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Technical Education. 
 
 REPORT OF A VISIT TO THE SCHOOLS OF MASSACHUSETTS, 
 AND OPINIONS ON THfc; SUBJECT OF 
 TECHNICAL EDUCATION. 
 
 BY 
 
 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 . 
 
I 
 
 I 
 
 TECHNICAL EDUCATION. 
 
 REPORT OF A VISIT TO THE MASSACHUSETTS SCHOOLS 
 AND OPINIONS ON THE SUBIECT OF 
 TECHNICAL EDUCATION. 
 
 BY 
 
 JOHN MILLAR, B.A., Deputy Minister of Education. 
 
 i 
 
 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. 
 
 \ 
 
 i 
 
 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 
 
 I 
 
I 
 
 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- 
 
 I 
 
 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 
 
 -* 
 
 ii 
 
10 
 
 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. 
 
 11 
 
 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- 
 
12 
 
 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!). 
 
 f 
 
 f 
 
)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