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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, Archbishop 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 diplomas to represent a given number of marks in competitive examinations.

4. By putting at the disposal of the leading 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 local 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 access 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 teaching 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 leading 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.

DRAWING IN PUBLIC SCHOOLS-GENERAL AND SPECIAL.

LETTER OF COMMISSIONER OF EDUCATION.

The following letter was written in reply to a Circular from a Committee (D. H. Mason, J. D. Philbrick, G. G. Hubbard, J. White) of the Mass. Board of Education, dated Boston, Dec. 27, 1869:DEAR SIR:-At the last session of the Legislature of Massachusetts the following Resolve was passed :

Resolved, That the Board of Education be directed to consider the expediency of making provision by law for giving free instruction to men, women and children in mechanical drawing, either in existing schools, or in those to be established for that purpose, in all towns in the Commonwealth having more than five thousand inhabitants, and report a definite plan therefor to the next General Court. [Approved, June 12, 1869.]

It is presumed that the term "mechanical drawing," as used in the Resolve, is intended to comprise all those branches of drawing which are applicable to the productive or industrial arts.

In the investigation of this important subject, it is deemed desirable to procure the opinions and views respecting it, of such persons as are most competent to consider it from different stand-points. You are therefore respectfully requested to favor the Board of Education with your observations on the matter, under the following topics:

1. The advantages which might be expected to result from the contemplated instruction in mechanical or industrial drawing.

2. The course and methods of instruction appropriate for the objects in view. 3. The models, casts, patterns, and other apparatus, necessary to be supplied. 4. The organization and supervision of the proposed Drawing Schools.

5. The best means of promoting among the people an interest in the subject of Art-Education.

6. Any remarks relating to the subject, not embraced in the foregoing topics.

OFFICE OF EDUCATION, WASHINGTON, Jan. 4, 1870.

Messrs. Mason, Philbrick, &c., Committee:

GENTLEMEN-To the several topics of your communication of December 27th ult., I reply as follows:-1. In respect to "the advantages which might be expected to result from the contemplated instruction in Mechanical or Industrial Drawing;" for thirty years I have advocated the introduction of Drawing, as a regular and indispensable branch of study in public schools of every grade, as a part of general as well as special culture, for the training of the eye and hand, of the conceptive faculty, and the appreciation of the beautiful in Nature and Art. If we are ever to have a system of Industrial as well as of Art education, or if any provision is to be made for the future occupation of the mass of our pupils in the

public schools, Drawing must be introduced as the very alphabet and key to the whole scheme. No one power, after the ability to read, write, and cipher, can be made more pleasurable and useful, both in its acquisition and manifold applications. No acquisition can introduce its possessor more directly into the region of the beautiful, the true, and the good, both intellectually and morally, or prove so directly useful in every mechanical occupation, and to the teacher in the work itself of instruction in natural history, natural science, geography, and other studies.

2. "The course and methods of instruction" in Industrial Drawing, must depend to a great extent on the class of schools into which it is to be introduced; although the first principles are as applicable to one school as to another. Your inquiries, addressed as they will be, to practical teachers in different parts of the country, wherever a beginning has been made in this department,-to the Professors of Drawing in the School of Design of the Lowell Institute, and in the Institute of Technology, Boston; to Professor Woodman of the Chandler Scientific School of Dartmouth College; to Professor Gladwin at the Worcester Technical School; to Professor Bail in the Hartford and New Haven Schools; to the Professor in the School of Design for Women of the Cooper Union New York; to the Professor of Drawing in the Public Schools of Cincinnati, and other practical teachers, will secure responses which will at least give you the results of the experience thus far reached in our own country. But, as the subject is new with us, we can profitably turn to the schools and the experience of other countries, and learn how the problem of instruction in Drawing, both in its introduction and in its modifications to adapt it to the different inindustries, has been solved. To aid you in this branch of your inquiry, I will send you as soon as Congress shall take action on its publication, a "Special Report on Scientific and Industrial Education; or an account of the Systems, Institutions and Courses of Instruction on the Principles of Science, applied to the Arts of Peace and War." In this document, a volume of 800 pages, you will find schemes of Industrial instruction in different countries, and in more than one hundred schools of different kinds and grades, from the Polytechnic to the Sunday and Evening school and class. In all of these schools much time, through the whole course, is allotted to Drawing. You will also find in the same report, several extended and elaborate reports and programmes on this subject.

In the chapter on France you will find a very able report by M. Ravaisson, Inspector-General of Superior Instruction, in the name

and behalf of a special commission created by the Minister of Public Instruction to consider the whole subject in its general as well as special bearings, its educational discipline and industrial uses. The suggestions and recommendations of this report were made the basis of the present system of instruction in Drawing, in all the Secondary Schools of France. In the same chapter, you will find the programme of instruction in this branch, in connection with a new course of study drawn up and prescribed by the Minister of Public Instruction, for all the Secondary Special Schools which have been established within the last three years, as one of the results of the governmental inquiry into technical education, as well as a valuable equivalent for the old classical training. You will also find the methods pursued in the government Schools of Art, the La Martiniére at Lyons, the report and action of a committee of the municipal authorities at Paris with reference to the introduction of Drawing into all the public schools of that city, and the results of a conference of teachers and managers of Art schools in Paris in 1869 on the methods and management of this class of schools.

Under the head of Belgium, where a system of instruction in Drawing in reference to national industries as well as to the fine arts, technically so-called, has existed for a century, you will find the course prescribed for the Academies and Schools of Design, for the support of which the government makes an annual appropriation of over $50,000, as well as that in the industrial schools and apprentice workshops, which are aided by the State and the local authorities, both municipal and provincial. For the encouragement of Art, this little kingdom of about five millions, appropriated more than $200,000 in 1868. For the advancement of this study of Drawing, both in the higher and elementary schools, a conference of directors and teachers of Schools of Art, was held in Brussels in 1869, the proceedings of which will be found in the same chapter. In the chapter on Prussia, you will find the regulations for instructions in Drawing, drawn up by the Minister of Public Instruction in 1831, and revised and re-issued in 1863, "after taking the advice of the professors in the Royal Academies in Berlin, Dusseldorf and Königsberg, and of the provincial academic Councils, and several teachers of long experience," in reference to the requirements of Art and Industrial education, for the different classes in all the Secondary, Polytechnic and Trade Schools in the kingdom. To this programme I have appended a valuable paper on the best plan of giving instruction in Drawing in common schools, prepared by Dr. Hentschel, an eminent teacher and writer on education.

You will find much to interest and instruct you, not only in the

special objects of your inquiry, but in the whole subject of technical education, in the chapter on Wurtemburg, a kingdom in which elemenatry education is more nearly universal than in any other country of the same population in the world, and in which a most thorough and comprehensive system of Scientific and Industrial schools is in actual operation, in addition to an excellent system of general public schools, embracing all classes, from the Infant school to the University. In this chapter I have introduced a special report of the Minister of Education, on the details and results of the plan of instruction in Drawing, introduced into all the popular schools of the kingdom-the common, real and trade schools,-for the avowed purpose of bringing the mechanical and manufacturing industries of the country up to the standard of France, Belgium, Bavaria and other countries which have, of late years, done much for the artistic training of their workmen.

I would especially call attention to the manner in which the teachers of common schools in Wurtemburg are trained and encouraged, in order to give this instruction, both in their own, and in what are called the Trade Improvement schools, of which there were (in 1868) 122 in different parts of the kingdom.

The progressive development of Art and Science in England, since the first parliamentary action on schools of design in 1837, down to the creation of the Department of Science and Art, in 1853, and the appropriation in 1869 for its service of £167,591; and the movement not yet consummated, in behalf of technical schools, will suggest many points of practical importance in your inquiry, in regard to the establishment of the same or a similar system of Drawing and Designing for manufactures in Massachusetts. This system, in 1869, including 107 Schools of Art with 20,050 pupils, and the grand total of persons taught Drawing through the agency of the department, was 120,928. In the account which I shall present of the present state of this movement in England, so as to include special technical instruction beyond the arts of design, I shall introduce the testimony of many manufacturers and capitalists, as well as the observations of engineers and committees as to both the necessity of this instruction and the best modes of introducing and extending it, which may prove serviceable in any enlargement of your plans.

3. As to "the models, casts, etc., necessary to be supplied," you will find in this report several lists of such as have been found most useful in similar instruction in the different European schools, and the modes in which they have been multiplied and furnished to the schools. Copies of all can be very cheaply obtained by application to the proper governmental authorities having charge of this sub

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