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1. :

i 2

Technical Education.

REPORT OF A VISIT TO THE SCHOOLS OF MASSACHUSETTS,
AND OPINIONS ON THfc; SUBJECT OF
TECHNICAL EDUCATION.

JOHN MILLAR, B.A.,

Deputy Minister of Education.

TORONTO
WAHWICK BRO'S & RUTTKH, IMlIN'l'EKS. (iS c% 7(i KKONT ST. WIOST

/ ,V U '.I .

TECHNICAL EDUCATION.

REPORT OF A VISIT TO THE MASSACHUSETTS SCHOOLS
AND OPINIONS ON THE SUBIECT OF
TECHNICAL EDUCATION.

JOHN MILLAR, B.A., Deputy Minister of Education.

MANUAL TRAINING IN MASSACHUSETTS.

D^ ,1 law of the State ol' Massiicliuse'tts, rvcry city oi" at, Last 'iO.OOn
•^-^ ni' a |)i)i>ulati;)ii iimst niaiiitaiii a iiiaimal ti'ainiuu' lepartmcut
as a part ol' its Hi^li School systfin. By this law. 28 cities arc aticcti'd,
and 14- cities have ah rady coinplieil with the law, M'veral oi' tliem
haxiiiL,' taken action sevcal years hel'orc die passin;.'- of the Statute.
Ahont 70 per cent of the popnlation oi' Massacliu-otts is inclutied in
cities, although Bo.ston is tli.^ only very lar^c city in the Stat' here
l)eiii^' no othei- city that has half the popnlation of Toronto. Many ot
the cities have provide<l for manual training;- in the lower j^n-ades,
IJoston. for example, has 27 manual traininn; schools, where regular
pupils of the Gramiuar Schools ( correspond ini,^ to the highest Firms
of oui- Public Schools) may take a prescrihod numher of exorcises per
week. It lias also 22 cookinj.;- .schools connected with tht; Grammar
Schools. Caiida-idye has made s(tme provision for manual work tor
the Gratinuar Schools, and sewinir is taught to the ^drls of the three
lower grade- of the (Jrainmar Schools, and to the hoys of the fourth
grade, wiio (K^sire the instruction. Instruction in cooking is provided lor
uirls on Saturdays, and it is also proposed to have the subject taught
in one of the High Schools: SjiringHidd has courses in woodwork tor
the boys of the Granunar Schools. Waltham provides manual training
\'()V the boys of the four upper Granunar gra(U?s. Brookline, another
subtirb of Boston, gives more attention in tlie Granunar Schools to
manual training, .sewing and cooking than I noticed in any othei city-

4 TECHNICAL EDUCATION.

Full Uivoi has ii lout yons conrsi' in its Hi;,'li Schools, aiul ho has
Lawrciu'i'. A lM'j;iimiiiL;has lircii iiiailc at Lowell, llolyokc, and oth(!r
])la('(>s. Then- is a i^mwin^' I'rolin;: that ('ifinciitary manual traininjr
shonM ln' jirovidcti fur ptijiils hi.'l'nrc they cMttT a HiL,'h School, This
ft'clinL; is nIiowm hy till' rnljuw jn-^ ixti'act IVoni the Worci'sttT School

" Manual training shouM !••• introduced into the schools very
much eai'lii'i- than the hiLjh school period, for several reasons. P'irst,
the eui-i-iculuni oi' the lli;;li Scliools, as at jtrrsi'nt arian>,n'd, so Tully
oecnjiie's the time of pupils that com|tarjiti\ cly few, at least in the
classical school, can L;('t the liem-tit of this c()ur>e. More<)vcr, many
pupils are compelled to leave school liefore they enter the Hi<,di
School, and therefore jnf .utirely cut otl' from the manual traininij
course. Secfjudly, t he rl.iiiciits of manual trainin;; can he taujjfht to
children of eleven and twelve to heiter ad\anta<re thai at a lator
stae-e. 'riiirtlly, there is a inoi-al as well a-< an intellectual advantaije
that comes frdiii the coi'relation of llie hand with the brain that is
Very much erc-itei' in eat Her years. '

Worcester is not the oidy small city or town which inclines to
this \ iew. Besides Firookliue, already mentioueil. iJ|•id^e^vater, Milton,
Watertown, V. inchester an<l \V(tliurn have estahlislied woodworkinij.
sewiny and cookiuLf c<)urses for certain (Jrannnar grades. Shopwork-
ine and -ewini; coiu'si-s are al.so provideij for pupils below the Hijjh
School in Arlington, I ielniont, .Marblehi-ad, C'oncord and other places.
1 have lately learned that C(incoi"d iias also decided to have a manual
traininu' school. Le.xiuixton and Northampton have woodworkinu;
courses.

TECHNICAL HIGH SCHOOLS.

In High School <lepartments iJoston has eciuipped one of its
eleven High Schools as a manual training school. This institution is
calle<l the Mechanic Arts High School. It has eleven teachers, and is
attetided by about M()0 High School |»upils. The course of study
embraces Algebra, History, (Jeometry. En<.disli. French. Trigonometry,
Physics, an<l the following subjects (d' the mechanic arts department pro-
per: Drawing of various kinds; carpentiy and wood carving; wood-
turning and pattern making : forging machiiu' snop work, including
l)ench work, machine tool work and construction of machinery. This is
one of the finest manual training High Schools on the continent. Like
the Boston school may be menti(»ned the Cand)ridge Manual Training

TECHNICAL EDUCATION. 5

Scliuol, tho work of which I ^pt'nt soiiie time in exuiuinin^. The
course of study, as pvon iiio by tlie Principal, enihraees Alpjehra,
English, Physiology, History, French, (icometry, Physics and shop
work, including work in wood and iron, witl» an cxtt-nsive (Mjuipment
of iifiachiniiry. The coursi- in this institution, likr- that of thr one in
Boston, is almost similar to that of the Manual Training High School
in Brooklyn, N.Y., which I visited a couple of years ago, hut the
Imildings are far superior to those of the latter.

It is possible trudition has much to do with the customary
adlierence to the ordinary subjects of the school curriculum. Has it
been demonstrated that Algebra, for instance, affords a better mental
discipline than manual training ? P^vidently, industrial or technical
training, whichever it may be termed, has come to stay in Ameiican
schor)ls. This is clearly the case in Massachusetts, as the |)assing of
the law already mentioned fully proves. Mr. Seaver, the Snpfrin-
tendent of .the Boston schools, says in this connection : —

" But in point of breadth and variety it is well to reinemlier that
all the industrial education offered in the most enterprising American
cities is but a small fractional part of what is now offered in many
cities of Germany, France and England. There has been an immense
advance in thes(( countries during the last ten years in public provision
for industrial education. It has, indeed, been .said, ii])pai-ently on good
authority, that if the United States were as well supplied with
industrial schools as are .some parts of Gerii any, and attendance on
them were as great, there would be in the United States more young
peopl(! of liigh .school age under industrial instruction than now there
are under academic instructi(jn. Boston, ff»r example woidd have moi-e
than four thousand insteati of the eight or nine bundled now found in
the Mechanic Arts High School and in the Free Evening Indu.strial
Drawing Schools." '

SUGGESTIONS AS TO PUBLIC SCHOOLS.

In all our cities and large towns the Public School Boards should,
I think, provide instruction in sewing, cooking and manual training of
an elementary character in woodwork. This much is ((uite feasible if
municipalities are willing to incur the necessary expense. For maJiual
training, as well as for cooking, a room convenient to each Public
School, if not in the Vjuilding, wouhl be neces.sary. A teacher fully
competent v/ould, of course, be recjuired. A separate room might not

6 TECHNICAL EDUCATION.

be necessary for sewinj;, and it is not too mueli to j'Xpeet every lady
teaclier in our Public Schools to be able to ^nve the necessaiy
instruction in that sini|)le kind of needlework wliicli every i,'irl in our
schools should learn. Perhaps, as the Boston Superintcndfnt says, jt
may be doubted "if any ^ood female tcaclu'r in the servier would
»idnut her inability tn teach needlework, or at any rate her inability to
prepare herself for such teaehin<;', if re((uired, in a short time. If, in
point of fact, the j^reater numbei- of women who become teachers
are ignorant of needlework, it is an indication of soniethin^j wron^^ in
the tendencies of modern education. There is a sentimental arfjument
sometimes advanced in favor of inaiuial trainin<;, that it teaches the
di<;nity of labor. What is the bearin;^ of this ai'tjument on sewiny in
the schools ;' If the little <,'irls see that their re^'ulai" tiNichei', pattern
of all excellence in their eyes, is ignorant of needlework, so that they
are turned over to a person of inl'erioi- e(hication for their instruction
in that art. what inft>rence are they ,1,'oinj;' to draw concerning the
diojnity <jf needlework in particulai", or of lai)oi" in eeneral?" For
manual training;- it is j)robable male teachers specially trained wouhl at
first be I'equired, Imt even here, it ndfrht be said, why should not the
regular teachers in tlie Public Schools know h(nv to train children to
use the saw, the chisel or the hamniei' :* And why should the teaehei's
of such elementary manual traininj;' be men !* In IJoston sexeral
ladies teadi manual traininj;' in the (Jrannuar Schools, and in other
cities of the Ignited Stat(!s some of tlie most successful teachers .)f
woodwork whom 1 met were women. Already provision has been
made in Ontario for iTisti'Uction in sewing and cookiiiy; to the Normal
School stitdents. It would be desirable to ad<l instruction in manual
trainin}.,^ and, perhaps, to provide liefore lone- that these subjects
shoidfl have reco<^rnition in determinin*;- who aic to i-eceive Provincial
certificates.

The (piestion may be rai.sed, How would the intioduction of
technical education V)e viewed by mechanics '. There is an erroneous
impression held by .so)ue per.sons that manual trainine;' schools are
schools for teaching' trades, and these are not in the intere>t of skilled
mechanics. In the United States the laborinj^f classes and the
mechanics are, 1 was told, the most ardent friends of technical
education. It is a mistake to infer that the ma,s.ses need only a yood
elementary education. It is not to be wondered that municipah'ties
are .slow to move, and that apathy is found regardini^ technical
education, so lontj as the value of intelligence in mechanical operations
is not fully recognized.

TECHNICAL EDUCATION.

DIFFICULTIES REGARDING HIGH SCHOOLS.

Tniiiiini( iti the tnccliMiilc m»'(h calls I'oi' prt'limiiKiry tniiiiiiij; in tlic
hnmclics of the l'ul>lic! School coiiisc. It is only t'(»r j)U|)iis who huvo
passed tlic Hif;ii School Knti'aiict' »,'xainiiia(ioii that yva\ tt'chiiical
fflucation Hhouhl hr proviilt-d. Any attnnpt to providf Itchnicfil
education for pupils who Iimvc not secured the tVindanietuals of an
ordinary education nuist necessaiily fail. With our llij^h Schools,
which compare well in eUlciency with the hest IIii;h Schools in the
United States, th<'re should he no ditlicully, undei- favorable circmn-
stances, to undei'take those subjects of a teehnieal eharaetcr that
educationists in the f'nited States, En^iland, France and (iiiniany
regard as most important in the development of national industries.
There are, however, some serious ohsta-Ks in the way of having
sutHcient attention <i;iven to technical education in man v of the iliidi
Scliools and Colh»<j;iate Institutes of Ontario; —

(1) The Multiplicity of School Hoards. The lli;,di Schools ;ind
Public Schools are UJider diH'erent Boai'ds of Trustees in many of our
towns and cities. It is not neces.sary here to refer to the historic
causes of this condition, as the (|uestion has to do with the manner in
which Hi<jh Schools wei-e oi'i;4inally established, and ; lie imprfssion,
a])parently reconnizdl in the early history of the Piovinee, that tlie
Hitrh Schools or (rrannnai- Schools were for a ditferent clas^^ (jf puj)ils
from the Public Schools. l)oul)tless, where separate Boards work ".veil,
there is no pressing,' need of takin*; advantajjfe of the pi'ovisions of the
law in favor of a uniteil B(jard. The disadvantat^es of separate
Boards are often shown in la) the multiplicity of othcials, (bj the
overlap])ino; of courses of study, (c) the ditlieulty of tixinji; responsibility
for recoin'nized defects, ('(/^ the imjiosition of fees ami (e) the withdrawal
of the sympathy of that class of people who are unable to take
advantajjeof the lii^h Sciiools. Jn the I'nited States, the existence of
distinct Boards for Technical Schools, lliu-h Schools. Pul)lic Selmols,
etc., is not known. One Hoanl of Education controls all educ:;tional
interests. One Inspector, Superintendent or Principal who is botli a
scholar a.n<l a man practically actjuainted with both elementary and
and secondary, education, is held i-esponsible for the manaj;einent of all
the schools, and with the ratepayers lookin*;- to one bo<|y of trustee.s
for the best educational results, attention to what may be termed a
])ractical education cannot be iirnored. This undivided manaireuient
or responsibility is one of the lactors that have forced, 1 miij;ht say.

• TECHNICAL EDUCATION.

imicli attention to \»' <^iv»'n to intluHtrial tmiiiiii^ in th«' city schools of
aliiioNt all till! Nortlicrn and Wrstoni States.

(2) TJH' IntliK-ncr of University Course.M. Ever sine*- thr Hi^Mi
School.s, or (Jraniinar Schools as they were first calle«l, wen- cstahiislu^d,
Monir pcisoiiH have held that the main ohjoct of tliese institutions
should hi' the pi'eparationof candidates for Matriculation. T\\v history
of Hi^h Schools in Ontario since they were placcsd, in IH5:i, under the
direction uf the <,'hief SuperiiiU'iideiit of Education shows that the
ori^nnal purpose of the scc(jndary sch(»ols lias had to lie continually
receded fr«ini, in order t(» make them meet popular ihMuands, and that
the Universities have therehy heen Itenetited. The conrs*- prescrihed
for Matriculation in Ontario practically deterinines tlie suhjects taken
\i\\ in itin' Hi^di Scliools. In the United States, and especially in
Massachusetts, Boards of Trustees are free to settle upon siu'h
pro;,Mannnes of studies as suit the lu-eds of the masses of the pupils,
and not primarily the few ])tn)ils who {^o to the Univi'isities. There
should lie almost the same fieeilom in Ontario, and if stich fieedom
were the rule, there woidd he much less difficulty in promotin»;
indusirial training', l^nlike the Hi^h School teachers on the (jther
side, our teachers are expected to he <;uided hy the i-e<|uiroinents for
Matriculation, and theii- ability is often wroni,dy juil<.;ed hy the results
of the Matriculation examinati(/ns. Of course, we must have examina-
tionsfor teachers'certiticates.hut the ve(|uirements shoidd have refei-ence
to the interests of Public Schools, and not to the inten^sts of the few who
subsequently attend a Univeisity. The re(iuirements for teachers
should be base<l on educational ;^rounds, and in such an event would
we have six options for candidates for Junior lieavin*;- standin;; '
Specialization is bad, I think, at this early sta<^e. The cour.se for
Second Class teachers shouM include Latin, as rerjuired now, and
Science, but none of the other optional subjects unless they are
necessary for the Public School teachtir. It will .scarcely be contended
that the principle of " permutations and combinations" has det<'iiiiineil
the optional courses for .Junior Leavinjj standing. I believe there
never would have l»>en six options for this exanunation were it not for
University interests.

It would be a great relief to High School masters, and ultimately,
though indirectly, an advantage to technical education, if our Univer-
sities, like the Universities generally in the United States, would
accept the certificates of the Principals for tlie admis.sion of stutlents.
in lieu of the present Matriculation examinations. The opinion of the
High School staff, regarding the fitne.ss of a student to take up Uni-

Ly scHooIh r)f

cv the Hi^li
OHtablishod,
institutions
Tlir history
'H, under the
ws that the
J continually
kIs, and that
je pn^Hcrihcd
ibjeets taken
especially in
n\)on such
)t' the pupils,
ities. There
luch freedom
I promoting
m the other
iroments for
V the results
ive exaniina-
ave reference
' thi' few who
for teachers
event would
lo- standing '
le course for
'd n(tw, and
ess the}' are
b(! contended
IS determined
believe there
ere it not for

id ultimately,
i:' our Univer-
itates, would
ti of students,
ipinion of the
take up Uni-

TECHNICAL EDUCATION. 9

versity woik is mort- valualiie. 1 tliiid<, than the ju<lunient of ;iny
lioiii'fl of Kxaininers. With oui- pi'esent system of lli:;li ScIhh)! inspec-
tion vvf arc in a much hethM' position than tin' Aiiieriean schools for
adoptinj^ the plan which lin<lsso nnich favor on the otlu-r side. Kvcry
Hi'^h School mastei' 1 met in MassachuscttH favored admission hy
certificatr. I was informed that in no place where this plan has heen
adopteii is tiiere the sli;^ditest ijesinf to revert to tile old custom. It
does not hnver the standar<l for Matriculation. Indeed. I'rin<'i|)als
assured me that it Iwul the oppo.'dte etit'ct, an<l that exan\inations
allowed nndeseivinu- puj)ils to slip throii;^di It lessens the nervous
strain to which exandnations suhjeet teachers, adds tc the presti>;i' of
the staff, j^dves {rreattu' freedom in mithod.s of instruction, and tVom the
point of (lisci])line has very heneticial results. Apprehension re)^'ard-
iny the importiniities of parents, if their children were not included
amonir the ■■ irraduatinif class," will not he feared ^v those who are
acijuainted with the American system. After all. what does Matricida-
tioii mean ' Simjily "evidence that the j)U})il is prepared to take up
University work, ft is xirtually [iromotion. The i-esponsihilit}' can
readily he assumeij hy the Piineiprtl and his assistants with much
j^'reater ease than ordinary promotions in our Hi;.^'h and Huhlic Schools.
P'inal examinations, as the sole test i'oi' promotion, h.ivc lon^f since
Ijfcen uhandoned hy the hest teachers. lleM-arding" scholarships, it may
be sairl that almost every modern writer on the ipiestion of e(lucation
condems all such artiticial incentives as prizes, scholarships, etc., Jis
objeetional)le, or at least unnecessary in HiLfh and Public Schools. Jf
scholarships are to he awai-deil, some other plan ndyht l)e de'vised for
disposintj of them. In any case, it may he asked, why should the
work in oui- Hi<ih Schools be subjected to reco<.mized (fvils, in order to
deterndne which institutions turn out the best intellectual athletes ?
I am safe in sayinu' that no ijood teacher i-eoards competitive examina-
tions necessary.

(8) The lnipositi(jn of Fees. The greatest obstacle to the success
of technical education in Ontario is the tendency in most cities and
towns to impose fees. If it were possible to-morrow lor every Hii,di
School Board to abolish fees for resident pupils, it would ,<:five a desir-
able impulse to .secondary education, and would force such a course of
ijistruction t(j be taken up as would be be.st adapted, not to the very
few who (TO to the Universities, but to that va.st majority of pupils
whose education does not extend to the Third or even the Second
Form of the Hiijh Schools. This proposition of free High Schools may
startle many persons, but why, might I ask, .should not Canadians be

TECHNICAL EDUCATION.

as lii'i-ral, as entcrprisiii;^, and as practical in (Hlucatioiial matters as
the Aiiicricans ' In iJosfon, where there Mi'e I'lexiMi Hi<ijl! Schools, no
re-idint ]}Upil is chari^ed one dollar in fees. Pnpils ;ire prepared for
admission to the varions Universities it' th(jy so desire, or for adujs-
sii)n to the Massiichusetts School (.1' Technoio^'v, to the Normal Schools,
or to tl;e various j»rot'essions or callin<;s in life, without hein^' charyfetl
fees. Not (jnly mk Imt they are furnished thi"0Ui,diout the whole
Hitfh Sclujo! course with all t!)e books tlte)- require, classical, ntatlie-
matieal, scieiuiric etc., and they have tie- full u.^e ol' tiie lihi-aries and
extensi\e scientific ap[)aratus provided. Still furthei' : in tlie Stnti' of
Massachusetts, every city wwX town is compelle<l hy law to provide
free Hi<.;h School education, and if a nuniici]>ality liocs not make the
necessary provision, !'!iild)-cn may attend sraie lli^ii Sclioo! in ;ni()thei-
town or city, auii the munici])ality from v\li!ch they coni'' nuist meet
the cost. It iii;i\ l)c ask.d here, — What has this to do with tecluiical
education \ A t^n-eal de;i!. How can the children of mechanics and
others, earning;- not perha]".-- .SX.OO a day. attend lli^di ScIkjoIs, wiiei-e
tiie fees ijemanded liy the IJoard are Slo, !:?-(), or S;iO a ymir i i'he
imposition of fees makes the Ui_i;fli Schools cla-s institutions, wliich the
childf'U of parents iit liumhle (iv even moderate circumstances are
dehar-t'o fi-om attending', k policy of this kind shuts out the very
children who would "be most likely to j^ive attention to technical
education. Wlen \\v^\ fees are chari^'ed, the pujtils, who are t:ien
ifeiuTallv children of the well-to-do classes, are aiming to enter the
professions, ami have little thou<fht of jirepariae- themselves to (uiter
upon the duties oi" mechanical pursuits. I have no hesitation in saying
that technical education wil! not he successful in any city in ()ntario
unless resident ]iupils are admitted free, or else on the payment of
mere nonnnal fees.

It may he .said. Why shouM we not look to Eusjjland ratlier than
to the United States for ideals ' .My reply is that our prel'erenc'e for
the British System of (iovernn.ient — a ])rei'erence which nearly all per-
sons in (.'an-'da hold — should not indvice ii.s to ail(t[it exery Kn^lish
custom. ('ana.<la does not ilesire a state churcli ; it does not desire an
Uppei- House with the mend)ers hereditary, and it should not favoi'
educational institutions that shut out the poor. That the situation,
in Eii^dand is not satisiaetory will be readih' recognized by those who
have read the Repoit of the lloyal Commission on Secondaiy Educa-
cation, and by those \vh . are aware ^^i what the Salisbury n'overnmeut
has done to l)!ine- ^ecrmdary education within the reach of the masses
of the j)eople. It is fushionable with ,i few per.sons to point to the

TECHNICAL EDUCATION.

lutlers as
:!ho()ls, u(»
[)arecl for
)i' adn.is-
1 .Schools,
f chiivged
ho vvhoh'
l1. iiiatlii'-
iiries and
; State of
) provide
make the
) ;i IK it her
uist meet
technical
mics and
Is, whei'e
ir / The
vliich the
mces are
tlie very
technical
are tiien
miter the
to (niter
in saying
1 ( Jntario
yiiient of

llicr than
ren('e for
y all per-
■ Entrlish
desire an
not fa\'or
situation,
hose who
y E<luca-
vennnent
!ie masses
lit to the

1,'i-i'at Hnhlic Schools in En;j:land as our nioileU. From my kiinwledijje
of the Hi,i;h School masteis of Ontario, I am satisfied, in the matter of
training' or ' character huildinj^," they have no need to look for inspir-
ation to the masters of Hu^d)y. Eton or rj)])in(,diani. As to secondary
education. I rejjjard the American system ot free lli<;h Schools as im-
measurahly superioi' to the Eni^lish system, which calls for tuition fees
and as the one which wc miu'ht examine with a<lvantagc. To slnit out
the poorer classes from our Hi^^di Schools, as appears to be thi- present
tendency in Ontario, is to adopt a policy which Rein, one of the most
famous German educationists livini,% calls " unchri.stian," and which
may be i-e;^arded as a relic of an undeiiKJcratic a<;e.

It is sometimes said that our cities and towns spend too much on
secondary education. Anyone who compares our efforts v.-ith those (^n
tlic other .side of the line will have a different opinion. One or two
illu.strations will .sutliee, C'aihbri<l<;e, Mass., a city with a poj)ulation
of less than half that of Toronto, has three lar<:c. well-e([uipped Iii<ih
Schools, svddch cost over half a nullion of dollai>. This year, Sprini;-
tield. a city of not more than GO 000 of a populatinn, has com[)let,ed a
Hi<di School buildintr costin*' S'^-JOO.OOO. iJozens of similar illustrations
could he uiven. The Hio'h School masters of Ontario arc bottei edu-
cated and V)etter trained on the avera,t(e than those reci-ivinu' like
r.'muiirration in th" I'nited States. The averaj.,^' cost in the llii;h
Schools and CoUerjiate Institutes of Ontai'io is al)out 820 ami S80 per
[iiipil n.'spectively. In the United States it ranges from .S40 to i5o0 a
pupil, and even higher. I am aware that in the Southern States this
liberal policy has not prevailed. 1 think my argument tloes not lose
foi-ce by this reference. It may be said Massachussets and New York
are wealthy States, and that they furnish no example for Canada
This objection will lose all its weight when it is known that Slates
liki' Maine, "New Hampshire, Vermont, Dakota and Wyoming ha\e the
'^anie generous policy ol' free High Schools.

SUGGESTIONS AS TO HIGH SCHOOLS.

Should technical Education be carried on inoiu' High Schools and
Colleiriate Institutes, or should s.'iiai'ate institutions be estalilisluid for
the purpose ? My impri'.ssions have been favorable to the former. I
know no reason why there- sliould be any duplicati m of classes. So
far as I have conversed with Ontario High School masters, tliey are
<leeide<lly in sympathy with technical education, and much may l)e
accomplished if they ar*' relieved in the way I have indicated from the
pressure of University Matriculation examinations. I must acknow-

TECHNICAL EDUCATION.

l(Hl<r(.', howovor, thattlio oxperit-'nce of the Ignited Statos, and the opin-
ions of those (jn the other side l)Ost informed, to whom I have spoken
on tlie matter, are a^jainst my view. T was told repeatedly that where
technical ediu;ation is simply attached to the existin^r course of study,
there is a (lander that it will be slifjiited, and )nade a mere makeshift
to satisfy popular demands. The best manual traijiing hi<,di .schools
or technical .sch.ools are undoubtedly distinct institutions, though under
the same school board. The Principal in each case is a ijoofl adminis-
trator, a university scholar, and teacher of years of experience. Those
in cliarf^e of the technical depai'tments are ftilly trained for their
work, Vjut they are experienced teachers as well. Jud<;ing by what I
observed in the technical schools on the other side, the emploj-ment of
persons acquainted with mechanical operations but not teachers would
make a weak staff.

Under the circumstances, if the municipalities are i-eady to incur
the cost, I think in a large city like Toronto, and perhaps in cities like
Ivingstou, Hamilton, London, and Ottawa, a separate building would
be preferable, with e<juipments, resemlding tlioS(! of the institutit>ns
mentioned in l^oston, Cand:)ridge, or Brooklyn, N.Y. It is not neces-
sary to refer to the Drexel Institute, Phila<lelphia, or Pratt Institute,
Rrookl\-n, as they are privately endowefl institutions, and their pur-
po.ses are of a ilitfen.'nt character. Uidcss much money can be cotmted
upon, it would l)e folly to attempt anything so pretentious tis either of
these institutions would suggest. If a technical school is established
in one of oui- cities, all pupils should be refpiired to pass the high
school entrance examination before admission. No fees should be
charged resident pupils, and if th(> province is to give as.sistance, it
should be with tlie understanding that high fees should not shut out
non-resident pupils.

In other places a separate institution for technical education could

scarcely be maintained. In(kH*d, a good technical school should give

students ready access to the industries of a large nianufacturi)ig city.

A room in each of our large high schools and collegiate institutes

mijiht, however, be provided for manual training in woodwork, but I

am not sanguine of immediate results. I see no reason why one of the

regular teachers, who has a good knowledge of drawing, and who is

not adverse to using the tools of a mechanic, could not, in a few weeks,

acquaint himself with all that is necessary to begin work of this kind.

A large amount ol' machinery is of couivse, necessary for a technical

high school, but for manual training in mere woodwork, the cost for

appliances would l»e very trifling.

Edlcation' Dki'.vutmknt,

Toronto, Au<'u,st. ISlt!).

)piM-

(okrn

tudy.
L'shit't
•liools.
under
ninis-
Tliose
tlieir
^lijit I
eiit of
would

incur
is like
would
utions
nt-'CL's-
ititute,
r pur-
)unted
thev of
)lished
e hi^h
uld be
ince, it
Hit out

n could
lid give
ig city,
stitutes
V, but I
5 of the
who is
' weeks,
is kind,
jchnicul
cost for