EUROPEAN EXPERIENCE IN TECHNICAL SCHOOLS. At the request of several teachers of Drawing, and earnest workers in the field of "Technical Education," or of special scientific instruction applicable to the various industries of the country, several of the chapters in "Technical Education" referred to in the Letter of the Commissioner of Education (pages 251-255) will be bound up with the "Account of Special Instruction in Great Britain,” and forwarded to order. Price $3.00. (500 pages.) INDEX TO DRAWING IN TECHNICAL EDUCATION-VOL. I. National Museum of Industry and School of Architectural Design,. 607 L MANUAL LABOR and Mechanical Dexterity in Scientific INSTITUTIONS,.... 259 1. Worcester County Technological Institute,.... 2. Cornell University,..... II. PUBLIC INSTRUCTION IN SCOTLAND,. Area-Population-History... 1. Parochial Schools,......................... III. UNIVERSITIES AND COLLEGES-PAST AND Present,.. 1. Universities of the Middle Ages Savigny... Introduction,........................... (1.) Italy-Bologna, Padua, Rome, Naples,. (2.) France-Paris, Montpellier....... (3.) Great Britain-Spain-Holland-Scandinavia,. Law Lectures in the early Universities.... IV. PUBLIC INSTRUCTION IN FRANCE-Continued,.. SUPERIOR INSTRUCTION,.. Faculties of Letter sand Science-Theology-Law-Medicine,. Institutions outside of the Faculties,. New Laboratories of Research-Practical School of Higher Studies,... Plan for Reorganization of University,..... V. SECONDARY Instruction IN THE UNITED STATES.. 1. PUBLIC HIGH SCHOOL Of Hartford,. VI. PUBLIC INSTRUCTION IN BELGIUM,....... VII SCHOOL ARCHITECTURE IN DIFFERENT COUNTRIES,... 1. Brown Graded School, and Public High School, Hartford, Conn. 2. Public Schools in Providence and Newport, R. I., Number 23 (68 Entire Series),....... L. ENGLISH PEDAGOGY-OLD AND NEW,... (1) FREDERICK WILLIAM TEMPLE... 259 261 267 267 269 273 273 273 275 ...... 311 324 339 327 331 333 333 335 336 337 339 339 387 387 401 401 411 417-648 417 417 Grammar Schools-Burgh-Schools—and Incorporated Academies,.. 433 IV. CONTRIBUTIONS TO The History of EDUCATIONAL ASSOCIATIONS,. 513 514 V GERMAN PEDAGOGY, 559 Dr. Reicke-Man as the subject of Education... VI. INTERNATIONAL SCHOOL INSPECTION, And ReciprocAL CRITICISM, 1. French Notice (Renan) of German Views of Education in France,.. VIL GERMAN REFORM SCHOOLS,... VI. SUMMARY AND STATISTICs of Public Instruction in Germany. 743 1. Elementary Schools,... 743 5. Secondary, Superior and Special Schools in 30 chief cities,. 2. Secondary Schools,... 3. Superior Schools,.... 4. Special Schools,.. VII. SCHOOL CODES OF GERMANY-Old and New.. 1 General regulations of Frederick II., 1753.. 2. Regulations for Catholic Schools in Selena, 1765, . 3. General Law of Maria Theresa for the Schools of Austria, 1774,. 4. School Code for Austria, 1869, 5. Law respecting School Inspection in Austria in 1868,.. VIII. INDEX TO NATIONAL EDUCATION in the States of Germany,.. INDEX to Volume VL-National Series, or Volume XXII. Entire Series, NOTICE.-Number 24 National Series (Number 69 Entire Series), will be issued in July, and sent to subscribers in advance of the regular month of publication, to meet the convenience of the Editor, whose health requires temporary absence from the country. 843 846 849 : 851 861 861 869 879 885 892 894 905 917 I. MANUAL LABOR AND USE OF TOOLS. AMERICAN EXPERIENCE. Various attempts have been made in this country to combine manual labor with school work, originally for its immediate economical and hygienic results to the pupils, but not without reference to their future occupations. In the organization and development of our Agricultural and Mechanical Arts Colleges, and Technical Institutes, of which we are likely to have many in the great centers of mechanical and manufacturing industries, the value of this element, in its economic, pedagogic, and professional bearings will be tested under a variety of conditions. We propose to gather up this experience. FROM PRESIDENT THOMPSON-WORCESTER INSTITUTE. The causes of failure in efforts hitherto made to combine manual labor with school-work are not hard to find. These efforts have proceeded from an imperfect comprehension of the true relations of this element in technical training, or else have not been accompanied by an adequate investment of capital. In the one case the result has been that the attempted work has degenerated into play, and in the other, pecuniary disaster. In either case mortification, disappointment, and distrust of the scheme have inevitably followed the failure. But the fact that some of the most successful and sagacious manufacturers and business men, as well as many able educators, continually recur to this idea as of primary and vital importance in technical education, shows that it is a problem worth much toil to solve. What is wanted is a system of training boys for the duties of an active life which is broader and brighter than the popular method of "learning a trade," and more simple and direct than the so-called "liberal education." That is, to put it bluntly, boys must have a good education based on the mathematics and the physical sciences, and know enough of some art or trade to enable them to earn a living when they leave school. It is clear that schools in which this result is reached must be essentially new, and that the plan of instruction must involve some manual labor. The advocates of this system do not pretend that it is adequate to all the intellectual wants (259) of the century or the country, but they claim that it meets a want long and widely felt. I only propose now to point out what safeguards have been placed against failure from neglect or from pecuniary disaster in the scheme now on trial at Worcester, and what results are hoped for. Practice in Worcester Technical Institute. Manual labor goes under the name of Practice. It is subjected to three conditions. First, that it shall be a necessary part of every week's work. Secondly, that it shall be judiciously distributed; and thirdly, that the students shall not expect or receive any immediate pecuniary return for it. At the middle of the first year every student chooses some department, under the advice of the instructors, and devotes ten hours a week and the whole of the month of July to practice in that department until his graduation—that is, for two and a half years. The time ought to be three and a half years at least. Boys who choose architecture work out problems; those who select chemistry work in the laboratory; the civil engineers, at field-work or problems in construction; the mechanics, in the shop; and the designers at problems in design. About one-third of the students are mechanics. Since no serious difficulties occur in any department but this, let us confine attention to the shop. In order to understand this clearly it must be premised that all the students spend eight hours a week in drawing during the three years course, and that shop-work serves the double purpose of practice and of exercise. Attention is exclusively confined during the first year's drawing-time to free-hand work. Such discipline of the sense of form and proportion is secured in this way, and so much dexterity in developing various forms is acquired by the students, that it is entirely fair to reckon the time spent in free-hand drawing as so much time devoted to learning the mechanic's trade. The shop-work is assigned to Tuesday afternoon and Saturday forenoon, four hours each, and Thursday afternoon two hours, for the Senior and Junior classes. The time for the middle class is distributed in the same way, but falls on different days. Every student is required to keep to these hours. The shop is equipped, like any machine shop, with machinery and tools for manufacturing machinists' tools in one room, and for doing all sorts of wood-work in another room. A full quota of skilled workmen are constantly employed, so that, as a shop, it is completely independent of the students. When they enter it they immediately set about doing what the workmen have been doing, and these in their turn |