were not aware that the Governments of other countries had organized complete education in all trade crafts, from the lowest mechanical labor to the highest professional skill. 5th. Throughout the whole of these reports there runs a feeling of profound admiration for the system of education given in France; but they were evidently not aware that the educated men and statesmen of France had themselves become conscious that their system was far below the level of excellence of the educated German nations; that a royal commission, under the presidency of M. Béhic, formerly Minister of Commerce, had recently been occupied with that subject, and had arrived at the conclusion that the technical education of France, which our artisans admired in Paris, was, as a national system of technical education, extremely defective; and the investigations of this Commission prove, that if England is the worst educated of the first-class Powers of Europe, France is the second worst. 6th. There runs parallel with these convictions a consciousness that the English workman, is, by nature, the best of workmen, and that with systematic education, their works would excel those of competing nations.

In conclusion, I have to state my deep conviction that the working men of England expect and demand of their Government the design, organization, and execution of systematic technical education, and there is urgent need for it to bestir itself, for other nations have already five-andtwenty years' start of us, and have produced one or two generations of educated workmen. Even if we begin to-morrow the technical education of all the youths of twelve years of age who have received sound elementary education, it will take seven years before these young men can commence the practical business of life, and then they will form but an insignificant minority in an uneducated mass. It will take fifteen years before those children who have not yet begun to receive an elementary education shall have passed from the age of 7 to 21, and represent a completely trained generation; and even then they will find less than half of their comrades educated. In the race of nations, therefore, we shall find it hard to overtake the five-and-twenty years we have lost. To-morrow, then, let us undertake, with all energy, our neglected task; the urgency is twc-fold,— one half of our youth, let us say, has received elementary, but no technical education: for that half let us at once organize technical schools in every small town, technical colleges in every large town, and a technical university in the metropolis. The other half of the rising generation has received no education at all, and for them let us at once organize elementary education, even if compulsory.

STATE OF SCIENTIFIC INSTRUCTION—1868–7 0.

I. REPORT OF SELECT COMMITTEE ON SCIENTIFIC INSTRUCTION-1868.

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THE Select Committee ordered by the House of Commons on the 28th of March, 1868, to inquire into the provisions for giving instruction in theoretical and applied Science to the Industrial Classes," after gathering information from witnesses representing the following bodies:

1. The Department of Science and Art of South Kensington, the Committee of Council for Education, and the Government Colleges of Science and Naval Architecture.

2. The Universities of Oxford, Cambridge, London, and Edinburgh; The Royal College of Science, Dublin; Queen's College, Belfast; King's College and University College, London; and Owens College, Manchester.

3. The few secondary schools in which science has been for some time systematically taught. 4. The managers and teachers of science classes and mechanics' institutes receiving aid from the State, or supported exclusively by voluntary efforts.

5. The population engaged in the great staple industries carried on in the principal manufacturing towns and districts.

submitted a Report, drawn up by Mr. Samuelson, the chairman, together with the minutes of the evidence taken before them, to the House July 15, 1868, under two heads.

I. The state of scientific instruction of (1.) The foremen and workmen engaged in manufactures. (2.) The smaller manufacturers and managers. (3.) The proprietors and managers-in-chief of large industrial undertakings, and II. The relation of industrial education to industrial progress.

The Committee find that the foremen are almost without exception selected for their superior natural aptitude, steadiness and industry, but labor under many disadvantages from the defective character of the instruction given in the elementary schools which they attended, and which is rarely sufficient to enable them to take advantage of scientific instruction when placed within their reach at a later period. The working-men generally have received at school only a little rudimentary knowledge, which is soon lost, because not passed under fre quent review, or extended in obligatory supplementary schools, and that to them, the elementary scientific instruction now offered, or which may be offered, will avail nothing,

The smaller manufacturers and managers, having risen from the ranks of superior foremen and workmen, have had the same limited instruction, except a small minority who have been educated in the ordinary endowed and so-called commercial schools. They do not, and are not likely to, in considerable numbers, profit by opportunities of scientific or technical training. The best of them are men of practical routine.

The proprietors and managers of the great industrial establishments of England have in some cases risen from the ranks of foremen by indomitable energy of character, and have corrected the deficiencies of their early training by solitary reading, observation, and reflection, stimulated by the lectures and classes

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of Mechanic Institutes; but in more numerous instances, they have had the advantages of the higher secondary schools, and very rarely of the Special Government School of Science or the great Universities.

The Committee, while they regard the industrial system of the present age as based on mechanical power, and to some extent on scientific knowledge, attribute its development in England to its stores of coal and metallic ores, to her geographical position and temperate climate, and the unrivaled energy and manipulative skill of her population, and do not seem to fear foreign competition, except in the direction of artistic taste in the designers of fabrics and the facilities of adaptation to new requirements in handicraftsmen, both of which can be secured to England by timely measures. They favor the extension of facilities of scientific and artistic instruction for those who occupy the higher industrial ranks, and the possession of the best elementary instruction by all workmen, as such instruction (scientific and elementary) will promote industrial progress, by stimulating improvement, preventing costly and unphilosophical attempts at inventions, diminishing waste, and obviating ignorant opposition to salutary changes. They favor the plan of governmental action and aid in the extension of educational facilities of every kind, and the establishment of scientific schools and colleges in the great industrial centers. Without such aid, or enforced obligation on municipal bodies, the experience of eyery country shows that such schools and educational facilities will not be provided; and that if provided by such aid, the country will be amply repaid by the increase of the general intelligence and prosperity which they will produce.

The Minutes of Evidence contain much information respecting existing schools and facilities for scientific instruction, of which we have already given a more systematic account, drawn in most instances from the same sources. The following Conclusions sum up the results of the inquiries of the Committee: 1. That with the view to enable the working class to benefit by scientific instruction it is of the utmost importance that efficient elementary instruction should be within the reach of every child.

2. That unless regular attendance of the children for a sufficient period can be obtained, little can be done in the way of their scientific instruction.

3. That elementary instruction in drawing, in physical geography, and in the phenomena of nature, should be given in elementary schools.

4. That adult science classes, though of great use to artisans, to foremen, and to the smaller manufacturers, can not provide all the scientific instruction which those should possess who are responsible for the conduct of important industrial undertakings. To all whose necessities do not oblige them to leave school before the age of 14, should receive instruction in the elements of science as part of their general education.

5. That the reorganization of secondary instruction and the introduction of a larger amount of scientific teaching into secondary schools are urgently required, and ought to receive the immediate consideration of Parliament and of the country.

6. That it is desirable that certain endowed schools should be selected in favorable situations for the purpose of being reconstituted as science schools, having in view the special requirements of the district; such schools to be rendered available to the surrounding districts, by the establishment of exhibitions open to public competition; so that the children of every grade may be able to rise from the lowest to the highest school.

7. That superior colleges of science, and schools for special scientific instruction requiring costly buildings and laboratories, can not be supported by fees alone, without aid from one or more of the following sources, namely, the State, the localities, and endowments or other benefactions,

8. That such colleges and special schools are most likely to be successful if established in centers of industry, because the choice of such centers tends to promote the combination of science with practice on the part both of the professors and of the pupils; and to enable many to attend them to whom the expense of living at a distance from home would otherwise be an insuperable barrier.

9. That the provinces of England, especially the agricultural districts, have not received a sufficient proportion of the State grants for scientific education. 10. That those provinces of England are entitled to such a modification of the public grants as will afford them increased aid, supplementary to the funds which they may raise in their own localities for the purpose of promoting scientific instruction. The grants of money from the national exchequer for local scientific instruction should be chiefly designed to promote local activity, and a better use of resources otherwise available, and should be regarded as occasional or temporary.

11. That some slight addition to the emoluments of science teachers would probably tend materially to promote the establishment and permanence of elementary science classes.

12. That the provisions of the Public Libraries and Museums Act should be altered so as to enable public bodies to levy a slightly increased rate for scientific purposes.

13. That the managers of training colleges for the teachers of elementary schools should give special attention to the instruction of those teachers in theoretical and applied science, where such instruction does not exist already.

14. That the teachers in elementary day schools should be paid on results, for teaching science to the older scholars, in the same way as payment is now made for drawing in such schools. That the education of higher science teachers should be encouraged, by the granting of degrees in science at Oxford and Cambridge as at other Universities, and by the opening of a greater numbet of fellowships to distinction in natural science as well as in literature, and mathematical and moral science.

15. That a more intimate connection between the various Government institutions for scientific instruction in London would increase the efficiency of each of those institutions, and that the constitution and management of those institutions and their future relations to each other requires further investigation."

II. CONFERENCE ON TECHNICAL EDUCATION.

By appointment, and in pursuance of an invitation addressed by the Council of the Society of Arts to the Mayors of Towns which are the principal seats of manufacture, to Presidents of Chambers of Commerce and Agriculture, to Officers of all Societies, City Companies, Institutions in union interested in education or art-workmanship, to Inspectors of Schools, Factories, Mines and Collieries, Professors of University, Kings, and other Colleges, to all educational examiners, all jurors of the International Exhibition of 1867, all persons conspicuous in the school movements of the day,-the largest Conference, and for educational experience and practical scientific character the most influential, ever held in Great Britain, assembled in the Society's Great Room on the 23d, and by adjournment, on the 24th of January, 1868. After a short Address by the Chairman, William Hawes, M. P., the following Resolution, with four others to give it effect, was introduced by Prof. Lyon Playfair, and seconded by Earl Russell:

Resolved, That to establish and maintain a system of technical education adoquate to the requirements of Arts, Manufactures, and Commerce in the United Kingdom, the three following educational reforms should be effected:-(1.) In the universities, grammar schools, and other educational institutions for the upper and middle classes of society, instruction in science and art should be placed on the same favorable footing as other studies; (2.) Efficient means of primary and secondary instruction should be brought within reach of the working classes every where, and encouragement should be given to the study of the elements

of science and art in the upper classes of all primary schools which receive aid from Government; and (3.) Special institutions for technical instruction, including museums, adapted to the wants of the various classes of society, and to the industries of the country, should be established and maintained in the United Kingdom.

This Resolution was spoken to, by upwards of twenty persons (Earl Granville, Prof. Huxley, Sir James K. Shuttleworth, J. Scott Russell, Messrs. Dixon, Samuelson, Bruce, Professors Rogers, Jenkin, etc.), all looking at the subject from different stand-points, as to locality, occupation, and institutions, but all impressed with the necessity of early and thorough action in the premises.

To mature a plan and bring the action of the Conference directly to the notice of the Government, the Society was authorized to appoint a Standing Committee of sixty members, which, after discussion of subjects, referred the same to a Sub-committee of twenty members, (among others T. D. Ackland, W. Hawes, B. Samuelson, Members of Parliament; Professors Miller, Huxley, Frankland, Jenkin, Levi, Voelcker; J. Scott Russell, Esq., Rear-Admiral Ryder, General Coddington, Archhishop of York), who, after twenty-six meetings, agreed on a Report which was drawn up by Prof. Fleeming Jenkin, the substance of which is expressed in the following propositions:

It is desirable that Government should encourage systematic scientific instruction by the following measures:

1. By adopting the recommendations of the Schools' Inquiry Commission, for the introduction of the teaching of natural science into all secondary schools, and for establishing new science schools of the first grade, which should be on all points on a footing of equality with the endowed classical schools.

2. By cooperating with universities and colleges in holding examinations, which are or may be established for the purpose of conferring certificates or diplomas in connection with systematic studies, intended to educate civil engineers, mechanical engineers, officers of the mercantile marine, metallurgists, miners, naval architects and marine engineers, architects, merchants, chemists and agriculturists.

3. By giving some official value to those certificates or diplomas, such as allowing certain diplomins to represent a given number of marks in competitive examinations,

4. By putting at the disposal of the lending colleges which give methodical courses of scientific instruction, and diplomas of recognized value, a limited number of nominations annually.

5. By assisting old and new endowments where locul subscriptions or donations prove the value set on the instruction proposed or given.

6. By instituting night classes for workmen in connection with all new scientific endowments, with nccess to a library.

7. By providing free libraries suitable for the use of the students in night classes generally. 8. By providing suitable meeting-rooms for night classes organized among workmen, for the purpose of obtaining scientific instruction.

9. By according liberal prizes to workmen for excellence in mechanical drawing.

10. By taking steps to extend and improve primary education.

It is desirable that colleges should encourage systematic scientific instruction by the following measures:

1. By instituting methodical courses of scientific tenching adapted to students intending to enter a profession or business among those which have been enumerated above.

2. By the establishment of diplomas, corresponding to the several courses of study in conjunction with Govornment, and with the lending institutes belonging to each profession.

3. By the establishment of fellowships and scholarships in connection with those diplomas. It is desirable that the leading civil and mechanical engineers, architects, merchants, ship-owners, chemists, manufacturers, and agriculturists, should encourage systematic scientific instruction by the following measures:—

1. By the creation of scholarships and fellowships in connection with those schools and colleges where methodical courses of instruction are given.

2. By cooperating in the examinations for diplomas.

3. By giving a practical value to these diplomas, such as would be evinced by the reduction of premiums to intending pupils holding such diplomas, and by attaching weight to the possession of a diploma when choosing among candidates for employment.

4. By granting distinct privileges, in connection with the professional institutes, to all holders of recognized diplomas.

To these propositions were submitted Courses of Study for Agriculture, and Gardening; Chemical Manufactures; Metallurgists; Miners; Civil Engineer; Mercantile Marine; Naval Architect, and Marine Engineer; Mechanical Engineer; Architect; Merchant-drawn up by experts in each department.