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Les diagrammes suivants illustrent la mdthode. 1 2 3 1 2 3 4 5 6 T OF THE COUNCIL OF THE BOARD OF TRADE TECHNICAL EDUCATION ALSO AN BY MR. JAS. D. ALLAN, Chairman of the Committee of the Council re Technical Education. SUBJECT: Techqical Educalioii from a Business Standpoint DECEMBER 8th, 1899. -•->*<-^ C^oronto : THE HUNTER, ROSE CO., Limited, Temple Building. 1899. \U>FiA/7^,.^^ APFTl 1937 i^4\]\ |:f \^' i ■ I REPORT OF SPECIAL COMMITTEE RE Technical Education. To the Pn'sidcnt and Members of the Couueil : Gknti.emen : Civilized communities throui^hout the world are massing^ them- selves tog-ether, each mass being measured by its force, and if we are to hold our position amongst men of our race or amongst the nations of the world we must make up the smallness of our num- bers by increasing the intellectual force of the individual. Unless we intend the Canadian people to become hewers of wood and drawers of water for the world we must make them as well prepared for the work they have to do as are foreign work- men. An excellent system of public education is one of the best forms of national investment, .^j,.. In commercial and industrial efficiency, in a higher level of civic duty, and a wider diffusion of moral culture and religious feeling, the nation is amply repaid for its expenditure. The question of Technical ICducation has at last assumed a posi- tion of great prominence, and is commanding special attention in every country, and conferences are being held to consider means and methods of making this a leading- feature. In Ontario all are probably ag-reed that our system of elementary education is admir- able, but higher education has been worked out too much on a theoretical plan, and has graduated many whose povyer of apply- ing the results of their academic course has resulted in leaving too many helplessly equipped for the battle of life. To remedy this we seek to utilize'our present system as far as possible by correcting- its weakness, lopping- off the useless branches, and grafting- new shoots productive of vital results, in the ever-changing condition of manufacturing- and commercial development. Trade has two specific sides — production and distribution : The former concerns every manufacturer, agriculturist, miner, and mil- ler ; the latter is the province of the merchant. The one without the other is helpless, and a system of education that includes the one and omits the other is defective, and yet the immense sums spent on eclucation in Ontario lias very slightly minimized this defect, because of the apathy of the people in taking advantage of existing legislation empowering them to introduce in some degree technical training. Does our present system emphasize the importance of training a youth for commerce ? We take this first because of the prevail- ing impression that we retpiire no progress in this line. In reality right commercial training is a branch of Technical I'^ducation, if we believe that the distribution of commodities is as important as their production, and requires a special course of training just as much as the other. If we are to meet elTectnally the commercial competition of other countries we must have trained merchants as well as skilled mechanics. No country has shown a more striking in- stance of this than Ciorman\', the aggressiveness of wb.ose mer- chants in the distribution of the products of the skilled industrial army (created in 25 years by their combined system of technical education and commercial education), with equal success free trade Britain, as in high tarilV America, and in being able to wrest from her competitors some of their principal markets, is distinctiv traceable ta the advantage oi' a specialized training oi' her popula- tion. If this be ackiunvledged would it not be well to study her methods, and adopt any features that can be grafted upon our own system that will make us more effective in production and distri- bution ? The Commercial High Schools that train men for mer- cantile careers, teach history, gecigraphy, chemistry, modern lan- guages, mathematics, book-keeping, commercial law, political economy. The Consular Report says : "The school neither aims nor hopes to replace actual experience, but it does r.im and it does hope to build the boy up and out in such a manner as to enable him to use his eyes, ears and faculties in acquiring knowledge rapidly, to exercise good judgment and tact, to give satisfaction, and to go climbing upwards." There are Technical Schools of various grades for almost every industry — weaving, knitting, soap-making, building, clock-mak- ing, brewing, tanning, dyeing, farming, plumbing, navigation, marine engineering. The United States Consul reports : " If an industry languishes in Germany, immediately a commission enquires into the causes, and recommends remedial measures, among which is usually the advice to establish Technical or Industrial Schools devoted to the branch of business under consideration." In discussing what system we shall adopt in Ontario we will assuine a good elementary education as a basis ; having obtained this, 14 years to be the age of applicants, candidates to elect whether the commercial or industrial course. (i) That Technical Education in order to be thoroughly suc- cessful should be part of the foundation of our general educational system, and elementary technology should be as speedily introduced into all formsof the Public Schools in the Province as time and circumstances will permit. The technical subjects :au|rht must vary according- to the special locality, with due reg^ard to the manufacturing- in- dustries to be benefited. (2) Both day and night classes should be held in these schools. (3) It is necessary that pupils should have a tjood elementary education, and therefore a fixed standard of education is essential before these pupils be admitted to the school. (4) The g^overnment of the school should he by a Board of Trustees, appointed as follows : From ttie Board of Trade Minister of Kducation Municipal Council 3 3 (5) The subjects taught in the Technical Department should include the following, and the teaching should be as prac- tical as possible, have due regard to the particular trades common to the municipality in which the school is located : Strength of Materials, Building- Construction, including Heating, Ventilation, Plumbing^, Drainage. Physics, which should include Heat, Light, Sound, Chem- istry, Electricity and Magnetism. Machine Construction and Design, Mechanics, practical and applied. Steam and the Steam Kngine. Chemistry, Textile Fabrics, Dyeing and the Art of Coloring-, Tanning and Dressing of Skins, Mixing of Cement and Mortars. Mineralogy and Metallurgy, Assaying, etc. Geology, Mathematics, including- Euclid, Trigonometry, Algebra. Regular Art Course. Antique, Freehand and Perspective, Sketching, Color, An- atomy, Life Portrait, Composition, History of Art, China Painting. Design. Freehand Drawing, Ornaments, Color, History of Art, Composition, Decorative and applied Design, Technical Methods. Clay Modeling and Wood Carving. Ornament, Antique, Design in the Round, Modeling from Life, History of Art, Freehand and Instrumental Drawing. 6 Architect lire . Kreehiind and Instrumental Drawini^s Color, History of Ardiitecture, Theory and Practice of Architecture. (7) Domestic Science should embrace the followint^ subjects : Cookery, Dress-making-, Plain Sewinj,', Fancy Needlework, Physical Culture. (8) A Commercial Course should embracethe followingsubjects: Commerce and Hook- Keeping. Under this heading- should be included Purchases and Sales, Documents relating to same. Modes of Effecting Payment, Means of Transport, Customs and Excise, Bonded Warehouses, Hanking, Exchange, Insurance, Syn- dicates, General idea of Trade and Industry, Mental Arith metic. Interest, Discount and Commissions, Current Accounts, Various Systems of Weights, Measures and Coinage, Division and Classification of Accounts, Opera- tions at Exchanges, Selling Out, Quotations, Drafts, Bal- ancing- of .Accounts, Inventories and Balance Sheets, Or- ganization of .\ccounts, Commercial Accounts, Industrial Accounts. Modern Laui^utii^vs. Ii!nglish, French, German and Spanish. Commercial A rithnictic. Calculations relating to Simple Interest, Discount, Precious Metals and Monetary Systems, Stocks, Exchange Opera- tions, Exchange, Compound Interest, Industrial Stock, Issuing- of Stock by large Banking Establishments, Opera- tions of Insurance Companies. Study of Merchandise. Including Precious Stones, Combustibles, Chemic.il Pro- ducts, Vegetable and Animal Products used in Industries, Building Materials, Metals, Vegetable Products of Medic- inal Value, Mineral Products, Animal Products and Veget- able Products. Commercial Geography. Considering each country in the light of its Geographical Configuration, Population, Languages, Political Institu- tions, Climate, Agricultural Products, Mineral Wealth, Manufactures, Industrial Centres, Means of Communica- tion, Foreign Trade, Imports and Exports, Customs Ad- ministration, Commercial Treaties, National Customs and . ., Character. ■ Study of Means of Transport. ICstablisliment, Maintenance and Administration nf Means of Communication, Special Study ot Railway TaritVs. Commercial Law. Includinj^ General Summary, Documents, Merchants, Com- panies, Intermediaries employed by Merchants, Sales, Transport Contracts, Notes and Bills of Exchange, Hankinj^ Transactions, HanUruptcy. Maritime Laiv. Vessels, l<'reij,'-ht and Charter Parties, Marine Insurance. Jndustrial Laiv. Patents, Models and Designs, Trade Marks, Unfair Com- petition, Dangerous Industries. History of Commerce. Tracing the origin and development of Trade through the world from the earliest times. Politic a L Ec -o n o in i '. Production, Interchange of Commodities, Division of Property, Consumption, Population, Civic Government. Fiscal ami Citstoms Legislation. Commercial Statistics, Commercial Policy and Customs, Tariffs of Principal Countries. Cotnmercial Apparatus. Elementary Notions of Mechanics, Telegraphy, Telephony, Electric Light, Electricity as a Motive Power, Railways, Internal Water Ways, Seaports, Warehouses' Correspond- ' ency. Composition, Penmanship, Stenography and Type- writing. All of which is respectfully submitted, (Sgd.) J AS. D. Allan, Chairman. Adopted August loth, 1899. EXCERPT FROM MINUTES OF COUNCIL MEETING, DECEMBER 7, 1899. Resolved, That the Report of the Committee re Technical Edu- cation, as now submitted, be approved and adopted, and that the same be printed, together with ai address recently delivered by " D. Allan, Chairman of the Committee, and copies of ished the members of the Board. Mr. J as D same furn Edgar A. Wills, Secretary. TECHNICAL EDUCATION r ROM A BUSINESS STANDPOIN i . No Government by its notion can control the industrial enter- prizes of nations. The question of individual force is that which is inherent in a people, and for this no substitute can be found, and if the people of older lands are inuTierically ijreater than w: are, it behooves us to increase the force oi' the individual by a s>stcm of trainini; and culture that will ato le for the sniallness of our cimbers by increas- ing the force of the unit. How this can be most enkiently done 'is a problem that is exciting- universal attention, an 1 while no solu- tion has vet been presented, it is very generally agreed that some change in our educational system is necessary to produce the desired result. The aim of our educational system, as at present consti- tuted, has not been to turn out good, all-round men, for tradesmen or merchants, but rather to follow out a classical course, with the inevitable result of over-crowding the so-called learned profes- sions. I believe it to be the duty of every nation to give every citizen an education tliat will not only make him a better citizen, but wmII assist him to achieve the highest possible success, and in these days of keen competition the citizen must be equipped for life by having been trained to some method that will have a direct bearing on problems that will meet him in life's battle. We need leaders as fully trained for the factory, for the counting-house, for the business rotunda, as for the academical chair. [•Alucation should comprehend two principles — Culture and Capa- bility. The first is the approach, mentally and morally, to the ideal man ; the last should mean the power of performing the highest possible service. Has this always been realized as the aim of our present system? 1 think not. I myself can remember when in this Canada of ours education was largely a caste distinction and intended only for the wealthy. This was before the establishment of our system of free schools, and the true dignity of human labor was not then recognized ; but better days have dawned, and now the more widelv the distribution of the product of labor the rnore inspiring to the operative is the thought that the result of his skill in design and completion is destined to awaken i"i some un- known recipient a thrill of pleasure as the reward of his activities. A system of education cannot be built up in a few years, nor can any system successful elsewhere be adopted in its entirety. 9 10 it would he folly lor us to close our eyes to the increasing- keen- ness of competition, or oiler excuses for beint,-- unable to compete with the products of scMne other countries, aided by hii,-^!! t; Ts to cover the difference between our economic conditions and thi. coun- tries with whom we compete. If that ccmpetition is to be suc- ces- fully met it can only be b)' j^^ivin^ our youth the same scientific and technical education as is furnished to those who are our com- petitors. Let us instance Germany as a notable example whose industrial expansion is distinctly traceable to the technical educa- tion of its population. The distini,^uishino;- feaUire oi' this educa- tion is its spixialhdtioii, with the attendant thorouijhness which accrues to those who patiently strive for the accomplishment cs\ a delinite aim. With this object steadily before him the student is fitted for his life's task with the best possible mental and manual instruction that can be y;iven him. Specialization lies at the base of the German Industrial System, and recruits for the industrial army are bein«=;^ trained in their schools, and are sure to attain to a higher dej^ree of technical skill, that will secure a greater pro- • ductive efficiency, and thus as time j^oes on she will g-row stronger and more formidable. My first visit to Germany was made shortly after the Federa- tion oi the Kmpire, when commercially she was weak, almost un- known as a factor in the commerce of the world. 1 have seen her cities grow with a rapidity that rivals the growth ot our western cities. I have seen her manufacturing centres expand and her export trade increase till she has measured swords with Hrit-iin for the markets of Asia, Africa, South America, Australia and the islands of the sea. Annuall} has she grown more prosperous in doing' what her competitors have styled " trade at ruinous prices," and this success is directly traceable to the splendid system of technical education. The growth of her exports is steady and con- tinuous, and daily she grows more powerlul. Do we realize what this means for the future of our hiimpire? Are we to fall behind in the race for the vvorld's commerce, and that flag beloved ot all of British blood to take second place in commerce ? My Anglo- Saxon pride scouts the very possibility of such a contingency. Should we not earnestly study her methods and adopt any features of her system that will make us more effective in production ? h'or a long time the theory that (iermany owed her expansion to cheap labor was generally accepted, but the report of the Commis- sion of the British Iron Trade Association in 1895 did much to dispel that. This Commission included representative manufac- turers of iron and steel in (ireat Britain, and the delegates from the various classes of metal workers on their return from their visit of inspection reported that German success was due to super- iority in skill and technical training. The superintendents, the foreman, and even the heads of the gangs of laborers, were men who had been prepared for their special tasks in scientific schools. \ A^i'^St' 11 What is true in steel and iron industries is true also in the textile industries. In 1880 (lerman} imported from the Ihiiitd Stales 452,287 bales of raw cotton; in 1892, 1,544,841 hales ; in 1895, 2,310,284 bales, manufacturing- it into every class of cotton g-oods to export into the markets of the world, which not so ion^-^ ago were almost entirely in the control of (Ireat Britain, and that this expansion is not confined to any special lines, but is made up of all kinds of manufactured goods is proven by the figures for 1898. The value of the imports rose from $1,159,060,000 in i8c)7 to $1,- 296, 148,000 in 1898; the exports from $901 ,547,000 in 181)7, to $962,380,000 in 1898. Do we realize in this land how rapid German expansion has been ? I fear not. Sometimes I fear that, having measured our- selves by ourselves, we have concluded we are the greatest people on earth, and are not looking for any evidence to dispel the delu- sion. 1 will give a few statistics of the growth of German cities, from 1875 to 1895, that will furnish food for thought. .. liuMoase 1871;. 189s- . Hi'ilin Sj^n.ooo 1,680,000 102 I laiuliurj^ 240,000 b^o.ooo 162 Miinicli 170,000 410,000 140 I.t'ipziji^ I 10,000 400.000 263 Kilt\-six t>tluM- Cilii's. 3, 320,000 (1,060,000 80 4,()7o,oof) 9, 1 So, Olio 96 ., ^ Increase 1871;. i8()S- . In the sattu' tiiiu' tin- rural populalioii iii- niMsi'i! tVoni 38,060,000 lo 43,070,000 ov 13 The working power of the limpire has grown 80 per cent., or about four times as fast as population. At the present the work- ing power is equal to 900 foot-tons daily per inhabitant, as com- pared with 600 foot-tons in 1875, so that two men can now (.\o as much work as three could do twenty years ago. In textile manufactures the weight o( libre consumed has been more than doubled in twenty years. Germany consumes aniuutlly 30,000 tons more fibre than Prance, while as to Britain, the con- sumption is as 3 to 7, and nearly alt the fibre is imported, in cotto'i she has distanced all continental countries, and has at present 4,700.000 spindles employed. I^roduction in the textile industries increased iio per cent, between 1875 and 1895. As a producer of steel in the same period, the annual output rose from 35,000 tons to 2,500,000 tons. In the manufacture of hardware she stands compared with Great Britain as 3 to 4. The increase of wealth is the natural result of this marvellous development oi' industry, which can be ascribed in a great measure to the advanced system of instruction among all classes of the people, and in every state and kingdom compos- ing the h'mpire. 12 I need not waste time in recounting,'- the marvellous growth of German commerce, which has challen<,^cd the admiration of all students of economic science, but I will proceed to notice the sys- tem oi' education that has admittedly been the cause of such mar- vellous results. An excellent system of public education is one of the best forms of National investment. The truth of this has been amply proven in the case o[' Germany. Thirty years aj^^o the idea of taking from her any practical lessons in the manufacture and distribution of products would have been scouted ; to-day her achievements in applied science, and the wonderful growth of her export trade has set all countries studying her methods. Her system of education is practical, and is constantly being improved along the lines of any recent developments or discoveries that have a bearing on the future usefulness of the scholar. The h:iementary Schools, called Volkeschulen, are the training places for all children between the ages af six and fourteen years. Attendance is made compulsory. These schools are the root of the educational system. Next in order are the Gymnasium, which are really the class'cal schools, and lead up through a strictly classical course to the University in one direction if a learned pro- fessic^'i he the goal of the student's ambition, or another develop- ment of the system leads from the Volkeschulen to the Real- schulen. ,n which the exact sciences rather than Greek and Latin are tauglit, and these lead into the Technical High Schools, or Polytechnic Schools, of which tiiere are nine of the highest class in Germany. These enjoy the direct patronage of the state in which they are situated, and are assisted in their maintenance by the ruler of said state. The one at Berlin is under tlie King of Prussia; at Dresden, the King of Saxony ; at Stuttgart, the King of VVurtemburg ; at Karlsrhue, the Grand Duke of Baden. The.se are great institutions for the teaching of applied science, always with some practical end in view. Architects, engineers, chemists, metallurgists and technical experts of the highest grade are pre- pared in these schools. There are in Germany schools working toward special technical ends, which have a simitar rank with the Polytechnic, notably the schools of Mining, one at Freiberg in the Saxon mining district, another at Clausthal, in the Harz moun- tains, among the lead, copper and silver mines. These mines, though now very deep, are worked at a profit owing to the appli- cation of strictly scientific principles. The Government works the mines largelv to furnish an object lesson to the students. Mills and smelting furnaces are in active operation at the mouth of the shafts. Some of the professors rank among the greatest mining technologists of the world, and to the influence of these schools is traceable the reputation as metal-workers the Germans have already won. There are manual training schools and technical schools of different grades for almost every industry — for brewing, tanning, * 13 dyein^^, plumbing:, soap-making", clock-makingf, knittinj,'-. weav- ing-, and in sea-ports for teaching navigation and marine engineer- ing. The shipyards of Bremen, Hamburg, Kiel and Stettin are dangerous rivals to the shipyards of the Clyde, Belfast, and the Tyne. A few years ago the tanning industry seemed to be on the de- cline. A tanning school was at once established ; a corps of chemists directed the work of preparing the skins, and succeeded in regaining the position formerly held by them in this business. When the mechanics who had earned a livelihood by carving cuckoo clocks found their occupation gone because of the intro- duction of machinery, a school for clock-making was established, and soon again were they able to compete with the world. If an industry languishes, immediately a conunission inquires into the cause, and recommends remedial measures, and in many cases the remedy is to establish technical schools devoted to the branch of business affected. There is no industry to which greater attention has been given than to the production of artificial dye stuffs, and in these the greatest success has been achieved, natural products having been displaced by extracting from tar a cleaner, cheaper and more eas- ilv handled dyeing material. What was once the product of mad- der, indigo, dyewoods, insects and mollusks is now made from coal tar, and the colors produced quite as beautiful. They are still working to produce a substitute for indigo for whicn 85,000,000 annually is paid by the empire. In no land is scientific chemistry so generally cultivated, and in none have manu- facturers been so ready to adopt results of chemical research. Hermesdorf, the greatest dyer of blacks in the world, secured his fame by placing chemists beside his practical dyers. Energy, in- telligent effort, scientific imalysis were the secrets of his success, and these, I believe, are not alone the special property of Germany. When I think of the success that has attended German efforts in all these lines, do you wonder that I am anxious to urge our Can- adian people to adopt means for the creation of our raw materials (infinitely more varied than is possessed by Germany), into manu- factured product, and to make valuable the product of what is now largely waste material, and I believe it is possible to produce valu- able manufactured articles in this way cheaper than the raw mate- rial, for such articles can be procured in some other lands. I have seen special ovens used in Germany for burning coke from which gas, tar and benzoli could be collected, and these worked into chemicals. Nothing is allowed to waste, and thus is the cost o\' production reduced. In every industry technical and scientific men are employed. 1 know of one dye works for the manufacture of dyeing products that employs 100 chemists with university edu- cation, and 25 engineers with a technical education. In the case 14 of the chemists no striking results are expected for a year or two after their appointment. They devote themselves to the special task allotted them, and in time fully justify their appointment. Nowhere else has the £^ap between the educational system of the country and the practical interests of commerce been bridged in so efTective a way. From conspicuous examples of the prizes and positions that are within his g^rasp, if dilig^ence, application and hard work be accept- ed as the conditions of winniiii^-, the German student enters upon his work with a different spirit from many students on this side, whose idea of fame often consists in his desire to be champion in all athletic contests, and the work of the (ierman student is aided by the display of a similar spirit to his own. When it is desired to start a school the funds available are not invested in expensive buildinj^s, but instead any larj^e building- with good walls and suf- ficient space is pressed into service, and the real expenditure is unstinted in the employment of teachers full of the spirit of re- search and demonstration, whose zeal has been increased by con- stant investigation, rendering them fully capable of inspiring others with the same zeal. To these men no saving of any sum in salary necessary to secure them is considered, and this should, I think, be our policy. The school is not the building. It is the staff who teach, and the spirit communicated, and the ambition awakened that influences the intellectual and scientific life of our country ; the value of this cannot be measured by dollars and cents. 1 trust we will not commit the folly of erecting magnificent buildings first, at a probable cost of, no cautious man dare hazard a guess how much ; if done in the same prudent, economical, business-like man- ner that has characterized the erection of some other edifices, the scheme would be crippled, the usefulness of the school impaired, and a stunning blow be given to the success of the school that a generation could not repair. I would endow brains instefid of bricks, and secure as teachers men who can lead the students to new intellectual levels, and increase their regard for the truth in acquiring practical knowledge based on human experience. Having now hastily given you a cursory glance at what has been accomplished in Germany, 1 will summon courage sufficient to outline what from the standpoint of a merchant should be done in Can.ida. I maintain that production and distribution are the two specific sides of trade. If distribution be weak, production will be retarded. If technical education be necessary to the mechanic, it is equally so to the merchant. Assuming that there will be no diff"erence of opinion on this point, we will first discuss what can be done to make production more efiective. It is characteristic of the Germans that they prepare a long way ahead ; they are not inipulsive reformers, but proceed systematically upon the bases of what exists, changing it as conditions of life demand. In this way I would introduce elementary technology into all forms of 15 I Y public schools in the province at as early a date as possible. Per- haps a definition of elementary technoloj^y, as I understand it, will be helpful. It means the \vorkin