terms for which they are engaged will be given certificates of gen¬ 
 eral character and ability. 
 
 2. The number of Apprentices and Cadets will be regulated by the General Man¬ 
 ager, who, under these regulations, will have the exclusive appointment thereof and 
 
CONDITIONS ADMITTING TO THE SCHOOL. 151 
 
 their assignment among the various departments and stations of the service. All 
 applications for appointment should be addressed to him. 
 
 3. Other things being equal, preference in appointments will be given sons of em¬ 
 ployes of long and faithful service, and especially the sons of employes killed or 
 disabled in the service. To enable the sons of employes to enjoy this privilege to 
 its fullest extent, free transportation from points on this Company’s lines nearest 
 their homes, to the place of examination and return, is offered them ; candidates 
 paying their own travelling expenses. 
 
 QUALIFICATIONS OF CANDIDATES. 
 
 Section III. 
 
 1. Candidates for admission to the first class must be between 15 and 21 years of 
 age, and to the second class between 17 and 22 years of age. 
 
 2. Candidates must, at the time of examination, be physically sound, of robust 
 constitution, and generally free from any deformity, hereditary or acquired tend¬ 
 ency to disease or infirmity which may render them unfit for the active service of 
 this Company. 
 
 3. Candidates must be well versed in reading, writing, including orthography, in 
 arithmetic, and have a knowledge of the elements of English grammar, and of de¬ 
 scriptive geography, and of the history of the United States. 
 
 4. Candidates will be examined: first, by two Medical Examiners of the Relief 
 Association, whose decision as to their physical qualifications shall be final; second , 
 by one or more instructors of the Technological School, whose decision as to their 
 educational qualifications shall be final. 
 
 5. The Examining Boards will meet at Mt. Clare Station, Baltimore, on the first 
 Monday of each month, when there are candidates for examination. No candidates 
 will be allowed re-examination within three months of last rejection by either Board. 
 
 6. Candidates who pass the physical and educational examinations will be required 
 to become members of the Baltimore and Ohio Employes’ Relief Association. 
 
 [An illustration of the character of examination which applicants for apprentice- 
 shin will be expected to pass is appended to this order.] 
 
 Section IV. 
 
 1. In the order of seniority of examination, and as vacancies occur, candidates 
 will be assigned to probationary duty in the particular branch of the mechanical or 
 other operating department in which, through inclination or aptitude, as determined 
 by their examination, they are most likely to succeed. 
 
 2. At the expiration of six months they will be re-examined, and those passing 
 will receive warrants of appointment, and will be assigned to the respective classes 
 their qualifications entitle them to enter. Those found to be especially advanced or 
 apt will, with their consent, be detailed to duty at the Company’s works, Mt. Clare, 
 Baltimore, where, in the Technological School, they will have special opportunities 
 for technical instruction. 
 
 Section V. 
 
 A Board for the examination and classification of all Apprentices now in the 
 
 service is hereby convened. Messrs.-and-are designated as 
 
 the members of the Board to conduct the examination as to educational qualifica¬ 
 tions, and the Secretary of the Relief Association will detail two Medical Examiners 
 to serve thereon. The Board as thus constituted will immediately enter upon its 
 duties. 
 
152 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The Board of Examiners will convene on the first Monday of each month at Mt. 
 Clare, Baltimore, for the examination of candidates ordered before it by the Gen¬ 
 eral Manager. As the finding of this Board will be final, and as a sound body and 
 constitution, good natural capacity and aptitude for study, industrious habits, per¬ 
 severance and an orderly disposition, together with a correct moral deportment, are 
 essential qualifications, candidates knowingly deficient in any of these respects 
 should not subject themselves and friends to the chances of future disappointment 
 by entering upon a career which, lacking these qualifications, they cannot success¬ 
 fully pursue. 
 
 B. Dunham, General Manager. 
 
 ILLUSTRATION OF CHARACTER OF EXAMINATIONS. 
 
 Section VI. 
 
 PHYSICAL EXAMINATION. 
 
 Every candidate will be subjected to a rigid physical examination, and if there 
 is found to exist in him any of the following causes of disqualification, to such a 
 degree as would immediately, or at no distant period, impair his efficiency for the 
 active service of this Company, he will be rejected : 
 
 1. Feeble constitution and muscular tenuity; unsound health from whatever 
 cause; indications of former disease; glandular swellings or other symptoms of 
 scrofula. 
 
 2. Chronic cutaneous affections, especially of the scalp. 
 
 3. Severe injuries of the bones of the head; convulsions. 
 
 4. Impaired vision, from whatever cause; inflammatory affections of the eyelids; 
 immobility or irregularity of the iris; fistula lachrymalis, etc. 
 
 5. Deafness; copious discharge from the ears. 
 
 6. Serious impediment of speech. 
 
 7. Want of due capacity of the chest, and any other indication of a liability to 
 pulmonic disease. 
 
 8. Impaired or inadequate efficiency of one or both of the superior extremities ou 
 account of fractures, contraction of a joint, deformity, etc. 
 
 9. An unusual excurvature or incurvature of the spine. 
 
 10. Hernia. 
 
 11. A varicose state of the veins of the scrotum or spermatic cord (when large), 
 sarcocele, hydrocele, fistulas. 
 
 12. Impaired or inadequate efficiency of one or both of the inferior extremities 
 on account of varicose veins, fractures, malformation, permanent lameness, con¬ 
 traction, unequal length, etc., etc. 
 
 13. Ulcers, or unsound cicatrices of ulcers likely to break out afresh. 
 
 EDUCATIONAL EXAMINATION. 
 
 The following outline, problems, and questions are given as illustrating the na¬ 
 ture and scope of the educational examinations. While these illustrate the charac¬ 
 ter of the examination, it should be distinctly understood that different questions 
 will be used at each examination. The examinations will be part written and 
 partly oral. 
 
 ARITHMETIC. 
 
 (a) Fundamental rules, with methods of proof and reasons for processes. 
 
 (b) Factoring: G. C. D. and L. C. M. and their applications; common and deci¬ 
 mal fractions, their kinds, solution, and reduction from one to the other, with 
 both the rule and the reaso'i for each operation. 
 
SPECIMENS OF ENTRANCE EXAMINATIONS. 
 
 153 
 
 (c) Denominate numbers; tables; reduction, ascending and descending; changing 
 denominate numbers to equivalent decimals. 
 
 (d) Ratio and proportion, their kinds, methods and applications. 
 
 (e) Mensuration of lines, surfaces, and solids, and their representation by 
 drawings. 
 
 (/) Percentage and its applications. 
 
 ( g ) Involution and evolution, and their applications. 
 
 (h) Analysis of mental problems. 
 
 Illustrative Problems and Questions. 
 
 1. Write in figures one hundred and sixty billion three million seventy thousand 
 and five. Write in words 246004050. Write in Roman numerals 40, 90, 144; and 
 in Arabic numerals L, XIY, LIX, CVIII and DCCLXXY. 
 
 2. Add two and five-tenths, eighty-six thousands, twenty-four ten-millionths 
 and 3-tenths, multiply the result by .0002, and divide the product thus obtained by 
 .00004. 
 
 3. Find the cost of 20 acres, 3 roods and 30 perches of land at $62.50 per acre. 
 
 4. A man sold 24$ bushels of wheat at $2f per bushel, and received in payment 
 apples at $3f per barrel. How many ban-els of apples did he receive ? 
 
 5. Reduce 6 furlongs 20 rods to decimal of a mile. 
 
 6. Reduce .0256 to a common fraction and ^ to a decimal. 
 
 7. Add i, &, -{£, f, and divide the result by f. Also reduce to its simplest 
 
 . 6 *+ 2 £ 
 
 form—|— • 
 
 8. Define fraction, common fraction, decimal fraction, proper fraction, mixed 
 number, division, greatest common divisor, least common multiple, cancellation, 
 long division, and denominator. 
 
 9. Find the prime factors of the following: 256, 312, 63, 280, 289, and 1386. 
 
 10. Divide the least common multiple of 240,720, and 150 by the greatest common 
 divisor of the same number. 
 
 11. Find the interest on $240 for 3 years and 6 months at 8 %. 
 
 12. How must I sell cloth that cost $4 per yard so as to gain 20^ ? 
 
 13. A and B together have $540, and A has twice as much as B. How much 
 has each ? 
 
 14. £ of 24 is f of what number? 
 
 15. What number divided by .024 will yield a quotient of .25 ? Prove. 
 
 16. Find the area and hypothenuse of a right-angle triangle whose base is 240 
 and altitude 75. 
 
 17. How many men would be required to cultivate a field of 2f acres in 5$ days 
 of 10 hours each, if each man completed 77 square yards in 9 hours. 
 
 18. If 5 cubic feet of gold weigh 98.20 times as much as a cubic foot of water, 
 and 2 cubic feet of copper weigh 18 times as much as a cubic foot of water, how 
 many cubic inches of copper will weigh as much as l of a cubic inch of gold? 
 
 19. What is the effect of dividing the denominator of a fraction by a whole num¬ 
 ber, and why. 
 
 20. What is the effect of annexing a cipher to a decimal, and why ? 
 
 21. If the same number be subtracted from both terms of an improper fraction 
 what will be the effect? Why? 
 
 22. Give the rule for reducing a common fraction to an equivalent decimal, and 
 explain why the resulting decimal will be equal to the common fraction from 
 which it is obtained. 
 
 23. Give the rule for dividing one decimal by another, and explain why the deci¬ 
 mal point in the quotient is placed where the rule directs. 
 
154 EDUCATION - IN THE INDUSTRIAL AND FINE ARTS. 
 
 GRAMMAR AND ITS APPLICATIONS IN CONVERSATION, IN LETTER WRITING, AND IN 
 
 COMPOSITION 
 
 Outline. 
 
 (a) The parts of speech, with their properties and inflections. 
 
 (5) Analysis of ordinary simple, complex and compound sentences, and the fun¬ 
 damental relations of subject, copula, predicate, object, etc. 
 
 (c) Punctuation, capitalization, spelling, etc., in original composition or from 
 dictation. 
 
 ( d) Corrections of improper use of words, constructions and sentences, in ordi¬ 
 nary conversation, and in composition and letter-writing. 
 
 Illustrative Exercise in Grammar. 
 
 1. Name the parts of speech and define noun, abverb and conjunction. 
 
 2. Name the properties of the noun; of the verb. 
 
 3. Decline boy, he, it and who. 
 
 4. Conjugate the verb to throw in the indicative mood, past tense, passive voice. 
 
 5. Write the plural of lady, turkey, this, that, box, house, potato, mouse, sheep 
 and father-in-law. 
 
 6. Name the relative pronouns and compare good, little, old, happy, big, thin 
 and likely. 
 
 7. Parse all the words in the following sentence: The birds sing merrily in the 
 green trees. 
 
 8. Correct the following and give reasons: 
 
 (a) Him and me will come. 
 
 (b ) He saw John and I in the garden. 
 
 (c) Who did she marry ? 
 
 (d) Between you and I there is but little difference. 
 
 ( e ) I laid down and slept because I was to tired to sit up. 
 
 9. Capitalize, punctuate and correct the following sentences: 
 
 (a) the Groves were gods first temples 
 
 (b) when will You and i get there 
 
 (c) john left New york i cannot tell when he will git Home. 
 
 (d) John, and me and James went to school, at Boston last winter. We got home 
 on thursday. 
 
 10. Write a description of this room and its furniture. Be careful to capitalize 
 and punctuate correctly. 
 
 GEOGRAPHY. 
 
 1. Give the distance in miles around the earth ; also the length of its diameter. 
 How wide is the Atlantic Ocean ? How far would you have to travel in going 
 across the United States from east to west? from north to south? When you do 
 not know the exact answer, put down about what you think would be the correct 
 answer. 
 
 2. Name the grand divisions in order of their size ; of their population. Where 
 do the most highly civilized nations live ? 
 
 3. Bound Europe and name five of its principal rivers, telling where they rise and 
 empty. Also name and locate five of the principal cities of Europe. 
 
 4. Name the principal mountain systems of Asia ; of Africa ; of South America. 
 
 5. Name the States of the United States that border on the Atlantic, and give the 
 capital and metropolis of each. Also name the largest State of the United States 
 the smallest; the most populous. 
 
 6. Give the leading products of Georgia; of California; of Pennsylvania ; of Illi¬ 
 nois. 
 
SPECIMENS OF ENTRANCE EXAMINATIONS. 
 
 155 
 
 7. Locate the following and tell what they are : Sahara, Washington, Columbia, 
 Portland, Blanc, Nile, and Mexico. 
 
 8. Bound the United States, and give its area and population. 
 
 9. Name the political divisions of South America. 
 
 10. Write fifteen fines about Africa. 
 
 11. Bound your native State, giving its capital, metropolis, and principal prod¬ 
 ucts. 
 
 12. How are United States Senators elected, and for how long a term ? 
 
 UNITED STATES HISTORY. 
 
 Outline. 
 
 (a) Aborigines of America. 
 
 (b) European settlements, when, where, and by whom. 
 
 (c) Colonial history, and inter-colonial wars. 
 
 (d) American Revolution, its remote and immediate causes and results. 
 
 (e) Constitution, why and when adopted; its departments and powers. 
 (/) The Presidents and events of their administrations. 
 
 (g) War of 1812 ; Mexican War ; Civil War. 
 
 ( h ) Current events. 
 
 Illustrative Questions. 
 
 1. Tell something about Columbus, stating where and when he lived, what he 
 discovered, what voyages he made, etc. What do you think of the treatment that 
 he received ? 
 
 2. Name the different European countries that tried to get possession in America, 
 and tell which three were the most successful. 
 
 3. Give an account of the French and Indian War, telling what it was about and 
 how it terminated. 
 
 4. Write thirty fines about the American Revolution, telling its cause, naming 
 five principal battles, three generals on each side, etc. 
 
 5. What was the Declaration of Independence ? Who wrote it ? 
 
 6. Name the Presidents of the United States and give the leading events of Jack¬ 
 son’s administration. 
 
 7. Tell something about Franklin, Wolfe, Morse, Fulton, Longfellow, Emerson, 
 Arnold, and Alexander Hamilton. 
 
 8. What cities have been the capital of the United States? 
 
 9. What happened in 1492? 1565? 1607? 1620? 1776? 1876? 
 
 10. How long did the war of the Rebellion last, and during whose administration 
 did it take place ? State the provisions of the Fourteentli and Fifteenth Amend¬ 
 ments. 
 
 11. What is the objectionable feature of Mormonism, and what measures have 
 been advocated in Congress to eradicate this evil ? 
 
 12. What event is there talk of celebrating by an International Exposition at 
 Washington in 1889? In 1892? 
 
 13. What is the use of International Expositions ? 
 
 Note.— It is suggested to candidates for admission to the Corps of Apprentices 
 and Cadets that, before leaving their places of residence, they should cause them¬ 
 selves to be thoroughly examined by a physician, and by a teacher or instructor of 
 good standing. By such examinations any serious physical disqualification or want 
 of educational preparation would be revealed, and the candidate spared the ex¬ 
 pense and mortification of a useless journey and rejection. But it is to be understood 
 that such examination is solely for the convenience and benefit of the candidates, 
 and in no manner affects the decision of the Official Examiners of the Board, 
 
156 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 EXHIBIT V. 
 
 BALTIMORE AND OHIO TECHNOLOGICAL SCHOOL. 
 
 [Circular No. 1.] 
 
 Baltimore, October 1,18S5. 
 
 In view of the necessity of postponing for the present the initiation of the Tech¬ 
 nological School program in its entirety, the present course of instruction will be 
 conducted with special reference to its practical utility: 
 
 First. In advancing the entire force of apprentices within reach of its influence 
 in their several mechanical pursuits ; and 
 
 Second. In advancing the theoretical instruction, as far as may be practicable 
 with the limited appropriation at command, of such apprentices as past examina¬ 
 tions have shown possess sufficient common-school education to justify the hope 
 that they can, without additional school-training in academic studies, qualify them¬ 
 selves for positions as officers in its service. So far as may practicable, the work 
 of the school shall have a direct bearing upon, and immediate connection with, the 
 various duties in the shop with which the apprentices are or may be charged. To 
 this end the technological and academic instruction will be carried on under sepa¬ 
 rate instructors, each responsible for the conduct and success of his particular de¬ 
 partment, and each reporting to the undersigned, as representing the Board of 
 Directors of the Technological School. 
 
 ASSIGNMENT OF MR. C. W. SCRIBNER, AS TEACHER OF TECHNOLOGY. 
 
 To Mr. C. W. Scribner, as a specialist in technology, and as senior instructor, is 
 assigned charge of the practical instruction of apprentices in the shops and draw¬ 
 ing-room. He will be at liberty to maintain such separate class-instructions in 
 purely technical subjects as he deems necessary to promote the interests assigned 
 • him, and will not interfere with the apprentices’ shop and academic duties. In the 
 performance of this duty he will spend not less than six hours per day in the shops, 
 and not less than two additional hours in the drawing-room, and in such class-in¬ 
 structions as he may inaugurate, Sunday excepted. 
 
 HIS DUTIES DEFINED. 
 
 His duties as technological instructor will consist: 
 
 First. In exercising a general supervision over apprentices in the shops and in 
 applying their theoretical knowledge to their labors. 
 
 This duty will be performed in accordance with a plan to be agreed upon between 
 the instructor and the several foremen ; which plan must be of such character as 
 will give the instructor proper facilities for overseeing and directing the labors of 
 apprentices, so far as they are learners, and to question and counsel any boy or 
 boys while at work, in order to determine their understanding of what they are 
 doing, to make explanations and to direct their operations in such way as to enable 
 the apprentices to gain comprehensive and practical knowledge of the scientific 
 principles involved in what they may be doing. 
 
 SEPARATE AUTHORITY OF THE INSTRUCTOR AND THE FOREMAN DEFINED. 
 
 In exercising this duty, the instructor will have no right or authority to antag¬ 
 onize or interfere with the orders of the foreman in charge, so far as they relate to 
 the Company’s work, nor to interfere with its proper performance; nor shall he, 
 for the purpose of instruction or examination, unnecessarily, nor for any great 
 
AUTHORITY OF SCHOOL AND SHOP INSTRUCTORS DEFINED. 157 
 
 length of time, even when necessary, retard the work which the apprentices are 
 doing. To prevent confusion in the Company’s work, it is to be understood that 
 the foremen have the undisputed right to decide what work is to be done by appren¬ 
 tices and when it is to be done; the recommendations of the instructor in the matter 
 of the assignment of apprentices shall be made first to the foremen, and shall be 
 carried out by them unless they are clearly in conflict with the interests of the 
 service. In each case where the instructor and foreman fail to agree, either in 
 formulating the plan for the joint management of apprentices or upon the proper 
 interpretation and scope of this arrangement, the question or dispute shall be 
 referred to the Master Mechanic or Master Car Builder, to whom the foreman 
 reports, and if he cannot satisfactorily adjust the difference, the whole matter will 
 be referred to the General Manager for settlement. 
 
 The foregoing applies to all apprentices at Mt. Clare shops. 
 
 Second. A certain number of hours per week, not fewer than three, shall, by 
 agreement between the instructor and foremen of the various shops, be set aside, 
 in which the technological instructor shall assemble the apprentices of the first 
 class for the purpose of explaining the scientific principles that are involved in the 
 work on which they are engaged, of suggesting and illustrating the most economi¬ 
 cal methods of work, of showing how different parts of machinery are put together, 
 and of pointing out the office of each part. He shall explain why some other way 
 of constructing or doing such work would not do just as well, and be as economical 
 as the way he suggests. He shall point out difficulties that are yet to be overcome 
 in the construction and operating of machinery, and, in short, make the instruction 
 of such a character as to set apprentices to thinking and devising for themselves. 
 He shall also give instruction On the nature of the materials, and in the use and 
 care of tools and machinery. 
 
 In the performance of these duties he shall have authority to utilize the machin¬ 
 ery in the shops where the same is not in use. 
 
 The technological instructor shall study the machinery and methods of work 
 now in vogue in the shops, and shall make recommendations to the foreman or to 
 the Master Mechanic or to the Master Car Builder, as the case may be, of any im¬ 
 provements in the method of work, in tools, in machinery, or anything that in his 
 judgment will increase the efficiency of the shops. 
 
 He shall also study the shop-work with a view of recommending to the under¬ 
 signed what academic subjects might be taught in the school, and the best methods 
 of teaching them with a view of their immediate application in connection with the 
 shop-instruction. 
 
 He is expected to study and make note of the capabilities and the aspirations of 
 the various apprentices, and the joint recommendations of the instructor and the 
 foreman to the General Manager, through the intermediate officers, as to the apt¬ 
 ness, progress, skill and commendable traits of any apprentice, shall determine 
 whether his apprenticeship shall continue for a longer or shorter period than the 
 usual time prescribed (four years); but no boy whose standing in the school-studies 
 is habitually low shall have the time of his apprenticeship reduced to less than the 
 usually required four years, however expert he may become in the shop. 
 
 The shop-instructor shall, during the academic year (being guided by his experi¬ 
 ence and observations in the shops), make a classification of the regular kinds or 
 pieces of work which are constantly required to be done in the shops, and on which 
 apprentices should have practice, and arrange them in the order in which it is best 
 to have apprentices take them up in learning their trade, submitting the same to the 
 Master Mechanic and Master Car Builder. 
 
 He shall also, during the academic year, outline methods of instruction and rec¬ 
 ommend the academic studies that, in his judgment, are most suitable for the 
 apprentices of each trade, and for the students of civil and mechanical engineering, 
 
158 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 with a view to preparing a permanent program and prospectus for the succeeding 
 year. 
 
 In all matters relating to the school he will report direct to the undersigned. 
 
 ASSIGNMENT OF MR. COLER, AS THE ACADEMIC TEACHER. 
 
 To Mr. Coler, is assigned charge of all academic studies, which will for the present 
 be confined to the several sections of first-class apprentices. 
 
 Under this arrangement he will spend not less than eight hours per day in the 
 discharge of his duties. Of this time he may devote one or two hours daily to the 
 shops, in order to observe the needs of apprentices, the work and equipment of the 
 shops, so as to make the school-instruction both practical and interesting, by draw¬ 
 ing his illustrations in teaching as far as possible from machinery and operations 
 in the shops where the boys are daily employed. 
 
 The academic department shall include three sections of apprentices. The first 
 grade shall consist of all those who are qualified to meet the requirements of Gen¬ 
 eral Order No. 5 for admission to the first class therein mentioned. 
 
 The second section shall consist of such apprentices now in the service as may, 
 with a reasonable amount of teaching, be qualified for admission to the first section. 
 
 The third section shall consist of all other apprentices whose time of apprentice¬ 
 ship does not expire before January 1, 1887. 
 
 All apprentices who receive academic insturuction (Sections 1 and 2) must take 
 Drawing at least two hours each week. The technological teacher may also require 
 apprentices who are not in these sections to take Drawing. 
 
 The subjects for academic instruction for the first class are Algebra, Geometry, 
 and English and Elementary Science. 
 
 Apprentices who are preparing for admission to the first section are to be known 
 as second-section students. 
 
 These shall take Arithmetic in addition to Drawing as required studies, and they 
 shall choose a third subject from the following: History, Geography, English, 
 Elementary Science, Steam and Steam Engine, and Mensuration. 
 
 Apprentices of the third section are required to take Drawing at least two hours 
 per week. They may at any time enter either of the other preparatory sections, 
 provided those sections are not already full, and provided they are qualified to profit 
 by the instruction to be given in the class, which last is to be decided by Mr. Coler. 
 
 Students of the third section must attend the free city night schools nearest to 
 their homes, and it shall be the duty of Mr. Coler to see that this requirement is 
 fulfilled. 
 
 Each teacher shall make a weekly report of how much time he has spent in each 
 shop and school-room, the character of teaching, results, etc. 
 
 Each to report directly to me, but to recommend jointly anything that relates to 
 their two departments. 
 
 W. T. BARNARD, Asst, to President. 
 
REPORT BY PROFESSOR COLER, JANUARY, 1887. 
 
 159 
 
 EXHIBIT W. 
 
 SCHOOL REPORTS 
 
 January 30, 1887.* 
 
 Dr. W. T. Barnard, 
 
 Assistant to President: 
 
 Dear Sir: In compliance with your request for a special report, showing what 
 has been accomplished by the Technological School from its inauguration to the 
 present date, I respectfully submit the following: 
 
 From the Circular of January 15, 1885, setting forth the management and policy 
 of the school, and from your subsequent instructions, we have understood the pur¬ 
 pose of the school to be threefold : 
 
 1. To maintain an educational examination as a condition of admission to appren¬ 
 ticeship, and to afford such elementary technical instruction to all apprentices as 
 would make of them intelligent journeymen ; the apprentice instruction to be 
 known as the Journeymen’s course; this course to be free to all apprentices, and to 
 serve as preparatory for the Cadet course for young men whose ability and charac¬ 
 ter are good, but who need preparatory training. 
 
 2. To organize a class of Cadets for advanced technical instruction in such 
 subjects as bear upon the departments of railway service in winch they are to en¬ 
 gage ; the object of this cour.-e being to fit young men to become foremen and for 
 other subordinate positions; tins class to be composed of apprentices or other young 
 men who shall pass a required examination and present testimonials of ability and 
 character; a reasonable tuition to be charged for this course. 
 
 3. To secure to the service as Cadet officers a limited number of young men pos¬ 
 sessing superior ability and educational qualifications, to whom thorough and com¬ 
 prehensive technical instruction should be afforded, while at the same time these 
 young men should get a comprehensive and practical knowledge of the various 
 departments of railway service and the mutual relations of these departments; the 
 object of this course being to fit the students for the highest positions of responsi¬ 
 bility in the service. 
 
 It is with these ends in view that we have been guided in the management of the 
 school, and our plans have all along contemplated an early organization of the Ca¬ 
 det Class. With reference to the Cadet Officers’ Class, we have understood that it 
 was your policy not to admit young men to that course of study until they shall 
 have completed the Cadet course and thus have demonstrated whether it will be 
 profitable to the company to continue instruction to them. We have not, therefore, 
 undertaken, except in a general way, to forecast the subjects of study and the 
 management of that class. 
 
 That there are substantial reasons for the apparently slow progress we have made, 
 and that we have nevertheless worked out results and gained experience that will 
 be far-reaching in their economic value and otherwise beneficial consequences, pro¬ 
 viding it is thought best to continue the school, will appear from considerations and 
 facts to be set forth in detail in what follows. 
 
 FAILURE OF APPLICANTS TO PASS EXAMINATIONS IN ELEMENTARY ENGLISH STUDIES. 
 
 In February, 1885, one hundred and forty-seven apprentices, then in the service 
 at Mt. Clare, were examined by Mr. Scribner and myself, and in July and August 
 of the same year Mr. Scribner and Mr. Sullivan examined about three hundred and 
 fifty apprentices' in the shops along the line. The results of these examinations 
 
 * Although my report is dated October, 1886, the last sections were unavoidably delayed, so that 
 school reports of this date are inserted.—W. T. B. 
 
160 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 went to show that not one of the five hundred boys and young men in the various 
 repair and construction shops was sufficiently advanced to pursue technical studies 
 with profit to the Company and to himself. We were greatly surprised that among 
 so many boys there should be found such uniform deficiency in the most elementary 
 school-studies. Combined with this lack of elementary knowledge was a corre- 
 ponding lack of inclination on the part of these apprentices to make of themselves 
 anything more than ordinary routine and rule-of-thumb mechanics. It must be evi¬ 
 dent that such apprentices will require constant supervision in even the simplest 
 details of their trades, and that when they become journeymen they will be un¬ 
 trustworthy and unprogressive. 
 
 Thinking that perhaps a few of the most promising boys might, by receiving pre¬ 
 liminary training in night-classes for six months or a year, be prepared for the 
 more elementary technical studies, we determined to give them instruction in the 
 rudiments of grammar-school branches. Having secured an order from the Gen¬ 
 eral Manager to this effect, we required about forty boys to attend night-classes 
 from the first of March to the twentieth of June, 1885. This was done with the 
 hope that all might profit to a certain extent by the elementary instruction thus 
 afforded, and that from these forty boys there might be a dozen or more who would 
 work their way up so as to profit by the technical course we had in view for appren¬ 
 tices ; but a short experience convinced us that for the most of these boys the at¬ 
 tempt was made in vain. Some would if they could; others could if they would. 
 Only three out of these forty apprentices have made commendable progress in all 
 the school-studies, though none of them are any the less valuable to the service for 
 having been required to attend the classes, and several have done well in drawing 
 in spite of their deficiencies in academic studies. 
 
 CAUSES OP THIS LACK OF ABILITY TO DESIRE TO LEARN. 
 
 It would be wrong to attribute the failure of these boys to advance in theoretical 
 studies wholly to their inability or unwillingness to profit by the class-instruction 
 that was offered them. It should be remembered that in addition to their not hav¬ 
 ing previously formed habits of study—a fault of their parents and former teach¬ 
 ers—these boys came from daily associations in the shops, the very atmosphere of 
 which was discouraging to efforts for mental improvement; for the idea that a 
 workman should pursue school-studies has almost invariably been ridiculed in the 
 shops,—and ridicule is apt to dampen the ardor of students who have not advanced 
 far enough in studies and experience to appreciate the importance of education. 
 Moreover, the work of instructing apprentices was new to the teachers, and we 
 made some mistakes, one of which was an attempt to put all boys through precisely 
 the same kind of training without regard to individual aptitudes. I think, too, that 
 the work at first attempted was too severely mathematical for apprentice studies. 
 Dry, abstract mathematical drill will not interest apprentice boys, nor make intel¬ 
 ligent, thinking mechanics of them. With the exception of drawing, we did not 
 succeed in giving the instruction enough of a tangible and practical bias to encour¬ 
 age boys to take an interest in our classes. 
 
 From my own experience and study of the subject since my connection with this 
 school, and from the testimony of teachers and employers in Europe who have 
 made similar attempts, I am convinced that while it is possible and desirable to 
 educate apprentices in technical subjects during apprenticeship, even though the 
 instruction be wholly confined to night-classes, it is equally certain that to try to 
 educate boys who have not formed habits of study before entering upon apprentice¬ 
 ship is a useless waste of time, patience and money. Although there may be ex¬ 
 ceptions, the results are usually very meagre and unsatisfactory. 
 
GRADUAL ELEVATION OF STANDARD OF ADMISSION. 161 
 
 IMPROVEMENT OBTAINED. 
 
 Since March, 1885, there have been, in accordance with your plans and instruc¬ 
 tions, regular educational examinations every month, except July, 1886, of appli¬ 
 cants for apprenticeship; and with two or three exceptions, no boys have been 
 admitted to apprenticeship at Mt. Clare without first trying this examination. At 
 first we had to make the standard of requirements very low, in order to get enough 
 boys to supply the demand for apprentices; but there has been a gradual, though 
 decided elevation of that standard, so that at the present time none can be admitted 
 without a fair knowledge of the rudiments of elementary English branches; nor 
 then without demonstrating some ability to think, and expressing a willingness to 
 to avail of the school-instruction by regular and prompt attendance at the classes 
 if admitted to apprenticeship. 
 
 CHANGES IN MANNER OF TEACHING; THE RESULT OF THIS EXPERIENCE. 
 
 As the result of these examinations, we had, when the school year began in Octo¬ 
 ber, 1885, about thirty apprentices capable of pursuing more advanced studies. 
 Guided somewhat by our experience the preceding term, and profiting by observa¬ 
 tions that I had made in the management of workingmen’s and apprentice schools 
 in Europe, we made some decided changes in the subjects and methods of instruc¬ 
 tion. Classes were formed in drawing, in mathematics, in the study of the loco¬ 
 motive engine, and in physics. Instruction was also given in English and in history, 
 and a few classes were still sustained for the elementary instruction of the forty 
 boys who had been in the school the previous term. These classes, with some 
 changes and additions, were sustained during the school year ending in June, 1886, 
 and about eighty different boys, more or less advanced, received instruction dur¬ 
 ing that year, all of whom were required to take drawing and to choose at least 
 two academic studies. In addition to the general class-instruction, boys were en¬ 
 couraged to read many books on general and technical subjects, and a few of them 
 were induced to take an interest in the scientific and mechanical journals which 
 come regularly to our library. We also had a number of science lectures illus¬ 
 trated by simple experiments. These exercises proved both interesting and instruc¬ 
 tive to the boys. 
 
 For a more complete and detailed statement of the academic work undertaken, 
 and which with some modifications was carried out in the school year ending June 
 1, 1886, I respectfully refer you to my report of October 9, 1885, a copy of which I 
 hand you herewith.* But the work accomplished by the school for that year 
 was by no means confined to academic studies and class-instruction. 
 
 It has been our constant endeavor to carry the instruction beyond the school¬ 
 room into the shops, after the manner set forth in your school circular of October 
 1, 1885. [Exhibit V.] Owing to difficulties which are obvious and inherent to 
 such an undertaking, our progress in this direction has been slow. Something has 
 been done, however, in the way of supervision and systematic instruction of ap¬ 
 prentices in the shops, and our experience in this direction I regard as invaluable, 
 so far as it has gone. 
 
 * Mt. Clark, October 9, 1885. 
 
 Dr. W. T. Barnard, 
 
 Assistant to President. 
 
 Dear Sir: The following is the course of academic study which I have marked out for the present 
 school year. It contemplates two terms—one to end February 1, and the other at the close of the 
 school year. I have arranged the course with reference to the three classes of apprentices indicated 
 in your school circular of October 1 (Exhibit V): 
 
 1. Those in the First Section of the regular technical course—First Term: Algebra, Physics, Steam, 
 the Locomotive Engine, and Drawing. Second Term: Practical Geometry, Physics, English, and 
 Drawing. 
 
 ART— VOL 4 - 11 
 
162 . DUCATION rtf THE INDUSTRIAL AND FINE ARTS. 
 
 SURPRISING IGNORANCE OF TECHNICAL FACTS SHOWN BY YOUNG WORKMEN. 
 
 Investigations in the shops by conversations and observation have developed the 
 fact that many boys and young men had completed or almost completed their ap¬ 
 prenticeship in the machine-shops without being able to tell the difference between 
 cast and wrought iron, without knowing whether .steel is a native or manufac¬ 
 tured product, and equally ignorant of many other simple though important and 
 significant facts which are intimately related to their trades. 
 
 In the performance of his specified duties as shop-instructor, Mr. Scribner made 
 a study of the various trades, machines and processes in the shops, and of the suc¬ 
 cessive steps in apprenticeship, with a view to recommending a course of shop- 
 instruction that would be parallel to the theoretical studies taught in the school. 
 By short, pointed conversations with the boys while at their machines, which did 
 not at all interfere with the work they were doing, the shop-instructor was enabled 
 to set boys to thinking intelligently about the machines and the work upon which 
 they were engaged. In this way the class-room instruction could often be imme- 
 
 2. Those who are not now prepared for the First Section, but may be bo prepared with a reasona¬ 
 ble amount of teaching and encouragement. 1 
 
 First Term: (1) All required to take Drawing one night each week. (2) Each boy required to choose 
 two studies from the following: Arithmetic, History and Geography, Elementary Physics, Steam, the 
 Locomotive Engine, and English. 
 
 Second Term: About the same as First. 
 
 3. Apprentices who were not likely to be able to prepare for advanced studies. These were to be re¬ 
 quired to take Drawing one or two nights each week at Mt. Clare, and to attend the city night-schools. 1 
 
 In justification of our attempt to introduce technical studies with so little preliminary preparation 
 on the part of students, I would call attention to the following considerations : 
 
 1. That in English schools boys with no better elementary education than many of our boys possess, 
 study these subjects in night-schools after working all day, and some of them pass the Government's 
 examinations in science, and the City and Guilds of London examination in technology, with honor. 
 
 2. These studies will produce just as good, if not better, educational results, and have more practi¬ 
 cal value, than the study of the ordinary elementary school-branches. 
 
 3. The study of elementary science experimentally illustrated, as we intend it shall be, will do much 
 toward awakening an interest in, and showing the utility of, more abstract studies, and the boys will 
 learn more mathematics with the science studies then they will without them. The science studies 
 will also go far toward creating an interest in the scientific and mechanical books and papers that 
 are in our library, and prepare the boys to profit by such reading. 
 
 At first thought, it may not seem so desirable to have science taught to apprentices as drawing. 
 The drawing produces visible results and its value is therefore much more readily appreciated. But 
 if we had some graphic method of representing the results of science-teaching—the habits of thought, 
 observation, intelligent inquiry, and definite expression that are thus developed—I believe the vote of 
 those concerned would be to continue the science-teaching along with the instruction in drawing. 
 
 4. It cannot reasonably be expected that the progress in study by apprentices who work all day in 
 the shops will be anything like as perceptible and efficient as is the progress of young men in such 
 schools as the Massachusetts Institute of Technology, where only a few hours each week are devoted 
 to shop-work. But by choosing such science studies as have the most direct bearing upon the work 
 in the shops, and pushing these studies, some progress can be made. While we will not give as much 
 theory as is given in other schools, we will give much more practice , and our present system of shop- 
 instruction contemplates an immediate application of theory, whereas much of the theory in other 
 schools is never applied. I believe that, so far as the interests of the employer are concerned, more 
 good will result from a technical school in which practice predominates over theory, than in one 
 where the reverse is true. A school as such looks for the highest good in each boy, and this is right; 
 but in such a school as we are seeking to build up, the problem is how to make the instruction of such 
 a character as to justify the employer in maintaining the school. This, I believe, can be done by 
 carrying the instruction not merely up to the shops, but directly into them. Yours truly, 
 
 G. P. Colek. 
 
 Instructor in English and History. 
 
 1 It was found later that this was impracticable. As before stated, experience soon showed that it 
 was useless to waste time on boys who had not previously formed some habits of study, and so many 
 boys were coming into the service under the provision of the educational examination that it was de¬ 
 cided to devote all the time and resources of the school to their advancement.—G. P. (?. 
 
NEED OF ELEMENTARY INSTRUCTION APPARENT. 163 
 
 diately applied, and apprentices were directed to books and mechanical journals 
 where they could get still further knowledge. 
 
 Mr. Scribner also took groups of boys from machine to machine and from shop 
 to shop for the purpose of studying machinery and mechanical processes in detail 
 and in their relation to each other. Attention was called to the uses of the ma¬ 
 chines and the scientific principles involved in their construction and operation, 
 and one class of advanced boys were thus permitted to supplement their class-room 
 study of the locomotive engine by seeing its parts and the successive steps of its 
 construction.* 
 
 ♦(The following extracts from reports of Mr. Scribner, who was principal of the school till June, 
 1886, will afford a general idea of the work that was attempted in the way of shop-instruction.—W. 
 T. B.) 
 
 Mt. Clare, November 28, 1885. 
 
 Dr. W. T. Barnard, • 
 
 Assistant to President. 
 
 Dear Sir : My time at Mt. Clare has been taken up much as during the week previous, a rather 
 large share being still required for Drawing, as will be the case until we are well started. We organ¬ 
 ized an advanced class of those who have had Drawing before coming here, selected from our 
 Wednesday and Tuesday afternoon classes. These are to take up Descriptive Geometry, and will 
 meet for the present on Friday afternoon at 3 o’clock. Every member of the school, some seventy- 
 five in all, is now having one lesson weekly in Mechanical Drawing, the First Section meeting for three 
 hours in the afternoon, and the other sections for two hours, at night only. The progress this week 
 has been even more satisfactory than last week, and as soon as we get our instruments and some other 
 necessary equipments, the Department of Drawing will be fairly on its feet. In the shop I continued 
 the instruction on the locomotive, taking another set of boys, and expect to be able to do still more of 
 this work next week. 
 
 ************* 
 
 Besides the shop-instruction I have during the past week turned my attention especially to that part 
 of our present program [Exhibit VJ which refers to studying “the capabilities and aspirations of the 
 various apprentices,” beginning with those who constitute our First Section. I spent some time in 
 talking with each personally, and find that by calling their attention to the real purpose of their com¬ 
 ing here, and the means they must use for their own advancement, it is always possible to arouse 
 greater interest in their shop-work and their studies. Another result of such questioning is to point 
 out the need of instruction in special subjects which are very important. 
 
 As an example of this, I found that some very intelligent apprentices had no very clear idea of the 
 difference between wrought and cast iron —a knowledge which is essential to progress and efficiency 
 in shop-work. Of course, even with no instruction whatever, they could not remain in the shops 
 very long without getting some notion of this difference, and in certain very practical directions a far 
 better idea, perhaps, than any one has who has never worked in a machine-shop. Yet it is manifest 
 that clearer and truer notions on such subjects than can be picked up in the shop are needed, even at 
 the outset, and will prove invaluable to them as they go on in their work. 
 
 ************* 
 
 Another point which I have taken up this week is referred to in our program in these words: “ The 
 shop-instructors shall make a classification of the regular kinds or pieces of work which are constantly 
 required in the shop,” etc. Here I have commenced where our apprentices begin, at present. 
 
 The regular arrangement has been to have them spend a long time at first iu turning out the bolts 
 used in various parts of the locomotive and elsewhere. I have obtained from the Drawing-room spe¬ 
 cial information about the kind and number of these bolts—some 700 in the ordinary locomotive— 
 and upon the necessary work which these bolts require, in the machine-shop, I propose to formulate 
 such a course of instruction as will make the work at the “bolt-lathes,” which some boys now find 
 tediously long, a source of interest and usefulness by giving them distinct ideas about the uses of 
 these bolts the sort of finish they require, and the quickest and best ways of making them. This will 
 be, it is true, an experiment, but a little study shows it quite possible ; for the great variety of uses 
 for these bolts calls for different degrees in the nicety of fit and finish to be given them, and this should 
 exercise the boys as to the time each should have, although at first this cannot, of course, be left wholly 
 to them. And then, if their attention is called to it, the very variety referred to is itself of value, 
 illustrating the many uses of “ the bolt.” So, too, with other parts of our program that have special 
 bearing on the work of this particular shop, practical methods of work can be outlined. Meanwhile, 
 I need not neglect the other shops, though for particular attention they will have to wait their own 
 turn. 
 
 Very respectfully submitted. 
 
 C. W. Scribner, 
 
 Principal. 
 
164 EDUCATION" IN' THE INDUSTRIAL AND FINE ARTS. 
 
 SHOP INSTRUCTION SUGGESTED. 
 
 It seems to me that judicious and systematic shop-instruction will do more to¬ 
 ward bringing about visible economic results than any other feature of the 
 school. I am firmly convinced that it is possible to arrange parallel courses of in¬ 
 struction for the school and for the shops of such a character that the shop-work 
 will create and intensify interest in school-work and vice versa. 
 
 In the management of the Mt. Clare school we have endeavored to get boys in¬ 
 terested in reading the history and development, and in knowing something of the 
 present status of their several trades and industries. It is reasonable to expect the 
 workers of iron and steel to have some knowledge of the history of the iron and 
 steel industries; that electricians should know the past, present, and prospective 
 future of electricity; also, that engineers should know about the history of the 
 steam engine and the various steps in the invention and improvement of it. This 
 method of special historical study and investigation, of industrial subjects will 
 serve the two-fold purpose of promoting intelligence and stimulating and directing 
 
 Mt. Clare, December 19, 1885. 
 
 Dr. W. T. Barnard, 
 
 Assistant to President. 
 
 Dear Sir : With reference to organization of shop-work, I have, (luring the hours not spent in in¬ 
 dividual instruction, heen working on three different lines: (1) In arranging pieces of work made into 
 a shop-course; (2) In arranging a definite agreement with foremen; (3) In determining the way in 
 which instruction in the use of tools can best be given in our shops. 
 
 On the latter point I find that much time is used to small purpose if I talk to apprentices separately 
 on this subject, instead of to classes. I have, therefore, decided that, while I can continue this to 
 some extent, my best plan will he to teach in small classes wherever possible ; this plan also making 
 the use of a fixed system much easier. To this end the two points first named relate. And (1) the 
 cataloguing of standard shop-pieces has been continued, and I purpose to have sketches of them ar¬ 
 ranged in a book, noting on the page opposite the name and use to be made of each piece, the machine- 
 tools to be used in fitting it up, the various cuts to be made and the cutting-tools to be used with each 
 machine-tool. This done, they can be classified into several parallel progressive courses; and though 
 all this consumes time, it will in the end save far more by securing a working system so arranged as 
 to give better instruction, to several hoys at a time—unquestionably a better plan than to give in¬ 
 dividual instruction only. But all this would avail little, if each piece used as an exercise had to be 
 done only under orders from the foremen, to be rushed through when time could be ill afforded for 
 requiring the boy’s attention to the form of his cutting-tool, and for explaining the reason why each 
 part should be shaped as it is, or perhaps at a time when the instructor could not be presen ; in either 
 case merely verbal directions and no working drawings being furnished. But while convinced that 
 to work in this way I must have sole control of certain machines at certain hours, and of the work to 
 be done on the “instruction-pieces,” I was not first to suggest it, as I had to be sure that such a plan 
 would not delay the work ; and while one clause of our shop program gives the instructor the use of 
 idle machinery, another states that ‘ ‘ the foreman shall have undisputed right to say what work shall 
 be done by the apprentices and when it shall be done,” and that the instructor’s recommendations in 
 such matters shall be made first to them. I am glad to say, therefore, that such recommendations 
 as I have made have been followed, not as yet by the foreman’s enforcing them, but by his suggest¬ 
 ing, himself, that it would he much better and simpler to detail certain machinery at certain hours 
 for instruction-purposes, fully assenting to the value of a fixed course of teaching when done in this 
 way on selected pieces to which time could he given. I then proposed this plan to the Master 
 Mechanic, who not only at once assented, but said he felt sure that this method would give the best 
 results, and was in fact the only one to follow. And now, since this proposition has come from the 
 shop, I can feel sure that it is the most practicable for us, and the most practical, too, at least in the 
 sense of giving satisfaction to all. 
 
 I referred above to the fact that the boys used no drawings. I now intend that all this special work 
 shall be done from drawings exclusively, and later on the boys can work from drawings which they 
 have themselves made in the school—not, of course, their designs, but made by them from measure¬ 
 ments of the finished piece and approved by the head draughtsman of our works. Thus all boys so 
 trained will be able to do all their work from standard shop-drawings, whenever such a system shall 
 be brought into more general use in our shops than is at present the case. 
 
 Very respectfully submitted. 
 
 C. W. Scribner, 
 
 Principal. 
 
NO ELEMENTARY TEXT BOOKS OF RAILWAY INDUSTRIES. 16'5 
 
 invention. The workman who has inventive genius will be much more likely to 
 develop it and to avoid wasting his time on what has been already worked out, if 
 he knows what has been done in past ages in the field of his specialty. 
 
 LACK OF APPROPRIATE TEXT BOOKS AND LITERATURE. 
 
 One of our great clifliculties is to find books that will furnish both interesting 
 and profitable technical reading for boys who are to become railway mechanics or 
 operatives.' A literature for apprentices needs to be written. Another hindrance 
 to our work is the absence of text-books bearing on railway industries. The effi¬ 
 ciency of any industrial school is dependent upon the adoption of text-books to 
 the purpose for which the school was established. Our teachers have had to work 
 up new subjects for class-instruction, and they often feel the need of text-books on 
 these subjects. If such schools become common, suitable text-books will no doubt 
 be forthcoming from enterprising publishers. 
 
 SUGGESTIONS AS TO METHODS OF INSTRUCTION. 
 
 Instruction for apprentices must at first deal with things immediately around 
 them and proceed from these to things more remote and general. I am quite cer¬ 
 tain that the way to success in such a school as we want to establish at Mt. Clare 
 for regular apprentices, and even for Cadets, lies not so much in the class-room 
 drills, valuable as these may be made, as it does in each teacher’s ascertaining the 
 special aptitudes and inclinations of the different boys, and then, when that apti¬ 
 tude runs in the direction of the teacher’s specialty, in its being developed to the 
 highest possibilities by class-instruction, by a judicious course of reading, by shop 
 practice and instruction, and by personal influence in conversations and other¬ 
 wise, of the teachers upon the students. 
 
 GOOD RESULTS OBTAINED BY METHODS USED. 
 
 With reference to what the school is accomplishing this year, I am glad that I 
 can report satisfactory results, considering the disadvantages under which we are 
 compelled to work. As the result of the educational examination and the induce¬ 
 ments which the Technological School offers to aspiring boys and young men, we 
 now have at Mt. Clare, in the shops and enrolled’ in the school, about seventy ap¬ 
 prentices whose ability is good and whose early education has not been wholly 
 neglected. Instruction is given in Drawing, Descriptive Geometry, Physics, Me¬ 
 chanics, Algebra, and Geometry. There is a strong demand for classes in Steam, 
 the Locomotive Engine, Mensuration, and other technical subjects, as well as the 
 systematic shop-instruction, but the limited fund at our command prohibits the 
 employment of teachers for these classes. For the advanced instruction that is 
 now in progress I may refer you to the reports of the Instructor in Drawing, and 
 of the Instructor of Mechanics and Physics, both of which are enclosed herewith. 
 In addition to the class-instruction, books are given out to be read and reported 
 on, and attention is frequently called to the mechanical journals on the library ta¬ 
 ble. Some of the boys draw back numbers of these journals from the library in 
 order to read them at their homes. It is our purpose to continue the illustrated 
 lectures on scientific and mechanical subjects. These occur every week or every 
 two weeks, and at the close of the lectures opportunity is afforded for asking 
 questions and discussing the points that have been presented. Students and other 
 employes at Mt. Clare attend these lectures. Occasionally a half hour after the 
 lectures is spent in a social way, so that teachers, students and visitors are enabled 
 to become acquainted. In this way much is done toward begetting a feeling of 
 
166 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 esprit de corps on the part of all who are present. Although, on account of the 
 pressing demand for new engines, many of the apprentices are this year required 
 to work in the shops from two to four nights each week, our classes have, never¬ 
 theless, made commendable progress in their studies—their advancement and in¬ 
 terest this year being by far the most satisfactory to the teachers, of anything that 
 has been known since the school was organized. 
 
 DESIRABILITY AND ATTRACTIVENESS OF SUCH SHOP INSTRUCTION DEMONSTRATED. 
 
 The fact that boys of ability will enter the shops to get a trade and an education 
 at the same time, and that they can and will learn under circumstances so discour¬ 
 aging as those resulting from our limited facilities for instruction and from the 
 requirements of niglit-work in the shops, goes to show the desirability and the 
 economic value of school-instruction in connection with workshops. 
 
 That progress in school-studies was at all possible under such circumstances is to 
 be attributed to the superior ability and praiseworthy perseverance of the appren¬ 
 tices that have lately entered the service. 
 
 Many of these young men are soon able to do a journeyman’s work and to 
 increase the efficiency of the shops in numerous ways by their intelligence and 
 quickness of perception. They are willing to accept apprentice wages for their serv¬ 
 ices in order that they may advantage by our class-instruction. But I very much 
 doubt whether we can hold the best of these young men unless they are afforded 
 more instruction than they now have. Some of them are talking of going else¬ 
 where to enter school, and I cannot blame them for their dissatisfaction with our 
 present school facilities. 
 
 SUPERIOR CLASS OF APPRENTICES SECURED. 
 
 Of the young men who have become apprentices since the inauguration of the 
 school, our records show that the number who have been at least two years in their 
 several institutions are as follows: Baltimore City College, 5; other high schools, 
 7; McDonough School, 2; University of Alabama, 1; St. John’s College 1; Johns 
 Hopkins University, 1 (one year only); Naval Academy, 1; St. Louis Manual 
 Training School, 1. Three boys have come from the Baltimore Manual Training 
 School. A number of other boys have attended academies or good grammar 
 schools, and not a few have come from the country. Although the previous school 
 advantages of these country boys have not been very great, they are nevertheless 
 among the most faithful and earnest workers in the Mt. Clare school and shops, 
 and are making good headway in their school and shops. 
 
 We have constantly endeavored to do the most that could be done, with our lim¬ 
 ited facilities, toward advancing the individual interests of boys who have come 
 here for the purpose of obtaining an education while learning their trades. But 
 we have not lost sight of the fact that in a school of this character, sustained by a 
 corporation in connection with its shops, the highest good should be looked for in 
 the furtherance of the material interests of those whose money goes to pay for the 
 instruction. Our efforts to make the instruction practical and, as far as possible, 
 of immediate usefulnsss to the Company, have already been recognized and appre¬ 
 ciated by some of the heads of departments. We have been asked to recommend 
 young men for positions requiring intelligence and skill, and the demand for young 
 men specifically qualified for certain positions is now greater than we can supply. 
 
 The educational requirements for apprenticeship have greatly improved the char¬ 
 acter and ability of apprentices at Mt. Clare. That industrial corporations should 
 recognize the value of common-school framing to such an extent as to make edu¬ 
 cational qualifications a condition of admission to their shops] for the purpose of 
 
RESULTS OBTAINED BY TIIE SCHOOL. 
 
 167 
 
 learning a trade, is an important movement in both education and industry. I 
 would recommend that the monthly educational examination be extended, under 
 the management of the school, to shops along the entire line. This can be done 
 by sending the questions each month to the managers of the various shops, who 
 should see that they are submitted to applicants for apprenticeship. The papers 
 could then be sent to Mt. Clare to be looked over, graded, and returned to the 
 proper authorities. The standard would of course have to be very low at first, but 
 it could be elevated from month to month. The expense in this matter would be 
 insignificant compared with the important economic results that could thus be 
 attained. 
 
 WHAT THE SCHOOL HAS ALREADY ACCOMPLISHED. 
 
 In conclusion I will briefly summarize what has been accomplished by the school 
 and its management since it was inaugurated: 
 
 1. The examination of 147 apprentices at Mt. Clare, and of 350 apprentices along 
 the line, who were in the service when the school began. 
 
 2. The maintenance since March, 1885, of an educational examination as a condi¬ 
 tion of admission to apprenticeship at Mt. Clare. 
 
 3. The instruction in drawing and in elementary subjects of about forty appren¬ 
 tices who had been received into the service before the inauguration of the school. 
 
 4. The admission to apprenticeship of more than 100 boys, many of whom had 
 already laid the foundation for technical training. Some of these young men do 
 the work of journeymen, for which they are willing to receive very low wages on 
 account of the school-instruction. 
 
 5. For more than a year we have been giving these young men the very best 
 technical training in drawing, descriptive geometry, physics, mechanics and the 
 locomotive engine, besides in the more general subjects of algebra, geometry, his¬ 
 tory, English, etc. 
 
 6. Our teachers, in their endeavors to make their instruction practical, have gone 
 into the shops to study the machines, trades and manipulative processes, and to be¬ 
 come acquainted with the boys while engaged in the performance of shop-duties. 
 
 7. Shop-instruction and supervision on a practical and systematic basis has been 
 attempted, and to a certain extent carried out. The experience thus gained will 
 be invaluable in future. 
 
 8. A number of problems, drawings, etc., have been prepared by our teachers 
 from data gathered in and about the shops, and the use of these enables the in¬ 
 structors to make the instruction much more interesting and profitable than it 
 would have been had the instructors relied solely on the use of text-books. 
 
 9. The nucleus of a physical laboratory for class-instruction and experiments by 
 students has been formed. 
 
 10. A classification of the various steps of apprenticeship has been attempted, 
 and some headway has been made toward that end, with a view to correcting 
 errors in existing methods of apprentice work and adopting the school-instruction 
 to the wants of the shop. Efforts have also been made toward working out sys¬ 
 tematic plans of shop-instruction for educational results. 
 
 11. An important and extensive collection of scientific and mechanical books 
 and magazines has been carefully made for the library. 
 
 12. Apprentices have, through the school, been brought into intimate relations 
 with the library, and have thus been induced to do a considerable amount of useful 
 reading. 
 
 13. Although we have not yet succeeded in putting the Cadet classes into operation, 
 much prejudice has been overcome, and many who at first did not believe in such 
 
168 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 a school have been led to see that school-instruction as supplementary to apprentice¬ 
 ship is both possible and desirable. 
 
 14. The knowledge of the maintenance of such a school by the Baltimore and 
 Ohio Company has spread through the community and the country at large, and 
 has given the Company credit for manifesting a tangible interest in the welfare of 
 its employes, and for thus adopting efficient and practical measures toward the 
 effectual solution of labor problems. 
 
 Already other railway companies have indicated their intention to adopt certain 
 features of our school-work in their shops. 
 
 15. Finally, the managers and teachers of the school have gained much practical 
 experience that will be of great service in the future management of the school. 
 The way has been prepared for the organization of the Cadet classes, and young 
 men are ready to enter upon advanced courses of study as soon as these classes can 
 be organized. 
 
 Very truly, yours, 
 
 . G. P. COLER, 
 
 Principal,. 
 
 DEPARTMENT of drawing. 
 
 G. P. Coler, Principal: 
 
 Dear Sir : When the instruction of apprentices in drawing first began, but little 
 could be accomplished, owing to two causes : 1st. The character of the students; 
 2d. Lack of facilities. With only a few exceptions the students then in the school 
 were those who had been for some time in the service, who had entered simply for 
 work, and not with any idea or desire for “schooling,” and who had been condi¬ 
 tionally admitted to the school on an entrance grade far below the regular passing- 
 mark. Their capacity for instruction was so limited as to render any attempts at 
 it very discouraging. No drawing instruments were obtained for some time, and 
 consequently no mechanical drawing was done at first, and the instruction con¬ 
 sisted entirely of free-hand drawing. 
 
 Since then the condition of affairs has changed very much for the better. Draw¬ 
 ing instruments were purchased and other facilities provided. The work in free¬ 
 hand drawing is now equipped with a set of Prang’s Drawing Models, a partial set 
 of compressed paper “ models en relief,” and a few other models made at the school. 
 The work in projective drawing is illustrated by a set of models showing the inter¬ 
 sections of various geometrical solids by planes or by other solids. The most of 
 these last-mentioned models were made by myself, and the list is rapidly being in¬ 
 creased. The work in machine drawing is aided by a set of Thorne’s working draw¬ 
 ings which illustrate the best methods of practice. 
 
 The grade of the entrance examinations is now more rigid, and the larger part of 
 the old students have either left the school, completed their apprenticeship, or 
 have been dropped from school-work for incapacity. Raising the grade of the 
 school-work is having a very noticeable result in the corresponding improvement in 
 the character of the apprentices now in the service. Of those who have entered 
 the service since the organization of the school, the majority are young men w r ho 
 would never have entered as apprentices except for the school, and it has come to 
 my personal knowledge that some of the best of them are only continuing in the 
 service in the hopes of the speedy enlargement of the facilities of the school. There 
 are some cases of students showing an aptitude for drawing amounting almost to 
 genius, and who already do work which, on the score of neatness, will compare fav¬ 
 orably with that of the majority of professional draughtsmen, and who only need 
 
REPORTS BY INSTRUCTORS IN DRAWING AND MECHANICS. 1G9 
 
 additional training in the technicalities of draughting to make them proficient 
 draughtsmen, and valuable material from which the company may recruit for their 
 drawing-rooms. One of the apprentices has already been advanced from the 
 machine-shop to the draughting department, and only recently we had occasion to 
 recommend another apprentice in answer to a call for another student for the same 
 purpose. 
 
 On February 1, 1886, there were 78 students in the drawing classes of the school. 
 Of these, 30 are still in the school. The remaining 48 have either left for cause, or 
 have been dropped from school-work because they showed an incapacity or unwill¬ 
 ingness to learn that made it impolitic to waste further energies on them. There 
 are at present 58 students in the various drawing classes. The number is steadily 
 increasing, the additions being invariably of a much higher grade than any of the 
 apprentices were at the formation of the school. 
 
 The course in drawing now consists of a first-year class in geometrical drawing, 
 a second-year class in projective drawing, a third-year class in machine drawing, a 
 class in free-hand drawing, and a class in descriptive geometry. The instruction is 
 almost entirely “ individual” instruction rather than “ class” instruction—this plan 
 rendering it possible for each student to progress as fast as his ability warrants, and 
 allowing his work to be slightly varied as his future requirements may demand. 
 The drawings sent to you not long ago are a fair exponent of the system of draw¬ 
 ing at present followed in the school. As soon as a proposed sectional model of a 
 steam engine can be obtained, the instruction in machine drawing will be amended 
 to include the making of working drawings direct from the models. The class in 
 machine drawing is now engaged on the subject of spur gearing, and this will be 
 followed by work in bevel and worm gearing. It is intended ultimately to give a 
 systematic course in machine design. 
 
 Very respectfully, 
 
 Walter L. Webb, 
 
 December 31, 1886. Instructor in Draiving. 
 
 DEPARTMENT OF MECHANICS AND PHYSICS. 
 
 G. P. Coler, Principal: 
 
 Dear Sir : Instruction in science was not begun until the school had been in oper¬ 
 ation for some time. A class in physics was first formed, and this year one in 
 mechanics was organized. In addition to this regular work, occasional lectures have 
 been given to other classes or to the whole school. My connection with the school 
 began February last. There have been under my charge about seventy apprentices, 
 in classes ranging from twelve to thirty members. 
 
 The aim has been to impart a knowledge of some of the elementary and funda¬ 
 mental principles and laws of the subjects considered, to illustrate them by experi¬ 
 ment, to direct attention to their important applications, and especially to awaken 
 an interest in this kind of study and cultivate habits of thoughtfulness and a desire 
 for an intelligent understanding of the things which fall immediately to the notice 
 of the student, such as the principles involved in the machinery he uses. It has 
 been borne in mind also that these subjects are the necessary foundation for subse¬ 
 quent study of mechanism, the steam engine and other advanced and technical sub¬ 
 jects, and especial attention has therefore been given to those topics which are of 
 most importance as preparation for such subjects. 
 
 The method of instruction has been rather an experimental presentation of the 
 subjects at hand, together with questions and class discussion, than ordinary text¬ 
 book recitation. The boys have naturally shown a particular liking for experiments, 
 and this has been encouraged by the introduction of such experiments as have been 
 practicable. They are not made mere shows, but are presented in such a way as to 
 
170 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 demand careful consideration of the methods employed and the results obtained. 
 The class in mechanics, for example, arrives at principles and laws as the result of 
 experiment; these are then applied to the solution of problems, many of which are 
 to be determined both by the law and as the result of special experiment. Among 
 the latter may be mentioned the determination of the pressures of variously loaded 
 beams upon their supports, and of the tension on the tie-rod of a crane of given 
 form when supporting a known weight. A considerable part of this work is per¬ 
 formed by the boys themselves. This, besides giving clear understanding and in¬ 
 creased interest, serves to make a direct connection between actual and theoretical 
 work; it shows the way in which theoretical study may benefit the practical work¬ 
 man, and also leads to habits of considering and methods of dealing with real and 
 practical problems at first hand. 
 
 Several causes have tended to make the results less satisfactory than they might 
 otherwise have been. Many of the boys have had no previous study or training in 
 this kind of work and are prepared only for what is most elementary ; the classes 
 have not been well graded, and that which is too advanced for some is already very 
 familiar to others; the attendance has been made irregular and the time for study 
 (which is meagre at best) has been seriously interfered with by night-work in the 
 shops; there has been almost no apparatus except that constructed with limited 
 facilities by the instructor. One of the most valuable results, however, is the change 
 in the attitude of the boys as a class toward study and school-work. At first it 
 seemed that the boys attended their classes simply because they were compelled to 
 do so; they manifested little desire for anything better than not to go to school. It 
 was then a difficult matter to even hold the attention of a class. During last year 
 there was marked improvement in scholarship and interest, which was, I think, 
 furthered by occasional visits to the shops and short talks with the boys concerning 
 their school and shop-work. This year opened with fresh earnestness and spirit. 
 The improvement made by those attending last year, and the superior class of 
 apprentices who have recently entered the service (many of whom have done so 
 especially to avail of combined shop and school advantages), render the instruction 
 much more satisfactory, both as regards the grade of the work and the spirit with 
 which it is done. 
 
 The marked change which the school has undergone during the past year is, in 
 my estimation, a matter of congratulation and gratifying surprise. The influence 
 of the school in raising the character and general intelligence of the apprentices, 
 their ambition to improve, and their increased earnestness, cannot but lead to most 
 satisfactory results in their value and efficiency as workmen. 
 
 Very respectfully, 
 
 Chas. F. Scott, 
 
 Instructor in Mechanics and Physics. 
 
 December 31, 1886. 
 
CHAPTER VI. 
 
 TECHNICAL MECHANICAL SCHOOLS. 
 
 Account of five notable Technical Schools in the United States. Pages 171-223. 
 
 The Worcester Polytechnic Institute, formerly known as the Worcester County 
 Free Institute of Industrial Science—The State Report for 1871—State authoriza¬ 
 tion for free technical schools in cities and towns suggested in this report—This 
 Institute founded by John Boynton, Esq., a citizen of Worcester, Massachusetts— 
 Purpose of the school defined—Hon. Stephen Saulsbury, further endows the 
 School—Bequest by the late Hon. Iohabod Washburn—The course of instruction— 
 The catalogue of 1890, shows the development of the school since its establishment 
 in 1868—The tendency of institutions to eliminate the term “Industrial” from 
 their titles—Professor Thompson, first Principal of the Institute, is called to take 
 charge of the Rose Polytechnic Institute, at Terre Haute, Indiana—List of the 
 Faculty of the Worcester Polytechnic Institute in 1890. Page 173. 
 
 The Rose Polytechnic Institute—Brief account of the school and its founder, Chaun- 
 cey Rose—The school first known as the Terre Haute School of Industrial Science— 
 The name changed by the Trustees in honor of the man whose liberality and public 
 spirit had created the Institution—Chauncey Rose a public benefactor of the same 
 class as Stephen Girard, Peter Cooper, Charles Pratt, Anthony J. Drexel, and their 
 noble compeers—The inauguration of President Thompson and the opening of the 
 Institute—The early decease of the lamented President—The calling of Professor 
 T. C. Mendenhall to the Presidency—Successful administration of President Men¬ 
 denhall—He is called to take charge of the U. S. Coast and Geodetic Survey— 
 Dr. Henry C. Eddy, Dean of the University of Cincinnati, succeeds President 
 Mendenhall—Abstracts from the catalogue of 1893—List of Faculty. Page 184. 
 
 The University of Illinois, Urbana, Illinois, formerly known as the Illinois Indus¬ 
 trial University—School of Mechanical Engineering—Brief history of the Uni¬ 
 versity—The child of the Nation and the State—Programme of courses in Draw¬ 
 ing and in Mechanical Engineering—Impulse to Art study, and an Art collection, 
 given by President Gregory—List of Faculty in 1874-’75—The Legislature applied 
 to for change of name in 1885—Extracts from Petition of President Peabody to the 
 Legislature in 1885—Growth of the University shown by catalogue of 1891-’92— 
 Courses in Mechanical Engineering. Page 202. 
 
 The Mechanical courses in Cornell University; “ Sibley College of Mechanic Arts ”— 
 This department founded and endowed by Hon. Hiram Sibley, of Rochester, 
 N. Y., in 1870—Programme of the several courses—The Building—List of the 
 Faculty in 1874-’75—The grand result of the foresight and public spirit of Ezra 
 Cornell—The remarkable growth of Cornell University—Report by President 
 Adams for the year 1891-92—The growth and needs of Sibley College—Increase 
 in value of the property and endowment of Cornell University to August 1st, 
 1892—Report by Professor Thurston, the Director of Sibley College—The Depart¬ 
 ment of Industrial Training and Art—Report of the Sibley College in the Regis¬ 
 ter of the University, December, 1892. Page 208. 
 
 171 
 
172 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The University of California, College of Mechanics, Berkeley, California—Histor¬ 
 ical summary of the University—College of Mechanics under Professor Le 
 Compte, opened 1870—Chair of Industrial Mechanics founded 1874—Drawing a 
 leading study—List of Faculty in 1875—Details of the courses in 1891-92 will be 
 found in the account of the University in the chapters given to the Land Grant 
 Colleges—Analysis of students attending different departments of the University 
 in the year 1891-92. Page 220. 
 
 Introductory. 
 
 The five schools here grouped together, though situated in locali¬ 
 ties so far removed from each other, find a common bond uniting 
 them in sympathy and purpose, in the fact that they owe their origin 
 to a recognition of the difficulties which everywhere hedge in the 
 path of the American boy who wishes to make himself a skilled 
 mechanic. Apart from the confessedly unsatisfactory training to be 
 found in such poor remnants of the apprenticeship system as sur¬ 
 vive to our day, the several Trade Unions, composed often largely 
 of European emigrants, rigidly limit the number of apprentices, or 
 learners, to be allowed in any given shop. Were there no such 
 limitations, however, the multiplication of machinery in all the pro¬ 
 cesses tends to make of the ordinary workman a sort of automatic 
 attachment to a machine; and if the boy enters a shop as an appren¬ 
 tice his chance of becoming an intelligent, efficient, all-round me¬ 
 chanic, a well-equipped artisan, qualified to adapt himself to chang¬ 
 ing exigencies, is very small. 
 
 The superiority of systematic instruction over any “rule-of- 
 thumb ” practice, has come to be so generally admitted; that the pub¬ 
 lic-spirited, philanthropic men, who set themselves to find a solution 
 of the problem of training a race of skilled artisans, provided, as 
 a matter of course, for the establishment of a training school of 
 some kind. The school at Worcester, was the first institution defi¬ 
 nitely planned to effect this purpose; and the four other schools here 
 described were founded on similar lines and have therefore been 
 grouped together. 
 
 The blending of actual shop-work with intellectual training was 
 the distinctive feature adopted in Worcester by Professor Thomp¬ 
 son, and was likewise inaugurated in the school at T.erre Haute. 
 The tendency in all such combinations of intellectual and industrial 
 training is towards the preponderance of the one or the other; as, in 
 a greater or less degree, has happened in the Land-Grant Colleges be¬ 
 tween the branches of Agriculture and Mechanics. 
 
 The students find themselves led to higher branches of education 
 than they had at first contemplated and the very excellence of the 
 training tends to raise the character of the school above its first in¬ 
 tent. So it may prove with these schools; engineers and scientists 
 may be the product instead of the merely skilled mechanic who was 
 first expected. A brief history of the schools and of their founders, 
 
JOHN BOYNTON, ESQ., POUNDS THE SCHOOL AT WORCESTER. 173 
 
 with a showing of their equipment, methods, and courses of study, 
 is all that is here attempted. 
 
 The Worcester Polytechnic Institute; formerly known as 
 
 The Worcester County Free Institute op Industrial 
 Science, Worcester, Mass. 
 
 The Massachusetts State Report for 1871, pronounces this as “the 
 only school in the State where a technical Education in Mechanics 
 combined with practice can be obtained ” and characterizes it as “a 
 model institution which has no superior in the Country.” 
 
 The Board, while not deeming it “ feasible or advisable to attempt 
 to give technical instruction in the common schools, other than 
 drawing, suggest that the State authorize cities and towns, having 
 a population of 5000 inhabitants and over, to establish free technical 
 schools for instruction in such branches of knowledge, common to 
 the leading industries of the entire State, as may, from time to time, 
 be prescribed by the Board of Education.” 
 
 This recommendation shows clearly that the State Educational 
 Authorities of Massachusetts at that time, fully appreciated the fact 
 that the teaching of the public schools needed to be supplemented 
 by special Industrial training. 
 
 This Institution, like the Cooper Union of New York City, owes 
 its existence to the wise beneficence of a private citizen whose gifts 
 have been added to by other public spirited citizens. 
 
 The school was founded by John Boynton, Esq.,Templeton,of Massachusetts,in 
 1865, and its scope and purpose are set forth in the following extract from his letter 
 of gift, dated May 1, 1865 : 
 
 Being desirous to devote a portion of the property, which, in the good providence 
 of God has fallen to my lot, for the promotion of the welfare and happiness of my 
 fellow-men, I have determined to set apart, and do here set apart and give the sum 
 of One hundred Thousand Dollars, for the endowment and perpetual support of a 
 free school or institute, to be established in the County of Worcester, for the bene¬ 
 fit of the youth of that county. 
 
 The aim of this school shall ever be the instruction of youth in those branches 
 of education not usually taught in the public schools, which are essential and best 
 adapted to train the young for practical life ; and especially, that such as are in¬ 
 tending to be mechanics, or manufacturers, or farmers, may attain an understand¬ 
 ing of the principles of science applicable to their pursuits, wluch will qualify them 
 in the best manner for an intelligent and successful prosecution of their business; 
 and that such as intend to devote themselves to any of the branches of mercantile 
 business, shall in like manner be instructed in those parts of learning most service¬ 
 able to them ; and that such as design to become teachers of common schools, or 
 schools of the like character as our common schools, may be in the best manner 
 fitted for their calling ; and the various schemes of study and courses of instruction 
 shall always be in accordance with this fundamental design, so as thereby to meet 
 a want which our pubhc schools have hitherto but inadequately supplied. 
 
174 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In forwarding Mr. Boynton’s purpose by a gift of Two Hundred 
 Thousand Dollars, with special reference to enabling the Institute to 
 receive students who are not residents of the County, Hon. Stephen 
 Salisbury says:— 
 
 There is no intention and no desire to establish here a rival, or a substitute, for 
 the college. This school will not attempt to turn out in this short period an Ark¬ 
 wright, a Stephenson, or a Fulton, but it may give facilities and helps which these 
 great mechanics did not possess. In a very wise speech recently made by Earl 
 Carnaroon, before the National Association for the promotion of Social Science at 
 Birmingham, he says, ‘ I will only say of all technical education, whether of the 
 higher grades of professional life or of those lower paths with which the manual 
 labor of the individual artizan is concerned, that its basis must be laid in sound 
 principles of elementary instruction, and that the later teaching is dependent on 
 the earlier. 
 
 In addition to these two princely gifts, the late Hon. Ichabod 
 Washburn, of Worcester, provided that, 
 
 There shall be a machine shop of sufficient capacity to employ twenty or more 
 apprentices, with a sufficient number of practical teachers and workmen in the 
 shop to instruct such apprentices, etc. 
 
 The shop is a handsome three story brick building, one hundred 
 feet long, by forty feet wide, with a wing sixty five by forty feet, for 
 engine, boilers and blacksmith-shops. These rooms are all equipped 
 according to directions of the benevolent donor, and furnished with 
 every facility for practical work. 
 
 The main building known as Boynton Hall, is a commodious and 
 elegant granite building, 146 feet long by 61 wide, built by the citi¬ 
 zens of Worcester. It contains a chapel seating four hundred per¬ 
 sons, lecture and recitation rooms, rooms for drawing, also rooms 
 for chemical and physical laboratories which are fully equipped. 
 The value of the two buildings of the Institute is estimated at 
 $120,000. The endowment fund is $600,000. The income for the 
 past year 25,000. The Institute is under the supervision of a Board 
 of Trustees of whom Hon. Stephen Salisbury, is President. Pro¬ 
 fessor Charles O. Thompson, A. M. is principal of the Institute 
 assisted by a Corps of seven Professors. There is also a Superin¬ 
 tendent of the Machine Shop, an Instructor on Field work and 
 Topography, a lecturer on Geology and an assistant in Chemistry. 
 There were 99 students the past year, divided among three classes, 
 Junior, Middle, and Senior. There is also an Apprentice class, so 
 called, who devote much more time than the others to practice in 
 the Machine Shop. They spend 48 hours a week in the shop, eight 
 in free-hand drawing, and five in recitation.” The Apprentice Class 
 of 1874, numbered 19. The school year is divided into two terms. 
 There is no charge for tuition to residents of Worcester County. 
 Others are charged $100.00 per year, payable semi-annually in ad¬ 
 vance. In 1869, the State made a grant of 50,000 to the Institute, on 
 
THE SCHOOL FURTHER ENDOWED. 
 
 175 
 
 condition of its receiving annually, twenty free pupils from loca¬ 
 tions outside of Worcester County. Hon. Geo. F. Hoar also made 
 a gift to the Institute by the terms of which three students, from 
 that part of Norfolk County, which was formerly included in the 
 ninth Congressional district, may receive free tuition. 
 
 The course of instruction covers three years and is so planned that 
 the student can acquire thorough elementary knowledge of at least 
 one of the following ’branches— 
 
 1. Mechanical Engineering. 4. Chemistry. 
 
 2 . Civil Engineering. 5. Physics. 
 
 3. Drawing. 6. English, French and German. 
 
 At the Middle of Junior year, each student, except the Mechanics, 
 
 chooses a department, under the advice of the instructors, and from 
 that time to the end of the course devotes to it his practice time of 
 ten hours each week, and the whole of the month of July. 
 
 DRAWING. 
 
 All the students spend eight hours a week Junior year, and two 
 hours a week Middle year, in free-hand drawing; and six hours a 
 week Middle and Senior years, in mechanical drawing. The course 
 in free-hand di’awing is nearly identical with that pursued in the 
 South Kensington Schools of Art. By carefully studied exercises 
 in outline drawing, shading and coloring, from copies, models and 
 casts, and by blackboard-work, discipline of the sense of form and 
 proportion is secured and an ability to delineate objects is acquired 
 which is of great value in all departments of applied science. In 
 the mechanical drawing-room, instruction is given in the use of in¬ 
 struments, shading and coloring, plane and isometric projections, 
 and the theory of shades, shadows and perspective. The course in 
 drawing is the best preparation for the business of a designer, whether 
 for prints, fresco and ornamental painting, or any other similar art. 
 All drawing is done under the eye of the instructor. 
 
 Every student in the department of Mechanics, in addition to the 
 work just specified, is required to make at least one complete set of 
 working-drawings in the shop, under the direction of the Superin¬ 
 tendent, for use in the shop. There is abundant material for use in 
 the instruction of the students in the way of casts, models, and pat¬ 
 terns. The nature of the Institute, and the purpose had in view by 
 the teachers in their plan of instruction, is set forth by Professor 
 Thompson, in the following paragraphs from his annual statement 
 for 1874-5 from which most of the preceding facts have been taken. 
 
 This Technical School is located in the City of Worcester, Massachusetts, the 
 centre of a thriving and extensive manufacturing business. The opportunities thus 
 offered to observe the various forms of practical industry are signally advantageous 
 to the students of the Institute. It is now fully organized and has graduated four 
 classes. The ease with which most of these young men have at once secured hon- 
 
176 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 orable lucrative employment confirms the Trustees in their confidence in the sound¬ 
 ness of the general principles upon which the School is organized and carried on. 
 
 In its scope and purpose it is essentially like the technical schools of Europe, but 
 gives special prominence to the practical element. 
 
 * * * * * * * * 
 
 What is wanted is a system of training boys for the duties of an active life which 
 is broader and brighter than the popular method of “learning a trade,” and more 
 simple and direct than the so-called “ liberal education.” That is, boys must have 
 a good education based on the mathematics and the physical sciences, and know 
 enough of some art or trade to enable them to earn a living when they leave school. 
 It is clear that schools in which this result is reached must be essentially new, and 
 that the plan of instruction must involve some manual labor. The advocates of 
 this system do not pretend that it is adequate to all the intellectual wants of the 
 century or of the country, but they claim that it meets a want long and widely 
 felt. 
 
 * * * * * . * * 
 
 Attention is exclusively confined during the first year’s drawing time to free¬ 
 hand work. Such discipline of the sense of form and proportion is secured in this 
 way, and so much dexterity in developing various forms is acquired by the stu¬ 
 dents, that when they begin shop work they make more rapid and satisfactory 
 progress than those who have not had the advantage of this training. 
 
 ******* 
 
 The boys are advanced as fast as possible. They are thus relieved of one hind¬ 
 rance to apprentices, in general, who are required to do all the rough work of the 
 shops, on the ground that in this way the owners can get some compensation for 
 the subsequent labor of teaching them. The students, therefore, have three advan¬ 
 tages, viz: the discipline and culture of free-hand drawing, careful distribution of 
 their time, and relief from all unnecessary detail. To these should be added the 
 consideration which far outweighs them all, that they come to their work with the 
 perceptive faculties, the reason, the judgment and the taste—all under constant and 
 careful training in school. Theory and practice accompany and supplement each 
 other, and both may pre-suppose the actual possession of the elements of all 
 knowledge. With these advantages it is hoped that the graduates will be as skill¬ 
 ful mechanics as ordinary apprentices who have served three years in a shop, with 
 the immense additional advantages of educated faculties. 
 
 Now it is clear that the number of apprentices likely to be in the shop imder 
 these circumstances is so great, that its business prospects must be seriously 
 dimmed. To offset this disadvantage, Hon. Ichabod Washburn, who gave the shop 
 to the Institute, provided the building and its equipments (which by the act of In¬ 
 corporation are free from tax), a fimd of $5,000 to be expended for stock, and the 
 interest of a fund of $50,000 to provide for contingencies. With all these advan¬ 
 tages the wmrk done by the apprentices is hardly an adequate compensation for the 
 expense involved in their instruction. 
 
 A very serious objection to “trade school,” and “manual labor departments,” 
 both at home and abroad, has been that boys had not an opportunity to see or to 
 attempt the best kinds df work. Miscellaneous jobbing and inferior work are not 
 the models for a boy to study, nor are second rate workmen his proper instructors. 
 Nothing is too good for a boy, though the popular notion is the exact reverse of 
 this. The determination on the part of the Superintendent to maintain the highest 
 standard of workmanship has so far been successfully carried out, and is undoubt¬ 
 edly the only way to fulfill the design of the shop. 
 
 ******* 
 
 The whole scheme must be regarded as an experiment in American education, 
 which, at the present stage, is sufficiently promising to warrant its farther prose¬ 
 cution. 
 
DRAWING A LEADING STUDY. 177 
 
 Prizes have been awarded by several Mechanics fairs in different 
 cities to work from this shop. 
 
 Admirable sets of models for drawing classes are made by the 
 pnpils, these are from designs by the State Art Director, Mr. Smith, 
 and are adapted to the wants of the public schools. A very ingen¬ 
 iously designed drawing table or stand is also made by the students. 
 
 It is to its full course in Drawing, and its special training for 
 pupils as “ designers,” that this Institute has claims to our notice 
 in the consideration of Institutions affording training in Industrial 
 Art.—In its Mechanical, and Civil, Engineering Course, it offers 
 similar instruction to that of the various scientific Schools of the 
 country, and has no greater claim to special notice than they possess. 
 Mechanical drawing is of course taught in all these schools. In the 
 fact, however, that this is an effort made in one industrial commu¬ 
 nity to supplement the common instruction, and attempt to meet a 
 recognized want in the education otherwise offered by the State; it 
 assumes special interest in connection with the question we are now 
 considering. The claim that Drawing shall be made a required 
 branch of all free public education, rests largely upon the necessity 
 that has arisen for trained workers in all the industrial arts, and the 
 fact that the present system of common School training is of very 
 little, if any, practical advantage in fitting the pupils to become 
 skillful workers. This Institute is the expression of the fact that, 
 for those youth who have passed beyond the common schools, there ex¬ 
 ists no adequate opportunities for acquiring such training. It is at 
 once, both an argument for the need of such preliminary training 
 as can be given to the pupil in the public school, and an illustration 
 of the means by which the existing want in our American industrial 
 Education may be met. 
 
 That which the Cooper Union, The Franklin Institute, and the 
 Maryland Institute, are seeking to do, as best they may, in their 
 several localities, the Worcester Free Institute undertakes to do 
 somewhat more systematically; as, having control of its students 
 through a course of three years, it is enabled to do. 
 
 The latest catalogue at hand, that for the year 1890,* affords 
 opportunity for noting the development of the school, and furnishes 
 a record by which the results of the experiment here initiated in 
 1868, may, in part, be tested. The first noticeable fact is the change 
 of name, which was authorized by the Legislature in May, 1877, to 
 take effect July 1, 1877. From that date the school was no longer 
 to be known as ‘‘The Worcester County Free Institute of Industrial 
 Science,” the appellation borne through its first decade, but, as 
 “The Worcester Polytechnic Institute.” 
 
 * Twentieth annual catalogue of Worcester Polytechnic Institute, 1890. Wor¬ 
 cester, Mass. Press of Sanford & Davis. Pp. 99. 
 
 ART—VOL 4-12 
 
178 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 There must he some common reason for this desire, shown by 
 these modern Industrial Institutions, to drop the characterizing term 
 “Industrial” from their legal title. It will be observed, in the sub¬ 
 sequent accounts of the Land Grant Colleges, that several of the 
 latter have secured a similar change of name from their respective 
 Legislatures. 
 
 The term “Polytechnic” would seem to imply a far more ambi¬ 
 tious institution than the apprentice training school which John 
 Boynton had in mind in his deed of gift. No objection can properly 
 be urged against the upward progress of an Institution, any more 
 than against the superior development of an individual, provided 
 only, that, in this growth from a practical apprentice school, into 
 an apparent rival of the Massachusetts Institute of Technology, 
 and the higher schools of science of which that is a type, the doors 
 of this school do not, of necessity, become closed and barred against 
 the very class for whose benefit they were first opened. 
 
 The Schools of Science, and the Engineering Departments of 
 Universities and Colleges, form a familiar, well defined class of edu¬ 
 cational institutions; but this Worcester School, stood almost by 
 itself, and seemed to offer the typical model of a class of most desir¬ 
 able intermediate institutions between the free evening schools of 
 the City Mechanics Institutes, and the technical professional de¬ 
 partments of the higher Schools of Science, which would be of great 
 practical value. In the “Washburn Shops,” connected -with the 
 school, one of its most striking practical features is still preserved. 
 
 In 1889, a new department, that of “Electrical Engineering,” was 
 established. In this course an additional year of study, after having 
 taken the full three years and a half of the Mechanical Engineering 
 course, is required. A “Department of Physical and Political Sci¬ 
 ence” is also announced to open in the autumn of 1891.—The won¬ 
 derful development in the industrial applications of electricity, rival¬ 
 ling that which took place a half century and more ago in the like 
 applications of steam, is the most notable scientific fact of the day, 
 and one which has compelled the Higher Institutions of Science to 
 a full recognition of its significance, and forced them to enlarge 
 their courses of study. It, however, already enters into so many 
 forms of machinery, and has created a demand for such a variety of 
 original machines, that its recognition by this school was imperative. 
 
 To fairly contrast the present school with that of ten years or more 
 ago, the following statements of the 1890 catalogue are quoted.— 
 
 GENERAL PLAN. 
 
 The Institute offers a good education,—based on the mathematics, modem lan¬ 
 guages, physical sciences, and drawing,—and a thorough knowledge of some branch 
 of applied science. It is especially designed to meet the wants of those who wish 
 to be prepared as mechanics, civil engineers, chemists, or designers, for the duties 
 of their respective professions. 
 
THE SCHOOL IN 1890. 
 
 179 
 
 The plan of organization is in the main that of the Polytechnic schools of Europe, 
 but with such modifications as are rendered necessary by differing conditions. 
 Special prominence, however, is given to the element of practice which is required 
 in every department. 
 
 In favor of this feature of the training adopted at the Institute, there may be 
 assigned the following reasons: 
 
 1. The fact that some of the most successful and sagacious manufacturers and 
 business men. as well as many able educators, continually recur to the idea of com¬ 
 bining manual labor with school instruction, shows the increasing demand for a 
 closer union of theory and practice in technical training. 
 
 2. Those who are actively engaged in the practice of Engineering, are generally 
 agreed that every young man training for an engineer should acquire familiarity 
 with the practical side of his profession. The acquirement of the manual dexterity, 
 conceded by all to be desirable, may precede, accompany, or follow the theoretical 
 instruction. In this school the two are combined. 
 
 3. Most of the young men who have graduated from the Institute have readily 
 found employment in situations for which their technical education especially pre¬ 
 pared them, and have proved themselves well fitted for their work. 
 
 But while practice is made thus prominent, it is insisted that it should spring 
 from a clear comprehension of principles. Practice is not an end, but a means and 
 help to the best instruction. With this view of its relation to theoretical work in 
 the school training, the student’s entrance on the pursuit he has chosen becomes an 
 expansion of his course of study, rather than an abrupt transition to a new sphere 
 of life. 
 
 In acquiring knowledge of any form of handicraft, or of the practical industries 
 by which society is supported and carried on, it is essential that the student should 
 work under conditions as like as possible to those which he will meet in life. The 
 more his work is subjected to the inexorable tests of trade, and the more he feels 
 just the same responsibility that is inevitable in actual business, the better. 
 
 Practice in the Institute is subject to two conditions:—First, it shall be a neces¬ 
 sary part of each week’s work ; secondly, it shall be judiciously distributed, and 
 constantly supervised. 
 
 At the middle of the Junior year every student who has not already done so* 
 chooses, with the permission of the Faculty, a department and must pursue the 
 studies of that department till the end of his course. The mechanical engineers 
 practice in the shops from the beginning of the Apprentice half year, and their 
 practice extends over the whole course of three and a half years. 
 
 Sixteen years of age is the lowest limit allowed for admission to 
 the Junior class; the average age of those who enter is eighteen. 
 The entrance examination required is about that admitting to a 
 good High School, hut it is recommended that candidates should 
 have, if possible, such a preparation as would be required for en¬ 
 trance into college. All beginners in Mechanics must enter the 
 “Apprentice class,” and pass from that into the regular Junior 
 class. The aim of the school is to give as complete a general educa¬ 
 tion as possible. Pupils are taught also, to read French and German 
 with facility. 
 
 *See page 20, Apprentice Class. 
 
180 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ORGANIZATION. 
 
 Courses of study and practice are offered in the following departments: 
 
 1. Mechanical Engineering. 
 
 2. Civil Engineering. 
 
 3. Chemistry. 
 
 4. Electrical Engineering. 
 
 5. For course in Physical anti Political Science see p. 42. 
 
 The training of students preparing to be mechanical engineers occupies three and 
 one-half years; of those proposing to take electrical engineering four and one-half 
 years; that of all others three years of thirty-eight weeks each. 
 
 PLAN OF INSTRUCTION. 
 
 Instruction is given by recitations, lectures and practice, which together consti¬ 
 tute a symmetrical course of study. The course closes with the preparation by 
 each student, of a thesis or report. Members of the Apprentice Class who appear 
 in the Junior Class are excused from Free Drawing for the first half-year; and 
 during Senior year the courses for the different departments vary, but otherwise 
 all students attend the recitations and lectures appointed for their respective 
 classes. But the exercises in practice are widely different. 
 
 Recitations. —The classes recite in small divisions, and time enough is allotted to 
 each recitation to secure the utmost thoroughness. 
 
 Lectures are given by all the Professors on topics suggested by their work, as 
 occasion may demand, and in some departments this form of instruction is, of 
 necessity, chiefly employed. Students are in all cases required to take notes and 
 to sustain examination on the lectures. 
 
 Theses. —Each student before graduating is required to prepare and submit to the 
 Faculty a satisfactory report or thesis on some subject connected with his special 
 department. At Commencement, abstracts of these papers are presented by the 
 members of the graduating class. 
 
 The following is the work required in Drawing. 
 
 DRAWING. 
 
 All students are taught Free-Hand Drawing. The course for the Apprentice 
 Year embraces (1) black-board practice, (2) the principles of Orthographic and 
 Isometric projection as applied to construction in the Shop, (3) the principles and 
 practice of lettering, (4) outline sketching from geometrical solids and natural 
 objects. During Junior Year the student is given (1) advanced outline drawing 
 from objects, working models and from machinery, (2) principles of light and 
 shade as applied to object drawing, (3) sketching and shading from nature. In the 
 Middle Year the time is alloted to (1) diagram drawing and enlarging in color, (2) 
 principles of color as applied to Free-Hand Object Drawings, (3) sketching and 
 coloring from nature. 
 
 In the Mechanical Drawing Room instruction is given in the use of instruments, 
 shading and coloring, plane and isometric projections, and the theory of shades, 
 shadows and perspective; also, in making detailed and finished working drawings 
 of machines from specific data, including the drawings used in the construction of 
 the machine or motor built in the Washburn Shops by the Senior Class. * * * 
 All drawing is done under the eye of the instructor. 
 
 In Mechanical Engineering and Shop practice the general course 
 of the method of instruction and work is as follows : 
 
THE PRACTICAL TRAINING OF THE SCHOOL. 
 
 181 
 
 DEPARTMENT OF MECHANICAL ENGINEERING. 
 
 Those who desire to begin the course in Mechanical Engineering must enter the 
 Apprentice Class. A limited number, however, may be admitted to this department 
 at the September examination, provided they have had at least one year of actual 
 work in wood or iron in some approved shop. In each case a certificate from the 
 proprietor or foreman of the shop will be required, setting forth the amount and 
 kind of work which the apprentice has done. The work in this department, except 
 the shop-practice, will be carried on, after September, 1889, in the Salisbury 
 Laboratories. 
 
 The course in Mechanical Engineering, in addition to the studies common to all 
 departments includes instruction in Theoretical and Applied Mechanics, Thermo¬ 
 dynamics, Steam Engineering, Engineering, Laboratory work and Shop-Practice. 
 * * * * * * * 
 
 SHOP-PRACTICE. 
 
 Two principles are observed in the arrangement of the practice in this depart¬ 
 ment; First, that while labor with hand tools and machines should be wisely 
 blended, yet, since machinery has a constantly increasing share in the conversion 
 of material into useful forms, the educated mechanic should know how to design, 
 construct and assemble the parts of a machine, as well as how to make its product; 
 and, second, that excellence in construction is to be sought as a most valuable 
 factor in instruction. 
 
 The power of the engineer to decide upon general grounds the best form and 
 material for a machine, and to calculate its parts, is greatly increased by blending 
 with it the skill of the craftsman in minipulating the material, and the fact that 
 the product is to be tested and used, kindles interest in its manufacture and fur¬ 
 nishes additional incentive to thoroughness and exactness. After the earliest 
 lessons, the practice is on commercial goods, and follows the best methods of com¬ 
 mercial production. 
 
 ******* 
 
 Here the students in Mechanical Engineering spend their practice hours as 
 apprentices, and it is found that the graduates in this department are as skilful 
 mechanics as ordinary apprentices who have served three years in a shop, and they 
 have in addition the advantage of a solid education. This result is attained under 
 the following conditions: 
 
 1. These Shops are organized and managed as a manufacturing establishment, 
 and a great variety of work is always in process of construction, in order that the 
 students may constantly have the wholesome atmosphere of real business. Tliis, 
 with a determination on the part of the superintendent to maintain a high standard 
 of workmanship, has made the progress of the students in the best methods of con¬ 
 struction both rapid and thorough, and has proved the most effective means of 
 giving them an exact knowledge of shop practice. 
 
 2. The work of each student is done under the personal supervision and direction 
 of a skilled workman, and with the advantage of the best obtainable tools and 
 machinery; for it is as true in handicraft as in the training of the intellect, that 
 the best tools and appliances are not too good for instruction. 
 
 .3. Every student receives training in drawing during the entire course. In this 
 way exact knowledge of form and proportion is secured, and the students make 
 more intelligent and satisfactory progress in the shop, than it is possible for those 
 who have not had the advantage of this training. Besides the general training in 
 free-hand and instrumental drawing, students in this department have practice 
 during Senior Year in making working-drawings of machines, and determining 
 
182 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the strength, dimensions, and proper proportions of machines from numerical 
 specifications. 
 
 4. The weekly practice is distributed so as to occupy five hours each of two days. 
 Each student is required to render a strict account of these hours. The time thus 
 spent serves the double purpose of practice and of exercise. 
 
 5. Each student advances as fast as possible, unchecked by the difficulties of his 
 neighbor, or any business necessity of the shop. 
 
 To these advantages, viz. the service of construction in the work of instruction, 
 and discipline and culture of free-hand drawing, careful distribution of time, and 
 relief from all unnecessary detail, should be added the consideration which far 
 outweighs them all, that the students come to their work with the perceptive 
 faculties, the reason, the judgment and the taste all under constant and careful 
 training in school. Theory and practice accompany and supplement each other. 
 Under these conditions, it is clear that the students must during their practice 
 have direction and efficient instruction. To provide for this, Hon. Ichabod Wash¬ 
 burn also gave a fund of $50,000, the income of which may be applied towards 
 paying the running expenses of the shop, with the expectation that twenty young 
 men would receive its benefits. With the present facilities, over one hundred are 
 accommodated. 
 
 In general the members of the Apprentice Class are taught the use of wood-work- 
 ing tools and machinery, and are given a thorough course in pattern-making. 
 Also, there is instruction and practice in moulding, and casting soft metals. Plans 
 for an iron foundry commensurate with the other shops are projected. The Junior> 
 Middle and Senior Classes work mainly on iron. 
 
 Practice in the Shops and Draughting rooms is given in manufacturing the prod¬ 
 ucts enumerated on the last pages of the catalogue. It comprises, 
 
 IN THE WOOD ROOM: 
 
 Bench Work. —This includes a great variety of manipulation, under constant in¬ 
 struction, in laying out work with knife and pencil, the use of planes, the hand¬ 
 saws, chisels, gouges, squares, gauges, and other tools. 
 
 Wood Turning. —With the use of the various turning tools, on hard and soft 
 wood. 
 
 Machine Sawing. —With large and small circular saws, and scroll saws. 
 
 Machine Planing.— With the Cylinder and Daniels planer. Machine boring, the 
 use of the shaping and moulding machines, and the auxiliary manipulations of all 
 the machinery used. 
 
 IN THE IRON ROOM: 
 
 Bench Work. —Filing and chipping, preparing work for lathes, tapping, reaming, 
 scraping and fitting plane surfaces, finishing with oil-stone and emery cloth. 
 
 Work with Speed Lathe. —Drilling and countersinking, filing and polishing, hand¬ 
 tooling. 
 
 Work with Engine Lathe. —Instruction in the use and care of lathe and turning 
 tools, squaring up, the proper and maximum speed for cutting metals, turning to 
 exact size, the use of the caliper, a variety of turning, both heavy and light; cut¬ 
 ting threads, squaring up and finishing nuts, chucking straight holes, reaming, 
 inside boring, boring with boring-bar, fitting bearing, etc. 
 
 Drilling. —With speed-lathe, upright and traverse drillers. 
 
 Milling. —Use of the universal milling-machine—milling-nuts, bolt heads and 
 studs, cutting splines, fluting taps and reamers, milling to size and line, cutting 
 gears. 
 
 Planing. —Instructions in the use of the planer, planing surfaces and bevels. 
 
TRAINING IN DESIGN AND CONSTRUCTION. 183 
 
 Work with Screw Machine. —Making machine bolts with revolving head screw 
 machine, cutting up stock, making screws and studs, and tapping nuts. 
 
 Tool Making. —The correct forms of turning tools, and the principles of grinding 
 them; making taps, dies, reamers, twist-drills, countersinks, counter bores, mills, 
 milling-machine cutters, mandrels, boring-bars, chuck-drills, centers. 
 
 Management of Steam. —Care of the boilers and engine, including the work of 
 firing; the care and control of the steam pressure and the water supply ; also the 
 care and manipulation of the steam pump and injectors. The practice in the steam 
 department is under the constant oversight of the Engineer. 
 
 Designing and Constructing. —In Senior Year after the students have each 
 accomplished the practice just specified, they will build one or more complete 
 machines from their own drawings. These drawings, though made from definite 
 specifications, are intended to afford ample field and scope for the personal responsi¬ 
 bility and originality of each student in making correct design and arrangement of 
 parts of the machine in hand. While this work is not copying, it must not depart es¬ 
 sentially from the best practice among manufacturing mechanics. Previous classes 
 have constructed a twenty-five H. P. Corliss Engine, a ten H. P. Upright Reversible 
 Engine, a forty H. P. Buckeye Engine, a thirty H. P. high speed Straight-Line 
 Engine; the Class of 1885, an Engine Lathe, eighteen feet in length and having 
 twenty-six inches swing, the Class of 1886, a Hendey Shaper, the Classes of 1887 
 and 1888, a complete No. 1 Cabinet Turret Lathe, the Class of 1889, a sixteen-inch 
 Swing Lathe, with eight-foot bed, and the Class of 1890, two improved Engine 
 Lathes. 
 
 While we depend mainly upon real work, with machines and tools in the hands 
 of the students, to give him practical knowledge and experience, we also desire to 
 make the instruction as broad and general as possible. 
 
 For this purpose a beginning has been made of a permanent exhibit of the best 
 American and foreign tools of all kinds, properly arranged and open to the inspec¬ 
 tion of the students, and used as an illustration of the best, so that the students 
 may become familiar with standard tools and the names of the makers. This ex¬ 
 hibit of tools and machines is used in lectures and general instruction to classes. 
 
 A certain number of students from tbe State, from the County of 
 Worcester, and from certain towns formerly in the 9th Congressional 
 District, (these provided for by Hon. George F. Hoar, U. S. Senator, 
 formerly Member of Congress from the 9th District,) are admitted 
 free from tuition charges. Others pay $150.00 a year tuition. The 
 entire expenses of a student are estimated at $450.00 a year. Very 
 interesting statistics are given, showing by classes, the present resi¬ 
 dence and occupation of all the graduates. Nineteen classes have 
 been graduated showing a total membership of 893, of whom 455 
 completed a three years course, and 434 graduated. 
 
 “More than 90 per cent, of the graduates are engaged in occupa¬ 
 tions for which their training at the Institute specially prepared 
 them.” 
 
 Several pages follow in the catalogue showing some of the articles 
 made at the Washburn Machine Shops. Among these, are the sets 
 of the admirable “American Drawing Models,” designed for school 
 use by Walter Smith; and an excellent adjustable Drawing Stand— 
 these articles are patented. 
 
184 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 THE LATE PROFESSOR THOMPSON. 
 
 Fortunate as the Worcester County Free Institute was in the lib¬ 
 erality of its founder, John Boynton, and in the generous gift by 
 Mr. Saulsbury, the bequest by the late Ichabod Washburn, and the 
 hearty co-operation of Senator Hoar, it may be questioned whether, 
 after all, the good providence which gave to the capable hands of 
 Professor C. O. Thompson, the shaping of its earliest organization, 
 and the directing of its course for a period of fifteen years, was not 
 the best fortune of all. Professor Thompson, with enthusiasm and 
 intelligence, undertook to solve the problem presented by this edu¬ 
 cational experiment. Familiar with educational methods, and with 
 European experience in technological institutions, he set himself to 
 the creating of a kind of school before unknown in this country. 
 So satisfactory was his solution of this problem that when another 
 liberal American, like minded with John Boynton, proposed to do 
 likewise for his western country, and, after careful investigation, 
 had fixed upon a satisfactory plan, he set for his model the Worcester 
 School. Dying before the Institution he had initiated was ready 
 for opening, the Trustees, who sought to carry out his intentions, 
 secured as the man to direct his proposed Institution, the one who 
 had made the Worcester School a success; and induced Professor 
 Thompson to resign his position at Worcester, and to accept the 
 Presidency of the Institute. After a preliminary visit to Europe 
 and study of European Schools of Technology, President Thompson 
 was inaugurated March 7th, 1883. The new Institution, largely 
 on the line of the Worcester School, was begun under brilliant aus¬ 
 pices. This new career so brightly opening before him was, how¬ 
 ever, suddenly cut short by the death of this most promising Edu¬ 
 cator, in the very plenitude of his powers. 
 
 The story of his short administration* of the Rose Polytechnic 
 Institute will be told in connection with the account of that School, 
 which here follows. 
 
 The catalogue of the Worcester Polytechnic Institute for 1890, 
 shows 171 students in attendance. The “Faculty” consists of 
 eleven Professors, there are also twelve “other Instructors.” 
 
 Homer T. Fuller, Ph. D. is President and Professor of Geology 
 and Mineralogy.—George I. Alden, S. B. is Professor of Mechani¬ 
 cal Engineering. George E. Gladwin, Professor of Drawing. 
 Milton P. Higgins, S. B. Superintendent of Washburn Shops. 
 
 Rose Polytechnic Institute, Terre Haute, Indiana. 
 
 This Technical School, modelled after the plan of the Worcester 
 County Free Institute, with its equipment and methods chosen and 
 
 * The admirable Inaugural address by President Thompson will be found in Ap¬ 
 pendix X. 
 
CHAUNCEY ROSE, FOUNDER POLYTECHNIC INSTITUTE. 185 
 
 perfected by the distinguished Educator who had created the Wor¬ 
 cester School, and who had brought to the shaping and directing of 
 this new institution not only the result of his years of teaching ex¬ 
 perience in Worcester, but the fruits of a personal examination and 
 careful study of the leading Scientific and Technical schools of the 
 United States, and of Europe, undertaken with the direct purpose 
 of perfecting the plans of this proposed institution, should certainly 
 rank as a model of its class. 
 
 It stands to day in perpetual memorial of the two men to whom its 
 existence is due. 
 
 Chauncey Rose, the Founder, belonged to a class of American men 
 not uncommon during the first half of the Nineteenth Century; the 
 enterprising energetic emigrants who went out from the older States 
 to settle upon the unoccupied lands of the West, the hardy pioneers 
 of a new settlement, wide awake and ready to seize upon and de¬ 
 velop the opportunities then offered with free hand by Fortune. To 
 these qualities, inherited and developed by New England Ancestry 
 and training, and shared by a class of sturdy citizens, the Founder 
 of this Institute added an appreciation of his relations to the Com¬ 
 munity, and an interest in his fellow men, which led him to regard 
 the large fortune with which his sagacity and enterprise had been 
 rewarded, as only held by him in trust for his fellows. 
 
 It is this characteristic which marks him out as an unusual man, 
 and enrolls him in the small class of liberal educational philanthro¬ 
 pists whose deeds illumine the pages of American progress; with 
 Girard, Cooper, Cornell, Pratt, Drexel, and their compeers. 
 
 Chauncey Rose, was born in Wethersfield, Connecticut, December 
 24th, 1794, and died at Terre Haute, Indiana, August 13th, 1877. He 
 was unmarried. His paternal grandfather was an emigrant from 
 the Highlands of Scotland early in the last century. His mother 
 was Mary Warner, of Wethersfield; and he seems in himself to have 
 combined the indomitable self-reliance, enterprise, integrity and 
 thrift, of both his Scotch and New England ancestry. Surviving his 
 six brothers and single sister, all of whom died childless, he was 
 literally “the last of his race.” His only schooling was that then 
 given in the district common schools of Connecticut. 
 
 In early manhood, like so many other New Englanders of that 
 day, he left his native State, and started upon an exploring tour 
 through thethen “West;” visiting Kentucky, and Indiana, in 1817, 
 and, finally, in 1818, took up his residence in the town of Terre 
 Haute, Indiana; which had been laid out only two years before. 
 After farming a few years he became a merchant, and was widely 
 and favorably known throughout that neighborhood. 
 
 When the era of Steam Transportation began Mr. Rose was among 
 the first to realize its importance, and he is credited with the early 
 promotion and successful completion of the Railroad from Terre 
 
186 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Haute to Indianapolis; and became, from that time, largely inter¬ 
 ested in railroad enterprises. The rise in value of land,—as the 
 outlying farms in turn were changed to city squares,—in which he 
 had early invested his savings, and the immense and rapid develop¬ 
 ment of the steam roads, by which in like manner in Hew York, the 
 great Vanderbilt fortune was built up,—combined to increase his 
 wealth. Two of his brothers were, also, likewise successful in amass¬ 
 ing fortunes. On the death of one of these, John Rose, in New 
 York, it was found that, owing to some technicality, the intentions 
 of his will were in danger of being thwarted; Chauncey Rose, in 
 order to prevent this, entered upon a litigation which lasted for six 
 years, but resulted in setting the will aside, and Mr. Rose was rec¬ 
 ognized as sole heir. He then proceeded to dispose of this great for¬ 
 tune in accordance with his brother’s intentions. He distributed one 
 and a half million of dollars, between the 82 charitable institutions 
 of New York City, and Brooklyn; giving, the largest single gift, 
 $220,000 to the “Children’s Aid Society” of New York; and $20,000 
 to the Brooklyn Society of the same name. The other gifts ranged 
 in amount from seventy-five thousand, to one thousand, dollars. His 
 native town was also remembered with a gift of $18,000 to the Weth¬ 
 ersfield Seminary and $2,500 to the town Library. 
 
 In the disposal of his personal fortune by will, Mr. Rose, in addi¬ 
 tion to specific gifts to the Institute, as well as making it the resid¬ 
 uary legatee of the estate; gave $150,000 to the Vigo County Orphan 
 Home, and $75,000 to establish a Free Medical Dispensary. His lib¬ 
 eral gifts during his life to worthy charities, and to public enter¬ 
 prises which commended themselves to his judgment, were well 
 known; while his private benefactions, mostly unknown during his 
 life, were continual. 
 
 He always took great interest in promoting education, and by gifts 
 to Wabash College, and to the Library of the State Normal College, 
 and by aiding pecuniarily many young ladies there to fit themselves 
 to become teachers, he had shown this interest; but he desired espe¬ 
 cially to promote the practical education of young men in a way 
 to fit them for the best service; and at last fixed upon the plan of 
 founding a polytechnic school. 
 
 In the steps that Mr. Rose took to carry out his plan, he displayed all his best 
 traits. Naturally distrustful of his own knowledge of schools, he went to see some 
 of the most noted institutions that gave prominence to scientific subjects, and con¬ 
 sulted all his friends who had any knowledge or experience in such matters. The 
 timely and judicious suggestions of these friends—and we name, without disparag¬ 
 ing the weight of others, Josephus Collett and Barnabas Hobbs—had decided influ¬ 
 ence with Mr. Rose in his final decision to endow a polytechnic school. 
 
 To obtain the information necessary to determine in what mould the institution 
 should be cast, he commissioned* two of his associates in the corporation to make 
 
 * Charles R. Peddle, Esq., Superintendent of Motive Power on the Vandalia 
 Railroad, and President William A. Jones of the Indiana Normal School. 
 
HISTORY OF THE INSTITUTE, BY SECRETARY EARLY. 187 
 
 a thorough inspection of all institutions in the country that offer courses in higher 
 technology. This committee discharged their duty most faithfully and presented 
 to Mr. Rose an elaborate report, in which the features and statistics of each of the 
 great polytechnic schools in the United States are carefully set out. 
 
 Mr. Rose studied this report long and thoroughly. He sought counsel and infor¬ 
 mation from every available source. The result was that he decided to repeat, as 
 far as changed circumstances would permit, the plan of the Worcester Free 
 Institute. * 
 
 The following authoritative statement continues the history of the 
 Institute down to its formal opening with the inauguration of Presi¬ 
 dent Thompson. 
 
 This is given in the handsomely printed pamphlet which contains 
 a full report of the Inaugural Ceremonies and Addresses with a por¬ 
 trait of the Founder, and views and plans of the commodious build¬ 
 ings. f As a brief account of the opening ceremonies and addresses, 
 together with a full report of the admirable Inaugural Address by 
 President Thompson, will be found in Appendix R, no further 
 notice of this event is here given. 
 
 HISTORICAL. 
 
 [Prepared at the request of the Board of Managers by Samuel S. Early, Secretary of the Board.] 
 
 The scientific school known as the Rose Polytechnic Institute, was founded in 
 1874, by the munificence of the late Chauncey Rose, of Terre Haute. As the hon¬ 
 ored life of this most generous and public spirited gentleman drew near its close, 
 among the many benefactions that suggested themselves as deserving objects of 
 his liberality was a school in which young men might be thoroughly trained in the 
 sciences applicable to the industrial arts. Careful study of the plans and methods 
 of such schools and consultation with numerous experienced educators fixed this 
 suggestion in his thoughts, and out of his deliberations grew the establishment 
 whose first detailed and formal publication of its progress and purposes is set forth 
 in the following pages. 
 
 Inviting the assistance of his trusted friends, Messrs. Josephus Collett, Firmin 
 Nippert, Charles R. Peddle, Barnabas C. Hobbs, William A. Jones, Demas Deming, 
 RayG. Jenckes, Gen. Charles Cruft and Col. Wm. K. Edwards, he associated them 
 with himself in a body corporate in conformity with an act of the General Assembly 
 of the State of Indiana, approved February 20th, 1867, and the amendments thereto, 
 said act being entitled “An Act Concerning the Organization and Perpetuity of 
 Voluntary Associations, and repealing an act entitled ‘An Act Concerning the 
 Organization of Voluntary Associations, and repealing former laws in reference 
 thereto,’ approved February 12, 1855, and repealing each act repealed by said act, 
 and authorizing gifts and devises by will to be made to any corporation or purpose 
 contemplated by this act.” 
 
 * From the pamphlet account of Rose Polytechnic Institute, republished from 
 “Barnard’s American Journal of Education.” The authority for the biographical 
 statements just made, is found in the “Memoir of Chauncey Rose,” with which 
 this pamphlet opens. 
 
 t Rose Polytechnic Institute, Addresses of Inauguration and Dedication, with 
 Memorial notices, a historical introduction, and First Annual Catalogue. Terre 
 Haute, Ind: C. W. Brown, printer and binder. 1883. Pp. 84. 
 
188 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 On the 10th of September, 1874, articles of association were adopted, setting forth 
 the objects of the corporation to be the establishment and maintenance, in the 
 County of Vigo and State of Indiana, of an “institution for the intellectual and 
 practical education of young men,” designating the corporate name as “ Terre 
 Haute School of Industrial Science,” and entrusting its administration to the cor¬ 
 porators under the title of managers. 
 
 Instruction in the school was provided to be based on the practical mathematics 
 and the application of the physical sciences to the various arts and manufactures, 
 with other branches of active business, and was to include such training as would 
 furnish the pupils with useful and practical knowledge of some art or occupation, 
 and enable them to earn competent livings. Preference was to be given to students 
 who were residents of Vigo county, moderate tuition fees were permitted to be 
 charged, if considered necessary, and applicants for admission were required to be 
 not less than sixteen years of age, and to be so prepared as to pass satisfactory ex¬ 
 aminations in the branches of a fair English education. 
 
 On October 10th, 1874, the Board of Managers was organized, by-laws were 
 adopted, and the following officers elected: 
 
 President —Chauncey Rose. 
 
 Vice-President —Josephus Collett. 
 
 Treasurer —Demas Deming. 
 
 Secretavry— William K. Edwahds. 
 
 At the same time a committee, comprising Messrs. Cruft, Peddle, Hobbs, Jones 
 and Collett, was appointed to consider plans for carrying into effect the objects of 
 the association. 
 
 On the 12th of December the committee reported progress, and Messrs. Peddle, 
 Cruft, and Jenckes were deputed to confer with an architect. One week thereafter 
 Mr. Rose made his first donation, being a deed of conveyance of the ten acres of 
 land now occupied by the Institute, and personal securities to the amount of 
 $100,000. The committee on architect reported conferences with Mr. Isaac Hodg¬ 
 son, of Indianapolis. 
 
 December 26th Mr. Hodgson was elected architect, and Mr. Rose made a further 
 gift of $86,000 in bonds of the Evansville, Terre Haute & Chicago Railroad Com¬ 
 pany. 
 
 By the end of January, 1875, the architect had prepared suggestive sketches, 
 which were submitted to the consideration of Mr. Rose, and having met his ap¬ 
 proval, were adopted by the Board of Managers, and detailed drawings, with speci¬ 
 fications and estimates of cost, were ordered to be prepared. * * * On the 9th 
 of August, all preliminaries in the way of gathering materials, executing bonds and 
 contracts, and the like, having been accomplished. Messrs. C. R. Peddle, Josephus 
 Collett, and Charles Cruft, were elected a building committee, and Messrs. Cruft, 
 Jenckes, Nippert, and Edwards were chosen as a committee on the laying of the 
 corner-stone. 
 
 On the 11th of the following month the ceremony of laying the corner-stone took 
 place, at 4 o’clock. An immense concourse of citizens of Terre Haute, and visiting 
 strangers, marched in procession from the center of the city to the grounds of the 
 School, to witness the exercises, over which Gen. Charles Cruft presided, by request 
 of the Board. When the company had been called to order, prayer was offered by 
 Rev. E. Frank Howe, pastor of the First Congregational Church, and a choir of 
 mixed voices sang a selection. The corner-stone was laid by the architect, assisted 
 by the contractors and their workmen, a metal box with numerous interesting me¬ 
 morials of the occasion, being deposited therein. The president of the day then 
 introduced Col. William K. Edwards, who delivered an appropriate and eloquent 
 address. A second musical selection was sung by the choir, and was followed by 
 
EXTRACTS FROM SECRETARY EARLY’s HISTORY. 189 
 
 a masterly oration by Barnabas C. Hobbs, ll. d. The benediction, by Rev. Mr. 
 Howe, closed the exercises. 
 
 On the same day a meeting of the Board of Managers was held, and unanimously 
 passed amendments to the articles of incorporation, which changed the name of 
 the association from the “Terre Haute School of Industrial Science” to “Rose 
 Polytechnic Institute.” This alteration was not effected without persistent protest 
 from the venerable founder; but the universal wish, not alone of his fellow-mana¬ 
 gers, but of the entire community of his fellow-citizens, that his noble benefaction 
 should bear his own honored name, at length overcame his modest scruples, and he 
 reluctantly gave his consent. Proper legal measures were also authorized to effect 
 the transfer of the property of all kinds that had been received from Mr. Rose, from 
 the Industrial School to the Polytechnic Institute. 
 
 ******* 
 
 On the 27th of December Mr. Rose presented a statement of certain payments he 
 had made for the benefit of the School, amounting to $31,255.66, with quittance in 
 full thereof, and at the same time transferred the sum of $100,000 in certificates of 
 preferred stock in the Evansville & Crawfordsville Railroad Company, as an addi¬ 
 tion to the endowment. 
 
 At the annual meeting, held on the 2d of June, 1877, Mr. Rose tendered his resig¬ 
 nation as a member of the Board of Managers, in consideration of 'his great age and 
 infirmities. In deference to his wishes, his fellow-members accepted it, but most 
 unwillingly. Mr. Josephus Collett was elected to succeed him as President of the 
 Board, and Mr. Charles R. Peddle was chosen as Vice-President. * * * Mr. 
 Rose died on the 13th of August, 1877, and on the 17th of October, the vacancy occa¬ 
 sioned by his resignation was filled by the election of Mr. William Mack. 
 
 The total of Mr. Rose’s gifts to the Institute, prior to his death, reached the sum 
 of $345,614.61. 
 
 * * * * * * * * 
 
 By his will ^specific legacy of $107,594.34 was bequeathed to the Institute, and 
 it was constituted his residuary legatee after the payment of his devises to his fam¬ 
 ily, to the Rose Orphan Home and the Free Dispensary. What may be the exact 
 amount to be derived from the settlement of the estate it is impossible to determine, 
 but it is reasonal 4e to estimate that the grand aggregate of his donations to the 
 school will considerably exceed $500,000.00. 
 
 ******* 
 
 Diligent inquiry had continued to be prosecuted also into the availability of can¬ 
 didates for the professorships of the faculty, and a number of eminent educators 
 had been invited to visit Terre Haute and confer with the Managers upon the 
 future organization and conduct of the School. Prominent among these had been 
 Dr. Charles O. Thompson, Principal of the Free Institute of Technology, at Worces¬ 
 ter, Mass., Prof. Wm. D. Marks, of the University of Pennsylvania, Prof. T. C. 
 Mendenhall, of the Ohio State University, and Prof. F. W. Clarke, of the Univer¬ 
 sity of Cincinnati, from all of whom most valuable counsel and suggestions and 
 hearty encouragement had been obtained. 
 
 Finding themselves, by the receipt of the specific legacy, possessed of funds which 
 yielded an income of about $25,000.00, the managers felt that the time had come 
 when they might take the necessary measures for opening the Institute. The first 
 important step was the election of Dr. Charles O. Thompson, of Worcester, Mass., 
 to the Presidency of the faculty. This occurred on the 20th of February, 1882, and 
 the President of the Board, with the Secretary and Gen. Charles Cruft, visited Wor¬ 
 cester for a personal conference with Dr. Thompson. Toward the end of March he 
 accepted the appointment and immediately began the work of selecting a faculty 
 and preparing a detailed plan for the organization of the School. Professors of 
 chemistry, of elementary and higher mathematics, ind of drawing, and the Super- 
 
190 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 intendent of the Machine Shops, were chosen and accepted. Those whose services 
 were necessary reported for duty as soon as their prior engagements admitted, and 
 by the end of the summer of 1882, great progress had been made in the work of 
 preparation. It was found that a small class could be provided for by the begin¬ 
 ning of March, 1883, and in August of 1882, circulars were published inviting appli¬ 
 cations for admission. An opportunity for the purchase of the apparatus and 
 library of the late Dr. John Bacon, of Harvard College, was availed of by the 
 Board, and a most admirable collection of instruments and of scientific books was 
 added to the resources of the School. Power, machinery, and tools for the Shop, 
 were purchased by Mr. Edward S. Cobb, the Superintendent, under the sanction of 
 a committee composed of Messrs. Peddle, Nippert and Cox ; cases for the mineral- 
 ogical specimens were constructed, after the plans of Prof. Charles A. Colton, of the 
 Department of Chemistry, and the elegant collection was mounted, labeled and 
 stored under his skilled labors. Shelving for the library, designed by Prof. Clarence 
 A. Waldo, the future librarian, was provided, and the early purchases of the Board 
 and the Bacon library were catalogued by the Secretary and arranged by members of 
 the faculty. Large additions to the library and apparatus were made by President 
 Thompson, who had sailed for Europe, in July of 1882, for study of the methods 
 and progress of technological instruction in the more advanced schools abroad. 
 Tables, easels, models, in brief, all the required appliances for the department of 
 drawing, were procured upon the suggestions of Prof. William L. Ames, of that 
 department, and, by the time anticipated, everything was in readiness for the 
 opening. On the 6th of March candidates for admission were examined, and a 
 class of twenty-five members selected from the most proficient. 
 
 On the 7th of March, 1883, the Inaugural Ceremonies were held 
 and the educational work of the Institute formally began. (See 
 Appendix X.) 
 
 The following is the brief announcement in the First Catalogue 
 of the opening of the school, with the “ four years course,” concisely 
 outlined. Full page plans of the five floors of the stately main 
 building, and of the two floors of the shop building, are given. 
 
 The Rose Polytechnic Institute. 
 
 This Technical School, founded by the late Cliauncey Rose, of Terre Haute, In¬ 
 diana, is now open for the instruction of young men in technology. 
 
 In accordance with the directions of the founder, the Institute offers a good edu¬ 
 cation based on the mathematics, physical sciences, living languages and drawing, 
 and familiarity with some form of applied science or handicraft. The course of 
 study is so planned that every student spends a fixed portion of his time in learn¬ 
 ing the elements of the business or profession that he designs to pursue after 
 graduating; this part of his work is called practice. 
 
 Recitations, lectures, laboratory work and drawing are of uniform kind and 
 amount for all students; exercises in practice are widely different, depending 
 upon the department selected by the student. The general course of study does 
 not differ essentially from that pursued in other Polytechnic Schools. The practice 
 is offered in the following departments: Mechanics, Civil Engineering, Chemistry, 
 Physics, Drawing and Design. The choice of a department is made by each stu¬ 
 dent soon after entering, under the advice of the faculty. A department of Min¬ 
 ing Engineering will be organized as soon as possible and duly announced. 
 
E08E POLYTECHNIC INSTITUTE IN 1883. 
 
 191 
 
 APPARATUS FOR INSTRUCTION. 
 
 Recitation-rooms, lecture-rooms, laboratories and drawing-rooms are ready, 
 ample supplies of models, plate, and laboratory equipments having been pur¬ 
 chased. Field instruments for the use of Civil Engineers have also been provided. 
 
 A cabinet of minerals containing 5,000 specimens carefully arranged to facilitate 
 the study of geology and mineralogy, is displayed in a room convenient for use. 
 
 A library of 5,000 volumes, selected with especial reference to the wants of stu¬ 
 dents of technology, but not destitute of works of standard literature, is on the 
 shelves and will be increased as occasion demands. 
 
 In the shop is an assemblage of rooms in which iron and wood-working tools and 
 machinery, arranged with reference to instruction by means of construction, are 
 provided for the use of students. The wood room, boiler and engine rooms are in 
 order; the iron room and forge shop, will be in order before September 1, 1883, as 
 all the requisite tools a?e now under contract; so that students in mechanics will 
 enjoy the advantage of practicing in a large, well-lighted, manufacturing machine 
 shop, which is equipped with the best modern tools and machinery. All products 
 of the shop will be made for sale, and the labor of the students will be supplemented 
 by that of skilled journeymen, who will finish the work under the inspection and 
 for the instruction of pupils ; the latter will thus be surrounded by the influences of 
 actual business and under the incentive of emulation with practiced handicraft. 
 In the equipment of the machine shop the sum of nearly $30,000 has been expended. 
 
 Plans for a new building to be devoted to the uses of a chemical laboratory, have 
 been submitted to the trustees and the work will be begun early in the autumn. 
 Ample provision has been made for the study of physics according to the most ap¬ 
 proved modern ideas. 
 
 COURSE OF STUDY. 
 
 The course of study occupies four years, and the work is arranged as follows 
 (the figures indicate hours per week): 
 
 Freshman Class. —Free Drawing, 6: Mathematics, 7; Practice, 25; Private Study, 
 14. Total, 52. 
 
 Sophomore Class. —Free Drawing, 2; Mechanical Drawing, 6; Mathematics, 6; 
 Language 4; Chemistry and Physics, 4; Practice, 10; Private Study, 20. Total, 52. 
 
 Junior Class. —Mechanical Drawing, 6; Mathemetics and Theoretical Mechanics, 4; 
 Language 4; Chemistry and Physics, 4; Practice, 10; Private Study, 24. Total, 52. 
 
 Senior Class. —Mathematics, 5; Language and' Ethics, 5; Physics, 3; Chemistry, 
 1; Engineering, 3; Practice, 10; Private Study, 25. Total, 52. 
 
 In this course the term Mathematics includes algebra, geometry, trigonometry, 
 analytical and descriptive geometry, the calculus, theoretical and applied mechanics; 
 Physics, heat, light and electricity, each abundantly illustrated; Chemistry, the 
 study of the elements, the use of the blow-pipe and the outlines of wet analysis; 
 Drawing, free hand work, perspective, orthographic and isometric projection, 
 shades and shadows, and the construction of working drawings of machinery; 
 Language, the German language, the English language and the elements of French. 
 
 In addition to the general studies now enumerated, lectures are given in geology. 
 Exercises in determinative mineralogy are included in the chemical instruction. 
 
 Only such changes will be made in this course as experience may show to be 
 desirable. Students pass from class to class only by passing the term examina¬ 
 tions. 
 
 The practice of the students in chemistry and physics will be in the laboratories, 
 of the civil engineers in the field and drawing-room, of the designers in the draw¬ 
 ing-room, and of th« mechanics in the work-shop; but, in order to give the civil 
 engineers some knowledge of tools, their practice will be in the workshops for the 
 first two terms of the Freshman year. 
 
192 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In short, it is the intention of the managers and faculty that nothing shall be 
 lacking to give the students of the Rose Polytechnic facilities not surpassed in this 
 country for acquiring a sound technological training. 
 
 ADMISSION. 
 
 Candidates for admission to the Freshman class must be at least sixteen years 
 old, present certificates of good standing and pass examination in the following 
 branches, viz: English Grammar, History of the United States, Geography, Arith¬ 
 metic, and Algebra to Quadratic Equations. The entrance examination will take 
 place on Tuesday, September 18, 1883, at half-past eight o’clock A. M. , at the office 
 of the President. At the same time and place, candidates for the Sophomore and 
 Junior classes will be examined and must give evidence of fitness to join the 
 desired class. The senior class will not be organized till September, 1884. 
 
 I 
 
 TERMS AND VACATIONS. 
 
 The first term of 14 weeks begins September 18, and closes December 23, 1883; 
 the second term of 13 weeks begins January 2, 1884, and closes March 30, 1884; the 
 third term of 12 weeks begins April 9,1884, and closes June 29, 1884. Vacations of 
 one week each occur after the first and second terms respectively, and of eleven 
 weeks after the third term. 
 
 EXAMINATIONS. 
 
 All students are examined at least twice a year on the work of the year, and the 
 result of these examinations determines their standing. 
 
 TUITION. 
 
 No charge for tuition is made to bona fide residents of Vigo County, Indiana. 
 All others pay seventy-five dollars each per year. Every student, of whatever 
 place of residence, pays an annual fee of twenty-five dollars for use of chemicals, 
 breakage and contingencies. All bills for tuition and incidentals are payable in 
 advance on the first day of each term. 
 
 BOARD. 
 
 No arrangements for board are-made at the Institute. Students find excellent 
 accommodations in private families at prices ranging from $4.00 to $5.00 per week. 
 
 All students who intend to apply for examination should make application in 
 writing. Letters seeking information about the Rose Polytechnic Institute, should 
 be addressed to 
 
 Pres’t. Charles O. Thompson, 
 
 Terre Haute , Indiana. 
 
 The students admitted to the first class, March 6th, 1883, num¬ 
 bered Twenty-five. 
 
 List of the Board and of The Faculty in 1883. 
 
 Board of Managers. 
 
 Josephus Collett, Esq., President; Charles R. Peddle, M. E., Vice-President; 
 Samuel S. Early, A. M., Secretary; Demas Deming, Esq., Treasurer. Firmin Nip- 
 pert, Esq., Hon. William Mack, Robert S. Cox, Esq., Preston'Hussey, Esq., Hon. 
 Richard W. Thompson, L. L. D, William C. Ball, A. M. 
 
DEATH OF PRESIDENT THOMPSON IN 1886. 
 
 193 
 
 Faculty of Instruction. 
 
 Charles O. Thompson, a. m., ph. d., Late Principal of the Free Institute of In¬ 
 dustrial Science, Worcester, Mass., President. 
 
 Charles A. Colton, e. m., Late Assistant to the Professor of Mineralogy in the 
 School of Mines, Columbia College, New York, Professor of Chemistry. 
 
 Edward Barnes, b. s., Graduate Student of Johns Hopkins University, Professor 
 of the Higher Mathematics. 
 
 Clarence A. Waldo, a. m., Late Assistant Professor of Mathematics, in Wesleyan 
 University, Middletown, Conn., Professor of Elementary Mathematics and Li¬ 
 brarian. 
 
 James A. Wickersham, a. M., Late Instructor in Kansas University, Professor of 
 Languages. 
 
 -, Professor of Physics and Theoretical Mechanics.* 
 
 -, Professor of Engineering.* 
 
 Edward S. Cobb, B. s., Late Assistant Superintendent of the American Paper Bag 
 Company, Boston, Superintendent of Machine Shop. 
 
 William L. Ames, B. s., Late Student at Cincinnati School of Design, Professor 
 of Drawing. 
 
 While the statements of the first catalogue were comprised in 
 eight pages, exclusive of those given to the floor plans of the build¬ 
 ings, the second annual catalogue contains 29 pages, exclusive of the 
 same floor plans. This contains, also, a notice of the “manufactures 
 of the Rose Polytechnic Shops ” which are offered for sale in accord¬ 
 ance with the precedent set by the shops of the Worcester Institute. 
 The students are organized in three classes: Freshman, Sophomore, 
 and Junior, and number 45 ; an increase of 20 in a single year. The 
 third Annual Catalogue (1885), shows a total attendance of 69 stu¬ 
 dents in the four classes. The “ Senior Class” is given for the first 
 time, numbering 3 students. In the Fourth Annual Catalogue, 
 (1886) the name of President Thompson is starred with the simple 
 note; “Deceased, March 17th, 1885.” 
 
 The unlooked for death of President Thompson, in the fullness of 
 his powers, produced a profound impression ; and was felt, not only 
 as a calamity to the new institution, but also, as a great loss to the 
 educational foi’ces of the country. His experiment at Worcester, 
 and its further development at Terre Haute, which gave such assur¬ 
 ance of exceptional success, had been followed with unusual atten¬ 
 tion by all interested in the evolution of the Hew Education; to which 
 it was conceded that, by inventing this novel form of school, Dr. 
 Thompson had made an original and important contribution. 
 
 An influential member of the National Council of Education from 
 its organization, Dr. Thompson had freely contributed to the pro¬ 
 motion of varied educational interests by numerous addresses, papers 
 and publications. Dr. Barnard, in the pamphlet already quoted from, 
 gives a list of some twenty-three titles up to the time of his assum¬ 
 ing the Presidency of Rose Institute. Some of the topics are 
 
 ART—VOL 4-13 
 
 * To be appointed. 
 
194 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 “Drawing,” “Manual Labor and the use of Tools,” “Technical Edu¬ 
 cation,” “ Handicraft in School.” “The Polytechnic School,” “'The 
 Worcester Plan of Technical Education.” “ Hints towards a Profes¬ 
 sion of Teaching,” etc., etc. He was a member of various scientific 
 societies. Charles Oliver Thompson, a. m., ph.d. was born Septem¬ 
 ber 25th, 183G, in East Windsor, Connecticut, where his Father, Pro¬ 
 fessor William Thompson, d.d., was a professor in the Connecticut 
 Theological Seminary. He fitted for College in the East Windsor 
 Academy, under the late Paul A. Chadbourne, an inspiring educator 
 who was subsequently President of the Massachusetts College of 
 Agriculture. Graduating at Darmouth College, in the class of 1858, 
 he spent his life, with the exception of a short term as a practical sur¬ 
 veyor and civil engineer, in the work of teaching; first in the district 
 schools, then, in the work at Arlington for four years, of successfully 
 combining an English High School, and the old classical “Cotting 
 Academy,” into a new form of Public High School. From this 
 work he was chosen, in 1868, as Professor of Chemistry, to the Wor¬ 
 cester High School of Industrial Science; and commissioned to 
 undertake a tour of some months in Europe, with the purpose on his 
 return, of inaugurating a scientific and practical course of instruc¬ 
 tion, such as, at that time, “had no recognized type or model in this 
 country.” 
 
 His successful execution of this purpose at Worcester, and at 
 Terre Haute, marks the opening of an educational era in the United 
 States. Dartmouth College, conferred the title of ph. d., in 1S70. 
 The tributes called forth by the occasion of his untimely death, 
 testified not only to the ability and culture of the scholar; but, also, 
 to the catholicity of the educator, and the high character and love¬ 
 able qualities of the man. 
 
 The same wise judgment and good fortune which was evinced in 
 the calling of Dr. Thompson, to become the first President of the 
 Institute ; was again illustrated in the happy selection of his imme¬ 
 diate successor. 
 
 We have seen that in the formative period of the new Institute, 
 the Trustees frequently called to their aid for advice and counsel, 
 four leading educators; one of whom was subsequently chosen to be 
 the first President of the Institute. 
 
 They now turned to another of their former counsellors and asked 
 him to assume the Presidency so sadly and unexpectedly left vacant; 
 and Dr. Thomas C. Mendenhall, PH. D., LL. D., formerly Professor 
 in the University of Cincinnati, later a Professor in the Imperial Uni¬ 
 versity of Tokio, Japan, and at this time employed in one of the 
 scientific departments of the U. S. Government Service, was called 
 to the chair. Dr. Mendenhall, entered on his new duties in the autumn 
 of 1886, and remained in charge for four years ; when he was again 
 called to resume service under the Government, and placed at the 
 
THE LATER PRESIDENTS OF THE INSTITUTE. 195 
 
 head of the U. S. Coast and Geodetic Survey, where he still remains. 
 (1893). 
 
 Such official recognition of his unquestioned distinction as a sci¬ 
 entist, furnishes the best endorsement of his success as an educator, 
 and of his standing in the scientific world.— 
 
 His successful administration of the Presidency of Rose Poly¬ 
 technic Institute, may be inferred from the fact that the total yearly 
 attendance grew, from 67, as given in the catalogue of 1886, to 159, 
 in the catalogue of 1890; which is the last issued under President 
 Mendenhall. 
 
 Dr. Henry C. Eddy, c. E., ph. d., Dean of the University of Cincin¬ 
 nati, and for sometime the acting President, succeeded Dr. Men¬ 
 denhall, as President of the Institute. 
 
 The continued growth and success of the school is shown by the 
 statistics given in the catalogues since issued. From the latest one 
 at hand,* the general statement of the purpose and methods of the 
 Institute is here taken, together with the programme of the course 
 in Mechanical Engineering, and that of the department of Drawing. 
 The other “ courses,” in “electrical” and “civil” engineering, and 
 in “ Chemistry,” are given in the catalogue in similar detail. 
 
 The Rose Polytechnic Institute, is devoted to the higher education of young men 
 in Engineering. This term includes all those productive and constructive arts by 
 which the forces and materials of nature are made subservient to the needs of man, 
 together with the principles which underlie those arts. 
 
 The course of instruction at this Institute deals in detail with the principles and 
 the practice of Engineering with special reference to the following branches of the 
 profession : Mechanical Engineering, Electrical Engineering, Civil Engineering, and 
 Chemistry, as based upon Drawing, Modern Languages, Mathematics, Mechanics, 
 Physics, Chemistry, and Shop Practice. 
 
 The advances in scientific and technical education which have been made during 
 the past two or three decades in Europe and in this country have been largely in the 
 direction of the introduction of laboratory and practical training into courses of 
 study which formerly consisted exclusively of text-book and theoretical work. So 
 satisfactory have been the results of this innovation that it is no longer a question 
 of debate. Engineering, in practice, is essentially the application of established 
 principles for the purpose of accomplishing certain results, mainly included in the 
 conversion of matter into useful forms and the utilization of the forces of natui'e. 
 The proper training of an engineer should include, therefore, not only a study of 
 principles, but also their application in accordance with established practice. He is 
 thus fitted for more rapid advancement on entering his profession, and is saved 
 from the many errors arising out of ignorance of methods. 
 
 In this Institute the student’s study of principles is supplemented by constant 
 practice in laboratory and work-shop. In the former he learns the use of instru¬ 
 ments and methods of research, and is thus prepared to attack successfully and in 
 a scientific manner such problems as are sure to present themselves to him in the 
 practice of his profession. In the latter he is made familiar by actual contact with 
 
 * Eleventh Annual Catalogue of the Rose Polytechnic Institute Terre Haute, In¬ 
 diana. With an outline of the course of study and the Plan of Instruction. 1893. 
 Terre Haute, Ind.: Moore & Langen, Printers and Book binders. 1893. Pp. 50. 
 
196 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the nature and properties of materials of construction; the use of machines for the 
 manipulation of these materials, the necessary limitations placed upon the products 
 of machinery as to form and methods of manipulation; and to this is added skill 
 in the use of tools and machines which will greatly enhance his power as an engin¬ 
 eer in design and construction. 
 
 The work of the students in mechanical engineering is so distributed that they 
 spend, on the average, fifteen hours per week in practice during the first year, and 
 ten hours a week during the rest of the course. During this time they receive 
 instruction from skilled workmen in the various departments, by whom their prac¬ 
 tice is constantly supervised. 
 
 Each student receives throughout his course six hours a week of instruction in 
 drawing; by this discipline such perception of form and proportion is imparted to 
 the student that, when he undertakes shop-work, he makes more rapid and satis¬ 
 factory progress than one who has not had the advantage of this training. And 
 each student, as soon and as far as possible, is required to make working drawings 
 of every article that he produces, for the ability to make and to read drawings is 
 an indispensable necessity to every engineer. 
 
 As the work-shop is educational in its character, and is managed solely for the 
 advantage of the students, each is encouraged to make as rapid advancement as 
 possible, and is not kept back by his fellows or by the financial necessities of the 
 institution. 
 
 To these considerations in favor of a school-shop must be added another, which 
 outweighs them all; that the student comes to the shop-work with his perceptive 
 faculties, reason, judgment and taste, all under constant and careful training in 
 other departments of the Institute; and also that his interest in the study of theo¬ 
 retical principles is greatly enhanced by the opportunity offered for their immediate 
 application to various problems arising out of his shop-work. 
 
 In accordance with these general ideas, the Rose Polytechnic Institute offers to 
 young men a good education based on Drawing, Mathematics, Mechanics, the Phys¬ 
 ical Sciences and the Modern Languages, together with a practical training in and a 
 familiarity with some form of applied science. 
 
 Plan of Instruction. 
 
 Courses of Study .—Provision is now made for four parallel courses of study. 
 These are: 
 
 1. Mechanical Engineering. 
 
 2. Electrical Engineering. 
 
 3. Civil Engineering. 
 
 4. Chemistry. 
 
 Each course occupies four years of three terms each. There are four classes: 
 Freshman, Sophomore, Junior, Senior. The Freshman class enters in September, 
 and entrance examinations for this class are held at the Institute in June and Sep¬ 
 tember. 
 
 The four courses are identical during the first two terms of Freshman year, but 
 diverge after that. At the end of the second term every student elects one of these 
 courses. 
 
 No student is permitted to elect any special or partial course. Every one must 
 take full work in one of the regular courses. 
 
 Many subjects, such as Drawing, Language, Mechanics, Elementary Chemistry, 
 and Physics, etc., are common to all the courses. In such subjects the recitations 
 and lectures are attended by students in all the courses; their exercises during 
 hours of practice are, however, widely different and are presented in detail on 
 another page. 
 
COURSES IN SHOP WORK AND MECHANICAL ENGINEERING. 197 
 
 All members of the Freshman class practice in the wood-shop during the first 
 two terms. During the third term those who elect Civil Engineering devote but 
 eight hours to practice in the machine shop and the remaining hours of practice to 
 Civil Engineering; those who elect Chemistry employ all their hours of practice in 
 the chemical laboratory. 
 
 In practice and labratory work, each student working independently of others, 
 advances as rapidly as possible. A certain standard of excellence, however, must 
 be reached by all. 
 
 Recitations are an hour in length, and the classes are divided into sections, so 
 that no more are in recitation at one time than will be consistent with thorough¬ 
 ness of instruction. 
 
 Students are expected to spend two hours of study, if necessary, in preparing 
 each recitation, and time enough in preparation for lectures and exercises in draw¬ 
 ing and laboratory to secure the best results. 
 
 Courses of lectures are given by the President, Professors, and others in Geology, 
 Astronomy and other topics not included in the regular course of study. Students 
 are required to take notes and to sustain examination on these lectures. Instruc¬ 
 tion in Physics and Chemistry is given largely by means of laboratory practice. 
 
 Thesis .—At the close of the year each member of the Senior class presents to the 
 faculty a graduating thesis, in which he records the independent investigation of 
 some subject congenial to his tastes, and included in the scope of his course. In 
 order to afford time for the preparation of these, one week of each month after 
 January of Senior year is devoted exclusively to this work. These thesis, with all 
 the drawings which accompany or illustrate them, are preserved in the library of 
 the Institute. 
 
 COURSE IN MECHANICAL ENGINEERING. 
 
 As preparatory subjects, this course includes Drawing, Modern Languages, Theo¬ 
 retical Mechanics, Physics, and Chemistry. In the more purely techanical part of 
 the course, the various branches of Applied Mechanics form the most important 
 subjects. The course embraces instruction by text-book, lecture, laboratory, and 
 work-shop practice with special reference to the following branches: Practical Phy¬ 
 sics ; the Properties of Materials and their bearing on the Design of Structures and 
 Machines; the Dynamical Principles involved in the design and action of machines 
 and structures; Steam Engineering; the general principles of Mechanical Draw¬ 
 ing and Machine Design, etc. 
 
 Engineering Laboratory .—For the instruction of the students in the investiga¬ 
 tion and solution of problems in mechanical engineering a collection has been made 
 of the best apparatus and appliances for this purpose. The following areexamples: 
 A 40-horse power Brown automatic engine, with distribution valves capable of in¬ 
 dependent adjustment and fitted with complete arrangements for taking indicator 
 cards under widely varying conditions. This engine is fitted with an absorption 
 dynamometer capable of absorbing its full power, and also with devices for indica¬ 
 ting variation of speed during one revolution or due to variation of load. A 50- 
 horse power compound high-speed Westinghouse engine. A Wheeler surface con¬ 
 denser, and Blake air pump, arranged to be used with either or both, or for testing 
 either engine ; steam engine indicators and automatic power meters. Tranmission 
 dynamometers, of powers varying from one to fifty horse, arranged so as to be 
 easily used with machine tools, dynamo-electric machines, etc. A Brackett cradle 
 dynamometer especially designed for the study of dynamos and electric motors. 
 Testing machines for determining tensile and torsional strength, shearing strength, 
 cross-breaking strength and torsional stiffness, together with the various elastic 
 moduli of the different materials of construction, such as wood, iron, stone, cement, 
 etc. For these machines very complete and novel sets of indicating and recording 
 
198 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 devices have been provided. Tool dynamometers for testing the work absorbed by 
 cutting and boring tools. Traction dynamometers for determining the work done 
 in drawing cars at different speeds on level .and graded roads. Engine-testing de 
 vices for testing the balancing of locomotives while running, together with the 
 quality of the track, etc. Several sets of apparatus for determining, by static and 
 kinetic methods, the elastic constants of materials in small specimens. Accurate 
 linear and circular dividing engines. Comparators for testing standards of length. 
 Standard length bars; strong and sensitive balances ; thermometers, pyrometers 
 and calorimeters for steam tests ; speed counters, indicators, etc. 
 
 Each member of the Senior class in the course of Mechanical Engineering designs 
 one or more machines during the year, and furnishes complete working drawings 
 of the same. These drawings are then used by them, with the assistance of the 
 Freshmen, in making patterns, and by the other classes in making the machines. 
 
 An excursion is made each year by the members of the Senior class, if they so 
 elect, to one of the large manufacturing cities of the country. The class is accom¬ 
 panied by one of the members of the faculty, and a special study is made of the 
 most recent machinery and methods. 
 
 Shop Equipment .—The Polytechnic shops are furnished with the best modern 
 tools and machinery for working wood and iron. The equipment of the wood- 
 shops consists of thirty-six benches, sixty sets of carpenters’ tools, wood-turning 
 lathes, circular saws, jig-saws, band-saw, double-spindle moulding machine, panel- 
 planer, Gray & Woods’ planer, automatic knife-grinder, horizontal boring ma¬ 
 chine, etc. 
 
 The equipment of the machine shop consists of the following tools: 
 
 Sellers planer 25”x25''x8, Pond lathe, screw cutting, 26"x20', same 22''xl0', Pow¬ 
 ell lathe 19 "xlO', Washburn lathe 16"x8', Flather lathe 16"x8', Lodge & Barker lathe 
 18”xl0', Pratt & Whitney lathe 21"xl0', Fitchburg lathe 15"x6|', Putnam lathe 
 15’'x6', Pratt & Whitney lathe 16"x8’, Ames lathe 16"x7', and one 16” swing 6' bed 
 turret lathe made in the shop, universal and independent chucks, polishing lathe, 
 speed lathes, Brainard milling machine, with spiral and gear-cutting attachments, 
 Hendey 24” shaper, Bett’s 40" radial drill, Pond 32” upright drill, emery wheels, 
 buff wheels, grind-stones, drills, reamers, standard gauges, chucking reamers, 
 squares, surface plates, and a full equipment of smaller tools. 
 
 The Forge-room —Is equipped with five Buffalo stationary blast forges, each 
 furnished with power blast. There are also complete sets of swages, and other 
 tools for doing all kinds of blacksmithing. 
 
 The Brass Foundry .—Students practice in brass moulding from a large variety 
 of patterns and under the immediate supervision of a skilled moulder. 
 
 The Engine and Boiler Rooms —Contain a 40-liorse power automatic engine, 
 previously mentioned, and five boilers; this engine serves the double purpose of 
 a motor and a piece of apparatus ; it has a variable cut-off with four independent 
 slide-valves, and represents the best American workmanship. The Westinghouse 
 compound high-speed engine of 50-horse power is fitted to drive a set of counter 
 shafting and speed cones for experimental and testing purposes. There are also 
 in connection with this plant the necessary condensers, air pumps, feed pumps, in¬ 
 jectors, inspirators, test gauges, speed counters, engine indicators, calorimeters, 
 pyrometers, etc. 
 
 The boilers are connected so as to be used in every possible combination ; arrange¬ 
 ments have been made to weigh the coal and ash, and to measure the water used, 
 and these rooms become available for studying problems in steam engineering by 
 actual experiment. 
 
FOUR YEARS’ COURSE IN' MECHANICAL ENGINEERING. 199 
 The follow ing is the outline of the studies and- practice in this course : 
 
 Course in Mechanical Engineering. 
 
 Year. 
 
 First Term. 
 
 Second Term. 
 
 Third Term. 
 
 Freshman .. 
 
 Algebra (4 t); Geometry 
 (4 t); Free-hand Drawing 
 (6 h); Elementary Phys¬ 
 ics (2 t); English (3 t); 
 Practice in Wood-shop 
 (16 h). 
 
 Algebra (4 t); Plane Trigo¬ 
 nometry (4 t); Mechani¬ 
 cal Drawing (6 h); Ele¬ 
 mentary Chemistry (2 t); 
 German (4t); Practice in 
 Wood-shop (14 h). 
 
 Algebra (4 t); Spherical 
 Trigonometry (4 1 ); Free¬ 
 hand Drawing (6 h); Ele¬ 
 mentary Chemistry (21); 
 German (4 t); Practice in 
 Machine - shop, Black- 
 smith-shop, etc. (14 h). 
 
 Sophomore . 
 
 Analytical Geometry (4 t); 
 Descriptive Geometry 
 (2 t); Elementary Me¬ 
 chanics (2 t); Free-hand 
 Drawing (6 h); Chemistry 
 (1 t); Chemical Labora¬ 
 tory (4 k); German (3 t); 
 Practice in Machin e- 
 shop, Blacksmith-shop 
 and Foundry; Care of 
 Boilers and Engines (10 
 h). 
 
 Analytical Geometry (4 t); 
 Descriptive Geometry (2 
 t); Elementary Mechanics 
 (2 t); Mechanical Draw¬ 
 ing (6 h); Chemistry and 
 Mineralogy (11); Chemi¬ 
 cal Laboratory (4 h); 
 German (3 t); Practice in- 
 Machine-shop, Black- 
 smith-shop and Foundry; 
 Care Of Boilers and En¬ 
 gines (10 h). 
 
 Calculus (4 t); Descriptive 
 Geometry (2t); Elemen¬ 
 tary Mechanics (2 t); Me¬ 
 chanical Drawing (6 h); 
 Chemistry and Mineral¬ 
 ogy (11); Chemical Labo¬ 
 ratory (4 h); German (3 
 t); Practice in Machine- 
 shop, Blacksmith-shop 
 and Foundry; Care of 
 Boilers and Engines (40 
 h). 
 
 Junior . 
 
 Mechanical Drawing (6 h); 
 French and German (41); 
 Calculus (4 t); Analytical 
 Mechanics (2 t); Physics 
 (2 t); Electricity (2 t); 
 Practice in Machin e- 
 s h o p, Blacksmith-shop 
 and Foundry (10 h). 
 
 Mechanical Drawing (6 h); 
 French and German (41); 
 Calculus (41); Analytical 
 Mechanics (2 t); Physics 
 (4 _ t); Practice in Ma¬ 
 chine-shop, Steam en¬ 
 gine and general machine 
 tool construction (10 h); 
 Lectures on Astronomy. 
 
 Mechanical Drawing (6h); 
 French and German (4 t); 
 Calculus (4 t); Analytical 
 Mechanics (2t); Physics 
 (4 t); Practice in Ma¬ 
 chine-shop, steam en¬ 
 gine and general m a- 
 chine tool construction 
 (10 h). 
 
 
 Applied Mechanics (4 t); 
 Thermodynamics (1 t); 
 Chemical Technology i l 
 t); English Literature (3 
 t); Physical Laboratory 
 (fi h); Machine Design (6 
 h); Engineering Labora¬ 
 tory (6 h); Steam En¬ 
 gineering (0 k); Practice 
 in Machine-shop, steam 
 engine and machine tool 
 construction (8 h). 
 
 Applied Mechanics (4 t); 
 Thermodynamics (1 t); 
 Chemical Technology (1 
 t); Political Economy (3 
 t); Physical Laboratory 
 (Oh); Machine Design (G 
 k); Engineering Labora¬ 
 tory (6 h); Steam En¬ 
 gineering (6 h); Practice 
 in Machine-shop, making 
 of standard tools, includ¬ 
 ing forging, tempering, 
 etc. (8 h); Thesis work 
 (2 w). 
 
 Applied Mechanics (4 t); 
 Thermodynamics (1 t); 
 Chemical Technology (1 
 t); Constitution of the 
 United States (31); Physi¬ 
 cal Laboratory (G li); 
 Machine Design (G h); 
 Engineering Laboratory 
 (6 h); Steam Engineering 
 (6 h); Practice m Wood- 
 shop — Construction of 
 patterns for foundry use 
 from working drawings 
 of machines designed by 
 members of the class (8 
 h); Lectures on Geology; 
 Thesis work (3 w). 
 
 
 Drawing Department. 
 
 Professors Ames and Kirekner. 
 
 The first and last terms of the Freshman and the first term of the Sophomore 
 year are devoted to free-hand drawing. The work done includes' model drawing 
 and shading with pencil, crayon, brush and pen ; sketclnng parts of or complete 
 machines and pen drawing from photographs (chiefly of machines). 
 
 The course in mechanical drawing begins in the second term of the Freshman 
 year with geometric drawing and simple projections ; the problems being selected 
 with special reference to their use in drafting/ In the second term of the Sopho¬ 
 more year working drawings and tracings are made, followed in the third term by 
 the theory and practice of shades and shadows and of isometric and perspective 
 projections, with work in line and brush shading. 
 
 In the Junior year cam outlines are studied and the theory applied in the con- 
 
200 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 struction of cams of various kinds/ In gearing, the involute and cycloidal tooth 
 are constructed and applied to spur, bevel and worm gears, using Grant’s Teeth of 
 Gears as a reference book. 
 
 The remainder of the year is spent in the study of machine movements and in 
 elementary designing. 
 
 The growing use of the camera as a companion to the engineer’s note book is 
 recognized and enough time in the Senior year is devoted to the practice of pho¬ 
 tography to enable the student to expose and develop dry plates with fair success. 
 
 The study of descriptive geometry, which is continued throughout the Sopho¬ 
 more year, is valued chiefly for its direct bearing on the problems of the designer 
 and engineer, consequently greater attention is given to such parts of the subject 
 as may be oftenest applied in engineering practice. 
 
 All drawing is done under the eye of the instructor. 
 
 The course as arranged by year and terms is shown below. 
 
 Apparatus .—The Free-hand Drawing Room is elegantly finished and provided 
 with examples of the most approved methods of drawing. It contains a collection 
 of casts of antique forms made by Malpieri, of Rome, and a full set of the models 
 designed by Walter Smith, of Boston. 
 
 The Mechanical-Drawing Room is equally commodious, and easily supplied from 
 the shop with examples of Machine Construction. In this room the students will 
 see specimens of the drawing and machine work done at other Polytechnic Schools, 
 especially the large collection presented to this institution by the Imperial Institute 
 of Technology at St. Petersburg. 
 
 DRAWING. 
 
 
 First Term. 
 
 Second Term. 
 
 Third Term. 
 
 Freshman ... 
 
 Free-hand—Outline Draw¬ 
 ing from Models Six 
 hours per week. 
 
 Mechanical—Geemetri c a 1 
 Drawings and Projec¬ 
 tions. Six hours per 
 week. 
 
 Free hand—Shading from 
 Models with pencil and 
 crayon. 
 
 Machine Sketching. 
 
 Six hours per week. 
 
 Sophomore. . 
 
 Free-hand—Sepia and Pen 
 and Ink Sketching and 
 Drawing for Photo-En¬ 
 graving.—Six hours per 
 week. 
 
 Descriptive Geometry— 
 Point line and plane— 
 Two times per week. 
 
 Meehan i cal—Wor ki ng 
 Drawings and Tracings— 
 Six hours per week. 
 Descriptive G e o m e try— 
 Cone, Cyl. and Sphere- 
 Two times per week. 
 
 Mechanical—Shades and 
 Shadows. Isometric and 
 Perspective Projections— 
 Six hours per week. 
 
 Descriptive G e o m et r y— 
 Warped Surfaces — Two 
 times a week. 
 
 Junior. 
 
 Mechanical — Problems in 
 Stereotomy, Cam Out¬ 
 lines—Six hours per 
 week. 
 
 Mechanical — Gear Tooth 
 Outlines and use of Odon- 
 tograph. Special Prob¬ 
 lems in Machines Move¬ 
 ments—Six hours per 
 week. 
 
 Mechanical—Ele m e n t a r y 
 Machine Design and mak¬ 
 ing working and finished 
 Drawings—Six hours per 
 week. 
 
 * 
 
 * * 
 
 * * 
 
 * * 
 
 BUILDINGS AND GROUNDS. 
 
 The Institute occupies a well-graded and sodded campus of ten acres, lying on 
 Locust street between Twelfth and Thirteenth streets, in the city of Terre Haute, 
 Indiana. 
 
 Three buildings have been erected, the Academic Building, Work-shop and Chem¬ 
 ical Laboratory. The Academic Building is a handsome edifice of brick with stone 
 trimmings, four stories high above the basement story; it contains forty-six rooms. 
 The building is two hundred feet long, with terminal transepts sixty-four feet deep, 
 
LIST OF FACULTY IN 1893. 
 
 201 
 
 anti central transept eighty. The Work-shop is also of brick, two stories in height, 
 and contains ten rooms. The Chemical Laboratory is of brick, cruciform in shape, 
 of one story and perfectly ventilated; it contains four rooms—qualitative, 39 x43'; 
 quantitative, 22'6"x39'; balance, 6'xlO'; office, 16'x21'. 
 
 This available space will probably receive important addition at an early day, 
 from the bequest of $75,000 by the will of Josephus Collett, late President of the 
 Board of Managers of the Institute, and its generous benefactor. 
 
 The statements of expenses, conditions of admission, etc., remain 
 substantially as given in the first catalogue. The following is the 
 total attendance for the year as given in the catalogue of 1893. 
 
 SUMMARY. 
 
 Graduate Students.... 
 
 • 
 
 
 ... 3 
 
 Seniors. 
 
 
 
 22 
 
 Juniors. 
 
 
 
 ,... 27 
 
 Sophomores. 
 
 
 
 .... 41 
 
 Freshmen. 
 
 
 
 .... 71 
 
 Total. 
 
 
 
 ... 164 
 
 Faculty Of Instruction. (1893.) 
 
 Henry T. Eddy, c. e.,ph.d., 441 North Seventh St., President. 
 
 William L. Ames, b. s., 729 Ohio St., Professor of Drawing and Descriptive 
 Geometry. 
 
 James A. Wickersham, A. M., 451 North Eighth St., Professor of Languages. 
 William A. Noyes, ph. d., 320 North Ninth St., Professor of Chemistry. 
 
 Malverd A. Howe, C. E. , 637 Cherry St., Professor of Civil Engineering. 
 
 Carl Leo Mees, M. D., The Terre Haute, Professor of Physics. 
 
 Thomas Gray, B. SC., 318 North Seventh St., Professor of Dynamic Engineering. 
 Charles S. Brown, ph. B., 613 Mulberry St., Professor of Steam Engineering and 
 Machine Design. 
 
 Arthur S. Hathaway, B. S., 1317 South Sixth St., Professor of Mathematics. 
 William H. Kirclmer, B. S., The Terre Haute, Junior Professor of Drawing. 
 Edwin Place, B. M. e. , 409 North Sixth St., Instructor in Physical and Engineer¬ 
 ing Laboratories. 
 
 Robert L. McCormick, b. S., 602 North Eighth St., Instructor in Mathematics. 
 Samuel B. Tinsley, b. s., 418 North Center St., Instructor in Civil Engineering. 
 William H. Kirchner, B. S., Librarian. 
 
 Mrs. S. P. Burton, Registrar. 
 
 Miss Hannah F. Smith, Assistant Librarian. 
 
 Instructors In The Shops. 
 
 Charles S. Brown, ph. b., Superintendent. 
 
 Garrett W. Logan, Instructor in Machine-work. 
 
 William P. Smith, Instructor in Wood-ivork. 
 
 Thomas O’Loughlin, Instructor in Forging and Tempering. 
 
 Harry W. Dickinson, Instructor in Foundry Practice. 
 
 Benjamin Grosvenor, Engineer, and Instructor in Engine and Boiler Manage¬ 
 ment. 
 
202 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 The University of Illinois, Formerly Known as The Illi¬ 
 nois Industrial University;—School of Mechanical Engin¬ 
 eering. 
 
 The University was founded by a grant of public lands made by Congress for the 
 establishment of colleges of Agriculture, and the Mechanic Arts. 
 
 It was chartered by the State in February, 1867, and was formally inaugurated 
 March lltli 1868. It is both State and National in character, having received its 
 endowment from Congress, and its equipment from the State with large donations 
 amounting to more than $400,000 from Champaign County. In the autumn of 1871 
 the University was opened for the instruction of female students, and now it offers 
 its advantages to all classes of society, without regard to sex, sect or condition. 
 
 LOCATION. 
 
 • 
 
 The University is situated in the City of Urbana adjoining the limits of the City 
 of Champaign, in Champaign County Illinois. It is one hundred and twenty- 
 eight miles from Chicago on the Illinois Central Railroad. The Indianapolis, 
 Bloomington and Western Railway passes near the grounds.” 
 
 BUILDINGS AND GROUNDS. 
 
 The domain occupied by the University embraces about 623 acres including stock 
 farms, experimental farms, orchards, gardens, nurseries forest plantations arbor¬ 
 etum, botanic garden, ornamental grounds, and military parade ground.” 
 
 The University is well furnished with buildings, the main one being 214 feet in 
 length with a depth on the wings of 122 feet. It is three stories in height with a 
 mansard roof. The library wing is fire proof. This building is used for class 
 rooms, library, chapel, hall, museums, etc.., Another large building contains 80 
 dormitories. 
 
 The Mechanical Building and Drill Hall is of brick, 128 feet in length by 88 feet 
 in width. It contains a boiler, forge and tank room; a machine shop, furnished 
 for practical use, with a steam engine, lathes and other machinery; a pattern and 
 finishing shop; shops for carpentry and cabinet work furnished with wood work¬ 
 ing machinery; paint printing and draughting rooms, and rooms for models, 
 storage, etc. 
 
 In the second story is the large Drill Hall, 120 by 80 feet, sufficient for the evolu¬ 
 tions of a company of infantry, or a section of a battery of field artillery. One of 
 the towers contains an armorer’s shop and military model room, an artillery room 
 and a band room. 
 
 There are also Dwellings, barns and greenhouses. In addition to the Colleges 
 of Agriculture, Natural Science, and Literature and Science, the University has a 
 college of Engineering with separate Schools of Mechanical, Civil and Mining En¬ 
 gineering, and a school of Architecture.—Wood Carving and designing are also 
 taught, though not in regular courses. 
 
 DRAWING. 
 
 Complete Courses in Geometrical and Projection, Architectural Engineering, 
 Mechanical and Free-hand Drawing are given. Free-hand drawing is given by 
 personal instruction in the execution with pencil and crayon, of “studies” by cele¬ 
 brated French and German artists, and in drawing from plaster models and other 
 objects. The selections are made from a large and valuable stock purchased in 
 Europe. Painting in Oil and Water colors will be ~ rovided for. 
 
 Modelling in Clay has been recently introduced as an adjunct study in the Archi¬ 
 tectural course. It is taught by an educated Sculptor, a graduate of the Fine Art 
 School of Louvain in Belgium.” 
 
THE UNIVERSITY OF ILLINOIS. 
 
 203 
 
 The School of Mechanical Engineering with the practice in the Machine Shops, 
 assimilate this department of the University to the Worcester Free Institute, and 
 the Sibley Mechanic College of Cornell.— 
 
 Accounts of the School of Architecture, and the Art Collection will be found 
 under the appropriate heads. The regular course is one of four years and the 
 studies are arranged as follows. [Recitations in studies not marked occupy one 
 hour daily, figures, indicate the number of recitations in the study each -week.] 
 
 COURSE 3.—MECHANICAL ENGINEERING. 
 
 First Year. 
 
 1. Advanced Algebra; Projection drawing; English or French. 
 
 2. Advanced Geometry; Free-hand Drawing, 10; English or French. 
 
 3. Plane and Spherical Trigonometry; Drawing and Clay Modelling; English or 
 
 French. 
 
 Second Year. 
 
 1. Designing and Drawing 10; Advanced Descriptive Geometry and Drawing; 
 
 French or German. 
 
 2. Shop Practice and Drawing 10; Analytical Geometry; French or German. 
 
 3 Shop Practice 10; Calculus; French or German. 
 
 Third Year. 
 
 1. Principles of Mechanism; Calculus; Principles of Chemistry; Vacation Journal 
 
 and Memoir. 
 
 2. Analytical Mechanics; Physics; Shades, Shadows, and Perspective, 10. 
 
 3. Analytical Mechanics 3; Descriptive Astronomy 4; Physics; Chemical Labo¬ 
 
 ratory Practice 10. 
 
 Fourth Year. 
 
 1. Resistance of Materials, and Hydraulics; Thermodynamics and Pneumatics; 
 Geology or Mental Philosophy; Vacation Journal and Memoir. 
 
 2. Prime Movers, Millwork; Finished Machine Drawings, 10; History of Civili¬ 
 zation; Experimental Physics 10. 
 
 3. Millwork and Machines; Designs and Estimates 10; Political Economy; Thesis. 
 
 DRAWING. 
 
 Projection Drawing—Use of Instruments in applying the Elements of Descrip¬ 
 tive Geometry; Use of Water Colors; Isometrical Drawing; Shades and Shadows; 
 Perspective. Free-hand Drawing—Sketches of Machinery; Ornamentation; Letter¬ 
 ing. Machine Drawing—Working Drawings of Original Designs; Finishing in 
 Water Colors, and in Line-shading; Details for Shop Use according to the practice 
 of leading manufacturers. 
 
 PROJECTS. 
 
 The Designing, Drawing and Shop Practice, have always a definite practical pur¬ 
 pose. The students under the immediate direction of teachers, carefully determine 
 the dimensions and shapes best suited for the parts of some machine, reduce them 
 to neat anti accurate working drawings and make tracings for shop use. In the 
 fourth year the drawings are completely finished with line-shading or colors and 
 detailed according to the best methods. Specimen drawings are left for the use of 
 the School. No student will commence his shop practice without working draw¬ 
 ings. The designs are such as require execution in iron, brass and wood, for the 
 
204 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 purpose of giving breadth of practice. The student is required to make the pat¬ 
 terns and castings, finish the parts, and put them together in accordance with the 
 working drawings and the required standard of workmanship. This acquaints him 
 with the manner in which the Mechanical Engineer carries his designs into execu¬ 
 tion and teach him to so shape, proportion and dispose the parts of a machine as to 
 secure the greatest economy of construction, and durability in use. Experiments 
 in the testing of Prime Movers and other machines, are undertaken by the classes. 
 They take Indicator Diagrams from the engine of the Mechanical Laboratory and 
 determine from them the power developed with different degrees of expansion. 
 
 APPARATUS. 
 
 This School is provided with plates and a cabinet of models illustrating mechani¬ 
 cal movements and elementary combinations of mechanism. 
 
 This collection is rapidly increasing by our own manufacture, and by purchase 
 from abroad. A supply of Rigg’s models has lately been added, and others from 
 the celebrated model manufactory of J. Schroeder Darmstadt, Germany. About 
 two hundred valuable models have been received from the United States Patent 
 Office. 
 
 In the Pattern Shop are four complete sets of tools, benches and vises. In a 
 separate building are forges, a moulder’s bench with sand, and a brass furnace. 
 
 The number of students in the School of Mechanical Engineering 
 for 1874-5 was 33. Tuition is free in all University classes. 
 
 The necessary expenses of students are given for 36 weeks as min¬ 
 imum 122.50 maximum 213.00. 
 
 Faculty of the College of Engineering. (1874-5.) 
 
 Regent and Professor of Philosophy and History. —Hon. John M. Gregory. 
 
 Professor of Civil Engineering.— J. Burkett Webb. 
 
 Professor of Mathematics. —Col. Samuel W. Shattuck. 
 
 Professor of Mechancal Engineering. —Stillman W. Robinson. 
 
 Professor of Chemistry. —Henry A. Weber. 
 
 Professor of Geology and Zoology. —Don. Carlos Taft. 
 
 Instructor in Free-Hand Drawing. —Miss Charlotte E. Patchin. 
 
 Instructor. —Ricker. 
 
 Assistant in Mechanical Engineering and Foreman of Machine Shop. —Elna A. 
 Robinson. 
 
 LATER HISTORY. 
 
 There came a time when some of the officers and friends of this 
 institution thought that its interests would be promoted by dropping 
 the word “Industrial,” and application was made to the Legislature 
 of the State to authorize the proposed change in the name. 
 
 This, it seems, aroused opposition on the part of some who feared 
 the proposed change of name, meant a radical change in the purpose 
 of the institution, to result in its transformation into the formal 
 classical college. 
 
 To meet this objection Dr. Selim H. Peabody, Regent of the Uni¬ 
 versity, addressed a memorial to the Legislature, a copy of which is 
 made a part of his report to the Board of Trustees at their meeting 
 July 1st, 1885. 
 
DEVELOPMENT IN TECHNICAL INDUSTRIAL TRAINING. 205 
 
 From this, the following paragraphs showing the direction of the 
 activity and growth of the institution in the line of technical indus¬ 
 trial training, are taken. 
 
 Extracts From Memorial By Dr. Peabody. (1885.) 
 
 1. As to students. In 1880, 60 per cent, of the students were engaged in technical 
 courses, to 40 per cent, in other courses. In 1885, 68 per cent, are in technical 
 courses, to 32 per cent, in other courses. As about 20 per cent, are women, nearly 
 all of whom are in the literary courses, it follows that 68-80ths or 85 per cent, of the 
 young men now in attendance are pursuing technical courses of study. Moreover, 
 the essentially scientific character of the instruction is defended and guaranteed by 
 law—a guarantee which no one seeks to remove. The law of 1873 prescribes that 
 each person shall be taught and shall study such branches of learning as are related 
 to “ agriculture and mechanic,” and consequently the Trustees have provided a list 
 of such studies, one of which, at least, each student must pursue in each term of 
 his residence at the University, and this rule is enforced. 
 
 2. As to the facilities for instruction. All advances made have been such as have 
 aided the technical studies. Among these may be noted: The tools and machines 
 in the shops have been duplicated during the last two years, and are yet insufficient. 
 More will be bought with the next means furnished. The working space in both 
 shops has been enlarged about one-third. A blacksmith shop has been added, and 
 tills may be changed at a half hour’s notice, into a foundry, where the students are 
 employed in molding and casting iron. A small observatory has been arranged for 
 the use of instruments for advanced students in civil engineering. A dairy-house, 
 for the proper handling of and experimenting on milk and cream. Laboratories 
 for botanical, zoological, and microscopical work, have been arranged for the practi¬ 
 cal instruction of students in these several departments. The intent is to fully 
 organize a school of mining engineering at the opening of the next year, and also 
 to reorganize the department of veterinary science at the same time. We are doing 
 all the work of a thorough school of pharmacy, except that of attendance behind 
 the counter of an actual drug store. These and these only are the steps by which 
 the present administration of the University is seeking to convert it into a “mere 
 literary and classical college.” 
 
 3. Much labor has been expended to bring the work of the University before the 
 public by exhibits of its actual and practical results. These exhibits have been of 
 its technical products, partly because these tangible things are more easily shown, 
 but chiefly because we wished the public to see in these the leading work of the 
 University. Many of you will remember the striking display made in the State 
 House two sessions since. At the great educational congress held at Madison last 
 year this University occupied a very prominent place with its manual training 
 work alone. At New Orleans the University may claim to have done, with its 
 varied and elaborate technical exhibit, more than any other interest, and almost as 
 much as all others combined, to save the credit of the State of Illinois. 
 
 ******* 
 
 The founders and builders of this institution have honestly and earnestly labored 
 to develop an institution which they have fondly hoped may be worth the affection, 
 the pride and the support of the grand State of Illinois, and they have placed as its 
 cornerstone—Scientific Education. This stone, which so many others had in a 
 measure rejected, we have made the head of the comer. We have joined with it 
 such other elements, as seem needful to a broad and wisely symmetrical culture. 
 With no antagonisms, or jealousies, or heart-burnings, we are trying to show in 
 this broad prairie land the virtue and the force of the “ New Education.” In this 
 we shall claim no more of success than others are willing to concede to us. But 
 
206 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 will not those who believe in the dignity and grandeur of scientific training consent 
 that our and their University shall be as worthy of a noble name as those other 
 schools which have built on the chief cornerstone of classical learning, but are 
 themselves fast discovering from their and our experience, the equal if not superior 
 power of scientific training in moulding and developing human and scholarly char¬ 
 acter? 
 
 THE GROWTH OF THE UNIVERSITY. 
 
 The catalogue of 1891-92, tlie latest at hand, gives ample evidence 
 of prosperous growth during the past decade. The general growth 
 of the University in additional courses of study, and in increase in 
 the number of Professors, and students, is amply shown in the 
 abstracts from this catalogue given in the account of the University 
 in the subsequent chapter, containing the Land Grant Colleges of 
 Agriculture and the Mechanic Arts. The University is organized 
 into four separate colleges as at the beginning; but, in each of these, 
 courses have been added. The College of Agriculture, now has four 
 separate courses. The College of Engineering has seven, namely: 
 “Mechanical;” “Electrical;” “Civil;” “Municipal;” “Sanitary” 
 and “Mining;” also a course in “Architecture” and one in “Archi¬ 
 tectural Engineering.” The College of Science has two “Schools;” 
 “Chemistry” and “ Natural Science.” The College of Literature, 
 has three “Schools;” “English and Modern Languages;” “Ancient 
 Languages;” “Philosophy and Pedagogy.” 
 
 There is also a “Military School;” a “ School of Art and Design;” 
 and a Post “Graduate School.” The process views of the interiors of 
 the Work Shops and Laboratories, show that they are well equipped. 
 
 The following is the general statement of the training given in 
 Mechanical Engineering. 
 
 Mechanical Engineering, 
 object. 
 
 This course is designed to prepare students for the profession of mechanical 
 engineering. It aims to fit them to invent, design, construct, and manage machin¬ 
 ery for any branch of manufactures. There is a great demand for men who, to a 
 thorough knowledge of the principles of machinery and of the various motors, add 
 the practical skill necessary to design and construct the machines by which these 
 motors are made to work. 
 
 INSTRUCTION. 
 
 The instruction, while severely scientific, is thoroughly practical. It aims at a 
 clear understanding and mastery of all mechanical principles and devices. Prac¬ 
 tice in the workshop is required as one of the studies of the course. 
 
 In principles instruction is imparted by lectures, illustrated plates, and text 
 books. Examples are given, showing the application of the theories and principles 
 taught. Experiments in the testing of machines and motors are undertaken by the 
 student. 
 
 In practice elementary forms are produced and projects are executed, in which 
 
EQUIPMENT ANT) COURSES IN MECHANICAL ENGINEERING. 207 
 
 the student constructs machines, or parts thereof, of his own designing, and from 
 his own working drawings. 
 
 In designing the student begins with elements and proceeds with progressive 
 exercises till he is able to design and represent complete machines. 
 
 Equipment. 
 
 The mechanical laboratory consists of a large, well lighted machine shop, a pat¬ 
 tern shop, a blacksmith shop, and a foundry. 
 
 The machine shop is supplied with twelve first-class engine lathes, ranging from 
 twelve- to twenty-four-inch swing, ten hand lathes, two shapers, a planer, two 
 milling machines, three drill presses, one punching machine, a Brown & Sharpe 
 universal grinding machine, sixteen vises and the corresponding sets of bench tools. 
 This shop is also provided with complete sets of standard guages, reamers, arbors, 
 drillers, etc. 
 
 The pattern shop is provided with thirty-two benches, each supplied with a case 
 of wood-working tools. 
 
 The blacksmith shop contains sixteen forges, fitted with power blast, sixteen 
 anvils and sets of blacksmith tools. 
 
 The foundry is equipped with a cupola for melting iron, the necessary sand, 
 ladles, flasks, etc., for making the castings which are afterward to be used in the 
 machine shop. 
 
 The laboratory is also suppled with dynamometers, friction brakes, calorimeters, 
 steam engine indicators, and other apparatus for carrying on mechanical laboratory 
 work. A 50-liorse power high speed engine, made by the students in the machine 
 shop, furnishes power and is available for testing purposes. Three other steam 
 engines, a gas engine, and several boilers of different makes furnish ample material 
 for testing by the students in this department. 
 
 The detailed courses for each year follow, hut they are substan¬ 
 tially those already given in the account of the earlier years of the. 
 University. The general methods are as follows: 
 
 Mechanical Engineering. 
 
 1. Shop Practice A. —The course of elementary shop practice has been carefully 
 arranged to familiarize the student with the forms of the parts of machines, and 
 the mode of producing them. He is made familiar with all the ordinary cutting 
 tools for iron or wood ; with the form and condition for most effective work ; 
 with the machines and appliances by which they are put in action, and the 
 instruments by which desired dimensions of product are obtained. 
 
 (a) Exercises preparatory to pattern making in wood, consisting of planing, 
 chiseling, boxing, sawing, turning, etc.; pieces are combined by mortise, dove¬ 
 tail, and glue joints. Finally, finished patterns are made. 
 
 (b) Exercises in chipping and filing, in which true surfaces are produced 
 with the cold chisel and file. 'After the hand and eye are sufficiently trained, 
 fitting is begun, and the square, bevel, rule, compasses, and other auxiliary 
 bench tools are used. Pieces are then fitted together by the file, with surfaces 
 carefully finished. 
 
 (c) Blacksmith ing, including such operations as drawing, upsetting, punch¬ 
 ing, welding, tempering, etc. 
 
 (d) Elementary exercises in machine tool work, in which the student becomes 
 familiar with the various machine tools, such as engine lathes, shapers, plan¬ 
 ers, etc. 
 
 (e) Exercises in molding and casting. 
 
208 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 (/) Machine tool work executed with special reference to finish and sizes, 
 using calipers, scales, gauges, etc. Fall, winter, and spring terms, 10 hours a 
 week. Mr. Anderson. 
 
 2. Mechanical Drawing and Construction. —In this course the student is taught 
 
 the methods peculiar to mechanical drawing. A complete set of drawings is 
 made of some machine or parts of machines, and serves as working drawings 
 for the shop work of the course. The time is divided between the drawing 
 room and the machine shop. Fall, winter, and spring terms, 13 hours a week. 
 Mr. Anderson. 
 
 Required: General Engineering Drawing, 1, 2, 3. 
 
 3. Mechanism. —In this course the student takes up the parts of machines with 
 
 reference to the production of required motions. The various forms of gear 
 wheels, cams, link work, etc., are studied. Finished drawings are made, 
 involving the more important problems. Stahl and Wood’s Principles of 
 Mechanism. Full term, 10 hours a week. Professor Scribner. 
 
 Required: Math., 2, 4, 6. 
 
 There is a comprehensive “Museum of Industrial Art.” Besides 
 the specimens and examples pertaining to Agriculture, and to the 
 Fine Arts:— 
 
 The Museum contains full lines of illustrations of the work of the shops ; models 
 made at the University or purchased abroad ; drawings in all departments ; Patent 
 Office models, etc., samples of building materials, natural and artificial; a large 
 collection illustrating the forestry of Illinois, Florida, and California; with what¬ 
 ever may be secured that will teach or illustrate in this most important phase of 
 University work. The elegant exhibit made by the University at the Centennial 
 and Cotton Exposition at New Orleans, finds a permanent abode in this apartment. 
 
 The Faculty of this College number 16 professors and instructors. Nine mem¬ 
 bers of other faculties also give instruction in this College. Professor Nathan Clif¬ 
 ford Ricker, M. Arch., is Dean of the College of Engineering. Thomas Jonathan 
 Burrill, M. A., Ph. D., is acting Regent of the University. 
 
 Mechanical Courses In Cornell University.—The Sibley 
 College of Mechanic Arts. 
 
 The courses of Civil and Mechanical Engineering of Cornell, are 
 similar to those of the other Scientific Schools of the country; which, 
 from want of space, and as this is not solely a report upon technical 
 instruction in Engineering, do not receive special description; the 
 fact that a knowledge of drawing forms an essential part of the 
 training of an Engineer being generally understood. Cornell, how¬ 
 ever, receives mention elsewhere in this Report, both on account of 
 its School of Architecture, and also, because of its Art collections 
 and Museums. 
 
 It claims notice in the present connection on account of its De¬ 
 partment of Mechanic Arts, known as The Sibley College of 
 Mechanic Arts. This department of the University closely resem¬ 
 bles The Worcester Free Institute. 
 
 This is one of the departments for which the University is bound by the Land 
 Grant to make special provisions. Professorships of Industrial Machanics, Civil Engi- 
 
THE SIBLEY COLLEGE OF MECHANIC ARTS. 
 
 209 
 
 neering, Mathematics, and Practical Mechanics were early established and filled. 
 Models illustrating mechanical movements, models of various classes of motion, 
 and of engineering construction had been imported. A large amount of machinery 
 had been acquired. But in 1870, the Honorable Hiram Sibley provided for the 
 erection of a special building for this Department. He also gave ten thousand dol¬ 
 lars for increasing its furniture, and has since enlarged his gift by a further dona¬ 
 tion of thirty thousand dollars for the same purpose. This department has thus 
 been placed in a condition to do its work in the most satisfactory manner. There 
 are now closely connected with the lecture room, in which the theoretical side of the 
 Mechanic Arts is presented, other rooms for the designing and modeling of machi¬ 
 nery, and workshops fitted with power and machinery for working in wood and 
 metals, in which the practical side will be conducted. 
 
 The machine shop is to be conducted wholly as a means of instruction, and each 
 student in the department will be required to devote at least two hours per day to 
 work in the shop ; so that he will not only get theory and practice combined, but 
 he will also have opportunities to construct and use tools of the greatest precision. 
 Each candidate for the degree of Bachelor of Mechanical Engineering will be given 
 an opportunity to design and construct some machine or piece of apparatus, or con¬ 
 duct a series of experiments, approved by the department, such as promise to be of 
 public utility. While the University does not propose to remunerate students for 
 their labor, or guarantee any return except instruction, advanced students will be 
 allowed, to a certain extent, to make tools or small articles of utility for them¬ 
 selves. But in all cases they must work from approved plans and by the consent 
 of the director of the shop. Materials wasted, or tools injured, will be charged to 
 the student wasting or injuring them. 
 
 Three courses of study have been arranged:— 
 
 (1) A Four Years or Full Course, upon the satisfactory completion of which the 
 student will be entitled to the degree of Bachelor of Mechanical Engineering. 
 
 The entrance examinations for this course this year are the same as heretofore: 
 but hereafter six books of Geometry in addition will be required. 
 
 Course in Mechanic Arts.* 
 
 FIRST YEAR. 
 
 First Terms. —Algebra (5); French or German (5); free hand drawing and shop 
 practice (7). 
 
 Second Term. —Advanced geometry (5); French or German (5); free-hand draw¬ 
 ing and shop practice (7). 
 
 Third Term. —Trigonometry (4); French or German (5); linear drawing, projec¬ 
 tions and shop practice (7). 
 
 SECOND YEAR. 
 
 First Term. —Analytical geometry (5); German or French (5) or (3); chemistry 
 (2); experimental mechancs (2); shop practice (34). 
 
 Second Term. —Calculus (3); Analytical geometry of three dimensions (2); Ger¬ 
 man or French (5) or (3); chemistry (2); electricity and magnetism (2): shop prac¬ 
 tice (3$). 
 
 Third Term. —Calculus (5); German or French (5) or (3); electricity and mag¬ 
 netism (2); mechanical drawing (2); shop work (34). 
 
 * “ The figures indicate the number of exercises per week or their equivalent in 
 hours counted towards graduation.” 
 
 ART—VOL 4-14 
 
210 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 THIRD YEAR. 
 
 First Term .—Calculus (5); descriptive geometry (5); heat (3); rhetoric and com¬ 
 position (2); shop practice (31). 
 
 Second Term .—Acoustics and optics (3); machine construction and drawing (4); 
 principles of mechanism (5); rhetoric and composition (2); shop practice (3-J). 
 
 Third Term .—Machine construction and drawing (4); steam-engine (4); mill 
 work (4); shop practice (3£). 
 
 FOURTH YEAR. 
 
 First Term. —Designing machinery (4); machine drawing (4); water wheels, 
 lectures, etc., (4); shop practice (31). 
 
 Second Term. —Mechanics (5); physical laboratory practice (4); designing ma¬ 
 chinery (4); shop practice (3.1). 
 
 Third Term. —Architecture (2); field practice and the use of instruments (3); 
 special study (4); working draughts (4); shop practice and preparation of thesis (4).” 
 
 (2) An Optional Course under the direction of the Dean. In this course entrance 
 examinations in Grammar, Geography, Arithmetic and Algebra through Quadrat¬ 
 ics are required. Attendance upon ten lectures or recitations per week or their 
 equivalent, in addition to two hours daily shop practice, two hours daily in draw¬ 
 ing, and the passing of the examinations at the close of each term, are necessary to 
 remaining in the University. 
 
 (3) A Special Course has been arranged for such young men as have a fair knowl¬ 
 edge of the machinist’s or pattern-maker’s trade, who desire to fit themselves for 
 foremen or leading positions in their business. They may enter the department 
 without passing entrance examinations ; but they are required to devote at least 
 five hours per day to shop practice and four hours daily to machine or free-hand 
 drawing, and to take such other exercises as may be prescribed by the Faculty of 
 the Department. 
 
 The instruction in shop practice embraces the study and construction of gearing 
 and link-work, strength and proportion of parts, accurate surfaces (such as face¬ 
 plates, straight-edges, right angles, etc.), shop accounts, management, etc. 
 
 On leaving the University a certificate of proficiency and attendance will be 
 granted. 
 
 (4) The Sibley College. 
 
 The sum requisite for the erection of this edifice was the gift of one of the 
 Trustees, the Honorable Hiram Sibley, of Rochester. The foundations were laid 
 in the autumn of 1870, and the building was completed during the summer of 1871. 
 It is of stone, and of the same general character as the other University structures. 
 Designed for the Department of the Mechanical Arts, it affords accommodation to 
 that department, and, temporarily, to the Department of Botany. On the first floor 
 are the machine shop and the office of the University Press. Onthesecond floor are 
 the lecture-rooms of the professors of Industrial Mechanics, and of Botany and the 
 Mechanical Museums. On the third floor are the mechanical and free-hand draught- 
 ing-rooms. On the north side of the building is an engine-room and a stereotype 
 foundry: The Sibley College was formally opened on Wednesday, June twenty- 
 first, 1871, by the Governor of the State and the authorities of the University. 
 
 II. MACHINE SHOP. 
 
 The Machine Shop, in the west encj of the Sibley College, is carried on for the 
 sole purpose of giving instruction in practical work. It is supplied with lathes, 
 planers and grinding machinery, drilling machine, shaping machine, a universal 
 milling machine fitted for cutting plane, bevel and spiral gears—spiral cutters—twist 
 
EQUIPMENT AND ATTENDANCE IN 1874. 
 
 211 
 
 drills, with additional tools and attachments for graduating scales and circles and 
 for working various forms and shapes. In addition to the hand and lathe tools of 
 the usual kind and of the best quality, there are tools of the greatest accuracy—con¬ 
 sisting of surface plates, straight-edges and squares of various sizes, a standard 
 measuring machine, measuring from zero to twelve inches by the ten-thousandth 
 of an inch, and a grinding machine in process of construction for producing true 
 cylindrical and conical forms. These tools are for the purpose of manufacturing 
 standard gauges in addition to their general use in the shop. 
 
 The machinery is driven by water power through the agency of “wire rope trans¬ 
 mission,” or by a steam engine in case of accident to the water power. 
 
 All students in the course of Mechanical Engineering are obliged to work a cer¬ 
 tain number of hours a week in this laboratory. The door in the rear leads to the 
 engine-room. On the next story is, at the right, the lower draughting room of the 
 department of Free-hand Drawing, which also occupies an apartment of the same 
 size, directly over this, in the third story. Here will be found an interesting col¬ 
 lections of casts, representing statues, busts, mouldings, bas-reliefs, friezes, capitals, 
 groups of flowers and a great variety of other objects ; they are copies of antiques 
 in the British Museum and the Louvre at Paris. They are so arranged that the 
 sketcher can control the light which falls upon them. The west room, on the second 
 floor, is partly a lecture room for the professor of Mechanics and partly a model 
 room. In the cases may be seen several hundred mechanical models. Among them 
 the most noticeable are the series of Ollivier models, exhibiting the effects pro¬ 
 duced by intersections of curves and surfaces ; many working models made at the 
 College of Mechanics, in Chester, England ; a series of models, executed by the 
 mechanician Schroder, of Darmstadt, illustrative of mechanical combinations, of 
 which those displaying the peculiarities of cog-wheel motion are of especial interest; 
 and some exquisitely finished models of steam engines and their various parts. The 
 drawings on the walls are those which in previous years have received prizes offered 
 by the Sibley College. Up stairs, the room above this, is the Mechanical Draught¬ 
 ing room, fitted with adjustable tables, which can be lowered and raised at will. 
 
 Number of students in Mechanic Arts as given in the University- 
 Register for 1874-75 was 49. The special Faculty of The Sibley Col¬ 
 lege of Mechanic Arts consists of 
 
 The President of The University, Andrew D. White, L.L. D. 
 
 Dean, John L. Morris, M. A., C. E., Professor of Mechanical Engineering and 
 Machine Construction. 
 
 William H. Anthony, Ph. B., Professor of Physics and Experimental Mechanics. 
 
 Rev. Charles Babcock, M. A., Professor of Architecture. 
 
 Estevan A. Fuertes, Ph. B., C. E., Professor of Civil Engineering. 
 
 James Edward Oliver, M. A., Professor of Mathematics. 
 
 Edwin C. Cleaves, Assistant Professor of Free-hand Drawing and of Mechanical 
 Draughting. 
 
 John E. Sweet, Master Mechanic and Director of the Machine Shops. 
 
 Cornell University is, perhaps, the most notable of the single insti¬ 
 tutions called into being by the vitalizing influence of the Land 
 Grant Law of 1862. It furnishes, also, one of the most impressive 
 instances of the power of a single public spirited individual* to 
 
 * For a graphic showing of what Ezra Cornell, planned, effected and endured, in 
 his efforts to create and sustain this novel Institution of learning, the reader is re¬ 
 ferred to the extracts from the Inaugural address by President Schurman. 
 
212 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 serve liis generation and to send liis benefactions down the stream of 
 time in ever widening flow; and, by the attractive power of exam¬ 
 ple, to secure the cooperation of other noble, generous spirits, whose 
 direct efforts in teaching and whose munificent gifts, have here so 
 augmented the gifts and efforts of the original benefactors, that 
 already the vigorous sapling planted in 1862, by Ezra Cornell, and 
 Andrew D. White, has developed into a Banyan Tree Grove ; wherein 
 the names of a Sage, a McGraw, a Sibley, and a multitude of other 
 willing givers, are enshrined. The small Experimental College first 
 begun in 1868, which, for twenty years, under the guiding hand of 
 its first President, the Hon. Andrew D. White; for seven years, 
 under that of President Charles Kendall Adams; and now, (in 1893,) 
 for a single year under the rule of President Jacob Gould Schurman, 
 (for some time previous Dean of the School of Philosophy,) has 
 prospered with vigorous growth; until, with its many departments 
 and schools, and with its grand educational opportunities open to 
 students of both sexes, it need not shrink from comparison with the 
 oldest and best endowed of the American Universities. 
 
 It is because of the interesting features of its origin and of its 
 representative character,—due to its varied development,—as one of 
 the Institutions called into being by this beneficent law of Con¬ 
 gress, that so much of space is here given to showing its present 
 condition; so far as it has developed in the direction of those studies 
 with which this Report is concerned. 
 
 The report,* made by President Adams to the Trustees, at the 
 close of the last year of his administration, shows a remarkable 
 growth both in the University as a whole, and in all its departments; 
 especially is this apparent in the increased attendance on the Law 
 School, and on Sibley College. The increase in the total number of 
 post-graduate students is large, and illustrates the growing tendency 
 everywhere apparent, towards special lines of study. 
 
 Speaking of the general condition of the University as a whole, 
 he says: 
 
 To the Board of Trustees of Cornell University. 
 
 Gentleman :—In submitting the seventli annual report of my administration as 
 President of Cornell University, it is a pleasure to state that the year has been one 
 of marked prosperity and growth. By the tables herewith submitted it will be 
 seen that the number of students in attendance has been much larger than ever 
 before. The increased requirements in all the technical schools, which went into 
 effect in the Fall of 1891 for the first time, seemed to justify an anticipation that 
 there would be a considerable falling off in the number admitted to those depart¬ 
 ments. But the number that came with the additional requirements were so large 
 as to fill all the classes as full as our accommodations would bear. The largest 
 
 ^Annual Report of the President of Cornell University for the Academic year, 
 1891-92. “With Appendices containing the reports of the several Departments.” 
 Presented to the Trustees June 15, 1892. Ithaca, N. Y. Published by the Univer¬ 
 sity. 1892. Pp. 48 and 40. 
 
CORNELL. REPORT BY PRESIDENT ADAMS, 1892. 2 1 3 
 
 additions to the ranks of the undergraduates have been in the School of Law, in 
 Sibley College, and in the course in Arts. We have received students to advanced 
 standing from fifty different colleges. This fact affords gratifying evidence of the 
 favor with which the University is held by other institutions. Of the 89 students 
 admitted from such colleges, 21 entered the freshman class, 25 the sophomore, 22 
 the junior, and 21 the senior. But still more striking is the fact that the number 
 of graduate students upon our rolls during the present year has been 177, and of 
 these no less than 164 have pursued graduate studies. Only two other institutions 
 in the country can show so large an enrollment of this most valuable class of stu¬ 
 dents. Last year the number was 113, while the year before it was only 84, and 
 seven years ago it was only 34. 
 
 Taking up the several Departments in course—(the reports made 
 by the heads of these to the President are given at length in the 
 Appendices)—he thus refers to Sibley College: 
 
 The accompanying Report of the Director of Sibley College presents very fully 
 the needs of that important part of the University. The appreciative response of 
 the public and of the profession to the liberal equipment provided by the Trustees, 
 seems likely to become a source of real embarrassment. The Experimental Labora¬ 
 tory, the Lecture-rooms, and the Museums are all so much over-crowded with mate¬ 
 rial and students that the demand for more room at almost every quarter seems 
 imperatively urgent. The subject invites and should receive the careful attention 
 not only of the Trustees, but also of those friends of higher education outside of the 
 Board who are interested in this branch of professional work. In the opinion of 
 the Director, fully a million and a half of dollars could be advantageously used 
 for the enlargement and fuller development of Sibley College. 
 
 In the course of the year the water power has been improved and strengthened 
 by the building of a dam and the putting in of a new turbine wheel at the expense 
 of some $11,000. The new triple-expansion engine procured at a cost of $10,000, 
 has been put in its place and is an important contribution to the efficiency of the 
 department. Large and important gifts have also been received from generous 
 benefactors. The additions to the classes have been so great as to overfill all the 
 rooms, and the University is confronted with the necessity of either restricting the 
 number of students admitted and refusing to accept gifts of machinery, or, on the 
 other hand, of providing without much delay for larger accommodations. 
 
 As is the case with all live, growing Colleges, the material needs 
 of the institution, to meet the pressing demands upon it, seem always 
 to outstrip the resources; no matter how ample these may have 
 seemed. 
 
 Cornell, whose rapid growth makes ever new demands for in¬ 
 creased accommodations and additional facilities, seems to have had 
 no lack of liberal support during the seven years comprising the 
 administration of President Adams; as appears from a series of 
 Tables which are given; showing, in detail, the increase in produc¬ 
 tive funds and in the material equipment of the University, from 
 August 1st 1885, to August 1st 1892. the period of his rule. 
 
 The additions to “ Buildings,” and “ Equipments,” made from the 
 current funds of the University, amount, in all, to $706,709,15; while 
 the total increase of values from all sources, aggregate $3,157,0.37,01. 
 
 The President, after paying a graceful acknowledgment of his 
 indebtedness to the Trustees for all their kindness, and expressing 
 
214 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 a hearty appreciation of tlie cordial co-operation shown by his col¬ 
 leagues of the Faculty, closes this story of seven years of prosperity, 
 as follows: 
 
 At the end of my inaugural address I used these words: 
 
 “ In my hopeful moments I try to forecast the future. I see in imagination these 
 courses of study perfected and extended; I contemplate new departments added 
 and developed; I behold museums and laboratories established and amplified; and, 
 as the crowning glory of all, I behold a great library arising to fulfill the provisions 
 of a noble and unthwarted purpose. As I picture all these provisions, shedding 
 their influence for good or for evil over the future generations of this State, and 
 think of all their possibilities and promises, and see them in imagination, crowning 
 these beautiful hills, I revently pray to God, that all the fruits of wisdom and 
 benevolence may be vouchsafed to the people of this State, and that all our efforts 
 may be sanctified to the building up of noble men and women, and the universal 
 furtherance of all good learning, and of every form of Christian civilization.” 
 
 As I look about me to-day, I cannot suppress a feeling of reverent gratitude that 
 in the seven years that have since elapsed, so much has been accomplished for the 
 fulfillment of this hopeful prediction. But of all, I rejoice that the University 
 never before was in so good a condition as it is to-day; and in passing over the keys 
 of office to my successor, I do it with the hope and the fervent prayer, that the 
 prosperity of the past seven years may prove to have been only a harbinger and a 
 preparation for even greater prosperity in the years to come. 
 
 Charles Kendall Adams. 
 
 From the full report made by the Director of Sibley College, the 
 following passages, which show its development on several lines, 
 are taken: 
 
 REPORT OF THE DIRECTOR OF SIBLEY COLLEGE. 
 
 To the President of the University : 
 
 Sir: I have the honor to present herewith such facts as relate to the progress and 
 operation of the several departments of the University as are grouped in Sibley 
 College, and such statements of their present condition and needs as have been 
 suggested by the various heads of departments to the Director. 
 
 The College, as a whole, has participated fully in the steady advance of the Uni¬ 
 versity, and has gained in numbers of students, in quality of its student-body, and 
 in extent and effectiveness of its courses of instruction. Of the 1,500 students reg¬ 
 istered this year, as reported by the Registrar, something over five hundred are 
 enrolled in Sibley College, and all the undergraduates, with possibly a dozen or less 
 exceptions, in its regular courses. Of these, also, eighteen are graduate students in 
 other courses, or from other colleges more usually, who are taking work as candi¬ 
 dates for our first degree. About a dozen others are candidates for advanced de¬ 
 grees, usually in mechanical and electrical engineering. The total, some 525 in 
 all, exceeds the number enrolled in 1890-91, by about 75, or fifteen per cent. The 
 average numerical increase for the whole seven years of existence of the College in 
 its present form has been nearly the same and the growth in its higher work and 
 post-graduate courses, though comparatively small in numbers, has compared most 
 favorably with similar changes in other departments and has been exceedingly 
 gratifying; especially so when it is remembered that, until the organization of Sib¬ 
 ley College at Cornell University, the facilities for higher instruction in engineer¬ 
 ing, in this department, were almost nil and that the advanced courses leading to 
 higher degrees in engineering through lines of work involving the higher depart¬ 
 ments of applied science and essentially, those in scientific research, had been sel- 
 
215 
 
 director tiiurston’s report, 1892. 
 
 dom offered, if at all. The demand for this higher instruction in professional work, 
 and the importance of it, has now been so well illustrated that it may be safely as¬ 
 sumed that we have entered upon a period of permanent growth on this higher 
 plane. The number of applicants for admission to these higher courses, is now 
 constantly, rapidly, and healthfully increasing. 
 
 Sibley College was established as a school of professional study and practice in 
 engineering, with the intention, on the part of the Trustees, as stated at the time, 
 of developing graduate as well as undergraduate schools on a purely professional 
 basis. In the limited time allowed, non-professional studies, even if appropriately 
 forming a part of such a course, could not be taught without excluding essential 
 parts of the professional course, even now in that sense incomplete and capable of 
 further improvement. The course of change observed in its curriculum has thus 
 involved the displacement of the limited and unsatisfactory lines of non-professional 
 work, and their replacement by necessary elements of a complete and satisfactory 
 professional course. These branches, well-taught in their place in the educational 
 departments and schools, are now taken by the student before entering upon his 
 professional course, and the result is coming to be seen in the better preparation of 
 students coming to the College, their greater maturity, and their better education, 
 as well as finally better professional instruction. The result will undoubtedly be 
 the custom, on the part of tine financially competent, of securing a good education 
 first; then entering upon their professional preparation and training. Thus will 
 be produced both a more cultivated man and a more successful practitioner. It is 
 early, as yet, to draw very definite conclusions; but the longer experiences of the 
 law schools, schools of medicine, and other professional schools, may probably be 
 taken as fully confirming the above deductions. In the case of the young man 
 without the means or the time required for the complete education of the complete 
 man, it is now possible to go at once from the high-schools, presumably the extent 
 of liis reach before beginning to study for his profession, into the professional 
 school, and there most efficiently expend the time and effort requisite to his suc¬ 
 cessful entrance into his chosen field. Both classes are better .able to accomplish 
 their ends than when both education and professional training, attempted in a 
 single school, were incompletely and ill-taught and measurably unsuccessful. 
 
 The Schools of Marine Engineering, Mechanical Engineering, and 
 Electrical Engineering, are described at some length; then follow 
 the accounts of these other schools of this College which are ger¬ 
 mane to this Report. 
 
 Department of Industrial Drawing and Art. 
 
 The Department of Industrial Drawing and Art has continued to progress at 
 equal rate with the other departments of the college, its special advances being seen 
 in the direction of art work, both pure and industrial. The number of students 
 under instruction, as a maximum, has been about three hundred and sixty. Of 
 these the larger number, about two hundred, have been in the freshman classes of 
 this and other departments of the University. About one hundred students in the 
 junior class have also been taught designing and drawing in this department. The 
 Sophomore has no instruction in this branch and the Seniors are taken charge of by 
 the professors doing the advanced work in design, in mechanical, electrical, and 
 marine engineering, etc. The course has now been remodelled so as to extend con¬ 
 tinuously throughout the whole four years, and is expected to be thus rendered 
 very much more efficient. 
 
 The special improvements of the year have been mainly in the changes resulting 
 in a better distribution of the art work, and mainly as given students ir. arcliitec- 
 
216 
 
 EDUCATION IN THE INDUSTKIAL AND FINE ARTS. 
 
 ture and other outside courses. Mr. Willis has thus been able to carry on a good 
 course of instruction in water color, Mr. Gutsell and Mr. Noyes in free hand and 
 instrumental drawing, and the former, also, in decoration. Mr. Gutsell has erected 
 his kiln and secured some admirable results in decorative work in pottery. It is 
 now proposed to develop something useful in etching with the advanced students 
 taking industrial art, which course has recently been entirely reconstructed. 
 
 The work of the Junior class is largely that of designing and under the immedi¬ 
 ate supervision of Assistant Professor Williams and Instructor Reid. They have 
 effected important improvements in methods of instruction and of work, and have 
 thus been enabled to do good work where, ordinarily, twice as many teachers 
 would very probably be unsuccessful. The amount of work done throughout this 
 department—and the same is measurably true of the whole college,—is very re¬ 
 markable and unusual for so small a force of instructors. It would, however, be 
 probably an advantage could we increase their number to double that at present on 
 our list. 
 
 This department is, in some respects, more seriously in need of proper accommo¬ 
 dations than any other. It is not as absolutely crowded out of doors as is the De¬ 
 partment of Experimental Engineering ; but its quarters are quite unsuited to its 
 work. It is placed above the mechanical laboratory, where the rumble and jar of 
 machinery continually in motion constantly disturbs the students at their work, 
 both by distractions due to the noise and, even more seriously, by the actual shak¬ 
 ing and tremor of the floor. It is practically impossible to do nice work. The 
 building was built as an extension of the workshops, and not for present purpose. 
 We have no suitable rooms for this department of the college, and the first require¬ 
 ment in putting up new buildings will be space and good rooms and light for this 
 work. Probably no institution in the country is in such pressing need of suitable 
 accommodations. 
 
 Department of Mechanical Arts. 
 
 The Department of Mechanical Arts has been pressed as never before, in all its 
 divisions. It has handled between 140 and 150 students in its shops, as a maximum, 
 usually ; the figures reading thus : 
 
 Fall Term : Woodworking, 146 ; Forge, 139 ; Foundry, 140 ; Machine Shop, 96 ; 
 Total, 521. 
 
 Winter Term: Woodworking, 145 ; Forge, 98 ; Foundry, 69 ; Machine Shop, 119 ; 
 Total, 431. 
 
 Spring Term: Woodworking, 152; Forge, 64; Foundry, 70; Machine Shop, 111; 
 Total, 397. 
 
 The decreasing figures from term to term is due to the crediting of vacation work, 
 largely in the Fall Term. Students in these sections of the department have paid, 
 in addition to their tuition fees and chemical laboratory charges, as in other courses, 
 about $7,000, which is the tax against Sibley College work. 
 
 The head of this department. Professor Morris, reports the above figures to give, 
 per student, an average of 273 hours work for the year. 
 
 The product of this work is seen, not only in the skill acquired by students in 
 handling tools, and as mechanics, but also in the construction of valuable machir- 
 ery, and in the saving of large expense accounts to the University by doing much 
 of its repair and other work. The foundry has produced between $1200, and $1500 
 worth of castings in iron and brass, which would have cost the University nearly 
 a thousand dollars more than was actually paid out, had it been bought in the gen¬ 
 eral market. The product in the machine shop, in marketable work, or in saving 
 to the University was still greater than in the foundry. In the wood shop, as in 
 the other shops, a considerable amount of productive work was done in the con¬ 
 struction of work benches, cases, tools,etc., in value amounting to large sums, with 
 
217 
 
 director thitrston’s report, 1892. 
 
 corresponding saving to the University treasury. All this work was done without 
 sacrificing the regular graded instruction of students or the systematic exercises 
 which have made this instruction so efficient. Visitors familiar with such matters 
 constantly express surprise at the rapidity and effectiveness of this system. The 
 skill of students who have any natural aptitude for the work is a never-ceasing 
 source of wonder. 
 
 The work performed during the year now closing has included some very inter¬ 
 esting constructions and the beginning of more. Steam engines, lathes both iron¬ 
 working and wood-working, steam-pumps, dynamos of various forms, and many 
 minor constructions, have illustrated both the skill of the student as a workman, 
 and his aptitude for design and proportioning. Some of the most valuable and 
 satisfactory of all the apparatus of both the mechanical and the electrical divisions 
 is the fruit of the inventive genius, the professional knowledge, and the manual 
 skill of students. 
 
 In respect to space, this department is perhaps better accommodated than either 
 of the others. It has, for the time, ample room and an equipment so complete that 
 it will probably be able to keep up with the demands coming of further growth in 
 large part by its own work: depending upon the University only for the purchase 
 of important tools, and apparatus for the construction of which we have not the 
 special facilities needed to do the work economically. When the needs of the 
 departments of drawing and experimental engineering can be met, it will be able 
 to make use of its own already provided space in the “ annex,” and can then prob¬ 
 ably handle a thousand students with little difficulty, so far as accommodations in 
 the wood working and machine shops go. The blacksmith and moulding shops 
 will need further extension. Both are well-filled already, and the classes sometimes 
 even crowd them. With the six hundred students expected another year, or the 
 year after, they will be more than crowded. 
 
 ******* 
 
 As to the operations of the college as a whole, it will be seen from what has been 
 stated above, that its growth has been very rapid during the seven years now 
 expiring ; that its progress, so far as can to-day be anticipated, is losing none of its 
 striking features, either in rate of growth, in improving quality of the student- 
 body, or of the courses of instruction, or in extent and magnitude of the opportu¬ 
 nities offering to do that work which is the peculiar province of the University and 
 of Sibley College. It has been raised from the grade of the mixed manual training 
 and high school to that of a high-grade professional school prepared to give a good 
 and a strong professional course to men, rather than ineffective tuition in both edu¬ 
 cational and professional studies to immature boys. Such students are now dropped 
 out with great advantage to tlid college; which remains crowded with the higher 
 class of men. The organization of the undergraduate departments may be consid¬ 
 ered as now substantially effected, and the period of organization of advanced 
 special professional schools is begun. This, the work for which the director was 
 especially appointed, has been deferred by the exigencies arising from the entirely 
 unanticipated and extraordinary growth of the undergraduate departments. There 
 is apparently no reason, except lack of pecuniary support, for longer deferring 
 their special work. The extent of the college as now organized, with its great 
 equipment and varied work, makes their formation possible with less cost and lower 
 running expense than would be the case in any other University, probably, and for 
 less than would otherwise be the fact here. In fact, these expenses will be very 
 small as compared with extension in other directions. Large numbers of instructors 
 will be demanded, and the employment of a specialist in place of a general instructor 
 is the only difference of importance. In each graduate school, the numbers of 
 students will be likely to be insufficient to pay the costs of their instruction. The 
 
218 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 equipment will be supplied by the collections already existing, in large part, and 
 new equipment will come largely from interested friends of tlie movement. 
 
 The really serious difficulty now facing us is that of finding larger space into 
 which to expand. Until the State does its part, its duty under the agreement with 
 the General Government, in providing the needed buildings, or until friends can be 
 found in other directions to perform that work for the State and the University, 
 further growth in this direction will be attended with shell inconvenience as will be 
 likely to seriously impair its work, and interfere most seriously with any attempt to 
 take advantage of the wonderful opportunity now presenting itself to the University 
 and to the College. The officers of the College have done their part, as would 
 appear, with embarrassing efficiency—they, can do no more and must leave this 
 matter in the hands of those better prepared to meet the situation. They are help¬ 
 less in face of the class of difficulties now presenting themselves. 
 
 ******* 
 
 Very respectfully yours, 
 
 Robert H. Thurston, 
 
 Director. 
 
 Tlie latest catalogue of the University* at hand, in the descrip¬ 
 tion of the Departments, gives a general account of the departments 
 in Sibley College, which begins as follows : 
 
 MECHANICAL ENGINEERING AND THE MECHANIC ARTS. 
 
 The Sibley College of Mechanical Engineering and the Mechanic Arts receives its 
 name from the late Hiram Sibley, of Rochester, who between the years 1870 and 
 1887 gave over one hundred and fifty thousand dollars towai'ds its equipment and 
 endowment. It includes five departments : Mechanical Engineering, Experimental 
 Engineering, Electrical Engineering, Mechanic Arts or shop-work, and Drawing 
 and Machine-Design. 
 
 After an account of the three courses in Engineering, comes that 
 of 
 
 TJie Department of Mechanic Arts .—The aim of the instruction in this, the de¬ 
 partment of practical mechanics and machine construction, is to make the student, 
 as far as time will permit, acquainted with the most approved methods of construc¬ 
 tion of machinery. The courses are as follows :— 
 
 Woodworking and Pattern-making : This course begins with a series of exercises 
 in wood working, each of which is intended to give the student familiarity with a 
 certain application of a certain tool; and the course of exercises, as a whole, is 
 expected to enable the student to perform any ordinary operations familiar to the 
 carpenter, the joiner, and the pattern-maker. Time permitting, these prescribed 
 exercises are followed by practice in making member of structures, joints, small 
 complete structures, patterns, their core-boxes, and other constructions in wood. 
 Particular attention will be paid to the details of pattern-making. Forging, 
 Moulding and Foundry-work : These courses are expected not only to give the stu¬ 
 dent a knowledge of the methods of the blacksmith and the moulder, but to give 
 him that manual skill in the handling of tools which will permit him to enter the 
 machine shop, and there quickly to acquire familiarity and skill in the manipula¬ 
 tion of the metals, and in the management of both hand and machine tools. Iron¬ 
 working : The instruction in the machine shop, as in the foundry and the forge, is 
 
 * The Cornell University Register December, 1892. “ I would found an institution 
 
 where any person can find instruction in any study.” Ezra Cornell, Ithaca, N. Y. 
 Published by the University. Press of Andrus & Church. Pp. 237. 
 
CORNELL. DEPARTMENTS OF SIBLEY COLLEGE. 
 
 219 
 
 intended to be carried on in substantially the same manner as in the wood working 
 course, beginning by a series of graded exercises, which will give the student 
 familiarity with the tools of the craft, and with the operations for the performance 
 of which they are particularly designed, and concluding by practice in the construc¬ 
 tion of parts of macliinery, and time permitting, in the building of complete ma¬ 
 chines which may have a market value. 
 
 Department of Drawing and Machine Design .—Freehand Drawing and Art: The 
 instruction begins with freehand drawing, which is taught by means of lectures 
 and genex-al exercises from the blackboard, from flat copies, and from models. The 
 work embraces a thorough training of the hand and eye in outline drawing, ele¬ 
 mentary perspective, model and object drawing, drawings from casts, and sketch¬ 
 ing from nature. The course in freehand drawing may be followed by instruction 
 in decoration, in every industrial art, in designing for textiles and ceramics, in 
 modelling, and in other advanced studies introductory to the study of fine art. 
 Mechanical Drawing: The course begins with freehand drawing, and in the latter 
 part of this work considerable time is expected to be given to the sketching of parts 
 of machines and of trains of mechanism, and, later, of working machines. The 
 use of drawing instruments is next taught, and, after the student has acquired 
 some knowledge of descriptive geometry and the allied branches, the methods of 
 work in the drawing-rooms of workshops and manufacturing establishments are 
 learned. Line-drawing, tracing and “ blue printing,” the conventional colors, 
 geometrical construction, projections, and other important details of the draughts¬ 
 man’s work, are pi-acticed until the student has acquired proficiency. The advanced 
 instruction given the upper classes includes the tracing of curves and cams, the 
 study of kinematics on the drawing boards, tracing the motions of detail-mechanism, 
 and the kinematic relations of connected parts. This part of the work is accom¬ 
 panied by lecture-room instruction and the study of the text-book, the instructors 
 in the drawing-rooms being assisted by the lecture-room instructor, who is a special¬ 
 ist in his branch. The concluding part of the course embraces a similar method of 
 teaching machine-design, the lecture-room and drawing-room working correlated 
 in the same manner as in kinematics or mechanism. The course concludes, when 
 time allows, by the designing of complete machines, as the steam engine or other 
 motor, or some important type of machine. Students often make original designs, 
 and not infrequently put on paper their own inventions. 
 
 Industrial Art.—Instruction in industrial art continuing through four years is 
 arranged for students having a talent for such work, and desiring to devote their 
 whole time to this subject. No degree is conferred, but certificates of proficiency 
 may be given at the end of the course. Additional interest is given by occasional 
 general and public lectures on the history of art and the work of gi-eat artists. 
 
 Special Students .—Special students are expected to follow as closely as possible a 
 course of instrxxction iix the Mechanic Arts planned with reference to their needs. 
 This instruction does not lead to a degree. It is intended for students who are 
 unable to pursue a complete preparatory and college coui-se, but who may be able 
 to undertake the work laid out for those intending to prepare themselves especially 
 for superintendents of shops and establishments, and who are not likely to be called 
 upon to do the work of the mechanical engineer, in desigixing, etc. It consists 
 iqainly of shop work, drawing and elementary mathematics ; but studeixts suffi¬ 
 ciently well prepared may also take other useful stxidies. 
 
 The buildings have already been described in the foregoing ac¬ 
 count. The main building is 1G0 feet in length by 40 in width, and 
 three stories in liighth; an additional building, 150 feet long by 40 
 feet wide, and two stories high, is given to the laboratories of exper¬ 
 imental engineei'ing. The “collections” of apparatus, machinery, 
 
220 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 models, etc., of tlie college, are said to be of “ exceptional extent, 
 value, and interest.” 
 
 The collections of the Department of Drawing also include a large variety of % 
 studies of natural and conventional forms, shaded and in outline geometrical mod¬ 
 els, casts and illustrations of historical ornaments. 
 
 The workshops are supplied with every needed kind of machine or tool, includ¬ 
 ing lathes, and hand and bench tools, sufficient to meet the wants of one hundred 
 and fifty students of the first year, in wood-working; in the foundry and forge, all 
 needed tools for a class of over one hundred in the second year; in the machine 
 shop, machine tools from the best builders, and a great variety of special and hand 
 tools, which are sufficient for a class of one hundred and fifty in the third year, and 
 hundred seniors and graduate students. 
 
 The Mechanical Laboratories are extensive and abundantly 
 equipped, as are those of Electrical Engineering. For the details 
 of the courses of instruction, the reader must be referred to the 
 current catalogue of the University, which in these as in other fea¬ 
 tures, is always advancing. 
 
 The summary of students in the University shows 1665; of these 
 203, are in the School of Law; 1245, are undergraduates; and 85, are 
 special students; the rest are graduate students, and “Fellows;” of 
 these last there are 18.—Of the undergraduates, 289 take Mechanical 
 Engineering. 
 
 The whole number of teachers connected with the University are 
 145. Robert Henry Thurston, A. M., LL. D., Doc. Eng., is the 
 Director of Sibley College, and Professor of Mechanical Engineering. 
 Jacob Gould Schurman, D. Sc., LL. D., is President of the Univer¬ 
 sity, and Professor of Mental and Moral Philosophy. 
 
 The University of California, College of Mechanics, 
 
 Berkeley, Cal. 
 
 The University of California was instituted by a law which re¬ 
 ceived the approval of the Governor March 22, 1868, and instruction 
 began at Oakland in the autumn of 1869.—On July 16th 1873, it 
 was formerly transferred to Berkeley its permanent site. Besides a 
 college of Letters, and a college of Medicine, the law requires the 
 maintenance of five distinct colleges which are known as The Scien¬ 
 tific Departments—and include The College of Agriculture, The 
 College of Mechanics, The College of Mining, The College of Engi¬ 
 neering, The College of Chemistry. 
 
 The studies in all these colleges for the first two years are nearly 
 the same, the full courses are designed to occupy four years, the last 
 two being the special studies of the school chosen. 
 
 The final report of President D. C. Gilman, March 23rd, 1875, 
 states that— 
 
 A Chair of Industrial Mechanics was instituted by the Board in the autumn of 
 1874, and was subsequently filled by the appointment of Mr. Fredrick G. Hesse, 
 
'UNIVERSITY OF CALIFORNIA: COLLEGE OF MECHANICS. 221 
 
 of Oakland. Mr. Hesse was trained in a German polytechnic school, and was early 
 engaged as a teacher in Brown University. He subsequently held a scientific ap¬ 
 pointment under the United States Government, but has resided for the last few 
 years in Oakland, engaged in mechanical occupations, especially in the invention 
 and improvement of some ingenious mechanical contrivances. It is rare to find a 
 man qualified to fill the duties of a Chair of Industrial Mechanics, both by his scien¬ 
 tific attainments, and by practical knowledge acquired in the shop, but Mr. Hesse 
 is such a man. 
 
 Mr. John D. Hoffman was appointed in the autumn of 1874 instructor of Indus¬ 
 trial Drawing.* He is an experienced engineer and draughtsman, who was trained 
 in Germany, has had long experience in the construction of public works, especially 
 in the service of the U. S. Government, and he is in all respects qualified to impart 
 an exact knowledge of the most important art. 
 
 COLLEGE OF MECHANICS. 
 
 Instruction in the science of Mechanics has been given in the University by Pro¬ 
 fessor John Le Conte since 1870, but for the further development of the College of 
 Mechanics, two new instructors have been appointed recently—Professor Hesse and 
 Professor Hoffmann ; the former to give instructions in Industrial Mechanics, and 
 the latter in Industrial Drawing. These gentlemen are regarded as qualified in a 
 high degree to give efficiency to this part of the University. Professor Hoffmann’s 
 classes are already well organized, and he has begun a collection of diagrams and 
 models which will prove very helpful in his work. An order has been sent to 
 Darmstadt for a collection of Schroeder’s models illustrative of the elements of 
 mechanism, to be purchased at an outlay of $1,000, and their arrival may be soon 
 expected. 
 
 In the College of Mechanics the chief object is to teach Applied 
 and Industrial Mechanics. Special attention is given to Industrial 
 Drawing, with the construction of Machinery as the principal ob¬ 
 ject in view. 
 
 Mr. Robert E. Ogilby gives instruction in free-hand drawing, in 
 drawing from models, in perspective, and in painting both in oil 
 and in water-colors, to all students not in the Colleges of Letters, 
 Mechanics, and Civil Engineering. 
 
 Students in the College of Mechanics are instructed in Instru¬ 
 mental drawing, and in accordance with the following schedule. 
 
 Industrial Drawing. 
 
 THIRD CLASS:—SECOND YEAR. 
 
 First Term .—Construction of geometrical problems relating to points, lines, cir¬ 
 cles, and polygons, and drawing of combinations of these problems to give practice 
 in the use of instruments. 
 
 Second Term .—Drawing of problems in Descriptive Geometry, following the 
 course given in this branch; practice in lettering for maps. 
 
 SECOND CLASS:—THIRD YEAR. 
 
 First Term .—Application of Descriptive Geometry to constructions of the Civil 
 and Mechanical Engineer. Platting of field notes in surveying and leveling and 
 mapping, following the course in Civil Engineering. 
 
 * See Introductory Lecture on Mechanical Drawing, by Professor Hoifman. Ap¬ 
 pendix. 
 
222 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Second Term. —Application of Descriptive Geometry continued, with shades and 
 shadows. Platting of road and railroad work, earth work, etc., following the 
 course. 
 
 FIRST CLASS:—FOURTH YEAR. 
 
 First Term. —Construction of simple machines, screws, helical surfaces, teeth of 
 wheels, gearing, etc.; examples of stonecutting and masonry-construction. 
 
 Second Term. —Drawing of steam engines and machines, etc.; drawing of joints, 
 framing bridges, roofs, etc., following the course. 
 
 Instruction is also given in free-hand drawing. 
 
 Students in tlie College of Civil Engineering are taught topo¬ 
 graphical and map drawing, in addition to instruction in instru¬ 
 mental drawing. 
 
 A Museum of Mechanical objects has been started in connection 
 with the College of Mechanics, and a purchase made of the famous 
 and excellent Auzoux mechanical models.—A collection of fifty- 
 eight castings in brass has been given to this museum by W. T. 
 Garratt, Esq., of San Francisco. 
 
 The University possesses a few objects of Art, and a small cabinet 
 of coins and medals, which last contains over four hundred ancient 
 coins, mostly Roman, about 300 modern coins, and 350 medals; among 
 the latter is a rare, perhaps unique, medal of Bishop Berkeley, pre¬ 
 sented by Professor Allen of Cornell University. 
 
 In the Library are a number of works on art. There were 95 stu¬ 
 dents in the five colleges of Science in 1875. 
 
 The Faculty of the College of Mechanics includes in addition to 
 the President of the University, who is ex officio President of each 
 of the Colleges, the following Scientific Professors. 
 
 Physics and Mechanics. —John Le Conte. 
 
 Industrial Mechanics. —Frederick G. Hesse. 
 
 Mining. —William Ashburner. 
 
 Botany, Zoology, and Geology. —Joseph Le Conte. 
 
 Chemistry. —Willard B. Rising. 
 
 Civil Engineering.—Prank Sould, Jr. 
 
 Mathematics. —William T. Welcker. 
 
 Industrial Drawing. —John D. Hoffmann. 
 
 Assistant in Mechanics. —Edward A. Parker. 
 
 PRESENT STATUS OF THE UNIVERSITY. 
 
 From the latest Register of the University* at hand, the following 
 statistics of the officers and students connected with the University 
 in all its departments, are taken; these effectively demonstrate the 
 extent of its development during the past decade. 
 
 As abstracts showing the courses in Drawing and the facilities for 
 instruction in Mechanics, with an account of the Mechanical Labora- 
 
 * Register of the University of California 1891-92. Berkeley; Published by the 
 Regents of the University. 1892. Pp. 190, 
 
UNIVERSITY OF CALIFORNIA: SCIENTIFIC EQUIPMENT. 223 
 
 tory, taken from the catalogue for 1890-91, are given in the account 
 of the University contained in the chapter relating to the Land 
 Grant Colleges they are omitted here. 
 
 It will be seen by reference to the account there given, that ample 
 provision is made for thorough instruction in drawing and in Me¬ 
 chanical Engineering, and that the facilities provided by the Uni¬ 
 versity for education in Science keep pace with the rapid develop¬ 
 ment of the sciences. The catalogue for 1891-92, contains a descrip¬ 
 tion of the new “Electrical Laboratory,” which is fully equipped. 
 
 Various collections illustrating the Sciences, and arranged under 
 twelve departments, are contained in the Museums. Among these 
 are valuable examples in Ethnology, Paleontology, comprehensive 
 Geology, Mineralogy, Botany, Zoology, Metallurgy, Agriculture, 
 Cabinet Woods, and a valuable collection of a variety of models. 
 Many of these collections are very full and comprehensive. 
 
 There are ten “ Laboratories” and an Astronomical Observatory, 
 for the use of the students. The famous Lick Observatory is offi¬ 
 cially connected with the University. The “Mechanical Labora¬ 
 tory,” the description of which is given in connection with the Land 
 Grant Colleges, furnishes excellent facilities for “Industrial” and 
 “Technical Training.”—The later catalogue shows that the equip¬ 
 ment of this Laboratory had been largely increased. 
 
 Nine hundred and eighteen students are recorded as in attendance 
 at the University, during the Academic year 1891-’92; 152 persons 
 in addition were enrolled in “ extension courses.” Of the regular 
 students, 529 are in the College of Letters, and Colleges of Science. 
 The remainder are in the Professional and other post graduate de¬ 
 partments ; these comprise the Lick University, and the Colleges of 
 Law, Medicine, Dentistry, and Pharmacy. 
 
 Nine students are in the College of Agriculture; 30 in the College 
 of Mechanics; 32 in the College of Mining; 52 in the College of 
 Civil Engineering. A total of 194 officers and Instructors are con¬ 
 nected with the administration of, and the instruction given in, the 
 University. Of these, G4 are enrolled as Professors, Instructors, 
 etc., in the undergraduate Colleges of Letters and Science. 
 
 The Faculty of the College of Agriculture consists of twenty Pro¬ 
 fessors in addition to the President of the University. The Faculty 
 of the College of Mechanics consists of fifteen Professors in addition 
 to the President. 
 
 Professor Irving Stringham, Ph. D., Professor of Mathematics, is 
 Dean of the Faculty of Letters and of the Faculties of Sciences. 
 Martin Kellogg, A. M., Professor of Latin Language and Literature, 
 is President pro tempore, of the University. 
 

 
 
 
AGRICULTURAL COLLEGES. 
 
 ART—VOL 4-15 
 
 225 
 

 
 
 a* V 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
CHAPTER VIL 
 
 COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS ENDOWED 
 BY THE NATIONAL LAND GRANT OF 1862 . 
 
 Introductory to the account of the several colleges—The passage of the Act of 
 Congress in 1862, creating the Land Grant Colleges—The provisions of the endow¬ 
 ment—Discussions concerning the proposed institutions—Fortunate far-sighted 
 views of the promoters of this Law—Active part taken in the preliminary stages 
 of this movement by the Rev. Amos Brown, LL. D., of the People’s College, New 
 York, and by President Evan Pugh, LL. D., of the State College Pennsylvania. 
 Careful study of the needs of institutions fitted for scientific training—Importance 
 to this movement to Educators and to the scientific world—Prominent part taken 
 in advocacy in Congress of this movement, by Hon. Justin S. Morrill, M. C. from 
 Vermont—Immediate influence of the preliminary discussion in arousing the in¬ 
 terest of educators and lovers of science—The methods in use by scientific schools 
 of European countries carefully studied—Impetus given by the passage of this law 
 to the new education—Eleven millions of acres of the Public Domain set apart for 
 the promotion of Industrial Education—The study of Drawing a necessary feature 
 in the courses in Engineering and Mechanics—No attempt is made in these chap¬ 
 ters to give a full account of these colleges, as they were included in The Report on 
 “Industrial Education,” issued by this Bureau in 1883—Statements of the officers 
 of these colleges, concerning elementary industrial training in public schools, 
 freely quoted in the following chapters. 
 
 Introductory. 
 
 In 1862, the Congress of the United States, in pursuance of the 
 uniform policy of the government in providing for the educational 
 interests of the people, passed an act entitled “An act donating 
 Public Lands to the several States and Territories which may pro¬ 
 vide Colleges for the Benefit of Agriculture and the Mechanic 
 Arts.” 
 
 This act which became a law on the second of July, 1862, granted 
 “to the several States” “an amount of land to be apportioned to 
 each State a quantity equal to thirty thousand acres for each Sen¬ 
 ator and Representative in Congress, to which the States are respec¬ 
 tively entitled by the apportionment under the Census of 1860.” 
 “ Mineral lands ” are not to be selected or purchased under the provis¬ 
 ions of this act. The bill contained in all eight sections, prescribing 
 the manner of selecting the land and many details in regard to the 
 fund, which it is not necessary for our present purpose to quote. 
 The purpose of this bill and the object sought to be obtained by this 
 
 327 
 
228 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 grand appropriation, is set forth in the fourth section of the hill as 
 follows; which section is here quoted verbatim et literatim from 
 the law as found in the Statutes at large. 
 
 “ Sec. 4. And 'be it further enacted, That all moneys derived from the sale of the 
 lands aforesaid by the States to which the lands are appropriated, and from the 
 sales of land scrip hereinbefore provided for, shall be invested in stocks of the 
 United States, or of the States, or some other safe stocks, yielding not less than five 
 per centum upon the par value of said stocks, and that the moneys so invested shall 
 constitute a perpetual fund, the capital of which shall remain forever undimin- 
 shed (except so far as may be provided in section fifth of this act), and the interest 
 of which shall be inviolably appropriated, by each State which may take and claim 
 the benefit of this act, to the endowment, support, and maintenance of at least one 
 college where the leading object shall be, without excluding other scientific and 
 classical studies, and including military tactics, to teach such branches of learning 
 as are related to agriculture and the mechanic arts, in such manner as the legisla¬ 
 tures of the States may respectively prescribe, in order to promote the liberal and 
 practical education of the industrial classes in the several pursuits and professions 
 in life.” 
 
 (37 Congress, Sess. II, ch. 130, 1862, page 504.) 
 
 IMMEDIATE INFLUENCE OF THE NEW LAW. 
 
 The passage of this law led to earnest discussions in the several 
 States, and on the part of the officers of various educational institu¬ 
 tions, as to the kind and character of the schools to be created by it, 
 the inclusion of “the Mechanic Arts” and the terms expressing the 
 general purpose of the law to be “in order to promote the liberal 
 and practical education of the industrial classes in the several pur¬ 
 suits and professions in life ” gave a liberal scope which saved the 
 new institutions from becoming mere manual labor farm schools, 
 in which farmers boys should be taught only such matters as related 
 to the daily routine work of the farm; which in the opinion of 
 some was the purpose of the law. 
 
 Fortunately the wise advocates of the movement,—among whom 
 were numbered many of the most advanced Educators, including 
 also, Presidents and Professors of Colleges, several of whom came at 
 their own cost and personal inconvenience to Washington, to urge 
 that these new colleges be empowered to give the fullest training in 
 modern science,—had, during the consideration of the bill by Con¬ 
 gress, carefully guarded against any such limitation ; and the result 
 has been that in each State the needs of the people, the nature of 
 their industries, and the facilities offered by the other educational 
 agencies of the State, have shaped the form of the new institutions; 
 so that, while no two of them are exactly alike, they, for the most 
 part, are adapted, or are rapidly adjusting themselves, to their sur¬ 
 roundings, and are endeavoring to do the work most needed by the 
 communities in which they are placed. The agricultural, the me¬ 
 chanical, or the engineering features being each more or less promi¬ 
 nent as the community is an agricultural, a manufacturing, or a 
 mining community. 3 
 
THE COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS. 229 
 
 THE MODERN DEMAND FOR TECHNICAL TRAINING. 
 
 The marvellous developments of science during the last twenty- 
 years have led to a demand for the possession of technical knowledge 
 on the part of chemists, civil and mining engineers, manufacturers, 
 and architects, which could not have been generally anticipated at 
 the time of the passage of this law. Fortunately as already stated, 
 there were among its advocates and promoters, some who realized 
 that a new era had dawned upon the world; and who, awake to the 
 ever growing developments of scientific discovery, were far-sighted 
 and wise enough to insist upon the inclusion of the two clauses in 
 the law which gave power to these new institutions to adapt them¬ 
 selves to the new educational needs which had already arisen, or 
 which might arise in the future, and, thus to provide not only for 
 this new departure from the established educational tradition, but 
 for any subsequent modifications, or additions thereto, which might 
 become desirable. 
 
 These new Educational Institutions were thereby made flexible, 
 elastic, and adaptable to new conditions ; contrasting with the crys- 
 talized college of tradition, as modern complex machinery, impelled 
 by the motive power of steam, or electricity, contrasts with the 
 hand loom, and the ox cart, of the past. If it were possible I should 
 be glad to enroll here the name of each one of those earnest educa¬ 
 tors and wise legislators, who aided in this grand patriotic move¬ 
 ment.* 
 
 The Scientific Schools which have been created by this National 
 Land Grant law of 1862, f have been potent factors in the great 
 material movements of the past two decades. 
 
 IMPULSE GIVEN TO INVESTIGATION OF EDUCATIONAL METHODS. 
 
 The opportunity of establishing such schools which was given by 
 the passage of this law, not only drew public attention in the several 
 States to the new education but, by the demand thus created for a 
 body of instructors for these new colleges, the whole subject of their 
 establishment was brought to the attention of a large class of trained 
 educators, and such an investigation of the nature of the education 
 which the new discoveries of science, and the needs of developing 
 the material resources of the country, demanded, and such thorough 
 study of the appliances, methods, and training institutions, which 
 were in operation in European countries, followed, as, in itself was 
 
 * For notices of two among the first and most efficient promoters of the move¬ 
 ment embodied in this bill—the Rev. Amos Brown, LL. D., of the People’s College, 
 New York, and President Evan Pugh, LL. D., State College, Pennsylvania,—See 
 Appendix Z. 
 
 t By the law passed in 1890, Congress expressed its approval of these schools by 
 adding to their fund $15,000 a year, to be increased to $25,000 by annual grants 
 of $1,000. For the provisions of the law; see Appendix Z. 
 
230 EDUCATION IN THE INDUSTRIAL AND FINE AETS. 
 
 productive of great results. For the first time a large number of 
 professional educators seriously investigated the needs of a special 
 training for the large class of young men, who will be needed if 
 this country is to keep in its scientific and industrial development 
 abreast of the civilized countries of the world. 
 
 Not only were all the latest improvements in agriculture and the 
 methods adopted in the foreign agricultural training schools mi¬ 
 nutely studied, but all the great Technological Schools of Europe, the 
 famous chemical, mining, and polytechnic schools, were carefully 
 investigated, and the problem, of how best to adapt the systems and 
 methods that had proved efficient in the European countries, to the 
 changed conditions existing in this country, was seriously considered 
 by many of the ablest among the trained educators of the United 
 States; so that, before the colleges themselves had been fairly es¬ 
 tablished, the influence of this law had given a great impetus to the 
 new education. A whole class of scientific instructors had thus been 
 created by the coming together, from the different classical colleges, 
 and from the ranks of citizens, of an enthusiastic body of men who 
 had made the sciences their peculiar study. 
 
 These studies were thus at once exalted into an importance before 
 unknown, and the advice of the newly associated scientific professors, 
 was speedily sought by those engaged in new enterprises. 
 
 BENEFICENT INFLUENCE OF THESE NEW SCHOOLS. 
 
 From these bodies of trained scientific Professors, and from among 
 the graduates of the schools founded by them, have come, many of 
 the scientific discoverers, and the courageous captains of Industry, 
 who,—by their patient investigations in search of knowledge, their 
 inventive ingenuity in devising new methods for utilizing the forces 
 of nature, their skill in directing the employment of capital and 
 labor, often in ways and for purposes before undreamed of,—have 
 made possible the varied and rapid development of the resources of 
 this country which, during the past quarter of a century, have made 
 it the marvel of the world. 
 
 It needs but a moment’s reflection on the important part which 
 machinery has assumed in the development of Agriculture alone,— 
 in the sowing, harvesting, and moving of the immense crops of 
 grasses, grains, and cotton, to realize the close connection between 
 Agriculture and the Mechanic Arts, and to see how wisely the 
 founders of the new colleges in naming them, chose their words. 
 
 It may be questioned whether the direct influence of any body of 
 specially trained Professors, was ever so plainly to be traced, as is 
 that of the men composing the first instructors of these new schools 
 of science. 
 
WISE LEGISLATION BY THE 37TH TJ. S. CONGRESS. 231 
 
 EARNEST ADVOCACY OF THE BILL IN CONGRESS, BY HON. JUSTIN S. 
 
 MORRILL OF VERMONT. 
 
 This bill was so ably and persistently advocated by the Hon. Jus¬ 
 tin S. Morrill, of Vermont, then a member of the U. S. House of 
 Representatives, that it became familiarly known as the “ Morrill 
 Bill.” The part then taken by the now venerable Senator, who 
 has since been so deservedly honored by his State by being six times 
 chosen to be a Senator of the United States, is not the least of the 
 many evidences given of his far sighted and liberal statesmanship 
 during his exceptionally long congressional career, which, beginning 
 in the 34th Congress, was continued in the House of Representatives 
 through the 39th Congress, when he was first chosen to the Senate. 
 It is evident that the passage of the law could not have been effected 
 without the cordial and earnest co-operation of many in both Houses 
 of Congress; all those of his colleagues who, in either branch of 
 Congress, thus aided in promoting its passage may well congratulate 
 themselves as having shown the truest statesmanship and in having 
 given an enduring impetus to the prosperity of their country.—It 
 may be,"that in this, some of them “builded better than they knew,” 
 but it was surely not by accident that the saving clauses of that law 
 were inserted, and to those who thus knowingly provided for the 
 future welfare of their country a full meed of gratitude is due.* 
 
 The study of drawing is an essential part of all courses of instruc¬ 
 tion that relate to engineering, or the mechanic arts, and of all the 
 scientific courses. 
 
 The ability to draw is, also, of such varied application and utility 
 in practical experience, that it should form a part of the equipment 
 of every educated farmer ; so that this study must be included in 
 the courses of all the schools of science, which, in most cases, the 
 institutions which have grown up under this law, have become. 
 
 As , also, these institutions are practically the universities for 
 which the training in the public schools of the country prepares the 
 student who wishes an industrial, rather than a classical, education; 
 and, as the system of industrial drawing, which it is sought to intro¬ 
 duce as an integral part of the common school courses of study, 
 forms one of the most direct and useful means of preparation for the 
 advanced courses of the “ Colleges of Agriculture and the Mechanic 
 Arts,” it has seemed proper, in this Report, to include an account 
 
 *“ The country was in the midst of a terrible civil war, and it was not a favorable 
 time to inaugurate a great movement for the promotion of the arts of peace, but 
 that memorable Thirty-seventh Congress rose to a full comprehension of its duty, 
 and by an act approved July 2. 1862, donated public lands to endow colleges “ for 
 the benefit of agriculture and the mechanic arts.” By this act and its subsequent 
 amendments, over eleven millions of acres of the public domain were set apart and 
 consecrated to industrial education.” “A Baccalaureate Address, by E. E. White, 
 LL.D., President of Purdue Universty. June 4th, 1882.” 
 
232 EDUCATION IN THE INDUSTRIAL AND PINE ARTS. 
 
 of such part of the courses of study in these institutions as are em¬ 
 braced under the very general term of drawing. No attempt has 
 been made to give here any adequate statement of the general equip¬ 
 ment of these various colleges.* Such details of the courses in some 
 of the different institutions are, however, given as may afford data 
 for comparison between them, and, also, for comparing the thorough¬ 
 ness of the training given in the United States, in these branches, 
 with that given in European schools of similar character. 
 
 As the officers of these colleges may be considered as qualified to 
 speak with authority upon all matters directly connected with indus¬ 
 trial education, and as they have peculiar advantages for judging of 
 the value of such elementary education in the common schools, such 
 utterances as they have publicly made upon these topics, have been 
 here freely quoted. 
 
 To the list of these colleges founded in whole and in part upon the 
 National Grant, is appended a list of other similar schools of science, 
 in the United States, no details of their courses are however given ; 
 in all cases the study of drawing, whether included in other courses 
 or not, is an essential feature of their courses in engineering.—The 
 National Academies at Annapolis and at West Point are included 
 in the list of the “ Colleges of Agriculture and the Mechanic Arts,” 
 because they are directly under the control -of the Government and 
 must necessarily be included in any inventory of the appliances for 
 industrial art education, including scientific and technical training, 
 possessed by the United States. 
 
 The several colleges are arranged alphabetically by States simply 
 for convenience in tabulation. 
 
 * For a more comprehensive and complete account of these colleges; see Appendix 
 “A,” to the Report on “ Industrial Education in the United States,” by the Com¬ 
 missioner of Education. This Report was issued in 1883, and was prepared in 
 response to a resolution of the Senate. (Senate Ex. Doc. No. 25, Forty-seventh Con¬ 
 gress 2d session.) 
 
CHAPTER VIII. 
 
 CONCISE STATEMENTS OF THE SEVERAL NATIONAL LAND-GRANT 
 COLLEGES, TAKEN FROM THEIR OFFICIAL CATALOGUES, WITH 
 SPECIAL REFERENCE TO 1H0SE COURSES IN WHICH DRAWING 
 IS A REQUIRED STUDY. 
 
 Page. 
 
 ANALYSIS OF CHAPTER. 233 
 
 Introductory. 235 
 
 Alabama: State Agricultural and Mechanical College.—Alabama 
 Polytechnic Institute, Auburn. 236 
 
 Four courses of four years each, leading to Degrees—Drawing required 
 for first two years in all courses except that of Literature—Draw¬ 
 ing required through the course in Engineering — Details of the 
 course in Drawing—Text Books in Drawing—Catalogue of 1880-’81 
 shows 182 students in attendance — Development of the College shown 
 by Catalogue of 1891-92 — Increase in facilities for Laboratory in¬ 
 struction — 255 students in attendance ; 193 take Drawing—31 Pro¬ 
 fessors and Instructors comprise the Faculty—William Le RoyBrown, 
 
 M. a., LL. D., President. 
 
 Arkansas Industrial University, Fayetteville. 239 
 
 Preparatory Department largely attended — Eight courses leading to 
 Degrees in the University — Drawing required in the Preparatory 
 Department and a requisite for admission into three Departments of 
 the University—Catalogue for 1881 shows few students in Science, 
 Agriculture, or Engineering ; only 15 out of a total of 120 students in 
 all the four College classes — Total attendance in 1881,426 — Catalogue 
 of 1889 shows great increase in attendance and a marked development 
 of the University — New Buildings and new Departments—The Leg¬ 
 islature in 1887 passed a law giving a great impetus to the University — 
 
 New Buildings Described — A Manual Department inaugurated — 
 Equipment of Manual Training Shops — Course in Mechanical En¬ 
 gineering — Course in Civil Engineering—Catalogue of 1891 — Details 
 of organization of University — A School of Medicine at Little Rock — 
 
 A Normal School for Colored Teachers at Pine Bluff with 215 students 
 —Attention given to Manual Training — Total number of students in 
 the University, 901—Faculty at Fayetteville numbers 36—Edward 
 Hunter Murfee, A. M., ll. d., President. 
 
 California: ITie University of, Berkeley . 247 
 
 Eight regular undergraduate courses of four years each—Drawing 
 a required study in the Mechanical and Engineering courses—De¬ 
 tails of Drawing in the several “courses”—Catalogue of 1881-82 
 gives an attendance of 224 students—The “ Register of the Univer¬ 
 sity” for 1891 shows eleven different colleges and departments— 
 
 Art collections—Laboratories—763 students in attendance; 313 of 
 these are in Professional and Post Graduate Departments—184 offi¬ 
 cers and instructors in the University; 60 of these in the Under¬ 
 graduate colleges—Professor Martin Kellogg, A. M., President pro 
 tempore in 1891. 
 
 233 
 
234 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Page. 
 
 Colorado: State Agricultural College, Fort Collins . 253 
 
 Course of four years—A preparatory course of one year—Co-education— 
 Catalogue of 1886, gives an attendance of 57 students; 25 of these 
 were girls—Catalogue of 1887-88, gives in detail courses in practical 
 Mechanics and Drawing—A new machine shop—Much attention 
 given to agriculture—Students required by law to give two hours 
 a day to labor—Farm of 240 acres—A series of experimental plots of 
 ground provided—109 students in attendance; 38 of these, girls— 
 
 12 Professors and Instructors comprise the Faculty — Professor 
 Charles L. Ingersoll, M. s., President. 
 
 Connecticut: Sheffield Scientific School, New Haven, the Land 
 
 Grant College of . 256 
 
 A department of Yale University—Regular courses of three years for 
 Degrees in Chemistry, Engineering, and Agriculture also a Post Grad¬ 
 uate course—Catalogue of 1881-82, gives an attendance of 188 stu¬ 
 dents—Drawing a required study through the full course—Extracts 
 from Biennial Report of State Governing Board for 1889-90—Attend¬ 
 ance of students in 1889- 90, 341; in 1890- 91, 381—Students come 
 from all parts of the United States, and a few from foreign countries— 
 Concise history of the origin and organization of the school from the 
 Catalogue—President Dwight, President of Yale University, is Presi¬ 
 dent of the school and Professor George J. Brush is Director—A 
 corps of 15 Professors and 25 additional Professors and Instructors 
 comprise the teaching force of the school. 
 
 Delaware : Delaware College, Newark . 260 
 
 Where situated—Recent additions to buildings and facilities—Seven 
 regular courses of four years each—Drawing a requisite during some 
 period of each course—Details of courses in Mechanical and Elec¬ 
 trical Engineering—Catalogue of 1891-92 gives an attendance of 97 
 students—The Faculty comprises 12 Professors—Albert N. Raub, a. 
 m., ph. d., President. 
 
 Florida: State Agricultural College, Lake City . 262 
 
 Four Courses of five years each lead to Degrees in Agriculture, Science 
 and Classics, Mechanical Engineering, and Civil Engineering—Draw¬ 
 ing is required during the whole course of Mechanical Engineering, 
 for three years in Civil Engineering and one year in the Course in 
 Agriculture—Special importance seems to be given to the Military 
 organization of the college — There is a Preparatory Department with 
 a. course of two years — College established in 1884 — Greatly aided 
 by its one-half share of the supplemental appropriation made by 
 Congress to the Land Grant Colleges — The sum given to Florida is 
 divided between this College and the Colored Normal School at 
 Tallahassee—Location at Lake City described—Course in .manual 
 training given in detail — Catalogue of 1891-92 gives a total attend¬ 
 ance of 107 students—The Faculty comprises 9 Professors and Instruc¬ 
 tors— F. L. Kern, a. m. , President. 
 
 Georgia: State College of Agriculture and Mechanic Arts of the 
 
 University of Georgia, Athens . 266 
 
 The University includes four branch Agricultural Colleges, situated in 
 different localities — Drawing taught in the several departments of 
 the State College — The Faculty comprises 9 Professors—P. A. Will, 
 d. d. , ll. d. , is President—The School of Technology at Atlanta opened 
 as a new department of the University in 1888 — This school was 
 opened with great eclat and the occasion celebrated by public meet- 
 
PRELIMINARY WORDS. 
 
 235 
 
 Page. 
 
 ings addressed by distinguished orators — Inaugural address by 
 Superintendent Milton P. Higgins, outlining the proposed course of 
 training to be given in this new School of Technology — Extracts 
 from addresses by Dr. Hopkins, President of the school, and by Hon. 
 
 N. E. Harris, of the State Commission— Extracts from the Catalogue 
 reciting the origin, plan, equipment, and courses of instruction of this 
 new school — Drawing and workshop practice made prominent — 
 Catalogue of 1889-90 gives enrollment of 145 students — The Faculty 
 comprises 8 Professors — There are 4 foremen of the shops — Isaac 
 H. Hopkins, ph.d., d. d., is the President. 
 
 Illinois : The University of, at Urbana—Post-Office Address, “ Cham¬ 
 paign, Illinois . 276 
 
 Opened in 1868 —Opened to women students in 1871 — Gallery of Fine 
 Arts established by President Gregory in 1874—The University com¬ 
 prises four colleges subdivided into ten “schools” — There are two 
 additional “ schools ” in “Military Science ” and in “Art and Design,” 
 also a “Graduate School” — Drawing is taught through all the 
 courses in the Schools of Engineering and in the School of Art and 
 Design; it also finds a prominent place in the courses of the other 
 schools—The Catalogue of 1881-82 gives an attendance of 352 stu¬ 
 dents ; 32 of these were women — In 1891-92, 583 students are reg¬ 
 istered; of these 89 are women — The Faculty comprises 35 Pro- , 
 fessors and 16 Instructors and Assistants—Professor Thomas Jona¬ 
 than Burrill, m. a., ph.d., is Acting Regent. 
 
 INTRODUCTORY. 
 
 As has already been stated in the last chapter, which introduces 
 these abstracts, there is no intention of giving here any full descrip¬ 
 tion of the resources of, or courses of study in, these Educational 
 Institutions; because, first, much of this information has already 
 been given in the Special Report on “Industrial Education in the 
 United States,” issued by this Bureau in 1883; and, secondly, be¬ 
 cause such details are, also, readily accessible in the official Cata¬ 
 logues and other publications of the Colleges themselves. * 
 
 The reasons for including in the present Report such abstracts as 
 are here given were also stated. In retaining these abstracts pre¬ 
 pared ten years ago, while adding those taken in 1893, from the 
 latest Catalogues then at the command of the Editor, there is the 
 purpose of showing, by the opportunity thus given for comparison, 
 the growth and the tendency of the development of the study of 
 Drawing in its industrial applications; as well as in its relations to 
 thorough courses of Educational training in Science. 
 
 What has been the progress in each institution in developing this 
 study of Drawing during the past decade, and what is the general 
 result, taking these institutions “ en masse?” Such comparisons, by 
 .their interest and importance, seem to justify the added space required. 
 
 * Those interested in comparing the courses of study in different colleges will find 
 a valuable compilation of such courses in the Annual Report of the Commissioner 
 of Education for 1888-’89. See pages 1224-1361 of that report. A brief table of 
 Public Schools in which manual training is given follows. See pages 1362-1367 of 
 same report. 
 
236 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Nothing as to the relative importance and rank of the several 
 schools can he properly inferred from their order as given in these 
 pages; since the arrangement follows that of the names of the States 
 in which they are situated and is purely alphabetical. Neither has the 
 relative space given to any institution, any bearing whatever upon 
 the question of its ranking importance, as the space given is largely 
 accidental; sometimes one feature of a school, and sometimes 
 another, will be treated in a fuller or briefer manner, as this or 
 that point seems more or less desirable to be shown; or, as it may 
 happen to have been brought out in the Catalogues themselves. These 
 statements are made because, formerly, in some cases, it has been 
 erroneously thought that an expression of the relative importance of 
 an Institution was thus intended; it is desired hereby, expressly to 
 disclaim any such design. 
 
 Alabama: State Agricultural And Mechanical College: 
 
 Alabama Polytechnic Institute. 
 
 , The State Agricultural and Mechanical College of Alabama is situ¬ 
 ated at Auburn, Alabama. 
 
 In this institution there are four regular courses for which Degrees 
 are granted. These are 1st the Course in Agriculture with the 
 Degree of Bachelor of Scientific Agriculture. 2nd. The course in 
 Engineering, including the two departments of Civil Engineering 
 with the degree of Bachelor of Civil Engineering, and that of Mining 
 Engineering, with the degree of Bachelor of Mining Engineering. 
 3d. The course in Literature, with the degree of Bachelor of Arts 
 and 4th. The course in science, with the degree of Bachelor of 
 Science. Each course is of four years; for the first two years the 
 studies in all the courses are the same; all students except those in 
 the course in Literature may, however, elect to study the modern 
 instead of the ancient languages. At the end of the 2nd year, the 
 student elects the Regular Degree course he will attend. Drawing 
 is studied by all students during the first two years except by those 
 in the Course in Literature, who are not required to take it. In the 
 course in Engineering alone it is obligatory through the whole four 
 years. 
 
 In Civil Engineering, ‘ ‘ This Course extends the Scientific Course in applied mathe¬ 
 matics, embraces full instruction in regard to the construction of common roads, 
 pikes, railroads, bridges, canals, improvements of rivers, harbors, &c.” * * * 
 
 “ The Course in Drawing extends through four years. During the first year the 
 students practice linear and freehand drawing. In the second year the elementary 
 principles of instrument drawing, embracing a course of orthographic and isomet- 
 rical projections, shades and shadows, structural drawing and topographical de¬ 
 lineation, are taught. This course is obligatory on the students of all the Courses, 
 except the Courses in Literature. 
 
 During the third and fourth years, instruction in drawing is obligatory only on 
 the students in Civil Engineering. In the former year the system of instruction 
 embraces orthographic projections, isometric drawing, shades, and shadows, tinting 
 
ALABAMA AGRICULTURAL COLLEGE. 
 
 237 
 
 in India ink and colors, the practice of drawing in sketches of tools, the finished 
 work of mechanics, bridges and other structures. In the last, or fourth year of 
 the Course in Engineering, the students are taught perspective. They then cease 
 to draw for mere practice, and use their graphical skill in machine construction, in 
 making drawings of works visited in excursions to mines, furnaces, water, gas 
 and railway structures. Plans, profiles, and sections of railroad surveys complete 
 the course. 
 
 Drawing Instruments. —The instruments used at the College are the Swiss, which 
 are preferred for their general excellence and moderate cost. The instruments, 
 with the materials for geometrical and topographical drawing, cost from ten to 
 twenty-five dollars. The student is advised to defer his purchases of drawing in¬ 
 struments and material until he comes to the College, when he will have the ad¬ 
 vantage of procuring them under the direction of the Professor of Drawing. 
 
 The Drawing Room is fitted up with all necessary arrangements. A full set of 
 geometrical models is provided. A large number of photographs, lithographs and 
 manuscript drawings—English, German and French—have been imported. They 
 illustrate the following subjects: General Descriptive Geometry, Linear Perspec¬ 
 tive, Shades, Shadows, and Reflections, Masonry and Stone Cutting, Girders and 
 Trusses of Wood and Iron ; Furnaces, Boilers, Railroad Shops, Depots, Offices, 
 Machines, and their details, shown in the conventional colors used in France and 
 Germany. 
 
 A selection of portfolios in landscape, figures and classic subjects, and casts from 
 the gallery of the Louvre in Paris, is calculated to meet the wants of students desir¬ 
 ing to pursue a full course in freehand drawing.” 
 
 The attention given to drawing is shown by the following schedule 
 of studies and weekly recitations. The figures indicate the number 
 of weekly recitations. 
 
 First Term—2 Linear Drawing—Second Term—2 Freehand Drawing: Third Class. 
 First and Second Term—2 Topographical Drawing. Course in Civil Engineering. 
 First Term—5 Bridge Drawing. Second Term—5 Sketches of Tools, of the Com¬ 
 ponent Parts of Machines, and of Bridges and other Structures. In the 1st Class. 
 First and Second Term—10 Plans, Profiles, and Sections of Railroad Surveys— 
 Course in Mining Engineering—Second Class. First and Second Terms—2 Sketches 
 of Tools, and Component Parts of Machines. 
 
 The following Text Books are used in the 1st Class. Davidson’s 
 Linear Drawing, White’s Art Studies. 2nd Class. Davidson’s Pro¬ 
 jections and Model Drawing. 3d Class. Smith’s Linear Perspec¬ 
 tive. 4th Class. Mahan’s Industrial Drawing. 5th Class. Smith’s 
 and Enthoffer’s Topography, Warren’s Machine Drawing. Church’s 
 Descriptive Geometry and Shades and Shadows. 
 
 The catalogue of 1880-81, gives a total of 182 students in attend¬ 
 ance. 
 
 The following summary taken from the annual catalogue for the 
 year 1891-92,* will serve to show something of the development of 
 the college during the ten years that have elapsed since the foregoing 
 account was abstracted from the catalogue of 1881-82. 
 
 The direction of this development may readily he infered from 
 the fact that the title “Alabama Polytechnic Institute” has been 
 
 * Catalogue of the State Agricultural and Mechanical College, Alabama Poly¬ 
 technic Institute, 1891-92. Auburn, Alabama.—Montgomery, Alabama: Brown 
 Printing Co., Printers, Binders and Stationers. 1892. Pp. 88. 
 
238 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 added to the former one of the “ Agricultural and Mechanical Col¬ 
 lege.” The present catalogue is a handsome pamphlet of 88 pages 
 illustrated with views and plans of the buildings, the following gen¬ 
 eral statement prefaces the account of the several departments. 
 
 An agricultural experiment station has also been established in 
 connection with this college and a weather Bureau for Alabama, by 
 which the relation of this Educational Institution to the farming 
 interests of the citizens of the State is still further emphasized. 
 
 CIVIL ENGINEERING AND DRAWING. 
 
 Prof. Lane. 
 
 CIVIL ENGINEERING. 
 
 The special studies of this department begin in the Junior class, and require a 
 good knowledge of Algebra, Geometry, Trigonometry and Analytical Mechanics. 
 They are as follows: 
 
 Junior Class.—Simple, compound, reversed and parabolic curves, turnouts and 
 crossings, leveling, gradients, setting stope stakes, location and construction of 
 common roads and railroads. 
 
 Senior Class.—Classification, appearances, defects, reasoning, durability and pre¬ 
 servation of timber; classification and description of natural building stones; 
 bricks and concretes; cast and wrought iron, steel and other metals; limes, cements, 
 mortars and their manufactures; paints and other preservatives; classification of 
 strains and a general mathematical discussion of the same; joints and fastenings; 
 solid and open built beams; classification, construction and mechanics of masonry; 
 foundations on land and in water; bridges and roofs of different kinds; their con¬ 
 struction and strains determined mathematically and graphically; common roads, 
 their coverings, location and construction; location and construction of railroads; 
 navigable, irrigation, and drainage canals; river and sea-coast improvements. 
 Theory and practice are combined in both classes. 
 
 TEXT BOOKS. 
 
 Junior Class.—Henck’s Field Book for Railway Engineers, Gillespie’s Roads and 
 Railroads, Parson’s Track. 
 
 Senior Class.—Wheeler’s Civil Engineering. Von Ott’s Graphic Statics. 
 
 DRAWING. 
 
 All the students of the Freshman and Sophomore classes are required to take 
 Drawing; but only the students in Mechanics and Engineering in the Junior and 
 Senior classes. 
 
 The Freshman class is taught linear and free-hand drawing. The Sophomore 
 class is instructed in the principles of orthographic and isometric projections, shade 
 and shadows, perspective and tinting. In the Junior class the instruction embraces 
 a more extended course in orthographic and isometric drawing, perspective, 
 shades and shadows and tinting; also sketches of tools and machines, plans, eleva¬ 
 tions and cross-sections of buildings and blue prints. The Senior class make topo¬ 
 graphical drawings and drawings of machines, roofs, bridges, etc., to different 
 scales, and blue prints. Plans, profiles and sections of railroad surveys complete 
 the instruction in this department. 
 
 TEXT-BOOKS. 
 
 Freshman Class.—Hitchener’s Geometrical Note Book, Thorne’s Junior Class in 
 Mechanical Drawing, and Davidson’s Model Drawing. 
 
 Sophomore Class.—Projections, Davidson’s Practical Perspective, Keuffel & 
 Esser’s Alphabet. 
 
ALABAMA MECHANICAL COLLEGE. 
 
 239 
 
 Junior Class.—Davidson’s Building Construction, Davidson’s Drawing for 
 Mechanics and Engineers, Plates belonging to the College, Keuffel & Esser’s 
 Alphabet. 
 
 Senior Class.—French, English and American Plates belonging to the College, 
 Keuffel & Esser’s Alphabet.” 
 
 The Faculty and Officers of the College proper, number 31, includ¬ 
 ing 13 “Assistant Instructors.” The whole number of students is 
 given as 255, of these 30 are in the “ Sub-Freshman” class and 11 are 
 “Graduates.” 193 take Drawing, 152 Mechanic Arts, 35 Civil Engi¬ 
 neering, 13 Electrical Engineering and 117 Agriculture. All the 
 225 students in the College classes, take English. Wm. Le Roy 
 Brown, m. a., ll. d., is the President. 
 
 Arkansas Industrial University. 
 
 The Arkansas Industrial University is situated at Fayetteville; 
 Washington Co., Arkansas. A largely attended preparatory Depart¬ 
 ment is connected with the University. The pupils in this Depart¬ 
 ment in 1880-81 numbered 306, in the college proper there were 120. 
 Eight classes of Degrees are conferred by the University; Bachelor 
 of Arts, Bachelor of Science, Bachelor of Agriculture, Bachelor of 
 Letters, Civil or Mining Engineer, etc. 
 
 Map drawing is taught in the preparatory department and Di*aw- 
 ing is one of the studies required of the pupils fitting to enter the 
 Scientific, Engineering, or Agricultural Departments of the Univer¬ 
 sity. 
 
 The catalogue for the year ending June, 1881, shows no agricul¬ 
 tural, scientific or engineering students in the Senior class of 9, one 
 agricultural and no scientific or engineering students in the Junior 
 Class of 23, one scientific, three engineering and no agricultural stu¬ 
 dents in the Sophomore class of 40 and two engineering and eight 
 ‘English Course/no scientific and no agricultural students in the 
 Freshman class of 48. In the Freshman class drawing is taught in 
 the ‘English Course’ for the first two terms. 
 
 This gives a total of 15 students in four college classes who, ac¬ 
 cording to the schedule of studies, are taught drawing; of these 
 there were none in the Senior class, one, in the Junior, four, in the 
 Sophomore, and ten in the Freshman class ; five only, are pupils in 
 Engineering. — 
 
 In' the tabulated courses of study Drawing is required during the 
 first two terms of Freshman year, in the five courses of “ Agricul¬ 
 tural,” “Mining Engineering,” “Civil Engineering,” “Scientific,” 
 and “English.” The third term, only pupils in Agricultural and 
 Engineering take drawing. The term “ Drawing” does not appear 
 in any of the courses for the three last years of the college course; but 
 is included under “Applied Mathematics.” The following extracts 
 are from the announcement of the course of Applied Mathematics. 
 
 For students wishing to pursue the Engineering Course, a course of special 
 
240 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 training in English, French, German, Elementary Mathematics and Drawing has 
 been provided, embracing two years in the Preparatory Department, and the first 
 year in Collegiate department. 
 
 The School of Applied Mathematics is designed as the basis of the course in Civil 
 Engineering and Mining Engineering. The work proper begins with the first term 
 of the second or Sophomore year, and embraces a three years’ course in the appli¬ 
 cations of Pure Mathematics to the solutions of such problems as are constantly 
 presented to the practical engineer. 
 
 ARCHES, BRIDGES, ROOFS. 
 
 The general principles of the arch and its modifications are given, together 
 with the calculations of its strength. The various kinds of bridges are discussed. 
 Particular attention is paid to the forms of truss used in the construction of roofs. 
 Students make the working drawings for different construction, and calculate the 
 stability required in the various parts. 
 
 ARCHITECTURE. 
 
 This subject is devoted to the consideration of the different ancient orders and 
 their modifications, with a brief history of the same. Special attention is given 
 to the modern styles of public and private buildings. Plans, elevations and per¬ 
 spective drawings of various kinds of buildings are made by students. 
 
 DRAWING. 
 
 In this course the use of drafting instruments is taught, and the student is gradu¬ 
 ally led from the representation of simple objects to those more complex in form. 
 Students in the course of civil engineering pursue this branch throughout the entire 
 three years; for those in Mining Engineering the subject is not carried to the same 
 extent. But in both courses it is as far as possible made parallel with the above 
 mentioned branches. Each student is required to execute for himself such draw¬ 
 ings as serve to impress the principles taught under the different subjects. 
 
 A commodious drawing room has been fitted up with the most approved style of 
 furniture. But each student has to provide himself with suitable drafting instru¬ 
 ments. The cost of such a set will be about fifteen dollars. 
 
 The catalogue for the year ending September 2nd, 1889,* is the 
 latest at hand ; from this it appears that new buildings have been 
 added and the facilities of the University largely increased. 
 
 The statement is made that the “ General Assembly,” by act ap¬ 
 proved March 30th, 1887, gave liberal appropriations for strengthen¬ 
 ing the Agricultural and Mechanical Departments of the University, 
 and directed that all State “beneficiaries” should pursue one of these 
 courses. Ample provisions are made for full courses in Manual 
 Training, evidently a new departure. One thousand students, called 
 “beneficiaries,” are entitled to be sent by the counties to the Univer¬ 
 sity; these are distributed pro rata among the counties. In case a 
 county fails to send its quota, the Governor of the State may fill 
 vacancies. 
 
 * Seventeenth Catalogue of the Arkansas Industrial University, Fayetteville, 
 Washington Co, Ark., for the year ending September 2, 1889, and announcement 
 for 1889-90. 1889: Woodruff Printing Co., Little Rock, Ark., Pp. 117. Illustrated. 
 
ARKANSAS INDUSTRIAL UNIVERSITY. 241 
 
 The following is the account of the Buildings, full page views of 
 which are given: 
 
 UNIVERSITY BUILDINGS. 
 
 The main University building is a magnificent structure of brick, three stories in 
 height, with a stone basement and mansard roof. It occupies three sides of a 
 quadrangle, and has a frontage of 214 feet. 
 
 In the north wing are situated the Chapel on the first floor, the Library on the 
 second, and the Engineering Drawing Room on the third; in the south wing, the 
 Preparatory Hall on the first floor, the College Hall and Drafting Room on the 
 second, and the Museum on the third. 
 
 The main front of the building is divided into offices, recitation rooms, and labora¬ 
 tories. The offices of the President and the Commandant, and the rooms of the 
 Preparatory and Musical departments are on the first floor, the Departments of 
 Mathematics, Engineering and Physics, Ancient and Modern Languages, and 
 Pedagogics, have convenient rooms on the second floor, while the Departments of 
 Agriculture and Chemistry and Biology and Geology, are accommodated on the 
 third floor. Above, on the fourth floor, are the commodious and well-furnished 
 halls of the Literary societies. 
 
 This building covers an area of 26,108 square feet, and contains seventy rooms, 
 together with broad corridors and ample stairways. As a safeguard against fire, 
 and to insure uniform temperature, the entire building is heated throughout by 
 steam. 
 
 The new Dormitory, in accordance with legislative enactment, was erected by 
 the Board of Trustees in 1887, and opened to the use of students in the Spring of 
 1888. 
 
 It is a substantial brick building three stories high, containing over forty rooms. 
 In finish and appearance, both externally and internally, it is a model structure. 
 The rooms are large, airy, well ventilated and lighted, and open into broad corri¬ 
 dors extending lengthwise through the building. The entrances are five in num¬ 
 ber, three in front, which open upon a broad veranda, and two in the rear. As to 
 location and drainage, every precaution has been taken to insure good health to its 
 occupants. That proper care may be exercised a member of the teaching body 
 resides here with his family, and the University Faculty make a regular tour of 
 inspection. In this building the electric light has been substituted for kerosene 
 lamps, and a source of danger is thus eliminated. 
 
 The building of the Agricultural Experiment Station is of brick, one story in 
 height. It contains the office of the Director, the apartments of the Chemist, Hor¬ 
 ticulturist, Veterinarian and Entomologist, together with a commodious Chemical 
 Laboratory, Weighing-Room and Store-Rooms. 
 
 The new Shop Building was erected in the Spring of 1889. It is of wood and 
 iron, 170 feet long, 40 feet wide, and one story in height, with ample light and ven¬ 
 tilation. The Wood-Room is 40 x 60 feet in size, the Metal-Room 40 x 40 feet, the 
 Forge-Room 40 x 25 feet, and the Foundry 40 x 45 feet. 
 
 Connected with the Department of Agriculture is a large Barn, Stock-Shed, Dairy- 
 House, Fruit-House, and other necessary outbuildings. 
 
 In the summary of the number of students in the various courses 
 a total attendance of 529 is recorded. A large proportion of these 
 are in the Preparatory Department. The “A” class numbering 148; 
 the “B” class 136; “Irregulars not classified,” 13; “Musical,” 25; the 
 “ sub-Freshman-class of 1893” number 118; giving a total in the 
 Preparatory Department of 442. 
 
 In the college proper there are 49 “ Freshman-class of 1892”; 20 
 ART—VOL 4-16 
 
242 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 “Sophomores”; 9 “Juniors”; 7 “Seniors”, “Class of 1889”; and 2 
 Post Graduate students. A total of 87 students. 
 
 There is here noticeable a steady diminishing ratio of attendance 
 from the large number in the primary preparatory class, to that of 
 the two Post Graduates. 
 
 The studies taken, show a marked change from those given in the 
 catalogue for 1881, since, among the 9 seniors of that year, there were 
 none who took either the courses in Agriculture, Science or Civil 
 Engineering; while there are, among the 7 Seniors of the class of 1889, 
 three studying for the Degree of Bachelor of Science and two for 
 that of Civil Engineering. Among the 9 Juniors, class of 1890, 
 there are two studying for the degree of Bachelor of Science and four 
 for that of Civil Engineering. 
 
 Of the 20 Sophomores, class of 1891, two take the course in science 
 and six in civil engineering. Of the 49 Freshmen, nine take the 
 course in science, nine in civil engineering, three in mechanical 
 engineering, and two in scientific agriculture. The remaining stu¬ 
 dents are scattered among the courses for the eight different degrees 
 offered by the college. 
 
 In all the “ courses ” the afternoons are given to “ practical exer¬ 
 cises,” and among these, “ Drawing” and “ Military Drilling,” are 
 features of every course. 
 
 The following is the announcement of the Department whose 
 studies include of necessity Drawing and Manual Training. 
 
 “ Department of 
 Mechanic Arts and Engineering. 
 
 J. M. Whitham, Professor. 
 
 W. E. Anderson, Adjunct Professor. 
 
 G. P. Eustace, Instructor in Metal Work. 
 
 A. C. Hoag, Instructor in Wood Work. 
 
 R. F. Beardsley, Instructor in Forge Foundry. 
 
 A. G. Taff, Instructor in Field Engineering. 
 
 Courses of instruction are offered in 
 
 1. Manual Training. 
 
 2. Mechanical Engineering. 
 
 3. Civil Engineering. 
 
 1. course in manual training. 
 
 The course in Manual Training, covering four years, is intended to prepare young 
 men to obtain employment in the machine shop, forge and foundry, and at the 
 wood-worker’s bench. It replaces the old apprenticeship system, and, at the same 
 time, gives the youth instruction in English, mathematics, science, drawing, the 
 principles of mechanism and steam engineering. The recent growth of Manual 
 Training Schools, not only here, but in Europe, is phenomenal. The apprentice¬ 
 ship system is now practically obsolete ; hence the need of Manual Training Schools. 
 The only opportunity offered to the youth of the State to obtain this instruction is 
 given here. 
 
 Theoretical instruction given in the morning is indicated on page 35. That of 
 the afternoon consists of practice for five hours a week in drawing, and ten hours 
 in the training shops. 
 
MANUAL TRAINING WORK-SHOPS, 
 
 243 
 
 TABLE SHOWING THE DISTRIBUTION OF TIME IN HOURS IN THE MANUAL TRAINING 
 
 COURSE.' 
 
 Subjects. 
 
 Class. 
 
 Total Hours. 
 
 A. 
 
 Sub- 
 
 Freshman. 
 
 Freshman. 
 
 Sopho¬ 
 
 more. 
 
 English History, etc. 
 
 390 
 
 247 
 
 130 
 
 86* 
 
 853* 
 
 Science. 
 
 
 143 
 
 130 
 
 86* 
 
 359* 
 
 Pure Mathematics. 
 
 130 
 
 130 
 
 130 
 
 130 
 
 520' 
 
 Applied Mathematics. 
 
 
 
 130 
 
 216* 
 
 346* 
 
 Shop Work. 
 
 390 
 
 390 
 
 390 
 
 346* 
 
 1516* 
 
 
 195 
 
 195 
 
 
 
 390 
 
 
 
 195 
 
 195 
 
 390 
 
 
 
 
 
 43i 
 
 43* 
 
 
 
 
 
 Total Theoretical Work. . 
 
 520 
 
 520 
 
 520 
 
 520 
 
 2089 
 
 Total Practical Work. 
 
 585 
 
 585 
 
 585 
 
 585 
 
 2340 
 
 Total Work. 
 
 1105 
 
 1105 
 
 1105 
 
 1105 
 
 4420 
 
 The subjects taught in the Training Shops are—1, carpentry and joinery; 2, wood 
 turning; 3, cabinet making and practical carpentry ; 4, pattern making; 5, foundry 
 work; 6, forging; 7, metal fitting; 8, machine tool work; 9, care of steam ma¬ 
 chinery. The distribution of these subjects throughout the four years is shown in 
 the following: 
 
 SCHEME SHOWING COURSE OF SYSTEMATIC INSTRUCTION IN WORK-SHOPS. 
 
 Class. 
 
 Section. 
 
 First term. 
 
 Second term. 
 
 Third term. 
 
 
 A 
 
 Principles of Carpentry 
 
 and Joinery. 
 
 Wood Turning, * term. 
 
 Practical Cabinet and 
 
 Carpentry Work. 
 
 Practical Cabinet and 
 
 Carpentry Work. 
 
 A 
 
 B 
 
 Wood Turning, * term. 
 Principles of Carpentry 
 
 and Joinery, * term. 
 
 Principles of Carpentry 
 
 and Joinery, * term. 
 Practical Cabinet and 
 
 Carpentry Work. 
 
 Practical Cabinet and 
 
 Carpentry Work. 
 
 
 C 
 
 Principles of Carpentry 
 
 and Joinery, * term. 
 Wood Turning. 
 
 Principles of Carpentry 
 
 and Joinery, * term. 
 Practical Cabinet and 
 
 Carpentry Work. 
 
 Practical Cabinet and 
 
 Carpentry Work. 
 
 | 
 
 A 
 
 Forging. 
 
 Forging, * term. 
 
 Foundry Work, * term. 
 
 Foundry Work. 
 
 I 
 
 3 
 
 B 
 
 Foundry Work. 
 
 Foundry Work, * term. 
 
 Forging, * term. 
 
 Forging. 
 
 a 
 
 A 
 
 Foundry Work. 
 
 Pattern Making. 
 
 Metal Fitting. 
 
 s 
 
 .c 
 
 9 
 
 B 
 
 Metal Fitting. 
 
 Foundry Work. 
 
 Pattern Making. 
 
 fa 
 
 C 
 
 Pattern Making. 
 
 Metal Fitting. 
 
 Foundry Work. 
 
 6 . 
 ■at 
 
 o g 
 00 £ 
 
 * 
 
 
 Machine Tool Work—engine 
 lathe, planers, drilling ma¬ 
 chine, milling machine, etc. 
 
 Machine Tool Work—engine 
 lathe, planers, drilling ma¬ 
 chine, milling machine, etc. 
 
 Machine Tool Work—en¬ 
 gine lathe, planers, 
 drilling machine, mill¬ 
 ing machine, etc. 
 
 * One student from this class is with engine and boiler. 
 
 Junior and senior students have an advanced course in the various shops. 
 
244 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 EQUIPMENTS OF THE MANUAL TRAINING SHOPS. 
 
 The Training Shops are located in a new building, and are conveniently ar¬ 
 ranged and well equipped. There are four principal shops, viz : The Wood-work¬ 
 ing, Foundry and Molding, the Forging and the Machine Shops ; also, there are 
 other rooms auxiliary to these, as the Engine and Boiler-Rooms, the Tool-Room, 
 Cloaking Room, Finishing Room, and Supply Rooms. In equipping these shops, 
 those institutions of a similar nature were studied, compared and improved upon 
 as much as circumstances would permit. 
 
 The Wood-Working Shop is equipped with eighteen well appointed work 
 benches with tools, seven turning lathes, one double circular saw, one scroll saw, 
 one band saw, one reversible shaping machine, one planing machine, and one steam 
 glue heater. 
 
 The Equipments of the Forging Shop at present consist of nine forges of the most 
 improved design, nine anvils, and nine set of tools, consisting of hand-hammer, 
 tongs, calipers, steel rule, steel square, hot and cold cutters, file, flatter, fullers, 
 swages, punches, heading tools, etc. The forges are supplied with power blast, a 
 No. 6 Buffalo blower serving for this purpose. This shop has, also, a double em¬ 
 ery grinder. 
 
 The Moulding-Room and Foundry are equipped with a Collan cupola which will 
 melt from 200 pounds to one ton of iron at once, one brass furnace, nine sand 
 troughs and moulders’ benches combined, nine sets of moulders’ tools, consisting 
 of heart and square trowel, slickers, rammers, riddle, flask, swab, water pot, shovel, 
 lifters, drawer, spikes, etc., six ladles from 100 to 5 pounds capacity, an assortment 
 of flasks, and other necessaries for a complete foundry. 
 
 The Equipments of the Machine Shop are thirteen work benches with vises, sets 
 of tools and closets, one twelve-inch engine lathe, three fourteen-inch engine lathes, 
 one nineteen-inch lathe, one speed lathe, one planer, 24x24x72 inches, one planer 
 lOx 10 x 24 inches, one Universal milling machine (B. & S.), one double-wheel emery 
 grinding machine, one drill press, one grinding stone, and chucks and other ap¬ 
 pliances for use on the lathes, planer, etc. Each machine has its distinct set of 
 tools. This shop is well equipped with hammers, steel rules, steel squares, spring 
 dividers, chisels, twist drills, taps, tap wrenches, die stocks, reamers, pipe dies, 
 files of all sizes and shapes, wrenches, arbors, lathe-dogs, squares, scales, cali¬ 
 pers, (inside and outside), machine and hand-cutting tools, a surface gauge, a Victor 
 micrometer caliper, a protractor, and many other tools. The machinery is driven 
 by a 25 horse-power Westinghouse engine. 
 
 CAPACITY OF THE SHOPS. 
 
 Fifty students can be accommodated in the shops at one time, divided among 
 the rooms as follows: 
 
 Wood-working Room... 
 
 Metal-working Room_ 
 
 Forging-Room. 
 
 Foundry. 
 
 Tool-Room. 
 
 Engine and Boiler-Room 
 
 24 
 
 18 
 
 9 
 
 9 
 
 1 
 
 1 
 
 The Boiler-Room contains two horizontal fire tubular boilers set in brick work, 
 aggregating 65 horse-power. These are used for heating the main building and 
 running the shops. This room also contains a pressure-reducing valve, an auto¬ 
 matic heater-trap and governor, Blake pump, gauges and other necessary appli¬ 
 ances. 
 
COURSES IN ENGINEERING. 
 
 245 
 
 n.—COURSE IN MECHANICAL ENGINEERING. 
 
 Mechanical Engineering may be defined as being the application of mathematics 
 to Science, with particular reference to the design and fabrication of all forms of 
 machinery. Since engineering is the combined science and art of utilizing the 
 forces and materials of nature, and since this utilization is accomplished in nearly 
 all cases by machines, or by processes working through machines, it is evident that 
 mechanical engineering is the basis of all art and industry. 
 
 The course of study is published on page 37. It is based on the belief that a me¬ 
 chanical engineer should be a mathematician, a scientist, a draughtsman and a 
 mechanic. The course extends over six years, and consists of 3,120 hours de¬ 
 voted to theoretical, and 3,510 hours to practical instruction. The distribution of 
 time among the several branches, both theoretical and practical, is shown in the 
 following: 
 
 TABLE SHOWING DISTRIBUTION OF TIME IN HOURS IN THE MECHANICAL ENGINEER 
 
 ING COURSE. 
 
 Subjects. 
 
 Class. 
 
 Total Hours. 
 
 A. 
 
 Sub- 
 
 Fresh¬ 
 
 man. 
 
 Fresh¬ 
 
 man. 
 
 Sopho¬ 
 
 more. 
 
 Junior. 
 
 Senior. 
 
 English History, etc. 
 
 390 
 
 247 
 
 143 
 
 130 
 
 130 
 
 130 
 
 130 
 
 130 
 
 390 
 
 195 
 
 861 
 
 173* 
 
 130 
 
 130 
 
 303* 
 
 195 
 
 86f 
 
 
 
 853* 
 
 663 
 
 650 
 
 953* 
 
 1906* 
 
 1072* 
 
 86* 
 
 444* 
 
 Science.". 
 
 130 
 
 130 
 
 268 
 
 43* 
 
 97* 
 
 86* 
 
 Pure Mathematics. 
 
 130 
 
 Engineering Studies. 
 
 433* 
 
 390 
 
 195 
 
 Shop Work .. 
 
 390 
 
 195 
 
 390 
 
 195 
 
 
 Surveying, Practice. 
 
 Laboratory Work. 
 
 
 
 
 444* 
 
 
 Theoretical Work. 
 
 
 
 
 
 
 520 
 
 520 
 
 520 
 
 520 
 
 520 
 
 520 
 
 3120 
 
 Practical Work. 
 
 585 
 
 585 
 
 585 
 
 585 
 
 585 
 
 585 
 
 3510 
 
 Total Work. 
 
 1105 
 
 1105 
 
 1105 
 
 1105 
 
 1105 
 
 1105 
 
 6630 
 
 
 In addition to the above, students may take French and German as elective 
 studies. 
 
 The courses in Mechanical and Civil Engineering differ only in the work of the 
 Junior and Senior years. Even during these years many subjects are included in 
 both. 
 
 HI.— COURSE IN CIVIL ENGINEERING. 
 
 Civil Engineering, as here understood, embraces the location and construction of 
 railroads, canals, waterworks, sewerage systems, foundations on land and in 
 water, tunnels and superstructures; the surveys, improvements and defenses of 
 coasts, harbors, rivers and lakes; the application of mechanics, descriptive geome¬ 
 try and graphics to the design and construction of arch bridges, roofs, trusses and 
 suspension bridges; the design and fabrication of wind, hydraulic and electric 
 motors, and air and heat engines; irrigation and drainage of lands; and the prepa¬ 
 ration of forms of specifications and contracts. 
 
 The course of study, published on page 39, is believed to compare favorably with 
 that in many of the older institutions of technology. It is decidedly a practical 
 course, and the graduate is well equipped for the duties of an engineer. He is, 
 
246 EDUCATION" IN THE INDUSTRIAL AND FINE ARTS. 
 
 also, an excellent draughtsman and mechanic. The time in hours devoted to 
 heoretical and practical instruction is shown in the following: 
 
 TABLE SHOWING DISTRIBUTION OF TIME IN HOURS DEVOTED TO STUDIES IN THE 
 
 CIVIL ENGINEERING COURSE. 
 
 Subjects. 
 
 A. 
 
 Sub- 
 
 Fresh¬ 
 
 man. 
 
 Cl£ 
 
 Fresh 
 
 man. 
 
 tss. 
 
 Sopho¬ 
 
 more. 
 
 Junior. 
 
 Senior. 
 
 Total Hours. 
 
 
 390 
 
 247 
 
 130 
 
 86$ 
 
 
 
 853$ 
 
 
 
 143 
 
 130 
 
 173$ 
 
 216$ 
 
 86$ 
 
 749$ 
 
 
 130 
 
 130 
 
 130 
 
 130’ 
 
 130" 
 
 650 
 
 
 
 
 130 
 
 130 
 
 173$ 
 
 433$ 
 
 866$ 
 
 
 390 
 
 390 
 
 390 
 
 260 
 
 260' 
 
 1690' 
 
 Drawing. 
 
 195 
 
 195 
 
 195 
 
 195 
 
 65 
 
 195 
 
 1040 
 
 
 
 
 
 130 
 
 216$ 
 
 130 
 
 476$ 
 
 
 
 
 
 
 303$ 
 
 
 303$ 
 
 
 
 
 
 
 
 Total Theoretical Work. 
 
 520 
 
 520 
 
 520 
 
 520 
 
 520 
 
 620 
 
 3120 
 
 Total Practical Work. 
 
 585 
 
 585 
 
 585 
 
 585 
 
 585 
 
 585 
 
 3510 
 
 Total Work. 
 
 1105 
 
 1105 
 
 1105 
 
 1105 
 
 1105 
 
 1105 
 
 6630 
 
 In addition to me above, students may take French and German as elective 
 studies. 
 
 While these pages are in the hands of the printer the catalogue for 
 the year ending December 3rd, 1891, is received. This shows conclu¬ 
 sively that the progress noted in the catalogue of 1889 continues. 
 
 The statement is made that “the University is at the head of the 
 public educational system of the State of Arkansas.” The constant 
 effort is asserted to be to bring it in closer relations with the pub¬ 
 lic schools, and to give “ to all youth, of either sex, ample facilities 
 for acquiring a liberal education in literature, science and the indus¬ 
 trial arts, and for the professional studies.” Tuition is free except 
 in the medical college. 
 
 The organization of the University is given in detail. It consists 
 of the six “schools” at Fayetteville; these include Agriculture; 
 Mechanics Arts and Engineering; Science; Liberal Arts; The Nor¬ 
 mal School; The University High School. There are sixteen sepa¬ 
 rate “courses,” which come under one or another of these schools. 
 The “elective” system prevails with some restrictions. 
 
 The School of Medicine is situated at Little Rock. The Branch 
 Normal College, for the training of teachers for the colored public 
 schools, is at Pine Bluff. There are three “ courses ” at this school; 
 viz : Normal; Classical and Mechanical. 
 
 As already shown much attention is given to Manual Training at 
 Fayetteville. This is alike in all courses for three years; in the 
 fourth year, the instruction is specialized ; as the pupils elect either 
 to fit for some Mechanical trade; to become practical operators of 
 steam engines, or electrical plants ; or wish to become Instructors of 
 Manual Training. 
 
STATISTICS OF ATTENDANCE. 
 
 247 
 
 The total attendance at Fayetteville is 573; of these 155 are women. 
 The students in the College proper number 115.—Of these 5 are Post 
 Graduate; 10, Seniors; 12, Juniors; 28, Sophomores and 60 Fresh¬ 
 men. There are also a number of students in music, elocution, law, 
 etc. The Preparatory Department numbers 425. There are 113 stu¬ 
 dents of Medicine at Little Rock. 
 
 There are 215 pupils at the Branch Normal College at Pine Bluff. 
 
 Total number of students in the various departments of the Uni¬ 
 versity 901. 
 
 The list of “ Officers of Instruction and Government,” Professors, 
 Assistant Professors, Instructors, Librarians, etc., at Fayetteville 
 numbers 36. Edward Hunter Murfee, A. M., LL. D., President and 
 Professor of Psychology and Ethics. 
 
 University of California. 
 
 The University of California situated at Berkeley, California, in¬ 
 cludes under its “Colleges of Letters and Science” eight regular 
 courses of four years each, leading to a degree. 
 
 The Courses in Science: Agriculture, Mechanics, Mining, Engineering, and 
 Chemistry lead to the degree of Bachelor of Science, and are founded for training 
 those who wish to prepare themselves for the industrial professions. Each college 
 gives to the student a good English education, such instruction in either French or 
 German as will insure a reading power of one of the modern languages, and an 
 introduction to the principles of modern science, together with special instruction 
 preparatory to a fuller course of professional study in the particular department 
 he may choose. Neither Latin or Greek is required for these courses, but a pre¬ 
 paratory course in Latin is recommended. * * * 
 
 The Course in Mechanics is designed for students who wish to become mechani¬ 
 cal engineers or machinists (so far as they are constructors of machinery), or to 
 devote their energies to such technical and industrial pursuits as involve a knowl¬ 
 edge of machinery. 
 
 The Course in Mining is designed for students who wish to become mining or 
 metallurgical engineers, or to engage in one of the many pursuits connected with 
 the mining industries, such as the surveying and mapping of mines, the assaying 
 and working of ores, the designing and use of mining machinery, or the exploita¬ 
 tion of mines. 
 
 The Course in Engineering is designed for students who wish to adopt civil en¬ 
 gineering as a profession, and to engage in such work as the survey of lands, level¬ 
 ing, topographical engineering, triangular or geodetic surveying, the location and 
 construction of roads, railways, and canals, the designing and construction of 
 bridges of wood, iron, or stone, the building of dams, reservoirs, and systems of 
 water supply, drainage, and sewerage, and the improvement of rivers, harbors, 
 and sea coasts. 
 
 In examination for entrance to the Literary Course “Free hand 
 drawing,” is among the six studies, proficiency in any two of which, 
 in addition to eight prescribed studies, is requisite for admission. 
 It does not appear from the Register that drawing is among the re- 
 
248 EDUCATION IN THE INDUSTRIAL AND FINE ART8. 
 
 quired studies in the Literary or other courses except those of Me¬ 
 chanics and Engineering already named. 
 
 In the College of Mechanics, 
 
 Department of Drawing. 
 
 The instruction in this department is a direct application of the course especially 
 in Graphostatics as applied to the analysis of stresses in roof and bridge structures, 
 and in the designing of simple machines, water-wheels, etc. 
 
 In the College of Mining, 
 
 Mechanical Drawing and Construction. —These are made, as far as possible, an 
 application of the course in Mechanics to Mining Engineering. Instruction is 
 given in Designing Machinery and Fixed Structures for mining and metallurgical 
 work. 
 
 In the College of Civil Engineering: 
 
 Object of the College. —The object of this College is to give thorough instruction 
 in those studies which pertain to the profession of the Civil Engineer. To a very 
 considerable extent, these studies are likewise preliminary to the profession of an 
 Architect. They are also serviceable to all who wish proficiency in the applica¬ 
 tion of Mathematics and Physics. 
 
 Special Instruction in Engineering begins with the Surveying Course in the Ju¬ 
 nior year, and includes Land Surveying, Leveling, Topographical Surveying, 
 Use of the Plane Table. Road and Railroad Surveying and Construction, and com¬ 
 putations of earth-work required by excavations, tunnels, and embankments. A 
 large amount of time is allotted to practice in the field, and to the use of instru¬ 
 ments, such as the compass, level, field transit, plane table, etc., and to the work¬ 
 ing up and plotting of field notes. Topographical drawing and mapmaking are 
 taught in connection with this part of the course. During the present year an ac¬ 
 curate topographical survey has been made, by the class, of the ground immedi¬ 
 ately surrounding the University buildings. This will be mapped by them, and 
 the work continued by successive classes till the entire tract shall have been accu¬ 
 rately plotted. * * * 
 
 Journeys over the adjacent roads are made for the purpose of constructing itin¬ 
 eraries, and of measuring and estimating distances by the eye alone, or by ordinary 
 available means. Sketches will be made of the surrounding country, and direc¬ 
 tions of hill ranges, streams, etc., will be taken as the bases of reconnoissance 
 maps. * * * 
 
 Problems relating to the more difficult constructions of masonry, such as groined, 
 cloistered, askew and rampant arches, domes, and walls bounded by warped sur¬ 
 faces, etc., are solved in the engineering drafting room. 
 
 The principles and practice of framing, bridge and truss building, and of the 
 construction of estimates and working plans, are investigated; and the solution of 
 a problem in engineering, selected or approved by the Professor of Engineering, 
 terminates the under graduate course, leading to the Degree of Bachelor of Science 
 (B. S. 
 
 A practical bearing is given to the instruction of this year by the solution of in¬ 
 teresting problems connected with the subjects taught; and by visits to important 
 accessible structures, completed or in process of construction. 
 
 A post-graduate course of three years’ length embracing the higher subjects of 
 engineering study, leads to the degree of Civil Engineering (C. E.) 
 
 In the Schedule of Studies of Freshman year, drawing does not 
 appear, the time being given to Geometry and Trigonometry. In 
 Sophomore year 3 hours a week are given to 
 
DRAWING IN UNIVERSITY OF CALIFORNIA. 
 
 249 
 
 Industrial Drawing and Descriptive Geometry (3) — Practice in the use of in¬ 
 struments by means of construction of simple patterns and linear designs. De¬ 
 scriptive Geometry, and applications in construction of shades and shadows, per¬ 
 spective, etc. 
 
 In Junior year, students in the College of Mechanics, Mining and 
 Engineers take 6 hours a week in— 
 
 Industrial Drawing (6)—Topographical, railroad, and mine mapping; working 
 drawings of simple machine parts; applications of graphostatics. 
 
 The students in Mechanics also take 5 hours a week in— 
 
 Graphostatics (5)—Applications in the determination of center of gravity, mo¬ 
 ments of inertia, and stresses on structures ; lectures and drawing-room work. 
 
 In Senior year, Students in Colleges of Mechanics and of Mining 
 take 6 hours a week for first half year and students in College of 
 Engineering 9 hours a week for the whole year in 
 
 Industrial Drawing .—Applications in strength of materials and Hydraulics, 
 including designing of roofs, bridges, derricks, etc., water wheels, pumps, etc., and 
 numerous important machine parts. 
 
 Also students in Mechanics take 5 hours a week through the 
 week in “Kinematics and applications in the construction of 
 machines (5) —Lectures, and drawing-room work.” 
 
 The catalogue of 1881-’82, shows in the several courses a total at¬ 
 tendance of 224 students, among these are included 38 partial course 
 students. 
 
 From the latest Register of the University* at hand, the follow¬ 
 ing Abstracts, which show something of the scope of the under¬ 
 graduate courses, are taken. These include also the statistics of the 
 teachers and students connected with the University in all its de¬ 
 partments, and evidence its growth during the last decade. 
 
 ORGANIZATION OF INSTRUCTION. 
 
 GRADUATE COURSES. 
 
 To graduates of the University of California, or of other institutions of equal 
 grade, who may wish to pursue advanced work, general or special, every facility 
 is extended that the libraries, laboratories, and collections of the University afford. 
 So far as possible, courses of study will be framed to meet the requirements of such 
 students. These courses, with the approval of the proper authority, may be so 
 chosen by the student as to lead to a Master’s degree, to a Doctor’s degree, or to a 
 professional degree in some department of engineering. 
 
 * Register of the University of California : 1. College of Letters :—(a) Classical 
 Course, (b) Literary Course, (c) Course in Letters and Political Science. 2.—Col¬ 
 lege of Agriculture. 3.—College of Mechanics. 4.—College of Mining. 5.—Col¬ 
 lege of Civil Engineering. 6.—College of Chemistry. 7.—Lick Astronomical Depart¬ 
 ment. 8.—College of Law. 9.—Medical Department. 10.—College of Dentistry. 
 11.—College of Pharmacy. 1890-’91. Berkeley. Published by the Regents of the 
 University. 1891. Pp. 169. 
 
250 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 UNDERGRADUATE COURSES. 
 
 Eight Regular Courses of study are at present established, leading directly under 
 conditions hereinafter stated, to corresponding degrees, namely : 
 
 In charge of the Faculty of the College of Letters,— 
 
 I. The Classical Course, leading to the degree of A. B.; 
 
 II. The Literary Course, leading to the degree of B. L.; 
 
 III. The Course in Letters and Political Science, leading to the degree of Ph. B. 
 
 In charge, severally, of the respective Faculties of the five Colleges of Science,— 
 
 IV. The Course in Agriculture ; 
 
 V. The Course in Mechanics; 
 
 VI. The Course in Mining; 
 
 VII. The Course in Civil Engineering; 
 
 VIII. The Course in Chemistry; each of which leads regularly to the degree of 
 B. S. 
 
 To each of these Regular Courses there pertains an established curriculum of 
 studies, prescribed and elective, arranged in the order of four successive years, as 
 exhibited on subsequent pages of this Register. 
 
 There are permitted, in addition, Courses at Large and Partial Courses, not lead¬ 
 ing directly to any degree, but through each of which some one of the above-named 
 degrees is possibly attainable.” 
 
 Tlie following shows how the prescribed course of drawing enters 
 into the several college courses. 
 
 DRAWING. 
 
 I. Elements of Industrial Drawing. —Geometrical drawing, brush-work, let¬ 
 tering. Three hours a week during the second term. Mr. Randall. 
 
 Prescribed, Freshman year, in the College of Civil Engineering. 
 
 H. Instrumental Drawing and Descriptive Geometry. —Drawing of sim¬ 
 ple patterns, descriptive geometry, perspective, isometric projection, shade and 
 shadows, etc. Three hours a week throughout the year. Mr. Kower. 
 
 Prescribed, Sophomore year, in the College of Mechanics, Mining, Civil Engineer¬ 
 ing and Agriculture, elective in the College of Chemistry. 
 
 III. Topographic Drawing and Modeling.— Three hours a week throughout 
 the year. Mr. Randall. 
 
 Prescribed, Junior year, in the College of Civil Engineering. 
 
 IV. Mechanical Drawing. —Drawing of simple machine parts. Six hours a 
 week throughout the year. Mr. Kower. 
 
 Prescribed, Junior year, in the College of Mechanics, and, in part, in the Col¬ 
 lege of Mining. 
 
 V. Graphostatics. —Graphical analysis of stresses in engineering structures. 
 Two hours a week during the second term. Mr. Kower. 
 
 Prescribed, Junior year, in the College of Mechanics, Mining and Civil Engi¬ 
 neering. 
 
 VI. Construction. —This Course includes the designing of engineering struc¬ 
 tures and machines. Six or nine hours a week throughout the year. Mr. Kower. 
 
 Prescnbed, Senior year, in the College of Civil Engineering, nine hours a week ; 
 in the College of Mechanics, six hours a week; in the College of Mining, six hours a 
 week during the first term. Elective, alternatively with Physical Laboratory, Course 
 
 IX., or Metallurgical Laboratory, Course IV,, in the College of Mining, during 
 the second term of the Senior year." 
 
 The library of over forty thousand volumes is constantly increas¬ 
 ing. The beginning of an Art Museum has been made, by gifts of 
 a number of examples of Modern Art and of Classic Archaeology. 
 
MUSEUMS AND LABORATORIES. 
 
 251 
 
 ART COLLECTIONS. 
 
 Fine Arts. —The Gallery of Fine Arts, in the Bacon Art and Library Building, 
 contains ten paintings and three pieces of statuary, presented by Henry D. Bacon ; 
 fifty-five paintings, presented by the late F. L. A. Pioche; two landscapes by 
 Klombek and Yerboeckhoven, and five bronzes presented by Charles Mayne; the 
 celebrated painting of Washington at Monmouth, by Leutze, presented by Mrs. 
 Mark Hopkins; and about fourteen hundred photographs of statuary, the gift of 
 John S. Hittell. 
 
 Descriptive catalogues of these collections (Library Bulletins Nos. 4 and 6) have 
 been published. 
 
 Classical Archaeology. —The University has a cabinet of coinsand medals, in¬ 
 cluding over four hundred ancient coins, mostly Roman; about three hundred and 
 fifty medals; and a like number of modern coins. There are also sets of wall 
 maps of ancient countries, the gift of Charles Webb Howard, and many photo¬ 
 graphs and other pictures of ancient life, customs and architecture. 
 
 Various collections illustrating the sciences are contained in the 
 Museums. 
 
 There are ten “Laboratories,” of these the Mechanical Laboratory 
 furnishes facilities for Industrial and Technical Training. 
 
 The Mechanical Laboratory is designed to offer facilities for tests and experi¬ 
 mental inquiry, and comprises: 
 
 I. A Machine Shop, containing at present an engine lathe, built by Becker & Co.; 
 a Prentice engine lathe, adapted for light machine work; a Stewart’s brass-turning 
 lathe; a planing machine, built by the San Francisco Tool Company; a Hendy shap¬ 
 ing machine; an upright drill; a Brown & Sharpe universal milling machine; a 
 power grindstone; an emery grinder and buff-wheel, etc.; a large supply of lathe 
 tools, chucks, reamers, broaches, chasers, drills, instruments for precise measure¬ 
 ment, dies, taps, etc.; and a complete stock of supplies necessary for making experi¬ 
 mental apparatus. 
 
 II. Carpentry and Pattern Shop. —This room contains a band saw; a saw table, 
 with circular saw for metal and wood; a wood lathe; a carpenter’s bench, with an 
 excellent assortment of carpentry tools; a planing and jointing machine, built by 
 H. P. Gregory & Co., San Francisco; and a Frank’s surfacing machine. 
 
 III. Shop for Fine Work. —This contains an improved Swiss gear-cutter, with 
 complete set of cutters for cutting gears from the smallest pinion to a wheel of three 
 inches diameter; watchmaker’s lathes; a set of staking tools, a polishing hat of 
 depthing tools, a small emery grinder; and a complete watchmaker's outfit. 
 
 IV. Steam Fitting Apparatus. —A complete set of steam-fitters tools, giving the 
 student sufficient opportunity for practice in cutting and threading pipes, and 
 making joints and connections. 
 
 V. Foundry and Blacksmith Shop.— This contains two crucible furnaces; a com¬ 
 plete set of molder’s tools for casting brass, etc.; a portable forge, built by Geo. 
 Cumming & Sons, San Francisco; a 50-pound drop steam-hammer; an anvil, with 
 set of bjacksmithing tools; a small upright drill; an improved hydraulic blast, with 
 soldering irons and burners, built in the shop; a pair of large shears, etc. 
 
 VI. Engine Room. —A four horse-power Otta gas engine, a fifteen horse-power 
 Ohmen’s automatic cut-off steam-engine, and a fifteen horse-power Babcock & 
 Wilcox boiler. 
 
 VII. Experimental Laboratory. —This building, recently completed, contains five 
 rooms. The main room is 30x40 feet, and is devoted exclusively to experimental 
 purposes. It is provided with a nine horse-power Paragon engine, for exclusive 
 laboratory use; a Richie vertical testing machine of 50,000 pounds capacity, and a 
 
252 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Richie wire-testing machine of 4,000 pounds capacity, both for tensile, compressive 
 and transverse strains; a new dynamometer, for small power; two new registering 
 instruments for speed; an apparatus for determining efficiency of jet wheels and 
 partial turbines; an apparatus for the determination of resistance in water to 
 rotating discs and cylinders, etc. These instruments were, for the most part, de¬ 
 signed and made in the machine shop of the University, and are intended to form 
 a complete collection for the course in experimental mechanics. 
 
 Tests of the strength of materials, tensile or compressive, on metals, wood or 
 stone, will be made, free of charge, for any one who desires such tests. Printed 
 circulars describing the proper form and conditions under which the materials to 
 be tested should be sent, may be obtained by addressing the professor in charge. 
 ******* 
 
 LABORATORY PRACTICE. 
 
 The Mechanical Laboratory is designed to offer facilities for tests and experi¬ 
 mental inquiry, such as (1) submitting to actual test, and verifying directly, prin¬ 
 ciples developed in the lecture-room ; (2) building and testing machines designed 
 by the students; (3) investigating such subjects and engineering problems as are 
 not only calculated to impart training in methods of investigation, but the results 
 of which may prove of value to the engineering public at large; (4) ascertaining 
 the character and proper treatment of materials, and acquiring familiarity with 
 the appliances and processes necessary to the construction of designs. 
 
 If the student desires to acquire skill in the use of tools, opportunity is offered to 
 him for practice, under the instruction of an able mechanician, (1) in the working 
 of metal and the use of tools, to give him an insight into the most practical meth¬ 
 ods of manipulating given machines; (2) in wood turning, planing and carpenter 
 work; (3) in molding and pattern making ; (4) in steamfitting, such as cutting and 
 threading pipes, etc.; (5) in forging and tempering tools. 
 
 After he has become sufficiently acquainted with the working of wood and 
 metals, and is able to recognize the difference in machines, tools and methods of 
 founding and blacksmithing, he is shown through manufacturing establishments, 
 so selected as to enable him to see on a large scale those operations and methods 
 with which he has become familiar only on a small one.” 
 
 A total of 763 students are recorded as in attendance at the Univer¬ 
 sity, during the academic year, 1890-’91; of these, 450 are enrolled 
 in the College of Letters and Colleges of Science. The remainder 
 are in the Professional and Post graduate Departments. 
 
 Eleven students are in the College of Agriculture ; 35 in the col¬ 
 lege of Mechanics; 30 in the college of Mining; 53 in the college 
 of Civil Engineering. A total of 184 Officers and Instructors are 
 connected with the Administration of, and the Instruction given in, 
 the University. Of these, 60 are enrolled as Professors, Instructors, 
 etc., in the undergraduate colleges of Letters and Science. The 
 special Faculty of the College of Mechanics consists of 17 Profes¬ 
 sors and assistant Professors. Professor Martin Kellogg, A. M., the 
 President pro tempore of the University, is, also, President of this 
 College. 
 
COURSES IK DRAWING AND MECHANICS. 
 
 253 
 
 State Agricultural College of Colorado. 
 
 The State Agricultural College of Colorado, situated at Fort Col¬ 
 lins, founded in accordance with the law of Congress authorizing a 
 land grant for such institutions, was formerly opened September 1st, 
 1879.— 
 
 Tuition is free—a matriculation fee of $5 is charged and an inci¬ 
 dental fee of $1 each term. One dollar a term is charged for room 
 rent, and board is fixed not to exceed $3 per week. There is a pre¬ 
 paratory course of a year for those not qualified to enter at once 
 upon the regular course of four years. 
 
 The studies taught are divided into five sections, viz :—Rhetoric and English 
 Literature; Chemistry ; Mathematics ; Natural Science ; Political, Moral and Intel¬ 
 lectual Philosophy. Particular attention is given to Agricultural Chemistry and 
 there is a farm of 240 acres, under careful, and chiefly experimental cultivation. 
 Students are required to pass two hours each day working either in the shop or on 
 the farm. 
 
 “ Drawing, Krusi”; is given as an elective study during the Second 
 term of Freshman year.— 
 
 “ Mechanical Engineering ” is taught the first term of Senior 
 year.— 
 
 The catalogue for 1881, shows an attendance of 57 students, of 
 whom 25 were girls.— 
 
 From the latest catalogue * at hand is taken the following state¬ 
 ment of the courses in Mechanics and in Drawing. 
 
 Practical Mechanics. 
 
 The old system of apprenticeship is rapidly becoming a thing of the past, and it 
 is now almost impossible for a boy to learn a trade in any modern shop or factory. 
 This is owing largely to the introduction of special machinery, necessitating special 
 workmen to manage it, and the workman who has learned to run a machine of 
 this kind is kept at that work, as being most profitable to his employer. His 
 practical knowledge of other methods and machines is, therefore, confined to nar¬ 
 row limits, and should a vacancy occur in a superior position, he is not fitted for the 
 place, from the fact of his being unacquainted with other practical parts connected 
 with his trade, the manipulations and principles involved in which he has not had 
 an opportunity to learn. 
 
 This department has for its object a systematic and progressive education in the 
 use of tools and materials, combined with as much theoretical knowledge as shall 
 be deemed necessary to explain the principles involved. It does not teach special 
 trades, nor manufactures salable articles; to do so would require that the student be 
 kept on the kind of work he could do best, and thus prevent him from acquiring 
 broad and liberal ideas of other methods. So, without teaching any one complete 
 trade, the mechanical principles of many are gained. This does not necessarily 
 mean that the student becomes sufficiently expert to compete with the skilled 
 mechanic, but that a knowledge of how a tool or machine should be used, and the 
 manner of laying out work for the same is thoroughly taught. 
 
 * Ninth Annual Register of the State Agricultural College, Fort Collins, Colo. 
 1887-88. Pp 63 
 
254 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Should the circumstances be such that the student enter manufacturing, his 
 ideas having been broadened by this training, he will the more readily grasp any¬ 
 thing new that may come up in his business, or, if he take up farming, he will, 
 with greater care, be able to understand the mechanical principles and workings of 
 his machinery, and also how to keep it and his buildings in proper repair. 
 
 The shop instruction will be divided into courses, as follows, and in each course 
 will be given, in connection with the work, an explanation of the construction of 
 each tool, and its manner of acting on the material, the methods of determining 
 how to select material best suited to different kinds of work, the manner of laying 
 out work, cutting, speed of tools, etc. 
 
 COURSE OF LABOR. 
 
 First Year. 
 
 Weeks. 
 
 Bench work in wood,. 14 
 
 Maclaine work in wood,. 4 
 
 Pattern making,. 12 
 
 Vise work in iron,. 10 
 
 Second Year. 
 
 Iron forging,. 14 
 
 Steel forging,. 4 
 
 Machine work in iron,. 20 
 
 BENCH WORK IN WOOD. 
 
 This course consists of exercises with the different wood working bench tools, so 
 arranged in a gi'aded series as to embrace the manipulation of the tools in their 
 various applications. 
 
 First. The use of planes in joining, smoothing and getting the piece out of wind, 
 lining off, and the use of saws in cutting across and with the grain and keeping to 
 line. Second—Halved splice. Third—Splayed splice. Fourth—Keyed splice. 
 Fifth—Open dovetail mortise and tenon joint. Sixth—Mortise and tenon joint. 
 Seventh—Open dovetail joint. Eighth—Blind dovetail joint. Ninth—Lap joint. 
 Tenth—Dowel joint. Eleventh—Small newel post with hand worked rail. 
 Twelfth—Panel door. Thirteenth—Roof truss. Fourteenth—Box. Fifteenth— 
 Carpenter’s trestle. 
 
 MACHINE WORK IN WOOD. 
 
 In connection with this course, with the use of tools, will be given the most rapid 
 and economical method of selecting and preparing the wood for the machine. 
 There will be given examples of First—Straight turning. Second—Cutting in and 
 squaring off. Third—Convex, concave and compound curves. Fourth—Handles 
 for chisels and other tools. Fifth—Examples in chuck work in separate and com¬ 
 bined pieces. Sixth—How to turn a ball. 
 
 PATTERN MAKING AND FOUNDRY WORK. 
 
 After becoming familiar with bench and machine work in wood, an application 
 of both is made, by constructing patterns with the regard to shrinkage, draft, and 
 the best method of constructing the pattern, so that it causes the least amount of 
 trouble in the foundry. There will be given examples of Plain work. Core work. 
 Pully work. Pipe work. Gear work. Core boxes, their use and construction. 
 
 And in the foundry will be given practice in moulding in plain and core work. 
 
MECHANIC SHOP AND EQUIPMENT. 
 
 255 
 
 VISE WORK IN IRON. 
 
 With this course will be given an explanation of the different kinds of tools and 
 their effect on the material, and the style of tool to be selected for certain kinds of 
 work. There will be given examples in Chipping cast iron, wrought iron and 
 steel. Spline chipping. Hack sawing. Filing square and round surfaces to line. 
 Shoulder, point and other free hand filing. Fitting joints. Finishing and scrap¬ 
 ing. 
 
 FORGING IN IRON AND STEEL. 
 
 Care of the fire. The effect of different heats on the material. Drawing, upset¬ 
 ting, bending. Scarf, fork, jump and other styles of welding. Welding iron to 
 iron, iron to steel, steel to steel. Rings, chains, ring bolts, brackets, braces, head¬ 
 ing tools, nails, bolts, hooks, hasps, swivels, tongs, cattle brands. 
 
 Steel wrenches, cold chisels, drills, lathe tools, springs, etc. 
 
 Examples in tempering and case hardening. 
 
 Machine Work in Iron. 
 
 Care of the machines, their construction, proportion and use of the different parts. 
 
 Cutting speed of tools, and proper angle of cutting edge for different purposes 
 and different metals. Centering and straightening work. Straight turning and 
 squaring. Boring. Making and fitting joints. Chuck work. Screw cutting in¬ 
 side and outside. Drilling, tapping and reaming. Boring with boring bar and use 
 of center rest. Polishing and finishing. Hand tool work. 
 
 Drawing. 
 
 First Term . 
 
 Geometrical problem. Free hand copy and dictation. Designs. Linear perspec¬ 
 tive. Model and object drawing. 
 
 Second Year. 
 
 Orthographic and Isometric projections, and projection of shadows. Develop¬ 
 ment and intersection of surface. Light and shade. Historical ornament. Wood 
 carving, diaper, incised and relief. Persons having parts of machines, patterns, 
 small models or working drawings, may, if they choose to donate the same to the 
 department, confer a great favor upon the college, and especially upon the depart¬ 
 ment. 
 
 Among the descriptions of the buildings, laboratories, conservatory 
 and other facilities for instruction, there is the following statement 
 of the building given to instruction and practice in “The Mechan¬ 
 ical Course.” 
 
 The mechanic shop, consisting of main building, 25x56 feet, two stories in hight, 
 with a rear portion 20x62 feet, of one story. The upper floor of the main building 
 is fitted with benches for sixteen students in wood work; desks and tools for ten 
 
 i 
 
 students in wood carving, four wood lathes, a scroll saw and an iron frame buzz 
 saw. The lower floor contains an iron working room, with sixteen benches for 
 working in filing, etc.; a speed lathe, two iron lathes with attachments, a shaper, 
 and two drills for wide range of work. There is also an office and a wash room, 
 besides a wide hall containing the twelve horse power engine, and from which rise 
 the stairs to the floor above. The rear portion contains boiler and coal room, forge 
 shop with six forges furnished with blast from a fine Sturdevant rotary blower, 
 and a foundry room. The machinery and appliances are first-class in every respect. 
 
256 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 It appears that much attention is given to the Agricultural course, 
 for which the farm of 240 acres, with its experimental ground of 
 eight acres divided into twenty-five series of plats, offers excellent 
 facilities. 
 
 The State law compels each student to perform two hours of labor 
 daily, this labor is thus classified; the first, “that which is per¬ 
 formed solely for the purpose of instruction;” the second, “that 
 which is of some monetary value to the institution.” The result of 
 giving to practical or remunerative labor, the time, given in other 
 colleges only to athletic or other sports, is stated as proving very 
 satisfactory from every point of view. 
 
 Ladies Course. 
 
 The young ladies pursue the same course as the young men during the first three 
 years. During the Junior and Senior years they may, if they choose, substitute 
 the study of German for the designated special studies of the Agricultural course, 
 or the Mechanical course. 
 
 The Faculty consists of 10 Professors, one Instructor and a Secre¬ 
 tary. Two Ladies, one a Professor and one an Instructor, are mem¬ 
 bers of the Faculty. Professor Charles L. Ingersoll, M. s., is the 
 President of the College. The total attendance of students numbers 
 109, of these 71 are boys and 38 girls; there are 38 “ Preparatory,” 
 37 “Freshman,” 18 “Sophomore,” 2 “Juniors,” 5 “Seniors,” 7 
 “ Specials,” and 2 “ Post Graduate,” students. 
 
 Sheffield Scientific School—The Land Grant College of 
 
 Connecticut. 
 
 The Sheffield Scientific School is a department of Yale University, 
 New Haven, Connecticut. Thorough instruction is given in Chem¬ 
 istry, Civil Engineering, Dynamic Engineering, Agriculture, 
 Natural History, Biology—preparatory to Medical Studies, and in 
 studies preparatory to Mining and Metallurgy; also, in select studies 
 preparatory to other higher studies. The regular course is of three 
 years. There is also a course for Graduate students. The catalogue 
 for 1881-82 shows a total of 188 students, 19 of whom were Gradu¬ 
 ates and 5 special students. 
 
 Drawing .—The course in drawing extends through the three years. During the 
 first term of Freshman year, the students practice free-hand drawing at the Art 
 School building, under the direction of Professor Niemeyer, of the Yale School of 
 the Fine Arts. After the completion of the course in free-hand drawing, instruc¬ 
 tion is given by Mr. F. R. Honey, during the second term, in the elementary prin¬ 
 ciples of instrumental drawing, embracing Elementary projection drawing, Isomet¬ 
 ric drawing, and Descriptive Geometry as far as Warped Surfaces. This course is 
 obligatory upon all. 
 
 During the Junior and Senior years, instruction in drawing is obligatory only 
 on the students in Civil and Mechanical Engineering. In the former year the sys¬ 
 tem of instruction embraces shades and shadows, tinting, perspective, and warped 
 
LAND GRANT COLLEGE OF CONNECTICUT. 
 
 257 
 
 surfaces. By this method all the problems in Descriptive Geometry are required 
 to be worked out on the drawing-board instead of the black-board. The course 
 extends through the entire year, and is under the direction of Mr. Honey. 
 
 In Senior year, students are required to apply the principles of drawing already 
 obtained to works of construction, under the general supervision of the Professors 
 of Civil and of Dynamic Engineering.” * * * 
 
 In Civil Engineering the students, besides attending on Class recitations and 
 lectures, pursue a systematic course of exercises in the different branches of Geo¬ 
 metrical Drawing and Graphical statics and in the application of the principles of 
 drawing to works of construction; and have good practice in the operations of 
 Surveying and Field Engineering—acquiring facility in the use and adjustment of 
 Surveying and Engineering Instruments. In Topographical Surveying they are 
 instructed in the use of the Plane Table for topographical work, and are required 
 to prepare a detailed chart of the ground surveyed—exhibiting the contour lines 
 and all its topographical features. Numerous problems of computation, and 
 graphical exercises, are included in the Course of Construction pursued in the 
 Senior year. A course of Blow-pipe Analysis is also taken by the Senior Class, 
 that a more thorough knowledge may be gained of minerals and building stones. 
 
 In Dynamic Engineering the method of instruction is by recitation and lectures, 
 supplemented by work in the drawing room, by shop visits, and visits of inspec¬ 
 tion in and out of the city, and by tests with the indicator and dynamomter. The 
 lectures are illustrated by models, by large cartoons adapted for the purpose and 
 by the complete collection of working drawings of the Novelty Iron Works, 
 owned by the School. In the drawing room, detailed working drawings of various 
 machines are made. A general sketch of the proposed machine is given and com¬ 
 plete detailed drawings are required, in proper shape for the pattern-maker or 
 machinist. The student is taught the best practice, and his judgment is trained in 
 choosing relative proportions. The student is required to describe the steps to be 
 followed in building the machine, and to make as nearly as possible an estimate of 
 its cost. Pattern, foundry, black-smithing and machine work are studied in 
 detail. In the visits, machinery and processes are critically examined in detail, 
 and sketches of important machines with written descriptions are required. 
 
 In addition to the above, a course of lectures is given every winter by the pro¬ 
 fessors of the schools and others, on topics of popular interest.” 
 
 The Biennial Report of the State Governing Board for 1889-'90.* 
 begins as follows: 
 
 In presenting their regular Biennial Report the Governing Board of the Sheffield 
 Scientific School can hardly fail to call attention in the first place to the rapid 
 increase in the number of its students. This is the most noticeable fact in the his¬ 
 tory of the last three years. In the academic year, 1888-9, the total number in 
 attendance was 305. In the following year it rose to 343. In the present year it 
 has reached 381. 
 
 In one sense this is a most gratifying tribute to the success of the efforts made 
 by the Governing Board to keep the institution in the front rank of those which 
 are devoted to the furtherance of scientific education. Its students, as might be 
 expected, come largely from Connecticut. But it also draws them from the most 
 remote States and Territories, and draws them in constantly increasing numbers. 
 This is as satisfactory evidence as can be given that the advantages furnished by 
 the school are coming to be more and more widely appreciated in all parts of the 
 country. 
 
 * Twenty-third Report of the Sheffield Scientific School of Yale University 1889-’90. 
 Printed by order of the General Assembly, New Haven; Tuttle, Morehouse <Sc 
 Taylor, Printers : 1891. Pp. 86. 
 
 ART—VOL 4-17 
 
258 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The Report quotes in full the law of Congress passed in 1890, giv¬ 
 ing additional funds to the Land Grant Colleges, a sum of $15,000 
 the first year, to he increased by adding 1,000 each year for ten 
 years till a sum of $25,000 is given annually. A copy of this law 
 will be given in one of the Appendices of this volume. The im¬ 
 portant addition to the facilities of the school by the acquisition of 
 the former residence of Mr. Sheffield, now to be used for Laborato¬ 
 ries, is recorded. Interesting analyses of the several states and 
 countries from which the students were drawn in the Academic year 
 of ISSO-’OO, and 1890-91, are given. 
 
 Of the 343 students in 1889-’90,120 were from Connecticut, 69 from 
 New York, 27 from Illinois, 24 from Pennsylvania, 17 from Ohio, 9 
 from Massachusetts, 8 from New Jersey, 7 from California, 5 from 
 Colorado, 5 from Rhode Island, 4 each from Minnesota and Missouri, 
 3 each from Kentucky and Maine. In all, 26 States and 2 Territories 
 were represented. There were also 7 students distributed between 
 five foreign countries. Of the 381 students in 1890-’91, 118 were 
 from Connecticut, 75 from New York, 30 from Illinois, 26 from 
 Pennsylvania, 21 from Ohio, 12 from Massachusetts, 11 from Cali¬ 
 fornia, 7 from Indiana, 6 from Colorado. In all, 28 States and 3 Ter¬ 
 ritories, were represented; while the five countries of Canada, Eng¬ 
 land, Japan, The Sandwich Islands and Turkey, sent one student each; 
 Canada and The Sandwich Islands, however, had each two. Certainly 
 “Sheffield” can hardly be classed as a “provincial” Institution. 
 
 The catalogue which follows the Report, gives this concise history 
 of the school: 
 
 HISTORY AND ORGANIZATION. 
 
 The school was commenced in 1847. In 1860, a convenient building and consid. 
 erable endowment were given by Joseph E. Sheffield, Esq., of New Haven, whose 
 name at the repeated request of the Corporation of Yale College, was afterwards 
 attached to the foundation. Mr. Sheffield afterwards frequently and munificently 
 increased his original gifts. 
 
 In 1863, by an act of the Connecticut Legislature, the national grant for the pro¬ 
 motion of scientific education (under the congressional enactment of July, 1862), 
 was given to this department of Yale University. Since that time, and especially 
 since the autumn of 1868, numerous liberal gifts have been received from the citi¬ 
 zens of New Haven, and from other gentlemen in Connecticut and New York, for 
 the endowment of the School, and the increase of its collections. 
 
 The action of the State led to the designation by law of a State Board of Visitors, 
 consisting of the Governor, Lieutenant-Governor, three Senior Senators, and the 
 Secretary of the State Board of Education; and this Board, with the Secretary of 
 the Scientific School, is also the Board for appointment of students to hold the State 
 scholarships. 
 
 The Governing Board consists of the President of Yale University, the Director 
 of the school, and the professors who are permanently attached to it. There are 
 several other instructors associated with them, a number of whom are connected 
 with other departments of the University. 
 
DRAWING A.ND MECHANICAL ENGINEERING. 
 
 259 
 
 The courses offered are numerous and the facilities in the way of 
 collections and hooks are ample. Instruction in the courses related 
 to those here considered is given as follows: 
 
 Drawing and Descriptive Geometry .—Drawing is begun at once in the first term 
 of the Freshman year, under the charge of the Professor of Drawing in the Art 
 School, and includes practice in free hand drawing. In the second term, under the 
 Instructor in Instrumental Drawing, the students take isometric drawing with ap¬ 
 plication to drawing from models and structures by measurement, shading, tinting, 
 conventional use of colors, principles of orthographic projections, and practice in 
 making simple working drawings, 4 hours both terms. 
 
 The Drawing of Junior year, 3 hours both terms, includes Descriptive Geometry, 
 the drawing of structures from measurement, and elements of design for simple 
 structures. The instruction is by recitations, lectures, practical exercises and 
 models, and is under the charge of the Instructor of Instrumental Drawing and the 
 Professor and Instructor of Civil Engineering. Included in the work of this year 
 is also the mapping of surveying field notes. 
 
 In the Senior year, the drawing consists of the mapping of the surveys of that 
 year, and the designing of structures and finished drawings, designs and estimates, 
 under the charge of the Professor and Instructor of Civil Engineering, 6 hours 
 both terms. 
 
 ******* 
 
 Mechanical Engineering .—The objects aimed at in the plan of instruction in this 
 course are, to give to the student a thorough training in elementary and advanced 
 Mathematics and Physics, and their application to the’Science of Construction ; to 
 make him familiar with the general principles of Engineering and with the prac¬ 
 tical details of mechanical construction through which these principles are made 
 useful; and to enable him ultimately in beginning the work of his profession to 
 bring to bear upon it a well balanced store of theoretical and practical knowledge, 
 and a mind trained in correct habits of thought and work. 
 
 The complete course covers five years, three of which are spent in undergraduate 
 study, and two in a graduate course, a portion of which may be spent in actual 
 practical work. 
 
 Under this course of “Mechanical Engineering,” instruction is 
 given in “Mathematics,” “French and German,” “Surveying,” 
 “Shop Visiting,” “Drawing,” “Principles of Mechanism,” “Steam 
 Engine,” “Indicator Practice,” “Applied Mechanics,” “Thermo¬ 
 dynamics” and “Machine Design.” An accepted thesis on some 
 topic approved by the Professor of this department must be pre¬ 
 sented by the student before graduating. 
 
 Of these studies, the programmes of the following which relate 
 to our topics, are quoted : 
 
 Shop Visiting, divides the time equally with Drawing in the Junior year until 
 the spring recess. The student, accompanied by the instructor,, is employed in 
 studying machinery in use and in process of construction in different machine 
 shops in the city. He is required to make satisfactory, careful dimensioned 
 sketches from measurements taken by himself, of the complete machines and 
 their parts, and to describe the tools and mechanical operations used in producing 
 the simpler pieces. 
 
 Drawing. —Descriptive Geometery is taught in the drawing room by lectures and 
 recitations and by exercise at the drawing board, where the problems are solved 
 graphically by the students. Instruction in drawing Machine Elements is given in 
 
260 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the Junior year. Models and cartoons showing examples of approved practice are 
 used by the instructor, who also gives personal attention to each student’s work at 
 the board as it progresses. 
 
 ******* 
 
 “Machine Design .—The course in this subject consists chiefly in practical exer¬ 
 cises at the drawing board, and partly in lectures on the functions of machines and 
 the mechanical principles which are applied in determining the proportions of 
 machinery. The student, under the guidance of an experienced instructor, is 
 employed in making complete working drawings of machines, many examples of 
 which are in the drawing rooms and the basements of the school. He does not 
 copy the examples, but is required to change the dimensions and in many cases 
 to alter the design, and is ultimately taught to make partly new designs of im¬ 
 portant machinery, such as cranes, yacht engines, machine tools, boilers, etc. 
 The discipline the student receives is such as he would obtain in the drawing office 
 of an engineering establishment, while he is also carefully instructed in the theory 
 of the subjects he deals with, and in the practical bearing of all his work. 
 
 In the Senior year, several excursions are made by the class, accompanied by 
 one or more instructors, to neighboring manufacturing and engineering centers 
 where large manufactories, pumping works, ocean steamers, etc., are visited. 
 Full notes must be taken, and a satisfactory written report upon the machinery 
 examined is required of the student. 
 
 Thesis .—Before graduating, the student must present a satisfactory thesis on 
 some subject approved by the professor in charge of the department of Mechanical 
 Engineering. 
 
 A course of lectures on the theory of Electricity and its applications is open to 
 students in this department, and these lectures can be taken as a part of the prep¬ 
 aration for a graduate course in the higher branches of electrical science. 
 
 President Dwight, as the head of the Yale University is Presi¬ 
 dent, and Professor George J. Brush, Director, of the School. The 
 Governing Board numbers 15 full Professors, 25 additional Profess¬ 
 ors and Instructors, complete the teaching force of the school. The 
 381 students, are distributed in classes as follows: 
 
 SUMMARY. 
 
 Graduates. 30 
 
 Seniors. 90 
 
 Juniors. 118 
 
 Freshman. 137 
 
 Special Students. 6 
 
 381 
 
 Delaware College, Newark, Delaware. 
 
 When some years since, the accounts of the several Agricultural 
 Colleges were prepared for this Report it was stated that there were 
 in this college, three courses of four years each, the classical, scien¬ 
 tific, and agricultural, but that the study of drawing is not given as 
 a required study in any of the courses. As it is only by reason of 
 the teaching of this study and that of Manual Training, that any 
 notice of these colleges is given in this particular Report; this college 
 was thus briefly chronicled. 
 
DELAWARE COLLEGE, NEWARK, DELAWARE. 
 
 261 
 
 The catalogue for 1892,* however, shows very different conditions. 
 
 Delaware College, the college which was designated by the State 
 to receive the benefits of the Land Grant Act of 1862, and has since 
 been made one of the Government Agricultural Experiment Sta¬ 
 tions under the “Hatch Act,” is situated in Newark, a town in the 
 northwestern part of the State of Delaware, near the boundaries of 
 Pennsylvania and Maryland, at the head of the peninsula formed by 
 the Chesapeake and Delaware Bays. The great northern and south¬ 
 ern railroads pass through it, and it has railroad communications 
 with all parts of Delaware, and with the Eastern Shore of “Mary¬ 
 land and Virginia.'"’ 
 
 Notable additions in the way of buildings, apparatus, and books, 
 have been made to the college during the past two years. A shop 
 30x50 feet has been built and equipped for wood-working and a 
 building for iron working is promised. 
 
 Seven courses of study are offered. These are the classical ♦. 
 Latin Scientific; Modern Languages and Sciences ; Mechanical,— 
 Civil and Electrical Engineering; and Agriculture. Each is of 
 “four years in length and all are equal to similar courses in other 
 high-grade colleges.” 
 
 The study of drawing is now made a requisite in some part of all 
 the courses. In the three Engineering courses it is required through¬ 
 out the whole course. 
 
 There is a thorough course in Civil Engineering. The following 
 is the official statement of the courses in Mechanical and Electrical 
 Engineering. 
 
 11. MECHANICAL AND ELECTRICAL ENGINEERING. 
 
 Prof. Weilie. 
 
 These courses extend over a period of four years. The studies during the first 
 three years the same in both. 
 
 Students who have completed either of these courses will be expected to be suffi¬ 
 ciently prepared to do such work as is generally given to young engineers. It is 
 intended to turn out useful young men who have a fairly good knowledge of the 
 principal features of the work done in their profession. 
 
 To obtain such a knowledge the fundamental principles of the different subjects 
 are taught first and these are then applied to practical problems. The manufac¬ 
 turing establishments in Wilmington and neighboring cities will be frequently 
 visited, and the student will then be required to give accounts and descriptions of 
 the different processes he has seen. In “ Journal Meetings,” to be held weekly, 
 articles appearing in the leading engineering papers will be discussed. 
 
 The technical education of the student begins in the Freshman year with draw¬ 
 ing. He is first taught the different kinds of lettering. Good lettering adds not 
 only to the appearance of drawing, but also to its olearness. 
 
 Isometric and instrumental drawing are taken up next. In the latter course the 
 student is made familiar with the use of the various drawing instruments. A large 
 number of graduated exercises will be given which involves such geometrical con¬ 
 structions as are mostly used in machine drawing. 
 
 * Catalogue of Delaware College, Newark, Delaware. 1892. Pp. 40. 
 
262 EDUCATION IN TIIE INDUSTRIAL AND ETNE ARTS. 
 
 During the last term perspective and projection drawing are substituted for iso¬ 
 metric, while the mechanical is continued. The student is now required to make 
 free-hand sketches of various machine parts, and these wall be used to make com¬ 
 plete working drawings. 
 
 During the whole Sophomore year two exercises a week are devoted to the design 
 of the elements of machines. Among them may be named bolts, nuts, gear-wheels, 
 pulleys, journals, bearing, etc. 
 
 The drawing in the first term of the Junior year consists of making diagrams and 
 designs of valves and valve gears. In the socond term the design of a modern 
 high-speed engine is begun and is continued during the remainder of this and the 
 whole Senior year. 
 
 An elementary course in steam engine is given during the last two terms of the 
 Freshman year. It is intended to make the student familiar with the different 
 parts of a steam engine and with the fundamental properties of heat and steam. 
 This is followed by a course in steam boilers in the first term of the Sophomore 
 year. Elementary theoretical mechanics are taught during the last two terms of 
 this year. This prepares the student to take up the more advanced studies in kine¬ 
 matics, mechanics of materials, and hydraulics in the Junior year. 
 
 Instruction in shop work is given twice a week throughout the whole course. 
 Work in wood is taken up first and includes turning, bench-work, and pattern 
 making. Then follows work in iron, as planing, turning, drilling, and milling. 
 Short courses in mill-wrighting, boiler-making, and molding are also given. 
 
 Whenever practicable, the student will be given such work as he himself has 
 designed in class. 
 
 As soon as the student is sufficiently prepared tests of different nature are 
 made. Among these are tests of boilers, engines, pumps, dynamos, lubricants, of 
 the quality of steam, and the strength of building materials. 
 
 A thorough course in practical physics is given during the Junior year. 
 Special attention will be paid to the calibrating and standardizing of measuring 
 instruments. Such experiments will be performed as will give the student the 
 right idea of the relations between work, force, space, matter and time. 
 
 The total number of students in 1891-92 was 97. Freshman 41, 
 Sophomore 21, Junior 23, Senior 10, Post Graduate 2. 
 
 The Faculty consists of twelve Professors, Albert N. Raub, A. 
 M., Ph. D. President. 
 
 The State Agricultural College of Florida. 
 
 This is one of the most recently established of the Land Grant 
 Colleges. From the latest catalogue* it appears that its organization 
 comprises four “ courses ” The “Agricultural, Degree B. s.” Sci¬ 
 entific and Classical, Degree A. b.” “Mechanical, Degree M. E.”; 
 “Civil Engineering, Degree c. E.” 
 
 The military organization seems to be made very prominent, all 
 students of the college proper are required “to wear the uniform 
 and all not physically disqualified to perform military duty.” The 
 Commandant, an officer of the U. S. Army, ranks next to the Presi¬ 
 dent of the College. There is a preparatory department with a two 
 
 yeai’s course attached to the Institution. 
 
 .. . ...——- 
 
 * 1891-’92. Catalogue of the State Agricultural College of Florida. Published by 
 The Board of Trustees, Lake City, Florida. Pp. 41. 
 
FLORIDA AGRICULTURAL COLLEGE. 
 
 2G3 
 
 Drawing, is a required study during Freshman year in the Agri¬ 
 cultural course; through the four years in the Mechanical course; 
 and for three years of the Civil Engineering course. 
 
 The following official, historical and general statements are from 
 the catalogue. 
 
 “ GENERAL INFORMATION. 
 
 ORGANIZATION. 
 
 The Florida State Agricultural College, which receives its support mainly from 
 the fund provided through the Congressional act of 1862, was established at Lake 
 City in 1884. “ To provide for a liberal and practical education in the several pur¬ 
 suits of life,” the Board of Trustees founded this institution, organized to meet the 
 special needs of the State, whose organic law requires “to be taught such branches 
 of learning pertaining to agriculture, the mechanic arts, military science and tac¬ 
 tics, and such other scientific and classical studies necessary to promote the liberal 
 and practical education of the industrial classes in the various pursuits and pro¬ 
 fessions of life;” a school in which liberal culture and practical education shall 
 proceed together, in which the Arts and Sciences shall be thoroughly taught and 
 diligently studied in their theoretical as well as applied forms. 
 
 FACILITIES. 
 
 The Board of Trustees have always endeavored to sustain a liberal policy, 
 striving to afford the best instruction and full equipment for theoretical and applied 
 work at the least possible cost to the students. The limited and restricted endow¬ 
 ments from the State and small interest income from the land grant fund, were 
 inadequate to properly sustain all that was undertaken. However, a State College, 
 like a well established farm or business, should have some pioneer experience in 
 order to become safely established on a permanent basis, all of which has been 
 accomplished. 
 
 It is fortunate to the college and the State that just as the critical formative stage 
 is passed, the General Government, under whose fostering care the agricultural 
 and mechanical colleges were established and mainly sustained, comes to our assis¬ 
 tance with the endowment provided by the Morrill Bill which passed the Congress 
 and became a law last August. Under this act each state received an amount annu¬ 
 ally, beginning with $15,000 for the year ending June 80, 1890, and increasing by 
 $1,000 a year for ten years, when the endowment shall remain permanently at 
 $25,000 per annum. 
 
 Where a distinction is made in regard to race or color, it is required to equitably 
 divide this fund between the college for white students and a similar school for 
 colored students. Of the two installments thus far received ($31,000), the Colored 
 Normal School at Tallahassee, under Governor Fleming’s division, has received 
 one-half. The division hereafter will be based upon the school population as shown 
 by the last report of the State Superintendent of Public Instruction. By this appor¬ 
 tionment our college will receive 53.4 per cent, of the annual endowment. 
 
 This fund is restricted to “ instruction in agriculture and the mechanic arts, 
 English language and the various branches of mathematical, physical, natural and 
 economic sciences with especial reference to their application in the industries of 
 life, and to the facilities to such instruction.” The bill prohibits using this money 
 building, buying, renting of repairing buildings, and implies that no land shall be 
 rented or purchased with it. 
 
 This college will thus derive from all sources of income a sum equal to about 
 $16,000 per annum, which is less than half what the State colleges of Mississippi, 
 
264 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Alabama, South Carolina and several other Southern States receive and about 
 one-sixth the annual endowment of similar colleges in the North. The State of 
 Florida has given less to support its agricultural college than any other State or 
 Territory. 
 
 Several additional professors and assistants have been employed, the agricultural 
 department fully equipped, so that now farming operations are carried on by the 
 students taking the agricultural course, under the direction and instruction of the 
 Professor of Agriculture, independent of the Experiment Station. There has been 
 purchased a full outfit of machinery and tools for the four years’ course in manual 
 training; apparatus for the chemical and physical laboratory, and also for botany, 
 astronomy, physiology, and civil engineering; cabinets for teaching mineralogy, 
 geology, zoology, entomology, etc. About $2,000 worth of new books have been 
 added to the library. These and many other improvements have been made which, 
 it is hoped, will start the college on an era of unhindered prosperity and merit the 
 patronage of all classes. 
 
 LOCATION. 
 
 Lake City, the seat of the college, a town of about two thousand inhabitants, 
 and the county seat of Columbia county, is situated at the junction of the Florida 
 Central and Peninsular, the Savannah, Florida and Western, and the Georgia 
 Southern and Florida railroads, fifty-nine miles west of Jacksonville. It was se¬ 
 lected by the Board of Trustees, among other reasons, on account of its well-known 
 healthfulness and accessibility. 
 
 Numerous beautiful live oaks and water oaks of gigantic proportions shade the 
 streets and dwellings, and charming lakes of pure water, with clear margins, may 
 be seen in and around the town, offering to the student in his hours of relaxation 
 abundant opportunity for aquatic sports. The climate during the months of the 
 scholastic year is unsurpassed for its equable mildness and cannot fail to charm 
 and benefit delicate students from Northern latitudes. They will pursue their 
 studies in a pure atmosphere, rarely chilled below thirty-two degrees in the midst 
 of winter. Churches of all the Christian denominations offer free sittings to stu¬ 
 dents.” 
 
 The topic of Manual Training is thus treated. 
 
 MANUAL TRAINING. 
 
 IT. C. Poicers, Professor. 
 
 In pursuance of the law passed by Congress creating the Agricultural and 
 Mechanical colleges and the stronger law of public opinion, the Department of 
 Manual Training in this college will be made as complete and perfect as possible. 
 
 We realize that a large percentage of our pupils will become practical farmers 
 or manufacturers in their coming manhood, and in order to best fit them for such 
 a life a training in the practical use of the different tools and implements used in 
 the various trades is greatly needed. 
 
 A practical education means much more to-day than it did thirty years ago. 
 Not only must the brain be taught from books but the hand as well must be 
 trained to act and the eye to see, thus making a complete and symmetrical educa¬ 
 tion of the whole boy. 
 
 There can be no question that the boy so trained will start in life with much 
 greater possibility and probabdity of success than the one with only a classical 
 education. 
 
 Every man, whatever his calling or profession has more chances of success in 
 
COURSE rtf MECHANICAL TRAINING. 265 
 
 life with all his powers fully trained than one whose education is incomplete and 
 onesided. 
 
 The education from books alone neglects some of the powers of all pupils and 
 all the power of others. 
 
 We do not profess to teach any particular trade, but the fundamental principles 
 of all trades, nor do we make any articles for sale. All work is disciplinary and 
 instructive, and as soon as a pupil fully understands one step he is advanced to ' 
 the next. 
 
 Our course of Manual Training covers the entire four years and must be taken 
 as laid out by the Faculty of the College. No pupil will be allowed to take any 
 part of the course until he has been over all that precedes it. 
 
 Drawing is considered as a part of the course of Manual Training, and pupils who 
 take the shop course will be required to take the drawing course as well. 
 
 The first year of shop work is entirely taken up with instruction in wood work 
 and the tools used therefor. The first two terms are devoted to bench work and 
 the last term to wood turning. The shop for this work is fully equipped with 
 tools and machinery for this course for a class of forty pupils. The bench work consists 
 of instruction in the care and use of all ordinary carpenter and pattern maker’s 
 tools, and the performing of such operations as planing, sawing, mortising, tenon¬ 
 ing, dove-tailing, squaring, tongueing, dowelling, etc. A full course will be 
 given in wood-turning and scroll-sawing. A fine set of wood working machinery, 
 such as a circular sawing machine, scroll saw, plainer, large and small wood lathes, 
 is driven by a ten horse power engine. 
 
 The second year’s course will consist of instruction in pattern making, moulding, 
 and casting, brazing, sheet metal work and soldering, This shop is now ready for 
 the class who have just finished the first year’s work in wood. 
 
 The third year’s course will consist entirely of instruction in forging iron and 
 steel and in tempering steel tools. At the beginning of the year the class will be 
 taught how to use hammer and anvil by working in lead, which metal acts similar 
 to hot iron under the hammer. Then the fires will be lighted and exercises in draw¬ 
 ing, upsetting, bending, punching and welding will be given in both iron and steel. 
 Each student will forge and temper the tools that he is to use in the succeeding year 
 in the machine shop. The properties of iron and steel will be thoroughly taught 
 by lectures. 
 
 The fourth year’s course wall be given to machine shop instruction, and will con¬ 
 sist of exercises in chipping and filing at the bench, boring, turning, planing, shap¬ 
 ing and drilling on machine tools. During this year instruction will be given in 
 the management and care of steam boilers and engines. Students taking the entire 
 course will be permitted to make some “ project,” which shall combine the experi¬ 
 ence of the entire four year’s course in shop and drawing room instruction. 
 
 Each exercise in the shop will be made from drawings made by the pupil in a 
 book kept for that purpose. This will be required in every case. 
 
 In the four years’ course of drawing, instruction will be given in the making of 
 shop drawings, mechanical drawings, use and care of instruments, orthographic 
 projections, isometric projections, lettering, plans and elevations of architectural 
 work, tracings and blue printing. 
 
 The instruments used in this course will cost not to exceed $8. These the student 
 must furnish. All shop tools and materials are furnished by the school. 
 
 Drawings will be returned to the pupils at the end of each year, except such as 
 the school shall wish to retain for exhibition. 
 
 The time given to Manual Training during the past year has been one hour for 
 shop work and forty minutes for drawing each day of the school week, and will 
 not be less in the coming year. 
 
266 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 CONDITIONS OF ADMISSION. 
 
 Only students qualified to enter the Freshman class in either the Agricultural or 
 Scientific courses will be permitted to take Manual Training, and all entering these 
 two courses must take the course in Manual Training and Drawing. 
 
 Each cadet in this department pays an annual fee of two dollars for materials 
 used. 
 
 The catalogue quotes a list of 107 under graduate students in at¬ 
 tendance. The list fails to indicate any students as in the Prepara¬ 
 tory Department. 
 
 There are nine members of the Faculty. F. L. Kern, A. M., is 
 President. 
 
 Georgia State College. 
 
 The Georgia State College of Agriculture and Mechanic Arts, of 
 the University of Georgia, is situated at Athens, Georgia. The 
 University has, besides the “ State College,” an Academic Department 
 known as “Franklin College,” both in Athens ; and, also, a “Law”, 
 and a “Medical”, Department, the latter situated at Augusta. It in 
 addition comprises four branch Agricultural colleges; respectively 
 situated at Dahlonega, Thomasville, Cuthbert, and Milledgeville. 
 From these branch colleges, graduate students are admitted to the 
 junior class of the University;—taking there the final two years of 
 their course and their degree. 
 
 The State College comprises the three schools of Agriculture, 
 Engineering and Applied Chemistry. The courses for the first two 
 years are the same. In the Freshman year, “ Linear Drawing ” is a 
 required study and in the Sophomore class “ Geometrical Drawing.” 
 In the Junior Class, in the course for degree of Bachelor of Agricul¬ 
 ture, “Surveying and Drawing” are grouped together; and in the 
 Senior class, “Rural Engineering and “ Building Construction.” 
 
 In the course for degree of Bachelor of Engineering, in the Junior 
 Class, “Geometrical Drawing, Pen Drawing, Tinting, Lettering, 
 etc.; Topographical Drawing, Descriptive Geometry and applica¬ 
 tions; Shades and Shadows, Isometrical Drawing and Perspective,” 
 are required studies; and in the Senior year, “ Engineering Draw¬ 
 ing.” There is a special course for the degree of Civil Engineer, 
 requiring at least an additional year as well as passing a satisfactory 
 examination. In this course “Warren’s Machine construction and 
 Draughting ” is one of the required studies. 
 
 There is also a “ Course in Building and Architecture.” 
 
 COURSE IN BUILDING AND ARCHITECTURE. 
 
 “This is a partial course in the Department of Engineering, and includes the 
 studies of the first, second and third year in Engineering, omitting a part of the 
 higher Matheniatics, and instead thereof giving attention to Architectural Drawing, 
 Structures of Wood, Stone and Iron, Foundations, Walls, Arches, Trusses, Roofs, 
 
UNIVERSITY OF GEORGIA, ATHENS. 
 
 267 
 
 etc.; the application of Descriptive Geometry to Masonry and Carpentry; Strength 
 of Materials; Ventilation, Warming, Acoustics; Building Materials—Woods, Stones, 
 Mortars, Cements, Paints, etc. 
 
 Upon the satisfactory completion of this course, a certificate will be given, stating 
 the time spent at the College, and the progress made.” * * * * . 
 
 DRAWING. 
 
 “Two halls, 34 feet square, well lighted, now used oy students in drawing. Each 
 student of the State College is employed) in drawing during a part of the course, 
 from one to two hours each day. During the first year, all are required to take Linear 
 Drawing, being applications of Practical Geometry as an auxiliary to the study of 
 Geometry. The full course includes Orthographic and Isometrical Projections, 
 Development of Surfaces, Practical Perspective, Linear, Building and Architectural 
 Drawing, Masonry Drawing, Drawing for Carpenters, Mechanical Drawing, includ¬ 
 ing drawing from rough sketches; Drawing and Shading from solid objects; Draw¬ 
 ing of Machinery.” 
 
 The catalogue of 1882 gives 42 students of Drawing out of a total 
 of 146 students. The “Annual Announcement ” for 1886-’87, shows 
 an attendance in The Franklin and The State College together, of 195 
 students; of these, 56 take drawing. The faculties of the two colleges 
 are composed of the same Professors, with a single exception of one 
 additional Professor in Franklin College. Ten Professors make the 
 faculty of Franklin. P. A. Will, dd, lld. is at the head of both 
 colleges. 
 
 The Autumn of 1888, saw the opening of a new department of the 
 University of Georgia in the inauguration of The School of Tech¬ 
 nology, October 5th, 1888, in Atlanta. 
 
 This event was recognized as marking the beginning of a new era 
 in education; and the occasion of the formal transfer of the new 
 institution to the Trustees of the State University, was made mem¬ 
 orable by the ceremonies of a great public meeting held in the Opera 
 House in the evening. The actual opening had taken place during 
 the inspection of the school by the Trustees in the morning, when, 
 in the presence of the State Trustees, the Governor, two Ex-Gover- 
 nors of the State, and many distinguished citizens, Miss Nellie 
 Inman, daughter of one of the State Commissioners, was escorted 
 by Ex-Governor McDaniel, to the engine; and, at noon exactly, 
 turned the valve which started the engine and set all the machinery 
 in motion ! 
 
 This engine was made by the last year’s class of the Worcester 
 Technological Institute. The Superintendent of the machine shop, 
 Milton P. Higgins, formerly of the school in Worcester, Massachu¬ 
 setts, then addressed the company who were about to inspect the 
 several shops, and briefly outlined as follows the course of training 
 to be given in this new School of Technology. 
 
 “Ladies and Gentlemen: —I am desirous of stating to you, before you inspect 
 the shops and equipments, some facts about them, and to indicate the methods pro¬ 
 posed for utilizing these liberal facilities to the best good of the student. This can 
 be done better here before we enter the shops where the machinery is in motion. 
 
268 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 No occasion can possibly be of greater interest to me than the opening of a tech¬ 
 nological school of this character. 
 
 A kind Providence has made it my duty for twenty years to labor in this special 
 field. Twenty years ago there was no precedent in America for technological edu¬ 
 cation, and European methods were not in their nature fully adapted to the Amer¬ 
 ican boy. 
 
 The method here will be simple and direct. We aim to place the student during 
 his course of .training here in an environment not unlike what he may expect to 
 find when he enters the active duties of life. 
 
 First of all we recognize the shop as a means of education, training, even cul¬ 
 ture. This is the highest object of the shops in any school of this character. The 
 friends of this school do not ignore the intrinsic value of the skill attained in the 
 shops, but as valuable as this is, the greatest value of shop training to the man and 
 to the engineer is the marked effective influence upon the mind and character of 
 the pupil. It has been shown that most of the active, managing men of a city are 
 men whose boyhood has been spent on country farms. Now, there is no virtue 
 necessarily in farm work or country life, except that the individual is brought into 
 close contact with things. They meet and overcome many difficulties, and this 
 experience develops sound judgment and ability to manage affairs in a most re¬ 
 markable manner. This developing influence upon the character is exactly what 
 the shops of a technological school accomplish. 
 
 It follows then—if difficulties overcome, educate and develop—we must have a 
 real shop, where real difficulties are overcome, and where real successes are achieved. 
 A play shop can not do it. A productive shop is a complicated affair. It is a new 
 condition in a school and demands special methods. The shop and its methods 
 must be real, alive, effective. All the men in the shops must be working men, 
 devoting all business hours of the week to productive work, the same as in other 
 shops. They are all there as teachers of what they know but their teaching is 
 largely by example with such explanations as may naturally go with,their work. 
 All the shopmen may understand that the object of'the shop is educational, but, in 
 order that sound business may be taught and illustrated, every effort must tend to 
 economical production. 
 
 The plan of operating the shops is as follows : 
 
 The Georgia school shops recognize that their object is educational, first and last. 
 This is not a trade school. It is more. It aims to make mechanical engineers, 
 manufacturers, managers of industrial works of all kinds. It will teach a trade, 
 i. e ., it will develop manual dexterity because that is a most desirable and necessary 
 step up to the end sought. It may produce journeymen, if you please, not as the 
 end of the training, but the education of the engineer should include, to some extent, 
 the experience that the journeyman possesses, the accuracy of the machinist, the 
 skill of the pattern-maker and the special knowledge of the blacksmith and foundry- 
 man. And we believe there is no way so sure, so good, and so simple to realize these 
 possessions as to enter the ranks and learn them as if future success depended upon 
 the narrow knowledge of these trades alone. 
 
 We, therefore, aim to have the education of the student lead up through these 
 steps so that if a boy starts with a class of a hundred to master all that would make 
 him a successful engineer or manager of larger industrial interests, and he fails to 
 attain his full object, that whatever be the cause of his failing of high leadership, 
 his education at this school shall not be by any means a failure. Dexterity in any 
 art or trade is a step to something higher. Whoever stops at one step has the dex¬ 
 terity that is as valuable to him and more so than if he had started in life to learn 
 the trade only. There are many things to prevent all in a class of a hundred from 
 being eminent leaders in mechanical pursuits. Of course, there is always room at 
 the top, and, thank God, there is room all the way up for the man who knows well 
 what he knows and can do it well. 
 
SCHOOL OF TECHNOLOGY OPENED. 
 
 2G9 
 
 In starting a class of young men in the Worcester shops it is my practice to show 
 them first that they must very soon find within themselves a love and respect for 
 their calling. They are taught at once that nothing is more promising of reward 
 and honor and success than the pursuit of science, of mechanics, and the industries; 
 and the school of technology is not a rival or a substitute for the college; that pro¬ 
 fessional men, or statesmen, professors, lawyers, doctors, and ministers have all 
 been held in honor justly, because of their training, because of their characters and 
 because of their culture, and thus they have made their professions honorable. 
 Now, the time is at hand when a mechanical engineer, a manufacturer, has every 
 need and every inducement and every facility for obtaining all that makes any man 
 worthy of the esteem of his fellows, viz: education in its truest sense. 
 
 We teach them at Worcester not to be disappointed or discouraged if at first there 
 is a failure to find much love in the chosen work, but such a love can and must be 
 developed. A loving, devoted dwelling upon the beauties of mechanical science is 
 as possible and necessary to the successful mechanic or engineer as devotion is in 
 any profession. They are taught at once that there is no conflict between practice 
 and theory; none at all. Education is as desirable and possible in one pursuit as 
 another, though it may be of a very different sort. 
 
 At Worcester we receive into the shop each year about thirty pupils, at an average 
 age of eighteen to nineteen years. They remain three and a half years. After the 
 first month they are in the shop only two half days per week, i. e ., ten hours per 
 week during term time. 
 
 After about two months they are put at productive work, and sometimes much 
 sooner. We are ever holding more strongly to the method of productive work as 
 a means of education. At the end of the course of three and a half years our 
 graduates have enough practical shop instruction to compete with young men who 
 have devoted three years entirely to the learning of a trade, and in addition they 
 have the advantages of their scholastic education. 
 
 The evening exercises at the Opera House were largely attended. 
 They were opened by juayer by Rev. Dr. Tucker. Dr. Hopkins, 
 the President of the school, in the course of his opening remarks 
 before introducing the speaker of the evening, said : 
 
 Under the circumstances it would be improper for me to occupy your time in 
 making a speech, but this is a time for congratulation, and I would congratulate 
 those that have done this work, and spared no effort to do it well. I would con¬ 
 gratulate the public-spirited men and women of Atlanta, who have encouraged the 
 work. I would congratulate the trustees of the University of Georgia, for in all its 
 history there has been added to it no such efficient arm of service than this. A new 
 prestige has been given to the educational system of the State. The state at large 
 is to be congratulated that here, in its capital city, is established this potency for 
 good. The establishment of any school is an important event, inevitably affecting 
 the weal and woe of the community about it. More important than others is the 
 school established for a specific purpose, and the establishment of this school, at 
 this time, in tins place, is of special importance. This system of education is the 
 result of enlightened discussion between the friends of classical education on the 
 one hand and of practical education on the other. 
 
 Dr. Hopkins introduced Hon. N. E. Harris, of the State Commis¬ 
 sion, who made the Report of the Commission and presented the 
 school to the Trustees of the State University. 
 
 Col. Harris began as follows : 
 
 Mr. President, Gentlemen of the Board of Trustees, Ladies and Gentlemen : It 
 is said we live in an eminently progressive as well as practical age. There is a con- 
 
270 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 stant demand for new methods in every department of life. The solution of the 
 great problem of individual destiny is being wrought out under new and different 
 processes every day. This has necessitated new methods of study and thought. 
 The watchword now is “ advance.” Even education has moved onward with the 
 times. No one of the old school would recognize the modern means and instru¬ 
 mentalities for educating the young. For a long period the conservatism of the 
 college stood in the way of reform. But the American people have a way of solv¬ 
 ing problems that is shorter than that practiced by our ancestors. Things which 
 are going into “desuetude,” to use Mr. Cleveland’s word, are either changed to 
 suit the times or incontinently kicked aside. 
 
 The great middle classes of the country have begim to demand attention—more 
 than at any previous time in the world’s history. Men’s eyes and noses are worth 
 more to-day than they were a century ago. We approach the days of perfect 
 equality. The lower classes have risen upward and higher classes have moved down¬ 
 ward. Legislation for the masses is now legislation for the greatest good to the 
 greatest number. Knowledge must be adapted to their wants. They do not boast 
 the blue blood of t he cavalier—they use. their hands in making a living. It is no 
 disgrace now. Bat Americans control the colleges of this continent, therefore as 
 these institutions could not prevent, they have at length decided to lead these re¬ 
 forms. The curriculums are being remodeled all over the country, and no state in 
 the union now making pretensions to higher education can be found without its 
 technical school, either in process of erection or already open. 
 
 Georgia began the agitation years ago. The thought took shape in universal de¬ 
 mand by the press in 1882, headed by the Macon Telegraph. In 1883, the first bill 
 was presented to the legislature. In 1885, the present law was enacted, under 
 which the institution in whose honor we are gathered, was established. 
 
 Knowledge and reform travel slowly in the face of prejudice. Some difficulty 
 was experienced in prevailing upon the representatives of the people to grant to the 
 state the right to get in line with the progress of the country. It is easier to defeat 
 a bill than to pass one, under the peculiar provisions of our constitution. Every 
 absentee counts for a negative vote. 
 
 Let us give credit to whom credit is due. The ten young representatives of the 
 people who took their singular and striking journey to the north for the purpose 
 of studying the question of technical education, in the spring and summer of 1883, 
 had no conception of the magnitude of the problem which they had undertaken to 
 solve. After the real character of the undertaking was revealed to them, it took 
 some courage to present their views to the body they represented, and through that 
 to the state, recommending the establishment of this institution—for the obtain- 
 ment of money for education at that particular time was exceedingly doubtful and 
 difficult to say the least. 
 
 He then paid a brief tribute to each of the ten members of the 
 committee. They did not succeed in securing the desired legislation 
 at that session and the efforts were resumed at the next. The new 
 supporters of the bill were, each in turn, named and eulogized by 
 the speaker. 
 
 The bill was finally enacted into a law and the next question to be settled was one 
 of location. Georgia was poor. She had the capitol upon her hands into which she 
 was pouring annually nearly $30,000. Therefore, she thought it not beneath her 
 dignity to ask help of the flourishing towns and cities of her territory, and the 
 school was directed to be located at that point which would furnish the best in¬ 
 ducements in money or otherwise to the state. So the great municipalities began 
 the contest for the location. Macon, Athens, Penfield, Milledgeville and Atlanta 
 
GEORGIA SCHOOL OF TECHNOLOGY—OPENING ADDRESSES. 271 
 
 entered the list in generous rivalry, but Atlanta, strong shouldered and steady 
 hearted in her faith for the future, poured $70,000 into the state’s coffers and threw 
 in a site and $2,500 a year for twenty years additional, thus securing the location 
 over all her rivals. Yon magnificent building, yon splendidly equipped machine 
 shop, honorable alike to the city and the state, is the result, and we are here to¬ 
 night to turn over the splendid property to its rightful custodions. 
 
 * * * * * * * 
 
 As the chairman of the state board of commissioners, I am here to announce the 
 completion of the labors entailed upon us by our appointment under the present 
 law. The college is now already opened, its corps of instructors have been chosen, 
 able, experienced and well fitted for the positions to which they have been called. 
 
 The prospects are flattering. Two hundred young men, if we are not deceived, 
 will join the classes of the institution to be taught therein naught but the gospel of 
 labor. 
 
 The great heart of Georgia will soon be here. The eyes of the state will be upon 
 the institution. The experiment is new and untried, and upon the event hangs a 
 fearful arbitrament. 
 
 The school is a part of the state university. There can be no rivalry between the 
 two. The head is in Athens; the hands are here. Without this school the univer¬ 
 sity would be incomplete ; with it the demand of the times is met and the university 
 is abreast of the age. Here we have thought versus work. Practice against theory. 
 The shop against the study ; the hammer against the book ; the blouse against the 
 cutaway. 
 
 The old statesmen who conceived the idea of the state university had in view the 
 founding of an institution which should extend to every county of the state. It 
 was intended to become merely an aggregation of schools. The ultimate limit of 
 expansion was to be reached only when there should be a college established in 
 every county of the state. Under the state constitution, the university is still the 
 head of all state academic education, and no appropriation can be made to this 
 object except through its board of trustees. As these colleges, therefore, are mul¬ 
 tiplied, it approaches nearer the ideal intended by its founders. In Augusta is its 
 medical branch, in Athens the literary branch, in Dalonegha an adjunct of the 
 literary branch, in Atlanta the technical branch, in other places feeders of the 
 literary branch. If the money availed there ought to be no objection to this. 
 
 Will the state support this institution ? That is the question which the future 
 must settle. It belongs to the state, both the question and the institution. There 
 is no equitable or legal title outstanding—this institution is the state's own prop¬ 
 erty, and everyone who has the country’s welfare at stake is interested in the 
 question. The entire army of workers will await with increasing concern the 
 determination arrived at by the people’s ambassadors. 
 
 I can only say that inasmuch as the hand of beauty set the machinery in motion 
 today, I trust the men of Georgia will be too gallant to allow that machinery to 
 stop for want of money only. 
 
 The institution represents the great thought of the age wrought into wood and 
 brick and iron; without it, the state will go backward, losing her hold on the power 
 and progress of the present. 
 
 * ***** -ji¬ 
 
 lt is the school of the laborer, the workshop of the mechanic, the college of the 
 engineer, the university of the poor. No patent of nobility, of wealth or influence, 
 is necessary to open its doors. If it shall realize the hopes of its founders, there 
 will be no limit to the magnitude of its glory, in the good it shall achieve for the 
 state. Every year it shall send its output of educated muscle and brain into the 
 ranks of the state—each young man a source of unmeasured power, developing 
 wealth and resource, aggregating capital, challenging advance, and constituting 
 
272 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 himself a nucleus of thought and of energy, ever increasing, ever developing, ever 
 inviting to grander triumphs. Each one of these educated artisans will become a 
 part in the progress of our state—now a hammer to strike, now an anvil to bear. 
 Like so many hands extended from the body, these young men will work with a 
 heart at the centre, for Georgia’s good. 
 
 I cannot estimate their value. Into the treasury of the mountains where the coal 
 sleeps, and the iron and gold are locked, they will break with the skilled implements 
 of their trade, and gather the increase for their people. 
 
 Beside the cotton fields they will build the factories and plant the machinery 
 which shall utilize for this country and this community the wealth which now goes 
 to swell the coffers of distant lands and nations. Each one with his own hands, in 
 the great, wonderful workshop of the world, will give his time and skill and energy 
 to forge the fitting crown for the imperial brow of this grand old mother state. 
 
 The speaker, closing with an eloquent picture of the condition of 
 the South after the war, gave a glowing description of how morning 
 breaks along the rugged cliffs and magnificent mountains of the great 
 Blue Ridge, ushering in the full orbed splendor of the coming day; 
 and prophesied a similar glorious uprising of a new day for his 
 beloved South Land. 
 
 Hon. J. J. Gresham, President of the Board of University Trus¬ 
 tees, Governor Gordon, Ex-Governor McDaniel, Professor H. C. 
 White, and Mr. Grady, followed with fitting words. 
 
 The catalogue* is a handsome pamphlet with a view of the build¬ 
 ing as frontispiece and with illustrations of the several workshops. 
 From this the following statements concerning the school are taken 
 
 “ GENERAL INFORMATION. 
 
 Extract from the Act of the General Assembly of Georgia, entitled an “Act to 
 Establish a Technological School.” 
 
 * * * “ That there shall be established, in connection with the State Univer¬ 
 sity, and forming one of the departments thereof, a Technological School, for the 
 education and training of students in the industrial and mechanical arts. 
 
 * * * “ That there shall be one beneficiary for each representative in the Gen¬ 
 eral Assembly from every county in this State, selected by the Board of Education 
 in each county on competitive examination, and who shall be first entitled to the 
 benefits of said school; that the tuition in said school shall be free to all students 
 who are residents of the State of Georgia. The rates of tuition to others than resi¬ 
 dents of the State shall not exceed one hundred and fifty dollars per annum.” 
 
 GENERAL PLAN. 
 
 In conformity with this act of the Legislature, the leading object of the school 
 will be to teach the principles of science, especially those which relate to the me¬ 
 chanic and industrial arts. 
 
 The school offers an education of high grade, founded on the mathematics, the 
 English language, the physical sciences and drawing, while it gives such familiarity 
 with some industrial pursuits as will enable the graduate to earn a living. 
 
 * Annual catalogue of the Georgia School of Technology, a school of Mechanical 
 Engineering. A Department of the University of Georgia. Atlanta, Georgia; 
 organized 1888. Announcement for 1889-90. Atlanta, Ga. Constitution Pub¬ 
 lishing Company. 1890. Pp. 44. 
 
 \ 
 
SCHOOL BUILDINGS AND EQUIPMENT. 
 
 273 
 
 There are no elective courses, each student being required to follow the prescribed 
 course, both mechanical and scholastic. The time and attention of students are 
 duly proportioned between scholastic and mechanical pursuits, and special promi¬ 
 nence is given to the element of practice in every department. 
 
 The methods of the school are in the main such as have been found advantageous 
 in the polytechnic schools of Europe and at the Worcester Free Institute, with such 
 modifications as adapt it to the peculiar needs of this section. 
 
 To thorough supervision and instruction in handicrafts are added the stimulus of 
 production for the market, and such other conditions as are likely to be met with 
 in the active business of life. Students do not receive money compensation for 
 their work. 
 
 BUILDINGS. 
 
 The school occupies a beautiful site in a campus of nine acres, lying at the junc¬ 
 tion of North avenue and Cherry street, easily accessible by street car lines on 
 Marietta street and on North avenue. The Academic building is a splendid edifice 
 of brick, trimmed with granite and terra cotta, slate roof. It has one hundred and 
 thirty feet front, is one hundred and twenty deep and is four stories high above 
 basement story. It contains ample accommodations in halls, offices, apparatus 
 rooms, recitation and lecture rooms, free-hand and mechanical drawing rooms, 
 library and chapel. 
 
 The workshop is also of brick, two hundred and fifty feet long by eighty wide, 
 and two stories high. It is beautifully designed with reference to its use, and 
 affords ample space for the various departments of instruction pursued in it. It 
 contains boiler and engine rooms, wood shop, machine shop, forge room and 
 foundry. 
 
 EQUIPMENT. 
 
 The Chemical and Physical laboratories have been fitted up with reference to 
 practical work, and such additions will be made from time to time as may be re¬ 
 quired for experimental research. The apparatus and appliances are of the newest 
 and best forms, and will be increased as occasion may demand. 
 
 The workshops have been equipped with machinery and tools from the best 
 makers, and of the latest patterns, at a cost of over twenty thousand dollars. In 
 pursuance of the fimdamental idea of giving the student access to the best machinery 
 and experimental knowledge of the best methods of mechanical work, the commis¬ 
 sion have put the mechanical department on a footing with the most approved and 
 complete shops in the country, and hardly any process requiring fine material and 
 accurate workmanship is beyond its capacity. 
 
 The shops of the institution have already won an enviable reputation for the 
 quality of their iron and brass castings, perfection in gear cutting and the beauty 
 and variety of its wood work. 
 
 ******* 
 
 DEGREES CONFERRED. 
 
 The regular degree conferred in this school is that of Bachelor of Science in 
 Mechanical Engineering. 
 
 A post-graduate course is being arranged, intended to cover a period of two years, 
 and leading to the degree of Mechanical Engineer. 
 
 ******* 
 
 TUITION AND FEES. 
 
 There will be no charge for tuition to residents of the State of Georgia. All 
 others pay a tuition fee of $150. 
 
 Every student, of whatever place of residence, pays an annual fee of $20 to cover 
 ART—VOL 4-IS 
 
274 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 contingent expenses. Half of this amount is payable on the opening day of each 
 term in advance. 
 
 A contingent fee of $5 will be required to be deposited with the treasurer on 
 entrance, to cover injury done to college buildings or furniture, which sum will be 
 returned to the student on leaving college, if not forfeited. 
 
 The student is advised to defer the purchase of drawing instruments and materials 
 until he can have the direction of the Professor in their selection. 
 
 Text-books and stationery can be purchased in Atlanta on good terms. The stu¬ 
 dent is advised, however, to bring such scientific books as he may possess. 
 
 DEPARTMENT OF MECHANICAL ENGINEERING. 
 
 All instruction in this department is based on strictly utilitarian lines. The 
 graduate’s commercial valuation, on leaving the technical school, is invariably 
 based on his helpfulness—on what he can do —and not on what he knows. He 
 must know things and how to do them, and not simply know about them. 
 
 The studies taught in tlfis department comprise Kinematics and Mechanism, 
 Machine Design, Analytic Mechanics, Applied Mechanics, Materials used in Engi¬ 
 neering Structures, Strength of Materials, Steam Engineering, Prime Movers and 
 Laboratory Experiments. 
 
 ******* 
 
 The study in Machine Design will be by text-lxioks and lectures, and also by prac¬ 
 tical applications in. drawing. It will include the various parts of machine tools, 
 the steam engine, pumping machinery, electrical machines, riveted joints, and the 
 proper forms for strength and efficiency of the various parts of other machines in 
 common use. A very important adjunct to this course of instruction will be the 
 study of a magnificent collection of blue-prints of details of a large variety of 
 machinery, for which we gratefully acknowledge obligations to the Calumet & 
 Hecla Mining Company, of Boston ; to the Dickson Manufacturing Company, of 
 Scranton, Pa., and others. This incomparable collection of prints will be aug¬ 
 mented from time to time. 
 
 ******* 
 DEPARTMENT OF MECHANICAL DRAWING. 
 
 Mechanical drawing is pursued throughout the entire course of four years, it 
 being considered that efficiency in the drafting room is second only to proficiency 
 in the shop. 
 
 The beginning (Apprentice) class first take up free-hand geometric drawing, 
 which is taught by lectures and blackboard exercises. This is followed by free¬ 
 hand elementary linear perspective, sketching from models, with shades and 
 shadows; sketching both in perspective and orthographic projection, from patterns, 
 castings and parts of machines. 
 
 At the middle of the first year the Apprentice class begin instrumental linear 
 drawing, the delineation of geometric curves, etc., from sketches, followed by or¬ 
 thographic and isometric linear projection, the drawing being made from models 
 and to scale. Students are advised not to supply themselves with drawing instru¬ 
 ments before consulting the professor in charge. All necessary instruments of the 
 best quality need not cost over $13.00. 
 
 Throughout the second (Junior) year Descriptive Geometry is studied, and draw¬ 
 ing problems connected with tlfis branch of mathematics occupies four hours per 
 week through the year. Four hours per week will likewise be devoted to mechan¬ 
 ical drawing, such as the delineation of various kinds of screws, making copies from 
 detail drawings of parts of machines, making tracings for blue printing, working 
 out problems in isometric and orthographic projection, etc. 
 
COURSES m DRAWING AND SHOP WORK. 
 
 275 
 
 The drawing of the third (Middle) year commences with screw, spur, bevel and 
 worm gearing, and all of these branches are fully developed in detail working 
 drawings, to scale, each student, in all cases, being given an original problem, no 
 copying being allowed. During this year also students become familiar with the 
 various processes of photo-copying from tracings, as the “ nigrocine,” “ cyanotype” 
 and “blue” processes, the school being equipped with excellent apparatus for this 
 purpose. They are taught how to properly prepare the paper, as well as make the 
 tracings and points. 
 
 The drawing of the fourth (Senior) year is devoted to machine design in detail, 
 in which the methods obtaining in the best modern shops practice is carefully in¬ 
 corporated with purely theoretical considerations. In all the advanced drawing, 
 there is a continual connection between the work done in the drafting room and 
 the instruction given in the class room. At no time is any attempt made to produce 
 pretty pictures which delight the artistic eye of the layman, but which are of no 
 use to any body, for any purpose. Such amateur work is always necessarily far 
 inferior to, and immensely costlier than the work of the photographic camera. All 
 drawing, from first to last, is made accurately to scale, and working dimensions 
 plainly given. In short, an effort is made to teach the student how to make a 
 correct, accurate, working detail drawing. 
 
 WORK SHOP PRACTICE. 
 
 The shops where the students in mechanical engineering practice occupy a com¬ 
 modious two-story building, 250 feet long by 40 feet wide, with wings 30 by 40 and 
 12 by 40. The building contains the general offices of the shops, draughting room, 
 iron and wood-working rooms, with tool room for each, paint and finishing rooms, 
 engine and boiler rooms, wash room, forge shop and foundry. All these rooms are 
 well equipped with the best modern iron and wood working machinery and tools. 
 
 The shops are organized and managed as a manufacturing establishment, taking 
 contracts for a great variety of work, both in wood and iron, and from this variety 
 of work, always in process of construction, such parts are given the student to 
 make as will afford him the best instruction at that particular stage of his course. 
 
 Under this plan the student, growing up in an atmosphere of real business, ac¬ 
 quires, besides handicraft with tools, a knowledge of commercial requirements, 
 together with that practical judgment in real work upon which success in life de¬ 
 pends. It is expected that at the end of his course the student will be able not only 
 to construct the individual parts of a machine, or design the machine as a whole, 
 but also to so discriminate between methods and processes as to produce a machine 
 that can be marketed, thus fitting him to become a director in the world’s industries. 
 
 The first, or Apprentice year, is devoted entirely to wood work. This includes a 
 course of elementary instruction in laying out work with knife and pencil, and the 
 use of the ordinary hand tools, such as saws, planes, chisels, etc. This is followed by 
 a course in elementary pattern work, introducing the use of the turning lathe. 
 After these elementary exercises the student works altogether upon practical work, 
 especially pattern and cabinet work. Instruction and practice is given in the use 
 and care of the wood-working machinery, large and small circular saws, band and 
 scroll saws, Daniel’s cylinder and buzz planers, boring, mortising and tenoning 
 machines and shaping machines. Two days of nine hours each per week are 
 devoted to practice throughout this year. 
 
 The second, or Junior year, is spent in the iron room. During this year the time 
 devoted to practice is one day of nine hours per week, during term time and an 
 additional two hundred hours which must be made up before the beginning of the 
 next year. The students begin work with the simpler lathe operations, such as 
 turning plain shafts, cutting threads, squaring up and finishing nuts, chucking, 
 
276 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 reaming, inside borings, etc., etc. The junior year covers the ordinary operations 
 performed with the engine and speed lathes, upright drill, planer and shaper, and 
 turret head screw machine, also the simpler kinds of bench work, such as chipping, 
 tiling and laying off work. Squads of students are daily detailed to the foundry, 
 where they receive practice in moulding and in pouring iron and brass, throughout 
 this and the following year. 
 
 The third, or Middle year, has the same amount of practice time as the junior year, 
 and the same two hundred hours additional practice. During this year practice is 
 given in the more complicated operations with the lathe and planer and in the use 
 of the universal milling machine, and in gear cutting. During the latter half of 
 this year special attention will be given to tool making and the correct forms for 
 making twist drills, reamers, taps and dies, etc., etc. Students will be detailed to 
 the care of the boilers and engine, including the work of firing and controlling 
 steam pressure and water supply. 
 
 The Senior year’s practice embraces nine hours, or one day per w r eek. No addi¬ 
 tional practice is required this year. 
 
 During this year the class will build one or more machines complete. Special 
 attention will be given to engineering and planning work, and assembling, erect¬ 
 ing and starting new machinery. A portion of the time will be spent in the shop 
 draughting room making drawings and designing tools and fixtures to be built in 
 the shop. Ample opportunity will be given each student to exercise his originality 
 while his work will still be held to well established principles. 
 
 The total number of students enrolled is 145 ; of these, 62 are in 
 the Apprentice, 71 in the Junior, 10 in the Middle, and 2 in the Senior 
 classes. The Faculty, consists of eight Professors; there are four 
 Foremen of the shops. Isaac S. Hopkins, ph. d. , d. d. , is the Presi¬ 
 dent. 
 
 The University of Illinois, Formerly Designated as the 
 Illinois Industrial University. 
 
 The Illinois Industrial University, the State University of Illinois, 
 is situated on “high grounds between the cities of Champaign and 
 Urbana and in the corporate limits of the latter.” 
 
 The University was chartered in 1866, opened to students in March, 
 1868. In 1871, it was opened to women students. In 1874, through 
 the personal efforts of President Gregory, then Regent of the Uni¬ 
 versity, a fine Art Gallery was established. Accounts of the Art 
 Gallery, and Art School, of this University will be given in later 
 volumes of this Report. The University finds place in this volume 
 as one of the National Land Grant Institutions. It is very com¬ 
 pletely equipped, with necessary buildings, Museums, Library, 
 Laboratories, Apparatus, and Machinery for its Mechanical Depart¬ 
 ment, etc., and has a domain of 623 acres giving ample extent of 
 farms, orchards and gardens for its Agricultural Department, as 
 well as extensive grounds about the buildings, etc. 
 
 The University embraces four colleges, subdivided into schools 
 as follows: 
 
 “ I. College of Agriculture. 
 
 II. College of Engineering. School of Mechanical Engineering. School of Ar¬ 
 chitecture. School of Civil and Mining Engineering. 
 
THE UNIVERSITY OF ILLINOIS. 277 
 
 III. College of Natural Science. School of Chemistry. School of Natural His¬ 
 tory. 
 
 IV. College of Literature and Science. School of English and Modern Lan¬ 
 guages. School of Ancient Languages. 
 
 V. Additional Schools. School of Military Science. School of Art and Design. 
 
 Vocal and Instrumental Music, Elocution and Photography are also taught, but 
 
 not as parts of the regular courses.” 
 
 In all the schools of the College of Engineering, and in the School 
 of Art and Design, the study of Drawing is necessarially pursued 
 through the entire course. It is also an alternate study in the second 
 term of the first year in the college of Agriculture, while the studies 
 of the third year, “Agricultural Engineering and Architecture,” 
 and “Landscape Gardening,” imply a knowledge of drawing. 
 
 In the college of Natural Science, Free hand Drawing is taught in 
 the first year of the course in Chemistry. In the course in Natural 
 History— 
 
 “Students, throughout the course, are required to observe for themselves, and 
 to make notes and drawings of their investigations. A series of these drawings, 
 upon a uniform scale, together with the accompanying descriptions, is deposited 
 in the library of the Laboratory.' 3 * Each student provides himself with suitable 
 pencils, drawing pens, and paper, needles in handles, glass slides for mounting 
 objects, and razor for making thin sections.” 
 
 In the year 1881-’82, there were 352 students of whom 76 were 
 women. 
 
 There were 21 students in Agriculture, 41 in Mechanical Engin¬ 
 eering, 41 in Civil Engineering, 3 in Mining Engineering, 14 in 
 Architecture, 42 in Chemistry of whom 1 was a woman, 14 in Natural 
 History of whom 8 were women, 4 special' students in Art and De¬ 
 sign of whom one was a woman. In all these courses, as we have 
 seen, the study of drawing is pursued.— 
 
 The catalogue of the University for 1891-’92,* is a very handsomely 
 printed well classified pamphlet illustrated by photographic views 
 of the main University building, the Laboratories, Museum and Li¬ 
 brary. Very full information is given in regard to the courses of 
 study in the several Colleges; these courses have all been increased 
 in number during the last decade. The College of Agriculture now 
 includes four separate courses, namely: in “Agriculture,” “Veter¬ 
 inary Science,” “ Horticulture,’’'and “Junior course in Agriculture.” 
 A “Graduate School,” has, also, been added to the University. The 
 list of Officers of Instruction and Administration numbers 25 Pro¬ 
 fessors, and 16 Instructors and Assistants, with 7 Visiting Lecturers, 
 and a Librarian and Assistant Librarian. There is also a State 
 Laboratory of Natural History, with a staff of five specialists ; and 
 an Agricultural Experiment Station, with a staff of ten specialists. 
 
 * Learning and Labor. Catalogue of the University of Illinois. Urbana, Cham¬ 
 paign Co., Ill. Post Office, Champaign, Ill. 1891-92. Published by the University. 
 
 Pp. 192. 
 
278 EDUCATION - IN THE INDUSTRIAL AND FINE ARTS. 
 
 583 students, of whom 89 are women, are in attendance; studying in 
 classes and courses as follows. Drawing in some form is included 
 in most, if not in all the courses. 
 
 Summary. 
 
 BY CLASSES. 
 
 
 Men. 
 
 Women. 
 
 Total. 
 
 
 5 
 
 3 
 
 8 
 
 46 
 
 57 
 
 101 
 
 
 41 
 
 5 
 
 
 50 
 
 7 
 
 Sophomores. . 
 
 93 
 
 8 
 
 Freshmen. 
 
 157 
 
 27 
 
 184 
 
 
 137 
 
 26 
 
 163 
 
 
 ii 
 
 13 
 
 24 
 
 
 
 494 
 
 89 
 
 583 
 
 
 BY COURSES. 
 
 Agriculture. 
 
 11 
 
 
 11 
 
 
 88 
 
 
 88 
 
 Electrical Engineering V... 
 
 29 
 
 
 29 
 
 Civil Engineering_T. 
 
 87 
 
 
 87 
 
 Mining Engineering. . 
 
 6 
 
 
 6 
 
 Architecture .. 
 
 91 
 
 1 
 
 92 
 
 Chemistry.;. 
 
 41 
 
 4 
 
 45 
 
 Natural fiistory.. 
 
 40 
 
 13 
 
 53 
 
 Art and Design . 
 
 
 7 
 
 7 
 
 
 
 2 
 
 2 
 
 English and Modern Languages. 
 
 54 
 
 45 
 
 99 
 
 
 3 
 
 1 
 
 4 
 
 
 12 
 
 5 
 
 17 
 
 
 1 
 
 
 1 
 
 Not Specified. 
 
 31 
 
 11 
 
 42 
 
 
 494 
 
 89 
 
 583 
 
 
 
 
 
 Professor Thomas Jonathan Burrill, M. A., ph. d., is Acting 
 Regent. Besides the Professors in charge of the schools of Engi¬ 
 neering and Architecture, the following, instruct in Drawing and 
 Industrial Art. 
 
 Frank Forrest Frederick, Professor of Industrial Art and Design. George Wash¬ 
 ington Parker, Instructor in Wood Working and Foreman. Rufus Anderson, M. E., 
 Instructor in Iron Working and Foreman. James McLaren White, Assistant in 
 Architecture. Edward Spencer Keene, B. S., Assistant in Machine Shop. Edith 
 Adelaide Shattuck, Assistant in Drawing. John Henderson Powell, B. S., Instructor 
 in General Engineering Drawing. Cyril Balfour Clark, Assistant in Machine Shop. 
 
CHAPTER IX. 
 
 THE LAND GRANT COLLEGES OF AGRICULTURE AND THE MECHANIC 
 
 ARTS —Continued. 
 
 ANALYSIS OF CHAPTER. 
 
 Page. 
 
 Indiana : Purdue University, La Fayette, Tippecanoe County. 281 
 
 Historical sketch from Register of 1880-81—University opened in 1874— 
 Reorganized in 1876, under President E. E. White—Extracts of general 
 interest to educators from the Inaugural address of President E. E. 
 White, delivered June 16th, 1876—Professor Thompson on the kind 
 of drawing here taught—Opening of new schools announced in 1879— 
 Courses of study described—A farm of 150 acres for use of students 
 in Agriculture and Horticulture—Facilities for teaching drawing and 
 mechanics—254 students in 1880—’81—’94 girls—Register of 1890—’91, 
 shows a remarkable development and growth. The University has a 
 permanent endowment fund of $340,000, and a large equipment in 
 the way of buildings, Laboratories, etc. The Mechanical and En¬ 
 gineering Departments are fully equipped—The course of five years 
 in the school of Mechanical Engineering is given in detail—530 
 students are registered as in attendance. Ill of these are in the 
 Preparatory Department. The Faculty consists of 40 Professors and 
 Instructors. James H. Smart, a. m. , ll. d. , is the President. 
 
 Icwa Agricultural College, Ames. ... 297 
 
 Opened as a State Institution in 1859—Organized under the U. S. Land 
 Grant Law, in 1869—Has a farm of 860 acres—70 acres of this tract 
 are occupied by the College grounds—Students in 1880-81, 226—There 
 are four complete courses of four years each ; there is also a preparatory 
 course—Drawing is taught in all courses through Freshman year, and 
 through the whole of the Engineering courses—The State Board of 
 Trustees render biennial reports to the Governor—Extracts from an 
 interesting report made in 1888-89, by President Chamberlain to the 
 the Trustees—Excellent management of the U. S. Land Grant, by the 
 State authorities of Iowa—Quotations from speech by General Gar¬ 
 field—Extracts from Catalogue of 1890.—A new building named 
 Morrill Hall, in honor of Hon. Justin S. Morrill, U. S. Senator from 
 Vermont, has just been erected—Details of courses given, showing 
 the relations of Drawing and Shop work to the Technical Training 
 given in the course in Mechanical Engineering—336 pupils are in at¬ 
 tendance ; nearly one third of these are girls—The Faculty comprises 
 25 Professors and Instructors ; six of these are ladies—Professor E. 
 
 W. Stanton, is Acting President. 
 
 Kansas. State Agricultural College, Manhattan . 305 
 
 Established in 1863: reorganized in 1872: occupied, in 1875, the farm 
 near the city of Manhattan—Open to pupils of both sexes—In 1880, 
 
 276 students were in attendance, of whom 73 were women—A five 
 
 279 
 
280 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Page. 
 
 years course in English branches, mathematics and chemistry—De¬ 
 tails of courses of instruction—There is a department of Drawing— 
 Drawing a required study for five terms, distributed through the 
 first three years—Extracts from “Hand Book” issued in 1874—In¬ 
 teresting statements by President Anderson—This college designed 
 on very different lines than many of the Land Grant Colleges in the 
 Eastern States—The avowed purpose to turn out skilled workers— 
 
 This college not meant to be a Normal School for science teachers— 
 President Anderson portrays an agricultural college conducted in ac¬ 
 cord with his idea—Catalogue for 1890-91,gives interesting illustra¬ 
 tions of buildings, class rooms, and class work; with plot of the 
 farm showing location of buildings—Brief history of origin, develop¬ 
 ment and purpose, of the institution—Details of courses in Industrial 
 Training—Summary of total attendance for 28 years—Attendance in 
 1890-91 is 593, of whom 221 are women—The Faculty, comprises 18 
 Professors and Instructors; 6 Assistants and Foremen, and 8 
 student Assistants. George T. Fairchild, a. il, President. 
 
 Kentucky. Agricultural and Mechanical College, Lexington . 316 
 
 Established in 1865, as one of the colleges of the Kentucky University— 
 Regent Bowman's claim that this was the first of the U. S. Land 
 Grant Colleges actually in operation under the Grant of 1862—Ex¬ 
 tracts from Regent Bowman’s report to the Governor of the State 
 in 1868—Ten courses of Instruction were given—Courses in the 
 schools of “Civil Engineering and Mining”, and of the “Fine 
 Arts”—College organized as a separate institution in 1878—Extracts 
 from annual report by the President for the year 1878-’9—College 
 permanently located in 1880, on land given by the city of Lexington 
 and endowed with funds given by that city, and by the county of 
 Fayette. A Normal Department opened—A course in Practical Me¬ 
 chanics added—The Annual Register for 1881-82, gives an attendance 
 of 321, an increase from the total of 78 students in 1877-78, the last 
 jear of its connection with the University—Extracts from Register 
 of 1890-91—Nine courses of four years each lead to Degrees—De¬ 
 tails of full course in Mechanical Engineering. Mechanical Hall 
 and its Equipment described—A faculty of nine Professors are in 
 charge of this Department—642 students are in attendance in the 
 various departments of the college, of whom 186 are girls. There 
 is a State Board of 12 Trustees, of which the Governor is chairman. 
 
 Col. Hart Gibson, of Lexington, is Secretary of the Board—The 
 Faculty of the College comprises 24 Professors and Assistants, and 
 one Stenographer. James K. Patterson, ph. d., f. s. a., is President. 
 
 Louisiana. State University and Agricultural and Mechanical Col¬ 
 lege, Baton Rouge . 323 
 
 Established by the Legislature in 1874, in accord with the U. S. Land 
 Grant Law of 1862—Opened in New Orleans June 1st, 1874—Concise 
 historical sketch of the two State institutions which were consolidated 
 in 1877, and opened at Baton Rouge under its present legal title, in 
 charge of Col. David F. Boyd, former Superintendent of the State 
 Military Academy—Col. William Preston Johnston, formerly a Profes¬ 
 sor in Washington and Lee University, Virginia, chosen President in 
 1880—In 1881, the College was re-organized with designated courses 
 of study, in accordance witli plans submitted by the new President; 
 
PURDUE UNIVERSITY, LAFAYETTE, INDIANA. 
 
 281 
 
 Page. 
 
 seven years of experiment having proved the optional courses unde¬ 
 sirable—Extracts from Report by State Board of Supervisors in 1882 
 —There are two University courses, a Classical, and a Scientific, of 
 four years each; and an Agriculturial and Mechanical course, of two 
 years—Drawing is a study in the University courses The course of 
 instruction given in the Stevens Institute, Hoboken, New Jersey, 
 adopted in the workshop—The Agricultural and Mechanical features 
 discussed at length—The pressing immediate needs of practical edu¬ 
 cational training in the State—The catalogue of 1882, shows an attend¬ 
 ance of 159 cadets; an increase of 90 over the previous year—The 
 catalogue of 1890-91, gives views of the grounds and buildings; which 
 are admirably placed on a bluff overlooking the Mississippi, and are 
 most attractive in appearance—An additional course, the “ Latin Sci¬ 
 entific Course,” is announced—A preparatory school is attached to the 
 college—Details of courses in drawing and in industrial training, 
 and of facilities offered—Col. Johnston called, in 1882, to assume 
 Presidency of Tulane University, in New Orleans—An attendance of 
 179 cadets recorded in 1890—’91—Faculty comprises 20 Professors and 
 Assistants—There is a State Board of 17 Supervisors, of which the 
 Governor of the State, the State Supt. of Public Education, and the 
 Presidentof the College are ex officio members. Col. J. W. Nicholson, 
 President and Professor of Mathematics. 
 
 Purdue University, Lafayette, Tippecanoe County, Indiana. 
 
 The University is located on a farm of one hundred and eiglity- 
 six acres, one mile west of the City of La Fayette. 
 
 The buildings occupy a commanding situation, and the college 
 grounds, handsomely laid out in park and gardens, comprise twenty 
 acres. 
 
 The following extracts from the “historical sketch” published in 
 the Annual Register for 1880-81, give a condensed history of the 
 young Institution. 
 
 Historical Sketch of Purdue University. 
 
 Purdue University had its origin in the Act of Congress of July 2, 1862, which 
 “donated public lands to the several States and Territories which may provide 
 Colleges for the benefit of Agriculture and the Mechanic Arts.” The national grant 
 was accepted by the State of Indiana, March 6, 1865, and a Board of Trustees, with 
 the corporate name of “The Trustees of the Indiana Agricultural College,” was 
 organized for the management of the trust funds. * * * * 
 
 It was this Board that received the land scrip, amounting to 390,000 acres, and, 
 April 9, 1867, sold it for $212,238.50. By careful and wise management, this en¬ 
 dowment fund has been increased to $340,000, invested in a non-negotiable Indi¬ 
 ana State bond, bearing five per cent interest, payable quarterly. * * * 
 
 At the special session in 1869, an act was passed, May 6, accepting a donation of 
 $150,000 by John Purdue, on specified conditions; a donation of one hundred acres 
 of land, appurtenant to the institution, by citizens of Chauncey; a donation of 
 $50,000 by Tippecanoe county ; and donations by the Trustees of the Battle Ground 
 Institute, and by the Trustees of the Battle Ground Institute of the M. E. Church, 
 both made on condition that the College be located at Battle Ground. This act 
 located the institution in Tippecanoe county, at such point as the Trustees might 
 
282 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 determine before January 1, 1870, gave it the name of Purdue University, and pro¬ 
 vided for its organization and management. The location of the University was 
 definitely fixed by the Trustees, December 22, 1860. * * * 
 
 The University was formally opened September 17, 1874. * * * * 
 
 The plan of organization adopted by the Board of Trustees was based on the 
 theory of special education, and the instruction of the University was distributed 
 among the following Special Schools: I. School of Natural Science, including (a) 
 Physics and Industrial Mechanics, (b) Chemistry, (c) Natural History ; II. School 
 of Engineering, including (a) Civil Engineering, (b) Mining Engineering, (c) Archi¬ 
 tecture ; III. School of Agriculture, including (a) Theoretical and Practical Agri¬ 
 culture, (b) Horticulture, (c) Veterinary Science; IV. School of Military Science. 
 Detailed courses of study were adopted and announced in Agriculture, Chemistry, 
 Engineering, and Physics, and Mechanical Engineering. 
 
 The University was conducted on this plan of special education for two years, but 
 there seemed to be little demand for the special courses of instruction provided. 
 The only special students received entered the School of Chemistry, and most of 
 these were in preparatory branches in other studies. Nearly all the students entered 
 the preparatory classes. * * * * 
 
 REORGANIZATION. 
 
 At the meeting of the Board of Trustees, held in June, 1876, President White 
 submitted the plan of organization on which the University has since been con¬ 
 ducted. The plan was unanimously approved by the Board. 
 
 The University was divided into three departments—the College of General 
 Science, Special Schools of Science and Industry, and the University Academy— 
 as described above in the Register. The College was first organized with but one 
 course of studies, the Scientific Course, so arranged as to be a general preparation, 
 not only for all industrial pursuits, but for the courses in the Special Schools. 
 
 In 1879 the College was made to embrace three courses—the Scientific Course, 
 the Agricultural Course, and the Mechanical Course—and the Special School of 
 Agriculture, with its “Experimental Station,” and the School of Mechanics, with 
 its workshop, were put into successful operation. It required four years “ to work 
 out” the plan outlined in 1876, and described in preceding pages. 
 
 The Legislature appropriated $20,000 annually for the two years 
 1881-’82 and 1882-83. 
 
 The following extracts from President White’s Inaugural Address 
 delivered June IGth, 1876, while they set forth clearly the purposes 
 of the reorganization of the institution, treat topics of general in¬ 
 terest in the consideration of this new class of educational institu¬ 
 tions created by the United States law of 1862. 
 
 The act of Congress, donating lands to endow colleges “for the benefit of agri¬ 
 culture and the mechanic arts,” has proved an educational Babel. No other statute 
 relating to education, has disclosed such a diversity of views, or occasioned such a 
 confusion of ideas. 
 
 * * * * * * * 
 
 It must suffice to say that the act of Congress, referred to, clearly expresses 
 three things. The first is that the grant was intended to endow a “ college for the 
 benefit of agriculture and the mechanic arts.” The second is that “the leading 
 object” of the college, thus endowed, is “to teach such branches of learning as are 
 related to agriculture and the mechanic arts. The third is that this is to be done 
 “without excluding other scientific and classical studies,” and “in order to pro¬ 
 mote the liberal and practical education of the industrial classes in the several 
 pursuits and professions of life. 
 
INAUGURAL ADDRESS BY PRESIDENT E. E. WHITE. 283 
 
 The Purpose of the U. S. Land Grant. 
 
 It is thus seen that the two-fold purpose of the grant was to endow colleges —not 
 elementary schools—(1) for the benefit of agriculture and the mechanic arts, and (2) 
 for the promotion of the liberal and practical education of the industrial classes. 
 The one imperative condition is that the teaching of the branches relating to agri¬ 
 culture and the mechanic arts, shall be the leading object, and, as a consequence, 
 that the teaching of other branches shall be made a subordinate object. 
 
 • It is unnecessary to make a more exhaustive analysis of the provisions of the act, 
 since it expressly leaves the manner in which these two great ends shall be secured, 
 to the several States. Each college is left free to determine for itself how the two 
 classes of studies specified shall be taught, and how the required subordination of 
 one to the other shall be effected. This is the practical question which now con¬ 
 fronts us. How shall this University be organized to meet its obligation to the 
 great industrial interests of agriculture and the mechanic arts ? What course of 
 study and instruction will secure the two ends proposed and, at the same time, 
 meet the imperative condition prescribed ? 
 
 It will assist us in answering these questions if we first settle two other inquiries, 
 which are preliminary and fundamental. What “ branches of learning’’are re¬ 
 lated to agriculture and the mechanic arts? Can these branches be made the lead¬ 
 ing element in the required course of liberal education for the industrial classes ? 
 
 The branches of learning most directly and closely related to agriculture and the 
 mechanic arts, are the natural and physical sciences, and next to these is the sci¬ 
 ence of mathematics. Inasmuch as the mathematics underlie all the other sciences, 
 as well as every agricultural and mechanical process, the closer relation may be 
 claimed for this science, but no practical error will be made in assigning the natural 
 and physical sciences, with their many applications, to the nearest place. 
 
 What is Meant by the Term Liberal Education. 
 
 Can these sciences be made a leading element in the “liberal” education de¬ 
 manded for the industrial classes by the act? This will depend on the sense in 
 which the term ‘ ‘ liberal ” is used. A liberal education is one that includes a knowl¬ 
 edge of literature and the sciences generally, and hence there may be two kinds of 
 liberal education. In the one, literature has the leading place and the sciences are 
 subordinate; in the other, the sciences have the leading place, and literature is sub¬ 
 ordinate. The former is usually called a classical education and the latter a scien¬ 
 tific education, the name being determined by the leading element in the course. 
 
 It is true that the word liberal, when applied to education, is often used in the 
 narrow sense of classical, but this is not the necessary meaning of the term in the 
 act. It is there used in a more general sense to designate an education that extends 
 beyond the branches relating to the industrial arts, and includes “other scientific 
 and classical studies.” A course of higher instruction including the sciences as a 
 leading element, and the languages, literature, and history as a subordinate ele¬ 
 ment, would certainly afford a liberal education for the industrial classes. Such a 
 course is now provided in the popular “ Scientific Course” in Michigan University, 
 in the “Course in Science”in Cornell, and in similar courses in other American 
 colleges. The college that provides such a course of instruction, with the required 
 subordination of the branches, clearly meets the condition imposed by the grant. 
 The education thus furnished is at once an adequate preparation for the study of 
 applied science and a good general preparation for the several pursuits and pro¬ 
 fessions of life. 
 
 I have led my audience to this conclusion with some care, for just here arises one 
 of the most serious diffi culties that beset the land-grant institutions. It is supposed 
 
 by some that the terms of the grant require these colleges to teach every branch of 
 
284 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 learning, and, as a consequence, several of them are making a wide and, may I 
 add, very thin spread of their teaching. They are attempting to do the work of 
 the classical colleges, of schools of science, of polytechnic schools, and, at the same 
 time, to beat about over a large experimental farm. The instruction is cut up into 
 an appalling number of parallel courses, general and special, and the few half-paid 
 professors are used, over and over, if not used up. 
 
 It is true that there is nothing in the provisions of the grant to prevent an insti¬ 
 tution, with a limited endowment, from attempting to play university, but there is 
 also nothing that demands such folly. The common sense view of the grant is that 
 it requires no college, endowed by it, to attempt to do what it can not do well. If 
 such a college can do anything to meet its obligation to the industrial classes, it 
 can provide facilities for acquiring a thorough scientific education—at once liberal 
 and practical. 
 
 More Schools of Science and Technology Needed. 
 
 When this is done, the next wise step is to provide instruction in the Applied 
 Sciences, or Technology. The relation of such instruction to all industrial interests 
 is close and fruitful and the land-grant institution that falls short of this, fails to 
 do what i§ most needed for the improvement, not only of agriculture and the 
 mechanical arts, but of all industrial interests and pursuits. It is now conceded 
 that the weak point in the educational system of the West is the absence of schools 
 of Science and Technolgy. The public schools, academies, and colleges, are supply¬ 
 ing facilities for general education, and they are also doing something in the teach¬ 
 ing of general science. What is needed, to supplement these, is a few well-endowed 
 and well-equipped institutions, which shall not only teach general science thor¬ 
 oughly, with so much of language and history as may be needed for efficiency and 
 completeness, but which shall carry this instruction in science forward in thorough 
 courses of applied science, the number of such courses being determined by the 
 appliances and resources of the institution. It is better to teach a few applied 
 sciences well than to teach many in a superficial manner. * * * * 
 
 Whatever may be true of other institutions, the policy thus indicated is believed 
 to be the true one for Purdue University. Instead of exhausting its limited resources 
 in doing what is now done by the State University, and the classical colleges, it 
 should make the best possible use of its means in meeting the demand for scientific 
 and technical instruction. It must, of course, meet its obligation to provide a liberal 
 education for the industrial classes, but, as already shown, this imposed obligation 
 does not require it to spread over the entire ground of general education. It must 
 be content to begin with the cultivation of a narrow field, and to do its work so 
 well that it may confidently look to the future to widen its domain and fill the 
 import of its university title. 
 
 OBJECT OF THE COLLEGE. 
 
 The leading object of the College, in conformity with the act of Congress and 
 the acts of the State Legislature, is to teach the principles and the applications of 
 science. 
 
 In its course of instruction it gives prominence to the sciences and their applica¬ 
 tions, especially to those that relate to agriculture and the mechanic arts; and at 
 the same time the discipline obtained by the study of languages and other sciences 
 is not neglected. 
 
 All students are required to study the English language. The Latin, French and 
 German languages are also taught, and opportunity for then- study is offered to 
 students in any course. 
 
 The special or technical instruction given is thus based on a sound, general 
 education. 
 
PRESIDENT WHITE STATES PURPOSE OF COLLEGE. 285 
 
 The College, in fact, is a distinctive school of industrial science—or Polytechnic 
 Institute—a title which by resolution of the trustees is permitted to be inscribed on 
 the catalogue—and work of great value to the youth of the State is now being 
 accomplished by fitting them, by a thorough science-discipline, in which manual 
 training in the lower classes is made a prominent feature, for the successful and 
 honorable performance of the responsible duties of life. 
 
 While every attention is given to the mental discipline of the students in endeav¬ 
 oring to train them to habits of accurate scientific thought, and thus to qualify 
 them for the duties of life, their moral and Christian training will always consti¬ 
 tute the prominent care and thought of the Faculty.” 
 
 This is followed by the statement of the present condition of the 
 College so far as relates to facilities offered in its various courses of 
 study. 
 
 LABORATORIES AND FACULTIES FOR INSTRUCTION. 
 
 The College now possesses facilities for giving laboratory instruction in applied 
 science in the following departments: 
 
 I.—IN AGRICULTURE AND HORTICULTURE. 
 
 The farm contains 226 acres and is supplied with illustrated specimens of stock 
 of select varieties. 
 
 The agricultural experiment station, established in connection with the College, 
 where experiments and scientific investigations relating to agriculture are daily 
 made, affords unusual opportunities to students to become familiar with agricul¬ 
 ture, its defects and remedies. 
 
 The Students of agriculture accompany the professor in the field, garden, con¬ 
 servatory, stock-yard, etc., where lectures are delivered in presence of the objects 
 discussed, and during the year exercises in practical agriculture of an educational 
 character are given the students who enter upon this course of study. 
 
 II.—IN MECHANIC ARTS. 
 
 The laboratory of Mechanic Arts is used as an auxiliary in industrial education, 
 as a school of manual training in the arts that constitute the foundation of various 
 industrial pursuits. The work performed by the students is instinctive in char¬ 
 acter, as in any other laboratory, and the classes are taught in sections by a series 
 of graded lessons under the supervision of the professor. In the lower classes of 
 the College each student enters this school, and is assigned three exercises a week, 
 each exercise being two hours long. 
 
 The object of this laboratory is not to teach a trade, but to educate, to discipline 
 and train the eye and the hand, as well as the mind, and thus by associating 
 manual and mental training, to thoroughly educate the student for the duties of 
 life, whatever his vocation may be. There is no attempt to teach students special 
 skill in constructing articles of commercial value, but all the exercises are system¬ 
 atically arranged and designed for purposes of education. 
 
 The wood department is located in a commodious hall 90 x 50 feet, and is provided 
 with a twenty-five horse power Corliss engine, with indicator, a planer, circular 
 saw, handsaw, two scroll saws, a buzz planer, twenty-four stands with lathe and 
 a full set of lathe tools for each, and thirty benches for carpenter work with the 
 tools requisite for construction. 
 
 A brick building, 30x87 feet with two rooms has been constructed especially for 
 instruction in working iron. 
 
 One room is equipped with sixteen forges and tools required for a forge depart- 
 
286 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ment, and the other with a cupola furnace, having a capacity of 1000 pounds per 
 hour, a coke oven, a brass furnace, moulding benches and special tools for use in a 
 foundry. 
 
 The forge and foundry rooms are furnished witlj a Sturtevant fan and exhauster, 
 supplied with power from a ten horse power engine, constructed by the students 
 in the Mechanic Arts. 
 
 The machine department occupies a brick building 30 x 50 feet, and is equipped 
 with nine engine lathes, one speed lathe, one 20-inch drill press, one post drill, one 
 16-inch shaper, one 5-foot planer, one universal milling machine, a corundum tool 
 grinder and a small emery grinder. 
 
 The chipping and filing department is arranged with benches, vises, and tools for 
 twelve students. 
 
 The tool room is well supplied with special tools for use in instruction, including 
 a machine for grinding twist drills. 
 
 A Weston dynamo is used at present for fighting the rooms when necessary. 
 
 III.—IN PRACTICAL CHEMISTRY. 
 
 The chemical laboratory is supplied with new and modern apparatus, and in its 
 entire equipment affords excellent facilities for instruction in practical chemistry. 
 
 IV.—IN ELECTRICAL ENGINEERING. 
 
 The Electrical Laboratory is well supplied with modern appliances for instruction 
 in electrical engineering. It occupies two large rooms in the basement, and is 
 equipped with a Weston 150 volt, 20 ampere dynamo; one Brush 6 arclight dy¬ 
 namo, with regulator; one Edison compound wound 12 kilo-watt generator; a 
 Crocker-Wheeler one-horse power motor and rheostat and one alternator, made 
 by special students. 
 
 The dynamos occupy a separate room from the Laboratory, and are operated by 
 a 32-liorse power Westinghouse vertical engine. 
 
 The equipment comprises many fine instruments of precision, Sir Wm. Thomson’s 
 standard 100 ampere balance, his graded current galvanometer, reading to 600 
 amperes; also, his graded potential galvanometer, reading to 600 volts, Cardew 
 voltmeter, reading to 150 volts; Weston’s standard ammeter and voltmeter; ballistic 
 reflecting galvanometer, mirror galvanometer, Thomson Watt-meter, &c. A bat¬ 
 tery of fifty-five Julien accumulators has also been installed in the Laboratory. 
 There is also in connection with this department a 10-horse power motor at the 
 experiment station farm a thousand yards from the College, which is run by the 
 Edison generator at the Electrical Laboratory. 
 
 Y.—IN PHYSICS. 
 
 In the College building provision is made for laboratory work in the department 
 of physics. 
 
 VI.— IN MINERALOGY. 
 
 This laboratory occupies a convenient room in the basement, and is provided with 
 tables and appliances to accommodate thirty students, with an excellent collection 
 of minerals. 
 
 VII.— IN BOTANY. VIII.— IN BIOLOGY. 
 
 IX.— IN ENGINEERING AND SURVEYING. 
 
 The necessary apparatus for field work, including transits, levels, plane table, 
 models of bridges, etc., is provided for the use of the students, and the customary 
 exercises in the field are given. 
 
THE MAN MOKE IMPORTANT THAN HIS SPECIALTY. 287 
 
 - X.— IN DRAWING. 
 
 All the students in the lower classes are required to take drawing, a study which 
 tends to discipline the mind, as well as to train the eye and hand to accuracy of 
 observation and execution. A large, well-lighted drawing room, that will accom¬ 
 modate fifty students, is provided with tables, lock boxes, etc. 
 
 MILITARY TACTICS. 
 
 Instruction in this department is given in conformity with the act of Congress. 
 * * * • 
 
 This department is under the charge of Lieut. J. H. Wills, 22d Infantry, U. S. A. 
 
 The fact that the college has now a full course of two years in 
 “ Electrical Engineering ” with a well equipped Electrical Laboratory 
 furnishes, perhaps, one of the most significant indications of the 
 great advance that has .been made during the past decade, in the 
 application of the discoveries in science to the practical uses of mod¬ 
 ern life. 
 
 It is an object lesson showing the relation borne by the scientific 
 student, investigator, and inventor, to-the practical affairs of man¬ 
 kind. 
 
 These views and principles have guided in the re-organization now proposed, and 
 they have been embodied as completely as controlling and underlying conditions 
 would admit. 
 
 ******* 
 
 Permit me to add, in conclusion, that the present organization of the University 
 is based on the sound educational principle that special preparation for given pur¬ 
 suits should rest upon a general preparation for all pursuits. All pursuits have a 
 common course of instruction, and the mastery of this common course is the 
 shortest road to a knowledge of those branches which have a special application. 
 Many of the simplest questions of agriculture, for example, require for their solu¬ 
 tion a comprehensive knowledge of general science, and, besides, the student of 
 agriculture must bring to the task a mind trained to habits of scientific thought and 
 investigation. The superficial empiric, with a little stock of scientific facts in his 
 head, but with no clear insight into their causes and relations, is liable to blunder 
 at ever new application of his knowledge. Even practical facts, to be of practical 
 utility, must be applied by an intelligent mind. * * * 
 
 In all our schemes of education, let us not forget that man is more important than 
 his work. The engineer must be swifter than his engine, the plowman wider and 
 deeper than his furrow, and the merchant longer than his yard-stick. In educa¬ 
 tion, culture must ever stand before knowledge, and character before artizanship. 
 The highest result of education is manhood. 
 
 The following passage is from the first annual Report made by 
 Professor Thompson, Professor of Industrial Art, to the President, 
 and printed in the Report of the University for 1877-78. 
 
 After stating that 100 pupils in the preparatory Academy attached 
 to the University, had received two lessons a week in Free-hand, 
 and in geometrical drawing, and giving in detail the instruction 
 received by the University students, he proceeds to show the rela¬ 
 tion of the drawing taught in the Industrial Art Department, to the 
 other Departments of the University. 
 
288 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 An examination of the work of this department will show that it is altogether 
 indispensable to the existence of at least three of the special schools of the Univer¬ 
 sity : the School of Mechanics, the School of Industrial Art, and the School of Civil 
 Engineering. It is also of great assistance in the School of Natural History. Aside 
 from being one of the main supports to these schools that deal especially with the 
 forms of matter, the aim of the instruction has been to prepare students for the 
 different trades and industries of the State rather than to make artists in the ordi¬ 
 nary sense of the word. We wish to send forth students prepared to make the 
 drawipgs of the mechanic or artisan rather than to paint the portraits or the land¬ 
 scapes of the artist. Hence instrumental drawing is placed at the beginning and 
 carried through the entire regular course. Free hand drawing also, which with us 
 takes the forms of decorative design, historical ornament, and drawing from models 
 or nature, is carried along simultaneously with the instrumental course. While 
 this course is undoubtedly the best for the necessary industries of the State, it is 
 probably the very best, as foundation work, for the student of high art. This 
 will be evident when it is understood that the artist and the artisan alike must know 
 form and its possibilities. The genius may understand forms through a sort of 
 natural instinct, but the great mass of mankind must study tliis subject scientific¬ 
 ally. 
 
 The President in his Report for 1879, announces the opening during 
 the past year of two new schools, the “School of Agriculture” and 
 the “School of Mechanics.” 
 
 The School Of Agriculture. 
 
 The plan adopted in 1878 for the organization of the School of Agriculture 
 includes (1) systematic and thorough instruction and training; and (2) a well directed 
 series of experiments in agriculture. It is a great pleasure to say that this school 
 is in operation. It was opened in September last. * * * * 
 
 The School Of Mechanics. 
 
 The school for practical training in mechanics was opened in October last, and 
 a very promising beginning has been made. The shop is in charge of Mr. William 
 F. M. Goss, a graduate of the department of mechanics of the Massachusetts Insti¬ 
 tute of Technology, Boston. Mr. Goss is not only a well-trained mechanic, but is 
 familiar with the system of training adopted here. The progress made by the 
 class is evidence of his competency to make the school a success. The shop has 
 been fitted to accommodate five students, the number in the present class, but the 
 fittings may be increased to accommodate ten. Two classes can be instructed each 
 day, and thus twenty students may receive training. The present class began with 
 vise work, and will next take the course in forging. Another year we shall begin 
 with wood work. 
 
 In the summer vacation I visited several of the best technical schools in the 
 country to settle important details respecting the course of training in Purdue. 
 The further investigations thus made have strengthened the belief that the instruction 
 or so-called Russian method of teaching mechanics promises better results here than 
 the construction method. The latter requires a much more expensive outfit, and 
 a good endowment to pay deficits in running expenses. I see no reason, however, 
 why each series of lessons in the course may not end, with the construction of one 
 or more articles. This would add not only increased interest, but greater value to 
 the training. It is proposed to construct as many of the tools and other appliances 
 needed in our shop as may be possible, and appliances for the several departments 
 
THE UNIVERSITY COURSES OF STUDY. 
 
 289 
 
 of the University will furnish additional practice in construction. This, however, 
 will not be permitted to interfere with systematic instruction, and training in those 
 elementary processes and arts, which underlie all trades.” 
 
 The following statement of the courses of study is given in the 
 Annual Register of 1880-81: 
 
 Courses Of Study. 
 
 “ Purdue University is a college of Science, Agriculture, and the Mechanic Arts. 
 It embraces three departments, designated as follows : 
 
 I. The College of Genevcil Science. 
 
 II. Special Schools of Science, Agriculture, and the Mechanic Arts. 
 
 III. The University Academy. 
 
 The aim and scope of these departments are indicated below. They are open to 
 students of both sexes. 
 
 I. The College Of General Science. 
 
 The College of General Science provides three general courses of study— The 
 Scientific Course, The Agricultural Course, The Mechanical Course. 
 
 The aim of the Scientific Course is to give a thorough scientific education as a 
 general preparation for all industrial pursuits; and, secondly, as an adequate prep¬ 
 aration for special courses of study. The natural and physical sciences are the 
 leading branches in the course, requiring about one-third of the student’s time for 
 the entire period of four years. It also gives unusual prominence to industrial art. 
 
 The Agricultural Course aims to give a good scientific education, and also to im¬ 
 part a thorough and practical knowledge of agriculture and horticulture. It adds 
 to the instruction of the scientific course (Latin and German excepted) a systematic 
 course of instruction and practice in agriculture and horticulture, covering a period 
 of three years. Special attention is given to scientific experiments. 
 
 The Mechanical Course adds to the branches of study in the scientific course 
 (Latin, German, and Natural History excepted) two years of shop practice in the 
 use of hand and machine tools for working in wood and iron, one year’s instruction 
 in the elements of carpentry, pattern-making, founding, mill-work, machinery, etc., 
 and one year’s training in mechanical drawing—an excellent preparation for a 
 mechanic or machinist, or for a special course in mechanical or civil engineering. 
 These several courses of mechanical instruction and practice are included in the 
 freshman and sophomore years. 
 
 These three general courses of study are so arranged that they include nearly the 
 same instruction in science, mathematics, industrial drawing, English, history, and 
 philosophy. In addition to the branches common to the three courses, the scientific 
 course adds three years of Latin or German; the agricultural course, three years 
 of agriculture and horticulture; and the mechanical course, two years of practical 
 mechanics and mechanical drawing. 
 
 Students in the agricultural course or in the mechanical course, who are candi¬ 
 dates for the degree of Bachelor of Science, (b. s.) are required to take two years 
 of Latin or German. The added Latin or German may be taken in the junior and 
 senior years.” 
 
 There is a farm of 150 acres for use of agricultural and horticul¬ 
 tural students. 
 
 Drawing is taught all through the two years course in the Pre¬ 
 paratory Academy. 
 
 art—vol 4-19 
 
290 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Industrial Art. 
 
 “ This department is supplied with (1) flat copies for outline drawing; (2) flat copies 
 in light and shade for crayon work ; (3) colored copies for water color painting; (4) 
 flat copies for carpentry, architectural, and machine drawing; (5) charts to illustrate 
 the botanical analysis of plants for purposes of design; (6) charts to illustrate 
 analysis of historical ornament; (7) charts to illustrate harmony and contrast of 
 color ; (8) a great variety of geometrical solids, vases, and casts for model drawing ; 
 (9) samples of prints and other textile fabrics, wall paper, carpets, etc., to illustrate 
 the application of design to manufactures ; (10) appliances for modelling in clay ; 
 (11) potter's wheel for turning pottery; (12) a kiln for burning small clay models 
 and pieces of pottery ; (13) an excellent selection of casts from ancient and modern 
 sculpture, recently purchased, including busts of Venus de Milo, Apollo de Belvi- 
 dere, Diana, Psyche, Paris, Ajax, Michael Angelo, Raphael, and medium sized 
 statues of Minerva, Psyche, Flora, and M. Angelo’s Moses; (14) twelve very fine 
 photographs of western scenery, taken under the supervision of the U. S. War De¬ 
 partment, presented by Mr. James R. Pigman, of La Fayette. The Library also 
 contains a number of very valuable books of reference and journals for the use of 
 art students.” * * * 
 
 Mechanics. 
 
 “ The School of Mechanics is well equipped with tools and machines for doing a 
 large variety of work in wood and iron ; both tools and machines are of improved 
 pattern and first-class in every respect. The machinery is driven by steam power 
 from the engine-house. The shop contains five benches for wood working, with 
 five complete sets of carpenter tools, five power turning lathes, with cutting tools 
 for same ; two scroll saws, and other tools for a large scope of work. 
 
 The machines, tools, and fixtures for iron work include (1) benches, fitted with 
 Parker vises, sets of files, chisels, hammers, hardened steel squares, gauges, calipers 
 and other tools needed for all kinds of bench work in iron; (2) forges of improved 
 pattern, with air blast furnished by a Sturtevant blower, driven by steam power, 
 and all the common smithing tools, such as anvils, hammers, tongs, chisels, etc.; 
 (3) an engine or machine lathe, a machine planer, of the very best pattern, a vertical 
 drill press, an emery grinder and grind-stone, with a supply of small tools—chucks, 
 drills, taps, and dies, and lathe and planer cutting tools, etc. Additional tools and 
 machinery will be added before the beginning of next year.”* 
 
 Tlie Register of 1880-’81, shows an attendance of 92 college stu- 
 ents, 48 special students, 141 in the Academy, and a total of 254 indi¬ 
 vidual students ; 94 of these are girls. 
 
 From the Annual Register for 1890—’91, f the following extracts 
 showing the present development of the University, are taken. 
 
 General Statement. 
 
 Purdue University is the State Institute of Technology. Its purpose is to afford 
 the young men and women of Indiana an opportunity to acquire a good collegiate 
 education in Mathematics, Science, Literature and Art, and at the same time to 
 
 * For a detailed account of this course, prepared by Mr. Goss, the instructor in 
 charge, with a plan of the shops, see Professor Runkle’s article on “The Manual 
 Element in Education ” in 45th Annual Report of Mass. Board of Education for 
 1880-81, pages 171—4. 
 
 f The Annual Register of Purdue University. Lafayette, Indiana. 1890-’92. 
 Indianapolis: Wm. B. Burford, Lithographer, Printer and Binder—1891. Pp. 88. 
 
PURDUE, THE STATE INSTITUTE OF TECHNOLOGY. 291 
 
 secure instruction and practice in such lines of work as will fit them to engage in 
 the practical industries. The instruction is both theoretical and practical. The 
 usual methods of text-book study, recitation and lectures are employed, but the 
 student is required to put into practice, as far as possible, the instruction which he 
 receives. He, for example, not only receives instruction in regard to the theory and 
 principles of drawing, pattern making and machine construction, but he is required 
 to make working-drawings himself, to construct patterns, to make the castings in 
 the foundry, to finish and set up the machine, and to operate it when it is com¬ 
 pleted. This combination of the theoretical and the practical characterizes the 
 institution. 
 
 Being a State Institution, the instruction in Purdue University is free to all resi¬ 
 dents ef Indiana of suitable age and acquirements. Small laboratory, library and 
 incidental fees only are charged. 
 
 The institution embraces Six Special Schools and a Preparatory Department, as 
 follows : 
 
 I. A School of. Mechanical Engineering. Leading to the Degree of Bachelor 
 of Mechanical Engineering. 
 
 II. A School of Civil Engineering. Leading to the Degree of Bachelor of Civil 
 Engineering. 
 
 III. A School of Electrical Engineering. Leading to the Degree of Bachelor 
 of Mechanical Engineering. 
 
 IV. A School of Architecture. Leading to the Degree of Bachelor of Science. 
 
 V. A School of Science. Leading to the Degree of Bachelor of Science. 
 
 By elections in the Junior and Senior years, this school may be developed into 
 
 (a) A School of Biology. 
 
 (b) .4 School of Chemistry. 
 
 (c) A School of Literature and History. 
 
 (d) A School of Industrial Art, in which one or the other of these subjects may 
 occupy the greater part of the student’s time. 
 
 VI. A School of Pharmacy. Leading to the Degree of Graduate in Pharmacy. 
 
 VII. A Preparatory Department. 
 
 The courses of instruction in the first six special schools are so arranged that they 
 include, with few exceptions, the same instruction in general science, mathematics, 
 English, history, political and mental science, and industrial drawing. In addition 
 to these branches common to the six schools, the School of Mechanical Engineering 
 adds two years of instruction and practice in practical mechanics and two years of 
 mechanical engineering ; the School of Civil Engineering, five terms of instruction 
 and practice in practical mechanics and seven terms of civil engineering; the School 
 of Electrical Engineering, two years of instruction and practice in practical me¬ 
 chanics and two years of mechanical and electrical engineering; the School of 
 Agriculture, four years of instruction and practice in agriculture, horticulture and 
 veterinary science; the School of Science, four years in laboratory work in the 
 natural and physical sciences. 
 
 Students in each of these schools are now required to spend in laboratory, shop 
 or field an average of two hours each day in such forms of work or experimental 
 research as will fit them to engage in industrial pursuits. 
 
 A careful study of the courses of instruction and practice will show that they 
 embrace a wide range of subjects, and lead to a still wider range of industries. We 
 are thus enabled to recognize, to a considerable degree, special aptitudes and in¬ 
 clinations on the part of the students. 
 
 The School of Pharmacy affords instruction in chemistry, pharmacy, materia 
 medica, botany, etc., with a large amount of laboratory practice, for two annual 
 sessions of six months each. 
 
292 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The Preparatory Class offers a thorough drill in the common English branches, 
 quite complete in itself, but which is designed to prepare students to enter either 
 of the first six schools of the University. 
 
 Material Equipment. 
 
 The University is supported by legislative appropriations and by the proceeds of 
 an endowment granted by the General Government. It derives its name through 
 legislative enactment from John Purdue, who gave to the State for the use of the 
 Institution one hundred and fifty thousand dollars. It has a permanent endowment 
 fluid to the amount of tliree hundred and forty thousand dollars, and other non¬ 
 productive property in buildings, lands and equipment to the value of four hundred 
 and twenty thousand dollars. 
 
 It has one hundred and eighty acres of land in its campus and farm, seventeen 
 buildings, well equipped laboratories, shops, museums, library, and reading rooms. 
 ******* 
 
 Mechanical Laboratories. —These laboratories occupy a number of rooms in 
 the mechanical and electrical buildings, and are equipped as follows : 
 
 The Wood-Working Room has in it forty benches equipped with separate sets of 
 tools for one hundred students; twenty-one lathes for wood turning that have also 
 tools for one hundred students, a circular saw, a band saw, a scroll saw, two grind¬ 
 stones, and the small tools needed in pattern-making. 
 
 The Foundry contains thirty small benches furnished with tools required in 
 molding, a cupola furnace for iron, a brass furnace, a core oven, and is equipped 
 with the flasks, sands, facings, etc., required in bench and floor molding. There is 
 a small core room. 
 
 The Forge Room contains twenty-four forges equipped with smithing tools, and 
 is fitted with blast and exhaust-pipe systems and fans. 
 
 The Machine Room contains machine lathes as follows: One eighteen-inch swing, 
 screw-cutting ; two sixteen-inch swing, screw-cutting; two fourteen-inch swing, 
 non-screw-cutting; eight fourteen-inch swing, screw-cutting, and one ten-inch 
 swing, screw-cutting. Also, a machine planer, a shaper, a universal milling ma¬ 
 chine, an emery tool-grinder, a cutter grinder, two vertical drilling machines, a 
 speed lathe and an emery grinder. These machines are provided with the small 
 tools necessary to their use. In the Machine Room are also twenty-seven benches, 
 fitted with vises and small tools, for use in connection with the hand-work in metal. 
 
 The Wash Room has lockers for one hundred and twenty students, a sink with 
 basins, and is fitted with closets. 
 
 The Tool Room is provided with the special tools not used commonly in the 
 various rooms, and with the smaller supplies. 
 
 The Motive Power for the shops is furnished by an automatic cut-off engine of 
 thirty-five horse-power. 
 
 The Mechanical Drcaving Rooms, three in number, are in the Electrical Labora¬ 
 tory. Two of them are fitted with tables, and drawing-boards, for forty students, 
 each. The third room is fitted with larger tables for advanced work in Machine 
 Design. It will accommodate fifty students. 
 
 ******* 
 
 The Art Department. 
 
 The lecture rooms and studios of the Art Department are equipped for classes 
 in model and mechanical drawing, wood-carving and china painting. There is 
 attached a library of the leading art publications and other valuable books. 
 
 The necessary models and tools are supplied for each line of work. 
 
 The drawing room has a seating capacity for classes of fifty and is furnished with 
 materials for work. 
 
THE SCHOOL OF MECHANICAL ENGINEERING. 
 
 293 
 
 Models, Casts, etc. —The wood-carving rooms are furnished with benches and 
 tools which remain the property of each pupil while here. They retain their indi¬ 
 vidual work. 
 
 The china painting department has attached a studio kiln where the students 
 may not only have their china burned but may, from observation and experience, 
 learn the principles and understand the workings of this all important factor in 
 relation to their work. 
 
 The several schools of engineering offer very thorough courses 
 both of theoretical study and of practical work. The following is the 
 full course of five years in the School of Mechanical Engineering. 
 
 School of Mechanical Engineering. 
 
 The instruction and practice in this school is intended to train young men for 
 positions of trust and responsibility in engineering work. The work of the first two 
 years is calculated to familiarize them with the methods and processes of machine 
 construction. In the last two years the fundamental principles underlying all 
 machine design are taken up, and a critical study of the action of machines is car¬ 
 ried on. The student thus becomes acquainted with the conditions under which 
 designers and managers of important machine plants must work. 
 
 FRESHMAN YEAR. 
 
 Technical Instruction. —Twenty-seven weeks, threfe hours per week. Under this 
 head are comprised: 
 
 (a) Recitations on the character of cutting edges for wood ; the care and adjust¬ 
 ment of wood-working tools ; the shrinkage and warping of woods ; and the form, 
 adaptation, and relative strength of joints. 
 
 (b) Lectures on wood-working machines, including planers ; circular, scroll and 
 band saws ; and lathes and lathe attachments. 
 
 (c) Lectures on pattern-making, molding and casting. 
 
 Mechanical Drawing. —Twenty-seven weeks, six hours per week ; and eleven 
 weeks, ten hours per week. 
 
 (a) Drawings from copy of the details of machines. 
 
 (b) Drawings for built-up pulley patterns, pipe bends, laggings, sweeps patterns 
 for sectional molding, and for other work of like character that may be done in the 
 shop. 
 
 (c) Free-Hand Drawings, with dimensions of details of machines. 
 
 Professor Golden and Instructor Nutt. 
 
 Shop-Work. —Thirty-eight weeks, ten hours per week. 
 
 (a) Exercises in planing, sawing, rabbeting, plowing, notching, splicing, mor¬ 
 tising, tenoning, dovetailing, framing, paneling, and in other work involving the 
 common carpenter’s tools. 
 
 (b) Exercises in circular sawing, scroll sawing and turning. 
 
 (c) Exercises in pattern-making, including patterns and core boxes for pulleys, 
 gears, columns, and pipe joints; complete sets of patterns for one or more machines 
 are made by every class. 
 
 (d) Exercises in core-making, mold-making and casting; also in the management 
 of cupola furnace and crucible furnace in melting iron and brass. 
 
 Instructors Hoffman, White and Nutt. 
 
 Rhetoric. —Thirty-eight weeks, three hours per week. 
 
 Elocution. —Twenty-seven weeks one hour per week. 
 
 Geometry. —Twenty-seven weeks, five hours per week. 
 
 Algebra. —Eleven weeks, two hours per week. 
 
 Trigonometry. —Eleven weeks, three hours per week. 
 
294 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 SOPHOMORE YEAR. 
 
 Technical Instruction. —Twelve weeks, one hour per week. 
 
 (a) Lectures on the management of steel in forging, hardening, tempering and 
 annealing. 
 
 (b) Lectures on machines and machine work. 
 
 Instructor Turner. 
 
 Mechanical Drawing. —Thirty-eight weeks, four hours per week. 
 
 (a) Drawings to scale from parts of actual machines. 
 
 (b) Ink-sluiding and tinting. The representation of flat and cuiwed surfaces by 
 ink tints, and of engineering materials by colors. 
 
 (c) Practice in the development of problems in descriptive geometry. 
 
 Professor Golden and Instructor Nutt. 
 
 Shop-Work. —Thirty-eight weeks, ten hours per week. 
 
 (a) Iron-forging , including exercises in heating, bending, drawing, upsetting, 
 welding, annealing, and case hardening. About forty forgings are made, repre¬ 
 senting a large variety of operations. 
 
 (b) Steel-forging, including the making and tempering of punches, drills, chisels, 
 machine cutting-tools, gravers and springs. 
 
 (c) Vise work in iron, including surface-chipping, key-setting, surface-filing, 
 squaring and fitting, round-filing, sawing, scraping and polishing. 
 
 (d) Machine work in metals, including exercises in turning, planing, slotting, 
 drilling, boring, fluting, etc. This practice is given in the construction of complete 
 machines and appliances. 
 
 Instructors Turner and White. 
 
 Descriptive Geometry. —Nineteen weeks, two hours per week. Instruction in 
 the methods of representing by drawings all geometrical magnitudes, and the solu¬ 
 tion of problems relating to these magnitudes in space. 
 
 Professor Golden. 
 
 History. —Nineteen weeks, three hours per week. 
 
 English Literature. —Nineteen weeks, three hours per week. 
 
 Physics. —Thirty-eight weeks, four hours per week. (See School of Science.) 
 
 Higher Algebra. —Nineteen weeks, three hours per week. 
 
 Trigonometry. —Nineteen weeks, two hours per week. 
 
 Analytical Geometry. —Nineteen weeks, four hours per week. 
 
 junior year. 
 
 \ 
 
 Principles of Mechanism. —Fifteen weeks, four hours per week. Under this 
 head are studied the principles underlying the action of the elementary combina¬ 
 tions of which all machines are composed : the communications of motion by gear¬ 
 wheels, belts, cams, screws and link-work, the various means of producing definite 
 changes of velocity, the different automatic feed motions, epicyclic trains, parallel 
 motions, the principles of quick return movements, and the manner of designing 
 trains of mechanism for various purposes. 
 
 Professor Creighton. 
 
 Mechanism of Machinery. —Twelve weeks, two hours per week. A critical 
 study of the mechanism of existing machines with analyses of movements therein 
 presented. 
 
 Professor Creighton. 
 
 Steam Engineering. —Twenty-three weeks, two hours per week. 
 
 (a) Valve Gears, a study of the slide-valve both in its simple form and when used 
 in combination with independent cut-off valves, link-motions and other reversing 
 gears; automatic cut-off gears, including the Corliss and several of the shaft-gov¬ 
 erned types. 
 
THE SCHOOL OF MECHANICAL ENGINEERING. 295 
 
 (b) The Steam Engine Indicator, including a study of the instrument, its indica¬ 
 tions, and the conditions to be observed in its use. 
 
 Pi'ofessor Creighton. 
 
 Engineering Laboratory. —Twenty-three weeks, two hours per week. Practice 
 in the manipulation of steam engines, in valve setting and in the use of the indi¬ 
 cator. Engines are examined with reference to the distribution of steam in the 
 cylinder; valves are set to give a specified distribution; errors in valve setting are 
 corrected and the power developed is determined. Steam gauges are tested and 
 corrected, and indicator springs are checked. 
 
 Professor Goss. 
 
 Mechanical Drawing. —Fifteen weeks, six hours per week; twenty-three weeks, 
 eight hours par week. This work is largely supplemental to the recitation-room 
 work in Principles of Mechanism and in Valve Gears. It includes: 
 
 (a) Practice in designing pulleys, epicycloidal and involute gear wheels and racks, 
 pin gearing, bevel gearing, lobed wheels, cams, endless screws, and other elemen¬ 
 tary parts by which motion is transmitted or changed in machinery. 
 
 (b) Practice in laying out and in designing steam-engine valves and the mechan¬ 
 ism by winch such valves are driven. 
 
 Professor Creighton. 
 
 Metallurgy. —Twelve weeks, two hours per week. This includes a study of the 
 various fuels and refractory materials, their special fitness for different metallur¬ 
 gical operations; the characteristics, composition and location of the principal iron 
 ores, and the modern practice in the manufacture and refining of iron and steel. 
 
 Professor Creighton. 
 
 Heat. —Fifteen weeks, four hours per week. Nature and effects of heat, tem¬ 
 perature, measurement of heat, expansion, liquefaction, evaporation, latent heat, 
 specific heat, conduction, convection, relation between heat and mechanical energy, 
 principles of thermodynamics. The instruction will be given partly in the class¬ 
 room and partly by experimental work in the Electrical Laboratory. 
 
 Professor Carman. 
 
 Analytical Mechanics. —Twenty-three weeks, three hours per week. 
 
 Chemistry. —General Chemistry, thirty-eight weeks, eight hours per week. 
 
 Calculus. —Thirty-eight weeks, three hours per week. 
 
 Senior year. 
 
 Thermodynamics. —Twenty-seven weeks, three hours per week. A study of 
 thermal capacities; the laws of thermodynamics; thermodynamics of gases, satu¬ 
 rated vapors, and superheated steam; application of thermodynamics to the steam 
 engine; Hirn’s equations; and an analysis of the action of injectors, refrigerating 
 machinery, and of gas engines. 
 
 Professor Creighton. 
 
 Steam Boilers. Power Transmission. —Fifteen weeks, three times per week. 
 
 (a) The various modern forms of steam boilers are studied, and their advantages, 
 disadvantages and the methods employed in their construction noted. The number 
 and size of tubes and flues, the thickness of plates, strength of different styles of 
 riveting, kinds of bracing, amount of grate and heating surface, different kinds of 
 steam and water gages, safety valves and injectors; the causes and methods of pre¬ 
 venting foaming, incrustation and corrosion; the manner of setting boilers and of 
 operating them with safety and economy, are studied in detail. 
 
 (b) A study of problems relative to the transmission of power by shafting, belt¬ 
 ing and gearing, and of methods of measuring power thus transmitted. 
 
 Professors Creighton and Goss. 
 
296 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Engineering Designs.—Thirty-eight weeks, two hours per week. This work 
 relates to the designing of individual machines and parts of machines, and to the 
 arrangement of machine plants. It includes a study of the adaptation of different 
 materials, the limitations in size and form of machine parts, their relative strength, 
 and methods of connecting and fastening. Existing machines are analyzed relative 
 to the strength of their parts. 
 
 Professor Goss. 
 
 Mechanics of Fluids.—Twelve weeks, two hours per week. This work includes 
 an investigation of the action of fluids under pressure, the flow of water in pipes, 
 in open channels, over weirs and through orifices; and a study of methods of de¬ 
 termining the efficiency of hydraulic machinery. 
 
 Professor Goss. 
 
 Analytical and Applied Mechanics. —Fifteen weeks, five hours per week. 
 
 Mechanical Drawing. —Fifteen weeks, six hours per week; twelve weeks, four 
 hours per week. Practice in original designing based on the work of the class. 
 Machinery for performing stated operations is devised, and engines, boilers, and 
 shop machines are designed either completely or in part. 
 
 Professor Creighton. 
 
 Engineering Laboratory.—Fifteen weeks, four hours per week; twelve weeks, six 
 hours per week; and eight weeks ten hours per week. 
 
 (a) Exhaustive steam engine tests by which may be determined such facts as; 
 the power developed, the weight of steam used, the reevaporation, and the inter¬ 
 change of heat between the walls of the cylinder and the contained steam. This 
 data may be obtained from the compound Harris-Corliss engine in the laboratory, 
 or from either cylinder of the same used singly; it may be obtained with steam 
 jackets in use, or out of use, as desired; with vacuum or with exhaust against 
 atmospheric pressure. 
 
 (b) Calorimeter tests for determining the quality of steam. 
 
 (c) Steam-boiler tests for determining the evaporative efficiency of boilers of dif¬ 
 ferent types under conditions of ordinary use. 
 
 (d) The determination of the efficiency of steam and power pumps, when worked 
 under varying conditions of speed, lift and head. 
 
 (e) The determination of the efficiency of steam injectors under a definite series 
 of conditions. 
 
 (f) Tests of belts for determining the power transmitted and the per cent, of 
 slippage under different rates of speed and different degrees of tension. 
 
 (g) Tests of materials of construction, including a determination of the relation 
 between “stress” and “ strain,” the elastic limit, and the ultimate strength of the 
 common metals in tension; the resisting power of timber under compressional and 
 transverse loads; the crushing resistance of building stones; and the strength, 
 both under tensional and compressional stresses, of cements and cement mortars. 
 
 Professor Goss. 
 
 Thesis Work.— Twelve weeks, three hours per week; eight weeks, ten hours per 
 week. 
 
 Early in the Senior year each student is assigned a subject which he is to inves¬ 
 tigate, and on which he is required to prepare a thesis. The work may involve 
 original designs, by which strength and adaptation of parts enter largely into the 
 problem, or it may involve an experimental investigation of the action of certain 
 machines or appliances, or of phenomena developed by the action of certain me¬ 
 chanical forces. In the pursuit of this work the student is thrown largely on his 
 own responsibility. He is expected, so far as is possible, to familiarize himself 
 with whatever literature there may be on the subject, and to study thoroughly the 
 methods he may select. 
 
 Political Economy.— Sixteen weeks, three hours per week. 
 
STATISTICS OF PURDUE UNIVERSITY. 
 
 297 
 
 Visits of Inspection. 
 
 During the year the Junior and Senior students make visits of inspection, in 
 charge of an instructor, to the prominent manufacturing establishments of Chicago, 
 Indianapolis and other cities. 
 
 It is believed that such trips are of great value in supplementing the work of the 
 class-room and laboratory. 
 
 The Register gives a list of 40 Professors and Instructors. The 
 following is the summary of students in attendance. 
 
 SUMMARY. 
 
 College. 
 
 Graduates. 32 
 
 Seniors. 35 
 
 Juniors. 51 
 
 Sophomores. 67 
 
 Freshmen . .. 151 
 
 School of Pharmacy. 66 
 
 Irregular. 17 
 
 - 419 
 
 Preparatory Class. 
 
 Regular. 87 
 
 Irregular. 24 
 
 - Ill 
 
 Total. 530 
 
 The President of the University is James H. Smart, a. m., ll. d. 
 Besides the several Professors in charge of the regular Schools of 
 Engineering, the following instruct in drawing aud mechanics. — 
 
 Earnest Knaufft, Professor of Industrial Art. 
 
 Michael Golden, Professor of Practical Mechanics. 
 
 Laura A. Fry, Professor of Industrial Art. 
 
 William P. Turner, Instructor in Forging and Machine Works 
 
 Anna E. Baker, B. s., Instructor in Wood Carving. 
 
 James D. Hoffman, B. M. E., Assistant in Wood Shop. 
 
 Harry S. White, Assistant in Drawing and Foundry. 
 
 George H. Nutt, Assistant in Drawing. 
 
 Iowa Agricultural College. 
 
 The Iowa Agricultural College is situated near the town of Ames, 
 on the line of the Chicago and Northwestern Railway, thirty miles 
 north of the city of Des Moines. 
 
 In 1858, the Legislature passed a law establishing a State Agricul¬ 
 ture College; and in 1859, the present site, then a farm of 640 acres, 
 was selected and purchased. “This college and farm were entirely 
 an agricultural institution.” Subsequently the legislature accepted 
 the conditions of the National Land Grant law of 1862. 
 
 The college, as organized under that law, was formally opened in 
 March 17th 1869. The college farm now comprises some 860 acres, 
 70 of which are set apart for the college grounds proper. 
 
298 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The college is well equipped with suitable buildings. The total 
 number of students of both sexes in all departments in 1880-’81, was 
 
 226. 
 
 There is a preparatory course in which di'awing is taught. There 
 are four complete courses of four years each, viz: “Agriculture,’’ 
 “Mechanical Engineering,” “Civil Engineering,” “Veterinary Sci¬ 
 ence. 
 
 Drawing is taught through Freshman year in all the first three of 
 these courses. It is taught only in Freshman year in the agricul¬ 
 tural course. In the engineering course it is taught throughout the 
 course. 
 
 The State Board of Trustees of this college make, biennially, a 
 report to the Governor of the State. The interesting report of the 
 college made by President Chamberlain to the Trustees, which is 
 given in their Report for the 1888-’89,* takes up and considers seria¬ 
 tim, several popular fallacies respecting these U. S. Land Grant 
 Colleges; and, while so doing, shows the great wisdom with which 
 the princely endowment of lands, given by the General Government 
 to the State of Iowa for this educational use, was so well managed 
 that, although the amount of land, (being given in direct ratio to 
 population,) which was apportioned to Iowa, was less than that given 
 to nineteen other States ;—yet, so well was this grant managed that, 
 in 1889, the income available from this Land Grant Fund of Iowa, 
 was larger than that of the same fund in any of those nineteen States, 
 with the single exception of the State of New York. 
 
 The President thus takes up the popular insufficient idea of the 
 education to be given in these colleges, and says : 
 
 An untold damage to this and every other agricultural college has grown out 
 of the above assumption, that our chief or only mission is to give “ instruction in 
 agricultural labor,” to teach mere farm processes, ordinary hand-work, requiring 
 merely knack and practice. This assumption has hurt us with the farmers. They 
 have said: “Unless you do that chiefly you pervert trust funds.” It has hurt us 
 with those who desire other technological and scientific instruction. They have 
 said: “As you teach only agriculture, we will go elsewhere.” Tire mischief has 
 lurked partly in the name “Agricultural College; ” a partial, inadequate, misleading 
 name, adopted, not by Congress, but afterwards, simply for brevity. Three things, 
 not one alone, are required in our organic law: agriculture, mechanic arts, military 
 tactics. The two first are required and made equal; the third is required as an 
 essential. Not “ agriculture and the mechanic arts ” themselves, however, but such 
 branches of learning as are related to them. 
 
 AN INADEQUATE AND MISLEADING NAME. 
 
 The name “Agricultural” College is as partial, inadequate, and misleading as 
 would be the terms “ mechanical ” or “ military” college. The exact words of the 
 organic law of Congress are that the interest of the land-grant fund “shall invio- 
 
 * Thirteenth Biennial Report of the Board of Trustees of the Iowa State Agricul¬ 
 tural College and Farm made to the Governor of Iowa, for the years 1888 and 1889. 
 Printed by order of the General Assembly. Des Moines: G. H. Ragsdale, State 
 Printer. 1889. Pp. 168. 
 
IOWA AGRICULTURAL COLLEGE. 
 
 299 
 
 lably be appropriated by each State which may take and claim the benefit of this 
 act, to the endowment, support, and maintenance of at least one college, where the 
 leading objects shall be, without excluding other scientific and classical studies, and 
 including military tactics, to teach such branches of learning as are related to 
 agriculture and the mechanic arts, in such manner as the legislature of the States 
 may provide, in order to promote the liberal and practical education of the indus¬ 
 trial classes in the several pursuits and professions of life.” 
 
 Referring directly to this congressional law for its authority, the legislature of 
 Iowa, in 1844, passed the following law, still in force, and imperatively regulating 
 our course of study now: 
 
 Section 621. That there shall be adopted and taught at the State Agricultural 
 College a broad, liberal and practical course of study, in which the leading branches 
 of learning shall relate to agriculture and the mechanic arts, and which shall also 
 embrace such other branches of learning as will most practically and liberally 
 educate the agricultural and industrial classes in the several pursuits of life, including 
 military tactics. 
 
 In absolute fidelity to the letter and spirit of these, our organic laws, as passed 
 by Congress and State legislature, are all the affairs of this College, financial, 
 literary, scientific, and practical, now managed. Not simple processes in agricul¬ 
 ture, horticulture, and the mechanic arts, learned better and more cheaply in shop 
 or on farm; not these do we teach largely, but related science, underlying principles, 
 and processes too intricate or difficult for the unskilled, uneducated laborer. Thus 
 alone can we fulfill our true mission.” 
 
 After stating that, of the graduates of the college of the classes 
 of 1887, and of 1889, two thirds entered the mechanical, agricultural or 
 industrial callings, and less than one third, the professional and 
 mechanical callings; thus showing that the trained abilities of the 
 pupils of this college was given directly to the productive interests 
 of the State, he quotes from an address of General Garfield, who, 
 as a member of Congress, was always a wise, liberal, outspoken and 
 earnest friend of public education. 
 
 Garfield on Our Proper Work. 
 
 That broad-minded statesman, James A. Garfield, had this to say of proper work, 
 in an address June 14, 1867, five years after the congressional land grants were 
 made, two years before our College began the work of instruction : 
 
 “ In the next place I inquire, what kinds of knowledge are necessary for carrying 
 on and improving the useful arts and industries of life? I am well aware of the 
 current notion that these muscular arts should stay in the fields and shops and not 
 invade the sanctuaries of learning. A finished education is supposed to consist 
 mainly of literary culture. The story of the forges of the Cyclopes, where the thunder 
 bolts of Jove were fashioned, is supposed to adorn elegant scholarship more grace¬ 
 fully than those sturdy truths which are preached to this generation in the wonders 
 of the mine, in the fire of the furnace, in the clang of the iron mill, and the other 
 innumerable industries which, more than all other human agencies, have made 
 our civilization what it is, and are destined to achieve wonders yet undreamed of. 
 This generation is beginning to understand that education should not be forever 
 divorced from industry—that the highest results can be reached only when science 
 guides the hand of labor. With what eagerness and alacrity is industry seizing 
 every truth of science and putting it in harness.” 
 
 Then, after two brilliant illustrations—one from the close, scientific study of the 
 nice affinities between carbon and iron, applied in the Bessemer process of marvel- 
 
300 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ously cheapening steel; the other where a knowledge of the cell structure of wood, 
 and the power and penetration of superheated steam, were used to give us cheap 
 wood-pulp for making paper—after these illustrations he continues : 
 
 “ Machinery is the chief implement with which civilization does its work; but 
 the science of mechanics is impossible without mathematics. But for her mineral 
 resources England would be but the hunting-park of Europe. Our mineral wealth 
 is a thousand times greater than hers; and yet, without the knowledge of geology, 
 mineralogy, metallurgy, and chemistry, our mines can be of but little value. With¬ 
 out a knowledge of astronomy commerce on the sea is impossible; and now, at 
 last, it is being discovered that the greatest of all our industries, agriculture, in 
 which three fourths of all our population are engaged, must call science to its aid 
 if it would keep up with the demands of civilization. I need not enumerate the 
 extent and variety of knowledge, scientific and practical, which a farmer needs in 
 order to reach the full height and scope of his noble calling. And what has our 
 American system of education done for this controlling majority of the people? 
 I can best answer the question with a single fact. Notwithstanding there are in the 
 United States 120,000 common schools, and 7,000 academies and seminaries—not¬ 
 withstanding there are 275 colleges where young men may be graduated as bachelors 
 and masters of the liberal arts—yet, in all these the people of the United States 
 found so little being done, or likely to be done, to educate men for the work of 
 agriculture, that they have secured from their political servants in Congress an 
 appropriation sufficient to build and maintain in each State of the Union a college 
 for the education of farmers. The scholar and the worker must join hands if both 
 would be successful.” 
 
 Thus, first he gives the mechanical part of our work, but in the closing para¬ 
 graph even the broad mind of Mr. Garfield forgot for a moment—misled doubtless 
 by the name—that “agricultural colleges” rest firmly, like the surveyor’s tripod, 
 on the triple foundation of agriculture, mechanic arts, and military tactics, and 
 must have that broad and liberal course of scientific, literary and historic study 
 that underlies all three, and that was contemplated by Congress. 
 
 OTHER “AGRICULTURAL” COLLEGES. 
 
 Some of our sister colleges in other States, swayed, doubtless, by the name in 
 part, and by the local predominance of agriculture, at first seemed to make their 
 mission single rather than triple. It has been the custom of certain agricultural 
 papers to name the agricultural colleges of Michigan, Mississippi, Massachusetts, 
 and Kansas as the only ones that have been true to their organic law and to our 
 industrial interests. They are all noble colleges, and have done a grand and faith¬ 
 ful work for agriculture. But it has been a partial work. For nearly twenty years 
 Michigan did little for the mechanic arts or for the military. Recently it has ac¬ 
 knowledged its shortcoming, claimed and received large State appropriations for 
 the purpose, built machine shops, and armory and veterinary buildings, created a 
 veterinary department, and made its course of study more nearly what it has been 
 in Iowa from the first. “ Not that I love Cassar less, but Rome more.” Not that 
 Michigan “ agricultural college ” loves agriculture less now, but the other industries 
 more, and is more faithful to her land grant and her organic law. 
 
 The Massachusetts “agricultural college,” at Amherst, is more purely agricul¬ 
 tural than that of Iowa at Ames, but, its land grant was divided at the first, and it 
 has its department of mechanic arts in the “ Massachusetts Institute of Technology,” 
 in Boston, in which, by law its mechanical students have free tuition paid for by 
 the land grant funds. Mississippi and Kansas are almost exclusively agricultural 
 States. Hence, their “ agricultural colleges” are as yet more largely agricultural, 
 and less mechanical than both will become as manufacturing increases with its in¬ 
 creased demand for scientific, technological instruction. After a very careful ten 
 
301 
 
 PRESIDENT CHAMBERLAIN’S REPORT (1888- 89). 
 
 years’ study of the workings of the land grant colleges in many States of the 
 Union, I am convinced that in no State have trustees and faculty of the agricul¬ 
 tural college held more wisely and persistently, from the first, to both the letter 
 and the spirit of the organic law, than in Iowa. On this point I may speak freely, 
 for I speak not of my own work, but of the work of trustees, presidents, and pro¬ 
 fessors of years ago, who shaped this college. Whether they builded better than 
 they knew, I cannot say. They certainly builded better and more faithfully than 
 the State at large seems to know. 
 
 The President then reminds the Trustees that, by the provisions 
 of the Land Grant Law, the State must be at all the expense for the 
 buildings, their preservation and repairs; and goes on to show the 
 need of additional buildings for the college, which, as it is two miles 
 away from the town, and therefore deprived of the power to secure 
 accommodation for students and professors there, is limited to its 
 own facilities; already taxed to their utmost capacity by the 300 
 students in attendance. He says: 
 
 Our income from national sources averages $48,000 per year, besides $15,000 
 yearly for agricultural experimentation solely. This costs Iowa taxpayers not a 
 dollar. By law, it must all be used for instruction, experimentation, and illustra¬ 
 tion. None can be used for buildings and fixed machinery or apparatus. It seems 
 true wisdom and plain duty for the State to furnish buildings and permanent fix¬ 
 tures and appliances so liberally that this large annual income, which costs the 
 State nothing, may furnish free tuition and industrial training to as large a number 
 as possible of the young men and women of this State. With our income we can 
 teach four hundred students each year as well as three hundred, if only the State 
 will, as it has solemnly agreed, furnish the “necessary buildings.” 
 
 From a reference in the latest catalogue at hand to a new building, 
 it may be inferred that the President’s plea availed with the succeed¬ 
 ing legislature. 
 
 The catalogue of 1890,* is a handsomely printed pamphlet with 
 illustrations of the commodious buildings and grounds. In continu¬ 
 ing the history of the college the following act passed by the General 
 Assembly in 1882 is quoted. 
 
 That there shall be adopted and taught at the State Agricultural College a broad, 
 liberal and practical course of study, in which the leading branches of learning shall 
 relate to agriculture and the mechanic arts, and which shall also embrace such 
 other branches of learning as will most practically and liberally educate the agri¬ 
 cultural and industrial classes in the several pursuits and professions of life, 
 including military tactics. Section 2. That all acts and parts of acts inconsistent 
 with this act are hereby repealed. 
 
 A statement of the law of Congress increasing the annual appor¬ 
 tionment to the Land Grant colleges, as has been already referred to 
 in these accounts, follows : 
 
 The income of the College from National grants is therefore now more than 
 $75,000 per annum, expended in instruction, experimentation and illustration in 
 agriculture and the mechanic arts and underlying and related science and literature. 
 
 All buildings are erected and all repairs thereon are made by the State of Iowa, 
 
 * Iowa State College of Agriculture and Mechanic Arts. Catalogue, 1890. “ Sci¬ 
 
 ence with Practice.” 1890. By the College, Ajnes. Pp. 67. 
 
302 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the cost down to date being about $300,000, of which $55,000, appropriated in 1890, 
 is now being used in erecting new buildings. 
 
 The College was formally opened on the 17th of March, 1869. 
 
 ******* 
 
 Twelve commodious buildings have been erected by the State or are now being 
 erected at a total cost of $300,000, for the exclusive use of the vai'ious departments 
 of the College, besides the dwelling houses and the buildings for farm stock, ma¬ 
 chinery and work. 
 
 The main College Building is five stories high including the basement, and is 158 
 feet long by 113 feet through the wings. 
 
 A new building is fitly named “Morrill Hall,” in honor of the 
 venerable Senator, Hon. Justin S. Morrill, of Vermont, who has 
 been so thoroughly identified with the whole movement for the 
 establishment and development of the Land Grant Colleges. 
 
 The following statement of the course in Mechanical Engineering- 
 will serve well to illustrate the relation borne by Drawing and Shop 
 work to the Technical Education given in these colleges. 
 
 The Course in Mechanical Engineering. 
 
 The course m mechanical engineering assumes the design, supervision and con¬ 
 struction of machinery to constitute the engineers’ chief work. It aims to furnish, 
 in four years, a thorough fitting to any person wishing to become a professional 
 mechanical engineer. He should, however, have as broad an acquaintance as pos¬ 
 sible with general studies before entering. 
 
 The course is arranged with the view to insuring :— 
 
 Complete mastery of fundamental engineering principles; 
 
 The actual performance of some engineering work involving scientific methods 
 in construction, investigation and design; 
 
 Unceasing contact, from the beginning to the end of the course, with the science 
 of mechanics, its applications, measurements and the study of its law. 
 
 Electrical Engineering. —Arrangements have been made to have the instruc¬ 
 tion in electrical engineering much more complete, hereafter, the student in me¬ 
 chanical engineering being allowed at the end of his Junior year to elect a special 
 group of studies involving in theory and pi’actice of electrical engineering instead 
 of the more technical work of the mechanical course. 
 
 While the degree given will be the same as to those continuing the regular studies 
 of the mechanical course, a recognition in the difference in the work done will be 
 made in the wording of the diploma. 
 
 The Course and Plan of Instruction. —The student aiming at mechanical 
 engineering as his profession needs first of all to know what engineering is. All 
 available means are taken to familiarize him somewhat with ordinary engineering 
 processes and the highest achievement of great engineers. He is taught by actual 
 measurements of his own, with rule, watch and scales, to find the horse power of 
 the shop engine with simple apparatus, and learns the exact meaning of “work.” 
 He measures the power used, and work done by his lathe, and learns the simple 
 relations of “power,” “work,” “force,” “time,” and “space,” what “mass” is, 
 and what are its relations to the other quantities. He must also have clear ideas 
 of the properties of materials, and soon he is shown how to measure the strength, 
 elasticity and stretch of iron, steel and wood with llie testing machine. Other 
 qualities, not capable of precise measurement, become familiar from the work and 
 instruction of the shops. 
 
303 
 
 COURSE IN MECHANICAL ENGINEERING (l890). 
 
 In the Freshman and Sophomore years the theoretical studies of the course include 
 French as preparatory to the technical use of that language through the first year, 
 and in the second, elementary mechanics and heat taught with special view to their 
 use in engineering. With the chemistry the study of the metals is taken up, while 
 descriptive geometry, graphical statics and the elements of kinematics receive 
 special attention. In the last of the course political economy and English literature 
 are valued as affording breadth and general culture. The differential and integral 
 calculus and the Junior work in electricity and magnetism are preparatory to later 
 technical studies. 
 
 The Juniors take up analytical mechanics during their spring term. Besides the 
 purely theoretical side of it, many practical problems are solved, both by calculus 
 and by graphical methods. A thorough understanding of the meaning of each 
 symbol is insisted on and so far as possible of the physical interpretation of the 
 transformations involved in deriving equations. Resistance of materials follows 
 early in the second term, and is made as practical as possible by using engineer's 
 hand-books for the shorter methods of practice as well as by applying the equations 
 for strength, to calculations on beams, girders and bridge members, which the stu¬ 
 dents can see in use about them. Attention is called to the necessity for empirical 
 formulas and the basis for each is studied out. 
 
 In the graphics of mechanisms, drawing board methods are taught, for solving 
 problems on the work and efficiency of a great variety of machines, and for the 
 last five weeks of the year one hour daily in class is spent on a general study of the 
 steam engine with boilers and other accessories, while the design for a high speed 
 engine is being worked out in the drawing room. 
 
 The technical studies of the first Senior term are thermodynamics and hydraulics 
 for all students ; in which the necessary theoretical work is followed by its practical 
 application for obtaining power. The mechanical engineers devote three hours to 
 mill work and the mechanics of mechanisms, studying the arrangements of parts 
 and the principles applied in general mill machinery while the design and construc¬ 
 tion of the dynamo is taken up by the electrical engineers. In the second term the 
 latter, study applied electricity, accompanied with laboratory work; while the me¬ 
 chanical group study the materials of engineering and the processes of their man¬ 
 ufacture, in the class room, and test their physical properties in the mechanical 
 laboratory. 
 
 All the engineers study mechanics of the machinery of transmission, involving 
 the application of formulas for strength to various machine parts and an analysis 
 of the methods for driving machines at a distance, also general graphical methods 
 for representing work, velocity and accelerations, and the methods both analytical 
 and mechanical for computing ordinates and areas. A very considerable share of 
 the time is devoted to preparation of the thesis. Each student is required to select 
 his subject early in the year and collect his materials or arrange for any experi¬ 
 mental work in good season, and none will be acquired unless showing a very con¬ 
 siderable amount of individual work. 
 
 Practical Work. —As given in this course may be put down under three heads 
 as follows; Shop work, drawing and design, and engineering laboratory work. 
 
 Shop Work. —Is designed to give familiarity with the arts of engineering by 
 eight or nine hours weekly spent in the shops. While the evident value of making 
 complete articles is recognized, mastery of the mechanical principles involved, and 
 the various capabilities of machine tools is put first. 
 
 The following are the subjects taught: 
 
 In the Wood Shop. —Bench work in carpentry and joinery; wood turning, 
 pattern making, and handling of wood working machinery. 
 
 In the Machine Shop. — Vise work with chisel and file, centering, cutting off, 
 drill press, shaper, planer and lathe work, also hand turning. 
 
304 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In the Foundry. —Moulding, melting and core making. 
 
 In the Smith Shop.— Forging, hardening and tempering, and annealing. 
 
 To these may be added: Millwrighting and boiler making, the shop system of 
 taking care of small tools, running engines, firing and care of boilers. The material 
 used is furnished the student at lowest wholesale rates, and to cover this expense 
 each one is required to deposit $5.00 at the opening of the term, the balance being 
 refunded at the close. Each student provides himself with a few of the tools he 
 most uses, a fist of them being provided at entrance. All others are furnished as 
 needed. f 
 
 Mechanical Drawing and Machine Design. —This is begun in the first term, 
 Freshman year, and continued throughout the whole course. Careful pencil work 
 is first taught, the figures chosen being such as are involved in later mechanical 
 and graphical constructions. A set of notes giving the principles of machine draw¬ 
 ing is also studied and with this drawing from sketches of machine parts made by 
 the student himself. 
 
 The drawing of the Sophomore year consists in making complete plates of elemen¬ 
 tary machine parts from the tables, and formulas, both theoretical and empirical, 
 usually adopted in engineering practice. Professor Klein’s book on Machine Design 
 is used through the whole year. 
 
 The Juniors have machine drawing and design for two afternoons throughout 
 the year. Link work, valve gear and cam construction are taken up and some 
 time is devoted to the drawings which accompany the study of the steam engine, 
 which begins this year. Each student is also required to design and make complete 
 working drawings of some simple machine which he constructs in the shops during 
 his Senior year. 
 
 In the Senior year machine design and drawing consists, first, of the design by 
 the different members, of the parts of the steam engine or such other complete 
 machine as may seem best suited to the requirements or the class, and later, of 
 course, design made by each member as a special study, or in cases where the 
 graduating thesis requires an extra amount of work of this character, such draw¬ 
 ing may occasionally be assigned to part of the regular hours for drawing. 
 
 In all the drawing, students provide themselves with paper, instruments and all 
 necessary equipments, including the drawing boards used in free-hand work. 
 
 A list of the instruments needed is given each member at entrance, and can if 
 desired be supplied to the students at the very lowest rates. 
 
 Engineering Laboratory Work. —Besides some simple power measurements 
 made early in the course, and the opportunity to see tests of materials and experi¬ 
 ments illustrative of principles as they are taught, a special set of experimental 
 tests is made by Seniors, with the help of the Juniors, in their second term. As 
 far as possible the arrangements for these tests are made by the students themselves 
 from general plans furnished. 
 
 The standardization of instruments used and system in making and recording 
 observations is taught, as also the need for special care in observing and computing 
 where slight errors would greatly affect the final result, and to the uselessness of 
 carrying exactness of calculations beyond the limits of accuracy of corresponding 
 data. 
 
 It is proposed to enlarge and perfect this work as rapidly as the liberality of the 
 State appropriation and the friends of education make it possible. 
 
 In this and all work of the course concentration and thoroughness is to be sought 
 before great range of subjects, and unity of effort by making every part of the 
 instruction given illustrate and reinforce every other. 
 
 To any who desire more complete information a special circular will be sent on 
 application. 
 
 C. W. Scribner, Professor. 
 
STATISTICS OF IOWA COLLEGE. 
 
 305 
 
 About one-third of the students are girls—the following summary 
 of the number of students in each of the different classes and depart¬ 
 ments is given. 
 
 SUMMARY. 
 
 Resident graduates ... 7 
 
 Seniors. 43 
 
 Juniors. 55 
 
 Sophomores.% . 60 
 
 Freshmen. 137 
 
 Preparatory Class. 31 
 
 Special Science Students. 3 
 
 4 — ■■ ■ 
 
 Total enrollment. 336 
 
 The faculty consists of 25 Professors and assistant Professors and 
 Instructors. Six of these are Ladies. Professor E. W. Stanton was 
 the acting President. 
 
 State Agricultural College Of Kansas. 
 
 The State Agricultural College of Kansas, at Manhattan, Kansas, 
 was established in accordance with the Land Grant act of Congress, 
 in 1863, and was reorganized in 1872. In 1875 it took possession of 
 its present buildings on the farm belonging to the college, near the 
 city of Manhattan. 
 
 The college is open to pupils of both sexes.—Instruction is given 
 in agriculture, horticulture and the industrial arts and in household 
 industries, all students give an hour a day to work at some industry, 
 276 students attended in 1880, of whom 73 were women.—The course 
 of four years provides a thorough training in English branches in 
 applied mathematics and in chemistry.—In the following statement 
 of studies, the time given is for the entire course. 
 
 Trigonometry and Surveying. —The principles of plane Trigonometry, involved 
 in mensuration and surveying, are first mastered. Surveying includes theory, ad¬ 
 justment and use of instruments; history and methods of U. S. Government Sur¬ 
 veys ; areas of land; dividing land; retracing old lines; platting; topographical 
 surveying ; railroad surveying ; leveling—section and cross section ; computation 
 of earth-work; field practice with transit, compass, chain, level and rod ; drawing 
 and ornamentation of plans and profiles.” 
 
 Mechanics and Engineering. —A careful consideration of the laws of motion 
 and force, as exhibited in all kinds of machines, and in various phenomena of 
 nature, occupies a single term. Another term is given to proper study of materials 
 for buildings, their construction and durability ; forms of roofs and bridges; and 
 care and use of machinery. 
 
 Drawing.— -This study is taught four terms, two of which are in the first, one in 
 the second, and one in the third year. Students that show special aptitude in this 
 direction are permitted to pursue the study during the remainder of this course. 
 
 First Term .—Definitions of lines and geometrical figures ; judging lines and 
 angles; construction of perpendiculars to given lines, intersecting and bisecting 
 lines, triangles, four-sided figures and polygon^, the circle and its secant lines, 
 ellipses, and various geometrical ornaments. Prof. Walter Smith’s four books on 
 geometrical drawing are used as text-books. 
 
 ART—VOL 4 - 20 
 
306 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Second Term. —Free-hand drawing—After the study of numbers 3, 4 and 5 of 
 Prof. Walter Smith’s Text-books of Art Education, drawing from nature is taken 
 up. Leaves, flowers and fruits are taken as subjects, and placed in such positions 
 that the perspective will not interfere seriously with a correct perception of form. 
 Each student is required to finish a set of drawings. Lectures on principles and 
 history of ornamentation are given occasionally. 
 
 Third Term. —Projection of the straight line and the circle ; use of drawing board, 
 T square, and water colors; principles of shades and shadows; principles of par¬ 
 allel and angular perspective ; principles of topographical drawing. 
 
 Fourth Term. —Projection of the conic sections and other regular curves; inter¬ 
 sections of geometrical solids. Each student is required to draw and color a set of 
 plans for a simple farm building, and another set of plans giving details of some 
 farm machine. 
 
 Books of Reference. —Warren’s Descriptive Geometry, Walter Smith’s Manuals 
 on Art Education, Woodward’s National Architect, Guild’s American Stair-Builder, 
 Andre’s Hand-book of Topographical Drawing, Davies’ Shades and Shadows. 
 
 REPORT OF THE DRAWING DEPARTMENT, 1878-79. 
 
 To the Board of Regents of the Kansas State Agricultural College: 
 
 Gentlemen —Allow me to submit the following report of the work and instruc¬ 
 tion of the Department of Industrial Drawing, for the collegiate year of 1878-9. 
 
 Five classes have been taught per day, and the number of students enrolled for 
 daily instruction has ranged between fifty-six and ninety-nine. The methods and 
 text-books used have been those of last year. The system of Professor Walter 
 Smith, Art Director of Massachusetts, has been followed through the grades of 
 free-hand drawing in the flat, geometrical construction, perspective and object¬ 
 drawing. An advanced class of eight male students has, in addition to this, received 
 a course of instruction in the elements of topographical drawing, tinting and me¬ 
 chanical projection. Of all students entering the institution, less than four per 
 cent, had ever had any instruction in this study before. Considering this fact, I 
 feel justified in saying that the advance made by the students has been very satis¬ 
 factory. 
 
 J. D. Walters, 
 Teacher of Industrial Drawing . 
 
 Manhattan, Kansas, June 30, 1 S 79 . 
 
 report of the department of industrial drawing, 1879-80. 
 
 To the Board of Regents of the Kansas State Agricultural College: 
 
 Gentlemen —Allow me to submit the following annual report. 
 
 The number of students in my department has ranged between thirty-eight and 
 eighty-eight. Four classes have been taught daily. The plan of instruction has 
 been that followed for the past three years, based upon the admirable system of 
 Prof. Walter Smith, Art Director of Massachusetts. A class of fifteen advanced 
 male students have studied, in addition to Smith’s course, the principles of projec¬ 
 tion. Six students have also solved a series of examples in shades and shadows, 
 from Davies’ popular text-book. A part of this advanced work was executed in 
 India ink and water colors, and has been on exhibition in my class-room during the 
 spring examinations, together with specimens of architectural drawing, executed 
 by third and fourth-year students taking drawing as an extra study. I can say, 
 without hesitation, that the advance made by the students of my classes in draw¬ 
 ing has been as uniform as that in any other study—a fact disputed by many edu¬ 
 cators. As a whole, the department is in good working order. 
 
HAND BOOK OP KANSAS COLLEGE FOR 1874. 30 7 
 
 • 
 
 The class in surveying drew a set of topographical plates and a large map of the 
 College farm, under my supervision.” 
 
 Respectfully submitted 
 
 J. D. Walters, 
 Instructor in Drawing. 
 
 Manhattan. Kansas, June 30, 1S80. 
 
 In 1874, instead of the regulation catalogue an original publica¬ 
 tion called a “ Hand Book ” * was issued. This was a well printed 
 pamphlet in which the ordinary programme of courses taught, with 
 the list of students, was prefaced by some sixty-five pages, contain¬ 
 ing, first: a copy of the original statement of the policy of the Re¬ 
 gents as issued by the Board of Regents in their first Annual Report, 
 and, second: a setting forth of arguments in favor of giving a practi¬ 
 cal direction to education in this college, and, calling attention es¬ 
 pecially, to the opening here for girls of such educational opportuni¬ 
 ties as had not been customary in educational institutions. Many of 
 the latter points argued at length would seem uncalled for in this year 
 of 1893, in view of the multiplicity of educational opportunities now 
 so generally open to women; and in this very fact may be seen some¬ 
 thing of the extent of the movement towards giving all opportunities to 
 women which has been so marked a feature in the progress of the 
 last twenty years. The arguments for giving specific definite train¬ 
 ing to the pupil who wishes to become either a farmer, a mechanic, 
 or an engineer ; and those showing the value to all of a knowledge 
 of drawing, and of Manual Training, have since become as familiar 
 as household words; but, at the time when President Anderson wrote 
 and published these pages, they had all the surprise of novelty. In 
 explanation of these statements it is said, in an “explanatory” par¬ 
 agraph with which the Hand Book begins, that “radical changes 
 have been made in the Kansas State Agricultural College since the 
 publication of the last catalogue.” 
 
 The following, which are the closing pages of this statement, will 
 sufficiently indicate the direction and lines upon which it was pro¬ 
 posed to develop the institution. 
 
 * * * Such are the general principles by which the existing managers of this 
 Institution will be fairly and squarely governed in their effort to provide a liberal 
 and practical education for the industrial classes of Kansas. These principles have 
 been so fully stated in order that all might see whether true premises have been 
 taken and just conclusions drawn. No concealment has been attempted, no issue 
 evaded, no point dodged. We clearly see the line we are following, and believe 
 that it leads directly to a generous mountain looming up in grand proportions and 
 sharp relief against the sky of the future—one which, when finally reached and 
 fully developed, will prove an exhaustless mine of paying knowledge to future 
 farmers, paying skill to future mechanics, self-support and God-birtlied liberty to 
 many a brave woman, who, else, must toil as thousands have toiled, and suffer as 
 
 * Hand-book of the Kansas State Agricultural College, Manhattan, Kansas. 
 Printed at the office of the Nationalist. 1874, Pp 134. 
 
308 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 thousands have suffered all along the dreary past. We are yet a great ways off; 
 with trails to find, roads to build, streams to bridge, long miles to march. It would 
 be much pleasanter to take the eastward train of professional education, and, with 
 genial companions, be smoothly rolled to the New York of professional life. But, 
 being expressly ordered westward to the Rocky range of industrial skill, whither 
 no such train runs, it is evident that a trip to professional New York would only 
 take us that much farther from our journey’s end. It would, also, be easier, with¬ 
 out examining the orders further than to know that we were to travel, and without 
 especially thinking or caring where a train went, so that it was a train, to fall in 
 with the largest crowd, sit where it sat, and ride snoozingly onwards, convinced 
 that we were right because the crowd was right, and growing characteristically 
 indignant, between naps, at hints to the contrary! 
 
 At the close of the first year, we feel that in determining the point of destination 
 much has been done; more, in really starting towards it; and still more in the prog¬ 
 ress made. Tilings which, at the outset, were denounced as chimerical, for ex¬ 
 ample, the teaching of the trades, are now accomplished facts; and others, which 
 were declared impossible, or, even worse, “ unprofessional,” have been sufficiently 
 developed to establish both their possibility and each value to the industrial student. 
 Each of the new appliances has worked more successfully than was anticipated; 
 and each position taken has been fully verified by resulting advantages. Many 
 matters that, in the beginning, we all regarded as problematical and experimental 
 are now solid blocks of our faith. The journey is very far from being ended; but, 
 conscious of having done all that it was in our power to do, and more than satisfied 
 with the results, we are content with the past and buoyant for the future. 
 
 DIFFERENCE OF PURPOSE AND METHOD, STATED. 
 
 The difference between our line and that of other Agricultural Colleges seems to 
 be this: They take as an objective point the graduation of agricultural experts, 
 who shall act as missionaries to working farmers. We take as an objective point 
 the graduation of a capable farmer, able to make his living by farming. Their 
 theory is that of the Normal School, training teachers who shall instruct scholars ; 
 our theory is that of training the scholar. Along the mechanical branch, they 
 seek to graduate master builders or superintendents of machine shops; we seek to 
 graduate intelligent and skillful carpenters, masons or blacksmiths. They strike 
 directly for those industries considered the highest, and believe that in reaching 
 them they include all below; we strike for the industries most commonly followed 
 in this State, and by successfully mastering them expect to climb up to the very 
 rarest. Their mode may be best for them, and we are not in the least criticising 
 it; ours seems best for us. Kansas is neither New York, Massachusetts nor Ohio; 
 and we shall not endeavor to reproduce their Agricultural Colleges. With us, 
 where five agricultural scientists can make a living as such, five thousand capable 
 farmers can far more than make a living; and where five architects or master 
 mechanics can obtain employment, five times as many mechanics can command 
 wages. We aim to provide a Kansas State Agricultural College, for the practical 
 education of those who desire to follow industrial vocations. 
 
 In so doing, nothing of educational experience that is useful will be rejected 
 because it is old; nor anything retained simply because it is practiced by literary 
 colleges in educating for the professions. That which upon fair trial best serves 
 our purpose will be employed; and that which does not will be discarded, though 
 it were bald-headed with antiquity. Nothing will be attempted rashly; nothing 
 clung to because once introduced; and nothing refused trial that promises effective 
 aid m reaching and working the mine. And these statements apply not merely to 
 the course of study, but to all methods and regulations. The management of such 
 
PRESIDENT ANDERSON ON LAND GRANT COLLEGES. 309 
 
 an endowment, for the accomplishment of such a purpose, is so weighty a respon¬ 
 sibility that, neither because of public favor nor public criticism, can we afford to 
 deviate from those measures which, in our judgment, will soonest and best execute 
 the purpose of the grantor. So long as we act at all, we shall act as executors of 
 the will; and, being justly held responsible for our deeds as such, we propose to do 
 our own thinking and our own deciding. Whether the will be the best that could 
 have been made, is none of our business; we are simply executors—though we 
 believe that it is. Whether the youth of Kansas want an industrial education, is 
 equally not our business; we are bound to furnish it to those applying, but not to 
 make any one apply—just as a post master is bound to keep stamps for sale, but 
 not to make people buy stamps. As the government pays its post masters, so the 
 congressional endowment pays the salaries of those whom we employ; and the in¬ 
 struction given by them is furnished to all absolutely without charge or contingent. 
 
 We have just stated our understanding of the object and provisions of the national 
 will; the principles by which we shall be guided in executing it; and the reasons 
 for the adoption of these principles. If the people, through their servants and our 
 superiors, the law-making and law-enforcing officers of Kansas, desire that the 
 national will shall be so executed, we ask their support, and material aid in the 
 form of buildings and appliances, which, in accepting the grant, they contracted 
 to furnish. If they do not so desire, but wish the enterprise conducted upon other 
 and antagonistic principles, our resignations are most heartily at their service— 
 that those who have better ways may be able to try them, on their own responsi¬ 
 bility; we will not take the risk. Whatever else may yet need to be tried, there is 
 no use in repeating the experiment of flying a literary kite with an agricultural 
 tail, so often made in various quarters. It is a pleasant regential and professional 
 amusement, and quite attractive to an immediate locality; but there is not a cent 
 of money in it for the industrial student, whose estate pays for the kite. The fact 
 that, out of some six hundred students attending Cornell University last year, only 
 two were studying agriculture; and that, of all those at Harvard, but two were in 
 its Agricultural school, is enough for us. What the brain, pluck, experience and 
 unlimited cash of New York Cornell and Bostonian Harvard have not effected, we, 
 at least, shall not attempt in Kansas. The best appliances that money can buy are 
 there, and at a dozen other institutions, but the results are the same. And there 
 is no particular sense in butting at a stone wall—as a regular business. 
 
 PRESIDENT ANDERSON’S IDEAL OF AN AGRICULTURAL COLLEGE PORTRAYED. 
 
 Some day and somewhere, there will be an Agricultural College looking so much 
 like the grounds and buildings of a prosperous farmer who did his own repairing 
 and manufacturing, that we of the present, happening by, would mistake it for a 
 little hamlet of thriving artizans built in the heart of rich and well tilled fields. 
 Nothing in its appearance would suggest our notion of the typical college. Its 
 barns, sheds, yards and arrangement would embody the idea of the greatest utility 
 at the least cost. Its implements, stocks and fields would show them to be used 
 for real profit. Its orchards and gardens would not only reveal the success of the 
 owner, but, also, his full determination to enjoy the fruit with the labor. We 
 would be quite certain that it was only such a farm—the best specimens of the high¬ 
 est type—were it not for the presence of cheap, stone buildings, one or two stories, 
 scattered among the trees, all of them more resembling mechanic’s shops than 
 anything else; some, exactly; others, not exactly; and yet no two alike. One 
 would be used for teaching practical agriculture, but would as little prompt our 
 idea of a recitation room, as the whole cluster would that of an imposing edifice. 
 While there would be seats for hearers and a place for a speaker, yet the latter 
 would most suggest a circus ring for the exhibition of short-horns, when short- 
 
310 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 horns were discussed ; of horses, pigs or sheep; of surgical operations; of plows, 
 harrows, or reapers. The walls would be lined with photographs of famous herds, 
 working models of farm machinery, the grain and stalk of cereals. Part of its 
 surrounding ground would be belted with every variety of growing grasses ; and 
 another would be for the draft-test of implements, or the trials of student skill. In 
 fact, it would so look, and so be, like an actual workshop of real farming as not, 
 even in the remotest way. to squint toward the article generally y’clept “ scientific 
 agriculture.” The interior of another shop, a few rods distant, and equally inexpen¬ 
 sive, with its grafting tables, potting benches, packing rooms, working greenhouse, 
 and, outside, hotbeds and thrifty nursery grounds, would look so much like “gar¬ 
 dening for profit ” as to throw us completely off the trail of botany as a pure science. 
 Another, would be a force shop, where light, heat, water, sound and electricity 
 were made to reveal their laws, habits and effects, and to do their industrial work. 
 The constant use of its appliances by busy students, in sacrilegious defiance of the 
 rule, “ don't touch the apparatus!” italicised with professional emphasis, would 
 instantly satisfy us that there was nothing “collegiate” there, and that it was only 
 a workshop where pupils had to become skillful work-men! There would be a 
 mathematical shop, so much like a counting and drawing room, that when it led 
 into an inventor’s and pattern maker’s room, no one could be surprised at its wind¬ 
 ing up in a machine shop. There would be an English shop, remarkably like a 
 printing office; and the “ Printer’s Hand Book” of that day might strike us as an 
 admirable drill in the art of using the English language, as well as in that of stick¬ 
 ing type—almost as good as a grammar! There would be a woman’s workshop, 
 where the pale Hortense, at heart a good deal more sensible, earnest and womanly 
 than society supposes, would strive for the bloom and ‘ faculty ’ of Mary. The 
 blessed Mrs. Grundy would be dead! And there would be mason’s, carpenter’s and 
 smith’s shops. Not a shop of them all would cost $5,000; and some, not the half 
 of it; because they would be shops, warm, light, cheerful, but workshops—not 
 requiring costly foundations and tall, heavy walls, not furnished as are parlors, nor 
 wasting space in broad corridors. And they would not have been foreordained by 
 men of a previous generation, who, to save the lives of the best of them, could not 
 possibly have foretold just what buildings such a college would need. As, in the 
 process of its growth, a want had been felt, its shop was supplied, and each genera¬ 
 tion had footed its own bills. Nol it would not look like our great colleges; but 
 very remarkably like a nest of real educational workshops, where flesh and blood 
 students acquired marketable skill for industrial labor. In it, drill in the art would 
 have greater prominence than the stringing of facts on the threads of a system ; 
 and the requirements of the art would serve as a skimmer to lift the cream of sci¬ 
 ence as needed. Knowledge would be shoved prying end first, and not, everlast¬ 
 ingly, philosophic end first. For the world would have gotten back to the history 
 of its own experience, where art was the Columbus discovering science. In it, 
 educational common sense would have supplanted uncommon educational nonsense. 
 And leaving it, the newly fledged graduate, as does the newly fledged “jour.,” 
 would at once earn a living. Such an Agricultural College would be in keeping 
 with its object, with the requirements and genius of labor, with itself! And too, 
 it would be in keeping with a rich, broad State, carpeted by emerald grasses, belted 
 by golden grain, clumped with orchards, moving with herds, clustered with vil¬ 
 lages, threaded by railways, flecked with countless smoke-offerings from the altars 
 of industry to the God of labor. 
 
 Some day; somewhere ; somehow. 
 
 The catalogue for 1890-’91,* has in addition to the frontispiece, 
 
 * Twenty-eighth Annual catalogue of the officers, students and graduates, of the 
 State Agricultural College of Kansas. 1890-91. Manhattan, Kansas. Topeka. 
 Kansas Publishing House; Clifford C. Baker, State printer. 1891. Pp. 62. 
 
CATALOGUE OF 1890- 91 QUOTED. 
 
 311 
 
 which is a view of the main building, six interesting full page 
 illustrations, showing the pupils busily at work in the various labo¬ 
 ratories and work shops.—These are evidently process reproductions 
 of photographs; the views are of the Chemical Laboratory; The 
 Drawing Room with its casts of Statues and Busts; The Carpenter 
 Shop; The “Kitchen Laboratory;” The Printing Department and 
 the Sewing Department. 
 
 The following paragraph prefaces the particular description of the 
 several buildings, this is accompanied by a full page plan of the 
 farm, showing the location of the buildings. 
 
 The College grounds and buildings, occupying an elevation at the western limits 
 of the city of Manhattan, and facing towards the city, are beautiful in location. 
 The grounds include an irregular plot in the midst of a fine farm, with orchard, 
 vineyards, and sample gardens attached, the whole being surrounded by durable 
 stone walls. The grounds are tastefully laid out and extensively planted according 
 to the design of a professional landscape gardener, while well-graveled drives and 
 good walks lead to the various buildings. All of these are of the famed Manhattan 
 limestone, of simple but neat styles of architecture, and admirably suited to their 
 use. 
 
 The following statements show the resources of the college and 
 its methods. 
 
 OBJECTS AND METHODS. 
 
 ENDOWMENT AND RESOURCES. 
 
 An act of Congress approved July 2d, 1862, gave to each State public lands to the 
 amount of 30,000 acres for each of the Senators and Representatives in Congress 
 according to the census of 1860, for the “endowment, support, and maintenance 
 of at least one college, where the leading objects shall be, without excluding other 
 scientific and classical studies, and including military tactics to teach such branches 
 of learning as are related to agriculture and the mechanic arts, * * * in order 
 to promote the liberal and practical education of the industrial classes in the sev¬ 
 eral pursuits and professions of life.” 
 
 Under this act the State of Kansas received 82,313.53 acres of land, and, in 1863, 
 established the State Agricultural College, by endowing with these lands Bluemont 
 College, which had been erected two miles from Manhattan under the auspices of 
 the M. E. Church, but was presented to the State for the purpose named in the act 
 of Congress. 
 
 In 1873 the College was reorganized upon a thoroughly industrial basis, with 
 prominence given to practical agriculture and related sciences; and in 1875 the 
 furniture and apparatus of the College were moved to the farm of 215 acres, one 
 mile from the city of Manhattan. On this fine location the State has erected build¬ 
 ings valued at $135,000, of which a description is given elsewhere. The farm and 
 grounds, furniture, stock, and other illustrative apparatus are valued at over 
 $130,000. All the lands have been sold, giving a fund of $501,426.33, which is by 
 law invested in bonds, the interest alone being used for the current expenses of the 
 College. 
 
 The annual income from the endowment fund—about $32,000—is supplemented 
 by an appropriation under an act of Congress appioved August 30, 1890, of $15,000 
 for 1890, $16,000 for 1891, $17,000 for 1892 and a sum increasing each year by $1,000 
 until the annual amount shall be $25,000. This fund is “to be applied only to in- 
 
312 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 struction in agriculture, the mechanic arts and the English language, and the vari¬ 
 ous branches of mathematical, physical, natural, and economic science, with special 
 reference to their application in the industries of life, and to the facilities for such 
 instruction.” “ No portion of said moneys shall be applied directly or indirectly, 
 under any pretense whatever to the purchase, erection, preservation or repair of 
 any building or buildings.” 
 
 All expense of instruction is thus provided for, and the State is left to erect the 
 necessary buildings and meet expenses in management of the funds. 
 
 Under an act of Congress, approved March 7tli, 1887, the College received, by gen¬ 
 eral appropriation in Congress, $15,000 each year for the maintenance of an Experi¬ 
 ment Station “ to aid in acquiring and diffusing among the people of the United 
 States useful and practical information on subjects connected with agriculture, and 
 to promote scientific investigation and experiment respecting the principles and 
 applications of agricultural science.” The property of the station, including a 
 building erected especially for its use, amounts to more than $10,500. 
 
 OBJECTS. 
 
 This College now accomplishes the objects of its endowments in several ways: 
 
 First, it gives a substantial education to men and women. Such general informa¬ 
 tion and discipline of mind and character as help to make intelligent and useful 
 citizens are offered in all its departments, while the students are kept in sympathy 
 with the callings of the people. 
 
 Second, it teaches the sciences applied to the various industries of farm, shop, 
 and home. Chemistry, botany, entomology, zoology, and mechanics are made 
 prominent means of education to quick observation and accurate judgment. Careful 
 study of the minerals, plants, and animals themselves illustrates and fixes the daily 
 lessons. At the same time, lessons in agriculture, horticulture, and household 
 economy show the application of science; and all are enforced by actual experiment. 
 
 Third, it trains in the elements of the arts themselves, and imparts such skill as 
 to make the hands ready instruments of thoughtful brains. The drill of the shops, 
 gardens, farm, and household departments is made a part of a general education 
 to usefulness, and insures a means of living to all who make good use of it. At 
 the same time it preserves habits of industry and manual exertion, and cultivates 
 a taste for rural and domestic pursuits. 
 
 Fourth, it strives to increase our experimental knowledge of agriculture and 
 horticulture. The provision for extensive and accurate researches made by estab¬ 
 lishing the Experiment Station as a distinct department of the College, offers as¬ 
 surance of more definite results than can be obtained by ordinary methods. 
 
 * * # * * * * 
 
 Fifth, it seeks to extend the influence of knowledge in practical affairs beyond 
 the College itself. For this purpose it publishes the weekly Industrialist. Its 
 officers also share in the debates and consultations of farmers and horticulturists 
 throughout the State. Each winter a series of ten Farmers’ Institutes is held in as 
 many different counties of the State. In these the Faculty share with the people 
 in lectures, essays, and discussions upon topics of most interest to farmers. These 
 institutes have brought the College into more direct sympathy with the people and 
 their work, so as to make possible a more general dissemination of the truths pre¬ 
 sented ; and permanent organizations for the same purpose in many counties are 
 increasing. Correspondence upon such questions is invited by all members of the 
 Faculty, and applications for institutes are desired from all parts of the State. 
 
 COURSE OF STUDY. 
 
 The necessity for so adjusting various branches of a course of study that there 
 shall be as little waste as possible in acquiring both information and discipline, is 
 felt by every teacher. Such a course is not designed to be absolutely inflexible, but 
 
COURSES IN INDUSTRIAL ARTS. 313 
 
 to guide the judgment into some definite line of progress from which uo mere whim 
 shall turn a student aside. 
 
 Each student is expected to take three studies besides one hour’s daily practice 
 in an industrial art; and variations from this rule can be made only with the con¬ 
 sent of the Faculty. 
 
 Parallel courses are offered to both sexes, with such differences as their neces¬ 
 sities seem to call for. 
 
 Full detail of the courses of study are given. The following shows 
 the attention given to those studies with which this Report is con¬ 
 cerned and also a general view of the routine of the pupils work. 
 
 Industrial Training.— Closely ad justed to the course of study is industrial train¬ 
 ing in several of the arts, to which each student is required to devote at least one 
 hour a day. Among the lines of training each student may select, with the ap¬ 
 proval of the Faculty, except in terms when special industrials are required. Youug 
 men may have Farming, Gardening and Fruit-growing, Carpentry, Cabinet-making, 
 Iron-work, or Printing. Young women may take Sewing, Printing, Floriculture, 
 or Music. 
 
 All young men must have their industrials for one term in the carpenter shop 
 before completing the first year; and during the spring term of the second year and 
 the fall term of the third year, upon the farm, garden, and orchards. Young 
 women take their industrial for one term of the first year in sewing, and for the 
 winter and spring terms of the second year in the kitchen laboratory and dairy. 
 
 The daily routine requires chapel at 8:30 a. m.. and classes from 8:50 a. m., to 1 
 p. M., as shown under “ Class Hours.” Class rhetorical exercises are held weekly. 
 Military drill is twice a week. On every Friday afternoon, at 1:30, all attend the 
 public lecture or rhetorical exercises in chapel. 
 
 The details of the courses in Drawing are practically the same as 
 already given from the catalogue of 1880. The following gives the 
 special training in Industrial Arts. 
 
 Industrial Arts. —The training in these departments is designed to be system¬ 
 atic and complete in each, so that the student, following a single line diligently 
 through the four-years course, gains the essentials of a trade and a reasonable de¬ 
 gree of skill. Those who wish only a general acquaintance with the arts can take 
 shorter courses in several of them; but all are to select with a definite purpose. In 
 the established course, young men are required to take the regular term in the 
 carpenter shop, and on the farm and gardens, whatever the industrial chosen; 
 young women are required to give one term to sewing, one to practice in the kitchen 
 laboratory, and one in the dairy. 
 
 Agriculture and Horticulture are required of young men as industrials dur¬ 
 ing one term of the second year and one term of the third year. In these, practice 
 is made to illustrate and emphasize the teaching, and cover essentially the same 
 ground. 
 
 Cooking. —During the winter term, the young women who have lectures on 
 Household Economy are required to cook one hour each day. They are taught 
 various methods of making the substantial articles of food, as well as allowed to 
 spend some time on the dainty dishes. During the term, they have practice in 
 waiting on the table, in serving guests, and in arranging for evening companies, 
 thus putting into immediate practice the lectures of each day. 
 
 During the fall term, any students who have passed the study of Household 
 Economy may take cooking as an industrial, in which canning fruits, making pre¬ 
 serves, jellies, pickles, mince-meat, desserts, cake and fancy breads form the prin¬ 
 cipal part of the work. 
 
314 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Dairying.— During the spring term, daily instruction and practice in domestic 
 dairying are given the young women of the second year by the Instructor in House¬ 
 hold Economy. Here the regular daily work is supplemented by a short course of 
 lectures intended to explain the best practice in the arts of butter- and cheese-mak¬ 
 ing, and to give the reasons therefor. The following topics cover, in the main, the 
 instruction given the class: Influences affecting the quality and quantity of milk; 
 butter-making; creameries; “ deep” and “ shallow” setting systems; packing and 
 preserving butter; the household and factory systems of cheese-making. 
 
 Carpentry. —Wood-work is required of all young men during one term of the 
 first year. In the first term’s work a definite graded series of tasks is given in 
 joining, work to dimensions, and simple problems in construction and turning, 
 with the proper use and care of common bench tools, through which each student 
 is advanced according to ability. Practice is given later in general wood-work, 
 carpentry, cabinet-making, turning, and pattern-making; and the advanced stu¬ 
 dents may have work suited to their chosen line, with special problems of con¬ 
 struction, and special training in the use and care of fine tools, including saw-filing. 
 All work during industrial hours is laid out by the Superintendent, and belongs to 
 the shop, except that fourth-year students are allowed to work from drawings of 
 their own upon articles for their own use or profit. All students may be allowed 
 the use of the shop outside of the practice hours for work of their own, under di¬ 
 rection of the Superintendent. 
 
 In iron-work, instruction is given in ordinary work—forging, filing, tempering, 
 etc. 
 
 Sewing. —One term of sewing is required before the completion of the first year 
 of study. During this term the work is carefully laid out by the Superintendent in 
 a series of lessons, graded to the capabilities of each student. To more advanced 
 students all ordinary forms of sewing with needle and machine are taught, and any 
 student may furnish material, and work for her own advantage under direction of 
 the Superintendent. Cutting and fitting by a straight-line system are taught, and 
 the systems are furnished at wholesale rates. Fancy needle-work and knitting may 
 be taken at certain stages of the course. 
 
 Printing. —Two courses are pursued in this art. In one the student is taught 
 the use of the implements or tools used in typography; composition and imposition; 
 correcting proof; technical terms: presses and their workings; and the general du¬ 
 ties of a first-class workman. The other course of lessons embraces instruction in 
 spelling, capitalization, syllabication, punctuation, proof-reading, and such other 
 work as will make the student accurate and expert. Wilson’s Punctuation is the 
 text-book; but much of the instruction is oral—such as grows out of the every-day 
 experience of the office. 
 
 Admirable drill is furnished by the Industrialist to all, but especially to those 
 who take the full course. The printing which the departments of the College re¬ 
 quire gives to the advanced student a fair knowledge of the principles and practice 
 of job-work. 
 
 Books of Reference. —MacKellar’s American Printer, Harpel’s Typograph, Ring- 
 wait's Encyclopedia of Printing, DeVinne’s The Invention of Printing, DeVinne’s 
 Printers’ Price List, the Inland Printer, American Art Printer, Superior Printer, 
 Paper and Press, The American Bookmaker. 
 
 ******* 
 
 LABOR AND EARNINGS. 
 
 Every encouragement is given to habits of daily manual labor during the College 
 course. Only one hour of daily practice in the industrial departments is required; 
 but students are encouraged to make use of other opportunities for adding to their 
 ability and means. 
 
STATISTICS OF KANSAS COLLEGE. 
 
 315 
 
 All labor at the College is under the direction of the Superintendents of the de¬ 
 partments, and offers opportunities for increasing skill and efficiency. In regular 
 weekly statements, the students are required to observe business forms and princi¬ 
 ples, showing from their daily account when and where the work was performed. 
 
 The shops and offices are opened afternoons and Saturdays for the accommoda¬ 
 tion of skilled students in work for their own advantage. Everywhere the student 
 who works wins respect; and it is a matter of pride to earn one’s way as far as pos¬ 
 sible. 
 
 The labor of the students in the industrial departments is principally a part of their 
 education, and is not paid for unless the student is employed upon work for the 
 profit of the College. Students are so employed upon the farm, in the gardens or 
 the shops, and about the buildings. The labor is paid for at rates varying with 
 services rendered, from eight to ten cents an hour. The Superintendents strive to 
 adjust their work to the necessities of students and give them the preference in all 
 tasks suitable for their employment. So far as practicable, the work of the shops 
 and offices is turned to account for their benefit; and the increasing extent of the 
 grounds and sample gardens brings more of such labor. The monthly pay-roll for 
 the past year ranges from $250 to $400. 
 
 Many students obtain work in the city or upon neighboring farms, and so pay 
 part of their expenses. In these ways a few students are able to earn their way 
 through College. The amount so earned will vary according to the tact and zeal 
 of the student. The majority must expect to provide by earnings outside of term- 
 time, or from other sources, for the larger part of their expenses. The long sum¬ 
 mer vacation of three months offers opportunity for farm or other remunerative 
 labor; and no one need despair of gaining an education if he has the ability to use 
 his chances well. 
 
 ******* 
 
 The following statement shows the success of the College since its 
 foundation as an educational Institution: 
 
 SUMMARY. 
 
 During the twenty-eight years of its existence the College has received over three 
 thousand students, about a third of whom were young women. Most of them have 
 come from farmers’ homes, and after from three months to three years of study, 
 have gone back to such homes without graduation. 
 
 The number of graduates up to 1890 is 232, of whom 73 are women. Graduates 
 previous to 1877 pursued, with two exceptions, a classical course, and received the 
 degree of Bachelor of Arts. Since 1877, all have received the degree of Bachelor 
 of Science after a four-years’ course in the sciences, with good English training. 
 
 The attendance of pupils for the year 1890~’91, is given as follows: 
 
 SUMMARY. 
 
 • 
 
 Gentle¬ 
 
 men. 
 
 Ladies. 
 
 Total. 
 
 Post-graduate. 
 
 6 
 
 6 
 
 12 
 
 Fourth-year . 
 
 31 
 
 22 
 
 53 
 
 Third-year. 
 
 38 
 
 12 
 
 50 
 
 
 80 
 
 55 
 
 135 
 
 First-year. 
 
 217 
 
 120 
 
 343 
 
 
 Total. 
 
 372 
 
 221 
 
 593 
 
 The Faculty consists of 18 Professors and Instructors, with G As¬ 
 sistants and Foremen, and 8 “ Student Assistants.” George T. Fair- 
 child, a. M., is the President. 
 
316 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The Agricultural And Mechanical College Of Kentucky, 
 
 Lexington, Kentucky. 
 
 The State of Kentucky, by act of January, 27th 1863, accepted the 
 national land grant under the conditions of the United States Law 
 of 1862. 
 
 In 1865, the Legislature established the college as one of the col¬ 
 leges of the Kentucky University, which had come into possession of 
 the grounds,—(some twenty acres),—and buildings of the Transyl¬ 
 vania University, at Lexington. Through the efforts of J. B. Bow¬ 
 man, regent of the University, the sum of $100,000 was contributed 
 by citizens; for the purchase of the estate of “Ashland,” formally 
 belonging to Henry Clay, and comprising 433 acres, of the finest 
 farming land; and of the adjoining farm of “ Woodlands,” in immedi¬ 
 ate vicinity to the City of Lexington. This was to be the site of the 
 University and of the new Agricultural College. The college was 
 opened two years after the passage of the act consolidating it with 
 the University, and 190 students attended its first session. Regent 
 Bowman claims that it was the first college actually in operation 
 under the United States grant of 1862. In the Report of the Regent 
 to the Governor, December 28, 1868, the history of the establishment 
 of the College was given at length, and the whole subject of the 
 design of Congress in passing the law was ably argued. In conclu¬ 
 sion he sums up in favor of the plan making the proposed “ Colleges 
 of Agriculture and the Mechanic Arts,” Departments of Universi¬ 
 ties already established. 
 
 Full schedules of the ten courses of Instruction are given. The 
 following comprise the studies with which this Report is concerned. 
 
 VIU. SCHOOL OF CIVIL ENGINEERING AND MINING. 
 
 Professor Eyraud. 
 
 In this school will be taught Geometrical and Topographical Drawing, Tinting, 
 Shading, and Lettering; Descriptive Geometry ; Linear Perspective; Shades and 
 Shadows; Practical Astronomy; Road Engineering; the use of Engineering Instru¬ 
 ments ; Leveling; Architectural Drawing; Geology of Mining Districts; Metal¬ 
 lurgy ; Mining Engineering; Construction of Furnaces; Determination; Mineral¬ 
 ogy and History of Mining Operations. 
 
 IX. SCHOOL OF FINE ARTS. 
 
 In this School will be taught Music, Drawing, Painting, and Landscape Garden¬ 
 ing. 
 
 In accordance with the act of the Legislature passed the previous 
 session, severing the connection between “the Kentucky Univer¬ 
 sity” and the “Agricultural and Mechanical College of Kentucky,” 
 the Board of visitors met at Lexington, July 12th, 1878, and re-or¬ 
 ganized the college as a separate institution;—selecting from the 
 estate one hundred acres of land to which, by agreement between 
 
AGRICULTURAL AND MECHANICAL COLLEGE OE KENTUCKY. 317 
 
 the authorities of the University and the State Commissions, the 
 college was entitled for two years. The final location of the college 
 rests with the General Assembly of the State. 
 
 The following statement of the first year of its separate existence 
 is from the annual report of the President to the Governor of the 
 State for 1878-’79.— 
 
 The success of the Agricultural and Mechanical College during the last year— 
 the first year of its existence as an independent Institution—has far exceeded the 
 expectations of its Board of visitors and Faculty. During the year 1877-8 it had 
 but seventy-eight matriculates. It closes the present collegiate year with one hun¬ 
 dred and eighteen —an increase of over fifty per cent. For years past it was alleged 
 to have brought the Kentucky University, with which it was connected, annually 
 into debt. This year it has paid all expenses, expended a considerable amount on 
 student labor, made ample provision for preparatory instruction by tutors, and 
 although it has realized, as yet, comparatively nothing from this, its first year’s 
 crop, has, at the close of the present fiscal year, an unexpended balance in the 
 Treasury. These facts prove that an Agricultural and Mechanical College can be 
 conducted economically and successfully, even upon the small income derived from 
 the Congressional scrip fund, which, up to this time, constitutes its sole endow¬ 
 ment. 
 
 Each Legislative Representative District in the State is entitled to send one prop¬ 
 erly prepared student each year, between the ages of twelve and twenty five years, 
 to this college, free of tuition. 
 
 The schedule of courses of Instruction enumerates eight schools. 
 Drawing nowhere appears as a study, though, as Civil Engineering 
 and Military Engineering are comprised under the “ School of Mili¬ 
 tary Tactics and Civil Engineering,” there must needs be some train¬ 
 ing in Mechanical drawing, at least. 
 
 This arrangement was but for two years, and the Legislative Com¬ 
 mission was directed to report to the Legislature of 1879-’80, “a plan 
 of organization for an Agricultural and Mechanical College, such as 
 the necessities of the Commonwealth require. 
 
 The city of Lexington offered to the Commission (which was also authorized to 
 recommend to the General Assembly the place, which, all things considered, offered 
 the best and greatest inducements for the future and permanent location of the 
 College) the City Park, containing fifty-two acres of land, within the limits of the 
 city, and thirty thousand dollars in city bonds, for the erection of buildings. This 
 offer the county of Fayette supplemented by twenty thousand dollars in county 
 bonds, to be used either for the erection of buildings or for the purchase of land. 
 The offers of the city of Lexington and of the county of Fayette were accepted by 
 the General Assembly. 
 
 A Normal Department was also established for the training of 
 teachers for the public schools of the State. 
 
 The Register shows no division of classes, and it is impossible to 
 ascertain from it any facts as to the number of students who take 
 any particular study. 
 
 There are 14 courses of study.. In that of “Military Art and Sci¬ 
 ence,” “Civil, Mechanical and Mining Engineering; Military Engi- 
 neei'ing; and Drawing,” are included. 
 
318 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In the Normal Department, Drawing is a required study in each 
 of the three years of this course. The 14th course is that of “ Prac¬ 
 tical Mechanics,” under Professor King. 
 
 Instruction in Practical Mechanics includes such elementary practice in the 
 workshop as will enable the student to apply the principles of experimental physics 
 taught in the class room, and familiarize him with the use of tools, machinery, and 
 mechanical processes. The course of instruction is based on what is known as the 
 Russian System, now generally adopted in the Agricultural and Mechanical Col¬ 
 leges of this country. It embraces mechanical drawing, the study and care of tools, 
 work in wood and metals at the bench, the lathe, and the forge. This department 
 is under the care of one of the most skillful of practical mechanics. 
 
 The following statement of the condition of the college, and of its 
 development, since severed from the University, is taken from the 
 Annual Register for 1881-’82. 
 
 The collegiate year of 1881-82 closes with a larger matriculation than any year 
 which has preceded. The increase over the matriculation list of the year 1880-’81 
 is no less than thirty-six per cent. Since the severance of the connection with 
 Kentucky University, which took place four years ago, the growth of the College 
 in patronage and public confidence has been uninterrupted, as the following figures 
 will show; 
 
 Total number of matriculates 1877-78 (last year of connection with Kentucky 
 
 University)... 78 
 
 Total number of matriculates : 
 
 1878- ’79. 118 
 
 1879- ’80 . 137 
 
 1880- ’81. 234 
 
 1881- 82 . 321 
 
 The latest Annual Register* at hand has as a frontispiece an 
 attractive view of the college buildings. 
 
 LOCATION. 
 
 The Agricultural and Mechanical College of Kentucky is established on the old 
 City Park grounds of the city of Lexington, given to the Commonwealth for tliis 
 purpose. The site is elevated, and commands a good view of the city and sur¬ 
 rounding country. A new College building has been erected, containing commo¬ 
 dious chapel, society rooms, lecture and recitation rooms sufficient for the accom¬ 
 modation of 600 students. Two large and well ventilated dormitories have also 
 been built, with rooms for one hundred and forty students, for the use of the 
 appointees sent by the Legislative Representative Districts of the State to the 
 agricultural, engineering, scientific or classical departments of the College, and 
 containing suitable dining-rooms, kitchens and servants’ rooms. 
 
 Lexington is now the most important railroad center in Kentucky, being in imme¬ 
 diate communication with Louisville, Cincinnati, Maysville, Chattanooga, and with 
 more than seventy coimties in the Commonwealth. The long established reputation 
 of the city for refinement and culture renders it attractive as a seat of learning, and 
 the large body of fertile country adjacent, known as the “ Blue Grass Region,” with 
 its splendid stock farms, affords unsurpassed advantages to the student of agricul¬ 
 ture who desires to make himself familiar with the best breeds of horses, cattle, 
 sheep and swine in America. 
 
 * Annual Register of the State College of Kentucky. Lexington, Kentucky. 
 Matriculates for the college year 1891-'92. Session begins Wednesday, September 
 14, 1892. The Will S. Marshall, Printing Co. Pp. 87. 
 
MANUAL TRAINING IN KENTUCKY COLLEGE. 
 
 319 
 
 The following Degrees are given by this College. 
 
 The degrees conferred are Bachelor of Agriculture (B. Agr.), Bachelor of Science 
 (B. S.), Bachelor of Arts (B. A.), Bachelor of Pedagogy (Ped. B.), Civil Engineering 
 (C. E.), Mechanical Engineering (M. E.), Master of Agriculture (M. Agr.), Master 
 of Science (M. S.), Master of Arts (M. A.). 
 
 The necessary expenses are very small. Those for the “county 
 appointees” living in the dormitory and messing at a “commons” 
 table, are given as $125.50, for the scholastic year. For students 
 paying tuition, and boarding in private families, the estimate is 
 $173.00 to 192.00. 
 
 Several full page illustrations give views of the Mechanical Hall,— 
 the building containing the work shops, etc.—and, also, show well 
 equipped machine and wood working shops. 
 
 The following are the several courses of study, which are carried 
 on under the direction of separate faculties. 
 
 Agricultural, Scientific, Biological, Civil Engineering, Classical, Mechanical 
 Engineering, Veterinary, Normal School, and Academic courses of study have been 
 established under the instruction and management of the Faculties which follow. 
 The courses of study required for the degrees conferred, with their distribution and 
 hours of recitation, are also exhibited therewith. 
 
 Tables are given of recitations and schedules of studies through 
 the full courses. The following extracts from the course in Agri¬ 
 culture, shows the technical industrial training given the young 
 farmers, and also the opportunities offered for compensated employ¬ 
 ment. 
 
 WOOD WORKING AND FORGING. 
 
 The course in Shop Work is intended to give young men such a training in the 
 use of carpenter's bench tools, and in iron and steel forging, that they will be able 
 to make any ordinary repairs about a farm, in either iron or wood. 
 
 Student Labor. —Students holding certificates as county appointees have the 
 privilege of working for pay upon the college farm and gardens during the after¬ 
 noons and Saturdays, when such labor does not interfere with instructions in class 
 room and field. In the opportunities for compensated labor upon the grounds pref¬ 
 erence will be given to the students of the agricultural coarse, and their hours for 
 study will be so arranged as to aid them as far as practicable in their efforts for self- 
 support. It cannot be expected, however, that the average student, having only 
 unskilled labor to offer, will be able to pay the entire expenses of his college course 
 by this means. The maximum compensation for ordinary labor is eight cents per 
 horn ; for skilled labor ten cents may, by special contract, be paid.” 
 
 There is also, a special two years course in Agriculture, for the 
 benefit of farmers’ sons who cannot take the full course of four years. 
 To be admitted to this course the student must be at least 18 years 
 of age. 
 
 The following is the full course in Mechanical Engineering. 
 
 Department of Mechanical Engineering. 
 
 The training given in this school, both practical and theoretical, is intended to 
 prepare young men for positions of responsibility and trust in the Commercial and 
 Mechanical Engineering world. The practical work extends over a period of two 
 
320 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 years and includes the most important principles and operations in bench work in 
 wood, wood turning, pattern making, foundry work, iron and steel forging, and 
 hand and machine work in metal. 
 
 The theoretical work during the first two years consists of a thorough training in 
 English, German, Chemistry, Mathematics, Physics, and Drawing, and during the 
 last two years, the fundamental principles of boiler machine and engine design 
 are taken up. By a careful solution of practical problems, the student becomes 
 familiar with the process carried on by operators and designers of successful ma¬ 
 chine plants. 
 
 The course of study in Mechanical Engineering extending over a period of four 
 years leads to the Degree B. M. E. (Bachelor of Mechanical Engineering). The ad¬ 
 vanced Degree of M. E. (Mechanical Engineer) may be obtained by resident students 
 in one year after taking the degree of B. M. B. from the State College of Kentucky 
 or any other institution of equal requirements, having successfully carried on work 
 laid down, passed a satisfactory examination, and presented an acceptable thesis. 
 Advanced degree may also be taken in three years after obtaining the Degree 
 B. M. E., provided the student has been engaged during the period of three years 
 in practical engineering works, passes a satisfactory examination at the College 
 and presents an acceptable thesis. 
 
 FRESHMAN YEAR. 
 
 Technical Instruction. 
 
 Twenty-six weeks, three hours a week. 
 
 (a) Recitations on the forms of wood working tools, and the cutting and pe¬ 
 culiarities of timber. 
 
 (b) Lectures on the operation of the various forms of wood working machinery. 
 
 (c) Lectures on Pattern making, Molding and Casting. 
 
 Mechanical Drawing. 
 
 Twenty-six weeks, six hours a week, and ten weeks, ten hours a week. 
 
 This drawing includes free hand sketches, drawing from copies and model, using 
 parts of machines in the mechanical laboratories as models. 
 
 Shop Work. 
 
 Thirty-six weeks, twelve hours a week. 
 
 (a) , Bench work in wood, including exercises in the following operations ; planing, 
 sawing, rabbeting, plowing, notching, splicing, mortising, tenoning, dovetailing, 
 framing, paneling, and general use of carpenter’s tools. 
 
 (b) , Wood turning, involving the various principles of lathe work in wood. 
 
 (c) , Pattern making, which gives the student discipline in the construction of 
 patterns for foimdry work. 
 
 (d) , Foundry work, including the various operations of molding core making, 
 and the melting of iron and brass. 
 
 English, thirty-six weeks, five hours per week; German, thirty-six weeks, five 
 hours per week ; Algebra, seventeen weeks, five hours per week ; Geometry, nine 
 teen weeks, five hours per week. 
 
 SOPHOMORE YEAR. 
 
 Technical Instruction. 
 
 Sixteen weeks, one hour per week. 
 
 (a) . Lectures on the handling of iron and steel in forging, and the methods of 
 tempering and annealing steel. 
 
 (b) . Lectures on modem machine shop practice. 
 
MECHANICAL ENGINEERING COURSE. 
 
 321 
 
 Mechanical Drawing. 
 
 Sixteen weeks, four hours per week; twenty weeks, five hours per week. 
 
 (a) . Drawing the parts of machines and complete machines to scale. 
 
 (b) . Exercise in tinting and shading. 
 
 Shop Work. 
 
 Thirty-six weeks, twelve hours per week. 
 
 (a) . Exercise in iron and steel forging. 
 
 (b) . Exercise in vise work in metal. 
 
 (c) . General machine work, including screw cutting, drilling, planing and the 
 milling of iron, brass, and steel. 
 
 Descriptive Geometry , seventeen weeks, five hours per week ; Physics, nineteen 
 weeks, five hours per week; Chemistry, seventeen weeks, five hours per week; 
 Geometry, seventeen weeks, five hours per week; Trigonometry, nineteen weeks, 
 five hours per week ; Analytical Geometry, nineteen weeks, five hours per week. 
 
 JUNIOR YEAR. 
 
 Kinematics. 
 
 Seventeen weeks, five hours per week. Under this head are studied the velocity 
 ratios in various motions, construction of gears, cams, quick return motions, 
 straight line motions, epicyclic trains, parallel motions, and the manner of design¬ 
 ing trains of mechanism. 
 
 Mechanical Drawing. 
 
 Thirty-six weeks, ten hours per week. The work done during the year consists 
 in the design of machines to do certain specific work, and the making of detail 
 drawings of machines used in actual construction in the laboratories. 
 
 Metallurgy. 
 
 Nineteen weeks, three hours per week. The above includes the study of fuels 
 and refractory substance, and the processes employed in puddling iron and making 
 steel. 
 
 Chemical Laboratory, thirty-six weeks, five hours per week ; Calculus, Seventeen 
 weeks, five hours per week ; Physics, seventeen weeks, five hours per week ; Ana¬ 
 lytical Mechanics, ten weeks, five hours per week; Strengths of Materials , nine 
 weeks, five hours per week. 
 
 SENIOR YEAR. 
 
 Thermodynamics. 
 
 Twenty-six weeks, six hours per week. This work consists of a study of the laws 
 of thermodynamics, thermal capacities and the application of thermodynamics to 
 the seam engine. 
 
 Steam Boilers. 
 
 Seventeen weeks, five hours per week. A study of the various commercial steam 
 boilers, consumption of fuel, incrustation, determining the horse power of boilers, 
 boiler tests, the design of boilers for efficiency and economy and the methods of 
 power transmission. 
 
 Valve Gearing. 
 
 Seventeen weeks, five nours per week. The study of various forms of standard 
 engine valves and methods of designing. 
 
 ART—VOL 4-21 
 
322 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 Mechanical Drawing. 
 
 t 
 
 Seventeen weeks, ten hours per week. This work consists in working out prac¬ 
 tical designs of boilers and steam engine valves. 
 
 Engine and Machine Design. 
 
 Fifteen weeks, five Hours per week. A study of the modern methods of design¬ 
 ing engines and machines for strength as well as motion. 
 
 Experimental Engineering. 
 
 Fifteen weeks, ten hours per week. Includes a study of the Indicator, making 
 engine, boiler, belt and materials of construction tests. 
 
 Mental Philosophy, seventeen weeks, five hours per week : Political Economy, fif¬ 
 teen weeks, five hours per week; Thesis Work, sixteen weeks, five hours per week. 
 
 Every student before he attains the degree of B. M. E. must present a satisfactory 
 thesis on some new design of a machine, or an original investigation of some old 
 machine. 
 
 The greater part of the second term of the Senior Year is given to the preparing 
 of this thesis. The subjects for thesis are assigned to students by the professor of 
 Mechanical Engineering, and the completed theses are kept on file with the college 
 records, that they may serve as a reference for future investigation.” 
 
 The facilities for carrying on this thorough course are thus set 
 forth. 
 
 A DESCRIPTION OF THE MECHANICAL HALL AND A STATEMENT OF ITS EQUIPMENT. 
 
 The Building. —Mechanical Hall is built of pressed brick and stone and finished 
 in yellow pine. It contains the following rooms: Recitation room 34'X25', Recita¬ 
 tion Room 2o'x23', Library and Exhibition Room 25 x23', Office 10’xl2', Drawing 
 Room 34 x35', Engine Room, 20'x30', Tool Room 30'X 6 , Wash Room 30 x10', 
 Boiler House 27'x27', Wood Shop 80 x34', Machine Shop 42 x35', Blacksmith Shop 
 35'X35’, and Foundry 35 X37’. 
 
 Recitation Room. —The Recitation Rooms are supplied with all the modern con¬ 
 veniences for efficient class room work. 
 
 Drawing Room. —The Drawing Room contains drawing tables, drawing boards, 
 curves, scales, tee squares, and other special drawing apparatus to accommodate 
 thirty students. 
 
 Engine Room. —The Engine Room contains a 10 inch by 24 inch Hamilton Cor¬ 
 liss noncondensing engine and an 8.5 Kilowatt Edison compound dynamo with 
 ampere meter, resistance box and volt meter so that the dynamo may be used for 
 experimental purposes. 
 
 Wood Shop. —The Wood Shop contains twenty benches, with complete set of 
 wood-working tools, thirteen wood turning lathes, each with complete set of turn¬ 
 ing chisels, band sawing machine, universal wood worker, fret saw, and grind¬ 
 stone. 
 
 Foundry. —The Foundry contains a thirty inch Cupola furnace with a capacity 
 of a ton of metal per hour, brass furnace, twelve complete sets of moulders tools, 
 twelve benches, also ladles, clamps, core rooms, core oven, pattern rack, and the 
 tools contained in a practical foundry. 
 
 Blacksmith. —The Blacksmith Shop contains a ten inch steel pressure blower, 
 twelve fonres, twelve anvils, three Blacksmith vises, an emery grinder, and twelve 
 complete sets of blacksmith tools for carrying on all kinds of iron and steel forging. 
 
STATISTICS OF KENTUCKY - COLLEGE. 
 
 323 
 
 Machine Shop. —The Machine Shop contains six lathes, one milling machine, one 
 ^elf-feed drill, one planer one shaper, one tool grinder, one emery grinder, one 
 miller grinder, and twelve iron vises, and benches for vise work in metal. 
 
 Tool Room .—The Tool Room is supplied with a flue assortment of superior tools 
 for work in iron, steel, brass and wood, and contains such stock and supplies as 
 may be used in constructions in the Mechanical Laboratories named above. 
 
 Wash Room .—The Wash Room contains lockers for sixty-five students and is 
 supplied with marble basins, and closets. 
 
 Boiler House .—The Boiler House contains a fifty-one horse power Babcock and 
 Wilcox water-tube boiler and a Dean Bro’s No. 3 Steam pump. 
 
 The building is heated by steam and lighted by 130 incandescent and four arc 
 lamps. 
 
 The following is the list of the Faculty in charge of “The Me¬ 
 chanical Engineering Course.” 
 
 FACULTY OF INSTRUCTION. 
 
 J. K. Patterson, Ph. D., President, Professor of History and Metaphysics. 
 
 F. Paul Anderson, B. M. E., Professor of Mechanical Engineering. 
 
 J. P. Nelson, C. E. M. E., Professor of Physics. 
 
 Jas. G. White, A. M., Professor of Mathematics and Astronomy. 
 
 John Shackleford, A. M., Professor of English Language and Literature. 
 
 J. H. Kastle, Ph. D., Professor of Chemistry. 
 
 F. M. Helveti, A. M., Professor of French and German Languages and Literature. 
 
 -,* Professor of Geology and Paleontology. 
 
 C. D. Clay, 1st Lieut. U. S. A., Professor of Military Science. 
 
 From the alphabetical lists it appears that the total number of 
 students in all the Departments of the College for the year 1891-’92, 
 was 6-12; of whom 186 were girls. Of these 391, of whom 95 were 
 girls, were in the college proper; 53, of whom 31 were girls, were in 
 the Summer Normal School of 1891; 198, of whom 60 were girls, 
 were in the Commercial Department.—There were eleven “Gradu¬ 
 ates of 1891-92;” one of these was a girl. 
 
 The Register shows no classes, nor does it show what studies each 
 student is pursuing; nor, whether they are in the Academy, the 
 Normal School, or the Colleges. 
 
 There is a State Board of twelve Trustees, the terms of office of 
 four of whom expire at the end of each two years. The Governor 
 of the State is ex officio chairman of the Board.—Governor John 
 Young Brown was chairman in 1891-92, and Col. Hart Gibson, of 
 Lexington, was Secretary of the Board. The “Faculty of Instruc¬ 
 tion,” comprises 24 Professors and Assistants, and one Stenographer. 
 James K. Patterson, ph. d., f. s. a., is the President. 
 
 The Louisiana State University And Agricultural And 
 Mechanical College, Baton Rouge, Pa. 
 
 “The Louisiana State University and Agricultural and Mechan¬ 
 ical College” had its origin in certain grants of land made by the 
 United States Government in 1806, 1811, and 1827, “for the use of 
 
 * To be appointed. 
 
324 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 a seminary of learning.” In 1855 tlie Legislature founded the 
 “ Louisiana State Seminary of Learning and Military Academy,” 
 locating it three miles from Alexandria in the parish of Rapides. 
 The Institution was opened January 2nd, 1860, with Col. William 
 Tecumseh Sherman, (later, General-in-Chief, United States Army) 
 as Superintendent.” 
 
 This institution, twice closed in consequence of the war, had its 
 buildings accidentally burned October 15th, 1869, and in November 
 of the same year was transferred to Baton Rouge, where it has since 
 remained. 
 
 The Louisiana State Agricultural and Mechanical College was established by 
 an act of the Legislature, approved April 7th, 1874, to carry out the United States 
 Act of 1862, granting lands for this purpose. 
 
 The Chalmette Battle Ground, was given it as a site, but the col¬ 
 lege was 
 
 opened in New Orleans June 1st, 1874, and remained there till its merger with 
 the University. 
 
 On the 2nd of January, 1877, the act, as passed by the Legislature in 1876, unit¬ 
 ing the State University and the Agricultural and Mechanical College, and locating 
 the same temporarily at Baton Rouge, became a law; and it was duly promulgated 
 June 1st, 1877. 
 
 The new institution, consolidated from the two separate State 
 institutions, under its present name and legal title, opened its first 
 session October 5th, 1877, under charge of Col. David F. Boyd, the 
 former Superintendent of the Military Academy. 
 
 Col. William Preston Johnston, ll. d., formerly a Professor in 
 Washington and Lee University, Va., was elected President, October 
 4th, 1880, and in 1880-’81, the institution was reorganized. The 
 above historical sketch is abridged from that given in the Report of 
 the Board of Supervisors, under date of May 6th, 1882,* from which 
 the following account of the College courses, and the statements of 
 the Board on the general topic of similar institutions are taken. 
 
 LOCATION. 
 
 The Louisiana State University and Agricultural and Mechanical College is 
 located at Baton Rouge, on the east bank of the Mississippi, where the first high 
 land is met above the mouth of the river. It is accounted one of the healthiest 
 spots in the State. It has a mild winter climate, well suited to students of deli¬ 
 cate constitution from more northern States, while the summer heats are tempered 
 by breezes from the Gulf and Lake Pontchartrain. The University building is a 
 superb structure. The large rooms, lofty ceilings, and wide verandahs, half a mile 
 in length under a continuous shelter, make it a healthful and pleasant residence for 
 its students. Great attention is paid to sanitary arrangements, water supply, drain¬ 
 age, disinfection, etc. 
 
 * Report of the Board of Supervisors of the Louisiana State University and Agri¬ 
 cultural and Mechanical College, to the General Assembly of the State of Louisiana. 
 State Printer, Baton Rouge, 1882,-Pp. 120. 
 
COURSES IN LOUISIANA COLLEGE. 
 
 325 
 
 The optional system having proved a failure after a trial of seven 
 years, fixed courses of study and a fixed standard for degrees were 
 established in the reorganization. A preparatory department for 
 both courses is attached to the University, to which students are 
 admitted on passing a satisfactory examination in certain prescribed 
 studies, and frbm which they enter the University, and college 
 classes, on passing satisfactory examinations. 
 
 INSTRUCTION AND DEGREES. 
 
 There are two University Courses, a Classical, and a Scientific, of four years 
 each; and an Agricultural, and a Mechanical Course, of two years each. These 
 have corresponding degrees: Bachelor of Arts, Bachelor of Science, Graduate in 
 Agriculture aud Graduate in Mechanics. The degree of Master of Arts will he 
 given to Bachelors who have resided one year or more at the University and passed 
 a satisfactory examination on a prescribed course of study, or two years elsewhere 
 on the same terms. Students can choose among those named the course they will 
 pursue, with the approval of their parents. Special or irregular students will he 
 received with the permission of the President, when then- requirements do not con¬ 
 flict with the regular routine. 
 
 In the University course, which is otherwise the usual classical 
 college course, Drawing is taught to a “sufficient” extent. 
 
 AGRICULTURAL AND MECHANICAL COURSES. 
 
 These courses are accomplished in two years, and embrace just half the amount 
 of study required to take a degree in the University proper. Our effort is to give 
 the education contemplated in the Federal grant to the College ; that is to say, one 
 both “liberal and practical.” It is intended especially for those who expect to 
 devote themselves to the industrial arts, or to agriculture, in Louisiana; and affords 
 an opportunity nowhere else to he had, for a youth to learn the things which are 
 most important in fitting Mm intelligently to cultivate and handle the staple crops of 
 the State; sugar, cotton and rice. With these are joined, instruction in horticul¬ 
 ture and the domestic arts, and in a few of those branches of general and special 
 culture which help to make the home of the planter or mechanic comfortable, re¬ 
 spectable and contented. Other institutions may excel in their own particular lines 
 of education, but we assume as the special province of our college to prepare young 
 men for the life of planter, or plantation mechanic. No expensive laboratories, or 
 costly farms are required to illustrate our theoretical teaching. The neighboring 
 cotton fields, sugar-houses, oil mills, gins, etc., etc., conducted practically and for 
 profit, are open to the study and inspection of the student, and, under competent 
 direction and instruction, will complete the labors of the lecture room. 
 
 In the Mechanical Course there is a full course of mechanical instruction, theo¬ 
 retical and practical. Mathematics is carried through Analytical and Descriptive 
 Geometry, with a short course of Engineering. A full course of Drawing is given, 
 and also of French, and a good course of English and Chemistry and Physics, in¬ 
 cluding the Theory of the Steam Engine. There are also moderate, but sufficient, 
 courses in Social and Industrial History, English Literature, Political Economy and 
 Ethics. 
 
 In the spring of 1881 a neat workshop was erected at the University, which is 
 now supplied with carpenter’s benches and tools, three turning lathes, with the 
 necessary belting and shafting, a four hoise power Baxter portable steam engine, 
 a jig saw and other machinery, grind stones and some blacksmith tools, etc., etc. 
 
326 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In this building are conducted various exercises in wood-working, embracing car¬ 
 pentry, . wood turning, and pattern making; and as the occasion requires, the 
 building is to be enlarged by the addition of rooms, which will be supplied by the 
 necessary appliances for practical instruction in the manipulation of iron and other 
 metals. 
 
 As far as practicable, the course given in the workshop is in accordance with the 
 plan adopted by the Stevens Institute of Mechanical Engineering, at Hoboken, at 
 New Jersey. The initial step in this course is to supply each cadet with a few of 
 the most ordinary carpenter’s tools and have their different uses explained, as well 
 as the methods of sharpening and otherwise putting them in order ; after which, 
 the tools being expressly put out of order, the beginner undertakes the work of 
 sharpening and re-adjusting them. It being a matter of utmost importance for a 
 mechanic to keep his tbols in perfect order at all times, considerable attention is 
 given to such exercises as will aid the learner in overcoming the many difficulties 
 he encounters in this regard, and from time to time he is called upon to give prac¬ 
 tical evidence of his proficiency respecting the case in question. 
 
 Without entering into details, it will suffice, for the present, to say that the course 
 in wood working, which is first given, and which embraces the period of one year, 
 is arranged in a systematic and regularly progressive manner, beginning with 
 instruction in sharpening tools and the use of the saw and jack plane, and thence 
 leading step by step to the higher grades of carpentry, such as house, bridge and 
 roof framing, cabinet and pattern making. In conducting his exercises, the instruc¬ 
 tor, as aids in arranging and systematizing his work, makes use of the most ap¬ 
 proved text-books bearing on the subject, among which are Tredgold's Carpentry, 
 Shelly on Workshop Appliances and Holly on Saw Filing. An important feature 
 connected with the course is the instruction in wood turning. The lathes are run 
 by steam power and contribute vastly towards imparting that easy and free motion 
 to the hand so necessary to the accomplished mechanic. Wood turning in its 
 variety of forms is not only a beautiful art, but to many it is a source of great 
 interest and amusement. 
 
 Special attention is paid to Drawing, beginning with free hand exercises in the 
 preparatory department. By successive steps the learner is taught to use instru¬ 
 ments in a neat and effective manner, and, finally, is instructed with especial care 
 in Architectural and Mechanical Drawing. 
 
 This course given in two years, is not proposed as a full course for Mechanical or 
 Civil Engineers, but it will give the student a sound and thorough ground work on 
 which to build such engineering course, and is in itself more than sufficient for the 
 ordinary requirements of first-class planters and mechanics. On those who com¬ 
 plete it, is conferred the title of “Graduate in Mechanics.” 
 
 The indisposition to a purely agricultural course is apparent in 
 this institution as elsewhere ; on this fact, the Board remark. 
 
 For reasons not necessary to discuss here the mechanical studies seem more 
 attractive to students than an agricultural course. At a sister institution, the 
 Texas Agricultural and Mechanical College, where they have a large farm and 
 many appliances, there are 48 agricultural and 132 mechanical students. A similar 
 experience is obtained elsewhere. 
 
 At present there are scarcely any students in the University looking to a course 
 distinctively agricultural, as differentiated from a mechanical course. All the pre¬ 
 liminary steps to such an agricultural course have been taken in offering and teach¬ 
 ing the studies laid down in the prospectus, and in a course of Natural Science, 
 taught by Professor McCulloch, adapted to the advancement of our students, and 
 intended to stimulate curiosity and to invite further pursuit of agricultural branches. 
 The most practical development of this department will be the appointment of a 
 
REPORT BY LOUISIANA STATE BOARD (l882). 3 2 7 
 
 Professor of Agriculture, zealous and fully equipped for his work in theory and 
 practice, and such an appointment will be made whenever the means of the Uni¬ 
 versity will justify it. 
 
 Wisdom of Congress in leaving the Educational Methods of the Land 
 Grant Colleges to the discretion of the State Legislatures. 
 
 We cannot hope to satisfy the desires or expectations of everybody in regard to 
 an Agricultural College. The theories and projects in regard to such an institution 
 are vague and manifold in the popular mind. Every conceivable form of educa¬ 
 tional institution, from a manual labor school for rural apprentices to a polytechnic 
 industrial university, requiring an endowment equal to Harvard’s or Yale’s, is 
 sketched out as the only true and genuine pattern for such a college, and as required 
 by the Federal grant. This is all a mistake. The grant is very general in its terms, 
 leaving to each State to determine the form in which it should be applied. In Con¬ 
 necticut it was employed to endow two scientific chairs in Yale College; in New 
 York, 10 give a foundation to Cornell University, which proposes to teach everything. 
 In some States it has been divided between an agricultural school and a mechanical 
 school. In others they are united. In a word, the law has resulted in the widest 
 diversity of development among the institutions benefited by it. So far from being 
 a misfortune, this has been one of its greatest blessings. To suppose otherwise is 
 to assume that final results have been reached in the science of education, and one 
 pattern established for all possible conditions of society. We have not yet reached 
 this point of illumination. Doubtless many mistakes have been made, but none 
 which could compare with the adoption of a uniform plan for all the agricultural 
 and mechanical colleges. 
 
 President Mills, of the Ontario (Canada) Agricultural College, has devoted a good 
 deal of time and attention to the statistics of education. In a recent report of his 
 he states these interesting facts: 
 
 “ In the German Empire there are 156 agricultural farm schools and agricultural 
 middle schools, under the control of the Government, 42 of which are devoted to 
 specialties such as vine and grape culture, horticulture, bee-keeping, etc. There 
 are 6 agricultural colleges with farms of from 800 to 1,500 acres, and with extensive 
 laboratories and appliances, and complete curriculums in the theoretical branches. 
 After completing his studies in such a college, and successfully working as a farmer, 
 the agricultural department of 9 great universities are open to the student. Besides 
 these schools and colleges are 43 experimental stations; and the cost of all—schools, 
 colleges and experimental stations—is borne by the State. 
 
 “ In 1876 there were 39 agricultural colleges in the United States—473 professors 
 and 4211 students. The average salary of a professor was $200, and of the presi¬ 
 dents $3200; many who were also presidents of universities receiving from $4000 to 
 $6000. The average interest paid each college from the Agricultural Fund was 
 about $13,500.” 
 
 The Commissioner of Education reports that in 1879 there were 45 such colleges, 
 with 3957 students and 1577 preparatory students. 
 
 It is evident from these facts that there is no panacea for ignorance of agriculture. 
 The roads to knowledge are many, and we must take that directly before us. We 
 must do what we can; not what we would. The General Assembly may rest assured 
 that whatever appropriations it can constitutionally and conscientiously vote for 
 the purposes of agricultural education will be cautiously and judiciously expended 
 by the Board of Supervisors, under a full conviction of the vast importance of 
 agricultural and mechanical education to the young men of Louisiana.” 
 
 After describing in detail tlie progress of the past year and the 
 changes recommended by the President, all of which are of great 
 interest as showing originality in devising plans adapted to the cir- 
 
328 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 CTimstances of that community, the Board conclude with these preg¬ 
 nant remarks on the immediate needs of education. 
 
 “ In Europe a University is presumed to contain Faculties of Art, Medicine, Law 
 and Theology. In our American modes of speech and thought, it has come to mean 
 merely one of our higher institutions of leai’ning. When a State lends the sanction 
 of its authority to the establishment of such an institution it becomes it to see 
 that neither the name nor the purpose of a University is degraded and robbed of 
 its significance. As now located it is not desirable that the University should be 
 embarrassed by a union with a Law or Medical college. But there is no reason 
 why its instruction should not be so directed and adjusted as to give due preparation 
 for the excellent Law and Medical Schools in New Orleans, thus affording within 
 the limits of the State the means of a rounded Academic and Professional Educa¬ 
 tion exactly adapted to the wants of the citizens. 
 
 With the countenance and support of the State authorities and of the good people 
 of this commonwealth who have faith in its high destiny, we hope to build up a 
 University where the highest education will be within reach of its sons, and an 
 Agricultural and Mechanical College where a liberal and practical education will be 
 afforded to those whose purpose is the pursuit of an industrial career, whether on 
 the farm or in the workshop. To accomplish so desirable an end we rely upon the 
 patriotic co-operation of the Executive and Legislative Departments. 
 
 A number of schemes are proposed for the removal of illiteracy in the South by 
 the Federal Government. Undoubtedly, in view of all the facts, such aid should 
 be given liberally. But we cannot afford to wait. Our boys and girls are growing 
 up in ignorance, while, like blind Belisarius, Louisiana stands at the gate with out¬ 
 stretched palm, crying: “Give me an obolus.” 
 
 If we are poor, so much the more necessary to nerve ourselves to extraordinary 
 exertions. Each community must make a strenuous, it may be a painful effort, to 
 supply its own wants-—to supplement the fund which it first pays into the State 
 Treasury, and then in part draws out again. 
 
 Each community must see to it that as much money is raised as can be for the 
 education of the young, that the teachers are competent for their positions ; that 
 they are paid a fair living and not starvation wages ; that the school is kept enough 
 months in the year to give the children all the benefit possible—nine months instead 
 of five or six—and that the education of our children becomes a live issue in the 
 land, as much the business of a man. as food and clothing for them. 
 
 If our people once awaken to the idea that knowledge—the food and raiment of 
 the immortal mind—is as much a necessity for nurture as the things that perish, we 
 may look forward to the regeneration hoped for and prayed for, if not worked for, 
 in the life of the State. Then will aspiration and endeavor, with mutually toiling 
 hands, broaden the foundation of the common school, and raise upon this base the 
 tall columns which fitly represent the High Schools, and crown them with the 
 University as with architrave, frieze and cornice, even as the Athenians reared to 
 the Goddess of Wisdom the Parthenon, which surmounted their Acropolis.” 
 
 The catalogue for the year ending July 4th, 1882, shows an attend¬ 
 ance of 159 Cadets ; an increase of 90 over the attendance of the pre¬ 
 vious year. 
 
 The latest catalogue * at hand is embellished with eight full page 
 “process” copies of photographic views of the buildings and grounds 
 of the college. These show typical, low, roomy southern buildings, 
 
 * Catalogue of the Louisiana State University and Agricultural and Mechanical 
 College, Baton Rouge, La. for 1890-91. Printed at the Truth Office, Baton Rouge. 
 1891. Pp. 50. 
 
Attractive surroundings of the college. 
 
 329 
 
 With their characteristic deep, shaded galleries, which convey such 
 an impression of comfort and coolness, in a climate where convenient 
 retreats from the glare of the summer sun are a necessity. The 
 view of the tree shaded avenue leading from the City to the “Bar¬ 
 racks,” and that showing the broad current of the mighty Mississippi 
 sweeping by, are each very striking. The situation and the build¬ 
 ings as seen in these views are most attractive. They are thus 
 described in the catalogue : 
 
 THE SITE AND APPURTENANCES. 
 
 The site, which forms the north boundary of the city of Baton Rouge, lias a front 
 of 1500 feet overlooking the Mississippi River, and extends back to a depth of 6600 
 feet, containing about 200 acres. The surface is high and generally level, but suffi¬ 
 ciently rolling to afford good natural drainage. It is believed to be one of the 
 healthiest localities in the South. 
 
 The grounds are covered almost perpetually with rich green grass, and shaded 
 by majestic old oaks, which, with the massive buildings, conspire to render it a 
 delightful and attractive home for students and professors. 
 
 THE BARRACKS. 
 
 The barracks are composed of four brick buildings, each 40 feet by 180 feet, and 
 two stories high, with broad galleries, in front and rear, supported by large circular 
 brick columns. These buildings occupy four of the sides of a regular pentagon, 
 the fifth or unoccupied side being next and adjacent to the river. The rooms on 
 the ground floors are used as class rooms, offices, reading rooms, etc., and those on 
 the second floors are lodging and study rooms for cadets. The corps of cadets is 
 organized into a battalion of four companies, and each company occupies a building. 
 Each room has a fire place, and seldom more than three cadets occupy the same 
 room. 
 
 The several buildings occupied by the various departments are 
 each described; of these the account only of that given to the Me¬ 
 chanical department, will be here cpioted. 
 
 The following, from the announcement of the purposes of the 
 University gives a general outline of its courses. 
 
 OBJECTS OF THE INSTITUTION. 
 
 In conformity to its charter, the object of the Institution is to give especial prom¬ 
 inence to instruction in those sciences relating to Agriculture aud the Mechanic 
 Arts; and at the same time offer to its students opportunities for a literary and 
 general scientific education. In other words we are attempting to build up a 
 University where the highest education will be in reach of the youth of Louisiana, 
 and an Agricultui-al and Mechanical College where a liberal and practical education 
 will be afforded to those whose purpose is the pursuit of an industrial career. 
 
 COURSES OF STUDY. 
 
 To compass the aforesaid objects three courses of study have been established, 
 viz: The Agricultural, the Mechanical and Civil Engineering and the Literary. 
 Each of these courses has four classes, viz: The Fi'eshman or Fourth, Sophomore 
 or Third, Junior or Second, and the Senior or First; and though intended to pre¬ 
 pare students for different pursuits in life, they are parallel and substantially equiv¬ 
 alent in the amount of training and instruction afforded.” 
 
330 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 An additional course known as the “Latin-Scientific Course,” 
 leading to the degree of B. S., has been added; so that the college 
 now offers four full courses of study, each of four years. A prepar¬ 
 atory school is attached to the college. Post Graduate instruction 
 is also offered. The following degrees are conferred. 
 
 DEGREES. 
 
 The degree of Bachelor of Science (B. S.) is conferred upon that cadet who com¬ 
 pletes successfully either the Course in Agriculture or the Course in Mechanics and 
 Engineering. The Degree of Bachelor of Arts (B. A.) is conferred upon that cadet 
 who completes successfully the Literary Course. 
 
 POST-GRADUATE DEGREES. 
 
 The degree of Master of Science (M. S.) will be conferred upon Graduate students 
 in the Agricultural Course; the degree of Civil Engineer (C. E.) on graduates in the 
 Course of Mechanics and Engineering; the degree of Master of Arts (M. A.) on 
 graduates in the Literary Course; provided that, in each instance, they comply 
 with the conditions heretofore prescribed. 
 
 THESIS. 
 
 Every candidate for graduation must write and submit to the professor of Eng¬ 
 lish, by the first of June, an original tiiesis on a subject of immediate relation to 
 his course of study; the subject to be approved by the professor in charge. 
 
 The government of the Institution is military, and by the cadet regulations the 
 Professor of Military Science and Tactics is also commandant of cadets. 
 
 Once admitted, no cadet is allowed to leave the grounds “except 
 upon permits issued in the regular order.” The various parishes of 
 the State, and the City of New Orleans, are entitled to send a cer¬ 
 tain number of cadets, 75 in all; whose expense to the parish is not 
 to exceed $250 per annum. 
 
 These State Cadets are appointed for four years, and are required to teach school, 
 or to follow some mechanical or agricultural pursuit in Louisiana, for two years 
 after graduation. 
 
 The following are the courses in which Drawing and Industrial 
 Training enter most largely: 
 
 MECHANICS AND DRAWING. 
 
 J. II. Randolph, Professor. 
 
 The special work of this department embraces a period of three years, beginning 
 with the Freshman year. 
 
 In the Freshman year, the subjects of Linear and Projection Drawing, Shades 
 and Shadows, and Isometric and Machine drawing, will be taught, and there will 
 be daily exercises in the shop for a period of four months. 
 
 In the Sophomore Class, the subjects of Descriptive Geometry, Carpentry and 
 Architecture will be taken up, with exercises in Architectural and Mechanical 
 Drawing, as well as shop work ; exercises in the latter to be given daily for a period 
 of four months. 
 
 In the Junior year, instruction will be given on Roads and Bridge Construction, 
 and in Theoretical Mechanics. In connection with the latter will be taught the 
 
COURSES IN MECHANICS AND DRAWING. 
 
 331 
 
 Principles of Mechanism, embracing the principles underlying the action and con¬ 
 struction of the elementary combination of which all machines are composed. 
 Some attention will be paid to the construction of the steam engine, boiler riveting, 
 uses of the governor, inspirator, and indicator, method of calculating the horse 
 power of an engine, and to the acquisition of other knowledge in connection with 
 the steam engine. 
 
 Much attention is paid to drawing in this department, and besides A' chitectural 
 and Machine Drawing, a short course is given in Topographical Drawing as one of 
 ihe requisites in the study of Civil Engineering. 
 
 MECHANICAL WORKSHOP. 
 
 The Mechanical Workshop, which is located about 300 feet east of the Agricul¬ 
 tural Hall, consists of a brick building one story high, with a slate roof and is 100 
 feet long by 30 feet wide, and is fairly equipped for wood work. It is provided 
 with one iron frame saw table, two wood turning lathes, and one scroll saw. all of 
 which are operated by a Watertown eight-horse power portable steam engine. Be¬ 
 sides the above are the following machines for foot power: One rip and cross cut 
 saw table, two wood turning lathes, one mortising machine, two scroll sawing 
 machines, one hand tenoning machine, and tools and benches suitable for conduct¬ 
 ing, to a class of about sixteen at a time, the principal elementary exercises in wood 
 work. With a view of equipping for exercises in blacksmithing, a few tools in that 
 line have been purchased, and it is proposed to give this branch a practical turn at 
 an early day. 
 
 The Mechanical Department is also provided with three working models of steam 
 engines, two of which are vertical and one the oscillating type, all of which are 
 provided with different methods for admitting steam into the cylinder ports, thus 
 furnishing ready means for practically illustrating how steam may be used as a 
 motive power. 
 
 This department is indebted to the generosity of Mr. Thos. J. Kernan, of the city 
 of Baton Rouge, for one of the small vertical steam engines, and one of the foot 
 power lathes alluded to. 
 
 PHYSICS AND ENGINEERING. 
 
 W. D. Taylor, Professor. 
 
 The student’s work on this subject begins in the second half year of the Sopho¬ 
 more Class, and he is required to possess a knowledge of Linear and Projection 
 Drawing and of Algebra, Geometry, and Trigonometry. In this class he is taught 
 Practical Mensuration, Field Surveying, Levelling and Plain Map Drawing, and the 
 use and adjustment of level, compass and transit. Practical illustration in the 
 field will be given of each subject. 
 
 The Junior year is devoted to the theory of Plain, Reversed, Compound, Transi¬ 
 tion and Parabolic Curves as applied to the Location of Common Roads and Rail¬ 
 roads ; The Computation of Earthworks, Methods of Profiling, Laying Grades, 
 Laying off Work, and Compensating for Curvature as applied to the Construction 
 of Roads, Railroads, Dams and Levees, Topographical Surveying, Map and Section 
 Drawing, with practical work on subjects taught. 
 
 When the student enters the Senior Class he is supposed to have a knowledge of 
 Perspective, Orthographic and Isometric Drawing, Elementary Analytical Geome¬ 
 try and Calculus. In this class the mechanical uses and properties of the different 
 building materials and their desirability in special locations as compared with one 
 another are taught; also the methods of the preservation of materials, the methods 
 of securing foundations, of the construction of bridges, roofs, canals, locks, dams, 
 
332 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 docks, piers, masonry and their adaptability to special locations. The student is 
 taught both graphically and mathematically the strength of materials, and the cal¬ 
 culation of the strains on different bridges, roofs, and trusses and the economic 
 proportioning of structures. Structural drawings of the subjects discussed are re¬ 
 quired of the students from time to time. 
 
 The advanced course in Physics extends throughout the whole of the Senior year, 
 and consists in instruction by means of both lectures and recitations, supplemented 
 by experimental illustration of the leading principles of the subject. Special atten¬ 
 tion is given to instruction in those divisions of the subject, a knowledge of which 
 will prove of most practical utility to the student.” 
 
 Col. William Preston Jolmston, was called from the Presidency 
 at the close of the year 1882, to assume the position of President of 
 the newly founded Tulane University, in the City of New Orleans, 
 in January 1883. 
 
 The catalogue for the year 1890—’91, gives a list of 179 cadets in 
 attendance; of whom 4 are “special students.” The classes are 
 not indicated. 
 
 The Faculty consists of 20 Professors and Assistants. There is a 
 Board of 17 Supervisors; of whom the Governor of the State, The 
 Superintendent of Public Education, and the President of the Uni¬ 
 versity, are, “ Ex-Officio , ” members. 
 
 Col. J. W. Nicholson, Professor of Mathematics, was the Presi¬ 
 dent in 1891. 
 
CHAPTER X. 
 
 UNITED STATES LAND GRANT COLLEGES OF AGRICULTURE AND THE 
 
 MECHANIC AR TS —Continued. 
 
 ANALYSIS OF CHAPTER. 
 
 Maine : State College of Agriculture and the Mechanic Arts, Orono 
 
 Pago. 
 
 335 
 
 Five courses of four years each lead to Bachelor's Degrees—A change in 
 the law, about 1880, imposed tuition fees of $30 a year ; before this, tui¬ 
 tion was free—Drawing is an important study through the four years— 
 
 90 students were in attendance in 1881-’82—Professor Runkle, in the 
 45th annual report of the Massachusetts Board of Education, quotes 
 President Fernald's statement as to the instruction here given in 
 Mechanic Arts—Attention given to military drill—Details of purpose 
 of the Institution and of courses of study—Catalogue of 1891—’92, gives 
 attendance of 132 students—Faculty comprises 19 Professors and 
 Assistants — Merritt C. Fernald, A. M.. PH. D., Professor of Mental 
 and Moral Science, is President. 
 
 Maryland : Agricultural College, Prince George County (College 
 
 Station, B. & O. R. R.). 339 
 
 Courses of study grouped under seven departments—Farm contains 
 286 acres—55 students attended in 1881—Biennial report for 1888-1889, 
 records the opening of the United States Experiment Station, with 
 an annual appropriation of $15,000 — Professor Henry E. Alford, C. E., 
 Professor of Agriculture in Massachusetts State College, at Amherst, 
 chos n to be President of College, and Director of Experiment Station, 
 in March, 1888—Brief History of the College—Fust opened in 1856, 
 aided by State appropriations—Designated to receive income of United 
 States Land Grant of 1862—Concise summary of courses of study— 
 
 How the Land Grant law broadened the scope of the institution— 
 Report on Drawing, by Lieut. A. B. Scott, U. S. Army, in charge of 
 “Military,” “Mathematics,” and “Drawing”—Faculty comprises 7 
 Professors—Henry E. Alford, C. E., President. 
 
 Maryland : The United States Naval Academy, Annapolis . 343 
 
 Drawing taught to the Cadet Midshipmen and to the Cadet Engineers— 
 
 Time given to this study in these separate courses—Department of 
 Drawing in charge of a Professor and two Assistant Instructors—In 
 1881, a total attendance is reported of 161 Cadet Midshipmen and 100 
 Cadet Engineers—Register of 1889-90, gives concise history of the 
 Academy from its founding in 1845 by Hon. George Bancroft, then 
 United States Secretary of the Navy in the administration of Presi¬ 
 dent Polk—In 1882, all cadets were by law ranked as “ Naval Cadets” 
 
 —The Academic staff numbers 69—There are 11 departments of 
 study—Summary of Cadets in November, 1889, 244—Capt. W. T. 
 Sampson, U. S. Navy, Superintendent. 
 
 333 
 
334 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Ptl'Tfi. 
 
 Massachusetts: Agricultural College, Amherst. 345 
 
 Incorporated in 1863—Two-thirds of annual income from United States 
 Land Grant given to this College; and one-third, to the Massachusetts 
 Institute of Technology, at Boston—How Amherst secured the Col¬ 
 lege—A farm of 400 acres—Description of this beautiful town with 
 its old classical College—College opened under President Chad- 
 borne in 1867—In 1869, Col. William S. Clark, was chosen President 
 and held the place for eleven years—Professor Agassiz on the useful¬ 
 ness of the College—President Clark, temporarily called to Japan, in 
 1877-78—The development of the College in the line of experiment 
 anti of Scientific Agriculture-—As the Institute of Technology, is 
 devoted to Engineering and the Mechanical Arts, these are not devel¬ 
 oped at Amherst—Drawing, however, is given an important place in 
 the course in the second term of each of the three first years of the 
 four years’ course—The military feature of the law has been fully 
 complied with—Attendance of students has varied from a little over 
 100 in 1878, to 178 in 1892—Report by acting President Fernald, in 
 1892—The Faculty numbers 15 Professors—Henry H. Goodell, LL. D., 
 President. 
 
 Massachusetts : The Massachusetts Institute of Technology, Boston 348 
 Incorporated in 1861—Purpose of—In 1863, designated by Legislature to 
 receive one-third of annual income of United States Land Grant 
 Fund—Building and Location—Courses of Instruction—Nine regular 
 Courses of Study leading to Bachelor Degrees—All regular Courses 
 extend through four years—Drawing an essential study—All branches 
 of Engineering taught—Complete Course in Architecture—Compre¬ 
 hensive Architectural Museum—Instruction in Shop Work—Details 
 of courses in School of Mechanic Arts—Description of working of 
 School by Hon. Wm. H. Runner, of Virginia, in report to authorities 
 of Virginia Agricultural Mechanical College—Free courses of instruc¬ 
 tion founded by the Trustees of the Lowell Institute—Catalogue of 
 1881-82, gives attendance of 390 students—Catalogue of 1892, a model 
 Catalogue—Extracts from—Institute opened in 1865 with 27 pupils— 
 Buildings occupied in 1892—Educational Methods adopted—Drawing 
 made prominent—Institute well equipped with Class Rooms, Labora¬ 
 tories, Workshops and Libraries—An attendance of 1,060 students 
 registered—Officers of Instruction, 114—Francis A. Walker, ph.d., 
 ll.d. , President. 
 
 Michigan: State Agricultural College, Lansing. 856 
 
 Opened as a State Institution in 1857—Claims to have been the first of 
 the existing Agricultural Colleges of the country—A farm of 676 
 acres—Designated to receive the benefit of the United States Land 
 Grant of 1882—Agricultural Training predominates—All students 
 required to work three hours each day-—Drawing taught in last term 
 of Junior year—Number of students in 1879-80, 232—Catalogue of 
 1889-90—Department of Military Science and Tactics opened in 
 1884—Increased State appropriations in 1887, gave enlarged facilities— 
 Twocoursesof four years each—The “ Agricultural”—The “ Mechan¬ 
 ical”—Drawing in one term, Freshman year, in the Agricultural 
 course; in each term of first three years, in the Mechanical course— 
 Details of Drawing and shop work courses—Laboratories and shops 
 described—Attendance of students in 1889-90, 369—210 of these in 
 the “Agricultural” course—Faculty and other officers number 26— 
 
 Oscar Clute, M. s., President... 
 
TABLE OF CONTENTS OF CHAPTER X. 335 
 
 Pago. 
 
 Minnesota: Colleges op Agriculture and the Mechanic Arts (Uni¬ 
 versity of Minnesota), Minneapolis. 3.->9 
 
 The University founded by the United States Land Grants of 1849 and 
 1851—Building begun in 1857—The financial reverses of 1857, fol¬ 
 lowed by the complications of the War of the Rebellion in the sixties, 
 deferred organization—This University designated to receive the 
 income of theUnited States Land Grant of 1862—Preparatory Depart¬ 
 ment opened in 1867, and a College in 1869—Description of grounds, 
 buildings, equipment, and attendance, as given in Calender for 
 1881—’82— Legislature of 1881, appropriated $30,000 a year for six 
 years, for the erection of certain buildings—There were, already, 
 temporary rooms and workshops provided for instruction and prac¬ 
 tice in Drawing and Manual Training—Preparatory Department 
 offers three courses ; “ Classical,” “ Scientific,” and “ Modern ’’—The 
 two “Colleges” offer each three courses—There were 24 separate 
 Departments of Instruction in the University in 1880—’81—Tuition 
 free and open to both sexes—Drawing recognized as an important 
 study in all the courses—A course in Architecture, and in Manual 
 Training, and an evening course in Mechanical Drawing—Methods 
 of instruction—253 students in attendence in 1880-’81—Catalogue for 
 1891—’92, gives concise Historical Statement—Extracts from this Cata¬ 
 logue—Departments of Medicine, and of Law, opened in 1888-’89— 
 
 The “School of Agriculture,” opened in 1888—From one Depart¬ 
 ment, with 72 students, in 1868, the University has grown to ten 
 Departments, with nearly fourteen hundred students, in 1891—The 
 “ College of Mechanic Arts,” now reorganized into the “ College of 
 Engineering ”—In this College, and in the “ College of Agriculture,” 
 instruction is given in the studies germane to this Report—The 
 Faculty of the College of Engineering number 21 and the President 
 of the University—The scope of industrial and technical education 
 given in this College, comprises all grades, from Elementary Draw¬ 
 ing and Manual Training, to the highest technical training—Admir¬ 
 ably illustrates the force, extent, and purpose of this new movement 
 in Education—Details of course in Mechanical Engineering—Equip¬ 
 ment of Shop and Drawing Rooms—“ Practical Mechanics”—A two 
 years’ course for apprentices—School for training in artistic indus¬ 
 tries—Details of course in Wood Carving and Design—School of 
 Architecture—Summary and details of attendance hi the different 
 Colleges and courses—Total attendance of students in the Univer¬ 
 sity in the year 1891-92, 1,374; of whom, 291 were women—The 
 Faculty and Instructors of the University comprise 121; there are 
 6 other officers — Cyrus Northrop, ll. d., President. 
 
 Maine State College. 
 
 The State College of Agriculture and The Mechanic Arts of Maine, 
 is situated at Orono, which place is distant nine miles from the city 
 of Bangor. 
 
 The course of study entitling to a degree is for four years. There 
 are five full courses of Instruction, viz: In Agriculture, Civil En¬ 
 gineering, Mechanical Engineering, Chemistry, and in Science and 
 Literature. The studies in all the courses are essentially the same 
 for the first two years. 
 
336 
 
 EDUCATION IN THE INDUSTRIAL AND FINE AI1TS. 
 
 By a recent law of the State, fees for tuition, which had before 
 been free, tvere charged; with the effect of quite a reduction of 
 numbers in the entering Freshman class. 
 
 The tuition is fixed at $30 per year. Free-hand and Mechanical 
 Drawing are taught all through Sophomore vear. 
 
 Drawing. 
 
 The work in drawing commences with a course in Free Hand and Elementary 
 Mechanical Drawing, extending through the Sophomore year. The first term of 
 the Junior year the student gives the time not required for shop-work to line shading 
 and drawing from dimensions taken by him from actual machines. 
 
 The second term of this year is devoted to isometric and cabinet projection and 
 perspective. The time for drawing in the Senior year is given to drawing from 
 dimensions, from locomotive details, and to designs by students, of machine, en¬ 
 gines, &c. 
 
 In the courses in. Civil and Mechanical Engineering, Drawing is 
 taught, varying a little in the two courses, one taking “field work 
 and Topography and Rail-road work,” while the other takes “shop 
 work and Machine Drawing,”—otherwise the Drawing courses are 
 alike. 
 
 The catalogue for 1881-82, shows an attendance of ninety students. 
 
 The following account of the instruction in Mechanics in this 
 college is from Professor Runkle’s paper on “The Manual Element 
 in Education,” in the 45th Annual Report of the Mass. Board of 
 Education, 1880-’81. 
 
 Mechanic Art Instruction In The State College, Orono, Maine. 
 
 President Fernald says, “This instruction was introduced into our Department 
 of Mechanics four years ago, and has been prosecuted with constant interest and 
 success. We have established, in shops of a temporary character, two courses,— 
 vise-work and forging, carrying out the system much as is done in the Massachu¬ 
 setts Institute of Technology. Pupils take to the work with zeal, and their progress 
 in it has been in the highest degree satisfactory. The number of lessons in vise- 
 work is forty-two, of three hours each, five per week. The course includes twenty- 
 three different pieces. Sometimes the class has been divided, each section working 
 on alternate days. The course in forging includes twenty-eight pieces, with lessons 
 in length the same as in vise-work, and about the same number. At the earliest 
 date possible we design to extend the system in our college. We do not regard the 
 work as interfering with other studies, but as constituting a part of a carefully de¬ 
 vised scheme, or course of study, in which it is entitled to the time required. It is 
 scarcely possible that manual skill can be acquired in accordance with a definite 
 and progressive plan of work, in which the principles and processes are made prom¬ 
 inent, without at the same time giving a certain amount of intellectual discipline, 
 an amount by no means unimportant.” 
 
 The catalogue for 1891-82*, follows the prevailing fasliion in giv¬ 
 ing nine full pages of views of the exterior and interior of its build- 
 
 * Catalogue of the State College of Agriculture and the Mechanic Arts. Orono, 
 Maine, 1801-’92. Augusta: Burleigh & Flynt, Printers to the State. 1892. Pp. 65. 
 
MAINE STATE COLLEGE. 
 
 337 
 
 mgs and shops. Of these the plat of the campus, the general view of 
 the buildings, and that of the dress parade of the “ Coburn Cadets,” 
 are of especial interest. The attention paid to the military features 
 of these U. S. Land Grant colleges is suggestive. 
 
 The Republic is seen to he training soldiers, as well as farmers and 
 mechanics. In some States, as, for instance in Louisiana, this fea¬ 
 ture seems to he more prominent than in others. Training in Agri¬ 
 culture evidently receives careful attention in this college of Maine. 
 
 The situation of the college is thus described: 
 
 “ LOCATION. 
 
 The college has a pleasant and healthful location, between the villages of Orono 
 and Stillwater, about a mile from each. Stillwater river, a tributary of the Penob¬ 
 scot, flows in front of the buildings, forming the western boundary of the college 
 farm, and adding much to the beauty of the surrounding scenery. 
 
 The Maine Central Railroad, over which trains pass many times each day, has a 
 station at the village of Orono. The college is within nine miles of the city of Ban¬ 
 gor, and is consequently easily accessible from all parts of the State. 
 
 FARM AND BUILDINGS. 
 
 The college farm contains three hundred and seventy acres of land, of fair nat¬ 
 ural productiveness, and of sufficient diversity of soil, to adapt it to the experimental 
 purposes of the institution.” 
 
 There are nine principal buildings. The Dormitory buildings 
 offer accommodations for 125 students. The equipment in the way 
 of buildings and apparatus seems wholly adequate. 
 
 “ The shop is amply equipped for instruction in the working of wood and iron, 
 including the processes of carpentry, wood turning, filing, forging, lathe work, and 
 the casting of metals. 
 
 * * * * * * * - 
 DESIGN OF THE INSTITUTION. 
 
 It is the design of the Maine State College of Agriculture and the Mechanic Arts 
 to give, at a moderate cost, the advantages of a thorough, liberal and practical 
 education. It seeks to do this by means of approved methods of instruction, and 
 especially by making prominent the system of practically applying in the drawing 
 room, in the laboratory, in the shop, and in the field, the lessons of the class-room. 
 It thus endeavors to make its courses of high practical value. 
 
 ******* 
 
 COURSES OF INSTRUCTION. 
 
 Five full courses are provided, viz: A course in Agriculture, in Civil Engineer¬ 
 ing, in Mechanical Engineering, in Chemistry, and in Science and Literature. 
 
 The studies of the several courses are essentially common for the first year, and 
 are valuable not only in themselves, but also as furnishing a necessary basis for the 
 more technical studies and the practical instruction of the succeeding years. 
 ******* 
 
 SPECIAL COURSES. 
 
 Students may be received for less time than that required for a full course, and 
 they may select from the studies of any class such branches as they are qualified to 
 
 ART—VOL 4-22 
 
338 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 pursue successfully. Students in Special Courses are not entitled to degrees, 1 ut 
 may receive certificates of proficiency. Two short courses in Agriculture, definite 
 in form, are also provided; courses involving less time than that required for obtain¬ 
 ing a degree. 
 
 DEGREES. 
 
 The full course in Civil Engineering entitles to the Degree of Bachelor of Civil 
 Engineering; the full course in Mechanical Engineering, to the Degree of Bachelor 
 of Mechanical Engineering; the full course in Agriculture, Chemistry, or Science 
 and Literature, to the Degree of Bachelor of Science. 
 
 Three years after graduation, on presentation of a satisfactory thesis with the 
 necessary drawings, and proof of professional work or study, the Bachelors of Civil 
 Engineering may receive the Degree of Civil Engineer; the Bachelors of Mechan¬ 
 ical Engineering, the Degree of Mechanical Engineer; the Bachelors of Science, the 
 Degree of Master of Science. 
 
 The following is the course in which Drawing and Mechanical 
 Training enter as essential studies. 
 
 Course In Mechanical Engineering 
 
 It is the design of this course to give such a knowledge of Mathematics, Mechan¬ 
 ics, Principles of Mechanism, Drawing, and Manual Art as shall enable the student 
 successfully to enter practical life as an engineer, with the same thorough educa¬ 
 tion in subjects required to fit him for the general duties of life as is afforded by 
 < he other courses. 
 
 The first two years’ work is identical with that of the students in Civil Engineer¬ 
 ing except that carpentry and forge work are taken the second year in place of 
 part of the drawing. In the junior year, the first term is devoted to the geometry 
 of machinery, showing the students how different motions may be obtained inde¬ 
 pendently of the power required. Special attention is here given to the subject of 
 gearing, and a full set of problems worked out, illustrating cases commonly occur¬ 
 ring in practice. Instruction is also given by lectures and text-books, on other 
 methods of transmitting motion, as by belts, cams, coupling, and links. Consider¬ 
 able time is given to the study and designing of the various valve and link motions 
 used on the steam engine. During the second term of the junior year, instruction 
 is given in analytical mechanics, and the laws of the strength of materials, the stu¬ 
 dent being required to design machine details in accordance with those laws. 
 
 The first part of the first term, senior year, is employed in studying the law’s of 
 the expansion of steam and their influence upon the construction of steam engines, 
 the subject being illustrated by experiments on the shop engine, with the aid of an 
 indicator. During the remainder of the term, the students are engaged in design¬ 
 ing engines and other machines, and in making detail drawings of the same, such 
 as would be required to work from in the shop. 
 
 During the last term, senior year, the study of steam engineering is continued in 
 its application to the construction of steam boilers. In connection with this sub¬ 
 ject the student is required to design a steam boiler in all its details. The subject 
 of hydraulics is taken up briefly, by text-book w’ork in hydro-mechanics, and the 
 principles applied to the solution of practical problems. 
 
 SHOP WORK. 
 
 The first term of the sophomore year, two hours of each day are devoted to work 
 in carpentry, special attention being given to accuracy of workmanship. Students 
 are encouraged in every way to make articles of practical use. 
 
 During the second term of the same year, the student receives instruction in 
 
MARYLAND AGRICULTURAL COLLEGE. 
 
 339 
 
 forge work, including the welding and tempering of steel. Each student is re¬ 
 quired to make a set of cold chisels and lathe tools for future use in machine work. 
 A course in machine work during the first term of the junior year gives the student 
 practice in the various methods of shaping and fitting metals by the use of the 
 chisel, hack-saW and file, engine lathe, shaping machine, planer and milling ma¬ 
 chine. During their second term, the sophomore students in this course take turns 
 in running the shop engine, and are taught the rules of safety and economy in this 
 branch of Engineering. Instruction in wood turning and pattern making is given 
 during the senior year. There is also a course in foundry work in which the 
 student is taught molding and casting. Physical laboratory practice engages the 
 student two afternoons each week throughout the year. 
 
 DRAWING. 
 
 The work in drawing commences with a course in Free-Hand and Elementary 
 Mechanical Drawing, extending through the freshman year. 
 
 The first term of the junior year, the student spends the time allotted to drawing 
 in working out practical problems on the construction of gear teeth, cams, etc., 
 and in elementary practice in line-shading and tinting. 
 
 The second term of this year is devoted to isometric projection. During this 
 term the student prepares an original design of some machine, makes working 
 drawings of its details on tracing cloth, and finally prepares copies by the blue¬ 
 print process. The drafting of the senior year consists of making calculations for 
 designs of engines and boilers, the construction of the necessary working drawings, 
 and making thesis drawings. 
 
 The remarks under Course in Civil Engineering, with regard to Astronomy, 
 Mineralogy and Geology, apply also to this course and to them reference is made. 
 
 Theses are required of all students as a condition of graduation, and must be on 
 some subject directly connected with Mechanical Engineering. 
 
 Students in this course receive the degree of Bachelor of Mechanical Engineering 
 upon graduation, with full degree of Mechanical Engineer three years afterwards 
 upon presentation of a satisfactory thesis and proof of professional work or study.” 
 
 Tlie number of students is given as follows : 
 
 “ SUMMARY. 
 
 Graduates of 1891. 21 
 
 Seniors. 22 
 
 Juniors. 24 
 
 Sophomores . 25 
 
 Freshmen. 23 
 
 Special students. 8 
 
 Total ...". 123 
 
 It is explained that as the catalogue is made up to December 30th 
 of each year, it records part of two Academic years; so the Grad¬ 
 uates of ’91 are given; 9 additional students, who have entered since 
 the summary was made, must be added to the total of 123. 
 
 The Faculty numbers 19 Professors and Assistants. Merritt C. 
 Fernald, a. m. , ph. d., Professor of Mental and Moral Science, is 
 President. 
 
 Maryland Agricultural College. 
 
 The Maryland Agricultural College, is situated in Prince George 
 County, on the line of the Baltimore and Ohio Rail Road, eight 
 miles north of Washington, D. C. “ College Hill, on which stand 
 
340 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the principal college buildings, is a beautiful eminence, overlooking 
 wide stretches of •country.” 
 
 The farm contains 286 acres. The courses of study are grouped 
 under seven Departments. The first is that of “ Civil Engineering 
 and Astronomy.” Drawing is necessarily taught in the course of 
 Civil Engineering. It does not appear from the College Register of 
 1881 that it is required in any of the other departments. 
 
 Much attention is given to a general education and to Agriculture. 
 There was a total attendance of 55 students, in 1881. 
 
 A biennial report is made by the Board of Trustees to the Legis¬ 
 lature of the State. That for the years 1888-1889,* records the estab¬ 
 lishment at the college, in accordance with the designation by the 
 Legislature, of an Experimental Station under the provisions of the 
 act of Congress known as the “ Hatch Bill,” of March 2, 1887, estab¬ 
 lishing such stations in the several States. This Maryland station 
 “is wholly supported by annual appropriation from the Treasury 
 of the United States and is conducted within its fixed income of 
 $15,000.” 
 
 The Board on the 9th of March, 1888, when accepting the desig¬ 
 nation so made by the General Assembly, created a new office to he 
 known as that of “Director of Maryland Agricultural Experiment 
 Station.” and then “ elected as President of the College and Director 
 of the Experiment Station, Henry E. Alvord, c. E., then Professor 
 of Agriculture in the Massacliussetts Agricultural College,” at 
 Amherst. 
 
 This Maryland College, one of the first of its class to he opened 
 in this country, was founded in 1856, by the public spirit of some 
 five hundred liberal friends of education, mostly citizens of Mary¬ 
 land, who subscribed the sums needed to purchase the property, 
 then an estate of 428 acres, and erect the first buildings. 
 
 In accordance with its charter, and regularly from its establishment, the College 
 received an annual donation of six thousand dollars from the State. This was 
 continued, uninterruptedly, for twenty-five years and then was withdrawn for five 
 years, beginning October 1st, 1883. 
 
 The report goes on to show the immediate pecuniary needs of the 
 College, owing, in part, to the deterioration of the buildings from 
 lack of needed repairs consequent on this serious shrinking of its 
 resources during these five years. 
 
 It appears from the latest catalogue at hand, that the State appro¬ 
 priations have since been resumed; the College has, also, the benefit 
 of the U. S. Land Grant to Maryland, under the law of 1862; and of 
 the Government appropriations for the Experiment Station, made 
 in accordance with the law of 1887. 
 
 * Biennial Report of the Board of Trustees of the Maryland Agricultural College, 
 (founded 1856) for the years 1888-1889. rendered to the General Assembly, January, 
 1890. Annapolis: George T. Melvin, State Printer. 1890. Pp. 62. 
 
MARYLAND AGRICULTURAL COLLEGE. 
 
 341 
 
 The report, states at some length the needs of the Institution, and 
 sets forth the grounds justifying liberal appropriations by the State: 
 
 In order to make the benefits of the institution available to as many as possible, 
 the Board has declared tuition and room rent absolutely free to all and reduced the 
 actual living expenses to the lowest point consistent with health and comfort. In 
 June, 1888, the total charge to students for the academic year was reduced to $185, 
 an addition of $60 being made to non-residents of the State. In June, 1889, the rate 
 was still further reduced to $165, and all restrictions as to residence removed. The 
 college is therefore now free to all who are fitted for its work, the receipts from 
 students being merely sufficient to defray their actual living expenses while in 
 attendance. It is safe to say that no educational institution of like grade to this 
 
 State, or in the neighboring States, offers equal facilities at less cost to the student. 
 * * * 
 
 A concise statement of the college courses is given. It is claimed 
 that the education offered is both practical and theoretical. By 
 inference before the change here recorded the training was more 
 strictly limited to agriculture. 
 
 Of the studies more closely related to the topics of this present 
 Report, the following summary is given. 
 
 In mathematics the usual college course is taught, but with special reference to 
 practical application; this includes every-day calculations, computations and meas¬ 
 urements in ordinary business and country life, and also plane surveying, dividing 
 lands, mapping, road-making, grading, draining, water-works and principles of 
 building and construction. This line of work is accompanied by drawing, free¬ 
 hand, geometrical and topographical. As required by law military drill occurs 
 four days in the week, the weather permitting, and some theoretical instruction is 
 given in tactics, field operations and military history. 
 
 The faculty consists of the president and six resident instructors, four of whom 
 occupy rooms in the college building. Special instructors have been employed as 
 required, and the regular class work has been supplemented during the last two 
 years by valuable courses of lectures by experts and specialists, well-known in their 
 respective lines of investigation. 
 
 ******* 
 
 The attendance of students at the college has been steadily, although slowly, 
 increasing, and at the date of writing this report, is larger than at any time for two 
 years. The following table shows the details in this particular: 
 
 Attendance of Students in January for Three Years. 
 
 Classes. 
 
 1888. 
 
 1889. 
 
 1890. 
 
 Senior. 
 
 7 
 
 4 
 
 7 
 
 Junior. 
 
 7 
 
 8 
 
 10 
 
 Sophomore. 
 
 13 
 
 12 
 
 15 
 
 Freshman. 
 
 7 
 
 13 
 
 11 
 
 
 
 
 34 
 
 36 
 
 43 
 
 Preparatory.... 
 
 8 
 
 0 
 
 0 
 
 
 
 
 The preparatory class was discontinued in the Summer of 1888, as it was found 
 to be incongruous, demoralizing and disproportionately expensive. 
 
 ******* 
 Compared with similar institutions in other States and some which apparently 
 offer much greater attractions to students, the attendance at the Maryland Agri- 
 
342 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 cultural College must be regarded as encouraging. A sub-committee of this Board 
 has lately visited several flourishing Agricultural or “Land Grant” Colleges in 
 neighboring States. Its report of observations presented to the Board is appended, 
 and particular attention is invited to the “ Notes on Colleges,” from which the fol¬ 
 lowing is here appropriately quoted : 
 
 “Maryland has more students pursuing the regular course at her Agricultural 
 College than there are at the similar institutions in the great Keystone and Empire 
 States, and compared with the investment, the Maryland College has more students 
 than the Massachusetts College, while, in Maryland, students attend college at a 
 much less cost, both public and private, than in Massachusetts, New York or 
 Pennsylvania.” 
 
 As military instruction is required at this college as one of the main conditions 
 of its federal endowment, the government of the United States has properly secured 
 to the college, by law, the continuous service of some officer of the regular army, 
 detailed for the purpose from time to time. This makes it convenient and desirable 
 to apply the military system to the discipline of the students while in and about the 
 building. * * * Yet while this military feature is so administered as to honestly 
 meet the requirement of law and to benefit the college and individual students, it 
 is not permitted to interfere with other educational interests and duties, or to en¬ 
 croach upon reasonable periods of recreation.” 
 
 All interesting feature of this report is tlie special report made by 
 the committee of the Trustees appointed to visit similar institutions 
 in other States, more particularly with a view of the opening of the 
 new Experiment Station. 
 
 They thus sum up their conclusions as to the future development 
 desirable for their own college. 
 
 It should be remembered that although the original character of this College 
 contemplated no technical instruction except in agriculture, the Act of Congress of 
 July,' 1862, which was accepted by this State in 1864, and which now contributes 
 more than half the annual income of our College, was much broader in its terms. 
 Consequent upon this, the Laws of Maryland of 1863, chapter 178, define “ the lead¬ 
 ing object” of the Maryland Agricultural College to be, “ to teach such branches of 
 learning as are related to agriculture and the mechanic arts, in order to promote 
 the liberal and practical education of the industrial classes, in the several pursuits 
 and professions of life.” The Committee find that in the College where mechanic 
 arts departments have been established, they have proved useful and attractive and 
 have very materially increased the number of students. The Committee therefore 
 ask the Board whether the time has not arrived for the Maryland Agricultural Col 
 lege to enter upon this heretofore neglected branch of its legal duty. If so, special* 
 application should be made to the Legislature for the means necessary to provide 
 the plant for instruction in the mechanic arts. 
 
 They close with the following excellent suggestion: 
 
 “ The experience of this Committee leads to the recommendation that at some 
 suitable future time, a similar tour of inspection be made by a committee of the 
 Board, with special reference to the development of the educational branch of tliis 
 institution. 
 
 (Signed:) F. C. Goldsborough 
 
 J. P. Silver, 
 
 David Seibert, 
 
 - Committee.” 
 
 The following report on Drawing, is by the Professor in charge of 
 
UNITED STATES NAVAL ACADEMY. 343 
 
 tne three departments severally entitled “Military,’’ Mathemat¬ 
 ical,” and “Drawing:” 
 
 “DRAWING DEPARTMENT. 
 
 During the fall of 1888 and winter of 1889, the Junior class was instructed in 
 drawing plans and elevations of simple models. In the spring of 1889 they were 
 instructed in drawing the perspective of blocks and buildings, with their shadows 
 and plans. During the fall and winter of 1888 and 1889, the Sophomores were in¬ 
 structed in outline free-hand drawing in copy-books. In the spring of 1889, they 
 were instructed iu the use of instruments and in simple geometrical drawing. This 
 class, which is now the Junior, has been instructed during the term just closing in 
 the construction of geometrical curves, and the drawing of projections of blocks 
 with their shades and shadows. During the winter of 1890, they will draw plans, 
 elevations and sections of models, and in the spring, perspectives of models and 
 buildings. The Sophomore class, this fall, has been instructed in outline drawing 
 in copy-books. During the winter and spring of 1890, they will draw blocks with 
 lead pencil and begin geometrical drawing with instruments. 
 
 Very respectfully, your obedient servant, 
 
 A. B. Scott, 
 
 Second Lieutenant, Thirteenth Infantry, U. S. Army. Professor of Military 
 Science and Tactics, and Acting Professor of Mathematics and Drawing.” 
 
 The latest catalogue at hand * gives an attendance of 45 students. 
 “To cover the necessary expenses of the year at college, clothing 
 excepted, a single charge is made of one hundred and eighty dollars 
 ($180.00.) This includes board, room partly furnished, heat, lights, 
 washing and the necessary text hooks.” 
 
 The Faculty consists of seven Professors. Henry E. Alvord, c. e., 
 is President. 
 
 The United States Naval Academy, Annapolis, Maryland. 
 
 The “Annual Register” for 1881, shows that in the courses of the 
 United States Naval Academy at Annapolis, Free-hand drawing is 
 taught to the Fourth Class of Cadet Midshipman the first half of 
 the year; the second half of the year, Free-hand drawing is continued 
 and the study of Topographical Drawing is taken up. 
 
 In the Third class, Topography is taught the first half of the year. 
 After that the study of Drawing does not appear in the list of required 
 studies. 
 
 In the course for Cadet Engineers, Drawing is however required 
 through the four years. “ Mechanical Drawing and Fabrication,” 
 is studied all the year by the Fourth and Third Classes. The same 
 branches are pursued throughout the year by the Second and First 
 Classes; with the addition of “Designing Machinery” and “Marine 
 Engines.” 
 
 The “Department of Drawing” proper, includes instruction in 
 
 * Report of the Board of Trustees of the Maryland Agricultural College and Ex¬ 
 periment Station, to the General Assembly, for the years 1888-1889. Annapolis : 
 Maryland Republican Steam Press. Pp. 28. 
 
344 EDUCATION IN TIIE INDUSTRIAL AND FINE AKTS. 
 
 “Free-hand drawing and practical perspective, topographical and 
 chart drawing.” 
 
 The Department of Drawing is in charge of a Professor and two 
 assistant Instructors. 
 
 The summary of attendance Oct. 1st 1881, gives a total of 1G1 
 Cadet Midshipmen, and of 100 Cadet Engineers. 
 
 From the concise historical statement which prefaces the latest 
 “ Register” at hand,* it appears that the Academy was founded in 
 1845, by the late Hon. George Bancroft, when Secretary of the Navy, 
 during the administration of President Polk. Mr. Bancroft, whose 
 reputation as the historian of his country seemed, during the later 
 years of his prolonged life, to have swallowed up all public memory of 
 his earlier active life, so that, on the event of his decease, there was 
 very general surprise to learn how much, during the first half of the 
 century, he had contributed to create a part of that history; effected the 
 opening of a “ Naval School,” with Commander Franklin Buchanan, 
 as Superintendent. “ This was placed at Annapolis, Md., on the land 
 occupied by Fort Severn, which was given up by the war department 
 for the purpose.” The plan of the school was revised and the school 
 reorganized and named The “ Naval Academy,” first in 1850. It was 
 still farther changed in 1851, when the corps of Professors was greatly 
 enlarged, the years of study made consecutive, and the general scheme 
 of study arranged substantially as it still continues. It is a technical 
 school for the training of American youth to become Naval officers. 
 “In 18G6, a class of acting third-assistant engineers were ordered to 
 the Academy for instruction.” This seems to have been done in 
 recognition of the fact that steam propulsion was superseding sails 
 in navigation; eventually, after several experiments, the cadet en¬ 
 gineers were given a four years course, and, in 1883, the distinction 
 between “cadet-midshipmen” and “ cadet engineers” was abolished 
 and all were ranked as “ naval cadets.” The law of March 2, 1889, 
 directs that the first class at the beginning of their fourth year shall 
 be divided in two divisions as they have shown special aptitude for 
 the respective duties, and shall pursue the studies to fit them respec¬ 
 tively for the line or the engineer corps. 
 
 Mechanical Drawing is taught through both terms of the third 
 class and the second class; Mechanics and applied mathematics, 
 through the third and fourth years.—Of course the engineers take 
 the studies relating to applied mechanics, marine engineering and 
 the management of steam. 
 
 The Academic staff number 69. There are eleven departments of 
 study each with its separate faculty, besides the Commandant and 
 his staff, and the Superintendent. 
 
 * Annual Register of the United States Naval Academy, Annapolis, Md. Fortieth 
 Academic Year 1889-'90. Washington: Government Printing Office. 1889. Pp. 78. 
 
UNITED STATES NAVAL ACADEMY. 
 
 345 
 
 Captain W. T. Sampson, U. S. N., the Superintendent, assumed 
 command in 1866. The summary of cadets November 23rd 1889, 
 gives a total of 244. 
 
 The Massachusetts Agricultural College, Amherst. 
 
 The Legislature of Massachusetts, by act passed April 29th, 1863, 
 incorporated a “Board of Trustees of the Massachusetts Agricul¬ 
 tural College.” The leading object of this institution was stated in 
 tne exact language of the act of Congress, of 1862, known as the 
 land grant bill for the establishment of Colleges “ for the benefit of 
 Agriculture and the Mechanic Arts.” Two thirds of the income 
 arising from the United States Land Grant fund under the law of 
 1862, was to be given annually to this institution; the remaining 
 one third, was given to the Massachusetts Institute of Technology. 
 
 The Trustees were empowered to select the site of the college, and 
 to make all provision for its “ organization, government, and course 
 of study, * * * subject to the approval of the Legislature.” 
 
 Several towns sought to secure the new institution, but the town 
 of Amherst, Hampshire County, by a money subscription of $75,000, 
 succeeded. 
 
 The Attractions of Amherst. 
 
 This charming college town is situated on the low hills overlook¬ 
 ing from the east the valley of the Connecticut, which there flows 
 through a region world-renowned for its scenes of quiet beauty. 
 The fact that it was already the seat of an old and famous literary 
 college, well supplied with ample museums, and libraries, and with 
 a corps of distinguished professors, was no small inducement leading 
 to its selection as the home of the new institution; to which there 
 was thus afforded access to so many most desirable facilities.—A 
 farm of nearly four hundred acres, favorably situated, was purchased 
 and the erection of the necessary buildings at once begun. 
 
 The Opening of the College. 
 
 It was not till late in the year 1867, that the College, under Presi¬ 
 dent Chadbourne, first opened for the reception of students. 
 
 In 1869, Col. William S. Clark, became President, and continued 
 to hold that position for eleven years. During his Presidency many 
 novel and interesting investigations and experiments were made, the 
 results of which were recognized as valuable contributions to knowl¬ 
 edge. The Annual Report of 1880, contains a list of 27 subjects that 
 have been systematically investigated, many of them with practical 
 results of great value. 
 
 The Importance op the Work of this College. 
 
 From this day forward, said Professor Agassiz, when a single one of the above 
 papers was presented to the State Board of Agriculture in 1873,—from this day for¬ 
 ward, the Agricultural College at Amherst has its place among scientific institu- 
 
34G EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 tions, if it had not before; for only those institutions have a place in the scientific 
 world which do something, and this is something extraordinary: it is a revelation 
 to physiologists. Let me say to those who have not thought that the Agricultural 
 College was doing anything worth its expense, that the production of this one paper 
 has amply paid for every dollar which the State has thus far bestowed upon the 
 institution. 
 
 Equally unqualified testimony might be presented with reference to the high 
 character and value of nearly every one of the investigations named in the above 
 list. Every land-surveyor, for instance, knows that previous to the establishment 
 of permanent monuments in every county of the State, giving the accurate merid¬ 
 ian lines, the means of correcting his instruments were comparatively difficult of 
 access; and when it is considered that very many of our farms are bounded and 
 described by the points of the compass, often for long distances, it is easy to see 
 that the College has had its influence upon nearly every farm in the State, and 
 that, too, in more ways than one. It can justly challenge comparison with the 
 work of any other similar institution in the country, both in its contributions to 
 science and to the methods and results of intelligent practice. 
 
 But these investigations, as already intimated, are secondary, and subordinate to 
 the chief object of the institution—the education of young men for the practical 
 pursuits of life. 
 
 It was in recognition of the extended and high reputation of this 
 College, that the Japanese Government sought the services of Presi¬ 
 dent Clark, in order to establish a similar College in Japan. This he 
 successfully accomplished, having obtained leave of absence from 
 Amherst, in 1877-78. 
 
 The development of the College has been directly in the line of 
 experiment and of scientific agriculture. There is a flourishing 
 horticultural department; with “ conservatories, nurseries, fruiteries 
 and landscape gardening areas.” Much attention is also given to 
 military training, which is made by the provisions of the original 
 United States Law, an essential feature of these institutions. There' 
 appears little evidence of any special direction towards mechanics ;— 
 a ready explanation of such apparent neglect of one of the main 
 provisions of the Land Grant Law, is found in the fact that all the 
 courses of study relating to “Mechanics”, were amply provided for 
 by the Massachusetts Institute of Technology; which, receiving one 
 third of the Land Grant fund, should provide for at least one third 
 of the required studies.— 
 
 Drawing, however, has always been an integral part of the course 
 at Amherst. The length of the course is the usual college one of 
 four years. The catalogue of 1882, shows that three hours a week 
 are allotted to Free hand drawing, through the second term of 
 Freshman, Sophomore and Junior years. 
 
 President Clark, was succeeded in 1880, as President, by Hon. Levi 
 Stockbridge, for many years the Professor of Agriculture. Presi¬ 
 dent Stockbridge, having resigned to take effect March 18th, 1882, 
 Paul A. Chadbourne, s. t. d., ll. d., was chosen to succeed him. 
 There has been for years a total annual attendance of about 100 
 students, there were 102 in 1878, and 138 in 1879, the Report of 1882, 
 
MASSACHUSETTS AGRICULTURAL COLLEGE. 
 
 347 
 
 shows a total for 1881-’82, of 113; 80 of these in the college classes, 
 17 were graduates of 1881; the others “‘special,” or “postgraduate,” 
 students.— 
 
 The commencement of 1887, happening on the 25th anniversary 
 of the passing of the Land Grant Law by the Congress of the United 
 States, was taken as an occasion for honoring this event, and com¬ 
 memorative addresses by distinguished speakers were made. 
 
 These will be found recorded among the appendices to this volume. * 
 
 Henry H. Goodell, M. A. succeeded Dr. Chadbourne as President. 
 
 The annual statements of the college are made in the form of 
 Reports tothe Legislature, by the Trusteesof the College; and contain 
 the reports to the Trustees, made by the President, and the members 
 of the Faculty in charge of their respective departments ; with lists 
 of the Trustees, of the Faculty, and of the Students. 
 
 In the 28tli Annual Report, of January, 1891,. there is an analysis 
 of the attendance of the year, which shows that all the counties of 
 the State, except Barnstable, Dukes and Nantucket, three sea coast 
 counties, are represented among the students by from 1 to 42 indi¬ 
 viduals. “Ninety-three per cent were residents of the State; while 
 of the remaining seven per cent, one third were foreigners attracted 
 hither by the advantages of the course.” 
 
 That the college has steadily grown in the favor of the people, the following table 
 of attendance during the past few years is proof: 
 
 1884 . 
 
 .Ill 
 
 1888... 
 
 1885 . 
 
 . 121 
 
 1889. . 
 
 1886 . 
 
 . 131 
 
 1890... 
 
 1887 . 
 
 . 132 
 
 
 A very interesting report by Professor Fernald, on Agricultural 
 Museums, accompanies this report. 
 
 The following is the statement of the present condition of the col¬ 
 lege made by Acting President Fernald in the latest Rej>ortt at 
 hand. 
 
 To the Honorable Senate and House of Representatives. 
 
 During the past year the college has been very prosperous, though no great 
 changes have occurred. President Goodell has been ill because of overwork, and 
 was granted a leave of absence during ilie fall term, which was spent in Europe. 
 His duties were assigned to me during his absence, and it is but just to say that the 
 success of the fall term was due to the excellent condition in which he left the col¬ 
 lege, and to the hearty co-operation and assistance of the members of the faculty. 
 
 A fine class of forty-three students was admitted in September, making the whole 
 number now in college larger than at any previous time in the history of the insti¬ 
 tution. This gradual growth during several years past is undoubtedly due to sev¬ 
 eral causes: first, the able administration of the college; secondly, the efficient corps 
 of teachers associated in its management; thirdly, the higher standard of seholar- 
 
 *See Appendix Z. 
 
 t Twenty-Ninth Annual Report of the Massachusetts Agricultural College. Jan¬ 
 uary, 1892. Boston: Wright & Potter Printing Co., State Printers. 18 Post Office 
 Square. 1892. Pp. 100. 
 
348 EDUCATION IN THE INDUSTRIAL AND FINE ART'S. 
 
 ship required for admission, and for promotion from one class to another; fourthly, 
 the better and fuller knowledge of the college and its aims and purposes by the cit¬ 
 izens of the Commonwealth; and, lastly, the encouragement offered by the pro¬ 
 visions of the labor fund. 
 
 This higher grade of scholarship which the institution now maintains will be a 
 source of satisfaction to the graduates of the college, since it will prove an excellent 
 recommendation for them when seeking situations, and will result in a far better 
 preparation for agricultural pursuits. It is not the wish or purpose to crowd the 
 dull or slow students out of college, provided they are faithful and accomplish all 
 they are able; but it is the express purpose to compel the indolent and negligent to 
 do good work or to leave. 
 
 An important paper on the value of “Military instruction in Edu¬ 
 cational Institutions” by Lieut. Lester W. Cornish, is given in an 
 Appendix to the Report of 1892. 
 
 Freehand Drawing, is taught during the winter term of Freshman 
 year; and Mechanical Drawing, during the winter term of Sopho¬ 
 more year. 
 
 The estimate of annual expenses per student, varies from $231.15 
 to $371.55. 
 
 The following Summary gives the attendance in detail. 
 
 SUMMARY. 
 
 Resident Graduates. 17 
 
 Graduates of 1891. 18 
 
 Senior class. 22 
 
 Junior class... 26 
 
 Sophomore class. 55 
 
 Freshman class. 43 
 
 Total. 181 
 
 Counted twice. . 3 
 
 Total. 178 
 
 The Faculty numbers fifteen Professors. Henry H. Goodell, ll. d. , 
 is the President. 
 
 Massachusetts Institute of Technology, Boston. 
 
 The Board of Trustees of the Massachusetts Institute of Tech¬ 
 nology, were incorporated by the State Legislature, in 1861,“ for the 
 purpose of instituting and maintaining a society of Arts, a Museum 
 of Arts, and a School of Industrial Science, and aiding generally by 
 suitable means, the advancement, development and practical appli¬ 
 cation of sciences in connection with arts, agriculture, manufactures, 
 and commerce.” 
 
 Li 1863, the Institute of Technology was designated by the Legis¬ 
 lature to receive, annually, one third of the income of the fund 
 derived from the United States Land Grant. 
 
 The Institute, possesses a stately Building on Boylston street, 
 Boston, not far from that neighborhood of fine architectural struc¬ 
 tures, which includes, among others, the Museum of Fine Arts, 
 
MASSACHUSETTS INSTITUTE OF TECHNOLOGY. 
 
 349 
 
 Trinity Church, the New “Old South” Church and the new build¬ 
 ing of the Boston Public Library which give to that part of the 
 city a striking and beautiful character. 
 
 Courses of Instruction. 
 
 “ The Massachusetts Institute of Technology provides a series of scientific and 
 literary studies and practical exercises, embracing pure and applied mathematics, 
 the physical and natural sciences, with their applications, drawing, the English 
 language, history, political economy, international and business law, French and 
 German, with other modern languages, if desired. These studies and exercises are 
 so arranged as to offer a liberal and practical education in preparation for active 
 pursuits, as well as a thorough training for most of the scientific professions. 
 
 The following regular courses, have been established : 
 
 I. 
 
 A Course in Civil and Topographical Engineering 
 
 II. 
 
 n tt 
 
 “ Mechanical Engineering. 
 
 III. 
 
 it it 
 
 “ Mining Engineering, or Geology and 
 
 IV. 
 
 it (t 
 
 “ Building and Architecture. 
 
 Y. 
 
 tt n 
 
 “ Chemistry. 
 
 VI. 
 
 it tt 
 
 “ Metallurgy. 
 
 VII. 
 
 tt tt 
 
 “ Natural History. 
 
 VIII. 
 
 tt it 
 
 “ Physics. 
 
 IX. 
 
 General Courses (A. B, and C). 
 
 All the regular courses of the Institute, whether professional or general, extend 
 through four years, and for proficiency in any one of them, the degree of S. B., 
 Bachelor of Science, is conferred. 
 
 The studies of the first year, are common to all the courses. 
 
 “T7ie Instruction in Drawing. —During the first year, instruction is given to all 
 regular students in the principles of Free-Hand and Mechanical Drawing, and a 
 large amount of time is devoted to practice in the drawing room, to enable the stu¬ 
 dent to acquire the necessary skill and to prepare him for his future work. In sub¬ 
 sequent years, Drawing is continued in connection with the professional studies.” 
 
 Practice in drawing is required through nearly all the courses 
 and as a matter of necessity enters largely into the courses in engi¬ 
 neering. 
 
 “The Instruction in Civil Engineering is given by means of lectures and recita¬ 
 tions and by practice in the field and in the drawing rooms. The use of the various 
 instruments for measuring lines and angles, and of the level, plane-table, etc., is 
 taught mainly by actual work in the field. The field-work embraces the various 
 kinds of land surveying, Topography, Hydrography, and the several operations 
 with the level and transit involved in Railroad, Hydraulic and Sanitary engineer¬ 
 ing. The work in the drawing room consists in representing upon paper the sur¬ 
 veys made in the field, and in making both working drawings and finished plans 
 from direct measurements of actual engineering structures, a large number of 
 which are found in the immediate neighborhood of the Institute. 
 
 * * » * * * * 
 
 The Instruction in Mechanical Engineering is given by means of lectures and 
 recitations, and by practice in the drawing rooms, and in the Laboratory of Steam 
 Engineering. Occasional excursions are made to enable the students to witness 
 running machinery, and manufacturing processes. 
 
 ******* 
 
 The practice in Drawing is carried on in conjunction with the lectures, and text- 
 
350 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 book study. It comprises tracing, copying, sketching from the structure, machine 
 or motor, scale drawing from sketches, and the representation by curves of the 
 results 6f experiments or of mathematical investigations ; to which is added the 
 reproduction of drawings by the “ Blue Process.” 
 
 In Architecture, very complete instruction is given—a large collec¬ 
 tion of architectural casts, mostly deposited in the Boston Museum 
 of Fine Arts, belongs to the Institute. A full description of this 
 department will be found elsewhere in this Report. 
 
 “ The Instruction in Architecture. —It is the object of this department to give to 
 its students the instruction and discipline that cannot be obtained in architects’ 
 offices. The course is, however, practical as well as theoretical, and, besides the 
 scientific study of construction and materials, it comprises the study of building 
 processes, and of professional practice and procedure, as well as that of composition 
 and design, and of the history of the art. It is so arranged as to meet the wants 
 not only of young men who propose to pursue a compresensive course of study but 
 of those who are looking only for such an elementary training as shall qualify them 
 for positions as draughtsmen. 
 
 The more strictly professional work begins in the second year, the first half of 
 which is given to the study of the Five Orders and their applications and to Greek 
 and Roman Architectural history. At the same time the students of the third and 
 fourth years attend a series of lectures upon ornament and composition, or upon 
 the theory of architecture. In the same way the study of specifications and work¬ 
 ing drawings is pursued by the two classes together, carpentry and its related sub¬ 
 jects occupying one year, and masonry and stone-work the next. In the last half 
 of the year the historical studies are continued, the second and third year classes 
 attending the same exercises. The mediaeval period, from the fall of the Roman 
 Empire to the fall of Constantinople, and the modern period, including that of the 
 Rennaissance, are taken up in alternate years, so that each class is carried over the 
 whole ground. 
 
 During the third and fourth years the students are constantly practiced in orig¬ 
 inal design. Each set of drawings is examined and criticised before both classes. 
 
 Special exercises are also had in shades, shadows, perspective, and the perspective 
 of shadows, and in tracing and sketching, and drawing upon the blackboard, and 
 in sketching, measuring, and drawing out buildings already erected.” * * * 
 
 “ The Architectural Museum. —Several thousand photographs, prints, drawings, 
 and casts have been collected for this Department, by means of a special fund raised 
 for the purpose. 
 
 To these collections the following additions have been made, mostly by gift:— 
 
 A considerable collection of photographs, lithographs, and drawings, presented 
 to the Institute by French, English, and American architects, taken from their own 
 works, including sets of actual working drawings, with details and specifications.” 
 
 In the instruction in Zoology and Palaeontology, great use is made 
 of drawing: 
 
 The handling and drawing of specimens by the students is an essential feature 
 of the method of instruction. The lectures of the instructor are devoted largely to 
 explanatory demonstrations of the specimens which the students are at the same 
 time drawing.” * * * 
 
 The Instruction in Shop Work. —Shops or laboratories have been provided, and 
 furnished with the more important hand and machine tools, so that the student 
 may acquire a direct knowledge of the nature of metals, and woods, and some 
 manual skill in the use of tools. 
 
THE SCHOOL OF MECHANIC ARTS. 
 
 351 
 
 Practical instruction in the nature of the materials of construction, and in the 
 typical operations concerned in the arts, is considered a very valuable adjunct to 
 the theoretical treatment of professional subjects. Students in the course of Me¬ 
 chanical Engineering are required to devote a considerable amount of time to work 
 in Carpentry, Wood Turning. Pattern Making, Moulding aud Casting, Forging, 
 Chipping and Filing, and Planing and Turning the metals, the design being to 
 learn the principles, and not to manufactu-e articles for sale or use. 
 
 Students in other departments will be allowed to take shop work when the time 
 can be arranged so as not to interfere with their regular studies. 
 
 There is also a School of Mechanic Arts, under the care of the 
 Institute. 
 
 SCHOOL OP MECHANIC ARTS. 
 
 A School of Mechanic Arts, in which special prominence is given to manual 
 instruction, has been established for those who wish to enter upon industrial pur¬ 
 suits rather than to become scientific engineers. 
 
 This school is designed to afford such students as have completed the ordinary 
 grammar-school course an opportunity to continue the elementary scientific and 
 literary studies, together with mechanical drawing, while receiving instruction in 
 the use of the typical tools for working iron and wood. 
 
 The shop work is conducted upon a plan designed at the Imperial Technical 
 School of Moscow, Russia, and carried out therewith most satisfactory results. Its 
 exact and systematic method affords the direct advantages of training the hand and 
 eye for accurate and efficient service with the greatest economy of time; and the 
 instruction in the use of tools and material has also proved a valuable aid in intel¬ 
 lectual development. 
 
 The shop courses of the school are as follows: 
 
 First year. —I, Carpentry and Joinery; II, Wool Turning; III, Pattern Making; 
 IV, Foundery Work. 
 
 Second year. —I, Iron Forging; II, Vise Work; III, Machine Tool Work. 
 
 The full course includes two years of theoretical and practical studies combined, 
 and students who successfully complete it will receive a certificate. Students will 
 be received for shorter times, and for special portions of the course. When it is 
 desired, such provision will be made for advanced and specific shop work as is con¬ 
 sistent with due attention to the regular classes. 
 
 Students in this school are recommended to attend the exercises in Military Drill, 
 and hours will be so arranged as to allow them to do so without detriment to their 
 studies. 
 
 Applicants for the regular course must be at least fifteen years of age. and must 
 pass a satisfactory examination in Arithmetic, Geography, and English Composi¬ 
 tion. 
 
 The tuition is $150 a year, with no extra charge for the use of tools or materials, 
 used in the regular exercises. Special students, taking the same amount of shop 
 work only as the regular class shop work, will be charged less. The student is 
 entitled to the products of his work. Students, while on the premises of the Insti¬ 
 tute, are expected to remain in the study room, except when at recitations or in the 
 work shops. A monthly return of absences is made to the parent or guardian. 
 
 FIRST YEAR. 
 
 First Term .—Shop Work.—Carpentry. Algebra commenced. English Composi¬ 
 tion. Mechanical and Freehand Drawing. 
 
 Second Term .—Shop Work,—Wood Turning, Pattern Making, Foundry Work. 
 Plane Geometry. English Composition. Mechanical and Freehand Drawing. 
 
352 
 
 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 SECOND YEAR. 
 
 First Term .—Shop Work, Forging. Algebra completed. Elementary Physics. 
 English Composition. Mechanical Drawing. 
 
 Second Term. —ShopWork,—Vise Work, Machine Tool Work. Geometry. Phys¬ 
 ics. English Composition. Mechanical Drawing. 
 
 The beginning and ending of the school-year and the days of entrance examina¬ 
 tions are the same as in the School of Industrial Science. See Calendar, page 2. 
 
 Tlie following account of the practical workings of this school is 
 taken from the Report of the Hon. Wm. H. Ruffner, of Virginia, 
 made to the authorities of the Virginia Agricultural Mechanical 
 College of a visit made in 1880, to this class of schools in the North. 
 
 I observed nothing peculiar in the course of mechanical engineering; but the 
 school of mechanic arts is full of suggestion. It is designed to afford such students, 
 as have completed the ordinary primary school course, an opportunity to continue 
 elementary, scientific and literary studies, together with mechanical drawing, while 
 receiving instruction in the use of the ordinary tools for working iron and 
 wood. * * * 
 
 I witnessed the third lesson given to a class of eight in blacksmithing. The first 
 lesson was in the management of the fire and the handling of the tools. The second 
 lesson was commenced by calling attention to a drawing on the wall, showing first 
 a piece of square iron, then a succession of shapes with dimensions, into which 
 that iron was to be hammered. When I entered a regular blacksmith was ham¬ 
 mering the piece of iron into one of the shapes. His class of eight boys, in check 
 shirts and leather aprons, stood around the anvil watching and listening. When 
 the example had been shown and expounded, each student went to his forge with 
 a piece like the one operated on, and they simultaneously went to work to imitate 
 what they had just witnessed, under the supervision of the master workman. 
 
 The first lesson in the carpenter shop is on the chalk line, second the saw, third 
 the plane, and so in regular order, finishing the course with framin ; a house having 
 a winding staircase, on a small scale. There is the same sort of skill called for in 
 arranging shopwork that there is in arranging bookwork, and every lesson in the 
 shop is grade-marked like any other lesson. Every student becomes the owner of 
 the articles which he makes. Nothing is made for sale. The boys, whilst in wood, 
 work nine hours a week; when in iron, six hours a week. There is only one master 
 workman in wood, and one in iron. 
 
 Prof Runkle, who has been one of the leading men of the school, would prefer 
 a three years' course of both study and labor for mechanics, and three hours 
 labor every day. Practical education in mechanics is divided into schools of 
 in-struction and schools of con-struction. This school is one of in-struction, where 
 students are taught principles, and the use of tools in the two great branches of 
 mechanical industry. The school of construction is the shop and the factory where 
 work is carried on for its economical results. The school of instruction finds its 
 profit exclusively in the education of the boy; the school of construction in the 
 products manufactured. The boys leaving this school enter the regular work-shop 
 of business, and there soon rise into practical importance. 
 
 The conductors of the Boston School feel very confident that they have struck 
 upon the true idea for making educated and skilful mechanics. They claim a 
 variety of advantages for their system. Some of these are social, in protecting 
 society against some forms of dictation. As to the students, the school first may 
 show that a boy is not fitted to be a mechanic, and this may be worth much to the 
 boy and his friends. But if a boy is to become a mechanic he gets an amount of 
 scholastic education and knowledge of drawing, which of itself would strengthen 
 
LOWELL SCHOOL OP PRACTICAL DESIGN. 
 
 353 
 
 his ability. If he takes the military he gets the slouch driven out of him. But the 
 chief point of importance is in the formation of character under circumstances so 
 much better than those which usually surround an apprentice boy. And as here¬ 
 tofore intimated, he really has peculiar advantages in learning the use of *tools. 
 He has a selected master workman for a teacher. He is constantly and carefully 
 instructed, and carried rapidly forward—his improvement and not the employer’s 
 profit being the end constantly aimed at. 
 
 The variety of work also has a liberalizing effect on the mind similar to that pro¬ 
 duced by varied studies. And finally the habit is created of considering principles, 
 and referring everything to its scientific basis—which will insure intellectual and 
 mechanical progress through fife. There were forty-two students in this course 
 last year. 
 
 There are also free evening classes established by the Trustees of the Lowell In¬ 
 stitute. 
 
 FREE COURSES OF INSTRUCTION. 
 
 The Trustee of the Lowell Institute has established, under the supervision of the 
 Institute of Technology, courses of instruction, generally given in the evening, and 
 open to students of either sex. free of charge. 
 
 These courses are more or less varied from year to year by the omission or inter¬ 
 change of particular subjects, but include in their entire scope instruction in mathe¬ 
 matics, mechanics, physics, drawing, chemistry, geology, natural history, biology, 
 English, French, German, history, navigation, and nautical astronomy, architecture, 
 and engineering. 
 
 The Lowell School of Practical Design, in charge of Mr. Charles 
 Kastner, is also under the Institute. This school is described at 
 length elsewhere in this Report. 
 
 The following is the cost of attendance in the regular course of the 
 Institute. 
 
 “ Fees .—The fee for regular students is $200 per year, $125 at the beginning, and 
 $75 at the middle (first Tuesday in February) of the school-year. For one-half, 
 or any less fraction, for the school-year, the fee is $125. Payment is also required 
 of the cost of apparatus broken, or used up in the laboratories.” 
 
 The catalogue for 1881-’82, gives a total of 390 students in attend¬ 
 ance in all the Departments of the Institute. 164 of these, are in the 
 regular classes, 15 are Graduate Students. There were also 138 
 special students, taking special or partial courses. 
 
 This Institute, founded by the late distinguished Professor Wil¬ 
 liam B. Rogers, who was succeeded in the Presidency by John D. 
 Runkle, ll. d. , who has recently been succeeded by General Fran¬ 
 cis A. Walker, ll. d., sustains deservedly a high reputation. 
 
 The latest catalogue,* is an admirable example of good book 
 making, in type and paper, as well as in clearness of statement and 
 arrangement of material. The table of contents, running page titles, 
 schedules of “Courses,” and of “Topics,” showing the several studies, 
 and the time given to each ; List of Officers and Instructors, Regis- 
 
 * Massachusetts Institute of Technology, Boston. Twenty-Eighth Annual Cata¬ 
 logue of the Officers and Students, with a statement of the courses of instruction 
 and a Register of the Alumni, 1892-1893. Boston : Press of H. G. Collins, 15 Mil- 
 ton Place. 1892. Pp. 256. 
 
 ART—VOL 4-23 
 
354 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 ters of undergraduates, and graduates, and alphabetical index, so 
 facilitate reference to the contents of the book, as to render this 
 almost worthy to be taken as a model for the Catalogues of Educa¬ 
 tional Institutions. 
 
 In a concise “ historical sketch,” it is stated that “ the school was 
 opened in February, 1865, with twenty-seven pupils.” This is in 
 striking contrast with the present attendance; as will be seen in the 
 “summary” given later. 
 
 The following account given of the buildings now occupied by the 
 Institute, as contrasted with the single building in which it opened, 
 furnishes additional proof of a remarkable growth. 
 
 BUILDINGS. 
 
 The buildings now occupied are, the Rogers Building, on Boylston Street, devoted 
 to instruction in mathematics, literature, history, political Science, geology, min¬ 
 eralogy, and biology; the Walker Building, at the corner of Boylston and Clarendon 
 Streets, mainly devoted to the departments of chemistry, physics, and electricity, 
 and to instruction in language; the Engineering Building, on Trinity Place, devoted 
 to the engineering laboratories and to instruction in mechanics and hydraulics, and 
 in mechanical and civil engineering; a series of Workshops, on Garrison Street, 
 with a room devoted to the Lowell School of Design; a Gymnasium and Drill-hall, 
 on Exeter Street. In order to provide increased facilities for the departments of 
 Architecture, Physics, and Chemistry, an Architectural Building, adjoining the 
 Engineering Building, has recently been erected, and is now occupied by the first- 
 named department. The rooms thus released in the Walker Building meet the 
 urgent needs of several other departments.” 
 
 In the “courses of Instruction,” “Electrical,” “Chemical,” and 
 “Sanitary,” Engineering; have been added. 
 
 The following statement shows the methods of education adopted. 
 
 Instruction is given by lectures and recitations, and by practical exercises in 
 the field, the laboratories, and .The drawing-rooms. Text-books are used in most, 
 but not in all subjects. In many branches the instruction given differs widely from 
 available text-books ; and, in such cases, notes on the lectures and laboratory work 
 have been printed, hither privately or by the Institute, and are furnished to the 
 student at cost. A high value is set upon the educational effect of laboratory prac¬ 
 tice, drawing, and field-work. Besides oral examination in connection with the 
 ordinary exercises, written examinations are held from time to time. Near the 
 close of the months of January and May general examinations are held. 
 
 The prominence given to the study of drawing, is shown as fol¬ 
 lows : 
 
 DRAWING AND DESCRIPTIVE GEOMETRY. 
 
 Instruction is given to all regular students in the principles of Geometrical, Me¬ 
 chanical, and Freehand Drawing; and a large amount of time is devoted to practice 
 in the drawing-room, to enable the student to acquire the skill necessary for his 
 future work. Drawing is also continued in connection with the professional studies. 
 
 The exercises in Descriptive Geometry are of two kinds. In the lecture-room the 
 instruction is given by means of models and diagrams, and also by the use of 
 text-books. In the drawing-room the student is drilled in the solution of problems 
 designed to illustrate the work of the class-room, and to make him thoroughly 
 familiar with the subject. 
 
MASSACHUSETTS INSTITUTE OF TECHNOLOGY. 
 
 355 
 
 The instruction in Freehand Drawing includes an elementary course taken by all 
 regular students, and more advanced work in the departments of architecture, 
 biology, and geology. For students in architecture, studies in charcoal are usually 
 required, and opportunity is afforded for those who have made satisfactory progress 
 to sketch in pencil, pen and ink and with the brush. Importance is attached to 
 drawing from memory and to rapidity of execution. Students in biology and geol¬ 
 ogy pay special attention to specimen drawing. 
 
 Besides the large and well-equipped freehand drawing rooms of the Institute, the 
 Museum of Fine Arts offers excellent opportunities for drawing from the cast and 
 regular exercises for advanced students are held in its galleries. 
 
 The Institution is abundantly supplied with fully equipped Lab¬ 
 oratories ; Physical, Engineering, Chemical, Biological and Mechan¬ 
 ical. 
 
 The facilities for shop work, have been already stated briefly in 
 the pages immediately preceeding, and at length, in the account of 
 the “ School of Mechanic Arts”, on pages 695-710, of this volume. 
 
 Its facilities in the way of Libraries, are thus set forth: 
 
 LIBRARIES. 
 
 The library of the Institute contains twenty-six thousand volumes and several 
 thousand pamphlets. It is divided into a general library, containing certain books 
 of reference, and nine department libraries, which contain a careful selection of 
 text-books, special treatise, monographs, etc., an i of periodical publications ger¬ 
 mane to the work of the respective departments. They are thus working libraries, 
 accessible to all students ; and valuable experience in the use of them is acquired 
 before the completion of the regular courses, either incidently to the preparation of 
 theses, or in connection with lectures or recitations. The division of the library 
 enables each student to consult the works needed by him with the least possible 
 inconvenience and loss of time. 
 
 The students have full use of the valuable library of the Boston Society of Nat¬ 
 ural History, of the extensive collection of the Boston Public Library, comprising 
 more than five hundred thousand volumes in all departments of knowledge, and of 
 the library of the American Statistical Association. 
 
 Many libraries of scientific societies, of individuals, and of private corporations, 
 rich in complete sets of the scientific periodicals of all countries, and of the publi¬ 
 cations of leading scientific societies throughout the world, are, through the cour¬ 
 tesy of the owners, open to advanced students of the Institute. 
 
 The number enrolled, in the Register of students in attendance, is 
 in striking contrast to the little body of 27 students who met in 1885, 
 on the opening of the school, as already mentioned. 
 
 SUMMARY. 
 
 Graduate students. 48 
 
 Regular students, 4th year. 138 
 
 Regular students, 3rd year. 144 
 
 Regular students, 2nd year. 175 
 
 Regular students, 1st year. 314 
 
 Special students. 286 
 
 Total.'... 1,105 
 
 Deduct names counted twice.. ,,... 45 
 
 1.060 
 
35b EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The “Officers of Instruction” number 114, with an additional list 
 of sixteen Teachers and Lecturers, for the current year. Francis A. 
 Walker, ph. d., ll. d., is the President. 
 
 State Agricultural College of Michigan, Lansing, Michigan. 
 
 This College, established in 1855, by an act of the legislature, in ac¬ 
 cordance with a provision of the State Constitution adopted in 1850, 
 was opened in May, 1857, and is claimed to have been “the first of 
 the existing Agricultural Colleges of the country.” It is situated 
 three miles distant from Lansing, and possesses a farm of 676 acres. 
 
 The Legislature accepted the United States land grant of 1862, and 
 designated the Agricultural College, as the institution to receive it. 
 
 The course of instruction has, from the first, been especially agri¬ 
 cultural ; and manual labor, on the part of the students, is required; 
 three hours each day being so occupied. 
 
 Drawing is taught the last six weeks of J unior year. “ The course 
 consists of the principles of projection as used in simple mechanical 
 and architectural pursuits.” 
 
 DRAWING. 
 
 Description and uses of drafting instruments; mounting paper; lettering and 
 ornamentation. Projections,—theory and problems ; elementary intersections and 
 developments; constructions in wood; principles of shades and shadows, of per¬ 
 spective ; elementary mechanical drawing. Minifie’s Geometrical Drawing is used 
 as a text-book, and a set of finished plates is required of each student. 
 
 Books of reference. —Warren’s Perspective and Drafting Instruments: Keuffle & 
 Esser’s Book of Letters, The Draughtman’s Manual, Appleton’s Cyclopedia of 
 Drawing, Mahan’s Industrial Drawing. 
 
 The catalogue of 1879-80, shows much attention to practical Agri¬ 
 culture and Horticulture, with the slightest possible to the Mechanic 
 Arts. The total attendance of students for 1879-80, is 232. 
 
 The latest catalogue* at hand, states that “the appropriations of 
 the Legislature of 1887, have enabled the college to materially en¬ 
 large its facilities in the direction of horticultural science and. art, 
 and in the mechanic arts.” “The department of Military Science 
 and Tactics, was established in 1884.” 
 
 The College is located on the banks of the Red Cedar River, about three miles 
 east of the city of Lansing. The buildings, mostly of brick, stand upon a slight 
 eminence among the forest trees, which have been purposely retained. The 
 grounds about the college buildings and residences have been laid out with con¬ 
 siderable regard for ornamental effect. They are under the care of the Horticul¬ 
 tural Department. 
 
 There are two courses, each of four years, known as “ The Agricul- 
 
 * Catalogue of the Officers and Students of the State Agricultural College of 
 Michigan, together with other General information concerning the College. Thirty - 
 Third year, 1889-90. Agricultural College, P. O. Mich. (Near Lansing.) Pub¬ 
 lished by the College. 1890. Pp. 68. 
 
MICHIGAN*. STATE AGRICULTURAL COLLEGE. 
 
 357 
 
 tural course,” and “The Mechanical course.” In the former, Free¬ 
 hand Drawing is required during one term of Freshman year. In 
 the Mechanical course, Drawing in some form, and Shop Work, are 
 required in each term of the first three years. In Senior year, “ Shop 
 Work” in the first term, and “Machine Design” in the second. In 
 the third term, “Thesis work,” takes the place of shop practice. 
 
 The following shows the instruction in drawing : 
 
 DRAWING—FREE HAND. 
 
 The study consists of two hours practice per day for oue term in the Freshman 
 year for all students. It is designed to train the eye to see correctly and the hand 
 to represent accurately what the eye sees. Drawings are made from plates, casts, 
 or nature, according to the progress of the student. Further practice is given in 
 other courses, as in botany and zoology, where drawing is required. 
 
 DRAWING—MECHANICAL. 
 
 This, in addition to the free-hand drawing of the first term of the Freshman year, 
 constitutes the drawing of the mechanical course. 
 
 Mechanical Drawing is taught in some form one hour per day for nearly the entire 
 remainder of the course. 
 
 The subjects for the various terms are as follows: 
 
 FRESHMAN YEAR. 
 
 Second Term.— Geometrical and Pro¬ 
 jection Drawing. 
 
 Third Term. —Elementary Descriptive 
 Geometry. 
 
 SOPHOMORE YEAR. 
 
 First Term. —Descriptive Geometry. 
 
 Second Term. —Shades, Shadows and 
 Isometric. 
 
 Third Term. —Perspective, Tracings, 
 and Blue Prints. 
 
 JUNIOR YEAR. 
 
 First Term. —Elements of Machines. 
 Second Term. —Working Drawings— 
 Machines. 
 
 Third Term. —Working Drawings— 
 Steam Engine. 
 
 SENIOR YEAR, 
 
 Original Designs and Thesis- Draw¬ 
 ings. 
 
 The student in Mechanical Drawing will need draughting board 20 by 25 inches, 
 T square, one six inch triangle with angles 90°, 45° and 45°, one 8 inch triangle 
 with angles 90°, 60° and 30°, a few first-class German-silver draughting instru¬ 
 ments, among which should be one drawing pen, one bow pen and pencil, one pair 
 five-inch compasses, with pen, pencil and needle points, one very small irregular 
 curve, and one triangular - scale divided into sixteenths, twelfths, fiftieths and other 
 scales. 
 
 The facilities of the College for work in the Mechanical Labora¬ 
 tory, and in the wood and iron shops, are thus stated: 
 
 MECHANICAL LABORATORY AND WORK SHOPS. 
 
 This building furnishes a large lecture room for instruction, in the principles of 
 mechanics, a physical laboratory, class room in engineering, a draughting room, 
 aud a blue print room. 
 
 In this building there is a complete blacksmith shop 30 ft. square, supplied with 
 benches, forges, tools of all kinds, and a Sturtevant pressure-blower. There is also 
 an iron working shop, 50 by 60 feet, furnished with an engine, nine engine lathes, 
 a planer, a shaper, a universal milling machine, a power drill, emery wheels, 
 
358 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 benches, vises and tools and machinery necessary to a complete shop. Of the shop 
 tools, four lathes besides a twenty-five horse power engine and a great variety of 
 smaller tools have been made by the students. The work on these tools will com¬ 
 pare with that on any in the machine shop. It is the intention to build, as far as 
 possible, all tools needed by the shop. All such tools as blacksmith's tongs, cold 
 chisels, and lathe tools are made, tempered, and put in order by students in the 
 shop. A set of surface plates 12 by 12 has been completed. 
 
 There is also a large wood working shop, two stories 50 by 60, supplied with five 
 lathes, a jig saw, benches, vises and forty-two sets of carpenter’s tools.” 
 
 Tlie work required in the shops, is thus outlined. 
 
 SHOP PRACTICE. 
 
 The shop practice is of the nature of laboratory work, and is without pay, and is 
 chiefly incidental to the mechanical course. 
 
 A series of exercises is selected principally with reference to giving the student 
 skill. So far as possible these exercises consist of practice on articles intended for 
 use, and are constructed under the immediate oversight of a skilled workman. The 
 shops are run, as far as possible, the same as actual manufacturing institutions. 
 The l-esults attained by trial of such methods for sixteen years in similar institutions 
 have shown conclusively that work in connection with instruction, and parallel to 
 it, gives the student more skill than can be obtained without such instruction in 
 twice the time by shop work alone. Again, the shop work is of value as to practi¬ 
 cal illustration of the precepts taught in the class room. 
 
 WORK IN WOOD SHOP. 
 
 The Mechanical Freshmen spend the year in the wood shop. The Agricultural 
 Freshmen spend part or all of one term in the wood shop. 
 
 Tlie First Term .—The work done relates to the primary operations of carpentry, 
 such as exercises relating to the use of tools, putting tools in order, and the construc¬ 
 tion of a series of exercise graded according to skill of the student. The work of 
 this term is confined principally to carpenter work and joinery. Practice is given 
 in the construction of mortise and tenon and dovetail and other joints. 
 
 Second Term .—During the second term the work relates to advanced joinery, 
 turning and cabinet making. Some practice will also be given in the use of 
 machine tools for working wood. 
 
 Third Term .—During the third term the student learns the arts of pattern mak¬ 
 ing and of moulding. The patterns are all constructed accurately from drawings. 
 In the foundry the student moulds his own patterns, and pours them either with a 
 special fusible metal or brass. 
 
 So far as is consistent with good instruction, the work of the wood shop is applied 
 to articles actually to be used. Out of the regular practice hours students are 
 allowed the use of their case of tools for private work, whenever the instructor 
 can be present and otherwise when possible, without detriment to the tools. 
 Mechanical ability is encouraged in every possible way. Each student in the shop 
 (or each two students) has assigned for use a case of tools, consisting of a set of four 
 planes, brace and set of bits, four saws, hammer, draw shave, set of chisels, set of 
 gouges, try square, bevel square, marking gauge, square, brad awl, oil stone and 
 oil can. No one else is permitted to use these tools, so that the students to whom 
 they are assigned can be held responsible for their condition. No tools are per¬ 
 mitted to be taken from the work room. 
 
 WORK IN THE IRON SHOP. 
 
 The work in the iron shop extends through the remainder of the course, and in¬ 
 cludes the practical operations of forging, vice work, finishing, machine work and 
 
UNIVERSITY OF MINNESOTA. 
 
 359 
 
 casting. This work is all applied toward the construction of some useful article or 
 machine. The students have already built one power fret saw, one fifteen-inch 
 turret lathe, two fifteen-inch engine lathes, three twelve-inch engine lathes, one 
 steam pump, fine lathes for the wood shop, one twenty-five horse power engine, 
 and a fifty-incandescent-light dynamo, besides various small tools. A fifteen-inch 
 shaper, a combination buzz saw, and several smaller articles are in the works and 
 will be finished during 1890. In the forge shop tools are made and dressed and a 
 considerable amount of welding and forging done. The equipment consists of 
 forges for eleven fires, with anvils and tools for each. 
 
 Accurate record is kept of the progress of each student, and at the end of his 
 course, if desired, papers will be furnished giving record of skill. 
 
 Besides the required work, which is usually eight hours per week, students are 
 encouraged to attain additional skill by having allowed to them, when circumstances 
 will permit, the privileges of the shop for any work which they may undertake for 
 themselves, on Saturday forenoon. Several students have built vertical engines of 
 from to 6 horse power. 
 
 The iron shop is provided with a separate tool room, and is conducted the same 
 as a manufacturing establishment. 
 
 During the Autumn term the agricultural Sophomore work in the blacksmith 
 shop in four sections, each section working three weeks, ten hours per week. 
 
 The catalogue for 1889-’90, shows a marked increase in attendance 
 over that of ten years before. 
 
 SUMMARY OF STUDENTS. 
 
 
 Mechan¬ 
 
 ical. 
 
 Agricul¬ 
 
 tural. 
 
 Special. 
 
 Total. 
 
 Post Graduates. 
 
 
 
 30 
 
 30 
 
 Seniors. 
 
 9 
 
 38 
 
 37 
 
 Juniors. 
 
 15 
 
 34 
 
 
 49 
 
 
 26 
 
 52 
 
 
 80 
 
 Freshmen. 
 
 59 
 
 91 
 
 
 150 
 
 
 2 
 
 5 
 
 16 
 
 23 
 
 Total. 
 
 113 
 
 210 
 
 46 
 
 369 
 
 “The faculty and other officers” number 26. Oscar Clute, M. s., 
 is President. 
 
 Colleges Of Agriculture And The Mechanic Arts, (Univer¬ 
 sity Of Minnesota), Minneapolis, Minnesota. 
 
 The University, was the result of the United States land grants of 
 1849 and 18§1; giving in all four townships of land for its endow¬ 
 ment. 
 
 The building was begun in 1857, but, the immediate financial 
 revulsion followed by the War of the rebellion, deferred completion ; 
 so that, as is stated in the Calendar for 1881-’82, “The University 
 practically dates its organization from the law of the State approved 
 February 18th, 1868, entitled an Act to reorganize the University of 
 Minnesota, and to establish an Agricultural College therein.” The 
 United States Land Grant of 1862, was given to this college. A pre- 
 
3G0 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 paratory department was opened in October 18G7, and the College 
 proper, in the autumn of 18G9. 
 
 EQUIPMENT. 
 
 CAMPUS. 
 
 The University is situated in the city of Minneapolis, on the east bide of the 
 Mississippi river, about one mile below the Falls of St. Anthony, on an elevated 
 bluff in full view of the same. The grounds are now about forty acres in extent, 
 undulating in surface and well wooded with native trees. The plans for the em¬ 
 bellishment of the grounds, made by Mr. H. W. S. Cleveland, of Chicago, will be 
 carried out as fast as means can be afforded. Meantime such are the natural 
 advantages of situation and contour, the grounds are very attractive. 
 
 The experimental farm of the Agricultural College is situated a short distance 
 below, near the east bank of the Mississippi. 
 
 BUILDINGS. 
 
 The general plan of the buildings contemplates a central academic building, and 
 grouped around it, additional structures for the separate departments or colleges. 
 
 The Legislature of 1881 appropriated the sum of $30,000 a year for six years for 
 the erection and outfit of the following additional buildings: A farm-house, a build¬ 
 ing for the College of Mechanic Arts, a military building, an astronomical observa¬ 
 tory, a museum and a library. 
 
 There is a main Building of 3 stories, 180 feet long by 90 in width. 
 The Agricultural College building is a spacious one of brick. The 
 provisions for teaching in Drawing, and in the Mechanic Arts, are 
 thus set forth: 
 
 DRAWING ROOMS. 
 
 Room 45 in the main building, 47x30 feet, is furnished with drawing tables for 
 the use of classes in Geometrical and Free Hand Drawing. There are also cases and 
 cabinets for holding drawings and drawing boards. A considerable collection of 
 prints, drawings and models for lessons and illustrations has been made. 
 
 WORK SHOPS. 
 
 The Work Shops of the College of Mechanic Arts are temporarily provided for 
 in three rooms in the basement of the Agricultural College. (1) The vise shop, con¬ 
 taining two benches with double sets of drawers, so that thirty-two students can be 
 accommodated in two reliefs. This shop is now provided with ten vises and the 
 necessary tools for giving thorough instruction and practice in filing and chipping. 
 (2) The forge shop, which contains eight forges and anvils, and all tools required 
 for the usual manipulations of the blacksmith. This shop also contains a six-horse 
 power engine and boiler for furnishing power; a starter and pressure blower for 
 providing blast, and an exhaust fan for removing smoke and dust. (3) The wood 
 shop, which at present contains only benches and vises sufficient for accommodat¬ 
 ing thirty-two students in two sections. The remainder of the equipment has been 
 authorized, and will be procured as soon as needed. 
 
 The University is open, free of tuition charges, to all persons over 
 fourteen years of age who pass the requisite examinations; with the 
 proviso, however, that no one shall be admitted to the preparatory 
 collegiate department who can receive similar instruction in the 
 public schools. 
 
UNIVERSITY OF MINNESOTA. 361 
 
 The preparatory department offers three courses, “ Classical, Sci¬ 
 entific, and Modern.” 
 
 The College of Science. Literature and the Arts presents likewise three courses of 
 study: 
 
 1. A course in Arts; 
 
 2. A course in Science; 
 
 3. A course in Literature. 
 
 These lead, respectively, to the degrees of Bachelor of Arts, Bachelor of Science, 
 Bachelor of Literature. 
 
 ******* 
 
 The College of Mechanic Arts offers three advanced or university courses, based 
 on the Scientific Course of the Collegiate Department, wliich lead to appropriate 
 baccalaureate degrees: 
 
 1. A Course in Civil Engineering; 
 
 2. A course in Mechanical Engineering; 
 
 * 3. A course in Architecture. 
 
 The Degrees of Civil Engineer, Mechanical Engineer and Architect, will be con¬ 
 ferred upon Bachelors of Civil Engineering, Mechanical Engineering and Archi¬ 
 tecture, respectively, of this, or of any reputable college or university, who shall, 
 upon examination, to be held not sooner than two years after attaining a first de¬ 
 gree, show special proficiency in some branches of professional study, and shall 
 present a satisfactory thesis. 
 
 There are 24 separate Departments of Instruction. 
 
 XVIII. INDUSTRIAL DRAWING. 
 
 (Professor Pike.) 
 
 Drawing and Descriptive Geometry are required of the Scientific students of the 
 Collegiate Department, are optional with the Modern students during the entire 
 course, and for the classical students during the first two years. 
 
 The course is as follows : 
 
 Sub-Freshman Class. —During the second term the students learn the use of the 
 instruments and draw a series of plates of geometrical problems and elementary 
 projections. 
 
 Freshman Class. —Projection Drawing is continued a part of the first term. This 
 instruction is given by means of models and machines, each student making 
 sketches and taking actual measurements from which the final drawings are made. 
 Tinting and shading are then taken up, and, after a number of practical plates are 
 made, are applied to one or more projection drawings. 
 
 Sophomore Class. —Descriptive Geometry is taken up during the second term, 
 especial attention being given to perspective and isometric projection. In this, as 
 in projection drawing, the work is done as far as possible from sketches and meas¬ 
 urements taken by the students themselves. 
 
 The College of Mechanic Arts. 
 
 Object. —The aim of the instruction given in this college is to lay a broad and 
 solid foundation in Mathematics, Mechanics and Drawing, so that with the practice 
 in field, shop and office work, given to the students in the respective courses, they 
 shall be fitted for immediate usefulness upon graduation, and after a moderate 
 amount of subsequent practice and experience, be capable of taking charge of im¬ 
 portant works. * * * 
 
 There are fifteen lectures or recitations per week, besides daily exercises in 
 drawing, field work or shop work, and the rhetorical and other exercises. 
 
3G2 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Besides regular two years courses in Mechanical and Civil Engi¬ 
 neering; in which drawing is required, there are the following addi¬ 
 tional courses. 
 
 III. ARCHITECTURE. 
 
 This course coincides with that in Civil Engineering, except as follows: 
 
 1. The drawing throughout the course is especially arranged for architectural 
 work. 
 
 2. In the first term of the Junior year, history and orders of architecture are 
 substituted for courses, leveling and earth work. 
 
 3. In the second term Senior year, lectures on decoration and color are substituted 
 for lectures on motive power. 
 
 4. In the third term Senior year, the designs and specifications are those of build¬ 
 ings, instead of bridges, etc. 
 
 SPECIAL COURSES. 
 
 Besides these regular courses, two special courses have been established. 
 
 I. 
 
 A Course in Shop-Work, Drawing, etc. This college having fitted up shops for 
 instruction in vise-work, forge-work and wood-work in comiection with its course 
 in Mechanical Engineering, is now prepared to offer instruction to young men 
 wishing to become skilled mechanics, as follows : 
 
 First Term. —Vise-work, Mechanical Drawing and Mathematics. 
 
 Second Term. —Forge-work, Drawing and Mathematics. 
 
 Third Term. —Wood-work, Drawing and Mathematics. 
 
 This course is intended to give a thorough drill in the use of tools, teaching meth¬ 
 ods and processes common to different trades, and also a practical working knowl¬ 
 edge of drawing, and such branches of mathematics as may be studied. Shops for 
 instruction in the use of machine tools, in foundry work, etc., will be fitted up as 
 soon as the new Mechanic Arts building is completed. 
 
 II. 
 
 An Evening course in Mechanical Drawing, intended for mechanics and appren¬ 
 tices who are unable to take the day course given above. 
 
 This course consists of twenty-five lessons, and for the year 1882-’83 will begin 
 Monday, November 6th, 1882, at half past seven P. M. Those who have already 
 received instruction in drawing will be given advanced work, while beginners will 
 first receive instruction in geometrical and projection drawing, after which the 
 work will be varied as far as possible to meet individual requirements. 
 
 METHODS OF INSTRUCTION. 
 
 Instruction in the several subjects pertaining to civil, and mechanical engineer¬ 
 ing and architecture, is given by text-books, lectures, reading in the general library 
 and practical exercises, the theories taught in the class-room being applied in the 
 solution of practical problems and the construction of original drawings. The 
 students are also required to visit the various machine shops, bridges and important 
 structures in the vicinity and make reports upon them, accompanied by sketchec 
 and necessary measurements. The students in Mechanical Engineering receive a 
 thorough drill iu the use of tools in a series of instruction shops, thus fitting them 
 for superintending the construction of the designs which their training in class and 
 drawing-rooms will prepare them for. Field practice is a portion of the regular 
 course in Civil Engineering. The classes in surveying are drilled in th■> measure¬ 
 ment of land already divided up, in the laying out of fields of given shape and 
 
MINNESOTA: COLLEGE OF ENGINEERING. 
 
 363 
 
 area, in the subdivision of land as practiced by the Government surveyors, and 
 in the solution of various geometrical and trigonometrical problems from data 
 taken by the students themselves. In railroad work the students have practice in 
 laying out curves, taking levels, cross-sectioning, staking out—in fact, they do all 
 the work of locating a railroad line, from the preliminary survey up to the point 
 of actual construction. In topography the classes make a complete survey of a 
 piece of land with diversified surface and make a finished drawing, showing the 
 contour lines and all other details. In the drawing-room the students in the various 
 courses receive thorough drill in making both working and finished drawings from 
 plates, from machines and structures already built and from original designs of 
 their own. 
 
 The Calendar for 1880-81, records a total attendance of 253 students. 
 The latest catalogue * at hand, shows for the decade that has passed 
 since the above abstract was made, a most amazing growth; and is 
 evidence that the University has kept step,—pari passu,—with the 
 marvelous growth of the State in its increase in population and 
 wealth, as the following extracts from the Historical statement 
 testify: 
 
 The University dates its actual organization from an act of the legislature, dated 
 February 18, 1868, which was entitled, "An act to re-organize the University of 
 Minnesota, and to establish and Agricultural College therein.” From that time 
 until the present the growth of the University has been all that its friends could 
 expect or wish. 
 
 With the opening of the year 1888-’89, two new departments, which up to that 
 time had been purely theoretical, were made a reality by the opening of fully 
 equipped departments of Medicine and Law. These departments have already 
 proven their right to exist and the wisdom of the Regents in organizing them when 
 they did, by the students which they have drawn and the character of the work 
 done. It is not too much to say that no College of Medicine or Law has ever before 
 reached so high a degree of usefulness and real merit in so short a time as the de¬ 
 partments of Law and Medicine in the University of Minnesota. 
 
 The year of 1888 was also marked by the organization of a new department, 
 which was an entirely new departure in the educational world. The School of 
 Agriculture is the department which is referred to. It is sufficient proof of its suc¬ 
 cess to point to other States which have adopted the same plan as solving the diffi¬ 
 cult problem of agricultural education. 
 
 Since that small beginning of 1868 the University has increased from seventy-two 
 students, and these mostly of the preparatory department, until now we have 
 nearly fourteen hundred. From one department we have increased to ten. From 
 an institution struggling for bare existence we have grown until we are second to 
 none in the facilities offered for the securing of a thorough education. From a 
 part of a building poorly equipped, we have increased until now we have fifteen 
 buildings, among them some of the best equipped laboratories in the world. 
 
 The “College of Mechanic Arts,” has been reorganized and en¬ 
 larged, and is now known as “ The College of Engineering,” as given 
 below. 
 
 The following are the two large departments of the University in 
 whose courses are found the studies germane to this Report: 
 
 The College of Engineering, Metallurgy and Mechanic Arts offers courses of 
 
 * The University of Minnesota. Catalogue for the year 1891-92, and Announce¬ 
 ment for the year 1892-’93. By the University, Minneapolis, 1892. Pp. 182. 
 
364 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 study in Civil, Mechanical, Electrical, Mining and Chemical Engineering, Archi¬ 
 tecture, and Metallurgy, leading to the following named Bachelor's degrees: Civil, 
 Mechanical, Electrical and Mining Engineering; and also Architecture. 
 
 There is a School of Design, Freehand Drawing and Wood Carving, in connection 
 with this college. 
 
 The College of Agriculture offers a regular college course in agriculture of four 
 years of college work. The degree of Bachelor of Agriculture is granted upon com¬ 
 pletion of the course. 
 
 The School of Agriculture is a training school for practical farm life, and also for 
 the College of Agriculture, if the student desires to pursue the subject further. 
 
 The Faculty of the College of Engineering number, beside the 
 President of the University, 21 Professors, Associate Professors, Lec¬ 
 turers and Instructors, and one Engineer. 
 
 In this College there are seven regular courses of study, viz : Civil Engineering, 
 Mechanical Engineering, Electrical Engineering, Architecture, Mining, Chemistry 
 and Metallurgy leading to the corresponding baccalaureate degree. 
 
 Special students are admitted to pursue, under the direction of the faculty, one 
 or two distinct lines of study selected from some regular course. Such students 
 must be persons of mature years. “All applicants, as conditional to their admis¬ 
 sion as special students, shall pass an examination in so many of the subjects known 
 as requisites for entrance to the regular course of study, as properly belong to or 
 are naturally introductory to the line or lines of study they have elected.” 
 
 There are two courses in practical mechanics to meet the wants of young men 
 eighteen years of age and upward, who are unable to take a full course in mechan¬ 
 ical engineering. The requisites for their admission are stated on another page. 
 
 There is also a school of design, freehand drawing and wood carving, whose ob¬ 
 ject is to provide instruction to regular University students and to others desiring 
 special instruction in ornamental design, freehand drawing and wood carving. 
 
 “The studies of Freshman year are the same in all the courses.” 
 
 The courses in the several departments of engineering correspond 
 to those in the best scientific schools of the country; and the college 
 is well equipped with Laboratories, work shops and machinery, for 
 their demonstration and practice. The courses in “Practical Me¬ 
 chanics”, and the “School of Design”, more directly connect the 
 work of this University with that of the schools and instrumentali¬ 
 ties recorded in the present volume of this Report; and illustrate, on 
 the one hand, how the connection is made between the elementary 
 work both in Industrial Art Drawing, and in Manual Training, 
 as given in the common schools, and the higher training of the 
 University ; and, on the other hand, show how the impulse for add¬ 
 ing art knowledge to industrial production, has begun to permeate 
 the community; since it has led this State University to provide a 
 special school for such instruction. 
 
 The courses in Mechanical Engineering and the equipment for 
 instruction in these courses are thus shown : 
 
 MECHANICAL ENGINEERING. 
 
 The work of this course may be divided into three principal lines; theoretical 
 engineering, experimental engineering, and manual training, or the Mechanic 
 Arts. 
 
MINNESOTA: MECHANICAL ENGINEERING. 
 
 365 
 
 In manual training the student receives practice in free-hand drawing, shading, 
 lettering and sketcliing parts of machines ; also correct ideas of mechanical draw¬ 
 ing. 
 
 The shop work in this department aims to make the student well acquainted with 
 the methods of modern manufacturing establishment, and, at the same time, to 
 acquire skill in the processes. 
 
 The Wood-working and Pattern-making course is intended to embody a certain 
 application of certain tools and methods to the work, continued by the construction 
 of patterns for parts of machines. This is* supplemented by instruction in the 
 moulding and founding of these parts in brass and iron. 
 
 In the forge shop the student is instructed in welding, forming various shapes in 
 iron, and in the making and tempering of hand and machine tools. The instruc¬ 
 tion in the machine shop will give the student familiarity with the tools and 
 operations of the modern manufacturing machine shop, by the construction of 
 parts or the whole of a machine and the making of machine tools. 
 
 * * * * * 
 
 The Shops .—The basement of the Mechanics building is occupied by the mechan¬ 
 ical laboratory, machine and vice shop, and wood working shop ; the wing by the 
 engine and boiler room, forge shop and foundry. 
 
 These shops are equipped with tools which represent the best American practice. 
 Each shop will accommodate from ten to twenty students at a time. 
 
 The instruction given is based on the “ Russian System,” in w T hich the leading 
 idea is to teach principles rather than to produce objects of commercial value. It 
 is believed that the greatest progress can be made in a given time by this method, as 
 the student proceeds, by a carefully planned series of exercises, from the simplest 
 to the most difficult operations, learning the process but avoiding the repetition of 
 the ordinary shop. So far as is consistent with this system the work is adapted to 
 parts of some machine or structure in common use, and after finishing the exer¬ 
 cises referred to above, the class will build some complete machine or structure, as 
 a review and application of the preceding work. 
 
 Shop work is required of students in mechanical and electrical engineering, iir 
 division A and B of the special courses in Practical Mechanics, anil carpentry is re¬ 
 quired of students in architecture and civil engineering. 
 
 The engine and boiler room is provided with an automatic cut-off engine of 
 modem type, capable of developing thirty-five horse power. A steel boiler of 
 ample size, furnished with a feed pump and heater, supplies a steam. 
 
 The machine and vice shop contains a speed lathe, ten engine lathes of various 
 sizes, a planer, shaper, universal milling machine, vertical drill press, emery tool 
 grinder, a Brown & Sharp cutter and reamer, grinder, grinding attachment to 
 lathe, benches with ten vice, surface plates, a set of Belt’s standard gauges, taps, 
 dies, reamers, drills, chucks, and other hand tools and accessories for practice in 
 machine, tool and vice work. It contains the milling machine and a tool lathe. 
 
 The shop for pattern making and general wood work contains benches with vices 
 and tools, lathes and lathe tools, an improved universal sawing machine for pattern 
 making, etc., a jig saw, planer, boring machine, grind-stone, and other tools for 
 use in the courses in carpentry and pattern making. 
 
 The forge shop is provided with a portable hand-forge, stationery forges with 
 anvils and sets of tools, a blower, exhaust fans, hand drill press, drills, taps, dies, 
 sledges, swages, a grind-stone and other tools generally in blacksmithing. 
 
 The foundry contains an eighteen-inch cupola brass furnace, core oven, mould¬ 
 ing tools, benches, ladles, crucibles and all of the tools and material ordinarily 
 needed in moulding and casting iron, brass or white metal. 
 
 Regular students pay a fee of three dollars for each term of shop work. 
 
 Drawing Rooms .—The general drawing room is furnished with drawing tables 
 for the use of classes in geometrical drawing. A considerable collection of prints, 
 
366 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 drawings and models, including a full set of Schroeder’s models for descriptive 
 geometry has been made. Two engineering drawing rooms contain tables, cases, 
 etc., for students in advanced work in all the courses of study comprised in this 
 college. 
 
 Adjoining the drawing rooms are “ blue print” and dark rooms fitted with com¬ 
 plete apparatus for duplicating drawings by the “ blue print” process and for pho¬ 
 tography. 
 
 Another dark room exclusively for photographic work has been fitted up on the 
 first floor. * 
 
 Rooms in Pillsbury Hall are equipped with a constantly increasing collection of 
 papier mache models, drawings and charts for use in the instruction in freehand 
 drawing. 
 
 Tlie following statement of the course in practical mechanics shows 
 how in this State University, just as, for instance, in the Spring 
 Garden Institute Schools, in Philadelphia, the practical training of 
 industrial workers is undertaken. 
 
 Practical Mechanics. —Two courses in Practical Mechanics have been estab¬ 
 lished in connection with the Department of Mechanical Engineering, to meet the 
 wants of mechanics. They are: 
 
 A. A two years’ course in shop work, drawing, mathematics and applied me¬ 
 chanics for young men unable to take the full course in mechanical engineering 
 and for those wishing to prepare themselves for positions of trust in shops and 
 factories. 
 
 B. A one year’s course in the care and management of engines and boilers, in¬ 
 tended as a preparation for the examinations of the State Boiler Inspectors and to 
 fit students for the care of steam plants. 
 
 Admission .—Applicants for admission to either course must be at least eighteen 
 years of age, and must pass examination as follows: 
 
 A course: Algebra, Plane and Solid Geometry as for the regular Freshman class. 
 English Grammar and Composition—a practical examination in the use of English. 
 
 B course: Arithmetic, including square root and compound numbers, English 
 Grammar and Composition, as for A Course. 
 
 A course. 
 
 FIRST YEAR. 
 
 First Term. 
 
 Second Term. 
 
 Third Term. 
 
 Carpentry [7], 
 
 Pattern Making [7]. 
 
 Foundry Work [7]. 
 
 Drawing 15]. 
 
 Drawing [5], 
 
 Drawing Machine Details r51. 
 
 Higher Algebra [5]. 
 
 Trigonometry [5], 
 
 Mechanics [5]. 
 
 SECOND YEAR.. 
 
 Vice and Machine Work [7], 
 Mechanism [S], 
 
 Engines and Boilers [5]. 
 
 Forge Work [7]. 
 
 Meek. Laboratory [5], 
 Drawing Machine Details [5]. 
 
 Machine Work [7]. 
 
 Indicators and Engine Tests [5]. 
 Drawing (Designing) [5], 
 
 B course. 
 
 First Term. 
 
 Second Term. 
 
 Recitations and 'lectures on the principles and 
 
 Indicators and engine tests [5]. 
 
 care of engines and boilers [5]. 
 
 Drawing (engines and boilers) [5]. 
 
 Drawing [3], 
 
 Engine running [3], 
 
 Machine work [5]. 
 
 Engine running [5], 
 
 Forge, Vice and Machine work [5]. 
 
MINNESOTA : SCHOOL OF DESIGN AND WOOD CARVING. 367 
 
 The instruction in shop work is given by means of carefully prepared exercises. 
 These exercises are planned wholly with the object of instructing the students in 
 the use of tools, leaving out the idea of construction, except in so far as it may not 
 interfere with instruction. 
 
 The drawing is conducted on the same plan as in the engineering course, the 
 students first using the text book and afterwards varying their work to meet their 
 individual requirements. Thorough drill is given in applied mechanics, mechanism, 
 and simple machine designing, thus giving a two years’ course in mechanical engi¬ 
 neering, avoiding as far as possible the use of the higher mathematics. 
 
 The instruction in the B Course in the care and management of engines and 
 boilers is given by the means of practice in the engine room, under the immediate 
 direction of the engineer. Students in this course are required to kee* record on 
 suitable blanks of the work done by the engine, and of the fuel, water and oil con¬ 
 sumed, and to figure on the cost and relative economy of various fuels and methods 
 of running. The reasons for the regulations, as laid down for running, are explained, 
 and the principles of the steam engine and of the construction of boilers are given 
 in a manner not difficult for one of ordinary intelligence to understand; and finally, 
 tests of engines and boilers are given. 
 
 While the direct interests of industi'ial workers are cared for in 
 the course just described, the artistic interests of the University- 
 students in general, as well of those who may wish to become work¬ 
 ers in the art industries, are cared for in the following department: 
 
 SCHOOL OF DESIGN, FREEHAND DRAWING AND WOOD CARVING. 
 
 The object of this school is to provide instruction to regular University students, 
 and to foster and encourage a taste for and knowledge of industrial art among others 
 desiring special instruction in ornamental design, freehand drawing or wood carv¬ 
 ing. 
 
 A two years’ course in Wood Carving and Design, a two years’ course in Free¬ 
 hand Drawing, and a two years’ course in Ornamental Design are here outlined. 
 
 Wood Carving and Design. 
 
 FIRST YEAR. 
 
 First Term. 
 
 Second Term. 
 
 Third Term. 
 
 Drawing simple conventional 
 forms. 
 
 Carving these forms in low relief. 
 Care of carving tools. 
 
 Drawing from cast. 
 
 Elementary study of historic or¬ 
 nament. 
 
 Modeling from casts. 
 
 Wood finishing. 
 
 Surface Carving. 
 
 Study of natural plant forms. 
 Elementary conventional design. 
 Carving from original designs. 
 
 SECOND YEAR. 
 
 Study of the fundamental prin¬ 
 ciples of design. 
 
 Elementary original composition. 
 Carving in intaglio. 
 
 Advanced design. 
 
 Study of light & shade in crayon. 
 Carving in high relief. 
 
 Modeling in clay. 
 
 Study of historic ornament. 
 Original composition. 
 
 Advanced carving in high relief. 
 
 . Freehand Drawing. 
 
 FIRST YEAR. 
 
 Fast Term. 
 
 Second Term. 
 
 Third Term. 
 
 Outline drawing from geometric 
 solids and other simple forms. 
 
 Cast drawing in outline. Ele¬ 
 mentary freehand perspective. 
 
 Elementary study of light and 
 shade, from the cast in pencil 
 and crayon. 
 
368 
 
 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 Freehand Drawing —Continued. 
 SECOND YEAR. 
 
 First Term. 
 
 Second Term. 
 
 Third Term. 
 
 Drawing from casts of historic 
 ornament and architectural de¬ 
 tails. 
 
 Out of door sketching. 
 
 Elementary study of the antique 
 in outline, and light and shade 
 in charcoal and crayon. 
 
 Study of the full length figure, 
 and animal forms from nature 
 and the ca-t, in black and 
 white and sepia. 
 
 Ornamental Design. 
 FIRST YEAR. 
 
 First Term. 
 
 Second Term. 
 
 Third Term. 
 
 The anatomy of pattern. 
 
 The planning of ornament. 
 Analysis of plant forms. 
 
 Original designs in outline from 
 given motives, in flat, “all 
 over,” conventional treat¬ 
 ment. 
 
 Elementary study of historic or¬ 
 nament. 
 
 Flat treatment of foliage from 
 nature, in colors. 
 
 SECOND YEAR. 
 
 Original colored designs for walls 
 and ceilings. 
 
 Sepia and water color work from 
 nature. 
 
 Designing for prints, book cov¬ 
 ers, relief work, etc. 
 
 Original designs in historic 
 styles. 
 
 Designs for stained glass and 
 woven fabrics. 
 
 Studies from nature in color. 
 
 The courses are as thorough and comprehensive as possible within the limit of 
 the time specified, and are carefully outlined with a view to the harmonious cul¬ 
 tivation and uniform training of the eye, the hand and the mind to work together 
 for the best results. Instruction in landscape drawing will he given to advanced 
 students. 
 
 Applicants for instruction in Ornamental Design are required first to possess a 
 knowledge of drawing equivalent to one year’s work in the drawing course outlined 
 above; which can be taken here (if not previously acquired) before commencing 
 work in the course in Design. 
 
 In the course in Ornamental Design, instruction is first given in the elementary 
 principles of original composition, in their relation to natural growth, as applied tc 
 decorative art, with the intention of fostering originality of thought and individual¬ 
 ity of expression. Students learn from the beginning to produce their own designs 
 in both natural and conventional form, and when they are thoroughly conversant 
 with the principle of natural growth, and when simple forms can be rendered with 
 grace and feeling, the study of historic ornament in relation to different art peri¬ 
 ods will be introduced, embracing the Egyptian, Greek, Roman, Byzantine, Gothic, 
 Renaissance, etc., with their practical application to the construction of original 
 ornament. 
 
 Instruction is given in the theory and application of color to printed and woven 
 fabrics and, when able to do advanced work, students are placed in direct com¬ 
 munication with manufacturers with whom there is a constant demand for good 
 original work and for which remunerative prices are paid. 
 
 In the foregoing special studies each student will be advanced as rapidly as his or 
 her individual talent and perseverance will permit. 
 
 Illustrated lectures are given on the principle of Delineation, Original Ornamental 
 Design, Wood Carving, etc. 
 
 Applicants for admission to either course in this school must be at least fifteen 
 years of age. 
 
Minnesota: school of design and wood carving. 369 
 
 There is, also, in this College, a School of Architecture; an account 
 of which will he given in connection with those of the other schools 
 of architecture, elsewhere in this Report. 
 
 In the programme of courses and studies in the College of Agri¬ 
 culture, Drawing does not appear by name; though in The School of 
 Agriculture, Manual Training is one of the required subjects 
 through Freshman year, in which course, from the following state¬ 
 ment, it appears that drawing enters to some limited extent. 
 
 SHOP WORK AND DRAWING. 
 
 Instruction is given by means of text-books, lectures, and work in the shop and 
 drawing room in the care and use of tools, including setting and filing saws, filing 
 bits, grinding plane-irons, chisels, and other tools ; also in laying out work, framing 
 rafters, braces, stairs, etc. 
 
 Methods of construction are illustrated with models and drawings. 
 
 Various articles for use about the farm are manufactured by the students. 
 
 Designs are made for dwellings, barns, out-buildings and machinery. 
 
 Estimates are made of the amoimts of material and the cost of construction. 
 
 The summary of students shows a total attendance during the 
 year 1891-92, of 1,374; of whom 291, were women. 
 
 The “College of Engineering, etc.,” has 197 students; 44 of these 
 are in the School of Design, and 35 of them, are women. The “ School 
 of Practical Design,” has 45 students, all men. The “College of 
 Agriculture,” has a total of 132 students, all men. “The Faculty 
 and Instructors” of the University number 121. There are 6 other 
 officers. Cyrus Northrop, ll. d., is the President. 
 
 ART—VOL 4-24 
 
CHAPTER XI. 
 
 UNITED STATES LAND GRANT COLLEGES OF AGRICULTURE AND 
 THE MECHANIC ARTS— Continued. 
 
 ANALYSIS OF CHAPTER. 
 
 Page. 
 
 Mississippi!: Agricultural and Mechanical College, near Starkyille. . 375 
 
 Successor to the “College of Agriculture and the Mechanic Arts,” 
 formerly a department of the State University, at Oxford—This de¬ 
 partment, organized in 1872, to receive two-fifths of the annual income 
 arising from the Land Grants of 1862—Three-fifths of this income being 
 given to Alcorn University, an institution for the higher education of 
 colored youth—The act of 1875, divides this income equally between 
 the two universities—In 1878—’79, the Legislature chartered this Col¬ 
 lege, transfering to it the Land Grant fund before given to the State 
 University—Objects of tliis College defined in the law—Farm of 840 
 acres—Drawing taught in the last term of both Freshman and Soph¬ 
 omore years—Catalogue of 1880-81, gives a total attendance of 540 
 students-267 in the Preparatory class. 73 Freshmen and 14 Sophomores 
 —Catalogue of 1891-’92, announces opening of the new “Department 
 of Mechanic Arts”-—Regular College course is four years—Tuition and 
 Room rent free to Mississippi youth—Tuition for others fixed by the 
 Trustees—College under military discipline and all students must 
 wear the uniform—Brief history of the College—Objects defined— 
 Distinctions drawn between modern Industrial Training and the 
 Manual Labor Schools of the past—Mechanical Drawing and Manual 
 Training required studies in the Preparatory Department—Drawing 
 a required study for one term each, in Freshman and Sophomore 
 years—Details of equipment of the new “Mechanic Arts Department” 
 and of the Drawing required—Ample accommodation for the train¬ 
 ing in wood and iron work—JJrawing a required study through the 
 entire course of four years in this Department—Total attendance of 
 pupils for the year 1891—’92, 310 ; 125 of these in the Preparatory De¬ 
 partment—Faculty comprises 18 Profesors and Assistant Professors— 
 General S. D. Lee, President. 
 
 Mississippi: Alcorn Agricultural and Mechanical College, for¬ 
 merly known as Alcorn University, Claiborne County. 379 
 
 Established in 1871, as a State, and United States, Land Grant Institution 
 for the higher education of colored youth—Three-fifths of annual 
 income of Land-Grant fund given to this University, till 1878 ; when 
 the Legislature changed the ratio to one-half—A farm of 295 acres— 
 Catalogue of College for 1880-81, gives three courses of study, “ Agri¬ 
 cultural,” “Literary,” and “Preparatory”—Free-hand Drawing re¬ 
 quired in first term of Freshman year in the first two of these courses 
 only—No other training in Drawing recorded—Formerly in the 
 “Special course in Mechanical Engineering” of the “University,” 
 
 371 
 
372 EDUCATION IN THE INDUSTRIAL AND FINE ARTS* 
 
 Page. 
 
 Drawing was an important study during all the four years—A total 
 of 148 students is given for year 1880-81—Catalogue of 1891-92, 
 greatly improved in its classification of students in classes and depart¬ 
 ments—Besides the four College classes there are three ‘ ‘ Preparatory ” 
 classes, with a three years’ “Academic” course and a two years’ 
 “Scientific” course—Concise historical statement—Copy of interest¬ 
 ing and suggestive list of “ books for general reading” as given in 
 catalogue—Total attendance of students, 276—47 only of these in Col¬ 
 lege Department—Ten Professors and Assistant Professors com¬ 
 prise the Faculty — John H. Burrus, m. a., President. 
 
 Missouri : State University—College of Agriculture and the Mechanic 
 
 Arts, Columbia.—School of Mines and Metallurgy, Rolla . 383 
 
 Income of the United States Land Grant divided between these two 
 Departments of the University of the State—University has nine “Pro¬ 
 fessional Schools ”—Course in Agriculture, two years ; Mechanical 
 Drawing taught in first half of the last year—21 students in 1881-’82— 
 School of Engineering includes four courses; Drawing an important 
 study in each—42 students in this school in 1881-’82—School of Art 
 and Drawing, has a tliree years’ course—140 students of the University 
 in this school in 1881-’82 ; 82 in the School of Mines at Rolla—Total 
 University Students in 1881—’82, 591—Catalogue of 1891-'92, gives view 
 of ruins of main building, destroyed by fire January 9th, 1892—Ex¬ 
 tracts from Report by the Curators to Governor Francis—Professor 
 Riphard H. Jesse, of Tulane University, Louisiana, accepts the Pres¬ 
 idency—Historical statement of the founding and development of the 
 University—Opening of the new school of Mechanic Arts in 1891— 
 Increased facilities offered in the School of Agriculture, owing to the 
 increased United States Land Grant by the law of 1890—Influence of 
 this new School of Manual Training—Equipment of the school—Un¬ 
 usual facilities offered to students, all material free—73 students in 
 attendance—Importance and successof the “Agricultural College”— 
 Liberal appropriations by the Legislature, to replace buildings and 
 equipment destroyed by the fire—Girls admitted to the Academic 
 Department of the University—Twenty years of this co-education— 
 Extracts from the catalogue giving some particulars as to dress reg¬ 
 ulations—A report to the Legislature by the State Curators of the 
 University, dated January 1st, 1893—The economical relations of a 
 University to the State, set forth—The Universities the friends of the 
 Public Schools—The admirable Public School system of Missouri—The 
 Manchester Guardian, (England), on the direct value of University 
 training to our modern civilization—Plea for the new buildings— 
 
 Plan of proposed buildings—Legislature authorized the rebuilding of 
 the University buildings in Columbia—Needs for Library, and for Sci¬ 
 entific Equipment, set forth by the President—Catalogue of 1891-92, 
 gives the number of “Academic Departments” of the University, as 
 14 ; 7 under the head of “ Language,” 7 under that of “ Science”— 
 
 There are also eight “Professional Departments”—The College of 
 “Agriculture and Mechanic Arts ” is No. 1 of the Professional De¬ 
 partments—Origin, Endowment, Equipment, and Courses of Study 
 of this College—Students in 1891-92, 205 —Faculty comprises 18 Pro¬ 
 fessors and Instructors — Edward D. Porter, a.m.,ph.d., Dean—“De¬ 
 partment of Engineering ” at Columbia—General statement of—Three 
 Courses offered—Students, 52—Faculty numbers 12 Professors and 
 Assistants — Thomas Jefferson Lowry, S.M., C. E., Dean. 
 
TABLE OF CONTENTS CHAPTER XI. 
 
 373 
 
 Page. 
 
 Missouri : State University—School of Mines and Metallurgy, Rolla 396 
 Opened in 1871; graduated its first class in 1874—Designed to carry out 
 the expressed will of Congress in the act of 1862—Statement of its 
 equipment—Course of three years—Preparatory Deparment course of 
 one year—A “ Girls Course in Art” of four years ; Drawing a required 
 study throughout this course—Course in “Graphics” detailed—The 
 School of Mines, a high class Institute of Technology ; with five regu¬ 
 lar courses and three “special” courses—Details of instruction in 
 Drawing—Total number of students in School of Mines, 83—Faculty 
 numbers nine Professors and Instructors—ElmoG. Harris, c.E., Di¬ 
 rector of School and Professor of Engineering—Summary of Statis¬ 
 tics of entire attendance of Students in all Departments of the Uni¬ 
 versity—Total number, 714—Total number of Professors and Assis¬ 
 tants, 56—Richard H. Jesse, ll.d., President of the University. 
 
 Nebraska: The University, Lincoln . 400 
 
 The University, chartered in 1869; organized in 1871—The United States 
 Land Grant of 1864, for a University ; and the Land Grant of 1862, 
 formed the endowment of this Institution, which the Legislature 
 authorized the Board of Regents to establish—The University planned 
 to comprise Five Colleges. Only the two first, 4 ‘ The College of Litera¬ 
 ture, etc.,” and “ The Industrial College,” had been opened in 1880-81, 
 when the tenth annual catalogue was issued—The Industrial Col¬ 
 lege includes courses in Agriculture, Practical Science, Civil Engi¬ 
 neering, and the Mechanic Arts—Catalogue of 1880-’81, shows small 
 development of this college with a total attendance of 26 students, 
 of whom 14 are in the “Preparatory course”—Only 5, in all, take 
 “ Engineering”—Tuition is free—There are no limitations as to sex, 
 or race, or residence—A preparatory course of two years fits for 
 each department—Drawing appears as a study in the third terms 
 of Freshmen and Senior years of the Engineering course—A farm of 
 320 acres—A total of 284 students in attendance in 1880-’81; 258 of 
 these are in the Literary College—The faculty number 19 Professors— 
 Catalogue for 1890-’91, shows no addition to the colleges—There is 
 a “ School of Fine Arts” with two divisions; one of “ Music ” and one 
 of “ Drawing, etc.”—An “Elementary Agricultural Course” of two 
 years—In the Industrial College are courses in “ Chemistry,” “ Biol¬ 
 ogy,” and “Applied Electricity”—Total attendance of students, 570- 
 Faculty of Industrial College numbers 28 Professors and Instructors— 
 
 J. Sterling Kingsley, D. SC., Dean.—Faculty of University numbers 
 38. Charles E. Bessey, ph. d., Acting Chancellor. 
 
 Nevada : College of Agriculture, University of Nevada, Elcho.... 402 
 University chartered in 1862, opened in 1874—In 1882 had only a pre¬ 
 paratory school with an attendance of 27 students—No Drawing or 
 Mechanic Arts—Register of 1891-92, shows a Normal School, and 
 College of Liberal Arts ; School of Mines ; School of Agriculture— 
 Drawing is taught in each of these schools—No distinctions of 
 sex, race, or color—Total attendance of students for the year, 163— 
 Faculty numbers 14 Professors and Instructors—Three ladies are in 
 the Faculty—Stephen A. Jones, M. a,, ph.d., President. 
 
 New Hampshire : College of Agriculture and the Mechanic Arts, Dur¬ 
 ham (formerly connected with Dartmouth College, at Hanover). 402 
 
 College organized in 1886, and placed in connection with Dartmouth 
 
374 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 College—A farm of 360 acres, the gift of the late Hon. John Conant— 
 Course of three years—Drawing a required study first term of first 
 year only—Catalogue of 1881-'82, gives a total of 41 students—Ex¬ 
 tracts from circular of 1890, showing development of College—Dart¬ 
 mouth catalogue of 1890- 91, gives four special coursesin the Agricul¬ 
 tural College—Drawing is given great importance in these courses— 
 
 A building for Mechanical Training—Total number of students in all 
 departments of Dartmouth College, 462; 36 of these are in the Col¬ 
 lege of Agriculture—Faculty of Dartmouth numbers 50 Professors 
 and Instructors—Faculty of this College numbers 12, including Pres¬ 
 ident of Dartmouth—Charles H. Pettee, a. m. , c. E., Dean of this 
 College—Connection of this State College with Dartmouth, ended 
 with the close of the Academic year 1890-’91—The late Benjamin 
 Thompson, a resident of Durham, bequeathed a large farm and a 
 large money endowment to this college, provided its connection with 
 Dartmouth was severed, and it was removed to the farm in Durham ; 
 these conditions were accepted—The twentieth Report of the Board of 
 Trustees to the Legislature, January, 1893—Interesting historical 
 statements showing evolution of the college into a high class techni¬ 
 cal school—How Government aid in this case, as in that of Cornell, 
 has stimulated private benefactions—In 1889, course lengthened to 
 one of four years—In 1892, requirements for admission increased— 
 
 Brief biographical notices of the men who have sustained and devel¬ 
 oped the college—Influence of Congressional appropriations shown— 
 United States Experiment Station to be opened in 1893—New work 
 of college proposed when established in its new home—Increase 
 of Faculty already made—Reports of examining committee and 
 suggestions relating to Drawing and Manual Training — Details of 
 courses of study in Drawing and Manual Training—Total attendance 
 of students in 1890-91, 61—Faculty numbers 16 Professors and In¬ 
 structors—Charles H. Pettee, a. H., c. E., Dean and Professor of 
 Mathematics and Engineering. 
 
 New Jersey : Rutgers Scientific School, the State College of Agri¬ 
 culture and the Mechanic Arts, New Brunswick. 415 
 
 A department of Rutgers College organized in 1864, and designated by 
 the Legislature as the State College to receive the income of the United 
 States Land Grant of 1862—Two regular courses of five years—Ex¬ 
 tracts from seventeenth Annual Report—Importance of the study of 
 Drawing—Relation of training in Drawing in the public schools, to 
 higher scientific training—Industrial Drawing defined—Educational 
 value of Drawing—Money value of Drawing to the industries and 
 commonwealth of New Jersey—An attendance of 46 students for 
 the year 1881, recorded—The twenty-seventh Annual Report for 1891, 
 states the passage of a law giving free scholarships for each assembly 
 district—Six courses of study—Drawing required in all courses for 
 first two years—Methods of instruction in Drawing—Total number 
 of students in attendance for the year 1891, 134—The Faculty num¬ 
 bers 36 Professors and Instructors—Austin Scott, PH. D., LL. D., Pres¬ 
 ident and Professor of History and Political Science. 
 
THE LAND-GpANT COLLEGE OF MISSISSIPPI. 375 
 
 Agricultural and Mechanical College of Mississippi. 
 
 The Agricultural and Mechanical College of Mississippi, situated 
 near Starkville, is the successor of “ The College of Agriculture and 
 the Mechanic Arts,” which was originally a department of the State 
 University at Oxford. That department was organized in 1872, in 
 accordance with the United States Law of July 2, 1862, granting 
 land for the establishment in each State of one or more “Colleges 
 of Agriculture and the Mechanic Arts.” 
 
 By act of the Legislature, the income arising from this Land Grant 
 fund was at first divided between the State Uni versify, and the Alcorn 
 University, the latter an institution for colored students, in the ratio 
 of two fifths to the State University, and three fifths to Alcorn. 
 Subsequently, by act of 1875, the interest of this fund was equally 
 divided between the two Universities. 
 
 In 1878-9, the Legislature chartered the “Agricultural and Me¬ 
 chanical College,” and transferred to it that portion of the interest 
 on the Land Grant fund which had, heretofore, been given to the 
 State University. 
 
 This new Institution was organized in obedience to the directions 
 prescribed to the Trustees, by the original act of the State Legisla¬ 
 ture, in accepting the endowment fund from the General Govern¬ 
 ment ; which directed 
 
 The establishment and maintenance of a first-class institution, at which the 
 youth of the State may acquire a common school education, and a scientific and 
 practical knowledge of agriculture, horticulture and the mechanic arts, also the 
 proper growth and care of stock, without, however, excluding other scientific and 
 classical studies, including military tactics. 
 
 They shall regulate the course of study, rates of tuition, management of experi¬ 
 mental farm, manner of performing labor, and the kind of labor to be performed 
 by students. 
 
 As defined in the announcement in the catalogue of the “ objects ” 
 of the College, the education is designed to be practical and indus¬ 
 trial; “ to educate and direct the minds and tastes (of the students) to 
 agriculture, horticulture, care and growth of stock, management of 
 farms, manner of performing labor and the mechanic arts. The 
 College is not to be in the strictest sense either literary, classical or 
 military; but rather a college intended for special technical training, 
 in agriculture and the Mechanic Arts.” 
 
 The college is situated on a farm of 840 acres, near the town of 
 Starkville, Oktibbeha county, on a branch line of the O. and M. 
 Railroad. Suitable buildings were erected and the farm stocked. 
 
 They have provided for a preparatory and Collegiate course, which will afford 
 the youth of the State ample means of acquiring a thorough elementary education, 
 and a scientific and practical knowledge of Agriculture and the Mechanic Arts. 
 
 The College opened October 6th 1880; 354 students lrom all sections of the State 
 have matriculated during the session. 
 
376 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Drawing is taught in the third term of the Freshman and Sopha 
 more classes. 
 
 DRAWING. 
 
 Free Hand .—Walter Smith’s Intermediate Course [is used as a text-book, supple¬ 
 mented with practice in drawing leaves and parts of plants, insects, etc. 
 
 Geometrical .—Use of drafting instruments, mounting paper, projection, isometric, 
 perspective, working plans of farm buildings, etc. Students will be required to 
 present an original plan of farm house or barn at close of course. 
 
 The catalogue for 1880-’81, shows a preparatory class of 267, Fresh¬ 
 man class of 73, and a Sophomore class of 14.— 
 
 The latest catalogue* at hand, announces the recent opening of 
 the “Department cf Mechanic Arts,” which addition to the educa¬ 
 tional facilities of the College, is a decided departure in the direction 
 of the new movement now going on throughout the United States, 
 and chronicled at such length in the present Report. 
 
 The annual income of the College, arising from the 6 per cent 
 Bonds which represent in the State Treasury the U. S. Land Grant, 
 is nearly $5,000. Fifteen thousand dollars of the principal was 
 authorized by the Legislature to be expended in the purchase of the 
 land. The youth of the State are entitled to remain for four years 
 at the College without paying for tuition. Rooms are also furnished 
 free. Students from elsewhere, and citizens in excess of the term 
 of four years, must pay such sums as the Trustees may determine. 
 The College is under military discipline and all students must wear 
 the uniform. 
 
 The following extracts are from the statement of the “Objects 
 and History of the College.” 
 
 The College is on a permanent basis, the Legislature having made ample provi¬ 
 sion for both agricultural and mechanical instruction, both in theory and practice. 
 There are now provided two courses, one in agriculture and another in the mechanic 
 arts, both leading to the degree of Bachelor of Science in the collegiate department. 
 The farm, creamery, stock barns and sheds, gardens and orchards, and shops for 
 instruction in wood and iron and foundry work, being ample for practical training. 
 
 The Trustees have established a Preparatory and Collegiate course, which will 
 afford the youth of the State ample means of acquiring, in accordance with the 
 law, a thorough, elementary education, and a scientific and practical knowledge of 
 agriculture and the mechanic arts. 
 
 The large number of students in attendance each year shows that the College sup¬ 
 plies a long felt want to the people of the State by giving a thoroughly practical 
 education to its youths. It is evident that a large class of our people desire the 
 young men of the State to combine manual labor with literary instruction ; and 
 this is a correct idea where boys are to be educated for industrial pursuits. Train¬ 
 ing of this kind should be in connection with farm and shop work, where indus¬ 
 trious habits may be preserved, or where such habits may be acquired by those not 
 having them already. Study for four years without the habit of manual labor cre- 
 
 * Twelfth Annual Catalogue of the Agricultural and Mechanical College of Mis¬ 
 sissippi. 1891, 1892. Post Office, Agricultural College, Miss. Telegraph and Ex¬ 
 press Office, Stark ville. Miss. Announcement, 1892-1893. Vicksburg, Miss. Com¬ 
 mercial-Herald Print. 1892. Pp. 62. 
 
STATEMENT OF PURPOSE OF THE COLLEGE. 
 
 377 
 
 ates a disinclination for such work, and tends to separate brain work and hand 
 work, giving discredit to the latter. 
 
 The development of our agricultural and mechanical interests necessitates that 
 theory and practice go together in the education of the farmer and mechanic. If 
 this is true of the other professions, why not of the farmer’s? The labor feature 
 corresponds to the technical and expensive instruction that is given at West Point 
 and Annapolis in the numerous drills, encampments, cruises, etc.,—to that given 
 in the hospitals and dissecting rooms of medical colleges—in the moot courts of the 
 law school, and in the field work of the engineer. 
 
 The instruction in the academic and scientific departments is of the highest im¬ 
 portance, and nothing can take precedence over it. The industrial feature comes 
 next, and with it is joined the pecuniary assistance which a student can obtain by 
 his work. It differs from that of the old manual labor school in this: There, the 
 important matter was to work enough to pay all expenses ; the education received 
 was of secondary consideration compared with earning enough money to pay one’s 
 way. The boy who labors most of his time is physically too tired to accomplish 
 much in his studies; whereas moderate labor facilitates study. It is desirable that 
 this feature should be understood in connection with the College. It must not be 
 thought that a boy can work his way through by his labor, and also get a first-class 
 education. It is impossible to do both. He could not accomplish both if he had a 
 school at his very door. A student here has many advantages; lie not only gets 
 his tuition free; but he has an opportunity to work and pay for part of his board 
 by his own labor. At home he would still have to incur the expense of board and 
 clothing—an expense unavoidable in attending school under any conditions. 
 
 In the Preparatory Department “Mechanical Drawing” and 
 “Workshop Principles and Methods” are required studies. 
 
 The Mechanical Department, now fully organized, furnishes a valuable addition 
 to the course of study. By skilled workmen, trained for such teaching, the stu¬ 
 dents are taught the selection, care and use of tools designed for wood work. Fre¬ 
 quent practice in the shops will develop skill of hand and accuracy of observation, 
 resulting in such a love for this work on the part of many, as will, perhaps, lead to 
 their adoption of it as a vocation in life. Shop practice is carried on in the after¬ 
 noons, alternating with work in the field and garden. 
 
 Iu the Agricultural course of the College, Drawing is a required 
 study during the first terms of Freshman and Sophomore years. 
 
 In the new “Mechanical course”, Drawing and shop work are 
 taken in place of the technical agricultural training, otherwise the 
 studies are alike. The following statement shows the equipment 
 for the new course and the special work in drawing required. 
 
 Mechanic Arts. 
 
 Harry Gwinner, Superintendent. 
 
 This department was opened for the reception of students September, 1891. 
 
 A substantial building 50 feet by 100 feet, was erected in May, 1891, and has been 
 fitted up for a thorough course in carpentry, and wood tinning. 
 
 The Mechanical Course is designed to afford such students as have a common 
 school education an opportunity to continue the elementary, scientific, and literary 
 studies, together with free hand and mechanical drawing, while receiving theoret¬ 
 ical and practical instruction in the various mechanic arts, leading to the degree of 
 Bachelor of Science. 
 
 The training here given does not endeavor to train a single set of faculties, but to 
 develop harmoniously all the powers. 
 
378 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 It proceeds upon the principle that the eye and hand should be educated no less 
 than the brain. 
 
 On account of the limited time spent in the shops it is impossible to turn out 
 skilled mechanics, but what the student receives there not only gives him the best 
 practical ideas, but teaches him that manual labor is no more degrading than in¬ 
 tellectual labor and equips him in such a manner that he will experience no diffi¬ 
 culty in selecting the trade that is best for him to pursue. 
 
 The Legislature has appropriated an amount sufficient for the erection of a one- 
 story building, 35 feet by 70 feet, which will be used for a forge shop and foundry. 
 
 A portion of the building now used for instruction in wood work will be used for 
 machine shop work. 
 
 The instruction in shop work consists of a graduated set of exercises so planned 
 as to cover the operations in use in the various trades, and each exercise will cover 
 as much ground as possible in order to avoid undue repetition. 
 
 There are twenty double benches in the wood-working shop each of which has a 
 complete set of tools. 
 
 The first instruction in carpentry and joinery, is in the use of the saw and plane 
 in working wood to given dimensions; and a series of elementary exercises follow 
 in order, such as practice in making square joints, different kinds of dove-tails, the 
 various tenons, roof trusses, etc. 
 
 Wood turning and pattern making succeeds the work at the benches, and sub¬ 
 sequently, the student will make castings from the patterns made while in the wood 
 shop. 
 
 The foundry will have twelve benches to be used by the students in mixing sand 
 and making moulds, and the castings made from these moidds will be used by liim 
 in his vise work. 
 
 The foundry will also contain a cupola, brass furnace, and core oven. 
 
 The forge shop will contain twelve forges with anvils for same, and all necessary 
 tools. The blast for the forges and cupola, will be furnished by a 24-inch blower 
 and all smoke will be taken from the shop by an exhaust fan. 
 
 The work in the forge shop will include the management of the fire, drawing, 
 forming, bending, upsetting, splitting, punching, annealing, tempering, and case 
 hardening. 
 
 The machine shop will have an equipment of six engine lathes, two speed lathes, 
 one planer, one drill press, one shaper, six vises, and a full assortment of taps, dies, 
 and files. 
 
 After the construction of the lathe has been fully explained to the student, he 
 will be taught centering, turning, chucking, reaming, outside and inside screw 
 cutting, and will also receive instruction on drill press, planer, shaper, and vise. 
 He is then required to construct some piece of mechanism in which many of these 
 principles are involved. 
 
 The motive power is furnished by a forty-horse-power engine, and each week a 
 student will be placed in charge of the engineer, and in this way will learn the 
 care and management of the boiler, engine, and pump, 
 
 All work is done from scale drawings made in the school and furnished to each 
 student. 
 
 DRAWING. 
 
 Drawing extends through the entire four years, and is looked upon as of the 
 highest importance and the effort is to make the instruction thorough. 
 
 In the Freshman Class, drawing from copy and lettering will be given. This 
 takes up the copying, direct from drawings, which will be used imtil the copy is 
 finished. 
 
 The lettering consists of instruction in letters of all styles, and the methods of 
 figuring and marking drawings. 
 
EQUIPMENT OF DEPARTMENT OF MECHANIC ARTS. 379 
 
 Later, the work will be orthographic projections and drawings of parts of 
 machines and wood work, which will be used in the shop. 
 
 Sophomore Class .—In this year the work will be drawings of the construction of 
 frames, joints, walls, etc., in architectural work and floor and foundation plans 
 laid out. Instruction will be given in the representation of flat and curved sur¬ 
 faces by means of colors, and also of the materials used in engineering work. 
 
 Problems in descriptive geometry will be taken up and explained. 
 
 Junior Class .—Drawings will be made of epicycloidal and involute gear wheels 
 and racks, pin and bevel gearing, and cams. 
 
 Work will be done on problems of power, transmission by shafting, belting, etc. 
 
 Senior Class .—The first part of this year the work consists of the designing of 
 steam engine valves, and valve mechanism. 
 
 Later, time will be devoted to thesis work, and the student will work on such 
 drawings necessary to show his particular design. 
 
 The mechanical buildings are always open for inspection and visitors are always 
 welcome. 
 
 ******* 
 
 All students taking the Mechanical course are required to work four to eight 
 hours per week in the shops. As this labor is educational no pay is received for it. 
 For all other labor faithfully performed they are paid eight cents per hour. 
 
 The total attendance numbers 310; of these, 125 are in the Pre¬ 
 paratory Department. The Faculty numbers 18 Professors and 
 assistant Professors. Gen. S. D. Lee is the President. 
 
 Alcorn Agricultural And Mechanical College, Miss. 
 
 The Alcorn Agricultural and Mechanical College, formally known 
 as The Alcorn University, occupies the site of Oakland College, 
 which was bought for the new University when it was established 
 in 1871. 
 
 The University received three-fifths of the annual income from 
 the United States Land Grant fund for the establishment of “Col¬ 
 leges of Agriculture and the Mechanic Arts,” the State University 
 received two-fifths, until the ratio was changed by the Legislature, 
 in 1878, and the annual income from that fund was equally divided 
 between the two Universities. 
 
 The college is situated in Claiborne County, four and one-half 
 miles northeast from Rodney, on the Mississippi River. There are 
 suitable buildings and the farm consists of 295 acres of diversified 
 land, “well adapted to the various purposes of a model or experi¬ 
 mental farm.” 
 
 In the regular “Scientific Course” of the University, Free-hand 
 drawing is taught each term of Freshman year; after which, drawing 
 does not appear in the schedule of studies. In the “Special Scien¬ 
 tific Course in Mechanical Engineering,” Drawing is required through 
 the third term of Sophomore year; “ Shading, Tinting, and Drawing 
 from Patterns,” in the first term of Junior year, and “Drawing from 
 Actual Machines,” and “ Designs of Machines,” are required studies 
 in the third term of Senior year.—The catalogue of “the Alcorn 
 Agricultural and Mechanical College for 1880-’81, gives only three 
 
380 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 courses of study: The “Agricultural,” “ Literary,” and “Prepara¬ 
 tory.” Drawing is not a required study in the “ Preparatory,” and 
 only appears as “Free-hand Drawing,” in the first term of Fresh¬ 
 man year in the other two courses. 
 
 There is a total of 148 students.—The catalogue for 1880 -’ 81 , does 
 not show the course, or year, of the student, the names of all being 
 simply arranged alphabetically; so it is impossible to ascertain how 
 many are in the Preparatory, and how many in the College, classes. 
 
 The latest catalogue * has several interesting and original features, 
 and is, in its classification of students, certainly superior to the one 
 from which the foregoing abstract was taken; in that the list of 
 pupils shows both the class, and the department, in which each one is 
 enrolled. In addition to the four college classes, there are “ Junior ” 
 and “Senior” “Preparatory” classes, and a “ Sub Preparatory ” 
 class, which last has by far the largest attendance. There is a Pre¬ 
 paratory “Academic course” of three years; and a “ Scientific Pre¬ 
 paratory Course ” of two years. In the detailed course of study 
 given for all the departments, Drawing is required during each 
 term of the first year in the “Scientific Preparatory Course.” No 
 mention of this study is found in any other department. The fol¬ 
 lowing statement, however, shows that some technical industrial 
 training is to be given, in addition to the opportunities for work on 
 the farm. 
 
 The Carpentry and Painting Departments were opened up last September, and 
 thirty odd students received instruction during the year in the former, while eight 
 were taught in the latter. The Blacksmith Shop will be ready for apprentices in 
 September next. 
 
 The attendance has reached the limit of the accommodations and 
 a new Dormitory building is planned. The frontispiece shows a 
 number of two story houses, with pleasant porticoes and galleries, 
 set in a line, on a pleasantly shaded campus. 
 
 GROUNDS. 
 
 The grounds, comprising something less than 300 acres, with the exception of 
 some 30 acres, more or less not under fence, are about thus divided: 70 acres in the 
 campus, 80 under cultivation, and most of the rest furnishes a very good pasture 
 for the stock. 
 
 The history and resources of the College are thus set forth: 
 
 “ Oakland College” was founded in the interest of the Southern Presbyterians in 
 1828. The grounds and buildings were sold in 1871, when the State became the pur¬ 
 chaser, and dedicated the same, under the name of “Alcorn University,” to the 
 higher education of her colored youth. In 1878, the Legislature reorganized the 
 school under the name, “Alcorn Agricultural and Mechanical College,” the better 
 to comply with the Act of Congress of July, 1862. 
 
 * ****** 
 
 * Catalogue of the officers and students of Alcorn A. & M. College, estside, 
 Miss., 1891-1892, and announcement for 1892-’93. Jackson, Miss.; The Clarion 
 Printing establishment. 1892. Pp. 26. 
 
ALCORN AGRICULTURAL AND MECHANICAL COLLEGE. 381 
 
 The Agricultural Land Scrip Fund, donated by the United States Government to 
 this State, had increased to $227,150, when the Legislature, in 1878, divided it 
 equally between the Agricultural and Mechanical College at Starkville and this 
 College, giving to each $113,575, the interest on which is $5,678.75 per annum. 
 
 All necessary expenses over and above that amount have heretofore been pro¬ 
 vided for by legislative appropriations. 
 
 By Act of the Legislature of 1892, the annual expenses of the College for the next 
 
 two years will be provided for thus: 
 
 Interest on Congressional Land Scrip. $5,678.75 
 
 State appropriations. 2,321.25 
 
 Total. $8,000.00 
 
 In addition to the above, the Legislature granted an especial appropriation of 
 $2,000, to be used in repairing of buildings, etc. 
 
 An additional appropriation of $8,000 was granted by the Legislature to provide 
 more dormitory and recitation rooms. 
 
 By an Act of Congress known as the New Morrill Bill, which became a law Au¬ 
 gust 30th, 1890, and entitled “An Act to apply a portion of the proceeds of the 
 public lands to the more complete endowment and support of the colleges for the 
 benefit of agriculture and the mechanic arts, established under the provisions of an 
 Act of Congress approved July 2d, 1862,” each State and Territory received $15,000 
 from the National Treasury for the year ending June 30th, 1890, received $16,000 
 for the year ending June 30th, 1891, etc., upon condition that in States requiring 
 separate schools for white and colored children, an equitable division of the part 
 received by said States, shall be made for the agricultural and mechanical educa¬ 
 tion of the children of the two races. 
 
 Under that clause of the Act which provides: ‘That payment of such installments 
 of the appropriation herein made as shall become due to any State before the ad¬ 
 journment of the regular session of the Legislature meeting next after the passage 
 of this Act, shall be made upon the assent of the Governor thereof, duly, certified 
 to the Secretary of the Treasury,” the first two payments received by Mississippi 
 have been divided equally between the A. and M. College at Starkville, and Alcorn 
 A. and M. College. 
 
 Hereafter this institution will probably receive something over $10,000 annually 
 from this source. 
 
 As to how the new Morrill Bill Fund may be used, the following, taken from a 
 circular letter sent out by the Commissioner of Education, dated January, 1891, 
 and addressed to Presidents of State Colleges of Agriculture and the Mechanic Arts, 
 etc., will show: 
 
 “In this connection, your attention is respectfully invited to the limitations 
 placed by the act upon the use of the money received, which is to be applied only 
 to instruction in Agriculture, the mechanic arts, the English language, and the 
 various branches of mathematical, physical, natural and economic science, with 
 special reference to their application in the industries of life, and to the facilities 
 for such instruction. It is held by the Secretary that this language authorizes, be¬ 
 sides the payment of salaries, the purchase from this money of apparatus, machinery, 
 text-books, reference books, stock and material used in instruction, or for purposes 
 of illustration in connection with any of the branches enumerated.” 
 
 ******* 
 
 Tuition is free to all Mississippi students, but to all others it is $15 a year in ad¬ 
 vance. Each student, on entering, will be required to pay a doctor’s fee of $2.00, 
 which will entitle him to medical attention during the school year; 50 cents addi¬ 
 tional will be charged for medicine. Board may be had at the Refectory, at $6.50 
 per month, in advance. This includes table-board and washing. 
 
382 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 By working on the farm, or in the shops, as it is needed, most any student can 
 earn about a third of his expenses. 
 
 4 
 
 The last two pages of the cover are so utilized as to add to the in¬ 
 terest and usefulness of the catalogue. On the outside page is a 
 calendar of the scholastic year 1892-’93. The inside page is given 
 half, to concise statements of “ Things worth knowing by every 
 Mississippi Farmer;” and half, to a list of books for general reading; 
 which last, as it must needs be suggestive as to the trend of this 
 educational movement among the colored people of Mississippi, and 
 so can hardly fail of interest, is here quoted at length: 
 
 Students and others have so frequently asked for a list of the best books to read 
 that the following list is given, not as containing all the best books but as present¬ 
 ing a number of good books from which a person fairly intelligent may select what 
 he or she is able to purchase, according to the special object in view: 
 
 A Reference Bible with Maps. A Bible Dictionary. A Concordance. A Dic¬ 
 tionary. An Atlas. Bunyan's Pilgrim’s Progress. D’Aubigne’s History of the 
 Reformation. Ten Acres Enough. Elements of Agriculture. Page’s Theory and 
 Practice of Teaching. Sweet’s Method of Teaching. Self Help, by Smiles. Ten 
 Nights in a Bar Room. History of Civilization, by Guizot. Redpath’s Popular 
 History of the United States. Titcomb’s Letters to young People. Bacon’s Essays. 
 Locke’s Conduct of the Understanding. Green's Short History of the English Peo¬ 
 ple. Sketch Book, by Irving. Utopia. Rasselas. Don Quixote. Gibbon’s De¬ 
 cline and Fall of the Roman Empire. Uncle Tom's Cabin. Last of the Mohicans. 
 The Black Phalanx. Men of Mark, by W. J. Simmons. Rights of a Citizen of the 
 United States, by Tlieo. Parsons. Everybody’s Lawyer. Pryde’s Highways of 
 Literature. Addison’s Spectator. Arabian Nights. Vanity Fair. Adam Bede. 
 Dante (in English.) Robinson Crusoe. David Copperfield. American Humorist. 
 The Poems of Shakespeare, Milton, Whittier, Bryant, Longfellow, and Sir Walter 
 Scott. Manual of Co-operation. The biographies of such Americans as Chas. Sum¬ 
 ner. President Lincoln, President Grant, Henry Clay, Benjamin Franklin, George 
 Washington, etc. 
 
 The total attendance is as follows: 
 
 RECAPITULATION. 
 
 Number enrolled in College Department. 47 
 
 Number enrolled in Preparatory Department. . 50 
 
 Number enrolled in Sub. Preparatory Department. 179 
 
 Total enrollment. 276 
 
 The Governor and Treasurer of the State are, “ex-officio,” mem¬ 
 bers, and the Governor is the President, of the Board of Trustees. 
 
 Ten Professors and Instructors comprise the Faculty. John H. 
 Burrus, M. a., is the President. 
 
THE UNIVERSITY OF MISSOURI. 
 
 383 
 
 The University Of The State Of Missouri, Columbia, Mis¬ 
 souri.—The College Of Agriculture And The Mechanic 
 
 Arts.—The School Of Mines And Metallurgy. 
 
 The income of the United States Land Grant is divided in Missouri, 
 between two Departments of the State University; which has most 
 of its Departments at Columbia, Boone County. “The Depart¬ 
 ments which receive the benefits of the Land Grant Fund, are the 
 Agricultural College”, situated at Columbia; and the “School of 
 Mines and Metallurgy”, situated at Rolla, Phelps County. 
 
 The “ Professional Schools” of the University are nine, viz: “Ag¬ 
 riculture, Pedagogics, Law, Medicine, Mining and Metallurgy, En¬ 
 gineering, Military Science and Tactics, Art, Commercial.” 
 
 The course in Agriculture has been reduced to two years, Mechan¬ 
 ical Drawing is taught in the first half of the last year. There were 
 21 students in 1881-’82. 
 
 The school of Engineering includes four courses, “Civil Engi¬ 
 neering” “Topographical Engineering,” “Surveying and Astron¬ 
 omy” and “Military Engineering.” 
 
 Drawing is of necessity an important study in all these courses, 
 modified somewhat in each to suit the needs of the special course. 
 
 In the report to the President of the University for the year 
 ending June 1st 1882, the Dean of the Faculty says: 
 
 “ Drawing has been made a more prominent feature of the course; 
 and Warren’s entire series of engineering drawing books is now used 
 as the text. McCord, on Mechanical Drawing and Smith on Topo¬ 
 graphical Drawing, are also used as texts.” 42 students were in at¬ 
 tendance in the School of Engineering during 1881-82. 
 
 The School of Art and Drawing had a course of three years. A 
 total of 140 students of the University, are enrolled under this school 
 for 1881-82. The total number of students attending the University 
 for this year was 509. There were, in addition,-82 students in the 
 School of Mines at Rolla, making the total number of University 
 students 591. 
 
 The latest catalogue * at hand has as frontispiece, a view of the 
 stately main building intact; and opposite, a view of the same 
 building in ruins, as left by the destructive fire of January 9th, 1892. 
 The majestic Ionic columns, and the roofless massive walls, all jagged 
 and corroded by the devastating flames, suggest rather the ruined 
 monuments of Italy and Greece, than any modern constructions. 
 The ruins, in fact, in these views, seem grander and more impressive 
 than did the uninjured structure. 
 
 The University was created by the law of February 8th, 1839. 
 The site in Columbia, selected June 24th of the same year, and the 
 completed building was opened for academic purposes April 14th, 
 
 * Catalogue of the University of the State of Missouri. Fiftieth Report of the 
 Curators to the Governor of the State. 1891-1892. Pp. 149. i. n. 
 
384 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 1841. “ The College of Agriculture and Mechanic Arts, and the 
 
 school of Mining and Metallurgy, were made a department of the 
 University by act of February 24th, 1870.” 
 
 In the Report made by the Curators to Governor Francis, “for 
 the year ending June, 1892”,—after the expression of their gratifica¬ 
 tion in having secured the year before, the acceptance of the Presi¬ 
 dency of the University by Professor Richard H. Jesse, of Tulane 
 University ; whose administration thus far, they pronounce a great 
 success,—the present prosperity and future prospects of the Uni¬ 
 versity are thus set forth: 
 
 The popularity of the work of the University, and its signal success, as evidenced 
 by the increased attendance at this session, is matter of pride, not only to the man¬ 
 agement, but also to all the people of the State. Missouri, now more than ever, is 
 devoted to the interests of higher education. The hearts of the people beat in unison 
 with the desire for a grand institution of learning that shall give unexcelled power 
 for development and progress, and shall be their crowning glory in the Mississippi 
 valley. They have lifted the University to its legitimate legal status of the first 
 institution in the State. They have made it the State University. They have 
 entered upon the policy of endowing it, and they recognize their duty and interest 
 to maintain it liberally and suitably. They, therefore, have a right to expect an 
 expansion proportionate to the effort being made. Such has been the case. The 
 growth of the institution in every respect is encouraging. The number of students 
 at this session is 031, being 51 more than any previous year of the fifty-three years 
 of the University's history; and in our opinion, but for the burning of the main 
 building in the midst of the session, the number of students might easily have 
 reached 700. With a continuance of the present vigorous policy by the State and 
 the University itself, when the new buildings are erected and properly equipped, 
 there appears to be no reason why the student corps should not in a brief time attain 
 to twelve or fifteen hundred. The State of Missouri, by her situation and natural 
 advantages, with the noble character and public spirit of her people, deserves this 
 splendid accomplishment, and it is the ambition of all connected with the immedi¬ 
 ate control of the University to attain this end. Missouri should never pause for a 
 moment in her onward movement, until none can mention her name or celebrate 
 her glories without giving first thought and consideration to her great University. 
 For at last it is great minds that most adorn a state, and elevate it far above the 
 grandeur, fruitfulness and beauty of nature in the achievements of history and per¬ 
 manent beneficence of true glory. All experience carries this testimony. Intelli¬ 
 gence discounts nature. A country is known by its men. The university is the 
 creator of power—the power of thought—and elevated thought is the inspirer of 
 sublime conduct. A country without great schools is incapable of lofty enterprise, 
 and buries its annals with its years, leaving neither name nor memories to redeem it 
 from oblivion. 
 
 An historical statement of the founding of several departments in 
 their order of installation, is given as follows; and the opening in 
 1891, of the new school of Mechanic Arts, thus announced: 
 
 ACTS OF CONGRESS JULY 2, 1862, AND AUGUST 30, 1890. 
 
 By the land grant act of the United States of July 2, 1862, the equivalent of 
 330,000 acres of land was donated to the State for the purpose of establishing an 
 Agricultural College, embracing instruction in agriculture, military science and 
 tactics and the mechanic arts. It was intended that the proceeds of this grant 
 should be used only for maintenance, and that the State should supply the build¬ 
 ings and equipment. The State, by act of the General Assembly, accepted this trust 
 
MISSOURI : THE SCHOOL OF MECHANIC ARTS. 
 
 385 
 
 and assumed entire control of the trust fund. By act of the Legislature of Febru¬ 
 ary 24, 1870, the Agricultural College, with the School of Mines and Metallurgy, 
 was established as a department in the University. At a later period the Military 
 department was developed, and under the patronage of the State, and presided over 
 by able and accomplished officers of the United States army, detailed by the Secre¬ 
 tary of War, is most successful. In this the design of the United States has been 
 fully accomplished. 
 
 But the School of Mechanic Arts has been for nearly thirty years wholly neg¬ 
 lected by the State, it having made no provision whatever for its institution or sup¬ 
 port. But by act of August 30, 1890, the United States Congress made further and 
 liberal provision for the Agricultural College. This act yields an annually increas¬ 
 ing amount from $15,000 in 1890 up to $25,000 when the latter sum became a fixed 
 annual income. Of this amount Lincoln Institute receives a part, in the ratio of 
 the colored children to the white children of the State. The School of Mines at 
 Rolla, as a part of Agricultural College, receives 25 per cent, and the remainder 
 goes to the Agricultural College at Columbia. By means of this unexpected income, 
 without any aid from the State, the Board have been enabled to establish and put 
 in operation in the Agricultural College at Columbia the Normal department, the 
 Commercial department, the Department of History and Political Economy, and 
 also a 
 
 School of Mechanic Arts; or, Manual Training School. 
 
 This latter deserves an emphatic notice. It is an entirely new feature in univer¬ 
 sity work. The first Manual Training School established in the United States was 
 due to the thought of Dr. C. M. Woodward. It is a part of Washington University, 
 at St. Louis, and he is its present Dean. The fame of that school is national, and 
 Dr. Woodward is everywhere recognized as the originator of the system. As a 
 member of the Board of Curators, he has taken a deep interest in the organization 
 of the Manual Training School in the University. This in itself is a guaranty of the 
 very best form. And he has stated that it Is as well equipped and ably conducted, 
 so far as developed, as any school of its kind in the country. 
 
 On the 3d day of June, 1891, Prof. C. W. Marx was elected by the Board Superin¬ 
 tendent of the school, who gives instruction in the theories pertaining to his depart¬ 
 ment, and also superintends the manual work. Prof. C. B. Rearick is instructor 
 in drawing. 
 
 About five thousand dollars have been expended in equipping this department. 
 It was first located in the basement of the west wing of the main University build¬ 
 ing, and was burned out. Most of the equipment, however, was saved, and the 
 school is now conducted in a leased building. A separate and suitable brick building 
 will be erected on the campus this summer, ample for ts accommodation and free 
 development. 
 
 THE INFLUENCE OF THIS SCHOOL UPON THE STUDENT. 
 
 The course in this department is intended to cover four years, and embraces four 
 rooms or stages of progress, viz.: plain wood-work or joinery, wood turning, work 
 in cold iron and the forge-room. It is no part of the scheme to manufacture any¬ 
 thing for commerce, but to give practical instruction to the students in drawing 
 and in the use of tools of every kind, and in the construction of all the forms and 
 patterns of wood and iron work. Thus are educated together in the most natural 
 and easy way the brain, eye and hand, developing at once the sense and method of 
 useful form, and evolving ideas, mental conceptions and intellectual processes 
 into the material of practical life. The scholar is also a mechanic. While he 
 thinks, action is present. While he studies, he learns to do. He comprehends the 
 necessity of mental and physical cooperation as equal elements of success. He 
 creates or preserves habits of industry. He prepares to help himself in after life as 
 occasion requires. He is rendered independent. This condition makes him con¬ 
 fident and self-reliant. Gradually it dawns upon him that study and toil are only 
 ART—VOL 4 - 25 
 
386 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 different applications of the same intelligent force, of like merit, and worthy equal 
 honor. Thus the first principle of good citizenship impresses itself upon him. 
 Every one must do something “ to earn a night’s repose.” He perceives that an 
 idle philosopher is not so valuable to society as a chimney-sweep, and that truth 
 dormant and inactive, however great, is ot less value than junk or old rags on the 
 way to market. 
 
 The workers move the world to-day. All the mighty forces that once poured 
 through the gates of civilization in ruinous war are now engaged in wonderful 
 competitive activity in commerce, construction, art and manufacture. The man 
 that can think and do in this age must surpass the man trained to think but not to 
 do. The hand of industry is every hour growing into greater comparative impor¬ 
 tance. Hitherto it has been committed for instruction to the minor schools and to 
 tradition. It was deified a position by the side of the professions. Now the spirit 
 of the age calls the industrial pursuits into the halls of the university, and crowns 
 the hand of toil and the implements of industry with the same honor in which it 
 clothes the bar, the bench and the forum. Thus passes away the cruel and bar¬ 
 barous period of personal preference, based on no merit but the accident of birth or 
 calling—a monstrous imagination that has harassed and oppressed nine-tenths of 
 mankind for centuries. 
 
 Seventy-three students have this year entered the Manual Training School, and a 
 w r ant of room prevented a greater number. The bonnty of the General Govern¬ 
 ment enables us to deal liberally with this department. There are no special charges 
 for anything. Paper, pens, ink, drawing instruments, desks, models, wood, lum¬ 
 ber, tools, work benches, metals, supplies, forges, and all the necessary and costly 
 machinery and outfits, are furnished every student without cost, just as scientific 
 instruments, maps, charts, technical books and suitable equipment are furnished 
 to other departments. A substantial building, designed with special adaptation to 
 the uses of this department, will be a strong feature upon the campus. This will 
 be erected from means supplied by the State. Thus the State and Nation join in 
 welcome of the industries to the home of the classics and sciences. 
 
 The Agricultural Building fortunately escaped destruction and 
 this college, with its comprehensive departments, is recognized as a 
 very essential member of the University. 
 
 The Agricultural College. 
 
 From what precedes, it is evident that the Agricultural College in the University, 
 embracing the School of Mines at Rolla, the Military, the Mechanic Arts and the 
 other important schools mentioned, with yet capacity for still greater enlargement, 
 and having at the same time control of the farm, the Horticultural department, 
 and the Experiment station with its revenues, constitutes a strong element in uni¬ 
 versity organization. The Curators have given it special consideration in the 
 endeavor to foster its highest interests and bring to its support the popular favor 
 its importance and merit demand. In a prominent position npon the campus it 
 has a commodious budding for its own special uses, heated by steam and hot air, 
 repaired and improved throughout during the present year at a cost of over $6,000, 
 newly equipped for its work and elegantly appointed in every part. It wholly 
 escaped injury by the fire. To-day the Agricultural College building stands alone, 
 but soon will be one of a group of modern buildings, erected like itself for the spe¬ 
 cial use of the several departments, and standing coequal with engineering, phys¬ 
 ics, medicine or law, and having an income greater than any other department. 
 Seventy-one students, professional agriculturists, have this year entered this depart¬ 
 ment, and are pursuing a special and technical course of study to equip themselves 
 for their life work, in like manner as medical or law students, either of which 
 schools they excel in number. 
 
MISSOURI: THE AGRICULTURAL COLLEGE. 
 
 387 
 
 The Agricultural College is succeeding far beyond expectation in its own special 
 work and professional course; and when it is allowed that by legal association and 
 community of organization and support from the same fund, there are due to it 
 the courtesies of the School of Mines, the Military School and School of Mechanic 
 Arts, its interests, power and influence as compared with the other departments 
 are imposing and of wide range. In former years it has been impeded for lack of 
 sufficient means to meet its necessities, the physical sciences being very expensive 
 as compared with the classics and similar learning. But for the present the income 
 of the Agricultural department is deemed ample for the pay of its professors and 
 for all the “facilities for instruction,” to which uses alone it is limited by law. It 
 will therefore be inexpensive to the State, except foi^ buildings and fixtures. 
 
 It is our opinion that time will prove the wisdom of associating together all these 
 departments of learning and building up one great University, instead of dissipat¬ 
 ing the energies of the State at far greater cost and loss of that massive effect pro¬ 
 duced by a giand unity, which is in itself a mighty influence over the imagination 
 in fixing the attention, inspiring ambition, creating energy, exciting enthusiasm 
 and impressing every one with the earnestness, zeal and self-respect that spring 
 from the combined power of all. Besides, all learning is of the same nature, all 
 truth is of the same essence, and all students far into life pursue the very same 
 studies and investigations. Only when the practical demands for business and 
 subsistence begin to press do they differentiate into law, agriculture, mechanics, 
 medicine and the various specialties. Moreover, the association of all the schools 
 multiplies the influence and benefits of each, and through acquaintance and friend¬ 
 ship draws together the young men of the State, producing a good understanding, 
 obliterating local prejudices and follies of business distinction, and creating a spirit 
 of toleration and mutual self-respect. Agriculture, far from suffering by this asso¬ 
 ciation in the University, must itself, by the inherent purity, beauty and beneficence 
 of its learning, in which is nothing evil, tend to the advantage of all other depart¬ 
 ments, and they have a deep interest in its permanent presence upon the campus. 
 
 The burning of the main building is referred to as a matter of 
 history; and details are given of the prompt action of the legislature 
 and of the public spirit and generosity shown by the people of Co¬ 
 lumbia, in supplementing the State appropriation. 
 
 “The 36th General Assembly” made immediate provision for the 
 needs of the University by creating a building fund of $237,000. The 
 plans for the placing of the new buildings are already decided upon. 
 
 The buildings will be erected upon a quadrangle extending lengthwise from north 
 to south, and being 800 feet wide—the west line facing with the east wall of the 
 Agricultural College building, which will form one of the group, and which is 
 really the initial point determining the position of the other buildings. 
 
 The new main building will stand to the south of the position of the old one and 
 at the head of the quadrangle facing north. The main building cannot be erected 
 at present. It is estimated that it wall cost $300,000, and the 37th General Assem¬ 
 bly will be asked to appropriate that amount for the purpose. No plans, however, 
 have been drafted for this building. 
 
 The building of six other buildings are authorized; among them 
 is one for the Manual Training School. 
 
 An insurance of nearly $150,000, on the main building and the 
 library and apparatus, is fortunately available for the creation of 
 new collections of books and instruments. 
 
 Girls are admitted to the Academic Department of the University. 
 
 The following paragraphs from its catalogue, relate to their student 
 
388 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 life; the provisions regarding dress are not devoid of interest. One 
 wonders whether, sometimes, some fair student has not risked “ten 
 demerits a day” for some favorite hat. Can it he, that the innocent 
 coquetry of the sex, has been here wholly eliminated? 
 
 Young Women. 
 
 (Mrs. J. P. Royall in charge.) 
 
 It is now twenty years since the University was opened alike to both sexes. The 
 number of young women matriculating has increased steadily from year to year, and 
 now exceeds one hundred. In this University, as in so many others, co-education 
 has thoroughly approved itself, and is now passed quite beyond the stage of experi¬ 
 ment. Large liberty is allowed in the selection of studies, but the same demands 
 are met by all members of the same class, and the young women often distinguish 
 themselves in the severest subjects. The lady in charge, whose chief duty it is to 
 chaperone her wards, extends to them at all times the friendliest counsel and sym¬ 
 pathy, and every other provision is made for their health, comfort, convenience and 
 improvement. While no such educational advantages for young women are to be 
 found outside of a University, the expense is even less than at ordinary schools for 
 girls. 
 
 DRESS. 
 
 A simple uniform, becoming to all young women, is particularly desirable for 
 students, as it not only economizes time, money and attention, but also identifies 
 them, outwardly, with the University, while at the same time it abolishes in a 
 measure the distinction of rich and poor. Accordingly the following has been 
 adopted as the attire of matriculates for every day, regular and special holidays 
 excepted: 
 
 A walking suit of black cloth with black trimmings. During the first month of 
 the first semester and the last month of the second semester, a white basque or 
 waist may be worn instead of a black one, The hat must be black, but its shape 
 and material are left at discretion, except that ornamental trimmings, such as 
 flowers and feathers, are forbidden. The rule of the Faculty, authorized by the 
 Board of Curators, prescribing this uniform, is enforced by a penalty of ten demerits 
 for each day's violation of it. 
 
 LITERARY SOCIETIES. 
 
 Of these, there are two, the Philalethean and the Thalian. Both have large mem¬ 
 bership, and afford the young women ample opportunity for culture in forms of 
 discipline, such as the composition and presentation of addresses, orations, essays 
 not especially provided for in the ordinary curricula, and of these opportunities they 
 have not been slow to avail themselves. „ 
 
 In the new University buildings there will be made the most complete and perfect 
 provision of society and study halls and other apartments for the young women. 
 
 A Young Woman’s Christian Association recently organized with a large active 
 and associate membership is doing an earnest and zealous work, sure to be crowned 
 with beneficent results. All the professional departments of the University are 
 open to young women. 
 
 The latest official publication by the authorities of the University, 
 is the Biennial Report made by the Curators to the General Assem¬ 
 bly under date of January 1st, 1893.* 
 
 * Biennial Report of the Board of Curators to 37th General Assembly for the two 
 years ending December 31, 1892. Jefferson City, Mo. Tribune Printing company, 
 State Printers and Binders. 1893. Pp. 107. 
 
UNIVERSITY OF MISSOURI-WOMEN STUDENTS. 389 
 
 This is subsequent to that made by them to the Governor, which 
 accompanies the catalogue already quoted. 
 
 The urgency of the need of generous state support to the Univer¬ 
 sity—caused by the disastrous conflagration of January 9th, 1892, in 
 ' which the great main building was destroyed; together with the 
 valuable libraries and scientific apparatus, so indispensible to the 
 methods of modern education—affords to President Rothwell, of the 
 Board of Curators, a fit opportunity, not only for urging upon the 
 attention of the Legislators of the State, the present exceptional needs 
 of the Institution; but, also, for emphasizing the value and impor¬ 
 tance to the State of a true University. 
 
 These statements of the vital connection which exists between the 
 University and the public schools of the State; and the defining of 
 the essential parts which go to the making of a true University; are 
 of weighty import to all American communities, and are well and 
 clearly put. 
 
 In speaking of the University in its economical relations to the 
 State, he says: 
 
 THE UNIVERSITY IN STATE ECONOMY. 
 
 There are four essential elements of University success and usefulness, viz.: 
 Faculty, buildings, equipment and students. Of these, the corps of instruction is 
 first in order and force. High character, strong intellect, comprehensive, accurate 
 learning, practical wisdom, correctness of purpose and sincere love of their work 
 are the qualities demanded. The selection of the professors must depend upon the 
 good judgment of the managing authority, with the means placed at their disposal. 
 In selecting a faculty, it has been the aim of the Curators to make such a reputa¬ 
 tion for the University that a professorship in any of its departments shall be not 
 only a guaranty of intellectual force and scholarship, but, what is of far greater 
 moment, evidence of moral worth and irreproachable character. Should any fail 
 in this regard, it would be a cause for displacement without hesitancy. Our pres¬ 
 ent Faculty we believe worthy the utmost confidence. They are presided over by a 
 president of the most eminent moral qualities and irrepressible intellectual force; a 
 man of noble character, high sentiment, broad views of life and destiny, and under 
 all conditions guided by the greatest of all purely mental endowments, good com¬ 
 mon sense. The Faculty are able, learned and laborious. Amid the wreck and 
 waste of the fire, in rented rooms and with depleted accommodations, they, by their 
 combined effort and great excellence of work, have kept the University intact and 
 helds its student corps to a higher number than when the great main building stood 
 with all its comforts, conveniences, equipment and libraries. Facts are better than 
 words. No commendation could add to the testimony of these results. They fully 
 justify the State for the outlay it has made or may make in supporting their en¬ 
 deavors by providing amply all needed facilities. To supply buildings and equip¬ 
 ment is the office of the State, and this duty will be discharged according to its 
 ability and its appreciation of higher education. Students in any number will not 
 be wanting where the conditions are equal to the necessities of modern education. 
 There is no investment which a State can make equal to a great University. There 
 is no advantage to a people so noble in itself, so grandly enduring in results, so far- 
 reaching and irresistible to influence. It is at once a monument to constitutional 
 vigor and character, and a mighty controlling power. A University is the labora¬ 
 tory of the highest thought, the training school of genius. It gathers together and 
 utilizes the mind-power of a people, conferring upon it the strength of trained 
 
390 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 exercise, the momentum of a compact moving body, the readiness of practical and 
 accurate drill, the armor of broad and liberal learning. 
 
 WHAT THE UNIVERSITY DOES FOR A STATE. 
 
 The most real wealth of a State is cultivated intellect, neither diminished by use, 
 damaged by fire nor wasted by flood. The University supplies to the State an 
 accumulation of mental equipment and reserved power ready for any emergency 
 of statesmanship, war or scientific application; and this necessity for provident 
 preparation is constantly growing. The State which neglects it must eventually 
 yield to that which supplies it. True, here and there some great minds have and 
 will continue to develop without special training; but these are exceptions, and 
 even in these isolated cases it will be found that such minds are the production of 
 the institutions under which they live. Taking no notice of the forces in society 
 that have strongly impressed and characterized them, they are considered self- 
 made; but they are the genuine offspring of their time. The prepotency of racial 
 features and political, moral and intellectual conditions and natural environment 
 are too often in these cases overlooked. 
 
 The influences of universities are not alone direct upon their students, but also 
 strongly indirect upon the people. They exercise a potent secondary influence 
 almost boundless in its beneficence. Through the popular love of the land they 
 mingle the strength, precision and ambition of a higher education. They thus up¬ 
 hold the purpose of the people, and stimulate them to more thorough mental prep¬ 
 aration in reading, study and attention to greater problems in government, business 
 and scientific methods. 
 
 The sciences are now everywhere regarded as the friends of the most common 
 and practical concerns of every-day life. They are no longer confined to the lab¬ 
 oratory as curiosities of the few, but have gone out to the shop, the field and the 
 factory. The university is the demonstrator and teacher of their uses; the people 
 are the recipients of their benefits. The light which the university spreads is dif¬ 
 fused for all. It reaches with gentle touch every shady place in life. 
 
 THE UNIVERSITY AND THE PUBLIC SCHOOLS. 
 
 The universities are the steadfast friends of the public schools. Thomas Jefferson 
 created the University of Virginia; he also was the author of the school system 
 of Virginia. The interest of the University and the public school is one. They are 
 complements the one of the other. They cannot be divorced without immediate 
 and permanent injury to both. In our constitution they together constitute the 
 public school system. Both are made subject to the same State control and entitled 
 to the same conscientious care and adequate support. The university and the public 
 school in Missouri are of the same blood. They differ only in their offices. The 
 university is not an interest separate from the popular interest. Its teachings are 
 not contrary to the truths taught in the public school. All truth is of one essence 
 and agrees with itself. The public schools deals with facts and elements, the uni¬ 
 versity with the reason and principle of things, and scientific investigation and 
 experiment, whereby the bounds of human knowledge are enlarged for all, finding 
 its speedy way into the smallest concerns of practical life. This is now the best 
 thought of the civilized world. In Germany her great universities at Berlin, Leip- 
 sic, GottingeA and Strasburg are not more distinguished for higher learning than 
 are her minor schools for efficiency and usefulness among the people. And who 
 for a moment would assert that Cambridge and Oxford had been detrimental to 
 the commons of England, two forces that more than any others have supported the 
 English dominion by endowing the English mind ? For these two universities it is 
 claimed that “they carried the English flag around the world.” 
 
 With equal pride all Americans regard Yale, Harvard, Dartmouth, Bowdoin or 
 Princeton, and shall not Missourians love and cherish their University, now rapidly 
 
PUBLIC SCHOOLS AND THE UNIVERSITIES. 391 
 
 growing in power and usefulness ? Certainly Missourians cannot be so short-sighted 
 as not to do all they can for so grand an interest. 
 
 Their public school system is unsurpassed on the continent. They will make 
 their University correspondingly great and successful. In every age great scholars, 
 profound thinkers, overmastering intellects, wonderfully accurate scientists and 
 ingenious inventors are a necessity, but especially so in this age of surprise, newness 
 and mighty progress. The energies with which the world once wasted itself in war 
 are now turned to intellectual dominion and the triumphs of learning. It is not the 
 mighty tread of nations sounding along the highway that leads to conquest now, 
 but the silent hosts of thought and the viewless march of mind. The camp of civ¬ 
 ilization is pitched in the lecture room and in the laboratory. The standard of the 
 university is set up where once the eagles of the Legion stood. 
 
 In this connection the following words in a leading English Pa¬ 
 per, (The Manchester Guardian of May 29th 1893), commenting upon 
 Monsieur Lippmann’s remar’kable success in Photographing colors, 
 furnish strikingly corroborative testimony to President Roth well’s es¬ 
 timate of the value of University Training in our modern civilization. 
 
 Speaking of this final conquest of nature so long and earnestly 
 sought ever since Daguerre first taught man to force the sun to make 
 his pictures, the Guardian says, speaking to an English audience : 
 “ The discovery itself was no matter of chance; its author, who has 
 long been known for his remarkable researches in pure science, 
 foresaw it as a necessary consequence of scientific theory. We can¬ 
 not refrain from pointing a moral realized abroad but not yet here. 
 The majority of really fruitful discoveries in chemistry and physics 
 come not from the so called practical man nor the half educated 
 pupil of a lad’s technical school, but from the brains of those who, 
 like a Kelvin, a Lippmann, or a- Perkin, have mastered the most 
 abstruse principles of their science. It is on our Universities, and a 
 half dozen first-class technical schools, that we must spend our money 
 if we would see it bring in any serious return. It needs little im¬ 
 agination to perceive the value of a discovery like M. Lippmanns, 
 which widens so immensely our artistic and our scientific horizon. 
 All Englishmen will join in congratulating the Physicist capable of 
 such an achievement.” 
 
 A New Main Building a Necessity. 
 
 The President, makes the following plea for the rebuilding of the 
 Main Building: 
 
 Missouri has done much for her University, both in endowment and buildings. 
 She has laid the groundwork for a great institution. But it is an enterprise that 
 never ceases. It would be a pity if it did cease to press, by its active demands upon 
 the State. Neither have we yet recovered from the losses by the fire. The most 
 primary need of the Univei'sity just now is a main building. It should be provided 
 for at once. The University work can scarcely progress without it. Indeed with¬ 
 out it a large part of the work must break down or go in a very crippled condition. 
 The Curators have considered the subject, and, though not adopting certainly, yet 
 have very much approved a certain plan. This is estimated to cost for building 
 and equipment $300,000. If this building should be provided for, the united ca¬ 
 pacity of all the buildings would, it is thought, be sufficient to care for easily 1,200 
 
392 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 students. It is a crisis with the University. It is undoubtedly in a very prosperous 
 condition. But hope is a strong element in its present success. The students be¬ 
 lieve their present awkward situation will be relieved by the erection of the main 
 building. They have faith in the State's good purpose to provide liberally for them 
 in this respect. Should they be disappointed there is no foreseeing the result. It 
 could but be unfortunate. If this main building is supplied at this time, the suc¬ 
 cess and steady progress of the University is secured for the future. There can be 
 no doubt on this point. The institution would be one in which every Missourian 
 might well feel a just pride. Its influence in enlarging, broadening, strengthening 
 and equipping the mind of the youth of the State for the great and serious work of 
 life would be incalculable. The matter is committed to the General Assembly in 
 the earnest hope that they may have the means for this grand purpose. 
 
 The sum of 236,577 was appropriated by the Legislature March 
 24, 1892, for rebuilding at Columbia; provided the citizens would 
 pay $50,000 to the Curators for the same purpose; and would further 
 comply with specified demands as to water supply and protection 
 against fire. These demands having been met, the following plan 
 was adopted. 
 
 KIND OF BUILDINGS. 
 
 Two courses of action seemed from the beginning open to the Curators, viz.: to 
 erect a main building, or to erect a number of department buildings. On consid¬ 
 eration it was ascertained that the amount appropriated was insufficient for the 
 erection and equipment of a main building with any fire-proof qualities, and further, 
 that greater accommodations could be secured, and more pressing wants met for 
 the present, by several structures than by one; therefore, after mature considera¬ 
 tion, it was determined to erect a system of department buildings. 
 
 In devising the system, the whole subject and all the conditions were thoroughly 
 canvassed, and future buildings and improvements considered, so that convenience 
 and economy might be secured and harmony of design attained now and hereafter. 
 The number and capacity of the present buildings of course would be limited by the 
 provisions of the act, which required that no building or buildings should be begun 
 which could not be finished within the appropriation. It was found possible under 
 this limitation to erect six buildings, viz.: a boiler and engine house for heating and 
 power, a Manual Training building, a Physics and Engineering building, a building 
 for Biology and Geology combined with a Museum, a Chemical Laboratory and a 
 Law building. A comprehensive campus plan was surveyed and adopted upon the 
 idea of a quadrangle or elongated court, 300 feet wide from east to west and extend¬ 
 ing from north to south. The new buildings are arranged on each side of the 
 quadrangle, the Agricultural college building being one of the group. Future like 
 buildings can be in harmony with them. It is the design to place the main building 
 at the south end of the quadrangle when it shall be erected. The magnificent and 
 imposing columns of the old building stand in the center of the court, and will be 
 left standing—a sacred ruin and a sad memorial to the lives of the old students, a 
 monument of progress to the new. When the legislature shall provide the means, 
 the court will be cleared and graded and put in tasteful harmony with all the sur¬ 
 roundings, new and old. 
 
 The Manual Training Building to be completed in February, 1893, 
 is thus described: 
 
 MANUAL TRAINING BUILDING. 
 
 The Manual Training building has a frontage of 108 feet by a depth of 117 feet. 
 It consists of two stories and a full basement. It has six shop rooms 40 x 40 feet; 
 an exhibit hall 25 x 40 feet; two offices 16 x 18 feet; one drawing room 40 x 40 
 
UNIVERSITY OF MISSOURI. 
 
 393 
 
 feet; two class-rooms 18 x 22 feet, besides store-room, engine-room, lavatories, etc. 
 The driving power of the machinery is a 90-horse power Corliss engine. * * * 
 When in full operation it will accommodate 400 students by classes, 24 in a class, 
 and two hours to a class each day. 
 
 Besides his plea for a new main building, the President sets forth 
 the absolute demand for Library and Apparatus: 
 
 THE LIBRARY. 
 
 The University ought in the next ten years to contain 50,000 volumes. Books 
 are the student’s implements. He toils with books. He lives, grows, expands by 
 books. His companions are books. He is never educated till he learns to love 
 books. He is never prepared for the intellectual contests of life until he is 
 thoroughly equipped with the knowledge of books. The student must have books. 
 If his own State does not furnish them, he will go elsewhere where they do abound. 
 There cannot be a great University—indeed there cannot be any University at all— 
 without a great library. We ask but a small appropriation for this purpose, but 
 the Legislature ought to go beyond it, and not postpone for years a good which the 
 present so imperatively demands. 
 
 SCIENTIFIC INSTRUMENTS. 
 
 ******* 
 
 The modern sciences cannot be efficiently taught without proper equipment. 
 The sciences are not only intellectual and theoretic ; they are likewise material and 
 practical. They deal with facts as well as ideas. Their conceptions are evolved in 
 the exercise of delicate and dangerous powers, intimately connected with the busi¬ 
 ness, commerce, travel, construction, manufacture, production, health, happiness 
 and progress of the world. The student of the sciences goes directly from the class¬ 
 room and laboratory to the application of his thoughts to the material wants and 
 vast complicated industries of mankind. He is trusted on his diploma, without 
 question, as qualified practically for his profession. It is little less than a crime 
 for the State to give him this reputation by its endorsement, without the full means 
 for preparation to sustain it. This cannot be done without suitable equipment. 
 One cannot learn to chop or hoe or plow by merely talking, theorizing or reading 
 about it. He must see and handle the instruments. What theory could make one 
 practical master of an engine? What discussion or lectures could place one in safe 
 control of the intricate, subtle and quick-acting, faculties of electricity in its vast 
 and increasing application to human affairs? The answer comes at once. We 
 listen to the theorist; we trust the practical man. The student must be made 
 thoroughly practical. His education must be as intensely factual as it is thoroughly 
 scientific. The immaterial thought must be grasped, but the embodied principle 
 must also be seen, felt and controlled. 
 
 The movement for thorough and complete equipment is now most decided in all 
 the great colleges and universities in this country and Europe. It is felt to be an 
 absolute necessity. Missouri, in the erection of her grand new buildings, is laying 
 the foundation of the most magnificent University in the West. A few years hence 
 and it will be the admiration of scholars, as it is now their hope: students will 
 flock to its halls from many States and post-graduates gather at it to prosecute 
 their studies and perfect their work. 
 
 To return to the catalogue of 1891-1892. The “Academic” De¬ 
 partments of the University, number fourteen; seven under the head 
 of “Language,” and seven under that of “Science.” There are 
 eight “ Professional” Departments; these are the same as those given 
 in the catalogue of 1881-1882, only that from the list there given, 
 
394 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the ninth, “ Commercial,” has been dropped. Of these The College 
 of Agriculture and the Mechanic Arts, is known as No. XV of the 
 University Departments, and as No. 1 of the “Professional” De¬ 
 partments. 
 
 “This College had its origin in the beneficence of National, State, 
 and local governments. Its location, objects and aims, are defined,” 
 in “ acts of Congress and in the laws of Missouri.” 
 
 LOCATION. 
 
 The College of Agriculture and Mechanic Arts is located at Columbia, Boone 
 county, in the north central portion of Missouri, one of the most beautiful towns 
 of the State, containing about four thousand inhabitants, noted for their culture, 
 refinement and morality, and surrounded by a region of country of well-known 
 healthfulness and fertility. 
 
 ENDOWMENT OF THE COLLEGE. 
 
 The support of the College is derived from: 
 
 (1) The preceeds of the sales of the public lands donated to Missouri by the act of 
 Congress of July 2,1862. This State received as her share two hundred and seventy- 
 five thousand acres, of which there have been sold up to date two hundred and six¬ 
 teen thousand seven hundred and sixty acres, yielding three hundred and twelve 
 thousand dollars, which sum is invested in a State certificate of indebtedness, at 
 five per cent, yielding fifteen thousand six hundred dollars; of this amount one 
 fourth, or three thousand nine hundred dollars, is by law appropriated to the sup¬ 
 port of the School of Mines and Metallurgy, at Rolla. 
 
 (2) The annual appropriations from the United States treasury by the act of Con¬ 
 gress of August 30, 1890, of fifteen thousand dollars for the years 1889-90, and 
 increased each year by one thousand dollars, until it reaches twenty-five thousand 
 dollars, which shall remain an annual appropriation. Of this amount, one-sixteenth 
 is by law appropriated to the “ Lincoln Institute,” at Jefferson City, for the educa¬ 
 tion of negro children in agriculture and mechanic arts, and one-fifth of the balance 
 to the School of Mines and Metallurgy, at Rolla. 
 
 (3) The act of Congress of March 2,1887, known as the “ Hatch bill,” appropriates 
 fifteen thousand dollars annually to the College of Agriculture, for the purpose of 
 conducting investigations and experiments in various lines of work connected with 
 agriculture. By the acts of Congress making the above appropriations, the expend¬ 
 itures are expressly restricted to the purposes of instruction, illustration and orig¬ 
 inal scientific investigations in agriculture, and not one dollar can be used for the 
 erection or repair of buildings; such facilities are to be provided by the State of 
 Missouri. 
 
 (4) The College building and Experimental farm, donated by the citizens of Boone 
 county, and costing originally ninety thousand dollars. 
 
 The above sums, together with the assistance derived from the association of the 
 College of Agriculture with the University, furnish an abundant income for all 
 purposes of instruction and experimentation. 
 
 The subjects in the “outline of studies” are given under twenty 
 different heads. The following is the outline of the course in: 
 
 DRAWING AND SHOP-WORK. 
 
 The aim of the instruction in this department is not to make finished mechanics 
 or artisans; it is not designed to be a “ Trade school,” but is designed, primarily, 
 for intellectual development and discipline; and, secondarily, to cultivate habits of 
 physical training, and to make farmers’ boys familiar with the tools and processes, 
 
UNIVERSITY OF MISSOURI-COURSE IN DRAWING. 395 
 
 in working wood and iron, and to give them such training as will enable them to 
 perform with facility the ordinary mechanical operations of the farm. The course 
 of instruction embraces: 
 
 COURSE IN DRAWING. 
 
 First Year. —Free-hand and Instrumental drawing, which is taught by lectures, 
 and from objects, models, and flat copies, including intersections, development of 
 surfaces, and lettering. 
 
 Second Year. —Mechanical drawing, isometric projections, plans, sections, and 
 elevations of machines, and structures. 
 
 Third Year. —Geometrical drawing, tinting, brush and line shading; shades and 
 shadows. 
 
 Fourth Year. —Original professional work. 
 
 COURSE IN SHOP-WORK. 
 
 First Yeai — Wood-working and Pattern-making. —This course begins with a 
 series of exercises in wood-working, each of which is intended to give the student 
 familiarity with a certain application of a certain tool; and the course of exercises, 
 as a whole, is expected to enable the industrious student easily and exactly to per¬ 
 form any ordinary operation familiar to the carpenter, to the joiner and the pattern¬ 
 maker. Time permitting, these prescribed exercises are followed by practice in 
 making members of structures, joints, small complete structures, patterns, their 
 core-boxes, and other constructions in wood. Particular attention will be paid to 
 the details of pattern-making. 
 
 Second Year — Forging , Molding and Foundry-work. —These courses are expected 
 not only to give the student a knowledge of the methods of the blacksmith and the 
 molder, but to give him that manual skill in the handling of tools which will per¬ 
 mit him to enter the machine-shop and there quickly to acquire familiarity and 
 skill in the manipulation of the metals, and in the management of both hand and 
 machine tools. 
 
 Third Year — Machine-work. —The instruction in the machine shop, as in the 
 foundry and at the forge, is intended to be carried on in substantially the same 
 manner as in the wood-working course, beginning by a series of graded exercises, 
 which will give the student familiarity with the tools of the craft, and with the 
 operations for the performance of which they are particularly designed, and con¬ 
 cluding by practice in the construction of parts of machinery, and, time permitting, 
 in the building of complete machines, which may have a market value. 
 
 Fourth Year. —Original work in construction of machines or parts of machines, 
 or special devices. 
 
 This college offers four classes of “courses” in Agriculture, 
 namely: I. A three months winter course of “Lectures and practi¬ 
 cal illustrations,” for young men unable to give the time for a reg¬ 
 ular college course; II. A two years course, comprising the first 
 half of the regular four years college course; III. A four years 
 course; IV. A two years Post-Graduate Course, “ designed to give 
 a professional training in one or more of the schools of this college.” 
 
 “As the college was re-organized in September 1st, 1891, only the 
 First year class has been admitted.” 
 
 The total number of students in 1891-’2, was 205. Of these 89 
 took Drawing and 71 Shop Work. 
 
 The Faculty of the college numbers 18 Professors and Instructors, 
 including the President of the University, who is ex-officio Chairman 
 
396 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 of the Faculty. Edward D. Porter, a. m., ph. d., is Dean of the 
 College and Professor of Theoretical and Practical Agriculture. 
 
 The Department of Engineering at Columbia. 
 
 GENERAL STATEMENT. 
 
 The School of Engineering is designed to furnish the students the means of 
 acquiring a thorough knowledge, theoretical and practical, of those sciences and 
 arts which are playing the most important parts in the development of the mate¬ 
 rial resources of our country, and the advancement of our civilization. 
 
 The advances in scientific and technical education made in the last twenty years 
 have been largely in the direction of the introduction of a certain amount of lab¬ 
 oratory and practical training into courses of study which formerly consisted ex¬ 
 clusively of text-books and theoretical work. The results of this innovation have 
 been so satisfactory that it is no longer a question of debate. To this end it will be 
 observed that shop-work, field-work, laboratory practice and drawing are made 
 prominent features of the Engineering courses. 
 
 The sphere of the engineer is so broad and diversified that it is impossible for 
 anyone to become proficient in all the various specialties into which the profession 
 has been so divided. To meet the demands for special engineering studies and 
 training from the end of the second year of the studies laid down in the Engineer¬ 
 ing Synchronistic table, three parallel courses have been arranged, (see page 99), so 
 as to allow of option and diversity of special studies. This department will thus 
 foster the development of special fitness in each student, by offering him work in 
 the line of his preferences. These courses are: 
 
 I—Civil Engineering. 
 
 II—Hydraulic and Topographical Engineering. 
 
 Ill—Electrical Engineering. 
 
 The course in Civil Engineering is designed for those who wish to make either 
 road engineering, or railroad engineering, or the designing and construction of 
 bridges and masonry, a specialty. 
 
 The course in Hydraulic and Topographical Engineering is arranged for those 
 students who wish to make either geodesy, or irrigation, or water-works, or dams 
 and foundations, or river improvement, a specialty. 
 
 The Electrical Engineering course has been established to meet the wants of 
 young men desirous of entering upon the rapidly developing field of the applications 
 of electricity to the arts. Its leading studies are physics, especially theoretical and 
 applied electricity, mechanics, mathematics and chemistry. The course is made 
 strong in shop-work, mechanical engineering and mathematics, because in many 
 branches of electrical engineering a sound and practical knowledge of mechanics, 
 measurements of power and its transmission is essential. 
 
 The total number of students for the year ending June, 1892, were 
 52. Total number in the Drawing classes of the Engineering School, 
 28. The Faculty numbers 12 Professors and assistant Professors, 
 including the President of the University. Thomas Jefferson Lowr} 1- , 
 s. M. , c. E. , is Dean of the Faculty, and Professor of Civil and Topo¬ 
 graphical Engineering. 
 
 School of Mines and Metallurgy, Eolla, Mo. 
 
 “The School of Mines and Metallurgy,” a department of the State 
 University of Missouri, is situated at Eolla, Phelps County, on the 
 Atlantic and Pacific Eailroad, 113 miles south west from St. Louis, 
 in a district abounding in deposits of iron, lead and zinc. This school 
 
DEPARTMENT OF ENGINEERING. 
 
 397 
 
 was created by act of the Legislature of February, 1870, disposing 
 of the United States grant. 
 
 The School was opened November, 23d, 1871, graduating its first 
 class June 1874. 
 
 “The design of the School of Mines and Metallurgy, in connection with the 
 Agricultural College, is to carry out, to its amplest extent, the intention of the act 
 of Congress, providing for education in the Industrial arts. This has been kept 
 prominently in view in arranging the curriculum of the school, in the selection of 
 its apparatus, in providing its equipments, and in the organization of its Faculty. 
 It is a school of Technology, with Civil and Mine Engineering and Metallurgy, as 
 specialties. 
 
 The school is well furnished with apparatus, instruments, and other appliances 
 for practical instruction and demonstration. It has a full supply of excellent sur¬ 
 veying and engineering instruments, physical apparatus, embodying the newest 
 forms for illustration and research, together with diagrams and models for the 
 illustration of metallurgy, and for engineering, topographical and ornamental 
 drawing.” 
 
 The School has a preparatory department with a course of one 
 year. There* is, also, a “Girls’ Course in Arts,” extending through 
 four years. In this course Drawing is one of the required studies 
 through all of each year. 
 
 The course for the degrees of “Mining and of Civil Engineer” 
 is of three years. Drawing is a required study through the first 
 two years of the Mining course; it extends through the entire 
 course in Civil Engineering. The following schedule of the course 
 in Graphics is from the Report of 1881-’82. 
 
 GRAPHICS. 
 
 ♦ (Professor Emerson). 
 
 “During the preparatory year, the students are instructed in the elements of 
 drawing, with pen and pencil, according to the principles contained in Chapman’s 
 Drawing-book. They are also practiced in freehand drawing. These exercises 
 develop the special tendencies of the student, and enable the Professor to judge in 
 what direction his greatest strength lies, and where his week points most need to 
 be reinforced. 
 
 During the first year, the practice is in topographical drawing, with pen and 
 India ink, representing the lines of contour of the earth’s surface, showing the 
 bounding curves which would limit the surface in case of a gradual rise of water; 
 taken at every 5, 10 or x feet. The hatching lines of declivity are drawn; also, the 
 various conventional representations of surface. The students are exercised in a 
 carefully organized method of drill in printing, in order to acquire a rapid system 
 of lettering—of essential importance in finishing maps, problems, title pages and 
 mechanical drawings. There is also a careful study of the true standards of the three 
 colors, with their secondary and ternary combinations, simultaneous contrasts, har¬ 
 monies, unisons, aerial perspective, and the important practical application of lay¬ 
 ing on flat tints. This is followed by applications to colored topography, etc. 
 
 The second year’s exercises are in construction of problems in descriptive geome¬ 
 try, and in shades, shadows and perspective. The problems are drawn with pen 
 and India ink on demy drawing paper, and all are constructed on mathematical 
 principles, displaying all the difficult problems of the intersection of curved sur¬ 
 faces, and the representations of warped surfaces having two or three directrices. 
 
 In the third year, the subject of stereotomy is taken up, in its applications to the 
 
398 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 various problems of stone-cutting and the construction of terre-pleins, ramparts, 
 ramps and embrasures of permanent fortifications. There are also required draw¬ 
 ings of bridges, furnaces, machines, their shadows and perspective, as they would 
 appear to the eye, at a finite distance from the perspective plane, mathematically 
 constructed and properly colored. 
 
 Those who possess the requisite taste for such subjects, may be exercised in pen, 
 India ink and color drawings of landscapes, figures, etc., and be led to apply their 
 acquirements to natural history.” 
 
 The catalogue of 1891-’92, contains two photograph reproductions; 
 one a view of the school building, and one, of the student’s Dormitory 
 or “ Club House,” both substantial buildings ; the last affords com¬ 
 fortable accommodations for thirty students. 
 
 BUILDINGS AND EQUIPMENTS. 
 
 The buildings of the School of Mines are situated in the most elevated part of 
 the city of Rolla. They are substantial brick structures, well ventilated and lighted, 
 and heated by the best furnaces manufactured. The main building has recently 
 been painted and kalsomined throughout, and the laboratory, one of the most com¬ 
 plete in the country, has been in use but five years. 
 
 The different departments of the school are well supplied with apparatus. 
 
 The range of the student’s necessary expenses for a year, including 
 college dues, and board, are estimated from $125.00 to $174.00. An 
 “Academic Course ”of three year was established by law in 1885. 
 
 The School of Mines and Metallurgy is an Institute of Technology 
 with a regular course of three years; which are known respectively, 
 as “Junior” year, “Intermediate” year, and “ Senior ” year. All 
 the Engineering courses are the same through Junior year. 
 
 The course of instruction deals in detail with the principles and the practice of 
 Engineering, with special reference to Mining Engineering, Civil Engineering, 
 Mechanical Engineering, Chemistry and Metallurgy, Mathematics, Physics and 
 Electricity, and includes recitations, lectures, laboratory work and field practice. 
 While a theoretical knowledge of each subject is required, great importance is 
 attached to laboratory work and field practice as a source of mental training as 
 well as a preparation for active pursuits. In the first of these, while a certain 
 standard of excellence must be attained by all, the class system is not adopted, but 
 each student, working independently of others, advances as rapidly as possible. 
 
 * * * * * * * 
 
 Provisions are now made for the following technical courses: 
 
 I. Mining Engineering. 
 
 II. Civil Engineering. 
 
 III. Mechanical Engineering. 
 
 IV. Chemistry and Metallurgy. 
 
 V. Mathematics and Physics. 
 
 Each leading to the degree of Bachelor of Science. 
 
 ******* 
 
 Besides these regular courses, there are the following special ones: 
 
 I. Assaying. 
 
 II. Surveying. 
 
 III. Electricity. 
 
 On the satisfactory completion of any one of these a certificate of proficiency 
 will be given. The requisite for admission to one of these courses is an adequate 
 knowledge of the preparatory subjects. 
 
SCHOOL OF MINES AND METALLURGY. 
 
 399 
 
 The following is the general statement of the training in drawing 
 required in the Engineering Department of the School. 
 
 DRAWING. 
 
 First year .—The first year’s work for all regular students in the Engineering 
 department is almost entirely at the drawing-board. Here belongs naturally all 
 work in Descriptive Geometry and in Stereotomy. The use of drawing instruments— 
 simple problems in points, lines and planes—graphical solution of the more com¬ 
 plicated problems—shading of projections, in pencil, by free-hand pen-work, with 
 the ruling-pen, in water-colors and India-ink. 
 
 Second year .—Work assigned according to the profession chosen by the student. 
 The students in Civil and in Mining Engineering will select some complete engi¬ 
 neering structure and present it in simple plan and elevation—one in axonometric, 
 another in perspective—all neatly shaded, tinted and lettered. All field surveys 
 must be plotted neatly, and one topographical drawing made from notes taken in 
 the field by the student will be required of each. The student in Mechanical En¬ 
 gineering will be continuously exercised in mechanical and machine drawing. 
 
 Hurd year. —Seniors have a variety of exercises in Graphical Statics, and are 
 required to present working drawings of many structures, such as bridges, arches, 
 dams, etc. The thesis must be accompanied by drawings fully illustrating it. 
 
 The total number of students in the School of Mines, is given as 83. 
 
 The Faculty number nine Professors and Instructors, including the 
 President of the University. Elmo G. Harris, c. E. (University of 
 Virginia), is the Director of the School and Professor of Engineering. 
 
 The following is the statement of the entire attendance of students 
 in all the Departments of the University: 
 
 SUMMARY. 
 
 Academic Students. 
 
 Post-graduates. 2 
 
 Seniors. 18 
 
 Juniors. 26 
 
 Sophomores. 36 
 
 Freshmen. 98 
 
 Preparatory. 164 
 
 Special. 16 
 
 Total. 360 
 
 Professional Students. 
 
 Agr’l and Mech’l \ a> Regular 
 ( b, Special.. 
 
 Normal \ a ’ Regular . 
 
 ( o, Teachers’ course. 
 
 Law. 
 
 Medical. 
 
 Engineering. 
 
 Military Science and Tactics. 
 Mining and Metallurgy. 
 
 Total 
 
 71 
 
 134 
 
 108 
 
 16 
 
 66 
 
 32 
 
 49 
 
 193 
 
 83 
 
 749 
 
 Grand total.1> 109 
 
 Names counted more than once. . 395 
 
 No. of individual students. 714 
 
400 ' EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The following is the condensed statement of the statistics of the 
 University with which the Curator’s report to the Governor for the 
 year 1891-’92, commences: 
 
 Total number of students enrolled during the year at Columbia. 631 
 
 Total number of professors employed during the year at Columbia.. 25 
 
 Total number of assistants employed during the year at Columbia. 23 
 
 Receipts for the year ending December 31, 1891. $130,388.69 
 
 Disbursements for the year ending December 31, 1891. $120,139.25 
 
 Total number of students enrolled during the year at Rolla. 83 
 
 Total number of professors employed during the year at Rolla . 4 
 
 Total number of assistants employed during the year at Rolla.*.. 4 
 
 Richard H. Jesse, ll. d., is President of the University. 
 
 The University of Nebraska, Lincoln, Nebraska. 
 
 The United States Law of 1864, set aside seventy sections of land 
 to found a University in Nebraska. February 15, 1869, the Legis¬ 
 lature of the State, accepted the United States land grant under the 
 law of 1862, for the establishment of colleges of Agriculture and the 
 Mechanic Arts. These two grants of 44,800 and of 90,000 acres, re¬ 
 spectively, were the endowment of the University, which the Leg¬ 
 islature,—by act approved February 15, 1869, and amended Febru¬ 
 ary 19th, 1877,—authorized the Regents to establish. Lincoln, the 
 capital of the State, was chosen as the most desirable place for the 
 new Uni verity. 
 
 The University was to include five departments or colleges, as follows : 
 
 1. A College of Literature, Science, and the Arts. 
 
 2. An Industrial College embracing Agriculture, Practical Science, Civil Engi¬ 
 neering and the Mechanic Arts. 
 
 3. A College of Law. 
 
 4. A College of Medicine. 
 
 5. A College of the Fine Arts. 
 
 Of these only the first two have as yet been organized. 
 
 A careful examination of the “Tenth Annual Catalogue for the 
 academic year 1881-82,” shows a small development, as yet, of the 
 Industrial Department, with a total attendance of 26 students; of 
 these 14 are in the “Preparatory course,” 3 in the Freshman class, 
 
 4 each in the Sophomore and Junior classes, and one in the Senior. 
 Of these one Junior, two Sophomores, one Freshman, and one in the 
 Preparatory, take the Engineering course; all the others are “Agri¬ 
 cultural” students. 
 
 The University aims to secure to all who may avail themslves of its advantages 
 an opportunity for liberal culture in literature and science, and in such teclmical and 
 professional courses as may from time to time be established; these advantages are . 
 offered to all free of charge for tuition, without regard to sex or race, or place of 
 residence, on the condition of their possessing the intellectual and moral qualifica¬ 
 tions requisite for admission to such an institution. 
 
 There being in each department a preparatory course of two years 
 
UNIVERSITY OF NEBRASKA. 
 
 401 
 
 the full course in each is six years. In the Engineering course of 
 The Industrial College, Drawing is required during the third term of 
 Freshman year, and “Stereotomy” appears as a study of the third 
 term of Senior year. There is a general announcement under the 
 head of “Painting,” that “Facilities are afforded for the study of 
 Drawing and Oil painting under competent teachers.” This an¬ 
 nouncement evidently refers to picture making and not industrial 
 drawing, and drawing nowhere appears as a required study in any 
 department of the University, with the exceptions already noted. 
 
 The Industrial College possesses, for its students in Agriculture, 
 an improved farm of 320 acres, with orchards, vineyards, etc., and 
 is well stocked. Bee keeping is made somewhat of a specialty. 
 
 The catalogue shows a total of 284 students, 26 as already stated 
 in the Industrial Department, and 258 in Ihe Literary and Scientific 
 Department; of these last, 119 are in the preparatory classes, 51 
 divided between the four regular College classes—21 of these take 
 the Scientific course;—there are besides 34 “Special,” and 4 “Uni¬ 
 versity ” students. 
 
 The catalogue for 1890-'91,* shows that no addition has been made 
 to the colleges authorized, since the issue of that of 1881-’82. “ The 
 
 College of Literature and Art,” and The Industrial College, still 
 comprise all of the University. There is, also, a preparatory 
 school known as the Latin School, with a course of two years; and a 
 school of the Fine Arts, with two divisions; one of Music, and one of 
 Drawing, etc.—There is, also, opportunity for Post-Graduate Instruc¬ 
 tion ; and nineteen Professors, about equally divided between Litera¬ 
 ture and Science, offer instruction in their several branches. 
 
 “The principal buildings and appliances of the University are 
 situated near the business centre of Lincoln. The Farm of the Ag¬ 
 riculture Experiment Station, is on the eastern border of the City, 
 within easy reach by horse car, or other conveyance.” 
 
 There is a two years “ Elementary Agricultural course,” for those 
 unable to give time for the full course. “ Great prominence is 
 given” in the Industrial College, “to the natural and physical sci¬ 
 ences in the Scientific course, and to their applications in the special 
 elective courses, and the course in civil engineering. Two lines of 
 Agricultural instruction (Chemical and biological), and one in Ap¬ 
 plied Electricity, are offered.” 
 
 The Faculty of the Industrial College comprises 28 Professors and 
 Instructors. J. Sterling Kingsley, D. sc., Professor of Agriculture 
 and Biology, is the Dean. Total number of students attending: 
 Graduates 28, Academic College 174. Industrial College 90. Latin 
 School 180. Students of Fine Arts; Music students 92, Art students 
 
 * The University of Nebraska, catalogue 1890-91. Lincoln, Nebr. Published by 
 the University. 1891. Pp. 104. 
 
 ART—VOL 4-26 
 
402 EDUCATION IN. THE INDUSTRIAL AND FINE ARTS. 
 
 95. —Aggregate enrollment 660, names repeated 90. Total 570. The 
 Faculty' of the University, numbers 38 Professors and Assistant 
 Professors. Charles E. Bessey, ph. d., Acting Chancellor. 
 
 College Op Agriculture, University Of Nevada, Elko, 
 
 Nevada. 
 
 The latest information in 1882, regarding this institution, shows 
 only a preparatory school with an attendance of 27 pupils; as yet, 
 no instruction in Drawing, or Mechanic Arts, is provided.— 
 
 The University, chartered in 1862, was first opened in 1874. The 
 latest catalogue* at hand, gives, in an appendix, copies of the laws 
 of the United States, and of the State, relating to the institution; 
 beginning with the U. S. Land Grant Law of 1862. To provide a 
 “State University” with “departments for Agriculture, Mechanic 
 Arts and Mining, to be controlled by a Board of Regents whose 
 duties shall be prescribed by law,” is made by the constitution of 
 Nevada, the duty of the Legislature. The duties of the Board of 
 Regents were stated in the act of March 5th, 1869. The Legislature, 
 in the act of Feb. 7th, 1887, passed an act relating to the State Uni¬ 
 versity and matters properly connected therewith;” by which certain 
 previous acts, or parts of acts, in conflict therewith were repealed. 
 This act directs that a Normal School for the training of public 
 school teachers, and a Commercial School, shall be connected with 
 the University. 
 
 “There shall be no discrimination in the admission of pupils on 
 account of sex, race, or color.” This provision was a part of the 
 first act. 
 
 In the Normal School, Drawing is a required study through the 
 whole of the second year of the three years course. 
 
 In the College of Liberal Arts, Drawing appears in the list of re¬ 
 quired studies only during the first term of Freshman year. 
 
 In the School of Mines, Drawing is taught through Freshman year, 
 and during the first two terms of Senior year. In the School of 
 Agriculture, Drawing is taught the first two terms of Freshman 
 year and the second term of Senior year. 
 
 Total attendance of students for the year 1891—’92, 163. There are 
 14 Professors and Instructors, in the Faculty, three are ladies. 
 Stephen A. Jones, M. a. PH. D., President, and Professor of Latin 
 Language and Literature. 
 
 New Hampshire College Of Agriculture And The Mechanic 
 
 Arts. 
 
 The New Hampshire College of Agriculture and the Mechanic 
 Arts, was chartered by the Legislature in 1866, on the basis of the 
 
 * Register of the University of Nevada, located at Reno. 1891-92. Carson City, 
 Nev. J. E. Eckley. Supt. State Printing. Pp. 64. 
 
UNIVERSITY OF NEVADA. 
 
 403 
 
 United States Land Grant of 1862. It was placed at Hanover and 
 in connection with Dartmouth College. By gift of the late Hon. 
 John Conant, it possesses a valuable farm of 360 acres. The course 
 of study comprises three years. A post graduate course of one year 
 can be taken if desired. The course has special reference to agricul¬ 
 ture. “Chapman’s Free Drawing,” is one of the required studies 
 the first term of the first year. Drawing does not subsequently ap¬ 
 pear in the list of required studies.— 
 
 The student desiring training in drawing would naturally connect 
 himself with the Chandler Scientific Department of the College, 
 which gives a very thorough five years course in Mechanics and 
 Civil Engineering. 
 
 The catalogue of 1881-’82, shows a total of 41 students in the Col¬ 
 lege of Agriculture and the Mechanic Arts.— 
 
 The following authorized statement in a circular of the College of 
 Agriculture issued in 1890,* shows concisely the general develop¬ 
 ment of the college, as well as that in the lines of “ Drawing” and 
 “Shop Work,” that has gone on since the foregoing showing was 
 taken from the catalogue of Dartmouth College for 1881-’82. 
 
 NEW HAMPSHIRE COLLEGE OF AGRICULTURE AND THE MECHANIC ARTS.—IN CON¬ 
 NECTION WITH DARTMOUTH COLLEGE. 
 
 This institution is the State College of New Hampshire and by its location is one 
 of the Scientific schools in connection with Dartmouth College. 
 
 Its specialties are Agricultural Science, Chemistry, Work-shop Instruction, and 
 Mechanical Engineering. 
 
 There are two distinct courses, one in Agriculture and Chemistry, and one in 
 Mechanical Engineering. In each course there are a number of elective studies, 
 among which may be mentioned English Literature, Political Science, French, and 
 German. 
 
 Of all the scientific courses offered in Dartmouth College or in comiection with 
 it, the course in Mechanical Engineering offers the most mathematical and techni¬ 
 cal work. While it is expressly intended for the training of mechanical engineers, 
 it is also unsurpassed as a preparation for the post graduate course of the Thayer 
 School of Civil Engineering. 
 
 The attention given to Chemistry is one of the marked characteristics of the in¬ 
 stitution. The work, required and elective, extends through three years. 
 
 The State College is the first Technical School established in the State and its two 
 courses when combined with the various elective studies will be found well adapted 
 to the needs of those who purpose to assist in the development of the material re¬ 
 sources of the state and nation. 
 
 Its course of study has been lengthened and now covers four full years while the 
 requisites for admission have been advanced. Thus time has been obtained for a 
 high grade of technical work. 
 
 The Dartmouth Catalogue of 1890—’91, f includes among its Depart- 
 
 * New Hampshire College of Agriculture and the Mechanic Arts, in connection 
 with Dartmouth College. Lebanon, N. H. Press of A. B. Freeman. 1890. Pp. 16. 
 
 t Catalogue of Dartmouth College and the associated institutions for the year 
 1890-’91. Hanover, N. H. Printed for the College. 1890. Pp. 84. 
 
404 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ments, The Agricultural College, aud The Experiment Station. In 
 the opening words of the catalogue of the Agricultural College, after 
 a concise summary of the National and State laws applying to this 
 institution, the following statement is given. 
 
 The College is carrying out the provisions of these acts in the following ways: 
 
 First .—It gives a practical and scientific education, which is of use in all the pro¬ 
 fessions and industrial pursuits. 
 
 Second .—It gives four special courses of study. 
 
 I. Course in Agriculture. 
 
 II. Course in Chemistry. 
 
 III. Course in Mechanical Engineering. 
 
 IV. Course in Electrical Engineering. 
 
 Course IV has just been established, and will be open to' students at the be¬ 
 ginning of the next college year. 
 
 Whereas formerly Drawing was only required during the first 
 term of Freshman year, now both Drawing and Shop-work are re¬ 
 quired through the first two terms of Freshman year. In Sophomore 
 year, Drawing is taken in the first term, and Shop-Work in wood and 
 iron through all the year; neither Drawing, or Shop-work, are re¬ 
 quired during the first two years of the Agricultural course. In the 
 Mechanical course, Drawing is required in each year, and “Shop- 
 work” in every term of the four years course. The Agricultural 
 Experiment Station is on the Conant Farm. The building for Me¬ 
 chanical Training is thus described : 
 
 WORK-SHOP. 
 
 The work-shop occupies a building fifty by thirty feet, containing forge-room, 
 wood-working and tool-rooms, and a room for machine-work. It is provided with 
 power, tools, and machinery. The plan pursued is to engage in work on articles 
 which give the necessary practice, and will be, when completed, of practical value. 
 During the past year a wood lathe has been designed and constructed, all pattern- 
 making and other work, except casting, being done in the shop. Plans are being 
 made for the erection of an additional building, and for providing a largely in¬ 
 creased amount of machinery. 
 
 The total attendance of the students in all Departments of Dart¬ 
 mouth College for the year 1891-’92 is thus given : 
 
 Summary of students. 
 
 Dartsmouth College.258 
 
 Chandler School of Science and the Arts. 63 
 
 N. H. College of Agriculture and the Mechanic Arts. 36 
 
 Medical College. 98 
 
 Thayer School of Civil Engineering.f. 9 
 
 Total..*.462 
 
 The Faculty number 50 Professors and Instructors. Rev. Samuel 
 C. Bartlett, d.d., ll.d., President. The Faculty of “the College of 
 Agriculture and the Mechanic Arts” number 12 Professors and In¬ 
 structors, including the President of Dartmouth. Charles H. Pet- 
 
NEW HAMPSHIRE COLLEGE OF AGRICULTURE. 405 
 
 tee, a.m., c.E., Dean, and Professor of Mathematics and Civil En¬ 
 gineering. 
 
 The connection of this State College with the famous College at 
 Hanover, was practically ended with the year 1890-91. 
 
 In its beginning it was undoubtedly greatly advantaged by that 
 connection, by which the students were able to avail themselves of 
 the Libraries, and Laboratories, of the historic college; whose Pro¬ 
 fessors, also, at first, aided in their instruction. The Agricultural 
 College has, in addition to the grants made to it by the Nation and 
 the State, been greatly favored by the gifts of individual citizens; 
 and it is in compliance witlf the provisions of the will of the late 
 Benjamin Thompson, of Durham, who has bequeathed to “the State 
 College of Agriculture and the Mechanic Arts,” a large farm and 
 other real estate, as well as a large amount of personal property, on 
 condition that the College shall be established in Durham, that the 
 relations between Dartmouth College and the State College are now 
 terminated. 
 
 The story of the college from its inception, with brief notices of 
 the benefactors and the instructors, to whose gifts and efforts its 
 success is due, is admirably told by President Stevens, in behalf of 
 the Trustees, in the Twentieth Report of the Board of Trustees, made 
 to the New Hampshire Legislature, in January, 1893. This is a 
 handsomely printed pamphlet* of 287 pages illustrated with a frontis¬ 
 piece of the stately new college building at Durham, and with por¬ 
 traits of Rev. Asa D. Smith, d.d., ll.d., President of Dartmouth 
 and first President of this college; of John Conant, the greatest 
 benefactor to the college during its sojourn in Hanover; of Hon. G. 
 W. Nesmith, long President of the Board of Trustees ; and of Ben¬ 
 jamin Thompson its latest benefactor. 
 
 There are, also, floor plans of the new buildings.—106 pages of 
 this pamphlet are given to the history of the college, to the vari¬ 
 ous official reports, and to a catalogue of officers and students, with 
 programmes of courses, etc. An Appendix of 27 pages, contains a 
 reprint of the laws both of the Nation, and of the State, which 
 relate to the College. Part II, contains “the third and fourth annual 
 reports” of the Experiment Station, established by the U. S. Con¬ 
 gress, and attached to this College. 
 
 The following extracts from the historical sketch by President 
 Stevens, will be found of interest as showing the steps in the evolu¬ 
 tion of a Land Grant College, and how it gradually grows into a 
 technical school of science. In this case, also, it is interesting to 
 observe how Governmental aid has stimulated individual generosity. 
 This has been likewise shown in other instances, notably in connec- 
 
 * Twentieth Report of the Board of Trustees of the College of Agriculture and 
 the Mechanic Arts to the New' Hampshire Legislature, January Session, 1893. Con¬ 
 cord: Ira C. Evans, Public Printer. 1892. Pp. 287. 
 
406 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 tion with Cornell University. As an example of how local environ¬ 
 ment affects developement, it may he remarked that, while in many 
 of these Land Grant Colleges the military features are made promi¬ 
 nent, there is no evidence, in the programmes of “courses” in this 
 college, that any one connected with this New Hampshire College 
 ever read that portion of the U. S. Law of 1862 , which refers to the 
 teaching of military tactics. 
 
 Report.—Historical Summary. 
 
 To the Honorable Senate and House of Representatives: 
 
 The trustees of the New Hampshire College of Agriculture and the Mechanic Arts 
 respectfully submit their twentieth report, and, in compliance with a request from 
 the United States treasury department, preface it with a resume of the history of 
 the college from its organization, to the passage of the act of the Legislature pro¬ 
 viding for its removal from Hanover to Durham. At the session of the Legislature 
 of New Hampshire in 1866 an act was passed establishing the “New Hampshire 
 College of Agriculture and the Mechanic Arts,” on the basis of the congressional 
 land grant, and authorizing its location in Hanover and its connection with Dart¬ 
 mouth College. In accordance with this act, the institution was organized under 
 a board of trustees appointed partly by the governor and council, and partly by 
 the corporation of Dartmouth College, the authorized connection with Dartmouth 
 College was effected, and the institution was opened to students in 1868. Hon. David 
 Culver, of Lyme, had provided for the college in his will, upon the condition of its 
 location in Lyme. This condition was not accepted, and the estate had gone to 
 Dartmouth College to be used for agricultural instruction. 
 
 Advantageous Connection with Dartmouth College. 
 
 This fact furnished one, and a strong reason, why the State College should be 
 connected with Dartmouth College. This was more desirable by reason of the 
 inadequate funds possessed by the State College. The 150,000 acres of the public 
 land scrip was sold for $80,000 and the proceeds invested in state bonds yielding an 
 income to the college of four thousand eight hundred dollars annually. Under 
 these circumstances the offer made by Dartmouth College of the free use of its 
 recitation rooms, museum, and library, and to allow its professors to give instruc¬ 
 tion in the new institution at the reasonable compensation of two dollars per hour, 
 was considered a great inducement. Rev. Asa D. Smith, D. D., LL. D., president 
 of Dartmouth College, labored long to bring about the connection, and afterwards, 
 as president of the State College, showed himself a friend of the institution and its 
 students. 
 
 The New Hampshire College was apparently the only one of the land grant col¬ 
 leges organized in connection with an older institution and yet dependent upon its 
 own income, except the privileges and facilities furnished by the connection. 
 
 The first professor was Ezekiel Webster Dimond, who was made professor of gen¬ 
 eral and agricultural chemistry. Dr. Thomas Russell Crosby was instructor in 
 animal and vegetable physiology, which was the second professorship established. 
 On the faculty list the names of six of the professors and instructors of Dartmouth 
 College appeared as instructors in intellectual and moral philosophy, rhetoric and 
 history, natural philosophy, civil engineering, mathematics, and gymastics. 
 
 At this time the College of Agriculture and the Mechanic Arts was considered a 
 department of Dartmouth College, and so received most of its instruction from the 
 college professors, or from students in its graduate courses. 
 
 Since 1877, the college has had an independent faculty, and has employed other 
 
COLLEGE OF AGRICULTURE AND MECHANIC ARTS. 407 
 
 instructors only in exceptional cases. In 1878, the four members of the faculty 
 gave nine tenths of all the instruction. In 1884, the five members of the faculty 
 were giving even a larger proportion of the instruction. The number of the fac¬ 
 ulty was increased to seven in 1886, to eight in 1889, and to eleven in 1891. 
 
 Delay in Development of Training in Mechanic Arts. 
 
 In the first catalogue it was said of the courses of study, “ It should be borne in 
 mind that while agriculture, worthy of honor as the primitive pursuit of man, and 
 as fundamental to the well being of every community, is to have a prominent place 
 in the institution, the mechanic arts are also embraced.” In mechanic arts the 
 instruction had to be limited to theory, or turned into the lines of architecture and 
 civil engineering. Almost from the first the need of a workshop was felt, and it 
 was hoped that some friend of the institution would supply the deficiency. The 
 beginning of the mechanical engineering course came, however, in 1886, when 
 Thomas W. Kinkaid, assistant engineer, United States Navy, was detailed to act 
 as instructor. He commenced the work under great disadvantages, and with few 
 facilities. The lower classes, then in college, were given workshop instruction, 
 and it has been given to all classes entering since 1886. At first, use was made of 
 part of the carpenter’s shop of Dartmouth College, but in 1887, a frame building, 
 30 x 30, was constructed near Conant Hall. In the following year the building was 
 lengthened to fifty feet; and a boiler, engine, and considerable machinery were pro¬ 
 vided. Other machinery has been added, but the building itself has remained 
 unchanged. Although Professor Kinkaid was connected with the college for two 
 years only, he made the mechanical engineering course a prominent feature of the 
 college. A course in electrical engineering was added in 1891. 
 
 In 1869, Professor Dimond stated at the annual meeting of the trustees, that all 
 the possessions of the college were contained in seven boxes which he had brought 
 from Europe. Whatever may have been the contents of these boxes there was no 
 place ready to receive them. 
 
 To provide a suitable building for recitation rooms, and for other purposes, Dart¬ 
 mouth College offered to furnish $25,000 from the Culver fund, on condition that 
 the State appropriate for the same purpose $15,000 more. The State accepted the 
 condition, and preparations for the new building were begun in the fall of 1869. 
 The corner-stone was laid in the spring of 1870, and Culver Hall was dedicated in 
 the presence of the Legislature, June 23, 1871. The college purchased a field of 
 about twenty-five acres opposite Culver Hall about the time its erection was begun, 
 and later added another field adjoining, upon which Conant Hall was afterwards 
 built. 
 
 Gift of Hon. John Conant. 
 
 The whole tract was connected with the farm purchased by Hon. John Conant 
 of Jaffrey at a cost of $7,000, and given to the college. Mr. Conant suggested the 
 provision of a suitable building of sufficient capacity to furnish rooms and board 
 for students. Soon afterwards he proposed to give $5,000 for this purpose on con¬ 
 dition that the State would provide the balance of the cost. The State made the 
 necessary appropriation, the building was completed and opened for use in 1874, 
 and appropriately named Conant Hall. Its probable cost was about $23,000. 
 
 These sums were but the beginning of the gifts of Mr. Conant. Later he provided 
 the money to purchase additions to the farm, which increased the size of it to 360 
 acres. He also provided a scholarship for each town in Cheshire county, giving to 
 
 the college in all more than $70,000. 
 
 * * * * * * 
 
 State Aid to the College. 
 
 The income from tuition was very small, and the only reliable income was that 
 of $4,800 from the endowment. Up to the year 1875 the State had appropriated 
 
408 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 $15,000 in addition to the $15,000 granted for Culver Hall. The cost of Conant 
 Hall must have exceeded the estimates, and the erection of a large barn was begun 
 in 1874, so that in September, 1876, the college was $7,000 in debt, and made appli¬ 
 cation to the Legislature for further appropriations. In 1877, the State made an 
 appropriation of $3,000 a year for six years. Of this $1,000 a year was to be used 
 towards the payment of the debt; $1,000 a year for the salary of a farm superin¬ 
 tendent ; and $1,000 a year for the building of a new farm-house. In 1883, the 
 State made an appropriation of $2,000 a year for two years; and in 1885, an annual 
 appropriation of $3,000 was made perpetual. 
 
 In August, 1876, Jeremiah W. Sanborn was appointed farm superintendent. In 
 his first report Mr. Sanborn called attention to the necessity of using the farm as 
 an experiment station in order that it might he of the most practical benefit to the 
 college. In that report he gave the results of feeding experiments, and he continued 
 to report similar experiments to the trustees during his connection with the college. 
 The work thus begun has been continued by the present professor of agriculture, 
 Prof. G. H. Whitcher, who graduated while Professor Sanborn was superintendent 
 of the farm. 
 
 When the college was opened to students the course of study extended through 
 three years. 
 
 The attendance was gradually lengthened until, in 1889, a full 
 course of four years, was established. At the beginning, the re¬ 
 quirements for admission were only the passing of an examination 
 in the ordinary studies included in a common school training. 
 These were rapidly increased till the announcement is now made 
 that: 
 
 Commencing with 1892, the requirements in English are the same as those adopted 
 by the New England colleges. 
 
 The Men to whom the Development of the College is Due. 
 
 No history of the college would be complete without some reference to those men, 
 now deceased, who were identified with the interests and growth of the institution. 
 Professor Crosby died March 1, 1872, and Professor Dimond in July, 1876. In Jan¬ 
 uary, 1877, President Smith tendered his resignation to take effect March 1, and 
 died a few months later. Another early friend of the college, Hon. John Conant, 
 died April 6,1877, at the advanced age of eighty-seven years. His gifts to the insti¬ 
 tution entitle him to be called its greatest benefactor during its connection with 
 Dartmouth College. Among the trustees who have given time and talents to pro¬ 
 mote the welfare of the college, Hon. George W. Nesmith ranks first. Elected 
 president of the board of trustees after the resignation of President Smith in 1877, 
 he held that office until his death in 1890, and by his energetic efforts and wise 
 counsel carried the college through many difficulties; and it will be gratifying to 
 his many friends to know that his memory is to be perpetuated by giving the name 
 of Nesmith Hall to the new experiment station building at Durham. 
 
 It is fitting that the valuable services of Ex-Gov. Frederick Smyth should be men¬ 
 tioned in this connection. He has held the office of treasurer of the college from 
 its organization to the present time, discharging its duties efficiently and to the 
 benefit of the college, and all without compensation. 
 
 Importance of the U. S. Law Establishing Experiment Stations. 
 
 The act of Congress approved March 2,1887 had an important influence upon the 
 instruction given in the college. The annual grant of fifteen thousand dollars which 
 this law made for the support of an agricultural experiment station, furnished 
 means which the college had never possessed for doing thorough work in agricul¬ 
 tural science. In place of one man, uniting more or less of the duties of experi- 
 
BENEFACTORS OF NEW HAMPSHIRE COLLEGE. 
 
 409 
 
 menter, farmer, and instructor in agriculture and chemistry, there were several 
 specialists, who, besides conducting the work of the station, gave instruction in the 
 classroom. Instead of a farm partially equipped, there was one provided with 
 model machinery and appliances. Previous to 1887 there had been considerable 
 fragmentary instruction in agriculture; since that date there has been a steady 
 progress in the college towards teaching agriculture as a science. 
 
 Value of the Additional Aid given by the U. S. Law of 1890. 
 
 If the reason is sought why the New Hampshire College more than any other 
 institution has been benefited by the recent congressional legislation it is found in 
 the increase of its income in 1890. On the twenty-ninth of August in that year the 
 annual income from all sources, that would directly or indirectly affect the work of 
 the college, was less than ten thousand dollars. 
 
 On the thirtieth of August, 1890, Congress passed an act granting fifteen thousand 
 dollars a year to be expended for instruction and apparatus, and providing an 
 increase of a thousand dollars a year until the limit of twenty-five thousand dollars 
 should be reached. The establishment of the experiment station had given an 
 impetus to one line of work; this large increase of income extended its influence to 
 nearly every line of work which can be properly done by a scientific institution, as 
 the money thus given is to be applied “to instruction in agriculture, the mechanic 
 arts, the English language, and the various branches of mathematical, physical, 
 natural, and economic science, with special reference to their application in the 
 industries of life, and to the facilities for such instruction.” 
 
 The Munificent Bequest which has led to the Removal of the College 
 
 to Durham. 
 
 The bequest of the late Benjamin Thompson of Durham to the State, of his farm, 
 known as the Warner farm, and his other real estate in Durham comprising a total 
 of 353 acres, together with the sum of $363,000.83 in personal estate, awakened a 
 new interest in industrial education, and the Legislature by an act approved March 
 5, 1891, accepted the munificent gift, and at once proceeded, by appropriate enact¬ 
 ments, to provide for the removal of the New Hampshire College of Agriculture 
 and the Mechanic Arts from Hanover to Durham, and for the construction of build¬ 
 ings and accommodations which should amply provide for the needs of the college 
 in its new home, and be commensurate with the great endowment which will place 
 it in the foremost rank of institutions of its kind. 
 
 The trustees, in obedience to the instructions and requirements of the act, ap¬ 
 proved April 10, 1891, took immediate steps to effect the removal of the college 
 provided for in this act. All of the real estate in Hanover, owned by said college, 
 has been sold at private sale for the sum of twenty-eight thousand dollars, ready 
 cash, and arrangements have been made with the trustees of Dartmouth College 
 for the re-payment to the State of the fifteen thousand dollars appropriated by it 
 towards the erection of Culver Hall. 
 
 ******* 
 
 As soon as the spring opened in 1893, work was begim for the erection of an 
 experiment station building, a barn, a science hall, workshops, and boiler house, 
 and the main building to contain an office, recitation rooms, library, museum, 
 hall, etc. 
 
 These buildings are all of brick, with the exception of the barn, and all are 
 expected to be completed on the outside before winter sets in. They are thoroughly 
 constructed upon the latest and most approved plans. A steam heating plant is 
 now in process of construction, which is designed to warm all the buildings from a 
 central station, so as to secure to the occupants the most comfort and avoid the 
 danger of fire. 
 
 ******* 
 
410 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The careful and thorough examination of all the work by the Legislature, is cor¬ 
 dially invited, and when that is done, no doubt is entertained that funds sufficient 
 to complete the necessary work will be readily provided. The future prosperity of 
 the college will depend upon its equipment and the manner in which it starts on 
 its new career. Evidences are not wanting to show that with proper accommoda¬ 
 tions, the number of students will be large; and the future appears bright with 
 promise of vastly enlarged usefulness for this institution. Since the last report, the 
 college in Hanover has done good work, and the number of students has been about 
 the same as in previous years. The removal has inevitably interfered with the 
 ordinary work of the professors, and their duties have been more arduous than at 
 other times, but on the whole it gives the trustees great pleasure to report prosper¬ 
 ity in the present, and encouragement for a more prosperous work in the future. 
 
 LYMAN D. STEVENS, 
 President , in behalf of the Trustees. 
 
 The following statements, relating to the removal of the college 
 and to the new work proposed when once the institution is settled 
 in its new home, are the closing paragraphs of the report by the 
 Dean of the College: 
 
 * * * In the work thus far carried out at Durham it has been the constant 
 endeavor of trustees and faculty to so direct effort that future growth might add 
 to, without tearing down, what has already been accomplished. To this end the 
 fundamental essentials of substantial and convenient buildings, properly located 
 and drained, well heated, lighted, and ventilated and supplied with an abundance 
 of good water for use and protection, have received careful attention and work has 
 gone forward in accordance with the advice and under the supervision of the best 
 talent available. 
 
 The regular college work has moved on smoothly and successfully during the last 
 two years. The Faculty has been strengthened by the addition of a permanent 
 Professor of Mechanical Engineering, a Professor of Zoology and Entomology, and 
 an Instructor in Modern Languages. 
 
 It was not to be expected that the number of students would be maintained, 
 while the institution remained in Hanover, after the final decision in favor of an 
 early removal to Durham. Hence it has been very gratifying to find the entering 
 classes keeping nearly up to the average in numbers with no special effort in this 
 direction. It is one sign out of many proving, what is evident to the observing 
 eye, that the public appreciate the facilities, unequaled in the State, which the 
 bounty of the national government is providing for the youth of New Hampshire 
 and recognize the able and painstaking work of a Faculty selected from among the 
 trained graduates of six of our leading institutions for the special work each mem¬ 
 ber was able to do. All indications point to a large accession of numbers as soon 
 as the college is moved to its new home next August. 
 
 PROPOSED ENLARGEMENT OF THE WORK OF THE COLLEGE. 
 
 Three points only require special mention at this time: 1. It is the unanimous 
 wish of the faculty that, as soon as may be after removal, some of the benefits of 
 our agricultural instruction may be brought home to a larger number than can 
 be gathered together to take any of our regular courses of study. This desirable 
 end may be attained by short courses in dairying, horticulture, etc., by lectures and 
 institute work throughout the State, or by these several means combined. The 
 sooner such work can be undertaken, the better for all parties concerned. 2. The 
 opening of the doors of the college to women has already proved its utility, as ten 
 young ladies have been enrolled either as regular or special students. 3. I desire 
 to restate an opinion, given by me in the last report and strengthened by two years 
 
NEW HAMPSHIRE COLLEGE OPENED TO GIRLS. 
 
 411 
 
 of additional experience, “ In regard to preparation for college, we desire that the 
 advantages of the excellent academies and high schools, scattered over our State, 
 may be enjoyed and utilized by those who propose to study here, in order that their 
 progress after entering may be more rapid and satisfactory. It is generally unwise 
 to hasten one’s entrance under eighteen, at the expense of a thorough preparation.” 
 The young men and women who are to become leaders in the industrial life of New 
 Hampshire rightly demand and expect the best facilities and instruction that money 
 can procure. In justice to themselves, then, they should secure that preliminary 
 training and maturity of thought which will enable them to fully utilize such 
 advantages when offered. 
 
 C. H. PETTEE, 
 
 Dean. 
 
 The extracts from the report of the examining committee are here 
 quoted for their suggestions relating to Drawing and Manual Train¬ 
 ing, and for their favorable comments on the admission of women 
 students. 
 
 REPORT OF EXAMINING COMMITTEE FOR 1891. 
 
 To the Trustees of the New Hampshire College of Agriculture and the Mechanic 
 
 Arts: 
 
 Gentlemen: The examining committee have, as far as practicable, attended the 
 annual examinations and present their report. 
 
 We congratulate your board and the people of New Hampshire upon the prospect 
 that the College of Agriculture and the Mechanic Arts will soon enter upon an 
 enlarged sphere of usefulness that will be in some degree commensurate with the 
 great interests which it specially represents. When we consider how large a por¬ 
 tion of the people of this, or indeed any other State, are and must ever be engaged 
 in agricultural or mechanical pursuits, and how absolutely essential, not only to 
 the public welfare but to human life itself, these occupations are, then we appre¬ 
 ciate the fact that a college which shall worthily represent and promote these inter¬ 
 ests must be amply endowed and in all respects thoroughly furnished. Happily 
 the princely liberality of the late Benjamin Thompson and liberal appropriations 
 by the Legislature of New Hampshire are now being combined with the present 
 equipment of the college originally aided by act of Congress, for the purpose of 
 placing the institution upon an enlarged foundation. 
 
 It cannot be doubted that this will awaken a new interest in the college on the 
 part of the people of the State, and that it will take high rank among the educa¬ 
 tional institutions of New Hampshire. 
 
 HOW THE COLLEGE MAY BENEFIT THE COMMUNITY. 
 
 We should not overlook the many ways in which such a college may oenefit 
 the people. A liberal, generous culture with rational development of both physical 
 and mental powers is a great need in every vocation of life. And in many special 
 ways the College of Agriculture and Mechanic Arts benefits the people,—by its 
 investigations concerning improved methods of tillage, the use of fertilizers, stock 
 raising, dairy management, injurious insects, and other concerns of farm life: by 
 the development of mechanical intelligence, engineering skill, and their applications 
 to the various arts; by a comprehensive course of scientific instruction not excluding 
 literary and other branches of learning. 
 
 HOW IT MAY PROMOTE THE PUPLIC HEALTH. 
 
 Having considered the course of study as arranged and finding in it the means 
 of a broad and generous culture there are two suggestions which we respectfully 
 submit for the consideration of your board. The first is, whether or not there may 
 
412 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 be need of extending the study of sanitary engineering so as to include other 
 branches of sanitary science. The preservation of the public health, by the proper 
 isolation of those sick with contagious diseases, by the disinfection of households 
 of those who may suffer from such diseases, by all methods which depend upon 
 popular intelligence concerning the means of preserving the health, may well have 
 consideration in arranging a plan of practical education for the people. Consider¬ 
 ations of health, comfort, and economy alike suggest that the important concerns 
 of sanitary science should have full recognition. 
 
 ELEMENTARY INSTRUCTION IN ARCHITECTURAL DRAWING SUGGESTED. 
 
 The second suggestion is, whether or not the study of mechanical drawing may 
 well be so extended as to include the simpler elements of architecture. The design¬ 
 ing of houses directly affects the health of the occupants. Large sums are often 
 wasted upon poor designs. The improvement of the dwellings of the people is an 
 object of serious importance. Household architecture should have consideration 
 with reference to health, comfort, economy, good taste, landscape gardening, tree 
 planting, etc. 
 
 THE COLLEGE OPENS ITS DOORS TO WOMEN STUDENTS. 
 
 Your committee notice with satisfaction the admission upon their application of 
 Miss Lucy E. Swallow, of Hollis, and Miss Delia E. Brown, of Hanover, to the ben¬ 
 efits of the college. Whether we consider the fact that the college is in part sus¬ 
 tained by state appropriation, that agricultural and mechanical employments are 
 concerns of both men and women, or the purpose of the college as defined by the 
 act of Congress in pursuance of which it is established, the propriety of offering 
 the advantages of the college to young women equally with men is apparent. 
 
 * *•* * * * * 
 
 The machine and carpenter shops were visited by the committee and were of in¬ 
 terest, not simply for the mechanical knowledge and skill that may be acquired by 
 their use, but as a means of physical development. It is said that* “ in Germany, 
 France, Sweden, Norway, and Switzerland physical instruction is compulsory in 
 all schools.” Manual training schools tend to secure physical development in con¬ 
 nection with useful mechanical or other industry, for which the opportunity afforded 
 by the college should be highly esteemed. 
 
 * * * * * * ■# 
 
 LYMAN CLARK, 
 
 JOHN G. TALLANT, 
 DANIEL W. RUGG. 
 
 Committee. 
 
 Tlie examining Committee for 1892, in their report to the Trustees, 
 lay special stress on the general lack of suitable preparation of those 
 seeking admission to the college. 
 
 REPORT OF EXAMINING COMMITTEE FOR 1892. 
 
 To the Trustees of the New Hampshire College of Agriculture and the Mechanic 
 
 Arts: 
 
 Your examining committee for the year 1892, having carefidly and conscien¬ 
 tiously discharged the duty devolving upon them, beg leave to briefly and respect¬ 
 fully report as follows: 
 
 We are satisfied that the teaching in the New Hampshire College of Agriculture 
 and the Mechanic Arts is as thorough and efficient as that of other colleges of its 
 class, and of those giving what is termed a classic course of instruction. The 
 
 * N. A. Review June, 1891, article on Compulsory Physical Education. 
 
413 
 
 REMOVAL OF COLLEGE TO DURHAM, N. H. 
 
 natural sciences, which are of fundamental importance to both agriculture and the 
 mechanical arts, are certainly in the hands of competent instructors, who evidently 
 feel a deep interest in their work and succeed in drawing out the enthusiasm of 
 the students. In this line we witness no evidence of neglect or inefficiency, nor do 
 we find any occasion to criticise one department and commend another. All ap¬ 
 pear to be doing faithful and satisfactory work. 
 
 By way of suggestion, we would call attention to the self-evident lack of thorough 
 preparation on the part of the students to enter upon the college course. There 
 ought to be some change in our common school system which will give to the 
 scholars the fundamental or rudimentary principles, with the leading nomencla¬ 
 ture, of the natural sciences. Or, in the absence of this, a short introductory 
 course in the college, which need not prolong the entire period devoted to strictly 
 agricultural and mechanic instruction, as foreign languages, and even history and 
 literature, could be left for an additional term by such of the students as would de¬ 
 sire to devote additional time to them. The recommendation of a careful perusal 
 of such books as could be named, might be made to cover history and literature; 
 while the prompt translation and publication of such things of value as appear in 
 other languages would supply in a great measure any disadvantage arising from 
 not having the ordinary smattering of these languages, which is usually soon lost 
 on entering upon the serious and every-day duties of actual life. 
 
 Another point impresses itself upon our minds—and that is the lack in some de¬ 
 partments of suitable text-books for use in a special course of agriculture and me¬ 
 chanic arts. The field is by no means well defined. 
 
 * * * # * * * 
 
 T. D. CURTIS, 
 
 W. SCOTT WARD, 
 
 Committee. 
 
 Hanover, June 24, 1892. 
 
 The following statement is from the opening pages of the cata¬ 
 logue for 1890-1892, which forms a part of the report by the Trustees. 
 
 At the session of the Legislature of New Hampshire in 1891, acts were passed 
 severing the connection with Dartmouth College and removing the State College 
 from Hanover to Durham ; accepting the Benjamin Thompson estate, which was 
 then of the value of more than four hundred thousand dollars, and accumulating 
 at four per cent compound interest will be available as an endowment, in 1910; 
 and providing one hundred thousand dollars to be used with certain other sums in 
 the erection of buildings. 
 
 These buildings are so near completion as to make it certain that in September, 
 1893, the college work will begin at Durham, with shops, laboratories, and other 
 facilities found at the best technical schools. 
 
 The necessary transfers will be made during the summer vacation, and will not 
 interfere with the college work of the preceding or the succeeding year. 
 
 The following paragraphs from the statement of the conditions of 
 admission, are of interest when one recalls that, only a few decades 
 ago, it was possible to enter one of the best classical colleges, with¬ 
 out any direct examination as to proficiency in English. 
 
 In English the examination will consist in the criticism of specimens of incorrect 
 English, together with a short essay, correct in spelling, punctuation, division into 
 paragraphs, grammar and expression, on a subject to be announced at the time of 
 the examination. 
 
 Students are advised to prepare themselves thoroughly in all the required sub¬ 
 jects and especially in English, since no college can be expected to admit students 
 
414 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 who can not write their own language with neatness, clearness, and an approach 
 to accuracy. 
 
 They are further recommended not to limit their preparation to these require¬ 
 ments. The excellent academies and high schools of New Hampshire put within 
 their reach, a preliminary training which will add greatly to the value of a college 
 course. 
 
 The following is the general summary of the required work in 
 Drawing, and Shop-work ; these are given in the different courses, 
 and years, as already stated in the preceding pages. 
 
 DRAWING. 
 
 [Two hours and one half in the drawing room is reckoned as one exercise.] 
 
 1. Freehand Drawing. 
 
 (a) Copy Work and Sketching ; thirty exercises. 
 
 ( b ) Shading and Tinting, followed by a short course on the care and use of draw¬ 
 ing instruments j twenty exercises. 
 
 2. Descriptive Geometry and Drawing. Solution of problems in descriptive 
 geometry; eighty exercises. 
 
 Course 2 is open only to those who have taken Mathematics. 
 
 3. Mechanical Drawing. 
 
 (a) Elementary Projection Drawing; twenty exercises. 
 
 ( b ) Perspective Drawing and Line Shading; twenty exercises. 
 
 (c) Workshop Drawings. Tracing and the blue process of copying drawings; 
 thirty exercises. 
 
 SHOP WORK. 
 
 [Three hours’ work in the shops is considered equivalent to one exercise.] 
 
 1. Work in Wood Shop. Exercises in carpentry, joinery, and pattern making. 
 
 (a), forty-five exercises; (b), thirty exercises; (c), forty-five exercises; (d), thirty 
 
 exercises. 
 
 2. Work in Machine Shop. Exercises in bench work, machine work, and shop 
 measurements. 
 
 (a), thirty exercises; (5), twenty exercises; (c), twenty exercises; (d), forty-five 
 exercises; (e), thirty exercises; (/), thirty exercises. 
 
 Floor plans accompany the descriptions of the new buildings. 
 The main building, a view of which is given as a frontispiece, is 128 
 feet in length by 93 feet in width, with a central tower and a porte 
 coch^re 40 feet in length; altogether a stately building of three stories, 
 built of granite and brick. The Science building, 93 by 70, is also of 
 three stories. 
 
 THE SHOP BUILDINGS. 
 
 The shops have been planned and built with the object of providing facilities for 
 instruction in the working of wood and metals and in the design, construction, 
 care, and management of machinery. Incorporated with the shops, is a central 
 station for furnishing heat, light, water, and power, wherever needed in any of 
 the college buildings ; and the machinery of this station will form a part of the 
 material equipment of the engineering departments. 
 
 The main shop building is 42 by 106 feet, and two stories high, with a basement 
 31 by 42 feet. In a separate one-story building 40 by 100 feet, on a level with the 
 basement of the main building, are the boiler house, forge shop, coal shed, and 
 foundry. 
 
DRAWING AND SHOP WORK. 
 
 415 
 
 On the first floor of the main shop building, a lavatory is provided, with lockers 
 for the convenience of students. The largest room on this floor is the machine 
 shop, where there will be opportunity for practice in the operations of working 
 metals by cutting tools, both by hand work and by machinery. In the mechanical 
 laboratory, the students may learn by actual tests the strength and other proper¬ 
 ties of the various materials used in engineering constructions; the lubricating 
 value of oils, etc. 
 
 The second floor of this building is mainly occupied by a wood shop, in which the 
 common branches of carpentry, joinery, and pattern making will be taught. Prac¬ 
 tice will be given in the use of carpenter’s tools, and in the care and operation of 
 the machines of most general use in wood-working. A well lighted corner of this 
 room is partitioned off and will be equipped for copying drawings by the blue pro¬ 
 cess. Two office rooms are also provided, one of which will be temporarily used as 
 a recitation room, the other as a drawing room. 
 
 The shop buildings are constructed on the “slow-burning” principle, w T ith thick 
 walls, and heavy continuous plank floors. The rooms are all well lighted and well 
 ventilated. 
 
 A handsome two story brick building, called Nesmith Hall, is occu¬ 
 pied by the Experiment Station. Tuition is placed at $60 a year, but 
 there are 54 scholarships, 30 of which pay the holder $40 besides the 
 tuition; the remainder pay $20 more than the tuition. The annual 
 expenses are estimated from $129.00 to $228.00. Total number of 
 students connected with the college in 1891-’92, 61. The Faculty 
 number 16 Professors and Instructors. Hon. Lyman D. Stevens is 
 President. Charles H. Pettee, a. M., c. e., Dean, and Professor of 
 Mathematics and Civil Engineering. 
 
 Rutgers Scientific School, Rutgers College, N. J. 
 
 “Rutgers Scientific School, The State College for the benefit of 
 Agriculture and the Mechanic Arts,” is known as the Scientific 
 Department of Rutgers College, situated at New Brunswick, New 
 Jersey. 
 
 This school, organized in 1864, in compliance with the United 
 States Land Grant act, is also, by law, designated as the “State 
 College;” and has forty free State scholarships, distributed pro rata 
 among the several counties on the basis of their representation in 
 the Legislature. 
 
 The courses are as follows: Two Regular courses of four years 
 each, in “Civil Engineering and Mechanics;” and in “Chemistry 
 and Agriculture.” 
 
 Special courses of two years each in “Chemistry,” and in “Agri¬ 
 culture ;” also, optional post graduate courses. The studies of the 
 two principal courses are alike for the first year, at the end of which 
 the student elects which course to take ; the studies thereafter are 
 specially adapted to their purpose. Drawing is carried through 
 each term of the four years in both courses. It is also taught in 
 each year of the special course in Agriculture, but is not taught in 
 the special course in Chemistry. 
 
416 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. - 
 
 In the 17th Annual Report of the Rutgers Scientific School for 
 the year 1881, made to the Governor of the State by the Trustees of 
 Rutgers College, and signed by Rev. Wm. H. Campbell, LL. D., 
 President both of the College and of the Board of Trustees, there is, 
 in addition to an account of the instruction given in drawing the 
 past year, a statement of the importance of elemental and thorough 
 training in this study on the part of all pupils in the public schools, 
 as well as in the technical institutions of a manufacturing com¬ 
 munity. 
 
 As this bears directly upon the subject matter of the present work, 
 and shows the intimate relation borne by the primary schools to the 
 higher and technical schools, these pages of the Report for 1881, are 
 here quoted. 
 
 GRAPHICS. 
 
 During the past year, instruction in Descriptive Geometry has been given the 
 Sophomore Class. A text-book was used in the recitation-room as a convenient 
 method of bringing principles to the students’ attention, and of discussing them. 
 At the same time, problems prepared by the professor, and furnishing novel and 
 practical applications of these principles, were assigned for solution in the draughting- 
 room. These have proved of very great benefit, not only in giving a meaning to 
 what might otherwise have seemed abstractions, but in familiarizing the mind with 
 the relations and properties of geometrical magnitudes, and with the many artifices 
 of solution which are invaluable to the draughtsman as well as to the descriptive 
 geometer. The work of the year in this respect has been exceptionally satisfactory, 
 the problems solved being more numerous and more difficult than those of previ¬ 
 ous years, and the solutions furnished possessing unusual merit in originality of 
 method as well as in comprehension of principles. Many of the problems were 
 more difficult than those assigned for the “Science Examinations” in England. 
 The subjects of the Intersection of Surfaces, Shades and Shadows, and Linear Per¬ 
 spective were illustrated by problems which stimulated investigation and ingenuity 
 on the part of the student. At the end of the year the growth in the power of 
 synthetic and analytic reasoning was felt by the students themselves, and it was 
 evident to the professor. 
 
 Instruction to the other classes was entirely oral, in connection with work at the 
 draugliting-table. During the hours devoted to this work, questions and discus¬ 
 sions, either among the students themselves or with the professor are always in 
 order and generally in progress. As a result, not only are methods learned, but 
 also the reasons for them, with the occasion and effects of modifications. From this 
 comes a more thorough mastery of the principles and a greater facility in their 
 application. In short, the student grows into an intelligent and ready draughtsman. 
 The work with these classes was in the construction of geometrical problems, topo¬ 
 graphical drawing, lettering, the use of colors and practice in shading, cutting of 
 timbers, finished drawings, etc. 
 
 THE VALUE AND IMPORTANCE OF PREVIOUS ELEMENTARY TRACING IN DRAWING. 
 
 Attention has been called in previous reports to the great hindrance to the most 
 effective work in this department, arising from the fact that very rarely does any 
 new student coming here, except from the Rutgers College Grammar School, 
 have even the most elementary knowledge of rightline drawing. The names of the 
 most common draughting instruments_are entirely unknown to him. Of course, 
 he knows nothing of their purposes or of the manner of using them for the simplest 
 
RUTGERS SCIENTIFIC SCHOOL, NEW JERSEY. 
 
 417 
 
 operations. Again would we protest to the people of the State, against this unnec¬ 
 essary waste of time,—in the < urriculum and to the student—a waste which is the 
 more to be lamented because occurring when opportunities afforded for advanced 
 instruction, based upon the principles of mathematics and mechanics here taught, 
 cannot be improved by reason of a want of elementary instruction in this subject. 
 The possibilities of at least one year are lost from this cause. And since our students 
 are preparing for various and dissimilar vocations, the arrangement of special 
 courses in drawing, with reference to such vocations, and advanced instruction in 
 these courses, is not to any great extent practicable, and the limited time available 
 becomes, therefore, the more valuable. Besides, a few of the students, as indicated 
 above, having had some instruction in elementary drawing, must either repeat the 
 course or a difficulty arises in providing proper work and oversight for different 
 members of the same class, which cannot be well met without increased teaching 
 force and facilities. Wefeel interested in this question as an institution, for students 
 coming to us are not ready to receive for themselves, and prevent the giving to 
 others who are ready, the instruction which we could and desire to furnish; and 
 we are thus hindered from accomplishing the full measure of results which we 
 feel we might otherwise attain. 
 
 INDUSTRIAL DRAWING SHOULD BE TAUGHT IN THESE COLLEGES. 
 
 It seems proper that schools established for the benefit of agriculture and the 
 mechanic arts, of which this is one, should encourage the art of drawing, particu¬ 
 larly industrial drawing. There was a time when industrial education would have 
 been regarded not only as an innovation, but almost as a heresy, even if the mean¬ 
 ing of the term were understood. The importance of this education was greatly 
 underrated; special training was provided, and large sums of money provided for 
 young men who intended to enter the learned professions; but the young Wattses 
 and Stevensons developed in a chilly atmosphere of neglect and indifference. It 
 was only when the English public found the markets of the world, which they had 
 sometimes seemed to regard as then - peculiar heritage, occupied by France and 
 other European nations, that they clearly perceived the necessity of promoting a 
 system of thorough scientific education as the fi rst ground work for material na¬ 
 tional prosperity. The lesson of the World’s Fair of 1851 was a bitter one to English 
 prejudice and tradition in education. Commercial prudence overcame ancient 
 prejudice, and English pianufacturers regained their place in the world’s market 
 when English money and care founded and fostered the South Kensington, and the 
 many other schools for industrial education. 
 
 NEED OF TECHNICAL INDUSTRIAL ART TRAINING RECOGNIZED. 
 
 In this country, the General Government, some of the State Governments, and 
 several private citizens have, in recent years, aided in the establishment of many 
 similar institutions. Such schools are evidences of the need felt by their founders, 
 many of them practical business men and manufacturers, for a trained labor, and 
 of their sense of the necessity of providing suitable opportunities of imparting the 
 desired education. Business men are the first to see the business needs of a State, 
 and to provide for them. In promoting industrial education, they simply take 
 money from one pocket to secure an increased return into the other. Recently a 
 representative of one of the leading industries of a large manufacturing city in this 
 State was induced, by his sense of the needs and his appreciation of the advantage 
 of industrial drawing in his business, to propose the offering of prizes to the pupils 
 in the public schools of this city, for the best designs for oil-cloths, table-cloths, 
 wall paper, etc. 
 
 We may safely say that the mills of Massachusetts would never have achieved 
 their present reputation but for the school-houses; that the system of training in 
 ART—VOL 4 - 27 
 
418 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 industrial drawing, and of industrial education generally, so well developed and so 
 efficiently conducted in that State, has made possible the improved machinery and 
 increased skill, whose products are held in so high repute. The State law, which 
 makes it possible for all cities or towns of five thousand inhabitants, and obligatory 
 upon all of more than ten thousand, to “ annually make provision for giving free 
 instruction in industrial or mechanical drawing,” etc., has given the wheels of those 
 mills a new impetus. 
 
 In all institutions devoted to industrial education, industrial drawing is regarded 
 as one of the principal supports or most essential factors in the system. And just 
 here it may be well to meet an objection to the introduction of drawing into all 
 schools, by indicating what we deem the proper character to be given to this draw¬ 
 ing. 
 
 INDUSTRIAL DRAWING DEFINED. 
 
 Industrial drawing is not what may be called aesthetic drawing. Its object is 
 not to make “pictures.” In the latter, the artist aims to represent a combination 
 of objects, real, imaginary, conventional or conventionalized, for the purpose of 
 producing a pleasant effect upon the eye and mind of the beholder. Its purpose is 
 artistic or “ effect.” In industrial drawing the draughtsman aims to represent pri¬ 
 marily, forms and relations as they are in the object represented, existing or to be 
 produced. Its purpose is utility or “service.” When this principal object has been 
 attained the decorator may and does add such lines of figure, or other design, as 
 shall increase the beauty of the object, while consonant with its purpose but never 
 interfering with it. 
 
 Drawing is too often regarded as an accomplishment merely, without possessing 
 any really practical value. The apathy manifested in many instances when it has 
 been proposed to introduce this subject as one of the regular branches in the school 
 curriculum, gives unfortunate indication of the mistaken notions too prevalent of 
 its scope and purposes. And if allowed a place in the course, it is generally as¬ 
 signed a position such that teachers, pupils and parents understand that it is “of 
 little account;” but the instruction in drawing, which we advocate, which we 
 should be gratified to see introduced into every school in the State, and which we 
 give in this “State College for the Benefit of Agriculture and the Mechanic Arts,” 
 so far as the facilities furnished us allow, which we feel is essential to the highest 
 development of any manufacturing interest—industrial drawing—furnishes not 
 only bread and butter in any community, but in one whose manufacturing interests 
 are great it provides strong meat out of which are formed the bone and the mus¬ 
 cles of a strong and efficient body of industry. The duty of the State toward its 
 children, its future citizens, is to make, or assist in making, them as efficient as 
 possible factors in diminishing waste of its economic possibilities, in husbanding 
 its resources, and in increasing its wealth. 
 
 EDUCATIONAL VALUE OF DRAWING. 
 
 Drawing has an educational value, which is universal in its character. It de¬ 
 velops closeness of observation, accuracy of perception, vividness of imagination, 
 quickness of eye, facility of hand, care and judgment in expression. It cultivates 
 a knowledge of relations, of fittingness and adaptation—all useful in the general 
 duties of life, and which render their possessor either better producers or better 
 fitted to appreciate the products of labor which was guided by this training. 
 
 MONEY VALUE OF DRAWING TO THE STATE OF NEW JERSEY. 
 
 There are few States in the Union in which the subject of Industrial Drawing is 
 so important as in New Jersey. Her varied industries make constant demand upon 
 the designer and draughtsman. The last report of the Bureau of Labor and Sta- 
 
INDUSTRIAL ART DRAWING. 
 
 419 
 
 tistics of the State gives $82,871,863.12, as the value of the manufactured products 
 in those industries where drawing is essential to accurate work and prevention of 
 waste, and $20,528,017.30, as the amount of wages paid to laborers in those indus¬ 
 tries. To this should be added the values of buildings erected, bridges built, rail¬ 
 roads, steam and other boats constructed, none of which are included in the report, 
 and the sum assumes a magnitude which makes the neglect of anything tending 
 to conserve and promote the efficiency of these interests seem culpable. 
 
 Industrial Drawing is one of the most important links, binding together and 
 showing the relation between the school and the practical industries of the country; 
 giving, more than most others, direct and appreciable results of the training of the 
 former upon the products of the latter. It is scientific, artistic and educational; 
 scientific to properly secure the accuracy of permanent and economic workman¬ 
 ship; artistic, to add the enhancing quality of beauty of form or decoration to the 
 products of that workmanship; educational, in the training of the faculties which 
 it gives; and it is always practical. 
 
 The Department of Graphics in this institution aims to assist in securing for and 
 to the industries and people of New Jersey the benefits which are possible for them 
 in this branch of education.” 
 
 The report shows an attendance of 46 students during the year 
 ending Dec 31st, 1881. 
 
 In the Twenty-Seventh Annual Report,* made by the State Board 
 of Visitors and by the Trustees of the School, for the year ending 
 December 31st, 1891; the fact of the passage of the law on March 
 31, 1890, “establishing a free scholarship for each assembly district 
 each year,’' is recorded, and the conditions given.—The Trustees 
 had, in 1888, increased the 40 State “county” Free Scholarships by the 
 addition of 10 more, “at large.” These were all reported as filled. 
 The following is the course of study offered in this School. 
 
 COURSES OF STUDY AND DEGREES. 
 
 Six distinct courses of study are included in the schedule which follows: 
 
 I. A Course in Agriculture. 
 
 II. A Course in Civil Engineering and Mechanics. 
 
 III. A Course in Chemistry. 
 
 IV. A Course in Electricity. 
 
 V. A Course in Biology. 
 
 VI. A Winter Lecture Course in Agriculture. 
 
 During the first year the studies of the five full courses are nearly the same, and 
 are designed to furnish a suitable introduction to the pursuit of the higher branches 
 in either. 
 
 At the end of the first year students elect to pursue one of the five full courses, 
 and for the remaining three years their studies are directed with particular refer¬ 
 ence to the choice made. Some studies which go to the equipment of the intelli¬ 
 gent citizen, whatever his occupation, such as History, English Literature, Political 
 Economy, Political Ethics and others, are interspersed throughout the entire four 
 years, in order that students may not only acquire a thorough preparation for their 
 special pursuits in life, but may at the same time receive a liberal training which 
 will fit them to discharge wisely and usefully the duties of good citizenship. 
 
 * Twenty-Seventh Annual Report of Rutgers Scientific School. The State College 
 for the benefit of Agriculture and the Mechanic Arts, New Brunswick, N. J., for 
 the year 1891. Trenton, N. J., The John L. Murphy Publishing Company, Printers. 
 1892. Pp. 104. 
 
420 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Provision is also made for Special Students, who may enter at any time, and 
 elect, under the advice and direction of the Faculty, such studies as they may be 
 found qualified to pursue with classes already formed. Such students are subject 
 to the general regulations and discipline of the institution. They are required to 
 have their time fully occupied, and to pass such examinations as may be prescribed 
 in each case. On leaving, they receive certificates stating the studies pursued and 
 the amount of work performed in each. 
 
 Drawing is required in all the courses for the first two years; and 
 in all others, except the courses in Agriculture, Chemistry, and Biol¬ 
 ogy, through the four years. 
 
 The following statement describes the methods adopted in teach¬ 
 ing Drawing. 
 
 II. GRAPHICS. 
 
 The instruction in this department is oral and by illustration or supervision, ex¬ 
 cept in Descriptive Geometry, In this subject a text-book is used in the recitation- 
 room, while the principles there discussed are more fully illustrated by problems 
 assigned for graphical solution in the draughting-room. 
 
 During the entire course of four years the students are required to spend a certain 
 number of hours each week in the draughting-room in practical work in Drawing. 
 In the Freshman year the practice begins with the use of the principal instruments 
 employed in Mechanical Drawing. This practice is obtained in the solution of 
 problems in Plane Geometry, thus securing two ends, viz., a knowledge of the pur¬ 
 poses of the instruments and of the manner of using them, and a knowledge of geo¬ 
 metrical principles and their applications, particularly such modifications and 
 applications of the principles as will give the shortest, neatest and most perspicuous 
 methods of working. When the student has acquired some facility in the use of 
 instruments, he is taught the methods of Topographical Drawing with practice in 
 the use of colors, pen-signs, contour-lines, etc. Also, the methods of Graphical 
 Representation of Statistical Data. At the end of the first year’s work, the stu¬ 
 dent has had instruction sufficient to enable him to execute all the drawings re¬ 
 quired in Plane Surveying for farm purposes, etc. 
 
 In the Sophomore year, the course in Drawing is based on Descriptive Geometry, 
 as that, at the beginning of the Freshman year, exercised the student’s knowledge 
 of Elementary Geometry. Besides the solution of problems in Solid Geometry, the 
 course, during the year, includes practice in Shades and Shadows and Linear Per¬ 
 spective, the work being all directed by mathematical principles. 
 
 During the Junior and Senior years, the aim of the instruction is to acquaint the 
 student with some of the many applications of the principles of Drawing additional 
 to those in which he has had practice in the first two years. The limited time 
 allowed to the subject, and the diversity of the intended pursuits of the students 
 after graduation, prevent extended practice in any particular department of Draw¬ 
 ing. The design, therefore, is to prepare intelligent and ready draughtsmen, 
 familiar with fundamental principles and methods; men who in any of the me¬ 
 chanic arts or in farming will be able to sketch machines and apparatus, and will 
 be valuable assistants in the draughting-room of the architect or engineer, rather 
 than accomplished masters in these professions; to give the student a safe beginning 
 on which to grow more easily and surely into the work of the practical designer. 
 
 Total number of students in attendance 134; of these, 7 were “spe¬ 
 cial” and 4 “ Post Graduate.” 
 
 The Faculty consists of 26 Professors and Instructors. Austin 
 Scott, ph. d., ll. D., President, and Professor of History and Polit¬ 
 ical Science. 
 
CHAPTER XII. 
 
 UNITED STATES LAND GRANT COLLEGES OF AGRICULTURE AND 
 THE MECHANIC ARTS— Continued. 
 
 ANALYSIS OF CHAPTER 
 
 Page. 
 
 421 
 
 New York College of Agriculture, Cornell University, Ithaca .... 423 
 
 This University was incorporated by the Legislature in 1865, and desig¬ 
 nated to receive the income of the United States Land Grant Fund— 
 
 How Mr. Cornell, preserved and augmented that fund is well 
 known—The University opened in 1868—The Department of Agricul¬ 
 ture, is the only one considered in this chapter—Other departments in 
 which drawing enters; “Engineering,” “Architecture,” etc., have 
 kept pace with the growth of the University, and will be recorded 
 with like institutions elsewhere in this report—There is a farm of 200 
 acres, the gift of Mr. Cornell, attached to this department—A course 
 of four years leads to a regular degree—There is also a course of three 
 years without a degree—Drawing is taught two terms of Freshman 
 year in the first course, and only one term in the last—Free-hand 
 drawing as taught in the University—Equipment for instruction in 
 Drawing—The Register of the University for 1881-82, shows an 
 attendance of 384 students—President Adams’ Annual Report for 
 1891-92, shows that, while the number of students in the University 
 as a whole, has greatly increased, attendance in the Department of 
 Agriculture has rather diminished—As in many other institutions, 
 the number of students of Agriculture are relatively few—The work 
 here seems largely that of educating Professors and Teachers—Ex¬ 
 tracts from this report—Agricultural institutions—The report by the 
 Director of this College commends enthusiastically the work in the 
 Experiment Station—General view of the course in Agriculture, iu 
 the Register for 1892-’93—A winter course of eleven weeks offered 
 for the first time—Out of a total of 1,665 students enrolled in the 
 University for the year 1892-’93, 22 only, are enrolled in the College 
 of Agriculture—The Body of Professors, Instructors, etc., attached 
 to the University numbers 145—The Corps of the Agricultural Exper¬ 
 iment Station numbers 13—Isaac Phillips Roberts, M. AGR., Director 
 of College of Agriculture — Jacob Gould Schurman, D. SC., LL. D., 
 President of University. 
 
 New York: United States Military Academy, West Point. . 427 
 
 Regular course of four years—Twelve Departments of Study—Instruc¬ 
 tion in Drawing essential to study of Military Engineering—In 
 1881-82, an attendance of 191 cadets—The admirable situation of this 
 National Training School—Character of scenery—Historical Associ¬ 
 ations—The training here given valuable in peaceful pursuits as well 
 as in war—President Thompson’s estimate of this as a school of engi¬ 
 neering and technology—In 1891,261 cadet pupils in attendance—Ac¬ 
 ademic staff numbers 58 Professors and Instructors. Col. John W. 
 Wilson, Superintendent in 1891—A military staff of 17 officers. 
 
 421 
 
422 EDUCATION IN THE INDUSTKIAL AND FINE ARTS. 
 
 North Carolina: Agricultural and Mechanical College of the Uni¬ 
 versity, Chapel Hill. 
 
 Preliminary words—Concise historical statements—The organization 
 of the University—The study of Drawing—Inauguration of new Me¬ 
 morial building in 1885—Description of the building—The College 
 made a department of the University, by the Legislature, in 1866— 
 Extracts from report by President Battle in 1887—Concise history of 
 University since its reopening in 1875—Money value to a State of high- 
 class Institutions of Learning—What kind of a College is designated 
 in the United States Land Grant Law?—Senator Morrill, and United 
 States Commissioner of Education Eaton, quoted—Twenty-five of the 
 States made the Land Grant College a department of the State Uni¬ 
 versity—Removal of the College to Raleigh, announced by the Gov¬ 
 ernor of the State, June 18, 1888—Catalogue of 1891—’92, shows 248 
 students in attendance in the University—Faculty number 20—George 
 Taylor Winston, LL. D., President. 
 
 North Carolina: College of Agriculture and the Mechanic Arts, 
 
 Raleigh. 
 
 Concise historical statement—R. Stanhope Pullen, Esq., of Raleigh, made 
 a gift of lands to the College; the State added 300 acres to be used 
 by the College, or the Experiment Station—These inducements were 
 doubtless, influential in causing the removal from Chapel Hill—Ex¬ 
 tracts from first Annual Catalogue under date of June, 1890—Loca¬ 
 tion and Buildings described—State authorizes admission of 120 free 
 pupils—Regular courses of four years lead to degrees in three depart¬ 
 ments—As this removal from the State University is such a radical 
 departure from the previous policy of the State; the statements of this 
 first catalogue are given at unusual length—The desire for an indus¬ 
 trial school in Raleigh, appears to have been the cause of the inception 
 of this movement—Provisions of the law authorizing the removal of 
 the College—Meeting of Farmers in 1887—The law of 1887—Purposes 
 of the College set forth—General courses of Instruction—Schedules of 
 courses in the Department of Practical Mechanics and Mathematics— 
 Total number of students, 72—Faculty of College, 8; Officers of Ex¬ 
 perimental Station, 10—Alexander Q. Holliday, President. 
 
 Ohio: State University, Columbus, formerly known as The Ohio Ag¬ 
 ricultural and Mechanical, College. 
 
 Preliminary words—Concise historical statement—Founded by Legis¬ 
 lature to receive the United States Land Grant in 1870—Opened 
 under former name, in 1873—Reorganized and renamed by act of 
 Legislature in 1878—The histitution greatly enlarged after the reor¬ 
 ganization—Fifteen departments of study—Three general Degrees, 
 and four special Degrees, offered—Regular courses of four years—A 
 preparatory course of two years -Great attention given to the 
 study of Drawing in most of the courses—New Department of Me¬ 
 chanical and free-hand Drawing—Report by Principal of this depart¬ 
 ment in 1880—Catalogue for 1879-’80, gives a total of 315 students— 
 Reference to account of the University in the History of Higher 
 Education in Ohio, issued as circular No. 5, 1891, by the United 
 States Bureau of Education—Small outcome of Ohio’s share of the 
 Land Grant of 1862, as compared with that secured for the State of 
 New York by the wise enterprise and foresight of Ezra Cornell— 
 History of State Appropriations—College opened in 1873—President 
 
TABLE OF CONTENTS, CHAPTER XII. 
 
 423 
 
 Edward Orton, PH. d. , of Antioch College, Ohio, called to the Presi¬ 
 dency—College reorganized in 1879—President Orton, resigned in 1881 
 —Rev. W. Q. Scott, d. d., President till 1883—Rev. William H. Scott, 
 
 D. D., Presidentof Ohio University,at Athens,called to succeed him — 
 Increase of students from 1874 to 1890—Girlsadmitted from the open¬ 
 ing of the College—Extracts from Twenty-first Annual Report by 
 Board of Trustees to the Governor of the State—Extracts from Report 
 of President to Board of Trustees, November, 1891—Additions to 
 Faculty—Statistics of degrees conferred—Interesting details of devel¬ 
 opment of the University in many directions—Report by Professor of 
 Drawing—Report by Professor of Mechanical Engineering—Extracts 
 from Catalogue for 1891-92—Location, Organization, and Material 
 Equipment of the University—Expenses of students—General condi¬ 
 tions of Admission--Courses of Instruction—Details of Courses in 
 Drawing—Details of Courses in Mechanical Engineering—The Three 
 Schools of “Science,” “Agriculture” and “Engineering”—Statistical 
 Summary of Students—Total number attending 1891-92, 664—Offi¬ 
 cers of Instruction, 67 — Rev. William H. Scott, M. a., ll. d., Presi¬ 
 dent. 
 
 Cornell University, Ithaca, N. Y., College of Agriculture. 
 
 This well known institution owes its origin to the bounty of Ezra 
 Cornell, who gave to it the sum of $500,000; and to the 1862 Land 
 Grant Act of the United States. 
 
 In 1865, the Legislature of the State of New York incorporated 
 Cornell University and appropriated to it the annual income arising 
 from the funds accruing from sale of the land given by the United 
 States grant. In addition to the departments required by the con¬ 
 ditions of the United States Land Grant Law, the University is 
 chartered to teach “such other branches of science and knowledge” 
 * * * “as the trustees may deem useful and proper.” The act 
 
 of incorporation provides that one state student from each assembly 
 district may here receive free tuition. 
 
 The University was opened in October 1868. It has fourteen sep¬ 
 arate Departments with Special Faculties. 
 
 As a full account of those Departments of the University, in the 
 courses of which drawing largely enters, will be found elsewhere in 
 this Report grouped with similar schools; only such facts as relate 
 to the Department of Agriculture, are here given. This Depart¬ 
 ment has a farm of 200 acres, which, with its buildings, was given 
 by Mr. Cornell, in excess of the $500,000 mentioned above. 
 
 There is a four years course entitling to a Degree of Bachelor of 
 Agriculture, and a three years course not leading to a degree. Free¬ 
 hand drawing is taught through the first two terms of the first year 
 in the regular 4 years course, but only in the first term of that year 
 in the 3 years course. 
 
 The following is from the University Register of 1881-82. 
 
424 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS, 
 
 FREEHAND DRAWING. 
 
 Instruction in Freehand Drawing is given by means of lectures and general ex¬ 
 ercises from the black-board, from flat copies, and from models. The work embraces 
 a thorough training of the hand and eye in outline drawing, elementary perspective, 
 model and object drawing, drawing from casts, and sketching from nature. 
 
 The effort is, not to make mere copyists, but to render the student familiar with 
 the fundamental principles underlying this art, and to enable him to represent any 
 object he may desire correctly and rapidly. The course is largely industrial, and 
 the exercises are arranged, as far as possible, with special reference to the drawing 
 required in the work of the different departments. 
 
 All students in the departments of Agriculture, Architecture, Civil Engineering, 
 Mechanic Arts, Mathematics, and Natural History devote two hours a day to free¬ 
 hand drawing during the first two terms of the first year; and students in Architec¬ 
 ture, in addition, two hours a day during one term of the second, and one term of 
 the third year. Students in the other courses may take drawing as an elective 
 study. 
 
 EQUIPMENT. 
 
 The department has a large collection of studies of natural and conventional 
 forms, both shaded and in outline; of geometrical models, and of papier maclie and 
 plaster casts, including a number of antique busts, casts of parts of the human 
 figure, studies from nature, and examples of historical ornament.” 
 
 The “Register” of the University for 1831-82, shows a total attend¬ 
 ance of 384 students. 
 
 PROSPERITY OF THE UNIVERSITY IN 1892. 
 
 The “Annual Report of President Adams, for the academic year 
 1891-1892,”—shows in the general statement made by himself, and 
 in the detailed reports made by the heads of the different depart¬ 
 ments of the University,—that, while in the total number of students 
 attending, the University has grown enormously; and, while the 
 increase of attendance in the Mechanical Engineering, and strictly 
 Scientific courses, has kept pace with this growth; the attendance 
 upon the College of Agriculture, has rather diminished than in¬ 
 creased. In a table showing the totals of attendance during each of 
 the seven years of President Adam’s Presidency, it appears that, 
 while the sum of students has increased from 575 , in 1884r-’85, to 
 1538, in the year 1891-’92, the pupils in Agriculture in the first of 
 these years numbered 20, while in the last they are only 22, the 
 highest number in attendance at any time during these seven years, 
 was during 1888-’89,—when 37, are recorded. In treating of the 
 College of Agriculture the President, referring to the small number 
 of students definitely enrolled in this department, says: 
 
 The number of students in the Department of Agriculture continues to be rela¬ 
 tively small. This is no doubt owing to the fact that agriculture as an industry has 
 been in a very depressed condition and that the sons of farmers, having the means 
 and the desire to pursue a thorough course of study have, for the most part, chosen 
 to devote themselves to some other vocation. Another consideration is worthy of 
 notice. We should not forget that, unlike most agricultural colleges in the country, 
 the one here established is almost purely a technical school. Its design is to edu¬ 
 cate young men to be farmers in a large sense of the term, or to be teachers of some 
 one of the branches of agriculture in an agricultural college. In a former report I 
 
CORNELL UNIVERSITY, ITHACA, NEW YORK. 
 
 425 
 
 called attention to the fact that generally in the Agricultural Colleges, students are 
 received who desire to study the Mechanic Arts, Civil Engineering, Botany, Natural 
 History, and General Chemistry. The students desiring these general courses when 
 coming to Cornell University are elsewhere enrolled, and therefore, while they 
 swell the number of students in other departments, deplete the record of those 
 forming a part of the College of Agriculture. It must also be borne in mind that 
 all the Professors in the College of Agriculture, with two exceptions, devote most 
 of their time to giving instruction to students not enrolled in that course. It may 
 fairly be said, therefore, that the College of Agriculture requires by its presence no 
 more than two professors and three or four subordinate teachers more than would 
 be required if there were no department of Agriculture at the University. The 
 bearing of this condition of affairs on the duties of the University is obvious. It 
 has frequently been thought that thelarge expenditures of the Board for the depart¬ 
 ment of Agriculture have not been adequately appreciated by the farmers of the 
 state. It is perfectly true that the laboratories and libraries of the University are 
 at the service of students in this important department; but I think we should make 
 a grave mistake if we were to suppose that we ought to reduce our expenditures for 
 that department in consequence of the smallness of the number of students actually 
 enrolled in the College. A very large proportion of the students who come to the 
 University, whether enrolled in the department of Agriculture or not, are the sons 
 of farmers. It has often been truly said that this University, not only by means of 
 the original Moi'rill Grant, but also by means of the supplementary Morrill Act and 
 Agricultural Experiment Station fund, came from an impulse that had its origin 
 and its support in a desire to benefit the agricultural interests in the country. Our 
 function in the College of Agriculture seems to have been very largely to educate 
 professors and teachers, and, notwithstanding the smallness of the number of 
 students enrolled in the College, it is probable that no other department in the 
 University can now show so large a list of Alumni who have arisen to distinction in 
 their respective vocations. In view of these facts, the University, in my judgment, 
 ought not to allow itself to be tempted into a policy of diminishing its appropria¬ 
 tions for the department of Agriculture. 
 
 The report made to the President by the Director of the College 
 of Agriculture, who is also Director of the “Experiment Station,” 
 is given wholly to details ; these include all matters relating to 
 Instruction and to those concerning the Farm, Stock, and Buildings. 
 He is enthusiastic over the work done at the Experiment Station, 
 which last he claims, attracts post-graduate students from all over 
 the country. 
 
 The following is the opening paragraph of his report: 
 
 REPORT OF THE DIRECTOR OF THE COLLEGE OF AGRICULTURE AND OF THE AGRI¬ 
 CULTURAL EXPERIMENT STATION. 
 
 To the President of the University: 
 
 Sir : The College of Agriculture completes the year in a most prosperous condi¬ 
 tion. Four new courses of study have been offered in the Department of Applied 
 Agriculture. The students have readily availed themselves of these added oppor¬ 
 tunities for instruction in specific lines of work, and this work, although new, has 
 been entered upon with great zeal by students and assistants alike. As the College 
 grows from year to year, and the number of courses offered increases, the facilities 
 for giving instruction become more and more inadequate. The rooms available for 
 applied agriculture and the Experiment Station are entirely inadequate. It is hoped 
 that some provision may be made at an early day to meet the wants of these de¬ 
 partments in this direction. 
 
42 G EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The “Register” * for 1892-’93, in showing the general courses of 
 teaching in the several departments, says of the course in Agricul¬ 
 ture as follows: 
 
 The instruction in the College of Agriculture is comprised in the following gen¬ 
 eral lines: 
 
 Advanced or graduate work in Agricultural Science. This instruction is designed 
 to fit men for teachers and experimenters and it may lead to the degrees of Master 
 of Science and Doctor of Science. The laboratories are well equipped for the prose¬ 
 cution of independent work of a high character. 
 
 The Regular Course in Agriculture covers a period of four years. It is designed 
 to afford an education as broad and liberal as that given by other departments of 
 the University, and leads to the degree of Bachelor of Science in Agriculture. 
 During the last two years of his course, the student selects his studies in those 
 departments in which he is most interested. 
 
 The Special Course is intended for young men who cannot well spend four years 
 in preparing themselves to become farmers and who yet wish to avail themselves 
 of technical, practical instruction in modern scientific agriculture. Young men 
 who are eighteen years of age and who have a fair knowledge of the common 
 English branches are admitted to the Special Course without examination. They 
 may stay for two years and are required to take lectures and recitations to the 
 amount of twelve hours per week, from the list of elective studies of the Regular 
 Course. The remainder of their time, three to six hours per week, they may devote 
 to any studies which they are prepared to pursue. Special students, during the 
 time they are in the University, enjoy equal advantages in all respects with students 
 who are studying for a degree. They are admitted by a vote of the Faculty upon 
 recommendation of the Director of the College of Agriculture, and applications 
 for admission to the Special Course should be made personally or by letter to the 
 Director of the College. 
 
 The short Winter Course is now offered for the first time. This course will be 
 given for the first time during the winter term of 1892-3. It will extend through 
 one term of eleven weeks, beginning Jan. 3, 1893. It is intended to meet the needs 
 of those who have only the time and means to spend one or at most two terms at 
 the University. Persons who are of good moral character and sixteen years of 
 age, upon application to the Director of the College of Agriculture, may be admit¬ 
 ted to this course. The instruction offered will be designed especially to meet their 
 needs. 
 
 “Dairy Husbandry,” “Animal Industry,” “Poultry Keeping,” 
 and “work in the Experiment Station,” are different divisions of 
 study. There is a fine Dairy House, and a very complete Agricul¬ 
 tural Museum. Horticulture is given in seven different courses,” 
 “Veterinary Science” is’taught; there is also a Museum of Veteri¬ 
 nary Science. The regular four years course in Agriculture leads to 
 the Degree of Bachelor of Science in Agriculture. 
 
 Out of the 1665 students enrolled in the University during the 
 year 1892-’93 ; 22, are enrolled under Agriculture, Teachers in Uni¬ 
 versity 145, Corps of Agricultural Experiment Station, 13. Jacob 
 Gould Schurman, d. sc., ll. d., is President of the University, 
 and Isaac Phillips Roberts, M. agr. , is Director of the College of 
 Agriculture, and Professor of Agriculture. 
 
 * The Cornell University Register December, 1892. “I would found an institu¬ 
 tion where any person can find instruction in any study.” Ezra Cornell. Ithaca, 
 N. Y. Published by the University Press of Andrus & Church. Pp. 237. 
 
A NATIONAL MILITARY TRAINING SCHOOL. 427 
 
 United States Military Academy at West Point, New York. 
 
 The courses of instruction in this Government Training School for 
 the future officers of the Regular Army, are divided into twelve De¬ 
 partments ; each with their special corps of instructors. The full 
 course of study occupies four years. 
 
 The corps of Instructors of the Department of Drawing, consists 
 of a Professor, an assistant Professor, and two acting assistant Pro¬ 
 fessors. 
 
 A practical knowledge of drawing being as inseparable from the 
 training of a military engineer, (as essential to the Art of War as to 
 the Arts of Peace,)—as it is to that of the Civil and Mining Engi¬ 
 neer. 
 
 In the official schedule of courses of study, Drawing does not 
 appear till the second year of the course (“Third Class”). In that 
 year “Topographical drawing,” is taught, as well as the “Construc¬ 
 tion of various problems in Shades and Shadows, Linear Perspective 
 and Isometrical Projection.” 
 
 In the third year, (“Second Class”) “Landscape,” “ Pencil and 
 Colors.” In the fourth year, (“First Class ”) under the Department 
 of “Civil and Military Engineering and Science of War.” 
 
 “Mahan’s Industrial Drawing,” is given as oue of the books of 
 reference. * 
 
 There were 191 cadets in attendance for the year 1881-82. 
 
 Beauty and Historic Interest of the, Site of the Academy. 
 
 This famous military school, whose history is inseparable from 
 that of the Nation, is exceptionally fortunate in its local position 
 and surroundings. Occupying a plateau, high uplifted above the 
 stream on the west bank of the Hudson, just below the point where 
 the lordly river, emerging from the mountain fastnesses,—whose 
 frowning heights seem to the southward voyager about to bar effect¬ 
 ually its passage—flows with calm current on its unimpeded way to 
 the Ocean; it commands a prospect, world-renowned for noble beauty. 
 From its commanding position, once held as a stronghold of power, 
 whose possession was eagerly coveted by contending armies; it has 
 long since, for the purposes of war, ceased to be of strategic import¬ 
 ance. The broad expanse and circling sweep of horizon it com¬ 
 mands is, however, no narrower now than when, from its secure 
 heights, it dominated the river ; and barred the pathway to the upper 
 and lower waters of the Hudson. 
 
 If character, is, indeed, as some claim, insensibly but effectively 
 influenced and moulded by natural surroundings, then, to those 
 
 *An account in detail of the instruction in drawing as given to the Cadets, will 
 be found on pages91 and 92 of “The U. S. Art Directory Year-Book, 1882, compiled 
 by S. R. Koehler. The Academy has a collection of plaster casts from the Antique 
 and a few Water Colors, open to the public. 
 
428 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 dwelling in the presence of these scenes, where Nature is shown 
 in some. of her grandest features, where mountains, and stream, 
 and far stretching horizon, combine to fill the mind with images 
 of power and beauty, there should surely be an ennobling influ¬ 
 ence. However this may be, the spot seems to possess an undy¬ 
 ing charm for those whose four shaping years of youth have there 
 been passed; and the old officers of the Army return to it with 
 unaffected pleasure. 
 
 Historically associated with that tragic event of the Revolution, 
 -the well-nigh successful treachery of Arnold, and the consequent 
 capture and death of Andre, this renowned spot has for more than 
 a century, been the home of the one school for the army. 
 
 The officers here trained have upheld its fame for generations of 
 graduates, from those distant days when a glorious record was made 
 by the heroes of the war of 1812, and again, in the contest with 
 Mexico; then through all the years remote and near, of the con¬ 
 tinuous conflicts with savages, waged along the borders of the wilder¬ 
 ness ever receding before the encroaching tides of emigration—con¬ 
 flicts witness to many an heroic action unknown to the world. In 
 later days, the deeds of gallantry and daring, wrought in the sight 
 of all men, by those who were arrayed in hostile camps during the 
 tempestuous years of Lincoln’s administration ; gave added proof of 
 the efficiency and value of the technical training here received. 
 This is the training in the Arts of War ; but it would be an injustice 
 to this school if its value to the Country, were only to be measured 
 by its efficiency in training soldiers. In a peaceful country such as 
 is the United States, in which, unlike many other lands, wars are 
 but accidents, while the Arts of Peace are permanent; the educa¬ 
 tional value of such an institution is by no means to be limited to 
 the training it affords in the Arts of War. 
 
 The Academy a Notable School of Engineering. 
 
 All Engineering Knowledge may be made as serviceable to the arts 
 of peace as to those of war, and it has happened, during the long 
 years of peace, that many of the graduates of this school have passed 
 most of their lives as peaceful citizens; busily engaged as engineers 
 in developing the material resources of the country, in various enter¬ 
 prises. In addition, many a youth who fails to graduate as an offi¬ 
 cer, becomes more or less well grounded in the elements of a tech¬ 
 nical education, and enlists in the ranks of the civil industrial pro¬ 
 fessions; so that it may fairly be concluded that the Academy at 
 West Point, besides training the officers of the regular Army, contrib¬ 
 utes a full quota of trained and competent engineers to the peace¬ 
 ful professions of Industry; and is, for this additional reason, of 
 substantial worth to the Country. 
 
 The efficiency of this school, for the technical training of Engi- 
 
A NOTABLE SCHOOL OF ENGINEERING. 
 
 429 
 
 neers, was incidentally set forth by the late President Charles 
 0. Thompson, in his inaugural address on the occasion of his in¬ 
 duction, in 1883, as President of Rose Polytechnic Institute. Presi¬ 
 dent Thompson, whose early death a few months later, has not 
 ceased to he regretted by those who know of his rare gifts as an 
 educator, had for fifteen years devoted himself with remarkable suc¬ 
 cess to the development of the Worcester County Free Institute. 
 Called to undertake the Presidency of this new institution, he had 
 made a thorough preliminary inspection of the leading Schools of 
 Technology in Europe, and was, also, familiar with all similar 
 schools in the United States. In his discourse, while tracing the 
 rise and development of institutions for the technical training of 
 Engineers, he said: 
 
 The first independent polytechnic school was the Ecole Polytechnique in Paris, 
 founded in 1794. The Ecole Centrale followed, and during the first quarter of this 
 century similar schools were established all over France, Switzerland and Germany. 
 
 In this country, the best appointed and on the whole, the most worthy of study 
 as far as methods go, is the Military Academy at West Point; then, we have the 
 Columbia School of Mines, at New York ; the Sheffield, at New Haven ; the Rensse¬ 
 laer, at Troy ; the Institute of Technology, at Boston; the Stevens Institute, at Hobo¬ 
 ken ; and many others. These are examples of pure and independent schools of 
 Technology, each with a special end of its own, hut possessing all the generic fea¬ 
 tures of the class. They all arose from the demand for engineers in the arts of 
 peace and of war. To this list must be added the state colleges of agriculture and 
 the mechanic arts, several of which have made provision for effective teaching in 
 engineering. The polytechnic school has always offered to the qualified average 
 boy a good education based on drawing, the mathematics, the living languages and 
 the physical sciences, tending to qualify him for immediate entrance upon the 
 duties of an engineer. The course of study in a polytechnic school is determined 
 by long experience and in all countries is substantially the same. 
 
 According to the latest “Register”* at hand, that for 1890-91, the 
 number of cadets in attendance at this Rational Military School was 
 261, showing a large increase over those registered in 1881. The 
 number of instructors in the “Department of Drawing,” however, 
 remains the same; and consists of one “Professor,” one “Assistant 
 Professor,” and two “Instructors.” Colonel Charles W. Larned, 
 who has held the position since July 25th 1876, is the Professor in 
 charge. The “Academic Staff,” numbers Fifty-eight Professors and 
 Instructors. 
 
 There are eleven “Departments” of study, each with its separate 
 corps of Instructors. Colonel John M. Wilson, Colonel of Engineers, 
 is the “Superintendent.’ He has a “Military Staff,” of seven Army 
 Officers. 
 
 *Official Register of the Officers and Cadets of the U. S. Military Academy, West 
 Point, N. Y., June 1S91. Pp. 40. 
 
430 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The Agricultural and Mechanical College of the Uni- 
 * versity of North Carolina. 
 
 preliminary words. 
 
 The interest attaching to the resurrection of this historic institu¬ 
 tion. for which provision had been made when the constitutional 
 existence of the State itself began, and which had suffered so cruelly 
 from the vicissitudes incident to the “ war of the rebellion”; and 
 again suffers loss, owing to recent changes in the public opinion of the 
 State which have at length resulted in the Legislative divorce of 
 the Land Grant College from the University; combined with the 
 interesting and able discussion by President Battle, of the intent of 
 Congress in creating the Land Grant Colleges, a topic of very general 
 interest, have led to the giving in this volume of unusual space to 
 the accounts of this University, and of this College, both during its 
 connection with the University and, more especially, to the details of 
 the equipment and plans of the College in its new home in the 
 Capital of the State. 
 
 Brief Historical Statement. 
 
 The Agricultural and Mechanical College of the University of 
 North Carolina, is situated at Chapel Hill. 28 miles from Raleigh. 
 
 This location was chosen for the University for its salubrity. 
 The University, which was provided for in the Constitution of the 
 State adopted in 1776, was chartered in 1789, and opened for stu¬ 
 dents at Chapel Hill in 1795. 
 
 The civil war of 1861-65 dispersed its students and in a great 
 measure destroyed its endowments. The University was closed in 
 1872, but reopened in September, 1875. 
 
 The law of 1867, provides that 
 
 “In order to promote the liberal and practical education of the industrial classes 
 of the State, pupils maybe admitted to the branches of Agriculture and Mechanic 
 Arts who possess the requisite qualifications for these studies, without the previous 
 literary training requisite for admission into the regular college courses.” 
 
 The University when reorganized from what was practically, in 
 its Academic Department, simply a classical college, was put on the 
 more comprehensive plan which the term University implies. It 
 now provides three separate courses, “Classical,” “Philosophical,” 
 and “Scientific,” known as “Colleges,” comprising one or more 
 “Schools.” An optional course is so arranged that students unable 
 from any cause, to take a full symmeti'ical course of general train¬ 
 ing, “may obtain purely agricultural instruction in branches 
 deemed of special value.” In the Scientific Course, Drawing is 
 taught through the first year. In the College of Engineering, 
 Drawing occupies a prominent place in the schedule of studies for 
 each year of the three years’ course; including working drawings of 
 
UNIVERSITY OF NORTH CAROLINA, CTIAPEL IIILL. 431 
 
 buildings and machinery, topographical map drawing, Perspective 
 Drawing, etc.,—The catalogue of 1881-82, shows a total University 
 attendance of 199 students, 47 of these are “optional students.” 
 
 Brilliant Inauguration of New Memorial Building. 
 
 Ten years subsequent to the re-opening of the University to 
 students after the long interregnum caused by the exigencies of war, 
 the quiet upland village of Chapel Hill, and the classic groves of 
 the University, were invaded by a great gathering of the Alumni; 
 who had come together to honor by their presence the opening of 
 the large building erected to the memory of a revered former Presi¬ 
 dent of the University, David Lowry Swain, an Ex Governor of the 
 State, who, for thirty-three years, had guided the course and pre¬ 
 sided over the fortunes of the University. 
 
 The corner stone had been laid with appropriate ceremonies on 
 the 25th of September 1883. 
 
 The completion of the building was now, in the early summer of 
 1885, to be celebrated with equal ceremony. The Governor of the 
 State, and the full board of trustees, were present to meet a dis¬ 
 tinguished and brilliant assembly of Alumni and citizens gathered 
 from all parts ,of the State. 
 
 The Addresses. 
 
 After the usual opening ceremonies and the reading of the dedica¬ 
 tion ode, and a prayer, “Mr. Paul C. Cameron, chairman of the 
 Building Committee, in behalf of himself and his associates on the 
 committee (Messrs K. P. Battle and John Manning),” made the pre¬ 
 sentation address on delivering the completed building to His Excel¬ 
 lency, Governor Scales, ex-officio, President of the Board of Trustees. 
 
 Opening his address with a statement that it was unusual for one 
 to be called, as he had been, to a University rostrum sixty years 
 after he had graduated; he proceeded to deliver a most interesting 
 historical address—first giving an account of the life of President 
 Swain, and of his administration of the University, and then reciting 
 how it had come about that this memorial building was substituted 
 in place of the monument at first proposed. Governor Scales, in 
 his response, stated a fact to which the previous speaker had not 
 remotely referred, namely: that to Mr. Cameron’s energy and lib¬ 
 erality was owing the funds needed to complete the structure. 
 
 Resolutions of thanks to Mr. Cameron, were accordingly passed 
 at the close of this meeting; which was ended with the singing of 
 the University Ode, written by Mrs. Cornilia Phillips Spencer. 
 
 The Building. 
 
 The Architect, Mr. Samuel Sloan, had unfortunately sickened and 
 died, owing to undue exposure to the sun in his supervision of the 
 building at an early stage of its erection. 
 
432 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The building itself is unique and, in its exterior, suggests the 
 great audience tents of the perambulatory summer circus; only it 
 lias low walls of brick in place of the sheets of canvass; these walls are 
 strengthened by frequent buttresses each side the large pointed 
 arched windows, which latter seem almost to compose the walls of 
 the structure, the brick work serving but as the frames of the win¬ 
 dows. The front, with the round arch of its windows, and the square 
 towers topped with low octagonal turrets, seems to have little organic 
 relation to the rest of the structure, but serves sufficiently the pur¬ 
 pose of an entrance. The interior of this building, like its canvass 
 prototype, offers an almost ideal audience room; this is a circle of 
 128 feet in diameter, with not a column to interrupt the view. 2450 
 people can be comfortably seated. It is used for the commencement 
 exercises, for which it is admirably adapted. 
 
 This building, begun as a memorial of President Swain,—in lieu of 
 the erection of an obelisk on the campus,—had become a veritable 
 Valhalla, a temple dedicated to the memory of the distinguished 
 graduates of the University, whose names were to be seen inscribed 
 on tablets of stone inserted in the walls. 
 
 Significance of Such Memorials. 
 
 These names, once borne by the illustrious sons of the University, 
 and of the State, furnish, in themselves, glorious proof of the great¬ 
 ness of the State, and give enduring evidence of the service rendered 
 to the Commonwealth by such Institutions of Higher Learning; 
 while they are an ever living well of inspiration to the annual 
 throngs of ingenuous youth who come, year after year, to enroll 
 their names in the lists of students and to emulate their predecessors. 
 
 A Roll of Honor, which has been growing for an hundred years; 
 and on which are found the names of many, honored alike in the 
 annals of the Nation, as in those of the State. 
 
 To be adopted into such a family and endowed with such an 
 ancestry, may thus be the proud privilege of the humblest child of 
 the State. Who shall measure the extent of this silent influence, in 
 elevating and ennobling character? Certain it is that a Stranger, 
 having no personal interest, or ties of Kindred in the State, but not 
 wholly ignorant of American history, can hardly look unmoved 
 upon those walls while reading these honored names with their 
 varied associations with the great epochs and events, not only of the 
 single State of which this is the University, but of the glorious coun¬ 
 try of these United States, in whose early shaping the American 
 patriots of North Carolina, had no small or insignificant part. 
 
 In the present era of our common country, when all citizens of the 
 United States rejoice in the prosperity and strength of the Union, 
 and in the prospect of its perpetuity and its glorious future, one 
 may, perhaps, be pardoned for the natural inquiry whether, during 
 
STATE AGRICULTURAL COLLEGE. 
 
 433 
 
 that crucial epoch of 1861—’65, among the sons of this University 
 there were to be found none who stood for the preservation of the 
 Union of the States, in contradistinction to so many who represented 
 the opposing principle of the supremacy of the individual State? 
 
 In the Historical Sketches,* written by President Kemp P. Battle, 
 and published by the University, it is distinctly stated that this hall 
 is to serve as a memorial to the “Confederate” Dead. No one can 
 rightly object to the honor thus paid her heroic children by their 
 stricken Alma Mater; but, in a University, which is, we may trust, 
 to exist for centuries under the benign rule of a United Country, 
 which in fact owed its revival, in part, to the former bounty of that 
 Country in giving to the States the Land Grant Fund, should not 
 equal honor be paid to those of her patriot sons who saw in the pres¬ 
 ervation of their common country, and of the flag they had been 
 taught to revere, the object to which their devotion was due; or, can 
 it be true that there were then to be found among the Alumni of 
 this historic seat of Learning, only those whose patriotic affections 
 were bounded by the narrow limits of a single State? 
 
 If this be the case, we may, at least, be permitted to hope that 
 henceforth, the lessons of patriotism here taught may be broad 
 enough to include the whole country above which floats that starry 
 flag of freedom to which, in 1776, the Revolutionary Patriots of the 
 Old North State, gave unreserved allegiance. 
 
 Institutions of Learning, like individual families, have their per¬ 
 sonal characteristics, their peculiar traditions, customs, and heritable 
 qualities. While they are all united by a “common bond,” to bor¬ 
 row Cicero’s felicitous expression in illustrating the connection of the 
 Arts, nevertheless, to the initiate, the graduates of each are readily 
 distinguishable; so it is possible and natural that the sons of each 
 should cherish their own loved “Alma Mater,” with a peculiar and 
 personal affection. Such devotion, from the evidence afforded by 
 the record of these Inaugural Proceedings,! seems not to be lacking 
 on the part of the Alumni of the University of North Carolina. 
 
 The Agricultural College Made a Department of the State 
 
 University in 1866. 
 
 When peace had been restored it was found that most of the en¬ 
 dowed funds of the University had been lost; and that the United 
 States Land Grant Fund entrusted to the State, had also vanished. 
 The University, which belonged to the State, still had its land, build¬ 
 ings, apparatus, etc., and so the Legislature decided to issue a bond 
 
 * Sketches of the History of the University of North Carolina, together with a 
 Catalogue of Officers and Students. 1789-1889. Published by the University. 1889. 
 Pp. 242. 
 
 tUniversity of North Carolina, Memorial Hall Inaugural Proceedings, Wednesday, 
 June 3 1885. Raleigh. E. U. Uzzell, Steam Printer and Binder. 1885. Pp. 30. 
 
 ART—VOL 4-28 
 
434 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 of the amount of the U. S. Land Grant fund, and to pay the interest 
 of this to the University, for giving such instruction as was required 
 by the Land Grant law. This was done in 1866. The University was 
 required in turn, to provide for two professors ; who were “to teach 
 such branches of learning as are related to Agriculture and the 
 Mechanic Arts, in such manner as the General Assembly may pre- 
 cribe, in order to promote the liberal and practical education of the 
 industrial classes in the several pursuits and professions of life.” 
 
 This explains the placing of the State Agricultural and Mechanical 
 College at Chapel Hill, as a Department of the University of the 
 State. This arrangement for meeting the popular demands for in¬ 
 struction in Agriculture and the Mechanic Arts, seemed, for a time, 
 mutually satisfactory to the authorities of the University and the 
 people of the State. 
 
 In the light of the subsequent action of the Legislature in depriv¬ 
 ing the University of the income from the Land Grant Fund, and 
 in creating a new institution at Raleigh, the capital of the State, to 
 take the place of one of the departments of the University, the ar¬ 
 guments of President Battle, in his report to the Board of Trustees 
 in 1887,* are seen to have been possibly put forth to forstall antici¬ 
 pated attacks, if not to reply to those already made. After stating 
 briefly the prosperous condition of the University, and reciting cer¬ 
 tain changes in, and additions to, the teaching force, which makes 
 the Faculty, “the largest in number of any college in the south,” 
 and recording certain recent improvements, such as the erection of 
 a new Chemical Laboratory, the President states that “ special oppor¬ 
 tunities for study are offered in the branches pertaining to Agricul¬ 
 ture and the Mechanic Arts, in Engineering, and in Normal Instruc¬ 
 tion.” Post Graduate courses have also been opened. 
 
 He then sums up the history of the University since its re-opening. 
 
 The University has been in operation eleven years since its re-opening in 1875. 
 In that time it has, in spite of extraordinary financial depression and disasters, by 
 the enlightened liberality of the General Assembly, obtained an attendance of over 
 200 students, a number superior to any reached from its beginning up to 1851. It 
 has been the means of educating over five hundred poor boys. It has furnished to 
 the State hundreds of teachers. It was the parent of Summer Normal Schools, 
 which have done so much for our State, and have been copied by all the Southern 
 States. Through these Normal Schools it has given impulse to, and led to the in¬ 
 auguration of Graded Schools in so many of our towns. It has stopped the going 
 out of our boys to the institutions beyond our limits, and the consequent drain of 
 our money. It is no exaggeration to say that it has saved the State hundreds of 
 thousands of dollars, besides preventing the loss of State pride which must result 
 from the spectacle of an inferior public institution. 
 
 Its position has been attained without diminishing the numbers of the colleges of 
 
 * Reports of President Kemp P. Battle and of the Committee of Visitation, Hon. 
 W. L. Steele, Chairman to the Board of Trustees of the University of North Caro¬ 
 lina, January 20th, 1887. Printed by order of the Board, Raleigh, N. C. Edwards, 
 Broughton & Co., Power Printers and Binders. 1887. Pp. 88. 
 
UNIVERSITY OF NORTH CAROLINA. 
 
 435 
 
 the State. They are all as prosperous, in several instances more so, than when its 
 doors were closed. 
 
 STATE APPROPRIATION. 
 
 The $7,500 from the Land Scrip Fund received by the University is interest which 
 the State agreed to pay, rather than refund the principal to the United States 
 Treasury. Besides this, the State gives the University $20,000 annually. If we 
 estimate what is paid by licenses, &c., this is about five or six cents on the $1,000 
 value of property. 
 
 IS THIS AMOUNT EXCESSIVE? 
 
 That it is not, is evident from the fact that from all the resources, the total in¬ 
 come of the University is barely sufficient to support the institution with its pres¬ 
 ent force. Every department we have should be retained, and pushed even further. 
 Large sums are needed for new books and instruments. Until the State becomes 
 more prosperous, receipts from tuition fees cannot be increased. 
 
 Not only the great nations like England, Germany, France, Russia, find it nec¬ 
 essary to preserve and increase their greatness by supporting most liberally national 
 Universities, but the States of our Union eagerly follow their example. The fol¬ 
 lowing list shows what they are doing for higher education. 
 
 Then follows an interesting list of 27 States, with the sums annu¬ 
 ally apjn’opriated by them, including the income from the U. S. Land 
 Grant Funds, to their Universities and Colleges. In this list North 
 Carolina, with the sum total of $35,500, is about on a par in amount 
 appropriated, with Georgia, Tennessee, West Virginia, and Ken¬ 
 tucky; and is in excess of Maine, Connecticut, Delaware, and Rhode 
 Island. California leads the list with the sum of $283,278.00. 
 
 The value of a State University to the people is thus suggested. 
 
 BENEFITS TO POOR YOUNG MEN. 
 
 The University is especially needed for the aspiring poor men of the State. The 
 rich can send their sons beyond our limits. They are independent of the bounty of 
 the State. But our poor men need an institution near at hand, among their own 
 people. No one knows as well as I the inestimable benefits we have already con¬ 
 ferred on such. 
 
 Several pages of biographical anecdotes of some of the Alumni, 
 strikingly corroborate this statement. The following account of 
 the money value to a State of leading Educational Institutions, is 
 suggestive. 
 
 MONEY VALUE OF THE UNIVERSITY TO THE STATE. 
 
 A successful University not only supplies to a State the priceless blessgins of 
 knowledge and trained intellect, but it is a means of saving money from going out 
 of the State and bring money into it. Before 1861 our University brought into the 
 State about 180 students from beyond its limits who spent at least $100,000 annually. 
 It saved from going to other States students who would have carried out $150,000, 
 annually, thus being worth a quarter of a million each year. The University of 
 Virginia draws to Virginia, owing to its famous Medical and Law Schools, sup¬ 
 ported out of its $80,000 income, of which the State pays $40,000, 147 students, 
 paying at least $90,000 annually. Princeton into New Jersey brings 358 students, 
 paying $250,000. Yale into Connecticut 744 students, paying about $600,000. Har¬ 
 vard into Massachusetts 791 students, paying over $600,000. The University of 
 
436 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Michigan 711 students, paying at least $400,000. As our Southern land sustained 
 such enormous losses by the great Civil War and has experienced such financial 
 disasters recently, it is not wonderful that we have not regained our extra-State 
 patronage in the short time since our instruction has been expanded. Let the 
 University carry on the excellent work it is now doing long enough for the fact to 
 be known abroad and a large measure of our former attendance will be regained. 
 
 A successful University will attract donations from those whose benevolence ex¬ 
 tends to future generations as well as the present. Since our re-organization in 
 1875 there have been added to the property of the State invested in our University 
 sixty thousand dollars from private munificence. 
 
 Iii the opening sentences of the following paragraph it is clear 
 that the President is aware of a rising antagonism to the Univer¬ 
 sity, he says : 
 
 THE LAND SCRIP FUND. 
 
 It has been charged by men who have never made any effort to learn what work 
 the University is doing, that we are not applying the $7,500 interest received by the 
 University according to the terms of the trust. This accusation is without founda¬ 
 tion, as the following statement will show. 
 
 This is followed by a resumd of the provisions of the Land Grant 
 Law of 1862. Quoting the list of the studies required by the Act, 
 he says: 
 
 This is the only description of the college to be found. It is not said there shall 
 be an Agricultural College, or a Mechanical College, or an Agricultural and Me¬ 
 chanical College, but the college to be provided by the State must be of the nature 
 set down in the foregoing words. 
 
 What is the meaning of those words? They are easy to be understood. The in¬ 
 terest is to be used not for farm experiments for the benefit of the public, not for 
 building barns and silos, not for erecting workshops or purchase of stock, but for 
 teaching. 
 
 What branches are to be taught? 
 
 1. The Classics, i. e., Latin and Greek, must be provided for. 
 
 2. Scientific studies generally. 
 
 3. Military tactics. 
 
 4. Specially must be taught the branches of learning relating to Agriculture. 
 
 5. Specially likewise the branches of learning relating to the Mechanic Arts. 
 
 And these two latter classes shall be the “ leading object ” of the instruction. 
 
 But note that it is not enjoined to teach Agriculture, i. e., ploughing and hoeing, 
 etc., nor the Mechanical Arts, i. e., planing, sawing, etc., but the brandies of 
 learning relating thereto, the scientific principles leading to the trades, not the trades 
 themselves. It would require all the public lands, and more too, to have attached 
 to these colleges, lands, shops, machinery, stock, etc., necessary to teach practi¬ 
 cally all the trades of the United States. 
 
 The object expressed in the Act is in harmony with this description. The object 
 is to'‘promote the liberal and practical education of the industrial classes in the 
 several pursuits and professions of life. That is, the education is for all the indus¬ 
 trial classes, not only the farmer, but for the architect, engineer, printer, carpenter, 
 blacksmith, wheelwright, foundryman, miner, and the hundreds of others who 
 labor with head and hands. They are to be educated liberally as well as practically, 
 i. e., they are to have, not a one-sided, technical training, but a rounded culture. 
 They are to be like lawyers, doctors, preachers, endowed with the graces of a gen¬ 
 eral literary training, as well as with the sciences specially relating to their trade. 
 
 It is clear, then, that such an organization of the school as is for the benefit of 
 
RELATION OF LAND GRANT COLLEGES TO THE STATES. 
 
 437 
 
 farmers only is robbeiy of all those engaged in the mechanic arts. Any organiza¬ 
 tion which provides only for carpenters, blacksmiths, miners, etc., robs the farmers. 
 
 The instruction, then, is necessarily mainly theoretical, because it is impossible 
 to give men in one institution practical skill in all the trades and professions of life. 
 The only just, fair plan is, as the Act expressly says, to teach the branches of learn¬ 
 ing relating to all the pursuits of life, and then let each student in farm or work¬ 
 shop, or in some great costly school where farms and workshops are provided, learn 
 the skill of hand and practical details of his trade. These great polytechnic schools 
 being obliged to carry on practically the industries, must of necessity cost any sum 
 from half a million to many millions, and cannot be supported except in populous 
 and wealthy manufacturing communities. 
 
 SENATOR MORRILL, AND COMMISSIONER EATON, CHARACTERIZE THE NEW COLLEGES. 
 
 The Act of 1862 was drawn by Justin S. Morrill of Vermont, whose venerable 
 form may be still seen in the United States Senate. In advocating its passage he 
 describes the college as one “ where all the needful sciences for the practical avoca¬ 
 tions of life shall include the higher graces of classical studies.” In 1880 he thor¬ 
 oughly approves the following words of the Hon. Mr. Eaton, Commissioner of Edu¬ 
 cation : “ The task imposed upon the Colleges of Agriculture and the Mechanic 
 
 Arts, founded on the Congressional grant of 1862, is rarely understood. Having 
 nothing in their establishment antagonistic to classical culture, designed at discre¬ 
 tion to comprehend all learning when established independently, or to harmonize 
 with all other culture when associated as a department with institutions previously 
 established, they are intended, undoubtedly, to furnish instruction in the direction 
 of science, technics and industry in this country.” Senator Morrill, after approv¬ 
 ing the foregoing language by the Commissioner of Education, adds the following : 
 “ They were, let me add, undoubtedly intended to be broad enough to “ comprehend 
 all learning” and to educate all classes, but their leading object was to include the 
 branches relating to agriculture and other industrial arts, and to offer better instruc¬ 
 tions to those aiming at eminence in such busy and varied walks.” 
 
 This construction harmonizes with the letter of the Act, and there is nothing in 
 that Act which can be tortured into a contrary meaning. 
 
 TWENTY-FOUR STATES MAKE THE NEW COLLEGE A PART OF THE UNIVERSITY. 
 
 Acting on this construction, a large majority of the States, soon after the passage 
 of this Act, when the arguments of its friends were fresh proceeded to organize 
 these colleges as departments of existing universities or colleges. Vermont, Sena¬ 
 tor Morrill’s own State, gave her scrip to the University of Vermont, New Hamp¬ 
 shire to Dartmouth College, Rhode Island to Brown University, Connecticut to 
 Yale College (now Yale University), New York to Cornell University, Indiana to 
 Purdue University, New Jersey to Rutger’s College, Illinois, California, Delaware, 
 Minnesota, Missouri, Nebraska, Nevada, Ohio, Wisconsin to their universities. 
 
 The States thus using the Land Grant Fund are at this day twenty-four in 
 number. 
 
 Can there beany doubt that the Legislatures of all these States could not have been 
 mistaken in their understanding of the Act of 1862? Can the General Assembly of 
 North Carolina justly be reproached for following their example : 
 
 REASONS WHY FOURTEEN STATES ESTABLISH SEPARATE COLLEGES. 
 
 A minority of the States fourteen in number, established separate institutions but 
 either the States, or counties, towns, or individuals, gave large sums as a condition 
 precedent to such establishment. For example: 
 
 Alabama gave. $75,000 
 
 Arkansas . 170,000 
 
438 EDUCATION IN THE INDUSTRIAL AND EINE ARTS. 
 
 Colorado 
 Illinois .. 
 
 Iowa. 
 
 Kansas... 
 Kentucky 
 Florida... 
 
 ... $55,000 
 ... 450,000 
 ... 500,000 
 .. 125,000 
 ... 110,000 
 Not known 
 
 Maine . 145,000 
 
 Maryland.. . 100,000 
 
 Massachusetts. 656,000 
 
 Michigan. . 340,000 
 
 Pennsylvania. 532,000 
 
 Texas. 212,000 
 
 Virginia. 100,000 
 
 Mississippi. 205,000 
 
 Indiana. 340,000 
 
 In all of these institutions tuition is practically free, and the students are gener¬ 
 ally, if not in all instances, paid for their labor. 
 
 The statement of the original grant of the Land Grant Fund to 
 the University, as already summarized in this account, is then given, 
 with an account of the efforts that were made to acquaint the peo¬ 
 ple of the State with the way in which these provisions by the law 
 had been more than complied with, as follows: 
 
 Shortly after my election in June. 1876, the Executive Committee requested me 
 to visit some of the leading institutions to whom the land scrip had been granted 
 and report on the subject. I accordingly investigated in person the workings of 
 various universities and colleges, north of us, having full conference with their 
 chief officers. The Faculty received my report and likewise studied the catalogues 
 of the chief institutions of this character in the United States. The result of our 
 deliberations was a programme submitted to the Trustees and approved by them 
 in which the utmost care w T as taken to carry out our obligations under the act. 
 
 This programme I explained in addresses made at various Agricultural fairs and 
 during court week in many counties—eighteen counties in all. Moreover, when 
 the State Grange requested of me an explanation as to our plans I replied in a letter 
 which was published in the newspapers, giving the same programme. I sent 
 copies to the members of the General Assembly. I afterwards addressed the Gen¬ 
 eral Assembly, carefully and at length unfolding our construction of the act, and 
 our intention in regard to the same. During all this time I never heard a single 
 objection, official or otherwise, to this construction, and we rightfully concluded 
 that it met the approval of the public and of the General Assembly. 
 
 The General Assembly has the right under the Act of 1862, to prescribe the mode 
 in which the instruction shall be given. If action shall be taken to this end the 
 authorities of the University will yield a ready obedience. 
 
 An inspection of the work of the University in the branches relating to Agricul¬ 
 ture and a comparison with that of other institutions like the Agricultural and 
 Mechanical colleges of Mississippi, of Michigan, and of Kansas, shows that we 
 are doing as much instruction in the Agricultural branches as the best, more than 
 some. This will appear from the following table showing the number of hours 
 devoted to each study in the colleges of Kansas, Michigan and Mississippi for each 
 session. I select these institutions as they are considered by many as the most 
 successful of similar institutions. 
 
 A list showing the comparative time given to these studies in these 
 colleges is given, and a summary of the subjects relating to Agricul- 
 
STATE UNIVERSITIES AND LAND GRANT COLLEGES. 
 
 430 
 
 ture and Mechanics taught in the University; showing that fuller 
 attention was given them at Chapel Hill, than in the other colleges. 
 The President concludes his plea thus : 
 
 Our University has all the land and buildings necessary—the property of the 
 State—and all the professors needed to give the requisite theoretical instruction. 
 A small additional appropriation for erection of a barn, purchase of cattle, imple¬ 
 ments, etc., and putting the land in order, and for the salary of a practical farmer 
 to take charge of the farm, would enable the University to give the needed prac¬ 
 tical instruction. 
 
 The agricultural students of the University have the inestimable advantage of 
 being educated side by side with those in other pursuits, of having a broad, liberal 
 culture equal to that of men of other professions. Mere narrow technical training 
 is not best for them. Let them, as the Act of 1862 contemplates, study the princi¬ 
 ples of their profession. It would be useful, and it is designed as soon as the money 
 can be spared, to have the students experiment on plots to be laid out on part of 
 the University land, carefully and scientifically applying fertilizers and recording 
 the results. If the bill now pending in the House of Representatives of the United 
 States, which has passed the Senate, called the Hatch bill, shall become a law, we 
 will have $15,000 a year for conducting this and other similar work on a large 
 scale, and the students will be greatly benefitted by observing and assisting in the 
 same. 
 
 A “ special announcement,” made by the Governor of the State, 
 in his capacity as chairman of the Board of Trustees of the Univer¬ 
 sity, under date of June 18th, 1888, stated that the purpose thus an¬ 
 ticipated had been consummated. The act, establishing a separate 
 college, had become law ; and the University deprived of the Land 
 Grant income. Certain studies have been, therefore, relegated from 
 the University to the new College. The University, however, is to 
 remain fully equipped ; with a Faculty of Fifteen Professors and 
 Assistants. The catalogue of 1891-’92, shows a total of 248 students, 
 of whom 168 are undergraduates, 18 “optional.”—The Faculty 
 numbers 20 Professors and Assistants. George Taylor Winston, 
 ll.d. , is President, and Professor of Political and Social Science.— 
 
 The account of the new College of Agriculture follows : 
 
 The North Carolina College of Agriculture and the 
 Mechanic Arts, at Raleigh. 
 
 In 1885, the Legislature provided for the establishment and sup¬ 
 port of a “Industrial School.” On March 7th 1887, The Legislature, 
 by an act supplemented to the one of 1885, changed the name of this 
 Institution to that of “The North Carolina College of Agriculture 
 and the Mechanic Arts,” to be located on lands given “ by R. Stan¬ 
 hope Pullen, of Raleigh, Wake County, lying west of and near the 
 city of Raleigh.” The leading educational objects of the college are 
 defined in the law almost substantially in the terms of the U. S. Land 
 Grant Law of 1862, and the management is placed in a Board of 
 Trustees; which shall be composed of the members of the State 
 Board of Agriculture, and five additional members; “to be appointed 
 
440 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 by the Governor, by and with the consent of the Senate.” Provided, 
 further, “that the Board of Trustees shall be composed half of each 
 political party.” 
 
 The Fund of $125,000.00 derived from the U. S. Land Grant, is to 
 be transferred from the University of North Carolina, to this new 
 Institution, on the 30th of June, 1888, “or as soon thereafter, as the 
 college is ready to receive it.” All funds and other property in the 
 hands of the Board of Education for the establishment of the Indus¬ 
 trial School aforesaid, are to be turned over to this newly established 
 college. The State having accepted the conditions of the so called 
 “Hatch Act” passed by the Congress for the establishment of Agri¬ 
 cultural Experiment Stations, the Legislature, by the law establish¬ 
 ing this college, provides that the station shall be in its charge; and 
 gives the college the use of a tract of three hundred acres, known as 
 The Camp Mangum tract, near the State Fair Grounds, which is 
 given to the college for its use, or that of the Experiment Station 
 connected therewith. 
 
 The first annual catalogue * is a well printed pamphlet illustrated 
 with a frontispiece of the college building, and with four full page 
 wood cuts showing the students at work in the field, in the Botanical 
 Laboratory, the Carpenter shop, and the Mechanical Drawing room. 
 It contains, also, copies of those Acts of the State Legislature, and 
 of the U. S. Congress, which relate to the college. 
 
 The situation and the buildings are thus described: 
 
 LOCATION. 
 
 The College site and farm, in all comprising a tract of about sixty-two acres, 
 were donated by Mr. R. S. Pullen, of Raleigh, to the State of North Carolina for 
 the purposes of industrial education. The gift is a noble one, and the name of the 
 donor will be linked with the history of the College. 
 
 Situate on a commanding eminence, on the Hillsboro road, one of the principal 
 highways into Raleigh, at a distance of three-fourths of a mile from its corporate 
 limits, the site is, in all respects, a suitable one. The ground slopes from the 
 building in every direction, giving almost perfect drainage, as well as handsome 
 views of the College buildings from every direction. 
 
 The water is exceptionally good and the supply abundant. 
 
 A healthy location is one of the absolutely essential prerequisites for sucli an in¬ 
 stitution, and the Trustees feel assured that this is secured in the site given by 
 Mr, Pullen. 
 
 Indeed it is a matter of history that Raleigh, N. C., and Aiken, S. C., were 
 chosen by a commission of eminent medical experts during the late war as perhaps 
 the most suitable places for sanitariums in the South. 
 
 The farm has been carefully cultivated for about three years, and the land is be¬ 
 ing brought up mainly by judicious vegetable manuring. More land would be 
 desirable, but cannot at present be purchased, owing to the pressing need of more 
 buildings. 
 
 * First annual catalogue of the North Carolina College of Agriculture and Me¬ 
 chanic Arts, Raleigh, N. C. June 1890. Fall term begins on September 4, 1890. 
 Raleigh: Edwards & Broughton, Printers and Binders. 1890. Pp. 54. 
 
COLLEGE OF AGRICULTURE, RALEIGH, N. C. 
 
 441 
 
 BUILDINGS. 
 
 The present building is of North Carolina brick, made and donated by the State 
 Penitentiary by direction of the Legislature of 1887. The granite used is from the 
 Rolesville quarry, in Wake county, and the Crown-stone from Wadesboro, Anson 
 county. 
 
 The building is 170 by 60 feet, part one story and basement, and part three 
 stories and basement. 
 
 Every precaution has been taken for good sanitary arrangement. The class¬ 
 rooms and dormitories are large and well lighted, and the remaining rooms, such as 
 dining-room, chapel, reading rooms, &c., are well arranged. 
 
 A carefully planned brick workshop, two stories high, is now in process of 
 erection, and will be ready for use by September 1st, 1890. This building will con¬ 
 tain a machine-shop, forge-shop, wood working-shop, carpenter-shop, class-room, 
 office and wash-room, and will be equipped for thorough work in every particular. 
 
 It is intended to erect as rapidly as means will permit, barns, silos, stables and 
 the like, w’hich shall be models of their kind. Meanwhile, for all purposes of in¬ 
 struction, students will have the use of the large buildings, for such purposes, al¬ 
 ready erected on the Experiment Station Farm, near by the Agricultural and 
 Mechanical College. 
 
 ******* 
 
 Provision is made in the law for the admission of 120, free State 
 pupils, to be taken from the several counties in their due proportion. 
 
 Every student in college is, by law, “ required to take a course of 
 Manual training or labor.” 
 
 The estimated expenses for the scholastic year of ten months are, 
 for the state county students, $100.00, for the other students, $130.00. 
 Applicants for admission must be at least 14 years of age, and able 
 to pass an examination in the elementary studies of the common 
 schools including “Arithmetic through fractions.” 
 
 The regular courses of study are for four years, and the Degrees to be 
 conferred are, in the Agricultural course, Bachelor of Science in 
 Agriculture, (B. S. Agr.) and in the Mechanical course. Bachelor of 
 Engineering, (B. E.). 
 
 The radical step thus taken by the Legislature, in the removal of 
 the State Agricultural College from the State University of which 
 it had been a part, and of which it seemed fitting that it, and the 
 Experiment Station, should be departments, to another place, and 
 the creating of a separate institution; gives interest to the following 
 account, given in the first catalogue, of the origin of this new State 
 institution; although this statement fails to show light upon the rea¬ 
 sons for such action by the Legislature. 
 
 In the recent similar instance of the removal of the Agricultural 
 College and Experiment Station, from Dartmouth College, Hanover, 
 New Hampshire, to another town in the State, and the creation of a 
 separate independent institution; the adequate reason was found in 
 the Conditions accompanying an important bequest. 
 
 In the present case there is, also, a valuable gift to the new college 
 by a private citizen; but the original movement, which has resulted 
 
442 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 in the establishment of this college at Raleigh, seems to have pre¬ 
 ceded the offer of this gift, and to have had its origin in the general 
 movement throughout the country for Industrial Training, to a 
 recital of which, the two previous volumes of this Report have been 
 given. The subsequent action of the Legislature, seems to have 
 been in obedience to the will of the farmers of the State, who de¬ 
 manded an agricultural college, pure and simple. 
 
 It is because of this radical change in the policy of the.State, in thus 
 removing the College of Agriculture from the University, that the 
 statements given in this first catalogue are here quoted at such 
 length. 
 
 A Short History of the Movement which Led to the Opening of the New 
 
 College at Raleigh. 
 
 its ORIGIN. 
 
 The Watauga Club, of Raleigh, in January, 1885, after having given the subject 
 considerable thought, memorialized the Legislature as follows, viz.: 
 
 ‘1st. To establish an industrial school in North Carolina, a training place in the 
 wealth-producing arts and sciences. 
 
 “2d. To be located at Raleigh in connection with the State Agricultural Depart¬ 
 ment. 
 
 “3d. To erect a suitable building and provide proper equipment. 
 
 “4th. That the instruction be in wood work, mining, metallurgy and practical 
 agriculture. 
 
 “5th. That necessary shops and laboratories he erected adjoining the buildings 
 of the Agricultural Department, and that an experimental farm in the vicinity of 
 Raleigh he equipped. 
 
 “6th. That an industrial school is of prime importance and greatly in demand. 
 
 The committee on behalf of the Club also furnished such information as they had 
 been able to secure regarding the scope and utility of such an institution. 
 
 Several bills were introduced in that Legislature, the one drawn by Hon. A. Leazar 
 becoming a law on March 7th, 1885, by a vote of 51 to 11 in the House and 23 to 9 in 
 the Senate. 
 
 The act provides, among other features, as follows : 
 
 “1st. That the Board of Agriculture should seek proposals of donations from the 
 cities and towns of North Carolina, and when an adequate donation should be made 
 by any city or town, there the school should be located, giving the place the prefer¬ 
 ence which offered the greatest inducements. 
 
 “2d. That the school should be under joint control of the Board of Agriculture 
 and directors from such town or city. 
 
 “3d. That the instruction should be in wood work, mining, metallurgy, practi¬ 
 cal agriculture, and such other branches of industrial education as may be deemed 
 expedient. 
 
 “4th. That the Board of Agriculture should be authorized to apply annually $5,000 
 of the surplus funds of their department to the establishment and maintenance of 
 said school.” 
 
 After successive advertisement and many meetings, in which the subject was 
 fully discussed, the Board of Agriculture accepted an offer made by the city of 
 Raleigh, and appropriated the sum of $5,000 for that year, 1886, pursuant to the 
 terms of the act. 
 
 Before this result was attained, the earnest advocates of the measure met hi mass 
 meetings on several occasions, at which committees were appointed to prepare full 
 
COLLEGE OF MECHANIC ARTS, RALEIGH, N. C. 
 
 443 
 
 information and statistics. Prominent citizens of the State from various sections 
 manifested a lively interest in the scheme, and matters were assuming a definite 
 shape for the commencement of the school, as shown by the payment of the amount 
 subscribed by the city of Raleigh, the purchase of a site, &c., when certain events 
 gave a different and broader scope to work designed to be accomplished. 
 
 Two large meetings of the farmers of North Carolina were held in Raleigh, re¬ 
 spectively on the 18th and 26th of January, 1887. The first of these meetings, 
 among other things, resolved that the farmers ought to have an agricultural col¬ 
 lege ; and further, that the interest on the land-scrip fund should be given for a 
 part of its support. The second meeting, with representatives from forty counties, 
 reiterated the resolution referred to as passed by the convention of January 18th, 
 and also considered favorably a proposal of the city of Raleigh to combine the in¬ 
 dustrial school with the desired agricultural college, offering the funds already in 
 hand, with whatever the Legislature might provide for such an institution. 
 
 After an exciting discussion, a bill for such Agricultural and Mechanical College 
 became a law in the Legislature of 1887 by a vote of 68 to 19 in the House of Rep¬ 
 resentatives and 29 to 13 in the Senate, 
 
 Thus the scheme for the North Carolina College of Agriculture and Mechanic 
 Arts was inaugurated, and the State took a most important and progressive step in 
 behalf of agricultural and mechanical development. 
 
 Object and Aim of the College. 
 
 The mission of the North Carolina College of Agriculture and Mechanic Arts can 
 be gathered from a perusal of the sections or synopsis of the State law and the Acts 
 of Congress quoted in this pamphlet. But it will not be amiss to give here a brief 
 statement of what it is designed to accomplish. 
 
 Its general purpose is to teach the principles and application of the sciences, illus¬ 
 trating sound theory by daily practice, as to make out of its students useful and 
 successful men, instead of mere intelligent drones. 
 
 il One of the special objects of the college is to foster a higher appreciation of the 
 value and dignity of intelligent labor and the worth and respectability of laboring 
 men. A boy who sees nothing in manual labor but mere brute force despises both 
 the labor and the laborer. With the acquisition of skill in himself, comes the ability 
 and willingness to recognize skill in his fellows. When once he appreciates skill in 
 handicraft, he regards the workman with sympathy and respect.” 
 
 The Jews in scriptural times taught each boy a trade in addition to such mental 
 training as they thought advisable. It was a wise provision. 
 
 Some of the very best thinkers of our own time in this and other countries have 
 acknowledged the advantages of intelligent manual training of boys and young 
 men in well equipped schools, and institutions of this kind are now being recognized 
 as among the practical necessities of every commonwealth. 
 
 In all branches of industry the competition of the world is bringing about a 
 closer margin of profits, and a demand is made upon men of every calling to study 
 the very best methods and closer economy in first production. The whole trend of 
 such institutions as we are now commencing is calculated to work out such econo¬ 
 mic results. 
 
 In an agricultural and mechanical college the student is taught to know that work 
 is honorable, and manual labor becomes a pleasant task when performed under the 
 encouraging eye of teachers whom the students recognize as men of ability. It is 
 diversified by a proper development of the thinking and reasoning powers, and the 
 tasks assigned are not so long as to prove irksome. 
 
 There is no conflict between the practical education which will be given by the 
 Agricultural and Mechanical College, and the established colleges and the Univer¬ 
 sity of the State. Taking our college as one department of learning and the above 
 
444 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 named institutions as another, their spheres are widely different, and they should 
 be of practical benefit each to the other and both to the commonwealth. 
 
 The Vast Material Resources of the State as yet Undeveloped. 
 
 North Carolina is blessed by Providence with the underlying elements of pros¬ 
 perity in every direction; in all of the principal crops grown in the entire country; 
 in the capabilities of so many sections for successful cattle raising and the produc¬ 
 tion of dairy products; in its trucking interests, fruit and small fruits; in its ores 
 and minerals; its lumber and hard woods, and in its abundant facilities for manu¬ 
 facturing interests of various kinds. 
 
 Brains, skill and work are needed to develop these interests, and the College 
 proposes to do its full part in the education of the youth of the State as far as it can 
 reacli them in these all-important factors. 
 
 To make agriculture profitable is one of the great problems of the age. With its 
 collateral pursuits it not only has been, but always will be, the most important 
 industrial calling of mankind. 
 
 As North Carolina is essentially an agricultural State, the Legislature has acted 
 wisely in its conclusion to aid the interests of so large a class of its citizens by the 
 creation of an agricultural and mechanical college, in which the very best methods 
 and results can be studied and worked out practically as well as theoretically. 
 
 Full courses of everything relating to the economy of the farm, including, of 
 course, the utilization of waste, will be thoroughly studied. 
 
 Then, too, the State therein lends a helping hand to such of its youth as may de¬ 
 sire to engage in mechanical callings of all kinds. 
 
 The College is intended, not to produce theorists, but practical young men, who 
 will become intelligent farmers, horticulturists, cattle and stock raisers, dairymen— 
 men who will be interested in their work, and who will make their work px-ofit- 
 able. 
 
 The State also has need of good mechanics, carpenters, architects, draughtsmen, 
 contractors and manufacturers, and the College will help to make them. 
 
 In conclusion, while the College will give practical instruction to as many of our 
 youth as it can accommodate, it is made the duty, as it will be the pleasure, of the 
 members of the Faculty of the College to take an active part in farmers’ institutes, 
 which are accomplishing so much of good in many States of the Union, and which 
 have happily been inaugurated by the Board of Agriculture and by the farmers 
 themselves in our own State. 
 
 The professors will be at the service of the farmers of the State whenever they 
 can impart such special information as may be sought at their hands. They will be 
 glad to furnish the best methods of building and filling silos, of planning barns, 
 stables, &c. They will also be expected to investigate and furnish thoroughly ap¬ 
 proved formulas for remedies in diseases of cattle, for destruction of insects, pests, 
 formulas for composting, &c., &c. 
 
 Courses of Instruction. 
 
 THE GENERAL COURSE IN AGRICULTURE. 
 
 All students will pursue the same studies throughout the Freshman year, and the 
 Agricultural Course will not assume its separate and distinctive form until the 
 Sophomore year. 
 
 In the Freshman year, therefore, students, looking to the specific course in Agri¬ 
 culture, will, in addition to their elementary work in this line, acquire dexterity in 
 the use of wood working tools and in mechanical drawing. 
 
 In the Sophomore year a partial separation will take place; agricultural students 
 will give up the shop and drawing, and will proceed with the studies leading to the 
 degree of Bachelor of Science in Agriculture. 
 
COLLEGE OF AGRICULTURE AND MECHANIC ARTS. 445 
 
 This course includes the departments of General Agriculture, Horticulture, Ar¬ 
 boriculture and Botany, Chemistry, History, English and Book-keeping. 
 
 MANUAL LABOR IN THE AGRICULTURAL COURSE. 
 
 While all students in this course are required to perform such manual labor in 
 the hours for practice as in the opinion of the professors is necessary and instructive, 
 they are not required to waste time in matters of mere drudgery, of which the 
 majority of them have already learned enough before coming to us. We endeavor 
 to keep in view the fact that our course is not intended as a training school for 
 farm laborers, but for the development of brain power in Agriculture and Horti¬ 
 culture, and the training of the administrative ability of students in directing the 
 great array of uneducated muscle which constitutes our farm hands. While taught 
 that no labor is beneath the dignity of a thorough farmer when necessary, the chief 
 effort will be to form habits of close observation and economical administration, 
 and to inculcate broad ideas as to the possibilities of American agriculture, and 
 thus send them out as leaders in improvements, instead of mere followers in rats 
 of other men’s making. 
 
 The illustrative facilities and means for practical demonstration of the College 
 have been greatly increased by the uniting with it the Hatch Agricultural Experi¬ 
 ment Station, supported and maintained by the United States Government. The 
 investigations constantly in progress at the Station not only serve the purpose of 
 placing the student in an atmosphere of original investigation, but also serve the 
 purpose of developing his own powers of observation and quickening his percep¬ 
 tions. The students will be furnished in the Senior year special facilities for pur¬ 
 suing original work in preparing graduating Theses—subjects for which, may be 
 selected from original work in either Agriculture, Horticulture, Botany or Agri¬ 
 cultural Chemistry. 
 
 THE GENERAL COURSE IN MECHANICS. 
 
 As every American is a probable land-owner at some period of his life, it is 
 thought best that, during the Freshman year, students looking to a degree in the 
 Mechanical Course shall take the same studies as the students of Agriculture, 
 thereby acquiring such knowledge of the general principles of agriculture, of the 
 composition of soils, of plant life and botany as must be of use to every intelligent 
 citizen. 
 
 But in the Sophomore year the courses divide. Those who aspire to a diploma 
 in Mechanics give up all work pertaining especially to agriculture, and begin the 
 special work of the Mechanical Course leading up to the degree of Bachelor of 
 Engineering. 
 
 This course includes the department of Mechanics, the department of Mathe¬ 
 matics, the department of Chemistry, the department of History and the depart¬ 
 ment of English and Book-keeping. 
 
 The graduating Thesis shall have for its subject some part of the work in Prac¬ 
 tical Mechanics, or Mathematics, to be approved by the Professor of Mathematics 
 and Mechanics. 
 
 Departments of Instruction.—Department of Agriculture. 
 
 Professor Chamberlain, Assistant Professor Emery. 
 
 The aim of this department is to make its pupils practical farmers as well as 
 thorough students. In order to accomplish this end, practice and theory must go 
 hand in hand. Science is the foundation on which improved agriculture is based. 
 
 In the class-room we must study the Science of Chemistry, Physics, Botany, 
 Zoology, Entomology, Physiology, etc. In the field we must study the laws of 
 Nature, learn to observe and become familiar with the little details incident to 
 Agricultural pursuits, and apply our knowledge in agricultural practice. 
 
446 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 All the students in this course will be required to work in the farm work-shops, 
 in the barns and in the fields under the direct supervision of the Professor of Agri¬ 
 culture. 
 
 The field and shop-work supplements the lectures and recitations in such a way 
 that the application and value of the principles taught may be thoroughly under¬ 
 stood and remembered by the students, as much time will be given to practical 
 work as circumstances will permit. 
 
 ******* 
 
 In the course in Agriculture ; Drawing and Skopwork are re¬ 
 quired through Freshman year. In the Mechanical course they are 
 required through the entire course of four years. 
 
 Then follow, in detail, the courses in the “Department of Horti¬ 
 culture,” under Professor Massey; and in “Pure and Agricultural 
 Chemistry,” under Professor Withers. Then comes the schedule of 
 the two departments with which this Report is concerned, as fol¬ 
 lows: 
 
 Department of Practical Mechanics and Mathematics. 
 
 Professor Kinealy, Assistant Professor Weatherly. 
 
 In this department the aim is to combine the theoretical with the practical in 
 such a manner as to fit the student to do the work of an engineer and designer, of 
 a builder, or of a mechanic, according to his ability and proficiency in the course. 
 From the beginning of the Sophomore year until the end of the course, the time of 
 the student is divided almost equally between intellectual or class-room work and 
 practical work. By class-room work is meant work in those subjects of general 
 education given to the student in all the departments, and also the theoretical 
 discussion and investigation of those subjects that pertain particularly to matters 
 of mechanics and engineering. In the class-room work of this department it will 
 be necessary to use text-books to a great* extent, but they will always be supple¬ 
 mented by explanations and lectures. 
 
 The course, as laid out, is intended to give to those who contemplate it such a 
 general and broad knowledge of the subject of mechanics and engineering, and 
 such skill in the use of tools and instruments, and in the management of machinery 
 as will enable a graduate to be prepared to enter upon and make a specialty of any 
 line of work pertaining to mechanics or engineering that he may choose. No 
 specialty, as yet, is made either of mechanical engineering, civil engineering or 
 architecture: but those fundamental principles which underlie, and form the basis 
 of all, are taught to the student. 
 
 In addition to his theoretical training, the student is given a most thorough and 
 careful practical training in the use and care of tools and machinery. He is made 
 a good workman in both iron and wood. His greater or less degree of skill, will, 
 of course, depend largely upon his natural ability. 
 
 The class-room work in this department will be as follows: 
 
 SOPHOMORE YEAR. 
 
 Machinery and Mill-work .—This study has two hours per week devoted to it dur¬ 
 ing the entire year. It includes the study of the different methods of transmitting 
 motion and force from one machine, or part of a machine, to another by means of 
 gear-wheels, belts and pulleys and shafting. The students will be taught how to 
 proportion gear wheels and pulleys, in order to obtain certain velocity ratios, and 
 to “lay out” and put up a line of shafting. 
 
 As far as possible, this subject will be made clear and plain by explanations in 
 the sliop buildings and by visits to neighboring manufacturing establishments. 
 
DEPARTMENT OF PRACTICAL MECHANICS. 
 
 447 
 
 Building and Building Materials. —Two hours per week for one-tliird of a year. 
 This is lectures upon buildings and structures and the materials which enter into 
 them. The students are taught the names of the different parts, and the correct 
 methods of making and fixing each in its relations to the others. They are also 
 taught to make estimates and bills of materials. 
 
 Physics. —Two hours per week for two-thirds of a year, following the subject of 
 Building and Building Materials. The time is devoted principally to the study of 
 heat and its effects upon materials This subject is a prelude to the study of Steam 
 and Steam Machinery, which comes during the next year. 
 
 JUNIOR YEAR. 
 
 Steam and Steam Machinei'y. —Two hours per week during the entire year. 
 This is a study of engines and boilers, and steam-plants in general. A text-book 
 will be used. 
 
 Graphic Statics. —Two hours per week for one-third of a year. The student 
 learns to determine the stresses in framed structures, bridge and roof-trusses, by 
 the graphic methods. This study is a prelude to the subject of Bridges and Roofs 
 in the next year, and is taught entirely by lectures. 
 
 Surveying. —Two hours per week for two-tliirds of a year. During the Winter 
 the students will confine their attention to a theoretical study of the principles of 
 surveying, and in the Spring they will be taken into the field and made to make a 
 practical application of their theoretical knowledge by surveying and laying off 
 land. They will in this way become thoroughly familiar with the theory and prac¬ 
 tical use of surveying instruments. 
 
 Each student will be required to plot and work up his field-notes. 
 
 SENIOR YEAR. 
 
 Applied Mechanics. —Three hours per week during the entire year. This is the 
 application of the mathematical knowledge of the student to the investigation of 
 the effect of forces upon bodies and structures, and the resistance of engineering 
 materials to stresses of various kinds. 
 
 Bridges and Roofs. —Two hours per week during the entire year. The students 
 are here taught the analytical methods of determining the stress of the various 
 members of a roof or bridge-truss when subjected to varying loads. They are also 
 taught the methods of proportioning the members of a truss so as t>, resist the 
 stresses with the least expenditure of material. 
 
 Lectures upon Roads, Sewerage, Water, &c— Two hours per week during the 
 entire year. These lectures are intended to cover such subjects of general engi¬ 
 neering as require a knowledge only of those principles with which the student 
 has already become familiar. 
 
 Department of Practical Mechanics. 
 
 During this last year, 1889-90, the practical work in the Department of Practical 
 Mechanics and Mathematics has consisted simply of a course in carpentry and a 
 course in drawing. Both of these courses have been taken by all of the students. 
 
 The carpentry shop is equipped with thirty carpenter-benches and all the neces¬ 
 sary tools for each bench. 
 
 Each bench is provided with a cross-cut saw, rip-saw, back-saw, try-square, 
 T-bevel, steel-square, nail hammer, mallet, marking gauge, screw-driver, oil-stone, 
 zinc oiler, and a brush for dusting off the bench. 
 
 These tools stay on the bench, and are used by any student who works at the 
 bench. Only one student works at a bench at any one time. 
 
 In addition to the tools named above, each student, upon entering, has issued to 
 
448 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 him, a jack-plane, f-inch chisel, £-inch chisel, J-inch chisel a slip-stone and a two-foot 
 rule. These tools are used only by the student to whom they are issued, and he is 
 held responsible for them. He is required to keep them sharp and in good order, 
 and upon leaving college to return them to either the professor or his assistant. 
 
 All the exercises in the shop are designed simply for the instruction of the stu¬ 
 dents. Nothing is made for sale. It is the training of the student only, for which 
 the exercises are designed. 
 
 Students Must Make All Work from Their Own Working Drawings. 
 
 All work is done from drawings. A drawing of the exercise to be made is hung 
 up in the shop, and each student makes a copy of it, putting on it all the necessary 
 dimensions and notes. 
 
 This copy is then submitted to the instructor, who makes such corrections a,nd 
 alterations as are necessary and then returns it to the student, who proceeds to 
 make the exercise from this drawing without having seen the object that the draw¬ 
 ing represents. 
 
 In the beginning of the course, the instructor is obliged to give a great deal of 
 explanation to the class as to the meaning of the various conventional signs on the 
 drawings, and, also, to show each student how to “layout” his work from the 
 drawing. As the students acquire facility in reading the working drawings and 
 skill in “laying out” work, and in handling tools, the exercises are made more 
 difficult. 
 
 When an exercise is given to the class, the instructor explains where and how, 
 the joint or work illustrated by that particular exercise is used in practical con¬ 
 struction. 
 
 All the students of one class are at work upon the same exercise at the same 
 time. And those who, by reason of their natural aptness and ability, finish their 
 exercise before the others, are given pieces of work to do for the college, or are 
 given an extra exercise to keep them busy. 
 
 It must be remembered that all work done in the shop, whether as an exercise or 
 in the construction of an article for the college, is done from drawings. 
 
 Building for Wood and Iron Work Shops. 
 
 The Board of Trustees have already made arrangements for the erection and 
 partial equipment of a large shop building. The building will be a two-story 
 building, and will contain on the first floor, a Machine Shop, 30 x 40 feet; a Forge 
 Shop, 30 x 40 feet; an Office and Class-room, 23 x 24 feet, and a Wash-room, 10 x 23 
 feet. On the second floor will be a Wood Shop, 30 x 40 feet; a Carpenter Shop, 
 30 x 40 feet, and a Drawing-room, 23 x 35 feet. 
 
 This building will be finished and the Forge Shop will be equipped during the 
 summer of 1890 in order to be prepared to continue the class in shop work. The 
 Forge Shop will be fitted up with a number of forges. Each forge will be equipped 
 with a water-tank, shovel and poker. For each forge there will be provided the 
 following tools: an anvil, hammer, steel square and hardy. In addition to these, 
 there will be sledges, swedges, fullers, flatters, and hot chisels, for general use in 
 the shop. 
 
 The work in the Forge Shop will consist of a number of graded exercises by 
 which the students will be taught to work in iron and steel. The students will 
 begin by forging simple shapes out of lead, in order that they may acquire skill in 
 the use of the various tools, and may learn to work fast. They will then be taught 
 how to build and tend the fire, and to heat iron. When they can do this, they will 
 then forge simple shapes out of hot iron. They will learn to “ bend,” to “ draw,” 
 to make “ scarfs,” and to weld round or rectangular pieces of iron. 
 
DRAWING IN NORTH CAROLINA COLLEGE. 
 
 449 
 
 After they have acquired some skill in working with iron, they will then be taught 
 to work with steel and to temper it, and be given a short course in tool-making. 
 
 In 1891 it is proposed to equip a complete wood-working shop, with wood-turning 
 lathes, a band-saw, mortising machine and other tools. In this shop the students 
 of the Junior class will be given a complete course in wood turning and pattern 
 making, and a limited course in moulding. 
 
 In 1892 the Machine Shop will be fully equipped with lathes for iron, shaper, 
 planer, and other machines necessary for a complete course in machine-shop work. 
 
 After the Freshman year each student in the mechanical course will be expected 
 to work 7-J horns per week in one of the shops. 
 
 DRAWING. 
 
 During the Freshman year all the students in the college take a course in drawing. 
 The drawing of this year consists of a little free-hand sketching, a course in letter¬ 
 ing, and the elements of mechanical drawing. 
 
 After the Freshman year each student taking the mechanical course will have 
 drawing one hour a day, or what will be equivalent to that time. Each student 
 will be taught to make complete and full plans, elevations, sections and details of 
 work and machinery already built and set up. The students will be taught the 
 conventional signs and symbols used in drawing, and all drawings will be marked, 
 lettered and finished, as if they were to be used in a regular manufacturing estab¬ 
 lishment. Students will be required to make tracings of some of their drawings, 
 and from their tracings they will take blue prints. After the student has entered 
 the Senior class, he will then be required to make drawings of one or more original 
 designs. 
 
 As far as possible the work in the drawing-room and in the shops are made to 
 supplement one another. In the shop the students make objects from drawings, 
 and in the drawing-room they for a long time confine their attention to making 
 drawings of objects that already exist. 
 
 In this way they will be taught not only to work from and understand drawings, 
 but also to express clearly their own ideas in the conventional language of the 
 draughtsman. 
 
 The Departments of “English,” and “ Book-keeping,” under Pro¬ 
 fessor Hill; and History, under President Holladay, follow. 
 
 The students enrolled the first year number 72. The Faculty of 
 the College number 8, Professors and Assistants. The officers of the 
 Experimental Station, number 10. The President of the College is 
 Alexander Q. Holladay.— 
 
 The Ohio State University, Formerly Known As The Ohio 
 
 Agricultural and Mechanical College, Columbus, Ohio. 
 
 preliminary words. 
 
 During the thirty years that have passed since the opening of this 
 college under President Orton, there have been marked changes in 
 the attitude of the public towards such institutions, as well as in the 
 development of Education in Science itself:—a change exemplified 
 by the contrast between the narrowest conception of an Agricul¬ 
 tural College, by which it was practically limited to the educational 
 work of an English High School combined with the manual labor 
 
 ■29 
 
 ART—VOL 4r 
 
450 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 required from all the pupils in the every day work of the college 
 farm, and the most advanced type of a Polytechnic Institute; with a 
 large staff of learned science teachers, and fully equipped with the 
 many Laboratories, Machines, Libraries, and Museums, requisite to 
 meet the exigent demands of the advanced Scientific education of 
 to-day. 
 
 The history of the development of the institution now known as 
 the Ohio State University, as recorded in the reports of Supervising 
 Trustees on the part of the State, and in those of its own officers, 
 illustrates in an effective way many phases of this many sided devel¬ 
 opment of Modern Education; touching as it does in its beginning, 
 the public school drawing initiated by the late Walter Smith, in 
 Boston, and including in its work of to-day, the most recent devel¬ 
 opments of Manual Training as well as the latest technical develop¬ 
 ments of Scientific Engineering in all its departments. Ranging 
 thus, in its experience, from the industrial drawing of the public 
 schools to the latest mysteries and discoveries of Electrical Engi¬ 
 neering. 
 
 It has, also, run the whole gamut of financial experience, from the 
 time when it seemed impossible to induce the State Legislature to 
 take any care of this recipient of the National Land Grant Fund, 
 until, at last, by the action of the Legislature in making as perma¬ 
 nent provision for the State University as for the public schools, of 
 which it is the crowning summit, it has been placed upon a sure 
 foundation. 
 
 In the account of these experiences, so well set forth in the several 
 official publications, there is so much that is of general value to all 
 interested in similar institutions, as well as so much that is in com¬ 
 mon with the purpose of this Report, that it has been judged expedi¬ 
 ent to make exceptionally full extracts from these “Official Reports,” 
 where they touch upon these various topics; to give statistics, showing 
 the growth of the institution; and the increasing proportion of 
 “graduates” to students; as well as statements in detail, of the 
 “courses” in “Drawing,” and in “Mechanical Engineering,” with 
 which this volume of this Report is especially occupied. 
 
 CONCISE HISTORICAL STATEMENT. 
 
 This Institution was founded by the Legislature, by act passed 
 March 22, 1870,—in accordance with the provisions of the United 
 States Land Grant law of 1862,—under the name of “ The Ohio Ag¬ 
 ricultural and Mechanical College.” 
 
 The county of Franklin, contributed the sum of $300,000, to secure 
 the location of the college ; and a valuable farm, of over 300 acres, 
 and situated within three miles of the State Capitol in the city of 
 Columbus, was purchased in 1870, and suitable buildings erected. 
 The College was opened for students in 1873.— 
 
THE OHIO STATE UNIVERSITY. 
 
 451 
 
 The Legislature, by act of May, 1st., 1878, reorganizing the Board 
 cf Trustees, directed that the designation of the institution should 
 be changed to that of “The Ohio State University,” the former 
 designation having been thought misleading as too narrowly limit¬ 
 ing the scope of the education afforded by the institution, which was 
 far more comprehensive than a literal construction of its name 
 would imply; three degrees, those of Bachelor of Arts, and Bachelor 
 of Science, and that of Civil Engineer, being given; each requiring 
 a four years course of study. A special course of Agriculture was 
 also provided, of three years.— 
 
 A Department of Free-hand and Mechanical Drawing, was estab¬ 
 lished on the opening of the college, which was largely attended.— 
 
 That the new development of the institution was not limited to a 
 mere change of name is shown by the fact that the Annual Report 
 for 1880, shows Fifteen departments of studies; and, in lieu of the 
 regular degrees above mentioned, that the University now offers 
 “three general degrees, viz: Bachelor of Arts (B. A.) Bachelor of 
 Philosophy, (Ph. B.) and Bachelor of Science, (B. Sc.). It also offers 
 four special degrees, viz : Civil Engineer, (C. E.), Mining Engineer, 
 (M. E.) Mechanical Engineer, (Mech. Eng.), and Bachelor of Agri¬ 
 culture, (B. Ag.).” 
 
 A preparatory course of two years with a course of study analo¬ 
 gous to that of the best grade of High Schools, is also afforded for 
 students coming direct from the district schools.— 
 
 Free-hand drawing is taught in all the regular courses throughout 
 Freshman year. In Mining Engineering “projection drawing,” is 
 taught the first term and “ special drawing,” the third term of Sopho¬ 
 more year. In Civil Engineering “Shadows and Perspective” are 
 taught, 2nd term of Senior year. In Mechanical Engineering, 
 “Projection Drawing,” the first term of Sophomore year, and 
 “ Technical Drawing,” the second and third terms of Senior year. 
 
 In view of the new departure inaugurated in 1879, in the increased 
 prominence given to drawing of which the Report of 1880, gives the 
 account of the experiment for the first year, that part of the Report 
 is quoted—comprising the references to it in the Report of the Trus¬ 
 tees to the Governor; of the President of the University to the 
 Trustees; and of the Special Instructor in charge, to the President. 
 
 These statements are of somewhat exceptional interest as show¬ 
 ing the far-off results of the work in the public schools begun by the 
 late Professor Walter Smith, in Massachusetts, in 1871. 
 
 The Report of the Trustees gives evidence of an intelligent appre¬ 
 ciation of the importance to a community of thorough and general 
 training in the application of art to industries. 
 
 Art Department. 
 
 Heretofore instruction in Free-hand and Mechanical Drawing has been given. 
 The new Art Department is projected upon a broader utilitarian basis and contem- 
 
452 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 plates instruction not only in drawing and painting, but also in designing, model¬ 
 ling, engraving, etc. It is not designed to make it a school for the culture of liberal 
 or fine arts, so much as for technical instruction in the useful arts ; to make the arti¬ 
 san rather than the artist; and to impart that form of knowedge essential to skill 
 and taste in the architect, the bridge and ship-builder, the mason, the machinist, 
 the engraver, the cabinet-maker, the decorator and the designer of textile fabrics, 
 and every kind of artisan in the catalogue of human industries. 
 
 Our costliest and largest importations of manufactured articles from foreign 
 countries, and especially France, do not derive their chief value from either the 
 quality or quantity of the raw material of which they are composed, but from the 
 amount and character of the tasteful and skilled, labor employed in their produc¬ 
 tion. It is tliis skill that increases the value of labor so greatly, and constitutes in 
 countries poor in soil and in natural production, a source of immense material 
 wealth. Here, in Ohio, where the natural productions exist in such abundance, 
 upon which the laborer subsists, and upon which he operates, this element of ma¬ 
 terial wealth should be greatly conserved. 
 
 If, as has been wisely said, that education is the fitting of youth for the occupa¬ 
 tions of adult life, and the duties of good citizenship,” and that the uniform demand 
 for the products of skilled labor, in our markets, is already turning, our industries 
 in that direction, no scheme of education can be regarded as complete, that does 
 not embrace art culture. 
 
 Mr. Wm. A. Mason, of Cambridge, Massachusetts, a graduate of the highest 
 standing in the Massachusetts Normal Art School, has been called by the Board to 
 take charge of this Department as Assistant Professor. The necessary equipment 
 is being provided as rapidly as possible. 
 
 The brief reference by the President shows that he puts a true 
 estimate upon the worth of the training heretofore given by Profes¬ 
 sor Walter Smith, in the Normal Art School of Boston. 
 
 “Mr Thomas Mathew, who had served the college with great fidelity for six years 
 in the capacity of Instructor in Free-hand and Mechanical Drawing, retired at the 
 close of the last academic year. He takes with him the thorough respect and cor¬ 
 dial, good-will of the Faculty, with whom he has worked so loyally and faithfully. 
 His place is filled by the appointment of Mr. W. A. Mason, a graduate of the Nor¬ 
 mal Art School of Boston. The statement of this fact is equivalent to saying that 
 Mr. Mason has enjoyed the best advantages for learning the theory and practice of 
 industrial art to be found in this country. He has made a successful beginning of 
 his work.” 
 
 The report of the teacher in charge shows that, in addition to the 
 specific work of teaching the University students, he has imbibed 
 from his own Teacher, the idea of the great importance to the com¬ 
 munity at large, of so training teachers that this study of industrial 
 drawing may be every where disseminated among the public schools. 
 
 MECHANICAL AND FREE-HAND DRAWING. 
 
 Ohio State University, Columbus, Nov. 1, 1880. 
 Edward Orton, Ph. D., President: 
 
 Dear Sir: I have the honor to present my first report for the Department of 
 Mechanical and Free-hand Drawing. 
 
 Having been connected with the University for so short a time, I cannot report 
 so intelligently as I should desire concerning the state of my department. The 
 term opened with about 40 students in my department, but the number has now 
 increased to 55. My students are divided into two classes, one group constituting 
 
OHIO STATE UNIVERSITY, DRAWING DEPARTMENT. 453 
 
 the Free-hand Drawing class, and the other, the class in Mechanical or Projection 
 Drawing. 
 
 In the former class there are now 42 young men and ladies pursuing courses in 
 Industrial and Artistic Drawing—drawing from the flat, in outline, or shaded; 
 drawing from the round in various mediums, with the intention of extending the 
 study to working in color. In the Projection Drawing class there are now 13 young 
 men studying and practicing the elements of mechanical drawing as a preparation 
 for the special drawing in their respective technical courses. 
 
 This latter study is completed in one term, whereas the Free-hand Drawing class 
 holds for the whole year. 
 
 Having stated the nature of my classes and the work which is being done, I shall 
 be pleased to forecast what I hope will be the course to be pursued in the future in 
 my department. 
 
 Drawing is rather an exceptional study, but although its principles are as exact 
 and demonstrable as those of any other study, the practice of the art is limitless. 
 With many of the sciences, arithmetic or geometry, the study is soon carried to an 
 end, but with drawing, the earlier it is begun and the ofteuer it is practiced, the 
 greater the mastery of the hand and the discernment of the eye. Therefore, I 
 should hope to see drawing introduced into either the first and second, or the second 
 year of the Preparatory Course. 
 
 The amount of time being two hours per week; and the subject taught by class- 
 lectures of one hour each. Great advantages are obtained by class-lectures in draw¬ 
 ing, as in any other study; an amount of enthusiasm is kept up, the attention of all 
 members of the class is better secured, and principles of form, perspective and color 
 are much better and vastly more easily explained once before a class, than many 
 times individually in the studies. 
 
 This earlier commencement of the study will undoubtedly develop latent talent, 
 leading many perhaps to continue the study, who would not otherwise have taken 
 it later in their college courses, owing to the press of other studies. 
 
 In the Freshman year the study should be taught as it is now—two hours per 
 week, and in the same manner—by studio practice. The principles having been 
 learned in the previous year by the class-lectures, and the elementary part of the 
 practice acquired, the students will now be prepared to take up the studio work 
 proper. 
 
 The studio has been stocked with a number of excellent plaster casts for drawing 
 from, and a hundred or more drawing-copies in outline and shaded; and I feel cer¬ 
 tain, that were the studio better filled up—with screens for the casts to hang on, 
 good facilities for work, and proper light, it would attract many more than at 
 present pursue the study. * * * * 
 
 As regards Projection Drawing, it would seem wise to introduce it into the first 
 term of the Sophomore year of the Civil Engineering Course. It will give these 
 students the elementary training for the special engineering draughting, and will 
 synchronize the study in all the technical courses. 
 
 One other suggestion I would like to make, and that is, that a good opportunity 
 may now be offered to persons desirous of becoming teachers of drawing, or to those 
 who desire to pursue special courses in Art. A great amount of time can be utilized 
 that is not now used in its fullness, due to the irregularity of the students’ hours. 
 If the students, who now come in at various hours through the day, could by any 
 harmonious means be brought together, a great deal of time could thus be saved, 
 and may be devoted to the special students in Art. This would be fulfilling the 
 demand of the times for designers, and for teachers of drawing in the public schools ; 
 in other words an Art Training Department might be established. This is a sug¬ 
 gestion to be considered with no little attention. 
 
 Very respectfully, 
 
 W. A. Mason, Jr. 
 
454 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The catalogue showing attendance from November, 1879, to No¬ 
 vember, 1880, gives a total of 315 students, “preparatory,” “spe¬ 
 cial,” “ regular” and “graduates of 1880.” Of these, 60, are under¬ 
 graduates in regular courses; 24, in special courses; and 13, were 
 graduates. 
 
 A history of this University will be found with those of the other 
 colleges in the State, in a recent “Circular of Information”, issued 
 by the U. S. Bureau of Education.* (See pages 36-51 of “ Circular.”) 
 In this pamphlet are full page illustrations of the buildings, and 
 interiors, showing the Museum, Library, Laboratories and Work 
 Shops; from which it appears that the various departments of the 
 University are well housed and fully equipped. The recital of its 
 early vicissitudes before it had fully secured recognition as one of 
 the State institutions which were to be fostered by the State, (two 
 others having been suffered to starve by reason of Legislative neg¬ 
 lect in the matter of appropriations), and, also, of the conflict aris¬ 
 ing from differences of opinion as to the proper field and functions 
 of the Land Grant Colleges, it being hotly disputed as to whether this 
 should be an elementary school, looking only to the ordinary train¬ 
 ing “in practical agriculture and the mechanic trades,” as Governor 
 Brough, then Governor of the State, earnestly contended; or, a 
 polytechnic institute, looking to higher technical and scientific in¬ 
 struction in a knowledge of all the Industries, will be found inter¬ 
 esting and instructive. 
 
 The unmistakable tendency of the higher education in Science to 
 direct young men away from an inclination to undertake the daily 
 drudgery of the actual work of a laborer on the farm, or at the me¬ 
 chanics bench ; and to .stimulate, by giving a knowledge of their 
 higher possibilities, that “divine discontent” in which ail modern 
 civilization of the masses has had its origin, being recognized; there 
 was, for some time, danger lest the higher development of the pro¬ 
 posed college should be rendered impossible; but, fortunately, in the 
 charter of the college, given by the Legislature in 1870, the Trus¬ 
 tees were empowered with full authority “to fix and regulate the 
 course of instruction.” 
 
 The Trustees were not, however, by any means in accord on this 
 question. An agreement was finally effected by which the report of 
 a committee of the Trustees, in relation to courses of study, was 
 adopted in January, 1871.—This recommended the organization of 
 ten Departments,namely: 1. “Agriculture;” 2. “MechanicArts;” 
 
 * Bureau of Education. Circular of Information No. 5, 1891. Contributions to 
 American Educational History edited by Herbert B. Adams. No. 12. The History 
 of Higher Education in Ohio by George W. Knight, Ph. D., Professor of History, 
 Ohio State Univ., and John R. Commons, A. M., Associate Professor of Political 
 Economy, Oberlin College. Wasliington, Government Printing Office. 1891. Illus¬ 
 trated. Pp. 258. 
 
OHIO STATE UNIVERSITY. 
 
 455 
 
 3. “Mathematics and Physics;” 4. “ Chemistry;” 5. “'Geology,” 
 “Miningand Metalurgy;” 6. “Zoology and Veterinary Science;” 7. 
 “Botany,”etc; 8. “English Language and Literature;” 9. “Modern 
 and Ancient Languages;” 10. “Political Economy;” this was sub¬ 
 stantially the plan of Mr. Joseph Sullivant, of Columbus, a trustee, 
 “who had labored long and earnestly to establish the projected in¬ 
 stitution on the broadest basis consistent with the terms of the con¬ 
 gressional grant.” 
 
 FINANCIAL RESOURCES OF THE COLLEGE LIMITED IN ITS EARLY 
 
 DAYS. 
 
 The small outcome of the large U. S. Land Grant given to the 
 State by the law of 1862, seems pitiful by contrast with the princely 
 fortune secured from the similar grant to the State of New York, by 
 Ezra Cornell. In the case of Ohio, most of whose land brought but 
 a little over fifty cents an acre, a shortsighted policy due to impa¬ 
 tience to realize the gift in money, led to a foolish sacrifice of values. 
 This was likewise the case in many other States. However, in the 
 end, the State Legislature of Ohio, came to the support of the Uni¬ 
 versity with liberal appropriations, and the value of the land, given 
 to it by the county to induce the placing of the institution at Colum¬ 
 bus, is rapidly increasing owing to the growth of the City. So that, 
 in view of the proposed removal of the Experiment Station to Wayne 
 County, it seems probable that eventually the University may secure 
 a large endowment fund by selling such of its territory as is not 
 longer needed for that station. 
 
 From 1877 to 1891, inclusive, the sum total of $356,260.00 had been 
 appropriated from the State Treasury to the uses of the University. 
 
 During the earlier years nothing was given, it being assumed 
 that the income from the Land Grant Fund, and the bonus given by 
 the county of Franklin, was sufficient. The first appropriations 
 were made in small amounts; but from 1882, they have been much 
 larger; now that, as will be noted later, the institution is made a 
 fixed charge on the income of the State, it is no longer to be depend¬ 
 ent on annual appropriations. 
 
 This is, of course, a great relief to the Trustees and Faculty. 
 
 SMALL BEGINNINGS. 
 
 In 1873, the college was opened with Edward Orton, PH. D.. 
 —who had been chosen, while President of Antioch College,—as 
 President, and Professor of Geology. A faculty of seven Pro¬ 
 fessors, in addition, filling the chairs of Geology ; Physics and Me¬ 
 chanics ; General and Applied Chemistry; English and Modern 
 Language ; Agriculture ; Zoology; and Ancient Languages ; com¬ 
 pleted the teaching force of tho- new college. For awhile the course 
 was a preparatory one, of two years, leading to a group of parallel 
 
456 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 courses of four years each with limited elective studies. As already 
 stated in the preliminary pages of this account, a reorganization 
 was effected in 1879; which practically remained in force till 1886, 
 when, with an increased corps of teachers, and a higher standard 
 of entrance, the elective system was again introduced in the three 
 non technical courses. The amount of work was, however, speci¬ 
 fied; and the ratio of elective to specified studies was fixed. After 
 several changes in the organization of the Board of Trustees, it was 
 settled that it should consist of seven members to he appointed by 
 the Governor, and to hold office for seven years each; and so ap¬ 
 pointed as that one vacancy occurs each year. 
 
 SUCCESSION OF PRESIDENTS. 
 
 President Orton was President till 1881, when he resigned the 
 office, retaining, however, the Professorship of Geology. Rev. 
 Walter Q, Scott, d. D., was President till his resignation in 1883, 
 when he was succeeded by Rev. Wm. H. Scott, ll. d., who was 
 called from the Presidency of the Ohio University, at Athens. The 
 number of students had grown from a total of 90, in 1874; to a total 
 of 493, in 1890. As the charter of this college contained no pro¬ 
 vision limiting the attendance to males, girls presented themselves 
 at the opening and were received ; so that this college has always 
 been open to the attendance of both sexes. 
 
 The latest annual report* by the Board of Trustees to the Gov¬ 
 ernor of the State, gives a very favorable showing of the present 
 prosperity of the University. From this report, and from the 
 latest catalogue at hand, extracts are freely taken, giving the 
 official statements of the general development of the institution, and 
 showing the especial attention given to Drawing and Mechanical 
 Engineering. 
 
 Report of Trustees. 
 
 Office of the Board of Trustees of the Ohio State University, 
 
 Columbus, Ohio, November 16, 1891. 
 Hon. James E. Campbell, Governor of Ohio: 
 
 SIR: In compliance with law the Board of Trustees respectfully submits the 
 twenty-first annual report of the Ohio State University. 
 
 A financial statement shows that the “ endowment fund ” as given 
 November 15th, 1891, amounted to $544,745.97; of which the annual 
 interest is $32,684.75. 
 
 Receipts from sources other than State or Congressional appropria¬ 
 
 tion, amount to. $50,495.07 
 
 State appropriations for the year. 32,300.78 
 
 Receipts from appropriation by Congressional Act of Aug. 30th, 1890,.. 48,000.00 
 
 From these various sources the income for the year 1891, amounts to... 163,480.60 
 
 * Twenty-First Annual Report of the Board of Trustees of the Ohio State Uni¬ 
 versity, to the Governor of the State of Ohio, for the year 1891. Columbus, 1892. 
 Pp. 124. 
 
OHIO STATE UNIVERSITY. 
 
 457 
 
 THE FACULTY. 
 
 The number of professors employed by the university is twenty ; associate pro¬ 
 fessors, four; assistant professors, five; assistants, fifteen. This does not include 
 the faculty of the school of law, which is composed of the dean, secretary and a 
 board of instruction. 
 
 ******* 
 
 THE LIBRARY. 
 
 The number of books in the library at the close of the university year, ending 
 June 30,1890, was 9,345. The number at the close of the year, ending June 30, 1891, 
 as shown by the report of the librarian, was 10,494. This number has been some¬ 
 what increased since the last mentioned date. We are not able to state the exact 
 number of the additions, a part of them not having been catalogued, but the whole 
 number of volumes now in the library, exclusive of pamphlets, is nearly 11,000. 
 
 Professor Derby, who has ably discharged the duties of librarian for many years, 
 has exhibited rare judgment in making purchases, and the collection, though still 
 meager, is well selected and well adapted to the needs of the university. Provi¬ 
 sion is made for its temporary accommodation in the new geological building now 
 being constructed, where it is hoped it can be removed and preserved from the 
 
 danger to which it is constantly exposed while in a building which is not fire-proof. 
 *#**##* 
 
 THE AGRICULTURAL EXPERIMENT STATION. 
 
 It is learned from unofficial sources, that the Agricultural Experiment Station, 
 which since its organization in 1882, has carried on its investigations and experi¬ 
 ments at the university, has accepted the donation of money and lands offered by 
 the citizens of Wayne county, authorized by an act of the general assembly, and 
 will in a short time remove to its new location. 
 
 In one sense such removal is a loss to the university, in that it takes away the 
 officers and staff of the station who have been co-workers with the agricultural fac¬ 
 ulty in many important lines of investigation and research. In another sense it is 
 a gain, inasmuch as the lands the station has occupied will be more available for 
 practical instruction in agriculture and horticulture, and will afford larger oppor¬ 
 tunity for development in these important branches. Though controlled by a sep¬ 
 arate board of trustees, the relations between the station and the university have 
 been friendly and cordial, and it was the hope of the latter that the arrangement 
 under which the station has carried on its work at the university so long and so 
 successfully, might be continued. 
 
 PROGRESS OF THE UNIVERSITY. 
 
 The progress of the university during the past year has been very encouraging. 
 
 The increase of students has been larger than in any former year. The number 
 in attendance at the present time is 31 per cent, greater than at the same date last 
 year. 
 
 The increase in the material resources of the institution is no less gratifying. 
 The act of congress of August 30, 1890, supplementing the original endowment of 
 the university, was accepted by the general assembly May 4, 1891. This act pro¬ 
 vides an annual appropriation beginning with $15,000 for the year ending June 30, 
 1890, and increasing the amount $1,000 a year until it is $25,000, and then continu¬ 
 ing it indefinitely. 
 
 The Board of Trustees and the President in their annual reports for a number of 
 years past have presented the disadvantages and discouragements in having to de¬ 
 pend for a large part of the current expenses of the university on yearly appropria- 
 
458 
 
 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 tions by the legislature, and have urged the levy of a fraction of a mill on the grand 
 duplicate for its support and maintenance. During the last year the alumni gave 
 the measure its cordial and active support, and the friends of the university united 
 in its advocacy. In your first annual message it received the great weight of your 
 official indorsement and recommendation, and on the 20th day of March, 1891, the 
 general assembly passed an act providing for a levy of one-twentieth of a mill on 
 the grand duplicate of the State, to be known as the “ Ohio State University fund,” 
 to be applied to “ higher, agricultural and industrial education, including manual 
 training.” 
 
 This levy would yield on the last year’s duplicate, making the usual allowance 
 for delinquencies, $87,795.61. The grand duplicate for the present year is not yet 
 completed, but we are informed by the auditor of state that it will be about the 
 same as last year. 
 
 These two noble provisions, if wisely administered, insure the continued healthy 
 growth and progress of the university. They place it among those of highest rank. 
 The latter provision is regarded by the friends of higher education throughout the 
 country as a measure of vast and far-reaching importance. While these provisions 
 largely increase the income of the university, it is still small compared with those 
 of other less favored states. 
 
 All, and more than the additional resources they provide, are needed for addi¬ 
 tional buildings and equipment. The buildings already contracted for will require 
 all the increased income for the next two years to complete and equip them. 
 
 If it shall become necessary to ask further aid until these buildings are con¬ 
 structed, in order to avoid curtailing the existing teaching force required by the 
 rapidly increasing attendance at the university, may we not hope that it will be 
 forthcoming 1 
 
 The future of the university rests on the cordial approval and support of the peo¬ 
 ple of the state. They, and they alone, can make it the pride and glory of her 
 public institutions. 
 
 Very respectfully, your obedient servant, 
 
 Alexis Cope, 
 
 Secretary. 
 
 Tho report of the President to the Board of Trustees is of the 
 same date as their report to the Governor, November 15th, 1891.— 
 
 The Report of The President. 
 
 To the President of the Board of Trustees: 
 
 Dear Sir: I have the honor to submit my report as president of the university 
 for the year ending November 15, 1891. 
 
 The year has been one of great material prosperity. The financial resources of 
 the university have gained at one bound as much as they had readied in all its pre¬ 
 vious history. And this gain was intended to be permanent. What has hitherto 
 had to be striven for with new effort every year has been made secure, we hope, 
 once for all. This result has been attained through the enactment by the general 
 assembly of an amendment to section 3951 of the revised statutes, placing the uni¬ 
 versity on the grand tax duplicate of the state side by side with the common 
 schools, and providing that one-twentieth of a mill shall be levied annually for its 
 support. For this great consummation, honor is due to many active and zealous 
 friends. Governor Campbell, for the cordial recommendation of the measure in 
 his message and the cordial support of it afterwards, and Hon. N. R. Hysell, 
 speaker of the house, who introduced and earnestly advocated its passage, are en¬ 
 titled to the gratitude of every friend of education. Never were alumni truer to the 
 cause of their alma mater. But to name all would be impossible, and to discrimi¬ 
 nate further would be unjust. 
 
OHIO STATE UNIVERSITY—PRESIDENT’S REPORT (l89l). 459 
 
 ADDITIONAL PROFESSORS APPOINTED. 
 
 The year has witnessed a considerable increase in the body of teachers. The last 
 catalogue contained a list of thirty-eight, four more than had been employed the 
 preceding year. Since that time several other additions have been made. 
 
 The department of civil engineering was strengthened by the appointment of Mr. 
 Edward A. Kemmler, of the class of 1888, as assistant; the department of mechani¬ 
 cal engineering, by the appointment of Mr. Frank J. Combs, as assistant in forging 
 and wood-work; and in the third term the president was relieved of a part of his 
 work by the appointment of Mr. George P. Coler as assistant. Mr. Coler has 
 since been elected assistant professor of philosophy.* These appointments were 
 made during the progress of the year. 
 
 ******* 
 
 At the meeting in June, in recognition of his long and useful service, Dr. N. S. 
 Townshend was made professor emeritus of agriculture. Dr. Townshend aided in 
 securing the passage of the Morrill law of 1862. He was one of the most active in 
 pressing the acceptance of the provisions of that law and in urging legislation in ac¬ 
 cordance with it, upon the general assembly of the state. He was appointed a 
 member of the first board of trustees; and finally, after taking part in the election 
 of two or three members of the faculty, he was himself made professor of agricul¬ 
 ture, and has now for eighteen years been a strong bond of union between the in¬ 
 stitution and the farmers of the state. His wide acquaintance, his cordial manner, 
 his fullness of knowledge and his readiness of speech have made him a popular 
 lecturer at the farmers’ institutes, and a potent champion of the University when 
 she needed defense. 
 
 At a meeting of the board held September first, Thomas F. Hunt, professor of 
 agriculture in the State College of Pennsylvania, was elected to a similar position 
 here, his term of service to begin January 6,1892. 
 
 A series of interesting tables showing the distribution of students 
 among the different courses of study during the years of Dr. Scott’s 
 Presidency follows:— 
 
 In 1891, out of a total of 656 students in attendance 81 are women; 
 of these, 57 are in the collegiate and special courses, and 24 in the 
 Preparatory. A School of Law, was opened October 1st, 1891, and 
 fifty Law students are recorded in attendance. 
 
 The total number of students enrolled from 1874, to 1890,inclusive 
 
 * The appointment of Professor Coler, recalls the promising experimental school 
 of the Baltimore and Ohio Railroad Company, at the Mt. Clare shops near Balti¬ 
 more, so earnestly advocated by Dr. W. T. Barnard, Assistant to the President, in 
 the admirable report made by him to President Robert Garrett, in the autumn of 
 1886, and of which school Professor Coler, became the Principal. 
 
 This technological school, adapted to the special training of apprentices with a 
 view to the creation of a trained corps of railroad employees, attracted great in¬ 
 terest. The technological schools of Europe and America had been carefully ex¬ 
 amined and the planning of the courses of this school most intelligently undertaken. 
 It is a matter of regret that under a change in the management of the Road this 
 experiment has been abandoned. Dr. Barnaid’s report, advocating the establish¬ 
 ment of the school, is an able contribution to the literature of the new education 
 and is well worthy the careful consideration of all who may be interested in the 
 development of methods of technical training adapted to special industries. The 
 investigations and experience of Professor Coler,during his connection with this 
 undertaking, would seem peculiarly to fit him for similar educational work. I. E. C. 
 
4G0 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 is 5,213. The record from 1881 to 1890, shows a steady annual in¬ 
 crease in the proportion of “collegiate,” to “preparatory” students. 
 In 1881, there were 242 “Preparatory,” to 114 “collegiate.” In 1890, 
 there were 181 “Preparatory” to 312 Collegiate. 
 
 The following list of degrees conferred during a series of years 
 shows how few, relatively, continue till the end of the courses. 
 
 The whole number of degrees conferred in course since the founding of the Uni¬ 
 versity is two hundred and forty-three, of which two hundred and thirty-three were 
 graduate, and ten were post-graduate. They are arranged by year and title in the 
 following table: 
 
 
 00 
 
 CO 
 
 Ci 
 
 T— < 
 
 © 
 
 CO 
 
 CO 
 
 1 
 
 | 
 
 CO 
 
 88 
 
 tH 
 
 CO 
 
 CO 
 
 i 
 
 CO 
 
 CO 
 
 CO 
 
 T-i 
 
 s 
 
 88 
 
 CO 
 
 as 
 
 00 
 
 s 
 
 00 
 
 H 
 
 Oi 
 
 CO 
 
 Bachelor of arts. 
 
 1 
 
 1 
 
 6 
 
 o 
 
 2 
 
 1 
 
 5 
 
 4 
 
 6 
 
 8 
 
 6 
 
 i 
 
 7 
 
 2 
 
 Bachelor of philosophy... 
 
 
 
 
 2 
 
 
 2 
 
 2 
 
 1 
 
 1 
 
 2 
 
 6 
 
 7 
 
 5 
 
 8 
 
 Bachelor of science . ... 
 
 5 
 
 5 
 
 1 
 
 2 
 
 5 
 
 3 
 
 2 
 
 4 
 
 2 
 
 4 
 
 4 
 
 9 
 
 o 
 
 10 
 
 Bachelor of agriculture... 
 
 
 
 
 
 
 
 
 1 
 
 1 
 
 
 
 
 2 
 
 3 
 
 
 
 
 
 
 
 1 
 
 1 
 
 ] 
 
 3 
 
 3 
 
 4 
 
 1 
 
 2 
 
 1 
 
 
 
 
 1 
 
 
 2 
 
 4 
 
 1 
 
 2 
 
 1 
 
 2 
 
 4 
 
 2 
 
 3 
 
 2 
 
 
 
 
 1 
 
 1 
 
 
 
 2 
 
 3 
 
 4 
 
 2 
 
 4 
 
 2 
 
 
 
 Graduate in pharmacy ... 
 
 
 
 
 
 
 
 
 
 
 3 
 
 
 2 
 
 3 
 
 6 
 
 Doctor of veterinary 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 1 
 
 4 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 i 
 
 1 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 1 
 
 1 
 
 2 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 * * ' * * * * * 
 
 The courses of study have undergone a large number of modifications, some of 
 them of considerable magnitude, and one new course has been adopted. The lat¬ 
 ter is a course leading to the degree of batchelor of philosophy, but differing from 
 the other course leading to that degree in offering a much larger opportunity for 
 the study of modern languages. 
 
 ******* 
 
 The tendency of all successful institutions of learning to grow in 
 various directions, is illustrated by the following statements : 
 
 The development of the several departments has added strength on every side. 
 The amount expended for equipment in some departments will indicate the ad¬ 
 vancement made within the year. In agricultural chemistry the amount expended 
 was eight hundred dollars ; in general chemistry, about fourteen hundred dollars ; 
 in zoology and entomology, nearly sixteen hundred dollars ; and in physics, about 
 twenty-five hundred dollars, with orders outstanding to the amount of two thou¬ 
 sand dollars. 
 
 INCREASE IN NUMBER OF STUDENTS OUTSTRIPS THE FACILITIES. 
 
 The healthful growth in the attendance of students and this steady improvement 
 in the equipment are very gratifying. The present facts show that the university 
 is meeting the demand both for thorough instruction in special subjects and for a 
 broad and liberal culture. But the picture has a reverse side. The wants of the 
 institution have by no means been satisfied. Indeed, new and greater wants spring 
 up faster than the old can be met. The massing of students in the engineering 
 courses, especially the course in electrical engineering, has created a great pressure 
 on the room, the resources and the teachers of some of the laboratories and of the 
 department of drawing. The number of students in the mechanical laboratory is 
 forty-five while there are separate working places for but thirty-six. In the 
 laboratory of agricultural and engineering chemistry there are one hundred and 
 
461 
 
 president Scott’s report (i89i). 
 
 twenty-six students, while there are but fifty-four desks. In the physical labora¬ 
 tory there are forty-eight students, which is an increase of twelve, and the num¬ 
 ber next term will be still larger. The number preparing to enter it next year, es¬ 
 timated from the announced choice of courses by students now here, is eighty. In 
 the electrical laboratory there are seven students, au increase of four ; and the 
 probable number for next year is eighteen. In the department of drawing there 
 are two hundred and twenty students, an increase in one year of one hundred and 
 four, or about ninety per cent. The development of the departments should keep 
 pace with the number of students, and this will require more space, more appli¬ 
 ances and more teachers. 
 
 THE MODERN METHODS OF TRAINING DEMAND A GREAT INCREASE OF FACILITIES. 
 
 New necessities have arisen also from the rapid creation of new departments. 
 More class rooms are needed to accommodate the instructors, and the expansion of 
 the work requires more materials and more instruments. But when we look beyond 
 ourselves and compare our own preparation for the work we have undertaken with 
 that of other institutions and with the general progress in educational methods and 
 appliances, the demand for the utmost development of our resources is strongly 
 emphasized. Every kind of collegiate and university instruction has taken new 
 forms. It is less mechanical and less restricted. The single text-book no longer 
 serves as the full equipment of student or teacher. But it has become indispensable 
 to have the use of many books for collateral reading, for reference and for research, 
 and the use of many tools, instruments and machines, for experiment and for prac¬ 
 tice. And even the best equipment will soon become inadequate. The acutest and 
 most highly trained minds are constantly directed to the improvement of books and 
 apparatus. The best authority of this year may be obsolete next year, and the best 
 instruments of the present may be antiquated and useless in the immediate future. 
 The great wealth and enterprise of some of the colleges and universities of the 
 country have given them a phenomenal growth. Their libraries immediately ac¬ 
 quire every notable book in science or literature. Their laboratories immediately 
 procure every improved appliance. To hold our own in the race, to do our part in 
 furnishing the world with men educated according to the spirit and demand of the 
 times, we must continue to meet new needs as they arise with as liberal a hand as 
 our means will allow. 
 
 NEW BUILDINGS REQUIRED. 
 
 The buildings already begun will do something to supply the existing necessity 
 for room. But they will come far short of meeting the whole requirement. Your 
 attention has frequently been called to the inadequate provision for the military 
 department. The situation grows worse every year. The battalion was never so 
 large as at present, and the in-door space that it can use in bad weather was never 
 so small. The drill hall so often asked for should be built as soon as the state of the 
 funds will permit. Besides this, there should be a hall large enough to accommo¬ 
 date about twelve hundred persons, for the daily assembly of the students and for 
 public lectures. The room at present in use will not seat more than two-thirds of 
 the members of the university. It has been necessary to divide the students into 
 two sections for chapel exercises, and on the occasion of any general meeting, such 
 as a lecture, the anniversary of one of the literary societies, a literary contest, univer¬ 
 sity or commencement day, a large proportion of those who should be present are 
 unavoidably excluded. The present room would still have important uses, but as 
 soon as possible a new hall should be provided either by an addition to the present 
 main building or by the erection of a separate building designed wholly or partly 
 for the purpose. 
 
 ******* 
 
 The erection of the building for manual training will provide for all of the element- 
 
4G2 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ary work now done in the mechanical building, and thus create an opportunity for 
 developing the work of mechanical engineering in its liigher departments. This 
 development is one which, as it seems to me, the interests of the university impera¬ 
 tively demand. The mechanical departments of many of the institutions of this 
 class greatly surpass our own in their equipment and in their practice. Not only 
 the best known institutions of the east, but others west and south, have extensive 
 outfits for mechanical testing. This is a field of growing importance, and mechani¬ 
 cal engineers who have not been well trained in it will have but a slender chance in 
 the contest with those who have been more fortunate or more wise. On this sub¬ 
 ject I ask your attention to the forcible statement in the report of the professor of 
 mechanical engineering. 
 
 ******* 
 
 THE AGRICULTURAL DEPARTMENT SHOULD BE INCREASED. 
 
 The removal of the agricultural experiment station from the land of the univer¬ 
 sity is a matter of regret, for it is desirable that there should be a close union of the 
 work of the two institutions. But the loss will be in a large degree compensated by 
 the additional opportunity which the agricultural department of the university will 
 have for experimentation and practical instruction. The event thus falls in with 
 the general movement of the university. While the other departments are increas¬ 
 ing their appliances and broadening their work, the school of agriculture should be 
 kept abreast with the foremost, and in order to do this land must be placed at its 
 disposal, and money must be expended to provide the stock and implements neces¬ 
 sary for the most effective instructional use of the land. I am sure that the Board 
 is disposed to bo liberal here and will not be satisfied till the department has been 
 brought to a state of the highest efficiency. 
 
 A SYMMETRICAL DEVELOPMENT DESIRABLE. 
 
 As the university enters upon its larger career, the occasion suggests the 'wisdom 
 of defining as clearly as possible the lines of its future policy, and of adjusting its 
 functions to its probable conditions. Without a well digested plan there is danger 
 that temporary reasons will sometimes prevail to the sacrifice of permanent well¬ 
 being, and that instead of a regular and symmetrical growth, every new develop¬ 
 ment arising naturally from the system and in turn imparting new strength and 
 vigor to that from which it sprang, there will be attached here and there an incon¬ 
 gruous department or school that will only consume means and energy and impair 
 the operations of other departments. To unify and expand the present work and 
 to make only such additions as will be homogeneous with it and will contribute to 
 the completion of the general plan, may well commend itself as a subject of the 
 very highest importance. 
 
 WHY THE PREPARATORY DEPARTMENT SHOULD BE DISCONTINUED. 
 
 The logic of circumstances is demonstrating the importance of discontinuing that 
 part of our present work which is adequately done, both in method and amount, in 
 other schools within the state. With high schools in every town and with numer¬ 
 ous academies and normal schools, it seems hardly justifiable for the university to 
 furnish instruction in the studies preparatory tothegeneral and engineering courses. 
 At present such instruction is furnished to about one hundred and ninety students. 
 At their age most of them would be under the immediate care of their parents; 
 the room they occupy is greatly needed by the students of collegiate rank; and 
 the money expended in teaching them would add much to the efficiency of the 
 higher departments. Besides all these points of advantage, the change would pro¬ 
 mote the dignity and standing of the university. 
 
 I do not propose that we should abridge the present opportunity offered by the 
 
463 
 
 PRESIDENT SCOTT’S REPORT (l89l). 
 
 short courses in agriculture and mining. But the demands of these courses could 
 be met with one-fourth the number of classes and sections that are now necessary. 
 ******* 
 
 The chief gain would be the concentration of means and of the energies of the 
 teachers on the higher work, leaving to the public schools the work that they were 
 designed to perform and that legitimately belongs to them and not to the univer¬ 
 sity. The work that legitimately belongs to the university is more than its present 
 endowment will enable it to do. The call for funds to equip and enlarge the depart¬ 
 ments which are recognized as of paramount importance continually admonishes 
 us against expenditure for objects that are foreign to the true work of the univer¬ 
 sity. 
 
 If a self : supporting preparatory school whose teachers and courses of study 
 should be subject to the approval of the trustees were organized at some distance 
 from the university, the main objections to the present arrangement would be obvi¬ 
 ated, wliile the advantage of a more direct personal management would be secured. 
 
 SUPERIOR, TECHNICAL AND SCIENTIFIC EDUCATION DEMANDED BY THE PRESENT 
 
 AGE. 
 
 All agree that scientific and technical instruction has a primary claim to recog¬ 
 nition in any policy that may be adopted for the university. The physical and 
 natural sciences and their applications in the industries of life are assigned a lead¬ 
 ing place by the law to which the institution owes its origin and the laws by which 
 its endowment has been enlarged. This province has a special claim also in its own 
 right. The tendency of the times, seen in the rapid growth of manufacturing, the 
 opening of new forms of industry, the extension of railroads, the multiplication of 
 engineering structures of every kind and magnitude, the increasing need of scien¬ 
 tific knowledge and skill in agriculture, and the spirit and attitude of the general - 
 intelligence, call for men familiar with the knowledge and trained in the methods 
 that will be of service to society in what are called the practical pursuits. It is a 
 province also which most of the older institutions of learning have not occupied 
 and which many of them do not choose or are not able to occupy. The scientific and 
 technical college requires a far greater income than is needed for the work of that 
 class of colleges—it must have a much more extensive equipment in buildings, 
 laboratories, libraries and teachers, and must therefore have a much more liberal 
 support. Here is a broad territory which the policy of the university clearly ought 
 to include. 
 
 THE UNIVERSITY OF THE FUTURE. 
 
 While the lowest grade of work now done by the university ought to be cut off, 
 there is at the other extreme an open and limitless field. Knowledge is daily in¬ 
 creasing and the pressure of new or extended studies for recognition in the courses 
 of instruction is enormous. By the addition of elective studies some of the courses 
 already present twice as much grouud as the student can occupy within the time 
 required for a degree; but the universities of the future will be those that build 
 another story at the top of the present system, and establish libraries, plant labora¬ 
 tories, and employ teachers for a range of study that lies beyond the boundaries of 
 the present college course. Ohio should have such a university. Here the student 
 of science, both theoretical and practical, of history, literature, philology or phi¬ 
 losophy should'be carried forward both by instruction and by research to the utmost 
 limit of the latest knowledge. Here, also, the light of creative genius should some¬ 
 times shine forth and in the progress of time the glory of new knowledge should 
 gather upon the brow of the university. All this should be provided as time ad¬ 
 vances by extended post-graduate courses in every department of knowledge. 
 
 We owe much to the generosity of the state. Her recent bounty claims hearty 
 
464 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 gratitude. Indeed, when we reflect on the object for which these appropriations 
 have been made and on the nature of the results that are all but certain to flow 
 from them, it seems impossible to over-estimate their value. Neither would it be 
 easy to exaggerate the responsibility that rests on those, whose duty it is to apply 
 this great benefaction to the purposes for which it was given. And yet, great as 
 is the benefit received, it will but meagerly fulfill the demand. The work needing 
 to be done spreads before us far beyond our power to accomplish. 
 
 OTHER STATES ARE RIVALLING OHIO. 
 
 What has been done by Ohio, munificent though it sennas, is surpassed by some 
 of her sister states. Younger and poorer states are giving more. With such insti¬ 
 tutions as Cornell University, having an annual income of three hundred thousand 
 dollars, and the University of Michigan, annually expending an equal sum; with 
 such endowments as that of Harvard University in the east, amounting to more 
 than seven millions of dollars, and that of the Leland Stanford University in the 
 west, reaching twenty millions, the humble revenue of a hundred and fifty thousand 
 dollars which the Ohio State University can boast, seems a very modest if not a 
 pitiful sum. Let us not forget to be grateful, or to estimate at its full value the 
 benefaction of the state; but neither let us err by conceding that the state has done 
 all that needs to be done or all that she ought to do. 
 
 Here and there are signs that private benefaction will not long be wanting. The 
 will of the late Hon. Henry F. Page, of Circleville, bequeathing all his estate to 
 the university, subject to the life estate of his wife and daughter, is a noble monu¬ 
 ment to his name. The estate is estimated to be worth one lnmdred and fifty thous¬ 
 and dollars. We can not but hope that so worthy an example will be followed by 
 many men of wealth. Others have under consideration donations which, if they 
 are made, will greatly enhance the usefulness of the institution. May the day soon 
 come when every rich man in Ohio will feel it his duty to give enduring usefulness 
 to a part of his fortune by adding it to the endowment of the university. 
 
 The new eminence to which the university has risen, we may well believe, will 
 lead to a continued and rapid growth in wealth and numbers. It remains for those 
 who are charged with the administration of its affairs to strive to develop here, 
 such a university as will fulfill the need of the tune and meet the just expectation' 
 of the people of the state. 
 
 Respectfully yours, 
 
 W. H. Scott, 
 President. 
 
 The following statistics from the report of the Professor of Draw¬ 
 ing, show the attention given to drawing during the year. 
 
 Report on Drawing. 
 
 To the President of the University: 
 
 Dear Sir : I respectfully submit the following report of the department of 
 Drawing for the year ending June 24, 1891: 
 
 The number of students enrolled in the several classes was as follows : 
 
 Fall term— 
 
 Freehand drawing, Freshman. 29 
 
 “ Sophomore. 28 
 
 Projection “ “ ... 53 
 
 Special drawing. 3 
 
 Total for the term . 113 
 
REPORTS ON DRAWING AND MECHANICAL ENGINEERING. 465 
 
 Winter term— 
 
 Freehand drawing, Freshman. 23 
 
 “ Sophomore. 30 
 
 Descriptive geometry, 45 
 
 Mechanical drawing (short mining course). 4 
 
 Special drawing. 3 
 
 Total for the term. 105 
 
 Spring term— 
 
 Freehand drawing, Freshman. 26 
 
 “ Sophomore. 31 
 
 Lettering, Freshman. 54 
 
 Shades, shadows and perspective, Sophomore. 37 
 
 Photography, Junior. 16 
 
 Special drawing. 6 
 
 Total for the term. 170 
 
 Total for the year. 388 
 
 The total enrollment for the preceding year was 277, thus showing an increase 
 in the total enrollment of 111. 
 
 A course in photography has been introduced and facilities for it 
 provided. 
 
 ******* 
 
 If the number of students increases as rapidly as in the past year, it will be with 
 difficulty that the work can be carried on with our present accommodations. The 
 department has reached that point in its growth where larger and better arranged 
 quarters are imperative. It is a fact that the department has never been in pos¬ 
 session of quarters in which the work could be carried on to the best advantage, 
 and I hope that, in some of the new buildings to be erected in the near future, 
 rooms will be provided for this department, designed, lighted and arranged to suit 
 the work. 
 
 Before closing this report, I wish to express my thanks to Professor Brown for 
 kindly allowing me the use of his recitation room, many times to his own discom¬ 
 fort. 
 
 Very respectfully, 
 
 Jos. N. Bradford, 
 Assistant Professor of Drawing. 
 
 Ohio State University, July 1, 1891. 
 
 The full report of the Professor in charge of the Department of 
 Mechanical Engineering follows: 
 
 Report on Mechanical Engineering. 
 
 To tlic President of the University: 
 
 Dear Sir : I present the following report of the department of Mechanical En¬ 
 gineering, for the year ending June 24, 1891: 
 
 The number of students enrolled in classes was as follows : 
 
 First Term— 
 
 Thermodynamics. 2 
 
 Analytical mechanics. 18 
 
 Design drawing and invention. 8 
 
 Mechanism.. . 7 
 
 Mechanical laboratory. 41 
 
 Total. 76 
 
 ART—VOL 4-30 
 
466 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Second Term— 
 
 Analytical mechanics. 16 
 
 Mechanism. 8 
 
 Prime movers. 2 
 
 Mechanical laboratory. 48 
 
 Total. 74 
 
 Third Term- 
 
 Strength of materials. 16 
 
 Mechanism. 7 
 
 Machinery and millwork. 2 
 
 Technical drawing. 8 
 
 Mechanical laboratory. 44 
 
 Total. 61 
 
 Compared with last year’s report, all classes mark a very considerable increase in 
 the number of students attending, with the exception of thermodynamics, prime 
 movers, and machinery and millwork, which follow as dependencies, in the order 
 named as one class through the year. 
 
 INCREASED ACCOMMODATION FOR CLASSES NEEDED. 
 
 On account of this increase, much difficulty has been experienced recently in 
 providing for the classes, on account of lack of room and facilities in the mechani¬ 
 cal building. There being only one lecture room in the building, two classes have 
 often been in attendance, unavoidably, at the same time; first, for want of room, 
 and second, for want of teaching force. This plan, though possible for classes in 
 drawing and other subjects where no larger than those of the past year, is at the 
 same time ill-advised, and can not be carried on when the classes become still 
 larger; and the present rate of increase will soon make more room a positive neces¬ 
 sity, as well as more teachers to meet and do justice to those classes in the several 
 rooms. For instance, during the past year the class in machinery and millwork 
 and that in technical drawing have met simultaneously in the one room of the 
 building. Considerable disturbance of the one class by the other, in such case is 
 unavoidable. 
 
 And these hampering circumstances will be further augmented by the fact that 
 to remain on a par with mechanical schools around us, we must soon extend the 
 higher mechanical laboratory practice, or experimental engineering beyond what 
 we now have, to include a fair course of the testing of boilers, of engines, of lubri¬ 
 cants, of pumps, of flow of fluids, of condensers, of injectors, etc. One step in the 
 direction of meeting this want is already made in the new course where higher 
 mechanical laboratory is specified. 
 
 The present high importance of these questions is evident in the fact that inquiries 
 have come to us as to the extent to which we are equipped for tliis instruction, and 
 the fact that the American Society of Mechanical Engineering has laid down rules 
 for conducting some of these tests. 
 
 This sort of instruction entails its due amount of labor for the teacher, raising the 
 demand for an assistant still beyond that occasioned by larger classes and more 
 class rooms. 
 
 I therefore respectfully ask early attention to these matters, regarding them as of 
 importance equaling that of the department itself, viz: 
 
 1st. The securing of additional room for class work. 
 
 2d. The procuring of appliances and establishment of an experimental engineer¬ 
 ing testing laboratory. 
 
 3d. The employment of an assistant in the department qualified for the work in¬ 
 dicated. 
 
467 
 
 professor robinson’s report (i89i). 
 
 To meet these demands I would respectfully suggest that until a new mechanical 
 building can be put up, an addition be put on the east side of the present mechani¬ 
 cal building, providing more rooms for class work, and for museum purposes. 
 Also, for the experimental engineering work, I suggest that the machine room and 
 the north wing of the present building be given to that as soon as the manual train¬ 
 ing building and school can be established, when these rooms may be relieved of 
 their present elementary practice work by transfer into the manual training build • 
 ing, which transfer I will mention again. 
 
 The procuring of appliances for this experimental engineering will involve con¬ 
 siderable expense; probably about $10,000 to make the laboratory what it should 
 be, including a first class steam engine fitted with condenser, reheater, steam dryer; 
 dynamometers; a compound engine with same or like accessories; a gas and an air 
 engine; an injector; a steam tester and colorimeter; water tanks with weighing 
 scales and thermometers; steam pumps; stand pipe for hydraulic experiments; ap¬ 
 paratus for flow of fluids; and others, for tests that will suggest themselves from 
 time to time, as well as an improved testing machine. 
 
 The assistant must be a graduate, because to be capable of conducting the work 
 of the testing laboratory, he must be acquainted with the higher principles of 
 mechanical engineering ; but he may be a recent graduate, one succeeding another, 
 each serving for such comparatively short term of years as a moderete salary will 
 warrant. 
 
 Allow me to remark that the above outlined laboratory for experimental testing 
 is not a visionary scheme, as several of the best schools of the country already pos¬ 
 sess similar equipment, and there is ample reason why Ohio should be second to 
 none in its resources for turning out mechanical men of the highest qualification. 
 
 PROPOSED MANUAL TRAINING SCHOOL. 
 
 When the manual training school is established, I should be glad to turn over to 
 it all the elementary practice as now carried on, including that of the mechanical 
 students subject to the condition at present in force for the departments of agricul¬ 
 ture, mining and mechanical engineering, viz.: That the instruction be varied to 
 fit the student, according to requests from those departments. In employing a 
 professor tojtake charge of that school, I would respectfully request that a like con¬ 
 dition as expressed above be understood and accepted; when all the present work 
 can advisably be taken into that school, together with most of the tools and appli¬ 
 ances for elementary mechanical practice that are now or may be in the mechanical 
 building, a small reserve being probably advisable. 
 
 When the present mechanical practice rooms are thus relieved, the same rooms 
 may be taken for the experimental testing laboratory described above. 
 
 SUGGESTIONS OF PRACTICAL USES FOR NEW MACHINERY. 
 
 I would suggest that the steam machinery for testing as above explained may be 
 put to use for a central power station to run dynamos, from which power may be 
 transmitted to various points where needed, as in running ventilating fans, pumps, 
 lathes, or any machinery in the mechanical, electrical, chemical or manual train¬ 
 ing departments. 
 
 All such machinery will become valuable for purposes of experimental testing, 
 and thus serve to augment the available apparatus of the experimental testing 
 laboratory. 
 
 Should the present new boilers be removed to another boiler house, I would ask 
 permission to have that boiler so set up that experiments with it may be made by 
 students in the way of boiler tests. For this there should be means for weighing 
 of fuel and feed water; of making temperature tests of fire and chimney, and for 
 testing the dryness of steam. 
 
468 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 I would respectfully urge the earliest practicable introduction of the above out¬ 
 lined changes. 
 
 Very respectfully yours, 
 
 S. W. Robinson. 
 
 The latest catalogue * at hand confirms the statement of the Trus¬ 
 tees Report as to the present prosperous condition of the University. 
 It begins with a showing of the relations between 
 
 The University and The State. 
 
 ******* 
 
 In accordance with this act (the U. S. Land Grant Law of 1862) the Ohio State 
 University was founded by the State as a public institution of learning. The gov¬ 
 erning body of the institution is a Board of Trustees, appointed by the Governor of 
 the State for terms of seven years, as provided in the law organizing the University. 
 The original endowment has been supplemented, and the objects of the University 
 promoted by a permanent annual grant from the United States, under an act of 
 1890, by special appropriations of the General Assembly, and lastly, in 1891, by a 
 permanent annual grant from the State. In accordance with the spirit of the law 
 under which it is organized, the University aims to furnish ample facilities for lib¬ 
 eral education in the arts and sciences, and for thorough technical and professional 
 study of agriculture, engineering in its various departments, veterinary medicine, 
 pharmacy and law. Through the aid which has been received from the United 
 States and from the State, it is enabled to offer its privileges, with a slight charge 
 for incidental expenses, to all persons, of either sex, who are qualified for admission. 
 
 ORGANIZATION OP THE UNIVERSITY. 
 
 The University comprises the Collegiate Department, the Law School, and a Pre¬ 
 paratory Department. The Law School has a special Faculty, distinct from the 
 University Faculty. 
 
 The Collegiate Department embraces the following Schools: Arts and Philosophy, 
 Science, Agriculture, Engineering, Pharmacy and Veterinary Medicine. Each 
 school is under the direction of a standing committee of the Faculty, having power 
 to act in all matters pertaining to the work of students in the school, in the transfer 
 of students from one school to another, and in matters of minor discipline. 
 
 LOCATION AND MATERIAL EQUIPMENT OF THE UNIVERSITY. 
 
 The Oliio State University is situated within the corporate limits of the city of 
 Columbus, two miles north of the Union depot and about three miles from the 
 State Capitol. The University grounds consist of three hundred and thirty acres, 
 bounded east and west by High street and the Olentangy river, respectively. The 
 western portion, of about two hundred acres, is devoted to agricultural and horti¬ 
 cultural purposes, and is now under the management of the State Agricultural 
 Experiment Station. The eastern portion is occupied by the principal University 
 buildings, campus, athletic and drill grounds, a park-like meadow and a few acres 
 of primitive forest. 
 
 The grounds are laid out with care, are ornamented with trees, shrubs, and flower 
 beds, and are so managed as to illustrate the instruction in botany, horticulture, 
 landscape gardening, and floriculture. 
 
 There are ten buildings, which are each described. “University 
 
 * Catalogue of the Ohio State University for 1891-92. Second Edition. Colum¬ 
 bus, Ohio. Published by the University. 1892. Pp. 133. 
 
OHIO STATE UNIVERSITY CATALOGUE, (l891-’92). 409 
 
 Hall,” “ a four story brick building 235 feet in length, by 109 wide, 
 was the first, and for a long time, the only building devoted to 
 instruction.” The Mechanical Building was erected in 1878. The 
 Botanical Building in 1883. The Electrical Laboratory in 1889. 
 The Chemical Building in 1890. “ Orton Hall,” to have the geolog¬ 
 
 ical collection in 1892. 
 
 THE MANUAL TRAINING BUILDING. 
 
 Hayes Hall .—This large building, to be devoted to instruction and work in man¬ 
 ual training, is now in process of erection. The walls will be built of pressed brick 
 with trimmings of brown stone. The entire length of the building will be one 
 hundred and sixty-eight and the depth one hundred and forty-six feet. The cen¬ 
 tral portion will be three stories high and the wings each two stories high. On the 
 first floor will be a reception room, an office, a reading room, two recitation rooms, 
 rooms for instruction in cooking, a shop for iron work, a forge room and a foun¬ 
 dry. The second floor will contain a mechanical, museum, recitation and private 
 rooms, a room for instruction in sewing, and a shop for wood work. The third 
 story will be used for instruction in drawing, modeling, wood-carving and pho¬ 
 tography. 
 
 There are three other buildings, viz: a “Veterinary Hospital,” 
 and two “Dormitories.” 
 
 Thb Library. 
 
 The Library contains about 12,000 volumes, exclusive of pamphlets. Several 
 special collections of books, which are incorporated in it, add to its interest and 
 value. 
 
 ***** * * 
 
 The library is of recent formation ; and being designed especially for the use of 
 the several departments of instruction in the University, in all purchases their most 
 urgent needs have been constantly kept in mind, and none but books of recent 
 issue or older works of permanent value selected. The collection, therefore, in¬ 
 cludes little that is obsolete, curious or merely entertaining. Annual additions are 
 made to all the departments represented in the Library. During the past year 
 nearly four thousand dollars has been expended for books and periodicals. About 
 ninety periodicals are regularly received. 
 
 ******* 
 
 The Library is a circulating one for both officers and students. In the reading 
 room all students have free access to a collection of cyclopaedias, dictionaries and 
 works of reference in the various departments of study; graduate and senior under¬ 
 graduate students are usually admitted to the alcoves. The management of the 
 Library is vested in a body known as the Library Council, which consists of six 
 members, as follows: The President of the University and the Librarian, ex-offieiis, 
 and four professors elected by the Faculty for a term of two years each. 
 
 The State Library, in the State House, containing about sixty-two thousand vol¬ 
 umes, is accessible to students and forms a valuable auxiliary to the University. 
 
 The Public Library of Columbus may also be used by students. 
 
 For the students in the Law School, the State Law Library, in the State House, is 
 of the greatest value. It is the largest and most complete law library in the State, 
 and consists of about fifteen thousand volumes. It contains complete sets of the 
 English, Scotch, Irish, Canadian, United States and State reports, statutes and 
 digests, and the important legal text books and periodicals. 
 
470 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The Museums.—The Geological Museum. 
 
 The geological museum of the University has been collected and arranged with 
 reference to instruction rather than display. The basis of it is a large and compre¬ 
 hensive collection of the rocks, fossil and economic minerals of Ohio. 
 
 There are also Zoological and Botanical Museums. 
 
 The Manual Training School. 
 
 The Board of Trustees, pursuant to the recent act of the General Assembly, is 
 making liberal provision for a school of manual training. Plans and specifications 
 for a new building for this branch of industrial education have been adopted and 
 the building is now in process of erection. It is expected that it will be ready for 
 occupancy in December, 1892. When completed the building will be furnished 
 with the most improved equipment, and an extended and thorough course of in¬ 
 struction will be adopted. 
 
 Military training is given under direction of an officer of the reg¬ 
 ular army detailed for that service. 
 
 The expenses of a student in the Collegiate Department for a year may be esti¬ 
 mated as follows: 
 
 
 Low. 
 
 Moderate. 
 
 Liberal. 
 
 Incidental fees... 
 
 $15.00 
 
 $15.00 
 15.00 
 25.00 
 37.00 
 
 $15.00 
 
 54.00 
 
 40.00 
 
 75.00 
 
 
 Books and" Stationery. 
 
 15.00 
 4.50 
 10.00 
 70.-00 
 20.00 
 
 Room.'. 
 
 
 110.00 
 
 22.50 
 
 150.00 
 
 25.00 
 
 
 
 134.50 
 
 224.50 
 
 359.00 
 
 The second and third estimates for room include light, fuel and care. The third 
 one is for a room occupied by a single student. 
 
 The requirements for laboratory fees and books, depend upon the course of study 
 pursued. The estimates do not include clothing (except uniform) or traveling 
 expenses. 
 
 The collegiate work of the University is divided into six schools. 
 These are "‘Arts and Philosophy;” “Science;” “Agriculture;” 
 “Engineering;” “Pharmacy ;” “Veterinary Medicine.” 
 
 Each school is under the direction of a standing committee of the Faculty, hav¬ 
 ing power to act in all matters pertaining to the studies of students in the school, in 
 the transfer of students from one school to another, and in matters of minor 
 discipline. 
 
 The regular courses leading to degrees are of four years; except 
 those in Pharmacy, and Veterinary Medicine, which have only a 
 three years course. There are, also, “ short courses” in Agriculture, 
 and in Mining, not leading to Degrees. 
 
 The general conditions of admission are as follows: 
 
 ADMISSION. 
 
 The University is open to both sexes. There is, however, no special course for 
 women, or special study, elective or otherwise, such as music or painting ; but in 
 
OHIO STATE UNIVERSITY-COURSES OF INSTRUCTION. 
 
 471 
 
 the latter the Assistant in Drawing will receive private pupils. Neither is there a 
 hall for the residence of women. They are assisted in finding boarding places in 
 respectable families ; but the Faculty is not so situated as to exercise supervision 
 over their conduct out of college horns. Parents who send their daughters to the 
 University should therefore be well satisfied as to their discretion, or else should 
 place them under the care and control of the family with which they board. 
 
 # # If If If If If 
 
 Candidates for admission to the Course in Arts, Philosophy, Science or Agricul¬ 
 ture must be at least sixteen years of age; candidates for admission to any of the 
 Courses in Engineering must be seventeen years of age. 
 
 If * If # If I* # 
 
 Rules and Regulations. 
 
 AMOUNT OF WORK. 
 
 No student is permitted to take less than fifteen or more than eighteen hours a 
 week of class-room work, except by special permission of the committee of the 
 School in which he is enrolled ; and no student will be permitted to take more than 
 the regular work of the class to which he belongs, who has not passed all of his 
 work for the preceding term. 
 
 ELECTIVE STUDIES. 
 
 All elections of work in continuous studies, when once made, are understood to be 
 made for the entire collegiate year. 
 
 The right is reserved to withdraw the offer of any elective study when it is not 
 chosen by at least four persons. 
 
 * If If # If If If 
 
 Courses of Instruction. 
 
 The instruction given in the Collegiate Department of the University embraces a 
 wide range of subjects. Detailed information concerning the Courses offered in 
 any subject will be found under the proper head, in accordance with the following 
 classification: 
 
 Agriculture. 
 
 Agricultural Chemistry. 
 
 Astronomy. 
 
 Botany. 
 
 Civil Engineering. 
 
 Drawing. 
 
 Electrical Engineering. (See Physics 
 and Electrical Engineering.) 
 
 English and Rhetoric. 
 
 French. (See Romance Languages.) 
 General Chemistry. 
 
 Geology. 
 
 German. 
 
 Greek. 
 
 History. 
 
 Horticulture. 
 
 * * * * 
 
 Italian. (See Romance Languages.) 
 Latin. 
 
 Mathematics. 
 
 Mechanical Engineering. 
 
 Metallurgy. 
 
 Mine Engineering. 
 
 Military Science and Tactics. 
 Pharmacy. 
 
 Philosophy. 
 
 Physics and Electrical Engineering. > 
 Physiology. 
 
 Political Science. 
 
 Romance Languages. 
 
 Spanish. (See Romance Languages). 
 Veterinary Medicine. 
 
 Zoology and Entomology. 
 
 * * * 
 
 These courses follow in the catalogue in detail. The courses in 
 “Drawing,” and in “Mechanical Engineering ” are here given: 
 There is a course in “Electrical Engineering.” 
 
472 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 DETAILS OF COURSES IN DRAWING. 
 
 1. Freehand Drawing —Individual attention given. Outline drawing from copy 
 and wooden models. Charcoal and crayon drawing from copy and plaster casts. 
 
 First, Second and Third Terms. —Once a week. Two hours’ drawing. 
 
 Mr. Taylor. 
 
 Required in the first and second terms of the Freshman year of the Courses in 
 Engineering, and the first term of the Short Mining Course. Elective in Sophomore 
 year of the Arts, Philosophy and Science Courses. 
 
 2. Lettering —Lectures and practice. 
 
 Third Term. —Twice a week (four hours’ practice). 
 
 Lectures. —Care and manipulation of draughting instruments. Proper construc¬ 
 tion of letters. Proper construction of titles. 
 
 Practice. —Nine plates of letters and figures. 
 
 Assistant Professor Bradford. 
 
 Required in the Freshman year of the Courses in Engineering and in the second 
 year of the Short Mining Course. 
 
 3. Mechanical Drawing —Lectures, recitations and practice. 
 
 First Term. —Three times a week. Text-book: Faunce’s “Mechanical Drawing.” 
 One hour lecture and recitation. Four hours’ practice in drawing sixteen plates. 
 
 Second Term. —Five times a week in the Civil Engineering Course. Three times 
 a week in the other Engineering Courses. Text-book: Church’s “Descriptive 
 Geometry.” Two hours’ lecture and recitation. Six hours’ practice and fifty plates 
 in the Civil Engineering Course. Two hours’ practice and twenty plates in the 
 other Engineering Courses. 
 
 Third Term. —Three times a week. Text-book : Church’s “Shades, Shadows and 
 Prospective.” One hour lecture and recitation. Four hours’practice in drawing 
 fourteen plates, using the technical colors to represent different materials. 
 
 Assistant Professor Bradford. 
 
 Required in the Sophomore year of the Engineering Courses and in the first term, 
 second year, of the Short Mining Course. 
 
 4. Practical Draughting and Blue-Printing— Lectures and practice. 
 
 Second Term. —Three times a week (six hours’ drawing). 
 
 Assistant Professor Bradford. 
 
 Required in the second year of the Short Mining Course. 
 
 5. Technical Drawing —Machine Designing and Drawing. Lectures and prac¬ 
 tice. 
 
 First Term. —Three times a week (six hours’ practice). Lectures on machine de¬ 
 signing. Practice. Designing machine parts, and drawing and blue-printing 
 them ready for construction, showing form and dimensions. 
 
 Assistant Professor Bradford. 
 
 Required in the Junior year of the Courses in Mechanical and Electrical Engineer¬ 
 ing. 
 
 6. Technical Drawing. 
 
 Third Term. —Five times a week. Lectures on rules and methods for detail 
 drawing, and practice in making same favorably to present the form, dimensions, 
 etc., to the workman in practice. Line shading of drawings. 
 
 Professor Robinson. 
 
 Required in the Junior year of the Course of Mechanical Engineering. 
 
 7. Photography— Lectures and practice. 
 
 First Term. —Twice a week (four hours’ practice). 
 
 Lectures. —Optics of photography; chemistry of photography ; exposing and 
 developing; printing ; orthocbromatic photography ; lantern slides; applications 
 of photography. 
 
COURSES IN MECHANICAL ENGINEERING. 
 
 473 
 
 Practice. —Out-door photography; interior photography ; flash-light photography; 
 copying; lantern slides; printing; instantaneous photography; applications. 
 
 Third Term. —Same work as first term. 
 
 Assistant Professor Bradford. 
 
 Required in the Senior year, first term, of the Course in Mining Engineering, in 
 the third term, Senior year, of the Course in Mechanical Engineering, and in the 
 third term, Junior year, of the Course in Civil Engineering. 
 
 EQUIPMENT. 
 
 The facilities provided for the illustration and practical training in the above 
 Courses are: For Freehand Drawing: Flat and shaded copies, wooden models, 
 plaster casts, and easels and tables to work on. For Mechanical Drawing: A set 
 of the celebrated Schroder models, O. S. U. improved drawing tables to work on, 
 and a collection of shop drawings. For Photography: A well arranged, ventilated, 
 and equipped dark room, printing outfits, enlarging, reducing and copying camera, 
 four view cameras, lenses of long and short focus, flash lamp and a Prosch triple^ 
 shutter for instantaneous work. For Pen Drawing : A well selected line of work 
 from eminent artists. The library contains a choice collection of books pertaining 
 to the work of the department. 
 
 DETAILS OF COURSES IN MECHANICAL ENGINEERING. 
 
 1. Elementary Mechanical Laboratory. 
 
 Three Terms. —From three to five times a week. Exercises preparatory to pat¬ 
 tern making in wood. Exercises in smith work, including the elementary opera¬ 
 tions of the blacksmith, such as drawing, upsetting, bending, punching, welding; 
 in moulding and casting, including sand moulds, cores and casting in iron and 
 brass; in chipping and filing, in which a good number of f orms are executed by 
 cutting and filing at the bench; in hand turning in iron and brass in the hand 
 lathe ; in engine lathe work, in turning and fitting ; in drilling and boring. 
 
 Professor Robinson, Mr. Haines and Mr. Combs. 
 
 Required iri the Courses in Mechanical and Electrical Engineering, and portions 
 of it in the Courses in Agriculture and Mining Engineering. 
 
 2. Advanced Mechanical Laboratory. 
 
 Three Terms. —From three to five times a week. 
 
 An advance 1 course in advanced metal work, including grinding and measuring 
 as in producing accurate standard plugs and rings; oil testing; dynamometric 
 measurement; use of steam engine indicator; testing of materials ot’ engineering ; 
 efficiency of boilers and engines ; experiments in flow of fluids 
 
 Professor Robinson. 
 
 Required in the Course in Mechanical Engineering. 
 
 3. Mechanism. 
 
 First Term. —Twice a week, and, 
 
 Second Term. —Five times a week. Lectures on the principles of elementary 
 combinations of mechanism. 
 
 Third Term. —Three times a week. Accurate laying out of a movement, design¬ 
 ing and constructing of same in material. 
 
 Professor Robinson, Mr. Haines. 
 
 Required in the Junior year of the Course in Mechanical Engineering ; the first 
 and second terms required in the Course of Electrical Engineering. 
 
 4. Invention, Designing and Drawing. 
 
 First Term .— Three times a week. Lectures on machine designs and original 
 designing of machine parts, and on invention of machines, and a course of five or 
 more original inventions, and parts fully designed and drawn ready for construc¬ 
 tion. 
 
 Professor Robinson, Assistant Professor Bradford. 
 
474 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Required in the Senior year of the course in Mechanical Engineering. 
 
 5. Intention and Designing. 
 
 Third Term. —Five times a week. A second course of invention, designing of 
 some machine, and detailing and drawing of same complete, as in office work 
 practice. A subject is chosen which involves the necessity of calculations as 
 based on most of the principles previously taught in the course. 
 
 Professor Robinson. 
 
 Required in the Senior year of the Course in Mechanical Engineering. 
 
 6. Analytical Mechanics. 
 
 First and Second Terms. —Five times a week. Lectures accompanied by Bow¬ 
 ser's Mechanics, including statics and kinetics. 
 
 Professor Robinson. 
 
 Required in the Junior year of the Courses in Engineering. 
 
 7. Strength of Materials. 
 
 Third Term. —Five times a week. 
 
 1st. Lectures, and Wood’s book on Elastic Resistance to tension, compression, 
 flexure, torsion. 
 
 2d. Lectures and text-book on Ultimate Resistance to Rupture by tension, com¬ 
 pression, flexure, torsion. 
 
 3d. Lectures on allowed maximum-stress in structures, and the various modes 
 of determining it, including Factor of Safety. Absolute Modulus of Safety, 
 Rational Limit of Safety, and Wohler’s Laws. 
 
 4th. Two weeks of the term. Lectures on hydraulics ; on flow of water through 
 orifices, weirs, pipes, streams, and the gauging of streams. Adaptation of for¬ 
 mulas to flow of gases at constant density. 
 
 Professor Robinson. 
 
 Required in the Junior year of the Courses in Engineering. 
 
 8. Thermodynamics. 
 
 First Term. —Five times a week. Lectures on the action of heat. General equa¬ 
 tions, isothermal, adiabatic, and isodiabatic lines. Indicator diagrams of perfect 
 engines. Rankine’s and Wood’s “Thermo-dynamics” serves as accompaniment. 
 
 Professor Robinson. 
 
 Required in the Senior year of the Mechanical Engineering and Electrical En¬ 
 gineering Courses. 
 
 9. Prime Movers. 
 
 Second Term. —Five times a week. 
 
 1st. Lectures on heat engines, including hot air, steam, and gas engines. 
 
 2d. Water motors, including impulse wheels, turbines, breast and overshot wheels, 
 water engines, wind wheels. Rankine’s “Prime Movers” and Wood’s “ Ther¬ 
 modynamics” in accompaniment. 
 
 3d. Lectures on valve gears, governors, fly-wheels and fluctuation of speed, 
 counterbalancing, quiet running and economy. 
 
 Professor Robinson. 
 
 Required in the Mechanical and Electrical Engineering Courses. 
 
 10. Machinery and Millwork. 
 
 Third Term. —Five times a week. 
 
 Lectures on efficiency of elementary combinations of machinery, strength, 
 endurance, friction, shock, adaptation of materials; fly-wheels for machines; 
 transmission of power and machinery for the same. Rankine’s “ Machinery and 
 Millwork” in accompaniment. 
 
 Professor Robinson. 
 
 Required in the Mechanical and Electrical Engineering Courses. 
 
 EQUIPMENT. 
 
 The Mechanical Building contains : 
 
 1st. One room equipped with hand tools, work-benches, tool cases and material 
 for wood work for eight persons at one time. 
 
SCHOOLS-OF SCIENCE, AND OF AGRICULTURE. 
 
 475 
 
 2d. One room with a cupola for melting iron, a brass furnace, a moulding floor 
 with sand, flasks, ladles, etc., where castings in iron and brass are made and used 
 in the laboratory practice. Eight persons can find places here at one time. 
 
 3d. One room for forging, containing four forges, anvils and equipment, with 
 power blast. 
 
 4th. One room with machinery and tools for iron work, with twenty-eight tool 
 cases and room for twenty-eight persons at a time. There are seventeen vises, and 
 corresponding bench room, four engine lathes, four hand lathes, one drill press, one 
 planer, one universal milling machine, one shaper, one universal grinding machine, 
 one surface grinding machine, and two tool grinders. 
 
 5th. One room containing a Thurston oil tester, a Rielile testing machine, a dyna¬ 
 mometer, a Westinghouse compressed air apparatus, a Leffel turbine, and a cabinet of 
 models of mechanical movements, a collection of standard “plugs and rings,” snap 
 gauges, screw gauges, mandrel reamers, three measuring machines, twist drills and 
 screw tools, and samples of manufactured articles. 
 
 The engine furnishing power to the Mechanical Building is fitted up for indicator 
 work, as also the engine in the Electrical Building, and the ventilating engine in 
 the Chemical Building. In the boiler house are a Babcock and Wilcox boiler of 
 200-horse power and a tubular boiler of thirty-liorse power, either of which serves 
 for experiments on boilers. 
 
 The number of hours required each week in the different studies 
 during the four years, in the several college courses, are given 
 under each school; preceded by a general statement of the school. 
 The general statements of the schools germane to this Report follow. 
 
 The School of Science. 
 
 STANDING COMMITTEE. 
 
 President Scott, Chairman ; Professor Bohannan, Secretary ; Professors Orton, 
 
 Thomas, Kellicott. Bleile, and Associate Professors Chalmers and Denney. 
 
 COURSE IN SCIENCE. 
 
 The aim in this Course is to give the student not merely a good general knowl¬ 
 edge of the various sciences, but that special and thorough training in some one of 
 them, which results from prolonged study and laboratory work. To this end each 
 student is required during the last half of the Course to specialize his work and to de¬ 
 vote at least one-third of his time to one among the several fields in science open to 
 his choice. At the same time the Course is so arranged as to permit him free election, 
 
 for a considerable part of his work, from other scientific and non-scientific studies. 
 ******* 
 
 The School of Agriculture. 
 
 STANDING COMMITTEE. 
 
 President Scott, Chairman ; Professor Lazenby, Secretary ; Professors Towns- 
 hend, Robinson, Weber, Detmers, Kellicott, Bleile, and Kellerman. 
 
 This School embraces two courses: 1st, the Course leading to the degree of 
 Bachelor of Agriculture; 2d, the Short Course in Agriculture, intended for those 
 students who can spend but one or two years at the University. 
 
 The aim of the School is to give to young men a general education, and to fit 
 them specially, first, for the pursuit of agriculture and horticulture in a rational 
 manner; second, to fill positions as agriculturalists, horticulturalists botanists and 
 agricultural chemists. To this end the University has provided and is constantly 
 adding such instructional force and material equipment as are needed to give the 
 most thorough and complete training in the subjects coming within the scope of 
 these important branches of industry. 
 
476 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The School of Engineering. 
 
 STANDING COMMITTEE. 
 
 President Scott, Chairman ; Professor Brown, Secretary, Professors Robinson, 
 Lord, Thomas, Bohannan, and Eggers. 
 
 This School comprises the departments represented in the Courses in Civil, Min¬ 
 ing, Mechanical and Electrical Engineering, and in the Short Course in Mining. 
 ******* 
 
 COURSE IN MECHANICAL ENGINEERING. 
 
 This Course has for its first object the qualifying of men for the mechanical en¬ 
 gineering profession. It aims to embrace preparation for such lines of pursuit as 
 the successful management of machinery in manufacturing establishments; the 
 superintendence of construction; the designing and laying out of machinery plants 
 of mills and factories; the invention of machines for particular purposes, and the 
 designing and drawing of the same, or of the inventions of others, preparatory to 
 construction; the making of calculations or exercising sound judgment respecting 
 strength, shocks, proportion, endurance and suitability of material for specific pur¬ 
 poses, as steel in temper, composition metals, woods, etc. 
 
 The following statement shows the number and classification of 
 the students for the year. 
 
 Summary of Students for 1891-92. 
 
 COLLEGIATE DEPARTMENT. 
 
 Graduate Students. 7 
 
 Undergraduate Students— 
 
 Four-Year Courses: 
 
 Seniors. 34 
 
 Juniors. 39 
 
 Sophomores. 65 
 
 Freshmen. 133 
 
 Special Students. 40—311 
 
 .Course in Pharmacy. 25 
 
 Course in Veterinary Medicine. 21 
 
 Short Course in Agriculture. 34 
 
 Short Course in Mining.' 25—423 
 
 THE SCHOOL OF LAW. 
 
 Graduate Students. 2 
 
 Seniors. 28 
 
 Juniors. ... 25— 55 
 
 PREPARATORY DEPARTMENT. 
 
 Second Year. 93 
 
 First Year. 88 
 
 Irregular. 6 187 
 
 668 
 
 Deduct for names counted twice... 4 
 
 Total. 664 
 
 There are connected with the University in all its Departments, 
 6G “ Professors, Instructors, and Officers” besides the President. 
 
 Rev. William H. Scott, m. a., ll. d., is President and Professor 
 of Philosophy. 
 
CHAPTER XIII. 
 
 U S LAND GRANT COLLEGES OF AGRICULTURE AND THE ME¬ 
 CHANIC ARTS —Continued. 
 
 ANALYSIS OF CHAPTER. 
 
 Page. 
 
 Oregon. The State Agricultural College, Formerly Known as Cor¬ 
 vallis College, Corvallis . 479 
 
 A denominational institution adopted as an Agriculutral College, in 
 1868, and designated in 1870, to receive the income of the U. S. Land 
 Grant—Course of Study arranged by Commissioners appointed by the 
 Legislature—A Preparatory Course and a College Course of four 
 years—The purpose of Congress in establishing the Land Grant Fund 
 for Colleges stated by President Strahan, of Board of Trustees, in 
 1876—Catalogue for 1881—82—Report of 1886—President Arnold out¬ 
 lines a scheme for a practical Education based on Science—Report of 
 Board of Regents for 1890—The Legislative history of the develop¬ 
 ment of the College—President Arnold’s report for 1891, to U. S. Sec- 
 reta: ies of Interior, and of Agriculture, respectively—A paper of great 
 interest, showing the development and present status of the College— 
 
 The sudden death of President Arnold, referred to—Report of Board 
 of Regents for 1892—The selection of a new President recorded— 
 
 Many extracts from first report made by President Bloss—Clear 
 statement of the kind of institution Congress mtended—Statistics— 
 
 Needs of the College stated—Increased number of students—255 
 during the year ending June 30th, 1892—Faculty numbers 14 Pro¬ 
 fessors and Instructors—John M. Bloss, President. 
 
 Pennsylvania State College, formerly known as The Agricultural 
 
 College of Pennsylvania . 501 
 
 The present location of the College—Buildings—Farm—Historical state¬ 
 ments—Opened in 1859, as the Farmers High School, which was a 
 Normal Labor College—In 1862, named by the Legislature as The 
 Agricultural College of Pennsylvania—In 1863, designated to receive 
 the income from the U. S. Land Grant Fund—In 1874, the name 
 changed to that of the Pennsyvania State College—Dr. Evan Pugh, 
 was first President of the School—Dr. Pugh, active in promoting the 
 passage of the U. S. Land Grant act—Interesting extracts from admir¬ 
 able report in 1864, by Dr. Pugh, to State Board of Trustees of the 
 College—Decease of Dr. Pugh, in 1864 —A Preparatory Department 
 with two years course—Report of Legislative Committee of Investi¬ 
 gation, in 1883— The methods of study and plans of the College, 
 approved—Professor George W. Atherton, called from Rutgers Col¬ 
 lege to assume the Presidency, in 1882 —Opening of the new Mechanics 
 Art Building, in 1886 —Extracts from addresses by Governor Beaver 
 and by President Atherton—Extracts from the President’s Annual 
 Report to Legislature, in 1887— Details of the Course in Mechanic 
 Arts—Extracts from Catalogue of 1886-87 —Extracts from Catalogue 
 of 1891 —An attendance of 209 students, in 1890-91 —Faculty comprises 
 28 Professors and Instructors—George W. Atherton, ll. d. , President. 
 
 477 
 
478 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Page. 
 
 Rhode Island. Brown University, Providence, Department of Agri¬ 
 culture . 534 
 
 Brown University, designated by Legislature, to receive the income of 
 the National Land Grant—Department organized in 1863 —University 
 to educate scholars at rate of $100 per annum—How appointments are 
 to be made to scholarships—Principal of Fund $50,000 —Courses of 
 instruction for these scholars, arranged in the existing departments 
 of Practical Science—Regular course in Civil Engineering outlined— 
 Drawing an essential study in this course—Dissatisfaction expressed 
 at various times by Legislature—A State Agricultural School estab¬ 
 lished. in South Kingston in 1888 —Dr. Washburn, made Principal of 
 this school, in 1889 —Extracts from his report, giving plan of proposed 
 training in this school—Legislative reports in 1892— President Andrews 
 urges in report of 1892, that the University undertake more post¬ 
 graduate work, as well as that of Orignal Research—Manual train¬ 
 ing given in Department of Physics—Abstracts from Catalogue of 
 1891—'92 —Details of courses in Drawing—General view of instruc¬ 
 tion given in Agriculture and Mechanic Arts—Nucleus of Museum 
 of Classical Art—Summary of students—A total of 403, in attend¬ 
 ance during 1891-92 —Faculty numbers 52 —Rev. Elisha Benjamin 
 Andrews, d.d., ll.d., President. 
 
 South Carolina College op Agriculture and Mechanics, at Columbia, 
 
 A Branch of the University of South Carolina. 542 
 
 Established by the Legislature in 1878 —The act quoted—Act of 1879 in 
 regard to Land Grant Fund, quoted—College opened October, 1880 — 
 
 Three years course—Drawing taught in second, and third years, in 
 course of Applied Mathematics—Number of students in 1880-’81,60 — 
 Historical statements in Catalogue of 1890-91 —Details of organiza¬ 
 tion—Details of courses of study for Degree of Bachelor of Science— 
 Details of course for two years certificates—Details of courses in 
 Mechanical Engineering—An additional year to the B. S. course, is 
 required for degree of Master of Science— A graduate course of one 
 year, leads to degree of Mechanical Engineer—Total attendance of 
 students in 1890-91,182 —Faculty and Officers, number 30 —JolmM. 
 McBride, PH. D., LL.. D. , President. 
 
 South Carolina. Agricultural College and Mechanics Institute, at 
 Orangeburg, A Branch of the State University. Claflin College, 
 
 FORMERLY CLAFLIN UNIVERSITY. 551 
 
 Historical statement—A farm of 150 acres—Classical course of four 
 years—Agricultural course of three years—Normal School course of 
 three years—Preparatory college course of three years—Grammar 
 school course of two years—Drawing taught in Sophomore year—A 
 total of 343 students, in 1880-81 —Catalogue of 1890-91 —Address by 
 Bishop A. G. Haygood, d. d. , referred to—The education of colored 
 youth—Brief history of Claflin University—Teaching in free-hand 
 drawing and in painting—Department of Normal Training—Practical 
 training in a large number of trades and industries—Equipment of 
 the School Shops—Details of Industrial Courses—Department of Agri¬ 
 culture—Statistics of crops—Summary of pupils in all the depart¬ 
 ments — A total attendance in 1891, of 964 — Rev. L. M. Dunton, a. m., 
 d. D., President. 
 
OREGON-STATE AGRICULTURAL COLLEGE. 479 
 
 The State Agricultural College, Formerly Known as Cor¬ 
 vallis College, Oregon. 
 
 PRELIMINARY WORDS. 
 
 The Legislature of Oregon, which meets biennially, and would 
 not meet again till too late to comply with the law, accepted at once, 
 by act of October 9th, 1862, the conditions imposed by the Land 
 Grant Law passed by Congress in 1862. Ninety thousand acres of 
 the public lands were given to Oregon under this law. 
 
 There was then no State institution prepared to give the required 
 instruction and, therefore, in 1868, the Legislature designated Cor¬ 
 vallis College, a school established some years before by the Metho¬ 
 dist Church South, to receive the income from the Land Grant 
 Fund; and, as the lands had not then been selected, the Legislature 
 made a small annual appropriation to enable this College to open 
 and maintain the department required. 
 
 Partly owing to complications arising from this partnership be¬ 
 tween the State and the private institution, as well as to the growing 
 facilities eventually made possible by the enactment of the law known 
 as the “Hatch Act,” in 1887, establishing Experiment Stations in the 
 several States, and by the subsequent passage of the Supplementary 
 “Morrill Act,” in 1890; many of the questions relating to the nature 
 and purpose of these Land Grant Colleges, are freely discussed in the 
 various official reports, made from time to time, by the Board of 
 Regents, and by the President of the College. As these topics are of 
 very general interest, copious extracts have been taken from these 
 reports. 
 
 This College has been fortunate in its Board of Regents and its 
 Presidents, who each seem eager to develope the College in accord¬ 
 ance with the most advanced ideals of modern Educators; whose 
 beliefs and theories will be found to be well stated and ably advocated. 
 
 THE STATE AGRICULTURAL COLLEGE. 
 
 Corvallis College, situated at Corvallis , Benton County, Oregon, 
 adopted as an Agricultural College, August 22nd, 1868, was, as already 
 stated, designated by the Legislature in 1870, as “The Agricultural 
 College of the State,” to be the recipient of the income of the 
 national land grant to the State; and was reorganized under this 
 grant, November 2nd, 1870. 
 
 The course of studies, as first arranged by the Legislative Com¬ 
 missioners, provided a Preparatory course, and a College course of 
 four years ; the latter embodying instruction in the higher English 
 studies, the Natural Sciences, Mathematics, Languages, Agricul¬ 
 ture and Military Drill. 
 
 Drawing, only appears among the Mathematical studies of Sopho¬ 
 more year as follows : “ Trigonometry, (Plane and Spherical,) Nav- 
 
480 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 igation, Mensuration, Surveying, Field Surveying, Drawing, Maps 
 of Farms, etc.” 
 
 4 
 
 In a special report to the Governor of the State, made in 1876 by 
 R. S. Strahan, then President of the Board of Regents of the College, 
 there occur the following comments in regard to the purpose of 
 Congress, in passing the act “providing for the establishment of 
 Industrial Colleges in the several States of the Union.” * * * “ It 
 
 will be seen upon inspection that liberal and practical education in 
 the several pursuits and professions of life ” is the thing to be pro¬ 
 moted, and not in two only, (Agriculture and Mechanic arts), as 
 some do ignorantly talk, for it cannot be meant that men in all pro¬ 
 fessions and pursuits are to be turned away from their several 
 respective pursuits to devote themselves to agriculture and the 
 mechanic arts. The great ideal of the law seems to be this. To 
 bring education in agricultural science and in the mechanic arts, 
 upon a level with education in all other pursuits. (I may here 
 remark by parenthesis that our Legislature, in adopting a course of 
 study for the Agricultural College, well understood the spirit of the 
 law of Congress.)” 
 
 If the worthy President is correct in his understanding of the pur¬ 
 pose of Congress in passing that law, he has most happily stated it; 
 and has, also, stated the whole purpose of the movement among 
 many educators, during the past 12 years, in promoting the intro¬ 
 duction of industrial drawing in all the public schools of the coun¬ 
 try, namely: “to bring education in the Mechanic Arts upon a level 
 with education in all other pursuits.” 
 
 The catalogue of 1881-’82, shows the course of study distributed in 
 seven schools ; namely Physics; Mathematics ; Moral Science; Lan¬ 
 guages ; History and Literature ; Engineering ; Agriculture. 
 
 In regard to the School of Engineering, in which of necessity Draw¬ 
 ing is a far more important study than in any of the other schools, 
 the catalogue of 1881-’82, repeats the statement of all the previous 
 catalogues. “ School of Engineering. This Department cannot be 
 fully organized yet, for want of funds. Besides what of this course 
 is taught in the Schools of Mathematics and Physics, we teach Draw¬ 
 ing and Descriptive Geometry, Shades and Shadows, and general 
 principles of Civil Engineering. Text Books—“Warren,” 
 “Church,” “Mahan.” 
 
 Sixty young men of 10 years of age, and over, are entitled to free 
 tuition as State pupils; all others pay moderate tuition. The College 
 receives pupils of both sexes. The catalogue of 1881-’82, shows a total 
 of 150 pupils, 60 of whom are girls. No record showing the distri¬ 
 bution of pupils between the Preparatory school or the several 
 College classes, is given. 
 
 In the “Fourteenth Biennial Report,” made to the Legislature 
 under date of December 20th, 1886, President Arnold, transmitting 
 his report through the Governor of the State, suggests that the Legis- 
 
481 
 
 REPORT BY PRESIDENT ARNOLD (l886). 
 
 lature memorialize Congress in favor of the “ Hatch Bill/’to estab¬ 
 lish Experiment Stations; he, also, urges the claims of Technical 
 Education; and quotes freely from J. S. Russell, of England, and 
 the late Mr. Stetson, of Massachusetts, in its advocacy. The fol¬ 
 lowing summary illustrates his ideal of the institution to he devel¬ 
 oped. 
 
 CONCEPTION OF A PRACTICAL EDUCATION, BASED ON SCIENCE. 
 
 A practical education based on science supposes three things—viz : 
 
 1. A certain amount of instruction in science; 
 
 2. A certain amount of instruction in technological studies ; 
 
 3. A certain amount of instruction in practical application of principles. 
 
 For example, when a man farms, he applies principles to practice, and Agricul¬ 
 tural education teaches him how to apply these principles well. Now hi this case, 
 scientific education enables him to understand the principles well; technical edu¬ 
 cation teaches him to apply them well; and practical education applies them. 
 Hence, if one school must teach all this, and in addition studies in a Mechanical 
 Department, a very large corps of teachers, must be had and costly outfit must 
 be used. Such school must have at least three faculties— 
 
 1. A Scientific and Literary Faculty ; 
 
 2. A Faculty for Technical Studies; 
 
 3. A Faculty for Teaching the Operations. 
 
 The law organizing the Oregon Agricultural College contemplates an institution 
 upon the broad basis above alluded to. 
 
 A summary of a four years course of the “technical studies of 
 Rational Agriculture,” is also given. “Drawing” enters in the two 
 final years of the course. The President urges the need of a larger 
 teaching force and of increased accommodations.—- 
 
 A report to the President by F. Berchtold, teacher of modern 
 languages including English, and Drawing, states that the “study of ” 
 Freehand Drawing “was introduced two years ago, and is of great 
 practical use to the farmer as well as to the mechanic.” He says 
 the class of thirty-eight show great interest and are doing good work. 
 The Professor of Mathematics and Engineering, Professor T. P. 
 Branch, looks forward to the opening of courses in Mechanical 
 Drawing, and in Shop work, urging their importance and feasibility. 
 
 As appears from the following report * made by the “ Board of 
 Regents ” to the Governor of the State, this College, which heretofore 
 had been a denominational college, to which the State had directed 
 the income of the U. S. Land Grant Fund to be given; had, at last, 
 become a State Institution. Owing to this important change in the 
 character and the relations of the college, this report is here very 
 fully quoted. 
 
 * Annual Report of the President of the Board of Regents of the State Agricul¬ 
 tural College to the Governor of Oregon for the year ending June 30, 1890, Legis¬ 
 lative Assembly, sixteenth regular session, 1891. Published by authority. Salem 
 Oregon: Frank C. Baker, State Printer, 1891. Pp. 34 & 2. 
 
 ART—VOL 4-31 
 
482 EDUCATION IN THE INDUSTRIAL AND FINE ARTU 
 
 The State Agricultural College. 
 
 To His Excellency Sylvester Pennoyer, Governor of Oregon: 
 
 Sir : The State Agricultural College of Oregon recognizes three great objects: 
 
 First—Education of young men and women in the several subjects ordered by 
 the act of congress of 1862, namely, agriculture and the mechanic arts, not for¬ 
 getting the other usual branches of a liberal education. 
 
 Second—The carrying out of the intentions of congress in establishing the experi¬ 
 ment station, as a department of the college and by means of the special appro¬ 
 priation of $15,000 annually, under the Hatch act, approved March 2, 1887. 
 
 Third—The extension of knowledge of improved methods of agriculture and its 
 allied sciences, and of horticulture and its various branches, among all persons in¬ 
 terested by means of bulletins, published quarterly from the experiment station, 
 and by farmers’ institutes held under the auspices and direction of the college in 
 various sections of the State. 
 
 This report falls naturally, therefore, under these three heads. Dealing then, 
 first, with the State Agricultural College as a teaching institution in agriculture and 
 the mechanic arts, and the usual branches of a liberal education, I must preface my 
 description of the college as it is to-day, with a short sketch of its history. 
 
 HISTORICAL SUMMARY. 
 
 The Board of Regents appointed during the February session of the Legislature of 
 1885, did not assume the control and government of the college until July 2, 1888, 
 when the new building erected by the citizens of Benton county was formally 
 accepted by you, sir, as Governor of Oregon. Therefore, only two years, from 
 July, 1888, to June 30, 1890, cover the whole history of the college under State con¬ 
 trol—a short time measured by months and weeks, but perhaps long enough to 
 enable judgment to be passed on the plans formed by the State Board of Regents 
 and the measures taken by them to carry such plans into effect. 
 
 The task assumed by the State board was no light one. 
 
 The Methodist Episcopal Church South had, first, assumed by official acts recog¬ 
 nized by the Legislature of Oregon and adopted by the act of February, 1885, to 
 relinquish to the State the control and management of the agricultural college, 
 and had then, by means of a suit in equity against the individual members of the 
 State Board of Regents, tried to nullify their acts and resume control. 
 
 All parties, save and except the representatives of the Methodist Episcopal 
 Church South, accepted in good faith the acts of the Legislature of Oregon, ap¬ 
 proved as above mentioned, February 11, 1885, and confirmed by a second act ap¬ 
 proved November 21, 1885. The citizens of Benton aided by a few outside friends, 
 proceeded to complete the subscription and payment of sums aggregating about 
 $25,000, and the sums so raised were expended by the building association, with 
 the advice and approbation of the State Board of Education, as provided in the act 
 of February, 1885, in the erection and equipment of the new college building on 
 the farm designated by the legislative act as the college farm, near Corvallis. 
 
 In this building—most admirably adapted to accommodate for teaching purposes 
 upwards of 150 students—the agricultural college of Oregon, at last controlled and 
 governed by the State of Oregon, through the Board appointed by the State, opened 
 its session on September 12, 1888, with an attendance of about 40 students, closing 
 that year, however, with 91 on the rolls. 
 
 THE EDUCATIONAL PLANS OF THE COLLEGE CAREFULLY CONSIDERED. 
 
 Much preparatory work had been accomplished by the Board of Regents, who had 
 met at regular intervals from the time of their first appointment. The scheme of 
 studies had been framed by a special committee of the board, of which Hon. Geo. 
 W. McBride, Secretary of State, and Hon. E. B. McElroy, Superintendent of Pub¬ 
 lic Instruction, were the most active members, and was only adopted after a most 
 
483 
 
 REPORT BY BOARD OF REGENTS, (l889-’9o). 
 
 careful scrutiny and long consideration by the full board. Prior to this, plans and 
 methods of nearly all the agricultural colleges in the United States had been thor¬ 
 oughly analyzed and compared, and the course of study and management of the 
 Oregon college is based on the results so laboriously obtained. The aim sought to 
 be obtained was thoroughly technical education in “ Agriculture and the Mechanic 
 Arts,” as laid down in the original act of Congress. To make this plan effective, 
 a first-rate staff of teachers was necessary, imbued with a united and harmonious 
 spirit of interest in their work for the work’s sake, and a determination that the 
 agricultural college of Oregon should be second to none in the quality of the teach¬ 
 ing and the educational influence on the youth of Oregon there taught. 
 
 THE EDUCATIONAL FACULTY SELECTED WITH GREAT CARE. 
 
 No appointments have been made without long and careful inquiry into the 
 character and attainments of the applicants. Such appointments are, by necessity 
 of the case, experiments, and it cannot be wondered at that in a staff of a dozen 
 men the board have considered it to be for the best interests of the institution as a 
 whole that certain changes of men and modifications in subjects taught should be 
 made in the course of the first two years of the new college? 
 
 NEED FOR PROVIDING FOR THE LIVING EXPENSES OF THE STUDENTS. 
 
 Another requisite for the usefulness of the school was that the charges must be low 
 enough to enable the farmers’ and mechanics’ sons and daughters to attend without 
 too heavy a drain on the parental purse, or better still, the cost must be set at a figure 
 not too high to be covered by the savings of that most worthy class of students who 
 prize the college opportunities enough to earn and lay by hardly-earned money to 
 get there. For this end the students must be lodged and boarded by the college, ad¬ 
 vantage being also taken of the produce of the farm, garden, and orchard of the 
 college to reduce the cost of living to the lowest point. But there were no buildings 
 suitable for these purposes. The liberality of the legislature of Oregon was appealed 
 to, and at the session of 1889 they responded by including in the appropriation in 
 favor of the State Agricultural college then passed an amount which served, with 
 the strictest economy, to build and furnish a student’s hall for the reception of 
 about 55. Very few then thought that by the end of 1890 accommodations for 
 150 students would have to be provided. But to make the teaching of agriculture 
 and horticulture effective on a working scale, and at the same time to provide 
 suitable scope for the experimental work called for by the Hatch experiment 
 station act, much more farming land was necessary than was furnished by the 35- 
 acre farm referred to in the act of 1885, and which farm had been purchased by 
 public subscription of the citizens of Benton county for the benefit and purposes of 
 the State Agricultural college many years ago. 
 
 EXTRAORDINARY GROWTH OF THE INSTITUTION. 
 
 For this purpose also the legislature of 1889 was urged to make an appropriation. 
 They met these requirements also by providing the funds by which 155 acres of 
 farming land, in proximity to the 35-acre farm and the college buildings, were pur¬ 
 chased for $14,215.40 in the summer of 1889, and a handsome octagonal barn was 
 built on the newly-purchased farm and fitted up with feeding stalls, silo, root house 
 and storage room for hay and grain. These provisions also have now proved in¬ 
 adequate for the increased production of the farm. Technical teaching in the 
 mechanic arts demands a building for carrying on working in wood and metal, 
 some machines, of such simple kinds as are in common use, and a good supply of 
 carpenters’ and smiths’ tools and implements. Funds for these purposes were also 
 found out of the $30,000 appropriated by the legislature of 1889 ; a convenient two- 
 storied workshop, with draughting room and recitation room attached, was built 
 
484 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 of brick and partially supplied with machinery and tools—sufficient, at any rate, 
 for the instruction in wood-working of a considerable number of students. The 
 expenditure under this head has been about $7,441. 
 
 INDUSTRIAL TRAINING OF GIRLS, ALSO, TO BE PROVIDED FOR. 
 
 The Oregon State Agricultural college receives both male and female students. 
 The scheme of instruction adopted by the board included, for the special benefit of 
 female students, classes in household economy and hygiene. If the boys were to be 
 practically taught howto lay out, manage and work a farm, garden, or orchard, the 
 girls must be taught the household duties of the higher social life. To cook, to make 
 and repair the family garments, to care for the preservation of individual and of 
 family health, to tend the sick, to study how to beautify and adorn the home—all 
 these duties lie within this most useful department. Even after the resolutions to 
 establish this chair in the college had been taken it was a long while before the 
 regents could satisfy themselves as to making the appointment. Finally Miss Mar¬ 
 garet C. Snell, M. D., of Boston, lately of the Snell Academy of Oakland, was 
 appointed, and the board have since seen reason to congratulate themselves, and 
 above all, the lady students of the college, on the selection so made. A visit to the 
 class room, filled with class after class.of girls at work from early morning until 
 the college day closes, will amply repay any one interested in the higher technical 
 education of women to-day. 
 
 The facilities provided for thorough training in Horticulure, and 
 its kindred sciences, are recited. Professor P. L. Washburn, B. 
 A., (Harvard), was appointed in charge at the opening of the college 
 year 1889-’90. 
 
 A thorough course in the usual English studies is required of all 
 students. 
 
 MANUAL LABOR REQUIRED. 
 
 One of the features which distinguishes the course here from that of any other 
 college or university in the State is, that one hour’s practical labor is made com¬ 
 pulsory daily on every male student. The nature of this labor varies with the sea¬ 
 son of the year, with the stage of the college course of any one .student, and with 
 the nature of the college course itself, whether agricultural, mechanical, or scien¬ 
 tific. Besides this one hour of compulsory labor, a certain amount of money is 
 allowed for students’ labor hi the agricultural and horticultural departments, to be 
 distributed among such students as earn it by voluntary labor, at the rate of 15 
 cents per hour. 
 
 ******* 
 INCREASING ATTENDANCE. 
 
 The chairman of the executive committee was enabled to report to the board in 
 March, 1889, that 104 students were in attendance—a gratifying increase on the 
 forty-three of September, 1888. At this time upwards of 185 students are on the 
 rolls, and an attendance of 200 is fully expected after the reopening of the college 
 from the Christmas vacation. 
 
 It is pleasant to note two changes in the composition of the classes : First, the 
 area from which the students come is growing wider all the time, and the students 
 at this time, as a whole, are older, more mature, and have been better taught pre¬ 
 vious to their entrance in the college. 
 
 In a list of Agricultural colleges of the United States for 1889 (kindl y fur¬ 
 nished by the courtesy of Hon. A. W. Harris, acting director of experiment sta¬ 
 tions, Washington, D. C.,) Oregon stood sixth from the foot of the list in number 
 of students. If Oregon had been represented in that list by her present number of 
 
OREGON—REPORT BY COMMITTEE OF LEGISLATURE. 485 
 
 students her place would have been thirteenth from the foot—a considerable 
 change inside of two years. It is believed that the Agricultural college of Oregon 
 has at this time more students in proportion to the population of the State than 
 any strictly Agricultural college in the Union. 
 
 A comparison between the number of teachers and the students in the several 
 classes in the Oregon college, with similar figures gathered from the catalogues of 
 a number of the leading colleges, places Oregon in the front in this respect. 
 
 THE GREAT VALUE OF THE AID GIVEN BY THE U. S. GOVERNMENT, IN THE PASSAGE 
 OF THE “ NEW MORRILL ACT,” RECOGNIZED. 
 
 The attendance of students is not likely to fall off now that the opportunities for 
 usefulness are increased by the passage of the new Morrill act, approved August 
 30, 1890. This act places $15,000 at the disposal of the regents for the year ending 
 July, 1890, and a sum of $16,000 for the current year 1890-91, with annual increases 
 of $1,000 until the limit of $25,000 is reached. The first $15,000 will be chiefly 
 devoted to increasing and improving the equipment of the college, subsequent 
 appropriations to the current annual expenses. This course has been suggested by 
 the association of American colleges and is being generally followed. 
 
 But as the present attendance of students has outgrown the present buildings, 
 both for teaching, experimental and lodging purposes, the Regents are at a loss to 
 know how any increased number can be accommodated. Congress only attaches 
 one condition to its munificent grant, which is that no part of it shall be spent on 
 buildings—such expense the several States must bear. 
 
 Therefore the legislature of Oregon must be appealed to, however reluctant the 
 Board of Regents, and you, sir, as Governor, may be to appear before our law-mak¬ 
 ers to urge them to again give monies to this college which they generously favored 
 in 1889. But there is no alternative. 
 
 There is also a full report of the “Experiment Station.” 
 
 REPORT OF LEGISLATIVE COMMITTEE. 
 
 A report by the joint committee of the Legislature follows. This 
 is brief but very strong in its approval of the management: 
 
 We find that the increase of students has been so rapid (the number present dur¬ 
 ing the first year being 93, and now while only in the second quarter of the third 
 year there are 200 registered) it is necessary that additional buildings be provided, 
 or the Board of Regents will be compelled to advertise to the State that no more 
 students can be received. 
 
 We believe that the people of the State are anxious to have the good influence of 
 this school extended to the greatest number, and we therefore recommend that the 
 necessary buildings be provided for the accommodation of the increasing number 
 of students that we feel sure will want the benefits of au Agricultural and Mechani¬ 
 cal education. 
 
 ******* 
 
 Perhaps contrai-y to the general impression, the proper equipment of one of these 
 colleges is far more expensive, being at least ten times greater, than that of an 
 ordinary classical institution. A college of agriculture and the mechanic arts is 
 not a cheap affair, and the sooner we awake to the idea that it will and ought to 
 cost something to spread the knowledge of facts and principles which will change 
 the drudgery of common toil to the dignity and delight of intellectual and ennob¬ 
 ling occupation, the better. 
 
 Respectfully submitted. 
 
 E. T. Hatch, E. O. McCoy, 
 
 R. M. Veatch, Judson Weed, 
 
 Senate Committee. J. F. Henry, 
 
 House Committee. 
 
486 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 This intelligent appreciation of the needs of such an Institution, 
 and the cordial approval of its management, thus expressed by the 
 Legislative Committee, are certainly matters for congratulation. 
 
 PRESIDENT ARNOLD'S REPORT TO THE UNITED STATES AUTHORITIES. 
 
 In his first Annual Report to the United States authorities, made 
 for the year ending June 30th, 1891, under the law of 1890, to the 
 Secretaries of the Interior, and of Agriculture, respectively, President 
 Arnold, acting in accordance with the suggestions of the Commis¬ 
 sioner of Education, gave an extended statement; showing the history 
 of the institution, its progressive development, and its “ present con¬ 
 dition, resources, and prospects.” 
 
 He says, in his opening words : 
 
 The Agricultural College of Oregon has had during most of its existence a varied 
 and fluctuating fortune. For fifteen or sixteen years after its first organization (for 
 it has had two distinct organizations) it was under the control of a private church 
 school, and the dissatisfaction in the public mind at this arrangement kept it from 
 the prosperity it ought to have enjoyed; the most strenuous efforts were indeed 
 required to keep the school alive. Since its new organization under the State con¬ 
 trol it has received new life and is now a growing institution, becoming more and 
 more efficient as a means of educating the industrial classes. By the work of the 
 College itself in tuition, bulletins, and farmers’ institutes, the people are becoming 
 aroused to the great importance Of the Agricultural College, both as a social and as 
 an educating power. The policy of the school is fixed in harmony with the Act of 
 Congress of 1862, and may be expressed by saying that all its work must tend to 
 create in the community an educated class of farmers, mechanics, and housekeepers. 
 This policy the authorities are carrying out along two lines of work—the work of 
 educating by tuition the youth who attend upon instruction in the College, and the 
 work of educating the community at large by bulletins and farmers’ institutes. 
 
 The work for students takes three forms, first, a course of liberal instruction ; 
 secondly, a course of technical instruction: and thirdly, a course of practical in¬ 
 struction. 
 
 The work for the community requires, first, that certain problems relating to 
 agriculture be investigated ; and secondly, that the results of such investigation be 
 given to the public. This is done by bulletins and farmers’ institutes. 
 
 President Arnold states, further, that the “experiment station” 
 is treated as a part of the college; and that “ all the members of the 
 station staff are, also, Professors in the college.” The Board of 
 Regents, to insure united action, placed the control of the college 
 and the station in the hands of the President of the College. He 
 states that former dissatisfaction seems to be passing away and that 
 the Community is more inclined to sustain the College. The author¬ 
 ities have succeeded in their efforts to make its advantages accessible 
 at a minimum cost to the students, who can now obtain “ board, 
 lodging, lights, and heat in the halls, for nine dollars per month.” 
 The State has been liberal in providing buildings, and in the pur¬ 
 chase of the college farm, while the Board of Regents have given 
 “cordial cooperation and support.” He enters at length into a 
 
OREGON-REPORT BY PRESIDENT ARNOLD (l89l). 487 
 
 statement of the plans of work of the Station, which promise to he 
 of value to the farmei’S of the State. 
 
 In the “ history ” of the college, the President recites the act of 1862 
 enacted by the Legislature in accepting the U. S. Land Grant. In 1868, 
 commissioners were appointed for locating the lands. As there were 
 no State Colleges in the State, the same Legislature designated Cor¬ 
 vallis College, in Benton County, to receive the income from the lands 
 when the fund had been formed. Until such time, small annual 
 appropriations were made by the Legislature for the maintenance of 
 the State College of Agriculture. “ In 1885, the church relinquish¬ 
 ed (voluntarily) its claim on the funds of the Agricultural Col¬ 
 lege,” and the State resuming control, the Legislature passed an act 
 directing its location, and providing for its government. President 
 Arnold quotes at length from sections of this Act. The first one directs 
 the continuing the college at Corvallis, provided the citizens will erect 
 a building for it on the Agricultural College farm, to cost not less 
 than twenty thousand dollars. A Board of Regents is incorporated 
 and the general Government of the College vested in that body. 
 The members of the State Board of Education, and “the Master of 
 the State Grange for the time being ”, are made ex-officio members 
 of this Board. Nine other members are to be appointed by the 
 Governor; not more than five of whom are to belong to the same 
 political party. The course of instruction is to be prescribed by the 
 Board, and must be “ in accordance with the objects sought by Con¬ 
 gress in the establishment of State Agricultural Colleges, namely : 
 instruction in agriculture and the Mechanic Arts.” Free scholar¬ 
 ships (“ one-third of which may be females,”) are provided, equal in 
 number to the joint number of senators and representatives in the 
 Legislature, with an additional one for each county. 
 
 The offer of the Church College to relinquish its claim for the 
 control and management of the Agricultural College, is formally 
 accepted. The statement by the President, which follows, is of in¬ 
 terest as throwing some light upon the underlying causes of the fact 
 so often complained of by those claiming to speak for the farmers of 
 the country, namely: that the special training of the farmer is neg¬ 
 lected in these Land Grant Colleges 
 
 He says- 
 
 While the church held the school from 1868-1888, agricultural science was regu¬ 
 larly taught as an enforced study to such pupils as held free scholarships, and to 
 such others as might desire to take agricultural studies; but I may remark in passing, 
 that during my connection with the College (from 1872 to 1888) there was never a 
 single instance of a student volunteering to take agricultural studies, so far as I re¬ 
 member. There was not then, and the same is true to-day, a generally felt need of 
 scientific agricultural education. 
 
 Such feeling is of course a product of such education itself and hence the great 
 importance of the agricultural Colleges; the desire once awakened, there will be 
 no trouble about the education. Such conscious desire as does exist, exists in the 
 
488 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 minds of the older people, and not to any appreciable extent in that of the young 
 who ultimately settle the matter of their education. 
 
 While the church controlled the school, there was an attempt (and the same 
 policy continues to-day) to popularize the College by taking advantage of the 
 grange sentiment and by an attempt to bring the school largely under the influence 
 of farmers, hence, there seems to exist to-day a tacit feeling that the agricultural 
 College is designed especially for the benefit of the farmer, and that it is their 
 school, emphatically, that it is their special business to foster it, manage it, and 
 patronize it. Of course everybody in the State is equally interested in the institu¬ 
 tion, and should be made to know so, as soon as possible. 
 
 The people of Benton County erected the building as was required and the Gov¬ 
 ernor having accepted it in 1888, the Board of Regents took charge, reorganized 
 and prescribed courses of study which, after some revisions, still continue in force. 
 
 THE COURSES OP STUDY, AS PRESCRIBED BY THE BOARD OF REGENTS. 
 
 There are three courses of study, “Agriculture,” “ Mechanics,” and 
 “ Household Economy.” 
 
 In the first term of the first year these courses are alike, and com¬ 
 prise Algebra, English, History, and Bookkeeping, except that in 
 that of “Household Economy”, Sewing, is also taken. In the second 
 term, Algebra, English, History, and Drawing are taken in all the 
 courses; with Horticulture added in the courses in Agriculture 
 and Household Economy, and Shop Work in that of Mechanics. 
 Algebra, English, Drawing, and Chemistry are taught in all the 
 courses of the third term with “Agriculture,” “ Mechanical Draw¬ 
 ing,” and “ Sewing” added in their respective courses. 
 
 In the first term of the second year, Geometry, and Chemistry, are 
 the common studies—Agriculture, and Horticulture, added in the 
 course of Agriculture—Mechanical Drawing, and Shop Work, in 
 Mechanics—Preserving, canning, and cooking of fruits in “Household 
 Economy,” with “Language” as an optional. 
 
 In the second term, Geometry is taken in the three courses; Chem¬ 
 istry in the first two ; Modern History in the Girls’ Course; Zoology 
 in Agriculture and Household Economy; Mechanical Drawing in 
 Mechanics ; and Marketing, and Chemistry of Cooking, in the Girls’ 
 Course; with Language optional. 
 
 In the third term, Trigonometry, and Chemistry, in first two 
 courses; English, in all three ; Zoology, in Agriculture, and House¬ 
 hold Economy; Shop work, in Mechanics; and Dressmaking, and 
 Sewing, in the Girls’ Course; with Language, optional. 
 
 In the third year, the courses decidedly differentiate. 
 
 In Agriculture, 1st term: Surveying ■£, Roadworking, Botany, Physiology, Agri¬ 
 culture. 2nd term: Physics, Meterology, Physiology 1, Agriculture i, Plant Physi¬ 
 ology. 3rd term: Physics, Entomology, Botany, Political Economy. 
 
 In Mechanics, 1st term: Analytical Mechanics, Analytical Geometry, Elementary 
 Mechanism, Drawing, Shop Work. 2nd term: Analytical Geometry, Calculus 1, 
 Physics, Mechanism, Machine Design, Shop Work. 3rd term: Calculus, Political 
 Economy, Physics, Steam Engine and Motors, Drawings and Design. 
 
 In Household Economy, 1st term: English Literature, Botany, Language (op- 
 
OREGON—COURSES OF STUDY. 
 
 489 
 
 tional), Dress Making and Millinery, Physiology. 2nd term: Special Hygiene, 
 English Literature, Language (optional), Physiology -J, Physics or Meterology. 3rd 
 term: House Furnishing and Kitchen Gardening, Political Economy, Language 
 (optional), (two of these) Physics, Botany, Entomology. 
 
 In the fourth year the Courses for Degrees of B. S., B. M. E., B. L., are as fol¬ 
 lows: Bachelor of Science Course, 1st term: Analytical Geometry, Logic, Physics, 
 Language. 2nd term: Analytical Geometry!, Calculus |, Minerology, Psychology, 
 Language. 3rd term: Calculus, Ethics and Constitutional Law, Geology, Language. 
 
 Bachelor Mechanical Engineering Course, 1st term: Mechanics, Logic. 2nd term: 
 Mechanics, Psychology. 3rd term: Mechanics, Ethics and Constitutional Law. 
 
 Bachelor of Literature Course, 1st term: English Literature, Language. Logic, 
 Social Etiquette. 2nd term: English Literature, Psychology, Language, Sanitary 
 Science. 3rd term: English Literature, Ethics and Constitutional Law, Language, 
 Care of the Sick. 
 
 The Agricultural Department. 
 
 A remark common to the departments of Agriculture, Mechanics, and Household 
 Economy may be made here. Since it is the business of the college to make scien¬ 
 tific farmers, mechanics, and householders, it is necessary to give three kinds of 
 training: 1. Training in general science. 2. Training in technical priciples. 3. 
 Training in the practical application of these principles. 
 
 As students come to us wholly unprepared it is needful to give them instruction 
 in general scientific knowledge, and one course of study is designed by its quality, 
 quantity, and order of arrangement to give both general training and technical 
 training, also the practical application of the principles is provided for by the rules 
 of the Board of Regents that requires each student, male and female, to do manual 
 labor at least one hour each day. 
 
 The agricultural course extends through a period of three years. The first year 
 is for the most part a work of preparation for the technical studies coming in the 
 second and third years. * * * Each student in this course is required to spend 
 an hour a day for one term of the first year in the shops learning how to work in 
 wood, and during the second year to spend the same amount of time in learning 
 how to work in iron. 
 
 The completion of this course entitles the student to the degree of Bachelor of 
 Scientific Agriculture. 
 
 Provision is made by a fourth year’s course of study in more advanced science 
 and literature for conferring the degree B. S., on such as desire it, and become en¬ 
 titled to it. The means for illustrating the principles of this course are ample. We 
 have a farm of 180 acres furnished with all the needful appliances, barns, stables, 
 machinery, tools, teams, stock, silo, and other things used on a well regulated farm. 
 
 The Mechanical Department. 
 
 The work of this department is analyogous to that of the Agricultural depart¬ 
 ment, but differs from it in respect to time; extending through four years instead of 
 three. The degree attained B. M. E., (Bachelor of Mechanical Engineering.) 
 
 Shop work in this course takes the place of farm work in the 
 Agricultural. The student studies mechanical drawing and takes 
 shop work in wood, the first year; in iron, the second; and in 
 mechanics, the third. A sufficiently large and well equipped Mechan¬ 
 ical Building is provided; with Machines, Blacksmith, and wood 
 working shops, and a room for Drawing and one for teaching type¬ 
 setting and printing. 
 
490 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 DEPARTMENT OF HOUSEHOLD ECONOMY. 
 
 This department is intended to fit girls for the duties of housekeeping. The 
 mistress of the f mily has to dispense what the master provides, and it is believed 
 that this department is, therefore, the complement and counterpart of the Agricul¬ 
 tural department; for the prosperity of the family depends as much upon the intel¬ 
 ligence and skill of the food-divider as upon those of the food-provider. Indus¬ 
 trial education should therefore be extended to girls as well as boys. 
 
 The girls are taught sewing the first year; cooking and fruit pre¬ 
 serving the second; and dressmaking and millinery the third; horti¬ 
 culture, floriculture, and kitchen gardening, as legitimately woman’s 
 work, are taught; also, special hygiene. 
 
 Concurrently with these studies there is given a course of liberal instruction 
 nearly identical with the liberal studies of the Agricultural course, more attention, 
 however, being given to the English Literature. The course extends over three 
 years and leads to the degree of bachelor of household economy. The degree B. L. 
 (Bachelor of Literature) is provided for by a four years course of more advanced 
 studies. The means for illustrating instruction in this department are ample and 
 range from a cambric needle to a large cooking stove and several small ones. 
 
 These detailed courses are followed by statements of the work in 
 chemistry, physics, botany, zoology, physiology, mathematics, 
 history, English, etc. Freehand Drawing, bookkeeping, and history 
 are required of all students. A table is given showing the amount 
 of hours per year given to each study in schoolroom. There are 
 nearly fifty subjects of study enumerated in this table. “All stu¬ 
 dents are required to drill daily in the school of the soldier and of 
 the company.” 
 
 The terms of admission to the College are that the pupil be fifteen years old and 
 be able to pass an Examination in Arithmetic, Elementary English Grammar, Read¬ 
 ing and Spelling—a written Examination is required. A preparatory department 
 is connected with the College, there being no special preparatory schools in the 
 State. The State furnishes one hundred and twenty-three free scholarships. All 
 other pupils pay a small tuition fee of fifteen dollars a year. 
 
 A detailed account of the year’s work of the Experiment Station 
 follows. 
 
 The number of students attending the College for the year ending 
 June 30, 1891, is given as 196, 72 of whom are girls. Seventy three 
 are in the “Preparatory” Classes, of whom 25 are girls. The Faculty 
 numbers 12 Professors and Instructors, one of whom is a lady.—B. 
 L. Arnold, a. M., President. 
 
 The exigency caused by the sudden death of President Arnold, 
 and the consequent calling of a new President to take the future 
 direction of this new departure of the college, gives especial interest 
 both to the attitude of the Board of Regents, in regard to this devel¬ 
 opment; and to the ideal which the President will seek to embody. 
 It is, for this reason, that these two reports are so largely quoted from, 
 and that that of President Bloss is given almost in full.— 
 
 Whatever is true in relation to these new forms of training, which 
 
491 
 
 OREGON-REPORT OF REGENTS (l892). 
 
 being here about to be introduced are naturally fully discussed, is 
 as true for similar institutions in all parts of our country; and, 
 therefore, is of general interest. 
 
 The latest Annual Report of the Regents * begins as follows : 
 
 To His Excellency, Sylvester Pennoyer, Governor of Oregon :— 
 
 Sir :—It becomes once more my duty, as President of the Board of Regents of the 
 State Agricultural College, to present a report of the condition and working of this 
 institution to you as representing the State of Oregon. Two years ago I had a 
 similar duty to perform. In the report then presented, hopes were expressed that 
 time would demonstrate the soundness of the plans of government and control 
 adopted by this Board. The proof was to consist in an increasing number of 
 students, supplied from those special classes of our citizens chiefly interested in 
 Agriculture and the Mechanical Arts, in the visible improvement of the students of 
 both sexes in their studies, deportment, and character, and in the increased in¬ 
 fluence of the College and Experiment Station on the people of the State. 
 
 The report of President Bloss, appended to this report, gives, in the opinion of 
 tins Board, satisfactory evidence of the widely extending influence for good now 
 being exerted throughout Oregon by the State Agricultural College. The institu¬ 
 tion has lost whatever was local and restricted in its roll of students, who are now 
 sent to us from all parts of the State. The bulletins sent out from the Experiment 
 Station at frequent intervals have now a circulation of nearly five thousand copies. 
 The farmers’ institutes under the direction of the College are welcomed everywhere. 
 The attendance at these pleasant meetings constantly increases, and lively interest 
 is always shown in the papers and debates on the many and diverse topics affect¬ 
 ing the farming community. 
 
 * * * * * * * 
 
 The year 1891, was one of steady growth and development under the Presidency 
 of the late Prof. B. L. Arnold. To the liigh character and thorough scholarship of 
 this gentleman the College owes much. His rule was just, kind, courteous; his 
 habits those of constant industry and conscientiousness. The extent and depth of 
 his influence over his students were only demonstrated by his unexpected death in 
 January, 1892. 
 
 THE IMPORTANT RELATIONS HELD BY THE PRESIDENT OF A COLLEGE TO THE INSTI¬ 
 TUTION. 
 
 The Board of Regents felt to the full their responsibility in the choice of a suc¬ 
 cessor. They recognized that as is the President, so will be the college which he 
 governs. Not only are high personal character and wide and deep knowledge es¬ 
 sential, but the President must be a ruler of men—full of tact, and experienced in 
 the difficult art of government. In the case of the Agricultural College, moreover, 
 especial technical knowledge is demanded. The direction of the Experimental 
 Station calls for a man in sympathy with the special needs of the farmers in the 
 transition state marked by the development of the orchard, fruit farm, and general 
 farm, yielding many products from the wide wheat farms and stock ranches of the 
 past decade. The Board took steps to make the impending selection very widely 
 known. Their success was proved by the receipt of nearly forty applications from 
 all parts of the Union. A careful scrutiny reduced the number of selected candi¬ 
 dates to five. Still closer examination of the qualification of the selected candi- 
 
 *Annual Report of the President of the Board of Regents of the State Agricul¬ 
 tural College to the Governor of Oregon for the year ending June 30, 1892. Legis¬ 
 lative Assembly, Seventeenth Regular Session, 1893. Published by authority. 
 Salem, Oregon: Frank C. Baker, State Printer, 1893. Pp. 44. 
 
492 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 dates was followed by the choice of Professor John M. Bloss, then of the Topeka 
 Schools, an educator of long and varied experience, who had filled most important 
 positions for many years both in Indiana and in Kansas, and who brought with 
 him to Oregon both the cordial good wishes and the genuine regrets of all his former 
 associates. The new President took charge of the College and Station in May last, 
 very near the close of the college year. 
 
 The Board felt it to be very desirable that the new President should have all the 
 time possible before the opening of the next college year to know and be known in 
 all parts of the State, and to use such methods as he might approve for attracting 
 students to the college. It is right at this point to notice the fact that the Board 
 placed on Professor J. D. Letcher, as the senior professor, the temporary charge of 
 the college in the sudden necessity consequent on Professor Arnold’s death. The 
 responsibility was at once assumed by Professor Letcher, although at that time he 
 was suffering from depressing sickness, in which a less conscientious man might 
 have readily found an excuse. The facts of growth and development which will 
 be found to be detailed in President Bloss’ report, appear to the Board to justify to 
 the full the selection they made. I desire to emphasize our conviction that not in 
 numbers alone, but rather in the raised tone, character, and attainments of the stu¬ 
 dents, is to be found the proof that the President is the right man in the right place. 
 
 The announcement is made that the Supreme Court of the State, 
 has confirmed the State of Oregon in its unshared and undisputed 
 control of the College and its possessions.” 
 
 While it is a matter of great regret to the Board to have to appeal once again for 
 further funds for building and furnishing purposes, yet the argument now comes 
 with added force that it is the undoubted growth and development of the institu¬ 
 tion which demands it. To appeals for a stationary or retrograding school, a Leg¬ 
 islature might turn a deaf ear. For this College, only now entering upon a full ca¬ 
 reer of usefulness to the State and fed and maintained with yearly increasing funds 
 by the munificence of the General Government, it seems to me that it would be 
 hard to refuse any moderate and well considered amount needed for new buildings 
 in which to utilize, for the benefit of the State, the Government appropriations. 
 The full details of the sum which this Board desires to expend for the benefit and 
 extension of the College are found in the report of President Bloss on the last page 
 thereof. To these details I desire to call special and favorable attention. 
 
 THE LEGISLATURE TOLD OF THE NEED FOR MORE BUILDINGS. 
 
 One thing is sure : It is impossible for any institution to remain stationary. To 
 endeavor to stand still is to retrograde. That is the exact condition of the State 
 Agricultural College to-day. Its rooms are full to overflowing. The work-shops 
 of the mechanical department cannot give room, nor does the present equipment 
 in tools suffice for even the students we now have. There is not room in its chemi¬ 
 cal, zoological, and botanical laboratories for the student-work there on which their 
 improvement depends, under the intelligent and modern method applied to them 
 to-day. The horticultural department is without even any lecture or teaching-room 
 at all, and badly needs other facilities. The agricultural department now overflows 
 the barn and shed-room it has, and is unable, without further funds, to tile-drain 
 and otherwise develop the farm, which is to be the best of object lessons to the 
 farmers of Oregon as well as to the students. The department of photography is 
 put away in a slip of a room, without the possibility of a skylight by means of 
 which to print. The number of students has overgrown the desk and table-room 
 which was thought adequate two years ago. The chief increase in numbers is in 
 the college classes proper, not in the preparatory department, which comes into 
 comparison with the public schools. Even if the preparatory department were 
 
FIRST REPORT BY PRESIDENT BLOSS (l892). 493 
 
 cut off altogether, the application for building and furnishing funds would still 
 have to be presented. But, this same preparatory department serves to open the 
 doors of the College to some of the most eager and struggling students. 
 
 * ****** 
 
 With this account of the wide and most useful future now open before this Col¬ 
 lege and Station, the Board must leave the matter to the wisdom and liberality of 
 the Legislature of Oregon. 
 
 W. S. Ladd, 
 
 President of the Board of Regents. 
 
 Corvallis, January 4, 1893. 
 
 FIRST REPORT BY THE NEW PRESIDENT OF THE COLLEGE. 
 
 Corvallis, Oregon, December 31, 1892. 
 
 Hon. William S. Ladd , President of the Board of Regents, State Agricultural 
 
 College: 
 
 My Dear Sir: I herewith transmit to you, and through you to the Board of 
 Regents, the following report on the purposes and needs of the State Agricultural 
 College, together with statistics showing its enrollment for the past two years. 
 The report also contains a summary of the work of this station for the time men¬ 
 tioned, and is placed over the signature of the several professors and instructors. 
 
 PURPOSES OF THE SCHOOL. 
 
 The State Agricultural College of Oregon has been organized under the National 
 law for the establishment of such schools. It includes within its curriculum all 
 those branches of study and lines of discipline contemplated in that Act. The fol¬ 
 lowing is a brief outline of its purposes and a statement of what has been done to 
 carry out these purposes. 
 
 Neither the State nor the Nation can afford to establish and to sustain a system 
 of education which does not have for its basal thought the making of better citizens 
 of those who come directly under its influences. Better citizenship does not depend 
 wholly, nor even primarily upon intellectual culture, because loyalty to both the 
 State and the Nation, loyalty to duty, honesty of purpose, unflinching fidelity, per¬ 
 sonal purity, and willingness to submit to legal restraints, are each elements essen¬ 
 tial to the perpetuity of the State and the Nation. Hence an effort has been made 
 in this institution to cultivate, by direct instruction in ethics, all the nobler traits of 
 mind and heart, as well as to surround the student as far as possible by all those 
 influences which lead to higher ideals of duty and respect of self. 
 
 It has been the purpose of the Faculty and the President of this institution to 
 combine ethical teaching with the instruction in all the branches taught. Hence 
 it is believed that every reasonable effort is being made to prepare the youth of this 
 institution for better citizenship, thus justifying the State and Nation in their 
 beneficence. 
 
 The intellectual culture contemplated in this College does not vary in quality 
 from that obtained in other educational institutions in the State, nor should it. 
 
 THE TERM “EDUCATION” DEFINED. 
 
 Education involves information, yet it is not information. Education awakens 
 the faculties of the mind to energetic action, but this is not education; it is only a 
 means. Education involves the training of the faculties of the mind, and the ren¬ 
 dering of these intellectual faculties submissive to the control of the will. It is the 
 result of all these processes of training that terminates in education. Such training 
 may be secured while pursuing the work laid out in the curriculum of the Agricul¬ 
 tural College, as well as in the private college, the normal school, or the university. 
 
494 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 THE AGRICULTURAL COLLEGE IS, BY THE NECESSITY OP ITS CREATION, A POLY¬ 
 TECHNIC SCHOOL. 
 
 i 
 
 By the law of its organization the Agricultural college has a special field of work 
 assigned to it—a field which is covered only in the minor details by the work of any 
 other State or private institution. When organized to fulfill its highest mission, it 
 is a polytechnic school, where the scientific principles underlying the great business 
 industries—agriculture, mechanic arts, and household economy—are taught in con- 
 j unction with military discipline and military science. Agriculture is here used in its 
 broadest sense, and embraces all appertaining to the art of good husbandry, including 
 horticulture, veterinary science, and all that relates to the proper rearing of animals 
 and plants and their preservation from disease. Mechanical industries include all 
 the forms of work in wood and metals, as well as the manufacture of machinery 
 for the application or transmission of power. This is a broad field, and a proper 
 investigation of these subjects as sciences and as arts, makes it necessary to study 
 thoroughly several other branches of learning. The study of English must be pur¬ 
 sued ; first, that the constructive imagination of the student may be cultivated; 
 second, that he may be able to comprehend the literature of the subjects studied; 
 and, third, that he may be enabled to express accurately and intelligently the results 
 of his researches, and thus become a valued member of society. For these reasons 
 the study of English and training in the art of expressing thought has been made 
 obligatory upon all students. An understanding of the science of agriculture in¬ 
 cludes a knowledge of the proper preparation of soils for the reception of a crop. 
 Hence the student must understand how to secure the best mechanical condition of 
 the soil, not only to cause the immediate disintegration of the tough and baked 
 clayey soils by direct physical means, but he should understand how tile-drainage 
 renders such soils permanently friable. The latter involves a knowledge of engi¬ 
 neering and a study of the philosophy of tile-drainage and irrigation as well. To 
 insure the best returns from the farm, the chemical properties of the soil must be 
 known, as well as the chemical constituents of its products. To improve the im¬ 
 poverished soil, a knowledge of the needed fertilizer must be known. To feed 
 stock successfully, the chemistry of food plants must be ascertained, and properly 
 adapted to their needs. Thus if ten bushels of wheat contain only enough lime to 
 make the shells of five dozen eggs, it alone would be an unprofitable food for poul¬ 
 try. If one hundred pounds of clover hay has more lime in it than one hundred 
 bushels of wheat, it might be used as a valuable food where lime is needed. Hence 
 agriculture necessarily involves a thorough knowledge of inorganic and organic 
 chemistry. For this reason, the course in chemistry has been extended, and the 
 pupils are required to do a large amount of work in the chemical laboratory. In 
 tills respect our plant, although limited in room, is made to accomodate about 
 thirty students. Agriculture also involves a knowledge of the breeds of stock, as 
 well as the means of securing the most rapid growth and the prevention of disease. 
 Hence a knowledge of comparative anatomy and veterinary science is essential. 
 But food plants are liable to be injured or destroyed by disease, or they may become 
 the prey of insects. Hence the agriculturist and the horticulturist must have a 
 knowledge of entomology and insecticides. Here again opens up a wide field for 
 the investigation of the true scientist and agriculturist. The microscope and a 
 knowledge of microscopy now become essential. This field is one that is ever widen¬ 
 ing with the growth of science, and is as yet comparatively untouched. Observers 
 are needed upon every farm in order to overcome the ravages committed upon the 
 growing crops. Every student of agriculture and household economy is required 
 to study entomology in the laboratory, in order that a thorough acquaintance with 
 the known pests to agriculture and horticulture may be acquired. 
 
OREGON-REPORT BY PRESIDENT BLOSS. 
 
 495 
 
 HOW LABORATORIES AID SCIENTIFIC INVESTIGATION. 
 
 Our laboratories in chemistry, physics, and along biological lines are small, not 
 giving sufficient room for the students now engaged; they are, while the best in the 
 Northwest, incomplete as compared with that of the best institutions. The rapid 
 growth of the school shows that more room and a larger and more complete equip¬ 
 ment is needed to meet the demands of our work. Laboratory work is essential to 
 the successful study of all subjects, and it is the only method which can inspire the 
 student to become a real investigator. Upon the number of educated investigators 
 is dependent the rapid development and the material prosperity of the State. Hor¬ 
 ticulture, when studied from a scientific point of view, is not only ennobling to the 
 mind, but is a subject of greatest profit to the State. With this subject, as with 
 certain fields in agriculture, the science of botany is intimately related, and be¬ 
 comes in its proper study an important factor. The study of plant life, methods of 
 growth, the means and the manner of decay, the plan of cell formation, the philos¬ 
 ophy of circulation, the methods of repair, the processes of fertilization, are all 
 inspiring subjects to the earnest student, and open up to him broad fields rich in 
 thought. The philosophy of budding, grafting, transplanting, and methods of prop¬ 
 agation have a high educative as well as esthetic value. The laboratory process 
 is carried on in the study of this subject; hence all the pupils who study agricul¬ 
 ture and household economy are required to learn the art of budding, grafting, 
 methods of pruning, and caring for flowers, for testing the values of vegetable prod¬ 
 ucts and modes of culture. Here, as will be found in other departments, we have 
 reached the limits of our quarters. There is not room for the proper instruction 
 and work in our ever-growing classes. 
 
 WHAT THE THOROUGH STUDY OF MECHANICS COMPRISES. 
 
 The mechanical department covers a wide range of work and investigation. Here 
 is laid the foundation upon which the work of the artist and the artisan and of those 
 who conduct the great business industries must rest. This training consists of a 
 college course of four years, and includes a thorough and more extended knowledge 
 in physics and in mathematics than the other courses. Here is brought into use the 
 students’ knowledge of free-hand drawing. Here their knowledge of physics and 
 calculus is applied in studying the machine and the laws producing motor powers. 
 Here mechanical drawing is taught and applied in preparing the drawings from 
 which work in wood and metal is fashioned. In this course, not only the study of 
 the philosophy underlying mechanics is mastered, but the student is required to 
 spend one hour each day at work in the shops. The first year is devoted to work 
 in wood, in which the use of all the tools used in carpentry is brought into requisi¬ 
 tion, and all the forms of work in framing and carpentry are reproduced from blue 
 prints of drawings which the pupils have been required to construct. The second 
 year is devoted to work in the blacksmith shop. Here every form into which iron 
 is wrought and every process with which the skilled smith must be acquainted, is 
 repeated. The testing of all such work as to exactness of size and accuracy of form 
 has as much educational value as the correct solution of a problem in algebra or 
 geometry. The third year is devoted to vise and machine work. The fourth year 
 is devoted to the manufacture of tools, and to the higher forms of work in the ma¬ 
 chine-shop. Some useful machinery, including a fifteen-light dynamo, is now un¬ 
 der construction by this class. 
 
 HOW THIS KNOWLEDGE MAY BE APPLIED IN THE PRACTICAL LIFE OF THE FARMER. 
 
 When the student has completed this course of instruction, if he devotes his 
 attention to farming, he is prepared, with the outlay of about forty dollars, to 
 repair and to keep in order the machinery of the farm. He learns how to care 
 
496 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 for and to manage machinery. This to-day is one of the most important prob¬ 
 lems to every farmer, and is no less useful than a knowledge of the sciences of 
 agriculture. Especially is this true as to the value of the services of the farm 
 laborer. In the mechanical department is laid the foundation for the thorough 
 mastery of all great mechanical industries. Here are educated men who may 
 readily become skilled in any of the great mechanical pursuits. Here are prepared 
 men not only to be artisans, but to become managers of great business indus¬ 
 tries. They do not simply learn a trade as an apprentice, but they learn the philos¬ 
 ophy of what they do as it never was taught to the apprentice in the most palmy 
 days of apprenticeship. It is well known that the days of apprenticeship are past. 
 Two things stand in its way: First, Labor Unions practically control the employ¬ 
 ment of apprentices by limiting the number; second, by the division of labor in all 
 the great manufacturing industries, there is no necessity nor desire to teach all the 
 parts of any great industry; it is more remunerative to the manager to hold the 
 laborer to that kind of work which he can perform with the greatest skill. Hence 
 the study of mechanical industries is essential to the State. 
 
 IMPORTANCE OF SCIENTIFIC TRAINING IN THE MANAGEMENT OF THE HOUSEHOLD. 
 
 The department of household economy and hygiene is an important factor in our 
 college work. Here the young women spend an hour each day in studying the art 
 and philosophy of household economies. Sewing, millinery, dress-making and 
 fitting, and the chemistry of cooking, are among the subjects practically taught; 
 while social etiquette and the laws of hygiene and the care of the sick are not 
 neglected. The training in this department is exceedingly valuable, because neat¬ 
 ness and correctness are required in all its steps. To the State, no more important 
 work can be done than to cultivate those habits which should prevail in every 
 household. Economic habits, cultured taste, and nobility of character are the 
 elements which go far to make and to keep the home happy. The happy home is 
 the prosperous home. Upon such homes rest the perpetuity of the Republic. 
 
 USEFULLNESS OF A KNOWLEDGE OF PHOTOGRAPT. 
 
 Two other departments have been added since the last report was made to the 
 Legislature; photography and photo-gravure, and printing. In each, much interest 
 has been manifested, and the classes are larger than our accommodations warrant. 
 Photography is important to the student for its educational value in applying his 
 knowledge of chemistry and physics, while for its esthetic culture it is invaluable. 
 Photography is no longer to be regarded as a secret art, nor is a knowledge which 
 is so valuable, and a means which adds so much to human happiness and pleasure, 
 to be overlooked in a course of study. Aside from its educational value, it is almost 
 a necessity in the scientific work of the station. 
 
 TYPE SETTING IS OF EDUCATIVE VALUE. 
 
 Many young men are practically unfitted, by nature or by accident, for work 
 either on the farm or in the mechanical pursuits. For tliis class it was believed 
 that printing would be a valuable line of work. It has not been restricted to that 
 class, however. Young men and young women both have been admitted to this 
 class of work. This is not only valuable as a trade, but it has within it a great 
 educative value. The training in spelling, composition, punctuation, and in all the 
 other lines of English is exceedingly valuable. The first class in printing was 
 organized this year, and its progress has been very commendable. 
 
 LABORATORY PROCESSES. 
 
 That we learn to do by doing has become an axiom in educational literature. In 
 the Agricultural College, practically, all the work is tested by the laboratory process. 
 
OREGON-REPORT BY PRESIDENT BLOSS. 
 
 497 
 
 In physics, chemistry, mechanics, drawing (freehand and mechanical), botany, 
 zoology, physiology, surveying and engineering, English, household economy, and 
 in all the agricultural and mechanical, and horticultural processes this method is 
 fully carried out. 
 
 The President, then recites the value of military drill in the course, 
 and states that Capt. C. H. Warren, of the U. S. Army, who had 
 charge of this, had resigned and a new officer has been applied for 
 to the U. S. authorities. 
 
 REQUIRED LABOR. 
 
 In this institution, which is in one sense an industrial school, each student is re¬ 
 quired to devote one hour each day to labor. The kind of labor depends upon the 
 course which the student is pursuing. If he is in the agricultural course, then it 
 includes all the kinds of labor which is done upon the farm or garden, thus putting 
 into practice that which has been taught in the classes. He is required to make 
 surveys for tile drainage as well as to take lessons in laying the tile ; he sows the 
 seed, notes the growth and development of the plants, and the fruitage; he is 
 taught to graft, to bud, and to cultivate the tree or plant properly, as well as to prune 
 and train it; and during the winter term he learns the art of carpentry and black- 
 smithing. If he is in the mechanical course, he learns the art and the philosophy 
 of making all the forms of work in wood and metal, as was indicated above. If 
 the student is pursuing the course in household economy, she is taught the art and 
 science of sewing, dressmaking and fitting, canning, preserving and cooking. In 
 addition to this, she is required to do work in household gardening, including graft¬ 
 ing, budding, and flora-culture. If printing be the industry, then type-setting, 
 proof-reading, press-work, etc., constitutes the labor. 
 
 Thus it will be seen that the work required of the student is along the line and in 
 pursuance of the course which he has undertaken. 
 
 HOW THIS LABOR BECOMES OF VALUE TO THE STUDENT. 
 
 The reason for requiring work are the following 
 
 First—Because it is the best means of testing the work of the class room. 
 
 Second—Because of the educative value which comes from enforced accuracy 
 and neatness. 
 
 Third—Because the knowledge thus gained enables the student to acquire any 
 trade or vocation readily when he leaves the school. 
 
 Fourth—Because it stimulates within the student self-reliance and a respect for 
 physical labor. The student who looks upon physical labor as beneath his dignity, 
 or who would show disrespect for the laborer because he is a laborer, is wholly un¬ 
 fitted for training in this institution. 
 
 Fifth—Because physical labor, and the practical knowledge of how to perform 
 it, inspires the student with higher ideals of life and best fits him on graduation to 
 compete with skilled labor. 
 
 Sixth—Because it enables him to become a more useful member of society. 
 
 ART—VOL 4-32 
 
498 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 STATISTICS. 
 
 The following tables of stastistics show the enrollment of the school during the 
 year 1891-2, and the first term of 1892-3: 
 
 Number of males enrolled.. 
 Number of females enrolled 
 
 Total enrolled. 
 
 Classified by departments. 
 
 College department. 
 
 Preparatory department 
 
 Total. 
 
 Classified by years of work. 
 
 Preparatory department 
 
 First year. 
 
 Second year. 
 
 Third year . 
 
 Fourth year. 
 
 Post graduates. 
 
 Total' . 
 
 Classified by courses of study. 
 
 Preparatory department, agricultural and household economy 
 
 Agricultural course. 
 
 Mechanical course. 
 
 Household economy. 
 
 Literary course. 
 
 Scientific course. 
 
 Post graduate course. 
 
 Total. 
 
 No. en¬ 
 rolled for 
 the year 
 1891-2. 
 
 No. en¬ 
 rolled for 
 the first 
 term 
 1892-3. 
 
 130 
 
 161 
 
 78 
 
 94 
 
 208 
 
 255 
 
 122 
 
 181 
 
 86 
 
 71 
 
 208 
 
 255 
 
 86 
 
 74 
 
 63 
 
 121 
 
 28 
 
 36 
 
 19 
 
 14 
 
 9 
 
 8 
 
 3 
 
 2 
 
 208 
 
 255 
 
 86 
 
 74 
 
 29 
 
 39 
 
 33 
 
 60 
 
 48 
 
 66 
 
 6 
 
 
 3 
 
 5 
 
 3 
 
 2 
 
 208 
 
 255 
 
 * * * * * * # 
 
 NEEDS OF THE STATE AGRICULTURAL COLLEGE. 
 
 An institution of learning, like any other undertaking, if successful, must be the 
 outgrowth of some real necessity; and the lines of its growth must be in harmony 
 with its environment. That the State Agricultural College has grown, and that it 
 is in harmony with its environments, cannot be doubted after a careful investigation 
 of its history, as exhibited by the statistics contained in this report. The reorgani¬ 
 zation of this college in 1888 marks a mile-stone in its history. It then began to 
 assume its proper sphere, and to come into harmony with the purpose of its existence. 
 
 The plans adopted in its organization demanded tune for their development. It 
 was necessary that the class should commence at the very beginning, and pass step 
 by step through all the processes to an agricultural and industrial education before 
 the method adopted could be fully tested and the necessary adjustments made. The 
 period of readjustment from a literary and classical school to an agricultural, me¬ 
 chanical, and industrial school has been almost completed. In June next, the first 
 students will graduate from the mechanical course. The reorganization referred 
 to above was an internal reorganization, the rearranging of courses of study, the 
 organization of new departments, and the gradual introduction of industrial work. 
 This not only demanded time for its execution, but required the greatest care to 
 prevent violent reactions while changing from an institution of one character to 
 that of another. That period is, however, wholly passed. 
 
OREGON-REPORT BY PRESIDENT BLOSS. 
 
 499 
 
 NEW BUILDINGS NEEDED FOR THE COLLEGE AND FOR THE EXPERIMENT STATION. 
 
 In addition to this change in the character of work to be done, a still greater 
 problem has constantly presented itself—the organization of what may be termed 
 the externals of the college. Buildings adapted to the new purposes of the institu¬ 
 tion must be erected, laboratories must be fitted up, cabinets, collected, machinery 
 provided for carrying on the industrial work, green-houses constructed and the 
 contents gathered, silos built, stock for experimenting secured, plants, shrubs, trees, 
 grasses, and grains provided before any work in experimentation could be under¬ 
 taken. This work of organizing the several departments went on simultaneously 
 with the reconstruction of the internal work of the institution. It requires many 
 buildings and much expensive apparatus to carry into effective operation such a 
 school. The National Government practically furnishes the means for carrying on 
 the internal work of the school, and has wisely left it to the State to furnish the 
 plant and the means for their application. Only a very small part of the magnifi¬ 
 cent endowment which comes from the General Government can be used for the 
 erection of buildings, the fitting up of laboratories, and securing the apparatus 
 necessary for the school. These equipments the State has furnished in the past as 
 rapidly possibly as the needs of the school required; but the institution has out¬ 
 grown its earlier necessities, and now rightly makes far greater demands upon the 
 State. The period of experiment is passed, and there is now every evidence that 
 the school is needed and demanded by the people. That it is in happy relationship 
 with its environments is evidenced in its growth since 1888, as will be seen by the 
 following table: 
 
 STATISTICS OF ATTENDANCE FOR FIVE YEARS. 
 
 Year. 
 
 Preparatory. 
 
 First year. 
 
 Second year. 
 
 Third year. 
 
 Fourth year. 
 
 Post graduate. 
 
 Total. 
 
 1888-89. 
 
 86 
 
 33 
 
 14 
 
 14 
 
 0 
 
 0 
 
 99 
 
 1889-00 . 
 
 67 
 
 55 
 
 17 
 
 6 
 
 0 
 
 6 
 
 151 
 
 1890-91. 
 
 76 
 
 83 
 
 24 
 
 15 
 
 0 
 
 3 
 
 201 
 
 1891-92. 
 
 86 
 
 63 
 
 28 
 
 19 
 
 9 
 
 3 
 
 208 
 
 1892 to January, 1893. 
 
 74 
 
 121 
 
 36 
 
 14 
 
 8 
 
 O 
 
 255 
 
 The above shows a constant growth all through this period of reconstruction and 
 readaption. From ninty-nine students in 1888, it has now reached two hundred 
 and fifty-five, again of almost 260 %; while it will also be observed that the College 
 Department has increased almost 300$, and the preparatory only 200 %. These 
 are evidences of a healthful growth ; and as the character and purposes of the school 
 become better known throughout the State, its growth will not be less marked. 
 In 1888,the College had representatives from only eight counties; in 1891, from 
 fifteen counties; and, at present, twenty-five of the thirty-one counties are repre¬ 
 sented. 
 
 The transition of this College from the condition of a small denom¬ 
 inational college favored with the annual income arising from the 
 U. S. Land Grant, to that of a recognized State Institution, wholly 
 under the direct control of the State, and looking to the State for the 
 means of its development; in addition to the U. S. Grants,—has been 
 so recent, and is, in point of fact, so revolutionary, as to afford a 
 very interesting study. 
 
 This is, doubtless, one of the indirect results of the passing of the 
 
500 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Hatch act establishing “Agricultural Experiment Stations” in the 
 several States; which, when utilized by uniting the Land Grant Fund 
 and the Hatch Act Fund, and placing the two institutions in close 
 relations, under a single executive, makes possible the building up of 
 one strong institution, which it is worth while for the State to 
 encourage and support. It results that, owing to these triple 
 sources of income to be expended under the supervision of the State, 
 the enlargement of the educational plant, in buildings and apparatus, 
 and the consequent increase of the teaching force, can be undertaken 
 on a scale worthy the highest educational Institutions of the State. 
 
 The 255 students in attendance are divided among the departments 
 
 as follows: 
 
 Agricultural department. 39 
 
 Mechanical department. 69 
 
 Household economy. 66 
 
 Bachelor of Science. 7 
 
 Preparatory department. 74 
 
 Total.%. 255 
 
 The President, proceeds to state in detail the needs of the several 
 buildings and departments. That of the Mechanical department as 
 follows: 
 
 The mechanical department is now more than crowded with students in the me¬ 
 chanical course, and is wholly inadequate to meet the demands for training the 
 agricultural students in the arts of woodwork and blacksmithing during the winter 
 term. This is too essential a part of our work to be neglected. The building ought 
 to be greatly enlarged, and the machinery duplicated. This department cannot 
 afford to be crippled in its usefulness. Now but little attention can be given to 
 electrical engineering ; yet this is of the utmost importance to the State. Electrical 
 plants are being everywhere established throughout the State. It is only a question 
 whether Oregon shall import electrical engineers from abroad to develop and to 
 utilize the power of her water-course, now almost wholly unused, or whether the 
 Oregon boy shall be given a chance. It is only a question of time when our rivers 
 will furnish not only all the light for our cities and towns, but the motor-power of 
 all our great industries. This department should be established at once, in order to 
 keep pace with our sister States and the progress of civilization. 
 
 He asks, for additions to buildings and to departments, an appro¬ 
 priation of $49,900.00 in all. 
 
 For the Experiment Station. $20,000 
 
 For the Mechanical department. 15,000 
 
 For the Horticultural department. 1,850 
 
 For the Agricultural department. 6,000 
 
 For the College.. 7,050 
 
 As already stated the total attendance of students is 255; of these 
 94 are girls. 
 
 The Faculty numbers 14 Professors, Instructors, etc., John M. 
 Bloss, is the President. 
 
THE PENNSYLVANIA STATE COLLEGE. 501 
 
 The Pennsylvania State College, Formerly Known as The 
 Agricultural College of Pennsylvania. 
 
 situation. 
 
 The Pennsylvania State College “is situated in the village of State College, 
 Centre county, nearly twelve miles southwest of Bellefonte, and about equi-dis- 
 tant from the extreme parts of the State. Its position, in the midst of a broad, 
 rolling valley, with Muncy mountain on the north, Tussev mountain on the south, 
 and Nittany on the east, secures a varied and beautiful landscape and a healthful 
 climate. 
 
 A special act forbids the sale of intoxicating drinks within two miles of the Col¬ 
 lege, and all its surroundings are exceptionally free from demoralizing influences, 
 and from temptations to extravagance. 
 
 The Building. —The main College building is a plain and substantial structure 
 of magnesian limestone, standing on a pleasant elevation, and is two hundred and 
 forty feet in length, eighty feet in average breadth, and five stories in height, ex¬ 
 clusive of attic and basement. It contains the public rooms—such as chapel, 
 library, armory, cabinets, laboratories, society halls, and class-rooms—and a large 
 number of dormitories. The building is heated throughout with steam, one or 
 more upright radiators being placed in every room, hall, and passage-way, and is 
 furnished on every story with an inexhaustible supply of pure water frouran artesian 
 well. The sewerage system is well devised and frequently inspected, and the 
 unusual exemption of our students from every form of sickness justifies the state¬ 
 ment that the sanitary condition of the building is very nearly perfect. 
 
 Campus and Farm. —The tract of land on which the building stands contains 
 nearly three hundred acres. Of this, about fifty acres in the immediate vicinity of 
 the building constitute the campus, and furnish recreation grounds, sites for the 
 professors’ houses, and other needful buildings, &c. The campus contains, at 
 present, several of these residences of professors, and is tastefully laid out and 
 adorned with trees, shrubbery, flower-gardens, and walks. 
 
 The College farm consists of two hundred and forty acres, forty of which are 
 woodland. The remainder, except so much as is occupied by farm-buildings, 
 orchard, and vineyard, is worked under a system of rotation of crops, in five 
 divisions of thirty to forty acres each. The soil is limestone, with a large admix¬ 
 ture of flint, and is admirably adapted to the production of the various grains and 
 grasses grown in this region. The farm-buildings include dwelling-houses, a 
 large and excellent over-shot barn—with double threshing-floor, threshing-house, 
 corn-cribs, root-house, and stabling—a hog-pen, a slaughter-house, a tool-house, 
 &c. An orchard of about fourteen acres—chiefly of apples—and a vineyard of five 
 hundred vines are in good bearing condition. 
 
 The greater part of the labor upon the farm, orchard, vineyard, and campus is done 
 by paid laborers, but the professors in charge of instruction in Agriculture and 
 Horticulture make use of all parts of the College grounds for then purposes, and 
 require of each student under their charge as much labor in each place as they 
 deem needful for proper practical training. [Catalogue for 1886-7.] 
 
 Historical Statements. 
 
 This Institution, was first founded as the “Farmers High School 
 of Pennsylvania,” under the patronage of the State Agricultural 
 Society, and the County Agricultural Societies, whose delegates 
 elected its Board of Trustees. 
 
 It was chartered by the Legislature, and approved by the Governor, 
 
502 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 as early as April 13th, 1854. A subsequent act of Incorporation, nam¬ 
 ing the'Trustees and more definite in its provisions than the above 
 act which it repealed, was approved February 22nd, 1855; though 
 the school was not opened for pupils till February, 1859. 
 
 It was designated as a Manual Labor College, each student work¬ 
 ing three hours a day. The course of study was to be as thorough 
 as that of other colleges, but was not to include the classical lan¬ 
 guages. A large farm of 400 acres and money for building, etc., 
 was contributed by the agricultural societies, and by individual 
 friends of the enterprise. However, after an expenditure of $120,000, 
 the school was in danger of collapse from want of sufficient funds to 
 complete the buildings. A successful appeal having been made to 
 the Legislature for State aid, the school was authorized May 1st, 
 1862, to take the name of The Agricultural College of Pennsylvania. 
 On April 1st, 1863, the Legislature designated it to receive the income 
 of the National Land Grant for Agricultural and Mechanical Col¬ 
 leges. Subsequently, on the 26th day of January 1874, in response 
 to the petition of the Trustees, the name of the College was again, 
 changed to that of the Pennsylvania State College. The general 
 scope of the purposes of the Institution having been of necessity 
 greatly enlarged in obedience to the liberal provisions in the the Land 
 Grant Bill, for the comprehensive education which that law requires 
 to be given in the new “Colleges of Agriculture and The Mechanic 
 Arts.” 
 
 A Notable Report by The First President of the Insti¬ 
 tution. 
 
 The late Dr. Evan Pugh, ph. d., f. c. S., a gentleman of distin¬ 
 guished reputation who had given much attention to the subject of 
 scientific Agriculture and Industrial Education, having passed some 
 six years in Europe, where he carefully examined the existing in¬ 
 stitutions, was chosen as principal of the school; a position he retained 
 till his sudden and lamented decease, in April, 1864.—Subsequent to 
 the passage of the National Land Grant law, a report by Dr. Pugh,* 
 upon Industrial Colleges, was addressed to the Board of Trustees of 
 the institution, convened at the State Capitol, in January, 1864. This 
 Report, evidently designed for use in convincing the Legislature of 
 the propriety of designating the State College as the beneficiary of 
 the National Land Grant, was an able paper. An interesting his- 
 
 * A Report upon a plan for the organization of Colleges for Agriculture and the 
 Mechanic Arts, with especial reference to the organization of the Agricultural 
 College of Pennsylvania. 
 
 In view of the endowment of this institution by the land scrip fund, donated by 
 Congress to the State of Pennsylvania. 
 
 Addressed to the Board of Trustees of the Agricultural College of Pennsylvania, 
 Convened at Harrisburg, Jan 6, 1864. By Dr. E. Pugh, President of the Faculty. 
 Harrisburg, Singerly & Myers. Printers, Pp. 35. 1864. 
 
A STRIKING REPORT BY THE LATE DR. PUGH. 
 
 503 
 
 torical fact appears in the claim, emphatically made, that, to the 
 long continued efforts of the Trustees, and friends of the Pennsylva¬ 
 nia State College, was due the inception and final passage of the law 
 of Congress.* 
 
 In this report, after showing by means of several statistical tables 
 the number of professors, the pecuniary resources, and annual expen¬ 
 ditures of the leading colleges in the United States; he proceeds 
 to set forth, on a similar basis, the pecuniary and other needs of a 
 scientific college of the first rank, such as should be established. The 
 comprehensive breadth of the views expressed in regard to the prov¬ 
 ince of education in its bearing on the application of Science to 
 Industry, being no less true in relation to the application of Art to 
 Industry, the following passages are here quoted. 
 
 RESOURCES REQUIRED TO SUSTAIN AGRICULTURAL AND INDUSTRIAL COLLEGES. 
 
 Having briefly examined the resources expended in sustaining the literary Col¬ 
 leges of our country, we are prepared to consider what may be required to found 
 and sustain Industrial Colleges. 
 
 The first question that arises, in this consideration, relates to whether it is desir¬ 
 able that Industrial Colleges should be elevated to the highest possible educational 
 standard, with the greatest range of scientific and practical subjects, within the 
 scope of their teaching, in the class room ; or whether they should be Institutions of 
 an inferior grade, with contracted limits to the variety and extent of the subjects 
 taught in them. This question has already been settled in this State, by the action 
 of the State Legislature, in conjunction with the citizens of the State, in appropri¬ 
 ating and subscribing money to found the Agricultural College of Pennsylvania, 
 upon a basis capable of being successfully carried out, only upon a large scale, with 
 an efficient course of instruction. But as the extent and character of the course of 
 instruction might still seem open to discussion, the attention of the Board is respect¬ 
 fully invited to its consideration. 
 
 THE COMPREHENSIVE CHARACTER OF THE EDUCATION DEMANDED. 
 
 First. —A complete system of industrial education must afford the means of mak¬ 
 ing known to students all that can be known of the Principles and Laws, accord¬ 
 ing to which the industrial operations of life are regulated. If the system does 
 not do this, it fails to afford the student all that he may wish to know, and obliges 
 him to look beyond it, to other systems, to complete his education, in the very 
 sphere to which the Industrial College is especially devoted. If he must look beyond 
 it for the highest kinds of knowledge it claims to teach, he will lose his respect for 
 it, and ultimately seek elementary instruction in the same source to which he is 
 obliged to go for his profounder studies, and thus industrial education is left to 
 obtuse minds, without aspiration for thoroughness, and the whole system falls to 
 the ground disgraced. 
 
 Again.—By no system of education can elementary principles be perfectly taught 
 without there being somewhere in the system a clear understanding of all that is 
 known in the advanced studies of these principles. The purely practical Mathe¬ 
 matics of elementary instruction would be a contemptible part of education, were 
 
 * See pages, 11-30 and 33-34 of Dr. Pughs’ Report. See, also, account of the efforts 
 made by Rev. Dr. Amos Brown, and by Dr. Pugh, to secure the passage of the act 
 by Congress, in Appendix Z of this Report. 
 
504 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 it not that they rest upon sublime truths that are demonstrated and understood in 
 the higher grades of mathematical study. 
 
 Second.—A system of education which embraces all that can be known of the 
 Principles and Laws, according to which the industrial operations of life are regu¬ 
 lated, must be a very extensive system. This follows from the fact that the indus¬ 
 trial operations of life embrace the entire range of human industry, and almost the 
 entire range of human thought. The fundamental difference between man as a 
 savage and man as an enlightened being, consists in the difference in the extent of 
 liis industrial operations. The characteristic peculiarities of the present age, by 
 which it is distinguished from preceding ages, consists in its more extended indus¬ 
 trial operations. The Principles and Laws which lie at the basis of all industrial 
 operations, must, therefore, be at the basis of human progress, and the study of 
 them as important and as extensive as is human progress itself. 
 
 Third. —This extensive system of industrial education must be of a scientific 
 character. The industrial operations of life are carried on through the instrumen¬ 
 tality of Matter and the laws which govern it. They extend to Matter in all con¬ 
 ceivable forms, and in all known places, and for the systematic and intelligent 
 consideration of Matter under all these circumstances, we must call to our aid the 
 entire range of the Natural and Physical Sciences. 
 
 Fourth.—A system of scientific education, embracing the entire range of the 
 Natural and Physical Sciences, can only be carried out efficiently upon a large and 
 liberal plan, supported by endowments equal to those of the best educational Col¬ 
 leges in the country. This is proven, no less, by a consideration of the subjects to 
 be taught, than by the fact that no American College, however well endowed, has 
 yet succeeded in establishing a complete system of scientific education, and even 
 the European Universities, with which the President of Harvard College says that 
 University dare not court comparison, do not pretend yet to have, at any one of 
 them, a complete course of scientific instruction. 
 
 LIBERAL ENDOWMENTS BY THE STATE AMPLY JUSTIFIED. 
 
 Such then will be the magnitude of the demands of industrial education in Indus¬ 
 trial Colleges. We cannot expect to meet them in the present generation, but with 
 their colossal proportions before us, let no man say that endowments, equal to half 
 of those of our best literary Colleges, are too much for our industrial Colleges. But 
 rather let their endowments be doubled and trebled, that America may become in 
 industrial education, as she already is in the industrial operations of civil and mili¬ 
 tary life, the first country in the world—that the nations of Europe may be taught 
 in our industrial Colleges, as they now are taught by the industrial operations of 
 stupendous military system. 
 
 One other consideration —while the expenses of an industrial system of education 
 are thus great, those for whom that education is designed are generally persons of 
 small income. The education they receive is calculated to benefit society in gen¬ 
 eral more especially than themselves in particular. It does not, as a professional 
 education often does, elevate them from an humble position in life to lucrative 
 posts, in which they can retail out to the community the knowledge they have 
 acquired; but enables them more effectually to perform the several duties of their 
 industrial operations, and thus leads to an ultimate improvement of all those means 
 by which, as before remarked, civilized man is distinguished from the savage; 
 hence not only the necessity, but the justice to the industrial classes, of endowing 
 industrial colleges. 
 
 In Dr. Pugh’s plan for the organization of this scientific college, 
 he shows that he was fully awake to the importance of a knowledge 
 of Drawing, and to the evil results arising from the neglect of this 
 study, in the American system of Education. 
 
REPORT BY DR. PUGH, FIRST PRESIDENT OF COLLEGE. 505 
 
 The following is his statement as to the requisites to be possessed 
 by the instructors under whom technical drawing will fall. In his 
 survey of the 29 Professors, assistant professors, and other officers 
 he enumerates, he places these instructors first, as follows: 
 
 Professors and Assistants Required. 
 
 1st. A Professor of pure Mathematics and the higher Mechanics and Astronomy.— 
 A man capable of reading the works of Newton, Laplace and Pierce on Mathe¬ 
 matics and Mechanics, and who could teach Descriptive Geometry, Perspective and 
 Drawing. A serious fault with American teachers of mathematics, is an inability 
 to give geometrical and stereometrical shape to their mathematical ideas, a conse¬ 
 quence of their knowledge of drawing not having kept pace with their study of 
 mathematical analysis, and this again is the result of the great neglect of drawing 
 throughout our whole educational system, from the common school to the univer¬ 
 sity. Every Professor of pure or applied mathematics in an industrial college, 
 should be free from this source of inefficiency. This Professor should have one 
 assistant, to take charge of the elementary classes. 
 
 2d. Professor of Civil Engineering and Applied Mathematics. —A man familiar 
 with all the details of Civil Engineering, Architecture, mechanical Drawing, 
 Topography, map-making, &c., so that he could not only teach the students the 
 mathematical demonstrations of the class-room, but could make them good practi¬ 
 cal engineers, capable of delineating with accuracy the topography of a Country, 
 the route of a Railroad, or the construction of an Edifice. He should have one 
 assistant, who should be a good draftsman, and who could show the student how 
 to work up the details of a survey. * * * 
 
 President Pugh, proceeds with a like description of the requisite 
 qualifications of the other needed professors, and gives an elaborate 
 statement of the proposed courses of instruction. 
 
 The college buildings, as already shown by the extract from the 
 catalogue of 1886-’87, given at the beginningof this account, are sur¬ 
 rounded by ample grounds reserved as a campus from the original 
 400 acres. 
 
 The endowment consists of a state fund of $500,000, on which the 
 state pays G per cent interest. This represents the amount accruing 
 to the state from the sale of lands under the United States land grant 
 law. The actual amount received from the sale of land scrip, was 
 $439,186.80; which the state increased to $500,000. 
 
 There were, until 1887, three experimental farms of 100 acres each. 
 From the catalogue of 1881-82, it appears that there are two gen¬ 
 eral and four technical courses. A general science course and a 
 general classical course; the two first years of each of these courses 
 are so arranged that a student can enter either of the Technical 
 courses in Junior Year. 
 
 The Technical courses are of two years each; and are in Agricul¬ 
 ture; Natural History; Chemistry and Physics; and Civil Engineer¬ 
 ing. 
 
 A certain portion of time is set apart for exercise in technical 
 training such as Military Drill, actual surveying in the field, etc., 
 
506 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 these are called “Practicums,” some of them are only taken in 
 special courses, others are common to all the courses; among the 
 latter is “Drawing, free-hand and Mechanical;—needed by individ¬ 
 uals in all employments and professions.” On the general subject 
 of this practicum in Drawing the catalogue of 1880-’81 says: 
 
 Drawing.—The practical course in this branch is not demanded chiefly for the 
 higher purposes of art, nor, as in some manufacturing districts of England and 
 France, for the production of elaborate models and designs, to be subsequently 
 applied by the silversmith, or the carver in wood, by the printer of paper-hangings, 
 or the weaver. The ability to produce these designs is not recognized as one of the 
 every-day needs of our citizens, and so it must for the present be gained at some 
 special school of art. As, however, almost every one needs, at some time, to execute 
 an intelligible draught of some object, our course seeks to enable every pupil to do 
 this. The course consists of two parts: Free hand-drawing from copies in flat out¬ 
 line, which, while giving freedom of movement and speed of execution, trains the 
 eye to recognize beautiful forms, and the hand to produce them; and mechanical 
 drawing, which secures precision. 
 
 A Preparatory Department with courses of two years, is connected 
 with the College. Pupils are here prepared to enter the College 
 courses in sciences and the classics. In both of these preparatory 
 courses, and in each term of each year, great attention is given to 
 drawing. 
 
 This has become a prominent feature in the work of the Depart¬ 
 ment, and is of very practical importance to the pupil. It prepares 
 him for successful work, should he select a technical course, and is 
 eminently useful in any vocation of life. “Warren’s Industrial 
 Science Drawing” is used. Part 1. the first, and Part 2, the second 
 year. 
 
 In the College, drawing is taught in both courses in each term of 
 Freshman year. 
 
 In the department of Civil Engineering “during the Junior and 
 Senior years, the course comprises mechanical and engineering draw¬ 
 ing, copying from the flat and from models, topographical sketches 
 and maps, isometric and plane projections, plotting surveys and tri¬ 
 angulations, lettering, map drawing, coloring and shading.”—The 
 catalogue for 1882-83, shows a total attendance of 148; of these 55 
 are in first year, and 30 in second year of the Preparatory Depart¬ 
 ment, and 47 in the four College classes ; the residue are under the 
 head of Special Students, and Resident Graduates.— 
 
 Certain criticisms having been expressed concerning the manage¬ 
 ment of the College, and the charge,—a somewhat common one against 
 this class of institutions of higher learning,—having been made that 
 it failed to turn out practical farmers; the Trustees addressed a me¬ 
 morial to the Legislature, requesting the appointment by that body 
 of a Committee, to thoroughly “investigate the affairs of the said 
 College.” 
 
 Such a committee was therefore appointed, which in due time 
 
REPORT BY COMMITTEE OF LEGISLATURE. 
 
 507 
 
 reported to the Legislature. From this report,* which was in all 
 respects most gratifying to the friends of the college, the following 
 extracts, showing the condition of the Institution, are quoted.— 
 
 The resolution was approved by Governor Hoyt, April 28th. 1881. 
 
 The Committee Organise. 
 
 At the first meeting of the committee, an organization was affected by the elec¬ 
 tion of Hon. C. T. Alexander, chairman, and the Hon. George W. Hall, secretary. 
 In order to facilitate the inquiries of the committee, the duty of taking testimony 
 was intrusted to a sub-committee, consisting of Messrs. Mylin and Newmyer, with 
 Alexander, chairman of the general committee of the Senate, and Messrs. Roberts 
 and Hall of the House of Representatives. 
 
 The said committee, having pursued their investigations, have made to us the 
 accompanying report, which meets with our concurrence and indorsements. We 
 herewith present the same as part of our report, with an appendix embracing the 
 acts of Congress and acts of the Legislature relating to the State College. 
 
 EYAN HOLBEN, C. T. ALEXANDER, 
 
 WM. B. ROBERTS, Chairman. 
 
 ALFRED SLACK, GEO. W. HALL, Secretary. 
 
 JAMES MILHAM, AMOS H. MYLIN, 
 
 A. WILSON NORRIS, JNO. C. NEWMYER. 
 
 Report by Sub Committee. 
 
 To the general committee authorized to investigate the affairs of the Pennsylvania 
 
 State College: 
 
 The sub-committee created by the general committee appointed under the con¬ 
 current resolution of the Legislature to investigate the affairs of the Pennsylvania 
 State College, approved April 28, anno Domini 1881, respectfully report: 
 
 This sub-committee held numerous sessions at Harrisburg, West Grove, Chester 
 county, at Philadelphia, at the State College, at the experimental farm in Indiana 
 county, and at Bellefonte. 
 
 They sought by advertisements in the newspapers, by public invitations at their 
 sittings, and by diligent personal inquiries, to bring before them every person who 
 had or was supposed by himself or others to have any facts, opinions, or criticisms 
 to offer which could throw light upon the subject matter of the inquiry, and lead 
 the committee and the General Assembly to an impartial and satisfactory under¬ 
 standing of the real merits of the questions involved. 
 
 And in justice to themselves, in this connection, the committee feel bound to say 
 that if any facts bearing upon the matter have not been brought to their attention, 
 it has not been for lack of diligent effort on their part, nor because the doors of the 
 investigation were not thrown sufficiently wide open to admit every comer. The 
 resolution inviting communications to the college, was as follows: 
 
 “ Resolved , That all persons who have any complaints or allegations to make 
 against the management of the Pennsylvania State College, be invited to forward 
 to the committee at Harrisburg, on or before March 20, 1882, any statement in 
 writing they desire to make.” 
 
 This resolution was given publicity through the agency of the Associated Press, 
 
 * “ Report of the Committee of the General Assembly appointed, at the Request of 
 the Board of Trustees, to Investigate the affairs of the Pennsylvania State College, 
 Under a joint resolution approved April 28, 1881. with the Laws and Decrees of 
 Court relating to said College. Harrisburg: Lane S. Hart. Printer and Binder. 
 1883. Pp 34.” 
 
508 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 and besides this general invitation, subpoenas were issued to every person who was 
 named to the committee as possessing information or facts likely to throw light upon 
 the investigation, and notices of the sittings of the committee were published in the 
 local papers. 
 
 The general field of inquiry was laid out under the following resolution, adopted 
 at the first meeting of the sub-committee, at Harrisburg, January 17, 1882: 
 
 “ Resolved , That in order to facilitate the labors of the committee appointed 
 under the recited resolutions the committee proceed in the investigation in the 
 manner following: 
 
 “ First. To inquire whether the present management of the college is in compli¬ 
 ance with the requirements of the act of Congress of July 2, 1862, and the several 
 acts of the General Assembly of Pennsylvania in relation thereto. 
 
 “ Secondly. To examine into the accounts of the said college to discover whether 
 or not the interest derived from the fund realized from the sale of the land script 
 fund has been duly expended in accordance with the requnements of the said act 
 of Congress above recited. 
 
 “ Thirdly. To inquire how the several appropriations made by the several acts of 
 the Legislature of Pennsylvania to said college have been expended. 
 
 “ Fourthly. To examine into all the funds received by said college, whether from 
 individuals’ contributions or receipts of students, and ascertain if they have been 
 honestly appropriated and accounted for. 
 
 “Fifthly. To examine the experimental farms, and ascertain the amount of in¬ 
 come derived therefrom, and of funds appropriated to each out of the general fund, 
 their usefulness as such, and whether the funds appropriated to each have been 
 honestly’appropriated or expended.” 
 
 The investigation thus outlined covers a veiy extensive field, and while some 
 portion of the testimony offered to your committee was irrelevant and inconclusive, 
 they believe they have embraced in their inquiry every important phase of the sub¬ 
 ject; and it is due to the authorities of the college to say not only that they have 
 placed before the committee every document or other source of information within 
 then- control, but especially that the careful and business-like manner in which the 
 accounts of the college have been kept greatly facilitated our inquiries. 
 
 The Educational Department. 
 
 Adopting, for convenience, the order of investigation suggested by the resolution 
 quoted above, the first branch of our inquiry is, whether the present management 
 of the college is in compliance with the requirement of Congress and the Legisla¬ 
 ture of this State in relation thereto. For purposes of reference, these acts are 
 given in full in the appendix to this report, but the sections most strictly pertinent 
 to this investigation are here quoted, as follows: 
 
 1. Act of Congress, approved July 2, 1862 : 
 
 “Section 4. And he it further enacted, That all moneys dei-ived from the sale 
 of the lands aforesaid by the States to which the lands are apportioned, and from 
 the sales of land scrip hereinbefore provided for, shall be invested in stocks of the 
 United States, or of the States, or some other safe stocks, yielding not less than five 
 per centum upon the par value of said stocks, and that the moneys so invested shall 
 constitute a perpetual fund, the capital of which shall remain forever undiminished, 
 (except so far as may be provided in section fifth of this act,) and the interest of 
 which shall be inviolably appropriated by each State, which may take and claim 
 the benefit of this act, to the endowment, support, and maintenance of at least one 
 college where the leading object shall be, without excluding other scientific and 
 classical studies, and including military tactics, to teach such branches of learning 
 as are related to agriculture and the mechanic arts, in such manner as the Legisla¬ 
 tures of the States may respectively prescribe, in order to promote the liberal and 
 
REPORT BY COMMITTEE OF LEGISLATURE. 509 
 
 practical education of the industrial classes in the several pursuits and professions 
 
 in life.” 
 
 2. Act of the Legislature of Pennsylvania, approved April 1, 1863 : 
 
 “Section 1. Be it enacted by the Senate and House of Representatives of the 
 Commonwealth of Pennsylvania in General Assembly met, and it is hereby enacted 
 by the authority of the same, That the act of Congress of the United States, passed 
 the second day of July, one thousand eight hundred and sixty-two, entitled ‘An act 
 donating lands to the several States and Territories which may provide colleges for 
 the benefit of agriculture and the mechanic arts,’ be and the same is hereby accepted 
 by the State of Pennsylvania, with all its provisions and conditions, and the faith 
 of the State is hereby pledged to carry the same into effect.” * * * 
 
 “Section 4. That, until otherwise ordered by the Legislature of Pennsylvania, 
 the annual interest accruing from any investment of the funds acquired under the 
 said act of Congress is hereby appropriated, and the said commissioners are directed 
 to pay the same to the Agricultural College of Pennsylvania for the endowment, 
 support, and maintenance of said institution, which college is now in full and suc¬ 
 cessful operation, and where the leading object is, without excluding other scien¬ 
 tific and classical studies, and including military tactics, to teach such branches of 
 learning as are related to agriculture and the mechanic arts.” 
 
 THIS ACT OP CONGRESS INCLUSIVE, AND NOT EXCLUSIVE. 
 
 It will at once be seen that the language of the act of Congress is sufficiently 
 comprehensive to embrace every department of instruction, so far at least as not to 
 exclude any branch of study from the institutions for which it makes provision. 
 The controlling requirements of the act are: (1.) That a college shall be established. 
 (2.) That its course of instruction shall include “ military tactics.” (3.) That it shall 
 not exclude classical and scientific studies in general. (4.) That it shall aim to 
 promote the liberal and practical education of the industrial classes in the several 
 pursuits and professions in life; and that, to this end, (5,) its leading object shall be 
 “to teach such branches of learning as are related to agriculture and the mechanic 
 arts.” 
 
 By section one, of the the act of April 1,1863, the State of Pennsylvania accepted 
 the above-quoted act of Congress, “ with all its provisions and conditionsand as 
 if to give its acceptance the highest possible sanction, added, “ the faith of the State 
 is hereby pledged to carry the same into effect.” By section four of the act, the 
 interest of the funds thus acquired under the said act of Congress was appropriated 
 to the endowment, support and maintenance of the Agricultural College of Penn¬ 
 sylvania, on the express ground that it was already in operation, and so organized 
 as to fulfill the requirement of the United States laws. Neither this nor any sub¬ 
 sequent laws of the State made any modification of, or addition to, the requirements 
 of the law of Congress, except as to the maintenance of three experimental farms, 
 a subject that will be considered later. In order to ascertain whether the manage¬ 
 ment of the State College complies with the requirement of these several laws, the 
 committee made a careful examination of its courses of study and its methods of 
 work, both as they now exist and as they have been in operation since the passage 
 of the laws referred to. 
 
 ****** 
 
 The Courses Of Study. 
 
 The committee find that the courses of study have, from time to time, been 
 changed to meet the changing requirements of law or of public opinion ; but, in its 
 earlier years, the subject of agriculture, both theoretical and applied, always held 
 a prominent place, while other subjects were included in the interest of a broader 
 culture. We find, for example, the earliest printed courses of study provide 
 
510 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 instruction in political and social, mental and moral science, astronomy, the higher 
 mathematics, and other advanced branches of learning. The courses of study now 
 in full operation are by far more extended and complete than at any previous period 
 of the history of the college, and seem to comply, in the fullest sense, with the 
 requirements of the laws of Congress and of this State. They include two general 
 courses: One in general science, the other in the ancient classics; and four tech¬ 
 nical courses, viz: Agriculture, chemistry and physics, natural history, and civil 
 engineering. 
 
 These courses cover a period of four years each, and, in addition, the college pro¬ 
 vides for the students who are unable for any reason to take a full course, a short 
 special course of two years in agriculture, and a similar course in chemistry. Special 
 students are also admitted for such length of time, and in such branches of study 
 as they may elect, and be qualified to pursue. Military tactics are regularly taught, 
 and all students, unless excused on account of physical disability or conscientious 
 scruples, are required to drill. A course of farmers’ lectures are delivered every 
 year, which are free to the public. In connection with the usual studies of the 
 class-room, we find that there is carried on a very extensive and progressive system 
 of practical training in the application of knowledge, which, for extent and thor¬ 
 oughness, is equaled by few, if any institutions, of which we have information. 
 The student in agriculture, for example, goes into the laboratory until he becomes 
 a well-trained analyst, and into the field and barn to observe processes or to conduct 
 investigations. The student in horticulture works in the gardens and vineyards. 
 The student in mechanic arts goes into the shop, and is trained in the use of tools, 
 as well as the principles of mechanics. The student in civil engineering acquires a 
 knowledge of the instruments and the methods of his profession by actual work in 
 the field; and similarly, in every department that admits of it, subjects are taught 
 with constant reference to their practical application in the various industries of 
 life. 
 
 The Manual Labor Experiment Abandoned. 
 
 When the institution was first opened to students, a considerable amount of 
 manual labor was required of all. This system was abandoned after a trial of 
 several years, and the practical work now required is regarded as educational, 
 rather than a matter of manual labor, though it evidently serves the two important 
 ends of giving physical exercise and skill in manipulation. Whether the abandon¬ 
 ment of compulsory manual labor was wise or unwise, the committee did not feel 
 called upon to decide. As it is not required by any existing law of the United 
 States or of this State, it would seem to be a matter wholly within the discretion of 
 the trustees. 
 
 But, except in this particular, (about which there may exist natural differences 
 of opinion,) we are compelled to say, in simple accordance with the facts as we find 
 them, that the State college is furnishing a liberal and practical education for the 
 industrial classes, and that its leading object is to teach such branches of learning 
 as are related to agriculture and the mechanic arts. The chemical laboratories 
 especially are in a most admirable condition of completeness and efficiency. The 
 physical laboratory has a fine (though still inadequate) collection of the most 
 approved apparatus of instruction ; and the other departments of instruction relating 
 directly to the industries of life, such as civil engineering, mechanic arts, &c., have 
 received from the trustees small annual appropriations which have equipped them 
 fairly for the requirements of ordinary teaching. There is great need, however, in 
 all these departments, and in the library, for a large immediate outlay which the 
 means at the command of the trustees does not enable them to make. Of the twelve 
 (12) professors and assistants now constituting the teaching force in the college 
 departments, only two give instruction in the classics ; one of them, also, has charge 
 of English literature, and other branches which necessarily enter into every course 
 
REPORT BY COMMITTEE OF LEGISLATURE. 
 
 511 
 
 of liberal education. In the same connection it should be noted that the appropria¬ 
 tions made by the trustees for the purchase of apparatus and appliances for the 
 several class-rooms have been almost exclusively for the industrial departments. 
 Out of the appropriations of this kind, between the years 1866 and 1881, aggregating 
 nearly six thousand, (|6,000,) less than one hundred dollars was given to the clas¬ 
 sical department, and that was for the purchase of maps. 
 
 The Committee further extol the character and behavior of the 
 students. The Financial management is next considered at length, 
 with the following result, as expressed in the final sentence of that 
 part of the report : 
 
 The details are given in full in the accompanying papers, and we believe that no 
 inpartial mind, on examining them, can fail to reach the same conclusion, that the 
 financial trusts of the institution have been honestly and judiciously administered. 
 
 The Experimental farms are then described and the sale of two 
 outlying ones suggested, and, in their place, the establishment of an 
 experiment station is recommended. They conclude this part of the 
 report thus: 
 
 If, as the course of legislation indicates, it is to be a part of the established 
 policy of the State to lend its aid to the advancement of agricultural knowledge 
 and practice, it would seem to be the dictate of sound policy to concentrate its 
 experiments and efforts, both in the interest of economy, efficiency, and ease of 
 control. The State College has already in use a large part of the appliances and 
 equipment necessary for the successful maintenance of an experiment station, 
 and is now doing a larger amount of valuable work in that direction than at any 
 previous period of its history, and is now publishing its results in a series of popular 
 bulletins. 
 
 As, in summing up, several topics of general interest in regard to 
 these special Institutions are considered by the Committee, this clos¬ 
 ing part of this report is here given in full. 
 
 Conclusions and Recommendations. 
 
 The fact remains, notwithstanding the condition of things above stated, that the 
 college for a long time has been subject to an amount of public criticism, which has 
 resulted in a wide-spread distrust, if not hostility, towards it, and the committee 
 have constantly directed their inquiries with a view to ascertaining its grounds, 
 and, if possible, the proper remedy for it. Their conclusions have been presented, in 
 part, in former pages of this report. But a few other points require further notice. 
 It is obvious to us, in the first place, that much, if not most, of the feeling referred 
 to, grew out of a condition of things which no longer exist. When the college was 
 founded, several attempts had been made, in various parts of the country, to estab¬ 
 lish schools or colleges for instruction in agriculture, but not one of them had been 
 successful. Many citizens of Pennsylvania, nevertheless, had hopes that the same 
 experiment here would result differently; and many of them contributed liberally 
 of their time and means to promote it. The enthusiasm of the few easily commu¬ 
 nicated itself to the many, and the public mind became possessed of vague and ex¬ 
 travagant expectations as to what such an institution might be expected to accom¬ 
 plish. It seemed to be thought that afew months of “ schooling ” in an agricultural 
 institution would convert boys who lacked the elements of a sound English educa¬ 
 tion into skilled and scientific farmers. Such expectations were foredoomed to 
 disappointment. The successful farmer must bring to the practice of his art obser- 
 
512 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 vation, insight, judgment, and skill, which can come only from extended experi¬ 
 ence ; and on the other hand, the student who desires to become familiar with the 
 sciences on which agriculture rests, must pursue a long and thorough course of 
 training. 
 
 Difficulties Connected With Manual Labor Colleges. 
 
 The college soon found that, while many were willing to come to it, and con¬ 
 tribute their labor for a time in compensation for their education, few came to pur¬ 
 sue the necessary course of higher instruction. It was also believed at the outset 
 that the labor of students could be so employed as to make it remunerative, and 
 the total charge per year for all expenses of attendance was placed at the low figure 
 of one hundred dollars. It was soon found, however, that it was impossible to 
 organize the labor of any considerable number of students on a limited number of 
 acres in such a way as to avoid serious loss. This would be true even in skilled 
 labor, much more the labor of untrained boys. The institution ran rapidly and 
 largely into debt, and the trustees were soon compelled to double the annual charge. 
 The authorities of the college soon became satisfied, also, that it was impossible to 
 combine a systematic course of compulsory labor in case of a large number of 
 students with a course of advanced education. Students who sought the latter 
 preferred to go to institutions where the former was not required; while those who 
 desire the former were generally unable or unwilling to remain long enough in the 
 college to secure the latter. The trustees, accordingly, were compelled to choose 
 between a comparatively low standard of education, combined with systematic 
 labor, (including, as it did, every kind of severe and exhausting effort,) and a system 
 which should furnish an education of much higher type, with only so much labor 
 as was needed to illustrate the application of principles. The latter was adopted. 
 The experiment might have been longer continued, had not the act of Congress of 
 1863 clearly pointed in the direction which experience had already shown to be the 
 wise one. But with that act as a binding part of their charter, they were obliged 
 to provide a liberal education, as far as possible, for all the industrial classes, “in 
 the several pursuits and professions in life.” But so far as we are able to ascertain, 
 the proportion of students who go back to the farm now is as great as when the 
 design of the institution was more exclusively agricultural. 
 
 EDUCATED YOUNG MEN LIKELY TO SEEK VARIED EMPLOYMENT. 
 
 Young men, whether graduates of a college or not, are likely to follow those 
 callings for which they are best adapted, or in which the prizes in life seem most 
 easily within reach; and the avenues to successful efforts are open in so many 
 directions in our time that all cannot be expected to choose the same pursuits. 
 Many educated young men who would be glad to engage in farming are prevented 
 for want of ready capital, which is not so much required for beginning in other 
 employments, and even in cases where the necessary capital can be procured, many 
 prefer the immediate rewards offered elsewhere, to the slow but more substantial 
 gains of agriculture. So long as the State college provides every needed facility for 
 acquiring a thorough agricultural education, there would seem to be little justice 
 in attempting to make it responsible for the failure of students to avail themselves of 
 its advantages. It would be equally unjust to measure the benefit of such an 
 institution by the number of its graduates alone. While the total number of its 
 graduates, up to 1881, was only one hundred and nine, the number of its students for 
 the same period was nearly one thousand five hundred, and these, as far as the records 
 show, have gone largely into industrial pursuits, rather than the so-called professions. 
 
 The location of the college has sometimes been urged against it, and it is probably 
 true that some disadvantage has heretofore arisen from that cause; but the means of 
 communication with it have greatly improved since its establishment, and there is 
 now good prospect that that a railroad will soon run directly to it. With its facilities 
 
. REPORT BY COMMITTEE OF LEGISLATURE. 
 
 513 
 
 for easy access improved, the remarkable beauty of its situation, the salubrity of 
 ts climate, the freedom of its surroundings from temptations to immorality and 
 extravagance, cannot fail to secure for it the support and patronage of the people 
 of the State. 
 
 COMPARED WITH SISTER COLLEGES. 
 
 The attention of the committee was called by one of the witnesses to the con¬ 
 dition of Cornell University and the Illinois Industrial University, as contrasted 
 with that of the State College, for the purpose of indicating that the latter has 
 been mismanaged. On inquiry, we find that the cases are in no respect parallel. 
 In New York, as is well known, a philanthropic citizen, the late Ezra Cornell, bought 
 the entire land script from the State, paying the market price for it, and agreeing 
 to locate and hold it, and to give the university the benefit of its advance in price. 
 The result is, that all the lands sold have brought high figures; a considerable 
 amount is still unsold, and the endowment of the university from that source alone 
 will be from $3,000,000 to 4,000,000. In Illinois, the county of Champaign, in order 
 to secure the location of the university, gave ample farms, amounting to several 
 hundred acres, buildings ready for occupancy, and $200,000 in bonds, thus provid¬ 
 ing means for the immediate needs of a new and unorganized institution, and 
 enabling the university to locate its lands advantageously, and hold them (as it did) 
 for an advanced price. Besides this, the Legislature has, within the few years since 
 its establishment, (1867), made appropriations fiom the treasury, for new buildings, 
 apparatus, and equipments, amounting to about $400,000. 
 
 THE AVAILABLE FUND OF THIS COLLEGE. 
 
 The State of Pennsylvania had no such good fortune. Her landscrip amounted 
 to seven hundred and eighty thousand acres, and it was undoubtedly the expecta¬ 
 tion of Congress that the lands would bring to the State at least the minimum market 
 rate of one dollar and twenty-five cents per acre. Had this been the case the en¬ 
 dowment of a State from that source alone would have been nearly a million dollars. 
 But the large amount of scrip thrown upon the market at once so reduced the price 
 that several of the States—our own among them—realized less than sixty cents an 
 acre from the sales. We do not pass an opinion on others; but we believe it to be 
 the duty of this Commonwealth, having accepted the deed of gift from the United 
 States “ with all its conditions and provisions,” and having “pledged its faith to 
 carry the same into effect,” to restore the land-grant fund to the amount originally 
 intended by Congress. The need of education for the industrial classes was never 
 so great as now. The vast mining, manufacturing, and agricultural resources and 
 activities of the State demand for their most rapid and economical development all 
 the aid that can be derived from the most advanced teachings of science, and it 
 seems not too much to expect that a State famous for the extent and wisdom of her 
 charitable and reformatory agencies should make full and even generous provision 
 for the higher education of her strong and aspiring youth. In conclusion, the result 
 of a most careful and painstaking examination has fully convinced us that the 
 State college is in good faith fulfilling the trusts committed to it by the State, and 
 that much of the misconception respecting it arises from a lack of easily obtainable 
 information. We believe it has passed its worst days. Its courses of study, in the 
 opinion of experts, are well organized; its facilities good, and in some particulars 
 unusually complete; its faculty is composed of competent, and many of them highly 
 experienced professors; and whatever mistakes it may have made in the past, the 
 entire spirit and work of the institution, as now organized and administered, are 
 directed to the promotion of industrial education. 
 
 ART—VOL 4 - 33 
 
514 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 THE NEEDS OF THE COLLEGE SHOULD BE MET BY THE STATE. 
 
 The nfeeds of such an institution are little appreciated by the public generally. 
 Cornell University has an annual income of about $100,000, and Harvard Univer¬ 
 sity nearly $100,000. In comparison with these sums, the $30,000 of the State col¬ 
 lege is but a mere pittance, which in our judgment, the State may wisely supple¬ 
 ment. The college has been carrying a floating debt of about $50,000 for many 
 years, the annual interest on which is a considerable draft on its resources. It has 
 two outlying farms, which involve expense, and which it is doubtful if any such 
 institution can properly manage at so great a distance. The department of mechanic 
 arts is in need of a more commodious building, exclusively devoted to its use. The 
 chapel is no longer large enough to accommodate the numbers who attend on pub¬ 
 lic occasions, and a new and sightly structure is greatly needed. 
 
 These immediate needs of the college we believe it would be a sound and wise 
 policy for the State to supply. Although in its organization a private corporation, 
 it is in every proper sense the child of the State, and we are strongly impressed 
 with the conviction that the time has come when the State should give it such fos¬ 
 tering care as will make it not only an object of just pride, but a source of immeas¬ 
 urable benefit to our sons and daughters. 
 
 In case the Legislature should adopt the line of policy herein proposed, it might 
 be thought advisable to modify, with the consent of the corporation, the existing 
 constitution of the board of trustees, either by making it more largely represent¬ 
 ative, or more directly amenable to the control of the State government. 
 
 In conclusion, your committee would most respectfully represent, that a re¬ 
 organization of the board of trustees seems imperatively required if the purposes 
 of the State college are to be realized by the agricultural and mechanical classes of 
 the State, to the extent of its original design. The law that made the agricultural 
 societies the custodians of the welfare of this school, seemed at the time to be the 
 best that could be done ; but their change of character since that time has unfitted 
 them for this responsible duty, as their failure to participate in the annual meet¬ 
 ings clearly demonstrates. By the same law, a number of State officials were made 
 ex-offirio members of the board; a duty they seem to have overlooked, as we find 
 by the minutes of the board, their presence rarely, if ever, noticed. 
 
 It has also been suggested and strongly urged before the committee, that if the 
 Legislature sees fit to authorize the sale of the experimental farms that an Experi¬ 
 mental Station should be established. We think this a good suggestion, and would 
 recommend the subject to the careful consideration of the Legislature. All of 
 which is respectfully submitted. 
 
 AMOS H. MYLIN, 
 
 Chairman. 
 
 C. T. ALEXANDER, 
 
 JOHN C. NEWMYER, 
 GEO. W. HALL, 
 
 WM. B. ROBERTS. 
 
 Sub-Committee. 
 
 This report by the Legislature, so fully justifying the action of the 
 Trustees and Faculty of the College, was calculated to promote the 
 interests and popularity of the College. 
 
 PRESIDENT ATHERTON, CALLED TO THE COLLEGE. 
 
 About this time, 1882, Professor George W. Atherton, of Rutgers 
 College, New Brunswick, New Jersey, was called to the Presidency. 
 
 Professor Atherton had, long before, become widely known among 
 
PRESIDENT ATHERTON CALLED TO STATE COLLEGE. 
 
 515 
 
 American Educators, through the exhaustive and interesting paper 
 on “The relation of the General Government to Education” read 
 by him before the National Teachers’ Association, at the meeting at 
 Elmira, New York, August 6th, 1873; an admirable historical sum¬ 
 mary, showing that the policy of the General Government in aid of 
 Education has been uniform and liberal, beginning with the enact¬ 
 ment of the ordinances of 1785, and 1787, in setting apart portions of 
 the public domain for education. 
 
 Under the new president the progress of the college has been con¬ 
 tinuous in the line of the modern educational movements. 
 
 A NEW BUILDING FOR THE INDUSTRIAL DEPARTMENTS. 
 
 The Industrial Departments of the College were greatly in need 
 of additional accommodations and through the efforts of the Presi¬ 
 dent, a new building for the Department of Mechanic Arts, was built 
 and inaugurated with appropriate ceremonies, February 10th, 1886.* 
 
 On this occasion public exercises were held in the College Chapel. 
 Professor John Hamilton of the College, delivered the principal ad¬ 
 dress; which, as it relates entirely to the movement for Industrial 
 and Art Education to which this Report is given, will be found in 
 the Appendix.f The addresses by General Beaver, and President 
 Atherton, which relate directly to the College, are here given in full. 
 
 General James A. Beaver, Governor of the State, at that time 
 chairman of the Executive Committee of the Trustees, followed Pro¬ 
 fessor Hamilton. 
 
 Gen. Beaver’s Address. 
 
 Ladies and Gentlemen :—In one of the admirable series of short biographies of 
 American statesmen now being issued by the press of Houghton, Mifflin & Co., 
 Mr. John T. Morse, Jr., says in relation to the choice by John Adams of his life 
 work: “A youth who had received a college education at a cost of not inconsider¬ 
 able sacrifice on the part of his parents, lay in those days under a sort of a moral 
 obligation to adopt a profession. Between law, divinity and medicine, therefore, 
 Adams had to make his choice.” It is to be said, however, that such a choice in 
 those days was one not so much of moral obligation as of absolute necessity. Those 
 of us who are college graduates of twenty-five years’ standing, can well remember 
 that in our class prophesies there was, so far as professional choice was concerned, 
 nothing beyond law, divinity and medicine. Indeed, the education acquired by 
 young men in this country prior to 1860, may be said to have in a measure unfitted 
 them for what may now be termed, the practical professions of life. The applica¬ 
 tion of steam and in later years of electricity to practical uses, opened the way for the 
 employment of men of education in many pursuits which had previously been closed 
 to those who had attained any considerable amount of mental training. The fact is, 
 that the mental training which men received in our colleges, was such as to unfit 
 them for practical pursuits, and many were helpless when they finished their educa- 
 
 *“ The Pennsylvania State College Addresses delivered on occasion of the open¬ 
 ing of the new building for the Department of Mechanic Arts, February 10, 1886. 
 State College, Centre Co., Pa. Pp. 92.” 
 
 f See Appendix Z. 
 
516 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 tion, except so far as they might serve to crowd already overcrowded professions, and 
 were many times compelled to occupy a subordinate place in those professions, when, 
 had their education been of a practical character and properly directed, they might 
 have reached usefulness and eminence in the walks of life which are now not only 
 open, but which welcome men of scientific education and attainments. 
 
 The Modern Demand for a Practical Education in Science. 
 
 The call for men of practical education was made long before our educational 
 institutions were able to heed the call, or to supply the demand. The men who 
 founded this institution, although many of them college-bred men, recognized the 
 call for a more practical education, and endeavored in good faith to meet the wants 
 of the community in that direction. The education which the present age demands 
 is not only a training of the mind which will enable men to think, but a symmet¬ 
 rical training of mind and hand, of eye and ear, so that the mind can guide the eye 
 and the hand in applying the knowledge acquired to the practical solution of prob¬ 
 lems which concern our every day life. What has already been said on this occa¬ 
 sion and what yet remains to be said by others, will more fully and intelligently 
 present this subject than I could do even if time and the part which is assigned to 
 me in this service permitted my engaging in the discussion. Suffice it to say, that 
 we are met this afternoon for the purpose of formally setting apart to the uses for 
 which it has been designed, a building to be devoted to the training of the eye and 
 hand in connection with the system of liberal education which this college seeks to 
 supplj to those who are ready to make use of the advantages which it offers to the 
 young men and young women of our commonwealth. The building is not such an 
 one as the trustees would have been glad to have erected had the funds available for 
 the purpose warranted it. As is well known to those who are familiar with the his¬ 
 tory and organization of the institution, no part of the income of the college can be 
 applied 1 ‘ directly or indirectly under any pretense whatever to the purchase, erec¬ 
 tion, preservation or repair of any building or buildings.” The trustees are there¬ 
 fore unable, even if the income of the endowment of the college warranted it, to 
 expend any money thus received in the erection of shops, laboratories, chapel, 
 library, propagating and green-houses, and separate buildings for the ladies and 
 preparatory department, all of which are greatly needed and to the necessity for 
 which they are keenly alive. 
 
 HOW THIS NEW BUILDING WAS MADE POSSIBLE. 
 
 The new building, which we formally open this day, modest and unpretentious 
 as it is, could not have been built by the trustees but for the fact that a small fund 
 was accumulated under the direction of the President of the college, and by the 
 skill and industry of one of its professors in securing and performing scientific 
 work which yielded something of an income, and which by being carefully hus¬ 
 banded furnished a fund which has been expended under the direction of the 
 executive committee of the board of trustees. 
 
 This fund, amounting to something less than $3,000, has with but little addition, 
 erected and equipped the building which you will shortly be invited to inspect. It 
 is a notable and somewhat curious fact that outside of the fund already referred to, 
 the only contribution to the equipment of the building was that of a manufacturer 
 of New England who generously donated to the professor in charge of the Mechanic 
 Arts Department a portion of the equipment of the forge room, which donation 
 amounted to about five hundred dollars. The executive committee deem them¬ 
 selves fortunate in having contracted with Messrs. P. B. Crider & Son, of Belle- 
 fonte.for the erection of the building. The contract price was $1,525. / A few extra 
 items contracted for during the course of its construction made the entire cost of 
 
517 
 
 ADDRESS BY GOVERNOR BEAVER, (l886). 
 
 the building about $1,650. Its entire equipment, outside of the donation of Mr. B. 
 F. Sturtevant, including steam heating, shafting connecting with the engine in the 
 engine house, machinery of every description and tools cost, in addition to the 
 price of building, about $1,800. 
 
 As part of the improvement, the committee also caused to be constructed a cistern 
 or reservoir for holding the rain water from the engine house and Mechanic Arts 
 building, so as to supply the boiler which furnishes power for the engine with an 
 abundant supply of soft water. This cistern, with the foundations of the building, 
 cost about $400. The entire cost therefore of building, equipment and of the cistern 
 amoimts to about $3,800. This has all been paid out of the fund realized from the 
 analysis of fertilizers and other work in the chemical department, except about 
 $900. The college is to be congratulated, not only upon the increase of its facilities 
 for imparting practical education which this building affords, but also upon the 
 fact that it has within itself and through practical work in other directions secured 
 the funds by which these additional facilities are provided. The executive com¬ 
 mittee feel in thus closing their work and handing the building over to the trustees 
 as the custodians of the college property, and to the faculty as the agency which 
 must necessarily control the educational machinery of the college, that they have 
 done all with the amount of money at their disposal which it was possible to do. In¬ 
 deed, the building and its equipment have both grown in extent, appearance and 
 completeness greatly beyond what was expected or hoped for when the work was 
 commenced. 
 
 We wish to acknowledge the obligations of the institution to Dr. Atherton, who 
 was instrumental in securing from the state board of agriculture the work which 
 afforded the means for this improvement; to Professor Jordan, the late efficient 
 professor of agriculture, for doing that work, or having it done under his direction ; 
 to Mr. Patterson, superintendent of the farm, for his care and oversight in prepar¬ 
 ing foundations, and overseeing the work at the cistern ; to Messrs. P. B. Crider & 
 Son, the contractors, for the faithful and liberal way in which they complied with 
 the terms of their contract; to Professor Reber for his constant care and super¬ 
 vision during the construction and equipment of the building, and especially to Mr. 
 B. F. Sturtevant, Brookline, Mass., who made such a liberal contribution toward 
 the equipment of the building. The latter gentleman has afforded an example 
 which might be well followed by our Pennsylvania manufacturers, who could still 
 further add by their liberality to the complete equipment of our Mechanic Arts 
 department. The work of the committee is done; how well done with the means 
 at hand you can better determine after you have inspected the building, which will 
 be thrown open to you when the exercises in the chapel have ended. It only re¬ 
 mains, therefore, for me, as the representative of the committee, formally to trans¬ 
 fer the custody of the building to the representative of the trustees and the faculty. 
 In the absence of the president of the board of trustees (Colonel Jordan) I have the 
 honor of making this transfer, which is symbolized by the possession of the keys 
 of the building, to Dr. Atherton, the President of the college and the Secretary of 
 the board of trustees. Our hope is that this department, with its enlarged equip¬ 
 ment and facilities for work, will enable the college to enter upon the wide field 
 which opens before it in this direction, and to cultivate that field in such a way as 
 to give practical instruction to the young men who shall be brought under its 
 direction and control, and fit them for usefulness and eminence in the practical 
 walks of life, which are calling more loudly than ever before for trained men to 
 fill their places of influence and emolument. 
 
 The President’s Address. 
 
 Dr. Geo. W. Atherton, President of the college, replied to the committee’s report 
 in the following: 
 
518 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Mr. Chairman :—I accept these keys on behalf of the trustees and the faculty, 
 with a full appreciation of all that they symbolize of trust and responsibility; and 
 I confidently pledge both of these bodies to a full and faithful discharge of the 
 enlarged duties thus imposed upon them. 
 
 Ladies and Gentlemen :—Your welcome presence here to-day is a gratifying proof 
 of 'your friendly interest in the prosperity of the State College, and especially in 
 that department which now enters upon a new and advanced stage of progress. 
 After the admirable addresses to which you have already listened, it seems hardly 
 necessary for me to add anything on the general subject; but I may, perhaps, with 
 propriety, attempt to point out the relation which exists between our general sys¬ 
 tem of instruction in the college and the department of Mechanic Arts. 
 
 The general scope of our work could not be expressed with more force and full¬ 
 ness than in those striking words of the act of Congress which have already been 
 quoted by a previous speaker. The states are “to establish and maintain at least 
 one college, in which the leading object shall be, without excluding other scientific 
 and classical studies, (and including military tactics,) to teach such branches of 
 learning as are related to agriculture and the Mechanic Arts,” 
 
 THE CLASS OF INSTITUTIONS, DESIGNATED BY THE WORD “COLLEGE”, WELL UNDER¬ 
 STOOD. 
 
 It should be especially noted that the word “ college ” had, at the time of the pas¬ 
 sage of the act, (1862,) and has always had, a distinct, well understood, and almost 
 technical meaning. It is the name applicable to an institution of general and lib¬ 
 eral higher education, as distinguished from preparatory, and professional, schools 
 of every name and grade. It is a place where youth are to pursue a systematic 
 and progressive course of intellectual training ; in order that, with disciplined powers 
 and with a knowledge of the leading principles of a few great departments of 
 human learning, they may be prepared to enter successfully upon the studies and 
 the activities of any chosen pursuit. The act of Congress, then, in using a word 
 whose signification was so well established, clearly indicated the grade of work 
 which these institutions were to undertake. But the words immediately succeed¬ 
 ing are, if possible, still less open to doubt. The colleges are to teach not handicrafts 
 or trades, but “ branches of learning,” and are to teach them in such a way as “to 
 promote the liberal and practical education of the industrial classes in the several 
 pursuits and professions in life.” The difference, however, between these and the 
 old colleges was marked by the words used to designate what “ branches of learn¬ 
 ing” were to be taught as a “leading object.” The instruction was to be of col¬ 
 legiate grade and extent. Nothing lower can satisfy the plain intent of the law; 
 and I emphasize the point, because so many mistaken attempts have been made to 
 drag the colleges down from this high standard. But the branches of learning 
 taught were to be such ‘ as are related to agriculture and the Mechanic Arts,” and 
 it must be conceded that, in thus fixing a limitation, the act was to that extent a 
 departure from the strict “ college ” idea, as already indicated. It raised, however, 
 a question of the very first importance, not only as of practical application in the 
 work of the new colleges, but as affecting the whole theory of education. I have 
 not time to discuss the question, but only to state it. It is no other than the stand¬ 
 ing question between the “old” and the “new” educations. Can these branches 
 of learning be so taught as to impart a “ liberal” education, of equal disciplinary 
 value with the classical training? The justification of the colleges by no means 
 depends upon an affirmative answer to this question; but its very implication in 
 the terms of the act of Congress clearly points out the direction they are to follow. 
 They are to impart a liberal education, but they are to do it by giving instruction 
 in that wide range of the mathematical, physical and natural sciences, which under¬ 
 lie the vast activities of modern industry. 
 
519 
 
 ADDRESS RY PRESIDENT ATHERTON, (l886). 
 
 ESSENTIAL CONDITIONS OF GOOD EDUCATION. 
 
 As to the best method of teaching the applied or experimental sciences, there may 
 be said to be three leading theories: To teach theoretical principles only, leaving 
 applications to be learned by subsequent practice; to teach practice only, leaving 
 principles to be deduced mainly from experience and observation; to teach theory 
 and practice together. The first of these methods is applicable, if at all, only to 
 the highest ranges of teaching; the second, only to the lowest, and is a teaching of 
 trades based upon sciences, rather than of the sciences themselves. The third is 
 the only method generally available either for education or for practical training. 
 
 All sound education should furnish, (1) intellectual training, (2) an instrument 
 for practical use. The work of our department of Mechanic Arts, in its enlarged 
 scope, will aim to accomplish these two ends. It will furnish a thorough training 
 in the foundation of mathematics, including algebra, geometry, trigonometry and 
 elementary mechanics. It will teach the structure and use of the English language 
 in order that every student may be able to express himself correctly and intelli¬ 
 gently. It will teach the applications of principles in the elements of natural phi¬ 
 losophy, surveying and mechanism. Side by side with this theoretical instruction, 
 will be given a progressive course of instruction in drawing, from the simplest free¬ 
 hand through the various grades of geometrical drawing up to designs of machinery. 
 There will also be a graduated course of manual training, covering all the leading 
 principles of wood-work and iron-work. The amount of time given to this prac¬ 
 tical side of training, will, in the aggregate, somewhat exceed that devoted to text¬ 
 book instruction. In the first year of the course, the proportion of the text-book 
 instruction to practical training is as 39 :33 ; in the second year, 33 to 35 ; and in 
 the third 28: 48 ; thus showing a progressive and rapid increase of the practical 
 element. 
 
 PURPOSE OF THE COURSE IN MECHANIC ARTS. 
 
 The object of the course will be not to teach a trade, but to give such knowledge 
 of principles and then- applications as will combine a well proportioned develop¬ 
 ment of skill in the hand, the eye, and the brain. A student so instructed, before 
 entering upon his chosen line of employment, will need to spend some time in 
 becoming familiar with the practical details of its working methods. But his 
 knowledge of principles, his manual skill, and his habit of testing all operations by 
 scientific standards, will give him a rapid and easy mastery of his craft and place 
 him on the sure road to promotion. It is stated that, in France, graduates from 
 such courses fail, at first, in the economical use of time and material; but that, 
 after a slight degree of experience, they advance rapidly to the foremost positions. 
 
 With regard to the mooted point whether the course shall follow the method of 
 “ instruction ” or that of “ construction,” no final decision has yet been made. We 
 hope to learn by experience. The principal object certainly will be to fix the 
 student’s attention upon those principles and processes which are of universal appli¬ 
 cation; following, to this extent, the “ instruction ” method. But the advantages 
 of the other method in giving practical skill, developing the constructive faculty, 
 and in guiding the student’s ambition toward a completed product, lead me to 
 believe that we may profitably give some attention to commercial work. The 
 further question lias often been discussed whether instruction of this kind can be 
 more successfully carried on in separate institutions or in association with other 
 departments. Each system has its own advantages. I have no doubt that, for this 
 country in general and for ourselves in particular, the broadening influences of 
 association with those engaged in other lines of instruction and research, are an 
 advantage sufficient to outweigh whatever benefits may belong to separate estab¬ 
 lishments. 
 
520 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 TECHNICAL EDUCATION IN EUROPE. 
 
 The path thus marked out for ourselves is not untried. The marvellous advances 
 of scientific discovery in modern times, the numberless and wonderful inventions 
 for lightening human toil, and, especially, the myriad applications of steam and 
 electricity, have created a material revolution which has changed the face of the 
 industrial world. To meet the requirements of this change, every civilized nation 
 has found it necessary to create a system of industrial education adapted to the new 
 conditions. Four nations of continental Europe have taken the lead in this direc¬ 
 tion, viz: Belgium, France, Germany and Switzerland, and they have now come 
 to hold a place of recognized pre-eminence in industrial skill. Each of these 
 countries has created and maintained an extensive system of institutions, covering 
 every branch of industrial training, including ti-ade schools, pure and simple, 
 scientific schools of a higher grade, in which only so much practice is included as 
 will serve to illustrate the application of principles, and polytechnic schools devoted 
 exclusively to theoretical instruction in the highest branches of engineering and 
 other branches of applied science. The uniform experience of these countries shows 
 that the training given in these several institutions not only increases the general 
 intelligence of the pupils, but has a distinct and appreciable market value, by 
 increasing the thoroughness and the artistic quality of the work produced. Other 
 countries, as Russia and Italy, have entered earnestly upon the establishment of 
 similar systems, and it is no exaggeration to say that the idea of scientific indus¬ 
 trial education, in its manifold forms, has become one of the controlling forces in 
 the present phase of European civilization. 
 
 It is this widespread and almost universal technical training which has given the 
 four countries named control of the markets of the world in the products of skilled 
 labor. A British royal commission, appointed in 1881, visited these countries and 
 made an extensive examination of their systems of industrial training. Their 
 observations not only conclusively prove the superiority of the countries visited, 
 but unhesitatingly attribute it to this training. And they strongly insist that, if 
 England is to hold her present leadership in some directions, or to secure it in 
 others, it can only be by adopting methods of industrial education which have 
 proved so effective on the continent. 
 
 THE DEMAND FOR THEORISTS LIMITED. 
 
 There is one teaching of this experience which has special significance for us. 
 It is found that the supply of graduates from the theoretical technical courses tends 
 to exceed the demand, somewhat as the product of the professional schools fills to 
 overflowing the ranks of ministers, doctors and lawyers. In Germany, alone, it is 
 found that there is an excess of more than one thousand unemployed graduates in 
 engineering; and one proprietor of a large engineering establishment is mentioned 
 who found himself obliged to post a conspicuous notice: “No polytechnic need 
 apply.” This state of things has made itself so apparent that not more than two 
 thousand students are in attendance at the Polytechnic institutions which have 
 accommodations for six thousand. And the experience of Germany, in respect to the 
 over-supply of highly trained specialists, is being repeated in the United States, as 
 well as in other European countries. But the demand for those who have received 
 an intermediate grade of instruction, combining theory and practice in due propor¬ 
 tion, is practically unlimited. 
 
 AMPLE EDUCATIONAL FACILITIES POSSESSED BY THIS COLLEGE. 
 
 No valuable result has been attained elsewhere which is not equally within our 
 reach, and which our circumstances do not equally call for. Our abundant agri¬ 
 cultural and mineral wealth, combined with the activity, intelligence and enterprise 
 
521 
 
 ADDRESS BY PRESIDENT ATIIERTON, (l886). 
 
 of our people, have secured us, hitherto, an easy superiority in some departments of 
 production. But in the highest forms of industry, especially such as involve the 
 artistic element, we are still far behind. The value of raw material, compared 
 with the value of finished products, is very slight. The higher the form of industry 
 the greater this difference becomes. But with the advancement of refinement and 
 intelligence in society, the higher forms of production tend to increase in number, 
 variety and artistic excellence : and the people which is best prepared to meet these 
 advanced requirements will most rapidly advance in wealth and general prosperity. 
 No people has ever existed on the face of the earth possessing so high a degree of 
 general intelligence, flexibility of powers and adaptability to varied conditions, as 
 our own. Given these high natural endowments, these boundless material resources, 
 and nothing but an adequate system of industrial training is requisite to give us 
 pre-eminence in the sciences and arts of life, as w r e already hold it in the science 
 and art of government. As a means toward this great end, the department of 
 Mechanic Arts in the “State College” is to be religiously used. 
 
 THE MILITARY TRAINING COMMENDED. 
 
 There is one other feature of our work which I trust we shall never overlook. 
 Our system of military training occupies a subordinate, but highly important place, 
 not only as required by an honest compliance with the law of Congress, but as an 
 admirable gymnastic and a means of preparing a citizen soldiery to defend by 
 arms, if need be, a citizen’s government. But beyond this, and in all his relations, 
 we mean never to lose sight of the fact that the student is a man and a citizen— 
 that he is not to be trained as a mere machine, however perfect, but as an intelli¬ 
 gent and responsible being, destined to perform his part and to exercise his influ¬ 
 ence in our great system of free institutions. We hope, therefore, that the whole 
 tone and spirit of the college will be such as to inculcate the sound qualities of 
 character and the high virtues wliich are the foundation alike of national and 
 individual prosperity. 
 
 At the close of his address. President Atherton asked all those present to visit the 
 Mechanic Arts building, which is located a short distance from the college build¬ 
 ing proper. 
 
 BRIEF DESCRIPTION OF THE BUILDING. 
 
 The building is of wood, but very neatly and substantially constiucted. The 
 apartments consist of four rooms, a forge and lathe' room on the first floor, while 
 in the second floor is a turning and a carpenter shop. All the tools and appliances 
 used are of the best that could be procured anywhere. The tools are made of the 
 best material and consist of the latest employed in modern mechanic arts. The 
 course is designed to afford such students as have had the ordinary common school 
 education an opportunity to continue the elementary, scientific and literary studies, 
 together with mechanical and free-hand drawing, while receiving theoretical and 
 practical instruction in the various mechanical arts. The instruction in shop work 
 is given by means of exercises so planned as to cover, in a systematic manner, the 
 operations in use in the various trades, and only such constructions are made as 
 cover principles without undue repetition. 
 
 A detailed account of the shops, tools, and machinery followed ; 
 omitted here, because given later in the report of Professor Reber. 
 A list of those present closes the pamphlet account, which is reprinted 
 from the report in the Keystone Gazette of Beliefonte, Pennsylvania, 
 of February 19th, 188G. 
 
 The Annual Report made by the College to the Legislature, for 
 
522 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 1886.* is a volume of several hundred pages, illustrated with view 
 of the' college and grounds, and of the new building for the Mechan¬ 
 ical Department, with plans of the floors; and, also, with nearly 
 sixty pages of illustrations, showing the lessons given in wood work¬ 
 ing,—both by hand and machine; and in iron working; both in 
 forging, vise work and machine work. 
 
 Such extracts are here given from the President’s report, as relate 
 to the studies of the college.—The various professors in charge of 
 different departments follow with detailed reports; the report show¬ 
 ing the Agricultural experiment work, is very voluminous. 
 
 President’s Report. 
 
 “ To the Board of Trustees of the Pennsylvania State College: 
 
 Gentlemen : I have the honor herewith to submit my report of the operations of 
 the State College for the year 1886, together with the reports of the several depart¬ 
 ments. * * * 
 
 In the courses of study, some very important modifications have been made 
 during the year, the principal one, perhaps, being the establishment by the board 
 at its last meeting, on the recommendation of the faculty, of the new course in 
 Mechanical Engineering. Several students have already chosen this course, and it 
 has brought inquiries from many directions. 
 
 The course in Mathematics has been carefully re-adjusted and graduated from 
 the beginning of the preparatory to the end of the college work. A difficult stand¬ 
 ing problem in this branch of our work is to secure a sufficient amount of Mathe¬ 
 matics to form the basis of the technical courses, without making it so extended as 
 to overload students in the general courses. The problem would be easily solved, 
 if the college could afford to maintain two courses in Mathematics during the fresh¬ 
 man and sophomore years, the ordinary one for general students and a more 
 advanced and exacting one for technical students. But until that time comes, it is 
 hoped that the difficulty of the situation will be greatly relieved by the modifications 
 referred to. In the meantime, students who may wish to pursue special branches 
 of advanced mathematics can do so by selecting such subjects from the courses in 
 Mechanical and Civil Engineering and in Physics. The faculty have also under 
 consideration, and will probably report to the board or the Executive Committee, 
 a more extended course in Physics, with special reference to the recent advances in 
 electrical science. Such a course is already asked for by our students, and is indis¬ 
 pensable to anything like completeness in our physical instruction. 
 
 From the statements just made respecting the group of courses, it will be seen 
 that this side of our work is becoming strong and effective. It has been made more 
 definite and systematic, and the several allied courses of Mathematics, Civil En¬ 
 gineering. Mechanical Engineering, and Physics have been brought into a better 
 coordination and a relation of mutual support. This, in connection with the vig¬ 
 orous and successful working of our course in Mechanic Arts, thoroughly meets 
 the requirement of the law of Congress, that one of the leading objects of the college 
 shall be to teach such branches of learning as are related to the Mechanic Arts. 
 
 DEVELOPMENT OF THE COURSE IN THE STUDIES RELATED TO AGRICULTURE. 
 
 The work of the college in the other direction prescribed by Congress, the teach¬ 
 ing of such branches of learning as are related to agriculture, is equally thorough. 
 
 *“ Report of the Pennsylvania State College, for the year 1886, with the Financial 
 Reports for 1885 and 1886. Harrisburg: Edwin K. Meyers, State Printer. 1887. 
 Pp. 405.” 
 
STATE COLLEGE—PRESIDENT’S REPORT (l886). - r )23 
 
 Physiology, Zoology, Botany - Geology, and Chemistry enter into all our regular 
 courses of study; while, in the three courses in agriculture, they are amplified, and 
 are supplemented by kindred subjects directly related to the science and practice of 
 farming. Our experimental work is extensive, systematic, and as exact in meth¬ 
 ods and results as it can be made by intelligent care and patience, guided by the 
 latest advances in agricultural science. I believe there is not to be found elsewhere 
 in the United States so valuable a series of continuous experiments in certain lines 
 of crop production as those that have been carried on at the central experimental 
 farm near the college. The work is now in better condition than ever before, and 
 promises increasingly valuable results. The appliances for cattle feeding experi¬ 
 ments have been largely increased, and the work in that direction systematically 
 continued. The publication of bulletins from time to time by the college, giving 
 accounts of the most prominent and useful features of these various experiments, 
 has been continued, and the demand for them has increased until our regular mail¬ 
 ing list now numbers nearly ten thousand names, and will soon exceed that number. 
 
 This experiment work and the preparation of bulletins have been conducted dur¬ 
 ing the year by Professor Frear, almost without assistance. His duties have been 
 extremely burdensome and are entitled to the cordial recognition of the board. 
 But if they are to be continued on the present scale, still more, if they are to meet 
 increasing requirements, it will be necessary to provide some additional assistance, 
 which I strongly recommend. 
 
 THE WORK UNDERTAKEN BY THE COLLEGE IN ITS SEVERAL COURSES OF STUDY. 
 
 It will thus be seen that the college is now carrying on three main lines of educa¬ 
 tional work, viz: In the sciences related to Agriculture; in Mathematics, with its 
 applications in Physics, Mechanics, and Engineering; and in general education. 
 Under the law controlling the policy of the college, we cannot properly undertake 
 less, and with these three lines well manned and equipped, we shall have no need 
 to attempt more. The character of our general educational work is gr. ally influ¬ 
 enced by that of the technical courses. The first two years are designed to furnish 
 a sound and strong foundation for the advanced work of these courses, as well as 
 for the more general training given in the General Science course. That course, to 
 use a statement made elsewhere by the college, “ is designed to meet the wants of 
 those who desire to obtain a sound and liberal education through the study of the 
 Mathematical, Physical, and Natural Sciences, and Modem Languages and Litera¬ 
 tures, rather than the Ancient Classics. It provides a thorough training in Mathe¬ 
 matics and Physics, (with the option of the Calculus in the junior year,) a sufficient 
 acquaintance with the leading branches of Natural Science (as Chemistry. Botany, 
 Geology, &c.,) and as much study of Mental, Moral, and Political and Historical 
 Science as is found in the usual college course, while the literary studies include 
 an extensive reading of French, German, and English Literatures and literary his¬ 
 tory. No student can fairly complete this course without having acquired a stock 
 of recent knowledge and a degree of intellectual training which will fit him to 
 enter successfully upon any chosen career and furnish an admirable and effective 
 equipment for the duties of American life and citizenship. ” We are keeping steadily 
 in view the purpose to make this training equal to that of the classical colleges, as a 
 mental discipline, but at the same time to teach all subjects with constant reference 
 to their practical applications in the business of fife. The good results of our work 
 are already showing themselves in the careers of recent graduates, all of whom are 
 doing well, and some of whom have won rapid and striking success. * * * 
 
 THE PRESSING NEEDS OF THE COLLEGE. 
 
 It may seem ungracious to remind the board again of the many needs of the col¬ 
 lege in the way of material equipment. What we have is already extensive and 
 
524 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 excellent, but our growing needs far outrun our resources. To summerize the most 
 urgent needs, they are, a new building for the Preparatory Department, a new 
 Chemical and Physical laboratory, a hall for public occasions, a greenhouse and 
 Botanical laboratory, and a large increase of equipment for the library, the Mechani¬ 
 cal, the Physical, and the Civil Engineering Department. Two hundred thousand 
 dollars ($200,000) could be immediately and wisely expended. Such a sum is, of 
 course, beyond the power of the board to raise, but the present condition and work 
 of the college are such as to justify us in asking the State to grant some immediate 
 aid—such aid as will enable the college more fully to meet the original design of 
 Congress, render it more worthy of a great and powerful Commonwealth with 
 whose reputation it is inseparably connected, and fulfill the solemn pledges made 
 by the State when accepting the national grant of land. * * * 
 
 In closing, I desire in this public manner to express my thanks to the faculty for 
 their faithful cooperation, and to the board for its unfailing confidence and support. 
 
 Respectfully submitted, 
 
 George W. Atherton, 
 
 President .” 
 
 January 25, 1887. 
 
 The following, is from the official statement of the course of study- 
 in Mechanic Arts. (See report to the Legislature; pages 314-318, 
 inclusive.) 
 
 Course in Mechanic Arts. 
 
 (Combining Shop-Work and Study.) 
 
 The course was reorganized in September, 1884, and met with so much success 
 during the following year that the trustees found it advisable to construct and 
 equip a new two-story building, 50 x 34 feet, which is now ready for occupancy. 
 The building is divided into four main compartments—a carpenter shop and a wood¬ 
 turning room on the second floor, and a forge room and a machine shop on the 
 first floor. 
 
 In the forge room there is a small compartment for keeping iron, and in the 
 machine shop is a tool room. There is also a long sink with basins and with hot 
 and cold water connections for washing purposes. 
 
 The equipment is the best modern machinery necessary to give the instruction as 
 indicated in the accompanying schedule. 
 
 The course is designed to afford such students as have had the ordinary common- 
 school education an opportunity to continue the elementary, scientific and literary 
 studies, together with mechanical and freehand drawing while receiving theoreti¬ 
 cal and practical instruction in the various mechanical arts. 
 
 The instruction in shop-work is given by means of exercises so planned as to 
 cover, in a systematic manner, the operations in use in the various trades. 
 
 The object of the course being to give instructions in the use of tools, onlv such 
 constructions are made as to cover principle without undue repetitions. 
 
 1. BENCH WORK IN WOOD. 
 
 The first instruction is in carpentering. The student is assigned a bench which 
 he will find provided with one cross-cutting saw, one ripping saw, smooth plane, 
 jack plane, jointer, set of firmer chisels, set of framing chisels, drawing-knife, back 
 saw, set of Pugh’s bits, bit-brace, mallet, oil-stone, try-square, screw-driver, ham¬ 
 mer, hatchet, two-foot rule, mortise and scratch gauge, bevel and nail set. Be¬ 
 sides fourteen sets, as given above, there is a good supply of other tools which may 
 be passed around to the students as needed, a full set of iron planes, heading and 
 matching planes, hollow and round planes, clamps, screw boxes, &c., &c. 
 
MECHANIC ARTS—EQUIPMENT AND COURSES. 
 
 525 
 
 Particular attention is given to laying out work. This is looked upon as Impor¬ 
 tant, since it requires the application of fixed principles, combined with care, 
 thought and judgment. The first exercise in this is the use of the saw and plane 
 in working wood to give dimensions, and a series of exercises follow in order, such 
 as practice in making square joints, different kinds of dove-tails, the various tenons, 
 roof trusses, panels, &c., &c. There are twenty-five such exercises. 
 
 2. MACHINE WORK IN WOOD. 
 
 In this room are six turning lathes, a circular saw, and grind stone. The lathes 
 are each provided with a complete set of gouges and chisels, parting tool, a pair of 
 calipers and compasses and a two-foot rule. * * * 
 
 This course begins, after the last is thoroughly understood, with turning a plane 
 cylinder, and ends, after twenty exercises, with a complicated vase. 
 
 3. PATTERN MAKING. 
 
 * * *. The work in this course is not so specifically laid down, as the range of 
 applications for patterns is so great that there are an infinite number of exercises 
 that would answer equally well, and in many cases the student will make patterns 
 for some particular machine which he intends to build. * * * . 
 
 4. IRON AND STEEL FORGING. 
 
 In the forge room are at present seven forges, provided with water and cooling 
 tank, and each supplied with air blast from one of B. F. Sturtevant’s steel-pressure 
 blowers; also a self-feeding post-drill and two large vises. 
 
 With each forge is an anvil, tongs, punches, hot and cold chisels, heading tools, 
 hammer, swedging tools, set-hammers, flatters, fullers, &c., &c. In forging con¬ 
 siderable time must be taken to acquire the elements of the work—in learning 
 where, how and when a blow should be struck to give a desired result and to 
 come able to keep the fire in good order. Being able to keep a good fire is essential 
 to good results. After the twenty seven exercises in iron forging have been finished 
 the student takes up steel forging. Having by this time acquired considerable skill 
 in producing forms, his time is now mostly taken up in the hardening, tempering 
 and annealing processes which are in common use. He now learns to make the 
 various tools used in blacksmithing and engine lathe work, and is ready to prepare 
 and dress his own tools when working in the machine shop. 
 
 5. VISE WORK IN IRON. 
 
 Eight vises are placed on substantial benches, around the sides of the machine 
 shop, each fitted with a drawer in which the student keeps his work and the tools 
 he may be using. In the tool room are eight complete set of tools, such as cold 
 chisels, files, clipping hammers, file cards, calipers, squares, hand vises, &c. These 
 are given out when needed and returned as soon as the student has finished using 
 them, he being held responsible for them in the mean time. This course of twelve 
 exercises is intended to give practice in the use of hand tools for metal and to teach 
 the student how to keep them in order. 
 
 6. MACHINE WORK IN METAL. 
 
 The appliances for machine work are at present being purchased. One Harrington 
 lathe, sixteen inch swing by six foot bed, one shaper, a speed lathe and a power 
 grindstone, with a proper supply of chucks, cutters, drills, reamers, gauges, squares, 
 calipers, &c., have already been received. It is expected to add several more lathes 
 and a planer. 
 
 Tins course is designed to give the student a knowledge of the different machines 
 and the methods of working them. * * *. 
 
526 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 DRAWING. 
 
 The drawing of this course extends through the entire three years. This work is 
 looked upon as of the highest importance, and the effort is to make the instruction 
 thorough, practical and of direct utility. Considerable time is devoted to free-hand 
 drawing, as it is believed that it not only assists in mechanical drawing, but is of 
 great service in after years, whatever one’s occupation. 
 
 The mechanical drawing consists of a series of exercises, such being selected as 
 will be of subsequent use. They are arranged in progressive order, beginning with 
 geometrical constructions involving straight lines and circular arcs only, and ending 
 with the more complex curves, such as the ellipse, helix, epicycloid, etc. Projection 
 is next taken up. The instruction in this is from models, so that the student may 
 have before him the actual object from which the projection is made, and not be 
 obliged to depend upon his unaided conception. After completing this work he is 
 required to draw parts of machines from actual measurements. For this purpose 
 he is given some piece of mechanism to sketch and measure, and of which finally 
 he is to make complete working-drawings. 
 
 In Mathematics the instruction covers Algebra, Plane and Solid Geometry, Plane 
 and Spherical Trigonometry, Land Surveying, Mechanics and Mechanism, taught 
 with special reference to this class of students, many practical applications being 
 made. 
 
 Course in Mechanic Arts.* 
 
 i 
 
 d 
 
 
 Hours 
 
 
 Hours 
 
 
 Studies. 
 
 per 
 
 Shop-Work and Drawing. 
 
 per 
 
 o 
 
 m 
 
 0) 
 
 
 Week. 
 
 
 Week. 
 
 !* 
 
 m 
 
 
 
 
 
 
 
 United States History, 
 
 3 
 
 Carpentering,. 
 
 4 
 
 
 c<3 
 
 Arithmetic, .... 
 
 4 
 
 Geometrical Free-hand 
 
 
 
 Pm 
 
 English Grammar, . . 
 
 5 
 
 Drawing,. 
 
 5 
 
 i 
 
 u 
 
 0) 
 
 
 
 
 
 w 
 
 Algebra begun, . . . 
 
 5 
 
 Carpentering and Joining, 
 
 8 
 
 r 1 
 
 g 
 
 English Composition, . 
 
 5 
 
 Model and Object Draw- 
 
 
 c n 
 
 £ 
 
 £ 
 
 United States History, 
 
 5 
 
 mg,. 
 
 5 
 
 
 Spring. 
 
 Algebra,. 
 
 English Composition, . 
 Book-keeping, . . . 
 
 5 
 
 5 
 
 4 
 
 Wood-turning, .... 
 Designing,. 
 
 6 
 
 5 
 
 
 d 
 
 cj 
 
 Pm 
 
 Geometry,. 
 
 Algebra,. 
 
 Physics, ,....■ 
 
 2 
 
 4 
 
 4 
 
 Pattern-making, .... 
 Geometrical Drawing, . . 
 
 4 
 
 4 
 
 Second Year. 
 
 Winter. 
 
 Geometry,. 
 
 Algebra, . 
 
 Physics. 
 
 English,. 
 
 2 
 
 4 
 
 4 
 
 2 
 
 Foundry Work, .... 
 Orthographic Projection 
 and Intersections, . . . 
 
 6 
 
 5 
 
 bi 
 
 Geometry. 
 
 4 
 
 Forging,. 
 
 8 
 
 
 _g 
 
 Algebra. 
 
 5 
 
 Development of Surfaces 
 
 
 
 U 
 
 Mechanics, .... 
 
 3 
 
 and Isometric Perspec- 
 
 
 
 02 
 
 Civil Government, . . 
 
 2 
 
 tive,. 
 
 8 
 
 * Text-books for the first two years are the same as in the Preparatory Classes; for 
 the third year, the same as in the Freshman Class, Mechanical Engineering Course. 
 
DEPARTMENT OF MECHANIC ARTS FOR 1886. 
 
 527 
 
 Course in Mechanic Arts— Continued. 
 
 Session. 
 
 Studies. 
 
 Hours 
 
 per 
 
 Week. 
 
 
 Algebra, . 
 
 3 
 
 
 Geometry. 
 
 3 
 
 
 Mechanics, .... 
 
 4 
 
 c 
 
 <x> 
 
 Geometry,. 
 
 3 
 
 £ 
 
 Trigonometry, . . . 
 
 3 
 
 £ 
 
 Rhetoric,. 
 
 4 
 
 bb 
 
 .a 
 
 u 
 
 Trigonometry and Sur¬ 
 veying, . 
 
 5 
 
 & 
 
 m 
 
 Mechanism, .... 
 
 3 
 
 Shop-Work and Drawing. 
 
 Hours 
 
 per 
 
 Week. 
 
 Forging,. 
 
 Linear Perspective and 
 Shades and Shadows, . 
 
 6 
 
 9 
 
 Vise Work,. 
 
 6 
 
 Detail Drawing, .... 
 
 9 
 
 Machine Tool work, . . 
 
 9 
 
 Machine Designing, . . . 
 
 9 
 
 REQUIREMENTS FOR ADMISSION. 
 
 Candidates for this course must be at least fourteen years of age, and pass a sat¬ 
 isfactory examination in the following subjects: Robinson’s Complete Arithmetic 
 (or its equivalent) to Ratio. English Grammar (Syntax and Etymology); Geogra¬ 
 phy and spelling. 
 
 The following extracts are from tne text of the report made by the 
 Professor of Mechanic Arts, in which are embodied the illustrations 
 of the various lessons referred to above. 
 
 Mechanic Arts. 
 
 George W. Atherton, ll. d.. 
 
 President Pennsylvania State College: 
 
 Dear Sir: In order to give the Board of Trustees a knowledge of the scope and 
 character of the work of the Department of Mechanic Arts, my report to you em¬ 
 braces not only a statement of its present condition, but also a full description of 
 the methods of instruction in the different shops, together with plates of the work. 
 
 This department was founded several years ago, but in 1885 was reorganized and 
 different branches of shop-work added. Previous to this year instruction only in 
 carpentering was given, the carpenter shop being in a small attic above the engine 
 house, neither properly lighted nor heated. 
 
 The new building, which is now occupied by shops, was completed last February, 
 consequently it is only since that time that the department has been in good working 
 condition, and the results of our last year’s work give evidence of what can be 
 accomplished under favorable circumstances. 
 
 IMPROVEMENTS. 
 
 As before stated, during the last year a two-story frame building, 34' by 50’, was 
 erected for the use of this department. The building is divided into four main 
 compartments, viz: carpenter shop, wood-turning room, forge room and machine 
 shop. Besides these, the attic of the engine house is used for a lumber room. * * * 
 
 While these shops are used for giving practical instruction to the students in 
 mechanical engineering, civil engineering, and somewhat to the general students, 
 it is from the mechanic arts that we have thus far gotten the best results, as the 
 
528 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 mechanical engineering course has just been organized and in the other courses 
 they are not kept in the shops such a length of time as to attain any great degree 
 of efficiency in the work. 
 
 In the course in “ Mechanic Arts” special prominence is given to manual educa¬ 
 tion, it being intended for those who wish to enter upon industrial pursuits rather 
 than to become scientific engineers. It is designed to afford such students as have 
 had the ordinary common school education an opportunity to continue the elemen¬ 
 tary scientific and literary studies, together with mechanical and free-hand drawing, 
 while receiving theoretical and practical instruction in the various mechanical arts. 
 
 The number of students in this course at present is thirteen, five being in the third 
 and last year will consequently complete the course next June, and thus be the first 
 to do so. * * * 
 
 The number of hours given to shop-work is not large, but it must be remembered 
 that the students are under the eye of a competent mechanic whose sole object is to 
 give instruction, and the work which has been produced from these shops shows 
 what may be accomplished in so short a time under this system. 
 
 ******* 
 
 Although the shops have been running for less than a year, there are already 
 almost as many students in them as can be accommodated. If the work continues 
 to grow as it has, it will be but a short time until the shops will have to be extended 
 in order to meet the demand. 
 
 Respectfully submitted. 
 
 Louis E. Reber, 
 
 Professor of Mechanical Engineering. 
 
 December 28, 1886.” 
 
 The following information of the College is from the Catalogue* 
 for 1886-7. The description of the College, with which this account 
 begins, is from this Catalogue, in which the facts which an intend¬ 
 ing student desires to know, are very clearly given. The collections, 
 museums, laboratory appliances, library, etc., are well set forth. 
 
 Courses of Study. 
 
 The act of Congress of July 2, 1862, which, as has been already indicated, is of 
 binding authority on the College, requires instruction to be given in a large number 
 of subjects. Provision has accordingly been made for as full compliance with the 
 act as is possible, until, by the generosity of private donors or the liberality of the 
 State, an increase of resources shall make possible an increase of teaching force and 
 equipment. 
 
 The College now offers thorough instruction and ample facilities in three General 
 Courses, five Technical Courses, and four short Special Courses, which are fully 
 described under the headings ‘ ‘ Courses of Instruction ” and 1 ‘ Departments of In¬ 
 struction.” Provision is also made for Select or Partial courses according to the 
 desire or fitness of students. 
 
 Courses of Instruction. 
 
 The organization of the College is such that the instruction given naturally falls 
 under several departments, which are distinct, and yet so mutually related as to 
 form, when combined in groups, well-proportioned, systematic, and progressive 
 Courses of Study. The number of such courses is now seven, viz: A General Sci¬ 
 ence Course, a Latin-Scientific Course, a General Course in Agriculture, five Tech- 
 
 *“ Catalogue of the Pennsylvania State College, 1886-’87. State College, Centre 
 County, Penna. 1887. Pp. 64,” 
 
PENNSYLVANIA STATE COLLEGE-TECHNICAL COURSES. 529 
 
 meal Courses, designated as Courses in Agriculture, Chemistry and Physics, Civil 
 Engineering, Mechanical Engineering, and Natural History, respectively. There 
 are, also, four shorter Special Courses. In three of the Technical Courses the stud¬ 
 ies are the same for the first two years as those in the General Science or the Latin- 
 Scientific Course, at the option of thestudents in the Civil and Mechanical Engi¬ 
 neering Courses they are slightly varied with reference to the later stages of the 
 work. 
 
 All students, accordingly, who intend taking a regular course (other than in Civil 
 or Mechanical Engineering) enter the General Science Course, or the Latin-Scientific, 
 at the beginning of the Freshman year, continue its studies until the end of the 
 Sophomore year, and then either complete that course or select the Technical 
 Course which prepares directly for their chosen work. The studies of the first two 
 years are so arranged as to form a course by themselves, especially adapted to meet 
 the wants of those who cannot take a full college course, but who desire to fit them¬ 
 selves well as land surveyors, or for any of the ordinary callings of life, at the same 
 time acquiring a fair degree of liberal education. 
 
 Students leaving at this period of their course receive from the Faculty a certifi¬ 
 cate of their attainments. * * *. 
 
 The following, are the detailed announcements of the special 
 studies in which drawing enters: 
 
 3. Civil Engineering. 
 
 The work of this Course is arranged with reference to the demands made upon 
 the Engineer by the theory and practice of his profession. The harmony between 
 these and their close mutual relations and dependence are dwelt upon and devel¬ 
 oped as giving the broadest grasp and clearest conception of the actual problems 
 arising in professional work—problems that demand the ability to design, or plan, 
 or execute, and which combine both the science and art of Engineering. 
 
 The theory, and a portion of the practice, is taught by text-books, lectures, 
 theses, and work at the drawing-board; the remainder of the practice, by field and 
 shop work, draughting, model construction, and visits to points of Engineering 
 interest. 
 
 The Technical studies begin, in the Spring Session of the Sophomore year, with 
 Descriptive Geometry and the Principles of Mechanism. Special attention is given 
 to the study of the former, not only because a thorough knowledge of it is essential 
 to the Engineer, but also on account of the mental training it gives. Sufficient 
 time is allowed to enable a student to apply its principles to: (1) Problems on right 
 lines and planes, warped and single and double curved surfaces; (2) Spherical Pro¬ 
 jections and Map Drawing; (3) Shades and Shadows, and Isometric Projection; (4) 
 Stereotomy, including the solution in the drawing-room of original problems under 
 each sub-division. 
 
 Mechanics, owing to its great importance, is taught throughout the Junior year, 
 the Fall Session being devoted largely to Rational methods. Analytical and Graphi¬ 
 cal methods are developed coincidently, the purpose being to accustom the student 
 to choose intelligently which of the methods to use, or when to combine them. 
 Surveying, Least Squares, Practical Astronomy and Geodesy, and Engineering 
 Structures complete the work of this year. During the Senior year, the time 
 allotted to technical subjects is devoted to lectures on the several branches of Civil 
 Engineering, viz.: Sewerage and Drainage, Hydraulic Engineering, River and 
 Harbor Improvements, Economics of Roads and Railroads. Designing is made a 
 prominent feature in the work of this year, and much time is devoted to it. In 
 order to familiarize the student with the legal forms used in connection with every 
 Engineering work of importance, the subject of Engineering Specifications and 
 
 ART—YOL 4-34 
 
530 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Contracts is taught, and this, together with Heat, Steam, and Steam Engines, and 
 Hydraulic Motors, completes the work of the Senior Class. 
 
 During the Winter and Spring Sessions of the Senior year, the student is required 
 to prepare a graduation thesis, which must show satisfactory evidence of indepen¬ 
 dence of thought in considering and treating Engineering problems. 
 
 Practicums. —Although methods of practical work, and rapidity of executing 
 them can only be learned from experience, yet there is much of the routine work 
 of the Engineer in field and drawing-room that can be brought within the scope 
 of the student’s practical training, and his work is arranged with reference to this 
 fact. The practicums of the Freshman year are Drawing and Shop Work, the 
 latter consisting of the Principles of Carpentry, Wood Turning and Metal Work. 
 During the Sophomore year, there is added Land Surveying, Descriptive Geome¬ 
 try, and Chemistry. During the Junior and Senior year's, the field work includes 
 Railroad Surveying, Geodesy (measuring Case line and triangulation), Topograph¬ 
 ical Surveying, Determination of Latitude, Time, Azimuth, and Barometric Level¬ 
 ing. The College is so situated that the operations of surveying can be carried out 
 on a large scale, and thus made in a marked degree practical. During the Winter 
 Session the practicum time is given to Engineering, Draughting, Computations, 
 and Model Construction.” 
 
 5. Graphics. 
 
 The rapid development of the work in the department of Civil Engineering, 
 within the last few years, has been accompanied by an equally important extension 
 of the work in free-hand, industrial, and mechanical drawing. Instruction in this 
 subject, however, is not confined to the Technical Courses, but, on account of its 
 great value as a means of training the perceptive faculties, and its almost number¬ 
 less applications in every art and trade, it occupies a considerable portion of the 
 practicum time in every course, including the classes in the Preparatory Depart¬ 
 ment, where a good foundation is laid. 
 
 During the fall session of the Freshman year, the student is instructed in free-hand 
 and elementary projection drawing. This is followed during the remainder of the 
 year by mechanical drawing, and the fundamental principles of isometric and 
 oblique projections and shading. The students also make working drawings in 
 connection with their practicum in mechanic arts. During the Junior and Senior 
 years, the course comprises mechanical and engineering drawing, copying from the 
 flat and from models, topographical sketches and maps, isometric and plane pro¬ 
 jections, plotting surveys and triangulations, lettering, map-drawing, coloring, and 
 shading. 
 
 8. MECHANIC ARTS. 
 
 This course was begun about six years ago, but was afterwards greatly extended, 
 and went into full operation in September, 1884. A substantial and attractive new 
 building was opened February 10th, 1886, and is admirably adapted to its purpose. 
 The course is designed to afford such students as have had the ordinary common- 
 school education an opportunity to continue the elementary scientific and literary 
 studies, together with mechanical and free-hand drawing, while receiving theoret¬ 
 ical and practical instruction in the various mechanical arts. 
 
 The instruction in shop work is given by means of exercises so planned as to 
 cover, in a systematic manner, the operations in use in the various trades. 
 
 The object of the course being to give instruction in the use of tools, only such 
 constructions are made as cover principles without undue repetition. 
 
 The first instruction in carpentering and joining is in the use of the saw and plane 
 in working wood to given dimensions, and a series of elementary exercises follow 
 in order, such as practice in making square joints, different kinds of dove-tails, the 
 various tenons, roof-trusses, panels, &c. 
 
COURSES IN WOOD AND IRON WORKING. 
 
 531 
 
 The instruction in turning and circular-section pattern-making is given from a 
 series of models; also, bench-patterns are made for subsequent use in the foundry. 
 
 The foundry course consists in casting from the patterns which the student him¬ 
 self has previously made. Many of the pieces cast from these patterns are used in 
 his clipping and filing work. 
 
 In the forge-shop, are taught the management of the fire and the degree of heat 
 necessary to forge the different metals. 
 
 Drawing, forming, bending, upsetting, fagoting, splitting, punching, chamfering, 
 annealing, tempering, case-hardening, &c., are taught by means of a series of 
 exercises in which the elements of the iron-forger’s art are particularly dwelt upon. 
 Every piece is made to certain dimensions laid down upon the drawing, the article 
 being forged before the class by the instructor, who directs attention to the essential 
 feature of the operation, which is then repeated by each student. 
 
 The course in vise work includes filing to line, filing to template, free-hand filing, 
 fitting, and chipping straight and grooved surfaces in cast-iron, wrought-iron, and 
 steel. 
 
 In the machine-shop, the student, after having the lathe and its mechanical con¬ 
 struction explained to him, is taught centering, tape-turning, chucking, reaming, 
 inside and outside screw-cutting, bolt-turning, &c. He is then required to construct 
 some piece of mechanism in which many of these principles are involved. 
 
 The drawing of this course extends through the entire three years. 
 
 This work is looked upon as of the highest importance, and the effort is to make 
 the instruction thorough, practical, and of direct utility. Considerable time is 
 devoted to free-hand drawing, as it is believed that it not only assists in mechanical 
 drawing, but it is of great service in after years, whatever the occupation chosen. 
 
 The mechanical drawing consists of a series of exercises, and such are selected as 
 will be of subsequent use. They are arranged in progressive order, beginning with 
 geometrical constructions involving straight lines and circular arcs only, and end¬ 
 ing with the more complex curves, such as the ellipse, helix, epicycloid, &c. 
 
 Projection is next taken up. The instruction in this is from models, so that the 
 student may have before him the actual object from which the projection is made, 
 and not be obliged to depend upon his unaided conception. After completing this 
 work, he is required to draw parts of machines from actual measurements. For 
 this purpose, he is given some piece of mechanism to sketch and measure, and of 
 which, finally, he is to make complete workmg drawings. 
 
 The mathematical instruction of the course covers Algebra, Plane and Solid 
 Geometry, Plane and Spherical Trigonometry, and Land Surveying, taught with 
 special reference to this class of students, many practical applications being made. 
 At present the department is well equipped, but additions of machinery are being 
 made, from time to time, to meet the requirements of the course. 
 
 9. Mechanical Engineering. 
 
 The object of this course is to prepare students in those subjects which will 
 enable them to design machines or plants of machinery upon scientific principles. 
 
 The instruction is given by means of lectures and recitations, with practice in the 
 shops and laboratories. It treats of the mechanical properties of materials, of the 
 motions and efficiency of machines, of the production, measurement, and distribu¬ 
 tion of power. 
 
 Excursions are occasionally made in order that students may witness running 
 machinery, methods of carrying power, arrangement of shafting, and manufactur¬ 
 ing processes. 
 
 The study of steam engineering involves the principles and applications of Ther¬ 
 modynamics, the characteristics and use of different fuels, the generation of steam 
 with the construction of generators, and the mechanism and efficiency of the 
 
532 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 various steam engines. Students are also required to design different forms of 
 valve gearing from data given them. 
 
 Instruction is given on hydraulic motors, windmills, pumps, air engines, and 
 other machines. 
 
 Drawing is carried on in connection with recitations. It includes sketching 
 machines and drawing to scale from those sketches, making detail and sectional 
 drawings, and designing machines, thus applying the principles and knowledge 
 acquired in the class-room. The entire work is made as practical as is consistent 
 with a thorough theoretical training. A course in shop work is required, besides 
 the experimental work with boilers, indicators, inspirators, governors, testing 
 strength of materials, &c. At the close of the course each student presents a thesis, 
 in which he is to give evidence of his efficiency by explaining and illustrating some 
 work of original research, or by designing and describing with plates some piece 
 of mechanism. 
 
 14. Practicums. 
 
 Repeated mention lias been made of the subject of Practicums as forming an 
 important part of the educational work of the College, and several of them have 
 been described in connection with the departments. Two others, on account of 
 their special features, require separate mention. 
 
 (a.) Mechanic Arts. —This practicum (in distinction from the full course) has 
 been in operation six years, and comprises a course in wood-working (in which are 
 learned, among other things, the making of plane surfaces, correct angles, good 
 joints, and the care and use of tools) and a course in forging, metal-working, &c. 
 
 Some may think that the variety of operations in the mechanic arts is so great 
 as to make it impossible to give the student any real knowledge in the time at his 
 disposal. It should be borne in mind, however, that this multiplicity of processes 
 may be reduced to a small number of manual operations, and the numerous tools 
 employed are only modifications of, or convenient substitutes for, a few tools which 
 are in general use. The uses of the lathe are, to a great extent, the same, whether 
 the material is bone, metal, or wood; whether the moving power be derived from 
 the workman’s foot, from the water-wheel, or from a steam-engine. Again, as 
 fitting depends on a correct eye and manual skill, he who has learned to fit in metal 
 by means of the clipping hammer and the file will not long find difficulty in fitting 
 wood by means of the saw, the plane, and the chisel. 
 
 Mastery over a few processes and a few tools of universal application, acquaint¬ 
 ance with the methods of fitting and finishing, and with the ordinary means of 
 transmitting and converting power, are, then, the essential points embraced in this 
 course. This practicum is required of all male students, at some stage of their 
 course, but those who wish to devote themselves exclusively to this line of work 
 and study can now enter upon the regular course of three years. 
 
 (b.) Surveying. —Although a professional art, surveying affords so much prac¬ 
 tice in the application of mathematics, and is of so frequent practical use, that its 
 principles are valuable to the general, as well as to the technical, student. It is, 
 therefore, required of all students during the Fall session of the Sophomore year. 
 Surveys are made with the chain, compass, and transit; and from the data so 
 obtained, plots are made and areas calculated. Triangular and trilinear surveying, 
 laying out and dividing up land, and leveling complete the general course. In the 
 Engineering Course, this training is far more extended. 
 
 Tuition is free. Loth in the Preparatory School and in the College; 
 Loth of which are open to pupils of both sexes. There are also fifty 
 free scholarships, one for each Senatorial district in the State, the 
 holders of which are exempt from all the other College charges for 
 room rent, furniture, etc.— 
 
EQUIPMENT, BUILDINGS, AND STUDENTS IN 1890-’91. 533 
 
 The catalogue of 1886-87, gives a list of 72 students in the College 
 and 63 in the Preparatory School. Ten of the College students are 
 girls, and there are 13 girls in the Preparatory School. 
 
 The list of Faculty and Instructors, gives eleven Professors in the 
 College, with two instructors. The Preparatory School has a faculty 
 of four teachers ; a Principal, and a lady professor, and two instruc¬ 
 tors. 
 
 The latest catalogue * at hand, shows the continuous growth of the 
 College, as follows: 
 
 Within the last four years the College has greatly enlarged its facilities for in¬ 
 struction by the erection of new buildings, the reconstruction of old ones and the 
 purchase of a large amount of equipment for several of the leading departments. 
 
 The Botanical Department. 
 
 The Chemical Department. 
 
 The Department of Physics and Electrical Engineering. 
 
 The Ladies’ Department. 
 
 The Military Department. 
 
 The Agriculture Experiment Station. 
 
 The six departments recorded above have each been provided with commodious 
 and attractive buildings, designed and built with special reference to their adapta¬ 
 tion to the needs of these several branches of work. The drill hall of the military 
 department has also been fitted up for use as a gymnasium, with the Sargent sys¬ 
 tem of movable apparatus. A building for the accommodation of Mechanical Engi¬ 
 neering and Civil Engineering's already planned; and will be erected as early as 
 possible. 
 
 The College is thus prepared to carry on its several branches of work more effi¬ 
 ciently and successfully than ever before, and every effort is made to provide this 
 large increase of additional facilities without any considerable increase in the 
 expenses of students. 
 
 The following addition has been made to the course in Graphics : 
 
 During the present year, provision has been made for special instruction in 
 Industrial Art and Design, with a view not only to introduce this branch of Draw¬ 
 ing as far as practicable into all the courses of study, especially the Technical courses, 
 but to provide a distinct department of training for those who wish to study Art in 
 its applications to Industry or to find a career of life-work in this field. 
 
 The course begins with drawing from the object, as, geometrical solids, casts, 
 plants, furniture, etc., passing as early as possible to processes which awaken the 
 inventive faculty and cultivate the habit of original expression by means of form 
 and figure instead of words. Special attention is paid to the applications of the 
 artistic elements to commercial products, wall paper, oil cloth, wrought iron, etc., 
 and it is believed that this may prove an opening to agreeable and remunerative 
 employment for young women in particular. 
 
 The announcement is made that the course in Agriculture has been 
 recast, to adapt it to the present requirements of science and prac¬ 
 tice. 
 
 The aim in the course in Agriculture is to teach how the principal branches of 
 physical and natural science are applied to the business of farming, and to afford 
 a thorough and comprehensive knowledge of its principles and methods. 
 
 ^Catalogue of the Pennsylvania State College, 1890-91, State College, Centre 
 County, Penna., 1891. Pp. 84. 
 
534 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Drawing is a required study in the first term of Freshman year. 
 The catalogue shows a small number of students in the department 
 of Agriculture. 
 
 The admirable report on Industrial Education, made in 1889, to the 
 Legislature, by the Commission, of which President Atherton was 
 chosen chairman, has been already fully noticed in the present 
 Report. (See Part II, page 1225, et seq.) It is by similar contribu¬ 
 tions to educational literature, as well as by their services in guiding 
 the education of youth, that the able body of educators connected 
 with these colleges, serve the community at large, and add dignity 
 and honor to their country. 
 
 The catalogue, shows a total attendance for the school year 1890- 
 ’91, of 209 students. Of these, 83 were in the Preparatory Depart¬ 
 ment. Fifteen of the “college students” and nine of the “Prepar¬ 
 atory,” were girls. 
 
 The “ Faculty and Instructors ”, comprise twenty-eight Professors 
 and Instructors. 
 
 George W. Atherton, ll. d.. is President, and Professor of Polit¬ 
 ical and Social Science. 
 
 Brown University, Providence, R. I. 
 
 Was designated by the Legislature to receive the National land 
 Grant and in 1863, made provision to carry out its conditions. The 
 catalogue of 1881-82, thus states this condition. 
 
 Scholarships of the Department of Agriculture .—By resolutions of tlie General 
 Assembly of the State of Rhode Island, the national grant, “for the benefit of 
 Agriculture and the Mechanic Arts,” was given to Brown University ; and the fund 
 of fifty thousand dollars, which has accrued from this grant, is by agreement on 
 the part of the University devoted to the education “of scholars, each at the rate 
 of one hundred dollars per annum, to the extent of the entire annual income.” 
 Appointments to these scholarships are made, on the nomination of the General 
 Assembly, by the Governor and Secretary of State, in conjunction with the Presi¬ 
 dent of the University. 
 
 DEPARTMENTS OF PRACTICAL SCIENCE. 
 
 Departments of Practical Science have been established in the University for the 
 benefit of students who wish to prepare themselves for such pursuits as require 
 especially the knowledge of mathematical and of physical science, and their appli¬ 
 cations to industrial arts. 
 
 In these departments provision has also been made for courses of instruction in 
 “such branches of learning as are related to Agricultural and the Mechanic Arts.” 
 This provision has been made in accordance with an “Act of Congress granting 
 lands for the establishing of Agricultural Colleges,” and with “ Resolutions of the 
 General Assembly of the State of Rhode Island, accepting these lands, and assign¬ 
 ing the same to Brown University.” Students who enter only for these studies, 
 either in full or in part, are subject to the same conditions of admission as for any 
 select course ; and when they have duly pursued such studies, they will be entitled 
 to a certificate stating the time of their University residence, and the amount of 
 their acquisitions. They may, however, pursue these studies in connection with 
 “ the regular scientific and classical studies of the University,” and when they have 
 
BROWN UNIVERSITY, R. I.—DEPARTMENT OF ENGINEERING. 535 
 
 so pursued them as to fulfill the requirements for the degree of Bachelor of Arts or 
 of Bachelor of Philosophy, they will be entitled to these degrees. 
 
 These Departments are “Chemistry applied to the Arts Civil 
 Engineering; Physics; Botany; Zoology and Geology; Agricul¬ 
 ture.—As drawing is especially taught in Civil Engineering, the 
 progress of the course in this department is given. 
 
 CIVIL ENGINEERING. 
 
 The regular course in this department occupies four years, but a longer or shorter 
 course may be pursued, according to the wants or abilities of students. Those who 
 are unable to pursue a full course, will find the studies so arranged that the knowl¬ 
 edge and practice acquired in only a partial course will be practical and available. 
 Ample provision will be made for the instruction of any who desire a more extended 
 course than is here indicated, in Engineering and in Higher Mathematics. 
 
 The following is the order of study for the regular course: 
 
 First Year. Use of Mathematical instruments, including Line drawing, Pen 
 shading, Graphical construction of Plane problems ; Free-hand drawing and shad¬ 
 ing; use of Mathematical tables ; Trigonometry, and its application to the measure¬ 
 ment of areas; Plane surveying, including the theory and adjustment of instru¬ 
 ments, Field practice, Plotting surveys, and descriptive Geometry. 
 
 Second Year. Differential and Integral Calculus; Shades and Shadows and liner 
 Perspective, and Isometrical Drawing. 
 
 Third Year. Theory of structure, embracing the construction of foundations, 
 Stone and Brick masonry; and detailed drawings of the same; Calculation and 
 geometrical representation of the strain on trusses and girders; Drawing of Plans, 
 Profiles, Elevations, and Sections. 
 
 Construction of machinery and bridges, and drawings of the same; strength of 
 materials used in construction; Estimation of resistance of Friction and rigidity; 
 and Hydraulics, embracing the structure and use of hydraulic machines, the inves¬ 
 tigation of the laws which govern the flow of water from reservoirs and the flow of 
 water in rivers, canal and conduit pipes, and water used as a motor. 
 
 Fourth Year. Weisbach’s Mechanics, or Mahan’s Civil Engineering. 
 
 To pursue this course to the best advantage, the following mathematical studies 
 taught in the University, should be pursued in connection with those above men¬ 
 tioned, viz: Algebra, Geometry, Plane and Spherical Trigonometry, Analytical 
 Geometry, and Calculus. 
 
 Students desiring admission to this course are subjected to an examination on the 
 same amount of Mathematics as is required of candidates entering for a degree. 
 
 In Botany, “ free use is made of the black-board and diagrams, and 
 great stress is laid upon the importance of drawing from nature, and 
 students are taught to make illustrative sketches.” 
 
 Two courses of four years study, are arranged for those desiring to 
 study for the Degree of Bachelor of Philosophy; the first includes 
 one ancient language, the second does not. In these courses, draw¬ 
 ing is an essential study. Mechanical drawing, 2 hours a week, fresh¬ 
 man year, is required in the first Mechanical course; and free hand 
 drawing, 3 hours a week, in the second course. 
 
 In first Mechanical course, “ Shades and Shadows,” 3 hours a 
 week, first half of the Sophomore year. In second Mechanical course 
 “ Shades and Shadows,” three hours a week; and Linear Perspective, 
 
53G EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 two hours a week, first half of Sophomore year. Both courses take 
 “ Civil Engineering,” 2 hours a week in Junior year, also in Senior 
 year. 
 
 Thirty-six students took the course of Civil Engineering, in 1880. 
 The catalogue of the University for 1881-82, gave a total attendance 
 in all the classes of 251 students. 
 
 From the first annual Report of the Board of Managers of the 
 State Agricultural School and Experiment Station,* it appears that, 
 as far back as 1869, there had been dissatisfaction with the Agricul¬ 
 tural department of Brown University; since the State Board of 
 Education, in their report of that date, from which the Board of 
 Managers quote, stated that they “ are of the opinion that the inten¬ 
 tions of Congress have not been carried out in good faith by either 
 Rhode Island, or Brown University.” 
 
 In 1872, a legislative committee expressed dissatisfaction with the 
 action of the College in respect to the Land Grant Fund. In 1884, 
 the Legislature changed the sum allowed to the College for “ State 
 pupils,” from $100 to $75. 
 
 In 1888, the Legislature, acting on the report of a joint special 
 committee appointed to recommend action in reference to the act 
 of Congress establishing Agricultural Experiment Stations, estab¬ 
 lished a State Agricultural School in the town of South Kingston. 
 
 4 farm containing 140 acres, was bought for $5,000. The town of 
 South Kingston, contributing $2,000; Friends $2,000 more; and the 
 State, the additional $1,000. 
 
 In May, 1889, the Board as stated in their second report; f elected 
 as Principal of the school John H. Washburn, B. sc., PH. D., a 
 graduate of the Massachusetts Agricultural College, and then study¬ 
 ing at Gottingen, Germany, where he received the degree of ph. d.— 
 
 Dr. Washburn, in his report to the Board, gives in detail, the pro¬ 
 gramme of a course of three years of study. Drawing in each year, 
 wood work, and iron work, are included; work in iron, only in the 
 Senior year. 
 
 The following extracts show, in part, the plan of the School. 
 
 DESIGN OF THE INSTITUTION. 
 
 It is our pui-pose to have a School which is first class in all its departments, to fit 
 
 * First Annual Report of the Board of Managers of the Rhode Island State Agri¬ 
 cultural School and Experiment Station, made to the General Assembly, at its 
 January session, 1889. Providence: E. L. Freeman & Son, State Printers. 18S9. 
 Pp. 27. 
 
 f Second Annual Report of the Board of Managers of the Rhode Island State 
 Agricultural School and Experiment Station, made to the General Assembly at its 
 January Session, 1890. Part I. State Agricultural School. (Part II. State Agri¬ 
 cultural Experiment Station is printed under separate cover.) Providence: E. L. 
 Freeman & Son. Printers to the State. 1890. Pp. 20. 
 
RHODE ISLAND STATE AGRICULTURAL SCHOOL. 
 
 537 
 
 young men who intend to pursue agriculture or the mechanic arts, for active life, 
 to educate them in the branches of Agriculture and in other knowledge such as is 
 necessary to develop their manhood and instruct them in the duties of good citizen¬ 
 ship. 
 
 It is very difficult at the present time for a young man to find a place to learn a 
 trade. The carpenters and machinists will not take the trouble to teach a young 
 laborer. When he can do one tiling well, he is made to do that and nothing else, 
 because he turns off work faster and as a factor in production, is more valuable to 
 his employer. The industrial schools which are being founded throughout this and 
 all other civilized countries, are intended to obviate this distressing difficulty. Such 
 an institution of instruction which has for its object the education and training of 
 both mind and hand, is the most complete that can be devised; already rapid strides 
 have been made in the great work of industrial education, and the experience of 
 competent educators in this direction has been that the pupil learns as much, and 
 in some cases more, theory with, than without the additional knowledge of the 
 practical manipulation of tools. A young man going out into the world from an 
 industrial school has a great advantage over those young men who have had very 
 little schooling, he is educated and becomes an active man in public and private 
 affairs. Industrial legislation has been and will continue to be forced upon our 
 legislators. The trades must not remain in the hands of the ignorant. That the 
 working men in many cases have not received justice is an indisputable fact, that 
 many persons in these labor reforms become excited over one idea and do not know 
 when they receive justice, is quite as indisputable a fact. They lack education to 
 balance their minds. It is doubtless a potent factor in the solving of our labor 
 troubles, to educate the laborer himself. That, and that alone can bring to us a 
 peaceful solution of our social troubles. 
 
 Special attention is given to manual labor in our school and it is the desire of our 
 faculty to have all agricultural and other labor which is performed as a class exer¬ 
 cise, educative. Our entrance examination is within the easy reach of any pupil 
 of ordinary intelligence from our district schools. We hope that the many boys of 
 our country schools will be able to avail themselves of the rare privileges which we 
 will offer to worthy young men who are striving for an agricultural and industrial 
 education. 
 
 The special advantages of such an institution as we hope to make this one, extend 
 into every community, not only to the agricultural but we might almost say espe¬ 
 cially to the manufacturing and industrial communities. 
 
 In the ever increasing circulation of men from country to city and from the city 
 back again to the country, a school of this kind will teach the young man from the 
 city the progress and improvements which have been made in agriculture. He 
 can understand the best methods which are being successfully used in the special 
 branch of agriculture he intends to pursue, and at the same time he becomes ac¬ 
 quainted with the practical manipulation of farm labor and management. Our 
 industrial department will teach those young men not fitted to become farmers that 
 special line of work to which they are adapted. 
 
 The commission, appointed by the Legislature to confer with 
 Brown University, in relation to the so called Agricultural Fund; 
 made to the January, 1892, session of the Legislature, a “ majority” 
 and “minority” Report. To the first, a proposition from the Uni¬ 
 versity to adopt the school as a department of the University, is ap¬ 
 pended ; to the Minority report, is appended a resolution calling on 
 the University to give back to the State, the 1802 Land Grant Fund. 
 No final action has taken place. 
 
538 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In the latest annual report * at hand, the President, urges that 
 this college should prepare itself to undertake “ University work,” 
 in its highest sense. He predicts that, in the near future, a few 
 institutions will advance to the higher work of original investiga¬ 
 tion, which is the province of a true University, leaving the work of 
 direct instruction of undergraduates to the majority of existing in¬ 
 stitutions, which will remain simply colleges ; confessedly of lower 
 rank in the hierarchy of educational institutions. In other words, 
 he thinks the standards of modern scholarship, and the requirements 
 of a liberal education, have been so uplifted and specialized, that the 
 ordinary degrees, of “b. a.” and “a. m.”, no longer represent the 
 relative quality and amount of scolarship with which they were 
 formerly accredited. He points to the great increase in the number 
 of Post Graduate students in the various Institutions, as confirming 
 his position. 
 
 He explains that the difference between a College, and a University, 
 does not consist, as is commonly assumed, in the fact that a num¬ 
 ber of schools of the so called “ Learned Professions ” are grouped 
 with the latter. In fact, he argues that a true University, may exist 
 without association with, or direction of, a single one of the old 
 professional schools of Theology, Law, and Medicine. 
 
 The opportunity for original research ; a body of Professors who 
 have won distinction by devoting themselves to such research ; with 
 ample facilities in Libraries, Museums, and Laboratories, for illus¬ 
 trating and prosecuting such researches ; and, with all, a number 
 of endowed Fellowships, to attract and support such capable students 
 as may evince peculiar aptitude for such studies and investiga¬ 
 tions ; these, are the essential requisites and characteristics of a true 
 University. For all these purposes large additional endowments 
 are needed ; and he appeals to the Alumni of Brown, to enable their 
 University to advance by so endowing it;—under penalty, other¬ 
 wise, of seeing it retrograde.—The President advocates, also, the 
 free admission of women students to all the Post Graduate courses. 
 
 The reports made by the several Professors, to the President, 
 accompany this report. In that by the Professor of the course in 
 “ Mathematics and Civil Engineering,” it is stated that “courses in 
 Machine Drawing and Gearing, were offered this year for the first 
 time.” 
 
 In the Department of Physics, the following instruction in Manual 
 Training was given: 
 
 During the entire college year, the workshop has been open to students, under 
 
 * Annual Report of the President to the Corporation of Brown University June 
 23, 1892. The Providence Press: Snow & Farnham, Printers, 37 Custom House 
 Street. 1892. Pp. 70. 
 
BROWN UNIVERSITY-PRESIDENT’S REPORT FOR 1891-’92. 539 
 
 the direction of Mr. Mount, assisted by Mr. Lester in the wood-working, and by 
 Mr. Burdick in the machine department. The attendance was as follows: 
 
 First term. 43 
 
 Second term. 36 
 
 Third term. 16 
 
 95 
 
 The time devoted to workshop practice by each student was six hours per week. 
 
 In Agriculture. The usual course of lectures on Agricultural subjects was given 
 to the fourteen members of the Senior Class, who were beneficiaries under the con¬ 
 ditions of the State Agricultural Scholarships. 
 
 The latest catalogue* at hand, gives a concise historical statement 
 of the movement which resulted in the founding of the college in 
 1764, and reprints, with all its quaintness of expression and typog¬ 
 raphy, the original charter, authorizing certain persons named 
 therein to found a college, or university. In 1770, the college, which 
 had first opened in the town of Warren, was moved to Providence, 
 and in 1804, was, by vote of the corporation, named Brown Univer¬ 
 sity; in recognition of the beneficence of Mr. Nicholas Brown. 
 
 The following account gives a general outline of the plan and 
 method of the instruction offered to undergraduates at the present 
 time. 
 
 The Courses of Instruction.! 
 
 The courses of instruction for undergraduates form a system of studies partly 
 required and partly elective. The studies of the Freshman year are nearly all re¬ 
 quired, the main exception being that candidates for the degrees of Bachelor of 
 Philosophy have a choice of courses according as they do or do not wish to pursue 
 the study of an ancient language. The required studies of the Freshman year are 
 selected for their disciplinary value, that the students may the more profitably 
 pursue those, whatever they may be, of the subsequent years. During the last 
 three years large liberty in the choice of studies is allowed, particularly in the case 
 of candidates for the degrees of Bachelor of Arts and Bachelor of Philosophy. In 
 the Sophomore and Junior years of the courses for those degrees the required 
 studies occupy seven of the sixteen hours of instruction each week, and in the 
 Senior year three of the fourteen hours. The required studies for these degrees 
 during three years are restricted to English, German, History and Philosophy, the 
 pursuit of which is deemed necessary for every student who is to receive a collegiate 
 degree. Candidates for the degree of Bachelor of Science and Civil Engineer are 
 allowed less freedom of election, in order that they may thoroughly master the 
 branches necessary for the most thorough discipline in their respective departments. 
 
 The elective studies, which are very numerous, are so placed in the curriculum 
 as to give all those entitled to this all the freedom of choice which the necessary 
 limitations of the schedule of lectures admits. In arranging this schedule a num¬ 
 ber of parallel courses, each unitary and progressive and extending through the 
 three years are made available. Every student is advised in selecting his studies 
 to adopt in the main one of these courses. 
 
 * Catalogue of the Officers and Students of Brown University 1891-92. The 
 Providence Press: Snow and Farnham, Printers, 37 Custom House Street. 1892. 
 Pp. 167. 
 
 f Instruction for graduate students is treated by itself in a later paragraph. Also, 
 a special circular relating to the same may be had on application to the Register. 
 
540 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In addition to the regular courses of instruction, special honor courses are offered, 
 which are open to students willing to do large extra work in their particular de¬ 
 partments. These honor courses, fully described in a later paragraph, mainly con¬ 
 sist of special reading supplement by problems and essays. Examinations in them 
 are held at the option of the several professors. 
 
 Tlie following programme of instruction in Drawing, is given 
 under the course in Applied Mathematics. 
 
 XII. Applied Mathematics. 
 
 **■•**•*•** 
 
 DRAWING. 
 
 Professor Randall. 
 
 1. Elementary Mechanical Drawing. —Four hours. First term. Elective for all 
 students. 
 
 2, 3, 4. Freehand Draining. —One hour. First, Second, and Third Terms, re¬ 
 spectively. Elective for all students. 
 
 5,6. Descriptive Geometry. —Church’s Descriptive Geometry, Mechanical Draw¬ 
 ing. Four hours. Second and Third Terms respectively. Elective for those who 
 have taken Course I. 
 
 7. Shades, Shadows, Perspective and Isometrical Projections. —Davies’s Shades, 
 Shadows and Perspective. Church’s Shades, Shadows and Isometrical Projections. 
 Burchett’s Perspective and Davidson’s Perspective. Three hours. First Term. 
 Elective for those who have taken Courses 1,5 and 6. 
 
 8. Mechanical Drawing. —Application of the principles of Descriptive Geometry 
 to machine drawing from models. Three hours. Second Term. Elective for 
 those who have taken Courses 1,5 and 6. 
 
 9. Mechanical Drawing. —Construction of Higher Curves and their application 
 in the formation of Gear Teeth. Third Term. Three hours. Elective for those 
 who have taken Courses 1, 5 and 6. Additional courses in Mechanical Drawing 
 will be offered in subsequent years to meet the needs of advanced students. 
 
 The Manual Training Course comes under the general course in 
 Physics. 
 
 Work-shop Course in Mechanical Processes. Training in the use of tools for 
 working wood and metals. Three hours [six hours’attendance in shop]. First and 
 Second Terms respectively. Elective for Sophomores, Juniors and Seniors, but 
 pupils applying for this Course are required to take Mechanical Drawing also. 
 
 By special permission work-shop practice may be continued for more than one 
 term, but only a single term will count toward the attainment of a degree. 
 
 In the general description of the Courses of Instruction, Drawing 
 comes in the regular course of Civil Engineering, as follows: 
 
 2. Mechanical Drawing, consisting of instruction in the use of instruments, dis¬ 
 cussion, proof, and application of the methods of constructing Plane Geometrical 
 Problems and the more complicated Plane Curves, flat and graduated Tinting, the 
 principles of Orthographic and Isometric Projections, and their application in 
 Model Drawing. 
 
 3. Free-hand Drawing, consisting of pencil drawings of models, introducing the 
 principles of Orthographic Projections, Shades, Shadows, and Perspective. At 
 present this subject is taught as subsidiary to Mechanical Drawing, and the aim is 
 to enable students to make hasty but intelligible machine sketches which may be 
 used as guides in the more accurate drawings which follow. 
 
BROWN UNIVERSITY—INSTRUCTION IN DRAWING. 541 
 
 4. Descriptive Geometry, consisting of the discussion and proof of the various 
 methods of constructing a large number of problems, with extensive and accurate 
 application of these methods in the Di’awing Room. 
 
 Second Year. 1. Elementary Mechanics embracing the fundamental principles 
 of Mechanics, treated from a mathematical point of view, with such experiments 
 as are necessary to illustrate principles. 
 
 2. Analytical Geometry as indicated on page 64. 
 
 3. Shades, Shadows, Perspective, and Isometric Projections, comprising recita¬ 
 tions and mechanical drawing based on the principles of Descriptive Geometry. 
 
 4. Mechanical Drawing, consisting of free-hand sketching, detail and assembled 
 drawings of machines, and the study of the theoretical and practical methods of 
 constructing gear teeth. Lectures and drawing. 
 
 ****** * 
 
 The objects sought in Mechanical Drawing are: 
 
 1. To prepare the students for the duties of the Draughting Room by bringing 
 before them a large number of theoretical and practical problems which shall in¬ 
 volve the principles most needed in the work of the present time. 
 
 2. Discipline of the mind through the discussion and proof of original methods 
 of solution. 
 
 8. To encourage neatness and accuracy and develope the power of concentration 
 without which the work of the Draughting Room cannot be acceptably done. 
 ******* 
 
 Wilson Hall, recently completed, is well constructed and equipped for its pur¬ 
 poses as a Laboratory for the experimental study of Mechanics and Physics. 
 
 The Workshop and the Physical Laboratory are open to students five days in the 
 week, from 9 A. M. to 6 P. M. 
 
 The course in the Workshop is offered to those who have mechanical tastes and 
 aptitudes but may not wish to pursue courses in the mathematics of the subject. 
 
 The announcement of the “ Department of Instruction ” especially 
 related to the Land Grant Fund, is here given in full: 
 
 XVIII. Agriculture and the Mechanic Arts. 
 
 An extended course of study in Agriculture and the Mechanic Arts is open to all 
 students. It includes the courses offered in the departments of English, Political 
 Economy, Mathematics, Engineering, Chemistry, Physics, Zoology, Geology, Physi¬ 
 ology and Botany, as given above, and also special lectures on Agriculture. These 
 relate to the study of soils and to applied Economic Zoology, according to the fol¬ 
 lowing schedule of topics: 
 
 Introduction: History of Agriculture, tracing its development through the Jew¬ 
 ish, Grecian, Roman, Spanish and English nations to the formation of agricultural 
 and horticultural societies in the United States, with a brief account of the earlier 
 of these formed within the years from 1785 to 1829 inclusive. The subject is then 
 continued by the discussion of the following topics : 
 
 I. Primary Condition of Matter. II. Formation of Soil from Inorganic Elements. 
 III. Source of Organic Matter. IV. Constituents of Plant required by Soil. V. 
 Constituents of Soil in the Mass. VI. Composition of Fertile Soil. VIII. Cardinal 
 Law in Agriculture. IX. Rotation of Crops. X. Discriminating Application of 
 Fertilizers. 
 
 Under the general head of Economic Zoology are discussed the distinctive char¬ 
 acteristics of the most approved breeds of both neat cattle and horses. Practical 
 instruction is given by the visiting of farms and in obtaining and preserving speci¬ 
 mens in Natural History. Taxidermy is also taught when desired by the class. 
 
 The above course is arranged in pursuance of the agreement entered into between 
 
542 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the Corporation of Brown University and the General Assembly of the State of 
 Rhode Island in January, 1863, by which the University receives the benefits of 
 the Act of Congress approved July 2,1862, entitled “An Act donating Public Lands 
 to the several States and Territories which may provide Colleges for the Benefit of 
 Agriculture and the Mechanic Arts.” 
 
 The University Art Collections, possess a number of interesting 
 portraits; which are, from time to time, added to by the Alumni. A 
 beginning has also been made of a Museum of Classical Archaeology. 
 
 A collection of classical casts,—selected by the late Professor 
 Lincoln, for Henry Kirke Porter, Esq., of Pittsburg, Penn., of the 
 class of 1860, who gave them to the University,—was the beginning 
 of what gives promise of becoming a valuable Museum of Ancient 
 Art. The utility of such a collection of casts in illustrating classi¬ 
 cal literature, and as models in drawing, is readily seen. 
 
 Professor W. C. Poland, associate Professor of Greek, is Curator 
 of the Museum of Classical-Archaeology. The following statement 
 shows the students in attendance during 1891-’92. 
 
 SUMMARY. 
 
 Graduates. . 
 
 Seniors. 
 
 Juniors. 
 
 Sophomores. 
 
 Freshmen. . 
 
 Select Course. 
 
 Total. 
 
 35 
 
 59 
 
 67 
 
 94 
 
 ' 102 
 26 
 
 403 
 
 The “ Faculty and other Officers” of the University number Fifty- 
 two. Rev. Elisha Benjamin Andrews, D. d. ll. d., is President and 
 Professor of Moral and Intellectual Philosophy. 
 
 University of South Carolina. 
 
 The South Carolina College of Agriculture and Mechanics, at 
 Columbia, South Carolina; was established by the Legislature in 
 accordance with the provisions of the law passed March, 22, 1878. 
 
 The following sections of which, are quoted from the 27 sections 
 of the bill. 
 
 An Act to Provide for the Organization of the State University. 
 
 Section I. Be it enacted by the Senate and House of Representatives of the State 
 of South Carolina, now met, and sitting in General Assembly, and by the authority 
 of the same. That the University of South Carolina shall be, and it is hereby 
 divided into two branches—the one located in the city of Columbia, and styled the 
 South Carolina College, and the other in or near the town of Orangeburg, to be 
 styled the Claflin College ; and that the said University, and both branches thereof, 
 shall be, and are hereby, placed under the control and management of the Board 
 of Trustees of the University of South Carolina, now in office, and their successors 
 elected according to law. 
 
 Sec. 2. That the Board of Trustees shall consist of the Governor of the State for 
 the time being, the State Superintendent of Education, the Chairman of the Com- 
 
UNIVERSITY OF SOUTH CAROLINA, COLUMBIA, S. C. 543 
 
 mittee of Education of the Senate and House of Representatives for the time being, 
 and seven persons to be elected on the joint vote of the General Assembly, who 
 shall hold their offices for a term of four years, and until their successors shall be 
 appointed, no one of whom shall be in any other maimer connected with the Uni¬ 
 versity. * * * *: 
 
 Sec. 10. That all property, real or personal, rights of property and credits, belong¬ 
 ing or appertaining to the Agricultural College, shall vest in and become the abso¬ 
 lute property of the University of South Carolina, to be used and enjoyed solely for 
 the purpose for which such property and credits were originally given. * * * *. 
 
 Sec. 20. There shall be admitted into each College of the University one student 
 from each County of the State, who shall be entitled to tuition free of charge; such 
 student shall be appointed by the Governor, upon the recommendation of the del¬ 
 egation in the General Assembly from the County in which the applicant resides, 
 and after a competitive examination: Provided, Such applicant shall show upon 
 examination before the Faculty the degree of proficiency required of other appli¬ 
 cants for admission in said College, and be otherwise eligible for admission in said 
 College. 
 
 The State, having some years previously accepted the National 
 land grant in aid of “Agricultural and the Mechanic Arts,” and 
 some questions arising in relation to the legislation in regard to it, 
 by act of December 23d, 1879;—two sections of the law are here 
 quoted. 
 
 AN ACT to Provide for the Investment and Use of the Agricultural College Fund. 
 
 Section 1. Be it enacted by the Senate and House of Representatives of the State 
 of South Carolina, now met and sitting in General Assembly, and by the authority 
 of the same, That in accordance with the stipulations entered into with the United 
 States by this State accepting and receiving the donation of land scrip for the 
 endowment of one or more colleges for the promotion of agriculture and the me¬ 
 chanic arts, the State Treasurer be, and he is hereby, authorized and required to 
 issue to the Board of Trustees of the University of South Carolina a. certificate of 
 State stock in the sum of one hundred and ninety-one thousand eight hundred 
 ($191,800) dollars, bearing interest at the rate of six per cent, per annum from July 
 1st, A. D. 1879, payable semi-annually, to be held by the University of South Car¬ 
 olina as a perpetual fund (capital of which shall remain forever undiminished), to 
 be used by said Board of Trustees solely for the purposes for which the said land 
 scrip was originally donated by the Acts of the Congress of the United States in 
 relation thereto; the said certificate of stock to be held in lieu and stead of the 
 Agricultural College bonds, formerly constituting the Agricultural College fund 
 under the said Acts of Congress and the Acts of the General Assembly of this State 
 in relation to the same, and heretofore used by the Financial Agent for general 
 State purposes. 
 
 Sec. 2. That the Board of Trustees of the University is hereby authorized to 
 establish a College of Agriculture and Mechanics for the benefit of the white stu¬ 
 dents, in addition to the South Carolina Agricultural College and Mechanics’ Insti¬ 
 tute now in operation for the benefit of colored students, and to maintain the said 
 colleges out of the income of said fund, and to use the property and groimds of the 
 University of South Carolina at Columbia in such manner and so far as deemed 
 necessary for the purpose aforesaid. 
 
 The third and final section authorizes the founding of scholarships 
 under certain conditions.— 
 
 The University, thus revived in Columbia under the name of the 
 
544 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 South Carolina College of Agriculture and Mechanics, opened its 
 first session October 5, 1880.— 
 
 Dr. Miles, the President, in showing the facilities for obtaining 
 instruction in Agriculture and the Mechanic Arts says : 
 
 “ For enabling our students to acquire practical acquaintance with planting and 
 farming, and the methods of cultivating our staple crops, we have an ample area 
 of land, where Mr. Connors, our farmer, an experienced and skilled agriculturist, 
 gives his undivided attention to field and garden operations. Here the lectures on 
 Agricultural Chemistry are supplemented and illustrated by the test and compari¬ 
 son of various fertilizers on growing crops. * * *. 
 
 Mr. Jesse Jones a thoroughly skilled and unusually ingenious mechanic and 
 machinist, is our master mechanic and has charge of the work-shop, where, under 
 his eye, the student learns the use of all ordinary tools and how to handle them, 
 and how to plan and construct farm buildings, and to make and repair farming im¬ 
 plements, &c., and where gradually, a practical acquaintance with engines, mills, 
 and machinery generally, may be acquired. 
 
 A three years course of study is adopted. The School of Mathe¬ 
 matics embraces two distinct departments. 1. Pure Mathematics, 
 and 2. Applied Mathematics. All instruction in drawing comes in 
 the second department and is given in the 2nd year, when Descrip¬ 
 tive Geometry, Shades and Shadows and Surveying are taught, and 
 in the 3rd and senior year, when Civil Engineering is taught. Total 
 number of students for 1880-81, was 60.— 
 
 The catalogue for 1890-’91,* begins with a concise history of the 
 various changes that have been experienced by this State Institution 
 during the political vicissitudes of the Century; followed by a brief 
 outline of the existing organization of the University at Columbia, 
 which, as they show the scope of the University as a whole, are here 
 given. 
 
 HISTORICAL STATEMENT. 
 
 The South Carolina College was chartered by the General Assembly in 1801, and 
 threw open its doors to the youth of the State in January, 1805. 
 
 It continued in successful operation down to July, 1863, when its buildings were 
 taken possession of by the Confederate Government and used as a hospital until the 
 close of the war. 
 
 Its charter was amended by the Legislature in 1865, and in 1866 it was reopened 
 as the University of South Carolina. 
 
 It was again closed in 1876, in consequence of the unsettled political condition of 
 the State. 
 
 In 1878 the charter was again amended, and the University divided into two 
 branches—the one situated at Columbia styled the South Carolina College, the 
 other, situated at Orangeburg, Claflin College. (In 1882 a third branch was added, 
 the State Military Academy at Charleston.) No immediate steps were, however 
 taken to reopen the College. 
 
 In 1879 the Trustees of the University were empowered by Act of the General 
 Assembly to establish a College of Agriculture and Mechanics at Columbia, and to 
 use the property and grounds of the College for this purpose. This was accord¬ 
 ingly done in 1880. 
 
 * Catalogue of the University of South Carolina, 1890-’91. Columbia, S. C 
 Printed at the Presbyterian Publishing House, 1891. Pp. 84. 
 
UNIVERSITY OF SOUTH CAROLINA-DEPARTMENTS. 545 
 
 In 1881 the Legislature granted an annual approriation for the support of the 
 schools of the University, and in 1882 the South Carolina College was reorganized 
 by the appointment of a full Faculty. It went into active operation the fall of the 
 same year. 
 
 In December, 1887, the charter was, for the third time, amended, and the Uni¬ 
 versity re-established at Columbia, with branches, as heretofore, at Orangeburg 
 and Charleston. In October, 1888, the University was reopened with the following 
 departments: Graduate Department, College of Liberal Arts and Sciences, College 
 of Agriculture and Mechanic Arts, College of Pharmacy, Normal School, Law 
 School. 
 
 OUTLINE OF ORGANIZATION. 
 
 The University at Columbia comprehends the following departments: The 
 Graduate department; the College of Agriculture and Mechanic Arts ; the College 
 of Liberal Arts and Sciences ; the College of Pharmacy; the Normal School ; the 
 Law School. 
 
 In the Graduate Department, graduate courses, either in special departments of 
 nstruction or in groups leading to the higher degrees, are provided for graduates 
 of this University, or other institutions of similar rank, who wish to pursue 
 advanced studies. 
 
 The College of Agriculture and Mechanic Arts offers five full courses for degrees, 
 of four years each, one general and four technical—the course of General Science, 
 the course of Civil Engineering, the course of Mechanical Engineering, the course 
 of Chemistry, and the Course of Natural History. 
 
 For students unable to go forward to degrees tliis College has arranged three 
 special courses, of two years each—the shorter course of General Science, the 
 shorter course of Applied Science, and the Business Course. 
 
 In the College of Liberal Arts and Sciences there are three degree courses, of 
 four years each—the course of Classical Literature, the course of Modern Litera¬ 
 ture, and the course of History and English Literature. 
 
 The College of Pharmacy offers two courses, of two years each—one professional 
 course in Pharmacy, leading to a degree, and the course preparatory for Medicine 
 and Pharmacy, leading to a certificate. 
 
 The Normal School has two courses—a professional course of one year for teach¬ 
 ers, and a course of two years, prepai'atory for the study of Pedagogy. 
 
 The Law School offers a coure of two years, leading to a degree. 
 
 Elective courses are also allowed under epecial circumstances. 
 
 Every matriculate is required, except in special case approved by the University 
 authorities, to elect one of the full or special courses. The student is graded in each 
 study of the course selected according to his preparation therein. The majority of 
 his studies determine his rank. In each year of every course there are eighteen or 
 more exercises a week and six or more distinct branches of study. With the con¬ 
 sent of the proper authorities, other studies in addition to those prescribed in the 
 course may be carried. One or more electives are allowed in the last two years of 
 several of the courses. These provisions secure for the student the full benefit of 
 his preparation in each study and give flexibility to the courses and system of 
 gradation. 
 
 The following are the courses of study offered by the college of 
 Agriculture and Mechanic Arts. 
 
 COLLEGE OF AGRICULTURE AND MECHANIC ARTS. 
 
 COURSES OF STUDY. # 
 
 I. Regular Courses for Degree of Bachelor of Science (B. S.)—Four Years Each. 
 ART—VOL 4-35 
 
546 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 I. FOR DEGREE OF BACHELOR OF SCIENCE—B. S. 
 
 1. Course op General Science. 
 
 First Year. —1st Mathematics; 1st History; 1st English; 1st French; 1st German; 
 Free-hand Drawing. 
 
 Second Year. —2nd Mathematics ; Surveying and Descriptive Geometry (each one 
 term); 1st Physics ; 2nd French; 2nd German; 2nd English. 
 
 Third Year. —3rd Mathematics; Structural Botany and Physiology (each one 
 term); 1st Chemistry; Psychology; Zoology and Qualitative Analysis (each one 
 term); Elective. 
 
 Fourth Year. —Mineralogy; Geology; Political Economy; Astronomy and Phi¬ 
 losophy of Religion (each one term); Logic ; Elective; Essays. 
 
 3. Course op Civil Engineering. 
 
 First Year. —1st Mathematics; 1st French; 1st German; 1st English; Wood Work; 
 Free-hand Drawing; 1st Mechanical Technology. 
 
 Second Year. —2nd Mathematics; Surveying and Descriptive Geometry (each one 
 term); 1st Physics; 1st Chemistry; French or German; 2nd English; 1st Mechan¬ 
 ical Drawing. 
 
 Third Year. —3rd Mathematics; Spherical Trigonometry and Geodesy (each one 
 term); Mechanics; 2nd Physics; Qualitative Analysis; French or German; 2nd 
 Mechanical Drawing. 
 
 Fourth Year .—Civil Engineering; Civil Engineering Drawing; Thermodynamics; 
 Mineralogy; Geology; Astronomy (1st term); Elective (2nd term); Essays. 
 
 3. Course op Mechanical Engineering. 
 
 First Year. —1st Mathematics ; 1st French; 1st German; 1st English; Wood Work: 
 Free-hand Drawing; 1st Mechanical Technology. 
 
 Second Year. —2nd Mathematics; 2nd Mechanical Technology and Descriptive 
 Geometry (each one term); 1st Physics; 1st Chemistry; French or German; 2nd 
 English; 1st Mechanical Drawing; Vice Work. 
 
 Third Year.— 3rd Mathematics; Spherical Trigonometry and Principles of Mech¬ 
 anism (each one term); 2nd Physics; Mechanics; French or German; 2nd Mechan¬ 
 ical Drawing; Machine Work. 
 
 Fourth Year. —Applied Mechanics; Thermodynamics; Mineralogy; Geology; 
 Qualitative Analysis; Designing and 3rd Mechanical Drawing (each one term); 
 Machine Work; Astronomy (1st term); Essays. 
 
 4. Course op Chemistry, 
 
 First Year .—1st Mathematics; 1st French; 1st German; 1st English; Free hand 
 Drawing; Physical Geography. 
 
 Second Year. —2nd Mathematics; 1st Physics; 1st Chemistry; 2nd French; 2nd 
 German; 2nd English. 
 
 Third Year. —2nd Chemistry; Chemical Technology; Qualitative Analysis; 2nd 
 Physics; Mineralogy; Zoology and Physiology (each one term); Structural and 
 Systematic Botany (each one term). 
 
 Fourth Year. —Quantitative Analysis; Volumetric and Organic Analysis ; Geol¬ 
 ogy; Applied Mineralogy; Assaying and Organic Preparation; Microscopy and Bac¬ 
 teriology; Essays; Elective. 
 
 5. Course op Natural History. 
 
 First Year. —1st Mathematics; 1st French; 1st German; 1st English; Free-hand 
 Drawing; Physical Geography. 
 
SOUTH CAROLINA COLLEGE OF AGRICULTURE. 547 
 
 Second Year. —2nd Mathematics: 1st Physics; 1st Chemistry; 2nd French; 2nd 
 German; 2nd English. 
 
 Third Year. —Qualitative Analysis; 2nd Physics ; Zoology and Physiology (each 
 one term); Free-hand Drawing; Structural and Systematic Botany (each one term); 
 Mineralogy; Geology. 
 
 Fourth Year. —Applied Mineralogy; Applied Geology; Microscopy and Bacteri¬ 
 ology; Quantitative Analysis; Elective and Hygiene (each one term); Free-hand 
 Drawing and Entomology (each one term); Essays; Elective. 
 
 n. SPECIAL COURSES FOR CERTIFICATES.—TWO YEARS EACH. 
 
 1. Shorter Course of General Science. 
 
 First Year. —1st Mathematics; 1st English; 1st History; Physical Geography; 
 Free-hand Drawing. 
 
 Second Year. —2nd Mathematics; 2nd English; 1st Physics; 1st Chemistry; 
 Structural Botany and Physiology (each one term); Elective. 
 
 2. Shorter Course of Applied Science. 
 
 First Year. —1st Mathematics; 1st English; Free-hand Drawing; Woodwork; 
 1st Mechanical Technology; Physical Geography. 
 
 Second Year. —2nd Mathematics ; 2nd English; 1st Physics ; 1st Chemistry; Sur¬ 
 veying and Field Practice; 2nd Mechanical Technology and Descriptive Geometry 
 (each one term); 1st Mechanical Drawing. 
 
 3. Business Course. 
 
 First Year .—Commercial Arithmetic and Book-keeping; 1st English; Physical 
 Geography; Phonography; Free-hand Drawing. 
 
 Second Year. —1st Mathematics ; 2nd English; Phonography; Book-keeping, &c.; 
 Elective. 
 
 III. ELECTIVE COURSES. 
 
 These are such as may be allowed under special circumstances, on application. 
 Such application must show exceptional grounds, and, in case of minors, must be 
 accompanied by written request of parent or guardian. 
 
 Note.— In addition to the studies included in the foregoing courses for degrees or 
 certificates, laboratory courses are offered in Zoology and Physiology, and a course 
 in Spanish. These can be taken as optional or elective studies. 
 
 It will be seen that drawing, in a greater or less degree, is included 
 in each of these courses. In the course in Mechanical Engineering 
 it forms a very essential feature. Tlje following is the detailed state¬ 
 ment of this course. 
 
 DEPARTMENT OF MECHANICAL ENGINEERING. 
 
 Professor Edwards. Instructor Niernsee. 
 
 In this department there are twenty-two classes— 
 
 First, Second, and Third Mechanical Drawing. —These classes meet three periods 
 a week, of two hours each, the first two throughout the session, the third during 
 one term. 
 
 First Mechanical Drawing. —The proper use and care of drawing instruments, 
 construction of plane figures, the study of helical and other curves, the projection 
 and sections of geometrical solids, shading, tinting, and conventional use of colors. 
 
548 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Second Mechanical Draiving. —The making of accurate working-scale drawings 
 from measurements, and rough sketches of parts of machinery, and the drawing 
 necessary in connection with the course in mechanism, and gear construction, with 
 practice and tracing in blue printing. 
 
 Third Mechanical Drawing. —Detail and assembly drawings from machinery, 
 followed by mechanism designs and boiler drawings. Machine design. 
 
 The classes in Free-hand Drawing meet three periods, of two hours each, through¬ 
 out session. 
 
 First Free-hand Drawing. —Charcoal and crayon drawing from plaster casts of 
 geometrical solids. Perspective drawing in pencil, illustrated by problems. 
 
 Second Free-hand Drawing. —“Antique” drawing from plaster casts of feet, 
 hands, masks, and busts. 
 
 Third Free-hand Drawing. —“Antique” drawing from plaster casts of the human 
 figure. 
 
 Fourth Free-hand Drawing. —“ Life” drawing from the living model. 
 
 In addition to the foregoing, two special classes in Free-hand Drawing are formed 
 in connection with course in Natural History. First year. —Blackboard drawing 
 of diagrams and cuts for lecture illustrations, in colored chalks. Second year .— 
 Anatomical studies, plant and insect forms from nature in pencil, pen and ink, 
 and water colors. 
 
 Drawing is considered as a language, or mode of expressing ideas, and as being, 
 therefore, not less important than linguistic study on account of its disciplinary as 
 well as its direct practical value. As a language it is an intelligible mode of com¬ 
 municating thoughts and explaining things, having, moreover, this advantage over 
 other languages spoken or written, that it is universal, that it is almost alike 
 intelligible to all the diverse races of mankind, needing no translation, but at once 
 “ known and read of all men.” 
 
 The exercises consist mostly in drawing directly from the objects. The student 
 is expected to observe constantly the relation of the object to the mode of its repre¬ 
 sentation, and to become self-directing, without wasting time in copying the delin¬ 
 eation of others. 
 
 COURSES IN SHOP WORK. 
 
 First Shop Work. —This is a course in Wood Work, and consists in instruction in 
 the ordinary carpenter’s and pattern-maker’s tools, and the performing of such 
 operations as planing, sawing, trueing up, rabbeting, ploughing, mortising, tenon¬ 
 ing, dovetailing, squaring, tonguing, cornering, dowelling, splicing—straight and 
 scarfed, &c. Practice will be given in turning, scroll work, &c., with the scroll 
 saw, and in such work as requires the use of other ordinary machine tools. 
 
 Second Shop Work. —This consists in the ordinary bench and vice work of ma¬ 
 chine shop, such as chipping, filing, drilling, use of taps and dies, and fitting in 
 general. A portion of this year will also be devoted to forge work, such as welding 
 iron and steel, tempering, making tools, bolts, nuts, &c. Brazing and soldering 
 will be included in this year’s work. Forge work will indirectly be continued 
 through the last three years, as the student will be required to dress and temper 
 his own tools. 
 
 Third Shop Work. —This is devoted to the various methods of moulding, and the 
 commencement of a course in machine work. 
 
 Fourth Shop Work. —This, Machine Work, commenced the preceding year, con¬ 
 sists in drilling, planing, boring, shaping, milling, turning, cutting screw-threads, 
 etc. A knowledge of the different kinds of work that each tool is capable of turn¬ 
 ing out, will be given to the student either by his seeing in each case the work per¬ 
 formed, or by his having charge of or performing the work himself in as many in¬ 
 stances as time will allow. 
 
SOUTH CAROLINA-COURSES IN MECHANIC ARTS. 549 
 
 These four classes meet three periods of two hours each, every week during their 
 respective years. 
 
 COURSES IN MECHANICAL TECHNOLOGY. 
 
 First Mechanical Technology. —This course covers the nomenclature of carpen¬ 
 try, pattern-making, and other kinds of wood work, the tools and appliances of 
 each, the work to which each tool is adapted, the proper method of handling it, 
 and the reasons for its peculiarity of construction, proper cutting bevels for edge 
 tools, &c. This course runs parallel to, and is an adjunct to, First Shop Work. 
 Text-book: Shelley's Work-shop Appliances. (This class meets once a week during 
 session.) 
 
 Second Mechanical Technology. —This is a course similar to the preceding, but 
 with machine work and the various tools and methods of the machinist as its sub¬ 
 ject. This course is prepai’atory to Second, Third, and Fourth Shop Work. Text¬ 
 books: Rose’s Practical Machinist; Spretson’s Casting and Founding; West’s Amer¬ 
 ican Foundry Practice. (This class meets three times weekly during first term.) 
 
 COURSES IN MECHANICS. 
 
 Mechanics. —In the first term of the year given to this study, Elementary Me¬ 
 chanics will be taken up and finished. During the second term will be discussed 
 all of Mechanics properly understood only with the aid of calculus, such as the 
 determination of volumes, areas, centres of gravity, pressure, &c. Text and refer¬ 
 ence books: Todhunter’s Elementary Mechanics; Smith’s Mechanics; Mosely’s 
 Mechanics; Wood’s Analytical Mechanics. 
 
 Principles of Mechanism. —This embraces the general subject of kinematics, and 
 has to do with the laws governing the motion of the parts of a machine, but with¬ 
 out reference to the forces' producing the motion. It also proportions the moving 
 parts of a machine regardless of strength, so that certain velocity ratios may be 
 insured or certain desired movements accomplished. Text-books and books of refer¬ 
 ence: Goodeve’s Principles of Mechanism; Stahl and Wood’s Elements of Mechan¬ 
 ism; MacCord’s Kinematics; Reulaux’s Kinematics. (This class meets three times 
 a week during first term.) 
 
 Applied Mechanics. —The application of mechanical laws to structures and ma¬ 
 chinery. The first term of the year given to this includes the study of prime 
 movers and the general principles of machinery. In connection with prime movers 
 will be given the different ways of transmitting power by belts, ropes, gearing, &c.; 
 and such special machines as hydraulic motors; turbines, their principles, efficiency, 
 &c. Under the general head of principles of machinery will be taken up statistics 
 of structures, including all kinds of frames, trusses, girders, &c. Dynamics of 
 Machines; Dynamics of the steam engine; Friction. 
 
 During the second term will be taken up the strength of materials; properties of 
 different metals; strength of elementary structures; iron plates, solid and perfor¬ 
 ated; riveted and welded joints; strength of all kinds of cast and wrought iron 
 beams, rails, &c. Text-books and books of reference: Cotterill’s Applied Mechan¬ 
 ics; Rankine’s Applied Mechanics; Thurston’s Materials of Engineering; Clark’s 
 Tables for Mechanical Engineers. 
 
 COURSES IN DYNAMICS. 
 
 Thermodynamics. —General discussion of the law of flow of elastic fluids, and 
 the heat equations of the action of steam and other vapors against pistons. Steam, 
 gas, hot air, and oil engines viewed both practically and theoretically as heat 
 engines. Lectures on the methods employed in making engine, boiler, and pump 
 tests will be given, and when an opportunity occurs the actual test will be made. 
 The theory and construction of the working parts of engines will be studied and 
 
550 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 considerable time devoted to valve gears and link motions. Reference and text¬ 
 books: Goodeve’s Steam Engine; Rose’s Modern Steam Engines; Rankine’s Steam 
 Engine. 
 
 Designing .—The application of the previously studied principles underlying the 
 motion, strength, &c., of the parts of machinery, to some specific machine or me¬ 
 chanical apparatus, and the calculation of its various weights, so that necessary 
 strength may be combined with minimum weight. This will be accomplished both 
 by the aid of text books and lectures. Text-books: Unwin’s Elements of Machine 
 Design. (Class meets three times weekly during second term.) 
 
 In the last year of his course, the student will submit a thesis on some mechanism 
 planned by him, a test made by him, or a report on some specialty in mechanical 
 engineering; such thesis or test to be full, complete, and accompanied by the neces¬ 
 sary drawings. 
 
 THE AIM BEING TO GIVE A COMPREHENSIVE VIEW OF THE SUBJECTS TAUGHT. 
 
 General Remarks .—The aim in the practical shop-work will be to familiarize the 
 student with the various tools and work-shop appliances, the peculiar uses to which 
 they are adapted, and thus the elements of the trade to which each pertains. The 
 shop experience will be valuable, not so much from the skill acquired, though it is 
 hoped this will not be inconsiderable, as from the fact that it will give a knowledge 
 of the capabilities of the trades the students may expect to employ in carrying out 
 his professional work. Knowing the possibilities of the shops, his designs can be 
 made to conform to the best and cheapest way of executing them. An understand¬ 
 ing of heavy, expensive, and special tools will be afforded by photographs, draw¬ 
 ings, and descriptions during the regular course in mechanical technology. 
 
 Lectures will be given on the erection of machinery, terbines, injectors, indica¬ 
 tors, brakes, the standard pumps, and their valve gears, belting, pullies, shafting, 
 &c., together with descriptions of those in common use, and it is hoped in this way 
 the student will acquire an understanding of the principles employed in the con¬ 
 struction of such mechanical contrivances and supplies, as well as become familiar 
 with the apparatus he may expect to use in his future work. The above are 
 only a few of the subjects embraced in the lectures, and are mentioned merely to 
 indicate the nature of the subjects to be comprehended by them. Notes will be 
 prepared on the repair, care, and management of machinery, and on the numerous 
 tilings in regard to the general subject of mechanical engineering that may suggest 
 themselves from time to time, and which should be known, but are not generally 
 embodied in text-books. 
 
 Graduate Course in Mechanical Engineering .—Strength of materials: particu¬ 
 larly relating to the material used for sti'uctural purposes. Contracts and specifi¬ 
 cations: details and methods of drawing specifications and contracts for engines, 
 boilers, pumps, foundations, power tools, &c.; making estimates as to cost, weight, 
 and space occupied. Hydrodynamics: Theory and efficiency of various types of 
 turbines and water wheels. Laboratory work: Practice in experimental work, 
 such as boiler, engine, and pump tests; measurement of power; tests of the effects 
 of engines under constant and variable loads. Visits of inspection to the various 
 industries of the State, and special reports upon the maintenance, equipment, and 
 condition of the plant. 
 
 It will be the aim to supplement the work of the department with a course of 
 lectures by the best Mechanical and Hydraulic Engineers of the State. 
 
 This course leads to the degree of Bachelor of Science. To obtain 
 the degree of Master of Science, an additional year of schooling is 
 required “with proficiency in a graduate course, in not less than 
 three scientific studies.” For the degree of Mechanical Engineer, 
 
UNIVERSITY OF SOUTH CAROLINA-STATISTICS. 551 
 
 a graduate course of one year, “including Designing, Metallurgy, 
 practical testing of engines and machinery for efficiency, and the 
 study of present engineering practices and precedents,” is required. 
 
 The expenses of students for the college year, are estimated at 
 about $200. 
 
 The statistics of the attendance of students in the various colleges 
 and Professional Schools of the University, are condensed as follows: 
 
 RECAPITULATION. 
 
 
 Coll, of 
 
 L. A. & S. 
 
 Coll, of 
 
 A. & M. A. 
 
 Total. 
 
 Graduate Students . 
 
 
 
 8 
 
 Under-Graduates: 
 
 
 
 
 Seniors. 
 
 19 
 
 10 
 
 29 
 
 Juniors. . 
 
 11 
 
 11 
 
 22 
 
 Sophomores. 
 
 11 
 
 11 
 
 22 
 
 
 21 
 
 9 
 
 30 
 
 
 62 
 
 41 
 
 103 
 
 Special Students: 
 
 
 
 
 Second Year. 
 
 0 
 
 3 
 
 3 
 
 
 0 
 
 3 
 
 
 Elective Students. 
 
 9 
 
 19 
 
 - 6 
 
 28 
 
 
 71 
 
 66 
 
 
 
 Coll, of 
 
 Law 
 
 
 
 Phar. 
 
 School. 
 
 
 Professional Students: 
 
 
 
 
 Second Year. 
 
 11 
 
 9 
 
 20 
 
 First Year. 
 
 6 
 
 13 
 
 19 
 
 
 17 
 
 22 
 
 39 
 
 
 
 
 184 
 
 Names counted twice. 
 
 
 
 2 
 
 
 
 
 182 
 
 The “General Faculty and Officers,” of the University; comprise 
 Thirty in all. John M. McBryde, ph. d., ll. d., is the President. 
 James Woodrow, ph. d. (Heidelberg), M. d., d. d., ll. d., Dean of 
 “the College of Liberal Arts and Sciences.” 
 
 The Faculty of “the College of Agriculture and Mechanic Arts” 
 numbers eighteen Professors and Instructors, in addition to the 
 President of the University. Professor Benjamin Sloan (West 
 Point,) is Dean of the College, and Professor of Physics and Civil 
 Engineering. 
 
 Claflin College, of the University of South Carolina. 
 
 South Carolina Agricultural College and Mechanics Institute, 
 (Claflin University), is situated at Orangeburg, on the line of the 
 South Carolina Railroad, 80 miles from Charleston, and 50 from 
 Columbia, the State Capitol. 
 
 As a branch of the State University of South Carolina,* this col- 
 
 *The University of South Carolina shall be, and it is hereby, divided into two 
 branches, the one located in the City of Columbia, and styled the Soutli Carolina 
 College, and the other in or near the town of Orangeburg, to be styled the Claflin 
 College; * * *.” Sec. I, Act of March 22, 1878. 
 
552 EDUCATION IN THE INDUSTEIAL AND FINE ARTS. 
 
 lege divides tlie income of the National land grant fund with the 
 South Carolina College of Agriculture and Mechanics, situated at 
 Columbia. 
 
 HISTORY. 
 
 In July, 1869, the buildings formerly occupied by the Orangeburg Female College 
 were purchased through the efforts of Revs. Dr. A. Webster and T. W. Lewis j 
 aided financially by the distinguished family whose name it bears. In December 
 following a liberal charter was obtained from the State of South Carolina, declar¬ 
 ing that no particular religious opinions shall be required as a test of office of any 
 instructor in the University; and that no student shall be refused admission or 
 denied any of the previleges or honors of the said University on account of race, 
 complexion, or religious opinions which he may entertain. 
 
 By act of Legislature, approved March 12, 1872, the Agricultural College and 
 Mechanics Institute was located at Orangeburg, in connection with Claflin Uni¬ 
 versity. 
 
 AGRICULTURAL COLLEGE AND MECHANICAL INSTITUTE. 
 
 In the Act of Congress granting public lands for the endowment and mainten¬ 
 ance of such institutions, the object is declared to be, “ without excluding other 
 scientific and classical studies, and including military tactics, to teach such branches 
 of learning as are related to agriculture and the mechanic arts.” 
 
 To carry out this design of Congress, an experimental farm was provided, consist¬ 
 ing of one hundred and sixteen acres, which, with other lands under the control of 
 the Claflin Board, constitute, in the aggregate, about one hundred and fifty acres 
 of choice land mostly under cultivation. There is also a carpenter shop for 
 practical instruction; and other mechanical departments will, it is expected, be 
 opened as the means shall warrant. Scientific and industrial education are practi¬ 
 cally united, and the student, by manual labor on the farm and in the shop, can, 
 from his paid industry, aid materially in meeting the expenses of his education. 
 
 The classical course of Claflin University, is of four years; and cor¬ 
 responds with that of other American Colleges. The Agricultural 
 and Mechanical course, is of three years. The catalogue affirms 
 that it “is especially adapted to the wants of those who desire a 
 higher education for the industrial pursuits.” In the schedule of 
 studies for Sophomore year, “Draughting is included under the 
 general head of Mathematics which embraces also “Conic Sections,” 
 “Surveying,” “Mensuration” and “Field Work.” 
 
 “ Draughting,” also appears as one of,the studies in the classical 
 course, in the third term of Sophomore year. 
 
 There is a “ Normal school course” of three years, and a “ college 
 preparatory course” of three years, the first two years of which are 
 the same as the corresponding years of the normal school courses. 
 There is a Grammar school course, of two years.—In none of these 
 courses is there reported any instruction in drawing, other than 
 has been noted above. 
 
 In 1881-’82, there were 23 students in the colleges courses; 136 in 
 the Normal and College preparatory; 184 in the Grammar School. 
 Total number of pupils in all courses, 343, of these eight were in 
 the Sophomore class in College; and only twenty were receiving 
 instruction in drawing.— 
 
CLAFLIN UNIVERSITY-ADDRESS BY BISHOP HAYGOOD. 553 
 
 The catalogue of “the University,” and the College, for 1890-’91,* 
 furnishes in itself an interesting “object lesson” of the very practi¬ 
 cal training in various industries which is here offered to the colored 
 youth of South Carolina. Numerous engravings, showing the 
 students while engaged in the different trades and industries here 
 taught, add to its attractiveness and value. The annual address 
 delivered at the Commencement in 1891, by the Rev. Bishop A. G. 
 Haygood, D. D., so long the managing agent of the “ Slater Fund 
 for the promotion of the education of the colored race in America,” 
 taken from the report given in the Charleston “Newsand Courier,” 
 is included in the catalogue. 
 
 Bishop Haygood, on the Education of the Colored Race. 
 
 This farewell address on resigning the management of the “Slater 
 Fund,” which he had so efficiently directed for the nine years of its 
 existence, summing up, as it does, the results of his wide experience 
 throughout the whole South; and in which he speaks plainly to all 
 the colored people of the country; can hardly fail to interest all who 
 care for the future of the colored citizens. 
 
 As the thoughtful utterance of one who had demonstrated his 
 sincere interest in that race, who has been an active agent in promo¬ 
 ting their educational development and who has, at the same time, 
 kept in touch with his fellow southerners of the white race, it is a 
 document well worthy the consideration of all who are interested 
 in the welfare of the whole country. Eight millions of colored citi¬ 
 zens cannot be ignored. 
 
 The extent of the pecuniary burden undertaken by the whites 
 of the South in the support of their public schools,—providing for 
 the colored children as well as for the white, to which the Bishop 
 called the attention of his colored audience, will give to many in the 
 North a new view of what the people of the South are accomplishing; 
 while his graphic portrayal of the passionate antagonism of the 
 southern whites towards the proposed Federal election law, will 
 doubtless be a surprising revelation. 
 
 His showing of the wonderful advance made by the colored race 
 since their first landing as slaves in America, and his wise words of 
 caution and counsel to them in their present conditions, mark this as 
 a memorable address. I have, therefore, in view of all these features 
 of this discussion, thought it well to give it place among the Appen¬ 
 dices to this volume, f 
 
 * Catalogue of Claflin University, College of Agriculture and Mechanics’ Institute 
 Orangeburg, S. C. 1890-91. New York Printed by Hunt & Eaton, 150 5tli Avenue. 
 1891. Pp. 88. 
 t See Appendix Z. 
 
554 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Departments and Courses of Study. 
 
 The classical and literary features of the education offered at 
 Claflin University remain substantially as given in the preceding 
 account. < 
 
 The ordinary text hooks in the Classics, in the Sciences, and in the 
 common English studies, are used. The modern languages are 
 taught through the whole of the scientific course, and through the 
 senior year of the classical course. Drawing is taught in the first 
 year of the three years of the “College preparatory course” and in 
 the first two, of the three years of the “ Normal course.” Through 
 each of the six “grades” of the “English course,” Drawing and 
 Manual Training are taught. 
 
 The “ Historical Statement” and the details of the courses in the 
 different industries which follow, are taken in full from the pages 
 of the catalogue. 
 
 Historical Statement. 
 
 The existence of Claflin University is due largely to the generosity of the Hon. 
 Lee Claflin and family, of Boston, Mass. 
 
 The college campus is the original site of the Orangeburg Female Seminary. It 
 contained about three acres of land, pleasantly located and beautifully shaded. 
 There was one large wooden building well adapted for dormitory and class-room 
 purposes, together with a few cheap out-buildings. 
 
 In 1869 this property was purchased and set apart to its present purpose. 
 
 In December following a liberal charter was obtained from the State of South 
 Carolina. 
 
 Later two tracts of land joining the original purchase were secured, containing 
 respectively thirty-seven and thirty acres, making the total number of acres sev¬ 
 enty, more or less. 
 
 By Act of Legislature, approved March 12, 1872, the College of Agriculture and 
 Mechanics’ Institute for Colored Students was located at Orangeburg. An experi¬ 
 mental farm, containing about one hundred and sixteen acres, joining the Claflin 
 property, was purchased. For the sake of greater economy and efficiency the two 
 institutions, while distinct in every other particular, are operated practically as one. 
 
 In January, 1876, the main building and one recently erected for class purposes 
 were consumed by fire. Soon after a large brick building was erected in the place 
 of the main building which was destroyed, and from time to time buildings have 
 been added until there are over twenty that are used for school purposes. 
 
 The farm and campus have been improved, trees planted, walks and drives laid 
 out, fences and buildings put in the best of repair, until the property presents a 
 very attractive appearance. The location is healthful, well supplied with pure 
 water, and is free from malaria. 
 
 In addition to the training in Mechanical and Industrial Drawing 
 there is, also, provided for those who wish it, instruction in free 
 hand drawing and painting as follows: 
 
 Department of Art. 
 
 Mrs. L. M. Dunton, Instructor. 
 
 This department has for its object the cultivation and promotion of the Fine 
 Arts, through practice and criticism. Its aim is to familiarize the student with the 
 theory and practice of art. 
 
COLLEGE OF AGRICULTURE AND MECHANICS’ INSTITUTE. 555 
 
 It has been found advisable to study elementary or geometrical forms by draw¬ 
 ing, advancing to copies in architectural and ornamental designs. As the study of 
 perspective can be acquired as well by the brush as with pencil, therefore the course 
 in art will be selected by the student. The choice will be optional, whether pur¬ 
 sued with pencil, crayon, pestelle, India ink and sepia, or with the brush and 
 colors. 
 
 Free-hand drawing and painting is made a specialty, since it furnishes the only 
 basis for accuracy in observing nature and art, and secures freedom and precision 
 in delineating and executing designs. Drawing and painting from objects or from 
 nature are most practiced. Composing or designing is only allowed those pupils 
 who have an innate talent for such work. Only one among the many receive this 
 latter gift. But the development in the mind of the pupil for a love and a fair 
 execution of fine art can be accomplished by the prescribed course. Far more atten¬ 
 tion is paid to painting in oil-colors than in water-colors. During the spring term 
 it is designed to form classes to sketch from nature, as soon as there has been devel¬ 
 oped in the mipd of the pupil a talent for this work. The course of instruction in 
 painting and drawing, covering three years, is arranged as follows: 
 
 First Year.—Drawing from objects, mechanical and architectural—linear and 
 perspective. Painting: technical practice; ornamental home decorative painting. 
 
 Second Year.—Teclmical practice; copying from masters; studies in still-life or 
 nature. Lectures accompanying each lesson on harmony and blending of color; 
 chiaro-oscuro and composition. 
 
 Third Year.—Perspective painting; technical practice; studies from living models; 
 portrait-making; composition or designs in landscape. Lectures on the Theory 
 and Practice of Art. 
 
 Each year lessons will be given in minor painting, covering studies in the imi¬ 
 tation of natural wood or painting and graining. 
 
 ******** 
 
 Department of Manual Training. 
 
 The age is becoming more practical. In the past the effort of our schools and 
 colleges has been to cultivate the mind, leaving the training of the body largely to 
 the freaks and circumstances of the student. 
 
 The monotony of school fife has been broken by the introduction of athletics, 
 which under proper restrictions can not be commended too highly. But nothing 
 has been hailed with so much satisfaction, both by students and patrons, as the 
 introduction of manual training. 
 
 The advantages arising from the systematic training of the body and the hand 
 and the teaching of trades and industries in connection with courses of literary 
 culture are so patent that no excuse or argument is needed to convince the thought¬ 
 ful mind of the wisdom of the undertaking. 
 
 Over $20,000 have been spent in supplying outfits for the various industrial 
 departments of Claflin University, and it is the purpose of the management to 
 make it a first-class manual-training school. 
 
 The object of the industrial feature is to give instruction in manual training and 
 to teach trades in connection with literary studies. 
 
 In order to provide for manual training there is no effort to lower the literary 
 standard of the University, to consume time that properly belongs to that depart¬ 
 ment, or to detract in any way from the broadest and most thorough literary cul¬ 
 ture. 
 
 The question really at issue between the old and new schools is not in regard to 
 the necessity for recreation, nor the amount of it a student needs, but whether he 
 shall obtain it in the gymnasium, on the diamond, at the regatta, or in the shops. 
 
 There are arguments that seem well to sustain botli theories; but to the student 
 
556 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 of moderate means, who is dependent upon his own energies and resources for a 
 livelihood, there seems to be but one choice. 
 
 The best education, for the masses at least, is that which develops most com¬ 
 pletely all that there is in a man, and that places the entire resources of his nature 
 most thoroughly at the command of their possessor. 
 
 That literary training is of paramount importance few will deny; but the training 
 of the mind, the body, and the soul simultaneously seems to be more in accordance 
 with human needs. The mind may be trained to think, but unless the eye is trained 
 to see, the ear to hear, and the hand to execute, much power will necessarily be lost. 
 
 To many the education of the past has been too theoretical and visionary, and 
 has educated men out of their spheres rather than into them, while the new educa¬ 
 tion seeks to be broader, more practical, and more useful. 
 
 The shops themselves are an object lesson; for in them the student is brought 
 into contact with a great variety of material, tools, and machinery. His vocabu¬ 
 lary touching these things is increased, and he is much better prepared to deal with 
 mechanics and appreciate the value and utility of their productions. 
 
 Experience has demonstrated that the subjects taught in the literary departments 
 receive a new inspiration from the practical applications which are made of them 
 in the manual-training departments. For instance, there is scarcely a principle of 
 mathematics that is not found useful and helpful in the mechanical departments. 
 Students soon learn that mathematics is as essential to them as the tools in their 
 hands, and, consequently, a subject that has seemed abstract and uninteresting 
 suddenly becomes one of the most interesting in the curriculum. 
 
 Claflin University has in successful operation the following trades and industries: 
 
 A list of twenty different “schools,” with the number of pupils 
 attending each, follows : as these figures are repeated in the very full 
 “summary” of students, which will be given later, they are here 
 omitted. 
 
 It will readily be seen from the details given of instruction in these 
 various occupations, that much of it is of that same practical kind of 
 training as is given in a “ Trade School”; and it seems for this very 
 reason, wisely adapted to the needs of the pupils; being such as is 
 calculated to fit them to become self supporting members of society. 
 
 ARCHITECTURAL AND MECHANICAL DRAWING. 
 
 “ Drawing,” says one, “is the very soul of true technical education, and of exact 
 and intelligent workmanship.” Drawing cultivates perception and stimulates 
 invention. It often enables to express by diagrams what can not be so readily and 
 clearly expressed by language. It is regarded of first importance in all manual¬ 
 training schools. Students are first taught to work out their lessons on paper, and 
 when the object that they desire to make is clearly defined in their minds, then the 
 tools and material are placed at their command for an actual verification of the 
 principles they have learned. 
 
 COURSE OF STUDY. 
 
 Selection and uses of drawing instruments. 
 
 The use of the scale as applied to drawing. 
 
 Simple geometric constructions involving the use of instruments, definitions, etc. 
 
 Lectures on the history and development of architecture. 
 
 Free-hand drawing of scrolls, irregular objects, etc. 
 
 Drawing from models to a scale. 
 
 Sections and intersecting drawings. 
 
CLAELIN UNIVERSITY-WOOD AND IRON WORK SHOPS. 
 
 557 
 
 Drawing plans for wood, brick, or stone constructions and foundations. 
 
 Drawing elevations in wood, brick, and stone interiors and exteriors. 
 
 Principles of designing. 
 
 Original designing—plans, elevations, etc. 
 
 Detailed or working drawings. 
 
 Exercises in writing specifications, contracts, etc. 
 
 Lectures on building and superintendence. 
 
 Lectures on historic styles of architecture and ornamentation. 
 
 Lectures on ventilation. 
 
 SCHOOL OF CARPENTRY. 
 
 This department is furnished with benches, tools, etc., for classes of twenty. 
 
 Lessons are given from drawings prepared by the superintendent. 
 
 Students are taught the names and uses of tools, and how to keep them in order. 
 
 A variety of actual work is performed, such as building cottages, shops, repair¬ 
 ing buildings, making and repairing furniture, ornamenting buildings and campus, 
 building and repairing fences, making and repairing agricultural implements, 
 making wardrobes, etc. 
 
 The following is the course of study to be pursued: 
 
 I. Exercises in methods of holding and using try-square, gauge, dividers, bevel, 
 saw, mallet, chisel, and plane. 
 
 II. Elementary framework—cross lap joint, tenon and mortise joint, end T. & 
 M. frame, and blind T. & M. brace frame. 
 
 III. Lathe work—cylinders, spindles, handles, rosettes, etc. 
 
 IV. Advanced framework—miter lap joint, dovetail joint, lap dovetail joint, 
 methods of scarfing, keyed joints, double dovetail puzzle, etc. 
 
 V. Small articles, embracing framework, nail-driving, turning, scroll-sawing, 
 and miscellaneous work. 
 
 VI. Cabinet work—sawing, turning, framing, wood-carving, paneling, brackets, 
 plain bedsteads, waslistands, tables, etc. 
 
 WOODWORKING BY MACHINERY. 
 
 This department is supplied with a 40-horse power boiler and engine, planer, rip 
 saw, jig saw, cut-off saw, variety machine, three turning lathes, boring and mor¬ 
 tising machine, etc. Students are taught how to operate the machines and how 
 to keep them in order. By the combined efforts of the departments of carpentry 
 and machinery the University has been enabled to do its own building, repair¬ 
 ing, and to manufacture its own furniture. 
 
 SCHOOL OF BLACKSMITHING. 
 
 This department is fitted up with eight forges, driven by a steam fan, and with 
 the necessary outfit of tools, vises, drills, etc. The course of instruction includes 
 the care and management of the fire, and lessons in heating, holding, and striking 
 iron. Drawing, upsetting, shaping, bending, punching, cutting, breaking, welding, 
 hardening and tempering steel. 
 
 Considerable attention is given to repairing. Many shop tools have been made, 
 such as tongs, hammers, swedges, fullers, punches, chisels, flatters, cleavers, hardies, 
 headers, bending-forks, tire sets, drawjacks, traverse wheels, wrenches, bevel- 
 squares, try-squares, screwdrivers, pincers, clinch knives, toe knives, shoe hammers, 
 masons’ hammers, calipers, etc. Special attention given to filing and finishing, 
 and there are many specimens of work on exhibition that do credit to the depart¬ 
 ment. 
 
558 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 SCHOOL OF MILLING. 
 
 A first-class mill has been furnished, and students are taught how to grind corn 
 into meal, grits, and hominy. Feed is also ground for the stock. 
 
 BRICKLAYING. 
 
 Students are first taught the names and uses of the tools. Then follow lessons 
 in the kinds of materials and their uses, mixing mortar, cement, etc. 
 
 Practice is then given in laying walls, corners, window and door caps, arches, 
 flues, chimneys, cornices, etc. 
 
 During the early part of the course good work only is sought, but later good 
 work and speed are insisted upon. 
 
 Instruction is also given in reading plans and specifications. Students who wish 
 to stand at the head of their business will join a class in architectural drawing. 
 
 Two large boilers were set, several foundations for buildings put down, forges 
 and flues built, and a great variety of practice-work accomplished last year. 
 
 PLASTERING. 
 
 Special instruction is given in lathing, plastering, whitewashing, and frescoing. 
 Samples of this work are upon exhibition at the University. 
 
 One house was plastered, repairs made, and practice-work done last year. 
 
 This department is attractive, and many students have learned enough in one 
 year to command good wages during their vacation. 
 
 STEAM LAUNDRY. 
 
 A commodious two-story building has been erected and furnished with the most 
 improved laundry machinery, the entire outfit costing $4,000. The object of this 
 enterprise is to give instruction in all that pertains to good laundering, so that 
 young ladies may have the advantage of their training in their homes or may fol¬ 
 low it as a business. 
 
 The work of the University is done here, and girls of moderate means may earn 
 a part of their necessary expenses by doing extra work. 
 
 SCHOOL OF TAILORING. 
 
 This department started under favorable auspices, but owing to the expense of 
 material and our inability to compete with ready-made clothiers we have decided 
 to confine the work of this department entirely to repairing, cleaning, and dyeing. 
 
 SCHOOL OF PRINTING. 
 
 This department is under the management of an experienced printer. The office 
 is furnished with a good press and sufficient material to do a nice line of jobbing 
 and to publish a small paper called the Claflin Miscellany. The printing class was 
 large last year, and commendable progress was made by the apprentices. 
 
 SCHOOL OF HOUSE-PAINTING. 
 
 Lessons are given in colors and in mixing and applying paints and varnishes, 
 also in graining and frescoing. Last year the classes painted the exteriors of six 
 buildings,.besides considerable practice-work. Specimens of the work of this de¬ 
 partment are on exhibition at the University. 
 
 COOKING. 
 
 Classes are taught both at the Simpson Industrial Home and at the University. 
 The departments are furnished with the necessary outfit of appliances and material. 
 
CLAFLIN UNIVERSITY-TRAINING IN INDUSTRIES. 559 
 
 These classes have usually furnished the whole or a part of a dinner once a week 
 for all of the students in the boarding-hall. 
 
 Special attention has been given to the cooking and serving of plain foods in dif¬ 
 ferent ways. 
 
 Through the liberality of a gentleman in the West the erection of a building 
 especially for this department is made possible. 
 
 The following course of instruction will be pursued: Care of ranges. Cooking 
 cereals. Soups. Regulating fires. Cooking meats. Making bread. Making des¬ 
 serts. 
 
 COOKING FOE THE SICK. 
 
 Meat soups and broths, 
 dishes and relishes. 
 
 Cooling beverages. Cereal soups and broths. 
 Nurse Training. 
 
 Dainty 
 
 This department undertakes to give such instruction as shall enable students to 
 take intelligent care of themselves and the sick. 
 
 NURSE-TRAINING COURSES—NON-PROFESSIONAL. 
 
 First Year .—Study as to Care of the Sick Room—Ventilation, Temperature, Fur¬ 
 nishings, Disinfectants in Infectious and Contagious Diseases. Philosophy of Hot 
 and Cold Water Baths, and how to administer them in all diseases. 
 
 Study of Applications—Cupping, Enemata, Suppositories, Poultices, Counter- 
 irritants, Lotions to Relieve Pain. (Massage and Swedish Movements.) 
 
 Instruction in Fever Nursing—Typhoid, Malarial, Scarlet, etc.; Small-pox, Mea¬ 
 sles, Mumps, Diphtheria. 
 
 Second Year .—Method of Ascertaining and Noting Pulse, Temperature, and Res¬ 
 piration. Administration of Anaesthetics. Surgical Nursing. Application of 
 Bandages and Splints. 
 
 Preparation and Method of Serving Food. Preventing and Dressing of Bed¬ 
 sores, and Arranging Positions. Method of stopping Hemorrhage. What to do in 
 Emergencies—Drowning, Sun-stroke, Struck by Lightning, Burns, Bites, Bleed¬ 
 ings. 
 
 PROFESSIONAL. 
 
 Third Year .—To complete a course preparatory to Professional Nursing, the fol¬ 
 lowing additional year of study is required. 
 
 Special Anatomy and a Thorough Course in Midwifery, Chemistry, Materia Med- 
 ica, Therapeutics, Toxicology, Theory of Poisons. 
 
 PLAIN SEWING. 
 
 All of the girls not members of the dressmaking classes are required to take plain 
 sewing. So far as we are able we provide them with material for the making of 
 useful articles; but many are kept upon sample or practice work. We find no 
 difficulty in keeping up an interest, and even an enthusiasm, in this department. 
 
 By our new system of dress-cutting by measure any girl of ordinary intelligence 
 can learn in one year to cut and make a dress in good style. Persons who are not 
 members of the University are at liberty to learn the system by the payment of a 
 small fee. 
 
 Simpson Industrial Home. 
 
 Another important Industrial feature is the Simpson Memorial Home, established 
 by the ladies of Philadelphia, in memory of the late Bishop Matthew Simpson, one 
 of the bishops of the Methodist Episcopal Church. A neat two-and-a-half story 
 building, containing twelve rooms, has been erected and furnished throughout. 
 
560 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The Home is under the care of a matron, who gives daily instruction in the art of 
 Domestic Economy. Several girls reside permanently in the Home, and have the 
 constant benefits of the same; others are sent by classes from the University for 
 instruction in cutting, sewing, and ornamental work. 
 
 This school is under the auspices of the Woman’s Home Missionary Society of 
 the Methodist Episcopal Church. 
 
 COURSE OF STUDY IN THE SIMPSON INDUSTRIAL HOME. 
 
 First Term .—Plain Cooking, Plain Needlework, Laundry Work, General House¬ 
 keeping, Good Manners. 
 
 Second Term. —Bread-making, Cutting and Sewing, Laundry Work, Care of Sick, 
 Hygiene, Lectures. 
 
 Third Term .—Pastry Cooking, Dressmaking, Fine Laundering, Millinery, Hy¬ 
 giene and Sanitary Regulations. 
 
 Care of Rooms, General Housework, and Work in the Dining Halls required 
 every day. 
 
 Department of Agriculture. 
 
 The School of Agriculture was established in 1872, and is sustained by a portion 
 of the interest accruing from the Agricultural Land Scrip of South Carolina. This 
 department provides a farm of about one hundred and sixteen acres, a superintend¬ 
 ent, and a sum of money to meet incidental expenses and to pay students for nec¬ 
 essary labor. The funds at command are not sufficient to warrant much outlay in 
 experimental farming. The special effort of the department, therefore, is to give 
 the students lessons in practical farming. There are about one hundred and twenty 
 acres of land under cultivation, and the following figures will indicate the products 
 of last year: 1,600 bushels of Corn. 2,200 bushels of Sweet Potatoes. 300 bushels 
 of Oats. 50 bushels of Clay Peas. 26 bales of Cotton. 2,500 quarts of Milk. Meat 
 and Vegetables. 
 
 The farm not only furnishes valuable employment to students, but supplies 
 largely the demands of the University Boarding Hall. 
 
 The Boarding Department pays the market price for all provisions obtained from 
 the farm. 
 
 Claflin University is fully committed to Industrial Education. The time has now 
 come when most boys and girls must get their preparation for their life-work in 
 the schools. Experience has shown that in connection with a course of mental 
 training a student has time to acquire a trade, and that a few hours per week de¬ 
 voted to industry cultivates not only the hand, but the head and heart as well. 
 
 The expenses of the students are very light; for “ lodging, board, 
 tuition, washing, etc.,” the “ Boarding pupils ” pay $8.50 per month. 
 Day students pay from one to two dollars per month, as they are 
 less or more advanced. 
 
 It hardly needs to be said that this would not be possible unless 
 three fourths of the expenses of the institution were otherwise “pro¬ 
 vided by the voluntary contributions of the friends of education; 
 through the Freedmans Aid, and Southern Education Society, by the 
 State of South Carolina, and by the Slater and Peabody Funds.” 
 
 The following statement gives in detail, the number of pupils in 
 attendance in the different departments and those learning the sev¬ 
 eral “trades and occupations.” 
 
STATISTICS OF CLAFLIN UNIVERSITY AND COLLEGE. 561 
 
 SUMMARY. 
 
 
 Males. 
 
 Females. 
 
 Total. 
 
 College- 
 
 Seniors . 
 
 0 
 
 ' 0 
 
 0 i 
 
 Juniors. 
 
 3 
 
 0 
 
 3 
 
 Sophomores. 
 
 3 
 
 0 
 
 3 
 
 Freshman. 
 
 5 
 
 2 
 
 7 
 
 College prepara¬ 
 tory— 
 
 Third year. 
 
 17 
 
 2 
 
 13 
 
 19 
 
 Normal- 
 
 Third year. 
 
 9 
 
 12 
 
 21 
 
 Second year. 
 
 31 
 
 11 
 
 42 
 
 First year. 
 
 3G 
 
 13 
 
 39 
 
 English School— 
 Sixth grade. 
 
 49 
 
 24 
 
 112 
 
 73 
 
 Fifth grade. 
 
 43 
 
 36 
 
 79 
 
 Fourth grade_ 
 
 71 
 
 58 
 
 129 
 
 Third grade. 
 
 64 
 
 35 
 
 DO 
 
 Second grade.... 
 
 60 
 
 33 
 
 93 
 
 First grade. 
 
 52 
 
 40 
 
 92 
 
 Night school. 
 
 220 
 
 86 
 
 565 
 
 306 
 
 Teachers' class. 
 
 9 
 
 16 
 
 25 
 
 Instrumental music.. 
 
 4 
 
 17 
 
 21 
 
 Theological class. 
 
 32 
 
 0 
 
 32 
 
 Agriculture. 
 
 40 
 
 0 
 
 40 
 
 Architectural draw¬ 
 ing. 
 
 13 
 
 0 
 
 13 
 
 Art decorations. 
 
 0 
 
 20 
 
 20 
 
 Blacksmithing... 
 
 98 
 
 0 
 
 98 
 
 Bookkeeping. 
 
 17 
 
 0 
 
 17 
 
 Bricklaying. 
 
 92 
 
 0 
 
 92 
 
 Cabinet-making .... 
 
 20 
 
 0 
 
 20 
 
 Males. 
 
 Females. 
 
 Total. 
 
 165 
 
 0 
 
 165 
 
 0 
 
 35 
 
 35 
 
 0 
 
 120 
 
 120 
 
 0 
 
 13 
 
 13 
 
 0 
 
 36 
 
 36 
 
 15 
 
 0 
 
 15 
 
 12 
 
 0 
 
 12 
 
 6 
 
 0 
 
 6 
 
 8 
 
 0 
 
 8 
 
 10 
 
 60 
 
 70 
 
 14 
 
 1 
 
 15 
 
 92 
 
 0 
 
 92 
 
 339 
 
 226 
 
 565 
 
 20 
 
 0 
 
 20 
 
 69 
 
 10 
 
 79 
 
 10 
 
 180 
 
 190 
 
 21 
 
 0 
 
 21 
 
 238 
 
 112 
 
 350 
 
 4 
 
 2 
 
 6 
 
 1 
 
 4 
 
 5 
 
 22 
 
 5 
 
 27 
 
 15 
 
 2 
 
 17 
 
 67 
 
 79 
 
 146 
 
 
 
 201 
 
 443 
 
 266 
 
 709 
 
 
 
 255 
 
 
 
 964 
 
 
 
 
 Carpentry . 
 
 Cooking. 
 
 Crocheting. 
 
 Domestic economy 
 
 Dressmaking. 
 
 Engineering (steam). 
 
 Gardening. 
 
 Glazing . 
 
 Grinding (cereals)... 
 Laundering (steam). 
 
 Nurse training. 
 
 Painting and graining 
 
 Penmanship. 
 
 Plaining and sawing 
 
 (steam). 
 
 Printing. 
 
 Sewing. 
 
 Shoemaking. 
 
 Boarders. 
 
 Graduates 1891: 
 College prepara¬ 
 tory . 
 
 Normal. 
 
 Total graduates: 
 
 College. 
 
 College prepara¬ 
 tory. 
 
 Normal. 
 
 Total attendance, 1891 
 Sterling department* 
 Grand total for 1890 
 and 1891. 
 
 * We do not expect to report the Sterling Department after this year. 
 
 The ‘‘University,” and the “ College, have different corporations, 
 though they are practically operated as one institution. The Gov¬ 
 ernor, the Chief Justice, and two associate Justices of the Supreme 
 Court, The State Superintendent of Education, and the Chairman of 
 both the Senate and the House Committees on Education, are “Ex 
 officio,” members of the Board of Trustees of “The Claflin College 
 of Agriculture and Mechanics Institute.” There are also nine“ elec¬ 
 tive members.” The College Faculty, numbers six Professors in 
 addition to the President. The Preparatory and Normal Faculty is 
 composed of the same Professors; with the addition of one “Adjunct 
 Professor” and one “Instructor.” 
 
 There are eight teachers in the English Schools. There are a 
 number of assistants in the Trade Schools. 
 
 Rev. L. M. Dunton, a. m., d. d., is President. 
 
 ART—VOL 4-36 
 

 
CHAPTER XIV. 
 
 UNITED STATES LAND GRANT COLLEGES OF AGRICULTURE AND THE 
 
 MECHANIC ARTS— Continued. 
 
 ANALYSIS OF CHAPTER. 
 
 Tennessee: The University of, and State Agricultural College, 
 Knoxville, Tennessee... 
 
 Historical statements of origin and development—Agricultural College made 
 a department of the University in 1869—A fine farm purchased for it— 
 Statements concerning origin and objects of a Science College, quoted from 
 University Catalogue of 1878—’79—Courses of study, as given in Biennial 
 Report to Legislature, in 1881—Seven full courses, each of four years; and 
 two partial courses, each of two years—Drawing, a required study in 
 courses in Agriculture, Engineering, and Applied Mathematics—History 
 of University, by Professor T. C. Karns, M. A., in “Circular No. 5, 1893,” 
 of U. S. Bureau of Education, referred to—Biennial Report by Trustees to 
 Legislature, Dec’r 31st, 1892, quoted—New buildings described—Increase of 
 attendance for past six years, shown—President’s report notes important 
 additions to buildings and equipment—Details of equipment of schools of 
 Mechanic Arts, and of Mechanical Engineering and Drawing—Colored 
 Students attend Knoxville College—Equipment and Courses of Study in 
 Knoxville College—Summary of Students in University—Charles W. 
 Dabney, Jr., Ph. D., LL. D., President. 
 
 Texas: Agricultural and Mechanical College of, College Station, 
 Brazos County, Texas. 
 
 Made a branch of proposed State University in 1876—Opened October 6th, 
 1876, with six Students—Military features predominated during first few 
 years—Reorganized in 1880—Report in 1880 by President Jones who dis¬ 
 cusses the kind of education demanded in the U. S. Land Grant Colleges— 
 Faculty recommend substitution of a four years prescribed course, in place 
 of Elective Courses—Industrial Duties considered—No “ Manual Labor” 
 School proposed—Two Courses, An “Agricultural,” and a “ Mechanical,” 
 of three years each, decided on—Drawing which extends through all the 
 Mechanical Course does not appear in the Agricultural—Extracts from two 
 Annual Reports by Professor Van Winkle, in charge of the “ Department 
 of Mechanical Engineering and Drawing”—Catalogue of 1893, shows 
 Courses lengthened to fours years each—Development of the College—Post 
 Graduate Courses—Drawing as now taught in both the Agricultural and 
 Mechanical Courses—Total number of Students 1892-’93, 293—Faculty 
 numbers 31—L. S. Ross, President. 
 
 Page. 
 
 565 
 
 584 
 
 Vermont : University of, and State Agricultural College, Burling¬ 
 ton, Vermont. . 596 
 
 Historical Statements—State Agricultural College, incorporated with Univer- 
 
 563 
 
564 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Page. 
 
 sity in 1865—University Department of Applied Science with course of four 
 years, open to Young Women andMen—Courses of Study—Drawing taught, 
 through all the years of Courses in Engineering—Drawing taught in Agri¬ 
 cultural Course, during first term of Sophomore year, only—In 1880—’81, an 
 attendance of 76 Academical Students, and 143 Students of Medicine—Cata¬ 
 logue of 1892-93, shows great development of the'Scientific Department of 
 the University in new branches of Engineering—Important additions to the 
 University buildings have been made—These include The Billings Library 
 building, the Museum building, and a new building for the Mechanical 
 Department—Catalogue for 1892-’93, shows 221 Academical Students in 
 attendance; with a total of 448 University Students—The Faculty of the 
 Department of Engineering numbers 14 Professors. The total University 
 Faculty numbers 52—Matthew Henry Buckham, D. D., President. 
 
 Virginia: Agricultural and Mechanical College, Blacksburg, Vir¬ 
 ginia. 600 
 
 Founded by the Legislature in 1872, and designated to receive two-thirds 
 of the income from the U. S. Land Grant of 1862—Succeeds to the real 
 estate formerly the property of the “ Preston and Olin Institute,” at Blacks¬ 
 burg, Montgomery County—Opened, October 1st, 1872, with 131 Students— 
 
 The property referred to, consisted of one large College Building and five 
 acres of land—A farm near by of 250 acres was bought for the use of this 
 new Agricultural College—Report by Hon. Wm. H. Ruifner, State Super¬ 
 intendent of Education, Chairman of Committee on the New College— 
 
 Dr. Ruifner, quotes from report on Education by Hon. John W. Hoyt, 
 
 U. S. Commissioner to Paris Exposition of 1867—In 1880 Dr. Ruifner, 
 reports results of a tour of inspection of the Industrial Colleges in the 
 U. S. and Canada—Conclusions of this interesting report, quoted—Catalogue 
 of 1880, shows the college well equipped with shops and machinery—The 
 regular course is one of three years—Drawing and Mechanics taught 
 throughout the course—An attendance of 78 pupils for the year 1880-’81— 
 
 The outlook in 1893—Interesting statements by President McBrvde—The 
 College re-organized in 1891—New buildings and equipment—Town of 
 Blacksburg furnished with Electric lighting at a profit to the college— 
 Catalogue for 1892-’93—Importance of Department of Shop work—Situa¬ 
 tion and surroundings of the College described—Summary of Students— 
 
 Total number 177—Faculty number 27—John McBryde, Ph. D., LL. D., 
 President. 
 
 Virginia: Hampton Normal and Agricultural Institute, Hampton, Vir¬ 
 ginia ... 611 
 
 Established in 1868, by the American Missionary Association of New York, 
 to aid education of colored people—Chartered in 1870, by Legislature of 
 Virginia—In 1872, designated to receive one-third of Virginia’s share of the 
 fund established by the U. S. Land Grant Law of 1862—Hampton has a farm 
 of 600 acres—In 1878, the experiment of instructing Indian youth was 
 begun—The training of the two races in conjunction, attracted great inter¬ 
 est and has proved a success—Extracts from General Armstrong’s reports 
 for 1879, and for 1880—School Industries—Drawing an important study— 
 
 Total attendance for 1880—’81, 371 colored youth ; 211 boys, and 160 girls: 90 
 Indians ; 62 boys, and 28 girls—Total attendance for 1881-’82, 501—A Noble 
 Life—Death of General Armstrong, May 11th, 1893—Memorial Service held 
 on Anniversary Day, May 25th, 1893—His personal work—Two of the Memo¬ 
 rial Addresses ; one by President Washington, of Tuskegee, Alabama, and 
 
CONTENTS OF CHAPTER XIY. 
 
 565 
 
 Page. 
 
 one by Col. Tabb, of Hampton, a trustee—Extracts from publication enti¬ 
 tled “ Story of Hampton for Twenty-two Years”—Auto-biographical sketch 
 by General Armstrong—His Story of the inception, organization and devel¬ 
 opment of Hampton—Self-Help the fundamental idea of the School—Cost 
 to the public—The Colored Schools of the South—Sixteen Thousand free 
 colored schools supported in the Southern States by taxation—Colored Nor¬ 
 mal and Collegiate Institutions in the South, largely aided by charitable 
 individuals and societies in the Northern States—First Indian pupils 
 received in 1878—This experiment has proved a great success—General 
 Armstrong pays a hearty tribute to the Board of Trustees and to his teacher 
 associates in the great work carried on at Hampton through the past 
 quarter of a century—Interesting recollections given by J. B. F. Marshall, 
 
 Esq., Treasurer and Resident Trustee—Extracts at length from the final 
 report made by the late General Armstrong, who for more than a quarter 
 of a century has been the inspiring and guiding genius of Hampton—His¬ 
 torical statements concerning the Past—The present methods and future 
 policies frankly set forth—Detailed review of the Industries taught and car¬ 
 ried on at Hampton, as told by Annie Beecher Scoville, Teacher—Summary 
 of students in attendance—The Faculty—Rev. H. B. Frissell, Principal. 
 
 West Virginia. The West Virginia University, Morgantown, For¬ 
 merly Known as The Agricultural College . 646 
 
 Established by the Legislature in 1867, and designated to receive the income 
 of the U. S. Land Grant Fund of 1862—Citizens of Morgantown gave build¬ 
 ings, land and money—College grounds of 25 acres contiguous to the town— 
 
 Name changed the second year by the Legislature—132 students in 1879-80, 
 
 224 in 1892—The increased income from the additional Morrill Fund of 1890 
 enabled the University to offer two new courses ; one of three years in Agri¬ 
 culture and one of four years in Mechanical Engineering—A part of this 
 Fund goes to the West Virginia Colored Institute at Kanawha—Instruction 
 in Drawing is limited to its applications in Engineering and Mechanics— 
 
 Total number of students in 1892-’93, 231—Faculty numbers 20—E. M. 
 Turner, LL. D., President. 
 
 Wisconsin. The University op Wisconsin, Madison . 649 
 
 Chartered in 1848, opened in 1849—Agricultural College organized in 1866— 
 
 The University Fund derived from U. S. Land Grants of 1838,1846, and 
 1854—Agricultural College Fund from U. S. Land Grant of 1862—The his¬ 
 tory of the origin and growth of this prosperous State University, well illus¬ 
 trates the continuous and beneficent policy of the U. S. Government in 
 aiding Education—University reorganized in 1866; to conform to the provi¬ 
 sions of the U. S. Law of 1862—Extracts from various official reports 
 Drawing fully recognized—President Adams’ interesting analysis of the 
 University statistics, showing the relative attendance on different courses 
 of studies—Great number of subcourses of study offered—Situation of the 
 buildings and grounds described—Organization of the University—A total 
 attendance of 1,287 students in 1892-’93—Officers, 106—Charles Kendall 
 Adams, LL. D., President. 
 
 The University of Tennessee and State Agricultural Col¬ 
 lege, Knoxville, Tennessee. 
 
 The Act of Congress of April 1806, gave to the State of Tennessee 
 one hundred thousand acres of land for school purposes. Two col¬ 
 leges were to he established by act of State Legislature. In accord- 
 
566 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ance with the provisions of the law of Congress, the necessary acts 
 were passed by the State Legislature October 26th, and December 3d, 
 1807, and the Trustees of East Tennessee College were incorporated 
 to have charge of one of these colleges. Soon after, the franchise 
 and property of Blount College, chartered by the Territorial Legis¬ 
 lature in 1794, were transferred to it. This college continued under 
 this charter more than sixty years. In 1840, it was made a Uni¬ 
 versity; and the Trustees, were made “The Trustees of the East 
 Tennessee University.” 
 
 By act of January 16, 1869, the Legislature gave in trust to the 
 University the proceeds of the United States land grant under the 
 law of 1862, for the purpose of establishing “The Tennessee Agricul¬ 
 tural College” as a part of the University.—The trust was accepted 
 and the college organized the same year. Three courses of study, 
 The Agricultural, The Mechanical, and The Classical, were provided. 
 These were arranged in three separate colleges in 1877, acting under 
 the one University head. In 1879, at the request of the “Trustees,” 
 the Legislature changed the name to that of “The University of 
 Tennessee.” 
 
 The College held a tract of forty acres of land contiguous to the 
 City of Knoxville, on which were the several buildings of the insti¬ 
 tution. 
 
 When the Agricultural College was established a desirable tract 
 of 285 acres, a half mile distant, was purchased for use as the farm. 
 The law requires a biennial report to be made by the Trustees to the 
 Legislature. The first one, made October 1869, gives details of the 
 possessions of the University and of the purchase of the agricultural 
 farm, etc., and, also, gives an account of the visit of the Trustees to 
 such other State Agricultural Colleges, as had then been established; 
 and makes a strong argument for the promotion of scientific studies 
 instead of making a mere manual labor school for farmer boys. 
 Two preparatory schools, one for admission to the scientific and one 
 to the classical course, were provided by the trustees. The college 
 opened September, 1869, with 104 students; of whom 27 were in reg¬ 
 ular college classes. 
 
 Some changes were made in reorganizing under the name of the 
 State University.—The elective system was adopted, each profes¬ 
 sional branch was called “a school”, and these were grouped into 
 colleges; as The “College of Agriculture”, The “College of Engi¬ 
 neering and Mechanic Arts”, and the “Classical College.” 
 
 The following statement in regard to scientific education is taken 
 from the Catalogue of 1878-79. 
 
 Of the Scientific Colleges, their origin and objects, a few words here may not 
 be out of place. There are many who, feeling the need of a course of instruction 
 which shall in some points differ from that of the Classical College, have miscon¬ 
 ceived the scope of the College best fitted to supply the need, and many others 
 utterly opposed to the Science College, under the erroneous conviction that it is to 
 be built up at the expense of, or in antagonism to, the old College. 
 
THE UNIVERSITY OF TENNESSEE. 
 
 567 
 
 Origin of the Science College. 
 
 The main feature of modern progress, next to the elevation of the masses, is the 
 application of machinery to the industrial pursuits of life. In former times, men 
 studied the forces of nature as means of recreation, but now they seek rather to 
 conquer and domesticate them, and have attained such success in this that it is no 
 exaggeration to say that the entire frame-work and running gear of modern life is 
 based on and controlled by Science. Every improvement of the present age is, 
 indeed, due to some scientific discovery. This condition of things, and the per¬ 
 suasion that the perpetuity of these improvements depends on the continuance of 
 that scientific knowledge to which they owe their origin, has created an imperative 
 demand for school and college instruction in those principles, or for what is known 
 as practical education. Formerly it was thought that a College Education was 
 needed only by physicians, lawyers, clergymen and gentlemen of “ elegant leisure.” 
 All other occupations were mere handicrafts, or trades, to be practiced by the rule 
 of thumb. But now something more than skill is demanded of the master work¬ 
 man. He must have knowledge, and this knowledge he must seek in the schools. 
 
 The Science College is a response to these demands. It is a later and riper fruit 
 of the same general movement, that gave rise to the common schools for the people. 
 In some measure it is but a further development of the same growth; different only, 
 in that it answers to a higher and more special want. 
 
 Objects of the Science College. 
 
 The Science College has for its primary objects to teach the principles of the 
 physical and natural sciences, which relate to, and underlie all of the industrial 
 occupations, and to train its pupils to such mental habits as will most thoroughly 
 fit them for their special work in life. But the Science College holds that to develop 
 the mental and moral faculties of its students, is of right the primary and dominant 
 purpose of every college, be it classical or scientific. Culture is its end and aim. 
 No college can wisely take for its highest, or recognize as its ultimate aim, the 
 preparation of its students for being mere bread-winners ; to qualify, them merely 
 for making a living. 
 
 There is a need for emphasizing this higher view of education, and especially of 
 the education of the industrial classes. With the majority of parents who send 
 their sons to College, the commercial value of the education they are to get is the 
 controlling value. And there are well meaning, but unwise persons, who would 
 limit the work of the Science College to mere handicrafts of the industrial arts. 
 Such a course might turn out fair farm hands from the College of Agriculture, or 
 good journeymen mechanics from the College of Engineering and Mechanic Arts 
 but it would be an exaggeration to speak of them as educated men; and a misnomer 
 to call such institutions colleges. Farm hands and journeymen mechanics can be 
 more quickly, more thoroughly and more cheaply made on any well managed farm, 
 or in any well conducted workshop, than in a college. One of the highest practical 
 aims of the Science College is to elevate the standard of life among the industrial 
 classes, and to lower its work to this level, is to rob it of half its value, and that the 
 higher and better half. The very general shrinkage in values of property, and the 
 common necessity of working for a living, lends color to this low view of the aims 
 of education; even with some, who really and rightly value the higher education. 
 It is not that they appreciate culture less; not that they admire scholarship less, but 
 that they feel more the need of a working education. Time, however, will remedy 
 this. Day by day, and year by year, science will be esteemed and pursued more for 
 itself alone; and the estimates of the relative commercial and culture values of a 
 scientific education will change. 
 
568 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The Biennial Report to the Legislature, made January, 1881, thus 
 details the changes in the course of study. 
 
 COURSE OF STUDY. 
 
 Since our last biennial report the course of study in the University has been 
 materially modified and greatly enlarged. Its flexibility has also been increased by 
 introducing to a larger extent than heretofore the elective principle, under which 
 students, with the advice of parents, and with the approval of the faculty, are 
 allowed to select their own course of study. * * * * 
 
 At the same time the regular course of study in the several departments of the 
 University have been both increased and more carefully adjusted. The classes in 
 each department have been correlated according to a fixed schedule of hours, which 
 admits of largely increased time for instruction, and are thus arranged into several 
 continuous and complete courses of study, open to the option of the student, and 
 each leading to its appropriate degree. 
 
 Thus have been arranged the following courses, each of four years : , 
 
 1. A General Science Course—Degree Bachelor of Science. 
 
 2. A General Classical and Scientific Course—Degree Bachelor of Arts. 
 
 And the following special or technical courses: 
 
 3. A Course of Civil Engineering—Degree Bachelor Civil Engineering. 
 
 4. A Course of Mechanical Engineering—Degree Bachelor Mechanical Engin¬ 
 eering. 
 
 5. A Course of Mining Engineering—Bachelor Mining Engineering. 
 
 6. A Course of Agriculture—Degree Bachelor of Agriculture. 
 
 7. A Course of Applied Chemistry—Bachelor Applied Chemistry. 
 
 In addition to these regular and complete courses of four years there have been 
 also arranged the following partial courses, each of two years, designed for students 
 whose time or means may not allow a full course, viz : 
 
 8. A Course of Practical Agriculture. 
 
 9. A Surveyor’s Course in Applied Mathematics. 
 
 The catalogues for the past few years show that drawing, both free 
 hand and mechanical, has been held as essential; both in the Agri- 
 . cultural, Scientific and Engineering courses. “Fifty lessons in free 
 hand drawing are also given during the year (in addition to the 
 thorough training in geometry before mentioned,) to all scientific 
 Freshmen.”—A similar account of additional “drawing” is given 
 in Sophomore year. In the notice of the studies of the school of 
 Applied Mathematics, in the Biennial Report for 1881, occurs the 
 following: 
 
 Descriptive Geometry is the foundation of both the science and art of drawing. 
 It is followed by a course of problems in shades, shadows and perspective—mechan¬ 
 ical drawing. 
 
 The course of engineering consists of the subjects treated in Prof. Gillespie’s 
 Roads and Railroads and Prof. Wood’s revision of Mahan’s Civil Engineering and 
 of a course of lectures by the instructor on surface and thorough drainage, on agri¬ 
 cultural, hydraulic and marine engineering, and a brief outline of the science and 
 art of military engineering. The engineering drawing consists of a course of instruc¬ 
 tion in the drawing of plans, sections, elevations and details of bridges, tunnels, 
 canal locks, etc. 
 
 For the above engineering course students can substitute mechanism, machinery 
 and machine drawing. 
 
THE UNIVERSITY OF TENNESSEE. 
 
 569 
 
 The value of drawing in its relations to scientific training is evi¬ 
 dently highly appreciated and due provision is inade for it in the 
 courses in Agriculture, Engineering, and applied Mathematics. 
 
 In 1879’-80, there were 157 pupils in the collegiate department. 
 In preparatory schools 132, and in the Medical Department 126, giv¬ 
 ing a total of 401. 
 
 In the series of “ Contributions to American Educational History” 
 issued from time to time, as “ circulars” by the U. S. Bureau of Edu¬ 
 cation, the circular “Ho 16,” issued in 1893,* contains a very interest¬ 
 ing resumd of the history of the University of Tennessee,—from its 
 beginning as Blount College 1794, down to 1892—prepared by Pro¬ 
 fessor T. C. Karns, M. A., Associate Professor of History and Phi¬ 
 losophy in the University. (See pages 63-106 of this circular.) This 
 account is illustrated with views of the buildings and, also, of the 
 interiors of Laboratories, Reading Rooms and Workshops; showing 
 the additions that have been made in recent years to the equipment 
 of this institution in providing ample facilities for thorough educa¬ 
 tion in Science and Mechanics. 
 
 LATER HISTORY. 
 
 The Board of Trustees of the University are required by law to 
 make reports biennially to the State Superintendent of Public In¬ 
 struction. From the latest report, that for the two years ending 
 December 20th, 1892, the following statements of the recent additions 
 to the buildings and equipment, as well as of the increase in attend¬ 
 ance during recent years, are taken, f 
 
 * * * • * * * * 
 
 We are glad to be able to report again that the University has continued to prosper, 
 and has extended its influence in many new directions. 
 
 Among material improvements, we can mention the completion of the Science 
 Hall, commenced in 1890; the erection of a building for a gymnasium and the use 
 of the Young Men’s Christian Association of the University; the complete remod¬ 
 eling and refurnishing of academic building known as South College, and the erec¬ 
 tion of two additional houses for professors. 
 
 The opening of Science Hall was celebrated in due manner at commencement, 
 in June, 1892, and it was regularly occupied by the several schools at the opening 
 of the present session. 
 
 * Bureau of Education Circular of Information No. 5. 1893. Whole number 196. 
 Contributions to American Educational History, edited by Herbert B. Adams. No 
 16, Higher Education in Tennessee by Lucius Salisbury Merrian, Ph. D. Sometime 
 Fellow in Political Economy in Johns Hopkins University; Instructor in Political 
 Economy in Cornell University. Washington, Government Printing Office, 1893. 
 Pp. 287, Ill. 
 
 f Report of the Board of Trustees of the University of Tennessee to the Super¬ 
 intendent of Public Instruction. Two years ending December 20,1892. Nashville, 
 Tenn. Marshall & Bruce, printers to the State, 1893. Pp. 75. 
 
570 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 DESCRIPTION OP SCIENCE HALL. 
 
 The Science Hall is an imposing structure of brick and stone, four stories in 
 height, with a slate roof, having an area of about 30,000 square feet of floor space, 
 besides a large basement. It is a simple development of Romanesque architecture. 
 Its chief feature is a beautiful tower, rising one hundred and fifty feet from foun¬ 
 dation to finial, with an open observatory. The south wing contains the auditorium 
 and physical laboratory; the large north wing, the chemical laboratories, library, 
 engineering rooms, and the offices of the President. 
 
 Fronting the entrance is the handsome reception-room, and to the right is the 
 auditorium. The latter, a spacious room, has an inclined floor, set with opera 
 chairs, and a large gallery, set with benches. It has a seating capacity of seven 
 hundred. Especial attention has been paid to the lighting and ventilation here. 
 The platform is provided with all the conveniences for scientific and other lectures, 
 and there is a large projecting lantern for purposes of illustration. A grand pipe 
 organ stands in the gallery. 
 
 The distinctive feature of the building is its system of heating and ventilating. The 
 “direct-indirect” system is used, in which the radiators are so constructed that 
 fresh, warm air is brought into the building. The foul air is taken out at the floor 
 and ceiling by twenty-one stacks, ten of which, eighty-five feet high, are in the 
 centre of the building. The building is lighted with incandescent electric lights. 
 
 On the first floor, south end, are the laboratories of the School of Physics, paved 
 with asphalt, resting upon the ground, in order to give a firm foundation for instru¬ 
 ments of precision. They are spendidly lighted through numerous large windows. 
 Two Edison dynamos (one hundred and twenty-five volts) furnish the electric cur¬ 
 rent. The gas, water, steam, and drain-pipes are in trenches, covered with marble 
 slabs. The lecture-room has raised seats; a conveniently arranged lecture-table, 
 provided with gas, water, and electric current; windows arranged to be darkened 
 at pleasure for lantern illustrations, etc. 
 
 The assay laboratory is also on the first floor, and is equipped with a Blake ore- 
 crusher, a heavy pulverizing plate, a new gold and silver smelting furnace, a gold 
 and silver cupelling and refining furnace, and many other interesting appliances. 
 
 The chemical laboratories are located on the second or main floor, north wing. 
 They are supplied with an abundance of light from large windows, and ventilated 
 by ten stacks, and elegantly furnished with well-contrived desks, hoods, sinks, etc. 
 
 On the second floor from the entrance are the President’s handsomely furnished 
 office and reception-room. The remainder of this floor is devoted to the library. 
 
 The fourth floor (third from entrance) is occupied by the School of Civil Engineer¬ 
 ing. It contains a large draughting-hall, magnificently lighted and supplied with 
 adjustable draughting-stands, etc.; dark-room for making blue prints and photo¬ 
 graphs ; laboratory with water-tanks, weighing-scales, and testing-machine, with 
 micrometer and other appliances ; laboratory and museum for specimens, engineer¬ 
 ing materials and devices; an engineering instrument-room, with lockers for the 
 individual instruments; professor’s office, and store-room for maps, drawings, etc. 
 
 BUILDING OP THE Y. M. C. A. 
 
 The building erected by the Young Men’s Christian Association of the University 
 has also been completed and occupied since our last report. It is a substantial struc¬ 
 ture of pressed brick and stone, covered with slate, and was planned with special 
 reference to its uses. It is considered by those who have seen many such buildings 
 to be the model of its kind. The building contains, in addition to the usual offices, 
 a parlor, a reading-room, an assembly room, and a large gymnasium fitted with 
 the best apparatus, in connection with which are baths, lockers, etc., which is open 
 
DEVELOPMENT OF UNIVERSITY SINCE 1886. 
 
 571 
 
 to all the students of the University. An instructor is provided by the Association 
 to direct the young men in physical culture. 
 
 The finances of the institution continue in a healthy condition. The Board has 
 received all funds due it, and has disbursed them in accordance with the laws of 
 the State and the statutes of the United States. The biennial report of the Treas¬ 
 urer, which is submitted herewith, will show the details of the receipts and disburse¬ 
 ments. 
 
 The attendance upon the Academic Department of the University has been as 
 follows during the last six years : 
 
 From Tennessee. Total. 
 
 1886- 87 . 148 160 
 
 1887- 88 . 190 203 
 
 1888- 89. 231 249 
 
 1889- 90. 233 259 
 
 1890- 91. 208 229 
 
 1891- 92. 210 241 
 
 The attendance this year to date upon this department is two hundred and thirty- 
 eight. This would indicate a still larger attendance for the session of 1892-93, as 
 many students enter the second term, especially those taking the teachers’ course. 
 
 This report, which urges the need of new and better buildings, 
 and which gives in detail many facts which bear upon the relation 
 of the State officials to the University, is signed by Charles W. Dob- 
 ney, Jr., President of the University, and J. W. Gaut, Secretary of 
 the Board of Trustees. 
 
 Reports by the President and the Professors in charge of the 
 Departments of the University, accompany that of the Trustees. 
 
 Perhaps the growth of the University during recent years in both 
 material equipment and in its educational work, cannot be better 
 shown than is done in the following tables ; in which the President 
 in his own report, has summarized the statistics, which set forth the 
 increase in buildings and equipment and give, in detail, the attend¬ 
 ance on the several courses of study. The extracts which follow, 
 comprise but a small part of the President’s report; which is largely 
 given to details showing the general condition of the Institution. It 
 begins as follows : 
 
 Report of the President. 
 
 To the Honorable the Board of Trustees of the University of Tennessee: 
 
 Gentlemen : In submitting this, my third biennial report as President of the 
 University of Tennessee, I am glad to be able to state that the last two years have 
 witnessed continued growth and prosperity in nearly all the departments of the insti¬ 
 tution. Great improvements have been made in buildings and equipment. The 
 striking fact of this period was the erection of the Science Hall. Material improve¬ 
 ment has, in fact, characterized the last five years of the history of the institution. 
 A list of the chief additions to the permanent equipment of the University made 
 during this time will be interesting. 
 
 INCREASE OF BUILDINGS AND EQUIPMENT SINCE 1887. 
 
 The value in many cases is only approximate. Many improvements had to be 
 made and paid for little by little, and I have only undertaken to collect the largest 
 items from accounts extending over so long a period. Much in the way of appa- 
 
572 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ratus and equipment has been added that is not listed here. Fully two-thirds of 
 
 these improvements were made during the last two years : 
 
 Addition to Agricultural Building and equipment. $12, 500 
 
 Mechanical Department and equipment. 15,400 
 
 Electric light plant. 3,400 
 
 Improvements in Steward’s Hall and equipment. 2, 250 
 
 Refitting and refurnishing South College .. 3, 350 
 
 Improvements in other old buildings, not including ordinary repairs .... 2, 720 
 
 Science Hall, furniture, and equipment. 56,000 
 
 Gymnasium and equipment (Y. M. C. A.)... 6,132 
 
 Dairy at farm. 550 
 
 Additions to equipment of Chemical School. 1,250 
 
 Equipment of Civil Engineering School... 1,100 
 
 Equipment of Military Department. 552 
 
 Equipment of Zoological Department. 1,085 
 
 Physical and Electrical Engineering School. 1,700 
 
 Offices, furniture, etc. 825 
 
 Library—3,000 volumes added. 6,050 
 
 General furniture improved. 3,200 
 
 College farm, stock, and implements, added by University. 2,800 
 
 Industrial Department equipment. 2,800 
 
 Part on two professors’ houses. 1,750 
 
 Tool-house and stable. 375 
 
 Approximate value of additions, buildings, and equipment since 
 
 1887 . $125,739 
 
 Experiment Station movable property, apparatus, furniture, etc. 9,260 
 
 The following other improvements have been made upon the University 
 grounds at expense of others : 
 
 President’s house. ... $5,600 
 
 Two professors’ houses, exclusive of University payment. 8,750 
 
 - $14,350 
 
 Grand total of permanent improvements in five years—1887-93_$149,349 
 
 When we consider that the University has received no State appropriation during 
 this time, we believe this will be taken as a very satisfactory exhibition. The build¬ 
 ings were erected and repairs made with the funds accruing from the sale of land, 
 rents, etc. The large additions to equipment for teaching, apparatus, etc., were made 
 out of current funds. These totals illustrate most forcibly the power of littles when 
 saved and invested. 
 
 The attendance upon the Academic Department of the University during the 
 session of 1891-92 was as follows: 
 
 SUMMARY BY COURSES PURSUED. 
 
 I .—Collegiate course. 
 
 
 
 Sub-Fresh. 
 
 Fresh. 
 
 Totals. 
 
 Latin-Scientific. 
 
 
 12 
 
 26 
 
 38 
 
 Agricultural and Scientific. 
 
 
 
 41 
 
 41 
 
 
 Soph. 
 
 Jun. 
 
 Sen. 
 
 Totals. 
 
 Latin-Scientific. 
 
 
 15 
 
 7 
 
 36 
 
 Literary-Scientific. 
 
 
 4 
 
 3 
 
 22 
 
 Civil Engineering. 
 
 
 5 
 
 4 
 
 20 
 
 Mechanical Engineering. 
 
 
 1 
 
 1 
 
 9 
 
 Mining Engineering. 
 
 
 3 
 
 
 3 
 
 State appointees at Knoxville College. 
 
 
 
 
 27 
 
 Total Latin-Scientific . 
 
 
 
 
 74 
 
 Total Agricultural and Scientific. 
 
 
 
 
 41 
 
KNOXVILLE COLLEGE, ATTACHED TO UNIVERSITY. 573 
 
 II .—University courses (special and graduate). 
 
 Teachers’Course. 23 
 
 Mechanical Engineering . 1 
 
 Latin-Scientific. 2 
 
 Agricultural. 1 
 
 Chemistry. 1 
 
 Literary-Scientific. 1 
 
 Civil Engineering . 2 
 
 Languages and Literature. 3 
 
 Mathematics . 1 
 
 Greek (post-graduate). 1 
 
 Total number in Academic Department. 234 
 
 ******* 
 
 The following shows that in this, as in all live educational insti¬ 
 tutions undertaking the new methods of scientific and industrial 
 training, the demands for increasing facilities are incessant. 
 
 NEEDS OF ADDITIONAL EQUIPMENT. 
 
 The various scientific departments need additions to their equipment. The new 
 School of Physics and Electrical Engineering requires many pieces of apparatus, 
 some of which we hope may be secured early in the new year ; the School of Civil 
 Engineering needs more and better instruments, a new and more powerful testing- 
 machine, show-cases for specimens, and many laboratory instruments ; the School 
 of Zoology and Geology needs show-cases to contain valuable specimens now packed 
 away, additional microscopes, and other apparatus ; the School of Agriculture needs 
 most imperatively a new barn and other farm buildings, better agricultural imple¬ 
 ments, and more stock ; the School of Mechanic Arts should have an addition to its 
 building for a foundry, two new lathes, more testing apparatus, and many new 
 pieces of machinery for its shops; the School of Chemistry has only partially 
 equipped its large new laboratories. 
 
 Considerable additional apparatus will be absolutely necessary in order to carry 
 out the courses of study already planned. It is plain, therefore, that the board 
 must expect to invest a large amount of money in scientific apparatus for several 
 years to come. We have undertaken to provide facilities for laboratory work in 
 these different sciences and branches of engineering, and as the classes advance the 
 apparatus must be provided. When all of these new schools have been runnine for 
 three or four years, they will have fixed their courses and secured a fairly complete 
 outfit. I advise, therefore, most decidedly, that we do not undertake the establish¬ 
 ment of any new scientific schools for at least three years, but devote all the means 
 at our command to the perfect equipment of those already started. 
 
 COLORED STUDENTS OF THE UNIVERSITY ATTEND KNOXVILLE COL¬ 
 LEGE. 
 
 The opportunities provided for a university training for colored 
 students are thus set forth: 
 
 Since our last biennial report, the Industrial Department of the University of 
 Tennessee for the instruction of colored students appointed to free scholarships under 
 the agricultural and mechanical college act, has been placed upon an excellent 
 basis. This department is at Knoxville, Tenn., located about a mile from the 
 University, in immediate connection with Knoxville College, an excellent institu¬ 
 tion for the education of colored people. 
 
 The statutes of the State of Tennessee (see the Code, Article IV., “The Agricul¬ 
 tural College,” Section 339) direct “ that no citizen of this State, otherwise qualified, 
 shall be excluded from the privileges of the University by reason of his race or 
 
574 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 color, but the accommodation of persons of color shall be separate from the white.” 
 The Board of Trustees of the University have for many years met the requirements 
 of this clause by providing similar instruction, modified to suit the requirements of 
 the students of this race, in a separate department. 
 
 ADDITIONS TO THE EQUIPMENT OF KNOXVILLE COLLEGE. 
 
 In order to make better provision for the instruction of these students in the 
 sciences pertaining to agriculture and the mechanic arts, a special scientific and 
 shop building was erected last year, and it is now fairly well furnished. It contains 
 shops for work in wood and iron, drawing-rooms, and laboratories for work in chem¬ 
 istry and agriculture. It has a boiler and engine, and the necessary machinery and 
 tools. The laboratories have a good outfit of apparatus. A tract of land immedi¬ 
 ately adjacent to the building is provided for work in agriculture and horticulture. 
 Two additional instructors have been employed for this department. One instructor 
 teaches the classes in physics, drawing, and mechanic arts, and the other has 
 charge of the classes in chemistry, botany, and agriculture. 
 
 A contract has been made with the trustees of Knoxville College under which the 
 State students get their general literary instruction in that institution, but this 
 Industrial Department and its whole course of study are under the supervision and 
 direction of the Board of Trustees of the University, who elect all of its teachers 
 and pay all of its expenses. 
 
 COLORED STATE APPOINTEES. 
 
 Twenty-seven State appointees were in attendance upon the department last 
 session, but a large proportion of the other students of Knoxville College get con¬ 
 siderable benefit from it. Free scholarships in this department are obtained upon 
 exactly the same conditions as in the other department of the Agricultural and 
 Mechanical College. 
 
 In order to further encourage this class of persons in securing an industrial edu¬ 
 cation, our Board has established a number of apprenticeships in this department, 
 which enable worthy men to earn from thirty to fifty dollars per annum while in 
 attendance there. They are given work in the shops and on the farm of the depart¬ 
 ment, the service rendered being paid for at its market value. We believe that the 
 facilities for the education of the colored men have been, thus, made fully equal to 
 their present requirements. 
 
 NORMAL TRAINING IN THE UNIVERSITY. 
 
 The Teachers' Department has made substantial progress during the year. What 
 has been accomplished shows that the department was needed, and is designed to 
 do a great deal of good in educating young men who have to teach school as a 
 means of advancing themselves. It has attracted to the University a number of 
 mature young men, who promise to make excellent scholars and teachers. It is 
 gratifying to be able to report that the young men who have completed the course 
 in this department are entering, with promise of success, upon the work for which 
 they were trained. Every one of the nine students who completed the course last 
 June is now actively engaged in teaching. One is the principal of a county acad¬ 
 emy and a County Superintendent, one is president of a local college, another is the 
 principal of a city graded school, three are principals of village schools, and the 
 others have good positions in schools of the best class. Nearly all of the other 
 students in the department are teaching in the common schools at the present time. 
 ******* 
 
 Respectfully submitted. 
 
 Chas. W. Dabney, Jr., 
 
 President. 
 
TENNESSEE COLLEGE OP AGRICULTURE. 
 
 575 
 
 In connection with, the biennial report of 1892, from which the 
 above extracts are taken, the latest catalogue at hand* continues the 
 history of the development of the University. From this the follow¬ 
 ing extracts are taken, showing the increase in the number of Depart¬ 
 ments, in the attendance of students, and in the facilities afforded 
 for instruction in drawing, and in mechanical training. 
 
 THE TRUSTEES. 
 
 The Board of Trustees of the University hold a charter from the State dating 
 from 1807. It is limited to thirty members, chosen from the different Congressional 
 districts in the State, who serve for life, or until removal from the State, or resigna¬ 
 tion. The Governor, the Secretary of State, and the Superintendent of Public 
 Instruction are members ex-officio. Seven members form a quorum. The Presi¬ 
 dent of the University is also President of the Board of Trustees; the other officers 
 are a Treasurer and a Secretary. 
 
 DEPARTMENTS. 
 
 The University of Tennessee is an integral part of the public educational system 
 of the State. As at present organized, it forms the capstone of this system, and 
 completes the work begun in the common schools and carried on through the 
 secondary and high schools. Its existence is due chiefly to the bounty of the United 
 States, the largest portion of its income being derived from the proceeds of the sales 
 of public lands granted to the several States by Act of Congress of July 2, 1862, 
 and from the appropriations made by the Acts supplementary thereto. 
 
 The present organization of the College of Agriculture, Mechanic Arts and 
 Sciences, is designated to meet the requirements of the laws which provided this 
 foundation. 
 
 ACADEMIC DEPARTMENT. 
 
 This department includes: 
 
 I. The College of Agriculture , Mechanic Arts and Sciences, with the following 
 Courses of Study : 
 
 1. General Course, including the literary and classical. 
 
 2. Course in Agriculture. 
 
 3. Course in Civil engineering. 
 
 4. Course in Mechanical engineering, including the electrical. 
 
 5. Course in Mining engineering. 
 
 Graduates in the General Course receive the degree of Bachelor of Arts if the 
 ancient languages were taken; otherwise the degree of Bachelor of Science. 
 
 Graduates in the Agricultural, Civil engineering, Mechanical engineering and 
 Mining engineering courses receive the degree of Bachelor of Science in Agriculture, 
 Civil engineering, etc. 
 
 SCHOOLS. 
 
 I. School of Latin. 
 
 II. School of Greek and French. 
 
 III. School of English and German. 
 
 IV. School of History and Philosophy. 
 
 V. School of Mathematics. 
 
 VI. School of Civil Engineering. _ 
 
 * University of Tennessee. Register for 1892-93, and Announcement for 1893-94. 
 Knoxville, Tenn.: Published by the University. Press of Newman & Co. 1893. 
 Pp. 72. 
 
57 6 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 VII. School of Physics and Electrical Engineering. 
 
 VIII. School of Mechanical Engineering and Drawing. 
 
 IX. School of Mechanic Arts. 
 
 X. School of General and Analytical Chemistry and Metallurgy. 
 
 XI. School of Organic and Agricultural Chemistry. 
 
 XII. School of Agriculture. 
 
 XIII. School of Botany and Horticulture. 
 
 XIV. School of Zoology. 
 
 XV. School of Military Science and Tactics. 
 
 Connected with and forming a part of the Academic Department, is a Teachers’ 
 Department, designed to train teachers for the public and private schools of the 
 country. Students who complete the course required receive a certificate with a 
 license to teach in Tennessee. 
 
 The requirements of the Code (Section 339) that “ the accommodation and instruc¬ 
 tion of persons of color shall be separate from the white,” is met by providing cor¬ 
 responding “accommodation and instruction” in the Industrial Department of 
 Knoxville College, in Knoxville, for colored students who pass the required exam¬ 
 inations and receive appointments. 
 
 II. The University Department. 
 
 1. With courses for the graduate degrees of M. A., M.S.,and Ph.D. 
 
 2. With professional courses leading to the degrees of C. E., Min. E., 
 
 and Mech. E., and elective courses for special students. 
 
 PROFESSIONAL DEPARTMENTS. 
 
 1. A Department of Law, with a course leading to the degree of B. L. 
 
 2. A Department of Medicine, with a course leading to the degree of M. D. 
 
 3. A Department of Dentistry, with a course leading to the degree of D. D. S. 
 
 FACULTIES. 
 
 A separate Faculty has charge of the instruction in each department. The Fac¬ 
 ulties consist of a dean, professors and associate professors, and aided by lecturers, 
 instructors, fellows and assistants. 
 
 The University, as a part of the system of public education of the 
 State, is authorized to receive three hundred and sixty-six State 
 scholars. These scholarships are awarded throughout the State, ten 
 to each Senator and three to each Representative in the General 
 Assembly. ‘‘These State scholarships secure the holder free regis¬ 
 tration and tuition until graduation or dismission.” All State sec¬ 
 ondary schools are, by law, “accredited schools.” These were estab¬ 
 lished by the law of March 25th, 1891. These have a course of eight 
 years; three years more than the primary schools. The studies to 
 be pursued are stated in the law. The graduates, under stated con¬ 
 ditions, are to be admitted to the University. There are, also, “ schol¬ 
 arships,” “apprenticeships,” and “fellowships,” connected with the 
 University and carrying certain privileges and incomes; much 
 space is given in the Register to the details relating to them. As it 
 would be impossible to give full details of all the institutions included 
 in this volume, that is in no case attempted ; though much more 
 of detail is given in many cases than would be admissible if the rule 
 to confine the accounts only to what relates to drawing, and mechan- 
 
577 
 
 UNIVERSITY OF TENNESSEE, AT KNOXVILLE. 
 
 ical or art training, were rigidly enforced. The main purpose is to 
 give the facts relating to these branches as fully as may seem desir¬ 
 able and, also, to show the development in modern educational meth¬ 
 ods and facilities, that has taken place during the years since 1880. 
 The following brief showing of the location and equipment of the 
 University is from the full and detailed account given in the Register: 
 
 LOCATION. 
 
 The University is situated in the suburban town of West Knoxville, one-half 
 •mile from the Custom-house, the center of the city of Knoxville. 
 
 Its location, eleven hundred feet above the sea, in the mountains of East Ten¬ 
 nessee, is unsurpassed for healthfulness and beauty. The twelve large buildings 
 stand in a beautiful campus of forty acres, covering a high hill on the north hank 
 of the Tennessee river. They command a view of the valley of the Tennessee river, 
 from the Smokies to the Cumberland mountains, a distance of one hundred miles. 
 
 The University has a complete system of drains and sewers and all the improved 
 sanitary arrangements. The public buildings, dormitories and grounds are lighted 
 with incandescent electric lights, operated from the Mechanical department. 
 
 BUILDINGS. 
 
 There are eleven large brick and stone buildings in the beautiful campus of forty 
 acres, three of them new. 
 
 The Science hall contains the auditorium, President’s offices, the library, reading 
 room and seminary room, the laboratories of Chemistry and Physics, and the draw¬ 
 ing rooms and lecture rooms of the schools of Civil engineering and of Mechanical 
 engineering. 
 
 There is a fine library and very complete laboratories to the uses 
 of which twelve apartments in the new Science building are given. 
 
 MECHANICAL DEPARTMENT. 
 
 The present equipment of the School of Mechanic arts occupies two floors of a 
 building about eightv-four by forty feet, which was erected especially for this 
 purpose. The whole of two floors is occupied by machine shops. A large one-story 
 annex contains the blacksmith shop and boiler room. The third floor is occupied 
 by drawing-rooms, a blue print room, a store room, a laboratory, and an office. 
 
 There are two wood-working shops. The first of these is furnished with benches 
 and lockers for tools for carpentering and joining. The second room contains ten 
 speed lathes for wood-turning, with a full set of tools for each lathe, kept in con¬ 
 venient reach on a tool rack. The tools are those required for turning and boring 
 light -work. 
 
 All the heavier power machines for wood-working are placed in another room 
 on the ground floor. They form a complete set for reducing lumber from its rough 
 state to finished pieces of any kind, ready to be used for pattern-making, cabinet 
 work, or carpentry. Connected with the wood-shops is a drying kiln. 
 
 The blacksmith shop has six power blast forges. A full set of tools for light and 
 medium work is provided for each forge. The smoke is drawn away from the 
 forges by a large exhaust fan. Suitable benches and blacksmiths’ vises are also 
 provided. 
 
 The machine shop is fitted up with twelve benches and vises for use in chipping, 
 filing, and the general work of fitting together the various parts of a machine. 
 There is also an outfit of all the tools needed for the general work of the machinist. 
 
 ART—VOL 4 - 37 
 
578 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 These tools are also of the newest and best designs of workmanship. They were 
 selected with a view to showing all the general and more important special methods 
 used in iron working. They include engine and speed lathes, planer, shaper, heavy 
 and sensitive drill presses, universal milling machine, universal reamer and milling 
 cutter grinder, and emery tool grinder. 
 
 Power is furnished by a forty-horse-power Sweet straight line engine and a boiler, 
 the latter located in an annex. The engine runs all the machines and a dynamo 
 for experimental purposes during the day, and at night is belted to the Edison 
 dynamos in the same room for lighting and experimenting, which light the Uni¬ 
 versity buildings and grounds. The boiler, beside supplying steam to the engine, 
 heats the building and drying kiln by either direct connection with the heating 
 coils, or with exhaust from the engine. 
 
 The Department is well supplied with steam gauges, engine-testing apparatus, 
 volt-meters, ampere-meters, resistance boxes, and other test instruments for elec¬ 
 trical engineering. 
 
 FARM. 
 
 The School of Agriculture has a beautiful and w T ell stocked farm of over one 
 hundred acres, with experimental dairy, stables, silos, root cellars, etc. The Agri¬ 
 cultural Experiment Station affords many advantages for scientific students. In 
 addition to the laboratory work of the Station, many experiments are in operation 
 in the green house, on the horticultural grounds, on the farm, and in the stables. 
 A first-class working herd of Jersey and Holstein-Friesian cattle, each, belongs to 
 the farm. 
 
 The gymnasium is completely equipped with the best apparatus, baths, lockers, etc. 
 
 Before quoting the account of the Schools of Mechanic Arts, etc., 
 from the Register, the report of the Superintendent of the School 
 of Mechanic Arts, given in the Biennial Report of 1892, is inserted, 
 as giving a clearer view of the methods of instruction. 
 
 IX.— School of Mechanic Arts. 
 
 Dr. Charles W. Dabney, Jr., 
 
 President University of Tennessee: 
 
 Dear Sir : I have the honor to submit the following report of the School of 
 Mechanic Arts: 
 
 EQUIPMENT. 
 
 Since the last report, several valuable additions have been made to this depart¬ 
 ment, though the accommodations are still insufficient to meet the requirements of 
 the rapidly increasing number of students. This is particularly true of the newest 
 branch—the machine-shop—which has been improved rapidly, especially in the last 
 year. Every new article added, however, has been of the best type in the market, 
 a rule which seems to have been the motto of the department since its start, and, 
 as a result, the whole equipment is first-class in every respect. 
 
 Wood-shop .—This department is well equipped to give instruction to a moderate 
 number of students. The carpenter's shop is supplied with twenty-six sets of tools, 
 each with a good bench, bench-stop, and Massey vise. The benches are so placed 
 as to economize space, and, at the same time, give good arrangement for light and 
 convenience. The tools are in cases so constructed that when open each tool is in 
 easy reach of the student. The power machines of the wood-working department 
 consist of a planer, combination rip and cross-cut saw, jointer, sharper, jig-saw, 
 borer, mortiser, roll-turner, and nine wood-lathes. Others are available when 
 needed. 
 
TENNESSEE SCHOOL OF MECHANIC ARTS. 
 
 579 
 
 Blacksmith shop. —This shop is furnished with six Buffalo forges, each supplied 
 with a complete set of the ordinary blacksmithing tools, many of which have been 
 made by the students. By means of blast and exhaust fans, each forge is given a 
 blast from below and a forced draught above. 
 
 Machine-shop. —This branch has an excellent equipment for the instruction of a 
 limited number of students. In it are found all the tools and machinery essential 
 for the construction of a great variety of other articles, tools, and machinery of 
 practical and commercial value. The power machines consist of a planer, shaper, 
 two lathes, drill press, milling machine, universal tool grinder, sensitive drill press, 
 and emery grinder; also good sets of reamers, taps, dies, drills, scrapers, surface 
 plates, etc. Heavy benches, supplied with good vises, are placed in position for 
 light and convenience. 
 
 A large new lathe and some additional apparatus for making engine tests have 
 just been ordered. 
 
 The engine is a 40 horse power Sweet Straight-Line, and, with the boiler, of like 
 size, is used for the shops by day, and the electric light plant by night. The heat¬ 
 ing of the building can be accomplished either by live steam, direct from the boiler, 
 or by the exhaust steam from the engine. 
 
 INSTRUCTION. 
 
 Wood-working. —The student starts with a complete exercise with each individual 
 tool, and, having become proficient with each, he then takes up a complete set of 
 joints, splices, dovetails, etc., such as are met with in actual construction work, 
 bringing into constant use many, if not nearly all, of his tools. The hand and eye 
 are now trained to undertake more difficult work, and he passes to turning, pattern¬ 
 making, cabinet-work, and the polishing of woods, all of which give him a thor¬ 
 ough familiarity with the power machinery in cutting, dressing, and shaping his 
 material. The aim is to make the course as practical as possible, in the construc¬ 
 tion of useful articles, such as models for the drawing department, patterns for 
 castings which will be actually used in the machine shop, and cabinet pieces for 
 this and other departments of the University. 
 
 Blacksmithing. —Starting with the management of his fire, the handling of his 
 tools, and the general manipulation of his forge, the student takes up various exer¬ 
 cises in forging, so graded that the more difficult ones follow the simpler, and will 
 involve thorough practice in welding the various grades of iron and steel. Special 
 attention is paid to the forging of tools and tool-dressing. The larger portion of 
 the lathe, planer, and shaper tools for the machine-shop have been made by the 
 students in this department. 
 
 Machine-shop Practice. —The student now reaches the last department of his 
 manual training, and he finds in entering upon his two years here that all the skill 
 which he has acquired in the other departments comes into play, and he enters at 
 once upon exercises demanding the greatest of accuracy. Commencing with thor¬ 
 ough practice in vise work, he progresses, step by step, from chipping, filing, and 
 scraping to careful and particular exercises on each machine tool; and, when he 
 has proved himself competent, he enters upon the construction of some actual tool 
 or machine. Care is taken to so distribute his work that he will have a great variety 
 of exercises, involving every machine under the difierent conditions. A great 
 many tools, gears, a small engine, and other articles have been made by the students 
 in this department. They are now working on a working-model engine, both of 
 which were designed in the Mechanical Department. They are also building a 
 Mather motor, and will soon start on an iron-bed wood-lathe, a twist-drill grinder, 
 and a planer tool-testing apparatus. 
 
 The only branch the student does not get instruction in, is foundry work ; but it 
 is hoped that this department will soon be added, so that the transformation of the 
 
580 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 rough commercial material to the finished machine will be placed entirely in his 
 hands. 
 
 The complete course of manual training is taken by the mechanical and electrical 
 engineering students; but those of several other courses take as much as their time 
 will permit. The course is not designed to make a tradesman or artisan out of the 
 student, though lie will be able to take up any of the branches with profit; and 
 whether he be an agriculturist or a lawyer, a mining engineer or a business man, 
 the training thus acquired will aid him in either doing his own mechanical work 
 or knowing that it is correctly and economically done when placed in the hands of 
 others. But the main purpose of the course is intended, rather, to fit him for 
 designing and overseeing, for this practical training, taken along parallel with his 
 theoretical, has made him capable of putting his ideas into practical form, and, 
 having once been through similar work, he is equipped to meet intelligently the 
 problems of construction. 
 
 Respectfully submitted. 
 
 J. R. McColl, 
 
 Acting Superintendent of Shops, in charge School of Mechanic Arts. 
 
 VIII. School of Mechanical Engineering and Drawing. 
 
 Professor to be elected; Mr. Ferris. 
 
 I. DRAWING. 
 
 The instruction and practices in drawing extended throughout the various classes 
 of the engineering courses. The Freshmen are instructed for one term in free-hand 
 drawing and linear perspective. The work in the upper classes is arranged to suit 
 the course of study which the student is pursuing, or the object which he has in 
 view. 
 
 1. Free-hand sketching of models, patterns, pieces of machinery, etc., linear 
 perspective; Freshman class, all courses, first term for Engineering courses; second 
 term for General course, three periods a week. 
 
 2. Drawing begun ; Freshman class, engineering courses, three hours a week the 
 second term. The class becomes familiar with the use of drawing instruments, in 
 making tracings of standard types of machines and in making detail working 
 drawings to scale. 
 
 3. Mechanical drawing; Junior class, engineering courses, three periods a week, 
 throughout the year. The work consists largely of making detail working drawings 
 of standard types of machinery. 
 
 4. Machine designing ; Senior class, Mechanical engineering course, three periods 
 a week, throughout the .session. Original designs of various parts of the steam 
 engine, pump, etc. 
 
 II. MECHANICAL ENGINEERING. 
 
 1. Descriptive Geometry ; Sophomore class, engineering courses, three periods a 
 week, second term. A theoretical study of the subject, together with a number of 
 practical examples, of which drawings are made under each head. 
 
 2. Kinematics; Junior class for Mechanical engineering course, second term, 
 three hours a week. The geometric principles of machines and relative motion 
 of the different parts, as the link-work, cams, gearing, and belting; the relative 
 motions of pistons and cranks, eccentrics and valves, etc. 
 
 3. Materials of construction ; Senior class, Civil and Mechanical engineering 
 courses, second term, three hours a week. The origin, nature, method of prepara¬ 
 tion and useful properties of the common metals and other materials-used in engi¬ 
 neering structures, and their strength, elasticity and other essential qualities. 
 
 4. Prime movers; Senior class, Civil and Mechanical engineering course, first 
 
INDUSTRIAL DEPARTMENT FOR COLORED YOUTH. 581 
 
 term, two hours a week for the civil engineers, with an additional three hours 
 a week for the mechanical engineers, during the second term. In this course 
 the various boilers and engines in use, together with the various link and valve 
 motions, the indicator and its applications, and tho proportioning of the different 
 parts of the engine, are studied. 
 
 IX. School of Mechanic Arts. 
 
 Mr. McColi,, Acting supt.; Mr. Guinn, foreman Machine shop. 
 
 The object of this School is not to train mere artisans, such as carpenters, pattern¬ 
 makers, blacksmiths and machinists, but to educate engineers who will have that 
 practical knowledge of the essentials of all construction which will qualify them to 
 direct such work intelligently and to judge as to its proper execution. 
 
 The staff of the School of Mechanic arts consists of a superintendent, a machinist, 
 a blacksmith, a day engineer and a night engineer. The latter is in charge of the 
 dynamos and electrical apparatus. 
 
 The regular course in Mechanic arts begins with the first term of the Freshman 
 year, and extends, with the exception of the last half of the Sophomore year, 
 through the whole four years of the Mechanical and Electrical engineering courses. 
 
 1. Wood-working : Exercise with hand tools and turning lathe; Freshman class, 
 fall term, for all courses, except the General, three periods a week. (These periods 
 are at least two hours each.) 
 
 2. Wood-working: Care and use of power tools, including those for sawing, plan¬ 
 ing, jointing, shaping, moulding, boring and mortising, as required for pattern¬ 
 making and cabinet work; Freshman class, spring term, for the Agricultural, Civil, 
 Mechanical and Mining engineering courses, three periods a week. 
 
 3. Iron-working: Exercises in forging, welding, and tempering; Sophomore class, 
 fall term, for the Agricultural, Mechanical and Mining engineering courses, three 
 periods a week. 
 
 4. Iron-working: Exercises in the use of hand and power tools in the machine 
 shop; Junior class, for the Mechanical engineering course, three periods a week, 
 throughout the year. 
 
 5. Machine construction, requiring general use of machine tools ; Senior class, 
 fall term, for the Mechanical engineering course, three periods a week. 
 
 6. Expert, work bringing into use all skill acquired in the various branches of 
 shop-work; for the Senior class, spring term, six periods a week. 
 
 The following is the account of the Department of the University 
 which is given to the education of the colored youth of the State who 
 desire University training: 
 
 Industrial Department at Knoxville College. 
 
 The statutes of the State of Tennessee (see The Code, Art. IV., Sec. 339) direct 
 “that no citizen of this State otherwise qualified, shall be excluded from the privi¬ 
 leges of the University by reason of his race or color ; but the accommodation of 
 persons of color shall be separate from the white.” The Board of Trustees of the 
 University have for many years met the requirements of this clause by providing 
 similar instruction, modified to suit the requirements of the students of this race, in 
 a separate department. 
 
 The Industrial Department of Knoxville College, located at Knoxville, Tennessee, 
 is the colored department of the University of Tennessee. 
 
 The Board of Trustees of the University elect the instructors and pay all the 
 salaries and current expenses from the Land grant income and additions thereto. 
 The President of the University and the Professors of Agriculture and Mechanic 
 arts have immediate supervision of the course of study, the equipment and the 
 
582 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 methods of instruction there used. This is a department of the University, like 
 any other. 
 
 This institution has a complete outfit of buildings, a full faculty and a fine equip¬ 
 ment for giving instruction in the usual college branches. A new building was 
 erected last year for the laboratories and shops of this department. There are shops 
 for work in wood and iron, drawing rooms, and laboratories for chemistry, botany 
 and agriculture. The building is equipped with a boiler and engine, and the nec¬ 
 essary machinery and tools. The laboratories have a good outfit of apparatus. A 
 tract of land immediately adjacent to the building is provided for practical work 
 in agriculture and horticulture. Separate instructors in chemistry, botany and 
 agriculture, and for di-awing, mechanic arts and physics are provided for this depart¬ 
 ment. All of the work in it will be under the supervision and direction of the 
 President and Board of Trustees of the University, as are the other departments. 
 
 Students hi this department receive State scholarships under the same regulations 
 as other students. The Board of Trustees have created twelve separate apprentice¬ 
 ships in this department, worth fifty dollars per annum each, to be awarded to the 
 most meritorious and promising students in the regular industrial courses. These 
 apprenticeships will be awarded by the President of the University, upon the 
 recommendation of the President of Knoxville College. They secure work in the 
 shops and on the farm of the department, the service required being rated at its 
 market value. 
 
 COURSE OF STUDY. 
 
 State Students must be prepared to enter the Second Year’s course. 
 
 Agricultural course. 
 
 Arithmetic. 
 
 English. 
 
 General History. 
 Farmwork. 
 
 Elementary Algebra. 
 Rhetoric. 
 
 Physiology. 
 
 Physiography; Agriculture. 
 
 Higher Algebra. 
 Language. 
 
 English Literature. 
 Botany; Agriculture. 
 
 Geometry. 
 
 Zoology. 
 
 Political Economy; Logic. 
 Agriculture. 
 
 Natural Philosophy. 
 Agricultural Chemistry. 
 Geology. 
 
 Experimental Farm Work. 
 
 Mechanical course. 
 
 FIRST YEAR. 
 
 Arithmetic. 
 
 English. 
 
 General History. 
 
 Drawing; Shopwork. 
 
 SECOND YEAR. 
 
 Elementary Algebra. 
 
 Rhetoric. 
 
 Physiography. 
 
 Drawing ; Shopwork in Wood. 
 
 THIRD YEAR. 
 
 Higher Algebra. 
 
 Language. 
 
 English Literature. 
 
 Drawing ; Shopwork in Iron. 
 
 FOURTH YEAR. 
 
 Geometry. 
 
 Chemistry. 
 
 Political Economy; Logic. 
 
 Designing; Shopwork. 
 
 FIFTH YEAR. 
 
 Natural Philosophy. 
 
 Trigonometry. 
 
 Care of Engine and Machinery; Construc¬ 
 tion. 
 
KNOXVILLE COLLEGE, TENNESSEE. 583 
 
 Lectures and readings on the studies of each year in the Course. The graded 
 course in shopwork is taken up as the student is prepared and masters the various 
 subjects, according to the judgment of the professor in charge. 
 
 For detailed information with regal’d to courses of study, expenses, etc., see the 
 separate catalogue of this department. For this apply to the President of the Uni¬ 
 versity, or to Dr. J. S. McCulloch, President of Knoxville College, Knoxville, Ten¬ 
 nessee. 
 
 Summary of students in the Academic Department. 
 
 Sub-freshmen.....'.. 15 
 
 Freshman Class. 77 
 
 Sophomore Class. 61 
 
 Junior Class. 30 
 
 Senior Class. 19 
 
 University and Special Students. 47 
 
 State Appointees at Knoxville College. 27 
 
 Total in Academic Department. 266 
 
 Total number from Tennessee. 239 
 
 Total number from other States. 27 
 
 SUMMARY BY COURSES PURSUED. 
 
 1 . 
 
 Latin-Scientific. 
 
 Classical. 
 
 Agricultural and Scientific. 
 
 Latin-Scientific. 
 
 Literary-Scientific. 
 
 Civil Engineering. 
 
 Mechanical Engineering. 
 
 Mining Engineering. 
 
 Classical . 
 
 Agricultural. 
 
 Electrical Engineering.. 
 
 Total Agricultural and Scientific 
 
 Total Classical. 
 
 Total Latin-Scientific. 
 
 Collegiate courses. 
 
 ■freshman. 
 
 Freshman. 
 
 Totals. 
 
 14 
 
 
 28 
 
 42 
 
 1 
 
 
 13 
 
 14 
 
 
 
 36 
 
 36 
 
 Soph. 
 
 Jun. 
 
 Sr. 
 
 Totals. 
 
 20 
 
 3 
 
 8 
 
 31 
 
 14 
 
 4 
 
 3 
 
 21 
 
 5 
 
 4 
 
 3 
 
 12 
 
 11 
 
 3 
 
 1 
 
 15 
 
 
 3 
 
 3 
 
 7 
 
 4 
 
 3 
 
 1 
 
 8 
 
 5 
 
 
 
 5 
 
 1 
 
 
 
 1 
 
 
 
 
 36 
 
 
 
 
 22 
 
 
 
 
 73 
 
 2. University courses. 
 
 Agricultural. 1 
 
 Chemistry. 2 
 
 Civil Engineering. 2 
 
 Greek. 1 
 
 History and Political Science. 1 
 
 Languages and Literature. 4 
 
 Latin-Scientific. 2 
 
 Literary-Scientific. 1 
 
 Mechanical Engineering... 2 
 
 Sciences. 3 
 
 Teachers' Course. 29 
 
 Counted twice . 1 
 
 Resume. 
 
 Students in the Academic Department: 
 
 1. College students. 219 
 
 2. University and Special students. 47 
 
 Total number in the Academic Department.266 
 
 Professional Departments: 
 
 3. Law Department. 1 
 
 4. Medical and Dental Department. 269 
 
 Total number of students in the University of Tennessee 
 
 542 
 
584 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The Faculty of the Academic Department of the University num¬ 
 ber 21. Charles W. Dabney, Jr., PH. D. (Gottingen), ll. d., Presi¬ 
 dent of the University (1892-93).* 
 
 The Agricultural and Mechanical College of Texas. Col¬ 
 lege Station, Brazos Co., Texas. 
 
 This college was established by the Legislature of Texas in accord¬ 
 ance with the United States Law of 1862, the provisions of which 
 were formally accepted by the Legislature November 1st, 1866. The 
 act establishing this college became a law April 17, 1871. 
 
 By a provision of the State constitution of 1876, this college was 
 made a branch of the proposed University of Texas,' “for instruction 
 in agriculture, the mechanic arts and the natural sciences connected 
 therewith.” 
 
 The county of Brazos, to secure its location, gave to the State, for 
 the use of the college, a tract of 2416 acres of land, lying five miles 
 south of the town of Bryan. The Houston and Texas Central Rail¬ 
 way passes through the grounds and the post office address is Col¬ 
 lege Station. 
 
 The legislature made successive liberal appropriations for erection 
 of buildings and purchase of apparatus; aggregating in 1881, the sum 
 of $202,000. The college was formally opened for reception of stu¬ 
 dents October 4tli, 1876, with an attendance of six students; which 
 however rapidly increased. The military feature of the college 
 attracted great attention; and the second year, there was an influx of 
 250 students, with only accommodations for 150. The buildings, when 
 fully completed, were designed for an attendance of 250; but the 
 applicants soon far exceeded this limit. 
 
 The permanent trust fund arising from the land grant was $174,000; 
 invested in 7 per cent State Bonds. A definite number of State stu¬ 
 dents are boarded and taught free of cost. The purpose in founding 
 this college, as the address delivered June 26, 1877, by the Hon. A. 
 J. Peeler, of Austin, Texas, one of the State Directors of the college, 
 distinctly shows, was that of training up for the great State of Texas, 
 from among her own sons, the engineers, men of science, architects, 
 scientific agriculturists, and practical mechanical constructors, that 
 were already, and must soon be more and more, in demand. This 
 admirable address shows a broad and far-reaching comprehension of 
 the needs of the community for thoroughly ti’ained scientific men, 
 as well as a true conception of the proper work of such an institution 
 as was intended by the act of congress, which, while not opposing 
 classical or literary culture, sought to build up, either in conjunc¬ 
 tion with classical colleges, or separately, institutions giving scientific 
 training in agriculture and the mechanic arts. 
 
 It was soon felt that the literary and military development of this 
 college was disproportionate to that of the studies it was its special 
 
585 
 
 AGRICULTURAL COLLEGE, TEXAS. 
 
 province to teacli, and the President, being required by law to 
 annually report, President Jones, in his “fourth annual Report,” 
 under date of July 1st, 1880, discusses a plan of reorganization; and 
 states the conclusions of the Faculty as to the desirability of rnodi- 
 f}dng the studies and changing the courses from elective to pre¬ 
 scribed. He, also, incidentally discusses the kind of education de¬ 
 manded. The topics he treats are of such interest in any considera¬ 
 tion of higher technical industrial education, whether in institutions 
 indirectly founded by the government, or not, and discriminate so 
 clearly between the idea, once somewhat prevalent, that the Morrill 
 law originally contemplated only manual labor farm schools, and had 
 been unfairly' wrested from its purpose; and the other idea, that all 
 higher education must needs he of the classical type; that his con¬ 
 clusions are here quoted at some length; as bearing upon the general 
 subject of the present work. 
 
 Comments by President Jones. 
 
 A little more than six months ago this institution was turned over to the present 
 faculty, to mature by the end of the next session, a Plan of Reorganization. They 
 found that it had been organized and conducted upon the university plan of elective 
 studies, with the classics as its great central idea ; that no systematic and practical 
 instruction had ever been given in what the law commanded should be the “ leading 
 object ”—agriculture and the mechanic arts ; and that instead of popularizing the 
 study of agriculture, horticulture, stock-breeding, and the mechanic arts, and thus 
 fostering a juster appreciation of the dignity and the importance of these great indus¬ 
 trial pursuits which must ever be the foundation of the state’s material prosperity, 
 the college had sedulously cultivated a sentiment antagonistic to the development of 
 these branches of study, and which continually decried them. It was in spirit and 
 in fact, as far as circumstances permitted, a strictly literary college—top-grafted with 
 a strongly prominent military feature. That it should fail to secure its support in 
 an intelligent public opinion, while thus conducted in the face of the mandatory 
 legal enactments under which it was established and endowed, is not to be won¬ 
 dered at. 
 
 The Mon-ill bill explicitly requires that the interest of the endowment fund “shall 
 be inviolably appropriated by each state which may take and claim the benefit of 
 this act, to the endowment, support and maintenance of at least one college where 
 the leading object shall be, without excluding other scientific and classical studies, 
 and including military tactics, to teach such branches of learning as are related to 
 agriculture and the mechanic arts, in such manner as the Legislature of the states 
 may respectively prescribe, in order to promote the liberal and practical education 
 of the industrial classes in the several pursuits in life.” 
 
 THE STATE ACCEPTED THE PROVISIONS OF THE U. S. LAND GRANT LAW OF 1862. 
 
 Our state received the benefit of that act by accepting, in 1866, its provisions, and 
 establishing, in 1871, the Agricultural and Mechanical College of Texas. And, to 
 leave no doubt as to the real object of the college and its true relation to the educa¬ 
 tional system and industrial interests of the state, the constitution of 1876 declares: 
 
 Section 13. The Agricultural and Mechanical College of Texas, established by an 
 act of the Legislature, passed April 17, 1871, located in the county of Brazos, is 
 hereby made and constituted a branch of the University of Texas, for instruction 
 in agriculture, the mechanic arts, and the natural sciences connected therewith. 
 
586 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 With marked libex ality the state has equipped the college with commodious build¬ 
 ings, a well stocked farm, laboratories, apparatus, instruments, means for purchas¬ 
 ing tools and machinery, and all else necessary for complying with the intention of 
 the law; but it has made no provision for prominently developing the literary side 
 of the institution either by adding to the endowment fund, or paying the salary of 
 a single professor. Simple honesty, therefore, requires that the trust imposed by 
 the act of Congress, (and Texas is a bound trustee iu the matter,) should be strictly 
 discharged, and that, without excluding purely literary studies, the main stress of 
 the teaching and influence should fall upon the technical branches specified. There 
 is already a wide demand in our state for just such scientific and practical indus¬ 
 trial education, and if there exists a demand equally as wide for a broader and more 
 liberal literary and professional culture than existing colleges within our limits can 
 supply, then the time has come for the establishment of the State University ; it 
 lias an ample endowment fund already provided. For this college to do thoroughly 
 and usefully its own distinctive work will tax to the uttermost its present limited 
 resources in money and instructors. 
 
 ILL RESULTS WHEN THE LAND GRANT COLLEGE IS MADE SIMPLY AN ADJUNCT TO 
 
 A CLASSICAL COLLEGE. 
 
 Nearly every state in the Union has taken advantage of the Morrill act. In many 
 the attachment of a so-called agricultural department to an existing institution was 
 deemed a compliance with the law. The result in every instance almost has been 
 a disastrous failure, due to the overshadowing influence of the literary features. 
 Over fifty colleges have received this endowment, and of them all, the only ones 
 which have proved eminently successful are those which were organized and con¬ 
 ducted as separate and independent colleges, for the purposes specified in the act, 
 and for no others. And this is very pointedly put by President William Johnston, 
 of the Ontario School of Agriculture, who in his report on Agricultural Education 
 in Germany and the United States (1873), to the Hon. Commissioner of Agriculture 
 of Ontario, Canada, thus accounts for the failure of so many of our agricultural 
 colleges : “The great faults of the majority of them are the attempts to teach too 
 many subjects superficially ; to give too many optional courses, to leave out a course 
 of farm apprenticeship, and to make their curriculum too literary and not sufficiently 
 technical.” 
 
 I deemed it proper to call your attention, in this connection, to the following 
 action of the United States Senate in March last: 
 
 Resolved, That the Secretary of the Interior is directed to furnish to the Senate 
 such information as is in the possession of the Bureau of Education in relation to 
 the state of technical or industrial education in the schools and colleges endowed 
 in whole or in part by the government of the United States, and also in other schools 
 and colleges in the several states and territories and the District of Columbia, and 
 the extent to which provision has been made for the education of females in tech¬ 
 nical and industrial branches of education and the number of females in attendance 
 at said schools. 
 
 To the official demand made upon me for information concerning this college I 
 returned such answers as the facts warranted, and I regret that they could not show 
 the technical and industrial side of the college in a more creditable condition. 
 
 The Faculty have unanimously instructed me, therefore, to recommend that the 
 present elective system of studies be abolished and that there be substituted for it 
 a well arranged curriculum, four years in length, and embracing, besides such other 
 studies as your Board may prescribe, English Language, History and Literature ; 
 Scientific and Practical Agriculture : Horticulture : Stock-Breeding, and Veterinary 
 Science; Animal and Vegetable Physiology and Anatomy; Physics; Chemistry; 
 Mineralogy and Geology; German Language and Literature; Philosophy and 
 
AGRICULTURAL COLLEGE OF TEXAS. 
 
 587 
 
 Political Economy; Mathematics; Land Surveying and Leveling; Civil Engi¬ 
 neering ; Mechanics ; Drawing ; Book-Keeping ; Physical and Descriptive Geogra¬ 
 phy, Elocution, Declamation and Composition ; Military Tactics. 
 
 To this curriculum optional courses in the Latin and Spanish languages should 
 be added—the demand which already exists for them being quite large, and they 
 are too important to be omitted. But it is recommended that Greek and French be 
 no longer taught. Should Greek be discontinued, it is respectfully suggested that 
 the present course in Philosophy, including Logic, Mental and Moral Philosophy, 
 and Political Economy, be given to the Professor of Ancient Languages, and that 
 his department in future be designated the chair of Latin and Philosophy. 
 
 The course of instruction recommended, while it makes prominent the scientific 
 and technical features, affords at the same time ample facilities for literary culture, 
 and, indeed, requires a large amount of it as an essential for graduation. 
 
 THE INDUSTRIAL DUTIES. 
 
 The success and usefulness of this institution as a school of Applied Science will 
 very largely depend upon the tact and ability with which the practical duties in the 
 technical departments are arranged and enforced. There should be no misconcep¬ 
 tion as to the object, nature, and intent of these duties. They should occupy to 
 the theoretical courses of Agriculture, Horticulture and Mechanics, relations analo¬ 
 gous to those sustained by the laboratories, field-work and draughting, and dissecting 
 room to the courses in Physics and Chemistry, Engineering, and Anatomy respec¬ 
 tively—and without these practical supplements no course can be made valuable. 
 The nature and extent of the labor to be performed must be left necessarily, under 
 some general restrictions imposed by the Board, to the discretion and experience of 
 the Professors of Agriculture and Mechanics, who are to be directly responsible for 
 the success of their departments. The field and shop duties will not come every 
 day, but will take their regular place in the round of practical work which includes 
 also laboratory practice in Physics and Chemistry, field-work in Surveying and 
 Leveling, Draughting and Designing, military drills, Animal and Vegetable Physi¬ 
 ology and Anatomy, and Veterinary Clinics. They will not be intended to give 
 mechanical skill in field operations to the student but to make him an intelligent 
 applyer of the laws and principles of nature on the knowledge of which scientific 
 agriculture and horticulture are based. 
 
 INDUSTRIAL DUTIES SHOULD BE COMPULSORY. 
 
 To the question: Shall these duties be voluntary or compulsory? my humble 
 judgment deliberately and unhesitatingly replies that they should be compulsory. 
 First, on social grounds; as all students under the proposed curriculum will be 
 required to study the science of agriculture and mechanics, so they should also be 
 required to make the necessary practical applications with their professors in the 
 fields and the shops; otherwise, there will inevitably arise in the college a species of 
 caste, in place of that homogeneity of feeling which should bind all its members into 
 a close fellowship, and which, in my judgment, will soon destroy the efficiency and 
 influence of the technical departments, however lavishly money may be spent in their 
 equipment. Second, on the ground of utility: The courses, if taught at all, ought 
 to be made of some value to the student and to the state. The student of agricul¬ 
 ture should be made as familiar as possible, not with books only, but with the actual 
 soils, manures, crops, and implements themselves, and should see and participate 
 in, as far as practicable, the best methods of culture and preparation. The student 
 of horticulture must learn how to plant, cultivate, prune, bud, and graft fruit-trees 
 and vines, not in the lecture room, but in the college orchard and vineyard, under 
 the professor’s practical instruction. And the student of mechanics should see, 
 
588 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 handle, and use the tools and machinery which are necessary for the applications 
 of the principles of mechanism and construction, studied in the text. 
 
 THE COLLEGE SHOULD NOT BE A “MANUAL LABOR SCHOOL.” 
 
 As I said in my report of March last: All work will be carefully performed under 
 the guidance of the instructors, who will systematically enforce attention to prin¬ 
 ciples as well as practice, and thus make the exercises a mental discipline no less 
 than a training for eyes, hand and muscles. But no attempt should be made to 
 convert this into a manual labor school , in the popular acceptation of the term, in 
 which the student is to be turned into a veritable field hand or mechanic, and his 
 work received as a full compensation for board and tuition ; no college can do this 
 and make its academic course of any value. The practical work should be regarded 
 solely as a part of the regular instruction, which, in after life, may be valuable to 
 the student, whatever his profession. 
 
 In other words, just as the professor of Chemistry compels his class to go with him 
 through the practical and experimental part of the course in his laboratory, so the 
 professor of Agriculture ought to be allowed to require his class to go with him 
 through the practical and experimental parts of his course in his laboratories, the 
 farm and orchard. This labor, being simply instructive and for the student’s bene¬ 
 fit, should, of course, be without remuneration. 
 
 The Fifth Annual Report by the President, for 1880-’81, shows 
 that a rearrangement of the courses has been adopted. The plan of 
 instruction consists of an Agricultural course and a Mechanical 
 course each of three years. All students must enter one or the 
 other. The classics are optional studies. 
 
 The studies of the first year are the same, in the English branches 
 and mathematics; but the agricultural books and farm practice, are 
 given in the one, and Free hand drawing and shop practice, in the 
 other. Drawing in all its industrial forms, and direct shop practice, 
 run through the succeeding two years of the Mechanical course.— 
 Drawing does not appear in the schedule of the Agricultural course. 
 
 The President announces that a building has been fitted up with 
 suitable tools for wood and metal working. 
 
 The following extracts from the report of Professor Van Winkle, 
 in charge of the “Department of Mechanical Engineering and Draw¬ 
 ing,” set forth the purpose of the new departure and the course of 
 training: 
 
 DEPARTMENT OF MECHANICAL ENGINEERING AND DRAWING. 
 
 President J. G. James : 
 
 Sir: I have the honor to submit herewith a report of the organization, work and 
 condition of the Department of Mechanical Engineering and Drawing for the ses¬ 
 sion of 1880-81. In organizing this department due consideration was paid to— 
 The wants and resources of the State. 
 
 The character of student material to be dealt with. 
 
 The appliances requisite for giving such a course of practical and theoretical 
 instruction as would be most beneficial to the community and consequently most 
 valuable to the graduate. 
 
 The urgent and increasing demands of the State are for skilled artisans—those 
 who are able to do good, practical work, or take positions in manufactories and 
 
MECHANICAL COLLEGE OF TEXAS. 
 
 589 
 
 other mechanical pursuits as superintendents and foremen—whether in the con¬ 
 struction and operation of railroads, cotton and woolen machinery, or building of 
 structures and machines for developing our natural resources. 
 
 The immense water powers of Texas should be turned to good account in driving 
 thousands of spindles and looms. Capital, dormant or invested abroad in similar 
 enterprises, is ready to lend its assistance in preparing our staple products for the 
 large and growing demands of home consumption. But the State is almost entirely 
 dependent upon foreign skill and labor in the mechanical pursuits, and the com¬ 
 paratively few enterprises already in existence are crippled and stagnated. The 
 importance of the problem is fully appreciated, and it is incumbent upon us to find 
 a speedy solution. The novelty of this course of instruction may require an expo¬ 
 sition of its objects, which being clearly understood, will serve as the best explana¬ 
 tion of its details, viz: To give a good education based on mathematics, physical 
 sciences and drawing, and a sufficient familiarity with their practical application 
 in the mechanic arts to secure to the student a livelihood and to the State a valuable 
 member of society in exercising and disseminating his technical knowledge. 
 
 The scope of a single trade is too narrow for purposes of instruction by classes : 
 moreover, there are certain principles underlying them all. The great variety of 
 tools used in mechanical processes of the present day are only combinations of a 
 few elementary hand-tools. All pupils should, therefore, take the same course of 
 elementary instruction, after which, encouragement should be given in those special 
 branches for which they show an aptitude. Students possess different talents to be 
 developed—some exhibiting a tact for drawing and designing, others for directing 
 operations or for mechanical manipulation ; but, to be proficient in any industrial 
 branch, a thorough knowledge of all pertaining to it is as essential to the director 
 as to him who actually frames the house, bores the steam engine cylinder, or builds 
 the structure or machine. Each must not only be familiar with his own work, but 
 know exactly what to expect from those connected with him. In order to intelli¬ 
 gently direct others, he must know their capabilities ; to follow the directions of 
 others he must know how to interpret and supply their wants. For practical 
 instruction the student requires only physical strength and common sense. But 
 text-books on mechanical subjects employ principles of mathematics, physics and 
 chemistry, as well as those of practice. Instruction in these branches must, there¬ 
 fore, precede theoretical or text-book mechanics. Thus arranged, the practical 
 value of the course is directly in proportion to the time spent. The student feels 
 this, and is prepared to receive his theoretical training with higher appreciation 
 and broader criticism. 
 
 THE COURSE. 
 
 The course of instruction is in three parts, viz : 
 
 Practice .—Shop work and mechanical laboratory. 
 
 Drawing. —Free-hand, geometrical and mechanical. 
 
 Theoretical .—By lecture and text-book. 
 
 In the shops practical instruction is given—first, in elementary construction, that 
 the pupil may acquire a most intimate knowledge of practice and skill in the use of 
 tools and work-shop appliances. He is conducted through the shop exactly as 
 though assuming the lowest place in a manufacturing establishment, successively 
 filling higher positions, until finally graduated as superintendent. Practical instruc¬ 
 tion is never carried to the extent of weariness or drudgery, but is, on the contrary, 
 a pleasant transition from study and recitation. All work is executed after draw¬ 
 ings to which it must conform. Beginning with exercises in framing and joinery 
 by use of hand-tools, the pupil is promoted to the use and care of wood working 
 machinery, such as circular and fret saws, the turning lathe and exercises in pat¬ 
 tern making. He is then made tool and stock clerk and timekeeper, thus famil- 
 
590 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 iarizing himself with any special tools which may have escaped his notice in the 
 wood department, and becomes acquainted with makes, sources and prices of the 
 shop equipment. He then takes a course of filing, chipping, screw cutting with 
 taps and dies, and other vise work, and erecting of machinery; is then put in charge 
 of the boiler, whence he is duly promoted to engineer to take charge of the power 
 and its transmission. This is followed by a course in drilling, boring, turning lathe, 
 screw-cutting and other machine tool work. 
 
 The above, including the bulk of shop practice, covers the first two years of the 
 course, which, together with the preparation in other departments of the college, 
 has laid the foundation for a course in Mechanical Engineering and laboratory prac¬ 
 tice. Beginning in the third year, lecture room instruction is given in the follow¬ 
 ing subjects, the practical illustrations of ■which, together with the students’ specially 
 elected line of work, forming the basis of practice in the junior and senior years : 
 
 General properties of building materials. 
 
 Experiments on strength of materials. 
 
 Masonry, framing. 
 
 Bridges, roofs, roads, railroads and river improvements. 
 
 Iron, kinds of—manufacture of wrought and pig—mechanical properties. 
 
 Steel: kinds and how made, uses and how worked. 
 
 Shafting and transmission of power. 
 
 Study of construction and operation of steam engines ; original essays and criti¬ 
 cisms of machines and structures of various kinds throughout the course. 
 
 Special study of construction of locomotive—from complete set of original work¬ 
 ing drawings—grist mills, cotton mills and machinery—silver mills—plantation 
 machinery, railroad equipments. 
 
 DRAWING. 
 
 is the short-hand language of modern science. It is a universal language, common 
 to all men, showing at a glance what words would be inadequate to express, and 
 is indispensable to the mechanic and engineer. The course begins in the first year, 
 embracing lettering (free hand) sketching, geometrical problems and construction 
 (with instruments), plotting of surveys and level section of drawing and elements 
 of machines. In the third and fourth year elements of mechanism. Descriptive 
 Geometry, Shades, Shadows and Perspective; drawing of original designs for ma¬ 
 chines and structures, and drawing for graduating thesis. 
 
 The Sixth Annual Catalogue for session of 1881-’82, shows the new 
 departments evidently well established. The following is the pro¬ 
 gramme thus given: 
 
 Department of Mechanical Engineering and Drawing. 
 
 Professor Franklin Van Winkle, M. E. 
 
 The aim of this department is the instruction of the pupil in the applications of 
 the sciences to Engineering and the Mechanic Arts in a manner which will be thor¬ 
 ough, practical and of direct utility. 
 
 Instruction is imparted by practice (in shops and drawing office) text-books and 
 lectures. 
 
 The following subjects are taught: 
 
 I. Mechanical Drawing.— This subject is taught by lecture and text-book, and by 
 practice, free-hand and with drawing instruments; and embraces free-hand sketch¬ 
 ing and shading of geometrical solids, and intersection of solids, lettering, sketching 
 of farm implements, with dimensions ; geometrical construction with instruments ; 
 drafting to scale, and architectural drawing, and drawing of constructions in wood; 
 
INDUSTRIAL DEPARTMENT, COLLEGE OF TEXAS. 
 
 591 
 
 projection of elementary pieces of mechanism ; projectional drawing of machines 
 and structures from sketches and measurements ; drawing of designs for machines 
 and structures; drawing for graduating thesis. 
 
 Text-Books : McCord’s Mechanical Drawing, Lectures. 
 
 All drawings are original and not copied by the student. 
 
 Methods of reproducing and blue-printing are also taught. 
 
 Each student must provide himself with a set of drawing instruments. The cost 
 will be about $8 for all that is required. 
 
 He will make his own “ T ” square and set squares (triangles) in the shops as part 
 of his regular exercises there. Pencils, paper and ink can be obtained at the college 
 book store at regular market prices. 
 
 II.— Engineering. —Instruction in this branoh of the department is by text-book 
 and lecture. Like drawing with shop work, the instruction here is made concurrent 
 with shop work and drawing. 
 
 Theoretical instruction is practically illustrated and applied by the student for 
 himself. 
 
 The subjects taught are : 
 
 Materials of Construction. —Their resistance with experiments on their strength, 
 &c. 
 
 Masonry. —Foundations, walls, arches, &c. 
 
 Carpentry. —Framing, floors, roofs, &c. 
 
 Bridges.— Of stone, wood, iron, suspension, &c. 
 
 Roads. —Common, railways, and railway appliances. 
 
 Determination of formulae for strength of beams and columns with verification 
 by experiments ; the steam engine and steam machinery, with practical experiments 
 on college engine with indicator and dynamometer; special study of the locomotive, 
 from complete set of working drawings, iron and steel as materials of construction. 
 
 The student to write a monthly essay in the department, and before graduation, 
 to submit a thesis on approved subject, accompanied by drawings and shop work. 
 
 Text-Books.—Mahan's Civil Engineering, Fairbank’s Elements of Mechanism, 
 Bourne’s Catechism of Steam Engine, Lectures. * * * 
 
 Industrial Department. 
 
 Professors Georgeson and Van Winkle. 
 
 Each student is required to labor ten hours a week throughout the session. The 
 Agricultural students, in the fields, orchards and gardens; the Mechanical students, 
 in the shops. * * * 
 
 shops and shop work. 
 
 F. M. Gilbert, Foreman. 
 
 The Mechanical Department occupies a two-story wooden building, 84x34 feet, 
 and two small attached rooms. In order to give systematic practical instruction it 
 has been organized as follows : 
 
 1. Carpenter shop. 
 
 2. Forge shop. 
 
 3. Vise shop. 
 
 4. Wood-working Machine shop. 
 
 5. Metal-working Machine shop. 
 
 6. Steam Enginery. 
 
 Five thousand dollars have been spent for tools, machinery, 12 horse power engine 
 and boiler, and materials necessary for a thorough equipment of these shops on a 
 useful basis and the student, who will complete the prescribed three years’ course of 
 work in passing through them, will be well fitted for commencing life in some man¬ 
 ufacturing or mechanical pursuit. As evidence of each year’s proficiency, he will be 
 expected to produce some piece of work of value and usefulness. 
 
592 EDUCATION IN THE INDUSTRIAL AND EINE ARTS. 
 
 All shop work is executed from drawings furnished to the student, or made by 
 him ; he is instructed how to read and measure drawings to make free-hand 
 sketches with dimensions of work in hand, and to make out correct bill of material 
 from same before beginning his exercise with tools. All work must come up to 
 the standard of good workmanship, before he is allowed to begin the next exercise 
 or work. Students are held strictly accountable for the preservation and order of 
 the tools or machines to which they are assigned, after having been taught how to 
 put them in order. 
 
 Pocket callipers and a 24 inch rule are needed by each student; they can be 
 gotten here. 
 
 Before any student in this department can graduate, lie must place on exhibition 
 some tool, implement or machine which he has made in the shops, and which has 
 been pronounced satisfactory by the Professor of Mechanical Engineering. 
 
 There is shown a total attendance for 1881-’82, of 258 students; 59 
 Agricultural, 199 Mechanical, no students in last year of the Agri¬ 
 cultural course, and only 4, in the second year. 
 
 LATER HISTORY. 
 
 The latest catalogue at hand* shows that the college is developing 
 healthily, with a small increase in the number of students. The reg¬ 
 ular undergraduate course has been increased from one of three, to 
 one of four years; and a Post Graduate course of two years added. In 
 January, 1888, the Board of Directors established a Government 
 “Agricultural Experiment Station”, in connection Avitli the college; 
 in accordance with the law passed by Congress, in 1887, appropriating 
 $15,000 a year, for the establishing of such stations in the several 
 States. 
 
 The college has developed on the lines laid down in the reorgan¬ 
 ization, as given in the catalogue of 1880-81. Its general purpose 
 is thus stated in the present catalogue : 
 
 OBJECTS AND PRESENT POLICY. 
 
 The act of Congress which established the State Agricultural and Mechanical 
 Colleges defines their objects, but under the act there have been foimded as many 
 different schools as there are States. These institutions have presented a variety of 
 educational schemes, which have embraced nearly all gradations from the classical 
 and mathematical college to the manual labor industrial school. In view of this 
 fact, it is proper to state as definitely as possible the interpretation given to the act 
 of Congress by the authorities of this college, and the manner in which they are 
 endeavoring to carry out its provisions. 
 
 The general object of this college is to excite and foster in the minds of our people 
 an enthusiastic appreciation of the attractiveness and value of those pursuits by 
 which the material development of the country is advanced. 
 
 It proposes to equip boys for their future career by the fullest development of 
 their powers with reference to the wants of life, and acquaint them thoroughly, 
 both theoretically and practically, with the duty, the dignity and the nobility of 
 labor. There is a great field opening in our State for practical technical employ- 
 ____•_ 
 
 * Seventeenth Annual Catalogue of the Agricultural and Mechanical College of 
 Texas. Session 1892-’93. Railroad Depot, Express and Money Order office, College 
 Station, Texas. Austin ; Ben C. Jones & Co., State Printers. 1893. Pp. 79. 
 
SCIENTIFIC TRAINING IN TEXAS COLLEGE. 
 
 593 
 
 ment and a growing demand for the services of those fitted for labor in every branch 
 of scientific knowledge, and we are now compelled to draw upon the skilled labor 
 of other countries to fill the most lucrative, honorable and important positions in 
 every industrial enterprise. In face of this fact, there can be no exaggeration of 
 the value of an institution which will afford the direct advantage of conducting the 
 student from the simplest mechanical principles to the complex order of artistic 
 ingenuity by enabling him to combine principles, construct models and call into 
 activity his ingenuity for designing; while a practical knowledge of the use of tools 
 can be acquired in one-half the time necessary under the ordinary methods of 
 obtaining a trade knowledge as an apprentice, kept at such work only as proves 
 most profitable to the employer. 
 
 After discussing the value of scientific training in Agriculture and 
 Horticulture, as tending to the development of self-reliant manhood 
 in the students, and commending the military training, for the value 
 of its exercises and discipline, both upon the health and the morale 
 of the students; the business of the college is stated to be to turn the 
 attention of the young men of the State, from the so-called “learned 
 professions ”, to the scientific studies dii’ectly bearing upon the devel¬ 
 opment of the material resources of the State. 
 
 These objects are sought to be obtained : 
 
 By a thorough course of instruction in all practical and useful branches of knowl¬ 
 edge, with continual application of principles to work in the shops, fields, gardens, 
 vineyards, orchards, pastures, dairies and other laboratories. 
 
 By relying upon text books as little as possible and leading the students to seek 
 information directly from observation and experiment. 
 
 By inculcating the dignity of intelligent labor—banishing the idea that the farmer 
 or mechanic who is worthy of the name need be any less learned than the profes. 
 sional man. 
 
 By inducing in the mind of the student an enthusiastic love of nature and the 
 study of natural laws, whereby agricultural and mechanical processes become 
 invested with absorbing interest, and are pursued in a spirit which leads to progress 
 and success. 
 
 It will thus be seen that the authorities of this school adhere to the interpretation 
 of the act founding it, which has been given by the author of this act, and which 
 has been adopted by all the successful colleges of similar origin, namely: That this 
 college is not a trade school, designed to take the place of the old apprenticeship 
 system, but an institution where young men may receive broad and liberal training 
 in all those sciences and arts which contribute to useful citizenship in the pursuit 
 of all productive industries. 
 
 METHODS AND SCOPE OF INSTRUCTION. 
 
 The courses of instruction cover all that is comprised in the curricula of the best 
 institutions of our times, except the ancient languages. The time usually devoted 
 to these is here given to the application of the principles in the fields, shops, and 
 laboratories. Mere text book study is regarded as comparatively of little value 
 unless supplemented by intelligent practice in applied science. This practice occu¬ 
 pies from six to eight hours per week. 
 
 EXPERIMENTAL WORK. 
 
 This furnishes the chief means of training students in accordance with this view, 
 and hence a most important subsidiary object of this institution is the discovery 
 and dissemination of all sorts of information with regard to industrial pursuits. 
 
 # * * * * * * 
 
 ART—VOL 4 - 38 
 
594 EDUCATION IN THE INDUSTRIAL AND FINE ART8. 
 
 REGULAR COURSES OF STUDY. 
 
 There are two regular courses of study and practice leading to degrees and 
 extending through four years each. They are identical for the first year, thus 
 giving the student the advantage of elementary training in subjects that are of 
 equal importance to every one, and affording opportunity for intelligent choice 
 between the courses as continued separately through the three succeeding years. 
 In the third year, or second class, there is a still further specialization by which the 
 student may, in the agricultural course, vary his studies with reference to obtaining 
 either of two degrees, that is, Bachelor of Scientific Horticulture (B. S. H.) or Bach¬ 
 elor of Scientific Agriculture (B. S. A.). In the mechanical course a similar special¬ 
 ization is provided for by which the student is given choice between the degrees of 
 Bachelor of Civil Engineering (B. C. E.) and Bachelor of Mechanical Engineering 
 (B. M. E.). 
 
 All regular students must pursue either the agricultural or the mechanical 
 course, and there is no course of instruction which is not industrial. 
 
 The languages are optional, except as shown in the curricula, and may be studied 
 as subjects outside of the regular courses. There is no charge for any optional 
 study. 
 
 In view of the great practical importance of the German and Spanish languages 
 for business purposes in our State, special attention is given to these. 
 
 Post Graduate Courses are offered in the following subjects : 
 
 “Agriculture; Mechanical Engineering; Horticulture; Botany; 
 Experimental Agriculture; Civil Engineering; Physics ; Mathe¬ 
 matics; Chemistry; Geology and Mineralogy; Modern Languages ; 
 English; and Drawing.” 
 
 The following 12 “Departments of Instruction” for undergrad¬ 
 uates are comprised in the College: 
 
 “English and History;” “Mechanical Engineering;” “Shops 
 and Shop Work;” “Agriculture;” “ Chemistry and Mineralogy ;” 
 “Mathematics;” “Veterinary Science;” “Military Science and 
 Tactics;” “Civil Engineering and Physics;” “Horticulture and 
 Botany; ” “ Languages ; ” “ Drawing. ” 
 
 The courses in Mechanical Engineering and in shop work have 
 been set forth in the previous pages and are substantially the same 
 as are described in the present catalogue. The following extract 
 gives the course in Drawing as it is given through the present four 
 years course in the two main divisions of the College: 
 
 • Department of Drawing. 
 
 Professor, F. E. Giesecke, M. E. 
 
 Assistant, D. W. Spence, C. E. 
 
 The course of instruction given in this department extends through four years ; 
 the work of the different classes is shown in the following outline of the course of 
 study: 
 
 Fourth Class — Penmanship and Free-Hand Drawing: The lessons in penman¬ 
 ship tend to teach the student to write a plain and rapid business hand, by means 
 of the muscular movement. The instruction in free-hand drawing is intended 
 altogether as means of training the student’s hand and eye, as well as his mind. 
 The drawing books used are selected from Thompson’s Primary and Advanced 
 Free-hand Series. 
 
DRAWING IN TEXAS COLLEGE OF AGRICULTURE. 595 
 
 Third Class — Agricultural Course: Free-hand drawing, one and one-half hours 
 per week throughout session. Thompson’s Advanced Free-hand and Model and 
 Object Series are used. 
 
 Second Class — Agricultural Course: Mechanical drawing, two hours per week 
 during spring term. This short course in drawing is given to enable the student to 
 make the drawings necessary to his study and practice of surveying. 
 
 Third Class — Mechanical Course: Mechanical drawing, three hours per week 
 throughout session. The student is taught the use of the drawing instruments in 
 the drawing of simple figures, geometrical problems, and lettering during the fall 
 term. During the winter and spring terms projection drawing is taught to prepare 
 the student for the study of descriptive geometry. Practice in free-hand drawing 
 is continued in this as well as in the two higher classes as an essential part of the 
 regular work. 
 
 Second Class — Mechanical Course: Descriptive geometry three hours per week 
 during fall, and two hours during winter term. Faunce’s Descriptive Geometry is 
 used as a text-book, and is supplemented by weekly original problems. Two hours 
 per week during each term are devoted to drawing higher plane curves, gear teeth, 
 screws, and various conventional signs used by draughtsmen. During the spring 
 term the student makes working drawings of parts of machines which involve the 
 principles he has studied in descriptive geometry. Those who take the B. M. E. 
 course receive lectures on the materials used in machine construction during this 
 term. 
 
 First Class — Mechanical Course: The drawing in the fall term will consist of 
 exercises in tinting, tracing blue printing, and isometric projections. Applicants 
 for the degree of B. M. E. will in addition receive lectures on machine designing, 
 and will have practical exercises at the drawing board, during the winter and spring 
 term, in designing and making working drawings of machine elements or of simple 
 machines. Applicants for the degree of B. C. E. will be required to make a number 
 of working drawings, general and detail, of such machines, buildings or structures 
 as is thought advisable. 
 
 Equipment: The department is equipped with a good set of skeleton and solid 
 models and plaster casts for free-hand drawing; a complete set of Schroeder’s 
 models for descriptive geometry, and a number of drawing instruments, which are 
 only used occasionally. There are also provided for the students’ use all necessary 
 instruments, squares, and triangles, so that the materials only have to be purchased 
 by the student. These can be obtained at the College book store. 
 
 The Catalogue gives copies of the Land Grant Laws passed by Con¬ 
 gress, a brief summary of the different acts passed by the Legisla¬ 
 ture of Texas, and a copy of the existing State law, relating to the 
 College ; also, a copy of the U. S. law establishing the Experiment 
 Station. 
 
 The following “ Summary” shows the attendance during the Aca¬ 
 demic year 1892-’93: 
 
 Post graduates. 4 
 
 First class. 17 
 
 Second class. 69 
 
 Third class. 100 
 
 Fourth class. 103 
 
 Total. 293 # 
 
596 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Board of Directors. 
 
 The government of this College is vested in a Board of Directors, consisting of 
 five members, appointed by the Governor of the State. They are “ selected from 
 different sections of the State, and hold office for six years, or during good behavior, 
 and until their successors are qualified.” 
 
 Hon. A. J. Rose, President.Salado 
 
 Hon. W. R. Cavitt.Bryan 
 
 Hon. John E. Hollingsworth, Commissioner of Insurance, Statistics, History, 
 
 and Agriculture, ex-officio .Austin 
 
 Dr. J. D. Fields.Manor 
 
 Hon. John Adriance.Columbia 
 
 The Board of Directors of the College are also the governing Board of the Exper¬ 
 iment Station. 
 
 Tlie “Faculty and Other Officers” number 31. L. S. Ross, is 
 President. 
 
 The University of Vermont and State Agricultural Col¬ 
 lege, Burlington, Vermont. 
 
 In 1863, the General Assembly of Vermont authorized the three 
 classical Colleges of the State to unite in one State University, which 
 was to be organized in accordance with the provisions of, and was 
 to receive the income arising from, the United States Land Grant 
 of 1862. This project failing, the Vermont Agriculture College was 
 chartered in 1864, on certain conditions, not complied with. An act 
 was therefore passed November 9, 1865, incorporating the State 
 Agricultural College chartered in 1864, with the University of Ver¬ 
 mont, which was founded in 1791. The act specifically directs that 
 the University shall always maintain “such instruction in the 
 various branches of learning as is contemplated in the several 
 charters of the institutions hereby united.” 
 
 In accordance with this law the University maintains a Depart¬ 
 ment of Art, with the four years’ course common to the higher clas¬ 
 sical colleges, and a Department of Applied Science, organized in 
 accordance with the provisions of the United States Law of 1862,— 
 also, with a four years’ course.—There is, in addition, a “Literary 
 Scientific ” course, differing from the regular classical course only in 
 the substitution of certain scientific studies in place of the study of 
 the Greek language. 
 
 All the courses in both departments are open to young women, on 
 the same conditions as to young men. ' 
 
 A Medical School is also attached to the University. An account 
 of the Park Gallery of Art, attached to the University, will be found 
 among those of the Art collections of the country, to be given in a 
 . later volume of this Report. 
 
 The Department of Applied Science presents the following courses: 
 
 A course in Civil Engineering. 
 
THE UNIVERSITY OF VERMONT, BURLINGTON. 
 
 597 
 
 A course in Theoretical and Applied Chemistry. 
 
 A course in Agriculture and Related Branches. 
 
 A course in Metallurgy and Mining Engineering. 
 
 The studies of Freshman year are common to all the courses. In 
 Drawing—“Geometrical,” is taught the first term; “Elementary 
 Projection,” the second; “ Church’s Descriptive Geometry,” the third. 
 
 In the course in Engineering, Drawing is pursued through the 
 four years. Sophomore year, the first term, “ Descriptive Geometry; 
 Plotting.” 
 
 Sophomore year, 2nd term, “Shades and Shadows; Isometrical 
 Drawing.” 
 
 Sophomore year, 3rd term, “Shading and Tinting;” “ Topograph¬ 
 ical Drawing.” 
 
 Junior year, 1st term, “Linear Perspective;” 2nd term, Plotting 
 Surveys of previous term; Construction of Maps;” 3rd term, “Struc¬ 
 tural.” 
 
 Senior year: 1st term, “Mahan’s Stone Cutting;” 2nd term, 
 “ Graphical Statics.” 
 
 In the Agricultural Course, Drawing is taught, the 1st term of 
 Sophomore year as “Descriptive Geometry completed;” it does not 
 appear in the schedule of subsequent terms, nor at all, in either of 
 the other courses of study. 
 
 In the Biennial Report of the Trustees, for 1879-’80 occur the fol¬ 
 lowing statements in regard to the courses of the Department of 
 Applied Science. 
 
 The courses in agriculture, chemistry, civil engineering and mining, are de¬ 
 signed to introduce young men into these professions through a training in the 
 general and special sciences which relate to them. The industries of the world are 
 no longer mere handicrafts. Every industry has a scientific basis, a thorough under¬ 
 standing of which is greatly helpful to success and essential to inventive improve¬ 
 ment. The young men who are entering upon these professions are slow to appre¬ 
 ciate these facts, but the educational institutions of the land must recognize and 
 proclaim them till they are universally accepted. An eminent civil engineer says: 
 “Scientific training is indispensable to any considerable success. Those who with 
 out such preparation, engage as chain-men or axe-men in an engineer corps, expect¬ 
 ing to work their way up, will be bitterly disappointed. Science and practice are 
 both indispensable to an accomplished engineer. The latter he can get ‘ in the field.’ 
 The former can be obtained only at the schools.” It is the same with agriculture, 
 mining, pharmacy, dyeing, &c. Each of these industries is encircled by a group 
 of sciences waiting to be auxiliary to it, if their help is invoked and will be received. 
 
 The various scientific courses, agricultural, chemical, mining, engineering, are 
 designed to furnish this kind of instruction to those who are looking forward to 
 one of these industries. 
 
 The catalogue for 1880-’81, shows a total attendance of 76 students 
 in the undergraduate departments. There were, in addition, 143 
 Medical students. 
 
598 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 LATER HISTORY. 
 
 The latest Catalogue at hand, that for 1892-’93,* shows, in the 
 following statement, that the University has kept pace with the 
 developments of Science; which continually makes new demands 
 upon Educational Training. The schools of “Sanitary Engineer¬ 
 ing,” “Electrical Engineering,” and “Mechanical Engineering,” 
 demonstrate the progress, since 1880, in the needs of Institutions 
 which undertake to fit students for the Scientific Professions. 
 
 Instruction is given in the University, in : 
 
 I. The Department of Arts, which embraces: 1. The usual Classical Course in 
 the Languages, ancient and modern, Mathematics, Physical Science, Mental, Moral 
 and Political Philosophy, Rhetoric, Literature and History, and leads to the degree 
 of Bachelor of Arts ; 2. The Literary-Scientific course, in which the studies of the 
 Classical course are pursued with the exception of Greek, and which leads to the 
 degree of Bachelor of Philosophy. 
 
 II. The Scientific Departments, embracing the studies required (1.) by the Morrill 
 Act of 1862, which provides that instruction be given not only in “classical and 
 other scientific studies,” but especially in “branches of learning relating to Agri¬ 
 culture, and the Mechanic Arts; ” and (2.) by the Endowment Act of 1890, which 
 provides for instruction in “Agriculture, the Mechanic Arts, the English language, 
 and the various branches of mathematical, physical, natural and economic science, 
 with special reference to their applications in the industries of life.” 
 
 These Departments, are: 
 
 1. The Department of Engineering, which includes (a) Civil and Sanitary Engineer¬ 
 ing ; (b) Electrical Engineering ; (c) Mechanical Engineering. 
 
 2. Chemistry. 
 
 3. Agriculture. 
 
 The degree in each case is Bachelor of Science, see index, degrees. 
 
 III. The Department of Medicine, leading to the degree of Doctor of Medicine. 
 
 The University has been enriched by the gift of the choice library 
 of the late Hon. George P. Marsh, ll. d. , an honored son of Vermont, 
 formerly U. S. Minister to Italy, a scholar and author of world wide 
 recognition. This library of between twelve and thirteen thousand 
 volumes is especially rich in Philology, History and Physical Geog¬ 
 raphy. Hon. Frederick Billings, of Woodstock, Vermont, purchased 
 and presented this library to the University, and added to his gift 
 that of a Library building, thus described in the catalogue: 
 
 The beautiful and commodious Billings Library, erected at a cost exceeding 
 $150,000, with a shelving capacity of 100,000 volumes, contains the general library 
 of the University and the special collections. The apse, originally designed for the 
 Marsh collection, has been appropriated to the use of the reference library and read¬ 
 ing room. 
 
 The gift of $10,000 which Mr. Billings made for the increase of the Library, is 
 now being expended, and several thousand volumes have already been added. 
 
 * Catalogue of the University of Vermont and State Agricultural College, Burling¬ 
 ton, Vermont, 1892-93. Burlington Free Press Association Printers and Binders 
 1892. Pp. 113. 
 
VERMONT AGRICULTURAL COLLEGE. 
 
 599 
 
 There is, also, a Museum building with large mineralogical collec¬ 
 tions; and other collections of natural history, archeology, and coins. 
 
 In the Engineering courses, drawing enters as an essential part 
 in the course. In Agriculture there is no evidence that it is taught, 
 nor does the catalogue show any courses in drawing other than 
 “Mechanical.” 
 
 The development of Manual Training, to an account of which the 
 previous volume of this Report was so largely given, has record 
 here in the new buildings adapted to instruction in Mechanics. 
 
 THE MECHANICAL BUILDINGS. 
 
 The University has recently completed the construction of a group of buildings 
 suitable for the lecture rooms and workshops required for giving instruction in both 
 Mechanical and Electrical Engineering. 
 
 The buildings consist of a machine and carpenter shop, a foundry and forge shop, 
 and a building for recitation and lecture rooms. The latter building is of brick, 
 sixty feet long and thirty-five feet wide, three stories high with a high and well- 
 lighted basement, and contains six recitation rooms. 
 
 The foundry and the forge shop is another brick building forty-four feet long by 
 thirty-two feet wide. The foundry is supplied with a cupola furnace, brass furnace, 
 core oven and facilities for moulding. The forge shop contains eight forges, anvils, 
 a hand drill and the hand tools necessary for instruction in this branch. 
 
 The machine and carpenter shop is a building seventy feet long by thirty wide, 
 two stories in height. The upper story is used for the carpenter shop and is supplied 
 with carpenter benches, a full line of tools for manual work, six wood turning 
 lathes, an eight-inch pattern-maker’s lathe, a circular saw and a scroll saw. A 
 portion of this story is also used for the making of blue prints, or the reproduction 
 of drawings. The machine shop in the lower story of this building contains three 
 engines lathes, a hand lathe, a planer, a milling machine, two upright drills, a 
 grindstone, emery wheels and filing and chipping benches. The lower story con¬ 
 tains a Harris-Corliss engine of twenty-five horse power, a dynamo specially 
 designed and provided with extra armatures and field coils and used both for pur¬ 
 poses of instruction and to generate electricity for lighting the Engineering build¬ 
 ings, and for testing lamps, motors, etc. 
 
 The basement of the recitation building contains a general testing machine of 
 50,000 lbs. capacity, manufactured by Riehle Brothers of Philadelphia and fitted for 
 tensile, compression, or transverse tests, with an electric micrometer, for measuring 
 elongation. It also contains a cement tester of 2,000 lbs. capacity, an electrical 
 storage battery of sixty cells, and other apparatus used in these departments. The 
 buildings adjoin and communicate conveniently with one another. 
 
 A full agricultural course is given. The students in agriculture 
 are required to take a full course of shop work in wood and iron; and 
 to attend lectures and recitations on “the elements of mechanism.” 
 
 The military instruction and training required by the Land Grant 
 Law, is given under the direction of an Army officer, detailed for that 
 purpose by the U. S. War Department. 
 
 Tuition is sixty dollars a year; the total of College Bills is given 
 from $91.50 to $113.00, according to room accommodation. All neces- 
 
600 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 sary expenses of College Bills and board, washing, etc., range from 
 $204.00, to $272.50. Attendance of students is given as follows: 
 
 Summary of Students. 
 
 Seniors,. 44 
 
 Juniors,. 55 
 
 Sophomores,. 53 
 
 Freshmen. 69 
 
 - 221 
 
 Students in Dairy School,. 37 
 
 Students in Medical College, ...: . 190 
 
 Total,. ... 448 
 
 The Faculty of the Department of Engineering number fourteen, 
 in addition to the President of the University. The Teaching Force 
 of the University, not counting the Medical Faculty, numbers fifty- 
 one, in addition to the President. There are, in addition, ten special 
 professors in the Medical Department. 
 
 Matthew Henry Buckham, D. D. , President. 
 
 Virginia Agricultural and Mechanical College, Blacks¬ 
 burg, Va. 
 
 The General Assembly, by act approved March 19th, 1872, gave 
 one third of the land script allotted to Virginia, under the United 
 States Grant of 1862, to the Hampton Normal and Agricultural 
 School; and set apart the remaining two thirds, for the founding of 
 a new institution to be called the Virginia Agricultural and Mechan¬ 
 ical College, to be located at Blacksburg, Montgomery County; pro¬ 
 vided the real estate belonging to the Preston and Olin Institute, 
 should be transferred to it, and that the county should appropriate 
 $20,000 as an addition to its funds. 
 
 These conditions were complied with and the new institution was 
 opened October 1st, 1872, with an attendance of 131 students. 
 
 The real estate of the “Institute,” consisted of five acres of land 
 on which was a three story college building, of 100 by 40 feet. 
 
 An additional estate of some 250 acres, but a quarter of a mile dis¬ 
 tant, was purchased for the farm of the new institution. 
 
 The committee appointed to report upon a plan for the organization 
 of the proposed institution made, through its chairman Hon. Wm. 
 H. Ruffner, State Superintendent of Education, an admirable state¬ 
 ment of the Polytechnic and Agricultural training institutions in 
 Europe, quoting at some length from the excellent and well known 
 report on Education in Europe and the United States, made by Hon. 
 John W. Hoyt, ll.d.* —The conclusions reached were that the new 
 
 * Paris Universal Exposition, 1867. Reports of the United States Commissioners. 
 Report on Education, by John W. Hoyt, United States Commissioner, Washing¬ 
 ton, Government Printing Office, 1870. Pp. 398. 
 
 These Reports by the Government Commissioners were issued in six large 
 volumes. Published by authority of the Senate, under direction of the Secretary 
 of State, and Edited by William P. Blake, Commissioner of the State of California. 
 Dr. Hoyt's Report, is the last of the five reports contained in Volume VI.—I. E. 0. 
 
VIRGINIA AGRICULTURAL AND MECHANICAL COLLEGE. G01 
 
 Institution should bo practical, and should not trench upon the 
 ground already occupied by University, or College; but should seek 
 to train practical agriculturists and mechanics. 
 
 A schedule of a three years course was recommended, the first 
 years studies to be common to both the Agricultural and Mechanical 
 courses. In both courses Drawing, “ Free hand ” and “ Mechanical,” 
 holds an important place and is continued through the entire course. 
 
 The repoi't closes with an appeal for additional and continued 
 State aid, as follows: 
 
 We have this tremendous argument to back our appeal for an increase of 
 endowment, viz : that this is the first thing the State has ever done in the way of 
 collegiate education for the masses of her people, and even this is but the turning over 
 of a gift from the Federal government. To neglect the special wants of the great 
 producing classes is not only unjust, but exceedingly unwise. It is toward them 
 the vitalizing power of technical education should be most studiously directed, and 
 the forms of education should be so varied that its forces will take effect through¬ 
 out the entire mass. 
 
 The Land-Grant was a recognition by Congress of the claim of the producing 
 classes for forms of scientific education really suited to their wants, and the action 
 of the Legislature of Virginia in creating a separate college was a similar recogni¬ 
 tion. This action of our Legislature was as wise in policy as it was just in princi¬ 
 ple, and may be regarded as an indication of the intention of that body to provide 
 whatever may be necessary for its support. We cannot suppose that our industrial 
 classes will be left wholly dependent upon the bounty of Congress for the means of 
 technical education. Day laborers being left out of view, farmers and mechanics 
 constitute the great bulk of our population. There are in Virginia, by the census 
 of 1870, 73,000 farms, which no doubt represent at least that number of farmers 
 (including proprietors and tenants). We have not yet been able to ascertain the 
 number of mechanics in the State, but supposing it to be one-third less than the 
 numbers of farmers, we have something like 125,000 white farmers and mechanics 
 in the State, which is within 25,000 of the whole number of white registered voters 
 in 1869. 
 
 These facts compared with our educational statistics show where lies the great 
 field for technical education, and furnish a guaranty for the ultimate success of 
 the Virginia Agricultural and Mechanical College. 
 
 The Legislature subsequently made appropriations running 
 through several years, for additional buildings. 
 
 In 1880, Mr. Ruffner, at the request of the Board of Visitors of this 
 College, undertook a tour of observation among the industrial col¬ 
 leges of the country, extending his visit to Canada. His Report, a 
 a pamphlet of 39 pages, in which he also embodies a brief account of 
 such other of the land grant colleges as he did not personally visit, 
 is full of interest. A few paragraphs from his concluding remarks 
 are here given: 
 
 Having thus completed such review as time allows, of the systems of educa. 
 tion practiced in American Agricultural and Mechanical Colleges, I will close with 
 some brief remarks founded on the facts observed. 
 
 I. As heretofore intimated, there is exhibited surprising contrariety of sentiment 
 in respect to the meaning of the act of Congress of 1862, under which these insti¬ 
 tutions are largely supported. Some colleges aim to provide liberally all the educa- 
 
602 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 tional facilities either required or hinted at in the act of Congress. Others feel at 
 liberty to go just so far in supplying facilities as the means will pay for, and no 
 farther. * * * 
 
 At the bottom of all these variations lies a question which has never been squarely 
 met as it should have been—namely, whether the leading aim of these colleges 
 should be to benefit the industrial classes personally or to benefit them technically ; 
 that is, whether the industrial classes are to be benefitted generally, in and for 
 themselves as persons, or benefitted by increasing their intelligence and skill in 
 their industries. For example, shall a technical college aim to provide general 
 education for the sons of farmers and mechanics which will simply increase their 
 general ability, or special education whereby those who are looking forward to the 
 farm or the shop may be taught and trained in and for their respective occupations. 
 
 TO PROVIDE TECHINICAL TRAINING WAS THE EVIDENT INTENT OP CONGRESS. 
 
 The doubt that seems to exist in reference to this point has checked the harmoni¬ 
 ous development of the technical idea in education. The former interpretations 
 cannot be maintained, because if the technical idea be thrown out, the whole pro¬ 
 ceeding of Congress in creating these colleges becomes irrational, and the colleges 
 themselves can offer no good reason to the public why they should exist at all; for 
 as respects the common branches of study, farmers and mechanics want no pro¬ 
 vision different from what is made for other people. Congress meant to promote 
 the public interest by doing something for the industrial classes that would be 
 equivalent to what has been done for the professional classes in other vocations. 
 
 And those who have studied the history of the technical idea all over the world, 
 must observe the specializing tendency of education everywhere ; that is, the ten¬ 
 dency to have special courses for special things, and to weave liberal studies into 
 these courses, less or more, according as these studies may or may not contribute 
 to the practical result aimed at. - A course of study must do the thing aimed at, or, 
 whatever be its general merits, it is a failure. * * * 
 
 It is very certain that the thing demanded by the public of the technical college 
 is the technical feature. This is what they look for, and talk about, and criticise. 
 There must be something to show that this school is not a sham, but a reality true 
 to its name. 
 
 SPECIAL DEVELOPMENT ACCORDS WITH LOCAL ENVIRONMENT. 
 
 The problem as to just how the end can best be reached, is one which has to be 
 studied and decided by each State for itself. There will be certain cardinal points 
 which should be the same in all, but there are other points on which each college 
 should pursue a course adapted to its peculiar conditions. For example, it does not 
 necessarily follow that because compulsory manual labor for three hours every day 
 is a successful college feature in Canada or Michigan, that it would be successful 
 in Virginia. The theory is right that to every technical course there should be a 
 ‘practicum,' as some now term manual exercises,—and theoretically there is a cer¬ 
 tain right proportion between exposition and actual practice—but all theories in 
 education as in other things should be modified according to the materials to be 
 operated on. Whilst much may be done to educate public sentiment, true wisdom 
 dictates that nothing should be attempted in education to which the public cannot 
 be induced to respond promptly. Colleges must work among the people, not above 
 them. The people must understand the college, and love it, and be proud of it—and 
 thus only Can you have a prosperous and useful college. 
 
 The catalogue for the session of 1880-81, shows that the institution 
 is well equipped with buildings and with “shops which are provided 
 
VIRGINIA. AGRICULTURAL AND MECTIANICAL COLLEGE. 603 
 
 with a good steam engine, and with several excellent machines.” 
 There is a preparatory department of one year, and a course of three 
 years; in each of the years of the college courses drawing is taught. 
 
 VI. Mechanics and Drawing. 
 
 Professor Blackford. 
 
 There are three classes in Drawing—the Junior, Intermediate and Senior. No 
 rigid order of subjects is imposed, but all through regard is had to the taste, apti¬ 
 tude and prospective wants of the student. The course includes Topographical, Pen 
 and Ink, Pencil, Water-Color, Architectural and Mechanical Drawing. A course 
 of Descriptive Geometry belongs to the Intermediate Year. 
 
 The Senior class in Mechanics studies the theory of mechanics, as illustrated in 
 modern machinery, engineering and construction. 
 
 The College Shops are under the control of the Professor of Mechanics. As means 
 may be afforded, they will be put into steady and vigorous operation—-affording to 
 Students the opportunity of gaining skill in the use of tools and machinery. 
 
 The catalogue shows a total attendance of 78 students for the year 1880-’81. 
 
 The College in 1893. 
 
 The article by the President, from which the following extracts are 
 taken, is a full and authoritative showing of the present prosperous 
 development of the college. The article closes with a statement of 
 the further needs of the college in the way of additional buildings 
 and equipment, to enable it to receive all who now seek admission, 
 in numbers largely in excess of present accommodations. These 
 statements are here omitted. It will be observed that the course has 
 been lengthened by a year, it being now the usual college course of 
 four years; and that the facilities for Engineering and Mechanical 
 training have been multiplied. The practical feature of supplying 
 electrical light to the Village of Blacksburg is certainly an inter¬ 
 esting “object lesson,” illustrating the economic character of the 
 education here given ; the electrical light plant having thus nearly 
 paid for itself within the first year. From this statement by the 
 President, and from the details of the several courses as given in the 
 latest catalogue, the practical quality of the thorough training here 
 given in Agriculture, and in Mechanics, is very apparant. 
 
 The Outlook at the Virginia Agricultural and Mechanical College. 
 
 By Dr. J. M. McBryde. 
 
 [Reprinted from The Southern Planter, October, 1893.] 
 
 As you know, f have been promising to give to the farmers of Virginia, through 
 the medium of your excellent journal, a short account of the present organization 
 and condition of our Agricultural and Mechanical College—an institution which was 
 established largely for the advancement of their interests and which depends in 
 great part upon their patronage and support. I have deferred submitting such 
 account until I could write with some assurance as to the results of the late re-or¬ 
 ganization of the College. I shall endeavor to be as brief as the nature of the subject 
 will permit. 
 
604 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Reorganization .—The College was thoroughly re-organized by action of the Board 
 of Visitors in July, 1891, by the election of a President, the appointment of several 
 new professors, and the adoption of new courses of study. 
 
 The object arrived at in the reorganization was to make the College a real school 
 of Applied Science—an Institution of Technology that will, in due time, be an honor 
 to the State. Such instructors and equipments were, therefore, provided as would 
 give thorough theoretical and practical instruction in the courses underlying Agri¬ 
 culture and Mechanics and other culturists, civil, mechanical and electrical engi¬ 
 neers and analytical chemists, and, in time, mining engineers, architects, viticul¬ 
 turists, veterinarians, etc. At the same time, it was recognized that the students 
 were not only to be trained as specialists, but also to be educated for the duties of 
 citizenship. Provision was, therefore, made for instruction in English, Political 
 Economy, Constitutional History, and Ethics. 
 
 In order to give practical effect to these views, the following positions were estab¬ 
 lished : Professorships of Mathematics and Civil Engineering, Mechanical Engi¬ 
 neering, Horticulture (including also Entomology and Mycology), English (including 
 History and Political Economy), Biology, Military Science and Tactics. 
 
 Adjunct Professorships of Modern Languages, Physics, and Electrical Engineer¬ 
 ing, General Chemistry (including also Geology and Mineralogy), Agriculture, An¬ 
 alytical Chemistry, and Veterinary Medicine. 
 
 Assistant Professorship of Mathematics. 
 
 Instructorships in Machine Work, Wood Work, and Book-keeping. 
 
 In the establishment of a regular gradation in the teaching force, the value of 
 the principle of promotion, with increase of salary for faithful service, was clearly 
 recognized. It was sought to make the stimulus, inherent in this principle, bear 
 upon the younger teachers. 
 
 COURSES OF STUDY AND METHODS OF INSTRUCTION. 
 
 The scheme of study and methods of teaching adopted may be succinctly set 
 forth as follows: 
 
 The Sciences, especially those related to Agriculture and the Mechanic Arts, hold, 
 in strict accordance with the Acts of Congress from which the College derives its 
 income, the foremost place. Large provision is made for instruction in their prin¬ 
 ciples and applications to the industries of life. 
 
 In order to meet the wants of different classes of students, nine distinct courses 
 of study are offered—seven courses, of four years each, leading to the degree of 
 Bachelor of Science, and two courses, of two years each, for certificates. All are 
 grouped under the two general heads of Agricultural and Mechanical. Under the 
 first head are included the degree courses of Agriculture, Horticulture, Applied 
 Chemistry, and General Science, and the Shorter Course of Practical Agriculture ; 
 under the second, the degree course of Civil Engineering, Mechanical Engineering, 
 and Electrical Engineering, and the Shorter Course of Practical Mechanics. 
 
 The first, or freshman, years of all the courses are very nearly the same, and in¬ 
 clude the fundamental studies—Mathematics, History, English, and Inorganic 
 Chemistry, as well as Physiology and Book-keeping. The courses begin to diverge 
 in the Sophomore year, and the differentiation is complete in the Junior year. 
 
 Every course contains a certain element of general or liberal culture in addition 
 to the special or technical studies appropriate to it, the aim being to give the students 
 a practical as well as theoretical knowledge of the sciences related to the profession 
 or pursuit he proposes to follow, and, at the same time, to fit him intelligently to 
 discharge the duties of citizenship. To this end he is made to study the Constitu¬ 
 tional History of his country and the general questions affecting its material inter¬ 
 ests, and is taught the correct and ready use of his mother tongue. The general or 
 
AGRICULTURAL COLLEGE, BLACKSBURG, VIRGINIA. 605 
 
 liberal studies required in every degree course are Mathematics, English, French, 
 German, General and Constitutional History, Physiology, Political Economy and 
 Ethics. 
 
 A course of preparatory or sub-collegiate study, covering one year, is arranged 
 for applicants unable to meet the requirements for admission to the Freshman 
 Class. 
 
 PRACTICAL WORK REQUIRED IN EACH COURSBi 
 
 The method of instruction adopted combines theory with practice. Laboratory 
 or practical work is required in every department. In English and Modem Lan¬ 
 guages compositions and other written exercises are exacted ; in Physics, Chemistry, 
 Mineralogy, Mycology, Botany, Zoology and Physiology, laboratory work; in the 
 different branches of Engineering, shop or field work and mechanical drawing; in 
 Agriculture and Horticulture, shop and fieldwork; in Veterinary Medicine, dis¬ 
 secting and clinics. Such practical work is intended to illustrate, emphasize and 
 apply the principles and theories propounded in the lecture-room. 
 
 The drills and other military exercises required in every course, in connection 
 with the shop and field work, develop the bodily powers of the student and greatly 
 contribute to Ins physical well-being. 
 
 The courses of study are so arranged as to give the student sixteen hours of class 
 work or recitation and fifteen hours of laboratory, shop or field work a week. The 
 lecture or recitation continues one hour; the exercises or work in the laboratory, 
 shop or field three hours. 
 
 All required work in the shop or field is held to be instructive and is not paid for. 
 The College provides, as far as its meaus permit, uninstructive work or manual 
 labor for the students needing pecuniary assistance. Such work is paid for at rates 
 proportioned to the value of the labor performed. By our schedule of lectures a 
 student has at his own disposal about fifteen hours a week, which he can, if he 
 chooses, devote to such labor. It is possible for an industrious student to earn from 
 $2 to $4 a month, or $25 to $40 during the session. 
 
 NECESSARY EXPENSES. 
 
 The cost of the session is estimated as follows : 
 
 Tuition fee. 
 
 Matriculation fee (payable only once). 
 
 Infirmary fee (covering medical attendance, etc.). 
 
 Contingent fee (deposit to cover damages and balance returnable at end of 
 
 session). 
 
 Steam heating. 
 
 Electric lights . . 
 
 Janitor’s fee. 
 
 Board at $9 per month—nine months. 
 
 Washing at $1 per month—nine months. 
 
 Uniform. 
 
 Text-books. 
 
 $30.00 
 5.00 
 5.00 
 
 5.00 
 
 9.00 
 
 2.70 
 
 2.25 
 
 81.00. 
 
 9.00 
 
 16.75 
 
 10.00 
 
 $175.70 
 
 Provision is made by Statute for the free education at the College of 200 young 
 men from the State. The act reads as follows: 
 
 “A number of students, double the number of members of the House of Dele¬ 
 gates, making two hundred, shall have the privilege of attending said College free 
 of tuition, to be selected by the school trustees of the respective counties, cities, and 
 election districts for said delegates, with reference to the highest proficiency and 
 
606 EDUCATION IN THE INDUSTRIAL AND EINE ARTS. 
 
 good character, from free schools of their counties, or, in their discretion, from 
 others than those attending said free schools.” 
 
 The cost of the entire session of nine months to holders of State Scholarships is, 
 bj this provision, reduced to $145.70. 
 
 AID OFFERED TO NEEDY STUDENTS. 
 
 The College, in addition to this provision, endeavors to assist young men of limited 
 means in their efforts to secure a collegiate training. Such young men are fully 
 alive to the importance of application and study, and disposed to improve to the 
 utmost the advantages offered them here. To give effect to this aim, all paid 
 employ6s have been, as far as possible, dispensed with and their work divided among 
 needy students. In this way we are enabled to give remunerative work to nearly 
 fifty young men. The amounts paid them range from $5 to $20 per month. Some 
 run our engines and dynamos ; some fire our furnaces and boilers ; some sweep out 
 the shops and clean the machinery; some make brooms, others milk; a number 
 are employed in our several departments making out and collecting bills for milk 
 and vegetables sold, for electric lighting and work done for outsiders in our shops, 
 directing and mailing our Station bulletins (14,000 copies of each monthly bulletin 
 are issued), and quite a number will hereafter wait at our tables in the mess. The 
 young men engaged in such laudable efforts to work their way through college 
 generally have excellent records as students, and all are greatly respected by their 
 fellow-students. They promise to make self-reliant, sturdy, and well-equipped 
 men. The sentiment of the students in regard to manual labor is admirable. The 
 demand for work of any kind that will aid them to pay their way in part through 
 College—no matter how severe and exacting it may be—is far beyond our power 
 to meet. 
 
 And in addition to this demand for work from our own students, hundreds of 
 letters come to us from young men all over the State pressing upon us their desire 
 to avail themselves of the advantages offered them here, frankly pleading their 
 poverty, but affirming their willingness, nay, eagerness, to accept any work that 
 will aid them in meeting their collegiate expenses. A labor fund, which, in a large 
 number of States, is annually given by their legislatures to Colleges like ours, would 
 enable us to meet this demand, and to train for success, in industrial pursuits a 
 large number of bright and promising youths who are now cut off by their poverty 
 from all hope of advancement in life. The sums allowed in other States generally 
 range from $5,000 to $10,000 a year. The smallest amount, $5,000, would enable 
 us to aid from 50 to 100 young men in partly working their way through College, 
 and at the same time, by means of their labor, to improve our farm, gardens and 
 orchard, add to our buildings and other equipments, and greatly beautify our 
 grounds. It is not our intention to establish beneficiary positions. Every young 
 man is all the better and more independent for helping himself to the best of his 
 ability. 
 
 RECENT ADDITIONS TO BUILDINGS AND EQUIPMENT. 
 
 Among the many improvements effected since the reorganization of 1891 may be 
 briefly mentioned the following : 
 
 Veterinary Infirmary, a wooden building of nine rooms, supplied with steam, 
 water, and gas. Forge and Foundry, one-stoi-y brick building, erected and partially 
 equipped with the appropriation of $3,750, allowed us by last General Assembly. 
 The body is 110 feet by 30 feet, with an L 60 feet by 30 feet, and a second L 25 feet 
 by 30 feet. The Forge shop is supplied with 0 forges, a blower, and the necessary 
 blacksmith’s tools; the foundry, with a cupola. Two thousand dollars additional 
 will be required fully to equip the forge and foundry. 
 
COLLEGE ENTERPRISE IN ELECTRICAL LIGHTING. 607 
 
 A combined creamery and cheese factory is nearly completed—erected out of 
 proceeds of farm produce. From this same source we have been able to supply the 
 farm with additional silos, stabling, and laborer’s cottages. 
 
 A convenient house has been rented and fitted up as an infirmary. The ward is 
 well lighted, and contains 12 beds. It is under the immediate charge of a com¬ 
 petent matron. 
 
 An old building, called the Pavilion, and used for Commencement exercises, has 
 been fitted up for a Mess Hall. 
 
 The wooden building, formerly used for shops, has been fitted up for a Steam 
 Laundry. A party, not connected with the College, has put in, at his own risk, an 
 excellent steam laundry plant, the College merely guaranteeing to him the washing 
 of the students. 
 
 A small brick magazine has been erected for the storage of ammunition, and a 
 neat wooden building over our reservoir. 
 
 The floors of the basement rooms in the two academic buildings have been lowered, 
 and the rooms formerly used for cellars, coal-bins, etc., have been converted into 
 excellent lecture-rooms and laboratories. 
 
 A large 5,000-gallon tank has been put in the tower of the Dormitory building. 
 By this arrangement, a good head of water is furnished to all our laboratories ; and 
 in case of fire, a stream of water can be thrown on the roofs of all the buildings on 
 College Hill. With our reservoir of 14,000 gallons, and two tanks of 6,000 gallons, 
 we are enabled to keep a large reserve supply of water. Our supply comes from 
 an excellent spring. 
 
 ELECTRICAL LIGHTING ENTERPRISE. 
 
 Our system of electric lights has been extended into the village of Blacksburg. 
 The income derived from the extension has been nearly sufficient to cover its cost 
 within the year. 
 
 The more important additions to our equipment may be summarized as follows : 
 The partial equipment of the new Forge and Foundry has been referred to above. 
 
 All the lecture-rooms, offices and laboratories have been supplied with new seats, 
 tables, desks and cases, and the dormitories and infirmary with new furniture, 
 made by our own students in the shops. 
 
 One hundred and fifty new Springfield rifles and two pieces of artillery, together 
 with the necessary belts, bayonets, etc., were secured last spring from the General 
 Government. 
 
 A laboratory has been fitted up for assaying, in order to carry on the work in 
 this line ordered by the last General Assembly. The Act imposed upon the Board 
 of Agriculture the duty of assaying any minerals sent in for examination by any 
 land-owner in the State. Under an arrangement made with the Board of Agri¬ 
 culture, several hundred assays have been made by our chemist during the last 
 year. 
 
 An electric clock, designed and made entirely in our shops, has been put in and 
 connected by wires with every College and Station building. We now have uni¬ 
 form time in every department of the College. 
 
 Large additions of live stock, including Holstein and Guernsey cattle, and Berk¬ 
 shire, Poland-China, and Essex swine, have been purchased for the farm, and some 
 fifteen grade cows added to the dairy herd, which supplies all the milk consumed 
 in the College Mess. 
 
 The farm has also arranged to supply the Mess with meat. 
 
 Chemical, physical, biological, mycological, and bacteriological laboratories have 
 been fitted up and supplied with the necessary apparatus. 
 
60S EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 THE EQUIPMENT AND FACILITIES OF THE COLLEGE. 
 
 As at present equipped for its important and expensive work—for all scientific 
 and technical work is necessarily expensive—the College has buildings and lands 
 as follows : Campus of about thirty-five acres of land ; a farm of about three hun¬ 
 dred acres; two large academic buildings, of three stories each, containing library, 
 reading room, two society halls, ten lecture rooms, physical laboratory, botanical 
 laboratory, chemical laboratory (four rooms), assay laboratory (four rooms), and 
 four offices; dormitory building containing seventy-two rooms; horticultural build¬ 
 ing containing lecture room, mycological laboratory, and five office rooms, with 
 adjacent greenhouse, boiler room and vegetable storeroom ; veterinary infirmary, 
 with lecture room, bacteriological laboratory, museum, dissecting room, operating 
 room, drug room and offices ; creamery and cheese factory ; mechanical building 
 containing wood shop, machine shop, engine room, storeroom, lavatory, boiler 
 room, and office; forge and foundry building, containing forge room, foundry, and 
 large office; steam laundry, with twelve students’ rooms on second floor ; five pro¬ 
 fessors’ houses ; six laborers’ cottages ; stables, silos, etc.; orchards, vineyards, and 
 gardens. 
 
 The Station has carried on many lines of experimental research. The results 
 already reached have been given to the public in the bulletins: 
 
 ******* 
 
 Fourteen thousand copies of each bulletin are printed and distributed among the 
 farmers of the State. We hold ourselves prepared to furnish our publications to 
 any farmer of the State making written application for them. 
 
 One hundred and sixteen students were enrolled during the session of 1891-92; 
 177 during the session of 1892-93—an increase of 61. From the number of letters 
 received, there is every promise that we shall have from 225 to 250 students next 
 session (1893-94). 
 
 The President under date of March 22nd, 1894, announces the enrol¬ 
 ment of 236 students in attendance. 
 
 The appeal for increased State support is thus introduced: 
 
 The needs of the College are many and pressing. Its buildings are insufficient to 
 accommodate the rapidly-increasing number of students. 
 
 * X- * * * * * 
 
 The special attention of his readers was called by the editor of 
 “ The Southern Planter,” to the article from which the above extracts 
 are taken; and the plea of the President for additional aid from the 
 State, heartily endorsed. 
 
 The latest catalogue,* is illustrated with views of the buildings 
 and of the interior of the woodworking shop. There is no course in 
 Drawing other than in the Mechanical Drawing essential to the 
 several courses in Engineering, and to the Course in Mechanics. In 
 these courses drawing is taught through the four years ; each class 
 meeting twice a week, and giving a session of three hours to their 
 drawing. 
 
 * Catalogue of the Virginia Agricultural and Mechanical College, 1892-’93, Blacks¬ 
 burg, Virginia. Richmond, Va.: Everett Waddy Co. Publishers and Printers, 1893. 
 Ill. Pp. 80. 
 
SHOP WORK, IN VIRGINIA COLLEGE. 
 
 609 
 
 In the Department of Shop Work, there are eight classes. A direc¬ 
 tor, and three assistants, have charge of this department. The 
 details given of the courses in Mechanical Engineering, Electrical 
 Engineering, and in Shop Work, show that the standard of training 
 in these studies is in accord with the demands of modern scientific 
 and industrial education. The following details given in the cata¬ 
 logue show the existing facilities for shop work. 
 
 Department of Shop Work. 
 
 Director Anderson. Instructors Cunningham, Bray and Porcher. 
 ******* 
 
 Equipment .—The main building is 40 by 110 feet, two stories high. The machine 
 shop, the supply room and the engine room are on the first floor ; the wood-working 
 room is on the second floor, and the store rooms for lumber in the attic. The wash 
 room is between the two floors. Power is furnished by a fifty-horse power Buckeye 
 engine, which also drives the electric light dynamo. This is connected to the main 
 head shaft by a friction clutch, so that the shafting of the shops can be started or 
 stopped at pleasure without interfering with the engine. The shafting of each room 
 is also connected with its head shaft by a clutch. 
 
 During last summer a very substantial one-story brick building was erected for 
 use as a Foundry and Forge Shop. The body of the building is 110 feet by 30 feet. 
 At one end there is an L 60 feet by 30 feet and at the other an L 35 feet by 30 feet. 
 The forge shop occupies the 60 feet by 30 feet L and is now partially equipped and 
 in operation. 
 
 The foundry is not yet equipped, but is expected to be in running order by the 
 opening of next session. The boiler and coal house is a brick building 32 x 45 feet 
 detached from the other buildings. 
 
 Steam is generated by a battery of two sixty-horse power horizontal return 
 tubular boilers, fitted with all modern appliances. One supplies sufficient steam 
 for our needs and the other is kept in reserve. The shops throughout are heated 
 by exhaust steam from the engine and lighted by incandescent lights. 
 
 The Wood-working room is 40x110 feet, and contains eighteen work-benches 
 (described below); twelve 13"x 5'turning-lathes (described below); one large turning 
 lathe, one combination rip and cut-off circular saw, one large circular saw, one 
 hand-saw, one scroll-saw, one mortising and boring machine, a reversible shaper, 
 one double-headed universal wood-worker, one 24” surface planer with tongue 
 and grooving attachment, one Daniel’s planer, one steam glue heater and one 
 steaming-box. The work-benches are 8x2J feet, strongly and neatly built of oak. 
 Below are two closets, and at the back of the top are two tool-cases, each case con¬ 
 taining the following tools : One rip-saw, one panel-saw, one tenon-saw, one joint- 
 plane, one jack-plane, one smoothing-plane, one block-plane, one claw-hammer, 
 one mallet, one set of chisels, one set of gouges, one screw driver, one scriber, one 
 framing-square, one try-square, one bevel-square, one marking and mortise-gauge, 
 one pair of compasses, one bit-brace, one set bits, one brad-awl, one oil-stone, one 
 oil-can, one rale and one dust-brush. Each bench is fitted with a Massey’s vise ; 
 one bench accommodates two students working on alternate days, each student 
 having exclusive use of one set of tools and one closet. The turning lathes are 
 equipped similarly to the benches, each lathe having two sets of tools. Each set 
 is arranged on a system of boards, and kept when not in use in cases under the 
 lathe; when used these boards are placed on the rear end of the lathe, where the 
 tools can be easily reached by the student at work. A set of lathe tools includes 
 three turning gouges, three turning chisels, one parting tool, one pair of calipers, 
 
 ART—VOL 4-39 
 
610 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 one pair of dividers, one hammer, one oil-stone, one slip-stone, one oil-can, and 
 one dust-brush. As with the benches, each lathe accommodates two students on 
 alternate days, each student having a set of tools and a case to himself. Sixteen 
 feet is cut off at one end of this room ; a part of this space is used as the instructor’s 
 office. Among other things kept in this office is a complete set of tools not in such 
 frequent demand as to necessitate their being included in the regular sets. The 
 remaining part of the space is made dust proof, and used as a finishing room. 
 
 The Forge Shop now contains six improved cast-iron forges, with water and coal 
 boxes and adjustable hoods; six 180-pounds Peter Wright anvils; six complete sets 
 of forge tools, each consisting of four pairs of tong3, one sledge, one flatter, one 
 set-hammer, one cold chisel, one hot chisel, one hardy, two punches, two pairs of 
 fullers, two pairs of swages, one shovel and two pokers; twelve sets of hand-tools, 
 each consisting of one hand-hammer, one prick punch, one 12" square, one pair of 
 calipers, one pair of dividers; two benches fitted with three vises, and having below 
 eighteen locked cupboards in which the students keep their hand-tools and unfin¬ 
 ished work. In one corner of the forge shop is an 8x8 feet office for the instructor, 
 in which is kept a complete set of fullers, swages, punches, headers and other tools 
 for general use. A 35" Buffalo blower furnishes blast for the forges. 
 
 The Machine Shop occupies a space 80 x40 feet, and contains eleven work-benches 
 (described below), one 14"x 6'Flather engine lathe with taper attachment, two 14"x6' 
 Flather engine lathes, three 17''x5’ Muller engine lathes, one 16"x8' Reed engine 
 lathe, one 10"x5' Reed engine lathe, one 12"x4' Diamond hand lathe, one 10" speed 
 lathe, one 15" Walcott shaper, one 10"x 10"x22" Hendy planer, one 24''x24’'x 5' Gray 
 planer, one No. 15 Brainard universal milling machine, one 18” Reed drill press, one 
 emery grinding machine, one grinding stone, one pipe vise and bench with tools 
 for working pipe up to 3". In the instructor’s office are kept for general use in the 
 shop complete sets up to one inch of twist drills and taps and dies, up to two inches 
 of reamers and mandrils; an assortment of files of various sizes and shapes, of cal¬ 
 ipers, scales, squares, hammers* chisels, and many other tools. The work-benches 
 are on the same plan as those of the wood-room. They are eight feet long and two 
 and a half feet wide, and have a four and a half inch swivel jaw machinist’s vise 
 on each end ; in the centre of rear edge are four cases of tools (two for each vise) 
 and below are four closets. Each tool-case contains the following: One ball-pin 
 hammer, two cold chisels, two cape chisels, one prick punch, six assorted files, one 
 scraper, one 4" scale, one 3" machinists’ square, one centre gauge, one scriber, one 
 pair of 6” outsider calipers, one pair of 5" inside calipers, one pair 3" outside spring 
 calipers, one pair 5" spring-dividers, one 10" monkey-wrench, one screw-driver, one 
 set of eight lathe cutting tools, one oil-stone, one oil-can, one file card, one pair of 
 copper jaws for vise, and one dust-brush. Each bench will accommodate four 
 students (two on alternate days), each student having a set of tools and a closet to 
 himself. Each machine has a box under it, in which its attachments are kept, and 
 a stool near it for the reception of tools when in use. 
 
 The Supply-Room, located in the main building, is 14 x 22 feet, and is fitted up 
 with shelves, racks, cases, etc., for the storage of supplies. A dry-kiln for drying 
 lumber is situated over the boiler-room and heated by steam. 
 
 The situation and surroundings of the college are thus described : 
 
 LOCATION. 
 
 The college is located in one of the most beautiful sections of Southwest Virginia, 
 It immediately adjoins the town of Blacksburg, is about eight miles distant from 
 the Norfolk and Western railroad, and one hundred miles west of Lynchburg. Its 
 situation on the summit of the Alleghanies, some 2,100 feet above sea level, secures 
 for it a delightful summer climate. Several of the most popular watering places 
 in the State are only a few miles away. The winters are by no means severe. 
 
HAMPTON NORMAL AND AGRICULTURAL INSTITUTE. 611 
 
 The nearest railroad point is Christiansburg depot. There is a daily line of hacks 
 between this depot and Blacksburg. The two places are also connected by a tele¬ 
 phone line. 
 
 The summary of attendance for the year 1892-93, is given in the 
 catalogue as follows. 
 
 RECAPITULATION. 
 
 Graduate Students. 10 
 
 Under-Graduate Students: 
 
 Seniors. 6 
 
 Juniors. 12 
 
 Sophomores. 28 
 
 Freshmen. 54 
 
 — 100 
 
 Special Students.. 50 
 
 Total Collegiate Students. ... 160 
 
 Sub-Freshmen Students. 17 
 
 Total . 177 
 
 The “Faculty and Officers” of the College, number twenty-seven. 
 John M. McBryde, ph. d., ll. d., is the President. 
 
 Hampton Normal and Agricultural Institute, Hampton, 
 
 Virginia. 
 
 This Institute, which has become one of the best known, as it is 
 one of the most interesting, of the educational institutions in the 
 country, was established in 1868, by the American Missionary As¬ 
 sociation of New York, with the purpose of aiding in the education 
 of the colored people. It was opened in April 1868, with an attend¬ 
 ance of fifteen scholars, on a manual labor basis. In 1870, it was 
 chartered by the General Assembly of Virginia-, a Corporation of 
 17 members being created under the corporate title of “ The Trustees 
 of the Hampton Normal and Agricultural Institute,” empowered to 
 elect their own successors. In March, 1872, the Legislature granted 
 to it one third of Virginia’s share in the United States Land Grant 
 to Agricultural Colleges. The remaining part of the fund going, as 
 already stated, to found the Agricultural College for whites at Blacks¬ 
 burg; 
 
 This sum was invested in State 6 per cent Bonds. The State 
 annually pays the interest $10,000, to apply to the many expenses of 
 the institution. The United States Freedman’s Bureau, also made 
 liberal grants by which needed buildings were erected. Benevolent 
 individuals have also given land and funds for needed purposes, 
 while many annual scholarships of $70 each, are endowed. 
 
 The Institute has taken a farm of 600 acres, and is building a 
 machine shop, etc. The wise management and the enthusiasm of Col 
 Armstrong, the principal of the school, having created a very gen¬ 
 eral interest in his undertaking. It is largely due however, to the 
 
612 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 experiment here inaugurated in April 1878, of training Indian youth, 
 that especial interest has been awakened in the work of the Hamp¬ 
 ton Institute. The two races have been taught together and so far 
 the experiment has met with great success. 
 
 Speaking of the Indians, the Principal in report of 1879, says : 
 
 The girls go to school five days each week, are taught sewing, household work, 
 and are to be instructed in cooking and gardening. 
 
 The boys work on the farm, a few in shops, an entire day each week, and besides, 
 are divided into squads so that each one works two hours daily for four days each 
 week in the “ training shop,” under Mr. G. B. Starkweather, where they are taught 
 the use of tools, and to work in wood, iron, tin and leather. Saturday is holiday, 
 with free access to shops, where many resort voluntarily. 
 
 Our Indian youth are encouraged to practice and improve in their native art. 
 Painting on paper, fans, and on pottery, brings them pocket money which keeps 
 them cheerful. 
 
 The negro has the only American music ; the Indian has the only American art. 
 
 I believe it to be a duty to preserve, and in a wise and natural way to develop 
 both. The latter is curiously suggestive of ancient Egyptian or oriental styles. 
 There is an oriental expression in the Indian's countenance. 
 
 Our Indian paintings are much sought after, and are doing good in many places 
 as reminders of the needs of a noble but wronged people. 
 
 In tlie Report of 1880, tbe Principal thus speaks of the progress,'of 
 the Indian pupils: 
 
 Their studies are rudimentary; teaching is chiefly by the object method. They 
 are now reading simple stories, are eager to learn, and most interesting as pupils. 
 
 In work they are slow, but as a rule, willing, and have made satisfactory prog¬ 
 ress. In the Indian workshops the following articles have been made: a one-horse 
 cart complete, and quantities of spokes and other materials used in wheel-wrighting; 
 a variety of small and useful articles of blacksmith work ; all the wooden tables 
 used in the school, and many articles of woodwork; all the tinware needed by the 
 school; most of the shoe-mending, and a few pairs of shoes. They have replaced 
 broken window-panes, and done many small jobs in painting and other mechanical 
 work. They have, under direction of a carpenter, built a two-story carriagehouse, 
 24 x 50 ft., weather-boarded and shingled. 
 
 The farm squad has worked regularly half a day, cultivating the various crops. 
 
 The girls have had instruction in household industries, washing, ironing, and 
 cooking. They are learning to make and mend their own clothes. 
 
 Instead of receiving clothing as fast as it was worn out, the boys have been put 
 on wages, out of which they are expected to purchase their clothing; there is some 
 waste, but the consequences of any folly are sure to be felt, and a valuable lesson 
 in the use of money is thus given. Putting men on a manly footing is the best 
 way to promote manhood. This fact is at the bottom of any success with the 
 weaker races of our country. • 
 
 The government allows $150 per year, for each Indian pupil; this 
 however, with the earnings of his labor, does not meet the cost; the 
 deficiency is made up by gifts of individuals and societies. 
 
 The school differs from most of the other institutions that have 
 arisen under, or are benefitted by, the United States Land Grant, in 
 that it is really a manual labor school. “ Labor is required of all for 
 the sake of discipline and instruction. Day scholars are expected 
 
613 
 
 HAMPTON INSTITUTE (l880). 
 
 to work at the rate of one hour a day without compensation, at such 
 industries as may be assigned them. Students usually work during 
 one school day each week and the whole or half of Saturday, thus 
 securing four whole days for study each week, and from one and a 
 half to two days of work.” 
 
 EMPLOYMENTS TAUGHT. 
 
 “ The following is a list of school industries : 
 
 The farm, with bone-grinding, grist-mill, soap-making, blacksmith’s shop, 
 butcher’s shop, and milk-dairy. 
 
 The engineer’s department, with knitting-machines, broom-shop, shop for iron¬ 
 work, rag-carpets weaving, and carpenter-shop. 
 
 Girls’ industrial department, for making and mending garments, and learning to 
 sew by hand and machine. 
 
 Household work, including washing, ironing, table duty, and cooking lessons for 
 the girls.” * * * * 
 
 The problem of the school, industrially is—1st. To make labor as instructive as 
 possible. 2nd. To turn it to the best account. 
 
 By giving each student one and a half or two days’ work each week, and four 
 whole days for study (by having a detail of one-fifth out of each school day, and 
 all or one-half on Saturdays), his mental interests do not suffer materially; he is 
 physically better off ; is able to pay about one-half, in some cases the whole, of his 
 personal expenses ; is better fitted to take care of himself, and becomes more of a 
 man. 
 
 Labor schools are expensive. We do not expect our industries, as a whole to 
 pay. They are primarily educational; yet they have, under the circumstances, 
 done well this year ; and in time some of them will, I think, be remunerative ; but 
 that is not to the point. 
 
 In respect to its manual labor feature, the school has been considered an experi¬ 
 ment. 
 
 A fair conclusion is this : If its friends are ready to pay the increased cost of 
 giving a practical education, by training both hand and head, the work can be done 
 here; and the student will be fitted for life far better than he would be without 
 that drill. 
 
 In addition to the regular students there are so called work students, 
 who pass their first year at work, for wages, all day through the 
 whole year, and attend night classes.—“They earn enough, often, 
 to carry them through all the rest of their course in the Institute, 
 and get habits of industry and self help to last them their lifetime.” 
 
 OF THE SCHOOL AND STUDENTS. 
 
 The course of study is three years. The first two include elementary studies of 
 a wide range ; the last, higher mathematics and some scientific instruction ; enough, 
 I think, for the purpose of the school, which is to develop character and educate 
 teachers for the colored race. Political, natural, and moral science in the senior 
 year test their powers, and are needed both for mental discipline and for their prac¬ 
 tical value. I need not dwell on the academic work of the Institute, although it is 
 the leading department, to which all others are subsidiary. It requires the entire 
 time of twenty teachers. It embraces the studies of a primary, grammar, and high- 
 school course. No dead languages are taught. Our advanced work will more and 
 more be scientific. In this direction almost nothing has been done for the colored 
 
614 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 race. It will be of great use to them iu the development of the resources of the 
 country about them. 
 
 The standard of admission—a knowledge of reading and writing, and of arith¬ 
 metic, through long division—cannot be raised till more thorough work shall be 
 done in the public free schools. The crowds that irregularly attend them, as badly 
 off for books as for clothing, make slow progress. 
 
 In the course of study of the first year, “Map drawing” is taught. 
 Regular instruction in practical farming is begun with the hoys and 
 continued throughout the three, years course, while like teaching in 
 sewing and household industries is taught the girls. 
 
 Free-hand drawing is one of the regular studies of the second year, 
 it is not given the last year. 
 
 An attendance of 211 colored hoys and 160 colored gii’ls, in all 
 371; and of 62 Indian boys and 28 Indian girls, in all 90; making a 
 total of 461 students, is reported for 1881. 
 
 A total of 501 pupils, is reported for 1881—’82; of these there are 28 
 Indian girls and 61 Indian boys. In all, 89 Indian youth. Leaving a 
 total of 412 colored students; of these 173 are girls, and 239 boys. 
 
 A NOBLE LIFE. 
 
 The death of General Armstrong, which took place on Thursday 
 May 11th, 1893; a few days before the celebration of the twenty fifth 
 anniversary of the founding of the Institute, to which his life had 
 been so unreservedly devoted; lends a deeper interest to his latest 
 words, contained in his twenty fifth annual report, for the year ending 
 June 30th, 1893, which he had prepared for that occasion. Before 
 this, in the book issued by the Institute, entitled, “ The Records of 
 Hampton’s Twenty-Two Years’ Work”* the principal had, for the 
 first time, given a personal statement concerning his own life work. 
 Some sixty pages of this book were issued in pamphlet form two years 
 before the Volume. These bits of autobiography, and details of the 
 origin and growth of the wonderful work which he initiated and ac¬ 
 complished; are, in themselves, so full of interest, and are so intimately 
 related to the race problems of education which confront the American 
 people, that no apology is needed for their introduction here. The 
 experiments of industrial training undertaken at Hampton, are so 
 directly in line with the topics treated in this volume of the present 
 Report, and are of such vital importance to the future welfare of the 
 African and Indian populations of these United States, that the 
 methods there adopted are stated here at unusual length. The judg¬ 
 ment of General Armstrong, as to the kinds of training best adapted 
 
 * Twenty-Two Years’ Work of the Hampton Normal and Agricultural Institute, 
 at Hampton, Virginia. Records of Negro and Indian Graduates and Ex Students, 
 with historical and personal sketches and testimony on important race questions 
 from within and without, to which are added, by courtesy of Messrs. Putnams & 
 Sons, N. Y., some of the Songs of the Races gathered in the School. Illustrated 
 with views and maps. Hampton Normal School Press. 1893. Pp. 520. 
 
THE LIFE WORK OF GENERAL ARMSTRONG. 
 
 615 
 
 to the wise development of our African fellow citizens now number¬ 
 ing over eight millions, is entitled to the most serious consideration 
 by blacks and whites alike. The daring experiment by him begun 
 and carried out with such gratifying success, challenges the attention 
 of all educators. 
 
 Of this heroic man, whose life ended at the comparatively early 
 age of fifty four years, the Christian Union, in an appreciative 
 memorial editorial in its issue of May 10th, 1893, says: “His whole 
 life was a consecrated one. Hampton Institute is a nineteenth-cen¬ 
 tury cathedral, built by a ninteenth-century saint, to the glory of 
 God. ” To the two races so greatly wronged by the white race on this 
 Continent, he gave, and inspired others to give, unstintingly. 
 
 His faith in the generous cooperation of the good people of America, 
 knew no shadow of doubt, and his personal devotion to the welfare 
 of those children of the darker races, left no opportunity for failure. 
 In this so called “Age of Materialism;” Hampton Institute, stands in 
 glorious protest against the aspersion, and furnishes striking evidence 
 of the existence and efficacy of Christian self abnegation and sac¬ 
 rifice. 
 
 THE MEMORIAL SERVICE. 
 
 On the afternoon, of the “ Anniversary Day,” Monday, May 25th, 
 1893, was held the memorial service to the Founder of the Institute. 
 A great throng were in attendance. Distinguished Divines from the 
 North, friends and Trustees of the Institute, paid eloquent tributes 
 to the memory of the man. From the addresses made, two typical 
 tributes, illustrating the wisdom, generous nature and greatness of 
 this Great Teacher, are here quoted from the report of the memorial 
 service in the New York Evangelist, of June 15th, 1893. The first 
 is by a colored Teacher, trained at Hampton, who has himself suc¬ 
 cessfully directed a similar school in the far South; Mr. Booker T. 
 Washington, Principalof theTuskegee Normal School, Alabama: the 
 other is by an old Virginian, a resident of Hampton, who, as an ex- 
 Confederate officer, might well have been prejudiced against this 
 Union General, who came there as a special champion and guardian 
 of the enfranchised negroes. To have developed in one of these 
 despised contrabands such qualities as his address indicates; or to 
 have overcome the natural prejudice of a Virginian and former slave 
 owner, evidences both the integrity of character and the rare abilities 
 of the Teacher, as well as the powerful personal influence of the 
 man; which was so marked a characteristic of General Armstrong. 
 
 In addition to the income of the institution arising from the Land 
 Grant Fund, the annual appropriation by the State Legislature, and 
 the profits from the Farm, and Work Shops; General Armstrong was 
 forced himself each year, to raise some sixty thousand dollars by 
 personal appeals to the benevolence of private individuals through- 
 
61 6 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 out the country. With a faith that never faltered he successfully 
 accomplished his self-imposed task; and, possibly, bynosurer method 
 could the great work that was being wrought out at Hampton, 
 have been so effectually brought to the knowledge of the American 
 people. To successsully create, care for and direct in all their mater¬ 
 ial and educational needs, a community of several hundred persons ; 
 and by his own exertions, to secure as a free gift each year, so large a 
 sum of money by personal addresses and appeals to the community, 
 argues the possession of extraordinary executive capacity and un¬ 
 common self devotion to duty. 
 
 Such was the life work of Samuel C. Armstrong, subsequent to 
 his patriotic service in the Armies of the Union. * Of the man and of 
 his influence over his pupils, his former scholar thus bore witness at 
 the memorial meeting just referred to: 
 
 ADDRESS BY PRESIDENT WASHINGTON, OF TUSKEGEE. 
 
 It is comparatively easy to speak of the General as our teacher, but he was more. 
 He was the heart of our race, and held us so strongly and tenderly there that the 
 great heart broke when most men were just beginning to live. He was more than 
 a friend; the power of his love, his confidence, his personality was so great that 
 his students’ reverence is almost worship. But the last thing he would want is 
 words of praise: every spark of energy in him went to the purpose of lifting up 
 the unfortunate. His work in Virginia you all know. The rose I place on his 
 grave is his work at Tuskegee. Eleven years ago it began with thirty pupils and 
 
 *1 am indebted to President Frissell for a copy of the touching “ Memoranda” 
 written by General Armstrong and found after his death, deposited with his will. 
 In these few words, from beyond the tomb as it were, the genuine simplicity, rev¬ 
 erent devotion, and cheerful spirit of the man, appear. A few sentences from the 
 opening and closing paragraphs, are here quoted. He wishes no biography, states 
 the main incidents of his life, and is thankful for all the blessings he has recited; 
 speaks tenderly of wife and children; and rejoices in his opportunities at Hampton, 
 which “ has blessed me in so many ways.”—I. E. C. 
 
 The paper was written “ to say things that I should wish known should I suddenly 
 die. I wish to be buried in the school grave yard, among the students, where one 
 of them would have been put had he died next. I wish no monument or fuss 
 whatever over my grave; only a simple headstone—no text or sentiment inscribed, 
 only my name and the date. I wish the simplest funeral service, without sermon 
 or attempt at oratory—a soldier’s funeral. 
 
 I hope there will be enough friends to see that the work of the School shall con¬ 
 tinue. Unless some shall make sacrifices for it, it cannot go on. A work that 
 requires no sacrifice does not count for much in fulfilling God’s plans. But what 
 is commonly called sacrifice is the best, happiest use of one’s self and one’s re¬ 
 sources—the best investment of time, strength, and means. He who makes no 
 such sacrifice is most to be pitied. He is a heathen, because he knows nothing of 
 God. * * * Prayer is the greatest power in the world. * * * Hampton must 
 not go down. See to it, you who are true to the black and red children of the 
 land, and to just ideas of education. The loyalty of my old soldiers, and of my 
 students, has been an unspeakable comfort. It pays to follow one’s best light—to 
 put God and country first; ourselves afterwards. Taps has just sounded.” “ S. C. 
 Armstrong.” 
 
 “Hampton, Va., New Year’s Eve, 1890.” 
 
DEATH OF GENERAL ARMSTRONG; MEMORIAL ADDRESSES. 617 
 
 one teacher; to-day it has six hundred students and thirty-four teachers, owns one 
 thousand four hundred acres, twenty-eight buildings, of which seventeen were 
 built by our students. 
 
 Our great chief taught us that all material success is nothing except as it con¬ 
 tributes to the elevation of mankind. How has Tuskegee stood this test. Its white 
 neighbors have become its friends, and respect General Armstrong and his work. 
 Into the darkness around it, where a dense population of colored people live, in 
 ignorance and abject poverty and degradation, Tuskegee teachers have gone and 
 revolutionized different communities. General Armstrong saw that to raise men 
 there must be training of head, heart, and hand. Four hundred Tuskegee students 
 have received enough to go out and give it. They have taught 30,000 children in 
 the Gulf States. Tuskegee has been instrumental in starting industrial schools at 
 Calhoun and Mt. Meigs, and in starting the annual Tuskegee Conference of Far¬ 
 mers. At first General Armstrong's methods were opposed by many. Now they 
 are seen to be right all through the South. There are still millions to reach. Let 
 it be the ambition of Hampton's children to work as he worked, till we carry a 
 drop of his life-blood to every darkest corner of the darkest South, and in doing so, 
 we shall not forget to uphold the hands of him whom General Armstrong loved, 
 and on whose shoulders his mantle has fallen.” [Rev. H. B. Frissell, newly appointed 
 Principal, to the satisfaction of all at Hampton], 
 
 ******* 
 
 From the several eloquent, appreciative and touching addresses, 
 illustrating as they did, the various phases of this strong man’s 
 character; showing his great heart full of sympathy for all the 
 oppressed, his rare tact, discretion and executive force, the two 
 tributes which, on the one hand, prove his power over his pupils, and 
 on the other, his success in winning the friendship of a hostile, or, at 
 least, an indifferent community, are chosen. The words of his former 
 pupil have already been given. Later in the exercises his Hampton 
 neighbor spoke, as follows: 
 
 ADDRESS BY COL. TABB. 
 
 Colonel Thomas Tabb of Hampton, Va., an ex-Confederate officer, but for many 
 years a iriend and Trustee of Hampton Institute, spoke most feelingly of his own 
 and other citizens’ admiration and respect for General Armstrong, whom he had 
 known for twenty-five years and more, since he came to Hampton as officer in 
 charge of ten counties of Virginia, under the Freedman’s Bureau, in care of 
 “refugees, Freedmen, and abandoned lands.” “ He came in the dark days, when 
 the ex-Confederate and the widows, and childless were returning to the deserted 
 homes. Courts were shut; the Bureau administered justice. Many were embittered. 
 He had a difficult position. But he impressed us at once as no man had done, as a 
 true, brave, just, impartial man, fearless of consequences, impartially just to white 
 and colored. Sweet memories come to me of his goodness to those who needed it. 
 The bravest are the tenderest. These magnificent buildings tell the story of his 
 accomplishments; more than that, the hundreds of young men and women who 
 all through this land have gone to elevate their people. They are his monument. 
 People of every class, condition, and race stood by his grave to do him reverence. 
 It is my pride to have known this great man for twenty-five years, a man of intense, 
 earnest enthusiasm and of superior judgment, a man of utter self-forgetfulness—this 
 is a hero. Like Christ himself, he gave his splendid life to his country, to human¬ 
 ity, to God.” 
 
618 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 From the story of “Hampton’s Twenty Two Years,” already 
 referred to, the following extracts are taken. In view of recent 
 incidents occurring in connection with Hawaii, the fact that Gen¬ 
 eral Armstrong was native horn to the islands, and that his early 
 life was passed there, lends present interest to his words. His evi¬ 
 dent life training for the great work he was to do at Hampton, is 
 suggestive and impressive. The childhood of this son of mission¬ 
 ary parents, passed among these simple heathen people; the later 
 experience of the negroes, acquired during the war for the Union, 
 which brought so closely under his observation the enslaved Afri¬ 
 cans ; all fitted him, as perhaps no other man in the whole country 
 was fitted, to successfully undertake the unique enterprise of attempt¬ 
 ing to civilize two alien races. Such preparation and such success 
 give weight and authority to his words. 
 
 In the preface to the work from which these autobiographical 
 notes are taken, reference is made to a former publication issued by 
 Putnam’s, New York, in 1873, entitled “ Hampton and its Students 
 and the condition then, with that in 1893, is thus contrasted: 
 
 Since that time, its buildings have increased from five or six to over forty; its 
 students from 175 to 650 boarding students, representing twenty-two states and 
 territories; it is known as the first of the modern Eastern Schools for Indians as 
 well as the first Southern School oits kind for the freedmen, and, with its repre¬ 
 sentatives of nine other races or nationalities—Afro-Cuban, Russian, Native Afri¬ 
 can, Armenian, Persian, Chinese, Japanese, Australian and Hawaiian,—may claim 
 to have “ put a girdle around the world.” Graduating its first class in 1871, it has 
 now 728 graduates (25 of them Indians), almost without exception teachers and 
 leaders of their people, chiefly in the country districts of Virginia and neighboring 
 Southern states. These, with at least half as many more colored under-graduates 
 who teach and do other work, and about 345 returned Indian students, the great 
 majority of whom have done well, are the fruit and measure of Hampton’s work 
 for two races. 
 
 The following are General Armstrong’s words with which the 
 book begins : 
 
 FROM THE BEGINNING. 
 
 [By S. C. Armstrong.] 
 
 It meant something to the Hampton School, and perhaps to the ex-slaves of 
 America, that, from 1820 to 1860, the distinctively missionary period, there was 
 worked out in the Hawaiian Islands, the problem of the emancipation, enfran¬ 
 chisement and Christian civilization of a dark-skinned Polynesian people in many 
 respects like the Negro race. 
 
 From 1831, my parents, Richard Armstrong of Pennsylvania and Clarissa Chap¬ 
 man of Massachusetts, were missionaries, till my father’s appointment, in 1847, as 
 Minister of Public Instruction, when he took charge of, and in part built up, the 
 five hundred Hawaiian free schools and some of the higher educational work, until 
 his death in 1860. 
 
 Born there in 1839, and leaving the country in 1860, to complete my education 
 under Dr. Mark Hopkins at Williams College, Mass., I had distinct impressions of 
 the people, of the work for them and of its results. Let me say here, that what¬ 
 ever good teaching I may have done has been Mark Hopkins teaching through me. 
 
AUTOBIOGRAPHICAL NOTES BY GENERAL ARMSTRONG. 619 
 
 On horseback, and in canoe tours with my father and alone, around those grandly 
 picturesque volcanic islands, inspecting schools and living much among the natives 
 (then generally Christianized), I noticed how easily the children learned from books, 
 how universally the people attended church and had family prayers—always charm¬ 
 ingly hospitable; and yet that they lived pretty much in the old ways; all in one 
 room, including the stranger within their gates, who usually had, however, the 
 benfit of the raised end and a curtain. They seemed to have accepted, but not to 
 have fully adopted, Christianity; for they did not have the conditions of living 
 which make high standards of morality possible. 
 
 While far above the plane of heathenism, most of its low and cruel practices 
 having disappeared, and while they were simple and sincere believers, contributing 
 of their substance to the churches more, in proportion, than any American com¬ 
 munity of which I now know, they could not, under the circumstances, keep up 
 to a high level of conduct; the “old man” in them had pretty much his own way. 
 They were like the people to whom the epistles of the New Testament were written: 
 they were grown up children. 
 
 To preach the Gospel rather than to organize living was the missionary idea. 
 Devoted women visited their houses, and practical morality was thundered from 
 the pulpit. “ Let him that stole steal no more,” or the like, was the daily precept, 
 followed by severe church discipline; but houses without partitions, and easy-going 
 tropical ways, after generations of licentious life, made virtue scarce. 
 
 They were not hypocrites, and, from their starting point, had made a great 
 advance. “Our saints are about up to your respectable sinners,” said a returned 
 missionary. 
 
 Illustrating two lines of educational work among them, were two institutions : 
 the Lahaina-luna (government) Seminary for young men, where, with manual 
 labor, mathematics and other higher branches were taught; and the Hilo Boarding 
 and Manual-labor (missionary) School for boys, on a simpler basis, under the devoted 
 David B. Lyman and his wife. As a rule, the former turned out more brilliant; 
 the latter, less advanced but more solid men. 
 
 In making the plan of the Hampton Institute, that of the Hilo School seemed the 
 best to follow. 
 
 Mr. Lyman’s boys had become among the best teachers and workers for their 
 people; while graduates of the higher school, though many had done nobly at home 
 and in foreign fields, had frequently been disappointing. 
 
 Hence came our policy of only English and generally elementary and industrial 
 teaching at Hampton, and its system of training the hand, head and heart. Its 
 graduates are to be not only good teachers, but skilled workers, able to build homes 
 and earn a living for themselves and encourage others to do the same. 
 
 WAR EXPERIENCES WITH THE FREEDMEN. 
 
 Two and a half years’ service with Negro soldiers (after a year as Captain and 
 Major in the 125th New York Volunteers)—as Lieut. Colonel and Colonel of the 
 Ninth and Eighth Regiments of U. S. Colored Troops, convinced me of the excel¬ 
 lent qualities and capacities of the freedmen. Their quick response to good treat¬ 
 ment and to discipline, was a constant surprise. Their tidiness, devotion to their 
 duty and their leaders, their dash and daring in battle, and ambition to improve— 
 often studying their spelling books under fire—showed that slavery was a false, 
 though doubtless, for the time being, an educative condition, and that they deserved 
 as good a chance as any people. 
 
 In March, 1866, I was placed by General O. O. Howard, Commissioner of the 
 Freedmen’s Bureau, in charge of ten counties in Eastern Virginia, with headquarters 
 at Hampton, the great “ contraband ” camp; to manage Negro affairs and to adjust, 
 if possible, the relations of the races. 
 
620 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Colored squatters by thousands and General Lee’s disbanded soldiers returning to 
 tlieir families, came together in my district, on hundreds of “abandoned” farms 
 which government had seized and allowed the freedmen to occupy. There was 
 irritation, but both classes were ready to do the fair thing. It was about a two 
 years’ task to settle matters by making terms with the land-owners, who employed 
 many laborers on their restored homes. Swarms went back on passes to the ‘ ‘ old 
 plantation,” with thirty days’ rations, and nearly a thousand were placed in fami¬ 
 lies in Massachusetts, as servants, through the agency of a “ Home” in Cambridge- 
 port, under charge of a committee of Boston ladies. 
 
 THE NEGROES SUCCESSFULLY MADE TO BE SELF SUSTAINING. 
 
 Hardest of all was to settle the ration question ; about two thousand, having been 
 fed for years, were demoralized and seemed hopeless. Notice was given that in 
 three months, on Oct. 1, 1866, all rations would be stopped, except to those in hos¬ 
 pital, for whom full provision was made. Trouble was expected, but there was 
 not a ripple of it, or a complaint, that day. Their resource was surprising. The 
 Negro in a tight place is a genius. 
 
 It was my duty, every three months, to personally visit, and report on the con¬ 
 dition of the ten counties; to inspect the Bureau office in each, in charge of an 
 army officer ; to investigate troubles and to study the relations of the races. The 
 better class of whites were well disposed, but inactive in suppressing any miscon¬ 
 duct of the lower class. Friendliness between the races was general, broken only 
 by political excitement, and was due, I think, to the fact that they had been brought 
 up together, often in the most intimate way, from childhood: a surprise to me, for, 
 on missionary ground, parents, with the spirit of martyrs, take every pains to 
 prevent contact of their children with the natives around them. 
 
 Martial law prevailed ; there were no civil courts, and, for many months, the 
 Bureau officer in each county acted on all kinds of cases, gaining, generally, the 
 confidence of both races. When martial law was over and the rest were everywhere 
 discontinued, the Military Court at Hampton was kept up by common consent, for 
 about six months. 
 
 Scattered families were reunited. From even Louisiana—for the whole South 
 was mapped out, each county officered, and as a rule, wisely administered—would 
 come inquiries about the relatives and friends of one who had been sold to traders 
 years before; and great justice and humanity were done in bringing together 
 broken households. 
 
 CREDIT GIVEN TO GENERAL HOWARD AND THE FREEDMEN’S BUREAU. 
 
 General Howard and the Freedmen’s Bux-eau did for the ex-slaves, from 1865 to 
 1870, a marvellous work, for which due credit has not been given; among other 
 things, giving to their education an impulse and a foundation, by granting three 
 anti a half millions of dollars for school houses, salaries, etc., promoting the educa¬ 
 tion of about a million colored children. The principal Negro educational institu¬ 
 tions of to-day, then starting, were liberally aided, at a time of vital need. Hampton 
 received over $50,000.00 through General Howard, for building and improvements. 
 
 On relieving my predecessor, Capt. C. B. Wilder, of Boston, at the Hampton 
 headquarters, I found an active, excellent educational work going on under the 
 American Missionary Association of New York, which, in 1862, had opened, in the 
 vicinity, the first school for freedmen in the South, in charge of an ex-slave, Mrs. 
 Mary Peake. Over fifteen hundred children were gathering daily; some in old 
 hospital barracks—for here was Camp Hamilton, the base hospital of the Army of 
 the James, where, during the war, thousands of sick and wounded soldiers had 
 been cared for, and where now over six thousand lie buried in a beautiful National 
 
AUTOBIOGRAPHICAL NOTES BY GENERAL ARMSTRONG. G21 
 
 Cemetery. The largest class was in the “Butler School” building, since replaced 
 by the fine “ John G. Whittier School-house.” 
 
 HISTORIC SITUATION OF HAMPTON. 
 
 Close at hand, the pioneer settlers of America and the first slaves landed on tins 
 continent; here Powhatan reigned; here the Indian was first met; here the first 
 Indian child was baptised; here freedom was first given the slave by General 
 Butler’s famous “contraband” order; in sight of this shore, the battle of the 
 “Monitor” and “Merrimac” saved the Union and revolutionized naval warfare; 
 here General Grant based the operations of his final campaign. The place was 
 easily accessible by railroad and water routes to the North, and to a population of 
 two millions of Negroes ; the centre of prospective great commercial and maritime 
 development—of which Newport News, soon to have the largest and finest ship 
 yard in the world, is beginning the grand fulfilment—and, withal, a place most 
 healthful and beautiful for situation. 
 
 I soon felt the fitness of this historic and strategic spot for a permanent and great 
 educational work. 
 
 The suggestion was cordially received by the American Missionary Association, 
 which authorized the purchase, in June, 1867, of “ Little Scotland,” an estate of 
 125 acres (since increased to 190), on Hampton River, looking out over Hampton 
 Roads. 
 
 GENERAL ARMSTRONG UNEXPECTEDLY CALLED TO THE WORK. 
 
 Not expecting to have charge, but only to help, I was surprised, one day, by a 
 letter from Secretary E. P. Smith, of the A. M. A., stating that the man selected 
 for the place had declined, and asking me if I could take it. I replied, “ Yes.” 
 
 Till then my own future had been blind ; it had only been clear that there was a 
 work to do for the ex-slaves, and where and how it should be done. 
 
 A day-dream of the Hampton School nearly as it is, had come to me during the 
 war a few times; once in camp during the siege of Richmond, and once one beau¬ 
 tiful evening on the Gulf of Mexico, while on the wheel house of the transport 
 steamship “ Illinois,” enroute for Texas, with the 25th Army (Negro) Corps for 
 frontier duty on the Rio Grande river, whither it had been ordered, under General 
 Sheridan, to watch and if necessary defeat Maximilian in his attempted conquest 
 of Mexico. 
 
 The thing to be done was clear : to train selected Negro youth who should go out 
 and teach and lead their people, first by example, by getting land and homes; to 
 give them not a dollar that they could earn for themselves ; to teach respect for 
 labor, to replace stupid drudgery with skilled hands; and, to these ends, to build 
 up an industrial system, for the sake not only of self-support and intelligent labor, 
 but also for the sake of character. And it seemed equally clear that the people of 
 the country would support a wise work for the freedmen. 
 
 I think so still. 
 
 The missionary plan in Hawaii had not, I thought, considered enough the real 
 need and weaknesses of the people, whose ignorance alone was not half the trouble. 
 The chief difficulty was, with them, deficient character, as it is with the Negro. 
 He is what his past has made him ; the true basis of work for him, and all men, is 
 the scientific one—the facts of heredity and surrounding: all the facts of the case. 
 
 There was no enthusiasm for the manual labor plan. People said, “ It has been 
 tried at Oberlin and elsewhere, and given up ; it don’t pay.” 
 
 “Of course,” said I, “it cannot pay in a money way, but it will pay in a moral 
 way ; especially with the freedmen. It will make them men and women as noth¬ 
 ing else will. It is the only way to make them good Christians.” 
 
622 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The School has had, from the first, the good fortune of liberal-minded Trustees, 
 who accepted its unformulated, practical plan when it opened in April, 1868, with 
 two teachers and fifteen pupils, and adopted my formal report of 1870,* the year of 
 its incorporation under a special Act of the Assembly of Virginia. 
 
 SELF HELP, THE FUNDAMENTAL IDEA OF HAMPTON. 
 
 By the Act of Incorporation, the School became independent of any association 
 or sect, and of government. It does work for the state and general government, 
 for which it receives aid, but is not controlled or supported by them. 
 
 From the first, it has been true to the idea of education by self-help, and I hope 
 it will remain so. Nothing is asked for the student that he can provide by his own 
 labor; but the system that gives him this chance is costly. The School depends 
 on charity for $60,000.00 ; the student gets nothing but an opportunity to work his 
 way. While the work-shops must be made to pay as far as possible, instruction is 
 as important as production. 
 
 Steadily increasing, its full growth, just reached, is 650 boarding students, from 
 24 states and territories, averaging 18 years of age, 136 of them Indians ; 80 officers, 
 teachers and assistants, of whom half are in the eighteen industrial departments 
 and shops; 300 children in the “Whittier” (primary) department. 
 
 THE COST OF THE SCHOOL TO THE PUBLIC. 
 
 The School is maintained at a total annual cost of about $155,000.00. Deducting 
 the labor payments of Negro students, (say $55,000.00), $100,000.00—which is $154.00 
 apiece—is the net annual cost to the public. This is provided, 1st by annual appro¬ 
 priation from Virginia of $10,000.00, interest on the State Agricultural College land- 
 fund (Act of Congress, 1862;) 2nd. by an appropriation of $20,000.00 by Congress 
 for the maintenance of 120 out of our 136 Indians, at $167 apiece ; 3rd, by an income 
 of about $10,000.00 from our endowment fund (of $194,000) and from rents; 4th, by 
 about $60,000 contributed by the people, in the form of $70 scholarships, donations 
 for general purpose and occasional unrestricted legacies. The School is never 
 closed, but reduced nearly one-half in the summer; many colored students go out 
 to find work, and sixty or more Indian students have “outings,” among Massa¬ 
 chusetts farmers. 
 
 COLORED FREE SCHOOLS IN THE SOUTH. 
 
 A great stimulus to this Institute, and to all like work, has been the 16,000 Negro 
 free schools of the South—nearly 2,000 in Virginia alone—costing the ex-slave states 
 nearly four millions of dollars a year in taxation. 
 
 Northern charity, at the rate of about a million dollars a year, with liberal South¬ 
 ern state aid in some ^ases, is supplying over twenty strong Normal and Collegiate 
 institutes, mostly under church auspices, where not far from 5,000 adult select 
 Negro youth of both sexes are being fitted to teach and lead their people—industrial 
 education being more and more appreciated and introduced. The Slater Fund has 
 been a great stimulus to their technical training. The Negro girl has proved a 
 great success as a teacher. The women of the race deserve as good a chance as 
 the men. 
 
 So far, it has been impossible to supply the demand for Negro teachers. School 
 houses and salaries, such as they are, are ready; but competent teachers are the 
 great and pressing need, and there is no better work for the country than to supply 
 them. 
 
 * Reprinted in my Report of 1889-90. 
 
AUTOBIOGRAPHICAL NOTES BY GENERAL ARMSTRONG. 
 
 623 
 
 But the short public school sessions, of from three to seven months, do not give 
 full support, and skilled labor is the only resource of many teachers for over half 
 the year. As farmers and mechanics, they are nearly as useful as in the school 
 room. Hence, the importance of industrial training. 
 
 Hampton’s 720 graduates, discounting ten per cent, as disappointing, with half 
 that number of under-graduates, are a working force for Negro and Indian civiliza¬ 
 tion. To fit them for this field has cost, since April, 1868, the round sum of $1,350,000, 
 not including endowments, of which over $500,000 is represented by the School’s 
 “ plant” which is good for generations to come. 
 
 Every year, an account of funds received has been rendered in detail. 
 
 ******* 
 
 FIRST INDIAN PUPILS RECEIVED IN 1878. 
 
 It was not in the original plan of the School that any but Negroes should be re¬ 
 ceived, though the liberal state charter made no limit as to color; but when, in 
 1878, a “ Macedonian cry” came from some Indian ex-prisoners of war in Florida— 
 once the worst of savages—through Capt. R. H. Pratt, whose three years’ wise 
 management of them in Fort Marion had resulted in a wonderful change, seventeen 
 were accepted, at private expense, Bishop Whipple providing for five of them. 
 The Hon. Carl Scliurz, then Secretary of the Interior, was quick to appreciate the 
 success of their first few months at Hampton, and sent us more Indians, from the 
 West; then Congress, on the strength of the results at Hampton, and of Capt. 
 Pratt’s proved capacity, appropriated funds to start the great work at Carlisle, 
 where over five hundred Indian youth, under Capt. Pratt, are being taught the 
 “ white man’s way.” 
 
 THE EXPERIMENT A SUCCESS. 
 
 The annual Indian attendance at Hampton is now 136, of whom 120 are aided by 
 government, the rest by charity. The results are reported elsewhere in this book, 
 by Miss Folsom. The death rate, once alarming, has, for six years, been not quite 
 one a year. Of the 345 returned Indians, but 25 are reported as unsatisfactory, but 
 four of them bad ; the rest are employed as Farmers, Catechists, Preachers. Teachers, 
 Mechanics, Clerks, etc.; 35 seeking further education, six of them in Eastern Normal 
 Schools and Colleges, and 42 of the girls are married, in good homes. 
 
 The old homesickness of Indians at Eastern Schools is nearly over. The three 
 years’ period at school, which was formerly too much like a prison term, is more 
 and more ignored and the idea of fitting for life, whatever time it takes, gains 
 strength. Indians are no longer coaxed to come. Twice as many as we can take 
 wish to come ; yet the really desirable ones are not very many, and we do not care 
 to increase our numbers. Our Indian work is illustrative rather than exhaustive. 
 
 Hampton’s work for the “ despised races” of our country, while chiefly for the 
 Negro, is really for all who need it, 
 
 Till our limit is reached, any youth in the land, however poor, can come here 
 and work his way. 
 
 GENERAL ARMSTRONG’S TRIBUTE TO HIS ASSOCIATES. 
 
 In this review, I cannot but refer to my associates, without whom this work could 
 not have been what it is ; too little credit has been given them : the men and women 
 who, for twenty-two years have labored with noblest zeal, have enjoyed the privi¬ 
 lege of such work and are thankful for it. 
 
 The present efficient force of officers and teachers could manage successfully 
 every department of the school, should its head be taken away. In twenty-two 
 years it has attained a life of its own; it would be poor organization and develop- 
 
624 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ment that would not, in that time, have reached this point. It might once have 
 been, but is not now run by “one man power.” 
 
 The change will come and the school will be ready for it. 
 
 FORTUNATE LOCAL SURROUNDINGS AND CONDITIONS. 
 
 We have been fortunate in our neighbors, who from the first have been most 
 friendly. The wide awake town of Hampton, with an enterprising white com¬ 
 munity, has a Negro population of about three thousand, and illustrates, as well as 
 any place in the South, the formation of two classes among the freedmen ; the pro¬ 
 gressive and non-progressive. For miles around, the country is dotted with their 
 hard earned homesteads ; yet the “ shiftless” class is large. There is little race fric¬ 
 tion and steady improvement. 
 
 Adjoining our grounds is the National Soldiers’ Home, with its 3,000 army 
 veterans, Gov. P. T. Woodfin in charge; and, two miles distant, is the U. S. Artil¬ 
 lery School at Fort Monroe, Col. Royal T. Frank, commanding, where a large detail 
 of Army Officers is sent every two years to pursue professional studies. 
 
 The Hygeia Hotel and an extensive new one now building at Old Point Comfort, 
 have been and will be the means of bringing many to see and become interested in 
 the work of this School. 
 
 Full of resources, this famous Peninsula, comparatively dormant for two hundred 
 and fifty years, is awakening to a wonderful development, especially along its 
 magnificent harbor front on Hampton Roads and the James River. From historic 
 Yorktown, Old Point Comfort, Newport News, and up to Jamestown island, where 
 stands the oldest ruin of English civilization on this continent, have already sprung 
 at points, large commercial, national and educational enterprises and institutions. 
 Thousands flock to these shores, winter and summer, for rest and recreation. The 
 growth has only begun. 
 
 This new life and energy but typify the awakening of the whole South under the 
 ideas which won in the war. 
 
 The “ Boys in Blue” did a fearful but necessary work of destruction. “ It is for 
 us to finish the work which they so nobly began,” said Lincoln at Gettysburg. 
 
 The duty of the hour is construction ; to build up. With all credit to the pluck 
 and heroic self-help of the Southern people, and to Northern enterprise for railroad, 
 mineral and other commercial development, the great constructive force in the 
 South and everywhere is the Christian teacher. “ In hoc signo vinces," is as true 
 now as in the days of Constantine. 
 
 Let us make the teachers and we will make the people. 
 
 The Hampton Institute should be pushed steadily, not to larger, but to better, 
 more thorough effort, and placed on a solid foundation. It is big enough, but its 
 work is only begun. Its work, with that of other like schools, is on the line of 
 Providential purpose in ending the great struggle as it did ; the redemption of both 
 races from the evils of slavery, which, while to the Negro educative up to a certain 
 point, was a curse to the country. 
 
 God said : “ Let my people go and it had to be done. 
 
 Hence this work, to which Hawaii, raised from heathenism by American mis¬ 
 sionaries, is glad to make her contribution. 
 
 From a most interesting statement by one of his colleagues the 
 following extracts are quoted : 
 
 REMINISCENCES. 
 
 [By J. F. B. Marshall.] 
 
 The fourteen years spent by me as treasurer and resident trustee of Hampton 
 Institute, were a valuable part of my education, and are among the most satisfac¬ 
 tory years of my life, now past the Psalmist’s limit. It is a pleasure to recall them. 
 
MEMORIAL STATEMENT BY MR. MARSHALL, TRUSTEE. 625 
 
 Forty-three years ago, Samuel C. Armstrong was a restless member of my Sunday 
 School class of eight year old boys, in good Father Damon’s ‘ ‘ Seamen’s Bethel,” then 
 the only English Church in Honolulu. His father, Rev. Richard Armstrong D.' D., 
 one of the early American Missionaries, had entered the service of the Hawaiian 
 King as his Minister of Public Instruction, with whom I, as chairman of the Com¬ 
 mittee on Education of the Hawaiian Parliament, was brought into close relations. 
 Neither of us then dreamed that this boy and I would ever be associated in Negro 
 and Indian educational work in Virginia, and that I should sit as a learner at the 
 feet of my former pupil. 
 
 Indeed, the Hampton system, with its grand results, has been an education to the 
 whole country, the value of which cannot be overestimated. 
 
 In June, 1869,1 received from Mrs. Choate and Miss Quincy seventy dollars, which 
 were the first Boston contributions for the Hampton School of which I have any 
 knowledge. 
 
 ******* 
 
 FIRST VISIT TO HAMPTON. 
 
 In June, 1870,1 visited Hampton for the first time, to see what my former Sunday 
 school pupil was trying to do for the freedmen of the South, after the civil war, in 
 which he had taken an active part. I became so deeply interested in the work, 
 that I accepted the invitation of my fellow trustees to become the resident trustee. 
 I found the School located on a charming and historic spot, not far from where the 
 first cargo of African slaves was landed; with about fifty colored pupils of both 
 sexes, to whom Gen. A. was giving just the training which they needed. It was 
 not just the training which a majority of the students thought they needed. It 
 was not just the training a majority of the trustees thought should be given, or 
 what the leading colored men of the country then approved of. Instead of Greek 
 and Latin roots, the boys planted and dug potatoes, while the girls were taught to 
 make and mend clothing, and all were instructed in the rudiments of a plain 
 English education. The trustees had yielded to his energy rather than to his argu¬ 
 ments. They saw that, if he was to do the work, he must be allowed to do it in 
 his own way, even though it was against their judgment. On the board of trustees, 
 were experienced educators, who were startled at the radical innovations proposed 
 by this young and inexperienced leader. The venerable President Hopkins of 
 Williams College of which Gen. A. was a graduate, and Gen. Garfield, also a 
 Williams’ graduate and ex-President of a college in Ohio, then a member of Con¬ 
 gress and trustee of the school, advised the adoption of Gen. A’s plans, saying that 
 he would not be satisfied till he had tried them, and that, if they proved failures, 
 he would be the first to see and abandon them. And thus the Hampton School 
 System, the wisdom of which is now universally acknowledged, was adopted. 
 
 THE SMALL BEGINNINGS OF A GREAT ENTERPRISE. 
 
 At the time of my first visit, none of the school buildings, which now cover almost 
 all the available space, were erected. The old barracks, built during the war for hos¬ 
 pital purposes, had been converted into dormitories, chapel, dining rooms, kitchen, 
 class and industrial rooms, barns and stables. The brick walls of Academic Hall, 
 the fh’st school building erected, were partly up. The old Mansion House had been 
 made habitable for the few teachers then employed, among whom Miss Rebecca T. 
 Bacon of New Haven, Conn., lady principal, Francis Richardson of Philadelphia, 
 who laid out the grounds, set out shrubs and trees, managed the farm and the 
 business of the school and gave agricultural lectui’es, and Miss Jane Stuart Wool- 
 sey of New York, who gave several year’s of voluntary and valuable service in 
 organizing the Girls’ Industrial Department, are gratefully remembered. The 
 house was of the old plantation model, with broad piazzas and lofty pillars on two 
 sides. When the young Principal brought his young bride to share and lighten his 
 
 ART—YOL 4-40 
 
626 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 burdens, the only way in which rooms could be provided for the newly married 
 pair was by boarding up one of the broad piazzas, which gave two small rooms in 
 each story. These rooms are still occupied by Gen. Armstrong and his family. 
 
 A substantial brick building near by, formerly a steam mill, was fitted up as a 
 dormitory for the girls and the Matron, through the self-denying generosity of Mrs. 
 Stephen Griggs of New York, after whom it was named. 
 
 This was the day of small things. The School at first found few friends in the 
 locality, and was looked upon as a most unwelcome intruder. Property in its 
 vicinity was thought to be depreciated in value because of its proximity. All this 
 has been changed. Lots near the School have doubled and trebled in value, and 
 are now in great demand. Through the wisdom of its management, the School 
 has gained the confidence of the people of Hampton, with whom its relations are 
 entirely satisfactory. 
 
 THE EXPERIMENT WITH INDIAN PUPILS AND ITS GRAND RESULT AS SEEN IN THE 
 FAMOUS SCHOOL AT CARLISLE, PENNSYLVANIA. 
 
 When, in 1878, Gen. Armstrong was asked to receive into his school some of the 
 Indian prisoners who had been confined at Fort Marion, St. Augustine, I was not 
 in favor of the plan. I had little faith in the capacity of the red man for civiliza¬ 
 tion, and felt too that Gen. A. had already as much on his shoulders as he could 
 well carry. I think a majority of the trustees were of the same opinion. It was 
 well for the country and for the cause of Indian civilization that our objections 
 were overruled. The childlike docility, capacity to learn, and readiness to adopt 
 the ways of civilization, or as they poetically expressed it, “to walk in the white 
 man's road,” of these savage warriors who had come to their Eastern prison with 
 bloody hands, were a revelation to the great majority of our citizens, who had 
 hei'etofore only associated the red men with scalping knives, tomahawks and treach¬ 
 ery, President Hayes, with Carl Schurz and others of his Cabinet, visited Hampton, 
 and was so impressed with the hopefulness of this experiment in Indian industrial 
 training, that he determined to make it a special feature of his administration, and 
 Capt. Pratt was sent to the reservations to bring fifty children of both sexes to 
 Hampton. Out of this beginning grew the now famous school at Carlisle, and 
 other Eastern schools, to the influence of which is mainly due the great advance 
 of public sentiment concerning the education and industrial training of our Indians, 
 for which Congressional appropriations have steadily increased from $30,000 in 
 1876, to $1,806,736.00 in 1889. 
 
 When, ten years after the Custer Massacre, “ Rain-in-the Face,” the hero of Long¬ 
 fellow’s poem, applied for admission as a pupil into the Hampton School, I enclosed 
 the letter to Mr. Whittier, suggesting it as a good subject for a peace poem, in con¬ 
 trast to the war poem of Longfellow. He acted upon the suggestion, and in the 
 Atlantic Monthly of April, 1887, appeared his lines “ On the Big Horn.” Both these 
 poems are popular with the Indian students and are standard material for their 
 exhibitions. 
 
 THE FOUNDER OF THE SCHOOL AT TUSKEGEE, ALABAMA. 
 
 The young man bearing the honored name of the “ Father of his country,” who 
 came, in the school’s early days, to Hampton, with but fifty cents in his pocket, in 
 search of the opportunity to earn his education which it offered, and who has since 
 founded the remarkable school at Tuskegee, Alabama, has built Hampton’s proud¬ 
 est monument. That scion of the parent stem, with its admirable methods, its 
 sightly and commodious buildings planned and built by Hampton graduates, of 
 brick and lumber manufactured on the premises, its agricultural and other indus¬ 
 tries for both sexes, with its thorough class training, is a triumphant vindication 
 
FINAL REPORT MADE BY GENERAL ARMSTRONG. 
 
 627 
 
 of Gen. Armstrong’s views and methods, which the grand work done all over the 
 South and on the Indian reservations by Hampton graduates but emphasizes and 
 confirms. 
 
 The friends of Hampton and of its indomitable Chief who has given his life-blood 
 in its service, may well be satisfied with these results. 
 
 The extracts which follow, comprise a large part of the latest 
 report made by General Armstrong to the Trustees of the Institute, 
 which was completed shortly before his death: 
 
 Hampton Normal and Agricultural Institute. 
 
 TWENTY-FIFTH ANNUAL REPORT OF THE PRINCIPAL FOR THE SCHOOL AND FISCAL 
 
 YEAR ENDING JUNE 30, 1893. 
 
 To the Trustees of the Hampton Normal and Agricultural Institute: 
 
 Gentlemen: When at the close of the war, twenty-eight years ago, four millions 
 of low, ignorant Afro-Americans were thrown upon their own resources and upon 
 the country’s care, our civilization received its severest test, and there was the added 
 strain of disbanding armies and broken-up social and economic conditions. But, 
 naturally and quietly as the rivers flow to the sea, the soldiers of both armies went 
 to their homes, and to steady, manly living; war horses pulled the plow; the ex 
 slaves went to work or to school as they had the opportunity, and a “ New South,” 
 based on order, industry and general justice and intelligence, has nobly developed. 
 The four millions of freedmen have become nearly eight millions of people, having 
 made a marvelous record of progress in the quarter century closing in 18913. 
 
 How clear now to all is the Providential idea that the great civil war meant not only 
 the welfare and progress of one race, but of the entire nation, and of mankind. 
 Only in the remote future will its far-reaching intent and bearing as an education 
 be understood. The following facts from the Bureau of Education at Washington, 
 were foreshadowed, predestined, but not even dreamed of, when, in 1863, the Amer¬ 
 ican Missionary Association of New York opened the first school for slave children 
 at Hampton, Va. Then there were no Negro schools in the land; now there are 
 34,150 nearly, under Negro teachers. A million and a third children are at school: 
 there are 175 schools above the primary or common grade, in which there are 35,000 
 children and 1,311 select Northern teachers giving an advanced grade of instruction. 
 
 Over two million colored children have learned to read and write in a public 
 school system as firmly established in the ex-slave as in the Northern states, sup¬ 
 ported by local taxation whose total, since 1870, has not been far from fifty million 
 of dollars ; now, at the rate of eleven millions a year. Northern charity since 1863, 
 for the same purpose, may be estimated at twenty-five millions of dollars; now at 
 the rate of about a million dollars yearly. 
 
 WHAT THE FREEDMEN HAVE ACCOMPLISHED IN THEIR FIRST QUARTER OF A CEN¬ 
 TURY OF FREEDOM. 
 
 From utter poverty in 1865, the ex-slaves have accumulated, to the present time, 
 over two hundred million dollars worth of property. Getting land and knowledge 
 has been their passion; they have not thrown a pauper upon the nation; while, for 
 their education, but a paltry three and a half million of dollars of government 
 money has been expended—this, through the Freedmen’s Bureau before 1870, with 
 the happiest results. As a race, the colored people of the country ask for nothing 
 by way of bounty, and for no material or political advantages. They do not expect 
 legislation that shall be of the slightest advantage to them, while it is clear that the 
 Postal Savings Bank system would help them greatly. While the national feeling 
 of responsibility for them has disappeared, there is still a strong individual feeling, 
 
028 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 expressed from time to time in noble charity in their behalf. Dropped as wards of 
 the nation, they are still the people’s wards, and for a long time will need and get 
 helpful care in their noble efforts to help themselves to better living. They ask only 
 for a “ Fair Chance.” They never beg for anything but for a chance to work their 
 way through school. Such applications are overwhelming; some must be rejected 
 for want of room. The young Negro woman is the most needy and unfortunate 
 and should have a larger opportunity. Our country’s noblest mission is to leaven 
 and lift up the weaker, less favored and despised classes in our midst. 
 
 The Hampton School’s first quarter century, from 1868 to 1893, covers the most 
 interesting, difficult but hopeful period of development as well as of national prog¬ 
 ress. Our social, political and economic problems have been bravely faced; more 
 brain and wealth devoted to their solution than ever. That the initiative of progress 
 was received in slavery, even the thoughtful Negro admits, for, in the intimate 
 contact of the black and white races, civilized ideas were imbibed. The greatest 
 benefit acquired by the former was a knowledge of the English language, with 
 industrial training, and a knowledge of Christianity; a very imperfect education, 
 but a start that counted for much, of far more advantage to the blacks than the 
 contact of the whites has been to the red race. While developing the Negro, civili¬ 
 zation has nearly annihilated the Indian. Anglo Saxon sensuality and selfishness— 
 human nature, in short—has acted and reacted; the wrong doer has been the greatest 
 sufferer morally, made much money unjustly, but all things have worked together 
 for good. We should not too lightly estimate the opportunity given the Negro 
 when his master left him to manage the plantation in order to go to the war. This 
 was highly developing, made a step in advance, and he was, so far, better fitted 
 for responsibility. The good conduct of the Negro at that period has won him the 
 lasting gratitude and respect of the Southern people. It is unparalleled in history. 
 
 THE INDUSTRIAL TRAINING FORMERLY GIVEN IN SLAVERY MUST NOW BE SUPPLIED 
 
 BY SCHOOLS. 
 
 Slavery had its good side, but was, in many ways, a hard, bad school; worse for 
 the master than for the slave. It was a good school for teaching trades; trained a 
 host of good mechanics who do the work of the South. While ruinous to the soil, 
 which it abused and exhausted, it supplied an army of mechanics whose places 
 young colored men should be trained to fill. A large per cent., no doubt one-fourth, 
 of the two hundred thousand Negroes who were enlisted as soldiers, learned to read. 
 The spelling book was always carried with the rifle; often studied under fire. Army 
 life was useful to them in many ways. No lawlessness was ever charged to the 
 disbanded volunteers; while the several Negro regiments of the regular army have 
 made a fine record; bearing well any comparison. 
 
 The locomotive has been a civilizer quite as much, perhaps, as the school house. 
 Railroads and other enterprises in the South, developing its resources, scattering 
 enormous amounts of wage money, creating new values and better conditions for 
 industry, have benefited both races alike, and have, with the spirit and pluck of all 
 classes, made the “ New South,” whose grand fulfilment we have only begun to 
 see illustrated; nowhere so well as in this peninsula, of which Newport News is the 
 commercial centre and capital. 
 
 As was stated, common schools for Negro children received their initiative at this 
 place, in 1862. Here industrial education for the Negro, suggested by a foreign 
 experience, was first begun, has received its largest development, and in 1878 the 
 Hampton School, through the co-operation of Hon. Carl Shurz, then Secretary of 
 the Interior, was pioneer as an industrial school for Indians, received the first red 
 youth in any considerable number separated from barbarism and educated away 
 from their homes. The great Indian work at Carlisle and elsewhere rapidly fol¬ 
 lowed under the impulse here given. The genius of Capt. R. H. Pratt inspired the 
 
FINAL REPORT MADE BY GENERAL ARMSTRONG. 
 
 629 
 
 admirable system of “ Outing” of Indians among farmers, grandly carried out at 
 Carlisle and practiced here since 1878. 
 
 Fittingly has work been done here for both races. Here, or near Hampton, 
 English civilization first touched American soil; near here the first slaves were 
 landed, and here freedom began. Here, where white, red, and black people first 
 met, the white man began the conquest of the continent, a conquest characterized 
 chiefly by sensuality and selfishness—the red man was doomed to disappear; and the 
 black man, made a social pariah, has had a hardly easier fate. Is it not right that 
 Christian education should spring up here where freedom and education began? 
 Should its appeal for the means of making self reliant manhood and true useful 
 womanhood, through endowment, perpetually possible for these weaker peoples, lag 
 through another quarter century ? Having a third of the needed million dollars, 
 how long must it wait for the rest? I earnestly hope that in this Columbian year, 
 this school’s endowment may reach the sum of at least half a million dollars. While 
 this and other countries are filled with admiration and wonder at ourselves for the 
 tremendous achievements of America in the past four hundred years, whose com¬ 
 pletion this year celebrates, it is well to remember that on our part, there has been 
 a “century of dishonor,” and that about the most wonderful product of our litera¬ 
 ture has been the remarkable story entitled “Uncle Tom’s Cabin,” based on the 
 experience of a people brought here against their will. Will the nation’s conscience 
 and benevolence be quickened like its pride ? 
 
 THE GROWTH OF HAMPTON INSTITUTE. 
 
 It has often been stated that the Hampton Institute opened in April, 1868, with 
 two teachers and fifteen pupils. It now requires about eighty teachers in all 
 departments, about half of them industrial, and provides regularly for 650 board¬ 
 ing pupils of whom 130 are Indians from New York State and the West, with 300 
 in the “ Whittier ” or primary department. So much for growth. What of results? 
 
 WHAT HAMPTON GRADUATES HAVE DONE AND ARE DOING. 
 
 For the past four years we have been gathering, through correspondence, the facts 
 regarding the 723 graduates of the school from 1871 to 1890, which are just published 
 in a book of 520 pages, printed by our students, entitled “ Twenty-two Years’ Work 
 of the Hampton Institute.” It really shows the results of the school’s first quarter 
 century of work. Five maps, notably the “ Star map,” indicate the facts, which 
 briefly stated, are that 129,475 pupils have been taught by our graduates, two thou¬ 
 sand of whom have been teachers, (150,000 pupils taught would be a fair estimate.) 
 The thrift of these graduates has made their reported accumulations $167,855. Of 
 forty-five the record is unsatisfactory; we know of but three who have been crim¬ 
 inals. Not a single grievance has been mentioned by a graduate teacher, not an 
 “ outrage ” has been reported in their wide field of work. Great fairness and kind¬ 
 ness on the part of public school officers, and general good feeling, universal cheer¬ 
 fulness and hope, have characterized their correspondence, which is encouraged 
 and responded to in a special department of this school. A lamentable weakness of 
 intelligent organized effort to improve the ignorant, poverty stricken, and whiskey 
 drinking condition of the people is reported on all sides; to meet which has been 
 organized, as recommended in my last report, a Missionary Department of the 
 School, of which Rev. H. B. Turner, Assistant Chaplain, has taken charge. His 
 aim is to secure the co-operation of graduates in the wide field, who shall build up 
 Sunday-school, Temperance and other work, and, so far as good example, teaching 
 and influence can do it, tone up and improve the low conditions around them. Not 
 the least good to come out of this will be the selecting of the right student material 
 for the School; for there is a lack of the first rate material, especially of young 
 
630 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 men of the right parts, who should be picked out of the thousands and thousands 
 over the land who would gladly work all day, ten hours, and study at night, to get 
 an education and a trade; but it takes hundreds of square miles and millions of 
 people to produce one first rate man. 
 
 I would state again that the sum of one hundred thousand dollars is needed to 
 place our Missionary Department on a solid, permanent basis. The income from 
 that would sustain a working force from which large and happy results might be 
 expected. I refer you to Mr. Turner’s report below. The plan is to make our 
 graduates an army of Christian workers. In discussing the results of Hampton’s 
 quarter century of work, there is great satisfaction in pointing to the schools and 
 institutions built up by its graduates, in the line of its ideas, at Tuskegee, Ala., at 
 Cappahosic, Gloucester Co., Va., at Lawrenceville, Va., at Kittrell, N. C.; the last 
 three by undergraduates. Other like work is being planned. At these schools 
 excellent, growing, telling, creative work is being done by our former students; 
 notably at Tuskegee, where there have been forty of them; while from our work¬ 
 shops and classrooms have gone other men and women who are effective industrial 
 and moral educators in Florida, Kentucky, South Carolina and Texas. Several 
 are among the best and foremost workers for the colored people of Virginia. Our 
 work is seed sowing; essentially germinant; it multiplies itself. That is its inspira¬ 
 tion. Our shops are especially looked to for managers and helpers of labor depart¬ 
 ments in the growing industrial education for the Negroes. 
 
 I am glad to acknowledge here the liberality and appreciation of our industrial 
 department shown by the Trustees of the Slater Fund and am most anxious that 
 that should be put on to the best, soundest, most effective basis, made a model work 
 of its kind, of which there is more discussion below. 
 
 THE EVOLUTIONARY STEPS IN THE DEVELOPMENT OF EDUCATIONAL FACILITIES FOR 
 
 COLORED YOUTH. 
 
 First came the common school to the Negro; next came industrial, practical 
 education, and the next step was higher, College and professional education, for 
 which Lincoln, Howard, Fisk and Atlanta Universities nobly stand, with others of 
 excellent record and promise. Most of these began before 1870. No more devoted, 
 brainy or faithful work was ever put into institutions than has been put into these. 
 They are all sound, flourishing, excellent institutions, and ought to have permanent 
 foundations. No one who has taught them doubts the capacity of the Negroes for 
 higher education. I have long felt that colored physicians have been the best results 
 from the professional training of Negroes; not to belittle their worthy educated 
 ministry, or their many able, successful lawyers. There was and is no need of the 
 higher education here, when every Northern college is open to the capable, earnest 
 colored student, who in many of them has already made his mark. Hampton’s 
 development lies, I think, in being as complete and perfect as possible a Normal 
 and Industrial Training School of the highest tone and efficiency ; to teach not only 
 how to work, but the dignity of labor, to become distinctively an aggressive power 
 for and help to non-sectarian Christian civilization of the widest range ; to supply 
 a high and many-sided grade of teachers whose work and influence shall be, largely 
 by example, upon the whole of life; to build up manhood and help make good 
 citizens for the country. 
 
 The political experience of the Negro has been a great education to him. In spite 
 of his many blunders and unintentional crimes against civilization, he is to-day 
 more of a man than he would have been had he not been a voter. His political 
 like his former, oppressor, is only belittled by his course ; and will in the end suffer 
 for it. Reconstruction measure; were like a bridge of wood over a river of fire ; 
 because of too much political selfishness and greed, and lack of statesmanlike fore¬ 
 cast and sound policy. Manhood is best brought out by recognition of it. Citizen- 
 
FINAL REPORT MADE BY GENERAL ARMSTRONG. 
 
 631 
 
 ship with the common school, is the great developing force in this country. It 
 compels attention to the danger which it creates. There is nothing like faith in 
 men to bring out the manly quality. 
 
 In the twenty-five years of co-education of both sexes of colored youth, there has 
 been no occasion to regret our policy; the moral record has been marvelous for 
 what has not happened. We have learned to make nothing of the complexion of 
 the skin. Mixture of blood, in our experience, counts for nothing. In fifteen 
 years of co-education of Negro and Indian there has not been a fight or fracas or 
 any ill feeling or bad result that I know of. 
 
 THE TRUSTEES AND TEACHERS OF HAMPTON. 
 
 The board of Trustees was organized under a liberal state charter granted in 
 1870. Rev. Dr. Strieby and myself are the only original members still on the board. 
 There have been many changes by death and resignation. No body of men could 
 have been more loyal to the interests of the school than have been its trustees. 
 Some have been too ready-to give up their places to others; there has been no 
 “dead wood'” in the board; no useless staying on, but always a high, sometimes 
 too high, sensitiveness on that point. There have been no divided councils, no 
 antagonisms : So in relation with many score of teachers, chiefly ladies, of various 
 temperaments. In the past 25 years I can recall no serious difficulty or break; 
 not that everybody has been perfectly satisfied, or that all have been completely 
 ideal, but in the past quarter century, there has been a long pull, a strong pull, and 
 a pull all together by our little army of teachers and workers, without a serious 
 break or friction of any account. A reason is that there has been no politics in it 
 all; the spirit of Christian work has been universal. Dogmatic tests have not been 
 applied, for true workers need none. There has been no flinching from severest 
 duty, and a good deal has gone out of some lives into the work. The names of 
 Gen’l J. F. B. Marshall and Mr. F. N. Gilman, our faithful Treasurers, of Misses 
 Mary F. and Charlotte L. Mackie, ex-teachers, who, with others, worked here 
 many years, are embalmed in our school memories and traditions. A few have 
 died in the service, patient devoted young women who wore themselves out by 
 office drudgery. I cannot speak too highly of school graduates who have done 
 office and other school duty with excellent success and tireless devotion. 
 
 KINDNESS SHOWN TO THE SCHOOL BY THE PEOPLE AND LEGISLATURE OF VIRGINIA. 
 
 Our neighbors have been most kind and seem to have no grievance. Whatever 
 there was, was expressed freely in 1886, and settled by a wise and friendly com¬ 
 mittee of the Virginia Legislature most satisfactorily. This school is most fortunate 
 in its surroundings of well-disposed, kindly people in a great commercial and 
 geographical centre. 
 
 I cannot but ask the friends of and contributors to this school to sustain an effort 
 to give to each teacher who shall have done ten years of consecutive work here, a 
 year off for rest—salary to continue meanwhile. If, for instance, salary has been, 
 $400 and board, the former to continue, but not the latter. The study and observa¬ 
 tion of those having this vacation, would, in most cases, bring back marked benefit; 
 and their absence strengthen rather than weaken us in the end. This has not been 
 
 suggested or asked for by anybody; but is it not the right, fair thing to do? 
 
 * * *•**•* * 
 
 If further personal reference is pardonable, I will say that I am still a cripple, fit 
 only for partial duty; attending to general routine business; office work, corre¬ 
 sponding, faculty meetings, and to boys’ discipline; talking to and lecturing stu¬ 
 dents, taking such time for rest and recreation as has seemed wise; working espe¬ 
 cially upon our complicated industrial system, and making some important changes. 
 
G32 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Last year, when I felt called upon to offer my resignation for the good of the 
 school, the Trustees took the kindest and most considerate possible action in the 
 matter. I am ever ready to give my place to a more capable and effective successor. 
 Time may cure my ills as it has like ones; but recovery is slow. I gained much 
 by spending most of last winter in the South. This was made possible by the kind 
 help of friends, coming in a kindly, spontaneous, generous way. In a work like 
 this one cannot be ready to meet by way of prevention .and care, the emergencies 
 that come in the line of duty. The “ Rainy day” is apt to find one unprepared and 
 almost helpless, but the right thing always happens. 
 
 The Rev. Mr. Frissell, Vice Principal, has, this, as last year, carried much of my 
 burden; making calls, holding meetings, organizing working committees, doing 
 Treasurer’s duty, besides his regular work. Rev. H. B. Turner, Associate Chaplain, 
 with his excellent lecture and stereopticon views of the school, has made a most 
 effective campaign of education in Northern cities, interesting many people. The 
 appeal to the ear by the Hampton Quartette, whose old time Negro melodies are 
 still effective, together with brief original addresses by Negro and Indian students, 
 and the appeal to the eye through views, have been so telling and satisfactory in 
 results, that I think it important botli in winter and summer to hold meetings at 
 the centres of population, wealth and social life, to “ educate the public.” A series 
 arranged last summer in the White Mountains, New Hampshire, by Mr. Frissell, 
 resulted very well. I must speak with special and grateful appreciation of the 
 work of Committees of ladies and gentlemen of New York City, of Brooklyn, of 
 Boston, Mass, and of the Hampton Clubs in Springfield, Mass., and Orange, N. Y. 
 who, burdened with other social and philanthropic duties, have worked devotedly 
 and successfully for this school, enlarging its circle of friends and helpers, increas¬ 
 ing our endowment, and aiding to meet current expenses. None of them have 
 seemed at all weary of this well-doing. This committee work is most helpful; it 
 gives me needed relief and a chance to get well and encouragement to remain at 
 the helm, which I should not do did not the old ship move on. My own vitality 
 depends on that of the school. 
 
 #•****## 
 
 QUESTIONS AS TO EDUCATIONAL POLICY. 
 
 I ask your attention to two points of educational policy. 
 
 (1) The age at which students should be admitted. 
 
 (2) The right method of manual training. 
 
 As to the first, I found in the “Christian Union” these words: “Inexorable sta¬ 
 tistics show that nearly every criminal career begins between fourteen and eighteen 
 years of age.” Are we right in admitting Negro and Indian pupils between the 
 ages of seventeen and twenty-two? I think so. One reason is that only the able- 
 bodied and mature, Negroes especially, or those of full strength, can work their 
 way; such are soon able, if of fair brain capacity, not only to work their way in 
 shop and field, but to hold their own in classes. A constant “weeding out” goes 
 on. Many must be dropped as poor material, morally, mentally or physically. Up 
 to eighteen years of age, a youth is like a strong, spirited colt; he feels his strength ; 
 has little self-control, if without good home training; and a weak moral sense. 
 Having probably been to school a few terms when a child and seen or felt the 
 advantages of education or a trade, he wishes to be like others. If he really cares 
 to be like the trained men whom he knows, he makes up his mind to have an edu¬ 
 cation, and will work for all he is worth to get it. Before he knows it he is leading 
 a heroic life; working day and night to improve ; protected, developed, saved, by 
 the routine of hard work which he has chosen because he wishes to make something 
 
FINAL REPORT MADE BY GENERAL ARMSTRONG. 633 
 
 of himself. This applies to both sexes, and to all kinds of people. I prefer to have 
 as pupils those from 17 to 22 years of age, because it is the most formative period; 
 those younger may be more plastic, but don’t “stay put” so well. There is tOo 
 much putty in the early teens. Later there is better mental digestion ; more will 
 power; more bodily hardness and more intelligent, decisive, reliable choice of ends; 
 better sticking to things and more staying power. The stronger nature, rightly 
 directed, can accomplish more. The difficulty is to get the right material to work 
 upon. Of whites who enter college, I believe about 40 per cent, fail to remain with 
 the class. By weeding out and dropping, 75 per cent, of our colored pupils fail to 
 continue, yet many return to complete the course. 
 
 THE RIGHT METHOD OP MANUAL TRAINING—PROFESSOR WARREN’S COMMENTS CON¬ 
 SIDERED. 
 
 A thorough teacher and experienced educator is asked, every year, to inspect and 
 criticize our methods. Prof. Warren of Connecticut, came, saw and reported in 
 part as follows : “I am aware that the labor department here is a growth. I am 
 aware that many circumstances have contributed to make it what it is. I do not 
 suppose that it is the purpose of the Trustees to modify or reduce it in size. At 
 the same time I take it for granted that you want to know how it impresses one 
 who has not watched its growth, but sees only its operation. This, then, is what I 
 think of it. 
 
 “ (1). It seems to me that the idea of manual training or even of trade-teaching is 
 fundamentally opposed to money-getting. That where one is the other cannot be. 
 If lumber is to be sold, wheelbarrows offered in the market, skilled labor must be 
 employed, the market must be.studied, and every thought centered on making a 
 profit. Or, if not a profit, then as small a loss as possible. All this excludes the 
 teaching of boys, except to that slight degree at which their labor is profitable.” 
 
 “(2). If, on the other hand, we would make the manual work educational, we 
 must make all our energies bend to that. No thought must be had about the 
 money side of the question ; except to prevent waste, which in itself is educational.” 
 
 “ I am aware that many pupils earn their living here and thereby become able 
 later to join the school. I think that this day-working and night-studying is admir¬ 
 able, and if there is no other way in which this branch of the work can be kept up, 
 I should want to think a good while before I took any step looking to its elimina¬ 
 tion.” 
 
 “Whether” Mr. Warren says, “the Night School pupils could not be otherwise 
 employed is a question to which I can give no answer.” “You see, I cannot recon¬ 
 cile the idea of manufacturing and the idea of education.” 
 
 Now, making and selling lumber is our leading industry. We manufacture at 
 the rate of about 25,000 feet per diem or about 7 million feet a year, of yellow pine 
 lumber ; selling it in local and Northern inarkets. In the “ Huntington Industrial 
 Works” are 55 young men working their way, taking lessons in drawing and the 
 use of tools, making various kinds of building material, learning how to use as 
 perfect wood-working machinery as can be got. Machinery, materialized brain, has 
 come South to stay and to spread broadly. The Negro must learn to use it, be 
 educated to it, even at a risk of accident, or get behind; he is well adapted to it; 
 he makes an excellent tradesman. Student labor, used in manufacturing, is at a 
 serious disadvantage. It should be employed, as far as possible, in piece work, 
 under wise, careful, business-like foremen, who shall select, discipline and train 
 them. There are many capable colored young men seeking trades, but we must 
 select apprentices more carefully than heretofore. Hundreds apply, but few are 
 just right. Our missionary department brings some of our best material; through 
 it we should get the best. 
 
G34 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 PRODUCTIVE INDUSTRY A MORAL FORCE. 
 
 'Careful account keeping is at the bottom of successful school or any industries. 
 Each foreman or manager must know just where he is, whether losing or gaining. 
 Our plan of weekly report, that might become daily, is helpful. Account of stock 
 taken twice a year keeps things clear. The idea of self-help can be carried out 
 only by productive industries. Honestly giving value for value, labor becomes a 
 stepping stone, a ladder to education, to all higher things, to success, manhood and 
 character. Thus it becomes the moral force that it ought to be, for only as a moral 
 uplifting force do I advocate such an extensive industrial system as ours, which, 
 rightly carried out, may do incalculable moral good. 
 
 Self-made men have become so by being useful; by doing that for which there 
 is a need, a demand. Ten hours a day for three years in one of our workshops, 
 with constant evening study, followed by two years in our Normal class (two years 
 of night study making one year of the Normal course) gives a good education and 
 a fairly complete mental, manual and moral outfit. 
 
 Look into the workshops: see the skilled mechanic, with student assistants, 
 making articles by the piece, at a fixed price, sold at an advance to a clamorous 
 market. Examine the account book. It will show serious losses in previous years. 
 That is now changed by new management and better outfit: Work is done only 
 by the piece ; small chance for waste or loss. The careless apprentice is “ hustled” 
 out, a new one put in his place, and after a few months’ training earns wages 
 enough to pay for his board, books and clothing; learns thrift, economy and a trade; 
 is educated; can soon do as well as the skilled man at whose side he works. The 
 foreman, or “ boss,” is chiefly concerned to see that the work is well done (else it is 
 thrown back), that the boy has proper attention, and knows the reasons of things. 
 
 In a well-organized shop the great difficulty is to get the right “ boss,” under 
 whom reasonable profit is assured with well selected students. We are trying to 
 have ideal workshops ; but ours are yet far from perfect. Give us the needed time 
 and backing. Who can, even with ample “plant,” manufacture without working 
 capital? This has not been supplied. Do not expect us to make bricks without 
 straw. 
 
 Shall our present system of combining instruction with production as of equal 
 importance, be developed into its best possible condition? If not, we must face 
 disaster. I believe the true policy is to make our productive manual training 
 system as perfect as possible. The leading idea is to make men rather than to 
 make money. In well-organized shops, with evening study, we can make men. 
 The hope of the working class of our day is in evening study. 
 
 * * * * * *• * 
 
 Thanks to the generous, prompt action of the Trustees, a liberal sum, increased 
 by the proceeds of a concert given in New York City, was raised to help our exhibit 
 at the World’s Fair in Chicago, which, under the supervision of a teacher, Miss 
 Cora M. Folsom is, I think, creditable and effective, and will do good. It was wise 
 to push the matter as has been done. I was unable, from absence, to do anything 
 about it, but all has gone well. The aborigines of America and the forcibly im 
 ported natives of Africa furnish a singularly tragic chapter in American life, unique 
 in the history of the world; and have given this country a most serious problem, 
 one that has baffled its legislators, but which has been wisely, nobly and hopefully 
 taken up by our Christian people ; to meet and settle which the Christian devotion 
 and spirit of the country is rising generously and grandly. Emancipated Afro- 
 Americans and Christianized Indian citizens are our greatest national glory. 
 
 Respectfully submitted, in the hope that, at the end of the next Twenty five years 
 of work of the Hampton Institute, it will, under God’s blessing, have attained a 
 much more perfect development than it has reached, and have sent out several 
 
DRAWING AS TAUGHT AT HAMPTON. 
 
 fi 35 
 
 hundred more earnest workers into the wide field whose needs and claims are 
 second to none that appeal to those who love to spend and be spent for God and 
 country. 
 
 S. C. Armstrong, 
 
 Principal. 
 
 I have great respect for and faith in technical instruction in the use of tools, in 
 which production is wholly secondary, where things are made-to illustrate a prin¬ 
 ciple and which has no value except to the student. This should begin with ‘ ‘ Sloyd ” 
 work in primary classes. We have, thanks to the Slater Fund, a Technical Car¬ 
 pentry Shop in which every trade boy has lessons in drawing. Though fairly well 
 appointed now, we will perfect it so far as possible. We have one such shop in 
 which girls are taught with great advantage and satisfaction. 
 
 Both primary, (“the Sloyd ”) and higher grades are desirable. Still, I think, the 
 best manual drill, education and instruction in business-like ways are given in 
 regular workshops, by making that which somebody wants, even in the fierce com¬ 
 petition of markets which we have felt. This we here are trying to do. It is a 
 hard struggle ; the hardest of my life. 
 
 I hope to have time, strength and the means provided to see it through to a solid 
 basis. I think we are on the way to that point: shall we not fight it out, no matter 
 who or what is used up in the effort ? 
 
 ******* 
 
 This report by the Principal is accompanied with detailed reports 
 by the heads of the several departments of the school. Mr. J. E. Davis, 
 in making the report of the “Normal School class Work,” thus 
 describes the method adopted in instruction in drawing: 
 
 DRAWING. 
 
 This subject has been taught this year entirely from objects, the aims having 
 been the training of the eye to see and the hand to execute truthfully. 
 
 “ When once a student realizes what he sees, the struggle is half over. For the 
 rest, it is hard at first for the untrained hand to obey the will.” 
 
 The greater part of the junior work has been drawing from models, chiefly type 
 forms, with occasionally a little furniture drawing. “ In addition to the outline 
 model drawing, tlieMiddlers and Seniors have taken up charcoal in light and shade, 
 making many very creditable drawings from casts of flowers, fruit and animals.” 
 ******* 
 
 The free hand drawing Classes under Miss Pond and the mechanical drawing 
 under Mr. F. L. Small, in charge of one of the technical shops, have shown good 
 results. 
 
 All the trades boys have lieen under Mr. Small’s care. The object of the work 
 has been to give such instruction in mechanical drawing as may be applied to the 
 different trades and to teach the pupils to apply the instruction ; to teach pupils to 
 be able to read and construct working models. Many of the foremen of the shops 
 report favorably of the work in mechanical drawing as seen in its effect upon the 
 boys in their trades. 
 
 The full detailed report on the industries taught in the Hampton 
 School and the methods of instruction in them, is given here, as it 
 furnishes a practical illustration of methods which are held by many 
 good judges to have won marked success. It is believed that those 
 interested in securing for the multitudes of neglected youth in towns 
 and cities similar practical instruction in industries and trades may 
 
636 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 find, in these detailed statements valuable suggestions; and, there¬ 
 for, unusual space has been given to them. Attention is called 
 to the closing paragraph of Miss Scoville’s summary, in which fuller 
 information and opportunity for personal inspection of the classes 
 is offered to all who may desire. 
 
 Review of Industries. 
 
 There are two distinct and opposite ideas of the manner in which an industrial 
 education should be given. 
 
 One is the idea of absolute perfection in detail, that spends days and weeks in 
 finishing one point with no idea of the article’s filling any demand, but simply for 
 the skill it gives to the hand. This is exemplified in its highest form in the “ Sloyd ” 
 method. The whole thought here is given to the power that the individual acquires 
 by this work, not to the worth of the article made. 
 
 The other theory is the more natural, if less scientific, one of learning to do some¬ 
 thing because there is a demand for it and we have a chance to fill it. In this, too, 
 perfection is sought for its educational value and also because there is a demand 
 for it in life. This is the method by which every Yankee boy learns to farm. 
 
 The parent or the State that has wealth, brains and power may well take its 
 children from the cradle and train them in the Kindergartens, Sloyd and Scientific 
 schools and turn out at the end a man or woman ideally educated, but the great 
 mass of mankind is forced to stand and cry ‘ ‘ Give us a place—a chance to earn our 
 bread.” Comparatively few hope to have their boys taught, they only ask for a 
 chance to try, a place among workers, that they may teach themselves. 
 
 Each of these schemes of learning has its advantages and neither is perfect. 
 They stand in the same relation to each other that the so-called college man and 
 self-made man do. The college man can do nothing unless he is also self-made; 
 the theory-trained mechanic will amount to nothing unless he also receives the 
 self-education of practical life. 
 
 Mr. Warren, the critic teacher, who visited us this year, says : 
 
 “It seems to me that the idea of manual training or even of trades teaching is 
 opposed to money getting. That where one is the other cannot be. If lumber is 
 to be sold, wheelbarrows offered in the market, skilled labor must be employed. 
 ******* 
 
 This excludes teaching the boys except to that degree that shall make their labor 
 profitable. If on the other hand we make manual education our object, we must 
 make all our energies bend to that. 
 
 * * ***** 
 
 I think this day working and night studying is admirable. 
 
 ******* 
 
 Whether the Night School students could not be otherwise employed is a question 
 to which I can give no answer. * * * You see I cannot reconcile the idea of 
 manufacturing and the idea of education.” 
 
 The question is here put before us fairly that industrial training must be for 
 education only, that it camiot be made to furnish the bread and butter at the same 
 time. 
 
 Gen. Armstrong has answered this in his pithy way by saying that “ It is an 
 education in itself to make something that the world wants.” 
 
 . It is this thought that should be emphasized. The first thought in all our indus¬ 
 tries is and should be the lesson in self-reliance and thrift that productive labor 
 gives. 
 
 For even the theoretical training of our students it is better that they should be 
 engaged in productive labor. 
 
INDUSTRIAL TRAINING AT HAMPTON. 
 
 637 
 
 PRODUCTIVE INDUSTRY DEVELOPS SELF-RELIANCE AND THRIFT. 
 
 This School was founded for a race taught to work, but not to profit from its 
 work. If it had taken a man trained for twenty years to work for others and put 
 him to working just for practice, making articles that bring no return, whatever 
 might have been said he could hardly realize that he had more than changed mas¬ 
 ters. Every round red cent won by his labor was a declaration of freedom. This 
 great strong child-race needed the lesson of making money as much as it needed 
 training. It knew how to work under task masters and direction. It was not 
 power that it needed, but purpose, and that honest earning and spending gives. 
 
 When the School had been founded a few years, another race was brought a 
 foundling to its doors. The Indian had not the slave idea that labor brings no 
 returns, but an opposite idea that profit comes without work. He is fed and clothed 
 and nothing demanded of him. To save his manhood from destruction he must be 
 taught to work. How are you going to make him see the sense and value of such 
 teaching? Only by showing him the sure reward of every stroke of labor, since, 
 unfortunately, it is impossible to put him where profit can only come from labor. 
 This being so, every one must admit that the simple fact of bringing a return for 
 the shop and the worker has its educational value. Therefore, for the student’s 
 sake alone, the problem for the School has been and always should be how best to 
 combine theoretical and practical training in our industrial life. 
 
 If we were teaching 600 students who are not vexed by the question of self- 
 support we might think too much of the thought and too little of the practical 
 value, while on the other hand if we were just a manufacturing concern we should 
 lose all sight of education and use the man alone for his value to us. 
 
 THE HAMPTON STUDENTS PARTLY SELF SUPPORTING. 
 
 The "question that was and is forced upon the helpless of this race is “ How can 
 we combine the greatest amount of education of head, hand, heart with self sup¬ 
 port.” 
 
 Naturally the first answer to this was— 
 
 Here is a farm on which work is to be done, let the student do it and earn his 
 way. To earn an education is in itself an education. 
 
 This then gives us our first division of Hampton Industries. 
 
 I. The Industries Necessary for Self Support whose main object is to earn the 
 daily bread of the worker. 
 
 First under this comes the care of the 75 teachers and 600 students. 
 
 It is needless to say that every student cares for his or her own room. That these 
 may be kept properly, they are subject to daily inspection. As far as possible, the 
 number in a room is limited to two or three, that the idea of home and private 
 possession may be given. 
 
 There are 75 officers and teachers living on the grounds for the care of whose 
 rooms we have a division of workmen called Room boys and girls. There are 39 
 room girls and 22 room boys. Their work is making beds, sweeping, cleaning, etc. 
 These workers are all from the day classes, and attend to the rooms in the three 
 quarters of an hour between study hour and school in the morning. 
 
 On Monday they give the rooms the weekly cleaning. For this work they receive 
 $2.00 per month, 
 
 Corridors .—Eyery corridor and pair of stairs is in the charge of a girl or boy, 
 who sweeps and dusts it each day and scrubs it once in two weeks. 
 
 The ground floor of Virginia Hall is occupied by the Teachers’ Home dining room 
 at one end and the Students’ dining room at the other. Below these the basement 
 holds the great kitchen, bake rooms, etc., for providing for hungry students. 
 
 Seventy five teachers come to the Teachers’ Home dining room for their meals. 
 
G38 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The running of this dining room gives employment to ten Day school boys as wait¬ 
 ers and ten night school boys as cooks and scullions. 
 
 Students Dining room. —This d -partment has, this winter, averaged 632 boarders. 
 
 To care for these we have had 4 cooks, 3 bakers, and 2 scullions. These work all 
 day and go to school for two hours in the evening. 
 
 There are 37 Day Class boys to wait on the hungry throng which three times a 
 day pours into the great dining room, and the minute the last one has finished and 
 gone, 81 Day Class girls turn to and clear away and wash the dishes, so that in half 
 an hour the room is ready for the next meal. 
 
 This happy, hearty, crowded, noisy dining room is not the best place for a sick 
 or ailing student, so provision is made for them in the Special-Diet Department. 
 
 Tliis department, sends out the meals to the three hospitals or to students rooms 
 when they are confined to them. There is a small dining room where students con¬ 
 valescing or needing special diet go on order from the resident physician, to enjoy 
 a rather more delicate or better adapted fare of beefsteak, oat meal, milk puddings, 
 etc., as each case demands. 
 
 From 3,000 to 5,000 meals are supplied by this department per month. 
 
 To do this work, 2 Night School girls give their whole time, while one Day School 
 boy acts as waiter. 
 
 Turning from the dining room, the next great domestic department thafr demands 
 attention is the Laundry. This is divided into two distinct branches, first, The 
 Teachers' Laundry , under the charge of Miss Woodward. 
 
 This receives about 1,400 pieces per week during the School year. In this laundry 
 are employed 8 work girls all day, 12 girls working one day each in the week and 
 one outside woman who acts as a sub teacher. These girls are selected when they 
 enter school on account of already having some knowledge of the subject. 
 
 The girls who work all day receive $15 per month in board and credit and attend 
 Night School. The d ty Class girls receive $.50 per day. Miss Woodward reports 
 that she has a nice set of girls, good at their work and conscientious. 
 
 The Students' Laundry, under the charge of Miss Howlmd, is of course much 
 larger than the teachers’, there being between 8,000 and 9,000 pieces washed per 
 week. This includes washing for all students save Indian girls, who do their own. 
 
 To do this an average of 27 Night School girls work every day in the week, and 
 52 Day girls for one day each per week. 
 
 The Home Farm, Mr. Howe in charge, stretches around us on all sides. In this 
 there are 100 acres under cultivation, the chief productions being milk and vege¬ 
 tables. 
 
 About 35 cows are milked, averaging from 85 to 100 gallons of milk per day. 
 Besides supplying the School families on the place and the Dixie Hospital, a good 
 deal is sold out side. 
 
 There are 32 horses and colts on the farm, 6 of which are boarded for outsiders. 
 There are also 250 hogs, but much more pork is consumed by the School than the 
 farm can supply. A large part of the poultry and eggs for the School are also 
 raised on the place. 
 
 As to crops, there are 30 acres in clover and orchard grass, 9 in fodder, 14 in oats, 
 5 in rye, 9 in peas, 10 in potatoes, 7 in corn, 6 or 8 in truck and the balance in 
 orchards, small fruits, &c. From many of these fields two and three crops will be 
 gathered this summer. For instance, the peas will be followed by sweet potatoes, 
 the cabbage by sweet corn, &c. 
 
 There are now on the farm 13 hands : 3 in charge of cattle, 3 in charge of barn, 
 1 in care of pigs, 5 acting as cart drivers and farm hands, and one working in the 
 vegetable garden. 
 
 The Farm Wheelwright and Blacksmith Shop, under the charge of Mr. Corson, 
 makes wagons, carts, and trucks and does the repairing and horseshoeing for the 
 farm. 
 
INDUSTRIES FOLLOWED AT HAMPTON. 
 
 639 
 
 Here are 16 boys working : 13 giving all their time to their trade and going to 
 school at night and 3 working two days each a week. Two of these boys are Indian. 
 
 Beside the home farm there is about five miles from the School, the Hemenway 
 Farm, under Mr. West. 
 
 In this farm there are 550 acres devoted to grain, grass and stock raising. About 
 400 acres are under cultivation. This place is too far from the centres of habita¬ 
 tions to be very profitable as a dairy or market garden farm, but it raises cattle, 
 sheep, horses, pigs, geese, ducks, turkeys, and chickens. In this way it is a good 
 source of supplies for the School. This year, two large incubators have been added 
 to tlie farm outfit and it hopes to go into poultry raising much more extensively. 
 
 On this farm there are now 14 colored boys who work all day and are taught in 
 the evening by Miss Clapp and Capt. Jordan. They receive both good teaching 
 and good wages, and next year will enter either the Night or .Normal schools on 
 the home grounds. 
 
 The boys usually go on to the farm just to earn their way through school, but 
 there are few places where they learn more useful lessons and a large proportion of 
 them use the knowledge gained sooner or later. One of our Senior boys spoke not 
 long since of the many questions on farming that the people bring to them when 
 they are out teaching and how much help the farm training and agriculture classes 
 are to them. 
 
 Although this farm work cannot now be placed among the trades, it is expected 
 that it soon will be, with a regular corps of farm apprentices under charge of the 
 Department of Agricultural Education, to be spoken of further on. 
 
 The Knitting Shop, under the charge of Mr. E. Jones, is under contract to furnish 
 10,000 dozen pairs of mittens to S. B. Pratt & Co., of Boston this year. 
 
 There are 12 Night School boys in this shop, and two Normal School boys who 
 work only two days a week. They get 21 cts. per doz. pair of mittens, and for the 
 first three months average only about forty cents a day, but when the trade is once 
 learned a boy will usually make from 70 cts. to $1.00 in a day. A quick boy can 
 learn to run one of these machines perfectly in three months and probably most of 
 them seek it with the idea of earning their way through school, but it is one of the 
 best things for these races to learn to handle machinery. The lessons in concentra¬ 
 tion, patience, and deftness learned here are of more value than the fact that they 
 have learned a trade in which they can set themselves up without much capital. 
 
 The Huntington Industrial Works. —This is the largest and in many ways the 
 most important industry on the place. It is, in a way, the power for all the wood¬ 
 working and building done here as from it all the pine lumber is obtained. 
 
 The logs are brought in rafts from the Dismal Swamp and the business of the H. 
 I. Works is to reduce these logs into all forms of lumber. The works are divided 
 into three departments namely. Saw Mill, Lumber Yard, and Wood-working Shops. 
 
 The first two of these departments come under this division of our subject, as 
 being shops in which the student while earning his living does not learn a complete 
 trade. 
 
 In th 'se two branches of the H. I. Works there are 10 Night School boys work¬ 
 ing every day and 10 Normal School boys each working 2 days in the week. These 
 boys learn to keep tally, scale and measure logs, grade lumber and work the lum¬ 
 ber machines, besides the general knowledge of machinery learned in a big saw 
 mill. This is knowledge very necessary for this race to have if they are to compete 
 with others in this age of machinery. 
 
 The third department of these works however must come in the next division of 
 the industries. 
 
 The Holly Tree Inns are two little restaurants on the grounds, one for boys and 
 one for girls. The boys’ is the larger, having a regular set of boarders, (employees 
 of the school) besides furnishing the boys with treats on which to spend their pocket 
 money. This employs 3 students as cooks and waiters. 
 
640 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The girls’ is more a bake shop, where one Night School girl is kept busy baking 
 all day and whose wares the hungry girls treat themselves to after school. 
 
 Last, but not least of all, come the odds and ends who cannot be counted into any 
 department but are bread winners and most important members of our family. 
 
 First there are 4 orderlies whose duties are manifold. They are stationed in the 
 orderlies’ room, within call of the office bell, ready to do the endless errands and 
 odd jobs of the School. Their most important duty is that of acting as guides for 
 the hundreds of visitors that come to us. 
 
 There is one boy employed in the commissary as clerk, general duty men who 
 handle freight, one boy who works in the hospital, one girl who works in the Doc¬ 
 tor’s office, 3 paid night guards, 12 janitors in boys’ buildings and some ten or a 
 dozen boys earn $2 per month for the care of boats. 
 
 Summing up this division of our subject we find, on a rough estimate, that we 
 have 350 students working with their hands to earn the education of the head. 
 
 We do not mean to say that much is not learned by every faithful student in 
 these departments—he or she will be a better cook, laundress, or farmer, and surely 
 much needed lessons in promptness, and thoroughness are inculcated, but still the 
 object in view is not to teach a trade but to get the work done, and here the prin¬ 
 ciple of profit industry, each doing what he can do best, is enforced as far as pos¬ 
 sible. 
 
 Many might think in reviewing this group of industries that the student was only 
 getting support for the head by his labor, but when you remember that as students, 
 mechanics or business men. in nothing these races are so weak as in their sense of 
 the value of time and material, every lesson in thrift and speed that they learn by 
 seeing how necessary work is carried on in a systematic and business like way is 
 of inestimable value. 
 
 THE TRADES. 
 
 We come now to the second division of the industries. Those included in this 
 have been established for the purpose of teaching trades, but at the same time this 
 being missionary work, we have to consider the support of the student. 
 
 Gen. Armstrong had from the very beginning the conception of a school that 
 should offer all forms of industrial training. As the school grew and prospered he 
 patiently worked out his thought, adding a shop at a time until we have now 11 
 trades taught on the grounds. 
 
 In this division comes the 3d department in the H. I. Works—the General Car¬ 
 penter Shop —under charge of Mr. P. I. Frost. It does all kinds of wood-working 
 such as window-sashes, doors, mautels, stairways, &c., and also all fences and 
 buildings on the school grounds. All of this work is made practical and profitable 
 by being done under contracts and orders. 
 
 In this shop there are 25 students who work all day and attend night school. 
 Three have finished their trade this year and 6 begun. 
 
 No one who sees the beautiful wood-work this shop sent to the World’s Fair can 
 doubt the skill and ability acquired in it. 
 
 The Carpenter and Repair Shop, under the charge of Mr. Sugden, does the general 
 Carpentry Work for the School. 
 
 Here are 12 students employed : 1 of these has finished his trade and is acting as 
 under-foreman; 11 are learning the trade, 5 working every day in the week and 
 going to Night School, 4 Indian boys working half of each day and 2 Normal School 
 boys who give the two work days a week to their trade. 
 
 J. Wood, the under-foreman, speaking from the boys’ position, says “ the boys 
 usually come meaning to get their trade, and go, but the desire for an education 
 grows stronger every day and in the end they usually go into the Normal School for 
 a year or two and many graduate there.” All students from this Shop receive 
 draughting lessons in the Technical Shop. 
 
HAMPTON SCHOOLS OF TRADES. 
 
 641 
 
 The Engineering Department under the charge of Mr. G. Vaiden, furnishes the 
 power for running all the machinery on the grounds, supplies the steam for heat¬ 
 ing, cooking and washing, and cares for the gas house from which most of the 
 grounds and buildings are lighted. 
 
 There are nine boys working in this department, seven from the Night School 
 and two from the Normal School. Four of these boys are learning their trade of 
 Practical Engineering, while five are earning their living. One of this department 
 will graduate this June from the Normal Academic course of the School. 
 
 Next under this subject come the Training Shops. 
 
 The Paint Shop under Mr. J. F. Lacrosse employs 16 Indians and 3 colored 
 students. Of the 3 colored students 2 work all day and go to school at night and 
 1 works only two days in the week. Of the Indians two are Normal School boys 
 working only 2 days per week, and 14 are from the Indian School working half of 
 each day. 
 
 This department does all the painting, varnishing and glazing on the place. 
 The Shop pays well and at the same time attention is given to the educational idea 
 of the trade. For the first half of the year Mr. La Crosse gave regular lectures 
 every Monday morning. These talks covered such subjects as Primary colors, 
 Mixing colors, Applying colors, Materials, etc. 
 
 Mr. La Crosse is so convinced of the value of these that he says if he were running 
 a shop purely for profit, he should take time for these lessons, as he thinks it would 
 pay. 
 
 As to the two races, he says that the Indian takes hold quicker, the Negro holds 
 out longer and they come out about even. 
 
 The Harness Shop, under Mr. Wm. H. Gaddis, himself a graduate student of this 
 very Shop, reports 3 colored and 3 Indian students. The colored students give their 
 full time to trade and go to Night School; the Indians are Normal School boys who 
 give 2 days per week. 
 
 Two thirds of the year they have been filling orders for harnesses from Mr. John 
 Wanamaker. The other third has been devoted to local work to keep the boys 
 busy. In the order trade they have received as high as $100 for a harness, while 
 the local work averages about $25 for a harness. 
 
 Mr. Gaddis has taught some of the students outside of his department stitching, 
 and has made the fine work done for the World’s Fair an occasion for extra lessons 
 in fine work. 
 
 The Shoe Shop under Mr. S. E. Smith, another student who learned his trade in 
 the shop where he is now foreman, reports a total of 8 students ; 5 colored from the 
 Night School working all day, 1 colored from Normal School working 2 days per 
 week and 2 Indians working 14 days per week. 
 
 Most of the students who entered here came to learn the trade: 3 students 
 have finished their trade this year and 2 will .finish this summer; one has just 
 begun. All seem earnest in their work. 
 
 Mr. Smith divides the trade years systematically and although he gives no general 
 class lessons, yet tides to teach each individual the qualities of leather, use and 
 divisions. One of the trade graduates of this Shop has made a good record this 
 year in Charlotte Hall School in St. Mary’s Co. Maryland, where he has taken charge 
 of the Shoe Shops. 
 
 The Tin Shop is in care of Mr. Walter Baker, a last year’s graduate, who is both 
 foreman and workman, as there are now no students in the Shop. He reports 
 having put on 5,237 sq. ft. of roofing, 323 ft. down spout, 83 ft. of gutter spout, 350 
 pieces of tin ware repaired ; 572 new pieces of tin ware made up and one Senior 
 boy taught how to solder. 
 
 The Printing Office under the charge of Mr. C. W. Betts reports a dull business 
 year, but a good, earnest set of boys. There are in the Shop 6 colored students who 
 
 41 
 
 ART—VOL 4 
 
642 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 give their days to this trade attending Night School • 6 Indian boys, 5 who come 
 in for two days in the week and one who goes to Night School and gives all his 
 days to his trade; 8 graduates and ex-students and 4 outsiders; making a total of 
 24 hands. 
 
 This office does all the School printing, which, besides the two School papers this 
 year includes the “ Twenty Two Years’ Work,” a 500 page book giving a record of 
 Hampton’s work, and a number of weekly papers and periodicals and considerable 
 job printing from outside. 
 
 The Pierce Machine Shop*, Mr. Chas. King, in charge, report on 3 departments 
 of labor. 
 
 1st, the Machine Shop proper. In this he reports 2 Indians working 2 days in 
 the week and 7 Night School boys. 
 
 2nd, the Blacksmithing department where he reports 4 Night School boys and 2 
 Normal School Indians. 
 
 3rd, the Woodworking department, where he reports 2 Night School boys working 
 all day and 4 Indians working 2 days in a week. 
 
 Mr. King who has just assumed the charge of these shops this year, has been 
 re-organizing them with the object of improving the instruction given and of 
 placing them on a better business basis. 
 
 The work still done in the Machine Shop is the manufacture of a cheap grade of 
 tools with which Mr. King is not wholly satisfied and hopes by another year to be 
 able to afford new patterns and a better variety of work here. 
 
 In the other two departments, Blacksmithing and Woodworking, where are made 
 raft gear, ploughs, trucks, corn-shellers, wlieel-barrows, carts, hominy mills, etc., 
 Mr. King feels that jie now has the best variety of work both for instruction of his 
 boys, the business of the Shop and the fact that they are things the boy can make 
 when they go out from here, without having to have much capital to start in 
 business. 
 
 Sewing, Dressmaking and Tailoring Department, Miss M. T. Galpin, manager, 
 reports as follows: 
 
 48 girls began work in October, of which number only three have dropped out. 
 The work done is dressmaking, tailoring, shirtmaking and mending for 400 boys. 
 
 The under clothes needing mending are sent from the laundry and keep the 
 mending squad busy from Tuesday till Friday. On Saturday the janitors bring in 
 the boys’ suits that need mending and the Senior girls see to it. Some idea of the 
 amount of work done is shown by these figures: 2,331 shirts, 300 uniforms, 2,368 
 miscellaneous articles have been made this school year. 
 
 Miss Forsythe has tins year had charge of the dressmaking department and has 
 given lessons in draughting, cutting and basting. 
 
 Miss Galpin speaks of the marked benefit of the Whittier Sewing classes as shown 
 in those girls who come into her department from them. 
 
 The Green House, under the care of Mr. Chas. Goodrich, reports a good set of 
 boys, two in the winter and four this spring. These are all colored boys from the 
 Night School. Of this set one came to learn his trade, one probably intends to finish 
 the trade and two are simply working their way through school. One outside 
 laborer was employed last fall but now all the work is given to the boys and the 
 aim is that there shall be no outside help. No class instructions are given these 
 boys but individual lessons and questions on their purpose are given to each as he 
 works. Mr. Goodrich has this spring taken 18 girls in classes of 6 and given them 
 lessons in planting, cutting, and transplanting. These girls will each have a bed in 
 the Girls' Garden —where she will cultivate her seedlings and sell her fruit and 
 vegetables to the Teacher’s Home, thus gaining some pocket money. 
 
 This is a new scheme and it is hoped will solve the question of making the girls’ 
 garden a success as well as a lesson for the girls. 
 
TECHNICAL EDUCATION AT HAMPTON. 
 
 643 
 
 In summing up our 2d division of labor, we find we have 11 departments employ¬ 
 ing an average of 153 students ; that in these shops while the student does earn a 
 part, or the whole of his living according to the time devoted, yet the chief purpose 
 is to learn a trade and in every one of these ten departments a useful and profitable 
 training is given the hand and head. 
 
 It is on this branch of our industries that Mr. Warren’s criticism bears when he 
 says that he cannot reconcile the idea of education and manufacture. 
 
 If you take the modern idea of a manufactory where division of labor to secure 
 the biggest possible profit is the plan and aim, it cannot be reconciled with educa¬ 
 tion because such manufacturing dwarfs the whole man. But Hampton carries on 
 manufactures for their educational, not their productive, value. When it is a 
 question between the profit of the shop and the educational good of the student, 
 the profit must suffer. 
 
 We have spoken before of the Hampton theory that a productive labor is one of 
 the great educational factors for these races, and that the industrial education is 
 not hurt in this combination seems to be conclusively proved not alone by the 
 hundreds of good mechanics that go from here South and West but by the numbers 
 that have taken charge of shops in schools and in other ways showed themselves 
 master workmen. 
 
 If, however, Mr. Warren feels that we can not make the money that we ought 
 to with this endowment of shops it can only be said that in putting the goods into 
 market, Hampton does not expect to become independently wealthy. The plant 
 for her industries has been given her and her aim in productive labor is to run 
 her shops on a good thrifty business basis. 
 
 We shall never be tempted to hope for great business profits, because as soon as 
 a man is, in a business sense, profitable to the School, he is sent off to teach others. 
 
 Quite opposed to this criticism too, is the feeling in many shops that the educa¬ 
 tion of the student is a good investment for the shop ; that the more care and 
 thought that is put on the relation of the student to his work the better the business 
 standing of the shop is. Industrial training can be given and productive labor 
 carried on according to the old idea of a small sure business and a well rounded 
 and complete workman but not according to the 19th Century notion of big profits 
 and division of labor. 
 
 TECHNICAL EDUCATION. 
 
 The third division of the Hampton industries is the group of those which are 
 given for education only. 
 
 This includes all the house work and domestic training given the Indian girls and 
 all the classes in cooking, use of tools and agriculture given to the Normal School 
 students. 
 
 The Winona Household Department .—As the Government appropriation meets 
 the expenses of board and clothing [leaving tuition to be raised by scholarship] of 
 the Indians while here, there is no need that they should work with an idea of sup¬ 
 port. The whole aim is to make all their work educational. 
 
 Each girl must do her own washing, ironing, dressmaking, mending and take 
 care of her own room. For this she receives no pay. Besides this, all the corridors, 
 teachers’ rooms and public rooms of Winona are cared for by the girls for a small 
 sum of money. In this way it is arranged that each girl has a little of all kinds of 
 work, that they take the complete care of their school-home and earn some pocket 
 money by way of encouragement. 
 
 In fact, as far as possible, she is given the many sided training that a daughter 
 should have in her home to prepare her for life. 
 
 To see a little more carefully how this system is worked out let us look at the dif¬ 
 ferent departments. 
 
644 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 In the laundry Miss Booth has the 42 girls divided into squads of ten for Mondays’ 
 washing ; each squad has the use of the laundry for an hour and a half. On their 
 work days they iron their clothes, after which the clothes are inspected in the sew¬ 
 ing room and each girl mends her own. Beside this mending they make their own 
 clothes, four cotton dresses a year at the least, prepare extra clothes for the store¬ 
 room ready to fit out new students and make and mend all the Wigwam and 
 Winona bedding. 
 
 As Winona has no separate kitchen they could not cook their own meals. How¬ 
 ever there is a small overflow dining room at Winona which they take care of, get¬ 
 ting practice in care of table and dishes. 
 
 To gain the much needed knowledge of cooking, a small three-roomed cottage 
 on the grounds has been fitted up like a home, with parlor, dining room, kitchen 
 and storeroom. The girls are divided into companies of four and each four uses 
 the cottage for a week. They are given 50 cts. and flour and milk and out of this 
 must get four suppers for themselves and a teacher. 
 
 The object kept in view is how to do well with a little. They rarely make cake 
 but learn how to prepare eggs, potatoes, etc., in all ways. 
 
 This is meant to be the practical application of the regular cooking lessons, under 
 Miss Williamson. The girls enjoy this as “playing house” on a grand scale. At 
 the end of the year each girl will have had 3 weeks of this training. The money 
 for this unique training school has all been given by charity. 
 
 Now that we have seen how the Indian girl learns in laundry, housework, sewing 
 and cooking—let us see what is done for the boy. 
 
 Like every student on the ground he has to care for his own room ; then turning 
 to the shops, we see many fields of labor before him. 
 
 Those now called the “Training Shops” i. e. the Harness Shop, Paint Shop,Shoe 
 Shop and Tin Shop—were at first called the Indian Training Shops, and established 
 largely with the idea of giving the Indians practical knowledge of different trades. 
 They have changed their name since then in order to express the fact that they are 
 not limited to one race, but we shall find 21 Indians taking their trades in them and 
 still others in the printing office, machine shop, etc. 
 
 The Technical Shop, under the charge of Mr. F. L. Small, manager, is designed 
 to give the training in use of tools and wood turning. Here at present, there are 14 
 Indian boys, 9 working half of each day and 5 two days per week, under the direct 
 supervision of Mr. Spinney, a colored ex-student. It is intended that every Indian 
 boy shall have nine months. Although the object is purely educational—the work 
 of the students, in the shape of carved paper cutters, inkstands, picture frames, etc., 
 is sold. 
 
 In this shop also are given the lessons in free-hand and mechanical drawing to 
 the trades boys. 
 
 There are five classes of 8 each from the carpenter shops and one of 14 from the 
 blacksmith and machine shops. 
 
 The Abby May Home, under the charge of Miss Austen, has been opened for the 
 first time this year. In this charming building, which truly deserves the name of 
 home ten colored girls at a time are taken for a three months’ course. These girls 
 learn to cook, wash, iron, mend and do general housework on a small home scale 
 that they may have a true model after which to fashion their own home. They 
 work all day and go to Night school. Perhaps the greatest lessons they receive here 
 are in their little Saturday night companies, readings with the house-mother, &c. 
 
 This life is to give the special training that the size of our school household will 
 not allow in other places. Under the care of this house is brought the cooking and 
 sewing classes and the Girls’ Holly Tree Inn. 
 
 While the students in the Normal School only work two days in the week instead 
 of six, still here the opportunity is taken to give them in classes technical training 
 
645 
 
 TOTAL ATTENDANCE AT HAMPTON, 1893. 
 
 that every person ought to have, as The Technical Classes iu the use of tools under 
 Miss Katharine Parke. Here all the girls of the Middle Class come for two hours 
 per week for half a year and the Indian School girls for one hour per week for the 
 whole year. They are here taught how to use tools and the principles of construc¬ 
 tion. Their first work is making a box—as this is meant to help them, both Indian 
 and colored, to make their own homes comfortable, they are taught how they can 
 make the most of things—how to use leather for hinges, how to cover a box, &c. 
 They learn how to make screens, stools, picture frames and how to varnish and 
 paint them. Nothing is sold from this shop, the student keeping what she makes 
 as a reward of her industry. 
 
 Again, a colored girl might come into our day school and graduate and not know 
 how to mend her clothes if she had not worked in the industrial rooms. To over¬ 
 come this the Middlers go one evening in the week to the Abby May Home to a 
 sewing class. This is just to teach plain, neat, old fashioned sewing. 
 
 For some years cooking classes have been established. These are now carried on 
 at the Abby May Home. 
 
 Here the Middlers go in classes twice a week for half a year. There are ten girls 
 in a class and each class has a thorough course in making fires, baking, boiling, 
 frying, broiling, mixing, seasoning, etc., also in getting up a whole meal, clearing 
 up, &c. The classes give a bread party to which the boys are invited as tasters, and 
 prizes awarded for the finest bread, rolls, &c. 
 
 It seems best that every boy that comes to this school both from the West and 
 South should know something about farming. To this end many among the work 
 students are put on the farm—and among our Normal students this year regular 
 classes in agriculture have been established under the charge of Mr. Goodrich and 
 Mr. West. 
 
 All the Middle boys attend these one hour a week during the school year. 
 
 The adding to and enlarging of this division of the industrial training has been 
 one of the chief aims of this year. Not only have new classes in technical training, 
 as the middle year sewing and agriculture classes been added, but careful thought 
 has been put on the grading and systematizing the work in the shape that all the 
 work may push toward the same end, a complete, well-grounded industrial educa¬ 
 tion. 
 
 The attempt in the above has been to only give a quick view of the branches of 
 industry at Hampton, to show somewhat how they have grown up out of both theory 
 and necessity and some of the questions and problems presented by them. Much 
 more copious reports have been made on all their work, which the School will 
 gladly furnish, together with opportunities to see every industry on the grounds to 
 any one who desires to go more deeply into the subject. 
 
 Annie Beecher Scoville, 
 
 Teacher. 
 
 The total attendance of students for 1893, is given as 689. For 
 details see letter of Principal in note.* In the report to the Trus- 
 
 * Hampton Normal and Agricultural Institute, 
 
 Hampton , Va., April 23, '94. 
 
 Hon. I. Edwards Clarke, 
 
 Bureau of Education, Washington, D. C. 
 
 Dear Sir: In reply to your letter of the 17th inst. in regard to the number of 
 students at this school for the year ending June 30th, 1893, I beg to append the 
 following statement of the enrollment for that year: 
 
646 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 tees tlie attendance in the “Whittier School” is given as 265; 136 
 girls and 129 hoys. 
 
 The Faculty numbers 80 Professors, Instructors, etc.—20 men and 
 60 women. Rev. H. B. Frissell, Principal. 
 
 The West Virginia University, Morgantown, West Virginia. 
 
 The West Virginia Agricultural College was established by the 
 Legislature in accordance with the United States Land Grant Law. 
 The citizens of Morgantown, donating buildings, grounds and money 
 to the amount of $50,000 ; the college Avas established there, in 1867. 
 The fund from the proceeds of the United States Land Grant, then 
 amounting, with accrued interest, to $90,000. This endowment was 
 subsequently increased by the State to the sum of $110,000. In 
 addition annual appropriations for current expenses and for addi¬ 
 tional buildings, have been made. The college grounds consist of 25 
 acres contiguous to the town of Morgantown, which is on the 
 Monongahela River, Monongahela County. Daily stages connect 
 with Fairmount, a station on the Baltimore and Ohio Railroad. 
 
 The name of the college was, on the recommendation of the Gov¬ 
 ernor, changed by the Legislature from that of the “Agricultural 
 College,” to its present name the second year after its establishment. 
 The University now comprises a preparatory Department; The 
 
 NORMAL SCHOOL. 
 
 Senior. 
 
 Middle. 
 
 Junior. 
 
 Intermediate 
 
 Night School, 
 Indian School 
 
 Total Colored Girls 
 “ “ Boys 
 
 “ Indian Girls 
 
 “ “ Boys. 
 
 Col’d 
 
 Col’d 
 
 Ind. 
 
 Ind. 
 
 Girls. 
 
 Boys. 
 
 Girls. 
 
 Boys. 
 
 16 
 
 19 
 
 0 
 
 2 
 
 46 
 
 28 
 
 8 
 
 11 
 
 49 
 
 50 
 
 8 
 
 21 
 
 18 
 
 20 
 
 0 
 
 0 
 
 129 
 
 117 
 
 16 
 
 34 
 
 83 
 
 222 
 
 0 
 
 0 
 
 0 
 
 0 
 
 29 
 
 59 
 
 212 
 
 339 
 
 45 
 
 93 
 
 212 
 
 339 
 
 45 
 
 93 
 
 689 
 
 The Whittier School, whose census is recorded in our report to the Trustees of 
 this school, while being largely under the control of our Faculty is a public school 
 and consequently we do not reckon its numbers in our returns to your Bureau. 
 
 There are frequently small discrepancies between the two reports mentioned from 
 the fact that the annual report is usually put in print in April to be ready for the 
 Annual Meeting of the Trustees in May, while that to the Education Bureau is 
 made June 30th. 
 
 Very respectfully, 
 
 H. B. Frissell, Principal. 
 By F. C. Briggs. 
 
WEST VIRGINIA UNIVERSITY. 
 
 647 
 
 College, with both a classical and a scientific Department with 
 courses of four years; and a Department of Engineering, of which the 
 course for the first three years is the same as the “ Scientific” course, 
 the studies of Senior year alone varying. “Civil Engineering— 
 Mahan,” “Military Engineering—Mahan,” and “Gillespie on Loca¬ 
 tion, construction and improvement of Roads and Railroads,” are 
 studied; each one term.—A Military Department, in which there is 
 instruction in Military Science running through four years, and an 
 Agricultural Department, with a two years course. There are also 
 “ Law” and “ Medical” Departments. Drawing does not any where 
 appear in the schedule of studies, except as Map Drawing in two 
 terms of the first year. 
 
 The catalogue for 1879-80, shows a total of 132 students in all the 
 departments ; 52, in the college proper, and 70, in the preparatory De¬ 
 partment. 
 
 LATER HISTORY. 
 
 The latest “ Biennial Report of the Board of Regents,” dated 
 December 10th, 1892, shows a marked increase in the number of 
 students over the total as given in the catalogue of 1879-80. “ For 
 
 the year ending June, 1891, the total was 205; and for the year ending 
 June, 1892, it was 224. ” The lack of an adequate number of high schools 
 and academies, in the State, fitted to prepare pupils for entrance into 
 college, is noted as a persistent hindrance to the growth of the Uni¬ 
 versity. Many who desire a college training, being compelled to 
 leave their homes in order to attend the preparatory course of two 
 years, in the University, before being qualified to pass the entrance 
 examination for the Academical Department; in frequent instances 
 thereby so exhausting their pecuniary resources as to be unable to 
 continue. 
 
 The additional income, under “ the new Morrill Act of 1890,” has 
 enabled the college to open two new courses of study; one, of three 
 years, in Agriculture, leading to the Degree of Bachelor of Agricul¬ 
 ture, and one of four years, in Mechanical Engineering; leading to 
 the Degree of Bachelor of Science in Mechanical Engineering. 
 
 A building for the Department of Mechanic Arts and Mechanical 
 Engineering, authorized by the Legislature at its last session, has 
 been completed at a cost of $5,000.00, appropriated by the Legislature, 
 and equipped at a cost of $12,000, at the expense of the Morrill Fund. 
 
 Professor Emory, a graduate of Worcester (Mass.) Polytechnic 
 University, has been appointed Professor in the new Department 
 of Mechanical Engineering. 
 
 The Legislature, also, authorized the erection of another building 
 to be known as Science Hall, at a cost not to exceed $40,000, which 
 has been begun. An appeal is also made to the Legislature for an 
 additional building; to be used for instruction in Electrical Engi¬ 
 neering, the plant of which is to be provided from the Morrill Fund. 
 
648 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 The latest catalogue * at hand, that for 1892-93, contains an inter¬ 
 esting table giving a “comparative view of courses for Bachelor 
 Degrees,” of which five are offered, viz: A. B., B. s., B. s. c. E., B. s. 
 M. E., and B. agr. The frontispiece gives views of the five most 
 important buildings. 
 
 The Legislature designated the University to receive all the residue 
 of the Fund arising from the new U. S. Land Grant of ’90, after the 
 due proportion assigned by that law, has been given to the “West 
 Virginia Colored Institute,” an institution for the instruction of 
 colored youth in Agricultural and Mechanical Science, recently 
 established in the county of Kanawha, by the Legislature, in accord¬ 
 ance with the provisions of the U. S. Law. Three thousand dollars 
 per annum for five years; and, after that, five thousand dollars a 
 year, being assigned to that Institute. 
 
 The stimulating impulse given by this addition to the U. S. Grant 
 Fund, is a very marked feature in the recent history of all the Land 
 Grant Colleges; as has also been the case where the new Agricultural 
 Experiment Stations have been attached to an existing institution. 
 By these two laws, Congress has wisely made possible the much 
 needed development of the Scientific Departments for the training 
 of students; and, also, given to the community, the opportunity to 
 avail themselves of the best and latest results of scientific investi¬ 
 gation; which is ever progressive. 
 
 INSTRUCTION IN DRAWING. 
 
 In the course of Civil Engineering; Drawing, in its several branches 
 of Freehand, Mechanical, and Instrumental, is taught throughout 
 the course. In the course in Mechanical Engineering; Mechanical 
 Drawing is taken for a single term in the second year, and through 
 all the third year. “Shopwork” is also taken up throughout 
 the third year. In the “Mechanic Arts” there are courses in 
 Woodworking; Moulding and Casting; Forging; Tin Smithing; 
 Pipe Fitting; Machine Shop work; and Machine Construction. All 
 students in the Agricultural course are required to take a course in 
 manual training sufficient to give a practical knowledge of working 
 in wood and iron. The building containing the shops, a substantial 
 structure 90 x 38 feet, is ample in size and fully equipped with req¬ 
 uisite tools and machinery for use of the students taking the three 
 years course in Mechanic Arts. This course is open to all the stu¬ 
 dents. A special course in Mechanic Arts of one year, is provided 
 for the students in Agriculture. The estimated necessary living 
 expenses of students for the Academic year of thirty six weeks are 
 given as ranging between the limits of $137.00, and $204.00. This 
 
 * Catalogue of West Virginia University, Morgantown. For the year 18f>2-’93. 
 Charleston, W. Va. Moses W. Donally Public Printer. 1893. Ill. Pp. 106. 
 
DRAWING IN WEST VIRGINIA UNIVERSITY. 
 
 649 
 
 includes all expenses except tuition fees. These are $12.50 a term 
 for students in the University from other States; and $5.00 a term 
 for such students in the Preparatory Department. Tuition is free 
 to citizens of West Virginia, except in the Law School. The Col¬ 
 legiate Department of the University is equally open to youth of 
 both sexes. A very small number of girls, however, are in attend¬ 
 ance. 
 
 It will he observed that Drawing is given only in its relation to engi¬ 
 neering and mechanics. There is no instruction in Drawing in its 
 relation to the Fine Arts. The Military Department of the Univer¬ 
 sity is fully developed. Cadets are appointed by law, from the Gen¬ 
 eral Assembly Represenative and Senatorial districts of the State. 
 
 The total number of students in attendance for the year 1892-’93 is 
 given at 231, with 3 deducted as counted twice. Of these 108 are 
 Preparatory, 22 Law, and 101 Collegiate. It may he of interest to 
 give the distribution of these Academical students and to note how 
 few here, as elsewhere, seek degrees in Agriculture. 
 
 For degree of A. B. 33, B. s. 17, c. & M. Enging. 4, B. agr. 2. 
 Special students in some of these Departments, not studying for a 
 degree, 34. “The Faculty and Teachers” number 20. E. M. Tur¬ 
 ner, ll. D. , President. 
 
 The University of Wisconsin, Madison, Wisconsin. 
 
 The State University was chartered in 1848, and organized and 
 opened for students in 1849. The Agricultural College was organ¬ 
 ized in 1866. 
 
 “ The University Fund” consisted of the proceeds of the sales of 
 land granted by acts of Congress for the support of the University, 
 approved June 12, 1838, August 6, 1846, and December 12, 1854. 
 The available fund amounted in 1881, to $226,796.86. 
 
 The Agricultural College Fund consists of the proceeds of the 
 sales of 240,000 acres of land granted by act of Congress, approved 
 July 2, 1862. 
 
 The amount of the productive Agricultural fund was in 1881, 
 $271,939.81. Some portion of the lands accruing under the grants 
 both to the University Fund, and to the Agricultural Fund, still 
 remain unsold. The above statements are from the annual Report 
 of the Secretary of the Board of Regents of the University, under 
 date of October 1st, 1881. 
 
 It will be seen that this institution is the outcome of, and in itself 
 illustrates, the continuous policy of direct encouragement and assist¬ 
 ance to higher education, adopted by the Congress of the United 
 States. With the material progress of the country, the rapid devel¬ 
 opment of science, and the ever growing activities of the Industrial 
 Arts, the expansion of the needs of higher education have been recog- 
 
650 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 nized by Congress. It will be noted that the Agricultural Fund 
 created to meet the new needs, is somewhat in excess of the fund 
 arising from the previous grants; made before the needs of the indus¬ 
 trial classes for higher technical training had been recognized. 
 
 Few institutions so well illustrate the continuous policy of the 
 United States government in aid and encouragement of education, 
 as, in many cases, in other States, the funds created by different 
 grants have been distributed among different institutions. Here 
 the development of the new education and the proof of its recogni¬ 
 tion by the government of the United States, are clearly shown. 
 
 In accordance with the provisions of the United States law of 
 1862, the University was re-organized in 1866, as appears by the fol¬ 
 lowing extracts from the laws of the State. 
 
 REORGANIZATION. 
 
 Chapter 144, General Laws of 1866. 
 
 Section 1. The object of the University of Wisconsin shall be to provide the 
 means of acquiring a thorough knowledge of the various branches of learning 
 connected with scientific, industrial, and professional pursuits; and to this end it 
 shall consist of the following colleges, to wit: 1st. The College of Arts; 2d. The 
 College of Letters ; 3d. Such professional, and other colleges, as from time to time 
 may be added thereto or connected therewith. 
 
 Section 2. The College of Arts shall embrace courses of instruction in the math¬ 
 ematical, physical, and natural sciences, with their application to the industrial 
 arts, such as agriculture, mechanics and engineering, mining and metallurgy, man¬ 
 ufactures, architecture, and commerce; in such branches included in the College 
 of Letters as shall be necessary to a proper fitting of the pupils in the scientific and 
 practical courses for their chosen pursuits ; and in military tactics ; and as soon as 
 the income of the University shall allow, in such order as the wants of the public 
 shall seem to require, the said courses in the sciences, and their application to the 
 practical arts, shall be expanded into distinct colleges of the University, each with 
 its own faculty and appropriate title. 
 
 Sectio n 3. The College of Letters shall be co-existent with the College of Arts, 
 and shall embrace a liberal course of instruction in languages, literature, and phi¬ 
 losophy, together with such courses, or parts of courses, in the College of Arts, as 
 the authorities of the University shall prescribe. 
 
 Amendment of 1867. 
 
 Section 1. The University shall be open to female as well as male students, under 
 such regulations as the Board of Regents may deem proper; and all able-bodied 
 male students of the University, in whatever college, shall receive instruction and 
 discipline in military tactics; the requisite arms for which shall be furnished by 
 the State. 
 
 The following extract from the report of the “ Board of Visitors,” 
 to the “Board of Regents,” made June 21st, 1881; gives a view of 
 the University as then organized, and of the provisions made to 
 carry out the purposes of the United States Grant of 1862: 
 
 The University seems to be well balanced in the several departments of study 
 and experiment, and your committee begs leave to commend the institution to the 
 continued favorable attention of the citizens of the State as an efficient means 
 whereby young men and women can prepare for the activities of life. 
 
 In the ancient and modern classical courses, the work, as far as we witnessed in 
 
UNIVERSITY OF WISCONSIN, AT MADISON, 1881. 
 
 651 
 
 visiting the class rooms, showed in the main careful preparation. The English 
 course and the applied sciences are efficiently administered, bringing the student 
 into vital contact with the history of literature, of the race, and of the past and 
 present literature itself, and the truths of natural science, and inspiring students 
 with the great practical utilities of the industrial world. 
 
 Citizens and professionals alike see in the materials of the University farm and 
 shops most potent means of instruction, stimulating for young men and women 
 the same thought, except in degree, that the kindergarten purposes for the child, 
 and with the sole end of suggesting the parallelism of art to science, of practice to 
 theory; and the committee observes further, that the advantages which the agri¬ 
 cultural and mechanical departments are designed to confer should not be lightly 
 esteemed. The vast importance of the branches should receive your liberal atten¬ 
 tion. The present prosperity and future greatness of our state depends largely 
 upon her agricultural productions and manufacturing interests. 
 
 By act of Congress of 1862, there were donated to the several states certain lands 
 for the establishment of colleges for the benefit of the agricultural and mechanic 
 arts. The revenues from the funds arising from the sale of such lands are by the 
 terms of the act to be applied to the purposes indicated. We find that a special 
 effort has been made by the erection of the new science building, the purchase and 
 maintenance of a university farm, the establishment of a professorship and liberal 
 equipment of laboratories and machine shops, to cany out the spirit and intent of 
 this law. These features of the University we cannot too highly commend. In 
 special training of young men as engineers, miners, chemists, geologists, machin¬ 
 ists, farmers and draughtsmen, the University offers inducements equal to the best 
 special schools in the country. This is not, perhaps, as well understood in the state 
 as it ought to be. We think a special effort should be made by circulars liberally 
 distributed, or other proper means, to bring these facts before the people of the 
 state. 
 
 The following passage from the Report of President Bascom to 
 the Regents,* is interesting as showing the tendency towards adjust¬ 
 ment between the different courses of training offered: 
 
 There has been for the past half-dozen years, a steady alteration in the relative 
 number of students pursuing the three leading courses of study: the Ancient Clas- 
 * sical, the Modern Classical and the Scientific. In 1875 the number in the Univer¬ 
 sity belonging to the Ancient Classical Course was thirty-nine; to the Modern 
 Classical, twenty-six, and to the Scientific Course one hundred and twenty. In 
 the year which has just closed, the respective numbers are sixty, seventy-one and 
 seventy-six. The number in the three departments are becoming nearly equal. 
 This fact seems to be due to a variety of influences : (1) The terms of admission in 
 the Scientific Course have been somewhat enlarged. (2) Young women are pre¬ 
 ferring the Modern Classical Course. (3) The strong feeling in favor of a scientific 
 education as opposed to a classical one seems to be somewhat abated. 
 
 An experimental farm is attached to the Agricultural College. 
 The report of the Professor of Agriculture on the results obtained 
 during the year, occupies nearly 50 pages of the Report of the Board 
 of Regents for 1881. 
 
 A well equipped astronomical observatory, the gift of the late 
 Ex-Governor Washburn, is also attached to the University, which 
 thus possesses two of the most important facilities for training in 
 Science and Agriculture. 
 
 * See page 25 of Annual Report of the Board of Regents of the University of 
 Wisconsin for the fiscal year ending September 30th, 1881. Pp. 86. 
 
852 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The College of Arts embraces a General Science Course, and the Special Tech¬ 
 nical Departments of Agriculture, Civil Engineering, Mining Engineering and 
 Metallurgy, and Mechanical Engineering. 
 
 It will be seen by the following paragraphs from the catalogue of 
 1881-’82, that the importance of the study of drawing, in all the 
 engineering and industrial courses, is fully recognized. 
 
 Draughting.—Instruction in draughting commences with the course of special 
 study in the Sophomore year, and is continued in daily exercises of two hours 
 each, throughout the course, with the exception of one term in the Junior year 
 and such days as are taken for field practice, in the one course, and shop-practice, 
 in the other. The students are first taught the use of draughting instruments, and 
 the simpler draughting operations. The principles of descriptive geometry, taught 
 in the class room, are then further illustrated and enforced hy a progressive series 
 of special problems, including projections and intersections of lines, surfaces, and 
 solids; and problems in shades, shadows, perspective and isometric projection, 
 which the students are required to solve, and carefully and exactly execute. These 
 are followed, in due order, by instruction in shading and tinting with pen and brush, 
 in India ink and water colors. 
 
 The students in civil engineering receive special instruction in the preparation of 
 detailed drawings for masonry structures, in the delineation of topography by pen 
 and in colors, and in the plotting of land, railroad and topographical, surveys from 
 the field notes. They are also required to make finished and detailed drawings of 
 a variety of structures and apparatus. 
 
 Students in mechanical engineering are instructed in sketching and making work¬ 
 ing and finished drawings of machines. A large number of drawings is required, 
 and the subjects are chosen almost exclusively from actual constructions. The 
 principles of design are taught, and the students required to show his proficiency 
 by making one or more original designs. 
 
 In tbe Department of Agriculture the design of which, as stated in 
 the catalogue, “is to give a thorough and extensive course of scien¬ 
 tific instruction, in which the leading studies shall be those that 
 relate to Agriculture” Machine shop practice is given the first 
 two terms of the Freshman year. “Freehand Drawing,” the first 
 term, and “Agricultural Drawing,” the second term, of Sophomore 
 year. “Topographical Drawing,” the second term of Junior year, 
 and “MCsthetics ” and “Landscape Gardening,” the third term of 
 Senior year. In the special Agricultural course of two years “ Free 
 Hand Drawing,” is taught first term, and “Shop practice and use 
 of tools,” second term, of first year. 
 
 In Civil Engineering, the first year, the studies are the same as in 
 the general scientific course with the exception, that, if desired, 
 “ French,” may be taken instead of “Anglo Saxon.” “Free hand 
 and geometrical Drawing,” are taught first term, “ Map Projection 
 and Stereotomy Problems,” the second term, and Stereotomy Prob¬ 
 lems and “ Plotting ” the third term, of Sophomore year. “Topo¬ 
 graphical” first term, “Drawing” second term, and “Drawing— 
 Steam Boilers and Engines,” third term, of Junior year. “ Bridges 
 and Roofs,” first term, “ Hydraulic Machinery” second term, and 
 “ Preparation of Thesis Drawing ” third term, of Senior year. 
 
UNIVERSITY OF WISCONSIN, AT MADISON, 1890. 
 
 653 
 
 In Mining Engineering, the studies of the first years are the same 
 as in Civil Engineering. “Topographical” Drawing first term, 
 “ Drawing” second term, and “Furnaces, etc.” third term, of Junior 
 year. “ Drawing ” each term of Senior year. 
 
 Practical Mechanics.— Mr. King.— 
 
 The course in mechanical engineering was established in 1877, and with it was 
 commenced, as a prime requisite, the fitting up of a proper machine shop, wherein 
 instruction in practical mechanics and machine construction, might be given, in 
 connection with that in the class room. 
 
 The shop is a large, well-lighted room, 38 by 40 feet, 14 feet high, in the basement 
 of Science Hall. The equipment of machinery and tools is all after the latest and 
 most approved practice, and consists of a Sellers planer, three engine lathes, a hand 
 lathe, a Brown & Sharp’s milling machine, and a Fitchburg upright drill, with 
 conveniently-placed and arranged work benches, vices, etc., and a large collection 
 of taps, dies, twist drills, fluted reamers, etc. It has also received and put in place, 
 a Stowe flexible shaft and attachment, the gift of Mr. George W. Burnham, of 
 Philadelphia. The motive power is furnished by a fine 30-horse power, Crane 
 Bros, steam engine. 
 
 Ten hours’ work is required each week throughout the course. The method of 
 instruction is modelled after the Russian system, and that of the Worcester, Mass., 
 Institute of Industrial Science. * * * 
 
 It is also designed to construct, as fast as possible, working models of machinery 
 for the purpose of instruction, and each student, before graduating, will be required 
 to design and construct one or more of these models. 
 
 In Mechanical Engineering, “ Freehand and Mechanical Drawing,” 
 first term, “Elementary Mechanical,” second term, and “Mechan¬ 
 ical” third term, of Sophomore year ; “Shop work” and “ Drawing” 
 the three terms of Junior Year; “Steam Engine,” “ Shopwork and 
 Drawing,” and “ Preparations of Drawing to accompany Thesis,” fill 
 out the three terms of Senior year. 
 
 In the Autumn of 1881, there were 345 students in college studies, 
 91 of these were in the various scientific and industrial courses. 
 There was a grand total of 401 students in all departments of the 
 University; of these' 101 were young ladies. 
 
 LATER HISTORY. 
 
 In their Biennial Report for the two years ending September 30th, 
 1890,* the latest at hand, the Board of Regents, while noting the 
 satisfactory growth of the University since their last report, draw a 
 sharp contrast between the necessary expenses for instruction in¬ 
 curred by the higher educational institutions twenty years ago, and 
 at the present time. 
 
 When only languages, literature, mathematics and natural history were taught 
 in the University, the apparatus and appliances for giving instruction were com¬ 
 paratively inexpensive. Twenty years ago one theodolite chain and staff answered 
 
 * Fourth Biennial Report of the Board of Regents of the University of Wisconsin 
 for the School Years 1888-’9, 1889-’90. Madison, Wisconsin: Democrat Printing 
 Company, State Printers. 1890. Pp. 55. 
 
654 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 all the requirements of the civil engineering department, while the departments of 
 mechanical and electrical engineering and that of agriculture were even less 
 expensively equipped. The demands made on the University are very different 
 now \ * * * Many thousands of dollars of the income of the University, for the 
 past two years, have gone into machines, apparatus, appliances and material for 
 giving, to the best advantage, the instruction demanded by the times, and many 
 thousands of dollars must yet be expended in this way. 
 
 The report by the President of the University to the Board of 
 Regents for the same period, contains very interesting analytical 
 tables of statistics showing the annual growth of the University 
 from 1885-’86, to 1889-’90, by the total numbers in attendance, and 
 also, by colleges, by courses, and by collegiate departments as com¬ 
 pared with Professional departments. In total attendance, there 
 were 443, in 1885,-’80, and 790, in 1889-90. The college of Letters 
 and Science, had 217, in 188G-’87, and 306, in 1889-'90. The College 
 of Mechanics and Engineering, had 43, in 1886-’87, and 113, in 1889-90. 
 The College of Agriculture, had 26, in lSS6-’87, and 32, in 1889-’90. 
 College of Law 70, in 1886-87 and 112, in 1889-’90. School of Phar¬ 
 macy, 16, in 1886-’87, and 35, in 1889-’90. The growth by “courses,” 
 is shown by details of fourteen courses. Of these, Civil Engineering, 
 shows 17, in 188G-’87, and 27, in 1889-’90; Mechanical Engineering, 
 25, the first of the above years and 43, the last; Electrical Engi¬ 
 neering, appears for the first time in 1889-’90, with 9 students ; Met¬ 
 allurgical and mining had 2, the first, and 3, the last year. The 
 Collegiate Departments had 342, the first, and 483, the last, of those 
 years, and Professional Departments, had 168, and 265 students, the 
 corresponding years. The Humanity courses, in contrast with the 
 Physical Science course, show, for the same years, as follows: Hu¬ 
 manity, 166, in 1886-87, and 314, in 1889-’90; The Science course, 51, 
 in 1886-’87, and 68, in 1889-’90. These statistics are extended in great 
 detail; the single exorcises given in 33 studies, are stated for four 
 years, for each of the three terms of the scholastic year. For the 
 two-year spaces, beginning in 1886 and ending in 1890, the Language 
 and Literature courses, increased about two per cent, and the Natural 
 Science courses, fell off about three per cent: Mathematics however 
 increased about one per cent; and History, Civics, and Philosophy, 
 about held their own—which is nearly 7 per cent of the whole, where 
 Language and Literature had about 40; Natural Science ab’t 25; 
 and Mathematics about 15, per cent. “The University offers 246 
 sub courses of study.” Twelve of these are in Practical Mechanics; 
 ten, in Theoretical Mechanics; ten, in draughting; three, in topo¬ 
 graphical engineering; sixteen, in special engineering; and ten in 
 Agriculture. The President closes a very minute enumeration of 
 the different courses, sub courses, and studies, with the following 
 statement: 
 
 The foregoing facts have been given thus fully and specifically because of a sup¬ 
 posed tendency to over-growth in the direction of the physical sciences. The facts 
 
UNIVERSITY OF WISCONSIN, AT MADISON, 1893. 
 
 655 
 
 do not appear to me to support this, but the ample data given enable every one to 
 draw his own conclusions. To my interpretation the facts pointedly indicate a 
 natural, wholesome, and reasonably symmetrical growth. 
 
 The enlargement in the departments of Agriculture, and the 
 Mechanic Arts, made possible by the passage of the U. S. law of 
 1890, increasing the former Land Grant Fund by an annual incre¬ 
 ment, is recorded; an additional course in Agriculture is estab¬ 
 lished, and courses in Electrical and Railway Engineering, have 
 been opened. 
 
 The report of the Board of Visitors made at the same time, shows 
 a hearty appreciation of the needs of the Science and Engineering 
 departments. They recommend a special appropriation to defray the 
 expenses of a Professor of the University on a tour of investigation 
 among Technological Schools; and, also, to visit the Manufacturing 
 Establishments connected with the branches taught. They say: 
 
 We believe that such visits, with a proper report made to the Board of Regents, 
 would be productive of much good, in that it would give to both instructors and 
 pupils the benefits of the rapid advances being made in the Mechanical Arts. 
 
 From the latest catalogue* at hand, the following statements, 
 showing something of the present status of the University, are com¬ 
 piled. 
 
 LOCATION. 
 
 The University of Wisconsin is situated at Madison the capital of the State of 
 Wisconsin. The University grounds comprise 240 acres and extend for more than 
 a mile along the south shore of Lake Mendota, a sheet of water about five miles in 
 width and six miles in length. University hill occupies the eastern part of the 
 grounds. It rises abruptly from the lake and has two summits, of which the east¬ 
 ern and higher reaches a height of about one hundred feet from the lake. Most of 
 the college buildings are placed on the summit and eastern slope of this hill. * * * 
 The legislature in 1893, authorized the purchase of an additional tract of contiguous 
 land, 45 acres in extent. * * The buildings of the University which are used 
 for instructional purposes are thirteen in number. 
 
 GENERAL POLICY. 
 
 * * * It is the general policy of the institution to foster the higher educational 
 interests of the State, broadly and generously interpreted. It is its aim to make 
 ample provision for the demands of advanced scholarship in as many lines as its 
 means will permit. * * * The University recognizes no distinction of race, 
 color, or sex. 
 
 The University is amply supplied with Libraries, Laboratories 
 and Science Museums with an excellent Astronomical Observatory. 
 Students have access to the State law library, of 25,000 volumes, and, 
 also, to that of the State Historical Society with some 76,000 volumes 
 and 77,000 pamphlets. 
 
 * Catalogue of the University of Wisconsin for 1892-1893. Madison, Wis. Pub¬ 
 lished by the University, 1893. Pp. 207. * 
 
656 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ORGANIZATION OF THE UNIVERSITY. 
 
 The University embraces four “ colleges,” viz : Letters and Science; 
 Mechanics and Engineering; Agriculture; Law; and two “ Schools,” 
 viz: Pharmacy; Economics, Political Science, and History. The 
 College of Letters and Science, embraces five regular “ Courses,” and 
 two “Special Courses,” one for proposed students of Medicine, and 
 one for Normal School Graduates; also, “under the Group Sys¬ 
 tem, a large number of courses.” The College of Mechanics and 
 Engineering, embraces four engineering courses, viz: “ Civil,” 
 “Mechanical,” “Mining and Metallurgical” and “ Electrical.” The 
 College of Agriculture, embraces four “Courses,” also, “ the Experi¬ 
 ment Station;” and “ The Farmers Institutes.” The College of Law, 
 embraces two courses; one of two, and one of three years. The 
 School of Pharmacy, has three “courses.” “The School of Eco¬ 
 nomics, Political Science, and History, embraces: I. Numerous 
 Undergraduate courses in all these branches. II. Graduate courses, 
 leading to the higher degrees.” 
 
 In Philosophy, “^Esthetics and the History of Art,” are taught five 
 times a week in the fall term, by Professor Stearns. This is the only 
 reference observed to the giving of any art instruction. Drawing, 
 some knowledge of which is absolutely essential to instruction in 
 Engineering and Mechanics, seems confined to the forms directly 
 applicable to those mechanical and instrumental needs. In these 
 the instruction, judging from the time required to be given, seems 
 very thorough. Shop work, required of all the Engineering stu¬ 
 dents, is in charge of a Professor, and four assistants. It comprises 
 twelve courses, viz: 
 
 Bench and Machine Work in Wood; Foundry Work; Bench Work in Iron; Pro¬ 
 duction of Flat Surfaces and Straight Edges; Machine Work in Iron; Tool Making; 
 Machine Construction; Forge Work; Practice at the Lathe and Milling Machine; 
 Construction and Pattern Work; Construction; Construction and Testing. 
 
 The “ Summary of Students ” shows a total attendance of 1296— 
 from which 9 are deducted as twice counted, leaving a total of 1287 
 actual individual students. Of these 92 are Graduates; 711, in Col¬ 
 lege of Letters and Science; 179, in College of Mechanics and Engi¬ 
 neering; 175, in College of Agriculture; 1G6, in College of Law; 65, 
 in School of Pharmacy. Something of a contrast as compared with 
 the total of 401 students, given as in attendance in the year 1881. 
 
 The list of “Officers of Instruction and Government” connected 
 with the University numbers 106. Of these, 21 are classed as “spe¬ 
 cial Lecturers;” 7, as “other officers;” and 6, as “Members of the 
 Faculty Elect.” This leaves an active teaching and directive force 
 of 72 Professors and Instructors. The “Corps of Instruction” of 
 the College of Mechanics and Engineering numbers 30; not including 
 the President of the University. Of these, 13 are instructors in the 
 
UNIVERSITY OF WISCONSIN. 
 
 657 
 
 technics of Engineering and Mechanics; and 17 are instructors in 
 general studies, Science, the languages, etc. The Corps of Instruc¬ 
 tion of the College of Agriculture numbers 29, exclusive of the Pres¬ 
 ident of the University. There are, also, 8 officers of the Experiment 
 Station. There are in addition to the regular Academical force, 35 
 Institute Speakers, who visit and address the Farmers Institutes 
 throughout the State. These institutes are a striking feature of the 
 State system of encouragement to a general dissemination of a knowl¬ 
 edge of the Science of Agriculture. W. H. Morrison, is Superinten¬ 
 dent. “During 1892-3, 97 institutes, lasting two days each, were 
 held at the places named.” Although this College of Agriculture 
 is a department of the State University, which in some cases has 
 been thought disadvantageous, there seems no possibility of any 
 just criticism of that kind in this instance. Charles Kendall Adams, 
 LL. D., President of the University. 
 
 ART—VOL 4-42 
 
4 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
CHAPTER XV. 
 
 UNITED STATES LAND GRANT COLLEGES OF AGRICULTURE AND 
 THE MECHANIC ARTS— Concluded. 
 
 ANALYSIS OF CHAPTER. 
 
 Page. 
 
 A Group of New Institutions Created by the Laws of 1887 and 
 
 1890. 664-706 
 
 Brief summary of these new Laws—How the differing conditions in 
 the Territories, and new States, modify the new institutions— 
 Immediate benefit to these young communities of this direct aid 
 given by the General Government to their educational interests. 
 
 Arizona: The University of, Tucson, Arizona . 665 
 
 Law creating University passed in 1885—A tract of forty acres on high 
 ground near Tucson, secured for site—College opened October 1st, 
 
 1891—Resources derived from U. S. Grants and-Territorial appropria¬ 
 tions—Five departments, or Colleges, planned—Two, Agriculture, and 
 Mines, opened at first—College of Agriculture has two schools ; 
 
 “ Agriculture ” and “ Irrigation ”—College of Mines has three schools: 
 “Mines,” “Engineering,” “Mathematics”—Colleges of “Natural 
 Science” and of “ Letters” have been since opened; also a Prepara¬ 
 tory School and Schools of “Art” and of “Business ”—Fifteen 
 “Schools” already established in 1893—“Open to all qualified per¬ 
 sons of either sex ”—No tuition fees are charged except in schools 
 of “Art ” and of “ Business ”■—Drawing in all its branches a required 
 study—Total attendance for 1892-93, 38—Teaching force of 8 Pro¬ 
 fessors and 4 Instructors—Theodore Bryant Comstock, D. S., Pres¬ 
 ident. 
 
 Idaho : University of, Moscow, Idaho. 666 
 
 University established by Territorial Act, January, 1889 ; and confirmed 
 in State Constitution, November, 1889—Building Fund created by 
 tax levy—Building ready October, 1892—A liberal and comprehen¬ 
 sive organic law defines the purpose and duties of the State Univer¬ 
 sity—Ample authority given by this law to meet the educational 
 demands of the future as they may arise—Institution is co-educa- 
 tional—Site of buildings desirable—Five four year courses of Instruc¬ 
 tion organized—Summary of these courses—Drawing a required 
 study in all except the Classical—Preparatory course of three years 
 and sub Preparatory class—Details of Preparatory course—Attention 
 given to English Literature—Drawing required in this course— 
 Appeal to prospective students quoted—Details of Courses in Draw¬ 
 ing—College of Agriculture—Summary of courses and studies— 
 Household Science Course—Total number of students in 1892-’93, 
 
 134—College Faculty comprises 12 Professors and Instructors, 3 of 
 whom are women—Faculty of College of Agriculture 10. Franklin 
 B. Gault, M. s., President of University and College of Agriculture. 
 
 659 
 
660 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Paga 
 
 New Mexico: College of Agriculture and Mechanic Arts, Las 
 
 Cruces, Dona Ana County, New Mexico. 673 
 
 In view of the passage of the “ Hatch Act,” Las Cruces College was 
 incorporated and opened for students in September 1888—The Legis¬ 
 lature accepted in 1889 the conditions of the Hatch Act, and estab¬ 
 lished the Agricultural College incorporating it with this institution 
 and placed the Experiment Station in connection with it—The College 
 formally opened by the Territorial Authorities March 11th, 1890—A 
 tract of 250 acres, near the town, given to the College by citizens 
 and the new buildings erected—Income from the Morrill Bill, subse¬ 
 quently given to the college—Preparatory school opened and college 
 courses of four years each arranged—Spanish Language a prominent 
 study—Department of Mechanical Engineering opened in 1891—Five 
 courses of study offered for 1894—One in “Agriculture,” Three in 
 “Engineering,” and “A Ladies Course”—Five alternative courses 
 offered in Mechanical Engineering—A large building erected for class 
 rooms and public assembly hall—No dormitories or boarding houses— 
 
 “ Feed rooms and horse sheds ” provided for convenience of the pupils, 
 indicate the local methods of travel—Citizens pay an entrance fee of 
 three dollars a year; students not citizens of the U. S. pay tuition 
 fee of $50.00 a year—Total attendance for 1892-’93, 109—Teaching 
 Force 13 Professors and Instructors—Hiram Hadley, A. M., Presi¬ 
 dent. 
 
 Oklahoma : Agricultural and Mechanical College, Stillwater, Payne 
 
 County, Oklahoma. 676 
 
 The first Legislature of this new Territory accepted the conditions of 
 the Supplementary Morrill Law and, by act of December 22nd, 1890, 
 directed the establishment of this college—In March, 1893, Bonds 
 were authorized for its support and an annual tax of one-half mill on 
 a dollar ordered—The Experiment Station, also, was connected with 
 the College—Student Labor is required—Drawing is taught Sopho¬ 
 more and Junior years—Total attendance for 1893-’94, 132—Faculty 
 numbers 9 Professors and Instructors —R. J. Barker, C. E., President. 
 
 Utah: Agricultural College of, Logan, Utah. 677 
 
 College organized by Legislature March 8th, 1888—Designated to 
 receive the income accruing from the U. S. Land Grant Laws of 
 1862-1890 and the law of 1887 establishing Agricultural Experiment 
 Stations—Absolute freedom of College from political or sectarian 
 bias guaranteed by section 10 of the organic law—Certain studies 
 made requisite by the law—Liberally supported by Legislative appro¬ 
 priations in addition to income from U. S. Grants—A farm of 100 
 acres—Beauty of situation described—Main Building described— 
 Audience room will hold 1600 persons—Buildings, Library, and equip¬ 
 ment in each of the five departments of the college, ample for their 
 needs—Play ground of 3| acres near college—Five regular courses 
 and three special courses provided; also Post Graduate courses of 
 one year each in Mechanical and Irrigation Engineering—College 
 open to both sexes—Girls required to do military drill—Drawing an 
 important feature in all courses—Tuition free—Annual entrance fee 
 of five dollars—Board from $2.00 to 3.50 per week—Total attendance 
 for 1893-'94, 361; 134 were girls—Faculty numbers 19 Professors and 
 Instructors — Jeremiah W. Sanborn, B. s., President. 
 
 
CONTENTS OF CHAPTER XV. 
 
 661 
 
 . Page. 
 
 Washington : The Washington Agricultural College and School of 
 
 Science, Pullman, Whitman County, Washington. .. 080 
 
 Admirable situation of College—Legislature in 1889 created a commis¬ 
 sion to establish a State College—Legislature in 1891, accepted con¬ 
 ditions of the two later U. S. Land Grant Laws—Wise provision for 
 future growth of the College—Sources of Income—Munificent U. S. 
 land endowment—liberal Appropriation by Legislature in 1893— 
 
 Four Courses of Study—Mechanical Drawing, Wood work, and Forg¬ 
 ing are taught in Freshman Year—Regular courses of four years— 
 Preparatory course of two years—Special College courses without 
 degrees—Farm of 200 acres—College Campus of 30 acres in addition 
 —College Buildings—Total attendance for 1892-93, 235.—Eleven 
 Professors and Instructors—Enoch A. Bryan, M. A., President. 
 
 Wyoming : The University of, Laramie, Wyoming . 682 
 
 Authorized by Ninth Territorial Legislature in 1886—Object stated in 
 law—State tax of one eighth of a mill for its support—Opened Sept. 
 
 6th, 1887—Ex Governor John W. Hoyt, President for first three 
 years—Designated to receive income of U. S. Grants, by the First 
 State Legislature, January 1891—Faculty then increased from 7 to 15 
 members—Six Experiment Farms established in different places 
 in the State—University Campus contains twenty acres in the 
 eastern portion of Laramie City—Handsome Main Building of 
 Sandstone with necessary recitation rooms and with audience room 
 for 500 people—Farm of Agricultural College, two miles west of city 
 —Summary of Departments, Schools, and Courses of Study—Nor¬ 
 mal school—Agricultural college—School of Mechanics and Manual 
 Training—School of Irrigation Engineering—Drawing a required 
 study in all courses, except the classical—Tuition free to citizens— 
 
 Total attendance 1892-93,107—Professors and Instructors 14—A. A. 
 Johnson, A. M., D. D., President. 
 
 Industrial Education for Colored Students . 684-706 
 
 The New Institutions created in the Southern States by the provisions 
 of the U. S. Law of 1890.—These Schools and Colleges are organized 
 largely on the lines of the older institutions of Hampton, Alcorn, and 
 Claflin, already described in this volume at great length. 
 
 Alabama : State Colored Normal and Industrial School, Normal, 
 
 Alabama . 684 
 
 Organized in 1875 at Huntsville—In 1882, the teachers contributed half 
 their salaries to help secure a permanent home for the school—Aided 
 by “ Peabody” and “Slater” Funds,and by gifts from friends, the 
 effort was successful—In 1885, Legislature largely increased the 
 annual appropriation—In 1891, the share of the U. S Land Grant 
 income was given to this school—A farm of 182 acres twd miles from 
 town was secured and excellent buildings erected—Tuition is free— 
 
 All living expenses are supplied for seven dollars per month—Normal 
 course of three years—Preparatory course of two years—Drawing 
 in Normal course one term in each of the first two years—Normal 
 Department Faculty eleven—Summary of Industrial Organization— 
 
 Three Industrial Departments; “Mechanic Arts,” “Agriculture,” 
 
 “ Domestic Science”—Industrial Courses are very practical—Sum¬ 
 mary of Attendance—Total number of pupils in 1892-’93, 253—A 
 Total teaching force of 18 individual Instructors—W. H. Council, 
 Principal. 
 
662 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Page. 
 
 Arkansas, Branch Normal College of the Arkansas Industrial 
 
 University, Pine Bluff, Arkansas . 687 
 
 Established by law of 1873—Opened. 1875—Object to train teachers for 
 colored schools of the State—Fine new building opened in 1882— 
 Campus of 20 acres—State students, appointed from each county by 
 the County Court, entitled to free tuition for four years on payment 
 of entrance fee of five dollars—Board in private families costs from 
 $8 to $10.00 a month—Preparatory School Course of three years— 
 Drawing a required study for first two years—Department of Mechanic 
 Arts added to comply with the U. S. Law of 1890—Shops opened in 
 February, 1892—Equipment—Shops accommodate 60 pupils at once— 
 Summary of shop courses—Mechanic Arts course—Manual Train¬ 
 ing course—Total attendance 1891-’92, 233—A teaching force of four 
 Instructors—C. V. Kerr, Superintendent of Mechanic Arts. J. C. 
 Corbin, a. m., Principal of Branch College. 
 
 Delaware : State College for Colored Students, Dover . 689 
 
 Situated two miles north of Dover, on a i arm of one hundred acres— 
 
 Well equipped for teaching Industrial Arts—Five Courses of Study 
 of four years each—Tuition free to citizens; ten dollars a term to 
 others—Board two dollars a week—Total attendance for 1892-’93, 
 
 22—Number of Instructors 3—Wesley Webb, M. s., President. 
 
 Florida: State Normal and Industrial College for Colored Students, 
 
 Tallahasse, Florida ... 690 
 
 College Established by the Legislature in 1887—Located in Tallahasse 
 and given annual appropriation of $4,000—Opened with 15 pupils— 
 
 In 1891 was removed to a farm of 100 acres on the edge of the town— 
 Designated to receive the income from U. S. Grant of 1890—State 
 continues former appropriation annually—School site very attractive, 
 surroundings described—Physical and Chemical Laboratories well 
 equipped—Tuition free—College open to both sexes—Three Courses; 
 
 “ Literary,” “ Musical,” and “ Industrial”—Preparatory Course of five 
 years—Normal Course of two years—Musical Department—Thorough 
 course of training in instrumental and vocal music—“Industrial 
 Course” This comprises the Mechanical, Agricultural and Dairy 
 Departments—Carpenter shop equipped with benches and sets of 
 tools for 20 boys—Practical work on farm and in Dairy—Industrial 
 Training for girls—Total Attendance in 1892-’93, 75—Eight Professors 
 and Instructors comprise the teaching force—T. De S. Tucker, a. m., 
 President. 
 
 Georgia: State Industrial College, College, Georgia. 692 
 
 Established by the Legislature as part of the State University, in Novem¬ 
 ber 1890—Endowed by the General Government and supported by the 
 State of Georgia—The College owns 86 acres of land ; 50 acres in a farm, 
 and 36 in the College Campus—Four Courses of Study organized— 
 
 These are “Industrial,” “Sub-Normal,” “Normal,” “Collegiate.” 
 
 Pupils must be 14 years of age, pass the examination, and be of good 
 moral character in order to be admitted to this College.—Tuition free 
 to citizens—Each “Normal” student must learn some trade—Eight 
 different trades are taught in the Department of Mechanic Arts— 
 Students when competent are paid for extra work—This Course is 
 of three years—These trades are very practical, as is, also, the train¬ 
 ing in the Agricultural Department—Tire pupils are taught to work— 
 
 The Sub Normal course is one year, the Normal, three years; the 
 
CONTENTS OF CHAPTER XV. 
 
 663 
 
 Page. 
 
 College four years—Cost of board for the Academical year estimated 
 at $50.—Total attendance for 1892-'93, 65. There are 9 Professors 
 and Instructors—R. R. Wright, a. m., President. 
 
 Kentucky : State Normal School for Colored Persons, Frankfort, 
 
 Kentucky. . 694 
 
 Founded by Legislature for training of teachers for Colored schools— 
 Normal course of three years—Conditions of Entrance ; 16 years of 
 age, good moral character, good health, and to pass successful exami¬ 
 nation in the studies of the public schools—The school beautifully 
 placed on a hill overlooking the city—The buildings surrounded by 
 twenty five acres of land—Three Industrial Departments added to 
 comply with the U. S. Law of 1890, as this school was designated by 
 Legislature to receive the State quota for colored pupils—Industrial 
 Courses ar3 of three years each—Industrial training thoroughly prac¬ 
 tical—Summary of studies—Drawing required through the course in 
 Mechanics and Manual Training—There is a Business Course of two 
 years, to enter which the pupil must pass in public school studies— 
 
 —A “ Preparatory ” course of two years, is connected with the “ Nor¬ 
 mal ” course—Total Attendance for 1893-’94,114.—Faculty and Instruc¬ 
 tors, number 8—John H. Jackson, a. B., a. m., President. 
 
 Louisiana : Southern University, New Orleans, Louisiana. 
 
 Established by Law of April 10th, 1880—State Constitution of 1879 pro- 696 
 vided for an annual appropriation for such an institution—Scope 
 and Design—New building opened in 1887—Admirably situated in the 
 midst of ample grounds—Agricultural and Mechanical Departments 
 organized in 1890—-A farm of 100 acres secured—Mechanical Depart¬ 
 ment well equipped—Open to botli sexes on passing entrance exami¬ 
 nation—Seven Departments of Instruction—Drawing a required 
 study during first year—Total Attendance for 1892-’93, 623—Of these 
 389 were girls—A teaching Force of 9 Professors and Instructors—H. 
 
 A. Hill, President. 
 
 Missouri: Lincoln Institute, Jefferson City, Missouri. 698 
 
 History as given in Twentieth Annual Catalogue—Founded in 1866 by 
 gifts from two Union Regiments of Colored Troops—The 62nd and 
 65th Regiments of U. S. Colored Infantry who gave over $6,000, to 
 establish “a school open to the colored people”—Adopted by the 
 State in 1879—Liberally supported by the State, and designated to 
 receive the pro rata share of income from U. S. Land Grants coming 
 to the colored citizens of the State—Normal Department free—An 
 incidental entrance fee of fifty cents, in elementary department: and 
 of one dollar, in the Preparatory and College Departments—Board 
 costs $8.50 per month—Total attendance in 1890-91, 208. Total 
 attendance in 1892-’93, 264.—A teaching force of 8 Professors and 
 Instructors—Inman E. Page, A. M., President. 
 
 North Carolina: Agricultural and Mechanical College for the 
 
 Colored Race, Greensboro, North Carolina... 700 
 
 Established by the Legislature under the U. S. Law of 1890—First 
 opened as an Annex of Shaw University, in Raleigh; till the buildings 
 could be erected in Greensboro—Only Mechanical Department 
 opened in Raleigh—This work thoroughly practical—A farm of ten 
 acres available in Greensboro—A college campus of four acres— 
 Attendance for 1892-’93 at the A & M Annex to Shaw University 
 102—A teaching force of seven Professors and Instructors—J. O. 
 Crosby, PH. D. , President. 
 
664 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Page. 
 
 Texas: Prairie View State Normal School, Hempstead, Texas. 701 
 
 Established April 19th, 1879, for training of teachers for colored schools— 
 Liberally sustained by State appropriations—Four Departments of 
 Instruction: “Industrial,” “Mechanical,” “Agricultural ” and “Ladies’ 
 Industrial”—Well equipped work shop—U. S. Experiment Station 
 attached to School—Farm of 100 acres under cultivation—Large 
 landed estate belonging to school—All expenses of “ State Students ” 
 met by school—Others pay $10 a month for board—Attendance for 
 1892-’93, 184;—62 were girls—Teaching Force, 19 Professors and 
 Instructors—L. C. Anderson, Principal. 
 
 West Virginia Colored Institute, State Agricultural, Mechanical, 
 
 and Normal College, Farm, Kanawha County, West Virginia. 702 
 
 Established by Legislature in 1891, under the U. S. Law of 1890— 
 Thirty acres of land bought and building erected—Formally opened, 
 
 April, 1892—Liberally supported by Legislative appropriations—Well 
 equipped with machine and blacksmith shops—Three Courses of 
 Instruction provided—“Agricultural,” “Mechanical,” and “Nor¬ 
 mal ”—Courses are each of three years—Preparatory Course of three 
 years—Drawing taught in all courses—Vocal Music taught in Pre¬ 
 paratory and Normal courses—Manual Training Course of four 
 years—Detailed Schedules of Manual Training Courses—Tuition free 
 except Matriculation fee of one dollar a term—Board $7.00 per 
 month—Attendance for year 1892-93, 40. Teaching force 7. J. 
 Edwin Campbell, ph. b. , Principal. 
 
 A Group of New Institutions. 
 
 Attention has already been called in these later chapters to the 
 influence in stimulating the growth and developing the activities of 
 the long established colleges of Agriculture and the Mechanic Arts, 
 resulting from the subsequent passage by Congress of the two laws 
 relating to these institutions. 
 
 The first of these laws which was passed in 1887, and popularly 
 known as the “Hatch act,” from the name of the member who intro¬ 
 duced it,—Hon. Wm. H. Hatch, of Missouri, chairman House Com¬ 
 mittee on Agriculture,—established the Agricultural Experiment 
 Stations with the purpose of serving the interests of the Agricul¬ 
 tural Community; while the second, passed in 1890, and popularly 
 known as the supplementary Morrill act, directed an annual addi¬ 
 tional appropriation to increase the income accruing to the Land 
 Grant Colleges from the Land Grant Law of 1862. As these Agricul¬ 
 tural Experiment Stations thus created by the first of these laws and 
 endowed with an annual income of $15,000 each, have generally 
 been placed in close connection with the Agricultural Colleges, the 
 two institutions have been of mutual aid to each other; while the 
 additional income, accruing from the law of 1890, which begins at 
 $15,000 and increases by an annual increment of one thousand dol¬ 
 lars till it reaches the sum of $25,000 annually, and which is to be 
 devoted to the employment of additional teaching force and to 
 increasing the material equipment of the institution in the way of 
 
THE UNIVERSITY OF ARIZONA. 
 
 665 
 
 machinery, tools, hooks, collections, etc., could hardly fail of impor¬ 
 tant results. 
 
 It remains briefly to note the farther influence of these recent laws 
 in calling into existence new institutions in the Territories and new 
 States of the Union. As these later colleges have for the most part 
 been established, and opened, or taken their present form, within 
 the past three years; and as they are closely modelled after the older 
 colleges which have been here described, there will be little attempt 
 to do more than to record their names and locations, noting briefly any 
 striking individual peculiarities arising from their surroundings; 
 for it is of interest to see how, in some degree at least, institutions, 
 as well as individuals, take shape and color from their immediate 
 environment. The exigencies of the new settlements, the scattered 
 population, the different languages spoken by the inhabitants, the 
 character of the country, whether plain or mountain, well watered 
 or arid, agricultural or mining; conditions, some of which are found 
 in each of the countries where are situated these new colleges, fur¬ 
 nish striking illustrations of such adaptation. It is in these new 
 settlements that the beneficent wisdom of this National legislation 
 in favor of education, is most readily recognized. Carefully guarded 
 so as to stimulate local effort, rather than to substitute outside aid 
 for self help, it enables the young community to secure at once edu¬ 
 cational facilities and opportunities which otherwise must have been 
 deferred for a generation. 
 
 The University of Arizona, Tucson, Arizona.* 
 
 The law creating the University was passed by the Territorial 
 Legislature in 1885. The control of the University, is given to a 
 Board of Four Regents to be appointed by the Governor. The 
 Secretary of the Territory and the Superintendent of Education 
 are, also, “ex officio,” members of the Board. The Regents accepted 
 for the site of the buildings the gift of a tract of forty acres of 
 land on high ground commanding an attractive mountain view, 
 and distant about one mile from the business centre of Tucson. 
 The first building, the “School of Mines” building, begun in 1887, 
 was not, however, completed till 1891. The college was first opened 
 for students October 1st, 1891. 
 
 The resources of the institution are derived from an annual tax of 
 about $4,500.00, to pay the interest on Territorial Bonds pledged to 
 the uses of the University, and from the National appropriation 
 under the law of 1890. Besides these two sources of revenue, the 
 conditions of the law establishing Agricultural Stations were also 
 
 *The University of Arizona. “Each man must be a unit—must yield the pecul¬ 
 iar fruit which he was created to bear.” Holmes.—“Come with us and we will 
 do you good.” Second Annual Register 1892-8, with announcements for 1893-4. 
 Tucson, Arizona, June 1893. Pp. 104. 
 
666 EDUCATION - IN THE INDUSTRIAL AND FINE ARTS. 
 
 complied witli in 1889-1)0, “and at the same time the College of 
 Agriculture was established, the Director of the Experiment Station 
 being made Professor of Agriculture in the University.” 
 
 The organization of the University contemplates Five Depart¬ 
 ments or Colleges. Two of these, “Agriculture,” and “Mines,” were 
 opened at first. The college of Agriculture has two schools; “Agri¬ 
 culture,” and “Irrigation.” The College of Mines has three schools; 
 “Mines,” “Engineering,” “Mathematics.” 
 
 The powerful influence of local needs in shaping the development 
 of the institution is shown by the importance given to the study of 
 “Irrigation,” and to the “College of Mines.” Students of mining 
 and metallurgy, are offered great facilities; and the Assay Laboratory „ 
 is fully equipped. 
 
 The Colleges of “Natural Science,” and of “Letters,” have been 
 since opened. There is, also, a Preparatory School, and “Schools of 
 Art;” namely of Music, Painting, and Elocution, as well as “ Schools 
 of Business.” In all, there are at present fifteen schools established. 
 
 The University is “open to all qualified persons of either sex.” 
 There is no charge for tuition in any of the Departments of the Uni¬ 
 versity except in the Schools of Art and Business, where instructors 
 fees are exacted. Tire necessary cost to students is estimated at from 
 $170 to $200 per annum ; exclusive of clothing. 
 
 The School of Industrial Drawing is in the College of Mines. All 
 engineering students are required to give nine or ten hours a week 
 to Industrial Drawing, during Freshman year ; the same is required 
 of Agricultural students for two terms of this year. Free Hand 
 Drawing is taught, both as a preparatory and a university study, and 
 is prescribed for most students without fee. Advanced work in 
 Design, and technical Free Hand Drawing, when sought by the 
 student, is subject to charges for instructor’s fees. In view of the 
 relative number of students to professors and instructors, and of the 
 variety of courses offered, the Arizona youth seem to have very 
 unusual educational opportunities. The list of students in attend¬ 
 ance for 1892-93, gives a total of 38, of whom 12 are girls. There 
 are 13 students in the Preparatory school; 3 special students ; 18 in 
 the Freshman class, and 4 in the Sophomore class of the University. 
 The Faculty number eight Professors. There are also four Instruct¬ 
 ors who are not members of the governing Faculty. Theodore 
 Bryant Comstock, D. s., Professor of Mining and Metallurgy, and 
 Dean of the School of Mines, is the President of the University. 
 
 The University of Idaho, Moscow, Idaho.* 
 
 The University was founded and located at Moscow, by the Terri¬ 
 torial Legislature, by act approved January 30th, 1889. This act was 
 confirmed in the Constitution of the new State adopted November, 
 1889. A building fund was created by a tax levy. It was not till 
 
 *Calendar of the University of Idaho for 1893-1894. Moscow, Idaho, 1893. Pp. 96. 
 
THE UNIVERSITY OF IDAHO. 667 
 
 October 3rd, 1892, that the building was ready for occupation. The 
 organic law defined the purpose of the University to be 
 
 To provide the means of acquiring a thorough knowledge of the various 
 branches of learning connected with scientific, industrial and professional pursuits, 
 and to this end it shall consist of the following colleges or departments, to wit: 
 
 First.—The college or department of Arts. „ 
 
 Second.—The college or department of Letters. 
 
 Third.—The professional or other colleges or departments as may from time to 
 time be added thereto or connected therewith. 
 
 The provisions in the law, for the creation of other departments as 
 need may arise, are so comprehensive and unrestricted as to include 
 all possible forms of scientific discoveries in their relation to indus¬ 
 trial arts ; nor are the interests of Literature, Language, or Philoso¬ 
 phy, in any way ignored. Provision is made for the equal develop¬ 
 ment of the two main divisions of the University. The ‘'depart¬ 
 ments” or “colleges,” already organized are those of “Arts ;” “ Let¬ 
 ters;” “Agriculture.” “The institution is co-educational,” 
 
 The City of Moscow, a town of’ five thousand inhabitants, is 
 described as 
 
 “One of the most beautiful in the famous Palouse country.” It is on the main 
 line of the Spokane and Palouse Railroad—Northern Pacific—and on a branch of 
 the Pendleton and Spokane railroad—Union Pacific. * * The altitude is about 
 
 2600 feet, the air is pure and invigorating, and the climate healthful. * * * 
 
 UNIVERSITY SITE. 
 
 The University is located upon one of the beautiful rolling hills that environ the 
 city of Moscow. The view from the University is one of varied and surprising 
 features and is easily one of the most inspiring in the northwest. To the north lie 
 the Moscow mountains, a range of beautifully wooded foothills that project from 
 the Cceur d’Alene range with Kamiac Butte to the northwest, a lone sentinel to 
 mark the boundary line between Idaho and Washington; far eastward are to be 
 seen the foothills of the Bitter Root range, while in the foreground the eye falls 
 upon the Paradise hills, with their scattered evergreens and patches of prairie. The 
 Campus comprises twenty acres. 
 
 The building is an imposing brick structure, commodious, and well adapted to 
 the purpose for which intended. 
 
 It is 180 feet long and the greatest width is 122 feet; including the basement it is 
 four stories in height. When completed there will be about forty-five bright, cheer¬ 
 ful rooms, each suitable for school purposes. 
 
 The interior finish is California red-wood, giving a l’ich and attractive effect. 
 
 It is by far the largest, the most substantial, and the most attractive building in 
 Idaho. 
 
 Five “Courses of Instruction,” have been organized; these are 
 “The Classical;” “Scientific;” “Mechanic Arts and Engineering;” 
 “Agricultural;” and “English;” Each of four years. There is also 
 a “Preparatory Course” of three years. Among the requisites for 
 admission to the Freshman class of the collegiate courses Free Hand 
 drawing is included. In the “Classical Course,” Drawing does not 
 appear. In the “Scientific Course” it is a required study for the 
 first two terms of Freshman vear. In the “ Engineering Course,” it 
 
668 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 appears in some form through all the four years. In the “Agricul¬ 
 tural,” it is required one term in the first two years, and the same in 
 the “English” course. Instruction in Architecture, is given during 
 Senior year in the course in “Engineering.” Drawing, both “Free 
 Hand ” and “Industrial,” is required of all students in the Institution. 
 When the main building is completed the basement will be available 
 for Mechanical Laboratories and Shops. 
 
 In this institution unusual attention seems to he given to the Pre¬ 
 paratory School, the full course of which is three years; and especial 
 emphasis is given to the importance and value of a thorough knowl¬ 
 edge of the language and literature of our mother tongue. There 
 is, also, a sub Preparatory Class. As these features of fitting ^schools 
 are largely due to the peculiar conditions and scattered population 
 of the Mountain State, the pages of the Register given to these Pre¬ 
 paratory Classes are quoted from at unusual length. It is very 
 interesting to note the attention given to the literature of our noble 
 English language in these primary departments, as is shown by the 
 list of authors required for admission to this school. It is surely a 
 worthy purpose to endeavor to give a love of the best reading when 
 teaching how to read. 
 
 PREPARATORY SCHOOL. 
 
 The Preparatory School is sustained expressly for preparing students for the col¬ 
 lege courses. While a high standard of excellence is maintained the preparatory 
 course is so arranged as to facilitate preparation for college. No instruction is 
 given in the elementary sciences, except in physical geography and physiology, as 
 the sciences are fully treated in the collegiate department. Accordingly students 
 devote their entire time in the preparatory course to those branches that lead 
 directly to the college courses. 
 
 The Preparatory School is under the immediate supervision of the President and 
 the Faculty. Many of the classes recite to the regular college professors. This 
 insures a high order of instruction and thoroughly harmonizes the methods of the 
 fitting school with those of the University proper. 
 
 No student teachers are employed, except in short-hand, typewriting and pen¬ 
 manship. 
 
 While the course, as stated above, is strictly college preparatory, it is, neverthe¬ 
 less, a thoroughly practical course, being divested of non-essentials, and invaluable 
 to those who do not contemplate entering upon the University courses. 
 
 ******* 
 
 DRAWING. 
 
 Special Requirements: Drawing is required throughout the course. Students 
 entering any year but the Sub-Preparatory will be required to make np the draw¬ 
 ing under the direction of the instructor in that branch. Students must write a 
 fair hand. No student will be admitted to an advanced class whose composition 
 work is defective and whose spelling and penmanship are poor, until such deficien¬ 
 cies are removed.' 
 
 REMARKS. 
 
 An experience of many years in school work convinces the writer that students 
 are invariably weak in English grammar, composition and literature. This may 
 be due to defective courses, or to unproductive methods of instruction. It may be 
 due to a lack of appreciation of the value of the study of our language as a means 
 of mental discipline, to a lack of its importance as an element of liberal culture. 
 
THE UNIVERSITY OF IDAHO. 
 
 669 
 
 An indifference to correct pronunciation and spelling, and to the grammatical use of 
 language is too prevalent even among well informed people. 
 
 The Preparatory Course of the University of Idaho is made particularly strong 
 in its attention to English. Aside from the disciplinary and culture value of a 
 critical study of English—too commonly underestimated—there are two reasons 
 why this branch of learning is magnified. First, to induce pride and accuracy in 
 the use of our language; second, so to qualify students that they will be able to 
 interpret the thought found in the rules, definitions and discussions in their subse¬ 
 quent studies. 
 
 With these values in view, grammar and literature are separate branches during 
 the first year preparatory. 
 
 In the second year, grammar and literature constitute the unit of study, while 
 literature and history constitute a unit of work in the senior preparatory. To those 
 not taking Latin a full and invigorating course in English will be offered. 
 
 Let it not be overlooked that English is a vii al element in the preparatory course 
 of this institution. 
 
 COURSE IN LITERATURE 
 
 Upon which students will be examined for admission to the several classes, Sept., 
 1894. 
 
 To enter First Year: Hawthorne’s Wonder Book, Tales of the White Hills; Kings¬ 
 ley’s Greek Heroes; Johonnot’s Historical and Natural History Series. 
 
 To enter Second Year: Hawthorne’s Biographical Stories; Scott’s Ivanhoe; Tales of 
 a Grandfather; Cooper’s Spy; Tom Brown at Rugby. 
 
 To enter Third Year: Scott’s Lady of the Lake; David Copperfield; Vicar of 
 Wakefield; Holland’s Bitter Sweet, Arthur Bonnicastle; Lincoln’s Gettysburgh 
 Speech. 
 
 To enter Freshman: Dickens’s Child’s History of England; Whittier’s Snow Bound; 
 Goldsmith’s Deserted Village; Shakespeare’s Julius Caesar. 
 
 SUB-PREPARATORY CLASS. 
 
 It lias been found necessary to form a class of lower grade than the first year pre¬ 
 paratory, which is known as the Sub-Preparatory. The formation of this class is 
 due to the large number of young people who live in sparsely settled districts where 
 school is maintained but a few weeks of each year. 
 
 A teacher of unusual skill and power is assigned to this class, devoting her entire 
 time and attention to students unable to enter at first upon the regular preparatory 
 work. To join this class the applicant should be 14 years of age, and show both 
 inclination and ability to do the work required. Parents at a distance are advised 
 not to send young sons and daughters expecting that the Faculty can assume a 
 guardianship over them out of school. 
 
 Every effort will be made to secure suitable boarding places, to take a kind and 
 friendly interest in the welfare of each, to advise each as to the proper use of time 
 and money, and in a general way to look after the moral welfare of each student 
 out of school. But no direct or immediate responsibility can be assumed, as the 
 institution has no dormitory. 
 
 TO YOUNG LADIES AND GENTLEMEN.—(PERSONAL.) 
 
 You must first make up your mind that your duty to yourself as an individual 
 and as a citizen of the commonwealth requires of you the best education it is pos¬ 
 sible for you to acquire. You must remember that tuition in the State University 
 is free. It matters not how poor your scholarship, or “ backward ” in your studies 
 as it is often expressed, the University is for you. If you fear you cannot pass the 
 entrance examination, there is still another way to enter the Preparatory School. 
 You may join the Sub-Preparatory class where every advantage will be given you 
 to get started in your studies and accustomed to school life. This class will be so 
 
670 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 conducted that the moment you are able to do stronger work that fact will be found 
 out and you will be advanced. It matters not how plainly you are clad, how poor 
 your scholarship, the University offers you its benefits. If you are determined to 
 learn, if you will make the effort and the sacrifice, a liberal education is possible. 
 
 In the pages given to the announcements of the Collegiate Depart¬ 
 ment of Civil Engineering, the several topics are briefly summarized. 
 The general statement is made that: 
 
 The regular course of instruction of the best schools of this kind is given, and 
 particular attention paid to those subjects which will especially engage the Engi¬ 
 neer in the development of this State, namely: Irrigation, Mining, and Road and 
 Railroad construction. 
 
 Drawing and Architecture, are included in this department. 
 
 DRAWING. 
 
 Work in the draughting room is required through nearly the whole course, and 
 includes the use of instruments, Lettering, Plotting of Profiles, Topography, Stere- 
 otomy and Bridge design. 
 
 ARCHITECTURE. 
 
 Students in architecture will find much of this course adapted to their needs. 
 Special instruction in architectural drawing will be given if called for. The history 
 of architecture is taught in the Senior year. 
 
 MECHANIC ARTS. 
 
 At present the course in Mechanic Arts is consolidated with the course in Civil 
 Engineering. This has been necessary as we have not as yet adequate shop room. . 
 Morever, our students have never had instruction in free hand drawing; so design¬ 
 ing, working drawings and draughting are wholly out of the question. 
 
 Meanwhile Free Hand and Industrial Drawing is required of all students in the 
 institution. The aim and character of this course are fully explained elsewhere. 
 
 As soon as the main building is completed a suite of rooms in the basement wifi 
 be available for mechanical laboratory and shops. 
 
 It is the intention to give a complete collegiate course in the Mechanic Arts, em¬ 
 bracing electrical engineering, mechanical engineering, architectural engineering 
 and such other instruction as pertains to the “ industries of life.” 
 
 In its more elementary forms, available to the students of the Preparatory School, 
 the course includes what is popularly known as Manual Training. 
 
 As the English course in the Preparatory School has been referred to, the outline 
 of the collegiate course in English is of interest. 
 
 THE ENGLISH COURSE. 
 
 The collegiate course in English can not be outlined in this catalogue. Few 
 schools in Idaho teach Latin, consequently many students will seek admission to 
 the University who are deficient in this branch. It is presumed that many students 
 will not care to be delayed in their cellegiate course by making up this deficiency. 
 Furthermore there is good reason to believe that a course in English language and 
 literature may produce highly disciplinary and practical results. 
 
 English in its various forms will be taught for its culture value, for its relations 
 to the world’s vital thought—in its best forms of expression—and to cultivate liter¬ 
 ary taste. 
 
 In connection with the English course it is planned to give a course in Political 
 Science, Sociology and Finance, thereby qualifying the student for the great civic, 
 economic and financial questions that to day demand of the citizen a trained mind. 
 
THE UNIVERSITY OF IDAHO. 671 
 
 correct moral bias, and the support of well formed foundation principles for orderly 
 and safe consideration. 
 
 The entire course will be especially valuable to those preparing to teach, to engage 
 in business or in public life. This course is now being considered and will be 
 announced in the next catalogue. 
 
 Under the head of Drawing, a detailed programme of the course 
 in the Preparatory and Collegiate departments, follows the statement 
 here quoted. 
 
 DRAWING. 
 
 [Miss Bowman.] 
 
 A course of Free Hand and Industrial Drawing is open to all. Aside from its 
 value as a means of culture it leads to habits of close observation and is a very 
 important adjunct to the other courses, notably the biological, engineering, and 
 industrial courses. For this reason the course is required in the Preparatory depart¬ 
 ment. College students not taking Mechanical Drawing are required to take Free 
 Hand the same number of hours. 
 
 The Course consists of :— 
 
 (1) Drawing from objects and casts in pencil, charcoal and crayon; also pen and 
 ink drawings. 
 
 (2) Technical Perspective. 
 
 (3) Painting from still life, flowers, and fruits, in water colors and in oil. 
 
 (4) Modeling in clay from cast, photograph and nature. 
 
 A sketch class will be open to the students qualified to work in it, one afternoon 
 each week in the spring and fall. In the winter sketches are made in the studio 
 from casts, still life, or from life. 
 
 In all courses the work is made of direct benefit to the students in other lines 
 and at the same time it aims to develop in them a love for and an appreciation of 
 the beautiful. 
 
 The school owns a set of geometric solids and a small collection of casts, mainly 
 of historic ornaments, which will be increased as needed. It is also hoped to secure 
 a collection of foreign and American photographs. 
 
 As the “Experiment Station” law, and the additional appropria¬ 
 tion to Colleges of Agriculture and the Mechanic Arts, made possible 
 the establishment of this institution; these two departments of the 
 University are of especial interest. The following statements about 
 the College of Agriculture, show the important place it occupies. 
 
 COLLEGE OF AGRICULTURE—THE PURPOSE. 
 
 The College of Agriculture as a constituent college of the University has for its 
 specific object the preparation of the young men of Idaho for successful farming, 
 stock raising, fruit growing, dairying, and allied occupations. While this technical 
 and practical knowledge is being imparted a broad course of training is given that 
 fits the student for any station in life to which he may be called. 
 
 Accordingly the course in Agriculture is made equal in weight and dignity to 
 the other courses, and leads to a degree of its own, that of Bachelor of Agricultural 
 (B. Agr.). As the sciences and the mathematics lie at the basis of this course the 
 student is offered the pure sciences of the scientific course and the pure mathe¬ 
 matics of the mathematical course. 
 
 In the domain of the applied sciences and applied mathematics this course will 
 beseen to be peculiarly strong and practical. In the latter branch, for instance, 
 the student is qualified for farm, road, and irrigation surveying, for highway con¬ 
 struction, platting, and the like. 
 
672 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 While the collegiate course requires four years for completion, it is not intended 
 to withhold this valuable instruction from those who are unable to take the full 
 course. 
 
 It is the intention (1) to establish elementary courses in agriculture and allied sub¬ 
 jects; (2) to offer winter courses of lectures to farmers and others in the University 
 building; (3) to assist in organizing and maintaining farmers’ institutes; (4) to aid 
 horticultural, stock breeding and other societies; in other words to extend the bene¬ 
 fits of the University, along these lines, to the various communities of the State, to 
 carry the College of Agriculture and its benefits as far as possible to those unable 
 to come to the University. 
 
 IRRIGATION. 
 
 No subject is more important to the development of this commonwealth than a 
 thorough understanding of the possibilities of the arid lands of the State. The entire 
 subject of irrigation, whether viewed as a problem in civil engineering or as a prob¬ 
 lem in chemistry or as a problem in agricultui'al or horticultural experimentation, 
 will be thoroughly treated, both theoretically and practically. 
 
 ADVANTAGES. 
 
 The students of Agriculture enjoy every advantage afforded by the University. 
 
 The Preparatory Department prepares for the course in Agriculture. The 
 library of the University, the department libraries, the laboratories, the equipment 
 of the civil engineering department, all are directly available to the students taking 
 this course. Technical or professional instruction is given by the professor of agri¬ 
 culture and by the other professors of the University whenever the course of agri¬ 
 culture requires their services. 
 
 LABORATORY. 
 
 The laboratory of the University has been supplied with apparatus and reagents 
 with special reference to the needs of the Experiment Stations. 
 
 The professor in charge, who is also chemist for the stations, is now prepared to 
 analyze soils, waters, fertilizers, fuels, etc., and to instruct advanced students in 
 the same. 
 
 LIBRARY. 
 
 The technical library of the College of Agriculture now contains the leading 
 authorities of this and foreign countries upon the various subjects pertaining to 
 scientific and practical agriculture. 
 
 The department of womans work on the Farm, as a part of the 
 Experiment Station work, is a new departure—Like departments of 
 household economy and work, have for some years, been organized 
 in various colleges; an additional step is, however, taken here. 
 
 HOUSEHOLD SCIENCE. 
 
 I. Instruction will be given in all branches of domestic economy. This will 
 include practical exercises in cooking, baking, preparation of jellies, preserves, 
 condiments, etc.; construction of properly balanced rations, calculation of cost of 
 food, preparation of menus, etc.; designing, cutting, fitting and making of gar¬ 
 ments; testing of cloth, threads, etc; fine needle work, embroidery, stamping, 
 painting, and millinery; application of art, floriculture, etc., to home decoration; 
 in fact every thing pertaining to the successful management of the household. 
 
NEW MEXICO COLLEGE OF AGRICULTURE. 
 
 673 
 
 II. The professor of Household Science will act as domestic economist to the 
 Experiment Station. This is a new departure in Station work; the object is to 
 improve the quality and to reduce the cost of food; to devise labor-saving appli¬ 
 ances for the household and to study methods of beautifying our homes. 
 
 Seven hundred and twenty thousand dollars are annually spent in the United 
 States for experiment station work. This amount is used for investigating subjects 
 pertaining to agriculture proper. How much of this sum is devoted to the aid of the 
 housewife? Is not the work of the household as important and as valuable as the 
 other and usual lines of experimentation ? 
 
 The field is new and offers many problems for solution. The work will consist 
 of original investigations in cooking, baking, preservation of meats and fruits, pre¬ 
 paring jellies, condiments, etc., testing of new fruits; examination of food prod¬ 
 ucts for adulterants; testing of household machinery; testing recipes, etc. The 
 results of these investigations will be published as soon as completed in the bul¬ 
 letins of this Station. 
 
 THE EXPERIMENT STATION. 
 
 An important feature in the equipment of the Agricultural College is the experi¬ 
 ment Station. 
 
 This department consists of a central office and three experimental farms. These 
 farms have been selected on account of their peculiar situation in regard to altitude, 
 rainfall, etc., and serve very well to illustrate the various phases and conditions of 
 Idaho Agriculture. The work of the Station consists of original investigations of 
 the problems bearing upon agriculture and the practical application of the facts 
 discovered. 
 
 * ****** 
 
 ADDITIONAL EQUIPMENT. 
 
 The announcement is made that since beginning the publication of this pamphlet 
 extensive and carefully selected additions to the equipment of the University have 
 been made. The departments of Engineering, Chemistry, Biology, Mechanical 
 Drawing, and Meteorology have thus been materially augmented in efficiency. The 
 working libraries of the various departments have also been extended by purchase 
 of the latest authorities. 
 
 Total attendance of students for the year 1892-93, is given as 134. 
 Of these, 14 are in the Colleges—9 Freshmen, 4 Sophomores and 1 
 Junior. The College Faculty, comprises 12 Professors and Instruct¬ 
 ors. Of these, three are ladies. The Faculty of the College of 
 Agriculture, numbers 10. Franklin B. Gault, M. s., President of 
 University and College of Agriculture. 
 
 New Mexico College of Agriculture and Mechanic Arts, 
 Las Cruces, Dona Ana County, New Mexico. 
 
 In 1888, in view of the passage of “The Hatch Act,” establishing 
 U. S. Agricultural Experiment Stations in the several States and 
 Territories of the Union, some friends of Education in Las Cruces, 
 procured the incorporation of an institution of learning under the 
 name of Las Cruces College, secured a building and teachers, and 
 opened for students in September, 1888. The Territorial Legisla- 
 ART—VOL 4-43 
 
674 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ture, the next year, established the Agricultural College at Las 
 Cruces, and connected with it the Government Experiment Station; 
 the conditions of the law establishing which, were, at the same time, 
 accepted. This Agricultural College, opened January 21st, 1890, 
 with an attendance of thirty five students. The formal official open¬ 
 ing ceremonies took place March 11th, with much enthusiasm; and 
 were attended by the Governor, Territorial Officials, and leading cit¬ 
 izens. The occasion of the opening of such an Institution devoted to 
 higher education, was recognized as an important event. The citi¬ 
 zens of the Mesilla Valley had given a valuable tract of land con¬ 
 taining two hundred and fifty acres, for the uses of the College. 
 This tract is situated about two miles south of Las Cruces, and the 
 new building of the college is erected there. The college was first 
 opened in a rented building in the town. 
 
 The first annual report by the Regents, to Governor Bradford R. 
 Prince, for the year ending December 31st, 1890;* recites the fact of 
 their organization in November, 1889, and of their success in secur¬ 
 ing the placing of the Experiment Station in connection with the col¬ 
 lege; they express the hope that the income of the supplementary 
 Morrill Act, of 1890, will, also, be given to the college. 
 
 That this expectation was realized appears from the pamphlet 
 containing the first and second annual reports made by President 
 Hadley, in accordance with the United States law, to the Secretary 
 of the Interior and to the Secretary of Agriculture, f 
 
 The President, recites the facts as to the origin of the college and 
 of his being called to its head. As soon as it was reasonably certain 
 that the further Government aid, given by the Morrill Bill of 1890, 
 would be secured for this institution; the organization of the future 
 College was, as fully as possible, provided for. The President of the 
 Territorial Agricultural College had already been appointed Director 
 of the U. S. Experiment Station. 
 
 A Preparatory School was established, and a four years College 
 Course arranged. It was also determined to establish for the coming 
 year, a department of Mechanical Engineering, and a fuller course 
 in the Spanish Language. Concerning this study, President Hadley 
 says: 
 
 In this region a practical knowledge of the Spanish language is absolutely 
 necessary to the successful “ application ” of Sciences in the “ industries of life.” 
 Indeed, I doubt whether there is any other one branch of learning that has within 
 
 * First Annual Report of the Regents of the Agricultural College of New Mexico. 
 1890. Santa Fe, N. M.: New Mexico Printing Company. 1891. Pp. 7. 
 
 fNew Mexico College of Agriculture and the Mechanic Arts. “ Morrill Fund.” 
 First and Second Annual Reports of the President of the College and the Treasurer, 
 as Required by the Act of Congress of August 30th, 1890, in aid of Colleges of 
 Agriculture and the Mechanic Arts. Las Cruces, N. M.: The Rio Grande Repub¬ 
 lican. 1892. Pp. 24. 
 
NEW. MEXICO COLLEGE OF AGRICULTURE. 
 
 675 
 
 it so large possibilities of usefulness as a practical knowledge of Spanish lias. In 
 the region contributary to the College it is a necessity. 
 
 In the Second Annual Report for 1891-1892, the opening of the 
 new Department of Mechanical Engineering is announced. The 
 equipment of this new department, consists of five wood turning 
 lathes, an engine of eight horse power, six cabinet maker’s work 
 benches, and twelve sets of carpenters tools. 
 
 The following extract from the Report, gives a graphic picture of 
 the local surroundings, and of the obstacles to be overcome by those 
 seeking an education. This, in connection with the need for a 
 familiar knowledge of Spanish, referred to in the previous Report, 
 illustrates how these institutions, situated in different, widely-sepa¬ 
 rated localities, are, of necessity, modified in their development by 
 their environment; while the fact that the existence of this particu¬ 
 lar institution is wholly due to the stimulus, and material aid afforded 
 by National Legislation, has already been fully set forth. 
 
 The President says: 
 
 The advantages offered by the College are good and are highly appreciated by 
 the people of New Mexico. In a sparsely settled Territory every isolated ranch or 
 mining camp contains one young man or young woman, or more than one, who 
 desires to attend such a school. In many cases whole families move by team from 
 T>ne hundred to two hundred miles and undergo many privations in order to enjoy 
 these privileges. 
 
 The latest catalogue at hand, that for 1892-’93,* gives proof of a 
 healthy growth and development of the College. 
 
 The following “ Courses” are now offered : 
 
 COURSES OF STUDY. 
 
 (1) A course in Agriculture. 
 
 (3) A course in Mechanical Engineering. 
 
 (3) A course in Civil Engineering. 
 
 (4) A Ladies’ course. 
 
 (5) An Elective Engineering course. 
 
 During the coming year, the above courses will be taught. In the Freshman 
 year, the General course is the same for all male students. This becomes in the 
 Sophomore year the Agricultural and the Engineering. The latter in the last two 
 years becomes the Mechanical and the Civil Engineering courses. 
 
 In the Department of Mechanical Engineering, five alternative 
 courses are offered. One of these is a special one;—a cotirse of one 
 or two years, in the draughting room and the shops, for students 
 wishing only to acquire practical mechanical skill. Facilities are 
 offered for instruction in Manual Training, in all branches of wood 
 and iron work; also, in the theory and practice of higher Mechanical 
 Engineering. Drawing, is begun in Sophomore year. Only Mechan¬ 
 ical Drawing is taught; with, one term of Architectural Drawing in 
 Senior Year. 
 
 * New Mexico College of Agriculture and Mechanic Arts. Location : Las Cruces, 
 Dona Ana Co., New Mexico. Catalogue for 1892-’93. And announcement for 
 1893-’94. Las Cruces, N. M. Rio Grande Republican. 1893. Pp. 47. 
 
676 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 There is a single large, well constructed two story main building 
 of brick with stone trimmings. 
 
 This, contains thirteen large rooms for recitations and a commodi¬ 
 ous public hall. There are as yet no dormitories, or boarding houses, 
 connected with the College. There are several out buildings on the 
 grounds; a ware-house for machinery, etc., a pump house with 
 machinery for irrigation from the six wells; and “feed rooms, and 
 horse sheds.” “ These are used to accomodate the horses of those 
 students who ride to the college.” A charge of 25 cents a term, is 
 made “for the use of a horse stall.” Citizens of the Territory, pay 
 simply an “entrance fee each year of three dollars.” “ Students, not 
 citizens of the United States,” pay a tuition fee of Fifty Dollars. 
 The College does not provide board or rooms. The cost for room 
 and board, ranges from sixteen to twenty five dollars a month. 
 Students are allowed to perform labor and to receive pay for such 
 work as is needed in connection with the college. The college cam¬ 
 pus and the experiment farm are cultured by irrigation. 
 
 The total number of students in attendance for the year 1892-’93, 
 is given as 109. Of these 37 are in the college, 11 of these are girls. 
 The Board of Regents consists of five members appointed by the 
 Governor; with the Governor and the Superintendent of Public 
 Instruction members ex officio. The “faculty and other officers,” 
 number 13; Hiram Hadley, A. M., President. 
 
 Oklahoma Agricultural and Mechanical College, Still¬ 
 water, Payne County, Oklahoma. 
 
 The first Legislature of the New Territory accepted the provisions 
 of the U. S. law of 1890, supplementary to the U. S. Land Grant Law 
 of 1862; and, by act of December 22nd, 1890, directed the establish¬ 
 ment of an Agricultural and Mechanical College in Payne County. A 
 subsequent law, passsed in March, 1893, entered into various details 
 respecting the government and organization of the College, the pro¬ 
 visions for its support, the issue of Territorial bonds for it, and the 
 levying of an annual tax of one-half mill on a dollar, for its benefit. 
 Section 25 of this law, provides that “Citizens of Oklahoma between 
 the ages of 14 and 30 years, who shall pass a satisfactory examina¬ 
 tion in reading, arithmetic, geography, English grammar, and U. S. 
 history; and who are known to possess a good moral character, may 
 be admitted to all the privileges of the institution.” Persons not cit¬ 
 izens of the Territory, will be charged a matriculation fee of twenty 
 dollars; in other respects they enjoy all the rights and privileges of 
 students who are citizens. The provisions of the U. S. law estab¬ 
 lishing Agricultural Experiment Stations were also accepted, and 
 the Station was opened in connection with the College. 
 
OKLAHOMA COLLEGE OF AGRICULTURE. 
 
 677 
 
 Stillwater, where the college is situated, is in the center of a fertile 
 well watered valley. A farm of 120 acres, is devoted to the Depart¬ 
 ment of Agriculture; while the Department of Horticulture has 
 ample grounds. 
 
 The following statements are made in the Catalogue. * 
 
 PREFATORY. 
 
 The object of the Agricultural and Mechanical College is not to afford a Universal 
 education, but a thorough teaching or training in the literature, arts, and sciences, 
 supplemented by experimental labor, necessary to a first-class education in the 
 various fields of business, and manual pursuits. * * *. Conforming to a well 
 established custom, we have allotted four years, exclusive of the Preparatory 
 Department, for the entire course. * *. 
 
 STUDENT LABOR. 
 
 The College will afford to its students the benefits of daily manual labor, most of 
 which will be paid for, thus lessening their expenses. * * It is believed that two 
 hours labor per day on the farm or in the garden, besides serving to render the 
 student familiar with the use of implements and the principles of agriculture, is 
 sufficient, also, to preserve habits of manual labor, and to foster a taste for agri¬ 
 cultural pursuits. Every student in the agricultural course, not exempt on account 
 of physical disability, is therefore required to labor two hours each week day, 
 except Saturday, in those seasons of the year when labor can be furnished. At 
 other seasons, an equal amount of time is required in laboratory or shop work, 
 which being instructive is not paid for. * * *. 
 
 MECHANIC ARTS. 
 
 All students in the course of Mechanic Arts will be required to labor four hours 
 per week in the shops. This work being instructive will not be paid for. 
 
 DRAWING. 
 
 In the college course, Drawing is taught through two terms in both 
 the Sophomore and Junior years. 
 
 The Catalogue for 1893-4, shows an attendance of 132 students. 66 
 of these are in the Preparatory, 41 in the Freshman, and 25 in the 
 Sophomore, classes. The Faculty numbers nine Professors and 
 Instructors. R. J. Barker, c. E., President. 
 
 Agricultural College of Utah, Logan, Utah. 
 
 The act organizing this college was passed by the Legislature of 
 the Territory March 8th, 1888, accepting the provisions of theU. S. 
 Land Grant Law, known as the Morrill Law, of 1862. The U. S. law 
 passed March 2nd, 1887, provided for the establishment of Experi¬ 
 ment Stations; the law known as the Supplementary Morrill Law, 
 was passed in August, 1890. In accepting the conditions of these two 
 later laws the Territory was pledged to their execution in good faith. 
 
 * Annual Catalogue and Prospectus of the Oklahoma Agricultural and Mechanical 
 College. Session of 1893-4. P. O. address, Stillwater, O. T. Telegraph and Express, 
 Wharton, I. T. Guthrie, Ok. State Capital Pr’nt’g Co., 1893, Pp. 48. 
 
678 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS, 
 
 Tlie objects of the colleges, and of the Experiment Stations, being 
 sufficiently set forth in the U. S. laws authorizing them, the Terri¬ 
 torial Law defines these objects by quoting the language of the U. 
 S. Laws concerning them. The influence of local conditions may 
 perhaps be seen in section 10, of the Territorial Law, which provides 
 as follows: 
 
 Sec. 10. In the appointment of professors, instructors and other officers and 
 assistants of said college, and in prescribing the studies and exercises thereof, no 
 partiality or preference shall be shown by the trustees to one sect or religious 
 denomination over another, nor shall anything sectarian be taught therein; and 
 persons engaged in conducting, governing, managing or controlling said college, 
 and its students and exercises in all its parts, shall faithfully and impartially carry 
 out the provisions of this act for the common good, irrespective of sects or parties, 
 political or religious. 
 
 Instruction in the English Language and Literature and the mod¬ 
 ern sciences; in veterinary art, household economy, and “especially 
 the application of science and of the mechanical arts to practical 
 agriculture in the field,” are required in the “course of instruction” 
 laid down in the law. 
 
 The present resources of the Institution are derived from the two 
 grants given by the acts of Congress, viz: to establish the Experi¬ 
 ment Stations, and to supplement the gifts of the law of 1862, by the 
 annual grant. The first, gives $15,000 a year, to the station; and 
 the second, beginning at $15,000 a year, increases by $1,000 each 
 year till it amounts to $25,000 annually; at which sum it is to con¬ 
 tinue indefinitely. 
 
 The Territorial act of organization gave ’$25,000 for buildings. The last General 
 Assembly gave $48,000 and the present General Assembly gave $108,000 to the col¬ 
 lege. The total revenue available for the biennial period ending Dec., 1893 is 
 $108,000. 
 
 When Utah is admitted as a State, the college will receive its 
 quota of the U. S. Land Grant under the law of 1862. 
 
 LOCATION OF THE COLLEGE. 
 
 Cache County and Logan gave a farm of 100 acres, and thereby secured the loca¬ 
 tion of the college at Logan. Logan is the capital city of Cache County, and, in a 
 commercial sense of Cache Valley. It is surpassed in wealth and population by 
 only three cities in Utah, and in the beauty of its location by none. Cache Valley 
 is some sixty miles in length, twelve miles in width, and is completely surrounded 
 by the Wasatch range of mountains. From the upper bench of the old lake forma¬ 
 tion, upon which the college and farm are located, can be seen, in the clear air of 
 this inter-mountain region, the full expanse of the rich valley, while the uniquely 
 corrugated mountain sides encircling the valley are seen in all their wealth of varied 
 beauty. The beauty of this location is probably unsurpassed by that of any other 
 college in the country. Logan has the characteristics of a beautiful college town. 
 Its rural population is. in morals, second to no town in the Territory, and its size 
 equals the demand upon it for boarding facilities. Board can be procured at lower 
 rates than in large cities. 
 
AGRICULTURAL COLLEGE OF UTAH. 
 
 679 
 
 The latest catalogue at hand* is illustrated with views of the 
 buildings. The frontispiece gives a front view of the main college 
 building, a very large and imposing looking building; 342 feet in 
 length, and 190 feet deep, in centre. The centre is a five storeyed 
 structure with a very high centi*al tower—the too wings are four 
 stories in height with end towers. The roofs are high and steep. 
 The catalogue describes it as “one of the largest college structures 
 in the country.” It contains class rooms, work rooms, a Laboratory 
 a Museum, Library, Gymnasium, and Military drill hall; “each 
 some 80 feet square.” There is besides, “an Audience room, or 
 Chapel,” which will hold 1600 persons. There are, also, three large 
 halls for Literary Societies. There is a boarding house connected 
 with the College whch contains thirty three rooms. The other 
 buildings comprise a model barn, a model farm house and dairy, 
 three cottages for laborers, and a house for the superintendent of 
 the farm.—There is a Library of some 3000 carefully selected books, 
 which also receives the current periodicals. Collections for a 
 Museum, have been begun. In each of the five departments a col¬ 
 lection of apparatus and materials for illustration has been pro¬ 
 cured; some $35,000 having been thus expended. 
 
 Eighty live acres of laud are used for instructions in the art and science of 
 agriculture and horticulture. Three and one half acres of ground, located close to 
 the college building, are set aside for the sole use of students for athletic sports. 
 
 COURSES OP STUDY 
 
 The college work includes five distinctive lines of instruction ; four special courses, 
 and a Preparatory Department. 
 
 1. Course in Agriculture 
 
 2 . Course in Domestic Arts 
 
 3. Course in Mechanical Engineering 
 
 4. Course in Civil Engineering 
 
 5. Business Course. 
 
 The special courses are as follows : 
 
 1. Three Years’ Course in Agriculture 
 
 2. Irrigation Engineering 
 
 3. Two Years Course in Domestic Arts 
 
 In addition to these special courses there have been organized two courses of 
 winter lectures, covering ten weeks each, namely: A course of lectures for the Agri¬ 
 cultural Department and a course of lectures for the Domestic Arts Department. 
 
 The Courses in Mechanical and Irrigation Engineering will be Post Graduate 
 Courses of one year each. 
 
 The mineral resources of the Territory, and the need in many 
 places of irrigation, are sufficient to call for special attention to train¬ 
 ing in civil and mining engineering and to the engineering problems 
 affecting irrigation ; and these indicate the probable influence of 
 local needs upon the subjects selected for special attention. There 
 
 * Annual Catalogue of the Agricultural College of Utah, Logan, Utah. 1893-4. 
 
 Ill. Pp. 73. 
 
680 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 is, however, another peculiar feature of this College, which may, 
 perhaps, be credited to environment. Like many others of its sister 
 Colleges, its facilities are as freely offered to the daughters as to the 
 sons of the State ; but this College is peculiar in that the military 
 drill, which is a part of the curriculum in the Land Grant colleges, 
 is required of the girls, as well as of the boys; and light muskets are 
 provided for the female soldiery. 
 
 In most of the courses, Drawing is taught through each term of 
 Freshmen year. In the courses in “Agriculture,” and in “Domes¬ 
 tic Arts,” Free hand only is taught.—In the Mechanical and Engi¬ 
 neering courses Free hand is taught for one term and Mechanical 
 for two. In Domestic Arts; Sewing, Dressmaking, Laundry Work, 
 and Cooking, the latter both as an “art” and as a “science,” are 
 taught through the course. Drawing, is one of several “elective 
 studies,” which may be taken each term of Senior year. In the 
 Mechanical Engineering Course; Shop Work goes through all the 
 four years, with Drawing in some form. 
 
 Drawing is taught, also, in the shorter courses of Agriculture, 
 Domestic Arts, and Engineering. Tuition is free. There is an 
 annual entrance fee of five dollars. Board can be had from $2 to 
 $3.50 per week. 
 
 The total number of students attending for the year 1893-4, is 
 given as 361; of whom 134, were girls. There is nothing in the cata¬ 
 logue to show whether the students were in the Preparatory or Colle¬ 
 giate Departments, nor in what classes they were. 
 
 The Faculty numbers 19 Professors and Instructors. Jeremiah 
 W. Sanborn, B. s. President 
 
 The Washington Agricultural College and School of 
 Science, Pullman, Whitman County, Washington. 
 
 This College is beautifully situated on an elevation directly east of and overlook¬ 
 ing the young, flourishing town of Pullman, in Whitman County. Its location in 
 the midst of the famous Palouse Valley gives it unusual advantages for agricultural 
 and other experimental purposes. Pullman is supplied with numerous artesian 
 wells of pure water, is healthfully located and has an intellectual and enterprising 
 population of fifteen hundred people. It is also readily accessible from different 
 parts of the State by both the Union and Northern Pacific Railroads. * * * 
 The Washington Agricultural College and School of Science was established by the 
 legislature in two separate acts.* 
 
 The Legislature, in 1889, created a Commission to establish a State 
 College and in the act designated a department of Agriculture; and 
 directed seven different branches of study to be taught. This Com¬ 
 mission did not succeed in finally locating and establishing the 
 
 *Second Annual Catalogue of the Washington Agricultural College and School 
 of Science located at Pullman, Whitman County, Washington, 1892-’93. Olympia, 
 Washington. O. C. White, State Printer 1893.—Pp 60 
 
WASHINGTON STATE AGRICULTURAL COLLEGE. 
 
 681 
 
 College, but the act authorizing its establishment was not repealed; 
 the subsequent legislature, in 1891, accepted the conditions of the 
 acts of Congress popularly known as the “Hatch act,” and the 
 “ Morrill Act,” and directed that: 
 
 The Agricultural College Experiment Station and School of Science created and 
 established by this act shall be an institution of learning open to the children 
 of all the residents of this State and to such other persons as the Board of Regents 
 may determine. * * * It shall be nonsectarian in character and devoted to 
 practical instruction in agricultural, mechanic arts, natural sciences connected 
 therewith, as well as a thorough course of instruction in all branches of learning 
 bearing upon agriculture and other industrial pursuits. 
 
 A further provision enumerates a number of studies that must be 
 taught, ending with: 
 
 And such other sciences and courses of instruction as shall be prescribed by the 
 Regents of this institution of learning. 
 
 A most liberal and wise provision. 
 
 The immediate income of the institution arises from the national 
 grants of the Hatch Fund and the Morrill Fund. The U. S. Land 
 Endowments amount, in addition, to 190,000 acres, which, in time, 
 should result in a noble endowment; as yet none of this land has 
 been sold. The State Legislature, in 1893, made an appropriation 
 of $93,000 for buildings and expenses. Tuition is free in all depart¬ 
 ments—a moderate rental is charged for rooms in the buildings of 
 the college. Students necessary expenses, exclusive of clothing, are 
 estimated at a little less than two hundred dollars a year. Four 
 “Courses of Study” are provided: 1, General Science; 2, Agriculture; 
 3, Civil Engineering; 4, Mechanical Engineering, including (a) 
 course in Electrical Engineering; (b) course in Mill and Hydraulic 
 Engineering; (c) course in Steam Engineering. The studies in these 
 courses are essentially the same during the first three years; identi¬ 
 cally the same for Freshman year. Mechanical Drawing is taken 
 one term of Freshman year—“Woodwork,” and “Forging,” also, 
 each one term. In the Engineering courses, “ Drawing,” and “ Shop- 
 work” in some form, are taken through the entire course. The 
 “Drawing” is, in all cases. Mechanical, or Machine Drawing. The 
 regular course for Degrees is of four years. There is a “ Prepara¬ 
 tory Department;” with a course of two years. There are special 
 courses in the College; without degrees. 
 
 In the second year of the “Preparatory Course,” Free Hand Draw¬ 
 ing maybe taken for two terms. A series of “ Practicums,” run 
 through all the courses; in these, practical training is given and 
 required in those sciences, or occupations, whose theory is taught 
 in the College. The college farm contains two hundred acres, 
 which are all under cultivation. The grounds about the College con¬ 
 tain thirty acres. This campus is contiguous to, and west of the 
 farm, and is just outside the city limits of Pullman. There are 
 
682 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 laboratories, shops, a large dormitory building, and a three-story 
 wooden college building, “containing class rooms, laboratories and 
 offices.” A new administration building of stone and brick is 
 being erected. Total number of students attending in all Depart¬ 
 ments for the years 1892-93, 235. There are, in the Preparatory 
 Department, 128; there are, also, 55 special students. In the college 
 proper there are 52 students, divided as follows: Freshman, 44; 
 Sophomores, 7; Juniors, 0; Seniors, 1. The Faculty and Instructors, 
 number 11. Enoch A. Bryan, m. a. President. 
 
 The University of Wyoming, Laramie, Wyoming. 
 
 A University, to be located in Laramie, was created by the law 
 passed by the Ninth Territorial Legislature, in 1886. The building 
 was authorized at a cost not to exceed the sum of $50,000. The act 
 of Incorporation was very full, liberal and comprehensive in its 
 provisions. The object was stated to be 
 to provide efficient means for imparting to young men and young women, 
 without regard to color, on equal terms, a liberal education and thorough knowl¬ 
 edge of the different branches of literature, the arts and sciences, with their varied 
 applications.* 
 
 A State tax of one eighth of a mill on all taxable property, was 
 enacted; in order to secure the efficient management and support of 
 the University. 
 
 The University, was opened September 6th, 1887, and was carried 
 on, in accordance with the provisions of the law from which the 
 above statement is quoted, for three years under the presidency of 
 Ex-Governor John W. Hoyt. 
 
 The first State Legislature, in January 1891, authorized the Uni¬ 
 versity to receive the income of the U. S. grants to Agricultural 
 Colleges arising from the so called “ Morrill laws ” of 1862, and 1890; 
 and the “Hatch Act,” of 1887. 
 
 This increase of income, enabled the faculty to be increased from 
 its previous number of seven, to fifteen members. 
 
 Six experiment farms were also established in different parts of the State; viz: 
 at Laramie, Lander, Saratoga, Sheridan, Sundance and Wheatland. * * * 
 
 The University is situated in the city of Laramie, on the Union Pacific Rail Road. 
 The grounds are about twenty acres in extent, handsomely graded and ornamented 
 with native trees, and located in the eastern portion of the city about half a mile 
 from the railroad station. 
 
 The University building is a beautiful structure that would honor any institution 
 or city in the United States. It faces the west, and is about 150 feet in length and 
 fifty feet in breadth, having three stories above the basement. The material used 
 in its construction is native sandstone. * * * The auditorium in the second story 
 is the finest assembly hall in the State, and will seat with comfort 500 people. 
 
 * The University of Wyoming. Catalogue for the years 1891-92. and announce¬ 
 ments for the years 1892-93. Laramie, Wyoming, Republican Book and Job Print. 
 1892. Iff. Pp. 100. 
 
THE UNIVERSITY OF WYOMING. 
 
 683 
 
 MUSEUM. 
 
 The Museum has been fitted up with beautiful cases in which John D. Conley, 
 Professor of Geology in the University, has placed his choice private collection of 
 fossils, minerals and Indian and Mound builder’s relics—the result of over twenty 
 year’s collecting. * * * 
 
 THE FARM. 
 
 The experimental farm of the Agricultural College is situated on the Pioneer 
 Canal, about two miles west of the city. 
 
 DEPARTMENTS. 
 
 The University is composed of the following departments : The Academic Depart¬ 
 ment composed of a two years Academic Course, a Sub Preparatory course or a 
 Business Department. 
 
 The College of Liberal Arts with four courses of study, called Classical, Scien¬ 
 tific, Pliilosophic, and Literary. * * * These college courses are of four years, 
 and lead to degrees of B. A., B. S.,B.P., and B. L. 
 
 A Normal School. * * The Agricultural College. * * The School of 
 Mechanics and Manual Training offers courses of practical training in shop work, 
 drawing, designing and wood carving—but no degrees are conferred. 
 
 The School of Irrigation Engineering will confer the degree of Bachelor of Irri¬ 
 gation Engineering on all completing the prescribed course of study. 
 
 Course of Electrical Engineering and Civil Engineering are soon to be established 
 in the College of Mechanic Arts. 
 
 SPECIAL COURSES. 
 
 In all the departments students of an advanced age are permitted to pursue, under 
 direction of the faculty, one or two distinct lines of study. 
 
 In the College courses: Drawing enters as a required study for 
 the autumn term of the Philosophical, Literary, and Scientific, 
 courses; and is, also, an elective study for the full year, in those 
 courses. It does not appear in the jirograms of the Classical course. 
 
 It is taught during one term only, in the first year of the Normal 
 course. 
 
 In the College of Mechanic Arts ; Drawing appears in the schedule 
 of studies through each term of the whole four years. Every student 
 in the Agricultural course, is required to labor two or three hours for 
 five week days each week, in the fields or shops. In the course in 
 Mechanic Arts, students are required to labor eight to ten hours per 
 week. 
 
 THE SCHOOL OF MECHANICS AND MANUAL TRAINING. 
 
 This school has been established as a department of the University to meet the 
 wants of young men desiring to become mechanics. 
 
 There is a large general drawing room fitted with all needed draw¬ 
 ing tables and cabinets, and with a “blue print,” and a “dark,” 
 room, for reproduction of drawings. 
 
 In the basement there is a wood-work room with “fifteen sets of 
 hand tools, two wood lathes, and a six horse power engine.” 
 
684 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Tuition is free to citizens. Students not citizens of the State, pay 
 five dollars a year as tuition fees. All students pay an annual fee 
 of two dollars and a half for support of the Library and for incidental 
 expenses. Cost of board in private families ranges from five dollars 
 upwards. 
 
 Number of students in attendance for the year 1892-93, 107. In 
 College, 18; Normal, 9; Mechanical, 9; Academical, 3G; Special 
 Courses, 5 ; Irregular 30. 
 
 The Faculty of the University for 1893-94, numbers 14 Professors 
 and Instructors. A. A. Johnson, a. m., d. d., President. 
 
 Industrial Education for Colored Students. 
 
 In the former Slave States, owing to those provisions of the law of 
 1890 made to secure for colored youth a just share in the educa¬ 
 tional advantages provided by the National Government, new Insti¬ 
 tutions, or new departments in old ones, have been opened for the 
 instruction of colored students in Agriculture and the Mechanic Arts. 
 The National appropriations are apportioned between such institu¬ 
 tions for the white and colored students; and generally, in accord¬ 
 ance with the relative ratio of the colored and white school popula¬ 
 tion in each State. 
 
 As much space has been given in the preceding chapters to detailed 
 accounts of the three older and leading institutions for the instruc¬ 
 tion of colored youth; namely: ‘Hampton Institute,” in Virginia, 
 established in 1868; Alcorn University, in Mississippi, established in 
 1871: and Claflin University, in South Carolina, opened in 1869 as a 
 college for colored youth, and opened as the State Agricultural Col¬ 
 lege in 1872; there will be no attempt to describe in fullness of detail 
 the methods of the more recent schools. The aim in most of these 
 new schools to give thoroughly practical training in the trades and 
 industries most likely to be of service in the everyday life of the 
 farmer, the mechanic, and the housekeeper, is very evident; and 
 gives great promise of the practical value of the education to be 
 received by their pupils. 
 
 Hampton, since it was the pioneer institution and has achieved 
 marked success, may be held to furnish in many respects, an admira¬ 
 ble model for these new schools; while the records of Alcorn, and 
 Claflin, each with a history of nearly a quarter of a century of suc¬ 
 cess, reinforce the Hampton lesson of the value of industrial train¬ 
 ing as a vital force in education. 
 
 Alabama. State Colored Normal and Industrial School, 
 
 Normal, Alabama. 
 
 This school, organised in 1875 at Huntsville, Alabama, began with 
 an annual appropriation of only one thousand dollars, with two 
 teachers, and an attendance of some sixty pupils. This appi’opria- 
 
ALABAMA. STATE COLORED NORMAL SCHOOL. 
 
 685 
 
 tion was doubled in 1879. In 1882, the Principal and teachers donated 
 one half their salaries for the purpose of securing a home for the 
 school and, by great economies in expending the State appropria¬ 
 tion and the donations from the Peabody, and Slater, Funds, in addi¬ 
 tion to individual contributions by friends of the school, the sum 
 to purchase a desirable lot was accumulated and suitable buildings 
 erected and deeded to the State. Industrial work was added at this 
 time; the training before this had been entirely literary. In 1885, 
 the Legislature, appreciating these successful efforts, “increased the 
 annual appropriation to the sum of four thousand dollars and made 
 this the industrial school for the colored people of Alabama;” and, 
 in 1891, made it the beneficiary of the supplementary Morrill Fund 
 of 1890. 
 
 It was then thought best to sell the Huntsville property and to 
 acquire a farm in the vicinity. Accordingly a desirable place of 182 
 acres, some two miles from Huntsville, was purchased. This is sit¬ 
 uated on an elevation of 300 feet above Huntsville. Three fine lai’ge 
 buildings suitable for dormitories, class rooms, and Chapel, have been 
 built; and the old buildings renovated. A new barn, dairy house and 
 other necessary buildings have already been built. Tuition is free; 
 and board, including washing, fires, lights, and furnished room, except 
 bed clothes, costs the pupils only seven dollars per month. The 
 “Normal” Course, is one of three years; there is also a “Prepara¬ 
 tory” school, with a course of two years ; and a “Model” school. In 
 the courses of study in the “Normal Department,” Drawing finds 
 place only in the second term of both the Junior and Middle years. 
 The Faculty of the Normal Department numbers eleven. Five of 
 these including the two “principals,” are also enrolled among the 
 Faculty of the Industrial Department. 
 
 The Industrial Department.* 
 
 Tlie aim of the Institution is to give both practical and theoretical “instruction 
 in Agriculture, the Mechanic Arts, the English Language and the various branches 
 of Mathematical, Physical, Natural and Economic Science, with special reference to 
 their application in the industries of life ” thus giving to the State an intelligent, 
 industrious citizen, with proper ideas of life and the relations of education and 
 labor. The object is to have the student begin practical life right in the school-room, 
 receiving here some useful trade or profession, or laying the foundation for the 
 same. The results of the efforts of this Institution in this direction, in past years, 
 plainly indicate the correctness of these methods. The head, the heart and the 
 hand are harmoniously and conjointly developed and trained. 
 
 Further, the aim is to turn all labor, and all articles produced by labor, to advan¬ 
 tage and utility. Therefore all of those industrial departments contribute in some 
 way to the equipment of the Institution, and are, in most cases, a source of income 
 to the student as well.as a means of instruction. 
 
 * Catalogue of the State Colored Normal and Industrial School, Normal, Alabama. 
 (Near Huntsville) 1892-93. Cincinnati, O: Elm Street Printing Co., 176 and 178 Elm 
 St. 1893. Pp. 48. 
 
686 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 A page of extracts from Professor Runkle, and other authorities 
 on Manual Training, entitled ‘‘What is thought of Manual Train¬ 
 ing ” follows. Then follow several pages in which the details of the 
 courses of study in each branch are given in full for each year. In 
 these courses the training seems to be very thorough, practical and 
 direct. The following table shows the different industries taught 
 and the number of students in each occupation. In the carpenter 
 shop only hand tools are at present used. It is expected that steam 
 power will eventually be provided. 
 
 Summary of Industrial Organization, 
 i. department of mechanic arts. 
 
 Sec. 1. Carpentry —Four classes, forty-four apprentices, two hours per aay, 
 three days per week. 
 
 Sec. 2. Printing —Three classes, nine apprentices, two hours per day, three days 
 per week. 
 
 Sec. 3. Mattress-Making —One class, four apprentices, two hours per day, six 
 days per week. 
 
 Sec. 4. Shoemaking —Three classes, thirty-one apprentices, two hours per day, 
 three days per week. 
 
 Sec. 5. Blacksmithing —Three classes, twenty-seven apprentices, two hours per 
 day. three days per week. 
 
 Sec. 6. Wheelwright Work —One class, four apprentices. 
 
 Sec. 7. Painting —One class, six apprentices. 
 
 n. DEPARTMENT OF AGRICULTURE. 
 
 Sec. 1. Farming and Horticulture —Three classes, thirty-three students, two 
 to eight hours per day, six days per week. 
 
 Sec. 2. Dairy and Live Stock —One class, five students, two to eight hours 
 per day, six days per week. 
 
 III. DEPARTMENT OF DOMESTIC SCIENCE. 
 
 Sec. 1. Laundry —Two classes, thirty-four members, two to six hours per day, 
 six days per week. 
 
 Sec. 2. Cooking —Three classes, thirty-six members, one hour per day, two days 
 per week. 
 
 Sec. 3. Cutting and Sewing —Three classes, seventy members, two to four 
 hours per day. 
 
 Sec. 4. Nursing —Three classes, thirty members, two hours per day, three days 
 per week. 
 
 Sec. 5. Housekeeping —Two classes, twenty members, two hours per day, three 
 days per week. 
 
 The following “ summary ” shows the attendance of students for 
 the year 1892-93. 
 
ARKANSAS. BRANCH OF INDUSTRIAL UNIVERSITY. 687 
 
 SUMMARY. 
 
 Post Graduates .... 
 
 Seniors. 
 
 Middle Year. 
 
 Junior Year. 
 
 Senior Preparatory. 
 Junior Preparatory 
 Model School. 
 
 Males. 
 
 Females. 
 
 Total. 
 
 1 
 
 0 
 
 1 
 
 9 
 
 8 
 
 17 
 
 19 
 
 16 
 
 35 
 
 25 
 
 26 
 
 51 
 
 17 
 
 23 
 
 40 
 
 15 
 
 18 
 
 33 
 
 32 
 
 44 
 
 76 
 
 118 
 
 135 
 
 253 
 
 The Faculty of the “Normal Department;’’numberseleven. The 
 Faculty of the “Industrial Department;” numbers twelve. Five 
 are members of both Faculties. The Teaching force thus numbers 
 eighteen individual instructors. W. H. Councill, Principal. 
 
 Branch Normal College of the Arkansas Industrial Uni¬ 
 versity, Pine Bluff, Arkansas. 
 
 This institution is a Department of the Arkansas Industrial Uni¬ 
 versity and was established by law in 1873, and opened in 1875, 
 for “the training of teachers for efficient service in the colored 
 public schools of the State.” 
 
 The school building, first occupied in January 1882, is described 
 as one of the handsomest and best buildings in the State. It is of 
 brick and contains a large assembly room and four recitation rooms. 
 It is situated in a “beautiful tract of twenty acres of ground, in the 
 suburb of Pine Bluff, Jefferson Couuty, Arkansas.” It is con¬ 
 venient to the junction of two railroads. 
 
 Students are appointed from the several counties to the Branch 
 College, the same in number for each county as are allotted to the 
 Parent University of Fayetteville. They are appointed by the 
 County Court. “All students so appointed are entitled to four 
 years free tuition, upon the payment of five dollars matriculation 
 fee, in advance, at time of entering the school.” Board including 
 fuel, lights and washing, can be had in private families from eight 
 to ten dollars per month.* 
 
 The Normal Course is of four years and is designed to be the 
 equivalent of the usual college course of four years. There is a 
 Preparatory Department of three years. Drawing is a required 
 study during the first two years of the preparatory course. The 
 “Forbriger” system is taught. Drawing does not appear as a re¬ 
 quired study in the schedules of the Normal or the Classical 
 courses. 
 
 * Catalogue and circular of the Branch Normal College of the Arkansas Indus¬ 
 trial University, located at Pine Bluff, Ark. For the year ending June 7, 1892, 
 and announcement for 1892-3. Press Printing Company, Little Rock. Pp. 30. 
 
688 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 THE DEPARTMENT OF MECHANIC ARTS. 
 
 This addition to the Normal College had its origin in the appro¬ 
 priation of the supplementary Morrill bill, the annual income of 
 which is to be divided between the white and colored youths of the 
 State. The quota coming to the colored youths of Arkansas is 
 assigned to this Department of the Branch Normal College. 
 
 THE EQUIPMENT. 
 
 The shop building was completed in February, 1892. It is of brick, 70 x 70 and 
 comprises a wood shop, a foundry, a blacksmith shop, a machine shop and a boiler 
 room. The wood shop has 12 benches with complete sets of carpenters tools, a 
 double circular sawing machine, scroll saw, buzz planer and six woodturning 
 lathes. 
 
 The Foundry has a Collan cupola capable of melting 1£ tons per hour. 
 
 The Forge Shop. Twelve Buffalo forges are in position. * *. 
 
 Machine Shop. A 15 inch crank shaper, 24 x 24 x 6 feet planer, 20 inch drill 
 press, 15 inch x 5 feet turret lathe, 18 x 6 inch engine lathe, 14 inch x 6 feet engine 
 lathe, 12 inch x 5 feet hand lathe, universal milling machine, cutter and reamer 
 grinder, twist drill grinder, power grindstone, etc. 
 
 Heat and Power Plant. Two vertical engines of 12 horse power each; and two 
 30-horse power tubular boilers. * * 
 
 An abundant water supply. Shops in best sanitary condition. 
 
 GENERAL STATEMENT. 
 
 The shops of the Branch Normal College are built and equipped for the purpose 
 of giving the colored boys of our State a chance to make themselves useful by learn¬ 
 ing to be carpenters, pattern-makers, moulders, blacksmiths, machinists, and engi¬ 
 neers or firemen. The shops will accomodate sixty students at one time, as follows: 
 Wood shop, 18. Foundry 12. Forge shop 12. Machine shop 14. Tool rooms 2. 
 Boiler room 2.=60. 
 
 While learning the basis of his trade, the student acquires a good knowledge of 
 Language, History, Mathematics and Drawing. Throughout the course of four 
 years in the shops, the student spends an average of ten hours a week in actual 
 labor; and while the amount of time spent in the shops seems small, experience 
 has shown that students under constant instruction from skilled teachers and 
 passed from one exercise to another as soon as the work is well done, make very 
 rapid progress : We are therefore prepared to offer : 
 
 (a) A course in general shop work extending over three years, followed by a 
 fourth year’s work in one of the shops selected by the student. The design is to 
 enable a young man to choose his trade intelligently and to acquire a sound basis 
 for it. 
 
 (b) A three years course in general shop work followed by a fourth year’s work in 
 the management of boilers, engines, and heating systems. This course is intended 
 to train young men for the practical work of firemen and engineers. 
 
 (c) A course in general shop work extending over three years, together with class¬ 
 room work in the theory and practice of teaching, followed by a fourth year’s 
 work in handling classes in the shops and in laying out series of practical exercises 
 There are industrial schools for colored boys springing up all over the South, and 
 we hope by this course to help supply the demand for framed shop teachers. 
 
 Iii the Mechanic Arts Course and in the Manuel Training Normal 
 Course, the studies and shop work are very much alike, there are 
 
DELAWARE. STATE COLLEGE FOR COLORED STUDENTS. 689 
 
 however, more hours of the shop work per week, in the Mechanic 
 Arts Course. 
 
 Drawing offers but one term in the Sub Freshman Class of 
 Mechanic Arts, and is not taught in the other course, but much time 
 is given to various kinds of shop work. 
 
 The Catalogue gives no separate list of pupils in the Department 
 of Mechanic Arts. A total attendance of 233 is given; 57 
 “Normal,” and 176 “Preparatory.” 
 
 The Faculty consists of four Instructors. In the Department of 
 Mechanic Arts there are six places in the Faculty, of which only two 
 are given as filled. 
 
 In the Department of Mechanic Arts; C. V. Kerr, is Superin¬ 
 tendent. J. C. Corbin, a. m., Principal of Branch Normal College 
 of the Arkansas Industrial University. 
 
 State College for Colored Students. Dover, Delaware.* 
 
 The Catalogue of this Institution contains no dates of its history. 
 It may have been founded yesterday, or a hundred years ago, so far 
 as any information as to the time or circumstances attending its 
 establishment is vouchsafed. The following statements however 
 are given. 
 
 GENERAL REMARKS. 
 
 The college is established and maintained by appropriations from the Federal 
 and State governments. It is located two miles nortli from Dover, the State capi¬ 
 tal, on the Lockermau farm, a tract of about one hundred acres. The facilities 
 for instruction are an ample equipment of chemical and philosophical apparatus of 
 modern and approved character and a workshop which is amply fitted up with 
 tools and machinery for teaching the industrial arts. These include a large boiler 
 and engine, lathe, drill press, shaper, forges, and carpenter’s benches; with the 
 necessary tools for iron and wood working, and a set of farrier’s tools. A plant 
 for electric light has also been installed. The shop will be opened at the begin¬ 
 ning of the fall term, and will be under the charge of a competent instructor, and 
 will be kept running throughout the college year. Thus facilities are afforded for 
 acquiring skill in the trades—carpentry, blacksmithing, carriage making, etc. 
 
 The farm not only furnishes adequate facilities for instruction in the various 
 branches of agriculture and horticulture, but also provides labor for the industrious 
 student, who by this means and the long summer vacation, may earn a large part 
 of his expenses, by his own exertions, during his college course. 
 
 COURSES OF STUDY. 
 
 Five courses of study have been arranged, namely: Classical, Scientific, Agricul¬ 
 tural, Engineering and Chemistry. Each course covers a period of four 
 years. * * * * 
 
 Students must be not less than 14 years of age, of good moral character, and 
 pass an examination in the ordinary English studies. * * * 
 
 Tuition is free to all Delaware students. Others will be charged $10.00 per term. 
 Students will be boarded at the College at cost, which will not exceed $2. per 
 week. * * * 
 
 ' (Yttalogue of State College for Colored Students. Dover, Delaware, 1893. Pp. 6. 
 
 ART—VOL 4-44 
 
690 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Total number of students for the year 1892-3, 22 . Number of 
 Faculty 3. L. D. Hileland, Instructor in Shop Work. Wesley 
 Webb, M. s. President. 
 
 State Normal and Industrial College for Colored Stu¬ 
 dents. Tallahassee, Florida.* 
 
 HISTORY. 
 
 The College was established in 1887, in accordance with constitutional provision, 
 * * and by Legislative enactment; * * it was located at Tallahasse, with an 
 annual appropriation of $4,000 made for its maintenance. 
 
 By action of the State Board of Education, it was started October 5,1887, in charge 
 of T. De. S. Tucker, Principal, and T. V. Gibbs, Asst.-Principal, ,'ith an attendance 
 of fifteen pupils, who had succeeded in passing the preliminary examination. 
 
 In 1891, the school, having outgrown its accommodations in the city, was moved 
 out to Highwood, in the suburbs of Tallahasse, where, on a large and historic 
 plantation of over a hundred acres, the State has made extensive preparation to 
 accommodate all who may come. The number of teachers has been largely 
 increased and the equipment and facilities made among the best in the South. 
 
 SUPPORT. 
 
 The College is supported by annual appropriations from the Federal and State 
 Governments. It was established and, prior to 1891, maintained by the State as a 
 school for normal and manual training of teachers. This feature of the work of 
 the school is still maintained as the specific end and aim of the institution. * * * 
 
 The appropriation for Florida, (under the Morrill law of 1890) * * * has been 
 equally divided between the State Agricultural and Mechanical College, for white 
 students, and the State Normal and Industrial College, for colored students. The 
 State continues its annual appropriations as its share of the support of the school. 
 
 LOCATION. 
 
 Tallahasse, * * is the capital of the State of Florida and the county seat of 
 Leon County. * * It is a town of about 3,000 inhabitants. * * The school 
 site is a magnificent property, with spacious campus shaded by stately trees and 
 located within easy reach of the city, on a high hill overlooking the Garden City, 
 while on either side the well tilled acres of the college farm stretch away across 
 the surrounding valley. The grounds and buildings are lighted by gas. Comfort¬ 
 able and convenient dormitory accommodations have been provided. These 
 dormitories are conducted and controlled by the Faculty, and, unless excused by 
 special permission of the President, all students not residents of Tallahasse will 
 be required to board at the school. * * * 
 
 APPARATUS. 
 
 The Physical Laboratory contains a complete set of apparatus of about one 
 hundred and forty pieces. * * The Chemical Laboratory contains apparatus and 
 chemicals for work, in the study of the science; and for such special work * * * 
 as may be needed in agricultural experiments on the farm. * * * The Mathe¬ 
 matical department is supplied with a carefully selected equipment of valuable 
 apparatus. * * 
 
 * Sixth Annual Catalogue of the Florida State Normal and Industrial College for 
 Colored Students. Tallahasse, Florida, 1892-1893. Jacksonville, Fla., The De 
 Costa Printing Co., 1893. Pp. 27, 
 
FLORIDA. STATE COLLEGE FOR COLORED STUDENTS. 691 
 
 EXPENSES. 
 
 There is no charge for tuition. The necessary expenses for the school year, rat¬ 
 ing board at $7 per month, are estimated at $83.50. * * * A few students can 
 have the opportunity of remunerative work. * * * 
 
 MUSIC, DRAWING AND ELOCUTION. 
 
 Special attention is given to vocal music, free hand drawing, and elocution 
 throughout the course. * *. 
 
 Organization. 
 
 The college, as at present organized, consist of a Literary, a Musical, and an 
 Industrial Course. 
 
 The Literary Course comprises the Normal and the Preparatory Departments. 
 * * *. The Preparatory Course covers a period of five years. * *. The Normal 
 Course covers a period of two years. To enter this department applicants must be 
 16 years of age, and pass a satisfactory examination in all the common school 
 branches of study, and in Latin, to Csesar. * *. No student will be allowed to 
 graduate without taking the full two years' course. 
 
 The Musical Department, both vocal and instrumental, is under the care of a 
 thoroughly practical and successful teacher, a graduate from England, trained in 
 the Queen’s private chapel, St. James, in London. Pupils may receive a partial or 
 a full course ; the latter of which covers a period of four years and embraces instruc¬ 
 tion in Thorough Bass, Harmony, Orchestration and Composition. * Instruction 
 in vocal music is free 
 
 Industrial Course. 
 
 This course comprises at present the Mechanical, Agricultural and Dairy Depart¬ 
 ments. * * 
 
 the mechanical department. 
 
 This department is under the control of a thoroughly educated and skilled 
 mechanic and an experienced teacher. The course of study and practice covers a 
 period of five years. All graduates from the full course will receive the degree of 
 M. E. The training includes exercises in carpentry, cabinet making, wood-turn¬ 
 ing, pattern making, moulding, casting, forging, brazing, soldering, tempering, 
 chipping, filing, and general machine shop work. The course also embraces a 
 number of finished articles. Instruction is given in the proper care of steam 
 engines and boilers, and in mechanical drawing throughout the whole course. 
 
 The equipment of the wood room is as follows: 
 
 1 10 horse power horizontal engine and boiler, 
 
 1 circular saw. 
 
 1 Band saw. 
 
 1 jig saw. 
 
 1 Grind stone. 
 
 1 speed Lathe, 12 foot bed, 14 inch swing. 
 
 6 speed Lathes, 3 foot beds, 8-inch swing. 
 
 20 cabinet maker’s benches. 
 
 Bench and turning tools for twenty-seven boys. 
 
 Much of the furniture in use in the school is made in this department. 
 
 Agricultural Department. 
 
 The department of Agriculture is comprehensive in its scope, embracing the 
 culture of all the semi-tropical field crops,—gardening, fruit growing, dairy hus¬ 
 bandry, rearing of live stock, poultry and drainage. 
 
 This department in all its branches, is under the immediate supervision and direc¬ 
 tion of the Professor of Agriculture, and affords the best facilities to illustrate by 
 actual practice the theories taught in the class room. 
 
692 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Agriculture in its several branches is taught as an applied science. 
 
 Lectures by the Professor of Agriculture upon the science of Agriculture are 
 delivered to the section daily. The students are then taken to the field where the 
 practical application of the scientific principles taught are demonstrated. * * * 
 A full and complete outfit of farm machinery and implements is provided on the 
 place. * * * 
 
 Dairy Department. 
 
 Special attention is given in the course of lectures to dairy husbandry, covering 
 the theory in breeding dairy stock, feeding for milk and butter, and of making and 
 shipping milk, cream, butter and cheese, and the practical methods of doing 
 work in different sections of the comitry. * * * Fair compensation is allowed 
 
 the student for remunerative work done on the farm or in the Mechanical Hall. 
 * * * . Industrial training for young ladies is a growing feature in the work 
 of the school. * * The school has been exceptionally fortunate in securing the 
 services of a matron of rare qualifications—a lady of fine culture, ripe experience, 
 and thorough devotion to her work. * * * . 
 
 Total number of Students in attendance in all departments, for 
 tbe year 1892-93, 75. Of these, 9 were in the Normal Course. 4 boys, 
 5 girls. In the Preparatory Course there were 27 boys, and 39 girls. 
 
 In the Industrial Department; there were 30 in both the Agricul¬ 
 tural and Mechanical course, and 22 in the Dairying. 
 
 In the Musical Department there were 19. 
 
 The Faculty comprises eight Professors and Instructors.—T. DeS. 
 Tucker, a. m., President, Professor of Mental and Moral Philos¬ 
 ophy. 
 
 The Georgia State Industrial College, College, Georgia. 
 
 The Legislature of Georgia by act of November 26, 1890, estab¬ 
 lished a school for colored persons as a part of the State University. 
 This institution, it was provided, was to “ be located within or near 
 the corporate limits of that city or town in the State which shall 
 offer the best inducements for such location, in the opinion of said 
 Commission.” 
 
 What city or town offered such prevailing inducement does not 
 appear, from the latest Catalogue at hand.* 
 
 It is stated however, in the Catalogue, that 
 
 there is established in the College, a regular post office. The name of the office is 
 “College, Georgia.” All mail matter should be plainly directed to “College, 
 Chatham County, Georgia.” 
 
 This will probably sufficiently indicate to residents of the State 
 the precise location of the College, but to others it conveys very 
 little information as to its relative locality. 
 
 THE COLLEGE. 
 
 The Georgia State Industrial College is a State institution, the only one of the 
 kind in Georgia for colored youths. It is endowed by the general government and 
 
 * Announcement and Catalogue. The Georgia State Industrial College, College 
 Ga. 1892-93—Robinson Steam Printing Co., Savannah, Ga., 1893. Pp. 257. 
 
GEORGIA. STATE INDUSTRIAL COLLEGE. 
 
 693 
 
 supported by the State. The grounds are now about eighty six acres, consisting of 
 thirty five acres in the Campus, and lifty acres in the College farm. The Campus, 
 shaded by tall live-oaks festooned by pretty pendant moss, is for “natural scenery 
 the most attractive in the State. The location is perfectly healthful. 
 
 The College farm is separated from the Campus only by the railroad by which 
 passengers are conveyed to our grounds. There are at present four main buildings 
 on the grounds—Dormitory, School Building, Farm House and President’s Resi¬ 
 dence. 
 
 The courses at present established are the Industrial, Sub Normal, Normal and 
 Collegiate. 
 
 The conditions of admission are 14 years of age, a good moral 
 character, and passing an examination in the elementary English 
 studies. Tuition is free to all citizens of Georgia. Cost of board 
 is estimated at $50 for the Academical year. 
 
 DEPARTMENT OF MECHANIC ARTS. 
 
 A. Alexander Ashton, Supt. 
 
 This department comprises eight branches: Carpentry, Wagon and Carriage 
 making, Blacksmithing, Painting, Mechanical Drawing, Bricklaying, Printing, 
 Typewriting and Stenography. Experienced persons will teach each branch. 
 Each student on entering the Normal Course is required to select the trade which 
 lie is expected to complete. 
 
 This course covers three years and is taken in connection with the Normal Course. 
 Every student is required to devote ten or more hours each week to his trade. 
 
 The course is practical, every student working with his instructor upon general 
 repairs and manufactures. As soon as he is competent to do efficient service he is 
 paid for all extra work. In this way it is designed to turn out practical and effi¬ 
 cient workmen. Indeed the aim of this department is to so train the student, in 
 giving him a trade, as to develop his love for honest work and instill in him habits 
 of neatness, exactness and perseverance, and thus make him a useful and intelli¬ 
 gent citizen. 
 
 AGRICULTURAL DEPARTMENT. 
 
 R. H. Thomas, Superintendent. 
 
 The aim of this Department is to give the student a practical as well as a scientific 
 knowledge of farming. * * The farm is fairly well supplied with the latest 
 
 agricultural implements. * * * 
 
 SCIENTIFIC DEPARTMENT. 
 
 D. C. Suggs, A. M. 
 
 It is the design of this department to furnish a general knowledge of all the sub¬ 
 jects usually embraced in a scientific course, special emphasis being placed upon 
 those topics which subserve a practical purpose. 
 
 There is a Sub Normal Course of one year, a Normal Coitrse of 
 three years and a College Course of four years. The Catalogue con¬ 
 tains a copy of the “ Code of Laws for the Government of the 
 Georgia State Industrial College” in five chapters. The provisions 
 regarding “the possession of weapons;” and in regard to “duel¬ 
 ling;” read rather singularly to a Northern reader; but, if needed 
 at all, are certainly very sensible provisions. 
 
694 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The total attendance of students for the years 1892-93, is 65—4 only 
 in the College department. 
 
 The Faculty number nine. R. R. Wright, a. m.. President. 
 
 State Normal School for Colored Persons, Frankfort, 
 
 Kentucky. 
 
 “This institution is situated about one and one half miles from 
 Frankfort on a beautiful hill overlooking the City. The site com¬ 
 prises twenty five acres of tillable land and meadow, upon which 
 are located the main school buildings with recitation room and 
 chapel; a new mechanical shop, forty feet by sixty feet, with 
 modern equipment and furnishings; the “Ladies’ Hall” recently 
 built, and cottages for the resident professors.”* 
 
 This school was founded some few years since, by act of the State 
 Legislature, for “the preparation of teachers for teaching in the 
 colored public schools of Kentucky.” 
 
 The regular Normal Course is one of three years. Applicants 
 must be 16 years of age, or over, must possess good health and good 
 moral character, and must pass successfully examination on the 
 studies of the public schools ; must also, sign a written agreement to 
 teach in the public schools of the State twice the length of time that 
 they remain in the school. For colored.residents in the State, tuition 
 is free; colored non-residents pay two dollars a month. Board is 
 $8.00 per month in families. The girls board in the school for $7.50 
 per month. 
 
 The Industrial Departments were established to secure the advan¬ 
 tages made possible by the appropriation given by the U. S. law of 
 1890, for the benefit of the Colleges of Agriculture and the Mechanic 
 Arts. 
 
 Of the annual amount thus appropriated to Kentucky, 14.5 per 
 cent is given to this school for the benefit of the colored youth of 
 the State; the division being made “on the basis of the percentage 
 of colored pupil children of the State according to the Census Bureau. 
 For the financial year 1892-93, the amount is $2,175.” 
 
 Three special departments ; namely : “Agriculture and Horticul¬ 
 ture;” “Mechanics and Manual Training; and “Domestic Econ¬ 
 omy;” are thus maintained. 
 
 The aim is “to afford to every pupil a good, practical English edu¬ 
 cation, with effective training in the Laboratory, and the field, or in 
 the workshop.” These Industrial courses are each of three years. The 
 programme of the Agricultural course indicates a thorough practical 
 course in the “ Theory and Practice of farming.” In the Mechanical 
 Department a new building, 40 x 60 feet, has been built by the stu- 
 
 * Seventh Annual Catalogue of the State Normal School for colored persons for 
 1893-’94, and Annual Announcement for 1894-’95, Frankfort, Ky. 1894. Pp. 32. 
 
KENTUCKY. STATE NORMAL SCHOOL FOR COLORED PERSONS. 695 
 
 dents and equipped with six carpenters double benches; there is, also, 
 such modern machinery as is requisite to fit a first class shop. The 
 programme of the course includes for the first year, Physics, Draw¬ 
 ing, Algebra, Physical Geography, Shopwork. In 2nd and 3d terms 
 of first year “Penmanship and Bookkeeping,” are taken instead of 
 Physical Geography ; and in the 3d term, “Composition and Rheto¬ 
 ric,” take the place of Physics. For the second year, General History, 
 English Literature, Algebra, Drawing, and Shopwork,occupy the first 
 two terms. In the third term of second year the studies are : Botany, 
 Elementary Mechanics, Geometry, Roof and Bridges and Shopwork. 
 In the third year, the studies vary more fromterm to term. The list 
 reads 1st term: Chemistry, Strength of Material, Drawing, Shop- 
 work. 2nd term : Chemistry, Moral Philosophy, Drawing, Shop- 
 work. 3rd term: Belts and Pulleys, Steam Engine and Boilers, 
 Drawing, Shopwork. 
 
 This course “is designed to turn out thorough finished and edu¬ 
 cated workmen. The course of ‘ shopwork ’ begins with the care and 
 use of tools; exercises with the saw, plane, chisel, etc.; exercises in 
 mortising, tenoning, splicing, dove-tailing, chamfering, etc., leading 
 up to the manufacture of all kinds of joinery, turned and scroll 
 work, cabinet-making. Stair building and practical house-building 
 are made special features of the course. 
 
 Drawing extends throughout the entire course. It begins with 
 plain, free hand drawing, rough sketches, geometrical drawing with 
 instruments, leading up to projections, details, architectural design¬ 
 ing, house plans, estimates and specifications.” 
 
 The “Domestic Economy Course” is designed for the young 
 women students. 
 
 “A general knowledge of Housekeeping, including something of 
 Cooking, Laundry-work, Plain, Hand and Machine sewing, Draught¬ 
 ing, Cutting, Fitting and Dress-making is required. 
 
 No young lady will be graduated from any of the departments 
 who has not acquired a reasonable degree of proficiency in the course 
 as outlined in the Domestic Department.” This course in each term 
 of the first year comprises “Housekeeping, Plain Cooking, Laundry 
 Work, Hand-Sewing, including Darning and Patching.” The course 
 for the second year is as follows : “ Housekeeping, Fancy Cooking, 
 Fine Laundry, Machine Sewing, Measuring, Draughting, Knitting 
 and Crocheting.” For the third year, the course comprises “ House¬ 
 keeping, Cutting and Fitting, Dress-making and Fancy Work.” 
 
 The training given in the Industrial Departments, if we may judge 
 from the outline of studies, seems to be eminently practical and 
 judicious. To enable the pupils to become skilled farmers and 
 mechanics, and good housekeepers, cooks, dressmakers, etc., is cer¬ 
 tainly well calculated to fit them to become good, useful and valued 
 citizens in any community. There is, also, a Business Course of two 
 
696 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 years; for entrance to which a satisfactory examination in the com¬ 
 mon school studies must be passed. There is a thorough Prepara¬ 
 tory Course of two years connected with the Normal School; and 
 all who enter the School must have passed satisfactorily this course, 
 or its equivalent, as given in the Common schools of the State. 
 “Practical work in the field, the shop, or the home, is required of 
 all students in this Preparatory Department,” as well as of all in the 
 higher departments of the Normal School. The purpose of giving a 
 thorough and practical education is kept ever in view. 
 
 Total number of students 114. Of these 38 are hoys and 76 girls.— 
 In Preparatory Department 22. The Faculty and Instructors 
 number eight. John H. Jackson, a. b., a. m. President. 
 
 Southern University, New Orleans, Louisiana. 
 
 The Law, incorporating and establishing this institution for the 
 higher “education of persons of color,” was approved April 10th, 
 1880. Provision for the establishment of such an institution was 
 incorporated in the Constitution of the State by the Constitutional 
 Convention of 1879, through the efforts of Ex U. S. Senator Pinch- 
 back, of New Orleans,; and Messrs. T. T. Allain, of Iberville, La., 
 and Mr. Henry Dewas, of St. Johns Parish, La. 
 
 The Constitution provided for an annual appropriation between 
 the limits of Five and Ten Thousand Dollars.* A special appropri¬ 
 ation was also made to provide suitable grounds and buildings for 
 the University. 
 
 SCOPE AND DESIGN OF THE UNIVERSITY. 
 
 This institution, and its support is the contribution of this State to the higher 
 education of its colored people. It was intended to supplement the public school 
 by offering college instruction and industrial normal training under conditions cal¬ 
 culated to stimulate the desire for thorough classical and practical education among 
 the colored people of the State. While college work is its proper field of labor, it 
 has done much High School and primary work under the pressure of local necessi¬ 
 ties. This preparatory work has been subsidiary to the original design of college 
 work. As the pupils have been advanced to the higher grades, lower grades have 
 been dropped. There still remain several of the lower grades. As a State Uni¬ 
 versity the expediency and propriety of attaching Law and Medical Departments 
 has been' suggested, and they will be in operation as soon as proper arrangements 
 are made. 
 
 BUILDINGS AND GROUNDS. 
 
 The building formerly occupied was sufficient to accommodate only city patronage. 
 By permission of the Legislature this building was sold and a beautiful square of 
 ground on Magazine and Sonial streets purchased, and a new and commodious 
 brick building erected. In the month of March, 1887, this new University building 
 situated on Magazine street, was opened with appropriate ceremonies. It is one 
 
 * The above facts are compiled from the statements in the Catalogue of Southern 
 University, New Orleans, La., 1892-98. Ill. Pp. 61. 
 
LOUISIANA. SOUTHERN UNIVERSITY, NEW ORLEANS. 697 
 
 of the finest buildings in the city, situated in the midst of a beautiful square of 
 ground, surrounded by live oaks and other trees. * * The Doric columns and 
 Gothic arches, the marble entrance and the beautiful galleries adorning the front 
 render the building very conspicuous. 
 
 In the spacious grounds ample room is afforded for youthful sports. There is in 
 the rear of the central building, a large and well equipped Mechanical Building, 
 containing steam engine, turning lathes, band saws, scroll saws and other machinery 
 rim by steam, and such other constructions and appliances necessary for the train¬ 
 ing of boys to be skilled mechanics. This building, in addition to the Southern 
 University Farm above New Orleans, is equipped and supported by the annual Con¬ 
 gressional appropriation for the Agricultural and Mechanical Department of South¬ 
 ern University. This industrial building will be enlarged, as the necessities require, 
 to accord with the demand for more room made by this Department. The location 
 of the University is healthful, being on the highest ground in the city, and within 
 a few squares of the Mississippi river. 
 
 In the University buildings the industrial departments, both for boys and girls, 
 will receive the attention they need, and will be provided with the conveniences 
 necessary for successful .operation, to the extent of the financial ability of the 
 Board. 
 
 * * * * * * * 
 girls’ industrial department. 
 
 This department organized eight years ago, has trained hundreds of girls in the 
 use of the needle and the machine, and in the making of clothing and various other 
 articles. It has proven a success, and is a department that reflects great credit on 
 the pupils. 
 
 The work is regularly and systematically graded, beginning with the plain and 
 simple, and advancing to the costly and intricate. The pupils furnish their own 
 materials. 
 
 Students in this department are thoroughly instructed in all manner of needle 
 work, and in cutting and fitting. Those pupils who complete a course in this 
 department receive a certificate stating the same. We design the addition of such 
 industries as will afford them the means of earning an honorable and competent 
 livelihood. We are planning to make this department during the coming session, 
 a greater success than ever before. 
 
 Agricultural and Mechanical Department. 
 
 In June, 1890, this department was organized. 
 
 Professor Hugh Jamieson was elected Superintendent of this department. An 
 excellent farm of over one hundred acres of tillable land was secured and is now 
 in operation, near the upper suburbs of New Orleans, and fronting on the Mississippi 
 river. This farm has been stocked with teams and implements necessary for the 
 cultivation of the various agricultural products of Louisana. Dormitories for agri¬ 
 cultural students and a room for class exercises have been erected on this farm. 
 * * * The pupils are taught theoretical, scientific farming in classes, and the 
 result is shown in the practical application in the fields. The soil is analyzed in the 
 chemical laboratoi” and its deficiencies supplied. 
 
 THE MECHANICAL DEPARTMENT. 
 
 At the beginning of the session, students were enrolled in both sections of the 
 Agricultural and Mechanical Department. The Mechanical Building has been 
 stocked with work benches, tools, steam engine and machinery, where pupils are 
 daily taught in alternating classes. 
 
698 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The two sections are placed under competent instructors, and students are taught 
 scientific agriculture, horticulture, and the mechanic arts. 
 
 Professor William Seymour, a practical mechanic, of experience and reputation, 
 has been elected principal of the mechanical section. 
 
 The studies embrace both the theory and practice of mechanics. The pupils 
 have made rapid progress in the handling of tools and in the character of the work. 
 
 All colored, residents of the State of Louisiana, of both sexes, are 
 entitled to admission to this University, on passing the entrance 
 examination, free of all charges. 
 
 DEPARTMENTS. 
 
 Tlie school is divided into the following departments. 
 
 I. College Department. 
 
 II. Normal Department. 
 
 III. High School Department. 
 
 IY. Grammar School (Preparatory) Department. 
 
 V. Girls Industrial Department. 
 
 VI. Agricultural, and Mechanical Department. 
 
 VII. Department of Music. 
 
 Graduation in this University depends rather on the Course of 
 Study successfully done, than on the time given to the course. 
 
 In both the “Classical” and the “Scientific” Courses Drawing is 
 a required study throughout Freshman year. It does not appear in 
 the schedule of studies in classes after Freshman year. In the Agri¬ 
 cultural Department, the course is one of two years. In the Mechan¬ 
 ical Section, the course is one of three years. Any pupil of the 
 University fourteen years of age, can enter this department. 
 Younger pupils may be entered by vote of the Faculty. In the 
 Girls’ Industrial Department, the course is one of three years. In 
 the Music Department, the course is one of five years. 
 
 The total number of Students in attendance for the year 1892-93, 
 was 623; of whom, 389, were girls; and 234, boys. In the college, only 
 the Freshman class was represented; and by 3 members. In the 
 Branch School at the Farm, there were 12 pupils; 6 boys, and 6 girls. 
 In the Industrial Department, there were 184; 42, in the Agricultural 
 Section; 45, in the Mechanical Section; and 97, in the Girl’s Indus¬ 
 trial Department. 
 
 The Faculty of the University numbers Nine Professors and 
 Instructors. 
 
 H. A. Hill, President and Professor of Mental and Moral Philos¬ 
 ophy. 
 
 Lincoln Institute, Jefferson City, Missouri. 
 
 This institution, which is designated by the State authorities to 
 receive that portion of the National appropriation coming to Mis¬ 
 souri, which is available for the training of colored youth, had its 
 origin in the desire of certain colored soldiers of the Union at the 
 
MISSOURI. LINCOLN INSTITUTE, JEFFERSON CITY. 699 
 
 close of the war to contribute directly to the educational develop¬ 
 ment of their own people. Eventually becoming a State school it 
 has received liberal appropriations from the State. 
 
 Although unfortunately no late catalogues or reports are accessi¬ 
 ble for use in the preparation of this account, it has nevertheless 
 been thought desirable that it should not be wholly omitted in this ' 
 resumd of the educational facilities for the colored youth of the 
 country, which are aided by the General Government; and, there¬ 
 fore, the historical statements which follow are condensed from the 
 latest catalogue * at hand. 
 
 Historical Sketch. 
 
 Lincoln Institute had its origin in a fund of $6,379, contributed by the 62nd and 
 65th regiments of U. S. Colored Infantry, when discharged from service in Jan¬ 
 uary, 1866, of which the 62nd gave $5,000. The only condition of the gift was, 
 that a school be established in Missouri open to the colored people. 
 
 The Board of Trustees, ten in number, was organized on June 25th 1865, and the 
 school was opened September 17. 1866 For the first few years “the school was 
 taught in rented buildings, and had many obstacles to meet.” 
 
 In June, 1871, the present Lincoln Institute building was completed. It is a 
 substantial brick, 60x70 feet, three stories, conveniently arranged, and eligibly 
 located upon a prominent hill, just outside the limits of Jefferson City, command¬ 
 ing a view of a large part of it. The grounds contain twenty acres. 
 
 The Legislature of 1879 appropriated $15,000 for the support of the Institute. 
 
 * * * 
 
 Since the Institute became a State school, the Legislature has not only made 
 large appropriations for its maintenance, but has also given money to erect a dor¬ 
 mitory for young ladies, to purchase scientific apparatus, to make additions to the 
 library and repair the main building. 
 
 By an act of the Thirty-fourth General Assembly, a college and a college prepara¬ 
 tory school were established in connection with the Institute. * * * 
 
 By an act of the Thirty-sixth General Assembly, an industrial department was 
 established in connection with the Institute. 
 
 No fees of any kind are charged in the Normal Department. 
 Pupils pay an incidental fee of fifty cents on entering the Elemen¬ 
 tary Department and one dollar on entering either the Preparatory 
 or College Department. In addition to the main building there are 
 two large Dormitory buildings for boarding students. Board costs 
 eight dollars and a half a month. 
 
 The catalogue gives a total of 208 students for the year 1890-91. 
 
 A statistical return for 1893. gives a total of 264 students. 73 boys in 
 Agriculture and Mechanic Arts, and 117 boys and 74 girls in other 
 courses, with 8 Professors and Instructors. Inman E. Page, A. m. 
 President. 
 
 * Twentieth Annual Catalogue of Lincoln Institute, Jefferson City, Mo. 1890- 
 1891. Jefferson City, Mo.: Tribune Printing Company, State Printers and Binders. 
 1891. Pp. 30. 
 
700 EDUCATION IN TIIE INDUSTRIAL AND FUSE ARTS. 
 
 Agricultural and Mechanical College for the Colored 
 Race. Greensboro, North Carolina. 
 
 This new institution established by the State Legislature in 
 accordance with the U. S. Law of 1890 expected to take possession of 
 the College Buildings which have been erected in Greensboro, and to 
 begin as a separate and independent institution early in November 
 1893. 
 
 The President states in his report to the U. S. Secretaries of the 
 Interior and of Agriculture, that the main building for the new col¬ 
 lege is one of the finest public buildings of the State; that it is to 
 be heated with steam and is completely finished and furnished 
 throughout in the best manner. 
 
 Thus far this school has been conducted as an Annex to Shaw 
 University in Raleigh. As that institution has no Agricultural 
 department oranj- facilities for teaching Agriculture practically the 
 A & M students have taken “ only the Mechanical Course, princi¬ 
 pally in the preparatory department.” 
 
 From the report made by the President of the Shaw University 
 to the President and Trustees of the A & M College, it appears 
 that for the year 1892-93, one hundred and two pupils have 
 attended the A & M Annex to the University which was supported 
 by the A & M Authorities. 
 
 The Industrial work undertaken on several lines, had in view 
 practical teaching of processes incident to the demands of daily life 
 on the farm, or in the home. In blacksmithing, for instance, the 
 boys are taught to make bolts; to turn a horse shoe; to set wagon 
 tires, etc., etc.,. Seventeen pupils took this course. In carpentry 
 twenty pupils were kept busy in repairing and completing a build¬ 
 ing; and, later, were trained in shop work. In short to teacli the 
 use of tools and the every day arts was the aim of the practical 
 instruction given. The new Machine Shop was being fitted with 
 the necessary engines and machines and the pupils were employed in 
 this work of setting them in place, and were then taught to manage 
 a steam boiler and engine, and to use all kinds of wood cutting power 
 machines; also to use engine lathes in the turning of metals, etc., 
 
 In furniture making, twenty-seven students were employed under 
 a competent instructor, in making and repairing all kinds of furni¬ 
 ture and in the arts of painting and varnishing. All the students 
 attended regular classes in English studies. 
 
 There are fourteen acres of land attached to the college in Greens¬ 
 boro, ten acres of which are under cultivation. This college receives 
 an annual income of more than six thousand dollars under the U. S. 
 Land Grant Act of 1890. The Faculty number seven Professors 
 and Instructors. J. 0. Crosby, ph. d. President. 
 
TEXAS. NORMAL SCHOOL FOR COLORED TEACHERS. 701 
 
 Prairie View State Normal School, Hempstead, Texas. 
 
 The act establishing this school as a State “Normal school for the 
 preparation and training of colored teachers” became a law April 
 19th 1879. The school has been supported by liberal appropriations 
 by the Legislature. The Normal course of study is like that of 
 other normal schools with the exception that the languages are not 
 taught. 
 
 The course of instruction has been enlarged from time to time as 
 needs for such additions arose ; special attention being given to such 
 training as would tend to incline the pupils eventually to undertake 
 teaching. In addition to this general purpose there are now four 
 “departments” of the School, namely: “Industrial,” “Mechanical,” 
 “Agricultural,” and “ Ladies Industrial,” in which the endeavor is 
 made to fit the pupil for employment in the higher industrial pur¬ 
 suits. The “Industrial Department” is, however, “subordinate to 
 the Normal feature of the school.” 
 
 All students “ do practical work from one to two hours each day. 
 
 For the use of the Mechanical Department a work shop, 70x30 
 feet, has been built and equipped with thirty-eight separate sets of 
 bench tools, three turning lathes, etc. An engine for running the 
 machines is provided and a forge secured for giving instruction in 
 blacksmithing. 
 
 For the Agricultural Department the school has 2,225 acres of 
 land, of which one hundred acres are cultivated in farm and garden; 
 there are, also, numerous pastures for stock. A branch of the U. S. 
 Experiment Station is in charge of this Department. 
 
 In the Ladies Industrial Department, sewing, cooking, and all 
 kinds of house work, are taught by special teachers. As in this 
 department the chief purpose is to train teachers, “the Industrial 
 features are kept subordinate to this aim.” 
 
 “One student from each senatorial district and fifteen from the 
 State at large will be admitted. These students will be maintained 
 and taught free of charge.” “All students, however, pay a matric¬ 
 ulation fee of $5.00 and a medical fee of $2.00.” “Pay students are 
 charged for board $10.00 per month payable in advance.” “No 
 tuition is charged any one.” All have the use of text books without 
 charge. “No person under sixteen years of age will be admitted.” 
 
 The above statements are taken from the latest catalogue at hand.* 
 This shows a total attendance of 132, for the year 1889-90, 52 of whom 
 were girls. Faculty and officers numbered 9, 3 of whom were 
 women. 
 
 * Annual Catalogue of the Prairie View State Normal School, for the school year 
 1889-90, with announcements for school sessions. Beginning September 4th, 1890. 
 Hempstead, Texas. Houston, Texas: Dealy & Baker, Printers and Binders, 1890. 
 Pp. 25. 
 
702 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 When later this school was designated to receive the share of the 
 income from the Government Grants coming to the colored people, 
 the industrial features of necessity assumed greater importance. 
 
 From returns made to U. S. Bureau of Education for the year end¬ 
 ing June 30th, 1893, a great increase in the teaching force is shown; 
 the Faculty numbering 19, of whom 2 were women. There woro 
 184 students, of whom 62 were girls. 
 
 L. C. Anderson, Principal. 
 
 West Virginia Colored Institute, Farm P. O., Kanawha 
 
 County, West Va.* 
 
 This institution for the training of colored youth was the direct 
 outcome of the passage by Congress of the act known as the “Sup¬ 
 plementary Morrill ” Law of 1890. 
 
 The Legislature of West Virginia by the act of 1891, incorporated 
 this Institute and appropriated to it, from the national appropria¬ 
 tion of $18,000, coming to the State, under the Law just referred to, 
 the sum of $3,000; the remaining sum of $15,000 was given to the 
 West Virginia University. This equitable division between the 
 white and colored citizens was based on their relative ratio of num¬ 
 bers as shown by the census of population of school age. At the end 
 of five years it was provided that the annual sum to be given to this 
 Institute be increased to $5,000. 
 
 The Legislature made an additional appropriation of $10,000 for 
 the purchase of a farm and erection of a suitable building. Thirty 
 acres of level bottom land on the Great Kanawha river about eight 
 miles below the city of Charleston, were purchased and a substantial 
 three story brick building built; the corner stone of which was laid 
 with much ceremony October 11th 1891. In April 1892 the com¬ 
 pleted building was accepted by the Board of Regents and “ on May 
 3rd the Institute was formally opened in the presence of the honor¬ 
 able “ Board ” and an audience of over four hundred.” Twenty 
 students registered the first term. 
 
 At their next session the Legislature made a liberal appropriation 
 of $14,000 for the equipment of the school and necessary improve¬ 
 ments, in the matter of fencing and farm buildings. The machine 
 shop was also adequately furnished with woodworking machinery at 
 a cost of $4,000, and a blacksmith shop with four forges, put up. A 
 “well chosen library of 500 volumes” is announced as open to the 
 use of the students. 
 
 The present principal J. Edwin Campbell, ph. b., was chosen by 
 the Board and took charge of the school April 1st 1892. 
 
 * The West Virginia Institute, State Agricultural, Mechanical and Normal Col¬ 
 lege. Incorporated January, 1891. Opened May 3, 1892. Charleston: Moses W. 
 Donnally, Public Printer 1893. Pp. 25. 
 
WEST VIRGINIA STATE COLORED INSTITUTE. 
 
 703 
 
 These statements have been compiled from the Regents Report 
 for 1892. 
 
 As at present organized three courses of Instruction; the Agricul¬ 
 tural, the Mechanical, and the Normal, are provided. These courses 
 are each of three years. There is also a Preparatory course of three 
 years. Drawing is taught in the middle year of the Normal course 
 and through each year of the Academic course. A course in Vocal 
 Music continues through all the years of the Preparatory and Normal 
 courses. Drawing is taught through the whole of the Mechanic 
 course, with special reference to its practical applications. The 
 Wood and Iron Work courses in Manual Training run through four 
 years each. There is also a printing office in full operation with a 
 two years’ course in type setting and printing, and a class of twelve 
 girls are setting type and publishing “The Owlet,” the Institute 
 Journal. Outside orders for both wood work and job printing are 
 taken, and filled by the students. 
 
 The following is the programme of the Mechanical and Industrial 
 courses, which are under direction of J. M. Canty, Jr., Professor of 
 Mechanics, who has also charge of the military training of the 
 students. 
 
 MANUAL TRAINING. 
 
 Course in Carpentry. 
 
 FIRST YEAR. MACHINE WORK. 
 
 [Term 7 Weeks.] 
 
 First Term. —Name, proper care and use of tools and machinery. Adjustment 
 of tools and machinery. 
 
 Second Term.— First term’s work continued. Wood turning and machine boring, 
 circular sawing, work on emery wheel, jig sawing. 
 
 Third Term. —Proper care and use of tools, and wood turning continued, planing, 
 sharpening planer bits and knives on emery wheel and grindstone, filing and setting 
 saws, belt cutting and lacing, band sawing, work on shaper. 
 
 Fourth Term. —Planing lumber and wood. Turning continued. Band sawing. 
 Scroll work on jig and band saw. Mortising. Work on shaper. 
 
 Fifth Term. —Scroll work on jig and band saw continued. Planing. Tongue 
 and grooving. Beading work on “universal wood worker,” getting out molding 
 and picture framing, etc. Belt cutting and lacing, mounting and speeding 
 machinery. Machine carving. Lecture on year’s work. 
 
 SECOND YE A R—BENCH WORK. 
 
 [Term 7 Weeks.] 
 
 First Term. —Proper care and use of tools, planing, joining, squaring, boring, 
 dovetailing. 
 
 Second Term. — Miscellaneous. —Plumbing, proper care of boiler and engine, pack¬ 
 ing steam and hand pumps. 
 
 Third Term. — Miscellaneous. —Mixing paints, painting, making and using putty, 
 making and using glue, preventing and warping lumber, preventing cracking of 
 ends of lumber in kilns and dry houses. 
 
704 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Fourth Term.—Bench Work Rentmed. —Pattern making for scroll work, picture 
 framing, construction from sketch, repair work, cabinet work, cutting miters with 
 and without miter box. 
 
 Fifth Term. —General review of and lectures on the year’s work, awarding prizes 
 for the best original designs of scroll work and framing for pictures aud machine 
 carving, outside work. 
 
 THIRD YEAR. 
 
 First Term. —Outside work and repairing, cabinet work, picture framing, hand 
 bead and reading. Hand molding for pictures, frames, etc. 
 
 Second Term. —First term’s work continued. Wood work for wagons, wheel¬ 
 barrow making. 
 
 Third Term. —Work of first and second terms. Buggy and cart building. 
 
 Fourth Term. —This term will be given wholly to wagon, buggy anti cabinet work. 
 
 Fifth Term. —Work of fourth term continued. Review of the year’s work, 
 strengthening defective points, lectures. 
 
 FOURTH YEAR. 
 
 First Term. —Cabinet, wagon, and buggy work continued from third year, hand 
 carving. 
 
 Second Term. —Review of mounting and speeding machinery and adjustment of 
 pulleys, increasing the capacity of machines, by original attachments, to do other 
 work than that for which they were intended, hand carving. 
 
 Third Term. —Work from drawings, outside work, cabinet work, repairing fur¬ 
 niture, house framing from drawings, house building, estimates, hand carving. 
 
 Fourth Term. —House building and framing continued, estimates, hand carving 
 for furniture. 
 
 Fifth Term. —Review of fourth term’s work. Prizes awarded for best hand 
 carving, house designs and estimates. In this term the Senior class as a whole 
 will do a piece of work as a representative of their mechanical skill, lectures on 
 the year’s work. 
 
 Course in Blacksmithing. 
 
 FIRST YEAR. 
 
 [Term 7 Weeks.] 
 
 First Term. —Name, proper care and use of tools. Instruction in setting tune 
 irons, striking and building fires for different forging. 
 
 Second Term. —Proper care and use of tools continued, regulating the blast for 
 iron and steel welding, etc. 
 
 Third Term. —Filing, drilling, emery grinding, use of cold chisels, proper care and 
 use of tools, properties and nature of metals. 
 
 Fourth Term.— Third term’s work continued, thread cutting, grinding on emory 
 wheel drills, chisels, brick punches etc., etc. 
 
 Fifth Term. —Repetition of fourth term’s work, use of anvil tools without helper, 
 lecture covering the year’s work. 
 
 SECOND YEAR. 
 
 [Term 7 Weeks.] 
 
 First Term .—Use of anvil tools with helper, work* from wood models, dressing 
 and tempering anvil tools etc., etc. 
 
 Second Term .—Work of first term continued, dressing and tempering drills, 
 simple repair work, welding iron. 
 
WEST VIRGINIA STATE COLORED INSTITUTE. 
 
 705 
 
 Third Term. —Making drills, cold chisels, punches, callipers, screw drivers, “S ” 
 wrenches, etc., etc., simple repairing, welding iron and steel. 
 
 Fourth Term. —Work from drawings, welding iron and steel, jumps, “V” and 
 scarf welds, setting irons to wood, putting work together. 
 
 Fifth Term. —Review of work of fourth term, welding iron and steel tires, prin¬ 
 ciples of dishing wheels and setting tires, lecture on year’s work. 
 
 THIRD YEAR. 
 
 First Term. —Horse shoeing, making anvil tools, repairing wagons and buggies, 
 formula for tempering solutions, formula for welding compounds. 
 
 Second Term. —Horse shoeing and making anvil tools continued, forging parts for 
 wagons, special attention to tempering. 
 
 Third Term. — Miscellaneous. —Hore shoeing, plumbing, proper care of boiler and 
 engine, setting and speeding machinery, packing hand steam pumps, babbitting 
 boxes. 
 
 Fourth Term. —Horse shoeing, wagon and buggy ironing, forging anvil and bench 
 tools, dressing mill picks, stone cutter’s tools, facing iron hammers, anvil tools, 
 etc., with steel. 
 
 Fifth Term. —Horse-shoeing, wagon and buggy ironing, dressing mill picks, stone 
 cutter’s tools, etc., continued from fourth term. Lectures on and review of the 
 year’s work. 
 
 FOURTH YEAR. 
 
 First Term. —Making mill picks, stone cuttei - ’s tools, mattocks, hoes, clajv ham¬ 
 mers, picks, wheelbarrow wheels (all iron), iron fencing, etc. 
 
 Second Term. —First term’s work continued, making knives for planers, machine 
 bits for molding, and beading carver’s tools for hand and machine. 
 
 Third Term. —Review of first and second terms’ work: Forging parts for 
 machinery, repairing machinery, splicing iron, steel and cast-irons, making 
 invisible seams. 
 
 Fourth Term. —Brazing band saws, etc., soldering, plating and review of babbit¬ 
 ting. 
 
 Fifth Term. —In this term the seniors, as a class, will construct a piece of work, 
 selected by the Professor of Mechanics, which will show their mechanical skill. 
 
 The senior class, individually, will do original work of their own selection and 
 design. A prize will be awarded the students of this class for excellence. 
 
 Course in Printing. 
 
 FIRST YEAR. 
 
 Type setting and distribution, study and use of treadle presses, correcting proof. 
 
 SECOND YEAR. 
 
 Type setting and distributing, making up of forms, proof reading, use of presses. 
 
 The young ladies in this department are already doing job work and publish each 
 month an excellent little journal, The Owlet, devoted to the interests of the Institute. 
 
 Drawing. 
 
 i ' 
 
 FIRST YEAR IN ACADEMIC DEPARTMENT. 
 
 [Term 7 Weeks.] 
 
 First Term. —Drawing (pencil) from plain geometric models. 
 
 Second Term. —Work of first term continued, with models united into other 
 forms, etc. 
 
 ART—VOL 4- 
 
 45 
 
706 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Third Term .—Second term's work continued. 
 
 Fourth Term .—Drawing from casts, sketching simple studies from nature. 
 Fifth Term .—Work of previous term continued. 
 
 SECOND YEAR. 
 
 First Term .—Previous term continued, mechanical drawing in class room. 
 Work continued through the year 
 
 THIRD YEAR. 
 
 Original designing for the shops. 
 
 Note —The third year, work in crayon, and pastel portraiture may be taken at 
 option.; stump work occupying the entire first term. 
 
 Tuition is free, except a matriculation fee of one dollar each term. 
 
 Board is not more than seven dollars per month. 
 
 The list of students shows an attendance of 40, 39 in the Prepar¬ 
 atory Department and 1 in the Academic; 24 take the “Agricultural 
 and Mechanical” courses and 30 the “Normal and Industrial,” 17 
 names being repeated as in both divisions. From the list of names 
 the sexes seem about equal in number, with apparently a slight excess 
 of boys, but this is uncertain as some of the first names give no clue 
 to the sex of their bearers. The teaching force numbers seven; six 
 Professors and Instructors and one Practical Farmer. J. Edwin 
 Campbell, ph. b., Principal and Professor of Mathematics. 
 
APPENDICES. 
 
 707 
 
APPENDICES. 
 
 GENERAL INTRODUCTION. 
 
 The present volume of this Report being given to accounts of the 
 Institutions of Technical Training in the United States, including 
 the Mechanical and Technical Departments of the National Land 
 Grant Colleges of Agriculture and the Mechanic Arts, the Appen¬ 
 dices which here follow are composed of papers relating more or less 
 directly to these several classes of institutions. 
 
 As each Appendix, and often each paper, is accompanied by a few 
 explanatory words of introduction, only a brief summary of the 
 several appendices seems here desirable. 
 
 These appendices begin with Appendix “X,’’which is entitled 
 “ Technical Education in the United States with instances of similar 
 efforts in European countries;” and comprises, first: The addresses 
 delivered on the occasion of the opening, in 1883, of the high class 
 mechanical school, then known as “ The Terre Haute School of Indus¬ 
 trial Science,” later renamed “ The Rose Polytechnic Institute,” which 
 is the second, in date of its opening, among such schools in the United 
 States ; the first having been “ The Worcester County Free Institute 
 of Industrial Science” founded by John Boynton, in 18G5, and opened 
 in 1868; now known as “ The Worcester Polytechnic Institute,” situ¬ 
 ated at Worcester, Massachusetts. 
 
 The Terre Haute school—endowed by the single public spiidted 
 citizen, Chauncey Rose, whose name it now commemorates—was 
 the direct outcome and result of the success of the Pioneer school of 
 this class in America, just referred to. 
 
 The directors of the new institution had wisely secured to launch 
 their new enterprise, the aid of the man who had achieved distin¬ 
 guished success in the management of the Worcester school. 
 
 President Thompson, took for the subject of his Inaugural Address 
 “The Modern Polytechnic School.” A topic which he was pecu¬ 
 liarly fitted to develop owing to his long experience as Director of 
 the Worcester School, supplemented by two journeys of observation 
 in Europe, undertaken by him for the express purpose of investi¬ 
 gating institutions of Technical Education. This important contri¬ 
 bution to the literature of the Modern Educational Movement is 
 given in full. For the account of the Institution so admirably 
 inaugurated and of the cutting short of President Thompson’s bril¬ 
 liant career, in the very fullness of his powers, by his sudden decease 
 in March, 1885, the reader is referred to page 184, et seq., of this 
 volume. 
 
 Dr. Thompson, was followed in the presidency of the Worcester 
 school, by Dr. H. T. Fuller, parts of whose Inaugural Address, deliv¬ 
 ered June 28th, 1883, and entitled “ The Present Place and Work of 
 
 709 
 
710 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Technical Schools,” are given as the final paper of this Appendix. 
 This address gives a concise statement of the origin, progress and 
 present status of Institutions of Technical Industrial Training on 
 the Continent of Europe. 
 
 The inter relations between the Rose and Worcester Polytechnic 
 Schools, have been again illustrated by the calling, in 1894, of Pro¬ 
 fessor Mendenhall—who followed the lamented President Thomp¬ 
 son, as President of “The Rose Polytechnic,” and who was called 
 from there to Washington to preside over the U. S. Coast and Geo¬ 
 detic Survey—to assume the Presidency of The Worcester Polytech¬ 
 nic Institute. 
 
 Appendix “Y”, consists of an account of an interesting experi¬ 
 ment of a special technical school undertaken by the officials of the 
 Baltimore and Ohio Railroad Company in connection with their 
 shops at the Mt. Clare station, near the city of Baltimore, Maryland. 
 
 This school, owing to changes in the directory of the company, was 
 so soon abandoned that it would hardly have here received more than 
 a brief mention were it not for the very valuable “Report” on the 
 whole subject of “Technical Industrial Education,” made under the 
 direction of the late Dr. W. T. Barnard, assistant to President Gar¬ 
 rett, which is, in itself, a valuable contribution to the literature of 
 this modern movement in education, and as such, is here inserted. 
 
 Appendix “Z,” comprises “Papers relating to the U. S. Colleges 
 of Agriculture and the Mechanic Arts.” These include, first: Copies 
 of the three Laws of the United States conveying grants to these 
 institutions; popularly known as “The Morrill Act of 1862,” “The 
 Hatch Act of 1888,” and “The supplementary Morrill Act of 1890.” 
 The second paper consists of very interesting historical statements 
 showing the active part taken by the late Dr. Amos Brown, of New 
 York State, and the late Dr. Evan Pugh, of Pennsylvania, in aiding 
 the passage of the first of the just mentioned U. S. Land Grant 
 Laws in favor of the new education. 
 
 An interesting paper follows, on “Agricultural Education in 
 Bavaria,” by Professor R. B. Warder. 
 
 Then comes the address, giving a clear setting forth of the char¬ 
 acter and purpose of this new movement in education, with which 
 Professor Hamilton dignified the opening, in 1886, of the new 
 Mechanical Department Building of the Pennsylvania State College. 
 
 This Appendix is closed by the farewell address by Bishop Hay- 
 good, delivered in 1890, at the commencement of Claflin University, 
 at Orangeburg, South Carolina. In this address the Bishop opens 
 up the whole subject of Technical Industrial Training in its relation 
 to the colored youth in the United States. 
 
 Appendix “A.A.,” comprises “ Papers relating to Technical Edu¬ 
 cation in England ” and consists of addresses, and articles from the 
 Press, which illustrate the active and intelligent interest taken by the 
 ruling authorities of Great Britain, in every phase of the industrial 
 development of the people. These papers include among others, 
 reports of addresses by President Dawson, by the Lord Chancellor 
 and by the Prince of Wales. 
 
 Appendix “B.B.,” comprises “Papers Relating to Technical Art 
 Training in England.” These include a leader from the Times, on 
 the address by Lord Hartington; an article from the Westminster 
 Review, showing the need of Technical Training in England, in view 
 of the trade competition of Continental Europe; also, an address by 
 Professor Huxley. 
 
APPENDIX X 
 
 PAPERS RELATING TO TECHNICAL EDUCATION IN THE UNITED 
 STATES; WITH INSTANCES OF SIMILAR EFFORTS IN 
 EUROPEAN COUNTRIES. 
 
 I. Introduction. 
 
 II. Inaugural exercises, with report of various addresses, delivered at the formal 
 opening of Rose Polytechnic Institute, Terre Haute, Indiana, in 1883. 
 
 III. Inaugural Address by President C. O. Thompson, entitled : “Rose Polytech¬ 
 nic Institute and The Modern Polytechnic School.” 
 
 IV. Inaugural Address by President Homer T. Fuller, Ph. D., Worcester Free 
 Institute, Worcester, Massachusetts, in 1883. 
 
 711 
 
APPENDIX X. 
 
 TECHNICAL EDUCATION IN THE UNITED STATES; WITH INSTANCES 
 OF SIMILAR EFFORTS IN EUROPEAN COUNTRIES. 
 
 I. 
 
 Introduction. 
 
 One of the earliest established and most important of the new 
 Schools of Science, is that of the Rose Polytechnic Institute, founded 
 at Terre Haute, Indiana, by the munificence of the late Chauncey 
 Rose, who organized the Board of Trustees and witnessed the laying 
 the corner stone of the edifice; but whose death preceded by some 
 years the actual opening of the Institute, which took place March 
 7th, 1883. 
 
 President Charles O. Thompson, who had for many years success¬ 
 fully presided over The Worcester Free Institute of Science, was 
 early selected as President of the new Institution, and visited Europe 
 in its interest, to see what were the latest methods adopted in Euro¬ 
 pean schools of a similar character; with the purpose of securing 
 for the new school of which he was to have charge, whatever was 
 most desirable in apparatus or methods. 
 
 In the extracts from his inaugural address on “ The Modern Poly¬ 
 technic School,” it will be observed that President Thompson begins 
 with a clear definition of what Technology is, and with a philo¬ 
 sophical statement of its origin and its province. 
 
 In doing this he happily discriminates between, and defines, the 
 other forms of artistic and mechanical industrial education, gener¬ 
 ally somewhat confusedly grouped under the comprehensive term 
 of “ Technical Training,”—he then gives a brief outline of what a 
 School of Technology proper should teach, and, by instituting com¬ 
 parisons between the Worcester methods and those of the leading 
 European schools, makes a very clear exposition of the principles 
 in accordance with which the Rose Polytechnic Institute is to be 
 developed. 
 
 President Thompson calls attention to the impressive fact that 
 most of the notable institutions of this class have been founded by 
 private generosity; this, as we have previously noted, has also been the 
 case with many of the classical universities and colleges. 
 
 When President Thompson left Worcester, Dr. Homer T. Fuller, 
 was called to succeed him. The following extracts from Dr. Fuller’s 
 inaugural address, delivered June 28th, 1883, give a succinct history 
 of the founding of technical schools abroad; with very interesting 
 comparisons of their rapid development as observed by him in his 
 two visits, made three years apart. 
 
 713 
 
714 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 II. 
 
 Addresses delivered on the occasion of the opening of 
 The Rose Polytechnic Institute*, March 7th, 1883. 
 
 Tlie formal public opening of The Rose Polytechnic Institute, at 
 Terre Haute, Indiana, was a notable event; memorable not only 
 because it was the inauguration of the second school of its class in 
 the United States, and in thus receiving the approval of the dis¬ 
 tinguished educators who had assembled to do honor to the occasion, 
 gave evidence that the pioneer school in Worcester, Massachusetts, 
 opened in 1808, had demonstrated the value of the combination of an 
 engineering school and a practical workshop, which is the peculiar 
 feature of this class of educational institutions; but, also, because, 
 in his Inaugural Address, President Thompson, the inventor of this 
 form of school, gave an historical survey of the rise and progress 
 of Technological Education, with an analysis of the methods adopted 
 by him in his first experiment, the Worcester School, and indicated 
 the modification of the Worcester plan which he sought to introduce 
 in the Rose Polytechnic Institute. 
 
 When it is recalled that Dr. Thompson, before he began at Wor¬ 
 cester. had made a careful personal investigation of the leading 
 schools of Science and Technology in America and Europe; and, 
 again, subsequent to his years of experience in Worcester, had made 
 a similar tour of inspection at home and abroad, in preparation for 
 the establishment of this new Institute which he had been called to 
 create, the permanent value of such a deliberate exposition of these 
 methods of technical Training can hardly be questioned. The 
 address of the late President Thompson, is, therefore, here given in 
 full. Some twenty-nine pages of the memorial pamphlet which con¬ 
 tains this address, are given to the addresses which preceded it,— 
 in which, touching tributes are paid to the late Chauncey Rose, the 
 Founder of the Institute, and a cordial and appreciative welcome 
 is extended to President Thompson. Extracts from these addresses 
 are given. The account of the Institute itself will be found on pages 
 194-201 of this volume. 
 
 Inaugural Exercises. 
 
 Arrangements for the inauguration were made by Gen. Charles Cruft and Messrs. 
 William Mack and Robert 8. Cox, a committee appointed for the purpose. On 
 Wednesday, March 7tli, 1883, at 10 o'clock A. M., the ceremonies were held, in the 
 chapel of the Institute, in the presence of one of the largest audiences ever assem¬ 
 bled in the city of Terre Haute. The stage and auditorium of the chapel were 
 crowded to overflowing, and a multitude filled the halls and corridors of the 
 academic building. The stage and the speakers’ stand were beautifully decorated 
 with flowers and potted plants, contributed by Mrs. Sarah A. Heminway, a cousin 
 of Mr. Rose, and. for many of the declining years of his life, the head of his family. 
 On the President’s table an exquisite floral ornament represented the taste and 
 liberality of Mr. Firmin Nippert, and at the extreme right of the platform, a fine 
 India ink portrait of Mr. Rose, executed by Brady, of New York, was wreathed with 
 garlands of smilax. 
 
 The stage was occupied by the Board of Managers, the Faculty of the Institute, 
 the speakers of the day, a number of the leading educators of the State, and many 
 
 * Rose Polytechnic Institute. Addresses of Inauguration and Dedication, with 
 memorial notices, a historical introduction, and First Annual Catalogue. Terre 
 Haute, Ind: G. W. Broun, Printer and binder, 1883, Pp. 84. 
 
INAUGURAL EXERCISES: ROSE POLYTECHNIC INSTITUTE. 715 
 
 prominent citizens of Indiana and other States. Among them were Hon. R. W. 
 Thompson, LL.D., and Gen. John Eaton, United States Commissioner of Educa¬ 
 tion, who were the invited speakers; Prof. John M. Bloss, Superintendent of Public 
 Instruction ; Hons. George I. Reed, Murray Briggs. Joseph Gilbert, and Barnabas 
 C. Hobbs, LL.D., of the State Normal School BoardPresident Lemuel Moss, of 
 the State University; President Emerson E. White, of Purdue University; Mayor 
 Jas. B. Lyne, of,Terre Haute; Hon. John E. Lamb, M. C.; Monsieur Louis Genis, 
 Ing. Civ., and Eleve of the Royal Polytechnic School of Belgium ; John R. Elder, 
 of Indianapolis, formerly one of the Normal Trustees; President George P. Brown 
 and Prof. E. F. Brown, of the Normal Faculty; Superintendent Wiley, Prof. 
 Byers and Prof. Donaldson, of the city school staff; R. A. Morris and J. W. Lan¬ 
 drum. City School Trustees; John F. Roedel, John DeBaun, and John Wilson, 
 County Commissioners; Hon. W. R. McKeen, and Prof. J. H. Cooper, Superintend¬ 
 ent of the Evansville Public Schools. 
 
 Promptly at the appointed hour, President Josephus Collett, of the Board of Mana¬ 
 gers, who presided on the occasion, called the assemblage to order, and the exercises 
 began with music by Prof. Breinig’s orchestra, after which prayer was offered by 
 Rev. C. Pitman Croft, Pastor of the First Congregational Church : 
 
 ******* 
 
 Address by IIon. R. W. Thompson. 
 
 The President then introduced Hon. R. W. Thompson, who delivered the follow¬ 
 ing address; 
 
 ****** 
 
 This institution is destined to fill a place hitherto unoccupied in this State and in 
 the West. It should be viewed, therefore, with especial favor and pride by the citi¬ 
 zens of this city, not only because it will become the central point from which valuable 
 educational influences are expected to radiate, but because it had its origin in the 
 mind of one of our most eminent citizens, and is so endowed by his magnificent lib¬ 
 erality as to insure its complete success. We can not do too much honor to the 
 memory of a man who, with unsurpassed liberality, rounded off a long life of 
 assiduous industry by devoting his wealth to this and other benevolent enterprises, 
 calculated to benefit society, alleviate suffering, and give fresh impulse to ennobling 
 thoughts. 
 
 ******* 
 
 There is, therefore, no antagonism or room for it, between existing educational 
 institutions and a polytechnic school like this. They belong to the same family, 
 draw inspiration from the same fountain, and should dwell together in concord 
 around the same altar. They are twin sisters. Technology does not repudiate the 
 abstract sciences. On the contrary, it recognizes their demonstrations and applies 
 their truths. It takes them up at the point where they have reached their highest 
 theoretical development, and causes them to serve practical and indispensable 
 uses—to the production of results which would otherwise remain unknown. It is 
 such an auxiliary as the abstract sciences should seek after, so that, neither repel¬ 
 ling the other, the two should constitute a harmonious whole. And it is because 
 this feature in our system of education will be exhibited in the progress of this 
 institution, that it commends itself, in an eminent degree, to the public approbation. 
 The public need the existence of such a school, and are to be congratulated upon its 
 establishment under existing auspices. In view of its origin, its location, the char¬ 
 acter of our people, the sagacity of its managei's, and the eminent fitness of its 
 faculty, I may be allowed to say, as we sometimes do of individuals, that it is the 
 right school in the right place. 
 
 WHAT POLYTECHNIC SCHOOLS HAVE EFFECTED IN EUROPE. 
 
 Why may we not assure to ourselves the advantages which others have enjoyed 
 from technological teaching in polytechnic schools? France, under whose national 
 auspices they were first established, less than a century ago, with a view chiefly to the 
 education of civil and military engineers, has been greatly benefitted by them. They 
 have enabled her engineers to occupy positions in the front rank among the most 
 distinguished in the world. These, by thorough explorations, have succeeded in 
 mapping out with great particularity, all her material and natural resources. By 
 this means, and by the scientific classification of her soils, and her mineral and 
 vegetable products, she has been enabled to imderstand the nature and extent of 
 her own resources, and to shape her policies and industries so as to develop them to 
 the utmost. Her wonderful success in this is seen in the facts that wealth and the 
 means of subsistence are more equally distributed in France than in any other Euro- 
 
716 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 pean state, and that almost every foot of earth is made to contribute to the prosper¬ 
 ity of a people to whom emigration is not necessary, as in neighboring nations, in 
 order to better their material condition. 
 
 Our natural resources are many hundred fold in excess of those of France. One 
 only of our states, out of thirty-eight, contains 70,000 square miles more of territory, 
 and our whole area is more than seventeen times greater. There is not a single nat¬ 
 ural product to be found within the degrees of latitude that mark our extent which 
 we do not possess. They are scattered about in every direction in rich profusion— 
 here, there, and everywhere. Already has their development astonished the world, 
 and ourselves also; and what we shall need in the future is to see that nothing shall 
 occur to arrest or check it, but, on the contrary, that everything shall be done to 
 accelerate its progress. 
 
 We have occupations enough for all—fields of adventure and enterprise widening 
 out every day—inducements for the employment of our best energies and our most 
 ennobling faculties. Our whole population is thirsting for knowedge, in all the 
 varieties of its forms. They read more books, and magazines, and newspapers, than 
 any other people. These great educators are tireless in the work of enlightenment, 
 and he who does not learn someting every day may well exclaim, like the Roman 
 Emperor, “perdidi diem —” I have lost a day ! Our young men are standing ready, 
 with the courage of veteran soldiers, panting to leap to the front whensoever any 
 adversary to our progress, material or intellectual, shall appear. They have the 
 right to demand that those of us who are passing away, and whose places they will 
 soon fill, that we shall not withhold from them the proper weapons with which to 
 carry on the battle of life—a battle that will require all the courage and fortitude 
 they can command. 
 
 Among the weapons for this conflict none are so effective in the production of good 
 results as enlightened intelligence, which enables its possessor to appreciate the 
 character and importance of passing events, and to derive wisdom from their 
 teachings. 
 
 It was thus that the founder of this institution reasoned in his lifetime. He was 
 anxious that the young men of this state, and especially those of this vicinity, 
 should not fall behind in any sphere of duty to which they might be called. And, 
 desiring them to perform their share in the great work of the future, he established 
 this school as the means of enabling them to do it manfully and well. It is a gift 
 to the country, and a legacy to them, worth more than gold. It is a priceless inher¬ 
 itance. Who can measure the extent of the good it is destined to accomplish ? Who 
 can tell what shall be the extent of its contributions towards such a material devel¬ 
 opment of this country as shall compare with that produced, by like means, in 
 France? We know now that its first steps are well taken, and in the right dix-ection 
 towards complete success ; and the character and qualities of those who manage its 
 affairs, give the best assurance that this success will be won. Then, if it shall be 
 allowed by Providence that the spirit of its generous founder shall look back upon 
 the scenes of this life, his immortal soul will exult at the thought that his methods 
 of diffusing beneficent influences amongst men were well conceived, and have been 
 faithfully executed. 
 
 Memorial Notice of Chauncey Rose. 
 
 It is appropriate to this occasion that I add a few words with special inference to 
 Chauncey Rose, without whose generous-hearted liberality these ceremonies could 
 not have transpired. Like a few others in this audience, my personal intercourse 
 with him embraced a period of more than the third of a century. During this 
 time I had many opportunities to observe his leading characteristics, and to become 
 familiar with the structure of his mind and the tendency of his thoughts. He was 
 emphatically self-made, and owed nothing to the mere adventitious circumstances 
 of life. Having commenced life without the favors of fortune, one of the first 
 lessons he learned was self-reliance, from which grew that indomitable courage 
 which constituted one of the most conspicuous elements of his character. His 
 character, therefore, was his own creation, and was well and symmetrically built 
 up. It was moulded in an important degree by the incidents of a frontier life with 
 which he participated. He became a citizen of this country about two years after 
 the state constitution was formed, and the year in which this city was selected as 
 the county seat. The population, at that time, was very small, and I know of but 
 two now living in Teri'e Haute who were then here. The fact that he sought the 
 adventure of a country entirely new, and was willing to contend against its hard¬ 
 ships, which were numerous and scarcely conceived of by the present population, was 
 proof that he was courageous. He had many occasions, in the course of a long 
 life, to exhibit this quality, and I am quite sure that, upon none of them, was he 
 ever known to fall below its requirements. I do not mean mere animal courage, 
 
ADDRESS BY HON. R. W. THOMPSON. 
 
 717 
 
 but that of a higher and nobler type—such as is the product of honest and intelli¬ 
 gent convictions. This may be justly said to have been the base upon which the 
 whole structure of his character was built, and it enabled him, upon all occasions 
 of business or social intercourse, to impress his thoughts and opinions upon others. 
 It was impossible not to see that he believed and meant what he said, and that his 
 whole conduct was the result of honest conviction. This was, undoubtedly, the 
 case with him, so conspicuously and to such a degree, that even those who did not 
 agree with him, were ready to concede that whatsoever opinions he expressed were 
 honestly entertained. And thus it was that he acquired a reputation for integrity 
 upon which no aspersions were ever cast. 
 
 In his business transactions he always displayed great sagacity, and was scrupu¬ 
 lously exact. His mind was well balanced, and his judgment generally accurate, 
 both as regarded men and things. He read a good deal, and was a careful observer 
 of passing events, which he analyzed with great thoroughness. He was, therefore, 
 among the earliest of those who foresaw the growth and prosperity of this city and 
 county, and, indeed, of the state. 
 
 ******* 
 
 He acquired the reputation of being what is popularly called a “ railroad king,” 
 and if to have been one of the foremost and most conspicuous among the pioneer 
 advocates of that kind of improvement entitled him to be so known, the title was 
 properly given him. 
 
 * * * * * * * 
 
 He took deep interest in the cause of education generally. But that kind of 
 education most suitable for young men of genius, talents and enterprise, and which 
 should fit them for the highest spheres of practical life, was, with him, a favorite 
 topic of thought and conversation. His leading idea was that a system should be 
 provided that would blend the industrial sciences with the branches of knowledge 
 usually taught in the schools and colleges, so that the pupils should not only become 
 scholars in the ordinary sense, but should be enabled to follow the various mechan¬ 
 ical, professional, and industrial pursuits with intelligence and skill. He desired to 
 build up a class of educated and scientific mechanics and laboring men, so that, 
 in the pursuit of their various vocations, they should be able to give full scope to their 
 inventive and constructive talents. In furtherance of his general purpose he gave, 
 from time to time, liberal contributions to Wabash College, at Crawfordsville. He 
 also furnished the means of adding essentially to the library of the State Normal 
 School, in this city ; and paid the expenses of a considerable number of young 
 ladies while fitting themselves at that school to become teachers. And at last, his 
 leading and long cherished thought with reference to education, culminated in the 
 grand and noble bequest which has caused the erection of this building and the 
 establishment of this polytechnic school. His various gifts in this vicinity and 
 State, for these philanthropic purposes, exceed a million of dollars. 
 
 Few men have left so many evidences of a humane and philanthropic spirit, or 
 have bestowed their charities more wisely. There is an entire absence of anything 
 like selfishness in each one of them, and so quietly were many of them dispensed 
 that the public knew nothing of them until their fruits were observed. As his own 
 conscience guided him, and he needed nothing more than its approval, he did not 
 seek after notoriety, or what the world calls fame. As it was impossible to shake 
 his purpose when it became fixed, so it was always executed without regard to 
 mere applause. As he deliberated well and intelligently before acting, and followed 
 the counsel of his own convictions, so he left his acts to speak for themselves, as 
 they now do with eloquence which no words can imitate. 
 
 The many who have already been relieved by his benevolence will unite in the 
 bestowal of blessings upon his memory. Hundreds of others yet to come, who shall 
 share the benefactions he has so bountifully provided, will repeat his name with 
 sincere and heartfelt praises. But there will be none louder or more earnest in this 
 than the recipients of the blessings which shall flow from this school, whose foun¬ 
 dations he has laid with so much wisdom and foresight, and around which his affec¬ 
 tions clustered with the most intense ardor of his nature. 
 
 * * * * * * * 
 
 Remarks by General John Eaton, U. S. Commissioner of Education. 
 
 General John Eaton, United States Commissioner of Education, 
 having been presented to the audience by the President, spoke as 
 follows: 
 
 This occasion is a striking illustration of the characteristics of American freedom 
 and civilization. How often, in other forms of government, imperial or monar¬ 
 chical, only members of the royal or aristocratic families are expected to make 
 
718 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 benefactions for the welfare of the people. Tyndall, even, has expressed a fear 
 that America would come short in the race of scientific research because of lack of 
 royal patronage. 
 
 An intelligent European traveling among us was so struck with the great endow¬ 
 ments of which he learned, and the magnificent buildings erected by private persons 
 for educational purposes, that he gathered the best information and illustrations of 
 some of the most conspicuous instances, and arranged them for the benefit of his 
 friends in his store in the old city of Prague, that those seeing them might not wait 
 for royalty, but go themselves and do likewise. 
 
 Mr. Rose was a man of the people; he gained Ins wealth by those methods of 
 honest toil, by that self-denying, persistent application which it is the peculiar distinc¬ 
 tion of our free institutions to warmly encourage and generously reward. Gaining 
 wealth, he did not coin his soul into money. He preserved bis humanity; he was 
 touched by the condition of bis fellows. Visiting among strangers in New York 
 City an institution for ruptured and crippled children, he felt their needs, and gave 
 in all for then - benefit one hundred thousand dollars. He won his way by toil. His 
 penetration saw the relation of thought to action, of science to labor, of culture to 
 human welfare. He may n ot have been able to state all the postulates that unfold 
 the effect of education upon handicraft, but he so far apprehended their meaning 
 that be gave funds for this institute of technology, that the honest life efforts of the 
 young who come here may not be burdened and crippled and circumscribed by 
 ignorance. He would offer them here opportunities to gain a power more subtle 
 and effective than that of Aladdin, with which to master difficulties and make nature 
 contribute to their progress, usefulness, comfort and pleasure. 
 
 Those intrusted with the execution of his purpose have sought to adopt the wisest 
 means to find out the right way. They have made haste slowly. The problems 
 upon whose solution his great purpose depends for success are not all solved. The 
 two great worlds of capital and labor, so often in danger of arraying themselves in 
 conflict, are bringing all the forces at command for their solution. These considerate 
 officers have sought to take advantage of what has been done. They have selected 
 for President one well known for his capacity, alike for broad and precise scholar¬ 
 ship and successful administration, who has brought a similar institution from its 
 first planting to a high degree of merited success, and before putting Ms hand to 
 the work here has taken time to visit and study again the conditions of educational 
 progress, general and special, in its great centres and most instructive aspects in 
 Great Britain and on the continent of Europe. 
 
 ******* 
 
 Iu the United States a large portion of our people have been engaged in the strug¬ 
 gles of pioneer life. The church and the school house have been conspicuous side 
 by side in their settlements. The school master has been abroad in the common 
 school. The increase of books and newspapers has been marvelous. The discharge 
 of the duty of citizenship and of the manifold voluntary associations promotive of 
 social and individual welfare in addition to the efforts for self-support, have had a 
 marked and healthful educating influence. 
 
 The chances for wealth have been rewarded with remarkable success, and have 
 been sought by the citizens of every civilized nation. Among these newcomers to 
 our shores are many who have received the training of schools of technology and 
 of the arts and trades. These scientists and experts have contributed enormously 
 to the development of our mterests and the advance of American scholarship and 
 literature. 
 
 Some years srnce, in connection with an effort to overthrow the high school in 
 one of our largest manufacturing cities, an inquiry revealed the fact that the fore¬ 
 man in each of the large manufacturing establishments had enjoyed the advantage 
 of skilled training in a foreign land. 
 
 The conditions which have led to the establishment of special schools in oilier 
 lands are becoming apparent in our own. 
 
 Educators and benefactors have united in their establishment and efficient con¬ 
 duct. The old colleges have admitted scientific departments. Harvard, the Law¬ 
 rence Scientific School; Yale, the Sheffield; Dartmouth, the Chandler. The natural 
 sciences have been given larger space in tlie curriculum of all colleges. General 
 culture has been brought into closer relations with the struggles of life; but more 
 has been demanded. 
 
 THE U. S. LAND GRANT LAWS. 
 
 In 1862 the Congress of the United States made a grant of lands from the public 
 domain for the establishment of colleges of agriculture and the mechanic arts, and 
 these institutions have been accordingly established in all the states, except one, and 
 are now doing good work. Often and often they have been declared failures by 
 those who did not know the facts. 
 
ADDRESS BY U. S. COMMISSIONER OF EDUCATION. 
 
 719 
 
 It should be observed that there were no institutions established to tit young per¬ 
 sons to enter these colleges of agriculture and mechanic arts. All fitting schools 
 aimed to prepare their students for classical courses. Moreover, our farmers had 
 not in sufficient numbers come to appreciate the application of scientific informa¬ 
 tion and training to then- great industry, and were not ready to compensate suffi¬ 
 ciently the graduates of these institutions to warrant them in devoting their lives 
 to the tilling of the soil. Our educated youth cannot be blamed for turning their 
 efforts in the direction of the greatest success. But changes have come rapidly. 
 In addition to these institutions, in which more attention is expected to be given to 
 technology, science and industry, many others have been established and sustained 
 by private endowments, and these have been adding their graduates, specially quali¬ 
 fied in the various departments of engineering and mechanic arts. Already a larger 
 number trained in these state and private institutions are demanded by those who 
 wish to apply science to agriculture. They are called for as foremen in the mani¬ 
 fold manufacturing establishments; they are directing the enormous capital invested 
 in mining; they are surveying our rivers and harbors, our coasts, our undeveloped 
 lands, and marking out the ways for our great railroad enterprises. It is gratify¬ 
 ing to know that the demand is greater than the supply. The Polytechnic school 
 has its own work to do in this community and this state. We have passed the time 
 of frontier life, rude, vigorous and poor. We have a great population, a various 
 industry, enormous natural resources to use wisely and provide for shrewdly. 
 The loneliness, the privations, the dangers of early times, are gone with the free 
 land, the forest, the deer and the panther; the frontiers of our speech and our 
 civilization are now at the Rio Grande and the Athabasca. The work of four gen¬ 
 erations has made the Ohio valley and the Lake region more populous, more accessible, 
 more rich than all the thirteen colonies that fringed the Atlantic coast a century ago. 
 
 THE NEW DEMANDS MADE BY THE PRESENT AGE. 
 
 Our wants, our tastes, our objects have changed as much as the circumstances 
 of our life. We wish for comfort as well as shelter, for tasteful as much as warm 
 apparel, for various as well as sufficient food, for mental as much as bodily nutriment. 
 The defective, dependent and delinquent classes of our population are better fed, 
 lodged, clothed and instructed than the pioneers of the old time. The soil must 
 produce more and better food, without losing fertility; the earth must yield its 
 coal, iron, lead and copper for the arts of peace and the uses of war. The waters 
 must bear craft of which our forefathers never dreamed, and must be curbed so 
 that the fields and homes of our people shall not be submerged; the electric fluid 
 must carry, not only the verbal, but the oral messages of our intercourse. The 
 waste, the ignorance, the carelessness of the past are doomed. The problem for 
 the new age is to perfect every appliance for man’s progress over land and wave, 
 his comfort as well as liis necessities, his enjoyment as well as his life. 
 
 The common advance in economy, precision and importance which improve¬ 
 ments in machine construction have made manifest in that branch of industry, 
 must be sought for in other branches of work and life. Our trades, our farm work, 
 our buildings, our vehicles, our vessels, must be equally developed and perfected; 
 and our tastes, our minds, our bodies and our souls must not be neglected. The 
 graces of life, the amenities of manner, the beauties of art and nature must be 
 cultivated as sedulously as corn, and bred more carefully than sheep and horses. 
 Not men only are required for this work. Already women have had a share in the 
 increase of opportunities. The normal schools, especially, have opened to them 
 new careers as successful teachers, and biological, chemical and scientific labora¬ 
 tories are offering to them the same opportunities for excellence as to men. 
 
 THE ROSE POLYTECHNIC IS TO BE A MODERN SCHOOL OF TECHNOLOGY. 
 
 The Rose Polytechnic Institute to-day takes its place in this array of great schools 
 of science, technology and industry. It has wrapped up in its plans untold bless¬ 
 ings for the community in which it is established. It is one of a trio of somewhat 
 similar institutions, Purdue University and the University of Illinois, which together 
 with itself may be said to stand at the angles of a limited triangle whose lines may 
 draw them into a proximity calculated to awaken the sensitiveness of some minds, 
 but each of these institutions in its local approaches can only create a healthy emu¬ 
 lation. Each and all are under national demands to do their utmost, not alone to 
 learning, to science, to the arts and trades, and citizenship, but to general educa¬ 
 tion. I have alluded to the effect of establishing the Kensington museum and tech¬ 
 nical and industrial schools upon elementary education hi England. Our educators 
 are recognizing a similar necessity in this country. Teachers are needed who under- 
 
720 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 stand more of arts and trades. The intelligent public mind in America is strug¬ 
 gling with this problem of how to adapt the common school education to the 
 changing needs of industry and society. 
 
 ******* 
 
 If I thought to add another remark, I wish I could convey to you some idea of the 
 activity manifest to one in the Bureau of Education at Washington, that national 
 clearing house of educational information upon the instruction to be imparted in 
 these institutions. Germany, with all its previous attempts in this direction, has 
 just had a special commission traveling to gain information on this subject. There 
 is enormous activity in France; even Spain and Russia are bringing institutions of 
 this class to the very forefront of excellence. England has had a learned commis¬ 
 sion thoroughly investigating the subject upon the Continent; her colonies in North 
 America and in distant seas have been making the same inquiry. 
 
 The many demands at Washington have prompted the Senate to call for a special 
 report on industrial education in the United States. The Bureau of Education 
 seeking according to the measure of its means to answer these demands, has printed 
 the preliminary report of the English commission and has issued a small circular on 
 instruction in the minor arts, for which a single mail brought requests for over six 
 thousand copies. Another extended report is in progress on drawing and instruc¬ 
 tion in art. 
 
 The persons among us who are making this subject a special study are as yet 
 unnumbered. Every philanthropic and patriotic impulse of our natures prompts 
 us as Americans to desire that the problems committed to this and all other institu¬ 
 tions of learning in our land may be solved without the necessity of blows and vio¬ 
 lence. 
 
 THE LESSON OF THE GERMAN HELMET IN THE FRENCH MUSEUM. 
 
 You may remember the story that Prof. Roscoe told of a visit to a technological 
 school in the French city of Rouen, where he was shown a museum of natural 
 objects. The Englishman saw among the articles a German helmet, and asked, 
 “Do you call that a natural object?” “No,” said the French director, “but it 
 plays a very important part in our teaching. When our young men seem lax and 
 indifferent I put this helmet on the table before them and say, ‘ Gentlemen, look at 
 that helmet; you know how it came here ; you know that the wearers of those hel¬ 
 mets stripped France of her fairest provinces from the Alps to the British channel, 
 and humiliated us in our city of Rouen. ■ You know also that they were able to do 
 these things because they were more intelligent than we Frenchmen were. Do you 
 wish them to do it again?’ Nothing quickens the industry of my students as that 
 helmet does.” 
 
 Friends of Rose Institute, may you never need to remember any victory in your 
 own territory over yourselves—whether in arts or in arms, gamed by others, 
 because of your ignorance. May your children ever find the highest stimulus to 
 application, not in disgrace, but in the wisdom and success of their fathers. 
 
 * * * * * * * 
 
 Dr. Lemuel Moss, President of the State University, was called upon by President 
 Collett for an address, and responded briefly. Dr. Moss not having been able, 
 owing to the pressure of his engagements, to comply with the request of the Board 
 that he should furnish a report of his remarks, it is impossible to present them as 
 delivered. They were a notable episode of the ceremonies, and, in the characteris¬ 
 tically eloquent manner of the distinguished speaker, recognized the new institu¬ 
 tion as an important addition to the educational forces of the state, extended the 
 heartiest and most cordial welcome to Dr. Thompson, President-elect of the Fac¬ 
 ulty, and paid a glorious tribute to the far-sighted and practical benevolence of the 
 generous founder. 
 
 Address by President E. E. White of Purdue University. 
 
 The President then introduced Dr. Emerson E. White, President of Purdue 
 University, who said: 
 
 ******* 
 
 While I should much have enjoyed the privilege of being a silent listener, the 
 occasion makes speech easy, since it affordsme an opportunity to welcome to Indiana 
 my friend, Dr. Charles O. Thompson, who this day assumes the direction of one of 
 the most important educational enterprises in the West. He comes here to try no 
 new experiment, but to organize and direct an institution all the elements of whose 
 success are familiar to him—he comes an organizer, who sees the end from the 
 beginning. I join most heartily with President Moss in welcoming so distinguished 
 a representative of higher technical education to this noble commonwealth, whose 
 
ADDRESS BY PRESIDENT E. E. WHITE OF PURDUE UNIVERSITY. 721 
 
 vast industrial resources are waiting for the touch of technical science and skill to 
 turn them into fabulous wealth. I have watched the work of Dr. Thompson for 
 years, and his acceptancy of the presidency of this important technical institution, 
 is, to my mind, a full assurance of its success. I stand in this presence as the rep¬ 
 resentative of Purdue University, an institution founded by Congress for the benefit 
 of agriculture and the mechanic arts, and I assume no prophetic forecast when I 
 express the belief that there is to be no unpleasant rivalry between the two institu¬ 
 tions. The success of Rose Polytechnic Institute will emphasize the practical import¬ 
 ance of technical training, and it will thus create a wider appreciation of the special 
 work for which Purdue University was founded. It is true that Purdue covers a 
 wider field of technical training, but, in this case, whatever strengthens a part will 
 strengthen the whole. The better the technical training here the better the industrial 
 work at Lafayette. Purdue welcomes her worthy co-worker in the field of industrial 
 education, and she extends most hearty congratulations that the opening to-day is 
 so auspicious and so full of promise. 
 
 THE TECHNICAL SCHOOL A PRIME FACTOR IN THE RETENTION OF AMERICAN POWER. 
 
 The American people are at last awakening to the importance of technical train¬ 
 ing, so universally recognized in the older countries of Europe. Seven years ago, 
 when 1 went to Purdue, there was little demand for agricultural or mechanical 
 education in this state, and, though the present appreciation of such training is far 
 from satisfactory, the change wrought in these seven years is full of encourage¬ 
 ment, the most significant evidence of this change being the founding of this great 
 technical school by private munificence. 
 
 It is becoming more and more evident that the railroad, the steamship and the 
 telegraph have destroyed our industrial isolation, and that the American artisan 
 must successfully compete with European workmen in skill or retire from the shop 
 and surrender the market. The day of mere muscle in industry has passed and the 
 day of mind, with skill of eye and hand, has dawned. It may be well for a time to 
 put legal barriers between American industry and foreign competition, but in the 
 end we must depend on equal technical knowledge and skill. What our vast 
 resources most need is the touch of science and technical power, and hence the 
 technical school is the prime factor in the problem of American industry. This is 
 the great industrial lesson which the people of this country are beginning to learn— 
 and not a day too soon. Thought in the brain of the workmen has been the source 
 of our marvelous material development. It has been the parent of invention which 
 has already wrought a revolution in nearly all departments of human industry. 
 
 OLD AND MODERN FARMING TOOLS COMPARED. 
 
 Forty years ago the father and his sons, with sickle in hand, filed into the wheat 
 field and handful by handful laid it in sheaves. A thoughtful reaper, with aching 
 back, asked himself the question, “ Why can not I give my fingers to my scythe?” 
 The answer was the invention of the old square-cornered cradle, with which the 
 harvest hand could cut two acres of grain with less weariness than he had cut a 
 half acre with a sickle. Another thinking workman, with aching arm, asked him¬ 
 self the question, “ What is the use of so much timber?” and he rounded the corner, 
 inventing the “muly” cradle with which the harvester could cut half an acre of 
 grain more daily and with less weariness than before. 
 
 But the sickle long since disappeared from the harvest field, and is now kept only 
 as a relic of other days ; the old square-cornered cradle hangs on a dying peach 
 tree with a single finger left; and the “ muly ” cradle is only kept to pick up lodged 
 places and cut out corners. When the harvest waves its goiden welcome to the 
 joyous farmer, out from the stable come fat horses, and attached to wondrous 
 reaper and self-binder, round and round the field they go, leaving the grain in well 
 bound sheaves. Here is progress in farming as the industrial result of thought 
 power. Thought in the brain of labor is the alchemy that is turning everything it 
 touches into gold. 
 
 Presentation of the Keys to the New President. 
 
 After Dr. White’s remarks, President Collett presented the keys of the Institute 
 to Dr. Charles O. Thompson, President of the Faculty, in the following terms : 
 
 Professor Thompson: In selecting a President of the Rose Polytechnic Institute 
 the managers were impressed with the importance and delicacy of the duty devolv¬ 
 ing upon them. The question as to whether the Institute were to be successful and 
 meet the expectations of its founder, or prove a source of disappointment to its 
 friends, depended largely upon the wisdom of then- choice. 
 
 ART—VOL 4-40 
 
722 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 Tilts matter was long and carefully considered, and every effort made to secure 
 the fullest information as to the fitness of the persons suggested for the position. 
 Their unanimous choice has fallen upon you, and they deem themselves fortunate 
 in having secured your services, believing that the Institute will be safe in your 
 hands, and its prosperity and usefulness fully assured. 
 
 On behalf of the Board of Managers I tender you the keys of the Institute. 
 
 On receiving the keys, Dr. Thompson, in a few brief ex-tempore sentences, 
 thanked the Board of Managers for their expression of confidence and pledged his 
 best efforts to secure the success of the school. He then proceeded to the delivery 
 of his inaugural address. 
 
 HI. 
 
 Dr. Thompson's Inaugural Address. 
 
 The Rose Polytechnic Institute is a school of technology. In order to understand 
 the functions of the school it is necessary to take a brief survey of the held of 
 technical training. This phrase describes all those forms of training youth which 
 deal with the application of art or of science to the industrial arts. Those schools 
 in which designing for the patterns of textile, fabrics, or for the decoration of wood, 
 iron, pottery, gems, etc., is the principal end, are called art schools, or schools of 
 design, of which the South Kensington system is the most famous example; all 
 those in which the principles of physical science are studied with reference to their 
 application to the solution of practical problems in building, machine construction, 
 and design, or in civil engineering, are called polytechnic or technological schools. 
 There is great confusion just now in the use of terms, technical education being 
 used to describe all that which aims at a directly practical end as opposed to the 
 education given at the college: while that part of it which does not deal with orna¬ 
 ment or textile design is sometimes described by the same term. The word tech¬ 
 nology, which formerly signified the terms used in the sciences, now means the 
 application of the sciences to industrial ends. The term polytechnic, originally used 
 to describe schools of technology, has refused to yield to the more desirable synonym, 
 technological, partly because it is an easier word, and partly because it contains a 
 suggestion of the many-sidedness of the subject which the better word lacks. There 
 is no good word corresponding to polytechnic or technological to apply to the 
 persons who practice the profession indicated, and so these persons are called, now 
 as always, engineers, and the business engineering. A few still cling to the term 
 scientific schools in speaking of these institutions. In the present prevailing con¬ 
 fusion of terms the best that can he said is that a polytechnic school teaches tech¬ 
 nology to engineers. Below the grade of the polytechnic there are multitudes of 
 schools and parts of schools that teach the elements of the mechanic arts—many 
 of them of the greatest interest and importance—and around it are many institu¬ 
 tions that devote themselves to industrial art; but I must, deny myself the pleasure 
 of discussing any of these, with the important collateral questions of policy that 
 they present, and proceed at once to the. school we have in hand—the polytechnic. 
 We shall find that all schools of technology, under whatever names, or witli what¬ 
 ever special aims, present a common system of instruction complete in itself, with 
 strenuous requisitions, a logical curriculum and a sharply defined end. In treating 
 of technology, I am happily absolved from the duty of pointing out its importance; 
 that is settled by the establishment of this school and others like it by the men who 
 endowed them. They were men whose sagacity was too strong to be mistaken. 
 
 WHAT THE DISCOVERY OF THE LAW OF THE CONSERVATION OF ENERGY HAS 
 
 WROUGHT. 
 
 Technology is essentially a new idea; it is certainly no older in its present aspects 
 than the discovery of the law of the conservation of energy—the great idea of the 
 present century. No discovery since that of gravitation has been so stimulating or 
 so powerful. Its influence is incalculable. It is seen in the multiplication of labor- 
 saving machinery for every form of work, the great array of useful inventions, the 
 expansion of the system of land and ocean highways, and especially in the immense 
 increase of the means for acquiring knowledge. This demand for economy of force 
 and material has brought about great changes in the industrial arts; the apprentice 
 system has disappeared; the necessaries of life being made by machinery, manual 
 trades are no longer needed for that end, and skilled handicraft is a rare accom¬ 
 plishment. There is and there will always be a demand for skilled labor in the arts 
 of building-construction, in pattern-making and similar forms of wood-work, in 
 die-sinking and kindred arts that deal with the metals, and especially in assembling 
 and finishing the parts of structures as they are delivered from machines; but this 
 
INAUGURAL ADDRESS BY PRESIDENT THOMPSON. 
 
 723 
 
 is a small demand compared with what existed when shoes, clothes, furniture and 
 tools were made by hand. The mechanic of the future will be a machinist. To 
 such an extent is this replacement of handicraft by machinery true that we have 
 shoemakers who cannot make a shoe, chairmakers who cannot make a chair, and 
 generally artisans ignorant of the whole of any art. Mr. Batchelder, of North 
 Brookfield, Mass., the largest shoe manfacturer in Worcester county, said that out 
 of his six hundred men not more than ten could make a shoe. I once examined a 
 very interesting picture of some pieces of iron that had been done by boys in an 
 experimental forge-shop; the work seemed to be well done and creditable to the 
 workmen ; but out of some seventy pieces not more than ten would ever be made 
 by hand at all in actual manufacturing. 
 
 Another result of the economy of force is that attention is concentrated now more 
 upon the principles of phenomena than upon the phenomena themselves. Formerly 
 the only hope of finding a better or cheaper way of doing things lay in the chance 
 discoveries of ingenious men—men looked at things from the outside in ; now it is 
 seen that nothing is so fruitful and that nothing so advances human interests as a 
 principle—men look at things from the inside out. For, nearly all mechanical ways 
 of doing things were once regarded as out of the ordinary course of human affairs 
 and to be relegated, if not to the domain of the supernatural, at least to that of the 
 superhuman. The feeling towards scientific investigation as a means to practical 
 ends partook of the same quality that infested men's views of disease; if typhoid 
 fever prevailed in a given district the people did not look to their drains and wells, 
 but flocked to church and appointed a day of fasting. What were regarded as the 
 pardonable vagaries of Daniel Treadwell, Rumford Professor in Harvard Univer¬ 
 sity, turn out now to be the inventions upon which single-track railroads, the 
 machinery for spinning cordage-yarn, the Armstrong, Blakely and Krupp cannon 
 depend. I will venture, however, the assertion that no person in this audience ever 
 heard before of these great inventions as Treadwell’s; they came too soon for the 
 world to know them as works of genius, yet they are the first fruits of the new era 
 in which great problems are solved, not by happy inventions of geniuses real or 
 affected, but by the sober and steady application by laborious scholars of established 
 principles of physics. 
 
 NEW INVENTIONS ARE NOW ONLY SCIENTIFIC DEDUCTIONS. 
 
 Time would fail me to enumerate the influential inventions that have sprung from 
 a similar origin. Who has not heard of the Siemen’s Furnace, the Bessemer Con¬ 
 verter, dynamite, compressed air and the uses of electricity? And it must also be 
 remarked that each of these inventions demands corresponding machinery of novel 
 design; for another feature of the new era is the necessity of reconstructing old 
 machinery in more economical forms and the constant call for new machinery to 
 meet new demands. When a new invention is made nowadays, machinery for it is 
 as important as the invention itself. Perhaps the most striking illustration of the 
 change in common things which has been brought about by technology is the rail 
 on which railway traffic is conducted ; formerly it was an iron edge rail, supported 
 by chairs and having more iron in its base than the head ; clumsy as this rail was, 
 it was claimed to be the only form in which the only available metal could be used 
 for the purpose; now the rail is made of steel, with well defined tread, web and 
 base, the principal weight of metal in the head, where it is most needed, and every 
 line subjected to the finest physical tests. To those who know how much of the 
 best knowledge we have of physics and chemistry has been put, and is still put 
 into a railroad rail, it seems one of the most interesting of all modern manufactures. 
 It is not wide of the mark to characterize the past age as one of invention, the 
 present as one of engineering. The study and mastery of the principles of physical 
 science, the ability to express those principles in drawing and descriptions and to 
 apply them to the solution of practical problems through machinery and handicraft 
 are the essential qualities of an engineer. So that a polytechnic school, by what¬ 
 ever name called, technological, technical or engineering, teaches technology to 
 engineers, i. e., it teaches the principles of physical science and their application to 
 the industrial arts. 
 
 ENGINEERING A COMPREHENSIVE TERM. 
 
 Engineering is the term that includes all the arts of production and construction 
 which arise from the physical sciences. Its object is to bend the forces of nature 
 to the service of man. 
 
 The names applied to the different branches of engineering are not always appro¬ 
 priate, but in general, a civil engineer constructs public works, such as highways, 
 railroads, water works, sewers, etc.; a mechanical engineer deals with machinery, 
 from the original design of each part, through the machine shop and into the struc- 
 
724 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ture and to the operation of the structure, i. e., the machine; the chemical engineer 
 applies chemistry to the manifold products that result from the play of chemism. 
 Then there are numerous fields which the term covers: as hydraulic, steam, gas, 
 electrical engineering. In each and all, the engineer is distinct from the artisan or 
 craftsman by exactly the amount of his knowledge of the scientific principles which 
 underlie the practice of his profession and his resulting ability to apply those prin¬ 
 ciples to the ready and complete solution of real problems as they arise. 
 
 SCIENCE APPLIED TO PROBLEMS OF CONSTRUCTION. 
 
 For example : Mr. Batterson had occasion to cut a block of marble so as to pro¬ 
 duce a warped surface, for which his workmen had no patterns; the men had 
 great skill in stone cutting, but could not cut that stone. A graduate of a school 
 of technology happened to be employed in the city schools as teacher of drawing; 
 hearing of the case at the marble yard, he tendered his services, applied the famil¬ 
 iar principles of stereotomy, made patterns, and the men at once executed the work. 
 Last November the Italian government made comparative tests of the power of 
 different armor-plates to resist the shot of heavy ordnance; the plates that stood 
 the test were made by Schneider, at the shops of the French technological school at 
 Le Creusot. 
 
 The bridge over the Vistula river, at Warschau, was built by a graduate of Carls- 
 ruhe ; that over the Volga, by English engineers; but the latest, largest and most 
 costly bridge in Russia—over the Neva—was built by graduates of the Imperial 
 Technological school of St. Petersburg, and every piece of iron that entered into it 
 was tested in the laboratories of that school. 
 
 A few years ago it became suddenly desirable and important to pump out the 
 central shaft of the Hoosac Tunnel; a suction pump was plainly inadmissible; the 
 craftsmen had nothing to suggest; a young engineer built a small raft on the sur¬ 
 face of the water in the shaft, lowered on to it a steam pump, set his boiler at the 
 shaft mouth, had himself lowered to the raft, and alone in the darkness worked his 
 pump twenty-six hours without accident and with great efficiency ; men then ten¬ 
 dered their services in abundance, and the problem was soon solved. 
 
 But the air is full of modern instances of the triumphs of engineering skill in 
 overcoming great natural obstacles; the use of the inclined plane in the zig-zag 
 roads over which horses trot in safety and at ease from Alpine heights to the val¬ 
 leys below ; the application of compressed air to the two purposes of sinking cais¬ 
 sons and driving machines at a great distance from the source of power, the use of 
 the friction clutch, the air-brake, and a thousand other examples of the application 
 of the familiar principles of science to the solution of mechanical problems. In 
 each case, however, it will be noticed that one man may understand physics thor¬ 
 oughly, as thousands of men have understood the subject, and another man may 
 understand the construction of machinery, but not one of the triumphs of engi¬ 
 neering above mentioned be achieved. The theoretical knowledge of physics and 
 the practical command of machinery must come together ; if this happy conjunc¬ 
 tion occur in one and the same man, the best results follow. Then the same affluent 
 good comes forth in the domain of mechanics that abounded in the middle ages, 
 where the artist and artisan were one; when Peter Vischer and Quentin Matsys 
 worked at blacksmithing, and Michael Angelo cut stone, and Benvenuto Cellini 
 hammered silver and gold, each touching the iron, or the stone, or the silver, with 
 a beauty and value that all the ages since have only enhanced. 
 
 Here some one will surely interpose the fact that E. B. Bigelow, the inventor of 
 the modern carpet loom and one of the greatest of American inventors, could neither 
 make one of his own machines nor the working drawings for it. His head was an 
 amazing tangle of mechanical contrivances, but the draftsman and mechanic were 
 indispensable to the successful evolution of them. This of course was a tempera¬ 
 mental matter with him. We cannot change the fact that many inventors cannot 
 express their own ideas ; nor am I going to claim that any amount of technical 
 training or of any other kind of training is likely to aid a so-called mechanical 
 genius very much. Indeed, Mr. Bigelow never admitted to me at least, that a course 
 in technology would have aided him ; the nearest approach to such a concession was 
 the remark, at the close of a busy forenoon spent in studying the Worcester school: 
 “ Well, I'll go home and consider how all this would have affected me had I begun 
 here as a boy.” I do not think he would have begun there or in any other school, 
 for he was a genius in the best sense. A genius is a law to himself, the processes 
 by which the mass of men must gain knowledge are strange and useless to him ; 
 generally he is a poor adviser in educational questions. He can never be educated 
 in any sense in which the word is understood by ordinary men. Still, by a knowl¬ 
 edge of the principles of mechanism and the methods of expressing and applying 
 
INAUGURAL ADDRESS BY PRESIDENT THOMPSON. 
 
 725 
 
 those principles, the ordinary inventor would secure to his use the benefit of his 
 own inventions which somebody else so often appropriates, and would save the 
 Patent Office much of its costly and superfluous rubbish. 
 
 THE GRADUATE IS BUT A BEGINNER. 
 
 No graduate of any school is at that time an engineer. The qualities of good 
 judgment and efficient reason grow only in the atmosphere of experience. Hence 
 no diploma can be regarded as meaning anything more than that the possessor has 
 passed successfully the examinations that are set at any particular school. Gradu¬ 
 ates should begin at the bottom of their profession and their school training will tell 
 best and most effectively in the rate of their advancement. They will advance more 
 rapidly than others along the lines which are determined by their natural aptitudes. 
 
 The Almighty makes superintendents and leaders of men—no school can do this. 
 But the training required for a superintendent must be that of his subordinates. All 
 the best experience of the world sanctions this rule. A superintendent who has not 
 had the training of the shop is as useless as Achilles without his weapons—he may 
 seem and assume to direct and to lead, but he does not; on the other hand, the man 
 who attempts to lead without natural leadership, however wise, is as useless as the 
 weapons without Achilles. 
 
 The question how men shall best be trained for engineering was asked long ago 
 before any practical result ensued. 
 
 The Marquis of Worcester, imprisoned in the Tower of London, 1645, working 
 industriously upon his steam and water engines, cast eyes upon a lot which he 
 could see from his window and instructed his agent to buy it, intending, he said, as 
 soon as he was set at liberty to erect a school wherein boys might learn something 
 of the principles of the mechanic arts. But he never was allowed the opportunity 
 to carry out his idea. 
 
 There is an interesting letter from President Leonard Hoar, of Cambridge, to 
 Robert Boyle, in which the good man, after acknowledging some favors from Boyle, 
 discloses to him some darling projects of his own about the improvement of the 
 course at the University and says : “I would have a large, well sheltered garden 
 and orchard for students addicted to planting; an ergasterium for mechanic fancies, 
 and a laboratory chemical for those philosophers that by their senses would culti¬ 
 vate their understanding ; for the students to spend their times of recreation at 
 them ; for reading or notions are but husky provender.” Boyle did not encourage 
 the President, and his project slumbered for two centuries, but was at last substan¬ 
 tially realized in the Lawrence Scientific School. 
 
 THE PIONEER POLYTECHNIC SCHOOL OF THE WORLD. 
 
 The first independent polytechnic school was the Ecole Polytechnique in Paris, 
 founded in 1794. The Ecole Centrale followed, and during the first quarter of this 
 century similar schools were established all over France, Switzerland and Germany. 
 
 AMERICAN POLYTECHNIC SCHOOLS. 
 
 In this country, the best appointed and on the whole, the most worthy of study 
 as far as methods go is the Military Academy at West Point; then we have the 
 Columbia School of Mines at New York, the Sheffield at New Haven, the Rensselaer 
 at Troy, the Institute of Technology at Boston, the Stevens Institute at Hoboken 
 and many others. These are examples of pure and independent schools of Tech¬ 
 nology, each with a special end of its own, but possessing all the generic features of 
 the class. They all arose from the demand for engineers in the arts of peace and 
 of war. To this list must be added the state colleges of agriculture and the mechanic 
 arts, several of which have made provision for effective teaching in engineering. 
 The polytechnic school has always offered to the qualified average boy a good educa¬ 
 tion based on drawing, the mathematics, the living languages and the physical 
 sciences, tending to qualify him for immediate entrance upon the duties of an 
 engineer. 
 
 COURSES OF STUDY IN POLYTECHNIC SCHOOLS. 
 
 The course of study in a polytechnic school is determined by long experience 
 and in all countries is substantially the same. It includes : 
 
 Mathematics—Beginning with algebra and geometry, and proceeding through 
 trigonometry, analytical and descriptive geometry, the calculus, theoretical and 
 applied mechanics. 
 
 Physics—From the elements to the solution of problems, sometimes with laboratory 
 practice. 
 
 Chemistry—With laboratory practice. 
 
726 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Language—The elements of German and French, (English replacing one of these 
 in European schools) and the mother-tongue. 
 
 Drawing—Beginning with free hand and including perspective, orthographic and 
 isometric projection, shades and shadows. 
 
 Geology and mineralogy as far as time permits. The other natural lhstory sci¬ 
 ences are necessarily omitted, except in special cases. In all these schools the 
 instruction is given with a strong practical bearing, and generally the students 
 learnthe manipulation of the instruments used in surveying, and the more impor¬ 
 tant of those used in physical researches. 
 
 SCHOOLS OF TECHNOLOGY NOT SCHOOLS OF DESIGN. 
 
 It is necessary to remark at this point that technological schools do not include 
 schools of design. There is a great interest in European countries and in the United 
 States at the present time in what is called industrial art, meaning the study of 
 form, color and ornament to render structures and manufactured goods intrinsically 
 more beautiful, and to increase their value by this means. A department of draw¬ 
 ing and design has a place in a school of technology, but engineering does not natu¬ 
 rally include the work of a school of design. 
 
 But polytechnic schools as they were did not meet all the wants of the new era. 
 Practical men detected a lack in engineers who had been trained without actual 
 contact with a machine shop—there was a surplus of theoretical engineers and a 
 dearth of practically efficient ones. 
 
 The principle of the division of labor resulted in making it next to impossible for 
 a boy to find a place in any machine shop to learn the trade. The owner did not 
 want him because it could not be in any way conducive to his business interests to 
 employ a person ignorant of his business; and if he employed him at all he kept 
 him on a single sort of piece-work, from motives of self-interest. Trades Unions 
 conspired to keep out apprentices from shops, and so it came to pass that a boy 
 could not get a good working knowledge of machine-shop practice except by stealth. 
 
 HOW THE WORCESTER FREE INSTITUTE AROSE. 
 
 This demand for mechanical engineers with work-shop training, and the practical 
 impossibility of finding a place foi a boy in any good machine shop, led to the 
 establishment of a polytechnic school in which a manufacturing machine shop is a 
 prominent and thoi'oughly administered feature. This is the school known as the 
 Worcester Free Institute. 
 
 This institution was organized under the influence of a belief that, after all that 
 has been done in technology, there is still need of a system of training boys, broader 
 and brighter than “ learning a trade,” and more simple and direct than the so-called 
 “liberal education;” that while the boys should be thoroughly trained in all the 
 essentials of a polytechnic course, they should also find a work-shop open where 
 they could get all the essentials of a trade r so that upon graduating they should 
 have sufficient knowledge of machinery and handicraft to enable them to earn a 
 living while pushing their way up to the highest positions for which nature and 
 their training had qualified them. It was held that not the least important of their 
 qualifications for high positions is a good experience of the lower positions. 
 
 “ It is the undoubting opinion of the managers of the Institute, and of all who 
 have watched its operation, that the connection of academic culture and the prac¬ 
 tical application of science is advantageous to both, in a school where these objects 
 are started together and carried on with harmony and equal prominence. The 
 academy inspires its intelligence into the work of the shop, and the shop with eyes 
 open to the improvements of productive industries prevents the monastic dreams 
 and shortness of vision that sometimes paralyze the profound learning of the 
 college.”* 
 
 UNDERLYING PRINCIPLES OF THE WORCESTER SCHOOL. 
 
 This school was opened in 1868, with the following fundamental ideas; 
 
 1. That all mechanical engineers will find their account, in future, in going through 
 a work shop training. 
 
 2. This work-shop instruction may precede, accompany or follow the intellectual 
 training, but for many reasons it preferably accompanies it. 
 
 3. The work-shop instruction is best given in a genuine manufacturing machine 
 shop where work is done that is to be sold in open market and in unprotected com¬ 
 petition with the products of other shops. 
 
 * Worcester Catalogue. P.7. 
 
INAUGURAL ADDRESS BY PRESIDENT THOMPSON. 727 
 
 4. That in a course of three and a half years, working 800 hours the first half 
 year find 500 hours a year thereafter, a boy beginning without any knowledge of 
 mechanics can acquire skill enough to offer himself at graduation as a journeyman 
 and will be found on trial not inferior to those who have spent the entire time of 
 three and a half years in a regular machine shop. 
 
 5. That the work-shop practice must be a part of every week’s work in the insti¬ 
 tution ; that it shall be momentarily supervised by skilful men, and that the stu¬ 
 dent must not expect or receive any pecuniary advantage from it. 
 
 6. That the question who shall be a superintendent or foreman or engineer 
 engaged in designing or drafting machinery cannot be settled in any school-—that 
 being a question to be determined only by actual trial; because the discipline of 
 the judgment by actual practice into which personal responsibility enters is vitally 
 essential to a valid claim to the post of superintendent. Hence, it will follow that, 
 while all receive the preliminary training requisite for engineering, many will not 
 attain to it, but these will find a full reward for all then' time and labor in superior 
 intelligence as workmen—in being masters and not servants of the machines which 
 they make or run. 
 
 7. A seventh principle was announced when the first class graduated, and has 
 been inculcated into all their successors, viz : that the value of the education they 
 have received will show itself in the rate of their advancement and will be easily 
 detected by their employers, and that they should not be so much concerned, in 
 seeking places, about great wages or high positions as about the chances ahead for 
 advancement; indeed there might be cases in which they could well afford to work 
 a while for a bare subsistence, such would be the value of their experience. 
 
 These principles have now been tested under as favorable conditions as could be 
 desired for fourteen years, and tins experience all goes to confirm them. No valid 
 objection has been urged and no adverse criticism worth a moment’s attention has 
 been heard. The expense attending the proper development of this plan is the only 
 difficulty in the way of its general adoption ; but, within the brief period of its 
 existence, the Worcester School has seen two great institutions founded on its 
 plan, the Miller School in Virginia and the Rose School at Terre Haute. 
 
 Now since the principles just recited are to be the regulating force in the organ¬ 
 ization of this school, some discussion of their grounds is in place. 
 
 PRACTICAL KNOWLEDGE OF SHOP WORK ESSENTIAL. 
 
 No argument is needed to prove that an engineer should have practical acquaint¬ 
 ance with handicraft and with the machine shop in general. The great demand 
 for men who have this qualification and the surplus of unemployed theoretical 
 engineers, otherwise able and competent men who lack it shows that the point is 
 well taken. The experience of the older countries sustains this view. It is found 
 in Austria, so the Baron Von Eybesfeld (Minister of Public Instruction) told me, 
 that there is a great excess of graduates of the polytechnic over the demand, and 
 that he is now engaged in organizing a new kind of school in which workshop 
 instruction shall form part of the course, so that the country may have some men 
 for foremen and superintendents of works who are thoroughly versed in the prac¬ 
 tical details of machine-shop work. In carrying out this new policy, the latest 
 phase, it will be noticed of technology, the great Gewerbe Museum has been organ¬ 
 ized and put in charge of Dr. Exner, a strikingly competent and efficient man. 
 He has started two totally distinct sorts of schools : the first is substantially a half¬ 
 time school, in which boys from the higher common schools work half the day 
 and study the other half, receiving instruction according to the polytechnic plan as 
 far as the time permits; the course being two years, these boys do not receive as 
 much instruction as the polytechnikers, but they have the immense advantage of 
 practical power in the shop, which secures them a living and adds to their value. 
 Every stroke of work in the shops is done with reference to the sale of the articles, 
 and no fact was mentioned oftener, or with more evident satisfaction by Dr. Exner 
 in proof of the solid excellence of the school than that they sold in the first year a 
 thousand gulden worth of their work. It is intended to multiply these schools so 
 that they shall provide a great variety of mechanical practice (the two now in opera¬ 
 tion being devoted wholly to wood working) and to extend the course to four years. 
 When this has been done there will be in Vienna two schools in which all the prin¬ 
 ciples of the Worcester Institute will be adopted and applied. 
 
 THE AUSTRIAN EXPERIMENT IN COTTAGE INDUSTRIES. 
 
 The second line along which the Austrians are moving is in cultivating what are 
 known as cottage industries ; this movement is so interesting that I shall venture 
 to say something about it, though it is not immediately germane to our purpose. 
 
728 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 There is a marked tendency in Austria to concentrate population in large cities. 
 The population of Vienna has grown from 800,000 to 1,200,000 within ten or twelve 
 years and other cities show a great increase ; this has occurred without a corre¬ 
 sponding increase in the total population ; the inference is that the growth of the 
 cities is depopulating the villages—an unmistakable and alarming fact. Inquiry 
 into the causes of this movement has brought out the fact that the peasants of these 
 villages have lost the market for their baskets and other wares because their Swiss 
 and French neighbors, who have had abundant schools of industry, have devised 
 new and more attractive forms for the same wares. The peasants of Austria were 
 unable to compete because, through their ignorance of design, they were confined 
 to the old and unsalable forms, and with the fatuous haste so often seen, crowd the 
 cities in the vain hope of bettering their lot. Dr. Exner, under the general direc¬ 
 tion of the wise and acute Minister of Public Instruction, has started schools for 
 basket-weaving—by far the most important of these household industries. Half of 
 the day is devoted to learning new and better ways of basket-weaving, and half to 
 drawing and modeling in clay ; the result being that the pupils learn how to do the 
 things that are now in demand and are clothed with power to design whatever 
 forms the future may suggest. Anybody may attend these schools who chooses to 
 come to Vienna; for there only can a museum of examples be gathered sufficiently 
 ample to enable the minister to multiply the schools so as to provide for other indus¬ 
 tries as well as basket-weaving. The hope is that the more intelligent young peas¬ 
 ants will attend these schools and carry back to their villages the new ideas ; this 
 being done, a check will be put upon the tendency of people to leave the villages, 
 because they can again be prosperous and happy where they are. 
 
 SUMMARY OF REASONS FOR COMBINING SHOP WORK WITH SCHOOL WORK. 
 
 Upon the question whether workshop instruction should precede, accompany or 
 follow the school training opinions differ, and a full discussion of the subject is 
 impossible within the limits of this address. This subject occupied the attention 
 of the American Institute of mining engineers through two prolonged and intensely 
 active sessions in 1876, and the results are embodied in a valuable pamphlet which 
 presents the views of the ablest engineers in the country. I will briefly summarize 
 the facts and motives which seem to leave us practically no alternative but to incor¬ 
 porate the shop practice witli the school-work. Boys fitting for a polytechnic 
 school cannot leave the preparatory school younger than sixteen ; if they are to get 
 their shop-training before the polytechnic, they must spend three years at it and at 
 the end of the time they will be rather too old to get the best advantage of the school, 
 and miss the all important opportunity of applying then - theoretical knowledge as 
 they go along. 
 
 If, on the other hand, boys defer the shop till after graduating, they will find 
 many excuses for slighting it or for not doing it at all. At the age of twenty, with 
 a good knowledge of drafting and well disciplined faculties, American boys would 
 be far more likely to turn into draughtsmen or to take their chances in business than 
 to submit to the dull routine of elementary shop-practice. Theoretically there is 
 much to be said in favor of this plan, for it brings to the work-shop the trained 
 powers of the school and makes the practice continuous. It is the plan of the Rus¬ 
 sians, in the Imperial Institute of Technology at St. Petersburg, certainly one of the 
 best technological schools in the world, where the students, after a four years 
 course in pure technology with the usual holidays and vacations, return on the first 
 day of September and work in the machine shops till the first day of the following 
 September, ten hours a day without vacations, and the results are very satisfactory. 
 But the Russians can carry out such a system because the government controls the 
 positions to which the students aspire and without which they must starve, and 
 makes the fifth year of practice compulsory. Very few who have had much expe¬ 
 rience in teaching American boys believe that such a plan could be successfully 
 adopted here. 
 
 There are many solid, positive reasons in favor of incorporating tlie shop- 
 practice with the intellectual discipline. The period of a boy's life between sixteen 
 and twenty-one is the period of sharp acquisition ; ideas taken then remain in a 
 special sense a part of the mental furniture forever. Probably no one, whose 
 course of education is uninterrupted, acquires as much as between the ages men¬ 
 tioned, or retains what he acquires as long. It is an interesting fact that the enthu¬ 
 siasm which an American boy cherishes for his college, an English boy feels for 
 his school, where the training lie most values was received. The American hur¬ 
 rahs for Yale or Harvard—the English for Eton or Rugby. The same would be 
 true here were all our boys fitted for college at a few large schools and fitted as 
 well. This being true, shop practice has an advantage it would otherwise lose in 
 coming into this period. 
 
INAUGURAL ADDRESS BY PRESIDENT THOMPSON. 729 
 
 ADVANTAGES OF A SCHOOL WORK SHOP. 
 
 Again, a man whose matured and furnished mind has laid hold of the strong 
 problems of theoretical mathematics in school, and who finds himself on the threshold 
 of manhood does not bend himself with just the same ease as an undergraduate to 
 the elements of machine-shop practice. There is some advantage, too, in beginning 
 shop-life in periods of five hours semi-weekly over ten hours a day; for less time 
 proportionally is wasted. And finally, a great economy of the precious time of the 
 students is secured because shop-work serves the double purpose of practice and of 
 exercise. 
 
 Why the school workshop should not be a shop in a complete sense and not a 
 mechanical laboratory or some other device for escaping the hard but necessary dis¬ 
 cipline of a shop, has not yet been stated. There is a difficulty in meeting the first 
 cost and inevitable annual deficit, but if any other valid objection has been made to 
 the plan it has escaped my attention. It offers every advantage of every other form 
 of school-shop, with immense additions. 
 
 The advantages of a shop in which actual construction is made to aid in instruc¬ 
 tion are numerous ; a few only can be mentioned. These boys are all hoping to be 
 engineers, at least they may expect to become skilled workmen or draughtsmen. In 
 any event the more the faculty of judgment is cultivated, and the more the boys 
 realize the nature and extent of the difficulties that actual practice presents, of 
 which the best theoretical knowledge gives no hint, the nearer they are to attaining 
 the end they seek. We have seen that no graduate of a school is an engineer, but 
 is in the best way to become one. Why not advance him as far as possible? If now 
 the student’s comprehension of the principles of engineering is clear and his weekly 
 practice enables him to see those principles in action under conditions as like as possi¬ 
 ble to those which he will meet in real life, his entrance upon the life of an engineer 
 will be an expansion of his school-life, and not an abrupt transition from it to a new 
 mode of life. The more his work is subjected to the inexorable tests of business, 
 and the more he feels in the use of his materials just the same responsibility that 
 rests upon an actual workman, the better he is. He must make the things that 
 are to be used and not those contrived to suit the peculiarities of his temperament, 
 the exigencies of his situation or the mere purpose of instruction. There is nothing 
 that a student needs to make in a school workshop from which he cannot gain 
 something if he puts the article into its final serviceable form. 
 
 Applying the stern test of serviceableness is the only way to kuow whether the 
 things that have been made were worth the making or not, and is the only way to 
 correct any tendency to visionary structure that is so apt, to infect a school work¬ 
 shop, and to prevent that sublimation of common sense which is apt to ensue when 
 responsibility for the correct use of costly materials is removed. 
 
 There is no merit or charm in work, considered merely as work ; to work to pro¬ 
 duce something that some one else wants and cannot make for himself and is able to 
 pay for is the stimulus of industry. All work in school-shops or any other will 
 ultimately obey this law or else it will evaporate into exercise or sport. 
 
 Workshops into which the principle of construction does not enter are liable to 
 exalt the importance of the purely literary aspect of mechanical knowledge. It is 
 possible to know the five hundred and seven mechanical movements, to know the 
 best cutting angles of saws, files and edge tools and not be a mechanic or be in the 
 way of becoming one. This kind of knowledge is useful and attractive and desir¬ 
 able when it is not offered as a substitute for the dexterity that can be obtained only 
 by the use of the tools. It will not do to regard our ancestors, the skilled mechanics, 
 as fools. There is still but one way to learn to file and that is to file. The most 
 expert filer I ever saw could not write his name. I do not think he could have filed 
 any better had this simple accomplishment been added to his merits; he would 
 have been a better and a happier and more useful man with more knowledge, but 
 lie did that one thing as well as it could be done at that time. 
 
 MACHINERY RAPIDLY SUPERSEDING HANDICRAFT. 
 
 But this thought instantly suggests another of the greatest importance, viz: 
 handicraft occupies a constantly narrowing place in the mechanic arts ; machinery 
 a constantly widening one. Every year adds to the number of trades from which 
 the machinist has driven the craftsman. It is clear then that no training of boys 
 for the life of mechanics is complete which does not make them familiar with 
 machinery and machine-construction. 
 
 There is one demand sometimes made upon the school-shop which is unjust, 
 namely, that it should pay its way. How can it pay its way when so large a part 
 of its force is spent in teaching boys? If so many machine shops in this country, 
 fitted up and managed with especial reference to money-making fail in business, or 
 
730 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 only make the ends meet by the most painful efforts, how can a shop one-half of 
 whose effective force is spent in teaching boys, who cannot for the first half of their 
 time produce anything salable, hope to pay its way? Teaching in school-shops costs 
 as teaching elsewhere costs. 
 
 THE SCHOOL AT MOSCOW, RUSSIA. 
 
 Many difficulties have been met and overcome, and many more-which wore a 
 threatening aspect ceased to be difficulties at all when the time came to deal with 
 them. It is idle to spend time, therefore, in enumerating and discussing these dif¬ 
 ficulties. Those that remain are of trifling magnitude. It is better and more 
 interesting t.o turn attention for a moment to another solution of this problem of 
 technological education in the school at Moscow, in Russia, which was opened 
 almost exactly at the same time as the Worcester school, and is now administered on 
 the same general plan. I visited the school last October and will record a few obser¬ 
 vations upon it. The first room, into which I was shown by the superintendent of 
 the shops, half the size of this chapel, was devoted to conferences with purchasers 
 of machinery and would-be purchasers, who needed the aid of an engineer to design 
 and draught machinery for special purposes; all the machinery thus designed is 
 made in the school-shops. This room was filled with large drawing tables, on 
 which lay working-drawings of machinery in various stages. The second room I 
 saw was the engine room, where a twenty-horse engine was doing its best to drive 
 the machinery of the shops, and later I saw a duplicate of this engine, every part 
 of which had been cast and finished in the school-shops. The third rooms were 
 the machine-shops, smithy and foundry, where a hundred workmen are employed 
 in the double duty of manufacturing, and instructing the students how to manu¬ 
 facture ; mingled with the workmen on that day were about sixty students. The 
 fourth room was a store house in which was exhibited 60,000 roubles worth ($30,000) 
 of machinery and machine tools, being the result of one year's work, and just 
 brought back from the annual exhibition of the Industries of Central Russia. An 
 equal amount made during the previous year has been sold. The fifth rooms were 
 a series of smaller apartments in which, for convenience, the students begin their 
 practice. The method of teaching them is this: each year about eighty boys are 
 received at an average age of seventeen and a half years; the course of study is six 
 years, of thirty-two weeks in each year ; for the first, second and third years, the 
 boys all work in the shops fourteen hours a week, or 448 hours annually ; for the 
 fourth, fifth and sixth years, ten and a half hours a week, or 336 hours annually, 
 so that they work an aggregate of 1344 hours in the first three years and 1008 the 
 second three ; the rest of their time is occupied with the ordinary curriculum of a 
 polytechnic school. The practice for the first three years, or rather more than half 
 of the whole is spent in preparing for that of the second three; i.e.for the first 
 half they do not attempt any manufacturing, and for the second half do not do 
 anything else.* In these rooms the boys were filing, forging, sawing, turning, 
 etc., each as fast and well as he could, all the boys in any one room being respon¬ 
 sible to the foreman of that room, whose duty it is to provide work for each boy 
 and decide upon its quality. Each boy is pushed as far as possible in the time 
 allotted to each room regardless of his mates. The work done in these rooms is 
 mainly thrown away, though some is saved for models. 
 
 THE MOSCOW SCHOOL SHOPS A MANUFACTURING ESTABLISHMENT. 
 
 But the boys are just as much in need of direction and efficient skill when they 
 emerge from the elementary shops as they were before, and it never occurs to the 
 faculty that one of these boys is fit for any shop but their own until his course is 
 completed, any more than an ordinary college faculty regard sophomores as ready 
 to study theology. The boys in the elementary shops have free access to the manu¬ 
 facturing shops, see where every piece they are making fits and how it is used— 
 they do everything in a manufacturing atmosphere, and every boy who passes the 
 requisite examinations, with very few exceptions, passes into the manufacturing 
 shops. The Moscow school-shop is a great manufacturing establishment and, if the 
 manufacturing element were removed, the school would be either revolutionized or 
 extinguished. The elementary shops are a convenient, and for that school, serv¬ 
 iceable and economical device for doing what all school work-shops must do, sepa¬ 
 rating unsalable work from salable, and keeping apprentices at work by themselves 
 though in full view of and in full co-operation with the manufacturing shops till 
 
 * The Superintendent said that if one of the boys in the preparatory room made 
 anything salable they did not hesitate to sell it. 
 
INAUGURAL ADDRESS BY PRESIDENT THOMPSON. 
 
 731 
 
 they have skill enough to begin to do salable work. My conviction is, however, 
 that the results are uot what might be expected; for the work done by these boys 
 at the end of their first half year course, or after 1344 hours practice, does not com¬ 
 pare favorably in excellence with that done by the boys at Worcester after their 
 first half year, or 800 hours, and candor compels me also to say that the work of 
 the graduates at Moscow is at least not at all superior to that of the Worcester men.* 
 The graduates of this school and of that at St. Petersburg compete for the same 
 prizes and all obtain good positions in manufacturing establishments. 
 
 Some statistics will show the thoroughness of the discipline of the school and the 
 importance attached to it by the government. The government appropriates 
 250,000 roubles, or $125,000, annually to this school (and the same to St. Petersburg). 
 The number of Professors is fifteen, of Lectors ten, all others three. The tuition 
 is 150 roubles, or $75.00, a year. The floor space at Moscow is not less than 400,000 
 square feet—that of Worcester is 50,000. 
 
 A set of plans of the building will soon be found in our library. 
 
 It adds great force to Russian examples and precedents to know why we find 
 their polytechnic schools of such rare and unsurpassed excellence. 
 
 ADMIRABLE EQUIPMENT OF THE POLYTECHNIC SCHOOLS OF RUSSIA. 
 
 The popular impression of Russia does her great injustice. The educated Russians 
 are a highly educated and accomplished people. Part of this intelligence is due to 
 the intermixture of the German population, which began soon after the death of 
 Catharine and has continued to the present time. Now, when the Russians began, 
 about fifty years ago, to attend to the development of their internal resources in a 
 scientific maimer, they started in the most sensible way, by sending commissioners 
 to study the systems of technological education of Western Europe. These men 
 winnowed Europe for ideas. These ideas they carried to Russia and expanded into 
 schools which surpass in completeness of equipment and affluence of resources all 
 others in Europe, with the possible exception of the Ecole Poly technique, in Paris. 
 They had the money to give German ideas of education and expansion and devel¬ 
 opment of which the Germans, in their poverty, never dreamed. Russia is the lee 
 shore upon which the choicest educational pebbles may be gathered. In studying 
 Russia one sees all European technological education epitomized. 
 
 And since the notice of these inauguration exercises was printed I have news 
 that the Imperial Institute of St. Petersburg has stretched her hand across the wide 
 waters to give us a welcome into the fraternity. Notice has come that a box of 
 examples of the work done there and a collection of drawings has been shipped as 
 a present from one of the oldest to this, the youngest of the polytechnic schools. 
 
 SUCCESS OF THE SYSTEM AT WORCESTER. 
 
 But I must hasten to complete this exposition, of principles. The fourth funda¬ 
 mental at Worcester is that in a course of three and one-lialf years a boy, by work¬ 
 ing 800 hours the first half year and 500 hours a year thereafter, can gain as much 
 dexterity and be as fit to offer his services as a journeyman as he would be had he 
 worked three and one-lialf years steadily in a modern machine-shop. The experi¬ 
 ence of two hundred graduates of the Worcester school, and the opinions of the 
 manufacturers in whose shops they have found employment, establish the fact. 
 Some of the reasons for this somewhat paradoxical result are that in an ordinary 
 macliine shop a boy must spend his time in his employer’s interest and not in his 
 own, and only a small portion of that time is devoted to teaching him manipula¬ 
 tion ; in the school-shop the time is wholly used in teaching. Again, the student- 
 apprentice is under daily training in school and comes to his work with alert fac¬ 
 ulties and acquisitive powers constantly growing stronger. This is especially true 
 with reference to his weekly practice in free drawing, a study which tends to 
 develop and train the sense of form and proportion, the very training that a 
 mechanic most needs. And, again, the work of the student is done under the eye 
 and with the ready assistance of a skilled workman whose duty it is to teach him, 
 by precept and example, all he can learn. Meantime, while he has been getting his 
 manual dexterity, our student-mechanic has obtained a good education. The 
 remaining principles require no further explanation. 
 
 * The work done by the graduate-mechanics of St. Petersburg is especially inter¬ 
 esting because it is evidence of the advantage of well-disciplined faculties in acquir¬ 
 ing skill in handicraft. 
 
732 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 LIFE WORK OF WORCESTER GRADUATES. 
 
 It will now be asked what may the graduates of this school be expected to do. 
 To this I reply by reciting what the graduates of the Worcester school have done : 
 
 Occupations of graduates— 
 
 Partners in business firms. 23 
 
 * Superintendents. 16 
 
 Chief Engineers. 3 
 
 Division Engineers. ... 5 
 
 Assistant Engineers. 16 
 
 Civil Engineers. 20 
 
 Draughtsmen. 49 
 
 * Mechanical Engineers. 10 
 
 * Machinists. 13 
 
 Foremen. 8 
 
 Teachers. 17 
 
 Chemists. 12 
 
 Advanced Students. 4 
 
 Designers. 5 
 
 Others, mostly engaged in manufactures. 45 
 
 246 
 
 Deceased. 9 
 
 Total. 255 
 
 More than ninety-five per cent, of the graduates are engaged in occupations for 
 which their training at the Institute specially prepared them. 
 
 MODIFICATION OF WORCESTER PLANS PROPOSED AT ROSE POLYTECHNIC. 
 
 In the Rose school the following modifications of the Worcester plan will be 
 attempted: 
 
 1. The course of study will be four years instead of tlu-ee and a half. 
 
 2. The practice will be concentrated in the first year and diminished in the fourth, 
 so as to allow time for more instruction in machine-design. 
 
 3. While the same subjects will be taught, perhaps more attention will be given 
 to the humanities. 
 
 4. A different view will be taken here of the profession of civil engineering from 
 the one usually held. The young men who propose to be civil engineers will spend 
 a part of their practice time in the machine-shop. 
 
 Civil engineering cannot easily be separated from mechanical, because the most 
 important business of a civil engineer nowadays is not surveying and mapping 
 but bridge and building construction, the setting of water - wheels and other 
 engines, and sucli like undertakings which involve a knowledge of mechanics ; so 
 that two or three of the best so-called civil engineers in the country have given it 
 as their judgment that a course in mechanics including workshop instruction, is 
 the best way to prepare for the practice of civil engineering. 
 
 But on the other hand, the building of new highways and railroads still goes on 
 and calls for a certain number of young men who are expert in the use of the tran¬ 
 sit and level (especially in railroad problems) who know how to draw and who 
 understand mensuration ; hence, training for this sort of employment cannot be 
 neglected in a polytechnic school. It would conduce to clearness to call such work 
 Topographical engineering. 
 
 An added consideration of some weight in favor of retaining a distinct depart¬ 
 ment of Topographical engineering is that many of the young men who frequent 
 technological schools have no taste or aptitude for mechanical work, and some 
 have not the requisite physical vigor for it, whose fitness for success in field-work 
 or in mapping is unquestionable. But it will be clearly advantageous to all to have 
 some workshop practice. No changes will be made except such as reason and a 
 large experience show to be desirable and advantageous to the student. 
 
 But a healthy child wants food. An .adequate beginning must be sustained by 
 continual contributions in order to good progress. We want the sympathy and 
 patient consideration of the community. We want books, apparatus and models 
 constantly in excess of the resources of our funds. The example of our founder is 
 worthy of attention and imitation. 
 
 * Many of these are “ Master Mechanics.” 
 
INAUGURAL ADDRESS BY PRESIDENT THOMPSON. 733 
 
 The machine-shop is ready; a reference library will soon be on the shelves; a 
 cabinet of minerals is on hand ; ample models are ready for the proper equipment 
 of rooms for drawing and design ; the bricks for a new building for a chemical 
 laboratory are now lying in the yard; apparatus for chemistry, physics and field 
 work is in the building or provided for; commodious recitation and lecture rooms 
 are ready when wanted. 
 
 I hope also, in course of time, to collect models and examples of the best mechani¬ 
 cal devices, and also of leading manufactures. These collections of models play a 
 very important part in European technological schools, and for obvious reasons. 
 Indeed, the outlay in some cases is enormous and would be insupportable did not 
 manufacturers find their account in placing here examples of their best work. At 
 Chemnitz I saw two good examples of this class: one a perfect working model of 
 the Hartman locomotive, which cost $3,000, and the other a large working model 
 of the Merkel stationary engine, worth $250—each presented by the manufacturer. 
 
 In order to any effective use of these resources two things are vitally requisite: 
 good teaching before the students enter the Institute and good teaching afterward. 
 It is on the whole, a mistake to suppose that fitting for the polytechnic is essentially 
 different from fitting for any other form of manly labor in this world which depends 
 upon a sound, instructed brain. Technically, boys will be examined for the pres¬ 
 ent hi English grammar, geography, United States history, arithmetic, and algebra 
 as far as quadratic equations ; but these are the essentials of any success at all in 
 the polytechnic ; the more a boy knows before he comes the broader and deeper his 
 success will be. The polytechnic is a professional school and must concentrate 
 itself upon its own special work ; but the broader the base on which it builds, the 
 more massive the structure that can be reared. Whether the polytechnic course 
 shall rear an obelisk or a pyramid depends on the preparation of its students. 
 
 Men are born as ignorant as they ever were and the same steps from ignorance 
 to the elements of all knowledge must be taken by every one. This work usually 
 occupies the first fifteen or sixteen years of every human life. 
 
 It is very desirable that every boy that presents himself for admission here should 
 have at least a full high school course ; if he cannot get that, let him make the 
 closest possible approach to it. Youth once passed, the opportunity for acquiring 
 the rudiments of knowledge is usually gone forever. An eye hath not seen nor ear 
 heard a sadder thing than the lament of a man who, amid the emergencies of life, 
 suddenly confronts his need of some simple knowledge which he might have got 
 for the asking in his youth. 
 
 QUALITY OF THE INTELLECTUAL TRAINING AT WORCESTER AND AT ROSE 
 
 POLYTECHNIC. 
 
 The greatest solicitude will be ever cherished here about the quality of the teaching. 
 It is not intended that students shall find more assiduous or competent teaching in 
 the various branches of the course than will be constantly found in this institute. 
 
 But there is one peril and annoyance to which the new polytechnic is subject: 
 handicraft in school never having been used before except for reformatory pur¬ 
 poses, the impression gets abroad that the institution must lower its intellectual 
 standing to raise the handicraft. I do not know an institution in this country 
 except West Point where boys achieve as much good work or are better prepared 
 intellectually for effective service as engineers than they are at Worcester. We 
 propose to give the same training here. 
 
 If what has now been said seems to have a too exclusive bearing upon the study 
 and practice of mechanics it is because this is the leading department, and presents 
 the only novel and difficult features of our enterprise ; but there will be depart¬ 
 ments of civil engineering, physics, chemistry, and design organized on the same 
 general plan ; the studies will be the same in all departments—the practice different 
 according to the purpose for which it is intended. These departments naturally 
 group themselves ; for chemistry, physics, and drawing must be taught to mechan¬ 
 ics, and the additional expense required to give practice in each of these departments 
 to those who prefer it to mechanical practice is very small. The outlay required 
 for civil engineering practice is justified by the demand. 
 
 Later in our enterprise a department of Mining Engineering may be organized ; 
 and in the department of physics special attention will be given to electrical engineer¬ 
 ing. All this will come about in due time. It will be observed however that only 
 one kind of practice can be profitably taken by any student, during the course. 
 Full particulars in regard to all these matters will be seasonably given. 
 
 THE POLYTECHNIC SCHOOL HAS COME TO STAY. 
 
 If this account of the origin and method of the technological school be correct, it 
 is obvious that it is no longer an experiment, that it fills a gap, that it is a natural, 
 inevitable, every way desirable and welcome concomitant of modern civilization. 
 
734 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 It does for the industrial arts what the colleges have so well done for the learned 
 professions by fitting men in a carefully planned course of study for the intelligent 
 discharge of their duties. 
 
 The polytechnic seeks to work as an ally of the old classical college, and hopes 
 that her old friend may find something to her advantage in studying the economy 
 of force which prevails in the methods and results of the newcomer. The poly¬ 
 technic does not sustain any organic relation to the college such as the academy has 
 on the one hand and the professional school on the other; yet in a deeper sense it 
 sustains a very important relation to it. Whatever tends to increase or foster the 
 desire for knowledge tends at once to foster all institutions whose object is to pro¬ 
 mote knowledge. Every new institution tends to increase the interest in the old— 
 provided the old are worthy. Of course, I do not mean by “new institutions” 
 repetitions of old types, such as the multiplication of small colleges, for this is gen¬ 
 erally an evil rather than a good (except in new States), but I mean new institu¬ 
 tions, like polytechnic schools, that strike their roots into new soils and make what 
 was once a desert blossom as the rose. 
 
 Technical schools have not affected the colleges unfavorably in the matter of 
 attendance ; for in spite of the crowds that have flocked to their doors, the classes 
 in the colleges have steadily increased. More new colleges have been founded dur¬ 
 ing the period of the rise of polytechnic schools in this country than in any similar 
 period before; the old colleges have received munificent increase of their resources 
 and have more than held their own in the matter of attendance, and all the students 
 attending the state universities in the course of Liberal Arts may be reckoned as a 
 solid addition to the ranks of the college. 
 
 For obvious reasons the polytechnic school flourishes best when separate and 
 distinct from the college ; but the more it flourishes the more it will directly benefit 
 the college by providing for the instruction of the youth who demand the so-called 
 “ practical courses” and thus leave the college free to pursue her own legitimate 
 work. Towards all forms of knowledge teclinology is hospitable, and towards all 
 who know, engineers are affectionate. The study of science in a teachable and 
 reverent spirit does not beget intolerance or bigotry. Science inculcates hatred of 
 pretense, and is intolerant of dogmatism; but mindful of the counsel of her greatest 
 disciple, she utters the solemn words of Bacon : 
 
 “ This also we humbly beg that human beings may not prejudice such as are 
 divine, neither that from the unlocking of the gates of sense, and the kindling of a 
 greater light, anything of incredulity or intellectual night may arise in our mind 
 toward Divine mysteries.” 
 
 The day has forever passed when the old idea that the study of Latin, Greek and 
 the humanities is the only education. The definition of an educated man will bear 
 still more expansion, but it has broadened rapidly, during the last quarter century. 
 * “ The vulgar argument that a study of the classics is necessary to make a gentle¬ 
 man is beneath contempt. Honor and gentleness are not a dye or a lacquer, but 
 warp and woof. It is tine that a certain social consideration attaches to persons 
 who are supposed to know Latin and Greek, whether they are gentlemen or not; ” 
 but society is rapidly adapting itself to the new era in which men and women are 
 to be taken for what they are and not what they are said to be. 
 
 It is an unique and interesting fact that most of the polytechnic schools have 
 been founded and endow T ed by private benefactors. The colleges, seminaries and 
 academies have depended at times upon legislative fostering. Hardly a session of 
 a State legislature passed prior to 1873 without considering some bill in aid of an 
 educational institution. But the strong point about polytechnic schools is that the 
 enormous expense of founding and administering them has been provided in most 
 cases by individual citizens who knew their value. The Ecole Centrale in Paris, 
 next to the Poly technique the best in France, was the joint product of the brains 
 of Dumas, Pictet and Ollivier and the pocket of their friend Lavallee, who paid all 
 the expense of starting and running the school for five years, and at the end of that 
 tune presented it to the government. In this country Lawrence at Cambridge, Van 
 Rensselaer at Troy, Sheffield at New Haven, Stevens at Hoboken, Boynton, Wash¬ 
 burn and Salisbury at Worcester, Rose at Terre Haute, Case at Cleveland and many 
 others have said in tones which many generations will hear what they think of the 
 value and importance of technical education, and have made the State the recipient 
 and not the nurse of their bounty. 
 
 In the city of Glasgow, nothing impresses a traveler more amid all its teeming 
 industries than two monuments, one of great height and majesty to John Knox, 
 the other a simple tablet in the wall of the cathedral to the memory of George 
 Bailey who founded unsectarian schools and libraries for the operative classes. 
 
 * President Eliot. 
 
TRIBUTE TO CHAUNCEY ROSE BY DR. HOBBS. 
 
 735 
 
 The city of Terre Haute will cherish none of her treasures longer than the memory 
 of her princely benefactor ; but her choicest heritage is the inalienable right to put 
 upon his monument with a change of name the inscription which can be read at 
 the grave of Copernicus in Warschau : 
 
 To Chauncey Rose, our Fellow Citizen. 
 
 President Thompson’s inaugural being concluded, President Collett called upon 
 Dr. Barnabas C. Hobbs, a former member of the Board of Managers, and now a 
 trustee of the State Normal School, who thus responded : 
 
 Dr. Hobbs’s Remarks. 
 
 About eight years ago I became personally acquainted with Chauncey Rose by 
 accepting an invitation to make his house my home, while attending a State Edu¬ 
 cational Association. During a breakfast conversation my bachelor host stated that 
 his friends had been advising him to get a wife, and turning to me said, jocosely, 
 “What do you think about it? ” I answered that “ Men sometimes had an unwrit¬ 
 ten history, and until I knew his I did not think it well to give him any advice.” 
 He thoughtfully remarked, “ You are right, sir, I have an unwritten history.'’ 
 
 I saw from his manner he had sympathies the world knew not of, and that he was 
 not an enemy to woman. Sometime after this on the occasion of another visit, he 
 told me how anxious he was to use the means at his disposal in a way that would 
 do the most good. He had been a successful business man, and everything he had 
 undertaken seemed to have been a success. He asked me what I thought he had 
 best do. I told him that I thought no investment would pay better than one paying 
 the expenses of deserving young women in the Normal School. Women had a hard 
 time in finding profitable employments, and teaching was exactly suited to their 
 condition in life. He was pleased with the suggestion and authorized me to select 
 one dozen, then fourteen, then he increased the number to twenty. William A. 
 Jones, President of the State Normal School, was my aid. We chose, chiefly, such 
 as promised well but were not able to complete the course without aid. 
 
 In time I suggested to him the desirability of securing a building for a boarding 
 house, which with furnishing would not cost more than $20,000, and giving an 
 endowment of $100,000, in aid of deserving young ladies who could not pay their 
 way. He acceded to the proposition on condition that the State should pay one- 
 half the cost of the building, and authorized the Board of Trustees to say that 
 much to the Governor and State Legislature in their next report.* It tinned out 
 that no official notice was taken of this proposition, unless it was a paragraph in 
 the Governor’s message. He became disgusted with their lack of appreciation and 
 his mind underwent a change. 
 
 When I next saw him he told me he had lost faith in public officers and politicians. 
 Changes in parties imperiled finances and he did not want to leave his money in 
 the control of State authorities or trustees. He preferred private incorporations 
 who are empowered with self-perpetuity. He had been thinking much about busi¬ 
 ness men who are good workmen, but can not prepare their estimates, drawings 
 and specifications and have to be running to lawyers and architects. If he could 
 do something for them he would like to do so. 1 informed him what he wanted 
 was a polytechnic school. I had visited several in the East, and especially one at 
 Worcester, Mass., which gave a full and complete scientific training ,o boys, prac¬ 
 tically fitting them for business men ; and if he desired me I would write to Prof. 
 Thompson for some reports which would give him a correct idea of the purpose 
 and working of such an institution. After examination of these his mind fully 
 settled on the endowment of a polytechnic school and on the erection of a build¬ 
 ing. His will was then made, specifying his bequest, which he read to me. I think 
 very likely Josephus Collett, the presiding officer of the Board, whose head is ever 
 full of practical ideas, had also a leading part in formulating his thoughts and 
 purposes. 
 
 A Board of Trustees was chosen, a Constitution and By-Laws drawn up, an 
 organization completed and a seal approved and ordered to be made, Chauncey 
 Rose being President of the Board. An occurrence created no little amusement 
 when it was discovered that nearly all the Board were bachelors. We must not, 
 however, reflect on them. I well remember finding a very worthy old gentleman 
 in England, who had never been married, in a good comfortable home with a hired 
 housekeeper. I deprecated his lot in a conversation with an estimable lady. “ Oh,” 
 she said, “ I presume he is not to blame for it.” Our fortunes are not all alike in 
 life. The poet Whittier tells us of the sweet little girl who hated to go above him 
 in the spelling class at school, over whose beautiful form the grass has been grow¬ 
 ing for more than forty years. No, do not reflect upon bachelors. How do we 
 
736 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 know but that more of them are preparing to make further endowment bequests 
 to polytechnic schools. 
 
 At the suggestion of Cliauncey Rose, while I was in New England, I was requested 
 to inquire of Prof. Thompson for some talented student who had passed under his 
 training and who had skill and fitness for such a place. When that result was 
 almost achieved there was a suspension of operations by the death of Chauncey 
 Rose. 
 
 When an advance movement was resumed, I was agreeably surprised to find 
 that, like Miles Standish’s courtship, the Board instead of taking the man President 
 Thompson had recommended took the President himself, and it now so turns out 
 that we have for the Rose Polytechnic Institute the leading educator in technical 
 science in America to give it rank among the best in the world. 
 
 I desire before I close to say that we ought not to stop in this enterprise where 
 we are. The girls need polytechnic schools as well as the boys. They need to know 
 how to cook scientifically. There is scientific taste and method in good ventilation, 
 neatness. Health and science are co-ordinates of a system. Every girl should 
 know how to cut and make her own dresses. Indeed, I question whether a young 
 lady should be allowed to marry if she could not stand a successful examination on 
 these subjects. 
 
 You may have seen a notice of some French ladies who had lately been inspect¬ 
 ing schools in America, and had been at Vassar and inquired of the young ladies 
 what attention they gave to cooking, and housekeeping, and cutting and making. 
 “ None,” was their answer, “ We have domestics to do such things.” The visitors 
 laughed outright at the absurdity of young housewives superintending cooking, 
 housekeeping and seamstresses when they are unacquainted with the work they are 
 doing. 
 
 Let us hope and look for the day when our girls will be able wisely and intelli¬ 
 gently to attend to the kitchen and household interests and to cut and make their 
 own dresses. We need professional scientific schools for girls as well as for the 
 boys for the completeness of an educational system. 
 
 After music by the orchestra, Rev. Mr. Oroft pronounced the benediction and the 
 audience dispersed. 
 
 IV. 
 
 Inaugural Address by President Homer T. Fuller, Ph. D. 
 
 “The Present Place and Work of Technical Schools.* 
 
 The technical school, as we now know it, is the outgrowth of modern civilization, 
 especially of modern invention and wide-spread competition. Let us briefly note 
 the beginnings and the progress of its work. Up to the present century, except for 
 military purposes, in no civilized country has there been special, systematic public 
 training for business or the arts. Great public works involving stern conflict with 
 the forces of nature were not attempted. The first military school, the famous 
 Ecole Polytechnique at Paris, was established in 1795. It embraced in its plan 
 something of civic construction. Napoleon said it was the hen that laid him golden 
 eggs. The engineers it trained have few laurels from the common historian, but 
 they bridged for their sire many a mighty river, and robbed the Alps of their ter¬ 
 ror for soldier and civilian. 
 
 TECHNICAL SCHOOLS IN FRANCE. 
 
 Schools of arts and trades in France were founded but a little later—at Chalons 
 in 1803, at Angers in 1811, and a third at Aix in 1843. These train foremen and 
 skillful workmen, master-finishers, founders, blacksmiths and machinists. Pupils 
 are admitted at 16 years, after a common school education. They work seven and 
 a half hours in the shop, and five and a half hours daily in classes and in drawing. 
 “ The chief advantage of these schools is not their direct influence on labor, but 
 they serve as standards of comparison. They supply good overseers, but the theo¬ 
 retical studies are not sufficient to form skillful engineers.” Hence, in 1829, was 
 established the celebrated Ecole Centrale, or higher technical school in Paris which 
 educates engineers and superintendents of machine shops and manufactories. It 
 has courses on mechanics, civil engineering, chemistry, metallurgy and architec¬ 
 ture, covering three years, and its requisites for admission include the elements of 
 
 *An Inaugural Address by Homer T. Fuller, Ph. D., Principal of the Worcester 
 Free Institute. June 28,1883. Worcester, Mass. E. C. Stone, printer and publisher, 
 1883, pp. 17. 
 
INAUGURAL ADDRESS BY PRESIDENT FULLER. 
 
 737 
 
 physical science, and mathematics through descriptive and analytical geometry. 
 Other technical and many apprentice schools, with shops for wood and iron work, 
 exist in Paris, and other cities of France, and there is an increasing demand for 
 them. Paris alone has one hundred art schools free to both residents and foreigners. 
 
 TECHNICAL SCHOOLS IN GERMANY. 
 
 Germany has eight polytechnic schools of the high grade of the Ecole Centrale. 
 The courses are four years in length, and the preparation, Greek being omitted, 
 corresponds very nearly with the attainments made in our better American colleges 
 at the end of the sophomore year. Austria has seven such schools, Switzerland one, 
 and Italy three, each of them instructing from six hundred to one thousand stu¬ 
 dents. ■*’ At Berlin will be opened in October next a new building for the Polytechnic 
 of that city, which is the largest and finest single school edifice in the world. It 
 will easily accommodate four thousand students, and has a separate chemical lab¬ 
 oratory where four hundred and twenty can practice at once. These buildings, 
 with furnishings, will cost two millions of dollars. 
 
 The oldest technical school in Germany was founded at Augsburg about 1806, and 
 the Bavarian system of which it forms a part is regarded as more symmetrical and 
 complete than that of any other European nation, unless we except Italy, which has 
 adopted substantially the Bavarian method. It provides technical instruction in 
 two grades of schools. After a preparatory course, which includes Latin, French 
 and English, and mathematics through a part of analytical geometry, the young 
 man enters an industrial school, where he has higher mathematics, physical sci¬ 
 ence, with practice in laboratory, English and French, drawing and designing for 
 two years. If he chooses the mechanical department, he has shop practice at the 
 vise and bench, and a limited amount of machine work nine hours weekly. There 
 are four such industrial schools in that small kingdom, and the graduate from them 
 can then enter the Polytechnic at Munich, and pursue for four years longer, theo¬ 
 retically and experimentally, the studies of the department he has chosen. 
 
 INDUSTRIAL SCHOOLS IN EUROPE. 
 
 Industrial and scientific schools of a lower grade are in all the central states of 
 Europe, numerous and varied in character. Germany has three mining schools, 
 four of forestry, others for general agriculture, for grape culture, for weaving and 
 dyeing, and for theoretical instruction in almost every kind of trade and business. 
 These are mainly supported by the state or city, and are open to citizens and 
 strangers upon payment of merely nominal fees. Besides those schools which 
 provide regular and continuous courses of study for the young, there are opened 
 from November to March winter schools for laborers and other persons. These are 
 sometimes day schools, sometimes evening schools, according to the occupations of 
 the people and the time they can devote to study. In some regions there are many 
 distinct and separate industrial schools, as in the vicinity of Frankfort-on-the-Main, 
 where, within a radius of thirty miles, may be counted nearly a score of them. In 
 large commercial cities instruction in a great variety of subjects is given under the 
 same roof. Hamburg, for example, has a scientific and trade school, whose rooms 
 are occupied constantly from 8 o’clock a. m. , till 10 p. m. Eighty teachers give 
 instruction to several thousand pupils of all ages from twelve to sixty years. No 
 one there thinks himself too old tostudy. Nobody is too proud to confess ignorance 
 and avow thirst for knowledge. 
 
 INCREASE OF TECHNICAL SCHOOLS IN GERMANY. 
 
 Without being able to give exact statistics, I am quite sure that the provision for 
 instruction and for appliances in technical work has increased in Germany more 
 than twofold in the last fifteen years. What has been the result of this scheme of 
 almost universal industrial training? Chiefly, the direct and enormous development 
 of manufactures. Fifteen years ago England manufactured cotton, woolen and 
 other goods very largely for German trade; to-day Germany imports cotton from 
 the United States, and sells the product at a profit in the streets of Birmingham and 
 Manchester, of New York and Worcester. Fifteen years ago Nottingham, England, 
 made cotton gloves, hosiery and coarse laces for the world; within five years, so I 
 am told, twelve of the largest firms of Nottingham have moved their machinery and 
 fixtures to Chemnitz in Saxony, and have found that the skilled, educated labor of 
 that inland, mountain city was much more profitable to them than any they could 
 employ in sea-girt England, even though the multitudes of the latter were almost 
 starving for lack of work. This same Chemnitz exports larger valuqg to this country 
 annually than any other European city, with, perhaps, four or five exceptions. It 
 has a population not greatly above that of our own city, but in it, with the best 
 provision for general education, are three distinct higher technical schools, and two 
 
 ART—YOL 4-47 
 
738 EDUCATION - IN THE INDUSTRIAL AND FINE ARTS. 
 
 trade schools, all of such efficiency and celebrity as to attract the attention of tech¬ 
 nologists throughout the world. 
 
 INDUSTRIAL SCHOOLS IN RUSSIA. 
 
 Other states of Europe have been following the example of those already men¬ 
 tioned. Russia has had for years two great mechanical schools, one of them at 
 Moscow, an immense establishment, conducted on the plan of our own school, and 
 she is now organizing apprentice schools, and other technical schools of an inter¬ 
 mediate grade. Sweden, Denmark, Holland and Belgium have schools scarcely 
 inferior, nay, in some regards superior, to those of Germany and France, while 
 Spain and Portugal, though far behind, have entered the list to contest the prizes of 
 civic industry. 
 
 CAUSES WHICH LED TO THE BRITISH SCIENTIFIC AND TECHNICAL COMMISSIONS. 
 
 There is no doubt that recent international expositions by the opportunities 
 afforded of the comparison of fabrics have had a considerable influence in impress¬ 
 ing, if not determining, the value of special education for industrial pursuits. Prof. 
 Rouleaux of Berlin went home from Sydney to report that certain German fabrics 
 were often inferior in quality. His people needed better machinery, and more skill 
 and care in manufacture, and, beginning at home, he insisted on practice as an 
 important element of instruction in mechanical engineering. At Paris, in 1878, the 
 English commissioners found that even in woolen and worsted work the English 
 had failed to maintain their former superiority, and when they discovered, a little 
 later, that their own pig-iron was taken over to Belgium and wrought into steel and 
 machinery more satisfactorily than it could be done at home, parliament moved for 
 a royal technical commission to inquire into the causes and remedies. This com¬ 
 mission entered upon its work in August, 1881. They have visited most of the best 
 technical schools on the continent, and have reported that in largely increased and 
 improved facilities for technical education alone lay hope of resuscitating the wan¬ 
 ing industrial fortunes of the kingdom. Meanwhile, private enterprise did not wait 
 for the tardy action of great official bodies. Since five years ago, a single individual 
 has founded and partly endowed the Mason Science College at Birmingham, at a 
 cost of nearly half a million dollars. A new technical school at Bradford has 
 been built by subscription. Older schools at Manchester, Bristol, Sheffield and Leeds 
 have been put on better footing. University and King’s Colleges in London, with 
 laboratories and workshops, are giving their attention largely to scientific and tech¬ 
 nical work. Nottingham is converting its university into a place for similar train¬ 
 ing, and even old and aristocratic Eton, heretofore intensely classical and more the 
 school of the nobility than almost any other in England, has created a scientific 
 course of study and built workshops where its students may learn and practice a 
 variety of trades. In London during the last twelve months two technical schools, 
 one quite new, have erected commodious buildings, and the trade companies of the 
 city have in addition subscribed $100,000 for the current annual expenses of these 
 and other provincial schools. These facts show the trend of the times abroad. Did 
 time permit I might mention others which I have known or verified by personal 
 observation. In the interval of three years between my two visits, and careful 
 studies of European schools of almost every grade, there has been very marked 
 progress in technical and industrial training. England has doubled its outlay for 
 this purpose within that brief time, and no one who has not been on the ground has 
 any adequate conception of the intense interest now taken there in this form of 
 education. 
 
 It is no exaggeration to say that this subject is just now the foremost educational 
 topic of the world, and that those states or communities that fifteen, or ten, or even 
 five years ago did the best work then demanded, and rested there, have seen, or will 
 soon see, other nations and cities outstripping them if they do not keep pace with 
 the advance.* 
 
 ****** * 
 
 *How much in our own country has been done since this Institute began its 
 work may be seen from the dates of organization of the following schools, and the 
 amount of funds contributed to each by private liberality. 
 
 Stevens Institute of Technology, Hoboken, N. J.1871, $650,000 
 
 Miller School, Batesville, Va. .1878, 1,000,000 
 
 Towne Scientific School, Philadelphia.1872, 1,000,000 
 
 Pardee Scientific Department, Lafayette Coll., Easton, Pa.1873, 500,000 
 
 John C. Green’s School of Science, Princeton, N. J .1873, over 400,000 
 
 Case School of Applied Science, Cleveland, O.1881, 1,250,000 
 
 Rose Polytechnic Institute, Terre Haute, Ind.1883, over 500,000 
 
 These are only a few of the whole number that might be mentioned. 
 
PRESIDENT FULLER AT WORCESTER FREE INSTITUTE. 739 
 
 THE DEMAND FOR HIGH CLASS TECHNICAL TRAINING. 
 
 2. The second consideration worthy of special note is that technical schools are 
 coming more and more to be relied on to meet the demand for intelligent and skilled 
 labor arid superintendence. It is true both in Europe and this country. The busi¬ 
 ness men of this land long ago fomid it to their advantage to employ in manufac¬ 
 tures, mining, engineering and allied pursuits men who were trained in the 
 principles of these sciences. And since ourown schools failed to meetthe demands, 
 we have imported men or sent our sons abroad to be educated. For some of our 
 finest public works we are indebted to the training of foreign technical schools. 
 Mr. Ellet, who built the first wire suspension bridge in this country, over the Schuyl¬ 
 kill at Philadelphia, and who first spanned Niagara, studied in Paris, and the elder 
 Roebling, the architect of the Niagara railway bridge, and designer of the stupen¬ 
 dous structure, just completed, which swings multitudes high over the masts and 
 sails of crowded shipping between Brooklyn and New York, was a graduate of the 
 Berlin Polytechnic. In September last the head of the Teclmical School in Brad¬ 
 ford, England, said to me, “I have just lost my most valuable assistant. He has 
 been enticed away to a mill in Philadelphia.” Indeed, in a single manufactory in 
 this city of Worcester, there are employed, in important work requiring great skill, 
 four men who are graduates of foreign technical schools. The same is true of 
 chemists and engineers, and experts in many others of our manufacturing centres. 
 
 AMERICA MUST SUPPLY THE AMERICAN DEMAND. 
 
 What, my friends, is the logic of these facts ? Our corporations and private firms 
 find this technical training valuable, yes, indispensable. Not even now do our own 
 schools, for all forms of work, and especially for the higher grades, nearly meet 
 the demand. Shall we continue to draw from the schools of Europe? We can not 
 many of us send our sons thither to be educated. If we could, it were still doubt¬ 
 ful policy. Shall we let our children grow up idle and unintelligent, and hire 
 aliens to do our best work? Then we invite supplanters. For those who do most 
 skillful work will sooner or later own the capital. The most of us hereabouts 
 believe in the protection of American industry. But that phrase, “American 
 industry,” is susceptible of more than one interpretation. Does it mean a simple 
 advantage to the capital invested in our industries? But, what if a fortune be 
 accumulated in one generation, only to be squandered in the next ? What avails 
 it if our children have money, and fail to learn its value and its best use? Or, does 
 the protection of American industry mean special advantage to the present genera¬ 
 tion of laborers? But what is the advantage in the end, if children are not trained 
 to habits of industry, are not fitted to succeed the fathers ? If our own sons are 
 not as well equipped as those of foreign birth and culture, they will eventually lose 
 in the race, and be despoiled of their rightful heritage. It is but simple justice to 
 our own that we give them the best possible preparation for the work of the future. 
 The interests of capital and labor in the long run are not separable. Protection to 
 one is protection to the other. But protection in the broadest sense should mean 
 protection to the American boy, and we should be ashamed to confess that he can¬ 
 not be educated in most of the principles and applications of modern science, as 
 well at home as anywhere else in the world. 
 
 We in this country cannot slavishly imitate foreign systems of education. We 
 must create or adapt our systems to our people and to the industries we would fos¬ 
 ter. We need a variety of schools to suit the widely varying demands of business, 
 the diverse interests of different sections of the country, and the tastes and capaci¬ 
 ties of those who must receive instruction. But we greatly mistake, if we think 
 we are well enough off as we are, if we suppose that our smartness is sufficient for 
 all things, if we imagine that nothing is to be learned from those who for scores of 
 years have been doing substantially what we have just begun to do. 
 
 ******* 
 
 GENERAL CULTURE AN ESSENTIAL OF HIGH CLASS TECHNICAL EDUCATION. 
 
 Finally, we do not forget that the work of a school like this must seek to unite 
 with special training the utmost possible general culture. We cannot in this land, 
 in harmony with republican principles or consistently with the attainment of the 
 purpose of technical training, divorce general culture and practical skill. Either 
 alone tends to narrowness. The one ends in mechanical repetition; the other, in 
 vapid talk or empty speculation. The testimony, not only of educators, but also of 
 engineers, is emphatic on this point. Says Dr. R. W. Raymond, editor of the 
 Engineering and Mining Journal, “the more one observes of the careers of men 
 about him and the more one wrestles with the difficulties of one’s own, the more 
 
740 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 profound becomes the conviction that a young man makes a great mistake who, 
 because he is going to take a technical education in engineering, deliberately decides 
 that he will not have any general culture to begin on/’ and in a recent address 
 before the American Institute of Mining Engineers, President Holley had this, 
 utterance : “ It is useless to disguise the fact that the want, not of high scholarship, 
 but of liberal and general education, is to-day the greatest of all embarrassments . 
 which the majority of engineering experts and managers encounter.” 
 
 How much of this culture shall precede the technical course, or just how much 
 shall be incorporated in it, is a question which must from time to time require a 
 varying answer. We must have enough in the course, or before it, to make the 
 most of the man, certainly enough in the course to secure a steady and healthy 
 intellectual and moral growth. The atmosphere of these rooms should be one, not 
 of content, but of aspiration, and the impulse to broad and generous thinking, to 
 high attainments in science and the arts, and, above all, to a pure and noble Chris¬ 
 tian living, be so strong that it shall abide to the end of the days of every one who 
 graduates from these halls. 
 
AJPEEXEIX Y. 
 
 TECHNICAL TRAINING IN INDUSTRIAL PURSUITS. 
 
 I. Introduction. 
 
 II. Report on Technical Industrial Education with accompanying papers, made 
 by Dr. W. T. Barnard, Assistant to the President, to Mr. Robert Garrett, 
 President of the Baltimore and Ohio Railroad Company. 
 
 741 
 
APPENDIX Y. 
 
 ON TECHNICAL TRAINING IN INDUSTRIAL PURSUITS. 
 
 I. 
 
 Introduction. 
 
 This Appendix comprises a large part of the important and com¬ 
 prehensive report, made in 1886, by the late Dr. W. T. Barnard, 
 recently deceased, (1895), to President Garrett, of the B. & O. R. R. 
 Company. Dr. Barnard, was, at that time, connected with this 
 company as “ Assistant to the President,” and it was primarily with 
 the purpose of inducing the establishment of a Technical School, at 
 Mt. Clare, near Baltimore, Maryland, in connection with the works 
 of the company there situated, in which a corps of intelligent and 
 skilled Railway mechanics,engineers, and employees, could be trained, 
 that the preparation of this admirable paper, with the accompany¬ 
 ing “ Exhibits,” showing the value of definite technical training in 
 all industrial pursuits, was undertaken. Unfortunately, owing to 
 changes in the personnel of the officials of the B. and O. Company, 
 with the retirement of Mr. Garrett from the Presidency, this exper¬ 
 imental school, begun under such favoring conditions, had but a 
 brief existence, comprising only two short years of active operation. 
 
 , The account of the origin and work of this pioneer school is to be 
 found in Chapter Y. of the present volume of this Report. (See ante 
 pages 129-170.) A concise statement concerning the labor expended 
 in the preparation of Dr. Barnard’s report is there given. As the 
 outcome of careful study, by competent authorities, of European 
 and American institutions and experiments in the direction of Tech¬ 
 nical Industrial Education and Training, this report will be found 
 of value to those interested in investigating the industrial and edu¬ 
 cational tendencies of the present age. 
 
 The few words prefaced to the report by Dr. Barnard, show that 
 he looked upon it as relating to the whole subject of Technical 
 Education in all Industrial Pursuits; and by no means as limited 
 merely to Railway interests. It is because of this wide embracing 
 survey of Technological Educational activity, that so much of this 
 very interesting and valuable report finds place here. 
 
 At the possible risk of some little repetition, the notices of a few 
 European institutions, which may have found place in other papers 
 in some of the various Appendices to this Report; as well as the 
 concise statements of a few leading Technological Schools, as given 
 in the text, or “Exhibits,” of Dr. Barnard’s report, are retained. 
 The number of similar high grade polytechnic institutions in the 
 United States is not as yet so large as to render us indifferent to what 
 other countries, our industrial competitors, may be doing in the mat¬ 
 ter of providing for the higher technical training of their people. 
 Accounts of a number of European Industrial Art Training Schools 
 are included in the Appendices to Part III. of this Report. 
 
 743 
 
744 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The view taken by Dr. Barnard, of the relation which the Johns 
 Hopkins University might, and as he contends should, bear to the 
 free public schools of the City;—namely: to be the head and crown 
 of the City’s system of free public education,—and the direct influ¬ 
 ence this institution of higher learning could, if it should so elect, 
 so happily exert upon the industrial training of the people, is some¬ 
 what novel as well as most suggestive. 
 
 In showing that the great fortune of Johns Hopkins was invested 
 in the B. & O. R. R. Co. and that so large a portion of the income 
 of the University comes from that company, he traces a connection 
 between the University and the B. & O. R. R. company, which, in 
 his opinion, justifies his remarks: and is, he thinks, sufficient to 
 amply justify the authorities of the University in initiating practical 
 elementary technological training for the graduates of the public 
 schools of Baltimore, on a large scale.* 
 
 If this university should enter on this field and undertake this 
 great work, without in any degree lessening its present activity in 
 the higher work of original research and initiation, in which lies the 
 peculiar province of a University as differenced from other educa¬ 
 tional institutions,—it would do more, than in any other possible 
 way, for popularizing higher education; by awakening the interest 
 of the people, as a whole, in an institution, whose beneficence was 
 not limited to a narrow and special class ; but which, like a life-giving 
 Sun, shed its light and warmth on a world of workers. 
 
 In his comments upon contemporary conditions in the City of 
 Baltimore, and on the rapid loss of certain of the former industries 
 and sources of prosperity of the City, and in his illustrations showing 
 how some other communities have succeeded in retaining and improv¬ 
 ing old, or in creating new sources of industrial prosperity there is, 
 in Dr. Barnard’s method of marshalling his statistics, much of sig-' 
 nificance. One of the most striking points made is the showing of 
 the very small number of persons, as compared with the entire popula¬ 
 tion of the city of Baltimore, who can possibly be trained, annually, 
 in any practical industrial and technological knowledge; even if all 
 the facilities of the City Manual Training School, The Day and Night 
 classes of The Maryland Institute, The McDonough School, and the 
 present facilities for higher technical training in the Laboratories 
 and lecture rooms of the Johns Hopkins University, should be availed 
 of to their utmost capacity. This feature of his references to local mat¬ 
 ters in Baltimore has led me, contrary to my first intention, to retain 
 this part of the report because, it is only by the study of such com¬ 
 parative statistics as applied to the population in our American towns 
 and cities, that we can come to any realizing comprehension of the 
 appalling lack of opportunities existing in the United States, for 
 the thorough training of American youth in any form of technical, 
 or artistic, industries. Such facts emphasize the importance of 
 introducing in all our public schools, so much of elementary train¬ 
 ing in Drawing, and Industries, as may be found possible. 
 
 As is somewhat unusual with theoretical writers on educational 
 topics, Dr. Barnard, and his co-adjutors, were brought in immediate 
 contact with a large population, whose working members were 
 
 *The subsequent transferring of the funds of the University from the B. & O. 
 R. R. securities to other forms of investment, renders these particular arguments 
 irrelevant, but in nowise diminishes the force of his suggestions as to the desir¬ 
 able relations of the University to the City school system. 
 
FACILITIES FOR INDUSTRIAL TRAINING INADEQUATE. 745 
 
 engaged in a special industry ; and thus were made aware, by per-, 
 sonal observation, of their educational deficiencies and needs. The 
 account as given of the low estimate in which even the most elemen¬ 
 tary education was held among these settlements of B. & O. R. R. 
 employees, and of the causes of this indifference, is very striking. 
 (See ante, Chapter V.) 
 
 This experience gave to Dr. Barnard a fuller realization, than is 
 possessed by many even of the professional advocates of Manual 
 Training, of the pressing need that exists for the immediate extension 
 of elementary industrial and technical training among the children 
 of the people. He writes with the earnestness of enthusiasm, the 
 soberness of conviction, and the confidence of knowledge. 
 
 The importance of the detailed statements of the advantages that 
 would accrue to the Rail Roads, if they could command the aid of 
 educated and skilled workers in every department of their service, 
 which were indeed especially suited to the purpose of this particular 
 report,—designed to convince the President and Directors of a great 
 Rail Road corporation, of the wisdom and expediency of establishing 
 a technical training school for the Apprentices of the Road,—is not 
 confined to any single Corporation or Industry : Mutatis mutandis, 
 the arguments are equally valid when applied to any industries or 
 undertakings where skill is needed ; to any employers of workmen in 
 factories; or to any town or city corporation, which has public build¬ 
 ings, bridges, and highways, to provide and care for. The doctrine 
 of the conservation of force is all-embracing in its application, and 
 the resources and energies of a corporation, or a community, are 
 to he husbanded as carefully and expended as judiciously, as those 
 of an individual; and this can only be done by men of trained and 
 skilled experience. 
 
 Although these words about Dr. Barnard's report are written in 
 June, 1895,—nine years later than the publication of that report, 
 still it is believed that the ratio of the number of Institutions afford¬ 
 ing opportunities for technical industrial training, to the whole pop¬ 
 ulation of the country, remains, owing to the increase of population, 
 about as it was when Dr. Barnard Avrote ; and, therefore, his lessons, 
 comments, and suggestions, are as applicable to present conditions 
 and as worthy of consideration by all interested in the educational 
 prosperity of the people, as when first published. 
 
 However, the natural inference from the above statement, namely : 
 that there had been no progress in the development and extension of 
 opportunities for Technical Industrial Training, or in the interest 
 taken by the public in such educational methods, would be mislead¬ 
 ing ; for there has undoubtedly been in many communities, since that 
 report was written, a steady growth of that public opinion which 
 demands the putting of Manual Training, and Training in Domestic 
 Industries, in the higher grades; while there is a very general demand, 
 growing with each year, that “ Drawing, as a required study,” 
 shall be taught, in some of its forms, in each and all grades of the 
 Public Schools. 
 
 Nor would it be proper in even the most cursory account of the 
 present condition of Technical Industrial Education in the United 
 States, to omit to state that, during the nine years that have elapsed 
 since the publication of this report by Dr. Barnard, three admirable 
 and fully equipped Industrial and Technical Institutions of high 
 grade, founded by liberal individual Philanthropists in different 
 
746 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 cities, have been opened to the public. These are: The Pratt Insti¬ 
 tute, of Brooklyn, opened in 1887; The Drexel Institute, of Phila¬ 
 delphia, opened in December, 1891, and The Armour Institute, of 
 Chicago, opened in 1894.* 
 
 Valuable as are these institutions, regarded as an addition to the 
 educational facilities of the people, and desirable as has been the 
 growing public interest in the introduction of elementary industrial 
 and artistic training in the public schools, it would be a grave mis¬ 
 take to conclude that, since so much has been accomplished, there is 
 no further need for anxiety.—“ Eternal vigilance is the price,” not 
 only of “Liberty” but also of Progress; and, with our ever increas¬ 
 ing population and annual swarms of untaught children besieging 
 the school room doors, the need for that form of training for which 
 Dr. Barnard pleads, is as pressing to day as when he wrote.—In fact, 
 with each passing year, it becomes ever more pressing; because 
 Inventions and Scientific Discoveries advance with such rapid strides 
 that occupations become useless almost before they can be acquired. 
 Dr. Barnard, has called attention to the fact that in the shops of the 
 older R. R. companies, the old patterns and models, so rapidly become 
 obsolete that this item alone, is a source of expense and a cause of 
 inferiority. This is equally true in many other manufacturing and 
 mechanical Industries. 
 
 The marvellous developments of the myriad applications of elec¬ 
 tricity create ever new demands for skill; while the many new 
 industries, evoked by discoveries in science, make like demands. 
 The only hope for the coming race of workers lies in the prevalence 
 of more thorough scientific and technical training, to give to mens 
 minds, such breadth and quickness of comprehension; and to their 
 hands, such skill of manipulation; as will suffice to enable them 
 readily to adapt themselves to the new and ever changing conditions. 
 To compose machines from their scattered machine-made members 
 and parts, and to manage and direct the operations of machines, 
 instead of the making of tools, or objects, by hand ; would seem to 
 be the coming employment of the majority of skilled workers in 
 the near future. For such duties, a higher degree of skill, a greater 
 grasp of mind is requisite, than when, as not long since, the whole 
 working life of many an artizan was passed in making, or polishing, 
 the same single unrelated part of a machine, or the portion of a 
 tool; such, for example, as the oft quoted instance of the employ¬ 
 ment of numbers of workers in the grinding of the point of a needle. 
 In this day of electric motors and of bicycles,—an era as pregnant 
 with change as was that of the introduction of steam, and which like 
 that, will compel many and far-reaching changes in industries, and 
 the creating of numberless new mechanical contrivances;—the fol¬ 
 lowing arguments urged by Dr. Barnard, both for the elementary 
 and advanced technical training of the people, appeal with added 
 force. 
 
 * The two first will be found fully described in the preceding volume of this 
 Report. (See Pai't III., pages 448-609.) The “Armour Institute” was founded too 
 recently to find place in the body of either Part III or IV. of this Report; since the 
 pages are stereotyped as soon as proof read. A concise account of this new insti¬ 
 tution is, however, given in the final Appendix to Part III. As the authorship and 
 compilation of the material of these volumes, and the author’s proof reading, is 
 wholly the work of a single person, there is, of necessity, a considerable lapse of 
 time between the first page of Chapter I. and the final page of the Index of the large 
 volumes winch makeup this Report.—I. E. C. 
 
■REPORT ON TECHNICAL AND INDUSTRIAL EDUCATION. 747 
 
 BALTIMORE AND OHIO RAILROAD COMPANY. 
 
 Service Report on Technical Education, with Special Reference to 
 Baltimore & Ohio R. R. Service. * 
 
 By Dr. W. T. Barnard, Assistant to the President. 
 
 Baltimore, October 1st, 1886. 
 
 Mr. Robert Garrett, 
 
 President Baltimore & Ohio Railroad Company. 
 
 Sir: June 7th, 1881, the General Counsel of the Baltimore & Ohio Railroad Com¬ 
 pany invited your attention to a scholarly and thoughtful address on technical 
 education, delivered before the Maryland Institute, June 4th, by Hon. S. Teackle 
 Wallis, and, referring especially to so much thereof as related to the establishment 
 in Baltimore of a technical school for scientific and mechanical instruction, Mr. 
 Cowen said: 
 
 I have always thought that the Baltimore &. Ohio Railroad Company did not have enough of edu¬ 
 cated talent in its service, and that, among its artisans and mechanics, there should he more scientific 
 knowledge than can now be found in our various departments. 
 
 It strikes me that there is no one in the city so much interested in the establishment of such a school 
 as Mr. Wallis indicates in connection with the Maryland Institute as the Baltimore & Ohio Railroad 
 Company. 
 
 I presume you have a hundred or more apprentices at Mount Clare, and have thousands of artisans 
 along your entire road, who should have received a first-class education at some technological school, 
 who have nuverreceived any such education at any place of instruction, and have simply an empirical 
 knowledge gained from practical work. 
 
 As Mr. Wallis justly says, the “practical man," so called, has had his day, and is fast going to the 
 wall under the law of the “survival of the fittest.’’ 
 
 On all mechanical subjects there is an amount of learning which can be obtained from schools, and 
 cannot be obtained in any other way, and beyond question the Railroad Company should endeavor to 
 avail itself of the class of men who have had this early training. 
 
 There is no way in which this could be so well done as by having a competent technological school 
 in the city, the students of which could be taken into our service from time to time, and would cer¬ 
 tainly elevate it very much by the application of the learning derived from skilled instructors. 
 
 I wish you would look at t he subject, both as an officer and a citizen, and see whether thero is any 
 way in which you can aid in the establishment of such a place of instruction for the deserving arti¬ 
 sans and mechanics of the city. 
 
 NO RECORD OF EARLIER CONSIDERATION OF TECHNICAL EDUCATION FOR B. & O. 
 
 EMPLOYES. 
 
 A careful search amongst the voluminous records of this Company fails to show 
 that the necessity for a'higher standard of qualifications for its operatives had, 
 before this communication, found official expression, even if it had engaged the 
 attention of the Company’s officers. Indeed, technical education in mechanic arts 
 had then but slightly attracted public attention in this country, except locally and 
 as the result of endowed institutions for combined scientific and manual training, 
 such as the schools at Worcester, Troy, Boston, Hoboken, et al.; this notwithstand¬ 
 ing the fact that, as early as July 2d, 1862, Congress—contemplating especially the 
 promotion of practical education of the producing classes—had made liberal grants 
 of land to the several States in aid of the establishment of schools for scientific 
 instruction in agriculture and mechanical pursuits. 
 
 *This pamphlet report was printed with the following preface. 
 
 PREFACE. 
 
 The solicitations of several prominent citizens of Baltimore, earnestly interested in its welfare, and 
 of other friends specially concerned in the development of our American railroad system, who, after 
 examining the manuscript of this report, believed that the data therein contained would materially 
 and beneficially affect the educational work of Baltimore and of our railways generally, have deter¬ 
 mined me to give these pages a wider circulation than merely among the officials of the Baltimore and 
 Ohio Railroad Company, for whose information they were primarily written. 
 
 In doing this I should much prefer re-arranging this data, so that the publication might show no 
 relation whatever to the Baltimore and Ohio Railroad Company, but other demands upon my time 
 prevent this revision. Though, for this reason, material collected for my own purposes and deduc¬ 
 tions therefrom are embodied in an official report, it is to be distinctly understood that no one but the 
 writer stands committed to the statements or views therein contained; the responsibility for which 
 lie, as a private citizen, solely accepts. 
 
 W. T. Barnard. 
 
748 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 VICE-PRESIDENT GARRETT CALLS FOR SPECIAL INVESTIGATION AND REPORT UPON 
 THE PRACTICABILITY OF TECHNICALLY EDUCATING R. R. EMPLOYES. 
 
 Some time subsequently you requested me to make this subject—thus forcibly 
 brought to your notice—one of special investigation and recommendation. My 
 time being then wholly occupied in organizing the Relief Association, I was not 
 able, at the moment, to give it more than cursory and casual consideration, except 
 as to some special points upon which reports were, from time to time, rendered— e. g ., 
 upon the necessity for a laboratory for testing raw and manufactured materials 
 used in construction, and for experimental work in engineering and in mechanical 
 physics—resulting in the establishment of the chemical and physical laboratory at 
 Mt. Clare. Meanwhile our present Vice-President, Mr. Samuel Spencer, having 
 been assigned to the direction of the physical operations of the service, was enabled 
 to correct many (and to favorably influence other) practices which were operating 
 detrimentally to the Company’s interests; so that there seemed to be no special 
 urgency for this report. 
 
 Since retiring from the executive management of the Relief Association I have, 
 as press of other engagements permitted, given the subject of technical education 
 in its relation to railway service “ the special investigation and study'" you 
 requested, and herewith submit, as briefly as its importance permits, the results of 
 my labors. 
 
 ESTABLISHMENT OF TECHNICAL CLASS INSTRUCTION OF APPRENTICES AT MT. CLARE. 
 
 Also, at an earlier date, taking advantage of the erection of a new passenger-car 
 shop at Mt. Clare, I recommended that sufficient space be included in its outbuild¬ 
 ings to serve temporarily as class-rooms for the theoretical instruction of appren 
 tices, and, having been so provided, those rooms are now utilized for the Employes’ 
 Circulating Library, and for instructing classes of apprentices in accordance with 
 the program announced in your Executive Order No. 6, of January 15th, 1885, 
 hereto appended [Exhibit A], which was designed to be initiatory of the plan of 
 instruction recommended in this report. 
 
 REVOLUTION IN TRADE RELATIONS CAUSED BY TECHNOLOGICAL EDUCATION. 
 
 At the threshold of an inquiry into the status of technical education at the pres¬ 
 ent day, the investigator will be astonished no less at the magnitude of the subject 
 than at the revolution it has caused in the trade relations between competing sec¬ 
 tions of the same, and between different, countries ; always in favor of those util¬ 
 izing its efficient aid. 
 
 INTEREST TAKEN IN IT IN ENGLAND, GERMANY, ETC. 
 
 One has only to peruse, in the leading English and Continental newspapers and 
 periodicals, the legislative debates, governmental, municipal and trade reports 
 and editorials on this subject, constantly published, to realize the overshadowing 
 importance which, in Europe, is now attached to technical instruction, not only by 
 manufacturing and commercial interests directly affected by it, but perhaps to a 
 greater degree by the foremost statesmen and political economists of the day ; as 
 witness the writings of such noted authorities as Professors Huxley, Ayrton, Siemens, 
 Kennedy, Solly, et at., the debates in Parliament, and the attempts of Prince Bis¬ 
 marck, of Germany, of Lord Salisbury and other English treasury officials,to solve, 
 through its agency, the great social problems affecting the masses of their densely 
 populated countries. 
 
 CHARACTER OF INVESTIGATION INTO STATUS OF TECHNICAL INSTRUCTION. 
 
 In order to acquire such thorough knowledge of what has been, and is being, done 
 in this field as would enable me to make intelligently the recommendations called 
 for, it became necessary to study an extensive literature, and also, by inspection of 
 home and foreign schools, by personal investigation among the principals and work¬ 
 men of those accessible corporations and firms enforcing technical instruction of a 
 practical character, and by witnessing their methods of applying it, to determine 
 its economic results. In this work I was ably assisted by Messrs. C. W. Scribner 
 and G. P. Coler, who, upon the inauguration of class instruction for apprentices, 
 were appointed instructors at Mt. Clare. 
 
METHODS FOLLOWED IN PREPARATION OF REPORT. 749 
 
 INSTITUTIONS FOR TECHNICAL EDUCATION IN AMERICA INVESTIGATED. 
 
 The principal schools and places visited and inspected in the performance of this 
 duty were: Stevens Institute, Hoboken, N. J.; Massachusetts Institute of Technol¬ 
 ogy, Boston, Mass.; Worcester Free Institute, Worcester, Mass.; Columbia College, 
 
 N. Y.; Cooper Union, N. Y.; Philadelphia Manual Training School, Philadelphia; 
 Spring Garden Institute. Philadelphia; Chicago Manual Training School, Chicago ; 
 Maryland Institute, Baltimore; Baltimore Manual Training School, Baltimore. 
 
 INSTITUTIONS FOR TECHNICAL EDUCATION IN EUROPE INVESTIGATED. 
 
 Abroad, at London, the Central Institution of City and Guilds of London Institute, 
 Finsbury College, Young Men’s Polytechnic Institute and the Birbeck Institute ; at 
 Manchester, Mather & Platt’s Workshop School, Owens College and the Manchester 
 Technical School; at Oldham, the School of Science and Art; at Leeds, Yorkshire 
 College: at Newcastle, the Elswick School of Science, connected with the extensive 
 works of Sir William Armstrong & Co.; at Bradford, the Bradford Technical Col¬ 
 lege ; at Nottingham, the University College and the People’s College; at Glasgow, 
 the College of Science and Art, Allan Glen’s Institution and Anderson’s College ; at 
 Edinburgh, the Science and Art Museum ; at Crewe, the Science School of the Lon¬ 
 don & Northwestern Railway Company ; at Paris, the School of Arts and Trades ; 
 at Nuremberg, the Royal Industrial School; at Munich, the Royal Industrial School 
 and the Polytechnic School; at Zurich, the Polytechnic School; at Mulhouse, the 
 Trades School, the Professional School and the School for Spinners and Weavers. 
 
 BASIS ON WHICH RECOMMENDATIONS AND CONCLUSIONS HEREIN CONTAINED WERE 
 
 REACHED. 
 
 It is therefore to be understood that the recommendations herein contained for 
 the application of technical instruction to our own service are founded on careful 
 investigation and study of technical institutions at home and abroad. Recognizing 
 that a more forcible and conclusive presentation of such a complex subject would 
 1 >e secured by the citation of pertinent facts and conclusions reported by or drawn 
 from the experience of those who, by reason of special training, study or unusual 
 facilities of observation, are acknowledged to be competent authority on the subject, 
 rather than by advancing personal views, I have, in the preparation of this paper, 
 freely used parliamentary and U. S. Governmental reports, and other authoritative 
 publications on technical instruction. 
 
 VITAL IMPORTANCE OF TECHNICAL EDUCATION TO GENERAL INDUSTRIAL AND 
 
 COMMERCIAL INTERESTS. 
 
 Our researches—which, it will be noticed, have compassed a broad field—have so 
 impressed me with the vital importance of technical education, not only to the B. & 
 
 O. Company, but to other industrial and commercial interests of Baltimore, and the 
 United States in general, and with the almost universal ignorance of its potency 
 displayed by those in our community whom it would most beneficially affect, that I 
 have deemed it a duty to collate the salient results of our labors into a form that 
 may possibly exert a favorable influence upon other interests besides that in whose 
 behalf those labors were undertaken. To do this effectively such a report must take 
 a much wider range than was originally contemplated, and even then the magni¬ 
 tude of the subject is such that it can only be considered a sketch; but it is hoped 
 its matter will compensate those interested in the subject for its length : the uninter¬ 
 ested would not peruse a less elaborate statement. 
 
 CHARACTER AND SCOPE OF THIS REPORT. 
 
 For obvious reasons this report is divided into, first, a sketch of the effects of 
 technical education in Europe; second, a review of its progress and present status 
 in the United States; the third part will show the need of more thorough and 
 extended technical instruction in Baltimore; the fourth, the advantages which the 
 B. & O. Company, in common with other railway interests, would derive from a 
 thorough system of this character; and the fifth offers a program for inaugurating 
 systematic technical instruction in our service. 
 
750 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Effects of Technical Instruction in Europe. 
 
 TECHNICAL EDUCATION FORCED INTO PROMINENCE, IN EUROPE, BY TRADE 
 
 COMPETITION. 
 
 In Europe the necessity of technical education for industrial laborers, felt and 
 freely acknowledged many years ago, was forced into prominence through the 
 increasing rivalry between manufacturers and other producers competing with like 
 articles in the same markets. In order to counterbalance the advantages some 
 engaged in a given industry enjoyed through the possession of cheaper raw mate¬ 
 rial, labor, prestige or favorable situation, their competitors of foreign—and even of 
 the same—nationality were compelled to look to improved methods of manufacture 
 or production for ability to hold their own, and were thus brought to realize that 
 educated labor and technical skill were the soundest elements with which to defend 
 themselves in trade competition, in that they promote excellence of execution, 
 inventiveness, enterprise, and all the qualities required to successfully conduct pro¬ 
 gressive industries. 
 
 NATIONAL TECHNOLOGICAL EDUCATION IN EUROPE. 
 
 Under this pressure producers and manufacturers, through their guilds and other 
 associations, were soon able to exert an influence upon their governments which has 
 resulted in every European nation’s making greater or less provision for public 
 industrial education ; until at this time not only England, France, Germany, Aus¬ 
 tria, Switzerland, Holland and Italy, but all the minor Continental States, have 
 their governmental schools for both elementary and higher technical instruction ; and 
 even Russia—so far behind all other nations of Europe in elementary education— 
 has found it necessary, in order to maintain her home industries, to make quite 
 liberal provision for the maintenance of mechanical and manufacturing schools, 
 and has established two great Imperial technical institutes—one at St. Petersburg 
 and the other at Moscow—which are classed as amongst the finest in Europe in 
 point of equipment and ample means. The encouragement which that government 
 is giving industrial education has been supplemented by the action of leading Rus¬ 
 sian railroads, which have established schools for their people at their principal 
 works. 
 
 ELEMENTARY SCIENTIFIC EDUCATION IN FRANCE. 
 
 While in France will be found the best examples of what may be termed higher 
 elementary schools, in which the children of artisans, small shopkeepers, etc., are 
 afforded opportunities of obtaining an education which is technical in so far as 
 their studies are specially directed towards the requirements of commerce, mechan¬ 
 ical or manufacturing industries, and while in nearly all the modern French 
 schools—of which that at Rheims may be taken as the best type—the laboratories 
 for teaching practical chemistry, and the equipment of other special departments 
 which teach the technology of the trades forming the staple industries of their 
 respective districts, leave nothing to be desired, it is in Germany and Switzerland 
 that the movement for industrial education has attained its highest development. 
 
 OBSERVATIONS OF THE BRITISH ROYAL COMMISSIONERS ON THE EFFECTS OF SCIEN¬ 
 TIFIC TRAINING IN INDUSTRIAL ARTS IN GERMANY AND SWITZERLAND. 
 
 In the latter country the British Royal Commissioners found the value of its 
 technical schools—the beneficial results of which were elsewhere more or less prob¬ 
 lematical—distinctly illustrated in the marked improvement of manufactures ; in 
 the elevation of the producing classes; in the diminution of crime; in the popu¬ 
 larization of education, and, generally, exercising a most, important influence upon 
 the nation’s industries and welfare. In summarizing the results of their investiga¬ 
 tions in Germany, they remark that the conviction is universal among the German 
 people that they can only meet the competition of their rivals in other countries by 
 training their workmen in taste and skill, and that the prosperity of their indus¬ 
 tries will increase only in proportion as they keep up the efficiency of their schools 
 and spread their influence among the workers themselves. In support of this con¬ 
 clusion, extended inquiry shows that Germany and Switzerland, especially, are 
 filling up with technological and polytechnic schools, many of them of a very high 
 standard of instruction and usefulness. The polytechnic institute at Zurich 
 [Exhibit B] may be cited as illustrative of this class of schools, which aim to cora¬ 
 lline theoretical and applied instruction in all branches of industry where scientific 
 knowledge and skill in applying it are desirable. So successfully has this plan been 
 
EUROPEAN ESTIMATES OF TECHNICAL TRAINING. 751 
 
 worked out at Zurich that students from all parts of the world seek admission to 
 its institute ; and, referring to it, the British Commissioners say they had opportu¬ 
 nity of judging of the advantages which it has bestowed, not only upon Switzer¬ 
 land, but also upon Germany, by the number of thoroughly trained scientific men 
 it has educated who are now holding important positions in various industrial estab¬ 
 lishments which they visited. A similar institution is that at Munich. [Exhibit C.] 
 
 DIRECT AND INDIRECT EFFECTS OF TECHNOLOGICAL SCHOOLS DESCRIBED. 
 
 The direct and indirect effects of technological schools upon the industries of their 
 respective countries were, immediately upon their establishment, felt to be bene¬ 
 ficial in the highest degree. Their graduates were eagerly sought out to fill impor¬ 
 tant and responsible positions in manufacturing and commercial establishments, 
 many of which had sustained serious losses through the ignorance and consequent 
 bad management of administrative officers ; and this inquiry soon far exceeded the 
 supply. As the result of this appreciation of, and demand for, skilled laborers and 
 supervisors, many enterprising corporations, and even private firms, engaged in 
 manufacturing and other industries dependent for their successful operation and 
 development upon intelligent direction and skilled labor, individually organized 
 scientific schools and training classes in connection with their works. Some of 
 these private schools excel most governmental and municipal institutions of similar 
 character in enterprise, progressiveness and immediate practical results. 
 
 DEVELOPMENT OF TECHNOLOGICAL EDUCATION AMONG PRIVATE FIRMS AND 
 
 CORPORATIONS. 
 
 The conductors of many of them claim that the best results are obtained where 
 intimate relationship between the school and the actual workshop is maintained, 
 thereby facilitating the adaptation of theoretical training to the needs of the pupils 
 and the character of the work on which they are engaged. As illustrative of this 
 method of combining practical and theoretical education, I cite the schools in suc¬ 
 cessful operation at the mammoth works of Sir William Armstrong at Elswick; at 
 the great works of the London and Northwestern Railway Company at Crewe 
 (where more than 9000 men are employed and 600 apprentices and young journey¬ 
 men attend the evening classes); and that at the works of Messrs. Mather & Platt, 
 extensive iron manufacturers at Manchester. These are but examples of a large 
 class of schools conducted in connection with manufacturing establishments which 
 follow tins system of education, and it is reported that a large additional number of 
 corporations and firms, encouraged by the increased profits realized by those who 
 have adopted it, are arranging to inaugurate similar instruction at their works. 
 
 TESTIMONY AS TO WHAT TECHNOLOGICAL EDUCATION HAS ACCOMPLISHED. 
 
 As the foregoing statements may contain somewhat startling propositions to those 
 who have given the subject slight consideration only, it may be well to cite from 
 authentic testimony as to what technical education lias accomplished. 
 
 AT CREFELD, PRUSSIA, FOR ITS SILK INDUSTRY. 
 
 Crefeld, Prussia, a city of about 80,000 inhabitants, relies almost entirely upon the 
 silk industry for its support, and its revenue therefrom amounts to more than 
 £4,200,000 (over $20,000,000) annually. Its leading merchants and manufacturers 
 unhesitatingly affirm that this great industry is very largely dependent for its suc¬ 
 cess on the influence of their technical school, which is one of the best of its kind 
 in all Europe. They declare that, among other benefits resulting from the school, 
 it raises the tone and increases the knowledge of rising manufacturers and fore¬ 
 men, and by spreading technical education broadcast among industrious and ambi¬ 
 tious artisans, very materially widens the field from which successful managers 
 and specialists may be chosen. 
 
 AT MULHOUSE, GERMANY, FOR TEXTILE MANUFACTURES. 
 
 Mulhouse, Germany, affords another illustration of the fact that an industry may 
 largely depend upon technical education. Its leading manufacturers claim that 
 their textile museum, by its facilities for education, has exerted a most important 
 and beneficial influence upon the leading industry of the district, some even going 
 so far as to say that the trade could not in any degree prosper without the influence 
 of this museum. Its principal citizens say that the town owes its great prosperity 
 to the commercial and scientific knowledge principally acquired by its artisans in 
 
752 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 technological institutions, and to the commendable public spirit and enterprise of 
 its citizens in promoting general technical education among all classes; also that 
 this action has exercised a marked influence in suppressing trade jealousies, which 
 have almost entirely disappeared from this community. 
 
 AT VERVIERS, BELGIUM, IN MAINTAINING ITS PRE-EMINENCE IN CERTAIN 
 
 MANUFACTURES. 
 
 Testimony to the same effect is given by employers at Verviers, Belgium. They 
 claim that technical education is a great help to its industries. Their competition 
 with other localities is very sharp, and the President of its Chamber of Commerce 
 has publicly testified that their chief hope in maintaining pre-eminence as spinners 
 and manufacturers rests on the superiority and not on the cheapness of their pro¬ 
 ductions. This community has felt none of the evils of the late labor troubles in 
 Belgium. 
 
 AT CHEMNITZ, SAXONY, FOR ITS TEXTILE MANUFACTURES. 
 
 Chemnitz, Saxony, is another city that freely acknowledges the benefits resulting 
 from technical education. The British Royal Commissioners declare that to the 
 Chemnitz weaving school should be credited the variety and excellence of the textile 
 manufactures of the district. The zeal of the inhabitants of Chemnitz for tech¬ 
 nical education will be appreciated when it is stated that up to 1883 they had 
 contributed over $440,000 for the support of their industrial schools. In their con¬ 
 versations with managers and foremen there, the Commissioners were informed 
 that the importance of technical education was everywhere acknowledged in Saxony. 
 One of its largest employers said that the influence of the schools upon the indus¬ 
 tries of Saxony, by increasing the intelligence and skill of the artisan class, could 
 not be too highly estimated. [Exhibit D.] 
 
 EFFECTS OF TECHNICAL EDUCATION AT ROUBAIX, FRANCE. 
 
 In the city of Roubaix, France, considerable attention has been given to technical 
 education. Mr. M. Carlos Delattre—a member of a commission appointed by the 
 Mayor to investigate its effect on the industries of the town—said that during the 
 ten years then' technical weaving and dyeing school had been in operation, great 
 progress had been made in the dyeing industry ; that in every establishment where 
 the sons of employers, foremen and workmen attended the classes, good results 
 followed; that in the dye-works many of the young men can now make their own 
 preparations; that there is less need of supervision; that economy in production 
 lias resulted from attendance at the school; and that feiver mistakes have been 
 made, and more reliable and efficient work has resulted from its teachings. 
 
 \ 
 
 TRAINING SCHOOL FOR MARINE ENGINEERS AT AMSTERDAM. 
 
 The training school for marine engineers at Amsterdam was established by private 
 enterprise, in consequence of the great need for skilled engineers in its merchant 
 navy. Owing to the ignorance and incompetence of the men who had charge of 
 the machinery of their vessels, shipowners of Amsterdam suffered grievous losses, 
 until they finally decided to found a school for training men to take proper care of 
 their steamers. The originators of this school gladly testify to its economic value. 
 (Second Report of Royal Com., Vol. I., p. 112.) 
 
 IMPROVEMENT IN FRENCH INDUSTRIES THROUGH TECHNICAL EDUCATION. 
 
 France has, of late years, been particularly active in making provisions for tech¬ 
 nical education. An important report on the wool industry of France states that 
 so great have been the mechanical improvements during recent years that since 
 1867 the cost of wool-combing has fallen off 25 per cent.; that since 1851 the cost of 
 spinning has decreased more than half, while during the same period the wages of 
 spinners and piecers have increased 40 per cent. The report, after stating that the 
 improvement in weaving has been still greater, says: “In 1851 the goods were 
 irregular and imperfect, while as early as 1878 they had almost attained perfection, 
 with half the manipulation and double the wages paid to the workmen.’’ 
 
 EFFECTS OF EDUCATING COLLIERY FOREMEN AND ENGINEERS. 
 
 It is commonly acknowledged by the proprietors and managers of mines that 
 young men who have been educated in technological schools heat their boilers bet¬ 
 ter and with less coal than do the other workmen, and that their scientific knowl¬ 
 edge enables them to escape many accidents and to avoid stoppage of machinery 
 
PRACTICAL UTILITY OF TECHNICAL TRAINING. 
 
 753 
 
 and repairs. They are therefore very much sought after as firemen, and command 
 higher wages than common firemen, because their services are more valuable to their 
 employers. The Royal Commissioners mention the fact that several of the princi¬ 
 pal colliery firms of Europe have organized mining schools in connection with 
 their works, and so convinced are the rest of the Continental colliery proprietors 
 of the beneficial effects of this character of education that like schools are being 
 generally established in the coal districts. 
 
 SUPERIORITY OF GERMANY IN ENGINEERING CONSTRUCTION DUE TO TECHNICAL 
 
 KNOWLEDGE OF HER MECHANICS. 
 
 The generally recognized superiority of German artisans in the construction of 
 roofs and bridges, both as to cost of construction, safety and durability, is to be 
 attributed to the superior teclmical knowledge of her mechanics, which enables 
 them to secure the necessary stability with the least consumption of materials and 
 the minimum expenditure of labor. 
 
 DEPRESSION OF ENGLISH WOOLEN MANUFACTURES DUE TO SUPERIOR TECHNICAL 
 
 EDUCATION OF RIVALS. 
 
 Comparing the worsted industries of France and England, the British Industrial 
 Commissioners admit that France has far surpassed Great Britain in the manufac¬ 
 ture of woolen goods. They say that while English depression in the woolen trade 
 has been attributed to two causes—viz.: the greater cheapness of labor in compet¬ 
 ing countries, as represented by longer hours and lower wages, and the superior 
 technical education of their foreign rivals —the cheapness of labor had very little 
 to do with the depression, the real difference being found in the superior training 
 and skill of the workmen of foreign nations, together with some minor local advan¬ 
 tages on the side of the French manufacturers. They also say that since the estab¬ 
 lishment of a technical school at Bradford, equipped with various departments, 
 qualified teachers, and the best obtainable apparatus and machinery for teaching 
 designing, weaving and dyeing, the result has been that British all-wool goods of 
 several varieties are taking their stand in English and foreign markets in open com¬ 
 petition with those French and German goods which, but four years ago, seemed to 
 enjoy almost a monopoly of public favor, and that, as a consequence, Bradford 
 manufacturers are now operating as profitably as their rivals in any country. 
 [Exhibit E.] 
 
 INFLUENCE OF TECHNICAL TRAINING UPON THE MANUFACTURES OF NOTTINGHAM 
 
 AND BELFAST. 
 
 The manufacturers of Nottingham are unanimous and emphatic in their testi¬ 
 mony as to the important influence of technical training upon their industries. 
 They say that without this training some of their art-productions could scarcely 
 have come into existence. The linen manufacturers of Belfast acknowledge that 
 then- ability to compete successfully with foreign nations in the more artistic pro¬ 
 ductions depends on the higher training of their employes. 
 
 EFFECTS OF SCIENTIFIC AND TECHNICAL TRAINING ON CHEMICAL INDUSTRIES. 
 
 The beneficial results of high scientific and technical training on the chemical- 
 color. beet-root sugar and alkali industries are especially noted by the Royal Com¬ 
 missioners. (See Rept., Vol. I, pp. 222-9.) They say that the beet-root sugar manu¬ 
 facture, which is a great source of wealth to Holland and yields large profits to firms 
 engaged in that business, often dividends of 100 per cent, is a striking illustration 
 of the rise and successful operation of a most important industry, depending upon 
 the intelligent application of the scientific principles of engineering and chemistry. 
 
 SKILLED WORKMEN IMPROVE METHODS OF MANUFACTURE AND INCREASE PROFITS. 
 
 The firms and corporations of Europe that have been foremost in securing skilled 
 workmen have been most successful in their enterprises. As a result of improved 
 methods of manufacture and new discoveries made by their trained employes, large 
 profits are often realized by such employers. 
 
 TECHNICAL SCHOOLS PROMOTE SCIENTIFIC INVESTIGATION AND METHODS. 
 
 In short, it is the testimony of all who have studied the subject that technical 
 schools, when rightly directed, give wonderful impulses to industrial pursuits by 
 promoting scientific investigation and methods. Athough at first this influence 
 affects only those who attend the classes, it soon makes itself felt throughout the 
 
 ART—VOL 4 - 48 
 
754 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 entire body of workmen of the community to which the school belongs, and the 
 increased interest in scientific subjects on the part of employes, thus developed, 
 in turn reacts to the pecuniary advantage of their employers; because mechanics 
 who have been trained in the scientific principles that underlie their handicrafts 
 are thereby enabled to understand the technical publications affecting their trades, 
 and to utilize new inventions and improved methods of work ; while men unedu¬ 
 cated in the rudiments of science ignore such sources of knowledge and, quite nat¬ 
 urally, oppose all improvements as innovations calculated to work injury to the 
 laboring classes. Cultivate a laboring man’s intelligence to a point where it recog¬ 
 nizes improvements and comprehends their nature; his opposition ceases, and he 
 will lumself likely invent improved processes, which will inure to his employer’s 
 benefit. 
 
 THE DECADENCE OF THE SILK INDUSTRY IN LYONS DUE TO RETENTION OF THE 
 OLD-FASHIONED METHODS OF MANUFACTURE. 
 
 The truth of this is exemplified in the history of the rival silk industries of Lyons 
 and Switzerland. The skill of the weavers of Lyons in the use of hand-looms was 
 marvelous, but they combined no intelligence with it, for they had no scientific 
 training. They clung tenaciously to those looms—relics of their ancestors—long 
 after the introduction elsewhere of power-looms, and thereby almost wrecked the 
 silk industry of Lyons. A leading merchant of that city, in speaking of this fact, 
 recently said : “ They have all, however, both masters and men. fallen behind the 
 times in enterprise, clinging to traditions and old-fashioned methods, while their 
 competitors have been organizing factories and teaching their workpeople the use 
 of the power-loom, and other economic inventions. During the last ten years 
 Lyons has, consequently, lost very much of its trade.” Their enterprising Swiss 
 competitors, on the other hand, engaged highly trained teachers, who brought to 
 bear upon their work the scientific principles taught in the polytechnic schools 
 rom which they graduated, and introduced the inventions of which they there 
 cquired knowledge. As a consequence the cantons now surpass Lyons in many 
 inds of weaving and in dyeing, as they do other trade centres in various industries. 
 
 TECHNICAL EDUCATION ATTRACTS CAPITAL. 
 
 Technical education has been the means of attracting capital not only to specific 
 localities, but to countries. Indisputable evidence of this is found in Switzerland, 
 and notably in Zurich, the manufacturing town above cited. For years a technical 
 school has been conducted in this town at government expense, and when recently 
 the Federal Council was disposed to lessen the usual grant for its support, the manu¬ 
 facturers showed, by undeniable evidence, that this single institution had in a few 
 years been the means of bringing capital to the country to the extent of millions of 
 pounds sterling. 
 
 THE BRITISH ROYAL COMMISSIONERS TESTIFY TO THE EFFECTS OF SCIENTIFIC 
 KNOWLEDGE AND ITS GENERAL APPLICATION TO SPECIAL INDUSTRIES. 
 
 Other and even more forcible illustrations of like character might be cited ad 
 infinitum, and can be furnished, if desirable, but they are substantially covered by 
 the British Royal Commissioners, who, in summing up the results of their study 
 of the effects of technical education on the continent of Europe [Exhibit FJ, say 
 that they cannot repeat too often how strongly they have been impressed with the 
 general intelligence and technical knowledge of the masters, managers and work¬ 
 men of Continental industrial establishments They have found that both classes, 
 as a rule, possess sound and liberal knowledge of the sciences and principles upon 
 which their industries depend; that they are familiar with every new scientific 
 discovery and invention of importance, and can and do apply them to the develop¬ 
 ment of their special industries, adopting not only the improvements and inventions 
 of their own countries, but also those of the world at large. 
 
 TECHNICAL EDUCATION HAS PASSED ITS EXPERIMENTAL STAGE IN ENGLAND. 
 
 They further testify that a few years ago the question of technical education in 
 England would have been a debatable one, but that now no argument is needed to 
 convince English employers of its importance; that it has been tried and has given 
 the highest satisfaction ; that in nearly all the great industrial centres—in the 
 metropolis, in Glasgow, in Manchester, Liverpool, Leeds, Bradford, Sheffield, Not¬ 
 tingham, Birmingham, The Potteries, and elsewhere—more or less flourishing 
 schools of science and art, of various grades, together with numerous art and science 
 
TECHNICAL TRAINING IN ENGLAND AND GERMANY. 755 
 
 classes, are to be found in successful operation, and that their influence may be 
 traced in the improved productions of the localities in which they are placed ; in the 
 decreased consumption of crude material, and in saving of time required for the 
 performance of labor. 
 
 In short, one cannot study the present condition of European nations without 
 being thoroughly convinced of the great economic value of scientific training to 
 their industries, morals, and all that tends to shape the affairs of the world to their 
 advantage and to the happiness and prosperity of their people. 
 
 TESTIMONY OF PROFESSOR HUXLEY ON THE ECONOMIC VALUE OF SCIENTIFIC 
 
 KNOWLEDGE. 
 
 Further testimony on the economic value of scientific knowledge in connection 
 with the staple industries is furnished by the well-known Professor Huxley, who, 
 answering the question, “ What bearing do you consider that superior general cul¬ 
 ture in Germany has upon the industries of Germany?” said : 
 
 The bearing of it, if I do not. misapprehend the matter, is this: The de velopment of industry under 
 its piesent conditions is almost entirely the effect either of the application of science, or of the devel¬ 
 opment of mechanical processes of complexity, requiring a great deal of attention and intelligence to 
 carry them out; and I do not think that I am wrong in supposing that the advance of industry in all 
 countries depends on employers being able to find to their hand persons of sufficient knowledge and 
 sufficient flexibility of mind to be able to turn from doing the thing they have been doing and to do 
 something different, according to the nature of the improvement lhat has been made. It is there, I 
 apprehend, that the advantage of such scientific training as can be got in those small universities of 
 Germany is manifested. Scientific training is of infinitely greater importance in the case of such a 
 man than literary training, because no amount of literary training ever enables a man to understand 
 what it is to deal with facts at first hand; it does not conduce to that habit of mind which is most 
 useful to a man in the practical affairs of life. Scientific training does conduce to it, though it may 
 not produce it. 
 
 TESTIMONY OF PROFESSOR VON HELMHOLTZ. 
 
 Professor von Helmholtz also points out not only the general advantages, but the 
 absolute necessity, of employing, as heads of departments, persons conversant with 
 the theory of their work, and able, by virtue of their scientific knowledge, to antici¬ 
 pate results, and to calculate beforehand the quantity and quality of material 
 required, as compared with those who, lacking such attainments, are compelled to 
 adopt—often at greatly increased cost—the more empirical methods of repeated 
 trial. 
 
 AGENCY OF TECHNICAL SCHOOLS IN SUPPLYING TRAINED SPECIALISTS AND DEVEL¬ 
 OPING INDUSTRIAL ARTS. 
 
 In short, it is almost universally testified by the observant that technical schools 
 have supplied a long-felt w r ant for trained specialists, who have been, and con¬ 
 stantly are, the source of unexpected economies ; not alone because, through their 
 scientific knowledge, superior training and habits of thought and observation, they 
 are able to anticipate results, and to give intelligent direction to their subordinates— 
 inspiring them with interest, and often enthusiasm, in the discharge of their 
 duties—but also because, through the utilization of the latest discoveries of science, 
 they improve methods of production, turning out superior articles with marked 
 economy. Through the agency of such schools originality has taken the place of 
 servile imitation ; decaying industries have been revived, and new ones promoted; 
 while they have exerted a most marked influence in developing the intelligence and 
 skill, and consequently in securing the permanent prosperity, of the industrial 
 classes generally—the people by whom the work of the world is done, and upon 
 whom national, no less than corporate and individual, wealth depends—by enabling 
 them to develop the sources of wealth peculiar to each country. 
 
 SCIENTIFIC KNOWLEDGE PROMOTES THE WELFARE OF EMPLOYES AS WELL AS OF 
 
 EMPLOYERS. 
 
 Ability on the part of laborers to understand something of the principles that 
 underlie their various handicrafts is productive of good results, not only through 
 lessening the cost of production, but also in advancing the welfare of the employes 
 themselves, by enabling employers to pay better wages for articles of superior work¬ 
 manship and manufacture, from which they derive greater profits. 
 
 EDUCATION PROMOTES INDUSTRY AND THRIFT. 
 
 During its last session, the British Parliament was compelled to take into “serious 
 consideration ” the condition of the overcrowded districts of London and other large 
 iudustriai centres, and the debates in the House of Commons developed an almost 
 
756 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 unanimous opinion that only through government furnishing, in some form or other, 
 additional facilities for industrial education lies the temporal salvation of their idle 
 population—semi-paupers through lack of knowledge of how to work. While our 
 own General Government is not parental, in the sense that European Governments 
 are, our State and municipal governments do, in theory, very nearly approach that 
 relationship, and can exercise their functions in no more beneficial way than by 
 fostering the industrial education of their people. 
 
 In his report for 1868, the French Minister of Public Instruction gave testimony 
 as to the valuable results of technical training as follows: 
 
 Science continues its discoveries, and every day places at the disposal of industry new and service¬ 
 able agents; but in order to be applied, those'ageiits, which are sometimes very delicate and sometimes 
 very powerful, require to be skillfully handled. This is the reason why, in the present day, industrial 
 progress is so intimately connected with educational progress, and why questions which it is the duty 
 of the University to examine and to solve have acquired so great an importance as regards the material 
 prosperity of a nation. 
 
 A most noteworthy example of the truthfulness of this statement is found in 
 Switzerland—a country beautified by Nature with lakes and mountains and a 
 climate that has made it the beloved of artists and poets, but denied ports, navi¬ 
 gable rivers, canals, mines, fertility, or those other natural gifts which are the 
 usual foundation of the prosperity of other civilized States. Yet from among those 
 sterile rocks there are yearly exported industrial products not only in excess in value 
 of all the importations of the cantons (including the two hundred and odd 
 millions of francs’ worth of goods which they purchased from France alone), but 
 more than sufficient also to cover the cost of internal administration. Industrial 
 education alone can claim the credit of elevating this nation—which in former 
 times cultivated mercenary warfare as its sole occupation—to the first rank in those 
 manufacturing industries requiring individual skill and intelligence. 
 
 I cannot more forcibly close this section of my report than by the following 
 quotation from the work of the eminent scientist, engineer, builder and educator of 
 Great Britain, J. Scott Russell, on Systematic Technical Education foe the 
 English People, 1869: 
 
 I may add that in every country where technical education has taken root and had time to bear 
 fruit, 1 also find unquestionable proofs of the rapidity with which increased intelligence and enlarged 
 knowledge bring increase in employment and remuneration. From my personal experience, I may 
 say that within the last twenty-five years 1 have seen large branches of commercial trade leave one 
 country and plant themselves in another, because the workers of the one were educated and those of 
 the other uneducated. And I have watched nations rising into importance and power by education 
 and by the order, organization and efficiency which education bestows; and other nations lagging 
 behind and losing their place by reason of their unwillingness to educate either the higher or lower 
 classes of their people. (P. 7G.) 
 
 Development of Industrial Education in the United States. 
 
 If the results of an educational system can he ascertained from a close inspection of 
 those industries in which the mass of a country’s population is engaged, and in 
 which their knowledge is displayed by the fruits of their labor, it will be found that 
 the national system of popular education in the United States fails entirely in 
 accomplishing its mission, in several important particulars. 
 
 PUBLIC SCHOOLS IN AMERICA FAIL TO PREPARE FOR INDUSTRIAL PURSUITS. 
 
 For example, in the public schools our youth are, as a rule, entirely untaught in 
 even the rudiments of industrial occupations, and upon passing from the school¬ 
 room are generally utterly incompetent, unassisted, to earn a livelihood in any trade 
 or pursuit requiring manual dexterity. Even our high schools leave their graduates 
 to drift, by accident or unintelligent direction, into avocations generally foreign to 
 their abilities, and, as a rule, with few exceptions, unequipped with that character 
 of knowledge or expertness without which a comfortable living becomes difficult— 
 prominence impossible. It is commonly accepted as fact that a good elementary 
 education such as is afforded by our public-school system gives a child that which 
 will carry it well along in life ; but this is true only of agricultural, or at most of 
 sparsely settled districts, and is then true only within limitations. 
 
 SCHOOL TRAINING SHOULD BE SUPPLEMENTED BY TECHNICAL KNOWLEDGE. 
 
 In the crowded countries of Europe, and in our own Eastern and Middle States— 
 wherein labor and industrial problems already closely approximate those in Europe— 
 there is an increasing recognition of the fact that, though good school tuition is 
 always important, to be effective it must be supplemented by such technical 
 knowledge and training as will enable the student to survive in the battle for exis¬ 
 tence—which is deadliest in those sections where dense populations cause the 
 sharpest and most active competition. 
 
TENDENCY OF PUBLIC SCHOOL TRAINING CRITICISED. 757 
 
 PUBLIC SCHOOLS TURN OUT CONSUMERS, NOT PRODUCERS. 
 
 In other words, the tendency of our public schools is—by elevating pupils above 
 their actual or probable stations in life, and prompting in them desires and aspira¬ 
 tions of which there is little chance of fruition—to turn out a large class of con¬ 
 sumers, who fail utterly of success in the professions and kindred occupations, 
 under conditions which, had their efforts been directed to mechanical or other indus¬ 
 trial pursuits, would have made them efficient producers. Most of the education 
 acquired under our common-school system is temporary and only preparatory for 
 such higher studies as do result in business qualifications; whereas, to be of imme¬ 
 diate benefit to the masses, school education should of itself give the graduate an 
 earning capacity. Says Judge MacArthur, in a recent and interesting treatise on 
 popular education : “ To graduate one taught to think only, is like sending a ship 
 to sea in charge of a navigator, without a single person on board who can under¬ 
 stand or execute his commands.” 
 
 POPULAR EDUCATION SHOULD INCLUDE THE CULTIVATION OF PHYSICAL DEXTERITY. 
 
 Knowledge and mental discipline alone do not constitute all of education. To lie 
 practical and useful to most of those who must earn their own livelihood, education 
 must also afford physical dexterity, with special reference to the industrial pursuits 
 of life. As the result of this absence of instruction of a practical character, a 
 remarkably small percentage of our public-school graduates in the Middle and in 
 the Southern States engage in any kind of manual labor. 
 
 HIGHER EDUCATIONAL INSTITUTIONS SHOULD COMBINE INDUSTRIAL AND SCIENTIFIC 
 
 INSTRUCTION. 
 
 Recognition of this lack of utility in our educational system has, of late years, 
 become quite general, resulting in variously directed efforts to engraft upon our 
 higher-grade institutions industrial and scientific instruction, and the colleges and 
 schools whose curricula embrace those subjects which fit our boys and girls to par¬ 
 ticipate in the practical work of life are now rapidly increasing. There have long 
 existed in the United States a certain number of educational institutions wherein 
 special attention is given to technical and scientific training in mining, civil and 
 mechanical engineering, applied mathematics, physics and the natural sciences, 
 which are fully equal to the best of similar schools in Europe. 
 
 COLLEGES WHICH AFFORD ADVANCED SCIENTIFIC INSTRUCTION. 
 
 Among the most prominent of these are the School of Agriculture and Mechan¬ 
 ical Arts of Cornell University, the School of Mines of Columbia College (N. Y.), 
 the Massachusetts Institute of Technology, the Lawrence School of Science in con¬ 
 nection with the Harvard University, the Pardee Schools, the Stevens Institute at 
 Hoboken, the Rensselaer Polytechnic Institute, and the Sheffield School at Yale; 
 but the high tuition fees charged by these and similar schools make instruction 
 therein available only for the wealthier classes. 
 
 ELEMENTARY SCIENCE — HOW TAUGHT IN OUR COLLEGES, ACADEMIES, AND HIGH 
 
 SCHOOLS. 
 
 In addition to those institutions which afford special facilities for advanced 
 instruction and original research in science and the mechanic arts, in most of the 
 States elementary science is now taught in numerous colleges, academies, ami high 
 schools. While this instruction, in point of cost and preliminary educational quali¬ 
 fications, is generally within the reach of the masses, the subjects taught and, as a 
 rule, the manner of teaching them have but little practical bearing on industrial 
 pursuits. However, in the last few years considerable progress has been made in 
 introducing a substantial help to industrial education—that of manual training 
 schools—and already their feasibility and desirability as a feature of popular edu¬ 
 cation have been practically demonstrated Well equipped schools of this char¬ 
 acter are to be found in St. Louis, Chicago, Toledo, Philadelphia, and Boston. 
 
 POPULARITY OF MANUAL TRAINING SCHOOLS. 
 
 The secret of the popularity of this kind of education is to be found in the natural 
 and practical combination it makes of intellectual and manual training. Both 
 thought and action are developed equally, and the skill acquired at school, together 
 with the respect for industrial pursuits there fostered, makes their pupils useful, 
 wealth-producing citizens. 
 
758 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 SUCCESS DEPENDENT UPON A THOROUGH UNDERSTANDING OF OBJECTS FOR WHICH 
 
 THE SCHOOL IS INSTITUTED. 
 
 The success of the manual-training schools at Chicago and St. Louis, and most 
 other points where inaugurated, has far exceeded the sanguine expectations of their 
 originators. That our own Baltimore school, as appears by the dissensions in its 
 management, to which so much publicity has recently been given, has not been 
 equally successful simply proves that the objects for which it was instituted, and 
 the methods by which practical technical education is to be accomplished, have not 
 been understood by those controlling its policy and operations. 
 
 COMBINATION OF MENTAL AND MANUAL TRAINING NOT VISIONARY. 
 
 The results that have already been achieved elsewhere by kindred schools prove 
 that efforts to combine mental and manual training are not visionary, while the 
 liberal patronage which such schools, properly conducted, have uniformly received 
 is abundant evidence of the demand that exists for the training they afford. But 
 these schools can each provide for only two or three hundred boys at most, while 
 there are thousands more—equally anxious to receive the same kind of instruction 
 and equally meritorious—who are denied, through lack of facilities, their equal 
 rights to public mechanical instruction. 
 
 A few years ago the United States Commissioner of Education requested a num¬ 
 ber of large and experienced employers of labor, and others qualified to form reliable 
 opinions on the subject, to express their views upon the comparative value of edu¬ 
 cated and uneducated labor in America. Answers were received from many men 
 whose acknowledged ability and experience entitle them to consideration as 
 authorities upon the subject of this report, and I therefore invite your thoughtful 
 perusal of the few selected answers printed in Exhibit P. The evidence thus 
 accumulated by Commissioner Eaton shows a very general concurrence on the part 
 of our farsighted employers in the foreign testimony above outlined ; but there 
 seems to be far less appreciation in the minds of our statesmen and educators of 
 the fact that, by making public-school instruction—which has by elevating the 
 general intelligence measurably increased the productiveness and efficiency of 
 labor—preparatory to special technical training, they will not only directly promote 
 the nation's industries, but also make general education far more popular with the 
 masses. 
 
 REPORT OF MR. WM. MATHER, OF ENGLAND, ON TECHNICAL EDUCATION IN THE 
 
 UNITED STATES. 
 
 Pursuant to the idea of avoiding ex parte evidence in this report, in further 
 analyzing the state of technical education in the United States, I am fortunately 
 able to avail of the labors of Mr. William Mather, who, as the representative of the 
 British Royal Commissioners charged with an examination into industrial and 
 technical education in America, patiently and exhaustively investigated, not long 
 ago, the educational and industrial institutions of the United States. Mr. Mather 
 is an accomplished expert in technical education, and from no higher source could 
 disinterested and unprejudiced testimony on the subject be obtained. Extracts from 
 his report are given as appendices, and a few of his observations upon our educa¬ 
 tional system, peculiarly pertinent, are here quoted. 
 
 Says Mr. Mather: 
 
 It is much to bo deplored that in the majority of institutions in America where science is taught 
 in the abstract there are no departments arranged for such technical training as exists in some I have 
 described. 
 
 The demands made upon those which give technical instruction are greater than they can satisfy. 
 This accounts for the high fees charged, and also for the fact that the advantages of such technical 
 schools are iu the main confined to the sons of wealthy manufacturers or professional men! 
 
 *****xw** 
 
 All these evidences of scientific skill (American mechanical contrivances) speak well for the 
 methods of education in the recent past, so far as it goes; but other influences, such as “necessity 
 the mother of invention,” and the presence in America of foreign experts, will account for much of 
 the rapid growth in the mechanic arts. 
 
 ********* 
 
 It is, of coarse, in the more recent structures anil modern mechanical appliances that the evidence 
 of scientific truths and methods is observable. The rough-and-ready contrivances of early railroad 
 development indicate originality and " mother wit”; but in the waste of material and crudeness of 
 design may he noticed the absence of technical or scientific training on the part of those who con¬ 
 ducted extensive engineering or mechanical operations in those days. The gradual diffusion of 
 science is very marked in the rapid reconstruction, duriug recent years, of the great railroads of the 
 past, and iu the new main lines. Also, in railway plant generally the old is being replaced by 
 the new, and the latter exhibits high theoretical knowledge combined with practical ingenuity. 
 
MR. MATHER ON TECHNICAL EDUCATION IN AMERICA. 759 
 
 The Americans undoubtedly owe to European engineers the rapid advance they have been able to 
 mako in their public works. The conservation of water power for the use of the mills at Lowell and 
 Lawrence, in Massachusetts, is due to the eminent hydraulic engineer, Mr. Frances, an Englishman, 
 who practised for 40 years in America. The water rights of a district are held in trust for the whole 
 community by a board or corporation elected for the purpose. The power is distributed according to 
 the share which may be purchased or rented by the users, but regard is had to the rights of all, and 
 its utilization requires great skill and knowledge to prevent loss of power. Mr. Frances has had 
 charge of this important work for many years, and is deservedly esteemed as the highest authority 
 on hydraulic engineering in America. Although a lucrative field was, in the early days, open to 
 European engineers and machinists having a thorough scientific knowledge of their profession, yet it 
 is evident that they found apt scholars, who, as they acquired some theoretical science, launched out 
 into new paths untrammeled by the traditions of the older countries. 
 
 * ******** 
 
 It would appear that employers and foremen no longer value the labor of boys under 17 years old 
 in machine shops. There is, m fact, a marked discouragement shown by managers of most of the 
 works I have visited to the employment of boys. Tko assistant manager of the Edgar Thompson 
 Steel Works “thinks boys under 18 years old ought to be at school.” He was educated at the School of 
 Mines, Columbia College. The whole tendency is to engage boys as they do men, only for what they 
 are worth. The evil ot this will be severely telt in the future, if not mitigated by great changes in 
 education, for the reason that many boys are obliged to leave school at 14 or 15, and if they are not 
 allowed to enter the skilled trades they will be thrown upon casual employments or unskilled pursuits 
 for temporary gain and a livelihood. Thus a mass of incompetent and unskilled laborers would grow 
 up incapable of going out West, and would become a drug upon the labor market of the East. It is 
 undoubtedly a shortsighted policy on the part of employers to discourage the employment of boys, 
 without aiding those movements which, in the form of industrial schools, would enableaboy to qualify 
 for service at 17 years old at a higher rate of wages than he could probably get at that age but for this 
 training. 
 
 **r*r*r*r**rAr* 
 
 The future development of American industries will depend upon a population not c ompelled to dare 
 and enduro and experimentalize for “very life.” In the past the waste of material has been excessive. 
 To make the best use of a given quantity of material requires a sound knowledge of its properties 
 and of its disposal in the arts and manufactures by scientific methods. In this direction the technical 
 and science schools already instituted have accomplished much in providing foremen and managers, 
 chemists, miners, and intelligent employers in the engineering and manufacturing industries. Some 
 extensions of these institutions are now being promoted. One significant indication of progress in 
 this direction was afforded me during my travels. I attended a convention of about a thousand 
 teachers, professors, and principals of schools and colleges, at Saratoga, and another similar gathering 
 in the White Mountains. Tho discussion of technical and industrial training was the chief feature 
 of the conventions. I was much impressed by the high qualities of culture and character which 
 distinguished this truly “Grand Army of the Kepublic ” in its 300,000 teachers, as represented at these 
 meetings. If this force should be directed by a change of tactics, so to speak, in the schools, to 
 scientific and technical instruction, and to less concentration upon purely literary subjects, there can 
 be no doubt that America will solve the industrial-education question more rapidly than any otn<. 
 country, and utilize it in the further development of her inexhaustible resources. 
 
 It must not be supposed that Nature has bestowed her gifts over this continent in such wise that 
 they can be enjoyed without much skill and labor in tho gathering of them. No country offers more 
 difficult problems to tho engineer, the agriculturist, and the manufacturer. A climate of extremes; a 
 scarcity of water in tho West; the difficulties of cheap transport and distribution, all require the 
 highest qualities of self-reliance and endurance, with scientific knowledge, in the progress of the 
 future. 
 
 It is remarkable that, in the great centres of tho mining and iron-producing districts, where also a 
 large amount of mechanical construction is carried on, as, tor instance, in Pittsburgh, Chicago, Detroit, 
 Cleveland, and Philadelphia, so little has been done by the owners of largo establishments, or by the 
 town or State authorities, in the direction of technical schools or evening science schools. These 
 industries represent a large proportion of the working population in those large cities, and yet the 
 owners of works have to rely upon the scientific knowledge obtained through many institutions remote 
 from these districts. Pittsburgh is lamentably devoid of facilities, either in the shape of libraries, 
 museums, science schools, or technical schools, notwithstanding that tho manufacturers have enjoyed 
 the benefits of, and accumulated vast wealth from, highly protected industry. There is not even a 
 public library in the city, although there is a population of about 200,000. 
 
 In Cleveland a movement is being promoted to establish a technical school. I have already stated 
 that Chicago is building a manual-training school. 
 
 It is a noteworthy fact, that, among all the many munificent gifts which have been made by private 
 individuals for the cause of education, amounting in tho aggregate to many millions sterling, very few 
 have emanated from those who have derived their wealth from tho scientific industries, all of which 
 have been protected and owe much of their success to foreign skill. On the other hand, merchants, 
 bankers, and professional men are largely represented in the noble list of benefactors connected with 
 some of the best educational institutions of the country. 
 
 I have not met with any institutions for technical training having any bearing on the textile 
 industries. The knowledge of chemistry acquired at tho various institutions which I have described 
 is, of course, utilized more or less in dyeing, printing, and bleaching; but there are no schools in which 
 the knowledge of the nature and qualities of fibres, and of tho various processes in working up the 
 raw material—silk, cotton, or llax—is taught. In all the manufactures into which tasto and design 
 enter, the Americans have to rely almost entirely upon European aid. It is intended, however, sol am 
 privately informed, to establish, in one of the centres of textile industry, a large institution in which 
 a thorough and comprehensive industrial training will bo given in textile manufacturing, together 
 with that theoretical knowledge which is necessary to tho production of the highest quality of fabrics. 
 
 I have not included tho Southern States in mv investigations by a personal visit to the various 
 important towns, for the reason that education, for the present, is at a low ebb in that part of the 
 country. There is, however, a very strong movement already apparent for the promotion of mechan¬ 
 ical and textile industries in the South. The enormous resources of some of the States—Alabama, 
 for instance—where mineral wealth abounds, have attracted capital for the rapid development of vari¬ 
 ous manufactures. This, together with tho proximity of the cotton-growing districts, points to a 
 development, in the near future, of many industries which, until recently, were unknown in the 
 South. * * * The different colleges established by the assistance of the “Land Grant" appear to 
 have done good work, in connection with agriculture, in the South, in teaching the elements ot science 
 and in providing a liberal education for those students whose means have enabled them to attend. 
 The mechanical arts have had less attention in such colleges than in similar institutions in tho North, 
 in consequence of the difference in the occupations of the people. 
 
760 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The institutions for the advancement of the workpeople, other than schools and colleges, are not 
 numerous in America. The long hours of labor (at least 60 hours a week) leave but little leisuro for 
 the working classes either to study or to seek recreation. There is no half holiday on the Saturday. 
 There are no holidays during the year of more than one day at a time, and that only a few times in 
 the year. Libraries'and reading rooms, although amply provided in most cities and towns, are not 
 available as universally as in England. Clubs and recreative institutions, promoted by the employers 
 for the employed, are riot prevalent. There is not much interest manifested by employers generally in 
 the social condition of the people. This maybe accounted for by the number of joint-stock companies. 
 
 If the few institutions affording technical education now in operation in the 
 United States have been able, in a short time, to accomplish so much in those 
 branches of mechanical industry in which Americans are confessedly pre-eminent, 
 as is shown in the testimony from which extracts are appended to this report; if, 
 through our inventive and mechanical ingenuity we are, as Mr. Mather and other 
 intelligent foreigners say, taking high rank in those arts and manufactures to which 
 fertility of resource and invention is most effectively applied—and that, too, not¬ 
 withstanding our totally inadequate provision for industrial education—with what 
 hope might we not look forward to equal or greater pre-eminence in other arts and 
 industries of which their technical schools have given foreign countries a practical 
 and profitable monopoly ? 
 
 OUR NATIONAL PROSPERITY NOT DUE TO SUPERIOR TECHNICAL TRAINING, BUT TO 
 
 OTHER CAUSES. 
 
 That our national prosperity has been greatly promoted by the pre-eminence of 
 certain of our manufactures in the markets of the world is undeniable, but that this 
 successful competition has been due not to the superior intellectual cultivation, or 
 even the manual skill, of our native artisans, but to very different causes—such as 
 abundance and quality of crude material; superior facilities for economical manu¬ 
 facture ; the aid of imported skill, and those natural and untaught qualities to 
 which Mr. Mathers aud others pay such high tribute—is likewise easily demonstrable; 
 and it is sad to reflect what greater success might have been achieved by combining 
 therewith that high degree of intelligence and skill that European nations, under 
 the compulsion of competition, are sedulously cultivating in their industrial classes. 
 We must soon place greater dependence upon the quality, finish and unique designs 
 of our exported products for success in unprotected foreign fields, and it will be 
 well for us to profit now by the experience of our rivals across the Atlantic. It is 
 wiser and cheaper to discount defeat than to repair its effects. The season of pros¬ 
 perity is the best time to provide against the depression which, with certainty, 
 follows; and the knowledge and skill of the specialist are most efficiently and eco¬ 
 nomically applied to an industry in its infancy or when it is in a depressed condition. 
 
 ACHIEVEMENTS OF INDUSTRIAL SCHOOLS IN EUROPE SHOW IVHAT MIGHT BE 
 ACCOMPLISHED BY SIMILAR SCHOOLS IN THE UNITED STATES. 
 
 From the foregoing it will be noted that the careful, thorough and extensive 
 investigations of the English Government, supplemented by the published observa¬ 
 tions of individual students of recognized ability and accuracy, have resulted in the 
 uniform testimony that polytechnic and other science schools in Europe and the 
 United States have, without exception, stimulated national and local industries, 
 manufactures and trades, and, in a large proportion of instances, have transplanted 
 or developed new industries. Even the few—and not selected—illustrations of this 
 fact which the compass of this report permits to be made therein, bear forcible 
 testimony to the achievements of such schools [Exhibits F, 0, and Q], and are sug¬ 
 gestive of the profit which our more populous districts—and especially those sea¬ 
 board cities which, as the termini of our great trunk lines, become the focus for 
 many manufacturing, mechanical and other interests dependent upon the products 
 which they transport—might derive from the investment of a reasonable amount of 
 corporate and individual wealth in the establishment of similar schools, adapted, 
 of course, to the wants of our peculiar industries and institutions. 
 
 WORKSHOPS DO NOT COMBINE MENTAL AND MANUAL TRAINING, AND OUR PRESENT 
 SCIENCE TEACHING IS OF TOO HIGH A GRADE. 
 
 While it may be said, with some show of truth, that the most practical technical 
 schools are great workshops, still the ordinary workshop does not yet combine men¬ 
 tal instruction with manual training, while our science teaching is of too high a 
 grade to be assimilable by the ordinary mechanic and mechanical apprentice, and 
 is too theoretical to be adaptable to the current work of our shops. Not only is 
 there too little application of science to our various handicrafts, but there is, for 
 the most part, a sad lack of intelligent effort, to teach apprentices in our workshops 
 that manual dexterity which, at least, they are supposed therein to acquire. 
 
THE UNITED STATES MUST TRAIN SKILLED WORKMEN. 761 
 
 SOMETHING NEEDED TO TAKE THE PLACE OP THE OLD SYSTEM OP APPRENTICESHIP. 
 
 Now that the old system of apprenticeship is rapidly becoming obsolete, the ques¬ 
 tion of what shall take its place in the way of educating and training the youth of 
 our working classes becomes an important consideration for all who are interested 
 in our national welfare and in the development of our industries. Skilled labor 
 must be had from some source, and we cannot afford to import it in bulk, if for no 
 other reason than its expensiveness. 
 
 IIOW TO MAKE OUR LABORERS THE EQUALS OF FOREIGN WORKMEN. 
 
 Our own people have the first claim upon our industrial occupations, but if we 
 are to compete for foreign trade they must be so trained as to make and keep them, 
 in knowledge and skill, at least the equals of foreign workmen. The most practi¬ 
 cal way of affording them this training is to build up special low-grade science 
 schools, where the instruction shall be of such a character as will directly bear 
 upon our arts and manufactures; for if any lesson can be drawn from the study of 
 technical education abroad, it is that progress and success are most readily and 
 cheaply attained by means of combined theoretical and practical instruction, and 
 that our designers, our superintendents and our foremen, at least, should be scien¬ 
 tifically and practically trained experts. [Exhibit G.] 
 
 Without dwelling further upon this point, however, the foregoing statement and 
 the several exhibits hereto appended sufficiently demonstrate how much the United 
 States already owe to those schools wherein the application of science to the mechanic 
 and useful arts is practically taught [Exhibit QJ; as also that, as a people, we have 
 been singularly backward in discovering how potential a factor in internal politics 
 and in our domestic and foreign trade relations the systematic cultivation of our 
 laboring classes in technological knowledge could be made. 
 
 THE MISSING LINK IN OUR EDUCATIONAL SYSTEM. 
 
 It is obvious that to supply the missing link in our system of national education 
 there must be either a modification of the curriculum of our public schools, as sug¬ 
 gested by Mr. Mather, or we must establish schools intermediate between our gram¬ 
 mar schools on the one hand and our high schools, academies and colleges on the 
 other ; which, while affording our youth those opportunities and facilities for tech¬ 
 nical instruction that are absolutely necessary to the development and success of 
 many languishing industrial and manufacturing interests, will also fit them for the 
 higher duties of American citizenship. 
 
 COST AND CHARACTER OF NATIONAL EDUCATION. 
 
 In 1880 the United States contained 189,000 elementary schools, having 9,720,000 
 pupils. Our national and State expenditures for the support of public schools now 
 largely exceed .$100,000,000 per annum, and the value of our school property is not 
 less than $200,000,000. These expenditures exceed those of England and Wales 
 nearly five times, and those of France nearly four times. In the number of pupils 
 and the expenditure of money on our public schools we lead the world, and yet 
 neither our State nor national appropriations in aid of industrial education for the 
 working classes have been sufficient to make more than an impression upon the 
 great mass of technically uneducated labor of the country. [Exhibit L.] 
 
 Says Judge MacArtliur, in his excellent work on Education in its Relation to 
 Industry: 
 
 To compete successfully with foreign work mc must have a class of artisans as highly cultivated 
 in workmanship as those wo import from over the sea, and this skill can bo acquired only by practice 
 in tbeir respective handicrafts. It is true that with us applied scieuce and mechanical powers have 
 superseded, in a great measure, the burden of heavy labor; but tbe quick eye, the expert hand aud 
 the acute taste can never be dispensed with in the manual processes of the arts and manufactures. 
 To meet this imperative demand for first-class workmen, without submitting to the exactions and 
 competition of foreign work, wemust educate the constructive ability of our youth during the period 
 of life which is now devoted to study alone. We have developed, in a high degree, the arts of manu¬ 
 facture, but we are nearly without any American artisans in the trades connected with designs, aud 
 are consequently deprived of the acknowledged sharpness and ingenuity of our countrymen in lielp- 
 iug on American industries. This wide and remunerative field of labor is left to be occupied by 
 partly educated and skilled foreigners. We have excellent schools for all sorts of instruction in the 
 essentials of mathematics, history, literature and philosophy, but we fit nobody with either skill or 
 knowledge in any particular habit of industry. 
 
 The period seems to have arrived when institutions of industrial science and education can no 
 longer be postponed in our country, and when they must be tried on as extensive a scale as those 
 witnessed abroad. There seems no reason why the institutional system should not be adapted to the 
 tradesman, the artisan aud the manufacturer, as well as to the more pedantic professions, in which 
 
762 EDUCATION rN THE INDUSTRIAL AND FINE ARTS. 
 
 men are so thoroughly trained. The reform of our taste has commenced hy the purifying influence 
 which proceeds fromj and which will gradually make its way through, the community from the 
 universal teaching of drawing. An appeal must now be made in behalf of teaching the processes of 
 production, as well as the principles which shall guide the work. The use of tools and machinery 
 does not come by intuition, and industrial knowledge ought to include instruction in their use. 
 
 ABSENCE IN OUR COUNTRY OF INSTITUTIONS FOR COMBINED GENERAL AND 
 
 MECHANICAL EDUCATION. 
 
 With a very few exceptions there is, in our country, a conspicuous absence of 
 institutions for combined general and mechanical education of the character which, 
 in France, Germany and in other Continental nationalties, are regarded as the 
 great source of national wealth, and which are beginning to play a most important 
 part in the promotion of those trades and manufactures with which England is 
 coming to the front. 
 
 ACT OF CONGRESS, JULY 2, 1862, PROVIDING FOR INDUSTRIAL EDUCATION. . 
 
 Though Congress, by its act, approved July 2, 1862, setting aside a large portion 
 of the territorial wealth of the nation for industrial education, inaugurated a saga¬ 
 cious scheme for “teaching the processes^ production,” and their underlying prin¬ 
 ciples, which, wisely and energetically followed up, would in a short time have 
 placed the United States in the foremost rank of civilized nations in the theoretical 
 knowledge and skilled training of its work-people, and have developed many old 
 and created new industries, thereby more rapidly enriching the country, most of 
 the provision made by that act for industrial and scientific teaching of the masses 
 has, by reason of the paramount importance attached to agriculture in most sec¬ 
 tions, been absorbed in the endowment of agricultural colleges—so called. 
 
 COURSE OF STUDY IN AGRICULTURAL COLLEGES NOT WHAT THE AUTHORS OF THE 
 
 ACT INTENDED. 
 
 Whilst these colleges, as first contemplated, were to have departments for teach¬ 
 ing mechanic trades, most of them have drifted away altogether from the original 
 intention of the authors of the act, and there is in them, generally, little or no 
 effort to combine theoretical instruction with practical mechanical training in 
 other than those branches of knowledge closely related to agricultural pursuits. 
 Much remains to be done before they can be of any material advantage to manu¬ 
 facturers and others requiring skilled labor. If their managers are to fulfil the 
 design of Congress, they must, much more than at present, turn their attention to 
 the training of experts in mechanical and industrial arts; for it is only in schools 
 devoted to instruction of this character that the poor youth of our country can 
 obtain such instruction and training as will enable them to acquire and maintain 
 that supremacy over foreign rivals in important arts and manufactures to which 
 our many advantages entitle us. 
 
 MECHANICAL AS WELL AS AGRICULTURAL COLLEGES ARE NEEDED. 
 
 It is true that agricultural colleges have, per se, a great mission to fulfil, espe¬ 
 cially in our Western and Southern sections; but as Congress, by express terms, 
 provided and intended its appropriation of school lands to inure to the advantage 
 of all industries equally, and as many important interests of the country require 
 that technological instruction should be placed above mere dependence upon indi¬ 
 vidual support, the remodeling of those colleges is necessary to bring them into 
 harmony with national legislation, and such action would probably stimulate State 
 and municipal authorities to effectively supplement national appropriations. 
 
 OUR BEST SCHOOLS ARE THOSE SUSTAINED BY ENDOWMENT OF PRIVATE 
 
 INDIVIDUALS. 
 
 At present our most efficient institutions for affording technical education are 
 those established and sustained, wholly or in part, by the endowments of private 
 individuals. It is not to be inferred, however, that this assertion implies that Gov¬ 
 ernment and State schools might not be made equally—and even more—efficient 
 than similar private institutions. But it happens that, as a rule, endowments have 
 been left under conditions and instructions more specific than in the case of Gov¬ 
 ernment and State grants, and have therefore been less easily diverted from their 
 legitimate objects, and are, besides, less susceptible to those influences which with 
 us almost uniformly prostitute public educational funds to political or sectional 
 purposes. 
 
DR. BARNARD QUOTES SUPERINTENDENT PIIILBRICK. 763 
 
 DESIRABILITY OF DONORS EXECUTING THEIR OWN BENEFACTIONS. 
 
 Still it is a stern fact that should be recognized by all would-be founders of educa¬ 
 tional institutions, that this character of trust, especially, affords much opportunity 
 for misapplication, even under the most carefully guarded legal phraseology, and 
 that the most conscientious trustees and managers are not proof against the tempta¬ 
 tion of construing, and even forcing the construction of ambiguous terms, in har¬ 
 mony with their individual predilections. Moral:—Execute your own benefactions. 
 
 In just what manner private appropriations and city systems of public instruction 
 should deal with industrial education is a grave problem, but the labors of the 
 Bureau of Education at Washington have resulted in the collation of a mass of 
 data, not only upon the needs of the country in this regard, but also in reference to 
 the many experiments and efforts (mostly successful) to inaugurate technical educa¬ 
 tion in various localities, that will greatly aid in its solution. Among other of this 
 Bureau’s reports, Circular of Information No. 1, 1885, containing the observations 
 and views of John D. Philbrick, LL. D., State Superintendent of Public Instruction 
 in Connecticut, and, later, Superintendent of Boston Schools, upon the city-school 
 systems in the United States, is of special value and interest to boards of education, 
 school superintendents and educators generally. Extracts from those pages of his 
 report devoted to the consideration of industrial education, and the necessity for it 
 in the United States, are appended hereto, and their careful perusal is earnestly 
 recommended. [Exhibit N.] 
 
 CONCLUSIONS OF DR. PHILBRICK UPON THE SUBJECT OF INDUSTRIAL EDUCATION 
 
 IN THE UNITED STATES. 
 
 Summing up his conclusions as to what should be done for industrial education 
 by city systems of public instruction, Dr. Philbrick says: 
 
 Without abating our zeal or contracting our scheme of provision for general education, there 
 remains much to bo done by our city-school systems iu providing that kind of instruction and train¬ 
 ing which tits persons, in part at least, for some particular mode of gaining a livelihood. The pro¬ 
 visions for this purpose which seem desirable in the present stage of pedagogical experience and 
 opinion are here briefly enumerated: 
 
 (1) A modification of the curriculum of elementary instruction which will render it better, not 
 only for the purposes of general education, but also better as a direct preparation for many industrial 
 pursuits. This modification consists, in brief, in throwing overboard a considerable mass of the 
 useless details of some of the branches now taught, in applying more practical and comprehensive 
 methods of teaching all the subjects, while always aiming at the shortest and most direct means of 
 communicating and enabling the pupils to acquire useful knowledge, and at the same time ignoring 
 processes and exercises merely for the sake of what is called symmetrical development of the mental 
 faculties; thus making room for drawing (both freehand and mechanical), the rudiments of book¬ 
 keeping, the rudiments of practical geometry, physics, chemistry and natural history, modeling and 
 carving for boys, needlework for girls. I omit the workshop for boys, because I think that up to 
 fourteen years of age the above studies, in connection with gymnastics, would be more profitable as 
 a preparation for apprenticeship, and I think boys ought to complete their elementary education at 
 fourteen years of age, and, if they have not, the more reason why they should not then divide school 
 work with shop work. 
 
 (2) To teach girls, in all grades of public instruction, sewing and cutting and fitting, and, besides, 
 special schools should be established for instruction in the advanced branches of needlework, cuttiug 
 and fitting, and perhaps millinery. 
 
 (3) To establish everywhere, in small cities as well as large, thoroughly equipped evening indus¬ 
 trial drawing schools. 
 
 (4) Evening high schools, should be widely disseminated, giving instruction in more or less 
 technical branches, such as’book keeping, commercial arithmetic, stenography, practical geometry, 
 drawing, etc. 
 
 (5) Evening schools devoted exclusively to technical branches, like those in France. 
 
 (6) To establish in the larger cities one or more apprentice schools like that iu Paris, on the Boul¬ 
 evard de la Villette. 
 
 (7) The establishment of simple manual-training schools, as they may be required, like those in 
 Nuw Haven, Boston, and Peru, Ill., for boys who have completed their elementary studies and for 
 boys already in the grammar schools who wish to attend them out of school hours, whether in the 
 evening or uaytime. 
 
 (8) To establish in the larger cities manual-training schools, after the pattern of the St. Louis 
 school and the school of mechanics connected with the Boston Institute of Technology. 
 
 (9) The general establishment of schools of practical cookery for girls, after the pattern of those 
 which have beeu so successful in the city of London. 
 
 ’ PRESENT PROVISIONS FOR INDUSTRLAL TRAINING INADEQUATE. 
 
 Reference has been made to departments in our principal universities for techni¬ 
 cal and scientific training in mining, civil and mechanical engineering, physics, 
 and the natural sciences, and to other and more directly technological institutions 
 for teaching low-grade science, and the character and plan of instruction therein 
 pursued are illustrated at length in the appendix [Exhibit L]: but all these schools 
 and departments, aggregated, are insignificant in number, and in most of them 
 instruction in the mechanical arts has not been strictly adhered to, having been 
 obscured by the literary and art-science sides of education, as therein taught. 
 
764 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 TENDENCY TO IGNORE PRACTICAL SUBJECTS. 
 
 That this tendency is a very grave danger in technological schools generally, is 
 very apparent from a study of those in England, where most of the institutions 
 established purely and simply for technical instruction are already drifting into 
 devotion for the higher branches of the natural sciences and mathematics, to the 
 exclusion of drawing, applied science, and mechanical teaching. 
 
 Judge Mac Arthur says that while we have schools for all sorts of instruction in 
 mathematics, history, literature and philosophy in abundance, they fit nobody with 
 either knowledge or skill in any particular branch of industry. In the absence of 
 provision for manual training and for a practical application of theoretical knowl¬ 
 edge there is, of course, no acquisition of skill, but there is a notable tendency to 
 beget dislike for those pursuits that require manual labor. 
 
 LACK OF MANUAL TRAINING. 
 
 It is high time that those interested in public education should display a danger 
 signal in connection with our national system of elementary education, which also 
 drifts to the literary side with a rapidity that should alarm our social economists. 
 The storing of the memory with a multitude of extracts from books which, for a 
 brief period after school life, may be retained and repeated as a proof of education, 
 is altogether misleading and useless for boys and girls who must face the stern real¬ 
 ities of making their own living. 
 
 SCHOOLS DEVOTED TO MATHEMATICS, PHILOSOPHY, LITERATURE, ETC., CREATE 
 DISTASTE FOR MANUAL LABOR. 
 
 The character of teaching in the public schools of America is rapidly creating a 
 distaste for manual work and industrial pursuits in general, and it would be well 
 for our public teachers to make an earnest attempt to modify their instruction, in 
 the direction of devoting more time to subjects of a practical nature, thereby pro¬ 
 moting tastes for industrial pursuits based upon knowledge of the principles of the 
 natural sciences applicable thereto. 
 
 DEFECTS IN EXISTING SCHOOLS AFFORDING INDUSTRIAL TRAINING. 
 
 Reviewing briefly the voluminous data showing the status of technical training 
 in the United States, it is to be noted that, while provision for some kind of indus¬ 
 trial education is now made in many of our universities and colleges, it fails to meet 
 the greatest demands of the times in the following respects: 
 
 TOO EXPENSIVE. 
 
 1. -—The instruction is too expensive for workpeople. But few of our mechanics 
 and artisans could afford to pay the high tuition and meet the other necessary 
 expenses, even if they had the means of support during the three or four years 
 necessary to complete the course of instruction. 
 
 BEYOND REACH OF WORKPEOPLE. 
 
 2. —The course of studies in these institutions is much too far advanced for the 
 mass of our people—the conditions of admission being so rigid and ar-reacliing 
 that only those persons who have already had superior school facilities are able to 
 comply with them. Hence most of those universities and colleges that do make 
 some provision for technical training are practically closed to the great majority of 
 our laboring classes, who, being unable to pass examination on all the numerous 
 subjects required for admission, are excluded from any of their departments of 
 study. There are also radical defects in present methods of ascertaining the fitness 
 of young people for pursuing technical studies. Those methods generally only 
 develop how much cramming has been done by and for the candidates, whereas far 
 greater consideration should be given the native ability, the previous educational 
 facilities, the present circumstances, and the probable future career of the applicants. 
 Many who, from lack of preliminary training, may not be able to take up and com¬ 
 plete all of a prescribed course might still make good headway in special studies, if 
 they could only be admitted to the classes. 
 
 TOO THEORETICAL. 
 
 3. —The instruction in most of our institutions is too theoretical. In order to 
 benefit workmen and employers it should l e better adapted to practical ends. 
 Students in industrial classes should have greater facilities for visiting shops, fac- 
 
DR. BARNARD QUOTES COMMISSIONER EATON. 
 
 765 
 
 tories and mines, and for studying their operations, and should lie examined with 
 reference to their proficiency in applying scientific principles to the numerous 
 mechanical processes they witness, just as students of botany visit fields and forests 
 and study flowers and plants, or as students of medicine go to the dissecting room 
 to learn the human body, and to the laboratory for practical study of chemical com¬ 
 pounds. For a mechanic to be able to dissect a machine that lie has to run and 
 keep in order, and to understand the nature of the material of which it is made and 
 the office of each part, so as to be able to take the machine apart, mend that which 
 is broken or out of shape, and put the whole together again, is just as essential as 
 that the surgeon should understand the materials, construction and functions of the 
 human body in order to repair it intelligently and well. 
 
 STUDENTS NOT TAUGHT TO OBSERVE AND TO DO. 
 
 But the students in most of our college classes know machinery only as they see 
 cuts of it iu their text-books. They study about wheels and pulleys and levers anti 
 screws, but rarely see them in operation. They learn the laws of electric force, 
 without acquiring the mechanical power to properly arrange a battery when the 
 materials are put into their hands. They learn the formulae of chemistry, but are 
 unable to undertake the simplest experiments without endangering their own lives 
 and those of others. 
 
 ABSENCE OF EVENING SCHOOLS. 
 
 4.—Another important deficiency is the absence of provision for evening instruc¬ 
 tion of the masses of mechanics who are compelled to labor during the day for the 
 support of themselves and families, many of whom would gladly attend evening 
 classes for theoretical instruction, if accessible at reasonable cost. That this is true 
 is proven by the large number of workmen in Europe and in sections of our own 
 country who, of their own accord, attend evening classes when opened in technical 
 schools, universities, etc. That many of these men and boys make commendable 
 progress in their studies, even after working hard all day, is shown by the testi¬ 
 mony of those having charge of such classes. Those of our colleges and universities 
 having class-rooms, laboratories, apparatus and libraries already equipped could, 
 generally, without great expense, make arrangements for evening classes. 
 
 EVENING STUDENTS IN OWENS COLLEGE, LONDON POLYTECHNIC INSTITUTE, AND 
 
 COOPER INSTITUTE, OF NEW YORK. 
 
 In Owens College, Manchester, an institution of about the same rank as the 
 Johns Hopkins University, several of the instructors of the day classes also give 
 instruction to evening students, who number about six hundred. The class-rooms 
 of the Polytechnic Institute at Regent Circus, London, are crowded to their utmost 
 capacity every evening of the school year by young men and middle-aged mechanics 
 who spend the day at work in shops. This school has accommodations for about 
 three thousand students, and hundreds of applicants are refused admission every 
 year because there is no room for them. Many who do gain admission to the classes 
 succeed in passing the Government examination in science, or the city and guilds 
 examination iu technology. The fact that hundreds of workpeople in our own 
 country avail themselves, with great profit, of the evening instruction afforded at 
 Cooper Institute, New York [Exhibit L], and at the few other evening schools of 
 merit in our cities, adds to the proof that there is a demand for increased facilities 
 for practical instruction in evening classes. 
 
 In a recent special and comprehensive report on the present status of industrial 
 education in the United States*—from which I have gained much information— 
 the Commissioner of Education at Washington says : 
 
 VIEWS OF GENERAL EATON, U. S. COMMISSIONER OF EDUCATION, WASHINGTON, UPON 
 
 INDUSTRIAL EDUCATION. 
 
 The manufacturer is aided by industrial education through the improvement of hia products. 
 His success depends on the demand for his goods at reasonable prices. This demand is regulated by 
 the needs of customers. They ask for durability of material, attractiveness of design and excellence 
 of workmanship in whatever they purchase for permanent use. Manufacturers’ business improves 
 as they become possessed of these and similar qualities, which can be economically secured only by 
 the application of technical knowledge. Durability arises from excellence of raw material, and is 
 retained by the selection of the right processes by which to convert it into the state in which it finally 
 appears. The quality of raw material is not unfrequently to be determined by chemical tests, and 
 many of the processes of its manufacture are regulated by chemical principles'. The science which 
 guides in the determination of these processes must be the one which will lead to their improvement 
 
 * Industrial Education in the United States. A Special Report prepared by the U. S. Bureau of 
 Education. Washington: Government Printing Office, 1883. Pp. 319. 
 
766 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 and perfection. Hence courses in chemistry are established in our principal polytechnic schools, as 
 ■well as in colleges of agriculture (to which science chemistry makes liberal contribution), and in 
 schools of miningand metallurgy. For a similar purpose engineers are taught to determine the strength 
 of materials used in building railroads and bridges, bouses and machines. Investigations in the 
 domain of physics and chemistry have frequently taught the skillful application of new and service¬ 
 able agents to the production of labor. Men thus taught have laid out our railways, opened our 
 mines, started and improved our manufactories and built our houses. They have aided in increasing 
 our industries 115 percent, in the last decade and in compelling an English confession that “the United 
 States will probably pass us in the ensuing decade’’ in the value of her industries. 
 
 The elevation of the working classes is an inevitable result of educating them in industries. The 
 direct effect upon the intellect is great and beneficial. The immediate moral influence is of the best. 
 A manly feeling is awakened and kept alive by the consciousness of power-and skill to do. An incent¬ 
 ive to frugality and enterprise is set forth. It has been laid down as a rule by Prof. Edward Atkin¬ 
 son that— 
 
 “Other things being equal, high wages, coupled with low cost, are the necessary result of the 
 most intelligent application of machinery by the arts, provided the education of the operative keeps 
 pace with the improvement of the machinery.” 
 
 Industrial education dignifies labor as well as opens doors to its skillful and remunerative per¬ 
 formance. If labor has a noble end and purpose; if it employs intellect; if it abundantly rewards 
 its servants, then it is worthy to be crowned. 
 
 The perfection of our manufactures, the facilitating of commerce, the unearthing of mineral wealth, 
 the economizing of the fertility of farms, the dissemination of practical knowledge—these are ends 
 which are being served by the graduates of our industrial institutions. These ends do not lack 
 nobility. These forms of labor require the exercise of high intellectual powers. The attainments 
 are of no mean order which enable a man to perform the great feats of engineering for which our 
 country is becoming known, or which are required of superintendents of extensive factories. Even 
 the doing of a single thing understanding^ and well brings the doer respect from himself and his 
 neighbor, and dignifies bis calling. “ It is the privilege of any human work which is well done,” says 
 Emerson, “to invest the doer with a certain haughtiness. He can well afford not to conciliate whose 
 faithful work will answer for him.” 
 
 The diminution of crime is to be expected from the diffusion of industrial education. The per¬ 
 centage of criminals who have received even the elements of an education is small. An authority on 
 the subject has said that “one-third of all criminals are totally uneducated, and that four-fifths are 
 practically uneducated.” Yet when the relative number of convicts who are illiterate is compared 
 with the number of those who have not learned a trade, it is found to bo much smaller. It is stated 
 by Dr. Wines that in Baden only 4 per cent, of the prisoners are unable to read when received, and 
 that they are for the most part fond of reading, but that 50 per cent, have not learned a trade; in 
 Bavaria 12 per cent, are illiterate, 29 per cent, ignorant of a trade. Mr. Charles F. Thwing a few years 
 since claimed that 60 per cent, of the inmates of the Michigan State Prison had no trade, while less 
 than 25 per cent, could not read, write and cipher; that in the prison of Minnesota 37 of 235 prisoners 
 could not read and write, 130 never learned any business; and that in the Iowa Penitentiary the ratio 
 of illiterate convicts to those unskilled in a trade was about 1 to 6. 
 
 Whatever may be the reliability of these figures, it cannot be denied that the lack of technical 
 training is a prolific cause of crime. This lack is being supplied to some extent by some recently 
 established schools, which both afford opportunities for such training and draw public attention to 
 the exist ing.need of it. 
 
 The introduction of industrial features into educational institutions has a tendency to relieve 
 education of the accusation that it is unpractical. There are those that ask of our schools more than 
 they are intended to furnish. Their voice in years past called into being manual-labor and half-time 
 schools. Since the failure of these means to realize the expectations of their advocates, believers in 
 education for industrial labors have been uncertain what course to adopt in carrying out their views. 
 Now, it maybe said with safety that the-mass of our citizens are convinced that the educational 
 systems and institutions of the country are above reproach, and will be modified by the introduction 
 of new features as thee are needed. A minority are disposed to be critical and assert that education 
 is unwisely conducted, and that governmental aid might be applied more reasonably to the establish¬ 
 ment of public farms and workshops for training purposes than to public schools. 
 
 Finally, protection to American institutions demands the industrial education of our youth, that 
 they may carry our ideas of obedience to law and our republican principles into the midst of the 
 multitude of foreigners that crowd our factories and our mines and perform much of our labor. 
 
 Ours is a peculiar nation. In it the principles of morality prevailing in civilized countries are 
 upheld with warmth and reason. Our political principles are distinctive and characteristic. Daniel 
 Webster enumerated them in one of his great speeches. They are the establishment of popular gov¬ 
 ernment on the basis of representation; the recognition of the will of the majority, fairly expressed, 
 as having the force of law; the supremacy of law as the rule of government for all, and t he existence 
 of written constitutions founded on the authority of the people. He asserted his belief that the 
 influence of town meetings in which American principles wore recognized and followed, made those 
 who went from them to dig gold in California “more fit to make a republican government than any 
 body of men in Germany or Italy." If there bo added to the lessons of our political gatherings and 
 elections education in tiie essentials of government, instruction in the sciences contributing to human 
 prosperity, familiarity with the languages of civilization, sound rules for the conduct of life, and 
 training for an ennobling and enriching occupation, then American youth will be prepared oftener to 
 fill loading places in industries, will win respect for their skill, learning and wisdom, and, being 
 respected and trusted, will be enabled to enshrine American liberty more securely in the hearts of 
 laboring men. So our land shall be the home of a safe aud permanent nation, “ where an industrious 
 population advances like a victorious army, where the poor find work, the laborer becomes a proprie¬ 
 tor, the proprietor grows rich, and all have the hope of a prosperous future, ” and the ends of our 
 industrial education will be accomplished. 
 
 Common sense and experience combine in declaring that, to attain to eminence 
 in science, art or literature, nations and communities must make liberal provision 
 for institutions devoted to their study and investigation. A rudimentary principle 
 of political economy is that, in direct proportion as money is invested in the endow¬ 
 ment of such institutions with free professorships and scholarships, and the means 
 for original research and experimentation, is its value compounded by their rapid 
 advancement in those branches of knowledge which are the foundation of national 
 prosperity. In recognition of this principle, the several States of the Union have 
 
SCIENTIFIC AND TECHNICAL TRAINING URGED. 
 
 767 
 
 not been backward in endowing universities and colleges devoted to the study and 
 investigation of one or more special subjects, and the natural increase of those 
 institutions is sure to provide for the maintenance and the reasonable advancement 
 of our literary and abstruse scientific status among the nations. Let greater pro¬ 
 vision, therefore, be made for the practical application of scientific and technical 
 knowledge to our useful arts and trades, which are languishing in every branch. 
 Whatever the cause of this depression may be, improvement in the quality of our 
 products would go far towards stimulating demand and in restoring prosperity, just 
 as it has done abroad in less favored localities and under more adverse circumstances. 
 
 DEVELOPMENT OF NEW INDUSTRIES. 
 
 Besides, there are numerous new industries awaiting development and the assist¬ 
 ance which technical knowledge alone can give. Society tires of the old and a 
 depression in business ensues; it clamors for the new and novel, in which, when 
 produced, it is always ready to invest millions; thus affording employment to many 
 workmen, the disbursement of whose earnings in sustenance, clothing and shelter 
 for their families has a far-reaching effect in stimulating other industries. Witness 
 the application of the recent discoveries and inventions in the domain of electricity. 
 
 THE USEFUL ARTS THE FOUNDATION OF INDUSTRIAL ENTERPRISE. 
 
 It has been shown that, in Germany, France, Switzerland, Belgium, Holland, 
 and, later, in England, the promotion of the useful arts is acknowledged to be of 
 the first importance, as lying at the foundation of all industrial enterprises, and in 
 all those countries many of their ablest citizens devote their lives and scientific 
 knowledge to improving methods of manufacture and the attractiveness and utility 
 of staple products ; to the discovery of new designs and to the origination of new 
 industries : while great polytechnic and less pretentious institutes exercise a healthy 
 and stimulating influence in the same direction. 
 
 MORE DEVOTION TO APPLIED SCIENCE AND TECHNICAL ARTS NEEDED. 
 
 A respectable class of our citizens, both young and old men of ability, devote 
 themselves to a single branch or phase of literature, the ornamental arts and the 
 pure sciences, while, considering the size and population of our country, the num¬ 
 ber who devote themselves from similar motives to applied science, technical arts 
 and education— i. e., not related to the social professions and fine arts—is really 
 insignificant. When, in addition to some such plan as that outlined by Dr. Phil- 
 brick, our agricultural colleges are given the breadth, and are equally devoted to 
 the several branches of instruction, intended by Congress ; and when, by the rear¬ 
 rangement of present and the establishment of additional polytechnic schools, 
 sufficient industrial instruction is afforded to meet even present needs and demands, 
 the more important, at least, of our industrial trades will take their true positions 
 as of equal respectability and value as the professions and the higher commercial 
 pursuits, and then the (to us now utopian) condition will be fulfilled when our 
 mechanics and artisans, like the peasants around Groningen, can cast '‘compas¬ 
 sionate glances at all that population of shopkeepers, clerks, professors, officials and 
 proprietors who, in other countries, are envied by those who till the ground, but 
 here are regarded by them in the light of poor people." 
 
 Industrial and Educational Needs of Baltimore. 
 
 COMPARISON OF BALTIMORE WITH OTHER LOCALITIES. 
 
 The foregoing statement of the development and present condition of technical 
 education, abroad and in the United States, though only a brief and incomplete 
 historical sketch, affords a basis for comparing Baltimore, commercially and me¬ 
 chanically, with other localities where higher scientific methods are practised in 
 corresponding industries. Such a comparison seems absolutely necessary to awaken 
 an interest in, and a demand for, more thorough and widespread scientific knowl¬ 
 edge, the power and effects of which, in the arts, manufactures and trades, are por¬ 
 trayed ift the preceding pages of this report ; for it is to be observed that where the 
 lack of scientific instruction and technical training is greatest, the want of it is 
 least likely to be felt by those who are deficient in it. Realization of the need is 
 generally followed by sufficient agitation to secure it. 
 
768 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 BALTIMORE NOT PROGRESSING. 
 
 It must be painfully apparent to a large number of our business men, as well as to 
 other thoughtful citizens that, notwithstanding her superior natural and artificial 
 advantages and resources, Baltimore is not only not progressing, as compared with 
 even less favored sections, but is not maintaining her former position in the com¬ 
 mercial and manufacturing world. 
 
 CAUSES MUST BE UNDERSTOOD. 
 
 Whatever the causes of the general apathy that is paralyzing her business enter¬ 
 prises may be, they must be analyzed, the facts brought to light and their effects 
 understood, before intelligent measures can be devised for producing a different 
 state of affairs. Although it is never an agreeable task to criticise, in any relation, 
 the community in which one lives, yet here, as in surgery, the diseased part must 
 be bared and its condition made manifest before proper remedial measures can be 
 determined. 
 
 REASONS FOR DISCUSSING THE INDUSTRIAL AND EDUCATIONAL NEEDS OF BALTIMORE. 
 
 The interests of our service are so interwoven with the commercial prosperity of 
 Baltimore; the poverty of her youth in intellectual attainments and mechanical 
 skill has been so painfully manifested in the preliminary examinations held the past 
 year in connection with the technological classes at Mt. Clare, as well as in the cur¬ 
 rent mechanical operations of the service that, in view of the intimate relations 
 that must always exist between the educational facilities of the city and any tech¬ 
 nological institution that may be established within or near its boundaries, a dis¬ 
 cussion, in this report, of the needs of the city in the matter of technical instruction 
 and its advantages, becomes pertinent—indeed necessary. Neither from profes¬ 
 sional education nor experience am I able to treat the subject exhaustively. But 
 what is hereinafter cited is patent even to superficial observation, and if, through 
 this citation, such general interest can be awakened in Baltimore as shall result in 
 placing her industrial and technical educational facilities—which are of paramount 
 importance to her prosperity—upon a par with those offered by rival cities, a great 
 boon wall have been conferred upon the community in general, and the Baltimore 
 and Ohio Railroad Company and all other manufacturing corporations will enjoy 
 the reflex advantages accruing from the increased intelligence and skill that her 
 working-people will soon acquire. 
 
 NECESSITY OF UNITED EFFORT TO RESTORE PROSPERITY. 
 
 If those public-spirited citizens who recognize our deficiencies in this respect, and 
 whose professional or business attainments place their qualifications and motives 
 beyond cavil, can be induced to unite in devising and in securing the acceptance of 
 an intelligent and practical measure for reviving and extending the industrial inter¬ 
 ests of the city, its commercial and manufacturing advantages are unquestionably 
 such that it would soon not only recover its lost prestige, but would rapidly advance 
 beyond the prosperity of many of its now successful competitors. 
 
 INDICATIONS OF A NEW SOUTH. 
 
 At this time there are indications of the birth of a new South—a South that shall 
 become famous and wealthy, through the development of its immense resources 
 and the application to its industries of scientific methods, which elsewhere will be 
 of slower growth, because they w T ill supplant and make worthless the expensive 
 plants of present processes. 
 
 APPROACHING ERA OF NATIONAL PROSPERITY. 
 
 Standing as we evidently are at the threshold of another era of national pros¬ 
 perity. in which the South and other sections naturally dependent upon Baltimore 
 (as the connecting link between the North and South) for manufactured products 
 must participate, the present is an opportune time to make provision for industrial 
 education commensurate with the needs and resources of the city. 
 
 METHODS HERETOFORE PROPOSED TO SECURE PROSPERITY HAVE NOT MET WITH 
 
 GENERAL FAVOR. 
 
 The causes that have combined to relegate Baltimore to a rank so far beneath her 
 true status as a commercial and manufacturing centre become readily apparent 
 from a study of her industrial history. It is unnecessary to enumerate them here, 
 
LOCAL CONDITIONS IN CITY OF BALTIMORE. 
 
 769 
 
 but it is pertinent to remark the almost invariable lack of appreciation, at times 
 actually assuming an attitude of unreasoning antagonism, with which the efforts 
 of those who have sought to promote her material prosperity have been received. 
 Considering the widely divergent and irreconcilable views developed upon the pre¬ 
 sentation of many plans from time to time devised for the improvement of her 
 trade and commercial relations, it is manifestly useless to hope now for fruitful 
 result from any similar proposition which has not the merit of promoting at least 
 the principal business interests of the city. 
 
 ALL INTERESTS MAY PROFIT BY TECHNICAL TRAINING. 
 
 Municipal industrial education, however, offers a program upon which every 
 business interest may harmonize, with equal certainty of sharing in the ultimate 
 prosperity which, as experience has shown, uniformly follows its general adoption 
 in a trade centre, and which it can hardly be questioned would, in the case of 
 Baltimore, prove equally—and probably far more—valuable than could reasonably 
 be hoped for from any of the measures for increasing our general prosperity to 
 which allusion has been made; while at the same time promoting the material, 
 intellectual, and moral welfare of the masses of our population. 
 
 HISTORICAL RETROSPECT OF BALTIMORE. 
 
 During the period between the close of the Revolutionary War and the War of 
 1812, the city of Baltimore enjoyed its greatest prosperity, and at the end of the 
 latter conflict it gave promise of becoming pre-eminent among the most prosperous 
 commercial and manufacturing cities of the country. It was then that its growth 
 was most rapid; new enterprises were readily undertaken, and its commerce was, 
 relatively, if not actually, greater than ever since. 
 
 ORGANIZATION OF B. & O. COMPANY. 
 
 After the opening of the Erie Canal, its most astute business men, realizing that 
 without more rapid and direct freight communication with the west, Baltimore 
 must suffer greatly from the increased competing power of New York, as early as 
 1820 began an agitation for increased traffic facilities to the west, the outgrowth 
 of which was the organization of the Baltimore and Ohio Railroad Company. 
 Though constantly subjected to the attacks of rival corporations, to home opposi¬ 
 tion born of prejudice and jealousy, and to the more vexatious indifference with 
 which its efforts to maintain and stimulate languishing industries have been met by 
 those it sought to benefit, the Baltimore and Ohio Railroad Company is to be 
 credited with diligent and consistent efforts to foster and enlarge Baltimore man¬ 
 ufactures and commerce, and it is interesting to observe that, to the extent it and 
 its affiliated interests have been conducted in a liberal and progressive spirit, they 
 have expanded and prospered amid a general decadence of the city’s industries. 
 
 SUPERIOR NATURAL ADVANTAGES AND RESOURCES OF BALTIMORE. 
 
 While substantially at its door are water powers capable of furnishing motive 
 force for many times its present manufactures ; while the advantages of its superior 
 geographical relation to a large and productive section of country are preserved by 
 its being the terminus of an extensive trunk-line system tapping that section at 
 many points ; and while it has within easy reach enormous reservoirs of the finest 
 steam-making coals found in America, as well as generous supplies of iron, copper, 
 hard woods, cotton, tobacco, and other material suitable for manufactures—in 
 fact, all the staple raw materials, the conversion of which into manufactured 
 products builds up those large industries and commercial interests without which 
 no city can be great or prosperous. 
 
 LOSS OF PROMINENCE IN INDUSTRY AND COMMERCE. 
 
 Baltimore has practically lost all claim to pre-eminence or even prominence in 
 any manufacturing or mercantile pursuit. Not only do many industries develop 
 elsewhere, and which should be prospering here, not exist, but it has been impossible 
 to maintain those we had, and yet the apathy of the community is such that no 
 substantial response is made to the most urgent appeals for financial encouragement 
 and assistance in increasing our commerce, reviving old or establishing new manu¬ 
 factures or kindred enterprises. 
 
 ART—VOL 4-49 
 
770 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 LOSS OF WEST INDIA SUGAR TRADE—EXTENT OF THIS LOSS. 
 
 To be more specific, I may remind you that Baltimore has, apparently through 
 pure lack of energy, lost the West India sugar trade, and her iron industries are little 
 short of the throes of dissolution. The gravity of the loss of this sugar trade is shown 
 in a recent pamphlet prepared under the instructions of Mr. C. Morton Stewart, 
 which sets forth the total value of the city’s imports of sugar and molasses in 1874 
 as $10,598,227 ; decreased in 1884 to $107,041, but even these figures by no means 
 represent the net loss to the city, in one decade, from this single item—the ten 
 millions of imports merely representing the raiv material brought here; to which 
 should be added the commerce supported by its transportation, the repairs to vessels, 
 the labor and the manufacturing industries incident thereto ; all of which, when 
 summed up, show a loss much more serious and far-reaching than that indicated 
 by these bare figures. 
 
 HOW TO REGAIN THIS TRADE. 
 
 Were Baltimore now able to manufacture those articles for which West Indian 
 products are exchanged, at prices and of quality that would compare favorably 
 with the wares of rival manufacturers, thus directly exchanging manufactured 
 goods at a profit for those products, instead of paying for them in specie and com¬ 
 pelling incoming vessels to look elsewhere for return cargoes, we could, in a large 
 measure, again attract this lucrative trade to our port. 
 
 DIMINISHED MARITIME COMMERCE. 
 
 Baltimore has entirely lost her reputation and renown in maritime pursuits, which 
 at the close of the war of 1812 was world-wide, without gaining compensating 
 advantages. Possessing a fine harbor and first-class shipbuilding facilities (includ- 
 a dry-dock hardly surpassed in size and equipment by any other on our coast), she 
 is yet debarred, through the unskillful work of her artisans, their trade agitations 
 and prohibitory labor tariffs, from securing the construction of even the few coast¬ 
 ing steamers registering at her port, while her shipbuilders are, from the same 
 causes, compelled to decline bidding on the few ocean bottoms offering for con¬ 
 struction here. 
 
 ABBOTT IRON WORKS. 
 
 The Abbott Iron Works, after a prosperous business career, have been idle for a 
 long time, and are now about being sold and the valuable plant thereof distributed. 
 The same general cause accounts for the depression in other branches of trade, with 
 the details of which all citizens who, like yourself, take an active interest in the 
 welfare of the city, must be familiar. 
 
 But it is unnecessary to multiply illustrations of neglected opportunities for 
 enhancing our wealth and increasing our corporate and commercial importance, 
 or of absolute loss of established trade, apparently from a species of dry-rot, incom¬ 
 prehensible, but very satisfactory to our more pushing rivals; for no one better 
 than yourself appreciates the great disadvantages under which Baltimore now 
 labors in her competition with other cities. 
 
 B. & O. REVENUES OFTEN HAZARDED AND SOMETIMES SACRIFICED TO PROTECT THE 
 CITY’S INDUSTRIES AND COMMERCE. 
 
 It is sufficient for the purposes of this report to point out that, because of the 
 city’s commercial apathy, the Baltimore and Ohio Railroad Company has frequently 
 been compelled to hazard, and more than once to sacrifice its revenues, in order to 
 prevent the practical suppression of the trade of the port, in which the business 
 interests of the city are common with its own. 
 
 EXAMPLES OF THIS. 
 
 To cite recent examples of this, you will remember that when, less than a year 
 ago, the Baltimore emigrant business was threatened by her Northern rivals, the 
 Baltimore a-nd Ohio Railroad Company found it necessary to surrender the profit 
 of the business in order to secure the maintenance of the few steamship lines run¬ 
 ning to this port. 
 
 Also, that though many attempts have been made to retain our coasting trade, 
 such was their lethargy, that it was very lately found impossible to induce our mer¬ 
 chants to subscribe sufficient money to insure even a line of steamers between 
 Baltimore and Charleston. 
 
DR, 
 
 BARNARD QUOTES REPORT OF CITY COMMISSION. 771 
 
 INDUSTRIAL POVERTY OF BALTIMORE AS SHOWN BY REPORT OF COMMITTEE ON 
 ESTABLISHMENT OF MANUFACTURES. 
 
 Probably I cannot more forcibly illustrate our city's poverty in respect to business 
 enterprises generally, and to manufactures specifically, than by quoting at some 
 length from the Report of the Commission on the Establishment of Manufactures, 
 made to the Mayor and City Council of Baltimore in 1877, which contains much 
 valuable information on the subject of which it treats, but which seems to have 
 received much less consideration than its merits deserve. From p. 20 et seq. are 
 extracted the following quotations : 
 
 These tables, which have been very carefully prepared, disclose the poverty of Baltimore as a man¬ 
 ufacturing city with painful distinctness. Baltimore is (by Table B) shown to be far below the 
 industrial average in the proportion of her workingmen to the entire population. There is one oper¬ 
 ative in every 5.2 persons in Wilmington; 1 in every 5.04 in Philadelphia; 1 in every 5.5 in Boston; 
 1 in every 5.8 in Cincinnati; 1 in every 3.6 in Newark, New Jersey; 1 in every 7.6 in St. Louis, while 
 Baltimore has only 1 in every 8.1. 
 
 This deficiency of manufacturing hands is more than accounted for by a still greater deficiency of 
 capital per capita invested in industrial pursuits. In this respect Baltimore ranks the lowest of any 
 of our large cities—lower even than Louisville, Kentucky. In Philadelphia the capital in manufac¬ 
 tories is$252 percapita; in Wilmington $235; in St. Louis$194; in Cincinnati$197; in Boston $188, while 
 in Baltimore there is only $97 capital per capita so invested—less than half as much as Cincinnati has; 
 just half as much as St. Louis has; only a little over half as much as Boston has, and not a great 
 deal more than a third as much as there is in Wilmington and Philadelphia. The tables of bank 
 capital and savings-bank stock and capital will show that in Philsdelphia. Cincinnati, St. Louis and 
 Chicago, the money which our citizens lock up in bank stock, ground rents, jirivate discount banks 
 and such securities, is by preference invested in productive industrial enterprises. In those cities, as 
 the tables show, capital is used to buy materials and pay wages, and returns in the shape of values 
 received for products manufactured. In Baltimore, on the other hand, capital is used to produce 
 interest. While in neither case can it be truly said that capital is barren (since the hiring of money 
 may be as useful as the hiring of sewing-machines or any other sort of tool or service), yet it is quite 
 apparent that money used in manufactures and other forms of active production is more fertile than 
 money put at interest, or in ground rents or land, to reappear in permanent improvements distributed 
 over a period of years, or in Louses and buildings. Capital in manufactures must turn itself over at 
 least once a year, and it will be seen by comparing the column of capital (Table B) with the column 
 of “materials,” that more than the total capital of all manufacturing establishments is every year 
 invested in the purchase of raw materials for manufacturing, aud more than a third of the whole 
 capital of such establishments is annually disbursed as wages. 
 
 Wages added to cost of material and the sum deducted from gross product gives gross profits of 
 manufacture, expenses of course not being allowed for. Tested by this, we find that in Philadelphia 
 manufactures in 1870 paid 47 per cent, on nominal capital, in Cincinnati 43 per cent., in San Francisco 
 47 per cent,., in Baltimore 48 per cent., in Chicago 50 per cent., in Louisville 50 per cent., in Boston 61 
 per cent., in Wilmington 71 per cent., in New York 74 per cent., and in St. Louis 120 per cent. 
 Unquestionably, these figures show an excess of capital to product in Philadelphia and Cincinnati, 
 and a deficiency of capital to product in St. Louis, but they also show that manufactures are less 
 profitable in Baltimore than elsewhere, when we come to deduct the heavy taxation and other charges 
 to which they are subject here, and from which they are free in Philadelphia. 
 
 If now we turn to Table A, we will find our deficiencies set out in detail in comparison with 
 smaller cities, and with rival and competing ones. Your commission do not need to do more than call 
 the attention of your honorable body to the array of facts presented in this table, showing how we are 
 surpassed, even in manufactures which we ought to monopolize, by the most inferior towns and 
 cities. There is only one particular in regard to which your commission will dwell upon in the figures 
 in this table, and that is in respect of the manufactures which are needed to keep up our mercantile 
 business and domestic commerce with the South and with our own counties. In the item of agricul¬ 
 tural implements, for instance, Chicago makes seven times as many, St. Louis live times, and Louis¬ 
 ville three times as many as we do. In the item of fertilizers we are surpassed by Wilmington, not 
 to speak at all of other and larger places. In the item of boots and shoes, leaving all New England 
 out of the question, Philadelphia makes four times as many, and St. Louis, Newark and Chicago, 
 all three, equal our production. Chicago manufactures more than four times as many bricks as we do, 
 in spite of our facilities. In the making of carriages, etc., Cincinuati manufactures more than four 
 times as much as we do, New Haven six times, and Wilmington and Chicago three times as much. 
 In confectionery, while no city can rival Philadelphia, Chicago makes three times as much as 
 Baltimore. Our cotton manufactures are not yet quite on a level with those of New London. In Hour 
 and meal Newark. Wilmington aud Louisville are our equals, while Chicago makes three times and 
 St. Louis fourteen times as much as we do. Chicago and Louisville beat us in furniture. The glass 
 manufacture of Pittsburgh is fifty times as great as ours. In iron manufactures, leaving out the 
 
 S reat centres of this industry, we find ourselves inferior to Chicago, and not much above Louisville, 
 ewark, New naven and Wilmington. In leather manufactures we are completely outstripped by 
 all the large cities, by every city in the country, in fact, which has half our population. In liquors, 
 distilled or malt, even Newark surpasses us. In machinery we are not equal even to small cities like 
 Newark, New Haven, New London, Louisville, Wilmington, etc. In sugar refining, leaving out Bos¬ 
 ton, New York, Brooklyn and Philadelphia, we find St. Louis beginning to be our rival. Of paints 
 we manufacture $400,600 worth; St. Louis $2,000,000. St. Louis makes ten times as much patent medi¬ 
 cine, ten times as much saddlery and harness, ten times as much manufactured tobacco, as Baltimore; 
 while Cincinnati makes twenty times as much soap and candles, and St. Louis four times as much as 
 we do. In stoneware we make $127,000; Cincinnati $3,600,000. In sash manufacturing our products 
 are a beggarly $145,000, against $2,300,000 for St. Louis, $800,000 for Newark, $500,000 for New Haven, 
 $250,000 for "Wilmington, etc. In short, the exhibition is in the highest degree painful and mortifying, 
 and must cause serious apprehensions in the minds of all persons who know that it takes trade to 
 make trade. 
 
 It will not be denied that this is an anomalous condition of things. Equally it will not be denied 
 that manufactures bring wealth and population to cities in more certain and speedy ways than any 
 other form of labor. 
 
 As Amasa Walker said upon this point: “It is without question true that in an equal manufactur¬ 
 ing population will be found a greater accumulation of wealth than in an agricultural or commercial 
 
772 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 population. One important reason of this is that a larger share of the population are engaged in 
 production, and a larger amount of capital is employed. Women and children, who could earn but 
 little in agricultural labor (and none in commercial), can earn much in manufacturing. Manufactur¬ 
 ing need never stop, summer or winter, cold or hot, wet or dry. 
 
 BALTIMORE CANNOT ESCAPE COMPETITION. 
 
 These facts are not pleasant to contemplate, but they must be faced whenever an 
 earnest effort is to be made to increase the prosperity of Baltimore, be the time 
 present or distant. It is idle to expect to escape competition with other cities, and 
 equally idle to expect success therein under existing circumstances, or to depend for 
 municipal growth upon sporadic seasons of national or local prosperity; for in these 
 days of rapid travel, cheap and quick transportation, those centres best equipped 
 with plant and skilled workmen will inevitably, in seasons of prosperity, substan¬ 
 tially absorb the profits of quickened trade. In the United States seasons of great 
 prosperity are succeeded by periods of stagnation of trade, which subject our insti¬ 
 tutions to great strain. During these recurring periods of business depression, and 
 because of the dearth of staple and diversified industries of magnitude, Baltimore 
 suffers disproportionately to other centres of trade. I am told that this strain was 
 particularly severe when, during the labor disturbances of 1877, traffic was inter¬ 
 rupted on her principal remaining element of commercial prosperity—the Baltimore 
 and Ohio trunk-line system. Had the earning capacity of the city accrued, in any 
 material degree, from manufacturing industry, the depression would not have been 
 so great. 
 
 MR. MATHER COMMENTS ON BALTIMORE’S TRADE DEFICIENCIES. 
 
 Mr. Mather, in commenting on the industry of our city, says : “ Baltimore does 
 not possess any large distinctive manufactures; her trade is chiefly that of grain 
 and timber export.” Though a mere statement of fact, this quotation contains a 
 reproach to our city, whose great opportunity is that of distinctive manufactures, 
 and whose great want is an increase of productive capacity. 
 
 IMPERATIVE NEED OF GREATER INDUSTRIAL ACTIVITY. 
 
 It cannot be too often reiterated that we need greater industrial activity to afford 
 employment to our citizens, to add to the value of our property, to increase munic¬ 
 ipal income, and to attract capital and men of business to our city. But at this 
 time to what industry can our people point as, in a visible degree, drawing foreign 
 population for permanent residence within the limits of their city? Or what 
 inducement do they hold out to capitalists to bring wealth from other localities and 
 settle here with a view to engaging in industrial pursuits? Our own citizens are 
 phenomenally backward in investing in extended business enterprises, and in the 
 absence of special inducements it is useless to expect aid from foreign business men 
 or capital. Commercially our city will remain nothing more than a second or 
 third-rate exporter of raw material until, within its corporate limits, this raw 
 material is converted into manufactured products. 
 
 BALTIMORE CANNOT DEPEND UPON DISTINCTIVE MANUFACTURES. 
 
 Some cities depend for their prosperity upon the manufacture of special products, 
 as witness Manchester, which so long enjoyed pre-eminence through its cotton tex¬ 
 tile fabrics, though it imported all the constituents thereof; Crefeld, a wealthy 
 Prussian city, which depends for its prosperity almost exclusively upon its silk 
 manufactures; Sheffield upon its cutlery, and Lynn, Mass., upon its manufactured 
 products of leather. But, as has been said, Baltimore can boast of no distinctive 
 manufactures. Onr only hope of industrial prominence lies in the inauguration of 
 a multiplicity of varied industries. 
 
 There is abundant testimony to show that a city’s prosperity may result from a 
 great demand for some local natural production, or even from limited markets 
 where there is no competition. Of this we have an example in the city of Pitts¬ 
 burgh, whose wealth is dependent upon the iron and coal trade: as also in the 
 oyster trade, of which Baltimore for many years enjoyed a substantial monopoly, 
 and which is still of sufficient magnitude and financial importance to count as a 
 chief element in the city’s prosperity. 
 
 BALTIMORE’S OYSTER INDUSTRY DECLINING. 
 
 But this oyster trade can by no means provide support for our large population, 
 and even respecting our oysters it is to be remarked, parenthetically, that for want 
 of are, proper legislation and development, the beds of the Chesapeake are rapidly 
 
LOCAL CONDITIONS IN CITY OF BALTIMORE. 
 
 773 
 
 decreasing in yield, and already the oyster industry of Long Island Sound has 
 become an active and powerful competitor of, and bids fair to eclipse, our home 
 trade. Unless, therefore, efficient means are speedily taken to replenish our waters, 
 the time must soon come when “ Baltimore oysters” will be as rare as “ Baltimore 
 clippers.” 
 
 ABUNDANCE OF RAW MATERIAL AND CHEAP MANUFACTURE NO LONGER INSURE 
 
 SUCCESSFUL COMPETITION. 
 
 In times past, a city like Baltimore, possessing within its boundaries (or by reason 
 of cheap transportation, or favorable location, holding tributary to it) abundance of 
 cheap raw materials might, if it possessed, additionally, facilities for cheap manu¬ 
 facture, successfully compete with less favored rivals, without much regard to the 
 quality and finish of manufactured products. But in these days, when rival trans¬ 
 portation lines distribute crude materials to competing points upon substantially 
 equal terms, with little regard to long or short hauls, and when the cultivated 
 tastes and luxurious habits which result from increased wealth create an active 
 demand for superior quality and finest finish, such centres as are best prepared to 
 turn out first-class articles will control the market. 
 
 POTENCY OF EDUCATED AND SKILLED LABOR. 
 
 It is just here that educated and skilled labor becomes a factor of the greatest 
 potency, because, as has been shown in the first two sections of this report, while 
 improving quality, it uniformly cheapens production to such an extent that the 
 control of such labor has enabled many cities to overwhelm trade competitors who 
 possessed cheaper raw material or better natural facilities. That we are totally 
 unprepared to avail of any artificial means of bettering our condition is patent from 
 the Report of 1877 already referred to, which in very strong terms sets forth our 
 deficiency in regard to manufactures. However great the national and foreign 
 demand for manufactured products might be, were all other factors present, the 
 dearth of skilled and trained laborers in Baltimore is so great that it could not, 
 to-day, compete with other cities in the manufacture of special—and not even of 
 many staple—products. 
 
 LOW RENTS AND TAXES CONSIDERED. 
 
 Low rents and taxes an,d favorable laws have very great attractions for capital, 
 and hence many towns, without possessing any special natural advantages, have 
 received the impetus which resulted in their becoming large manufacturing centres 
 purely as the result of a liberal municipal policy. But while exemption from taxa¬ 
 tion and other special privileges are influential in building up new and reviving 
 and extending old enterprises, by inducing the investment of capital, yet, in the 
 present era of active competition and small profits, a factor more important to their 
 permanency is the assurance of skilled and intelligent labor, an abundance of 
 which has been shown to attract capital far more than the other advantages 
 enumerated. 
 
 COMPARISON BETWEEN BALTIMORE AND PHILADELPHIA AS MANUFACTURING 
 
 CENTRES. 
 
 Comparison between Philadelphia and Baltimore aptly illustrates this. For com¬ 
 mercial purposes no better, and for manufacturing purposes not so advantageously, 
 situated as Baltimore, Philadelphia, first by offering special exemptions from taxa¬ 
 tion and other inducements for the investment of capital in manufacturing works 
 and, later, by the establishment of such technical and industrial schools as the 
 Mechanics’ Institute, Spring Garden Institute, Franklin Institute, the Philadelphia 
 School of Design, the Pennsylvania School of Fine Arts, the Pennsylvania Museum 
 and School of Industrial Art, the Mechanical Department of Pennsylvania State 
 College, Girard College, and the Philadelphia Manual Training School, has grown 
 into and maintains its position as the second city in the Union, and as pre-eminent 
 in its manufacturing and allied industries; while Baltimore, practically without 
 technical institutions, except the meagre facilities of the Maryland Institute, and 
 until lately with onerous and unusual taxation, has, as stated by the city’s com¬ 
 missioners on the establishment of manufactures, substantially starved out its old, 
 and prohibited the undertaking of new, manufacturing enterprises. We may deepen 
 our harbor and make valuable additions to our natural and artificial facilities for 
 trade and commerce, but, as Mayor Latrobe aptly remarked in his message (1877), 
 “We should remember that it is not commerce alone, but commerce and manu¬ 
 factures together, which will insure the future prosperity of the community.” 
 
774 EDUCATION IN THE INDUSTRIAL A.ND FINE ARTS. 
 
 BALTIMORE'S BACKWARDNESS RESULTS FROM INSUFFICIENT TECHNICAL EDUCATION. 
 
 Comparison between the present condition of Baltimore and the industrial status 
 of many European cities that have experienced its vicissitudes only goes to corrob¬ 
 orate the conclusion herein announced—that the backwardness of the former 
 results from the insufficient technical education of our artisans and laborers. 
 [Exhibits D, E and F.] Neither our immense resources in the shape of raw mate¬ 
 rials, our facilities for manufacture, our advantages in the way of cheap living and 
 healthful climate, nor the offering of low taxes and rent, nor all these combined 
 will effect, at this late date and under existing conditions of trade, the restoration 
 of Baltimore to its normal position among the industrial and commercial centres of 
 the country. But if we crown all these advantages with that most potent of all 
 agencies for promoting industrial prosperity, a combination of superior skill and 
 intelligence on the part of our managers and workpeople, we may then hope to 
 stimulate new business ventures and to see Baltimore once more taking rank with 
 the first cities of the nation. It is very generally conceded that no enterprise turn¬ 
 ing out products for sale can successfully compete in our own and foreign markets 
 unless superior skill and intelligence can be secured to conduct it. 
 
 NEW INDUSTRIAL ENTERPRISES WILL GO WHERE TECHNICAL TRAINING IS PROVIDED. 
 
 Certainly then it is only reasonable to suppose that if special schools are essential 
 to success in any industry, men who desire to engage in that business would rather 
 go to a city where such schools are already provided than to a city like Baltimore, 
 where, before they can hope for success, they must be at the expense and trouble 
 of establishing or helping to establish technical schools. We have an abundance 
 of crude labor, as well as of cheap and crude material; but preliminarily to con¬ 
 verting that material into attractive and useful products we must so train our 
 artisans as to make them at least the peers of foreign and home workmen following 
 kindred pursuits. Then, when men of means and enterprise realize that we offer 
 them not only raw materials and the same concessions and liberal policy that have 
 proven so successful in promoting the corporate prosperity of Philadelphia and 
 other cities, but likewise the necessary skill and intelligence to transform those 
 materials into marketable commodities, we may reasonably count upon the assist¬ 
 ance of outside capital in starting a host of manufacturing and kindred enterprises. 
 
 In every field where American enterprise has entered, it has asserted itself and 
 has been fully recognized—especially in labor-saving inventions for agricultural 
 purposes. Wliat has been accomplished in agriculturaUmachinery can be done in 
 metallurgy, textile fabrics, wood-work, railway appliances, etc. 
 
 ABUNDANCE OF RAW MATERIAL TRIBUTARY TO BALTIMORE. 
 
 Nowhere are there cheaper or more extensive deposits of minerals, timber and 
 other raw material than in the vast mountainous regions of Maryland, Virginia 
 and West Virginia, tributary to this city. Ample capital is seeking investment in 
 any business in which profit is reasonably certain ; machinery embodying the latest 
 designs of the inventor’s skill can be procured; markets are accessible: what is 
 needed is skilled and educated laborers to direct and carry on the industries which 
 convert raw material into manufactured products. But skilled and intelligent 
 workmen are not found to hand ; they must be made. 
 
 BALTIMORE NOT NATIONALLY RECOGNIZED AS AN INDUSTRIAL OR TRADE CENTRE. 
 
 The foregoing may appear to be trite remarks, more suitable for trade reports or 
 the proceedings of civic banquets than for embodiment in a report of this character, 
 but they bear gravely upon the condition and prospects of Baltimore, which it is 
 but too apparent to those who travel extensively is, nationally considered, a provin¬ 
 cial town. It is a sad commentary upon our commercial importance that one 
 seldom sees our special wares announced beyond local markets, nor paraded in the 
 effective manner in which centres of far less size and wealth make known their 
 productions or commercial advantages. During several extended visits to the 
 Pacific coast I seldom heard Baltimore mentioned in business circles beyond the 
 Mississippi river, save as the place whence oysters come and where St. Jacob’s Oil 
 is manufactured. Very recently the executive officer of the Board of Trade of Port¬ 
 land, Oregon (the second city in importance on the Pacific coast and claiming to be 
 the wealthiest, per capita, in the country)—himself a Baltimorean—advised me that, 
 though his office is constantly supplied with all the trade publications of every other 
 exporting city of the Union, it was with the greatest difficulty and only after 
 repeated efforts that he had succeeded in procuring for his board any statistical 
 information concerning Baltimore’s productions and exports. 
 
EDUCATIONAL FACILITIES OF BALTIMORE. 
 
 775 
 
 WHY OUR MANUFACTURING ARTS LANGUISH. 
 
 The obvious deduction to be drawn from the foregoing facts respecting the city 
 of Baltimore is that our manfacturing arts are languishing as much from the want 
 of skilled and intelligent artisans and managers to direct their operations, as from 
 the lack of capital, cheap raw material, or natural facilities for production, and, 
 from what has been stated in the first section of tins report, it is evident that, in 
 order to stimulate our manufactures and trades into greater activity, we must afford 
 our people additional and better opportunities than now exist for acquiring indus¬ 
 trial training and technical knowledge of our established industries, and of others 
 which might be inaugurated here, with profit both to capital invested and to the 
 city at large. 
 
 THE REMEDY TO BE FOUND IN TECHNICAL TRAINING. 
 
 As one of the first steps toward securing much-needed additional facilities for the 
 technical training of Baltimore’s youth, there should be radical changes in the pres¬ 
 ent methods and character of public instruction. I fully recognize how much easier 
 it is to point out errors of administration than to suggest wise remedial measures, 
 and how unbecoming it would be in any one to make such suggestions without 
 special preparation and recognized fitness for the task. To change the character of 
 public instruction in a great city like Baltimore is a very serious undertaking, and 
 no proposition contemplating such action should receive serious public consideration 
 unless sustained by irrefutable facts and arguments. 
 
 REASONS FOR CONSIDERING THE EDUCATIONAL FACILITIES OF BALTIMORE. 
 
 But while I conceive it to be altogether outside my duty, even on behalf of the 
 material interests of our service, to propose lines for municipal policy, and while I 
 believe your instructions will have been measurably executed when I shall have 
 given you a clear idea of the character, extent and effects, in general, of technical 
 training, and specifically of the beneficial results that may, with reasonable cer¬ 
 tainty, be counted upon to follow the inauguration of technological instruction in 
 the Baltimore and Ohio service, I also feel that the character of tuition under the 
 public-school system of Baltimore and the State of Maryland is of as paramount 
 importance to any technological work at Mt. Clare as is the commercial prosperity 
 of the city to the revenues of the Baltimore and Ohio Railroad Company. If, in 
 order to secure in its staff and in the rank and file of its service the same (if no 
 greater) skill, intelligence and consequent efficiency that our Northern and Western 
 rivals enjoy, the Baltimore and Ohio Company is unable in the future, as during 
 the past year, to procure from the great mass of population in Baltimore enough 
 candidates for apprenticeship possessing the minimum elements of a grammar- 
 school education to meet the requirements of the service, but must undergo the 
 additional expense and labor of instructing its apprentices in those rudiments of 
 English education which are absolutely essential as the groundwork for even the 
 most superficial technical training, it will be well to consider whether economy 
 and the best interests of the service will be promoted by continuing Mt. Clare as a 
 construction station ; and whether greater economy and more satisfactory plant will 
 not be secured by distributing its machinery among the company’s repair shops, and 
 depending for articles now manufactured at Mt. Clare upon those outside works 
 which—by reason of their employes having acquired a higher knowledge of the 
 scientific law's that underlie their trades, and greater skill and higher intelligence 
 than prevail among the artisans of Baltimore—turn out with economy the highest 
 grade of such products as we now manufacture. 
 
 It would seem that, in view of our large expenditure for free public schools, there 
 should be no difficulty in securing educated boys for apprentices. 
 
 CITY SCHOOL STATISTICS. 
 
 The appropriations for the public schools of Baltimore aggregate about three- 
 fourths of a million dollars annually, out of which nine hundred and sixty-three 
 teachers are employed to conduct the schools. The estimated population of Balti¬ 
 more at the present time is 400,000. The number of children and young people of 
 school age (between 0 and 21) at the last enumeration in 1879 was 86,961 (it is now 
 probably 100,000), of whom 52,970 were enrolled in the public schools in the year 
 1885-6, and the average daily attendance was 34,217. There are no statistics show¬ 
 ing the number in attendance at the various private schools in the city. Of the 
 100.000 children and young people who ought to be in school, perhaps 95 per cent, 
 of the males, and a large proportion of the females are destined to gain their own 
 livelihood—a majority in the trades and manufactures—and many must, wholly 
 or in part, contribute to the support of others. 
 
776 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 NECESSITY OF ADAPTING EDUCATION TO WANTS OF THE PEOPLE. 
 
 The overshadowing importance of so shaping our system of education as to con¬ 
 vert this great army of future citizens into intelligent and law-abiding men and 
 women, who shall be able to maintain their self-respect by at least providing for their 
 own wants, induces me, not only on account of the needs of our own service, but 
 also from a consideration of the future well-being of the laboring masses and of 
 the city of Baltimore, to unite with General Counsel Cowen in invoking your active 
 efforts, “ both as an officer and a citizen,” in solving the important question how 
 best to afford our working-people that character and quality of knowledge and 
 training which will qualify them for conducting successfully the occupations of 
 industrial life as they exist to-day, and which all interests, individual, corporate, 
 municipal and national, alike require they should enjoy. In view of the peculiar 
 identification that exists between Baltimore’s political and educational systems, it 
 is apparent that, to secure any substantial or valuable change in existing methods 
 of education, will require the active countenance and support—without respect to 
 political bias—of our entire business community, as well as of all other citizens of 
 responsibility possessing knowledge of the conditions and needs of the city. Already 
 many intelligent working-people are beginning to realize that if any improvement 
 is to be made in their material condition, it will be through the proper education 
 of their children in industrial occupations, and that therein, far more than in the 
 false movements and agitations of trades unions, lie those elements which, properly 
 fostered, will insure the permanent betterment of their condition. 
 
 BOTH LABOR AND CAPITAL MAY PROFIT BY THE RIGHT KIND OF EDUCATION. 
 
 It lias been wisely said that “ from domestic economy rather than from political 
 economy will come the solution of the labor question.” In thrift and industry, and 
 in recognition, on the part of employers, of the justice and necessity of encourag¬ 
 ing, in a practical way, all legitimate efforts of workpeople to improve their condi¬ 
 tion, surely lies the true solution of the great problem of labor versus capital; for 
 you will have observed, from the historical sketch constituting the first part of this 
 report, that in those localities where industrial education and technical training 
 have been most promoted by employers, there, also, are the least friction and the 
 least agitation of the complex and vexed questions constantly arising elsewhere 
 between employer and employe. 
 
 VIEWS OF A NEW ENGLAND WORKINGMEN’S CLUB UPON THE EDUCATION OF 
 
 WORKINGMEN’S CHILDREN. 
 
 In this connection I extract from the September number of the New Princeton 
 Review, for the current year, the following citation from the proceedings of a New 
 England Workingmen’s Club: 
 
 We have examined the reports of attendance, and the courses of study, of many of the public 
 schools in manufacturing towns in various parts of the country, and the impression made upon our 
 minds is that the arrangement of studies is, in the main, adapted to the wants of pupils who take the 
 full public-school, or high-school, course, so as to he prepared, or nearly prepared, to enter college. 
 
 We also lind, by extended inquiry, that a large proportion of the children of laborers, especially in 
 manufacturing and mining communities, leave school finally before they are fourteen years of age. 
 It appears to us that the education of these children is, usually, peculiarly inefficient, and, as a 
 preparation for practical life, of little utility, from the fact that they have been employed mostly in 
 beginnings in various branches of knowledge, and have acquired but little that is complete in itself. 
 The studies for pupils under fourteen years of age seem to be, in great measure, only a preparation 
 for the work of the more advanced classes, and they are therefore of uncertain value to those who 
 must leave school at the age mentioned. 
 
 We recommend that the club invite the co-operation of workingmen who are interested in educa¬ 
 tion in the effort to arrive at some practical conclusion regarding the particular education which 
 working-people need—the kind of knowledge or training which can lie obtained at school which will 
 be of most worth to them in mature life—and we suggest that it would be well to obtain and compare 
 opinions as to a course of study, or different special courses of study, for boys and girls who must 
 leave school at fourteen years of age. 
 
 We will add that it appears to us that such inquiries will be more likely to yield valuable practical 
 results if some division is made of the subject of education, than if it is taken up as whole, or in an 
 abstract or general way. The following is suggested: 
 
 1. It is desirable that the children of working-people should obtain at school knowledge and train¬ 
 ing which shall be, in some measure, complete in itself and available for use in after years regarding 
 means and methods for the preservation of their bodily health. That is, they should'receive specific 
 instruction as to healthful waysof living, and in the care of their eyes, teeth, digestive organs, and 
 other bodily faculties. The ordinary methods of teaching physiology in schools seem to us rather 
 vague and ineffective, and, at any rate, not suited to the needs of the class of pupils we now have in 
 mind. They should be taught the value of pure air and of pure water, and of some measure of out- 
 of-door enjoyment, in relation to health of body and mind. 
 
 2. Laborers of all classes need far greater readiness in “ the use of figures,” in ordinary business 
 operations with numbers, than is usually attained, even by the advanced pupils of our public schools. 
 Our children should be trained to thorough efficiency in the use of the tables and rules used in 
 measuring or ascertaining quantities of all kinds in actual business, such as brick-work, stone-work, 
 
EDUCATIONAL NEEDS OF WORKINGMEN^ CHILDREN. 777 
 
 and everything connected with building operations; in the measurement of articles of merchandise, 
 of surfaces and solids of various kinds, and in the methods of computation for interest, percentage, etc. 
 
 3. They should be taught whatever will be in'the greatest degree serviceable in enabling them to 
 make life interesting for themselves and for those about them, and should be early taught that they 
 must depend mostly upon themselves for this object. As one of the best means to this end, they should 
 be taught to understand, enjoy and respect the powers of the English language, and should be trained 
 to speak and write it with directness and sincerity, so that while they subsist by the labor of their 
 hands, the life of working-people may be made attractive and interesting to themselves by thought. 
 We believe that the inefficiency of education, and the vagueness and uncertainty of thought or mental 
 vision which it produces, are highly injurious to the interests of the working-people of our country. 
 
 SCOPE AND METHODS OF OUR SCHOOL SYSTEM. 
 
 In order to suggest intelligent direction for your efforts and those of other public- 
 spirited citizens whose active occupations and pursuits forbid their giving this sub¬ 
 ject the close investigation and thought its importance and great scope demand, it 
 is proper briefly to enumerate the proposed objects and methods of our school 
 system, as at present conducted, and then invite attention to the views of those best 
 qualified to make suggestions and recommendations for improving our present 
 method of public instruction “in the interest of those working-people of limited 
 means who wish their children to look forward to manual labor as the means by 
 which they are to obtain a livelihood,” and fitting it to the industrial conditions that 
 must exist hereafter. It will be sufficient for this purpose and will prevent unneces¬ 
 sary enlargement of this report to review, very cursorily, the educational facilities 
 and institutions of Baltimore ; the character of instruction afforded and its bearing 
 upon the industries that it seems essential to our interests to improve and promote— 
 referring you to our annual school and other municipal reports for more detailed 
 information. 
 
 ENROLLMENT IN THE PUBLIC SCHOOLS. 
 
 First and most important among our educational institutions stands the system of 
 public schools. These comprise primary grades, enrolling last year 24,511 pupils; 
 grammar grades, enrolling 13,381 pupils; city high schools, enrolling 1,163 girls; 
 the City College, enrolling 630 boys; the Manual Training School, enrolling 120 
 boys. [Report of Commissioner of Public Schools, page 56.] 
 
 SUBJECTS TAUGHT. 
 
 The subjects taught in the primary grades are reading, spelling, elements of 
 arithmetic, penmanship, di-awing, and vocal music. The same studies, with geog¬ 
 raphy added, are pursued in the grammar grade, which requires five years for com¬ 
 pletion, and physiology, history, grammar and composition, algebra, geometry, and 
 elementary physics, are begun toward the close of the grammar course. 
 
 CITY COLLEGE. 
 
 The subjects taught in the City College, in addition to the common English 
 branches, are English history, book-keeping, chemistry, natural philosophy, Latin, 
 Greek, French, German, literature, algebra, geometry, trigonometry, calculus, 
 astronomy, mental and moral philosophy, logic, and Constitution of the United 
 States. 
 
 GIRLS’ HIGH SCHOOLS. 
 
 The advanced studies in the girls’ high schools are elocution, French, physiology 
 etymology, music, algebra, drawing, literature, rhetoric, natural philosophy, 
 geometry, history of the United States, mental philsophy, book-keeping, and 
 astronomy. 
 
 OTHER PUBLIC AND ENDOWED SCHOOLS IN BALTIMORE. 
 
 The other public and endowed institutions accessible to residents of Baltimore 
 are the McDonogh Institute, with a capacity for about 100 pupils; the Maryland 
 Institute, with very inadequate accommodations for perhaps 500 or 600 students; 
 the University of Maryland, for students of law and medicine ; the State normal 
 school and colored normal school for training teachers; and the Johns Hopkins 
 University, which affords higher instruction to such students from different parts 
 of the world as possess the high standard of qualifications necessary for admission 
 to its classes. 
 
 SCHOOLS AFFORDING INSTRUCTION IN ART AND APPLIED SCIENCE. 
 
 With the exception of drawing in the public schools, but little is taught that 
 serves to fit pupils for industrial handiwork. Of the schools professing to teach, in 
 a practical way, the science and arts underlying the industries of this country, there 
 
778 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 are only the Maryland Institute, the Manual Training School, and the McDonogh 
 School. The first of these has to do with the arts and with drawing, while only the 
 latter two pretend to teach applied science; and together, they afford instruction to 
 fewer than three hundred boys, many of whom are in these schools for only a 
 secondary purpose, expecting, ultimately, to become clerks, shopkeepers, or profes¬ 
 sional men. 
 
 EVENING INSTRUCTION. 
 
 At the present time in the city of Baltimore almost nothing is being done in the 
 way of affording evening instruction to young people who are engaged in labor dur¬ 
 ing the day. The attempts that have been made towards doing something in this 
 direction by the public schools have not been very successful. No doubt one of the 
 principal reasons of the failure is that the instruction offered to boys and girls has 
 not been sufficiently practical to induce them to put forth the exertion required to 
 enable them to profit by it. 
 
 BALTIMORE’S LIMITED FACILITIES FOR PRACTICAL TRAINING. 
 
 From these scanty statistics and citations it is readily seen that only a few schools, 
 with very limited capacity and insignificant financial support, can be classed as 
 affording our working population a knowledge of the sciences as applied in indus¬ 
 trial pursuits, and, therefore, the members of this large class necessarily enter the 
 usual occupations of life untaught in technical knowledge and untrained in manual 
 skill. Lacking the technical knowledge and the manual training to perform intelli¬ 
 gently and skillfully the operations of the manufactures and other kinds of indus¬ 
 trial work they expect to pursue all their lives, they must waste years that should 
 be devoted to school or to earning wages, in acquiring sufficient manual dexterity 
 to make their services valuable even in this market, and in doing this they forget 
 much of the temporary information acquired at school. Manifestly, therefore, in 
 order to supply the missing link in our public-school system, something must be 
 done to provide facilities for imparting information and affording training of a 
 character that will fit the workingman's children for acquiring such scientific 
 knowledge as can be utilized in their various occupations. Of the $715,362 appro¬ 
 priated by the city of Baltimore for public-school instruction for the year 1885, only 
 $12,800 or 11 per cent, was devoted to conducting the Manual Training School, 
 and this is the only purely industrial institute provided for under our public-school 
 system. 
 
 DISPOSITION OF SCHOOL FUNDS. 
 
 The remainder of this very large sum is divided into sub-appropriations for the 
 several grades devoted mostly to literary training. Included in this general sum is 
 $6,000 for conducting evening schools, which, however, are devoted entirely to the 
 common English branches. While only $12,800 is devoted to special industrial 
 education, about $75,000—or more than 10 per cent, of the school appropriation—is 
 annually expended in maintaining two high schools and the City College, which do 
 little toward fitting their pupils (about 1,800 or less than 4 per cent, of the enroll¬ 
 ment) for handicrafts—their curricula being intended to qualify pupils for clerk¬ 
 ships and the learned professions. 
 
 THE CLAIMS FOR SPECIAL INDUSTRIAL SCHOOL FACILITIES ARE EQUALLY AS STRONG 
 AS THE CLAIMS FOR SPECIAL LITERARY TRAINING. 
 
 As the Johns Hopkins University is exclusively devoted to higher education ; as 
 the Maryland Agricultural College is practically a cipher in affording technical 
 training ; as the Manual Training School, even were it an efficient institution, as in 
 point of fact it is not, could instruct only 150 boys, or less than three-fifths of one 
 per cent, of our public-school enrollment; as the Maryland Institute, with its meagre 
 facilities and insuffh lent support, affords only special instruction in art and draw¬ 
 ing, it may properly be said that Baltimore, with a population of nearly 400,000, a 
 school enumeration of nearly 100,000, and an annual school expenditure of nearly 
 three-quarters of a million dollars, is practically devoid of facilities for fitting her 
 working classes for their life work. In view of these facts. I apprehend it is not 
 overstepping the bounds of propriety to suggest, in this report, that those children 
 whose circumstances or inclinations clearly point to an industrial career should 
 have facilities for special training bearing on their life work relatively equivalent 
 in extent to the facilities that are now afforded in our City College and high schools 
 to those who expect to follow avocations of a different character. It is not intended 
 by these remarks to claim that public-school instruction should fit persons for indus¬ 
 trial pursuits alone, nor that it should attempt unduly to dispose children towards 
 
ENGLISH COMMENTS ON AMERICAN EDUCATION. 
 
 779 
 
 those pursuits, but that it should afford opportunities for qualifying those whose 
 circumstances and dispositions or genius point directly to industrial occupations, 
 for that sphere of labor, just as it now fits others for literary work or the learned 
 professions. That technical education has a claim on our municipal schools equal 
 to that of literary education, and that industrial training deserves a place in our 
 schools both as a necessary compliment to intellectual training and as a preparation 
 for pursuits involving manual labor, ought to be patent to all. 
 
 TENDENCY OF OUR SCHOOL INSTRUCTION. 
 
 Without undertaking to discuss at greater length the efficiency or practicability 
 of the instruction in our free schools, attention cannot be too strongly drawn to the 
 fact that the whole tendency of our teaching is the imparting of temporary infor- 
 rnavon to children, less than 4 per cent, of whom pass into the High School, and 
 probably 90 per cent, of whom pass from our primary and grammar schools into 
 various industrial occupations before reaching fifteen years of age. On this point I 
 cannot more forcibly and gracefully present the deficiencies of its common-school 
 system than by applying to the city of Baltimore the language used by Mr. William 
 Mather, of England, in his testimony before the Senate Committee on Education 
 and Labor, whose report on labor and capital has but recently been published. 
 This testimony is a valuable expost of the practical relations of our educational 
 system to our industries and, besides being fertile in suggestions of value in refer¬ 
 ence to the American school system generally, bears directly upon the question now 
 under consideration—the educational needs of Baltimore. 
 
 MR. MATHER’S COMMENTS AND STRICTURES ON OUR EDUCATIONAL SYSTEM. 
 
 Mr. Mather says: 
 
 Id my travels through your country In pursuit of my inquiries, I have visited about twenty-two 
 cities, and stayed at each for a while making inquiries. I suppose I have visited over one hundred 
 institutions of various kinds, particularly schools and colleges, and I think I have a pretty fair notion 
 of what you are doing in the direction of education, both generally and specifically. My opinion is, 
 in regard to the question raised by your inquiry, that you would have an immense effect upon ihe 
 condition of the working classes here if you would alter the methods of teaching in your primary aud 
 grammar schools, and very much also in the high schools. 
 
 After having given reading, writing, arithmetic, and those rudiments of education which you give 
 thoroughly aud intelligently—you seem in that respect to ground the children thoroughly well in the 
 rudiments of education—you then seem to pile upon them a lot of studies which do not enter into 
 their lives afterwards when they come to work, and you utterly ignore in all vour public schools that 
 element of industrial training which seems to me so necessary for every people—particularly a people 
 like the Americans, so mechanical and industrial in their occupations. 
 
 Looking at the course of education of the grammar school, the graduates of that school everywhere 
 appear to me to have spent a great deal of time on the refinements of grammar and of literature— 
 education of very little consequence to them when they pass into their life-employments—and during 
 that time they have no opportunity of acquiring knowledge of the natural laws or elements of chem¬ 
 istry, physics, or the various sciences that underlie all the industries that abound in the country, and 
 into one or the other of which these children are passing. That is all a dark and unknown land to 
 them, and I think it is a misfortune to the working classes of this country that their education runs 
 so much to the side of literature, and not to the industrial and scientific side. 
 
 To illustrate how readily children can acquire such information, wo have adopted iu England, in our 
 new “Board” schools, quite a different system. If you examine a boy of twelve to fourteen years 
 of age in our new “ Board ” schools throughout any of our large cities, you will find that he will at 
 that age know as much about the elements of simple mathematics, mechanical drawing, physics, 
 ■chemistry, electricity, magnetism, and all those general elements of science, as many of your boys and 
 girls do in the high schools when they are sixteen or seventeen years of age. That is not owing to 
 the fact that our ooys and girls are any smarter or more intelligent than yours, but is owing entirely 
 to the system of education adopted. We are endeavoring to bring this natural system of education 
 in our country to a point where it will be of uso to the working classes chiefly; and v r e endeavor 
 to teach them those subjects that will have a direct bearing ou their future employments. Without 
 teaching them a trade, or any particular handicraft, all the tendency of the teaching is to make them 
 oltlier commercially or industrially a success, in the way of having some scientific knowledge which 
 they can utilize as they pass into their various occupations. 
 
 I find in this country what I should call lamentable want in this respect. I think it only requires 
 that your public men, your educators, should take this into immediate consideration, in order at once 
 to alter the curriculum of the grammar schools, so that a large portion of the time should be devoted 
 to these more important subjects and less given to the facts of ancient history or remote matters, 
 which the children will probably never think of when they once pass out of school into the ordinary 
 occupations of life. * * * 
 
 Under the ordinary arrangements we are now trying to introduce industrial occupations generally, 
 and we have thus far tried it to the extent of joinery or carpentry classes. We have in several of tie 
 Manchester schools put up sheds for carpentry classes, titled up with benches, and turned every boy 
 in the school, nolens volenti, who is as much as ten years of age, into the carpentry class for three hours 
 every week, dividing the time into three lessons per week. There all the various timbers from all 
 parts of the world are collected, and a little lecture is given to the boys as to the character of the 
 woods and what they are good for. Then each boy must take his tools and cut from a log a certain 
 piece of timber, under the instruction of the foreman of the department. So each boy goes through the 
 different lines of work in the department, always under instructions. This has had a wonderful 
 effect on pupils, and has really increased their intelligence, so that the three hours lost from the other 
 
780 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 departments of the school are not in fact lost, as the hoys keep well abreast with the others In the 
 other studies. 
 
 Q. You find this industrial education quite as beneficial to the intellect as the pursuit of the studies 
 in the literary department? 
 
 A. Yes; it would almost seem to have revealed to us already that the proper method of training the 
 intellect is to.ioiu industrial work to the teachings of the school. We find these boys are more capa¬ 
 ble of understanding the oral teaching and they understand better what they read. Their minds are 
 made more reflective and receptive by the fact that they have depended more upon themselves and 
 put into operation the knowledge that they have before acquired in the schools. That experiment 
 lias been tried, as you are probably aware, very extensively in France since the Republic was estab¬ 
 lished there, and with very remarkable results. On seeing, in some cases, the benefits to be derived 
 from that plan, we have made some experiments in England, and we think they are so satisfactory 
 that we shall endeavor to bring to adoption in all our public schools some plan of industrial or 
 mechanical training to go side by side with the intellectual courses. 
 
 Q. Will you be kind enough to give us the result of your investigations, if you please? We shall 
 not often have opportunity to get it from so authoritative a source. 
 
 A. Well, I hardly think it would be quite pertinent to the question we are discussing. All I need 
 to say is that I think the opportunities in France, Switzerland, and Germany for technical training 
 have of late years become quite extensive. In all large cities the training is very thorough. If they 
 err at all there, it is, as I think, that they theorize too much, and cause their students to imagine that, 
 in passing through their technical schools, they have already acquired all the knowledge necessary to 
 make them engineers, chemists, miners, etc., and that actual, practical work in shops, mines, and 
 laboratories is not necessary. That is the evil that is encountered by their methods of teaching, and is 
 one that I think neither Americans nor the English are likely to see in their own systems when they 
 adopt anything of the kind. 
 
 As you know, your country does possess already a considerable number of very remarkable tech¬ 
 nical schools, which certainly are not surpassed by any school in Europe. They are schools, however, 
 that are not available for the' working classes, as are those of Germany, France, and Switzerland, and 
 what little we have done in England. They belong to a higher rank in society, and therefore you have 
 not felt them in your ordinary life. But for the training of skillful managers, foremen, and even pro¬ 
 prietors of large industries, about a dozen of the schools and colleges of this country are not surpassed 
 by anything in Europe. I need only to refer to the technological institute at Boston, for example. 
 That form of school is purely technical, and, in the branches which they adopt for their course of 
 teaching, they have a practical method of carrying out all the occupations, industrial and practical, 
 in a simple form before the students which I think is much more to the purpose than anything done 
 in Europe. The American mind is essentially more practical than the German or the French, and in 
 these schools we see the effect of the difference. They keep their eyes fixed upon one thing—that 
 these young men are to become masters or captains of industry—and, therefore, all the teaching has 
 a strong practical bias. The State universities in this •country—those coming under the national 
 grant—would, of course, become excellent sources for technical and industrial learning, which might 
 he utilized largely without costing much money, either to the State or to the community. 
 
 You seem to have a widespread—almost universal —opportunity for all the people here to get a tech¬ 
 nical and scientific education. All that you want is a shuffling'of the cards to alter the curricula of 
 the various institutions. There is more spent in this country for education than in any other country 
 in the world—both I think bvprivate beneficient individuals who have left money for certain colleges 
 and universities, and, of course, by the generosity of your towns and cities in the public-school svs- 
 tem—that is a fact of world-wide notoriety. I do not think the working classes here have anything 
 at all to complain of in regard to education, except that it does not have a strong enough and close 
 enough relation to the industries which the working classes pursue. 
 
 When you turn out nine-tenths of all the boys and girls in this country from the schools at the 
 grammar-school age-^fourteen.or fifteen—you can see how important it is that at that age they havo 
 not been carried through that precise course of study which those may reasonably pass through who 
 intend to pursue education up to the age of eighteen in the high school. I suppose it would he a 
 very simple matter to make such regulations in regard to primary and industrial schools for those 
 children whose parents intend they shall leave at fourteen or fifteen years of age, and not pursue the 
 high-school studies; that in those cases such a change could be made in the curriculum of all the 
 grades that the teaching should he more of an industrial character, and afford the information and 
 training that will enable them to pursue their occupations moro intelligently. That, I think, is a 
 thing that the workpeople have a right to claim here—a revision of the course of instruction in the 
 public schools. 
 
 One thing I have heard remarked by many Americans, and observed myself as I have gone through 
 the country—that boys and girls just arriving at the age for entering into occupations involving man¬ 
 ual labor rather seek what we call in England polite employments—to be clerks, or to be in stores, or 
 some work that does not involve manual labor. Frequently there is considerable difficulty in some of 
 the mills and manufactories in keeping there those who may have commenced to learn a trade or occu¬ 
 pation, because they find manual labor uninteresting, as they are sure to find it when they have no 
 knowledge whatever of the meaning of all this labor, or of' the scientific truths underlying it all. 
 Their respective powers are not interested; hence manual labor becomes a drudgery, and they soon 
 leave those industries if they have opportunity. Most of your employers say they can not keep 
 American youths at this work. They do not like manual labor. 
 
 We want to elevate and exalt the idea of manual labor in England. We do not want our public 
 school system to give the children of the working-people the idea that, labor is low, uninteresting, and 
 vulgar. We want to avoid that by giving them opportunity to take interest in the sciences that 
 underlie all our industries, and so imbue them, through that instruction, with an intelligence t hat 
 will give them an enjoyment of life unknown to their fathers. That character of instruction it is 
 not possible to get at such schools as I have described. 
 
 OPINION OF PROMINENT EDUCATORS. 
 
 At a joint meeting of the National Teachers’ Association and the American 
 Institute of Instruction, held at Saratoga in 1882, there was a report on Industrial 
 Education by a committee previously appointed, consisting of General Francis A. 
 Walker, President of the Massachusetts Institute of Technology; President M. C. 
 Femald, of Maine College of Agriculture and Mechanic Arts ; President M. H. Buck- 
 ham, of the University of Vermont; Prof. William H. Brewer, of the Sheffield 
 
REPORT ON INDUSTRIAL EDUCATION, SARATOGA, 1882. 781 
 
 Scientific School, Yale College; William B. Weeden, of Providence, R. I., and John 
 S. Clark, of Boston. This committee reported as follows : 
 
 Tour committee chosen to investigate the subject of Industrial Education, and to report thereon to 
 your association, beg to submit the following as their conclusions and their recommendations: 
 
 Tour committee are of the opinion that there should be incorporated in the present scheme of pub¬ 
 lic education broader provisions than now exist for imparting to our youth the elements of knowledge 
 and skill required in the industrial arts: not alone for the development of those arts, but also as a 
 part of the general system of public education, having for its object training for citizenship through 
 the normal development of individual power. 
 
 To this end they would recommend: 
 
 First.. The introduction into public schools of proper appliances for the development of the sense- 
 perception of pupils, in regard to color, form, proportion, etc., by contact with models and with nat¬ 
 ural objects. 
 
 Second. The introduction into grammar schools of simple physical and chemical experiments for 
 the purpose of acquainting pupils, through original observation, with the elements of chemical and 
 physical science and their common applications in the arts. 
 
 third. The teaching of drawing, not as an accomplishment, but as a language for the graphic pres¬ 
 entation of the facts of form and of matter; for the representation of the appearance of objects, and 
 also as a means of developing taste in industrial design. 
 
 Fourth. The introduction into grammar and high schools of instruction in the use of tools; not for 
 their application in any particular trade or trades, but for developing skill of hand in the fundamental 
 manipulations connected with the industrial arts, and also as a means of mental development. 
 
 In view of the fact that much misconception exists in regard to giving instruction in the several 
 features recommended and of the desirability of more information in regard to their practical intro¬ 
 duction into schools, your committee suggest a further examination into the general subject of indus¬ 
 trial education and its relation to public education. 
 
 Tliis testimony, officially published by so representative a body of practical edu¬ 
 cators as the National Teachers’ Association and the American Institute of Instruc¬ 
 tion, hardly needs supplementing, though much more testimony to the same effect 
 can be furnished, if needed, to serve the purpose in view. In lieu of more extended 
 comment, I herein make a simple reference to Judge MacArthur's late book on 
 “Education in its Relation to Industry,” Charles Ham’s new book on “ Manual 
 Training,” and C. B. Stetson’s work on “ Technical Education,” remarking that all 
 of their testimony is in perfect harmony with the strictures contained in the quota¬ 
 tions from Mr. Mather’s report [Exhibit M] and those made by Dr. Philbrick 
 [Exhibit N] in the report on the City School Systems of the United States, which is 
 in itself a compendium of the subject. 
 
 INFLUENCE OF PUBLIC-SCHOOL INSTRUCTION IN DETERMINING THE FUTURE CAREER 
 
 OF PUPILS. 
 
 In concluding the 1 discussion of our public-school system I may remark that, 
 broadly speaking, our lower and middle classes get no educational training beyond 
 what is afforded in the public schools, and the direction given their studies greatly 
 influences, if it does not entirely shape, their future career and consequently, in 
 the aggregate, our social, industrial, and national life. This statement is simply a 
 reiteration of the fact that if our school instruction, broadly considered, is to fit 
 young people only for literary pursuits and the learned professions, our industries 
 must languish for want of qualified persons to direct them and lack of skill and 
 intelligence in the performance of the labor necessary to their successful develop¬ 
 ment. On the other hand, if our schools are such as to fit young people for indus¬ 
 trial pursuits, as well as for professions and clerkships, thus placing the professions 
 and occupations requiring manual labor on an equal footing in point of dignity and 
 qualified operatives, we may expect a systematic development of our national wel¬ 
 fare. By giving more attention to scientific instruction, and to the training of the 
 hand and eye, our public schools would not only do much toward meeting the 
 present requirements of industry, but the reaction upon the schools themselves 
 would be highly beneficial, and intellectual training would assume a high value in 
 all grades of society. Teach the boys in our public schools that to be a carpenter, 
 a machinist, or a moulder, is just as honorable, requires no less skill, and may be 
 more profitable, than to be a clerk, or a doctor, or a lawyer, and there will be hun¬ 
 dreds of qualified applicants for apprenticeship in our best shops, and soon educated 
 labor will take the place of uneducated labor, and intelligent mechanics will dis¬ 
 place those who refuse to leam more than they-already know. But as matters now 
 stand, with scarcely any facilities in our school system for even the most elemen¬ 
 tary technical training, few boys who leave the higher grades of our schools have 
 any disposition to enter a workshop as apprentices; not because they have no 
 mechanical genius or capacity for artisanship (for oftentimes their bent of mind is 
 more in the direction of such pursuits than otherwise), but because their education 
 has been such as to prejudice them against pursuits requiring manual labor and to 
 predispose them toward some other sphere of activity which they look upon as 
 more dignified and as giving them a higher social standing. 
 
782 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 NEED OF FACILITIES FOR HIGHER TECHNICAL TRAINING. 
 
 It may not be gainsaid that Baltimore is sadly in need of additional facilities for 
 those of her youth who are to become active managers of shops and factories or 
 specialists in industrial occupations. While there are many considerations which 
 should induce the State or our municipality to take immediate action in the direc¬ 
 tion of providing for the great educational want that has been shown to exist in 
 our midst, one also not unnaturally looks for efficient help in the direction of the 
 great University which has already become so conspicuous a part of our educational 
 system. 
 
 REASONS WHY THE JOHNS HOPKINS UNIVERSITY SHOULD PROMOTE INDUSTRIAL 
 
 EDUCATION IN BALTIMORE. 
 
 There certainly are cogent reasons why the Johns Hopkins University should 
 co-operate to this end; prominent among which is the undeniable fact that its 
 trustees are charged with the administration of a bequest that was primarily 
 intended by the testator for the practical education of the youth of Maryland and 
 the South. Upon casual reflection only, an extended reference to the character of 
 instruction in that institution might not be considered especially pertinent to such 
 a report as this, but as one of its principal objects is to secure for our service a 
 sufficient number of young men possessed of such general and varied knowledge 
 and technical training as will fit them for the many positions of responsibility in 
 this service, in which vacancies are constantly occurring, and as many of these 
 positions call for greater skill and a higher grade of education than are at present 
 contemplated in connection with our Mt. Clare school, the curriculum and methods 
 of the Johns Hopkins University become, as a matter of fact, of great moment in 
 this connection. 
 
 RELATIONS OF JOHNS HOPKINS TO B. & O. R. R. 
 
 Such reference is further justified by the close financial and executive relations 
 which the founder of that University sustained to the Baltimore and Ohio Railroad 
 Company, and by the fact that the greater part of its endowment is vested in the 
 securities of that Company, whose successful and economical administration is 
 vital to its own prosperity and existence. If, therefore, some part of the large 
 annual income which the University enjoys through this Company’s operations 
 ($136,286), and some portion of the services of its organized corps of experienced 
 teachers and of its extensive equipment can be secured in aid of the higher training 
 in mechanical and industrial pursuits of those to whom we must look for skilled 
 and intelligent operatives, and of the children of our workpeople generally, than 
 our limited facilities can afford, the interests of the Baltimore and Ohio Railroad 
 Company, as well as of all other manufacturing corporations, and of the city gen¬ 
 erally, will be materially promoted ; while the University itself would achieve 
 great renown as the champion of high industrial education for the masses, and its 
 trustees would, at the same time, relieve themselves of the blame which now 
 attaches, in the minds of many of our respectable citizens, to their method of 
 administering the Johns Hopkins bequest. The citizens of Baltimore are not alone 
 in thinking that the managers of the Johns Hopkins University Trust have mis¬ 
 judged, not only the intention of its founder, but also the spirit and the want of 
 the nation and of the present age. 
 
 mr. mather's criticisms on johns hopkins university* methods. 
 
 In this connection, I again call attention to that exhibit in the appendix of this 
 report (Exhibit M) in which Mr. Mather regretfully refers to the devotion of this 
 University to the highest mathematical, physical and medical sciences, and to its 
 decided and especial bias towards original research and scientific discoveries in pure 
 science and other theoretical rather than practical branches, and also to his further 
 remark that “One might expect from so richly endowed an institution a more 
 direct relation to scientific industry than now appears to be the case. With an 
 income of $225,000 a year, it would appear possible for a larger amount of work to 
 be done among the people of the city without in any degree diminishing the high 
 class of instruction in the advanced stages of literary and scientific study.” 
 
METHODS OF JOHNS HOPKINS UNIVERSITY. 
 
 783 
 
 THE UNIVERSITY IS NOT DEVOTED TO THOSE PURPOSES FOR WHICH IT WAS 
 
 FOUNDED. 
 
 It is unquestionable that its splendid endowment has stimulated literary and 
 scientific education; but, in view of Mr. Hopkins’s well-known practical turn of 
 mind and of those terms of his will which are susceptible of different constructions, 
 it is important to consider the character of work to which the University is now 
 devoted, in order to gauge its powers and influence in affording educational facili¬ 
 ties to the youth of the States of Maryland, Virginia, and North Carolina, whose 
 preparation for the practical pursuits of life and instruction in branches not taught 
 under our common-school system, for which, in specific terms, it was incorporated 
 and which it is also the testimony of his intimate associates the institution was 
 founded. 
 
 AMOUNT AND DISPOSITION OF THE JOHNS HOPKINS BEQUESTS FOR UNIVERSITY 
 
 PURPOSES. 
 
 The present income of the Johns Hopkins University is (closely approximated) 
 $225,000 per annum, derived from an endowment of about $3,500,000; of which 
 $2,207,900 is in Baltimore and Ohio securities. Making liberal allowance for the 
 cost of buildings, apparatus, etc., it is ascertained that an average of consider¬ 
 ably more than $100,000 has, yearly, since 1876, been expended for instructing an 
 average each year of only 188 students; that the annual cost of instruction per 
 student has been at least $700, and that each of the several teachers has had an 
 average of not more than six students to instruct, for which services they have been 
 paid salaries varying from $2,000 to $5,000 per annum. While these figures are 
 approximate, it is certain that since the institution was opened for students more 
 than $1,000,000 have been expended for the instruction of less than one thousand 
 individuals, for an average of less than two years each. Considering the magni¬ 
 tude of this fund and the almost unparalleled expenditure per individual student, 
 one might certainly look for encouraging results in those lines for which the trust 
 was primarily founded ; but, as a matter of fact, out of the 923 students who have 
 matriculated during the ten years of its existence, fewer than fifty have followed 
 the occupation of merchants, engineers, electricians, manufacturers, or engaged in 
 other industrial pursuits; while all the rest were educated for professions not 
 directly related to our industries. 
 
 THE COURSE OF INSTRUCTION IN JOHNS HOPKINS UNIVERSITY DOES NOT FIT FOR 
 
 INDUSTRIAL CALLINGS. 
 
 Even the few who have gone from the University to engage in practical industry 
 have done so by chance or from previous inclination, as the training received there 
 did not particularly fit them for an industrial calling. Certainly those in whose 
 behalf Mr. Hopkins’s magnificent bequest was made have a right to expect greater 
 results than these from the proper management of that fund. 
 
 WHAT THE PRESIDENT AND TRUSTEES MAY CLAIM AS THE RESULT OF THE 
 
 UNIVERSITY WORK. 
 
 If the President and Trustees are asked what the University has done for the 
 public, they will doubtless say that it has provided a large staff of able teachers, 
 well equipped laboratories, and carefully selected libraries; that it affords broad 
 and liberal courses of study; that it encourages original research and investigation, 
 and that important discoveries have been made in science; that several serial pub¬ 
 lications are sent out for general and special information ; that gratuitous courses 
 of lectures have been afforded the public ; that the University offers a number of 
 free scholarships and fellowships to the meritorious; and, finally, that an average of 
 nearly two hundred students annually receive instruction in its various departments. 
 
 QUESTIONS CONCERNING THE UNIVERSITY’S METHODS WHICH THE PUBLIC MAY 
 
 PROPERLY ASK. 
 
 The public certainly have a right to ask what some of these important discoveries 
 have been, and to know what practical bearing they have had upon the welfare of 
 the community at large. The beneficial results of these discoveries have not yet 
 been seen or felt in Baltimore. Most of the University’s serial publications do not 
 profit the general public of this city, because the matter contained in them consists 
 largely of glittering generalities in science, mathematics and literature, that are of 
 no interest or value to most people, while its public lectures are said to be of such a 
 
784 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 character as to be understood and appreciated only by those who are themselves 
 specialists, and who might easily go to original sources for the information thus 
 afforded. Likewise it may not be out of place to ask who are the students upon 
 whom the resources of this institution have been expended so lavishly. Are they 
 from Maryland and the Southern States? Are they the sons of poor parents? Are 
 they young men who have to work their way up in the world? Very few of them 
 indeed have been drawn from the laboring classes or from those who are likely to take 
 any part in industrial pursuits. As far as I can ascertain, they are the sons of the 
 wealthy; they are young men who have already received a liberal education in 
 preparatory schools and in colleges, and most of whose parents are amply able to 
 send their sons to any of the already numerous high-class literary universities, such 
 as Yale, Harvard, or Michigan. At any rate it is from this latter class that those 
 who fill the Hopkins scholarships and fellowships are mostly drawn. 
 
 THE UNIVERSITY DOES NOT MEET THE MOST URGENT EDUCATIONAL NEEDS OF THE 
 COUNTRY AND OF THE PRESENT AGE. 
 
 The present tendency of the Johns Hopkins University management savors too 
 much of the classic and metaphysical scholasticism of the Middle Ages. In their 
 efforts to imitate or surpass the great European universities, its President and 
 Trustees seem not only to have ignored the educational needs of Maryland and the 
 South, but of the entire nation. Our country is comparatively new. Very few of 
 our citizens have leisure for the higher study of the classics, for speculative philos¬ 
 ophy, or for the study of pure science for its own sake. The time has come when 
 education ought to mean more than it once did. Proficiency in speaking Greek, in 
 composing Latin verse, or in displaying dialectical skill, ought no longer to be the 
 sole or leading purpose of a university training. As education ceases merely to lead 
 a favored few into the realms of classic and philosophical thought, and begins to 
 elevate whole classes of society by increasing general intelligence, and to dignify 
 their labor by uniting the power of the mind with the skill of the hand, it will 
 become a blessing as well as an ornament to society. The continuation of vigorous 
 and healthful national life and development depends largely upon the aid which 
 such education as this alone can afford. A hundred years later we may need to 
 afford more extensive facilities than can now be had in our universities for the 
 highest classical and philosophical culture of men and women, who may then be in 
 a position to devote their whole lives to study and metaphysical discussions ; but 
 now we need educational facilities of a different character. Most of our citizens 
 have to labor in some way in order to gain a livelihood. We have vast resources of 
 wealth that are awaiting development. Specialists highly trained in industrial 
 science are needed to direct our manufacturing and engineering enterprises. As a 
 people we have a bias for the practical. Our citizens have a genius for invention. 
 So great is their ability in this direction that, with scarcely any scientific or mechan¬ 
 ical training, they have wellnigh led the world in the number and usefulness of 
 their inventions. If now to this native bias we were to add the power that would 
 result from intelligent training in applied science, and if we could give our artisans 
 a chance to attain the highest skill and intelligence in the execution of their work, 
 for what might we not reasonably hope in the way of national development? 
 
 ADVANTAGES OF A TECHNICAL DEPARTMENT IN A GREAT UNIVERSITY. 
 
 Why should not the Johns Hopkins University sustain a department for higher 
 technical training in industrial pursuits? There are many reasons why such train¬ 
 ing can be better afforded in a great university than in a special technical school. 
 The same library, apparatus, laboratories and class instruction would answer for 
 both, in many departments of study. The association of the students in the regular 
 University classes with those pursuing technical studies would be mutually benefi¬ 
 cial to the students themselves and the country at large. This is shown to be true 
 in the experience of such leading universities as Cornell and Columbia, where 
 classical and technical students are daily brought together. Whatever serves to do 
 away with antagonism, whether between labor and capital, or between industry 
 and culture, ought to be availed of as a social and national blessing. 
 
 THE PRESIDENT AND FACULTY OF JOHNS HOPKINS UNIVERSITY FAVOR TECHNICAL 
 
 TRAINING. 
 
 In certain branches, as chemistry, physics and biology, there are no more capable 
 instructors anywhere than in the Johns Hopkins University, and I have no doubt 
 that they would cheerfully render to the city and to this Company the assistance 
 
TECHNICAL TRAINING APPROVED AT JOHNS HOPKINS. 785 
 
 they are so capable of affording, in any commendable effort for promoting indus¬ 
 trial education. It is gratifying to be able to note, in this connection, that President 
 Gilman and his Faculty seem to be in accord with the general idea here advanced. 
 Professors on his staff have expressed and taken great interest in the question of 
 technical training in Baltimore; some have delivered lectures to the working 
 classes; papers on economics and kindred subjects, calculated to bring the Uni¬ 
 versity into intimate relations with the people of Baltimore, have been published, 
 while its President has directly expressed his willingness to use the institution as 
 a source of technical training as soon as a practical scheme to that end could be 
 devised. [Exhibit M.] 
 
 THE TRUSTEES HAVE IT IN THEIR POWER TO FORGE THE MISSING LINK IN OUR 
 
 EDUCATIONAL SYSTEM. 
 
 Is it, therefore, too much to hope that, all things considered, the governing body 
 of this institution, recognizing that there is not now an extensive demand, in our 
 locality, for such high-grade literary and philosophical study as is afforded in the 
 Johns Hopkins University, will change their present policy (which appears to look 
 to founding a university that shall favorably compare with the great literary uni¬ 
 versities of Europe), and will, aided by the city or through their own corporate 
 individuality, forge the missing link in Baltimore’s educational system, by estab¬ 
 lishing, in connection with the present course of instruction, a department of higher 
 technical training, and thus more directly benefit the hundreds of thousands of our 
 citizens,who can never hope to derive any practical benefit from the University as 
 at present conducted ? 
 
 BALTIMORE IS A DESIRABLE LOCATION FOR A TECHNICAL UNIVERSITY. 
 
 Besides the great demand in Baltimore for facilities for higher technical training, 
 there are many circumstances that combine to make it a desirable location for a high- 
 grade technical university. It is situated nearer than any other city to Washing¬ 
 ton, and the teachers and advanced students of such a school could have ready and 
 comparatively easy access to the Smithsonian Institution and the Patent Office. 
 These places would contribute much towards the success of an industrial course in the 
 University, or of a separate polytechnic school. Washington is not sufficiently of a 
 manufacturing city to sustain such a school. Baltimore is the only city that is 
 close enough to the Capital to profit, educationally, to any great extent by the col¬ 
 lection of models, scientific apparatus, and specimens that abound therein. In 
 point of healthfulness, and moral and social influence, Baltimore is probably not 
 surpassed by any other city of its size in the country. 
 
 ADVANTAGES OF HAVING SUCH A SCHOOL LOCATED IN OUR CITY. 
 
 Situated here, midway the Atlantic seaboard, a high-grade technical school would 
 attract students from the North and the South, thus bringing about a better sectional 
 feeling and widely disseminating knowledge of the resources of both the Northern 
 and Southern States. The effect upon our own city would be beneficial in many 
 directions. We would have finer architecture (in which we are sadly deficient at 
 the moment), better sanitary measures, and a greater manifestation of public spirit 
 in all deserving enterprises on the part of our citizens. A polytechnic school, or 
 technical department in the University, would supply a gap in our educational 
 facilities between the education afforded by the common schools and the high 
 scientific and literary education offered by the Johns Hopkins University. It would 
 exert a very healthful influence upon the public schools of the city, by modifying 
 their course of study, by furnishing trained specialists to teach technical subjects, 
 by stimulating young people to avail of their advantages so as to pass into the 
 technical school, and by demonstrating that education is an important factor in 
 fitting young people for skilled labor and industrial pursuits generally, as well as 
 in fitting them for clerkships or soft-handed professions; and thus those callings 
 involving industrial dexterity and knowledge would, in point of dignity and of 
 qualified and intelligent operatives, soon secure an equal footing with what are 
 popularly known as the “learned professions.” A good high-grade technical school 
 in our midst would do much towards supplying competent teachers and suggesting 
 a practical course of study for our evening schools, and for secondary technical 
 schools that would spring up, and the more ambitious of the pupils from such 
 schools would have something to stimulate them to greater exertion; for, besides 
 competent teachers and suitable instruction, there would be the additional incentive 
 of making sufficient advancement to secure admission to the higher technical school. 
 
 ART—YOL 4-50 
 
786 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 It is well known that many young people in Europe fit themselves for the higher 
 technical institutions by attending evening schools. Finally, with facilities for both 
 higher and secondary technical training to supplement the general education now 
 afforded in our public schools, we might reasonably hope that the frequent labor 
 troubles resulting from the apparent antagonism between capital and labor, or 
 rather the real antagonism between capital and uneducated labor, would cease ; 
 for educated labor would soon supplant uneducated labor in all our leading indus¬ 
 tries. Intelligent mechanics will do more for themselves and their brethren than 
 any number of “labor agitators.” 
 
 EXTRACTS FROM AN ADDRESS OF HON. S. TEACKLE WALLIS. 
 
 I cannot better close this section of my report than by quoting the following from 
 the address of Hon. S. Teackle Wallis, before the Maryland Institute, June, 1882, 
 to which Mr. Cowen called your special attention : 
 
 Can we let our people go untaught of the arts of construction and design, when all the sister com¬ 
 munities with which we rank ourselves are straining every nerve to teach them ! Are the mechanic 
 arts so small an element in our prosperity that we can safely let them run or rust in the worn-out 
 grooves of thirty years ago? When the demand all around us is for skilled workmen, are we to set¬ 
 tle down without skill? Are the people who are horn to the necessity of labor to he furnished with 
 no means of lightening and refining it? Do the best we may, we can'never dispense with the prole¬ 
 tary and the drudge; nut in heaven’s name let us help him, if we can, to something better—let us 
 make the hewers of wood and drawers of water as few as may he. This is not only the duty of a 
 republic and Christian community, but its best interest as well. Think of the weariness that will bo 
 lightened by art labor of those who are weak and yet must toil. Think of the penniless and helpless 
 women who will have pleasant and congenial work away from rude contact with piteous temptation. 
 Think of the young men of poor estate whoso tastes will be developed, whose natures will be refined, 
 and to whom avenues of independence and perhaps distinction will be opened. Can any man look 
 another in t he face and say that these things are not to be coveted ? And yet ho w shall we attain them ? 
 The children of toil cannot educate themselves. Of the many even to whom work brings comfort it 
 brings but little more. As maturity comes on the son takes up the father’s tools, and his education 
 for the most part ends. What the workshop teaches him, more or less rudely, he learns, and little 
 else. Unless some one helps him to improvement and development, it is only exceptional that he ever 
 reaches them. Individual help may serve in individual cases, it is true, but a large and public need 
 can only be supplied by public effort and the public hand. * * * In this city of ours, and this year 
 of grace, there is not one single public academy of art of any sort except that within whoso almost 
 naked walls we are. The elementary instruction in drawing which is given in our public schools is 
 necessarily limited, and a large portion of the pupils are compelled to leave at an early age, as the 
 report of the Commissioners explains, in order to learn trades for their future support. * * * 
 
 It has long been my own conviction that one of the most direful needs of education in this State 
 is the establishment of a technical school for scientific mechanical instruction. There is absolutely 
 nothing of the sort upon the soil of Maryland—a blot indeed upon the intellectual and the business 
 record of a community whose productive and mechanical capacity is so large and varied as our own. 
 The class for whom such instruction is needed, are the very ones who cannot afford to seek it at a 
 distance; and except out of Maryland, no Maryland man can find it. Every one who is at all familiar 
 with the subject knows that in the large enterprises where mechanical agencies are needed, the 
 demand is now for mechanics, not only skilled, hut thoroughly and scientifically educated. The so- 
 called “practical man,” whose knowledge is simply empirical, and whose facts lie isolated in a vacuum, 
 is fast being pushed to the wall. He is a victim of the survival of the fittest. Our mechanics are at 
 a sad disadvantage, from the absence of opportunity to qualify themselves for this new order of 
 things. An honorable and lucrative profession, which may well be classed among those best deserv¬ 
 ing the appellation of “ learned," is thus practically closed to a largo number of the most vigorous 
 intellects of our State. 
 
 Advantages to Railway Interests of Scientific Training of Workmen. 
 
 All that has been set forth in the preceding sections of this report may be con¬ 
 sidered as paving the way for an intelligent consideration of the bearing of scientific 
 and technical training upon railway interests perse. The wide scope and the 
 importance of the subject bewilder the investigator who seeks to know why tech¬ 
 nical instruction has not more rapidly advanced and prospered in this country, 
 where the field of industrial enterprise is so wide, and what its effects are upon 
 interests with which railroads are directly identified. An early recognition of the 
 difficulty of securing a proper appreciation of the necessity for more thorough and 
 widespread scientific knowledge among railroad people, led me to afford you a 
 comparison of how it has affected manufacturing and kindred interests in those 
 localities where it has been sufficiently and systematically cultivated, with other 
 places approximately similarly situated with respect to trade facilities and compe¬ 
 tition, but which have despised or disregarded its aid. This preliminary presenta¬ 
 tion materially narrows the discussion of technical education from our particular 
 standpoint, and yet I approach this division of the subject with great diffidence, 
 and with full recognition of the pitfalls surrounding one who, lacking experience 
 in many practical details of railway operation and of those industries that have to 
 do with the production of railway plant and appliances, attempts or suggests 
 reformations or modifications of time-honored methods and practices, 
 
VALUE OF SCIENTIFIC TRAINING. 
 
 787 
 
 RAILROADING AS A PROFESSION. 
 
 Considering its importance and magnitude, there has been a singular dearth of 
 discussion and testimony upon the subject of technical training for railway officers 
 and employes. While there seems to be a general agreement that, because of the 
 enormous capital and allied interests involved, and of the technical knowledge and 
 skill necessary to successfully conduct its varied and far-reaching operations, rail¬ 
 roading has acquired the dignity of a profession, fully as exacting and requiring 
 equal professional skill and intellectual attainments as the liberal professions. 
 
 ABSENCE OF FACILITIES FOR THOROUGH AND SYSTEMATIC TRAINING OF RAILWAY 
 
 OFFICIALS AND EMPLOYES. 
 
 I fail to find that any of our railway managers have a proper appreciation of the 
 situation, or that there has been any well-digested effort in the direction of edu¬ 
 cating railway officials or employes upon systematic lines, such as, for example, 
 produce at West Point and Annapolis corps of young men whose basic education 
 and training, with a little experience, fit them for any position of responsibility 
 and trust in our military and naval service. Unquestionably there must be in 
 many of our large railway organizations those who have long recognized the need 
 of, and would warmly welcome, this educational factor in railway management, 
 and doubtless many of them are, from previous education and long experience, 
 peculiarly qualified for making a forcible presentation of the advantages of—and in 
 view of the great changes that scientific discoveries are making in methods of pro¬ 
 duction and transportation, and the new industries that are continually springing 
 up, I may say the absolute necessity for—a combination of scientific and technical 
 education for the operatives of the transportation service of the country. But, 
 unfortunately, men of this type are, as a rule with few exceptions, overtasked with 
 responsibilities and harassed with anxieties that leave few opportunities and little 
 inclination for expressing their views on any subject foreign to their specific duties. 
 
 DEARTH OF TESTIMONY AS TO EFFECTS OF TECHNICAL INSTRUCTION UPON RAILROAD 
 
 INTERESTS. 
 
 Having accepted the task of investigating this subject, I shall endeavor to crys¬ 
 tallize for you the testimony of such well-known authorities as, though not actually 
 railroad men, have themselves been connected with the details of industries more 
 or less related to railway interests, and who are, therefore, competent witnesses; 
 and I shall further endeavor to set forth as clearly and succinctly as possible, such 
 conclusions and considerations as have been evolved from a careful and somewhat 
 prolonged inquiry and study of this subject from various standpoints. 
 
 ALL APPOINTMENTS OF RAILROAD OFFICERS IN LINE OF PROMOTION SHOULD BE 
 BASED UPON HIGH STANDARD OF QUALIFICATIONS. 
 
 I do this in the hope that my labors will be fruitful of results in the direction of 
 at least stimulating those in our service who have its welfare at heart (and espe¬ 
 cially those officers who are charged with making net results) to inaugurate a new 
 policy, which shall require of all candidates for all positions, however insignificant, 
 that are in the line of promotion, a reasonably high standard of qualifications, and 
 shall then look to fostering and developing the youth of the service into a corps of 
 educated operatives, mentally and mechanically skilled in their various handicrafts, 
 with at least sufficient breadth of knowledge and capacity to render unnecessary 
 and unjustifiable the selection of men outside the service to fill the highest positions 
 of responsibility and trust, even in the administrative and executive staffs of the 
 company. Such a policy would not be chimerical, but one easy of accomplishment 
 with (considering the interests involved) an insignificant expenditure, if accorded 
 the hearty good-will and co-operation of those upon whom devolves the duty of 
 developing our resources and increasing the net earning capacity of our system. 
 
 If the testimony previously set forth affirmatively show's that scientific and tech¬ 
 nical education stimulates, develops and secures economical processes in the manu¬ 
 factures and other industrial avocations, a much stronger case can be made out in 
 favor of broad technical education in connection with cur railways; which, col¬ 
 lectively. employ in the production and repair of plant, more workmen than are 
 engaged in any other class of commercial business. 
 
788 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 SCIENTIFIC KNOWLEDGE SECURES ECONOMY IN ALL RAILROAD DEPARTMENTS. 
 
 In the same ratio that our extensive railway system surpasses all other branches 
 of industry in the magnitude of its business, the number of its departments and 
 the interests affected, is there greater need for economy of administration and 
 greater necessity for the application of the highest obtainable scientific knowledge 
 and manual skill to its various operations. It has become the almost universal 
 practice of our great railway corporations, and especially those whose lines are 
 reaching out into undeveloped and sparsely settled territory, to assume the entire 
 repairs of their plant, even when they amount to practical reconstruction, and 
 there is also a steady tendency on the part of such companies in the direction of 
 manufacturing their own equipment from raw materials. 
 
 RAILWAY CORPORATIONS HAVE BECOME MANUFACTURERS. 
 
 This places them in the category of manufacturers, and makes them amenable to 
 the laws and factors regulating production, and, further, makes applicable to them 
 much of the testimony heretofore given as to the value of technological instruction 
 in mechanical pursuits. Because of the nature of their service, involving the trans¬ 
 portation and care of many lives and valuable property, no less than as a matter of 
 economy, is it of prime importance to such corporations that, in the construction 
 and in the repair of their rolling stock and appliances, they should employ work¬ 
 men of exceptional competency. It is unnecessary, in this connection, to comment 
 upon their great responsibilities as guardians of life and property, but from a 
 merely sordid point of view a few illustrations will demonstrate that, in their exten¬ 
 sive mechanical operations, economy and credit result from the employment of 
 intelligent laborers, who understand the theory and purposes of their work, and 
 who have the scientific knowledge that gives them, beforehand, a realization of the 
 proper quality and quantity of material to be used, and enables them to anticipate 
 the results of the labor they must expend upon that material to produce given 
 results; per contra, that corresponding danger and loss result from the employ¬ 
 ment of workmen who, lacking this knowledge, are compelled to experiment upon 
 their material, and who require constant supervision, instruction and 1 e-instruction. 
 
 METHODS OF TRANSPORTATION REVOLUTIONIZED BY WATT’S INVENTIONS AND 
 
 INTRODUCTION OF STEAM. 
 
 The fact is that with the discoveries or, more properly speaking, inventions of 
 Watt and the introduction of steam as a motive power, began a new and eventful 
 era in the history of mechanical science. The wonderful development of land and 
 water transportation that followed the inauguration of steam locomotion created a 
 demand for a class of operatives, artisans and mechanics before unknown. 
 
 EVOLUTION OF “PRACTICAL” MEN. 
 
 Entering upon a new field of operations wholly unrelated to their previous expe¬ 
 rience, without preparation or present instruction, save what they absorbed in the 
 performance of exacting duties on the railway, in the workshop and in the engine 
 and boiler-rooms, men who had been “picked up” from many walks of life, and 
 who altogether lacked scientific training, would naturally be guided solely by 
 “rule-of-thumb” practice, and their lives -were sure to be narrowed, until they 
 acquired a pride in being known as “ practical ” men—a term nearly synonymous 
 with the habitual but unreasoning work of many familiar species of the brute 
 creation. 
 
 DEFECTIVE METHODS OF TRAINING APPRENTICES. 
 
 The railroad workman of to-day is largely the outgrowth of this condition of 
 affairs, and yet is not wholly responsible for his educational deficiences. When 
 learning their trades railroad apprentices were generally placed under “ railroad 
 men ” of the “practical ” type I have described ; who despised or affected to despise 
 scientific knowledge and scientific methods of operation; generally not because 
 they understood or were able to weigh their bearings and value upon their pursuits, 
 but because, knowing absolutely nothing about them, they thought thus to disguise 
 their ignorance. Under such circumstances apprentices received little if any special 
 instruction, but were mostly left to pick up their trades as best they could. Of 
 course, under such a system, instead of having their special aptitudes developed 
 they, in turn, became “ practical" men ; and of this type is the present rank and 
 file of railroad operatives. It is therefore not remarkable that blunders and acci¬ 
 dents frequently occur: that the lives and property of the public should be entrusted 
 
DEFECTIVE TRAINING OF RAILROAD APPRENTICES. 789 
 
 to men whose limited knowledge f-requently does not enable them to judge of or to 
 reflect upon the responsibilities attached to their several duties, painfully illustrates 
 the recklessness and indifference to public duty that characterize our age and 
 country.* 
 
 RAILWAY COMPANIES DEPENDENT FOR SUCCESS UPON THE COURTESY AND 
 INTELLIGENCE OF THEIR EMPLOYES. 
 
 Perhaps no large class of men are more subjected to public observation and 
 criticism than the employes of transportation companies, and there is certainly no 
 other class that can more materially promote their employers' interests by the 
 exhibition of such courtesy, manly spirit of accommodation, and general informa¬ 
 tion upon current topics as a fairly liberal education manifests, and yet you can¬ 
 not have failed to notice—and as a railroad manager to regret—what is so commonly 
 commented upon by the observing: the intellectual deficiencies and narrow¬ 
 mindedness of this very class. That our railway operatives are one-ideaed is small 
 matter for wonder; it would be more remarkable if, as a class, they were otherwise. 
 I have already pointed out that the operating departments of a railroad which most 
 expose their employes to public observation are those which require the longest and 
 most exacting apprenticeship for the acquisition of that degree of knowledge and 
 expertness which secures the performance of their functions as public carriers with 
 safety and dispatch ; that the heads of administrative and operative railway depart¬ 
 ments, who must of necessity be men of technical knowledge and familiarity with 
 all the intricate workings of their respective branches, which can only be acquired 
 by progressive service, generally commence their careers in the lowest grades, with 
 little or no preparatory education ; and yet their duties throw them into constant 
 contact with a public which is indifferent to the measure of their experience, but 
 which judges them by the standard of business men, and demands of them gentle¬ 
 manly courtesy and general and varied knowledge, and which, I may add, favors 
 or obstructs the operations of a railway company according as its officials are judged 
 worthy of commendation or condemnation. The managers and owners of railway 
 property are the ultimate sufferers from the deficiencies and derelictions of sub¬ 
 ordinates in this regard, and yet they are mainly responsible; for if, instead of 
 exacting a high standard of qualifications on the part of applicants, they open their 
 service to uneducated boors and then fail to provide them with facilities for acquir¬ 
 ing, with manipulative and technical skill, at least the rudiments of those branches 
 of knowledge and the opportunity for extended observation without which no man 
 can be intelligent, liberal, progressive, how can it be expected that those employes, 
 when taxed with the cares and anxieties of an active business, shall display such 
 enlightenment and refinement as will reflect credit upon themselves and service? 
 
 LACK OF GENERAL AND TECHNICAL KNOWLEDGE AMONG RAILWAY OPERATIVES. 
 
 Many of our railroads employ armies of people, all of whom are supposed to be 
 technically expert in their various avocations—and they need to be Even a good 
 track laborer is not found ready made. It is a well-known fact that in many rail¬ 
 roads only one or two men in a road gang know how to properly tamp a tie so that 
 it will not require resetting the same season ; and I know of extensive lines that do 
 not possess a foreman—perhaps not a supervisor—who can adjust a curve with 
 instruments. Does it not behoove executive and administrative officers who are 
 
 * That this is neither an unjust nor groundless statement can he easily proven from the abundant 
 evidence before me, and also from personal experience. In too many shops apprentices are looked 
 ujion as convenient lackeys, and although they may have strong predilections for certain kinds of 
 work they are more likely to receive rebutt' than encouragement in attempting to utilize their abilities. 
 It is very probable that much industrial usefulness both to employers and society has been blighted 
 in the bud from lack of recognition and wise direction. 
 
 A very interesting article, opportunely appearing in the November number of the Century Maga¬ 
 zine (Vol. 33, No. 1) as this report is passing through the press, very fully discusses “The Need of 
 Trade Schools,” and especially this particular point of apprentice education, and in that connection 
 1 commend it to your notice. 
 
 Mr. Robert Thomas Eadon, an English manufacturer, says: “I am fully impressed with the impor¬ 
 tance of technical education. Some time ago I was in Bradford, and I saw that preparations had been 
 made worthy of the town. There is no trade, however wanting it may be in taste or form, that does 
 not benefit iii the hands of a tasty man. One great reason why technical schools should be encouraged 
 is because of the very great division of labor that takes place in some of the largest engineering estab¬ 
 lishments. There is a great tendency to put a boy at one machine, and he understands but little 
 beyond that machine. The result is, though he has been in an engineering shop, he has no idea of 
 the work carried on as a whole, when he comes out. He is a helpless man if you take him away from 
 that one machine. It may not be always to the interest of excellent workmen to inculcate their skill 
 in the minds of the boys under them; in fact, they may not have time to do it; but the advantages of 
 a college or school of this kind will be that if a youth has a desire to improve himself, the facilities 
 will he ottered, and at such a rate as would he attainable.” 
 
790 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 entrusted with such vast interests as those of railroads to look well to the qualifica¬ 
 tions of their operatives? A recent and generally accurate writer has fixed the 
 value of railroad property in this country at one thousand millions of dollars. 
 Another writer says that the number of skilled laborers required in the operation of 
 railroads is much greater than is commonly supposed, embracing large numbers 
 of men not usually classed as railroad operatives. In such extended enterprises 
 the efficiency of the unit—the individual workman—becomes an item of grave 
 economic consideration , for if it be true that the value of the individual’s work 
 (whatever it be) is increased through greater intelligence and special training, 
 though it be only by a few cents per day, the total is of no inconsiderable moment, 
 when his services continue through a series of years and when, instead of one 
 workman, thousands are employed. 
 
 THE ECONOMIC VALUE OF SPECIAL TRAINING FOR RAILWAY OPERATIVES. 
 
 If even a slight deficiency in the skill and intelligence of one workman makes a 
 few cents’ or a few dollars’ difference in the cost of the products of each week’s 
 labor; if the incompetency of one foreman or one manager lacking scientific train¬ 
 ing does usually—as so positively stated by competent authorities—net an apprecia¬ 
 ble loss; multiply the result to corporations like, for instance, our Eastern trunk 
 lines (one of which employs at least 50,000 people on that part of its system east of 
 the Ohio River, and more than half as many more west of it: others may exceed 
 or nearly equal this enormous force); realize that in such extensive organizations 
 few if any of the practical details of the operating departments can be accurately 
 gauged by those whose interests are most vitally concerned; comprehend how 
 many important matters, involving grave consequences in their execution, must be 1 
 entrusted to superintendents, master mechanics and foremen ; then obtain a cor¬ 
 rect measure of their education and general knowledge (to say nothing of their 
 scientific attainments), and you will begin to appreciate the importance and bear¬ 
 ing of this question of technological education, and the enormous losses the lack of 
 it yearly entails upon investors in railway securities.* 
 
 FIDELITY BUT ONE OF THE ELEMENTS CONSTITUTING A VALUABLE RAILROAD 
 
 OFFICER. 
 
 That most of those who have risen to positions of responsibility and trust in 
 railway service in this country are honest and faithful, goes without saying; but 
 integrity and industry are not sufficient: they should also, as aforesaid, be men of 
 intelligence, and should possess not only a special knowledge of then own depart¬ 
 ments, but also an accurate understanding of related departments of the service. 
 By intelligent direction of those under him a foreman may largely increase the 
 efficiency of a score of workmen ; and, on the other hand, by failure to compre¬ 
 hend the scientific principles involved in the work he superintends, he may cause 
 constant loss or make destructive accidents possible. 
 
 * It is a great misfortune to our railroad properties tliat their owners are not brought into contact 
 with the stall' and rank and tile of their operative departments, so as to appreciate their value and 
 deficiencies or their needs and aspirations. Says Mr. Kirkham, in his work on the Maintenance of 
 Railways, p. 35: 
 
 “ No one who is dependent upon the good will and fidelity of others for the maintenance of his inter¬ 
 ests can afford to shun their acquaintance or permit them to remain in ignorance of his good intent ions 
 towards them. On the contrary, his duty and interest alike demand that he should cultivate such 
 relations with them as may he necessary to assure them of his constant and friendly regard and the 
 beneficence of his purpose. When it is necessary that men should entrust the immediate and general 
 management of their property to others they must do so unqualifiedly and heartily, hut such delega¬ 
 tion of power should never extend so far as to relinquish the right and duty of enquiry into thestatus 
 of subordinate employes. The proprietor will ever consult his welfare by such manifestation of inter¬ 
 est in his servants, and any general or prolonged neglect on his part to fulfill this cardinal duty of 
 ownership will redound to his great and permanent injury. By many owners such manifestation 
 of interest is thought to he subversive of discipline, and it is possible that they have been encouraged 
 in this monstrous delusion. It is a sufficient answer to say that where the owner of a railroad cannot 
 como in contact with his employes without jeopardizing the discipline of the organization, it ought 
 not to require an outbreak among his servants, or the destruction of his property, to convince him 
 thiit there was a radical defect somewhere in its method of administration. The discipline of an 
 organization that is dependent upon terrorism, upon ostracising or sequestrating the employe, upon 
 separating him from the acquaintance or sympathy of the owner, is manifestly a gross perversion of 
 responsible methods of government, and wherever practised evinces mismanagement, and may be' 
 accepted as evidence of discontent and insubordination and outrageous disregard of the rights of own¬ 
 ers by those who encourage or practice it. If the tendency of corporate history in the United States 
 teaches one fact more clearly than another it is that the owners of such property will find it to their 
 advantage to manifest immediate and personal concern in ils affairs and in the affairs of those who 
 operate it, lest their personality be lost and their property alienated or its value seriously impaired. 
 The possession of property presupposes the duty of guardianship, including a paternal interest in 
 those who operate it, and its preservation to the owner will ultimately depend upon the general and 
 wise exercise of this duty.” 
 
GENERAL EDUCATION NEEDED BY RAILWAY OFFICERS. 791 
 
 THE VALUE OF THE SERVICES OF FOREMEN AND OTHER RAILWAY OFFICERS 
 DEPENDENT UPON THEIR TRAINING. 
 
 And what is true of a foreman applies with greater force to his superior officers. 
 Where is the intelligent railroad official who has failed to realize the many prob¬ 
 lems yet to be solved in the matter of railway operations and appliances, and who 
 is not also conscions that, for the most part, railroad officers and operatives are 
 much more likely to fail in appreciation of, and even to oppose, improvements and 
 contrivances of merit in this field worked out by others, than to originate them t 
 
 TECHNICAL EXPERIENCE MUST BE SUPPLEMENTED BY GENERAL KNOWLEDGE. 
 
 The exigencies of railway service require men of special training, of peculiar 
 qualifications, of minute practical knowledge. There are no important exceptions 
 to this rule in any of the departments or branches of the business. To perform 
 their duties wisely and efficiently supervisory officials must be relatively as well 
 skilled as the general manager. They must possess a general knowledge of the 
 branches of the service to which they are assigned, as well as a particular acquaint¬ 
 ance with the peculiarities that are spec.al to the immediate positions they hold. 
 This general and particular knowledge involves an intimate acquaintance with the 
 property, its defects, its resources and its peculiarities, and presupposes prolonged 
 association and years of observation and thought, without which such knowledge 
 is not attainable. 
 
 TESTIMONY OF MR. ItlRKHAM AS TO THE UNRECORDED LOSS INCIDENT TO THE 
 EMPLOYMENT OF NEW AND INEXPERIENCED OFFICERS. 
 
 In a recent work on “ Railway Expenditures; Their Extent, Object and Economy” 
 [p. Ill], Mr. Marshall J. Kirkham says : 
 
 Those not familiar with the practical operations of railroads can hardly estimate the innumerable 
 mishaps and unrecorded losses that occur to a property in consequence of the introduction into its 
 life of new and inexperienced officers,* of officers unacquainted with the duties they are to perform, 
 unacquainted with the manner in which these duties have been performed in the past, or the scope 
 and circumstances that are expected to characterize them in the future. The result is always disas¬ 
 trous, no matter how great the ability or how upright the intention of the new official. Under the 
 most favorable circumstances he is placed in the position of a man called upon to act without possess- 
 ing the definite and trustworthy knowledge necessary to enable him to act intelligently. He has 
 everything to learn, from the arrangement of his files and office furniture to the unrecorded policy 
 that has governed his predecessor He has to learn the local and foreign geography of the line, it's 
 peculiarities, traditions and prospects; what it possesses and what it does hot possess; its contracts, 
 agreements and leases; the officers and employes who operate it, and the people who give it support. 
 All these things must he learned by rote before a now officer is either valuable or trustworthy. In 
 the acquisition of his knowledge ho is harassed by doubts, and his path is otherwise beset by 
 obstacles. • 
 
 THE B. & O. POLICY OF PRODUCING RAILWAY APPLIANCES FROM CRUDE MATERIAL. 
 
 I have already referred to the increasing tendency of railroad corporations to 
 repair and even to manufacture their own plant. This seems to have been the tra¬ 
 ditional—as it is certainly the present—policy of the Baltimore & Ohio Company. It 
 is patent that if everything, or most of the important things, needed in the oper¬ 
 ations of the service could be manufactured from the raw materials, in our own 
 shops, by our own employes, of as good quality and character of construction as can 
 be had elsewhere, and always with economy, the interests of our stockholders would 
 dictate that policy. 
 
 NEED OF REFORM IN METHODS OF SHOP-WORK AND MANAGEMENT. 
 
 But, in order to produce in the shops of corporations of such extended and diver¬ 
 sified interests as railroads, work of a high order, with economy, very material 
 progress must be made over the situation as I now regard it. We have seen that 
 no productive enterprise can in our day be made an economic and commercial 
 success without intelligence and skill, and that, other things being equal, it will be 
 profitable just in proportion to the degree in which those elements are utilized. 
 Surely, enough has already been said to establish these two elements as of the highest 
 importance in the production and in the operation of railway plant and appliances. 
 
 * And they never will be able to appreciate these mishaps and unrecorded losses, for the reason that 
 it is the interest of the class who precipitate them to conceal the real facts from the owners of the 
 
 property. 
 
792 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 I presume no more difficulty is experienced in procuring for railway service men 
 who have manual skill, and who are frequently superior artisans in their several 
 occupations, than it is to obtain them for other pursuits; and I know that many 
 railway shops contain many such men, whose worth as mechanics cannot be denied, 
 and who have doubtless made the best of their opportunities. 
 
 THE DEMAND IS FOR SKILL COMBINED WITH GENERAL AND TECHNICAL KNOWLEDGE. 
 
 But the great want in railway service is men who combine technical skill with 
 disciplined minds and broad intelligence ; men who, with professional experience and 
 knowledge, possess minds disciplined to accurate observation and logical thought- 
 qualities that come from sustained mental application, and are not likely to exist 
 without it; men whose qualifications make them worthy of promotion, and guar¬ 
 antee efficient and economical management. I cannot too often emphasize the 
 statement that, to the extent such qualities are lacking in heads of departments, 
 and intelligent service is lacking in the rank and file, railway operations will be 
 conducted crudely, inefficiently and with high percentages of operating expenses 
 to gross revenue. 
 
 SCARCITY OF EDUCATED TALENT IN R. R. SERVICE. 
 
 While this is so patent as to be undeniable, it is certainly a fact that we have not 
 generally been successful in securing enough of educated skill and intelligence to 
 even leaven the mass of “ practical ” men who constitute the operating forces—to 
 say nothing of other departments—of our railways. Whether this be because the 
 managers of railway interests are apprehensive of the disapproval of their stock¬ 
 holders if they pay more than the loivest market price for labor, or personally 
 entertain too indifferent notions respecting educated talent to induce them to com¬ 
 pete for it with private firms and local corporations that clo value it at its commer¬ 
 cial worth, is not for me to say ; but I do assert that it is folly for such long-lived 
 corporations as railroads to hazard their future prosperity for temporary profits, as 
 they do when allowing and encouraging their administrative officers to seek and to 
 prefer uneducated—because nominally cheap—labor. If we expect to operate such 
 properties on busiuess principles, and not for mere speculative results, our railway 
 managers must provide for the better education of the rank and file of their 
 employes.* 
 
 TYPES OF RAILWAY SERVANTS. 
 
 Historically considered, the first servant of a railroad in whom technical knowl- 
 edge is an essential qualification is the locating, followed by the constructing, 
 engineer. Our colleges and technological schools are yearly turning out, in increas¬ 
 ing numbers, young mining, civil and mechanical engineers—the latter in less num¬ 
 bers than the wants of the country require. Electrical engineers and industrial 
 chemists are also making their appearance, and as electricity, mechanically applied, 
 is coming to the front as an important accessory of railway service, and wall soon 
 form an essential part of our transportation operations, this class of specialists 
 ready made to our hands will, when competent, easily find lucrative employment, 
 and it w r ill be many years before they overstock the telegraph and railroad markets 
 alone. The industrial chemist is also destined to play no insignificant partin the 
 railway management of the future. But none (or at least very few) of the members 
 of any of these, or, in fact, of any other classes, enter upon professional life under¬ 
 standing, or qualified to meet, the necessities of railway service. 
 
 *The purchase of low-grade materials because they are cheap and can be made to serve present 
 purposes is even a lesser evil than depending on low-grade labor. Parenthetically, a writer already 
 quoted says: 
 
 “Only an experienced and farseeing manager, I have remarked, can withstand the seductive influ¬ 
 ence that envelops an article of prime necessity to his company when ottered at a low rate. The fact 
 that its ultimate cost will be out of all proportion to the temporary saving is lost sight of or ignored 
 by some. The immediate and visible reduction in the cost of operating, and the notoriety that will 
 attach to him for effecting such reduction, are too strong for a weak man to withstand. This would 
 not be the case to the extent it is if so great a proportion of the loss which a company must ultimately 
 sutt'er in consequence of the purchase of inferior material was not unavoidably blotted out or covered 
 up under foreign headings, and remained, in consequence, unknown. . . . Tn considering the cost 
 
 of car and locomotive wheels, axles, frames, springs, bolts, nuts, and kindred appliances, we find the 
 relative cost between the good and the bad articles is not alone manifest in the price paid for the 
 article itself, it will be discovered that the use of the inferior article materially swells the disburse¬ 
 ment accounts for deaths and injuries from accidents, for losses and damages, and all the multitude 
 nous expenditures enumerated above in connection with the use of inferior lubricants, including the 
 cost of repairing tracks, torn up by derailed trains, the interruption of business and its manifold 
 losses, the swelling of the account lor wages, and finally the cost of repairing the injured equipment.'' 
 
WORKSHOP SCHOOLS ESSENTIAL. 
 
 793 
 
 SCHOOLS NOT CONNECTED WITH WORKSHOPS CANNOT FURNISH THE KIND OF 
 TRAINING THAT IS NEEDED IN RAILWAY SERVICE. 
 
 It might, indeed, with some reason be assumed that a competent civil engineer, 
 at least, would be qualified to undertake railway engineering, but a railway engi¬ 
 neer is not, to the present time, the creation of any educational institution in this 
 country. Upon this single point, a paper just read before the Society of Arts of 
 the Massachusetts Institute of Technology (one of the best conducted in the country) 
 is exceedingly interesting, and I therefore append it hereto as Exhibit T: recom¬ 
 mending it to your careful perusal. Much of what is therein said may be taken to 
 apply with equal force to other branches of railway service, and it will well repay 
 the reading. 
 
 COMPETENT MEN OF VARIED ATTAINMENTS A NECESSITY IN RAILWAY SERVICE. 
 
 In railway service, especially, there is frequent necessity for sending to a dis¬ 
 tance, and beyond supervision, one or more thoroughly competent men, who shall 
 not be simply mechanics, in the ordinary acceptation of the term, but who shall 
 be able to turn their attention to work coming under their notice, whether they 
 have before done that thing or not. 
 
 YOUNG MEN OF INTELLIGENCE MAY’ BE ENTRUSTED WITH RESPONSIBLE DUTIES. 
 
 I think we are all prepared to admit that at present such men are rarely found 
 enrolled in the rank and file of railway mechanical departments ; yet it is testified 
 by many manufacturers who have afforded their employes the advantages of tech¬ 
 nological instruction, that they have no difficulty in filling such positions with boys 
 of 20 or 21 years of age, whom they send long distances and place in their hands 
 work with which they have had little or no previous acquaintance, and by their 
 intelligence they not only give the greatest satisfaction, but frequently develop into 
 competent teachers of others. 
 
 Quite enough has been said in this report to show the necessity of technical knowl¬ 
 edge on the paid of machinists and other artisans employed in constructing and 
 repairing railway equipment. As a class, the men thus employed are doubtless of 
 average skill in their several trades, but it is apparent that in such a hard service 
 as railroading, where machinery, rolling-stock and roadbed are, as a rule, taxed to 
 their maximum strength and capacity, even a slight lack of appreciation, on the 
 part of mechanics and those supervising them, of the special and technical require¬ 
 ments of their work will result in the failure of their productions at critical 
 moments, always to the pecuniary loss of the owner and sometimes causing serious 
 disasters. 
 
 NEED OF FLEXIBILITY’ IN WOR KM EN. 
 
 Mechanical trades are at present acquired in this country through very general 
 instruction or in shops devoted to special construction. When work is stagnant in 
 one branch of a trade it is generally active in other directions, and the mechanic 
 must, from necessity, often drift from that kind of work in which he is educated 
 to others to which he can apply only manual skill, with a smattering of general 
 knowledge, perhaps altogether inadequate to the proper performance of his new 
 duty. Even our foremen, master mechanics and supervisors, who are, almost 
 without exception, men of practical knowledge and long experience in their par¬ 
 ticular lines of work, have very seldom received such general or technical instruc¬ 
 tion as would enable them to appreciate the effect, upon their own productions, of 
 changes in methods of operation such as are constantly occurring in ail transporta¬ 
 tion service and to meet them. 
 
 EDUCATION OF ENGINEERS. 
 
 Every one understands why locomotive engineers should be well educated, and 
 yet we know quite well that very few have enough education to enable them to 
 respond to emergencies requiring higher qualities than mere mechanical skill, cour¬ 
 age and local knowledge.* In our road departments very few foremen or super- 
 
 *Savs Mr. Wm. Fairbaim, of Manchester, F. R. S., and an authority on the subject: 
 
 “The locomotive-engine drivers and stokers have only been known to us for the last twenty years, 
 but they constitute at the present moment an important branch of the industrial community, and so 
 far as their acquisition of knowledge and respectability of character are concerned, we are all, indi¬ 
 viduals as well as the public, deeply interested. Engine drivers and stokers, above all others, should 
 have a regular and rigid course of training. They should have a keen eye and a clear perception; 
 they should be taught care and attention to signals, and every minutia connected with the rules and 
 
794 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 visors understand—or if they understand can intelligently describe—the causes 
 which deteriorate their track or bridge structures, or otherwise affect their every¬ 
 day work.* * 
 
 I might in similar manner go over the whole list of railroad operatives, but it is 
 unnecessary. The reason for all their educational deficiencies is apparent when we 
 •consider how few opportunities they have for acquiring theory and practice in the 
 .same place or at the same time during any period of their lives. 
 
 SKILL AND INTELLIGENCE DIVORCED BY PRESENT PUBLIC SCHOOL METHODS. 
 
 It has been shown that so wide is the chasm between our schools and our work¬ 
 shops that those in the one seldom pass directly into the other, and consequently 
 manual skill and intelligence remain divorced. By means of workshop-schools, 
 properly conducted, a railway company may not only obtain intelligent help 
 •cheaper than it could otherwise be secured, but it may also so shape the instruction 
 herein as to exactly adapt it to the requirements of its service, and thus give it a 
 pecial value not attainable elsewhere at any price. 
 
 ADVANTAGEOUS EFFECTS OF WORKSHOP SCHOOLS UPON RAILWAY INTERESTS. 
 
 Such schools also seem to offer the easiest and cheapest solution of the problem 
 how to secure a corps of workmen and operatives combining technical skill and 
 general intelligence in a high degree with that special acquaintance with the needs 
 and details of operation so important in railway service. 
 
 Again, it is matter of common observation that our universities, colleges, acade¬ 
 mies and high schools turn out, in superabundance, young men possessing theoret¬ 
 ical knowledge and dialectical skill in sufficiency, but who, lacking manual 
 expertness and practical knowledge, are comparatively useless for industrial 
 purposes. 
 
 CHARACTER AND DEGREE OF EFFICIENCY OF ACADEMIC GRADUATES IN RAILWAY 
 
 SERVICE. 
 
 Similar complaint is also very generally made against all our technological 
 schools—that their graduates are too theoretical and not sufficiently practical, and 
 this must necessarily be so wherever such schools are unconnected with shops 
 operated as bona-ficle industrial enterprises. On the other hand, it is difficult to 
 
 E rocure at any price men who combine superior skill, comprehensive mechanical 
 nowledge and general intelligence in such proportions as to make them valuable 
 as foremen, managers and specialists in mechanical pursuits or in the operating 
 branches of railway service. An appreciation of this fact, and of the necessity for 
 educating their workpeople to an understanding of modern railway machinery, 
 appliances and methods, has led a number of managers to seek the services of the 
 graduates of technical schools as assistant foremen, assistant supervisors, assistants 
 
 government of the lines on which they are employed, and, above all, they should he instructed in the 
 management of the engine, the value of time, and the absolute necessity of working the distance 
 according to the time table and those established rules by which they and the public are to be gov¬ 
 erned in their departure from and arrival at tho different stations. A driver should also be acquainted 
 with the principles upon which the steam in the boiler is generated, its elastic force, the security and 
 free working of tho safety valves, and, in fact, in order to prepare him for public service, he should 
 attain his degree and character in the Workingman's College before he is considered eligible to mount 
 the foot-plate or to handle an engine. Lastly, other classes, such as blacksmiths, carpenters, masons, 
 bricklayers, turners, tilers, moulders, etc., exclusive of innumerable others, such as spinners, weavers, 
 dyers, printers, etc., employed in the manufacture, might each of them reasonably demand to he 
 included in a national system of industrial education.” 
 
 * In this connection the following is suggestive: 
 
 “ The acquisition of knowledge, as every one has occasion to remark, is not of so much value for 
 the specific thing that we learn as for its contingent revelations, the correlative ideas that it suggests; 
 and so it may be possible that even an imperfect conception of the fixed expenses of a railroad may 
 utiord suggestion to those who are not disposed to regard the information itself of especial value. 
 Thus, while we may not care what relation the fixed expenses bear to contingent outlay as a whole , if 
 we knew accurately the efiect of wear and tear of traffic upon particular classes of expenses, and the 
 percentage of deterioration from natural causes, there can be no doubt that the knowledge would 
 prove of value to particular men, if not to railway men as a whole. The truth of this bears apt illus¬ 
 tration iu the case of track-rails. 
 
 "Practical men with whom I have communicated as to the relative deterioration of rails from cli¬ 
 mate and traffic, have stated that a rail will remain fit for use forever if trains do not run over it; 
 others put the deterioration from natural causes at two per cent.; others at five per cent., and so on. 
 As a matter of fact, the deterioration of rails due to climate, while not great, is marked and cumula¬ 
 tive. The deterioration from climate in the case of other materials is, as a rule, much greater. It is 
 not necessary, nor would it he propi r, hero to enter into a minute or scientific statement of the effect 
 of climate njion different classes of material. The subject belongs more properly to scientists. I 
 merely cite the case of rails to illustrate the lack of information on such subjects by those whose 
 duties are connected wholly with the care of such property.”—[Marshall M. Kirkham, "Maintenance 
 of Railways. 1 '] 
 
EXAMPLE SET BY PENNSYLVANIA KAILWAY. 
 
 795 
 
 to engineers of roadway, master mechanics, etc. After some actual experience 
 these young men are put in line of promotion, and inquiry shows that generally 
 they stand well in their respective corps, but even after going through the shops, 
 such graduates continue more theoretical than practical, and this constitutes the 
 great objection to railroads taking into service technological school graduates, 
 instead of educating their own young men. 
 
 As already shown, combined mental and physical education alone give satisfac¬ 
 tory results, and no substitute for this method will yield a railroad the highest 
 value of its talent.* 
 
 POLICY OF PENNSYLVANIA R. R. IN EMPLOYING COLLEGE GRADUATES. 
 
 The Pennsylvania Railroad pursues the plan of exacting of the graduates of tech¬ 
 nological institutions entering its service a novitiate in the construction and repair 
 shops at Altoona before they are permitted to enter active service. Many young 
 graduates of technical schools so highly value the opportunity of studying the 
 scientific methods and enjoying the instruction of the Altoona shops as—it is said— 
 to disregard pecuniary compensation, in a wise desire to avail of the fine training 
 obtainable there. At the same time, if I am correctly informed, this instruction is 
 neither so specific nor so thorough as it should be, nor can any method by which 
 it is sought to qualify young men as railroad officers be successful which does not 
 provide for theoretical instruction in those branches of knowledge that comprise 
 what maybe designated as railroad science, pari passu with actual commercial 
 shop-work ; the latter illustrating and confirming the former. 
 
 THE METHOD NOW IN FORCE AT MT. CLARE FOR SECURING EDUCATED APPRENTICES. 
 
 This method of combining theory and practice so as to give both an educational 
 value has during the past year been pursued with signal success in preparing the 
 apprentices at Mt. Clare for cadetships in the B. & O. service, under the program 
 announced in your circular of January 15, 1885. When it became publicly known 
 that technological instruction had been inaugurated at Mt. Clare, we were besieged 
 by applicants for admission to the school whose social status, scholarship and cul¬ 
 ture were infinitely superior to anything found among the 147 apprentices already 
 in service, whom we had examined under the terms of that circular. Many of 
 these young gentlemen entered as regular apprentices, without favorable discrimina¬ 
 tion as to hours of work or pay ; in fact, they accepted low wages for services far 
 more valuable to the company than those of the average uneducated apprentice. 
 By supplementing their shop-work with the class-instruction which was specially 
 adapted to it, they have achieved excellent records, and now possess a very solid 
 foundation for a higher technical course, in which theoretical instruction may pre¬ 
 dominate, and after a year or two of further study they will honor the service in 
 whatsoever positions may be assigned them. 
 
 INTELLIGENT WORKMANSHIP WILL REDUCE ACCIDENTS. 
 
 With educated and intelligent workmen and operatives, railway companies will 
 have fewer accidents, and the saving on this single account would doubtless often 
 more than cover the cost of a liberal educational provision. Of the graduates of a 
 technical school at Lille, M. Hovarez says: “ Those engaged in working mines soon 
 perceived that workmen who came from this school heated their boilers better and 
 with less coal than did the other workmen, and that they escaped many accidents 
 and repairs and stoppage of machinery.” If this be true of simple stationary 
 engines, how much greater must be the effect upon such complicated machinery as 
 railroads operate ! On this point Judge McArthur says that technical and scientific 
 education becomes a subject of universal interest; that— 
 
 The ordinary accidents to which we are exposed arise in too many instances from some error in the 
 work of the draughtsman or the machinist. The unexpected fall of buildings, and their had construc¬ 
 tion, as developed in cases of fire, are sometimes attended with horrors that curdle the blood and sweep 
 away precious lives by the most excruciating deaths. The wheel or axle of the locomotive maybe 
 unsound in material or model, and the train in its rapid flight be plunged over a viaduct or embank¬ 
 ment, bruising and maiming its living freight and sending our best and most beloved ones into the 
 grave without warning or preparation. Boilers explode, machines are shattered, owing to defective 
 work of some kind, and the newspapers publish a daily catalogue of disasters more appalling than the 
 carnage of war. The lesser evils are also considerable. 
 
 *Dr. Quincke, formerly Professor of Physics in the Berlin Polytechnic School, and now Professor 
 of Physics at the University of Heidelberg, pointed out to the Royal Commissioners the error made 
 by many in believing that any polytechnic course of instruction could byitself teach a student (for 
 instance) to erect an engine, work a blast furnace, or manufacture sulphuric acid; the real objectof a 
 technical school being to facilitate the transition from pure science to practice by means of appropriate 
 lectures and laboratory work, which are obviously insufficient to prepare the student for carrying on 
 actual work where practical experience is needed. 
 
1 96 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 UNEDUCATED WORKMEN UNABLE TO UTILIZE SCIENTIFIC DISCOVERIES AND METHODS. 
 
 Many of the discoveries of the day are not used because workmen do not under¬ 
 stand them or are incompetent or unwilling to utilize them, and there is also an 
 acknowledged deficiency in the ability of railroad employes to determine, with 
 scientific accuracy, the shapes and dimensions which are best adapted to stand the 
 strains of the various working parts of the locomotives and other machinery used 
 by railroad companies. Though much has been done in this direction by specialists, 
 it is more than probable, from their testimony and from the deficiencies of such 
 machinery, that scarcely a tithe of the facts that may and ought to be known in 
 this matter are yet discovered, or, where known, availed of. 
 
 INDUSTRIAL PROBLEMS MAY BE ECONOMICALLY SOLVED IN CONJUNCTION WITH 
 
 SCHOOL WORK. 
 
 Such investigations, owing to the scarcity of men combining both practical and 
 theoretical knowledge, are so costly and uncertain, and require so much skill and 
 technical training to conduct them, that manufacturing companies cannot often 
 afford to hire specialists or bear the expense of experimenting ; but in a school con¬ 
 nected with railway shops, under competent guidance and instructors of ability, 
 much may be done, as a part of the school and shop-work instruction, that will, at 
 the same time, accomplish desirable results in other fields. It is the testimony of 
 many of our best educated engineers that the engineering profession in all its 
 departments is continually hampered by the want of more extensive and more 
 accurate experiments. They say that “ in far too many matters they have nothing 
 to rely on but the imperfect or imperfectly reported results of antiquated experi¬ 
 ments.” The difficulty is that most of their experiments and observations have 
 necessarily to be of short duration, and that they have insufficient data upon which 
 to base their conclusions. If, now, we can introduce the scientific method of 
 original research and experiment into our workshops; if, instead of one experi¬ 
 menter, there may be dozens of wideawake, observing and energetic men in search 
 of scientific and mechanical truth ; if, instead of one experiment at a time, there 
 may be several under different circumstances going on at the same time; if, instead 
 of continuing a single day or a single week, these experiments in the workshop may 
 be continued through months and even years; if, in other words, our workmen, or 
 a large number of them, can be taught to regard the workshops themselves as great 
 laboratories for continued research, experiment and observation with a view to 
 gaining original information for practical purposes; then there need be no more 
 complaint in the realm of applied science about inadequate data and uncertain 
 conclusions. 
 
 But there are other important considerations which should induce railway man¬ 
 agers to promote the education of their people. The advance of our civilization is 
 seen in an awakened eagerness for scientific discoveries, and disposition to use sci¬ 
 entific investigations, not alone as a method of mental gymnastics, but as a torch 
 to illumine great fields of productive and commercial industries and to shed light 
 upon the pathway of the laboring masses. 
 
 SCIENTIFIC INVESTIGATION OF INDUSTRIAL PROBLEMS PROFITABLE TO RAILWAYS. 
 
 What the outcome of this spirit of invention and discovery in the realm of applied 
 science will be can only be conjectured, but whatever other industries may be 
 affected by it. none are more likely to reap rich harvests from its encouragement 
 and growth than those railroads that, in point of qualified managers, scientific 
 specialists and intelligent and skilled workmen, are best prepared for promptly 
 utilizing su*h developments. No industry has fixed boundaries, nor can any be 
 said to have reached maturity. The inventions of to-morrow may necessitate radi¬ 
 cal changes in the processes and in the kind and manner of manipulating the 
 machinery of to-day. We have seen how combined scientific and technical educa¬ 
 tion conduces to economy and net results, by cultivating habits of thought and 
 observation, and developing special aptitudes; thus enabling workmen to utilize 
 improvements and inventions at large, and encouraging them in attempting inven¬ 
 tions and seeking for more economical methods of work, which inure mainly to 
 the benefit of the employer. 
 
 HOW IMPROVEMENTS IN MECHANICAL PROCESSES ARE ACHIEVED. 
 
 Original mechanical contrivances; new—and improvements in existing—processes 
 and methods of manufacture, are seldom the result of accident or the fruit of a low 
 degree of intelligence. Analysis of the history of industrial and mechanical prog¬ 
 ress demonstrates that the large majority of inventors who belonged to the artisan 
 
HUXLEY OX INDUSTRY AND EDUCATION. 
 
 797 
 
 class were deserving, faithful, investigating and generally well-educated men, whose 
 minds, through technical training, had acquired flexibility, and whose faculties 
 were stimulated by study. If our workmen do not make inventions and develop 
 economical methods of labor, others in the employ of rival companies will do so, 
 and the active competition of the age will give those corporations that are advanced 
 enough to cultivate the intelligence of their employes material advantages over 
 others. Even if, in order to neutralize this superiority, we are willing to pay well 
 for the privilege of utilizing improvements and inventions owned by antagonistic 
 interests, we may still lack the power, through want of intelligence and skill on the 
 part of our own people. Because of the lack of scientific knowledge that would 
 have enabled its managers to appreciate the value of a meritorious improvement, a 
 railroad company with whose affairs you are familiar, now has to pay a rival cor¬ 
 poration for the use of a slide-valve for its locomotives, invented a few years ago by 
 one of that company’s employes, who, for a nominal consideration, would have 
 licensed it to manufacture this very valve for its own use and for sale to other 
 companies. 
 
 PROFESSOR HUXLEY’S TESTIMONY AS TO DEPENDENCE OF INDUSTRY UPON EDUCATED 
 
 KNOWLEDGE. 
 
 In this connection I again quote from Professor Huxley’s declaration that “ the 
 advance of industry in all countries depends on employers being able to find to 
 their hand persons of sufficient knowledge and sufficient flexibility of mind to be 
 able to turn from the one thing they have been doing to something different, accord¬ 
 ing to the nature of the improvement that has been made”; and that “ the develop¬ 
 ment of industry under its present conditions is almost entirely the result of the 
 application of science to the development of mechanical processes of complexity, 
 requiring a great deal of attention and intelligence to carry them out.” 
 
 SO-CALLED PRACTICAL SKILL UNPROGRESSIVE AND NON-INVENTIVE. 
 
 In this connection, the citation of two curious circumstances, bearing on a branch 
 of trade in which we are greatly concerned, will interest you. The iron and steel 
 workers of Cheshire and Lancashire are the most skilled manipulators of the com¬ 
 mon metals in the United Kingdom, and their mechanical instinct has been heredi¬ 
 tary for centuries. The first Earl of Chester was Master-of-Arms to William the 
 Conqueror. His workmen resided in the villages of those counties, and when the 
 use of armor was discontinued they were still notable workers in iron and steel. 
 Their descendants still call their tools and implements by Norman-French names. 
 They jwssessed hereditary skill and knack such as no other workingmen in the King¬ 
 dom had; yet from all this body of skilled labor no inventions came; they were and 
 are satisfied to go on as their fathers and forefathers had done, and the inventions 
 which have made this the age of steel came from those who were destitute of their 
 practical skill. The introduction of the hot blast in the furnace ; the application of 
 the. cold blast in the Bessemer converter, which changed liquid iron into steel; the 
 production of steel direct from ore on the open hearth, and the discovery of the 
 basic lining, by which phosphorus is eliminated and all grades of iron made con¬ 
 vertible into steel, revolutionized the mechanic arts ; and yet it is remarkable that 
 only one of the inventors of these processes was directly connected with the iron 
 trade, and not one came from all this body of workmen whose skill in manipulating 
 iron had descended to them through many generations. 
 
 WHO ARE THE VALUABLE INVENTORS IN METALLURGY. 
 
 The hot blast was discovered accidentally by an engineer; Sir Henry Bessemer 
 was an engraver; William Siemens was a mechanical engineer and electrician, 
 unconnected with iron industries; Gilchrist Thomas was a member of the Civil 
 Service; James Watt was an instrument maker ; so that the iron and steel industry 
 owes its development to science, distinct and apart from itself, and in no material 
 degree to its rule-of-thumb workers. 
 
 DISADVANTAGE OF USING ANTIQUATED MACHINERY, AND CRUDE WORKMANSHIP IN 
 
 RAILWAY SHOPS. 
 
 The rapid and important improvement of machinery and mechanical appliances 
 has placed many of our older railway companies at a disadvantage, in respect to 
 economical construction and repair, in that their shops are filled with machinery 
 and appliances of obsolete patterns, costly and slow in action, while works more 
 recently established are generally equipped witli the latest and best the market 
 affords. Mechanical processes enter so largely into railway operations, and the 
 
798 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 results of using crude help or plant so directly and seriously affect the percentage 
 of operating expense to gross receipts, that one unacquainted with the history of 
 railway management would naturally, but vainly, look to railway shops for the 
 latest improvements in processes and machinery there used ; for probably few man¬ 
 agers would have the temerity to propose the periodical replacement of obsolete for 
 the latest approved practice and inventions in shop-work, though able to prove the 
 wisdom and economy of such a procedure. 
 
 MOST WORKMEN IGNORANT OF NATURAL LAWS AND SCIENTIFIC METHODS. 
 
 I might almost indefinitely multiply testimony respecting the difference in 
 efficiency and economy between educated and uneducated labor ; but I apprehend 
 it is only necessary to prompt the minds of those experienced in handling labor to 
 the line of reflections above suggested, to lead them to convictions respecting the 
 economy in time, material, supervision, and value of products turned out by edu¬ 
 cated help fully as strong and emphatic as those I have quoted. At least those 
 employers and supervisors of labor who possess the kind of knowledge that can 
 only be acquired from the combined reading of books and extended observation 
 know that at the present time most workmen in America have little general intel¬ 
 ligence and less general skill; that most of them see machinery in motion governed 
 by laws of the existence and nature of which they are totally ignorant; that they 
 see operations performed the nature and scope of which they are incapable of 
 understanding; that they are accustomed to make parts of machinery which, 
 together with other parts of machines made by other workmen, go to make up art 
 organic whole, and yet neither know nor care to know how to put those parts 
 together, nor how to operate them when combined. It is needless to comment 
 upon the results of such ignorance, except to point out that, aggregated, it must 
 entail enormous losses.* 
 
 CHEAPER TO EDUCATE APPRENTICES THAN TO PURCHASE SKILL AND INTELLIGENCE; 
 
 IN THE MARKET. 
 
 How best to remedy this condition of affairs is a problem of very serious import;; 
 but I have written this report in vain if it has not at least demonstrated that, if we 
 are to continue manufacturing our own plant, it will be cheaper to manufacture 
 also our own skilled artisans, mechanics and other operatives out of the crude 
 materials which abound in the shape of applicants for apprenticeship, than bid for 
 them in the market; especially as, thereby, we will secure a corps familiar with 
 the needs of, and attached by various ties to, the service. 
 
 Let me here add a little to the testimony in the first section of this report as to 
 what technological schools are capable of accomplishing, especially in aid of rail¬ 
 way interests. I call your attention to the mass of evidence contained in the 
 Exhibits to this report, and in further and effective support thereof I adduce the 
 testimony of Mr. J. Scott Russell, the eminent English engineer and builder, and 
 other intelligent directors of labor. Although a highly educated man and an able 
 scientist, whose scholarship has received recognition from several of England’s 
 learned societies, Mr. Russell is not a mere theorist on questions relating to manu¬ 
 facturing and constructive industries. When a boy he served a regular apprentice¬ 
 ship at a mechanical trade, after which he long followed the business of practical 
 engineering ; gaining such prominence that the building of the famous Great 
 Eastern was entrusted to his superintendency. The testimony of a man who thus 
 combines great intelligence and learning with experience in the workshop, in the 
 art of originating, and in the supervision of workmen, ought to command careful 
 consideration from those who are largely interested in enterprises requiring con¬ 
 structive and mechanical ability. 
 
 WIIAT TECHNOLOGICAL SCHOOLS ACCOMPLISH. TESTIMONY OF J. SCOTT RUSSELL. 
 
 In his “ Systematic Technical Education for the English People,” a book pub¬ 
 lished in 1869, Mr. Russell says : 
 
 It seems to me almost an axiom that intelligent men must do better work than boors; that trained, 
 skilled men must do better work than clumsy and awkward ones; and that the more any man knows. 
 
 * While labor with band-tools and machines should be wisely blended, yet, since machinery has a 
 constantly increasing share in the conversion of material into useful forms, the educated mechanic 
 should know how to design, construct and assemble the parts of a machine, as well as how to make 
 its product; and excellence in construction is to be sought as a most valuable factor in instruction. 
 
 The power of the engineer to decide upon general grounds the best form and material for a machine, 
 and to calculate its parts, is vastly increased by blending with it the skill of the craftsman in manip¬ 
 ulating the material, and the fact that the product is to be tested and used kindles interest in its man¬ 
 ufacture and furnishes additional incentive to thoroughness and exactness. [Catalogue of Worcester 
 Free Institute.] 
 
J. SCOTT RUSSELL ON TECHNICAL SCHOOLS. 
 
 799- 
 
 of the objects and methods of his own work, and the work of all those who around him are engaged' 
 in co-operation, the more likely he is to do bis own part well, so as to exactly fit into and form one 
 with his neighbor's work. Thus I think that an intelligent community of workmen will get through 
 their work quicker, will fit its parts more nicely, will finish ott' everything more sharply, will waste 
 less material by trial and error, and so give higher value as well as quality and durability to all their 
 work, than ignorant, unrefined, uneducated men. 
 
 Unhappily, mechanics, when taught to workingmen, is generally either taught superficially, unplii- 
 losophically, or with little or no reference to the business of their life. Economy of bodily strength, 
 best ways of handling things, best ways of helping each other, best ways of carrying, lilting, shift¬ 
 ing things—these are seldom taught. Some algebraical formula, or abstract geometrical diagram, is 
 put before the poor mechanics and called science; as well call it magic! 
 
 * * * * * * * * * * 
 
 BEARING OF TECHNICAL TRAINING ON RAILWAY CONSTRUCTION. 
 
 I will now come to practical matters which show directly the results of technical education in the 
 production of one of its chief objects—the creation of wealth. It is notorious that those foreign rail¬ 
 ways which have been marie by the people themselves, in the educated countries of Germany and 
 Switzerland, have been built far cheaper than those constructed by us in England ; it is known that 
 they have been made by the pupils of the industrial schools and technical colleges of these countries; and 
 I know many of their distinguished men who take pride in saying that they owe their positions entirely 
 to their technical schools. 1 find everywhere through their work marks of that method, order , sym¬ 
 metry, and absence of waste which arise from plans well thought out, the judicious application of prin¬ 
 ciples, conscientious parsimony, and a high feeling of professional responsibility. In the accurate 
 cutting of their slopes and embankments, in the careful design and thoughtful execution of their 
 beautiful but economical stone masonry, in the self-denying economy of their large span bridges, the 
 experienced traveler can read as he travels the work of a superiorly educated class of men; and 
 when we come down to details, to the construction of permanent way, arrangement of signals, points 
 ami sidings, and the endless details of stations, we everywhere feel that we are in the hands of men 
 who have spared no pains, and who have applied high professional skill to minute details. It is well 
 known that many years before we could follow their example, the engineers of the German railways- 
 had introduced a system of constructing and uniting to each other the iron rails of the permanent 
 way which made them cheaper, safer ami more durable than those employed in England. * . * * 
 
 It is remarked by every traveler that the work of their railway stations is, when compared with ours, 
 much more beautiful, convenient and fit, both within and without; the construction of their trains, 
 the proportions of their carriages, the fitness, convenience, and comfort of their internal arrange¬ 
 ments, all tell to the disadvantage of ours, and the only thing in which our railways excel theirs is in 
 high speed. Theirs, on the other hand, are economical in capital and high in revenue. 
 
 * * * * ****** 
 
 ECONOMIC VALUE TO EMPLOYERS AND TO SOCIETY OP EDUCATED WORKMEN. 
 
 To return to the mere vulgar usefulness of educated human beings. I will venture a remark from 
 personal experience in my profession, which 1 trust may illustrate the vast importance to us of edu¬ 
 cating not only governors, or masters, hut of extending a high scientific education and skilled technical 
 training to the workingmen of all skilled occupations. It is this: The community at large are 
 deprived of the use of enormous treasures iu mechauical.invcntion, and enormous progress iu scien¬ 
 tific arts, by the fact of the general want of education in those who practise them, ft may not be 
 known, but it is yet true, that the mechauical power employed in all our manufactures is infinitely 
 more costly than it need he. It is equally true that some skilled men of such professions know 
 thoroughly how to produce immense economy in the production and use of mechauical power, hut 
 that we dare not put the means into the hands of the uneducated masters under whoso control they 
 would be applied. I am not now speaking of a loss of five, ten, twenty, or thirty per cent.: 1 say 
 that I know that we are only utilizing one-tenth to one-twentieth of the power we employ and waste, and 
 that an economy of one hundred, two hundred, three hundred, and four hundred per cent, is quite within 
 our power so soon as a better informed, higher skilled, more perfectly trained class of men and masters 
 shall arise, who arc fit to be trusted with the use of instruments and tools at present utterly beyond 
 tlieir comprehension, control or application to use. Special knowledge is not sufficient to produce 
 even the best special results. The best workman is always the one who has a knowledge of tools and 
 principles beyond the direct requirement of his work, whatever that maybe. The best scientist is 
 always the one who acquaints himself with other departments of science than the one to which he is 
 specially devoted. The best artist is always the one who does not limit himself to his specialty, but 
 studies the whole circle of art. This breadth of study and work gives a breadth of knowledge and 
 training which decidedly strengthens a man for his specialty, be that however rude. 
 
 ********** 
 
 I am continually asked why a man whose business it is to turn a furrow, dig a ditch, wheel a bar- 
 row, move bricks, saw trees, plane boards, quarry stones, get coals, or hammer bot iron, need know 
 anything more than how to handle a spade, use his arms, or manipulate his hammer; and whether 
 more knowledge than that would not spoil their minds and set them above their work. 
 
 THE EDUCATED MAN MAKES THE CHEAPEST AND BEST WORKMAN FOR THE MOST VULGAR PURSUITS. 
 
 To this I can answer that, taking the matter on the very lowest grounds, I never saw any kind of 
 labor in which the man of greater intelligence could not do more work in shorter time, to better pur¬ 
 pose, and with less waste, than the mere uneducated savage of civilized society. I have seen at the 
 plough the clodhopper, little more intelligent Ilian the well-fed brutes in front of him, let his clumsy 
 plough wriggle on with small care how it went, and little thought as to how its work were clone; anil 
 I have seen the skilled ploughman, with half the number of horses, and with no greater toil to them, 
 cover double space ou the same kind of land with clean, straight, even, well-finished work. The one 
 knew all about the draft on his team, the strains on his harness, the adjustment and action of his 
 plough, and felt at liis fingers (instinct with intelligence) every variation of direction or force which 
 indicated whether his own slight pressure on the plough-stilt should give it bias one way or the other. 
 The one man avoids difficulty because he sees it beforehand; the other endures it because he is iu the 
 middle of it before he knows it, and so must go through it. The intelligent ditcher who lays out 
 wisely his day’s work before he puts a spado in the soil, lias so forecast and arranged it that every hit 
 of earth is moved out of its old place into its new the shortest way, over the least distance, with the 
 least force. The skilled navvy can do double the work iu the day of the equally stout hut uuskilled 
 
800 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 rustic; and if this be the case in the lowest operations of moving earth, it needs no iteration on my 
 part to show that in every succeeding stage of work—in getting stone or getting coal—even before we 
 come to shaping, selecting, fitting, fixing and finishing articles of workmanship, the more intelligent 
 and better trained man will use his mind to apply his strength and wield his tools so as to spare his 
 strength and material either for himself or his master. Estimated, therefore, on the lowest scale of 
 social value, education means economy, profit, absence of waste. 
 
 TESTIMONY OF JOHN NYSTROM ON TECHNICAL EDUCATION. 
 
 Mr. John W. Nystrom, at one time Acting Chief Engineer, U. S. Navy, who 
 received his education in the Royal Technological Institute at Stockholm, in which 
 theoretical training is supplemented by workshop and laboratory practice, in a 
 report advocating a Techno-Naval Academy, says : 
 
 There is now a very distinct line drawn between scientific and practical men. The more we study 
 and cultivate the branches separately, the more distinct will this lino become and the less will they 
 understand each other, and may ultimately fall into irreconcilable estrangement. The prejudice 
 against science is in our day a very serious evil. 
 
 A blind man can walk on roads and streets, but when he finds an obstacle must stop; at a ditch be 
 may tumble into it; he cannot turn from his accustomed track. Such is the case with many practical 
 and otherwise most valuable men working without a knowledge of physical laws. In order to follow 
 up the improvements of the age, the track pursued by our fathers must often be abandoned and a new 
 one selected and surveyed for ourselves. 
 
 Without the application of science wo go ahead without knowing where we are going. In verifica¬ 
 tion of which we have many examples in engineering blunders, sometimes submitted to a committee 
 of inquiry, which may result iD tho discharge of the engineer, accompanied by extravagant abuse of 
 the department concerned, and the evil only temporarily remedied by substituting another, who will 
 most likely not lopeat the same blunders, but will do something worse. There is yet no attempt made 
 to permanently remove these evils and secure success in our enterprises by proper institutions. 
 
 ****** * * * * 
 
 At tho present time scientific attainments .and true practical knowledge are very little respected; 
 physical laws established by the Creator of the universe are often derided as theoretical; ignorance 
 has taken the lead, and rules in the ascendant, and often adopts that which is opposite alike to science, 
 experience and common sense. 
 
 ** ******** 
 
 We must in all ages and in all countries expect active and operative minds to come forward with 
 ingenious contrivances, sometimes with wild ideas, ridiculous in design, and wrong in mechanical 
 principles; but then it is the function of science and knowledge to step in and correct their aberra¬ 
 tions, or, if necessary, to guard against or prevent their further introduction until developed to an 
 educated design, which otherwise might lead to destruction of life and property. 
 
 On the other hand, most ingenious and valuable ideas are sometimes submitted to the opinion of 
 scientific men with no practical knowledge, who may condemn them from an imperfect perception ot 
 their merit. It is only a knowledge of combined theory and practice that can accomplish justice in 
 all cases. 
 
 ********** 
 
 We have numerous examples in Europe, particularly in Rnssia, where engineers are educated to only 
 scientific attainments, anti who, when they enter a machine shop or engine room, are incompetent for 
 the proper conception of work, but are, nevertheless, entrusted with responsible stations, where their 
 practical achievements only lead to mischief. 
 
 Our experience throughout life teaches us that a practical man without science seldom makes such 
 serious blunders as a scientific man without practice. The merit then of the Techno-Naval Academy 
 would be in the education of engineers in tho practice, and not with mere scientific precepts of 
 professors. 
 
 The writer has often observed the career of students from colleges, and regrets to say that too few 
 of them turn their attention to work. Those who have received scientific education generally prefer 
 to become professors, scientific advocates, patent agents, lawyers, philosophical secretaries, etc., etc., 
 while the practical operations of our workshops sutler in the extreme. Every once in a while we have 
 a steam-boiler explosion, killing off a great number of men, with great destruction of property; we 
 build vessels which will not fioat; are often disappointed in the performance of vessels and machinery; 
 we waste great, amounts of fuel, and wo make extensive and costly experiments in steam engineering 
 without consulting the physical laws involved in the operation. 
 
 In iron foundries castings are often made with too littlo metal, and sometimes too much; the hydro¬ 
 static action of the fluid cast iron in the mould is rarely understood; the laws of shrinkage, strain, 
 direction of crystallization, anu sinking iu castings ot irregular form, are not generally compre¬ 
 hended ; and many defects of experience exist which often cause the loss of valuable castings, for 
 want of applied science. When tho casting turns out a failure, it is generally said that the foundry 
 superintendent is not skillful, or has not experience enough, which often means that he has not made 
 blunders enough to secure success. 
 
 The general impression about tho business of moulding and casting, as well as all other branches of 
 mechanic arts, is, as has been repeatedly told to the writer, namely, that “tho profession cannot bo 
 brought within the scope of science, and must bo learned by experience alone.” 
 
 On tho other hand, scientific men without technical education, entrusted with practical problems, 
 are generally not familiar with important circumstances involved in the operation, which accordingly 
 results iu blunders; they are then derided as “ scientific men." 
 
 ENGLAND UNABLE TO MAINTAIN HER INDUSTRIAL PRE-EMINENCE BY MANUAL SKILL 
 
 OF HER WORKPEOPLE. 
 
 England has long had a large body of skilled workmen, by whose labor she has 
 attained commercial and manufacturing pre-eminence. But mere ‘‘ rule-of-thumb” 
 work, without general intelligence and scientific knowledge, was insufficient to hold 
 that pre-eminence, which has several times been in jeopardy, and is now maintained 
 only through recognition of the fact that her laborers must be intelligent, and that 
 
MR. MATHER TESTIFIES BEFORE SENATE COMMITTEE. 801 
 
 their technical and scientific education is a national work. In this connection I 
 call your attention to the following and to other quotations in Exhibit M about the 
 waste of material, etc., in construction, due to lack of educated labor. 
 
 In the report relative to technical education by the Schools Inquiry Commission of 
 2d July, 1867, Mr. McConnell, one of the English jurors,, is quoted as saying : 
 
 In tlie class for which I was juror for England, I made a very careful examination and comparison 
 of our locomotives, engines, carriagos, railway machinery, apparatus and material with those exhibited 
 by France, Germany and Belgium (which governments support schools of technology). I am firmly 
 convinced that our former superiority, either in material or workmanship, no longer exists. . . . 
 17111083 wo adopt a system of technical education for our workmen in this country, we shall soon not 
 even hold our own in cheapness. 
 
 TRAINED SPECIALISTS IN INDUSTRIAL ESTABLISHMENTS OF EUROPE. 
 
 The Royal Commissioners make frequent mention of the fact that in the most 
 enterprising and successful factories and shops of Europe they found men peculiarly 
 fitted and trained for their special duties placed at the head of the various depart¬ 
 ments and shops as managers and foremen. But they particularly noticed that 
 very many of these firms had been compelled to make provision for the training of 
 their own managers and foremen, so as to secure men specially adapted to then- 
 particular industries.* 
 
 In his testimony before our Senate Committee on Education and Labor (Exhibit R), 
 Mr. Mather said that, as the result of the long and thorough study of our institutions 
 which he had made preparatory to reporting to the Royal Commissioners on the 
 industrial and educational facilities of the United States, he had recognized the 
 “ native ingenuity ” of Americans in contriving helpful devices in various industries, 
 and particularly in matters of transportation ; but he had also seen that, notwith¬ 
 standing their enterprise and ingenuity, Americans owed much of their rapid 
 advance to technically educated Europeans, and that in so far as their achievements 
 are the result of native efforts, it is due to lately established technical schools. I 
 quote his language on this point: 
 
 MB. MATHER’S TESTIMONY ON INDUSTRIAL EDUCATION BEFORE U. S. SENATE COMMITTEE ON LABOR. 
 
 The workmen of America have been educated and brought up under conditions different from those 
 prevailing in Europe. It is impossible to traverse this vast continent (America) without witnessing 
 the evidence of originality of application and of a growing development due to education in the scien¬ 
 tific arts. In the railroad system, from the locomotive to the baggage car, there are original design 
 and naked ingenuity in every contrivance; in bridge-building, great daring and ready devices for tem¬ 
 porary, yet safe, structures; in the navigation of rivers there are boats which differ from all European 
 systems. The shallow rivers like the Mississippi, in summer, are navigated for thousands of miles 
 by steamers drawing less than twelve inches of water. The Ohio conveys thousands of tons of 
 material from Pittsburgh by boats drawing nine inches of water. Towns like Chicago, Denver and 
 San Francisco were built under difficulties which requiro an entire departure from all old methods of 
 applying science. The produce of the great agricultural regions suggested new methods of tilling, 
 sowing and reaping, and in agricultural machinery the Americans showed how quickly and directly 
 science could deal with vast products, which would rot in the field but for mechanical skill to preserve 
 them. The same aptitude that dealt with the overwhelming abundance of the West has turned to 
 account the sterility of the East, where in Maine, New Hampshire and Vermont the mechanical skill 
 of the farmer in devising economy has contributed as much to his support as his knowledge of cattle 
 and crops. 
 
 It is, of course, in the more recent structures and modern mechanical appliances that the evidence 
 of scientific truths and methods is observable. The rough-and-ready contrivances of early railroad 
 development indicate originality and “mother wit," but in the waste of material and crudeness of 
 design may bo noticed the absence of technical or scientific training on the part of tlioso who con¬ 
 ducted extensive engineering and mechanical operations in those days. The gradual diffusion of 
 science, is very marked in the rapid reconstruction, during recent years, of the great railroads of the 
 past, and in the new main lines. Also iu railway plant generally, the old is being replaced by the 
 new, and the latter exhibits high theoretical knowledge combined with practical ingenuity. 
 
 *It, will be noted that the British Commissioners’ report expresses astonishment at the great prog¬ 
 ress on the Continent of industrial methods and the successful application of scientific principles to 
 manufacture since the Paris International Exhibition in 1878. [Second Report, Vol. I, p. 505, et seq.] 
 They say that the great industrial establishments are almost perfect in their management and efficiency 
 of production, especially in Franco, iu Germany, in Belgium and in Switzerland, the countries where 
 technical education has been most effectually tried and adopted. In 1878 the English nation was con¬ 
 ceded to bo far ahead of these countries in the production and manipulation of machinery, but the 
 Commissioners now admit that much machinery of all kinds is produced abroad equal in finish and 
 efficiency to that of England, and that it is applied to manufactures with great skill and intelligence. 
 
 When we remember that England has heretofore taken the lead in European manufactures; that 
 she has decided advantage over her Continental rivals in the abundance of crude materials and cheap¬ 
 ness of fuel; that heretofore her machinery has been acknowledged to he far superior to that used in 
 the factories of other European countries; that the concessions above referred to are made and pub¬ 
 lished to the world by a commission consisting of English manufacturers, legislators and educators; 
 and when we consider further that not until very recently has England done anything worthy of 
 mention for the education of her artisan class, while Continental nations have made strenuous efforts 
 to this end through the establishment and munificent endowment of polytechnic and other industrial 
 schools, the economic value and great importance of technical education appear in a most striking 
 light. 
 
 ART—VOL 4- 
 
 51 
 
802 EDUCATION IN THE INDUSTRIAL AND FINE ARTS, 
 
 The Americans undoubtedly owe to many European engineers the rapid advance they have been 
 able to make in their public works. The "conservation of water power for the use of the mills at 
 Lowell and Lawrence, in Massachusetts, is due to the eminent hydraulic engineer, Mr. Frances, an 
 Englishman who practiced for forty years in America, and who is deservedly esteemed as the highest 
 authority on hydraulic engineering "in America. Although a lucrative held was, in the early days, 
 open to European engineers and machinists having a thorough scientific knowledge of their profes¬ 
 sion, yet it is evident that they soon found apt scholars in America, who, as they acquired some the¬ 
 oretical science, launched out into new paths, untrammeled bv the traditions of older countries. 
 
 Even the science of foreigners, when applied here, takes different methods. The Englishmen and 
 Germans become bold and self-confident to a degree only manifested by rare men in Europe. The 
 everlasting thirst for something new excites, stimulates and drives men to venture into untrodden 
 paths of applying their knowledge. 
 
 ******* 
 
 All these evidences of scientific skill (in America) speak well for the methods of education in the 
 recent past, so far as it goes, but other influences, such as “necessity the mother of invention,” and 
 the presence in America of foreign experts, will account for much of the rapid growth in the mechan¬ 
 ical arts. The future development will depend upon a population not compelled to dare and endure 
 and experimentalize for “very life.” In the past the waste of material has been excessive. To make 
 the best use of a given quantity of material requires a sound knowledge of its properties and of its 
 disposal in the arts and manufactures by scientific methods. In this direction the technical and 
 science schools already instituted have accomplished much in providing foremen and managers, 
 chemists, miners and "intelligent employes in the engineering and manufacturing products. (For 
 schools referred to see Exhibit L.) 
 
 It is remarkable, however, that in the great centres of the mining and iron-producing districts, 
 where so large an amount of mechanical construction is carried on, as, for instance, in Pittsburg, 
 Chicago, Detroit, Cleveland and Philadelphia, so little has been done by the owners of large estab¬ 
 lishments, or by the town or State authorities, in the direction of technical schools, or evening science 
 schools. These industries represent a large proportion of the working pojiulation in those large 
 cities, and yet the owners of works have to rely upon the scientific knowledge obtained through many 
 institution's remote from these districts. 
 
 Mr. Mather is only one of many who have seen and regretted—and have called 
 attention to—the lavish waste of material and reckless expenditure of time and 
 money, and even sacrifice of human life, that have resulted from our lack of scien¬ 
 tific knowledge and failure to appreciate the economy of its application to produc¬ 
 tive industries. The facts cited in his report form an eloquent appeal for its greater 
 application to our arts and manufactures. 
 
 Elementary knowledge is most easily, economically and thoroughly acquired in 
 youth, when the mind is free from cares and distractions inseparable from man¬ 
 hood. Upon this point Mr. John B. Jervis, a civil engineer, who has lately written 
 on the construction and management of railroads, well says : 
 
 ELEMENTARY KNOWLEDGE ECONOMICALLY ACQUIRED ONLY IN YOUTH. 
 
 Though there are exceptions, it is a general truth that it is expensive to learn a new occupation in 
 maturer manhood; and consequently, the railway company that commit their business to unskilled 
 or uneducated men, must be at the expense of educating them during their supervision of business, and 
 while they are learning its arts and duties; meanwhile depending on advice, trusting to the guidance 
 of others as they may chance to find out matters beyond their powers of criticism. Can there be a 
 doubt that the proceedings of the pupil will often be Undecided, wavering, and wanting in that sys¬ 
 tem indispensable to the efficient and successful conduct of intricate and important business? Now, 
 ithas happened that such men have in some cases eventually acquired a good knowledge of business, 
 butit is obvious that this education has been of the most expensive kina, and, what is particularly 
 important, it has been at the expense of the proprietors, who paid a salary while the incumbent was 
 obtaining the qualifications that w'ould enable him to earn it. 
 
 It will be admitted that training of some sort is necessary for every department of labor or business. 
 
 A man who is educated to a particular business—whose time is devoted to a full understanding of 
 its requirements—and who is stimulated by the consideration of professional reputation, is more 
 likely to conduct affairs advantageously than" one who picks up his ideas at random, and though doing 
 some things very well, will often fail in respect to others. Certainly the important matter of main¬ 
 taining the track and machinery of a railway should be committed to‘the most competent hands. 
 
 CAPACITY OF TECHNOLOGICAL SCHOOL GRADUATES FOR WORK. 
 
 I also repeat that it is the universal testimony of employers that the graduates of 
 good technological schools have a greater capacity for work than other workmen 
 of average intelligence, and that they easily adapt themselves to changes of 
 employment, oftentimes to the great financial advantage of their masters. 
 
 It has already been shown that many manufacturing companies in Europe have 
 recognized the importance of affording technical training to their employes, and I 
 have also called your attention to many workshop schools in various parts of Europe 
 that are wholly or partly supported by proprietors. 
 
 RECOGNITION BY EUROPEAN EMPLOYERS OF THE VALUE OF SPECIAL TECHNICAL 
 
 TRAINING. 
 
 So valuable is such previous technical training recognized to be, that I have 
 learned of a large number of instances where employers are in the habit of send¬ 
 ing to home and foreign exhibitions, at their own expense, those of their young 
 people most advanced in technological study and of quickest perceptions, in order 
 
WORTH OF WORKSHOP SCHOOLS AND OF DRAWING. 803 
 
 that they may study new inventions, machinery, etc.; while many others allow 
 their apprentices and young men to leave their work an hour or more before 
 stopping-time, on class-nights, without abatement of their wages. Many European 
 manufacturers and the managers of some foreign railway works now call the par¬ 
 ticular attention of their workmen to new designs, improvements in machinery 
 and methods of work, and to successful inventions that have been made by other 
 workmen trained in technical schools. 
 
 INTELLIGENCE AND THE LOVE OF INVESTIGATION PROFITABLE TO EMPLOYERS. 
 
 Such workmen, partly as a result of greater intelligence, recognize and are stimu¬ 
 lated by the great possibilities that are constantly opening up to them, and partly 
 through a love of study and investigation acquired in technological schools are con¬ 
 stantly on the alert for opportunities to accomplish something above the perform¬ 
 ance of mere routine duty; whereas, lacking scientific knowledge and technical 
 training, they would probably not only have contentedly followed in the footsteps 
 of their predecessors, willing subjects to the tyranny of routine, but would, in all 
 probability, have opposed the introduction of improvements made or suggested by 
 others. 
 
 FURTHER ENGLISH TESTIMONY OF THE VALUE OF WORK-SHOP SCHOOLS. 
 
 Valuable information in the same strain is furnished by a number of the leading 
 manufacturers of England, who state that, as one beneficial result of the instruc¬ 
 tion given their employes in classes and evening schools, they have perceptibly 
 advanced in intelligence and, understanding better the directions given them, and 
 the objects had in view in the work assigned them, their usefulness and value have 
 been materially increased. That whereas, before they received a technical training, 
 their workmen would have to return to the shops to get personal instructions on 
 every emergency or case of difficulty, the same workmen, after acquiring the ability 
 to make sketches and to reason about their work, now make suggestions themselves 
 and remedy such difficulties without delay; also, that instead of requiring a 
 draughtsman or foreman to look after every separate shop, the young fellows who 
 are growing up under their system of technical instruction are making their own 
 drawings, working from them, fitting their work together and erecting it with great 
 economy, because one man now does what it used to require a separate man in each 
 department to accomplish; and, generally, that their workmen are, at a much 
 earlier date than formerly, acquiring intelligence and ability to understand and to 
 execute their tasks, and at much less cost to the manufacturer. [Royal Commis¬ 
 sion, Second Report, Vol. II, p. 430; Vol. Ill, pp. 217-18.] 
 
 EDUCATIONAL AND MECHANICAL VALUE OF DRAWING. 
 
 One of the most valuable and effective agencies for increasing the intelligence 
 and efficiency of workmen is instruction in drawing. The habit of working from 
 drawings and from careful measurements; the ability to make drawings and to 
 construct machinery and other products according to scale (which may readily be 
 acquired in a school of technology by any one of ordinary intelligence) will always 
 be a source of profit and economy to employers, and is probably of greater impor¬ 
 tance in railroad shops than in any other branch of industry. Very few of our 
 artisans (and in this general term are included carpenters, shipbuilders, masons, 
 machinists, etc.) know enough of the principles of projection to be able to read the 
 working drawings placed in their hands, to say nothing of the skill required to 
 make such drawings, and are therefore obliged to work under constant supervision 
 and at reduced wages. While in some few cities drawing is taught in the common 
 schools, it is an exceptional case where enough of the theory and application of 
 projection is taught to meet this universal want of artisans; while, as a matter of 
 fact, no school-child of either sex can well afford to dispense with the peculiar dis¬ 
 cipline which is derived from instrumental drawing and free-hand practice. A 
 finished draughtsman must, for many years to come, be the production of special 
 schools. Professor Thompson, of the Worcester School of Technology, says that— 
 
 A boy who spends two hours a week in drawing and the rest of the time in working at the bench, 
 learns his business faster and becomes more skillful in it than one who works all the time, and he 
 calculates that the productive efficiency of every machine-shop would be increased thirty-threo per 
 cent, if every journeyman could read any common drawing and work by it. 
 
 Professor Ware, of the Boston Institute of Technology, says : 
 
 Drawing is an invaluable element in a general education. To the workman it is of the greatest 
 practical use. It makes him more intelligent and serviceable. If he attains to real skill in the use of 
 his pencil, and develops the tastes and talents that cannot without this training be either discovered 
 or made use of, he becomes a valuable person at once. Every branch of our manufactures is suffering 
 from the want of just this intelligence and skill. 
 
804 EDUCATION IN THE INDUSTRIAL AND FINE ARTS 
 
 LABOR TROUBLES LARGELY ATTRIBUTABLE TO IGNORANCE. 
 
 That technological schools adapted to the wants and standard of our workmen will 
 do much to prevent and overcome labor troubles, is self-evident. Such troubles 
 frequently occur through the inability of the workmen to understand the mutual 
 relations existing between labor and capital. Dense ignorance makes men the easy 
 and ready tools of demagogues, while the influence of a few well-educated, think¬ 
 ing mechanics, scattered among a mass of workmen, is an invaluable nervine in 
 labor agitations. 
 
 That such training as is here advocated will also be a source of profit to rail¬ 
 way corporations, by diminishing the tendency to dissipation on the part of 
 workmen, and thus increasing their efficiency in the shops and on the line, is easily 
 demonstrable. 
 
 IGNORANCE THE PROLIFIC SOURCE OF MANY VICES. 
 
 It is not putting it too strong to say that ignorance is the great centre from which 
 radiate intemperance, coarseness, brutality, vice, conceit, arrogance, irregular 
 habits, and almost every other trait of character that a good workman should not 
 possess. An ignorant and unskilled workman can never be anything more than 
 “ a hand,” often untrustworthy and troublesome to his employers and to the com¬ 
 munity in which he lives, while an educated laborer is a valuable citizen in any 
 community, and likely to be the helpful adviser of those availing of his services. 
 In both Europe and America many promising enterprises are rendered unprofitable 
 by the bad characteristics of employes, and capitalists abroad are beginning to see 
 that the surest remedy for this evil is the education of the laboring classes. In 
 Chemnitz, Saxony, one of the greatest centres of European industry, where the 
 standard of education among all classes, including the poorest, is exceptionally high, 
 there is a corresponding high standard of decency and self-respect among the 
 laborers. Very little time is wasted through intemperance, and the workmen 
 attend their tasks with great regularity. (Royal Commission, Vol. I, p. 304.) The 
 same kind of testimony comes from Windisch, Switzerland, and from many other 
 places, where the employers look after the education of their laborers. It is claimed 
 that in Windisch dissipation is not known to the managers of shops. (Vol. I, p. 273.) 
 
 Mr. William Anderson, a member of the Institute of Civil Engineers, and also of 
 the Institute of Mechanical Engineers, says : 
 
 When we established works in 1864, we used to have groat difficulty as regards the drinking habits 
 of the people, and wo had great difficulty in managing them generally. Monday was a blank day, 
 for instance; but that is completely changed now, since the establishment of schools. The young men 
 now engaged in the works, who have passed through the schools, are of a very different character 
 from those we used to have. Instead of having letters from our men t hat wo can hardly decipher, we 
 ^<‘t well-written letters, sensible in every way; and this improvement in elementary education has 
 improved the whole moral tone of the class from which our workmen are derived. We are getting a 
 better raw material to ileal with, and the young men are beginning to show a desire for self-culture 
 and self-improvement. 
 
 IGNORANCE ENCOURAGES DISSIPATION IN WORKMEN. 
 
 It is not surprising that men whose intelligence is so little developed that they 
 have no source of pleasure or enjoyment within themselves, should easily acquire 
 habits of dissipation. The workman who is incapable of deriving enjoyment from 
 useful reading ami elevating thought; whose home is probably nothing more than 
 a place to eat and sleep in, possessing none of the comforts and social attractions 
 that emanate from culture, and whose associates are not of a type calculated to 
 elevate or inspire him with aspirations to do something and be somebody, is handi¬ 
 capped in the march of morality and civilization, and naturally falls an easy 
 victim to habits of vice and dissipation. 
 
 DISSIPATION DISQUALIFIES FOR GOOD WORK. 
 
 It is the universal testimony of managers of labor that the usefulness of work¬ 
 men diminishes in proportion to the frequency with which they spend their even¬ 
 ings in places of dissipation. This is natural, for after a night or even an evening 
 spent in such haunts, a workman must resume his work dissatisfied with himself 
 and with his surrounding; Iris brain will be dull, his hand unsteady. He will be 
 irritable and unwilling to receive instruction or advice; indifferent as to how he 
 does his work, or, if he can escape the penalty, if he does it at all. Of course I do 
 not mean to intimate that all ignorant laborers are dissipated or predisposed by 
 ignorance to vice, but it is an established fact that the mass of people who are vicious 
 and dissipated are, if not wholly without mental training, mentally and physically 
 unskillful, and that an educated man is not nearly so apt to indulge in dissipation 
 as an uneducated one. 
 
WORTH OF EDUCATION TO WORKMEN. 
 
 805 
 
 CU.TURE GUARANTEES FIDELITY AND ENHANCES A WORKMAN’S USEFULNESS. 
 
 A man whose mind has been cultivated as his hands become skillful, finds enjoy¬ 
 ment in his work ; pleasure and profit in reading useful books and papers, and in 
 innocent social pleasure of a higher type than can be found in bar-rooms or on the 
 street-corners. His home, however humble it may be, is likely to be tidy, and to 
 afford him an appreciable degree of comfort and enjoyment. Such a man is free 
 from many temptations, and the probabilities are strongly in favor of his leading a 
 sober and useful life; which, of itself, is a guarantee of fidelity to his employer. 
 Instead of diminishing his ability for efficient work he will, in all probability, when 
 out of the shop, bestir himself in acquiring useful information and in taking that 
 rest which nature demands, and which will enable him to resume his duties with 
 efficiency and satisfaction to himself and to his employers. It follows, therefore, 
 from this point of view alone, that the necessary result of educating laborers will 
 be increased profit to the capitalist and the elevation and greater remuneration of 
 the laboring classes. 
 
 THE ADVANTAGES OF TRADE SCHOOLS IN EDUCATING AND PRESERVING THE MORALITY 
 
 OF APPRENTICES. 
 
 Trade schools, by providing useful and congenial employment for the leisure 
 time of apprentices, have an especially beneficial effect upon their future ; keeping 
 them from idleness and dissipation; increasing their self-respect and moral tone 
 and confirming them in studious and steady habits at a critical period of their lives. 
 One of the greatest advantages that comes from operating evening schools, or 
 classes that require evening preparation of lessons, in connection with shops employ¬ 
 ing many apprentices, is that such schools fix the knowledge and continue the 
 habits of thought and mental application acquired in school-life, at a time when all 
 previous school-acquired learning would otherwise become so indistinct as to exert 
 little if any influence in forming or confirming in them tastes for useful work and 
 enjoyment. 
 
 Says Mr. J. Scott Russell: 
 
 I am hopeless in I ho matter of educating the “ workingman” who has grown up into manhood with¬ 
 out education. For the most part, such men are too old to learn. I have never seen, but exceptionally, 
 much good come of trying to drive figures and geometrical problems, and mechanical theorems, and 
 light and shade, into the head of a full-grown workman who had failed to got a good education when 
 young. There have been brilliant exceptions—how brilliant! how few ! 
 
 I also quote again from Mr. Nystrom : 
 
 It is not expected, neither is it necessary, that the student shall become an accomplished mechanic, 
 but the object is to concentrate his mind on the work about which he is studying and calculating. 
 When confined only to books and blackboards, his conceptions rarely extend any further. He acquires 
 the knowledge by routine, as it were; the study becomes tedious to him; and when brought to bear on 
 practice, the most simple problem may confound him. When a student is brought up in the combined 
 science and practice, however, ho generally acquires a taste for work—good workmanship and proper 
 proportions—and the application of his science becomes a pleasure. He studies mathematics at the 
 same time he learns drawing; physics and mechanics at tho same time he makes his tools and models 
 for machinery. His science is applied as fast as it is acquired, and he will never forget it. When a 
 student is thus equipped for the journey of life, he is able to bring such physical laws into action as 
 to secure success in all his enterprises. He will be able to record and report back to tho institute his 
 future experience, by which the most thorough connection may be kept up between science and 
 practice 
 
 As things now stand, a man of most valuablo information is not able thus to record his achieve¬ 
 ments; in fact, ho may not know himself the very laws of his success; his experience and valuable 
 knowledge die with him; his toiling successor will reiterate his blunders, and gain new experience 
 by a new series of expensive trials and errors. 
 
 TRADE SCHOOLS MAKE THEORETICAL INSTRUCTION OF PRACTICAL UTILITY. 
 
 There are many other advantages that workshop schools have over others. Easy 
 access to machinery, and the direct application of principles and theory learned in 
 the school-room to work in the shops having a commercial value, would make such 
 instruction practical in a high degree, while the tendency of the usual technological 
 schools which use mechanical plant (generally limited in quantity) for illustration 
 and manual exercise only, is toward the study of science, without regard to its 
 practical application.* Workshop schools would also make it possible to bring 
 
 * Tho groat difficulty I experienced in getting tangible and conclusive evidence of the utility of 
 workshop schools abroad arose from tho degeneration of their original programs into purely theoretical 
 instruction and tho teaching of principles without applying them. I know of but one English school 
 whore any consistent efforts are made to apply school instruction in the shops—that of Mather & 
 Platt, Manchester, whose teachers are employed in the shops and personally direct the theoretical 
 instruction of their pupils to shop-work. The absence of this combination of theory and practice, 
 
806 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 science to bear upon mechanical pursuits in a way and with a power that has here¬ 
 tofore been impracticable, because thereby it is possible to have long-continued, 
 closely inspected and carefully verified experiments bearing directly upon practical 
 work. So great has the demand tor learning become, and so numerous and diver¬ 
 sified the occupations of life, that to be successful it is now necessary for men and 
 women to specialize and expend their intellectual energies in particular fields of 
 thought and investigation. 
 
 TECHNICAL EDUCATION MUST BE SPECIALIZED. 
 
 In accordance with the principle of economy from division of labor, it is neces¬ 
 sary that the same degree of specialization shall be applied to technical education. 
 But no school, as such, can accomplish what is needed in this direction that does 
 not afford opportunity for practically applying the knowledge gained in class 
 instruction, and the only way to accomplish this is to have schools intimately con¬ 
 nected with, and under the management of, industrial corporations.* 
 
 TRADE SCHOOLS ENABLE THE YOUNG TO EARN THEIR LIVELIHOOD WHILE BEING 
 
 EDUCATED. 
 
 Trade schools are especially valuable for training the young of our industrial 
 classes, because they are thereby enabled to earn a livelihood while acquiring theo¬ 
 retical and practical knowledge, pari passu; each supplementing and assisting the 
 other. As no boy can well acquire the manual skill of a good workman except in 
 the workshop (or in the field, so to speak), where all the details and appliances of a 
 trade are regularly used, and where the methods and processes of that trade are to 
 be seen on a business scale, so no boy can well acquire the theoretical knowledge 
 pertaining to a trade where his attention is constantly distracted by material sights 
 and sounds, more attractive to the young than mental application. We all know 
 that scientific principles are easiest fixed in the mind in youth, and by the illustra¬ 
 tion and practice of rules in actual work, to which the responsibility of value 
 attaches. When a boy can be got to comprehend the elementary principles of a 
 science, he has put himself in the way of mastering that science in after years. But 
 before he can make any solid advance in scientific knowledge, he must have a basic 
 education such, for instance, as should be furnished by our grammar and higher 
 public schools.f 
 
 under intelligent direction, constitutes the great weakness and seriously impairs the usefulness of 
 sucn schools. To teach the principles of mathematics, physics, mechanics, machine construction and 
 gearing, the formula) of chemistry, etc., without fixing those principles in the scholar’s mind by illus¬ 
 trative experiments, the actual handling of apparatus, machinery and tools, is an impractical method 
 of instruction which, as aforesaid, has in a large measure destroyed the usefulness of technological as 
 well as of public schools. 
 
 "In the October Century , President Gilman, of the Hopkins University, places himself on record in 
 favor of industrial education, and formulates his views of what may he done for its promotion in our 
 educational institutions of every grade. Doubtless Baltimore would receive wise counsel and sub¬ 
 stantial aid from him and liis experienced coadjutors in remodeling our school system so as to make it 
 more nearly conform to the recognized needs of the city and age. The Guilds of London afford valu¬ 
 able precedents and a wide experience upon which to found an intelligent and practical scheme of 
 trade education; and should the city show such a spirit of advancement, the Johns Hopkins Uni¬ 
 versity might be disposed to supplement it with a school of applied science similar to those of Harvard 
 or—better, because more practical—of Cornell or Columbia. 
 
 t He who has studied, reflected, learned and arranged his knowledge in system and order, is able 
 to gather other stores of knowledge and add them to those already acquired. In order to knowledge, 
 therefore, reflection is indispensable. 
 
 The reflective faculties, we see, are eminently practical. They are not so much for speculation as 
 for life. Not even the simplest work can be well done without them. The chief difference in all 
 workingmen is that some put their brains into what they do, othersdonot. Itissowith woman’swork, 
 too—with sew ing, housekeeping, cooking. How invaluable is thought in all this, and, alas! how rare. 
 That is why we say, ‘‘Let boys and girls in our schools be taught to think; let them not be drilled so 
 much in remembering as in reflecting; lay more stress on processes than on results." There is an 
 objection often urged against these higher reflective faculties in their exercise for common objects— 
 that they give theoretical ruleswhicb are not practical. Thus, if onenot qctually engaged in teaching 
 suggests any new view intended to improve the processes of education, he is apt to be told that this 
 is not “practical.” It is sometimes even assumed that theory and practice are opposed to each other. 
 We often hear it asserted thata notion may be “true in theory, but false in practice;” that is, useless 
 for practical purposes. I, for one, esteem practice. I trace all real knowledge to experience. I care 
 for no theories, no systems, no generalizations, which do not spring from life and return to it again. 
 Practice and theory must go together. Theory, without practice to test it, to verify it, to correct it, 
 is idle speculation; but practice without theory to animate it is mere mechanism. In every art and 
 business, theory is the soul and practice the body. The soul without a body in which to dwell is indeed 
 only a ghost, but the body without a soul is only a corpse. When the waterworks in my house get 
 out'of order I want a theoretical plumber as well as one who is practical. I want a man who under¬ 
 stands the theory of hydrostatic pressure; who knows the laws giving resisting qualities to lead, iron, 
 zinc and copper; who can so arrange and plan*beforehand the order of pipes that he shall accomplish 
 the result aimed at with the smallest amount of piping, the least exposure to frost, the least danger 
 of leakage or breakage; and this a merely practical man, a man of routine, cannot do. The merest 
 artisan needs to theorize— i. e. to think—to think beforehand, to foresee; and that must be done by the 
 aid of general principles, by the knowledge of laws. An intelligent man, a man of general culture, 
 
JAMES FREEMAN CLARKE ON THEORY AND PRACTICE. 807 
 
 WISDOM OF REQUIRING OF APPLICANTS FOR APPRENTICESHIP A HIGH STANDARD OF 
 
 QUALIFICATIONS. 
 
 Even where it is not deemed wise to inaugurate workshop schools, as such, much 
 can be done by managers of railroads towards securing higher grades of apprentices 
 and helpers, by fixing a proper standard of qualifications, to which all boys applying 
 for service must, as a condition precedent to appointment, demonstrate they have 
 attained, and then requiring them to attend evening-class instruction of a technical 
 character, which can be maintained at trifling cost, or even to attend public even¬ 
 ing schools. The good effects that have followed such a procedure have been shown 
 in preceding pages. Mr. Thomas Clegg, of Manchester, testifies in the same strain : 
 
 I have, from quite a boy, attended and taught night schools, and seen a good deal both of the work¬ 
 ing and results of them", and believe my convictions have arisen partly from this, and in a great 
 measure also from being a considerable employer of workpeople; from fifteen years of age probably 
 never having fewer than one hundred under my individual management. My two brothers and 
 myself have now probably not less than from 1,200 to 1,500 people in our employ. I have always main¬ 
 tained against all my friends that those parties th-at have been educated in the schools that I have 
 been connected with will always do more work fo. the same money and do it better and with less trouble 
 than those that are not educated; and I have always been in a position to prove it so. 
 
 EXAMINATION OF APPLICANTS FOR APPRENTICESHIP IN B. & O. SERVICE. 
 
 The system of examination of applicants for apprenticeship inaugurated by the 
 Baltimore and Ohio Company nearly two years ago, was regarded as a hardship by 
 many people, and especially those who had uneducated sons they wished admitted 
 to the Mt. Clare shops. They did not consider that with lack of intelligence is 
 always combined an absence of ambition on the part of a boy to make anything 
 more than an ordinary mechanic of himself; that much more time is necessarily 
 consumed in teaching a trade to an uneducated boy than to an educated one ; that 
 the former is not nearly so useful during apprenticeship as the latter, and that 
 when he has acquired the manual skill of his trade, the uneducated workman will 
 still be the less useful of the two, because lacking those valuable habits of careful 
 observation and systematic thought that result from scholastic training, and are 
 hardly ever otherwise acquired. 
 
 COMPULSORY INSTRUCTION OF APPRENTICES IN B. & O. SERVICE. 
 
 U |ion the inauguration of compulsory class instruction at Mt. Clare, the same 
 sort of protest was freely indulged in by opponents of the measure, who argued 
 that corporations have no right to compel their apprentices to attend evening 
 school after a day’s work, and that anyhow the results of compulsory attendance 
 would be disappointing; for although boys might arbitrarily be compelled to attend 
 evening classes, they could not be made to learn against their will. The answer 
 was made to such arguments that it is a common practice with firms and corpora¬ 
 tions elsewhere to compel the attendance of their apprentices at evening schools ; 
 that where applicants for apprenticeship understand this to be a condition prece¬ 
 dent to their employment and yet accept it, there can be no injustice in enforcing 
 the rule; that experience has shown that though boys may at first attend class 
 instruction reluctantly, they usually soon become interested in their studies and 
 unwilling to give them up, and that those who obstinately refuse to learn always 
 turn out to be poor workmen, whose services are unprofitable and should, in the 
 interest of the service, be dispensed with. The results of class instruction at Mt. 
 Clare have abundantly demonstrated the correctness of this position. 
 
 INFLUENCE OF SKILLED AND EDUCATED WORKMEN UPON OTHER WORKMEN. 
 
 It may with much reason be expected that the good resulting from workshop 
 schools will not be wholly confined to their pupils, but that then- influence will 
 extend to the journeymen and others with whom the students associate. The edu- 
 
 whose mind has been quickened with ideas, will often he able to show a mechanic how to do his own 
 work. When we arc young we have a superstitious faith in the knowledge each man is supposed to 
 have of his own business. We outgrow this after a while. If you wish anything done about your 
 house, send for a mechanic; but overlook him: do not leave him to himself. You will presently find 
 that you can suggest something to him in his own work which he has never thought of. All succi ss 
 depends on practice, but all improvement on theory. Let neither despise the other. The saying that 
 anything “is true in theory, but false in practice,’’involves an impossibility. The theory indeed may 
 bo plausible, hut false, and then it will not work, and its not working is the proof ot its being false. It 
 is neither true in theory nor in practice. On the other hand, a theory which is true may not work at 
 first, because the true way of working it has not been found out. It is not false in practice, but 
 practice has failed at first; but you cannot say they were “true in theory, but false in practice.” 
 They had not been really put in practice. If anything is seen to be certainly true in theory, it will 
 come right by-and by in practice. Fulton’s steamboat would not work at first, nor did Stephenson’s 
 locomotive, nor Daguerre's sun-painting, nor Morse's electric telegraph ; and no doubt a great many 
 people said, “Oh! that’s true in theory, but false in practice.”— J. F. Clarke in "Self-Culture.” 
 
808 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 cational influence of a number of specially skilled mechanics upon the larger mass 
 of workmen surrounding them will be great; their superior skill and zealous inter¬ 
 est will inspire those who witness it with a desire to improve, and this influence 
 will spread and perpetuate itself. That the industrial interests with which they 
 are associated will be promoted by their correct and accurate methods cannot be 
 doubted. 
 
 While the reasoning and illustrations in the preceding paragraphs refer espe¬ 
 cially to mechanical pursuits, they apply with equal and in some respects with 
 greater force to other branches of railroad service. 
 
 TECHNOLOGICAL INSTRUCTION IN RAILWAY SERVICE A PROFITABLE INVESTMENT. 
 
 In short, I thoroughly believe that the greater efficiency which a railway would 
 soon secure over its entire system through the study and application of scientific 
 and economic principles having a direct bearing upon its various departments, 
 would make a technological school specially designed to meet its requirements far 
 more profitable than any other investment of the money that would be required to 
 conduct it.* As our railroad shops are now conducted, there is little or no system¬ 
 atic instruction of apprentices, and, as a rule, it would be difficult to find in such 
 shops foremen capable of giving scientific instruction, even if they had the time 
 and inclination. But through the agency of such schools as herein described our 
 shops would eventually be supplied with competent foremen, and a spirit of pro¬ 
 gressiveness and healthy emulation would gradually permeate the whole service. 
 
 ALL APPRENTICES SHOULD BE REQUIRED TO ATTEND SCHOOL. 
 
 I do not doubt but that if our American employers could be brought to realize the 
 value of such schools, they would follow the general European custom of requir¬ 
 ing, as a condition of indenture, that apprentices should attend shop or other night 
 schools, and this simple requirement would result in a practical educational move¬ 
 ment the beneficent effect of which upon the nation’s industries and prosperity is 
 now incalculable. 
 
 RAILROAD BUSINESS GROWN BEYOND RULE-OF-THUMB MANAGEMENT. 
 
 In the preceding pages of this section it has been shown that, while, in its early 
 history, the railroad business of this country was conducted with fair results by 
 officers and employes who, of necessity, had no previous technical training or 
 experience, but who absorbed practical knowledge as the business expanded, it has 
 now grown to such vast proportions, both as regards its physical operations and its 
 executive management, as to call for great skill, thorough training and broad expe¬ 
 rience in its operating officers and, in a less degree, also in the rank and file from 
 which they are drawn ; while of its executive, administrative and traffic officers it 
 demands a varied and comprehensive knowledge and executive ability fully equal 
 to what is needed to secure success in any other profession. It has also been shown 
 that, generally speaking, our railroad officials have reached their present positions 
 through successive promotions in grade, as the result of long experience and serv¬ 
 ice ; which, however, was acquired at the expense of culture equally necessary and 
 important in, at least, those who come in contact with the public. Also that in the 
 active competition between rival corporations, those which earliest recognize the 
 necessity for high-grade talent, and provide accordingly, secure direct and mate¬ 
 rial advantages over those that do not. 
 
 PROGRESSIVE PROMOTION IN RAILROAD SERVICE DESIRABLE, UNDER CIVIL-SERVICE 
 
 RULES. 
 
 On the ninetieth page of -this report I expressed the desire to see the Baltimore 
 and Ohio Company which, admittedly, holds a progressive position among Ameri¬ 
 can railways in respect to its treatment of employes, inaugurate what is familiarly 
 
 * Answering by letter an inquiry Mr. Coler made of him concerning the economic value of work¬ 
 shop-school facilities to railroads, General Manager Wehb, of the London and Northwestern Rail¬ 
 road, whose shops are at Crewe, among other tilings says: 
 
 “The provisions under this head (theoretical workshop instruction) are very much appreciated, as 
 you will doubtless notice by referring to the Annual Report whioh I had the pleasure of handing you 
 when hero. 
 
 “With regard to the economic results, there is no doubt that the railway company, by supporting 
 such an institution, are able to retain the services of thoughtful, steady men in their employ, not 
 only for their own sakes, but it supplies an educational medium for their boys; and, also, the theoret¬ 
 ical instruction imparted, if only to the comparatively few, must have some effect on the intelligence 
 in the shops, which has been found to be the case. Many of those who have received instruction in 
 our classes have, through their application, been intrusted with work in tho engine-works requiring 
 mental exercise who would otherwise have been still at the bench. 
 
 “This, I think, is, in an economic view, ail advantage to the employers, as it does not necessitate 
 their going outside, and consequently giving high salaries to persons required for such employment.” 
 
809 
 
 EXTRACTS FROM ARTICLE IN “RAILWAY REVIEW.” 
 
 known as a civil-service policy—believing that thereby it would secure greatly 
 increased efficiency and net results. Since penning that paragraph there has been 
 brought to my attention an article in the Railway Review of October 25, 1884, on 
 the subject of progressive promotion based on qualification and meritorious 
 service, as well as on longevity, which so fitly supplements what has been said 
 respecting the education of railroad apprentices and employes of higher grade, and 
 rounds off this section so harmoniously, that I quote it at length. In my judgment, 
 however, it would be a fruitless task to undertake to inaugurate such a system of 
 progressive promotion among the rank and file and subordinate officers now in our 
 service,—the basic material for such a program not existing therein; but I think 
 that the system of technological instruction of apprentices and railway cadets 
 inaugurated by your circular of January 15,1885, if carried to its logical sequence, 
 would soon develop that material in abundance. 
 
 EXTRACT FROM ARTICLE ON PROMOTION BASED ON MERITORIOUS SERVICE.—RAILWAY REVIEW, 
 
 OCT. 25, 1881. 
 
 The knowledge and ability with which railroad officials of to day perform tbo many responsible 
 duties that now devolve upon them are mainly the result of long experience in the service. Such 
 knowledge as this cannot be acquired from boots (useful as good books are to every man); the rail¬ 
 roads cannot look to any institutions similar in nature to law schools or medical colleges to furnish 
 them the necessary supply of competent and efficient officers. Without the slightest desire to reflect 
 in any way upon colleges or technical schools, it is maintained that but a small proportion of railroad 
 officials or employes (excepting those connected with the engineering department) now or in the 
 future will have more than a good commou-sobool education [unless given by railroads themselves]. 
 The time necessary to secure any better school-education than this can probably be spout to better 
 advantage in obtaining that knowledge of details that can only be acquired by actual service in minor 
 positions. 
 
 Accepting the foregoing as correct, it can be safely assumed that the railroads will have to look to 
 their own ranks for their officers of both high and low degree. If this is so, it is clearly to the interests 
 of the railroads to do all they can to elevate the standard of railway service. 
 
 So much for the general railway service of the country. And how to come down to the relations 
 that should exist between the individual railway companies and their employes. 
 
 If the railway officials of the country must be taken from the lower grades of service, and it there¬ 
 fore is to the interests of the railway system to endeavor to keep the supply of competent men equal 
 to any probable demand, is it not judicious for every railroad company to have among its own employes 
 trained men who are familiar with its own peculiar mode of management, in order to meet any 
 emergency which may arise? 
 
 The foregoing has not been written simply to show that it is to the interest of the railway compa¬ 
 nies to do all they can to promote the efficiency of the service, but to demonstrate that there is a certain 
 identity of interest which should act as a bond between them and their employes, securing to one 
 faithful service and to the other considerate and equitable treatment. The interests of the two are 
 so closely allied that any permanent benefit to one of the parties must necessarily be to the advantago 
 of the other. It is to the advantage of the railroad company that its employes should serve it faith¬ 
 fully; it is to the advantage of the employe that his services should bo considered valuable. But, to 
 stimulate the ambition of any man, an incentive is required No man will specially exert himself or 
 endeavor to increase his usefulness to his employer unless ho feels satisfied that at some time ho will 
 reap some reward for his increased exertions. Why should ho? As a matter of fact, without such 
 assurance his services are more likely to deteriorate; he will perform his duties in a perfunctory 
 manner, perfectly satisfied so long as bo escapes dismissal. But, on the other hand, let him see that 
 his initial efforts at improvement are recognized, and he is stimulated to still greater efforts. 
 
 The railroad service is like an army; while every private cannot, of course, become a general, if 
 he is entitled to promotion by reason of his personal merits ho should bo made a corporal, at least, on 
 first opportunity, or in some other way receive due recognition for his meritorious conduct. Again, 
 every recruiting officer likes to secure first-class recruits; but to do this he has to show that the scrv 
 ice for which lie desires to obtain their enlistment possesses special attractions. Now, considering 
 the railway service to be like an army, in what way shall it show its appreciation of meritorious con¬ 
 duct, of its employes, and what special attractions must it prosent in order to secure the enlistment of 
 first-class material? 
 
 Permanency of employment is what every workingman desires. Therefore, every employe should 
 have good reason for feeling confident that so long as he performs the duties of his position in a con¬ 
 scientious and faithful manner ho is secure in his position; that he need have no fear of dismissal 
 excepting for good and sufficient cause. What the railroad companies should endeavor to impress 
 upon the minds of all employes is, that in entering the railway service they have adopted a perma¬ 
 nent occupation in the same sense as a physician or lawyer adopts his particular profession—as a life 
 work, in which, under ordinary circumstances, he must expect to attain whatever success in life it 
 may be bis good fortune to have allotted him. As far as practicable, officials should discourage the 
 employment of any one who is only desiring to secure temporary employment, while awaiting a more 
 auspicious opportunity for engaging in some other pursuit. This class of men are of no practical 
 benefit to the service, as they have no desire to become acquainted with the business; and if they 
 had, would bo likely to leave the service before they had acquired oven a limited knowledge of their 
 duties. 
 
 However, to induce any man to enter the service with the intention of making it his business during 
 life, something beyond the mere fact that he will probably have permanent employment is needed. 
 Ho must not only feel assured of permanent employment, but he must also be satisfied that he will 
 be likely to better bis condition as he becomes more familiar with the business, and when, asanatural 
 consequence, his services are more valuable. Any bright and intelligent young man, full of energy 
 and sanguine to the highest degree, is very likely to think that if his first position in t he service 
 (which, in consequence of liis lack of experience and technical knowledge, must be a minor one) is to 
 be the one in which he is likely to remain for a long period, and that ho stands but a slight chance of 
 advancement, whatever his merits may be, ho bad better start, in some other business which presents 
 better promise of future personal advantage. In his inexperience of the vicissitudes of life, and his 
 unlimited self-reliance in his own natural ability, he is fully convinced that he is predestined to 
 attain success in something, although he has but a very liazy idea of what that something is to bo. But 
 
810 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 let him have reason to believe that there is a very fair probability of his securing advancement in the 
 railroad service, if he is willing to work for it and merit it, and in his confidence in himself he will 
 be willing to enter the service and anxious of having an opportunity of proving his ability. 
 
 For these reasons—to encourage present employes and to attract the right kind of material to the 
 service—it is very desirable that all vacancies that may occur in any company's service should be 
 filled, as far as practicable, by the promotion of worthy employes from lower positions, instead of 
 giving the position to any outside party, or to some favorite of the higher officials. Let it be fully 
 understood by any company's employes, that all vacancies will be filled from their own ranks, and 
 that no favoritism or partiality will be shown, the appointments being made on the strict merits of 
 each particular case, and the result will in all cases be beneficial. 
 
 * * * * * * it 
 
 The pages of the report proper, which here follow in the pamphlet edition of 
 Dr. Barnard’s report, are given in the account of this Technological School of the 
 B. & O. R. R. Co., in Chapter V. of the present volume of this Report. (See ante 
 pages 132-147.) “Exhibits” “A,” “U,” “V,” and “W,” which relate directly to 
 the work of the school, are also given. (See ante pages 148-170.) The remaining 
 “ Exhibits” follow here. 
 
 EXHIBITS. 
 
 EXHIBIT B. 
 
 Polytechnic School at Zurich, Switzerland. 
 
 The Polytechnic School at Zurich, Switzerland, is one of the largest and most successful of its 
 kind. It was established in 1854, and the magnificent building which it occupies is one of the leading 
 features of Zurich. Its citizens are .justly proud of the noble edifice and of the great work accom¬ 
 plished by the school in developing their industries, attracting capital to their city, attracting 
 hundreds'of students, and sending forth trained specialists to all parts of the world, and generally in 
 improving the condition of all classes of society. 
 
 This institution supports a large number and variety of laboratories, libraries, industrial museums, 
 collections of apparatus, and objects of scientific and artistic interest, which of themselves exert a 
 wonderful educating influence upon the thousands of students that resort to them for instruction and 
 training. It makes provision for more than two hundred distinct courses of lectures, given by as 
 many as sixty different professors, many of whom have a world-wide reputation in their respective 
 departments of science. These professors are assisted in giving instruction by numerous tutors, 
 curators of museums, and other servants employed to assist in experiments and to take care of the 
 apparatus. 
 
 ITS OBJECT AND INFLUENCE. 
 
 The object of the school has from the first been to impart the greatest possible amount of scientific 
 instruction to the artisan classes, and to direct thought and scientific research to the development of 
 industrial arts and trade. In this way there have been brought about a mutual interchange of ideas 
 between science, and the actual application of its principles to manufactures, etc. The direct and 
 indirect benefits thus resulting to the industries of Switzerland and Germany are numerous, and the 
 school receives the hearty support and endorsement of manufacturers, merchants, legislators, and the 
 intelligent citizens In general of both countries. In the most successful factories and commercial 
 establishments of Switzerland and southern Germany, ana often in France, are found managers, 
 foremen and leading workmen who have received their education and preparatory training at the 
 Zurich Polytechnic University. These men have not only become experts in their special departments, 
 as a result of their training in this school, but they have learned to study the history, progress and 
 present condition of the industries of their own and other countries; and this knowledge is especially 
 valuable to those whose establishments and commercial interests they conduct. Oftentimes proprie¬ 
 tors of large establishments are themselves graduates of this school, and are thereby qualified to 
 perform much executive labor that would otherwise be entrusted to men whose services could be 
 secured only by the payment of large salaries. 
 
 But the influence of'the Zurich Polytechnic School is not confined to Switzerland and Germany. 
 The impetus that it gives to industrial pursuits is felt and acknowledged in more remote countries. 
 Students come from all parts of the world to profit by the instruction it affords, and, having completed 
 the prescribed course of study, return to their native countries to enter upon careers of industrial 
 labor in which they fully utilize their attainments. Last year six students from different parts of 
 North America entered this school. The English Royal Commissioners testify, that in almost every 
 country visited by them, graduates of the Zurich school were found in the leading industrial institu¬ 
 tions, or were teachers in numerous technical schools. 
 
 EXHIBIT C. 
 
 Technical High School at Munich. 
 
 The Technical Hi°;h School at Munich is similar to the Zurich School. The magnificent buildings 
 in which this schoolis conducted were erected at a cost of over $775,000, whilst the cost of its various 
 collections exceeded $180,000, and the annual expense of maintaining the school is $100,000. This great 
 institution was founded and is operated with special reference to the higher education of the industrial 
 
EUROPEAN TECHNICAL SCHOOLS, 
 
 811 
 
 classes, and one of its notable features is the numerous subdivisions into which the various subjects 
 taught are divided, each special branch of a subject being taught by a separate professor, who, by 
 limiting his investigations, is enabled to master every detail of his chosen specialty. Thus in the 
 department of engineering forty-five distinct courses of lectures are given by thirteen professors. 
 The school is well supplied with laboratories, in which ail kinds of experiments are tried, the results 
 of which are carefully tabulated by the students and recorded in their books. The students in the 
 engineering branch determine the strains and modulus of elasticity of different substances, make 
 numerous tests of the various kinds of wood, stone and other building material, and carry on series of 
 investigations to ascertain constants, to verify formulae, and to test the strength of metals of various 
 sections, including experiments as to torsion, tension, compression, and the effects of long-continued 
 concussion on the fibre of metal bars. 
 
 This testing laboratory, besides having afforded instruction to hundreds of students since it was 
 founded in 1808, has been largely utilized by numerous manufacturers and builders in all parts of 
 Germany, who frequently send materials there to be examined, tested, and reported upon. 
 
 Notwithstanding the great capacity of this school in the way of teachers, laboratories, apparatus 
 and class-rooms, some of the departments are overcrowded, and numerous students seeking admission 
 are annually turned away. 
 
 EXHIBIT D. 
 
 Technical Education in Chemnitz, Saxony. 
 
 In 1856 a weaving school was founded at Chemnitz, Saxony, by way of an experiment in technical 
 education. Here practical weaving has been taught for almost thirty years. Mr. Felkin, who wrote 
 a book some years ago on “Technical Education in a Saxon Town, 1 ' asserted that “the school had 
 been of great benefit to the trade of the town and district,” and the British Royal Commissioners, 
 after having visited the schools, say that Mr. Felkin’s statement is corroborated by many influential 
 citizens of Chemnitz with whom they conversed, and add that there was a general concurrence of 
 testimony in favor of the school od the part of all manufacturers with whom they talked. The 
 classes are attended by merchants and distributors of goods, and by the sons of manufacturers, as 
 well as by managers, firemen, designers and other workmen. There is not a manufacturing establish¬ 
 ment in the town that has not one or more men in its employ whose training was received in the 
 school. Of late years English students have been attending the classes, having selected this school 
 as the best place to receive a preparatory training for the factory. Some enterprising manufacturers 
 from distant cities have sent their managers to take a course in the school at the expense of the firm. 
 A leading feature of this school consists in its provisions for instructing merchants and salesmen in 
 the quality, design and material of textile goods, so that they may be better able to buy intelligently, 
 by detecting faults and imperfections in the nature of the goods, by judging of the merits and 
 demerits of new designs. This feature of the school-work is sometimes opposed by the manufac¬ 
 turers. 
 
 So great has been the success of the school at Chemnitz that numerous other weaving schools have 
 been established and modeled after it. Such schools are to be found at Glauehan, Meeraue, Loessuitz. 
 Oederan, Milwerda, Ha'.nicken and Frankenberg, all of which places are adjacent to Chemnitz, and 
 where weaving is the principal industry. 
 
 EXHIBIT E. 
 
 Bradford (Eng.) Technological School. 
 
 The citizens of Bradford, England, a few years ago organized a technological college adapted to the 
 wants of the principal industries of that manufacturing centre. The new buildings were opened by 
 the Prince of Wales in 1882, and though the original plan has by no means been perfected, the cost of 
 the buildings and apparatus therein has already exceeded $200,000. When complete it will be one of 
 the best institutions of its character in Europe. Concerning this institution the Royal Commis¬ 
 sioners say: “The formation of the college was the result of the prevailing feeling in the minds of 
 many of the commercial community at Bradford that, in the competition of the world’s industries, it 
 has become more and more needful to develop, to the fullest extent, the technical knowledge of the 
 employers and operatives in the various industries on which the prosperity of the district depends. 
 It. was therefore determined that an institution should be founded in which instruction should be 
 given in the principles underlying the numerous industries of the city and vicinity.” 
 
 EXHIBIT F. 
 
 Conclusions of the British Royal Commissioners. 
 
 The conclusions of the British Royal Commissioners, as summed up in their 
 report, though somewhat voluminous, are so thoroughly a digest of industrial 
 development that they will certainly repay careful perusal in full by those interested 
 in the subject; but even the r^sumt of their deductions embraced in the extracts 
 herein quoted illustrates the value of the subject. 
 
 [Extracts from the Conclusions of the Brioisli Commissioners as to the Effect of Technical Education 
 
 on Industries.] 
 
 * * * It will have been seen from the preceding pages of this report that we have attached con¬ 
 siderable relative importance to that portion of our commission which directed us to inquire into the 
 condition of industry in foreign countries; and it is our duty to state that, although the display of 
 Continental manufactures at the Paris International Exhibition in 1878 had led us to expect great 
 progress, we were not prejiared for ,o remarkable a development of their natural resources, nor for 
 such perfection in their industrial establishments, as we actually found in France, in Germany, in 
 Belgium and in Switzerland. Much machinery of all kinds is now produced abroad equal in finish 
 and in efficiency to that of this country, and we found it in numerous instances applied to manufac¬ 
 tures with as great skill and intelligence as with us. 
 
 In some branches of industry, more especially in those requiring an intimate acquaintance with 
 organic chemistry, as, for instance, in the preparation of artificial colors from coal-tar, Germany has 
 unquestionably taken the lead. 
 
812 EDUCATION IN THE INDUSTRIAL AND FINE ARTS, 
 
 The introduction by Solvay, of Brussels, of tlio ammonia process for the manufacture of soda, and 
 the German application of strontia in sugar refining, constitute new departures in those arts. In the 
 economical production or coke we are now only slowly following in the footsteps of our Continental 
 neighbors, whilst the experiments which have been carried on for nearly a quarter of a century in 
 Franco for recovering the tar and ammonia in this process have only quite recently engaged our 
 attention. 
 
 The ventilation of deep mines by means of exhausting fans was brought to perfection in Belgium 
 earlier than with us, and, although our methods of sinking shafts served for many years as models for 
 other countries, improvements thereon were made abroad which we are now adop'ting with advantage. 
 
 Tho abundant water power in Switzerland and in other mountainous districts is utilized for motive 
 purposes by means of turbines perfect in design and execution. 
 
 The construction of the dynamo-machine by Gramme gave tho first impulse to the general use of 
 electricity for lighting, and to the various new applications of that force which appear likely to 
 exercise so great an influence upon the industry of the world; and in all these applications, at least, 
 as much activity is exhibited on the Continent as with us. 
 
 In the construction of roofs and bridges, more especially in Germany, accurate mathematical 
 ' knowledge lias been usefully applied to tho attainment of the necossary stability with the least con¬ 
 sumption of materials. 
 
 PROGRESS OP ENGLAND'S INDUSTRIAL SYSTEM. 
 
 The beginnings of the modern industrial system are due in tho main, as wo have indicated, to Great, 
 Britain. Before factories founded on the inventions of Watt, of Arkwright and Crompton, had time 
 to take root abroad, and whilst our own commerce and manufactures increased from year to year, the 
 great wars of the early part of this century absorbed the energies and dissipated tho capital of Con¬ 
 tinental Europe. For many years after the peace we retained almost exclusive possession of tho 
 improved machinery employed in the cotton, woolen and linen manufactures. By various acts of the 
 last century, which wero not repealed till 1825, it was mado penal to enlist English artisans for 
 employment abroad; the export of spinning machinery to foreign countries was prohibited until the 
 early years of Your Majesty’s reign. Thus, when, less than half a century ago, Continental coun¬ 
 tries liegan to construct railways and to erect modern mills and mechanical workshops, they found 
 themselves face to face with a full-grown industrial organization in this country which was almost a 
 sealed book to those who could not obtain access to our factories. 
 
 CONTINENTAL COUNTRIES COMPELLED TO FOUND TECHNICAL SCHOOLS. 
 
 To meet this state of things, foreign countries established technical schools like the Ecolo Centralo 
 of Paris and tho polytechnic schools of Germany and Switzerland, and sent engineers and men of 
 science to England to prepare themselves for becoming teachers of technology in t hose schools. 
 
 Technical high schools now exist in nearly every Continental State,und aro the recognized channel 
 for tho instruction of those who aro intended to become tho technical directors of industrial estab¬ 
 lishments. Many of tho technical chemists have, however, been, and are being, trained in the Ger¬ 
 man universities. 
 
 FRUITFUL RESULTS OF THESE SCHOOLS. 
 
 Your Commissioners believe that the success which has attended the foundat ion of extensive man¬ 
 ufacturing establishments, engineering shops and other works, on tho Continent, coidd not have been 
 achieved to its full extent, iu the face, of many retarding iulluencos, had it not boen for the system of 
 high technical instruction in these schools, for tho facilities of carrying on original scientific i nvosti- 
 gation, and for tho general appreciation of tho value of that instruction, and of original research, which 
 is felt, iu those countries. 
 
 Witli the exception of tho Ecole Contralo of Paris, all these schools have boen created, and are 
 maintained almost entirely, at t he expense of tho several States, tho fees of tho students being so low 
 as to constitute only a very small proportion of tho total income. The buildings aro palatial, the 
 laboratories and museums are costly and extensivo, and tho staff of professors, who aro well paid 
 according to the Continental standard, is so numerous as to admit of the utmost subdivision of tho 
 subjects taught. Iu Germany, as wo have stated iu a previous part of our report, the attendance at 
 some of the polytechnic schools has lately fallen off, ohieily because the supply of technically trained 
 persons is in excess of tho present demand; certainly not because it is held that the training of the 
 school can he dispensed with. The numerous young Germans and Swiss who aro glad to find employ¬ 
 ment in our own manufactories have, almost without exception, been educated in one or other of tho 
 Continental polytechnic schools. 
 
 GENERAL INDUSTRIAL INTELLIGENCE OF MASTERS AND MANAGERS ON THE CONTINENT. 
 
 Your Commissioners cannot repeat too often that they have boon impressed with the general intel¬ 
 ligence and technical knowledge of tho masters and managers of industrial establishments on tho 
 Continent. They have found that these porsons, as a rule, possoss a sound knowledge of the sciences 
 upon which thoir industry depends. They are familiar with every new scientific discovery of impor¬ 
 tance, and appreciate its applicability to their special industry. They adopt not only the inventions 
 and improvements made in their own country, but also tboso of the world at large, thanks to their 
 knowledge of foreign languages and of the conditions of manufacture prevalent elsewhere. 
 
 The French and German schools for miners, and the one which has been quite recently founded in 
 Westphalia for workers in iron and steel, differ from tho preceding schools for foremen, inasmuch as 
 they are reserved for the theoretical instruction of men who, having already worked practically at 
 their trades, have distinguished themselves by superior intelligence and good conduct. Most of the 
 German schools of this kind are founded or maintained by the manufacturers, and will, we feci confi¬ 
 dent, repay tho trades which have had the foresight and public spirit to create them, by training young 
 men to become foremen ana leading hands, willing and ablo to carry out with intelligence the instruc¬ 
 tions of their superior oilicers. 
 
 SOCIETIES FOR PROMOTION OF INDUSTRIAL KNOWLEDGE. 
 
 In several of the more important industrial centres of tho Continent there exist, societies, such as 
 tile Soribtcs industrielles of Mulhouse, Bhoims, Amiens, etc., the .Sociftb d ’ensoi gnome nt, profession no 1 
 du Bhone which has its headquarters at Lyons, and the Niederoesterreichischer Gewerbo-Veroin of 
 Austria, ono of tho ohiof objects of which is the development of technical education among workmen 
 and other persons engaged in industry by means of lectures and by tho establishment of schools and 
 
CONCLUSIONS REACHED BY BRITISH COMMISSION. 813 
 
 museums of technology. These associations aro supported mainly by the merchants and manufac¬ 
 turers of the district to which t heir operations aro restricted. In many cases they are founded and 
 supported, or are greatly assisted, by the Chambers of Commerce; these bodies, abroad, being incor¬ 
 porated. and having, in France, considerable taxing powers over their members, are generally wealthier 
 and more influential than those in our own country. In addition to these sources of income, the asso¬ 
 ciations receive help from the municipality, and sometimes from the State. In Mulhouse, besides 
 promoting education, the society sees to the material well-being of the workmen by erecting, on a 
 large scale, laborers' dwellings (la cite ouvrierep and by organizing savings banks and other economic 
 arrangements; undertaking, in this respect, on a smaller scale, what is done in this country by self- 
 sustaining associations, like building and co-operative societies of the workpeople themselves. The 
 society in Lyons has established numerous evening classes for elementary and technical instruction, 
 which are attended chiefly by workpeople; and the South Austrian Trade Society, which has its cen¬ 
 tral office in Vienna, has organized several technical day and evening schools for operatives of every 
 grade, which are now under State control, and receive subventions from tlm Government. 
 
 MU. MATHER'S REPORT ON THE UNITED STATES AND CANADA. 
 
 The report of Mr. William Mather to your Commissioners, on his six months’ tour throughout the 
 United States of America and Canada for the purpose of studying the schools and factories of that 
 continent, deserves the most careful perusal. It will be seen that Mr. Matlicr assigns greater influ¬ 
 ence on American manufactures to the general education of the American people derived from their 
 common schools than to their technical schools, the importance of which latter, however, in the train¬ 
 ing of civil engineers, has been experienced for some years, though it has only more recently become 
 recognized by those who are engaged in mechanical engineering and in metallurgical and'manufac¬ 
 turing establishments of various kinds. This recognition is, however, now becoming universal. A 
 decided preference is being given in the United States, for the positions of managers and heads of 
 departments, to persons who have received a scientific training in a technical school , and the plan is 
 followed in these schools of combining instruction in “application " with instruction in pure science. 
 Although the conditions of American industry differ in many respects from our own, thero can be no 
 doubt that we may derive groat advantage from a careful study of what is being dono in the way of 
 technical instruction in the United States, as, together with the elementary education of Canada, It is 
 so graphically described by Mr. Mather. Wo may add that the accuracy of his statements and con¬ 
 clusions is generally continued by the accounts of technical instruction in America which we have 
 received from other competent judges. 
 
 SCHOOLS ESTABLISHED AND SUPPORTED BY INDUSTRIAL CORPORATIONS. 
 
 Not many years have passed sinco the time when it would liavo still been a matter for argument 
 whether, in order to maintain the high position which this country has attained in the industrial arts, 
 it is incumbent upon us to take care that our managers, our foremen and our workmen should, in the 
 degrees compatible with their circumstances, combine theoretical instruction with their acknowledged 
 practical skill. No argument of this kind is needed at the present day. In nearly all the great indus¬ 
 trial centres—in the metropolis, in Glasgow, in Manchester, Liverpool, Oldham, Leeds, Bradford, Hud¬ 
 dersfield, Keighley, Sheffield, Nottingham, Birmingham, the potteries, and elsewhere—more or less 
 flourishing schools of science and art of various grades, together with numerous art and science classes, 
 exist, and their influence may be traced in the productions of the localities in which they are placed. 
 The schools established by Sir W. Armstrong at Elswick; by the London and Northwestern Railway 
 Company at Crewe; and those of Messrs. Mather and Platt, of Salford, in connection with their engi¬ 
 neering works, testify to the importance attached by employers to the theoretical training of young 
 mechanics. The efforts of Messrs. Denny, the eminent shipbuilders of Dumbarton, for encouraging 
 the instruction of their apprentices, and for rewarding their workmen for meritorious improvements 
 in details applicable to their work, are proofs of this appreciation. The evidence of Mr. Richardson, 
 of Oldham, and of Mr. Mather, of Salford, is emphatic as to their experience of its economical valuo. 
 
 Without more particularly referring to the valuable work in the past accomplished by the numerous 
 mechanics' institutes spread over the country, many of them of long standing, we may point out that 
 they are now largely remodeling their constitutions in order to bring up their teaching to the level of 
 modern requirements as regards technical instruction. The example of the Manchester Mechanics' 
 Institute may bo studied in this connection. 
 
 Moreover, as evidencing the desire of the artisans themselves to obtain facilities for instruction 
 both in science and art, wo must not omit to mention the classes established and maintained by some 
 of the leading co-operative societies. The Equitable Pioneers' Society of Rochdale has led the way 
 in this, as iu so many other social movements. It is much to be wished that the various trades' 
 unions would also consider whether it is not incumbent on them to promote the technical education 
 of their members. 
 
 T’lio manufacturers of Nottingham speak with no uncertain voice of the important influence of the 
 local school of art on the lace manufacture of that town. Without the Lambeth School, the art pro¬ 
 ductions of Messrs. Doulton could scarcely have come into existence. The linen manufacturers of 
 Belfast are becoming alive to tho necessity of technical instruction, if competition on equal terms 
 with foreign nations in tho more artistic productions is to bo rendered possible. The now generation 
 of engineers and manufacturers of Glasgow has been trained in tho technical schools of that city. 
 The City and Guilds of London Institute owes its existence to the conviction of tho liverymen that 
 technical instruction is a necessary condition of the welfare of our great industries. 
 
 Natural science is finding its way surely, though slowly, into tho curriculum of our older English 
 universities and of our secondary schools. It is becoming a prominent feature in tho upper divisions 
 of tho elementary board schools in our large towns. There are scarcely any important metallurgical 
 works in the kingdom without a chemical laboratory in which tho raw materials and products are 
 daily subjected to careful analysis by trained chemists. The attainments of the young men who 
 have been trained in the Royal Naval College at Greenwich recommend them for remunerative employ¬ 
 ment by our great shipbuilding firms. 
 
 In our relations with public bodies and individuals in this country during tho progress of our 
 inquiry, tho greatest anxiety has been manifested to obtain our advice as to the mode iu which tech¬ 
 nical instruction can be best advanced, and we have to acknowledge the readiness of the Education 
 and Science and Art Departments to receive and act upon suggestions in matters of detail from indi¬ 
 vidual members of the Commission which it would have been pedantic to delay until the completion of 
 our task. Amongst the suggestions which have thus been made was that of an exhibition of the 
 school work of all nations, which His Royal Highness the Prince of Wales has consented to add to 
 the Health Exhibition of 1884. This exhibition will be an appropriate illustration of the account of 
 foreign schools contained in the previous parts of this report. Your Commissioners, during their 
 Continental visits, received from tho authorities of technical schools numerous assurances of their 
 cordial support and co-operation iu such a display. 
 
814 EDUCATION IN THE INDUSTRIAL AND FINE ARTS, 
 
 HOW THE COST OF SCHOOLS SHOULD BE BOBNE. 
 
 In considering by whom the cost of the further development of technical instruction should be 
 borne, we must not forget that, if it be true that in foreign countries almost the entire cost of the high¬ 
 est general and technical instruction is borne by the State, on the other hand, the higher elementary 
 and secondary instruction in science falls on the localities to a much greater extent than with us; 
 whilst, as to the ordinary elementary schools, the cost in Germany and Switzerland is almost exclu¬ 
 sively borne by the localities, and this was also the case in France and Belgium until the people of 
 those countries became impatient of the lamentable absence of primary instruction on the part of vast 
 numbers of the rural, and, in some instances, of the town, population; an evil which large State sub¬ 
 ventions alone could cure within any reasonable period of time. With the exception of France, there 
 is no European country of the first rank that has an Imperial budget for education comparable in 
 amount with our own. In the United Kingdom at least one-halt of the cost of elementary education 
 is defrayed out of Imperial funds, and the instruction of artisans in science and art is almost entirely 
 borne by the State. Hence, it will be necessary to look, in the main, to local resources for any large 
 addition to the funds required for the further development ol' technical instruction in this country. 
 
 EDUCATIONAL VALUE OF MUSEUMS. 
 
 We cannot dismiss this branch of the subject without calling attention to the educational value of 
 the museums of natural objects now found in many of the modern elementary schools of the Continent. 
 Probably the best examples of such collections are those of the Normal School of Brussels, and of the 
 elementary schools of Zurich. Collections of natural objects, pictures and diagrams are of the great¬ 
 est assistance for illustrating object lessons in rudimentary science to children of the earliest years. 
 
 FREE LIBRARIES. 
 
 Many persons who have paid attention to the working of free libraries in our largo towns, are of 
 opinion that the benefit of these might be extended to elementary schools by placing at the disposal of 
 such schools books of a character calculated to interest children of school age. Amongst these books 
 some suitable technical works, especially illustrated ones, might he included. These school libraries 
 would be of the nature of the branch libraries which are now attached to many of the free libraries of 
 our large towns. 
 
 MANUAL TRAINING AS A PART OF SCHOOL WORK. 
 
 Your Commissioners, after having had the opportunity of further considering the value of manual 
 work as a part of primary instruction, and after having seen such work introduced into elementary 
 schools of various grades in other countries besides France, are able now to express a stronger opinion 
 in its favor than at the time of their first report. They do this with greater confidence because, in 
 consequence partly of the suggestion contained in that report, the experiment of introducing manual 
 work into primary schools liasbeen successfully effected by at least two school boards in this country— 
 viz.: those of Manchester and Sheffield. They have had the opportunity of inspecting the manual 
 work of the pupils both at the Manchester Board Schools and at the Central School in Sheffield, and 
 they are satisfied that such work is very beneficial as a part of the preliminary education of boys in 
 this country who are to be subsequently engaged in industrial pursuits, even though it should not, as, 
 however, it probably will do, actually shorten the period of their apprenticeship. 
 
 EXHIBIT G. 
 
 English Science Schools and the City and Guilds of London Institute. 
 
 The English Government is beginning to make liberal provision for the higher training of artisans. 
 Its great international exhibitions have served to arouse a spirit of national pride among the English 
 people. They have seen themselves outstripped in the race for national supremacy in articles of 
 manufacture,"but they are resolved to regain their former prestige as a nation of first rank iu art. 
 This spirit of national pride, combined with that indomitable enterprise which is so characteristic of 
 the English race, and which is just now quickened by the depression in trade and the intense rivalry 
 that results from sharp competition with Continental nations for control of the great industries anil 
 home and foreign commerce, together with the necessity of making some provision for the employ¬ 
 ment of the thousands of men and women who are dependent upon their daily earnings for their live¬ 
 lihood, and of making such a disposition of the children of those people as will prevent their becom¬ 
 ing paupers, vagabonds and criminals, lias taken a practical turn by endeavoring to place the means 
 of acquiring a special training for some field of productive industry within the leach of all. 
 
 SOUTH KENSINGTON SCIENCE AND ART SCHOOLS. 
 
 But the English Government does more than merely provide schools and apparatus. It has a great 
 university of science and art at South Kensington, where the ablest instructors that the nation has 
 produced are employed and furnished with every needful facility to train special teachers for the 
 highest departments of artistic manufacture, and for the various schools of industry that are being 
 established in every industrial centre. The Government also holds out inducements in the way of 
 prizes and scholarships as incentives to young people to enter the schools and complete the prescribed 
 courses of study. 
 
 The great tendency of the Government schools, however, is to provide for the teaching of pure 
 science only, or of applied science only in a theoretical way. To supplement this theoretical instruc¬ 
 tion by making a direct application of the science thus taught to the development of the numerous 
 national industries, efforts have been put forth in various directions to provide for a corresponding 
 development of skill by training the hand, the eye and the taste of persons engaged in manual pur¬ 
 suits. The greatest of these attempts is the one that has been made by the numerous guilds of 
 London. These organizations have been accumulating great stores of wealth for several genera¬ 
 tions, and of late years they have wisely determined to utilize their hoarded treasures by establishing 
 and sustaining schools for both thesecondary and the higher training of people who, like themselves, 
 are engaged in industrial avocations. 
 
TECHNICAL SCHOOLS IN GREAT BRITAIN, 
 
 815 
 
 CITY AND GUILDS OF LONDON INSTITUTE. 
 
 Accordingly they have formed what is known as the City and Guilds of London Institute, the pur¬ 
 pose of which is to provide for and encourage education adapted to the requirements of all classes of 
 persons engaged, or expecting to engage, in manufacturing and other industries. Recognizing that 
 the teaching of pure science is so extensively provided for by the Government, this Institute makes 
 no attempts in that direction, but confines its efforts to technical education in the true sense of that 
 expression— i .the development of skill and the acquisition of manual dexterity in industry—by 
 uniting manual training with science teaching, and basing all shop instructions upon scientific 
 principles. 
 
 The guilds are organizing a number of technical schools in various parts of London for the educa¬ 
 tion of the artisans of the great metropolis, and to serve as models of schools to be founded in other 
 cities and towns of the kingdom. These schools are to be supported in part by fees and local efforts, 
 and in part by grants, conditioned on results, from the Government and from the guilds. The Insti¬ 
 tute also aims to induce existing educational institutions to make provision for technical education, 
 and they make yearly grants to these institutions, providing the education they furnish is of such a 
 character as to satisfy the Council of the Institute. When the existing institutions make provisions 
 sufficiently varied and extensive to meet the requirements of a community, the guilds make no effort 
 to establish a separate school there. 
 
 The guilds also encourage the formation of evening classes, in which hoys and men engaged in the 
 performance of their duties during the day receive special instruction in the principles of science, 
 and in the application of these principles to the various processes that engage their attention in the 
 shops and factories. They now assist in the support of evening classes in technology, as distin¬ 
 guished from the Government classes in science and art, in nearly all the largo centres of industry. 
 
 CENTRAL INSTITUTION AT SOUTH KENSINGTON. 
 
 The guilds of London have also established, and propose to maintain, a great central institution at 
 South Kensington, near the National Industrial Museum and the South Kensington School of Science 
 and Art. This central institution is similar in maDV respects to the polytechnic schools of Germany, 
 Switzerland and Italy, and to the Poole Centrale of Paris. It is designed to supply the instruction 
 and training that cannot be obtained in any of the smaller technical schools, and to give the highest 
 possible training to manufacturers, managers, foremen, and teachers of technology. This institution 
 will afford an opportunity to many ambitious young artisans to secure the highest technical training 
 who otherwise could not do so, as their circumstances would not permit them to attend any of the 
 polytechnic schools on the Continent. 
 
 The City and Guilds of London Institute is thus one of the most potent educational organizations 
 in Europe, and if it continues as it has started out, its achievements in behalf of industry and the 
 industrial classes will be without a parallel in the history of the world. Its magic influence is already 
 felt and acknowledged throughout the length and breadth of the kingdom. 
 
 NOTICE OF A FEW SCHOOLS SUSTAINED BY INDUSTRIAL CORPORATIONS. 
 
 Conspicuous among the schools in England sustained by industrial corporations for the benefit of 
 their employes are those of the London and Northwestern Railway Company at Crewe, of Sir William 
 Armstrong & Co. at Elswick, and of Messrs. Mather & Platt, extensive iron manufacturers, at Sal¬ 
 ford, near Manchester. The object of each of these schools is to enable apprentices to study the 
 sciences allied to their trade. The first two of these schools do not make attendance compulsory, but 
 as the companies sustaining them each employ about ten thousand workmen, the evening classes are 
 attended to their full capacity by voluntary students. At Crewe the number enrolled in the school 
 for the last vear exceeded six hundred, which was as many as could be accommodated in the large 
 school building which has been erected and equipped by the London and Northwestern Railway Com¬ 
 pany. Among these voluntary students were many journeymen who were ambitious to surpass their 
 present educational attainments. Mr. Webb, the efficient General Manager of this company, was the 
 moving spirit in the organization of the school at Crewe, and he continues to he an earnest advocate 
 of technical training for railroad employes. 
 
 ATTENDANCE AT SCHOOL A CONDITION OF EMPLOYMENT OF APPRENTICES. 
 
 Messrs. Mather & Platt require all their apprentices, as a condition of employment, to attend the 
 evening classes in the technical school which the firm has established, and the manager of their works 
 claims that the boys make better headway in acquiring their respective handicrafts by acquiring the 
 related technical knowledge at the same time. 
 
 The theoretical instruction in all three of the schools just referred to is very much the same, includ¬ 
 ing mathematics, mechanics, physics, chemistry and engineering. Instruction is also afforded in 
 drawing, machine construction, building construction, and the use and care of tools. 
 
 EXHIBIT H. 
 
 Testimony of Mr. Stephen, of Glasgow. 
 
 Mr. Alexander Stephen, in a speech before the graduating class of the Allen Glen’s Institution, 
 Glasgow, made some pertinent remarks on the subject of technical education, the substance of which 
 was that it is only within the last few years that the importance of teaching science subjects in the 
 schools ol the country has come to be realized, and it is satisfactory to observe that the desire for this 
 teaching is increasing from year to year. In past generations facilities for obtaining a knowledge of 
 science subjects were very limited, but now there are institutions and schools where the studies can 
 be carried on which lay the basis and give the taste for science training, so that wh'en the student goes 
 forward to the practical work of daily life, he is the better fitted to take a leading part in the per¬ 
 formance of its duties. If the young student can be got to master the first principles of any science 
 to which hemay have given his attention in a technical school, he has put himself in the way of being 
 able to prosecute scientific studies successfully in after years, and may even rise to distinction or 
 confer a boon upon society as a consequence of his researches. At the same time the boy is acquiring 
 manual skill he should have an opportunity to continue bis elementary education, which will other¬ 
 wise be of little value to him. The technical school affords this opportunity, and while the boy is 
 taught to do he is also taught to think accurately on scientific subjects. Science teaching becomes 
 
816 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS, 
 
 more and more necessary for the development and success of the manufacturing and other industrial 
 interests of the country. It is a fact that, owing to the greater attention that other countries have 
 given to technical teaching, we have been obliged to have recourse to foreigners to fill positions as 
 designers in our factories. I am informed that this is so in Glasgow, but I think that we are now on 
 the road to overcome this necessity. 
 
 In the report of the Royal Commission on technical instruction it is stated, alluding to schools in 
 other countries, that the host examples of higher elementary schools are to he found in France; and 
 in these schools it is said that “the children of artisans and of small shopkeepers have opportunities 
 of obtaining an education which is technical in so far as theso studies are directed toward the require¬ 
 ments of commerce, mechanical or manufacturing industry—mathematics, science and drawing con¬ 
 stituting the main subjects of instruction. And in nearly all the modern French schools—of which 
 that at Rheims may bo taken as the best type—the laboratories for teaching practical chemistry leave 
 nothing to be desired. In these schools the workshop instruction is carried to a much more advanced 
 stage than is possible or desirable in the elementary schools; and there are special departments, 
 replete with models, apparatus and specimens, for teaching the technology of the trades which form 
 the staple ‘ndustries of the district in which these schools are situated.” The Germans are considered 
 to be much ahead of us in technical training, hut, now that we have made a start, I trust that we 
 shall soon he ahead of them. Improvements and new discoveries, whether in engineering science or 
 in other mechanical contrivances, are most likely to he made and applied in the light of scientific 
 knowledge. 
 
 EXHIBIT I. 
 
 The Martin School, Lyons, France. 
 
 [Extracts from report of British Commissioners.] 
 
 This school was founded 50 years ago by a bequest from Major-Goneral Martin, who left Lyons a 
 poor boy, fought against the English under Tippoo Sahib, and entered the service of the East India 
 Company after Seringapatam had fallen. More than 20 years elapsed before the city of Lyons could 
 recover Ids legacy from the Indian courts, and the school was at length established in 1830 on the 
 remnant saved from the lawyers. The school was intended to give to the poorer olasses of Lyons 
 an education which should enable them to improve their position in after-life. M. A. Monmartin thus 
 sets forth the object which the founders of the Martiniere had in view in creating this industrial 
 school. “The intention of this school is to instruct the son of the workman, of the artisan, of the 
 small manufacturer or the tradesman of Lyons gratuitously in the sciences and arts applied to indus¬ 
 try ; to develop in him, on the solo condition that he is intelligent, moral and industrious, those apti¬ 
 tudes which will most surely conduct him to well-being, if not to fortune, and to create new elements 
 of productive force and of future prosperity to the country.” 
 
 The building, adapted and furnished at a cost of $200,000, contains good class-rooms, each capable 
 of accommodating 80 pupils, a very large drawing-room, in which all the pupils of the different divi¬ 
 sions can work at once, workshops, laboratory, museum, library, council-room, director’s office, etc., 
 together with several dwelling-houses for the head master and other officials. 
 
 The school is presided over oy an administrative commission composed of seven members, who are 
 nominated by the Minister of Agriculture and Commerce on the recommendation of the municipality. 
 The appointment is for seven years, and one member retires annually, but is eligible for re-election. 
 The Mayor of Lyons is the ex officio President of the Commission, and the trustee of the fund, under 
 the will of Major-General Martin, is the Vice-President. This committee appoints and dismisses the 
 teachers, selecting them as far as possible from the old students of the school, hut they must have 
 completed their instruction as masters, and have obtained the diplomas of secondary teachers, and, 
 for employment in some branches, of superior teachers. 
 
 A principal, a vice-principal, and fi vo superintendents form the administrative staff', and the instruc¬ 
 tion is carried on under the care of 40 masters and 10 assistant teachers. These latter constitute a 
 division of masters in training, and form an integral part of the organization for teaching, as well as 
 for disciplinary purposes. There are also a registrar and a chemical assistant. * * * 
 
 The Professional School of Rheims is a school of a somewhat higher type than the foregoing, and 
 is one of the best of the higher elementary schools which the Commissioners have seen. It was 
 founded on tho model of the schools of Mulhouse and Nantes, and differs from the Martinibro school 
 by the further development of manual labor in the shops. 
 
 Tho school was established in 1875, in order to impart to the youths of the city of Rheims special 
 practical knowledge of manufactures, and to train them early to satisfy tho requirements of her trade 
 and commerce. A municipal commission composed of city councilors, leading manufacturers and 
 tradesmen of tho district eamo to the conclusion that professional education ought properly to be the 
 continuation and the normal development of primary education, and that such a school as this should 
 draw its pupils from those children of the elementary schools who had passed a satisfactory examination. 
 
 There is an entrance examination for those who do not possess the leaving certificate of the primary 
 school. The hoys enter the school at about the age of thirteen, and the course of study extends over 
 three years. During the first two years all tho pupils pass through the same course of theoretical 
 and practical instruction, and the course up to this point serves also as a preparation for the ficole dos 
 Arts et Mbtiers at Chalons. Very few boys leave at tho end of the second year. There is an exami¬ 
 nation at the end of each year to determine the promotion to tlie superior division. 
 
 In order, moreover, in the brief space of three years to train up these boys so as to be capable of 
 rendering real sorvico on quitting the school, it has been found necessary to enable them to supple¬ 
 ment their theoretical studies with practical work analogous to that which they will have to practice in 
 their future professions, and to place at their disposal a complete and well-organized plant for this 
 purpose. Rheims has spent $80,000 to $100,000 on this plant, and has thus placed her schools in the 
 first rank of similar institutions. 
 
 The school has quadrupled its number of students since its foundation in 1875, and tho number of 
 boarders would he largely increased if sufficient funds wore available to defray the cost of another 
 boarding-house. This school recoived the gold medal at tho Exhibition of 1878. 
 
 The Professional School of Rouen. 
 
 The Professional School of Rouen is another school, much of the same type as the foregoing, but in 
 which more attention is paid to mechanical industries. This school, which was also visited by the 
 Commissioners, was founded in 1853. The director is M. Delarue. The special object of the instruc¬ 
 tion is to prepare youths to enter the Ecole des Arts et M('■tiers, but a certain number of the pupils 
 leave tho school to enter at once into practical work. The hulk of the pupils are the sons of the small 
 
EDUCATION OF WORKERS IN FRANCE AND GERMANY. 817 
 
 tradespeople of the town; some of them enter with scholarships given by the Government, or by the 
 municipal authorities. There are six exhibitions given by the city of Rouen, twelve by the Depart¬ 
 ment, and four by the State. The education at this school became gratuitous under the law of July, 
 1881. The school expenses, hitherto paid by the town, have amounted to about £1120 annually. Tiie 
 school course, which combines both theory and practice, extends over three years, and is conducted 
 in very indifferent premises. The boys must be at least twelve years old on admission, and must bare 
 the amount of knowledge necessary for the primary-school certificate. Prizes and medals are given 
 to deserving pupils at the end of each year. Frequent visits are paid to works and factories. There 
 is a chemical laboratory, but the instruction in this subject seems to be inferior to that of the Rheims 
 school. Instruction in the English language is given to all the pupils. There are about 140 students, 
 half of whom are boarders, and there is a preparatory course for the younger boys. The hours of 
 theoretical study are from 7 in the morning till ti at night, with three hours of recreation, and in the 
 evening two hours of manual work. They therefore have eight hours of class work and two hours 
 of manual work per diem. The practical instruction consists in working in wood and iron. The 
 handicraft work is carried on in a large room lighted from the top, having desks for drawing down 
 tlie centre, and working benches against the walls; all the pupils work in this room at the same time. 
 The pupiis are put through a graduated series of manipulations; for example, m smiths’ work and 
 turning of iron, each pupil has to make in succession every one of the hand-tools mentioned in a list 
 and figured on a table hung up in the workshop. The boarders pay from £24 to £26 per annum. 
 Many of the pupils, after having passed through the school, ultimately obtain situations as foremen; 
 others enter the Government schools of Ch&lons or Angers. At a recent examination, ten pupils 
 from this school presented themselves for the entrance examination for Chalons, and nine were 
 admitted, being one-eleventh of the total admissions for the year. This fact was quoted to prove 
 that the school is a good one. 
 
 The director stated that the object of the education was not to form foreman, but rather to give a 
 general education, calculated to serve as the basis for many trades. He pointed out a school museum 
 containing specimens of various products for object lessons, and stated that similar museums were 
 about to be formed in all primary and higher elementary schools in France. Amongst the specimens, 
 the Commissioners noticed a Prussian soldier’s helmet. On being asked why it was placed there, the 
 director stated that it was picked up during the German invasion, and added that it was his custom 
 to point out to his scholars that France lost her best provinces through the superior education of the 
 invaders, and the helmet served as a constant warning and stimulus to the students. 
 
 EXHIBIT J. 
 
 Westphalia, Germany, is a great centre of iron and steel manufacture. In order to supply their 
 shops with competent managers, foremen, and workmen, the employers have succeeded in establish¬ 
 ing a number of schools designed to combine theoretical scientific instruction with workshop practice, 
 and the success of this attempt has been very satisfactory. At Bochum is situated one of the best of 
 the schools. It was the result of private enterprise, and is gaining in efficiency each year. Instruc¬ 
 tion is given in moulding, steel-working, iron-rolling, smithing, fitting, turning, and pattern-making, 
 together with drawing and both elementary and higher science. In order to insure that the instruc¬ 
 tion should not run into the purely theoretical, no student is admitted who has not served a year or 
 more as workman in some shop. This preliminary service, it is claimed, leads students to appreciate 
 and apply the instruction given in the school. 
 
 The employers of labor in Westphalia lay great stress upon attendance at the evening schools, 
 requiring all boys under 18 in their employ to attend the classes two or three evenings of each week. 
 A register of attendance is kept, and this is daily inspected by an overseer, whose duty it is to look 
 after all absentees and see that they give a satisfactory account of themselves. It is said that parents 
 willingly co-operate with the employers in securing regularity of attendance at the schools, and that 
 the boys usually appreciate the instruction afforded them. 
 
 EXHIBIT K. 
 
 J. G. Fitch, an English educator of acknowledged ability, says: 
 
 We shall, I hope, ere long, come to the conclusion that the true way to recognize the claims of what 
 are called modern subjects is not by the erection of separate modern departments, but rather by taking 
 a wiser and more philosophical view of the whole range and purpose of school education. 
 
 It is not good that the boy who is to be a classical scholar should grow up ignorant of physical 
 laws. Still less is it good that the boy who shows a leaning toward the natural sciences should be 
 debarred from the intellectual culture which literature and language give. * * * 
 
 There comes atinie, no doubt, when it is clear that we should specialize, but this time does not arrive 
 early; and, until it arrives, it is important that we should secure for every scholar a duo and harmo¬ 
 nious exerciseof the language faculty, of the logical faculty, of the inductive faculty, as well as of the 
 powers of acquisition and memory. 
 
 In this connection the following quotations from the catalogue of the Ohio State 
 University is very appropriate: 
 
 In nearly every department of life the demand for knowledge and skill is constantly rising. The 
 public is learning to appreciate quality in work. Facility, precision, finish, are acquiring new value. 
 As a consequence the chances of the untrained and the ill-trained are rapidly diminishing, and those 
 who presume to adopt pursuits without the requisite preparation find themselves placed under disad¬ 
 vantages that grow more serious every year. 
 
 To meet this increasing demand for a higher order of training, new educational methods are being 
 introduced. That men may be well equipped for their work, it has been found necessary to make their 
 preparation for it a part of their education. The young man who is to become a civil engineer should 
 receive practical training as an engineer. If he is to become a chemist, he should receive practical 
 training in the laboratory. Many look no farther than this; but technical training should be based 
 on scientific training. The civil engineer should not be content with knowing how to handle his 
 instruments, but he should be a mathematician of extensive attainments and ready skill, and should 
 be master of the principles of physics and mechanics. The chemist should not rest in a knowledge of 
 
 f (recesses and manipulations, but he should be well versed in chemical philosophy. In medicine, in 
 aw, in teaching, on the farm and in the shop, in every occupation which involves human interests 
 and requires the application of human intelligence, empiricism should be supplanted by scientific 
 knowledge. 
 
 There is no employment in which intelligence is not worth more than mere manual dexterity. A 
 man of scientific knowledge and training, other thiDgs being equal, will even shoe a horse better than 
 
 ART—VOL 4-53 
 
818 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 one who lacks them. The educated hand is a hundred times better than a hand without education. 
 But the educated hand is made a hundred times better by being placed under the direction ot'the edu¬ 
 cated brain. 
 
 EXHIBIT L.* 
 
 Facilities now Afforded in United States for Technical Training. 
 
 This exhibit contains a brief account of the nature, organization, and worh of 
 most of the leading industrial schools of the United States, including the industrial 
 departments of some of the great universities. It aims to show to what extent 
 facilities for technical education are now afforded in our country. The informa¬ 
 tion has been obtained from various sources. * * * 
 
 The Rose Polytechnic Institute, Terre Haute, Ind.; the Cooper Institute, New York City; Me¬ 
 chanics’Institute, Cincinnati; Technical Schools in Cleveland and Toledo; Pardee Scientific School, 
 La Fayette College, Easton, Pa.; Miller Manual Labor School, Virginia: Working Man’s School, New 
 York City; Industrial Training in Cornell University; School of Slines, Columbia College; the Mas¬ 
 sachusetts Institute of Technology; Worcester County Free Institute of Industrial Science, Mass.; 
 Washington University Manual Training School, St Louis, Mo.; Girard College, Philadelphia; Stevens 
 Institute, Hoboken, N. J.; Rensselaer Polytechnic Institute, Troy, N. Y.; Mechanical Course, Pur¬ 
 due University, La Fayette, Ind.; School of Agriculture and Mechanic Arts, University ol California. 
 
 EXHIBIT M. 
 
 [Extracts from Mr. Mather’s report.] 
 
 Mr. Slather, in concluding his report to the British Commissioners on Technical 
 Education in the United States, says: 
 
 TECHNICAL AND SCIENCE SCHOOLS IN AMERICA. 
 
 It will be seen, from the foregoing description of the technical and science schools, that there exist 
 in America a certain number of hiyh class institutions for technical and scientific training in mining, 
 civil and mechanical engineering. I am of opinion that in these branches, judging from my own 
 observation, there is nothing better of the kind, though such institutions are more numerous at pres¬ 
 ent in Europe. The advantage of the training in the nest of them is its practicalness. The students 
 feel that careers are open to them if only they have acquired the art of applying their knowledge; hence 
 their ambition is excited, and every one of them appears to be working for a definite purpose. There 
 is nothing pretentious about these students. Some of them are poor, but they must have shown marked 
 ability in order to get the advantages of the free, or partially free, instruction. Thus a limited number 
 of clever sons of workingmen have the road opened up for a thorough scientific training, if they can 
 afford to give the time. 
 
 It is much to be deplored that in the majority of institutions in America where science is taught in 
 the abstract there are no departments arranged for such technical training as exists in some I have 
 described. 
 
 THESE SCHOOLS CANNOT SUPPLY THE DEMAND FOR INDUSTRIAL TRAINING. 
 
 The demands made upon those which give technical instruction are greater tiian they can satisfy. 
 This accounts for the high fees charged, and also for the fact that the advantages of such technical 
 schools are in the main confined to the sons of wealthy manufacturers or professional men. 
 
 The lower-grade science schools connected with the numerous colleges in every State, and semi-pri¬ 
 vate institutions, as described under the head of “Universities and Colleges," are rendering consider¬ 
 able service in the direction of science-teaching to a less wealthy class in the country. Their courses 
 of study, however, require remodeling. To each one of them ought to be attached departments simi¬ 
 lar to those at Cornell University and Washington University, w ith ample provision for the admission 
 of free students. 
 
 There appears to be excellent provision made in America in such colleges as the Johns Hopkins of 
 Baltimore, and Columbia College of New York, and the like, for the training of able professors and tor 
 the continued development of original research in all the sciences. The “Sheffield School of Science,” 
 connected with Yale, and the “Lawrence Science School ” of Harvard University, may also beclassed 
 amongst institutes aiming at the higher education in scientific knowledge. 
 
 There are also sufficient schools and colleges, aided by the taxes of tin- people, to supply, if properly 
 used, ample opportunities for the whole industrial population—proprietors, foremen and workpeople— 
 to acquire, in early life, a sound scientific education bv means of a technical course of studies. The 
 only change required is in the curricula of such institutions, and the broadening of their systems to 
 the wants of the age. 
 
 MUCH HAS BEEN DONE BY THESE FEW SCHOOLS. 
 
 There can be no doubt that America owes much already to the schools which exist for technical 
 education, though not actually helping the artisan class. Many hundreds of young men have been 
 furnished from these sources for the superintendence of railway works, mining operations, machine 
 shops and the textile industries, besides chemical work, glass manufactories, building operations, 
 agriculture, etc. I have met. in almost all the manufactories I have visited—from mining, iron and 
 steel manufacturing, through all the mechanic arts, up to watchmaking and sewing-machine manu¬ 
 facturing—evidences of the influence of the technical schools. 
 
 ******* 
 
 DISPOSITION TO DEPEND ON PUBLIC SCHOOLS. 
 
 From many conversations with owners of industrial establishments I find the prevailing idea to be 
 that everything appertaining to education is to be done in the public school. Moreover, the general 
 aptitude,"inventiveness and industry of the American young men, animated always by ambition, and 
 
 *As accounts of most, if not all of the institutions referred to. are given at length in the volumes 
 of this Report, only the names of the institutions are here reprinted, to show the extent of Dr. Bar¬ 
 nard's investigations. 
 
MR. MATHER ON TECHNICAL EDUCATION IN THE U. 8. 819 
 
 backed by the ability to read, write and reckon well, have furnished employers witn intelligent 
 mechanics after a comparatively short service in the workshops. All Americans have, more or less, 
 the mechanical faculty. It is the characteristic of the race. The problems involved in settling the 
 country have been more mechanical than political. In early times almost all men and all women were 
 engaged in manual work and in exercising their wits to avail themselves of the forces of Nature. To 
 this natural bias the public-school education gave the means for higher development. The demand 
 for mechanical contrivances to save labor held out the promise of great reward, and the protection of 
 cheap patents gave confidence and security. Thus the workingmen of America have been educated 
 and brought up under conditions different from those prevailing in Europe. 
 
 EVIDENCES OF AMEBICAN INGENUITY. 
 
 It is impossible to traverse this vast continent without witnessing the evidences of originality of 
 application founded on scientific principles, and of a development due to education in the mechanical 
 arts. In the railroad system, from the locomotive to the baggage-car, there are original design and 
 marked ingenuity in every contrivance; in bridge-building, great daring and ready devices for tem¬ 
 porary, yet. safe, structures; in the navigation of rivers there are boats which differ from all European 
 systems'. The shallow rivers, like the Mississippi in summer, are navigated for a thousand miles by 
 steamers drawing less than twelve inches of water. The Ohio conveys from Pittsburgh thousands of 
 tons of material by boats drawing nine inches of water. Towns like Chicago, Denver and Sau Fran¬ 
 cisco are built under difficulties which require an entire departure from all old methods of applying 
 science. The produce of the great agricultural regions suggested new modes of tilling, sowing and 
 reaping, and in agricultural machinery the Americans showed how quickly and directly science could 
 deal with vast products which would rot on the field but for mechanical skill to preserve them. The 
 same aptitude that dealt with the overwhelming abundance of the West has turned to account the 
 sterility of the East., where, in Maine, New Hampshire and Vermont, the mechanical skill of the 
 farmer in devising economical methods has contributed as much to his support as his knowledge of 
 cattle and crops. 
 
 APPLICATION OF SCIENTIFIC PRINCIPLES OBSERVABLE ONLY IN MORE RECENT STRUCTURES. 
 
 It is, of course, in the more recent structures and modern mechanical appliances that the evidence 
 of scientific truths and methods is observable. The rough-and-ready contrivances of early railroad 
 development indicate originality anil “mother wit”; hut in the waste of material and crudeness of 
 design may be noticed the absence of technical or scientific training on the part of those whoconducted 
 extensive engineering or mechanical operations in those days. The gradual diffusion of science is 
 very marked in the rapid reconstruction, during recent years, of (lie great railroads of the past and 
 in the new main lines. Also, in railw ay plant generally, the old is being replaced by the new, and 
 the latter exhibits high theoretical knowledge combined with practical ingenuity. 
 
 AMERICANS OWE MUCH TO EUROPE. 
 
 • 
 
 The Americans undoubtedly owe to European engineers the rapid advance they have been able to 
 make in their public works. The conservation of waterpower for the use of the mills at Lowell and 
 Lawrence, in Massachusetts, is duo to the eminent hydraulic engineer, Mr. Frances, an Englishman, 
 who practised for forty years in America. The water rights of a district are held in trust for the 
 whole community by a board or corporation elected for the purpose. The. power is distributed accord¬ 
 ing to the share which may ho purchased or rented by the users, but, regard is had to the rights of all, 
 and its utilization requires great skill and knowledge to prevent loss of power. Mr. Frances lias had 
 charge of this important work for many years, and is deservedly esteemed as the highest authority 
 on hydraulic engineering in America. Although a lucrative field was, in the early days, open to 
 European engineers and machinists havingn thorough scientific knowledge of their profession, yet 
 it is evident that they found apt scholars, who, as they acquired some theoretical science, launched 
 out into new paths, untrauuneled by the traditions of the older countries. 
 
 Even the science of foreigners, when applied here, takes different methods. The Englishman and 
 German become hold and self-confident to a degree only manifested by rare men in Europe. The 
 everlasting thirst for something new excites, stimulates and drives men to venture into untrodden 
 paths in applying their knowledge. In (he manufacture of machine tools and every kind of mechanism 
 where the interchangeability of parts would be an advantage, tlie design and construction have been 
 made subservient to this law. It may bo truly said that the Americans have carried to its utmost 
 limits one of the greatest improvements in modern times in mechanical construction—namely, in their 
 extensive introduction of the principle of the interchangeability of parts in machinery. Watches, 
 sewing-machines, tools, agricultural implements, printing-presses, firearms, etc., are made with an 
 accuracy so fine as to approach tlie theoretical, and yet more cheaply than the rudest and most imper¬ 
 fect work. All these evidences of scientific skill speak well for the methods of education in tho recent 
 past, so far as it goes; but other intiuences, such as “necessity is the mother of invention,” and the 
 presence in America of foreign experts, will account for much of tho rapid growth in the mechanic 
 arts. 
 
 TECHNICAL SCIENCE SCHOOLS ESSENTIAL TO FUTURE DEVELOPMENT. 
 
 The future development will depend upon a population not compelled to dare and endure and experi¬ 
 mentalize for “very life.' In the past, the waste of material has been excessive. To make tho best 
 use of a given quantity of material requires a sound knowledge of its properties and of its disposal 
 in the arts and manufactures by scientific methods. In this direction the technical and science schools 
 already instituted have accomplished much in providing foremen and managers, chemists, miners, 
 and intelligent employers in the engineering and manufacturing industries. Some extensions of these 
 institutions are now being promoted. One significant, indication of progress in this direction was 
 afforded me during my travels. I attended a convention of about a thousand teachers, professors 
 and principals of schools and colleges at Saratoga, and another similar gathering in the White Moun¬ 
 tains. The discussion of technical and industrial training was the chief feature of the conventions. 
 I was much impressed by tho high qualities of culture and character which distinguished this truly 
 “Grand Army of the Republic " in its 300,000 teachers, as represented at these meetings. If this force 
 should be directed by a changeof tactics, so to speak, in the schools to scientific and technical instruc¬ 
 tion, and to less concentration upon purely literary subjects, there can be no donlit that America will 
 solve the industrial-education question more rapidly than any other country and utilize it in the fur¬ 
 ther development of her inexhaustible resources. 
 
 It must not, bo supposed (hat, Nature has bestowed her gifts over this continent in such wise that 
 they can be enjoyed without much skill and labor in the gathering of them. No country offers more 
 
820 EDUCATION IN THE INDUSTRIAL AND FINE ARTS, 
 
 difficult problems to the engineer, the agriculturist and the manufacturer. A climate of extremes; 
 a scarcity of water in the West; the difficulties of cheap transport and distribution, all require the 
 highest qualities of self-reliance and endurance, with scientific knowledge, in the progress of the 
 future. * * * 
 
 JOHNS HOPKINS UNIVERSITY. 
 
 This splendidly endowed institution (the Johns Hopkins University) is taking rank amongst the 
 highest universities of America. The regular curriculum of a university course is followed here. 
 The University was opened seven years ago. The bequest of Johns Hopkins amounted to £700,000. 
 The interest was allowed to accumulate until a sufficient sum had accrued to enable the trustees to 
 erect handsome and commodious blocks of buildings on land bequeathed by the founder. 
 
 x * * * * * * 
 
 This University is devoted chiefly to the highest branches of education in mathematics, physics and 
 medical science. It is conducted on the lines of Owens College of Manchester, with a bias more 
 specially to original research and scientific discoveries, both in chemistry and physics, than to prepar¬ 
 ing for industrial pursuits. There are no night classes, so that all the teaching is confined to those 
 who can afford to pass through all the courses in the day classes. Dr. Gilman informed me they had 
 some instances of workingmen having, at great self-sacrifice, come to them to obtain a thorough scien¬ 
 tific education. The total fees for all subjects amount to £1(1 per annum. 
 
 Dr. Gilman, in answer to my inquiries, stated that some of their professors had delivered popular 
 lectures to the working classes, but he did not regard these as having much influence on working- 
 people generally, in relation to their occupations. He would gladly use the institution as a means of 
 technical training, but did not yet know of a scheme that was practicable there. 
 
 ***** x * 
 
 ONE UNIVERSITY MIGHT GREATLY PROMOTE THE TECHNICAL TRAINING OP WORKERS. 
 
 One might expect from so richly endowed an institution a more direct relation to scientific industry 
 than appears now to be the case. * With an income of £30,000 a yeai without fees, it would appear pos¬ 
 sible for a large amount of work to be done among the people of the city without in any degree dimin¬ 
 ishing the highest, instruction in the advanced stages of literal/ and scientific knowledge. 
 
 Baltimore does not possess any large or distinctive manufactures. The trade is chiefly that of tim¬ 
 ber and grain export, with workshops for railway purposes. The Baltimore and Ohio Kailway shops 
 employ 3000 artisans, for whom there is little provision for science instruction beyond the drawing 
 classes I have described. 
 
 I found much interest displayed in the question by the authorities of the railway to whom I was 
 introduced, and they expressed their desire and intention to provide suitable science schools for their 
 workpeople. 
 
 EXHIBIT N. 
 
 Ex-Commissioner Eaton’s opinion op Dr. Philbrick. 
 
 Perhaps no views are better worthy careful consideration than those of Dr. Phil- 
 brick, of whom the Commissioner of Education says : 
 
 It is acknowledged the world over that to him is largely due the excellence of the Boston schools. 
 A thorough man of affairs, accurate and broad in his scholarship, in the fullest sympathy with Amer¬ 
 ican institutions and ideas, he not only watched and guided the Boston schools that grew under his 
 hands for twenty years, but, by travels and studies in different parts of this country, and two visits 
 to Europe—one of which included ofheial duties in connection with the Exhibition at Vienna, and the 
 other the special organization, caie and management of the American Exhibition of Education in 
 Paris in 1878—he had the vastest opportunities lor extensive personal observation elsewhere in school 
 matters, and for philosophical deductions therefrom. In bis retirement, and with his accumulation 
 of literature, of observation and of experience around him, he has consented at my request to prepare 
 the following report on education in cities. * * * Every one will see that, to secure the fullest ben¬ 
 efit to the millions interested in the wise administration of education iu our cities, and the millions 
 yet unborn to be affected by it, the writer of this report (is) possessed of rare qualifications for the 
 undertaking. * * * I may add that I know of no more valuable study of city systems of public 
 instruction than that presented by him. 
 
 [Extracts from Dr. Philbrick's Keport on City School Systems of the United States.] 
 
 WHAT IS MEANT BY INDUSTRIAL EDUCATION? 
 
 It may be well, in the first place, to define what is meant here by the term industrial education, 
 which is used rather loosely in the current discussions on the subject. Some writers use it in the same 
 sense as technical education; better usage makes a distinction, however. J. Scott Russel., iu his 
 masterly book, “Systematic Technical Education for the English People, ’ gives to technical education 
 a broader meaning than that which belongs to industrial education, making it include all that educa¬ 
 tion which teaches the knowledge required to fit men for some special mode of gaining their liveli¬ 
 hood, and thus embracing the instruction of tile highest professional schools, as well as that given in 
 schools designed to form the handicraftsman oi the humblest degree. Kou-technical or general educa¬ 
 tion, on the other hand, is that which has for its object to train and send into the world able men of 
 matured intelligence and ripened powers, good for all the vocations of life and prepared to enter upon 
 its duties with sound bodies, developed ability, and formed character; but it is not designed to com¬ 
 municate that special knowledge or to develop'that special skill which fits a man for t ho particular call¬ 
 ing or profession which he will have to chooso as his life-work. This general education is the necessary 
 basis and accompaniment of efficient technical education. Large education, broad development, a 
 generous general training, are the best possible foundations of useful after-life, but they are only the 
 foundations of the knowledge and skill requisite for professions and trades. This knowledge and 
 skill it is the function of technical education to impart; it gives that special training which renders 
 the educated man both self-supporting and directly^ useful to society. I willingly adopt the significa¬ 
 tion given to technical education by so eminent an authority, although my choice would be to call all 
 that education which is not general, professional, after the nomenclature of the Erench pedagogy. 
 
REPORT ON INDUSTRIAL TRAINING BY DR. PHILBRICK. 821 
 
 TWO DIVISIONS OP TECHNICAL EDUCATION. 
 
 Technical education in this comprehensive sense is composod of two tolerably well-defined divisions, 
 the one being that which is concerned with the social prolessious and those relating to the fine arts, 
 while all other occupations and pursuits requiring the application of science, art and manual skill are 
 included in the other division. This province of technical education is what we mean by industrial 
 education, which has for its scope to impart the knowledge and skill requisite for success in the three 
 great departments of practical life—namely, agriculture, manufactures, and commerce; or, in other 
 words, in producing the raw material from the ocean, the mines, the forest and the field, in converting 
 these materials into useful forms, and in their transportation and exchange. 
 
 In its widest sense industrial education comprises not only all that a man does for himself, but also 
 what is done for him by others to bring him nearer to perfection as a worker in any branch of industry. 
 
 In a more limited sense industrial education is that which is designed to impart the knowledge aiid 
 skill requisite as a preparation for successful work in that department of practical activity which is 
 concerned in changing the raw material into useful forms, or the manufacturing industry. 
 
 In former times knowledge and skill in industrial pursuits were almost, exclusively acquired by 
 means of apprenticeship. This held true not only of the mechanical trades, but of the liberal profes 
 sions as well. 
 
 That sfate of things has passed away. An auxiliary instrumentality has been created by the 
 demands to advance civilization ; that instrumentality is the technical school, in its elementary, sec¬ 
 ondary and superior grades, and in its ever-increasing diversity of aim and purpose. Industries 
 made "but comparatively slow progress while they were carried on by persons whose instruction was 
 limited to apprenticeship Gradually, and in more recent times, the idea has made its way that the 
 progress of an industry depends especially upon the degree of instruction of those who exercise it. 
 This led to the establishment of industrial schools. The competition of industries is rapidly multi 
 plying these schools, and from present indications these schools are destined to a development, far 
 beyond that as yet obtained in the most advanced community. Industrial education is of two kinds: 
 first, that which consists in imparting a theoretical knowledge and the applications of science and the 
 principles and rules of the useful arts, such as may be given in the class room and laboratory by the 
 teacher and professor; second, that which consists in impartiug the manual skill and the applications 
 of science and the rules of the arts necessary to form the handicraftsman, of whatever grade. This 
 is the education of the shop. The school for imparting this branch of industrial education is there¬ 
 fore primarily and essentially a workshop, supplemented to some extent with the theoretical training 
 of the school-room and the manipulations of the laboratory. The considerations relating to industrial 
 education here submitted must be limited to that portion of it which is imparted in schools, and, more¬ 
 over, such schools as properly come within the scopo of city school systems. 
 
 THEORETICAL KNOWLEDGE AND EDUCATION OF THE SHOP. 
 
 No school question is at present more agitated among us than that of making manual training a 
 branch of instruction in the common school. Some extremists maintain that trades should be taught 
 in the schools in connection with the common branches now required, so that when the scholar grad¬ 
 uates he will be prepared to earn his living as an artisan ou leaving school. Others, more moderate 
 in their views, would not undertake to teach trades in school, aiming only to exercise the pupils in 
 the use of the principal tools in working wood and iron. So far the different theories on the subject 
 have been put into practical application only to a very limited extent. The two important practical 
 questions in this connection which claim our attention are, first, what has been already accomplished 
 in the direction of industrial education in our city school systems? second, what does experience indi¬ 
 cate as desirable improvements to he undertaken in the department of industrial education ? * * * 
 
 HANDICRAFT AS A BRANCH OF PUBLIC INSTRUCTION.—THE WORKSHOP IN THE SCHOOL AND THE SCHOOL 
 
 IN THE WORKSHOP. 
 
 There are two modes of giving instruction in handicraft in schools: First, by annexing the workshop 
 to the school for general education, whether elementary or higher. This mode is sometimes called the 
 putting of the workshop into the school. Second, by establishing technical schools for apprentices, 
 consisting primarily of the requisite shops, with appliances for giving the theoretical instruction 
 applicable to the trade taught. This mode has been denominated the putting of the school into the 
 workshop. * * * 
 
 Superintendent Marvel, of Gloucester, Mass., in referring in his report to an experiment tried in the 
 schools of that city, remarks as to its results as follows; 
 
 “ This attempt to combine intellectual and manual training will tend to dignify manual labor in the 
 opinion of many young people just at that critical period when so many are now wasting opportunities 
 for practical education in a vain endeavor to accomplish purely intellectual work for which they are 
 totally unfitted. Recognition in the public schools that mechanical occupations are equally as impor¬ 
 tant as the professions or as mercantile pursuits, and that the scheme of public instruction is broad 
 enough to afford an education adapted to the needs of all classes of citizens, cannot fail to have a 
 marked effect upon the succeeding generation. Boys and girls will deem it no lesH honorable to be 
 found in the fields and workshops than in stores and offices, so long as they are engaged in legitimate 
 and honorable occupations." 
 
 EXHIBIT O. 
 
 As supplementary to their investigations into the influence exercised by technical and other schools 
 on the efficiency of foremen and other employes engaged in the principal industries of England, the 
 Royal Commissioners secured the views in writing of a large number of manufacturers and other 
 employers of labor upon the following points: 
 
 1. As to the influence on industries in which theso employers were engaged of the science and art 
 classes, and other sources of technical and general instruction that are available to apprentices, work¬ 
 men and foremen; and 2. As to any means whereby such instruction may be rendered more useful. 
 
 Attention is invited to the appended extracts from a few of tbeir replies, which, summarized, were 
 to the effect that the schools are exerting a decidedly beneficial influence upon both the industries and 
 the laborers through whom they are developed. These statements, coming as they do from men who 
 are immediately engaged in the industries which the schools are designed to improve, are significant 
 in their testimony concerning the direct and indirect value of technical education. They are from 
 men who are likely to take a practical view of matters, and who are accustomed to decide upon the 
 merits of things solely with reference to their economic results. 
 
822 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Notice should here be taken of the fact that English technical schools are not nearly so efficient as 
 those on the Continent. Most of them have not been long in operation. Many are poorly equipped, 
 and others badly managed. The best schools are the ones that have only lately been established, and 
 consequently they have not yet had time to make their influence very extensively felt in the factories 
 and shops. Besides this, it is only very lately that employers have taken interest enough in the 
 schools to encourage and require their employes to attend the classes. Yet, notwithstanding all these 
 adverse considerations, it will be seen that tiie opinions expressed in the letters referred to are decid¬ 
 edly in favor of the maintenance of science and training schools in industrial communities, and it is 
 sale to predict that this sentiment will increase when the schools are made more efficient and have 
 had a longer time in which to make results. 
 
 Only such parts of a portion of the answers are given here as relate to the influence of the schools 
 upon industry. . 
 
 [From Messrs. Kelson & Co., Iron-Workers, Leeds.] 
 
 “ There is in our works a growing tendency, on the part of the hands employed, to greater intelli¬ 
 gence and earnestness 111 the execution of the work allotted to the respective departments. The night 
 classes at the Leeds Mechanics’ Institute have long been an attraction to many of our young men. 
 
 [From Horrockses, Miller & Co., Cotton Manufacturers, London.] 
 
 « 
 
 " Many occupying leading positions in our employ owe their general competency to such advantages.” 
 
 [From James Dixon & Son, Metal-Workers. London.] 
 
 “ We are of the opinion that these schools have had from the beginning a very beneficial effect 
 upon the foremen and workmen of our district, and that the amount of benefit that is accruing to the 
 trade is increasing year by year. As the men who were old scholars are more intelligent and artistic 
 workmen, their influence lias a corresponding effect upon their apprentices, and induces them to send 
 them to the schools." 
 
 [From Sir William Armstrong, Shipbuilder and Manufacturer of Guns, Newcastle-upon-Tyne.] 
 
 11 The technical instruction given in the institution attached to these works has undoubtedly a bene¬ 
 ficial influence on the industries in the locality. Our experience of the classes is that they not only 
 develop thought and intelligence, but they also tend to foster studious and steady habits and to raise 
 the tone of the students.” 
 
 [From James Humphries & Son, Carpet Manufacturers, Kidderminster.] 
 
 “We have an excellent school of art, which has proved of great use in assisting to raise efficient 
 draughtsmen and designers for our principal industry in this town- namely, the manufacture of car¬ 
 pets. Whereas, some years hack, we were compelled to go to France and Germany for designs, we 
 are now practically independent of other countries, as far as carpet designing is concerned.'' 
 
 [From Thomas Tupling & Co., Carpet Manufacturers, London.] 
 
 “The influence of art classes in raising the style of design and workmanship cannot he too fully 
 appreciated and encouraged." 
 
 [From Messrs. Hunt & Ruskell, Metal-Workers, London.] 
 
 “The influence of the science and art classes on our artisans is of the highest value, for they develop 
 ideas of conception and taste that would otherwise lie dormant, and the training afforded by these 
 classes raises the workman above the mere mechanical drudgery of his employment. We believe the 
 same influence awakens a desire to cultivate refinement in the execution t>f his work, a sentiment that 
 might have been lost, but for the exterior educational aid afforded by the classes.” 
 
 [From Messrs. Crosses &. Wenkworth, Cotton Manufacturers, Bolton.] 
 
 “ We regard the science and art classes carried on in Bolton as having conferred incalculable bene¬ 
 fits on the industries of the town and district, and we look to them principally for the improvement in 
 general knowledge of our workmen, and to lit them to become foremen.” 
 
 [From J. K. Gird wood, Linen Manufacturer, Belfast.] 
 
 “At present there are only the classes held in the Workingmen’s Institute and the School of Design 
 available for workmen and foremen, both of which classes nave been of great assistance to many of 
 our employes attending them.” 
 
 [From Edward Steegman & Co., Lace Manufacturers, Nottingham.] 
 
 “The influence of the classes is decidedly good, and the science classes are very well attended." 
 
 EXHIBIT T. 
 
 This and the preceding exhibit are designed to show the importance that employers 
 attach to technical schools, and the comparative value of educated and uneducated 
 labor. 
 
 In answer to inquiries concerning the value of educated labor lately proposed by 
 General Eaton, United States Commissioner of Education, some very suggestive 
 letters were received from employers and others interested in industrial pursuits. * 
 
 * For those letters see the “Special Report on Industrial Education in the United States’’ (1883) 
 already referred to. 
 
LETTERS FROM AMERICAN EDUCATORS. 
 
 823 
 
 EXHIBIT Q. 
 
 Mr. Mather wrote letters to several prominent educators of the United States, 
 asking what effect the educational institutions with which they were connected 
 were having on the commerce and industries of the nation. A few of the answers 
 that he received are inserted here. 
 
 [Letter from Professor Trowbridge.] 
 
 School of Mines, Colombia College, 
 
 Corner 49th Street and 4th Avenue, 
 
 New York, October SO, 18SS. 
 
 Dear Sir : In answer to your question, “ What effect is t ne School of Mines exerting on the profes¬ 
 sions and manufacturing industries of the country?” I will just state that my answer will apply, I 
 am quite sure, to all the institutions in this country in which the applied sciences are thoroughly 
 taught, and where, at the same time, proper instruction is given in the technical applications of these 
 sciences to civil and mechanical engineering, and to the agricultural, mining and manufacturing 
 industries. 
 
 The effects produced on these professions and industries are felt more and more each year, in the 
 attainment of greater economy in production, as well as in new and progressive developments in engi¬ 
 neering practice, and in the principal arts and industries. These effects are accompanied by, and per¬ 
 haps arc largely due to, a general diffusion of scientific knowledge among the people. All classes are 
 becoming impressed with the value and importance of national scientific methods, especially when 
 they learn that these methods harmonize with the results derived from experience and observation. 
 The knowledge thus diffused is fast breaking down and destroying the false antagonism—formerly 
 supposed to be radical and insurmountable—between theory and practice. 
 
 The business man is becoming a better judge and critic in matters of science and engineering appli¬ 
 cable to his own affairs, while the farmer, the artisan, and even the common laborer, are learniugthat 
 in proportion to their increased knowledge of true scientific processes their labor becomes more 
 efficient: they can secure better results at less costand with greater certainty than formerly. 
 
 You can readily understand that bringing scientific knowledge, even in its elementaiy forms, to 
 bear on industry in this manner, promotes material progress and growth, and secures public confi¬ 
 dence in enterprises or improvements which receive the sanction of well-educated scientific men. 
 
 Foi this increase and diffusion of knowledge and this public confidence we are indebted largely to 
 our scientific schools, and to the men sent out from them. I need only suggest the direct influences 
 which those men exert, through their own labors when they are scattered through the country among 
 the mines, the manufacturing and engineering establishments, and the engineering worus in progress. 
 
 Very truly yours, 
 
 W. P. Trowbridge. 
 
 Mr. W. Mather. 
 
 |Letter from Dr. Homer T. Fuller.] 
 
 Worcester Free Institute, 
 
 Worcester, Mass., October 25, 1S88. 
 
 Mv Dear Sir: In replv to your inquiry as to the effect of the training given at the Worcester 
 County Free Instit ute of Industrial Science upon the industries of the country, it may bo said that the 
 school was not founded to create new industries, nor specially to build up those that were waning. 
 It has helped to meet an increasing demand for men who were trained in both the theory and appli¬ 
 cations of science, and who, hence, could assist in developing and promoting enterprises requiring 
 more than ordinary intelligence and skill. 
 
 It educates mechanical engineers, civil engineers, chemists and designers. Fifteen per cent, of its 
 graduates are partners in business firms or superintendents of important business enterprises; 20 per 
 cent, are foremen or draughtsmen, chietly in shops for construction of machinery; 7 per cent, are 
 skilled workmen in such shops; and about 20 per cent., comprising most of those trained in civil- 
 engineering, are employed either in railway construction or in othercivil-engineering work. Fifteen 
 of them have filled responsible positions on a single railroad; six on another road. Besides these, 
 the chemists have done good service in dye works and metal works, while about 1J per cent, of the 
 whole number, including most of those who have given special attention to drawing and designing, 
 have become teachers. Its graduates have usually quickly found employment, and some have been 
 offered remunerative situations before completing their course of study. 
 
 It should he mentioned that this school is yet young, none of its graduates having been in practical 
 life over twelve years, and the majority only four or five years. 
 
 The educational infiuence of the school has been considerable. Several other schools recently 
 founded, or now projected, are adopting substantially its plans and methods of training Such are 
 the ltose Polytechnic at Terre Haute, Indiana, and the Miller School at Batesville, Virginia: and a 
 committee of the Legislature of Georgia, after visiting the more important of the technical schools in 
 the North in Jtuy last, reported a bill providing for the establishment of a State technical school, in 
 which tlio course of training was indicated to be "as nearly as practicable like that of the Worcester 
 Free Institute.” 
 
 I am, etc., 
 
 HoMer T. Fuller, Principal, etc. 
 
 Wm. Mather, Esq. 
 
 [Letter from Professor Greene ] 
 
 Rensselaer Polytechnic Institute, 
 
 Troy, N. Y., October 22, 1888. 
 
 My Dear Sir; I have to acknowledge the receiptof your kind letterof the 19th instant, containing 
 a request that I send you a brief reply to yo.r inquiry as to what is myopinion and experience of the 
 effect exerted by the training in this institution upon the engineering works of this country. 
 
 It gives me great pleasure to comply with your request. 
 
 The Institute was the first school of its kind established in the United States. It was founded in 
 1824 by the late Hon. Stephen Van Rensselaer as a school of natural and applied science. Its founder, 
 long a'member of the Board of Canal Commissioners, had been actively interested and largely instru¬ 
 mental in the construction of our first great work of internal improvement, the Erie Canal, which 
 
824 EDUCATION IN THE INDUSTRIAL AND FINE ARTS, 
 
 was completed iu 1824. During the execution of this work there were no educated engineers in the 
 country, and for this reason great difficulty was experienced in securing tire services of persons com¬ 
 petent to direct the necessary surveys, location and construction. Hen were taken from various 
 occupation sand educated practically as the work progressed. Mr. Van Rensselaer thus had occasion 
 to realize the pressing necessity of providing for the future requirements of the country, during the 
 development of its vast and varied resources, a body of trained scientific men. 
 
 Engineering as a profession was unknown and, of course, unrecognized in the country. There were 
 no railroads, no waterworks, no great bridges, and but few works of any description which could 
 properly he called engineering works. 
 
 At such a time and under such circumstances the Institute was founded. During the 60 years which 
 have elapsed since its foundation it has been closely identified with the marvelous growth and develop¬ 
 ment of our country. From 1824 to 1840 its graduates largely became professors, geologists and manu¬ 
 facturers, a few only entering the field of engineering, for the reason probably that there was only a 
 small demand for engineers. 
 
 With the introduction and growth of railways and other engineering works there came an increased 
 demand for engineers, to meet which, in 1850-51, the course of study and practice at the Institute was 
 modified and enlarged to meet existing and future requirements; and it then became exclusively a 
 school of civil engineering. 
 
 About this time and for the same reason engineering courses were established in various colleges, 
 and since that time many technical schools have been organized throughout the country, all based 
 upon the same general plan, and all owing their origin to the rapidly growing demand for, and the 
 more widely and generally recognized importance of, technical education. 
 
 At the present time there is scarcely a State or a Territory which has not its engineering or tech¬ 
 nical school. 
 
 The Institute has furnished many professors for these institutions. As a rule, however, the grad¬ 
 uates of the Institute enter at once upon the active duties of the profession of civil engineering, in 
 which very many have become eminent, not only as designers and constructors, but as managers A 
 great railway and manufacturing corporations, while many others are growing up in various subordi¬ 
 nate capacities, and are thus becoming fitted for the more important and responsible duties of the 
 profession. 
 
 The field of engineering is rapidly widening, and the specialties of hydraulic, steam, bridge, mechan¬ 
 ical, miniugand electricengineering have been promptly entered upon and occupied by the graduates 
 of all our technical schools. In all of these the reputation of the Institute is nobly sustained by its 
 graduates. 
 
 I oelieve it is not too much to say that the marked success of every educated and thoroughly trained 
 engineer, in any branch of the profession, creates a demand for, and supplies, three more having sim¬ 
 ilar qualifications and for similar service. 
 
 Although our numbers are constantly increasing, there are times when we are quite unable to 
 respond to applications for our graduates. 
 
 Y ou, my dear sir, have had an opportunity to see something of our country, and to become acquainted 
 with its enormous extent and resources. You have seen its public works, and have learned much in 
 relation to its manufacturing and mining industries. You have also witnessed the activity and enter¬ 
 prise of our people. Wherever you have been, and whatever you have seen in our country, whether 
 it be the great structure spanning the East River between New York and Brooklyn, the steel arch 
 spanning the Mississippi at St. Louis, the Pennsylvania Railway (the model railway of our country), 
 or the public works of Boston, New York, Brooklyn, Philadelphia, St. Louis, and other cities, you 
 have witnessed, and can yourself bear testimony to, the effect of the training in our institution upon 
 the engineering of our country. We cannot, and of course do not. claim exclusive credit for these or 
 other important engineering works. Wo merely represent that the Institute has been and is repre¬ 
 sented in all of them. I therefore state, in conclusion, that experience .justifies me in expressing the 
 decided opinion that the training of the Rensselaer Polytechnic Institute, as well as that of other 
 similar schools, has exerted a most marked and important influence upon the engineering works of 
 America. 
 
 I am, etc.. 
 
 W. Mather, Esq. 
 
 W. M. Greene, Director , etc. 
 
 EXHIBIT R. 
 
 [Extracts from Mr. Mather's Testimony before the Senate Committee on Education and Labor, whose 
 Report was published iu 1885, and which contains much Valuable Information.] 
 
 In answer to questions by Senator Blair, Chairman of the Committee, Mr. Mather 
 said that he lived in Manchester, England, where he was the owner of extensive 
 machine shops, and stated that he had been an employer of labor all his life. The 
 purpose of his visit to this country was to ascertain, on behalf of the Royal Com¬ 
 mission on Technical Education, what opportunities are offered to the people of 
 this country and Canada to acquire industrial training and technical knowledge. 
 Mr. Mather further testified: 
 
 REASONS FOR THE APPOINTMENT OF THE BRITISH ROYAL COMMISSION. 
 
 The appointment of this Royal Commission to inquire into the technical education of all the Coun¬ 
 tries in the world arose out of the fact that in England we have not many opportunities nor institu¬ 
 tions which afford to our working-people, or even to our middle classes, the means of acquiring a 
 knowledge of the sciences before they enter the usual occupations of life. We have felt for the last 
 ten years very acutely, as you know, the competition which has sprung up in all parts of the world 
 wit.ll English industries, and it has been supposed by some public men, and by large numbers of the 
 community generally, that our manufactures of the simplest kind would for the future have to yield 
 to a higher class of productions if we are to hold our place in the world as purveyors of clothing and 
 the various articles which we have hitherto shipped from England. The countries of Europe have, 
 of course, ceased to take from us gray cloth and the simplest forms of machinery, and in a hundred 
 ways ceased to need our services in matters for which, twenty years ago, they were absolutely 
 dependent on us. 
 
 In consequence of this we find it necessary to improve the taste in all articles we manufacture, and 
 to bring to bear a higher knowledge of the scientific laws that underlie all the industries, and to edu¬ 
 cate our people into still greater skill—a skill derived from higher intelligence. Our opportunities 
 
MR. MATHER TESTIFIES BEFORE SENATE COMMITTEE. 825 
 
 hitherto, in England to impart this sort of knowledge to our apprentices, and to men who desire to 
 learn after they have entered upon the ordinary duties of life, have been very few, and have been of 
 a voluntary character. On the Continent of Europe industrial and technical schools have been in 
 existence—in Germany, France and Switzerland particularly—for a considerable number of years, and 
 the benefits accruing from these have at last invited our attention. 
 
 The industries of England have flourished chiefly, hitherto, upon the great demand which all the 
 world has made upon us for our products and on the facility with which" owing to the abundance of 
 material, we have manufactured all our machinery and textile goods. 
 
 During the last ten years that demand, as I have said, has very much decreased, and we have now 
 to pass on to a different kind of manuiacture. Our people cannot respond to this higher demand made 
 on them We have not had the art schools or science schools to enable them to understand tho laws 
 orprinciples upon which this higher industry is based. 
 
 In order to meet this, we hope to establish in all our manufacturing districts certain institutions— 
 you may call them technical schools—in which not trades shall be taught, but the science that under¬ 
 lies every industry shall he imparted to the children of workingmen, at tho same time that they are 
 somewhat trained in industrial skill to manipulate, to pass through and understand tho operations 
 which are necessary for the various kinds of manufacture that we desire to improve. 
 
 * ****** 
 
 HR. MATHER’S SHOP SCHOOL. 
 
 I will give you my own case. I have a number of engineer apprentices in my own works. I felt 
 the necessity of having these young fellows employ the time more to their own benefit and profit, and 
 also more to the interests of my concern, so we built a school inside the works and made it compulsory 
 on every apprentice to attend that school during the evening two hours in the week. If they do not 
 attend that school they are discharged from our employment; and this applies to all our apprentices. 
 
 TRADES UNIONS. 
 
 I am happy to say that trades unions with us have become part and parcel of our life. We have 
 accepted them now as one of the proper societies for the working classes to form, and, conducted as 
 they are by able and, I think, in the main, conscientious and respectable men, we have joined with 
 them rather than separated from them. Employers of labor generally have lost that violent antago¬ 
 nism which, you know, existed at one time; the trades unions have moderated many of their demands, 
 and whatever demands they now make, they at any rate make in more moderate language and in more 
 polite ways. The capitalists and laboring population havo both learned by experience, and, I think t 
 may say, Yiave come to see that none of the interests of capital or labor can be served when there is 
 an antagonism between them. On the other hand, I think the laboring classes see that capital lias 
 certain difficulties ami trials and experiences of which laborers knownotning, and by frequently com¬ 
 paring ideas, as we do under the arbitration courts that are sometimes established between masters 
 and workingmen, a great deal of information is passed from one side to the other. 
 
 STRIKES ARE NOT VIOLENT. 
 
 The consequence is that our strikes now, though they may be long, are not violent; though they 
 may be stubborn on the part of the men, who will not see that trade is in such a state that higher 
 wages cannot be granted; or, on the other hand, on the part of the masters, who have their own stub¬ 
 bornness sometimes, and try to withhold from the laboring-classes the amount of wages they ought 
 to give them when trade has improved. While these two positions will always, of course, to some 
 extent, exist (for there will always be some obstinacy on both sides), yet, as n rule, violence and pas¬ 
 sion have departed from those disputes, and all questions are settled with good feeling. 
 
 In all trades, aside from the textile industries of our country, we have lor many years been, for the 
 most part, entirely free from strikes. In all engineering difficulties, disputes have been settled freely 
 and wit hout any ill-feeling. The engineer class with us are tho most intelligent, and therefore the most 
 reasonable. The engineer trades with us include pattern-makers, moulders, smiths, fitters, turners 
 and directors of machinery—everything connected with machinery we call engineer trades. 
 
 LABOR DIFFICULTIES AVOIDED BY EMPLOYERS MANIFESTING A PRACTICAL INTEREST IN THE WELFARE 
 
 OF THEIR LABORERS. 
 
 The building trades have a strike occasionally, but, compared with the number of differences that 
 they settle by arbitration and conference, the strikes are not of much importance. They have had 
 long-continued disputes from time to time, but, as I have said, there is no violence connected with 
 them. After a certain amount of suffering on the part of the men (for, unhappily, it generally ter¬ 
 minates that way with us), the difficulties are settled and they go to work. I think we have bridged 
 over many difficulties by this simple remedy of arbitration. We have lessened the hours of labor, and 
 have brought nine hours a day to be the standard, instead of ten hours a day. Employers generally 
 have endeavored to show a sympathy with tho social life of all our working-people by establishing 
 provident dispensaries for their succor or assistance when either injured in their work or stricken 
 down by disease. We have nurseries, institutions carried on under the superintendence of our wives, 
 who go down into the lowest parts to find and aid distress. This is common to every manufacturing 
 town in the country. The wives of the manufacturers, merchants, and employers generally have 
 found that the lives of the people, after their hours of work are over, are matters ot their highest 
 regard for the sake of their own interests. Hence various institutions have been established by public 
 subscription and are managed by the manufacturing class for the benefit of tho laborers. 
 
 You may readily understand that any virtuous and good act brings its own reward. That is an 
 axiom that we have all accepted. But when I spoke of their interests, I meant that from quite a 
 material point of view, leaving out the philanthropic motives and the higher relations of men, and 
 speaking of it merely as a matter of business. 
 
 MATERIAL INTERESTS OF EMPLOYERS ARE THUS ADVANCED. 
 
 Wherever the employers of labor have manifested this interest they have found it to be of advantage 
 in a business point of view. Whatever difficulties might arise between them and their employes in 
 consequence of wages have been more readily adjusted, and, at any rate, die motives of the manufac¬ 
 turers are not misunderstood. The men only require to be convinced of the exigencies of tiade, and 
 to see that the thing which is stated to them is really true, to induce them to yield. This sympathy, 
 this endeavor to elevate and improve the working-classes all round, sometimes by individual manufac¬ 
 turers, at other times by manufacturers combining together to make a district the centre of somemeans 
 of reaching and improving the working-classes, is having the most excellent effect. 
 
826 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS, 
 
 COFFEE HOUSES, PUBLIC PARKS AND MUSICAL ENTERTAINMENTS. 
 
 For example, the establishment of coffee-houses, all over our cities, to form a sort of antidote to the 
 public-house, to give workingmen a nice room in which they can meet their fellows and sit in comfort¬ 
 able chairs and have a smoke and a talk together, and an opportunity to take this harmless beverage 
 and creature comforts of that sort, to the exclusion of spirituous liquors—all that has had a great 
 effect. The public parks have also helped. The musical entertainments in the open air during the 
 summertime—many of them encouraged by our corporations and supported largely by the employers— 
 all that work is well-directed outlay tor the enjoyment of the people. 
 
 HOURS OF LABOR PER WEEK. 
 
 The reduction of the hours of labor from sixty hours to fifty-four has allowed all the working-people 
 to have a holiday, leaving their work on Saturday at 12 o’clock. It gives them an opportunity to 
 make their purchases in the daytime, and to take their children out into the parks and enjoy the fresh 
 air. The working-hours are such that the workingman has practically got daylight all through the 
 year for his work, and then during the summer months, of course, there are long evenings of daylight, 
 and the half hour less labor at each end of the day gives the workingman an opportunity to wash, and 
 covers the time when he would be going home, and is a great consideration to him. In consideration 
 of this extra time allowed for recreation, we find that men are attending reading-rooms more than 
 they did. 
 
 LIBRARIES AND READING ROOMS. 
 
 We have freo libraries and reading-rooms established in each ward or district of our towns. If the 
 ward is very large we divide it into districts and establish a reading-room which does not cost much 
 money (three or four thousand pounds), and there we keep the papers of the day and scientific and 
 literary periodicals and some standard books, and we find that the working-people are appreciating 
 these advantages just in proportion as they get more time to devote to them. They have more leisure 
 now, and many take advantage of their time to pursue some studies. 
 
 EVENING SCIENCE SCHOOLS. 
 
 And because of this, we think our evening science schools, which wo are endeavoring to improve, 
 will be better attended, and we shall therefore get some science and art teaching into the adult working- 
 classes who have already begun their life-labor, who have almost always the desire to become better 
 nformed, and will in this way be able to satisfy that desire. 
 
 HOURS OF LABOR IN AMERICA. 
 
 If you will allow me to, I should like to make another remark as a result of my observation in Amer¬ 
 ica. I do not wish to say anything to intensify differences of opinion, but, having said it to several 
 employers of labor, it may not be inappropriate to say it here. I believe that all American working- 
 people have greater activity, greater nervous energy than our people have, and I believe they do more 
 work, and can do more work, from that spirit of intense desire which they have to accomplish some¬ 
 thing, to accomplish more, even, day by day, than they have done before. This is the spirit of your 
 people. They work harder while at work, and I therefore say that nine hours of labor here, with the 
 intensity of diligence which your people display, would, I think, count for more than ten hours of our 
 people s work. Undoubtedly the condition of the working-classes in this country is superior to ours, 
 all round. The very fact that you have food just as cheap as we have it—in some places they say it is 
 cheaper, but. at any rate it is just as cheap as our working-people enjoy—that you pay wages varying 
 from one-half as much again to double as much again for similar employment; that you have or have 
 had, hitherto, as I think, more constant employment than our people have, and therefore the aggregate 
 earnings in the whole year are greater than they are with our people—all these indicate that there is 
 more purchasing power in the hands of the American workingman than an English workingman enjoys. 
 
 HIGH RENTS IN AMERICA. 
 
 The one subject which strikes me as being very difficult to comprehend, and most oppressive, I 
 think, upon your working-people, is the enormous amounts they pay for house-rent. 1 do not think I 
 overstate the case when Isay that rents are double, all through this country, for tho same degree of 
 comfort, that they are in England. That is so even in Pullman City, which is a model city. It has 
 always slruck me as being a very remarkable aud almost unnatural condition of things that in a 
 country where there is so much land, and where the resources of the people are so much greater, and 
 material therefore ought to be so cheap, the habitations of your working-people cost so much. It is 
 cerlainly an indisputable fact that rents are double here what they are in England. 
 
 In this country waste of raw materials is the normal condition of things. You waste your forests, 
 your metals, your food and your drink There is. so much waste here that it is not noticed. 
 
 All the institutions for the aid of the working-people are kept up by the employers—ail our hospi¬ 
 tals and dispensaries—to give cheap medical advice and cheap surgical aid, and relief in time of need. 
 Wo have workingmen's clubs established by philanthropic people; we have coffee-houses where the 
 workingmen can come and read. Into these, members of the committee come from time to time, aud 
 take an interest in tho young people. 
 
 I think what you require here is a larger interest in the working-classes by your wealthier people. 
 You require more institutions for their intellectual enjoyment, for their entertainment anil their 
 recreation. You require less hours of labor certainly. 
 
 I think you ought to reduce your hours of labor to nine—it would be for tho benefit of the whole 
 country, employers and employes—so as to give a full solid half-holiday each week for the entire mass 
 of the working-people. They would enjoy family life more, and would have less temptation to indulge 
 in vicious habits. 
 
 INDUSTRIAL TRAINING SHOULD BE INTRODUCED INTO THE FUBLIC SCHOOLS. 
 
 Then, in your common-school system, by introducing industrial education side by side with intellec¬ 
 tual education (and it would not hurt intellectual education, but would help it), you would have a 
 larger number of people who would be willing to go out into the far West, and, meeting the forces of 
 
ME. PHILIP MAGNUS ON TECHNICAL TRAINING. 
 
 827 
 
 Nature, subdue them in a territory that is apparently unlimited and as rich as it is boundless. All that 
 spirit would be evoked by these simple changes, which would be very easy to make. It would only 
 require probably the resolution to do it, and it would bo done. 
 
 COMPARISON BETWEEN THE CONDITION OP AMERICAN AND FOREIGN WORKMEN. 
 
 In all other respects the working-classes of this country are infinitely better situated than any 
 people abroad. They have in their form of government no hindrances of any kind, either from tradi¬ 
 tion or feudalism; they can acquire laud easier—it is almost given away in many parts of this country. 
 They have an equality among themselves and their foremen and managers that you do not see in auy 
 part of the world. I am particularly struck by the respect which the managers and foremen here 
 seem to have for their workmen, the civility they show them; all of these are advantages to the 
 workingmen, apart from their civil rights, which, of course, are universally admitted here; all these 
 make up a social condition superior to anything we have in England. And if the working-people 
 were only by their habits to show that they were capable of taking the advantages ottered them by 
 Nature and by your free institutions, they ought to be the happiest and most prosperous people in the 
 world. Government need do nothing more for them, I think ; but society requires to do a great deal 
 more for them. 
 
 PUBLIC OPINION SHOULD BE DIRECTED TOWARD THE AMELIORATION OP THE CONDITION OP THE 
 
 LABORING CLASSES. 
 
 I have heard a gentleman say here that corporations wore not di lingnished for their sympathy. 
 That is true; and that is why I jioint out that society in America, in all the great centres of indus¬ 
 try, has a duty laid upon it that I think it is not performing in the full sense of its responsibilities. 
 In'these great corporations the shares are held, I presume, by wealthy persons, representing probably 
 the culture of your cities, and probably occupying public positions. It would be a very simple matter 
 for any of those corporations to appropriate, by their shareholders, from year to year, such amount of 
 money as they might wish to appropriate for the benefit of the working-people. And if public opin¬ 
 ion in this country were directed toward the amelioration of the condition of the working-classes all 
 around, it would not be an uncommon thing for certain sums of money, probably every year, to be 
 given for their benefit. That is not uncommon with us. We are tending somewhat ourselves, you 
 know, to turning all our concerns into joint-stock companies; hut I am very happy to he able to say 
 that we often find that spirit of humanity among our corporations—not so much, perhaps, as with 
 individuals, but there is coming, more and more, to be an acknowledgment of the fact that any 
 employer of a large class of people is bound to regard those people on the social side as well as the 
 industrial side. 
 
 EXHIBIT S. 
 
 [Extracts from an Address on Technological Instruction, by Philip Magnus, Secretary and Director of 
 
 the City and Guilds of Loudon Institute.] 
 
 Workmen, generally, make a great mistake in taking a very narrow view of their own educational 
 requirements. Instances of this are continually coming under my notice. It is difficult, for example, 
 to make them understand that a knowledge of intimately associated and cognate branches of their 
 trade is likely to prove serviceable to them; that in order to become efficient foremen it is necessary 
 that they should possess an intelligent and comprehensive acquaintance with the entire area of the 
 work in which they are engaged. It is partly to correct the cramping influence of the extreme divi¬ 
 sion of labor that technical instruction has become necessary. 
 
 Speaking from my own experience, I should say that workmen generally caro to learn in the school 
 very little more than they might learn in the shop; they only want to learn it more quickly. This 
 desire of workmen to learn those parts only of a subject'which seem to them to be intimately con¬ 
 nected with their special occupation reminds me of a fact told me by a medical friend, that among his 
 students of anatomy was one who expressed his decided unwillingness to dissect the abdominal cavity, 
 because, as a surgeon, lie intended to devote himself exclusively to diseases of the eye. This narrow 
 view of the scope and objects of technical education needs to ho steadily and persistently discouraged, 
 and it is one of the objects of this college to bring home to the workman the advantages of a wider 
 aud more comprehensive system of instruction. 
 
 A similar difficulty is experienced in inducing adult artisan students to attach sufficient value to a 
 knowledge of the elementary principles of the sciences bearing upon their industry. This is due 
 partly to the method of science teaching commonly adopted, which does not distinguish between the 
 requirements of school-children and of adult workmen, and partly to the fact that such students are 
 too impatient to see the immediate applicability, at each successive stage, of the knowledge they are 
 gaining to their particular work. It is possilde that the fundamental principles of science are not 
 always presented to the artisan student in as attractive form as they might be, and that he is not made 
 to see, at a sufficiently early stage, the connection bet ween the instruction he is receiving and theoccu- 
 pation in which ho is engaged; out of the value and the importance of this elementary knowledge as 
 preliminary to, and as an essential part of, technical instruction, we must take care never to lose 
 sight. 
 
 These and other difficulties will doubtless he found to gradually disappear in the training of young 
 apprentices, who will constitute the workmen of the future, and whom, iu the interests of trade, quite 
 apart from tho material advantages which they themselves may derive from such instruction, it is 
 most desirable to carefully educate. In Belgium, and in some parts of Germany, where technical 
 teaching is better systematized than in this country, the class-rooms, intheevening, are filled withyoung 
 students who attend five or six nights a week aud follow the several courses of instruction in the order 
 in which they are recommended to them; and, in the hope of being able to introduce a somewhat sim¬ 
 ilar system into this college, courses of instruction have Been arranged, adapted to the requirements 
 of apprentices engaged in various industries, but affording, at the same time, an education in the true 
 sense of t lie word. These curricula have been drawn up with special reference to the educational wants 
 of tho mechanic, the electrician, the metal-plate worker, the cabinetmaker, the carpenter, the brick¬ 
 layer, the plumber, etc., and are intended to supplement without interfering with his workshop 
 training. 
 
 In the ordinary teaching of pure science the preliminary stages of instruction are such as afford, 
 or are intended to afford, the best basis on which the superstructure of higher knowledge can after¬ 
 wards be raised, and where the pupil has a long course of study before him, to which he can devote 
 himself before being required to apply his knowledge to any special art or industry. No better 
 method of instruction can bo devised. 
 
828 EDUCATION IN THE INDUSTRIAL AND FINE ARTS, 
 
 But the case is different ■where the pupil's period of study is necessarily limited, and is not long 
 enough to enable him to attain to that higher knowledge which would .justify the time spent in prep¬ 
 aration for it. Indeed, in this respect, the practical educator may take a lesson from the builder, who 
 adapts his foundations to the superstructure to be raised upon t hem. This question of time is an impor¬ 
 tant factor in the consideration of all schemes of technical instruction necessitating the early speci¬ 
 fication of the student’s work. For we may take it for granted that the pupil requires not only a 
 knowledge of the principles of science and of the details of practical work, but the ability to apply 
 the one to the other; and for this reason it is essential that theory and practice should be combined in 
 his instruction, and that both should have reference to his particular work. 
 
 PRACTICAL CHARACTER OF THE INSTRUCTION. 
 
 In this college all the subjects of instruction will bo taught, as far as possible, with reference to the 
 career or occupations of the students; that is to say, the teacher will keep steadily before him the pur¬ 
 poses to which the student will apply bis knowledge in the instruction which he gives him. Indeed, 
 the technical teacher ought to be so constituted as to be able to keep one eye on the general principles 
 of science, and the other upon the industry which his pupil intends to follow. Instruction of this 
 kind must overlap ordinary science teaching and the teaching of a trade, and must yet be distinct from 
 either. Between the ordinary, or the scholastic, teaching of the elements of physics, and the instruc¬ 
 tion, for example, that might be given to a novice in the manipulation of a telegraphic instrument, there 
 is a wide difference; and it is within this difference that a technical teacher is called upon to do his 
 work. So, too, between the teaching of Euclidian geometry and the rules that would be given to an 
 apprentice for theconstruction of a particular kindof joint, or the cutting out of a sheet of metal to a 
 given pattern, lies the border-land for technical instruction in the application of geometry to joinery 
 and to metal-plate work. 
 
 Speaking generally, the method of teaching science in this college will be based on the well-known 
 educational principle that all teaching should proceed from the concrete to the abstract, from the known 
 to the unknown. The student will be brought into contact, first of all, with the actual working 
 machine, and he will then proceed to analyze it into its different elementary parts, and to deduce the laws 
 of their action. In this way the principles of science will be derived from the mechanical contrivances 
 exemplifying them, just as the laws of growth and decay are inferred by the student of biology from the 
 observations of living animals and plants. This method of science teaching has been tersely described 
 by Professor Ayrton as the analytical, as distinguished from the synthetical method ; and it is satis¬ 
 factory to know that in this college it will receive a fair trial. To the adult student the advantage of 
 this system of instruction must be plainly manifest, for he, being already familiar w ith the general 
 character of the machinery ho uses, will arrive at a knowledge of the abstract principles of science 
 by a natural and easy method of inquiry into the causes that explain the processes he sees; and, apart 
 altogether from the material advantages he may derive from this higher knowledge, be will be enabled 
 to reach the state of happiness ascribed by Virgil to the similarly educated agriculturists. 
 
 “ —qui potuit verum cognoscere causat.’' 
 
 It is scarcely necessary to add that the teaching in this school will bo essentially practical; that 
 more will be done in the'laboratories, in the drawing-rooms and workshops than in the lecture thea¬ 
 tres. Indeed, it may be rather said that the lectures will form a commentary on the practical work 
 than that the practical work will serve only to illustrate the lectures. 
 
 THE MAIN PURPOSE OF THE INSTITUTE CLEARLY STATED. 
 
 It must be remembered, in considering this difference of method, that the main purpose of the teach¬ 
 ing to be given in this institution is not to make scientific men, nor to train scientists, as the Ameri¬ 
 cans call them, but to educate teebnikers, as the Germans say; to explain to thoso preparing for 
 industrial work, or already engaged in it, the principles that have a direct bearing upon their occupa¬ 
 tion, so that they may be enabled to think back from the processes they see to the causes underlying 
 them, and thus substitute scientific method for mere rule of thumb. It is almost superfluous to 
 remark that instruction of this kind can be given by those only who possess a wide and deep knowl¬ 
 edge of their subject, and a full and accurate acquaintance with the practical and commercial details 
 of the industry or trade to which their teaching refers. Indeed, it is now generally recognized that 
 technical teachers must be familiar with the processes of the factory or workshop. Teachers of this 
 kind the President of the British Association must have had in view when, in his opening address at 
 Southampton, contrasting them w ith the ardent students of Nature, the “ High Priests of Science," 
 hosaid: “ It is not to them that w r e must look for our excellence and progress in practical science; 
 nor must we look for it to the rule-of-thumb practitioner who is guided by what conies nearer to 
 instinct- It is to the man of science, who gives attention to practical questions, and to the practi¬ 
 tioner, who devotes part, of bis time to prosecution of strictly scientific investigations, that we owe 
 tho rapid progress of the present day.” Such men, of whom the writer himself is so illustrious an 
 example, are difficult to find; and yet the progress of technical education in this country depends 
 upon their supply. 
 
 The teacher who is to inspire confidence in his artisan students must address them in the language 
 they understand, and must show that he is not beyond appreciating practical difficulties which occur 
 to them in their daily work. Dr. Siemens further tells us that “theory and practice are so interde¬ 
 pendent that an intimate union between them is a matter of absolute necessity for our future prog¬ 
 ress”; and certainly none are more alive to the truth of this proposition, as regards educational 
 progress, than artisan students, for it is to them a constant source of regret that they are unable to 
 see the relation of scientific truths, as they are generally imparted to them, to the work in which they 
 are engaged; and in this complaint, which is so often heard, is found the protest of workmen against 
 the divorce of praetice.from theory in the instruction which they frequently receive. With the view 
 of indicating the requisite qualifications of the technical teacher, the Council of this institute have 
 inserted iu their programme of technological examinations a paragraph stating that persons having a 
 practical acquaintance with their trade, acquired in the factory or workshop, and possessing, at the 
 same time, such knowledge of pure science as enables them to teach under the Science and Art 
 Department, will be registered as teachers by the institute. 
 
 Of the four departments into which the college is divided, that of electrical engineering promises, 
 for some time at least, to be the most attractive to students. The applications of electricity to teleg¬ 
 raphy, telephony, illumination, machinery and locomotion are among the most recent of the practical 
 developments of' science, and seem to afford a glimpse, if nothing more, of the wider field of invention 
 which is yet to be explored. The appetite for wonders grows with what it feeds upon, and never 
 
“railroad engineering education” BY MR. JAMESON. 829 
 
 before, perhaps, was the world more willing to believe in the possibilities of science than now. This 
 universal credence almost constitutes a new faith. The numerous discoveries fetched within the last 
 few years from the seemingly boundless world of physical science verify and give a special signifi¬ 
 cance to Cicero's words: 
 
 “ Omnibus fere in rebus , et maxime in physicis, quid non sit citius quam quid sit, dixerim." 
 
 Although electricity may be regarded, just at present, as the most popular of the sciences, the dis¬ 
 coveries which have recently been made in other branches of knowledgo are scarcely less important. 
 The skill and the inventive power of the mechanism have been called into requisition with every 
 advance in physics and iu chemistry. Indeed, it is only when the inventions of physicists and chem¬ 
 ists are capable of being adapted to machinery that these inventions can be said to bo practically 
 serviceable. The great discoveries which have recently been made in chemical science, in the appli¬ 
 cation of which to industrial purposes the Germans and the Swiss have left us so far in the rear, are 
 among the causes that have given rise to the demand in this country for the technical instruction 
 which the City and Guilds of London are engaged in providing. It may reasonably be supposed that 
 many of the students of this college will entertain the laudable ambition to have their names enrolled 
 among those who have pushed discovery one step further, and have added somethingto the sum total 
 of human knowledge; and it may be encouraging to these students to be told that they will here 
 receive a preparatory training that should help to place the power of discovery within their reach. 
 Tor discovery in science, like design in art, does not depend entirely upon, although it is greatly aided 
 by, inspiration and genius. Anyone who is carefully trained in the methods of research, who is 
 shown the processes by which the system of organized knowledge, known as science, has been grad¬ 
 ually built up, may reasonably hope to unravel fresh secrets of Nature, and to add something to our 
 knowledge of what is or may be. Except, perhaps, in the region of chemistry, it is not the masters of 
 acquired knowledge, the professors of abstract science, but rather those who have made science min¬ 
 ister to art—practising first and then calling theory to their aid—who, as discoverers, have exerted 
 most influence upon the material progress of the world, and have chiefly assisted in the development 
 of its trade and commerce. 
 
 EXHIBIT T. 
 
 Massachusetts Institute of Technology.—Society of Arts.—Education for Eailroad 
 
 Engineering. 
 
 The 351st meeting of the Society of Arts was held at the Institute of Technology ou Thursday 
 evening, Oct. 28, President Walker in the chair. 
 
 After reading the records of the previous meeting, the President introduced Mr. C. D. Jameson, of 
 the Institute, who read a paper ou “ Railroad Engineering Education.” 
 
 Mr. Jameson said: “ The duties of the first railroad engineers were much more general than those of 
 the present engineers. They located and built their railroads, designed their locomotives, rolling 
 stock and bridges, and when completed managed the road with success, and this without the aid of 
 experience or precedent. Usually they were men who had had no early education or training in rail¬ 
 roading, but possessed an indomitable will, unlimited patience and a good stock of common sense. 
 
 *■ We undoubtedly do things more quickly now than then, and in many respects do them better; but 
 this is due to t he fact that we naturally profit by their experience, and also at the present time no one 
 man does the whole of anything, hence he can do his particular part better. 
 
 ‘‘In many branches, however, we have made little, if any, advancement. This is particularly the case 
 in the matter Of location where wo seem to have copied the earlier engineers in their errors, but not 
 in their habits of careful observation and study. 
 
 “The majority of our railroads are uneconomically located, and not only was the first cost of con¬ 
 struction more than it ought to have been, but the loss in the operating expenses is enormous, and 
 increases with increasing business. This loss is not, in the majority of cases, due entirely to the 
 engineering profession, but to the mistaken policy' on the part of the management of the railroad 
 companies. 
 
 “The expenses of the engineering parties on preliminary work and final location are very great, and 
 for much of this expense the management can see no direct return, and there seems to be an idea 
 abroad that most of the money spent in this way goes for theory and is of very little practical use to 
 the company. Therefore the salary of the locating engineer is comparatively small, and his ability is 
 frequently small in proportion. The number of his assistants is kept as low as possible and theresult 
 is inferior work. The vital principles upon which the economic location of a railroad depends are not 
 considered at all, or, at the most, in a very slight degree, and the smaller details upon which, to a 
 great extent, depends the ultimate financial success of the road, are left entirely out of account. 
 
 THE CONSTRUCTION ENGINEER. 
 
 “After the road is located the management secures the services of the best construction engineer 
 possible. This is as it should be; but no matter how great may be the abilities of the construction 
 engineer, or how much he may save in overcoming the defects in location, still the greater part of the 
 money merely passes through his hands as a paymaster, having been actually expended months before 
 by the locating engineer. 
 
 “In order that the railroad engineer of the future may be thoroughly com petent, both in the * theory' 
 of economic location ’ and in the details connected with the work in the field, too much attention can¬ 
 not be paid to this branch of education. 
 
 “We are in an age of specialties. The engineering profession has been subdivided, so that we now 
 have civil, mechanical, mining, hydraulic, sanitary, bridge and railroad engineers. In order to reach 
 distinction a man must confine himself to his specialty, and if that be railroading, his time either as a 
 student or as a man in active work will be amply filled in keeping paco with the age. 
 
 COLLEGE TRAINING FOOLISHLY UNDERRATED. 
 
 “There seems to be a tendency among certain classes to sneer at an education, considering the time 
 that is spent at college wasted, and that it might have been spent to much greater advantage in actual 
 work iu the field. Many' instances are cited by these people in corroboration of this belief of persons 
 who have risen to the head of their professions by their own exertion, without the aid of a college or 
 technical education, and also of a largenumber of men who, having graduated from our finest schools, 
 have accomplished nothing. The reason for this is not that these unsuccessful men lost anything b y 
 
830 EDUCATION IX TIIH INDUSTRIAL AM) FINK ARTS. 
 
 going to college, but they were greatly inferior in energy and ability to the other* College* do not 
 profess to make brain*, blit simply to teach the man to use what he ha* to the best ndvaulag* and the 
 man who is successful without a college or technical education would, w ith till* aid, have found the 
 path to success much easier and shorter. 
 
 “In the year* which intervened between the first railroad engineer* and those of the present they 
 were considered a necessity in locating and building the road oiiTy, Tin road wa* then turned over to 
 busim m men to manage. A* long a* the, road* wen- -mall and the repair* and renew';*!* slight, tin* 
 worked well. A* the number of road* increased, and long line* and r-ysfems begin to be formed, the 
 incrca.se ol traific demanded a large Increase in the *i/,e and weight of the locomotive* and rolling 
 *tock ; thi* in turn ne< < hsifulcd renewal* ami addition* to the roadbed and Ira* k. the replacing of the 
 old bridge* by new and heavier om*, '1 hi* reconstruct ion in tl.e form of renewal* wifi never * ea<c 
 and with it all the railroad companies have eome to *e,e the m c< - di.v of a permanent and reliable 
 engineering corp*, Thus the field of work for the railroad engineer ha* broad'nod from tire transient 
 work of locating and constructing the road to permanent position* on * -lablUb'd road*, where there 
 are abundant opportunities of making good use of hi* ability# Hut in order to take ad vantage of all 
 these opportunities there j* need of a mncb broader education in what w ema;, call ‘railway science/ 
 which include* many branches a* yet very little taught in our technical schools. 
 
 SPECIAL COt.’JIHK IN RAILWAY SCIENCE. 
 
 “Let us now look at some of the items that should be included in a course of instruct ion in * mil 
 way science,' or, a* it i* commonly called, a ‘special course, for railway engineer*,’ The, length of the 
 course should, if possible, be live year* instead of four. '1 lie, (list t wo year* should be devoted to lay* 
 Inga ilrm foundation in the general studies, particular attention being paid to mathematics, chem/s' 
 try and physics in their more elementary forms; the third year to I lie general study of civil engineer 
 lug, and the last two years to a special study of railroad* lu all tin ir brain be,* The third year s 
 course should contain thorough instruction and practice in the field work of the rail v.ay engineer, in 
 both location and instruction. When the weather will permit, the field work should he pushed even 
 to the point of sacrificing some of the work in the class room. The Held methods should tie taught 
 exactly as they are now used in the best practice; the same term* used, the *uine organization of 
 part ies, and, most of all, the same discipline and strict attention to buslm-s* The greatest possible 
 attention should tie paid to the subject of location in all Its details in the Held and when the student 
 has mastered as far as possible the principle* that govern a railroad location in regard to the g« ogra- 
 pliy of the country and understands the aeiual wor k of putting the line on the ground then, and not 
 till then, should he bo instructed in these finer detail* and principles of the work called the I henry 
 of Economic Location,’ ami upon which the true location of a railroad depend*. 
 
 “Till* ‘Theory of Economic Location * should he taught in the last two years. Also there should 
 he given a course of Instruct ion in e very branch of railroad construction, which should contain an 
 amount of hydraulic and sanitary engineering sufficient to enable the person to build ami maintain 
 stations, shops, etc., and the projier handling of all the water that may Is? encount*red in thccon* 
 struction ami maintenance of the road; the ‘maintenance of way In all its details, both in theory and 
 practice; the proper in an ageim-.iit and economical distribution of large and small gangs of laborers; 
 railway management as it applies to the operating of the road, such a* internal management of the 
 separate departments and tlielr relations to the general management the making up and running of 
 trains; running and repairs of locomotive* and rolling stock ; station and term! nal service; therein 
 lion lief ween the railroad and the, public; the financial management as to bonds, slocks, leased line* 
 consolidations, pools, etc.; and all the questionsof railway transportation, legislative Interference arm 
 State ownership. 
 
 “In the instruction in any branch of engineering the one thing to he kept prominently before the 
 student is economy of design and construction. It Is not enough to he, able to design amf construct a 
 bridge of a certain length which shall safely hold up a given load, or a station that shall accommodate 
 a given number of passengers and trains, but tills should Is? done at the least possible cost. 
 
 PRESENT COURSE* OK INSTRUCTION ANTIQUATED, 
 
 “If a person examine* the courses of Instruction in the different branches of engineering in fhe 
 various technical schools in fids country, he will he struck with Me nutifjiialcd idea* and methods 
 that still prevail In a majority o! them. With but one or t wo exception* there is no Instruction gi • n 
 In railroad engineering proper, and the merest outline of the principles of location and con*tim lion. 
 Tlieie are undoubtedly some reasons why the schools are so much behind 1 he limes and one of t he most 
 common and at the same time the most serious 1* the, lack of money. Another i* the low standard of 
 admission, In consequence of which the whole of the first year is occupied lu teaching what ought to 
 have been learned before, entering. The standard of admission is often lowered to attract students, 
 hut it is a suicidal policy and soon ruins the reputation of t he school. 
 
 NEED OK LIISKUAL ENDOWMENT OK ENOlNKK.lt JNO SCHOOL*. 
 
 “ Every school should have an endowment large, enough lopay all salaries and running expenses 
 without depending in the least on the tuition of the students, students should not he admitted until 
 they are eighteen years of age, so that they will he able to fully appreciate the ad vantages oil e red ihem. 
 
 “ Still another reason Is in the fact that t he faculties of many of the 0 clinical school* have allowed 
 themselves to get into ruts, from which it is difficult Ut move tiiem. With the exception of the Wrist, 
 these reasons may he classed under the head of hud management, and the trouble can be easily 
 corrected. 
 
 THE EQUIPMENT NEEDED. 
 
 “ Every advantage should he placed at the disposal of tin- student. All the apparatus necessary for 
 experiment of every kind should he provided; a good library containing every hook of worth hearing 
 on the different subjects; a good, a met reading-room where all the engineering periodical* of the day 
 arc, accessible. The student should he encouraged to do as much reading from a literary standpoint 
 as possible. It teaches him how to think and to express his thoughts in a clear, logical and gram¬ 
 matical manner. 
 
 “He should he taught habits of application and the power of being able to concentrate the whole 
 mind for the time being upon whatever work he has in hand, in other words, he should be taught to 
 
 
JOHNS HOF'KINH UNIVERSITY AND CITY SCHOOL SYSTEM. 831 
 
 study no tliat when behave* )ia will not only Im able toprofit by IiIm own experience ns It coiiich slowly, 
 but, wlmt la far better, to profit by the experience of others, mid thus at once advance to a point 
 who b it would take him , ; ear* to teach by himself. 
 
 “During the year* Mp« of at the Institute the siudent should examine a* much a* poHMiblo all engi¬ 
 neering work* lliat can in any way interest him while in pieces* of count ruction. 
 
 In « onclusion, lot mo sa.^ that the student should bo ho drilled that when bo gradual cm Iio can have 
 not only the diploma of the school, but, wliat In of more importance to him, can accent any position 
 in bin profession that offers, prove himself of use, and therefore a necessity to his employer, and earn 
 a living for himself. ' 
 
 The paper wan followed by a lengthy discussion, In which I'rc*ldcnt Walker, Professor Swain. 
 Don. J. A. I>i< s or, Mr U eorge K, Hardy, and Mr. Dwight Porter look part. The meeting adjourned 
 with a vote of thank* to Mr. Jameson. 
 
 Ah already stated, exhibits from “ T ” to “ V,” inclusive, are given 
 in chapter V. of this volume of this Report. The final exhibit 
 marked “X,”as given in the report by Dr. Barnard, was designed 
 to show the actual want of relation between the public educational 
 system of the City of Baltimore and the Johns Hopkins University ; 
 in contrast with the possible relation that, in Dr. Barnard’s judg¬ 
 ment, ought to exist! This exhibit, wit h its graphic showing, pre¬ 
 sents a very interesting,suggestive and plausible ideal of the relation 
 that might he borne between the public free schools of a great city 
 and a high class university. As such it follows here, whether it 
 secures any practical result or not, the plan reflects credit upon the 
 humariitarianism of its lamented author. 
 
 EXHIBIT X. 
 
 This exhibit contain* a graphical representation of Haltimore's s<hool nyHtcm hm It 1 h and a* it 
 should b«*. It will bo *eoji by the Hint diagram that the provision for IndiiHtrial training 1* practi¬ 
 cally nothing, and tbat there I* no connection between our Mehool system and the Idiversity. Hut 
 little more than one half Die children v, bo enter tlie primary grade* ever pu*M into tin grammar grade. 
 
 orn* of the oilier* enter private ncIiooIh, but very many 0 / the,in quit school to reinforce the ignorant, 
 tin v icioiJ*, and the criminal class* m. One rea*on of tin* 1* tbat their parent* do not *ee mucji in the 
 grammar school course that will be of u«e to children who have lo make their living by manual labor. 
 In addition to the subject* now taught in the gramuiai grade*, there ought to be practical instruction 
 in industrial drawing, experimental science, and physiology and hygiene. ln*tructloii should also be 
 gjv« n lu the grammar grade to girl* in cooking and Mowing, and to boy* in the u*e and care of tool*. 
 Willi *ie l» audition* to the grammar school studies, more, boy* nod girl* would be induced to complete 
 that course, and the* be lifted for high school dutie*. Tbo*e who from Inclination or force of eiicum- 
 atanei left acbool aft» r completing the grammar school course, would enter upon their life work with 
 a fair amount of elementary education and with habit* of study sullieiently well fixed to make self 
 imprm < ment possible. The grammar *chool should lit boy* and girl* for either a literary or an Indus* 
 trial high * bool course, and for Mitch art Mehool* a* the Maryland Institute. 
 
 I be literary high school lit* young people for commercial pursuits, for law, mediml, or theological 
 studies, and for college course*, it, is certainly only fair tbat the school system should make equal 
 pros i con for the preparatory training of those who are to become mechanic.*, architects, engineers, 
 ct« .and thus fit them for the higher training that Is afforded In purely technical school*. The literary 
 high school* of Dalt.imore costfyft.OOO a year, while only $12,000 a year is allowed for industrial train¬ 
 ing in tbe Manual 1 raining Heliool, 
 
 1 lie. literary high school course should continue as It Is, with some slight modi Heat Ion*. An imlus 
 trial high school should be provided for on a scale a* large as the literary high school now Is. The 
 course of study *bouid Include manual training, Industrial drawing, applied science, mechanic arts, 
 book keeping, and history, government, etc , together with some literary studies. There ought Lo be 
 a close connection between the literary and industrial high school*, so that student* could change 
 readily from one, to the other. Home of the classes might be in common with mutual advantage. 
 
 The Johns Hopkins University should be considered as a part of the Ualflmore school system, and 
 Its crowning glory. To maintain this position it should nlloid instruction in applied, u* well as in 
 pure, science. 
 
832 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 BALTIMORE SCHOOL SYSTEM. 
 
 Drawings representing by areas the attendance as it is and as it should be : 
 
 AS it is. 
 
 J. H. University.* * 
 
 y7 
 
 High School. 
 1,800. 
 
 Manual Training School. 
 
 150. 
 
 Grammar grades. 
 15,000. 
 
 Primary grades. 
 24,000. 
 
 Scale 4,000 to square inch. 
 
 * The diagrams show the University in its relation to the city school system, without regard to 
 other sources from which students are drawn. 
 
AN IDEAL OF THE EDUCATIONAL SYSTEM FOR A CITY. 
 
 833 
 
 ART 
 
 AS IT SHOULD BE. 
 
 J. H. University.* 1,000. 
 
 High School. 
 
 Industrial. 
 
 3,000. 
 
 Literary. 
 
 3,000. 
 
 Grammar grades. 
 24,000. 
 
 Primary grades. 
 32,000. 
 
 Scale 4,000 to square inch. 
 
 * See footnote on previous page. 
 
 VOL 4-53 
 
 l 
 
APPENDIX Z. 
 
 PAPERS RELATING TO THE U. S. COLLEGES OF AGRICULTURE 
 AND THE MECHANIC ARTS. 
 
 I. Introduction. 
 
 II. The Land Grant Laws of the United States. 
 
 III. Historical Statements concerning Passage of the Land Grant Law of 1862. 
 Accounts of the successful efforts, in promoting the passage of the above law, made 
 by Dr. Amos Brown, of New York State, and by Dr. Evan Pugh, of Pennsylvania. 
 
 IV. Historical Addresses delivered at the commencement of the Massachusetts 
 Agricultural College. June 21st, 1887, the 25th Anniversary, of the Passage of the 
 “Morrill” Land Grant Law of 1862. 
 
 V. Paper entitled Agricultural Education in Bavaria, by Professor R. B. Warder. 
 
 VI. Address on Technical Training, delivered by Professor John Hamilton, on the 
 occasion of the opening of the New Mechanical Department Building, Pennsylvania 
 State College, February 10th, 1886. 
 
 VII. Farewell Address by Bishop Haygood, at commencement of Claflin College, 
 South Carolina, in 1890. 
 
 835 
 

 
APPENDIX Z. 
 
 PAPERS RELATING TO THE U. S. COLLEGES OF AGRICULTURE AND 
 
 THE MECHANIC ARTS 
 
 I. 
 
 INTRODUCTION. 
 
 The papers which make up this Appendix, all relate, more or less 
 directly, to those Colleges of Agriculture and the Mechanic Arts, 
 which arose in obedience to the creative fiat of the American Congress. 
 
 As these colleges were thus the direct outcome of the laws passed 
 by the Congress of the United States, it seems fit and proper that 
 copies of these three creative laws should be here placed. 
 
 The immense power for good which the act of 1862, has developed, 
 lends interest to everything throwing light upon its passage. The 
 historical paper, furnished by the courtesy of Professor Chickering, 
 which recites the important work accomplished by the late Dr. Amos 
 Brown, of the State of New York ; and the data elsewhere obtained 
 showing how earnestly the late Dr. Evan Pugh, of Pennsylvania, 
 cooperated in the efforts made by educators to perfect and pass this 
 epoch-making law, can hardly fail to interest every reader. 
 
 The extracts from the striking addresses delivered at the com¬ 
 mencement of the Massachusetts Agricultural College in 1887, on 
 the 25th Anniversary of the passage of-the so-called “Morrill Act of 
 1862,” possess both historical and contemporary interest. 
 
 The careful and exhaustive paper which follows, by Professor 
 Warder, setting forth the thorough system of State education in 
 Agriculture as illustrated by the Kingdom of Bavaria; is full of 
 information and suggestion for American educators and law makers. 
 
 The admirable statement by Professor Hamilton, of what the new 
 education is, was made on the occasion of the opening of a building 
 for this new Department in the very college of which Dr. Evan Pugh,— 
 who, as is set forth in a previous paper, so earnestly cooperated in 
 the efforts for the passage of the law of 1862,—was formerly the 
 President. 
 
 The final paper, the farewell Address by Bishop Haygood, treats 
 of one of the most momentous problems of the new era in American 
 development. 
 
 An “Introduction” at greater or less length, precedes each of these 
 
 papers. 
 
 837 
 
838 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 II. 
 
 The Land Grant Laws of the United States. 
 
 As often in the course of this Report, and inevitably in the accounts 
 given of the different State Institutions which have received the 
 benefits conferred by the laws authorizing the National Land Grants, 
 these laws have been constantly referred to ; it has been thought 
 advisable to include in this Appendix, which contains articles par¬ 
 ticularly related to these colleges, a copy of the three laws popularly 
 known, from the names of the members of Congress in charge of 
 the Bills, as the “Morrill Act of 1862”; the “Hatch Act of 1887”; 
 and the “ Supplementary Morrill Act of 1890.” 
 
 The Laws Enacted By The Congress Of The U. S. Relating To The 
 Colleges Of Agriculture And Mechanic Arts. 
 
 The Act of 1862. 
 
 An Act Donating Public Lands to the Several States and Territories which may 
 Provide Colleges for the Benefit of Agriculture and the Mechanic Arts. 
 
 Be it enacted by the Senate and House of Representatives of the United States of 
 
 America in Congress assembled : 
 
 Section 1. That there be granted to the several States, for the purposes herein¬ 
 after mentioned, an amount of public land, to be apportioned to each State, a quan¬ 
 tity equal to thirty thousand acres for each senator and representative in Congress, 
 to which the States are respectively entitled by the apportionment under the census 
 of eighteen hundred and sixty; provided, that no mineral lands shall be selected or 
 purchased under the provisions of this act. 
 
 Sect. 2. And be it further enacted , that the land aforesaid after being surveyed 
 shall be apportioned to the several States in sections or subdivisions of sections not 
 less than one quarter of a section ; and whenever there are public lands in a State 
 subject to sale at private entry at one dollar and twenty-five cents per acre, the 
 quantity to which said State shall be entitled shall be selected from such lands 
 within the limits of such State, and the Secretary of the Interior is hereby directed 
 to issue to each of the States in which there is not the quantity of public lands sub¬ 
 ject to sale at private entry at one dollar and twenty-five cents per acre, to which 
 said State may be entitled under the provisions of this act, land scrip to the amount 
 in acres for the deficiency of its distributive share; said scrip to be sold by said 
 States, and the proceeds thereof applied to the uses and purposes prescribed in this 
 act, and for no other use or purpose whatsoever; provided, that in no case shall 
 any State to which land scrip may thus be issued be allowed to locate the same 
 within the limits of any oilier State, or of any territory of the United States, but 
 their assignees may thus locate said land scrip upon any of the unappropriated 
 lands of the United States subject to sale at private entry at one dollar and twenty- 
 five cents or less per acre; and provided further , that not more than one million 
 acres shall be located by such assignees in any one of the States ; and provided 
 further, that no such location shall be made before one year from the passage of 
 this act. 
 
 Sect. 3. And be it f urther enacted, that all the expenses of management, super¬ 
 intendence, and taxes, from date of selection of said lands previous to their sales, 
 and all expenses incurred in the management and disbursement of the moneys 
 which may be received therefrom, shall be paid by the States to which they may 
 belong, out of the treasury of said States, so that the entire proceeds of the sal.e of 
 said lands shall be applied without any diminution whatever to the purposes here¬ 
 inafter mentioned. 
 
 Sect. 4. And be it further enacted, that all moneys derived from the sale of the 
 lauds aforesaid by the States to which the lands are apportioned, and from the sales 
 of land scrip hereinbefore provided for, shall be invested in stocks of the United 
 States, or of the States, or some other safe stocks, yielding not less than five per 
 centum upon the par value of said stocks ; and that the moneys so invested shall 
 constitute a perpetual fund, the capital of which shall remain forever undiminished 
 (except so far as may be provided in section fifth of this act) and the interest of 
 which shall be inviolably appropriated, by each State which may take and claim 
 the benefit of this act, to the endowment, support, and maintenance of at least one 
 
THE LAND GRANT LAWS OF THE UNITED STATES. 839 
 
 college where the leading object shall be, without excluding other scientific and 
 classical studies, and including military tactics, to teach such branches of learning 
 as are related to agriculture and the mechanic arts, in such manner as the legisla¬ 
 tures of the States may respectively prescribe, in order to promote the liberal and 
 practical education of the industrial classes in the several pursuits and professions 
 in life. » 
 
 Sect. 5. And be it further enacted, that the grant of land and land scrip hereby 
 authorized shall be made on the following conditions, to which, as well as to the 
 provisions hereinbefore contained, the previous assent of the several States shall be 
 signified by legislative acts : 
 
 First. If any portion of the fund invested, as provided by the foregoing section, 
 or any portion of the interest thereon, shall, by any action or contingency, be 
 diminished or lost, it shall be replaced by the State to which it belongs, so that the 
 capital of the fund shall remain forever undiminished; and the annual interest 
 shall be regularly applied without diminution to the purposes mentioned in the 
 fourth section of this act, except that a sum not exceeding ten per centum upon the 
 amount received by any State under the provisions of this act may be expended for 
 the purchase of lands for sites or experimental farms, whenever authorized by the 
 respective legislatures of said State. 
 
 Second. No portion of said fund, nor the interest thereon, shall be applied, 
 directly or indirectly, under any pretence whatever, to the purchase, erection, pres¬ 
 ervation, or repair of any building or buildings. 
 
 Third. Any State which may take and claim the benefit of the provisions of this 
 act shall provide, within five years, at least not less than one college, as described 
 in the fourth section of this act. or the grant to such State shall cease; and said 
 State shall be bound to pay to the United States the amount received for any land 
 previously sold, and that the title to purchasers under the State shall be valid. 
 
 Fourth. An annual report shall be made regarding the progress of each college, 
 recording any improvements and experiments made, with their cost and results, 
 and such other matters, including state, industrial, and economical statistics, as 
 may be supposed useful; one copy of which shall be transmitted by mail free, by 
 each, to all the other colleges which may be endowed under the provisions of this 
 act, and also one copy to the Secretary of the Interior. 
 
 Fifth. When lands shall be selected from those which have been raised to double 
 the minimum price in consequence of railroad grants, they shall be computed to the 
 States at the maximum price, and the number of acres proportionally diminished. 
 
 Sixth. No State while in a condition of rebellion or insurrection against the gov¬ 
 ernment of the United States shall be entitled to the benefit of this act. 
 
 Seventh. No State shall be entitled to the benefits of this acts unless it shall 
 express its acceptance thereof by its Legislature within two years from the date of 
 its approval by the President. 
 
 Sect. 6. And be it further enacted , that land scrip issued under the provisions 
 of this act shall not be subject to location until after the first day of January, one 
 thousand eight hundred and sixty-three. 
 
 Sect. 7. And be it further enacted, that the land officers shall receive the same 
 fees for locating land scrip issued under the provisions of this act as is now allowed 
 for the location of military bounty land warrants under existing laws; provided, 
 their maximum compensation shall not be thereby increased. 
 
 Sect. 8. And be it further enacted, that the governors of the several States to 
 which scrip shall be issued under this act shall be required to report annually to 
 Congress all sales made of such scrip until the whole shall be disposd of, the amount 
 received for the same, and what appropriation has been made of the proceeds. 
 [Approved July 2, 1862.] 
 
 The Act of 1887. 
 
 An Act to establish Agricultural Experiment Stations in connection with the Col¬ 
 leges established in the Several States under the provisions of an Act approved 
 July second, eighteen hundred and sixty-two, and of the Acts supplementary 
 thereto. 
 
 Be it enacted by'the Senate and House of Representatives of the United States of 
 America in Congress assembled: 
 
 Section 1. That in order to aid in acquiring and diffusing among the people of 
 the United States useful and practical information on subjects connected with agri¬ 
 culture, and to promote scientific investigation and experiments respecting the 
 principles and applications of agricultural science, there shall be established, under 
 direction of the college, or colleges, or agricultural department of colleges in each 
 State or Territory established, or which may hereafter be established, in accordance 
 
840 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 with the provisions of an act approved July second, eighteen hundred and sixty- 
 two, entitled “An act donating public lands to the several States and Territories 
 which may provide colleges for the benefit of agriculture and the mechanic arts,” 
 or any of the supplements to said act, a department to be known and designated as 
 an “agricultural experiment station” : Provided, that in any State or Territory in 
 which two such colleges have been or may be so established the appropriation here¬ 
 inafter made to such State or Territory shall be equally divided between such col¬ 
 leges, unless the Legislature of such State or Territory shall otherwise direct. 
 
 Sect. 2. That it shall be the object and duty of said experiment stations to conduct 
 original researches or verify experiments on the physiology of plants and animals ; 
 the diseases to which they are severally subject, with the remedies for the same; the 
 chemical composition of useful plants at their different stages of growth ; the com¬ 
 parative advantage of rotative cropping as pursued under a varying series of crops; 
 the capacity of new plants or trees for acclimation ; the analysis of soils and water; 
 the chemical composition of manures natural or artificial, with experiments designed 
 to test their comparative effects on crops of different kinds; the adaptation and 
 value of grasses and forage plants ; the composition and digestibility of the different 
 kinds of food for domestic animals; the scientific and economic questions involved 
 in the production of butter and cheese ; and such other researches or experiments 
 bearing directly on the agricultural industry of the United States as may in each 
 case be deemed advisable, having due regard to the varying conditions and needs 
 of the respective States or Territories. 
 
 Sect. 3. That in order to secure, as far as practicable, uniformity of methods and 
 results in the work of said stations, it shall be the duty of the United States Com¬ 
 missioner of Agriculture to furnish forms, as far as practicable, for the tabulation 
 of results of investigation or experiments; to indicate, from time to time, such 
 lines of inquiry as to him shall seem most important; and, in general, to furnish 
 such advice and assistance as will best promote the purposes of this act. It shall 
 be the duty of each of said stations, annually, on or before the first day of February, 
 to make to the governor of the State or Territory in which it is located a full and 
 detailed report of its operations, including a statement of receipts and expenditures, 
 a copy of which report shall be sent to each of said stations, to the said Commis¬ 
 sioner of Agriculture, and to the Secretary of the Treasury of the United States. 
 
 Sect. 4. That bulletins or reports of progress shall be published at said stations at 
 least once in three months, one copy of which shall be sent to each newspaper in 
 the States or Territories in which they are respectively located, and to such indi¬ 
 viduals actually engaged in farming as may request the same, and as far as the 
 means of the station will permit. Such bulletins or reports and the annual reports 
 of said stations shall be transmitted in the mails of the United States free of charge 
 for postage, under such regulations as the Postmaster-General may from time to 
 time prescribe. 
 
 Sect. 5. That for the purpose of paying the necessary expenses of conducting 
 investigations and experiments and printing and distributing the results as herein¬ 
 before prescribed, the sum of fifteen thousand dollars per annum is hereby appro¬ 
 priated to each State, to be specially provided for by Congress in the appropriations 
 from year to year, and to each Territory entitled under the provisions of section 
 eight of this act, out of any money in the treasury proceeding from the sales of pub¬ 
 lic lands, to be paid in equal quarterly payments, on the first day of January, April, 
 July, and October in each year, to the treasurer or other officer duly appointed by 
 the governing boards of said colleges to receive the same, the first payment to be 
 made on the first day of October, eighteen hundred and eighty-seven: Provided, 
 however, that out of the first annual appropriation so received by any station an 
 amount not exceeding one-fifth may be expended in the erection, enlargement, or 
 repair of a building or buildings necessary for carrying on the work of such sta¬ 
 tion ; and thereafter an amount not exceeding five per centum of such annual 
 appropriation may be so expended. 
 
 Sect. 6. That whenever it shall appear to the Secretary of the Treasury from the 
 annual statement of receipts and expenditures of any of said stations that a por¬ 
 tion of the preceding annual appropriation remains unexpended, such amount shall 
 be deducted from the next succeeding annual appropriation to such station, in 
 order that the amount of money appropriated to any station shall not exceed the 
 amount actually and necessarily required for its maintenance and support. 
 
 Sect. 7. That nothing in this act shall be construed to impair or modify the 
 legal relation existing between any of the said colleges and the government of the 
 States or Territories in which they are respectively located. 
 
 Sect. 8. That in States having colleges entitled under this section to the benefits 
 -of this act and having also agricultural experiment stations established by law sep¬ 
 arate from said colleges, such States shall be authorized to apply such benefits to 
 
THE LAND GRANT LAWS OF THE UNITED STATES. 841 
 
 experiments at stations so established by such State; and in case any State shall 
 have established under the provisions of said act of July second aforesaid, an agri¬ 
 cultural department or experimental station, in connection with any university, 
 college, or institution not distinctively an agricultural college or school, and such 
 State shah have established or shall hereafter establish a separate agricultural col¬ 
 lege or school, which shall have connected therewith an experimental farm or sta¬ 
 tion, the legislature of such State may apply in whole or in part the appropriation 
 by this act made, to such separate agricultural college or school, and no legislature 
 shall by contract expressed or implied disable itself from so doing. 
 
 Sect. 9. That the grants of money authorized by this act are made subject to 
 the legislative assent of the several States and Territories to the purposes of said 
 grants: Provided, that payment of such installments of the appropriation herein 
 made as shall become due to any State before the adjournment of the regular ses¬ 
 sion of its legislature meeting next after the passage of this act shall be made upon 
 the assent of the governor thereof duly certified to the Secretary of the Treasury. 
 
 Sect. 10. Nothing in this act shall be held or construed as binding the United 
 States to continue any payments from the Treasury to any or all the States or insti¬ 
 tutions mentioned in this act, but Congress may at any time amend, suspend, or 
 repeal any or all the provisions of this act. 
 
 [Approved March 2, 1887.] 
 
 The Act of 1890. 
 
 An Act to apply a portion of the proceeds of the Public Lands to the more com¬ 
 plete Endowment and Support of the Colleges for the benefit of Agriculture and 
 the Mechanic Arts established under the provisions of an Act of Congress ap¬ 
 proved July second, eighteen hundred and sixty-two. 
 
 Be it enacted by the Senate and House of Representatives of the United States of 
 America in Congress assembled: 
 
 Section 1. That there shall be, and hereby is, annually appropriated, out of any 
 money in the Treasury not otherwise appropriated, arising from the sales of public 
 lands, to be paid as hereinafter provided, to each State and Territory for the more 
 complete endowment and maintenance of colleges for the benefit of agriculture and 
 the mechanic arts now established, or which may be hereafter established, in accord¬ 
 ance with an act of Congress approved July second, eighteen hundred and sixty- 
 two, the sum of fifteen thousand dollars for the year ending June thirtieth, eighteen 
 hundred and ninety, and an annual increase of the amount of such appropriation 
 thereafter for ten years by an additional sum of one thousand dollars over the pre¬ 
 ceding year, and the annual amount to be paid thereafter to each State and Terri¬ 
 tory shall be twenty-five thousand dollars to be applied only to instruction in agri¬ 
 culture, the mechanic arts, the English language, and the various branches of 
 mathematical, physical, natural, and economic science* with special reference to 
 their applications in the industries of life, and to the facilities for such instruction : 
 Provided, that no money shall be paid out under this act to any State or Territory 
 for the support and maintenance of a college where a distinction of race or color is 
 made in the admission of students, but the establishment and maintenance of such 
 colleges separately for white and colored students shall be held to be a compliance 
 with the provisions of this act if the funds received in such State or Territory be 
 equitably divided as hereinafter set forth: Provided, that in any State in which 
 there has been one college established in pursuance of the act of July second, 
 eighteen hundred and sixty-two, and also in which an educational institution of 
 like character has been established, or may be hereafter established, and is now 
 aided by such State from its own revenue, for the education of colored students in 
 agriculture and the mechanic arts, however named or styled, or whether or not it 
 has received money heretofore under the act to which this act is an amendment, 
 the legislature of such State may propose and report to the Secretary of the Interior 
 a just and equitable division of the fund to be received under this act between one 
 college for white students and one institution for colored students established as 
 aforesaid, which shall be divided into two parts and paid accordingly, and there¬ 
 upon such institution for colored students shall be entitled to the benefits of this act 
 and subject to its provisions, as much as it would have been if it had been included 
 under the act of eighteen hundred and sixty-two, and the fulfillment of the fore¬ 
 going provisions shall be taken as a compliance with the provision in reference to 
 separate colleges for white and colored students. 
 
 Sect, 2. That the sums hereby appropriated to the States and Territories for the 
 further endowment and support of colleges shall be annually paid on or before the 
 
842 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 thirty-first day of July of each year, by the Secretary of the Treasury, upon the war¬ 
 rant of the Secretary of the Interior, out of the Treasury of the United States, to the 
 state or territorial treasurer, or to such officer as shall be designated by the laws of 
 such State or Territory to receive the same, who shall, upon the order of the trustees 
 of the college, or the institution for colored students, immediately pay over said 
 sums to the respective colleges or other institutions entitled to receive the same, and 
 such treasurers shall be required to report to the Secretary of Agriculture and to the 
 Secretary of the Interior, on or before the first day of September of each year, a 
 detailed statement of the amount so received and of its disbursement. The grants 
 of moneys authorized by this act are made subject to the legislative assent of the 
 several States and Territories to the purpose of said grants: Provided, that pay¬ 
 ments of such installments of the appropriation herein made as shall become due to 
 any State before the adjournment of the regular session of legislature meeting next 
 after the passage of this act shall be made upon the assent of the governor thereof, 
 duly cert ified to the Secretary of the Treasury. 
 
 Sect. 3. That if any portion of the moneys received by the designated officer of the 
 State or Territory for the further and more complete endowment, support, and 
 maintenance of colleges, or of institutions for colored students, as provided in this 
 act, shall, by any action or contingency, be diminished or lost, or misapplied, it 
 shall be replaced by the State or Territory to which it belongs, and until so replaced 
 no subsequent appropriation shall be apportioned or paid to such State or Territory ; 
 and no portion of said moneys shall be applied directly or indirectly, under any 
 pretense whatever, to the purchase, erection, preservation, or repair of any build¬ 
 ing or buildings. An annual report by the president of each of said colleges shall 
 be made to the Secretary of Agriculture, as well as to the Secretary of the Interior, 
 regarding the condition and progress of each college, including statistical informa¬ 
 tion in relation to its receipts and expenditures, its library, the number of its students 
 and professors, and also as to any improvements and experiments made under the 
 direction of any experiment stations attached to said colleges, with their costs and 
 results, and such other industrial and economical statistics as may be regarded as 
 useful, one copy of which shall be transmitted by mail free to all other colleges 
 further endowed under this act. 
 
 Sect. 4. That on or before the first day of July in each year, after the passage of 
 this act, the Secretary of the Interior shall ascertain and certify to the Secretary of 
 the Treasury as to each State and Territory whether it is entitled to receive its share 
 of the annual appropriation for colleges, or of institutions for colored students, under 
 this act, and the amount which thereupon each is entitled, respectively, to receive. 
 If the Secretary of the Interior shall withhold a certificate from any State or Terri¬ 
 tory of its appropriation the facts and reasons therefor shall be reported to the 
 president, and the amount involved shall be kept separate in the Treasury until the 
 close of the next Congress, in order that the State or Territory may, if it should so 
 desire, appeal to Congress from the determination of the Secretary of the Interior. 
 If the next Congress shall not direct such sum to be paid it shall lie covered into the 
 Treasury. And the Secretary of the Interior is hereby charged with the proper 
 administration of this law. 
 
 Sect. 5. That the Secretary of the Interior shall annually report to Congress the 
 disbursements which have been made in all the States and Territories, and also 
 whether the appropriation of any State or Territory has been withheld, and if so, 
 the reasons therefor. 
 
 Sect. 6. Congress may at any time amend, suspend, or repeal any or all provi¬ 
 sions of this act. 
 
 [Approved August 30, 1890.] 
 
III. 
 
 Historical Statements concerning the Passage of the U. S. 
 
 Land Grant Act of 1862. 
 
 The following Historical reminiscences, of the passage of the law 
 making a Land Grant to Colleges of Agriculture and the Mechanic 
 Arts; showing the active cooperation of the late Dr. Amos Brown, 
 of New York, and of the late Dr. Evan Pugh, of Pennsylvania, in 
 promoting this result; consist of material furnished by Professoi 
 John W. Chickering, of the National Deaf Mute College, D. C., and 
 of extracts compiled by the author of this “Special Report,” from a 
 Report made in 1864, to the Board of Trustees of the State College 
 of Pennsylvania, by the President of the College, Dr. Evan Pugh. 
 
 In any great movement which ultimately results in legislative 
 action, either by a State Legislature or by Congress, there must be 
 of necessity, many zealous promoters of the new ideas or enterprises, 
 for which are invoked the sanction of law; hence it is difficult, if 
 not impossible, to indicate any individual who is solely entitled to the 
 credit of the conception and initiation of the movement. 
 
 In State Legislatures and in Congress, where the assent of a major¬ 
 ity of the mem bers is requisite, often, owing to incidental emergen¬ 
 cies, the introducer of the Bill and the person by whose name it may 
 come to bo known, is not, necessarily, the one who has been most 
 earnest in its advocacy.—To designate any one person to whom the 
 new measure is to be credited, would therefore, be either impossible 
 or unjust.—Its success has been due to many friends in, and outside 
 of, the legislative bodies.—For these reasons it would be difficult to 
 distribute equitably the meed of praise due to all the originators and 
 promoters of the first United States Land Grant Law in aid of Col¬ 
 leges of Agriculture and the Mechanic Arts. 
 
 The project brought many interested Educators to Washington to 
 urge the passage of the bill, and to look after its provisions. Most 
 prominent among these were naturally the officers or friends of 
 existing, or projected institutions, that anticipated advantages to 
 their given institution from the passage of the bill. 
 
 Whether Senator Morrill, of Vermont, who, as a member of the 
 House of Representatives, in 1857, introduced a similar bill, which, 
 after passing both Houses of Congress in 1859, was vetoed by Presi¬ 
 dent Buchanan, and from whom, as its introducer when a member 
 of the Senate in 1862, the present bill took the name by which it is 
 commonly known, is to be credited with the original conception of 
 such a law is not known to the present writer ; but what is known 
 of all men is, that, in full accord with his life long record as the 
 ardent friend of American Industry, he was ever the able and per¬ 
 sistent advocate of the bill from its first introduction through all the 
 intermediate stages to its final passage;—so that, in this instance, 
 
 843 
 
844 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 his name was justly identified with the law. He had, for his coad¬ 
 jutors, the ablest and most far-seeing among the members of both 
 Houses of Congress. 
 
 While it is not possible to enumerate here a list of the names of 
 the eaidy friends of the measure, I am glad to be able, through the 
 courtesy of Professor Chickering, of the National Deaf Mute College, 
 Kendall Green, Washington, D. C., to record the name of a leading 
 educator who proved himself to be one of the most earnest of the 
 advocates of the bill before Congress, and whose services and zeal in 
 urging its passage are attested by letters from the leading friends of 
 the bill in both Houses of Congress. Professor Chickering’s notes, 
 also, contain incidentally a brief history of the vicissitudes of the bill 
 before its final passage. 
 
 While Dr. Brown, thus represents the great State of New York, 
 the sister State of Pennsylvania, was not without its representative; 
 who, it will be seen, makes the definite statement that without the 
 aid and advocacy of the friends of the Pennsylvania State College, 
 the bill would have failed.—It is not asserted that either of these 
 distinguished educators originated the idea ;—indeed the scope of the 
 bill was so modified or rather enlarged during its progress through 
 Congress, that it may not be possible for any one person to claim it 
 as original. To that development is due its great utility—since no 
 longer, as in its early conception, narrowed to the barest needs of the 
 tillers of the ground, it now includes within its beneficent influence 
 the educational interests of all workers or thinkers who, encircled 
 by the ever widening horizon of the industries and arts of man, labor 
 for the progress of the race. 
 
 It is due to the memories of Amos Brown, and Evan Pugh, that 
 their efficient services in this great work should be here commem¬ 
 orated. To all others equally entitled, similar credit would here be 
 gladly given, and it may well be, that the records here preserved 
 may incite the friends of others, who likewise aided in the promotion 
 of this great work, to preserve the memory of their efforts. When 
 men come to honor the deeds of those who promote, by peaceful 
 means, the progress of civilization, as they now exalt those who 
 triumph in war; a long step forward will have been taken. 
 
 The following account of the part borne by the late Rev. Amos 
 Brown, ll. d., in promoting the passage of the Land Grant Bill in 
 aid of Colleges of Agriculture and the Mechanic Arts, is furnished 
 by Professor Chickering.— 
 
 Records of the Efforts Made by Rev. Amos Brown, in Promoting Passage 
 of Bills in Aid of Agricultural Education. 
 
 Among the many men whose earnest conditions made them warm friends of what 
 is commonly known as the Agricultural College Land Bill, and whose unwearied 
 and efficient exertions secured its final passage, tfie name of Rev. Amos Brown, 
 LL. D. . should ever have a prominent place. 
 
 Not a practical farmer, much more interested in metaphysics than in natural 
 science either theoretical or practical, he was nevertheless largely instrumental in 
 conferring this princely gift upon the sciences of agriculture and applied Physics 
 
 Not a member of either house of Congress, without political experience, with 
 none of the arts of the demagogue, backed by no monied interest, he was enabled 
 by his earnest and honest advocacy of a cause in which he believed, by his tact in 
 presenting that cause, by his ability to influence intelligent and candid men through 
 argument, to render services whose value was readily acknowledged by the promi¬ 
 nent friends of the measure in Congress. 
 
 As his name never appears in any public mention of the debates upon the bill, it 
 is no more than just to him and to history that the facts of his connection with the 
 success of the measure should go upon record. 
 
SERVICES RENDERED BY DR. AMOS BROWN. 
 
 845 
 
 Mr. Brown, was bom upon a farm in Kensington, N. H., in 1804. He graduated 
 from Dartmouth College, in 1833, supporting himself during his Collegiate course, 
 mainly by teaching. 
 
 He also studied theology at Andover Theological Seminary, and was settled for 
 two or three years as Pastor over a Congregational Church in Machias, Maine. 
 
 But teaching was his special forte, and to that work the last years of his life were 
 given. He taught for one year at Fryeburg, Maine, and then for 12 years, at Gor¬ 
 ham, Maine, where he so put in practice his educational theories, and so demon¬ 
 strated his ability as an instructor as to raise the institution to the front rank. 
 
 In the fall of 1853, he assumed charge of the academy at Ovid, N. Y. which soon 
 became, under his management, one of the prominent schools of the State. 
 
 One of the departments to which he gave great prominence in this Institution, 
 known as Seneca Collegiate Institute, was that of Agricultural Education, inaugu¬ 
 rating courses of popular lectures in addition to the regular course of study. 
 
 His attention was increasingly turned in this direction, and learning that a charter 
 for a State Agricultural College in a neighboring county had been granted some 
 years before, he set about securing that, and having the location changed to Seneca 
 County. Learning that an unclaimed fund of $40,000 was lying idle in the State 
 treasury, he conceived the idea of securing that as a loan, upon condition that the 
 inhabitants of Seneca County would raise an equal sum. 
 
 He went to Albany, where some of the most influential members of the Legisla¬ 
 ture, themselves friendly to the plan, told him that he could not get a dollar of 
 appropriation for any such purpose. 
 
 Undeterred however he went about the work, and soon demonstrated his remark¬ 
 able ability as a lobbyist, to such good purpose that the bill passed the Senate 
 unanimously, and the House by a very large majority. 
 
 As the result, the New York State Agricultural College was established and went 
 into operation at Ovid, and Dr. Brown, as one of its trustees, was active and efficient 
 in its organization though he was not, as it seemed to many of the friends of 
 the College, he deserved, made its President. 
 
 He was however Aug. 12,1857, elected President of the Peoples’ College at Havana, 
 N. Y. in which “Agriculture, with the various branches of manufactures, and the 
 mechanic arts,” were to be “systematically prosecuted within the college and its 
 grounds, and as a part of its regular course.” 
 
 EFFORTS OF DR. BROWN BEFORE CONGRESS. 
 
 More and more impressed with the importance of this department of education, 
 and with the conviction that State and national aid should be freely granted thereto, 
 the public lands had naturally suggested themselves to his mind as a practicable, 
 economical, and constitutional means of accomplishing this end, and he had 
 bestowed much thought upon this subject, so that when the first notice of the bill 
 introduced by Hon. Justin S. Morrill, then a representative from Vermont, appeared 
 in the papers, he at once said “ I must go to Washington, and see what I can do in 
 support of that bill.” 
 
 This was in December 14, 1857, and from that time till its final passage in the 
 Senate, in Feb. 7, 1859, he was hard at work in Washington whenever there seemed 
 any need of or opportunity for his services. 
 
 This bill was vetoed by President Buchanan. 
 
 A similar bill was introduced by Mr. Morrill, then in the Senate, in May 5th, 
 1862, which passed the Senate on June 10th, passed the House on June 15th, and 
 was finally approved by President Lincoln July 2nd, 1862. 
 
 At this time, again Dr. Brown’s services were constant, judicious and efficient. 
 
 What estimate was placed on those services by the principal friends of the meas¬ 
 ure in Congress, will appear from the subjoined letters most of which were written, 
 when the claims of the Peoples’ College and its President, to the control of the 
 share of lands allotted to the State of New York, were presented to the Legislature. 
 As the result of these and similar representations, the whole grant was assigned to 
 the Peoples’ College upon conditions which seemed equitable and not difficult of 
 fulfilment. 
 
 These conditions however were not met, and the endowment passed eventually 
 to Cornell University. 
 
 These letters were written when the whole matter was fresh in the minds of those 
 who had been active in the support of the bill, and may be supposed to express 
 their honest and intelligent convictions as to the value of Dr. Brown's services in 
 their behalf. 
 
846 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Letters from Leading Legislators Stating the Effective Services of Dr. 
 Brown in Securing Congressional Action. 
 
 Washington, D. C., Dec. 1, 1862. 
 
 Dear Sir : I suppose vour State Legislature may soon legislate in relation to the 
 Donation of Lands for the establishment of Colleges for the benefit of Agriculture 
 and the Mechanic Arts, by the late act of Congress ; and if so, it is proper that you 
 and other friends of the measure should know that the President of the N. Y. Peo¬ 
 ples’ College, the Rev. Amos Brown, took such an active part in securing the pas¬ 
 sage of the bill referred to, whenever it was before Congress, both by his earnest and 
 intelligent advocacy of the measure through personal interviews and by efficiently 
 urging the attendance of members on all occations of any test votes, services con¬ 
 tinuing for months, that it is due to him and the institution of which he is the head, 
 whenever a final disposition of the fund shall be made that his merits shall not go 
 unacknowledged by the State of New York. From an early moment after the first 
 bill was introduced he has been unflagging in his efforts to promote the success of 
 this great measure in behalf of Agriculture and it is a pleasure to me to acknowl¬ 
 edge the value of his advice and co-operation. 
 
 * ****** 
 
 With great regard, sincerely yours, 
 
 Hon. E. B. Morgan, 
 
 Aurora, N. Y. 
 
 Justin S. Morrill. 
 
 Washington, Dec. 1, 1862. 
 
 Hon. E. B. Morgan, 
 
 Sir : I am requested to state to you what agency the Peoples’ College of your 
 State, had in procuring the passage of the law appropriating land for the Agricul¬ 
 tural College in the several States and Territories. 
 
 Having taken a deep interest in that measure I ought to be qualified to speak with 
 confidence on the subject and I do not hesitate to say that had it not been for the 
 exertions of that institution, I do not believe the measure could have received the 
 sanction of Congress. Great credit is due to the exertions of the Hon. Mr. Morrill 
 of the House, for his unwearied labors in its behalf. Yet I always believed and 
 still believe, that had it not been for the able, energetic and unwearied exertions of 
 the Rev. Amos Brown, President of the Peoples’ College,* it would never have 
 become a law. 
 
 It encountered great opposition in some quarters, on account of its supposed 
 antagonism to the “ Homestead Bill,” and much also from the mere indifference of 
 members who did not take interest enough in the measure to give it a thorough 
 investigation, more still, from several members from the land States, who feared 
 its passage would conflict with the rapid settlement of their States. 
 
 All these difficulties however, were overcome by the intelligent and persevering 
 labors of Mr. Brown, whom I consider really the father of the measure, and whose 
 advice I believe entitled to more weight, in carrying the law into execution than 
 that of almost any other man. 
 
 ******* 
 Yours respectfullv, 
 
 B. F. Wade. 
 
 Aurora, 17. Dec. 1862. 
 
 Rev. Amos Brown, 
 
 President Peoples’ College. 
 
 Dear Sir: 
 
 ******* 
 
 The first man who suggested to me the passage of the bill which you meet to con¬ 
 sider—was yourself—and from my own knowledge, the first bill passed—which was 
 vetoed by Mr. Buchanan--would not have had the remotest chance in either house 
 of Congress,—without your interest, labor, and most efficient efforts. 
 
 I have some letters from distinguished friends of the bill in the present Congress— 
 showing what yourself and the friends of the Peoples’ College have again accom¬ 
 plished—which you will please lay before the gentlemen you may meet. 
 
 ******* 
 
 Very truly yours, 
 
 Edwin B. Morgan. 
 
ADVOCACY OF THE ACT OF 1802 BY DR. BROWN. 
 
 847 
 
 Washington, Dec. 6, 1862. 
 
 My Dear Sir : At the request of Dr. Amos Brown, I take pleasure in testifying 
 to his merits as President of the Peoples’ College, and personally, in relation to the 
 bill granting lands to the States, for agricultural purposes. 
 
 Mr. Brown, as I believe, was not only father of the bill, but to his persistent, 
 efficient, and untiring efforts, its success was mainly due. I have no hesitation in 
 saying that but for him it would have failed, in my judgment altogether. 
 
 Yours very truly 
 
 W. P. Fessenden. 
 
 Mr. Morgan. 
 
 Dear Sir : 
 
 * * 
 
 Washington, Dec. 6,1866. 
 
 * * * * * 
 
 * 
 
 Dr. Brown is a man of very great energy and efficiency. The Agricultural inter¬ 
 ests of the country are indebted to him more than to any one—indeed every one 
 else, for the passage of the law donating public lands to Agricultural Colleges. 
 Yours respectfully, 
 
 Ira Harris, 
 
 "William H. Parnell, Esq. 
 
 Rev. Amos Brown, 
 
 Dear Sir: 
 
 * * * 
 
 National Hotel, Jan. 11, 1863. 
 
 * 
 
 * 
 
 * 
 
 * 
 
 It gives me great pleasure to bear testimony to the aid you rendered in procuring 
 the passage of the Agricultural College Bill. 
 
 It might have passed without you—I cannot say that it would not—but sure I am 
 no one was so active, or so efficient as you in removing obstacles to it, and in secur¬ 
 ing it friends. * * * 
 
 You will remember I was much interested in the measure and anxious for its 
 passage, and I will not withhold the opinion that the very highest consideration is 
 due to you from your State and from the country for this eminently useful and 
 just measure. 
 
 Very truly yours. 
 
 Dan’l Clark. 
 
 Washington, Feb. 24, 1863. 
 
 The undersigned, members of the 37th Congress, certify to the efficiency of Rev. 
 Amos Brown of Havana, N. Y., in advocating the passage of the law appropriating 
 lands to the states for the use of Colleges. We believe there was no man who did 
 more to impart information and furnish arguments showing the propriety of the 
 law, and he richly merits the thanks of all its friends. 
 
 W. E. Lansing, 
 
 Alfred Ely, 
 
 A. L. Diven, 27th Dist. N. Y. 
 
 R. E. Fenton, 31st Dist. N. Y. 
 
 R. Franchot, 19th Dist, N. Y. 
 W. A. Wheeler, 
 
 A. B. Orin, 
 
 A. W. Clark, 
 
 J. P. Chamberlain. 
 
 The cumulative evidence as to the value of Dr. Brown’s efforts, as 
 given above, is convincing. 
 
 Efforts by Dr. Evan Pugh, of Pennsylvania, to Promote 
 Legislation by Congress. 
 
 In a “Report” made by Dr. Evan Pugh, President of the Pennsyl¬ 
 vania State College, to the Trustees of the College, in session at 
 Harrisburg, January 6th, 1864—full reference to which will be found 
 in the historical account of this College, given in the present volume 
 of this Report (see ante pages 502-3)—occur the following statements 
 relating to the passage of the law of Congress. Dr. Pugh’s views 
 
848 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 in regard to the purpose and origin of the movement for this Land 
 Grant law, are of interest. The “ Report ” is evidently designed to 
 induce the Legislature to give the use of the National Land Grant to 
 this college, and strenuously urges the inability of the Literary Col¬ 
 leges to carry out the purposes of the Law. Dr. Pugh’s statements 
 of the scope and needs of the Institutions designed by the Law indicate 
 a man of far reaching and comprehensive ideas.—The “ Report” fills 
 36 pages. The following are the passages relating to the influence of 
 the friends of the State College in promoting the action of Congress: 
 
 * * * Our next question is, 
 
 Can an Endowment Fund sufficient to yield $27,700 annually be secured ? 
 
 It was with some such question as this before the minds of the Board of Trustees 
 of the Agricultural College of Pennsylvania, that they labored for several years for 
 the passage, by Congress, of the bill donating land to Agricultural Colleges. 
 
 It was with this question in his mind that one of the Board turned from the State 
 Legislature, where he had labored successfully to secure funds to complete our Col¬ 
 lege buildings, to his seat in Congress, where he labored no less successfully to 
 secure the means of their endowment. * * * 
 
 The grant of Land and Land Scrip from Congress to the several States for the 
 endowment of Agricidtural Colleges. 
 
 The foregoing considerations, in great part, have had a general character, relating 
 to the whole subject of Industrial Education, rather than to the Agricultural Col¬ 
 lege of Pennsylvania in particular. This form of considering the subject has been 
 adopted, because all questions involved in the general consideration applied with 
 especial force to this College. 
 
 In closing this report I would venture a few remarks upon what would seem to 
 be the legitimate object of the Land Grant by Congress, for the endowment of Col¬ 
 leges of Agriculture and the Mechanic arts. 
 
 This Land Grant was the result of the growing intelligence of the agricultural 
 classes of the country, and the modern development of all those sciences which have 
 a practical bearing upon the industrial operations of life. A necessity for Industrial 
 Colleges was felt throughout the entire country. Literary Colleges not only failed 
 to supply an education especially adapted to the peculiar necessities of the indus¬ 
 trial classes, but through their highest officials they persistently proclaimed that no 
 such special College education was requisite, and that the best education a young 
 man could have to fit him for practical duties in life, was to be found in the study 
 of Latin and Greek. The idea of Industrial Education was turned into ridicule, 
 and Industrial Colleges were denominated visionary ideals of impracticable men. 
 Determined that means should be provided for a general system of Industrial Edu¬ 
 cation, a few prominent friends of such a system of education from other States, in 
 conjunction with the friends of the Agricultural College of Pennsylvania, after 
 about six years of persistent effort secured the passage, by Congress, of the Land 
 Grant bill. This bill afforded sufficient land, or land scrip to each of the larger 
 States, to enable them, with a reasonable effort from the State, to found one Agri¬ 
 cultural College. Smaller States could only use it by establishing Agricultural 
 Chairs in Literary Colleges, as they had not enough to endow an Industrial College. 
 The object of the bill however, was most distinctly hot simply to found Industrial 
 Chairs in Literary Colleges, but to endow Industrial Colleges such as that, the 
 organization of which has been discussed in this paper. # * * 
 
 5th. The friends of the Agricultural College of Pennsylvania secured the passage 
 of the Land Grant bill by Congress. 
 
 A member of their Board of Trustees (then, as now, a prominent member of 
 Congress) devoted almost an entire session in Congress to its passage, and other 
 friends of the College visited Washington several times for the same purpose. 
 Without their aid the bill woidd not have passed. 
 
 There is no discrepancy between the claims of Dr. Brown and Dr. 
 Pugh and doubtless there were others whose efforts were as essential. 
 It is “the long pull, the strong pull, and the pull altogether” that 
 counts in Legislation. 
 
IV. 
 
 Commemorative Addresses Delivered at Amherst, Massa¬ 
 chusetts, on the 25th Anniversary of the Passage of the 
 United States Land Grant Law of 1862. 
 
 INTRODUCTION. 
 
 While the foregoing account of the activity of two enthusiastic 
 educators in urging before Congress the passage of the Land Grant 
 Law of 1862, is of interest for the glimpse it affords of the far reach¬ 
 ing views of the zealous friends of that measure; the following 
 extracts taken from the Commemorative Addresses delivered in 
 honor of the event, at the Commencement Exercises of the Massa¬ 
 chusetts Agricultural College, at Amherst, in 1887, on the occasion 
 of the 25th Anniversary of the passage of the Law; with their retro¬ 
 spective view of its beneficent activities, will be found of notable 
 interest. 
 
 These addresses were issued in pamphlet form by the college.* 
 The opening address by President Adams, of Cornell University, 
 New York, recalls the great additional value of this grant which 
 was secured to the educational interests of that State, by the wise 
 foresight, enterprise and generosity of the late Ezra Cornell, in his 
 care for that imperial domain of territory given to it by the Nation. 
 The words of Senator Morrill, charged with the practical good sense 
 so characteristic of the man, and the account of the State institution 
 of Massachusetts, whose honored guests they then were, so well told 
 by the Hon. Charles G. Davis, are of veritable historical value. 
 Want of space alone compels the giving of these “ extracts,” in place 
 of reprinting the entire contents of this valuable memorial pamphlet. 
 
 Memorial Address 
 
 BY 
 
 Charles Kendall Adams, LL. D., President of Cornell 
 
 University. 
 
 THE MORRILL LAND GRANT. 
 
 It was a remarkable evidence of the confidence and the composure of our federal 
 legislature that in 1862, just twenty-five years ago, they were able to give their 
 thoughts to the framing of that far-reaching act, in commemoration of which we 
 are to-day assembled. It was at one of the most anxious, if not one of the darkest 
 periods of our terrible war. The first great organized advance of the federal forces 
 was just coming to a disastrous end. The Peninsula Campaign in which were cen¬ 
 tered all the nation’s hopes had taken time for the most complete preparation in 
 order that no repulse might be possible. Fair Oaks, Gaines Mill, Mechanicsville, 
 
 * Commemorative Addresses, 1862-1887, Massachusetts Agricultural College.— 
 Addresses delivered at the Massachusetts Agricultural College June 21st, 1887, on 
 the 25th Anniversary of the passage of the National Land Grant Act, Amherst, 
 Mass.; J. E. Williams, Book and Job Printer, 1887, Pp. 61. 
 
 ART—VOL 4-54 
 
 849 
 
850 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Cold Harbor, Malvern Hill,—names that even now send a shudder into thousands 
 of American homes,—had followed in rapid succession, and our baffled army took 
 up its retreat on the second of July, the very day on which, by the signature of the 
 President, the act in which we have now so much interest, became a law. Little 
 did the people think that at the very moment they were watching, with bated breath 
 and tearfid eyes for every new sign of success or repulse, there was going forward 
 to completion in the halls of legislation at the National Capitol, a great act of states¬ 
 manship which in after years would bring the people together, as we are assembled 
 here to-day. 
 
 A GREAT ACT OF STATESMANSHIP. 
 
 And yet a great act of statesmanship it was. In the few moments I shall detain 
 you it will be my effort to show that its spirit was conceived in accordance with the 
 best traditions of our country, that its provisions were in harmonious accord with 
 the general spirit of the time, and that it was fraught with the means of incalcu¬ 
 lable advantage to the nation. To these three considerations, then, I briefly invite 
 your attention. 
 
 Within the last twenty-five years the policy of rendering national and state aid 
 to educational institutions has sometimes been gravely questioned. It has been 
 asserted that the work of education, in any other than a purely elementary sense, 
 should be left to the care of private benevolence. This, however, was not the doc¬ 
 trine of the fathers. As was so eloquently shown fifty years ago, when the orator 
 selected to represent Harvard, and Amherst, and Williams pleaded the cause of the 
 colleges before the Legislature of Massachusetts, it was the states acting in their 
 organized capacity, that provided for the means of higher education as well as for 
 the common schools. 
 
 THE TRADITIONAL POLICY OF THE NEW ENGLAND STATES. 
 
 Look at the facts of that early history. Years before the famous common school 
 law was passed, provision had been made for the founding of a college, by means of 
 a tax levied upon the whole people of the Colony. As Mr. Everett said, scarcely 
 had the feet of the Pilgrims taken hold of Plymouth Rock, when a year’s rate of 
 the Colony was levied in order that the higher learning might have a home in the 
 New World. Nor was the child of this parentage left to any such precarious sup¬ 
 port as might be afforded by private benevolence. Tbe Court Records of Massa¬ 
 chusetts in the colonial period are sprinkled over with evidence of the most solicit¬ 
 ous care. It was in the days of poverty. The subsistence of the president and the 
 professors or tutors, as they were then called, was immediately dependent on the 
 bounty of the commonwealth. Appropriations for buildings and for lands were 
 from time to time made. The income of the ferry between Poston and Cambridge 
 was appropriated by the General Court to the use of the college. The legislature 
 selected the controlling board. In short, Harvard College was an institution of the 
 government, founded by it, supported by it and controlled by it. Before the days 
 of independence arrived, more than a hundred different statutes had been spread 
 upon the legislative record for the purpose of guiding and assisting this child of the 
 infant state. Even in the constitution of 1780 it was declared forever to be the duty 
 of the legislature to encourage higher learning and especially the University at 
 Cambridge. And it was not until the sons of the college had multiplied and grown 
 rich, that the legislature said to them as late as 1865 : You can now care for your 
 benignant mother better than I can. therefore I pension her off and entrust her for¬ 
 tunes to your generous keeping. 
 
 STATE AID TO EDUCATION. 
 
 The policy of Massachusetts was the policy of Connecticut. Long before Elihu 
 Yale gave the final impulse for the founding of the college which was to bear his 
 name, the General Court had carefully considered the establishment of such an 
 institution. The subject was postponed from time to time, not because there was 
 any question as to the propriety of founding such an institution; but because the 
 population was as yet too sparse and too poor to furnish the pupils for two colleges 
 in New England. And so it was not till more than sixty years had passed after the 
 founding of Harvard that the second New England College was established. But 
 after its establishment its history was much like that of its elder sister. During the 
 whole of the last century, as the first President Dwight has said in his History, it 
 was to the bounty of the Legislature of Connecticut that the support of Yale Col¬ 
 lege was chiefly due. Again and again all other resources failed. It was the legis¬ 
 lature that erected old Connecticut Hall and gave to it the name of its benefactor. 
 
MEMORIAL ADDRESS BY PRESIDENT ADAMS. 
 
 851 
 
 THE ORIGIN OF DARTMOUTH COLLEGE, IN NEW HAMPSHIRE. 
 
 Then look at the history of Dartmouth. The college began as a work of charity. 
 Gradually it grew into something more than a secondary school. But during the 
 years of its early growth, it never hesitated to call for aid upon the Legislature of 
 New Hampshire; and its call was seldom heard in vain. It educated many of the 
 sons of Vermont, and in due time it called upon the Green Mountain State for its 
 share of assistance. A cheerful recognition of the obligation was the result. The 
 land of a township was given to the college, and a record of the fact was stamped 
 into the history and upon the map of the state by giving to the town the name of 
 the college president. 
 
 A LIKE POLICY OF STATE AID TO EDUCATION IN THE SOUTHERN STATES. 
 
 What was true of the method that prevailed in New England was also true of 
 the South. William and Mary, the second college established in the Colonies, took 
 its name from the royal benefactors who made the first large contribution for its 
 support out of the public treasury. The Colony was also taxed in behalf of the 
 institution. A part of the value of every pound of tobacco raised in Virginia had 
 to go into the treasury for the benefit of the college. This continued throughout 
 colonial days. And when Jefferson conceived the plan of the University of Vir¬ 
 ginia, in some respects the grandest educational project ever devised in America, 
 though he was inclined to intrust less authority to the government than any other 
 of our forefathers, he endeavored to make the institution as much a part of the 
 educational system of the state as were the common schools themselves. 
 
 HOW THIS POLICY PROMOTED HIGHER EDUCATION. 
 
 This method of supporting the colleges, moreover, was not only universal, it was 
 also effectual in that it planted and nourished into maturity colleges of a high order 
 of mei'it even in the infant days of our national life. Not only were admirable 
 scholars made, but they were made in large numbers. The standards of those days, 
 it is true, were somewhat different from the standards of our days; but one who 
 looks at what was done, while recognizing great differences, will hesitate long 
 before he pronounces them inferior. A recent and eminent superintendent of edu¬ 
 cation in your own state not long since pronounced the opinion that the standards 
 of higher education in colonial days were not simply relatively, but actually higher 
 than the standards of the second half of the nineteenth century. I am not here to 
 corroborate this statement or even to express an opinion on that point. But we 
 may regard it as certain that the schools that could train the men of revolutionary 
 days were efficient and were among the most valuable institutions of colonial time. 
 
 And when we pass on from colonial days to the days of the republic, we find that 
 the propriety and the justice of these methods were universally recognized. That 
 first great ordinance which still sheds its benign influence over the Northwest, pro¬ 
 vided that “Schools and the means of education shall forever be encouraged.” 
 And from the day of that benignant provision to the present time, no territory has 
 been organized and no state has been admitted to the Union without provision that 
 a part of its domain shall be set apart for higher learning as well as a part for the 
 common schools. 
 
 THE MORRILL LAND GRANT LAW OF 1862 IN THIS LINE OF HIGH PRECEDENTS. 
 
 Thus it is that I hold the Land Grant of 1862 to have been in strict accordance 
 with the best traditions of our educational history. 
 
 The second part of my thesis is that the Morrill Land Grant was in strict accord¬ 
 ance with the spirit of the present time. 
 
 We, doubtless, sometimes talk flippantly and unwisely of what we call the spirit 
 of the age. And yet the age in which we live has certain peculiarities which we 
 can hardly go astray in trying to characterize. They are so distinctly marked, 
 indeed they are so generally acknowledged and understood that even to speak of 
 them, subjects one to the charge of dealing with the common-place. But the rela¬ 
 tion of these characteristics to matters of education is so important that I shall 
 venture briefly to speak of them. 
 
 During the middle ages the work of the schools was limited to the education of 
 those who were to go into the learned professions. It is even a matter of some 
 doubt whether the great Charles, the organizer of schools in France and Germany, 
 could himself write or read. It is certain that one of the greatest of French mili¬ 
 tary leaders, as late as the time when the Renaissance was beginning to dawn, was 
 absolutely illiterate. 
 
852 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Nor was this condition of affairs a singular one, or one that should excite our 
 surprise. Before the introduction of the Baconian philosophy, the methods of look¬ 
 ing at the problems of life were the reverse of the methods that have now come to 
 prevail. Aristotle said, “ Look into your own minds, study the nature of thought, 
 look into the nature of things, and thus you will be able to reason out the course of 
 conduct you ought to pursue.” The Aristotelian philosophy prevailed until the sev¬ 
 enteenth century. At length came Bacon and Descartes. Their methods were the 
 opposite. They said, study things not so much in their nature,—which you cannot 
 know anything about by a process of reasoning—as in their characteristics and 
 relations. You are to reason from their external appearance and characteristics 
 which everybody can investigate and in some sense at least understand into their 
 internal natures. Thus it was that the Baconian or inductive philosophy had for 
 its aim the setting of all thinking beings to the examining of the things everywhere 
 about them. It taught not only that the domain of thought, but also that the 
 domain of action, was open to the scrutiny of human intelligence. It exhorted 
 everybody to pry into whatever there was within the range of observation. Exam¬ 
 ine the methods of nature, in order to discover the laws of nature. Examine the 
 habits of animals in order to become acquainted with the laws of their development. 
 Study the rocks, the trees, the plants, the flowers, in fact, study all the domain of 
 nature, in order to discover the secrets of nature. The exhortation was followed in 
 the course of the last century by the birth of what are called the Natural Sciences. 
 
 It is not singular that this method immediately began to insist on the examination 
 of institutions as well as the things of nature. Heretofore, the rights of the church, 
 the rights of the king, the rights of all governing powers, rested, not on any evi¬ 
 dence that such forms and methods by actual experience had been shown to con¬ 
 duce to the largest happiness of man, but rather on some pronounced right that was 
 founded on authority either human or divine. But now came a change. The 
 Baconian philosophy taught that men might examine the conduct of government; 
 and they drew the logical inference that if they might examine, they might act on 
 the results of examination. This they did not hesitate to do. It is an interesting 
 fact that the immortal work of Bacon which embodied and put into permanent 
 scientific form the results of his studies and the substance of his philosophy was 
 published in 1620, the very year of the Pilgrims at Plymouth, just twenty-two years 
 before the vigorous outbreak of the English Revolution. 
 
 SIGNIFICANCE OF THE BACONIAN PHILOSOPHY. 
 
 Now what was the educational significance of this movement? Why, simply 
 this. It opened the whole l’ealrn of nature as the legitimate field of investigation 
 and study. Before this time the work of the schools and universities had been con¬ 
 fined to developing the minds of the pupil and the teaching of the four learned pro¬ 
 fessions—theology, medicine, law, and pedagogy. Universities had been established 
 in the twelfth, thirteenth, foui-teenth, and fifteenth centuries in all parts of Europe, 
 but in no one of them were studies carried on in accordance with the modern inves¬ 
 tigating spirit. This is not strange, for the sciences had not yet been born. They 
 could not come into existence till the investigating or inductive methods of study 
 had come to prevail, ami these methods it was that the Baconian philosophy 
 ushered in. 
 
 A change of this nature was necessarily slow in making itself observed. But 
 there was here and there a man who caught the new spirit and preached the new 
 doctrine. The most enlightened man of the next generation was Milton. He had 
 in the vast stoi’es of his mind all the wealth of ancient learning. But he saw the 
 full significance of the new philosophy and so every page of his tractate on Educa¬ 
 tion is redolent with the modern spirit. Here are some of his words, “ I call there¬ 
 fore a complete and generoxxs education, that which fits a man to perform justly, 
 skillfully, and magnanimously all the offices, both private and public of peace and 
 war.” This comprehensive definition might not inaptly be emblazoned as a motto 
 upon the walls of every one of the institutions founded by the Morrill Grant of 1862. 
 
 But the doctrine of Milton was slow in permeating educated society. Institu¬ 
 tions of learning are proverbially conservative. The universities resisted all change 
 until the necessity of change made itself everywhere apparent. A century passed 
 on during which the ideas of Bacon and Milton were gradually infiltrating them¬ 
 selves into the minds of the people. Then came the great book of Adam Smith 
 on the Wealth of Nations,—a book which is entitled to this distinction that by 
 combining the Aristotelian with the Baconian methods it sought to establish a 
 science of wealth on a philosophical basis. The premises and the reasoning on 
 which conclusions were founded were not in my judgment without great errors; 
 but the book had its bearings on education scai'cely less important than its bearings 
 on political economy and finance. Its teachings were essentially this: the best 
 
THE BEGINNINGS OF TECHNICAL EDUCATION IN SCIENCE. 853 
 
 thing government can do with men, as a rule , is simply to protect them against 
 abuses from their fellows, and then let them alone. This doctrine, however faulty,— 
 and civilization is now teaching that it is full of faults,—carried with it this logical 
 conclusion. If it be true, that men will most successfully work out their own for¬ 
 tune and destiny, when not interfered with by government, it follows that they 
 must acquire the general intelligence suitable for self guidance, and, consequently, 
 that far more generous provisions for education must be made than had ever before 
 been provided for. 
 
 These doctrines of Adam Smith, moreover, were in complete harmony with what 
 are commonly called the revolutionary doctrines of the latter part of the last cen¬ 
 tury. Jefferson, as well as Adam Smith, preached the doctrine of letting men and 
 things alone. And it was precisely because kings and parliaments and nobles and 
 hereditary lords would not let men and things alone, that the revolution came on 
 in America, and a little later in France. 
 
 THE BIRTH OF MODERN SCIENCE. 
 
 There is another phase of the course of events that is worthy of note. While the 
 revolutionary ideas in regard to the proper attitude of government toward the peo¬ 
 ple were taking root there was another revolution going on which had even greater 
 significance. The Baconian doctrine of investigation was beginning to bear fruit. 
 As a consequence the modern sciences had come into being. In all parts of the 
 world every bright boy was looking into things. Every intelligent man was think¬ 
 ing of the ways by which his means of subsistence could be improved. You know 
 the result was the most remarkable succession of inventions that history has ever 
 known anything about. The power loom, the spinning jenny, the application of 
 steam to the driving of machinery, the cotton gin, the invention of the locomotive 
 engine, the building of roads and canals, not only changed the methods of existence 
 from top to bottom, but also made everybody the near neighbor of everybody else. 
 Contemplate one or two simple facts. At the middle of the last century it was still 
 the regular method of conveying freight in England between London and the 
 interior to put it into crooks thrown across the backs of mules, and send it along 
 the narrow pathways that crossed the country. But what a miracle was soon 
 wrought. When Emerson visited England about the middle of the present cen¬ 
 tury he recorded in his “ Notes” that the working power of steam in Great Britain 
 alone, was equal to the strength of six hundred millions of men ; and that thirty- 
 six thousand ships were employed in carrying British products to distant parts of 
 the world. What a mighty revolution was that? 
 
 It is interesting to note that these two revolutions, the political and philosophical 
 on the one hand, and the social and economic on the other, were strictly contempo¬ 
 raneous. As we said that the date of the Novum Organum was the date of the 
 Pilgrims, so we may note that the date of the “Wealth of Nations” and of the 
 patents of Watt and Bolton were all within the years of our revolutionary war. 
 
 TECHNICAL AND SCIENTIFIC SCHOOLS THE OUTCOME OF THE NEW NEEDS. 
 
 Now it is a curious fact, that although it was in England that these two revolu¬ 
 tions had their origin, it was also in England that the educational results of these 
 revolutions were slowest and latest in making themselves felt. The reason, how¬ 
 ever, is not far to seek. England was the first to take advantage of the new inven¬ 
 tions. Factories had sprung into existence on every hillside and on every stream, 
 and British goods had taken possession of every market in the world. The states¬ 
 men in France and Germany saw that nothing but a systematic establishment of 
 technical schools would regain for the nations of the continent the industrial 
 importance which they had lost. And so industrial and technical schools were 
 rapidly established. The Ecole Polytechnique came into existence in 1795. A school 
 of similar purpose was established at Chalons in 1802 ; another at Angers in 1811, 
 and another at Aix in 1843. The still more famous Ecole Centrale at Paris came 
 into existence in 1829 with its array of schools for the education of mechanical 
 engineers, civil engineers, chemists, and architects. Besides these there were estab¬ 
 lished a vast number of trade schools of every kind, with shops for the teaching of 
 methods of working in wood and iron and brass and other metals. In Paris alone 
 there are more than a hundred such schools open alike to natives and to foreigners. 
 
 In Germany the activity in this direction has been even more marked. Austria 
 has seven great technical schools and Prussia has nine. The new home of the 
 Polytechnic at Berlin, perhaps the finest educational building in the world, has, it 
 is said, accommodations for m less than four thousand students. 
 
 Moreover, besides these great centres of the higher grades of technical education, 
 there is a vast number of schools of a more elementary grade. These are grouped 
 about every industrial nucleus in the country. In Hamburg alone nearly a hundred 
 
854 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 teachers are employed to give instruction in technical and industrial subjects to the 
 thousands of pupils that throng the rooms. At the little mountain city of Chemnitz 
 in Saxony there are five higher technical and trade schools, and so successful have 
 these schools been within the past few years in producing skilled labor, that from 
 the single county of Nottingham, in England, it is said that more than half a score 
 of great manufacturing firms have transferred their machinery to Saxony in order 
 to avail themselves of the superior workmanship that is there offered. And it is in 
 this way that Germany, by means of her technical schools, is taking from England 
 her industrial supremacy. 
 
 At last England has come to see her danger. At Manchester, at Sheffield, at 
 Birmingham, and in London technical schools of some merit have recently been 
 established. At last the scholastic tranquillity of Cambridge even has been disturbed 
 by the noise of the saws and the lathes ancl the planing machines of a technical 
 school; and even old Eton, that has rested for centuries in its quiet beauty under 
 the shadows of Windsor Castle, and for centuries has been the favorite school of the 
 scions of nobility, has been obliged to yield to the universal demand. By establish¬ 
 ing a technical annex she, however unwillingly, has paid tribute to the inevitable. 
 
 THE FIRST AGRICULTURAL SCHOOLS. 
 
 But this is only one phase of the general movement. The other, that which per¬ 
 tains to agriculture, is equally striking and equally important. 
 
 Agricultural schools were established in Germany early in the present century. 
 But it was not till after Liebig in 1844 published his famous work on “Chemistry 
 as applied to Agriculture” that any real impulse was given to agricultural schools. 
 But Liebig proved beyond the possibility of doubt two things. The one was that 
 however great the draft upon the soil, the fertility may be fully maintained and 
 even increased by restoring to the soil the mineral and the organic matter taken 
 from it at the harvest. The second truth, and one even more important than the 
 other, was that the proportions and quantities of the ingredients taken up by the 
 crop are so variable and so different under differing circumstances that nothing less 
 than a careful and scientific study of soils will enable one to restore those ingredients 
 in the most efficient and economical proportions. It was accordingly held that for 
 the encouragement of such studies, schools of agriculture must be multiplied. 
 
 HOW AGRICULTURAL EDUCATION IS CARED FOR IN GERMANY. 
 
 And from that day to this the number as well as the efficiency of the schools has 
 steadily increased. Prussia alone has four higher agricultural colleges with some 
 eighty professorships; she has more than forty lesser schools, ah having model 
 farms ; she has five special schools for the cultivation of meadows and the scientific 
 study of methods of irrigation; she has one special school for the teaching of those 
 who desire to reclaim swamp lands; she has two special schools for teaching the 
 growing of fruit trees in industrial nurseries; she has a school for teaching horse¬ 
 shoeing ; one for teaching silk raising; one for the raising of bees; and one for 
 teaching the cultivating of fish. Besides all these she has twenty special schools 
 for the education of gardeners ; and fifteen schools for the training of those who are 
 to cultivate the grape. 
 
 The example of Prussia has been imitated by the other German states. The little 
 Kingdom of Bavaria, scarcely larger than Massachusetts, has twenty-six agricul¬ 
 tural colleges, besides more than two hundred agricultural associations. Wurtern- 
 berg, still smaller in area, has sixteen colleges, and seventy-six associations. Baden, 
 with a population of only a million, has fourteen agricultural colleges besides four 
 schools of gardening and forestry. Saxony, with its dense population of two mil¬ 
 lions compacted into a space hardly larger than two American counties, has four 
 higher colleges and twenty agricultural schools besides a veterinary college, and a 
 department of agriculture of twenty professors at the University of Leipsic. Saxe 
 Weimar, with a population of no more than 230,000 souls, has three agricultural 
 colleges besides an agricultural department with fifteen professorships at the Uni¬ 
 versity of Jena. 
 
 And what has been the result? Simply this, that while in every one of the 
 American states, as is shown by the agricultural reports, the average crop per acre 
 has been steadily growing less and less,* the average crop in Germany has been as 
 
 * Authority for this statement may be found in the Report of the Commissioner of 
 Agriculture for the year 1886, p. 19. It is there shown that the average yield of the 
 leading cereals between 1870 and 1879 was considerably greater than that from 1879 
 to 1885. The diminution is shown by the following figures : The average Corn crop 
 declined from 26.8 to 25.1 bushels per acre ; Wheat, from 12.5 to 12.1; Oats, from 
 27.5 to 27.2; Rye, from 14.2 to 12.8; Barley, from 22.4 to 22.08; and Buckwheat, 
 from 17.5 to 1345. 
 
DEVELOPMENT OF SCIENTIFIC EDUCATION IN THE U. S. 855 
 
 steadily growing more and more. In view of these facts, we ought to bow our 
 heads in humility if not in shame. At least let us cease our unwarranted boasting 
 about the superiority of our educational facilities. 
 
 Such have been the tendencies in other parts of the world, and I trust that you 
 will agree with me in thinking that the Morrill Grant in purpose and in aim was 
 in harmony with the general spirit and the best tendencies of the times. 
 
 WHAT THE “MORRILL” LAND GRANT LAW HAS DONE FOR THIS COUNTRY. 
 
 The third part of my thesis is the proposition that this land was fraught with the 
 means of incalculable advantage to the nation. 
 
 I am willing to concede that in many cases the avails of the grant were not so 
 large as they should have been. * * * 
 
 But notwithstanding the difficulties in the way of realizing the full value of the 
 grant, no one, I imagine, will have the hardihood to deny that a great, an immense 
 good has been accomplished. Look at a few of the facts and figures. The Land 
 Grant amounted to 17,430,000 acres. The sum realized from the sale of this scrip is 
 reported to have been $7,545,405. This sum has been greatly increased by additions 
 of grounds, buildings, apparatus, and money given by benevolent individuals. In 
 this way the land scrip fund, which in New York amounted to scarcely more than 
 $600,000, has been augmented to not less than about $6,000,000. Though the uni¬ 
 versity to which I refer has, perhaps, been the most fortunate of the land grant 
 institutions, gifts with a similar purpose have likewise increased the endowments 
 in other states. The result is that the latest reports show that these colleges now 
 employ nearly five hundred professors and teachers, and give instruction to some 
 five thousand students. Many of these students have, in turn, become teachers in 
 other schools and colleges. From the institution with which I have the honor to be 
 connected, I recall the names of at least twelve of the graduates who have become 
 professors of some branch of Agriculture in other schools of collegiate grade. In a 
 similar way, the other land grant colleges are disseminating knowledge on those 
 great subjects which were especially named in the bill. 
 
 But this, of course, has been but a small part of the work. Thousands of young 
 men, educated in the various branches of Agriculture and Mechanical Science, have 
 gone forth to engage in the practical duties of life, and thus have disseminated and 
 multiplied the knowledge they have received. The work is to go on with ever 
 accelerating vigor, and thus there will be sent out a continued succession for all 
 future time. 
 
 There is another feature of the benefits received from this great measure that 
 ought not to be overlooked. I refer to the fact that centres of agricultural knowl¬ 
 edge have been established in all the States of the Union. The science of agricul¬ 
 ture, before almost absolutely unknown by the masses of the people, has come to be 
 in some measure at last respected and even honored. The agricultural necessities 
 of the country have been made more apparent. To some thousands of young men 
 the stupendous fact is now taught that nature will not be cheated of her rights, and 
 that for everything you take out of the soil, you must put something back, or the 
 time will come when nature’s cashier will cease to honor your drafts, and you will 
 end in bankruptcy. 
 
 And what a field for such teaching there is; look at the statistics of our Agricul¬ 
 tural Department. In every one of the states, in the North, in the South, in the 
 East and even in the West, the yield per acre of all the great cereal crops has been 
 steadily declining since the early years of the Century. The American farmer has 
 impoverished the soil,—and then gone West. It is not certain that this process 
 has even yet been arrested. The last statistics available for general comparison are 
 not very reassuring. If the New England States have held their own, it has not 
 been by means of improved agriculture, but by the general establishment of manu¬ 
 factories. The same process has been going on that converted many of the fertile 
 lands of Virginia into pine barrens. As we all know too well thousands of acres in 
 the Eastern States have been abandoned as practically worthless. Meanwhile the 
 streams of immigration and emigration have been going on. The Irish and the 
 Germans have come to Massachusetts ; but the farmers of Massachusetts have gone 
 to New York and Ohio, the people of New York have gone to Indiana and Illinois, 
 and the people of Indiana and Illinois have gone to Kansas and the farther West. 
 Ever westward has been the movement until the current has been arrested on the 
 slopes of the Pacific. At length there is no West, to whose virgin soil we may flee. 
 Our farmers no longer have the choice between remaining poor or moving toward 
 the setting sun ; they have the other alternative, the one which has long confronted 
 the farmers of the old world, remaining poor or a more perfect knowledge of the 
 conditions under which nature will yield a bounteous and profitable return. 
 
856 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 DANGERS ARISING FROM RECKLESS DESTRUCTION OF FORESTS. 
 
 Then look at another fact. In many regions of our country the same desolating 
 process is going on that lias reduced the fertile fields about the Mediterranean to 
 sterile deserts. The trees are being swept away and thus we attempt to frustrate 
 the methods by which an all wise Providence designed that the moisture in the 
 deep should be taken up into the plant and cast off into the clouds to be returned 
 again as rain. What has been the result? The rainfall lias been diminished, the 
 showers which heaven still does not refuse to furnish, instead of being welcomed 
 by the soft verdure of forests and cultivated fields and lovingly kept in the soil for 
 the good of all animal and plant life, is repelled by parched hill sides, so that it shoots 
 off in angry torrents and is soon once more in the lakes and the great rivers and 
 the oceans beyond. Thus by a perfectly explicable method our climate is under¬ 
 going a change and it is the change which in some of the regions of the old world 
 has caused the sands to drift over regions that were once the homes of a prosperous 
 people. 
 
 Amd yet however great the difficulties may seem, there is no tendency of nature 
 that is more amenable to the influence of man’s appreciative intelligence. Every¬ 
 body remembers Emerson’s allusion to the ability of the English by the planting of 
 trees on the borders of Egypt to bring rain again after a drought of three thousand 
 years. We have been doing the same thing in the West; for the planting of trees 
 and cornfields in Kansas and Nebraska up to the very frontier has already pushed 
 the rain-line farther west by more than a hundred miles. The Reports of the Com¬ 
 missioner of Agriculture are teeming with facts of similar significance. It is esti¬ 
 mated, for example, that the loss from the swine plague alone reaches annually 
 some thirty millions of dollars, and that the value of corn and wheat annually 
 destroyed by fungi is not less than the enormous sum of two hundred millions.* 
 
 These are some of the lessons and some of the necessities that are taught by 
 experience; and yet they are only hints, as it were, designed to show how vast 
 is the domain that invites the careful study of our schools and colleges. It is 
 into this domain that the people were invited by the wise Land Grant of 1862. It 
 is in this domain that the colleges and universities founded on that grant, if the}' 
 live up to their high behest, will accomplish results that shall be for the helping, if 
 not for the healing of the nations. 
 
 Address by 
 
 Hon. Justin S. Morrill, United States Senator for Vermont. 
 
 While having some words to which I may not unwillingly give utterance, yet, not 
 until within the past two weeks have I had any expectation of being able, in 
 response to the invitation of January last, to be present on this 25th Anniversary 
 of the passage of the act by which this and other similar colleges have been estab¬ 
 lished in the several states. I am glad to recognize your observance of the day as 
 evidence that these institutions have won some consideration and hold here your 
 cordial respect. I do not feel that the Land-Grant Colleges derive any dignity from 
 the author of the act of Congress to which they owe their birth, however dear to 
 me his reputation may very naturally be supposed to be. The existence of the 
 Colleges can alone be vindicated by the reason that they are not superfluous but 
 indisputably wanted; and that their work is not Utopian but practically of real 
 service to the country. They must derive all of their dignity, not from any real or 
 supposed obstacle encountered in their origin, but from the substantial equivalent 
 they give for the four years of vigorous life surrendered by students to their guid¬ 
 ance, and from the lustre reflected upon them by their alumni. 
 
 The importance of the early training of the horse and the ox has never been lost 
 sight of by mankind ; a seven years’ apprenticeship has been thought not too much 
 to acquire the skill of a master mechanic ; and the importance of long terms of 
 human training, for the professions of theology, law, medicine, and pedagogy, has 
 for years been held to be indispensable. But these learned professions, important as 
 they are, numerically include only a small fraction, comparatively, of the human 
 race ; and, yet, it is hardly too much to say, that our ancient colleges and universi¬ 
 ties mainly provided instruction originally intended exclusively for those who 
 sought to be equipped for these special classes. The great majority of mankind, 
 therefore, lacking perhaps neither ambition nor native ability, were dependent upon 
 the hap-hazard of self-culture, or upon being taught in some brief way in the district- 
 school how to read, write, and cipher. If this uncounted and unrepresented multi¬ 
 tude sought to acquire knowledge of more practical value in the voyage of life, they 
 soon found that useful knowledge was often estimated in ancient and richly endowed 
 
 * Report of Commissioner of Agriculture for 1866, Pp. 11,24. 
 
ADDRESS BY SENATOR MORRILL OF VERMONT. 
 
 857 
 
 institutions to mark the humble station of steerage passengers, while the august 
 institutions assumed to provide alone for passengers in the cabin, and, for them— 
 having reluctantly abandoned the discipline of the “ birch ”—only intellectual disci¬ 
 pline, the efficacy of which no one disputes, though no less efficacy maybe claimed 
 in behalf of studies for scientific use than for classic ostentation. 
 
 An eminent orator of Harvard College, it is reported, once asked, “What is a 
 University?” and answered it by quoting himself as having said thirty years before 
 that, “A University is a place where nothing useful is taught, and a University is 
 possible only where a man may get his livelihood by digging Sanscrit roots.” 
 
 This may have been sanctioned by the authority of longevity, and certainly 
 appeared thirty years ago as too antiquated and limited for the general wants of 
 American citizens, who claim that in any sphere of life education pays, that all 
 persons, however humble their pursuits, become more valuable by education, more 
 useful to themselves and to the community, and especially so where each one has a 
 visible and responsible share in the government under which he lives. 
 
 Something more than a system of liberal education for the class of the so-called 
 “liberal professions” was demanded, and this class, where the greatest number of 
 representatives of the highest culture now exists, should all gladly welcome additions 
 to their own numbers of other learned men. The great army of industrious laborers 
 in the field and workshop, in mines and factories, or on railroads and other business 
 enterprises—ready at any time to give their lives in support of the liberties and 
 union of the nation—had some right to more of sound and appropriate learning that 
 would elevate and especially profit them in their respective future careers. 
 
 THE FEW YEARS OF SCHOOL LIFE CONTRASTED WITH THE SUM OF DESIRABLE 
 
 KNOWLEDGE. 
 
 The school-age of man is far too brief for the acquirement of all knowledge of 
 philosophy, letters and science, and where the dead languages have the primacy, 
 there is little chance for the sciences, for modern languages, or even for our native 
 tongue, or, indeed, for much, with scholarly thoroughness, in anything else. A 
 mere smattering of the sciences, or of the ancient languages, is no more to be coveted 
 than even the old absolute unity of all college education. The organic law of the 
 Land-Grant Colleges, therefore, made it a leading feature that instruction should 
 be provided, without ostracising anything, in branches related to Agriculture and 
 the Mechanic Arts, upon which, as we all know, the greater number of mankind 
 must rely for their substance and happiness, as well as for their growth and reputa¬ 
 tion among men. 
 
 The sciences related to agriculture, tending, among other things, to increase the 
 food products of the world, and the mechanic arts, upon which nations must lean 
 for their independence and defence, should neither be ignored nor assigned to an 
 inferior position. The mastery in these robust branches of learning requires train¬ 
 ing and brain-power, and does not exclude, though it may diminish attention to 
 those branches of study too often regarded as the only branches where honors can 
 be won, or as the only luxuries of a liberal education. * * * 
 
 TO WIN CONQUESTS FROM THE DESERTS OF IGNORANCE TO THE EVER WIDENING 
 
 REALM OF INTELLIGENCE. 
 
 The Land-Grant Colleges were founded on the idea that a higher and broader edu¬ 
 cation should be placed in every state within the reach of those whose destiny 
 assigns them to, or who may have the courage to choose industrial vocations where 
 the wealth of nations is produced; where advanced civilization unfolds its comforts, 
 and where a much larger number of the people need wider educational advantages, 
 and impatiently await their possession. The design was to open the door to a lib¬ 
 eral education for this large class at a cheaper cost from being close at band, and 
 to tempt them by offering not only sound literary instruction, but something more 
 applicable to the productive employments of life. It would be a mistake to sup¬ 
 pose it was intended that every student should become either a farmer or mechanic 
 when the design comprehended not only instruction for those who may hold the 
 plow or follow a trade, but such instruction as any person might need—with “ the 
 world all before them where to choose ”—and wit bout the exclusion of those who 
 might prefer to adhere to the classics. Milton in his famous discourse on education, 
 gives a definition of what an education ought to be, which would seem to very 
 completely cover all that was proposed by the Land-Grant Colleges; and Milton 
 lacked nothing of ancient learning, nor did he suffer his culture to hide his stal¬ 
 wart republicanism. He says: “ I call, therefore, a complete and generous educa¬ 
 tion, that which fits a man to perform justly, skillfully and magnanimously all the 
 offices, both private and public, of peace and war.” 
 
858 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 HOW THK NEW LAND-GRANT COLLEGES HAVE STIMULATED THE STUDY OF SCIENCE 
 
 IN THE OLDER COLLEGES. 
 
 It was not desired that literary colleges should be superseded, or be in any sense 
 dwarfed, as surely none of these elder colleges or universities could have any rea¬ 
 son to complain at the prospect of an augmentation of the number of educated 
 young men, nor could they have any reason to complain but should rejoice when 
 reinforced by an additional corps of teachers—though differently equipped—enlisted 
 in the earnest labor of training men for the noblest ranks of usefulness. There is 
 room for all. Thorough culture is contagious. One educated young man creates 
 an educational epidemic in a whole neighborhood. The only contention is that, in 
 educational institutions of the highest dignity, scholarship in useful learning should 
 stand as equal to scholarship in any other branch of education, and I hope to be 
 pardoned for believing that it will do as much to discipline and to fashion as large 
 a proportion in the hundred of men for distinction in society, and to make them 
 valuable citizens, as Well as authorities and ornaments in their respective vocations, 
 entitling them as much to the honors of a college, as anything to be found in the 
 humanities of a four years’ university curriculum. 
 
 Within the memory of many of those who now live, the advancement of the 
 useful arts and sciences is supposed to have eclipsed all previous records. Modern 
 text-books of chemistry, botany, entomology, forestry, geology, metallurgy, elec¬ 
 tricity, mechanics, architecture, of zoology, would be unknown, if not “ all Greek,” 
 to most college graduates of fifty years ago; but since the date of the Land-Grant 
 Colleges, other colleges, endowed with sufficient means, have also responded with 
 more or less liberality to the demand for instruction in these branches, leaving many 
 of them elective or optional. The Land-Grant Colleges have, therefore, not only 
 done good work of their own, but have prompted, perhaps, some good work upon 
 the part of others. * * * 
 
 HOW STATES AND INDIVIDUALS HAVE SUPPLEMENTED THE LAND GRANTS TO THE 
 
 COLLEGES. 
 
 The Land-Grant Colleges are now more than equal in number to the States of 
 the Union, and light up some of the formerly destitute portions of our country. In 
 eight states where the land fund appeared too limited for an independent institution, 
 colleges have been successfully grafted upon the healthy stock of some existing 
 literary institutions, and in no instance has such a junction bred intestine and 
 internecine war. Most of the states have spontaneously aided the colleges by fur¬ 
 nishing necessary buildings, and also by very liberal annual appropriations. Gen¬ 
 erous local bounties from towns and from private individuals also, have often been 
 received. With hardly an exception these colleges are doing excellent educational 
 work. It is a gratification to find that the largest endowment in any state has been 
 husbanded most successfully, having fallen into very astute and worthy hands, and 
 has served, with other large bounties, to build up the most complete and prosper¬ 
 ous of all these insdtutions. I must also add that Cornell University, to which of 
 course I refer, has been fortunate in her teachers as well as in her large-handed 
 benefactors, and, whenever any special want has been developed, some generous 
 friend has been ready to pour thousands after thousands into her lap. 
 
 VALUE OF THE MILITARY TRAINING GIVEN IN THESE COLLEGES. 
 
 The prescribed military instruction of these colleges, for each of which a professor 
 is now detailed from the United States army, furnishes that measure of theoretical 
 and practical knowledge necessary for organizing and drilling companies in any 
 future emergency of our country, and its essential importance in a land where a 
 merely nominal standing army is maintained, can hardly be over-estimated, espe¬ 
 cially if the officer detailed highly values his profession and has executive ability. 
 As an incident, the drill offers a healthful and permanently beneficial discipline to 
 students in promoting physical development and a manly bearing, incomparably 
 superior to that of the gymnasium, or to that of any other athletic exercise or 
 recreation. 
 
 In the first argument made by me in 1858 in behalf of the Land-Grant Colleges, I 
 pointed out the fact that there was going on an annual deterioration of the soil, as 
 it appeared by the decennial census reports, showing a less and less number of 
 bushels of cereals produced per acre throughout nearly all of the states. This 
 deterioration has not been arrested, though more vigilant attention is now given to 
 the subject,^and it is to be feared will not be wholly arrested until the scalping sys¬ 
 tem of farming, or of cropping and returning nothing, shall no longer be profitable 
 upon old homesteads that are to be abandoned with the hope of a future continuance 
 
HISTORICAL ADDRESS AT AMHERST BY HON. C. G. DAVIS. 859 
 
 of the system upon the present limited prairies of the West. In various portions of 
 Europe they are giving far more liberal aid to similar institutions than that which 
 has been accorded in the United States; and they are there retaining the maximum 
 fertility of their soil. There is no subject to our people of profounder concern, or 
 of more far-reaching importance. 
 
 While it is true that the great profession of the law is most apt to qualify men for 
 prominent public positions, it is true that the annual supply in the legal profession 
 is supposed to exceed the demand, and that professional advancement is often pro- 
 vokingly slow: but we have it from the best authority that there is no overproduc¬ 
 tion in the Land-Grant Colleges, that few of their graduates remain long unem¬ 
 ployed after leaving college. They are found in shops and on farms, and their 
 services are sought after as teachers, as engineers, surveyors, foremen of shops and 
 farms, superintendents of mines and manufactories, and frequently they are called 
 to lucrative positions even before they have finished their studies. This enables 
 them to enter more promptly into prosperous life ; and many young ladies may be 
 glad to know that it all tends to encourage early marriages. 
 
 WHAT THESE COLLEGES MEAN TO PATRIOTIC AMERICANS. 
 
 These colleges are thoroughly American, and for all time will be entrusted with 
 work annually increasing in its importance. Our artisans are to contest with the 
 skill and wealth of many nations, and our farmers are sorely pressed by the compe¬ 
 tition of agricultural products which cheap and rapid communication pushes to the 
 front in all markets both at home and abroad. To successfully withstand this 
 formidable rivalry, our countrymen need, and it is hoped will here find, that funda¬ 
 mental instruction which is founded on the widest and best experience of mankind. 
 
 Descendants as we are of the heroes who struck the blow for the National Inde¬ 
 pendence of ’76, proud of the production of a written Constitution which is esteemed 
 by the enlightened statesmen of the world as the foremost form of free govern¬ 
 ment hitherto devised by man, cheered by the mile-stones which mark the progress 
 of our first century, we may well feel, as Webster felt, that “ the past is secure;” 
 but Americans, however, cannot afford forever to have no other ambition than to 
 reach the goal once occupied by a people, however distinguished, of past ages. For 
 11 to whomsoever much is given, of him shall much be required,” and the New 
 World has been given to us forever as an inalienable possession, where we are not 
 only to bridge great rivers and tunnel mountains, but to “ make the wilderness and 
 solitary places glad.” All the centuries of the future are in reserve, under Provi¬ 
 dence, for the men of this great continent to make their own history, and, it is to 
 be devoutly hoped, in some measure, to eclipse and take the lead of other nations, 
 old or young, in worthy achievements in all the arts of peace, and in all the glories 
 of manhood’s ripest culture. 
 
 Historical Address by Hon. Charles G. Davis. 
 
 Our learned friend who has just addressed you, has discoursed upon the philoso¬ 
 phy of agricultural education, and its progress in the old world. It is my humbler 
 province to present facts concerning its advancement in our own country. 
 
 That history and human life present wonderful contrasts, great changes, and 
 stinking parallels are trite remarks ; trite because so true, and so instructive, and 
 because they present themselves to the observing mind, in tracing every subject of 
 human interest. 
 
 In 1624 Gov. Edward Winslow brought to Plymouth in the Charity three heifers 
 and a bull, “ which,” says the historian, “ were the first neat cattle that came into 
 New England.” 
 
 * * * The poet,.Longfellow whose fancy never recognized a close relationship 
 to fact, in his “Courtship of Miles Stan dish” pictures Priscilla Mullens, the bride, 
 as performing her wedding journey to the home of John Alden on a white bull. 
 Longfellow here made a bull in every sense of the word. In the first place, at the 
 time of John Aklen’s marriage there were no cattle in New England, and secondly, 
 the first cattle imported were of a dark or red variety. The poet’s poetic license 
 was a “white lie" indeed. This bull of Longfellow's must be the same which 
 crossed the sea with Europa on his back on her wedding journey with Jupiter. It 
 is probably kept by poets for wedding journeys. 
 
 EARLY SCARCITY OF FOOD PLANTS CONTRASTED WITH PRESENT ABUNDANCE. 
 
 In 1623 the Colony of Plymouth was so straitened by lack of provision that it was 
 reduced to a pint of corn, and lived for months without bread. Game and fish 
 furnished their principal sustenance ; and they gave thanks that they “ could suck 
 
860 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 of the abundance of the sea, and of the treasures hidden in the sand.” The first 
 comers had no plows. Their implements were scanty, poor, clumsy, and heavy. 
 They at first used a shell for a hoe as the Indians did. Cast steel had not then been 
 invented. Pumpkins, squashes, and tobacco were unknown to them, and potatoes 
 were a luxury just introduced into England. This was the agriculture of New 
 England two hundred and sixty years ago. 
 
 What need of worrying you with statistics of what it is to-day! The contrast is 
 complete enough if I tell you that by the last census before the establishment of our 
 College, the agricultural products of Massachusetts alone were thirty-two millions 
 of dollars, and the value of her live stock over twelve millions. We have besides 
 repaid the debt to England by the export of sheep, and cattle, and the fast trotting 
 horse, and, besides the finest agricultural implements in the world, have added the 
 sewing-machine to every farmer’s fireside, improved every loom in the world, and 
 presented its inhabitants with the telegraph and the telephone, and the fastest sail¬ 
 ing vessels which have yet been known. 
 
 From the earliest settlement of this country to the presidency of Washington 
 there is no record of any active efforts to improve our agriculture, except by a few 
 feeble attempts at agricultural journals, and scattering agricultural associations 
 generally of a social character. 
 
 On the 7th December, 1796, Washington in his Annual Message, at the Second 
 Session of the Fourth Congress, read these words : 
 
 “ It will not be doubted that with reference either to individual or national wel¬ 
 fare, agriculture is of primary importance. In proportion as nations advance in 
 population, and other circumstances of maturity, this truth becomes more apparent, 
 and renders the cultivation of the soil more and more an object of public patronage. 
 Institutions for promoting it are supported by the public purse ; and to what object 
 can it be dedicated with greater propriety. Among the means which have been 
 employed to this end, none have been attended with greater success than the estab¬ 
 lishment of Boards, composed of public characters, charged with collecting and 
 diffusing information, and enabled by premiums, and small pecuniary aid, to encour¬ 
 age and assist a spirit of discovery and improvement. This species of establishment 
 contributes doubly to the increase of improvements, by stimulating to enerprise 
 and experiment, and by drawing to a common centre the results everywhere of 
 individual skill and observation, and spreading them thence over the whole nation. 
 Experience accordingly has shown that they are very cheap instruments of immense 
 importance. 
 
 I have heretofore proposed to the consideration of Congress the expediency of 
 establishing a National University, and also a Military Academy.” 
 
 The proposition for a National University and a National Board of Agriculture, 
 were referred to a Committee, and no report so far as I can learn was ever made 
 upon the subject. The Military Acadamy became an Institution. Life was given 
 to that which teaches men to kill their fellow men, but no encouragement to that 
 science by which all men live. Here again is presented a striking contrast in our 
 history. In 1817, to the honor of Massachusetts, be it stated, the Berkshire Agri¬ 
 cultural Society, under the lead of Elkanah Watson, presented a memorial to Con¬ 
 gress in favor of a National Board of Agriculture, by the Hon. John M. Hurlbut, 
 their representative. Mr. Hurlbut was Chairman of a Select Committee on the 
 subject, and reported in its favor ; but although sustained by others with ability, 
 the project was defeated by an overwhelming vote, owing to the constitutional 
 scruples of some, views of expediency by others, and entire indifference and want 
 of appreciation of the magnitude and importance of the world’s most vital interest. 
 Mr. Hurlbut stated that he was met with sneers and ridicule, particularly from 
 Southern members for urging this subject. The same year Mr. Madison wrote, “I 
 have never taken into particular consideration the expediency or the best plan of 
 such an institution, being among those who do not view it as within the powers 
 vested in the General Government.” And now what a change! We have had an 
 Agricultural Department of the National Government in the Patent Office since 
 1837, or thereabouts, and afterwards what is known as a Commissioner of Agri¬ 
 culture ; and during the last winter the Democratic House of Representatives 
 
 E assed a bill establishing an Agricultural Department with a Secretary who was to 
 e a member of the President’s Cabinet. What has become of Mr. Madison's con¬ 
 stitutional scruples? 
 
 THE FIRST GOVERNMENT REPORT ON EUROPEAN SCHOOLS OF AGRICULTURE. 
 
 In the Patent Office report for 1847. Mr. Charles L. Fleisclnnann made the first 
 elaborate report on Agricultural Schools which he had visited abroad. During the 
 last century the earliest Society for promoting Agriculture was established in Phila¬ 
 delphia, in 1785, and seven years after, the “ Massachusetts Society for Promoting 
 
BEGINNINGS OF AMERICAN EDUCATION IN AGRICULTURE. 861 
 
 Agriculture,” was incorporated, March 7,1792. The New York Agricultural Society 
 was incorporated the following year. I learn that an Agricultural Society was also 
 incorporated in South Carolina during the last century. 
 
 EARLY AGRICULTURAL ASSOCIATIONS. 
 
 In 1803 the “ Western Society of Middlesex Husbandmen” formed in 1794 was 
 incorporated, with a provision that members of the Massachusetts Society should 
 be honorary members. A voluntary Agricultural Association was established at 
 Sturbridge in 1799, one at Kennebec in 1791 and one in Brookfield in 1807; and 
 some other voluntary Agricultural Associations had doubtless been formed in New 
 York, aud Massachusetts previous to 1807.* Meanwhile in 1801, a suggestion was 
 made by an anonymous writer to the Massachusetts Society that a fair be held on 
 Cambridge common in May and October, and bounties given for certain articles. 
 This plan was not to have shows merely, but stated open markets for the sale of 
 agricultural products. The same year 1801 brought forth a suggestion before the 
 Massachusetts Society for the permanent endowment and support of a professor¬ 
 ship of Natural History, and a Botanic Garden at Cambridge, which were in fact 
 established in 1804, whilst before 1804 the Massachusetts Society had commenced 
 the award of premiums for agricultural products, and had entered upon that gen¬ 
 erous and patriotic career of encouragement to our farmers which has done so 
 much for the agriculture of New England, and the improvement of its stock. 
 
 It was in 1807 that a new era in the progress of agricultural education dawned in 
 New England, which at first little noticed, was destined to mark an eventful change, 
 and to hasten the progress an agricultural society had thought of a “ cattle show” 
 with premiums to be awarded in public, but the societies had confined themselves to 
 printed publications, and to awards for essays and field crops, and for the importa¬ 
 tion of the best sheep. In the autumn of 1807 Mr. Elkanali Watson, a native of 
 Plymouth and a direct descendant of Gov. Winslow who in 1624 had brought the 
 three heifers and the bull to Plymouth, procured the first pair of merino sheep 
 which had been introduced into Berkshire, and perhaps the whole Commonwealth. 
 Col. Humphreys of Connecticut, then late minister to Spain had imported 75 ewes 
 and 27 rams in 1802, and one Seth Adams had the same year claimed of the Mas¬ 
 sachusetts society a premium for two merino sheep imported from France. But 
 the records of the society do not show that any premium was awarded Mr. Adams, 
 nor indeed that they were ever in the State. 
 
 THE FIRST "CATTLE SHOW.” 
 
 Mr. Watson gave notice of an exhibit of his two sheep on the public square in 
 Pittsfield. He wrote that "many farmers and even females were attracted to this 
 first novel and humble exhibition. From this lucky incident I reasoned thus: If 
 two animals are capable of exciting so much attention, what would be the effect of 
 a display on a large scale of different animals? The farmers present responded to 
 my remarks with approbation. We thus became acquainted, and from that 
 moment to the present have agricultural fail's and cattle shows, with all their con¬ 
 nections, predominated in my mind.” On the 1st of August. 1810, an appeal drawn 
 by Mr. Watson and signed by 26 persons appointed an exhibition of stock on the 1st 
 of October. This effort was successful, and resulted in a charter of the Berkshire 
 Agricultural Society the ensuing winter of 1811. In the September following a 
 formal and extended festival was held with “a procession of 69 oxen drawing a 
 plow held by the oldest man in the county, a band of music, the society bearing 
 appropriate ensigns, each member decorated with a badge of two heads of wheat in 
 his hat, and the officers three heads secured by a green ribbon.” Mr. Watson as 
 president delivered the address and awarded the premiums which amounted to 
 seventy dollars only. 
 
 * Among the earlier contributors to agricultural education and interests I should 
 not omit to mention the New York Horticultural Society, organized in 1818, which 
 was the first society of its kind in the United States; the Pennsylvania Horticul¬ 
 tural Society, organized in 1827, and incorporated March 24, 1831. The American 
 Pomological Society, first known as the American Congress of Fruit Growers, was 
 organized in 1848, and the Mass. Horticultural Society in 1829. 
 
 Nor do I overlook the great good which the various agricultural journals of the 
 country have done in exciting the interest of the people in agricultural knowledge. 
 I can only mention the “American Farmer,” published in Baltimore in 1819, and 
 ever since, which was the first regular agricultural journal published in this coun¬ 
 try, and the "New England Farmer,” which originated in 1822. The later journals 
 are too numerous to mention. 
 
862 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 At the next exhibition in 1812 the premiums were $208. It seems now strange, 
 though illustrative of the conservative tendency of human nature, and distrust of 
 new things, that “valuable premiums were offered for articles of domestic industry; 
 the day arrived; a large room was prepared ; many superior articles of domestic 
 manufacture, especially woollen and linen, were exhibited ; but no female appeared 
 to claim the premiums. Native timidity and the fear of ridicule restrained them. 
 No one dared to be the first to support the new project.” How did the original 
 mind so full of resources, of Mr. Watson surmount the difficulty? “ I left the 
 hall,” he says, “ and with no small difficulty prevailed on my good wife to accom¬ 
 pany me to the house of exhibition. I then despatched messengers to the ladies of 
 the village announcing that she waited for them at the cloth show. They hastened 
 out. The farmers’ wives and daughters, who were secretly watching the movement 
 of the waters, also sallied forth, and the hall was speedily filled with female specta¬ 
 tors and candidates for premiums.” 
 
 I have thus dwelt more at length upon the circumstances of the birth of the 
 Berkshire “ cattle show ” than might seem necessary, not because it presents a curi¬ 
 ous parallel with the first cattle show on Plymouth Rock, but because the results of 
 both present such striking changes and contrasts. The little one has become ten 
 thousand. The grain of mustard seed overshadows the land. I verily believe that 
 the social influences, the associate power, the joint sympathies and desires and the 
 educational wants, aye, and the public influence on public men, of the agricultural 
 societies which have followed this little show of two forlorn, imported sheep under 
 the elm at Pittsfield, were moving forces without which the People, the Great 
 Creators would never have blown the breath of life into the Board of Agriculture 
 and the Agricultural College. If geese saved Rome why should not two sheep save 
 agricultural education? But it is not the trifle, as such which saves, and that by 
 accident as in the case of Rome, but the idea that the trifle may enforce, which 
 generally saves or benefits the world. 
 
 “A small drop of ink 
 
 Falling like dew upon a thought produces 
 
 That which makes thousands, perhaps millions, 
 
 Think.” 
 
 EARLY EFFORTS TO FOUND A STATE COLLEGE OF AGRICULTURE IN MASSACHUSETTS. 
 
 In 1849 Hon. M. P. Wilder in an address before the Norfolk Agricultural Society 
 broached the subject of an Agricultural College, and the next year a bill to estab¬ 
 lish an Agricultural College and an experimental farm passed the Senate of Massa¬ 
 chusetts unanimously, but was defeated in the House. A board of commissioners 
 was then created, consisting of Mr. Wilder, Edward Hitchcock, Samuel A. Eliot, 
 Thomas E. Payson and Eli Warren, and in 1851 their report with an elaborate 
 account of the Agricultural Schools in Europe, visited by Prof. Hitchcock was made 
 to the Legislature. It commenced by the remark that “the first seed ever planted 
 was the first effort of civilization,” and stated that no institution expressly for 
 instruction in Agriculture had then been established either in this Commonwealth 
 or in any other state. No immediate action resulted from their recommendations. 
 In 1852 the Massachusetts Board of Agriculture was established. Mr. Wilder was 
 persistent, and in 1856 obtained a charter of “ The Trustees of the Massachusetts 
 School of Agriculture,” and during 1856 he also acquired from Congress a charter 
 of the United States Agricultural Society, which was opposed in the Senate by Jef¬ 
 ferson Davis on the ground, which now seems absurd, that Congress had no power 
 to create corporations. 
 
 In 1860 a committee of the Board of Agriculture, consisting of Richard S. Fay, 
 Marshall P. Wilder, and Ex-Lieut. Governor Simon Brown made an elaborate 
 report upon agricultural education, and the Board caused to be published for the 
 use of schools, a Manual of Agriculture,” of which George B. Emerson and Charles 
 L. Flint, its accomplished secretary, were the authors. All this information, show¬ 
 ing however a difference of opinion among leading agriculturist i, was before the 
 public; and the farming community had become more alive to the necessity of 
 more scientific and exact knowledge of agriculture than ever before, when Hon. 
 Justin S. Morrill's bill was introduced by him in 1857, in the National House of Rep¬ 
 resentatives, supported by numerous petitions of the people. It was passed and 
 vetoed by President Buchanan in 1860 ; and the pendency of that hill, and a ques¬ 
 tion of its location in Springfield or elsewhere had delayed action upon the charter 
 of the Trustees of the Massachusetts School of Agriculture. That charter had 
 passed into other hands. Mr. Morrill’s bill was dead. In the winter of 1861 a 
 renewed effort was made by Mr. Wilder, supported by petitions from all parts of 
 the Commonwealth for a State Agricultural College. Hearings were had before 
 the committee of education, and great pressure was brought to bear upon both 
 
THE STORY OF SENATOR MORRILL’S EFFORTS AND SUCCESS. 863 
 
 sides. The committee hesitated, and finally “ let I dare not wait upon I would” by 
 delaying the question. This was accomplished by reporting a resolve, Chap. 98, of 
 the Resolves of 1861, authorizing Gov. Andrew to appoint a commission of three 
 persons to serve without pay, to report a plan for an Agricultural College. The 
 title of the Resolve was misleading. ‘ ‘ Resolve in favor of the establishment of an 
 Agricultural School or College.” It was generally understood that this course was 
 taken to get rid of the question without a decision on its merits. We had light 
 enough. All these reports were before the people. With this knowledge the only 
 way to organize a college was to organize, as Mr. Greeley said of specie payments, 
 that the best way was to resume. No detailed plan of a college could be made 
 beforehand, especially if there were no indications what scale of a college was 
 desired. Plans enough were already before the public. Mr. Thomas Plunkett of 
 Berkshire, Increase Newton of Worcester, two elderly gentleman, and your his¬ 
 torian here were appointed on the commission. The minds of neither of my seniors 
 had ever been directed to the subjects, and they met with a feeling that the action 
 of the Legislature was a feint, and that nothing was expected of them. We were 
 advised not to report at once. Mr. Morrill's bill would be again offered under Mr. 
 Lincoln, and if it passed, the mind of the Legislature would be forced to entertain 
 the subject, and make full inquiry. We met once, when from the fact that I was 
 at that time an Overseer of Harvard College, I was delegated to confer with Mr. 
 Felton its president, and inquire officially whether any arrangement could be made 
 or suggested for an Agricultural College, aided by the Bussey fund. Mr. Felton 
 took a few days to reply, and finally answered very courteously that Harvard Col¬ 
 lege took no interest in the subject. We met a second time, when I reported 
 concerning Harvard College, and upon some questions as to the South fund at 
 Northampton. I have never again had the pleasure of seeing either of these gen¬ 
 tlemen before their death. 
 
 EARLY EFFORTS BY MR. MORRILL TO SECURE ACTION BY CONGRESS. 
 
 Meanwhile as I have stated, on Dec. 14, 1857, Hon. Justin S. Morrill, then a 
 National Representative from Vermont, introduced a bill, to grant land scrip to the 
 several states and territories at the rate of 20,000 acres for each Senator and Rep¬ 
 resentative in Congress, for the endowment of a college in each, to teach such 
 branches of learning as are related to agriculture and the mechanic arts. His idea 
 was to bring as cheaply as possible to the farmer and mechanic, such education as 
 is necessary to their several pursuits in life, to recognize agriculture as at least a 
 leading, if not the chief interest of a state. 
 
 As the Spaniards when they took possession of new countries always raised the 
 standard of the cross, an emblem to die by, so did Mr. Morrill with enlarged fore¬ 
 sight resolve to plant a standard of agricultural education on the hilltop of every 
 state like a beacon light to direct men how to live. His bill was referred to the 
 Committee on Public Lands, who delayed their report four months to April 15,1858, 
 and then reported against it. Mr. Morrill enforced his views with elaborate and 
 eloquent arguments, from which if there were time I should be pleased to quote 
 to-day. 
 
 After many delays the bill passed fourteen months after it was offered, but was 
 vetoed by President Buchanan on the 29tli of Feb. (according to the Congressional 
 Record), 1859, for various reasons : 1st because it was unconstitutional; 2nd because 
 the government could not afford the outlay : 3rd because it would injure the new 
 states by preventing settlements; 4th because the law would be of doubtful ben¬ 
 efit ; 5th because it would weaken existing colleges ; 6th because this vast gift from 
 the government would tend to alienate the states from the national government. 
 Mr. Morrill made a full and triumphant reply to this veto, but the veto was sus¬ 
 tained. Mr. Morrill persevered. 
 
 FINAL SUCCESS ACHIEVED BY SENATOR MORRILL. 
 
 In December, 1861, he again offered his bill, providing for 30,000 acres for each 
 Senator and Representative, which was also referred to the Committee on Public 
 Lands, which held it until the 29th of May, 1862, when Mr. Potter of Wisconsin 
 reported against it. and it was referred to the committee of the whole. Meanwhile 
 before the committee of the House had reported adversely, on the 2nd of May, 
 Hon. Benjamin Wade of Ohio offered a bill of the same purport, which was referred 
 to the Senate committee on Public Lands, of which Senator Harlan of Iowa was 
 chairman. Promptly on the 14th of May. before the House committee had reported, 
 he reported the bill with slight amendments, and on the 10th of June it passed the 
 Senate without strong opposition. The next day the bill was sent to the House, 
 and against the opposition of the Committee on Public Lands passed on the 19th of 
 June, 1862, 25 years ago last Sunday ; and Abraham Lincoln attached his name on 
 the second of July following. 
 
864 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Thus did Mr. Morrill by his industry and persistency, like Elkanah Watson and 
 Marshall P. Wilder, succeed in his great project. During peace under Washington, 
 agriculture could not obtain even recognition by the government, but the arts of 
 war were encouraged, I do not say improperly encouraged. In 1862 under Lincoln, 
 in the midst of a civil war in which more forces were engaged, more blood shed, at 
 a greater waste of treasure than were ever before known, Mr. Morrill’s mind still 
 turned from the work of destruction to the work of production which sustains 
 men and nations, without which there would be no society, no commerce, no man¬ 
 ufactures, no trades, and populous life of man could not exist. Taking the lead in 
 drawing laws for raising revenue by internal taxes and by tariffs, he found time in 
 the midst of war, to encourage the arts of peace. He believed that “ Ceres should 
 be counted among the Gods of Olympus.” 
 
 And now, my friends, should you ask me to epitomize the progress of agricultural 
 education in this country, I should name Watson, Wilder, and Morrill. 
 
 ******* * 
 
 Nearly twenty pages, which follow here in the pamphlet, are given 
 to an interesting account of the incorporation and early organization 
 of this Amherst institution and of its location and subsequent devel¬ 
 opment, with brief biographies of the Presidents who were called 
 from time to time to direct its destinies. Want of space compels the 
 omission of these details, important as they are in the history of the 
 individual institution. 
 
 * * * It cannot be denied that in the minds of many friends there have been 
 some disadvantages in the location at Amherst, because of its proximity to a clas¬ 
 sical college; because it has been somewhat difficult of access, (a trouble which 
 will soon be remedied); and because it has not attracted the beneficent grants and 
 bequests, which it might have received if in the neighborhood of a great city. 
 
 As to the first consideration, it is due to Amherst College to state that the sugges¬ 
 tion is made solely as to the relations, real or supposed, between the two classes of 
 students. Amherst College, on the contrary, has not only scrupulously adhered to 
 pledges made by its president, Dr. Stearns, when the location of the Agricultural 
 College was under consideration, that the elder college would urge or countenance 
 no movement for annexation or absorption, but would do what it could to accom¬ 
 modate the Agricultural College, but it has offered accommodations at times, and 
 granted the agricultural students access to its library, etc. 
 
 Nor do I think the college has suffered much from the last consideration. Although 
 a large number of retired gentlemen, such as formed the Massachusetts Society, have 
 shown great interest in the advancement of our agriculture, the active mercantile 
 and manufacturing interests of Boston have never taken interest in the origin or 
 success of the college, whilst the metropolitan press has almost universally and con¬ 
 stantly depreciated and disparaged the institution. President John Adams, who 
 was in 1805, president of the Massachusetts Society, nevertheless in 1812, wrote as 
 follows: “We say and say truly that agriculture and commerce are sisters, and 
 their interests mutual and consistent; but the misfortune is that individuals and 
 masses of both orders of men do not always understand the existence of both inter¬ 
 ests, and instead of endeavoring to reconcile them, employ all their policy and influ¬ 
 ence to counteract each other. The merchants in all the seaports discouraged the 
 growth of wheat in the state. Why? Because they supply us with flour from New 
 York &c. and the article constitutes an important link in the chain of commerce. 
 Agriculture patriotism is one thing, and mercantile patriotism another in our dearly 
 beloved Massachusetts ; both equally sincere, both equally bona fide. You will get 
 no aid from Boston. Commerce, literature, science, theology, are against you;— 
 nay, medicine, history, university, and universal politics mignt be added.” I do 
 not adopt this extravagant statement of Mr. Adams as strictly applicable at pres¬ 
 ent, but quote it as a curious coincidence with the fact I was stating. 
 
 Neither am I discouraged by any indications of a want of interest in the college, 
 or in the number of its students, but only in the w T ant of funds to sustain a col¬ 
 lege as it should be. The Commonwealth cannot do for this college what it pledged 
 itself to do, without money.*' But students will come as fast as we can accommo¬ 
 date them, and do them justice. I have too much faith in the progress of the age, 
 to suppose for a moment that any effort to develop an accurate science and knowl- 
 
 * It ought to be known that among the numerous inquiries by letter during the 
 last year over ninety poor men sought admission to the college provided they could 
 earn their way by work upon the farm and by other means. Manual labor of stu¬ 
 dents is not, of course, profitable in itself. No one could do more good in the edu¬ 
 cational direction than by donating in whole or in part to a fund of $100,000, to be 
 known as the “Manual Labor Fund.” 
 
THE WORK OF THE MASS AGRICULTURAL COLLEGE. 865 
 
 edge of gathering succor from our mother earth will be a failure. Why, in 1805, I 
 read that Mr. Morrill’s own University of Vermont had thirty students, and one pro¬ 
 fessor, and he was the president. I had just entered Harvard in 1836, when she 
 celebrated her second centennial, and hear Oliver Wendell Holmes recite his verse: 
 
 “ Who was on the catalogue 
 When college was begun? 
 
 Two nephews of the president, 
 
 And the professor’s son. 
 
 They turned aTittle Indian b'y 
 As brown as any bun. 
 
 Lord! how the Seniors knocked about 
 The freshman class of one 
 
 Neither am I discouraged by any want of success of the college either in its instruc¬ 
 tion, or in its experimental work. Under the circumstances it has far exceeded any 
 reasonable expectations. It is remarked by friends, who have most closely watched 
 its graduates, that they were better prepared for the actual work of life than those 
 of the classical colleges. I purposely avoid any discussion of the philosophy of an 
 agricultural education, and of the scope and sphere of this college. My province is 
 confined to a relation of facts of the past. But it is proper that I should remind 
 you that Agassiz declared that the experiments on the circulation of sap in plants, 
 and their expansive power during growth are worth all the college had cost the 
 Commonwealth. 
 
 Summary of Experimental Work Done in the College. 
 
 I append a summary, which it would be irksome now to read, of the experimental 
 and other scientific work conducted at the college. 
 
 On the use and effect of common salt on grain and root crops. 1869. Goessmann. 
 
 The construction and repair of highways. 1869. Miller. 
 
 The establishment of true meridian lines as the basis of all surveys. 1870. Miller. 
 
 Report on the management of stock. 1871. Dillon. 
 
 Strassfurt-salines as a potash resource in agriculture. 1871-72. Goessmann. 
 
 The growing of sugar-beets, the manufacture of sugar from them, and trial of 
 their value for cattle food. 1871-76. Goessmann. 
 
 Report on sugar-beets raised on the college farm. 1872. Goessmann. 
 
 Fertilization of farm lands with reference to commercial fertilizers. 1872-73. 
 Goessmann. 
 
 The circulation of sap in plants and their expansive power during growth. 1873. 
 Clark. 
 
 Practical trials of new implements and farm machinery. 1873. Dillon. 
 
 The sources of supply and the quantity and quality of our manurial agents. 1873. 
 Goessmann. 
 
 Investigations of the quality and composition of commercial fertilizers offered for 
 sale, and the protection of the community from fraud by legal control and inspec¬ 
 tion. 1873-86. Goessmann. 
 
 Observations on the phenomena of plant life. 1874. Clark. 
 
 Experiments with compound commercial fertilizers to test their comparative 
 agricultural value and their value as compared with single elements. 1874. 
 Stockbridge. 
 
 Experiments to determine what element will make practically a complete manure 
 on our average soils. 1874. Stockbridge. 
 
 Laboratory and physical examinations of the South Carolina phosphates; trialjof 
 their agricultural value in the raw state and after treatment with acids. 1874. 
 Goessmann. 
 
 Examinations of varieties of sugar-beets raised throughout the State of New 
 York, Lower Canada, and the Connecticut River Valley. 1874. Goessmann. 
 
 The chemical and physical condition of the salt marshes of the state, and the 
 devising of methods by which they can be made available for agricultural purposes. 
 1874-77. Goessmann. 
 
 To determine, in feeding substances, the proportions of different elements of nutri¬ 
 tion required to save needless expense, and to produce the most certain results. 
 1874-75. Stockbridge. 
 
 Experiment on the continuous growth of crops on the same son with chemical 
 fertilizers alone. 1874-75. Stockbridge. _ 
 
 * Turn to the Harvard catalogue and you will find: In 1643 4 graduates, in 1640 
 and 1641 none, in 1644 7, in 1645 7, in 1646 4, in 1647 7, in 1648 5, in 1652 1. in 1654 1, 
 in 1655 2 in 1656 4, in 1672 none, in 1673 4, in 1674 3, and so on, whilst the class of 
 1685 consisting of 14, was the largest class which had graduated during the fifty 
 years since the “college was begun,” and twenty-two was the largest number of 
 any class prior to 1719. 
 
 ART—VOL 4 - 55 
 
866 EDUCATION IN THE INDUSTRIVL AND FINE ARTS. 
 
 On the dentition of domestic animals. 1875. Cressy. 
 
 Experiments with different varieties of potatoes. 1875. Maynard. 
 
 Investigation of dairy products—oleomargarine, Jersey, and skim-milk cheese. 
 1876. Goessmann. 
 
 Examinations of animal secretions ; variety of urinary calculi, etc. 1876. Goess¬ 
 mann. 
 
 Investigations on the effect of girdling fruit-trees and plants to hasten the time 
 of ripening and to improve the quality of the fruits. 1876. Goessmann and 
 Maynard. 
 
 Experiments with fertilizers upon sugar-cane carried on in Louisiana. 1876-78. 
 
 Goessmann. 
 
 Examinations of various vegetables and fruits. 1876-86. Goessmann. 
 
 Examinations and trials to test the comparative value of different methods of set¬ 
 ting and treating milk in the butter-dairy. 1876-77. Southwick. 
 
 Notes on compensating-powder ; being a brief consideration of a new mechanico- 
 chemical explosive, for heavy artillery purposes. 1877. Totten. 
 
 The comparative study of milk of different breeds'Of cows under the same treat¬ 
 ment. 1877. Goessmann. 
 
 Contribution to the chemistry of American wild and cultivated varieties of grape 
 wine. 1878. Goessmann. 
 
 Investigations on temperature of soil and air, and on deposition of dew on the soil 
 and plant. 1878. Stoekbridge. 
 
 Investigations in relation to the evaporation and percolation of water from the 
 soil. 1878. Stoekbridge. 
 
 The tilling of soils of different characteristics as affecting the loss of water by 
 evaporation. 1878. Stoekbridge. 
 
 Investigations in relation to the comparative temperature of the soil and air by 
 day and by night. 1878. Stockbi'idge. 
 
 Investigations concerning the saccharine qualities of several varieties of com and 
 melons. 1879. Goessmann. 
 
 The growing of early amber cane, and the manufacture of sugar from its juice. 
 1879. Goessmann. 
 
 Investigations of the comparative nutritive and feeding value of Northern, South¬ 
 ern and Western varieties of Indian corn. 1879. Goessmann. 
 
 The determination of the elements of plant nutrition lost from the soil by leach¬ 
 ing, and of those it retains. 1879. Stoekbridge and Goessmann. 
 
 Report on lysimetre. 1879. Stoekbridge. 
 
 The effect of chemical salt on the carbo-hydrate contents of plants and the qual¬ 
 ity of the fruits. 1880. Goessmann. 
 
 Experiments regarding diseased peach trees (yellows, etc.). 1880-81. Goessmann. 
 
 Experiments regarding the influence of special manures on fruits, etc. 1881. 
 Goessmann. 
 
 The system of preserving green food in silos. 1881. Goessmann. 
 
 Investigations in relation to unconscious bias in walking. 1884. Miles. 
 
 Investigations in reference to bilateral asymmetry of form and function. 1884. 
 Tuckerman. 
 
 Experiments with new varieties of fruit. 1887. Maynard. 
 
 A GRACEFUL TRIBUTE TO THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY. 
 
 Nor should this college at this hour, and especially in this presence, forget to 
 present its congratulations, and send its God-speed to its twin sister, the Massachu¬ 
 setts Institute of Technology, both sired, in equine phrase, by “Uncle Sam” out of 
 “ Massachusetts.” 
 
 In the land of old Laconia 
 Where the Muses still abide, 
 
 Alpheus fair and young Eurotas 
 Flowed adown the mountain side. 
 
 They were twin-born lovely children, 
 
 Free as air, and fair as free. 
 
 From the selfsame fountain springing 
 Life to them a jubilee. 
 
 Not alone on far off hill-side, 
 
 Twin-born gifts of God do come; 
 
 Joyfully we hear their voices 
 Near our Athens here at home. 
 
 It is also our joy to learn that the legislature has just presented her with a con¬ 
 ditional dowry of $100. 
 
PORTRAITS OF THE PIONEERS OF AMHERST. 
 
 867 
 
 IN HONOR OF THE ALUMNI OF THIS COLLEGE. 
 
 I shall never forget the pleasure with which a year ago I attended a dinner of 
 the “Associate Alumni.” I felt somewhat like Simeon of old, and could not well 
 realize that here within twenty years was this full bloom and fruit of a college, a 
 college with an association of graduates indeed. I can therefore imagine with 
 what riper pleasure you, Mr. President, who have known, and taught, and guided 
 and advised, from the day the first student was admitted here, and with what pride 
 and satisfaction Mr. Morrill, came to this celebration. These are his jewels. These 
 are the beginning only of those long processions, which from every state and terri¬ 
 tory, I trust to the end of time, will come and go, rejoicing in the lamp of knowl¬ 
 edge which he will have presented them, and recognizing him as their father, even 
 as the Jews said “we have Abraham to our father.” We alone are leading the 
 procession with more than 350, besides those who have dropped out by the way. 
 Yes, they 
 
 “Are coming, Father Abraham, 
 
 Five hundred thousand strong ! ” 
 
 The future graduates of these 38, nay 50, 60 colleges, more numerous than the 
 seed of Abraham, tracing their lineage from no myths, like those of Greek or Roman 
 story, seeing clearly that they were conceived and born of no unholy passions, 
 suckled by no wolfish or beastly natures, will thank God that it was from the far- 
 seeing brain of a wise statesmanship, that these colleges, like Minerva, from the 
 brain, and not the lust of power, sprang into life. This morning from every 
 English fireside, with million voices, have rolled the notes of the national anthem, 
 for a woman who during fifty years, as maid, and wife, and widow, with feminine 
 dignity, and the respect of all men, has sat upon the British throne. But Victoria 
 herself has accomplished little as a ruler, or law-giver. Have we not greater reason 
 on this year of the twenty-fifth anniversary of the passage of the bill which gave us 
 life, and which put Agriculture on the throne to which she is rightfully entitled, to 
 exclaim “ God save the Senior Senator of Vermont! To him be the honor to the 
 world’s end! ” 
 
 THE FUTURE PORTRAIT GALLERY OF THE COLLEGE. 
 
 And before we shall have lain down from our labors here, I look forwara to the 
 time when the college hall will be decked with the painted images of those who 
 have been the creators or benefactors of this institution. I would have here Mor¬ 
 rill, the statesman and law-giver; there, the venerableness, gentlemanliness, energy, 
 and proud beauty which shone in the countenance of Wilder; and over against 
 him, the earnest face, the eager eye and nervous vigor of Clark, the young man, 
 enthusiastic for the future; there, the scholarly, professional portrait of Chadbourne; 
 here, the frankness, honesty, guilelessness, common-sense, and friendliness which 
 so mark the face of Stockbridge ; and I would not. fail to find a picture of benevo¬ 
 lence, generosity, modesty, and sadness lit by a heavenly smile, which were illus¬ 
 trated in the person of William Knowlton. My gallery would include still others 
 among the living as well as the dead. 
 
 And when in after time the long list of the faithful and devoted servants of the 
 college shall be scanned, one will be found who from 1867 was professor of modern 
 languages and English Literature ; from 1867 to 1869, instructor in gymnastics and 
 military science ; in 1869 lecturer in entomology; in 1869 and 1870 instructor in 
 zoology ; from 1869 to 1871 instructor in anatomy and physiology ; in 1872 and 1873 
 instructor in history ; in 1885 and 1886 librarian, and finally in 1886 president of the 
 college, Goodell’s name “ will lead all the rest.” 
 

 
V. 
 
 How Agriculture is Taught in One Country in Europe. 
 
 * 
 
 INTRODUCTION. 
 
 I am indebted to tbe courtesy of the author for permission to use 
 the following valuable and interesting paper which was prepared by 
 Professor R. B. Warder, formerly of the Cincinnati University, Ohio, 
 and at present one of the Faculty of Howard University, Washing¬ 
 ton, District of Columbia. 
 
 Professor Warder, passed a year in Bavaria in careful study of 
 the system of Industrial Education as established in that country. 
 
 This paper, relates directly to the training there given in Agricul¬ 
 ture ; and is, for this reason, placed here among the Appendices relat¬ 
 ing to the American Colleges of Agriculture. It will be observed, 
 however, that in Bavaria, this education is by no means limited to 
 the colleges, but beginning in the earliest schools, the Kindergarten, 
 goes hand in hand with the pupil through the elementary and supe¬ 
 rior schools up to the highest technical institutions. 
 
 This gives to Professor Warder’s account a more general interest 
 for American educators than if it were limited strictly to an account 
 of the technical schools alone. 
 
 While, on the one hand, he points out the thoroughness of prepara¬ 
 tion required for entrance into the higher institutions, in striking 
 contrast with the lack of such thorough preliminary training requi¬ 
 site for admission to some of the American Colleges of Agriculture ; 
 on the other, his suggestions as to what may be accomplished by 
 simple means in country district schools, and by the holding of win¬ 
 ter schools in farming neighborhoods; and, in other ways, by the 
 voluntary cooperation of neighboring farmers, lend additional value 
 to this paper, of which the Farmers Granges may readily take 
 advantage. 
 
 His suggestions as to the feasibility of tree planting and of mak¬ 
 ing garden plots in school yards, seem to have borne practical fruit 
 in the growing prevalence, in several of the States, of the annual 
 celebration of “Arbor Day” devoted to tree planting. 
 
 A short article on “Tree planting in School Grounds” by the late 
 Dr. Franklin B. Hough, was issued as a Bulletin by the U. S. Bureau 
 of Education, in 1883, and reissued as a pamphlet in 1885,* in connec- 
 
 * “ Planting Trees in School Grounds and the Celebration of Arbor Day.” Pp. 8 
 & 64. 
 
 869 
 
870 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 tion with a paper prepared by Hon. Jonn B. Peaslee, when Superin¬ 
 tendent of Schools in Cincinnati, and first published by the Ohio 
 State Forestry Association in 1884. These papers, with the choice 
 extracts from various writers given by Dr. Peaslee, form a most 
 interesting contribution to the literature relating to school life ; and 
 furnish, also, a valuable compendium of facts bearing upon the 
 Science of Forestry. 
 
 Agricultural Education in Bavaria.* 
 
 [By Professor R. B. Warder.] 
 
 The standing of the Germans in the firs; rank of educated nations does not depend 
 upoD their Universities and Polytechnic Schools alone ; it is due rather to the patient 
 striving, on the part of both people and government, to provide every citizen with 
 the most complete and appropriate education that his circumstances will permit. 
 Free tickets of admission to the lecture-rooms of the most distinguished professors 
 cannot imply real opportunities for education, unless the pupil has the needed pre¬ 
 liminary knowledge and mental discipline in order to understand and digest the 
 lectures. Any system of education designed for the whole people will embrace 
 many different grades ; we must not expect too much from the higher institutions 
 alone ; and the object of this paper is to exhibit the variety of schools in which the 
 interests of practical agriculture are subserved in the Kingdom of Bavaria. We 
 may also find some useful lessons for our own Republic. 
 
 ELEMENTARY TRAINING ESSENTIAL. 
 
 We must begin with the Kindergarten, for here is cultivated the child’s instinct¬ 
 ive love of nature ; here he is taught to observe the forms and growth of plants ; 
 and we cannot estimate how much is due to the habits of observation and the love 
 of plants thus imparted, even before the school age. 
 
 Compulsory education is the rule, including (as the minimum) seven years of 
 daily attendance at the common schools (“ Yolks,schulen,” or “ people’s schools”), 
 where (iu all the country schools) orchard and garden culture is a part of the course. 
 The design of this provision is to show the great value of fruit culture, and to instil 
 the love for planting, protecting and caring for fruit trees ; and thus through a 
 just public sentiment to prevent the habit of orchard thieving. For this purpose it 
 is expected, where possible, that local means shall provide a piece of ground for an 
 orchard in connection with each school. It is very common to provide the teachers 
 with a dwelling, or a dwelling and garden; in the latter case part of the teacher’s 
 garden may be used for purposes of instruction. In the Oberpfalz, the minimum 
 size is four ares (metric measurement), or about one-tenth of an acre. A suitable 
 location is to be selected ; but if the climatic conditions are quite too unfavorable 
 for fruit, other useful trees and shrubs are to be planted. Where there is room, 
 vegetables and flowers may also be raised. After the first plowing and planting, 
 the work must be performed by teachers and elder pupils, and half of the crop 
 belongs to the teacher as compensation for his labor. Practical lessons are given in 
 the orchard itself, out of the regular school hours, and in the Oberpfalz all the boys 
 are required to take part in this instruction. The school directors and superintend¬ 
 ents have to see that this department of teaching receives due care; and the 
 teachers, during their five years of normal school training, have time to become 
 qualified for such work. 
 
 SUPPLEMENTARY COMPULSORY SCHOOLS. 
 
 But even with seven years’ compulsory attendance of more than ten months in 
 the year, the results are not the highest that may be reached. If the boy begins to 
 learn a trade or to work all day on the farm in his fourteenth year, he may still 
 spend part of his Sundays and evenings in mental improvement; and for this class, 
 several different kinds of schools are provided, according to the special wants, in 
 which the pupils are taught from two hours per- week to eight hours or more, 
 according to local needs and possibilities. These are known as “ Fortbildungs- 
 
 * Extracted from the Journal of the American Agricultural Association. Vol. I. 
 Nos. 2 and 3. 
 
PROFESSOR WARDER ON AGRICULTURE IN BAVARIA. 871 
 
 scnulen,” and attendance in them for two or three years after leaving the “ people’s 
 school” is still compulsory. In those designed for farmers’ sons, the main stress is 
 still laid on elementary branches, but an Agricultural Reader is used, and the exer¬ 
 cises in writing and arithmetic are directed in the line of agricultural applications. 
 In 1873 there were 1,096 such schools in Bavaria with an average of 19 pupils each.* 
 
 For farmers’ sons, even of the hard-working classes, still other opportunities are 
 possible, which could not escape the notice of the prudent German. Various Win¬ 
 ter Schools have accordingly been established by the several agricultural societies, 
 to be kept open from November to February inclusive. In 1872-3 there were eleven 
 of these schools, and others were projected. The organization varies according to 
 local needs, and the means at command, but the course of study extends through 
 one, two or three winters. Besides the common school branches (including religion), 
 instruction is given in the elements of natural science, field culture, the raising of 
 animals, book-keeping and farm management; also, where it is possible, in draw¬ 
 ing, field-measurements, drainage, soils, tools, and fruit culture. At Wurzburg, 
 where there is a force of eleven teachers, agricultural law, geography and history 
 have been included. It is remarkable to see the liberality of both the State and 
 the agricultural societies in providing such schools, as contrasted with the apparent 
 indifference of the great mass of laboring farmers. The fees for tuition are not 
 high, and the necessary living expenses are made as low as possible, that none may 
 be excluded from want of means. Some idea of the appropriations of money 
 required may be realized from the report of 1868-9, that in the seven Winter 
 Schools then established 53 teachers instructed 157 pupils 1 Each teacher, however, 
 is generally employed but a few hours every week to give instruction in his own 
 department. Besides the teachers’ salaries,"buildings, fuel and incidental expenses, 
 Bavaria liberally furnishes these schools with wall charts, collections of minerals, 
 soils, agricultural products, &c., models of machinery, of tools, and of flowers, 
 chemical and physical apparatus, and various other means of instruction. 
 
 FIELD-CULTURE SCHOOLS. 
 
 The next class to be considered are the “ Ackerbauschulen,” or Field-Culture 
 Schools. In these, practical farm work is made one of the means of instruction ; 
 the course extends through two or three years. The theoretical instruction is some¬ 
 what similar to that of the Winter Schools, and is so far of an elementary character 
 that boys who have passed successfully through the “ people’s schools” are capable 
 of understanding it. The practical farm work and instruction vary according to 
 the local agricultural conditions. 
 
 The “ Middle Agricultural School,” at Lichtenhof, stands on a rather higher plat¬ 
 form in the series than any of the preceding, for the course of study extends through 
 three years, beside a one-year preparatory course. Theoretical studies can be pur¬ 
 sued more thoroughly than in the “Field-Culture Schools,” but practical farm 
 work, under the direction of teachers, also forms part of the instruction; and 
 twelve to twenty-five hours per week, according to the season and the weather, are 
 assigned to this department through the whole course. 
 
 INTER-RELATION BETWEEN THE MILITARY AND SCHOOL SYSTEMS. 
 
 Here we must stop to consider the relationships of the military and school sys¬ 
 tems, which are made mutually to strengthen each other. The schools on one hand 
 have exercises in gymnastics as a means of physical development, and on the other 
 hand the young man whose mental culture has been carried to a certain point is 
 allowed to serve in the army one year as a volunteer, instead of being compelled, 
 like the less educated German, to serve three years. In all the so-called “ Middle 
 Schools ” this provision is a great incentive. The requisitions for the one-year volun¬ 
 teer service are not the same in all the German States; but the pupil who completes 
 the course in the Agricultural School at Lichtenhof is entitled to this prerogative in 
 the Bavarian army. 
 
 TRAINING IN SPECIALTIES. 
 
 Before discussing the higher agricultural education, let us note some of the special 
 courses, either connected with the various schools described, or established sepa¬ 
 rately. One farmer devotes himself to sheep, another to cattle and the dairy, 
 
 *The above information in regard to the common schools and “ Fortbiklungs- 
 schulen” is chiefly drawn from “Das bairische Volksschulwesen,” by Engelmann, 
 published in 1871, with appendix published in 1875. 
 
872 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 another to fruit culture ; each wants to understand what especially concerns his 
 own business. These courses of special instruction for shepherds, stc ck farmers, 
 &c., generally occupy but a few weeks in the year. Cheese-making, brewing, 
 drainage and irrigation, and horse-shoeing, are likewise represented in the circle of 
 special agricultural courses given at certain fixed places. Lectures on the raising 
 of animals and on agricultural chemistry have also been given from place to place 
 by eminent professors. 
 
 INSTITUTIONS FOR HIGHER TRAINING. 
 
 The higher agricultural education is imparted in the Central School at Weilien- 
 stephan, and in the Agricultural Department of the Polytechnic School at Munich. 
 There is also a Veterinary School in the latter city and a School of Forestry at 
 Aschaffenburg. 
 
 The Central Agricultural School occupies the site of a Benedictine convent that 
 was founded in the year 725. The ample buildings contain lecture-halls, labora¬ 
 tories, museums and dormitories; also barns, stables, a large dairy, and whatever 
 is needed for a well arranged farm-house. The farm, experimental grounds, &c., 
 cover 273 hectares, or 675 acres. Long rows of cow-sheds stand under the low 
 groined arches of an old cloister on one side of the yard, while on the opposite side 
 stands a convent building, remodeled according to the demands of school life. 
 Here the students meet to spend a social evening in the ‘‘ conversation room,” which 
 is decked with the arms of the many nations (from both sides of the Atlantic) that 
 are represented among the inmates. Here the great class-tankard is passed round 
 among those who have just passed the final examinations of the “ brewers’ course.” 
 
 But we must not linger too long with historical associations. In the teaching 
 force and various appliances for instruction, this school far excels those already 
 described; but a much more vital distinction is this, that in the Central School the 
 instruction is adapted to young men who have been well trained by previous study 
 and work. The regular course of two years consists of theoretical and laboratory 
 instruction. Excursions are also made, under the direction of the professors, for 
 such practical illustrations of farming a,s cannot be given in the class-room. Farm 
 work is only included in a preparatory practical course of one year. Thus the 
 whole time to be spent at Weihenstephan is less than that required in some of the 
 middle or lower agricultural schools; but when the pupils enter they must not only 
 have a solid groundwork of mathematics, but the faculties of mind and'eye must 
 also have been well developed by the study of languages, history and drawing; 
 when a professor gives a good, full lecture, he can believe that it has been received 
 and will be digested—it does not pass in at one ear and out at the other. The pre¬ 
 paratory training of the mind alone is hardly less in amount than the whole course 
 at Lichtenhof. The vital importance of this point, especially in relation to Ameri¬ 
 can education and needs, makes it necessary to examine the subject in detail. 
 
 PREPARATION REQUIRED FOR ENTRANCE TO CENTRAL SCHOOL. 
 
 In preparation for the Central School, the aspirant may either complete the course 
 of a “ Gewerbeschule” (the name is not readily translated), or both that of a Latin 
 School and a two years’ course in a “ Realgymnasium.” To discuss these prepara¬ 
 tory institutions in full does not come within the scope of this article; but it will 
 be sufficient to indicate the degree of proficiency required. The applicant from 
 the “Gewerbeschule” has made a careful study of his mother tongue, including 
 rhetorical exercises and the study of German Classics. He has studied French 
 three years, and drawing one to three years ; his mathematics include algebra and 
 geometry—sometimes also trigonometry and descriptive geometry—and he has 
 been taught the elements of botany, zoology, physics, chemistry and mineralogy. 
 Geography, history and writing have also received due attention. The pupil from 
 the Realgymnasium has pursued a somewhat similar course in German, French, 
 mathematics, history and drawing; but instead of an actual knowledge of the 
 sciences, his seven years’ study of Latin has so disciplined his mind that lie is con¬ 
 sidered equally capable of higher scientific and agricultural studies with the pupil 
 from the “Gewerbeschule.” Beside the theoretical training just indicated, a prac¬ 
 tical acquaintance with farm work is required. Two years’ practice on an ordinary 
 farm is considered sufficient, or one year’s instruction in the preparatory course of 
 the Central School. This course consists chiefly in manual labor, but theoretical 
 instruction is also given four half days in the week. Thus it is not the intention to 
 multiply the number of pupils by admitting those who could be better instructed in 
 a middle school, but only to receive such as are fully able to comprehend advanced 
 instruction, and to profit by the teaching of the most thorough professors, each 
 holding the first rank in his own department. 
 
PROFESSOR WARDER ON AGRICULTURE IN BAVARIA. 873 
 
 CENTRAL SCHOOL COURSES. 
 
 The following outline of the course of study is not an exact translation from the 
 programme, nor is it a full picture of the subjects taught, but it may serve to give 
 some idea of its scope, and its extremely technical character. 
 
 The regular course includes field-measuring and leveling (combined with practical 
 exercises), applied mechanics (with drawing), physics, theory of soils, draining and 
 irrigation,chemistry (with well furnished laboratories), botany, anatomy of plants 
 (with practical exercises in microscopy), physiology and diseases of plants, plant 
 production, fruitculture, forestry, zoology, anatomy and physiology of domestic ani¬ 
 mals, with description of breeds ; animal production (including the raising of hogs, 
 horses, sheep and neat cattle),veterinary science, brewing, and other industries imme¬ 
 diately connected with agriculture ; building materials and construction of build¬ 
 ings ; agricultural implements, book-keeping, farm management, agricultural law, 
 law of exchange, national economy. While pupils of this course are not expected 
 to perform manual labor, the farm is an essential means of illustration ; the same 
 purpose is served by the various gardens, experimental fields, orchards, dairy, lime 
 and brick kilns, fish pool, turf cuttings, and many other auxiliaries or “ attributes ” 
 of the school. Excursions are made to illustrate the instruction in botany, fruit 
 culture, forestry, plant production and farm management. 
 
 Beside the curriculum just described, there is a special course of one year in the 
 theory and practice of brewing, with the needed accessory subjects. The chemistry 
 of both beer and milk may be very thoroughly pursued in the technological 
 chemical laboratory. 
 
 THE MUNICH SCHOOL OF AGRICULTURE. 
 
 Another advanced agricultural school is in the city of Munich itself. An experi¬ 
 mental station was first established in connection with the Polytechnic School, with 
 sufficient ground for experiments on soils and animals. Afterwards, an Agricul¬ 
 tural Department was added to the school, with two years’ course of study. The 
 requirements for admission include two years more book study than to enter at 
 Weihensteplian, but no practical acquaintance with farm work is deemed necessary. 
 The design is to afford more complete theoretical education in those sciences which 
 underlie agriculture, rather than to educate practical farmers or the managers of 
 large estates. Full liberty is here given in the selection of studies, and the course 
 may be made as broad or as specific as each student chooses. Being in the metropolis, 
 lie can listen to any selected courses of lectures in the Polytechnic School or Uni¬ 
 versity, and may doubtless, also, pursue sculpture or music in the art schools, if his 
 tastes or purposes should lead him to do so 1 The special chemical laboratory for 
 this department is fitted up with the best appointments, including a hydraulic press 
 calculated to exert a force of 20,000 pounds, to express the essential oils or the juices 
 of plants. The apparatus for evaporating the juice in vacuum, in order to avoid 
 decomposing the constituents by heat, is a beautiful piece of workmanship, and very 
 essential for the scientific investigations. A very accurate polariscope and micro¬ 
 scope are also provided, and nothing here seems wanting for the theoretical side of 
 agricultural science. 
 
 The Veterinary School, in the outskirts of Munich, has a three years’ curriculum, 
 beside a course on horse-shoeing. Stables are attached for the raising of cattle. 
 There are twelve professors and other teachers. 
 
 SCHOOL OF FORESTRY. 
 
 The Bavarians recognize the importance of forestry, and a special school at Aschaf- 
 fenburg serves to instruct and train those who aspire to enter this department of the 
 civil service. This Forest School is regarded as holding equal rank with the Poly¬ 
 technic School or the University. That feature which so marks its dignity is simply 
 the fact that no one can be admitted except those who have completed a course of 
 study in a Gymnasium or Realgymnasium. A good degree of mental culture and 
 discipline being thus seemed, one Winter is devoted to practical instruction in the 
 woods,, and two and a half years are spent in academic studies relating to the chosen 
 profession. It is probable that this school will soon be transferred to Munich or some 
 other university city, and the period for theoretical instruction may be increased to 
 three or four years. # 
 
 The diagram f here given may serve as a recapitulation of the various kinds of 
 schools that have just been considered. Each horizontal line represents a period of 
 
 * This statement relates to the year 1875. Changes may already have been made, 
 f See on next page. 
 
Volksschulen,” or People’s Schools 
 
 874 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Diagram Showing Bavarian School System. 
 
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BAVARIAN AND AMERICAN SCHOOLS CONTRASTED. 875 
 
 school life, and the figures indicate the usual minimum age for a diligent student, 
 assuming that he loses no time by sickness or other cause. In the Kindergarten, the 
 People’s Schools, and the “ Fortbildungsschulen,” the instruction in agriculture is 
 wholly subordinate to the main object of developing the child’s mind, and giving 
 him general education : yet the importance of agricultural knowledge is recognized 
 in the courses of study. Pupils of the Winter Schools and Field-Culture Schools 
 are usually older than would be represented iu the diagram. The ‘‘ Gewerbeschulen,” 
 Latin Schools, Realgymnasia and Gymnasia are added to represent the years of 
 preparation required for admission to the higher agricultural schools. It will be 
 observed that a boy who has attended the common schools may pass through the 
 “ Gewerbeschule” into the course of practical higher education afforded by the 
 Central Agricultural School: while classical training is required of those who wish 
 to pursue the more theoretical course of the Polytechnic School, or to enter the State 
 service as directors of the forests. 
 
 SUGGESTIONS FOR AMERICAN EDUCATORS. 
 
 In regard to many details above described the writer has purposely avoided pass¬ 
 ing judgment in this article. To know what is the best organization for Bavaria, 
 it is necessary to consider the national characteristics of the people as well as the 
 social and political conditions. The geography, history and religion of a country all 
 exert an important influence in determining what the national education shall be. 
 The purpose of this sketch is simply to point out some leading features of that which 
 one foreign state of five million inhabitants is doing in one department of her edu¬ 
 cational field. Some practical suggestions may also be found for the benefit of 
 agricultural education in our own country. The Report of the U. S. Commissioner 
 of Education for 1875, contains a list of forty-three schools, in thirty-four different 
 States, endowed by the National Land Grant. In about thirty-four of these schools 
 the claims of agriculture appear to be recognized. The plan of organization, the 
 equipment, and the internal features of no two of these schools are the same ; the 
 widest differences may be observed in the standard for admission, the course or 
 courses of study, the solution of the labor question, the discipline of the students, 
 and the facilities for practical and theoretical studies. It is a pleasure to believe 
 that well qualified professors are earnestly engaged in imparting thorough scientific 
 and practical education ; yet it must be admitted that those who strove to inaugu¬ 
 rate this new era of industrial education have not yet realized their fond anticipa¬ 
 tions. In the first place, the few central schools that we have for farmers (about 
 one to each State) fail to reach the masses. Many who could attend them think the 
 way is too hard. The fact that tuition is free is comparatively a small matter, when 
 a young man’s labor is needed at home, or when he must be earning his own living, 
 instead of paying for his board near a metropolis. Even when farmers’ institutes 
 or lecture courses are held for a few weeks of the winter, it often happens that 
 those for whose benefit they are intended show very little interest. Similar dis¬ 
 couragements prevail in Bavaria, but strenuous efforts are made to overcome the 
 habitual indifference of the laboring classes. The various agricultural schools, 
 scattered throughout the kingdom, constitute a well organized system, designed to 
 'meet the needs and possibilities of each citizen ; and even during the years of com¬ 
 pulsory education some notions of the practical cultivation of plants are included in 
 the course prescribed for boys. 
 
 TREE PLANTING AND GARDENING IN COUNTRY SCHOOL YARDS. 
 
 Now, cannot our State Commissioners of Schools, our County Superintendents, 
 and the local School Trustees, unite in the encouragement of tree-planting and 
 gardening in all the county school lots ? This would afford healthful exercise both 
 for teacher and children. If the former should be incapable of directing such work 
 some one else may be appointed to have charge of it till the teacher’s ambition and 
 sense of honor provoke him or her to take lessons of the best farmers. 
 
 WINTER SCHOOLS PROPOSED. 
 
 As a second step toward inculcating correct methods of farm management, can¬ 
 not some of the county agricultural societies (with financial help from well disposed 
 persons) organize Winter Schools in various centres where the cost of living is 
 comparatively low? The arts of agriculture, the results of scientific study, should 
 receive special attention. The real pursuit of the underlying sciences may be 
 reserved for higher schools, as those endowed by the Act of 1862. In the former a 
 fair common school education and practical acquaintance with farm work should 
 be the chief requirements for admission. A small charge for incidentals or tui¬ 
 tion may give the students a better appreciation of such a charity, but no earnest 
 
876 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 student should be debarred by the fees. The agricultural teacher of such a school 
 must be thoroughly acquainted with the principles of his specialty, and with the 
 peculiar needs of the district in which he resides. When spring calls the young 
 men to return home, the teacher’s occupation is not gone, but only changed for 
 equally arduous and important labors. He should "be a kind of consulting agricul¬ 
 tural engineer, giving his advice wherever sought; and by popular lectures, from 
 place to place, he should strive to show how bad methods may be exchanged for 
 good ones, and good ones for better. Perhaps these Winter courses on farming 
 could be given in connection with the High Schools of the smaller cities. 
 
 VOLUNTEER EFFORTS FEASIBLE. 
 
 The National Government has done much for the cause of industrial education; 
 citizens of a free country should be ready to act as well as to think for themselves. 
 If the suggestions just made are of any value, the two plans may first be inaugu¬ 
 rated in a single school district or county, without waiting for the .uncertain results 
 of memorial sand legislation. Many farmers’ sons who are planting and harvesting 
 during the present season will be teaching school next winter. Some of these 
 doubtless will be qualified for the difficult position that has just been described. 
 
 Another difficulty under which our Agricultural Colleges are laboring, is the want 
 ot suitably prepared students for the highest studies in animal and plant physiology, 
 in agricultural chemistry, and the various other branches upon which scientific 
 agriculture must rest. Experimental stations should be maintained; and well 
 disciplined minds, trained to the nicest distinctions of thought, and the most accu¬ 
 rate quantitative determinations of matter and force, and the clearest conception of 
 the essential and the non-essential conditions of each problem, are needful, in order 
 to direct and conduct agricultural investigations to the greatest profit of industry 
 and science. 
 
 SUCCESS OF GERMAN INVESTIGATIONS DUE TO THOROUGH PREPARATORY TRAINING. 
 
 The secret of the German's successful investigations in the natural laws which 
 underlie practical husbandry, consists largely in the extended mental discipline of 
 the German student before he begins his professional studies. The German sys¬ 
 tem, as illustrated at Weihenstephan and at Munich, has already been explained, 
 and is represented in the diagram. Please observe that the gap between the com¬ 
 mon schools and the regular course at Weihenstephan requires at least three years 
 of book study and one of farm work, while even five years of mental training will 
 not suffice to pass from the close of the common school course to the beginning of 
 that in the Polytechnic School. For both of these schools, as well as that of forestry, 
 training in ancient languages may be preferred or required from the age of nine to 
 tixteen and eighteen years, because this, the German thinks, is specially adapted 
 so develop the powers of thought. One example may be given to show how the 
 importance of this feature has been overlooked by American educators. 
 
 A GERMAN AND AMERICAN SCHOOL CONTRASTED. 
 
 At the International Conference on Education, held in Philadelphia in 1876, a rep¬ 
 resentative of one of the most successful of the schools established by Congressional 
 endowment, used this expression : “ It is similar in its character to the Polytechnic 
 University at Munich, in Bavaria, with the exception that it adds to it the course in 
 literature—the ordinary college course.” * An examination of the last catalogue of 
 this institution shows that the boys who have successfully finished a common school 
 course require only one year’s preliminary study to be admitted to the agricultural 
 and other professional courses. A professional school would be more nearly on a 
 par with that at Munich, if none were admitted to its lecture rooms till they had 
 first completed the classical or scientific course of some good college ! The students 
 of such an institution would be few. America is not yet ready for the German idea 
 of the University or “ High School,” with none but post-graduate students. Let us, 
 however, be willing to admit this essential difference between our schools and those 
 of some other countries; for this difference of mental calibre in the student, this 
 difference in his receptive power, implies a corresponding difference in the choice 
 of appropriate intellectual food, in the mode of its administration, and in the free¬ 
 dom of choice which may be safely accorded him. 
 
 THE VARIED NEEDS OF AGRICULTURAL EDUCATION IN AMERICA. 
 
 The whole subject is now left to the consideration of those interested in the future 
 of American agriculture. Criticisms have been made, with no desire to depreciate 
 the real merits of our own institutions, but rather with the wish to point out some 
 weak points, in order to incite to more strenuous efforts. We need, on the one 
 
 * See Report of the Conference, published by the U. S. Bureau of Education, p. 80. 
 
NEEDS OF AMERICAN SCHOOLS OF AGRICULTURE SUGGESTED. 877 
 
 hand, to extend the benefits of special information more widely among our millions 
 of farmers, and, on the other hand, to cultivate those rich fields of research in agri¬ 
 cultural science which require the most subtile powers of thought, the most accu¬ 
 rate observations, and the most rigid logic ; while the intermediate field of practical 
 agricultural science, in all its branches, must not be neglected. How many of our 
 Agricultural Colleges afford such a variety of technical lectures as the school at 
 Weilienstephan, uniting the scientific'methods with practical information on just 
 what the director of a large farm needs to know? 
 
 Only the pleasant duty now remains of expressing my very sincere regards and 
 heartfelt thanks to the many gentlemen in Bavaria, and elsewhere, who have aided 
 me in these studies. Various professors have given their time, not only to show a 
 stranger their laboratories and museums, and to explain their mode of instructing, 
 but also to expound those fundamental principles and modifying influences which 
 are familiar to the German, but strange to the foreigner. Many others, connected 
 with the educational or the agricultural interests of Bavaria, have been equally 
 courteous and obliging in imparting information. The German, with characteristic 
 zeal in his search for truth from all parts of the world, is also liberal in imparting 
 what he has gained for the benefit of his neighbors in other countries. The deep 
 philosophy of his educational system is worthy of more attention than it has received. 
 
4 
 
VI. 
 
 Address on “Technical Training’' by Professor John 
 
 Hamilton. 
 
 The following admirable address, in which are recorded the earliest 
 movements in this country towards enlarging the scheme of educa¬ 
 tion in the direction of the practical application of the laws of 
 mechanics to a development of the industries of the people, with the 
 further view of organizing a satisfactory plan for securing oppor¬ 
 tunities for a thorough education in science, to all students who 
 desire to enter this field of knowledge, in contra-distinction to that 
 offered by the classical curriculum of the older colleges; was deliv¬ 
 ered on the occasion of the opening of the new Mechanical Depart¬ 
 ment of Pennsylvania State College, February 10th, 1886. 
 
 Professor Hamilton in this address pays an appreciative tribute to 
 the memory of the late Joseph Sheffield, Esq., of New Haven, who 
 founded, in connection with Yale College, the Institution since 
 world-famous as the Sheffield Scientific School; which school Profes¬ 
 sor Hamilton declares to have been the first public recognition by 
 any of the older American Colleges, of the existence of any real rela¬ 
 tion between Education and Industry. 
 
 Professor Hamilton’s Address. 
 
 Mr. President, Ladies and Gentlemen: 
 
 Many of us very well remember when about the only mechanical education that 
 was offered, was to the bound boy under the old apprenticeship system, in which 
 illiterate and mostly incapable professors undertook to instruct illiterate and 
 untrained students in the “ art and mystery” of some industrial pursuit. 
 
 the defects of apprenticeship. 
 
 It -was a school without books, without improved appliances, with no arranged 
 course of study, with no mental training, with no test of proficiency and no certi- 
 cate of graduation. The course usually extended through three or four years in 
 each branch of industry, and the most of the apprentice’s time was occupied in the 
 repetition of processes in themselves extremely simple and elementary, or in the per¬ 
 formance of drudgery having little or no relation to the trade to be acquired. For 
 example, the apprentice in a machine shop spent the greater part of his first year 
 in cleaning the grease and rust from old castings, sweeping floors, carrying water, 
 building fires, wheeling scrap and other similar wholly uninstructive work. 
 
 After this, in his subsequent apprenticeship, if he developed a special aptitude 
 for any particular process, he was kept steadily at that branch of work, and scarcely 
 any attention was given to his education in the other parts of his trade. That which 
 he did acquire was mostly “picked up” rather than received from his instructor, 
 who was usually more interested in getting from him the greatest possible amount 
 of work than in teaching him the important secrets of his trade. 
 
 The results of this system were seen on all sides. Every community was filled 
 with illiterate, prejudiced and unskilled mechanics; and it was only after many 
 years of subsequent practice and observation that even a tolerable degree of pro¬ 
 ficiency was reached by them, and even then the number who could plan and cal¬ 
 culate, suggest and direct, was exceedingly limited. As population increased and 
 the country and city got a chance to look into each other’s faces, by means of the 
 
 879 
 
880 - EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 introduction of those gigantic art associations, the railroads, public taste in archi¬ 
 tecture and machinery became educated and demanded better and more artistic 
 work from her mechanics, until it became evident to all that the old apprenticeship 
 system could not furnish the skill that was demanded, and it had to be practically 
 abolished. 
 
 CAUSE OF THE SPECIALIZATION OF INDUSTRIES. 
 
 As the large manufactories were established, country mechanics flocked to them, 
 and as the division of labor thus became possible, their directors abandoned all 
 effort to produce men skilled in all the processes of their art, but confined them to 
 one operation, and kept them repeating this until they could do it with great per¬ 
 fection. The effect was to drain the country of mechanics skilled in the general 
 principles of their respective trades, and return none to take their places except 
 these specialists who could do one thing well, but could do nothing else. 
 
 The result was that the invention and introduction of any new machine that per¬ 
 formed this process, not only threw them out of work in this direction, but cast 
 them helpless on the world. All their skill and education would not secure them a 
 loaf of bread. So men began to protest and strike, until now, we have in trade, 
 organization after organization to resist change and preserve intact old forms and 
 processes. These unions undertook also to limit the number of those who should 
 pursue their special calling. They guarded the entrance to their guild with great 
 jealousy. Instead of all who wished and were capable being welcomed and per¬ 
 mitted to enter, none but a chosen few could have access to its mysteries. The 
 mass of applicants were rejected by these organized monopolists of education in 
 industrial art, and so it occurred that the old method of art education was broken 
 up and that of the “ Trades Unions” was left to take its place. 
 
 FORMER PURPOSES OF EDUCATION. 
 
 During all this time, no one seemed to suppose that there was any more connec¬ 
 tion between the man who worked outside in the shop and the student who worked 
 inside over his books, than existed between this planet and the remotest star. They 
 were utterly divided ; their lives led in two directions. Intellectually, socially, 
 practically they were divided. Between them a great gulf lay ; the schools of the 
 country educated their students for law and" medicine and theology and literature. 
 Polite learning was popular, was eagerly sought and efficiently taught. 
 
 The high ideal set before the student was “ knowledge for its own sake.” To 
 make it forge a bolt or turn a mill was to offend good taste and indicated a low 
 ambition and an ordinary mind. To improve and elevate the learned professions 
 and not art was the object of college education. 
 
 Within your recollection, Mr. President, there came, not “as a rushing mighty 
 wind,” but as a “ still small voice,” first to one here and another there, and then 
 to another and another, the thought, hardly that, the feeling that the educational 
 system of the country should do something in an intellectual way for the assistance 
 of the industrial callings. These men, so impressed, were neither ignorant nor 
 fanatical; they were thoughtful, practical and prominent; men of learning and 
 experience, familiar with college life and training, large hearted and philanthropic, 
 who, having lived in close relation with industrial life, realized its crippled condi¬ 
 tion and its wants. 
 
 This feeling extended until it became general among the industrial classes and 
 the wider it extended the more urgent it became. 
 
 The colleges were besieged by this hungry throng but no relief could be obtained. 
 College faculties reviewed their courses of study and came to a uniform conclusion; 
 that the demand was unreasonable and impossible to be met, and turned the appli¬ 
 cants from their doors. It was “ the rich man and Lazarus” re-enacted. It was 
 the Levite, and the man who lay wounded on the Jericho road. 
 
 But it happened, as in that case, that a “certain Samaritan; as he journeyed, 
 came where he was, and when he saw him, he had compassion on him.” 
 
 JOSEPH SHEFFIELD FIRST MADE POSSIBLE THE NEW ERA OF EDUCATION AT YALE. 
 
 The name of the “ good Samaritan,” Mr. President, who in this country first out¬ 
 stretched his hand to the industries to lift them up, who finding them wounded 
 and dying “ had compassion and bound up their wounds,” who first found help for 
 industries ready to perish, the name of that man, was Joseph Sheffield the founder 
 of the Sheffield Scientific school. 
 
 The establishment of the Sheffield Scientific School of Yale College, was the first 
 public recognition on the part of the old colleges in this country that any helpful 
 connection existed between intellectual culture and the sciences and arts of practical 
 
THE SHEFFIELD SCHOOL AT YALE COLLEGE. 
 
 881 
 
 life. It threw the first cord across the chasm that had been deemed impassable and 
 which had so long divided intellectual culture from industrial life. The struggle 
 that followed is familiar to all. For more than ten years this school stood vir¬ 
 tually alone. Its students were regarded by the classical departments of Yale as of 
 ignoble ambition and inferior mental power. Notwithstanding the popular demand 
 and the repeated applications, the doors of the other old colleges remained closed. 
 
 THE NEW ERA NOW EVERYWHERE RECOGNIZED. 
 
 But an idea had been started in the country that could not be suppressed—the 
 education not of the industrial classes only, but of all classes, in industrial art. 
 
 Giving up all hope of relief from existing institutions, the friends of this new edu¬ 
 cation concluded to attempt the establishment of a new order of colleges through¬ 
 out the land, where the principles in which they believed could be thoroughly tried. 
 In some of the states popular subscriptions were solicited and state aid invoked, 
 and at length congress was petitioned for assistance in establishing these schools, 
 and in 1862 congress passed the land-grant act, which provided for * ‘ the endow¬ 
 ment of at least one college in each state, the leading object of which should be to 
 teach such branches of learning as are related to agriculture and the Mechanic Arts." 
 
 I will not weary you with the varied history of these new institutions, further 
 than to state that they undertook to work out the theories that were presented, and 
 after much experimenting, and under unjust criticism from many of the friends 
 of industrial education, who were impatient for immediate and striking results, 
 and under the active hostility of the old classical colleges who sought their over¬ 
 throw, and with the contempt of the very classes that they were trying to benefit, 
 they have continued to this day. 
 
 And now, ladies and gentlemen, what are the results, what has this new educa¬ 
 tion done ? The friends and the enemies of these colleges ask, what have you done? 
 I have not time now, Mr President, to tell all that has been done, but I will speak 
 of one thing that these colleges have accomplished, which, if it were the only thing, 
 would not only be worth all that has been expended in money and effort, but its 
 value is so inestimable as not to be computed in terms of personal sacrifice or gold. 
 
 WONDERFUL DISCOVERIES OF THIS AGE IN SCIENCE AND ART. 
 
 In looking back over the history of the world, there seems to me to have been no 
 period in which I would sooner have lived than during the last forty years—a period 
 full of progress, and of discovery in science and in art. The list is so oft repeated 
 that I need not take your time to rehearse it. Steam, electricity, printing, manu¬ 
 facture, chemistry, physics and natural science are only a few, but they have revo¬ 
 lutionized the world and have advanced its interests more than a thousand years. 
 These have been discoveries in science and art. But these industrial colleges have 
 recently made a discovery in psychology that in my estimation promises more for 
 the advancement of mankind in high civilization than all of the others combined. 
 
 Mental philosophers for centuries had supposed that they had analyzed the human 
 mind so as to arrange all of its faculties under three general heads—the intellectual 
 powers, the sensibilities and the will. Under these general heads they have arranged 
 all the qualities in subdivisions, and have, as it were, pigeon-holed them for reference 
 and have labeled the boxes, memory, imagination, desire, and so on through the 
 whole catalogue of mental powers. On this foundation the old educational system 
 was based, and the effort of the best educators was to secure the symmetrical devel¬ 
 opment and high culture of these various powers of the human mind. 
 
 A GREAT HUMAN FACULTY, LONG IGNORED, AT LAST RECOGNIZED BY EDUCATORS. 
 
 Recently, like a new star, a new quality that lay open for all these centuries right 
 before men’s eyes has been discovered. It has been called, for lack of a better term, 
 the Mechanical Faculty, not that power that comprehends form and distinguishes 
 harmony, but an innate, inherent, and universal quality— the Desire to Construct. 
 It is exhibited by the youngest child that plays on the floor of your home. It existed 
 when “Adam delved and Eve span Cain had it, and Abel and Noah, The whole 
 world of art is an example of its universality. The savage in his lodge and the 
 civilized nations in their highest perfection both exemplify the truth. 
 
 So, instead of the demand upon colleges for knowledge in industrial art being an 
 insane and unnatural desire, it is now admitted to be a legitimate and natural crav¬ 
 ing of the human mind. 
 
 The consequence is that it has overturned the entire old system of education all 
 over this land, and it has done this within twenty years. It has unlocked the doors 
 of every classical college, and has admitted those fair sisters, Science and Art, to all 
 that education, even the highest, can bestow. It has erected numerous highly 
 
 ART—VOL 4-56 
 
882 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 endowed and equipped institutions of learning, devoted exclusively to the teaching 
 of studies relating to Science and Art. It is founding museums and filling world’s 
 fairs, and is an integral part of all our education, from the kindergarten to the 
 university. 
 
 It is the discovery of the age, and it is a discovery made by the industrial col¬ 
 leges, and they demonstrated its truth and feasibility so clearly that the classical 
 colleges were compelled to accept and provide for it. Indeed, so generally has it 
 been accepted that you may start out blindfold, and the first college you reach will 
 possess that which a few years ago, could scarcely be found. A minister now can¬ 
 not preach without it, a lawyer cannot plead without it, a physician cannot prac¬ 
 tice without it, the literary man cannot write without it. It is a universal quality 
 and a universal necessity. You ask for results. I refer you to this one, which, in 
 the short space of twenty years, has bridged over, no, has filled up the chasm that 
 divided the student from the artisan and has started them mingling in all the walks 
 of life; in workshops and colleges, on the farm and in the university, in political 
 life and in private station, in church and state, laity and clergy, everywhere has 
 opened up the springs of knowledge to the industries and given opportunity to all 
 to slake their thirst. 
 
 And now we are met here to-day to congratulate each other on this progress and 
 on what has been done. More particularly to rejoice over the successful comple¬ 
 tion of a home for this new department in education, the department of Mechanic 
 Arts. 
 
 WHAT THE NEW SYSTEM UNDERTAKES TO DO. 
 
 In introducing this new branch of education this college is simply supplying the 
 demand of the times for educated artisans. The apprentice system is gone and the 
 shop system, educating only in a specialty is not adapted for general use. This 
 new system undertakes to do two things, to turn out thoroughly trained, educated 
 artisans, and to do it in the shortest possible time. 
 
 PEDAGOGICAL METHODS. 
 
 The method by which this is accomplished is very simple and efficient. It begins 
 with the alphabet of art, mechanical and free hand drawing. After this the stu¬ 
 dent is taken into the workshop and set to work. He is given a block of wood and 
 directed to plane it perfectly flat and true, and to do so at a prescribed place in the 
 block indicated by a scribe. After he has acquired ability to do this with certainty 
 and ease, he is directed to plane it to an oval form, and to do this also at a prescribed 
 mark. He can now now plane a flat surface and a curve, and these two principles 
 include the whole of planing. They also involve the keeping of tools in order and 
 their proper adjustment and use. In like manner, he is taught the use of the saw, 
 the auger, the chisel and the hammer. He now possesses a knoledge of all the 
 principles that underlie carpentering. He can plane a piece of wood to any shape 
 and any size if he have a drawing showing its form and dimensions. He can saw 
 across or lengthwise of the grain of the wood to a prescribed mark, and do this 
 with precision and rapidity. He can bore a hole straight or at an angle, he can 
 mortice and tenon and fit. He has made no machine, he has simply been taught 
 the art and not its application. 
 
 His instruction in metal working is the same, only the tools are of a different 
 sort; the ability to reduce surfaces of metals to prescribed straight lines and curves, 
 by chipping, filing and boring, is the whole system. It includes, of course, the care 
 and use of the tools employed, and the important operation of finishing. So in 
 forge and foundry work the processes are equally simple, and as this instruction is 
 given under the supervision and direction of a man thoroughly skilled, the student 
 soon acquires mastery of the principles that underlie these various branches of 
 mechanic arts, and when it is remembered that along with this he is at the same 
 time acquiring knowledge in science, and literature, and language, and mathe¬ 
 matics, one can readily see how it is that on graduation day he steps out into the 
 world far in advance of those who entered active life under the old education. He 
 enters life a trained man, trained not in one thing only, but has symmetrical train¬ 
 ing. He has a wide and accurate knowledge in science, and literature and art, and 
 is as well furnished for either industrial or professional life as it is possible in the 
 present state of knowledge in this country to equip him. 
 
 THE NEW EDUCATION TRAINS THE CAPTAINS OF INDUSTRY. 
 
 He is fitted for leadership, for supervisor and director, and his general knowledge 
 and skill are such as to commend him to the confidence of his employer and the 
 respect of his employees. This, then, is a very general outline of the history of this 
 education and its leading features. It is no visionary or untried scheme, but is 
 
THE OUTCOME OF TECHNICAL TRAINING PORTRAYED. 883 
 
 entirely possible and its success is sure. In order to carry out this system of educa¬ 
 tion, qualified men and extensive and expensive apparatus and appliances are a 
 necessity. What we have you see. The fitness of the men needs no tribute from 
 me. That they are conscientious and capable, no one who knows them as I do can 
 doubt. We have a substantial and commodious building, fairly well supplied with 
 appliances for effective work. The system in detail is set forth in the publications 
 of the college, accessible to all. What it can do has been demonstrated in the past, 
 and we look forward to a future bright and full of promise of abundant success. 
 
 I wish all of those who bore the burden and who did the foundation work but 
 who have fallen by the way, could stand on this height and see what we behold. 
 They died amid great gloom, but their faith in the ultimate triumph of the princi¬ 
 ples they held never faltered, and now our eyes witness what they so much longed 
 to see. 
 
 Young ladies and gentlemen, I have given this history that you may perhaps see 
 more clearly upon what the education given here is founded, that you may know 
 somewhat of its cost paid in thought, and money, and anxiety and work, that you 
 may feel more than ever the perfect soundness, the endurance and absolute truth 
 of the principles on which it rests, that it may always have your implicit confidence 
 and support, that you may yourselves guide it into greater usefulness, and that you 
 may keep in grateful remembrance those who, amid much criticism, and loss and 
 slander, and suspicion, and who although denounced in public and in private as 
 incompetent, unworthy and corrupt, never faltered ; and I have rehearsed it that you 
 may resolve to see to it that this great legacy is transmitted to those who succeed 
 you, not only unimpaired but greatly enlarged. Keep in mind the fact that the 
 world wants trained men, men fitted for life as it is, not dreamers, not men of 
 inferior education, but men cultivated in knowledge and critics in art, men com¬ 
 petent and well equipped, full of enthusiasm and power, self reliant and able to DO. 
 
 THE DEMAND FOR TRAINING IN ART. 
 
 I have one other suggestion to make before I close. I have stated that the desire 
 for art education is a universal desire that the demand is a universal demand. I 
 hope that this truth will be kept in mind by the authorities of this college and that 
 they will see to it, that the branch of education that we inaugurate to-day will be 
 extended until a suitable course in art shall be offered to the ladies of this institu¬ 
 tion to fit them for practical life and for independent self support. 
 
 And now, Mr. President, ladies and gentlemen, if the old education with all of its 
 defects, and the old system with limited appliances, ignorant teachers and illiterate 
 and untrained boys did what we see around us, built our cities and adorned them, 
 constructed our machinery and set it in motion, built roads and bridges and aque¬ 
 ducts and all of the appliances in use in civilized life, what may we not expect of 
 the new, taught by highly educated, competent teachers with every modern appli¬ 
 ance to students educated and trained, and ambitious to achieve distinction in 
 industrial lif° ? What the future contains no prophet may with certainty foretell; 
 but surely we do not err when, looking back over the unexampled prosperity of the 
 past forty years, achieved in spite of the hindrances that existed on every side, 
 and seeing as we do the mighty intellectual forces that are now rushing to the aid 
 of industrial art, I say we cannot err, when we predict for the future results 
 unheard of in the past, and a course of prosperity more brilliant than any that the 
 world has ever seen. 
 

 
 
 
VII. 
 
 Bishop Haygood’s Address. 
 
 The farewell address delivered by Bishop Haygood, at the com¬ 
 mencement of Claflin University, in 1890, which was included in the 
 catalogue of the University for i.891, and is referred to in the account 
 of that institution given in the present volume of this Report, (see 
 ante, page 553,) contains so striking a statement of the advance of the 
 American African over the condition of his African ancestors, or 
 contemporaries; and, also, shows so forcibly the great work done by 
 the Southern whites during recent years, in providing educational 
 facilities for the colored children, that I have thought it well to insert 
 it here. On page 248, 250 of Part II, of this Report, the author, long 
 before this address had fallen under his observation, was led to make 
 a somewhat similar statement, concerning the emergence of the col¬ 
 ored citizen of to-day from the barbarous ignorance of his ancestors. 
 That the educational efforts for the colored children and youth, should 
 now largely take the direction of industrial training seems a plain 
 proposition; partly, because under Freedom, they have lost the bene¬ 
 fits of such training in the homes and on the plantations of the whites, 
 as was incidental to the former relations of the two races ; and, further, 
 because the colored boys have now even less chance than the white 
 boys for learning trades. 
 
 At a convention of colored Baptists held in Washington, D. C., in 
 September, 1893, the Rev. Mr. Parish, President of a University in 
 Kentucky, read a strong paper urging that the education of colored 
 youth should be Industrial. 
 
 I should have been glad of the opportunity to supplement Bishop 
 Haygood’s address by this paper ; of which, however, only a concise 
 summary was given in the daily papers. 
 
 [From The News and Courier.] 
 
 Our Brother in Black. 
 
 BISHOP HAYGOOD'S ADDRESS AT THE CLAFLIN COMMENCEMENT. 
 
 The Unparalleled Work of Educating an Illiterate Race in Twenty-five. Years — 
 The Danger of the Force Bill to the Cause of Colored Education—The Demon of 
 Race Prejudice. 
 
 Orangeburg. April 30.—Special: Bishop Atticus G. Haygood delivered an 
 address before Claflin University to-day, which was in many respects a most 
 remarkable effort. To-day was Commencement day at Claflin, and the patrons of 
 the institution were here from all over the State to attend the exercises and to hear 
 the annual address of Bishop Haygood, who for nine years past lias been the man¬ 
 aging agent of the million dollar Slater fund for promoting the education of the 
 colored race in the United States. To-day he closed his stewardship of that fund, 
 and retires to devote his whole time to his duties as Bishop of the Methodist Epis¬ 
 copal Church, South, to which he has recently been elected. 
 
 885 
 
886 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 His address to-day was his farewell to Claflin, an institution in which he is deeply 
 interested, and to whose support he has generously contributed from the fund under 
 his charge. Bishop Haygood is too widely known as an author and preacher to 
 need an introduction. His book, Our Brother in Black, has given him the first 
 place among scholars who have mastered, or attempted to master, the great prob¬ 
 lem of negro education and its effect upon the relation of the two races to each 
 other. There is probably no man living who is so thoroughly posted upon all the 
 details of this question, and who has had the opportunity of informing himself so 
 completely, as Bishop Haygood. The immense audience which assembled to hear 
 him, therefore, was prepared to regard him as one having authority to speak upon 
 this subject, but it is safe to say that there was no one present who was prepared 
 to hear so powerful an exposition of it as he gave. 
 
 The address was wholly extemporaneous, and was delivered with that simplicity 
 of style which marks true eloquence. As he candidly remarked in his opening 
 words : “ Where my talk will carry me to or where I will come out I have no idea 
 at all. I will speak until you get tired and then quit.” Continuing, he said: 
 
 “ He would be a very dull man, indeed, who, after nine years’ traveling through 
 the Southern States, from Washington city to western Texas, visiting schools like 
 this, studying these questions, and doing what he could to help people in this line 
 of work—he would be very dull, I say, if he did not learn something about it. As 
 a rule I do not say much about myself in my speeches, and 1 may get more of 
 myself into it to-day than strictly good taste would warrant, because I wind up 
 to-day on this platform and at this hour the special ministry committed to me in 
 1882, which has for these years absorbed the most of my time and whatever energy 
 and ability I may have had, which has been in my mind and in my heart and on 
 my conscience, and I wind up where I began as to the main line of my convictions 
 and duty. I was satisfied nine years ago that one of the prime necessities of our 
 American people pre-eminently for the Southern States was the education of the 
 negro race. 
 
 NOTHING TO RETRACT. 
 
 “Nine years ago I believed that it was a sacred duty to help forward this work. 
 On this subject I have made first and last about three hundred speeches, and I have 
 shed oceans of ink in writing and arguing and begging and pleading for this cause. 
 Not a word of all I have ever said as to the necessity, as to the duty, as to the prac¬ 
 ticability, as to the usefulness of educating this race have I this day to take back. 
 Nor have I a single statement on this subject to qualify except as the experience of 
 nine years would lead me to make the statement more emphatic. I have a con¬ 
 tempt for a man who is satisfied with any thing he does in the line of duty. The 
 man who is satisfied with what he has done has a very meager view of what a man 
 ought to do. The man who is contented with his achievement of a task has a poor 
 ideal of what true success is. So I am not satisfied to-day with my nine years’ 
 work, and the more I know about it the less I am satisfied. But this I must say, 
 and I say it with a glad heart and a clear conscience, I have done my best, and if I 
 were beginning to-day to do that nine years’ work on this line I don’t believe 
 I could do anything better except as the training and special knowledge I have 
 acquired might help me to do it. 
 
 A MATCHLESS RECORD. 
 
 “ There are a great many things I would like to refer to this morning that are 
 precluded by the lack of time. Some bare, naked statements I must submit with¬ 
 out thinking them out. Some assertions I must submit without the detailed proof. 
 It would take until the going down of the sun to finish it up right, and I want to 
 say, first of all, as a broad statement, of which I feel absolutely certain, that in the 
 history of the human race there is no chapter that matches the chapter that records 
 the effort which has been made to educate the negro race in the Southern States 
 since 1865. Match it, if you can, anywhere ! That is a great deal to say, and per¬ 
 haps I had better offer a bit of proof about it. Twenty-six years ago there were not 
 enough of these people who could read worth counting. Where one could read a 
 thousand could not. So far as the argument goes this whole race at the close of 
 the war was an untaught, illiterate race, so far as knowledge of books goes. There 
 are a few people living to-day who began this work before the thunders of war had 
 fairly ceased, but most of the veterans of the first few years have gone to heaven. 
 There was no other place for such people to go.” 
 
BISHOP HAYGOOD AT CLAFLIN IN 1890. 
 
 887 
 
 MISS MARTHA SCHOFIELD. 
 
 In touching upon the work of the pioneers in the work of educating the negro, 
 Bishop Haygood paid a high compliment to Miss Martha Schofield. “The man 
 who knows her,” he said, “and does not honor her, is a bad man. I count it a 
 benediction in my life that I came to know Miss Schofield well. I am a better man 
 to-day because I have known her.” Resuming his line of argument, Bishop Hay¬ 
 good continued : “As I have said, there is no chapter that matches this one. When 
 these veterans began theirwork this was an illiterate race. I will not tire you with 
 a long string of statistics. I will give you a few summary statements, and some of 
 you who have note-books had better take them down to look at when you get 
 dispirited and think your race has a poorer chance in the world than it really has. 
 I have it from the hand of the United States Commissioner of Education himself, 
 Mr. Harris, not over three weeks ago, that there are in the Southern States 
 
 OVER TWENTY-ONE THOUSAND SCHOOLS 
 
 for colored people, forming part of the public-school system of the Southern States. 
 There was a time, only twenty-five years ago, when there was not a single school of 
 that sort in all this country. In these schools for colored people to-day are enrolled 
 more than 1,100,000 boys and girls. I will give you another statement not so precise, 
 because it comes from the late census, which I fear is not reliable in any respect. 
 To-day not less than 2,250,000 colored people in the Southern States can read. 
 Match that chapter in the history of any country in twenty-five years! When did 
 it ever happen before that in less than one generation two and a quarter millions of 
 an illiterate race were taught to read? [Applause.] It is something to applaud 
 about, my friends. You had far better applaud that fact than if I made you a sky¬ 
 scraping speech and thundered to you about the pyramids and Socrates and Caesar. 
 There is more concentrated eloquence in the statements that there are in the 
 Southern States 21,000 schools for the colored race, that 1,100,000 of your children 
 are enrolled in those schools, and that more than 2,250,000 of your people can read, 
 than anything I could sa^ to you. 
 
 HIGHER EDUCATION. 
 
 “ I have made a careful estimate, and there are about seventy institutions in 
 the Southern States where what is called higher education is taught; where after 
 the course is completed the young man or woman is prepared to teach his or her 
 people. Engaged in these schools are about 1,000 men and women as teachers and 
 16,500 scholars. I have been intimately connected with forty of them, and it has 
 been my duty to study them and the people in charge of them. Among so many 
 teachers there are some trifling men, of course, but, take them all in all, I under¬ 
 take to say that they are trained and qualified for their work, that they are diligent, 
 faithful people, and, what to me is most cheering of all, I do not know a single one 
 of these higher training-schools for colored people in the South, with possibly one 
 exception, that is not under Christian influence. We ought to take heart and be 
 encouraged. Nine hundred qualified men and women under Christian influence 
 preparing the teachers for a whole race of people ! Aye, there is hope. 
 
 I have absolute faith in the power of Christian education, in the providence of 
 God, to solve any problem which the human race ever tackled. You need not be 
 thinking of this perplexity and that, I know as much and more about it than you 
 do. I have been mixed up with it and, being a Southern man, I have had the 
 opportunity for studying it. And if you ask me how I am going to solve the race 
 problem, I say, Pardon me ! It is not my business to solve it. What are you going 
 to do about it? you say. I am going, by the help of God, to keep on doing right. 
 I am going to keep on trying to help everybody, black and white, who needs the 
 help that I can give. Therefore, when Southern or Northern, white or colored, 
 people talk to me about perplexities of this sort and that, and of solving the prob¬ 
 lem of the relations of the races in the future, the only thing I say is to do right 
 to-day and let God attend to his future as he has attended to his past. I have 
 absolute faith in Christian education, and no sort of faith in any other kind of edu¬ 
 cation. I think of the great school that does not honor God and believe in the Lord 
 Jesus Christ and teach his eternal moralities—that the greater it is the greater the 
 curse of it. 
 
 “John F. Slater, when he laid down a round million of dollars to help you folks, 
 had less metaphysics and more common sense in what he said about it than any 
 man I have ever heard of. He just said a few things like this : I want to help these 
 
;888 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 I 
 
 people with their education. I want to help the schools and I want to help the 
 most in the quickest way. I want to help the schools where the teachers are made 
 and where industry is honored. But he put this in above all: I want it all under 
 Christian influence. And if I had found in my travels an infidel, or a deist, or an 
 agnostic, or a fool at the head of one of these colleges, I would not have given him 
 ten cents. I do not mention this chapter in your history to make you proud, but 
 to make you humble, to encourage you, to cheer you, to give you hope for the 
 future. O! how much hope has to do with the life of a man I How much hope 
 has to do with the progress of a race and the history of a people! 
 
 “ I bring you to-day not my speculations or philosophy ; I bring you to-day the 
 brilliant fact of a wonderful history, the Gospel of hope and good cheer. Lift up 
 your hearts, O ye people ! Look to the future with courage ! Look to it with hope ! 
 Upon what will you base your hope ? Upon your desires? They are vain ! Upon 
 your ambition ? That is foolish ! Bottom your hope for the future on the facts of 
 history that God has made for you. Then you can be sure it will be a hope that 
 will not disappoint you. 
 
 BE GRATEFUL TO GOD AND MAN. 
 
 “ I lay it down as a fundamental maxim in religion, morals, and human philoso¬ 
 phy, that no man who is ungrateful to God for yesterday will trust God for 
 to-morrow. No man who is not trusting God for his past will trust him for his 
 future, nor will any people. An ungrateful man is a hopeless man. An ungrate¬ 
 ful race is a hopeless race. I want a hope to be born in your hearts that will never 
 die for the progress, the success, the Christian ennoblement of your race in this 
 country. A man speaking to me the other day of the colored people said : How 
 far can they go in education? I said, I don’t know. They have not been going 
 long enough for me to know. I don’t know and I don’t care. I shall be glad to 
 see them go as far as they can. If there shall rise up from among them an orator 
 who shall rival Demosthenes, I will applaud him when I hear him. If there shall 
 come forth a poet who shall rival Milton, I will read him with delight. I thank 
 God that among my faults, and I have plenty of them, I have not that one which 
 makes me afraid for a man who has not had my chance to have any chance at all 
 for fear ‘he should get ahead of me. Let the future as to education and train¬ 
 ing and Christian ennoblement, and all that belongs to Christian manhood and 
 womanhood, be as great and glorious and large as it may be; hope for all things, 
 for God has never failed you yet! [Applause.] 
 
 PREPARING THEM FOR FREEDOM. 
 
 “ Now I am going to say a thing or two that you will shake your heads at. But 
 you may shake as much as you please if you will only think of them when I am 
 gone. When I talk about gratitude for the past, a great many colored people go 
 back to the Emancipation Proclamation and their gratitude begins there. You 
 certainly ought to be grateful for all that. If I were in your place I would be. 
 But what do you stop there for ? Why don’t you go back one hundred years ? 
 Why don’t you go back two hundred years? You say, I have nothing to be grate¬ 
 ful for before the war! Are you sure of that? What did we know of Africa three 
 hundred years ago? Nothing. 
 
 “ When I was a school-boy Mitchell’s Atlas had one half of that continent marked 
 “desert,” and 28,000 population (?), showing by the interrogation that they were 
 guessing at it. And they missed it by 200,000,000. That was as late as 1847. We 
 know something of it to-day. I have just finished reading Stanley’s two books. 
 They were written by a hero and by one of God’s men, although he may not know 
 it—the man who has blazed the way for civilization in that great and vast conti¬ 
 nent. What does he tell us ? Of a vast population of people in a savage condition, 
 ignorant, superstitious, cruel, idolatrous, some of them cannibals. 
 
 “ Eight or ten months previous to the war, while I was in the depot at Atlanta, 
 I saw on their way to Texas about forty of the black people who were brought over 
 on the bark Wanderer, almost the last, if not the very last, ship that brought cap¬ 
 tured negroes from Africa to make them slaves in tliis country. What were these 
 people? They were black people, men and women. They didn’t know any thing 
 in the world except that they were away from home. They only knew enough of 
 the English language to ask for food. 
 
 “ I am not here to ask any of you to fall in love with slavery. I don’t love it any 
 more than you do. If I am not too good to want it back, I am too selfish. It hurt 
 me more than it did you. Why do I speak of these people—these poor, ignorant, 
 savage people I saw in the depot in Atlanta? To let you see what your great, 
 great-grandparents were in Africa. 
 
FAREWELL ADDRESS BY BISHOP HAYGOOD, 
 
 889 
 
 THE CONTRAST. 
 
 “And here you are to-day in this college on this Commencement day! Here you 
 are, with all the glorious hope of this occasion, as far above those people as I am 
 above the naked old Britons who used to run wild through the woods. My ances¬ 
 tors were naked savages, too. The difference is we got out of it sooner than you 
 did. William the Conqueror ran over my ancestors and whipped them and made 
 slaves of them. But we have turned them down now and the Saxon leads the 
 world. What has this to do with hope? You folks believe in the Bible, don’t you? 
 You cling to that; that is your sheet anchor, and don’t you listen to anybody who 
 talks to you about people who don’t believe in God and the Bible. 
 
 “ Let us go back in that old history to a wonderful scene. Israel had been three 
 hundred years in slavery in Egypt. They had been brought out. God was giving 
 his law through Moses. Suppose God had said: I am the Lord thy God that three 
 months ago found out that you were in trouble in Egypt and got thinking about 
 you, and I have brought you out and you must trust me forever. How would that 
 sound ? No; but he said: I am the Lord God of thy fathers. That gave five hun¬ 
 dred years of wonderful history and all the ages back of it. In the great heart and 
 thoughts of God they had been with him always. He was their God when he 
 called Abraham out of Ur of the Chaldees. He was their God when they were 
 making brick and building cities for Pharaoh, and never forgot them one hour. 
 Do you believe all that? 
 
 EMANCIPATED AT THE PROPER TIME. 
 
 “Now, do you believe this? God would have brought them out one hundred 
 years before if they had been ready. When they were prepared for emancipation, 
 when they had learned the arts and trades of Egypt and were ready, not a day 
 before nor a day after they were ready, God brought them out of Egypt and set 
 them up to be a people. And so it was that not one year before and not'one year 
 too late did God bring about emancipation to you people. The great eternal chro¬ 
 nometer that never runs down struck the hour for you at the right time. Suppose 
 that your great, great-grandfathers in South Carolina had just come from Africa, 
 and suppose they had been set free, as you were in 1865, what could they have 
 done ? They couldn’t have made a hoe-liill; they couldn’t have broken a South 
 Carolina mule ; and a Texas pony would have broken every one of their necks. 
 [Laughter.] They didn’t know the English language. At the end of the war 
 4,500,000 of them knew the language so well that Miss Schofield began organizing 
 schools among you before the thunders of the war had ceased. 
 
 “ What could you have done one hundred years ago? Why, you would have 
 starved to death. Look at the work of these students in all the industrial depart¬ 
 ments of this institution, and compare that work with the sticks hardened in the 
 fire with which your African ancestors attempted to scratch the soil and raise a 
 few beans. Suppose you had been turned loose before you knew those things, 
 would you have been here to-day ? God never forgot you in the past and never 
 made a single blunder about you. Trust him with all your hearts and do not be 
 afraid. 
 
 Hope and gratitude go together. When the Israelites crossed the Jordan they 
 raised a monument which they called Ebenezer. Looking backward it told of a 
 history bright with the providence of God, and looking forward it recorded a 
 prophecy glorious with his promises. Build your Ebenezer and put the year 1865 
 on it. Let one side look back to your history and say: Hitherto the Lord did help 
 us; and let the other side say: He who has faithfully in the past, in spite of hard¬ 
 ship and trouble and bitter training, brought us ready to be freemen will make us 
 freemen by the truth in Jesus. 
 
 THE PREJUDICE TO COLORED EDUCATION. 
 
 “ There are some folks who are opposed to the education of the colored race, but 
 they are not known outside of the hamlets where they were born. There is not any 
 respectable newspapers that reflect the sentiments of thoughtful public men that 
 oppose it. There was a time when there was an immense to-do about it, but the 
 result of this discussion has been to increase the number of your friends, and to 
 hush almost entirely the voice of objection to your education. The fixed result of 
 all the work that has been done in the cause of colored education is to convert the 
 Southern white man to the belief that it don’t breed an earthquake or cyclone for 
 a negro to learn to read. That is not all talk. South Carolina white men pay a 
 large majority of the taxes, and there is not a man running for office to-day who 
 
890 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 would say down with the public schools because the negroes have a chance at 
 them. Her governors recommend and her legislatures appropriate money to help 
 Claflin. What is $5,000 ? you may say. It is nothing in itself, but when it comes 
 with the recognition and approval of the grand old Commonwealth of South Caro¬ 
 lina it means more for your future than a million out of Slater's pocket.” 
 
 Bishop Haygood cited the case of the recently established colored college in 
 Savannah as a branch of the University of Georgia, and claimed that it indicated 
 a miraculous change in the sentiments of the Georgia people. That sort of thing, 
 he said, was not going to turn backward. 
 
 WHO PAYS FOR THE PUBLIC SCHOOLS? 
 
 “My people of the South have their faults, but if there is to be any hard talking 
 about them I will do it myself. These white people down South are no common 
 folks. People who could "fight as hard as they did for four years can do anything 
 they try to do when God but gives them the chance. There is pluck and bravery 
 and endurance in them, and there is obstinacy in them, too. When we start we 
 don’t stop. The public school system for all the Southern States for the education 
 of the colored people costs $7,000,000 a year. Who pays for that? You know who 
 pays for it! The white people pay ninety-five cents of every dollar of it. Am I 
 boasting of it? No; I am very glad we do. I rejoice that we do. If you make 
 good use of education they will contribute more, and if you do not they wont. 
 
 PULLING TOGETHER. 
 
 “ I am not boasting, but I want you people to understand that if the North built 
 Claflin, South Carolina runs the public school system. It is the most wonderful 
 thing in history. Here are these two great sections of the country that quarreled 
 fifty years, fought four, and have been arguing ever since. We don’t agree about 
 a great many things, and particularly we have split all to pieces on notions of the 
 negro. But here it is. A great big car of progress carrying nearly 8,000,000 of you. 
 ancl the white ox bleached by the Northern snows on one side, and the brunette ox 
 burnt by the Southern suns on the other, both pulling. It is true that we have our 
 necks against the pole, and we are sort of pulling off from one another; but don’t 
 you forget it, the Southern ox is pulling the biggest part of the load. Now, diplo¬ 
 macy could not have brought that about. Political management could not have 
 brought that about. Political economy could not have brought that about. God 
 Almighty brought that about. If you go back on God’s providence you ought to 
 perish. 
 
 THE FORCE BILL. 
 
 “ Now I am going to say something some of you may not like at all. It is my 
 opinion and it is truth to me. It has already gone on to the printer, so you will 
 understand I am not saying it for a Southern audience. It has gone to a New York 
 paper and a Republican paper, and I am a Democrat. I am not a crazy Democrat, 
 but I always vote the Democratic ticket. If there be any man who might attach 
 any importance to what I may say as to the future of the negro in the South, to 
 him I say that during the last session of Congress the right of the negro to share 
 in the benefits of the public schools of the South was in mortal jeopardy. Why 
 do I say so? If that election bill which the Southern people called the Force Bill 
 had been passed, the Southern people would have wrecked the whole public school 
 system of the South for themselves and for you before they would have paid ninety- 
 five cents in every dollar used in their support and submitted to the conditions 
 imposed in that bill. 
 
 “ That is something to think about. It is not for me to say whether the Southern 
 people would have been right or wrong. I simply say to you that it is a plain hard 
 fact that if that bill had passed the Southern people, looking at it as they did, 
 would have shut up their public schools for whites and blacks. If I can by God’s 
 help in these closing words get your ears and your hearts, I want to say to you 
 that for any betterment in your condition, for more privileges, larger rights, you 
 must look to God and yourselves, and not to law or force. Congress cannot do it 
 for you. The United States Army cannot do it for you. Force cannot educate a 
 man, and force cannot change another man’s opinion about you either. The truth 
 of the business is that outside power may hurt you a great deal easier than it will 
 help you. If you want more and better things, higher rights, more privileges, the 
 sooner you quit looking to Congress and force, and the more you look to God and 
 your own hearts and hands and brains, the sooner will you get them. 
 
BISHOP HAYGOOD’S FAREWELL WORDS AT CLAFLIN. 891 
 
 TOO ANXIOUS ABOUT RIGHTS. 
 
 “After all these years of observation and study of the needs and peculiarities of 
 your race, I am satisfied that the saddest tiling in the condition of your people 
 to-day is that so many thousands of educated colored men have more anxiety about 
 their rights than they have about their duties. The first effect of going to school 
 is to increase a man’s wants faster than his ability to supply them.” In this. Bishop 
 Haygood said, lay the great danger of all young men, white and black, who were 
 poor and were fitting themselves for the world by getting an education. What 
 makes the poor man is not having little, but wanting more. The unhappy poor 
 man is the man who wants more than he can earn, and is mad because another man 
 has it. The moment a man or woman allowed the desire for more than they could 
 earn to creep into their hearts, the devil was always there to suggest how they could 
 gratify their desires, and then followed crime, disgrace, and ruin. 
 
 IMPROVE YOUR TALENT. 
 
 “God gave you a great lump of rights in 1865. Many of you have used those 
 rights judiciously. Others have not. God will not trust your people with more 
 rights if you abuse those you have. Every man who abuses Iris rights strikes a 
 blow' at the whole race to which he belongs. 
 
 THE DEMON OF STRIFE. 
 
 “ In this last speech r make in this ministry I cannot do you a greater service 
 than to put you on your guard against your worst enemy. I don’t know whether 
 he is white or black. I don’t know whether he was born in South Carolina or Massa¬ 
 chusetts. I don’t know whether he is a Republican or Democrat, Radical or Mug¬ 
 wump. The worst enemy of your race and my race is that villain who tries to 
 create bad blood between your race and mine. He is your foe—he is mine ! I hate 
 him. I don’t care where he comes from. He is a mean, bad man, without mercy 
 n his heart, or conscience or grace. Don’t listen to him, no matter where he comes 
 rom or whatever be his color.’ 
 
 WELL WORTH THE COST. 
 
 In closing Bishop nay good said: “ What has been accomplished for your race is 
 worth all that it has cost in money and services. Don’t forget the maxim of John 
 F. Slater, whose million has done more good in these past nine years than any other 
 million ever did before it. Don’t forget his three trainings: Head training, that 
 you may think right; heart training, that you may do right; and hand training, 
 that you may make an independent living for yourselves. 
 

APPENDIX A A. 
 
 PAPERS RELATING TO TECHNICAL EDUCATION IN ENGLAND. 
 
 I. Introduction. 
 
 II. Extracts from Inaugural Address on Technical Education in English Ele¬ 
 mentary schools by M. C. J. Dawson, President National Union of Elementary 
 Teachers, New Castle, on Tyne, March 26th, 1883. 
 
 III. “ Workshop Instruction in Technical Schools,’’ 1884. 
 
 IV. “Technical Training in Board Schools,” 1884. 
 
 V. Addresses by the Lord Chancellor and the Prince of Wales at opening of The 
 City and Guilds of London Institute, 1884. 
 
 893 
 
APPENDIX A A. 
 
 PAPERS RELATING TO TECHNICAL EDUCATION IN ENGLAND. 
 
 I. 
 
 INTRODUCTION. 
 
 A paragraph in Dr. Fuller’s inaugural address at Worcester, Mas¬ 
 sachusetts, in June 1883,* emphatically calls attention to the present 
 important movement in the promulgation of Technical Education in 
 England. He says : “Inthe interval of three yeai’s between my two 
 visits, and careful studies of European schools of almost every grade, 
 there has been a very marked progress in technical and industrial 
 training. England has doubled its outlay for this purpose within 
 that brief time, and no one who has not been on the ground has any 
 adequate conception of the intense interest now taken there in this 
 form of education.” 
 
 The events of the following season, the summer of 1884, in England, 
 would go to show that so far from exaggerating or over estimating 
 the extent and energy of this movement in England, Dr. Fuller had 
 understated it. The publication of the Second Report of the Royal 
 Commission on Technical Training,—a report which contains a care¬ 
 ful survey of what is being done in this field of Education, by the 
 leading manufacturing countries of the Continent of Europe, and 
 also a brief special report on “Technical Education in the United 
 States” made for the Commission by Mr. William Mather, an iron 
 manufacturer of Sheffield, furnishes tangible proof of the very prac¬ 
 tical interest felt in the subject. 
 
 The inauguration, in South Kensington, of the magnificent new 
 building for Technical Training, known as “ The City and Guilds of 
 London Institute,” almost simultaneously with the issue of this 
 voluminous report, by the Royal Commissioners, strikingly indicates 
 the extent and vitality of this movement. 
 
 Within a very recent period the Guilds of London have developed 
 great activity in this Educational direction. They built and founded 
 a large institution known as the “Technical College of Finsbury,” 
 (a district of London), at a cost of $175,000 to serve as a model 
 school for artisans. This school will accommodate 700 scholars and 
 was opened February 19th, 1883. They also established the South 
 London Technical Art School, accommodating 100 pupils. 
 
 The Central Training School building at South Kensington, opened 
 in 1884, and in which the educational exhibit in connexion with the 
 Health Exposition was held, represents, however, their great work. 
 
 *See ante, pages 736-740. 
 
 895 
 
896 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Dr. Fuller mentioned the new Polytechnic building to be opened in 
 Berlin, in October, 1883, as the largest and finest single school build¬ 
 ing in the world, and as designed to accommodate 4000 students,—but 
 this London Institute can accommodate 6000 students !—The late 
 Professor Huxley, afterwards President of the Royal Society, and 
 who presided at the distribution of prizes to the pupils of the Fins¬ 
 bury College, December 11th, 1883, in the course of his remarks fully 
 confirmed Dr. Fuller’s estimate of the recent rapid increase of English 
 effort for Technical Training, for he said : “ that six years ago there 
 was no efficient technical school of art or science in the City of Lon¬ 
 don” while now, in 150 centres of population in the United Kingdom, 
 classes were connected with the City and Guilds of London Institute, 
 and there were 3000 applications for examination. 
 
 The Lord Chancellor’s address, at the formal opening of the new 
 building of the Institute by the Prince of Wales,—which follows in 
 this Appendix,—gives a concise account of the establishment of the 
 new Institute and of the work done by it in fostering and extending 
 opportunities for Technical Education: while the address of the 
 Prince of Wales, in reply, gives ample evidence of the general inter¬ 
 est in the subject and shows, on the part of the Prince himself, an 
 intelligent comprehension of the situation in all its various relations. 
 
 The Report of The Royal Commission before mentioned is in five 
 large volumes ; the two first published contain about 500 pages each. 
 The first volume will be found of great value to all who care to know 
 about the Continental schools, and are interested in the comparisons 
 instituted between them and the British schools, which are also 
 described. The second volume is given to a report on Agricultural 
 Education, and to the report on the United States, which last occu¬ 
 pies but 84 pages. 
 
 While it is of interest to know what others have to say of us and 
 to observe what special objects of interest an intelligent foreign 
 observer finds, this particular report is too cursory to be of much 
 practical value for Americans. Mr. Mather, attributes the charac¬ 
 teristics of American Inventors and Engineers,—their originality and 
 boldness,—to the needs of the new country and to that general intel¬ 
 ligence of the people which is due to the excellence and universality 
 of the public school training. The notable ingenuity of our inven¬ 
 tors, and especially the plan adopted by Americans of constructing 
 all machines whenever possible, of interchangeable parts, met with 
 his most enthusiastic approval. To our higher Technological schools 
 he gives highest praise and says the similar European schools are 
 not better, only more numerous. 
 
 It is evident that little or no attention was given by Mr. Mather to 
 the schools of Industrial Art, or High Art, only five or six of which 
 ^are even named ; so that the report is valueless so far as these artistic 
 'schools are concerned ; though, on what seems very insufficient 
 ground, he does not hesitate to declare their influence upon the 
 industries and arts of the country, to be nil! It is, however, probable 
 that, as Mr. Mather’s time was mostly given to the inspection of 
 manufactories, machine shops, and Technical mechanical schools, he 
 did not see, or was not informed of. the few artistic industrial devel¬ 
 opments that have been made. The goldsmith’s work of Tiffany & 
 Co., the embroideries and new textile fabrics, of the “Associated 
 Artists” in New York, the Cathedral glass of Mr. La Farge, and of 
 Mr. Tiffany; the Cincinnati Art Potteries, The Chelsea Art Tiles, 
 
PAPERS ON TECHNICAL EDUCATION IN ENGLAND. 897 
 
 The Terra Cotta productions, the Carvings in stone and some recent 
 architecture, all, either the direct result of the application of art to 
 industry, or the result of art influences and of ai'tistic training, do 
 show some decided advances. The more general interest taken by 
 the community, in Art and in Artistic industries, during recent years, 
 may be fairly attributed in part to those art educational movements 
 in the United States which definitely began in 1870, with the calling 
 of Walter Smith to Massachusetts, and which were stimulated and 
 widely extended through the impression made by the surpassing 
 beauty of the examples of the artistic industries of Asia and Europe, 
 shown at the Centennial Exposition in Philadelphia, in 1876, and 
 which gave to multitudes of the American people their first concep¬ 
 tion of the marvellous extent and glory of the hitherto unknown 
 realm of Art.* 
 
 There certainly remains enough to be done in all artistic directions, 
 but it were very unjust to what has been already accomplished, if 
 this careless dictum of Mr. Mather’s report were to be accepted as, 
 in any respect, a competent conclusion or authoritative judgment. 
 
 The conclusions, arrived at by the Royal Commissioners, as given 
 in the first volume of their Report, are quoted in full, in the Annual 
 Report of the U. S. Commissioner of Education for the year 1882-3. 
 
 The few papers grouped in the present Appendix, have been selected 
 as furnishing an opportunity for comparing the similar efforts in Eng¬ 
 land and in America, under somewhat similar circumstances; though, 
 owing to the different conditions of the two countries, such com¬ 
 parisons can never be very accurate, and these extracts are of neces¬ 
 sity inadequate for any very thorough study; because, in the first 
 place, the subject of Technical Training only comes within the scope 
 of this Report as a necessary corollary and outcome of the training 
 in industrial drawing, on which, in a greater or less degree, all tech¬ 
 nical education must be based ; and secondly, because space is want¬ 
 ing for an adequate showing of the existing English technical schools 
 and experiments. 
 
 The extract from Dr. Dawson’s inaugui’al address, as President of 
 the English “National Union of Elementary Teachers ”, voices objec¬ 
 tions, not wholly unfamiliar to Americans, against forcing technical 
 training, other than drawing, into the Elementary schools. 
 
 The two papers read before Section “ B ”, of the International Con¬ 
 ference on Education, and the brief introductory words of the chair¬ 
 man, and of Mr. Philip Magnus, who is at the head of the City, and 
 Guilds of London Institute, are of interest. The first paper, giving 
 the account of workshop instruction in the Allan Glen’s Institution, 
 Glasgow, describes methods which seem somewhat to correspond 
 with those of the Manual Training School attached to the Washing¬ 
 ton University, St. Louis, Mo.; while the recital of the effort to 
 introduce technical training in a school in Sheffield, and the appended 
 plans and estimates for school workshops, will be of interest to those 
 whose attention has been drawn to the Dwight School experiment in 
 Boston, and to the Free Public Manual Training School in Baltimore. 
 
 These last two papers were read on August 4th, 1884, at one of the 
 sessions of “ The International Conference on Education ” held in con¬ 
 nection with the Health Exhibition in London. The address of the 
 Lord Chancellor to the Prince of Wales, at the opening of the City and 
 Guilds of London Institute, has already been referred to ; it contains 
 an admirable resumd of the work of the Guilds in promoting Tech¬ 
 nical Education, and shows, incidentally, something of the extent 
 
 ART—VOL 4-57 
 
898 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 and object of the new movement throughout the United Kingdom. 
 The answering address of the Prince, bears direct testimony to the 
 general interest manifested in this new educational movement; 
 attention is called to his remarks upon the need of training teachers, 
 and his approval of the provision made for such training by the 
 Institute. As has been often reiterated in this Report, there is no 
 other way of speedily introducing a new study successfully;—the 
 seed for the desired harvest in the pupils must be first sown in the 
 minds of the teachers. 
 
 II. 
 
 Technical Education in English Elementary Schools.* 
 
 The following remarks upon the proposal to introduce specific 
 technical industrial training in the English Elementary Schools are 
 taken from the inaugural address of Mr. C. M. Dawson, President 
 elect of The National Union of Elementary Teachers, delivered at 
 their 14th Annual Conference, at New Castle on Tyne, March 26th, 
 1883. Reported in “The Schoolmaster” of March 31st, 1883.—(See 
 page 395 of that journal.) 
 
 REMARKS BY PRESIDENT DAWSON. 
 
 “Technical education, very happily defined in a recent spe.ech as 
 ‘ the application of art and science to industry—that is, the appli¬ 
 cation of truth and beauty to industry'—comes appropriately as a 
 pendent to secondary education, of which, indeed, it may be regarded 
 as a variety. As such, it should follow primary instruction, and 
 not be mixed with it, except in a very elementary form, and in*small 
 proportions. As classical schools may be considered preparatory for 
 the learned professions, and modern secondary schools for mercan¬ 
 tile and other general pursuits, so technical schools may be looked 
 upon as preparatory to those manufactures and occupations which 
 need special scientific knowledge or artistic ability. The technical 
 schools at Bradford, Leeds, Nottingham, and some other large towns 
 must prove very serviceable in the improvement of our staple indus¬ 
 tries ; and the same end is being promoted by the technological 
 examinations under the London Guilds, and the Whitworth and 
 other Science and Art scholarship connected with South Kensington. 
 The application of a considerable part of the enormous revenues of 
 the City companies to the encouragement of technical schools would 
 be no unfit mode of using their accumulated wealth. The Royal 
 Commission which is prosecuting its inquiry into this subject at 
 home and abroad with such energy and completeness, will in all 
 probability lead to important advances m technical instruction ; but 
 such suggestions as have been made by a few specialists, for the 
 introduction of a scheme of technical instruction into elementary 
 schools are much to be deprecated. 
 
 * Inadvertently the papers quoted in this Appendix were set in “ Long Primer ’’ 
 type instead of in “ Brevier”, which last is the type in which it is intended (hat 
 all quoted matter, in the volumes of this Special Report, shall be printed ; so as to 
 be readily distinguished from the original matter which is in the larger type. As 
 the value of such a Report consists so largely in abstracts and selections, the smaller 
 type adds greatly to the comprehensiveness, as well as conciseness of the volumes, 
 and is, therefore, adopted. 
 
INAUGURAL ADDRESS BY PRESIDENT DAWSON. 
 
 899 
 
 VALUE OF ELEMENTARY TRAINING IN DRAWING. 
 
 “ The curriculum is quite extensive enough already ; and the teach¬ 
 ing of drawing, which lies at the foundation of so many branches of 
 industry, that it has been called ‘ the mainspring of technical educa¬ 
 tion,’ is about all that can fairly be attempted. And the introduction 
 of that into the primary school is justified not so much by its practi¬ 
 cal usefulness in various industries, as by the fact that it trains the 
 eye and hand to habits of accuracy, and develops the taste. From the 
 commission I have mentioned we may perhaps hope for some help to 
 improve our elementary teaching of drawing ; meanwhile, it is to be 
 regretted that the latest changes made in the regulations for encourag¬ 
 ing the teaching of art in day school seems like to prove hindrances, 
 rather than helps. 
 
 EXCESSIVE ATTENTION -GIVEN TO SEWING. 
 
 “ There is one branch of instruction, allied at least to technical, for 
 it is in the practice of a real handicraft, of which I think we have 
 more than enough in our girls’ schools—I mean needlework. To me 
 it seems that the devotion for about 200 hours per year for the seven 
 or eight years of a girl’s school-life to the learning of this manual 
 occupation, must involve a waste or misuse of time, especially now 
 when the widespread use of the sewing machine tends to lessen the 
 need for needlework. Not to obtrude views which may be held by 
 many to be extravagant ; I will simply say that I believe no harm 
 would be done, and I am sure most schoolmistresses would find great 
 relief if the requirements of sewing and examination in the same 
 were altogether dispensed with in infant schools and if they were 
 deferred in girls’ schools till the third standard were reached. 
 
 “ Much of this review of the general question of national education 
 may seem to be outside the range of matters specially interesting to 
 teachers of elementary schools ; but I hope to show further on that 
 the whole question concerns us closely, and I regard it as part of our 
 business to watch the signs of the times, and strive to understand 
 the drift of events, that we may take the current when it serves, 
 and be carried forward on its crest to the fulfilment of our reason¬ 
 able hopes. I hope, too, that the discerning eye, looking abroad over 
 the whole region of education, may observe the ‘ streams of ten¬ 
 dency’ as they wind their courses down the slopes of time, until 
 they form a mighty river flowing on to broader waters, whereon may 
 ride in peaceful security and enduring prosperity the ship of the 
 State, attended and defended by a convoy of sister-craft—literature, 
 science, art, law, commerce, and religion.” 
 
 t 
 
III. 
 
 Workshop Instruction in Technical Schools. 
 
 This paper, and the one which succeeds it, were both read, in the 
 order here given, before Section “ B ” of the International Conference 
 of Education. 'This Conference which opened August 4th, 1884, was 
 held in the new Building of the City and Guilds of London Institute, 
 in South Kensington, London.* This report of the meeting is from 
 “The Schoolmaster”f of August 16th, 1884. Mr. Philip Magnus, 
 who made the opening address to Section B, is the Director and 
 Secretary of the “Institute.” What he says is of interest as summing 
 up his observations as a member of the Royal Commission on Tech¬ 
 nical Education and as indicating that Art, although hardly yet 
 recognized by the promoters of Technical Training, who are naturally 
 first absorbed by the Engineering and Mechanical phases of the sub¬ 
 ject ;—has yet, an important function to perform, if this technical 
 training is to promote the higher forms of industrial production. 
 
 “Opening Session of Section B. 
 
 “ The proceedings of this section commenced at two o’clock, Right 
 Hon. A. J. Mundella, M. P., Vice-President of the Council of Educa¬ 
 tion, presiding. 
 
 “The Chairman, in the course of some preliminary remarks, said it 
 gave him the greatest pleasure to respond to the invitation which 
 had been given him to take the chair on this occasion. Mr. Magnus, 
 who would deliver an introductory address, had, during the last 
 three years, been a member of the Royal Commission on Technical 
 Education, and lie and his colleagues had rendered most valuable 
 service by presenting the most complete report that had ever been 
 furnished to Parliament on this subject. Its recommendations were 
 exceedingly wide in their scope, involving very serious responsibility 
 upon the Education Department, and for the consideration of Par¬ 
 liament. And it was because he wished to recognize, to the best of 
 his ability, the great services which Mr. Magnus and the other Com¬ 
 missioners had rendered to the cause of technical instruction that he 
 hadcome there to preside over that important section.” 
 
 *The admirable inaugural address delivered by Lord Reay, on the opening of 
 this notable assembly of educators, is given in Part I of this Report. (See Appendix 
 “ H.”) The official reports of the proceedings of this Educational Conference, 
 which was held in connection with the “ International Health Exhibition,” are 
 contained in the four large volumes numbered XIII-XVI, in the series of “ Health 
 Exhibition Reports." Some additional extracts from papers read before different 
 “ Sections” of this Conference, with the discussions which followed, will be found 
 in Part II of this Report. [See Appendices “ J ” and “ O.”] 
 
 f “ The Schoolmaster. An educational Newspaper and Review, London, England.” 
 Since 1872, the authorized organ of the National Union of Elementary Teachers. 
 
 901 
 
902 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 THE ADDRESS OF MR. MAGNUS. 
 
 “ Mr. Philip Magnus, one of the Vice-Chairmen of the Section, then 
 delivered an introductory address, in the course of which he made 
 frequent allusions to the report of the Royal Commission on Techni¬ 
 cal Education, of which he was an active member, pointing out sub¬ 
 jects which might be discussed by the Section. The Commissioners 
 recommended that drawing should be rendered obligatory in all State- 
 aided schools. In 1882 there were more than two millions of children 
 who were not taught drawing, the percentage to which it was taught 
 in private schools being very small. The necessity of scientific 
 instruction to those engaged in manufactures or the industrial arts 
 was a settled point of education. If workshop training were intro¬ 
 duced into our elementary schools it should not be given before the 
 pupil had attained the fifth Standard. The results at which the 
 Royal Commission had arrived with respect to apprenticeshop 
 schools were rather of a negative than a positive character. It was 
 said there was no school like the factory or the workshop, and they 
 had still to ascertain the trades for which these training schools 
 could give the best instruction. Then there was the question of 
 evening classes in which scientific instruction was given in the 
 principles of mechanics, of geometry, and chemistry. It was a 
 question of importance whether the system of teaching specially 
 adapted for boys in middle-class schools was adapted for adult work¬ 
 men. There was no doubt that in the selection of foremen from 
 workmen preference would be given to men who had made them¬ 
 selves conversant with more than one branch of the trade in which 
 they were engaged. It was one of the functions of the technical 
 schools to give that wider instruction. In the department of art 
 they were still groping their way. The design might be very 
 beautiful, but not adapted for the material in which it was to be 
 worked. The designer must be something more than an artist. In 
 France Industrial art-teaching was but little attended to, but in 
 Germany this was a very important branch of instruction. There 
 were schools for applied art where drawing and painting were taught 
 with reference to special industrial trades. Technical instruction in 
 reference to art had only arrived at an early stage in this country. 
 The question was how that knowledge could be enlarged. He was 
 glad to see that a day was to be devoted to the consideration of the 
 teaching of art in its industrial phases and aspects.” 
 
 A vote of thanks having been accorded to Mr. Magnus for his 
 address, 
 
 Mr. E. M. Dixon, of the Allan Glen’s Institute, Glasgow, read the 
 following paper on 
 
 WORKSHOP INSTRUCTION IN TECHNICAL SCHOOLS. 
 
 “ In the present paper it is intended to summarise as briefly as pos¬ 
 sible the results of four years’ experience in workshop instruction in 
 connection with the Allan Glen’s Institution, Glasgow ; and, in order 
 that this experience may be correctly judged of in relation to the 
 experience of other technical schools, it will be necessary to state at 
 the outset what is the aim of the institution in question. 
 
 “ This institution is organized so as to supply a suitable education 
 to boys who are intended for mercantile or manufacturing pursuits 
 until they attain to their sixteenth or seventeenth year. The scope 
 
COURSES OF STUDY IN ALLAN GLEN INSTITUTE, 
 
 903 
 
 of the teaching has been determined by considering the age at which 
 lads belonging to the middle classes usually leave school to enter 
 upon apprenticeships. Speaking for Glasgow, we may say that this 
 age rarely exceeds sixteen or seventeen years; and that, in point of 
 fact, it falls in the great majority of cases considerably below e'ther 
 of these limits. This statement, it may be remarked, is true, not 
 merely in families where the expense of educating lads to their six¬ 
 teenth year is somewhat beyond their means, but it is also true in 
 very many cases where the expense of education is not a matter of 
 much consideration, but either where the education that a school 
 can supply to a lad of sixteen is believed to be less valuable than the 
 practical education he acquires at that age in the office or in the 
 workshop, or where the parent’s authority is insufficient to keep 
 the boy at school. 
 
 GENERAL STUDIES PRECEDE THE TECHNICAL. 
 
 “ The scope of the instruction being determined by the age at which 
 ■pupils leave school to begin apprenticeships, the subjects of that 
 instruction have in like manner been fixed, bv considering that the 
 object really is to prepare lads for learning thoroughly trades that 
 have a mechanical or chemical basis, and this, too, in view of the 
 fact that, as apprenticeships generally exist at present, the actual 
 workshop must be regarded as a very defective teaching institution. 
 It had also to be kept in mind that technical instruction must be 
 preceded by, and indeed as far as possible accompanied by, a 
 thorough course of education in English and other subjects that 
 belong to a liberal and general education. 
 
 “ Guided by these considerations, it was evident that, in regard to 
 what may be called the scientific and technical subjects, a school 
 such as the one now in question, must lay much stress upon mathe¬ 
 matics, physics, chemistry, and drawing, and treat these subjects, 
 at least in the earlier stages, as part of the curriculum of study of 
 every pupil, whether intended for industries of a mechanical or of 
 a chemical nature. As it further seemed desirable to provide means 
 for pupils to acquire something in the shape of really professional 
 instruction in each of these directions, it became necessary to intro¬ 
 duce specialization of technical studies in the last year’s course, and 
 to give, in the direction of engineering on the one hand, and of prac¬ 
 tical chemistry on the other, instruction of a character as real and 
 practical as possible. It need scarcely be added that a chemical 
 laboratory and a school workshop are necessarily two of the class¬ 
 rooms of an institution that was to be organized on these lines, and 
 we have now to estimate, as accurately as possible, the results that 
 have come from the teaching in one of these during the last four 
 years—viz., the workshop. 
 
 HOW DRAWING IS TAUGHT IN THIS SCHOOL. 
 
 “ Instruction in drawing naturally commences with free-hand draw¬ 
 ing, and that subject is regularly taught during five successive years 
 to every pupil who goes through the full curriculum of the school. 
 Such a pupil has had three years’ instruction in free-hand drawing 
 by the time he commences the study of mathematics—that is, on an 
 average, when he is about thirteen years of age; and during the 
 next two years he receives instruction, not only in free-hand drawing 
 
904 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 and mathematics, but also in drawing with instruments, in the ele¬ 
 ments of physics and of chemistry, and in the principles of theo¬ 
 retical mechanics. It is at the end of this time that the pupil is 
 introduced to mechanical drawing and to a course of practical exer¬ 
 cises in the workshop, and these subjects, with others that need not 
 be specified at present, occupy the pupil for the two remaining years 
 of his course of study. It should he added, however, that during 
 these last two years the pupil also continues his study of practical 
 solid geometry, in order that he may attain to a thorough grasp of 
 that subject, as it forms, in fact, the foundation of all real knowl¬ 
 edge of technical drawing under its various forms. In this way, the 
 pupil who passes through the full curriculum has instruction for five 
 years in free-hand drawing, for four years in practical, plane, and 
 solid geometry, and for two years in machine drawing. 
 
 PRACTICAL DRAWING IN THE WORKSHOP. 
 
 “ In the workshop he also Las instruction for two years in making 
 models, patterns, or other articles in wood or metal from working 
 drawings, and according to measurement. His exercises in machine 
 drawing are also carefully graduated during his two years’ course, 
 so as to keep clearly before him at all times the relation of the object 
 to the drawing or drawings of it, that he may be making. A pupil 
 is never allowed to make a mere copy of a drawing, but he may nave 
 to make a proper scale drawing from a rough dimensioned sketch, or 
 produce a drawing, or set of drawings, of a machine or a model, from 
 measurements taken from it by himself, and in the last year of his 
 course he may have to do exercises involving more or less original 
 designing. 
 
 “ The exercises of the workshop operate, therefore, in training the 
 pupil to see with his mind’s eye the object in the drawing, that is to 
 say, he there learns in the most real way the interpretation of 
 mechanical drawings; and, when with skill in that direction there 
 is conjoined on the other hand ability to draw, the qualifications of 
 the mechanical draughtsman are supplied. 
 
 METHOD OF INSTRUCTION IN THE MECHANICAL COURSE. 
 
 “ Finally, it may be well to state how the instruction in engineering, 
 generally, is given in the Allan Glen’s Institution. As principal 
 teacher, we have a gentleman wdio held one of Sir Joseph Whit¬ 
 worth’s scholarships for three years, and to whom is entrusted all 
 the theoretical instruction, and the superintendence of the opera¬ 
 tions carried on in the workshop. In the workshop, again, an excel¬ 
 lent workman, who is also able to prepare lecture diagrams, and 
 otherwise occupy his time in school work when not engaged with 
 pupils, is present during the school hours of every day. As pupils 
 require a large amount of personal attention, it has been found to be 
 impracticable, with one teacher, to send into the workshop more 
 than about fifteen pupils at the same time, and hence classes 
 exceeding that number have to be taught in relays. This, however, 
 
 ■ does not in actual operation cause any serious inconvenience. The 
 larger tools, such as saws, planes, &c., belong to the institution, 
 and each pupil lias to provide himself with a box of small tools that 
 cost him about £1. The material at first employed by the pupils is 
 wood, and so long as they are unable to work fairly well to measure- 
 
METHODS AT ALLAN GLEN INSTITUTE, GLASGOW. 
 
 905 
 
 ment, the articles made by them are simple ones of their own selec¬ 
 tion, and become their own property upon payment of the material 
 consumed. On the other hand, after a pupil has advanced to the 
 point of being able to make a wooden model to scale, he begins to 
 work for the institution, and regularly employs working drawings. 
 He proceeds afterwards to work in metal, when, in the opinion of 
 the principal teacher, he is able to take that step with advantage. 
 As to the spirit with which boys go into their exercises in the work¬ 
 shop, I. need merely say, it is what any person might anticipate who 
 remembers the pleasure lie. had himself when young in working 
 with tools of any kind ; and as to the quality of the work that lads 
 can be got to do under the circumstances I have endeavored in this 
 short paper to explain, I will leave the exhibit of models from the 
 Allan Glen Institution to speak. ” 
 
 “The Chairman remarked that they had heard a very excellent 
 paper from an earnest practical Scotchman, in which he had given 
 most interesting inforrqation of the practical working of one of the 
 best institutions of his country. He knew instances of boys, edu¬ 
 cated in the Allan Glen Institute, having taken positions which lie 
 should never have thought boys of their age could so rapidly have 
 attained. It was for such puposes that technical instruction was 
 needed, and in his own fashion Mr. Dixon had worked out an excel¬ 
 lent technical system.'’ 
 
IV. 
 
 Technical Teaching in Board Schools. 
 
 Mr. J. F. Moss, Clerk of the Sheffield Board School, next con¬ 
 tributed a paper on “Technical Teaching in Board Schools.” 
 
 “The experiment has been tried, with some degree of success, of 
 teaching boys at selected schools to make up some simple articles of 
 furniture, and a great amount of interest has been shown by the 
 pupils. 
 
 pedagogical methods essential. 
 
 “ But to be of fullest value the school-workshop should have a 
 much wider aim than that of mere amusement, or even the teach¬ 
 ing of young people to do a few useful things. It should supply a 
 connecting link—practical in its bearing, and thoroughly educational 
 in its character—between theoretical knowledge, as heretofore too 
 exclusively relied upon, and the industrial pursuits in which such 
 knowledge may be applied. It should be an integral part of the 
 educational system, adapted to the requirements of industrial com¬ 
 munities. It should become a means of illustrating scientific prin¬ 
 ciples and of applying in practice theories which, of themselves, too 
 often appear to the pupil as useless dry bones. The training of the 
 hand and eye should be immediately associated with the development 
 of mental faculties. The practice in the workshops, then, should 
 have a distinct and definite relation to the work of the school itself; 
 one should work naturally into and help the other. 
 
 “An experiment in this direction with which I have been associated 
 in Sheffield, has been carried out in connection with the Central 
 Higher Board School. Here the ordinary work begins with the sixth 
 standard—it did up to this year begin with the fifth standard—and 
 some 600 pupils selected by examination from other public elementary 
 schools have the opportunity given them of taking up drawing in its 
 various branches, including geometrical drawing and machine draw¬ 
 ing and construction, besides mathematics, mechanics, chemistry, 
 magnetism, and electricity, and other subjects, which, for reasons 
 that need not here be dwelt upon, it would be impossible to teach 
 with advantage in ordinary public elementary schools without either 
 involving excessive expenditure or the neglect of other essential 
 work. 
 
 AN EXPERIMENT IN MANUAL TRAINING. 
 
 “ What has been so far attempted maybe briefly stated. Some 
 ordinary workshop benches have been fitted with simple appliances 
 for working in wood and iron. Various local firms have gratuitously 
 supplied excellent sets of tools, and the upper boys of the school are 
 
 907 
 
908 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 encouraged to come before the ordinary school hours and use them 
 under the direction of the science master and a skilled mechanic. 
 Only a small number of pupils can be accommodated at one time, 
 but they gladly do the work without interfering with their regular 
 course of study—in fact, admission to the workshop is accounted a 
 high privilege—and there is no doubt that in many respects the 
 privileged ones gain substantial advantages. Thus from geomet¬ 
 rical drawing the pupils naturally turn to the shaping of correct 
 geometrical forms in wood and iron, and it may be safely assumed 
 that their workshop practice has been of immense value in increasing 
 their appreciation of the subject in all its bearings. The thing 
 assumes a reality which lines on paper and dry formulae could not 
 give. Mechanical drawing, too, is invested with greatly increased 
 interest when in the workshop its language can be practically inter¬ 
 preted and exemplified. In this department of work, Mi’. Ripper, to 
 whom I am indebted for much practical information upon the sub¬ 
 ject, has been singularly successful with boys even of twelve and 
 thirteen years of age, but this success is undoubtedly attributable in 
 a great measure to his own practical knowledge as distinct from the 
 power alone of teaching drawing. Mere cleverness in drawing is of 
 secondary importance as compared with a correct understanding of 
 the principles of construction and the why and the wherefore of the 
 parts delineated. Therefore, before pencil is put to paper, the pupil 
 is required to clearly understand the uses and application of what¬ 
 ever portion of machinery is to be drawn. But how greatly must 
 the value of this kind of instruction be enhanced when the pupil can 
 afterwards proceed to the actual construction of working models. 
 
 “ Those who are thus trained, will start in the world with very dis¬ 
 tinct advantages ; with grander conceptions of the dignity of labour ; 
 fuller appreciation of the duties of artisanship, and brighter pros¬ 
 pects of useful careers than could possibly be theirs without such 
 aid. One good moral effect has already become apparent: boys 
 begin to account it more honourable to seek useful positions in the 
 workshop than to hanker after clerkships, or what have been called 
 more ‘ genteel employments.’ And'there is no doubt they may have 
 better chances of promotion, for among such will probably be found 
 the foreman of the future whose scientific knowledge will displace 
 the old rule of thumb, increasing the productiveness of labour, and 
 inducing a higher standard of excellence which must directly tend 
 to the national welfare.” 
 
 SUGGESTIONS FOR A SCHOOL WORKSHOP. 
 
 Appendix .—As to the Equipment and Cost of a Small School 
 Workshop. — [It should be noted that Mr. Ripper’s scheme, though 
 capable of general adaptation, may to some extent be considered as 
 specially suitable for districts in which iron and steel industries pre¬ 
 dominate, and that for other localities greater prominence might be 
 given to somewhat different lines of work.] 
 
 (1) Wood-work shop, to accommodate about 12 boys, fitted with 
 benches and ordinary wood working tools, to enable them to make 
 such articles as the following :—Samples of various kinds of wood- 
 joints, small tool-cliest, barrow, writing desk, model door, cupboard, 
 model staircase, model roof trusses ; also, if one or more wood-turn¬ 
 ing lathes could be furnished, many more interesting exercises might 
 
A MODEL EQUIPMENT FOR SMALL SCHOOLS. 
 
 909 
 
 be attempted, such as tables with turned legs, book-shelves with 
 turned supports, ladder, balusters, clothes-horse, towel rack, fancy 
 articles, etc. 
 
 (2) Iron-work room to accommodate twelve boys, fitted with 
 benches, twelve engineers’ vices, hammers, chisels, and files, grind¬ 
 stone, two or three smiths’ forges and anvils, hand drilling-machine, 
 and, if possible, a small iron turning-lathe. A useful set of exer¬ 
 cises might include: wrought-iron fire-screens, wrought-iron model 
 gates, model bridges, model roof-trusses, model crane, the filing up 
 of plane surfaces, and of simple geometrical forms with accuracy. 
 
 (3) Clay-modelling room, also to accommodate about twelve boys, 
 and fitted with benches, modelling tools, and plaster casts. 
 
 By the above arrangement a class of thirty-six boys spending, say, 
 four or six months in each department, and working from an hour 
 to an hour and a-half before or after ordinary school hours each day, 
 or for, say, three or four hours on Saturdays, would obtain a highly 
 useful practical training. 
 
 (4) In addition to the above three rooms, another room to be set 
 apart as an experimental mecbanic’s laboratory, and as a store-room 
 in which to place the best specimens of workmanship from the work¬ 
 shops, models for machine drawing, &c. 
 
 The mechanical apparatus required is similar to that devised by 
 the late Professor Willis of Cambridge, such as is now made by 
 Messrs. Rigg, of II Queen Victoria Street. The object of this 
 apparatus is to enable a class of boys, under the direction of a 
 teacher, to go through a series of simple quantitative experiments 
 in the principles of mechanics, the boys themselves handling the 
 actual apparatus. 
 
 A list of suitable experiments may be found in Professor Ball’s 
 book on Experimental Mechanics ; also in Professor Perry’s Prac¬ 
 tical Mechanics. 
 
 [By the kindness of Messrs. Rigg some sample experiments have 
 been fitted up for inspection. J 
 
 The boys to be required to adapt, fit and bolt together, the various 
 parts from a hand sketch of the arrangement in their own note 
 books, and which has been previously explained in class. They are 
 also to note down carefully the result of their experiments. 
 
 Approximate cost of tools, &c., required for the fitting up of an 
 efficient school workshop to accommodate 24 boys working at one 
 time, 12 at iron and 12 at wood :— 
 
 £ 
 
 Wood tools, 12 sets at 15s. 6d......... 9 
 
 Iron tools, 12 sets at 27s. (including vice). 16 
 
 A good collection of wood tools for general use for doing advanced 
 
 work.. 30 
 
 Ditto iron tools. . 30 0 0 
 
 Bench accommodation 24 (at 30s. per head). 36 0 0 
 
 121 10 0 
 
 The above does not include wood or iron-turning lathes, which 
 would be most successfully used when driven by a steam or gas 
 engine. 
 
 The tools may be used by any number of classes of 24 lads. 
 
 The cost of furnishing the clay modelling-room would be merely 
 nominal,” 
 
 s. d. 
 6 0 
 4 0 
 
 0 
 
* 
 
V. 
 
 Addresses by the Lord Chancellor and the Prince of Wales 
 
 AT OPENING OF THE ClTY AND GUILDS OF LONDON INSTITUTE. 
 
 The address of the Lord Chancellor to the Prince of Wales, which 
 follows, was made on the occasion of the formal opening by the 
 Prince of Wales, in his capacity as “President of the City and 
 Guilds of London Institute for the Advancement of Technical Edu¬ 
 cation,” of The New Central Institution Buildings, in Exhibition 
 Row, South Kensington. 
 
 A distinguished company of gentlemen, of City and Guild Offi¬ 
 cials, etc., were present. 
 
 The Lord Chancellor said:—“'May it please your Royal Highness,— 
 I have to thank your Royal Highness, on behalf of the Council and 
 of the Governors of the City and Guilds of London Institute, for 
 having graciously consented to open this Central Institution, thereby 
 showing your continued interest in the success of the great educa¬ 
 tional work which the Corporation and the principal Guilds of Lon¬ 
 don have combined to promote. 
 
 “ It is now very nearly three years since your Royal Highness, in 
 July, 1881, accompanied on that occasion by her Royal Highness the 
 Princess of Wales, set the first column on which this building rests, 
 and we are glad to be able to state that, under the able superintend¬ 
 ence of Mr. Alfred Waterhouse, the architect, the work has been 
 satisfactorily executed within the time originally intended. Nothing 
 is now wanting for its completion but some of the internal fittings, 
 furniture, and appai’atus ; towards the ]>rovision of which the City 
 and many of the Livery Companies of London, in response to the 
 appeal of your Royal Highness, have already contributed nearly 
 £17,000. It is estimated that the building* when fully equipped, 
 will have cost nearly £100,000 and the Council confidently trust that 
 the balance still needed for its completion will be supplied by the 
 liberality of the City Guilds, on which they have hitherto, so hope¬ 
 fully, and so exclusively relied. (Cheers.) Pending the completion 
 of the fittings, your Royal Highness, as President of the Interna¬ 
 tional Health Exhibition, will be gratified to learn that the Council 
 of tins Institute have been able to lend a portion of this building for 
 the exhibition therein of educational and school appliances, to the 
 Executive Council of the Health Exhibition, who, in compliance 
 with our request, have courteously postponed the opening of that 
 interesting section of their exhibition until to-day. 
 
 “ During the last three years the progress of the work initiated by 
 the City Guilds has been most gratifying. J he Finsbury Technical 
 College, the foundation stone of which was laid in May, 1881, by the 
 late Duke of Albany, whose loss we, in common with all classes of 
 Her Majesty’s subjects, deplore as a national calamity, was opened 
 
 yn 
 
912 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 in February, 1883. It is now in full working order, affording a sound 
 and complete technical education to youths from middle-class schools 
 who are preparing to enter industrial careers at a comparatively 
 early age, as well as to large numbers of artisans engaged in various 
 trades. 
 
 “At South London our Applied Art School is filled with students 
 who are being trained as wood engravers, and as designers for 
 different branches of industry. 
 
 “ The affiliated classes in the provinces, in connection with our 
 technological examinations, have increased in number far more 
 rapidly than could have been anticipated, and have developed in 
 many cases into excellent technical schools. 
 
 “ In 1881, when I had the pleasure of addressing your Koval High¬ 
 ness on the ground on which we are now standing, I stated that the 
 number of candidates for the technological examinations was 1,563, 
 as compared with 816 in the previous year, and I am now able to 
 state that the number recently examined was 3,628, as compared with 
 2,322 in 1883. (Cheers.) A great impulse was undoubtedly afforded 
 to the establishment of technical schools in this country by the 
 appointment in 1881, of a Royal Commission, presided over by Mr. 
 Bernhard Samuelson, M. P., to inquire into the facilities for tech¬ 
 nical instruction enjoyed by the industrial classes abroad, and to com¬ 
 pare them with the opportunities enjoyed by similar classes at home. 
 
 “After a laborious investigation, occupying nearly three years, in 
 the course of which they visited all the principal technical schools 
 in Central Europe and in the United Kingdom, the Commissioners 
 presented to Her Majesty a leport, in which they were able to show 
 that, owing greatly to the action of the Science and Art Department 
 and of the City and Guilds of London Institute, the opportunities 
 afforded to workmen and to foremen in this country to obtain, by 
 means of evening classes, sound technical instruction, compared 
 favorably with those enjoyed by the same classes abroad; and it is 
 gratifying to learn from them that no organization like that of the 
 Science and Art Department, or of the City and Guilds of London 
 Institute, exists in any Continental country, and that the absence of 
 any such organizations has been lamented by many competent per¬ 
 sons with whom they came in contact. 
 
 NEED FOR INSTITUTIONS GIVING HIGHER TECHNICAL INSTRUCTION. 
 
 “It is, however, in the appreciation of, and in the facilities for, 
 higher technical instruction that we in this country are most defi¬ 
 cient, and it is to supply that want that this central institution has 
 been established. In their report on technical instruction, the Com¬ 
 missioners state that ‘no portion of the national expenditure on 
 education is of greater importance than that employed in the scien¬ 
 tific culture of the leaders of industry,’and that ‘the Englishman 
 has yet to learn that an extended and systematic education, up to 
 and including the methods of original research, is now a necessary 
 preliminary to the fullest development of industry.’ (Cheers.) It 
 is hoped that the educational work to be carried on in this institu¬ 
 tion will have the effect of raising the standard of technical instruc¬ 
 tion throughout the entire kingdom. This college has been estab¬ 
 lished to meet a two-fold want. It is intended to give that higher 
 instructim of winch the leaders of our industries stand so much in 
 
ADDRESS BY THE LORD CHANCELLOR OF ENGLAND. 913 
 
 need; and also, and principally, to train teachers for the several 
 technical schools and classes which, owing greatly to the encourage¬ 
 ment afforded by this institute, now constitute an important feature 
 in our educational system. 
 
 “ The institution which your Royal Highness is pleased this day to 
 open is indeed one of national importance, serving the double pur¬ 
 pose of a Technical University and of a Normal School. 
 
 “In the several laboratories with which this college is provided, 
 and which will be directed by eminent Professors already elected, 
 new and increased facilities will be afforded for the prosecution of 
 original research, having for its object the more thorough training 
 of the students, and the elucidation of the theory of industrial proc¬ 
 esses ; and, with the view of making the teaching of the college 
 bear directly upon the studies of those who may be already engaged, 
 or about to engage, in manufacturing industry, special courses of 
 instruction will be given in the technology of various trades. By 
 means of scholarships, such as those established by the Clothwork- 
 ers’ Company (cheers), it is hoped that this institution may receive 
 within its walls students, some of whom may have obtained their 
 early training in one or other of the excellent public elementary 
 schools which now, happily, abound in this country; and that new 
 careers will be thus opened to the children of our artisan classes, 
 which will provide them with honorable and remunerative employ¬ 
 ment, and will at the same time enable them to help in advancing 
 the commercial prosperity of the nation. 
 
 A COMPREHENSIVE SCHEME OF TECHNICAL INSTRUCTION. 
 
 “ In'tliis way, and by the gratuitous instruction which it is proposed 
 here to give to teachers of technical classes, the influence of this 
 college will be felt far beyond the limits of the metropolis; and all 
 classes of the community will share in the advantages which it will 
 confer, while the country at large will be benefited by the knowledge 
 here originating, and by the skill here acquired. Within these walls 
 will be gathered together some of the chosen intellects from schools 
 and colleges of every grade, competing with one another, without 
 distinction of class or creed, in the endeavour to apply the results of 
 scientific investigation to the discovery of new processes of manu¬ 
 facture, and of new methods for increasing and improving the prod¬ 
 ucts of human labour. 
 
 “ The ceremony of to-day, honored as it is by the presence of your 
 Royal Highness (cheers), marks the completion of the scheme for the 
 advancement of technical education, as organized by the City and 
 •Guilds of London. It is a scheme that embraces the education of 
 workers of every class, of the apprentice, the journeyman, the fire¬ 
 man, the manager, and the master, as well as those who are to become 
 their teachers. As years roll by, and when the connexion between 
 the technical education of the people and the commercial prosperity 
 of the country becomes as well understood and appreciated here as 
 it is abroad, the year 1880, in which the City and Guilds of London 
 Institute was incorporated ; and the year 1884, in which this central 
 institution was opened, will stand out as epochs in what we hope may 
 be an unbroken record of industrial progress ; and we sincerely trust 
 that the remembrance of this day’s proceedings may ever furnish to 
 your Royal Highness a pleasing and satisfactory thought, enabling 
 you to associate the endeavours of your illustrious father (cheers), 
 ART—VOL 4-58 
 
914 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 dating back more than 30 years, to improve the arts and manufac¬ 
 tures of the country, with the work of this Technical Institute, over 
 which your Royal Highness so graciously presides. (Cheers).” 
 
 Response by the Prince of Wales. 
 
 “At the conclusion of the Lord Chancellor’s address the Prince 
 responded as follows: 
 
 “ The Prince of Wales in reply, said,—My Lord Chancellor, my 
 Lords, and Gentlemen,—I have listened with attention to your 
 address, and I assure you it gives me great pleasure to be able to 
 preside at the opening of this important institution, the first pillar of 
 which, in company with her Royal Highness the Princess of Wales, 
 I set nearly three years since. I thank you for your very feeling 
 reference to the severe loss which the Queen, and each member of 
 Her Majesty’s family has sustained by the untimely death of my late 
 brother. His interest in every movement calculated to humanize 
 and to elevate the people of this country will, I am quite sure, cause 
 his loss to be felt far beyond the circle of his immediate friends. I 
 have been gratified that the City and the Livery Companies of London 
 have so generously responded to the letter which, as president of the 
 Institute, I addressed some few months since to the Lord Mayor and 
 to the Worshipful Masters of the Livery Companies of London. This 
 Institute, which owes its origin to the liberality of the City and of the 
 Guilds of London, is an illustration of the excellent work that may 
 be done by united action, which could not possibly be accomplished 
 by individual efforts. Conformably with the traditions of these 
 ancient Guilds, there is, perhaps, no purpose to which they could 
 more appropriately devote their surplus funds, and none which would 
 be of more practical advantage to the country at large than the pro¬ 
 motion of technical education. (Cheers.) 
 
 MODERN NEEDS FOR SCIENTIFIC EDUCATION. 
 
 “ The altered conditions of apprenticeship, and the almost general 
 substitution of machine for hand labor have made the teaching of 
 science, in its application to productive industry, a necessary part 
 of the training of all classes of persons engaged in manufacturing 
 pursuits. 
 
 “ There never was a time, perhaps, when the importance of tech¬ 
 nical education was more generally recognized than now, and I am 
 gratified to learn from the report of the Royal Commissioners 
 appointed to inquire into the subject to which your lordship has 
 referred, that, although we are still behind many of our foreign 
 neighbors in the provision of technical schools of different grades, 
 the encouragement afforded by the State to the teaching of science 
 and of art, supplemented as it now is by the institute’s assistance to 
 the teaching of technology, has placed within reach of our artisan 
 population facilities for technical instruction, which have already 
 influenced, and which promise to influence still more in the future, 
 the progress of our manufacturing industry. (Cheers.) As presi¬ 
 dent of this Institute, I have noticed witl'i much satisfaction the 
 rapid development of the work which the council have initiated, 
 and which they so successfully control. 
 
ADDRESS BY THE PRINCE OF WALES. 
 
 915 
 
 A TRIBUTE TO MR. PHILIP MAGNUS. 
 
 “ I am anxious to take this opportunity of expressing in public what 
 is already known to you, my Lord Chancellor, and to the members 
 of the Council, the obligations which we are all under to Mr. Philip 
 Magnus, our able director and secretary, for his unwearied exertions 
 in having so successfully accomplished the organization of the prac¬ 
 tical work of the institution. (Cheers.) I have no doubt that the 
 opportunities for advanced instruction, which will be afforded in 
 the well-arranged laboratories and workshops of this building, will 
 enable the managers and superintendents of our manufacturing 
 works to obtain more readily than hitherto that higher technical 
 instruction which is so essential to the development of our trade and 
 commerce. But it is especially as a training college for teachers 
 that this institution will occupy an important place in the educa¬ 
 tional establishments of this country. 
 
 “The demand for technical instruction has increased so rapidly 
 during the last few years that the supply of teachers has not kept 
 pace with it, and I have noticed with satisfaction that in the scheme 
 for the organization of this school due prominence is given to the 
 provision of gratuitous courses of instruction for technical teachers 
 from all parts of the kingdom. I shall be glad to see other corpo¬ 
 rations and individuals follow the example of the Cloth Workers’ 
 Company (cheers), by establishing scholarships which shall serve 
 to connect the elementary schools of this country with this institu¬ 
 tion. 
 
 “ Hitherto, all schools have led up to the Universities, and literary 
 training has been encouraged to the disadvantage of scientific 
 instruction. (Cheers.) Manufacturing industry has, consequently, 
 not been able to attract to its pursuits its fair proportion of the best 
 intellect of the country. The foundation of scholarships in connec¬ 
 tion with this institution will enable selected pupils from elementary 
 schools to enter schools of a higher grade, and to complete their 
 education within these walls. As president of the International 
 Health Exhibition, I am glad that the Council of this Institute have 
 been able to place at the disposal of the Council of the Health Exhi¬ 
 bition a portion of this building for the exhibition of apparatus and 
 appliances used in technical and other schools. I have no doubt 
 that we shall find in that exhibition, which I hope to be able pres¬ 
 ently to visit, much that is generally instructive, and that the for¬ 
 eign sections will contain exhibits which will prove of great interest 
 to the educational authorities of this country. To the Corporation 
 and to the Livery Companies of London, the Council of the Inter¬ 
 national Health Exhibition are indebted for much valuable assist¬ 
 ance, and I thank them for it. 
 
 “ It now only remains for me to declare the Central Institution of 
 the City and Guilds of London Institute to be open, and to express 
 the warmest hope that the important educational work to be carried 
 on in this great national school of technical science and art will help 
 to promote the development of our leading industries, and that the 
 City and Guilds of London, which have so liberally subscribed funds 
 for the erection and equipment of this institution will maintain it 
 with efficiency, and will at the same time continue their support to 
 all other parts of the institute's operations. (Cheers.) 
 
 “Other brief addresses were made, First by Lord Carlingford, 
 President of the Committee of Council on Education; who prepared 
 
916 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the resolution “ That thanks are due to the City and to the Livery 
 Companies of London for their liberal and successful efforts in the 
 cause of technical education.” This resolution was seconded by the 
 Right Honorable A. J. Mundella, M. P.,Vice President of the Coun¬ 
 cil. The Lord Mayor of London, as officially representing the City 
 & Guilds of London, ‘ briefly tendered their thanks to the Prince of 
 Wales for the terms in which his Royal Highness had spoken in 
 appreciation of the efforts they had made to establish and promote 
 the efficiency of this institution.’ (Cheers.)”—From the London 
 Times of June 2Gth, 1884. 
 
APPENDIX B B. 
 
 PAPERS RELATING TO TECHNICAL ART TRAINING IN ENGLAND. 
 
 I. Introduction. 
 
 II. Recognition of the need of Technical Art Training, as shown by article in The 
 London Times on Lord Hartington’s address on that theme. 
 
 III. Article from The Westminister Review showing l-elation of Technical Edu¬ 
 
 cation to Foreign Trade Competition. 
 
 IV. A Statement of the Purpose of The National Association for the Promotion 
 
 of Technical Education in Great Britain. 
 
 V. Address by Professor Huxley, at Manchester, at a meeting held in the Town 
 Hall, November 29th, 1887. 
 
 917 
 
APPENDIX B B. 
 
 PAPERS RELATING TO TECHNICAL ART TRAINING IN ENGLAND. 
 
 I. 
 
 INTRODUCTION. 
 
 The growing necessity of some form of technical training for the 
 great body of workers, which has long been accepted and acted on 
 by Belgium, France, Germany and Switzerland, is beginning to be 
 recognized in Great Britain, as was shown by the creation of the 
 Royal Commission on Technical Instruction whose investigations, 
 abroad and at home, occupied some four years and whose admirable 
 and comprehensive Report, made in five volumes in 1884, attracted 
 so much attention. The importance of this subject of industrial and 
 technical training in the opinion of the English people may be 
 inferred from the attention given to it by the leading statesmen of 
 the country, and the interest shown by the Royal family, who follow 
 in these matters the example of the late Prince Consort 
 
 On the occasion of the fourth annual distribution of prizes, etc., 
 by the Polytechnic Young Men’s Christian Institute, Regents Street, 
 London, the Marquis of Hartington presided and, after the prizes 
 had been distributed, delivered a notable address; of sufficient 
 importance in the judgment of the London Times to be considered 
 at length the next day, March 17th, 1887, in a leading article. 
 
 The Polytechnic Institute appears to resemble, in purpose and 
 management, the well known Cooper Union of New York. It was 
 opened in 1883, and was attended by 3,200 students in the various 
 Science, Art, Technical and general classes. The attendance for the 
 year ending June 30th, 1886, was 6,875 
 
 In the course of his remarks Lord Hartington said: “What is 
 still deficient is the adequate technical and trade instruction of the 
 labourers themselves, and that is the great object which this insti¬ 
 tution is intended to supply.” As thus defined, this “Institute” may 
 be classed with the Maryland Institute of Baltimore, the Franklin 
 of Philadelphia, and like institutions; accounts of which are included 
 in Part III, of this Report. 
 
 The length of the address precludes its insertion here, but, as the 
 substance of it is indicated in the Times leader, that is quoted; 
 because the ideas advanced are as applicable and as important for 
 Americans, as for Englishmen. 
 
 This is followed by several extracts from a striking article on 
 “Technical Education and Foreign Competition” which appeared 
 in the May and September numbers of The Westminister Review, 
 for 1887. Similar topics are treated in this article and it is well 
 for Americans, who are as yet so far behind the English in their 
 
 919 
 
920 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 provisions for the general, definite technical and industrial training of 
 their people, to see for themselves the value and importance put upon 
 these instrumentalities by older nations. Whatever strength the 
 arguments may have for Englishmen, they should have far greater 
 force for Americans; since our lack of opportunities for any adequate 
 technical training in artistic industries, is far greater than theirs. 
 
 The address by the late Professor Huxley, f. R. s., delivered in the 
 Town Hall of Manchester, is, in common with all his utterances, 
 worthy of serious consideration; extracts which relate more directly 
 to the topics here discussed are given ; this is preceded by a formal 
 statement of the Purpose of The National Association for the promo¬ 
 tion of Technical Education. These two papers, which fitly conclude 
 this Appendix, give ample proof of the grave importance in which 
 the topics discussed in this Report, are held by the thoughtful leaders 
 of Public Opinion in the British Isles. Are they not equally worthy 
 the attention of American Legislators and Educators? 
 
 II. 
 
 Editorial Comment On The Address By Lord Hartington, On The Need 
 
 Of Technical Art Training.* 
 
 Lord Hartington made a striking speech last night to the Polytechnic Young 
 Men's Christian Institute—a speech more robust than those generally heard at sim¬ 
 ilar institutions. In presence of such an audience a text was perhaps needed, and 
 he took as his text some remarks by Professor Huxley, who lately pointed out the 
 instructive likeness between warfare and industry. The latter “does not break 
 heads and it does not shed blood, but it starves the man who succeeds in the war of 
 competition, and the nation which succeeds in the war of competition beats the 
 other by starvation.” On that impressive text Lord Hartington made a no less 
 striking commentary. He pointed out how much our industrial position depended 
 on the efficiency of individual workers—how that counted for more than beds of 
 coal or deposits of iron—and he drew a picture of the consequences of industrial 
 decadence to a country such as ours. How is that calamity to be averted? By the 
 same means he answers, by which you may hope to prevent disasters in warfare. It 
 is impossible in actual hostilities to extemporize effective armaments; “ the posses¬ 
 sion of scientific knowledge and perfect appliances” is essential in warfare, and the 
 same holds good of industry. In both the prize goes to those who are best prepared 
 to run the race. The comparison is impressive ; the consequences are far-reaching. . 
 If we are well advised—and Lord Hartington has no misgivings on the subject—in 
 spending freely to protect ourselves against aggression, it is equally our duty to be 
 not niggardly in providing industrial education and diffusing scientific knowledge. 
 
 It is the condition of industrial supremacy, and it is not an unattainable condition. 
 That supremacy “we still maintain, and if we only make adequate exertions I 
 doubt not that we can still maintain it.” 
 
 THE LEGITIMATE PROVINCE OF EDUCATION. 
 
 No education can produce genius. Inventive skill comes, or fails to come, 
 from causes too subtle to be reached by systems of tuition. A Watt or even an 
 Edison is born, not made. But the knowledge of drawing, mechanics, mathe¬ 
 matics, chemistry, and the other sciences or arts which aid the artisan in his daily 
 work may be imparted, and on the spread of such knowledge may depend the con¬ 
 tinuance of industrial supremacy. Great commanders cannot be called into being; 
 but in the main it depends on the rank and file of the army of industry whether 
 its battles are lost or won. 
 
 How is this work to be accomplished? In answer to this question Lord Harting¬ 
 ton let fall one or two remarks which, though not offering a complete solution, are, 
 if we mistake not, likely to be fruitful in consequences. They cannot fail to mate¬ 
 rially influence opinion. The State, he is satisfied, cannot do all or much ; and he 
 is struck with the inability of purely voluntary efforts to meet the demand. He 
 finds the necessary assistance, if anywhere, in our municipal institutions. “ I hope 
 
 * The Times, London, England, March 17th, 1887. 
 
THE LONDON TIMES ON LORD HARTINGTON’S ADDRESS. 921 
 
 the time is not far distant when our town councils or local governing boards will 
 establish in every considerable centre industrial and technical schools, suitable to 
 the wants of the district, and supported out of local funds.” The institutions which 
 now imperfectly do the work of diffusing technical instructions “are playing the 
 same part in relation to technical and industrial education that was played by the 
 voluntary schools in relation to elementary education.” 
 
 A NATIONAL SYSTEM OF TECHNICAL EDUCATION FORESHADOWED. 
 
 This points to a national system of technical education; it is the largest and 
 clearest conception of the subject which any public man of importance has yet put 
 forth. What would be the details, or even all the main lines, of such a scheme the 
 speaker did not say ; it was not his business to deal with such matters. Many difficul¬ 
 ties and objections suggest themselves, and not a few Englishmen will be reluctant 
 to believe that the rough-and-ready methods which have satisfied us in the past will 
 not suffice for the future. But the more Lord Hartington’s main idea is considered, 
 the more truth will be found in it; the clearer will it become that industrial knowl¬ 
 edge is needed as it never was before, and that it is not to be dispensed with by exist¬ 
 ing appliances. Sir Henry Roscoe said last night that English competition at this 
 moment was not seriously feared abroad ; “ what foreigners feared was that some 
 day the nation would awaken to the necessity of educating its workers as they were 
 educated abroad, for then they felt that they would not be able to compete at all with 
 English industries.” From all persons competent to express an opinion comes the 
 same story ; our rivals are making headway because we have not sought to make 
 our workmen efficient, and because we are trusting too much to old methods. It is 
 too rare to hear a public man in these days utter sound economical doctrines if they 
 happen to be unpalatable. They are apt to speak as if their audiences would toler¬ 
 ate such teaching only when sweetened and diluted in a fluid sentiment. The 
 question treated of last night lias its dark sides, and Lord Hartington did not shirk 
 them or say that all would be well if only a few simple expedients were resorted to. 
 
 THE INDUSTRIAL SITUATION IN RELATION TO EDUCATION. 
 
 His remarks reveal a clear perception of the truth that much so-called education 
 is of little use to men compelled to struggle for their livelihood; that strife and 
 warfare lie at the bottom of an industrial society ; that this struggle and warfare 
 grow keener where the sound of the trumpet is never heard ; and that the race 
 between inventors of steel plates, repeating rifles, and machine guns has its coun¬ 
 terpart in every trade. There is no demand for a Polytechnic Young Man with a 
 smattering of everything. We are no believers in the supreme efficacy of freehand 
 drawing; everything else in the curriculum ought not to be sacrificed to this or any 
 other accomplishment. It would be a pity if young men forsook theoretical works 
 on chemistry to dabble too early in dyes, or remained for the rest of their lives 
 ignorant of mathematics by reason of their assiduity at the lathe. It would in the 
 end defeat its purpose to foster a premature acquaintance with the “bread and but¬ 
 ter” arts and sciences to the neglect of studies which enlarge the mental horizon 
 and discipline the mind. But such practical knowledge must somehow be got, and 
 it is not now got by a sufficient number. The nation that has most efficient 
 mechanical engineers will have the best engine shops and, presumably, will in the 
 long run do most business. The country which has the largest number of persons 
 conversant with the wants of those who consume coarse cotton goods will get most 
 of that trade. In industry or in warfare the victory will be with those who are 
 best prepared—whicli is not, Lord Hartington tells us, our present position, and 
 which may be still less true of us than it is if no means are taken to correct palp¬ 
 able deficiencies. 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
III. 
 
 The following are the extracts from “ The Westminster Review,” 
 referred to in the Introduction to this Appendix. 
 
 Technical Education And Foreign Competition. 
 
 There is undoubtedly a great change coming over public opinion with regard to 
 the bearing of education upon the practical work of life. It has at last become 
 recognized that a school-boy may be materially helped in his choice or pursuit of 
 calling by his training at school, and that it is the duty of the State no less than 
 of the individual to see that each child shall be taught to be useful and effective 
 in the world. It is also admitted that the discipline of the mind may be promoted 
 by the theoretical study of the principles of industrial and commercial life, as well 
 as by classical literature. And there are many thorough-going educationists who 
 believe in the words of Mr. Ruskin, that“ what it is most honourable to know, it is 
 also most profitable to learn ; and that the science which it is the highest power to 
 possess, it is also the best exercise to acquire.” Yet these principles, far from being 
 recognized, were mainly ignored in the public schools of the past. * * * As for 
 practical knowledge, the study of art and science in their relation to the possible 
 career of the student, the training of the hand in any manual employment, the 
 knowledge of the great material resources of the country and the mechanical aids 
 by which they were to be utilized, the principles of agriculture, of commerce and 
 of trade—these studies were scarcely included in the educational curriculum of 
 the wealthy, or, if they found some scanty place among the extras, it is said by 
 qualified witnesses that as a branch of education they were usually ignored and 
 despised. * * * Thus we had the spectacle of the most practical people in 
 the world receiving the most unpractical education, and yet prospering in spite of 
 their deficiencies. 
 
 THE GREAT INVENTORS OF THE EIGHTEENTH CENTURY. 
 
 The great industrial development which began in this country about a hundred 
 years ago derived but little if any aid from the ancient seats of learning. The 
 mechanical inventors of the end of the last century, to whom the civilized world 
 owes unspeakable obligations, were in nearly every instance poor, obscure, and 
 uncultured. Many of them were, as was recorded of them by Macaulay “ ignorant 
 of letters, without art, without eloquence r yet who had the wisdom to devise and 
 the courage to perform that which they lacked language to explain. Such men 
 have worked the deliverance of nations and their own greatness. Their hearts are 
 their books; events are their tutors ; great actions are their eloquence.” In every 
 industrial centre the traditions of these pioneers, and of their successors who 
 profited by their inventions and discoveries, still linger among the people. 
 
 FORMER LACK OF EDUCATIONAL OPPORTUNITIES. 
 
 The wealthy manufacturers, the engineers and eminent machine makers of the 
 last generation were remarkable for perseverance, thrift, indomitable energy, and 
 in some instances for natural talent of a high order; but in the main they enjoyed 
 no educational facilities. Except for such tuition in elementary science as a few 
 were able to obtain in the evening classes of Mechanics’ Institutions, which were 
 founded in the early part of the century, the whole mass of employers and employed 
 were ‘ ‘ ignorant of letters ” and ‘ ‘ without art ” or other scholastic culture. There 
 were no public institutions in the country offering a scholastic training in science 
 and art, or in the methods of commerce and modern languages, &c., appropriate 
 for manufacturers, engineers, and merchants; and the industrial capitalists had no 
 idea as to the means of obtaining or the advantages of such training. None 
 doubted the appropriateness of a college education for professional men, for doctors, 
 
 923 
 
924 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 lawyers, or divines ; but such an education was considered incompatible with an 
 industrial career. Besides, admission to the great public schools was all but impos¬ 
 sible to the sons of commercial men, and where the coveted distinction was achieved, 
 and a young man here or there passed through the public schools, and finished his 
 educational career at the University, he returned to his father’s factory or ware¬ 
 house in many instances ignorant of the most elementary principles of trade, look¬ 
 ing down upon the whole business, and despising the source from which he had 
 sprung. I remember a few years ago conversing with one of the most distinguished 
 of the Manchester school of statesmen on this question. I remarked that in one of the 
 most prosperous of the manufacturing towns of the North of England only one 
 manufacturer had given his son a University education. “Ah,” rejoined the states¬ 
 man, “and probably he was spoiled by it.” 
 
 THE OLD EDUCATION NOT ADAPTED TO THE NEW CONDITIONS. 
 
 In judging by results from the standard of commercial success—unfortunately 
 the usual standard in tins country—the self taught men of the old school were able 
 to show that practical experience in the actual work of life put into the shade the 
 teaching of the professors, and thus they were sceptical as to the value of any 
 training that had not been acquired in the workshop or factory. 
 
 The roughest survey of the industrial growth of England will indicate how natural 
 has been this feeling among those who have been the main contributors to the 
 nation’s marvellous prosperity. In their struggles they received little help or sym¬ 
 pathy from the learned, titled, and propertied classes of the land, and thus they con¬ 
 sidered that learning, as represented by its supposed possessors, was of little or no 
 account in stimulating the great industrial movement in which they were engaged. 
 It has only been through the bitter suffering of recent years that the commercial 
 classes have discovered their great blunder in giving so little attention to their own 
 theoretical training and that of their men. On the other hand, the commercial and 
 agricultural depression has compelled all classes, and none more than the learned, 
 the titled, and the propertied, to understand their deficiencies in practical science, 
 and to acknowledge ihat England’s manufacturing industry is England’s fountain 
 of life, and that upon the equipment, the physical, intellectual, and moral strength 
 of English men and women engaged in manufactures and commerce, will depend 
 the prosperity, nay, the existence, of the empire in the future. 
 
 THE NEW INVENTIONS TRANSFORMED THE INDUSTRIES OF THE NATION. 
 
 Wonderful as is the manufacturing system of this country, with its network of 
 ramifications spread over the globe, it is of mushroom growth as compared with 
 the history of the nation. It is little more than a century since the change came 
 which supplanted for ever the ancient hand industries of the country. Hargraves, 
 Arkwright, Crompton, Cartwright, and others, with the later assistance of Watt, 
 struck the death-knell of all competing industrial systems, and laid the foundation 
 for British commercial supremacy. The old system produced infinitely more 
 skilled men than we—some of their products are the despair of modern imitation ; 
 but, aided by science and invention in utilizing the forces of nature, the manufac¬ 
 turers of England were able to flood the markets with the cheap products of organ¬ 
 ized mechanical industry, while our rivals, clinging to past traditions, holding on 
 to past methods, worked^their fingers to the bone in vain efforts to earn a living. 
 
 The triumphs of this remarkable movement were not simply those of England 
 against other countries, but of those districts in England which adopted the new 
 forces of production, as against those which resolutely clung to the old. One illus¬ 
 tration will suffice. Norwich, which a hundred years ago was the centre of the 
 wool industry and the most important manufacturing city in the country, refused 
 to adapt itself to the new conditions. In previous times it had been able so to 
 influence Parliament as to prohibit the import of rival productions from foreign 
 countries, but it could influence no law of prohibition against the enterprise of 
 rivals at home. Norwich fought against the progressive spirit of the age, as men 
 fight against it now, and it is recorded that in the beginning of the century, “ for 
 any one to set up machinery in Norwich was to venture his life.” The golden 
 opportunity passed by, possibly never to return, and the great worsted industry 
 deserted its ancient stronghold, and took root among the enterprising people of the 
 West Riding of Yorkshire. 
 
 A statement follows showing the situation in the first years of the 
 19th Century, when the nations were at first involved in wars and later 
 so impoverished by their struggles that, for awhile, their development 
 was slow; the subsequent increase of the demand for raw material, 
 
WESTMINISTER REVIEW ON TECHNICAL TRAINING. 
 
 925 
 
 occasioned by rapid manufacture due to the new machinery, is 
 shown ; and the adoption by foreign countries of English methods,— 
 the attention early given in these countries to the training of arti¬ 
 sans, as their only hope for successful competition with England, is 
 noted; then, after referring to the effect of the World’s Fair of ’51; 
 and the wisdom of Prince Albert, and others, in attempting by the 
 founding of The Science and Art Department at South Kensington, 
 to provide for the technical and artistic training of the people, the 
 writer considers at some length the causes of the hindrances met 
 with in the efforts to promote the artistic development of the Eng¬ 
 lish people, and gives the follewing graphic picture of the existing 
 conditions. 
 
 SLOW PROGRESS IN THE DEVELOPMENT OF ELEMENTARY TECHNICAL TRAINING. 
 
 But there were two great difficulties which impeded the success of the move¬ 
 ment : apprentices were invited to study design who had never learned a stroke of 
 drawing, and in many instances could neither read nor write; on the other hand, 
 manufacturers, blinded by their prosperity (without art), viewed with perfect indif¬ 
 ference and apathy the movement for the artistic training of their men, and only 
 in exceptional instances supported it. The result is, that after thirty-five years of 
 State encouragement and inspection, we have schools of art at present attended by 
 about one in a thousand of our population, while the interest of the Educational 
 Department in art culture is represented by the teaching of, “a little drawing ” to one- 
 fourth of the scholars in elementary schools. But recently in distributing the prizes 
 at the Technical College of Bradford, Sir Henry Holland, the Minister then respon¬ 
 sible for education, described the knowledge of drawing as “the right hand of the 
 workman, and the mainspring of a technical education.” Yet the humiliating fact 
 must be admitted, that of all the children who are passing through the elementary 
 schools of the country three-fourths are receiving no instruction in that subject 
 which has beyond all others the most important bearing upon their future training 
 as skilled workmen. 
 
 Our deficiencies in scientific knowledge were equally lamentable. Except for 
 such instruction as masters and workmen obtained at Mechanics’ Institutes or by 
 private study the “rule of thumb” was universal. “A quarter of a century ago,” 
 said Professor Huxley in 1882, “in this country there was no machinery, State or 
 other, for the diffusion of a knowledge of physical science among the people, unless 
 we can regard the Mechanics’ Institutions, with their sporadic and unsystematic 
 popular lectures on scientific subjects, as something of the kind; and secondly, 
 there was no means whatever by which any one belonging to the poorer or middle 
 classes, who desired systematic scientific knowledge or scientific training, could 
 obtain that knowledge or training.” 
 
 ARTISTIC MANUFACTURES NOT THEN ATTEMPTED BY ENGLISHMEN. 
 
 What is chiefly remarkable in all this evidence of national ignorance of art or 
 science is the fact, that for many years the great bulk of the industrial classes, both 
 employers and employed, could not be made to believe that they were one penny 
 the worse for it. Our insular pride and prejudice encouraged the fallacy that we 
 commanded the machinery, the capital, the skill, and the knowledge, and therefore 
 that success was assured, and could not but be enduring. We did not pretend to 
 excel in the rich silks and velvets of Lyons, in the high-class cashmeres of the north 
 of France, nor in the tasteful ornaments and fancy articles of Paris, Dresden, and 
 Vienna. We claimed to be “ the manufacturers for the million ” all the world over, 
 and in this respect our position was considered impregnable. The trade was simple, 
 it was easy and profitable, and the world’s markets were secured by the cheapness of 
 our productions. What mattered if the designs upon our fabrics were ugly, the col¬ 
 ours hideous, the dyeing and printing loose and bad ? The goods had no rivals, or if 
 one buyer refused them, two others were ready to take them ; so, with all their faults, 
 they were accepted East and West by customers who were eager to exchange corn 
 and wine, and wool and cotton for them. There was no anxiety among manufac¬ 
 turers (and was never likely to be) to produce new patterns so long as there was 
 plenty of demand for the old ones; but it must be allowed that in their desire for 
 large profits some makers were not in the least concerned as to whether their goods 
 would wear or their razors would shave, so long as they would sell. 
 
926 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 It was from about this period that effective foreign competition gradually and 
 almost imperceptibly began. The inventions of England were no longer England’s 
 monopoly: they were distributed over the world, and every new foreign factory 
 that was built combined the latest English improvements with the equipment of 
 our most modern machines. 
 
 After discoursing upon the effect on English commerce of the 
 protective tariffs of other countries attention is directed to a most 
 important fact of the present day, one that is sure to increase in 
 importance with every advance in civilization, and which compels 
 every people, who do not wish to be hopelessly distanced, to adopt 
 technical training in artistic industries : a fact as significant in its 
 application to the United States as to Great Britain. 
 
 THE GROWING DEMAND FOR ARTISTIC GOODS. 
 
 In all civilized countries there is a daily increasing proportion of the people who 
 are influenced by the attractiveness as well as the cheapness of what they buy, and 
 some of our manufacturing rivals on the Continent, by virtue of their scientific 
 and artistic training, are producing novelties and tasteful articles, which are 
 selected in preference to English goods, not only in neutral markets, but even in 
 our own. In a word, our enterprising continental rivals beat us in their own coun¬ 
 tries in common goods by their tariffs, which make effective competition impossi¬ 
 ble. and then beat us abroad in some classes of superior goods by their skill, taste, 
 and commercial aptitude—the qualities which they have so assiduously taught in 
 their schools, and which have been so grossly neglected in ours. 
 
 Technical education has taught foreign manufacturers of all kinds how to adapt 
 their goods to the wants of their customers, and how to lead or follow the con¬ 
 stantly changing fashions. Commercial education has been equally useful to mer¬ 
 chants and distributors, enabling them by a knowledge of foreign languages to 
 come into direct contact and sympathy with producers on the one hand and dis¬ 
 tant consumers on the other, thereby promoting rapid interchange of ideas for 
 mutual advantage. Distributors have learned from remote customers how to make 
 up their wares so as to suit local weights, measures, or fancies, and in a hundred 
 ways to gratify the whims of those for whose business they are catering. These 
 matters may seem to be small and unimportant in themselves, but they are suffi¬ 
 cient to turn the balance in all cases of choice, other conditions being equal, and 
 we have seen many instances where refusal on the part of English manufacturers 
 to alter a pattern or style in order to please a customer, and where, through English 
 ignorance of foreign preferences or tastes in matters of detail, large orders have 
 gone to France or Germany which otherwise would have come to England. 
 
 The competition to which English producers are subjected, and the 
 results of the investigation undertaken by the Royal Commission on 
 Technical Instruction into the causes of the superiority of some 
 classes of foreign goods, are next considered. 
 
 The superiority of the foreign establishments is not in machinery, but in men: 
 not in natural faculties, but in training. Nor is this superiority confined to solitary 
 or unimportant industries ; it applies not only to machine-work, but to hand-work, 
 and to the highest branches of almost every manufactured commodity which enters 
 into the domestic service of man. In textiles the attractiveness of the goods is often 
 strikingly apparent as against English competing goods. The designing is more 
 tasteful, the dyeing and finishing more effective ; and the superior ‘' selling quality ” 
 thus secured is undoubtedly due to the technical training of the designers and 
 dyers, which they have received in splendid schools provided by legislatures a.id 
 municipalities for the purpose. We should hesitate to express this judgment upon 
 the products of foreign manufacturers and artisans were it the opinion of the Com¬ 
 missioners alone, but it is evidently the unbiased verdict of the British public, who 
 purchase the foreign manufactures which the Commissioners saw produced on 
 British machines, while at the same time similar machines in England are idle and 
 English operatives out of employment, the bread being literally taken out of their 
 mouths, while the capital of the manufacturers is being eaten away by this alarm¬ 
 ing competition. 
 
 Here is the kernel of the whole matter, and just as we have endeavoured to show 
 that Eugland was raised to her commanding position of wealth and prosperity 
 through her inventions and machinery, and by the cheapness and excellence of her 
 manufactures, so she is now in danger of losing her industrial prestige and the 
 
TECHNICAL EDUCATION AND FOREIGN COMPETITION. 927 
 
 means of the livelihood of her people through the more effective use of her inventions 
 and machinery by her rivals, who are thereby securing the greater cheapness and 
 excellence of their manufactures. 
 
 The writer again emphasizes the controlling influence of an edu¬ 
 cated taste upon the demand for goods, instancing the United States 
 as evidence that the added cost occasioned by a protective tariff does 
 not prevent the buying of costly artistic, in preference to low priced 
 inartistic goods, and concludes with a strong statement of the press¬ 
 ing need of the careful development of artistic skill, if England is 
 to retain her commercial prosperity. 
 
 IMPORTANCE OF ART QUALITIES IN MANUFACTURES. 
 
 The protective tariffs of the United States are probably the highest in the world, 
 and yet no country at the present time buys so largely of the superior manufactures 
 of other countries, simply from the fact that, through lack of technical instruction, 
 these superior goods are not made at home. The people who are guided by an 
 educated taste will buy excellence and beauty at a high price rather than ugliness 
 at a low price * * * . In some of the higher branches of trade, however, in 
 
 the blending of beauty with utility in our productions, and in giving a “fair- 
 seeming” appeara nee to common goods, we are not only behind some of our conti¬ 
 nental rivals, but we are lamentably behind in the conditions which promote 
 excellence. This matter is so important as to demand national attention and 
 national action; it is vital to the wellbeing of all classes, and stands in the forefront 
 of that movement to “organize victory ” which Professor Huxley has so powerfully 
 advocated. 
 
 The contest is being waged in every workshop and factory, and on every solitary 
 bench in the world where work for sale is produced; and the world’s wares are 
 finally accepted or rejected on the shop counters where they are displayed. Every 
 industry in the realm is affected by the preference of the customer for that which 
 pleases the eye. Deficiency in aught is often equivalent to deficiency in all, and 
 the faithful and earnest labour of the many may be practically wasted and rendered 
 valueless by the lack of taste or knowledge of the few, who merely furnish the 
 design or give the finishing touches to the work which the many have prepared. 
 Therefore it is that we must look to the development of the brains of our people, to 
 the discovery and training of talent for the public service in whatever ranks it may 
 be found, for in the utilization of these qualities the weak links in our industrial 
 chain may be strengthened, and the continued prosperity of the country secured. 
 
 THE COST TO A COUNTRY OF IGNORANCE. 
 
 In spite of the cry of extravagence in some quarters, the diminished statistics of 
 juvenile crime and of pauperism, and the many evidences of growing intelligence, 
 are impressing the people with the fact that it is not education but ignorance which 
 is so costly, and that by improved education only can justice be done to the masses 
 upon whose training as skilled workers and artizans the prosperity of the nation 
 depends. The movement is rapidly growing upwards, and there are many signs 
 that it is making progress downwards. The disposition to extend the benefits of 
 university teaching to the masses was never greater than at the present time. It is 
 true that the educational enthusiasm of the people in different districts of the coun¬ 
 try is unequal, and inval'iably the movement is slowest where education is most 
 needed, and in the past has been most neglected. Yet we may point to this great 
 achievement, that for the first time in history, and from end to end of the country, 
 the burden of ignorance is being lifted from the child already struggling under the 
 burden of poverty. In some districts of the country a chance of educational dis¬ 
 tinction has been placed within the reach of many ; and it is to be hoped that before 
 long it will be within the reach of all. The child of the labourer in the agricultural 
 districts, of the factory operative in the crowded hives of the industrial North, the 
 waifs and strays from the gutters and the slums of London and other large cities, are 
 all attending school more or less regularly, and are receiving the prescribed dose of 
 reading, writing, and arithmetic, before being turned out into the world to struggle 
 for the remainder of their life’s knowledge. The people of the country have not 
 sufficiently appreciated the good work that has been achieved, or there would be 
 an uncontrollable anxiety to extend its efficiency. No boy or girl can ultimately 
 escape taking an absorbing interest in the means of his or her existence. The well- 
 to-do must at least select a career, the poor know that they must work or starve. 
 We plead for the introduction into our schools—beginning with the elementary and 
 
d'iS 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 continuing in the higher schools—of that scientific, commercial, and technical 
 instruction which will develop the skill, taste, and efficiency of our workers, the 
 enterprise of our distributers, and thus promote the manufacturing industry, and 
 at the same time the prosperity of the country. 
 
 DRAWING AND ELEMENTARY INDUSTRIAL TRAINING ESSENTIAL. 
 
 In modifying our educational system in accordance with the industrial wants of 
 the country, the changes necessary do not entail any serious revolutions. The great 
 industries of the country are more or less localized in certain districts, and there¬ 
 fore the character of the special instruction need not be extensively varied. * * * 
 In every school, without exception, drawing and appropriate elementary science 
 should be taught. A course of instruction in the use of a few manual tools would 
 be most useful to every schoolboy, with distinctive practical teaching where neces¬ 
 sary. and theoretical instruction bearing upon the nature and properties of the 
 various products connected with local industries. In every school in the country 
 districts some of the elementary principles and facts of agriculture, and instruction 
 in the use of tools, should be imparted. To girls the useful subject of needlework, 
 the cutting out of clothing, &c.—already an important feature in their technical 
 education—would be augmented by lessons in practical cookery, nursing the sick, 
 and other subjects of domestic economy. 
 
 PRACTICAL SUGGESTIONS FOR THE PROMOTION OF ELEMENTARY INDUSTRIAL 
 
 TRAINING. 
 
 Having regard to the position and prospects of the scholars, the manual instruc¬ 
 tion might be so arranged as not to be detrimental to their general intellectual prog¬ 
 ress ; for example, in some instances it might be given out of school hours, and 
 in the factory districts half-timers might be exempted from it on the ground that 
 during a portion of each day they would be already receiving the best of all practi¬ 
 cal instruction, that of the factory or workshop. The imparting of instruction is 
 not so much a question of time as of skill and method. From close observation in 
 a manufacturing town, where the majority of the scholars from ten to thirteen in 
 the Board schools are half-timers, we are able to state that, although they receive 
 less than fourteen hours of instruction per week, and attend the factory for twenty- 
 eight hours per week in addition, yet they pass with as high a percentage at the 
 examinations as is secured by the average number of scholars throughout the 
 country receiving double the amount of schooling. All educational conditions are 
 greatly in favour of the full-time scholars, who are free from the supposed physical 
 strain of factory labour, and have in addition ampler leisure for the preparation of 
 their home lessons. Granting that the passing of examinations is not the only test 
 of scholarship, as between full and half times, this illustration clearly demonstrates 
 the fallacy of the argument that the children would necessarily fail in the essential 
 subjects of reading, writing, and cyphering, if a few hours per week were abstracted 
 for drawing, science, and physical exercises. Under skilful tuition, the rate of the 
 half-timer's progress—boy or girl—bears no comparison to the curtailment of the 
 school hours. The fact is, that the ambition of most operative children is roused 
 the moment they can do something useful with their hands, and begin to earn wages. 
 They are proud to become contributors to the family income, they enjoy the change 
 from the school to the factory and from the factory to the school; and, as a rule, they 
 take a healthier and fresher interest both in work and study than the full-timers. 
 What is equally instructive is the fact that there is a greater readiness among 
 apprentices who have been half-timers to attend evening classes, than among boys 
 of the same ages who have not begun to work until they have left school. Indeed, 
 the unfortunate and foolish idea still largely prevails among parents and scholars— 
 not more confined to those who attend the lowest schools, than to those who go 
 through the highest—that when they leave the day-school their education is fin¬ 
 ished. On this account, if on no other, an arrangement securing to all school boys 
 a little manual training, and to all apprentices a little appropriate schooling, would 
 be of incalculable value in promoting self-reliance, and in revealing the capaci¬ 
 ties of students and suggesting the means of turning them to useful account. But 
 best of all, it would solve the problem of technical education, so far as the masses 
 are concerned, by placing within their reach the systematic training of the mind 
 and hand, with the inevitable result of making “ the man a better mechanic, the 
 mechanic a better man.” * * * 
 
NEED FOE TECHNICAL TRAINING- IN ENGLAND. 
 
 929 
 
 THE NEED FOR ELEMENTARY INDUSTRIAL EDUCATION. 
 
 Place a modern schoolboy in office, and he is comparatively happy; the surround¬ 
 ings are appropriate, and accord more or less with his experience. Place him in a 
 workshop or any manufacturing establishment, and for a time he is miserable. He 
 has to begin life under new and perplexing conditions, unable to draw upon his 
 antecedents for the least assistance. He never handled a chisel nor used a file ; his 
 clumsiness and his mistakes excite the laughter and ridicule of his merciless shop- 
 mates ; and he finds no occupation for the pen, the only useful implement which 
 his fingers have been taught to use. Side by side with his fellows he can show 
 nothing but the weak side of his training—or rather his lack of it altogether ; and 
 it is nobody’s business to teach him the A B C of his practical calling, as important 
 for the workman as the alphabet is for the schoolboy. It is not the apprentice, but 
 the system which is at fault. For one boy intended for an office, a hundred are 
 intended for some handicraft or mechanical occupation. We show our appreciation 
 of the fitness of things by indifferently preparing the hundred boys for the office, 
 and none for the workshop. The very character of their scholastic training repels 
 them from the attractions of industrial life, and from the practice of handicrafts by 
 which the future mechanical bent of the student is to be discovered, and his choice 
 of a calling directed. The nation cries aloud for skilled artisans and efficient man¬ 
 ufacturers ; yet artisans and manufacturers are educated as if skilled traders were 
 no longer needed, and clerk and literary men only were wanted. But even in this 
 respect our schools are lamentably deficient when compared with those of Germany 
 and Switzerland, where the principles of commerce and modern languages are 
 systematically taught; as witness the thousands of German and Swiss clerks and 
 correspondents, who by virtue of their knowledge of modern languages and the 
 methods of commerce have secured the chief places in the merchants’ offices of our 
 own country. 
 
 SCHOOLS MUST DO WHAT APPRENTICESHIP NO LONGER DOES. 
 
 We cannot escape the condemnation excited by our defective education by claim¬ 
 ing what is singularly inaccurate, that it is corrected by our apprenticeship system. 
 In the earlier days of England’s industrial fame every workshop was a technical 
 school, and every apprentice learned his trade through years of skilful training. 
 “'We have changed all that,” and our apprenticeship system is rapidly becoming 
 abolished in order to give place to the highly organized system of division of labour 
 which is the marked characteristic of our great industrial establishments. The 
 arrangement undoubtedly has its advantages, from the point of view of exactness, 
 mechanical finish, and economy of production, in the repetition of given patterns; 
 but it cannot be regarded with satisfaction by those who desire to promote the 
 efficiency of our men. Mr. Ruskin says: “It is not, truly speaking, the labour 
 which is divided, but the men—divided into mere segments of men—broken into 
 small fragments and crumbs of life ; so that all the little piece of intelligence that 
 is left in a man is not enough to make a pin or a nail, but exhausts itself in making 
 the point of a pin or the head of a nail.” The continental nations, by the teaching 
 of drawing and modelling, elementary science and manual occupations, in their 
 elementary schools, provide a basis for technical training which materially affects 
 their whole plan of education, and acts directly upon their industries. By these 
 means the boys and girls at an early age are interested in the development of their 
 skill as a means of obtaining a livelihood ; their instruction directs them to suitable 
 callings, and a prepared constituency of young men is formed in every town for the 
 technical schools and evening science and art classes which discerning Governments 
 have lavishly founded for the scientific and artistic training of the captains and the 
 rank and file of industrial enterprises, and which are attended by tens of thousands 
 of students prepared to take advantage of and profit by the instruction. 
 
 INSTANCES OF SUCCESSFUL TECHNICAL SCHOOLS. 
 
 In several manufacturing centres of the country our deficiencies have been met 
 by the establishment of technical schools and colleges, and by the utilization of 
 existing means for providing scientific instruction. Some of these schools have 
 passed through their experimental stage of existence, and their success has been 
 sufficient to encourage vigorous action in other localities. In several of the popu¬ 
 lous towns of Lancashire and Yorkshire there is at the present time a laudable 
 desire to celebrate the Jubilee of Her Majesty’s reign by the establishment of tech¬ 
 nical schools. In our judgment no memorials of her illustrious reign can be so 
 satisfactory to the Queen as the erection of buildings throughout the country 
 devoted to the scientific and artistic training of her subjects. It is impossible that 
 
 AET—VOL 4-59 
 
930 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 we can at once build and organize full-blown technical schools, competing with 
 those of the Continent, where the buildings are almost invariably erected at the 
 public cost, while the annual deficit after the payment of low fees is provided in 
 the same way. Even if this difficulty were overcome, as we have explained, 
 neither the sons of employers nor the artisan students in this country have received 
 appropriate preparatory training. The constituency is not prepared ; there is a 
 lamentable absence of technical teachers ; the industrial communities as yet do not 
 know what they want; and to those who attempt the work as on the Continent, in 
 a manner worthy of its importance, the question of outlay, alarmingly dispro¬ 
 portionate to income, will meet and discourage them at every turn. As yet, neither 
 the School Boards nor other local authorities have power to establish and maintain 
 such schools ; but Sir Henry Roscoe, M. P., who was a member of the Royal Com¬ 
 mission on Technical Instruction, has introduced a Bill into Parliament, the object 
 of which is to empower School Boards or other municipal authorities, if they think 
 fit, to provide technical and commercial schools, and contribute to their mainte¬ 
 nance. These schools, in day and evening classes, will supply instruction, suitable 
 for local industries, to employers, foremen and workmen, and also facilities by 
 means of scholarships for receiving the most talented boys from the elementary 
 schools, and passing them forward to such institutions as the Normal Schools of 
 Science and Art at South Kensington, the Royal School of Mines, the Central Insti¬ 
 tution of the City and Guilds of London, or one or other of the provincial colleges. 
 By the formation of technical and commercial schools of this character, sought by 
 Sir Henry Roscoe—than whom no man has a larger knowledge of the educational 
 machinery of other countries or the great needs of our own—the scheme of 
 National Industrial and Commercial Education in this country will be placed 
 within reach of its urgent necessities. * * * 
 
 HOW THE SCIENCE AND ART DEPARTMENTS AID LOCAL EFFORTS. 
 
 To those towns which are at the present time preparing for the building and 
 organization of technical schools and colleges, and are anxious to receive all possi¬ 
 ble help from public sources, we would point out that already they may obtain from 
 the Science and Art Department a building grant for approved accommodation 
 for the teaching of art of 2s. 6d. per square foot, to the maximum extent of £500, 
 and an equal grant of £500 for science. For approved furniture and fittings of 
 science and art, and for a reference library of scientific books for the use of stu¬ 
 dents, a grant may be obtained of 50 per cent, upon the cost. Important grants in 
 aid of teaching art and science subjects by certificated teachers are offered, and 
 local scholarships and royal exhibitions enable students of sufficient merit to receive 
 at South Kensington and other colleges the highest instruction in art and science 
 that the State can give, without cost to the students themselves. The character of 
 the instruction is arranged so as to meet as far as possible the requirements of those 
 connected with manufacturing industries, and the examinations are conducted by 
 eminent men of science with the object of testing the practical acquaintance with 
 the subject of each student, altogether apart from literary or other qualifications. 
 The Bill of Sir Henry Roscoe asks for the further extension of the grants of the Science 
 and Art Department to instruction in the use of ordinary tools, commercial arith¬ 
 metic, commercial geography, bookkeeping, French, German, and other foreign 
 languages. Such provision will materially promote the extension of technical and 
 commercial instruction, and increase the income of the technical schools and evening 
 classes already in existence. 
 
 In addition to the operations of the Science and Art Department there are also 
 grants in aid of Technology, and on the successes of examinations conducted by the 
 City and Guilds of the London Institute, for proficiency in the application of design 
 and scientific principles to practical work in various trades of the country. 
 
 HOW ADMIRABLY THE CLOTHWORKERS’ COMPANY OF LONDON PROMOTES TECHNICAL 
 
 TRAINING. 
 
 The Building and Maintenance grants by the Cloth workers’ Company of London to 
 weaving and dyeing schools connected with the wool industry, are not only remark¬ 
 able instances of generous munificence, but, considered in their relation to the 
 stimulus thus given to important industrial centres to help themselves, they have 
 rendered national service. It is but simple justice to record that the textile depart¬ 
 ment of the Yorkshire College at Leeds owes its existence and annual maintenance 
 entirely to the Clothworkers’ Company; while the splendid Technical College of 
 Bradford, the Technical School of Huddersfield, and the new wing of the Keighley 
 Institute would probably never have been built but for the encouraging challenge 
 to local effort in eacii instance that was given by the noble offers of assistance 
 
HOW ONE ENGLISH GUILD PROMOTES EDUCATION. 931 
 
 on the part of this Company. To these four buildings alone, which represent an 
 aggregate expenditure of over £100,000 the Clothworkers have contributed nearly 
 £40,000 with grants towards their maintenance amounting to £2,700 annually, and at 
 the present time they are rousing the public spirit of other Yorkshire towns by 
 promises of liberal support to projected undertakings of a similar character. There 
 is conclusive evidence that the wool industry of the country, affecting the means of 
 livelihood of millions of her Majesty's subjects, has been quickened and developed by 
 the timely extension of artistic, technical, and scientific knowledge among the 
 designers, dyers, finishers, and others connected with the trade, through the grants 
 of the Clothworkers’ Company. This and other City companies, by extending their 
 wealth upon the promotion of technical instruction among the industrial classes of 
 several of our towns, have acted as pioneers in demonstrating its advantage to our 
 commerce, and the Government could not more surely benefit the interests of com¬ 
 merce and agriculture than by devoting a reasonable proportion of the taxes to the 
 development of the skill and intelligence of the artisans of the country, by whose 
 labour the taxes are raised. 
 
 SUGGESTIONS FOR EQUIPMENT AND ORGANIZATION OP TECHNICAL SCHOOLS IN 
 
 MANUFACTURING TOWNS. 
 
 Without necessarily following the model of the elaborately equipped schools of 
 the Continent, the technical school of a manufacturing town should at least contain 
 departments for science and art, with chemical laboratory, class rooms and lecture 
 theatre, a library, a museum, and one or more departments with machinery or 
 tools appropriate to the local industries. Teachers will be required for day classes 
 in the various subjects, and for the evening classes which in this country naturally 
 become the backbone of the system. But students need to be prepared for the 
 technical classes, and for a time at least it would be desirable that the accommoda¬ 
 tion should be utilized as a day school, giving an ordinary education to advanced 
 boys supplemented by the teaching of art and science subjects appropriate to the 
 wants of the district, with the addition of workshop practice and modem lan¬ 
 guages. The fees should be sufficiently low to enable the workman who can dis¬ 
 pense with his son’s earnings till he is fifteen to send him to the school; but the 
 teaching should be so thorough and appropriate as to make it worth the while of 
 the employers to send their sons, at possibly a higher fee. There should be scholar¬ 
 ships from elementary schools, admitting by pul<lic examinations the “cream” of 
 the boys, and paying for their tuition. Private generosity might be relied upon to 
 supplement the grants offered by the State, and thus enable talented boys, by 
 royal exhibitions and other prizes, to pass from the local school to the Science Col¬ 
 lege or Normal School of Art at South Kensington, and thus obtain the highest 
 tuition without the cost of a penny to their parents. The technical departments 
 should be arranged iu accordance with the industrial requirements of the locality. 
 The day scholars might be at liberty to select one or more technical subjects, or, in 
 lieu thereof, a special commercial course, with systems of book-keeping, exchange, 
 and modern languages. By such a curriculum, modified from time to time to suit 
 local wants, each boy in the day-school would obtain a modern secondary educa¬ 
 tion, in addition to some training in actual work at the bench, lathe, loom, or in the 
 laboratory, illustrating the trade in which he would probably be called upon to earn 
 his livelihood. As a matter of fact a nursery would be formed which would be 
 constantly preparing students for the special technical courses ; but more than this, 
 the earnest student, on leaving the day-school and beginning his apprenticeship 
 face to face with industrial problems and the great principles underlying his calling, 
 would in many instances return to the night-school, knowing his deficiencies and 
 how to remedy them, and continue his studies with a directness and profit alto¬ 
 gether beyond the experience of the apprentice who had been deprived of such a 
 preliminary training. * * * 
 
 THE KEIGHLEY TECHNICAL INSTITUTION : WHAT IT HAS ACCOMPLISHED. 
 
 Combined with the original building, the Keighley Technical Institute, at a total 
 cost of £30,000, in a population of 30,000, will provide accommodation for 1,500 
 students in day and evening classes, and, under suitable organization, will supply 
 the varied instruction that may be required from elementary to technical, commer¬ 
 cial, and literary training, according to the tastes and capacities of the young men 
 and women of all social grades who may be attracted to its classes. The experience 
 of the last sixteen years enables us to measure the results of the system of day- 
 school and evening classes under which the Institute has been worked. It has 
 brought together employers and employed without distinction, and has popularized 
 and raised the educational spirit of the town. The mechanic has found a school 
 
932 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 open to him, in which poverty has presented no insuperable barrier to his own 
 intellectual advancement, or that of his gifted child. By means of scholarship a well- 
 defined path has been opened up for the progress of the industrious and the talented 
 from the factory schools to the technical school; the teachers of elementary schools 
 have striven for the honour of having trained the winners of the scholarships, and 
 parents in many instances have been encouraged to take a livelier interest in their 
 children’s studies, and to make sacrifices in their behalf. The advantages afforded 
 within and beyond the teelmical school have been substantial, and have been annu¬ 
 ally secured by many of those for whom they have been intended. An open career 
 lias been given to scores of artisans who are now holding positions of trust and 
 responsibility, which, but for their superior and appropriate education, they could 
 not have reached. From forty to fifty young artisans, some of them workers in 
 machine-shops, attending night classes, others promoted by scholarships from half¬ 
 time schools, have, by obtaining royal exhibitions, free studentships, or other prizes, 
 been admitted within the last few years to the advantages of the Science College or 
 the Normal School of Art at South Kensington. At these national institutions, and 
 under the most distinguished professors, they have received the highest scientific 
 and artistic instruction without entailing the cost of a penny upon their parents. 
 The Keighley Institute for several years past has sent more students to South 
 Kensington than any town in the country. And why? Not because the young 
 artisans of Keighley are more gifted intellectually than those of other towns, but 
 simply from the fact that the promoters of the Institute have utilized the machinery 
 for State help that already exists; they have placed the educational ladder within 
 reach of the talented and the industrious of the operative classes, and the ladder 
 has been climbed. At the present time there are ambitious boys in every school 
 and factory in the district who are preparing to compete for the distinction already 
 achieved by so many who have arisen from the same humble sources. * * * As 
 the most immediate and enduring protection of our national industries, we have 
 urged the vast importance of developing the faculties of our men and women from 
 childhood upwards; of introducing into our elementary schools drawing, elementary 
 science, and manual exercises appropriate to the future needs of the scholars ; of 
 the establishment of technical and commercial schools furnished with apparatus, 
 museums, &c.; with easy steps from the elementary schools, and provision for the 
 advancement of gifted students to national or provincial colleges. Convinced as 
 we are of the great value of theoretical instruction to English apprentices and arti¬ 
 sans who happily enjoy more leisure than any in the world, we have strongly 
 recommended the opening of evening classes in Technical schools as the sheet- 
 anchor of our industrial education, as it applies to those most influenced by it, and 
 we have favoured the extension of the powers of localities, and of grants from the 
 State for the building and maintenance of technical, commercial, and agricultui'al 
 schools. The struggle for existence among the masses of every country in Europe 
 reveals the nature of the industrial warfare in which we are engaged, and shows 
 the need of equipment on our part. We believe, however, that by the means above 
 suggested, beyond all others, will English industries be further developed, and the 
 English people advanced in civilization and in material well-being. * * * 
 
 LEGISLATION URGED TO PROMOTE ELEMENTARY TRAINING. 
 
 We have already indicated that the next step in legislation on this subject should 
 provide for instruction in the use of a few simple tools to be given to all boys, and 
 elementary science where suitable ; that needlework should be taught to ah girls, 
 with the addition of cookery and simple subjects connected with household man¬ 
 agement. Further, that drawing should be taught in every school to boys and girls 
 universally. Such instruction would supply the rudiments of a technical educa¬ 
 tion for handicraftsmen, and would materially help all boys and girls irrespective 
 of their intended career to be “handy.” Drawing, needlework, and cookery are 
 already recognized as subjects upon which grants may be made in elementary 
 schools, and the Government Bill would have enabled localities to provide suitable 
 accommodation and maintenance for the training of scholars in the use of tools, 
 laboratory practice, and in other subjects not already recognized, but the requirement 
 that each scholar receiving local aid should have passed the sixth standard was 
 equivalent to making a gift with the one hand and taking it away with the other. 
 Instruction of the above practical character cannot begin at too early an age. 
 Experience shows that it should accompany book learning, not follow it. The study 
 of things is more important than the study of words. Writing begins with child¬ 
 hood, why not drawing? In the Kindergarten infants are taught modelling, design¬ 
 ing, straw-plaiting, &c., and sometimes the skill with which their little fingers 
 shape familiar objects of use and ornament is a remarkable evidence of innate 
 talent and artistic tendency. 
 
SUGGESTIONS FOR INCREASE OF TECHNICAL TRAINING. 933 
 
 EARLY ARTISTIC AND TECHNICAL TRAINING GIVEN TO CHILDREN IN FRANCE. 
 
 In France the faculties for design, colour, manual skill, &c., are trained from 
 childhood, side by side with the literary faculty. And why ? Because, as was often 
 remarked to the Technical Commissioners, a boy may go through life unable to read 
 or write, but he cannot maintain himself without the use of his hands, and, in pro¬ 
 portion as he can use his hands skillfully and tastefully, he becomes a more valuable 
 workman. * * * 
 
 It is to be hoped that the new Bill will make definite provision for the establish¬ 
 ment and maintenance, as on the Continent, of graded schools in all populous 
 localities, with systematic steps for the promotion of the talented among the poor 
 from elementary to secondary, and even to the highest schools or colleges. The 
 organization of secondary instruction cannot much longer he neglected, and as the 
 reorganized grammar schools still lean, in most instances, in their teaching to the 
 classical side, the new schools might advantageously supplement an ordinary Eng¬ 
 lish education by manual, technical, agricultural, or commercial training, accord¬ 
 ing to the wants of the locality. In manufacturing and mercantile towns the 
 character of the technical and commercial instruction would bear upon the local 
 industries ami requirements. In agricultural centres the technical instruction 
 would have a proportionate bearing upon agriculture. * * * 
 
 THE OPENING OF EVENING TRAINING SCHOOLS URGED. 
 
 One great hope of a Technical Education Bill lies in the prospect thereby raised 
 of more extended and useful evening instruction. In towns where technical day 
 schools are not already in existence, provision should be made in the day elemen¬ 
 tary, and secondary schools for evening classes, with grants for the new subjects 
 suggested, and if possible with free admission to artisans. Existing technical 
 schools, and the accommodations at the larger mechanics’ institutes and kindred 
 societies, might with great advantage be organized as secondary day schools, with 
 assistance from local rates in accordance with satisfactory representation of the 
 rating authority on the governing body of each assisted school. As we have 
 already observed, the artisans and others attending at night, after their workshop 
 practice during the day, would, as a rule, require but little, if any, practical 
 instruction, their necessities being more in the direction of theoretical or artistic 
 knowledge. It is for those who, having learned the rudiments of science and art 
 in the day school, and have become apprenticed to some handicraft or trade, that 
 the technical evening schools are of such vast importance. It is here also where 
 English youths have such a substantial advantage over all their rivals in every 
 country. The leisure of the English apprentice and artisan is greater by from six 
 to eighteen hours per week than that of his rivals in America or on the Continent. 
 The efficient use of this all-powerful resource would' enable our manufacturers and 
 artisans to strengthen the weak points in our industrial chain, and thus to resist 
 the growing competition of our rivals. 
 
 THE TEACHING OF ELEMENTARY SCIENCE IN DAY SCHOOLS AND OF TECHNICAL 
 TRAINING IN NIGHT SCHOOLS RECOMMENDED. 
 
 We have the greatest faith in the ultimate usefulness of these technical night 
 schools. The success already achieved by night schools in all parts of tHe country 
 is a happy augury of still greater results that will follow when teachers are more 
 thoroughly trained, when students are better prepared, and when the deficiency of 
 income over expenditure is provided by the local rate. 
 
 It will be found to be of more advantage that those who teach theory should 
 understand practice, and that those who are engaged in practice should understand 
 theory. Let science and art be systematically taught in day schools, and the useful 
 arts become the acquisition of all, and the problem of technical instruction for our 
 artisans will be solved in the night schools. The Technical Commissioners were 
 deeply impressed by the practical character of the instruction in many of these 
 night schools in foreign lands. To quote an example; they found in a free night 
 school of over 400 students, that the director, a proficient artist, had under him a 
 staff of assistants, all of whom were earning their living in the day time by the 
 practical application of the arts which they were teaching in the night school. The 
 teacher of mechanical drawing was a practical draughtsman from an engineering 
 establishment; budding construction was taught by a foreman builder; ornamental 
 drawing by a decorator. One of the teachers was a designer of cabinet furniture, 
 another of bronze ornaments and metal work ; modelling was taught by a practical 
 sculptor, wliile the life class was under the immediate supervision of the director. 
 With appropriate preliminary training we would ask for nothing more—wliile at 
 
934 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the same time we ought not to be content with anything less—in the manufacturing 
 towns of England than free night schools of the above character, attended by the 
 young men from the machine shops, building works, factories, warehouses, and 
 small trades. These technical teachers, coming direct from manufacturing estab¬ 
 lishments, in line with the changing wants of the day, were able to impart life and 
 spirit to their tuition, and bring their students into contact with the teachings of 
 art and science through the familiar terms and language of their daily life. We 
 sincerely hope that a Technical and Commercial Education Bill will soon again be 
 presented to Parliament, and that by a judicious blending of imperial and local 
 support it will insure to all classes in the United Kingdom, an education not less 
 appropriate for the work of life of the people than is demanded by the circum¬ 
 stances of this great country, which has so much to lose by the neglect, and so 
 much to gain by the cultivated efficiency of its people. * * * 
 
IV. 
 
 National Association for the Promotion of Technical 
 
 Education. 
 
 President, Marquis of Hartington, M. P. 
 
 Treasurer, Sir P. Lubbock, M. P. 
 
 Secretaries, Sir H. E. Roscoe, M. P.; Mr. A. H. D. Acland, M. P. 
 
 All communications to be addressed to Arthur H. D. Acland, M. P., 35 Cadogan 
 Terrace, London, S. W. 
 
 OFFICAL STATEMENT OF THE OBJECTS OF THE ASSOCIATION. 
 
 At an Inaugural Meeting held in London on July 1, which was addressed by Lord 
 Hartington. Sir Lyon Playfair, Mr. John Morley, Sir John Lubbock, Mr. Mundella, 
 Lord Rosebery, Sir Bernhard Samuelson, Mr. George Howell, Sir M. Kay-Shuttle- 
 worth, Mr. George Dixon, Professor Garnett, Mr. Jesse Collings, Professor Boding- 
 ton, Mr. Samuel Smith, and others, the following statement in relation to the Objects 
 of the Association was agreed upon: 
 
 In view of the general expression of opinion throughout the country as to the 
 necessity of a reform of our system of National Education, with the object of giving 
 it a more practical direction, it has been resolved to form a National Association for 
 the Promotion of Technical ( including Commercial and Agricultural) Education. 
 The general aim of the Association will be to bring into force the recommendations 
 already made by several Royal Commissions, as well as to effect such reforms in 
 our educational system as will develop in the best way the intelligence of those of 
 all classes upon whom our industries depend. 
 
 The following objects will engage the early attention of the Association: 
 
 1. The encouragement of Educational Reform, whether by legislation or other¬ 
 wise, to be carried out by the following amongst other means : 
 
 (a) The promotion in our primary schools of the better training of the hand and 
 eye by improved instruction in drawing, in the elements of science, and the ele¬ 
 mentary use of tools. 
 
 (b) The introduction of such changes in the present system of primary instruc¬ 
 tion as may be necessary to enable children to take advantage of technical teaching. 
 
 (c) The more extended provision of higher elementary schools, where technical 
 education may be provided for those who are fit to take advantage of it. 
 
 (d) The reform of the present system of Evening Schools, with special provisions 
 for the encouragement of Technical (including Commercial and Agricultural) 
 Instruction. 
 
 (e) The development, organization, and maintenance of a system of Secondary 
 Education throughout the country, with a view to placing the higher Technical and 
 Commercial Education in our Schools and Colleges on a better footing. 
 
 (/) The improvement of the training of teachers, so that they may take an 
 effective part in the work which the Association desires to forward. 
 
 2. The formation of a central consultative body, which will give opportunities 
 for conference between persons of various classes and from different localities, will 
 form and influence public opinion, and will obtain public support for the further¬ 
 ance of Technical Education. 
 
 3. The collection of information as to the existing means for carrying out the 
 work of Technical Education, and the best methods of extending and organizing it 
 throughout the United Kingdom. 
 
 4. The preparation, in a popular form, of information to be obtained from Reports 
 of Commissions, Consular Reports, and from various other sources (including, if 
 necessary, special inquiries at home and abroad), for diffusion throughout the 
 country. By these and other means the Association desires to bring about the 
 organization and co-ordination of the Industrial Education of both sexes in accord¬ 
 ance with the needs of various localities. 
 
 935 
 
936 EDUCATION IN TIIE INDUSTRIAL AND FINE ARTS. 
 
 The Association has no intention whatever of interfering with existing institu¬ 
 tions. It desires to spread information as to the work which is already being done, 
 and to stimulate in every possible way a desire among the public at large for further 
 development on the broadest lines of Technical Education in all its branches. 
 
 SUB-COMMITTEES. 
 
 The Executive Committee have made arrangements for the formation of Sub¬ 
 committees in connection with the following subjects : 
 
 Technical Education in relation to Ele¬ 
 mentary Schools. 
 
 Higher Technical Education. 
 
 Technical Education in relation to Agri¬ 
 culture. 
 
 Commercial Education. 
 
 Henry E. Roscoe, 
 
 Arthur H. D. Acland, 
 
 Secretaries. 
 
 Sept,, 1887, 
 
V. 
 
 Address delivered by Professor Huxley, F. R. S., at a 
 MEETING HELD IN THE TOWN HALL, MANCHESTER, NOV. 29TH, 
 1887. * 
 
 Mr. Mayor and Gentlemen. —It must be a matter of sincere satisfaction to 
 those who, like myself, have for many years past been convinced of the vital 
 importance of technical education to this country to see that that subject is now 
 being taken up by some of the most important of our manufacturing towns. The 
 evidence which is afforded of the public interest in the matter by such meetings as 
 those at Liverpool and Newcastle, and, last but not least, by that at which I have 
 the honour to be present to-day, may convince us all, I think, that the.question has 
 passed out of the region of speculation into that of action. I need hardly say to 
 anyone here that the task which our Association contemplates is not only one of 
 primary importance—I may say of vital importance—to the welfare of the country ; 
 but that it is one of great extent and of vast difficulty. There is a well-worn adage 
 that those who set out upon a great enterprise would do well to count the cost. 
 I am not sure that this is always true. I think that some of the very greatest 
 enterprises in this world have been carried out successfully simply because the peo¬ 
 ple who undertook them did not count the cost; and I am much of opinion that, 
 in this very case, the most instructive consideration for us is the cost of doing noth¬ 
 ing. But* there is one thing that is perfectly certain, and it is that, in undertaking 
 all enterprises, one of the most important conditions of success is to have a per¬ 
 fectly clear comprehension of what you want to do—to have that before your minds 
 before you set out, and from that point of view to consider carefully the measures 
 which are best adapted to the end. 
 
 COMPREHENSIVE PURPOSES OF THIS MOVEMENT. 
 
 Mi - . Acland has just given you an excellent account of what is properly and 
 strictly understood by technical education ; but I venture to think that the purpose 
 of this Association may be stated in somewhat broader terms, and that the object 
 we have in view is the development of the industrial productivity of the country 
 to the uttermost limits consistent with social welfare. And you will observe that, 
 
 * The meeting at which this address was delivered was called by the Mayor of 
 Manchester, to consider the proposals of the National Association for the Promotion 
 of Technical Education, and take action thereon. After a few words from the 
 Mayor and from Mr. A. H. D. Acland, M. P., one of the Secretaries of the National 
 Association, Professor Huxley delivered his address. The following motions were 
 then carried: 
 
 1. A motion recommending the formation of local branches, or allied Associa¬ 
 tions throughout the district, to act with the National Association. Speakers: 
 Mr. Ascroft (Preston), Mr. W. Mather, Sir M. Kay-Shuttleworth. M. P. 
 
 2. A motion for the formation of a General Committee for the district. Speakers: 
 Sir H. Roscoe, M. P., Sir W. H. Houldsworth, M. P., Mr. R. D. Darbishire. 
 
 3. Vote of thanks to Professor Huxley. Speakers: Sir Joseph Lee, Professor 
 Ward. 
 
 In speaking to the second resolution, Mr. R. D. Darbishire announced, on behalf 
 of the Whitworth Trust Committee, that they had bought a plot of land in Man¬ 
 chester, commonly known as Potter’s Park for £47,000, and this they had offered 
 to the Corporation of Manchester, upon condition that the city should set aside 
 two-thirds for the purpose of a public park, and that the other one-third should be 
 set apart as a site for an art gallery, a museum of commercial materials and prod¬ 
 ucts, and a technical school. 
 
 937 
 
938 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 in thus widening the definition of our object, I have gone no further than the 
 Mayor in his speech, when lie not obscurely hinted—and most justly hinted—that 
 in dealing with this question there are other matters than technical education, in 
 the strict sense to be considered. 
 
 It would be extreme presumption on my part if I were to attempt to tell an audi¬ 
 ence of gentlemen intimately acquainted with all branches of industry and com¬ 
 merce, such as I see before me, in what manner the practical details of the opera¬ 
 tions that we propose are to be carried out. I am absolutely ignorant both of trade 
 and of commerce, and upon such matters, I cannot venture to say a solitary word. 
 But there is one direction in which I think it possible I may be of service—not much 
 perhaps, but still of some,—because this matter, in the first place, involves the 
 consideration of methods of education with which it has been my business to 
 occupy myself during the greater part of my life ; and, in the second place, it 
 involves attention to some of those broad facts and laws of nature with which it 
 has been my business to acquaint myself to the best of my ability. And what I 
 think may be possible is this, that if I succeed hi putting before you—as briefly as 
 I can, but in clear and connected shape—what strikes me as the programme that 
 we have eventually to carry out, and what are the indispensible conditions of suc¬ 
 cess, that that proceeding, whether the conclusions at wliich I arrive to be such 
 as you approve or as you disapprove, will nevertheless help to clear the course. In 
 this and in all complicated matters we must remember a saying of Bacon, which 
 may be freely translated thus: Consistent error is very often vastly more useful 
 than muddle-headed truth.” At any rate, if there be any error in the conclusions 
 I shall put before you, I will do my best to make the error perfectly clear and plain. 
 
 A THREEFOLD PROBLEM. 
 
 Now, looking at the question of what we want to do in this broad and general 
 way, it appears to me that it is necessary for us, in the first place, to amend and 
 improve our system of primary education in such a fashion as will make it a proper 
 preparation for the business of life. In the second place, I think we have to con¬ 
 sider what measures may best be adopted for the development to its uttermost of 
 that which may be called technical skill; and, in the third place, I think we have 
 to consider what other matters there are for us to attend to, what other arrange¬ 
 ments have to be kept carefully in sight in order that, while pursuing these ends, 
 we do not forget that which is the end of civil existence, I mean a stable social 
 state without which all other measures are merely futile, and, in effect, modes of 
 going faster to ruin. 
 
 You are aware—no people should know the fact better than Manchester people— 
 that, within the last seventeen years, a vast system of primary education has been 
 created and extended over the whole country. I had some part in the original 
 organization of this system in London, and I am glad to think that after all these 
 years I can look back upon that period of my life as perhaps the part of it least * 
 wasted. 
 
 ******* 
 
 No one can doubt that this system of primary education has done wonders for* 
 our population; but, from our point of view, I do not think anybody can doubt 
 that it still has very considerable defects. It has the defect which is common to all 
 the educational systems which we have inherited—it is too bookish, too little prac¬ 
 tical. The child is brought too little into contact with actual facts and things, and 
 as the system stands at present it constitutes next to no education of those particu¬ 
 lar faculties which are of the utmost importance to industrial life—I mean the 
 faculty of observation, the faculty of working accurately, of dealing with things 
 instead of with words. I do not propose to enlarge upon this topic, but I would 
 venture to suggest that there are one or two remedial measures which are impera¬ 
 tively needed; indeed, they have already been alluded to by Mr. Acland. 
 
 IMPORTANCE OF DRAWING AS A REQUIRED STUDY IN ALL SCHOOLS. 
 
 Those which strike me as of the greatest importance are two, and the first of them 
 is the teaching of drawing. In my judgment, there is no mode of exercising the fac¬ 
 ulty of observation and the faculty of accurate reproduction of that which is observed, 
 no discipline which so readily tests error in these matters, as drawing, properly 
 taught. And by that I do not mean artistic drawing. I mean figuring natural 
 objects: making plans, and sections, approaching geometrical rather than artistic 
 drawing. I do not wish to exaggerate, but I declare to you that, in my judgment, 
 the child who has been taught to make an elevation, plan and section of a pint pot 
 has had an admirable training in accuracy of eye and hand. I am not talking 
 about artistic education. That is not the question. Accuracy is the foundation of 
 
PROFESSOR HUXLEY DISCUSSES SCIENTIFIC EDUCATION. 939 
 
 everything else, and instruction in artistic drawing is something which may be put 
 off till a later stage. Nothing has struck me more in the course of my life than the 
 loss which persons, who are pursuing scientific knowledge of any kind, sustain 
 from the difficulties which arise because they never have been taught elementary 
 drawing; and I am glad to say that in Eton, a school of whose governing body I 
 have the honour of being a member, we some years ago made drawing imperative 
 on the whole school. 
 
 ******* 
 
 The other matter in which we want some systematic and good teaching is what 
 I have hardly a name for, but which may best be explained as a sort of developed 
 object lessons such as Mr. Acland adverted to. Anybody who knows his business 
 in science can make anything subservient to that purpose. You know it was said 
 of Dean Swift that he could write an admirable poem upon a broomstick, and the 
 man who has a real knowledge of science can make the commonest object in the 
 world subservient to an introduction to the principles and greater truths of natural 
 knowledge. 
 
 HOW ELEMENTARY SCIENCE SHOULD BE TAUGHT. 
 
 It is in that way that your science must be taught if it is to be of real service. 
 Do not suppose any amount of book work, any repetition by rote of catechisms 
 and other abominations of that kind are of value for our object. That is mere 
 wasting of time. But take the commonest object and lead the child from that 
 foundation to such truths of a higher order as may be within his grasp. With 
 regard to drawing, I do not think there is any practical difficulty ; but in respect to 
 the scientific object lessons you want teachers trained in a manner different from 
 that which now prevails. 
 
 If it is found practicable to add further training of the hand and eye by instruc¬ 
 tion in modelling or in simple carpentry, well and good. But I should stop at this 
 point. The elementary schools are already charged with quite as much as they can 
 do properly; and I do not believe that any good can come of burdening them with 
 special technical instruction. Out of that, I think, harm would come. 
 
 * * ***** 
 
 Now, let me pass to my second point, which is the development of technical skill. 
 Everybody here is aware that at this present moment there is hardly a branch of 
 trade or commerce which does not depend, more or less directly, upon some depart¬ 
 ment or other of physical science, which does not involve, for its successful pursuit, 
 reasoning from scientific data. Our machinery, our chemical processes or dye- 
 works, and a thousand operations which it is not necessary to mention, are all 
 directly and immediately connected with science. You have to look among your 
 workmen and foremen for persons who shall intelligently grasp the modifications, 
 based upon science, which are constantly being introduced into these industrial 
 processes. I do not mean that you want professional chemists, or physicists, or 
 mathematicians, or the like, but you want people sufficiently familiar with the 
 broad principles which underlie industrial operations to be able to adapt themselves 
 to new conditions. Such qualifications can only be secured by a sort of scientific 
 instruction which occupies a midway place between those primary notions given 
 in the elementary schools and those more advanced studies which would be carried 
 out in the technical schools. 
 
 PROFESSOR HUXLEY DEFENDS THE SCIENCE AND ART DEPARTMENT. 
 
 You are aware that, at present, a very large machinery is in operation for the 
 purpose of giving this instruction. I don’t refer merely to such work as is being 
 done at Owens College here, for example, or at other local colleges. I allude to the 
 larger operations of the Science and Art Department, with which I have been con¬ 
 nected for a great many years. I constantly hear a great many objections raised 
 to the work of the Science and Art Department. If you will allow me to say so, 
 my connection with that department—which, I am happy to say, remains, and 
 which I am very proud of—is purely honorary; and, if it appeared to me to be 
 right to criticise that department with merciless severity, the Lord President, if he 
 were inclined to resent my proceedings, could do nothing more than dismiss me. 
 Therefore you may believe that I speak with absolute impartiality. My impres¬ 
 sion is this, not that it is faultless, nor that it has not various defects, nor that 
 there are not sundry lacunce which want filling up; but that, if we consider the 
 conditions under winch the department works, we shall see that certain defects are 
 inseparable from those conditions. People talk of the want of flexibility of the 
 Department, of its being bound by strict rules. Now, will any man of common 
 sense who has had anything to do with the administration of public funds or knows 
 the humour of the House of Commons on these matters—will any man who is in 
 
940 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 the smallest degree acquainted with the practical working of State departments of 
 any kind, imagine that such a department could be other than boimd by minutely 
 defined regulations ? Can he imagine that the work of the department should gcr 
 on fairly and in such a manner as to be free from just criticism, unless it were 
 bound by certain definite and fixed rules? I cannot imagine it. 
 
 The next objection of importance that I have heard commonly repeated is that 
 the teaching is too theoretical, that there is insufficient practical teaching. I ven¬ 
 ture to say that there is no one who has taken more pains to insist upon the com¬ 
 parative uselessness of scientific teaching without practical work than I have; 
 I venture to say that there are no persons who are more cognizant of these defects 
 in the work of the Science and Art Department than those who administer it. But 
 those who talk in this way should acquaint themselves with the fact that proper 
 practical instruction is a matter of no small difficulty in the present scarcity of 
 properly taught teachers, that it is very costly, and that, in some branches of sci¬ 
 ence, there are other difficulties which I won’t allude to. But it is a matter of fact 
 that, wherever it has been possible, practical teaching has been introduced, and has 
 been made an essential element in examination ; and no doubt if the House of Com¬ 
 mons would grant unlimited means, and if proper teachers were to hand, as thick 
 as blackberries, there would not be much difficulty in organizing a complete sys¬ 
 tem of practical instruction and examination ancillary to the present classes. 
 Those who quarrel with the present state of affairs would be better advised if 
 instead of groaning over the shortcomings of the present system, they would put 
 before themselves these two questions—Is it possible under the conditions to invent 
 any better system ? Is it possible under the conditions to enlarge the work of prac¬ 
 tical teaching and practical examination which is the one desire of those who 
 administer the department? That is all I have to say upon that subject. 
 
 ******* 
 
 Supposing we have this teaching of what I may call intermediate science, what 
 we want next is technical instruction, in the strict sense of the word technical; I 
 mean instruction in that kind of knowledge which is essential to the successful 
 prosecution of the several branches of trade and industry. Now, the best way of 
 obtaining this end is a matter about which the most experienced persons entertain 
 very diverse opinions. I do not for one moment pretend to dogmatize about it; I 
 can only tell you what the opinion is that I have formed from hearing the views of 
 those who are certainly best qualified to judge, from those who have tested the 
 various methods of conveying this instruction. 
 
 THREE FORMS OF TECHNICAL SCHOOLS POSSIBLE. 
 
 I think we have before us three possibilities. We have, in the first place, trade 
 schools—I mean schools in which branches of trade are taught. We have, in the 
 next place, schools attached to factories for the purpose of instructing young appren¬ 
 tices and others who go there, and who aim at becoming intelligent workmen and 
 capable foremen. We have, lastly, the system of day classes and evening classes. 
 With regard to the first there is this objection, that they can be attended only by 
 those who are not obliged to earn their bread, and consequently that they will reach 
 only a very small fraction of the population. Moreover, the expense of trade schools 
 is enormous, and those who are best able to judge assure me that, inasmuch as the 
 work which they do is not done under conditions of pecuniary success or failure, 
 it is apt to be too amateurish and speculative, and that it does not prepare the 
 worker for the real conditions under which he will have to carry out his work. In 
 any case, the fact that the schools are very expensive, and the fact that they are 
 accessible only to a small portion of the population, seem to me to constitute a very 
 serious objection to them. I suppose the best of all possible organizations is that of 
 a school attached to a factory, where the employer has an interest in seeing that the 
 instruction given is of a thoroughly practical kind, and where the pupils pass gradu¬ 
 ally by successive stages to the position of actual workmen. Schools of this kind 
 exist in various parts of the country, but it is obvious that they are not likely to be 
 reached by any large part of the population ; so that it appears to me we are shut 
 up practically to schools accessible to those who are earning their bread, and in such 
 cases they must be essentially evening classes. I am strongly of opinion that classes 
 of this kind do an immense amount of good, and that they have the admirable 
 quality that they involve voluntary attendance, take no man out of his position, but 
 enable any who chooses to make the best of the position he happens to occupy. 
 ******* 
 
 Suppose that all these things are desirable, what is the best way of obtaining 
 them? I must confess that I have a strong prejudice in favour of carrying out 
 undertakings of this kind, which at first, at any rate, must be to a great extent 
 tentative and experimental, by private effort. 
 
SUGGESTIVE WORDS BY PROFESSOR HUXLEY. 
 
 941 
 
 TECHNICAL EDUCATION STILL IN THE EXPERIMENTAL STAGE OF DEVELOPMENT. 
 
 I don’t believe that the man lives at this present time who is competent to organ¬ 
 ize a final system of technical education. I believe that all attempts made in that 
 direction must for many years to come be experimental, and that we must get to 
 success through a series of blunders. Now that work is far better performed by 
 private enterprise than in any other way. But there is another method which I 
 think is permissible, and not only permissible but highly recommendable in this case, 
 and that is the method of allowing the locality itself in winch any branch of industry 
 is pursued to be its own judge of its own wants, and to tax itself under certain 
 conditions for the purpose of carrying out any scheme of technical education adapted 
 to its needs. I am aware that there are many extreme theorists of the individualist 
 school who hold that all this is very wicked and very wrong, and that by leaving 
 things to themselves they will get right. Well my experience of the world is that 
 things left to themselves don’t get right. I believe it to be sound doctrine that a 
 municipality—and the State itself for that matter—is a corporation existing for the 
 benefit of its members, and that here, as in all other cases, it is for the majority to 
 determine that which is for the good of the whole, and to act upon that. That is 
 the principle which underlies the whole theory of government in this country, and 
 if it is wrong we shall have to go back a long way. But you may ask me, “ This pro¬ 
 cess of local taxation can only be carried out under the authority of Act of Parlia¬ 
 ment, and do you propose to let any municipality or any local authority have carte 
 blanche in these matters ; is the Legislature to allow it to tax the whole body of its 
 members to any extent it pleases and for any purposes it pleases? ” I should reply, 
 certainly not. 
 
 * * * * * * * 
 
 Let me point out to you that at this present moment it passes the wit of man, so 
 far as I know, to give a legal definition of technical education. If you expect to 
 have an Act of Parliament with a definition which shall include all that ought to 
 be included, and exclude all that ought to be excluded, I think you will have to wait 
 a very long time. I imagine the whole matter is in a tentative state. You don’t 
 know what you will be called upon to do, and so you must try and you must blun¬ 
 der. Under these circumstances it is obvious that there are two alternatives. One 
 of these is to give a free hand to each locality. Well, it is within my knowledge 
 that there a good many people with wonderful, strange, and wild notions as to 
 what ought to be done in technical education, and it is quite possible that in some 
 places, and especially in small places, where there are few persons who take an 
 interest in these things, you will have very remarkable projects put forth, and in 
 that case the sole court of appeal for those taxpayers, who did not approve of such 
 projects, would be a court of law. I suppose the judges would have to settle 
 what is technical education. That would not be an edifying process, I think, and 
 certainly it would be a very costly one. The other alternative is the principle 
 adopted in the bill of last year now abandoned. I don’t say whether the bill was 
 right or wrong in detail. 1 am dealing now only with the principle of the bill, which 
 appears to me to have been very often misunderstood. It has been said that it gave 
 the whole of technical education into the hands of Science and Art Department. 
 It appears to me nothing could be more unfounded than that assertion. All I 
 understand the Government proposed to do was to provide some authority who 
 should have power to say in case any scheme was proposed, “Well, this comes 
 within the four corners of the Act of Parliament, work it as you like; ” or if it was 
 an obviously questionable project, should take upon itself the responsibility of say¬ 
 ing “ No, that is not what the Legislature intended; amend your scheme.” There 
 was no initiative, no control, there was simply this power of giving authority to decide 
 upon the meaning of the Act of Parliament to a particular department of the 
 State, whichever it might be ; and it seems to me that that is a very much simpler 
 and better process than relegating the whole question to the law courts. I think that 
 here, or anywhere else, people must be extremely sanguine if they suppose that the 
 House of Commons and the House of Lords will ever dream of giving any local 
 authority unlimited power to tax the inhabitants of a district for any object it 
 pleases. I should say that was not in the range of practical politics. Well, I put 
 that before you as a matter for your consideration. 
 
 ******* 
 
 WISE WORDS CONCERNING TEACHING AND TEACHERS. 
 
 Another very important point in this connection is the question of the supply of 
 teachers. I should say that is one of the greatest difficulties which beset the whole 
 problem before us. I do not wish in the slightest degree to criticise the existing 
 system of preparing teachers for ordinary school work. I have nothing to say 
 
942 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 about it. But what I do wish to say, and what I trust I may impress on your 
 minds firmly, is this, that for the purpose of obtaining persons competent to teach 
 science or to act as technical teachers, a different system must be adopted. For 
 this purpose a man must know what he is about thoroughly, and be able to deal 
 with his subject as if it were the business of his ordinary life. For this purpose, 
 for the obtaining of teachers of science and of technical classes, the system of 
 catching a boy or girl young, making a pupil teacher of him, compelling the poor 
 little mortal to pour from his little bucket into a still smaller bucket that which 
 has just been poured into it out of a big bucket; and passing him afterwards 
 through the training college, where his life is devoted to filling the bucket from the 
 pump from morning to night, without time for thought or reflection, is a system 
 which should not continue. Let me assure you that it will not do for us, that you 
 had better give the attempt up than try that system. I remember somewhere read¬ 
 ing of an interview between the poet Southey and a good Quaker. Southy was a 
 man of marvellous powers of work.. He had a habit of dividing his time into little 
 parts each of which was filled up, and he told the Quaker what he did in this hour 
 and that, and so on through the day until far into the night. The Quaker listened, 
 and at the close said, ‘ ‘ Well, but, friend Southey, when dost thee think ? ” The system 
 which I am now adverting to is arraigned and condemned by putting that question 
 to it. When does the unhappy pupil teacher or overdrilled student of a training 
 college find any time to think ? I am sure if I were in their place I could not. I 
 repeat, that kind of thing will not do for science teachers. For science teachers 
 must have knowledge, and knowledge is not to be acquired on these terms. The 
 power of repetition is, but that is not knowledge. The knowledge which is abso¬ 
 lutely requisite in dealing with young children is the knowledge you possess, as 
 you would know your own business, and which you can just turn about as if you 
 were explaining to a boy a matter of everyday life. 
 
 So far as science teaching and technical education are concerned, the most impor¬ 
 tant of all things is to provide the machinery for training proper teachers. The 
 Department of Science and Art has been at that work for years and years, and 
 though unable under present conditions to do so much as could be wished, it has I 
 believe, already begun to leaven the lump to a very considerable extent. If tech¬ 
 nical education is to be carried out on the scale at present contemplated, this par¬ 
 ticular necessity must be specially and most seriously provided for. And there is 
 another difficulty, namely, that when you have got your science or technical teacher 
 it may not be easy to keep him. You have educated a teacher it may not be easy 
 to keep him. You have educated a man—a clever fellow very likely—under the 
 understanding that he is to be a teacher. But the business of teaching is not a very 
 lucrative and not a very attractive one, and an able man who has had a good train¬ 
 ing is under extreme temptations to carry his knowledge and his skill to a better 
 market, in which case you have had all your trouble for nothing. It has often 
 occurred to me that probably nothing would be of more service in this matter than 
 the creation of a number of not very large bursaries or exhibitions, to be gained by 
 persons nominated by the authorities of the various science colleges and schools 
 of the country—persons such as they thought to be well qualified for the teaching 
 business—and to be held for a certain term of years, during which the holders 
 should he bound to teach. I believe that some measure of this kind would do 
 more to secure a good supply of teachers than anything else. Pray note that I do 
 not suggest that you should try to get hold of good teachers by competitive exam¬ 
 ination. That is not the best way of getting men of that special qualification. 
 An effectual method would be to ask professors and teachers of any institution to 
 recommend men who, to their own knowledge, are worthy of such support, and 
 are likely to turn it to good account. 
 
 * * * * * * 
 TECHNICAL TRAINING ALONE NOT ALL SUFFICIENT FOR A PEOPLE. 
 
 I trust I am not detaining you too long; but there remains yet one other matter 
 which I think is of profound importance, perhaps of more importance than all the 
 rest, on which I earnestly beg to be permitted to say some few words. It is the 
 need, while doing all these things, of keeping an eye, and an anxious eye, upon 
 those measures which are necessary for the preservation of that stable and soimd 
 condition of the whole social organism which is the essential condition of real 
 progress, and a chief end of all education. You will all recollect that some time 
 ago there was a scandal and a great outcry about certain cutlasses and bayonets 
 which had been supplied to our troops and sailors. These warlike implements were 
 polished as bright as rubbing could make them; they were very well sharpened; 
 they looked lovely. But when they were applied to the test of the work of war 
 they broke and they bent, and proved more likely to hurt the hand of him that used 
 
A PROBLEM CONFRONTING ALL PEOPLES. 
 
 943 
 
 them than to do any harm to the enemy. Let me apply that analogy to the effect 
 of education which is a sharpening and polishing of the mind. You may develop 
 the intellectual side of people as far as you like, and you may confer upon them all 
 the skill that training and instruction can give ; but, if there is not underneath all 
 that outside form and superficial polish the firm fibre of healthy manhood and 
 earnest desire to do well, your labour is absolutely in vain. 
 
 ******* 
 
 THE STRUGGLE FOR EXISTENCE. 
 
 Let me further call your attention to the fact that the terrible battle of competi¬ 
 tion between the different nations of the world is no transitory phenomenon, and 
 does not depend upon this or that fluctuation of the market, or upon any condition 
 that is likely to pass away. It is the inevitable result of that which takes place 
 throughout nature and affects man's part of nature as much as any other—namely, 
 the struggle for existence, arising out of the constant tendency of all creatures in 
 the animated world to multiply indefinitely. It is that, if you look at it, which is 
 at the bottom of all the great movements of history. It is that inherent tendency 
 of the social organism to generate the causes of its own destruction, never yet 
 counteracted, which has been at the bottom of half the catastrophes which have 
 ruined States. We are at present in the swim of one of those vast movements in 
 which, with a population far in excess of that which we can feed, we are saved 
 from a catastrophe, through the impossibility of feeding them, solely by our pos¬ 
 session of a fair share of the markets of the world. And in order that that fair 
 share may be retained, it is absolutely necessary that we should be able to produce 
 commodities which we can exchange with food-growing people, and which they 
 will take, rather than those of our rivals, on the ground of their greater cheapness 
 or of their greater excellence. That is the whole story. And our course, let me 
 say, is not actuated bv mere motives of ambition or by mere motives of greed. 
 Those doubtless are visible enough on the surface of these great movements, but the 
 movements themselves have far deeper sources. If there were no such things as 
 ambition and greed in this world the struggle for existence would arise from the 
 same causes. • 
 
 THE PROBLEM WHICH CONFRONTS ALL MODERN CIVILIZATION. 
 
 Our sole chance of succeeding in a competition, which must constantly become 
 more and more severe, is that our people shall not only have the knowledge and 
 the skill which are required, but that they shall have the will and the energy and 
 the honesty, without which neither knowledge nor skill can be of any permanent 
 avail. This is what I mean by a stable social condition, because any other condi¬ 
 tion than this, any social condition in which the development of wealth involves 
 the misery, the physical weakness, and the degradation of the worker, is absolutely 
 and infallibly doomed to collapse. Your bayonets and cutlasses will break under 
 your hand, and there will go on accumulating in society a mass of helpless, phys¬ 
 ically incompetent, and morally degraded people, who are, as it were, a sort of 
 dynamite which, sooner or later, when its accumulation becomes sufficient and its 
 tension intolerable, will burst the whole fabric. 
 
 I am quite aware that the problem which I have put before you and which you 
 know as much about as I do, and a great deal more probably, is one extremely 
 difficult to solve. I am fully aware that one great factor in industrial success is 
 reasonable cheapness of labour. That has been pointed out over and over again, 
 and is in itself an axiomatic proposition. And it seems to me that of all the social 
 questions which-face us at this present time, the most serious is how to steer a clear 
 course between the two horns of an obvious dilemma. One of these is the constant 
 tendency of competition to lower wages beyond a point at which man can remain 
 man—below a point at which decency and cleanliness and order and habits of 
 morality and justice can reasonably be expected to exist. And the other horn of 
 the dilemma is the difficulty of maintaining wages above this point consistently with 
 success in industrial competition. I have not the remotest conception how this prob¬ 
 lem will eventually work itself out; but of this I am perfectly convinced, that the 
 sole course compatible with safety lies between the two extremes ; between the Scylla 
 of successful industrial production with a degraded population, on the one side, and 
 the Charybdis of a population, maintained in a reasonable and decent state, with 
 failure in industrial competition, on the other side. Having this strong conviction, 
 which, indeed, I imagine must be that of every person who has ever thought 
 seriously about these great problems, I have ventured to put it before you in this 
 bare and almost cynical fashion because it will justify the strong appeal, which I 
 mane to all concerned in this work of promoting industrial education, to have a 
 
944 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 care, at the same time, that the conditions of industrial life remain those in which 
 the physical energies of the population may be maintained at a proper level; in 
 which their moral state may be cared for; in which there may be some rays of 
 hope and pleasures in their lives; and in which the sole prospect of a life of labour 
 may not be an old age of penury. 
 
 These are the chief suggestions I have to offer to you, though I have omitted 
 much that I should like to have said, had time permitted. It may be that some of 
 you feel inclined to look upon them as the Utopian dreams of a student. If there 
 be such, let me tell you that there are, to my knowledge, manufacturing towns in this 
 country, not one-tenth the size, or boasting one hundredth part of the wealth, of 
 Manchester, in which I do not say that the programme that I have put before you 
 is completely carried out, but in which, at any rate, a wise and intelligent effort has 
 been made to realize it, and in which the main parts of the programme are in course 
 of being worked out. This is not the first time that I have had the privilege and 
 pleasure of addressing a Manchester audience. I have often enough before now 
 thrown myself with entire confidence upon the hard-headed intelligence and the 
 very soft-hearted kindness of Manchester people, when I have had a difficult and 
 complicated scientific argument to put before them. If, after the considerations 
 which I have put before you—and which, pray be it understood, I by no means 
 claim particularly for myself, for I presume they must be in the minds of a large 
 number of people who have thought about this matter—if it be that these ideas 
 commend themselves to your mature reflection, then I am perfectly certain that 
 my appeal to you to carry them into practice, with that abundant energy and will 
 which have led you to take a foremost part in the great social movements of our 
 country many a time beforehand, will not be made in vain. I therefore confidently 
 appeal to you to let those impulses once more have full sway, and not to rest until 
 you have done something better and greater than has yet been done in this country 
 in the direction in which we are now going. I heartily thank you for the attention 
 which you have been kind enough to bestow upon me. The practice of public 
 speaking is one I must soon think of leaving off, and I count it a special and peculiar 
 honour to have had the opportunity of speaking to you on this subject to-day. 
 
AJPPEISTOIX cc. 
 
 PAPERS RELATING TO INDUSTRIAL TECHNICAL EDUCATION IN 
 GREAT BRITAIN AND GERMANY. 
 
 I. Introduction. 
 
 II. Miscellaneous Extracts relating to Manual Training in England, in 1807. 
 
 III. Addresses delivered on occasions of the opening of new Technical Institutions 
 
 in Great Britain, in the autumn of 1897. 
 
 IV. Two papers from the New York Tribune, showing English and German estimate 
 
 of the value of Technical Training. 
 
 V. Summary of Contents of English Science and Art Report. (London, 1897.) 
 
 VI. Report on Technical Education in Germany, with “Notes”, by English Experts. 
 
 ART—VOL 4 - 60 
 
 945 
 
APPENDIX C C. 
 
 PAPERS RELATING TO INDUSTRIAL TECHNICAL EDUCATION IN 
 GREAT BRITAIN AND GERMANY. 
 
 I. 
 
 Introduction. 
 
 The delay in the issue of Part III. in the final Appendix of which 
 the most recent movements in the development of Technical Indus¬ 
 trial Education in the United States, up to 1897, are recorded, has 
 given opportunity for the publication (November 1897) of the two 
 volumes of the Annual Report by the U. S. Commissioner of Edu¬ 
 cation, for 1895—’96; as well as for the issue, in London, of the 
 Annual Report of the Science and Art Department of Great 
 Britain.* 
 
 Reference has already been made, in a note to the Introduction of 
 the present volume, to the special articles, in the latest Annual 
 Report by the U. S. Commissioner of Education, relating to Technical 
 Education. (See Page xlviii.) 
 
 In the present Appendix, added for this purpose, a concise sum¬ 
 mary of the general contents of the English Report is given; with, 
 in addition, the greater part of a Special Report therein included, 
 made by leading English Experts, upon the most recent develop¬ 
 ments of Technical Training in Germany; an important authori¬ 
 tative statement of the educational activity of this great industrial 
 Empire. 
 
 Abstracts of addresses delivered by leading English Authorities 
 on the occasions of the ceremonial openings of various new Tech¬ 
 nical Educational Institutions, during the autumn of 1897, compiled 
 from the current reports in The Manchester Guardian, precede these 
 extracts from the Government Official Report, just referred to. 
 
 It will be observed that all the the speakers quoted are emphatic 
 in calling attention to the great lack of sufficient elementary educa¬ 
 tion, arising from the fact that the large majority of school children 
 do not attend school after the age of twelve years. In addition to 
 this deficiency of elementary schooling, a large majority of the 
 students in the great technical institutes attend only the evening 
 classes. For example, it is stated that, of the thirteen hundred 
 students in the Royal Technical Institute of Salford, only twenty, 
 were day pupils. 
 
 In the two Appendices which immediately precede the present, 
 are given extracts from official publications and reports which show 
 the great interest that was taken by English Educators and States¬ 
 men, in the movement for the promotion of industrial and technical 
 Education in Great Britain, from 1884 to 1888. In the present 
 Appendix, the similar extracts which are included show the interest 
 
 * FOrty-Fourth Report of The Department of Science and Art of the Committee 
 of Council of Education, with Appendices. London 1897, Pp. LXIV., 481. 
 
 947 
 
948 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 that, a decade later, continues to he taken in these movements, by 
 the English leaders in Education and Statesmanship, in 1897. 
 
 It is of no small significance to the people of the United States 
 that, as the articles here collected show, the two most powerful indus¬ 
 trial nations of Europe, Great Britain and Germany, thus continue 
 their active efforts in promoting the Industrial, Technical and Artistic 
 Education of their youthful population. 
 
 That other European countries were fully awake to the necessity 
 of such definite technical training of their own people, is shown in 
 various papers comprised in the several Appendices to the present 
 volume of this Report. 
 
 Two papers of interest are taken from the files of the New York 
 Tribune; one, gives a graphic account of the result of definite tech¬ 
 nical industrial training in promoting the prosperity of the well- 
 known manufacturing town of Bradford, England; the other, is an 
 editorial analysis of a Belgian Government Report, showing concisely 
 the great number of Technical Industrial Schools which permeate 
 the German Empire; prepared to drill an army of skilled operatives, 
 no less powerful to protect the Fatherland, than are the vast armies 
 of soldiers that obey the Kaiser’s slightest whim. 
 
 In the modern world’s contests of commercial competition which 
 army is the most to be feared by rival nations ? 
 
 II. 
 
 Miscellaneous Extracts Relating to Manual Training, 
 
 Sloyd, etc. 
 
 The following extract from the London correspondence of The Man¬ 
 chester Guardian, (September 13th 1897), shows the present unsatis¬ 
 factory status of this form of elementary education in the Schools of 
 London, and the inception of a new movement looking to the imme¬ 
 diate development on a. large scale, of Manual Training in the 
 schools of that city: 
 
 A great impetus is about to be given to manual training in connection with the 
 Board schools of London. Before the end of December the 127 centres for such 
 training will have grown to 150, available by nearly all the schools under the Board. 
 At present about a third of the schools are practically unable to make use of the 
 centres. Not merely the desire to perpetuate the supremacy of British over foreign 
 workmen has prompted the increase; it is due partly to a conviction that children who 
 receive manual instruction take more interest in tiie ordinary lessons and are gener- 
 ally brightened. Boys, for example, who have received instruction in carpentry 
 draw with added zest. Moreover, manual-instruction pupils oftener remain at school 
 till the age of 15 or 16, while the withdrawal age among the others is usually 12 
 or 13. In this important work the Board already employs an organiser, two assist¬ 
 ants, and nearly 200 instructors, not one of whom is allowed to teach more than 
 20 pupils at once. 
 
 The following brief report of ail educational meeting in the Man¬ 
 chester Guardian (October 18, 1897) gives a view of the interest taken 
 by some English educators in that phase of Manual Training in wood 
 cutting, as formulated and taught by Director Salomon, in the sem¬ 
 inary at Naas, Sweden, and known in England, as “ Sloyd”. 
 
 THE SLOYD ASSOCIATION. 
 
 At a general meeting of the Sloyd Association held on Saturday at the offices of 
 the Teachers’ Guild, in London, with the Hon. Lyulph Stanley in the chair, the 
 proceedings were of an unusually interesting character. Sketches of various sloyd 
 
TECHNICAL TRAINING IN MANCHESTER, ENGLAND. 949 
 
 courses held this summer were given—of that at Nikis by Mr. H. R. Reichel, princi¬ 
 pal of University College, Bangor, who for a second summer in succession had 
 gone through a course of bench work there; of that at Ambleside, conducted by 
 the Sheffield Manual Training School, by Mr. W. Nelson, of the London School 
 Board, and of that at Bangor, conducted by Miss Andren, by Mr. J. C. Hudson, of 
 the Hornsey School Board. Mr. Reichel declared that the view which he formed, 
 and published, of the value of the Naas seminary had in the course of the twelve 
 months been changed but little. A single course there for a man unaccustomed to 
 the use of tools he now, however, thought insufficient. It might enable him to 
 start a course of instruction, but not to continue it for a period of twelve months. 
 For the first time since 1888 the secondary teachers from England had been as 
 numerous as the elementary, owing to the large contingent—twelve—which he had 
 brought with him from Welsh intermediate schools. As for the discussions for 
 which Naas was so famous, and for which the rainy summer there had given 
 unusual scope, they possibly converted no one who went there opposed to the Naas 
 ideas, but there could be no doubt that they brought into clearer view for every 
 teacher there the immense, the fascinating, possibilities of the teacher’s career. 
 Four days of the course the entire body of students gave up to the industrial and 
 art exhibition at Stockholm, where there was an unusually complete exhibition of 
 sloyd exhibits from the schools in the various provinces of Sweden. But perhaps 
 the most interesting item in the programme was the reading of Herr Salomon’s 
 address at the Naas jubilee this summer, a translation of which had been prepared 
 by Mr. Reichel. It presented a graphic picture of the work pursued at Niias. 
 
 The following local item from the Manchester Guardian (Septem¬ 
 ber 20tli, 1897,) shows the generous provision made by that leading 
 manufacturing city for giving to its youth, in day and evening 
 classes, opportunities for Technical Training in a large number of 
 industrial and artistic callings. 
 
 MUNICIPAL INSTRUCTION IN ART AND TECHNOLOGY. 
 
 • 
 
 The calendar and syllabus of studies of the Manchester Municipal School and the 
 School of Art, just issued, furnish ample details of the courses of instruction in these 
 divisions of practical education. The classes will be carried forward, during the 
 winter sessions now opening, in eight buildings of the city and suburbs, under the 
 supervision of over a hundred lecturers and members of the administrative staff. 
 In the day departments the instruction is graded to enable youths of over fifteen 
 whose education is sufficiently advanced, and who are designed for industrial occu¬ 
 pations, to acquire a sound elementary knowledge in the theory and practice of the 
 principles and processes connected with the mechanical, electrical, sanitary engi¬ 
 neering, building, chemical, and the textile industries. This the directors consider 
 should become the main department of the institution, and it is hoped that there 
 will be a large accession of youths from fifteen to eighteen years of age, seeking to 
 qualify themselves as captains of the industries depending upon scientific progress, 
 so that tlxis section may have the flourishing appearance exhibited by the corre¬ 
 sponding divisions of the technical schools of Germany and Switzerland. The 
 evening classes are for persons already engaged during the day in handicrafts or 
 business who desire to supplement and develop the instruction of the day school and 
 the experience gained in the workshop or warehouse. A third division is the 
 department for women (for whose requirements special arrangements are made), 
 the subjects being dressmaking, millinery, languages, and wood carving. New 
 features of the coming session are lecture courses on advanced hygiene, gas manu¬ 
 facture, oils and fats, the design and manufacture of iron and steel bridges and 
 similar structures, telegraphy (honours stage), the telephonic system of Manchester, 
 microscopical research, microscopical technology applied to textile fibres, topog¬ 
 raphy and lithography (honours stage), planing and milling machines, principles of 
 mining, geology, physiology, general biology, botany, and physiography, practical 
 instruction in brickwork and masonry, metal-plate work, and, at the Openshaw 
 branch, building construction and drawing. At the Municipal School of Art, the 
 session of which opens on the 20th inst., “ the objects are to give, by a system of 
 carefully considered and varied courses of study, witli due regard to the bent and 
 capacity of individuals, a thoroughly practical knowledge of designing, draw¬ 
 ing, painting, and modelling, more especially in the various forms of their orna¬ 
 mental application in association with architecture and technical conditions of 
 manufacture.” 
 
950 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 Free Scholarships in London. 
 
 In the London correspondence of the Manchester Guardian (August 
 12th, 1897) occurs this interesting item showing the educational ad¬ 
 vantages opened to the youth of that metropolis through the benevo¬ 
 lence of former generations. 
 
 In recent years, thanks to School Board activity and the opening of free libraries, 
 London has in the matter of education been making huge strides, and now it is 
 clear that in one direction it has an immense advantage over other great centres of 
 population. It is far more richly endowed with scholarships and other helps on 
 the road from the elementary school to the University. Not all have been brought 
 to light, but alx-eady the Technical Education Board has discovered 1,783 annual 
 scholarships, of which 1,G90 may be won by children in public elementary schools. 
 In addition there are 400 which secure University teaching to London pupils, besides 
 many others open, though not exclusively, to London students. Two hundred and 
 sixty-seven scholarships at schools of art belong to London alone. Moreover, the 
 School Board has the management of 75 recurring and 428 terminable scholarships, 
 varying in value from £10 to £50 a year. It was to prevent confusion in the han¬ 
 dling of all these good things that a general examining board was established last 
 year. The advocates of popular control over education will note with pleasure that 
 the result of the examinations is a victory for Board schools over their “ Voluntary ” 
 rivals, the former winning 513 scholarships against 75 awarded to sectarian schools 
 and 12 to secondary. The Board school candidates were six times as many as those 
 from Voluntary schools, leaving, nevertheless, a margin to the credit of the former. 
 
 III. 
 
 Addresses Delivered on the Opening of New Technical 
 Educational Institutions in Great Britain. 
 
 A few notices follow, giving an account of the proceedings accom¬ 
 panying the inauguration of new Technical Industrial Educational 
 Institutions during the autumn of 1897, and of the annual opening 
 of some of those previously founded; with extracts from the addresses 
 delivered on these occasions by leading educators and statesmen, 
 mostly taken from the current reports given in the daily issues of 
 that leading English Journal, The Manchester Guardian. The notice 
 first quoted below seems to describe an Institution very similar in 
 its purposes to The Cooper Union Institute, in New York City. The 
 merited tribute by Sir John Brunner, to our fellow-countryman, the 
 late George Peabody, of London, adds interest to this occasion. 
 
 NEW TECHNICAL SCHOOLS FOR MIDDLEWICH. 
 
 On Saturday, at Middlewicli, the foundation-stones of new technical schools and 
 a free library were laid, in the presence of a large and influential gathering. The 
 building, which occupies a site presented to the town by Sir John Brunner, is 
 admirably designed, and is intended to commemorate the Diamond Jubilee. Pro¬ 
 vision is made for the teaching of chemistry, science and art subjects, shorthand, 
 wood carving, typewriting, cookery, dressmaking, &c., while a well-apportioned 
 library and reading-room will be provided. Sir John T. Brunner, M. P., and Mr. 
 E. II. Moss (representative of Middlewicli on the Cheshire County Council) have 
 contributed £1,000 and £450 respectively in aid of the undertaking, and very 
 appropriately they were called upon to perform the ceremony of laying the foun¬ 
 dation-stones.—Mr. Henry Seddon (chairman of the Urban Council) presided. In 
 calling upon Sir John Brunner to lay the first stone, Mr. Seddon said the present 
 was an age of rich men, but it was also an age of philanthropists, and in the front 
 rank he would place the member for Northwich.—After the two principal stones 
 had been laid, the Chairman, on behalf of the town, proposed a vote of thanks to 
 Sir John Brunner for his generosity, and presented to him a fine silver shield.—Mr. 
 Hulme (vice chairman of the Council) seconded, and the Vicar of Middlewich sup¬ 
 ported the motion, which was cordially adopted. 
 
ROYAL TECHNICAL INSTITUTE, SALFORD, ENGLAND. 951 
 
 Sir John Brunner, in reply, said he trusted that the work which would be carried 
 on in the school would redound to the credit of those who had begun it.— 
 (Applause.) The reign of Queen Victoria had been distinguished beyond all other 
 reigns by the fact that the public conscience had been awakened, and that rich 
 men had been stirred to bestow of their wealth for the public good. The example 
 was set somewhat late in the Queen’s reign by the American, George Peabody; but 
 that example had been admirably and nobly followed.—(Applause.) They had 
 heard that they ought to be proud and happy that they lived in such an age as 
 this. They did not remember as often as they ought that within the last 25 years 
 they had been closing prisons all over the country, and at the same time had been 
 erecting schools. He hoped the school would have an effect upon the people of 
 Middlewich far above the level of keeping people out of prison, and that it would 
 raise them to the dignity of honourable and worthy citizens.—(Applause.) They 
 all knew that in the neighbourhood there was diminished opportunity for employ¬ 
 ment, and, therefore, they would do well if they looked about for a means of mak¬ 
 ing the town more attractive. In this direction, he believed the new institution 
 would have an important influence.—(Applause.) Professor Huxlev had said that 
 probably excepting the Italian, the British intellect was the finest raw material for 
 the teacher in the whole world. He (Sir John) had seen much of the artistic and 
 technical work of other countries, anti he was satisfied that, given the same oppor¬ 
 tunities, the Englishman would be at the head.—(Applause.) 
 
 Mr. W. Boosey, (chairman of the Technical Instruction Committee) presented to 
 Mr. E. H. Moss, as a recognition from the inhabitants, a silver flower-bowl, and at 
 the same time proposed a vote of thanks to him for Ins gift to the schools.—Mr. T. 
 Haddon seconded, and the motion was carried.—Mr. Moss, in response, said he 
 trusted that Middlewich would not be content with having an ornamental building, 
 but that the people would make the fullest use of the opportunities provided for 
 them.—(Applause.) 
 
 Subsequently some 200 guests attended a reception by Mrs. H. Seddon in the 
 Middlewich Town Hall. 
 
 DESCRIPTION OF THE ROYAL TECHNICAL INSTITUTE OF SALFORD. 
 
 This admirably equipped Engineering Institution was opened for 
 pupil§ a year ago, although, at that time, only partially equipped 
 with the requisite mechanical appliances; nevertheless it soon had 
 an attendance of thirteen hundred day and evening students. 
 
 The opening for the session of 1897-98 was announced for the 
 22nd of September, when the Inaugural Address was to be delivered 
 by Mr. William Mather, the gentleman who visited the United 
 States and made the Special Report on Technical Education in 
 America, included in the great Report in five volumes on Technical 
 Instruction issued by the English Royal Commission 1884. (See 
 reference in Part I. of the present Report, pages ccliv-v.) 
 
 After stating that the building was opened for inspection by the 
 public for three days, the Manchester Guardian, of September 3rd, 
 remarks that visitors may have been surprised at the extent of the 
 provisions made for instruction in Electrical Engineering and says: 
 
 The explanation is simple. Salford contains some of the largest electrical 
 engineering works in the country, and the Committee hold that they have in the 
 Institute a sort of natural centre, for technical instruction in this growing branch of 
 industry. Of the six laboratories in the physical department, four are especially 
 arranged for the study of theoretical and practical electricity. 
 
 The dynamo-room contains a thirty-horse power nominal high-speed vertical 
 steam engine, which drives two sets of speed cones, and from these the experi¬ 
 mental dynamos, four in number, are driven. Two are for direct and two for 
 alternating current work, and each dynamo is provided with its own set of instru¬ 
 ments and artificial load. The dynamos, it should be understood, are used exclu¬ 
 sively for experimental work. They have nothing to do with the lighting of the 
 building. The electric light with which the whole of the Institute is provided 
 comes from the Corporation supply. In the testroom adjacent to the dynamo-room 
 there are two of Lord Kelvin’s standard balances, a large variety of volt meters 
 and ammeters, as well as two transformers and two motors. The electrical circuits 
 
952 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 in this room are controlled by means of a mercury distributing switchboard. The 
 storage-battery-room contains 82 higli-discharge chloride cells and 30 smaller ones 
 for use in the laboratories. Two of these laboratories are arranged for electrical 
 engineering, and in connection with this department there is a photometric-room, 
 in which provision is made for the complete testing of arc and incandescent lamps. 
 In addition to the usual lecture-rooms and drawing offices, the mechanical engineer¬ 
 ing department has an exceedingly well-equipped machine shop, which contains 
 three large self-acting screw-cutting lathes, and also drilling, shaping, and slotting 
 machines. One of the new features of the department, said also to be new to the 
 district, is the machinery for experimental work in the applied mechanics and steam 
 and motive power laboratories. In the applied mechanics laboratory, for instance, 
 there is a testing machine which, although specially designed for tensile stresses, 
 can also be used to test pressure and vacuum gauges and the bursting strain of thin 
 boilers. The laboratory also contains a cement tester, an oil tester, various lifting 
 machines, a differential pulley block, a screw jack, and the ordinary standard 
 measuring instruments used in engineering. In the steam and motive pow r er labora¬ 
 tory the arrangements are such that students can test for themselves the action and 
 efficiency of steam, gas, and oil engines. The engines are fitted with all necessary 
 dynamometers, meters, and pressure gauges. In this laboratory, too, determina¬ 
 tions of the mechanical equivalent of heat will be made. The dyeing and calico 
 printing department has a remarkably complete equipment. The printing school 
 is said to be the only one in the country at present with full-sized printing machinery. 
 In the dyehouse there are three large tables, giving accommodation for upwards of 
 thirty students. The tables are provided with steam and all the other appliances 
 necessary to a scientific study of dyeing. The equipment of the printing-rooms 
 includes a full-sized sample printing machine, an ageing machine, a hot-air drying 
 and padding machine, and colour-mixing pans; together with one or two small 
 sample printing machines, driven in all cases by means of an electric motor. 
 Attached to the spacious laboratory in the chemistry department there is now a 
 large balance-room, and a room specially arranged for gas analysis. There will be 
 a course of study in the latter subject, combined with practical work during the 
 winter. Of the other departments, which were already completely equipped at the 
 opening of the Institute, it is unnecessary to speak. It will be sufficient to add, as 
 an indication of the scope and diversity of the instruction, that for the coming 
 session about 120 evening classes have been arranged in various subjects and grades 
 of subjects. 
 
 The following account of the meeting at the Institute, and the 
 report of the Inaugural Address by Mr. William Mather, appeared 
 in the Manchester Guardian, of September 23rd, 1897. 
 
 TECHNICAL EDUCATION IN SALFORD—ADDRESS BY MR. WILLIAM MATHER. 
 
 There was a large gathering of the people of Salford last night at the Royal Tech¬ 
 nical Institute, Peel Park, to witness the distribution of prizes won during session 
 1896-7, the first session of the Institute, and to listen to the inaugural address of 
 session 1897-8. Mr. Alderman B. Robinson, chairman of the Technical Instruction 
 Committee of the Corporation, presided. 
 
 The Chairman, after speaking of the gratifying progress recently 
 made in Educational matters in Salford, briefly referred to the diffi¬ 
 culties anticipated when the Institute Avas opened a year ago, OAving 
 to the incomplete equipment of the Laboratories; but the unlooked 
 for attendance of students, the groAving generosity shown by citizens 
 in contributing the means to furnish the Laboratories Avitli requisite 
 engines and implements, combined Avitli the ability and zeal of Prin¬ 
 cipal Wilson, and the energetic corps of teachers, had made of their 
 first year a brilliant success. 
 
 In the Annual Report by Principal Wilson, the difficulties thus sur¬ 
 mounted Avere described somewhat in detail. In regard to the matter 
 of attendance, which is similarly commented on, it will be noticed, 
 by most of the authorities quoted in the present appendix, he spoke 
 as follows: 
 
 The great difficulty they had to contend with, a difficulty which was not peculiar 
 to that district, was that parents did not realise the absolute necessity of giving their 
 children from fourteen to sixteen years of age the benefit of a two years’ training 
 
INAUGURAL ADDRESS BY MR. WILLIAM MATHER (1897). 9 53 
 
 such as could be obtained at the Institute. He hoped the time was not far distant 
 when it would be essential for a lad, before he began his apprenticeship, to produce 
 evidence that he had had such a training. It was a very lamentable circumstance 
 that our large technical schools, which were being raised and equipped throughout 
 the country at so great a cost, had comparatively little teaching work to do dur¬ 
 ing the day. Fortunately, however, most of the institutions were crowded in the 
 evenings, and although nothing could equal a course of day study, yet it was satis¬ 
 factory that the evening classes were so well attended. It was matter for congratu¬ 
 lation that many of the firms in the borough were practically compelling, or at least 
 bringing great pressure to bear on, their apprentices to attend the Institute for 
 three or four nights per week. If that became general, the result, he felt sure, 
 would be satisfactory to all concerned.—(Hear, hear.) As to the results of the past 
 year, the students of the art department were specially to be congratulated on the 
 very high standard of excellence which they had set up for themselves and future 
 art students of the Institute. 
 
 With a statement of the very creditable results as shown in the 
 number of prizes won by the students of the Institute in the National 
 Competition, and with details of the results of the examinations in 
 Science, Technology, and Art, the Principal closed his Report. 
 
 The address by Mr. Mather, follows as reported. 
 
 Mr. William Mather, was received with cheers on rising to deliver the inaugural 
 address for the coming session. He said that since the Technical Instruction Act 
 was passed in 1889, about one million sterling had been spent by county councils, 
 county boroughs, and municipal bodies on institutions for technical instruction. 
 Salford had bestowed on its institute about one-twelfth of the total expenditure of 
 the country for this purpose. From being unenviably distinguished for its inade¬ 
 quate provision to secure the proper training of the youth of the town beyond the 
 elementary school stage, it had suddenly risen to a distinguished position in having 
 provided one of the largest institutions for secondary and technical education in 
 the whole country.—(Cheers.) In order to accomplish this, the Salford Corporation 
 had done some bold things ; perhaps it might be said their newborn zeal had over¬ 
 run their discretion. They had spent the whole of the annual grant received from 
 the national exchequer under the Act of Parliament of 1890, which bestows on 
 cities and towns, in proportion to the population, a part of the £780,000 derived from 
 a tax on whisky and beer. The Corporation had the right to use the money accru¬ 
 ing to them from this source, about £4,000 a year, for the relief of rates, but they 
 resolved to build that school, borrowing a lump sum which the annual grant would 
 repay, with interest, in thirty or forty years. Moreover, they had levied a rate of 
 Id. in the pound on the ratepayers—permitted by the Technical Instruction Act of 
 1889,—and this also they had absorbed for the purpose of maintaining the Institute, 
 making £80,000 in all. And he might remind the Corporation that, having put 
 their hands to the plow, they could not turn back. They would have to find 
 efficient means to work the school well.—(Hear, hear.) The equipment for the 
 various branches of technical training undertaken at the school was excellent, prac¬ 
 tical in design and construction, and sufficient for present purposes. The curricu¬ 
 lum he considered in all respects admirable. It reflected great credit on the 
 principal, Mr. Wilson, and his colleagues. They had selected most wisely a few 
 subjects of first importance in the district—namely, mechanical and electrical engi¬ 
 neering in all branches, with technological instruction of a very practical sort; 
 chemistry and chemical processes (especially those applicable to textile trades), 
 spinning and weaving, building construction and plumbing work, domestic work, 
 cooking, and millinery. The fine art subjects were drawing, painting, decoration, 
 art design, and modelling. If all these subjects had proper attention, they were 
 sufficient in number for any high-class technical school. 
 
 IMPORTANCE TO THE STUDENT OF THOROUGHNESS 
 
 The professors and teachers, judging from the curricula drawn up for the several 
 courses of instruction, meant thoroughness, not moving on until you had made sure 
 of the ground. It was infinitely more important for a student to take two or three 
 years to the first part of a course which was expected to take only one year, in order 
 to get that well into his brain, than to hurry through the whole course in three 
 years, relying only on memory to get through his examinations, if he did not pos¬ 
 sess the natural ability to assimilate quickly the knowledge presented to bis under¬ 
 standing. The main object in teaching the young must be to make sure that 
 knowledge was their own; it must get into the blood and bone, so to speak, and 
 
954 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 become an integral part of their being, not a garment put on that would wear out.— 
 (Hear, hear.) As to the result of the first session’s work, the first fruits of the seed 
 of technical knowledge sown in that place, it would be unfair to make comparisons, 
 or to expect from a first session in a new school, with students new to their work, 
 results equal to those achieved by other schools of long standing. Suffice it to say 
 that on the opening of the Institute last September there appeared to have been a 
 rush of evening students and a sprinkling of day students. In all 1,240 enrolled, of 
 whom 1,119 were evening students. Some of the seed of scientific knowledge 
 seemed to have fallen on minds ill-prepared for it, like rocky ground with no sus¬ 
 taining quality, and under temptation the students fell away; some fell on minds 
 filled with love of pastimes and sports, and the pleasures of this life, which choked 
 the seed, and it yielded no fruit; but some fell on good and honest minds, who once 
 having received the seed had kept it, and were prepared to bring forth fruit with 
 patience. The latter quality characterised the majority.—(Cheers.) He was glad 
 to see a strong contingent of students in the engineering courses and in chemistry ; 
 these subjects formed the basis of all scientific industry, and promoted accurate 
 thinking and working, apart from the direct use of the knowledge in trade. 
 
 A GREAT OPPORTUNITY OFFERED TO THE YOUTH OF SALFORD. 
 
 He thought that this being a special occasion he might venture to make an appeal 
 to the youtli of Salford and their parents to regard the opening of the Salford Techni¬ 
 cal School as one of the greatest opportunities they would ever have bestowed upon 
 them for promoting their success in life. He asked every boy and girl who was 
 about to pass out of the elementary schools what were they going to do with the pre¬ 
 cious years between school age and manhood or womanhood to continue the educa¬ 
 tion only begun in the elementary schools. He warned them that in the Cuurse 
 of their life they would find themselves most heavily weighted in the race of life if 
 they did not now take the trouble to make the best of the opportunity presented by that 
 school to train their faculties for the work lying before them.—(Hear, hear.) Every 
 boy and girl in Salford in good health, if they intended or desired to prepare for 
 their future well-being, should spend at least three evenings each week during the 
 school session in continuing the education begun in the elementary schools, either 
 in the continuation schools or in that Institute. He might tell them that the boys 
 and girls in many other countries were trained to regard the cultivation of their 
 faculties as the only means of success in life, and far more years were given to 
 education before beginning work than was customary in England. 
 
 ENGLAND ESSENTIALLY A MANUFACTURING COUNTRY. 
 
 We must not forget that the population of this country could not live without 
 exchanging the work of our hands and the thought of our brains with those of 
 other nations. We enriched this country in the degree in which our knowledge 
 and work were equal or superior to that of other countries. If we remained in 
 ignorance, or they surpassed us in intelligence, we should become poor and incap¬ 
 able in comparison with them. It was this great fact that in recent years had 
 caused the education of our working classes, and the better education of all classes, 
 to be the one great hope upon which this country must depend for the continuance 
 of its prosperous existence. In that Institute they would be shown the way to 
 acquire and use scientific truths in the arts and crafts in wdiich they wrnuld be 
 engaged as producers, distinguishing their labour from drudgery and rendering it 
 more valuable, for the skilful hand would have behind it the cultured mind. Of 
 all dangers, let them avoid tlje temptation of assuming that, with a technical train¬ 
 ing, they had become superior to practical work, and were straightway fitted to 
 take places in manufactories or workshops to direct others who did the manual 
 work.—(Hear, hear.) Such an idea would constitute a student a technical prig, and 
 he would be cast on the scrap heap of failures in the real work of life. No; their 
 training there must prepare them to enter into the real work of producing by their 
 own hands with greater zest than an ignorant man could possibly feel, and not 
 put them above it. If they became intelligent workmen by reason of their train¬ 
 ing there, and showed superiority to other intelligent workmen by reason of more 
 ability or qualities of character, they would rise in the ranks of industry to the 
 places they could most profitably fill for their employers and themselves. The 
 man whom “ knowledge pulfeth up ” was more ignorant than the man who, know¬ 
 ing little, put into his work all he knew. 
 
 Let all their studies and work in that school be thorough. Never advance a step 
 until they had thoroughly made their own for ever the ground on which they stood. 
 Let them discard the ambition to qualify with feverish haste for an examination. 
 
MR. MATHER ON TECHNICAL EDUCATION. 
 
 955 
 
 They must come there to be trained in the art of doing things from knowledge, and 
 that would enable them to do them well. When they left that place and faced the 
 duty of performing industrial work, they must show that they could do it with 
 greater skill and aptitude than the youth or man who had not taken the trouble to 
 train himself as they had done.—-(Hear, hear.) In conclusion he appealed to the 
 parents in Salford to consider very seriously how they could manage to keep their 
 sons at least a year longer from working for a living, in order to pass some time as 
 day students in that school. Even those parents in Salford who could well afford 
 to extend the time of education for their children might fill that school now with 
 400 or 500 day students (alas! they had only twenty). 
 
 IMPORTANCE OF DAY SCHOOLING. 
 
 If the many technical schools spreading over the land were to produce an effect 
 soon on our industrial and commercial life as a nation, we must have them filled 
 with day students.—(Hear, hear.) Had that splendid school been erected in a Swiss, 
 German, or American town of the size of Salford, it would be filled with well- 
 prepared day students in two or three years. He hoped parents, teachers, School 
 Board, and employers of labour would do their duty in relation to that Institute, so 
 that we might see such a result in Salford. He was bound to say that the municipal 
 authorities, of whom he might be pardoned for mentioning Mr. Alderman Robinson 
 with special acknowledgment of his great services—(cheers),—had given full meas¬ 
 ure of opportunity, pressed down and running over, to all those who had special 
 responsibilities in regard to the promotion of higher education in that town.— 
 (Cheers.) 
 
 The prizes won during the past year were distributed by Miss Mather. 
 
 On the motion of the Mayor (Sir Richard Mottram), seconded by Mr. Platt-Hig- 
 gins, M. P., a hearty vote of thanks was accorded to Mr. Mather and Miss Mather. 
 
 The proceedings closed with a vote of thanks to Mr. Alderman B. Robinson for 
 presiding and for his work for the Institute, accorded on the motion of Sir William 
 Bailey, seconded by Mr. Lees Knowles, M. P. 
 
 A few days after the delivery of his address at Salford just quoted 
 The Manchester Guardian (October 7th 1897) reports another address 
 by Mr. Mather on a similar occasion at the anniversary of a Tech¬ 
 nical School at Stockport. As this address is largely given to .a 
 statement of the educational conditions in this country it is here 
 inserted in full. 
 
 MR. WILLIAM MATHER ON TECHNICAL EDUCATION—THE EXAMPLE OF AMERICA. 
 
 The annual distribution of prizes to students at the Stockport Technical School 
 was made last evening by Mr. William Mather, in presence of a large gathering of 
 friends of the institution. Mr. F. R. Robinson was in the chair, and amongst those 
 by whom he was supported were Sir Joseph Leigh and Mr. S. Kay. The report of 
 the Principal of the School (Mr. It. J. Brown) showed that during the past year 
 there had been in all 1,389 students, compared with 1,337 in the previous session. 
 Many of these, it was stated, came from beyond the boundaries of the borough, and 
 regret was expressed that in consequence of no grant being received from the Lan¬ 
 cashire County Council higher fees had now to be charged to students who came 
 from neighbouring parts of Lancashire.—The Chairman in the course of his address 
 mentioned that the school was doing its work without costing the ratepayers a 
 penny. He thought, having regard to the expenditure on technical education on 
 the Continent, they did not spend money on that object in Stockport in the propor¬ 
 tion they ought to do. He considered also that their own manufacturers gave too 
 little attention to the school.—(Hear, hear.) 
 
 Mr. Mather, in his address before distributing the prizes, said with regard to the 
 complaint that no contribution was received from the Lancashire County Council, 
 that was the penalty of the geographical position Stockport occupied. He could 
 not follow the chairman in regarding it as a matter of congratulation that they had 
 not levied a penny rate. He regarded that as one of the honours they still had to 
 achieve. He could assure them that they would not be level with the towns that 
 went heart and soul into the matter of technical education till they had levied the 
 penny rate and expended it in the furtherance of that object.—(Hear, hear.) Par¬ 
 liament had made up for lost time in affording facilities to the whole nation for 
 giving technical instruction and maintaining it. But the country unfortunately 
 
956 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 could not profit from it for some years in the sense in which America, Germany, 
 Switzerland, and even France were benefiting from their technical schools. One 
 reason for this difference was that contained in their report, where they said they 
 had to provide a preparatory course of instruction for many students owing to 
 inadequate education in the elementary schools, or the neglect of parents to keep 
 their children at school to acquire the necessary education in the higher standards. 
 This illustrated the baneful conditions prevailing throughout the country, and until 
 these were radically changed, technical school teachers and managers would be 
 working in a wilderness. The Manchester Technical Instruction Committee re¬ 
 ported to the City Council a year or two ago that only 9 per cent of the pupils 
 enrolled in the public elementary schools were over 13 years of age. We were 
 competing with Continental towns, where the whole of the children continued at 
 school beyond the age of 12, and a large proportion up to 15 and 16. There was 
 no blame attached to the Manchester school system. So far as the education went, 
 taking into account the age at which the pupils were taken from school, it com¬ 
 pared favourably with that given on the Continent. Our technical schools differed 
 from those of other nations from their adaptation to evening students, who went 
 to them in order to make up for lost time or imperfect education at the ordinary 
 schools. For the sake of the future, it must be asked whether the character of our 
 technical instruction was to remain as it is, and wdiether the schools are to be chiefly 
 utilised for evening students. Could our industrial classes retain their pre-emi¬ 
 nence, or even their share of the world’s custom, by depending on our present sys¬ 
 tem—the short life in elementary schools; evening schools not compulsory, and as 
 yet few; organised science anil art and technical schools, which were almost all 
 employed for evening students? His answer to all these questions was most de¬ 
 cidedly in the negative.—(Hear, hear.) 
 
 Let "them look for a moment at other nations. America, Switzerland, Germany, 
 and France had virtually all their children of the industrial classes in school at 14 
 years of age, whereas in that centre of trade and commerce, the city of Manchester, 
 we had not more than 10 per cent of the whole school children beyond the age 
 of 12. 
 
 ADVANTAGE OF THE LONGER ELEMENTARY TRAINING OF AMERICAN YOUTH. 
 
 In America—a country he dreaded more than all the countries of Europe put 
 together as our future rivals—the school age of the children was from 5 to 16, 17, 
 and 18 years, varying in the different States. There was a carefully organised system 
 of continued education throughout those States. Using the emblematic stars of the 
 American flag, as representing the States, he might say that one star differed from 
 another in glory as regarded education, for the States did not shine all alike, in the 
 brightness and intelligence of the population, but the widespread provision for the 
 free education of the masses, from the primary schools, corresponding to our ele¬ 
 mentally, on to the grammar schools, and up to the high schools corresponding to 
 our best grammar schools. In addition, there was a State College in every State, 
 and it was said that not less than 100 colleges and universities in the United States 
 were offering technical instruction to day students throughout the year. Some 
 were institutions of long standing and high repute, which were rapi .ly transform¬ 
 ing themselves to meet the needs of the age, without necessarily abandoning their 
 functions as classical schools. Apart from these, schools of technology were pro¬ 
 vided by the liberality of citizens in the great cities of the longer-settled States. 
 Throughout the States plenty of opportunity was afforded for the technical educa¬ 
 tion of the young population before they entered on commercial life. All these 
 institutions were filled with day students. He wanted to make clear the distinction 
 as to the results between day and evening students. In America a vast army was 
 being created, and continually recruited, of young men—and women too—who pos¬ 
 sessed a store of knowledge, and were made practical by the acquired art of apply¬ 
 ing their knowledge owing to the technical training received side by side with 
 scientific instruction in schools filled regularly with day students. The great tech¬ 
 nical school of Boston, with 1,200 day students, passing through a two or three 
 years’ course, afforded them an example and a warning. Many of the railway 
 companies’ works and great manufacturing establishments eagerly sought young 
 men from this school. He was told by the manager of one of the greatest of the 
 railway workshops in the United States that they would not employ a young man 
 under 21 as a learner or improver unless he had gone through the Boston or a similar 
 school. Could they wonder that in engineering or mechanical pursuits the Ameri¬ 
 cans were showing signs of successful competition with ourselves, even in our own 
 country? They had manifold disadvantages. They had not the same experience 
 in the development of natural resources as ourselves; they had much greater diffi¬ 
 culties in connection with the cost of labour: but, notwithstanding this, they had 
 achieved results which were threatening us with very serious rivalry. 
 
SIR JOHN LUBBOCK ON TECHNICAL EDUCATION. 
 
 957 
 
 EDUCATION OF THE PEOPLE IN SWITZERLAND AND GERMANY. 
 
 What had tiie little State of Switzerland done? There a perfect system of day 
 schools culminated in technical schools and universities, provided for every Swiss 
 youth practically free, and heavy taxation was cheerfully submitted to by the whole 
 people to maintain them. Taking Germany as perhaps the best example of system¬ 
 atical training, Mr. Mather pointed out the sacrifices the people had made there in 
 the way of heavy taxation and of withholding their children from work at an early 
 age in order that they might be well instructed. He was sent in his youth to Ger¬ 
 many to profit by the technical education offered there, and he sat with scholars who 
 were the children of working tailors and mechanics, whom he liked for their man¬ 
 ners and attainments, and visited at their homes, and in many of these cases the 
 parents did not earn on an average more than £1 per week, but made sacrifices that 
 their sons might rise in life, very often to their advantage by their sons’ success in 
 afterlife. 
 
 DEFICIENCIES IN ENGLISH EDUCATION. 
 
 In this country the State and private liberality had provided the means of 
 technical instruction, and school authorities were devoted to their work, but two 
 things were wanting. One was about to be supplied by a scheme of secondary 
 education, but they would still lack that which alone could give life and spirit to 
 the system. Upon whom rested tbe responsibility of infusing the life and spirit 
 required? He answered, upon the parents, and in some degree upon the employers 
 of the young. Parents must be determined to keep their children to the full age at 
 the elementary schools, pursuing their education through all the standards. After 
 that stage was passed, all who could afford by making a sacrifice—a great boon to 
 their children—should send them for two or three years to one of the higher grade, 
 the secondary, or the technical schools which were now so widespread and con¬ 
 venient in all our towns, and which, under the promised system of secondary edu¬ 
 cation, would be thoroughly co-ordinated. (Applause.) 
 
 Mr. Mather afterwards distributed the prizes, and received a cordial vote of 
 thanks. 
 
 The following summary of an interesting address on Technical 
 Education by Sir John Lubbock, is from the Manchester Guardian 
 of October 23rd, 1897. The distinctions drawn between Manual 
 Training and Technical Instruction are worthy of note. 
 
 SIR JOHN LUBBOCK, M. P., AT STALYBRIDGE—ADDRESS ON TECHNICAL EDUCATION. 
 
 The Right Hon. Sir John Lubbock, Bart., M. P., last night distributed the prizes 
 and certificates to the students at the Stalybridge Technical School. Mr. J. F. 
 Cheetliam presided, and amongst other on the platform were Mr. F. Platt-Higgins, 
 M. P., and Professor Boyd Dawkins. A report on the work of the school for the 
 past year was read by the secretary, Mr. J. H. Hyde. 
 
 Sir John Lubbock, who was received with cheers, said it was one of the pleasant 
 privileges of a member of Parliament, and especially of a University member, to 
 attend on such occasions to distribute the prizes and congratulate the successful 
 candidates. Indeed lie might congratulate them all, so long as they had done their 
 best. It is not always those who were the ablest who won the prizes at school. 
 The Duke of Wellington, Napoleon Bonaparte, Sir Walter Scott, and many other 
 great men were said to have been dull boys, Strong trees grew slowly. He trusted 
 that the students at that school, whether successful or unsuccessful, had received 
 what might be called an all-round education, for a merely literary education was a 
 one-sided education. 
 
 There were no greater mistakes as regards education than to suppose that it was 
 a mere matter of books, and that it was to be confined to childhood, or, at least, to 
 youth. On the contrary, what we learned from books was by no means, or at any 
 rate ought to be by no means, the most valuable part of what we learnt at school; 
 education, for good or for evil, went on through life.—(Hear, hear.) “I know no 
 wiser or more felicitous description of the true aim of a school, ’ said Sir Joshua 
 Fitch, “than is contained in the words of President Adams, of Cornell University, 
 when he says, ‘ the main object of education is not merely the acquisition of informa¬ 
 tion ; it is not even the development of the faculties; it is, or ought to be, the 
 awakening of certain desires that will serve to the pupil as a sort of perpetual 
 inspiration through life.’” Nor should education be limited to mental training. 
 The soul was of couse the noblest part of man, but no doubt, in the present condi- 
 
958 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 tions of our existence at any rate, it could net act except through and by the body. 
 There were many questions which books could not solve. The Greeks tried to set¬ 
 tle many questions by verbal arguments, which could in reality be determined by 
 observation only. There was an essay in Plutarch’s works on the question “Which 
 was first, the bird or the egg,” and one reason given for deciding that the hen pre¬ 
 ceded the egg was that everybody called it a “hen’s egg,” and no one spoke of an 
 “egg’s hen.”—(Laughter.) We were not ourselves by any means free from the same 
 error. Such schools as that were a practical protest against any such error. But, 
 besides the advantage to the individual students, we hoped and believed that these 
 technical schools would tend to develop and promote the commerce, and especially 
 the manufactures of the country. He feared that at the present time the staple 
 industries of the country were by no means in the condition we could wish, although 
 he was not disposed to take a gloomy view of the country in that respect. We heard 
 a great deal about things being “made in Germany,” but,after all, our share of the 
 commerce of the world was far larger per head than that of any other country. 
 
 GREAT BRITAIN’S SHARE IN THE TRADE AND COMMERCE OF THE WORLD. 
 
 In the last report of the United States Government it was shown that the trade 
 and commerce of Great Britain was £700,000,000 a year, out of a total of £3,300,- 
 000,000, so that, while our population was less than one-fiftieth of that of the whole 
 world, our trade and commerce was more than one-fiftli of that of the whole world. 
 But, while not disposed to take a gloomy view of the future, it would be necessary 
 for us to be careful. We could not afford to throw away any of our opportunities, 
 and he was firmly persuaded that technical schools would be very useful in enabling 
 us to maintain the proud position we at present occupied. 
 
 “To their technical schools,” said Sir Philip Magnus, “the Germans rightly 
 ascribe, to a great extent, their industrial success, and they point with pride and 
 satisfaction to the fact that they have weighed their knowledge and their technical 
 training against our material advantages in mineral wealth, and have not found 
 them wanting.” At the same time we must not undervalue what had been done. 
 The Technical Instruction Commissioners told us that the classes in connection with 
 South Kensington “ cover a wider area of elementary, and what may be distin¬ 
 guished as lower secondary scientific and technical instruction in this than in any 
 other country;” and they added what, as a Londoner, he read with pride:—“No 
 organisation like that of the City and Guilds of London Technical Institute exists 
 in any continental country, and the absence of such organisation has been lamented 
 by many competent persons with whom we came in contact. 
 
 EDUCATIONAL IMPORTANCE OF MANUAL TRAINING. 
 
 He (Sir John) was not one of those who thought that the training to be acquired in 
 a technical school could be any substitute for that of the workshop. It could not 
 replace, but it might supplement.—(Hear, hear.) There were some things indeed 
 which could be learnt better and morequicklvin the technical school. High authori¬ 
 ties had expressed the opinion that in a fortnight of systematic school instruction a 
 man would learn in some things as much as he could from two years in a workshop. 
 But we would not derive from it half the advantage which was possible, unless the 
 Code was modified so as to permit and encourage the manual instruction in our 
 elementary schools. At present they might have, and he doubted not they had, 
 object-lessons and Kindergarten, or some similar exercises in their infant schools, 
 and they had now established these technical schools for young men. But for the 
 boys between these two ages there were no corresponding opportunities; we pro¬ 
 vided for them no training in the use of the hand, in the command of the hand and 
 eye. With girls we carried on training by means of needlework. But while we all 
 saw the necessity of needlework for girls, we entirely overlooked the equal or even 
 greater necessity for hand training in the case of hoys. Manual training should, in 
 fact, begin in the infant school, and continue through the school career. He would 
 not, indeed, except perhaps in some exceptional cases, advocate the introduction of 
 technical instruction into boys’ schools. We must always remember that manual 
 instruction and technical instruction were two very different things. In manual 
 instruction the workshop was part of the school, and the object was not to make a 
 workman, but to train a man; in technical instruction the school was subordinate 
 to the workshop, and the primary object was to fit the student for some definite 
 trade or career. But if technical instruction would be out of place in schools for 
 boys, manual instruction, on the contrary, even for boys who might not be 
 designed for artisans or for manufacturers but might be intended for sedentary 
 pursuits, was a most'valuable training.—(Hear, hear.) 
 
SIR WILLIAM H. BAILEY ON FOREIGN COMPETITION. 959 
 
 “The boy,” said Mr. Ham, “who begins to construct tilings is compelled at once 
 to begin to think, deliberate, reason, and conclude. As he proceeds he is brought 
 into contact with powerful natural forces. If he would control, direct, and apply 
 these forces, he must first master the la ws by which they are governed ; he must 
 investigate the causes of the phenomena of matter; and it will be strange if from 
 this he is not led also to a study of the phenomena of mind.”—(Applause.) More¬ 
 over. the introduction of manual training into our schools would be most important, 
 not merely from the advantage to health, not merely from the greater command over 
 the hand and eye which it would bestow, but also from its effect on the mind itself. 
 The disastrous result of the neglect of manual instruction in our schools was that 
 it tended to unfit boys and give them a distaste for manual labour. Manual instruc¬ 
 tion was valuable in all schools. It was good for the bookish boy to draw him away 
 from his books; but, most of all, it was good for the lion-bookish boy, in showing 
 him that there was something that he could do well. The boy utterly unable, even 
 if he w T ere studying, to keep up in knowledge and percentage with the brighter boys 
 became discouraged, dull, and moody. Let him go to the workroom for an hour and 
 find that he can make a box or plane a rough piece of board as well as the brighter 
 scholar—nay, very likely better than his brighter neighbour,—and you had given him 
 an impulse of self-respect that was of untold benefit to him when he went back to 
 his studies. He would be a brighter and a better boy for finding out something that 
 he could do well.—(Applause.) In his further remarks Sir John Lubbock spoke of 
 the wonderful fascination of machinery, and pointed out that the mechanical 
 improvements of the century had been brought about in no small degree by men of 
 poor and lowdy origin. Even now, he said, there was no single substance in nature 
 the properties of which were fully known to us. What we had discovered was but 
 an infinitesimal fraction of the revelations that remained for the patient student. 
 No one could doubt that discoveries as great as any of the past still awaited us in 
 the future. Perhaps within those very walls, by some of their own students, new 
 steps would be taken in the triumphal progress of science, new discoveries made, 
 which would contribute to the advance and welfare of mankind.—(Applause.) 
 
 On the motion of Mr. F. Platt-Higgins, M.P., seconded by Mr. Alderman Ridyard, 
 thanks were accorded to Sir John Lubbock for his address. 
 
 The following address by Sir. William H. Bailey, given at the prize 
 distribution of the Hindley Technical Schools, gives a striking pic¬ 
 ture of the wonderful industrial development of England during the 
 reign of Queen Victoria—due, largely, to the inventive genius of a 
 few humble natives of Lancashire. 
 
 [Manchester Guardian, October 21st, 1897.] 
 
 SIR. WILLIAM H. BAILEY, ON TECHNICAL EDUCATION AND FOREIGN COMPETITION. 
 
 At the Hindley Technical Schools last night, Sir. William H. Bailey, in presenting 
 prizes to the successful students, spoke of this Diamond Jubilee year of the Queen 
 as a season of contrasts and measurements of national progress. The pious Scotch 
 elder, who did not dare to practise self-examination as the first of Christian duties, 
 because it made him too proud, must only be imitated by those who cared not for 
 our future commercial prosperity, for those who knew, as he did, anything of the 
 work done in other countries—those who have studied the progress and skill in the 
 first principles of the arts of industry and in the scientific use of force by our com¬ 
 petitors abroad—knew very much that should discount our pride and vanity, and 
 make us feel anxious about our future commercial prosperity. 
 
 Until recently technical education lias been much ignored, if not entirely neg¬ 
 lected, in England. If. since the days of Elizabeth, half as much of the goodness and 
 public piety and thought and work that has been given to the care of the poor, and in 
 the distribution of parish doles, had been devoted to the prevention of ignorance, 
 those monuments of woe and past neglect, which are often the largest buildings in 
 our towns—the workhouses—would have long since ceased to exist.—(Applause). 
 Friends of education felt that now, amongst the great triumphs of the age of Vic¬ 
 toria, we might count free libraries, Board schools, and the technical colleges and 
 institutions of this country. Might he ask technical students to remember this— 
 that, having mastered the first principles of their work, having in their memories the 
 rigid logic of the multiplication table and the two-foot rule, and having by practice 
 in drawing made the fingers the willing and obedient servants of the eyes and the 
 brain, they should then let the recreations of their leisure be the historical develop¬ 
 ment of the subject of their studies.—(Hear, hear.) What was this history but the 
 fascinating dramatic record of methods of work, of the successes and the fighting, 
 
960 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 struggling, and often failures of the friends and benefactors of the human race? 
 Sir William went on to speak of the remarkable scientific and industrial develop¬ 
 ments of the Victorian era, and said technical education and foreign competition 
 were receiving serious attention by all thoughtful men, and it might not be out of 
 place to trace some of the causes which had greatly created the commercial suprem¬ 
 acy of Lancashire. 
 
 DEBT OWED BY MODERN CIVILIZATION TO A FEW HUMBLE INVENTORS. 
 
 We owed all to the inventive skill and natural ability of the men within a few 
 miles of this immediate district. Kay, of Bury, invented the fly-shuttle; Tom 
 Hayes, of Leigh, invented the art of spinning by rollers; Hargreaves, of Black¬ 
 burn, invented the spinning-jenny; and Crompton, of Bolton, the mule; Radcliffe, 
 of Stockport, improved the steam loom; and Richard Roberts, of Manchester, 
 invented the self-acting mule. Their improved methods of spinning and weaving 
 increased the producing power of the works in this district far more than 50 times, 
 and it was useful for us to remember that, before the year 1733, when Kay’s 
 invention was introduced, we were not superior to the natives of the Pacific 
 Islands nor the pigmies of Central Africa in our methods of spinning and weaving. 
 The robes of the Queen of Sheba, the vestments of the Cavaliers, and, indeed, the 
 garments of George II., were produced by methods of spinning and weaving as 
 primitive and differing little from each other, and our great superiority commenced 
 only when Kay introduced his fly-shuttle, two pickers and a bit of string. He 
 found that even up to 1803 we bought yarn from India, and it was only about 75 
 years before this that we began to cast our own iron hollow-ware, most of it having 
 come from Holland and Germany. We imported Dutchmen at the beginning of 
 the last century to teach us how to make pumps, bleachers to show us how to 
 bleach, and for a thousand years before the end of last century the Cottonopolis 
 of Europe was Barcelona. If it had not been for our cheaper production, because 
 of our mechanical inventions, it might still be Cottonopolis. 
 
 VALUE OF DEFINITE INDUSTRIAL TRAINING STATED TWO CENTURIES AGO, BY AN 
 
 ENGLISH AUTHOR. 
 
 He bought a note-book the other day, published in 1676; it was the first cry for 
 technical education in this country. Its title was “ How to outdo the Dutch with¬ 
 out fighting,” and it was written by Andrew Yarranton. The old author said that 
 “ inasmuch as we cannot fight on the seas, as our boats are inferior to those of the 
 Dutch, if we are to exist at all, we must sharpen the wits of our people,” and he 
 pointed out that mechanics’ universities had existed for many years in Germany 
 and Holland, and we should send there for teachers. He proceeded:—“Get a man 
 from Freiburg to put us in the way of making tapes, and to bring over two engines, 
 one for narrow and one for broad tapes, with wheels to spin. Send for one man to 
 Dort, in Holland, to put us into the way of treating the fine threads, and for a 
 spinning mistress from Germany to govern the little maids, and instruct them in 
 the art of spinning; for a man from Haarlem, in Holland, to whiten your tapes and 
 threads;” and—here comes a compliment to Manchester—“if you do this you will 
 become masters of it, as Manchester is in all things it trades in.” He stated these 
 facts to show how comparatively recent had been British commercial success in 
 manufacturing. Up to the beginning of last century nearly all our cast-iron pans 
 came from Holland, but since then nearly all iron manufacture in this country, 
 and the improvements generally up to a recent period had been English. Let 
 them not forget that the first iron boat was made near Ulverston, in this county, 
 by Wilkinson. We owed our great success chiefly to the singular natural ability of 
 our inventors, most of whom had scanty education, but great imagination. But 
 the inventors of the present day must be scholars and educated men. Our mechan¬ 
 ical appliances and improved processes invented by Englishmen in the middle of the 
 last century caused us to be superior to our trade rivals abroad, and we must not be 
 astonished when we were told—-what he knew to be true—that in America, in Ger¬ 
 many, and in France many improved methods were being discovered, which, in 
 some cases, were very superior to ours. The factory system that had been so suc¬ 
 cessful in textile manufactures was being introduced into the production of machin¬ 
 ery, and the hand lathe and the common drilling machine would shortly be ancient 
 tools, only fit for the jobbing smith. It was for our manufacturers and captains of 
 industry carefully to study the new movement, in order that we might retain and 
 strengthen those manufactures which were being assailed. He had great confidence 
 in th" future if the technical schools were managed with the energy displayed at 
 Hindley, and other technical schools in the manufacturing districts of Lancashire. 
 
THE DUKE OP DEVONSHIRE ON EDUCATION IN SCIENCE. 961 
 
 Students must not forget that education was merely the accumulations of stores. 
 Education was only the bricks and mortar. Ideas depend upon the initiative skill 
 of the scholar, on his imagination and constructive power, and his ability to utilise 
 the materials accumulated.—(Applause.) 
 
 The following suggestive address by the Duke of Devonshire, was 
 delivered on the occasion of the opening of a new Technical College 
 in Darlington. 
 
 The problem of the education of a whole people is the theme of 
 his discourse. Some of the obstacles met with, in the endeavour to 
 promote this education, under a popular Representative Govern¬ 
 ment, relying largely on local effort, are contrasted with the facili¬ 
 ties incident to such efforts under a despotic Bureaucratic form of 
 Government. 
 
 In common with many of the speakers previously quoted, the 
 Duke, deplores the absence of sufficient schooling between the ele¬ 
 mentary schools and the Technical Training Classes and Institutions. 
 
 [Reported in Manchester Guardian October nth, 1897.] 
 
 THE DUKE OF DEVONSHIRE ON EDUCATIONAL QUESTIONS.—OPENING OF DARLINGTON 
 
 TECHNICAL COLLEGE. 
 
 I [From our own reporter.] 
 
 Darlington, Friday Night. 
 
 A fine new Technical College was opened here this afternoon by his Grace the 
 Duke of Devonshire. Tbe new building, which stands in Northgate, one of the 
 leading thoroughfares of the town—not far from the historic house associated with 
 the names of George Stephenson and the late Edward Pease,—has been erected at a 
 cost of about £13,000, the bulk of which sum has been already obtained from pub¬ 
 lic and private sources. The classes which have been started have attracted some 
 five hundred students, who have hitherto had to content themselves with such 
 educational facilities as were to be found in various classrooms in the town; and 
 as the college is the only one of its kind within a considerable radius, it is expected 
 that it will receive large numbers of students from Middlesbrough, Stockton, the 
 Hartlepools, and South Durham and North Yorkshire generally. 
 
 Crowds of people gathered in the streets to witness the arrival of the Duke of 
 Devonshire, who was received by the Mayor of Darlington (Mr. George Marshall), 
 and who formally opened the college gates with a silver key. The invited guests, 
 to the number of some hundreds, proceeded to the Art Room of the College, where 
 an inaugural meeting was held, under the presidency of the Mayor, who was sup¬ 
 ported on the platform by the leading men of Darlington and other neighbouring 
 towns. The Mayor, in his opening observations, spoke of the importance of the 
 event to the town and district, and gave a cordial welcome to the Duke of Devon¬ 
 shire, who, he said, had from the first closely identified himself with the technical 
 education movement in this country, and at the present time occupied the high 
 position of Lord President of the Council of Education. 
 
 ADDRESS ON IMPORTANCE OF EDUCATION IN SCIENCE. 
 
 The Duke of Devonshire, who was cheered on rising, said he had had very great 
 pleasure in accepting the invitation to come and open the building in which they 
 were assembled, because he believed that the work of which it formed a part was 
 not only of local but of the greatest national importance.—[Hear, hear.) Such pro¬ 
 vision as they had now made for technical education was much needed, and he 
 believed that‘in erecting that building they had not only acted wisely in their own 
 interest and in that of the generations which were to succeed them, but that they 
 had done little more than fulfil what under present circumstances had become 
 almost an imperative duty.—(Hear, hear.) He was aware that they were assembled 
 in a part of the building which was mainly devoted to the purposes of art instruc¬ 
 tion, and he did not deny that art instruction was at least as essential to a. very 
 large proportion of our manufacturing and industrial interests as science itself. 
 But he had always believed—whether accurately or not—that in the industries 
 with which Darlington was specially identified, the mining, the iron, and the steel 
 industries, science perhaps held a larger part than art, and for that reason he 
 
 ART—VOL 4-61 
 
962 
 
 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 would coniine liis remarks almost exclusively to the question of improved scientific 
 education. 
 
 A few days ago there was reported in the newspapers a speech delivered by a very 
 distinguished professor, and teacher of the Dublin University, Dr. Mahaffy, who, 
 departing from the usual custom in connection with prize distributions, instead of 
 taking an optimist view of his surroundings, thought fit to take a very despondent 
 view of the education question. He said he doubted whether as a result of the 
 education movement of the last thirty years the people of this country were either 
 happier or better. He admitted that there might be less misery and squalor among 
 the people, hut the people were more discontented. And as to the morality which 
 had been produced by the education of thirty years, Dr. Mahaffy said he had him¬ 
 self been acquainted in his professional labours in Trinity College, Dublin, with a 
 considerable number of men who had since turned out to be remarkable criminals 
 who had invariably been distinguished by their proliciency in intellectual attain¬ 
 ments.—(Laughter.) He had very little doubt that the report of the speech to which 
 he was referring was so abbreviated as to convey a very imperfect account of Dr. 
 Mahaffy’s views. As it was reported the speech was certainly calculated to convey 
 the idea that education altogether was a mistake, and that we were better when, 
 thirty years ago, we paid very little attention indeed to the education of the people. 
 He did not think that that could have been Dr. Mahaffy’s intention; probably he 
 only desired to express in somewhat strong terms his conviction that much of the 
 educational effort of the last thirty years had been carried on upon wrong princi¬ 
 ples and been devoted to wrong objects. If that was so, he did not know whether 
 they need altogether differ from Dr. Mahaffy, for those of them who had been 
 prominent in the cause of technical education had been not only seeking to extend 
 the area of education but in many respects to alter its direction and to give to it a 
 more practical character and one which they thought might be of more advantage 
 to the people of this country.—(Hear, hear.) But if there were any who desired, as 
 Dr. Mahaffy might have been supposed to desire, to check the progress of education 
 of some sort in this country, their hopes and anticipations were doomed to disap¬ 
 pointment.—(Applause.) The people of this country had now discovered that they 
 possessed intellects—intellects which were capable of cultivation to the highest 
 extent, even by those who were engaged in daily manual labour. And the people, 
 having the power to decide, were not likely to relapse or allow their descendants to 
 relapse into that condition of ignorance, whether contented or otherwise, which 
 existed thirty years ago.—(Hear, hear.) It was not at present neces ary to discuss 
 with Dr. Mahaffy the abstract question of whether education had led to the happi¬ 
 ness or the greater morality of the people. There was something which was to be 
 considered even before the attempt to make the people happier or better, and that 
 was the question of the continued existence of the people.—(Hear, hear.) And the 
 case for technical education and the improvement of technical education was that, 
 in the judgment of its advocates, it was essential to the continued efficiency of our 
 manufacturing and commercial industries, but for the prosperity of which the 
 people of this country could not continue to prosper or even to exist. 
 
 WORLD COMPETITION IN INDUSTRIAL PRODUCTION. 
 
 This was not a matter of mere theoretical speculation, but a matter of practical 
 importance. It would be remembered that last year, or the year before that, there 
 was a great deal of discussion on the subject of the intense competition to which 
 some of our principal industries were at present exposed; a great deal was said 
 about the decline and probable fall of British industry. Statistics were produced 
 showing the extent to which, in certain industries, British manufactures had been 
 supplanted by those of Germany and of the United States. In all those discussions 
 Germany was the chief object of terror that was held up. “Made in Germany” 
 became a sort of watchword and battle-cry, with which it was sought to lead us to 
 the abandonment of old policies and to the adoption of new financial and commercial 
 systems. Much discussion naturally followed the publication of those statements, 
 and he thought the discussion had shown that the alarm which was created was in 
 a great degree exaggerated, and certainly premature. The discussion showed that 
 although comparisons between certain years and between certain branches of 
 industry might show depressing results, much of the apparent depression was due 
 rather to a change in the direction of our industries and in the course of trade. It 
 was shown that the volume of our pi-oduction had not diminished, that, on the con¬ 
 trary, it had continued to increase, although it might be true that some of our com¬ 
 petitors had increased their trade in a larger proportion. But although the scare 
 was, to a great extent, exaggerated, he did not think anyone would suggest that it 
 
ENGLAND HEARTILY SUPPORTS TECHNICAL EDUCATION. 963 
 
 was altogether without foundation, or that the condition of some of our industries 
 was not such as to require close examination, probably some caution, and certainly 
 considerable energy, if such industries were to be retained in their present positions. 
 
 GREAT BRITAIN STILL IN THE LEAD. 
 
 This, of course, was a great subject which it was impossible for him to discuss 
 fully on such an occasion, but he would like to quote one of the conclusions set 
 out in an official document published by the Board of Trade after the discussions of 
 which he had spoken:—“ We are still greatly ahead of either country (Germany or 
 the United States) in our power of manufacture for export, so much so that up to 
 the present the gains of either in this respect have had no serious effect upon our 
 trade; but, beginning from a lower level, each country is for the moment travelling 
 upwards more rapidly than we are, who occupy a much higher eminence. If 
 peace is maintained both Germany and the United States, and to some extent 
 France also, are certain to increase their rate of upward movement. Their compe¬ 
 tition with us in neutral markets, and even in our home markets, will probably, 
 unless we ourselves are active, become increasingly serious. Every year will add 
 to their acquired capital, and they will have larger and larger additions to their 
 population to draw upon. It is necessary, therefore, more than ever that attention 
 should be given in the United Kingdom to the business of manufacturing for 
 export. It is a mistake to suppose that the increase of wealth in foreign countries 
 is, on the whole, unfavourable to us. The richer neighbouring Dations are the bet¬ 
 ter for us and for the rest of the world in the long run. But the change of condi¬ 
 tions must be recognised, and we can scarcely expect to maintain our past undoubted 
 pre-eminence, at any rate without strenuous effort and careful and energetic im¬ 
 provement in method.”—(Applause.) 
 
 That was from a document prepared, no doubt, with the honest intention of allay¬ 
 ing rather than of exciting panic, but it contained statements which, at all events, 
 suggested subjects for reflection.—(Hear, hear.) In face of such warnings as those, 
 he did not think it could be said that the scare to which he had referred had been 
 altogether hurtful, or that it was desirable we should relapse into that state of con¬ 
 tented optimism from which it somewhat rudely awakened us. Even those who 
 were the foremost in combating anything in the nature of alarm or panic had been 
 forced to admit that there were certain of our industries on which serious inroads had 
 been made by foreign competition; and almost all agreed that in cases in which such 
 successful inroads had been made the cause was in a very great degree the superior 
 excellence of the technical preparation of the workers of foreign countries.—(Hear, 
 hear.) Other things, involving questions of a controversial character, into which 
 he could not now enter, might help to hamper us in the industrial race, but what¬ 
 ever our opinions as to those matters might be, there was no reason why we should 
 not all, whether employers or workmen, address ourselves at once and with energy 
 to a cause which was obvious, which was patent, and as to which there was no 
 controversy.—(Hear, hear.) 
 
 ENGLAND HEARTILY SUPPORTS TECHNICAL EDUCATION. 
 
 It was very satisfactory to know that before the scare he had referred to had 
 terrified us into it we had taken up the question of technical education in earnest, 
 and that we had done a good deal of late years to remove any inferiority under 
 which we might labour in respect of the technical training of our people. In the 
 county of Durham, as in other counties, when we compared the position of tech¬ 
 nical instruction in the present day with what it was ten or even live years ago, 
 there was ample ground for congratulation. The officers of the committees of 
 county councils, many of them men of great ability, had accumulated large stores 
 of experience, and the nation now commanded the services of a body of teachers 
 whose efficiency increased day by day, and year by year.—(Hear, hear.) Public 
 opinion was never at any time so favourable to institutions adapted to the local 
 needs of every district, even though those institutions might involve the com¬ 
 munity in considerable expense. The nation realised as it never had at any pre¬ 
 vious period that the welfare of its industries depended upon the training of its 
 workers, and still more upon the training of the directors of its industries. 
 
 It was recognised now as it had not been until a short time ago that the profes¬ 
 sional preparation for commerce was a science in itself—that it needed experts to 
 plan it, experts to carry it out and experts to maintain it.—(Hear, hear.) But, of 
 course, in this matter of technical education we had special difficulties of our own 
 to contend with. Our Government could not, by bureaucratic action, impose plans 
 upon localities, however wisely those plans might be formed. The Government 
 
964 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 were compelled to take the longer and, let us hope, in the end more fruitful course 
 of stimulating localities to think and to act for themselves.—(Hear, hear.) There 
 was, as he believed, urgent necessity for action swift and prudent, and it rested with 
 the present generation to show whether under our present democratic form of gov¬ 
 ernment, the people could address themselves with the necessary sureness of aim 
 and persistency of purpose to frame and carry out plans of education upon which 
 the future welfare of the nation might depend. Democracy was in this respect, as 
 in many others, on its trial. Side by side with us, another country which was not 
 democratic had built up a system of industrial and commercial education that was 
 highly efficient and eminently adapted to the development of the industrial capacities 
 of the nation. It remained to be seen whether we, to whom the idea of bureaucratic 
 interference in any respect was distasteful, we who believed in local effort and local 
 self-government, we who clung almost with a passionate devotion to our liberty to 
 manage our own affairs, were capable of building up an equally efficient system. 
 He believed that this might be done, but he did not believe that it could be done 
 without much effort and self-sacrifice on the part of all of us—on the part of parents, 
 on the part of local administrators, on the part of teachers. While much must 
 depend on local effort, he admitted that something yet remained to be done by the 
 Government, with the assistance of Parliament.—(Hear, hear.) 
 
 NEED OP BETTER ELEMENTARY EDUCATION. 
 
 The progress already made, the tentative struggles in which we had been engaged 
 for the last few years, had revealed the existence in our educational system of a 
 considerable gap which required to be filled. All the experts were agreed that in 
 order that people might take full advantage of the special scientific courses prepared 
 for them in such buildings as that in which they were assembled they must come 
 better prepared than they did now. The county of Durham’s own expert, Mr. 
 Robson, the secretary to the County Education Committee, declared in a recent 
 report that “there must be an organised system of secondary education provided 
 beyond and above our most admirable elementary school course instead of the 
 present chaotic jumble existing between the elementary school ami the University.” 
 
 He was glad to say that the County Education Committee had devoted a consid¬ 
 erable amount of attention to the improvement of the secondaiy schools of the 
 county, but their powers needed to be extended by such a measure as was brought 
 before Parliament last session—a measure which he noticed Mr. Robson, in the same 
 report, in language that he could not help thinking was somewhat exaggerated, 
 described as “ the most revolutionary measure of modern times.” Although revo¬ 
 lutionary, he did not think from the tenour of his report that Mr. Robson disap¬ 
 proved of it. Well, revolutionary or not, he hoped that that measure, or at all 
 events that part of it which referred to secondary education, would very speedily 
 reappear, and not only reappear but, now that some of the controverted questions 
 connected with elementary education had been for the time at all events disposed 
 of, would reappear with some of its revolutionary provisions extended.—(Hear, 
 hear.) As he had occasion to say yesterday in a neighbouring county, we had in 
 this country some of the best and some of the worst secondary schools that were to 
 be found in Europe.—(Hear, hear.) Some in each class were under public and some 
 under private management. He did not think it was too much to hope that by con¬ 
 ferring upon the State or upon some local authorities delegated by the State some 
 powers of inspection and examination it might be possible to stimulate and improve 
 those which were good, and by giving adequate warning to parents it might be pos¬ 
 sible either to extinguish those which were bad or to compel them under pain of 
 extinction to render themselves efficient.—(Hear, hear.) It seemed to him an urgent 
 duty on the part of the Government, assisted by Parliament, to make some such 
 effort to protect parents and to protect the nation from tile calamitous results which 
 followed, and which must follow, educational imposture.—(Hear, hear.) Secondary 
 schools in the condition they would be in when reformed would furnish to the 
 technical schools an increasing number of students qualified to take advantage to 
 an extent they could not do at present of the courses there provided for them.—. 
 (Applause.) He hoped that although he had devoted his remarks almost exclusively 
 to the one topic of the necessity for improving the scientific and commercial educa¬ 
 tion of our people, they would not imagine for a moment that he was indifferent to 
 the higher aspect of education which concerned the training of the character of the 
 student. He quite recognised that the highest province of education was to raise 
 the character of the student and not only to make him an accomplished workman, but 
 a good citizen, but it was because of the urgent necessity that he felt existed at the 
 present time for cultivating the study of certain sciences and certain arts which 
 were intimately connected with the industrial training and prosperity of the people 
 
OPENING OF TECHNICAL AND ART SCHOOLS IN LEICESTER. 965 
 
 that he had on this, as on other occasions,.ventured to urge the subject most strongly 
 upon them.—(Applause.) 
 
 A vote of thanks to the Duke of Devonshire for his presence and his a> Idress was pro¬ 
 posed by Dr. Manson (chairman of the Technical Instruction Committee), seconded 
 by Mr. Arthur Pease, M. P., supported by Lord Barnard, the Dean of Durham, Mr. 
 Gurney (principal of the Newcastle College of Science), Mr. Alderman Hugh Bell 
 (chairman of the Middlesbrough School Board), and Sir Joseph Pease, and car¬ 
 ried.—The Duke of Devonshire briefly replied, and after a number of other votes of 
 thanks had been passed the proceedings closed. 
 
 The Manchaster Guardian, of October (3th, 1897, contains the fol¬ 
 lowing concise report of the address spoken by the Bishop of London, 
 at the opening of new Technical and Art Schools in Leicester. 
 
 THE BISHOP OF LONDON ON TECHNICAL EDUCATION. 
 
 The Bishop of London visited Leicester yesterday in order to open the new Tech¬ 
 nical and Art Schools which have been built and furnished by the Corporation at a 
 cost of about £40,000. The Mayor opened the proceedings, after which Sir Thomas 
 Wright gave an interesting sketch of the development of technical education in 
 Leicester and the erection of the new school. The Bishop of London expressed his 
 gratification at returning to Leicester in order to open the schools, which he 
 regarded as a signal proof of the life, energy, and vigour of the municipality. A 
 procession was then formed, and proceeded from the Drill Hall to the schools, where 
 the Bishop of London, having been presented by the architect with a gold key, 
 unlocked the gate and declared the schools open. Sir Thomas Wright afterwards 
 presided at a luncheon in the Assembly Room, and was supported by the Bishops of 
 of London, Peterborough, and Leicester. 
 
 The Bishop of London proposed “Success to the Municipal Technical and Art 
 Schools.” He remarked that the centre of England’s greatness and the whole 
 source of England’s life consisted in the persistent and regular development of her 
 self-government. No increase of municipal government, accordingly, ought to be 
 the source of other than unmitigated rejoicing. The progress of England in the 
 future, as in the past, depended largely on its technical education. With respect 
 to his own personal knowledge of science, he must quote the phrase of a friend who 
 confessed that he knew nothing whatever about it and had never even taught it.— 
 (Laughter.) As regarded his knowledge of art, he must confess that he had never 
 drawn anything—not even a handcart.—(Renewed laughter.) The Bishop pro¬ 
 ceeded to point out the break which occured in a boy’s education when he left 
 school and became an apprentice, and said the missing link was supplied by the 
 technical schools, which developed the physical alertness in the mechanic and 
 made him in every respect an intelligent man. With respect to the pressure of 
 international competition, it was for the manufacturer to exhibit greater readiness 
 to follow the development of the markets and look out for new openings. It was for 
 them to do the touting for the markets of the world, and follow the example of 
 Germany, which covered Italy and other countries with travellers. The capacity 
 of- Germany lay in making colourable imitations of English goods, but which were 
 entirely bad. They looked like the proper thing, however, and were bought up at 
 once. He believed that the English mechanic could do a better day's work than any¬ 
 body else, but it was because he was English, and not because of his education. 
 Technical education would give him a prospect of a happier and more contented 
 life. The teaching of art, again, would endow him with a sense of beauty, and base 
 his knowledge on the finest feelings which they could posses.—(Applause.) 
 
 On the 16th. of October, 1897, the Earl of Crewe opened the New 
 Technical Institute at Crewe. In a brief address Lord Crewe re¬ 
 ferred with commendation to the recent talk by the Duke of Devon¬ 
 shire—on the occasion of the opening of the Darlington Technical 
 * College—(see preceding page) in reference to the danger of foreign 
 competition which however he, (Lord Crewe,) thought had some¬ 
 times been greatly exaggerated, for, he said, “where the foreign 
 competition depended upon the greater technical aptitude and finer 
 technical training of the workmen, it could be combatted by the 
 improved methods of our own workmen. He was glad that the 
 Technical Institution they had opened that day was intended also, to 
 
966 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 advance those industries and employments which particularly con¬ 
 cerned women—such as cookery—laundry work, etc.—(Hear Hear) ” 
 The Manchester Guardian of September 17th 1897 gives the fol¬ 
 lowing account of the opening of a new Technical School at Preston. 
 
 PRESTON TECHNICAL SCHOOL,—OPENING CEREMONY.—SPEECH BY LORD DERBY. 
 
 The new Technical School in Corporation-street, Preston, which has been built 
 out of funds provided by the trustees of the late Mr. E. R. Harris, on a site given 
 by the Corporation, was opened by the Countess of Derby yesterday. The Council 
 of the Institute ten years ago came to the conclusion that a technical school would 
 form a fitting memorial of Her Majesty’s Jubilee, and the present substantial, and 
 at the same time ornamental, edifice is the result. It has been built from the 
 designs of Messrs. Cheers, Aspinwall, and Smith, and will cost, exclusive of furnish¬ 
 ing, probably about £15,000. It comprises a weaving shed—one of the largest in 
 the county,—a large spinning shed, a textile museum, a lecture hall, classrooms, 
 and every provision for teaching the staple trades of the district. Special rooms 
 are set apart for classes in mechanics and engineering, machine and building con¬ 
 struction, carpentry and joinery, plumbing, &c. Active steps are at present being 
 taken to equip the building with machinery and all the most modern appliances for 
 teaching the various industrial processes. Some valuable gifts of machinery have 
 already been made by large firms in the district, and it is expected that similar 
 contributions will be received from other sources. 
 
 There were about 750 persons at the opening ceremony in the Weaving School. 
 Mr. W. Ascroft presided, and among those present were the Earl and Countess of 
 Derby, Sir J. T. Hibbert, Sir Thomas Storey, Sir James De Hoghton, the Mayor 
 of Preston (Mr. Alderman Davies), Mr. W. E. M. Tomlinson, M. P., and the Rev. 
 G. Steele (vice president of the Institute). 
 
 The President, in the course of a brief speech, explained the objects of the Harris 
 Institute, and claimed that those associated with it endeavoured worthily to take 
 their part in maintaining the industrial supremacy of the country. 
 
 The Technical School, which they had been able to provide by means of the wise 
 generosity of the first Harris trustees (of whom there were now but two survivors, 
 the Rev. C. H. Wood and Mr. David Irvin), would enable them to do that more effect¬ 
 ually. The variety of their work had so much increased, and the number of their 
 students had become so greatly extended, that that new building had become a 
 necessity. In speaking of the art and science teaching at the Harris Institute, he 
 was glad to be able to acknowledge the very handsome gift of £2,600 to the funds 
 of the Institute by the Rev. C. H. Wood and Dr. Hodgson, the trustees of the will of 
 the late Miss Tuson. This gift had set free other funds, and thus enabled them to 
 provide for the purchase and equipment of the Glover-street school, where domestic 
 science was taught. (Applause.) 
 
 The Countess of Derby then declared the school open, and expressed a cordial 
 wish for its future success. The Chairman then called upon Lord Derby to speak. 
 
 ADDRESS BY LORD DERBY. 
 
 The Earl of Derby, in the course of an interesting address, said lie was sure Lady 
 Derby’s wish was echoed in the hearts of all who had come together on that occa¬ 
 sion, an occasion which they hoped would prove to be one of great advantage to 
 Preston in the future.—(Applause.) He referred to the great growth of interest in 
 technical education during the reign of the Queen, and especially during the last 
 decade of that reign. He thought no other movement would so distinctly impress 
 itself upon the future of the country. Not very long before the first Jubilee of the 
 Queen the movement for technical education was only in its infancy, although there 
 were some, the pioneers of the movement, who realised the importance of the ques¬ 
 tion, but still they were a minority, and anyone who had expected to find technical 
 instruction going on through the country would have been woefully disappointed. 
 There had always been a glimmering in the northern counties that there was some- * 
 thing to be learned between the ordinary education of a child at school and the 
 later education gained in technical, artistic, or scientific subjects, according to their 
 position in life. The evening schools had always been a marked feature of the 
 educational work carried on in the northern and especially in the manufacturing 
 districts, and at the present moment there existed the Union of Institutes for Lan¬ 
 cashire and Cheshire, comprising, he believed, over 100,000 persons, who were con¬ 
 nected, some practically, some in theory and good will only, with the work of 
 advancing education out of the ordinary working hours; but the technical instruc- 
 
PRESTON TECHNICAL SCHOOL-ADDRESS BY LORD DERBY. 967 
 
 tion movement had come in to supply much that was lacking. Those who now 
 supported technical education had at their command a supply of funds which was 
 sadly lacking to those who were only advocating the evening schools, hut the object 
 was much the same. Technical education showed them how to do on recognised 
 principles that which was to a great extent formerly done by rule of thumb. There 
 was one fear only with regard to technical education, and that was the danger of 
 the various educational means giving in some matters the same instruction. He 
 had been at a meeting in Manchester the previous evening, at which the School 
 Board, the Technical Instruction Committee of the City Council, and the represent¬ 
 atives of Owens College had met with a view of obviating that, and arranging that 
 that which was elementary should be taught in the elementary schools, that which 
 was technical in the technical schools, and that appertaining to the highest knowl¬ 
 edge in the College. Thus children could be taken gradually from the lowest to 
 the highest educational point.—(Applause.) He did not say that that could be done 
 anywhere. As yet they had not in Preston anything like the Owens College, but 
 it might come in time, and, at all events, they had the various gradations by which 
 children might be taken from one class or another, thoroughly grounded in elemen¬ 
 tary knowledge, and then drafted on to technical, scientific, or artistic work. He 
 did not wish to speak disparagingly of art. but still in such a land as ours the future 
 depended more on technical work than upon art. He asked where was the sane 
 man or woman who would say that our efforts should be relaxed in regard to this 
 movement. Whatever they might be doing, they could depend upon it that foreign 
 countries also were very much alive to the value of education. He instanced espe¬ 
 cially the great work which was being done in Germany, and the thorough train¬ 
 ing which was there supplied to the people. There, he said, they would have in a 
 technical school not one or two looms, but every variety of loom, and the student 
 was taught how to obtain the best result from each one. Englishmen were apt 
 to speak rather disparagingly of anything produced in Germany, but he was not 
 sure that there was not sometimes a note of envy to be detected. Was not Ger¬ 
 many advancing at a great rate, whilst England, perhaps, was content to go a little 
 slower? He was afraid that it would be found that, whilst this land had advanced 
 much during the last 15 years, other countries had done still more, and it was 
 essential that this work should be taken up throughout the length and breadth of 
 the kingdom; that education should be valued not only as an abstract possession, 
 but should be applied to the better conduct of that trade in which the people were 
 engaged. —(Applause.) 
 
 He hoped the managers of the school would see their way to co-operate with 
 other public bodies. Preston had always been proud of the position it had occupied 
 in regard to its school teaching, and whilst it had its own peculiar way the inspect¬ 
 ors reported favourably upon it. They hoped that the same cordiality would be 
 extended towards this new institution, and that the building might prove to be an 
 earnest of that spirit which would hereafter inspire a still larger Preston to carry 
 on the work, and give operatives and others an opportunity of acquiring that tech¬ 
 nical and scientific knowledge which could only be learned when the two were 
 properly combined. If Lancashire was to continue to hold the position they proudly 
 believed she now held as a leader in technical work, there were those present who 
 by word and deed could assist her.—(Applause.) 
 
 The Mayor of Preston moved a vote of thanks to Lord and Lady Derby, which was 
 seconded by the Rev. G. Steele (vice president of the Institute), supported by Sir 
 John T. Hibbert, and canned unanimously. A vote of thanks was afterwards 
 awarded the president, on the motion of Sir Thomas Storey, seconded by the Rev. 
 S. A. Steinthal, chairman of the Union of Lancashire and Cheshire Institutes. 
 
 The foregoing instances of the active personal interest taken in 
 the development of Technical Industrial Education by the leaders of 
 English thought and society during the autumn of 1897, show con¬ 
 clusively that no loss of interest has taken place during the decade 
 that has passed since the addresses and papers here collected in 
 Appendices AA, and BB, were published. 
 
 Judging from these varied addresses, it would appear that the 
 interest taken in these educational efforts to develope the technical 
 superiority of the English artizan, is far more general on the part of 
 leading English statesmen than similar efforts by American Educa¬ 
 tors have awakened among American Legislators and leaders in the 
 States and Nation. 
 
968 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 It would hardly seem necessary to point out that, in the rapidly 
 growing competition for the world’s commerce in the products of 
 Industry, this country can hardly hope to continue to hold its rela¬ 
 tive share, unless the Technical and Artistic training of its industrial 
 workers keep pace, “ pari passu,” with that provided for the workers 
 of rival nations. 
 
 IY. 
 
 TWO INTERESTING PAPERS FROM THE FILES OF THE NEW YORK 
 
 TRIBUNE; ILLUSTRATING THE ENGLISH AND GERMAN ESTIMATE 
 
 OF THE VALUE AND IMPORTANCE OF DEFINITE TECHNICAL 
 
 TRAINING IN INDUSTRIES. 
 
 What definite technical training in a particular industry can 
 effect is forcibly shown in a letter from I. N. F., the regular corre¬ 
 spondent of the New York Tribune in England. 
 
 This letter, published two years ago, (September 8th, 1895,) was 
 largely given to a showing of the advantage accruing to the town 
 of Bradford, from the effect of the lowering of duties on woolen 
 manufa tures by the Wilson-Gorman Tariff Act; in greatly stimu¬ 
 lating the trade of that English manufacturing centre with the 
 United States. 
 
 That portion of this letter of most interest in this connection, and 
 which is the only part here quoted, shows how the workers of Brad¬ 
 ford had been so thoroughly trained as to enable the manufacturers 
 to take every advantage of this to them fortunate opportunity; and 
 illustrates how the resulting prosperity of the town had been largely 
 due to the careful training given to the youth of Bradford, twenty 
 years before. This is a striking object lesson, showing the close 
 relations that exist between the thorough technical training of its 
 Youth, and the subsequent prosperity of an industrial manufactur¬ 
 ing community. 
 
 THE BRADFORD TRADE.—IMMEDIATE EFFECTS OF THE NEW WOOLLEN SCHEDULE IN 
 ENGLAND—VALUE OF TECHNICAL EDUCATION. 
 
 Bradford, August 27. 
 
 Bradford was once the dirtiest and worst regulated town in England, but it is now 
 described Jby Frederick Dolman as the model municipality of its size, which has the 
 honorable record of reducing the death rate in twenty years from twenty-seven to 
 seventeen per thousand. Its pre-eminence as a woollen town is acknowledged all 
 over the world. Huddersfield rivals it in the production of the finest and most 
 expensive qualities of woollen and worsted goods, but Bradford clothes the masses 
 at home and abroad. It is the great emporium from which the clothiers draw their 
 material for ready-made custom, and from which, also, fancy dress fabrics, coat¬ 
 ings and every kind of woven texture are supplied for the drygoods trade. 
 
 ******* 
 
 WHAT TECHNICAL TRAINING HAS DONE. 
 
 The improvement in the quality and design of Bradford goods is attributed by 
 manufacturers and merchants in large measure to technical education. Twenty 
 years ago the woollen and worsted in 'ustries of the town suffered severely from 
 foreign competition and commercial depression. Thoughtful men were convinced 
 that a higher class of labor was needed for the production of textile fabrics, and 
 that the prosperity of the great industries of Bradford was dependent upon techni¬ 
 cal education. The experiment was tried in a small way. The Mechanics’ Institute 
 provided looms for elementary classes in weaving and instruction in designing and 
 harmony of colors for advanced pupils. The Chamber of Commerce supported the 
 
VALUE OF TECHNICAL EDUCATION IN BRADFORD. 969 
 
 project and in a short time there were 400 students in attendance upon day and 
 night classes. A larger building at once became necessary. The manufacturers 
 subscribed generously toward the erection of a technical school designed to develop 
 the principal industries of the town. 
 
 The new building was opened in 1882, and subsequently enlarged in order to meet 
 the requirements of classrooms and laboratories for additional departments. It is 
 one of the best schools of the kind in England, and has ministered directly to the 
 prosperity of the town by raising the standards of workmanship in the factories. 
 About 1,300 students now receive systematic instruction from a corps of twenty- 
 eight masters and teachers. The Municipal Council makes liberal grants for the 
 support and maintenance of the school, and enables the managers to provide annu¬ 
 ally for 150 free scholarships for two-year courses. In this way the doors are thrown 
 open to the sons and daughters of poor artisans. 
 
 Professor Huxley explained with characteristic lucidity that the object of tech¬ 
 nical instruction was “ to assist in the diffusion, among the artisans and others occu¬ 
 pied in trades and manufactures, of sound instruction in those kinds of theoretical 
 and practical knowledge which bear upon the different branches of industry, whether 
 manufactures or art.” In the Bradford Technical School there are dyeing, textile, 
 art and engineering departments, with day and evening classes, in addition to gen¬ 
 eral courses in English studies, mathematics, chemistry, physics and mechanics, 
 and special courses for the civil service or commercial pursuits. The dyeing depart¬ 
 ment has a chemical laboratory with a dyehouse supplied with steam boilers and 
 large vats. To the theoretical study of organic and inorganic chemistry is added 
 in the course of two years practical work in wool and cotton dyeing. Largely in 
 consequence of the training supplied by this school Bradford dyers have improved 
 their processes of coloring all-wool and cotton-warp goods, until they now produce 
 manufactures which rank with the most artistic French patterns. The art depart¬ 
 ment has made a special feature of pattern designing, which has had the effect of 
 diversifying and imparting artistic qualities to Bradford goods. The textile depart¬ 
 ment has expanded in many directions the work of the weaving school, which was 
 organized by the manufacturers in 1877. In the lecture-rooms the costand proper¬ 
 ties of raw materials are explained, with the principles of structural ornamentation, 
 artistic design and combinations of colors ; and the students learn by practice with 
 hand-loom and twisting-frame how to produce every form of woven texture. The 
 workshops of the engineering department are also well equipped and the classes are 
 largely attended. 
 
 A PROOF OF ITS UTILITY. 
 
 The most practical recognition of the utility of this technical school in promoting 
 the interests of textile manufacturing is the employment of its graduates as heads 
 of departments in the factories of Bradford and other towns. The manufacturers 
 no longer shrug their shoulders and smile contemptuously over the vagaries of “ book 
 learning.” They understand fully not only the advantage, but even the necessity of 
 having scientifically trained foremen and expert workers in their factories. In the 
 modern battle for a market, knowledge is power. The tremendous force of compe¬ 
 tition among nations and communities shuts out inferior workmanship and less 
 artistic products. The survival of the fittest is the victoi-y of the most highly trained 
 industries. 
 
 The Bradford manufacturers are convinced that technical education has enabled 
 them to hold their market against France and Germany. They consider it necessary 
 to employ in their factories foremen who have had the advantage of scientific edu¬ 
 cation. They even send their own sons to the technical school to learn in the dyeing 
 and textile departments the art of producing fabrics of the best workmanship and 
 design. 
 
 The woollen schedule of the Gorman-Wilson tariff will work out its own results, 
 whether for good or for ill, in the United States; but whether it succeeds or fails, 
 there is an English system of protecting manufactures and elevating the standards 
 of labor which deserves to be carefully studied and closely imitated in the United 
 States. Every English and Scotch manufacturing town of .progressive tendencies 
 now has its technical schools, which are either conducted or largely maintained by 
 the municipal government. Those schools are doing a great work for all the 
 important industries in England. It is the German system. Whatever may be 
 the final judgment in America respecting free wool and so-called free raw mate¬ 
 rials, the value of technical education will have to be appreciated more highly than 
 it is at present if manufacturing industries are to be kept on the highest level of 
 efficiency. There is something that is more important in the long run than the 
 most ingeniously devised machinery. It is the highly trained expert workman. 
 
 I. N. F. 
 
970 EDUCATION IN THE INDUSTRIAL AND PINE ARTS. 
 
 The following editorial from The New York Tribune, of September 
 3rd, 1807, is here inserted, because it contains a concise statement of 
 the number of Technical Industrial Schools in Germany, compiled 
 from an Official Report. As contrasted with similar educational 
 facilities provided in these United States, these statistics furnish 
 food for thought. 
 
 GERMAN TECHNICAL SCHOOLS. 
 
 That the practical benefits and advantages of technical education and training 
 are to-day better and more generally appreciated than ever before is a fact the 
 importance and significance of which almost everybody recognizes. Even the 
 more staid and old-fashioned English merchants and manufacturers have been con¬ 
 strained to tear aside the veil of prejudice and “conservatism” which had so long 
 enveloped them, and begin to study the nature and causes of the changes wrought 
 by modern commercial and industrial competition. They had not far to seek or 
 long to study before they made some discoveries which were important as well as 
 disagreeable to them. They had already learned that the source of their most 
 formidable competition was Germany, which for some time had been pushing them 
 hard in foreign markets, and, more recently, had actually invaded their home 
 market and begun to threaten their supremacy there as well as elsewhere. They 
 had paid little heed to the growth and spread of technical education in Germany, 
 and had, for the most part, ignored it as one of the factors of competition, either 
 commercial or industrial. It is not putting it too strong to say that the discoveries 
 of the last two years have been as startling as disagreeable to them. 
 
 But these discoveries were not new ones, by any means. For more than forty 
 years the States of Germany have been seeking to prepare and equip their people for 
 the industrial and commercial struggles of the future, and chief among the advan¬ 
 tages which Germany as an industrial nation now enjoys over Great Britain and 
 every other country in Europe are the wide diffusion and high standard of industrial 
 and technical education and the liberal and intelligent support given by the impe¬ 
 rial and various State and municipal governments for that purpose. Germany is 
 simply reaping what it has sown, and all the work of preparation and cultivation 
 has been done before the eyes of the world. 
 
 Some interesting and important facts concerning the present condition of tech¬ 
 nical education in Germany are contained in the report of an investigation made by 
 direction of the Minister of Labor of Belgium. Prussia expends $600,000 for the 
 support of technical schools, and, besides what has been done by municipalities, it 
 has established six special schools for the construction of machines, a school for the 
 bronze industry, one for steel and iron mongery, another for navigation, and schools 
 for the study of pottery, porcelain and painting on glass. But these form only a 
 part of the system of technical instruction, there being 248 other schools in which 
 such instruction is imparted to more than eleven thousand pupils. The greater 
 number of these schools are the outcome of the joint efforts of associations mainly 
 composed of large industrial concerns. Of the schools thus maintained, with some 
 aid from the State, 32 are for painters and decorators, 9 for shoemakers, 16 for tai¬ 
 lors, 20 for bakers, 6 for butchers, 26 for smiths, and so on. In Berlin the provision 
 for technical instruction is very complete, and costs the municipality $70,000 a year. 
 In Saxony, which is at the head of all the German States in technical instruction, 
 there are 111 schools in which such instruction is given. Of these, 10 are schools 
 of agriculture and 40 are schools of commerce. Bavaria, besides its higher schools 
 of architecture, commerce and art, has 45 technical schools, with 2,682 pupils, and 
 each school is divided into sections, each of which is devoted to particular features 
 of the industry with which it deals. The Kingdom of Wurtemberg has several 
 schools in which weavimr and kindred arts are taught, and at the same time new 
 industries are being introduced. For example, teachers are employed for peripa¬ 
 tetic courses, and thus the women and girls of one hundred and twenty communes 
 have been induced to devote their time to white embroidery. The Grand-duchy of 
 Baden, with 1,600,000 inhabitants, spends $280,000 a year on technical education. 
 In addition to its schools of architecture, clockmaking and commerce, it has founded 
 schools of cabinet-work and music. In the Grand-duchy of Hesse, which has about 
 1,000,000 inhabitants, there are schools of architecture and sculpture, 9 schools for 
 artisans, 43 for various industries, and 82 schools of design. 
 
 In some thoughtful comments on the report from which the foregoing facts were 
 gleaned, the editor of an English newspaper writes: 
 
 “The attempts made to increase the military strength of Germany need not be a 
 source of disquiet or alarm. Militarism is a disease which in the end will cure itself. 
 
GERMAN TECHNICAL SCHOOLS. 
 
 971 
 
 What other nations have to fear is not the military strength of Germany, but its 
 industrial development, and the advance it has made during the last quarter of a 
 century is such as to justify a lively anxiety. Its soldiers and its armaments are of far 
 less importance than the number of its factories, the extent of its exports, and the 
 success of its commerce. Its technical schools are turning out a magnificent indus¬ 
 trial army, and in this sphere of knowledge the countries that compete with it must 
 quickly improve their skill, if they are not to see the decline of their prosperity.” 
 
 The example of Germany in establishing and maintaining a system of technical 
 education and constantly broadening its scope is not only claiming the attention but 
 exciting the emulation of other countries in Europe, as the reports of United States 
 Consuls for several years past have repeatedly indicated. One of the more recent 
 of these reports notes the establishment of a textile high school at Brunn, Austria, 
 through the intelligent and energetic efforts of the Chamber of Commerce of that 
 city. There has been a weaving school, but it was found inadequate to meet exist¬ 
 ing demands, and the merchants and manufacturers voted to transform it into a 
 textile high school, which will also give “a good general education, including com¬ 
 merce.” The site and building are to be furnished and paid for by the commune, 
 the Chamber of Commerce and the manufacturers, while the Empire is to put 
 $75,000 into teaching material, apparatus, etc. The local industries to be benefited 
 have subscribed $14,000 to the enterprise, and are to pay the interest and prin¬ 
 cipal of a mortgage of $64,800 which rests on it. The Consul adds: “It is interest- 
 “ing to note that continued efforts in the direction of better technical schools mark 
 “ every new movement in the development of all kinds of industries. Austria is 
 “ emulating Germany, and Germany is making renewed efforts to keep the lead.” 
 
 Y. 
 
 Summary of Contents of the Forty-Fourth Report of the 
 Department of Science and Art, (London, 1897.) 
 
 This official Report “Presented to both Houses of Parliament by 
 command of her Majesty ” is arranged under eight titles; of these, 
 only the first two—“Instruction in Science,” and “Instruction in 
 Art,” are here enumerated. The remaining topics are comprised 
 under the following Heads. 
 
 The Government Museums : The Geological Survey : Expenditures 
 for Technical Education,—to be stated in “ Return ” to be made here¬ 
 after to Parliament,—Various Special Reports; of which that on 
 Technical Education in Germany is here quoted in full with copious 
 extracts from the accompanying notes on individual institutions. 
 
 science division—aid given towards the promotion of 
 
 INSTRUCTION IN SCIENCE. 
 
 The Science Division opens with a tabular statement of the number 
 of schools, classes, and pupils under instruction in Science from 
 1887-1896 inclusive. In 1887, there were 1684 schools, 6,300 classes, 
 103,0'8 students. In 1896, there were 2583 schools,—10,500 classes, 
 and 196,185 students. 
 
 Of the 2,583 schools in 1896, 144 were organized science schools, 
 with 16,654 students. This is a considerable increase on the preced¬ 
 ing year, when the number of organized science schools was 112, with 
 14,850 students. Of the schools in 1896, 132 were in England and 12 
 in Scotland. 175,990 of the 179,531 pupils under instruction in 1896 
 in schools other than organized science schools come within the cat¬ 
 egory of these on account of whose instruction payments on the 
 results of examinations are made by the Department. 2,106 of the 
 schools examined in 1896 were in England and Wales, 337 in Scot¬ 
 land, and 140 in Ireland. This is a decrease on the previous year of 
 33 in England and Wales, of 29 in Scotland, and of 28 in Ireland. 
 The number of students who came up for examination from these 
 
972 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 schools was 91,300, a decrease of 16,863 on the previous year. Besides 
 these, 8,518 self-taught students and pupils from classes not entitled 
 to claim payments on l’esults, presented themelves for examination. 
 
 A table follows showing the results of the examinations for ten 
 years—1887-1896. Of those examined in 1896, the following particu¬ 
 lars are then given: 
 
 Out of the 99,818 students who were examined, 30,066 were successful in passing 
 in one or more subjects, and of these 16,551 were successful for the first time. In 
 the previous year 52,079 were successful, and 22,542 for the first time. The figures, 
 however, are not comparable in all respects. After 1889 “geometrical drawing” 
 took the place of second-grade art geometry, and was, until 1895, included among 
 the science subjects. In 1896, it was again included among the art subjects. Again, 
 the abolition, partially in 1893, and wholly in 1894, of the second class in the ele¬ 
 mentary stage of science subjects affects not only the number of papers passed, but 
 also of papers worked at the examination, one of the objects of the change being to 
 discourage the presentation of pupils for examination who possessed only a very 
 elementary knowledge of the subject. The present “ pass ” in the elementary stage 
 is counted, though the standard is not quite so high as that required previously for 
 a first class. Again, in tire returns for the last year a large part of the students in 
 organized science schools are not included, as those in their first year, and some of 
 those in their second year, are not presented for examination in May, their progress 
 being judged by inspection, according to the new scheme. Had they been pre¬ 
 sented for examination, the papers worked would have had to be augmented by 
 nearly 80,000, and the papers passed and first classes proportionately increased. 
 The examinations in 1896 were held at 1,996 centres in the provinces, and at 160 in 
 London. Of the papers worked, 108,097 were in the elementary stage and 41,273 in 
 (lie advanced stage, the number of first classes in each stage being respectively 
 36,557 and 4,862 ; while the number of papers in the honours division of the examina¬ 
 tion was 3,260, of which 172 passed in the first class and 397 in the second class. 
 Examinations were also held in various subjects of science by the Department in 
 the Isle of Man, Jersey, Guernsey, Tasmania, Natal. New Zealand, and South Aus¬ 
 tralia, the total number of papers worked being"520. “ The cost of these examina¬ 
 
 tions and any payments on their results are borne by the respective Colonies and 
 Dependencies.” For the year 1896 the payments to science schools, exclusive of 
 those made to training colleges, on the results of examinations and on attendances, 
 &c., amounted to £157.916. The corresponding amount for 1895 was £142,542. 
 
 ART DIVISION—AID GIVEN TOWARDS THE PROMOTION OF INSTRUC¬ 
 TION IN ART. 
 
 (a) Drawing in Elementary Schools and in Training Colleges for Elementary School 
 Teachersand Manual Instruction in Elementary Day Schools. 
 
 In the art division during the year ending 31st August, 1896, 20,161 elementary day 
 schools, with 2,250,070 scholars, were taught drawing, and examined under the 
 regulations of the Department. This was an increase of 263 schools, and of 57,820 
 scholars, as compared with the numbers in 1894-5, when 19,898 day schools were 
 examined, in which 2,192,250 scholars were taught drawing. Besides the scholars 
 who were taught in the drawing standards, 18,209 pupil-teachers and ex-standard 
 scholars were examined in drawing, of whom 8,859 were successful. Of the 20,161 
 schools examined in 1895-6, 18,976 in England and Wales, together with 47 in the 
 Isle of Man and 17 in Jersey, are under inspection by the Education Department; 
 and 939 schools examined in Scotland are under inspection by the Scotch Education 
 Department; the remaining 182 schools, including 77 in Ireland, are not inspected 
 by either Department. The grants for drawing in 1896 to elementary day schools 
 amounted to £176,224; in 1895 to £164,494. 
 
 In 1896, 848 schools were “ Fair,” 12,850 “Good” and 6,391 “ Excellent.” 
 
 In 1895, 1,484 schools were “Fair,” 13,223 “ Good” and 5,051 “ Excellent.” Pay¬ 
 ments per scholar in average attendance in 1895 and 1896 were: 
 
 
 1«9.? 
 
 1896. ' 
 
 
 s. d. 
 
 1 8.1 
 
 1 7.4 
 
 1 5.2 
 
 s. d. 
 
 1 9.0 
 1 8.2 
 1 6.1 
 
 
 Ireland. 
 
 
973 
 
 ENGLISH SCIENCE AND ART REPORT, 1897. 
 
 Eight hundred and seventy-three evening continuation schools were also exam¬ 
 ined, in which 40,459 scholars were taught drawing, the grants earned by them 
 amounting to £2,105. In the previous year the number of evening continuation 
 schools taking drawing was 698, with 37,460 scholars, the grants amounting to 
 £1,664. Classes for manual instruction in connection with 1,069 elementary day 
 schools were examined, and earned grants amounting to £19,530 on account of 
 83,220 scholars. In the previous year the number of manual instruction classes 
 examined was 910, and the grants earned amounted to £16,307 on account of 67,470 
 scholars. 
 
 It is further stated that full statistics in detail of Drawing and 
 Manual Instruction in these classes and schools are given in a supple¬ 
 mentary volume of this Report, and a summary of totals for several 
 years, in an appendix to this volume. 
 
 Training Colleges and Elementary School Teachers. 
 
 The annual art examination for the students in residential and day training 
 colleges was held in 1896 at 62 colleges. At this examination 2,366 students took 
 freehand drawing, of whom 492 obtained first class; 2,720 took model drawing, and 
 936 obtained first class; 2,709 were examined in drawing from models with chalk 
 on the blackboard, and 527 obtained first class; 2,378 took drawing in light and 
 shade, and 289 obtained first class. The total number of individual students exam¬ 
 ined was 4,759; in 1895 the number was 4,738. The grants for drawing earned by 
 these colleges amounted to £2,431, as against £2,570 7s. 6d. in 1895. 
 
 (b) Art Instruction in Local Schools of Art and Art Classes. 
 
 The number of art schools and classes (including 80 science schools which take 
 art subjects) examined in art in 1896 was 1,851, as against 1,853 (which included 91 
 science schools) in 1895, showing a decrease of 2. The number of students under 
 instruction was 136,768 in 1895, as compared with 146,193 in 1896. Of these, 
 142,546 were of the industrial class, as defined in the “ Science and Art Directory.” 
 Of the 284 art schools and branch classes and 1,487 art classes examined last year, 
 245 schools and 1,284 classes were in England and Wales, 24 schools and 153 classes 
 in Scotland, and 15 schools and 50 classes in Ireland. The number of students who 
 sat for examination was 78,139 in 1896, or 2 less than in 1895, when the number was 
 78,141. In 1896 148,872 exercises were worked by students of schools and classes. 
 Of these exercises, 118,705 were in elementary stages (including 12,429 exercises in 
 geometrical drawing), and 29,881 in advanced stages, or in subjects not divided into 
 stages, the number successful in each stage being respectively 69,009 (including 7,873 
 in geometrical drawing), or 58.14 per cent, for elementary stage (including geometrical 
 drawing), and 21,478, or 71.88 per cent, for advanced stage, while in the honours 
 division 286 exercises were worked, of which 87, or 30.42 per cent, were successful. 
 But, in addition to the papers worked by these students, 9,786 papers were worked 
 by external candidates, and candidates from classes not receiving payments on 
 results, of which 5,452, or 55.71 per cent, were successful. 
 
 The following special Report made by the distinguished members 
 of the “Technical Instruction Commission” of Great Britain, is 
 commended to the careful consideration of educators, and statesmen 
 in the United States, as being as important to the American People 
 as to those of Great Britain. It shows, in a striking manner, how 
 closely the material prosperity of a people is linked to, and depend¬ 
 ent upon, the educational training given to the youth of a nation. 
 In facilities for Technical Training, and schools for Special Indus¬ 
 tries, the United States are still far behind the leading industrial 
 nations of Europe. 
 
 VI. 
 
 Report on the Recent Progress of Technical Education in Germany. 
 
 To His Grace the Duke of Devonshire, K. G. 
 
 My Lord Duke, A cordial invitation having been extended to a number of our 
 partv to visit the Electrical and Industrial Exhibition at Stuttgart, ami to proceed 
 thence to Nuremberg, where a national exhibition of arts and industries was also 
 taking place, we arranged for a short stay in Germany, hi the course of which we 
 
974 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 had several opportunities of inspecting schools and factories, and of comparing the 
 existing state of arts and industries with the conditions which prevailed 14 years 
 ago, when as members of the Royal Commission on Technical Instruction, we made 
 an exhaustive inquiry into these subjects. As the time at our disposal was limited, 
 we were forced to confine ourselves to the inspection of a few representative schools 
 and factories, as furnishing examples of the character of the changes which have 
 taken place since our more thorough examination of these countries at an earlier 
 date. We were able, however, to supplement our observations by an inspection of 
 the contents of two important exhibitions, as typical of the existing state of the 
 manufactures of Wiirtemberg and Bavaria. We had from time to time also the 
 opportunity of discussing some of the questions which interested us with influential 
 educational authorities, manufacturers, and merchants. During our stay, we had, 
 moreover, the advantage of the guidance of Chief Councillor von Diefenbach, 
 whose knowledge and experience of the schools and manufactures of these two 
 countries was of the utmost value to us. Mr. von Diefenbach, it will be remem¬ 
 bered, had an important share in the continuation of the great educational move¬ 
 ment, inaugurated by the late Dr. von Steinbers, a movement that has resulted in 
 the creation of numerous thriving industries throughout Wiirtemberg, which, until 
 the middle of the present century, was largely an agricultural country. 
 
 At a time like the present, when the effects of German competition have recently 
 been prominently brought into notice and have attracted so much attention in this 
 country, it was natural that this question should occupy our minds; but as in the 
 case of the Royal Commission on which we had the honour to serve, it was our 
 present task rather to compare the means of education available for the industrial 
 classes, and the influence of such instruction on manufacturing and other industries, 
 than to endeavour to ascertain the general causes or the actual results of commercial 
 enterprise. We are aware that any systematic investigation into these causes would 
 necessitate the consideration of such questions as hours of labour, rates of wages, 
 and the economic conditions under which different trades are carried on; and, 
 although in the course of our inquiries we were able to gather information on these 
 subjects, to which reference is made in this report, we have no desire to convey the 
 impression that the accuracy of such information has been scientifically sifted, or 
 that the extent of our inquiries would justify any final conclusions. We may, 
 however, at the outset, state that we were greatly impressed by the progress which 
 has taken place in many of the leading branches of manufactures since we passed 
 through these countries in 1882. 
 
 It is satisfactory to be assured that our exports of manufactured goods to Ger¬ 
 many compare so favourably with our imports, and that, moreover, the German 
 empire is our largest customer. And while it is possible that the aggregate value 
 of the foreign commerce of Germany in comparison with that of Great Britain has 
 been overestimated, there can be no doubt that in certain industries our supremacy 
 is seriously challenged. Germany is making enormous strides, and notably in 
 those manufactures in which superior knowledge, technical skill, and the agency 
 of the expert in chemistry or other sciences can be brought to bear. This holds 
 good to a remarkable degree in certain industries concerning which we had special 
 means of forming an opinion, namely, in the electrical trades and in the cognate 
 branches of electrical engineering, as als*> in various applications of printing involv¬ 
 ing artistic and scientific skill. 
 
 We were also struck by the marked improvement in the standard of living of the 
 wage-earning classes, and by the growing tendency to the shortening of the hours 
 of labour. There would seem to be a more prevalent opinion among manufacturers 
 and factory inspectors that there is a maximum “ labour day/’ and that any 
 increase in the number of hours of labour beyond that maximum is bad in its effect 
 on the quantity as well as on the quality of the output. 
 
 GROWTH OF INDUSTRIAL DEVELOPMENT IN BAVARIA. 
 
 In the year 1882, we were present at the opening of the Fine Arts and Industrial 
 Exposition at Nuremberg, and the exhibition buildings again this year occupied 
 the same site in the beautiful park to the north of the city. 
 
 In certain of her industries, on the occasion of our first visit, Bavaria was still, 
 so to speak, in her infancy; now we found large and populous factories, employing 
 thousands of work-people, where formerly there were workshops with but a 
 sprinkling of artisans. Where once she relied upon machinery imported from 
 England, now she produces a steadily increasing quantity of that required for the 
 home trade, and finds new markets in other lands. Her railway system has been 
 greatly developed and extended, and the disadvantage of her inland position and 
 her comparative remoteness from colonial and other markets is to some extent com¬ 
 pensated for by very low railway rates for raw materials. 
 
REPORT ON TECHNICAL EDUCATION IN GERMANY. 975 
 
 We may mention, as typical examples of progress, two industries which have 
 practically been created since 1882. In that year there was not a single Portland 
 cement factory in Bavaria, but now at one of the works alone 300 hands are 
 employed, and about 50,000 tons of cement are produced annually. This business 
 was founded only in 1885. The electrical works of Messrs. Schnekert & Co. (now 
 the Elektrizitats-Aktringesellschaft) were only just beginning on a small scale in 
 1882, and now they employ 3,500 workpeople, and export optical and electrical 
 machinery to all parts of the world. 
 
 The development of lithographic colour printing works, such as those of Mr. E. 
 Nister, of Nuremberg, affords another illustration of German enterprise resulting 
 from the readiness of Germans to at once apply new inventions to productive indus¬ 
 try. In these works, which are typical of others in Germany, numbers of illus¬ 
 trated books, besides large quantities of almanacs and Christmas cards, intended for 
 the English-speaking markets, are printed, and the success of this industry is no doubt 
 largely due to the scientific skill displayed in the processes of colour printing, as also 
 to the ready supply of well-trained artistic operatives, of whom 140 were engaged 
 in this factory at the time of our visit; the entire staff comprising 750 workpeople. 
 It is worth noting, however, as indicative of the progress of art education in our 
 own country, that nearly all the designs reproduced for the English market were 
 the work of English artists. This very fact, however, only affords an illustration 
 of another cause of German material progress, viz., the intelligent care displayed, 
 and the efforts made to adjust the wares exported, to the tastes and requirements 
 of the market in which they are to be sold. 
 
 RELATION OF EDUCATIONAL CONDITIONS TO INDUSTRIAL DEVELOPMENT IN GERMANY. 
 
 Among the many causes that have contributed to the advancement of German 
 industry, we would particularly refer to the educational conditions upon which 
 Germany has relied so largely in the past for maintenance and development of her 
 industrial progress. 
 
 The Commissioners set forth in their Second Report in 1884 the conclusions at 
 which they had arrived with respect to the educational activity of Germany and 
 the Continent, and it is important to record that since that time there has been no 
 disposition to remain satisfied with past achievements. On the contrary, in nearly 
 every case we found evidences of a determination on the part of the municipalities 
 and of the State to increase and extend their schools, and to equip them with the 
 most modern and improved apparatus. In these days of rapid intellectual progress 
 the school becomes antiquated and obsolete almost as quickly as the factory or the 
 workshop, and again and again we found that schools which had awakened our 
 envy in 1882 and 1883 were being entirely rebuilt and replaced by larger and more 
 serviceable edifices. We shall have to mention, even in the few towns we visited, 
 several instances where we found this to be the case, and the manufacturers who 
 assured us of the importance of these institutions during our previous visit, were 
 not a whit less convinced now of the urgency of the need of the additions and 
 extensions which had since been made. 
 
 IMPORTANT NEW ART BUILDINGS IN NUREMBERG AND STUTTGART. 
 
 The great industrial art schools of Munich and Nuremberg vied with one another 
 at the exhibition in the variety and extent of the works of their students, and we 
 found that for the school at Nuremberg an entirely new building is in course of 
 erection at an estimated cost of 45,000 l. Separate departments are being provided 
 for the day and the evening students, and special well-lighted class-rooms have been 
 designed for all the different branches of art instruction, as well as for art in its 
 varied applications to wood-carving, metal work, and general decoration. This 
 school, when it is finished, will be one of the finest and most complete of its kind 
 in Germany. 
 
 The Gewerbe Museum of Nuremberg has likewise outgrown its former habitation, 
 and a handsome new edifice^ conveniently situated, is even now partly occupied by 
 the libraries and collections. In addition to the new buildings already finished, it is 
 proposed to erect a separate range of laboratories and class-rooms for the section 
 devoted to chemical technology, which since our former stay in Nuremberg has 
 increased greatly in importance. These buildings when complete will cost .>0,000 1. 
 In connexion with the Gewerbe Museum there are courses of popular lectures, similar 
 in character to those given at the Conservatoire des Arts et Metiers at Paris, on all 
 new inventions likely to prove useful for trade purposes, and on other develop¬ 
 ments of science and art processes, which lectures are attended by large numbers 
 of the working classes. In the laboratories a staff of professors and their assistants 
 are employed on chemical research, and students desirous of conducting experi- 
 
976 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 ments under the direction of the professors in any special applications of chemical 
 science to trade purposes receive gratuitous instruction. A special feature of this 
 trade museum is the collection of specifications of patents carefully tabulated and 
 open to all inquirers. This collection forms part of the statistical department of 
 the museum, which also contains a history of all the factories of Bavaria, arranged 
 in classes, giving a full account of the processes of manufacture, the number of 
 machines used, the trade marks and patents owned, the horse-power employed, 
 supplemented by any details which the owner may care to furnish respecting the 
 number of the work-people and the annual output. 
 
 At Stuttgart a somewhat similar museum, only opened in May last, has cost close 
 upon 200,000 Z., and contains specimens of the art products of different countries, 
 arranged after the manner of the South Kensington Museum. We have given a 
 more detailed account of this museum in connexion with our description of the 
 exhibition. 
 
 ACTIVITY IN DEVELOPMENT OF SCIENTIFIC EDUCATION IN GERMANY. 
 
 If we turn from art to science we find similar evidence, in the various towns 
 visited, of the remarkable development of educational institutions and of such aids 
 to industry as education is able to provide. We are led to believe that much more 
 is being done for the training of those destined for the higher ranks of industry in 
 many parts of Germany than in England, and this, too, notwithstanding the large 
 sums entrusted to county councils and borough authorities under the provisions of 
 the Local Taxation (Customs and Excise) Act of 1890. At Stuttgart we found that 
 an entirely new group of buildings had been added to the Technical High School, 
 one side, the chemical institute, reserved for the practical study of pure chemistry 
 and the other for practical training in electro-technology. The Commissioners 
 reported in 1884 that this Polytechnic had recently been enlarged at a cost of 
 75,000 Z. The erection and equipment of these new buildings has cost about 100,000 Z. 
 Every new appliance that can aid the student in his scientific work is found in the 
 series of laboratories of which this range of buildings consist. It is noteworthy 
 that the instruction given in the Chemical Institute is exactly of the same kind as 
 that given in the universities, and although a special feature of the teaching and of 
 the equipment is the prominence given to electrolysis and to electro-chemistry gen¬ 
 erally, no attempt is made in these new laboratories to teach chemistry in its appli¬ 
 cation to special industries, that part of the instruction being provided for in the 
 main Polytechnic building. The electro-technical laboratories, housed in a separate 
 part of the building, are perhaps only inferior to those still more recently erected 
 in Darmstadt, and are splendidly equipped with every appliance for advanced 
 practical instruction hi all branches of physics. 
 
 At Darmstadt, a city of 57,000 inhabitants, the Polytechnic or Technical High 
 School has been entirely reconstructed at an expenditure of about 120,000 Z. It 
 consists of a main building for the study of mathematics, drawing, natural sciences, 
 and engineering, and of two separate detached buildings, similar to, but larger 
 than, those at Stuttgart, for the study of chemistry, pure and applied, and of 
 physics and electro-technology. No thought nor money appears to have been 
 spared in the erection and equipment of these buildings, which are the most com¬ 
 plete of those we have yet seen. It must be remembered, in connexion with the 
 expenditure on the above-mentioned institutions, that the cost of building in Ger¬ 
 many is undoubtedly very much less than in this country. 
 
 Since this was written we learn that a new Electro-technical Institute has been 
 added to the Royal Technical High School in Hanover, opened by the Minister 
 of Education in October 1895, which ranks side by side with these splendid 
 establishments. 
 
 To the instances already quoted may be added the Technical High School of 
 Charlottenburg, at Berlin, which was in process of erection in 1884, and which lias 
 since then been completed and extended (at an estimated expenditure of over 
 450,000 Z.), and the unique laboratories for scientific measurements and research in 
 the immediate neighborhood of the Berlin School; these when visited by one of our 
 party last year were still unfinished, but they now constitute probably the most 
 complete institute in Europe for physical research. 
 
 These instances must be taken as examples only of the steady advance made by 
 Germany in the last few years in the further provision of facilities for the higher 
 scientific training as a means of developing her industries. 
 
 POLYTECHNIC SCHOOLS IN GERMANY. 
 
 In our report already mentioned, we stated that the number of polytechnic 
 schools was in excess of the requirements of the people, and we attempted to 
 explain the fact by showing that when these schools were originally erected, *'Ger- 
 
GERMAN ACTIVITY IN TRADE SCHOOLS. 
 
 977 
 
 many consisted of several independent States, which have since been united in the 
 German Empire, and which endeavoured to rival one another in the extent and 
 excellence of their educational institutions.” Since then, Germany has had time 
 and opportunity to reconsider her position, with the result that whilst none of 
 these institutions have been closed, others have been erected more modern in con¬ 
 struction, more completely equipped, and better adapted to the now generally 
 recognized need for practical instruction. 
 
 To mention one instance only of the efforts made on behalf of trade teaching, we 
 may refer to the Weaving and Dyeing School at Crefeld, which was only completed 
 in 1883 at an estimated cost of 42,500 1. This has been almost doubled in size by 
 the erection of a new detached building, costing upwards of 15,000/., for the 
 departmen s of dyeing and finishing; and this school which we then described as 
 the finest of its kind in Europe, and far surpassing anything of a similar character 
 in this country, has not remained satisfied with the position assigned to it fourteen 
 years ago. The cost of this extension has been defrayed by the State. 
 
 In fact our recent visit has brought it clearly home to us that the Germans have 
 not ceased to believe in the value of the higher scientific education. On the con¬ 
 trary, they appear now to attach greater importance than ever to the connexion 
 between such higher scientific training and the development of manufacturing 
 industry. N o nation not overburdened with capital would continue to erect and 
 equip institutions for advanced instruction and scientific research without a firm 
 conviction of their industrial value. The demand, too, for such higher teaching 
 seems to increase as the facilities for providing it are enlarged. For, whereas in 
 1884, we stated that the total attendance at the Charlottenburg alone, irrespective 
 of the Berlin University, is now 3,000, while the number of students in the physical 
 and electro-technical laboratories at Darmstadt is already in excess of the accom¬ 
 modation, and the buildings, which were only completed in October 1895, are now 
 undergoing extension. 
 
 Indeed, it is worthy of remark that the same object which called into existence 
 some 40 or 50 years ago the technical high schools has recently led to their exten- 
 cion and development in a new direction. As far back as that period Germany 
 began to prepare herself for becoming a manufacturing people. It was her belief 
 in the future applications of chemistry to industrial purposes that led to the erec- 
 i ion and equipment at a great cost of chemical laboratories, and to the encourage¬ 
 ment held out to students to pursue their studies in those laboratories for a period 
 of five, six, or even seven years. The success that has attended the efforts of the 
 Germans to appropriate many important branches of chemical manufacturing 
 industry is well known, and the dependence of those industries on the researches of 
 chemical experts employed in the works is generally recognized. At the Badische 
 Anilin-und Soda Fabrili alone, 100 scientifically trained chemists and 30 engineers 
 are employed. 
 
 GERMAN ACTIVITY IN DEVELOPMENT OF ELECTRICAL SCIENCE. 
 
 Her brilliant achievements in the field of chemical industries have encouraged 
 her to establish well-equipped electrical laboratories and to develop the practical 
 teaching of physics with the view of assisting the electrical trades, which are com¬ 
 paratively of recent growth. Twelve years ago the Commissioners had to report 
 that the facilities for practical laboratory instruction in electrical technology scarcely 
 existed, or were of the most meagre kind. At that time nowhere in Germany was 
 to be found so well-equipped a laboratory for electrical engineers as at the Finsbury 
 Technical College. Now there are no laboratories in England which can compare 
 in the detail and completeness of their equipment with those we visited at Darm¬ 
 stadt and Stuttgart; and no facilities exist for original and independent research in 
 physical subjects to be compared with those afforded at the Imperial Institute at 
 Charlottenburg. 
 
 SECONDARY EDUCATION IN GERMANY. 
 
 Our recent visit to Germany has also impressed us with a sense of the advantages 
 which the nation derives from having an organized system of secondary education. 
 To this matter reference was made in the Report of 1884, and we de are to empha¬ 
 size it. The education of a secondary school is in every way more accessible in 
 Germany than here. The grades and differences of schools are better defined and 
 more clearly understood; the instruction is more disciplinary and exercises a deep 
 influence in the formation of habits and in the training of character; the teaching 
 of modern languages is insisted upon to a far greater extent than in any ot our own 
 schools, with results of the greatest possible benefit to the German clerk and com- 
 
 ART—VOL 4-62 
 
978 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 mercial agent; the absence of frequent and conflicting external examinations gives 
 more time for careful study; the remission of two years’ military service to those 
 who reach a certain standard in a secondary school is a powerful encouragement to 
 steady application; and the fees are much lower than in schools of corresponding 
 grade in this country. There are advantages which count for much in enabling 
 the German youth to obtain a good secondary education and in fitting him for the 
 subsequent period of apprenticeship in the counting house, the merchant’s office, or 
 the factory. The German boy acquires at school a stock of knowledge which is at 
 once useful to him, and he aiso acquires habits of accuracy and learns the signifi¬ 
 cance of attention to detail and the importance of discipline and obedience. Our 
 consular reports are full of references to the differences between the methods of 
 training and aptitudes for commerce in Germany and in England, which in many 
 ways are traceable to the fundamental differences in the secondary education of the 
 two countries. 
 
 TRADE SCHOOLS. 
 
 As regards trade schools, we found that these are more common in South Ger¬ 
 many, as, for instance, in Austria, than in Prussia, and we were struck with the 
 recognition of their importance, as shown by the fact that, in the exhibition at 
 Nuremberg of the products of the different provinces in Bavaria, specimens of the 
 work of the pupils of trade schools were in many cases displayed in connexion with 
 the exhibits of the factory or workshop, indicating the close relation that appeared 
 to exist between the school exercises and the work of the manufacturer. The 
 instruction in these trade schools is essentially practical, and has been very helpful 
 in the development of several of the smaller industries. 
 
 The lesson to he derived from all this activity in matters pertaining to education 
 is clearly this, that our foreign rivals are determined to keep well ahead in the 
 matter of facilities for instruction, and not only so in those institutions wherein the 
 highest branches of scientific instruction are pursued. They are convinced that 
 the nation which has the best schools is the best prepared for the great industrial 
 warfare which lies before us, and no money appears to be grudged for the erection, 
 equipment, and maintenance of educational institutions of all grades, and especially 
 of the science laboratories which, as we have seen, are being multiplied in Germany. 
 The great industries of to-day depend more and more upon the successful applica¬ 
 tion of recent discoveries to ordinary manufacturing processes and less and less 
 upon the presence of coal; iron, and raw materials. Cheaper and more speedy 
 means of transit are placing all countries more nearly on a level as regards natural 
 resources. Improved tools and labour-saving machinery are rapidly rendering the 
 manual skill and dexterity of the individual workman (upon which we once so 
 greatly relied) of minor significance, and in the industrial race in which we are 
 engaged nearly all the advantages upon which we prided ourselves in the past are 
 possessed in a greater or less degree by our rivals, and count for little as compared 
 with scientific knowledge and its ready application to the needs of the manufacturer. 
 
 As regards the facilities for instruction to artisans, we did not discover that, 
 except perhaps in certain branches of the textile industries, the special technical 
 education of the German workman is superior to that of the artisans of this coun¬ 
 try, and notwithstanding the existence of evening continuation schools and Sunday 
 schools in many parts of Germany, we have no reason to think that better facilities 
 for technical and scientific teaching are offered to foreign workmen than those 
 within the reach of our own industrial population. Indeed in some respects the 
 recent development of evening technical instruction under our country councils 
 gives an advantage to our own work-people. At the same time there is growing 
 recognition in Germany of the desirability of making further provision for the 
 instruction of workmen and foremen in trade subjects. We are especially impressed 
 with the fact that employers in Germany largely encourage their apprentices to 
 attend evening schools, and, whilst regulations obtain in different trades, we found 
 that in some industries the apprentices have two afternoons free each week for 
 attendance at technical classes. 
 
 In the evening schools which we have recently visited the instruction is not so 
 much the teaching of handicrafts, as is the case in some of our own technical classes, 
 but is more distinctly supplementary to the workshop practice. The methods of 
 teaching vary with the subject, and more care is shown in specializing the instruc¬ 
 tion in drawing according to the trade of the various classes of students than is 
 common in our own schools. In the weaving schools, which are much attended by 
 evening students, the instruction is essentially practical. These schools form a very 
 distinct class, and some, of them have been largely developed since the publication 
 of the Report of the Technical Instruction Commission. 
 
MR. MONAGHAN, AMERICAN CONSUL, QUOTED. 
 
 979 
 
 ADVANTAGE OF BETTER ELEMENTARY TRAINING OF GERMAN YOUTH. 
 
 It is to be noted that the pupils enter the evening classes with a better prepara¬ 
 tion for technical instruction than our own students, owing to their elementary 
 education having been continued to the age of 14, and to the system of instruction, 
 which in many ways is more formative of sound habits of thought. Moreover, 
 many of those employed in engineering and other works have had the advantage of 
 attending a good secondary school before entering the evening classes, and the kind 
 of instruction which these need is very different from that which can only be assimi¬ 
 lated by pupils whose education has been interrupted at an earlier age. 
 
 Although, therefore, we are prepared to repeat as regards Germany what we 
 stated in 1884, that there is no organization for evening instruction in science and 
 art comparable to that afforded under the Science and Art Department and for the 
 examinations in technology under the City and Guilds of London Institute, we feel 
 that no conclusion can be drawn from a comparison of the systems of evening tech¬ 
 nical teaching without taking note of the differences that exist in the elementary 
 and secondary education of the two countries. 
 
 In making even these superficial comparisons between the industrial development 
 of Germany and that of England, we economized our time by selecting certain 
 specimen districts in which some of the most important industries of the country 
 are centred, and choosing those the products of which are largely exported. In the 
 inquiry of t he Commissioners in 1882, the worsted industry of Saxony was carefully 
 inspected and examined, and it was shown, at that time, that the conspicuous prog¬ 
 ress of the manufacturers had been materially aided by the schools of art and sci¬ 
 ence, by general artistic, scientific, and chemical training, and especially by the 
 weaving schools, in which the fullest opportunities were provided for the applica¬ 
 tion of science and art to the manufacture of textiles. Undoubtedly the progress in 
 these centres has not only been sustained, but has been relatively increased, as is borne 
 out by the rapid growth of their manufactures and by the increase of their exports. 
 
 MR. MONAGHAN, AMERICAN CONSUL AT CHEMNITZ, QUOTED. 
 
 In a very interesting interview with Mr. Monaghan, the American Consul at 
 Chemnitz, who for some time has given attention to questions relating to educa¬ 
 tion and industry for the benefit of the United States Government, we received full 
 confirmation of the opinions we had formed in the course of our previous inquiry 
 as to the thoroughness and utility of the training for the work of life which the 
 German students receive. “They begin,” he said, “by learning the language, 
 manners, and customs of the people with whom they trade, and by mastering the 
 anatomy of every machine they have to work.” This gentleman accompanied 
 us to the weaving school, with all the arrangements of which he was familiar; and 
 not content with verbally describing the influence of the school upon numerous 
 leading designers and manufacturing experts with whom he was acquainted, he 
 conducted us to the business office of a practical designer who had gained his 
 knowledge at the school, and who by his faculty of making patterns that had 
 caught the public taste had lifted the concern in which he had been employed into 
 a prosperous condition. Mr. Monaghan had no hesitation in saying that if his 
 country and ours did not meet Germany more thoroughly and more practically in 
 the school, each would, in the course of a few years, be compelled to yield to Ger¬ 
 many the first place in all the higher and more profitable fields of manufacture and 
 commerce. 
 
 HAND AND MACHINE INDUSTRIES IN COMPETITION. 
 
 As regards worsteds, both in Germany and in England, spinning and weaving 
 had been carried on for centuries as hand industries. The spinning trade in 
 Germany was practically crushed out by England, but the hand looms remained 
 and are still extensively worked as supplementary aids to the family income in the 
 rural districts. With the advent of British machinery the competition with this 
 countrv began, although it was practically unfelt so long as British manufactureis 
 were busy. Hitherto it has been mainly confined to weaving. The industry has 
 always been much less centralized than in England, and circumstances necessitated 
 that in most of the factories the weaving, dyeing, finishing, and making-up should 
 be done on the premises, an arrangement which is usually in force to-day. The 
 manufacturer by his travellers sells direct to the retailer. The conditions prevail¬ 
 ing in the same industry tend in the case of England to economy of production, 
 while in Germanv they tend to variety and originality. 
 
 It may be noted also that, as in England, certain power looms were employed in 
 the making of common goods for Germany, so the German manufacturers, aided 
 
980 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 by protective duties, first used their English looms for the manufacture of these 
 common goods for themselves from yarns imported from England. The competi¬ 
 tion at the outset was met by efforts on the part of our English manufacturers to 
 overcome the tariffs by still further cheapening this class of goods, a competition 
 which in most instances they were compelled to relinquish. The Germans, how¬ 
 ever, no longer confine themselves to the manufacture, for export purposes, of one 
 class of goods; and it is now in the better kind of fabrics that, helped by their 
 schools of design, and by weaving and dyeing schools, and by their intimate study 
 of the methods of commerce, they are destined to become our most serious 
 competitors. 
 
 PRACTICAL CHARACTER OF THE GERMANS ILLUSTRATED. 
 
 The methods pursued by German firms in buying yarn in England for the mak¬ 
 ing of German fabrics furnish an apt illustration of the practical character of their 
 enterprise and education. Within the business experience of many still living, a 
 firm of English merchants in Bradford started a department for the export of 
 yarns to Germany. They did not send an English traveller to Germany, for the 
 simple reason that few English travellers could speak German. They accordingly 
 engaged a German to manage the new department. Very soon Germans found it 
 advantageous to settle in Bradford, where, owing to their knowledge of English, 
 which they had learnt at school, and their ability to keep foreign commercial 
 accounts, they found no difficulty in conducting their business. As a matter of 
 fact, at the present time, the export yarn trade of Bradford is practically in the 
 hands of Germans, concerning whom it may be said that none are more prompt in 
 meeting their engagements or more honourable in their business transactions. 
 
 The yarn is distributed by the merchants to German manufacturers, and the 
 German worsted textiles which are imported into this country are mainly composed 
 of yarns made in Bradford. The Bradford trade is a good example, not of the 
 harmful, but of the profitable effect of German competition, and it would be diffi¬ 
 cult to say which country has benefited the more by it. The annual amount of 
 woollen, worsted, and alpaca yarns exported from England to other countries, 
 largely to Germany, during the following periods of years has averaged as follows: 
 
 lbs. 
 
 1880-85. 37,800,000 per year. 
 
 1890-95. 60,000,000 
 
 1895 . 78,900,000 
 
 RELATIONS BETWEEN BRADFORD, ENGLAND, AND GERMANY, MUTUALLY 
 
 ADVANTAGEOUS. 
 
 Bradford has been the greatest contributor to German success in the weaving of 
 worsted, and alpaca cloths, and Germany has been the greatest contributor to the 
 success of the spinning trade of Bradford by purchasing the yarns manufactured in 
 the district. Even for this gain to English trade we are, however, indebted to 
 German education; for we are told that if Bradford had depended upon English 
 travellers and agents in Germany to push the sale of her yarn, the Germans by this 
 time would probably have been spinning the yarn for themselves, and possibly 
 exporting some of it to England. 
 
 At the present time the worsted spinning industry of Saxony is mainly confined 
 to what is known as the French (mule) system, and most of the machinery is made in 
 Germany. Such long wool-spinning machinery as is being employed is still imported 
 from England. In weaving, Germany has passed beyond this point and is largely 
 engaged in the manufacture of her owu machinery. In travelling from the Bava¬ 
 rian border northward through Saxony to Chemnitz, we were much impressed by 
 the evidences of growth and prosperity in the manufacturing towns through which 
 we passed. In one of these towns which is largely employed in weaving Bradford 
 yarns, we were informed by the agent of an English loom maker, who, on a pre¬ 
 vious visit, personally conducted us through some factories, that nearly all the 
 power looms, used at that time, were supplied by Yorkshire makers. In our recent 
 visit we ascertained that there were no longer any resident agents of English 
 makers, but that two loom factories had been erected in the town, and that the 
 import of English looms had almost ceased. 
 
 The experience of Saxony in her competition with England in the wool and 
 worsted industries is practically that of other German States in other trades. At 
 first, Germany came to England for the manufactured product, then for the 
 machinery for making the product, and latterly in some instances Germany is 
 
HOME INDUSTRIES IN CERTAIN COUNTRIES OF GERMANY. 981 
 
 found able not only to use English machinery more effectively than is being done 
 at home, but to compete with us in the production of it. On the other hand, still 
 taking the case of Saxony, we do not find that English loom makers have done less 
 business, or reduced the wages of their workmen since the Germans began to manu¬ 
 facture power looms for themselves ; as a matter of fact the home trade has, so far, 
 increased, and the competition has resulted in additional improvements in the con¬ 
 struction of looms and in the machine tools which are so largely used for that 
 purpose. 
 
 PRIMITIVE CONDITIONS CONTINUE IN SAXONY AND BAVARIA. 
 
 We found in this district of Saxony, as also in much of the country southward, 
 stretching into Bavaria a primitive condition of things which one would scarcely 
 have expected, under the highly developed organization of commerce in Germany. 
 We were informed that there are still about 12,000 hand looms employed, and that 
 in the sparsely populated villages, stretching in every direction from the town of 
 Meerane, nearly every cottage has its loom. The present proprie.or and his family 
 work upon their little patch of land, getting out of it all they can, and fill up 
 their vacant time in turn at the loom, or at some other home industry. Our atten¬ 
 tion was called to a group of women, each with her small waggon drawn by a large 
 dog, bringing her a piece of cloth to the warehouse of the factor or employer, and 
 taking back with her one or two bundles of worsted yarn, besides loaves, sugar, 
 coffee, &c., and oil for the lamp. Some of these hand loom weavers are wonder¬ 
 fully expert. We saw a pattern weaver who cheerfully boasted that he could make 
 his loom do everything but talk. He was at work in a little chamber, in which 
 there were two beds besides his loom, and he was one of 50 employed by the same 
 firm exclusively in the making of patterns. We were frequently informed that 
 orders are accepted for single pieces of complicated patterns woven by hand. The 
 variety and excellence of many German fabrics is explained by the fact that they 
 are made in hand looms ; and having regard to the diversity and beauty of the pat¬ 
 terns, it is to be regretted that the products of the hand loom as against the power 
 loom have to meet a hopeless competition. The hand loom weavers, and equally 
 those employed on the power loom, have been much assisted by the instruction 
 gained in the weaving school of the town of Meerane, which, established on a small 
 scale 45 years ago, is now installed in a new building, and is attended by over 100 
 students. We were told that the most earnest of these students are the hand loom 
 weavers from the country districts, and that all the employers had attended the 
 school; and some of the most prosperous of them stated that they owed their suc¬ 
 cess entirely to its infiuen'-e. 
 
 HOME INDUSTRIES IN BLACK FOREST AND THURINGIA. 
 
 Besides weaving, a large number of other home industries are carried on by cot¬ 
 tagers in their spare time. In some districts, as is the case in Thuringia and in the 
 Black Forest, they carve wood, make clocks, dolls, toys, lace, artificial fiowers, &c., 
 and in many of these industries the art instruction they receive at school stands 
 them in good stead. A mercha - t in Bavaria, whose warehouse we visited, told us 
 that he had 30,000 separate patterns of articles for sale made in cottages, and that he 
 had orders for all kinds of toys, including 120,0001. worth of dressed dolls. Of the 
 toys imported into this country in 1894, the value of which was nearly 1,000,0001. 
 sterling, nearly all came from Germany. 
 
 The question of longer hours, smaller wages, and the work of women and chil¬ 
 dren are all to some extent involved, as we have said, in the growing competition 
 which the manufacturers of this country have to face, but we are convinced from 
 our inquiries that there has been in the past, and that there still is in progress, a 
 levelling up of the inequalities between the physical and social condition of the 
 workers here and those in similar trades abroad. In all skilled industries the 
 wages in Germany are rising, and the hours of labour tend to decrease. Child 
 labour has practically disappeared in German factories, as in no case at any woiks 
 visited by us did we see any children employed. 
 
 In certain trades, however, the inequalities in hours and wages that still exist 
 may apparently give to the German employer some advantage over the manufac¬ 
 turer in this country, but we think that this is a factor in the present competition 
 which is yearly becoming less important. , . 
 
 In the attractive appearance, the pattern, and the finish of their goods, and in 
 the excellence of the packing, the German producers take infinite pains, which it 
 clearly pays them to take. In these directions many of our country-men have 
 undoubtedly much to learn. 
 
982 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 The Merchandise Marks Act, as it now operates, was generally spoken of as a 
 strong weapon against ourselves; and while the forging of trade marks, for the 
 prevention of which it was originally devised, has long been been illegal, the meas¬ 
 ure tends to act as an advertisement of the industries of our foreign rivals, and 
 serves to indicate to the colonial and American buyer the true origin of much that 
 he had hitherto been in the habit of regarding as English. 
 
 In many parts of Germany great efforts are being made to extend the provision 
 of light railways, and to stimulate trade by the lowest possible rates of carriage. 
 We were assured that merchandise abroad is conveyed at a much lower rate than 
 in this country.. The remoteness of the country from the coast renders this the 
 more necessary and the more difficult to introduce generally. 
 
 GREAT ACTIVITY IN GERMANY BOTH IN TECHNICAL EDUCATION AND IN INDUSTRIES. 
 
 We shall have accomplished all we hoped to do as the result of our somewhat 
 hasty mission if we succeed in showing that there is no evidence of standing still or 
 of being satisfied with past progress in any direction in Germany. Everything is 
 still being developed, and in all branches of industry there are signs of great 
 activity. New factories are being erected and new processes are being invented. 
 Indeed there are indications that in the immediate future our own country-men 
 will have to encounter a competition far more acute than anything they have yet 
 had to grapple with. In the coming struggle for trade, our fine insular position, 
 our splendid race of workers, and our excellent raw materials will undoubtedly 
 count for much, but the possession of these advantages alone will not suffice, and 
 we shall have to adopt certain of the methods which prevail abroad, about which 
 our manufacturers in the past have care i too little, but which mean much to our 
 customers. We must not be content to live any longer upon the traditions and 
 reputation of the past, but we must set ourselves to work diligently to study the 
 wishes and fancies of those we have to serve, and we must, moreover, be prepared 
 to meet them even in such small subtleties as weights, measures, and packing. 
 Above all, we must endeavour to improve and to develop our higher, industrial, and 
 secondary literary and technical educational machinery, and, whilst adapting this 
 machinery to our peculiar conditions, we must see that it is maintained at least on 
 a level with that of any other nation. 
 
 We append some of our notes at greater length on the schools, exhibitions, and 
 upon certain of the factories visited by us, which notes have served as the basis of 
 the conclusions that we have ventured to submit for your consideration, and we 
 trust that we may be permitted to take this opportunity of expressing, through Your 
 Grace, the obligations we are under to Her Majesty’s Ambassador at Munich, the 
 Ministers of Church and School Affairs of Wurtemberg and of Bavaria, and the offi¬ 
 cials of the exhibitions in those countries, as also to the numerous manufacturers 
 and others who afforded us opportunities for the prosecution of our inquiries. 
 
 We have the honour to be, Your Grace’s obedient humble servants, 
 
 (Signed) Philip Magnus, 
 
 Gilbert R. Redgrave, 
 Swire Smith, 
 
 William Woodall. 
 
 We regret that we were unable to accompany our late colleagues of the Technical 
 Instruction Commission on their recent visit to Germany. We have, however, had 
 the advantage of reading their Report, and we desire to say that we are in general 
 agreement with the opinions expressed by them in regard to the instruction to be 
 derived from their observations. 
 
 (Signed) B. Samuelson, 
 
 Henry E. Roscoe. 
 
 I have had independent opportunities of verifying the conclusions in respect of 
 the mischievous operation on our trade of the Merchandise Marks Act, of the burden 
 imposed, more especially on our exports, by the comparatively high rates of the 
 British railways, and of the great advantage derived by foreign manufacturers by 
 the superior training of their commercial travellers. 
 
 (Signed) B. Samuelson. 
 
 December, 1896. 
 
POLYTECHNIC SCHOOLS IN GERMANY. 
 
 983 
 
 Notes on Schools, Exhibitions, and Factories.—the Darmstadt Polytechnic. 
 
 The new Polytechnic at Darmstadt, erected in place of an earlier building, was 
 specially visited in order to see the most recent development of schools for the highest 
 branches of technical teaching. The main building is three storied and comprises 
 three wings at right angles to it, giving an E-shaped plan. These buildings are 
 devoted to the teaching of mathematics and some branches of natural science, and 
 to the schools of architecture and engineering. In the wing buildings, moreover, 
 the first year students receive their instruction. 
 
 Opposite to the front entrance to the Polytechnic, and on the other side of the 
 road, are two separate institutes, one of which contains the physical and electro¬ 
 technical schools, and the other the chemical laboratories and class-rooms. In the 
 rear of the main building is the engine-house, from which electric light, and power 
 and heat, are supplied to all these buildings. The Polytechnic, which was begun in 
 1893, was completed in October 1895 at a cost, including fittings and equipment, of 
 about 120,0001. The main building contains the usual series of drawing offices—a 
 special feature of every technical college in Germany—rooms to contain the collec¬ 
 tions of models and apparatus, the engineering laboratories, class-rooms, lecture- 
 rooms, a large hall, the library, and the offices for the administrative staff. 
 
 The most interesting department of the institute is undoubtedly that devoted to the 
 physical and electro-technical schools. This is divided into two distinct sections; the 
 one for instruction in physics proper, including electricity, and the other for the tech¬ 
 nical applications of electricity. It is in this special direction that so much progress 
 is being made in Germany, as evidenced by the new buildings at Berlin, Leipsic, 
 Hanover, and Stuttgart. Each section of the physical school contains workshops 
 for the making and repairing of apparatus, but these workshops are not used by 
 the students. In fact it may be said that manual training of this kind does not 
 even now form any part of the curriculum of the students at the German technical 
 high schools. They are required, however, during their course of study, to spend 
 part of their long vacations in engineering shops and arrangements are made for 
 the admission of students to the State railway works, or to the machine shops of 
 well-known electrical firms. 
 
 * * • •> * * * 
 
 There are already 300 students in this one department of the Darmstadt High 
 School, and the building, which was completed in October 1895, is now being 
 extended. 
 
 The course of instruction covers four years; the first year is spent in the main 
 building, in a general course of scientific study, the second is given to physics, 
 and the last two years are devoted to practical exercises in the electro-technical 
 institute. 
 
 The chemical school is housed in another separate building, which also consists 
 of two departments; the one for the study of pure chemistry, the other for the 
 study of chemical technology, electro-chemistry, and pharmacy. 
 
 ******* 
 
 The attendance of regular students in the various faculties during the past year 
 amounted in all to 850, and there were 104 occasional students, making a gross total 
 of 954. The teaching staff consisted of 27 ordinary and of six extraordinary pro¬ 
 fessors, 22 demonstrators, and of 22 assistants, making a total of 77. The students 
 fees vary from 81. to 121. a year, and the deficit on the cost of maintenance is 
 defrayed by the State. 
 
 ******* 
 
 THE NEW BUILDING OF THE STUTTGART POLYTECHNIC. 
 
 We also visited the recently-erected Biddings for chemistry and electro-technology 
 that have been added to the Technical High School of Stuttgart, which, as is well 
 known, is one of the oldest polytechnics in Germany. On the occasion of our visit 
 in 1882, we found that considerable extensions had been made in 1879, consisting of 
 two new wings, at a cost of little short of 75,0001. The present buddings, which 
 are entirely detached and situated at some distance from the mam building, have 
 involved for their erection and equipment an expenditure of about 100,0001. Un<e- 
 half the building is devoted to the chemical department, and the other and rather 
 smaller half is allotted to electro-technology. There is a substantial basement with 
 two lofty storeys above ground. The chemical department is devoted to the teach¬ 
 ing of pure chemistry, inorganic and organic, and the laboratories in the main 
 building, which were previously used for this purpose under Dr. von r elding, are 
 
984 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 now occupied by the professor of chemical technology, Dr. Haussermann. The 
 new laboratories, which are housed in what is practically a separate and distinct 
 building, have been planned with the utmost care and forethought. They have 
 accommodation for 76 students, and there were 62 students last year in attendance. 
 The laboratories have been opened only a year and a half. The course of instruc¬ 
 tion occupies six semesters; many stay less time and go on to the university; but 
 the majority of the students continue their studies either at the Polytechnic or the 
 university beyond the three years. The first year is devoted to inorganic analysis, 
 the second to organic analysis, and the third to research work. The laboratories 
 and lecture-rooms are very completely equipped. Besides the ordinary lecture- 
 rooms and laboratories, are special rooms for accumulators, for motors and dyna¬ 
 mos, dark rooms for photographic and photometric experiments, rooms fitted with 
 furnaces for metallurgical work and the usual balance-rooms. 
 
 The electro-technical department adjoins the chemical laboratories, but occupies 
 a separate building. It is under the general direction of Dr. Dietrich. It was con¬ 
 structed for 120 students, and during the last session there were about 75 students 
 in attendance. Commodious as is the building, we were told that there was not 
 room for more than 20 advanced students. The institute contains a large number 
 of small laboratories, specially fitted for experiments in some one branch of elec¬ 
 trical work. Several of these laboratories were intended to be occupied by one 
 student only. 
 
 * * * * * * * 
 
 The course of study occupies eight semesters or four years, and during this period 
 the student is expected to spend one year with a firm of engineers. The students 
 seldom complete their school course before 18 or 19, and rarely pass their qualify¬ 
 ing examination as engineers before the age of 24. 
 
 THE CREFELD WEAVING SCHOOL AND THE NEW SCHOOL FOR DYEING AND 
 
 FINISHING. 
 
 The 12 years which have elapsed since the publication of the Commissioner's 
 report have served still further to test by practical experience the value of the 
 several weaving schools which are found in different parts of the continent. The 
 most important of these formerly visited by us was the weaving and dyeing school 
 at Crefeld, and as we were informed that this school still takes the lead, we 
 inspected it with some care under the guidance of Herr Lembeke, the director. At 
 the time of our previous visit to Crefeld, the school was situated on the outskirts 
 of the town, the population of which did not exceed 90,000; at the present time 
 the population has increased to 110,000, and handsome streets and important build¬ 
 ings surround the school. The school was originally erected at a cost of 45,0001., 
 and it was anticipated that the accommodation provided would be amply sufficient 
 for the wants of the whole district for many years to come. We found, however, 
 that the dyeing and finishing departments had for some time become too small, 
 and as they did not admit of enlargement a new building had been erected for 
 these branches of study on a piece of land outside the town at a cost of 15,0001. 
 The rooms in the original building thus set free are to be fitted up with a complete 
 set of cotton spinning and knitting machinery, and the instruction generally has 
 been so extended as to cover the whole range of complicated details in connection 
 with the designing, weaving, dyeing, and finishing of textile fabrics. 
 
 Of the many interesting features of this school, the museum, which is said to 
 contain the finest collection of textile patterns of the world, is the most noteworthy. 
 The decorations alone of these galleries have cost 6,0001., and the librarian in 
 charge told us that the museum had been visited by over 10,000 persons during the 
 present year, whilst designers from different factories visited it daily, many of 
 whom would be found engaged there, often at the same time, in copying and 
 drafting patterns. As the result of the exhibition of Persian and Turkey carpet 
 patterns, an industry for the making of Smyrna worsted rugs had been recently 
 started in the town, giving employment to 120 operatives. 
 
 The library and reading room, which are open to the public on certain days in 
 the week, are well attended, and contain all the important textile books that have 
 been printed in any language, including the British textile journals, which are 
 found displayed on the tables. The sum of 15,0001. was originally granted for 
 books, but this amount has since been increased. 
 
 We inspected the several designing rooms, class-rooms, art studios, and lecture 
 theatres, rooms for the decomposition of patterns and the collections of raw mate¬ 
 rials, and we found nothing wanting to make the equipment of the school thoroughly 
 up to date. In the spacious quadrangle, the large top lighted weaving shed, con- 
 
VALUE OF ARTISTIC AND TECHNICAL TRAINING SHOWN. 985 
 
 tains 88 different kind of power looms, several of which are run by separate electric 
 motors, besides 44 hand-looms. We were informed that in no factory in the world, 
 and certainly in no other school are found so many varieties of looms, or woven 
 fabrics. — 
 
 The new dyeing and finishing school consists of a lofty three-storeyed building, 
 containing a series of top-lighted sheds for the machinery and work-rooms. The 
 laboratories for the analysis of colours and for private research are very extensive, 
 and the dyeing school contains every essential that is found in the most complete 
 dve-houses. The finishing department is equally well equipped, no expense having 
 been spared either in the provision of the largest machines, or of the smallest 
 details. We were told that no commercial establishments were better equipped 
 than this school, and that consequently every student passing through it had the 
 advantage of starting on his business career with the full knowledge of the newest 
 facts and methods. 
 
 SCHOOL AT CREFELD ILLUSTRATES VALUE OF HIGH ARTISTIC AND TECHNICAL 
 
 INSTRUCTION. 
 
 The school at Crefeld witli its departments for the application of art and science 
 to the designing and dyeing of silk fabrics must be regarded as affording another 
 instance of the belief of German manufacturers in the value of the best artistic and 
 technical instruction. They recognize that it is the design and finish that sell the 
 fabrics and they have therefore spared no expense in the equipment of their schools, 
 and in the provision of the best instruction. 
 
 By the President of the Chamber of Commerce and by other leading citizens, the 
 school was represented as the centre of inspiration for the manufacturers of the 
 whole district. The designers who have passed through it are kept in touch with 
 all that it can teach by attending the conferences and lectures. If they wish for 
 • the adaptation of old forms and ideas in making their patterns, they go back to the 
 best designs of every period. In the dyeing and finishing departments all new proc¬ 
 esses and colours are tested and analyzed, so that nothing is left to chance. The 
 silk industry of Crefeld, like that of England and France, is exposed to constant 
 fluctuations, and for some years, especially in those following the enactment of the 
 McKinley iariff Bill in America, it was greatly depressed. In 1894 the silk exports 
 of Germany amounted in round figures to 7,400,000/., but rose in 1895 to 8,300,000/., 
 of which improvement perhaps the principal share came to Crefeld. One of the 
 large manufacturers informed us that formerly his firm employed 3,000 hand 
 looms, but they now used only a tenth of that number. In the transition from 
 hand to power looms many weavers have suffered. But in spite of tariffs and 
 competition, and changes of fashion, it was maintained that Crefeld had kept 
 abreast of the times, and had grown in material well-being and population, while 
 the silk industry in England has been languishing. Indeed, Crefeld sends the bulk 
 of her productions to England It was pointed out. moreover, that owing to the 
 many directions in which the school had fostered practical teaching, it had become 
 possible, when the silk trade was depressed, to initiate new textile industries in 
 Crefeld, which might serve to occupy her machinery and find employment for her 
 artizans. 
 
 THE TRADE MUSEUM OF NUREMBERG. 
 
 On the occasion of our visit to the Gewerbe Museum, Nuremberg, we were met 
 by Herr L. Erhard, the Curator of the Mechanical and Technical Division of the 
 Museum, and Dr. P. J. Ree, the Librarian and Secretary. Handsome new build¬ 
 ings were nearly completed to replace the old ones in the centre of the town, 
 which have been largely given up. This institution, described by us in our former 
 reports, is somewhat on the model of that of Stuttgart, but contains features w hich 
 are peculiar to it. The Director of the Museum is Herr Th. v. Kramer, who is a .so 
 the architect and director of the Exhibition. According to the prospectus the work 
 
 of that institution is carried on under eight different divisions: 
 
 1. The collection of patterns or samples, which consists of 10,000 specimens ot 
 ancient and modern examples of works in wood, metal, glass, clay, leather, and 
 paper, also woven fabrics, embroideries, laces, &c. Certain of these objects can > > * 
 obtained on loan. This section is really the applied art museum, as the specimens 
 comprise examples of workmanship from all countries, and of the best periods ot 
 
 2. The collection of designs, which consists of some 60,000 sheets of illustrations 
 of art industries of all nations. These mounted sheets are classified under various 
 heads, and arranged in glass cases for easy reference by manufacturers and students. 
 
986 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 To procure these designs, recourse has been had to illustrated works on ornament 
 and art workmanship, and to the best serial publications of all countries. Oppor¬ 
 tunity is afforded for consulting them and for copying them, and the officials under¬ 
 take to prepare special designs and sketches, for fees to be arranged. 
 
 3. The library and reading room contains upwards of 13,000 volumes of art, indus¬ 
 trial, and technical works, also about 136 journals and periodicals relating to these 
 subjects, which are taken in regularly and filed. In connexion with this section 
 we noticed an extensive series of foreign directories, trade catalogues, and address 
 books of other countries. 
 
 All the above departments are open free to the public. 
 
 4. The Mechanical and Technical division may be said to include two chief depart¬ 
 ments: 
 
 Section I.—The office for specialized trade information relative to:— 
 
 (a.) Patents, merchandise marks, and trade marks. In this section applicants 
 can have patents secured for them at fixed charges, and trade marks can likewise 
 be registered. 
 
 (5.) For furnishing information of all kinds on motors, machines, tools, raw prod¬ 
 ucts, and manufactured goods. 
 
 (c.) For supplying literary advice and references from technical works. Replies 
 to general technical questions. 
 
 Section II.—This constitutes the experimental research department, arranged for 
 the trial and testing of gas, benzine, and petroleum motors, steam-engines, water¬ 
 wheels, turbines, and electro motors, as also all labour-saving machinery at agreed 
 charges. 
 
 5. The chemical laboratory, which occupies itself with investigations of all kinds 
 relative to technical and industrial chemistry, and further, is prepared to undertake 
 analysis, and to carry out more extensive researches for fees to be arranged. The 
 official testing station for paper is in connexion with this branch. 
 
 6. A permanent exhibition of modern industry and art. Temporary exhibitions 
 of special departments of manufactures. Distribution of prizes to meritorious 
 exhibitors out of a fund founded by King Ludwig of Bavaria. 
 
 7. Issue of the Bavarian trade journal delivered to subscribers of the institution 
 at the price of 10 marks ; to non-members 16 marks per annum. This is the official 
 organ-of the Bavarian Industrial Museum. 
 
 8. The delivery of public lectures and addresses during the winter months, embrac¬ 
 ing information on all subjects of art applied to industry and every branch of manu¬ 
 facturing activity. Lectures to the members of allied societies in other towns. 
 Classes for technical drawing for adults engaged in industrial pursuits. 
 
 An interesting feature in the activity of this Museum which was brought under 
 our notice was the so-called Gewerbe-Archiv, or factory register, which includes a 
 brief account of all the more important industrial establishments in Bavaria, con¬ 
 tributed by the manufacturer's themselves on a special form. The particulars given 
 are as follows:—The name and address of the firm ; when founded ; articles pro¬ 
 duced ; whether special to this undertaking ; character of motive power employed ; 
 nature of machinery used, and the number of each kind of machine ; patents, trade 
 marks, &c. owned by the firm, with indications of registered number, &c. of the 
 same; exhibitions in which the firm have taken part and prizes and medals 
 awarded. Further, as optional information, the number of work-people employed 
 and the annual value of productions. Many thousands of manufacturers have 
 already contributed to this register, and every effort is made to keep it up to date 
 and to render it accurate and complete as a record of the whole of the industries of 
 Bavaria. 
 
 ******* 
 
 The Stuttgart Exhibition. 
 
 The Stuttgart Exhibition of 1896 comprised two distinct sections, each of which 
 was contained in separate buildings, namely, an electro-technical division, displayed 
 partly in the Stadtische Gewerbe halle, erected by the Municipality for the Exhibi¬ 
 tion of 1881, and partly in the town gardens adjoining the same;,and the artistic 
 industrial section, which occupied the ground floor of the handsome new Landes 
 Gewerbe Museum, recently erected at a cost of nearly 200,0001. to contain the col¬ 
 lections and staff of the Central stelle. 
 
 The architect of this latter building, Professor Nickelmann, has most ably over¬ 
 come certain difficulties entailed by the irregularity of the site, and has created a 
 series of beautiful facades and a magnificent central hall, which latter has been 
 named the Konig Karle Halle, as a memorial of the late King Charles. 
 
THE STUTTGART EXHIBITION. 
 
 987 
 
 The principal front of this museum towards the Kanzleistrasse has two arcaded 
 storeys, with a lofty attic, flanked by circular towers, which conceal the unequal 
 angles formed by the side streets. The grand staircase is in the central hall, which 
 is surrounded by the frescoes painted by Professor Keller, and this was regarded as 
 the place of honour of the Exhibition, and was reserved for the chief exhibitors in 
 jewellery and the precious metals. Prominent in this section was the tine centre¬ 
 piece contributed by Messrs. P. Bruckmann and Sons, of Heilbroun, who are among 
 the largest silversmiths in Germany, and the collective exhibition of the Ground 
 manufacturers, to the number of ten in all. 
 
 The Electro-technical exhibition, in which upwards of 400 exhibitors took part, not 
 only filled the Gewerbe-halle and a temporary annexe for machinery, but it also 
 occupied a specially-erected house in the adjoining grounds, in which every possible 
 process connected with the domestic applications of electricity was shown in opera¬ 
 tion. A so-called “ Gewerbe-dorf,” or industrial village, adjoined the main build¬ 
 ing, and comprised all kinds of small industries in which electricity was called into 
 play, either as a motive power, or for heating and lighting ; these applications 
 being, as a rule, shown in action. It was an admirable conception on the part of 
 the architects, Messrs. Schmobel and Stahelin, to give to the buildings composing 
 this village the character of some of the mediaeval structures of Wiirtemburg and 
 the ancient dwelling-houses, recalling, as they did, the past industrial activity of 
 Southern Germany exemplified, in their use on the present occasion of the most 
 recent applications of electricity, the vast improvements with which modern science 
 has endowed the workman of to-day. 
 
 * * ***** 
 
 The new Landes Gewerbe Museum, which was opened for the first time in con¬ 
 nexion with the present exhibition, will take over the work of the Central stelle, 
 and will contain the valuable collections formerly housed in the Legionskaserne. 
 Some of these objects were acquired so far back as 1849 at Paris and at Leipsic in 
 1850. Among the museum collections special mention should be made of the 
 “ Musterlager ” or pattern depot, the object of which is to bring before the manufac¬ 
 turer the most important improvements and modifications introduced into various 
 trade processes, the most recent tools and appliances adopted in other countries, the 
 best sources of raw materials and the chief markets for produce, while an effort is 
 made to supply the latest information likely to be of value to the manufacturers 
 and work-people of Wurtemberg. The collection is divided into 1G classes, and 
 comprises upwards of 21,000 exhibits. 
 
 LIBRARIES AND ART COLLECTIONS. 
 
 The Art librarv, with about 4,000 volumes of drawings and designs, and the 
 Science library, of 53,000 volumes, have been specially arranged to aid the manu¬ 
 facturer and the art workman. The collection of casts with about 1,700 specimens, 
 is housed in the top floor of the Museum in well-lighted galleries. The admirable 
 collections of furniture, metal work, glass, and porcelain are displayed in specially 
 designed galleries round the central court, and some fine examples of Chinese and 
 Japanese art form an adjunct to the art section of the Museum. During the pres¬ 
 ent exhibition a considerable part of the floor-space of the Museum is used for the 
 Art Trades’ Exhibition. The spacious entrance hall contained on the right a fine 
 collection of musical instruments for which the country is famous, and on the left 
 an interesting display of church furniture, decorations, and metal work, wood carv¬ 
 ings, and some splendid embroideries. Passing through this department, we entei ed 
 the gallery devoted to the textile industries, largely linen, much of which is richly 
 embroidered, and here, also, were shown embroideries and needlework from the 
 various women’s work schools. The next range of galleries contained the collec¬ 
 tions of wood-work, common furniture, clocks and pottery and porcelain, also some 
 carvin''- in wood and ivory. The central hall and the galleries to the right and left 
 contained some of the finest examples of the industries of Wiirtemberg, the gold 
 and silver work and the art furniture. The library on the first floor was tempo¬ 
 rarily occupied by the display of the graphic arts and the lecture room was given 
 up to the pianofortes. The upper galleries of the central hall contained the leather 
 work and collections of porcelain, glass bronze, and metal work. Jheie were 
 upwards of 200 exhibitors in this section of the Exhibition, and m point of excel¬ 
 lence of workmanship and artistic design we should be disposed to award the place 
 of honour to the exhibition of silversmith’s work and jewellery. We were less 
 pleased with the furniture, which was on the whole somewhat massive and over¬ 
 laden with ornament. A special building was erected adjoining the Gewerbe 
 Halle for the heavy machinery, and the smaller and lighter objects weie displayed 
 in the Gewerbe Halle, which lends itself admirably for exhibition purposes. 
 
988 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 One of the most important collections here shown was that contributed by the 
 Wurtembergische Metallwaren-Fabrik of Geislingen, where every description of 
 electro-plated goods are manufactured on the most extensive scale. The designs 
 and execution of many of the objects which were very tastefully displayed, showed 
 great merit, and we should be inclined to assert that in no branch of her industry 
 has more progress been made in recent years in Wivrtemberg than in the manu¬ 
 facture of gilt, silver, and nickel-plated metal work. It is here, moreover, that 
 the assistance of the skilled craftsman and designers has been most fully called 
 into play, and some of the best artists of Germany have been associated with the pro¬ 
 ductions of Geislingen. A new process of metal work which greatly interested us 
 was the so-called “galvano bronze,” by means of which an electro-deposit of great 
 thickness and of guaranteed durability is encrusted upon plaster. Large statues 
 and very substantial architectural details have been produced in this way, and it 
 is claimed that the works, though far cheaper, are quite equal to an ordinary brouze 
 casting. A peculiarity due to the mode of production is that these objects are 
 entirely devoid of the usual metallic sound on being struck. The results of this 
 process were, we believe, here exhibited for the first time upon a large scale. 
 
 The Nuremberg Exhibition. 
 
 The Bavarian National Industrial and Art Exhibition, held this year at Nurem¬ 
 berg, was situated in the beautiful public gardens to the north of the city, and 
 occupied the same site as the previous Exhibition visited by us in 1882. It was con¬ 
 tained in handsome and appropriate buildings specially erected for the purpose 
 from the designs of Herr v. Kramer, the Director of the Gewerbe Museum. The 
 style chosen for the main building was that of the Classic Revival; the buildings 
 were wood-framed, covered with cement slats and plastered; the external colour¬ 
 ing being pure white. The general elevation contained a single order with entab¬ 
 lature which was sufficiently lofty to mask the roofs of the sheds behind. This 
 arcaded facade served as a corridor of communication and was quite distinct from 
 the buildings at the back. The central pavilion of the industrial section, which was 
 much more lofty than the wings, was crowned with a well-designed cupola, sup¬ 
 ported by a group of columns with arched interspaces. The wings were terminated 
 by quadrants and pavilions with double archways surmounted by obelisks. The 
 general arrangement of the main building was that of a lofty central hall, from which 
 branched out on either side a series of smaller transverse courts at right angles to 
 the main gallery. The large hall had an open timber roof, and this was heavily 
 festooned with garlands of pine branches, which, contrasting with the brown tim¬ 
 ber, had an excellent effect. This hall, for a considerable part of its length, was 
 fiee from exhibits, and furnished a wide and spacious promenade. The side galle¬ 
 ries -were allotted to the eight provinces of Bavaria, and each province fitted up and 
 decorated its own space without any regard to what was being done by its neighbour. 
 ******* 
 
 Considerable trouble had been taken to represent the industry and activity of 
 some of the more remote parts of the province, the wood-carving and furniture 
 of Berclitesgaden was shown by a collective display of 17 exhibitors, prominent 
 among which was the work of the drawing and carving school. It was evident 
 that great improvement in taste was being effected by the agency of this school, 
 established under Government auspices. The school, which was founded in 1840, 
 contained last year 32 students. The whole work of the school was well shown in 
 a series of graduated examples in drawing, modeling, and carving. The Wmlenfels 
 district, of which Garmisch is the centre, also contributed a very tasteful display of 
 its industries, in which 79 exhibitors took part. Here there were several collec¬ 
 tions of the carving-school work from Oberammergau and Partenkirclien; also a 
 display of the works of the students at the violin-making school of Mittenwald. 
 ******* 
 
 Passing onwards, the next court we entered was devoted to the industries of 
 Upper Franconia, in which Bamberg and Bayreuth are the most important towns. 
 The industrial societies of the former city united to contribute a collective exhibi¬ 
 tion of a very successful character. It took the form of a chapel with stained glass 
 windows, wall decorations, carved altar-pieces, handsomely bound missals, and rich 
 embroideries. Much of the furniture in this section was interesting and character¬ 
 istic, the designs being based on the mediaeval models. The basket-makers of the 
 Lichtenfels district also formed a collective exhibition in which prominent place 
 was given to the local basket-work and drawing school, which has contributed so 
 greatly to the improvements effected in the productions of this neighbourhood. We 
 were told that the entire display had been purchased for America. The granite 
 
THE NUREMBERG EXHIBITION. 
 
 989 
 
 from the quarries in the Fichtelgebirge is widely used, and was well displayed in 
 a special court. The textile manufacturers of Miinchberg and the vicinity, who 
 have greatly benefited by the weaving school founded in 1855, made a collective 
 display of their productions, the centre of the court being allotted to the school 
 work which embraced examples of both practical and theoretical teaching. The 
 work in this neighbourhood is still chiefly done on hand looms. The school has an 
 average attendance of 18 students. 
 
 »******- 
 EXHIBITIONS B.Y INDUSTRIAL ART SCHOOLS. 
 
 A special section of the Exhibition building was devoted to the display of the 
 work of the higher schools, both for artistic and industrial training. It was inter¬ 
 esting to find side by side the collections contributed by the two great Industrial 
 Art Schools of Bavaria, the Art school of Munich, and that of Nuremberg. Here 
 were to be found examples of the designs of the students in all the various depart¬ 
 ments of art industry covered by the very extensive programme of three institu¬ 
 tions. Thus at Munich, where the male and female students work in separate 
 divisions, there were very complete sets of specimens of the whole course of work 
 comprised in each section. Decorative painting, industrial design, wood engrav¬ 
 ing, glass painting, metal chasing, and carving are all practically taught, and the 
 specimens of school work were extremely good. It would be difficult to say whether 
 the designs from this school or those from the other school of the same rank at 
 Nuremberg, which also had a most admirable collection of students’ works, were 
 entitled to the place of honor. In its modelling and in some branches of applied 
 art perhaps Nuremberg should take the first place, while we should award the 
 palm for decorative painting, studies from the life, and stained glass decoration to 
 the Munich Art School. The former school sent some extremely meritorious speci¬ 
 mens of the work done in its evening classes by apprentices and workpeople. It 
 would seem that the Munich school secures a larger number of middle-class day 
 students than Nuremberg does. We have little hesitation in stating that both of 
 these schools still stand in the highest rank for the admirable character of their 
 applied art teaching. 
 
 The Royal real-gymnasium of Nuremberg contributed a large collection both of 
 the works of its students and of its teaching apparatus, also a cabinet of minerals 
 and fossils for school use. A similar collection was sent by the Nuremberg-Kreis- 
 real-schule. 
 
 One of the most important displays in this section was that made by the Indus¬ 
 trial Scliule of Nuremberg, which comprises sections for mechanical technology, 
 chemical technology, and building and architectural work. This school gives in 
 its workshops and laboratories a very complete course of practical teaching, as evi¬ 
 denced by the specimens of machinery and the drawings and models from the 
 mechanical section, the important collection of chemical preparations and appara¬ 
 tus from the second section, and the architectural details, wood models, and designs 
 for buildings of all kinds representing the building trades’ section of its activity. 
 
 Another school which confines itself more especially to instruction in building 
 and engineering, the Building Work and Mechanical Construction School of Nurem¬ 
 berg, only founded in 1870, appears to be well attended both as a day and evening 
 school, and sent a very extensive series of students’ drawing of great excellence 
 and embracing nearly every branch of building operations. 
 
 The display of school work was fairly representative of all the different types of 
 secondary schools, and there was a very good collection of evening school work, and 
 of the teaching in women’s work schools and night classes for artisan students. We 
 spent a considerable time in the examination of this section of the Exhibition. In 
 a neighbouring court we found a series of examples of the displays made by some 
 of the leading manufacturers of Bavaria at the Industrial Exhibition of 1840. It 
 was, indeed, astonishing t > contrast the samples of the products in that year with the 
 specimens of the activity of the same firms on the present occasion ; a few bundles 
 of rough pencils being representative of the huge factories of the Fabers, and some 
 small glass saucers, filled with colours, sufficing to display the activity of the vast 
 
 enterprises which have been created in the colour trade. 
 
 In connexion with this portion of the Exhibition were the splendid collections sent 
 by the Department of State Railways, the Post and Telegraph Administration, the 
 Royal Mint, and certain Government departments under the Ministry of the Interior, 
 viz, those for mining, river purification, water supply, public works and buildings, 
 fire insurance, and meteorology. 
 
990 EDUCATION IN THE INDUSTRIAL AND FINE ARTS. 
 
 MR. E. NISTER’S COLOUR PRINTING WORKS, NUREMBERG. 
 
 We visited on September 24th the extensive colour printing works of Messrs. Nister 
 & Co., in a large building recently erected near the Lanfer Thurm, seven stories high, 
 in the style of the ancient architecture of Nuremberg. Over the main entrance, 
 inscribed in letters of gold on a marble tablet, was the following sentence: 
 
 “ What work has won Through the long centuries, 
 
 Work will retain Thus God decrees.” 
 
 We were received in the offices of the director, M. Theodor Loefftz a richly deco¬ 
 rated suite of rooms, one of them fitted up with ‘glass cases containing a very inter¬ 
 esting collection of the productions of the firm, which comprised Christmas, Easter, 
 and birthday cards of all kinds, fancy almanacks, children’s picture books, and 
 decorated porcelain. The decoration of pottery with chromo-transfers, at first prac¬ 
 tised by French manufacturers, has been recently introduced here, and great per¬ 
 fection has already been attained in this branch of work. Large sheets of transfers 
 are prepared, and after being printed over the glaze are fixed in the enamelling kiln, 
 giving the appearance of the finest hand painting at a very cheap rate. We did not 
 see any gilding by this process, but the figure painting and much of the flower 
 painting were very delicate and refined. It appears that Mr. Nister’s process has 
 not yet been taken up in England. 
 
 The taste of the cards and picture-books was eminently that of the English and 
 American markets, and we were assured that nearly all the designs were made in 
 London, where the firm have an atelier at Amberley House, Norfolk Street, Strand, 
 and a staff of artists constantly employed, and that the bulk of the productions of 
 this establishing are sold in London and New York. The firm of Dutton & Co. 
 represent Nister's in New York. In London they have their own branch depos at 
 24, St. Bride Street, and 28, Paternoster Row. At Nuremberg they have 140 litho¬ 
 graphic artists engaged in drawing on the stone itself, or on prepared transfer-paper 
 to be applied to the stone. Their chief artist, Herr Kuhn, is a most eminent mem¬ 
 ber of the profession and one of the foremost etchers in Germany. We saw a 
 gallery filled with his paintings and etchings at the exhibition, and among them 
 some very clever portraits. 
 
 Many of the lithographers are trained on the works, and attend the Kunst- 
 Gewerbe-Schule at night, and M. Loefftz bore willing testimony to the advantages 
 derived from the Art School. In the case of elaborate designs many separate 
 stones have to be used, and each stone has to be worked up and prepared for its 
 particular colour. We saw designs in all stages, mostly for picture-books and 
 cards. The Christmas cards for 1896 are already in the market, they are engaged 
 on the supply for 1897, and even on the almanacks and calendars for 1898. 
 
 In the various workshops we were shown all the different processes of embossing 
 and stamping cards; the latter in hand-presses furnished with powerful lever 
 handles. Nearly all this work was being done by women. We also saw the fold¬ 
 ing and binding, employing many work people, the binding is chiefly done by men. 
 Passing into the printing room, we found numerous large steam-driven presses at 
 which, in most cases, one man and two women were employed. It is usual to put 
 numerous copies of the same design on the stone, so that as many as 20 impressions 
 of the same subject are printed at once. The stone used are about 4 feet square. 
 Some of the presses w-ere rotary, others were of the earlier type. All the machinery 
 was German. We saw women engaged in dusting the back of the sheets with 
 powdered French chalk to prevent the pages from sticking together. In another 
 department we saw the cliromo printing, for the pottery transfers. This is quite a 
 similar process to the ordinary chromo printing. We were conducted to the oldest 
 part of the works, where we were shown the photogravure and various photo¬ 
 graphic reproduction processes, and we saw also the special department devoted to 
 etchings. 
 
 The women workers at this establishment earn, we were told, from 8s. to 12s. 
 per week, and there can be no doubt but that the lithographers and artistically 
 trained workers earn wages but little lower than those paid to similar work people 
 in this country. It must be remembered, however, that colour-printing of this kind 
 has long been practised in Nuremberg. Still it is strange to find in this far-off city 
 a hive of busy workers nearly all whose productions are destined for England and 
 America. We watched the work people leaving at the dinner-hour, at which time 
 everyone goes home, and we were very favourably impressed with their general 
 appearance. There are about 750 hands engaged at this period of the year. 
 
 The display of Mr. Nister’s works at the Exhibition was most artistic. The cases, 
 covered with green plush and decorated with ormolu work in the “Adams” or 
 
COLOR PRINTING WORKS IN NUREMBERG. 991 
 
 “ Empire ” style, were beautifully designed, and the wonderful variety of choice 
 cards, engravings and illustrated picture-books greatly interested us. 
 
 The works of the firm in question are but types of many similar establishments 
 for colour-printing on the Continent, working largely for the English market. At 
 Stuttgart we were shown the works of Mr. M. Seeger, who produced the illustrated 
 advertisement of the Exhibition, the Figure of Electricity, taken from Professor 
 Keller’s fresco. The German lithographer has some advantage over his English 
 rival in the relatively much lower cost of the lithographic stones, which come from 
 Solenhofen, in Bavaria, but we were told that the best of the stones is exported to 
 other countries, and only cheaper qualities are used for the home trade. A very con¬ 
 siderable capital must be sunk in the supply of stones for a large works. The artist 
 at Herr Seeger’s told us that the bulk of the work was not drawn direct on the 
 stone but on prepared transfer paper, which reversed the drawing and enabled the 
 draughtsman to follow the design as it would appear when printed. Herr Seeger 
 does not do any work for England. 
 
 Another large establishment visited by us was the works of the Union Company, 
 formerly Cotta & Co., the publishers of the writings of Schiller and Goethe. This 
 fs the largest printing concern in Germany, and probably in the world, as it employs 
 800 hands. We were shown all the different departments, including the Atelier for 
 the engravers and the colour-printing. This firm produces its own type in a special 
 factory, and publishes several illustrated papers, some of them having coloured 
 illustrations. 
 
INDEX. 
 
 ART—VOL 4 - 63 
 
 993 
 
INDEX 
 
 A. 
 
 Acaulcmy, Techno-Naval, urged in re¬ 
 port by Mr. John W. Nystrom, Engineer 
 17. S. Navy, 800. 
 
 Adams, 1,1,. D., Charles Kendall, De¬ 
 velopment of Cornell University during 
 the se ven years presidency of, 212. 
 
 Memorial Land Grant Address by, 849-859. 
 
 President of the University of Wisconsin, 
 657. 
 
 Adams, President John, quoted in refer¬ 
 ence to mutual jealousies between Agri¬ 
 cultural and Mercantile classes, 864. 
 
 Addresses, Various, delivered on opening 
 of new Technical Educational Institu¬ 
 tions in Great Britain, 950-967. 
 
 Afrit •a, Condition of the people in, two cen¬ 
 turies ago and at present. Bishop Hay- 
 good on the, 888. 
 
 Agriculture, Beginnings of American Edu¬ 
 cation in, 861. 
 
 Course in, Pennsylvania State College in 
 1891, 533. 
 
 Fleischmann report in 1847, on European 
 Schools of, 860-861. 
 
 President Madison, quoted on Government 
 Powers in regard to, 860. 
 l President Washington, on the primary im¬ 
 portance of, 860. 
 
 Schools of, The first, 854. 
 
 Agricultural Associations, Early formed 
 in several States, 861. 
 
 Agricultural College. The American, a 
 Polytechnic School, 494. 
 
 Concise account of efforts to found in Mas¬ 
 sachusetts, the State, 862-863. 
 
 The ideal, portrayed by President Ander¬ 
 son of Kansas, in 1874, 307-310. 
 
 The name, misleading, 298-299. 
 
 Agricultural College of Utah, Logan, 
 Utah, 677-680. 
 
 Courses of study in the, 679. 
 
 Military Drill required of girls as well as 
 boys in the, 680. 
 
 Provision of Territorial law concerning 
 the, 678. 
 
 Resources of the, 678. 
 
 Situation and buildings of the, 678-679. 
 
 Summary of attendance, 680. 
 
 Agricultural Colleges attached to State 
 Universities in 24 States, 437. 
 
 Agricultural Experiment Stations es¬ 
 tablished by Hatch Act, 664. 
 
 Agrieu 1 tu ralists. Early Associations of, 861. 
 
 Agricultural ami Mechanical College, 
 Blacksburg, Virginia. First report by 
 Legislative committee concerning the, 
 601. 
 
 Two thirds share of Land script given to 
 the, 600. . 
 
 Agricultural and Mechanical College 
 of Kentucky. Lexington, Kentucky. 
 Account of the, 316-323. 
 
 Agricultural and Mechanical College 
 of Mississippi. Account of the, 375- 
 382. 
 
 Department of Mechanic Arts opened m 
 1891, 376. 
 
 Drawing in the, 376. 
 
 Drawing and Shop Work required in Pre¬ 
 paratory Department, 377. 
 
 Agricultural and Mechanical College 
 of Mississippi. Drawing and Shop 
 Work required in “Mechanical Course,” 
 377-378. 
 
 Equipment of Shops, 377-378. 
 
 General L. D. Lee, President of, in 1892, 
 379. 
 
 Historical Statement of the, 375. 
 
 Location of the, 375. 
 
 Opened in 1880, 375. 
 
 Purpose of the, 375. 
 
 Rooms and Tuition, free to citizens of the 
 State, 376. 
 
 Statement in catalogue of 1891-’92 of historv 
 and objects of the, 376-377. 
 
 Summary of attendance in 1881,376. 
 
 Summary of attendance in 1891—’93,379. 
 
 Summary of Faculty in 1891-’92,379. 
 
 Agricultural College of Tennessee in¬ 
 corporated with University in 1869,566. 
 
 Changes made, in joining the University in 
 1869,566. 
 
 Opened in 1869,566. 
 
 Agricultural and Mechanical College 
 of North Carolina. History of the, 
 4130. 
 
 Agricultural and Mechanical College 
 
 of Texas. Account of the, 584-596. 
 
 Concise history of founding of the, by 
 State Legislature, 584-585. 
 
 Alabama. State Agricult ural and Me¬ 
 chanical College: Alabama Poly¬ 
 technic Institute, Auburn. Four regular 
 courses of four years each, with degrees 
 in the State Agricultural and Mechanical 
 College, 236-239. 
 
 Attendance for 1880-1881 in the,237. 
 
 Course in, Drawing in 1890-1891,238. 
 
 Detail course in Drawing in the, 236-237. 
 
 Development of the, in ten years from 1880, 
 as shown by addition of Polytechnic Insti¬ 
 tute, to name, 237. 
 
 Development in ten years of the, as shown 
 by summary from catalogue of 1891-’92, 
 237-239. 
 
 Drawing Text books used in 1880 in the, 
 237. 
 
 Drawing obligatory m first two years of 
 all courses, 236. 
 
 Drawing obligatory in whole of Engineer¬ 
 ing Course, 236. 
 
 Polytechnic Institute. Course in Civil En¬ 
 gineering in the, 1890-1891,238. 
 
 Summary of Statistics from catalogue of 
 
 ■ 1891-’92, 239. 
 
 Alabama. State Colored Normal and 
 
 Industrial School. Normal, Alabama, 
 684-680. 
 
 Aided by Peabody and Slater Funds, 685. 
 Began in 1875 at Huntsville, 684. 
 Contribution to, made by the teachers in 
 1882, 685. , „ , 
 
 Industrial Training began in, 1882, 68a. 
 Legislature increased appropriation in 1885, 
 685. 
 
 Legislature gave supplementary “Morrill 
 Fund ” to, m 1891, 685. 
 
 New location and fine buildings of the, de¬ 
 scribed, 685. 
 
 Summary of Attendance for 1892-’93, 687. 
 Summary of courses in Industrial Depart¬ 
 ment of the, 685-686. 
 
 995 
 
996 
 
 INDEX. 
 
 Alcorn Agricultural ami Mechanical 
 College of Mississippi. Account of 
 the, 379-382. 
 
 Attendance in 1881, 380. 
 
 Course of Drawing in the Several courses 
 of the, 379-380. 
 
 Departments of, in 1881, 380. 
 
 Development of the, as shown in catalogue 
 of 1891-’92, 380. 
 
 Founded in 1871, 379. 
 
 Founded as The Alcorn University, 380. 
 
 Interesting feature of catalogue of the, 382. 
 
 John H. Burrus, M. A., President of the, in 
 1892, 382, 
 
 Location of, 379. 
 
 Preparatory and college courses in the, 380. 
 
 Statement of the History and resources of 
 the, 380-381. 
 
 Summary of attendance in 1892, 382. 
 
 Summary of Faculty in 1892, 382. 
 
 Allan (lien's Institute. Glasgow. 
 Courses of study in the, 902-905. 
 
 Methods of instruction in, 904. 
 
 Allston. Washington, Reference to the 
 distinguished artist, xliv. 
 
 AlvortI, (’. E„ Henry E., chosen President 
 of Maryland Agricultural College and 
 Director of Experiment Station in 1888, 
 340. 
 
 America. Conditions of workmen in. 826. 
 
 Example of, in longer elementary training 
 of youth, commended by Mr. Mather, 956. 
 
 Varied needs of Agricultural Education in, 
 876-877. 
 
 American Artists, Reference to several, 
 whose works adorn the Capitol Building 
 in Washington, xliii-iv. 
 
 Works by, bought by Congress for the 
 Capitol Building, xliii. 
 
 American ami European authorities 
 on Technical Education freely 
 quoted by Dr. Barnard, 749. 
 
 Amherst Agricultural College. Judg¬ 
 ment of Agassiz, on value of the Scientific 
 experiments conducted by the, 865. 
 
 Summary of experimental work in, be¬ 
 tween 1869-1887, 865-866. 
 
 Amsterdam. Training School for Marine 
 Engineers in, 752. 
 
 Ancients, The Art of the, still dominates 
 Modern Art, xxxix. 
 
 Ancient Art, dealt also, like Modern Art, 
 with the living world about it, xxxix. 
 
 How later discoveries have modified our 
 ideas of the scope of, xxxix. 
 
 Modern discoveries of works of, Reference 
 to, xxxix. 
 
 Anderson, E. C., Principal of Prairie View 
 Normal School, Texas, 702. 
 
 Anderson, President of Kansas State 
 Agricultural College, defines meth¬ 
 ods of the College, 307-309. 
 
 Gives his ideal of the future Agricultural 
 College, 309-310. 
 
 On Land Grant Colleges, 309-316. 
 
 Anderson, O. E., Mr. William, on im¬ 
 provement in morals due to education of 
 workmen, quoted by Dr. Barnard in his 
 Report to President Garrett, 804. 
 
 Andrews, 1>. I*.. EE. 11., Rev. Elislia- 
 lienjamin, President of Brown Uni¬ 
 versity, 542. 
 
 Appendices to Part lV.of this Report,707-991. 
 
 Concise summary of arrangement of, in 
 General Introduction to volume, li-liv. 
 
 For full list of contents of the, see General 
 Table of Contents, xxix-xxx. 
 
 General Introduction to, 707-710. 
 
 Appendix X. Technical Education in the 
 United States with instances of similar 
 efforts in European countries, 711-740. 
 
 Introduction to, 713. 
 
 Concise summaries of contents of, li, 709- 
 710. 
 
 Appendix Y. Technical Training in Indus¬ 
 trial Pursuits.—Report by Dr. W. T. Bar¬ 
 nard to President Garrett, 741-833. 
 
 Concise summaries of contents of, li, 710. 
 
 Contents of, 741. 
 
 Introduction to, 743-746. 
 
 Appendix Z. Papers relating to the U. S. 
 Colleges of Agriculture and the Mechanic 
 Arts, 8334391. 
 
 Contents of, 835. 
 
 Introduction to, 837. 
 
 Summaries of papers comprised in, li-liii, 
 710 and 837. 
 
 Appendix A. A. Papers relating to “ Tech¬ 
 nical Education in England,” 893-918. 
 
 Contents of, 893. 
 
 Introduction to, 895-898. 
 
 Summaries of contents of, liv, 710. 
 
 Appendix B. B. Papers relating to Tech¬ 
 nical Art Training in England, 917-944. 
 
 Introduction to, 919-920. 
 
 Summaries of contents of, liv, 710. 
 
 Appendix C. C. Papers relating to the 
 Present Status of Technical and Indus¬ 
 trial Art Training in Great Britain and 
 Germany, in 1896-97,945-991. 
 
 Contents of, 945. 
 
 Introduction to, 947-948. 
 
 Summaries of contents of, liv, 947. 
 
 “Apprentice,’" The term, a misnomer, 140. 
 
 Apprentice System, Change in the, noted, 
 139. 
 
 Of B. & O. R. R., Former, a failure, 140. 
 
 Apprentices. Improvement in conduct of, 
 in Technological School at Mt. Clare, 135. 
 
 Lack of text books and literature suitable 
 for, 165. 
 
 Messrs. Mather and Platt, in England, re¬ 
 quire all, to attend their Technical School, 
 815. 
 
 Recommendation as to employment and 
 promotion of, 141. 
 
 Results of investigation in 1885, into educa¬ 
 tional qualifications of B. & O., 133. 
 
 The so called, are merely shop helpers, 140. 
 
 Superior class of, attracted to Mt. Clare 
 B. & O. R. R. School by the new examina¬ 
 tions, 137. 
 
 Technical Instruction begun of B. & O., 
 748, 
 
 Apprenticeship. Defects of, 879. 
 
 Report on, 119-122. 
 
 Report on, Discussion of, 123-128. 
 
 Architects, Ability of American, shown in 
 Buildings of Columbian Exposition in 
 Chicago in 1892, xxxvii. 
 
 American, Early insisted on special tech¬ 
 nical training as requisite for admission 
 to their profession, xxxviii. 
 
 Architecture, Beauty of classic proportion 
 of, subordinated to altitude in modern 
 American cities, xl. 
 
 Course of, in University of Minnesota, 362. 
 
 Notable advance in, as shown in buildings 
 of Columbian Exposition, 1892-93, xxxvii. 
 
 Public Buildings of a people should be the 
 finest examples of, xli. 
 
 Recent examples of. in some notable public 
 buildings in the United States, xxxviii. 
 
 Value of definite education in, shown at 
 Chicago in 1892-93, xxxvii. 
 
 Aristotle, Philosophy of, Methods of the,852. 
 
 Arizona, The University of, at Tucson, 
 Account of, 665-666. 
 
 First opened in 1891, 665. 
 
 Resources of, 665. 
 
 Arkansas Industrial University, Ac¬ 
 count of the, 239-247. 
 
 Analysis of Drawing Students in the sev¬ 
 eral departments of the, in 1880-’81,239. 
 
 Branch Normal College of the, Pine Bluff, 
 Arkansas, 687-689. 
 
 Capacity of Manual Training Shops in the, 
 244. 
 
 Course in Civil Engineering in 1889, in the, 
 245-246. 
 
 Courses in Mechanical Engineering in 1889, 
 in the, 245. 
 
 Department of Mechanic Arts and Engi¬ 
 neering in the, in 1889, 242-246. 
 
 Department of Mechanic Arts and Engi¬ 
 neering in the, Courses of instruction 
 given, in 1889, in the, 242. 
 
 Department of Mechanic Arts and Engi¬ 
 neering of the. Course in Manual Train¬ 
 ing in 1889, in the, Detail, of, 242-243. 
 
INDEX. 
 
 997 
 
 Arkansas Industrial Unvirrsity, Draw¬ 
 ing taught in Preparatory Department of 
 the, in 1880, 239. 
 
 Equipments of Manual Training Shops in 
 
 Faculty of Department of Mechanic Arts 
 and Engineering in the, in 1889, 243. 
 
 Important development of the, as shown 
 in catalogue of 1889, 240-246. 
 
 Increased ratio of students taking courses 
 in “ Science ” and “Civil Engineering” in 
 1889, over those in 1881 in the, 242. 
 
 Murfee, Edward Hunter, A. M., L. L. D., 
 President of the, in 1891, 347. 
 
 New buildings of the, Description of, in 
 1889, 241. 
 
 Organization of the, as given in catalogue 
 of 1891, 246-247. 
 
 Preparatory Department of the, in 18S0,239. 
 
 School of Applied Mathematics in the,240. 
 
 Special course in the, 239-240. 
 
 Summary of attendance, for 1888-1889, 241- 
 242. 
 
 Summary of Instructors, for 1891, 247. 
 
 Summary of students for 1891, 247. 
 
 Arkansas. Branch Normal College, of the, 
 Arkansas Industrial University, for train¬ 
 ing teachers of colored schools in, 687. 
 
 Armstrong, General Samuel of 
 
 Hampton, Va., Autobiographical 
 notes by, 618-623. 
 
 Addresses delivered during Memorial Ser¬ 
 vice to, 615-617. 
 
 Death of, noted, 614. 
 
 Extracts from Final Report, the Twenty- 
 fifth annual, by, 027-635. 
 
 Funds for the Hampton Institute, raised by 
 annual appeals by, 616. 
 
 The good work done by Tuskegee Institute 
 in the far South, due to, 617. 
 
 Memorial service for the late, hold May 
 25th, 1893, 615. 
 
 Memorable Tributes to memory of, 615-617. 
 
 Praises the St. Louis Manual Training 
 School, 39. 
 
 Touching memoranda by, (see note), 616. 
 
 Arnold, President, Concise history of Ore- 
 gonAgricultural College in Report of 1891, 
 by, 486-487. 
 
 Report in 1890 by, 481-485. 
 
 Statement in 1886, of requisite organization 
 of the U. S. Land Grant Colleges by, 481. 
 
 Sudden death of, in January, 1892, 4941-491. 
 
 Art as n feature in general education 
 unknown in the U. S. before 1870, xxxv. 
 
 Art Collections in the United .States, 
 in 1883, statistics of, xxxvi. 
 
 Art, Dignity and Impressiveness of. 
 first made known to many of the people 
 by their first sight of the dome and ro¬ 
 tunda of the Capitol, xliv. 
 
 Art Division, Department of Science 
 and Art. Summary of aid given to pro¬ 
 motion of instruction in art in Great 
 Britain, in the, 972-973. 
 
 Art Educational Movement, Origin of 
 the, in the U. S. referred to, 897. 
 
 Art, Great, is for all and can not be monopo¬ 
 lized, xli. 
 
 Art, Interest in, early shown by a few 
 Americans, xxxv. 
 
 Art manufactures. Reference to some 
 notable American, 896-897. 
 
 Art, Notable advance in all matters relating 
 to, in the United States, subsequent to 
 1876, xlvi. 
 
 Not recognized as an essential feature of 
 education prior to 1870, xxxv. 
 
 Schools of. in the United States in 1897, 
 compare favorably with contemporary 
 schools in Europe, xlvi. 
 
 Training in. The demand for, 883. 
 
 Atherton, President GeorgeW., Address 
 by, on opening of new building Pennsyl¬ 
 vania State College (1886), 518-531. 
 
 Commends the Military training ordered 
 by law in the Laud Grant Colleges. 521. 
 
 On meaning of the term “College,” 518. 
 
 Auchmuty, Col., the late. Practical Trade . 
 Schools founded by, referred to, 107-108. I 
 
 B. 
 
 Bacon. Significance of Philosophy of, 852. 
 
 Bailey, Sir William H., Address on Tech¬ 
 nical Education and Foreign Competlon, 
 delivered at Hindley Technical Schools, 
 October 20,1897, by, 959-961. 
 
 Baltimore, Advantages to result from a 
 Technical University in, 785. 
 
 Comparison between Philadelphia and, 773. 
 
 A desirable place for a Technical Univer¬ 
 sity, 785. 
 
 Dr. Barnard urges Industrial Training for 
 boys and girls in public schools of, 831. 
 
 Drawings showing attendance on public 
 schools of, 832. 
 
 Drawings showing Dr. Barnard’s ideal for 
 school systejn of, 833. 
 
 Few facilities for Technical Training in 
 City of, 744. 
 
 Graphical showing of the school system of, 
 831-833. 
 
 Historical retrospect of. 769. 
 
 Industrial poverty of. 771. 
 
 Johns Hopkins University should be con¬ 
 sidered a part of the public school system 
 of, 831. 
 
 Loss of West India trade of, 770. 
 
 Natural advantages of, 769. 
 
 Reasons for discussing industrial educa¬ 
 tional needs of, 768. 
 
 Relatively small appropriation made for 
 the Manual Training School of, 831. 
 
 Report of Committee on establishment of 
 manufactories in, 771-772. 
 
 Statement of Industrial and Educational 
 needs of, by Dr. Barnard, 767-770. 
 
 Statistics of public school education in. 775. 
 
 Suffers from lack of technical training, 
 774. 
 
 Summary of educational facilities in, 777— 
 
 778. 
 
 Baltimore and Ohio Bailroad Coin. 
 I>any. Army of operatives of the, 132. 
 
 Methods in 1885 for training apprentices at 
 Mt. Clare for the, 795. 
 
 Origin of the, 769. 
 
 Peculiar educational conditions of em¬ 
 ployees of the, 132-133. 
 
 Barker, C. E„ R. .1. President Oklahoma 
 College, 677. 
 
 Barnard, Dr. W. T. Accountof the Report 
 by the late, 743-746. 
 
 Criticises exclusive literary development 
 of the public schools, 764-765. 
 
 Criticises courses of study in Land Grant 
 Colleges, 762. 
 
 Freely quotes governmental and other au¬ 
 thorities on Technical Education, 749. 
 
 Plan of his Report outlined by, 749. 
 
 Preface to Report by (see note to page), 747. 
 
 Quotes from U. S. Commissioner Eaton’s 
 Report of 1883, on Industrial Education 
 in the U. S„ 765-766. 
 
 Reference to Report on Technical Indus¬ 
 trial Education by the late, 710. 
 
 Report by, to President Garrett on Tech¬ 
 nical Education for Railroad Service, re¬ 
 ferred to, 130. 
 
 Report by, to President Garrett, announc¬ 
 ing The B. & O. R. R. Technological 
 School at Mt. Clare, 132-147. 
 
 Service Report on Technical Education 
 made in 1886, to President Garrett, B. & 
 O. R. R. Co., by, 747-833. 
 
 Barnard's Keporl. Exhibit X of, 831-833. 
 
 Basrom, Report of President, in 1881, on 
 changes in attendance in different de¬ 
 partments of the University of Wiscon¬ 
 sin, 657. 
 
 Bavaria. Agricultural Education begins in 
 the Kindergartens in, 870. 
 
 Agricultural Education in Schools in, 870- 
 871. 
 
 Diagram showing the various Schools giv¬ 
 ing training in Agriculture in, 874. 
 
 Field-Culture Schools in, 871._ 
 
 Industrial Development of, 975-976. 
 
 Institutions for higher training in Agricul¬ 
 ture in, 872. 
 
998 
 
 INDEX. 
 
 Bavaria. Munich School of Agriculture, 873. 
 
 Paper on Agricultural Education in, ljy 
 Professor R. B. Warder, in Appendix Z, 
 710. 
 
 Preparation required for entrance to Cen¬ 
 tral School of Agriculture in, 872. 
 
 Primitive conditions of industry continued 
 in, 981. 
 
 School of Forestry in, 873. 
 
 Suggestions as to Industrial Education for 
 American Educators, found in the va 
 riety of Schools in, 875. 
 
 Supplementary part-time Schools of Agri¬ 
 culture in, 870-871. 
 
 Bavarian and American Schools con¬ 
 trasted, 875-877. 
 
 Beaver, Governor. Address by, at Penn¬ 
 sylvania State College, 1880. 515-517. 
 
 Bcllichl, A. M., Ph. II. II. Statement 
 of origin of Chicago Manual Training 
 School, by Director, 70. 
 
 Berehtold, Mr. F., Teacher of Drawing in 
 Corvallis College. Report for 188ti by, 481. 
 
 Berlin. Germany Technical High School 
 of Charlottenburg in, 976. 
 
 Bigelow, E. B. Interesting anecdote of the 
 distinguished inventor, 724. 
 
 Billing'*. linn. Frederick, presents Uni¬ 
 versity of Vermont with Library of the 
 late Hon. George P. Marsh, LL. D., for¬ 
 mer U. S. Minister to Italy, 598. 
 
 Black Forest, Home industries in the, 981. 
 
 Blacksburg, 'Virginia. Electric Lighting 
 of the town of, by the Agricultural Col¬ 
 lege plant, 607. 
 
 Blatclil'ord, Mr. E. IV. Address by. Presi¬ 
 dent Board of Trustees Chicago Manual 
 Training School, 70-71. 
 
 Bio**, Professor .Bolin M., of Topeka. 
 Kansas, chosen as successor of the late 
 President Arnold, of Oregon Agricultural 
 College, 492. 
 
 Defines the Agricultural College as a Poly¬ 
 technic School, 494. 
 
 First Report by, 493-500. 
 
 Bowman, Regent, of Agricultural and Me¬ 
 chanical College of Kentucky, claims that 
 this was the first of the Land Grant 
 Colleges to open, 316. 
 
 Boyd, Col. I>avid F. Placed in charge of the 
 new State institution consolidated from 
 the State Agricultural College, and the 
 Louisiana Military Academy, in 1877, 324. 
 
 Boynton, Es<|.. John. Letter of gift of 
 one hundred thousand dollars by, 173. 
 
 Boynton Hall. The main building of the 
 Worcester Polytechnic Institute the gift 
 of citizens of Worcester, 174. 
 
 Bradford, England, Relations between, 
 and Germany, 980-981. 
 
 Technological School in, 811. 
 
 What Technical Training has done for, in 
 twenty years, 968-969. 
 
 Bradford, Professor Jos. N. Report by, 
 for 1891,465. 
 
 Branch Normal College, Bine Blnif. 
 Arkansas, established in 1873,687-689. 
 
 Departments of the, 687. 
 
 Department of Mechanic Arts in the, 688. 
 
 Historical Statement concerning the, 687. 
 
 State Students in the, 688. 
 
 Summary of attendance, 1892-’93,689. 
 
 British Reports, Summary of Extracts 
 from, given in the several volumes of 
 this Report, xlix. 
 
 British Royal Commission on Tech¬ 
 nical Education. Reasons for ap¬ 
 pointment of the, 824-825. 
 
 British Royal Commissioners, Report 
 by the, referred to, 754. 
 
 Extract from Report by the, 811-814. 
 
 Brilisli Scientific and Technical Com¬ 
 missions, 738. 
 
 Britton, John W., Chairman Committee on 
 Technical School of Carriage Builders’ 
 Association, 110. 
 
 Discusses Report on Apprenticeship, 123- 
 128. 
 
 Brown, EE. 1).. Rev. Amos, Account of 
 efforts made by, to promote Laws Aiding 
 Agricultural Education, 844-847. 
 
 Brown, EE. 1).. Rev. Amos. Letter of 
 
 Several Representatives in Congress, tes¬ 
 tifying services of, in promoting passage 
 of Land Grant Bill, 847. 
 
 Letters from U. S. Senators and Represen¬ 
 tatives, stating effective service rendered 
 by, 846-847. 
 
 Reference to the late, 710. 
 
 Brown, Wm. Ee Roy, M. A.. EE. D.. Pres¬ 
 ident of Alabama Agricultural and Me 
 chanical College, etc., 1891-1892,239. 
 
 Brown University, Providence, R. I. Ac¬ 
 count of, 534-542. 
 
 Agricultural Scholarships of, 534. 
 
 Art collections of, referred to, 542. 
 
 Course in Agriculture and Mechanic Arts 
 in, 541-542. 
 
 Course of Civil Engineering in, 535. 
 
 Departments of Practical Science of, 534-536. 
 
 Designated as the Land Grant College, in 
 1863, 534. 
 
 Historical Statement of, in catalogue for 
 1891-’92. See reference to, 539. 
 
 Manual Training in, 539. 
 
 Museum of Casts begun, 542. 
 
 Summary of attendance 1891-'92, 542. 
 
 Brunner, Sir John. Brief remarks by, on 
 opening of school at Middlewich, 951. 
 
 Brush, Professor George .1., Director of 
 Sheffield Scientific School of Yale Uni¬ 
 versity, 260. 
 
 Brynn, M. A., Euoeli, President State Agri¬ 
 cultural College and School of Science, 
 Pullman, Whitman County, Washington. 
 682. 
 
 ■tuckham. I>. I>.. Matthew Henry. Pres¬ 
 ident University of Vermont 1892-’93, 600. 
 
 Building' and Architecture, Course in, 
 in Georgia State College, 266-267. 
 
 Burrill, ITI. A., I'h. I)„ Professor 
 Thomas Jonathan. Acting Regent of 
 University of Illinois, in 1891-’92, 2i8. 
 
 Bn rriis.ltl. A.. J oil n H ., President of Alcorn 
 Agricultural and Mechanical College of 
 Mississippi, in 1892, 382. 
 
 €. 
 
 Campbell, EE. !>., Rev. Wm.. President 
 of Rutgers College. Report by, 416-420. 
 
 Campbell, P. H. B.. Principal, West Vir¬ 
 ginia State Colored Institute, 706. 
 
 Capital, attracted by means of Technical 
 Education, 754. 
 
 Capitol Building at Washington, It.C. 
 
 Congress has, from time to time, em¬ 
 ployed famous American Artists to adorn 
 the, xliii. 
 
 Historical Paintings in the, begun in 1837, 
 xliii. 
 
 Importance of the art-influence upon the 
 people, prior to 1876, of the Architecture 
 and Art Works of the, xliv. 
 
 Carriage Builders' National Associa¬ 
 tion, Educational Discussion at the Con¬ 
 vention in 1883, by the, 118-128. 
 
 Technical School established by the, in 1880, 
 108. 
 
 Cattle. First brought to New England in 
 1624, 859. 
 
 Cattle Show. The first, 861. 
 
 Centennial Exposition. Impulse to pub¬ 
 lic interest in Art, and Art Industries, 
 given by the, xxxvi. 
 
 Revealed to Americans the wealth of the 
 world's Art manufactures, xxxvi. 
 
 Central Institution at South Kensing¬ 
 ton organized by Guilds of London. 815. 
 
 Ceramics. Schools of Design for, 6. 
 
 Chamberlain. President, Biennial Re¬ 
 port for 1888-’89 of Iowa Agricultural Col¬ 
 lege, by, 298-301. 
 
 Defines the triple purpose of the Land 
 Grant Colleges, 298-300. 
 
 Quotes from Speech in Congress by Hon. 
 James A. Garfield, 299-300. 
 
 Cluster i. Introductory to Part TV, 3-8. 
 
 Table of Contents of, 3. 
 
 Chapter II. Account of Manual Training 
 Schools, 9-78. 
 
 Table of Contents of, 9-10. 
 
INDEX. 
 
 999 
 
 Chapter III. Account of Tulane Univer¬ 
 sity, New Orleans, Louisiana, 79-10(3. 
 
 Table of Contents of, 79. 
 
 Chapter IV. Special Technical Trade 
 Schools, 107-128. 
 
 Table of Contents of, 107. 
 
 Chapter V. An Important Experiment in 
 Technical Trade Education, 129-170. 
 
 Table of Contents of, 129. 
 
 Chapter VI. Account of Five notable Tech¬ 
 nical Mechanical Schools, 171-223. 
 
 Table of Contents of, 171-172. 
 
 The common bond linking the five Schools 
 described, 172. 
 
 Chapter VII. Introductory to, Accounts of 
 the Colleges of Agriculture and the Me¬ 
 chanic Arts, 227-232. 
 
 Table of Contents of, 227. 
 
 Chapter VIII. Contains concise statements 
 of Several National Land Grant Colleges, 
 233-278. 
 
 Introduction to. 235-236. 
 
 Table of Contents of, 233-235. 
 
 Chapter IX. Account of U. S. Land Grant 
 Colleges, Continued. 279-332. 
 
 Table of Contents of, 279-281. 
 
 Chapter X. Account of U. S. Land Grant 
 Colleges, Continued, 333-309. 
 
 Table of Contents of, 333-335. 
 
 Chapter XI. Account of U. S. Land Grant 
 Colleges, Continued, 371-120. 
 
 Table of Contents of, 371-371. 
 
 Chapter XII. Account of U. S. Land Grant 
 Colleges, Continued, 421-176. 
 
 Table of Contents of, 421-423. 
 
 Chapter XIII. Account of U. S. Land 
 Grant Colleges, Continued, 477-561. 
 
 Table of Contents of, 477-478. 
 
 Chapter XIV. Account of U. S. Land 
 Grant Colleges, Continued, 563-657. 
 
 Table of Contents of, 563-565. 
 
 Chapter XV. Accounts of U. S. Land Grant 
 Colleges, Concluded, 659-7U6. 
 
 Table of Contents of, 659-664. 
 
 Chemical Industries. Effects of Tech¬ 
 nical Training on, 753. 
 
 Chemnitz, Saxony. Technical Education 
 in, 811. 
 
 Value of Technical Education in, 752. 
 
 Chicago Manual Training' School. Cir¬ 
 cular of the, dated Nov. 21, 1883, 72. 
 
 Equipment of the, 74-75. 
 
 List of Officers and Instructors for 1885-6, 
 75. 
 
 List of Officers and Instructors for 1890- 
 1891, 78. 
 
 Report of Committee on Exhibit of Draw¬ 
 ing by, in 1889, 75-76. 
 
 Statement of origin of the, by Director H. 
 H. Belfield, 70. 
 
 Summary of first two years of the, 73-74. 
 
 Work of the classes of the, for 1890, 77-78. 
 
 Chickering, Professor John W. Na¬ 
 tional Deaf Mute College, D. C., Records 
 of Dr. Amos Brown furnished by, 844-847. 
 
 City and Guilds of London Institute. 
 
 Account of the, 815. 
 
 Address by the Lord Chancellor, and the 
 Prince of Wales, on the opening, in 1884, 
 of the, 911-916. 
 
 Main purpose of the, 828. 
 
 Proceedings at opening of the, 911-916. 
 
 Civil Engineering, Course of, in Brown 
 University, 535. _ 
 
 Claflin College. Catalogue for 1890-’91, re¬ 
 ferred to, 553. 
 
 Courses in Mechanic Arts in, 556-567. 
 
 Department of Agriculture in, 560. 
 
 Department of Art of, Courses m the, 554- 
 
 555. 
 
 Department of Manual Training in, 55SD556. 
 Drawing taught in several courses m,554. 
 History of, 552. 
 
 Historical statement in catalogue of 1890-91, 
 
 554. 
 
 Industrial Schools in. 556-560. 
 
 Rev. L. M. Dunton, A. M .D.D., President 
 of 561. 
 
 Statistics of attendance (1881-’82), 552- 
 Statistics of attendance, for 1890- 91, 561. 
 
 
 Claflin College. Various courses in, 552. 
 
 Wood and Iron Work Shops of, 557. 
 
 Claflin University. Wraugf b n r g, 
 South Carolina. Bishop Haygood’s 
 Farewell Address at 1890 commencement 
 of, 710, 885-891. 
 
 For Farewell Address by Bishop Haygood 
 at Claflin University in 1890, see Appen¬ 
 dix Z, 710. 
 
 Clark. Col. William S. Presidentof Mas¬ 
 sachusetts Agricultural College from 1809 
 to 1880, 345. 
 
 Clark, lion. Dan’l. Letter stating serv¬ 
 ices of Dr. Amos Brown in promoting 
 passage of Land Grant Bill, 847. 
 
 Clarke, I. Edwards. Reference to orig¬ 
 inal contributions to the present volume 
 by, author and editor of the Art and In¬ 
 dustry Report, xxxiv. 
 
 Clarke, Itov. James Freeman, On Practi¬ 
 cal Education, extracts from article, in 
 “Self Culture” (note) 806-807. 
 
 Classic Age, Great names of the, xxxix. 
 
 Classic Art, busied not only with images of 
 the Divinities, but also reflecting the 
 daily lives of the people, xxxix. 
 
 Influence of, as illustrated by the Art 
 Building of the Nashville Exposition in 
 1897, xxxix. 
 
 Vitality of, revealed by recent discoveries 
 of long buried objects, xxxix. 
 
 Classification. “The Revue des Deux 
 Mondes” on difficulties of, 6. 
 
 Classification of "Schools of Design." 
 “ Decorative Art Associations,” “ Schools 
 of Architecture,” etc., considered, 6. 
 
 Clegg, Mr. Thomas, of Manchester, Eng¬ 
 land, on direct value of early training of 
 workmen, 807. 
 
 Color, Mr. G. I*. Appointed Academic 
 Teacher in B. & O. Technological School 
 at Mt. Clare in 1885, 158. 
 
 Appointed Instructor of Apprentice classes 
 at Mt. Clare, 748. 
 
 Note referring to the appointment of, 
 459. 
 
 Report by, purpose and course of study for 
 1886, 161-162. 
 
 Significance of the report by, showing 
 illiteracy of workmen on line of B. <fe O. 
 R. R., 131. 
 
 Summary by, of results obtained during 
 the two years’ existence of the B. & O. 
 R. R. School at Mt. Clare, 167-168. 
 
 College of Agriculture and Mechanic 
 Arts. Courses of study in the South 
 Carolina, 545-550. 
 
 College of Agriculture and The Me¬ 
 chanic Arts, University of Minne¬ 
 sota, Minn. Accounts of the, 359-369. 
 
 Course of Manual Training and Drawing in 
 the, 369. 
 
 College of Mechanics. University of 
 California. 220-223. 
 
 Chair of Industrial Mechanics, founded in 
 1874 in the, 220. 
 
 List of Faculty of, in 1875, 222. 
 
 Object of the, 221. 
 
 Summary of Faculty of, in 1892, 223. 
 
 College Point. Cong Island. Public 
 School of, commended by Mr. John M. 
 
 Britton, 128. 
 
 Colleges. Accounts of the Land Grant, ar¬ 
 ranged alphabetically by States, 232. 
 
 List of, affording advanced Scientific In¬ 
 struction. 757. 
 
 President Atherton, on the character of in¬ 
 stitutions designated as, 518. 
 
 Colleges of Agriculture anti The Me¬ 
 chanic Arts. Importance of grants of 
 1890, to the, 664. 
 
 The new, 664. 
 
 Pariors relating to the Land Grant to, 835- 
 
 Collett. President, of Board of Trustees of 
 Rose Polytechnic Institute, presents keys 
 to the new President, 721-722. 
 
 Colorado, State Agricultural College 
 of. at Fort Collins, Colo. Account 
 of, 253-256. 
 
1000 
 
 INDEX, 
 
 Colored People, Advice to, by Bishop Hay- 
 good, 891. 
 
 In America and Africa, contrasted, 889. 
 
 White men of the South pay for the public 
 schools for the, 890. 
 
 Wise and eloquent words concerning 
 emancipation of the, 889. 
 
 Colored Race, Wonderful advance of edu¬ 
 cation of the, since close of the War, 886. 
 
 Colored Schools. Branch Normal College 
 for training teachers of, in Arkansas, 687. 
 
 Colored Students. Industrial Education 
 of. Introduction to accounts of the new 
 State institutions for the, 684. 
 
 The U. S. Land Grants apportioned by the 
 Southern States for the industrial educa¬ 
 tion of both the white and the, 684. 
 
 State Industrial College for, of Georgia, 
 693-694. 
 
 State Normal and Industrial College for, of 
 Florida, 690-693. 
 
 Colored Students of Tennessee Uni¬ 
 versity attend Industrial Department 
 of Knoxville College, 573. 
 
 Colored Youth. Evolution of educational 
 facilities for, 630-631. 
 
 Columbian Exhibition in Chicago, in 
 
 1893-93. The architectural beauty of the 
 buildings of the, revealed the advent of a 
 body of Great American Art Creators, 
 xxxvii. 
 
 Profound influences exerted by the, xxxvii. 
 
 Columbus, Ohio, Schools of, praised. 318. 
 
 Colyer, Mr. Discusses Report on Appren¬ 
 ticeship, 136. 
 
 Commissioner of Education. Summary 
 of several articles in the latest Annual 
 Report (1895-96) of the U. S., xlviii. 
 
 Conaut. Hon. John. Gift of farm of 360 
 acres to New Hampshire College of Agri¬ 
 culture by, 403. 
 
 Conservation of Forces, Wonderful re¬ 
 sults of the discovery of the Law of the, 
 733-733 
 
 Contents of Part IV. General Tables of, 
 iii-xxx. 
 
 Summary of the, xxxiv. 
 
 Corbin, A. M., .1. C. Principal of, Branch 
 Normal College, Arkansas, Arkansas In¬ 
 dustrial University, 689. 
 
 Cornell, Ezra, by his public spirit and ex¬ 
 ample created Cornell University, 313. 
 
 Cornell University, Ithaca. New York. 
 College of Agriculture of the. Ac¬ 
 count of the, 433-436. 
 
 College of Agriculture of, a purely techni¬ 
 cal college, 434-435. 
 
 Courses in, defined in Register for 1893-’93, 
 436. 
 
 Courses in Department of Agriculture of, 
 433. 
 
 Date of opening, 433. 
 
 Largely a School to train teachers in Agri¬ 
 cultural Colleges, 434-435. 
 
 New short winter course in, first announced 
 in Register for 1892-’93, 436. 
 
 N umber of students in, relatively small, 434. 
 
 Roberts, Isaac Phillips, M. Agr., Director 
 of, 436. 
 
 Summary of Faculty of, 436. 
 
 Total of students in College of Agriculture 
 of, in 1893-'93, 436. 
 
 Cornell University, Departments of, 433. 
 
 Development of, under twenty years pres¬ 
 idency of Hon. Andrew D. White, LL. D., 
 reference to, 313. 
 
 Development of, Report by President 
 Adams for 1891-’93 at close of his Admin¬ 
 istration, showing, 313-314. 
 
 Increase in attendance from 1884 to 1893,434. 
 
 Increase of resources of, during Adminis¬ 
 tration of President Adams, 313. 
 
 Mechanical courses in the, 308-330. 
 
 Monument to the public spirit of Ezra 
 Cornell, 313. 
 
 Notable as a result of the Land Grant Law 
 of 1863, 311-313. 
 
 Origin of, 433. 
 
 Post Graduates of other colleges attending 
 in 1893, 313. 
 
 Cornell University, President Adams’s Re¬ 
 port for 1891-’93, 43L435. 
 
 Reference to benefactors of, 313. 
 
 Schurman, D. Sc., LL. D., Jacob Gould, 
 President in 1893 of, 436. 
 
 Sibley College of Mechanic Arts of, 208-330. 
 
 Sibley, Hon. Hiram, gave a mechanical 
 building to, in 1870, and has since liberally 
 endowed this Department, 309. 
 
 Summary of Attendance for 1893, 320. 
 
 Summary of Faculty in 1892-’93, 436. 
 
 Summary of Instructors in, for 1893, 230. 
 
 Total of Students, in 1892-’93, 436. 
 
 Corvallis College, Corvallis, Renton 
 Co., Oregon, designated in 1870 as the 
 Agricultural College of the State, 479. 
 
 A State Institution in 1888, 482. 
 
 Summary of attendance in 1882, 480. 
 
 Cottage Industries. Austrian experiment 
 in, 727-728. 
 
 Conncill. W. H. Principal of Alabama 
 State Colored Normal, 687. 
 
 Course of Study and of Industries in 
 
 Kentucky State Normal School for Col¬ 
 ored Students, 695-696. 
 
 Cowan. Mr. General Counsel of B. & O. 
 R. R. Co., calls President Garrett's atten¬ 
 tion to address by Mr. Wallis, 130. 
 
 Comments on address on Technical Educa¬ 
 tion bv Hon. S. Teackle Wallis, 747. 
 
 Crawford, U. S. N., Eieut. Robert, de¬ 
 tailed to superintend Spring Garden In¬ 
 stitute Schools, in 1882, 61. 
 
 Resigned as Superintendent of Spring Gar¬ 
 den Schools, to accept life position in City 
 Manual Training School, 68. 
 
 Crefield, Prussia. Description of The 
 Weaving School of, 984-985. 
 
 The New School for Dyeing and Finishing 
 in, 985. 
 
 Value of high Artistic and Technical Train¬ 
 ing illustrated by influence of the School 
 of, 985. 
 
 Value of Technical Education in, 751. 
 
 Crewe, October, 1897. Technical Institute of. 
 The Earl of Crewe opens the, 965. 
 
 Crittenden, Gov., indorses the St. Louis 
 Manual Training School, in his message, 
 39. 
 
 Crosby, Ph. I>.. J. O. President of the Ag¬ 
 ricultural and Mechanical College for the 
 Colored Race, Greensboro, North Car¬ 
 olina, 700. 
 
 D. 
 
 Darlington. Opening of New Technical Col¬ 
 lege of, 961. 
 
 Darmstadt. The New Polytechnic Institute 
 of, Account of, 976,983. 
 
 Attendance on the, 983. 
 
 The Buildings of, 983. 
 
 Course of instruction in, 983. 
 
 Dartmouth College, Hanover, IV. H. 
 State College of Agriculture, attached to, 
 Account of the, 403. 
 
 Bartlett, D. D., LL. D., Rev. Samuel C., 
 President in 1892, 404. 
 
 Historical summary of the State College of 
 Agriculture connected with, 406. 
 
 Origin of, 851. 
 
 Separation of State College of Agriculture 
 from, in compliance with conditions of 
 Will of Benjamin Thompson, 405. 
 
 Summary of Faculty of. in 1891-’93, 404. 
 
 Total attendance for 1891-’92, in all Depart¬ 
 ments of, 404. 
 
 Davis, Hon. Charles G„ closes commem¬ 
 orative address at Amherst by a graceful 
 tribute to Hon. Justin S. Morrill, of Ver¬ 
 mont, 861. 
 
 Historical address at Amherst, June 31, 
 1887, by the, 859. 
 
 Names as the three leaders in the devel¬ 
 opment of Agricultural education in 
 the U. S., Watson, Wilder, and Morrill, 
 864. 
 
 Davis, Mr. .1. E. reports on Drawing in 
 Hampton Institute, Hampton, Virginia, 
 635. 
 
INDEX. 
 
 1001 
 
 Dawaon, Mr. C. M., Inaugural Address as 
 President by, before English National 
 Union of Elementary Teachers in 18&3, 
 898-899. 
 
 Day Schooling. Importance of, urged by 
 Mr. Mather, 955. 
 
 Delaware College. Newark. Delaware. 
 
 Account of, 290-262. 
 
 Courses of Drawing in, 261-262. 
 
 Courses in Engineering in, 261-262. 
 
 Courses of study in (1892), 261. 
 
 Faculty of, 262. 
 
 Situation of, 261. 
 
 Summary of attendance for 1891-’92, 262. 
 
 Delaware. State College for colored stu¬ 
 dents. Dover, 689-690. 
 
 Departments and Schools of Tennessee 
 University, 575-576. 
 
 Derby. The'Earl of, Address on opening 
 of Preston Technical School, September 
 16, 1897, by, 966-967. 
 
 Design (in 1883), The Lowell School of 
 Applied, referred to, 5. 
 
 Devonshire. The Duke of. Address at 
 Darlington, October 8, 1897, by, 961-965. 
 
 Dixon. Mr. E. M.. Principal Allan Glen’s 
 Institute, Glasgow. Paper by, 902-905. 
 
 Dodge. Mr. J. M., takes issue with Mr. 
 Sinclair’s statements as to superiority of 
 actual shop work over the Manual Train¬ 
 ing Schools, 49. 
 
 Domestic Economy. Course in, Simpson 
 Memorial Home, Claflin College, 560. 
 
 Drawing. The basis of all scientific con¬ 
 struction, 3-4. 
 
 Architectural and Mechanical, taught in 
 Claflin College, 556. 
 
 A compulsory study in the lower classes of 
 Purdue University, 287. 
 
 And Elementary Industrial Training, es¬ 
 sential to industrial prosperity of a 
 country, 928. 
 
 As taught in Pennsylvania State College in 
 1880-’81, 506. 
 
 Courses of, in the several schools of Georgia 
 State College, 266. 
 
 Course of, in Maine State College, 330-339. 
 
 Course of, in Maryland Agricultural Col¬ 
 lege in 1889-’90, 343. 
 
 Course of, in Agricultural and Mechanical 
 College of Mississippi, 376. 
 
 Course of, in Pennsylvania State College 
 526. 
 
 In Corvallis College, Oregon in 1882, 480. 
 
 Courses of, as taught in West Virginia Uni¬ 
 versity, 648-649. 
 
 Courses of, in Worcester Polytechnic Insti¬ 
 tute, 180. 
 
 Department of, in U. S. Naval Academy, in 
 charge of a Professor and two Instruct¬ 
 ors, 344. 
 
 In Brown University, 540-541. 
 
 In Massachusetts Institute of Technology, 
 349. 
 
 In StateAgricultural College of Colorado,255 
 
 In University of Minnesota, 361. 
 
 In College of Agriculture, University of 
 Minnesota, 369. 
 
 In Department of Agriculture in Cornell 
 University, 423-424. 
 
 Educational value of, 418. 
 
 Four years' course of, in Agricultural Col¬ 
 lege of Texas, 594-595. 
 
 Free Hand, taught in second year at Hamp¬ 
 ton, 614. 
 
 Free Hand and Industrial, Course in Idaho 
 University of, 671. 
 
 A fundamental study in all grades of Tech¬ 
 nical Schools, 3-4. 
 
 How taught in Hampton Institute, 635. 
 
 How taught in South Carolina College of 
 Agriculture and Mechanic Arts, 547-548. 
 
 How taught to the St. Louis Manual Train¬ 
 ing School, 43-44. 
 
 Idaho University courses requiring, 667- 668. 
 
 Importance of Industrial, realized in Eng¬ 
 land, 417. 
 
 Importance of the study of, recognized in 
 the Ohio State University in 1879, 451. 
 
 Importance of, recognized in courses in 
 University of Wisconsin, 652. 
 
 Drawing. In all courses of Engineering in 
 Purdue University, 293-295. 
 
 Increased attention given to study of, in 
 New Hampshire College of Agriculture 
 in 1800-’91, 404. 
 
 Increase of facilities for instruction in, in 
 Pennsylvania State College, 533. 
 
 Industrial, defined, 418. 
 
 Industrial and Free Hand, taught in the 
 University of Arizona, 666. 
 
 In Sheffield Scientific School, 256-257,259-260. 
 
 In Tulane High School, 100. 
 
 In University of California, 249. 
 
 In Virginia Agricultural and Mechanical 
 College in 1880-’81, 603. 
 
 List of Instructors of, in Purdue University 
 in 1891, 297. 
 
 Money value of, to New Jersey, 418—419. 
 
 Ohio State University, Courses in, 472. 
 
 Practical, taught in Workshop of Allan 
 Glen’s Institute, 904. 
 
 Professor Huxley on Importance of, as a 
 required Study, 938. 
 
 Professor Thompson, of Worcester, on 
 value of, 803. 
 
 Professor Ware, of Massachusetts Institute 
 of Technology, on value of, 803. 
 
 Progress of introduction in, for a decade, 
 shown by abstracts from reports of the 
 Land Grant Colleges, 235. 
 
 Recognized as an essential elementary 
 study in all schools of Technology, xlvii. 
 
 Relation of, to Mathematics, Astronomy, 
 and Civil Engineering, 505, 
 
 Relation of, to Technical Schools of Purdue 
 University, 288. 
 
 Report by teacher of, in Corvallis College 
 in 1886, 481. 
 
 Report of course of, in Kansas State Agri¬ 
 cultural College 1878-’80, 306-307. 
 
 Report of, in Ohio State University in 1880, 
 452-453. 
 
 Required through Preparatory School 
 course of University of Idaho, 668. 
 
 Sets of models for, designed by Walter 
 Smith, and made in Worcester Free In¬ 
 stitute of Science, 177. 
 
 Summary of courses of, in Tulane Univer¬ 
 sity, 91. 
 
 Taught in all forms in the various depart¬ 
 ments of Tulane, 85. 
 
 Taught in all the Land Grant Colleges, 231- 
 232. 
 
 Taught in all schools of Engineering, School 
 of Art and Design, and in Collegeiof Nat¬ 
 ural Science, of the University of Illinois, 
 277. 
 
 Taught in Several “courses ” of Claflin Col¬ 
 lege, 554. 
 
 Thorough courses of, in Worcester County 
 Institute of Industrial Science, 175. 
 
 Training in, a requisite in all manual train¬ 
 ing, 10. 
 
 Value of Elementary Training in. 899. 
 
 Value of instruction in, recognized, see 
 note to page 135, 137. 
 
 Value of, m scientific training, 568-569. 
 
 Dniitoii, A, M.. B>. D., Rev. "I.. M. Presi¬ 
 dent of Claflin College, 561. 
 
 Dnrl'ee. Mr. W. F., on importance of the 
 possession of natural qualifications for 
 Engineers, 50-51. 
 
 E. 
 
 Early American Art Academics and 
 Art Museums. Reference to, xxxvi. 
 
 Early. Mr. Samuel S. Secretary of the 
 Board of Managers. Historical notes of 
 Rose Polytechnic Institute, prepared by, 
 187-190. 
 
 Eaton, Gen. John, U. S. Commissioner 
 of Education. Influence of the U. S. 
 Land Grant Laws recounted by, 718-719. 
 
 Remarks by, at opening of Rose Polytech¬ 
 nic Institute, 717-720. 
 
 Special Report on Industrial Education 
 (1883) by, referred to, 758 and 822. 
 
 Tells of the interest shown by European 
 Governments in Technical Education, 720. 
 
1002 
 
 INDEX 
 
 Education. Cost and Character of National, 
 761. 
 
 Manhood, the highest result of, 287. 
 
 New era in, 881. 
 
 New law gives great impulse to movement 
 for the new Scientific, 230. 
 
 Not till 1870 was Art considered as an 
 essential feature of, xxxv. 
 
 Professor Huxley, on value of Primary, 938. 
 
 In Science, Importance of, stated by Duke 
 of Devonshire, 961-962. 
 
 Scientific, at last recognized, 881. 
 
 State aid to, in the Past, 850. 
 
 State aid to, in the South, 851. 
 
 Technical, Papers relating to, in America 
 and Europe, 711-739. 
 
 What the new system of, undertakes to do, 
 882. 
 
 Educational authoritiesquoted. Eng¬ 
 lish and American, 817 -818. 
 
 Educational Instit utions, Modern Tech¬ 
 nical and Industrial, defined by President 
 Thompson, 722. 
 
 Educational policy or New England 
 States, traditional. 850. 
 
 Educational value of ITIusoums, 811. 
 
 Educational Methods. The new law leads 
 to careful investigation of, 229-230. 
 
 Education and labor.U. S. Senate Com¬ 
 mittee on, Report by, quoted, 779-780. 
 
 Education in Elementary Art began in 
 Boston Public Schools in 1870, xxxiv. 
 
 Education of the Colored Race, Address 
 in 1891, by Bishop Haygood, D. D., on the, 
 referred to, 553. 
 
 Electric Lighting. Virginia Agricultural 
 and Mechanical College establishes plant 
 for, of the College buildings and the town 
 of Blacksburg, 607. 
 
 Elementary Education, Need of better, 
 in England, 961. 
 
 Elementary Manual Training' 
 Schools, How, differentiate as they de¬ 
 velop, 60. 
 
 Engineer, Civil, Modern modification in 
 duties of a, 732. 
 
 Engineer. Dynamic, Training of a, 12-16. 
 
 Engineering, Mechanical. Courses of, in 
 Purdue University, 293-295. 
 
 Engineering a comprehensive term, 723. 
 
 Notable- examples of skill in, shown by 
 young gradutes in Technology, 721. 
 
 England. Account of Keighley Technical 
 Institute in, 931-932. 
 
 Address by Lord Chancellor of, at opening 
 of City and Guilds of London Institute, 
 911-914. 
 
 Former lack of Educational opportunities 
 in, 923. 
 
 Growing demands for artistic goods in, 926. 
 
 How new Inventions change the industries 
 of, 921. 
 
 Industrial Schools established by manufac¬ 
 turing corporations in. 813. 
 
 Investigation shows artistic superiority of 
 foreign goods due to better technical 
 training of workmen than in, 926. 
 
 Legislation for promotion of elementary 
 industrial training urged in, 932. 
 
 Need for Elementary Industrial Training 
 in, 929. 
 
 Official Statement of objects of National 
 Association for promoting Technical Ed¬ 
 ucation in, 935-936. 
 
 Opening of Evening technical training 
 Schools urged in,933. 
 
 Papers relating to Technical Education in, 
 in Appendix A. A., 710. 
 
 Papers relating to Technical Art Training 
 in, in Appendix B. B.. 710. 
 
 Relation of Technical Education to For¬ 
 eign competition in,923-931. 
 
 Response by Prince of Wales, to address by 
 Lord Chancellor of, at opening of City 
 and Guilds of London Institute, 914-915. 
 
 Schools the substitute for apprenticeship 
 in, 939. 
 
 Slow progress of early Elementary Tech¬ 
 nical training in. 925. 
 
 Some evening Technical Schools in, 765. 
 
 England. Suggestions for establishing Tech¬ 
 nical Schools in manufacturing towns of, 
 931. 
 
 Suggestions for increase of Technical 
 Training in, 933. 
 
 Teaching of elementary Science in all 
 schools urged in. 933. 
 
 Technical Art Training in, 917-944. 
 
 Technical Education past its experimental 
 stage in, 754. 
 
 Various Instrumentalities for promoting 
 Technical education in, 929-931. 
 
 Westminster Review article on need of 
 Technical Training in, see Appendix B. B., 
 710. 
 
 English, Attention to study of, in Univer¬ 
 sity of Idaho. 668-669. 
 
 Employees and Workmen, Relations be¬ 
 tween, 825-826. 
 
 Employees, Opinions of, on value of Indus¬ 
 trial Education, 822. 
 
 Europe. Industrial Schools in, 737. 
 
 National Technological Education in, 750. 
 
 European manufacturers. General in¬ 
 telligence of, 812. 
 
 European System of Industrial train¬ 
 ing contrasted with American public- 
 school system, 779-780. 
 
 Evening Schools in New York, referred to, 
 765. 
 
 Evening Technical Schools in England, 
 
 765. 
 
 Evolution of a Land Grant College of 
 
 Agriculture into a Technical School of 
 Science, 406-410. 
 
 Exner, Dr. Austrian Minister of Public In¬ 
 struction establishes Schools for Carpet 
 weaving, 728. 
 
 Experiment Stations. Importance of 
 U. S. Law establishing, 408-409. 
 
 F. 
 
 Fairchild, George T. President of Kan¬ 
 sas State Agricultural College (1891), 315. 
 
 Fernald, A. M. SMi. D„ Merritt Pres¬ 
 ident of Maine State College in 1891, 339. 
 
 Fessenden, lion. W. P. Letter stating 
 services of Dr. Amos Brown, in promoting 
 passage of Land Grant Bill, 847. 
 
 Fine Arts. Early American appreciation of, 
 and culture in the, xxxv. 
 
 Finsbury Technical College, London, 
 Opening of, in 1883, referred to, 911-912. 
 
 Finsbury (a district of London), Technical 
 College of. 895. 
 
 Firestone. Mr. Discusses Report on Ap¬ 
 prenticeship, 128. 
 
 Fleischmann. Mr. Charles L. Report on 
 European Schools of Agriculture in 1847, 
 by, 860-861. 
 
 Florida. State Agricultural College 
 
 of, 262-266. 
 
 History of, from catalogue of 1891-’92, 263- 
 264. 
 
 Course of Manual Training in the, 264-265. 
 
 Lake City, the home of the, 264. 
 
 Summary of attendance in 1891-’92, 266. 
 
 Summary of Faculty of the, 266. 
 
 Florida, State Normal and Industrial 
 College for Colored Students, Tallahas¬ 
 see, Florida, 69(4-692. 
 
 How established, 690. 
 
 Location, support, and equipment of the,690. 
 
 Organization and Departments of the, 691- 
 692. 
 
 Summary of attendance for 1892-'93, 692. 
 
 Foley, Mr. Thomas. Instructor in working 
 in iron in School of Mechanic Arts, Insti¬ 
 tute of Technology, Boston, Massachu¬ 
 setts, 15. 
 
 Food, Scarcity of, experienced by Plymouth 
 colonists, 859-860. 
 
 Forests. Importance of preservation of, 856. 
 
 France. Early artistic training of children 
 in, 933. 
 
 Elementary Science education in, 750. 
 
 Official Report on Art Industries in, re¬ 
 ferred to, 6-7. " 
 
 Technical Schools in, 736-737. 
 
INDEX. 
 
 1003 
 
 Frmlmen's Bureau. Credit given to work 
 of the negroes in the, by General Arm¬ 
 strong, 620. 
 
 Free Drawing School of Tulaiie Uni¬ 
 versity, New Orleans, Louisiana. Re¬ 
 port for 1891, of Saturday classes for 
 Women in the, 101. 
 
 Mechanical and Free-Hand courses of the, 
 102 . 
 
 Report for 1891-’92, of Evening Class for 
 Men, 101-102. 
 
 Summary of work for seven years, 101. 
 
 Freehand Drawing, Two years course of, 
 in the University of Minnesota, 367-368. 
 
 French I.ady Visitors at Vassar. Anec¬ 
 dote of, 736. 
 
 Frissell. President II. B.. of Hampton, 
 
 Va. Indebtedness to, by author of Re¬ 
 port (see note), 616. 
 
 Letter from, 645-646. 
 
 Fuller, Pli. !>., I>r. Homer T. References 
 to Inaugural address at Worcester by, 
 in 1883, 709-710, 713. 
 
 Inaugural Address in 1883 by, Worcester 
 Free Institute, 736-740. 
 
 Inaugural address of, referred to, 895. 
 
 Letter on advantage of scientific training 
 by, 823. 
 
 44 . 
 
 Garfield. Hon. .Tames A., on Technical 
 
 Education. Address in 1867, by, 299-301. 
 
 Garrett, of B. A- O. K. B. Co.. President, 
 
 calls for Report on practicability of giving 
 
 technical training to R. R. Employees, 748. 
 
 Gault, ill. S.. Franklin, President of Uni¬ 
 versity of Idaho, and College of Agricul¬ 
 ture, 673. 
 
 Georgia State College. Athens. Geor¬ 
 gia. Account of, 266-276. 
 
 Georgia School of Technology. Build¬ 
 ings and equipments of the, 273. 
 
 Department of Mechanical Drawing in the, 
 274-275. 
 
 General statements of, from catalogue of 
 1889 ’90, 272-276. 
 
 Summary of attendance in 1889-’90, 276. 
 
 Summary of Faculty of, in 1889-’90, 276. 
 
 Workshop practice in the, 275-276. 
 
 Georgia State College, Address by Super¬ 
 intendent Milton P. Higgins, on opening 
 of School of Technology of the, in 1888, 
 267-269. 
 
 Courses of Drawing in the, 266. 
 
 Course in Building and Architecture in the, 
 266-267. 
 
 School of Technology of the, opened in At¬ 
 lanta in 1888, 267. 
 
 Summary of attendance in 1882, and in 
 1886-’87, 267. 
 
 Georgia Slate Intlnstrial College for 
 
 Colored Students established by Legis¬ 
 lature, in 1890, 692. 
 
 Location, Buildings, Departments of, and 
 courses of study in, 693. 
 
 Summary of attendance for 1892-’93, 694. 
 
 German and American School con¬ 
 trasted, 876. 
 
 Hermans, Practical Character of, illustrated, 
 980. 
 
 Germany. Agricultural Education in, 854. 
 
 Great activity in Industries in, 982. 
 
 Great activity in Technical Education in, 
 982. 
 
 Importance given to higher scientific train¬ 
 ing in, 977. 
 
 Manufacturers of, by their more scientific 
 training and methods, threaten serious 
 competition, 980. 
 
 Relations between, and Bradford, England, 
 980-981. , , 
 
 Report of recent progress of Technical 
 Education in, 973-989. 
 
 Report on Technical Education in, Decem¬ 
 ber, 1896, 972-991. 
 
 Secoudary Education in, 977-978. 
 
 Statistics of Technical Schools in, 970. 
 
 Technical Schools in, 737. 
 
 Trade Schools in, 978-979. 
 
 German Technical School*. Concise 
 Statement about the, 970. 
 
 German Yonth have better elementary 
 training than the English, 979. 
 
 Gibson, Hon. Randall Fee, U. S. S. from 
 Louisiana, is consulted by Mr. Tulane, 80. 
 
 Secures leading citizens to join with him¬ 
 self in a Board to receive The Trust for 
 Mr. Tulane, 80. 
 
 Suggested as President of the Board, by 
 Mr. Tulane, 80. 
 
 Tribute to the late, 83-84. 
 
 Gilman. 1.1,. !>., Daniel C. Extract from 
 final report in 1875 of, as President of 
 University of California, 220-224. 
 
 On Industrial Education (note), 806. 
 
 Girard College, Opening of Mechanical 
 Schools in, announced, 67. 
 
 Girls, Industrial Training of, in Oregon State 
 Agricultural College, <184. 
 
 Goodyear, Professor. Instructor in Art 
 Schools of Metropolitan Museum, 107. 
 
 Graphics, Course in, Pennsylvania State 
 College, 533. 
 
 Great Britain, Rapid growth of institutions 
 for Technical Training in, between 1877 
 and 1883, 896. 
 
 Great Britain and Germany, Papers 
 relating to Technical Education in, 947- 
 991. 
 
 Greene, Professor W. HI. Director Rens¬ 
 selaer Polytechnic Institute. Letter on 
 advantage of Scientific Training by, 823- 
 824. 
 
 Gribhon. Mr. John I>. Chief Instructor 
 in Technical School of Metropolitan 
 Museum for Carriage Draughtsmen and 
 Mechanics, 113. 
 
 Principal Technical School from 1880. 
 Death in 1892 of, 116. 
 
 II. 
 
 Hadley, A. M., President. Hiram. Re¬ 
 ports of New Mexico College by, 674. 
 
 Hamilton, Professor John. Address on 
 “Technical Training” by, 879-883. 
 
 Address by, referred to, on pages, 515 and 
 710. 
 
 Hampton Normal and Agricultural 
 Institute, Hampton,Virginia. Account 
 of the, 611-646. 
 
 Cost of, to the public, 622. 
 
 Course of study in, 613-614. 
 
 Educational Policy of, discussed by General 
 Armstrong, 632-635. 
 
 Employments taught in, 613. 
 
 Extracts from Twenty-Fifth Annual Re¬ 
 port of (1893), 627-635. 
 
 First Indian pupils received in, 623. 
 
 Fortunate surroundings of, 624. 
 
 Founded for training of colored youth, in 
 1868, 611. „ „„ 
 
 Growth of, in twenty-five years, 1868-1893, 
 629. 
 
 Historic situation of, 621. 
 
 Is a Manual Labor School, 612-613. 
 
 Legislature gives one-third of the U. S. 
 Land Grants to, in 1872, 611. 
 
 One-third share of Land Script given to 
 the, 600. 
 
 “Records of Twenty-two Years’ work in, 
 referred to, 614. 
 
 Review of Industries in, 636-645. 
 
 Self Help the fundamental idea of, 622. 
 
 Statistics of attendance in, for 1872-’93 
 (note to), 645-646. 
 
 Summary of attendance in 1880- 81 and 
 and 1881-’82,614. , __ 
 
 Technical Education m, 643-645. 
 
 Trades carried on in, 640-643. 
 
 Training of Indian youth begun here m 
 
 Various industrial enterprises of, 637-640. 
 
 Work done by Graduates of, 629-630. 
 
 Handicraft. Rapidly being superseded by 
 machinery, 723. . 
 
 Hanover, Royal Technical High School of, 
 976 
 
 Harris'. Hon. N. E. Address by, on en¬ 
 trusting the Georgia School of Technology 
 to trustees of State University, 269-272. 
 
1004 
 
 INDEX 
 
 Harris, Hon. Ira, Letter from, stating 
 services of Amos Brown, in promoting 
 passage of Land Grant Bill, 847. 
 
 Harris, I.Ii. 1>., Hon. W. T., Commis¬ 
 sioner of Education. Statistics of 
 Colored Schools in 1890, as given by, 887. 
 
 Hartington. Lord, the Address on “ Tech¬ 
 nical Art Training” by. Editorial com¬ 
 ments of London Times on, 920-921. 
 
 Reference to the Comments of London 
 Times, in Appendix B. B. on address by, 
 710. 
 
 Harvard College. Small attendance in 
 early years (note to page), 885. 
 
 Hatcli Act of 1887. Purpose of the, 664. 
 
 Text of the, 8:19-841. 
 
 Value to Agricultural Colleges, of the Ex¬ 
 periment Stations created by the, 500. 
 
 Hawaii. General Armstrong, a native of, 618. 
 
 Hawkins, Mr. J. T. Comments on Profes¬ 
 sor Woodward’s paper by, 47-48. 
 
 Haygood, I>. D., Bishop A. O. Address 
 by, in 1891, on education of the Colored 
 Race referred to. See pages 553 and 710. 
 
 Farewell address by, at commencement of 
 Claflin University in 1891, 885-891. 
 
 Hesse, Mr. Frederick G. Appointed in 
 1874, to chair of Industrial Mechanics, 
 University of California, 220-221. 
 
 Higgins, Milton P. Address by, on School 
 Shop Instruction, 267-269. 
 
 Hill, H. A. President Southern University, 
 New Orleans, Louisiana, 698. 
 
 Hoar. Hon. George F. Provides Scholar¬ 
 ships in Worcester Polytechnic Institute, 
 183. 
 
 Hobbs, Hr. Barnabas C. Interesting 
 statements by, 735-736. 
 
 Hoffmann, Mr. .Tolin H. Appointed, in 
 1874, Instructor of Industrial Drawing, 
 University of California, 221. 
 
 Holladay. Alexander <). President of 
 North Carolina State College of Agricul¬ 
 ture at Raleigh, in 1890. 449. 
 
 Home Industries in Black Forest and 
 Thuringia, 981. 
 
 Hopkins, Pit. I).. H. !>., Isaac 8. Presi¬ 
 dent of Georgia School of Technology, in 
 1890, 276. 
 
 Hougli, Hr. Franklin B. Paper on “ Tree 
 Planting in School Grounds” by the late, 
 referred to. 869. 
 
 Howard, General, Tribute to, for aid to 
 Hampton, 620. 
 
 Hoyt, Ex-Governor John W. Was the 
 
 President for the first three years of the 
 University of Wyoming, 682. 
 
 Hoyt, III,. 11.. Hon. John W. Report 
 on Paris Exposition of 1876 by, quoted by 
 Committee on Virginia Agricultural Col¬ 
 lege. 600. 
 
 Hunt. Kichard M. Reference to the beau¬ 
 tiful Art Building of the Columbian Ex¬ 
 position designed by the distinguished 
 architect, xl, 4. 
 
 Hunt. W. M. The Allegorical Paintings in 
 State Capitol at Albany, by, Reference 
 to, xxxviii-xlii-xlv. 
 
 Huxley, F. K. S. Address by the late Pro¬ 
 fessor, given in Appendix “B. B.” and 
 referred to on page 710. 
 
 Address in Manchester, in 1887, by, 937-944. 
 
 On the problem which confronts all mod¬ 
 ern civilization, 5143. 
 
 Quoted on the economic value of Scientific 
 training, 755. 
 
 I. 
 
 Idaho, The University of, at Moscow, 666. 
 
 Ignorance. Cost to a country of, 927. 
 
 Illinois Industrial University opened 
 in 1888, 202, 
 
 Illinois, University of, Account of the, 
 Urbana, Champaign County, Illinois, 276- 
 278. 
 
 Immediate influence of the law of 
 180 ‘J, 2281. 
 
 Importance of early training, 856. 
 
 Index to Part IV, 993-1020. 
 
 Indian pupils in Hampton, Experi¬ 
 ment of receiving, a success, 623. 
 
 Indian Youth, Report concerning, by Prin¬ 
 cipal Armstrong in 1879 and in 1880, 612. 
 
 Training of, begun in Hampton in 1878,612. 
 
 Industrial Art Education, History of 
 development of, continued in Parts III 
 and IV, xxxiv. 
 
 Industrial Arts, Courses of, in Kansas 
 State Agricultural College, 313-314. 
 
 Industrial Drawing, in College of Mechan¬ 
 ics, University of California. Courses in, 
 221-222. 
 
 Industrial Art Training a necessity, 
 417. 
 
 Industrial Education, Barnard. Dr., re¬ 
 fers to some recent works on, 781. 
 
 Claims of, in Baltimore 778-779. 
 
 Defined by Dr. Philbrick, 820. 
 
 Development of, in the U. S., 756. 
 
 In the U. S., Special Report on, referred to, 
 822. 
 
 Of colored Students. Introduction to the 
 accounts of the new State Institutions in 
 the South for the. 684. 
 
 Pedagogical methods of the new, 883. 
 
 The present Report an object lesson show¬ 
 ing the rapid spread of, 11. 
 
 Report on, by U. S. Commissioner of Edu¬ 
 cation, 758. 
 
 Report of Committee on, in Saratoga in 
 1882, 780-781. 
 
 Report of 1889 on, to Pennsylvania Legis¬ 
 lature, referred to, 534. 
 
 Testimony of Mr. Mather, on, before Senate 
 Committee on Labor. 801-802. 
 
 U. S. Law of 1862 providing for, 762. 
 
 Views of Supt. Philbrick on, in City Schools. 
 763. 
 
 Works on, by President Francis A. Walker, 
 Ph. D., LLD., 12. 
 
 Works on, by Professor John D. Runkle, 
 Ph. D., LLD., 12. 
 
 Works on. by Professor John M. Ordway, 
 A. M„ 12. 
 
 Industrial Knowledge. European Soci¬ 
 eties for promotion of, 812-813. 
 
 Industrial Schools established by English 
 manufacturing corporations, 813. 
 
 In Europe, 737. 
 
 In Europe, show value of similar schools 
 to the U. S., 760. 
 
 In Russia, 738. 
 
 Utility and need for, in the United States, 
 760-761. 
 
 “Industrial,” Tendency to drop the term, 
 noted, 178. 
 
 Industrial Training. Practical Sugges¬ 
 tions for promotion of elementary, 928. 
 
 Industries. Hand and machine, in competi¬ 
 tion, 979-980. 
 
 Technical Education alone able to create 
 new, 767. 
 
 Ingersoll, M. S.. Professor Charles L. 
 
 President of State Agricultural College 
 of Colorado, 256. 
 
 Institute of Technology, Boston, Mass. 
 Account of new building for the School 
 of Mechanic Arts of the (1882), 23-24. 
 
 Courses in School of Mechanic Arts, 13. 
 
 Forging Shop in School of Mechanic Arts, 
 14-15. 
 
 Foundry course in School of Mechanic 
 Arts, 14. 
 
 Machine tool shop in School of Mechanic 
 Arts of, 15. 
 
 Report on instruction in iron working, in 
 the, by Mr. Foley, 15-23. 
 
 Schedule of Studies in School of Mechanic 
 A.i*ts 24. 
 
 School of Mechanic Arts, Faculty of (1886- 
 1887), 26. 
 
 School of Mechanic Arts, Statement in 
 Catalogue of 1885-86 of, 25. 
 
 School of Mechanic Arts, List of Faculty 
 of the, 25. 
 
 School of Mechanic Arts from 1887 to 1S91, 
 26-27. 
 
 Statement concerning the, in Special Re¬ 
 port by President Walker, in 1890, 28. 
 
INDEX. 
 
 1005 
 
 Interesting features noted of the Educa¬ 
 tional discussion by the National Asso¬ 
 ciation of Carriage Builders, 119-120. 
 
 Introduction to Part IV, xxxi-liv. 
 
 To appendix C. C. 947-948. 
 
 Inventions, no longer due to chance, but 
 the results of Scientific deduction, 723. 
 
 Not made by uneducated practical work¬ 
 ers, 796. 
 
 Professor Huxley, on 796. 
 
 Inventors. Debt owed by modern civiliza¬ 
 tion to a few humble, 960. 
 
 Men of Science as, 797. 
 
 Iowa Agricultural College. Ames, 
 Iowa. Account of the, 297J305. 
 
 Comprehensive provision of State law di¬ 
 recting the objects of the, 299. 
 
 Courses in Drawing in the, 298. 
 
 Pour courses of four years each and a Pre¬ 
 paratory course, 298. 
 
 Historical data in Catalogue of 1890,301-302. 
 
 New building named “Morrill Hall,” in 
 honor of Hon. Justin S. Morrill, U. S. S. 
 from Vermont, 302. 
 
 Opened as a State College, in 1859,297. 
 
 Opened as CJ. S. Land Grant College, in 1869, 
 297. 
 
 Professor E. W. Stanton, Acting President 
 of, in 1890,305. 
 
 President Chamberlain, in report of 1889, 
 discusses the Land Grant Colleges, 298- 
 301. 
 
 Statement of Course in Mechanical Engi¬ 
 neering in (1890), 302-304. 
 
 Summary of attendance in 1880-’81, 298. 
 
 Summary of attendance in 1890, 305. 
 
 Summary of Faculty in 1890, 305. 
 
 Iron work. Definitions of terms used in, 16. 
 
 Description of course of thirty-three lessons 
 in vise-work, by Mr. Foley, 20-21. 
 
 Description of course in machine tool work, 
 by Mr. Foley, 22-23. 
 
 Details of forty-three separate operations 
 in, as given by Mr. Foley, 16-20. 
 
 J. 
 
 Jackson. A. R,, A. M.. John II., Presi¬ 
 dent, Kentucky State Normal School for 
 Colored Persons, Frankfort, 691. 
 
 James. President, Discusses plan of reor¬ 
 ganization of State Agricultural College 
 of Texas. 585-588. 
 
 Jameson, Mr. C. D., on Education for Rail¬ 
 road Engineering. 829-831. 
 
 Jervis. Mr. John B., Civil Engineer, on 
 value of early training, 802. 
 
 Johns Hopkins. Details of amount and 
 disposition of bequests for university 
 purposes by, 783. 
 
 Johns Hopkins University. Dr. Bar¬ 
 nard’s ideal of proper relation of Balti¬ 
 more public school system to the, 833. 
 
 British Commissioner Mather, on the, 820. 
 
 Instruction in, does not fit for Industrial 
 callings. 783. 
 
 Ought to be considered the crown of Balti¬ 
 more City Public Schools, 831. 
 
 President and Faculty of, favor Technical 
 Training, 784-785. 
 
 Reference to the criticism of, by Mr. Ma¬ 
 ther, 782. 
 
 Relation between the, and the B. & O. R. R- 
 Co., 145 and 781. 
 
 Result to the Community of the work of 
 the, 783. 
 
 Should promote Industrial Education in 
 Baltimore, 782. 
 
 Suggestions of desirable relations between 
 Baltimore public schools and, 744. 
 
 Trustees of, could found a Department for 
 higher Technical Training, 785. 
 
 Johnson. A. M., II. D., A. A. President 
 University of Wyoming, 684. 
 
 Johnson. Mr. Andrew F. Succeeds in 
 1892, the late Mr. JohnD. Gribbon,( 1880-92) 
 in charge of the Technical School of the 
 National Carriage Builders’ Association 
 in New York City, 116. 
 
 Johnston, I, I,. D., Col. William Pres¬ 
 ton, chosen President of Louisiana State 
 University and Agricultural and Mechan¬ 
 ical College, in 1880, 324. 
 
 Called to Presidency of the new Tulane 
 University, in New Orleans, in 1883, 332. 
 
 Jones, Mr. Discusses Report to Carriage 
 Builders’ Convention, in 1883, on Appren¬ 
 ticeship, 126. 
 
 J ndk ins, Mr. Discusses Report to Carriage 
 Builders’ Convention, in 1883, on Appren¬ 
 ticeship, 125-126. 
 
 14. 
 
 Kansas State Agricultural College. 
 
 Account of the, 305-315. 
 
 All students of, work an hour a day at some 
 industry, 305. 
 
 Concise history of the, 311-312. 
 
 Course of Studies in the, 305-306. 
 
 Courses of Study in Industrial Arts, in the, 
 313-314. 
 
 Endowment of the, 311-312. 
 
 Equipment of the, 311. 
 
 Extracts from notable Hand-book, issued in 
 1874, by the, 307-310. 
 
 Founded in 1863—reorganized in 1872, 305. 
 
 Illustrated catalogue for 1890-’91 described, 
 311. 
 
 Open to both sexes, 305. 
 
 Reorganization of the, in 1873.311. 
 
 Report of Drawing in the, 1878-’80, 306-4107. 
 
 Statement of the Objects of the, 312. 
 
 Statistics of attendance, 315. 
 
 Summary of Faculty and Assistants, 315. 
 
 Summary of pupils in 1890-’91, 315. 
 
 Kastnor. Mr. Charles, in chargo of Lowell 
 School of Design, 353. 
 
 Keighley Technical Institute. Work of, 
 described, 931-932. 
 
 Kellogg, A. M., Martin, President (pro 
 tempore,) University of California, in 
 1892, 223. 
 
 President (pro tempore) of University of 
 California; is, also. President of Coliege 
 of Agriculture, 252. 
 
 Kentucky, Agricultural and Mechan¬ 
 ical College of. Account of the, 316-323. 
 
 Building and equipment of the Department 
 of Mechanical Engineering of the, 322-323. 
 
 Courses of Instruction in the, for 1878-79, 
 317. 
 
 Course of Practical Mechanics in the, 318. 
 
 Degrees conferred by the, 319. 
 
 Drawing a required study in Normal De¬ 
 partment of the, 318. 
 
 Established in 1865, 316. 
 
 Extracts from Annual Register for l891-’92, 
 318-319. 
 
 The first in the U. S. to open under act of 
 1862, 316. 
 
 Land and buildings given in 1880, by City of 
 Lexington and County of Fayetto, to the, 
 
 317. 
 
 List of Faculty of the, in 1892, 323. 
 
 List of Officers of the, 323. 
 
 Reorganized in 1878. 316-317. 
 
 Schedule of four years in tho Department 
 of Mechanical Engineering, in the, 319-322. 
 
 Schedule of School of Civil Engineering 
 and Mining, in 1868, 316. 
 
 Schedule of School of Fine Arts, in 1868, 316. 
 
 Separated from the Kentucky University 
 in 1878,316-317. . ^ 
 
 The several courses of study taught m the, 
 319. 
 
 Statistics of the first year of separate ex¬ 
 istence of the (1878—’79), 317. 
 
 Statistics of attendance of the, from 1877-’82, 
 
 318. 
 
 Statistics of attendance for 1891-’92,323. 
 
 Kentucky. State Normal School for 
 
 Colored Persons, Frankfort, 694-698. 
 
 Founded by Legislature to train teachers 
 for colored schools, about 1886, 694. 
 
 Industrial Departments added to secure 
 U. S. Grant of 1891,694. 
 
 Location, Buildings, and Normal Course 
 described, 694. 
 
1006 
 
 INDEX. 
 
 Kentucky. State Normal School for 
 Colored Persons, Three Special In¬ 
 dustrial Departments of the, supported 
 by U. S. Land Grant, 694. 
 
 Summary ot attendance, 1893-’94,696. 
 
 Kent. Hr. William. Comments on Pro¬ 
 fessor Woodward’s paper by, 47. 
 
 Kern, A, M., I’. I,., President of State Agri¬ 
 cultural College of Florida, 366. 
 
 Killam, lTIr. Discusses Report on Appren¬ 
 ticeship, 134. 
 
 liins. Professor C. I.. on value to an En¬ 
 gineer of college training, 51. 
 
 Knoxville College, the Industrial Depart¬ 
 ment of Tennessee University. Colored 
 students attend, 573. 
 
 Addition to, 574. 
 
 Industrial Department of Tennessee Uni¬ 
 versity at,581-583. 
 
 L. 
 
 (.and Grant Colleges. A group of new 
 Institutions under laws of 1881 and 1890, 
 664-706. 
 
 How States and individuals have supple¬ 
 mented the funds of the, 858. 
 
 Value of, to Patriotism, 859. 
 
 I,un<l Grant JLaiv of 1862, Comments in 
 1876 on the, by President R. S. Strahan, 
 of Corvallis College, Oregon, 480. 
 
 Historical statement concerning the,845-848. 
 
 Purpose of U. S. in passing the, 383. 
 
 Purpose of the, as set forth in Section 4,338. 
 
 Summary of the, 337-238. 
 
 Tribute by President E. E. White, to the 
 Congress which passed the, (note to),331. 
 
 Laud Grant Laws of tlie U. S. Text of 
 the, 838-843. 
 
 What has been effected by the, 718-719. 
 
 earned. Col. Charles W. Professor of 
 Drawing in West Point Academy, 429. 
 
 Lee, General S. D. President of Agricul¬ 
 tural and Mechanical College of Missis¬ 
 sippi in 1892, 379. 
 
 Leicester, October 6,1897. Address by Bishop 
 of London, on opening of Corporation 
 Technical Art Schools of, 965. 
 
 Letcher, Professor .1. 1>. President pro 
 tern, of Oregon Agricultural College, 1892, 
 492. 
 
 Liberal 1'ldncution. PresidentE. E.White, 
 defines meaning of the term, 283. 
 
 Library. Suggestions for using the B. & O. 
 employees' Free Circulating, (note to 
 pages), 134-135. 
 
 Library Buildings. Reference to Boston, 
 and National, Public, xlii. 
 
 Lincoln Institute, Jefferson City. Mis¬ 
 souri. Account of, 690-699. 
 
 Historical sketch of, 699. 
 
 Interesting origin of, 698-699. 
 
 Summary of attendance, 1890-’91, 699. 
 
 ListofTechnical Mechanical Schools, 
 4-5. 
 
 London, The Bishop of. Approves of 
 Technical Education 965. 
 
 I,on don. City of. Free Scholarships in the, 50. 
 
 London Institute building, and that of 
 the Polytechnic of Berlin, compared, 896. 
 
 London Times on Lord Hartington’s 
 Address, 930-921. 
 
 Longfellow. Amusing reference to poem 
 by, 859. 
 
 Louisiana State University and Agri¬ 
 cultural and Mechanical College 
 of Baton Ilouge, Accounts of the, 
 323-332 
 
 Account of origin of the, 333-324. 
 
 Agricultural and Mechanical courses of two 
 years in the, 325-328. 
 
 Attractive surroundings of the buildings 
 of the, 329. 
 
 Courses in Drawing and Industrial Train¬ 
 ing in the, 330-331. 
 
 Description of Location and buildings of 
 the, 334. 
 
 Extracts from catalogue of 1890-’91,328-332. 
 
 Four courses of study of four years each 
 announced in 1890-’91, 324-330. 
 
 Opened in Baton Rouge 1877, 324. 
 
 Louisiana State University and Agri¬ 
 cultural and Mechanical College 
 of Baton Kouge, Post Graduate De¬ 
 grees of the, 330. 
 
 Reorganization under President Johnston, of 
 the, 325. 
 
 Report for 1882 by Board of Supervisors of 
 the, 324-328. 
 
 Statistics of attendance for 1881-’82,328. 
 
 Statistics of attendance in 1890 -’91,332. 
 
 Statistics of Faculty in 1891,332. 
 
 University courses and Degrees in the, 325. 
 
 Louisiana. Southern University, New 
 Orleans, For Colored pupils of both 
 sexes, 696-698. 
 
 Lowell School of Applied llesign, 
 Boston, Massachusetts. Reference 
 in 1883, to the, 5. 
 
 Lubbock, Sir John. Address at Staly- 
 bridge, on Technical Education, by, 957- 
 959. 
 
 Lyons, France. The Martin School, 816. 
 
 Cause of lessened silk interests in, 754. 
 
 M. 
 
 McArthur, of Washington, I». C., lion. 
 Arthur. Quotations in Report by Dr. 
 W. T. Barnard, from the work on “ Edu¬ 
 cation in its Relation to Industry ” by the 
 late, pages 757,761-2,795. 
 
 McBryde, Ph. !>.. LL. D., President J. 
 M.. of Virginia Agricultural and 
 Mechanical College, Account of the 
 institution in Southern Planter, October, 
 1893, an article by, 603-608. 
 
 President of South Carolina University 
 1891, 551. 
 
 McLear. Mr. Discusses Report on Appren¬ 
 ticeship, 126-127. 
 
 Machinery Kapidly Superseding 
 Handicraft, 739. 
 
 Magnus. Mr. Philip, Secretary and 
 Director of City and Guilds of 
 London Institute. Extracts from 
 address on “Technological Instruction,” 
 by, 827-839. 
 
 Summary of opening address by, before 
 “ Section B," of International Conference 
 in 1884, 902. 
 
 English Technical Instruction Commis¬ 
 sioner, 982. 
 
 Tribute to, by Prince of Wales, 915. 
 
 Mahaffy, I>r., of Trinity College, Dub¬ 
 lin. Statements by, criticised by the 
 Duke of Devonshire, 962. 
 
 Maine Stale College of Agriculture 
 and the Mechanic Arts, Orono. 
 Account of the, 335-339. 
 
 Courses of Instruction in, 337-338. 
 
 Course of Drawing in, 336. 
 
 Course in Mechanical Engineering, 338. 
 
 Course in Shop Work, 338-339. 
 
 Five full courses of Instruction in, 335. 
 
 Mechanic Art Course in, 336. 
 
 Situation and buildings of, (137. 
 
 Statistics of attendance in 1881-’82, 336. 
 
 Summary of Faculty of, in 1891, 339. 
 
 Summary of statistics of attendance in 
 1891, 339. 
 
 Manchester, England. Municipal In¬ 
 struction in Art and Technology in, 949. 
 
 Tribute to people of, by Professor Huxley, 
 944. 
 
 Manhwod the highest result of edu¬ 
 cation, 287. 
 
 Manual Labor Colleges. Difficulties con¬ 
 nected with, 512. 
 
 Manual Training. An English experi¬ 
 ment in, 908-909. 
 
 As taught in Brown University in ls91-’92, 
 539. 
 
 But a poor substitute for Industrial Art 
 Training, xxxiv. 
 
 English Commissioners recommend, in ele¬ 
 mentary schools, 814. 
 
 English estimate for equipment and cost of 
 a small school workshop for, 908-909. 
 
 Extracts relating to, 948. 
 
 In Claflin College, 555-556. 
 
 In Tulane High School, New Orleans, La., 99. 
 
INDEX. 
 
 1007 
 
 manual Training. Sir John Lubbock, 
 urges educational importance of, 958. 
 
 Students in Agriculture in West Virginia 
 University must take course in, 648. 
 
 Superintendent Marvel, of Gloucester, 
 Mass., on, 821. 
 
 manual Training School of Washington 
 University, St. Louis, Mo., Account of 
 the, 28-60. 
 
 Account of a visit to, in St. Louis Repub 
 lican, February 4,1883, 39. 
 
 Building and shop equipment of the, 34-35. 
 
 Catalogue of the. for 1891-1892 quoted, 54-57. 
 
 Conditions of admission to the, 29. 
 
 Course of Instruction in the, in, 1882, 29-30. 
 
 The course of training in the, 42-46. 
 
 Daily programme of the, 32. 
 
 Enrollment for each year from 1880 to 1892, 
 54. 
 
 Equipment in 1892, 54-56. 
 
 Gen’l Armstrong endorses the, 39. 
 
 Important relation borne by this school to 
 the Manual Training Movement in the 
 U. S. referred to, 52. 
 
 List of officers and teachers of the, 1891-’92, 
 59. 
 
 Opened in 1880, 28. 
 
 Ordinance of 1879 establishing the, quoted, 
 29. 
 
 Purpose of the, 29. 
 
 Rapid increase in pupils the first three 
 years of the, 29. 
 
 Report for 1886-’87, with list of Officials and 
 Instructors, quoted, 52-54. 
 
 The three years’ course of study in the, 
 30 31 
 
 Work of, shown at annual meetings of the 
 National Educational Association, 54. 
 manual Training Schools. Accounts of 
 Typical, referred to, xxxiv. 
 
 Introduction to official accounts of the two 
 Typical experimental, 10-12. 
 
 Popularity of, 757. 
 
 Reference to other accounts of the two 
 Pioneer, in the U. S., 10. 
 
 Relation of. to the public schools, 10. 
 
 Relation of, to the Higher Industrial Insti¬ 
 tutions, 10. 
 
 Value of, as preparatory to Polytechnic 
 Institutions, 42. 
 
 manufactures. Importance of art quali- ; 
 ties in, 927. 
 
 marsh. IiL. !>.. The late linn. George 
 
 I*. Library of, given to University of 
 Vermont by Hon. Frederick Billings. 598. 
 marshall, Mr. .1. Y. B. Reminiscences of 
 General Armstrong and of Hampton by. 
 Treasurer of Hampton Institute, 624-627. 
 martin School, The, Lyons, France, 816. 
 marvel. Superintendent, of Gloucester, 
 Mass., quoted on Manual Training, 821. 
 Maryland Agricultural College. Ac¬ 
 count of the, 339-343. 
 
 Alvord, C. E., Henry E., President of the, in 
 1890, 343. 
 
 Courses of Study and Attendance in 1881, 
 340. 
 
 Concise Statement of courses of instruction 
 in the, 341. 
 
 Designated to receive the appropriations 
 under the law of 1862 and 1877,340. 
 
 Extracts from Biennial Report by Board of 
 Trustees for 1888-’89, 341, 343. 
 
 Founded in 1850 by private citizens, and 
 given annual donation, by the State, 
 down to 1883, 340. 
 
 Government Experiment Station estab¬ 
 lished in 1889, 340. 
 
 Historical Statements concerning the, 340. 
 
 Location and farm of the, 349-340. 
 
 No charges, for tuition and room rent, to 
 students, 341. 
 
 Professor Henry E. Alvord, chosen as Presi¬ 
 dent of the, in 1888, 340. 
 
 Report by Lieutenant A. B. Scott, in charge 
 of Department of Drawing, 343. 
 
 Summary of annual necessary expenses of 
 students in the, 343. 
 
 Summary of Attendance, 343. 
 
 Summary of Faculty of, in 189<1, 343. 
 
 Maryland Agricultural College. Sum¬ 
 mary of Statistics of Attendance for 
 three years, 341. 
 
 Maryland Institute. Address, in June, 
 1882, by Hon. Teackle Wallis, before the, 
 786. 
 
 mason, j r., >V. A . Report by, instructor in 
 Drawing in Ohio State University in 1880, 
 452-453. 
 
 massachusetts Agricultural College, 
 
 Amherst. Account of the, 345-348. 
 
 Agassiz, The late Professor, on the im¬ 
 portant scientific work of the College, 
 345-346. 
 
 Annual Statement of the, required by Legis¬ 
 lature, 347. 
 
 Col. Wm. S. Clark, chosen President in 1869, 
 345. 
 
 Commemorative Addresses on 25th anniver¬ 
 sary of passage of “Morrill” Law of 1862. 
 Reference to, 347. 
 
 Desirable location of the, in the old college 
 town, 345. 
 
 Drawing taught in the, 346. 
 
 Incorporation and endowment of the Col¬ 
 lege in 186;!, 345. 
 
 The Japanese Government induce Presi¬ 
 dent Clark, to found a like college in Japan 
 in 1877-78, 340. 
 
 Location of the, 345. 
 
 Mechanic courses of the. taught in the Mass. 
 School of Technology. 346. 
 
 Opening of the, in 1867, under President 
 Chad bourne, 345. 
 
 President Clark, called to Japan in 1877.346. 
 
 The President in 1892, was Henry H. Goodell, 
 LL. D., 348. 
 
 Reference to eleven yoars’ presidency of 
 Col Clark 345. 
 
 Report by PresideutFernald,in 1892,347-348. 
 
 Statistics of Attendance, 346-347. 
 
 Summary of Attendance in 1892, 348. 
 
 Summary of Professors in 1892, 348. 
 
 U. S. Land Grant Fund shared with Massa¬ 
 chusetts Institute of Technology, Boston, 
 345. 
 
 masKiicliuNetts Board of Education. 
 
 Account of School of Mechanic Arts, by 
 Ex-President John D. Runkle, in 45th An¬ 
 nual Report of the, 13-24. 
 
 Massachusetts Institute of Technol¬ 
 ogy. Boston. Account of the, 348-356. 
 
 Account of the, in a Special Report, referred 
 to, 11. 
 
 Admirable Catalogue of, for 1892-’93,353-354. 
 
 Attendance in 1893, of more than 1,000 con¬ 
 trasted with the total of 27 students in 
 1865, 355. 
 
 Buildings occupied in 1893 by the, 354. 
 
 Course of Instruction in the, 349. 
 
 Building and Architecture. Course in, 350. 
 
 Designated by Legislature in 1863. to receive 
 annually one-third the U. S. Land Grant 
 income, 348. 
 
 Educational works by Faculty of the, 12. 
 
 Engineering. Courses in, 349-350. 
 
 Incorporated in 1861, 348. 
 
 Instruction in Shop work given in the, 350- 
 361. 
 
 The Late Professor Wm. B. Rogers, first 
 President of the, 353. 
 
 Libraries of the, 355. 
 
 List of Presidents of the, 353. 
 
 Location of new building, 348. 
 
 Lowell Institute Free Course of Instruction 
 in charge of the. 353. 
 
 Lowell School of Practical Design is in 
 charge of the, 353. 
 
 Museum of Architecture of the, 350. 
 
 Opened in 1865, 354. 
 
 Prominence given to Drawing m all courses 
 in the, 354-355. 
 
 Publications by Alumni of the, referred to, 
 11 - 12 . 
 
 Report by Hon. Wm. H. Ruffner, of Vir¬ 
 ginia, on the methods of the School of 
 Mechanic Arts, 352-353. 
 
 School of Mechanic Arts of the, 351. 
 
 Two years' course in detail in School of 
 Mechanic Arts in the, 351-352. 
 
1008 
 
 INDEX. 
 
 Massachusetts Institute of Technology, 
 Boston. Statistics of attendance in 
 1881-83,353. 
 
 Summary of Instructors in 1393, 356. 
 
 Summary of Students in 1893, 355. 
 
 Walker, Ph. D., LL. D., Francis A., Presi¬ 
 dent in 1893, of the, 356. 
 
 Mather, Mr. William. Anniversary address 
 at Technical School of Stockport, Eng¬ 
 land, by, 955-957. 
 
 Comments by, British Commissioner, on In¬ 
 stitutions for Scientific and Technical 
 Training in the U. S., 830. 
 
 Comments on American Schools, 779-780. 
 
 Extracts from testimony by, beforo U. S. 
 Senate Committee on Education and 
 Labor, 834-837. 
 
 Inaugural address by, at Salford, England, 
 September 33, 1897. 953-958. 
 
 Letters from American educators on value 
 of Scientific Training addressed to, 833- 
 834. 
 
 On conditions of American workmen, 836. 
 
 On Shop Schools, 835. 
 
 Report by, ignores the Art Schools and 
 artistic development of the U. S., 896. 
 
 Report by, on American Inventors and En¬ 
 gineers, 896. 
 
 Report by, quoted, 758-760. 
 
 Testifies on Industrial Education, 801-803. 
 
 Tribute to Johns Hopkins University by, 
 830. 
 
 Quoted by Professor Woodward, 53. 
 
 Mechanic Arts. School of, in the Insli 
 tutc of Technology, Boston, Mass. 
 
 Date of founding the, 13. 
 
 Shop courses in the, 351-353. 
 
 Mechanic A rts. School of, in the Tennessee 
 University, 581. 
 
 Delay in introducing training in, in New 
 Hampshire State College, 40i. 
 
 In Branch Normal College of Arkansas. 
 Equipments and courses in the, 688. 
 
 In Pennsylvania State College, 1886. Course 
 in, 534-538. 
 
 Special course of, for students of agricul¬ 
 ture, in West Virginia University, 648. 
 
 Mechanical Engineering. Ohio State 
 University. Courses in, 473-475. 
 
 Mechanical Engineers. Discussion of 
 Professor Woodward’s paper by the 
 American Society of, 47-53. 
 
 Mechanical Schools of Spring Barden 
 Institute. Development of, from the 
 former night classes, 60. 
 
 Mechanical Work, in Tulane University. 
 Course of, 91. 
 
 Mechanics. Course of, in College of Engineer¬ 
 ing, University of Minnesota, 366. 
 
 President Bloss, defines the wide range of a 
 thorough study of, 495. 
 
 Mendenhall, Ph. !».. EE. D„ Professor 
 Thomas C. Called to Presidency of 
 Roso Polytechnic Institute in 1886, 194. 
 
 Called to Presidency of the Worcester, Mas¬ 
 sachusetts, Polytechnic School in 1894,710. 
 
 Methods of Instruction in the School of 
 Mechanic Arts of Tennessee University, 
 579-580. 
 
 Metropolitan Museum of Art. New 
 York City. Arrangement with Trus¬ 
 tees of, in regard to the Technical School 
 for Carriage Draughtsmen, renewed, 110. 
 
 The Practical Trade Schools of Col.Auch- 
 muty, connected for a while with the, 108. 
 
 Relation between the, and the Technical 
 School of Carriage Draughtsmen and Me¬ 
 chanics, ended in 1885, 111. 
 
 Technical Schools of the, 107-108. 
 
 Michigan State Agricultural College. 
 Clute.Oscar, M. S.,President 1890, 359. 
 
 Mechanical Laboratory and Workshop of 
 the, 357-358. 
 
 Practice in Shops required. 358. 
 
 Summary of Attendance 1889-'90, 359. 
 
 Summary of Faculty in 1889-'90, 359. 
 
 Work in Shops, 358-359. 
 
 Middlewicli, England. 1897. New Tech¬ 
 nical School of, 950-957. 
 
 Military Training in Pennsylvania 
 State College. President Atherton, 
 
 commends the, 531. 
 
 Miller, Mr. E. W., Art Master. Princi- 
 
 f ial Pennsylvania Museum and School of 
 ndustrial Art, 7. 
 
 Mining Engineers. Report in 1876 by 
 American Institute of, 738. 
 
 Models, Value of, in a Technological School, 
 733. 
 
 Monaghan, 91 r. American Consul at Chem¬ 
 nitz, quoted, 979. 
 
 Morgan, Hon. Edwin B. Letter stating 
 services of Dr. Amos Brown, in promoting 
 passage of Land Grant Bill, 846. 
 Morrill. U. N. Senator from Vermont, 
 Hon. Justin S., Address by, at Am¬ 
 herst, June 31,1887,856-869. 
 
 Early efforts by, to secure action by Con¬ 
 gress, 863. 
 
 Earnest advocacy of the new law by the, 331. 
 First success achieved by, with passage of 
 U. S. Land Grant Law on June 19th, 1863, 
 863. 
 
 Letter from, stating services rendered by 
 Dr. Amos Brown, in aiding passage of 
 Land Grant Bill, 846. 
 
 Long and distinguished Congressional 
 course of, 331. 
 
 Reference to, 843-844. 
 
 Tribute to, in address by Hon. Charles G. 
 Davis, at Amherst, in 1887, 867. 
 
 Morrill Eaud Brant Eaw of 1862, a 
 
 great act of patriotic statesmanship, 849- 
 850. 
 
 What has been done for the U. S. by the, 855. 
 Text of the, 838-839. 
 
 Morrill Act of 1890. Purpose of supple¬ 
 mentary, 664. 
 
 Text of the, 841-843. 
 
 Value of the supplementary, recognized by 
 Board of Regents of Oregon Agricultural 
 College, 485. 
 
 Moss, Dr. Eemurl. President of Indi¬ 
 ana State University. Reference to 
 remarks by, at Inauguration of Rose Poly¬ 
 technic Institute, 730. 
 
 Moscow. Idaho. City of, described, 667. 
 
 Site of State University in, 667. 
 
 Moscow. Russia. Account of the Techno¬ 
 logical School in, 730. 
 
 Interesting statistics of the school in, 731. 
 Worcester Free Institute contrasted with 
 the Technological School in, 730. 
 Moscow School-Shop, a manufadtory of 
 machinery, 730. 
 
 Mt. Clare, 9Iaryland. Apprentice class 
 opened in B. & O. school at, 748. 
 
 Poor educational training of the appren¬ 
 tices applying to enter the school at, 133. 
 Mulholland, Mr. Discusses Carriage Build¬ 
 ers’ Association Report, on Apprentice¬ 
 ship, 134. 
 
 Mulhouse, Germany. Value of technical 
 education in, 751. 
 
 Munich. Technical High School at. 810-811. 
 
 Murfce.A. M., E E. D„ Edward Hunter, 
 
 President of the Arkansas Industrial 
 University in 1891,347. 
 
 Murphy, Hon. Franklin, Courtesy of. 
 Chairman Executive Committee in charge 
 of Technical School, New York City, to 
 the author of this Report, acknowledged, 
 116. 
 
 Museums. Educational value of,814. 
 
 IV. 
 
 tashville Exhibition in 189T. Buildings 
 of the, follow Classic Models, xxxix. 
 tcwcomb. H. Sophie, Memorial Col¬ 
 lege, Tulane University, Account 
 of the, 93-95. 
 
 Art in various courses in the, 93-95. 
 
 List of Professors of Art in the, 98. 
 Scholarship in the, 93-93. 
 
 Summarv of attendance for 1891-'93,98. 
 
 tew England Workingman's Club, 
 
 Views of the, on Education, 776-777. 
 
INDEX. 
 
 1009 
 
 New Hampshire College of Agricul¬ 
 ture and the Mechanic Arts. Ac- ! 
 
 count of the, 402-415. 
 
 Advantage in early relation of the, to Dart¬ 
 mouth College, 405. 
 
 Annual Tuition fees and expenses of stu¬ 
 dents of the, 415. 
 
 Attendance in 1881-'82, 403. 
 
 Attendance in 1891-'92, 415. 
 
 Courses of, as given in Dartmouth College 
 Catalogue of 1890-91. 404. 
 
 Drawing in various courses in the, in 1890- 
 ’91, 404. 
 
 Gift by Hon. John Conant, to the, 403. 
 
 New buildings of the, in Durham, N. H., 
 414-415. 
 
 Official statement in circular of 1890, 403. 
 
 Pettee, A. M., C. E., Charles F., Dean in 
 1890-’91, 405-415. 
 
 Practically ends connection with Dart¬ 
 mouth College in 1890-’91, 405. 
 
 Proposed enlargement of work of, by Dean 
 Pettee, 409-410. 
 
 Removal in 1892 to Durham, of the, 109. 
 
 Removed to Durham, N. H., to accept en¬ 
 dowment under will of Benjamin Thomp¬ 
 son, 405. 
 
 Report for 1891 of the, approves admitting 
 women students, 412, 
 
 Report of Ex. Committee for 1892, 412-413. 
 
 State aid to the, 408. 
 
 Stevens, Hon. Lyman D., President of the, 
 in 1892, 415. 
 
 Summary c courses in Drawing and Shop- 
 work in the, 414. 
 
 Summary of Faculty of, in 1891-’92, 104. 
 
 Summary of Faculty of the, in 1891-'92.415. 
 
 Summary of 20th Annual Report by Trus¬ 
 tees of, to Legislature, 405-410. 
 
 Tribute to men who developed the. 408. 
 
 Trustees’ statement of transfer to Durham, 
 of the, 413. 
 
 Workshop of the, in 1891, 404. 
 
 New Mexico College of Agriculture 
 and Mechanic Arts, JUas Cruces, 
 
 N, M. Account of the, 673-876. 
 
 Annual Reports of, referred to, 674. 
 
 Appreciation shown of the advantages 
 offered by the, 675. 
 
 Attendance on, for 1892-’93, 676. 
 
 Courses of Study in the, 675. 
 
 Department of Mechanical Engineering 
 opened in 1891-’92, 675. 
 
 Opening of the, 674. 
 
 Reports by President Hadley. 674. 
 
 New Princeton Review. Article on “ Ed¬ 
 ucation for Workingmen's children,” 
 quoted from, 776-777. 
 
 Noble I,lie, Close of a, that of the late Gen¬ 
 eral Armstrong, recorded, 614. 
 
 Normal Schools for training teachers in 
 the Southern States, 887. 
 
 Norris, W. II., Superintendent, of 
 Mechanical Schools of Spring 
 Garden Institute, Report of Day 
 classes in 1887, by, 69. 
 
 North Carolina, University of, opened 
 at Chapel Hill, in 1795, 430. 
 
 Brief historical statement concerning the 
 State University of, 430-431. 
 
 North Carolina. College of Agricul¬ 
 ture and the Mechanic Arts estab¬ 
 lished by law of 1887, in Raleigh, 439. 
 
 Concise history of removal from Chapel 
 Hill to Raleigh, of the, 442444. 
 
 Courses of Instruction and Programmes of 
 studies in the, 444-449. 
 
 Description of Location and Buildings of 
 the, 440-441. 
 
 Extracts from first catalogue (1890) of, 441- 
 442. 
 
 Practical Mechanical ‘Courses in the, 440- 
 449. 
 
 Summary of attendance, 449. 
 
 Summary of Faculty of the, 449. 
 
 North Carolina, Agricultural and 
 Mechanical College for the Col¬ 
 ored Race, Greensboro. Account of 
 the, 700. 
 
 Practical Industries taught in the, 700. 
 
 ART—VOL 4-(34 
 
 Northrop. I.L. I>., Cyrus. President of 
 the University of Minnesota 1892, 369. 
 
 Nicholson. Col. J. IV. President of Louisi¬ 
 ana University and Agricultural and Mo- 
 chanical College in 1891, 332. 
 
 Nuremberg. Important New Art Building 
 in, 975-976. 
 
 Trade Museum of. Description of the, 985- 
 986. 
 
 M. E. Nister’s colour printing works in, 
 990-991. 
 
 Nuremberg exhibition (1896). Industry 
 and Art, 988-989. 
 
 Industrial and Art Schools' showing in the, 
 989. 
 
 Nystroin, Mr. Dr. Barnard quotes, on early 
 training of workmen, 805. 
 
 <». 
 
 Ogilby, Mr. Robert E. Teacher of Draw- 
 ingin University of California, in 1875,221. 
 
 Ohio State University, Columbus, 
 Ohio. Account of the, 449-476. 
 
 Analysis of Degrees conferred since open¬ 
 ing of the, 460. 
 
 Art Department of the, founded in 1879,451- 
 452. 
 
 Buildings of the, 468-469. 
 
 Catalogue for 1891-’92 of the, 468-471. 
 
 Concise Historical Statement of the devel¬ 
 opment of The Ohio Agricultural and 
 Mechanical College into the, 450-451. 
 
 Conditions of admission to the, 470-471. 
 
 Drawing as taught in the, 451-453. 
 
 Details of courses in Drawing in the, in 1892, 
 472. 
 
 Details of courses in Mechanical Engineer¬ 
 ing, 473. 
 
 Estimated annual expenses of a student in 
 the, 470. 
 
 For History of. see “Circular of Informa¬ 
 tion No. 5, 1891,” 454. 
 
 History of, illustrates rapid development of 
 Modern Education. 450. 
 
 History of financial resources of the, 455. 
 
 Interesting Statistics of Students of the, 
 459—160. 
 
 The late Hon. Henry F. Page, of Circleville, 
 bequeaths a large estate to the, 464. 
 
 Library of the, 469. 
 
 List of Departments of the (1892), 468. 
 
 Location and Equipment of, in 1892, 468. 
 
 Manual Training Building of the, 469. 
 
 Names of Faculty in the Schools of Sci¬ 
 ence, of Agriculture, and of Engineering, 
 in the, 475-476. 
 
 Organization of courses of studies by Trus¬ 
 tees of, in 1871, 454-155. 
 
 Plan of organization of the, proposed by 
 Mr. Joseph Sullivant of _Columbus, a 
 Trustee, adopted in 1871, 455. 
 
 Recent growth of the, 460-461. 
 
 Relation of the, to the State, 468. 
 
 Report by Professor of Drawing for 1891, 
 461 165. 
 
 Reports by Trustees and Officers, for 1891, 
 456-468. 
 
 Report for 1891, by Professor Robinson, of 
 the Department of Mechanical Engineer¬ 
 ing, 465-468. 
 
 Scott, M. A., LL. D., Rev. William H., 
 President in 1892, of the, 476_ 
 
 Small beginnings of the, 455-456. 
 
 Succession of Presidents of the, 456. 
 
 Summary of attendance in 1879-’80, 454. 
 
 Summary of attendance for 1891-’92, 476. 
 
 Summary, of Courses of Instruction in the, 
 
 471. 
 
 Summary of Faculties in the, 4<6. 
 Oklahoma Agricultural anti Mechani¬ 
 cal College. Stillwater, Payne Co. 
 
 Account of the, 676-677. 
 
 Action of Legislature establishing the, 676. 
 Statement from catalogue of (1893- 94), 677. 
 Summary of attendance in, 677. 
 
 Order of Chapters and Appendices of, 
 Part IV, Art and Industry Report, 1-liv. 
 Oregon. Acceptance of U. S. Land Grant by 
 Legislature of, in 1862, 479. 
 
1010 
 
 INDEX. 
 
 Oregon. Corvallis College and the 
 Stale Agricultural College of. 
 
 Account of, 479-500. 
 
 Oregon. State Agricultural College 
 
 of. Corvallis College, in 1870, designated as 
 the, 479, 
 
 Corvallis College, in 1882. Courses of study 
 in, 480. 
 
 Courses of study in, prescribed by Board 
 of Regents, 488-489. 
 
 Death of President Arnold, in January, 
 1892. References to, 490,491. 
 
 Department of Household Economy in, 490. 
 
 Extraordinary growth of the, 485. 
 
 Faculty of the, 500. 
 
 First report bv President Bloss, Dec., 1892, 
 493-500. 
 
 Historical summary of the, 482. 
 
 Industrial training of girls, in the, 484. 
 
 Manual Labor required in the, 484. 
 
 President Arnold’s report for 1890-’91, 482- 
 485. 
 
 Professor John M. Bloss, chosen in 1892, to 
 the Presidency of the, 492. 
 
 Regents’ Report of, for 1891-’92, 491-493. 
 
 Report by Committee of Legislature, 1890, 
 485. 
 
 Required Labor in the, 497. 
 
 Statistics of attendance in, for 1888-1893, 499. 
 
 Statistics of enrollment in, for 1891-’2, 
 1892-’3, 498. 
 
 Total attendance in, for 1892-’93, 500. 
 
 O rimmental Design, Two years’course of, 
 in University of Minnesota, 368. 
 
 ‘•Our Brotlier in Black.'’ Bishop Hay- 
 good’s address entitled, 885-891. 
 
 P. 
 
 Page, lion. Henr.v F. Legacy to Ohio 
 State University by the late, 0>0-464. 
 
 Page, A. M., Inman E. President of Lin¬ 
 coln Institute, Jefferson City, Missouri, 
 699. 
 
 Part I. Reference to Tables of Statistics of 
 Art Schools and Museums in, xxxvi. 
 
 Part IV. Art and Industry Report. Intro¬ 
 duction to, xxxi-liv. 
 
 As a continuation of Part III. Reference 
 to, xxxiv. 
 
 Plan and Contents of Volume, pages 1-8. 
 
 ’Parthenon at Athens. Art Building at 
 Nashville Exhibition, in 1897, a recon¬ 
 struction of the, xxxix. 
 
 Paris Exhibition in 1878. Reference to, 
 (note) 801. 
 
 Patterson, Ph. It., F. S. A., President. 
 James It., of the Agricultural and Me¬ 
 chanical College of Kentucky, 323. 
 
 Peabody. Extracts from memorial to Legis¬ 
 lature of Illinois, in 1885, by Dr., 205-208. 
 
 Peabody, George, Reference to the late, by 
 Sir John Brunner, 951. 
 
 Peaslee, Hon. John. Superintendent of 
 Schools in Cincinnati. Paper on Forestry 
 by, referred to, 870. 
 
 Peeler, Hon. A. .1., of Austin, Texas. 
 
 Address concerning purpose of State Ag¬ 
 ricultural and Mechanical College of 
 Texas, by, referred to, 584. 
 
 Pennsylvania Museum and School of 
 Industrial Arts, 7. 
 
 Pennsylvania Museum and School of 
 Practical Design (in 1884), referred 
 to, 5-6. 
 
 Pennsylvania It. It.. Wise policy of the, 
 in employing college graduates, 795. 
 
 Pennsylvania State College. Account 
 of the, 501-534. 
 
 Addresses on opening of New Building, Feb. 
 10,1886, 515-521. 
 
 Annual Report of, to Legislature, for 1886, 
 522-528. 
 
 Attendance for 1890-'91, 534. 
 
 Concise history of the, 501-502. 
 
 Course in Mechanic Arts (1886), 524-528. 
 
 Courses of Study and Instruction in, 1887, 
 528-532. 
 
 Growth of, as shown by catalogue for 1890- 
 ’91, 533. 
 
 Pennsylvania State College. Technical 
 
 courses in, in 1887, 529-532. 
 
 “ Practicians.” Special courses in, .532. 
 Professor George W. Atherton, of Rutgers 
 College, called to Presidency of, in 1882, 
 514-515. 
 
 Location, Buildings and Farm of the, 501. 
 Report on. by Committee of Legislature, 
 1883, 507-514. 
 
 Report by Dr. Evan Pugh, first President 
 of the, 502-505. 
 
 Pettee, Charles II.. A. 91., C. E., Dean 
 
 of New Hampshire State College of 
 Agriculture, On the new work of the 
 College, 409,410. 
 
 Dean and Professor of Mathematics and 
 Civil Engineering, 415. 
 
 Perkins. Esq.. Charles C. Reference to 
 
 the late, xxxiv. 
 
 The life work of the late, referred to, in 
 connection with that of Senator Gibson, 
 84. 
 
 Philadelphia. Schools of Designs for Tex¬ 
 tiles and Ceramics in, 6,7. 
 
 Phi I brick. I, I,. !>., John D., Reference to 
 the late, xxxiv. 
 
 Report by, quoted in Report by Dr. Bar¬ 
 nard, 820-821. 
 
 Tribute to the late Dr., by Gen’l Eaton, U. 
 
 S. Commissioner of Education, 820. 
 
 Views of, on Industrial Training in City 
 Schools, 763. 
 
 Pittsfield. Massachusetts. The first Ag¬ 
 ricultural Fair and Cattle Show origi¬ 
 nated in, 861. 
 
 Polytechnic Voting Men’s Christian 
 Institute. Regent Street, Condon. 
 
 Purpose of the, 919. 
 
 Polytechnic School at Zurich. Switzer¬ 
 land, 810. 
 
 Polytechnic Schools. American, Brief 
 
 notice of some. 725. 
 
 Courses of study in, 725-726. 
 
 How American, differ, from others, 722. 
 Hon. R. W. Thompson, on influence of 
 European, 715-716. 
 
 Mostly founded by private individuals, 734. 
 Needs which led to establishment of the 
 modern, 726. 
 
 Polytechnic School. The American Ag¬ 
 ricultural College must needs be a, 494. 
 The Pioneer, of the world. Reference to, 
 725. 
 
 Reference to the Address by President 
 Thompson, on The Modern, 709. 
 Practical men. Evolution of, 788. 
 
 Preparatory School of University of 
 
 Idaho, 668-670. 
 
 Present Volume. Introduction to, xxxi- 
 liv. 
 
 Plan and contents of, 1-8. 
 
 Summary of main divisions of, 1-liv. 
 Preston, New Technical School of, Address 
 by Lord Derby, on opening of the, 966-967. 
 New Technical Institute of, opened by the 
 Countess of Derby (September, 1897), 966. 
 Primitive conditions, continue in Saxony 
 and Bavaria, 981. 
 
 Promotions based on merit, 809-810. 
 Public Schools in U. S. Criticism on, 757. 
 Mr. Mather, suggests putting industrial 
 training in American, 826-827. 
 
 For colored children, in the Southern 
 States. Number of, 887. 
 
 Public School Officials, Circular letter to, 
 by Executive Committee of Carriage 
 Builders’ National Association, 121-122. 
 Public School Training, criticized by 
 Dr. W. T. Barnard, 764. 
 
 Pugh, Evan, Ph. D., F. C. S.. Notable 
 Report by, First President Pennsylvania 
 State College, 502-505. 
 
 Reference to the late, 710. 
 
 Reference to efforts of, to promote passage 
 of National Land Grant Law, 503. 
 
 Success of efforts to promote passage of 
 U. S. Land Grant Law made by, 847-848. 
 Purdue, John. Endows a University. 292. 
 Purdue University, La Fayette, Ind. 
 Account of, 281-297. 
 
INDEX. 
 
 1011 
 
 Purdue ITniversiry, La Payette, I ml 
 
 Comprises six Special Schools and a Pre¬ 
 paratory Department in 1891, 291. 
 
 Courses in Mechanical Engineering in, 293- 
 295. 
 
 Courses of study in (1880-’81), 289. 
 
 College of General Science of. Departments 
 in the. 289. 
 
 Distinctively a Polytechnic Institute. 285. 
 
 Drawing a required Study in lower classes 
 of, 287. 
 
 Drawing taught in all courses of Engineer¬ 
 ing and in Art Department of, 293-295. 
 
 Endowment of, 292. 
 
 Equipment of Department of Industrial 
 Art of. (1881.) 290. 
 
 Equipment of School of Mechanics of. 290. 
 
 Extracts from Inaugural Address by Pres¬ 
 ident E. E. White, in 1876, 282-285. 
 
 First plan of organization of, 282. 
 
 General Statement of, in 1891, 290-293. 
 
 Historical Sketch of, 281-282. 
 
 Laboratories and Facilities for instruction 
 in Science in, 285-287. 
 
 List of Departments of, (1881.) 289. 
 
 List of Instructors in Art and Drawing in 
 1891 in, 297. 
 
 Material Equipment of, in 1891. 292. 
 
 Mechanical Laboratories of, 292. 
 
 Named for John Purdue, 292. 
 
 New schools of, opened in 1879, 288. 
 
 Opened in 1874,282. 
 
 Reorganized in 1876, 282. 
 
 President White, proposes plan of reorgan¬ 
 ization of, 282. 
 
 Purpose of, stated by President E. E. White, 
 284-285. 
 
 Purpose of, stated in Annual Register 
 (1891 ). 290-291. 
 
 School of Mechanics of, opened in 1879. 282, 
 288-28!!. 
 
 Situation of, 281. 
 
 Smart. James H.. A. M., LL. D.. President 
 of, 297. 
 
 State Institute of Technology, 290. 
 
 Summary of attendance for 1880-'81 of, 290. 
 
 Summary of attendance in 1891, 297. 
 
 Summary of Professors and Instructors in 
 1891,297. 
 
 Purpose nnd Plan of this volume, Part IV, 
 of the Art and Industry Report, briefly 
 stated, xxxiii-xxxiv. and 1-8. 
 
 n. 
 
 4) ii in by. Mr. Discusses Report on Appren¬ 
 ticeship, 125. 
 
 K. 
 
 Railroad Engineering. Paper on Educa¬ 
 tion for, 829-831. 
 
 Railroading ns a Profession. 787. 
 
 Railroads. Importance of Technology in 
 creating the modern, 723. 
 
 Railway Apprentices, Defective methods 
 of training, (see note to), 789. 
 
 Railway Construction. Bearing of Tech¬ 
 nical Training on, 799. 
 
 Railway Corporations, Economic value 
 to, of trained employees, (also see note), 
 
 790. 
 
 As manufacturers. 788. 
 
 Railway Engineers. Education of (see 
 note), 793-794. 
 
 Railway Oilieials and Employes. Need 
 of opportunity for technical training of, 
 787. 
 
 Railway Review. Article on Progressive 
 Promotion in, 809-810. 
 
 Railway Service. Advantage of workshop 
 schools in training for, 794. 
 
 Demands men possessing general intelli¬ 
 gence as well as special training, 790. 
 
 Scarcity of educated talent in. (also see 
 note), 792. 
 
 Types of men needed for, 192. 
 
 Randolph. J. H. Professor of Mechanics 
 and Drawing in Louisiana University and 
 Agricultural and Mechanical College, 330. 
 
 Raub. A. M., Ph. D„ Albert IV. Presi¬ 
 dent Delaware College in 1892, 262. 
 
 Reay, Cord. Address by, referred to, in note 
 to page 901. 
 
 Reber. I.on is E. Professor, Letter and 
 Report on Mechanic Arts in Pennsylvania 
 State College, 524-528. 
 
 Redgrave, Gilbert R., English Technical 
 Instruction Commissioner. See Report 
 on German Technical Education. 973-982. 
 
 Reference to leading promoters of the first 
 Land Grant Law, 228-229. 
 
 Renaissance, Age of the, not yet closed, 
 xxxix. 
 
 The Art adornment of Public Buildings 
 to-day recalls the era of the. xliii. 
 
 Recent Discoveries of Classic Art Works, 
 recall the like discoveries of Classic Art 
 and Literature, in the Middle Ages, 
 which ushered in the, xxxix. 
 
 Report, of British Commissioners on Indus¬ 
 trial and Technical Schools in France and 
 Germany, 816-817. 
 
 Of Trustees of New Hampshire College of 
 Agriculture, in 1893, analyzed, 405. 
 
 Of Legislative Committee on Pennsylvania 
 State College, in 1883, 507-514. 
 
 On '• Industrial Education in the U. S.” is¬ 
 sued by U. S. Bureau of Education in 
 1883, quoted, 765-766. 
 
 Of School of Mechanic Arts, Tennessee 
 University, 578-580. 
 
 “ Revue des lleiiv Itloiides." Quotation 
 from the, on difficulties of classification. 6. 
 
 Rlieims. France. Professional School of, 
 816. 
 
 Rliode Inland. State Agricultural 
 School of. Account of the, 534-542. 
 
 Richardson. H. II., Grand Marble Stair¬ 
 case in Capitol at Albany, designed by 
 the late, xlii. 
 
 Robinson, Professor S. W. Takes part 
 in the discussion of Professor Wood¬ 
 ward’s paper at Chicago, 49-50. 
 
 Rogers. Professor Win. R., first Presi¬ 
 dent of the Massachusetts Institute of 
 Technology, 353. 
 
 Ralph, Hr. Discusses Report on Appren¬ 
 ticeship, 127. 
 
 Roscoe. Henry E.. English Technical In¬ 
 struction Commissioner, 982. 
 
 Rose, Channcey. Extracts from Memoir 
 of. 185-187. 
 
 Founder of the Rose Polytechnic Institute, 
 Biographical notes concerning, 185-187. 
 
 Memorial notice of, by Hon. R. W. Thomp¬ 
 son, 716-717. 
 
 Reference to, 713. 
 
 Statement concerning, by Dr. Hobbs, 735- 
 736. 
 
 Tribute to, by U. S. Commissioner Eaton, 
 718. 
 
 Tribute to, by President Thompson, 735. 
 
 Rose Polytechnic Institute. Terre 
 Haute, Indiana. Account of the, 184- 
 201 . 
 
 Address by Hon. R. W. Thompson, 715-717. 
 
 Addresses delivered on opening, in 1883, of 
 the, 714-736. 
 
 Concise statement of Inaugural exercises 
 in 1883, 714. 
 
 Courses in Drawing Department of the, 
 199-200. 
 
 Dr. Mendenhall, called in 1886, to succeed 
 the late Dr. Thompson, as President of 
 the. 194. 
 
 Dr. Henry C. Eddy, succeeds Dr. Menden¬ 
 hall, as President of the, in 1891, 195. 
 
 Extracts from First Catalogue of the, (1883), 
 191. 
 
 Extracts from Eleventh Annual Catalogue 
 of the, (1893), 195-201. 
 
 History of the, by Samuel S. Early, Secre¬ 
 tary, 187-190. 
 
 Is a modern School of Technology, 719. 
 
 List of Board of Managers and Faculty of 
 the, for 1883, 192-193. 
 
 List of Educators present at Inaugural 
 exercises of the, 715 
 
 List of Faculty of the (1893), 201. 
 
1012 
 
 INDEX 
 
 Rose Polytechnic Institute, Terre 
 Haute, Indiana. Parallel courses in 
 Engineering, and Courses in Chemistry 
 in the, 195-199. 
 
 Proposed modification of Worcester plans 
 at the, 732. 
 
 Rapid increase in attendance in the, 193. 
 
 Ronbaix. France. Results of Technical 
 Education in the industries of, 752. 
 
 Rouen, France. Professional School of, 
 816-817. 
 
 It it li ner. lion. Win. R. Report by, on In¬ 
 dustrial College, in the U. S. and Canada, 
 601-602. 
 
 Discusses the Act of Congress of 1862, 601- 
 602. 
 
 Statement of European Institutions by, 600. 
 
 Rankle, 1.1,. D., Professor Joint D. 
 
 Extracts from letter by, 23. 
 
 Indebtedness of author to, 11. 
 
 Second President of the Massachusetts In¬ 
 stitute of Technology, 353. 
 
 Russell, J. Scott, on importance of early 
 training of workmen, 805. 
 
 Quoted on Systematic Technical Education, 
 756. 
 
 Russia. Admirable equipment of Polytech¬ 
 nic Schools in, 731. 
 
 Industrial Schools in, 738. 
 
 Rutgers Scientific School. The State 
 College for benefit of Agriculture and the 
 Mechanic Arts, Brunswick, New Jersey. 
 Account of, 415-420. 
 
 Courses in, 415. 
 
 Courses of Study in 1891 in, 419. 
 
 Date of organization of, 415. 
 
 Drawing, Courses of, in, 415. 
 
 Drawing, Demand for instruction in, 417. 
 
 Drawing, Practical work in, 420. 
 
 Drawing a required Study in certain 
 courses in, 420. 
 
 Drawing, Students lack of previous train¬ 
 ing in, lamented, 416-417. 
 
 Graphics. Details of work for entire course 
 of four years in, 420. 
 
 Graphics in, Methods of teaching, 416. 
 
 Scott, Ph. D., LL. D., Austin, President of, 
 420. 
 
 Seventeenth Annual Report for 1881, 416- 
 420. 
 
 State Free Scholarship established in 1890, 
 419. 
 
 Summary of attendance, in 1881, 419. 
 
 Summary of attendance, in 1891, 420. 
 
 Summary of Faculty of, 420. 
 
 Twenty-seventh Annual Report of, 1891, 
 419-420. 
 
 S. 
 
 St. Louis manual Training School. 
 
 Account of the, 28-60. 
 
 Salford, England. A great opportunity 
 offered to youth of, 954. 
 
 Inaugural address by Mr. William Mather 
 on opening of school of, 952-955. 
 
 Royal Technical School of, described, 951- 
 952. 
 
 Salisbury. Hon. Stephen, gives two hun¬ 
 dred thousand dollars to The Worcester 
 County Free Institute of Industrial 
 Science, 174. 
 
 President of Board of Trustees of Worces¬ 
 ter Polytechnic Institute, 174. 
 
 States purpose of The Worcester County 
 Free Institute of Industrial Science, 174. 
 
 Satnuclson, II. English Technical Instruc¬ 
 tion Commissioner, 982. 
 
 Sanborn, B. S.. Jeremiah W. President 
 of Agricultural College of Utah, 680. 
 
 Sartain. miss Emily, Artist, Principal 
 Woman’s School of Design, Philadel¬ 
 phia, 7. 
 
 Saxony. Primitive conditions of weaving 
 continue in, 981. 
 
 Schofield, miss Ilartlia, Bishop Haygood 
 pays tribute to, 887. 
 
 Schools of Agriculture. First Govern 
 ment Report, in 1847, on European. 860-861. 
 
 Schools of Design for Textiles and Ceram¬ 
 ics, 7. 
 
 Schools of Design, Increase in number of, 
 
 in 1893, 7. 
 
 School of mechanic Arts. Plan of course 
 of study in a, 13. 
 
 Plan of Shop for a, 13. 
 
 Shop for wood working in, 14. 
 
 School of mines and metallurgy. Rolla. 
 Mo. A department of State University 
 of Missouri. Account of the, 396-400. 
 
 Attendance in 1891-’92, 399. 
 
 Building and Equipments of the, 398. 
 
 Created by Legislature in 1870, 397. 
 
 Design and Equipment of the. 397. 
 
 Details of course in Graphics for 1881-'82, 
 397-398. 
 
 Detail of courses of Drawing in the, 399. 
 
 Drawing required for two years in the, 397. 
 
 Drawing required through four years of 
 Girls’ Course, 397. 
 
 Faculty of the, 399. 
 
 First class graduated in 1874, 397. 
 
 Girls’ course of Art in the, 397. 
 
 Harris, C. E„ ElrnoG., Director of the, 399. 
 
 An Institute of Technology. 398. 
 
 Preparatory Department of the, 397. 
 
 Regular Technical course in the, 398. 
 
 Special courses in the, 398. 
 
 Students annual expenses, 398. 
 
 Three years course in the, 397. 
 
 School of Technology of Georgia State 
 College, Account of origin of the, by 
 State Commissioner Harris, 269-272. 
 
 Schools. Handicrafts in, 821. 
 
 Technical and Scientific, Origin of, 853. 
 
 School Work. Reasons for combining Shop 
 work with. 728. 
 
 School Workshop. Advantages of a, 729. 
 
 English estimate for equipment of a, 908-909. 
 
 Scbtirman, D. Sc.. EE. D., Jacob 
 Gould. President of Cornell, in 1892-’93. 
 Reference to, 212-426. 
 
 Science. Birth of modern, 853. 
 
 Colleges of. Origin and objects of, 566-567. 
 
 Education in, Importance of, stated by 
 Duke of Devonshire, 961-962. 
 
 Higher Schools of. Other Departments in, 
 referred to, 5. 
 
 How the new Land Grant Colleges have 
 stimulated general education in, 858. 
 
 Leading schools of, in the United States, 
 equal to those of Europe, xlvi. 
 
 Necessity of Technical Training in connec¬ 
 tion with Training in, 800. 
 
 Need of additional schools of, 284. 
 
 Primary Schools of Applied, General educa¬ 
 tion provided for in the. 4. 
 
 Professor Huxley, on teaching of elemen¬ 
 tary, 939. 
 
 Schools and Colleges of Applied, 3. 
 
 Schools of, in Great Britain. Summary of 
 Statistics of the, 971-972. 
 
 Sfient i lie Education, Admirable State¬ 
 ment of. in Tennessee University Cata¬ 
 logue of 1878-79. 566-567. 
 
 The Prince of Wales, on modern needs for, 
 914. 
 
 Scientific I list ruction. List of Colleges 
 affording advanced, 757. 
 
 Scientific Schools. Note referring to, 229. 
 
 Scott, m. A.. EE. D.. Rev. William H. 
 
 •President Ohio State University, 1892, 476. 
 
 Report of 1891 by, 464. 
 
 Scott, Pitas. F. Report for 1886 by, in¬ 
 structor in Mechanics and Physics in B. 
 & O. R. R. School at Mt. Clare, Md., 169- 
 170. 
 
 Scribner, Mr. C. W r . Appointed Teacher 
 of Technology, in B. & O. Technological 
 School at Mt. Clare, in 1885, 156,748. 
 
 Principal of Shop of B. & O. Technological 
 School at Mt. Clare, Report by, 163. 
 
 Details of course in Mechanical Engineer¬ 
 ing in Iowa Agricultural College, in 1890, 
 by, 302-304. 
 
 Sewing. Too much time given to, in English 
 Elementary Schools, 899. 
 
 Sheffield. Esq.. The late Joseph E.. of 
 New Haven, the founder of the Sheffield 
 Scientific School of Yale College, 258. 
 
 Tribute to, 880. 
 
INDEX. 
 
 ioi 
 
 o 
 
 O 
 
 Nhrfliclil Scientific School, Account of, 
 TheU. S. Land Grant College of Connecti¬ 
 cut, 256-260. 
 
 Attendance on the, in 1881-'82, 256. 
 
 Courses of Instruction in the, 256. 
 Historical Summary of the, 258. 
 
 Interesting Statistics in 1889-’91 of students 
 attending the, 258. 
 
 Summary of Faculty of, in 1891,260. 
 Summary of pupils in 1891, 260. 
 Twenty-third Biennial Report of State Gov¬ 
 erning Board of the, for 1889-’90, 257-258. 
 At Yale College, 881. 
 
 Shepard. Mr. Discusses Report on Appren¬ 
 ticeship, 124-125. 
 
 Sherman, Col. William Tecnmseh, 
 
 Reference, to, as President of Louisiana 
 State Seminary and Military Academy, in 
 1860, 324. 
 
 Shop Instruction, Suggestions relating to, 
 by Principal Coler, 164-165. 
 
 ■Shop Work Course, in South Carolina Col¬ 
 lege of Agriculture and Mechanic Arts, 
 548. 
 
 Practical Knowledge of, by Engineers, es¬ 
 sential, 727. , 
 
 Reasons for combining School work with, 
 728. 
 
 In the St. Louis Manual Training School, 
 44-46. 
 
 In Virginia Agricultural and Mechanical 
 College. Description of Department of, 
 609-610. 
 
 Sibley, Hiram, of Rochester, N. Y., The late, 
 founded the College of Mechanical Engi¬ 
 neering and the Mechanic Arts Cornell 
 University, 218. 
 
 Sibley College of Cornell University 
 
 founded by Hiram Sibley, of Rochester, 
 N. Y. Account of the, 210-220. 
 
 Attendance in Department of Drawing and 
 Art of the, 215-216. 
 
 Building of the, described, 210. 
 
 Buildings, Laboratories and Collections of 
 the, 219-220. 
 
 Closely resembles the Worcester Free In¬ 
 stitute, 208. 
 
 Collection of Casts for Drawing, belonging 
 to the, 211, 
 
 Department of Drawing and Machine De¬ 
 sign of, Courses in the, 219. 
 
 Departments and Endowment of, 218. 
 Department of Drawing and Art, Courses 
 remodelled in 1892, 215-216. 
 
 Department of Mechanic Arts of. Purpose 
 and Courses of Instruction in the, 218. 
 Department of Mechanical Arts of, 216-217. 
 Departments of, as given in Cornell Uni¬ 
 versity Register for 1892, 218-220. 
 Evolution of, from grade of a Manual Train¬ 
 ing School to a high grade Professional 
 School, 217-218, 
 
 Four years’ course in the, 209-210. 
 
 Important collections of Mechanical mod¬ 
 els belonging to the, 211. 
 
 Improvement in character of attendance 
 in, 214-215. 
 
 Industrial Art, Courses in, 219. 
 
 List of Faculty in 1874-’75, 211. 
 
 Needs of, stated by President Adams, 213. 
 Report of Director of, for 1891-’92, 214-218. I 
 Special Students of Mechanic Arts in, 219. I 
 Significance of the Educational 10v- 
 periment begun by the B. & O. R. R. in 
 Jan., 1885, 146-147. 
 
 Simpson Memorial Home, connected 
 with Claflin College, 559-560. 
 
 Sinclair, Mr. Angus, on Opportunities in 
 Great Britain, 48-49. 
 
 Slater Fund, Bishop Haygood’s address in 
 1890, on resigning his nine years' charge 
 of the million dollar, for the Education of 
 the Colored Race, 885-889. 
 
 Slater, Mr. John F. Bishop Haygood on, 
 887-888. 
 
 Character and intention of, in giving a mil¬ 
 lion dollar fund for education of col¬ 
 ored children, 887-888. 
 
 Sloyil Association, the meeting of the. in 
 London (1897), 948-949. 
 
 Smart, A. M., I.I.. James H. Presi- 
 . dent of Purdue University, in 1891,297. 
 Smith. Swire. English Technical Instruc¬ 
 tion Commissioner. 982. 
 
 Smith. Art Master, JValter, Reference 
 to the late Professor xxxiv 
 South, Colored Schools in the, supported by 
 Northern Charity, 622. 
 
 South Carolina College of Agricul¬ 
 ture and Mechanics. Columbia. 
 
 Account of the, 542-551. 
 
 Courses in Mechanics in the, 549. 
 
 Graduate Courses in the, 550-551. 
 
 Statement of the aim of the courses in 
 Mechanic Arts in the, 550. 
 
 Southern Planter, Statement concerning 
 the Agricultural College, in Blacksburg, 
 by President McBryde, in the, October, 
 1893, 603-608. 
 
 South Kensington. 1 The City and Guilds 
 of London Institute” Building, in, 895. 
 Science and Art Schools of, 814. 
 
 Southern States. Colored Free Schools 
 supported by the, 622. 
 
 Southern University, IVew Orleans, 
 
 I,a. Account of the, 696-698. 
 Departments and Courses in the, 698. 
 Industrial Departments of the, 693-698. 
 Location and Buildings of the, 696-4597. 
 Scope and design of the, 696. 
 
 Summary of attendance for 1892-’93, 698. 
 Spanish Language, Knowledge of the, a 
 necessity in N ew Mexico, 675. 
 
 Spring' Gordon Institute, Philadel¬ 
 phia, Art School of the. Referred to, 7. 
 Account of the Mechanical Handiwork 
 Schools of the, 60-69. 
 
 Account of Second year of Schools, 1883-’84, 
 65-66. 
 
 Attendance in 1884-'85 on Schools of, 67. 
 Attendance on new Mechanical Classes in 
 1883, 61. 
 
 Courses of Study in Schools of the, 63-65. 
 Extracts from Report of Board of Manag¬ 
 ers, June, 1886, 67-68. 
 
 List of Officials and Instructors in Schools, 
 1883-’84, 65. 
 
 New work rooms opened in 1882, 61. 
 
 Prizes in 1884, to Students in Schools of the, 
 66 . 
 
 Purpose of the new Technical Schools of 
 the, 62. 
 
 Report of Board of Managers, June, 1887, 
 referred to, 69. 
 
 Report of Mechanical Schools of, by Super¬ 
 intendent W. H. Norris, June, 1887, 69. 
 
 S ta n I ey , the forerunner of Civilization for the 
 Continent of Africa. 888. 
 
 Stanton, Professor®. W. Acting Presi¬ 
 dent of Iowa Agricultural College in 1890, 
 305. 
 
 State Agricultural College of Colo¬ 
 rado. Account of the, 253-256. 
 Agricultural labor required by law of 
 students in the, 256. 
 
 Courses in Mechanics and Drawing in 
 l877-’88, 253-255. 
 
 Courses in Wood and Iron Work in the, 
 254-255. 
 
 Drawing Courses in the, 255. 
 
 Ladies’ Courses in the, 256. 
 
 Machine Shop of the, 255. 
 
 Purpose of Course in Practical Mechanics 
 in the, 253-254. 
 
 Summary of attendance in 1881, 253. 
 Summary of attendance in the, for 1887-’88, 
 256. 
 
 Summary of Courses of Study in the, 253. 
 Summary of Faculty of the, in 1887-’88, 256. 
 
 State Colleges of Agriculture. Sepa¬ 
 rate, established in Fourteen States, 437- 
 438. 
 
 State College for Colored Students, 
 
 Dover, Delaware, 689-690. 
 
 Location, Equipment, and Course of Study 
 of the, 689. 
 
 Summary of attendance, in the for 1892-'93, 
 690. 
 
 State Agricultural College of Florida. 
 
 Account of the, 262-266. 
 
1014 
 
 INDEX. 
 
 State Agricultural College of Florida. 
 
 Courses of Study in the, 262 
 
 Drawing required in certain courses in the, 
 263. 
 
 Military organization of the, prominent, 
 262. 
 
 State Agricultural College of Kansas. 
 
 Manhattan, Kansas. Account of the, 305- 
 315. 
 
 State Agricultural College of Michi¬ 
 gan, Lansing, Michigan. Account of 
 the, 356-359. 
 
 Attendance on the, 1879-’80, 356. 
 
 Drawing in the, Course of, 356. 
 
 Drawing in the Agricultural Course in, 357. 
 
 Drawing in The Mechanical Course in, 357. 
 
 Department of Military Science opened in 
 1884, 356. 
 
 Established in 1855,356. 
 
 Location of the, 356. 
 
 Manual Labor required in the, 356. 
 
 Opened in 1857, 356. 
 
 Two courses of four years' each in the, 357. 
 
 Statistics of Baltimore City Schools, 775. 
 
 Of Claflin University and College, 661. 
 
 Of Public Art Collections in the United 
 States, in 1883, xxxvi. 
 
 Stevens, President l.yman D. History 
 of New Hampshire Agricultural College 
 by, 406-410. 
 
 Stinison, Professor John Ward. In¬ 
 structor Art Schools of Metropolitan 
 Museum, 107. 
 
 Strahan, President R. S. Extracts from 
 report to Governor of Oregon by, 480. 
 
 Stuart, Gilbert, Reference to the Artist, 
 xliv. 
 
 Studebaker, Mr. Discusses Report on 
 Apprenticeship, 125. 
 
 Stuttgart, Germany, Color printing works 
 of M. M. Seeger in. 991. 
 
 Stuttgart (1896). The Exhibition of, De¬ 
 scription of, 986-988. 
 
 Important New Art Building in, 976. 
 
 Libraries and Art Collections in the Lan¬ 
 des Gewerbe Museum of, 987-988. 
 
 Technical High School of, Account of the, 
 983-984. 
 
 Technical High School of, Courses in the, 
 984. 
 
 Success of German Investigations due 
 
 to thorough preparatory training. 876. 
 
 Sullivant, Mr. Joseph, of Columbus, Ohio. 
 A Trustee of Ohio State University. 
 Adoption of Plan of organization as pro¬ 
 posed by, 455. 
 
 Summary of Contents of Forty-fourth Re¬ 
 port of the Science and Art Department 
 of Great Britain (London, 1897), 971-973. 
 
 Switzerland, furnishes a notable instance of 
 the value of Industrial training, 756. 
 
 Education of youth of, referred to by Mr. 
 Mather, 957. 
 
 Tabb, Col. Thomas, of Hampton, Va. 
 Tribute to the late General Armstrong, 
 by a former Confederate officer, 617. 
 
 Tanagra. Reference to the charming Fig¬ 
 urines discovered at, xxxix. 
 
 Taylor, Mr. F. W. Discusses Professor 
 Thurston's comments on Professor Wood¬ 
 ward's paper read at the Chicago meet¬ 
 ing, 48. 
 
 The Teacher of Tool Work. Paper en- 
 entitled, read by Professor Woodward at 
 meeting of National Education Assoeia 
 tion in Saratoga, 57-59. 
 
 Teaching Teachers. Professor Huxley 
 comments on, 941-942. 
 
 Technical Department, Advantage of a, 
 in a Great University, 784. 
 
 Technical Education. Address by the 
 Bishop of London on, 965. 
 
 Address by Professor Huxley, on propo¬ 
 sals of National Association for promo¬ 
 tion of, 937-944. 
 
 Address by Mr. William Mather on, 955-957. 
 
 Address by Sir John Lubbock, Concerning, 
 957-959. 
 
 Addresses at opening of the City and Guilds 
 of London Institute for, 911-916. 
 
 Technical Education. In France and Ger¬ 
 many, 816-817. 
 
 American Schools of, 749. 
 
 Attracts capital, 754. 
 
 Effect of, on Industries, 811-814. 
 
 Effects of, in Europe, 750. 
 
 Effects of, in Germany and Switzerland, 
 summarized by British Royal Commis¬ 
 sioners, 750-751. 
 
 England heartily supports, 963. 
 
 Essential to creation of new industries, 
 767. 
 
 European Schools of, 749. 
 
 General culture essential to High class, 
 738-740. 
 
 German Superiority in Engineering con¬ 
 struction due to, 753. 
 
 Imperative need for increased facilities for 
 promotion of, 746. 
 
 Importance of, assured in England, 754. 
 
 Important Institutions of, opened since Dr. 
 Barnard's Report, 745-746. 
 
 Improvement in French Industries due to, 
 
 In English Elementary Schools. Address 
 of President Dawson on, 898-899. 
 
 In itself not all sufficient, 942-943. 
 
 Interest taken by European countries in, 
 748. 
 
 Lack of facilities for, in City of Baltimore, 
 744. 
 
 National Association for promotion of, in 
 England, 934-935. 
 
 Nystrom, Mr. John W., on, 800. 
 
 Papers relating to, in America and Europe, 
 711-739. 
 
 Professor Huxley, on purpose of movement 
 for, 937. 
 
 Professor Huxley, says, is still experi¬ 
 mental, 941. 
 
 Relation of, to Foreign competition with 
 English manufacturers, 923C-934. 
 
 Report of Mr. Wm. Mather, of England, on, 
 in the United States, 758-760. 
 
 Report on Institutions of, in U. S. and Eu¬ 
 rope. by Professors Coler, and Scribner, 
 referred to, 130. 
 
 Report on, made by Dr. W. T. Barnard, 
 assistant to President of B. & O. R. R , 
 747. 
 
 Results of. as shown in improvement of 
 English Woolen manufactures, 753. 
 
 Stephen, Mr., of Glasgow, on, 815-816. 
 
 Summary of contents of papers on, in Eng¬ 
 land, 897. 
 
 Testimony of J. Scott Russell, to value of, 
 756. 
 
 Two divisions of, defined by Dr. Philbrick, 
 821. 
 
 Value of, for the textile manufactures of 
 Chemnitz, Saxony, 752. 
 
 Value of, in Verviers, Belgium, 752. 
 
 Value of, in silk industry of Crefield, Prus¬ 
 sia, 751. 
 
 Value of, in Textile manufacturers in Mul 
 house. Germany, 751-752. 
 
 Value of, shown by the improvement in the 
 industries of Roubaix, France, 752. 
 
 Vital importance of, 749. 
 
 What the B. & O. R. R. can fairly do to pro¬ 
 mote, 144. 
 
 Technical High Art School at Munich, 
 Bavaria. 810-811, 
 
 Technical Industrial Education. Ele¬ 
 mentary Schools of, 3. 
 
 Introductory chapter to account of Insti- 
 stitutions affording, 3-8. 
 
 Primary group of Elementary Schools of. 4. 
 
 Technical Industrial Schools. List of 
 elementary, 4. 
 
 Technical Industrial Training. Ac¬ 
 tivity of European Nations in the pro¬ 
 motion of, xlv. 
 
 Technical Instruction Commission of 
 
 Great Britain (December, 1896). Report 
 on Technical Education in Germany, by 
 the, 973-991. 
 
 Technical Meclianicnl Schools, 4-5. 
 
 Account of Five notable, in theU. S., 171-223. 
 
 Reference to account of Five, 1. 
 
INDEX. 
 
 1015 
 
 Technical School for Carriage 
 Draughtsmen an<l Mechanics, 
 
 New York City. Account of the, 108. 
 
 Chairman reports Chautauqua plan 
 adopted by the Committee on the, 111. 
 
 Committee on, appointed in 1880, 108. 
 
 Conditions of award of Diplomas and 
 “Grand Prize,” 115. 
 
 Course of Instruction in the, 113. 
 
 Course of instruction for correspondence 
 classes of the, for 189,3-id. 116-118. 
 
 List of Members of Committee of, for 
 1883-'84 on part of Metropolitan Museum, 
 and the Association. 115—116. 
 
 In Metropolitan Museum, 107-108. 
 
 Moves to new quarters. 116. 
 
 Official announcement of Chautauqua plan 
 adopted by the, 111-112. 
 
 Prospectus for 1883-'84 of the, 113-114. 
 
 Report for 1882-’83, by Committee of Car¬ 
 riage Builders National Association, on 
 the, 109-110. 
 
 Summary of attendance, for 1880 to 1894. on 
 the, 118. 
 
 Technical Mcliools. Accounts of some lead¬ 
 ing European, given in the Appendices 
 to the volumes of this Report, xlvii. 
 
 Concise statement of some, 810-811. 
 
 Continental Nations forced by progress of 
 English industries to establish, 812. 
 
 Importance of, to America, 721. 
 
 Important results of Continental, 812. 
 
 Industrial impulse due to, 753. 
 
 In France, 736-737. 
 
 In Germany. Important new buildings 
 for, 976. 
 
 In Germany, Increase of, 737. 
 
 In Great Britain, 814-816. 
 
 Lists of seven leading, founded between 
 1870 and 1884, in United States (note to), 
 738. 
 
 Of Metropolitan Museum. 107-108. 
 
 Organized by Guilds of London, 815. 
 
 Output of, 755. 
 
 Plan of Chapters relating to. 3. 
 
 Present Place and work of. Inaugural Ad¬ 
 dress of President Homer T. Fuller, in 
 1883 on the, 736-740. 
 
 Professor Huxley, defines three possible 
 forms of, 940. 
 
 Sustained by English Industrial Corpora¬ 
 tions, 815. 
 
 Workshop instruction in. 902-905. 
 
 Technical Teaching; in Board Schools, 
 
 Paper on, by Mr. J. F. Moss, Clerk of Board 
 School, Sheffield, England, 907-909. 
 
 Technical Trade Education, Import¬ 
 ant experiment in, 129-170. 
 
 Technical Trade Schools, 4. 
 
 Account of, special. 107-128. 
 
 The opening of public, suggested, 108. 
 
 Technical Training'. Address at Penn¬ 
 sylvania State College by Professor John 
 llamilton on, 879-883. 
 
 American Schools of, needed for Ameri¬ 
 cans, 738. 
 
 Demand for high class, 738. 
 
 Extracts from address on, by Mr. Philip 
 Magnus, 827-829. 
 
 The great lack of, 144. 
 
 Increase of public appreciation of need of, 
 since Dr. Barnard's Report was issued, 
 745. 
 
 Modern demand for. 229. 
 
 Rapid growth of, in Great Britain, 896. 
 
 Suggestions for increase of, in England, 933. 
 
 Value of early, 802. 
 
 Technology. Changes in all manufactures 
 wrought by, 723. 
 
 The result of the discovery of the law of 
 the Conservation of Energy, 722. 
 
 Technology. Schools of, Drawing recog¬ 
 nized as an essential elementary study 
 in, xlvii. 
 
 Graduates of, but beginners. 725. 
 
 in the U. S., by the late President Charles O. 
 Thompson, 429. 
 
 not Schools of Design, 726. 
 
 Technological Education. Change in 
 trade relations due to, 748. 
 
 Technological Institutions train the 
 Captains of Industry, 882-883. 
 
 Technological Instruction. Methods of, 
 in Worcester, Mass., described by Super¬ 
 intendent Higgins, 267-269. 
 
 Technological School, Bradford. Eng¬ 
 land, 811. 
 
 Moscow, Russia, Method of teaching in the, 
 730. 
 
 Technological School ofltaltiniore and 
 Ohio R. K. Account of the, 129-170. 
 
 Authorized by President Garrett, in 1885, 
 130. 
 
 Authority of School Instructors and Shop 
 Instructors defined, 156-158. 
 
 Board of Examiners for admission to. 148. 
 
 Coler, Mr. G. P., appointed as Academic 
 Teacher in the. 158. 
 
 Course of study for 1886 as planned by Mr. 
 Coler, (seenote to), 161-162. 
 
 Examples of entrance examination papers 
 for admission to the, 152-155. 
 
 Executive order by President Garrett, es¬ 
 tablishing the, 148. 
 
 Failure to pass examinations in elementary 
 English studies for entrance to the, 159. 
 
 General Regulations, governing appoint¬ 
 ment, admission, and service of Appren 
 tices of the B. <fe 0. R. R. during their 
 connection with the, 149-152. 
 
 Good results of the instruction given in 
 the, 138. 
 
 Good results of methods of instruction used 
 in the, 168. 
 
 Graduates of the. fit for subordinate offices 
 in the B. & O. R. R. employment 141. 
 
 History of, in Report on, by Dr. Barnard, 
 134-147. 
 
 History of Technical Instruction at the. 134. 
 
 Improvement in behavior of pupils of the. 
 as compared with those in'’the former 
 Apprentice School, 134. 
 
 Influence of, would tend to raise grade of 
 the Service, 141-142. 
 
 Interesting change in attitude of pupils of 
 the, 135. 
 
 Interesting experience wi th pupils in the, 
 160-161. 
 
 Large proportion of sons of employees too 
 ignorant to be able to enter the, 136-137. 
 
 List of First Board of Directors of the, 148. 
 
 A novel experiment in this country, 146. 
 
 Order relating to Apprentices and Cadets 
 of the B. & O. R. R., 149. 
 
 Plan of, abandoned after change in control 
 of the Company, 130. 
 
 Plan of Instruction as announced in the, 
 142. 
 
 Problem of connecting Shop work and 
 School instruction solved by the experi¬ 
 ment of the, 139. 
 
 Report of Shop Instruction in the, 163. 
 
 Report for 1886. byChas. F. Scott, instructor 
 in Mechanics and Physics at the, 169-178. 
 
 Report for 1886, by Walter B. Webb, instruc¬ 
 tor of Drawing in the, 168-169. 
 
 Report of Jan. 30, 1887, by Professor Coler, 
 Principal of the, 159-168. 
 
 Scribner, Mr. C. W.. appointed Teacher of 
 Technology in the, 156. 
 
 Summary of results obtained between 
 March, 1885, and Jan.. 1887, 167. 
 
 Superior class of apprentices secured for 
 the, 166 
 
 Threefold purpose of the, 159. 
 
 What the, should aim to accomplish. 144. 
 
 Technological Schools. J. Scott Russell 
 on, 7981800. 
 
 Tennessee. Acts of U. S. Congress, giving 
 land for school purposes to, 565-566. 
 
 Acts of Legislature of, under laws of Con¬ 
 gress, 565-566. 
 
 Agricultural College of, opened in 1863. 566. 
 
 Tennessee. University ami Slate Col¬ 
 lege of, Knoxville, Tenn. Account of 
 the, 565-584. 
 
 Attendance in 1879-’80. 569. 
 
 Colored students of, attend Industrial 
 Department of, Knoxville College, 573. 
 
 Courses of Study in the, 568. 
 
1016 
 
 INDEX 
 
 Tennriagre,University and Stale College 
 
 of. Departments and Schools of, 575-570. 
 
 Description of Location and Buildings of, 
 577. 
 
 Development of, since 1886, 571-578. 
 
 Drawing as taught in the, 568-56!). 
 
 Equipment of School of Mechanic Arts, 578- 
 
 579. 
 
 Extract from Biennial Reports of, Decem¬ 
 ber, 1892, 569-578. 
 
 History of, in ‘ Circular of IT. S. Bureau of 
 Education ” No. 5,1893,569. 
 
 The Mechanical Department of, 577. 
 
 Needs of, 573. 
 
 New buildings of t 569-570. 
 
 Normal training in, 574. 
 
 Number of Academic Faculty of the, 584. 
 
 Organization of, as given in Catalogue of 
 1892-’93, 575-576. 
 
 Reference to History of, by Professor 
 Karas, 569. 
 
 Report by President Dabney, 571-574. 
 
 Report of School of Mechanic Arts, 578- 
 
 580. 
 
 School of Mechanic Arts of, 581. 
 
 School of Mechanical Engineering and 
 Drawing. 580-581. 
 
 State colored pupils of, taught at Knox¬ 
 ville College, 581-583. 
 
 Statement in detail by the President, of in¬ 
 crease in buildings and equipments, 572. 
 
 Catalogue of 1878-'79. Statement of origin 
 and objects of Science Colleges in, 566- 
 567. 
 
 State Scholarships in the, 576. 
 
 Summary of courses of study in the, 572-5"3. 
 
 Summary of students in the, 583-584. 
 
 Texas. Concise account of the founding and 
 support of the State Agricultural and 
 Mechanical College of, at College Station, 
 BrazostCo., 584-585. 
 
 Texas, University of, Agricultural and 
 Mechanical College of the, Account of 
 the, 584-596. 
 
 Agricultural Experiment Station estab¬ 
 lished in 1888, in the. 592. 
 
 Agricultural College of the. Comments on 
 Land Grant Colleges, by President Jones, 
 of the, 588. 
 
 Agricultural and Mechanical College of the, 
 Course of Mechanics and Drawing in the, 
 589-592. 
 
 Department of Drawing in the, 594-595. 
 
 Endowment of State Agricultural and 
 Mechanical College of the, 584. 
 
 Later history of the, in the Catalogue for 
 1893, 592-594. 
 
 Plan of reorganization of the, discussed by 
 President Jones, 585-588. 
 
 Present purpose of the. as given in Cata¬ 
 logue for 1892-'93, 592-594. 
 
 Post Graduate courses in the, 594. 
 
 Scientific training in the, in 1893, 592-595. 
 
 Summary of attendance for 1892-'93, 595. 
 
 Texas, Prairie View State Normal 
 School, Hempstead. Account of. 701- 
 702. 
 
 Founded by the State, in 1879, for training 
 of colored teachers, 701. 
 
 Receives U. S. Land Grant for colored stu¬ 
 dents, 702. 
 
 Summary of attendance. 1892-'93, 702. 
 
 Textile Association of Philadelphia. 
 
 Action of the, in 1885, 7. 
 
 Textil os. Schools of Design for. 6. 
 
 Theory ami Practice. Interrelation be¬ 
 tween, (note) 807. 
 
 Thomas, Mr., discusses Report on Appren¬ 
 ticeship. 124. 
 
 Thompson, A. 91. I’ll. !>.. Charles Oli¬ 
 ver. Account in brief of the life work of 
 the distinguished Executive Educator, 
 the late. 184 and 193-4. 
 
 Approves the excellent engineering train¬ 
 ing given at West Point, 429. 
 
 Called in 1883. from Presidency of Worces¬ 
 ter Polytechnic Institute, to be President 
 of the new Rose Polytechnic Institute, in 
 Terre Haute, Indiana, 184. 
 
 Decease of, in 1885, 193. 
 
 Thompson, A. M. Ph. D., Charles Oli¬ 
 ver. Reference to, 184. 
 
 Defines the different Schools of Art and 
 Technology, 722. 
 
 Inaugural Address at Rose Polytechnic 
 Institute by, 722, 735. 
 
 Pays tribute to Chauncey Rose, 735 
 
 Principal of Worcester County Institute of 
 Industrial Science. 174. 
 
 Professor, of Industrial Art in Purdue Uni¬ 
 versity, First Annual Report bv, in 1878, 
 287-288. 
 
 Reference to Inaugural Address of Rose 
 Polytechnic Institute by, the late Presi¬ 
 dent. 713. 
 
 Reference to death of, in 1885, 709. 
 
 Statement of pioneer work in Technical 
 Education performed by the late. 714. 
 
 Summary of life work and publications of 
 the late President of Rose Polytechnic 
 Institute. 194. 
 
 The American form of a class of Techno¬ 
 logical Schools invented by. 714. 
 
 The leading U. S. Schools of Technology as 
 designated in 1883 by, 429. 
 
 Welcomed to Rose Polytechnic, by Presi¬ 
 dent E. E. White, 720-721. 
 
 Thompson, of IMirhnm, Benjamin. 
 Munificent bequest by, to New Hamp¬ 
 shire State College of Agriculture, 409. 
 
 Thuringia. Home industries in,981. 
 
 Thurston, Robert If., Director of Sibley 
 College, Cornell University. 
 
 Comments on Professor Woodward's 
 paper, 46-47. 
 
 Report for 1892 by, 214-218. 
 
 Trade Schools. Utility of, 805-806. 
 
 Tree Planting’ in School yards, 875. 
 
 Tribune. Two valuable papers from the 
 New York, 968-971. 
 
 Trowbridge, Columbia College, N. V. 
 
 Letter on advantage of Scientific train¬ 
 ing from Professor, 823. 
 
 Tucker, A. M., T. OeS. President, Florida 
 State Normal and Industrial College for 
 colored students 692. 
 
 Tulaue, Paul. Founder of Tulane Univer¬ 
 sity, 79. 
 
 Consults with U. S. Senator Randall Lee 
 Gibson, of Louisiana, 80. 
 
 Letter from, creating the University Trust, 
 80-81. 
 
 Letters of. Admirable provisions in, 81. 
 
 Tulane High School. Account of the, 
 
 99-101. 
 
 List of Faculty for 1892-1893, 101. 
 
 Manual Training and Drawing as taught 
 in the, 100, 
 
 Tulane College. Account of the, 89-90. 
 
 Tulane University, New Orleans, 
 Louisiana. Account of the, 79-106. 
 Account of the Woman's College of the, 
 92-95. 
 
 Attendance for 1891-’92. 97. 
 
 The Art Museum of, 95-96. 
 
 Buildings of, 97. 
 
 Comprehensive character of, considered, 
 
 86 . 
 
 Courses of University extension lectures in 
 1892-93, in connection with, 96. 
 
 Drawing recognized in. both as a practical. 
 
 technical, and artistic study, 84. 
 
 Details of reorganization announced Jan¬ 
 uary. 1893. 103-105. 
 
 Free Drawing School of the. 101-103. 
 
 High School of the, discontinued January, 
 1893, 103-104. 
 
 Historical Statement of the. 88-88. 
 Illustrates wise correlation of Educational 
 forces, 84. 
 
 Libraries of the. 95. 
 
 Linton-Surzet Hall, the Art Museum of, 
 
 95. 
 
 List of Board of Administrators of, 105-106. 
 List of Faculty and Instructors in Manual 
 Training, Drawing, and Art (1891, 1892), 
 
 97-98. 
 
 Mechanical work in. tinder Professor Ord- 
 way, 91. 
 
 Museums of the, 95. 
 
INDEX. 
 
 1017 
 
 Tulane University, New Orleans, 
 
 l.onisiana. Origin of the, 79. 
 
 Plan of Education in the, 88-89. 
 
 Professor Woodward, Director of Drawing 
 in, 90-91. 
 
 Report of Committee on Education, Janu¬ 
 ary, 1893, 103-105. 
 
 Summary of Faculty of, 98. 
 
 Union with the State University effected 
 by, 83. 
 
 Why account of the, is given, 84. 
 
 Turner, 1 , 1 ,. President of West 
 
 Virginia University, 649. 
 
 Tuskeger Normal School. Alabama. 
 Memorial Address to Gen'l Armstrong by 
 President Washington of the, 616-617. 
 
 U. 
 
 United States and Canada. Mr. Mather’s 
 Report on the influence of education upon 
 the manufactures of the, 813. 
 
 United States. A list of leading Technical 
 Schools in the, 818. 
 
 U. S. Land Grant Colleges. President 
 Chamberlain, quotes the organic law cre¬ 
 ating the, 298-299. 
 
 IT. S. Land Grant Law. Commemorative 
 Addresses delivered at Amherst, Massa¬ 
 chusetts, on 25th anniversary of passage 
 of the, 849-867. 
 
 U. S. Land Grant Laws. Reference to 
 passage of, and copies of, in Appendix Z, 
 710. 
 
 U. S. Law of 1 Him. Value to Agricultural 
 Colleges of the, 409. 
 
 United States Military Academy, West 
 Point, New York State. Account in brief 
 of the, 427-429. 
 
 Beauty of situation of, referred to, 427-428. 
 
 Drawing in the. Instruction in, 427. 
 
 A notable School of Engineering, 428. 
 
 Summary of Academic Staff. 429. 
 
 Summary of Attendance in 1881-’82. 427. 
 
 Summary of Attendance for 1890-’91, 427. 
 
 Summary of Courses in the, 427. 
 
 Summary of Departments of Study, in the. 
 429. 
 
 Col. John M. Wilson, Superintendent of the, 
 in 1891, 429. 
 
 United States Naval Academy, Annap¬ 
 olis, Maryland. Account of the, 343-345. 
 
 Captain W\ T. Sampson, U. S. N., Superin¬ 
 tendent of the, in 1889, 345. 
 
 Concise Historical Summary of the, 344-345. 
 
 Founded in 1845, by Hon. George Bancroft, 
 Secretary of the Navy under President 
 Polk, 344. 
 
 Summary of Academic Staff of Instructors, 
 344. 
 
 Summary of Attendance in 1881, 344. 
 
 Summary of Attendance in 1889-’90. 344. 
 
 Summary of Courses in Drawing taught in 
 the, 343-344. 
 
 Universities. Twenty-four States make the 
 State Agricultural College a part of the 
 State University, 437. 
 
 University. What constitutes a true mod¬ 
 ern. 538. 
 
 University Extension. Tulane Univer¬ 
 sity Courses of Public Lectures illus¬ 
 trate, 96. 
 
 University of Arizona, at Tucson. Ac¬ 
 count of the, 665-666. 
 
 Free to all qualified persons of either sex, 
 666 . 
 
 Industrial Drawing in the, 666. 
 
 Law of 1885. creating the, 665. 
 
 Organization of the, 666. 
 
 Regents of the, how appointed, 665. 
 
 Resources of the, 665. 
 
 Sclio is and Colleges of the, 666. 
 
 University of California, Berkeley, Cali¬ 
 fornia. 
 
 Abstracts of courses of study in the, in 
 1890-’91, 249-252. 
 
 Accounts of the, 247-252. 
 
 Art Collections of the, 251. 
 
 Collections of Science m Museum of the, 251. 
 
 University of California. College of Me¬ 
 chanics of the. 220-228. 
 
 Courses in the, for 1891, 249-250. 
 
 Courses in Drawing in, 250. 
 
 Courses in Science in the, Purpose of, 
 stated, 247. 
 
 Drawing a required study only in the Sci¬ 
 ence Courses of the, 247-248. 
 
 Drawing other than Mechanical taught in 
 the, 221-222. 
 
 Drawing, statement of the Department of, 
 in the several Science Colleges of the, 248. 
 Historical summary of the, 220. 
 
 Mechanical Laboratory of the, 251-252. 
 Professor Martin Kellogg, A. M., President 
 of the, in 1891, 252. 
 
 Summary of facilities of, for education in 
 Science, in 1892, 223. 
 
 Summary of Faculty of the, 252. 
 
 Summary of Students for 1881-’82,249. 
 Summary of Students for 1890-’91, 252. 
 Summary of Attendance in the, in 1891-’92, 
 223. 
 
 Time given to Drawing in the Science 
 courses, 249. 
 
 University of Idaho, at Moscow. Account 
 of the Co-Educational, 667. 
 
 College of Agriculture in the, 671-673. 
 Comprehensive provisions of plans of the, 
 667. 
 
 Course of Freehand and Industrial Draw¬ 
 ing in the, 671. 
 
 Department of Household Science and Do¬ 
 mestic Economy iu the, 672-673. 
 Experiment Station of the, 673. 
 
 Law of 1889 creating the, 666. 
 
 Preparatory School of the, 668-670. 
 
 Purpose of the, defined in law. 667. 
 Summary of attendance for 1892-’93, 673. 
 University of Illinois, formerly Illinois 
 Industrial University. Account of the, 
 202-208. 
 
 Art Gallery of the, to be described in later 
 Volume of this Report, 276. 
 
 Buildings and grounds of the, 202. 
 
 Colleges of the, Subdivided into Schools, 
 276-277. 
 
 Complete courses in Drawing given in the, 
 202 . 
 
 Comprehensive Catalogue of the, for 1891- 
 ’92, 277. 
 
 Comprises four distinct Colleges, 376. 
 Courses of Drawing in the, 202. 
 Development of College of Engineering of 
 the. as shown by the Regent, Dr. Selim 
 A. Peabody, in memorial to Legislature, 
 205-206. 
 
 Drawing taught in all Schools of the College 
 of Engineering, and in the School of Art 
 and Design, and in College of Natural 
 History, 277. 
 
 Extracts from Dr. Peabody’s Memorial to 
 Legislature in 1885, 205-206. 
 
 Formerly The Illinois Industrial Univer¬ 
 sity, 276-278. 
 
 General Statement of School of Mechanical 
 Engineering of the, 206-208. 
 
 Growth of the, in all directions, as shown 
 in Catalogue for 1891-’92,277. 
 
 List of Faculty of College of Engineering 
 (1874-5), 204. 
 
 List of Professors and Instructors in Draw¬ 
 ing and Industrial Arts in the, in 1891-’92, 
 278. 
 
 Location and Buildings of the, 202. 
 Modelling in clay taught in the, 202. 
 
 A National Land Grant College, Concise 
 history of the, 276-278. 
 
 Professor Burrill, M A., Ph. D., Acting 
 Regeht of the, in 1891-’92, 278. 
 
 Schools of Mechanical Engineering of the, 
 
 203. 
 
 Schools of Mechanical Engineering. Course 
 of four years in the, 303. 
 
 School of Mechanical Engineering of the. 
 modelled after the Worcester School, 202- 
 
 204. 
 
 Summary of Attendance in the, in 1881-’82, 
 277. 
 
 Summary of Attendance in 1892. 277. 
 
1018 
 
 INDEX. 
 
 University of Minnesota. Account of 
 the, 359-569. 
 
 Agricultural College of the, established bv 
 law of 1868, 359. 
 
 Attendance increased from 72 students in 
 1868, to 1,400 in 1892, 363. 
 
 College of Agriculture, Course in the, 364. 
 
 College of Engineering, Courses in the, 363- 
 364. 
 
 College of Engineering, Summary of Fac¬ 
 ulty of, in 1892, 364. 
 
 College of Engineering. Courses of Prac¬ 
 tical Mechanics in the, 366. 
 
 College of Engineering. Equipment of 
 Shops and Laboratories of the, 364-366. 
 
 Concise Historical Statement of the, 363. 
 
 Concise Statement of courses of study in 
 the, 361. 
 
 Course in Architecture in the, 362. 
 
 Courses of Industrial Drawing in the, 361. 
 
 Courses in the School of Design, Free-hand 
 Drawing and Wood Carving, of the, 367- 
 368. 
 
 Development of the, to 1891-’92, 363. 
 
 Growth of the, from one Department in 
 1868, to ten Departments in 1892, 363. 
 
 Location and buildings of the. 360. 
 
 Methods of Instruction in Special Industrial 
 Courses in the, 362-363. 
 
 Northrop, LL. D., Cyrus, President of, 369. 
 
 Objects of the College of Mechanic Arts, 
 361. 
 
 Origin of the, 359. 
 
 Preparatory Department of the, 361. 
 
 Special courses m Shop Work and Mechan¬ 
 ical Drawing in the, 362. 
 
 Summary of Attendance in 1880-’81, 363. 
 
 Summary of Attendance in different de¬ 
 partments in 1891-’92, 369. 
 
 Summary of Faculty in 1891-’92, 369. 
 
 University of the Slate of Missouri, 
 Columbia, Missouri. Account of the, 
 383-400. 
 
 Agricultural College of the, 386-387. 
 
 Agricultural College of the, Attendance on 
 the, 386. 
 
 Agricultural College of the. Importance of 
 the, 386. 
 
 Attendance in course in Agriculture in 
 1891-’92, 395. 
 
 Attendance on Drawing classes of Engi¬ 
 neering School, 396. 
 
 Attendance in Engineering School of, in 
 1892, 396. 
 
 Changes shown in Catalogue of 1891-'92, 
 393-394. 
 
 Course in Agriculture, offered by the, 395. 
 
 Department of Engineering in the, 396. 
 
 Division of the U. S. Land Grant between 
 two Departments of the University: The 
 Argricultural College at Columbia, and 
 the School of Mines at Rolla, 3,83. 
 
 Drawing a prominent feature in the Engi¬ 
 neering courses of the, 383. 
 
 Endowment of the, 394. 
 
 Extracts from Manchester Guardian sus¬ 
 tains President Rothwell’s words as to 
 value to State of Scientific training, 391. 
 
 Faculty of School of Engineering in the. 
 in 1892, 396. 
 
 General statistics of the, in 1891-’92, 400. 
 
 Girls admitted to Academic Department 
 of the, 387. 
 
 Historical Summary in Report of 1892, 384. 
 
 Jesse, LL. D., Richard H., President of, in 
 1892, 400. 
 
 Legislature creates fund to replace build¬ 
 ings destroyed by tire in 1892. 387. 
 
 Marx, Professor C. W., chosen Superintend¬ 
 ent of School of Mechanic Arts m 1891,385. 
 
 New Manual Training Building of the, 392. 
 
 Opened in 1841, 384. 
 
 Outline of Course in Drawing and Shop 
 Work in 1891-’92, 394-395. 
 
 Plea for new Main Building in report by 
 Curators in 1893, 391. 
 
 President’s plan for Library and Scientific 
 Instruments, 393. 
 
 Provisions relating to Women Students in, 
 388. 
 
 University of the. State of Missouri. 
 
 Relation of, to State and to Public 
 Schools, defined in 1893 Report of Cura¬ 
 tors, 389-391. 
 
 Schools and Departments of the, 383. 
 
 School of Art and Drawing in the, 383. 
 
 The School of Mechanic Arts; or Manual 
 Training School of the, Influence of, upon 
 the students, 385-386. 
 
 Opened in 1891,384. 
 
 Statement of the opening and purpose of 
 the, 384-386. 
 
 Summary of Attendance in 1891, 386. 
 
 Summary of Attendance in 1881-’82, 383. 
 
 Summary of Attendance in 1891-92 in all De¬ 
 partments of the, 399-400. 
 
 University of Nebraska, Lincoln, Ne¬ 
 braska. Account of the, 400-402. 
 
 Attendance in the, in 1881-’82, 400. 
 
 Bessey, Ph. D., Charles E., Acting Chancel¬ 
 lor of the, in 1893. 402. 
 
 Drawing in Industrial College of the, 401. 
 
 Elementary Agricultural course in the, 
 401. 
 
 Faculty of the, in 1892, 402. 
 
 Industrial College of the, 401. 
 
 Land Grant Endowment of the, 400. 
 
 Preparatory School of the, 401. 
 
 School of Fine Arts of the. 401. 
 
 University of Nevada, Reno, Nevada. 
 Account of the, 402. 
 
 Attendance for 1891-’92 in the, 402. 
 
 College of Agriculture at Elko, Nevada, of 
 the, 402. 
 
 Drawing as taught in several departments 
 of the, 402. 
 
 Faculty of the, 402. 
 
 Jones, M. A. Ph. D.. Stephen A., President 
 of the, 402. 
 
 Summary of Laws creating the, 402. 
 
 University of North Carolina. Account 
 of the. 
 
 Agricultural and Mechanical College of 
 the, 430. 
 
 Memorial Building of. Description of the, 
 431-435. 
 
 Opening of Memorial Building in 1885, 431. 
 
 Reorganized and opened in 1875, 430. 
 
 Report in 1887, by President Battle of, 434- 
 439. 
 
 State Agricultural and Mechanical College 
 made, in 1866, a department of the, 
 433-434. 
 
 State College of Agriculture removed by 
 law of 1888, from the, 439. 
 
 Summary of Attendance in 1881-'82, 431. 
 
 Summary of Attendance in 1891-’92, 439. 
 
 Summary of Faculty in 1891-’92, 439. 
 
 U. S. Land Grant Fund transferred from 
 the, to State College of Agriculture in 
 Raleigh by law of 1887, 440. 
 
 University of 8outh Carolina. Account 
 of the, 542-561. 
 
 Claflin College of the. 551-557. 
 
 Historical statements concerning the, 544- 
 545. 
 
 Law relating to the, 543. 
 
 McBride, Ph. D., LL. D., John H.. President 
 of the, 551. 
 
 Organization of the, 545. 
 
 State Scholarships in the, 543. 
 
 Statistics of Attendance, 551. 
 
 University of Wisconsin, Madison, Wis¬ 
 consin. Account of the, 649-657. 
 
 Agricultural College of, organized in 1866, 
 649. 
 
 Analysis of Statistics of the attendance on 
 the, by the President in 1890, 654. 
 
 Attendance on, in 1881, 650. 
 
 Chartered in 1848, opened in 1849, 649. 
 
 Courses in Drawing and Machine Shop prac¬ 
 tice in the Department of Agriculture, in 
 the, 652. 
 
 Drawing as taught in the, in 1882, 652. 
 
 Extracts from Fourth Biennial Report of 
 Regents of the, in 1889-’90, 653-654. 
 
 Extracts from catalogue of the, for 1892-'93, 
 6)1-655. 
 
 Organization of the, 656-657. 
 
 Practical Mechanics as taught in the. 653. 
 
INDEX. 
 
 1019 
 
 University of Wisconsin. President Bas- 
 com, on variations in attendance on dif¬ 
 ferent courses in the, 651. 
 
 Reorganization of the, in 1886, 650-657. 
 
 Statement of Several Funds of the, in 1881, 
 649. 
 
 University of Wyoming, Laramie, Wyo¬ 
 ming. Account of the, 682-684. 
 
 College of Mechanic Arts of the, 683. 
 
 Departments of the, 683. 
 
 Experimental Farms of the, 682. 
 
 Object of the, as stated in Act of incor¬ 
 poration in 1886, 682. 
 
 Situation and Building of the, 682. 
 
 Summary of Attendance for 1893-'94, 684. 
 
 V. 
 
 Verviers, Belgium, Value of Technical Ed¬ 
 ucation in, 752. 
 
 Von Helmholtz, Professor, on Industrial 
 importance of Scientific training, 755. 
 
 Vnleutine, Mr. Luwaon, of New Vork, 
 
 gives one thousand dollars to Technical 
 School for Carriage Draughtsmen to pro¬ 
 mote the Chautauqua plan, 111. 
 
 Van Winkle, Professor. Report for 1880- 
 ’81 by, of the Department of Mechanical 
 Engineering and Drawing, Agricultural 
 College of Texas. 588-590. 
 
 Vermont, University of, State Agricul¬ 
 tural College, Burlington, Vermont. Ac¬ 
 count of the. 596-600. . 
 
 Department of Applied Science of the, 596- 
 598. 
 
 Library Building of the, given by Hon. 
 Frederick Billings, 598. 
 
 Mechanical Buildings of the, 599. 
 
 Scientific Departments of the, 598-599. 
 
 Summary of Students and Faculty of. in 
 1892-'93,600. 
 
 Virginia Agricultural and Mechanical 
 College, Blacksburg, Virginia. Account 
 of the, 600-611. 
 
 * Electric Lighting of the town of Blacks¬ 
 burg by the, 607. 
 
 Equipment and facilities of the. in 1893,607. 
 
 Extracts from catalogue of the, for 1892-’93, 
 688-611. 
 
 Founded in 1872, 600. 
 
 Purpose of the reorganization of the, in 
 1891, 604. 
 
 Statement concerning the, by President J. 
 M. McBryde, in 1893, 603-608. 
 
 Summary from Catalogue of 1881-’82 of, 
 602-603. 
 
 Summary of attendance for 1892-’93,611. 
 
 Virginia. Kindness shown to Hampton In¬ 
 stitute, by People and Legislature of, 631. 
 
 W. 
 
 Wade, Hon. B. F . Letter of, stating serv¬ 
 ices of Dr. Amos Brown, in promoting 
 passage of Land Grant Bill, 846. 
 
 Wallis, Hon. S. Tcackle, Address on Tech¬ 
 nical Education by, referred to, 130. 
 
 Address by, quoted, 785. 
 
 Maryland Institute Address in 1881 by, re¬ 
 ferred to, 747. 
 
 Warder, Professor B. B. Account of Ag¬ 
 ricultural Education in Bavaria by, 870- 
 877. 
 
 Reference to Paper on Agricultural Edu¬ 
 cation in Bavaria, by, 710. 
 
 Warren, Professor. Comments by. on in¬ 
 dustrial features of Hampton Institute, 
 considered, 633-635. 
 
 Washburn, Hon. lehabod, provides a 
 large machine shop for the Worcester 
 County Free Institute of Industrial Sci¬ 
 ence, 174. 
 
 Washington, Mr. Booker T. Quotation 
 from Memorial Address for General Arm¬ 
 strong by, 616-617. 
 
 Washington, Message quoted of President, 
 869. 
 
 Washington, D. C., Capitol Building in, 
 Historical Paintings adorning the, were 
 begun as early as 1837. xliii. 
 
 Washington Agricultural College and 
 
 School of Science, Pullman, Whitman Co., 
 Washington, 680-682. 
 
 Buildings of the, 681-682. 
 
 Courses of study in the, 681. 
 
 Legislative enactments concerning the, o8l. 
 Resources of the, 681. 
 
 Situation of the, 680. 
 
 Summary of Attendance for 1892-’93, 682. 
 Washington University, St. Louis, Mis¬ 
 souri. Departments of the, 41-42. 
 
 Manual Training School of the, 28-60. 
 Watson, A. M., of Pittsfield, Mass., in 1810, 
 began movement for the first cattle show 
 in the U. S., 861. 
 
 Weaving Schools in Saxony, 811. 
 
 NYfbb, Walter B. Report for 1886 by, on 
 instruction in drawing in B. & O. R. R. 
 School at Mt. Clare, 168-169. 
 
 Webster, Mr. Hosea. Discusses paper by 
 Professor Woodward, and commends 
 English system of paid apprenticeship. 50. 
 Westminster Bevietv. Extracts from able 
 article on “Relation of Technical Edu¬ 
 cation to Foreign Competition ’’ in the, 
 923-934. 
 
 West Virginia Agricultural College, 
 
 Name of, changed to University, by Leg¬ 
 islature in 1869. 646. 
 
 West Virginia University, Morgantown, 
 Virginia. Account of the, 646-649. 
 Annual expenses of students in, 648. 
 Attendance in 1879-’80, 647. 
 
 Attendance in 1892-’93, 647. 
 
 Attendance for 1892-’93 on, different courses 
 of study in. 649. 
 
 The College given its present name in 1869, 
 
 646. 
 
 Course in Manual Training required of all 
 students in Agriculture, 648. 
 
 Courses of Drawing in, 648^649. 
 Departments of the. 646-647. 
 
 Founded in 1867, as West Virginia Agricul¬ 
 tural College, 646. 
 
 New buildings of, 647-648. 
 
 Two new courses of study opened in 1890, 
 
 647. 
 
 Special course in Mechanic Arts, provided 
 in, 648. 
 
 Work Shops of, 648. 
 
 E. M. Turner, LL. D., President of, 649. 
 West Virginia Colored Institute ? Farm 
 P. O., Kanawha County, West Virginia. 
 Account of the, 702-706. 
 
 Founded in 1891, by Legislature, to receive . 
 the proportionate ratio of the U. S. 
 Land Grants, 702. 
 
 Departments and Courses of study in the, 
 703. 
 
 Details of Mechanical and Industrial 
 Courses in the, 703-706. 
 
 Liberally supported by the State, 702. 
 
 Summarv of attendance 1891-’92, 706. 
 
 U. S. Land Grant Lands divided between 
 the West Virginia University and the, 648. 
 
 White, LL. It.. President E. E., of Pur¬ 
 due University. Address by, 720-721. 
 
 Discusses U. S. Land Grant Law, 282-283. 
 
 States the need of Schools of Science and 
 Technology, 284. 
 
 Hlustrates progress in Agricultural imple¬ 
 ments, 721. 
 
 Inaugural address by, 282-285. 
 
 On importance of the Technical School in 
 retention of American power, 721. 
 
 Welcomes coming of Dr. Charles O. Thomp 
 son to Indiana, 720-721. 
 
 Tribute to the Thirty-Seventh Congress by 
 (note), 231. 
 
 White, Eli. I>.. Hon. Andrew D. Devel¬ 
 opment of Cornell University under the 
 twenty years’ presidency of, 212. 
 
 Whitney, Mr. Janieb 8., gives five hun¬ 
 dred dollars for wood working rooms in 
 
 Spring Garden Institute, 61. 
 
 Winston, EE. IE, Georg* Taylor, Pres¬ 
 ident of University of North Carolina, in 
 
 1892. 439. 
 
 Winter Schools for Agricultural Education 
 Suggested, 875. 
 
1020 
 
 INDEX 
 
 Woodall, William. English Technical In¬ 
 struction Commissioner, 982. 
 
 Wood Carving, Two years course of, in 
 University of Minnesota. 367. 
 
 Woman’s School of Design, Philadelphia. 
 Development of the, 7. 
 
 Women. Need of polytechnic school for 
 Young, 736. 
 
 Women’s Schools of Design in the United 
 States. Accounts of the, to be given in 
 Part V. of the Report, 8. 
 
 Woodward, of Washington Univer¬ 
 sity, St. Louis, Jtl©., Professor C. 
 111., referred to as founder of first Man¬ 
 ual Training School in U. S., 385. 
 
 Closes the discussion upon his paper at 
 Chicago, 51-52. 
 
 Defines the term used in his paper, “Dy¬ 
 namic Engineer,” 61. 
 
 Indebtedness of author to, 11. 
 
 Letter on Manual Training to Editor of 
 " The Reporter,”by, 40-41. 
 
 On Manual Training Schools. 35-38. 
 
 On the true province of Manual Training in 
 Education, 33-35. 
 
 Paper by, describing work of the Manual 
 Training School, 42-46. 
 
 Paper by, read at Saratoga meeting of Na¬ 
 tional Educational Association, 57-59. 
 
 Woodward, Professor William, Art Di¬ 
 rector, Art Museum of Tulane, 95. 
 
 Worcester County Free Institute of Sci¬ 
 ence, Catalogue for 1890 of the, 177. 
 
 Catalogue of, quoted (note to) 798. 
 
 Courses of Drawing given in the, 175. 
 
 How the, arose, 726. 
 
 Inaugural Address, in 1883, by President 
 Homer T. Fuller, 736-746. 
 
 New Departments opened in 1889, and 1891, 
 in the, 178. 
 
 Purpose of, and method of Instruction in 
 the, as stated by President Thompson, in 
 Report of 1874-’75, 175-176. 
 
 Purpose of the School, stated by Hon. 
 Stephen Salisbury. 174. 
 
 Worcester Technical Institute. Worces¬ 
 ter. Mass. Methods of instruction in, 
 described by Milton P. Higgins, Superin¬ 
 tendent of the Georgia School of Technol¬ 
 ogy, 267-269. 
 
 Statistics of graduates of, 732. 
 
 Success of system at, 731. 
 
 Underlying principles of the, 726-727. 
 
 Name of the, changed to Worcester Poly¬ 
 technic Institute, 177. 
 
 Worcester Polytechnic Institute. Ac¬ 
 count of the, 173-180. 
 
 Annual cost of tuition in the, 183. 
 
 Commended in Mass. State Report for 1871, 
 173. 
 
 Courses of Drawing in the, 180. 
 
 Courses of Drawing in the shop practice of 
 the, 181-182. 
 
 Distinctive feature of the, 172. 
 
 Worcester Polytechnic Institute. En¬ 
 dowment fund of the, 174. 
 
 Founded by endowment of John Boynton, 
 in 1865, as Worcester County Free Insti¬ 
 tute of Industrial Science, 173. 
 
 Free Scholarships in, provided by Hon. 
 George F. Hoar, U. S. Senator, 183. 
 
 Fuller, Ph. D.,Homer T., President of, in 
 1890, 184. 
 
 Organization of the, 180. 
 
 Plan of instruction in the, 180. 
 
 Plan of, in catalogue of 1890, 178-179. 
 
 Purpose of founder expressed in letter of 
 gift. 173. 
 
 Salisbury,Hon. Stephen.President of Board 
 of Trustees of the, 174. 
 
 The shops of the, a manufacturing estab¬ 
 lishment, 181. 
 
 Shop practice in the, 181-183. 
 
 Statistics of Attendance, 1873,174. 
 
 Statistics of Attendance for 1890, 184. 
 
 Thompson,Professor C. O., chosen as first 
 President of the, 184. 
 
 Training in Design and Construction in 
 the, 183. 
 
 A typical model of a desirable class of 
 Schools, 178. 
 
 Workmen, Advantages to, from technical 
 training, 805. 
 
 American and Foreign, Mr. Mather, con¬ 
 trasts, 827. 
 
 Clegg, Mr , testifies to value of earlv train¬ 
 ing of, 807. 
 
 Economic value of educated, 799. 
 
 Educated, are cheapest and best for all 
 pursuits, 799. 
 
 Good influence of educated on other, 807- 
 808. 
 
 Many, ignorant of Scientific methods, 798. 
 
 Russell, J. Scott, on need of early training 
 of, 8(15. 
 
 Surprising ignorance of technical facts 
 shown by young, in B. & O. Shops, 162. 
 
 Work Shop Schools. English testimony 
 to value of, 803. 
 
 Wright, A, 1TI., R. R., President Georgia 
 State Industrial College, 694. 
 
 Y. 
 
 Yale College. Sheffield School of, 881. 
 
 Yale University, New Haven, Conn. 
 Sheffield Scientific School of, Ac¬ 
 count of the, 256-260. 
 
 Yarranton, Andrew. An English author 
 in 1576, urged the Industrial Training of 
 the people, 960. 
 
 Z. 
 
 Zurich. Polytechnic School at, 810. 
 
 Technical School of, Value, to Switzerland, 
 of the, 754. 
 
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