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ject, in Wurtemburg, France and England; and from them a selection can be made, adapted to the wants of your own State and manufactured under your own auspices, so as to be supplied at cost.

4. The details of “organization and supervision," should be committed to a special committee, acting under the general direction of the Board of Education, of which committee the secretary of the Board should be a member, and also one or more of the professors of this branch who should be charged with the duty of frequent personal inspection, and furnishing information and aid in organizing classes, procuring teachers, and obtaining the necessary equipment.

5. "The best means of promoting," or at least an efficient means "of promoting among the people, an interest in the subject of Art education," will be to make an exhibition of the results of this teaching, in one good school in each of the different counties; as one good school in a county will be the best argument that can be addressed to the people of other towns in the same county, in behalf of the introduction of this new branch of instruction.

6. The success of the whole scheme will depend: first, on the selection of competent teachers; second, on the training of the students at the normal schools in the best methods of teaching Drawing; and for this purpose a special term should be given them for prosecuting the study, in addition to the daily practice during their connection with the school; third, the selection of the proper models, casts and patterns, which should be made by the State committee and furnished to the several schools without cost, or at least at a reduced price; fourth, an annual exhibition of the results of this teaching, at some central point in the county, for example at the meetings of the Agricultural Societies, Teachers' Institutes, and County Associations; fifth, in frequent appeals, oral and printed, to the public on the relations of Drawing, and instruction in science to the industries of the State; and finally in some central Museum of Industrial Art in Boston, which, I trust, will ere long equal the Conservatoire of Paris, the Industrial museums of St. Petersburg, Berlin and Stuttgart, and the South Kensington Museum of London.

Should you think the distribution of any of the chapters above referred to, will promote the object contemplated in your appointment, I will have them struck off for your use.

Yours respectfully,

HENRY BARNARD.

NOTE. Since this Letter was written the printing and distribution of all or portions of the Report as a public document is no longer in his control, but as the document itself was prepared by the author before his connection with the office, and as the plates were cast at his expense, he will issue a new edition of the whole with additions, and also of separate chapters, if ordered.

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.

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Subject and Methods of Instruction,..

BELGIUM,.....

National Museum of Industry and School of Architectural Design,.

Academies of Fine Arts and Schools of Design,.

Conference on Art-Instruction in 1868,

1. Elementary Instruction,..

Hendrick's Method,..

2. Higher Instruction in the Arts of Design,.

3. Artistic Instruction of Workingmen,..

SWITZERLAND,....

School of the Fine Arts in Polytechnic School,..

GREAT BRITAIN-in Volume II.........

607-69

607

637

648

658

659

.....

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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,.
Remarks on this class of Institutions generally,

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,........

Condition and Statistics in 1868...

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),..

I. 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

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Grammar Schools-Burgh-Schools-and Incorporated Academies,..

433

IV. CONTRIBUTIONS TO THE HISTORY OF EDUCATIONAL ASSOCIATIONS,.
STATE ASSOCIATIONS-Continued,..

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VI. INTERNATIONAL SCHOOL INSPECTION, AND RECIPROCAL CRITICISM,

577

1. French Notice (Renan) of German Views of Education in France,..

577

VII. GERMAN REFORM SCHOOLS,.....

589

Number 24 (69 Entire Series),......

1. PUBLIC INSTRUCTION IN FRANCE-Continued,...

Historical Development, Period II.-From 1789 to 1808,
Statistics of Schools and Expenditures,........

II. PUBLIC INSTRUCTION IN SCOTLAND-Continued,..

Secondary Schools,.......

III. PUBLIC INSTRUCTION IN SWEDEN,

1. Primary Schools,..

2. Secondary Schools,.

IV. PUBLIC INSTRUCTION IN WURTEMBERG-Continued,.

2. SECONDARY SCHOOLS,.....

V. FREE CITIES OF GERMANY,.

VI. SUMMARY AND STATISTICS of Public Instruction in Germany.

1. Elementary Schools,.

2. Secondary Schools,...

3. Superior Schools,..........

4. Special Schools,....

5. Secondary, Superior and Special Schools in 30 chief cities,...

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,.
6. School Code of Saxe-Gotha-one-half Coburg—1863,.

VIII. INDEX TO NATIONAL EDUCATION in the States of Germany,...
INDEX to Volume VI.-National Series, or Volume XXII. Entire Series,

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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 a temporary absence from the country.

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

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