V.5- 
 
 GOVERNOR'S MESSAGE 
 
 TRANSMITTING 
 
 RKPORT 
 
 siHimiimi 
 
 SENATE AND GENERAL ASSEMBLY 
 
 OF THE 
 
 STATE OF NEW JERSEY 
 Piirsiiaiit to Joint Resolution No. ii, Approved April 14, 1908 
 
 TO WHICH IS APPENDED 
 
 A SUPPLEMENTAL STATEMENT 
 AND MINORITY REPORT 
 
 BY 
 COM.MISSIONKR GEORGE C TeNNANT 
 
 TRENTON, N. J. 
 MacCrellisi: & Quigley, State Printers. 
 
GOVERNOR'S MESSAGE 
 
 TRANSMITTING 
 
 RBPORT 
 
 i[jL^ 'i^^'- 
 
 ■iiniimi 
 
 SENATE AND GENERAL ASSEMBLY 
 
 OF THE 
 
 STATE OF NEW JERSEY 
 Pursuant to Joint Resolution No. ii, Approved April 14, 1908 
 
 TO WHICH IS APPBNDBD 
 
 A SUPPLEMENTAL STATEMENT 
 AND MINORITY REPORT 
 
 BY 
 
 Commissioner George C. Tennant 
 
 TRENTON, N. J. 
 MacCrehish & QuiGLEY, State Printers. 
 


 MKSSAQK. 
 
 ShTATE OF Ni^w Jersey^ 
 Executive Department. 
 To the Senate: 
 
 Herewith I transmit the report of the Commission on Industrial 
 Education, appointed pursuant toi the authority conferred by Joint 
 Resolution No. ii, approved April 14th, 1908. 
 
 The Commission appointed under this resolution has done ad- 
 mirable work at a very slight cost. The report which is trans- 
 mitted is one of the most valuable public documents that has ever 
 been presented to the Legislature of this State. 
 
 The gentlemen composing this Commission are business men 
 of high standing and large experience, and the secretary which 
 this Commission employed to do its administrative work is recog- 
 nized as an expert on industrial education, not only in this coun- 
 try but abroad. 
 
 The report contains a bill which the Commision recommended 
 to the Legislature to' be adopted. 
 
 The report is accompanied by schedules A, B, C, D and E, 
 which are of great value in their statistical statements of the con- 
 ditions and needs in this State. 
 
 Appendix D is a more admirable compilation of the training 
 laws and methods in the various States of the Union; and Ap- 
 pendix E is a brief statement as to' such laws and methods in 
 Europe. Taken as a whole, this report and accompanying 
 appendices is a document which should be spread far and wide- 
 throughout the State. 
 
 The question of industrial education, which has made such 
 rapid strides in EiUrope, especially in Germany, and which is 
 now being taken up by the National Congress and pushed to the 
 fore in many States, is one in which New Jersey is vitally inter- 
 
 (i) 
 
ested. We are a State of multitudinous industries, and to edu- 
 cate men for the practical experiences of life is a duty which the 
 State owes not only tO' them but toi itself. This practical educa- 
 tion it is impossible tO' give in many cases in the schools, at least 
 in the schools during" the period of time which the average boy 
 attends the public schools. In many cases, owing to' the neces- 
 sity, the boy is requiredi to leave the school at 14 years of age, to 
 become an assistant in earning support for the family of which 
 he is a part. At this time he has just reached an age when he first 
 begins to^ be competent, to comprehend mechanics and industrial 
 training, and it is at this point that the State should provide 
 schools at night, it may be, for him' to learn the things which are 
 essential to make him useful in trade and industry, and tO' make his 
 labor profitable tO' him. 
 
 All these questions are covered, with marked ability, in the re- 
 port presented, and the result of industrial education, as it already 
 exists in our technical schools in this State, is shown in Appendix 
 C, accompanying the report. 
 
 The Commission recommend a separate system from, the system 
 of public education. The public school system, of course, is larger 
 than a day system, while the industrial school must of necessity 
 be largely a night system. As the Commissioners say in their 
 report : "Although the partial-time day school may become popu- 
 lar in the future, at present only a small percentage of the manu- 
 facturers of New Jersey favor this form of instruction, which, it 
 is said, would tend to- disorganize the factories and shops." 
 
 In Germany the industrial system has progressed so far that in 
 every community where there are at least forty youths between 
 the ages oif 14 and 18 years engaged in commerce or industry, 
 they are obliged to attend an industrial improvement school for 
 at least seven hours per week for three consecutive years. This 
 may, and probably does, account for the rapid strides which Ger- 
 many is making in industrial lines. 
 
 New Jersey has industrial schools at Newark, Trenton and Ho- 
 boken, which are doing admirable work, and the results of their 
 labors the report of the Commission, which is herewith presented, 
 shows to have been that those educated in the schools have in- 
 creased their earning capacity to an amount which equals, on an 
 
average, an increase of one thousand dollars per year in the earn- 
 ing- capacity of each graduate. 
 
 What the State has so well begiui let us endeavor to strengthen, 
 promote and advance along the lines suggested in the report here- 
 with presented. 
 
 The president of the commission informs me that there is such 
 great demand for their report that over twenty-three hundred 
 letters have been received by them from various parts of this 
 State and other States, asking for a copy of this report. This 
 would indicate the great interest in this subject both within and 
 without our State. I therefore suggest, as the report is not very 
 voluminous, that it, with accompanying schedules, be directed to 
 be printed by your Honorable Body tO' the number of not less 
 than five thousand. 
 
 Respectfully submitted, 
 
 JOHN FRANKLIN FORT, 
 
 Governor. 
 
REPORT 
 
 To the Senate and General Assembly of the State of New Jersey: 
 The Commission on Industrial Education begs leave to submit 
 
 the following report : 
 
 A Joint Resolution of the Senate and General Assembly of the 
 
 State of New Jersey, approved April 14, 1908, provided for the 
 
 appointment, by the Governor, of a Commission on Industrial 
 
 Education. The resolution read as follows : 
 
 B:^ IT RESOivVKD by the Senate and General Assembly of the 
 State of Neiv Jersey : 
 
 1. The Governor is hereby authorized to appoint a commission 
 of five persons, citizens of New Jersey, to inquire into and report 
 to the next Legislature upon the subject of promoting industrial 
 and technical education; the commissioners to be appointed by 
 virtue of this act shall serve without compensation, but shall be 
 repaid their expenses actually incurred in and about the perform- 
 ance of their duties, and may employ a secretary and all necessary 
 and clerical and other assistance; provided, however, the total 
 expense of said commission shall not exceed three thousand 
 dollars. 
 
 2. The Commission shall investigate the needs for education in 
 the different grades of skill and responsibility in the various in- 
 dustries oif the commonwealth. They shall investigate how far 
 the needs are met by existing institutions and what new forms of 
 educational effort shall be advisable, and shall make such investi- 
 g-ations as may be practicable through printed reports as to 
 similar educational work done by other States, by the United 
 States Government and by foreign governments. 
 
 3. All expenses of the Commission as herein provided for shall 
 be paid out of moneys specially provided therefor. 
 
 4. This resolution shall take effect immediately. 
 
Governor John Franklin Fort appointed the members oi the 
 Commission on May 26, 1908, naming June 2 as the date for 
 organization. 
 
 REQUIREMENTS OE THE JOINT RESOEUTION. 
 
 From the terms of the resolution under which the Commission 
 was constituted it was evident that what was desired was ( i ) a 
 thorough investigation of the needs of the industries in respect to 
 industrial or technical training; (2) a statement of the extent to 
 which those needs are met by existing institutions ; and (3) as the 
 result of a searching examination of conditions in this State and 
 elsewhere, some definite suggestions for the promotion of in- 
 dustrial education in such manner as might best serve the interests 
 of the commonwealth and its citizenship. 
 
 ASCERTAIN NEEDS AND DEMANDS. 
 
 The Commission early realized the necessity of going directly 
 to those engaged in the industries for information. The recom- 
 mendations in its report have grown out of the demands of the 
 Sitate, as made known by those occupied in the various indus- 
 tries — this information being supplemented by the facts as to 
 what is accomplished in existing educational institutions, at home 
 and abroad. 
 
 EXTENT OE INDUSTRIAL INQUIRY. 
 
 Inquiries designed to bring out both the needs and practical 
 suggestions looking toward the improvement of conditions, were 
 addressed by the Commission to employers and workers every- 
 where in the State. This correspondence was supplemented by 
 interviews with the representatives of a large number of firms, 
 located in every section of the commonwealth. Replies were 
 received from over 2,000 firms engaged in manufacturing, build- 
 ing, or other productive industries in the State, and employing 
 upwards of 250,000 workers, male and female. The results of 
 
5 
 
 this inquiry doubtless form the most comprehensive collection 
 that has ever been made of authoritative statements as to indus- 
 trial conditions and needs in New Jersey. 
 
 RESUI.TS OF INDUSTRIAL, INVESTIGATION. 
 
 The results of the investigations indicate clearly : ( i ) As the 
 direct outcome of modern industrial conditions — factory organ- 
 ization, the introduction of machinery, and "piece-work" — the 
 apprenticeship system has been virtually abandoned as a means 
 O'f instructing the young in the various trades. (2) There is a 
 lack of skilled and efficient workmen, and this will be largely in- 
 creased unless a better means of vocational training is found. 
 (3) Although the compulsory attendance period in the public 
 schools has been extended gradually in New Jersey (as elsewhere 
 in the United States), the schools have not been able to offer 
 vocational training. Fully ninety-five per cent, of the pupils leave 
 school between the ages of fourteen and seventeen, and without 
 having formed any idea as tO' what trade or vocation they should 
 follow ; in consequence, they drift into occupations, rather than 
 select those which might be most nearly suited to^ their aptitudes, 
 and their progress is generally arrested at an early age, because 
 of the restricted character of their experience, and the failure to 
 receive supplementary instruction. (4) The trades have become 
 so specialized that there is but little chance for a learner to go 
 beyond the narrow limits of the work to which he is assigned, 
 unless he has supplementary training. (5) The workers, me- 
 chanics, or craftsmien in the several trades are deeply sensible of 
 their lack of opportunities for vocational training during the early 
 years, and grown men among them would gladly take advan- 
 tage of industrial schools, if these institutions were established. 
 (6) Although business conditions are such that the employers, in 
 most instances, have neither the time nor the inclination tO' con- 
 duct vocational schools within the factories, 'they would gladly 
 welcome any suitable means of providing the workers with the 
 instruction which the latter require. (7) There is an urgent 
 demand for facilities for industrial education to supplement the 
 training of the shops. 
 
ra:SCRIBE IvOCAIv NE^^DS. ' 
 
 The returns indicate the foregoing, and much more. They 
 furnish an extensive fund of in'formation as to local conditions 
 throughout the State. They show, in detail, the educational 
 problems of the industries, and point strongly to the need of a 
 system of industrial schools adapted to local requirements. There 
 is not space in this report tO' include the detailed returns, but a 
 few illustrations of the needs will suffice. Workers in the build- 
 ing trades are numerous in every locality. The need of these 
 is greatest for industrial education, and the opportunity the 
 least. Comparativly few can read or understand a drawing, 
 and as for expressing their ideas on paper by means of sketches, 
 it is generally out of the question. In the important machine 
 industries, a knowledge of workshop mathematics, or applied 
 mechanics, ability to follow working drawings, and to make a 
 suitable sketch, as well as familiarity with the practices of the 
 trade, are matters in which many are found wanting. Indus- 
 trial drawing, industrial mathematics and industrial English 
 are required by the workers in any industry, whereas in special 
 lines, industrial chemistiy, industrial art, or other particular 
 courses are demanded. 
 
 INDUSTRIAI, EDUCATION DEMANDED. 
 
 There is a remarkable unanimity of opinion on important 
 points in the replies to the Commission's queries, and this agree- 
 ment is shared by the workers as well as the employers. Almost 
 unanimous is the demand for more industrial schools, and the 
 expansion of those now established in the State. Quite unani- 
 mous, likewise, is the opinion that manual training, as taught 
 in the public schools at present, is a valuable preparation for the 
 industrial-vocational schooling which should follow, but does 
 not fulfill the requirements of the present movement for indus- 
 trial education. Manual training is not vocational in its aim. 
 It does not prepare for a specific vocation, or trade. Its purpose 
 is purely cultural, and it is of value to all alike, whether a trade 
 or a profession is entered upon. 
 
7 
 
 INDUSTRIAI, IMPROVEMENT SCHOOES DESIRED. 
 
 Evening industrial improvement schools, under boards chosen 
 largely because of the connection with the industries, are the 
 quite unanimous choice of the non-agricultural industries of this 
 State. Short courses for farmers, given at numerous convenient 
 centres in the State, represent the form of practical vocational 
 instruction chiefly desired by the agricultural industry. The 
 industrial improvement schools would afford the workers from 
 each industry the theoretical instruction necessary to that par- 
 ticular industry, but the shop attachment would be restricted, if 
 not omitted altogether. The practical experience would be 
 gained in the daily employment. However, those not employed 
 would not be debarred from attendance. For an industrial im- 
 provement school, neither an expensive building nor costly equip-, 
 ment is necessary. In its simplest form, a room, some drawing 
 utensils, vocational text-books, a skilled instructor and the stu- 
 dents, are the chief requisites. The importance of this kind of 
 school may be measured not only by the demand from this State, 
 but by the fact that throughout the civilized world the evening 
 (or partial time day) industrial improvement school enrolls 
 twenty pupils to every one who attends the other types of indus- 
 trial vocational schools. 
 
 TRADE SCHOOES UNDESIRABEE AT PRESENT. 
 
 Although the majority of industrialists in New Jersey look 
 with favor upon trade schools — ^meaning, thereby, those schools 
 for specific industrial training in which the shop work predom- 
 inates—the consensus of opinion shows a well-defined opposition 
 to their introduction on the grounds (i) that they are too ex- 
 pensive a form of education for the present; and (2) even if 
 trade schools were provided, at great expense for equipment 
 and maintenance, it would be difficult to reach any large number 
 of individuals through them. The average person leaves school 
 early in life to go to work, and the necessity of earning his 
 daily bread prevents him from attending a day trade school. He 
 
might be induced to remain in the pubHc schools by the offer of 
 vocational instruction during the high school period, but it is 
 questionable if at that early age he would have formed an idea 
 of the vocation he should follow. The schools are fully occupied 
 in giving the necessary general training up to the time when the 
 majority leave school. Nowhere in the world, for instance, can 
 a system of schools be found where vocational instruction is 
 given, throughout the State, to pupils under the age of fourteen. 
 
 OBJECTION TO PARTIAE-TIME DAY INDUSTRIAL SCHOOLS. 
 
 The New Jersey investigation shows that the agency of the 
 State having in charge the industrial schools will await the co- 
 operation of the manufacturer before attempting to introduce 
 •partial-time day schools, that is, schools which would take pupils 
 from among those at work, and give them industrial instruction 
 in one or two half-day sessions during the week. Although the 
 partial-time day school may become popular in the future, at 
 present only a small percentage of the manufacturers of New 
 Jersey favor this form of instruction, which, it is said, would 
 tend to disorganize the factories and shops. 
 
 RUTGERS AND AGRICULTURE. 
 
 Having presented briefly, in the above, the needs and demands, 
 as to training, of the industries of the State, it is now in order 
 to review the provision for industrial education which already 
 has been made in the commonwealth. Rutgers College, at New 
 Brunswick, receives the quota for New Jersey of the Congres- 
 sional grants for agricultural instruction, the total amounting 
 to $59,800 annually, at present. A department, known as the 
 ''U. S. Agricultural Experiment Station," is associated with 
 the college. Rutgers is destined to be the chief centre for the 
 maintenance of short courses in agriculture and horticulture. 
 In this connection, the Commission invites attention tO' a paper 
 on the needs of the agricultural industries of this State, pre- 
 pared by Dr. Edward B. Voorhees, director of the U. S. Agri- 
 
cultural Experiment Station, at New Brunswick, and president 
 of the State Board of Agriculture. The article is printed as 
 Appendix B of this report. 
 
 • RUTGe;RS, PRINCETON, STEVENS. 
 
 The Commission does not find it necessary to report in detail 
 on the character of the higher technical instruction . given at 
 Rutgers, at Princeton, and at the Stevens Institute of Technol- 
 ogy, of Hoboken. The higher technical or engineering colleges 
 of the land furnish the necessary education for the training of 
 engineers. It is the universal lack of facilities for supplemental, 
 or ele'mentary trades instruction that m,ust cause wonder and as- 
 tonishment. Only recently has this great need been fully ap- 
 preciated. 
 
 EIRST EAW PROVIDING INDUSTRIAL EDUCATION. 
 
 Yhe Philadelphia Centennial, of 1876, awakened American 
 manufacturers to an appreciation of the industrial results' 
 achieved by European States through their efficient vocational 
 schools. In 188 1 the manufacturers of New Jersey united to 
 secure a State law that was to be far-reaching in its effects. The 
 law of that year provided for "schools for industrial education," 
 and under this enactment New Jersey was the first State of the 
 Union to make effective provision for a system of State-sup- 
 ported industrial schools, under independent boards, appointed 
 by the Governor. The practical intent of the great act of 1881, 
 which is still in force, is plainly indicated by the wording of the 
 preamble, which reads as follows: "Whereas, The establish- 
 ment of well-conducted and liberally-supported schools for the 
 training and education of pupils in industrial and mechanical pur- 
 suits must tend to supply a growing want in each community of 
 skilled mechanics, artisans and agriculturists; and WhErEas, It 
 is especially the duty of the State to afford good educational 
 facilities to its youth in those technical studies which are directly 
 associated with the material prosperity of its people; therefore, 
 etc." 
 
lO 
 SCHOOLS UNDER INDUSTRIAL EDUCATION ACT. 
 
 Three State schools have been estabHshed under the Industrial 
 Education Act of 1881 — the Newark Technical School (1885), 
 the School of Hoboken (1888), and the Trenton School of In- 
 dustrial Arts (1898). The Hoboken School is operated in con- 
 junction with the schools of the city. It is co-educational, and 
 offers instruction chiefly to those who come, during the day, 
 from the seventh and eighth grades of the public schools. The 
 Trenton and Newark Schools are co-educational, and give in- 
 struction almost entirely in the evening to those who are at work 
 during the daytime. The last-named schools afford instruction 
 of elementary and secondary type. The Newark Technical 
 School was the first to be established under the Industrial Edu- 
 cation Act. Its growth has been persistent and steady. It has 
 withstood the temptation to become an institute of technology, 
 and has hewn to the practical lines laid down by the Industrial 
 Education Act. Its graduates are found among the "captain^ 
 of industry." Their record as to financial earnings (see Appen- 
 "dix C) is a striking illustration of the money value of the right 
 sort of industrial training. The students of the Newark Tech- 
 nical School and of the Trenton School of Industrial Arts are 
 drawn chiefly from among those who leave the elementary school 
 early in life in order to go to work, and they are earning their 
 daily bread while obtaining a technical education. It speaks well 
 for such institutions that the average graduate of the Newark 
 Technical School, for instance, has added an income of one 
 thousand dollars per annum to- his earning capacity, above that 
 which he would have had if he had not attended the evening 
 school. And the economic value of industrial training is not to 
 be disregarded. The economic need will bring- back tO' the even- 
 ing schools thousands who will learn to do their work better 
 and to perform a greater service to society. 
 
 THE MANUAL TRAINING ACT. 
 
 The laws of New Jersey authorize the duplication, from the 
 treasury of the State, of amounts expended for manual training 
 
by any school district — to the extent of five thousand dollars per 
 district — provided that not less than two hundred and fifty dol- 
 lars is raised "by special district school tax, or by subscription, 
 or both." At present over fifty districts have availed themselves 
 of the provisions of the Manual Training Act. In several cities 
 local appropriations have been made for evening drawing 
 courses also, and the latter are largely attended. The benefits 
 derived from this instruction can hardly be overestimated. 
 
 INDUSTRIAI. SCHOOI, I^QR COIvORED YOUTH. 
 
 The Manual Training and Industrial School for Colored 
 Youth, at Bordentown, is now under the supervision of the State 
 Board of Education. Until recently, little more was done here 
 than to duplicate the opportunities offered in existing public 
 schools, but the school now finds its more useful career along 
 the lines of Hampton and Tuskegee. 
 
 PROVISION IN OTHER STATES. 
 
 Several other States have laws designed to promote manual 
 training in the public schools, to popularize agricultural instruc- 
 tion, or to inaugurate local schools of agriculture (see Appendix 
 D). Massachusetts and New York are the only other American 
 States which have enacted laws for the establishment of systems 
 of schools for both the agricultural and the shop or factory 
 branches of industrial education. Massachusetts led the recent 
 movement for industrial education. Its commission recom- 
 mended an independent system of industrial schools, under a 
 separate State commission. Bills providing similarly for the 
 promotion of industrial education are now before the Legisla- 
 tures of the majority of the States. The present Massachusetts 
 Commission on Industrial Education already has over 2,500 
 pupils enrolled in the new institutions, and is about to open sev- 
 eral additional schools. A State law of New York, passed dur- 
 ing the spring of 1908, provides for separate industrial schools, 
 under the regular boards of education and the supervision of its 
 
12 
 
 uniquely centralized State Department of Education. Wisconsin 
 and Connecticut have made restricted provision (see Appendix 
 D) for establishing trade schools. Georgia has eleven "district 
 agricultural schools," under boards appointed by the Governor. 
 Alabama has nine 'similar institutions. Oklahoma, in 1908, es- 
 tablished a State Commission for Agricultural and Industrial 
 Education. 
 
 INDUSTRIAI. EDUCATION ABROAD GERMANY. 
 
 The breaking up of the apprenticeship system has been uni- 
 versal in Europe as well as in America. However, in Europe 
 general provision has been made for industrial training in schools, 
 to take the place of the apprenticeship tuition. Germany has 
 made greater advance than any other country in providing indus- 
 trial instruction for the average worker. Starting over a century 
 ago with Sunday schools, in which industrial drawing was taught, 
 Germany progressed to evening industrial improvement schools, 
 which, since 1871, might be made compulsory by municipal vote, 
 and is now rapidly approaching the model set by the Kingdom 
 of Wuerttemberg. In 1906 that State required compulsory par- 
 tial-time day schools to be established by any community having 
 at least forty youths between the ages of fourteen and eighteen 
 years engaged in commerce or industry, and all such individuals 
 are obligated to attend the industrial improvement schools, at 
 least seven hours per week, for three successive years. The 
 daily employment furnishes the practical experience, to supple- 
 ment the theoretical training. Ordinarily, the better industrial 
 improvement schools have shop attachments for the purpose 
 of demonstration, and for additional training. Either through 
 State law or municipal action, practically the whole industrial 
 population of Germany is now obligated to attend evening (or 
 partial-time day) industrial improvement schools during the first 
 years at work, or between the ages of fourteen and eighteen. The 
 maintenance of the institutions is usually divided equally be- 
 tween the State and the localities. Instruction is given for spe- 
 cific trades. Facilities are also afforded for evening instruction 
 in similar schools for older apprentices, or for journeymen, and 
 
13 
 
 great numbers attend such institutions. Numerous efficient trade 
 schools also exist. The unions vie with the employers in the 
 encouragement of all forms of industrial training. In all States 
 of Europe in which the industrial improvement schools have 
 been universally successful, they are under independent boards 
 connected with the State Departments of Commerce and Indus- 
 try, and not with the departments of public instruction having 
 in charge the ordinary public schools or the evening schools for 
 general subjects (/. e., "general improvement schools"). And, 
 in the States mentioned, it is true that first the attempt was made 
 to carry on industrial improvement schools directly under the 
 Departments of Public Instruction. 
 
 INDUSTRIAL EDUCATION IN EUROPE. 
 
 In the other leading countries of Europe it is considered the 
 duty of the State to establish, promote and supervise training 
 for the industrial vocations. The Swiss cantons, France, Aus- 
 tria, Hungary, the British Isles, Italy and the Scandinavian 
 States are following the lead of Germany, whose systems of 
 industrial schools have reared up a people universally skilled and 
 efficient, whether in the shop, field, or household. (For more 
 detailed information, reference must be made to Appendix E). 
 Denmark has accomplished more for its rural population, through 
 industrial training, than has any other State. The success of 
 the lower grade agricultural and industrial schools of France, 
 since being placed under the direct control of the ministries of 
 commerce and industry, and of agriculture, is to be remarked. 
 Likewise, the creation of a State Department of Agriculture and 
 Technical Instruction in Ireland has given a noteworthy impetus 
 to the establishment of special industrial and agricultural schools 
 of elementary grade. In Scotland the technical schools of Glasgow 
 and Edinburgh, in England, those of Manchester and Birming- 
 ham, may be cited as among the most efficient and costly foun- 
 dations, but it is equally necessary to observe the general lack, in 
 England, of State-wide provision for the training of the great 
 bodv of workmen. 
 
14 
 
 CONCIvUSIONS AND RECOMMENDATIONS. 
 
 As the result of its inquiry and deliberations, the Commission 
 unanimously urges the introduction of such suitable forms of 
 industrial training as are demanded by the several municipalities. 
 The industrial school, more than any other type of educational 
 institution, must vary in scope and curriculum according to the 
 industries of the locaHty. Manual training in the public schools 
 should be encouraged, especially up to the completion of the com- 
 pulsory attendance period. Industrial education, i. c, vocational 
 instruction, should be provided for those who have completed 
 the compulsory attendance period, and who desire to take up an 
 industrial vocation at a later time. There is most urgent neces- 
 sity for the establishment of industrial schools for those who 
 leave the ordinary school early in life, to go to work. The rec- 
 ords of the Commission show that approximately five-sixths 
 of those who enter the lower grades of the elementary school 
 drop out before the completion of the eighth grade. They drop 
 out chiefly because of the necessity of earning a livelihood. The 
 masses of these individuals cannot be reached by any sort of a 
 day vocational school. They must get their training in the 
 evening, and the number of such is approximately ninety-five 
 per cent, of the total of individuals who can be reached by any 
 type of industrial school which trains directly for a vocation. 
 A great difficulty in the organization of industrial schools of 
 elementary grade, at present, is the lack of vocational text- 
 books — both special and elementary in character — as well as the 
 lack of instructors qualified to undertake the very practical teach- 
 ing that is required. The commission feels that with proper or- 
 ganization these problems may be worked out successfully, as 
 has been done in certain States abroad. The Commission is 
 further convinced that the best results are to be achieved by the 
 establishment of a permanent State Commission on Industrial 
 Education, with local boards of trustees, independent of the 
 present boards of education, and appointed by the executive heads 
 of the various municipalities. These local boards should have 
 full charge and control of the industrial schools, subject only to 
 
IS 
 
 the supervision of the State Commission on Industrial Educa- 
 tion. The Commission should have authority to compile and 
 publish the necessary text-books, and to arrange for lectures for 
 the promotion of industrial education. 
 
 As the result of its investigations and careful consideration of 
 the subject, your Commission would further recommend the 
 enactment of the following proposed law as the best means of 
 promoting industrial education, and meeting the need for it in. 
 this State: 
 
 An Act providing for the establishment of schools for indus- 
 trial education (Revision of 1909). 
 
 Be it enacted hy the Sienate and General Assembly of the 
 State of New Jersey: 
 
 1 . The general supervision and control of public industrial edu- 
 cation shall be vested in a Commission on Industrial Education, 
 which shall consist of five citizens of this State, at least three of 
 whom shall be engaged in industrial pursuits. The members of 
 the commission shall be appointed by the Governor, within thirty 
 days after the approval of this act, and those first appointed shall 
 serve for one, two, three, four and five years, respectively, the 
 terms of the first appointees to be designated by the Governor at 
 the time of their appointment, and thereafter one member shall 
 be appointed each year for a term of five years. In case of a 
 vacancy, the successor shall be appointed by the Governor for the 
 unexpired term only. The Governor shall have power to remove 
 any commissioner for any cause not religious or political, which 
 will promote the efficiency of the service, and to fill such vacancy 
 in the same manner as other vacancies are to be filled. The Gov- 
 ernor shall be, ex officio, a member oi the commission. 
 
 2. The commissioners shall receive nO' compensation for their 
 services, but all their necessary expenses incurred in the perform- 
 ance of their duty shall be paid by the State Treasurer, upon the- 
 warrant of the State Comptroller. 
 
 3. The said commission shall have power to frame and modify 
 by-laws for its own government; 
 
 II. To' elect its president and other officers; 
 
i6 
 
 III. To prescribe and enforce rules and regxilations necessary 
 to carry into effect the purposes of this act ; 
 
 IV. To authorize the payment by the State Treasurer, upon 
 the warrant of the State Comptroller, of the necessary incidental 
 expenses incurred by the members of the commission in the per- 
 formance of their official duties; 
 
 V. To make and enforce rules and regulations for the employ- 
 ment of teachers in the industrial schools which may be estab- 
 lished under the provisions of this act ; 
 
 VI. To appoint a secretary, who shall be the executive officer 
 of the commission and shall perform such duties as shall be as- 
 signed to him by the commission. He shall receive such com- 
 pensation as the commission shall fix; 
 
 VII. To employ such clerical assistance and such experts as 
 they may deem necessary, and fix their compensation, provided 
 that the salaries of the secretary, clerks and experts shall not ex- 
 ceed in any year the amount to be annually appropriated for such 
 purpose. 
 
 4. The commission shall report annually to the Legislature in 
 regard to all matters committed to its care. 
 
 5. Whenever any board of education, school committee or other 
 like body of any municipality in this State, or the Commission on 
 Industrial Education, shall certify, or shall have heretofore certi- 
 fied, to the Governor that a sum of money not less than one thou- 
 sand dollars has been contributed by voluntary subscriptions of 
 citizens or otherwise, as hereinafter authorized, for the establish- 
 ment in any such municipality of a school or schools for industrial 
 education, it shall be the duty of the Governor to cause to be 
 drawn, by warrant of the Comptroller, by himself, out of any 
 moneys in the State Treasury not otherwise appropriated, an 
 amount equal to' that contributed to the particular municipality 
 as aforesaid for the said object, and when any such school or 
 schools shall have been established in any municipality as afore- 
 said, there shall be annually contributed thereafter by the State, 
 in manner aforesaid, for the maintenance and support thereof, a 
 sum of money equal to that contributed each year in said muni- 
 cipality for such purpose ; provided, hozvever, that the moneys 
 
17 
 
 contributed by tlie State as aforesaid to any municipality shall not 
 exceed the sum of seven thousand dollars. 
 
 6. Whenever the establishment of any school or schools for 
 industrial education in any municipality shall have been or shall 
 be reported to the Governor, as hereinbefore provided, there shall 
 be created in the said municipality a board of trustees, which shall 
 have charge and supervision of all industrial schools in said muni-, 
 cipality, under this act, which shall be known as "The Board of 
 
 Trustees of the . >. . Industrial School," or Schools 
 
 (the blank to be filled by the name of the municipality in which 
 the said school or schools is or shall be located), which board of 
 trustees shall consist of the mayor or other chief executive officer 
 of the municipality in which said school is located, if there shall 
 be a chief executive officer thereof, ex officio, together with five 
 citizens of the municipality in which the said school is or shall 
 be located, who shall be chosen as follows : The Commission on 
 Industrial Education shall, within thirty days after the creation 
 of any school or schools for industrial education in any munici- 
 pality, under this act, where no such school or schools now exist, 
 or in the case of any municipality where an industrial school or 
 schools are under the act of the Legislature approved March 
 twenty-fourth, eighteen hundred and eighty-one, and the amend- 
 ments thereof and supplements thereto, now in existence, within 
 thirty days after the passage of this act, nominate to the chief 
 executive officer or body of the municipality in which the said 
 school has been or shall be established, the names of three citizens 
 of the said municipality for each vacancy on the said board, and 
 the said executive officer or body of the said municipality shall 
 select therefrom, in the first instance, the names of five citizens, 
 at least three of whom shall be engaged in industrial pursuits, 
 who shall compose the said board of trustees, who shall serve at 
 the outset for one, two, three, four and five years, respectively, the 
 terms of the respective members, in the first instance, to be desig- 
 nated by the appointing power, and thereafter upon the happening 
 of any vacancy or the expiration of any term, the Commission on 
 Industrial Education shall nominate to the executive officer or 
 body of the municipality, upon the board of trustees of which the 
 
i8 
 
 said vacancy exists, the names of three citizens of the said muni- 
 cipality, from which the said executive officer or body shall choose 
 one, who shall serve for the unexpired term only, if the vacancy 
 occurs during- a term, or otherwise for a full term of five years. 
 
 7. All moneys raised and contributed as aforesaid shall be 
 applied, under the direction of the local boards of trustees, to the 
 establishment and support of schools for the training and edu- 
 cation of pupils in industrial pursuits, including agriculture, and 
 the domestic arts, so as to enable them to perfect themselves in 
 the several branches of industry. 
 
 8. Any municipality shall have power to appropriate and raise 
 by tax, for the support of any such school therein, such sum of 
 money as may be deemed expedient and just by the body or bodies 
 of such municipality having power to appropriate money and levy 
 taxes therefor, or for the partial support of any such school main- 
 tained in combination with another municipality or municipalities, 
 ^s hereinafter provided for. 
 
 9. The members of local boards of trustees shall receive no 
 compensation for their services. 
 
 10. All local boards of trustees provided for and organized 
 under this act are hereby created bodies corporate, under the name 
 and style of "The Board of Trustees of the . ., In- 
 dustrial School," or Schools (the blank to be filled by the name 
 of the muncipality in which the said school or schools shall be 
 located), with the right of perpetual succession, tO' sue and be 
 sued, to purchase, lease and hold personal and real property, and 
 to sell and mortgage the same, and shall have power to accept 
 donations and bequests of money and property to be used for the 
 purpose for which the said boards are constituted and organized. 
 
 11. Any municipality may unite with any other municipality., 
 or with more than one such municipality, for the purpose of main- 
 taining a joint school or schools for industrial education, and 
 in such case there shall be but one board of trustees for the com- 
 bined district, the members of which shall be distributed among 
 the municipalities combining for such purpose; and in event of 
 such combination the presiding officer of the municipality where 
 the school is located shall be, ex officio, a member of such local 
 board of trustees. 
 
19 
 
 12. Local boards of trustees shall have power to appoint a 
 president, secretary, treasurer, and to expend moneys in accord- 
 ance with the provisions of this act. They shall have power to 
 appTove bills for the necessary expenses for the conduct of the 
 school or schools, shall determine whether or not tuition fees shall 
 be charged, and the amount of the same, subject, however, to the 
 approval of the Commission on Industrial Education. They shall 
 report annually to the Commission on Industrial Education. 
 
 13. All local boards of trustees of schools for industrial edu- 
 cation now existing under any previous law, shall be replaced by 
 new boards of trustees, appointed in the manner provided for in 
 this act. 
 
 14. The Commission on Industrial Education may, in its dis- 
 cretion, provide for lectures or courses of lectures to be given in 
 the various sections of the State for the aid and encouragement 
 of industrial education or the extension thereof, and may cause 
 to be compiled texts and other printed matter for the use of the 
 schools or courses coming under the provisions of this act. 
 Courses of study and methods in schools coming under the pro- 
 visions of this act shall be approved by the Commission on Indus- 
 trial Education. 
 
 15. Any resident of any municipality of this State in which 
 there is nO' industrial school as contemplated by this act, may 
 attend any industrial school coming under the provisions of this 
 act, located in any municipality other than that in which he re- 
 sides, and the municipality in which such resident resides shall 
 pay to the industrial school which such resident shall attend, such 
 fee as may be fixed by the Commission on Industrial Education ; 
 and if any such school maintained in any such municipality has 
 not the course of study desired by any such resident, such resi- 
 dent may attend an industrial school in some other municipality, 
 and such municipality in which such resident lives shall pay for 
 such tuition such fee as shall be fixed by the Commission on In- 
 dustrial Education. 
 
 16. If any section of this act shall be declared unconstitutional, 
 such declaration shall not be considered to affect the balance of 
 the act. 
 
20 
 
 17- The word "municipality" as used in this act shall include 
 cities, towns, villages, boroughs and townships. 
 
 1 8. The Governor of this State be, and he hereby is, empow- 
 ered to remove for any cause not religious or political, any mem- 
 ber of any local board of trustees, and the vacancy occurring by 
 reason of such removal shall be filled as heretofore provided for. 
 
 19. All acts and parts of acts inconsistent herewith are hereby 
 repealed, and this act shall take effect immediately. 
 
 INDUSTRIAI. EDUCATION CONCLUSION. 
 
 It is the belief of the commission that for the State tO' make 
 suitable provision for industrial education is to safeguarrd and 
 promote the best interests of its entire citizenship; it is to furnish 
 equality of opportunity to all; to put within the reach of every- 
 one the means of making a worthy living — the foundation step 
 towards living a worthy life ; it is to make home life more pleas- 
 ant, to broaden the horizon of youth, and to bring a fuller and 
 richer meaning to the daily work of the artisan ; it is to enhance 
 the dignity of labor, to forestall poverty, and to substitute healthy 
 creative impulses for criminal tendencies; it is to add to the per- 
 manence and stability of the whole industrial fabric, in this State 
 of important and diversified industries. The attainment of these 
 aims, in whole or in part, is worthy of personal effort and sac- 
 rifice, and mutual forbearance. It is the hope of the Commission 
 that organized, constructive work may be undertaken, eventually 
 to bring facilities for industrial training within the reach of all. 
 GEORGE R. HOWE, President, 
 WILLIAM A. BEMBRIDGE, 
 JOHN W. FERGUSON, 
 F. W. ROEBLING, Jr.. 
 GEORGE G. TENNANT. 
 Attest — Albert A. Snowden, Secretary. 
 
Appendix A. 
 
 The Industries—Conditions and Needs. 
 
 No one is better qualified to set forth the requirements in the 
 matter of industrial training than the employer of skilled labor. 
 He is in daily touch with the practical problems. And the prin- 
 cipal industrial schools of the State, at present, are the woi'k- 
 shops, the factories, the farms. The instructors in these schools 
 are the superintendents of the factories, and the foremen; the 
 pupils are the apprentices — if, indeed, apprentices are to be found. 
 In a great many shops no form oi apprenticeship exists. 
 
 To the industries, then, the Commission turned, at the first, for 
 a statement of the needs. If the essential points agreed upon in 
 the communications from manufacturers and builders of the State 
 were condensed into a single composite interview, the statement 
 would include the following facts, in addition to w^hat has been 
 given in the body of the report : 
 
 "In considering the relative labor supply and demand, we 
 should take into .account a term of years — times of financial pros- 
 perity, as well as times oi depression. Looking back, then, over 
 the past five years, we would say that in nearly all branches of 
 industry where skilled workmen are employed there has been 
 a scarcity of those well trained. There is ahvays a demand for 
 workers who are capable, and even in times of industrial depres- 
 sion we find it possible, in most cases, to retain those who are 
 efficient. The unskilled, on the other hand, are the first to leave 
 the shop, and the last to be employed when we are putting on an 
 additional force. 
 
 "The dearth of skilled workmen is due to^ a number of causes. 
 Apprenticeship no longer finds favor with the average beginner 
 in the industries. We have great difficulty in maintaining an 
 apprenticeship system, and many of us have concluded that under 
 
 (21) • 
 
22 
 
 the present conditions it is not desirable to attempt it. When 
 we take on apprentices, and spend time and money in their train- 
 ing, they are Hkely to leave us after a few months because they 
 have found situations where they are paid journeymen's wages. 
 And too- often they prefer the higher immediate wage that is paid 
 for routine work to the certain benefit which would come, eventu- 
 ally, from a thorough apprenticeship training. 
 
 "We cannot afford to pay our apprentices high wages, for their 
 instruction is expensive for us. During the first year, the appren- 
 tice is apt tO' spoil more work in the shop than his services amount 
 to. In order to give him an all-round training, we are obliged 
 to change him frequently from one kind of work to another, 
 whereas it would certainly be more profitable for us to employ 
 him at piece-work, or in the performance of a single well-learned 
 operation. 
 
 "Some of us have tried the 'back-pay' form of indenture for 
 the purpose of encouraging our apprentices to remain for their 
 period of service. That is, we contract to give a bonus upon the 
 successful completion of the apprenticeship period, the accumu- 
 lated fund amounting to from fifty to one hundred and twenty- 
 five dollars. But even this plan has not always been successful in 
 inducing boys to finish out their time. 
 
 "The constant tendency of modern industry to become special- 
 ized is another cause of the dearth of skilled workmen. In some 
 of the factories, the average worker no longer deems it essential 
 to be qualified in more than one branch of the industry. When 
 we require capable foremen or superintendents, however, we find 
 difficulty in getting men with experience broad enough to equip 
 them for the position. Hence the growing conviction that some 
 supplemental form of instruction must be devised. Machine 
 operatives might thus be benefited, as well as craftsmen. And it 
 would raise the standard of industrial intelligence if the special- 
 ists in the shops might have a certain amount of general training. 
 
 "In former years skilled workmen sufficient for our purposes 
 came from foreign countries. To-day this condition no longer 
 obtains. The continental workman is able, at present, to find 
 employment at home at a wage that is entirely satisfactory for 
 him, in view of his low living expenses and congenial sur- 
 roundings. 
 
23 
 
 ''A very practical type of industrial training is demanded. 
 Instructors should usually be chosen from among- those who are 
 experienced in the every-day activities of the line for which train- 
 ing is required. This plan should work well in the case of even- 
 ing industrial improvement schools. The courses of study suited 
 to the several industries must be developed, and vocational text- 
 books of elementary grade should be written." 
 
 The investigation of conditions in the industries was not lim- 
 ited to employers, but was extended to the workmen and their 
 various organizations. The interest in industrial improvement 
 schools was nowhere more manifest than in the case of the 
 workers. An illustration of this attitude, as exhibited before the 
 Commission took up the problem of investigation, is found in the 
 movement started in Paterson, a little more than twO' years ago, 
 to establish an industrial school for the building trades. (This 
 was not carried to a successful issue, owing to the panic of 1907.) 
 The proposition, then, was for the unions representing the various 
 branches oi the trades to join with the employers' associations, 
 secure aid from the State (under the law of 1881), and establish 
 and support an industrial school where the apprentice and the 
 journeyman as well might receive the supplemental education 
 necessary for their work. The scheme met with hearty approval 
 oi both the unions and the employers. The national organiza- 
 tions of some of the unions authorized the local bodies to appro- 
 priate money from their treasuries for the maintenance of such a 
 school. This was a very clear illustration of the favor with which 
 the right type of industrial education will be received by the 
 union workman. The fact was also brought out that the older 
 men, who have been working at their trade for years, are as 
 desirous of taking advantage of such instruction as are the ap- 
 prentices. 
 
 Every workman who is desirous of improving his condition 
 has only to understand the benefits to be derived from industrial 
 education, to have it meet with his hearty approval. 
 
Appendix B. 
 
 The Agricultural Industry - Conditions and Needs. 
 
 BY DR. KDWARD B. VOORHKES^ DIRECTOR OE THE NEW JERSEY 
 AGRICUETURAI, EXPERIMENT STATIONS. 
 
 FARMING AN INDUSTRY. 
 
 Farming differs from all other occupations in many ways ; it is 
 truly an industry and in nearly all countries, more especially in the 
 United States, the largest from the standpoint of number of per- 
 sons engaged in it and the capital involved. It more than any 
 other is a basic industry, contributing in great measure tO' the 
 success of other lines of endeavor, not only furnishing the raw 
 material, but providing larger quantities of goods for transporta- 
 tion than any other in the United States. The products of the 
 farm exceed those of the mines, forests and rivers, which are 
 •derived directly from the natural resources of our country. 
 
 EARMING A PROEESSION. 
 
 Farming may be also regarded as a profession, because from 
 the educational standpoint it has to do with all of the natural 
 sciences. The proper knowledge of the growth of plants and 
 their conversion into various other living forms requires the 
 study of all the sciences and their various applications. It has 
 to do with geology, chemistry, botany, physics, physiology, 
 zoology, entomology, mycology — in fact with all phases of mat- 
 ter, both in its origin and use. 
 
 (25) 
 
26 
 
 P'ARMING A MANUFACTURING BUSINESS. 
 
 Farming is also in a large sense a manufacturing business ; the- 
 farmer is directing the natural agencies, and in using the neces- 
 sary tools, machinery and mechanical appliances, is manufactur- 
 ing annually millions of tons of raw material, ninety-five per cent. 
 of the total weight of which is derived from intangible sources. 
 In other words, he is a creative manufacturer, constructing from 
 separate elements definite compounds. He is also a manufacturer 
 in the sense that he takes the raw materials so derived from the 
 air, water and soil, and converts them first into living animals, 
 and then changes their crude products into concentrated forms, 
 as butter and cheese. 
 
 THE NEED OE EDUCATION. 
 
 In all this, the success of the farmer is meaured both by his 
 knowledge of the relations of the natural agencies and their effect 
 in the production and change of form into which his products are 
 converted, and his skill in directing and performing the necessary 
 labor. As an industrial class, farmers, more than any other, need 
 to know much, not only of the fundamental principles involved,, 
 but they must possess such a training of the mind and the hand as 
 will enable them to economically make the things they sell, and 
 to have such business knowledge as will enable them to correctly 
 discern the lines of profit. The importance that is now attached 
 to the conservation of our natural resources as they exist in our 
 soils is in a large measure due to the fact that the farmer has 
 been ignorant of the relation of his practice to such conservation, 
 and the result has been a wasteful and extravagant use of those 
 elements which are the basis of such resources. The important 
 relation that farming bears to the success of all other industries 
 emphasizes the very great need, not only, but the very great 
 necessity at this time of generous provision for the education of 
 the farmer and his children. It will not only mean much to the 
 industry, but it will mean much to the whole people, as having 
 a bearing upon the future prosperity of all the people of any 
 country, for no country is making genuine progress whose pro- 
 
27 
 
 gress is not baSed either upon the agricukure of such country or 
 of its dependencies. - ' 
 
 VOCATlONAIv STUDIES NOT TAUGHT. 
 
 Until recent years, no attempts were made to instruct the 
 farmer or the farmer's child along the lines of his vocation; 
 neither the common or the high schools of this country have been 
 planned with any idea of giving instruction that shall increase the 
 efficiency of the child or man as a worker, and unfortunately the 
 rural districts have not yet in any marked degree met the require- 
 ments of what are regarded as a good common school education, 
 irrespective of vocation. The field practice followed by the 
 majority of farmers to-day is based largely upon tradition, and 
 similar practices exist under a very wide variety of conditions. 
 In other words, the business, as a whole, is still one without 
 logical and reasonable basis, and the wonder is not that many 
 farmers do not succeed, but that they succeed at all. 
 
 PRESENT OPPORTUNITIES EOR EDUCATION. 
 
 The opportunities for education to-day, while much superior 
 to those of fifty years ago, are still inadequate to meet the require- 
 ments of the present, if the State or nation is to utilize their 
 fields to the best advantage. Farmers have, however, always 
 realized the need of definite guides, and through their activity 
 have succeeded in having established organizations of their own, 
 as well as State and national institutions which have for their 
 purpose the study of the industry and the distribution of infor- 
 mation. For the benefit of the farmer who is already in the field, 
 there are societies, local and national. State and county boards 
 of agriculture, farmers' institutes, and agricultural experiment 
 stations, whose purposes are to organize, to teach, to experiment 
 and to demonstrate. These institutions have proved their value 
 and are growjjig in usefulness. They are, however, limited in 
 their capacity as teachers. It was believed for a long time that 
 for future generations the need was for agricultural colleges, and 
 the magnificent institutions now established in the United States 
 
28 
 
 are the result of such behef. Still, the real need to^ the farmer 
 and to the cause of agriculture is the establishment of schools 
 which shall give help to those now engaged in farming, and which 
 shall train the young, now growing up on the farm; colleges 
 serving mainly to supply the needed teachers and investigators. 
 To meet the need for the young men and women on the farm, 
 short courses in agriculture in the various State colleges and 
 universities have been established, which meet the present de- 
 mands in an admirable way for the few who can afford the time 
 and expense of the courses. 
 
 SUGGESTIONS AS TO TYPE OF SCHOOL. 
 
 All of these means of education have, however, been of the 
 greatest service sO' far as their sphere of influence extends, and 
 it is because of the improvements which they have caused that 
 great encouragement is given for future effort and for the form- 
 ation of such plans as shall make it possible to reach not only the 
 farmer in actual service, but also for the child attending the 
 school, so that the work may be generally helpful and apply 
 everywhere. The ideal conditions would be to provide what is 
 needed in the way of education for all who are now engaged in 
 the work, as well as for those who contemplate taking it up at 
 some future time. Schools planned along the lines of the short 
 courses in agriculture would meet the requirements, provided 
 sufficient funds were available to teach all phases of the question. 
 This would necessitate a large number of subjects, as there are 
 so many special lines based upon the foundation principles. 
 
 WHAT THE SCHOOLS MUST TEACH. 
 
 Schools to meet the requirements as we see them to-day, should 
 be prepared to give three distinct kinds of instruction — First, 
 theoretical, in which the fundamental principles involved in the 
 subject as a science are taught. This work should include the 
 origin, composition and classification of soils ; the characteristics 
 and classification of plants ; the rotation, harvesting and utiliza- 
 
29 
 
 tion of crops; the composition and use of manures; the purchase 
 and use of fertilizers and soil amendments; breeds and breeding 
 of farm animals ; injurious insects and their destruction ; diseases 
 of plants, etc. 
 
 Second, technical courses, or the application of principles in 
 special lines of practice, which should cover market gardening, 
 fruit growing, floriculture, greenhouse management, farm me- 
 chanics (tools -and machinery), farm, buildings, drainage and ven- 
 tilation; dairy farming, butter and cheese making ; stock farming; 
 special grain farming and domestic economy. 
 
 Third, demonstration work, which should include fields for 
 practice, in which the instruction given may be actually applied. 
 
 It will be observed from this general classification that the 
 equipment of the schools must be both inanimate and animate; 
 the first consisting of laboratories for the study of soils, manures, 
 fertilizers, milk .and its products ; fields for growing demonstra- 
 tion crops and the crops themselves ; shops for the making, 
 handling, repairing and study oi tools, machinery, engines, 
 sprayers, etc., and various classes and breeds of live stock. 
 
 Schools of this sort should be under the general supervision 
 ■of those directly interested in these phases of education, and 
 competent to determine the educational values of the various 
 means of instruction. 
 
 That educational work conducted along this line does help the 
 farmer already engaged in his life-work, as well as the children 
 and young men and women on the farm preparing for their 
 vocation, has been abundantly demonstrated by the results already 
 secured in this and other countries. The demonstration work of 
 the Experiment Station in this State has resulted in changing the 
 entire character of the farming in many communities. This has 
 been accomplished by showing farmers that certain crops can be 
 grown on their soils to better advantage than others, and that the 
 special treatment recommended by the Experiment Station is 
 better than that which they were following. Such special indus- 
 tries as the growing of the white potato, sweet potato, asparagus, 
 and fruit, have been made profitable. 
 
 Along with this increased prosperity has come the legitimate 
 desire for the conveniences, and, in many cases, luxuries, which 
 
 3 IND 
 
30 
 
 recent discoveries and the present development in mechanical lines 
 and in transportation have made possible, which contribute so 
 much to the farmer's comfort and self-respect. It has resulted in 
 the improvement of communication by means of telephones, trol- 
 leys, good roads, all of which, besides making the farm a more 
 attractive place to live, contribute tO' the wealth of the State. 
 
 The work of the short courses in agriculture, so recently estab- 
 lished in this State, has already shown that instruction along 
 these lines is possible and practicable. The young men receive 
 not only an incentive and inspiration, but acquire that very im- 
 portant characteristic, the "how" tO' do things. 
 
 Extension teaching here and elsewhere, where traveling 
 teachers go- from farm to farm, giving instruction both in 
 methods of farm practice and in the technique of the making of 
 butter and cheese, and in the use of spraying mixtures and of 
 machinery, has resulted in the forward movement of the industry.. 
 
 In response to .some further inquiries the following communi- 
 cation was addressed by Dr. Yoorhees to the Secretary of the 
 Commission : 
 
 As to the statistics you wish, I may say that for about fifteen 
 years previous to last year, all of the students taking the scien- 
 tific course in the college received instruction in agriculture, 
 which was given the first term of the freshman year ; the classes 
 averaging about fifty men. In the regular four-year course in 
 agriculture, about two men in each class have, on the average, 
 taken the course. 
 
 Last year, the curriculum of the college was revised, new 
 courses established, and the agricultural course made more of a 
 feature. The lectures on agriculture to the entire class were then- 
 abandoned ; under this new arrangement all freshmen take a uni- 
 foTm course and elect their special course at the end of the first 
 year. This }^ear ten men have elected the agricultural course. 
 
 In the short courses in agriculture, which were first oiTered 
 in January, 1907, we have had about forty students each yea-.. 
 
31 
 
 The school is prepared to take care of a much larger number of 
 students, but until this year we have not made a great effort tc) 
 obtain students, because we were in process of organization ; the 
 appropriations for buildings and equipment were distributed over 
 a period of three years. The equipment is now practically com- 
 pleted, and we are advertising much more liberally. I am sending- 
 you, herewith, a circular in regard tO' these courses. 
 
 Farmers' institutes have been conducted for the past fifteen 
 years, and I have personally been in every county in the State 
 and have attended a very large number of institutes, and other 
 members of the staff have also taken part in the work. It cannot 
 be said, however, that it is a college or experiment station matter, 
 as the institutes are conducted under the auspices of the State 
 Board of Agriculture, which receives a direct appropriation from 
 the State for the work. I have, however, always exercised a 
 careful supervision of the work, more particularly in the selection 
 of speakers, in order that it might be as far as possible really 
 educational. 
 
 The work has grown in interest from year to year, and while 
 it is difficult tO' estimate closely the number in attendance, prob- 
 ably the annual average attendance would not be far from 1,500. 
 I hardly think that, because of the indefiniteness of these figures, 
 they could be safely put in tabular form, though youi may so 
 arrange them if you prefer. 
 
 In addition tO' this work, we have in the past made a special 
 point of extension lecturing to farmers' clubs. I have in mind 
 a club that was formed some years agO' at Allenwood, Monmouth 
 county, and I delivered four lectures a year (Saturday after- 
 noons) before this club. The result of this work is very pro- 
 nounced in its effect upon the farming community from which 
 the members came; so much so that farmers living in other sec- 
 tions of the State have remarked to me the great improvement 
 in the farming in these sections, judging merely from riding on 
 trains. The membership of this club probably averjaged about 
 fifty. 
 
 The Short Course School should be prepared to take care, of 
 four hundred boys, as I am sure that about twenty boys from 
 
32 
 
 each county would attend the school if the importance of the 
 work were properly placed before them. 
 
 I think, also, that it would be possible with a proper extension 
 of our institute work to reach at least one-half our farmers, say 
 15,000 or 20,000. 
 
 Very truly yours, 
 
 E. B. VooRHKES. 
 
THE MONEY VALUE OF INDUSTRIAL TRAINING. 
 
 SALARY rc^m ?^'^^^ ^7 >^>>^XQm\SS\^v. qxv \^\^\^S\^\^V^\>\^g.VC^ \Q\^. 
 
 
 
 
 AGE 15 YEARS 20 YEARS 25 YEARS 30 YEARS 3SYEARS 37 YEARS 
 
 
 NEWARK TECHNICAL SCHOOL 
 
Appendix C. 
 
 The Money Value of Idustrial Training. 
 
 The great moral and cultural benefits of industrial training are 
 readily conceded. Industrial education, as a financial invest- 
 ment, has not received its due meed of appreciation in public 
 writings. If its wealth-creating, or purely economic value, were 
 more widely understood there would be no hesitancy in the estab- 
 lishment of industrial schools. A very practical form of philan- 
 throphy is that which does good by making more useful citizens, 
 and when the process is self-supporting there can be little excuse 
 for inaction. It can be demonstrated that even to establish an 
 expensive trade school, where the cost of maintenance might 
 bring the expenditures per capita of attendance up to $300 to 
 $1,000 per annum — as in the case of certain American trade 
 schools (that of Milwaukee may be cited as one of the expensive 
 type) — it can be shown that even such expenditures are a splen- 
 did investment, considered merely fromi the economic point of 
 view. Certainly, there can be no quarrel with the type of indus- 
 trial school which gives almost as good a direct financial return 
 as the trade school, and at a yearly outlay of about one-twentieth 
 the per capita cost O'f the trade school. Such a type of school is 
 the industrial improvement school. The Sitate industrial im- 
 provement school, known as the Newark Technical School, costs 
 less to the Board of Trustees each year than $42 per capita 
 (expenditures are reckoned on full attendance, and all items of 
 maintenance and estimated interest on investment are taken into 
 account). The showing made by the State industrial improve- 
 ment schools at Trenton and Hoboken (evening department) is 
 equally good. And in every case the per capita expenditure of 
 these State schools would be greatly reduced if the schools could 
 
 (33) 
 
34 
 
 accommodate more pupils. The per capita cost of $42 per an- 
 num is just about equal to the averag-e weekly wage of the grad- 
 uates of the Newark Technical School at the age of 37. 
 
 i:arnings of graduates oe the state schooes. 
 
 The Commission has conducted a very thorough investigation 
 of the earnings of graduates and partial-time students of the 
 State schools. In the case of the Trenton and Hoboken schools, 
 it was difficult to get returns which would show the conditions 
 for the majority of the students, but enough data were obtained 
 to indicate that the status is quite similar to that at Newark. 
 In the case of the Newark Technical School, it has been possible 
 to keep more complete records of the graduates, and the Com- 
 mission was enabled to get into touch with the majority. Eighty- 
 five per cent, of those who have graduated since the establish- 
 ment of the school filed statements of the individual earnings 
 since entering upon apprenticeship, and made clear the wonder- 
 ful increase in earning power which industrial training has given 
 them. For instance, the average graduate of the Newark Tech- 
 nical School began apprenticeship at a wage which at the age 
 of fourteen was $3.55. His earnings at the age of thirty-seven 
 were $42.03 per week (this would be above $45 if the earnings 
 of all those who are not older than thirty-two were extended at 
 the same ratio). On the accompanying chart this increase is 
 shown graphically, and is compared with the average earnings 
 of those who specialized in the machine trades, and with certain 
 data obtained from the United States Government reports. The 
 chart does not picture earnings beyond the age of thirty-seven, 
 as in one branch not more than a score of individuals had gone 
 beyond that age, and it seemed desirable that a sufficient num- 
 ber of cases should be averaged to make the results undebatable. 
 Graduates in the machine trades began apprenticeship with a 
 wage of $3.76 per week at the age of fourteen, and at thirty-seven 
 were making an average of $57.17 per week. The average of 
 the half dozen graduates in this line who have attained the age 
 of forty-five is over $66 per week. 
 
35 
 
 So far as the fifteen per cent, of graduates are concerned who 
 did not furnish a statement of earnings since apprenticeship, the 
 Commission has made a careful estimate, and is satisfied that 
 if these returns were in, the average would in no wise be lowered. 
 The record as it stands means that the average graduate of the 
 Newark Technical School is earning $i,qoo per annum more 
 than he would have received if he had not attended the school. 
 This is equivalent to placing $25,000 in the bank at four per 
 cent, interest. Or, it may be considered that every graduate of 
 such school adds $25,000 to the wealth of the State. In the 
 machine industries the showing is still greater. In every case, 
 during the course, earning was combined with learning, and in- 
 stances are at hand where salaries were raised as soon as the 
 employers heard that the workers were availing themselves of 
 the opportunities of the school. 
 
 A few excerpts from letters received by the Commission from 
 graduates of the Newark Technical School are given below. 
 They are taken at random from a large pile of such correspond- 
 ence, and show, better than any other expression could convey, 
 what the graduates think of the school : 
 
 SOME STATEMENTS EROM GRADUATES. 
 
 "I attribute a large proportion of my success to training ob- 
 tained in the school. My salary has increased probably 500 per 
 cent. I unhesitatingly state that whatever advance I may have 
 made above the rank of journeyman machinist has been due to 
 the training and instruction I received at the Newark Technical 
 School." 
 
 "I consider the N. T. S. the greatest factor in my success, as 
 I could not have obtained the necessary education in any other 
 way. I had to support my family, and therefore had no time 
 except evenings, and no large sums of money to spend. Institu- 
 tions like the N. T. S. are the thing for workingmen with the 
 ambition to get on, if only they could see it and realize it better." 
 
 "I believe that a school modeled on the same general lines as 
 the N. T. S. is the proper one for the generality of young men, 
 and emphatically not a trade school." 
 
36 
 
 "I entered the Newark Technical School to satisfy my ambi- 
 tion to 'get to the top of the ladder,' and am very much pleased 
 with the results of those five years of hard work. Only those 
 who have had to work ten hours in a shop and then spend from 
 two to three hours an evening for five evenings each week, dur- 
 ing seven months a year, know what it means to fight their own 
 way in life's battles, and it is just such schools as the N. T. S. 
 which help to bring out and develop the latent abilities which 
 a young man has." 
 
 "I am most interested in the type of school which will give 
 shop boys the theories of the work in which they are engaged, 
 illustrated, if need be, by practical examples. The young work- 
 ers are apt to gather erroneous theories in the shop, and they may 
 not be in a position to gather any theories at all. Except for 
 the training received in the Newark Technical School, I should 
 never have been able to progress to my present standing." (Thii 
 graduate earns $58 per week.) 
 
 "Previous to entering Newark Technical School I had beeri 
 studying mechanical engineering in a correspondence school, but 
 came to the point where I needed the help of association with 
 fellow-workers, and the direct assistance of experienced teachers. 
 When I graduated from the Newark Technical School I had ac- 
 quired a knowledge of things that has proven decidedly advan- 
 tageous, and a training that could not have been gained in a life- 
 time of home study." 
 
 "I was compelled to leave school at an early age, and entered 
 the Newark Technical School as the only means of acquiring a 
 knowledge of mathematics, drawing ond other subjects required 
 by the machinist. The education received was of most decided 
 benefit. Being the only apprentice in the shop attending an 
 evening school, I was given better opportunities than the other 
 boys. Within one year after completing my apprenticeship I 
 was selected as foreman, which I feel confident was due more 
 to my technical education than skill as a workman. At present 
 my salary is undoubtedly at least $20 per week more than I could 
 earn had I not attended the Newark Technical School." 
 
 "When I went into- business I was surprised to find myself 
 with a technical education fully equal to that of the average tech- 
 
37 
 
 nical man in the large automobile factories. I have worked my 
 way to the front in the business, and wish at all times to give the 
 school full credit for the indispensable technical knowledge and 
 mind training, which, coupled with hard work, have placed me 
 where I am now. I have twenty-five men in the factory. The 
 N. T. S. entrance examination (about equal to that of a high 
 school) is too hard for any one of them. They need a school of 
 lower grade and shorter hours. I would be very much interested 
 in the kind of school that would take any factory hand and teach 
 him elementary mechanics without requiring the preliminary 
 standard of education set by the better schools ; in other words, a 
 school for the many rather than for the few." 
 
 REPORTS FROM OTHER STATE SCHOOLS. 
 
 From former students of the State industrial improvement 
 school, known as the Trenton School of Industrial Arts, came 
 letters expressing an appreciation of its advantages, similar to 
 the above. The returns from those who had attended the indus- 
 trial department of the Hoboken School are also such as should 
 greatly encourage those who are interested in the promotion of 
 industrial education. A graduate of the Trenton School writes : 
 "The influence of the S. I. A. has been felt keenly in our city. 
 The instruction has benefited me greatly in every way, finan- 
 cial and otherwise." Another says : "At the School of Industrial 
 Arts I stumbled upon the discovery, valuable to myself, that 
 there is a large field in ceramic chemistry." Another: "I had 
 almost decided to abandon the pottery trade, but on seeing the 
 opportunities offered by the S. I. A. to learn chemistry, I con- 
 cluded to make the pottery business my life-work. I am suc- 
 ceeding beyond my greatest expectations." Again, a former 
 student writes : "It is inexplicable that a school which is doing 
 such wonderful work as the S. I. A. should not at once receive 
 funds for a new building, and for further expansion along useful 
 lines. It has added a mint of money to the ratables of the State. 
 It is one of the most valuable investments the State has made, 
 but it is housed in a rat-trap of a building, which is certainly nc 
 credit to this prosperous commonwealth." 
 
38 
 
 ECONOMIC IMPORTANCE OE INDUSTRIAI^ EDUCATION. 
 
 Several other institutions in the country have made interesting 
 studies of the earnings of graduates, but it is safe to say that no 
 such complete reports of the life-time earnings of graduates of 
 an industrial school have been collected as those obtained by this 
 Commission in the case of the Newark Technical School. The 
 Lowell Institute School for Industrial Foremen, of Massachu- 
 setts, graduated its first class in 1905. Two years later, the 
 average increase of salary was seventy per cent. Other statis- 
 tics tending to show the money value of industrial training are 
 found in such individual reports as those of the Manhattan Trade 
 School for Girls, and the Hebrew Technical School for Girls — 
 iDOth private foundations of New York City. But it is not neces- 
 sary to go outside of the State of New Jersey for the most con- 
 vincing proof of the economic importance of industrial education. 
 The statement of von Mosthaf, of Stuttgart, is in point here. A 
 famous academician of Berlin said to him, on one occasion : 
 "This State is surely too poor to expend the money that you are 
 demanding for industrial schools." "My dear sir," was the re- 
 sponse, "the State is too poor not to expend the money." 
 
Appendix D. 
 
 Industrial Education and Manual Training in America. 
 
 The aim of this supplementary chapter is tO' furnish a con- 
 densed summary of the provision, legislative and actual, for 
 manual training and industrial education in the several States of 
 the Union. In this connection brief reference has also- been made 
 to the provision for higher technical education, or the training of 
 engineers, as it is found in the separate commonwealths. But 
 the primary object of the chapter is to indicate, in a general way 
 (necessarily restricted), what is being done in schools below the 
 grade of the technical or engineering college. Wherever indi- 
 vidual schools are mentioned, the information was usually ob- 
 tained directly from the institution concerned, either by corres- 
 pondence, or through the visits of the Secretary. Unless other- 
 wise indicated, statistics given are generally for the year 1907- 
 '08, though in many instances they are for the current year 
 ( 1908-09) . 
 
 INTRODUCTION. 
 
 Federal Aid to Industrial Bducation. 
 
 Since the early days of the Republic the Federal Government 
 has made vast grants of land and money to the individual States. 
 Either by the conditions of the grants or through State initiative 
 these gifts have been converted, in large part, into permanent 
 endowments for the maintenance of the public schools, the State 
 universities, normal schools, or other educational .institutions. 
 Moneys paid out of these funds to the public schools have been 
 used for the maintenance of the various forms of instruction, in- 
 
 (39) 
 
40 
 
 eluding manual training, domestic science and kindred branches. 
 The university funds have gone to sustain agricultural or engi- 
 neering instruction, as well as to promote the liberal arts. How- 
 ever, since 1862 — the year when the Morrill Act was passed in 
 aid of colleges of agriculture and the mechanic arts — whatever 
 federal grants have been made to all States alike, have been 
 chiefly intended for industrial-vocational education. In 1862 
 each State was granted 30,000 acres of land for each Senator 
 and Representative in Congress from the State, for the estab- 
 lishment of one or more institutions (or departments), whose 
 chief aim should be to teach agriculture, the mechanic arts, and 
 cognate subjects. Over 10,320,000 acres have been allotted un- 
 der this act. Of this acreage the land sold brought about 
 $13,000,000, and land valued at $5,000,000 remains unsold. 
 Other grants, of special character, were made when certain of 
 the Western States were admitted to the Union. The State 
 College (agriculture and mechanics) of Washington has re- 
 served for future sale not only 89,000 acres of the 90,000 acres 
 allotted under the act of 1862, but an additional 100,000 acres, 
 none of which can be sold for less than $10 per acre. 
 
 The following grants were made by the Federal Government 
 to Oklahoma, when that State was admitted to the Union : Sec- 
 tions 16 and 36 in every township in Oklahoma Territory, for 
 the common schools. In lieu of sections 16 and 36, and other- 
 lands of Indian Territory, $5,000,000 in cash, for the common 
 schools. Section 13 in the Cherokee Outlet, the Tonka wa Indian 
 Reservation, and the Pawnee Indian Reservation, for the main- 
 tenance of the following institutions : The University of Okla- 
 homa and the University Preparatory School, one-third; the 
 normal schools, one-third; the Agricultural and Mechanical Col- 
 lege and the Colored Agricultural and Normal University, one- 
 third. Five per cent, of the proceeds of sales of public lands in 
 the State to be set aside as a permanent fund for the common 
 schools. Also, in lieu of lands for internal improvement and 
 swamp-land grants, for the use of the University of Oklahoma, 
 250,000 acres; the University Preparatory School, 150,000 acres; 
 the Agricultural and Mechanical College, 250,000 acres; the 
 State Normal Schools, 300,000 acres; the Colored Agricultural 
 
41 
 
 and Normal University, 100,000 acres. Also, minor grants, such 
 as the gift of one section (640 acres) of land for the University 
 Preparatory School. 
 
 The second Morrill Act, passed in 1890, appropriated to each 
 State and Territory, for the land-grant colleges, $15,000 for the 
 year ending June 30, 1890, and thereafter an annual increase of 
 $1,000 for ten years, when the amount appropriated per twelve- 
 month was $25,000 to each State. The Nelson amendment, ap- 
 proved March 4, 1907, provided that, beginning with 1908, 
 $5,000 should be added annually to this appropriation until the 
 same should reach $50,000 annually (in 1912) for each State 
 and territory. This money must be devoted to the "more com- 
 plete endowment and support of the colleges for the benefit of 
 agriculture and the mechanic arts," established ■ under the act 
 of 1862. The funds cannot be employed for the purchase of 
 land or the erection of buildings, nor for the payment of the 
 salaries of any but members of the faculties. Under the second 
 Morrill Act, over $20,000,000 has been contributed by the Fed- 
 eral Government for the support of the agricultural and mechan- 
 ical colleges. Sixty-six institutions receive aid. In nearly a 
 score of the States, departments or colleges — to become the recip- 
 ients of the Morrill funds — were created in connection with the 
 State universities; in the other States, separate and distinct col- 
 leges were organized, or else, as in a few cases, an arrangement 
 similar to the following was effected : Ntew York turned its fund 
 over to Cornell University for the endowment and maintenance 
 of a department; Massachusetts divided the funds between the 
 Massachusetts Institute of Technology, at Boston, and the Mass- 
 achusetts Agricultural College, at Amherst; New Jersey, which 
 obtained 210,000 acres of land under the act of 1862, made the 
 funds over to Rutgers Scientific School, a department of Rutgers 
 College, at New Brunswick. In every instance the Federal Gov- 
 ernment left the specific disposition of the funds (under the 
 general restrictions of the grants) to the Legislatures of the sev- 
 eral States. In sixteen States and Territories, separate institu- 
 tions for colored students were created or nominated by the 
 respective Legisla^tures, to receive a share of the Federal grants. 
 Of these, Hampton (a private foundation) is best known. 
 
42 
 
 The United States Agricultural Bxperiment Stations. 
 
 By act of Congress of March 2, 1887 (the Hatch Act), each 
 State and Territory received thereafter, annually, $15,000, to- 
 be devoted to the establishment and maintenance of agricultural 
 experiment stations. The Adams Act, of 1906, added $5,000 to 
 this annual appropriation, and provided that $2,000 should be 
 added annually thereafter until the total appropriation for ex- 
 periment stations to each State and Territory should equal 
 $30,000 (in 191 1 ). By 1905 the appropriations of the individ- 
 ual States to the experiment stations more than equalled that 
 made by the Federal Government. In the case of the agricul- 
 tural and mechanical colleges — to which the stations are usually 
 adjoined — the States have been even more generous. 
 
 The acts of Congress relating to the United States Agricul- 
 tural Experiment Stations provide : 
 
 "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 comparative advantages of 
 rotative cropping, as pursued under a varying series of 
 crops; the capacity of new plants or trees for acclimation; 
 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 experi- 
 ments 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 and Territories." 
 The Federal grant to the experiment station was $1,290,220 
 for 1908. 
 
43 
 
 All Grades of Industrial and Technical Bducation Aided by the 
 Federal Grants. 
 
 Not only have the Federal grants been devoted, in part, to the 
 sub-industrial, or sub-vocational branches, as manual training 
 and domestic science — as noted above — and for the promotion 
 of higher technical and scientific work in colleges (cp., also, the 
 maintenance by the Federal Government of strong technical 
 departments at Annapolis and West Point (and the lesser train- 
 ing schools for Army and Navy), but the Federal educational 
 grants have been and now are largely used for trade school work, 
 industrial improvement schools and agricultural improvement 
 schools (short courses) the most elementary of the strictly voca- 
 tional work. The sixteen schools for negroes, which receive a 
 share of the Federal grants for agriculture and the mechanic- 
 arts, have important trade school, industrial improvement and 
 agricultural improvement divisions. The trades taught (in the 
 trade school divisions) include: Carpentry, blacksmithing, wheel- 
 wrighting, shoemaking, brick masonry, stone masonry, broom- 
 making, chair-bottoming, tailoring, millinery, cooking, launder- 
 ing, printing, machine shop work, sewing, cabinet-making, sta- 
 tionary engineering, dressmaking, painting, tinsmithing, elec- 
 trical work, plastering, paper hanging, upholstering, saddlery, 
 harness making, sawmilling, plumbing, steam fitting, carriage 
 trimming, frescoing, besides elementary horticulture, apiculture, 
 dairying, poultry raising, animal husbandry, farming, gardening,, 
 housekeeping and nursing. In connection with the agricultural 
 and mechanical colleges for whites (or in the corresponding uni- 
 versity departments), the trades are often taught, either in affilia- 
 tion with the preparatory departments, or, as in a few States 
 (where the entrance requirements are low, or supplemental 
 courses are offered), in the college itself. Work offered to spe- 
 cial students is often of the industrial improvement school type 
 (cp. the industrial improvement school maintained at Sparks by 
 the Federal-grant-aided Nevada State University). As for the 
 "short courses" — given in connection with quite all of the Morrill- 
 aid schools — they are most successful in attracting students as 
 
44 
 
 agricultural impro'venieiit schools ("short courses in agriculture"), 
 although as day industrial improvement schools (i. e., some of 
 the "short courses in mechanic arts") they are also effective. 
 Certain of the short courses are of high technical grade, but the 
 great usefulness of this important type of training lies in its 
 ability to reach the masses with the more elemental and strictly 
 vocational instruction. Especially is this true of the agricultural 
 branches, for the agricultural colleges, it is well known, have not 
 succeeded in training a large percentage of farmers. In the 
 college courses of the fifty Morrill schools for whites, for ex- 
 ample, only one student in nine is enrolled in agriculture. There 
 are over four students in mechanical engineering alone for every 
 three in agriculture; four in civil engineering to every three in 
 agriculture, not to mention other departments. The fact is that 
 the country boys and girls drop out of the public schools early, 
 just as the city children leave school permanently in large num- 
 bers during the fifth or sixth years of the course. The agricul- 
 tural improvement school (short course) is to be their salvation, 
 vocationally — and the counterpart of the industrial improve- 
 ment school for the workers in the factory and shop industries 
 and the building trades. But as yet, properly constructed text- 
 books are wanting in many departments of the "short course" 
 educational field. 
 
 Further Types of VocaAional or Sub-Vocational Instruction 
 Given by the Land Grant Colleges. 
 
 In the preparatory schools and university high schools under 
 control of the boards having in charge the Morrill colleges, man- 
 ual training and domestic science are subjects commonly found. 
 Commercial branches (including such subjects as stenography 
 and typewriting) are also taught, both in the preparatory de- 
 partments and, in many instances, in the collegiate divisions. 
 Instruction by correspondence is a feature recently introduced 
 in the land-grant colleges, and is growing in favor. It is given 
 with success by such schools as the Pennsylvania State College 
 (cp. Pennsylvania, below), by the Oklahoma Agricultural and 
 Mechanical College (agricultural subjects), and by the similar, 
 
45 
 
 Federal-endowed department of the University of Wisconsin 
 (non-agricultural, as well as agricultural industries). The 
 farmer's institute is another form of popular instruction con- 
 ducted with great success by extension lecturers from the land- 
 grant colleges. The introduction in several of the colleges, of 
 courses designed for the training of teachers of industrial sub- 
 jects (not merely the sub-industrial) is a comparatively recent 
 movement, and much to be commended. The pedagogy of in- 
 dustrial education has a field distinctly separate from the peda- 
 gogy of manual training, not only because the purpose of indus- 
 trial education is vocational, but because the students in indus- 
 trial education courses are more mature individuals, in general, 
 than pupils in manual training. 
 
 An extension of the system of Federal aid to industrial edu- 
 cation in the direction of greatest present need — i. e., the sec- 
 ondary instruction — is proposed by the Davis bill, now before 
 Congress. Under the head of secondary schools it would pro- 
 vide not only for Federal support to manual training and do- 
 mestic science in high schools, but also for the similar endowment 
 of industrial and agricultural improvement schools (evening or 
 day). State normal schools would receive Federal aid for the 
 training of teachers of manual training, domestic science, and the 
 elements of agriculture^ — ^just as the land-grant colleges now 
 receive Federal aid which may be devoted to departments for 
 the training of teachers of industrial education. The total 
 amount to be appropriated annually, under the terms of the pro- 
 posed bill, is something over $11,000,000. / 
 
 Co-operative Demonstration Work. 
 (With acknowledgments to Dr. Knapp. ) 
 
 Under authority of Congress, the Farmers' Co-operative Dem- 
 onstration Work (conducted by the Department of Agriculture 
 through the Bureau of Plant Industry) was inaugurated in 
 January, 1904, primarily because of the depredations of the 
 Mexican cotton boll weevil of the State of Texas. The work is 
 in two divisions, ( i ) the demonstration of improved methods 
 
 4 IND 
 
46 
 
 of agriculture in the weevil-infected districts, which is the nat- 
 ural outgrowth of the original plan, (2) the extension of the 
 same principles to other Southern States beyond the range of 
 weevil infestation. 
 
 The territory covered by the division . of the work includes, 
 eastern and northern Texas, southern Arkansas, Oklahoma, 
 Louisiana and a portion of Mississippi. The total area thus cov- 
 ered is more than 300,000 square miles. 
 
 The second division of the work was commenced in Missis- 
 sippi in March, 1906. In co-operation with the General Educa- 
 tion Board this work in 1907 was conducted, in a limited way, in 
 Alabama and Virginia, and has recently been extended into 
 North Carolina, South Carolina and Georgia. The expenses of 
 this division are defrayed by the General Education Board, which 
 appropriated the sum of $69,000 for demonstration work dur- 
 ing the year commencing October i, 1907. 
 
 Dr. S. A. Knapp is the special government agent in charge of 
 the Co-operative Demonstration Work. A corps of field agents, 
 classified according to the territory in charge, as State, district 
 and county agents, is employed. The simple and well-established 
 principles of successful farming are taught directly to the men 
 on the farms. Great success has been attained in reaching the 
 small farmers throughout the South, and by choosing as in- 
 structors natives of the States in which they work, the farmers 
 are interested more readily in better conditions. At the present 
 time 1 78 men are in the field, covering territory from Virginia to 
 western Texas. The work is supported by Congressional appro- 
 priations in the territory where the Mexican boll weevil is pres- 
 ent, but from Mississippi east, it is supported by the General 
 Education Board. About 12,000 demonstration farms had been 
 established up to February i, 1908, and 20,000 farmers had 
 agreed to co-operate and make reports as to results. "A demon- 
 stration farm" is a portion of land on a farm that is worked 
 strictly according to the instructions of the department. If pos- 
 sible, the agent visits the farm at least once a month. A "co- 
 operator" is a farmer who agrees to work a part or all of his crop 
 according to instructions, but a department agent visits him only 
 in exceptional cases. The department inaugurates its work at 
 
47 
 
 first through pubhc meetings, in which the farmers become in- 
 terested in the plan. In the practical work, the cotton culture sys- 
 tem is the main feature in many localities, but corn culture, the 
 use of soil renovating crops, and the production of good farm 
 seeds, are the subjects of lectures and demonstration in other dis- 
 tricts. 
 
 Appropriations for the year i907-'o8 were as follows : Con- 
 gressional appropriations, $77,739.80; General Education Board 
 contribution, $69,000; Slater Fund, $1,000; voluntary local con- 
 tributions (estimated), $20,000. 
 
 Nearly three thousand public meetings are held annually. Two 
 hundred thousand circulars are distributed each year. These 
 bulletins are also furnished tO' about two thousand county news- 
 papers, which often publish them in full. It is estimated that at 
 least 360,000 farmers visit the demonstration farms annually. 
 Thousands of prize contests have been started in cotton and 
 corn production among farmers, and also among boys on the 
 farms. Great interest is everywhere manifested in better prepara- 
 tion of the soil, implanting selected seed, and in general better- 
 ment. 
 
 Resume of the Bducational Activities of the United States De- 
 partment of Agriculture. 
 
 The United States Department of Agriculture has more to do 
 with vocational instruction in this country than any other Federal 
 agency. Its Office of Experiment Stations is in constant rela- 
 tion with the agricultural colleges and experiment stations now in 
 operation in all the States and Territories (the Federal appropria- 
 tions to the land-grant colleges are paid through the Department 
 of the Interior), and directly manages the experiment stations in 
 Alaska, Hawaii, Porto Rico and Guam. It has an important 
 work in carrying on investigations, and in the collection and 
 dissemination of information. Over 7,000,000 farmers' bulletins 
 alone, are sent out annually. The co-operative demonstration 
 work of the Bureau of Plant Industry has been referred to above. 
 The Forest Service of the Department of Agriculture conducts 
 extension lectures in co-operation with some of the colleges and 
 
48 
 
 universities. Likewise, the Office of Public Roads does extension 
 work in the methods of road-making. 
 
 The United States Department of Commerce and Labor, mid Its 
 Relation to Education. 
 
 Thus far, the United States Department of Commerce and 
 Labor has not taken as active an interest in industrial education 
 as the importance of the non-agricultural industries would war- 
 rant. Except for the publication of reports concerning industrial 
 schools (easily the most comprehensive of any such documents 
 hitherto printed by a Federal department of the United Sitates), 
 the Department of Commerce and Labor has not yet taken up 
 industrial education with the vigor of similar departments abroad, 
 or in a manner comparable to the efforts of the Department of 
 Agriculture (in relation to the agricultural industry). The inves- 
 tigation of the "industrial, social, moral, educational, and phys- 
 ical condition of women and child workers in the United States," 
 conducted by this department will doubtless have considerable 
 bearing on the problems of industrial education. The appropria- 
 tion for this inquiry and report was $150,000 (awarded in 1907). 
 
 The United States Department of War. 
 
 The War Department has charge of the great technical school 
 at West Point, besides several training schools O'f lesser import- 
 ance. Proof of the efficiency of the War Department in the 
 domain of technical education is found in the successful conduct 
 of the Panama Canal operations and important construction work 
 in the way of river and harbor improvements, all of which are 
 under the supervision of this department. The school system of 
 the Philippines is also under the control of the War Department, 
 and especial attention has been paid to industrial training in con- 
 nection therewith. 
 
 The Department of the Navy. 
 
 The Navy Department has charge of the Naval Academy (with 
 considerable technical work), at Annapolis, and superintends 
 many other schools for the training of officers and enlisted men. 
 
49 
 The Treasury Department. 
 
 The Treasury Department maintains courses of instruction for 
 the cadets of the Revenue-Cutter Service. 
 
 The Department of Justice. 
 
 Under this department, the Reform School of the District of 
 Columbia — affording some industrial training — is listed. 
 
 The Department of the Interior. 
 
 The most important work in industrial education that is per- 
 formed under the auspices of the Secretary of the Interior is that 
 of the Indian schools — under the Commissioner of Indian Affairs. 
 Industrial and manual training in the Indian sthools may be 
 briefly summed up as follows : 
 
 Indian schools are maintained as regular public schools (shar- 
 ing in State funds), as private schools (nearly all of these are 
 mission, or denominational schools — some of them, with contracts 
 from the government), or as government (Federal schools). The 
 government schools are of three (perhaps four) classes: (i) 
 Non-reservation boarding schools (Carlisle, Pa., and Haskell 
 Institute, at Lawrence, Kan., are the chief examples) ; (2) reser- 
 vation boarding schools (that at Fort Totten, N. Dak., is the 
 largest) ; (3) government day schools; (4) Hampton Institute — 
 a private corporation, receiving Federal aid. The schools not 
 controlled or aided by the Federal Government do the least, on 
 the whole, in the way of industrial or manual training. The 
 government day schools do^ something in manual training instruc- 
 tion, and the reservation boarding schools sometimes offer trade 
 courses. The highest type of industrial work is found at the 
 Hampton (Va.) and Carlisle (Pa. — non-reservation) schools. 
 Most successful, everywhere, has been the instruction in agricul- 
 ture, and in cooking, sewing, and other household subjects, but 
 native arts and crafts, weaving, pottery, lace-making, basketry, 
 poultry raising-, butter-making, laundering^, printing, and bee 
 
50 
 
 culture are branches often taught in the Indian schools. At 
 Hampton (also for colored) a great variety of trades may be 
 found. Carlisle (not far from Harrisburg, Pa.) has students in 
 carpentry, blacksmithing, carriage and wag'on making, coach 
 painting and trimming, painting, plumbing and steam-fitting, 
 tailoring, harness making, shoemaking, plastering, masonry, 
 bricklaying and cementing, tinshop work, printing, photography, 
 baking, cooking, agriculture, sewing, laundering, horticulture and 
 greenhouse work, poultry raising, and dairying. The work is 
 practical. The fifty boys in carpentry (from twelve tO' twenty- 
 one years of age), for example, work on actual construction at 
 the school, and on repairing; the tailoring students make uni- 
 forms for the school, also working clothes and civilian suits. A 
 superintendent of Indian schools — under the Commissioner of 
 Indian Affairs, Department of the Interior, Washington, D. C. — 
 has general supervision of the governmental institutions. The 
 schools are found in a score of the States and Territories. The 
 annual appropriation of the Federal Government is nearly 
 $4,500,000. 
 
 The Commissioner of Education for Porto Rico reports^ to the 
 Governor of the Island, who transmits the document to the Secre- 
 tary of the Interior. The United States Commissioner of Educa- 
 tion is an officer of the Department of the Interior. The Bureau 
 of Education has no schools under its charge, except the schools 
 for the natives of Alaska. In these, some manual work is given, 
 and this feature is being extended. For some years the greater 
 part of the entire annual appropriation for the Bureau of Educa- 
 tion has gone toward the reindeer in Alaska — for the industrial 
 betterment of the natives. The reports of the Bureau of Educa- 
 tion are most important contributions to education. 
 
 Staie Support to Manual Training. 
 
 Very few States have provided maintenance from the State 
 treasury specifically for manual training, although wherever State 
 school funds are apportioned for general school purposes, a portion 
 of such funds may be used to defray the expenses of instruction 
 
51 
 
 in manual training and like branches. Under this arrangement 
 there is indirect State support in nearly all of the commonwealths. 
 New Jersey, Maryland, Virginia, Wisconsin and South Carolina 
 are the only States furnishing direct State aid for manual training 
 (in two other States similar provision recently was allowed to 
 lapse through failure to make appropriations). New Jersey is 
 most generous in its direct provision, $85,000 having been appro- 
 priated for this purpose by the Legislature of 1908 (in addition to 
 the $20,000 appropriated for industrial education). Maryland 
 comes next, with a yearly appropriation from the State treasury 
 of something over one-half as much. Wisconsin and Virginia 
 limit the yearly State appropriation to about one-half of that of 
 Maryland. In South Carolina the annual expenditure is small. 
 Several other States have passed limited appropriations for the 
 introduction of manual training, with the proviso that the appro- 
 priation should go but once to a single school. 
 
 The New Jersey Manual Training Act admits of an annual 
 payment from the State treasury of from $250 to $5,000 (equiv- 
 alent to the local appropriation, within these limits) to any school 
 district in the State. The money is used for manual training 
 (not for industrial training), and under the law the use of it for 
 manual training in elementary or in high schools is not differen- 
 tiated. In Maryland, the payment on the part of the State is 
 $1,500 yearly to each school ("large graded or high school"), 
 and only two such schools (one for white and one for colored) 
 may be selected in each county. Twenty-one of the twenty-three 
 counties in the State have taken advantage of the appropriation 
 for white schools, and ten counties also have the State-aided 
 manual training schools for colored. In Virginia, not to exceed 
 twenty thousand dollars (annually) "shall be devoted to the 
 establishments of departments of agriculture, domestic economy, 
 and manual training in at least one high school in each congres- 
 sional district of the State." In Wisconsin, the State aid for 
 manual training is devoted tO' high schools — either with or with- 
 out grades attached — and the maximum State appropriation to 
 each is $350 annually. 
 
52 
 
 Mandatory Legislation. 
 
 The laws of no' State in the Union require manual training to 
 be taught in general in the public schools, although in South 
 Carolina high schools receiving State funds must include manual 
 training in the curriculum. Courses of study drawn up by the 
 State departments of education usually include manual training, 
 but these documents are suggestive, rather than mandatory. The 
 teaching of agriculture in the public schools, on the other hand, 
 is prescribed by St-ate law in. Alabama, Georgia, Maine, Mary- 
 land ("in the discretion of the State board"), Mississippi (the 
 branches of study in which teachers are required to be examined 
 — agriculture is included — constitute the curriculum of the free 
 public schools), North Carolina, Oklahoma, South Carolina and 
 Wisconsin. It is prescribed by the State Course of Study of 
 Louisiana (mandatory, so far as enforced). Several States which 
 have not made instruction in agriculture compulsory in the public 
 schools, require that prospective teachers shall be examined in 
 agriculture, for certification. There is constant improvement, but 
 it goes without saying that the States which have made agricul- 
 tural instruction compulsory in the public schools have not suc- 
 ceeded in enforcing the provision everywhere, because of the lack 
 of trained instructors, and the difficulty of carrying out the law 
 to the letter in the poorly supervised rural schools. Also, there 
 is the lack of time in the rural elementary schools, with many sub- 
 jects and classes for each teacher. The "consolidated," or town- 
 ship schools, do' better in respect of this instruction than the 
 smaller, district schools. That very little may be expected, voca^ 
 tionally, of agricultural instruction in the elementary schools, 
 under ordinar}^ conditions, the experience of foreign States has 
 demonstrated, as also it has shown that little, vocationally, may 
 be looked for from the instruction in agricultural high schools, 
 unless the latter institutions give up their mission as general pre- 
 paratory schools — in other words, cease to be high schools in 
 the usual meaning of the term. At present, the vocational second- 
 a,ry school for the agricultural and kindred industries is the "short 
 course" (agricultural improvement school). The ordinary agri- 
 cultural high school bears the same relation to the agricultural 
 
53 
 
 industry that the manual training high school bears to the non- 
 agricultural industries— it is not vocation-al. 
 
 The mose complete requirement as to sub-vocational instruc- 
 tion is found in the laws of Oklahoma. In part, it is as follows : 
 
 "The elementary principles of agriculture, horticulture, animal 
 husbandry, stock feeding, forestry, building country roads, and 
 domestic science, including the elements of econornics, shall be 
 embraced in the branches taught in all the public schools of this 
 State receiving any part of their support from this State, and 
 these branches shall be as thoroughly studied and taught by 
 observation, practical exercises, and the use of text and reference 
 books, and in the same manner as are other like required branches 
 in said public schools." 
 
 State Legislation Concerning Industrial Bdiicaiion. 
 
 New Jersey, in 1881, and Massachusetts, in 1906, enacted pro- 
 visions for systems of State-aided public industrial schools (to 
 include agriculture), under management separate from that of 
 the ordinary public schools. In both States the outcome has been 
 very successful. New Jersey established the first State industrial 
 improvement school in 1885. Massachusetts has accomplished 
 splendid results in the introduction of the new schools, through 
 its State Commission on Industrial Education, which has charge 
 of the propaganda, and supervises the institutions. The national 
 awakening to the need for industrial training has been brought 
 about during the past few years only, and is chiefly due to the 
 facts made known by the Douglas (State) Commission on Indus- 
 trial Education, of Massachusetts. New York is the third (and 
 the only other) State to have provided (1908) for a system of 
 industrial schools for all branches of industry that may be 
 reached, through secondary training. The schools are to be 
 separate from the ordinar)^ schools, in organization, but under the 
 supervision of the local boards, and of the State Department of 
 Education, which, in New York, has unique powers. The ex- 
 periment will doubtless be advanced to the point that some schools 
 will receive State aid in 1909-10. A measure for the creation of 
 a State commission on industrial education, to investigate local 
 
54 
 
 conditions and take note of the European experience, is now 
 before the New Yorl-c Legislature. 
 
 The Connecticut law, of 1907, providing for a State-aided 
 system of trade schools, was likewise enacted without a thor- 
 ough-going preliminary investigation — whence is unsatisfactory, 
 and no schools have been established under it. The Wisconsin 
 law, of 1907, was passed in order to permit the Milwaukee School 
 Board to take over a private trade school, and no progress has 
 been made under it in other towns. It does not provide for State 
 aid, but authorizes a local tax (not to exceed one-half mill on 
 assessed valuation). 
 
 District and County Agricultural Schools, and Agricidtural High 
 Schools. 
 
 In Georgia and Alabama, a State-aided district agricultural 
 school is provided for each Congressional district. In Oklahoma, 
 the Supreme Court judicial district is taken as the territorial 
 unit for the establishment of these institutions. The thriving 
 district agricultural schools of Georgia may be classed under the 
 head of industrial schools, whereas the district agricultural 
 schools of Alabama partake more of the character of agricultural 
 high schools, hence are more academic in their tendencies. How- 
 ever, it is found to be possible for the agricultural high schools to 
 conduct vocational short courses, either alone or in co-operatioii 
 with the agricultural and mechanical colleges. Under the terms 
 of the enactment creating them, the district agricultural schools 
 of Oklahoma tend to be agricultural high schools, since the law 
 requires "a district agricultural school of secondary grade for 
 instruction in agriculture and mechanics and allied branches and 
 domestic science and economics, zvith courses of instruction lead- 
 ing to the Agricultural and Mechanical College and the State 
 Nonnah/' tO' be established in each of the Supreme Court judicial 
 districts (there are five such dictricts in the State). At least 
 two such schools are to be organized every two years — begin- 
 ning July I, 1908 — until all the districts are supplied. Eighty 
 acres of land must be deeded (locally) in perpetuity, for each 
 school, and without cost to the State. The district agricultural 
 
55 
 
 schools of Oklahoma are under the control and supervision of the 
 State Commission for Agricultural and Industrial Education. 
 The Georgia schools are under separate and independent boards, 
 appointed by the Governor of the State. 
 
 Wisconsin was the first State to found county "schools of 
 agriculture and domestic economy" — ^since projected in Michi- 
 gan, Minnesota and other States. Hon. L. D. Harvey, whose 
 influence for the improvement of educational conditions is worthy 
 of especial note, was the commissioner who recommended the 
 plan for Wisconsin. At Wausau, Marathon county established 
 the first, opened in 1902. At the outset the State aid was bne- 
 lialf the annual maintenance, but not to exceed $2,500 yearly to 
 each of the two schools authorized. The law was soon amended 
 so that the State aid should be two-thirds of the annual cost of 
 maintenance, but not to exceed $4,000 per annum from the State 
 treasury to each institution. The number of schools authorized 
 lias been increased, gradually, to eight. Four of these are in 
 active operation — ^at Menomonie, Dunn county; Wausau, Mara- 
 thon county; Marinette, Marinette county, and Winneconnee, 
 Winnebago county. A fifth, located at Onalaska, La Crosse 
 county, will be opened next September. Each of the schools re- 
 ceives a maximum appropriation allowed by the State. (For 
 further information and a specimen course of study, see para- 
 graph headed "Wisconsin," below). The Beaverhead County 
 High School, at Dillon, Montana, presents an interesting illus- 
 tration of a somewhat different type of institution. Here, as is 
 usual in the county agricultural high schools, a four-years' course 
 in agriculture replaces the shorter course of the Wisconsin 
 county schools, and the entrance requirements are more rigid. 
 
 Of the agricultural high school in general, it may be said : 
 ( I ) The masses of individuals in rural communities drop out of 
 the elementary schools before they reach the standard required 
 for admission to it, and (2) whenever further education, along 
 vocational lines, is required by such individuals, the shorter 
 course institution is the one which more nearly suits the needs 
 of the majority. 
 
5^^ 
 Industrial Improvement Schools. 
 
 As the type of school which inevitably must reach the greater 
 number of those who are to have industrial-vocational training, 
 the industrial school has thrived, during the past few years, as 
 no other variety of institution for industrial instruction. The 
 expansion of the industrial improvement schools will eventually 
 make it possible, also, for the courses to be organized and differ- 
 entiated to meet the new demands. That is, when industrial 
 drawing is taught, the instructor must have in mind the specific 
 industry or occupation for which preparation is required, and the 
 students must be grouped by trades; the mathematics must be 
 organized for each trade, so far as possible, and similarly in the 
 case of other subjects. Moreover, the instruction must be 
 brought within the grasp of any and all who have passed beyond 
 the compulsory attendance age of the public schools, no matter 
 what the the previous training has been. Suitable texts, and 
 properly trained instructors are needed, and since the demand 
 on the part of those at work in the industries is insistent, doubt- 
 less they will be provided, eventually. 
 
 Under the term "industrial improvement schools" the "agri- 
 cultural improvement schools" might be included — since agricul- 
 ture is an important industry — ^but the types are so distinct and 
 separate that the designation "agricultural improvement school" 
 is employed with reference to the rural industries, for greater 
 clearness. The agricultural improvement schools of the country 
 have been mentioned, briefly, in the foregoing pages. The in- 
 dustrial improvement schools of America are typified by the even- 
 ing work of the New Jersey State Industrial Improvement 
 Schools at Newark, Trenton and Hoboken; by the Franklin 
 Union, of Boston; by the Mechanics' Institute, of New York 
 City; by the evening courses given under the auspices of Shef- 
 field Scientific School (Yale University) tO' the workingmen of 
 New Haven, Connecticut; by the similar courses conducted at 
 Sparks, Nevada, by the University of Nevada; by the instruc- 
 tion given, in day or evening courses of one to three hours' dura- 
 tion, to the apprentices (and sometimes older employes) of sev- 
 
57 
 
 €ral railroads, and to the workers in several manufacturing es- 
 tablishments, and by the purely industrial courses (omitting all 
 trade courses, such as practical plumbing, bricklaying, etc. ) , con- 
 ducted in many cities by the Young Men's Christian Associations, 
 and, in some instances, by the Young Women's Christian Asso- 
 ciation. Furthermore, such institutions as Pratt Institute, of 
 Brooklyn, and Cooper Union, in Manhattan (New York City), 
 are, to a large extent, industrial improvement schools, although 
 Pratt Institute, for instance, has a variety of other departments 
 Avhich are not at all of the industrial improvement order, such 
 as trade-school divisions, purely academic departments, sections 
 for the training of teachers, fine arts instruction, manual train- 
 ing- and domestic science. Cooper Union, also, has very large 
 sections which are not of the industrial improvement classifica- 
 tion. The evening classes at Hampton, Tuskegee, and several 
 other institutions for industrial training are entered more by 
 those who take only the industrial improvement courses than by 
 those who enroll for the trade courses. 
 
 The work of the Springfield (Mass.) Evening School of 
 Trades entitles it to be called an industrial improvement school 
 quite as much as a trade school (or, rather, it is an industrial 
 school with a trade department and an industrial improvement 
 section), since the number of individuals who go in solely for 
 the industrial improvement work (i. e., mechanical drawing, 
 industrial mathematics, etc.) is about equal to the number in the 
 trade-school sections (i. e., plumbing, etc.). The same is true of 
 several other institutions, which are termed "trade schools." 
 Looseness in terminology is encouraged, likewise, when manual 
 training high schools are designated "technical high" schools, or 
 "mechanic arts" high schools, and sometimes even "industrial" 
 high schools. 
 
 Trade Schools. 
 
 The trade school is typified by the New York Trade School, 
 the Williamson Free School of Mechanical Trades, the principal 
 trade schools of Winona Technical Institute, the Baron de 
 Hirsch Trade School, the trade-school departments of the Fed- 
 
58 
 
 eral-aided institutions for members of the colored race, sections 
 of the Carhsle and Tuskegee Schools, the trade departments 
 (printing, etc.) in some of the Christian Association build- 
 ings, the School of Printing of the North End Union, at Boston; 
 sections of the Hebrew Technical School for Girls, departments 
 of Lewis and Pratt Institutes, the Boston and Manhattan Trade 
 School for Girls, the plumbing course in the New Jersey Indus- 
 trial Improvement School, at Newark, and some evening courses 
 given in connection with the schools of New York City. No 
 trade schools have been established by the States, although State- 
 aided schools (especially land-grant schools in the south) some- 
 times have trade departments. Municipalities have made very 
 little progress in the establishment of trade schools, nor are they 
 likely to move rapidly in this direction, if we may judge from 
 the experience of the cities of Wisconsin, Massachusetts, New 
 York and other States. The Industrial Improvement School, on 
 the other hand, has already obtained a substantial foothold in 
 nearly every State of the Union, and during the past five years 
 it has made greater progress in America, far and away, than any 
 other type of industrial school. 
 
 Mixed and Intermediate Types. 
 
 All important agencies for industrial training found in the 
 United States are briefly noted below, under the heads of the 
 several States. This results in the inclusion of a number of in- 
 stitutions of mixed types, like the Drexel Institute, and several 
 other institutes (the Mechanics Institutes are wont to be Indus- 
 trial Improvement Schools), the Hebrew Technical School for 
 Girls, Cooper Union and the George, Jr., Republic. Technica, 
 like the Massachusetts textile schools, are naturally included, 
 and intermediate technological schools, as well as the higher 
 engineering institutions. 
 
 Advance Pages. 
 
 A special report on manual training, domestic science, and 
 kindred branches in State normal schools, to be issued later, under 
 
59 
 
 the auspices of the Seminary in Industrial Educational of the 
 School of Pedagogy, New York University, has been laid before 
 the Cornmission, in substance, as has also the material to be in- 
 corporated into a description and analysis of the work of the 
 Young Men's Christian Associations in the field of industrial 
 education — to be published by the same agency. The former 
 shows in detail the facilities afforded by the State normal schools 
 for the training of teachers of the sub-industrial branches, and 
 leaves nO' doubt that all well-ec|uipped normal schools give particu- 
 lar attention to this work ; the latter reports describe the interest- 
 ing pioneering achievements of the associations in the province 
 of industrial training. On the North American continent, up to 
 the month of February, 1909, there were 14,965 students en- 
 rolled in the Young Men's Christian Association evening classes 
 in mechanical and architectural drawing, design, industrial chem- 
 istry and physics, electricity, manual training for boys, engineer- 
 ing, automobile operation and construction, carpentry and pat- 
 tern work, forging and tool making, machine shop practice, plan 
 reading and estimating, plumbing and surveying, printing, 
 jewelry design, navigation, shoe-pattern making, and other in- 
 dustrial branches. Seven hundred and thirty-one instructors are 
 employed to teach these classes — which are mostly of the indus- 
 trial improvement order, with a few trade courses. In New 
 York city, the Young Men's Christian Association industrial 
 education departments enrolled 946 students in the industrial im- 
 provement and trade divisions, as follows : mechanical drawing, 
 85; plan reading and estimating, 66; structural engineering, 25; 
 preparatory engineering and drafting, 18; automobile school, 
 455; motor boating, 23; decorative design, 15; theory and prac- 
 tice of furnishing and decorating, 50; chemistry of fuels, paper 
 making and leather making, 12; plumbing, 14; steam engineer- 
 ing, 19; textiles, 21 ; piano designing, 26; course for janitors and 
 superintendents, 27 ; industrial design, 6 ; electricity, 65 ; sign 
 painting and lettering, 5; ornamental iron drafting, 14. The 
 general rule is to have not more than fifteen pupils for each 
 instructor. 
 
6o 
 
 Correspondence Schools. 
 
 The past few years have witnessed a notable advance in the' 
 organization of correspondence courses in industrial branches by 
 great private endowed institutions like the University of Chicago, 
 by great State universities like that of Wisconsin, and by land 
 grant colleges, such as the Oklahoma Agricultural and Mechan- 
 ical College, at Stillwater, to say nothing of other types of 
 schools. Although there is ever the opportunity for the diligent 
 and adaptable student to- get much of the instruction he needs 
 through the medium of the correspondence school, the absence 
 of the stimulating personal and social influence of the instructor 
 and the class have proven stumbling blocks to many who' have 
 undertaken correspondence courses. This difficulty several of 
 the newer schools are seeking to remove by sending instructors 
 to meet some of the larger groups, occasionally, and the old-line 
 correspondence schools are also adopting this plan to some extent. 
 
 The Cost of Instruction. 
 
 In the following- pages, as elsewhere in the report, the cost of 
 instruction is frequently mentioned. By this term, the annual 
 cost per student (to the board oi trustees) is m,eant, and unless 
 otherwise specified, not only salaries of instructors and other 
 maintenance is taken into account, but also the interest (at 4 per 
 cent.) on the plant, with a similar reckoning for depreciation, in 
 fact every item which would be considered by a thorough business 
 man in relation to his own affairs. The cost of instruction has 
 been obtained from the full data furnished by the institutions 
 concerned, unless otherwise specified. 
 
 The Dropping-Oitt of School. 
 
 A very careful investigation conducted by the Commission in 
 cities of the United States having manual training high schools 
 (technical high schools, mechanic arts high schools, etc.) shows 
 that the percentage of permanent withdrawals from the various 
 
6i 
 
 grades or classes of these institutions is considerably greater than 
 the percentage of withdrawals from the ordinary high schools. 
 
 Abbreviations. 
 
 The abbreviations employed throughout the succeeding pages 
 are to be interpreted as follows : I^=value of land ; B^value of 
 building (s) ; M=annual maintenance; F=number in the fac- 
 ulty; S=number of students enrolled; H. S.=high school; M. t. 
 =manual training; Ent. req.=en.trance requirements; Coed.=: 
 co-educational ; Com. ^commercial ; Inst.=instruction. 
 
 AIvABAMA. 
 
 Manual Training and Industrial Bducaiion. — No State pro- 
 vision, other than noted below. The larger cities and several of 
 the smaller towns have introduced manual training. 
 
 Agriculture in Public Schools. — "Instruction shall be given in 
 the elementary principles of agriculture, and said subject shall be 
 taught as regularly as other branches are taught in said schools, 
 by the use of a text-book in the hands of the pupil, and such 
 instruction shall be given in all the public schools of the State." 
 (Sec. 1747 oi School Laws.) 
 
 District Agricultural Schools {cp. Georgia). — Alabama has an 
 agricultural school in each of the nine congressional districts. 
 The State appropriates $4,500 annually for each institution. 
 Small local appropriations also. These schools usually are con- 
 nected with local high schools, and are attended chiefly by those 
 from the neighborhood. Work is begun at what is commonly 
 known as the seventh grade. About 1,600 students are enrolled 
 in the nine schools. Average, five instructors per school M., 
 something above $100 per pupil annually. Schools located at 
 Abbeville, Albertville, Athens, Blountsville, Evergreen, Hamil- 
 ton, Jackson, Wetumpka and Sylacauga. Wetumpka statistics : 
 M., State $4,500; from, general school fund $2,800; from ma- 
 triculations $1,700. L. + B., $55,000; E., $5,000. S., in H. S. 
 108; in preparatory department, 192 ; special S., 32. Fees : grades 
 5 IND 
 
62 
 
 7 to lo, $9 per year. H. S. course, four years. "We have our 
 experiment station and demonstration farm in good working- 
 order. We have done something in domestic science, but lack of 
 means is retarding this work. We want to introduce manual 
 training as soon as we can see our way clear to do so." (Presi- 
 dent Leonard L. Vann, in a letter tO' the Commission.) 
 
 State Schools. — The State provides for the following institu- 
 tions: (i) The University of Alabama, at University (F., 46; 
 S., 471), offers engineering courses. (2) The Alabama Poly- 
 technic Institute (State Agricultural and Mechanical College, for 
 whites), at Auburn. F., 53; S., 565. (3) The Alabama Girls' 
 Industrial School (for whites — not a reformatory), at Monte- 
 vallo. F., 40; S., 319. Has $400,000 invested in land and build- 
 ings. M., $40,000. Usual course, 4 years. Entrance same as for 
 H. S. English, scientific and classical courses. Forty-eight units 
 in technical and eighty in literary departments required during 
 four-years course. Four years of Latin in classical course, and 
 two years in scientific course. "Technical units" to be selected 
 from business subjects, or cooking, sewing, millinery, freehand 
 or industrial drawing, and agriculture (for teachers). Board and 
 fees, $106 for entire session (September 16 — May 18). (4) The 
 Ag'-icultural and Mechanical College for Negroes, at Normal 
 (P., 40; S., 270) now receives $4,000 annually from the State, 
 and $11,0001 from the Federal Government (agricultural grants). 
 Trades (16) are taught. Student labor was employed in con- 
 struction of the Carnegie Library and several other buildings of 
 the institution. (5) The Preparatory School of Mines of the 
 University of Alabama (for whites), to be located at Tuscaloosa. 
 (6) The State Normals at Troy, Florence and Jacksonville, for 
 whites, and at Montgomery and Tuskegee (branch of the Insti- 
 tute), for negroes, have manual training departments, and in 
 some cases include industrial courses. (7) The School for the 
 Deaf, Dumb and Blind, at Talladega, and the Reformatory and 
 Industrial School for Boys, at East Lake, also furnish manual 
 instruction. 
 
 Private Poiindations. — (i) (The Tuskegee Normal and Indus- 
 trial Institute (for colored), at Tuskegee, enrolled 1,621 (1,085 
 male; 536 female) during the past year. Average attendance, 
 
63 
 
 i,40O. Also, 400 enrolled in the winter Short Course in Agri- 
 culture, and 144 children in the Training School. 38 states and 
 foreign countries represented. Average age, 18^ ; none ad- 
 mitted under 14. no diplomas and industrial or trade certifi- 
 cates granted at close of year 1908. 166 instructors and helpers 
 in school (all colored). Institution almost continuously in ses- 
 sion. Non-sectarian. Endowment, $1,513,440. Current ex- 
 penses, i907-'o8, $252,707. The State appropriates $4,500 an- 
 nually toward the normal training department. In 1899 Congress 
 granted 25,000- acres of mineral lands to- Tuskegee. Admis- 
 sion requirements : ability to read and write, and to do problems 
 O'f arithmetic through division. Academic, military, normal and 
 Bible training departments, school for nurses, numerous industrial 
 and trades courses (for either sex), including practical agriculture 
 and farm industries. Both day and night schools. Students may 
 pay a portion of their expenses in labor. Cost of table board, 
 $1.19 per week. Since Tuskegee was founded in 1881, more than 
 6,000 men and women, who have finished a full or partial course, 
 have been sent out from the Institute as teachers or industrial 
 workers. (2) Smaller industrial schools (or schools offering 
 industrial training) for members of the colored race are: (a) 
 Kowaliga Institute (P., 11; S., 290), at Kowaliga; (b) Mt. 
 Meigs Colored Industrial Institute (F., 7; S., 325), at AVaugh; 
 (c) Talladega College (F., 31; S., 600), Talladega; (d) Cor- 
 ona Industrial Institute (see below) ; (e) Stillman Institute (F., 
 2; S., 50), Tuscaloosa; (/) Snow Hill Normal and Industrial 
 Institute (F., 20; S., 280), Snow Hill; ( g) Calhoun Colored 
 School (see below). 
 
 Corona Industrial Institute (for colored). In mining district. 
 M., $3,700 (county gives $700). F., 10; S.. 267. Day and night 
 school. Industries for boys : mining, carpentry, wheel wrighting, 
 blacksmithing, agriculture ; for girls : plain sewing, dressmaking, 
 cooking, truck gardening. Girls pay $5 per month for board and 
 Si per month for tuition; bo3's, $6.50 and $1. 
 
 Calhoun Colored School, Calhoun. — "A school and social set- 
 tlement in the blackest cotton-belt county (Lowndes) of Ala- 
 bama." Blacks in county, 7 to every i white; in towns, 27 to i. 
 "A one-room cabin and crop-mortgage region." S., 300, aver- 
 
age. Fifty boarding students (32 of these work during day and 
 attend night school). F., 7 white; 6 colored. Kindergarten and 
 common school course. Also industrial, agriculture and domestic 
 training. 
 
 Southern Industrial Institute (for whites), Camp Hill. F., 
 II. S., 100. M., $9,000. Tuition, $20 per year. Day and 
 night school. Industries taught: agriculture, dairying, elemen- 
 tary forestry, saw-milling and carpentry, brickmaking, cooking, 
 sewing and laundering. Students may work their way. 
 
 ARIZONA. 
 
 Agricultural Instruction and Industrial Schools. — The laws of 
 the territory contain no important popular provisions in this re- 
 gard. 
 
 "Industrial Drazuing must be taught in all schools" (teach- 
 ers ? ) . 
 
 Manual Training and Domestic Science. — Sbhool districts may 
 provide courses in these subjects, "provided, that such subjects 
 can be pursued without excluding or neglecting the subjects pre- 
 viously provided for by law." Boards in districts having 200 
 children of school age miay provide special teacher or teachers 
 of manual training or domestic science. Courses in manual 
 training or domestic science must be approved by Territorial 
 Board of Education. This board issues special licenses to teach- 
 ers of these subjects. In i9o6-'o7 five such certificates were is- 
 sued ; none during the year previous. 
 
 The University of Arizona (at Tucson) includes a College of 
 Agriculture and Mechanical Arts (and an Agricultural Experi- 
 ment Station). These receive the grants for agriculture from 
 the Federal Government. It also has a School of Mines. Uni- 
 versity M. : from United States, $59,000; State, $33,000'; stu- 
 dent fees, etc., $19,000. F., 44; S. : College, 70; Preparatory 
 School, 167. Manual trainiuig and mechanical drawing are 
 taught in the Preparatory School. 
 
 An Industrial Refornt School is maintained by the Territory 
 at Benson. 
 
 In Indian Schools industrial or manual training is given. 
 
65 
 
 ARKANSAS. 
 
 Manual Training and Industrial Bducation. — Very little State 
 legislation pertaining to^ these subjects has been enacted, except 
 as given below. No' SItate aid for these subjects in the common 
 schools. Several cities have introduced manual training, never- 
 theless. 
 
 Agriculture in the Public Schools. — School directors are au- 
 thorized to "cause to be used and taught, when in their judgment 
 they see fit, an elementary text-book on the subject of agriculture 
 in their respective 'districts in the common schools of this State. 
 Said text-book to^ be used as a part of the course in reading, or as 
 a supplementary reader." (Act approved May 29th, 1907.) 
 
 The State University, at Fayetteville, receives eight-elevenths 
 of the federal appropriations to the S'tate for agriculture and the 
 mechanic arts. It also has a United States Experiment Station. 
 One thousand one hundred and fifty-five students were enrolled 
 at Fayetteville in i907-'o8; also, 175 students were in the Med- 
 ical School of the University (at Little Rock), 55 in the Law 
 School (at Little Rock) and 340 in the Branch Normal Col- 
 lege (for colored), at Pine Bluff. The Branch Normal Col- 
 lege receives three-elevenths of the federal grants. Industrial 
 training is given in this institution also. 
 
 Only recently has Arkansas begun to establish normal schools 
 (offering manual training) for white students. 
 
 Private industrial institutes for miembers of the colored race 
 are located at Cotton Plant, Little Rock and Pine Bluff. 
 
 Industrial training is a feature of the Deaf-Mute Institute, 
 maintained by the State, at Little Rock. 
 
 CAI^II^ORNIA. 
 
 Manual Training and Domestic Science in Piihlic Schools. — 
 "When competent teachers thereof can be secured and there are 
 sufficient funds in the district to- pay their salaries, manual train- 
 ing and domestic science must be taught." (Par. in sec. 1665 
 of School Laws, enacted 1907.) 
 
66 
 
 State Schools. — The University of California, at Berkeley, 
 offers higher technical training- (as does the privately-endowed 
 Leland Stanford, Jr., University), and receives the federal ap- 
 propriation for agriculture. The five State Normal Schools, at 
 San Jose, Los Angeles, Chico', San Diego and San Francisco, 
 furnish manual training courses. The State schools of a reform- 
 atory nature, at Whittier and lone, give industrial training. 
 Likewise, the Institution for the Deaf and Blind, at Berkeley. 
 At San Luis Obispo is the California Polytechnic School, a sec- 
 ondary industrial school established by the State (Act of Legis- 
 lature of 1901). cp. secondary State industrial schools of New 
 Jersey, under law of 1881). "The purpose of the school is to 
 furnish to young people of both sexes mental and manual train- 
 ing in the .arts and sciences, including agriculture, mechanics, en- 
 gineering (sic!), business methods, domestic economy and such 
 other branches as will fit the student for the non-professional 
 walks of life" (Act of 1901). Co-educational. Entrance re- 
 quirements: Completion of grammar school (or ecjuivalent). 
 Minimum age, 15. Three courses, each three years in duration. 
 S. : Agriculture, 39; mechanics, 66; household arts, 35 ; special, i. 
 Time about equally divided between classroom and shop. No 
 tuition. Students pay for materials used. The State has ex- 
 pended $396,000 upon this school (1901-1909). L. -p B., 
 $150,000. Equipment, $50,000. M. (1908), $41,000. F., 16. 
 Board of Trustees appointed by the Governor. 
 
 Private Poundations. — Throop Polytechnic Institute. Pasa- 
 dena. Founded 1891, by Amos G. Throop. The Institute com- 
 prises three schools — college, normal school and academy. Co- 
 ed. Entrance requirements : for college and normal school, H. 
 S. graduation; for academy, grammar school graduation. 
 Academy offers 4 years course, mainly elective, with wide choice 
 of industrial or commercial as well as general subjects. Normal 
 school gives 2 years course in (a) manual training for elementary 
 schools; (&) for secondary schools ; (c) domestic economy; {d) 
 fine arts. Civil, mechanical and electrical engineering courses 
 (4 years) offered in college department. Endowment, $200,000. 
 L. -f B., $175,000. Equipment, $35,000. M., $65,000. S. : 
 
67 
 
 College, 36; Normal, 42; Academy, 256; Commercial, 22; 
 Special, 51. 
 
 The Wilmerding School of Industrial Arts for Boys (founded 
 by J. C. Wilmerding), and the California School of Mechanical 
 Arts (founded by James Lick) are located on neighboring sites 
 at San Francisco. The two institutions co-operate, the Director 
 of the former being at the same time the Principal of the latter. 
 The California School was opened in 1895, the Wilmerding 
 School in 1900. C. S. is co-educational. The Lick School is 
 devoted mainly to the machinery trades. Wilmerding School 
 teaches the building trades. Students may work in both schools 
 during the same term. Ordinarily eighth-grade graduation is 
 required for admission to either. No tuition, but students pay 
 for books, etc., and for actual cost of working materials. 
 Courses in the California School are four years in length, com- 
 prising a preliminary manual training course of two years, merg- 
 ing into a trades or technical course of two years duration, to be 
 chosen from the following: (i) Patternmaking ; (2) Forge- 
 work; (3) Molding; (4) Machine-shop Practice; (5) Machine 
 Drawing; (6) Industrial Chemistry; (7) Industrial Art; (8) 
 Domestic Science; (9) Dressmaking; (10) Millinery; (11) Pre- 
 paratory for Technical College Course; (12) Polytechnic Course. 
 S. in C. S. : girls, 125; boys, 375; F., 18. Self-perpetuating 
 board of trustees. Endowment, $540,000; L. + B., $110,000; 
 Equipment, $40,000; M., $33,000 (interest on investments, 
 $27,000; payments by students for materials, $4,500; sales of 
 manufactured articles, $1,500). Wilmerding School is gov- 
 erned by a committee of the Regents of the University of Cali- 
 fornia. Boys who have finished only the seventh grade are ad- 
 mitted if over 16 years of age. A four-years course. During 
 the first two years time divided equally between shop and class- 
 room. Apprenticeship may be begun at outset, or not later than 
 at end of two years. Carpentry, plumbing, cabinetmaking, elec- 
 trical work, bricklaying, blacksmithing, industrial art and archi- 
 tectural drawing are the subjects for specialization. Students 
 graduate as journeymen. Student labor is employed in erection 
 of new buildings. F., 13; S., 263. Endowment, $400,000. L. + 
 B., $80,000. Equipment, $20,000. Income: from investments. 
 
68 
 
 $25,ooo; from sales of manufactured articles, $i,ooo. Mr. Geo. 
 A. Merrill, the head of the above schools, writes the Commission : 
 "It is a mistake to try to teach trades proper to boys just out of 
 the grammar school." 
 
 Cogswell Polytechnical College, San Francisco. — This institu- 
 tion is of secondary grade, and not collegiate as the name sug- 
 gests. Ent. req., completion of the eighth grade. Course, four 
 years in duration. Co-ed. S., 220; F., 7. Endowment, $1,- 
 500,000. B., $125,000. L. (school site and playground), 
 $50,000. Equipment, $30,000. M., $25,000. 
 
 The Polytechnic College of Bngineering, at Oakland, offers 
 Courses (two years, throughout the entire year) in engineering 
 and architecture. Support is entirely from tuition fees. The 
 school admits those who have completed the eighth grade of the 
 public schools, and shortens the engineering courses by, the omis- 
 sion of "modern languages and the so-called culture studies." 
 
 Manual Training Schools, under Boards of Education. 
 
 The Mamial Training and Commercial H. S., of Oakland, was 
 organized twelve years ago, and has grown steadily. Co-edu- 
 cation. S., 160 in Manual Training Department and 342 in 
 Commercial section. Grammar school preparation required for 
 entrance. Commercial course, 2 years ; manual training, 4 years.. 
 Tuition free to^ residents of Oakland. M., $60. 
 
 The Polytechnic H. S., of San Francisco. — A 4-yea4- course. 
 Three hundred and fifty pupils enrolled. Building destroyed by 
 fire in 1906. Will have new edifice. 
 
 The Anna S. C. Blake Manual Training School, of Santa Bar- 
 bara. Established 1891 and deeded to city by founder 1899. 
 Supported by special city tax. Two buildings, valued at $io,ooO' 
 and $12,000, respectively. Equipment, $4,ooo+$5,ooo. M. 
 (1908-09), $8,500. Tuition free toi residents (non-residents, $15 
 per year), except normal training course — $100 per annum. At- 
 tendance compulsory for grade pupils. Sloyd and sewing, 4th 
 grade to H. S. ; cooking for 8th grade. Ungraded H. S. course. 
 S., 1,070, mostly in elementary school. 
 
 Industrial Schools for Indian Children. — Indian Industrial 
 School, Greenville; Hoopa Valley Indian School, Hoopa, and 
 Sherman Institute, Riverside. 
 
69 
 
 COIvORADO. 
 
 State Schools. — The University of Colorado, at Boulder, has 
 extensive facilities for higher technical instruction (engineering, 
 S., 271). The Colorado School of Mines, at Golden, offers min- 
 ing engineering. The Colorado Agricu'ltural College, at Fort 
 Collins, receives the federal grants. U. S. Experimental Station 
 located here also. Four-year courses are given in agriculture, 
 horticulture, mechanical and civil engineering, architecture and 
 domestic science. The State Industrial School for Girls (Mor- 
 rison), and the State Industrial School for Boys (Golden) are 
 reform schools in which vocational training is given. 
 
 Indian Schools offering industrial courses are located at Breen 
 and at Grand Junction. 
 
 Colorado College, at Colorado Springs, is a privately endowed, 
 non-sectarian institution. S., 717, of whom 91 were in engineer- 
 ing courses, and 11 in forestry. Engineering courses, 4 years; 
 forestry, 3 years. E., $1,000,000; M., $70,000; L., $400,000; 
 B.+ equipment, $796,950. 
 
 Manual Training. — ^No noteworthy provision in State laws. 
 The Manual Training Hig'h School of Denver offers the usual 
 four years' course. Twenty-three per cent, of the work is of the 
 type indicated by the name of the institution. L.+B., $205,000; 
 M., $48,000 ; equipment, $20,000. Supported by taxation. 
 
 CONNECTICUT. 
 
 Industrial Hducation — Trade Schools. — By act of the Legisla- 
 ture, approved July 30th, 1907, any town or school district is 
 authorized, with the approval of the State Board of Education, 
 to establish a free trade school, open tO' any residents of the State 
 except those under sixteen who have not completed the eighth 
 grade. School districts may combine to establish a trade school. 
 The State treasurer is authorized to repay to the school district 
 annually a sum equivalent to one-half the total expenditure for 
 maintenance, provided that the sum thus paid out by the State 
 for trade schools shall not exceed $50,000 per year. No schools 
 
70 
 
 have been established. Secretary Hine, of the State Board of 
 Education, writes : "The law is not satisfactory in any sense." 
 
 State Schools. — The Connecticut Agricultural College, at 
 Storrs, receives the federal grants ; also State appropriations. 
 There is free tuition and free rent of rooms. The records of the 
 graduates show that one-fourth of the total number have gone 
 intO' farming, and nearly one-fourth into other industries — some 
 of them allied to^ farming. The State Reform School for Girls, 
 at Middletown, has an elaborate system of industrial training. 
 Similarly, industrial work is given at the Connecticut School for 
 Boys, at Meriden. 
 
 Higher Technicdi Instruction. — Given at Yale University 
 (New Haven) and at Trinity College (Hartford). The latter 
 has lately developed a "thoroughly equipped course in civil en- 
 gineering (S., 71), and a somewhat less extensive plant for 
 teaching electrical engineering (S., 15)." In the vSheffield Scien- 
 tific School, of Yale University, the evening industrial improve- 
 ment courses given tO' the workingmen of the city, enroll six hun- 
 dred individuals. 
 
 Manual Training. — The board of school visitors or town 
 school committee may prescribe elementary science and training 
 in the manual arts as part of the course in the public schools. The 
 following towns have a rather extended course in manual train- 
 ing: Hartford (most excellently equipped). New Haven, New 
 London, Bristol, Derby, Greenwich, South Manchester, Nauga- 
 tuck, Vernon and Williamantic. 
 
 Hartford. — "In manual training proper we have a regular 
 three years' course in constructive drawing, with an option of 
 architecture or machine design in the third year. About 180 
 pupils are enrolled in this course. There are two courses in 
 woodwork, both including wood-turning. The one we designate 
 cabinet-making, and the other pattern-making. The latter also 
 includes foundry practice. About fifty pupils can be handled in 
 these classes, and we have more applicants than we can accom- 
 modate. In machine work we run a three-year course, and in 
 these classes we caiTy from eighty to a hundred. One domestic 
 science class for girls was opened this year for the first time, and 
 its enrollment is about twenty" (William C. Holden). Nezv 
 
71 • 
 
 Haven. — Boardman Manual Training School is the manual 
 branch of the New Haven High School, and supplements the 
 academic work in the case of those who elect its courses. S., 725. 
 Nezv London. — The Manual Training and Industrial School. A 
 technical high school (fourth year of course will be in operation 
 in 1909-10). "Not an industrial school, except for special stu- 
 dents who come in for cooking, dressmaking and the like, and 
 such students are not admitted unless they are attending the 
 other high schools of the town." Supported by endowment 
 ($25,000, annual interest, $1,000), by private donations ($25,000 
 per year) and by city appropiriations ($3,000 per annum). 
 L.+B., $60,000; E., $15,000; M., $7,000; regular S. in m. t., 
 no; girls taking domestic science and domestic art only, 43; 
 boys taking mechanical drawing and shop work only, 4. 
 
 Waterbury Industrial School. — Offers instruction in domestic 
 science (hours, 3 P. M. to 9 P. M.) to pupils who may choose to 
 come after finishing the day's work at the public schools. Small 
 tuition. Course intermediate. Supported by voluntary contri- 
 butions. L. + B., $30,000. M., $3,000. S., 450. 
 
 Watkinson Juvenile Asylum and Farm School, Hartford. — 
 Furnishes home and instruction, while preparing for useful occu- 
 pation, to homeless boys from 12 years of age upward. Gives 
 courses in farming, horticulture, etc., and manual training (in 
 Handicraft Schools). S., 35. End., $270,000. L. + B., 
 $150,000. M., $8,500. Fees: the majority of students free, 
 others 50 cents to $3.00 per week. 
 
 School of Horticulture of the Handicraft Schools of Hart- 
 ford. — ^Maintained by private means. M., $2,500. S. : Boys, 
 from Watkinson Farm School, 33 ; from city schools, 75 ; adults 
 (teachers), 7. Fees, $5 to $10 per garden, according to size. 
 
 Y. M. C. A. Trade School and Institute, Bridgeport. This 
 year both day and night schools along the line of the General 
 Electric Co.'s school at Lynn, Mass., are being conducted. M., 
 $1,157. Hillyer Institute of Y. M. C. A., Hartford. — Is carrying 
 on an interesting experiment, similar to the above. 
 
 Schools Within the Factory. — The Yale and Towne Manu- 
 facturing Company, at Stamford, and the Bullard Machine Tool 
 Company, at Bridgeport, maintain successful apprenticeship 
 schools. 
 
72 
 
 DE^IvAWARi;. 
 
 Industrial Bducationj Manual Training, Agriculture in Public 
 Schools. — Not specifically provided for in State laws. 
 
 State Schools. — ^Delaware College, at Newark. Established 
 under the land grant act of 1862 (received 70,000 acres). United 
 States Experiment Station. Four-year courses in mechanical and 
 civil engineering, chemistry and general science. Also short 
 courses in agriculture. S., 125. L. + B., $150,000. State 
 College for Colored Students, at Dover. Receives a portion of 
 the federal appropriations made to Delaware for agriculture and 
 mechanical arts. Is properly more a trade school than an agri- 
 cultural college. Courses in agriculture, carpentry, machine-shop 
 work, blacksmithing, printing, tailoring, sewing, cooking, laun- 
 dering, nursing, millinery and military drill. L. + B., $35,000. 
 Equipment, $3,600. S., 140. The Delaware Industrial School 
 for Girls is a reform school located at Wilmington. 
 
 Private Foundations. — St. loseph's Industrial School for Col- 
 ored Boys, at Clayton, maintains about 75 individuals, taking 
 them at age 12-14, and keeping them until 16-18, when positions 
 are found. L. + B., $75,000. M., $20,000. Y. M. C. A., 
 Dover. — Has absorbed the school known as the Co-operative 
 Draughting School. 
 
 DISTRICT 01^ COIvUMBIA. 
 
 Manual Training. — ^Taught in the upper grades of the public 
 elementary schools, and in the McKinley (for white) and the 
 Armstrong (for colored) Manual Training High Schools. Both 
 of the latter schools offer a "general scientific" course, and a 
 "technical preparatory" course of four years duration, and a two- 
 years course called "special technical. Optional subjects are 
 chiefly in the third and fourth years. McKinley: L. + B., 
 $325,000; E., $125,000; M., $60,000; S., 723. Annual cost of 
 instruction per pupil, $70, not including interest on investment, 
 the depreciation, etc. Armstrong: L. + B., $140,000; E., 
 $60,000; M., $30,000; S., 460. Cost of inst., $67.40, same con- 
 ditions as above. Manual training is given in the normal schools 
 
73 
 
 of Washington and in the Industrial Home School (reform 
 school) of the District of Columbia. 
 
 Maintained by the United States. — Gallaudet College and Har- 
 vard University (for colored), which receive federal aid, have 
 no important bearing on the industrial vocations. 
 
 Private Foundations. — ^(i) George Washington University is 
 the most important of the institutions giving higher technical 
 training. In an entirely different class is (2) the Bliss Electrical 
 School. A private enterprise. Gives a one-year course in elec- 
 tricity. Admission, "a common school education and a working 
 knowledge of arithmetic." S., 175. (3) St. Rose's Industrial 
 School gives elementary manual instruction. 
 
 I^IvORIDA. 
 
 Manual Training, Agriculture, in Public Schools. — The State 
 law is merely permissive. These subjects "may be provided for 
 in the county course of study." Very little has been done in this 
 direction. No State provision for industrial education. 
 
 State Schools. — The State University (for male students), 
 located at Gainsville, receives the agricultural grants of the Fed- 
 eral Government (except that part of the Morrill Fund devoted 
 to the Colored Normal), and has a United States Agricultural 
 Experiment Station. Judged by the appropriations (United 
 States, $52,500; State, $15,000'), this is more a Federal university 
 than a State institution. Ent. req., 99/10 Carnegie units (the 
 standard is 14). Regular course, four years; special courses, two 
 and three years. Total S., 103 (including 31 sub-freshmen). 
 ly. + B., $200,000; equipment, $60,000; M., $60,000 to $70,000. 
 The Florida Female College. — This institution has a "School of 
 Industrial Arts" in which domestic science, etc. are taught (S., 
 75 ; total S., 215) . Florida School for Blind, Deaf and' Dumb. — 
 Offers one trade : printing ; also manual training. The Florida 
 State Normal and Industrial School (foT colored, at Tallahassee, 
 receives a portion of the Morrill Fund. The State Reform School 
 at Marianna. 
 
 Private Foundations. — The John B. Stetson University, at De 
 Land (affiliated with the University of Chicago), has a "College 
 
74 
 
 of Technology," and a preparatory academy in which industrial 
 training is a part of the curriculum. Rollins College, at Winter 
 Park, is a non-sectarian school which offers work in manual train- 
 ing and domestic science^ and architectural and mechanical draw- 
 ing. Schools for the Colored Race. — At Fessenden Academy^ 
 Jacksonville (Cookman Institute), and Orange Park (Normal 
 and Manual Training School), forms of manual or industrial 
 training are found. 
 
 GEORGIA. 
 
 Manual Training. — No State provision, but may be taught 
 as a part of the regular school course. 
 
 Agriculture. — "The elementary principles of agriculture ''' * 
 " '■' shall be studied and taught (in the public schools) as 
 thoroughly and in the same manner as other like branches" (Law 
 of 1903). 
 
 District Agric^dtitral Schools. — The State has provided for an 
 agricultural school in each of the eleven congressional districts. 
 "They are not under the jurisdiction of the State Department of 
 Education." The boards of trustees for each school are appointed 
 (one from each county of the district) by the Governor. The 
 largest board is in the Second District, which comprises 18 
 counties. The schools are "supported by the loc. fertilizer tag 
 tax, also oil inspection taxes and pure food taxes." The income 
 from the State treasury amounts to about $7,000' annually for 
 each school. Other things being equal, both the county and the 
 town (in each district) offering the best inducements secured the 
 location of the school. As an illustration of how this worked out, 
 the gifts in the First District amounted to $125,000; in the Sec- 
 ond District, to $95,000; and similarly in the other districts. The 
 majority of the schools opened first in 1908, some of them for 
 the spring term. Courses are generally oi four years duration. 
 Entrance requirements: Boys must be at least 14 years of age 
 and girls 13. Pupils enter, in general, having about the prepara- 
 tion of a graduate of the sixth grade in the public schools, but 
 the schools do^ not insist upon this standard in every instance. 
 One advertises : "Pupils may enter regardless of literary ad- 
 
75 
 
 vancement, especialh^ if they are from i8 tO' 26 years of age, yet 
 we would not advise any to make applications who are not fairly 
 good readers, and who are not familiar with the fundamental 
 rules of arithmetic.'' 
 
 Other State Schools. — The "University of Georgia" comprises 
 (i) The University at Athens (including "State College of Agri- 
 culture and the Mechanic Arts" — offering engineering courses) ; 
 
 (2) The North Geoa-gia Agricultural College, at Dahlonega; 
 
 (3) The Medical College, at Augusta; (4) The Georgia School 
 of Technology, at Atlanta — an engineering and trade school; 
 S., 562; L. + B,, $500,000'; E., $100,000; M., State $60,000, city 
 $2,500', fees $21,000; (5) The Georgia Normal and Industrial 
 College, at Milledgeville (for girls) ; S., 483; business courses, 
 sewing, dressmaking, millinery, industrial art and domestic 
 science departments included in curriculum. This institution is 
 succeeding remarkably well in its aim "to fit the young women 
 of Georgia for proper home-making; (6) The State Normal 
 School, at Athens (co-educational) ; (7) The Georgia Industrial 
 College for Colored Youths, at College (near Savannah) ; S., 
 300; offers instruction in a variety of trades and industries. 
 
 Other Schools Offering Manual or Industrial Training. — (i) 
 The Elementary School of Columbus. (2) The Secondary In- 
 dustrial School of Columbus— opened December loth, 1906 — 
 part of the regular school system. L.+B., $65,000'; E., $35,000; 
 S., commercial 40, domestic arts 11, mechanic arts 25, textile 13. 
 City pays $8,500 per year for support of school. Cost of in- 
 struction per pupil can hardly be reckoned at less than $140 an- 
 nually. (3) The Berry School, at Rome; (4) The Y. W. C. A. 
 Schools at Atlanta, and (5) Rich's School, at Rabun Gap, are 
 elementary in scope. (6) The Boys' High School, at Atlanta, 
 offers extensive manual training courses. (7) Negro Schools are: 
 (a) Spellman Seminary, Atlanta; (b) Knox Institute and Indus- 
 trial School, Athens ; Fort Valley High and Industrial School ; 
 Atlanta University ; Savannah Negro School ; Clarke University, 
 Atlanta ; Georgia Normal and Industrial Institute, Greensboro ; 
 Jeruel Academy, Athens ; the Normal Training Institute, Albany ; 
 and the Normal and Industrial School, at Forsvth. 
 
76 
 
 Manual Training. — Taught in the State Normal Schools at 
 Albion and Lewiston, and in the schools of Boise, Pocatello, 
 Blackfoat, Idaho^ Falls, St. Anthony, Wallace, Payette, Moscow, 
 Lewiston, Caldwell and Coeur D'Alene. 
 
 State Schools. — (i) The University of Idaho, at Moscow, has 
 facilities for engineering courses, and embraces an agricultural 
 department which secures the grants of the Federal Government. 
 It has a preparatory school offering similar instruction of lower 
 grade. (2) The Academy of Idahoi, at Pocatello, is affiliated 
 with the State University, and is under the administration of a 
 board of trustees appointed by the Governor. The school has a 
 trades department, as well as commercial and general. S., 200. 
 Forty thousand acres of land were set apart by the State as en- 
 dowment. (3) Idaho Industrial Training Slchool, at St. An- 
 thony. Reform school for boys and girls. Common school 
 branches, manual training and some industrial work. Endowed 
 with 50,000 acres of State land. (4) The State School for the 
 Deaf and Blind. Organized in a school building of Boise by the 
 State Board of Education. 
 
 Private Bndoztmient. — The Idaho' Industrial Institute, at 
 Weiser, is a good illustration of a successful farm; and trade 
 school on a small scale. L. + B., $100,000; E., $10,000; S., 100. 
 Entrance requirements nominal. 
 
 ILLINOIS. 
 
 Industrial Education. — No provision in State laws. 
 
 Manual Training. — ^Upon petition, a vote may be ordered in 
 any high school district, and if majority of votes are in favor of 
 establishing a manual training department in the high school, the 
 same shall be organized. Manual training is found in the prin- 
 cipal school districts of the State. Courses in manual training 
 and domestic science are given in the State Normal Schools. The 
 Richard T. Crane Manual Training H. S-, of Chicago, is one of 
 the better institutions of its class in the State. It offers the usual 
 
77 
 
 four years' course, and is a part of the Chicago pubhc school sys- 
 tem. L. + B., $400,000; E., $50,000; M., $80,000; S., 1,141. 
 The cost of instruction is put at $80 per pupil in attendance, but 
 this does not take into account the items of investment and de- 
 preciation of property. The new Albert G. Lane H. S., opened 
 in Chicag-O' in the autumn of 1908, is organized along- similar 
 lines. The Manual Training and Technical Departments of the 
 High School of the University of Chicago are highly efficient. 
 St. Mary's Manual Training School, Des Plaines, gives an ex- 
 tended course. The Jewish Training School of Chicago, 199 
 West 1 2th Place; the Chicago Industrial School for Girls, 49th 
 and Prairie avenues, and the Illinois Industrial School for Girls, 
 79 Dearborn St., Chicago, are of elementary character. 
 
 State Schools. — ^The University of Illinois, at Urbana, fur- 
 nishes extended courses in engineering, agriculture, horticul- 
 ture and kindred subjects. It receives the federal grant. Has 
 United States Agricultural Experiment Station ;■ also engineering 
 experiment station. 
 
 Private Foundations. — (i) The University of Chicago and 
 James Milliken University, at Decatur, are the chief private 
 university foundations giving higher technical instruction. (2) 
 The Armour Institute of Technology, Chicago, furnishes all 
 grades of industrial training. Its evening trades and industrial 
 improvement courses were attended by over 700 pupils during 
 1908. Its "academy" is a technical institution of high school 
 grade (S., 292), leading to the "college" (S., 616), where higher 
 engineering subjects are taught. The six weeks summer classes 
 enrolled 216. L. + B., $3,500,000; E., $375,000; M., $200,000, 
 contributed chiefly by the Armours. Evening classes, 10 weeks 
 per term, 3 terms yearly; fees, $10 per study. Academy fees for 
 both sexes. Instruction in (a) Mechanical Engineering; (&) 
 Mechanical Arts; (c) Domestic Economy; {d) the Liberal Arts. 
 Degree of M. E. obtained by four years of college work; title of 
 Associate in Arts, two years in college work ; and Academy Cer- 
 tificate, four years in academy. Evening industrial improvement, 
 trades and business courses (S. in evening, 1,299; <^3,y students, 
 1,303). Endowment, $1,000,000; L. + B., $500,000; E., 
 $200,000; M., $120,000. The Institute is at present conducting 
 
 6 IND 
 
78 
 
 experiment — a modification of the "Cincinnati 
 Coi-operative Plan" — a two-years course in the mechanic arts^ 
 fifty weeks work and two weeks vacation per year. Twenty-four 
 weeks will be spent in the school and twenty-six in the shop of 
 the employer. Students are arranged in two groups, alternating 
 week by week between the shops and the Institute. Age of 
 students in the co-operative plan, from i6 to 20. The employer 
 is expected to pay five dollars a week for the time actually spent 
 in the shop and tuition amounting tO' $50 a year for each boy. 
 The school section of the course is worked out along the lines of 
 (i) physical science and the principles of mechanics; (2) ma- 
 chine sketching and mechanical drawing; (3) such shop work 
 as will best supplement the work which the boys are doing when 
 not in school; (4) English, history and mathematics. (4) The 
 Bradley Polytechnic Institute, Peoria— Graduates of eighth 
 grade of public schools admitted to Lower Academy; also has 
 higher departments and facilities for instruction of unclassified, 
 students. Courses in manual training, domestic science, indus- 
 trial subjects, and training of teachers for the foregoing. Also^ 
 general instruction. The Horological School (watchmaking,, 
 jewelry, engraving and optics), a department of Bradley Insti- 
 tute, is a purely trade school, and is thoroughly equipped. The 
 Institute is affiliated with the University of Chicago. Endow- 
 ment, $2,000,000; L. + B., $250,000; E., $50,000; M., $65,000.. 
 S. : watchmaking, 280; arts and sciences, 426; summer school, 98. 
 Cost of instruction per pupil, $125 annually. (5) Industrial 
 improvement courses and some experimental trades instruction 
 are to be found in the Y. M. C. A. of Chicago, and of some of 
 the principal cities of the State. The Illinois "College" of Pho- 
 tography and the Bissell "College" of Photo-Engraving, Chi- 
 cago, the Coyne Brothers schools (building trades), the Chicago 
 Correspondence Schools and the McDowell School of Dress- 
 making are conducted as private enterprises. 
 
 Schools Within the Factory. — At their Chicago shops the 
 International Harvester Company and the Western Electric Com- 
 pany maintain evening and day classes for their apprentices. 
 
79 
 
 INDIANA. 
 
 Manual Training. — Tax rate of five cents on each one hundred 
 dollars of property liable for taxation for school purposes may 
 be levied locally by cities of 100,000 population, or over, foi 
 the manual or industrial training departments which may be 
 established. Cities of 50,000 to 100,000 population may levy a 
 tax of ten cents on every one hundred dollars of ratables for 
 similar purposes. Manual training- has been introduced generally 
 in the cities and in many "consolidated" rural schools. The Man- 
 ual Training H. S. of Indianapolis and those of Ft. Wayne and 
 Evansville are especially noteworthy. Anderson has just com- 
 pleted a similar institution. 
 
 State Schools. — (i) Indiana has two State universities — In- 
 diana University, at Bloomington, and Purdue University, at 
 Lafayette. The former has no engineering department; the lat- 
 ter receives the federal grants, and has built up strong courses 
 in the various engineering branches. (2) The Soldiers' and 
 Slailors' Orphans' Home, at Knightstown, affords elementary in- 
 dustrial instruction, as does (3) The Indiana Boys' School (State 
 Reform School), at Plainfield. 
 
 Private Foundations. — (i) Rose Polytechnic Institute, at 
 Terre Haute, "is a school for the higher education of young men, 
 especially for the professions of mechanical, electrical and civil 
 engineering, architecture and chemistry." Entrance require- 
 ments : Completion of first-class high school course. Course, four 
 years. Has a shop for wood and iron work. Tuition, $75 ; in- 
 cidental fees, $25. E., $547,000; L. + B., $170,000; E., $215,- 
 000; M., $45,000. Annual cost of instruction per pupil, $186 
 (not including investment calculations). S., 229. (2) Winona 
 Technical Institute, Indianapolis. — Made up of practical trade 
 schools. Instruction given in iron molding, tile and mantel set- 
 ting, carpentry and house-building, electricity, mechanical draw- 
 ing, civil engineering, machinery, house painting, decorative and 
 sign painting, library work, lithography, printing, pharmacy and 
 chemistry. Other departments are being added. The Institute 
 is supported by six national associations, by private subscriptions 
 
8o 
 
 and fees. L. + B., $750,000; E., $350,000; M., $100,000. S., 
 in pharmiacy and chemistry, 100; in printing, 25; molding-, 30; 
 bricklaying-, 10; lithography, 40; tile-setting, 5. Total, 210. 
 Cost of trades instruction per piipil can hardly be figured at less 
 than $500 annually, after tuition fees are deducted. Course in 
 tile-setting, six months; in painting and bricklaying, one year; 
 the others, two years. Entrance req. : From completion of gram- 
 mar school to- second year of H. S. (3) Notre Dame Univer- 
 sity, at Notre Dame, offers higher technical instruction, and 
 Earlham College, Richmond, gives a course in civil engineering. 
 (4) Industrial training is offered by the Y. M. C. A. at Indian- 
 apolis and elsewhere. ( 5 ) The Interlaken Sbhool, near La Porte, 
 is a manual training boarding school for boys between the ages 
 of nine and eighteen. It has been established on the model of 
 the European rural educational homes. Tuition, $40o-$6oo. 
 (6) Valparaiso University, at Valparaiso, has a considerable 
 number of industrial courses. S., 5,367. 
 
 IOWA. 
 
 Industrial Bducation and Manual Training.— TherQ is nothing 
 in the Staate laws touching these matters specifically. The school 
 boards have the authority to prescribe courses of study, and 
 many of the larger school systems are introducing manual train- 
 ing. The State Normal School at Cedar Falls has manual train- 
 ing and domestic science courses. The Des Moines High School 
 has 200 pupils in manual training. Public schools of the State 
 may hold farm or trade expositions monthly (exhibuing articles 
 made by students or crops raised by them). 
 
 State Schools. — (i) The State University (S., 2,315), at Iowa 
 City, offers the full list of engineering courses. (2) The Iowa 
 State College of Agriculture and Mechanics Arts (S., 1,331), 
 at Ames, received 204,000 acres of land under the Morrill Act 
 of 1862, and has been granted the federal annuities. (3) The 
 State Industrial School for Boys, Aldora, and the State Indus- 
 trial School for Girls, Mitchellville, are reform schools in which 
 manual work is taught. 
 
8i 
 
 Industrial Education and Manual Training. — The board of 
 education in any city of the first or second class may levy a tax 
 not tO' exceed one-half mill upon every dollar of assessed valua- 
 tion for equipment and maintenance of industrial training 
 schools, or industrial training- departments of public schools, 
 and annual school meeting of any other school district may levy 
 one mill tax for similar purposes — the causes to be approved by 
 the State Board. Under Session Laws of 1903, districts suc- 
 cessful in provision for manual training might receive State aid 
 up to $250 each, but appropriation of State was allowed tO' lapse, 
 and this State aid will no longer be available unless the Legisla- 
 ture again authorizes appropriations. Nearly thirty cities and 
 towns (including county high schools) offer manual training. 
 The High School of Kansas City, Kansas, has made noteworthy 
 provision. 
 
 State Schools. — (i) The University of Kansas, at Lawrence, 
 and (2) the Kansas State Agricultural College (Manhattan) 
 offer engineering courses, and the latter institution admits of an 
 extensive election under the head of agriculture. (3) The State 
 Manual Training Normal School (est, 1903), at Pittsburg (cp. 
 the North Dakota State Normal and Industrial School, EHendale 
 — est. 1899 as the "State Manual Training School"), like the 
 Western State Normal School (at Hays), is a branch of the 
 Kansas State Normal School at Emporia. The Pittsburg Nor- 
 mal School (SI. 498) is designed to train teachers of manual 
 training, domestic science and kindred subjects. Students may 
 be admitted after eighth-^grade graduation, upon completion of 
 the high school course. Life diplomas courses, "with manual 
 training," or "with art manual training," are of four years' 
 duration. Academic courses are also- listed, singly and in com- 
 bination with manual or industrial work. Pattern-making and 
 molding, sheet-metal work, plumbing and steam-fitting, cabinet- 
 making and mill construction and machine shop work are special 
 lines of industrial training scheduled. Comm,ercial courses, pri- 
 mary and kindergarten methods are also included in the offer- 
 
82 
 
 ings. (4) Western University (for colored), at Quindaro, is 
 under State control, through the appointment by the Governor 
 of the majority of its trustees, and receives legislative appropria- 
 tions for its industrial department. Architecture, mechanical 
 drawing, industrial arts and science, including manual training, 
 domestic science and art and agriculture, are comprised in the 
 courses. Similarly controlled and aided by the State is (5) 
 The Topeka Industrial and Educational Institute, on the plan of 
 Tuskegee, with instruction in the trades and agriculture. (6) 
 The School for the Deaf, at Olathe, and (7) the S'chool for the 
 Blind, at Kansas City, are State institutions affording manual 
 instruction, as do also (8) the Boys' Industrial School (Topeka), 
 and (9) the Girls' Industrial School (Beloit) — State reform 
 schools. 
 
 Private Poundations. — ^The schools for colored students, men- 
 tioned in the preceding paragraph, are private foundations, 
 though state-controlled. Other colleges throughout the State do 
 very little in the way of technical training for the industries. 
 Distinct industrial schools are only the Santa Fe Apprenticed 
 Schools at Topeka, Newton, and Arkansas City (several branches 
 in other States), .and the Telegraph Schools of the same system, 
 at Topeka and Newton (branch at Los Angeles, Cal.)- The 
 announcement of the latter schools (entitled "A Live Wire") is 
 an attractive and artistic presentation of the case. The Santa Fe 
 Apprentice Schools furnish instruction two' hours a day, twO' days 
 a week. The apprentices are taught mechanical and freehand 
 drawing, shop arithmetic, and the elements of mechanics. 
 (Write F. W. Thomas, Supervisor of Apprentices, Topeka, for 
 detailed information.) 
 
 KENTUCKY. 
 
 Industrial Bducation and Manual Training. — The laws of the 
 State do not provide for payments tO' any school or district in aid 
 of these subjects. The Louisville Manual Training High School 
 is the only considerable institution of its kind in the State (invest- 
 ment, L. + B. + Equipment=$i 75,000). It was presented to 
 the city (1892) by Mr. A. V. du Pont. The terms of gift stated 
 
83 
 
 that the school should be "free to all white boys in the cit}^ quali- 
 fied to enter the male high school, and not under thirteen years of 
 age," and "no special trade shall be taught in said school, nor any 
 articles manufactured therein for sale." Lexington, Covington, 
 Winchester, Frankfort, and other large municipalities of the 
 State furnish manual training, in its simplest forms, to^ boys and 
 girls in the public schools. 
 
 State Schools. — (i) The State University, at Lexington, until 
 recently styled the "Kentucky Agricultural and Mechanical Col- 
 lege," gives courses in engineering and agriculture. It receives 
 the federal grants, of which fifteen per cent, goes to the Kentucky 
 Normal and Industrial Institute for Colored Persons, at Frank- 
 fort. The latter institution offers some trades instruction. (2) 
 The State normal schools have established manual training 
 courses. (3) Similar departments are found in the reform 
 schools, and the State School for Defectives. 
 
 Private Foundatiofis. — (i) The Kentucky Women's Christian 
 Temperance Union established (1902) a social settlement and 
 school at Hindman. The institution grades from, kindergarten 
 up into the high school. Woodwork, sewing, cooking, basketry 
 and school gardening are taught. L + B., $25,ooO'; M., $5,000; 
 S., 250. The Eckstein Norton Institute (for colored), at Cane 
 Spring, furnishes instruction in dressmaking and plain sewing, 
 cooking, printing, shoemaking, painting, carpentry, barbering, 
 laundering, and farming. L. + B., $2,500; M., $4,000; S., 94. 
 
 LOUISIANA. 
 
 Manual Training and Industrial Bducation. — Manual training 
 is included in the State course of study for elementary schools 
 (suggestive, merely). It is taught in the State Normal School at 
 Natchitoches, and in such city schools as those of Shreveport. 
 The State Schools at Ruston and Lafayette (see below) were 
 designed to furnish industrial education, but owing to local con- 
 ditions these institutions have hitherto been conducted more as 
 manual training schools. 
 
 State Schools. — "Louisiana State University and Agricultural 
 and Mechanical College," at Baton Rouge, offers agricultural 
 
84 
 
 and engineering courses (including "sugar engineering"). It 
 receives part of the federal grants, United States Eixperiment 
 Station. (2) Southwestern University and A. and M. College^ 
 New Orleans, was established by the State, under the constitution 
 "for the education of persons of color." The school shares in the 
 federal grants. It has an important trade school department. 
 Total S'., 400. (3) Louisiana Industrial Institute, at Ruston, 
 "for the education of the white children of Louisiana in the arts 
 and sciences, at which such children may acquire a thorough 
 academic and literary education, together with the knowledge of 
 kindergarten instruction, telegraphy, stenography, and photo- 
 graphy ; of drawing, painting, designing, and engraving, in their 
 industrial applications ; also a knowledge of fancy, practical and 
 general needlework; also a knowledge of bookkeeping, and of 
 agricultural and mechanical art, together with such other practical 
 industries as from time to time may be suggested by experience 
 or such as will tend to promote the general object of said institute,, 
 to wit, fitting and preparing such children, male and female, for 
 the practical industries of the age" (Act of 1894). The school 
 is under a board of trustees appointed by the Governor, the latter 
 and the Sitate Superintendent of Public Education being ex- 
 officio members. Boys mtust be sixteen years of age, and girls 
 fifteen, for entrance. In practice, grammar school graduation is 
 expected. The course of the institute is of five years duration. 
 S., 600; L. + B., $350,000; E., $30,000; M., $51,000. Cost of 
 instruction per pupil, $85 annually. (4) Southwestern Louisiana 
 Industrial Institute, Lafayette, is of more elementary type — en- 
 trance on completion of seventh grade ; course, one to: four years. 
 L. + B., $150,000; E., $15,000; M, $20,000; S'., 300. Cost of 
 instruction, $50 per pupil, annually. (5) The State Institute for 
 the Deaf and Dumb (Baton Rouge) and (6) Louisiana Institute 
 for the Blind (Baton Rouge) are institutions affording elemen- 
 tary manual instruction. 
 
 Private Foundations. — (i) Isidore Newman Manual Training 
 School, New Orleans, has 360 white pupils enrolled, classed as 
 follows: Kindergarten, 40; elementary school, 242; high school, 
 78. It is a tuition school ($60 to $100 per year). L. + B., 
 $75,000; E., $15,000; M., $25,000. (2) For colored pupils. 
 
85 
 
 Gilbert Academy and Industrial College, at Baldwin ; the Pea- 
 body State Normal and Industrial School, at Alexandria, and 
 Leland, New Orleans and Straight "Universities," at New Or- 
 leans, furnish a certain amount of trades instruction and of 
 manual training. 
 
 MAINE. 
 
 Manual Training and Industrial Education. — No noteworthy 
 State provision. Manual training may be adopted by cities or 
 towns as part of the regular school course. Several cities of the 
 State have efficient departments of manual training and domestic 
 science, notably Bangor, Bath, Lewiston, Portland and West- 
 brook. Manual training was introduced into all the State Normal 
 Schools at the beginning of the school year 1907-08. "Any city 
 or town may annually make provision for free instruction in 
 industrial or mechanical drawing to persons over fifteen years 
 of age, either in day or evening schools, under direction of the 
 Superintending School Committee" (Section 23, School Laws). 
 Under certain conditions academies may receive State aid, and 
 are then required to provide a course in manual training, domestic 
 science or agriculture, approved by the State Superintendent. 
 
 Agriculture in Public Schools. — The State law contains no 
 direct provision for instruction in agriculture. Candidates for 
 teachers' certificates are examined in the common branches "and 
 the elements of the natural sciences especially as applied to agri- 
 culture" (Paragraph 11, Section 36, School Laws). "The 
 course of study in the free high schools shall embrace the ordin- 
 ary English academic studies which are taught in secondary 
 schools, especially the natural sciences in their application to 
 mechanics, manufacturers and agriculture" (Section 59, School 
 Laws). 
 
 State Schools. — (i) The University of Maine, at Orono, gets 
 the federal appropriations for agriculture. It includes in its 
 organization the College of Agriculture and the College of Tech- 
 nology. Late in 1907 the University organized a four-years 
 college course of study in elementary agriculture for teachers. 
 S., 874. L. -f B., $500,000; E., $250,000; M., $150,000. (2) 
 
86 
 
 The Industrial School for Girls (Hallowell) and the State 
 School for Boys (Portland) are reform schools furnishing man- 
 ual instruction. 
 
 MARYI.AND. 
 
 Manual Training. — (i) Maryland stands next below New- 
 Jersey in the amount appropriated from the State treasury, for 
 manual training, $46,500 annually, to 31 schools (21 for white, 
 10 for colored — one of each kind may be established in each 
 county), each receiving $1,500. Buildings are provided locally. 
 Average daily attendance must be at least 30. Separate schools 
 for colored. (2) The Baltimore Polytechnic H. S. is a manual 
 training institution of high rank, giving the usual four-years 
 course. L. + B., $100,500; E., $26,000. 
 
 Industrial Bducation. — No State provision except as noted be- 
 low. 
 
 State Schools. — Maryland Agriculture College (S., 240), at 
 College Park (near Washington), was the second institution of 
 its kind to be organized (Agricultural College of Michigan 
 opened first). It receives 80 per cent, of the federal grants for 
 agriculture. A similar institution (branch) for the education of 
 colored students, located at Princess Anne, obtains 20 per cent, 
 of the federal aid. (2) The State normal schools provide in- 
 struction in manual training, domestic science and like branches. 
 (3) Industrial training is given in the reform schools. 
 
 National Schools. — The United States Naval Academy, at 
 Annapolis, affords technical training to the students (midship- 
 men) appointed by the President or by Senators or Representa- 
 tives. Examinations. Age, 16-20. Pay, $600 per year. 
 Course, four years, with an added two years at sea. (Write the 
 Chief of the Bureau of Navigation, Navy Department, Washing- 
 ton, D. C, for further information.) (2) The United States 
 Service School of Instruction, at Arundel Cove, is intended for 
 the education of cadets for the United States Revenue Cutter 
 Service. 
 
 Other Schools. — (i) Maryland Institute for the Promotion of 
 the Mechanic Arts (Baltimore) admits students at the age of 14. 
 
87 
 
 Day and evening courses. Subjects: Art (decorative, illustra- 
 tive, etc.), mechanics, architecture, design, modeling, sculpture. 
 Receives State and municipal funds, h. + B., $475,000; E., 
 $25,000; M., $45,000. Day pupils, 619; evening students, 1,024. 
 (2) McDonough School, at McDonough (12 miles northwest of 
 Baltimore), was the outcome of a private bequest. Board of 
 trustees created by the city of Baltimore. Accommodates about 
 150 individuals annually — "poor boys of good character, of 
 respectable associations in life, residents of the city of Baltimore, 
 * * * between ten and fourteen years of age * * * 
 must pass a competitive examination." Property of the founda- 
 tion valued at about $1,000,000. Industrial work given to about 
 eighty boys (woodworking, 40; iron, 20; printing, 20), com- 
 mencing with the last grade of the grammar school. "We find 
 that working with wood is a better training than working with 
 iron, where so much of the work is done by machines more or 
 less automatic." — S. T. Moreland). (3) The Laurel Agricul- 
 tural and Industrial Institute, at Laurel, is an institution for col- 
 ored students. It emulates Tuskegee. Trades are taught, com- 
 prising industries for both sexes. Students from age 12 up- 
 wards. Attendance small but growing. 
 
 C ommission on Industrial Bducation. — A State Commission 
 on Industrial Education has been appointed by Governor Cro- 
 thers, under the provisions of Chapter 367 of the acts of 1908, 
 to investigate and report to the Legislature at its next session 
 (in 1910) respecting the subject of industrial education. Three 
 hundred dollars were appropriated for the expenses of the in- 
 quiry. The Commission consists of the following : Dr. Richard 
 Grady, Annapolis (Chairman) ; Carroll Edgar, Elkton; Howard 
 Melvil, Denton; John T. Foley, Baltimore; Lorie C. Ouinn, Cris- 
 field. 
 
 MASSACHUSK'TTS. 
 
 Manual Training. — No direct State aid. "The elements of the 
 natural sciences, kindergarten training, manual training, agri- 
 culture, sewing, cooking * >!< * >i< and such other subjects 
 as the school committee consider expedient, may be taught in the 
 
public schools" (School Laws). "Every city and town contain- 
 ing twenty thousand inhabitants, or more, shall maintain the 
 teaching- of manual training as part of both its elementary and 
 high school system" (Ibid.). Manual training is permissive in 
 other towns. It is found in the high schools of forty Massachu- 
 setts towns or cities, in the grammar schools of eighty munici- 
 palities, and in the evening schools of eight or ten. This does not 
 include the very elementary work done in schools all over the 
 State in connection with the teaching of drawing, gardening, and 
 kindergarten. The model and practice schools affiliated with the 
 State normals do excellent work in manual training. There are 
 170 supervisors of drawing (freehand, etc.) in public schools in 
 the State, and 60 manual training teachers. "Towns or cities of 
 10,000 OT more inhabitants must maintain evening schools for 
 the instruction of persons over 14 years of age in drawing, both 
 freehand and mechanical" (School Laws). Boston provides for 
 two hours per week (in all gramm.ar schools) in cooking, sewing, 
 woodworking, cardboard construction and clay modeling. This 
 city also has the manual training high schools known as ( i ) The 
 Girls' High School of Practical Arts (second year of existence — 
 S., in first year, 2001; second, 70), and (2) The Mechanic Arts 
 High School (L.+B., $400,000; E., $40,000^; M., $60,000. Cost 
 O'f instruction per pupil, $i9O--$2O0 annually) , These institutions 
 are among the best of their kind. Upon the application of the 
 Boston School Committee, the (3) Public Evening Drawing 
 School was recently placed under the supervision of the State 
 Commission on Industrial Education (see below). S., $1,185; 
 cost of instruction per pupil, $23.35. '^^^ school buildings are 
 used. The State gives 20% of cost of maintenance. (4) Spring- 
 field H. S. Maintains the usual four years' manual training H. 
 S. course; also' has important commercial department, and even- 
 ing industrial improvement and trade division. L.+B., $292,- 
 859; E., $49,193 ; M., $53,923.01. Day m. t. students, 422; com- 
 mercial, 365 ; evening school, 396 ; total, 787. This school (est. 
 1898) under superintendency of Dean T. M. Balliet, was the first 
 to establish an evening trades department as part of a board of 
 education institution, and has been very successful under the able 
 administration of Director Warner. Taking investment, main- 
 
89 
 
 tenance, etc. into account, the average cost of instruction per pupil 
 cannot be figured at less than $ioo annually, including evening 
 and commercial students. In November, 1908, the enrollment in 
 the evening department was as follows : mechanical drawing, 
 139; mathematics, 38; machine shop practice, 86; woodwork, 27; 
 plumbing, 31; electricity, 38; total, 359. (5) The Rindge 
 Manual Training School, Cambridge. Maintained by the city. 
 Usual four years' course, h. + B., $208,800; E., $39,920; M., 
 $44,860.45 ; S., 595. Annual cost of instruction per pupil, $70.18 
 (evidently does not take investment, etc., into account). 
 
 State Schools, mid the Commission on Industrial Bducation. — 
 The Massachusetts Agricultural College, at Amherst, is a tech- 
 nical institution of full collegiate rank. It receives two-thirds of 
 +,he Federal grants for Massachusetts. L.+B., $415,621; E^ 
 $1501,404; M., $95,827. Students: collegiate, 245; graduate, 7; 
 short courses, 252. No tuition for residents of the State. (2) 
 The Textile Schools at Lowell, New Bedford and Fall River 
 (Bradford Durfree) receive State and municipal support (Act 
 of 1895), and are otherwise aided by private contributions and 
 tuition fees. The State and local municipalities are represented 
 on the boards of trustees, the majority (two-thirds) of whose 
 members are engaged in the textile industries. There are both 
 day and evening classes. Day courses are usually attended by 
 high school graduates, evening courses by workers above the age 
 of fourteen A great variety of instruction is offered. The 
 schools are thoroughly equipped, and the teaching is practical. 
 Tuition ranges from nothing (or a nominal fee) in evening 
 courses to $100 or over for the day students (with an added 
 50% for non-residents of the State. Lowell statistics: 129 day 
 S., 483 evening. M. from State, $29,000; from city, $8,000; 
 tuition, $12,665; contributions, $4,343. L.+B., $345,637; M., 
 $196,087. New Bedford: S. in day courses, 28; evening, 440. 
 Bradford Durfee : day S., 10; evening, 226. (3) The Massachu- 
 setts Normal Art School, Boston, has had a long and honorable 
 career in the training of teachers. It was the "offspring of an 
 absolute necessity." The Act oi 18701 required the establishment 
 of evening drawing-schools in cities with 10,000 inhabitants or 
 over, but competent teachers could not be found in sufficient num- 
 
90 
 
 bers. Heiice the school (est. 1873). Four-year courses are 
 offered in (a) drawing, painting and composition, (b) modeling 
 and design in the round, (c) constructive arts and design, (d) dec- 
 orative and applied design, (e) teaching of drawing in the public 
 schools, and methods of supervision. For admission, graduation 
 from a H. S. (or the equivalent) is required. L-.+B., $285,000; 
 E., $16,000; M. from State, $34,226; S., 335. (4) Manual train- 
 ing is an important feature of the State Noirmal School courses 
 in Bridgewater, Fitchburg, Framingham, Hyannis, Lowell, North 
 Adams, Salem and Westfield. (5) The State Commission on 
 Industrial Education, and its Schools. A State Commission on 
 Industrial Education, consisting of five members, was duly ap- 
 pointed in accordance with the recommendations of the Douglas 
 Commission on Industrial Education, of the year 1906. The 
 Commission has made great progress in the establishment of in- 
 dustrial schools and courses. February i, 1909, the total enroll- 
 ment in the institutions under control of the Commission was 
 over 3,ooO' pupils. The Commission was obliged to begin at the 
 beginning, as there were no' State industrial improvement schools 
 or trade schools in existence in Massachusetts when the Commis- 
 sion was organized. The industrial schools are established at 
 Beverly, Boston, Brockton, Cambridge, Chicopee, Lawrence, 
 Montague, Natick, New Bedford, Northampton, Pittsfield, Taun- 
 ton and Waltham. In addition, Worcester and Lynn have taken ' 
 steps for the establishment of industrial schools to be under the 
 supervision of the Commission on Industrial Education. The 
 subjects are taught in day schools at Montague and Northampton, 
 and in evening schools in the other cities mentioned. Lawrence 
 already has the following courses : woolen and worsted spinning 
 and weaving, dobby and Jacquard weaving, woolen and worsted 
 finishing, cotton spinning and weaving, textile designing, indus- 
 trial and commercial electricity, practical and experimental dye- 
 ing; industrial and commercial chemistry, steam engineering for 
 engineers and firemen, cloth calculations, mill arithmetic and 
 bookkeeping; blue-print reading and arithmetic for machinists;; 
 arithmetic for engineers and firemen, loom fixing and calculation, 
 and dressmaking. At Beverly, instruction is given in machine 
 drawing, freehand drawing, architectural drawing, applied 
 
91 
 
 science, gas engines, shop mathematics, and engineering mathe- 
 matics. In each of the cities new industrial subjects are being 
 added as required. Electricity, clothing economics, food eco- 
 nomics, carpentry, pattern making, tool and jig making, sheet 
 metal drafting, ship drafting, woodworking, clay modeling, milli- 
 nery and agriculture are some of the subjects developed in other 
 schools. The excellent yearly and special reports of the Massa- 
 chusetts Commission are of great value to all students of 
 industrial education. (Address the Secretary of the Massa- 
 chusetts Commission on Industrial Education — Hon. Chas. H. 
 Morse, Boston — for copies of the reports.) 
 
 Private Foundations Giving Higher Technical Instmction. — • 
 The Massachusetts Institute of Technology, at Boston ; Worcester 
 Polytechnic Institute, at Worcester; Tufts College (P. O. Tufts 
 College) ; and Harvard University, at Cambridge, in the order 
 given, are the chief institutions in Massachusetts which furnish 
 higher technical instruction. The Massachusetts Institute of 
 Technology receives a portion of the federal aid for the mechanic 
 arts, and both the Massachusetts Institute of Technology and the 
 Worcester Polytechnic Institute have scholarships maintained by 
 the State. Architects, engineers, and manufacturing chemists are 
 trained in the foregoing institutions. Under the auspices of the 
 Massachusetts Institute of Technology, the Lowell Institute 
 School for Industrial Foremen has been established. The courses 
 are given in the evening — one mechanical and the other electrical. 
 Each extends over two years. S., 202. 
 
 Private Foundations of Sub-Collegiate Grade. — (i) The 
 Franklin Union, at Boston. The Franklin Union is an evening 
 industrial improvement school. It is in charge of a board of 
 trustees known as the Franklin Foundation. The building is 
 beautiful in construction, and is admirably adapted for the pur- 
 pose of the school, and the library to be established. The Frank- 
 lin Union is the result of the foresight of Benjamin Franklin, 
 who left a modest sum of money to be compounded for a period 
 of one hundred years. The fund amounted to over $400,000, 
 eventually, and this sum was duplicated by Mr. Andrew Carnegie. 
 The school was opened for the first time in September, 1908; 
 evening instruction only is given. It was the original plan to 
 
92 
 
 make the school co-educational, but at present the courses are 
 open only to men who are employed during the day. Classes 
 are held, for the present year, on three nights per week, from the 
 last of September to the first of April, Tuition fees are merely 
 nominal. Textbooks, supplies and drawing equipments are sold 
 at a figure considerably below the usual retail prices. During 
 the current year, instruction is given in the following subjects: 
 mechanical drawing, machine details, mechanism, drawing for 
 carpenters and builders, shop formulae and industrial arithmetic, 
 practical mathematics for carpenters and builders, industrial 
 chemistry, steam engines and boilers, industrial electricity, and 
 mechanics, h. + B., $475,000; Endowment, $408,000. S., 400. 
 (2) The Evening Trade School of the Massachusetts Charitable 
 Mechanic "Association, at Boston, was founded in 1900. The 
 instructors in the school have been selected from the members of 
 the association. Courses are given in plumbing, carpentry, sheet 
 metal work, tile setting, bricklaying, painting, electricity, and 
 pattern drafting. The classes are open to men of good moral 
 character, who are over seventeen years of age, and are able to 
 read and write. The tuition fee is twelve dollars per term. A 
 term comprises about seventy evenings. The complete course in 
 each trade requires three terms. Preference is given to those 
 who are already working at the trade in which they wish to 
 obtain instruction. S., 160. The annual cost of instruction per 
 pupil is about $43. This does, not take into account the invest-^ 
 ment in land and buildings. (3) The Wells Memorial Institute 
 maintains free evening lectures in electricity, steam and steam 
 engines, mechanical drawing, practical mechanics, machine draw- 
 ing and household science, and free evening classes in millinery 
 and dressmaking. Average attendance in the classes mentioned, 
 487; total enrollment in the institution, 1,402. (4) Classes in 
 millinery, dressmaking and other industrial subjects for women 
 are conducted under the auspices of the "Women's Educational 
 and Industrial Union" of Boston. (5) The Boston Trade 
 School for Girls is similar in scope to the Manhattan Trade 
 School for Girls. The enrollment is 150, divided between the de- 
 partments of dressmaking, 60; millinery, 50; hat manufacture, 
 15; clothing manufacture, 25. Tuition is free. Girls are ad- 
 
93 
 
 mitted at the age of fourteen. The school courses continue 
 throughout the year. The annual cost of instruction per pupil is 
 put at $120. The maintenance is chiefly derived from private 
 subscriptions. A building is rented for the purposes of the school 
 for $1,500 per annum; E., $2,000; M., $18,000. The graduates 
 make good wages and advance rapidly in their trades, (6) The 
 North End Union, at Boston, maintains an evening school of 
 plumbing and a day scchool of printing. The instruction is 
 supported by tuition fees and private donations. The candidate 
 for the plumbing course must be at least 17 years of age. He 
 is required to take fifty shop lessons and nine lectures. He pays 
 a tuition of ten dollars; S., 34. In the printing department can- 
 didates must be at least sixteen years of age. They work daily 
 throughout the year; fees, $100; S., 15. (Anyone desiring to see 
 specimens of fine industrial school printing should write to Super- 
 intendent Samuel F. Hubbard, North End Union, Boston, Mass. ) 
 (7) The North Bennett Street Industrial School, of Boston, has 
 about 750 boys, girls and women attending the various clubs and 
 classes. Several industrial courses are given. (8) Under the 
 auspices of the Hale House, instruction in manual training, cook- 
 ing, sewing and drawing is given to a large number of boys and 
 girls. (9) The Worcester Domestic Science School, at Wor- 
 cester, is the outgrowth of the Oread Institute, now closed. In 
 addition to the regular instruction there is a normal course. 
 L.+B., $10,000; E., $5,000. (10) The Farm and Trades 
 School, located on Thompson's Island, Boston, admits poor boys 
 between the ages of ten and fourteen. Agriculture, manual train- 
 ing and printing are among the subjects taught. S., 100; L.+B., 
 $372,129; E., $29,570; M., $29,000. (11) The industrial classes 
 of the Y. M. C. A. and the Y. W. C. A., especially at Boston, but 
 also throughout the State, are largely attended. Other institu- 
 tions giving some industrial or manual training are : The People's 
 Institute, the Boys' Institute of Industry, the Hebrew Industrial 
 School, the School of the Museum of Fine Arts, the Coyne 
 School and the McDowell Millinery and Dressmaking Schools 
 of Boston, the South End Industrial School, of Roxbury; the 
 Apprentice School of the General Electric Company, at Lynn, 
 
 7 IND 
 
94 
 
 and the American Steel and Wire Company's School, at Wor- 
 cester. 
 
 MICHIGAN. 
 
 Manual Training and Industrial Uducation. — Without special 
 State support, manual training has been introduced into the pub^ 
 lie schools of all of the principal cities and towns, and many of 
 the smaller municipalities. A few rural high schools have been 
 established in townships where there are no graded schools, and 
 these institutions usually include manual training, domestic sci- 
 ence and the elements of agriculture in their courses of study. 
 A State law of 1907 authorizes the establishment of "county 
 schools of agriculture and domiestic economy" (one in each 
 county, or counties may combine). "Instruction shall be given 
 in the elements of agriculture, including instruction concerning 
 the soil, plant life and the aniaml life of the farm; a system of 
 farm' accounts .shall also be taught ; instruction shall also be given 
 in manual training and domestic economy and such other related 
 subjects as may be prescribed. Each such school shall have con- 
 nected with it a tract of land suitable for purposes of experiment 
 and demonstration of not less than ten acres in area." Tuition 
 free. Pupils of advanced age may be admitted to: winter courses. 
 No' State aid. Menominee county established the first school of 
 the kind to be under the Michigan law. The county voted 
 $20,000 for the building and equipment and the city of Menom- 
 inee, where the school is located, gave a tract of land containing 
 one hundred fifteen acres. This school opened in 1908. Admis- 
 sion is at the completion of the eighth grade and the course covers 
 two years. There are no important trade schools in the State. 
 Industrial improvement schools, or courses, in the State were first 
 established at East Saginaw, and are also found in connection 
 with the Y. M. C. A. work. The Detroit Y. M. C. A. offers in- 
 struction in the trades, as well as industrial improvement courses. 
 ( I ) The Muskegon High and Hackley Manual Training School 
 is a well-developed institution. Pupils must have completed the 
 seventh grade for entrance and the length of the course is five 
 years. Endowment, $610,000; L. + B., $225,000; E., $33,- 
 
95 
 
 795-02; M., $30,000. Enrollment, by subjects: Manual train- 
 ing, 435; domestic science, 242; domestic art, 287; applied art, 
 141; freehand drawing, 181; mechanical drawing, 194; physical 
 training, 451. 
 
 State Schools. — The University of Michigan, at Ann Arbor, 
 the lerg-est of the State universities, has a very strong depart- 
 ment of engineering (S., 1,700), in which four-year courses 
 for graduates of approved high schools are offered in civil, me- 
 chanical, electrical, chemical, marine and architectural engineer- 
 ing and in naval architecture and architecture. Two townships 
 of land given to the University by the Federal Government were 
 sold and the money invested so that the proceeds yield an annual 
 income of $38,500.. The State makes an annual appropriation 
 of the proceeds of a ^ mill tax ($667,351). Student fees are 
 low, but the number of students is so large that the aggregate 
 income from this source is $322,853 (in 1908). L. + B., 
 $2,146,215; E., $1,040,787; M., $1,003,000; S., 5,010. (2) 
 The Michigan State Agricultural College, at Lansing, the first 
 institution of the kind to have been established in America 
 (opened early in 1857, offers four leading courses, in agricul- 
 ture, engineering, home economics and forestry. Each of these 
 requires four or five years for completion^four, if the student 
 is a graduate of an accredited high school. Short courses are 
 also offered, farmers' institutes are conducted under the auspices 
 of the college and a Farm Home Reading Circle is carried on by 
 a member of the faculty. The State Department of Public In- 
 struction has arranged with professors, of the faculty to write 
 ■bulletins which shall be of assistance to- teachers of rural sub- 
 jects, and several have been issued already. The college for- 
 ests of 42,000 acres give ample opportunity to conduct prac- 
 tical field work in connection with the summer courses in for- 
 estry. A course in pedagogy, which tends to develop into indus- 
 trial pedagogy, is frequented by intending teachers. Total S., 
 1,191. (3) The Michigan College of Mines, at Houghton, in 
 close proximity to the great copper and iron mines of the North- 
 ern Peninsula and the Mesaba Range, is one of the most efficient 
 institutions of its kind. S., 245. (4) The Michigan State Nor- 
 mal College, at Ypsilanti, the largest college for the training 
 
96 
 
 of teachers in the world (in point of attendance and grade), is 
 fully equipped to give instruction in manual training, domestic 
 science, the domestic arts, drawing and other branches demanded 
 by prospective teachers. Instructors are prepared for secondary 
 schools, and also for work in the elementary grades and kin- 
 dergarten. A feature introduced in recent years in this, as 
 well as other State Normals of Michigan, is a course designed 
 especially for prospective teachers in the rural schools. Manual 
 training for the rural school, drawing for the rural school, agri- 
 culture for the rural school and the other subjects to be taught 
 are organized to suit the particular needs of the rural com- 
 munity. This striking innovation, together with the introduc- 
 tion of county normal training classes in the several counties, 
 has had a wonderful effect in raising the standard of training 
 required of rural school teachers in the State. (5) The State 
 Normals at Mt. Pleasant, Kalamazoo^ and Marquette have fol- 
 lowed the example of the Ypsilanti Normal College in furnish- 
 ing facilities for manual training and allied branches. The Kal- 
 amazoo Normal is conducting an interesting experimental ad- 
 junct in the way of a correspondence school. (6) The schools 
 for reformation and for the care of defectives have extensive 
 industrial departments. 
 
 MINNESOTA. 
 
 Manual Training and Industrial Hducation. — No- provision for 
 State aid, except to particular schools. Manual training and 
 closely related subjects are taught to over 5,000 pupils in the 
 public schools of the State annually. Considerable interest has 
 lately been manifested in "consolidation" of rural schools, and 
 in the establishment of county schools of agriculture, and Min- 
 nesota will doubtless have many of these agencies for improve- 
 ment before long. The Mechanic Arts High School, of St. 
 Paul, is installed in a building which cost $100,000. It is to 
 have a new structure, to cost $150,000. Present outlay for sal- 
 aries, $30,000 annually. S., 692. 
 
 State Schools. — The University of Minnesota, at Minneapolis, 
 includes in its faculties the College of Agriculture (receiving 
 
97 
 
 the Federal grants), the College of Engineering and the Me- 
 chanic Arts, the School of Chemistry and the School of Mines. 
 The University has an endowment of about $1,500,000 and 
 property worth .several millions. It has no separate endowment 
 for its various schools and colleges. In the College of Agricul- 
 ture, a portion of the work is taken in the College of Science, 
 Literature and the Arts. Courses in agriculture and kindred 
 subjects, forestry, home- economics and a normal course are 
 offered in the College of Agriculture. Short courses are given 
 also. Hydraulic and municipal engineering, railway, civil, struc- 
 tural, mechanical, electrical and experimental engineering are 
 taught in the college devoted to the mechanic arts and engi- 
 neering. The University maintains a dairy school at St. Anthony 
 Park, a school of agriculture at Crookston and United States 
 Experiment Stations, or sub-stations, at several points. S. in 
 Univ., 4,600. (2) The State Normal Schools at Winona Man- 
 kato, St. Cloud, Moorhead and Dbluth have facilities, in gen- 
 eral, for instruction in manual training and domestic science. 
 (3) The Minnesota School for the Deaf, at Faribault, gives a 
 choice of ten trades tO' the inmates. The Minnesota School 
 for the Blind, likewise at Faribault, has some industrial work. 
 The School for Feeble-Minded and Colony for Epileptics offers, 
 to the most capable of its pupils, instruction in printing, tailoring 
 and dressmaking, farming, carpentry, cabinet work, wood-turn- 
 ing, mat weaving and brush making. 
 
 Indian Schools. — Schools furnishing industrial training of 
 various kinds to Indian pupils are found at Morris, Pipestone, 
 White Earth and Tower. 
 
 MISSISSIPPI. 
 
 Manual Training and Indnstridl Bducation. — ^Manual training 
 has been introduced in a few public schools. In all the elemen- 
 tary public schools agriculture must be taught. Purely indus- 
 trial schools are not to be found. 
 
 State Schools. — ^(i) The University of Mississippi, at Uni- 
 versity, has a few students in its civil, electrical and mining en- 
 
98 
 
 gineering courses; total S., 348. (2) The Mississippi Agricul- 
 tural and Mechanical College, at Agricultural College (near 
 Starkville), has the following schools: Agriculture, engineering, 
 textile industry, industrial pedagogy. Regular four-year courses 
 and short courses are given (including those of the summer ses- 
 sion). Ent. req. for freshman class: good health, age at least 
 sixteen, ability to pass a good examination in English grammar, 
 arithmetic, geography and history of the United States. The 
 institution is wisely meeting a great need through the develop- 
 ment of its School of Industrial Pedagogy, where educational 
 theories and practices are taught in conjunction with the techni- 
 cal training. Another innovation which places the College among 
 the ranks of the leaders is the introduction of a "practical work- 
 ing boys' course," where boys or young men who come to the 
 school Avith no capital but grit and determination are given the 
 opportunity of working on the farm, for pay, with evening in- 
 struction, until able to afford the day courses. Sixty-five indi- 
 viduals were enrolled in the "working boys' course" last year. 
 In the short courses, the instruction in agriculture, cotton manu- 
 facturing, textile chemistry and dyeing and industrial pedagogy 
 is the feature. The School of Textile Industry includes the de- 
 partments of yarn manufacture, textile chemistry and dyeing, 
 hand and power weaving, designing and fabric analysis, and aims 
 "to supply strictly technical training in the theory and practice of 
 cotton manufacturing in all its branches." S. in the college, 
 1,378 (including 363 in summer school and 263 in preparatory 
 department). The following account of the status of the Agri- 
 cultural Land Scrip Fund, donated by the United States Govern- 
 ment, is of interest: "The scrip, representing 207,920 acres of 
 public land, was sold for about ninety cents per acre, realizing 
 in currency $188,298. This amount, by judicious management, 
 was increased to $227,150, which is now in the State treasury, 
 represented by thirty-two-year bonds, running from 1896 to 
 1928, bearing six per cent, interest per annum. The Legislature, 
 by act of February 28th, 1878, divided the sum equally between 
 Alcorn Agricultural and Mechanical College (for colored, see 
 below) and the Mississippi Agricultural and Mechanical College. 
 The proceeds of a sale of bonds for $15,000, authorized by the 
 
99 
 
 Legislature for the purchase of lands, left in the treasury to the 
 benefit of the latter college $98,575, yielding an annual income 
 of $5,914.50." (3) The Mississippi Industrial Institute and Col- 
 lege, at Columbus, is the State college for women, and claims 
 to be the first of the type ever established (1884). Besides other 
 courses it offers instruction in dressmaking, telegraphy, decora- 
 tive and applied design, photography, millinery, domestic science 
 and home economics. Proficiency in grammar school subjects 
 is required for entrance. S., 800 (college, 400; normal, 200; 
 taking industrial subjects, or commercial, 200). Endowment, 
 $157,650. Maintenance, from interest on endowment, tuition 
 in music department '( other departments are free), and balance 
 from the State appropriations. L.+B., $50,000; E., $25,000; 
 M., $70,ooO'; cost oi inst.,.$ioo annually per pupil. (4) Alcorn 
 Agricultural and Mechanical College (for colored), at Alcorn, 
 offers degree courses in agriculture and horticulture, and 
 also, instruction in a full list of trades. L.+B., $225,000-; 
 M. from United States, $29,830.44; from State, $15,050. S., 
 542 (of these, 439 in preparatory department) ; annual cost of 
 inst., $83 per pupil. 
 
 Private Fotmdations for Colored. — Rest University, at Holly 
 Springs, requires every student enrolled to take some manual 
 or industrial training. S., 366. Other schools, for colored, with 
 manual or industrial courses are TougaloO' University, Tougaloo ; 
 Mary Holmes Seminary, West Point; Okolona Industrial Col- 
 lege, Okolona; Meridian Academy, Meridian; Lincoln School, 
 Meridian; Jackson College, Jackson; Kosciusko Industrial Col- 
 lege, Kosciusko; Southern Christian Institute, Edwards, and 
 Mount Hermon Seminary, Clinton. 
 
 MISSOURI. 
 
 Manual Training and Industrial Bducation. — No mandatory 
 provisions or special State aid. In the public elementary schools 
 of the principal cities and towns manual training is found, and in 
 quite a number of high schools manual training, and in a few 
 domestic science and domestic art, are subjects having place in 
 the curriculum. In its Teachers College the University of Mis- 
 
lOO 
 
 souri maintains a well-equipped manual training department for 
 the preparation of teachers. Within the past few years it also 
 has developed a strong department of domestic science. Ele- 
 mentary agriculture is taught at the five State normal schools. 
 The normal schools at Kirkville and Warrensburg have good 
 courses in domestic science, and are developing courses in do- 
 mestic art. Under the inspiration of these State schools and 
 Washington University of St. Louis the high schools are taking 
 up the new subjects and handling them very successfully. This 
 is especially true of the high schools of the cities of St. Louis, 
 Kansas City, St. Joseph, Springfield, Joplin, Independence, 
 Moberly, Mexico, Webb City and Warrensburg. ( i ) The Man- 
 ual Training School of Washington University, St. Louis, opened 
 in 1880, was "the first institution of high school grade to make 
 instruction in the mechanic arts an essential part of its curricu- 
 lum." It has greatly influenced the manual training movement. 
 A four-years course is given to graduates of the elementary 
 schools. "The course of study is designed to combine manual 
 with mental training; to put the liberal arts and the mechanic 
 arts side by side; to deal simultaneously with material forces 
 and appliances and spiritual forces and appliances; to cultivate 
 the judgment and executive faculties as well as the memory and 
 the understanding; to extend the 'humanities' so as to include 
 human life, human activities and human needs as they exist 
 now." The school leads, naturally, to the higher technical col- 
 leges. Tuition, $100 to $150 per annum. L., $32,653 ; B., $163,- 
 804; E., $26,413; M., $28,398. S., 230. Other important 
 manual training high schools at, St. Louis are the McKinley, 
 Yeatman and Central. Kansas City has an important manual 
 training high school also (L. + B. -f- E. = $203,550). 
 
 State Schools. — (i) The University of Missouri, located 
 chiefly at Columbia, includes in its organization also the School 
 of Mines and Metallurgy, at Rolla (S., 229). The departments 
 at Columbia with which this memorandum is chiefly concerned 
 are Teachers College, the School of Agriculture and the Depart- 
 ment of Engineering. Teachers College is one of the best de- 
 veloped institutions of its kind in the country, and includes in 
 
lOI 
 
 its courses a variety of sub- vocational subjects, home economics 
 and allied branches. The School of Agriculture receives Federal 
 aid and offers a number of full and short courses. University 
 extension centers are maintained in such localities as Joplin, 
 Mexico, Clinton, Kansas City, Clinton and St. Louis. S. in 
 Universities, 2,536. (2) Lincoln Institute (for colored), at 
 Jefferson City, shares in the Federal grants for agriculture, and 
 receives State appropriations. In addition to the academic 
 branches, agriculture, millinery, sewing, cooking and shop and 
 building trades are taught. S., 540. 
 
 Private Foundation. — Washington University, at St. Louis, 
 has strong engineering departments. 
 
 Reform Schools. — ^The Missouri Training School for Boys, 
 at Booneville ; the State Industrial Home for Girls, at Chillicothe, 
 and the St. Louis Industrial School, at St. Louis, are reform 
 schools in which industrial training is given. 
 
 School for Defestives. — The Missouri School for the Blind, at 
 St. Louis, and the Missouri School for the Deaf, at St. Louis, 
 are State schools for defectives, and manual and industrial train- 
 ing (including some trades) are encouraged here. 
 
 Trade School. — The David Rankin, Jr., School of Trades, 
 located at St. Louis, is equipped with millions of endowment and 
 bids fair to become one of the strongest institutions for the teach- 
 ing of trades to be found in the country. 
 
 Miscellaneous Schools. — The St. Louis Watchmaking School, 
 the Southwestern Railway Telegraph School and the Y. M. C. A. 
 educational departments, at St. Louis, are' institutions offering 
 trades or industrial improvement instruction. 
 
 Additional School for Colored. — George R. Smith College, at 
 Sedalia, affords some manual and trades instruction. 
 
 MONTANA. 
 
 Manual Training. — ^There is no provision in the State law for 
 the direct payment from the State treasury for manual training 
 in the public schools. The State law apportions public school 
 funds to the several counties of the State. The last apportion- 
 ment was $3.10 per capita. This money may be used for general 
 
102 
 
 school purposes, and some of it is devoted to manual training. 
 In connection with the high school courses at Helena, Butte, and 
 Billings, manual training is taught, as also in the grades in the 
 foregoing cities and in Bozeman, Great Falls and Missoula. The 
 college at Deer Lodge maintains a course in manual and industrial 
 training. The Beaverhead County H. S., at Dillon, gives a four 
 years' agricultural course and a twO' years' course in domestic 
 science. L.+B., $35,000'; E., v$4,ooo; M., $10,855.70. Annual 
 cost, of instruction per pupil, $86.47. S., 92 (12 in agricultural, 
 20 in commercial course) . "The most grievous difficulty which 
 we have encountered is the lack of suitable textbooks in agricul- 
 ture. We solve it by using what books there are written on 
 various subjects of agriculture, if not too technical or advanced. 
 The instructor is an agricultural college graduate who rewrites 
 some parts. He also dictates in the case of subjects where there 
 are no texts" (From letter of the principal to the Commission). 
 The State Normal School, at Dillon, furnishes instruction in 
 manual training and domestic science. 
 
 Industrial Education. — There are nO' industrial, or trade schools 
 in the State, unless the Indian schools at Fort Shaw, Harlem 
 (Fort Belknap), and Poplar may be included in the list of indus- 
 trial institutions. The manual work taught here is very ele- 
 mentary, however. Likewise is that of the reform schools — 
 Montana State Reform School, at Miles City, and Butte Indus- 
 trial School, at Butte. 
 
 State Schools. — (i) The University of Montana (Missoula) 
 has a strong engineering and trades department. The institution 
 was given a Federal endowment of y2 sections of land. S., 291, 
 of whom about 100 are of preparatory grade. (2) Montana State 
 College of Agriculture and Mechanic Arts (Bozeman). This 
 institution receives the annual Federal grants for agriculture, 
 and was deeded 140,000 acres of land by the Federal Government 
 as a permanent endowment. The land cannot be sold at less than 
 $10 per acre. The college is well developed, and offers a variety 
 of farm and engineering courses. S., 419, of whom 220 were 
 classed in the preparatory department, or in the school of music. 
 (3) Montana School of Mines (Butte). Gives a highly practical 
 
I03 
 
 course in mining engineering. S., 76. Cost of instruction per 
 IDUpil, $400 annually. 
 
 NEBRASKA. 
 
 Manual Training, and Industrial Education. — No- State pro- 
 vision except that referring to- manual training, domestic science 
 and the elements of agriculture in county high schools. These 
 subjects must be taught in the ninth and tenth grades of the 
 schools mentioned above, and in the eleventh and twelfth grades 
 the theory and practice of agriculture are required subjects. Only 
 one county high school has been established as yet in Nebraska 
 (under the recent law), the Kimball County High School, at 
 Kimball, but Wheeler county is taking steps for the introduction 
 of such a school, and in other counties the question is receiving 
 consideration. York, Lincoln, Omaha, Columbus, Beatrice, 
 Crete, Geneva, Fairmont, Hebron and Holdrege are municipali- 
 ties having manual training instruction in the high schools. The 
 Kearney State N'ormal, the Peru State Normal, and Wayne Nor- 
 m.al School teach manual training and domestic science. In the 
 Indian schools, known as the Geona Indian School, at Genoa, and 
 the Santee Normal Training School, at Santee; in the reform 
 schools, designated as the Industrial School for Boys, at Kearney, 
 and the Industrial School for Girls, at Geneva; in the Institute 
 for the Blind, at Nebraska City; in the School for the Deaf, at 
 Omaha; and in the Institute for Feeble-Minded Youth, at Bea- 
 trice, manual training or trades instruction, or both, are given.' 
 There are no trade schools in Nebraska. 
 
 State University — The University of Nebraska, at Lincoln, has 
 an Industrial College, which offers engineering courses, and agri- 
 cultural instruction. This department secures for the institution 
 the Federal grants. In the Industrial College are the secondary 
 schools of Agriculture and Mechanic Arts, furnishing courses of 
 two or three years, or less, tO' students at least sixteen years of 
 age, and v/ho present satisfactory proof of an understanding of 
 arithmetic and elementary English grammar. S. in university, 
 3,237. Like at least ten other State universities, the University 
 
I04 
 
 of Nebraska receives a large part of its income from a State tax 
 — a "mill tax." 
 
 NEVADA. 
 
 Manual Training and Industrial Education. — Nothing of im- 
 portance has been done in Nevada in the way of manual training 
 instruction. There are no industrial schools in the State, except 
 as noted below (Sparks). 
 
 State Schools. — (i) The University of Nevada (Reno) is 
 the only institution of college grade within the borders of the 
 State. It has a College of Agriculture (one student in 1908), 
 and receives the Federal grants. Of importance industrially are 
 also the short courses, the university schools of mechanical en- 
 gineering, of civil engineering, of domestic science (one .student 
 in 1908), and the Mackay School of Mines, free tests of ores 
 are made). The University High Sichool and the State Normal 
 School, both in connection with the University, furnish instruc- 
 tion in manual training and domestic science, agricuhure, animal 
 husbandry and horticulture. The Mechanical Engineering De- 
 partment of the University gives instruction to^ the apprentices 
 (37) in the railroad shops of the Southern Pacific Company at 
 Sparks — two evenings each week in elementary mechanical draw- 
 ing and the elements of steam design. Total S. at Reno, 316 
 (125 in Univ. H. S., 19 in Normal School, 62 in liberal arts, 
 61 in mining, 9 in general science, 38 in engineering). (2) The 
 Virginia City Mining School (est. 1903, by the Legislature) is 
 intended tO' be of help, vocationally, tO' the miner, no matter what 
 his previous schooHng. The school is growing steadily. S. 35- 
 
 Indian Schools. — The Western Shoshone School at Owyhee 
 and the Carson Indian Training School, at Stewart, devote about 
 50 per cent, of the time of instruction to- manual work. 
 
 NKW HAMPSHIRE. 
 
 Manual Training and Industrial Education. — No special pro- 
 vision in State laws. Manual training is taught in the seventh 
 and eighth grades and in the high schools at Berlin and Con- 
 
I05 
 
 cord, in the eighth and ninth grades at Manchester and the ele- 
 mentary grades at Rochester. The Gilmanton and Coe's North- 
 wood Academy are giving agricultural courses. The "standard 
 program of studies for secondary schools," issued by the De- 
 partment of Public Instruction, outlines a course in agriculture. 
 
 State Schools. — The New Hampshire College of Agriculture 
 and the Mechanic Arts, at Durham, offers a general course — 
 mechanical, electrical and chemical engineering; a two years' 
 and a four years' course in agriculture, besides short courses for 
 farmers. S., 212. 
 
 Private Poundation. — ^(i) The Manchester Institute of Arts 
 and Sciences is not a technical or industrial school in the strict 
 sense, but affords some industrial training. There is a wide 
 range O'f subjects — from woodcarving to esperanto. Funds are 
 derived from annual member ship fees ($3.00 for adults, 50c. 
 for children). Members are entitled to- all privileges (lectures, 
 concerts, classes, etc.) without further cost. M., $4,275 S., 600 
 (274 in Art Department). Quarters are rented. (2) Dart- 
 mouth College, at Hanover, and St. Anselm's, at Manchester, 
 offer single engineering courses. 
 
 NEW JERSEY. 
 
 Manual Training. — ^Under the Manual Training Act, which has 
 been in force for over twenty years, some fifty school districts now 
 avail themselves of the State aid for manual training. The State 
 support duplicates the amount expended by the local district 
 itself each year for the maintenance of manual training instruc- 
 tion, but the minimum sum to be received, annually, from the 
 State treasury by any district is $250 and the maximum is 
 $5,000. The legislative appropriations in 1908 for the duplica- 
 tion of local manual training expenditures amounted tO' $85,000 
 ($10,000 -f- $75,000). The manual training appropriation for 
 the fiscal year became exhausted early in the summer of 1908, 
 due to the increasing number of applications. It is chiefly in 
 the elementary schools that manual training is taught in the 
 State, although it is also found in the high schools of several 
 districts. The time devoted to manual training varies in the 
 
io6 
 
 schools of the different locahties, but the annual reports show 
 that the boys and girls thi'oughout the State who are enrolled 
 for this subject (some in one branch of it; some for more than 
 one) average a total of about one and one-half hours per week 
 in the work. It is only necessary to> inspect the manual training 
 classes in the various districts to become convinced that the in- 
 struction is in the hands of a competent and devoted body of 
 teachers and supervisors. 
 
 Industrial Education. — The Industrial Education Act dates 
 back to 1 88 1, with slight modifications. It provides for the 
 duplification, by the State, of moneys contributed in any local- 
 ity (not less than three thousand dollars) for the establishment 
 of an industrial school. For maintenance, the State likewise 
 duplicates the local appropriations annually, but not to exceed 
 $7,000 per annum to any one school. The legislative appropria- 
 tion for industrial education, in 1908, was $20,000 ($7,000 each 
 for the Trenton and Newark schools, and $6,000 for that of 
 Hoboken). This year, each of the three State industrial schools 
 receives the maximum State appropriation; $7,000. There is a 
 separate board of trustees for each school, independent of the 
 local boards of education, and of the State Board for the common 
 schools. The Governor of the State, ex-oificio, the mayor of the 
 municipality in which the school is located, ex otficio, and six 
 other individuals, resident in the locality, and appointed by the 
 Governor, constitute the board for each school. In the order of 
 their founding, the institutions are as follows : ( i ) The Newark 
 Technical School (established 1884 or 1885). Co-educational, 
 but organized chiefly for male students. The only director the 
 school has ever had, Professor Charles A. Colton (Columbia Uni- 
 versity, School of Mines), entered upon the duties of organiza- 
 tion and management December 15th, 1884. At the outset, a 
 small building, with four classrooms, was rented. The school 
 was opened February 9th, 1885. Later, the present site was pur- 
 chased for $14,000, and in 1892 the director undertook the task 
 of raising money by private subscription for the erection of a 
 suitable building — to cost $40,000. By the beginning of the year 
 1893, the subscriptions amounted to $23,000. Then came the 
 country-wide financial panic, and but little could be done. In 
 
1896, the building fund had reached $26,000. To this, the com- 
 mon council added $5,000, and the erection was begun of the 
 building now occupied. The school has long since outgrown its 
 present quarters, and a new building is urgently needed. The 
 instruction has been given almost exclusively in the evening. 
 The institution is an industrial improvement school, with a trade 
 course in plumbing. Until recently, applicants for admission 
 (not under sixteen years) were required to show evidence of 
 previous training at least equal to eighth grade graduation. 
 Although this is still the standard demanded for entrance to 
 some courses, the trustees have lately made a beginning toward 
 meeting the new demand for elementary industrial instruction for 
 adults, by providing a course for machinists in which the academic 
 standard for admission is not sO' high. This is to be followed by 
 the introduction of courses for carpenters, molders, and the 
 representatives of other industries. The subject matter will be 
 organized to^ suit the needs of each group of workiers. The 
 school year extends from about the first of October until the 
 middle of May, and is divided into two terms. The general 
 technical course, and the courses in building construction, and in 
 jewelry and silverware design, are five years in duration. Tuition 
 is free to- residents oi the municipality, in the general technical 
 and building construction courses. In the course in designing 
 for jewelers and silversmiths, the tuition for all students is $5 
 per term for the first year, and $7.50 per term for the succeeding 
 years. There are two-year courses in theoretical and applied 
 electricit}^, and in electric wiring; in electroplating, .and in plumb- 
 ing, with tuition charges of $5 to $7.50 per term. Instruction is 
 also given in mechanical, architectural, and freehand drawing; in 
 illustration; in modeling; in drawing from life; in industrial 
 mathematics; industrial chemistry, and several other subjects of 
 value to those occupied in the industries. About four hundred 
 students are enrolled during the year. The city of Newark 
 appropriates $10,000 annually toward the maintenance of the 
 institution. (The cost of instruction, and other information con- 
 cerning the N. T. S., is given in Appendix C.) (2) The 
 Hoboken Industrial School was organized in 1888. It is housed 
 in a building which includes also the Free Public Library. The 
 
io8 
 
 cost of the edifice was $76,000, of which the city of Hoboken paid 
 $50,000. The balance was subscribed by the Stevens family 
 (founders of the Stevens Institute of Technology), with the 
 understanding that a home for couses in industrial education 
 should be provided in the building. The trustees of the State 
 Industrial School are granted, by the city, the use of the premises. 
 They conduct the industrial school in the evening, and during 
 the day maintain a manual training school for pupils who come 
 from the fifth, sixth, seventh and eighth grades of the public 
 schools. The pupils in these gdares are required to take from one 
 to one and one-half hours per week in either: (a^) sewing (girls, 
 in fifth and sixth grades) ; (b) cooking (girls, in seventh and 
 eighth grades) ; (c) modeling, etc. (boys, in fifth and sixth 
 grades); (d) woodworking (boys, seventh and eighth grades). 
 The instructors are paid by the trustees of the State Industrial 
 School, and the work is done without charge to the local board 
 of education. The sewing is taught in the city schoolrooms, and 
 the other subjects at the Industrial School. The manual training 
 work is given a trend as live and vital as is possible. It is the 
 expressed desire of the city superintendent of schools to provide 
 for manual training instruction in the regular school buildings, 
 so that the Industrial School may be devoted by its trustees 
 entirely to industrial education. The enrollment for 1907-08 
 was: in woodworking, 770; in clay modeling, 325; in sewing, 
 900; in cooking, 305. The industrial education classes are held 
 for two hours during the evenings — on Mondays, Wednesdays 
 and Fridays — ^throughout the months of November, December, 
 January and February. Enrollment : in industrial mathematics, 
 17; in mechanical drawing, 174; in industrial sewing, no; in 
 cooking, 45. The night school pupils are past the compulsory 
 school age. Professor Egbert C. McNary is the head of the 
 institution. M., in I907-'o8, $11,373.98' — of which about $1,400 
 was expended upon the industrial (night) school. The appro- 
 priation of the Common Council was $6,000; and an equal 
 amount was received from the State treasury. This year, each 
 contributes $7,000. (3) The School of Industrial Arts, Trenton. 
 This institution was organized in 1898, as the outgrowth of an 
 evening drawing course which had been maintained for about a 
 
109 
 
 decade previously. In 1902, it was put under the management 
 of a board appointed in accordance with the Industrial Education 
 Act of 1 88 1. Its growth during the past few years has been 
 especially noteworthy. In 1906, Professor Frank Forrest Fred- 
 erick, who for sixteen years had been at the head of the Depart- 
 m,ent of Art and Design, in the University of Illinois, was 
 appointed director. The institution is a combination of an indus- 
 trial improvement, industrial art, and fine arts school, but the 
 industrial improvement side may be said to preponderate. There 
 are both day and evening classes (the latter are most frequented 
 in the industrial improvement subjects), and special courses on 
 Saturdays for children and teachers. Bookbinding, porcelain 
 designing, ceramics, and modeling designed to bear directly on 
 the pottery trade, are some industrial courses offered here which 
 are not as yet developed at the other State industrial schools. 
 The art side of the school is naturally important. There has lately 
 been a tendency to seek to build up courses of particular value to 
 the local industries. The class in mechanical drawing is large. 
 Tuitions are about the same as given above (for Newark). 
 S., 345. There were no' graduates before 1907 ; since that date 
 there have been eleven. Income: from the State, $7,000; from 
 the city of Trenton, $7,000; from tuitions, $1,000. E., $3,000. 
 The school is located in an old building formerly used as a private 
 residence (with annex), which is rented. A suitable housing is 
 very much needed (Sp., also Appendix C). 
 
 State Manudl Training and Industrial School for Colored 
 Youth. — This institution, located near Bordentown, has been un- 
 der State control since 1894. It is supervised by a committee of 
 the State Board of Education. A farm of 225 acres is devoted 
 to the use of the school. There is an administrative building, 
 besides twO' dormitories, a laundry and several farm buildings. 
 Until recently very little industrial instruction was given, but 
 under the present director, Professor J. Thomas Caruthers 
 (graduate of the Massachusetts Agricultural College at Am- 
 herst), the industrial departments are being developed rapidly. 
 The institution is co-educational. About 68 girls and 56 boys 
 are enrolled. In addition to the necessary academic training the 
 boys are taught carpentry and agriculture. It is the plan to in- 
 
 8 IND 
 
no 
 
 troduce a variety of trades in the near future. The girls are given 
 instruction in sewing, cooking, laundry work and basketry. Can- 
 didates for admission to the school must be 14 years of age or 
 over. Students from outside the State are not admitted. Schol- 
 astic requirements for entrance : ability to read and write and to 
 perform fundamental operations of arithmetic. The course is 
 six years in duration. Length 'of school year, eight monthw 
 Board is charged for at the rate of $6.00 per month, and wash- 
 ing $1.00 per month. There are no fees for instruction. L.+B., 
 $68,106; E., 11,980.70; M., about $24,000, of which about $5,000 
 is restored in the form of revenue from the boarding of students. 
 Private Foundations. — Princeton University, at Princeton. At 
 this famous university courses in civil and electrical engineering 
 are offered. S. in university, 1,301. (2) Stevens Institute of 
 Technology, at Hoboken. This virile institution "lays some em- 
 phasis on that branch of engineering which is rather indefinitely 
 differentiated by the term mechanical." The full number of 
 units of preparation demanded by the Carnegie Foundation for 
 the Advancement of Teaching for the listing of colleges and uni- 
 versities is required for entrance. The course is four years in 
 length. The institution aims to give the broad foundation needed 
 for any branch of engineering, but during the senior year lays 
 especial stress on those features which apply more distinctly to 
 the mechanical branch of engineering. Special attention is given 
 to electrical engineering. S., 390. Productive endowment, 
 $866,571.71. Support is from interest on endowment and stu- 
 dent fees. L., $375,000 to $425,000; B., $380,000. Mortgages 
 on land and buildings, about $210,000; E., $100,000; library, 
 $20,000 additional. Total cost of operating, about $130,000 
 annually. The scheme of tuition fees is generous toward New 
 Jersey, as residents of the State pay only $150 per annum, while 
 the standard rates for those coming' from outside the State are 
 $225 annually. Yet New York sends more students to Stevens 
 than New Jersey. The graduates occupy prominent positions 
 throughout the world. In response to some inquiries, President 
 Alexander C. Humphreys, of the Stevens Institute, wrote the 
 commission as follows : "As to our difficulties, the one we find 
 it hardest to meet is the lack of means. In spite of increased 
 
requirements for admission and rather exacting requirements for 
 the course, the enrollment has nearly doubled since 1902, when I 
 succeeded Dr. Morton as president. We were poor before this 
 increase; we are poorer now." 
 
 "Another difficulty is the insufficient preparation of the appli- 
 cants for admission. I refer to the graduates of high and pre- 
 paratory schools. I am satisfied that the preparation now afforded 
 is in large measure superficial, due to the desire of school boards 
 to cover so much ground." (3) Rutgers College, at New Bruns- 
 wick, although a private foundation, has received the federal 
 appropriations for agriculture and the mechanic arts since 1864, 
 and also State appropriations. The Agricultural College is set 
 down officially as "Rutgers Scientific School." "The State Ag- 
 ricultural College" is the term which is employed commonly to 
 designate this branch of Rutgers. There are four-year courses 
 in civil, mechanical and electrical engineering, agriculture and 
 clay-working and ceramics; besides short courses of two years 
 in clay-working and ceramics, and twelve weeks each in agricul- 
 ture, dairy farming and fruit growing and market gardening. 
 For the use of the Agricultural College a fine building was lately 
 erected. Only recently has the school been in the position to 
 push its agricultural and horticultural work most successfully, 
 and there has been a new impetus to the growth of this side of 
 the institution (cp., also, the statements of Dr. Voorhees in Ap- 
 pendix B, or send directly to him at New Brunswick for an- 
 nouncements descriptive of the work). S., in 1908, 255. 
 
 Private Industrial Schools. — (i) The Paterson Silk Textile 
 Institute, at Paterson, is maintained by the Silk Manufacturers' 
 Association, and is equipped to give practice to those who wish 
 to follow the silk industry for a livelihood. The course in design- 
 ing is three months. Warpers, broad weavers, ribbon weavers 
 and winders are kept in the school until proficient. The rooms 
 for the use of the institute are rented. E., $7,123.56 ; M., $6,678. 
 Cost of instruction per pupil, about $15. Enrollment (at one 
 time), 88. Tuition fees are charged ($2-$25). Some of the 
 products of the students' work are sold. (2) The Baron de 
 Hirsch Agricultural School, at Woodbine (Cape May county), 
 is a well-equipped institution, devoted to the training of young 
 
Jewish men. The entrance requirements are nominal. Age Hmit, 
 1 8 to 20 years. The course is very practical, and aims exclusively 
 tO' fit the students for farming and allied industries. No fees 
 are charged, but the students are required to perform niucK 
 healthful manual labor. There are short vacations during each 
 twelve-month. Dormitory facilities exist for all in attendance. 
 The farm contains 150 acres, L.+B., $75o,0(X); E., $10,000; 
 M., $40,000 — supplied from the Baron de Hirsch fund for Amer- 
 ica. Annual cost of instruction per pupil, $166. F., 7; S., aver- 
 age attendance, 65 ; highest number enrolled during the year, 104. 
 (3) The Y. M. C. A. classes. The industrial improvement sec- 
 tions are the most fully developed at Paterson, Camden, Newark 
 and Elizabeth, (4) St. Bernard's School for Working Boys 
 is located on a farm of 125 acres, near Gladstone, Somerset 
 county. Grammar grade and high school subjects are taug'ht, but 
 the courses have no set length. A part of the afternoon is given 
 over to the work of the farm, the carpenter shop or the printing 
 office. Pupils enter at the ages 12 to 15. L.+B., $20,000; E., 
 $1,750; M., $5,000; endowment, $10,000; S. 20, Annual cost 
 of instruction per pupil, about $40. A similar school has been 
 started (1909) at Fairview Farm, near Frenchtown, Hunterdon 
 county. 
 
 State Normal Schools and the Summer Courses. — (i) The 
 State Normal School at Trenton provides courses in manual 
 training for prospective teachers. The Farnum Preparatory 
 School, at Beverly, is an adjunct of the Trenton Normal School. 
 Some mechanical drawing is taught, as also in the Model School, 
 at Trenton. (2) A newly organized department for instruction 
 in manual training, drawing and applied art is attracting students 
 to the State Normal School at Upper Montclair. The courses 
 are under the direction of Professor Cheshire L. Boone. (3) 
 An act of the Legislature approved April ist, 1908, authorized 
 the establishment of "summer courses (cp. Pennsylvania) for 
 instruction in method of teaching elementary agriculture, manual 
 training and home economics," and stipulated that an annual 
 appropriation of $2,000 should be made for this purpose. The 
 location of the courses and the programs for the instruction are 
 determined by the State Board of Education. A summer school 
 
113 
 
 of- four weeks duration was held at Cape May (in the high school 
 building) in the month of July, 1908. "The aim of the school 
 seems to be to train the teachers from the rural schools and small 
 towns in the various forms of handwork suitable for the grades. 
 This work is planned with a view of emphasizing its industrial 
 significance. The work is related to the forms of industrial life 
 with which the children are familiar. The work in agriculture 
 and home economics is presented from the same point of view. 
 The work is not intended to be directly vocational in character, 
 but that for the upper grades is quite practical in its nature." 
 (From special report of Professor R. W. Selvidge.) 
 
 State School for Defectives. — Industrial or trades instruction 
 is an important feature of the New Jersey School for the Deaf, 
 at Trenton, and of the New Jersey Home for the Education and 
 Care of Feeble-Minded Children (and the similar Home for 
 Women), at Vineland. 
 
 State Reformatory and Reform Schools. — (i) The New Jer- 
 sey Reformatory, at Rahway. The inmates are received between 
 the ages of 16 and 30 years. They are detailed to various trade 
 classes, and make all the shoes, clothing, utensils and tools 
 required for the institution; they erect new buildings and do all 
 the repair work. The late superintendent stated that not $50 
 was paid for the hiring of outside labor in 1907. The trades 
 taught are blacksmithing, pipe-fitting, carpentry, plumbing, 
 printing, laundering, tailoring, electricity, shoe and harness mak- 
 ing, tinsmithing, masonry, machinist, leather working, and, in 
 addition, farming. There is a night school. Not enough atten- 
 tion has been paid to the theoretical side of industrial instruction, 
 industrial English, industrial mathematics and industrial draw- 
 ing. This has been due largely to the absence of suitable voca- 
 tional text-books. About one-half of the inmates have been kept 
 on unskilled contract work (such as the manufacture of shirts 
 and overalls). The majority of the inmates come to the institu- 
 tion without a trade. A problem faced by the Reformatory Com- 
 missioners and the superintendent is : shall there be put at work 
 in the skilled trades chiefly those who have worked at them 
 before, and shall those who perhaps need the skilled trade the 
 
114 
 
 most (in order to encourage them to lead correct lives after 
 release), shall these be put at routine factory work which they 
 will avoid when released, or shall they be taught a more paying 
 trade? (2) The New Jersey State Home for Boys. Located at 
 Jamesburg. Instruction is given in academic subjects and in 
 various industries — ^blacksmithing, shoemaking, painting, fres- 
 coing, paperhanging, masonry, carpentry, printing, brickmaking, 
 caring for stock, dairying and butter making, firing boilers, har- 
 ness making, tailoring, sewing, plastering, suspender manufac- 
 turing, base-ball manufacturing, floriculture, gardening, besides 
 telegraphy, stenography, typewriting, manual training and instru- 
 mental music. Industrial improvement courses are needed. (3) 
 The State Home for Girls, at Trenton. Instruction is furnished 
 in various forms of housework, in cooking, laundering, sewing 
 and gardening. 
 
 NEW MEXICO. 
 
 Manual Training, and Industrial Bducation. — ^No' legislation. 
 The New Mexico Normal University, at Las Vegas, includes 
 among its departments a school of manual training for teachers. 
 The Allison School, and elementary school for girls at Santa Fe, 
 has classes in domestic science and dressmaking. 
 
 Territorial Udiicational Institutions. — (i) The New Mexico 
 College of Agriculture and Mechanic Arts, located at Agricultural 
 College, has four-year courses in agriculture, civil, electrical and 
 Mechanical engineering, and household economics. Shorter 
 courses are offered in agriculture, household economics, and 
 practical mechanics. It receives the Federal appropriations. (2) 
 The University of New Mexico, at Albuquerque. Department of 
 engineering to be established soon. (3) The New Mexico School 
 of Mines, at Socorro, offers four years' work in mining, metal- 
 lurgy, and civil engineering. 
 
 Indian Schools, devoting about one half of the time of instruc- 
 tion to manual labor, are located at Albuquerque, Blackrock, 
 Dulce, Santa Fe and Tohatchi. 
 
115 
 
 NEW YORK. 
 
 Agriculture in the Public Schools. — While the teaching of agri- 
 culture in the public schools is not required by law, syllabi cover- 
 ing courses of instruction in agriculture for the elementary and 
 the secondary schools have been issued by the State Education 
 Department. 
 
 Manual Training. — Instruction in manual training in the pub- 
 lic schools is encouraged. There is nO' special State aid. Manual 
 training and drawing must be included in the curricula of normal 
 schools. The latter generally teach domestic science also. In 
 tinion free schools instruction in drawing is mandatory. 
 Throughout the State, manual training has been introduced into 
 the courses of study of the larger cities and towns. Some of the 
 principal manual training schools are: the Stuyvesant High 
 School (magnificently equipped), of New York City (225 East 
 Twenty-third street) ; the Brooklyn Manual Training High 
 School (L.+B., $800,000; E., $325,000; S., 3,086); and the 
 Buffalo Technical High School. 
 
 Industrial Education. — ^The Law of 1908, authorizing State 
 aid to industrial schools, has already been mentioned in the intro- 
 duction to this chapter. It provides for two^ types of industrial 
 schools, i. e., general industrial schools and trade schools. The 
 ■"general industrial schools" are to be open tO' pupils who have 
 completed the elementary school course, or who have attained the 
 age of fourteen years, and the trade schools are to be for pupils 
 ^'who have attained the age of sixteen years and have completed 
 either the elementary school course, or a course in the above men- 
 tioned 'general industrial school,' " or who^ have met such other 
 requirements as the local school authorities may have prescribed. 
 Each school district is required to have an advisory board of five 
 members representing the local trades and industries "to counsel 
 with and advise" the school authorities in relation to the industrial 
 school or schools. The State aid to each district is to be "five 
 hundred dollars for each independently organized general indus- 
 trial or trade school (ai) maintaining a course for forty weeks 
 during the school year; (&) employing one teacher whose work 
 
ir6 
 
 is devoted exclusively to the school; (c) having an enrollment of 
 at least twenty-five pupils; and (d) maintaining a course of study 
 approved by the Commissioner of education." There is to^ be 
 "an additional apportionment to each city and union free school 
 district of two' hundred dollars for each additional teacher em- 
 ployed exclusively in the (industrial) schools for forty weeks 
 during the school year." The moneys apportioned are to be used 
 exclusively for the maintenance of th^ industrial schools. In his 
 discretion, the Commissioner of Education may apportion to a dis- 
 trict or city, maintaining industrial schools or employing teachers 
 of industrial education for a shorter time than forty weeks, an 
 amount pro rata to the time the schools are maintained or the 
 teachers are employed. "Manual training high schools or other 
 secondary schools maintaining manual training departments are 
 not entitled tO' an apportionment of funds" under this law. The 
 statute provides that the industrial schools must be entirely sep- 
 arate from the ordinary manual training schools, if the former are 
 to receive State aid. 
 
 State Schools. — (i) Although a private foundation, Cornell 
 University, at Ithaca, includes the "New York State College of 
 Agriculture," which receives the Federal grants and State aid. 
 Not only is the College of Agriculture one of the best developed 
 institutions of its kind to be found in the country — offering a rC' 
 markable variety of courses^ — but Cornell University furnishes 
 instruction in other technical departments which are as well 
 equipped and organized as can be found in the world. The intelli- 
 gent assistance of Ezra Cornell led to the realization of a large 
 permanent endowment from the "land-scrip" donated by Con- 
 gress. S., 4,465 (In Sibley College of Mechanical Engineering, 
 1,127; in the College of Civil Engineering, 511; in the College 
 of Architecture, 100; in the State College of Agriculture, 348; 
 in the short winter course in agriculture, 270). (2) "State 
 schools of agriculture" recently have been established at Alfred 
 University (Alfred P. O.), and at Morrisville, and at St. Law- 
 rence University (Canton P. O.) (3) Instruction in manual 
 training is a feature of the curricula of the State normal schools. 
 (4) Industrial training is given in various State reform schools 
 and schools for defectives. The trade schools of the Elmira Re- 
 
formatory are particularly well developed. (5) A number of 
 Indian schools receive attention from the State. It is the policy 
 of the State Department of Education to^ encourage the Indian 
 boys tO' learn tO' use tools, and the girls to learn to sew and cook. 
 
 U. S. Military Academy, at West Point (commonly called 
 "West Point"), has one of the strongest engineering depart- 
 ments to be found in the countr}^ Tuition is free. Cadets are 
 paid $709.50 per year each by the Government, and out of this 
 they pay their own expenses for board, clothing and so forth. 
 The living expenses average about $225 per annum. The total 
 appropriations for the support of the Military Academy by Con- 
 gress the last college year was $1,929,703. F., 90 ; S., 533 
 
 Private Foundations for Higher Technical Instruction. — (i) 
 Columbia University, in the city of New York. This institution 
 has important technical departments in the Schools of Mines, 
 Engineering and Chemistry. Affiliated with the University is a 
 Teachers' College, with departments for the training of teach- 
 ers in domestic science, domestic art, manual training- and kin- 
 dred branches. Sbme evening industrial improvement and en- 
 gineering courses have lately been conducted under the auspices 
 of the University. The cost of construction of the buildings, 
 which are used exclusively for technical purposes, was $2,- 
 340,000; the value of equipment is $225,000, and the total vol- 
 ume of these buildings is 6,183,000 cubic feet. Tuition, $250 
 per annum. Enrollment in 1908: Chemical engineering, 19; 
 chemistry, 2^ ; civil engineering, 88 ; electrical engineering, 79 ; 
 mechanical engineering, 162; metallurgy, 12; mining- engineering, 
 138. First year (uniform for all courses), 193; total, 618. S. 
 in University and affiliated schools, 5,655. (2) Syracuse Uni- 
 versit)^ at Syracuse. — This institution has an important Teach- 
 ers' College and a College of Applied Science, in which the vari- 
 ous engineering branches are taught. S., 3,117 (in Applied Sci- 
 ence, 393). Fees charged for instruction, $133 per annum. 
 (3) The Polytechnic Institute of Brooklyn. — The Polytechnic 
 Institute of Brooklyn has two^ general departments : the Col- 
 lege of Engineering and the Preparatory Sbhool. These depart- 
 ments are entirely distinct from each other, and their work is 
 conducted in different buildings under separate direction. The 
 
ii8 
 
 Preparatory School equips students for entrance into any Amer- 
 ican college, and for the activities of commercial life. The 
 entrance requirements for the Colleg-e of Engineering are the 
 same as for the best technical colleges. Four-year courses are 
 given in chemistry, and in chemical, civil, electrical and mechan- 
 ical engineering. There is also a graduate course in science, 
 leading to the degree of Master of Science. Evening technical 
 and industrial improvement courses are carried on parallel to the 
 day courses. The enrollment in the evening technical school 
 is about 500, and that of the day technical course is, approx- 
 imately, 185. Extension courses are also conducted. End., 
 $150,000; L. + B., $750,000; E., $75,000; M., $150,000 (in- 
 cluding M. for Preparatory School). The annual cost of instruc- 
 tion per pupil in the Technical Department is put at $400. Fees 
 charged for instruction in the day courses amount to $200 per 
 annum for each student. (4) Rensselaer Polytechnic Institute, 
 at Troy, has a variety of well-developed technical courses. The 
 institution has recently received a large endowment, which will 
 permit of rapid expansion. F., 42; S., 651. (5) New York 
 University, New York City. — This institution has a School of 
 Pedagogy, for undergraduate and graduate work, and a tech- 
 nical department well equipped for the giving of instruction in 
 a variety of engineering branches. The School of Commerce, 
 Accounts and Finance is a highly-developed department of the 
 University, and in connection with this division there are lec- 
 tures on industrial methods, as well as courses in industrial en- 
 gineering and other industrial subjects. The School of Peda- 
 gogy has given more attention to training for administrative 
 and teaching positions in industrial schools than, any other col- 
 lege for teachers in the country. There are more miale students 
 enrolled in the School of Pedagogy than in any other teachers' 
 college in America. S., 4,300. (6) The Thomas S. Clarkson 
 Memorial School of Technology, at Potsdam. The entrance re- 
 quirements are equivalent tO' 14.4 Carnegie units, or seventy-two 
 "counts," as established by the N. Y. State Education Depart- 
 ment. The school has an Engineering College, with four-year 
 courses in civil, chemical, electrical and mechanical branches. 
 The first two years of the college course are taken in common 
 
119 
 
 by all the students, the differentiation coming in the junior and 
 senior years. Sleveral scholarships are awarded. The cost of 
 living* in Potsdam is low. The courses formerly given in home 
 economics have been discontinued. Tuition, $ioo per annum. 
 End., $500,000; Iv. + B., $125,000; E., $43,633; M., $22, 
 373-58; S., 97. (7) The College of the City of New York has 
 a course in the mechanic arts. The institution is supported alto- 
 gether by the municipality. Tuition is free. There is an aca- 
 demic department of high school grade (with a three years' 
 •course), and a collegiate department with several courses, each 
 four years in duration. S., 4,383 (about two-thirds of the en- 
 rollment is in the academic department). L. + B., $6,500,000. 
 (8) Cooper Union for the Advancement of Science and Art, 
 New York City, offers several technical courses of collegiate 
 grade. The majority of the graduates become civil engineers. 
 To^ a large extent, the instruction is of sub-collegiate type (see 
 below) . 
 
 Private Foundations of Sub-Collegiate Grade. — ^Under this 
 classification industrial schools of various types — trade schools, 
 industrial improvement schools, lower grade technical institutes 
 and other foundations which give industrial-vocational instruc- 
 tion are to be listed, (i) Cooper Union for the Advancement of 
 Science and Art. While this institution has developed largely in 
 the direction of higher technical instruction, it has always had 
 much of the character of an industrial improvement school, with 
 added divisions for the industrial arts, fine arts, stenography 
 and typewriting, and such subjects as elocution, oratory and 
 debate. The industrial improvement side of the institution has 
 been given great impetus since the lease of the Sixty-ninth Regi- 
 ment Armory, now known as the "Hewitt Addition to Cooper 
 Union." Notwithstanding the increase in the capacity for the 
 accommodation of students, the institution is still unable to take 
 care of all the applicants. This year there were 7,500 applicants 
 for admission. Only 3,400 of these could be admitted to the 
 classes. In 1908 the highest attendance at any one time was 
 2,505 (in general science course, 667; in electrical course, 114; 
 in the chemical course, 154; in the night art classes, 1,333; ^" 
 the day school, 237). Since the Cooper Union was founded, in 
 
1854, over 100,000 men and women have attended the night 
 classes. There is a free reading room and Hbrary in the Cooper 
 Union building, which is visited daily by three thousand visitors. 
 A museum of decorative art is also open to the public. Numerous, 
 extension lectures are given in connection with the institution. 
 Endowment, $3,870,520. (2) Pratt Institute, in Brooklyn, was 
 established and endowed by Charles Pratt, a self-trained man 
 and successful manufacturer, who was greatly interested in in- 
 dustrial education. The Institute was opened in 1887, with 
 twelve students in the classes. In 1907-08 there were 2,160- 
 enrolled in the day classes and 1,662 in the evening sections, a 
 total of 3,782 students (some are enrolled both day and evening). 
 Over 65,000 individuals have received training at Pratt Insti- 
 tute. The institution is controlled by a board of trustees con- 
 sisting of members of the Pratt family. Mr. Frederick B. Pratt is 
 the Secretary and Executive Officer. The school is co-educationaL 
 There is a department of fine and applied arts, a department of 
 domestic arts, a department of domestic science, a department of 
 science and technology, a kindergarten and kindergarten course 
 for teachers, a library school and a gymnasium, (a) The de- 
 partment of science and technology has the largest number of 
 students (1,198). It furnishes two-year day courses for fore- 
 men in steam and machine design, applied electricity and applied 
 chemistry, one-year day trade courses in machine construction 
 and carpentry and building; evening industrial improvement 
 courses in practical mathematics, technical chemistry, industrial 
 electricity, elementary electricity and practical mechanics, elec- 
 trical machinery, electrical design, mechanical drawing, machine 
 design, mechanism, steam and steam engine, and strength of 
 materials; and evening trade courses in carpentry and building,., 
 pattern-making, machine work, toolmaking, sheet metal work, 
 plumbing, sign painting and fresco painting. Over two-thirds of 
 the students in this department are enrolled for the evening 
 courses, (b) It is the aim of the department of domestic arts 
 to provide courses of instruction in those textile arts which are 
 related to clothing. The instruction is devised to train assist- 
 ants in dressmaking and millinery establishments, technical 
 workers in the costume field, and women who wish to acquire 
 
skill in the home arts. The courses require from three months 
 to a year for completion. During the day "full-time" courses 
 in sewing, dressmaking, millinery and dress design and pattern 
 drafting are given tO' those who wish to become seamstresses, 
 dressmakers, milliners or costume designers. Men as well as 
 women are admitted to the classes in millinery and dress design 
 and pattern drafting. There are also partial time day courses 
 for those who desire greater skill in sewing, dressmaking, em- 
 broidery and millinery for practical use in the home. Evening 
 courses are conducted in sewing, shirt-waist making, children's 
 garments, power operating, dressmaking, drafting and draping, 
 millinery and costume drawing. Small classes for girls have 
 been organized to meet on Saturday mornings, (c) The depart- 
 ment of fine and applied arts enrolled 1,035 students in the year 
 1908. In this department there are day courses as follows : the 
 normal art course; normal art and manual training; general art 
 and pictorial illustration; general art and costume illustration; 
 decorative and applied design; architecture; jewelry, chasing and 
 enameling. The evening classes furnish instruction in freehand 
 drawing ; life and portrait drawing ; architectural drawing ; orna- 
 ment, design and modeling ; clay and wax modeling ; metal chas- 
 ing, and wood carving. The courses require from two to four 
 years, in general, for the completion of the work. There are 
 Saturday morning classes for children in drawing, color and 
 manual training. Diplomas are granted upon graduation from 
 the longer courses, (d) The department of domestic science 
 enrolled 381 students in the year 1908. Day courses are given 
 in domestic science and elementary domestic art for teachers; in 
 domestic science for dietitians, matrons, housekeepers, pro- 
 bationary nurses and homemakers, and in cookery, house- 
 hold economics and laundry work for homemakers and 
 practical houseworkers. The evening classes furnish in- 
 struction in cookery, serving and laundry work. The time 
 necessary to complete the courses ranges from attendance 
 upon the twelve lessons in serving to that required in the 
 two-year course for teachers. There is a Saturday morning 
 class for young girls who wish toi learn cooking. End., $2,300- 
 000; income, from interests, rents., etc., $133,567.24; from tui- 
 
tions and credits, $100,403.30; the deficit (made up by the 
 Pratts), $46,886.43; Iv.+B.+E.=$i,436,622.79; M., over 
 $280,000. The tuition fees vary for the different courses — from 
 $3 for a term of three months for an evening course in cooking- 
 or sewing, to $25 for three months in one of the normal training 
 courses. (3) The Rochester Athenaeum and Mechanics' Insti- 
 tue, at Rochester. The Mechanics' Institute of Rochester en- 
 rolled 3,348 students in 1908. It affords both day and evening 
 instruction in the departments of industrial arts, mechanic arts 
 and sciences, manual training, domestic science and art, and ap- 
 plied and fine arts. The evening courses are chiefly of the indus- 
 trial improvement type. Of the individual pupils about 3,000 
 were enrolled for one or a few subjects, and the others were full- 
 course students, atttending five days a week. The greater num- 
 ber of the students are classified in the department of domestic 
 science and art, where they have the choice of a large variety of 
 courses — for those who wish to become instructors or directors 
 in industrial and normal schools, hospitals. Christian associa- 
 tions, clubs and the like ; for the learning of practical and special 
 cookery, sewing, dressmaking, shirtwaist-making, buttonhole- 
 making, embroidery, millinery, and the duties of waitresses and 
 housemaids. The day courses of the department of mechanic 
 arts and sciences are designed to take students with a grammar 
 school education, or its equivalent, and fit them in three years for 
 industrial pursuits. A fourth year has also been added for those 
 whoi wish to go directly from the Mechanics Institute to a college 
 of engineering without conditions. There are evening industrial 
 improvement courses in the department. The department of in- 
 dustrial arts is equipped for instruction in mechanical drawing, 
 "municipal drafting" (for those who wish to do drafting in mu- 
 nicipal offices), steam and gas engineering, electricity, machine 
 design, shop mechanics and lettering. The instruction is given 
 mainly in the evening. The department of fine and applied arts 
 is attended for the most part by day students. The department 
 of manual training is organized especially for the training of 
 teachers, and the classes are much frequented. By arrangement, 
 manual training is taught to some students of the University of 
 Rochester. The tuitions for the various departments are from 
 
123 
 
 $5 to $i8 per year for the evening classes, and $75 per annum for 
 full-course pupils. L.+B., $298,500; E., 49,009; M., $78,000. 
 The maintenance is derived chiefly from tuition fees and subscrip- 
 tions. The State pays about $500 annually toward the expenses 
 of the normal department. (4 The Mechanics' Institute of the 
 General Society of Mechanics and Tradesmen of the City of New 
 York, located at 20 est Forty-fourth street, is purely of the in- 
 dustrial improvement type of industrial schools, although the 
 growth of the institution has been so rapid (from 174 students 
 in 1899, to 2,017 ill 1909) that the mathematical sections have 
 not been organized to suit groups of workers in the particular 
 trades, neither have the courses in drawing been differentiated 
 for a variety of vocations. There are evening courses only. In- 
 struction is free tO' males employed during the day. In connec- 
 tion with the institute there is a course in carriage and automo- 
 bile drafting, conducted as the Technical School for Carriage 
 Draftsmen and Mechanics, under the auspices of the Carriage 
 Builders' National Association. The institute is in session five 
 nights per week from the last days of September until the second 
 week in April (holidays excepted). The enrollment in i9o8-'o9 
 totaled 2,017 individuals, as follows: First year architectural 
 drafting, 268 ; second year architectural drafting, 206 ; third year, 
 128. First year of mechanical drafting, 197; second year, 93; 
 third year, 52. First year antique class, 81; second year, 74; 
 class in sketching from life, 26 ; first year class in design, 42 ; sec- 
 ond year class in design, 40 ; clay modeling, 72 ; physics, 78 ; arith- 
 metic, 164; algebra and geometry, 99; workshop mathematics, 
 45 ; trigonometry, 36 ; applied mechanics, 36 ; sheet metal draft- 
 ing, 41; plan reading and estimating, 148; applied electricity, 
 62, ; carriage drafting, 28. The Mechanics' Institute is installed 
 in a magnificent building, which cost a large amount of money. 
 The edifice contains also a library of over 100,000 volumes, 
 chiefly technical. The maintenance of the school for salaries and 
 other expenses, was $21,378.43 (this does not include interest 
 on investment, etc.) in 1908. While a few of the classes meet 
 three nights per week, the great majority are in session but two 
 nights weekly (some one night only), allowing two or three dif- 
 ferent groups of students to make use of the building. The re- 
 
124 
 
 cent endowment, given by Mr. Andrew Carnegie, has permitted 
 the fitting out of several additional class-rooms, so that the capac- 
 ity of the school is at present about 2,300 students. Everything 
 considered, the annual cost of -instruction per pupil at the Me- 
 chanics' Institute, of New York city, may be put at something 
 above the similar figures for the Newark Technical School of 
 New Jersey. (5) "The New York Trade School was founded 
 in 1 88 1 for the purpose of giving young men the opportunity 
 of learning a trade, and to afford young men already in the 
 trades the chance to better themselves. The idea is to teach the 
 trade thoroughly and economically. The results have been ex- 
 cedingly satisfactory, and th growth of the school has been sub- 
 stantial and continuous. The trade unions have been antagonis- 
 tic, and this attitude on their part has not made it easy for our 
 graduates to secure a foothold in their trade, but those of our 
 young men having the pluck and perseverance eventually succeed. 
 The school is neither a charity nor a commercial enterprise. Stu- 
 dents are required to pay a nominal fee towards their education, 
 but the principal support of the school is derived from its en- 
 dowment fund and contributions. The school aims to help 
 young men to help themselves" (from ia letter). A num- 
 ber of trades, principally in the building lines, are 
 taug'ht. The day classes are four months in duration, 
 thirty-six hours weekly ; the evening classes, three terms, six 
 months each, seven and ten hours weekly. Entrance require- 
 ments : Ability to read and write; age 17 to 25. Since the New 
 York Trades School was founded over fifteen thousand young 
 men have attended the institution. During the past five years 
 the annual attendance has averaged over nine hundred students. 
 Enrollment in 1908, 915, as follows: Blacksmithing, 16; brick- 
 laying, 67; carpentry, 21; electrical work, 154; fresco painting, 
 37; house painting, 16; sign painting, 38; pattern-making, 14; 
 plastering, 18; plumbing, 358; printing, 33; sheet metal work, 
 90, and steam-fitting, 53. The work is very practical. End., 
 $500,000; L. + B., $305,000; E., $25,000; M., $49,000. (6) 
 The Hebrew Technical Institute, New York City. This institu- 
 tion is equipped for the technical education of Israelites and 
 others of restricted means in the studies which will fit them for 
 
125 
 
 success in the mechanical trades. The school was established 
 in November, 1883. Sbpport comes from^ voluntary contribu- 
 tions of members of the Hebrew Technical Institute Society. 
 This organization is composed of twenty-four hundred mem- 
 bers, who contribute from ten dollars tO' one hundred dollars 
 each per year toward the support of the school. The Institute 
 is in part a trades school, but, in som,e of its divisions, has the 
 character of an industrial improvem,ent school, a manual training 
 school, or a polytechnic institute. Candidates for admission to 
 the day school must be residents of New York City, at least 
 twelve and one-half years of age, in good health and must have 
 finished the 7 B grade of the public schools. The full course 
 requires three years for completion. The evening classes are 
 intended for working mechanics. Applicants must be at least 
 nineteen years of age. There evening classes in tool-making, 
 instrument-m,aking, die-making, machine work, pattern-making, 
 cabinet-making and mechanical drawing. The evening couises 
 usually extend over a period of two years. Tuition for both 
 the day and evening courses is free. The total number of living 
 graduates of the school is 701. O'f these, 624 recently reported 
 to the president of the society. Seventy-seven per cent, are fol- 
 lowing mechanical work. The average weekly earnings of the 
 seventy-three graduates of 1907 w'ere eight dollars per week; 
 the average weekly earnings of the nineteen graduates of the 
 Class of 1886 were fifty dollars per week. There is a gradual 
 increase from the wages of those whoi completed the course at 
 the most recent date toi the fifty-dollar wage of those who- grad- 
 uated in the year 1886. L. + B., $150,000; E., $125,000; M., 
 $40,000; S., 350 (in day school, 280; in evening school, 70). 
 (7) The Baron de Hirsh Trade Sichool, in New York City, is a 
 thriving institution, giving practical instruction in both the ma- 
 chinist's and building trades. It is one of a group of schools 
 maintained in America and abroad through the generosity of the 
 late Baron de Hirsch. A fund amounting to several millions 
 of dollars was established for the purpose of furnishing needy 
 Hebrews with employment, teaching trades, and in other practi- 
 cal ways assisting the members of the race. The Baron de 
 Hirsch Agricultural School, at Woodbine, New Jersey, is like- 
 
 9 IND 
 
126 
 
 wise maintained from the Baron de Hirsh fund. For admission 
 to the Baron de Hirsch Trade School preference is given to those 
 born in Russia and Roumania. Candidates must be at least six- 
 teen years of age. The day classes were the most popular at the 
 outset, but instruction has been given also during the evenin,g. 
 About 275 pupils are enrolled in the school. Of these, somewhat 
 less than one-half are in the elementary grades. L. + B., $175,- 
 000; M., $30,000. (8) The Hebrew Technical School for Girls, 
 in New York City, has recently moved into new quarters. This 
 institution is chiefly a commercial school, but also has important 
 industrial improvements and trade departments. The graduates 
 earn good wages. L. -f B. + E., $380,000; M., $40,000; S., 
 385. (9) The Manhattan Trade School for Girls, located in 
 New York City, has departsments devoted tO' dressmaking, mil- 
 linery, electric power operating, novelty work (the use oi paste 
 and glue), art, academic subjects and physical education. There 
 are both day and evening classes. Applicants for admission to 
 day classes must not be under fourteen or over seventeen years 
 of age. The courses average twelve months in duration, but two- 
 year courses are offered, and the work is outlined so that those 
 who are obliged to support themselves can be prepared for^a 
 wage-earning position, even if they can remain but a few months. 
 Those who have taken instruction in the operation of electric 
 power sewing machines make the highest wages when they leave 
 the school, according to the records. The maintenance of the 
 Manhattan Trade School is derived from subscriptions (two- 
 thirds) and from "trade order" sales and rent (one-third). L. 
 -j- B., $200,000; E., $15,000; M., $36,000 (salaries, $26,000). 
 The annual cost of instruction is put at eighty to one hundred 
 dollars, but if the number of students in the school at any one 
 time were taken into account, and the investment considered, the 
 annual cost per student unit would be considerably higher. The 
 enrollment October ist, 1908, was 370. (10) Webb's Academy 
 and Home for Shipbuilders, at Fordham Heights, in New York 
 City, was founded and endowed by William; Henry Webb, in 
 1889. Candidates for admission to the Academy must be of 
 American birth, unmarried, in good health, of good moral char- 
 acter and of an age not less than fifteen, nor more than twenty 
 
127 
 
 years. "Applicants must show that parents, or g-uardians, can 
 not afford to educate them elsewhere." The courses of instruc- 
 tion include advanced mathematics, physics and inorganic chem- 
 istry, theoretical and practical naval architecture and marine 
 engineering, and cover a period of four years. Diplomas are is- 
 sued to graduates. Of the 104 living- graduates, 50 are engaged 
 in naval architecture and marine engineering, and 32 of the re- 
 mainder are following- some other line of engineering. L. -f 
 B., $600,000. S., 45. (11) The Evening School of the Stuy- 
 vesant High School. The evening industrial department of the 
 Stuyvesant High School has both industrial improvement and 
 trade school divisions. At present 552 students are enrolled. 
 The average age is about 23 to 26 years. The students are 
 mostly of foreign descent and sixty per cent, of them are He- 
 brews. The average attendance, by classes, is as follows (Feb- 
 ruary 15th, 1909) : Cabinet-making, 7; pattern-making, 13; car- 
 pentry and joinery, 22 ; plumbing, 42 ; blacksmithing, 12 ; machine 
 shop practice, 21 ; steam engineering, 10; electric engineering, 
 33; algebra and geometry, 62; shop arithmetic, 24; chemistry, 
 19; physics, 25; freehand drawing, 31; architectural drawing, 
 26; mechanical draAving, 52; electric wiring and installation, 32. 
 (12) The New York S'chool of Applied Design for Women, of 
 New York City, was organized to give women the opportunity 
 of qualifying themselves to make designs for wall papers, silks, 
 cretonnes, chintzes, furniture, book covers, illustrations, stained 
 glass, riigs and for other branches of manufacture involving the 
 use of ornamental designs. The instructors are practical men 
 and women. There is a valuable reference library in connec- 
 tion with the school. Tuition fees are seventy-five dollars for 
 the year. A large number of scholarships are available. The 
 average time to be spent in the school is two years in the ele- 
 mentary departments and two years in any of one of the advanced 
 sections. The maintenance of the institution is derived from tui- 
 tions, from the dues of associate members ($10.00) and from 
 donations. L. + B., $200,000; E., $15,000; M., $23,000; S., 
 441. (13) n space permitted, detailed mention should be made 
 of the work of the Young Men's Christian Associations and 01 
 the Young Women's Christian Associations along industrial 
 
128 
 
 lines; of the activities of the Washington Irving High School; 
 of the industrial improvement and trade school work performed 
 at the Long Island City Evening School of Trades ; of the New 
 York School of Industrial Art; of the evening trade school of 
 St. George's Church, and the industrial work which is a part of 
 the activities of such interesting institutions as the Brick Church ; 
 of the industrial schools of the Brooklyn Industrial School As- 
 sociation and Home for Destitute Children, the Five Points 
 House of Industry and other similar institutions; of the Mitchell 
 School of Garmient Cutting and the McDowell Schools, and 
 the manual training work performed in such institutions as the 
 Ethical Culture School, in New York City, and "Barlow's School 
 of Industrial Arts" (the manual training department of the Cen- 
 tral High School), at Binghamton; of the wonderful institution 
 known as the "George Junior Republic" of the Wilson Industrial 
 School for Girls (New York City), and of a great many other 
 minor institutions, which, in the aggregate, accomplish much 
 for the promotion of either manual training, or of industrial 
 education. 
 
 NORTH CAROIvINA. 
 
 Manual Training and Industrial Education. — No State pro- 
 vision of a general character. The State law requires that the 
 elements of agriculture shall be taught in all the public schools. 
 Some of the city schools — ^Durham, Asheville, Wilmington, 
 Charlotte, Greensboroi and Winston were the leaders — have in- 
 troduced manual training. Manual and industrial training are 
 found in the Agricultural and Mechanical College for the White 
 Race at Raleigh ; in the State Normal and Industrial College for 
 Women, at Greensboro; in the Agricultural and Mechanical Col- 
 lege for the Colored Race, at Greensboro; in the State Normal 
 Schools for Colored, at Fayetteville, Winston and Elizabeth 
 City ; in the Cullowhee Normal and Industrial School, at Painter, 
 and in the Croaton Normal College (for Indians), at Pem- 
 broke. The difficulty of introducing manual training in the 
 majority of the public schools of the State, "with one-room 
 
129 
 
 school-houses without special equipment and with one teacher 
 without special training- on an average salary of $30.74 per 
 month, with barely money enough for a four months' term and 
 for instruction in the common school branches, with more daily 
 recitations than can be successfully conducted," is emphasized by 
 the State Superintendent of Public Instruction in a recent report. 
 State Schools. — (i) The University of North Carolina, at 
 Chapel Hill, provides instruction in engineering- to a very few 
 students. S., 790. (2) The North Carolina College of Agri- 
 culture and Mechanic Arts, at West Raleigh, furnishes instruc- 
 tion, in four-year courses, in the agricultural section (including 
 agriculture, horticulture, veterinary science, biology and agricul- 
 tural chemistry) ; in the engineering department (civil, mechan- 
 ical, electrical and mining engineering and industrial chemistry) , 
 in the textile industry (including carding, spinning, weaving, 
 designing and dyeing). Admission to the foregoing courses 
 and to the one-year course in agriculture requires a little more 
 than eighth grade graduation ; admission to the two-year courses 
 in the mechanic arts (including carpentry, wood-turning, black- 
 smithing, machine-shop work, drawing, dynamo and engine tend- 
 ing) and in textile industry is conditioned on passing elementary 
 school subjects. No examinations are required for entering the 
 winter short courses in agriculture, dairying and textile industry. 
 Normal courses are offered, also, for the training of teachers , 
 along industrial-pedagogical lines. The varying personal needs 
 which the institution seeks to meet is typified by the agricultural 
 courses, which are: {a) a one- week couse, (&) a seven-weeks' 
 course, (c) a one-year course and (<i) a four-years' course. Tui- 
 tion, $45 and incidentals. L. + B., $323,900; E., $102,260; M., 
 $75,739 (of this $55,739 for salaries). Annual cost O'f insti- 
 tution, $220. S., 436. (3) The North Carolina State Normal 
 and Industrial College, at Greenboro, is devoted to the training 
 of girls and women. The object of the institution, as set forth 
 in the act establishing it, "is ( i ) to give to young women such 
 education as shall fit them for teaching; (2) to give instruction 
 to yoimg women in drawing, telegraphy, typewriting, stenogra- 
 phy and such other industrial arts (sic!) as may be suitable to 
 their sex and conducive to their support and usefulness. Tuition 
 
I30 
 
 shall be free to those who signify their intention to teach." The 
 entrance requirements are low. Manual training, domestic sci- 
 ence and domestic arts are included in the curriculum. (4) The 
 Agricultural and Mechanical College for the Colored Race, at 
 Greensboro, shares in the Federal and State appropriations. Ent. 
 req. : Completion of the seventh grade. The four years' course 
 in agriculture leads to a degree (B. Agr.). Short courses (two 
 years) in the trades and dairying. There is also a night school 
 (industrial improvement) for those who are given work during 
 the day to enable them to earn their way through school. The 
 rate of pay for working students is 7^ cents to 12^ cents per 
 hour. Numerous trades, for boys and girls, are taught in the 
 institution. S., 194; M., $31,500; tuition, $1 per month. Some 
 free tuition scholarships are granted, at the request of members 
 of the L^islature. (5) The State Normals and the State 
 Schools for Defectives are institutions which offer some form 
 of manual or industrial training, and receive aid from the treas- 
 ury of the commonwealth. 
 
 Private Foundations and Mission Schools. — Brevard Institute 
 (for girls), at Brevard, is an elementary and high school (inclu- 
 sive of tenth grade only), with the addition of courses in dress- 
 making, millinery, housework, cooking, laundering and mend- 
 ing, business courses, music and normal training. Supported by 
 missionary society, church and tuition. L. + B., $15,000; E., 
 $4,200; S., 212. (2) The Industrial Institute, at North Wilkes- 
 boro, has 45 students enrolled. The course is elementary. (3) 
 Borland Institute, at Hot Springs, is supported by fees and 
 church contributions. Coed. Students must be over 14 years 
 O'f age. Fees, $25 to $48 per year; S., 182; L. + B., $35,000; 
 E., $5,000; M., $8,000. (4) The Laura Sunderland Memorial, 
 at Concord, is an elementary school, supported by missions. (5) 
 The Asheville Farm School, Asheville; Skyland Institute, at 
 Blowing Rock, and Asheville Academy and Industrial School, at 
 Asheville, are other institutions offering manual or industrial 
 training. 
 
 Private Poundation for Color&d. — (i) St. Augustine's School, 
 at Raleigh, has facilities for giving instruction in a few trades 
 and industries, in addition to academic courses running from 
 
131 
 
 kindergarten to Greek. Board and tuition, $8 per month; L. 
 + B., $120,000; M., $29,400; S. 428 (2) Shaw University, at 
 Raleig-h; Biddle University, at Charlotte; the Joseph K. Brick 
 SIchool, at Enfield, are among the princippal private or denom- 
 inatio'nal institutions of the State giving instruction in manual 
 or industrial work to members of the colored race, although 
 Washburn Seminary, at Beaufort; Scotia Seminary, at Con- 
 cord; Bennett College, at Greensboro; Barrett Collegiate Insti- 
 tute, at Pee Dee; the Albion Academy, Normal and Industrial 
 School, at Franklinton, and Gregory Normal Institute, at Wil- 
 mington, also do something in this direction. 
 
 NORTH DAKOTA. 
 
 Manual Training and Industrial Bducation. — No important 
 general State provision. In a few city schools and in the State 
 Normal Schools manual training is found (cp., also, the State 
 Normal and Industrial School, farther down). 
 
 State Schools. — (i) The Sitate University and School of 
 Mines of North Dakota, at University, includes the College of 
 Mechanical and Electrical Engineering, the College of Mining 
 Engineering and Teachers' College in its group of faculties. It 
 also has a course in civil engineering and a model high school 
 (connected with Teachers' College), in which courses in manual 
 training and mechanical drawing are offered. Manual train- 
 ing courses may be elected by students in the College of Liberal 
 Arts. The College of Mining Engineering received a Federal 
 grant of 40,000 acres. Univ. S., 861. L. + B., $500,000; E., 
 $125,000; M., $146,457. Cost of institution, $170.10 annually. 
 Ent. req. : Fifteen Carnegie tmits. Tuition free, except for law 
 course. (2) The North Dakota Agricultural College, at Agri- 
 cultural College, has undergraduate courses in agriculture and 
 civil and mechanical engineering, with short courses in farm 
 husbandry, agriculture, steam engineering and domestic science. 
 A three years' course for the training of teachers in the ele- 
 ments of agriculture and the mechanic arts is also offered. Land 
 grant endowment valued at $1,300,000. Income: From Mor- 
 rill fund, $30,000; land grant, $44,422; State tax, $33,678; fees, 
 
132 
 
 etc., $11,625. L. + B., $337,795; E., $66,065; M., $119,726. 
 Ent. req. : Eighth grade graduation. Regular courses, 4 years 
 in duration. S., 988. (3) The State Normal and Industrial 
 School, at Ellendale. — Organized as the State Manual Training 
 School in 1899. Name changed in 1907. "Its purpose is to 
 offer young men and women opportunity tO' secure a liberal edu- 
 cation; to train teachers to .serve in the public schools, and to 
 afford adequate and systematic training in the commercial, artis- 
 tic, domestic and mechanical industries." Has a "normal" and 
 an "industrial" department. Ent. req. : to normal department, 
 completion of eighth grade; to industrial department, comple- 
 tion of seventh grade. Three normal courses of four years and 
 one of a single year (for teachers in common schools) ; indus- 
 trial department courses in mechanic arts, steam engineering, 
 printing and farm engineering, besides commercial arts, home 
 economics, fine arts, library economy and music — each four 
 years. In the industrial department 186 points' credit are re- 
 quired for graduation, of which 123 must be in academic subjects 
 and physical training (plus 6 points in military science, for young 
 men) ; the remaining points to be elected. Graduates from, the 
 mechanics' arts, home economics, or fine arts courses receive 
 a State life certificate entitling the holders to teach the special 
 subject in the schools of the State. The school has 40,000 acres 
 of land. B., $100,000; M., $40,000 to $50,000; S., 273. No 
 fees. Cost of inst., $190 to $200 annually. (4) The State 
 School of Science was established at Wahpeton, and offers the 
 first two years of college courses in civil, electrical and mechan- 
 ical engineering, besides more elementary work. S., 207. (5) 
 A State School of Forestry, to be known as the North Dakota 
 School of Forestry, is projected for Bottineau. "The object of 
 the School of Forestry shall be to furnish the instruction and 
 training contemplated in an agricultural high ,school, empha- 
 sizing those subjects that have a direct bearing on forestry and 
 horticulture." School for Deaf and Dumb. — The State School 
 for the Deaf and Dum.b, located at Devil's Lake, has an indus- 
 trial department, where the boys are taught printing and car- 
 pentry, and the girls, housework, sewing and dressmaking. 
 
 Indian Schools. — Indian schools offering manual work are 
 located at Elbowoods and Fort Totten. 
 
133 
 
 Manual Trammg and Industrial Education. — The State laws 
 relating- to these subjects are merely pennissive in character. 
 Manual training is taught in the schools of the principal munici- 
 palities, and in some of the smaller towns. Cleveland has a 
 magnificent and costly new technical high school. (L.+B., 
 $550,000; E., $75,000; S., 662). In the Jewish Orphan Asylum, 
 at Cleveland, manual training is taught to pupils who are almost 
 exclusively of elementary grade. Cincinnati has its celebrated 
 Ohio Mechanics' Institute (see below) and its Technical School. 
 The Y. M. C. A. has built up strong industrial improvement 
 (and trade) classes, especially at Cleveland, where it also has a 
 School of Navigation. At Cleveland the Y. W. C. A. gives 
 industrial instruction. In the Old Sioldiers' and Sailors' Or- 
 phans' Hom,e, at Xenia, manual training and some industrial 
 branches are found. 
 
 State Schools. — Ohio has three institutions which are reckoned 
 as State universities — Miami, Ohio and Ohio- State — but the 
 school receiving the Federal appropriations for agriculture and 
 the mechanic arts is Ohio State University, located at Columbus. 
 It was established, originally (Act of 1870), as the "Ohio' Agri- 
 cultural and Mechanical College." The title was changed by 
 the Legislature in 1878. Of especial interest, in connection with 
 this memorandum, are the College of Education, the College of 
 Agriculture and Domestic Science and the College of Engin- 
 eering — departments of the university. In the College of Educa- 
 tion there are four years' courses in arts, domestic science and 
 manual training, for teachers, besides the general course. A four 
 years' course in agriculture, in horticulture and forestry and 
 in domestic science; a two years' course in agriculture and in 
 horticulture, and winter courses in agriculture and ' in dairying 
 are scheduled in the College of Agriculture and Domestic Sci- 
 ence. Four-year courses in architecture, ceramics (leads to 
 degree of Ceramic Engineer — Cer. E.), chemical, civil, electri- 
 cal, mechanical and mine engineering, industrial arts and man- 
 ual training, in addition to two-year courses in clay-working, 
 industrial arts and shopwork and mining are offered in the Col- 
 
134 
 
 lege of Engineering. Total S. in Univ., 2,686. (2) Ohio 
 University, at Athens, receives State aid, annually, to the amount 
 of about $94,000, and approximately $15,000 from, other sources. 
 Special appropriations are not included in the foregoing. In- 
 cluded in its faculties are the State Normal College (with two 
 and four years' courses), and departments oi civil and mechan- 
 ical engineering. L. + B., $1,000,000; E., $75,000; M., $123,- 
 200 (of this $56,627 for salaries) ; S., 1,386. (3) Miami Uni- 
 versity, at Oxford, has a department for teachers, with instruc- 
 tion in domestic science and allied branches, but i,s not equipped 
 for instruction in engineering. (4) The Ohio' State School for 
 Blind and the OhiO' Institution for the Education of the Deaf 
 and Dumb, at Columbus; the Ohio State Reformatory, at Mans- 
 field; the Girls' Industrial Home (reform), at Delaware, and 
 the Boys' Industrial School (reform), at Lancaster, are insti- 
 tutions in which forms of manual training, or industrial educa- 
 tion, are found. 
 
 Municipal University. — (i) The University of Cincinnati 
 maintains a college for teachers and a strong engineering de- 
 partment; with four-year courses in civil, mechanical, electrical 
 and chemical engineering. In addition, there is the so-called 
 "co-operative course." Students enrolled in this course spend 
 alternate weeks in the engineering college and in the manufac- 
 turing shops of the city. There are two sections in the class 
 which alternate, so that when one group is at the shop the other 
 is at work in the college. The course takes six years. Students 
 work full time at the shops during the summer, but have several 
 weeks' vacation from the school ; also a week off at the Christ- 
 mas season. The course was made possible through the co^-opera- 
 tion of over forty Cincinnati manufacturers. The local machine 
 industries are peculiarly adapted to the success of the plan. The 
 students are paid a scale of wages which begins at ten cents per 
 hour, and is increased at the rate of one cent per hour every six 
 months. The total earnings during the course are about $1,800. 
 The first year of the Cincinnati trial 28 students undertook the 
 plan; the second year, 44. This year there were nearly two 
 thousand applications. Only a small proportion of these could be 
 accommodated. Put into successful operaation by Dean Herman 
 
135 
 
 Schneider, the co-operative plan has been introduced, in a modi- 
 fied form, into Lewis Institute, Chicago (cp., Illinois), and the 
 schools of Fitchburg, Massachusetts. University source of sup- 
 port, annually; from municipal appropriations, $139,000; from 
 proceeds of endowment, $50,500; from student fees, $52,000; 
 total (including miscellaneous), $255,000; endowment, $1,500,- 
 000; L.+B., $1,700,000; E., $100,000. Each graduate costs 
 about $1,900; including students that never finish the annual cost 
 per pupil is about $210. In professional departments, tuition of 
 $75 to $125 annually is charged. In arts and letters and pure 
 sciences, tuition is free to citizens of Cincinnati. It is announced 
 that the preparatory technical department of the university will 
 be discontinued. For admission to the colleges 16 units are re- 
 quired. S., 1,264 (174 in engineering). 
 
 Private foundations. — (i) The Ohio Mechanics Institute, at 
 Cincinnati, founded in 1828, was incorporated by a private so- 
 ciety. Any reputable citizen above the age of 21 years may 
 belong to this society upon the payment of an annual fee of $3, 
 or $50 for life membership. Maintenance is derived from mem- 
 berships, from the interest (at 4 per cent.) on the endowment of 
 $350,000, and from nominal tuition fees, amounting to about 
 $36,000 annually. The institute is not an industrial improve- 
 ment school alone. It has a "technological high school, with 
 regular four-year courses in mechanics, architecture, science and 
 industrial art, an evening industrial improvement school with a 
 variety of courses (organized in i856-'57-; — 22,000 students have 
 received instruction in this department), Saturday courses (9 
 A. M. to 12 M.), and a summer school (six weeks). There are 
 no special requirements for entrance, except for admission to 
 the high school, which is of the usual grade. S. in summer 
 school, 26y (81 of these in elementary manual training) ; in Sat- 
 urday class, 24; in the high school, 370; in the evening school, 
 1,092; total, without duplication, 1,345. L.-|-B., $400,000; E., 
 $75,000. (2) Case School of Applied Science, in Cleveland, is 
 an institution of full college rank, requiring high school gradua- 
 tion, or the equivalent, for admission. The courses are four years 
 in length in civil, railroad, structural, mechanical, electrical, min- 
 ing and metallurgical engineering and in physics and chemistry. 
 
136 
 
 The degree of Bachelor of Science is conferred. By agree- 
 ment between the school and Adelbert College, students entering 
 Adelbert College may complete the courses in both institutions 
 within five years. Three of these are to be spent at Adelbert Col- 
 lege, and the last two at Case School. Endowment, $2,300,000; 
 L.+B., $850,000; E., $175,000; M., $100,000; S., 440; fees for 
 instruction, $100 per annum. (3) Several colleges in Ohio not 
 mentioned in the foregoing paragraphs, support departments for 
 the training of teachers, and in connection therewith give in- 
 struction in sub-industrial branches, and one of them — Wilber- 
 force University, at Wilberforce, for colored students of both 
 sexes — has a considerable industrial department. Total S., 422. 
 
 OKI.AHOMA. 
 
 Manual Training and Industrial Education. — No State aid for 
 manual training. This branch is taught in a few city schools 
 "The elementary principles of agriculture, horticulture, animal 
 husbandry, stock feeding, forestry, building country roads, and 
 domestic science, including the elements of economics, shall be 
 embraced in the branches taught in all the public schools of this 
 State receiving any part of their support from this State, and 
 these branches shall be as thoroughly studied and taught by ob- 
 servation, practical exercises and the use of text and reference 
 books and in the same manner as are other like required branches 
 in said public schools" (School Laws, 1908). In order to carry 
 out the provisions of the State Constitution relating to the teach- 
 ing of the elements of agriculture, horticulture, stock feeding and 
 domestic science in the common schools of the State, a "State 
 Commission for Agricultural and Industrial Education" was cre- 
 ated by the Legislature of 1908 (the Franklin Act, approved 
 May 20). It consists of the State Superintendent of Public In- 
 struction, chairman; the President of the State Board of Agri- 
 culture and the President of the Agricultural and Mechanical 
 College. The commissioners serve without additional pay. An 
 annual report to the Governor is required. After July ist, 1909, 
 no person is to be allowed to teach in the public schools of the 
 State who has not passed a satisfactory examination in the ele- 
 
n7 
 
 ments of agriculture and allied branches, as required by the para- 
 graph cited as above. In each of the State normal schools a 
 department to be known as the "Department of Agricultural and 
 Industrial Education" is established, and a yearly appropriation 
 of $2,500 ("or as much thereof as may be necessary") out of 
 the State treasury is made to each of the State normal schools 
 for the maintenance of this department. The Agricultural and 
 Mechanical College is designated by law "the head of the agri- 
 cultural, industrial and allied science system of education." The 
 "Chair of Agriculture for Schools" is created in the Agricultural 
 and Mechanical College. The duty of the incumbent is "to direct 
 and advise in all matters relating to the teaching of agriculture 
 and allied subjects in the common schools, under the supervision 
 of the President of the Agricultural and Mechanical College." 
 He is to visit normals, institutes and public schools, and prepare, 
 print and distribute such leaflets and other literature as may be 
 helpful to teachers. Graduates of the four-year course in the 
 Agricultural and Mechanical College are granted a permanent 
 teacher's certificate of first grade by the State Superintendent of 
 Public Instruction, when application is approved by the Commis- 
 sion for Agricultural and Industrial Education. The Commis- 
 sion prepares courses of study in the subjects concerned for the 
 public schools (the creation of district agricultural schools has 
 been mentioned in the introduction of this chapter). An experi- 
 mental farm must be operated by each of the district agricultural 
 schools. A farmers' short course, extending over at least one 
 week, must be held annually in connection with each district 
 agricultural school. No tuition may be charged for such courses, 
 and no entrance examinations required, and all white citizens 
 over fifteen years of age are entitled to admission. The appro- 
 priation for each of the first two district agricultural schools to 
 be established was $20,000 for the erection of buildings, with an 
 additional $12,000 per annum for maintenance. One-fourth of 
 the sum appropriated for maintenance must be expended in de- 
 veloping agricultural experiments. The first agricultural school 
 under the new law was established at Tishomingo, and the second 
 at Warner. Each locality furnished a building free of rent until 
 such time as the new structure might be completed. The people 
 
138 
 
 of Warner gave i6o acres of land; the residents of Tishomingo 
 furnished lOO acres and a contract for free Hght and heat for a 
 period of years. 
 
 State Schools. — ^The State University of Oklahama, at Nor- 
 man, has a School of Applied Science, in which civil, mechanical 
 and electrical engineering are taught, and a School of Mines, for 
 instruction in mining engineering. The University is endowed 
 with lands valued at $3,670,000. Total S. in University, 790. 
 
 (2) The Oklahoma Agricultural and Mechanical College, at Still- 
 water, receives the Federal aid. For admission to sub-freshman 
 year of five-years courses, eighth grade graduation is required. 
 Degree of B. S. Agriculture; general science; science and liter- 
 ature; civil, electrical and mechanical engineering are the six 
 regular courses. Short courses are taught. There is trade in- 
 struction in printing, and correspondence courses in agriculture, 
 the latter especially for teachers. S., 581 (of these 136 in pre- 
 paratory class). Fees are nominal. M., $55,000 to $60,000. 
 
 (3) The Colored Agricultural and Normal University, at Lang- 
 ston, receives Federal aid. Several trades are taught. Elec- 
 trical and mechanical engineering, agriculture and architecture 
 are the titles of some of the longer courses. S., 355, mostly in 
 the preparatory department. The school was richly endowed 
 with Federal lands. 
 
 Indian Schools. — Indian schools in which some manual or 
 industrial work is given are Murrow Indian Orphans' Home, 
 Atoka; Chilocco Agricultural School, Chilocco; Seger Colony 
 School, Colony; Arapaho Training School and Cheyenne Train- 
 ing School, Darlington ; Red Moon School, Lawton ; Orage In- 
 dian Training School, Pawhuska; Ponca Training School, 
 Whiteeagle; Seneca Training School, Wyandatte; Pawnee Train- 
 ing School, Pawnee ; Shawnee Training School, Shawnee. 
 
 OREGON. 
 
 Manual Training, and Industrial Bdncation. — Local boards 
 may direct that all or a part of the two years of optional work 
 in the high school may be devoted to manual training. Also, any 
 school board may establish a department of industrial training in 
 
139 
 
 connection with local high school. No State aid. ( i ) The Port- 
 land School of Trades. Under the direction of the Board of Edu- 
 cation. Established in 1908 (September). Follows the experi- 
 ment inaugxirated previously by several other American schools, 
 notably Springfield, New York City (Brooklyn, Long Island City 
 and Manhattan), Hartford, Cambridge, Milwaukee and Phila- 
 delphia, and recently by Cleveland. Machine shop practice, 
 plumbing, electrical construction, woodwork (including carpen- 
 try, pattern-making and cabinet-making), and mechanical and 
 architectural drawing are taught. English, mathematics, applied 
 physics and industrial chemistry also- included in the course, 
 which is three years in duration. By December i6th, 1908, 125 
 pupils had enrolled. Entrance requirements: any male graduate 
 of the grammar schools, or any boy fifteen years of age who' is 
 not a graduate of the grammar schools may be admitted. The 
 institution occupies a recently constructed annex to a regular 
 school. The equipment is costly. 
 
 State Schools. — (i) The University of Oregon, at Eugene, 
 includes in its curriculum courses in civil, electrical, mechanical, 
 mining and chemical engineering. No tuition, but incidental fee 
 ($10). Admission, 15 units. F., 105; S., 714 (105 in engineer- 
 ing) . Cost O'f instruction, $200 per pupil, annually. (2) Oregon 
 Agricultural College and Experiment Station (Corvallis). Four- 
 years course, leading to degree of bachelor of science; agriculture, 
 including degree courses in animal husbandry, dairy husbandry, 
 horticulture, poultry husbandry, veterinary science, agricultural 
 chemistry, bacteriology, and entomology, forestry, domestic sci- 
 ence and art; civil, electrical, mechanical and mining engineering; 
 commerce and pharmacy. "Elementary industrial courses" 
 ("strictly vocational") offered this year for the first time; two 
 years' courses in agriculture, forestry, mechanic arts, domestic 
 science and art, and commerce. These are sub-freshman courses. 
 Also are given the following winter courses: 10 weeks in dairy- 
 ing; 6 weeks in horticulture, in mechanic arts, in domestic sci- 
 ence and art; 6 weeks for forest rangers; twO' weeks in creamerj? 
 practice, and a "farmer's week." F., 78; S., 1,156 (1908-09, 
 I'early 1,5001). Tuition free. Normal entrance and incidental 
 fees. A professorship in industrial pedagogy has been estab- 
 
I40 
 
 lished. Extension work is carried on in over fifty institutes an- 
 nually. The railroad companies co-operate with the college by 
 furnishing free transportation to extension professors. At times 
 they also provide a "demonstration train" for institute purposes. 
 Live stock, farm machinery, and other illustrative material was 
 taken on the demonstration train of November, 1908, which 
 visited southern Oregon. (3) The State normal schools (Mon- 
 mouth, Drain, Weston and Ashland) of Oregon are receiving 
 new impetus along the line of manual training and domestic sci- 
 ence. (4) The Oregon Institute for the Blind, the Oregon School 
 for Deaf Mutes and the Oregon State Reform School, all located 
 at Salem, furnish training in a variety of trades. 
 
 Indian Schools are found at Chemawa (Salem Training 
 School), Klamath Agency, and Siletz. 
 
 PENNSYLVANIA. 
 
 Agriculture in the Public Schools. — Not required by law. The 
 statistical reports show that agriculture is taught in over 350 
 schools throughout the State. There are three hundred town- 
 ship high schools in Pennsylvania, and these institutions are be- 
 ing encouraged to introduce the study of agriculture, domestic 
 science, and manual training. The State aids in the maintenance 
 of summer schools at Ebensburg, Pocono Pines, and Mt. Gretna, 
 and at each of these schools "an opportunity is given to those who 
 wish tO' learn what can be done in teaching the elements of agri- 
 culture without an expensive equipment" (cp. Nezv Jersey — 
 courses at Cape May.) 
 
 Manual Training. — Whenever the school directors or con- 
 trollers of any city of the Commonwealth are requested by fifty 
 or more taxpayers to establish and equip "night schools for the 
 manual training of children above the age of twelve years," they 
 shall do so and keep the same open as many months in the year as 
 day schools are kept open in the city. However, when the average 
 attendance falls below fifteen, nightly, the board may close the 
 school for the remainder of the term (Law of 1901). Reports 
 show that manual training was taught in 530 schools of the 
 State, altogether, in 1907. Sewing was taught in 482 schools; 
 
141 
 
 cooking- in 187. Not all of the State normal schools have courses 
 in manual training. At Girard College (Endowment, $24,467,- 
 770) , manual training- has an important place in the curriculum. 
 The will of the founder did not provide specifically for vocational 
 training, but directed that the boys should be "bound out to learn 
 trades when they leave the institution." Some of the best- 
 ecjuipped manual training schools are as follows : ( i ) Northeast 
 Manual Training High School, Philadelphia. Admission require- 
 ments, eighth grade graduation. The course is three years in 
 extent, and all take exactly the same work, except in modern 
 languages. There are four periods per week in drawing, and 
 eight in some form of manual training, throughout the term. 
 S., 1,055. Tuition, free. L., $425,000; B.-j-E., $375,000; M., 
 $84,4001. Cost of instruction per pupil, $125-$! 50 annually. 
 The record of the graduates is extremely creditable. (2) The 
 Central Manual Training High School, Philadelphia. "The 
 object of a manual training school is the education of all the 
 faculties and not the training of any special group. The boy is 
 trained cTSthetically, mentally, and physically. * ^" It is not 
 the purpose of this school, therefore, to produce mechanics any 
 more than it is to produce any other class of specialists." (state- 
 ments of the Principal). Eighth grade graduation required for 
 admission. The course of study covers three years. L.+B., 
 .$6onOCO'; E., $25,000; S., 793. Annual cost of instruction per 
 pupil, $125 (considering investment). A large percentage of 
 the graduates of the manual training high schools of Philadelphia 
 continue their work in higher institutions. (3) The C. M. 
 Schwab Manual Training School, at Homestead. "Mr. Schwab 
 purchased the equipment for carpentry, woodturning and me- 
 chanical drawing for starting work in the basement of a ward 
 school, in 1889. This proved so popular with the pupils and 
 parents that Mr. Schwab erected a fine four-story brick and stone 
 building, which cost about $ioo,ooO', with equipment. This he 
 presented to the people of Homestead" (D. W. McKenney, in a 
 letter). The institution is maintained by the public school tax. 
 All pupils in the sixth, seventh and eighth grades of the ele- 
 mentary school, and the first two years of the high school, take 
 manual training and domestic science — the grade pupils three 
 hours per week, and the high school pupils six hours per week. 
 
 10 IND 
 
142 
 
 (4) The Scranton Technical High School enrolls nearly 65a 
 pupils. 
 
 Industrial Education. — No' provision in the laws of the State. 
 
 State Schools. — (i) The Pennsylvania State College, at State 
 College (Centre county), receives the Federal grants. The usual 
 United States Experiment Station is an adjunct of the College. 
 Entrance requirements, 14 units. Four-year courses in civil,, 
 electrical (large enrollment), mechanical, sanitary, and electro- 
 chemical engineering; in agricultural chemistry, agronomy, 
 animal husbandry, biology, chemistry, dairy husbandry, forestry,, 
 horticulture, industrial chemistry, mathematics, mines and 
 metallurgy, physics, and plant pathology. There is a preparatory, 
 or sub-freshman class, also. Seven short courses are given — 
 five in agriculture, one in mining, and an elementary course in 
 mechanics. Short courses are usually twelve weeks in length. 
 The "farmers' week" permits of a course of lectures and prac- 
 tical talks, attendance being optional with any citizen of the State.. 
 A very successful section of the Colleg.e is the department for cor- 
 respondence courses. Thirty-one courses are given, each con- 
 sisting of from four to nine lessons. Students may enroll at any 
 time. Last year 5,050 individuals were registered for the cor- 
 respondence classes. The courses, with the number of lessons- 
 devoted to each, are as follows : Plant life (9) ; tile drainage(5) ; 
 farm bookkeeping (5); the silo and ensilage crops (5); grain 
 crops (7) ; clovers and grasses (7) ; tubers and roots (6) com- 
 mercial fertilizers (7) ; farm manures (7) ; principles of breed- 
 ing (8) ; swine husbandry (7) ; the breeds of horses (6) ; sheep 
 husbandry (8) ; stock feeding (8) ; beef production (7) ; poultry 
 husbandry (9) ; propagation of plants (9) ; principles of fniit 
 growing (6) ; insects and insectides (6) ; vegetable gardening 
 (9) ; milk and its products (7) ; dairy bacteriology (7) ; butter 
 making (7) ; dairy breeds of cattle (7) ; dual purpose breeds (5) ; 
 cheese malting (7) ; principles of cooking (8) ; house furnishing 
 (8) ; the art of canning and preserving (8) ; heating and ventilat- 
 ing (7) ; bee keeping (9) . The land grant and other endowment 
 funds amount to $517,000. L. + B., $1,405,499.92; E., 
 $150,000; M., $530,000. Number of students (exclusive of those 
 
"43 
 
 in correspondence classes), 1,151. (2) The State normal schools. 
 In Pennsylvania they are in reality private foundations, but re- 
 ceive State appropriations. Facilities for instruction in manual 
 training and domestic science are afforded by the better institu- 
 tions. Many of the normal schools offer extended business 
 courses, a situation not paralleled in other States. (3) Pennsyl- 
 vania has numerous schools for defectives, and institutions for 
 reform. They are generally well equipped for the teaching of 
 trades. 
 
 Governntfni Indian School. — The United States Indian In- 
 dustrial School (commonly known as "Carlisle"), at Carlisle, 
 enrolls over a thousand pupils of both sexes, a great majority of 
 them in the elementary school. Although there is an academic 
 and normal training department, the principal attention is paid 
 to the trade school division of the institution. (For further in- 
 formation, cp. "Introduction," or send to the Superintendent for 
 booklet entitled "This is Carlisle.") 
 
 Private Foundations. — (i) The University oi Pennsylvania, 
 at Philadelphia, offers courses (in the Towne Scientific School) 
 in architecture, and in civil, mechanical, electrical, and chemical 
 engineering. About one-fifth of the total number of students 
 (4,500) are enrolled for these subjects. (2) Lehigh University, 
 at South Bethlehem,, has a "School of General Literature" (with 
 classical and Latin-scientific courses), as well as a "School of 
 Technology," but, if measured by the attendance, it is almost 
 exclusively an engineering college. There are courses in civil, 
 mechanical, metallurgical, mining, electrical, and chemical en- 
 gineering, and in electrometallurgy, and chemistry. A one-year 
 course in electricity is also given. The record of the graduates 
 of the University is a remarkable showing. Tuition : $60 in 
 School of General Literature; $100^ for course in chemistry; 
 $150 for technical course. S., 698; L. + B. + E., about 
 $2,ooo,oooi; M., $180,000 (nearly two-thirds of this is returned 
 in the way of tuitions — ^the balance is obtained from the endow- 
 ment, and gifts. (3) The Western University of Pennsylvania, 
 at Allegheny, has coiu'ses in mechanical, civil, electrical, chemical, 
 and mining engineering. (4) Lafayette College, at Easton, fur- 
 nishes instruction in civil, mining, electrical, and chemical engi- 
 
144 
 
 neering, (5) Pennsylvania Military College, at Chester, offers 
 civil and mining engineering. (6) Swarthmore College, at 
 Swarthmore, has students in civil, electrical, and mechanical engi- 
 neering. (7) Villanova College, at Villanova, gives instruction 
 in mechanical engineering. (8) Allegheny College, at Meadville, 
 has a course in civil engineering. (9) Washington and Jefferson 
 College, at Washington, gives a course in civil engineerings (10) 
 Engineering subjects are taught in Temple University and in 
 Drexel Institute, at Philadelphia; also in the Carnegie Technical 
 Schools, at Pittsburg (see below). 
 
 Private Foundations Furnishing Industrial Instruction of the 
 Trade or Industrial Improvement Types. — (i) The Carnegie 
 Technical Schools, at Pittsburg. They are under the control of 
 a committee of the Board of Trustees of Carnegie Institute. The 
 institute comprises, also, the Carnegie Library of the City of 
 Pittsburg, art galleries, a museum, and music hall. The technical 
 schools are located on a site containing thirty-two acres of land, 
 adjoining Schenley Park, near the Carnegie Library and Institute 
 building, and at the geographical center of the city. The schools 
 are four in number — the School of Applied Science, the School 
 of Applied Design, the School for Apprentices and Journeymen, 
 and the Margaret Morrison Carnegie School for Women. The 
 first school was opened in 1905. Other buildings are being added 
 from time to time. Beginning with a gift of one million dollars, 
 Mr. Andrew Carnegie soon increased the endowment of the 
 schools to four millions. Students are not admitted under the 
 age of sixteen years. Tuition fees are nominal — for the day 
 courses, usually $20 annually for residents of Pittsburg, and $30 
 for others; .and in the night schools, $5 to $7 per year, (a') In 
 the School of Applied Science there are courses for both day and 
 evening students. They include chemical, civil, mechanical, 
 metallurgical, and mining engineering practice. Candidates for 
 a diploma must complete a regular outline of study which approx- 
 imates 3,500 lesson hours. Each student must carry a schedule 
 of at least twenty-two hours per week. The length of the course 
 is indeterminate, and depends upon the ability of the student. 
 Candidates for entrance are required to pass satisfactory examin- 
 ations in four of the following subjects : algebra through quad- 
 
145 
 
 ratics, plane geometr)^, solid geometry, English (spelling, gram- 
 mar, composition), and high school physics or high school chem- 
 istry. It is impossible for anyone to complete the work in less 
 than three years, unless he enters the school with .advanced stand- 
 ing. The coiu-ses of study offered in the night school are identical 
 with those given duriqg the day. Preparatory night courses are 
 also given, either at the rate of two nights, or of four nights per 
 week. It is the night schools which are most largely attended. 
 (b) The School for Apprentices and Journeymen offers three 
 distince groups of courses — day industrial courses, and night in- 
 dustrial improvement and trade courses for apprentices; and 
 night industrial improvement and trade courses for joiiirneymen. 
 During the year i9o8-'o9, two-year day courses were offered in 
 mechanical drafting, stationary engineering, the machinery 
 trades. The day school is in session six hours a day for five days 
 a week, or approximately eight hundred hours in the year. The 
 length of the courses would ordinarily be two years. In the night 
 industrial improvement and trade courses, attendance is required 
 on three evenings of each week. Courses are offered to appren- 
 tices in the following trades : machinery trades — machine work, 
 patternmaking, blacksmithing and forging, molding and foundry 
 work; in the building trades — ^plumbing, bricklaying, electric 
 wiring, sheet metal and cornice work, house painting, hard-wood 
 finishing and graining, and sign painting. Courses for other 
 trades are tO' be added. The night courses for journeymen re- 
 quire less practical work than the courses for apprentices, and 
 more time is devoted to the study of drawing, mathematics, and 
 the theory underlying the trades, (c) The School of Applied 
 Design provides instruction in architecture and interior decora- 
 tion. Courses are to be organized in various branches of the arts. 
 Night instruction is afforded. (d) The Margaret Morrison 
 Carnegie School for Women furnishes instruction for the train- 
 ing of women in specialized vocations. There are technical and 
 special day courses ; and special and trade or industrial improve- 
 ment courses are given at night. Specialization is offered in the 
 departments of household arts, dressmaking, costume design, 
 and secretarial work. Ni^ht courses are offered in sewing. 
 
146 
 
 millinery, designing and embroidery, and cooking, besides 
 stenography and bookkeeping. S., $2,000. (2) Temple Univer- 
 sity, at Philadelphia, gives courses in civil and mechanical engi- 
 neering — especially designed for those who' are at work during 
 the day. For girls and women there are courses in dressmaking, 
 millinery, cooking, domestic science and domestic art. The even- 
 ing department is in session every week day from 7 to 10 P. M. 
 Students attend classes two evenings a week, or oftener, accord- 
 ing to the needs of the course. S., 3,475- (3) Drexel Institute 
 of Art, Science and Industry, at Philadelphia, was founded in 
 1891. "The chief object of the institute is the extension and 
 improvement of industrial education as a means of opening bet- 
 ter and wider avenues of employment to young men and women." 
 The institution is co-educational, and there are both day and 
 evening courses, lasting from one year to three years. Some 
 students spend five years in successive departments. Night 
 courses are six months in length. Along with other subjects, 
 courses are offered in the following branches : Architecture, elec- 
 trical, mechanical, civil and steam engineering, mechanical draw- 
 ing, applied electricity, shop work in wood and iron, building 
 construction and machine construction, surveying, telephony, 
 household science and economics, sewing, dressmaking, millinery, 
 shirtwaist-making, photography, domestic arts, clay modeling, 
 wood carving, design and decoration. Fees range from five dol- 
 lars to one hundred dollars per term. Endowment, $2,200,000; 
 M. is derived from endowment and students' fees exclusively 
 L.B., $1,500,000; E., $200,000 (this valuation does not include 
 the picture gallery, library and manuscripts, which may be placed 
 at nearly $1,000,000). Enrollment in regular departments and 
 evening courses, 2,800. Free public lectures are given annually 
 to an aggregate of 30,000 individuals. (4) The Williamson 
 Free School of Mechanical Trades (P. O., Williamson School) 
 is located about sixteen miles from the Broad Street vStation, 
 Philadelphia. It was founded in 1888 by Isaiah V. Williamson. 
 A farm of 230 acres and over two dozen buildings are devoted 
 to the use of the school. Clothing, board and instruction are en- 
 tirely free. The trades taught are : carpentering, bricklaying 
 (including range, furnace and boiler setting, etc.), machine trade 
 
147 
 
 in all its usual details, pattern-making, steam and electrical engi- 
 neering and steam-fitting. Each pupil undertakes a single trade, 
 together with instruction in the theoretical subjects bearing upon 
 that trade, and such purely academic subjects as are required. 
 'Admission is in April. The term lasts throughout the year, with 
 short A'-acations. The course is about three and one-half years 
 in length. Pupils are indentured to the trustees after a short 
 trial, the apprenticeship lasting throughout the course. Candi- 
 dates are admitted only between the ages of i6 and i8 years, 
 and the entrance examinations cover the branches taught in the 
 elementary schools. The institution has more applicants than can 
 be accommodated, hence preference is made in the following 
 order: (a) Those born in Philadelphia, (b) in Bucks county, Pa., 
 (c) in Montgomery and Delaware counties. Pa.; (d) elsewhere 
 in Pennsylvania, (e) in New Jersey, (/) elsewhere in the United 
 States. For some years the admissions necessarily have been 
 confined to applicants from Pennsylvania. The students are 
 grouped into cottage families of 24. The time of instruction 
 is about equally divided between the school and the shop at 
 first, but gradually the shop receives a larger percentage of at- 
 tention. The entire sessions last eight hours on five days of the 
 week and three hours on Saturday. About 650 pupils have been 
 graduated. The largest number was composed of the machin- 
 ists; next, the bricklayers; then, carpenters, patternmakers and 
 stationary engineer, in the order given. Endowment, $2,500,- 
 000; L.+B., $600,000; M., $100,000; S., 225. (5) The School 
 of Industrial Art of the Pennsylvania Museum, at Philadelphia, 
 has twO' divisions, the School of Applied Art — largely devoted 
 to practical design — and the Philadelphia Textile School, which 
 is at once a trade school and a technical school for the textile 
 industry, as these aims are really merged in that industry. The 
 school was the outgrowth of an awakened interest in industrial 
 art education, due to the Centennial Exhibition, and was opened 
 in i877-'78. Mr. Theodore C. Search, "the father of industrial 
 art education in America," and Dr. Leslie W. Miller, the direc- 
 tor, have been most responsible for its growth and success. The 
 vast influence of this institution upon industrial art in this coun- 
 try is beyond computation. There are day classes, as well as the 
 
148 
 
 evening classes, for those who are employed during the day- 
 The School of Applied Art comprises the departments of draw- 
 ing, applied design, normal art instruction, woodwork and carv- 
 ing, decorative painting, illustration, decorative sculpture, archi- 
 tectural drawing and design, metal work and pottery. The 
 Philadelphia Textile School has the following departments : Fab- 
 ric structure and design, cotton, wool, worsted and silk, warp 
 preparation and weaving, colored harmony and figured design, 
 chemistry, dyeing and printing, wool yarn manufacture, worsted 
 yarn manufacture, cotton yarn manufacture, hosiery knitting and 
 finishing. The Legislature makes an annual appropriation to 
 the School of Industrial Art, and the various counties of the 
 State are entitled to free scholarships. Other scholarships are 
 also established. Forty-seven different occupations were rep- 
 resentd by the 1,039 students in the schools last year. Usually 
 a grammar school education is required of those who enter. The 
 courses are generally from two to four years in length. Endow- 
 ment, $100,000; L.+B., $2,000,000 (including Museum) ; E., 
 $100,000; M., $100,000; S., 1,039; cost of instruction, about 
 $80 annually. (6) The Hebrew Education Society of 
 Philadelphia conducts an evening trade school (with in- 
 dustrial improvement and academic departments also) 
 at Tenth and Carpenter streets. Instruction is given 
 in cigar-making, power operation of sewing machines, 
 plumbing and gasfitting, cutting of men's garments, dressmak- 
 ing, millinery, telegraphy and mechanical drawing. The indus- 
 trial classes are largely attended. (7) The Franklin Institute 
 was established in Philadelphia in 1824. Its objects are "the 
 promotion and encouragement of manufactures and the me- 
 chanic arts." The Institute is supported by membership fees. 
 Lectures are given on the arts and the application of the sci- 
 ences to them, and they are largely attended. The Institute 
 maintains an evening drawing school, a school of machine de- 
 sign and a school of naval architecture. The sessions are from 
 the middle of September to the first of May. A grammar school 
 education is usually required for entrance, and the courses are 
 four terms, or two years in length. The tuition charge is merely 
 nominal. Nearly two thousand individuals have completed the 
 
149 
 
 courses. Ordinarily, some six hundred students are in attend- 
 ance. L. + B., $60,000. (8) Avery College, at Allegheny, 
 maintains courses in millinery, dressmaking, domestic science, 
 tailoring and the training of nurses. Entrance requirements : 
 An examination in seventh grade studies, maintaining an aver- 
 age of eighty per cent. L. + B., $160,000; E., $75,000; M., 
 $18,000; end., $150,000; S., 465. (9) Spring Garden Institute, 
 at Philadelphia. Conducts day and evening classes. Freehand, 
 mechanical and architectural drawing, wood and metal turning, 
 design and applied electricity are the most popular subjects 
 taught. Nearly three thousand individuals have graduated from 
 the institution since its incorporation in 185 1. The school is 
 almost entirely of the industrial improvement type. As at the 
 Franklin Institute, there is an important reference library con- 
 taining works on technical subjects. (10) The Philadelphia 
 Trades Sthool. This institution is carried on in connection with 
 the public school system, of the city. It was opened in September, 
 1906, and was installed in an abandoned school building. 
 There are both day and evening courses. In the day courses 
 one-half of the thirty school hours in the week are spent in the 
 shop work of the trade selected, and one-half are given over to 
 the study of English, mathematics and drawing. Instruction 
 is offered in carpentry, architectural drawing, mechanical draw- 
 ing, electrical construction, pattern-making and printing. Mas- 
 ter mechanics are employed as shop instructors. The course cov- 
 ers a period of three years, and a diplpoma is given for the sat- 
 isfactory completion of the work. In the evening school the fol- 
 lowing additional trades are taught : Bricklaying, plastering, 
 plumbing, pipe-fitting, sheet metal working and house and sign 
 painting. On account of the heavy enrollment the evening 
 course has been so arranged that two^ groups of students work 
 in each school — attending on alternate nights. There are no 
 academic courses in the evening school. Some of the output 
 of the trade work is sold. The net cost of instruction per pupil 
 is put at $64.25 for the day school, and somewhat less in the case 
 of the evening school. This does not take into account the in- 
 vestment. The average age of the day school students is six- 
 teen years and six months ; the avera,ge age of the evening stu- 
 
ISO 
 
 dents is twenty years. Eighth grade graduation is required for 
 entrance. S., 846 (225 in day school; 621 in evening school). 
 (11) The Y. M. C. A. industrial improvement and trade school 
 classes, of Philadelphia, enroll several hundred students in a 
 variety of industrial courses. The attendance in the industrial 
 improvement courses is increasing rapidly. (12) The Phila- 
 delphia School of Design for Women has over one hundred 
 fifty students in the industrial arts and fine arts courses. (13) 
 The McDbwell Dresscutting, Dressmaking and Millinary 
 Schools, in Philadelphia, as in other cities, gives short-term in- 
 struction (from one week to three months) in the subjects men- 
 tioned. (14) The International Correspondence Schools, at 
 Scranton, have a comprehensive organization. The capital of 
 the company is $6,000,000, The claim is made that since the 
 incorporation of the schools one million one hundred thousand 
 men and women have studied under their instructors ; that the 
 proprietors of the schools have expended one million five hun- 
 dred thousand dollars in the preparation of textbooks and more 
 than $500,000 on school buildings. The floor space of the build- 
 ings, at Scranton, is about seven acres. The recent develop- 
 ment of industrial improvement schools and of inexpensive cor- 
 respondence courses conducted by colleges and universities has 
 furnished strong competition for the Scranton organization. 
 (15) The Tidioute Industrial School, at Tidioute, has some 
 manual work of secondary grade. 
 
 Schools for Colored. — ( i ) Lincoln University, at Lincoln Uni- 
 versity, and the Institute for Colored Youth, at Cheyney, are 
 schools for members of the colored race. They afford some in- 
 dustrial training. 
 
 RHODES ISLAND. 
 
 Manual Training, and Industrial Bducation. — No general State 
 provision. In the principal cities and towns manual training is 
 taught. Some evening industrial improvement courses are given, 
 but the State is without trade schools, (i) The Technical High 
 School of the City of Providence was provided, in 1892, with a 
 building costing $150,000. In 1905, the city council voted to 
 
151 
 
 enlarge the establishment, increasing the capacity from 300 to 
 1,000. The additions were completed in 1908 L. + B., 
 $250,000; E., $100,000; M., $46,000; S., 800 (of these, 200 are 
 girls). Free tuition to residents; non-residents pay $160 per 
 annum. Annual cost of instruction, $75. (2) The Townsend 
 Industrial School, at Newport. A manual training (not in- 
 dustrial) school — work in four upper grades of the elementary 
 school (required), and throughout the high school (optional). 
 Part of public school system. Privately endowed, $25,000. 
 Shares in appropriations of city schools. S., in elementary 
 school: boys (sloyd), 528; girls (cooking and sewing), 606. S., 
 in the high school: boys (shopwork and drawing), 72. 
 
 State Schools. — (i) The Rhode Island College of Agriculture 
 and Mechanic Arts, at Kingston, offers four-year courses in 
 agriculture, engineering (electrical, highway, mechanical, 
 chemical), applied science for teachers, and home economics. 
 The teachers' department is developing a strong course for those 
 who plan to go into the field of industrial school instruction. 
 Short courses of two years each, in agriculture, engineering, and 
 domestic science are given. There is a sub- freshman course of 
 two years, but students are encouraged to get their preliminary 
 training in the ordinary high schools. A winter course of twelve 
 weeks in the poultry industry has been conducted regularly for a 
 dozen years. The usual United States Eperiment Station is in 
 affiliation VN^ith the CoHege. L. + B., $300; M., $52,000; S., 153 
 (agriculture, 23; English, 74; science, 21 ; preparatory, 16; short 
 course in poultry industry, 19). Annual cost of instruction per 
 pupil, $350 — does not take investment into account. (2) The 
 Rhode Island State Normal School, at Providence, furnishes in- 
 struction in manual training and domestic science to prospective 
 teachers. (3) Industrial training of some kind is given in each 
 of the State reform schools, and institutions for defectives. 
 
 Private Foundations. — (i) The Rhode Island School of 
 Design, at Providence. Established in 1877, as the result of the 
 influence of the Philadelphia Centennial. Largely sustained by 
 memberships in the Association of the Rhode Island School of 
 Design. Also by subscription, and by the fees for instruction. 
 The State gives a small annual appropriation, and scholarships 
 
152 
 
 are maintained both by the State, and by the city of Providence. 
 The departments of textile design, and decorative design are 
 much frequented. The institution has been of great value to the 
 jewelry industry of Providence. Tb a large extent an industrial 
 art school — an industrial improvement section flourishes, and a 
 department of fine arts has a full quota of students. The School 
 of Design co-operates with Brown University in the giving of 
 certain courses. There are both day and evening sessions. Chil- 
 dren's classes meet on Saturdays. S., 794 (445 children). (2) 
 Brown University, at Providence, offers civil, electrical, and 
 mechanical engineering, mechanics, mechanical and architectural 
 drawing. S. in University, 995. 
 
 SOUTH CAROLINA. 
 
 Agriculture m the Public Schools. — The elements of agri- 
 culture must be taught "as fas as practicable" in all the public 
 schools of the State. However, in the year 1907, out of a total 
 enrollment of 314,399 pupils in the public schools, the number of 
 those studying agriculture was only 2,614 (1,184 white; 1,430 
 colored). 
 
 Manual Training. — High schools receiving State aid are re- 
 quired to include manual training in the course of study. Schools 
 having at least $300 worth of equipment may receive $100 addi- 
 tional. 
 
 State Schools. — (i) The University of South Carolina, at 
 Columbia, will develop courses in engineering. M., $72,956; S., 
 280. (2) The Clemson Agricultural College, at Clemson Col- 
 lege, receives the Federal grants. The Clemson bequest consisted 
 of the former home of John C. Calhoun, and other property to 
 the value of $59,000. Four-year courses are offered in agri- 
 culture, and animal industry, chemistry and geology, mechanical 
 and electrical engineering, civil engineering, and the textile in- 
 dustry, besides special courses (including cotton grading) and 
 a preparatory department. Ent. req. : about equal to eight grade 
 graduation. The College derives its income chiefly from the 
 Federal grants and the State fertilizer tax. As in several other 
 States, the railroad company has furnished coaches and free. 
 
153 
 
 transportation, on occasion, for the exhibition of farm products 
 and appliances, and for institute work among- the farmers. 
 Iv. + B., $600,671; E., $250,000; M., $225,000; S., 701. 
 Tuition, $40, and incidental fees. (3) Winthrop Normal and 
 Industrial College, at Rock Hill, is the State college for white 
 girls and women. In the industrial department, industrial draw- 
 ing, designing, dressmaking, sewing, millinery, cooking, house- 
 keeping, horticulture, floriculture and dairying are taught besides 
 business courses. Very few students go in for more than a 
 smattering of the industrial work. L. + B. + E. =$365,000; 
 M., $81,116.85; S., in Normal department, 490; in literary, 9; 
 special students (including industrial), 32. (4) The Colored 
 Normal, Industrial, Agricultural and Mechanical College, at 
 Orangeburg, shares in the Federal appropriations. Industries 
 and trades in great variety are taught here. The school is co- 
 educational. S., 683. 
 
 Private Foundations for Colored. — Claflin University, at 
 Orangeburg; Lancaster Normal Institute, at Lancaster; Brewer 
 Normal School, at Greenwood; Sterling Industrial College, at 
 Greenville ; Penn Normal, Industrial and Agricultural School, at 
 Frogmore ; Benedict College, and Allen University, at Columbia ; 
 Avery Normal Institute, at Charleston; and Schofield Normal 
 and Industrial Institute, at Aiken, are schools for colored, in 
 which varieties of industrial subjects are taught. 
 
 SOUTH DAKOTA. 
 
 Manual Training. — A few of the larger high shools — at Sioux 
 Falls, Canton and Lead — have introduced manual training. It is 
 also found in the schools of Deadwood and Mitchell. 
 
 State Schools. — (i) The University of South Dakota, at Ver- 
 million, affords instruction in mechanical, civil, electrical and 
 chemical engineering. The university is maintained almost en- 
 tirely by the State appropriations, but will eventually have the 
 income from 86,000 acres of land, granted by the Federal Gov- 
 ernment, and which cannot be sold for less than $10 per acre. S., 
 424. (2) South Dakota College of Agriculture and the Me- 
 chanic Arts, Brookings, is developing rapidly along both lines 
 
154 
 
 indicated by its title. It was granted 160,000 acres by the Federal 
 Government, and has sold less than 4,cx)o acres. S., 570 (of 
 these, 180 in preparatory department, and 165 in short courses). 
 (3) The South Dakota State School of Mines, at Rapid City, was 
 endowed with 40,000 acres of land. A four years' course. 
 Entrance from accredited high schools. M., $37,000. S., 93, of 
 whom 45 are in preparatory course. (4) The Northern Normal 
 and Industrial School (State), at Aberdeen, gives extended 
 courses in manual training and household economics. The State 
 Normals at Madison, Spearfish and Springfield, furnish similar, 
 although more restricted courses. (5) The State School for the 
 Blind (Gary), and (6) the South Dakota Training School 
 (reform school at PLankington) afford manual instruction. 
 
 InduMrial Schools for Indian Children are found at Chamber- 
 lain, Flandreau (Riggs Institute), Lowes, Brule, Oahe, Pierre, 
 Pine Ridge (Oglala School), Springfield, Rapid City and Rose- 
 bud. 
 
 TENNESSEE. 
 
 Manual Training. — Taught in the schools of the principal cities 
 and towns only. 
 
 Agriculture in Public Schools. — "In every secondary school 
 (including county H. S.) shall be taught * ^ * * the 
 elementary principles of agriculture." (School Laws.) "The 
 Superintendent of Public Instruction of the State, and the Com- 
 missioner of Agriculture, shall be constituted a commission to 
 procure the preparation of, or the designation of, a work on the 
 'Elementary Principles of Agriculture,' which shall be taught in 
 the public schools" (School Laws). In the year 1907, the num- 
 ber of pupils studying agriculture in the public schools of the 
 State was reported as 12,158 (5,653 in 1906); in writing, the 
 most commonly pursued subject, 395,922. In city schools 547 
 pupils were studying agriculture. 
 
 State Schools. — (i) The University of Tennessee (Knox- 
 ville), receives the Federal grants under the Morrill and subse- 
 quent acts, and bulletins the full list of engineering and agricul- 
 tural courses. The variety of short courses — in agriculture. 
 
155 
 
 animal husbandry, dairying, poultry husbandry, bee husbandry, 
 horticulture and domestic science — is to be noted. An "industrial 
 department for colored students" (in Knoxville College) fur- 
 nishes instruction in agriculture, printing, carpentry, sewing, 
 cooking, electricity, bricklaying, brickmaking, baking, mechanics, 
 blacksmithing and wheelwrighting. S. in University, 760. (2) 
 There is no State normal school in Tennessee, but the Legislature 
 provides scholarships in Peabody Normal College, at Nashville, 
 where manual training and domestic science are features of the 
 curriculum. 
 
 Private Foundations\ — (i) Vanderbilt University, at Nash- 
 ville, presents civil, mechanical, mining, electrical, agricultural 
 and chemical engineering courses. S. in university, 902 ; in 
 engineering, 83. (2) The University of the South, at Sewanee, 
 offers civil engineering. (3) Cumberland University, at Leban- 
 on, presents civil engineering and architectural courses. (4) 
 Southwestern Baptist University, at Jackson, gives civil engineer- 
 ing instruction. 
 
 Private Foundations for Colored. — (i) Fisk University, at 
 Nashville, offers work in agriculture, the mechanic arts, manual 
 training, domestic economy, and domestic art. The academic 
 tendencies have predominated. S., 571. (2) Knoxville College, 
 Knoxville, maintains an industrial department, which is counted 
 a department of the University of Tennessee, by contract with 
 the latter, and receives, through the University of Tennessee, a 
 portion of the Federal aid accorded for instruction in agriculture 
 and the mechanic arts. It meets the requirements of the statutes 
 of the State, which direct that "no citizen of this State otherwise 
 qualified shall be excluded from the privileges of the university 
 by reason of his race or color, but the accommodations of persons 
 of color shall be separate from the white." Subjects taught here 
 are noted above (under U. of T.). (3) Walden University, at 
 Nashville; Morristow^n Normal and Industrial College (a dozen 
 trades or industries taught here), Morristown; and Le Moyne 
 Normal Institute, Memphis, are other schools for colored stu- 
 dents, giving forms of manual instruction. 
 
 Reform. Schools. — Hamilton County Industrial School and 
 Farm, at East Chattanooga ; and Tennessee Industrial School, at 
 Nashville, maintain industrial courses. 
 
Ti:XAS. 
 
 Manual Training. — It is the duty of the State Board of Educa- 
 tion to dupHcate any amount not less thp-n $ioo nor more than 
 $500 appropriated by local boards of trustees for manual train- 
 ing. Such appropriation to be made but once to any district, and 
 only to one district in a county. State Superintendent must 
 decide where more than one application from a county (from 
 Act of 1903). Under this provision, the State appropriated 
 $10,000. Of this amount $8,000 was paid to 16 cities. The 
 succeeding Legislature (of 1904) provided for the continuation 
 of this work, but made no appropriation for the purpose, nor has 
 any further action been taken up to this time. Manual training 
 is developed in the schools of about thirty Texas cities and towns. 
 The annual appropriations for the purpose from all sources is 
 about one-twentieth of the amount expended in New Jersey, 
 (i) Allan Manual Training School, Austin. — An estate valued 
 at about $35,000 (now $50,000), was bequeathed about twenty 
 years ago by Mr. John T. Allan for the purpose of founding a 
 school "wherein shall be taught the practical use of tools as well 
 as scientific principles." In 1896 the Allan School was organized 
 as a department of the high school. Six hours and forty minutes 
 are devoted weekly to the manual training work. Entrance, 
 graduation from ward (grammar) schools. Course, four years 
 of nine months each. Tuition free to residents. Shop practice 
 taught to electrical engineering students of State University 
 (tuition $25). Also used as observation school for university 
 students of education, and the principal gives a course in the 
 pedagogy of manual training at the University. S. in domestic 
 science and arts, 200; in manual training, 150. New Building 
 to be erected soon. 
 
 Industrial Bducation. — No state provision except as noted be- 
 low. 
 
 State Schools. — The University of Texas, at Austin, has a 
 department of engineering, giving courses in civil, electrical and 
 mechanical engineering. (2) The Agricultural and Machanical 
 College of Texas, at College Station, offers mechanical, civil, 
 
157 
 
 textile, electrical and architectural engineering, besides regular 
 and short courses in agriculture and kindred subjects. Of the 
 undergraduates in 1908 four were enrolled in the engineering 
 courses for every one that was found in the agricultural course. 
 The 180,000 acres of land obtained under the Federal grant of 
 1862 were sold for $174,000. The college appropriates $6,ooO' 
 annually for the payment of student labor. F., 46; S., 630. (3) 
 The College of Industrial Arts, at Denton, is designed for the 
 training of women. Established 1901. Growing rapidly. 
 Courses: English-Science, Domestic Arts, Fine and Industrial 
 Arts and Commercial Arts, all requiring two years of study for 
 graduates of schools accredited by the University of Texas or 
 holders of first grade teaching certificates. White girls over 16 
 years of age, "who have a fair knowledge of the common school 
 subjects," are admitted to the two-years preparatory course. 
 "Members of the senior class must make their own graduating 
 dresses." Drawing, painting, basketry, sewing, dressmaking, 
 millinery, cooking, dairying, laundering, manual training (in 
 wood), horticulture, photography, bee culture, floriculture and 
 poultry keeping are among the subjects taught in the institution. 
 Tuition free. Board (including room and laundry), $15 per 
 month. State appropriation, $34,000 annually. Between 35 per 
 cent, and 40 per cent, of the graduates have gone into the teach- 
 ing profession. L. + B., $165,000; E., $40,000; M., $38,000. 
 Cost of instruction, around $200 annually per pupil (summer 
 school students excluded). S., 296 (including 97 in summer 
 school). (4) Prairie View State Normal and Industrial Col- 
 lege (for colored) is a co-educational school in which agriculture, 
 dairy husbandry, horticulture, carpentry, iron woi:king, wheel- 
 wrighting, painting, shoemaking, tailoring, sewing, millinery, 
 cooking and laundrying are among the industries and trades 
 taught. Over fifty per cent, of the enrollment of 485 is in the 
 preparatory (or grammar) department. Annually the institution 
 receives a part of the federal grant. 
 
 Private School. — Grubbs' Self-Help and Industrial College, 
 Greenville, furnishes instruction in agriculture, horticulture and 
 domestic science. For colored: Samuel Huston College (Austin), 
 Tillotson College (Austin), Bishop College (Marshall), Paul 
 
158 
 
 Quinn College (Waco), Guadalupe College (Seguin) and Wiley 
 University (Marshall) furnish manual instruction. 
 
 UTAH. 
 
 Manual Training and Industrial Education. — No provision of 
 note in State laws. Manual training is hardly found outside of 
 the schools of the largest cities and towns. The State University 
 issues a "high school circular" and course of study which in- 
 cludes manual training and mechanical drawing. 
 
 State Schools. — (i) The University of Utah (Salt Lake City) 
 comprises four schools: The School of Arts and Sciences, the 
 State Normal School, the State School of Mines and the School 
 ■of Medicine; a preparatory school is connected with the institu- 
 tion. The School of Mines is not restricted to mining engineer- 
 ing alone, but offers six undergraduate degree courses, each re- 
 quiring four years for completion : mining, electrical, civil, me- 
 chanical, chemical and general engineering. In addition, there 
 is a course in irrigation engineering given jointly by the Agri- 
 cultural College of Utah and the State School of Mines. The 
 State Normal School furnishes instruction in manual training 
 and domestic science for teachers. A branch of the State Normal 
 is located at Cedar City. Manual training, domestic science, 
 cooking, sewing and dressmaking are found in the curriculum 
 of the University Preparatory School. S. in university : Arts, 
 250; mines, 190; normal, 177; preparatory, 191 ; summer school, 
 269. (2) The Agricultural College, at Logan City, comprises 
 the schools of agriculture, domestic science and arts, commerce, 
 mechanics arts and general science. Ordinary courses are three 
 or four years in length and are designed to lead to practical oc- 
 cupations in industries or trades. Extension courses of one 
 week's duration are given in various rural communities. Winter 
 courses are offered in agriculture, domestic science and arts, 
 trades (carpentry, forging, cabinet-making, horseshoeing and 
 carriage repairing), commerce and forestry. S., 882; annual 
 cost of instruction per pupil, not over $175. (3) The State 
 Reform School ("industrial school"), and the School for De- 
 fectives afford manual and industrial training. 
 
159 
 
 Private Foundations. — Brigham Young University, at Provo, 
 lias a "school of arts and trades" and a "school of agriculture." 
 Brigham Young College, at Logan, includes civil engineering 
 and domestic science in its courses. The Latter Day Saints' Uni- 
 versity, at Salt Lake City, does something in the way of demstic 
 :science instruction. 
 
 v:eRMONT. 
 
 Manual Training and Industrial Bducation. — No State provis- 
 ion. Manual training instruction is given in the schools at Rut- 
 land, Burlington, Brattleboro, Bellows Falls, Barre, Montpelier, 
 St. Albans and St, Johnsbury. Very little is done in this direc- 
 tion in the small village or rural schools. A strong movement 
 is on foot to introduce manual training and agriculture in the 
 public schools generally, and to extend the State normal provi- 
 sion in this other respects. Industrial education in elementary 
 or secondary schools is not found within the borders of the State, 
 except at the State reform school, known as the Vermont Indus- 
 trial School (Vergennes). In this school all of the shoes worn 
 by the boys and girls are made and repaired, while all their cloth- 
 ing is made by the young people in the tailoring and dressmak- 
 ing departments. The printer's trade, cooking, photography, 
 pyrography, basketry, butter-making, milk testing and general 
 dairy and farm work are also' taught. 
 
 State Schools. — The University of Vermont and State Agri- 
 cultural College, at Burlington, receives the federal grants for 
 agriculture and the mechanics arts. The usual engineering 
 hranches are offered, and short courses in agriculture and dairy- 
 ing are featured. In making scholarship appointments to this 
 institution preference is given to candidates for the agricultural 
 and industrial departments. Total S., 541. 
 
 Private Foundation. — Norwich University, at Northfield, has 
 courses in civil and chemical engineering. 
 
 Manual Training, and Industrial Bducation. — No general pro- 
 vision making establishment mandatory. By Act of 1908 a sum 
 of money from the State treasury, "not to exceed twenty thou- 
 sand dollars, shall be devoted to the establishment of depart- 
 :ments of agriculture, domestic economy and manual training in 
 
i6o 
 
 at least one high school in each congressional district of the 
 State." Such departments are in operation at Appomattox, 
 Appomattox coimty; Burkeville, NottOAvay county; and Manas- 
 sas, Prince William county, and arrangements have been made 
 to. establish others in Chester, Hampton, Middletown, Elk Creek, 
 Courtland and Lebanon. There is no State requirement concern- 
 ing the teaching of agriculture or manual training in the public 
 schools. Counties, cities, towns and districts may make appro- 
 priations to non-sectarian schools of manual, industrial, or tech- 
 nical training, or to^ any school or institution of learning owned 
 or exclusively controlled by such counties, cities, towns, or school 
 districts. School boards may introduce manual training in an)^ 
 public school. There are still several important city systems of 
 public schools in the State where very little or nothing has been 
 done in this direction. 
 
 State Schools. — (i) The University of Virginia, at Charlottes- 
 ville, has a department of engineering. The University has not 
 been open to^ women. S. in University, 79O'. (2) The Virginia 
 Agricultural and Mechanical College and Polytechnic Institute, 
 at Blacksburg, offers civil, mechanical, mining, and electrical en- 
 gineering; besides agriculture, horticulture, applied chemistry, 
 preparatory veterinary science, metallurgy and metallography, 
 general science, and applied geology. The regular courses are of 
 four years' duration, and lead to the degree of bachelor of sci- 
 ence. The entrance requirements in mathematics include a knowl- 
 edge of algebra through quadratics, and of two books of plane 
 geometry. A School of Agricultural Apprentices has been 
 organized' to give to boys of at least sixteen years of age, in a 
 two years' course, "the elements of a general education, a knowl- 
 edge of the principles and art of agriculture, with such training 
 in the mechanic arts and business methods as will fit them for 
 success on the farm." Applicants for this course must have a 
 good working knowledge of English, and in matchematics must 
 have finished arithmetic. Short courses are given in the winter 
 in agriculture, animal husbandry, horticulture and dairying. 
 L.+B., $537,8oO'; E., $100,000; M., $109,464; S., 567 (383 in 
 engineering). Tuition for non-residents $50 annually. Yearly 
 cost of instruction $141. (3) The Virginia Military Institute, 
 
i6i 
 
 at Lexington, has a long and honoirable record. It gives instruc- 
 tion in engineering subjects, in addition tO' academic and military 
 branches. Admission on completion of high school course, or 
 thereabouts. There are "pay cadets" and "State cadets." The 
 latter, having scholarships, agree to teach at least two years in 
 the public schools otf the State. S., 340. (4) The College of 
 William and Mary, at Williamsburg, furnishes instruction in 
 subjects required by teachers in the public schools. (5) The 
 State Female Normal School, at Farmville, has courses in manual 
 training and domestic science. (6) In the Virginia Normal and 
 Industrial Institute, at Petersburg (for colored), instruction is 
 given in cooking, sewing, dressmaking, manual training and the 
 elements of agriculture. 
 
 Semi-Public Schools. — (i) Virginia Mechanics Institute, at 
 Richmond. This is an evening industrial improvement school 
 (with a commercial improvement department), supported by the 
 city of Richmond, which first voted money for the night school 
 in 1885. Since 1905 the city has made an annual appropriation 
 of $iOi,ooo for the upkeep of the institution. Tuition nominal 
 ($3 for first class, and $1 for each class additional). S., 548. 
 Percentage of attendance throughout the session, 84%. Attend- 
 ance has nearly doubled in three years. L.+B., $44,000; E., 
 $13,800. Annual cO'St of instruction per pupil something over 
 $20. (2) The Miller Manual Labor School, at Miller School, 
 affords manual and trades instruction to both sexes. L.+B., 
 $40,000; E., $24,0001; M., $2i,ooo>; S., 274. 
 
 Hampton Normal and Agricultural Institute. — This institution, 
 located at Hampton, was founded in 1868 by General S. C. Arm- 
 strong, for the practical training of negro youth. At the outset 
 there were fifteen pupils, two teachers, and a school building 
 made from hospital wards.' It now has 850 boarding pupils (768 
 negroes, 82 Indians), and 511 colored children in the Whittier 
 Training School (in affiliation with the normal department). 
 Since 1868 students to- the number of 8,181 have received in- 
 struction. Of these, 2,362 are in educational work — among them 
 Dr. Booker T. Washington — and have taught over 250,000 chil- 
 dren in 18 States; 2,092 are tradesmen and farmers; 1,618 are 
 
1 62 
 
 home keepers ; 905 are laborers and servants ; 498 are in business 
 and clerical work; 431 are in the professions; 275 are studying- 
 in other institutions. The influence of the school has led to the 
 establishrnent of 30 industrial schools, land companies, and social 
 settlements, influencing over 16,000 people. Academic and peda- 
 gogical branches are taught, also agriculture (there is a farm of 
 700 acres in operation, besides a model farm, poultry yards, 
 dairy, orchards, and experiment garden), domestic science, and 
 trades — in the Armstrong-Slater Memorial Trade School — as 
 follows: carpentry (S., 66), cabinet-making, bricklaying (S., 56), 
 plastering, wheelwrighting (S., 8), blacksmithing (S., 43), ma- 
 chine work, steamfitting and plumbing, tailoring (S., 30), shoe- 
 making, tinsmithing, upholstering (S., i), and printing. Hamp- 
 ton is not a Government or a State school, but receives federal 
 aid — both from the agricultural funds and for the training of 
 Indians ($167 per head). It also receives support from educa- 
 tional boards and from donations. Unlike Tuskegee, Hamp- 
 ton employs many white teachers. Endowment, $i,500',00O. 
 
 Other Poundations. — Other schools giving some manual or 
 industrial training are: St. Andrews School (for white), at 
 Richmond; Bowling Green Industrial Academy, Bowling Green; 
 and for colored, the John A. Dix Industrial School, Dinwiddle; 
 the Wm. McKinley Normal and Industrial School, Alexandria; 
 Th3nie Institute, Chase City; the Temperance, Industrial and 
 Collegiate Institute, Claremont ; Manassas Industrial School, Ma- 
 nassas ; Norfolk Mission College, Norfolk ; Virginia Normal 
 and Industrial School, Petersburg; Union Industrial Academy, 
 Port Conway ; Hartshorn Memorial College and Virginia Union 
 University, Richmond, and Suffolk Normal and Industrial 
 School, Suffolk. 
 
 WASHINGTON. 
 
 Manual Training and Industrial Education. — Must be taught 
 in each State normal school. In cities of ten thousand or more 
 inhabitants, the school board of directors may establish and 
 maintain such grades and departments (including normal train- 
 ing, industrial schools and departments for the training of de- 
 
i63 
 
 fectives as shall, in the judgment of the board, best promote the 
 interests of education in the district. The principal cities and 
 towns have introduced manual training, but industrial education 
 has not made headway. There are no industrial schools in the 
 State. 
 
 State Schools. — The University of Washington, at Seattle, in- 
 cludes in its College of Engineering courses in civil, electrical, 
 mechanical and chemical engineering. There is also a School of 
 Mines and a School of Forestry in connection with the Univer- 
 sity. The U. S. Forest Service co-operates with the School of 
 Forestry in presenting a twelve weeks course for forest rangers 
 and guards, as well as "for cruisers, logging superintendents, 
 woodland owners and others who wish to acquire a knowledge 
 of the general principles of forestry and methods by which tim- 
 berlands are handled to insure continuous crops." University 
 L.+B., $1,535,000; E., $289,745; M., $202,000; F., 103; S.. 
 1,703; tuition, free, except in summer school; annual cost of 
 instruction per pupil, $132. (2) The State College, at Pull- 
 man, receives the federal grants. Almost a university in scope, 
 but professions of law (except mining), medicine (except vet- 
 erinary) and theology are not provided for. Has department of 
 education. Business courses are given. Short courses in agri- 
 culture, assaying, science for teachers, dairying and the trades 
 are included in the offerings. The college has 190,000 acres of 
 land, received under various grants. F., 97; S., 1,450. (3) 
 The State Reform School, at Chehalis, furnishes industrial train- 
 ing for both sexes (cp., also the Seattle Parental School, at East 
 Seattle) . 
 
 WEST VIRGINIA. 
 
 Manual Training and Industrial Education. — Agriculture must 
 be taught in all the free schools. County high schools are being 
 established and offer manual training, as do also the State nor- 
 mal schools and the public schools of the principal cities and 
 towns. There are no' purely industrial schools in the State. 
 
 State Schools. — (i) The West Virginia University, at Mor- 
 gantown, divides with the West Virginia Colored Institute the 
 
164 
 
 federal appropriation for agriculture and mechanics. Offers four- 
 year courses in engineering and agriculture and short courses in 
 agriculture, animal industry, horticulture, poultry industry, dairy- 
 ing, manual training and the mechanic arts. S., 1,208. (2) The 
 preparatory branches of the West Virginia University, at Key- 
 ser and at Montgomery, are secondary schools with work in 
 manual training. (3) The West Virginia Colored Institute, at 
 Institute, receives $5,000 annually from the federal appropria- 
 tion. It includes in its offerings agriculture, carpentry, machin- 
 ery woodworking, blacksmithing, brick masonry and plastering, 
 wheelwrighting, painting and frescoing, sewing, dressmaking, 
 millinery, cooking and printing. (4) Storer College (colored), 
 at Harper's Ferry, is not a State institution, but receives State 
 aid for the training of teachers. Manual training and domestic 
 science are included in the curriculum. 
 
 WISCONSIN. 
 
 Manual Training and Industrial Education. — {a) Higli 
 schools with approved manual training departments receive State 
 aid, as follows : ( i ) One-half the amount actually expended for 
 instruction during the year, but not to exceed $250 annually, 
 from the State to each high school; (2) when manual training 
 has also been maintained in the three upper grades next below 
 the high school, and the work connected therewith is approved 
 by the State Superintendent of Public Instruction, the State aid 
 may be extended to total not more than $350 annually to each 
 high school. In 1907 the Legislature increased the maximum 
 total that might be expended from the State treasury for the 
 above purpose from $5,000 per annum to $25,000. Manual 
 training has been quite generally introduced into the public 
 schools of the important municipalities, {h) "The elements of 
 agriculture shall be taught in every district school" (School 
 Laws), (c) The Trade School Act of 1907 was passed to permit 
 the Milwaukee Board of Education to take over a private trade 
 school, and the law has not been acted upon favorably in other 
 cities, {d) "County schools of agriculture and domestic econ- 
 omy" receive State aid (cp. the introduction to this chapter and 
 
i65 
 
 a paragraph farther down) to the amount of $4,000 annually to 
 each school. The number to receive State support is limited at 
 present to eight, (e) County normal schools are provided for by 
 the laws of Wisconsin. They receive State aid — two-thirds of 
 the amount actually expended for maintenance during the year, 
 but not to exceed $3,500 annually to any one school. Recently 
 the number of county normal schools which might be placed by 
 the State Superintendent of Public Instruction on the approved 
 list to receive State aid was raised from 12 to 20. Manual train- 
 ing and domestic science are subjects found in the curricula of 
 the county normals. 
 
 State Schools. — (i) The University of Wisconsin, at Madi- 
 son, receives the federal grants in aid of agriculture and the 
 mechanic arts. Included among its faculties are the College of 
 Agriculture and the College of Engineering. In the College of 
 Engineering instruction is given in civil, sanitary, mechanical, 
 electrical, mining and general engineering and in applied electro- 
 chemistry ; in the College of Agriculture four-year and two-year 
 courses are given in agriculture, and, in addition, a short course 
 in agriculture, a winter dairy course, a summer dairy course, 
 farmers' institutes (two weeks in duration), extension lectures 
 and correspondence courses. Other technical subjects are also 
 taught by means of correspondence schools. Home economics 
 and kindred subjects are taught in the colleges connected with 
 the University. S., 4,500. (2) Sub- vocational and allied 
 branches required by teachers in the public schools are taught in 
 the State normal schools at Milwaukee, Oshkosh, Platville, River 
 Falls, Stevens Point, Superior and Whitewater. (3) Recent 
 legislation provides for the establishment at Platville, of an insti- 
 tution to be called the Wisconsin Mining Trade School. The 
 course of instruction is two years in length. The appropriation 
 was $30,000. (4) Various forms of manual and industrial 
 training are found in the State schools for defectives and for 
 reformation. 
 
 The Milwaukee School of Trades. — This school, opened under 
 private auspices in January, 1906, was taken over by the Mil- 
 waukee Board of Education on July ist, 1907. Instruction is 
 given in day classes in four trades. Patternmaking, the machinist 
 
i66 
 
 trade and woodworking demand two years of 52 weeks per year^ 
 and one year is necessary to complete the course in plumbing. 
 The total number of hours to be spent in the school is 4,464 for 
 each of the first three trades, and 2,232 hours in the plumbing 
 trade. There are also night classes from October ist to April 
 30th. In each trade instruction is given in the following 
 branches: (a) shop practice and trade lectures, (b) drawing, 
 (c) work shop mathematics, (d) shop inspection trips (includ- 
 ing written reports), (<?) practical talks and lectures on subjects 
 connected with each trade and topics fundamental tO' all trades. 
 In both day and evening classes tuition is free for residents be- 
 tween the ages of 16 and 20. The preferenc is givn to graduates 
 of the eighth grade, or to students of similar preparation. The 
 institution is supported by a one-half mill tax on the assessable 
 property in Milwaukee. There is no' State support. E., $45,000; 
 S. in patternmaking : day, 20 ; night, 15; in the machinist's trade : 
 day, 25; night, 38; in woodworking: day, 10; night, 14; in 
 plumbing: day, 12; night, 22; total, 156. The cost of instruc- 
 tion is about $225 per year for each pupil, exclusive of interest 
 on investment and depreciation of equipment, etc. 
 
 The Marathon County School of Agriculture and Domestic 
 Bconomy. — ^It was the first school of the kind to be established. 
 The conditions under which this institution was established have 
 been given already. It receives $4,000 annually from the State, 
 and $2,000 from the county, for maintenance. The following is 
 the course of study, extending over a period of two years : 
 Agronomy — (a) Soils — The origin, formation, and types of 
 soils. The temperature and moisture conditions of various soils 
 and what may be done to control them. Reasons for the various 
 tillage operations, and when and how to perform them. The 
 fertility of the soil, its source its use, its loss, it, conservation, 
 and its restoration. Manures and fertilizers — their composition 
 and use. (b) Crops — The various farm crops with their uses, 
 culture, and adaptation to conditions of soil and climate. The 
 production, selection, preservation, and testing of seeds. Crop 
 rotations — why necessary, study of model rotations and practice 
 in making rotations to suit given conditions. The harvesting, 
 preservation, and disposition of crops. (Many varieties of farm 
 
i67 
 
 crops are grown at the school that students may become familiar 
 with them.) Horticulture — \a) General — Aletliods of plant 
 propagation from seeds, bulbs, tubers, roots, runners, layers, 
 cuttings and grafting. Methods of pruning trees and shrubs. 
 Plant enemies and their control, with special attention given to 
 methods of spraying insects and fungi. General principles of 
 plant breeding, {b) Orcharding — Selection of orchard sites and 
 laying out of orchards. Choice of varieties. Transplanting and 
 setting trees. Management of orchards. Picking, storing, and 
 marketing fruits, (c) Gardening — Where, when, and how to 
 make a small fruit or vegetable garden. Choice of varieties and 
 methods of cuclture. (A students' school garden has been laid out 
 this year for demonstration purposes.) Students draw up plant- 
 ing plans and assisting in planting the early garden, ((i) Land- 
 scape Gardening — The fundamental principles of landscape gar- 
 dening and their application in planning the planting of home 
 and school grounds. The drawing of several plans. The flower 
 garden, (c) Forestry — ^The general principles of good forestry 
 management. Relation of forests to climate and rivers. Animal 
 Husbandry — (a) Stock raising — The origin, characteristics and 
 uses of the more common breeds of neat cattle, swine, sheep and 
 horses. Practice in scoring and judging representative animals 
 of different breeds. The principles of feeding, with practice in 
 the calculation of economical rations for different classes of 
 animals. The general principles of stock breeding. The general 
 care of animals and treatment of the more common diseases. 
 (&) Dairying — The general management of the modern sanitary 
 farm diary. The Babcock test and the cream separator. Cream- 
 ery butter and cheddar cheese, (c) Poultry raising — Breeds of 
 poultry, their characteristics and uses. Housing and manage- 
 ment. Natural and artificial incubation and brooding. Methods 
 of feeding. Preservation of eggs. Bench and forge work — (a) 
 Bench work — The use and care of w^ood-working tools. Sawing, 
 planing, squaring, chiseling, etc. Various joints and their appli- 
 cation, mortise and tenon and dove-tail joints, etc. Making of 
 whififletree, evener, neckyoke, tool handles, wagon box and seat, 
 bee hive, incubator, brooder, door and window frames, screens, 
 pieces of furniture, etc. Construction of models of house, barn, 
 
and other farm buildings, (b) Forge work — The use and care 
 of iron working tools. Repair work on the farm. Making of 
 bridle iron, gate hooks, clevis, bolts, tongs, links, chisels, ham- 
 mers, punches, wrenches, butcher knife, etc. Riveting, filing, and 
 soldering. Mechanical drawing — The elements of mechanical 
 drawing tO' give skill in making pattern for work in wood and 
 h-on, and to facilitate the drawing of plans of houses, barns, and 
 other buildings. Tracings and blue prints of plans. Rural engin- 
 eering — ^Plans, specifications, and estimates of materials, and 
 cost of farm buildings of all kinds. Water supply and sanitation. 
 Heating and ventilation. Silos and root cellars." Fences, gates, 
 and bridges. Road building. Concrete work. Care and man- 
 agement of farm machinery. Leveling and drainage. Domestic 
 economy — (a) Cookery — The theory and practice of the perpara- 
 tion of food. Composition, use, and nutritive value of foods. 
 Kitchen management, dis washing, care of utensils, control of 
 range. Making of bread, cake, pastry, soups, salads, desserts, 
 puddings, ices, etc. Pickling, canning, preserving, jelly making. 
 Planning, cooking and serving meals. Foods and dietaries. 
 Cooking for invalids and children. Selection of foods. Market- 
 ing. Care of dining room. Carving and serving. Use of 
 chafing dish. (&) Chemistry of foods — Classification and com- 
 position of foods, (c) Domestic hygiene — Need of pure air, and 
 how to obtain the same. Function of clothing and its relation to 
 health. Drainage, plumbing, heating, lighting, and ventilation 
 of dwellings. Cause of disease. Infectious diseases. General 
 laws of health. Digestion and assimilation of food. (d) 
 Laundering — General principles of laundering. Composition, 
 action, and use of water, soap, soda, bluing, borax, and washing 
 powders. Removing stains and disinfecting. Washing jfiiannels 
 and woolens, white goods and prints. Starching and ironing. 
 (e) Sewing — Elements of sewing, including different stitches, 
 seams, hems, darning, etc. Use of care of the sewing machine. 
 Cutting, fitting and making plain garments and dresses. Pattern 
 making with tape and square. (/) Millinery — Discussion of 
 taste in selection of bonnets, hats, frames, plumes, flowers, and 
 trimmings. Trimming hats and bonnets. Harmonizing of 
 colors, (g) Home economy — Relation of income to^ expendi- 
 
169 
 
 tures. Proportion of expenditure for existence, comfort, culture, 
 and charity. A study of the fa^m income. Purchase of clothing-, 
 household stores and furnishings. Keeping of accounts. Home 
 management in relation to care of house and its equipment, house 
 cleaning and sanitation, cleaning and pressing of clothing, storing 
 furs for the summer, care of carpets, rugs, foods, and provisions. 
 Social usages in relation to manners, behavior, voice, conversa- 
 tion, introductions, invitations, etc. In addition to the foregoing, 
 instruction is also given in Enghsh, history and civics, arithmetic 
 and vocal music. Some of the things this school is doing for 
 farmers, free of charge, are announced, in a bulletin, to be as 
 follows : testing milk, cream and skim milk ; selecting cattte for 
 purchase; giving consultation upon plans and specifications for 
 all farm buildings; supplying information regarding special 
 crops ; testing seeds for germination and purity ; furnishing seeds 
 and cuttings of flowers and plants ; giving instruction in pruning 
 fruit orchards and trimming shade trees ; supplying bulletins 
 from State and United State departments to those applying; 
 furnishing information regarding harmful insects and methods 
 of destroying them; laying out of orchards; planning drainage 
 systems; treating cows for milk fever. L. -j- B., $25,000. E., 
 $6,000. Annual cost of instruction per pupil is something over 
 $100. S. in agriculture, 29; in domestic science, 34. (For a 
 list of similar schools see introduction.) 
 
 ganized to carry on the work of the Stout Training Schools. 
 Stoiit Institute. — Stout Institute, at Menomonie, has been or- 
 ganized to carry on the work of the Stout Training Schools. 
 These schools are four in number, and are known as : ( i ) The 
 School for Manual Training Teachers (S., 41) ; the School for 
 Domestic Art and Science Teachers (S., 121) ; and the School 
 for Homemakers (established last year — S., 14) ; and the School 
 for Kindergarten Teachers (S. 37). For admission to any of 
 the training courses, graduation from a high school or equivalent 
 preparation is necessary. The courses require two years' work 
 for their completion. Three years of advanced work is also 
 offered. Summer sessions are held for the instruction of teachers 
 of manual training and domestic science and art. The third 
 summer session in 1908 enrolled 93 students, representing 20 
 
170 
 
 States and Canada. In connection with the schools, a trade school 
 for instruction in plumbing and bricklaying was organized in 
 September, 1908. The schools are housed in magnificent build- 
 ings, the gift of Hon. J. H. Stout. 
 
 Indian Schools. — Indian schools in which industrial training is 
 given are found at Hayward, Lac du Flambeau, Oneida, Tomah 
 and Wittenberg. 
 
 WYOMING. 
 
 Manual Training, and Industrial Education. — Laws merely 
 permissive. There are no industrial schools in the State. 
 
 State Schools. — The University of Wyoming, at Laramie, 
 comprises among its departments the College of Agriculture and 
 Mechanic Arts and the Normal School and Teachers' College. 
 The Federal aid received by the agriciltural department 
 ($78,000.63 in 1 907- 1 908) is much greater than the State appro- 
 priations ($45,460.02 in 1907-1908) for the entire University — 
 at times the ratio is 4 to i. L. + B., $300,000; E., $185,000; M., 
 about $100,000; S., 223. Admission requirements: i4;/2 Car- 
 negie units. 
 
Appendix E. 
 
 Some Observations on the Individual Training of Europe. 
 
 There is space here for only a few notes concerning the in- 
 <iustrial schools of Europe, derived chiefly from the personal 
 investigations conducted by the Secretary. For more detailed 
 description of what is being done on the Continent and in Great 
 Britain for the advancement of industrial instruction, the 
 abundant literature now available on this topic may be con- 
 sulted — e. g., the excellent reports issued by the U. S. Department 
 of Commerce and Labor {esp. "Trade and Technical Education," 
 1902; and "Industrial Education and Industrial Conditions in 
 Germany," 1905) ; "The Industrial Improvement Schools of 
 Wuerttemberg" (also contains a summary of conditions in other 
 European States), MacMillan and Company, New York, 1907; 
 the U. S. Consular Reports ; the standard works of von Kllmburg, 
 Ware, Sadler, Kerschensteiner, and others; and the individual 
 reports issued by State departments {esp. Commerce and In- 
 dustry, or Agriculture) abroad. 
 
 Germany has done more than an}^ other country to meet the 
 modern demand for industrial training — not the education of 
 the technical engineer alone, but the vocational betterment of all 
 classes of workers, including those who have to do with the im- 
 portant cares of the household. Naturally enough, Germany has 
 a number of most excellent higher engineering colleges — called 
 "technical high schools." These institutions are on a par with 
 the better class of eng:ineering college, college of agriculture, or 
 institute of technology found in America. The "technical high 
 school" at Charlottenburg is perhaps the best equipped institution 
 of its kind in existence. However, it has not been by means of 
 such institutions alone that Germany has secured supremacy in 
 the industrial field. The graduates of engineering colleges in 
 
 (171) 
 
172 
 
 America, for instance, are more numerous, and so far as can be 
 judged they are equally well trained. The work of American 
 engineers — from the plains of Siberia to the Cape of Good Hope 
 — has won the everlasting respect of the experts of all nations. 
 If was admiration of these achievements that lead an English 
 philanthropist to send large numbers of teachers tO' America, to 
 study the educational system which could produce efficiency of 
 such high type. But the English commissions found us lacking 
 in facilities for the training of the average workman — even more 
 lacking than England. This hiatus. in the educational provision 
 is by nO' means duplicated in Germany. The Germans furnish not 
 only manual training — in grades equivalent to- those of our ele- 
 mentary schools (and they provide it more universally, and with 
 better organization and sequence of subject matter than is found 
 in many American schools), but also they furnish, in separate 
 schools, industrial education, intended for the great majority of 
 individuals who leave school early in life (in Germany, usually 
 at the age of fourteen) to gO' to work. The Germans are per- 
 fectly clear, on the whole, as to the meaning oi "industrial edu- 
 cation." The Government does not attempt to give vocational 
 training to boys and girls under the age of fourteen. Neverthe- 
 less, the value of sub-vocational exercises in paper-folding, bask- 
 etry, work in wood and iron (for boys), and in sewing and 
 cooking (for girls), in the elementary school, is fully recognized. 
 
 The masses of individuals in Germany who leave school at 
 about the age of fourteen to go tO' work are required by law 
 to attend industrial improvement schools, or commercial im- 
 provement schools — according as they are engaged in industry 
 or commerce — for two or three years longer (evenings, or a 
 few hours in the daytime on selected days), while they are be- 
 tween the ages of fourteen and eighteen. Thi.s provision is 
 the State law of several of the German States, and through- 
 out the Empire a similar requirement has been made effective 
 by vote of the majority of the municipalities. The present 
 tendency is toward a compulsory imperial law for attendance 
 upon industrial improvement schools. 
 
 The industrial improvement schools provide vocational tram- 
 ing to students grouped by trades. Although they are designed 
 
173 
 
 chiefly for apprentices, the)- are also much frequented l)y older 
 workers, who reahze the advantag-e of keepino- in toucli with 
 the best that there is in vocational instruction. In the majority 
 of the industries the training- is centered arund instruction in 
 drawing. The drawing that is taught is organized, as a subject, 
 to suit the particular trade for which preparation is desired. 
 There is drawing for cabinetmakers, for locksmiths, for car- 
 penters, masons, machinists, jewellers, potters and for every 
 other trade in which the knowledge would be of any advan- 
 tage. Workers in such trades as baking and barbering are gen- 
 erally excused from some of the drawing classes, although it 
 may be said that many such individuals elect to continue in some 
 technical drawing class in order to be fortified for the struggle 
 of life in the event of a change in occupation. The opportunity 
 is afforded to all to continue in advanced courses after the re- 
 quired subjects of the apprenticeship years have been completed. 
 Many a German workman has been known to attend the indus- 
 trial improvement schools for a period of twelve to twenty 
 years; and even longer. 
 
 Other subjects of vital importance in any industrial improve- 
 ment school are industrial mathematics and industrial German. 
 The industrial mathematics include whatever arithmetic, alge- 
 bra, or practical geometry or trigonometry are required for the 
 particular occupation. Vocational text-books are issued for each 
 trade, giving the special problems and exercises needed. The 
 same is done for the teaching of what is known as "industrial 
 German." The latter is simply a reading book which gives pop- 
 ular information concerning a trade, and some of the best ex- 
 cerpts from literature, in regard to the workshop, factory, farm 
 or household, the dignity of labor, the relation of the working 
 individual to his employer, servant, the union, the community 
 and to the State. 
 
 In addition to the subjects mentioned above, courses are added 
 as demanded for particular vocations^ — industrial chemistry and 
 other special topics. On account of the universality of the build- 
 ing and machine trades, these are generally the occupations for 
 which classes are first organized. The industrial improvement 
 schools sometimes have a commercial improvement division 
 
 12 IND 
 
174 
 
 where the various commercial branches are taught, for in Ger- 
 many the private business college is not so developed as with 
 us. Quite often the commercial improvement schools are orga- 
 nized as entirely separate institutions. There are also agricul- 
 tural improvement schools, distinct in organization from other 
 types. 
 
 The "general improvement school" ("continuation"), which 
 affords instruction in the "four R's" — reading, writing, arith- 
 metic and religion — is commonly confused with the industrial 
 improvement school in current discussions. Although up to the 
 present time the former type of institution has been more often 
 under the compulsory State law than the latter, the general im- 
 provement school has no special bearing upon the industries or 
 vocational training of any kind. Its mission is tO' bring the young 
 people back under the influence of the church for a short period 
 each week and tO' catch the few illiterates who have altogether 
 escaped the elementary schools — perhaps through living in one of 
 the distant colonies in early life — and to give them enough 
 instruction to enable them to count as literate. The "Sunday- 
 school" of Germany is usually a "Sunday improvement school," 
 with instruction in academic branches as well as in religion. Vo- 
 cational Sunday-schools also exist, especially for instruction in 
 industrial drawing and industrial mathematics, but the Sunday- 
 school of this character has generally been replaced by evening 
 industrial improvement schools, which afford more time for the 
 instruction, and the evening industrial improvement schools are 
 now giving way to partial time day industrial improvement 
 schools — compulsory by State law. 
 
 From the industrial improvement schools up to the engineering 
 colleges — the "technical high schools," sometimes called "tech- 
 nical universities" — there are vocational schools of every degree 
 — industrial "short courses," which are principally in the nature 
 of reviews or special lectures for foremen or master workmen ; low 
 grade trade schools, for everything from straw-plaiting up (these 
 schools thrive in Saxony where they are numerous, although the 
 classes are small) ; trade schools for the mechanical, building and 
 other trades ; horological schools, navigation schools, intermedi- 
 ate and hie-her technica for the textile industries. Some of the 
 
175 
 
 institutions of the grade just below the engineering- colleges 
 proper also turn out engineers. Indeed, the majority of the Ger- 
 man engineers are not graduates of the higher schools at all. 
 No German state makes attendance at trade schools compulsory, 
 neither is a large percentage of the industrial population expected 
 to pass through them, or attend them at all. The trade schools 
 receive State support, however, and are sometimes maintained 
 altogether by the State. 
 
 All classs of industrial schools receive State support in Ger- 
 many, and with State support comes State supervision. In gen- 
 eral the vocational schools are conducted in buildings entirely 
 separate from those devoted to either the elementary or the sec- 
 ondary academic schools. The management and supei*vision of 
 the industrial schools is commonly under the control oi a body 
 entirely separate from that which administers the academic in- 
 struction and supervises the acedemic schools. The tendency of 
 European educational systems for the past fifty years has been in- 
 creasingly in favor of separate management and suprvision of in- 
 dustrial schools. Ireland, and more particularly, France, are 
 countries where the necessity O'f the separation from the academic 
 organization has lately been realized. Gradually, in France, the 
 industrial schools are being, put under the supervision of the min- 
 istry for commerce and industry or that for agriculture. In Ger- 
 many the principle of separation has long been established as the 
 result O'f experience. In Wuerttemberg the apparent exception is 
 not a real one. In that State the trade schools — including the 
 "women's work schools," or institutions for the teaching of dress- 
 making, millinery and other trades for women — and the higher 
 technicum for the textile industry, as well as the industrial mu- 
 seums and libraries, are entirely under the control of the Central 
 Office for Commerce and Industry, a department of the Interior 
 Ministry, and the industrial improvement schools, nominally un- 
 der the public instruction ministry, are in reality under the Cen- 
 tral Office for Commerce and Industry. The same fact is true 
 of Austria, where the indsutrial schools are nominally under the 
 ministry of public instruction, but in reality are controlled by the 
 industrial ministry. Of course, there is hearty co-operation in 
 both cases. 
 
176 
 
 Germany has set the highest standards for the teachers to be 
 employed in industrial schools. Practical workers with teaching 
 ability are preferred. Wherever possible, the combination of 
 pedagogical and technical training is effected. The States set 
 aside scholarships for the training O'f instructors for the indus- 
 trial schools, and in general supervise their preparation for the 
 work. The leading departments of other countries do likewise. 
 
 It is common for industrial schools throughout Europe to 
 charge tuition fees, although they are generally small. Usually 
 the municipality has the right to do away with the tuition fee if 
 desired. France has a large number of free tuition schools, or 
 scholarships. France is remarkable, likewise, for the great num- 
 ber of trade and industrial improvement schools conducted by 
 trade unions. These institutions are wont to receive subsidies 
 from the State, the department (county) or the municipality. 
 Throughout Europe the industrial schools have the support of 
 the trade unions morally when not financially. In countries 
 where the State provides the institution the trade union usually 
 aids in securing prompt attendance in maintaining scholarships 
 and prizes and in other possible ways. 
 
 Denmark has accomplished more than any other European 
 country for agricultural instruction. The schools have been of 
 the type which would admit candidates of very modest academic 
 achievements and give them vocational instruction in short 
 courses. 
 
 The principal tendency to be observed in Switzerland is the 
 movement toward compulsory industrial improvement schools for 
 apprentices. 
 
 In England the industrial schools have been of very mixed 
 character, largely due to the absence in former days, of technical 
 instruction of engineering grade from the universities. The gov- 
 ernment aids technical instnjction through money grants and in- 
 spection. England has lately begun to organize instruction of in- 
 dustrial improvement type to suit the needs of workingmen. Not 
 that instruction for workers has not been offered in England for 
 over half a century, at least in some localities, but it is to be 
 organized to suit the needs of particular trades, as in Germany, 
 and is to reach the masses as well as the few. 
 
177 
 
 The success of the housekeeping schools of Belgium, especially 
 in the training of servants, is to be remarked. Switzerland, 
 Sweden, Holland and Hungary have also achieved good results 
 in this direction of training for the home duties. 
 
 The industrial awakening of Northern Italy, largely due to the 
 development of the inexhaustible water-power of the Alps, has 
 been accompanied by the extension of facilities for industrial 
 training, in which the Government is taking a large part. 
 
 The establishment of industrial schools for the male popula- 
 tion was the first important step in Germany. At present the 
 great movement is in favor of industrial schools, and especially 
 commercial schools, for girls and women. 
 
 ..^ 
 
MINORITY REPORT. 
 
 To the Senate and General Assembly of the State of Nezv Jersey: 
 
 Supplemental s'tatenient and minority report of George G. Ten- 
 nant, a member of the Commission on Industrial Education : 
 
 I have signed the report of the Commission because I wish 
 to be understood as endorsing most heartily the value and neces- 
 sity of industrial education to the workers and to the industries 
 of our State and Nation, and the imperative duty of the State 
 to foster and promote it by every means in its power. 
 
 Realizing, as I do. the ardor and enthusiasm which have in 
 spired the other members o-f the Commission, and the zeal with 
 which they have investigated this most promising field of edu- 
 cational effort, I regret exceedingly that I cannot with sincerity 
 coincide with their views regarding all the matters to which ref- 
 erence is made in the report. Some of these matters may not be 
 regarded of sufficient importance to be made subjects of excep- 
 tional treatment, and may, therefore, be dismissed without special 
 reference. 
 
 I must, however, specifically express my dissent to the con- 
 clusion reached by the other members of the Commission regard- 
 ing the manner in which the State shall give its aid and encour- 
 agement to industrial education. I must object most emphatically 
 to the recommendation for the formation of a permanent special 
 State commission, and of separate local boards of trustees, which 
 shall have charge of all industrial or vocational training sup- 
 ported by the State, and to the proposed law embodying this 
 recommendation as unnecessary and unwise. 
 
 In a logical consideration of the subject we must realize that 
 industrial training, as advocated by the Commission, is one of 
 the several forms of education recognized and encouraged by 
 the law of the State, all of which are placed by the law in charge 
 of the State Board of Education and of district boards of educa- 
 
 (179) 
 
i8o 
 
 tion. The State Board of Education has shown in many ways 
 that it favors the special form of education which has been as- 
 signed toi this Commission for investigation. It does seem need- 
 less, therefore, to create an expensive special State commission 
 for the purpose of accomplishing that which we have every reason 
 for assuming can be accomplished without additional State ma- 
 chinery and with greater hope of immediate and effective results 
 by the State Board of Education. 
 
 Sufficient consideration was not given by the report, in my 
 opinion, to the lessons taught by the efforts which other com- 
 munities are making in the line of industrial training. In some 
 of the foreign cities, notably Munich, very successful work is 
 done under the direction of the school authorities. In many 
 American cities technical and industrial schools are conducted 
 with eminent success by the regular school organizations. • In 
 the State of New York the Legislature has provided for the 
 general establishment of industrial schools under the authority 
 and control of the State School Department, which, it ought to 
 be said, is promoting them with unusual vigor and with every 
 prospect of most satisfactory results. On the other hand, the 
 Milwaukee Trade School, which was formerly under the charge 
 of a special commission, has recently been transferred to the 
 local school department. Furthermore, one needs only to study 
 the reports of the State Industrial Commission of Massachusetts, 
 which has adopted the plan of placing industrial education in 
 charge of a State commission, to realize that the plan is far from 
 successful. From a reading of its reports one is compelled tO' 
 conclude that the commission is compelled to rely on local advo^ 
 cates and on local school committees, or local boards of education 
 for its hope of progress. 
 
 The report does not indicate whether it is the purpose of the 
 Commission that the proposed industrial education shall be given 
 in special buildings erected or rented for the purpose, or in the 
 usual school buildings. If the former plan is followed it is 
 evident that the expense necessary to the establishment and main- 
 tenance of the schools will be so enormous that very few schools 
 will be established, and that industrial training will receive its 
 death blow from its own friends. That this fear is not ground- 
 
i8i 
 
 less is demonstrated by the fact that aUhough this State has 
 encouraged industrial education under the direction of special 
 commissions by the offer of liberal financial aid for twenty-seven 
 years, only three schools have been established under such 
 auspices. If it is the intention to follow the other plan, that of 
 using existing school buildings, it is clearly impossible to do so 
 without the consent and co-operation of local school authorities. 
 One can easily picture the opposition and conflict of authority 
 which would otherwise arise. 
 
 It is manifestly the intention of the Commission that the State 
 shall aid industrial education, financially and otherwise — not en- 
 tirely support it — and that a great part of the expense, and 
 probably much the greater part, shall be contributed by the sev- 
 eral localities. It would seem inconsistent with our accepted 
 theories of government to prohibit to the districts of the State 
 the same reasonable control over the industrial institutions. Avhich 
 they tax themselves to support, as they exercise over their other 
 educational departments. And yet in the recommendations of 
 the Commission and in the legislati^•e bill which the Commission 
 proposes for enactment there is a very obvious intention to remove 
 the proposed industrial education as far as possible from local 
 •control and management. The law proposed by the Commission 
 recjuires that members of the local boards of trustees be nomi- 
 nated by the proposed Industrial Commission. I fail to see on 
 what grounds this State Commission can be assumed to possess 
 greater knowledge and greater skill in the selection of men quali- ' 
 tied to assist in the direction of industrial training than the local 
 lioards of education. I cannot help feeling that the requirement 
 referred to implies a reflection on many citizens in all parts of 
 the State Avho have steadfastly favored industrial education, which 
 not only is not deserved by these friendly advocates, but is not 
 justified by the results of our investigations. 
 
 There are other features of the proposed law which are vague 
 and cumbersome, and which, I am positive, will prove ineft'ective. 
 It is not necessary, however, to discuss them at this time, because 
 they will reveal themselves to all conversant with educational 
 legislation. 
 
l82 
 
 The public educational system of the State possesses thousands- 
 O'f school buildings, representing an investment of many millions 
 of dollars. These buildings are used only a few hours a day for 
 a little more than half the year. The most superficial considera- 
 tion serves tO' bring into prominence the many hours and days 
 during which these buildings are unoccupied, and during which, 
 it may be justly said, the enormous capital invested is unpro- 
 ductive. The obvious thought must present itself to every one 
 that it would be prudent and conducive to economy to* use these 
 buildings for industrial education, and that it would be unwise 
 and wasteful to follow any other plan. Moreover, under the 
 special encouragement which might and ought to be given by the 
 State, the districts would take pains to adapt their buildings to 
 this special purpose, and in erecting new buildings would be in- 
 duced without argument to make special provision for it, thus 
 aiding most directly and effectively the cause we are advocating.. 
 
 The suggestion that the Commission undertake the preparation 
 and publication of te^vt-books is again an indication of the great 
 expense to which the establishment of a permanent commission 
 renders the State liable. The selection and payment of authors 
 and the printing of text-books by the State are so radical a de- 
 parture from our established policy that they should be con- 
 sidered with great caution and reluctance. The field of public 
 industrial education is a comparatively new one. and there has 
 as yet been no universal demand for text-books. It will be suffi- 
 cient to consider the propriety of requiring the State to publish 
 them when it is found that they can be obtained in any other 
 way. I am certain that eventually such a course will be entirely 
 unnecessary. 
 
 On the whole the plan advocated by the Commission is so 
 repugnant to the recognized wish of the people to participate 
 in the control of their institution, and is, besides, so expensive, 
 that, if adopted, it will, I believe, prevent the realization of our 
 hopes. As one thoroughly interested in industrial education I 
 ■should deplore this most deeply. 
 
 In conclusion, I would recommend that all forms of industrial 
 education be placed in charge, as heretofore, of the State Board 
 of Education and the several district boards ; that the law provide 
 
i83 
 
 in an effective way for the apointment of individuals represent- 
 ing the industries, who may be expected to co-operate with the 
 local boards in establishing and directing industrial schools, and 
 that the State increase in a substantial way the aid which shall 
 be given by the State to these institutions. 
 
 GEORGE G. TENNANT. 
 Dated January 6th, 1909. 
 
LIBRARY OF CONGRESS 
 
 illlllllllilllllllllllilli* 
 
 030 008 100 9