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T P o fi O b tl si o fi si o T si T w IV i ri| re m Additional comments:/ Commentaires supplAmentairas: Irregular pagination : [574] - 593, [831 - 92, [837] - 841 p. This item is filmed at the reduction ratio checked below/ Ce document est film* au taux da rMuction indiqui ci-dessous. 10X 14X 18X 22X 26X 30X J 12X 16X 20X 24X 28X 32X ails du difier jne lage ata lure. 1 !X The copy filmed here has been reproduced thanks to the generosity of: National Library of Canada The images appearing here are the best quality possible considering the condition and legibility of the original copy and in keeping with the filming contract specifications. Original copies in printed paper covers are filmed beginning with the front cover and ending on the last page with a printed or illustrated impres- sion, or the back cover when appropriate. All other original copies are filmed beginning on the first page with a printed or illustrated impres- sion, and ending on the last page with a printed or illustrated impression. The last recorded frame on each microfiche shall contain the symbol ^^> (meaning "CON- TINUED"), or the symbol y (meaning "END"), whichever applies. Maps, plates, charts, etc., may be filmed at different rei East Seventeenth Street, Union S'piare, Nero -York, U. S. A. The object of reprinting; these three articles, respectively entitled ''The Western ^-rt Movement," ''Hand-craft and Rede-craft," and "Need of Trade Schools," lahich appeared last year in THE Ce.VTURV MAGAZINE, is, first, to put before the Nova Scotia public, in as small a compass as possible, 7couis. In line with this purpose is the selection of several cases of electrotype reproductions, pre- sented by a most judicious friend of the museum. Examples of Nuremberg and Ilsenberg iron-work enforce this appeal to tlie interest of men engaged in the manufacture of iron, St. Louis's greatest industry. The collection of pottery includes salt- glazed stoneware from the village of Hoehr, neai Coblenz, a headquarters for ])Ottery since 1400, with a representative group of Doulton ware chro- nologically arranged, examples of other English wares, and of Chinese porcelains. Cases of fictile ivories reproduced; and a room with a Henri IV. mantel, to be devoted to old carved furniture, teach lessons in design to carvers of wood or metal-workers. Everything is signifi- cant ; everything expresses a welcome to artist or art student, to designer, draughtsman, or prac- tical worker. The spectacle of blacksmiths intently studying Nuremberg iron-work, and the knowledge that these men are embodying hints received at the museum in their work, are amjjle compensa- tion for the absence of '' old masters " of the American variety. Out of Massachusetts comes the cry that her industrial supremacy is in danger, that her coarser industries are going 10 the South and West, that only by the develo])ment of the finer industries can New England hold her own. Yet the St. Louis School of Fine Arts is as near to Europe as the Boston schools. Yearly the director, after visiting the schools and museums of this country, goes to study the latest results of the South Kensington system, visits English potteries, the Continental schools and museums, notes the work of artist arti- sans at Bruges, Nuremberg, Ilsenberg; and after THE WESTERN ART MOVEMENT. 58s this glimpse of art industry as well as art abroad, he returns to apply these first lessons at St. Louis, and to teach them in lectures delivered throughout the West. " As Cardinal Wiseman expressed it, 'Thus we find art and industry hand in hand, stimulating and sujjporting each can hope for no monopoly of the finer indus- tries. " The work to be done in the West," to quote Professor Ives again, " is not to bring French or other paintings before the public, but to do something with raw material. Nearly all the useful ores, with iron at the head, 1 !f PROPOSED KAST WINC. OK UNCINNATI MlSlilM. Other.' To bring about this relation between art an:! industry through the medium of our schools and museums of art is the work to which we in the West should give our ener- gies." With such doctrines preached and practiced up and down the West, the East are found in Missouri. What the school and museum must help in doing is the working up of these ores with brains, so that the work shall be recognized, and a school founded, like those of the Nuremberg and Belgian iron-workers." The force of this is being grasped by more 585 586 THE WESTERN ART MOVEMENT STATIE OF GARFIELD, CINCINNATI. DESIGNED nV CHARLES II. NIEHAUS. and more people through the West. Some of the examples of art in the museum were given by a man who had refused to do any- thing of the kind for a time, supposing that the museum was only for pictures. But when he learned the director's ideas his gifts came at once. Yet in the museum there are always good pictures, few though they be, with loan exhibitions from time to time. In the way of academic education the school aims to do all that any school can do in this country. But these distinctions in terms are confusing. What the St. Louis school aims to do is to give the best ])ossible training in art which within certain limits is equally of use in painting pictures or decora- tive designing, in modeling statues, or in the designing-rooms of a stove-foundry. The col- lections in the museum and the pecuniary re- sources of the school are not large, but the work already done shows how much can be accomplished despite limited opportunities, with a catholic and wisely ordered purpose. in. In its relations to art the Western metropolis resembles to an extent the metropolis of the East. Chicago contains more professional artists than any other Western city, and this implies a picture market of some consequence. Various art associations center in the city, and there are frequent exhibitions of considerable importance. Of imposing business blocks and costly residences there is no lack, but — and here again the resemblance to New York comes in — there is a curious apathy regarding the ad- vancement of the cause of art education. The unselfish public spirit which, as in Cincinnati, manifests itself in the building of art museuftis and the generous endowment of art schools, is not yet awakened in Chicago, although all this may be close at hand. The youth of the city, its •'JK :.. -^^ DKSION FOR SINTON ni'ILDING FOR THF, CINCINNATI ART SCHOOL. S.W'.M'iA'uUffl/N, ArfCHT JttOiL, THE WESTERN ART MOVEMENT. I'J S«7 marvelous development, its still more marvel- ous uprising since its destruction fifteen years ago, are explanation enough, perhaps, for the preoccupation of its citizens with individual ma- terial i.Ucrests. " What has been done for art?" one asks. " What gifts have you made ? What facilities for education in art have you placed within the reach of your people ? " And the answer is, " Wait. \Ve are young. sentative art institution of the city is without any endowment, and its usefulness is limited by the want of funds. 1 1 has received no large gifts either of money or collections. Yet the .\rt Institute of Chicago is attended in the course of the year by some four iiundred pupils, and is soon to take possession of a new building, which with the land represents a value of two hundred and fifty thousand v-i , '' LECTIRE ROOM, ST. LOl'IS MUSEUM. This ground was cleared of Indians hardly fifty years ago. Look at our business streets and avenues of private residences. Remember our population of three-tjuarters of a million and our vast business interests. Remember that the men whom you meet have been work- ing night and day for fifteen years to build this great city up from ashes. Their energies have been absorbed in material things. The next generation will have money and time for something else. Thechangeiscoming; indeed, it is already felt. In Chicago we act quickly. The art in the air will materialize into gifts and endowments, and all at once Chicago will be the art center, as she is now the business center, of the West." All this is characteristic. The influence of local ])ride will count for something. Chicago will not long nHow herself to lag behind St. Louis and Cincinnati. At present the repre- dollars. This is the result of a " business man- agement." The money has been obtained from gifts, chiefly of a thousand dollars each, from membership fees, and from loans upon Ijonds secured by mortgages on the proj)erty. Inter- est upon these bonds and the running expenses are to be met for a time by renting parts of the building to various societies. Membership fees and dues are to cover the expenses of exhibi- tions. The school is dependent upon its tuition fees. In short, both museum and school are in- dependent and self-supporting. Thanks to the prudence of business men, the Art Institute has maintained itself successfully during the seven years since its incorporation. Through the energetic efforts of the president, Mr. Charles L. Hutchinson, the credit of the In- stitute is firmly established, and its future seems certain even without the outside help \\ hich is needed to increase its usefulness. 5«7 588 THE WESTERN ART MOVEMENT. PRODIGAL SON, ST. LOUIS. DESIGNED B*" R. P. BRINGHURST. At least the new building is an important step forward. The Chicago Academy of Design, founded nearly twenty years ago, once controlled a building nominally its own, but this was destroyed in the great fire. The Academy, in which Mr. Leonard W. Volk was a leader, was primarily an association of artists. It maintained a school, and owned some small collections. But when the business men who were members left the organization in 1879 to found the Academy of Fine Arts, now called the Art Institute, the life of the old Academy seems to have departed, although it is still a chartered and officered association. It was in 1S82 that the Institute was estab- lished on its present site, where the museum occupied an old building, and one was after- ward erected for the school. The latter re- mains. The substantial brown-stone building now going up stands on the corner of Michi- gan Avenue and Van Buren street, fronting a narrow park along the lake front. The plans for the interior include a lecture- room, several galleries, and other exhibition rooms, with studios and rooms for modeling and carving, and others to be temporarily occupied by the Decorntive Art Society and various clubs. The entire building is de- signed for the use of the Art Institute. Only a part of the exhibition space will be occu- pied by the hundretl or so casts, and the few oil-paintings and autotypes belonging to the Institute, the nucleus of a collection. Ameri- can art has found early representation in " Les Amateurs," by Mr. Alexander Harrison, and " The Beheading of John the Baptist," by Mr. Charles Sprague Pearce. But the galleries will be filled for the most i)art by loan exhi- bitions. Last year the Institute held fourteen, including paintings, sculpture, engravings, autotypes, pottery, illustrative designs, etch- ings, and black-and-white drawings. Both the Western Art Association and the Bohemian Art Club of Chicago held exhibitions in tiie galleries of the Institute. All this is helpful to the pupils of the school, as well as interest- ing to the public. For further stimulus the pupils have lectures by the director of the Institute, Mr. W, M. R. French, and others, and two or three times the pupils have made sketching expeditions of some duration — one to the Natural Bridge in Virginia. These are aids outside of the regular curri- culum of the school, which is mainly academic like the leading art schools of the East, with which it claims equality. There are the usual CAST SHRINK KKOM NlKKMllEKG, IN ST. LOUIS. THE WESTERN ART MOVEMENT. 589 grades and classes, with a somewhat unusual range of mediums, which includes pastel draw- ing, monotypes, and etching. Nothing seems to be omitted which jjertains to academic art education, and there is also a class in decora- tive designing. The teachers for the most part have been trained at Munich, but prac- tices which originated in French ateliers, like the use of Julian's flats, and drawing from blocks to get ideas of construction, are com- the school as yet have taken little part in the decorative art work of the city. He had been able to find but one competent American de- signer, and that one, significantly enough, was a graduate of the St. Louis school. The Chicago Pottery Club, which includes sev- eral graduates of the school among its mem- bers, has held several exhibitions of merit. But there has been no application of art to pottery or metal-work on a larg scale. m^% .. ... ST, I-Ol'IS MUSEUM OK ART. mon here as in most modern schools. As to the pupils, it would be unfair to judge so young a school by the achievements of its graduates. Their history is like that of the graduates of other American schools. Most of them study art for amusement, or as an accomplishment. Some become teachers. Not more than one or two per cent., I am told, become i)rofessional artists. As to results obtained in the applica- tion of art to industry, there is still less to be said. The night classes, as in Cincinnati and St. Louis, are attended by many lithographers, draughtsmen, and engravers, and the influence counts for something. The head of a large firm of designers and decorators is teacher of a night class. His testimony is that pupils of Vol.. XXXII.— 7s. All that is claimed for the Art Institute, even with its costly new building, is that it repre- sents a beginning. The management of the Art Institute is vested in some of the active business men who have won for their city its great material prosperity. This is surely a for- tunate omen. Moreover, whatever facilities these men may procure will be discreetly util- ized. The director of the school wisely recog- nizes the value of individuality, and this he aims to encourage while maintaining regular- ity and discipline. He looks forward to keep- ing his pujiils for four years, teaching them to use their hands and eyes, and at the same time e(iuipping them with a truly liberal educa- tion obtained through artistic channels. More 5«9 art in the had been rican de- •iigh, was ol. The ides sev- its meni- :>( merit, of art to lie. 59° TJ//<: WESTERN ART MOVEMENT. than tliis, he intends to make the study of ap- pUed art a department coi'inhnate with the academic. Suc:h are the present conditions of art in (Chicago, but these conditions will soon change. The founding of the Manual '["rain- ing School, the great bequest for the New- ])erry Library, and the establishment of the Armour Memorial are signs of the direction ton is building a public art gallery, where paintings already collected will be housed, and where loan exhibitions from time to time will tell of current movements in the world of art. Milwaukee's private galleries contain some paintings which Fvastern collectors un- willingly relinquished, and this store of pic- torial art should profit the students of the Milwaukee Art School. In Minneapolis a |f»_«ril^ f^'Psr^. ^>: e,even repre- of the active :ity its { a for- cilities y util- p-ccog- his he gular- keep- em to same duca- More CllICAliO AUT INSTITLTE. in which men's minds are turning, and these examples are sure to inspire others. IV. These are not sporadic instances of prac- tical interest in art. The same thing is going on in other cities and in towns throughout our West. In Milwaukee Mr. Frederick Lay- strong movement for advanced art education, headed by a local Society of Fine Arts, has resulted in the establishment of an academic school under a member of the Society of American Artists. Detroit, if Detroit may be included in the West, stands ready to build an art museum, — success reached at last after three years of persistent, energetic efforts. The idea was suggested by the interest THE WESTERN ART MOVEMENT. 59' I.AYTON ART OAIXHRY, MILWAUKEE. shown in the Detroit Art Loan Exhibition of 1883. " If people are so hungry for art as to travel hundreds of miles and pay fifty thousand dol- lars to see this exhibition, let us bring art within their reach." Such was the thought of those who watched the throng of visitors from distant country towns, some of whom jjroba- bly then saw their first oil-painting. Yet it was said that there were more incjuiries for The Century collection of drawings than for the paintings, a significant hint as to the in- fluence of what may be termed applied art, a hint which would admit of amplification, were it permitted here. All sorts of visitors there were, from the artist to that venerable woman who eyed The Ceniurv drawings suspiciously through her glasses, and asked, "Are all them pictures a hundred years old?" But there was clearly something done in the way of education as well as in satisfying curi- osity. Then came the Museum of Art Asso- ciation incorporated in February, 1884. For a building site $40,000 was raised in cash, and after many delays and discouragements the sum of $100,000 for a building was com- pleted at midnight of March 20, 1886. This, too, in a city which beside New York, the home of the languishing Grant Monument Fund, is only a village. But such persever- ance as that of Mr. W. H. Brearley, to whom the credit of this result largely belongs, is rare even in the metropolis. Building and site are thus provided for, and Mr. James E. Scripps has pledged $50,000 for the purchase of works of art. A beginning has already been made with " old masters," which appear to be fa- vored by Mr. Scripps, and with a few other paintings, among them Rembrandt Peale's "Court of Death" and Mr. F. D. Millet's " Gilnone." A friend of the museum has pled^' -^ $10,000 for a collection of casts, and if the maintenance of the museum is assured by endowments, its future is certainly full of promise. Already tlie eyes of the faithful see in the building only a wing of a museum of vast extent. Let us hope that the building, whatever it may be, will not be given over en- tirely to " old masters," but will contain col- lections from which Detroit's stove-molders, lithographers, and other artisans may gain ideas which will tell in the (|uality of tiieir work. All this can be done at small expense, without neglect of " high art," and with evi- dent profit both to handicraftsmen and to the pupils of the future art school whose training may be utilized in these crafts. In Buftalo, which can hardly be classed as a 591 592 THE WESTERN ART MOVEMENT Western city, the Fine Arts Acadciiiy, now inotal-work by the Niivajos for hundreds of twenty-four years old, is about to transfer its years, there is a school with some art-training collections to s|)acious galleries in the new in( iuded in its curriculum. And as for the building of the Muffalo l-ibrary. The ("leve- Pacific slope, its metropolis at least boasts of land Academy of Fine Arts, which was societies of artists, exhibitions, schools, and brought to the notice of many by a little collections, although San I'Yancisco is without public ation tilled with sprightly sketches by an art museum. Perhaps the new Stanford - - ' - *' r> *#J, liOFFAI.O MIIRARV AND ART IllMLmNn. its Students, is among many other promis- ing beginnings. From those who are direct- ing education in art in the larger Western cities, one hears of active art societies up and down the middle West, in Indianapolis, Spring- field. Jacksonville, and Omaha. In Cairo, Dickens's "Eden," a society holds forth upon art and the architecture which Martin ("huz- /.lewit may have seen in his fevered dreams. In a town three years old, beyond the Mis- souri, the director of a Western museum gave a lecture which he had delivered in that home of sages, Concord, Massachusetts. '' I could see no difference in the way my lecture was received," he said afterward. " My audience appeared to be as intelligently interested and appreciative as my audience in Concord." In villages of 1 )akoti and western Nebraska this missionary of art found not only eager but discriminating hearers. And so this un- dercurrent might be traced across the con- tinent by its occasional manifestations. In the far South-west, where a rude art has been applied to pottery by the Pueblos and to University may prove to be the center of art education upon the Pacific coast. V. Eastern advantages are obvious enough, and yet if one cares to follow out comparisons it will be found that the activity represented in the building uj) of Western art museums and schools during the last six years has had no counterpart in the East.* AVhatever grop- ings in the dark there may be for a time, this * Tlicre have been no such gifts to the cause of art eilucation in the Mast as in the West (hiring tliis lime. There lias been no such building up of art museums and art schools. I'lven the museums in existence in lioston and Xeiv York are suffering severely for hack of sujiport, and not an art school in New ^'ork is equipped to the satisfaction of il.-i friends. On the other hand, the largest ])rivate and public collections are in tlie East, and the most important exhibitions and sales are held here, or, to localize the term further, in \e\v \'ork, which is the center for artists and art societies, and offers the best picture market. Any detailed exposition of the East's advantages seems to me as unnecessary as general eulogy of the arts of THE WESTERN ART AWVEMENT 593 Western art movement has gone fiir enuiigli to insure certain definite results. 'I'he impor- tance of art, however the word may be defined, has been pubUcly recognized. Art collections of various kinds are placed within the reach ofthepeo|)]e at large, facilities for educa- tion in art have become accessible. If there were nothing more than this, the results would represent at least an elevating influence. But this movement comes at a time when we are rapidly accepting the ideas that training of the hand should accompany training of the brain, and that educated application of art to industry is a valuable economical end. England, Belgium, Germany, and France later, have learned the lesson, and the agents of even Russia are studying the museums and schools of applied art which are in every Cierman city. In the fifteen years since Mas- sachusetts took the hint from South Kensing- ton and made drawing a part of her common- school curriculum, these ideas have taken shape in one way or another, West as well as East. All this has met with opposition, of course, as the Boston artists ridiculed the adoption of South Kensington theories and practices. Yet Massachusetts is now build- ing an ampler home for her State Normal Art School, and her publicists in speeches and reports are demanding more popular educa- ticjn in ait that the State may not lose her supremacy in the finer industries. The same demand is felt and has been answered in a greater or less degree in many of our cities, it is this demand baseil upon the practical value of art-training in industrial work which will broaden the usefulness of the Western art museums and schools. Butthere is something more than the familiar argument of money value, the dwelling upon the differences in the compensation of clay- shoveler, brick-maker, tile-maker, potter, and sculptor. It is not merely on account of higher wages that this training is so necessary, but to awaken in our people a love of art if only in its simplest forms, an appreciation of beauty of line or color though it may exist in the humblest article in daily use. With this love of beauty aroused by familiarity with the work of our artist artisans, we may hope for the growth of that National Art which, as William Morris rightly said, must, if it deserves its name, take its roots among the people. The collecting of paintings and the making of Artists (with a capital A) have been our first consideration. Now we are beginning at the beginning, and something is being done to make art tell in the daily lives of the people about us. The task of the West is to help in substituting a vital principle for the idea of art as something " appealing only to the connois- seur, unintelligible to the masses, who pass before it as though it were some splendid iilol weird and dumb." Ripley Jlitchcock. painting ami sculpture. But the expenditure of for- to be noted in the West, l)ut not in the Mast. At tunes for jiaintinj^s wliich go to private galleries is present the East seems content with its earlier achieve- not so hcaltiiful a sign of interest in art as the un- ments, but this apathy can hardly be expected to selfish activity in behalf of art education which is now last. I* 1^ 593 From Thk Qvmv\}\i.s /or Novembtr, iSHd. THE NEED OF TRADE SCHOOLS. DITCATION is in a tran- sition state. Systems that have come ilown to us from past ages are found i ica|)ai)le of meeting the wants of the latter ])art of the nineteenth century. Especially is this tiie case in the way in which the young are taught how to work. Silently the old plan has passed away, and as yet no definite scheme has taken its place. Xeitherinthiscountrynorin Europe can the apprenticeship system be said to exist. It became the custom in the middle ages to bind a lad who wished to learn a trade by a writ- ten agreement to some master mechanic, for a specified number of years. In consideration of the lad's labor, the master was to care for him and teach him a handicraft, 'i'his custom continued until modern times. During the reign of Queen Elizabeth a law was passed forbidding any person to work at a trade with- out having first served an apprenticeship of seven years. Although this law was denounced by Adam Smith as terding to form labor mo- nopolies, and the courts had tlecided it did not apply to any trade not practiced at the time of its enactment, it was not repealed until the year 1814. The English and American appren- tice laws still provide for indenturing a lad to a master mechanic, but such indentures are seldom made except by the overseers of the poor for pauper lads. An indenture between a master plumber of New York and three of his " helpers " was recently published in trade journals as a curiosity. The old apprentice- ship system perished, not because the inden- ture was looked upon as a species of slavery, nor because its results were unsatisfactory. It perished because the conditions of society un- der which it was possible no longer exist. The apprentice in former times lived with his mas- ter, sat at his table, and worked under his eye. For his conduct during his term of service and his skill when he became a journeyman, his master was responsible. The modern ap- prentice is merely a hired boy, who, while making himself useful about a workshop, learns what he can by observation and practice. If he sees the interior of his master's house, it is to do some work in no way connected with his trade, and which may not increase the idea of the dignity of labor in the minds of such of his associates as are employed in stores or offices. In old times skill more than caj)ital made the journeyman into a master. The master worked with his men. Tiie more aj)- prentices he could employ tiud the more thoroughly he could teach them, the greater his profit. The act of Elizai)cth was intended to secure the lad's labor to the employer, not to be a law, as it afterwards became, to limit the numberof workers. The master now rarely works at his trade. His time is more profita- bly spent in seeking for customers, purchasing material, or managing his finances. The work- shop is put in charge of a foreman whose reputation and wages depend on the amount of satisfactory work that can be produced at the least cost. 'J'he foreman has no time to teach lads, and as there is but little profit in their untrained labor, does not usually want them, '{"here still survives from the old ap- prentice system of former days the idea that a lad employed in a workshop shall, when he becomes a man, be a skilled workman and capable of earning a journeyman's wages. This theory fixes a certain amount of respon- sibility upon an employer, which he is not always willing to incur. Business may increase or diminish. At one time many workmen may be wanted; at other times few or none, If lads are employed with the understanding that at the expiration of a certain time they are to be converted into skilled workmen, there may be times during the customary four years of service when there will be nothing for them to do. If retained they will be a bur- den on the employer ; if discharged the lad will not unreasonably feel that an agreement has been broken. It is not, however, with the employer that all the difficulty of learning how to work is to be found. The different trades are organized into trades-unions, and one of the accepted theories of the unions is the advantage to be derived from limiting the number of workers. Instead of the fact that work makes work, that one busy class gives employment to other classes, it is assumed that there is a certain amount of work to be done, and the fewer there are to do it the higher wages will be. It is, therefore, sought to make each trade into a monopoly, and although these eftbrts have been uniform- ly unsuccessful, they have marred the lives of thousands of young men, and still continue to do so. Such monopolies are not possible, be- cause foreign mechanics, attracted by wages several times greater than they could earn at home, with living but little, if any, dearer, can- 84 THE NEED OF TRADE SCHOOLS. not be prevented from crossing the ocean to lietter their condition in hfe; neither can mechanics be prevented from coming to the cities from country towns, and as the strength of a union depends upon the enrollment of nearly all the workmen in the trade the union represents, these mechanics are not only in- vited to join, but pressure is used to force them to do so. Thus, as the exclusive policy of the unions is powerless against the stranger, its force is directed against city-born young men. This term is used because in country towns there are no unions, and consecjuently no op- position is made to a lad's 'earning a trade, if he can find some master workman who is willing to employ him. In the country, however, the standard of workmanship is not so high us it is in cities, and country mechan- ics cannot usually comj^ete on even terms with city workmen. Under union rules the em- jjloyer is usually allowed from two to four lads, the term of service being from four to five years. This does not allow an employer to graduate under the most favorable circum- stances more than one skilled workman each year. As there are not many employers even in the largest cities in any one trade, and, as already stated, some do not want young men, it becomes a matter of no small difficulty to learn how to work. So it often happens that although a lad may be willing to work and may have strong predilections for certain kinds of work, he is more likely to meet with rebuft" than encouragement. His first lesson in life teaches him that he has been born into a world where there is nothing for him to do. This lesson as he grows older he will unlearn. He will discover he was standing in a busy market-place, importuning the crowds to buy when lie had nothing to sell. He was willing to do anything ; there was nothing he knew how to do. The old apprentice system is not likely to be revived. The life of the system was the personal supervision of the master, which the lad cannot have again. It may be for the in- terest of the master mechanic to train good workmen, but it is not his duty. The attempt to teach any large numlicr of lads would be troublesome, even if permission could be ob- tained from the unions. The workmen of the future must learn how to work before they seek emi)loyment. All professional men do this. What scientific schools are to the en- gineer and architect, what the law school and the medical college are to the lawyer and the physician, or what the Ijusiness college is to the clerk, the trade school must be to the future mechanic. Manual instruction in schools especially designed for the purpose is not a new thing. Its rapid development in modern times is due less to the decay of the apprenticeship sys- tem than to the discovery that without such instruction the trades themselves were deteri- orating. Transmitting a handicraft from man to boy carries with it wrong as well as right ideas. The practice of a trade may be taught ; the theory on which that practice is based may be forgotten. The tendency of all shops is to subdivide work. A boy learns how to do one thing, and is kept at it. He has no chance to learn his trade. Trade schools first came to be regarded as important to the wel- fare of the state on the continent of Europe about the middle of the last century. In England, as in this country, they are of more recent origin. The report of the Royal Com- missioners on Technical Instruction, London, 1884, shows not only the extent of technical instruction in European countries, but the value that is placed upon it by the people. This report gives descriptions of schools for the building trades, for weaving in wool and silk, for iron-work, furniture, clock and watch making, ])Ottery, for the making of beer and sugar, indeed for almost every industry in which men and women are engaged. Many of these European schools, both those for general instruction in the mechanic arts and for special trades, are on a magnificent scale. At the Imperial Technical School at Moscow the annual expenses are $140,000 per annum. The Technical School at Verviers, in Belgium, chiefly a school for weaving and dyeing, was built at a co.st of $100,000, the annual ex- penses being upwards of $13,000. The Chamber of Commerce of Crefeld, in Prussia, a town of 83,000 inhabitants, having reported that the silk industry was languishing because of the superiority of the French training- schools, an establishment costing $210,000 was begun, to which the state contributed $137,000 and the municipality $60,000, the remainder being raised by subscription. This town exports upwards of twenty millions of dollars of silk j^roducts, nearly all of which goes to England and the United States. At Chemnitz, in Saxony, now the rival of Not- tingham in the hosiery business, and also the center of an iron industry, is a technical school which costs $400,000. The report referred to says there is not a manufacturer in Chemnitz whose son, assistant, or foreman his not at- tended this school. At Hartman's locomotive works in the same town, employing nearly three thousand men, all the boys between fourteen and sixteen years of age are obliged to attend the technical school. To allow suf- ficient time to do so, their hours of labor ter- minate at four o'clock in the afternoon twice each week. THE NEED OF TRADE SCHOOLS. times is due iceship sys- ithout sucli vere deteri- t from man -11 as right be taught; e is based Jf all shops ns how to He has no chools first to the wel- of Europe ntury. In "e of more >yal Com- , London, technical . but the e people, -hools for rtool and nd watch beer and ^ustry in 1. Many hose for arts and nt scale. Moscow annum, ^elgium, ing, was lual ex- 3. The Prussia, eported because raining- !I0,000 ributed 'oo, the 1. 'J'his ions of which es. At f Not- Iso the school •red to -'mnitz lot at- notive nearly tween Jliged IV suf- »r ter- twicc 8S IN THE STONE-CUTTING KOOM. At Arco, in the Austrian Tyrol, the found- ing of a small school with one teacher to give instruction in the manufacture of those articles in olive-wood which find so ready a sale to travelers, developed an important in- dustry, orders being now filled from all parts of Northern Italy and from America. The city of Paris maintains a school on the Boule- vard de la Villette for workers in wood and iron. Full wages are obtained, it is claimed, by the graduates from this school. A similar school is maintained in Paris by the Roman Catholic Church, with the idea of combating the irreligious sentiments of Parisian workmen. Besides tlie technical schools in various parts of France, free evening lectures are given in the large towns on scientific subjects connected Vol. XXXIII.— 12. with the trades. In Sweden, according to a report made by Professor Ordway to the Massachusetts State Board of Education, there are about three hundred schools where manual instruction in the use of tools for wood and iron work is given. As a curiosity of technical education, it may be mentioned that in Ireland the Royal Agncultural Society maintains amodel perambulating dairy, which, mounted on wheels, is drawn from village to village, the inhabitants being invited to wit- ness the most approved methods of making butter and managing a dairy. In England the subject of technical education is now at- tracting much attention. A very fine school for apprentices has recently been completed by the city and guilds of London, and these 86 THE NEED OF TRADE SCHOOLS. guilds also encourage technical education by subsidies to schools in different parts of the kingdom. Some idea of the need of instruction in the mechanic arts in the United States was probably present in the minds of the Senators and Representatives when the Land Grant Act of 1862 was passed. A clause in this act reads as follows ; " The leading object shall be, without excluding scientific and classical TEACHER AND PUPIL. studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts in such manner as the States may respectively pre- scribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life." The report of the Secretary of the Interior, on Industrial Education, 1882, gives a list of forty-two difterent schools and colleges in various parts of the union which owe their existence to this land grant. Most of these are agricultural and engineering colleges. The words in the act in regard to teaching such branches of learning as are related to the mechanic arts being usually inter])reted to mean instruction in the use of carpenter's and machinist's tools. Of these land grant schools, the best known are the Massachusetts Insti- tute of Technology in Boston and the Hamp- ton Institute at Hampton, Virginia. Each of these illustrates an interesting experiment in industrial education. The Massachusetts In- stitute of Technology might properly be called a school for foremen, as its grad- uates can be found superintending indus- trial establishments all over the United States. The pupil in weaving, for instance, is required to design or copy a pattern, and then work it out on the loom. In molding he makes a drawing, models the wooden pattern from it, and casts the pattern in the metal. The course of instruction is four years, — mathematics, chemistry, history, and the mod- ern languages forming a part of the educa- tional scheme. Hampton Institute was founded by General S. C. Armstrong as a normal school for colored teachers. General Arm- strong, while serving as a staff-ofticer at Fort Monroe, during the war, was brought in contact with the fugitive slaves who took refuge at the fort. When slavery was abol- ished, and four millions of men, women, and children became the wards of the nation, General Armstrong conceived the idea that they could best be educated and civilized by the aid of their own people. It was as necessary to teach this vast multitude who had never been beyond the sound of a master's voice how to work for themselves, and how to care for themselves, as it was to teach them to read andwrite. Manual instruction was there- fore a necessity at the Hampton Institute. The male graduates were to be leaders on the farm or in the workshop as well as teachers. The; female graduates were to be capable of cooking, sewing, or caring for the sick. How thoroughly and successfully this scheme has been carried out need not be stated here. Another type of the industrial school is to be found in the Worcester (Mass.) Free Institute. At this institution three and a half years of gen- eral education is combined with instruction in mechanical engineering, in carpentering, and in machinist's work. This school more nearly approaches the trade school, as many of its graduates are returned as "journeymen me- chanics." The Worcester school was founded by private liberality. Without such aid, it may be added, neither the Massachusetts In- stitute of Technology nor Hampton Institute could have reached its i)rescnt usefulness. In the European technical schools provision is made for instructing young men already in the trades by a course specially adapted to thei*: wants. In this country this important branch of industrial ed'uation has received but little attention. The Carriage Makers' As- sociation in this city maintain a school in de- signing and construction for the young men in their trade. The Master Plumbers of Phil- adel[)hia, Baltimore, and Chicago have i)lumb- ing schools for their " helpers." The Cambria Iron Works in Pennsylvania, and several pri- vate firms like R. Hoe & Co. of this city, give scientific instruction to their lads, while two railroad companies, the Pennsylvania and THE NEED OF TRADE SCHOOLS. 87 the Baltimore and Ohio, have shown not only what it is possible to do, but how much can be done at a trifling cost for the young men in the employ of great corporations. Beyond this short list, little has been done to supple- ment shop-work with systematic instruction. In the Baltimore and Ohio R. R. Company's shops at Baltimore five hundred young men are employed. They are placed in charge of a graduate of the Stevens Institute whose duty it is to see that they are not employed too long at one kind of work. He can change their work as often as it may seem desirable for their future interests. He can also take parties of them from their work at any time to explain to them the machinery they may be engaged upon or may see around them. A neat building has been erected for their use, which contains a library and class-rooms for instruction in mechanics and drawing. The lads are required to wear a uniform, which, besides giving them a jaunty appearance, tends to habits of personal neatness. What is done by the Baltimore and Ohio R. R. Co. could be done in any manufacturing town by the union of a few large employers. The difference between manual instruction and trade instruction is not always clear in the public mind. By manual instruction is meant teaching a lad how to handle certain ever having held a tool in his hands. Man- ual training-schools are meant to make a lad handy ; trade schools to make him proficient in some one art by which he can earn a liv- ing. Manual instruction has already been in- corporated in the public school systems of Boston and Philadelphia. The New York Board of Education has maintained for sev- eral years a workshop at the Free College. It now proposes to open schools all over the city where boys and girls will be taught to use their hands. A great impression was made last spring by the exhibition, held by the Industrial Education Association of New York, of children's handiwork, and of the different methods of teaching them how to work. Not only was it shown what varied and excellent work little fingers could do, but school-teachers and superintendents came to testify that the brain-work was benefited by the hand-work. Admitting that trade education is practica- ble and that it is advisable both for the pur- pose of giving young men an opportunity to learn how to work and to keep the trades from deteriorating,, it may be well to consider how such education can best be adapted to the wants of the American people. In most of the foreign trade schools the technical instruction is combined with a gen- WOOD-CARVING. tools, usually carpenter's and blacksmith's tools, for the purpose of developing his hands and arms, precisely as other lessons are given to develop his observation or his memory. This is not teaching a trade, although it would render the work of the trade school much easier. A lad who lias gone through a course of manual instruction at a school would be more likely to be a better mechanic than one who had reached seventeen or eighteen years of age without eral education, the course extending over sev- eral years. This system is also followed at the Hampton Institute, at the Indian school at Carlisle Barracks, at the Worcester Free Institute, and at the reformatories and asylums in this country where trades are taught. Ex- cept in special cases there seems no need of combining instruction in the trades with a general education. It is duplicating the work of the puLic schools and adding greatly 88 THE NEED OF TRADE SCHOOLS. FUASIERING. to the cost of industrial education. A lad can hardly be taught and boarded, even at a school or college which is liberally endowed, for less than two hundred and fifty dollars per annum. For a four-years' course this would be a thou- sand dollars, and to this sum must be added the cost of clothing, traveling expenses, etc. Such schools would be beyond the reach of those who are likely to lay brick, cut stone, or work at any of the mechanic arts. A sim- pler, shorter, more economical course of in- struction is wanted for the future media.. ic. It must be remembered that although the law Inquires the parent to support the child, it is an established custom that after a certain age the child shall in some way contribute to the family support. No system of trade in- struction will be successful that does not recog- nize this fact. From eighteen to twenty years would seem to be the best age to enter a trade school. The lad is then old enough to know what sort of work he likes and for what his strength is adapted. As regards the amount of instruction given, it would be wisest not to attempt to graduate first-class journeymen. That it is possible to do so in many trades there need be no doubt, bui it would appear to be better to ground a young man thor- oughly in the science and practice of the trade he has chosen, and leave the speed and experience that comes from long practice to be acquired at real work after leaving the school. Such a system would be more economical, as by it the cost of teaching and the waste of material would be greatly lessened. This probation course, as the time spent between leaving the trade school and becoming a skilled workman might be called, need not be long. Six months will suffice in most trades. Young men who begin work in this way are likely to get on better with their fellow- workmen than if taught entirely at a school, THE NEED OF TRADE SCHOOLS. BUILDING TIERS IN THE BRICKLAYING ROOM. and they will understand better how to ac- commodate themselves to different situations. Trade schools should not be free. They will be best appreciated when an entrance fee is required. Lawyers, physicians, engineers, ar- chitects, and clerks are expected to pay for their instruction, and there is no need to treat mechanics as objects of charity; neither do they desire it. At the Hampton and Worcester schools the work of the pupil yields a revenue. At Hampton, contrary to the usual experience, a student's labor has been found <^o be of suffi- cient value to pay for his board and tuition. When the course of instruction at a trade school is short, it is best not to seek for any return from the pupil's work. The same temp- tation, otherwise, will exist as in the shop, of putting a lad at what he can do best instead of teaching him what he knows least about. The pupil's future is of more consequence than the material that may be wasted. In a well-organized trade school the waste is not a serious item, as the same material can be used many times. In the belief that the most practical system was a combination of the trade school and the shop, of grounding young men thoroughly in the science and practice of a trade at the school, and leaving them to acquire speed of workmanship and experience at real work after their course of instruction wds finished, the New York Trade Schools on First Avenue, between Sixty-seventh and Sixty-eighth streets, from which the accompanying engravings were made, were opened in the autumn of 1881. The schools were designed to aid those who were in the trades by affording them facilities to become skilled workmen not possible in the average workshop, and to enable young men not in the trades to make their labor of suffi- cient value to secure work and to become 90 the schooJs •" The inttS""' ^'"^-'-ving Jhree evenings each week fo°,;; v'' ^'"^" °" t'l Apr,-]. Skilled mrchani- ^^^'"^^'■""- as teachers. How mnrh .V ""f^^ employed to teach during thltStedV'""^^ ^' P«««'ble neither were there a.y^fns?.'^^^ ""^o«n, effect the instruction rerp1?i'''''^"^'"^^hat would have on the vounfm '^. ^* ^'^^ ^^^oo^^ Instruction was gi^ the fi f '"'^'^^^ '"'^ ^'f^- fe'ven the first season in two Jrt nerinrl oA-„-i.._ • ,..i.».=j«.,,j ■ , A PRESCO-PAINTER. trades, plumbing and fr«o • . .charge for instruction t.Z^^''''^^' The 'nduce attendance Twen' ^"^^ "^'"'"^J to the plumbing class' abS? ^°?-^ "^^" J°'ned -ere in the tr.^l'^ZiZT^'i^r' 'l}'''^' thirteen jo med the fresco cSss ofe'' ^"^ "Cr one-th rd drooneH r.ffi •' ^^ ^^^^ num- The schools hal?'^ ^ "^"""^^ the winter season. The attendTnle'ff -^^^^ ^^^^ fi^h thirty-three the firsfseason ^ '^^^^^^^d from ^nd four the fifth season Th '^u^ ^""^^^d been increased to a su^' ^,h.^^¥'-ges have willuItimatelymeettheevT/^''l" ^^ ^^oped Instruction is^^owgl^nT^^^^^ pamting, bricklaying ston/i?'"^' ^''-"^^O" n^g, carpentry, w^d^'carv'nrand"^' ^i'^-^^^- A class m pattern-mitfnl ^' , gas-fitting. J^-k of support Thos?;'?' abandoned it schools from wcrksh r ^"^^.^^jne to the Ployers and r'^" surprised their em- quired skill. ■ : ;;' ^,,,.^ . " ^ "■ "^i^ddenly ac- have usual; •. : ; . ,v • ';,V° ''^'■" ^ trade at the schools >} i,/ ,, \" ; ; '""'^ '-^ a record to use the express- , -i' \ "'-'f '^'ass, who, them, owe their success in Iffi''^ " , •" ''"^ of the schools. Serious d,ffi,?'-"'"^'j°'""^ encountered in ZiL^':;o"rfo?ar ^^ '^ b wurh. on account of trades-union rule*; h.if *u not been found to be |" ^"'^ difficulties have A.S the tin'^^ spenr^t r""f''''^^- he instruction i\s [ iVcVl "^ '^'^"^^'^ '« short, ^-^■h pupil is re^i^red to r'""^^'^'^°"^«e: gmning and is a dvam/r? ^''" '''^ ^^'^ he- proficiency will a!l^?" ^ ,"^ '"fP^^y as his ^rekeptasmuchaspo;sibl n?'.^' '''" ""^^''^^ no one is allowed to leave H ^'^^f "^work, can do it well IWr ^ '^''"''^ "ntil he A skilled workma,rr " "^^'^^•^''^rily rai.id «';ow how the fo k Juld r'{ "" ^'^"^' 'o plain why one method?. f ''''"^ ^"^^ ^'^- ;vrong. Attention 1 io if'' '"^' '-^""^her ''Id stands and how h. ? ^^''V ^'^^ way a awkward habit onci c2rff ?•' *°°^'^- An overcome. On t« n n^ ^ ^''^^'' '" "ot easily yade to the scl^ool's Z^T '^^''' --' The work was done 7t r, ''"'^.'^^'''^'"g ^'^ss. regular course of ins'inr f **-^™"^ation of the beingpaidinpropor on,n ?"' '^"^ ^^""g "^en '-f '^''"^P^acti e Sou d^""r'^^T"^^^ value that the evenfnr ^ ^^'"'"'"^^ bricklayers is now Jn^^ "^struction for the day H Jk. SSt rfof^' '^ ^" ^^ -- '«' a large apartment-houL i f''^ ''''''' ^nd entirely done by trade sd o ^ ^'"" ^'^''"'^^t Better or more conTc e„Hn ^'°""S "^en. be difficult to find 1 ,Tsen!' ''""^ " "'^^'^ old enough to d^ a ft 1?^?"^"^^" "'^^ are get from one-thi?d to one ha?f 7'^ "^"'''% on leaving the schools andf.n'' ''''^'. ^^'^^es SIX to eighteen mon hs '1 " '"T' '" ^""^ seems to be proved dnt i"^'"" '""'''• ^^h"« ''t arranged instruction onM-?"''" "''"^""y week for a term of not a .1 •'"'""'"S^ ^^^^ 't m the power of am ZtT "^°"^'^M^uts how to work. He no Inn ^ "''''" ^" 'earn employer to teach him nlZ ""'f- ^'^ '^' bor market with somShinfto S,^' '" '''' '-- ^vant. Many well-meim i ""'^ "''^at they because this poh t ^.s ol f "?'' ^'''^' ^^''ed course would' be ,e [^r inSl'''" ^ ^«"ger nien lengthen their term of ' '"' '°'"^ >'«""§ boring two seasons bu to J"'''"'^'°" ^y 'a the best, even a siLle . "'''"^' '''" ' ^^en to on their strength' *TT '1,^ ^^^'-^^^ tax present living, ad tha, 7,'' ''' " "^^y ^^ a work duringTheevei ■ Vtof^'" "^'''' '^^^^ necessary to obtain a Ivl "',"''"' ^'^e skill ^|"'res no small amoumo> '" '^' ^"^"^^' oe- dema!. Work in the^h^ '■"^''gy and self- V^ork at the scht ft 'r^r''?'-^ o'clock, than seven. Thi^^e,";"', ^"""^^r '^^^S'" 'ater ood, for rest, and fo tn vel Th °"'' ""'>' ^^^ at the N^,v York Tr 'de «" , ^^ ^^""ff nien all parts of New York frcn^ ^°'"i f"'"" ^''^"^ ^orK,trc,i Brooklyn, Hobo- fficulties have itahle. lools is short, :ribecl course, n at the be- ipidly as his 1 the classes e same work, ork until he >sarily rapid. on hantl to 311 e and ex- ind another o the way a s tools. An is not easily ditions were laying class, ation of the young men ber of bricks of so much on for the ■ two weeks' 2 stores and )een almost 3ung men. k it would en ^\ ho are >rk usually ly's wages :es in from • Thus it carefully jings each nths, puts to learn beg the n the la- |the New be im- |ose who lat they ■c failed longer young by la- 'ften to ;vy tax for a |in and le skill ire. re- self- clock. later for men from obo- \h THE NEED OF TRADE SCHOOLS. 9> ken, and Jersey City. Some have come from Staten Island, Newark, and Orange. Between two and three hundred young men thus as- sembled to learn how to work, and who have paid their hard-earned money for the privilege, may almost be said to form an impressive sight. These young men are employed in offices and stores, in mills and workshops, and at the various occupations for which boy labor is needed, but which have no future for the man. During the five winters the schools have been open, no rude or profane word has been heard within their walls. The young men- are attentive to their instructors, and altliough often inconveniently crowled, are courteous to each other. Costly tools are scattered about, but they are cared for as if they belonged to those who use them. If they are fair specimens of a class which com- prises fully two-thirds of the young men of this city. New York lias reason to be proud of her sons. It is often said that American ])arents are not desirous of having their children learn trades. The mothers, perhaps, may be re- sponsible for this idea. The present custom of requiring a lad to work for four or five years before becoming a journeyman neces- sitates his beginning at an early age. Plac- ing boys during ten hours a day with men of whose antecedents nothing is known is un- doubtedly objectionable. Although less evil comes from it than is usually supposed, still injury may be done which a careful parent would guard against. A trade school not only avoids any danger of this kind, but it gives the parent an opportunity to ascertain for what sort of work the boy is suited. As it is now, the lad may work for several years at a trade and then find he has no taste for it. New places are not easily found ; to change his trade may be impossible. He becomes a poor workman without interest or heart in his work. Six months at a trade school would be time well spent if it only taught the lad for what work he is fitted. Could the opposition of the trades-unions to young men learning trades be overcome, a great source of wealth would be opened to those now approaching manhood. This op- position comes almost entirely from foreign- born workmen. The effect of their jiolicy is a matter of indifterence to them. Unlike the American, the foreigner cares but little for the future. He looks only to the number of dollars it is possible to extract for a day's work. He willingly surrenders his liberty and hisjudgment to his union officers. To keep their u ni 9a ^^£ NEED OF Tp^nv not only Relieve InlheT^'"'''^'''' '^^ey derived from limit L," '^^^-^"^^-^ges to be ers, but they fea "hi ir'"'^"'""^^^"'-^^- allo^vecl to u ork tL ,? / "'^">' ^^^s are of his a,;pre,X' : ""'^^oy^r, >vith the aid 'Pi.s feai^n '; o;„u,r'''^'^^f '' ^ strike '-he benefitof trade mn'' '' '^'''°''>' ^^ - 'y by skilled ;;^rk fen ^' ''Z' ^""'«'"'- chanics put but a sn nU , ^ '"^^^'-'r me- ,f ?" tile ChiJgr^^^^ii^^nJ-y labor, fhejr effort tn n.u ^^^^ster Plumbers in -tmaknsS'S':,t^:'r'p-/'do Journeymen Stone-cuttersMr. "''': '^'^^ only union mNcwYoTl^T' '' ^he 2,»y interest in tl ^.Xe of ' '^''■^'^°^^" Tile Journeymen PWk ?^,r""fir nien. passed a resolution iS'if ^"'°" ^^^^'y ^y the Master Plumbe'". \'^''^9"'esced in - -^- . ":. prevent threeoutofe Sf ''"r'?^'°"' ^^i" "°"" "'""=• "owlSkiiL " V^t'oKa. rlkr^l'}' <'°'™ from re- a 'egal manner r^"' '^ ^■''^" ^^e obta ned in .'"'".' ^^ ^'^^ middle Les T ""^'^^ ^^e me- ions, ivieh S,f ?.^"'."'°*n>en. ItsS^' Senerally „ell educateH x\ ''''• 1""*. and obtained by fator i T "^''^^ of proFectfon^ • '^' "^"^ ^vvo hundred dLF-''l'''''' '^ ^e chance and no favoVP^'-^'^^^se. "Anenual T''''' ^^^^^ *« thatrecZj'f^'y'^''^^ the American mfn? If ^ ""^ 'die words Tn l "f ^"^ dollars invested " *^"^"ty ^^•^/^a/-./ T. Auc/muty. "vj^ ^.^ •7 vrSST'P' From The Ckntury/?/- October, 1886. HAND-CRAFT AND RKDE-CRAFT. A l'M.A FOR THK I'IKST NAMKD. ?:■■ r than our el the me- [ire of the rt collec- its work- all over 5ly. 1 o admi- ick, and d not he de- lat are a few vvledge if he -ar, an wenty nment iy the own 'fy. CALLS for more handicraft have been heard of late in many portions of this land, — sometimes a tall for higher skill in the use of fingers and arms, — and sometimes a call for the wilier spread of such skill among the people at large. Just now we wish to speak of some of the general aspects of a move- ment which is very complex as well as gen- eral, and at the same time is full of promise and hope. We begin by using the word handicraft, for that is the form to which we are wonted in speech and in print ; but we rather like the old form, " hantl-craft," which was used by our sires so long ago as Anglo-Saxon days. Neither form is in vogue, as we know very well, for })eople choose nowadays such Latin words as technical ability, industrial pursuits, manual labor, dexterity, ])rofessional artisan- ship, manufacture, technological occupation, polytechnic education, and decorative art, not one of which is half so good as the plain, old, strong term, handicraft or hand-craft. We shall do what we can to bring back this old friend. One reason why we like this word is that it includes so much, and yet is so clear that everybody knows what it means, — the power of the hand to hold, shape, match, carve, paint, bake, plow, or weave. Another rea- son why we like to say hand-craft is because of the easy contrast it suggests with another old word, which is likewise out of vogue, rede-craft, the power to read, to reason, and to think, — or as it is said in the book of common prayer, " to read, mark, learn, and inwardly digest." By rede-craft we find out what other men have written down ; we get our book-learning ; we are made lieirs to thoughts that breathe and words that burn ; we enter into the acts, the arts, the loves, the lore, the lives of the witty, the cunning, and the worthy of all ages and all places. Rede-craft is not the foe but the friend of hand-craft. They are brothers, partners, con- sorts, who should work together as right hand and left Iiand, as science and art, as theory and practice. Rede-craft may call for books, and hand-craft for tools, but it is by the help of both books and tools that mankind moves on. Their union is as sacred as the marriage tie ; no divorce can be allowed. The i)leasure and the profit of modern life de[)end upon the endurance of their joint action. Vol.. XXXII.— 109 Indeed, we should not err wide of the mark by saying that a book is a tool, for it is the instrument we make use of in certain cases wlien we wish to find out what other men have thought and done. There is a sense in which it is also true that a tool is a book, the record of past ages of talent engaged in toil. Take a plow, for example. Compare the form in use t(j-day on a first-rate farm with that which is pictured on ancient stones long hid in Egypt, ages old. See how the plow idea has grown; and bear in mind that its graceful curves, its fitness for a si)ecial soil or for a special crop, its lal)or-saving shape, came not by chance but by thought. It embodies the experience of many generations of i)low- men. Look upon a Collins ax, lay it by the side of such a tomahawk as was used by Uncas or Miantonomoh, or with a hatchet of the age of bronze, and think how many minds have worked upon the head and the helve ; how much skill lias been spent in get- ting the metal, in making it hartl, in sljaping the edge, in fixing the weight, in forming the handle. Take a cambric needle and compare it with the fisli bone or the thorn with which savages sewed their hides. Or from simple turn to complex tools — the steam-engine, the sewing-machine, the dynamo, the telegraph, the ocean steamer ; all are full of ideas. All are the offspring of hand-craft and rede-crafl, of skill and thought, of practice put on rec- ord, of science and art. The welfare of our land, of our race, rests on this union. We can almost take the measure of a man's brain if we can find out vhat he sees and what lie does ; we can judge of a country or of a city if we know what it makes. We need not ask which is the better, hand- craft or rede-craft. Certainly, '• the eye cannot say to the hand, I have no neetl of thee " ; at times, indeed, when the eye is blind, the hand takes its place, and the fingers learn to read, running over the printed page to find out what is there as tjuickly as the eye. To what realms of thought was Laura Bridgman, sightless and speechless, led by the culture of her touch I It is wrong that so many people, some whose minds are full of ideas and some whose purses are full of gold (not to speak of those who have neither), are prone to look down upon hand-craft. They think only of the tasks ii 8.3.S ';-c;t:;sAs;S1rr^''-^-'-y- They -"-*^"- and ,,l.';;:^7, f '!"f' - lY the ht-'ar, sec, own, ,jr cat uln^T ' '">' ''''^' '" I'rodu.iion. T ci 3^ "' "^' {''^■^'■^"'"o of thn-r fir.K.rs a , "'M"''>' ''^' '^ngln, hut '"rom his path Jf ,\: u. 1 ^^'-''•Po, to hca -.tif a.^,' "; ■'•"'^^' ^''^- IHnvcT ,0 '•'^;'^"rc and (ii^n ty « ,1 ''''''v"'''^'^ ^^^'^'^ "^'i"- 'trains are the nns cX i '^■^"^^ ■''J">-t; '." other chmc^a 1 1 ?u "''■" '^'"'*'«- P«-ngov.T,l,.,,,,,,.,,r„,, '•• "' llKir ;•■)■-■»■ taU..- ,hat o Tom" , " °""' ■■>'"' »" i"i 1 smmmmmmm msmsgm mwmmmm pon ' '• ., V ' """ >■"" 'Jo for your own J' ' ^^^^ '"«« tamous .shrh'e or' ^/''''""'"^- ^" °"^of hind ;, ?.' f-'^^'"^ "machinery works . ■ ^'''^'^P' ^ shc^t Id « ^^^'^^^^^^'^ or ,)rophet.s. J wmmmmmms ^anient, a ]),ece of jewelry, I lie power to wliich gives V true ;irtist yc)nc spirit; i-;ii' IkiikIs. iiiifs, hand- vithiis. 'Ihe Hi so ininii- rican, s( an- gallcrics of L'nt of the ni the other Lord KIgiii troke could as truly as Ruskin, in to morals, le on some was this : It to. Allien his hand." with other ipeilesand Irawing a I'here is a seholds of I a trade. ', and the ago, as a n engrav- id by an- Inoneof in Paris, Is, not of iphets. — a saint. ostle of ce. Is it of gold- iveeping nor the die an of the 1, adtis s, that e work le shall K' tan poor ts and to the [re so need Inuch Images juite, his ir, a se, a -Iry, JfAND-CRAFT AND RK DE-CRAFT. «39 a portrait, an etching. Now, in making such a purchase to please the eye, to make the chamber, the ])arl()r, or the offue more at- tractive, choose always that which shows good handiwork. .Su( h a choice will last. ho|)e that .Aniericanswill learn from thejapan- ese how to form and finish, before the JajKin- ese learn from us how to slight and sham. 'I here is another duty to be enforced, whit h is this. All who have to deal with the young. Vou will not tire of it as you will of common- whether ])arents or teachers, should see to tt place forms and patterns, and your children that children acquire hand-craft while they are after you will value it as much as you do. getting rede-craft. Mothers begin right in the !,et us not forget, however, that hand-craft nursery, teaching little fingers to play before gives us many things which do not apjieal to the tongue can lisp a scnteiii e. .Alas, this nat- our sense of beauty, but which are neverthe- ural training has too often been stopped at less of priceless value, — a Jaccjuard loom, a school. iJooks have claimed the right of way ; Corliss engine, a Hoe jirinting-press, a Win- rede-craft has taken the |)lace of honor; hand- chester ritle, an Kdison dynamo, a JJell tele- craft has been kejit in the rcir. Hut now the |)h(jne. Ruskin may scout the work of ma- ghost of Pestalozzi has been raised; the spirit chinery, and up to a certain point in his of Froebel is walking abroad in the land; entlnisiasm for hand-craft may carry us with changes are coming in schools of every grade, him. Let us say without a cjuestion that The changes began at the top of our educa- works of art — the " Oates of Paradise," by tional system and are fast working down to (ihiberti, a shield by Cellini, a statue by the bottom. What mean the new buildings Michael Angelo, a portrait by Titian — are which have apjieared of late years in all our better than any reproductions or imitations, thriving colleges ? They are libraries and lab- eIectrotyi)es by Barbedienne. jilaster casts by oratories, — the temples of rede-craft, and of luchler, or chromos by Prang. Hut even hand-craft; they tell us that in universities, Ruskin cannot su])press the fiictthat machin- the highest of all schools, work-rooms, labor- ery brings to every cottage of our day com- places, laboratories, are thought to be as forts and adornments which in the days of l)ook-rooins, reading-rooms, libraries ; they Queen ]3ess, or even of Queen Anne, were show that a liberal education means skill in not known outside of the jjalace, — and per- getting and in using knowledge ; that wisdom haps not there; and let us be mindful that it comes from searching books and searching is modern hand-craft which has made the ma- nature ; that in the fniest human natures the chines of such wonderful productivity, weav- brain and the hand are in close leagu^. So ing tissues more delicate than Penelope ever too in the lowest schools, as far as possible embroidered, and cutting the hardest metals from the university, the kindergarten methods witii a jjrecision unknown to Vulcan's forge, have won their place, and the blocks, straws, Machinery is a trium])h of hand-craft as truly and bands, the chalk, clay, and scissors, are in as sculpture or architei:ture. The fingers use to make young fingers deft, which have shajiedthe Auraiiia or the Hrook- Intermediate schools have not yet done so lyn suspension bridge are as full of art as well. There has even been danger that one those which have cut an obelisk from granite of the most needful forms of hand-craft would or molded the uplifted torch of Liberty, become a lost art, even good handwriting, and Rowland's dividing engine, which with its schools have l)een known to send out boys unerring diamond plow traces forty thou- skilled in algebra and in a knowledge of the sand furrows upon an inch of the concave aorist who could not write a page of English grating, silently and ceaselessly at work from so that other peojile could read it without ef- day to day, that men may see more than fort. The art of drawing is anotiier kind of they ever have yet seen of the glories of hand-craft which has been cjuite too much the sun — a machine like this has beauty of neglected in ordinary schools. It ought to be its own ; not that of the human form nor laid down as a rule of the road to knowledge that of a running brook, but the beauty of that everybody must learn to draw as well as perfect adaptation to a purpose, secured by to write. 'I'he pencil is a simpler tool than the consummate hand-craft. The fingers which pen. The child draws jiictures on his slate be- can make a mountain stream turn myriads fore he learns the pot-hooks of his copybook; of spindles, or transform rag heaps into ])er- savages begin their language with gestures turned paper, or evoke thousands of handy and pictures ; l)ut we wiseacres of the school- oi)jects from brass and iron, are fingers which boards let our youngsters drop their slate- the nineteenth century lias evolved. The pencils and their Fabers when we make them hand-craft which has made useful things practice with their Gillotts and their Kster- chea]) is already making cheap things beauti- brooks. We ought to say, in every school and ful. See how rapidly, for exam[)le, pottery in in every house, the child must learn to draw as this country has become a fine art. Let us well as to read and write. It is the beginning 840 JrAND-CRAJT AXn NF.DE-CRAJ'T. of hand-craft, the hand-craft which undt-rlics ;i host of inodL-rn < allings. A new French book has lately altrat ted much attention, " The I ,ife of a Wise Man l)y an Ignoramus, " It is the story of the great I'asteur, whose discoveries in respect to germ life liave made him world- famous. If you turn to this Ixjok to find out the key to such success, you will see the same old story, — the child is fatherof the man. This great physiologist, whose eye is so keen and whose hand is so artful, is the boy grown up, whose pictures were so good when he was thirteen years ohl that the villagers thought him an artist of rank. Sewing, as well as drawing and writing, has been neglected in our ordinary schools, (iirls should certainly learn the second lessons of hand-craft with the needle. Moys may well do so ; but girls must. The wise governor of a New England State did not hesitate, a short time since, to say upon a commencement platform how mui h he had often valued the use of the needle, whicii was taught him in his infant school. How many a traveler can tell a like tale? It is wise that our schools are going back to old-fashioned ways, and saying that girls must learn to sew. Boys should practice their hands upon tne knife. John Hull used to laugh at Brother Jonathan for whittling, and " Punch " always: drew the Yankee with a blade in his fingers; but they found out long ago over the waters, that whittling in this land led to something, — a Boston " notion," a wooden clock, a yacht Aincrica^ a labor-saving machine, a cargo of wooden ware, a shop full of knick-knacks, an age of inventions. Boys need not be ke|)t back to the hand-craft of the knife. For in- doors there are the type-case and the jjrinting- press, the paint-I)Ox, the tool-box, the lathe ; and for outdoors, the trowel, the spade, the grafting-knife. It matters not how many of the minor arts the youth accjuires; the more the merrier. Let each one gain the most he can in all such ways, for arts like these bring no harm in their train; (juite otherwise, they lure good fortune to their conijiany. Play, as well as work, may bring out hand- craft. The gun, the bat, the rein, the rod, the oar, all manly sports are good training for the hand. Walking insures fresh air, but it does not train the body or mind like games and sports which are played out-of-doors. A man of great fame as an explorer and as a student of nature (he who discovered in the A\'est bones of horses with two, three, and four toes, and found the remains of birds with teeth) has said that his success was largely due to the sports of his youth. His boyish love of fishing gave him his manly skill in exploration. I speak as if hand-craft was to be learned by sport. So it may. It may also be learned by labor. Day by day, for weeks, the writer has been watching from his study window a stately inn rise from the cellar just ac ross the road. ;\ bricklayer has been there employed whose touch is like the stroke of an artist. He handled each brick as if it were porcelain, balanced it carefully in his hand, measured with his eye just the amount of mortar which it needed, and dro|)ped the block into its bed without straining its edge, without vary- ing from the plumb line, by a stroke of hand- craft as true as the sculptor's. Toil ga\e him skill. The last point which we make is this: In- strut tion in hand-craft must be more varied and more widespread. This is no new thought. Forty years ago schools of applied science were added to Harvard and Vale colleges; twenty years ago Congress gave land-scri]) to aid in founding at least one such school in every State ; men of wealth have given large sums for such ends. Now the jK-ople at large are waking u]). They see their needs ; they have the money to supply their wants. Have they the will ? Know they the way ? Far and near the cry is heard for a difterent training from that now given in the ])ublic schools. Nobody seems to know just what is best; but almost every large town has its ex- periment, and many smaller places have theirs. The State of Massachusetts has passed a law favoring the new movement. A society of benevolent women has been formed in New York to collect theexperienceof many places, and make it generally known. The trustees of the Slater Fund for the training of freed- men have made it a first principle in their work that every school which is aided by that fund shall give manual training. The town of Toledo, in Ohio, opened some time ago a school of practice for boys which has done so much good that another has lately been opened for girls. St. Louis is doing famously. Philadelphia has several experiments in l)rog- ress. Baltimore has made a start. In New York there are many noteworthy movements — half a dozen of them, at least, full of life and hope. Boston was never behindhand in the work of promoting knowledge, and in the new education is very alert, the liberality and the sagacity of one beneficent lady deserving praise of high degree. These are but signs of the times, examples to which our attention has been called, types of etiforts, multiform and numerous, in every part of the United States. But it must be said that the wise differ very much as to what might, should, and can be done. Even the words which express the U) lie lc;iriu(l io l)c Iciiriud s, the writer ily window a St across the re employed n artist. He re jiorcelaiii, d, measured lortar which [)ck into its ithoiit viiry- ikc of hand- )il gave him is this: In- more varied lew thought, lied science le colleges; ind-scri]) to h school in given large J)Ie at large eeds ; thev mts. Have ly? ■ a diftlrent the jjublic ust what is has its ex- ^ave theirs, s.sed a law society of in Kew iny places, e trustees of freed - e in their by that e town liie ngo a done so ely been amously. in prog- 'n New )vements of life hand in d in the dity and eserving signs of ttention ultiforni United JfAND-CRAFT AND KEDRCRAFr. 841 rh wants are vapue. Something may be done by an attempt, even though it l)e rude, to put in classes the various movements which tend toward the advancement of hand-craft. Let us make an attempt, and present tiie following schedule : FOR THK I'KOMOriON Ol' IIANIJ-CRAFT. Four jye/i/iiinary Needs, (a) Kindergarten work shouM be taiujht in the nurseries and infant schools of 11 li and poor ; (b) Every girl should learn to sew, and every boy should learn to use domestic tools, the carpenter's or the gardener's, or both ; (c) \VelI-i)lanned exercises fitted to strength- en arms, fingers, wrists, lungs, etc., should be devised, and where possible, driving, riding, swimming, rowing, playing ball, and other out-of-door sports should be encouraged; (d) Drawing should be taught as early as writing, and as long as reading, for all, and everywhere. SUBSEQUENT POSSIBILITIES. (a) In elementary schools lessons may be given in the minor decorative arts, — such as those of the Leland methods, for example. (b) The use of such common tools as be- long to the blacksmith's forge and the carpen- ter's bei ch may be taught at slight cost, as a regular class exercise, in secondary schools for boys, whatever be the future vocation of the pupils. (c) In towns, boys who begin to earn a living when they enter their teens may be taught in every school to practice brick-laying. |)lastering, jilumbing, gasfitting. carpentry, etc., as IS done and well done in the Auch- muty schools in New York. Trade schools they are called ; " schools of practice for workmen " would be a clearer name. (d) In high schools, technical schools, and colleges, youth may learn to work with extreme precision in wood and metal, as they are taught in the College of the City of New York, in Cornell University, and in many other places. (f) Youth who will take time to fit them- selves to be foremen and leaders in machine shops and factories may be trained in theoret- ical and practical mechanics, as at Worcester, Hoboken, J3oston, and elsewhere; but the youth who would win in these hard paths must have talent at command as well as time to spare. These are schools for foremen, or (if we may use a foreign word like kindergar- ten) they are Meisterschaft schools, schools for training masters. (f) Youth who wish to enter the highest department of engineering, must follow long courses in mathematics and physics, and must learn to apply their knowledge ; if they w ish to enter upon other branches of advanced science, they must work in the scientific lab- oratories now admirably ecjuipped in every part of the country. These are technical col- leges for engineers, for chemists, for explorers, for naturalists, etc. (g) Art instruction must be provi(led as well as scientific, elementary, constructive, decorative, and professional education. At every stage, the language of the pencil and of the pen must be employed ; rede-craft must be practiced with hand-craft ; and there must be no thought of immediate profit from that which is done in the early and rudimen- tary stages of the training. D. C. Gilman. Ter very can be ss the