NRLF LIBRARY OF THE UNIVERSITY OF CALIFORNIA. Deceived ^\Ll^C t , Accessions No. tt/'ftf . Ojss No. MANUAL OF CONTINUATION SCHOOLS AND TECHNICAL INSTRUCTION. MANUAL OF CONTINUATION SCHOOLS AND TECHNICAL INSTRUCTION. BY CHARLES HENEY WYATT, it CLERK OF THE MANCHESTER SCHOOL BOARD. PRESIDENT OF THE SCHOOL BOARD CLERKS CONFERENCE, 1891-2. JOHN HEYWOOD, DEANSGATE AND RIDGEFIELD, MANCHESTER ; 2, AMEN CORNER, LONDON, E.G. TO HIS GRACE THE DUKE OF DEVONSHIRE, E.G. CHANCELLOR OF THE UNIVERSITY OF CAMBRIDGE, AND PRESIDENT OF THE NATIONAL ASSOCIATION FOR THE PROMOTION OF TECHNICAL AND SECONDARY EDUCATION, THIS VOLUME IS RESPECTFULLY DEDICATED BY HIS KIND PERMISSION. PEEFACE. IN my work connected with education I have often had occasion to experience the ready way in which those who are similarly engaged render assistance and give information one to another, and, in the preparation of this Manual, I have from many sources received valuable help and encouragement. To all my friends, who have assisted me, I have now the happiness of giving my warmest thanks. Particularly I should like to mention the names of Mr. James Scotson, Mr. R L. Taylor, Mr. J. S. Walker, Mr. P. Cowen, Mr. Eeay, and Mr. W. Nelson. I have also to thank the Controller of Her Majesty's Stationery Office for permission to incorporate in this Manual various Government publications. C. H. W. Manchester, 23rcZ September, 1892. CONTENTS. CHAPTER I. INTRODUCTION pp. 1 to 7 CHAPTER II. EVENING CONTINUATION SCHOOLS. Scheme of Instruction Time-tables Elementary Subjects Special Subjects for Boys and Young Men : Elementary Science Elementary Art Shorthand Book-keeping English History Geography taught by the Magic-lantern Scheme of Lessons Slides, Lanterns, &c. "Wood-carving Tools, Benches, &c. Special Subjects for Girls and Young Women : Cookery Stoves Utensils Needlework and Cutting- out Dressmaking by Tailor Measurement Subjects Earning Grants Prizes Examinations Hints on General Management Fees Code Requirements Teachers Grants Balance Sheet Evening School Code pp. 8 to 53 CHAPTER III. ADVANCED EVENING SCHOOLS COMMERCIAL. The Commercial Evening School Scheme of Instruction Time-tables Commercial Handwriting Arithmetic Book-keeping Shorthand Type-writing Machines Modern Languages Commercial Geography and History Lectures on Banking Insurance Commercial Law Prizes Examinations Hints on General Management Fees Code Requirements Grants Teachers Balance-sheets pp. 54 to 77 CHAPTER IV. ADVANCED EVENING SCHOOLS TECHNICAL INSTRUCTION FOR WOMEN AND GIRLS. The Evening Institute for Women and Girls Scheme of Instruction Time-table Advanced Cookery Millinery Needlework and Cutting- out Dressmaking Laundry Work Fittings and Appliances Lectures on Sick-nursing Physiology English Literature and Composition Prizes and Certificates Examinations Exhibitions of Work Hints on General Management Fees Code Requirements Teachers Grants Balance-sheet .pp. 78 to 88 Contents. CHAPTER V. SCIENCE AND ART EVENING SCHOOLS. Science and Art Evening Schools Schemes of Instruction Time Table Rules and Regulations of Science and Art Department Subjects of Instruction Chemical Laboratories Apparatus and Reagents for Chemistry Indispensable Apparatus for Science Teaching Practical Hints on Management of Schools and Classes Examinations Prizes, Exhibitions, and Scholarships Qualifications of Science Teachers Qualifications of Art Teachers Fees Grants Balance- sheet Libraries pp. 89 to 135 CHAPTER VI. MANUAL INSTRUCTION IN WOODWORK. Manual Instruction Scheme for Day and Evening Schools Regulations of Science and Art Department Examinations Hints on Organisation of Classes Teachers Workshops Benches Tools and Fittings Grants Scheme of Teachers' Certificates (City and Guilds of London Institute) pp. 136 to 151 CHAPTER VII. MISCELLANEOUS. Singing Classes Special Classes for Deaf Mutes Teachers' Diplomas and Certificates in Cookery and Laundry Work Matriculation Classes Class Instruction in Orchestral Music pp. 152 to 158 CHAPTER VIII. HIGHER GRADE SCHOOLS. Schemes of Instruction Organised Science School Art Instruction Literature Commercial Subjects Time-tables Scholarships and Prizes Examinations Hints on General Management Teachers School Fees Grants Balance-sheets Plans of Higher Grade School . pp. 159 to 188 CHAPTER IX. TECHNICAL INSTRUCTION (ADVANCED). Technical Instruction (Advanced) Science and Art Applied to Trades and Manufactures The City and Guilds of London Institute Programme of Examinations in Technological Subjects Science and Art Examina- tions Scholarships and Exhibitions Subjects of Technical Instruc- tion pp. 189 to 215 Contents. xi. APPENDIX. PAGE PART I. The Technical Instruction Act, 1889 219 The Local Taxation, &c., Act, 1890 224 The Education Code (1890) Act, 1890 230 The Technical Instruction Act, 1891 232 The Schools for Science and Art Act, 1891 234 The Technical Schools (Scotland) Act, 1887 235 The Technical Instruction Amendment (Scotland) Act, 1892... 240 PART II. Plans, Fittings, Specifications, &c pp. 243 to 256 (i. ) Chemical Laboratories 245 (ii.) Cookery Rooms 249 (iii.) Laundries 252 (iv.) Manual Instruction Rooms 255 PART III. " Evening Schools," a paper read at the School Board Clerks Conference, 1889 259 " School Boards and Technical Instruction," a paper read at the School Board Clerks Conference, 1891 269 INDEX pp. 281 to 294 LIST OF ILLUSTRATIONS. PAG i LANTERN 22 SCREEN '. 23 COOKERY CERTIFICATE 32 TYPEWRITING MACHINE 62 PLANS OF HIGHER GRADE SCHOOLS 185, 188 PLAN OF CHEMICAL LABORATORY 245 BENCHES FOR CHEMICAL LABORATORY 247 INTERIORS OF CHEMICAL LABORATORY 248 PLAN OF COOKERY KOOM 249 COOKERY CHESTS 250 COOKERY STOVE 251 PLANS OF LAUNDRY 252, 254 INTERIOR OF LAUNDRY 253 TROUGH FOR LAUNDRY 254 PLAN OF MANUAL INSTRUCTION ROOM 255 BENCH FOR MANUAL INSTRUCTION ... 256 MANUAL OF CONTINUATION SCHOOLS AND TECHNICAL INSTRUCTION. CHAPTER I. INTRODUCTION. THIS Manual is intended to meet the requirements of Authorities who are charged with the provision of Con- tinuation Schools and Schools for Technical Instruction. The scheme adopted is, first to deal with the ordinary Elementary Evening School in all its ramifications, leading up to higher work now possible under the New Code of 1891, the various departments of Commercial Education and Technical Instruction for women and girls being dealt with, and next in order, Science and Art Evening Schools, Manual Instruction, Miscellaneous Subjects of Instruction, and Advanced Technical Instruction, each receive attention. Higher Grade Schools, as they are generally called, are so closely linked with Technical Instruction that it has been thought well to devote a portion of the Manual to them. These schools are rapidly on the increase in large centres of population, and it will not be long before towns even of moderate size Avill find the absolute necessity of crowning their supply of public elementary school provision by the establishment of a Higher Grade School, where special 2 2 Continuation Schools and Technical Instruction. arrangements may be effectively made for the instruction of those pupils whose circumstances allow them to remain at school after passing Standard VI., and also of those who may be induced by scholarships to remain for a year or two longer at school than is usual, in order to obtain the benefits of such instruction as is contemplated in the scheme of Organised Science Schools carried on under the supervision of the Science and Art Department of South Kensington. Examples will be given of Higher Grade Schools, where not only is justice done to Science and Art, but Literature Commercial Education, and Instruction in Manual Arts, are all embraced in the course of studies. The object of the Manual is to aid in the organisation and management of all the various kinds of schools and classes enumerated ; and it is hoped that the information given will be found to be of value to the educational authorities concerned, and also to the teachers of the schools, upon whose efforts the success of all such undertakings must largely depend. All instruction in the various kinds of Evening Schools should be so arranged as to gradually lead pupils up from the elementary work of the Primary Schools to the highest stages of Technical Instruction. To insure the success of Technical Instruction it is of supreme importance that there should be channels of supply by which pupils on leaving the Public Elementary School may be led to continue their education in advanced subjects of instruction suited to the varied walks of life they will be called upon to follow. To those who have studied the problem of public instruc- tion, as developed in this country during the past fifty years, nothing is clearer to see than that it was to the lack of such channels of supply the comparative failure of the old Mechanics' Institutions was due. CHAP. L] Introduction. It is unnecessary here to review at any length the history of the present movement in Technical Instruction which is making itself felt throughout the whole of the United Kingdom. The appointment of the Royal Commission on Technical Instruction was fully justified by the facts brought to light in the admirable Report issued by the Commissioners in 1882, and the proceedings of this Commission should be carefully read by all who are desirous of fully understanding how it has come about that the country has at last seriously taken in hand the making of better provision for the higher instruction of the people. The Report of this Commission caused public attention to be immediately drawn to the necessity of the expenditure of public money in the develop- ment of higher instruction for those who for the most part have been educated in childhood at our Public Elementary Schools, and who, of course, form the great mass of the people. The importance of Continuation Schools (both Day and Evening) leading up to Higher Technical Instruction in the application of Science and Art to Trade and Manufactures was very forcibly brought home to the nation at large by the inquiries of the Royal Commission on the Continent and in the United States of America. It was clearly shown that many countries had for a long time been fostering this kind of instruction, to the great advantage of their own people, and, it is to be feared, to the consequent disadvantage of our own countrymen who are called upon to compete with them in trade and manufactures. Another phase of the education question has also been prominently brought to the front in recent years. Owing to the early age at which children reached the standard of full time exemption from school attendance large num- bers were free from the obligation to attend day school two years before they were eligible for full-time employment 4 Continuation Schools and Technical Instruction. in the workshop or mill. Given Standard V. as the test for full-time exemption compulsory education applied from the age of five insured the child reaching the standard which was supposed to complete its so-called education in many cases at the age of eleven. Freedom from school at such an age, coupled with inability to work full time, simply meant the manufacture of the loafer and the ne'er-do-weel. Of no less importance has been the sustained attention now for many years paid by some of the most eminent of our public men to the question of how best to raise the lives of our people and promote not only their material prosperity but also, what is after all of more vital importance, to foster a taste for intellectual enjoyment, in order to save young people from the snares of drink, degradation, and sin, leading to crime and misery by innumerable roads. The passing of The Technical Instruction Acts of 1889 and 1891, and the devotion of large sums of money (under The Customs and Excise Act, 1890) by County Councils throughout England, Wales, and Scotland, have given a great impetus to the establishment of schools and classes in all parts of the country. In this direction should also be mentioned The Scotch Technical Instruction Act, 1887, which, although not yet generally adopted throughout Scotland, is now receiving considerable attention, and will, no doubt, lead to important additions being made to the present admirable system of Primary and Secondary Schools in that country, which is already so justly famed for its love of education. In the zealous promotion of Technical Instruction, the development of Evening Continuation Schools and of kindred institutions, the labours of the Duke of Devonshire, the Right Hon. Arthur Acland, M.P., Mr. William Mather, M.P., Sir Henry Roscoe, M.P., and Mr. Samuel Smith, M.P., demand recognition. The interest taken by the Education Depart- ment in the reform of our Night Schools is shown in the CHAR j t ] Introduction. valuable concessions contained in the New Code of 1890 and the Minute of 31st May, 1892, which have now released Elementary Evening Schools from the trammels of the three K's, and to a considerable extent have given to Managers the opportunity of offering variety in the kind of instruction imparted. Although this is not the place to discuss the question, yet I cannot forbear adding how great would be the obligation the Education Department would confer on education if they would abolish individual examination and payment by results in Evening Schools. Let there be a fixed grant, reckoned on the average attendance, the conditions being proper management and personal supervision on the part of the Managers, ample and competent teaching staff with proper remuneration, everything necessary by way of equip- ment, and a satisfactory report from H.M. Inspector, based upon at least two visits of inspection to the Night School during the session, leaving complete freedom to the Managers to teach any subject they may think suited to the requirements of the pupils. Such a reform would be the salvation of our Elementary Evening Schools, and instead of a beggarly 52,000 pupils in attendance (report of Education Department, 1890-91), they would be attended by hundreds of thousands, who now drift out of the hands of the schoolmaster at thirteen years of age, or before, and who are sadly in need of further training and culture. With Evening Schools generously planned and wise in their co-ordination they would become the natural resorts of the bulk of our young people, who in mature life would take care that their children in turn attended such schools, in order to receive the benefits of their nurture and instruction. Those of my readers who are interested in this question I would refer to the papers on " Evening Schools " and " School Boards and Technical Instruction " to be found in part III. of the Appendix to this Manual. 6 Continuation Schools and Technical Instruction. The work of Technical Instruction in this country is, as has been well remarked by the Duke of Devonshire in his introduction to " The Record of Technical and Secondary Instruction," only now in its initial stage : " The organisations which are now taking shape throughout the country will exert a most powerful influence on the progress of Technical Education for many years to come. It is, therefore, of the highest importance that those on whom the duty devolves of proposing and of carrying out these schemes should have the means placed at their disposal of informing themselves of the steps which are being or have been taken by other authorities." Applied to my own work, these words very aptly express the motives which prompted the issue of this Manual. The need of a practical guide to the establishment and efficient maintenance of the various kinds of Day and Evening Schools, either coming within the provisions of " The Technical Instruction Acts " or preparatory to instruction promoted by such Acts, has been forcibly brought home to me by the very large number of applications I have received from both official and voluntary sources for information relative to the schools and classes which I have had the honour to organise and direct in Manchester under the control of the School Board. The considerable measure of success which has attended the work in Manchester has been the means of drawing public attention to the operations which, during the past few years, have taken place in the City for the extension of varied kinds of Technical Instruction, particularly in Evening Schools. The particulars of the contents of the Manual will give a clear idea of the work, and I hope that what the publication may lack in literary excellence, may be compensated for by the practical nature of the hints thrown out. Considerable misconception exists upon the equipment and management of the various kinds of schools and classes, and I hope that CHAP. I.] Introduction. by following out the hints here given much trouble and unnecessary expense may be saved to those engaged in the work of providing Technical Instruction. The field of work covered by the instruction to be supplied by the various kinds of schools and classes coming within the scope of the Manual is exceedingly vast, and it is not claimed for the book that it can in any sense be said to cover the whole. The work of supplying Technical Instruction will be the growth of many years yet to come, but I venture to express a hope that the Manual may prove of use as a pioneer in the great undertaking which will, I believe, in the future add to the power and happiness of our great country. CHAPTER II. EVENING CONTINUATION SCHOOLS. THE Education Department commenced to give grants of money to Elementary Evening Schools in 1851-2. The old-fashioned Night School, which confined its instruction to reading, writing, and arithmetic, and which in its work was a more or less efficient repetition of the Public Elementary Day School, is a thing of the past. I have extracted from the Annual Reports of the Education Depart- ment the following figures, showing the number of pupils in attendance at Elementary Evening Schools in England and Wales from 1870 to 1891 : ELEMENTARY EVENING SCHOOLS-AVERAGE ATTENDANCE. Year Ended. Church of England. British, Wesleyan, &c. Roman Catholic. Board. Total. August, 1871 59,536 13,330 10,591 ... 83,457 1872 44,615 12,336 8,962 475 66,388 1873 29,226 10,934 4,553 1,260 45,973 1874 30,176 11,502 3,228 3,784 48,690 1875 28,499 12,914 2,873 4,096 48,382 1876 28,717 13,146 2,832 5,163 49,858 1877 31,992 14,269 3,722 7,802 57,785 1878 30,195 13,855 3,854 8,597 56,501 1879 25,101 13,917 4,171 9,341 52,530 1880 20.742 11,880 3,928 9,519 46,069 1881 17,951 10,949 3,034 7,288 39,222 1882 14,565 9,658 2,247 6,665 33,135 1883 11,432 8,299 1,408 7,154 28,293 1884 9,419 7,609 1,274 6,132 24,434 1885 8,777 6,964 1,220 7,272 24,233 1886 8,406 6,335 1,039 10,309 26,089 1887 9,738 7,266 693 12,887 30,584 1888 10,358 7,459 668 14,815 33,300 1889 10,298 8,307 712 17,801 37,118 1890 10,338 8,193 814 24,002 43,347 1891 10,894 8,488 1,027 31,565 51,974 CHAP. II.] Evening Continuation Schools. 9 The foregoing figures are interesting, as they show how the spread of Elementary Education, after the passing of Mr. Forster's measure in 1870, gradually undermined the supple- mentary Night Schools. Whilst the Night School attendance stood at the highest in 1870-71, when 83,457 scholars were in average attendance, the lowest point was reached in 1884-85, when the number was only 24,233. Then comes a change, and in the return for 1890-91 the figures are 51,974. The decline of the attendance at the Night Schools was arrested by changes in their organisation and management. Mr. W. Scott-Coward, H.M. Senior Inspector of Schools for the North-Western Division of England, in his Report for 1887 (Report of the Committee of Council on Education England and Wales), stated " The Evening School is nearly extinct. Where they flourished a dozen years ago in their tens, they either have disappeared wholly or survive in twos and threes in a struggling fashion. In my original district, now divided into two (Warrington and Wigan), there were in 1 874 not less than 90 Evening Schools there are now, I suppose, not more than 15 or 20. In Manchester the same state of things exists ; and Mr. Steele informs me that in Preston, a large cotton manufacturing town, there is only one such school, and only three in the whole district. He thinks this decline ' a very great loss.' In this I agree with him, for to quote him further, ' Compulsory education in the day time may have diminished, but has not altogether superseded the demand for elementary instruction in the evening. If children leave school, as they do, at 12 or 13, they are sure to find out, by the time they are 16 or 18, that a large portion of what they once knew needs reviving. In Preston many joung people are unable to go on to the higher instruction, such as the Harris Institute offers, on account of the imperfect state of their elementary attainments ; and yet there is, so far as I know, only one Elementary Evening School in the town.' " I apprehend that among the causes of their decline are the failure of energy in the teachers of Day Schools to continue them ; the too rigid character of the instruction and organisation for the 10 Continuation Schools and Technical Instruction. young persons attending them ; and the strictness and stiffness of the official rules regulating them. . . . That there is a demand for evening instruction is evident from the readiness with which, in Liverpool and in Manchester, the Recreative Evening Classes are attended. . . . Such institutions and such efforts as provide recreative classes cannot satisfy the general need.." Writing again, in his Report for 1889, Mr. Scott-Coward says, regarding Evening Schools " These schools are the Continuation Schools of the day, and any large development of such schools must, it seems to me, spring from the extension and organisation of the Evening School system. That there is a need and desire for them is, I think, plainly apparent in the enormous increase in the centres for Evening Schools started by the Manchester Board. The success which followed their action in 1887-88 stimulated them into still further activity, and in the session of 1888-89 they opened centres in all parts of Manchester, which soon filled with a large number of scholars. A good number were attracted by the novelty of the thing, and soon fell off, leaving behind, however, a strong numerous residuum of students, seriously in earnest to improve themselves. A wide and liberal list of subjects to choose from was drawn up, and numerous teachers were enlisted. Besides the subjects included in the Code, drawing, needlework, and cookery being prominent, drill (for boys and girls), laundry-work, lectures on sick-nursing, dressmaking, and wood-carving are taught. I have taken part in the examination of many of these schools, and can bear witness to the efficiency with which they are conducted- The good order and industry of the scholars of both sexes spoke well for the discipline, and the results of the examinations (varying, of course, with the circumstances of the different schools) give me good ground for belief in the usefulness and value of the work done. . . . The specimens of dressmaking shown to me as done by the girls seemed well done ; and the cookery classes I visited, in which both theory and practice was being taught, were filled with interested girls and young women anxious to learn." It will be readily admitted that there is a great field of work open to these Evening Schools of an elementary character. Each year there leave our public Elementary Day CHAP. II.] Evening Continuation Schools. 11 Schools many hundreds of thousands of young people to whom a couple of years attendance at this class of night school would be of the greatest value. It is not easy to obtain reliable statistics as to the number eligible for such instruction, but we know that in England and Wales about 500,000 boys and girls attain the age of thirteen each year. If all these attended night schools for a space of two years, it would mean an attendance of a million. Of course, even by the aid of direct or indirect compulsion, such an attendance would not be attainable, but suppose half the number attended with regularity, then we should have an attendance of 500,000 compared with the 52,000 in the schools during the winter of 1890-91. To attain success these Evening Schools must be well taught, which means that the teachers must be liberally paid for what is really hard work, have a varied and attractive list of subjects of instruction, and be held in spacious and well- lighted rooms. No opportunity must be lost by the Managers to maintain regular attendance, and it must also be their constant study to improve and add to the attractions of the school. Success in this matter, as in all others, is insured generally by attention to small details. I will now proceed to deal briefly with the various subjects of instruction which should find their place in every well- matured scheme for Elementary Evening Schools, or Evening Continuation Schools, as I prefer to call them. SCHEME OF INSTKUCTION, EVENING CONTINUATION SCHOOLS. Time Tables. The following are two specimen time tables of Elementary Evening Schools. The time table must be signed by H.M. Inspector at the beginning of the session : 12 Continuation Schools and Technical Instruction. TIME-TABLE. .EVENING SCHOOL. BOYS* DEPARTMENT. CLASS Duration of Lesson. 7 to 8. Duration of Lesson. 8 to 9. I. Reading. Drawing. II. do. do. III. do. do. Monday . . IV. do. do. V. do. do. VI. do. do. VII. do. do. CLASS Duration of Lesson. 7 to 7-40. Duration of Lesson. 7-40 to 8-20. Duration of Lesson. 8-20 to 9. J. Writing. Magnetism and Arithmetic or 11. do. Electricity. Shorthand. III. do. do. do. Tuesday ... IV. do. do. do. V. do. do. do. VI. do. do. do. VII. do. do. do. CLASS Duration of Lesson. 7 to 8. Duration of Lesson. 8 to 9. I. Arithmetic. Geography Lesson and Magic II. do. Lantern Lecture in alternate III. do. weeks. Thursday... IV. do. do. V. do. do. VI. do. do. VII. do. do. SCHEMES OF SPECIAL SUBJECTS. 1. Geography of India and Canada 2. Magnetism and Electricity. Attraction, Eepulsion, and Polarity, as illustrated by the Magnet. 3. Shorthand. To work from slow dictation a passage from a first reader. (SIGNED) Principal Teacher. Approved on behalf of the Education Department, , H.M. Inspector. , 189 Registers marked and finally closed 7-55 p.m. CHAP. II.] Evening Continuation Schools. 13 TIME-TABLE. .EVENING SCHOOL. GIRLS' DEPARTMENT. CLASS Duration of Lesson. 7 to 7-40. Duration of Lesson. 7-40 to 8-20. Duration of Lesson. 8-20 to 9. I. Reading. Writing. Arithmetic. II. do. do. do. III. do. do. do. Monday . . . IV. do, Arithmetic. Composition. V. do. do. do. VI. Composition. Reading. Arithmetic. VII. do. do. do. CLASS Duration of Lesson 7 to 9. I. Cookery for all Classes above Standard IV. II. do. do. III. do. do. Tuesday ... IV. do. do. V. do. do. VI. do. do. VII. do. do. CLASS Duration of Lesson. 7 to 8. Duration of Lesson. 8 to 9. I. Arithmetic. Needlework for the whole II. do. School. III. do. do. Thursday... IV. do. do. V. do. do. VI. do. do. VII. do. do. SCHEMES OF SPECIAL SUBJECTS. 1. Needlework (Code Scheme.) (SIGNED) Principal Teacher. Approved on behalf of the Education Department. , H.M. Inspector ,189 Registers marked and finally closed 7-55 p.nu . 14 Continuation Schools and Technical Instruction. Elementary Subjects. Reading, writing and arithmetic, should be intelligently taught. In the matter of reading I would banish all ordinary Day School class readers. The information given in such books is generally scrappy and unsuitable for the night scholar in whom, if possible, it would be well to develop a taste for pure literature. There is plenty of good fiction published in a handy and cheap form. Such books as "Silas Marner," "Tom Brown's School Days" (for boys), "Mary Barton" (for girls), "Cranford," and most of Dr. Smiles' works are well suited. SPECIAL SUBJECTS FOR BOYS AND YOUNG MEN. Elementary Science. These allowed by the Code are Mechanics, Animal Physiology, Botany, Agriculture, Horticulture, Chemistry, Sound Light and Heat, Magnetism and Electricity, Navigation. When there is apparatus available and a teacher able to demonstrate frequent ex- perimental lessons should be given. Elementary Art. Drawing should be taught in the standards, and, of course, an ample supply of drawing copies provided. The models should be kept clean and in good order, and as the requirements of the Science and Art Department in the matter of drawing for Elementary Evening Schools are somewhat severe for the class of pupils in Night Schools, care should be taken that this important subject is effectively taught. It is a good plan to give a certificate to each pupil who passes the examination. The following is the syllabus of the Science and Art Department : SYLLABUS OF DRAWING FOR ELEMENTARY SCHOOLS. The standards of examination in Drawing are as follows, and they must be taken consecutively : STANDARD I. Drawing, freehand, and with the ruler, of lines, angles, parallels, and the simplest right-lined forms, such as some of those given in Dyce's Drawing Book. (To be drawn on slates.) CHAP. II.] Evening Continuation Schools. 15 STANDARD II. The same on paper. STANDARD III. (a) Freehand drawing of regular forms and curved figures from the flat, (b) Simple geometrical figures with rulers. STANDARD IV. (a) Freehand drawing from the flat, (b) Simple scales and drawing to scale. STANDARD V. (a) Freehand drawing from the flat. (6) Drawing from rectangular and circular models, and from easy common objects. (c) Geometrical figures with instruments and to scale. STANDARD VI. (a) Freehand drawing from the flat. (6) Draw- ing from models of regular forms and from easy common objects, (c) Plans and elevations of plane figures and rectangular solids in simple positions, with sections. STANDARD VII. (a) Freehand drawing from the flat, (b) Draw- ing any common object and casts of ornament in light and shade, or (6 1 ) Geometrical drawing more advanced than in V. (c) Plans and elevations of rectangular and circular solids with sections. N.B. In order to interest the children it is advisable to teach them to draw as early as possible from actual objects, such as the doors and windows, furniture and apparatus of the schoolroom. It will also be found quite possible and very desirable to go beyond the foregoing standards in teaching. Thus freehand drawing of bold curves may be introduced in Standards I. and II. ; and exercises may be advantageously given, in all standards, in drawing from memory. No scholar may be presented for examination in a lower standard than the third in Evening Schools. Shorthand. This can only be of an elementary nature. To write from slow dictation (at the rate of at least ten words a minute) a passage from a first reader not used in the school is as much as can be expected for the first year. For complete scheme see Evening School Code, page 52 of Manual. Book-keeping. The elements of this important subject may be taken in some schools. Cheaply-ruled cash-books, day-books, invoice books, and ledgers should be provided if the funds allow ; if not, the pupil should be taught the 16 Continuation Schools and Technical Instruction. various kinds of ruling on sheats of foolscap. The following are the rulings of Cash Book and Ledger : CASH BOOK. LEDGER. The instruction in book-keeping should be as realistic as possible, the supposed transactions having reference to the trade of the district, and good blackboard teaching is indispensable. For scheme see Evening School Code, page 53 of Manual. English History. It would be well if this important subject could find a place in some of our Night Schools. It is almost totally neglected in the Public Elementary Day Schools, and consequently the great mass of our boys and girls are growing up totally unacquainted with the history of our glorious country, and without the incentive to good to be obtained by an acquaintance with the noble deeds of those who have made the history of our great nation. A very experienced Inspector of Schools, writing on this matter quite recently, said : " History, as a study, does not exist practically in our schools. It is indeed very largely read, but I fear with little fruitful effect, CHAP. II.] Evening Continuation Schools. 17 and simply for the reason that the reading books (as I have shown) are treated not as a means of gaining knowledge, but as instruments for the vocal exercise of reading aloud. The subject matter is neglected, and soon escapes from the memory. This absence of historical teaching and knowledge in our schools is, I consider, a very serious deficiency. Our children know nothing of the past of their country of the men who have made it great, of the laws and institutions under which they live, of their antiquity and origin. Is it prudent, in this restless age, to leave the mind of the masses as unlinked as it is with the past, by giving them no historical know- ledge to cement them with it 1 In my own district, with a population now estimated to exceed 700,000, I do not know half a dozen schools in which any history is taught. Is it possible to find a parallel in any other organised system of public instruction in the world." These weighty words very clearly express the views of everyone competent to judge of the importance of teaching history in our schools. If taken in the Night Schools, no very extensive scheme can be adopted. Biographies of a few leading historical personages from some period should alone be taken. Not very much can be expected from the pupils, seeing that probably none of them will have taken the subject in the Day School. For scheme see Evening School Code, page 48 of Manual. Geography. It is no use trying to cover the ground set forth in Schedule II. of the New Code ; the field is too large, and in the limited time at the disposal of the teachers of night schools it would be useless to attempt the work. The following is a scheme which was launched in the Evening Schools of the Manchester School Board during the session of 1891-92, and was approved by H.M. Inspector : India and British North America : Printed notes of lessons prepared by Mr. James Scotson (headmaster of the Manchester Central Board School) have been supplied to the teachers. Special attention has been paid in the lessons to 18 Continuation Schools and Technical Instruction. the physical features of the countries dealt with trade, scenery, manufactures, &c. The scheme also embraces a series of bi-weekly magic-lantern views, with specially-prepared lectures given by the headmaster of the school. . The views have been carefully selected to suit the lessons, and are all uncoloured photographs. The following list of the slides will give some idea of the course. It should be explained that in the case of India it is supposed that we leave London by steamer for the country we are about to visit, places of importance en route being described ; and in the case of British North America, that we embark at Liverpool. LIST OF SLIDES. ROUTE TO INDIA VIA SUEZ CANAL. Map of the World. Ocean Steamer. Thames, at London Bridge. Thames, with the Tower. Greenwich. Ocean Steamers. Mouth of the Thames. Battle Abbey, near Hastings. Beachy Head. Brighton. Isle of Wight. Teignmouth, from Torquay Roads. Teignmouth Rocks. Torquay Harbour. Torquay Rocks. Torquay Sands. Dartmouth, from Dyer's Hill. Dartmouth Butter Walk. Dartmouth. Britannia Training Ship. Start Point. Breakwater. Plymouth. Eddy stone Lighthouse. Lizard Rocks. Lizard Lights. Lloyd's Signal Station. Cadiz. Gibraltar. Gibraltar, from Europa Point. Town and Bay. Marseilles. Harbour of Marseilles. Fort Napoleon. Museum. Fountain. Corsica. Bay of Naples. Harbour of Naples. Marina and St. Elmo. Palazzo Reale. Villa Nazionale. Pompeii. Forum at Pompeii. Basilica. Temple of Venus. Amphitheatre. Street of Tombs Capri Marina. Valetta. Entrance to Harbour. Fleet in Harbour. St. John's Church. Marsa Muscat. CHAP. II.] Evening Continuation Schools. 19 Alexandria. Lesseps' Place. Port Said. Portrait of Lesseps. Cairo. Street Scene. Irrigation of Land. Professional Beggar. View of Suez Canal. View of Ismailia. Ship passing through the Canal. Fellaheen. Bedouin Sheik. Camels in the Desert. Camel Drivers. Bedouin Women. Pyramids. Nubians. Libyan Desert. Convent of Sinai. Mount Sinai. Journeying in the Desert. View of Aden. Young Divers. View of Bombay. Map of India. INDIA. Map of the World. Bombay. Bombay Fort and Esplanade. Parsees. View of Cawnpore Ghdt. View of Memorial Well. View of Lucknow. Snake Charmers. Benares Ghdt. Benares Group of Priests on Steps of Temple. Benares Great Mosque. Fakir. Sacred Bull. Calcutta. Map of India. Apple Tree Canal, Foliage. Apple Tree Canal, Foliage (2). Apple Tree Canal, Trees Overhanging. Poplars on the Apple Tree Canal. Entrance to the Dal Lake. Cascades near Kashmir. Poplars. Poplar Avenue. Interior of Cave Ummernath. Glacier in the Himalayas. Another Glacier. Snow Bridge. Mountain Scene. Scind Valley. Watercourse, Scind Valley. View near Somain. Natural Arch. Palace of Akbar. Foliage in Forest of Murree. Walk along the Mountain Side, Murree. Walk in the Forest. Natural Fernery in the Forest Murree. Muttra. Hardwar. Madras. Madras Reception of Viceroy at the Harbour. Madras Landing of Cargo on Beach. Chepauk Palace. Fort St. George. Madras River Cooum. Nautch Girl. Hieh Caste Girls. Altomsh's Tomb. Ala- ud -din* s Gateway. Nizam-ud-diu's Tomb. Jumma Musjeed. S after Jung's Tomb. View of Taj-Mahal (front). The Taj from River Side. Street in the City Amritsar. View of the City, with the Golden Temple and Large Tank. Golden Temple and Clock Tower, Amritsar. Ahmedabad Street Scene in Native Town. Rani Sipri Mosque. 20 Continuation Schools and Technical Instruction. Shevaruy Hills On the GMt Yercaud. Shevaroy Hills Lake Yercaud. Tanjore The Great Pagoda. Trichinopoli Kock. The Fort of Seringapatam. Falls of the Cauvery. The Ganga Chooka Falls. The Burr, Chooka Falls. View of the Town of Mysore. The Palace of Mysore. Bangalore Palace of the Maharajah of Mysore. Colombo. Temple of Juggernaut. Temple near Juggernaut. A Gigantic Mango Tree. CANADA. St. George's Landing Stage. Steamer. Little Orme. Holyhead. Queenstown. Iceberg. Map of Canada Quebec. Point Levis, from Dufferin Terrace. Quebec, from Point Levis. Panorama, from Laval University. View from Citadel. Montmorency Falls. Kiver Steamer to Montreal. Montreal Panorama, from Mount Royal. James Street. Bank of Montreal and C.P.R. Offices. Post Office. McGill College. Montreal View from Notre Dame. C.P.R. Station, Montreal. Windsor Hotel. Windsor Hotel (interior). River Front and Allan Steamer. Public Buildings General View. House of Parliament House of Parliament (interior). Departmental Buildings (east). Departmental Buildings (west). The Library. View from House of Parliament Grounds. Chaudiere Falls. Timber Raft. Timber Stacks. Lieut.- Governor' s House, Toronto. Post Office, Toronto. University College. Normal College. Panorama of City, Hamilton. The Market, Hamilton. Falls Panorama. Rapids, from the Falls. Canadian Fall. Canadian Fall (centre, with spray). American Fall, from Canadian side, in Summer. American Fall, from Canadian side, in Winter. Whirlpool. Waterwheel to Whirlpool. Owen Sound. Sault St. Mary Lock. Group of Indians. Canal Locks. Port Arthur, from Steamer. Water Street, Port Arthur. Elevator, Port Arthur. C.P.R. Elevator, Fort William. Kaministiquia River, Fort William. Gathering Maple Sap. Sleighing. Iroquois in Canoe. Indian Tent on Prairie. Squaw and Papoose. Keewatin Flour Mill. Winnipeg. Winnipeg, from Tower. Court House, Winnipeg. City Hall, Winnipeg. Flour Mill, Winnipeg. Winnipeg Main Street. Streets in Winter. Buffalo at Silver Heights, Winnipeg. Hereford Cattle, Silver Heights. CHAP. II,] Evening Continuation Schools. 21 Keaper and Binder at Portage la Prairie. Flour Mill and Elevator. Red Eiver Cart. Brandon Grain Market. Threshing at Brandon. Ploughing on Sandison's Farm. Teams Loaded with Wheat. Deloraine. Prairie Scene. " Bell Farm House Ploughing Stubble. Sulky Plough. Threshing on Prairie. Threshing Machines on Prairie. Harvest Scene. Dr. Barnardo's Farm. Milking Yard. Medicine Hat. West End, Calgary Barracks, Calgary. Shorthorn Bull. Ox Team. Ploughing with Bullocks. Stock Farm, Manitoba. Stock Farm. Cattle Enclosure. Prairie Stock Enclosure. Ranche Scene. Alberta Ranche. Ranche Cattle. Noonday Halt on Prairie. Preparing for " Round up " on Ranche. Cattle- Pen on Ranche Bucking Horse. Stock Enclosure on Prairie. Sheep Ranche Settler just arrived on his Farm. Farmhouse in Manitoba. First Church in Settlement. Farm Scene. t Wheat Stacks and Load of Grain. Wheat Stacks. C.P.R. Engine. Railway Tunnel. The slides are worth from Is. to 2s. each, and each set should be carefully arranged in a box. C.P.R. Track approaching Rocky Moun- tains. C.P.R. Steamer, Parthia. Train of Pullman Cars. Emigrant Sleeping Car. Kananaskis Falls. Cascade Mountain. Dining-room, Banff Hotel. Branch of Bow River. Kicking-Horse Pass. A View of British Columbia Gold Miners on Columbia River. Stony Creek. Stony Creek Bridge. Mount Hermit, near Summit. Hermit Range. Looking Out of Ice Cave, Great Glacier. C.P.R. Station, and Mount Sir Donald Glacier. Mount Sir Donald, from Glacier Road. Ross Peak, showing " Loop." Albert Canon. Stern-wheel Steamer on Columbia River. Ranchman's Holiday on Columbia River. Artist Paddling on Columbia River. British Columbia Ranching Ground. South Thompson River, Katnloops. Lytton, British Columbia. Eraser Canon. Dining-room, North Bend. Valley Farm, Agassiz. Royal City Sawmill, New Westminster. Loading Logs at New Westminster. River Steamer, New Westminster. Vancouver, British Columbia. Big Logs from Vancouver. Douglas Pine, Vancouver. Big Tree in Stanley Park. C.P.R. Hotel, Vancouver. Tea Shed, Vancouver. Victoria. Government Buildings. 22 Continuation Schools and Technical Instruction. Lanterns, &c. The following is an illustration of the kind of lantern used. These lanterns are worth about 20 each. Compressed oxygen and hydrogen are used in steel tubes. This mode of using the gas is much more convenient than having to rely on indiarubber bags, with weights, &c. The oxygen - can be obtained retail, at the places where it is manufactured, at 3d. per foot, and the hydrogen at 2Jd. per foot. Each cylinder contains 20ft., and should last, CHAP. II.] Evening Continuation Schools. 23 with care, for four lectures. The steel cylinders may be hired or purchased in the latter case they will cost about 39s. each. It is necessary to have an experienced man in charge of the lantern during the lecture, the principal teacher acting as lecturer at the screen. When there is a good schoolroom wall no screen is required, as the picture may be thrown on the wall. Where a screen is necessary a piece of Bolton sheeting (size 6ft. by 9ft.) may be suspended against the wall. The value of this sheet will be about 10s. The following is a movable screen of bamboo rod, value 3 3s., to carry a screen 12ft. by 12ft. As new slides will be required each session, if the course of instruction is changed, it will be found convenient if a system of exchange can be established between different School Boards or bodies of Managers. It takes some amount of care and trouble to select suitable slides for the teaching of geography by means of the lantern. We were under the necessity of obtaining our Canadian slides from Montreal. They are selected from a list prepared for the Canadian and Pacific Kailway Company. 24 Continuation Schools and Technical Instruction. It would very much add to the value of such instruction in geography, as I have sketched out, if products of the countries could be shown to the class. Wood Carving. This is a subject which may be intro- duced with advantage into Evening Schools. It is well to explain, however, that it is a somewhat expensive subject to teach. An artisan instructor must, as a general rule, be en- gaged, and his services for two hours in the evening will be from 3s. 6d. to 5s. About twelve pupils may be instructed at one time in a class. The tools required for elementary work are the following: Set of 10 Carving Tools, value 4s. per set. It will be found most convenient for each pupil to have his own set. These, in a strong box, with a mallet (at 10d.), oil stone (at 4d.), and clips, will cost about 6s. 6d. per set. Care must be taken to get good tools, and arrange- ments made for the sharpening of them, outside the hours of instruction, by the pupils themselves. The design is drawn on blocks of common wood (size 9in. by 4Jin. for beginners), and cut out by means of the tools employed. A serviceable double bench, made in deal, will cost about 18s. (size 15ft. by 4ft.), affording accommodation for eight pupils at a time. It is imperative for pupils to practise out of school hours if any progress is to be made. No Government grant can be earned for instruction in wood carving. SPECIAL SUBJECTS FOR GIRLS AND YOUNG WOMEN. Cookery. This is probably the most popular of all the subjects taught to girls in night schools. The instruction may be given in any ordinary school class room which affords sitting accommodation for 72 pupils and room for three or CHAP. II.] Evening Continuation Schools. 25 four tables on trestles. (See also illustrations on page 250 for cookery chests, &c.) The room should be supplied with a good gas cooking stove, which in most large districts may be hired on reasonable terms from the authority supplying the gas. The stove known as Davis No. 10 Cooker is a very good stove (See illustration page 251). The stove may, by means of the down pipe, be connected with a gas pipe under the floor, the pipe going through a small aperture cut in the iloor boards. If the stove is placed on a small trolly, it may, when not in use, have its supply pipe disconnected and be rolled into a corner of the room. A small lid with hinges will cover the hole in the floor through which the supply pipe is connected with the gas main. The small platform or trolly on which the stove stands should be lined with sheet iron where necessary. If purchased outright the stove would cost 7 1 5s. 6d. Where possible it is certainly most advisable to hire. The charge in the district I am acquainted with is .2s. 9d. per quarter. During the summer the stove may be returned to the gas authorities and the hirage saved. COURSE OF COOKERY LESSONS. TWELVE LESSONS OF TWO HOURS EACH. 1 Demonstration Including cleaning. 2 Practice Bread and cakes. 3 Soups and fish. 4 Stewing, frying, boiling. 5 Invalid cooking. 6 Puddings. 7 Demonstration Including cleaning. 8 Practice Cold meat d ishes 9 ,, Melting fat, curry, macaroni, haricot. 10 Pastry. 11 Roasting and vegetables. 12 Puddings, coffee, tea, &c. Each practice lesson to commence with ten minutes of theoretical instruction. If desired, demonstrations can be substituted for practice lessons. In night schools. l. It- is curluinly most. desirable to aim at tho higher ^r;i.nr .ill>\\crc,t,or \vcr to " Toll | > . ,C||M|;; |o|- c \;i III I li;i I lull. W ilOl'O (ll'liwi 1)^ JH fakeli I ho Seinirr ;md Alt. I >rp;i rl mml, ..lioiild ho ad\'i;.d Hi. I, III' hr-'lllllllio <>f I, lie :.<;;:. mil. .ni<| |,||r |l < xjiini lull ion. In order !o r:i.rn ihr riuil, for draw i in.; il. i:; ii(!C(\ssn,ry lh;il, the |>ii|nl;; ;.hoiild n<>!. only pass individually I >i it* also In- |)ri--,cni .\\. ili<- suhso(|iionl, OXailliliat-ioll ID l.hr ( !odo silhjc'cl.S Al.l.cildiUlC.o ;il, c\;i,lni icilion i.hoiild lu- one of I, he rniidilions oil which l.hr, a.Wn.nl of pri /.:; ::h;i,ll di-pcnd. ( ';i.n- ..... si, lc l.ikcn l.hal, all thu subjool.s lor c\;uinn;il KHI ;ippr;ir on I In- Nnir l.ihlc ) Tin- hili'hnl:: Ml \\llicll |>n|,il . :iiv | .1 ."..|| I .r, | ||.-<>.| no), l.r ll,.- .inn 1 in :dl HilhjuctM. N<> HC.Iiolnr "'.in hf prcHciil.ixl in iiny mih| < I I'm- I, In- l.r.-n-liiii;^ n|" \\lnc.li proviHinii i iml. iu;i.|i- in l.hr dm.- l.ihln of I lid school. (c) N.. Hchollir run l.r |i!T;.rnl.i-i| III l.hr :.|M-IM;I.| i;tl I ijrr.l :t or ill l('!i:l lli.ili l.lirci- cli-nirnl ;i| y .;ulijrclM, lllllr;.,: hr |i;iM Sl:nid:inl V. No HcholiU' |MT;;cnl-<| in ;i.ny of I he . -|< -1111 'II I H ,ry Hllhj(.'CtM limy I,!I.K<' Iliorr ;.|trc|.il ;iul>jrrln III. in in.d.c III . lol;i.l liillnlici ol'cul.j live , ;ilnl no i.rliol.ir \\ho i.; not | n c:idil rd in clcnirnl :i ry Hiihjrcl . in:iy I .1 !.< \> :.: I linn I wo or more I li.ui I'olir of (,lie :|ieei.i I .11 i, (e|Ml I liienl . Mvei y Hcliolllf Hliollld, IIS a rillf, Ii" ;ul\ .inci i| c.iie Htfliuilinl, or olid Hl,:i".i- of :i Hp('('illl :;ill)|eel, eiic.li your. No :ill'iil;ine(i iH, MH ii, i nle, rei , ,; n i .1, 1 in .111 Mvollili^ School, lor liny Hrliohir under lonileen :iinl over I \\enly one; Iml, children under fourteen, who arr hy I, he I )e|,.,i I tn , nl deemed to !,. r\.-nijil. from l.hr 4 // r - * f ft Y 34 Continuation Schools and Technical Instruction. legal obligation to attend school, are recognised as scholars in an Evening School. On the night of examination the manager should be prepared with evidence in all cases of children of school age presented in the Night School, that they have passed the standard for total exemption laid down in the bye-laws of the school authority in whose district such children reside. Hints on General Management. How is it that we so fre- quently hear that in certain districts Night Schools are a failure? Little or no interest is taken by the young people for whose benefit they are established, and the Managers resign them- selves to the notion that it is impossible to succeed in the work. Many additional reasons may be given for this by no means uncommon state of affairs, not only in rural districts but also in large centres of population. Very frequently there is a lack of enterprise on the part of the promoters. The Night School is simply organised on old-fashioned lines, the instruction consisting altogether of reading, writing, and arithmetic, taught as in the Day School. Very frequently it is the speculation of the teacher, who has the free use of the rooms granted to him by the Managers, or the school is carried on by teachers who are not properly remunerated for their work. Under any of these conditions it is almost impossible for the Night School to succeed. Public bodies who desire to have successful Night Schools must be prepared to spend money liberally on their maintenance. Experienced and capable teachers must receive adequate remuneration for their services, proper staffs of assistant teachers must be maintained, there must be a sufficient supply of books,, apparatus, and stationery, and the schools must not be farmed in any sense of the word. The teachers should be paid their salaries each month, with the exception of any bonus given out of the grant earned by the school, which, of CHAP. II.] Evening Continuation Schools. 35 course, can only be paid after the receipt of the grant. The plans of the arrangements for the Night Schools should be carefully drawn up during the summer months and all the engagements of teachers and arrangements completed, so that by the end of August the prospectus may be issued and the schools advertised. This advertising may be done in various ways. The ready assistance of clergymen and ministers should be invoked, in order that handbills may be distributed in Sunday schools, &c. ; employers of labour are always ready to allow announcements of the attractions offered by the Night Schools to be hung up in lodges and elsewhere in workshops, factories, and warehouses ; a descriptive account should appear, on the eve of the opening of the schools, in the local press, and a liberal supply of placards should appear on the walls ; the principal teachers of the public Elementary Schools should, whenever they have also charge of Night Schools, be advised to hunt up all the boys and girls who have left Day School during the year ; and, in short, no plan should be neglected of reaching all for whom the Night Schools are intended. During the session there should be a constant visitation of absentees ; and, in the case of junior pupils, it is well to draw the parents' attention to lengthened absence from the school. It is well to supply all the Managers and principal teachers of Night Schools in the town with a detailed list showing the attendance and par- ticulars as to fees, &c., of each Night School. This is done each week during the session in Manchester. A postcard is sent from each Night School to the offices of the Board, and from these postcards a return is compiled. The following is a specimen of such a return of attendance, and I cannot too strongly recommend the plan of a similar return being issued in all districts where the promotion of Evening Continuation Schools is seriously taken in hand by School Boards or other Managers : 36 Continuation Schools and Technical Instruction. ELEMENTARY & COMMERCIAL EVENING SCHOOLS & WOMEN'S INSTITUTES. Return of Attendance Week ended October 3rd, 1891. ELEMENTARY EVENING SCHOOLS. SCHOOL. l>ept. Average. Actual. On Books. Fees Received. Abbott Street M 142 166 211 & s. d. 279 F 102 108 137 19 M 65 73 91 12 7 All Saints' (Gorton; M 58 60 67 10 9 F 89 94 118 16 6 Armitage Street M 73 82 100 17 7 M 235 261 320 5 5 11 P 170 187 234 2 15 Blackley Wesleyan M 41 51 55 091 F 21 25 27 049 M 104 110 128 19 8 Chester Street M 85 94 125 16 1 F 63 68 83 12 M 69 69 92 11 8 F 47 50 50 099 M 86 90 116 15 Every Street . M 292 315 372 3 12 6 F 175 191 226 1 11 9 Gill Street . . . . M 54 59 75 10 11 F 33 36 30 064 M 89 92 130 15 9 F 56 60 80 10 10 Lees Street .... M 51 57 61 099 F 35 41 46 080 Lloyd Street . . M 98 106 132 18 6 F 132 143 166 181 Mulberry Street M 51 57 62 14 6 F 137 150 166 1 18 1 Pottery Lane . . . . ... M 25 26 35 042 F 16 18 28 939 Queen Street M 75 84 117 17 F 90 96 109 15 8 Ross Place M 101 114 132 103 F 100 107 132 19 1 St Andrew's (Ancoats) M 15 18 31 032 F 20 25 37 042 St Anne's (Newton Heath) M 96 107 133 144 F 95 113 135 101 St. Anne's (D'sgate) Deaf and Dumb . . St. Barnabas (Openshaw) M F M } 18 39 20 41 46 099 6 10 F 39 45 49 7 10 St. Clement's (Gorton) M 36 37 54 063 F 29 33 53 059 St. James's (Collyhurst) M 46 50 59 11 3 St John's (Miles Platting) M 114 118 157 123 F 103 106 125 17 9 St Jude's M 39 44 56 081 F 18 20 23 035 St. Luke's (Newton Heath) M 46 51 60 8 11 F 52 55 59 097 St. Mark's (Gorton) M 35 37 43 064 F 31 32 39 052 St. Mark's (Holland Street) M 49 52 65 15 5 F 2Q 33 40 058 St. Mary's (Moston) M 12 13 14 1 10 F 19 28 25 3 11 St. Matthew's (Deansgate) M 51 56 71 9 10 F 53 59 71 10 St. Michael's (Hulme) M 60 69 84 10 4 F 26 27 34 051 St. Philip's (Hulme) M 57 61 73 10 1 F 48 56 60 099 St. Stephen's (C.-on-M.) M 26 31 41 051 F 23 25 32 045 Smedley Road M 126 141 172 2 10 1 F 114 126 145 1 1 11 Southall Street M 121 137 154 146 F 99 116 140 119 Johnson Street M 67 75 86 14 6 Totals 4,911 5.391 6,549 56 12 6 CHAP. II.] Evening Continuation Schools. 37 COMMERCIAL EVENING SCHOOLS. SCHOOL. Dept. Average. Actual. On Books. Fees Received. Central M , 8. d. F j- 805 837 898 53 8 6 M 139 157 187 19 2 F 118 141 169 4 16 2 M 69 78 98 1 17 2 F 26 29 36 16 Miles Platting M 44 49 64 18 2 F 22 28 35 110 Roby M F j- 159 165 171 6 11 6 St 'George's M 67 75 82 2 19 F 58 63 77 288 St. Matthew'fa (Ardwick) M 200 219 254 6 5 10 F 124 149 174 392 Upper Jackson Street Waterloo RQad M M 171 ) 010 185 211 3 16 8 F > 212 246 281 5 14 Smedlev Road (Shorthand) 54 54 54 10 Totals 2 268 2 475 2 791 95 11 WOMEN'S INSTITUTES. SCHOOL. Dept. Average. Actual. Ou Books. Fees Received. Armitage Street F 80 105 146 & s. d. 1 16 8 Birley Street F 108 157 224 Burgess Street F 85 133 168 3 19 F 93 162 190 618 Totals 334 508 661 SUMMARY. Average. Actual. On Books. Fees Received. WOMEN'S INSTITUTES 334 508 661 s. A. 13 19 8 COMMERCIAL EVENING SCHOOLS 2,268 2,475 2,791 95 11 ELEMENTARY EVENING SCHOOLS 4,911 5,391 6,549 56 12 6 7,513 8,374 10,001 166 3 2 COMPARATIVE STATEMENT. Average. Actual. On Books. Fees Received. Return for week ended October 3rd, 1891 7,513 7,091 8,374 7,860 10,001 9,584 s. d. 166 3 2 110 5 7 422 514 417 55 17 7 The form may be printed with the names of the schools, and the figures filled in each week, and by means of a multi- plying process, such as the Hektograph, sufficient copies can very speedily be made. 38 Continuation Schools and Technical Instruction. Constant visitation of the Night Schools by the managers is an important duty which should not be neglected. Both pupils and teachers appreciate such visits. The registers should be regularly checked. Fees. In some school districts the Night Schools have recently been made free. This has been the case in Bir- mingham. Another plan is to charge a small fee, which is returned at the end of the session to pupils making a certain number of attendances and passing the examination. In Manchester the ordinary fees charged are 2d.-or 3d. per week, or a sessional fee of 2s. 6d. or 3s. 6d. The smaller fee is charged to pupils under eighteen years of age. A variable fee has its disadvantages, and probably where a charge is made it is better to make it uniform, pupils being encouraged to pay the sessional fee when the Night Schools open in September. The fee should cover the use of books, apparatus, and stationery, an exception, if any, only being made in the case of books required for home use. Where a fee is charged the payment should be strictly enforced, provision being made for remission in cases of absolute necessity. Code Requirements, &c. The rules already set forth under the head of Examinations must be strictly complied with, and the necessary particulars required in Form IX. of the Education Department be ready on the night of exami- nation. I have appended (pp. 43-53) the Minute of the 31st May, 1892, issued by the Education Department for Evening Schools. This Minute, when it comes into force, will simplify the rules of Examination, &c., given in the New Code of 1892, and also alter slightly the mode of assessing the grants. By rendering separate accounts of the Night School the report will be forwarded to the managers shortly after April 30 in each year, and the grant paid. This is a preferable arrangement to rendering the accounts with those for the Day School in connection with which the Evening School may be conducted. The following is an extract from Instruc- CHAP. II.] Evening Continuation Schools. 39 tions to H.M. Inspectors relating to Evening Schools (28 March, 1890) : " The provisions relating to Evening Schools have been materially altered, with a view to encourage more advanced and varied teaching in such schools, and to enable managers to adapt the course of study to the industrial and other requirements of particular districts. Art. 106 removes the condition which has hitherto obliged all evening scholars to be presented in the three elementary subjects; and permits those who are certified to have passed the examination in the Fifth Standard to be presented in any four special (class or specific) subjects which the managers may select. The requirement that the first of such special subjects shall always be English, and the second geography or elementary science, is also withdrawn ; and the freedom of choice offered by means of the alternative courses and other provisions applicable to special subjects in Day Schools is also fully available to the conductors of Evening Schools. By these means it is hoped that managers will be encouraged to frame in various districts such courses of instruction as are most likely to attract young people, and to induce them to continue their studies beyond the ordinary school age. My Lords regard with great interest the numerous experiments which are being tried in various parts of the country to increase the efficiency of the Evening and Continuation Schools ; and you will report to them from time to time the results of any such experiments. The managers should, as heretofore, take reasonable pains to procure evidence at each scholar's admission of the standard in which he has previously been presented and passed." Teachers. Where a Night School is conducted in premises used for Day School purposes it is desirable to appoint the principal teacher of the Day School to the charge of the Evening School, where such an arrangement is possible. The books, apparatus, &c., of the Day School can be employed. Any possible friction between the two schools is rendered 40 Continuation Schools and Technical Instruction. impossible, and the undoubted influence of the principal teacher in inducing children who have passed out of the Day School to join the Evening Classes is best secured. The same rule is also true regarding the assistants. The Code states that any person over eighteen years of age, who is approved by H.M. Inspector, may be employed as a teacher in an Evening School, whether certificated or not. Experience proves that the teachers employed in public Elementary Day Schools are the best teachers for Evening Schools. In such subjects as shorthand, cookery, dress- making, &c., it may sometimes be necessary to employ visiting teachers, but for these it is well, if possible, to secure the services of public elementary school teachers who are able to take the extra subjects. It will be found extremely beneficial to have occasional conferences of the whole of the principal teachers of the Night Schools conducted by the same board] or managers. Mutual help will remove many difficulties, and cordial co-operation between managers and teachers will be found of great value. Grants. The grants to be earned are of two kinds: I. A fixed grant of 4s. or 6s. for each pupil in average attendance, according as the school has been open forty-five or sixty-one times since the last examination. Schools may easily earn the higher grant by meeting three times per week from the middle of September to March. The meetings must last at least one hour. If the Night School is held from 7 to 9 p.m. (the best time), the registers are marked at 8 p.m. The registers must be closed an hour before the end of the meeting, and no religious instruction can be given within the period set apart in the time table for secular subjects. II. A grant on the examination of individual scholars, in any of the elementary or special subjects, of 2s. for each one reported to have passed. This grant is not calculated on average attendance, but on individual passes. The subjects that may be taken are Reading, Writing, Arith- CHAP. II.] Evening Continuation Schools. 41 metic, English, Geography, History, Needlework, Algebra, Euclid, Mensuration, Mechanics, Chemistry, Animal Physi- ology, Botany, Principles of Agriculture, Principles of Horticulture, Sound, Light and Heat, Magnetism and Electricity, Lessons on Common Things, Latin, French, German, Welsh (in Wales), Bookkeeping, Shorthand, Navigation, Domestic Economy, Cookery, Drawing, or any other subject, if sanctioned by the Education Department and approved by H.M. Inspector.* (In the case of drawing, arrangements must be made with the Science and Art Department.) The following illustration of the amount of grant earned in an Evening Continuation School in Manchester may be useful and serve as a guide to the amount of grant obtainable : Government Grant earned by an Evening Continuation School with 118 pupils in average attendance. Fixed grant on average attendance 1 1 8 at 6s. . . 35 8 Passes in elementary subjects 265 at 2s. .. 2610 Special subjects, Geography 15 at 2s. .. 1 10 Elementary Science and \ -. . 180 Shorthand J ** ta1 " Drawing 19 at 2s. .. 1 18 Needlework 67 at 2s. .. 6 14 Cookery 71 at 2s. .. 720 80 10 Average earnings, 13s. 7d. per head. Balance Sheet The following is a balance-sheet of an Elementary Evening School conducted in Manchester during the Session of 1890-91. The school was worked in two departments (boys and girls), and the average attendance of pupils earning grant was 295. In addition there was an average attendance during the session of 21 pupils over 21 years of age who, according to the present rules of the Education Department, were not eligible to earn grants, the total number enrolled in this school being 570 pupils. * Note. The Minute of 31st May, 1891, will, when it comes into force, give a grant of 2s. or Is. 3d. for each scholar presented. 42 Continuation Schools and Technical Instruction. t^^.t^OO OO COrH rH 1 H Oi e t 00 O5 O rH t^rH OO in 04 (M 00 1 1 ** fe. ~ s s g r -*J CO CO O ^3 K^ I I JJ M to 9 a O |N O ^> *"^ l * 1 *^ 45 g m a % $ I i r nli\ii % *^$ 5S -. rO I 1 & * *s s I * 2 *i | <5 ^ E s ^ 1 J 1. 1 & * ^^^a^^^ I 1 3 1 1 a 1 | S ** o S 4 'S ^3 il O2 fp fa K ' O M 4| ^ ^ OS rH ' ^ 00 rH C rH O^ ^ t.J QQ T-H T" 1 i-H ^^ ^ te ^S ^^ IQ 10 10 00 C" 1 rt OS OO rH ^ ? OS 2 1 3 XJ -?-5 Q S 4> A II 1 I s I'S- r a * a ^ i2-2oS 2 o s > a 1 1 1 3 I g 5l,| i kl CHAP. II.] Evening Continuation Schools. 49 * o Ol O) > III H I JS? : .2 ca .S = : .2 S5 : i; s:|| s TS o.2 a 5 *3 fe^ SS^'^ S&'Sft'S !:]*!! ' - : 2 S3 'silrj H Pi ' Jj O T3 03 O ll qa " "2 "2 o2; I *? *fel a! in ^ ill in is m MI Circul res s "S'S 33 : lull! i ill 111 . li isi 1^ 1:11 ^5 ^4 H "S'S I- wit ped parallelepi and sphere =3 13 " ! ihi -^i a a ^^g %~ 3 o ^22 ! ^r S >a Kl "^P, m S 1* j?< -gg; 13' bill pi .2 -2'^ s formation of ifferent kinds f fruit-cells and essels > iA 1 Sjs(i :ic^^i.a N f|?ll|| ! S K"I^ s f 'la^s IIS^II ?s |li:-l I h If iti S g a so t S ^o-g^-g^ ftg J"W|llM . II: ^3^- K ^, 3 b, J P< aJ sl^Wj 2"S o> M fl S-i J-T3C3.TSO <->' rt T5 fiwjufi. ;** Ilirill -afrbli iJTsi 'l l ia' 3 .P.iilI15|a lilllil ilaiill fill illl^lllIllllHl 1*1 sl*i nil i S SJJ - -SI'S 111 8- i 111 sias-S s 13 ^22S3 x aS^+s , k 2-^ Jdl s il l&il sill 8 f fl - tl ii ^3 a 5 ill O ri g-s ii * m-S H &CO cs o 2 a.;= Q C5 a 3 I* lain ii 52 Continuation Schools and Technical Instruction. :m&* iiif o> w C .5 5,0 S.23,j o^ S.c.SSrta; ^ ZS^a-S*., 1 -.aa-g Pf&rl {flu !^3^3 api ii uiifgB - -! - -I |I^*S|$ bO^S fiSgfl faj " WKQ 1 " 1 ^^ Its ill S^ SoS^??.^^ irtaii in slips** ^.^SSfe.a ^-H.^ ^^^E-cs^a^ S > "S o> H fl 1^1 g|^a S^ISo I llfi iifif isjfii^ si?l slltl elllfSSs C) l-Jfi' 1>^g i^.l > S-i "iiiiiw S "3> S o ^;-"S >> ^1 111 ' 2SII1 SI ^ S* 3 -3 * 2 55 a fl ^ CHAP, n.j Evening Continuation Schools. - .* *H .- C 4, "^llli s" i - i I- * "^ '"C " = t'C^ r^fl- JB t! Q. ?P S a bO.? HI Hi ll i t I P. W CHAPTER III. ADVANCED EVENING SCHOOLS. COMMERCIAL. I NOW proceed to deal with Evening Schools of an advanced grade schools eligible for assistance under the Technical Instruction Acts and also which it may, to a certain extent, be found beneficial to place under Government inspection. For the purposes of commercial education, it is of great im- portance that higher instruction should be given in those subjects which pertain especially to modern business. In order to meet this need we have now successfully carried on in Manchester for some years schools which we call "Commercial Evening Schools." The scheme of these schools is thus described in the syllabus issued by the School Board in September, 1891 : The Commercial Evening School The object of the Com- mercial Evening School is to provide Technical Instruction in those subjects which meet the requirements of modern business. Sir Philip Magnus, member of the late Royal Commission on Technical Instruction, in his work on " Industrial Education," states " that the organisation in all large towns of evening classes, with a well-arranged programme of studies, is a necessary part of any system of commercial education." If our clerks are to hold their own against the compe- tition of foreign rivals, opportunities must be afforded them of making up by evening instruction the deficiencies of their early education. CHAP, in.] Advanced Evening Schools Commercial. 55 In Germany and France there are special schools for commercial training. In these countries it is fully recognised that the course of study in the training for commercial pursuits must differ from the instruction necessary for the learned professions or for a career of scholarship. These schools will be continued upon the lines of the Commercial Evening Schools conducted by the Board during last session, which were very largely attended. At the Examinations conducted by the Society of Arts in 1891 the Board's pupils who passed far outnumbered those of any other institution in the kingdom. On the establishment by the Board of the Commercial Evening School in 1889, the following resolution was passed by the Manchester Chamber of Commerce : Resolved " That the Board of Directors of the Manchester Chamber of Commerce learn with much satisfaction of the establish- ment by the Manchester School Board of Evening Classes for the study of commercial subjects ; and that the circular received from the School Board announcing the fact be published in the report of this day's proceedings of the directors." The Manchester Chamber of Commerce, as will be seen from the foregoing resolution, recognise the importance of providing means for improved commercial training, and have recently drawn up a scheme of examinations for the award of certificates. Cambridge has taken the lead of the Universities in acknowledging the necessity for giving commercial education special recognition. The Syndicate of the University, on February 22nd, 1888, drew up a scheme for examinations for commercial certificates specially designed for secondary schools. This shows the amount of public attention which is now being paid to the necessity for providing suitable instruction for those who intend to devote themselves to commercial pursuits. Scheme Of Instruction. The Commercial Evening Schools are established to provide a complete and connected course of instruction in the subjects requisite for candidates desirous of obtaining positions of trust and responsibility in the counting-house, warehouse, bank, or office, either as clerks, cashiers, and bookkeepers, or as general and foreign correspondents. The course of instruction in the Commercial Evening Schools will also prepare for the civil service, the accountants' 56 Continuation Schools and Technical Instruction. and actuaries' examinations, and for the commercial certificate of the Victoria University. One main object of the Commercial Evening Schools is that they shall serve as Continuation Schools for scholars leaving Elementary and Secondary Day Schools, in order specially to fit such scholars for commercial employment. The course of instruction is of a practical character; for instance, a junior may be instructed to answer or press copy a letter, or furnish a statement of account of sales ; a senior may have to take down in shorthand matter for transcription on the typewriter or for translation into French, German, or Spanish, or present and report upon a profit and loss account and balance-sheet. The head masters will exercise a constant supervision over the classes, and will be acquainted with the progress of each student. They will be pleased to furnish reports on the attainments of pupils. In order to suit the requirements of pupils, it is expected that junior and senior divisions in most of the subjects will be arranged the former including students under 18 years of age but the con- venience of the students will be considered. The head masters will be assisted by teachers of the various subjects of instruction, who, in addition to being experienced masters, have had a thorough business training. During the session the following course of Lectures will be given: Banking and Commercial Law Insurance. Time Tables. It will be found convenient to organise the Commercial Evening School in two sections (a) For pupils under 18 years of age juniors. (6) For pupils over 1 8 years of age seniors. The regular school course being taken on Monday, Tuesday, and Thursday evenings. In the two following time tables, I give an example of such a school for juniors and also one for seniors. At all schools for seniors the off nights, viz., Wednesday and Friday, may be employed for separate classes in the subjects which may be attended by pupils who do not desire to take the school course. CHAP. III.] Advanced Evening Schools Commercial. 57 TIME TABLE. COMMERCIAL EVENING SCHOOL FOR JUNIORS UNDER EIGHTEEN YEARS OF AGE. EVENINGS. HOURS. SUBJECTS. Monday 7 to 8 Arithmetic Shorthand , Typewriting 8 to 9 Arithmetic Shorthand - Typewriting Tuesday 7 to 8 Writing French German Spanish ,, Typewriting 8 to 9 French German ,, ,, Spanish , Writing , Commercial Geography Typewriting Thursday 7 to 8 English , ,, Bookkeeping Typewriting 8 to 9 English , Bookkeeping Typewriting TIME TABLE. COMMERCIAL EVENING SCHOOL FOR SENIORS OVER EIGHTEEN YEARS OF AGE. EVENINGS. HOURS. SUBJECTS. Monday 6 to 10 Typewriting ,, Shorthand Reporting 7 to 8 Arithmetic (Three Stages) Shorthand (Three Stages) 8 to 9 Shorthand (Three Stages) Arithmetic (Three Stagee) Tuesday 6 to 10 Typewriting Shorthand Reporting 58 Continuation Schools and Technical Instruction. EVENINGS. HOURS. SUBJECTS. Tuesday 7 to 8 English Bookkeeping 8 to 9 Bookkeeping English Thursday 6 to 10 Typewriting Shorthand Reporting 7 to 8 ( Writin g and \ Commercial Correspondence ,, French German Spanish ... 8 to 9 French ,,. German Spanish f Writing and \ Commercial Correspondence NOTE. Commercial Geography \ Portuguese'::::::::.:::::::::::: On Lecture Courses... .. 1 SUBJECTS OF INSTRUCTION IN COMMERCIAL EVENING SCHOOLS. Commercial Handwriting and Composition. No accomplishment is of higher importance to a youth desirous of obtaining a situation in a commercial house than the ability to write a good hand. Modern copybooks have a great deal to answer for in developing a bad style of writing. The teacher of handwriting in a Commercial Evening School should be a thoroughly capable man, competent to teach the art of writing by setting copies on the blackboard, and fully alive to the importance of enabling his pupils to acquire the art of writing in a neat and thoroughly legible style, and to compose letters in a terse and businesslike manner. Correspondence of various kinds should largely enter into the instruction, and the pupils be made familiar with all the details of ordinary business correspondence. Precis-writing and the docketing of letters should be dealt with, whilst indexing and the press-copying of letters should be practically explained. CHAI>. III.] Advanced Evening Schools CommercmZ. 59 Arithmetic. The application of figures in ordinary com- mercial calculations needs thorough attention. Rapidity and neatness in calculating prices, and the supreme importance of securing accuracy in addition of money columns, the work- ing of percentages and discounts, making out of invoices and bills of various kinds, need to be thoroughly taught in the school. Mental arithmetic should receive constant attention, and the customs of the trade of the district in financial matters be made familiar to the pupils. Bookkeeping. The principles of single and double entry, which underlie all commercial bookkeeping, should be an important department of the instruction. Each pupil should be supplied with a miniature set of books, consisting of journal, day-book, cash-book, and ledger. A set of such books, made up in stiff paper covers, size 7in. by 9in., 32 pages, may be supplied to the pupils at a cost of Is. for the set. The following are the headings of the Ledger and Cash Book : LEDGER. CASH BOOK. 60 Continuation Schools and Technical Instruction. Invoice-books, cash receipt-books, sales deli very -books, and the other subsidiary books of the counting-house, must all receive due attention at the hands of the teachers. As the instruction advances pupils will be taught how to make out profit and loss accounts, prepare balance-sheets, and partnership accounts. Pupils should be encouraged to sit at the examinations conducted in the locality. Chambers of Commerce might very well give encouragement to this important branch of commercial education by holding annual examina- tions in this and other subjects of business education. Certificates of proficiency should be awarded to the pupils who satisfy the examiners. The fees for the examination must not, however, be prohibitory. The Commercial Examinations of the Society of Arts are admirable, and by arrangement may be held in any locality, on application being made to the Secretary, John Street, Adelphi, London, W.C. Shorthand. The time has arrived when it is necessary that every youth who desires to secure advancement in the office or warehouse should have a knowledge of this invaluable aid to correspondence. The bulk of the correspondence in all houses of any size is now dictated by the principals to clerks skilled in phonetic shorthand. Accuracy and speed are essentials, and can only be acquired by practice and super- vision. Time tests, i.e., reading of exercises by skilled teachers, form an important feature of this instruction in its higher branches. The classes may be graded thus : beginners, inter- mediate, and advanced. Reporting from dictation and rapid blackboard instruction must be largely relied on, and the careful correctness of all line work is absolutely necessary, correct spelling, punctuation, and neat manuscript being insisted upon, the compilation of market reports, quotations, CHAP. III.] Advanced Evening Schools Commercial. 61 and prospectuses, each being fully explained and repeatedly practised. The teacher must also be careful to see that his pupils understand fully the meaning of all technical phrases. It is hardly necessary to add that the pupils should be encouraged to avail themselves of examinations conducted by recognised authorities. As the New Code now recognises shorthand as a subject on which grants may be earned in Day and Evening Schools, it is not too much to hope that when pupils join the Advanced Evening School they will have already mastered the elements of this subject. Typewriting. The rapid progress that typewriting has made of recent years in business houses is producing a marked change in our mode of conducting business. The typewriter has now established itself in public favour, and is indispensable wherever large masses of correspondence and the issue of written matter in quantity is a necessity. In one insurance office alone, in Manchester, the copying of reports, which formerly occupied the time of 30 clerks, is now altogether effected by typewriting machines. In the Commercial Evening Schools of the Man- chester School Board forty-eight machines are constantly employed for purposes of instruction. Lady instructors are employed, and only those pupils are taught who -have previously arrived at proficiency as shorthand writers. It is in conjunction with shorthand that the typewriter is of value. With an accomplished shorthand writer as clerk the principal of a commercial house may, between 8-30 and 9-30 a.m., dictate replies to the letters which will occupy the same clerk the whole of the day to write by means of the typewriter, transcribing from his shorthand notes. There are various kinds of typewriting machines, and it is not my intention to enter into their respective merits. In the Manchester Commercial Evening Schools we use the 62 Continuation Schools and Technical Instruction. Remington Standard Typewriter exclusively, and it has been found satisfactory. No. 5 is the most serviceable kind, and the machines when new are sold at 22 each. The following is the typewriting machine referred to : r Instruction is given on the mechanism and correct fingering of the machine, and the acquisition of speed, accuracy, and neatness of work are considered of the first importance. Carelessly-written and abbreviated MSS., tabular matter, are given to the learners for transcription, and the pupils are also required to write at length from their own shorthand notes. The finger board is easily mastered. Proficiency is only obtained by practice. A fairly good operator should manage to write 40 words per minute. Pupils must be care- fully supervised and required to keep their machines in good order, and report immediately any damage. The machines are not easily deranged if moderate care is taken of them. When not in use Machines should be covered with a case, which CHAP, ill.] Advanced Evening Schools Commercial. G3 may be made of American cloth, and carefully locked up in cupboards, provided with suitable shelves for their reception. Modern Languages. Students of the Commercial Even- ing School should have the privilege of attending one or two of the classes in the following languages, viz., French, German, or Spanish. Additional classes may be held in modern languages on the nights of the week not occupied by the Commercial Evening School. Commercial Geography and History. During the Ses- sion a course of say 20 Lectures may be given with great advantage. Commercial or Economical Geography, as contrasted with General Geography, may be defined as the department that deals with the geographical distribution of commercial products chiefly food pro- ducts, raw products, and manufactured products. It implies a knowledge of (1) the localities where, and the condi- tions under which, these are produced ; quantities available for export ; the capacities of new countries, like Africa and Australia^ for commercial development : (2) the various facilities and hindrances to trade, so far as these are geographical ; political and social charac- teristics likely to affect trade ; communication by land an$ sea, CO -d *^ c . f I O ^ 00 * O i- 3 O O < 3 10 i * o 10 i 3 co o a co 10 T 1 >- p^ ** ^^ i ^ EXPENDITU T Salaries of Teachers Books, Apparatus, and St Fuel, Light, and Cleaning p,;-7P "3 i 2 i 1 4 mmercial Evening Sck dually disbursed during S - B JH o O |: >, JDOOKS, .apparatus, otu. ... , Fuel and Light Furniture and Repairs . . . Prizes , Cookery Materials , Examination Fees, &c. . . . 1 2*5 M ' 1 w 2 ** s S s -5 e * ^ 5 7 to 9-30 .... 8 to 9-45 8-15 to 9-30 8-15 to 9-30 .... 8-15 to 9-30 Friday 7 to 8-15 7 to 8-15 .... 7 to 8-15 .... 7 to 9-30 .... 7 to 9-30 .... 7 to 8-15 .... 8-15 to 9-30 .... 8-15 to 9-30 .... 8-15 to 9-30 .... .. 8-15 to 9-30 .. SUBJECTS. .. Chemistry Inorganic, Theoretical .. Geometry Plane (Section I.) . . Mechanics Applied .. Animal Physiology Machine Construction and Drawing .. Arithmetic .. Chemistry Inorganic, Practical Mathematics Geometry Solid Steam . . Chemistry Inorganic, Theoretical . . Mathematics .. Steam . . Sound, Light, and Heat .. Chemistry Inorganic, Practical Machine Construction and Drawing .. Geometry Practical Plane and Solid . . . Mechanics Applied Magnetism and Electricity Arithmetic D ra wing Freehand .. Machine Drawing Inking and Colouring . . Geometry Inking Arithmetic . . Drawing Model Chemistry Inorganic, Theoretical . . Geometry Plane (Section I.) . . Mathematics . . Mechanics Applied .. Machine Construction and Drawing . Chemistry Inorganic, Practical .. Steam . . Geometry Solid . . Animal Physiology . . Drawing Model .. Magnetism and Electricity . . Steam . . Machine Construction and Drawing .. Geometry Practical Plane and Solid . . Arithmetic . . Mechanics A ppl ied .. Sound, Light, and Heat . . Drawing Freehand . . Mathematics CHAP, v.] Science and Art Evening Schools. 95 Rules and Regulations of the Science and Art Depart- ment. These are fully set forth in the Directory published each year by the Science and Art Department. The following are the regulations specially affecting Evening Science and Art Schools. (The numerals at the end of each paragraph refer to the sections contained in the Science and Art Directory, 1892) I- FORMATION OP COMMITTEE. A Local Committee must be formed consisting of chairman, secretary, and at least three other members. The offices of chairman and secretary must not be held by the same person. The Department corresponds, as a rale, with the secretary. A School Board or Local Authority under the Technical Instruction Act may be such a Committee. This Committee must sign Form 88, and the form must be sent to the Department before Oct. 31st. Changes in the personnel of the Committee must be at once reported to the Science and Art Department. If the same Committee continue to act next year, Form No. 168 must be signed and forwarded. (IX., X. abridged.) SUMMARY OF DUTIES OF COMMITTEE. The Department requires that the Local Committee shall (a) Provide and maintain a room or rooms for the class instruc- tion, with firing and lighting, together with such apparatus and examples as are required to illustrate the instruction. Be responsible for the safe custody on the school premises of all apparatus and examples towards the purchase of which the Department has granted aid, or which it has been lent. (6) Provide a room or rooms of sufficient size to carry out the annual examination according to the detailed regulations prescribed in the Science and Art Directory. To this examination ALL persons who wish to present themselves, and not only those attending the school or class, must be admitted, provided that they have given due notice according to the rules. Persons who do not belong to the school or class may be required to pay the authorised fee for each subject in which they register their names for examination. 96 Continuation Schools and Technical Instruction. (c) Frequently visit the school during the attendance of the Science and Art Classes, sign the attendance register and enter in it the number of students present, and take care that the school registers (Science and Art Forms Nos. 486, 486A, and 486B), showing the occupations of the students, their attendances, payment of fees, &c., are kept from day to day, in accordance with the regulations in Form No. 1,069, and sent to the Department of Science and Art, together with the claim for payment on the results of the examinations. (d) Send to the secretary of the Department, to the special local secretary, or to secretary of the Amalgamated Committee (in Form No. 119 or Form No. 1,010), a list of the students to be examined, specifying the subjects in which they are to be examined ; superin- tend, if required, the examinations in accordance with the rules of the Department ; give out the examination papers which will be sent for that purpose ; see them fairly worked, and certify the same, the number of members of the Committee required by the regulations to act as superintendents being ALWAYS present ; and send the worked papers, under seal, by the day's post to the secretary of the Depart- ment. When a special local secretary is appointed by the Department, the Committee is relieved of a part of this work. (*See Science and Art Directory, XXX.) (e) When required, transmit to the Department for examination works executed in the school or class during the previous year, and make an annual report of its proceedings. (/) Certify that the students, on the result of whose examination claims for payment are made, belong to the industrial classes as denned by the Science and Art Directory, XL., and that the pay- ments claimed are due according to the regulations. (g) Certify that during the session the required number of lessons have been given in each subject by a duly-qualified teacher, and that all students on account of whose instruction payments or prizes are claimed have received at least 20 such lessons since the last examina- tion at which they were successful, each lesson being an attendance at a meeting of the class of at least an hour's duration on a separate day. That 20 lessons have been given since the last examination in * Local Committees desirous to appoint a special local secretary for conducting the Science and Art examinations in the town or district in which they are situated should apply to the Department before the 14th February. CHAP, v.] Science and Art Evening Schools. 97 the subject at which the candidate was successful, within two years immediately preceding the examination on account of which the claim is made, and under the supervision of this Committee. (h) Undertake that the school, with all its apparatus and examples, shall be at all times open to the visit and inspection of the officers of the Department. The school or class will be inspected periodically by an officer of the Department, who will report whether the regulations are strictly carried out. A meeting of the Committee must be held to receive the inspector if he should so require in giving notice of his visit. At such meeting as many of the members as possible are expected to attend. (Form 88, Science and Art Department.) The school or class will have a distinguishing " school number " assigned by the Department, and the number must be quoted in all forms and correspondence. (XL) Every school or class must 011 its formation and annually, before the 1st of October, make a return on Form No. 120 of its teaching staff, with the time table of instruction for the current session ; of its sources of maintenance, and in the case of an old school or class, of the statistics for the past session. (XXI.) REGULATIONS. That portion of the income of the school which is derived from instruction in science or in art must be applied wholly for the purpose of such instruction, and the Local Committee must provide and main- tain suitable rooms for the instruction and for the examinations, with firing, lighting, apparatus, examples, &c. The managers of an Elementary School under the inspection of the Education Department may permit their premises to be used for a Science School or Art Class, provided that the arrangement be not allowed to interfere injuri- ously with the primary purposes of such Elementary School. (XIII. abridged.) After the 31st December, 1891, grants for fittings, apparatus, and examples, will be suspended, except in Ireland, while the Local Taxation (Customs and Excise) Act, 1890, continues in force. (XV.) 8 98 Continuation Schools and Technical Instruction. QUALIFICATION OF TEACHERS. In order to claim payments on results and prizes, the teacher of a school or class must be qualified in accordance with the rules laid down in Science and Art Directory, pp. 27 to 29 (Science) and pp. 63 to 68 (Art). (For summary see Manual, pp. 125-128.) NUMBER OF LESSONS NECESSARY. The class in each subject of science or group of subjects of art must meet under the instruction of a qualified teacher on at least 28 days during the session, each meeting being of at least one hour's duration on a separate day. Should less than 28 lessons have been given during the session, the claim for payment on results will only be considered under very exceptional circumstances, and payments, if made at all, will be proportionately reduced. (XX. abridged.) REGISTRATION OF STUDENTS. REGISTERS. A general register must be kept in accordance with the instructions in Form No. 1069 for each Science or Art School or Class, and an attendance register for each subject taught. (XXII.) VISITS OF MEMBERS OF COMMITTEE. The Committee are responsible for the accuracy of the registration, and no grants will be made or prizes allowed unless the registers are properly kept and certified. A member of the Committee visiting the school should record, in the space provided in the attendance register, the number of students who are present at the time of his visit, and should certify the entry with his signature and the date. (XXIII.) INSTRUCTIONS FOR KEEPING REGISTERS. N.B. Unless these instructions are strictly observed the grant may be reduced or withheld. All registers must be kept on the school premises, and be always available for inspection by the Committee or by the inspector of the Department. THE GENERAL REGISTER. REGULATIONS FOR SCIENCE AND ART. 1. In this register (Form No. 486) the name, autograph signature age, address, occupation, and previous success (if any) of every CHAP, v.] Science and Art Evening Schools. 99 student must be entered, in ink, immediately on his joining the Science or Art school or class. The list of the Local Committee should also be entered and kept up to date. 2. This register must be sent, with the claim for payments on results, to the secretary of the Department, who will return it to the secretary of the Local Committee, after examination, provided Form No. 1 20, for another session, has been sent to the Department. 3. When this register is returned to the school, successes which students may have obtained subsequently to the entry of their names must be duly posted up against that entry. A student will thus retain the same identifying number in this register during all the sessions in which he may belong to the classes. 4. The register is to be kept on from year to year, and a fresh copy should only be applied for when there is insufficient space in the old register for the requirements of the current session. A new general register must be commenced with the number next to that with which the old general register concluded. The old and new general registers will both continue in use, the new students' names, &c., entered in the new general register, and the record of the old students continued in the old general register. 5. The general register must be kept on the school premises, and be always available when the inspector or members of the Committee visit the classes and the examinations. THE ATTENDANCE REGISTER. REGULATIONS FOR SCIENCE AND ART. 6. The student's number in the general register must be repeated against his name in the attendance register; the numbers in the general register are required to be consecutive) and the numbers in the attendance register will not necessarily be consecutive. 7. The attendance of every student must be registered and the record of his attendance or absence must be entered next to the last lesson-recorded. No blank columns may be left. In cases where there is insufficient space in the attendance register to record attendance at all the lessons which are to be given during the session, 100 Continuation Schools and Technical Instruction. the Department will, on application, supply interleaves for the attendance register. 8. Members of the Committee who visit the classes should record on the front of the attendance register the number of students present, attesting the same by their dated signatures ; they should also see that the registers are properly kept. 9. The attendance register may be used for one session only, and is retained by the Department; it must accompany the general register when the claim is sent to the Department. When Form No. 120 is received a fresh attendance register will be issued, and as the arrangements for the session on Form No. 120 are not necessarily final, they can be varied with the sanction of the Department. 10. The Secretary of the Local Committee, when forwarding the attendance register to the Department, is requested to retain a memorandum of such information as he will require in order to fill up the annual report, Form No. 120. REGULATIONS FOR SCIENCE ONLY. 11. A separate copy of Form No. 486a must be used for each subject of science taught, and for each Division a and b of Subject VI., and a, b, and c of Subject VIII. Practical inorganic chemistry (Science Subject ~Kp), practical organic chemistry (Science Subject XIp), and practical metallurgy (Science Subject XIXp), are each treated as a separate subject. Attendance at instruction in these subjects must nob be recorded in registers used for inorganic chemistry (Science Subject X.), organic chemistry (Science Subject XL), and metallurgy (Science Subject XIX.). Lessons may not be registered in more than two subjects of science for a student on any one day, except on Saturdays, when lessons in three subjects may be registered. No student may be recorded more than once upon any one day as present at instruction in any one fcience subject. CHAP. V.] Science and Art Evening Schools. 101 12. The presence or absence of each student must be entered IN INK during the actual meeting of the class ; his presence-is to be indicated by the letter "p" and his absence by the letter "a"; and no student may be recorded as present, unless his attend, ance at the lesson in question extends over a full hour and a half in practical chemistry or practical metallurgy, or over a full hour in any other subject. The total number of students present at each meeting of the class must be entered at the foot of that column in which their attendance for the day is recorded, and such entry is to be made when the register is marked, and to be verified by the teacher's initials ; subsequent posting up of attendances or of totals is prohibited. REGULATIONS FOR ART ONLY. 13. A single copy of the Form No. 4866 must be used to record the attendances of students who are receiving instruction in art. When necessary, interleaves will be supplied on application. 14. Lessons must not be registered in more than two of the following groups of subjects for a student on any one day except on Saturdays, when lessons in three groups of subjects may be registered, and no student may be recorded more than once on any one day as present at instruction in any one group. For registration purposes the subjects are grouped as follows : Group A. Drawing. Group B. Architecture. Group C. Theory and Designing. Freehand drawing of ornament (subjects 26 and 36). Model drawing (subjects 3a and 5a). Drawing in light and shade from a cast (sub- ject 56). Architecture (subject Id). Architectural design (sub- ject 236). Perspective (subjects Ic and le). Mechanical drawing (subjects 16 and 23a.) Principles of ornament (subject 22). Historic ornament (sub- ject 22d). Design (ornament). ( Elementary and ad- vanced stages, subject 23c). 102 Continuation Schools and Technical Instruction. Group D. Painting. Group E. Study of the Figure. Group F. Modelling. Painting ornament in Anatomy (subject 9). Modelling (elementary monochrome (subject lla). Drawing and painting stage, subject 18a). from the life (subjects Modelling design (elemen- Painting from still life 8c 2 and 17c). tary and advanced (subject 15). Drawing and painting from the antique (sub- stages, subject 23e, and honours, subject 23/). jects 8 and 16). Modelling from the life Design (ornament) ; (subject 19^. (honour?, subject 23d). Modelling from the antique (subject 19t). 15. The presence of a student must not be entered until he has given at least a full hour's attendance, and then the entry must be made in INK, during the actual meeting of the class. The absence of a student must be entered at the last meeting of the class on that day, when the total number of students present during the day is to be made up and initialed by the teacher giving the instruction. Subsequent posting up of attendances or of totals is prohibited. 16. In the art attendance register (Form No. 4866) the presence of a student must be recorded by the Roman capital of the group A, B, C, D, E, or F, in the subjects of which he is on that occasion receiving instruction ; his absence must be recorded by the small letter "a." When a student is under instruction in three groups on Saturday or in two groups on other days, the letters of those groups will be placed against his name in the dated column for the day, e.g., D or E F (Form 1,069, S. and A. Dept.) Subjects Of Instruction. Science. Aid is given towards instruction in the following subjects of science : 1. Practical plane and solid geometry. 2. Machine construction and drawing. 3. Building construction. 4. Naval architecture. 5. Mathematics. 6. Theoretical mechanics, (a) Solids. (6) Fluids. CHAP, v.] Science and Art Evening Schools. 105 7. Applied mechanics. 8. Sound, light, and heat,* elementary stage, (a) Sound advanced stage, and honours. (6) Light advanced stage, and honours, (c) Heat advanced stage and honours. 9. Magnetism and electricity.* 10. Inorganic chemistry (theoretical). lOp. Inorganic chemistry (practical). 11. Organic chemistry (theoretical). lip. Organic chemistry (practical). 12. Geology.* 13. Mineralogy. 14. Human physiology.* 15. General Biology. 16. Zoology. 17. Botany. 18. Principles of mining. 19. Metallurgy (theoretical). 19/>. Metallurgy (practical). ' 20. Navigation. 21. Nautical astronomy.* 22. Steam. 23. Physiography. 24. Principles of agriculture.* 25. Hygiene. The subjects are subdivided into stages or courses the elementary, the advanced, and honours with the exceptions shown in the syllabus, pp. 143 to 253 of Science and Art Directory. In the subjects marked with an asterisk there may be a practical as well as a written examination in honours. Syllabuses of the foregoing may be obtained from the Science and Art Department, price Id. each or 6d. per dozen. Art. Aid is given towards instruction in the following subjects of art : 104 Continuation Schools and Technical Instruction. Subject 1. Linear Drawing by Aid of Instruments. (la) Linear geometry (including problems in practical plane and solid geometry and graphic statics). (16) Machine and building construction and naval architecture drawings from copies. (Ic) Linear perspective. (Id) Architecture drawings from copies, (le) Sciography. Subject 2. Freehand Outline Drawing of Rigid Forms from Flat Examples. (a) Objects ; (6) ornament (showing elementary principles of design). Subject 3. Freehand Outline Drawing from the " Round" (a) Models and objects ; (b) ornament. Subject 4. Shading from Flat Examples. (a) Models and objects ; (6) ornament. Subject 5. Shading from the " Round" or Solid Forms (a) Models and objects ; (6) ornament ; (c) drapery ; (d) time sketching and sketching from memory. Subject 6. Drawing the Human Figure, and Animal Forms, from Flat Examples. (a) In outline ; (6) shaded. Subject 7. Drawing Floivers, Foliage, and Objects of Natural History from Flat Examples. (a) In Outline ; (b) shaded. Subject 8. Drawing the Human Figure, or Animal Forms, from the "Bound" or Nature. (a) In outline from casts; (6 1 ) shaded (details) ; (b 2 ) shaded (whole figures) ; (c 1 ) studies of heads from the life ; (c 2 ) studies of the human figure from nude model ; (d) studies of drapery arranged on figure from antique or on the living model ; (e) time sketching ; (/) sketching from memory. Subject 9. Anatomical Studies.- (a) Of the human figure ; (b) of animal forms ; (c) modelled from flat or examples in the round or relief ; (d} modelled from Nature. Subject 10. Drawing Flowers, Foliage, Landscape Details, and Objects of Natural History, from Nature. (a) In outline ; (b) shaded. Subject 11. Painting Ornament from Flat Examples. (a) In mono- chrome ; (b) in colours, either in water-colour, tempera, or oil. Subject 12. Painting Ornament from the Cast, &c. (a) In mono- chrome, either in water-colour, oil, or tempera. CHAP. V.] Science and Art Evening Schools. 105 Subject 13. Painting from Hat Examples, Flowers, Still-life, &c. (a) Flowers or natural objects, in water-colour, in oil, or in tempera ; (6) landscapes, or views of buildings. Subject 14. Painting Direct from Nature. (a) Flowers, or still-life, in water-colour, oil, or tempera without back-grounds ; (6) lands^pes or views of buildings ; (c) drapery. Subject 15. Painting (from Nature} Groups of Still-life, Flowers, <&c. as Compositions of Colour. (a) In oil colour ; (b) in water-colour or tempera ; (c) in monochrome, or light and shade. Subject 16. Painting ike Human Figure or Animals in Monochrome from Casts. (a) In oil, water-colour, or tempera. Subject 17. Painting the Human Figure or Animals in Colour. (a) From the flat or copies ; (b) the head or draped figure from Nature ; (c) the nude figure from Nature ; (d) time sketches. Subject 18. Modelling Ornament. (a) From details, such as single ornamental devices, scrolls, 0in. and claiup , saml baths 6in. . . . .... .... Small horn spatulas 4in. ... $in. I. R. bungs, two-holes for 12oz. flask lin. , , fin. ,, ,, fin. ,, , *iii. Funnels 2in. 3in 4in .. ,, 6in Thistle Funnels 6oz. N. M. French stoppered bottles 2oz. N. M. 2oz. W. M. 6oz. W. M. 8oz. W. M. loz. W. M. W. M. bottles for corks, 1 pint ,, ,, ,, 1 quart Stoppered Winchester quarts . . Red litmus paper 3f in. Englisn filter papers Porcelain crucibles, 1 Jin ,, evaporating basins No. 00 ,, basin, 3in 4in. .. . ,, ,, Tin Calcium chloride tubes, 2 bulbs Boiling tubes, 7x1 Hofmann's v tube, on stand S<'f t glass tubing Glass combustion tubing ,, rod Assorted corks Cork borers, sets of 4 Stoppered retorts, 4oz 8oz Lar^e beakers 7iu Small beakers ) V 48 nests beakers, 1-3 Flasks 4oz , , 8oz Test tubes \ 4gro.'each; 5xf, 5s. 6d. pergro.; ^ ,, 1 5x, 4s. 6d. per gro j Wedgwood pestle and mortar, 3jin. . . ,, 4in 6in Iron mortar and pestle, 2 pints Stoneware pneumatic ti ough and shelf I. R. Tubing fin iin , , y*i n 3d. 2d. 6d. each. 6d. eacti. ,, , iin Triangular files Hat-tail Forward 58 15 CHAP. V.] Science and Art Evening Schools. Ill Number. Description. Price. B. d. 2 1 6 1 1 1 Idoz. 1 Iset. 1 1 48 pieces 24ft. Ibox. 4 1 1 1 1 Win. qt. 1 I', 1 1 ,, 1 M 1 1 lib. lib. 2lb. Ipint lib. 41b. 4lb. 4oz. lib. 21b. 21b. lb. loz. lib. lib. lib. 4lb. loz. 8oz. 8oz. Soz. 41b. 21b. 4lb. 21b. 21b. 21b. 21b. IClb. lib. 4oz. 4lb. 4oz. lib. lib. lib. Joz. loz. 21b. 4lb. 21b. 41b. 21b. lb. ilb. lib. Deflagrating spoons lOd. each. Is. 6d. each. Id. each 2s. (id. each. Is. 2d. each. 2s. 3d. each. Is. per doz. 23s. each. 12s. 6d. a set. 2s. each. 8s. each. 3d. each. 50s. per oz. 50s. per oz. Is. each. 4s. each. 3s. 6d. each. 7s. 6d. each. 4d. per Ib. lid- per Ib. Sd. per Ib. lid. per Ib. 4d. per Ib. 5d. per Ib. 6d. per Ib. 4d per Ib. 6d. per Ib. Is. 4d. per Ib. 2s. per Ib. 6d. per pint. 3s. 6d. per Ib. Sd. perlb. lOd. per Ib. 6d. per oz. Is. 4d per Ib. 2s. per Ib. lOd. perlb. 4s. 6d. per Ib. Id. per oz. 4s. per Ib. 6d. per Ib. Is. per Ib. Is. per Ib. lOd. per oz. Is. per. oz. Sd. per oz. 9d. per oz. 6d. per Ib. Sd. perlb. Id. per Ib. 4d. per Ib. 2s. per Ib. 4d. per Ib. 2d. per Ib. 3d. per Ib. 4d. per Ib. Sd. per oz. Is. 6d. per Ib. 5d. per oz. 4d. per Ib. Is. 4d. per Ib. 2s. per Ib. Is. 4d. per oz. Is. 4d. per oz. 6d. per Ib. 4d. per Ib. 4d. per Ib. 9d. per Ib. 6d. per Ib. 6d. per Ib. Is. per Ib. Is. Sd. per Ib. 58 15 018 016 006 026 012 023 010 130 12 6 020 080 12 126 150 040 040 036 076 020 009 048 013 020 021 029 1 10 006 014 040 006 036 028 034 020 1 4 040 018 023 001 040 006 010 040 10 080 054 060 020 014 004 008 040 008 004 026 004 028 060 018 064 008 020 004 014 010 014 008 030 010 003 003 018 Glass plates 4 , , Jar and bung, 1 gallon Aspirator, 4 pints, without glass stoppers Watch glasses, assorted Small Becker's balance Weights lOOgr. to 'Olgr Globe and stopcock Platinum wire say 216 grs Gas jars plain, 8x2 Liebig's condenser (glass) Sulphuretted hydrogen apparatus Hydrochloric acid, pure, 61b ,, ,, cfymTTlfiroial, filh. Nitric acid pure, 71b Sulphuric acid, commercial, lOlb Sulphurous acid, solution, 6lb. Ammonia, 5lb Ammonium Sulphide, 5jlb. . ... Acid oxalic commercial .... , sulphuric, Nordhausen ,, tartaric Methylated spirit ,, carbonate molybdate nitrate fused oxalate , , sulphate Alcohol, absolute Asbestos, selected , hydrate , . . nitrate Bismuth metal nitrate . .... , , sub-nitrate Borax, crystal ... Calcium chloride, dried, white Marble chips Calcium carbonate ppt. , nitrate pure Calcium sulphate com gypsum Picked charcoal Animal , Cobalt nitrate Copper turnings ,, sulphate . Ether methylated Fusion mixture Iodine commercial , , sulphide Lead acetate, pure Forward . . 71 1 112 Continuation Schools and Technical Instruction. Number. Description. Price. P. d. loz 71 1 020 21b carbonate, heavy . . . Is per Ib 020 21b 010 4lb Manganese di-oxide powder ... 3d perlb' 010 41b. , , lump 6d. per Ib. 020 lib chloride pure 2s per Ib 020 lib Is 8d per Ib lib carbonate 3s. per Ib 030 lib 030 4oz Mercuric oxide red 5d. per oz 018 lib 2s 6d per Ib 013 4oz Phosphorus 4d. per oz 014 l oz 030 41bs. bichromate, com ... (5d per Ib 020 4lbs lOd per Ib 034 21bs. carbonate 6d. per Ib 010 21bs 9d per Ib 016 lib chromate Is. 4d. per Ib 014 lib Is 6d per Ib 016 lib. iodide . . Is per oz 040 41bs 4d per Ib 014 lib ferrocyanide com. .. . ... Is 2d per Ib 007 lib 010 21bs. sulphate Is per Ib 020 Alb 2s 6d per Ib 013 2oz Silver, nitrate 3s dd per oz 070 loz 10 lib. Soda Lime Is 4d per Ib 014 4lbs 4d per Ib 014 lib. , carbonate, pure crystal .... 6d per Ib 006 040 21bs. , hypochlorite sol 6d per Ib 010 4lbs 8d per Ib 028 2lbs. ., sulphate ... Od per Ib 010 lib 2s per Ib o > o lib. Starch, powder 6d per Ib 006 21bs 3d per Ib 006 21bs. , , flower 3d per Ib 006 21bs 6d per Ib 010 74 10 After the laboratory has been properly furnished the annual supply of chemicals for ordinary work should not be more than 5s. per pupil. Platinum is one of the most expensive requisites, and the output must be carefully supervised by the teacher. APPARATUS, ETC., FOE SCIENCE TEACHING, Considered by the Department to be indispensable for the efficient teaching of the following subjects of science : SUBJECT I. PRACTICAL PLANE AND SOLID GEOMETRY. Cone with three sections. Model showing the projections, traces, and intersections of lines. Wire or other model of a triangular prism. Wire or other model of a square prism. Wire or other CHAP. V.] Science and Art Evening Schools. 113 model of a hexagonal prism. Wire or other model of a cube. Wire or other model of a square pyramid. Wire or other model of a cylinder. Wire or other model of a cone. Drawing board and "f square. Blackboard. SUBJECT II. MACHINE CONSTRUCTION AND DRAWING. Set of diagrams of machine details, mounted. SUBJECT VI. THEORETICAL MECHANICS. DIVISION I. Lever; pulleys, set of simple; compound pulleys; wheel and axle. (These can be obtained to mount on a blackboard with suspension rail and hooks.) Screw. Pendulum, simple, with three balls. Pendulum, compound. Spring balance. Working models of inclined plane and wedge. DIVISION II. Balance, with accessories for determining the specific gravity of an insoluble solid, whether heavier or lighter than water, and for deter- mining the specific gravity of a liquid by comparing the weights of equal measured volumes of the liquid and water, or by comparing the weights of a glass ball in water and in the liquid. Specimens of floating bodies to show the position of stable equilibrium in different cases, e.g., cylinders of wood or cork, some floating, with the axis horizontal and some with the axis vertical, and with different degrees of stability. Air pump, with mercurial gauge. Glass tube closed at one end, and mercury for illustrating the pressure of the atmosphere, and of the vapours of different liquids. Syphon. Model of suction pump in which the action of the valves can be seen. SUBJECT VII. APPLIED MECHANICS. ' In addition to the apparatus in the above list for Subject VI., the following : Heart-shaped cam in action between two friction rollers upon one oscillating bar and producing equable motion in both directions. The curves are involutes of the circle. Eccentric pin and slit bar with discs to produce rotatory or oscillatory motions by sliding contact. The quick return motion as used in Whitworth's shaping machine, and other tools, all the motion parts being shown. Folding diagram in cardboard, to- show the principle upon which guide pulleys are arranged to convey an endless band from one wheel 9 114 Continuation Schools and Technical Instruction. to another when their axes are not parallel. Rod reciprocating by means of an eccentric pin and link, arranged so as to show the variations of its motion which arise from different lengths of links, and also to exhibit " Booth's Motion." ELEMENTARY PHYSICS. An alternative for the first or elementary stage of Subjects VIII. and IX. SOUND. Tuning fork. Rod about jin. diameter and not less than 4ft. long. Deal sounding board. Wooden trough with glass front (to show wave motion). Caoutchouc tube about Jin. wide and 12ft. long, filled with sand. Two turned iron tubes about 3ft. long and 4in. in diameter, with supports. Humming top, fitted with iron plate pierced with two rows of holes and with tooth edge. Monochord, and set of weights, with two sets of brass and steel wires. LIGHT. Gas jet, with pin-hole opening. Pin-hole camera. Wire pyramid, to illustrate law of inverse squares. Apparatus to illustrate the law of reflection. Concave glass mirror. Convex lens. Newton's colour disc, with spinning top. Glass prism. HEAT. Thermometer. Unequal-expansion bar. Apparatus to show the unequal expansion of different liquids. Simple air thermometer. Differential thermometer. Set of cylinders, copper, tin, lead, iron, zinc, bismuth, cork, wood, for specific heats. Thermometer tubes. Brass tube. MAGNETISM. Bar magnet. Knitting needles to magnetise. Bar of soft iron. Magnetic needle on vertical pivot. Iron and steel filings. ELECTRICITY. Glass tube. Flannel and silk rubbers. Sticks of shellac and sealing wax. Amalgam. Electroscope. Electrical machine. Insulated conducting balls. Grove's or Bunsen's battery, four cells at least. Strips of copper and zinc. Cotton-covered wire. Electrolysis of water apparatus. Electric bell. CHAP, v.] Science and Art Evening Schools. 115 SUBJECT VIII. SOUND, LIGHT, AND HEAT. SOUND (ELEMENTARY STAGE). Air pump. Alarum. Caoutchouc tube, about J inch wide and 12 feet long, filled with sand. Wooden trough with glass front; round trough (to show wave motion). Tuning fork. Rod, about j inch diameter and not less than 4 feet long. Deal sounding board. Simple pendulum. Humming top, fitted with iron plate pierced with two rows of holes, and with tooth edge. 2 tinned tubes ; pinhole gas burner for sensitive flame ; bats wing burner (to show reflection of sound). SOUND (ADVANCED STAGE). Boyle's tube. Fire syringe. 2 tuning forks in unison. 1 tuning fork an octave higher. Iron table vice with cork-lined clamp. Square glass (or brass) plate for ditto. Violin bow. Monochord, and set of weights, with two sets of brass and steel wires. Deal and oak rods, each 6ft. long by Jin. Deal and oak rods, each 3ft. long by iin. Glass tube 3ft. long by Jin. 2 long measuring glasses to be tuned by water to resonate to the forks. Gas jet with small orifice and glass tubes for singing flames. Galton's whistle. Small mirrors to attach to tuning forks for Lissajous' figures and beats. Lantern. LIGHT (ELEMENTARY STAGE). Gas jet. Pinhole camera. Wire pyramid to illustrate law of inverse squares. Mirror turning about vertical axis, wooden arm and graduated paper for law of reflection. Two glass mirrors to be put at different angles for reflection. Two concave mirrors Convex lens. Glass trough, with divisions, to show refraction. Two flat glass cells. Glass prism. Trough with lens to measure index of refraction. Lantern. LIGHT (ADVANCED STAGE). Model of goniometer, or spectroscope. Polished metal semi-circle mounted on wood painted white for caustics Convex mirror. Glass trough to show critical angle. Set of lenses. Prisms of flint and crown glass. Carbon bisulphide prism. Selected concave and convex spectacle glasses to show Newton's rings. Rings, &c. to form soap films. Wooden model to illustrate Fresnel's interference bands. Simple polariscope. Differential air thermometer, with one bulb blackened to show heat due to absorption. Photographic printing frame, with two pieces of blue and red glass to expose. Glasses of 116 Continuation Schools and Technical Instruction. different colours to show absorption. Coloured bodies to place in different parts of the spectrum. Phosphorescence tube. Wood painted with luminous paint. Colour disc. Wool test for colour blindness. Lantern. HEAT (ELEMENTARY STAGE). Cryophorus. Water hammer. Differential thermometer. Ther- mometer. Unequal expansion bar. Contraction apparatus, with bars. Metal bar and gauge to show expansion, or s'Gravesande's ring. Concave tin reflectors (2). Set of iron balls, with stand for radiation experiments. Copper ball, with ring handle. Set of cylinders, copper, tin, lead, iron, zinc, bismuth, cork, wood, for specific heats. Leslie's cube. Thermometer tubes. Barometer tubes. HEAT (ADVANCED STAGE). Glass bulb and tube filled with coloured water, to show expansion of glass when suddenly heated. Lead and hammer to show production of heat. Thermopile and galvanometer. Metal rod with small air thermometers attached to show curve for measurement of conduc- tivity. Steel mortar and close fitting pestle to make cylinders of ice. Wet and dry bulb thermometers. Blackened tin vessel for freezing mixture to show deposition of dew. Bright metal dish for spheroidal state. Small compression pump and reservoir. Lantern. SUBJECT IX. MAGNETISM AND ELECTRICITY. MAGNETISM. (a) Piece of magnetic iron ore. (a) Magnetic needle on vertical pivot. Dipping needle. Pair of bar magnets. (a) Horseshoe magnet, (a) Iron and steel filings. Pieces of soft iron, (a) Knitting needles to magnetise, (a) Compass card. FRICTIONAL ELECTRICITY. (a) Electrical glass tube, (a) Fur and silk rubbers, (a) Stick of shellac, (a) Stick of sulphur, (a) Stick of sealing wax. Brass tube or rod with rounded ends. Electrical machine, plate or cylinder. Amalgam. (a) Electroscope. Leyden jars. Leyden jar with movable coating. Discharger. Sheet of caoutchouc, (a) Electro- phorus. Pith ball electrometer, (a) Insulating stand. Two con- ductors, cone cylinder, and balls, to fit on stand. Koll of tinfoil on glass tube. Fulminating pane. Electric whirl. (a) See under Subject XXIII. CHAP. V.] Science and Art Evening Schools. 117 VOLTAIC ELECTRICITY. Strips of copper and zinc. Darnell's cell. Smee's cell. Grove's or Bunsen's battery, four or more cells. Copper wire, covered with cotton. Copper wire, covered with silk. Copper wire, covered with gutta-percha. Oersted's experiment. Electro-magnet. Pair of flat spirals on boards. Galvanometer. Model of single needle telegraph. Induction coil. Mercury, 21b. Electrolysis of water apparatus. SUBJECT X. INORGANIC CHEMISTRY. Spirit lamp. (b) Bunsen burner, rose and blowpipe jet. Bunsen burner, with spreading flame, (c) Mouth blowpipe. Crucible tongs. (b) Platinum foil and wire. Iron spoons. (6) Retort stands, each with a clamp and three rings (2.) Iron tripod, (b) Sand bath, (b) Wire gauze, 2 pieces. Pipeclay triangle. Test tube brush. Spatula. Triangular file in handle. Round file in handle, (b) Cork borers, set of 6, and an iron rod. Clips, 1 spring and 1 screw. Indiarubber tubing, 4 pieces, namely, 6 feet of T 5 ^- inch ; 3 feet of J inch ; 3 feet of j 3 g- inch ; 3 feet of -J inch. Indiarubber stoppers, 30, namely, 1 of 1J inch ; 1 of 1 inch; 3 of f inch; 3 of f inch; 8 of |- inch ; 4 of J inch ; 2 of f inch, all having one hole ; also 2 of J inch ; 3 of | inch ; 3 of f inch, all having two holes, (b) Pneu- matic trough. Deflagrating spoon. Mortar and pestle. (6) China basins (2). China plates (2). Porcelain crucible and lid. (6) Porcelain evaporating basin. Glass rod. 1 specimen. Glass tubing, of potash glass and of soda glass, 18 specimens. Glass bulb with long neck. Glass tube with bulb for reduction experiments. Calcium chloride tube. U-tubes (2). Tumblers (2). Aspirator. Glass crystallising dish. Gas jars (3). Stoppered bottles, wide mouthed, for gases (5). (b) Bell jar (stoppered). Ground glass plates, 1 of 5 inches ; 3 of 3 J inches ; 2 of 3 inches. Soda water bottle. Funnel. Filter papers, 1 packet of 5J inches, and one packet of 4 J inches. Thistle funnels, 2. (b) Flasks, 2 of 24oz.; 3 of 16oz.; 3 of 8oz. Beaker (lipped), nest of 4. Clock glasses, 1 of 4 inches and 1 of 3 J inches. Watch glasses, 1 of 3 inches and 1 of 2| inches. (b) Test tube stand with holes and pegs for 12 tubes. Boiling tubes, 4 of 7 inches by 1 inch, (b) Test tubes, 12 of 6 inches by f inch. Retorts, 1 of (b) See under Subjects XIV., XXIII., and XXIV. fc) See under Subjects XXIII. and XXIV. 118 Continuation Schools and Technical Instruction. , 16oz., stoppered; 1 of 8oz., unstoppered; 1 of 4oz., unstoppered. Apothecaries' scales and 17 weights, namely, 2oz., loz., oz., Joz., 2 drachms, 1 drachm, 2 scruples, 1| scruples, 1 scruple, I scruple, 6 grains, 5 grains, 4 grains, 3 grains, 2 grains, 1 grain, J grain, in a box. Stand for suspending the scales. Measures and weights of the metric system, namely, 1 metre, 1 cubic decimetre, 1 cubic centimetre, 1 kilogram, 1 hectogram, 1 decagram, 1 gram, 1 deci- gram, 1 centigram, 1 milligram. Grove's battery, 5 cells, with two conducting wires. Ruhmkorff's coil, with two conducting wires. Apparatus to show that there is no destruction of matter when a candle burns. Apparatus for burning air in an atmosphere of coal gas. Globular flask fitted for showing that air has weight. Horseshoe magnet and tin tray to suspend from the beam of the scales. Apparatus for the electrolysis of water and of hydrochloric acid, with stand and pair of plantinum poles and of carbon poles. Apparatus for generating ozone. Blocks to illustrate combination in multiple proportions (8). Apparatus for preparing nitric peroxide from air. Clay tobacco pipe with long stem. SUBJECT XII. GEOLOGY. Geological map of the British Isles. Geological map (1 inch) of the district. Geological horizontal sections of the district. Typical collection of fossils. SUBJECT XIV. HUMAN PHYSIOLOGY. An articulated skeleton, or a set of bones of upper and lower extremities and ribs. Diagram of the organs of circulation and respiration. Compound microscope. Dissecting instruments. Appa- ratus for simple experiments in chemistry. The articles required are marked (b) under the head of Subject X. SUBJECT XVII. BOTANY. Microscope, compound. Microscope, simple. Set of botanical diagrams. SUBJECT XXII. STEAM. Mariotte's apparatus to illustrate Boyle's law. Apparatus for experiments on latent heat of steam. Model of parallel motion with pantograph. N.B. If this is not procurable, it may be replaced by the following (one or two varieties showing form in common use) : CHAP, v.] Science and Art Evening Schools. 119 Parallel motion, five varieties : Beam engine ; marine engine ; small steam engine (a), Watt's engine, small steam engine (b). Working model of beam engine, sectional model of locomotive engine. (These are very desirable, but if good diagrams be used, they will iiot be looked upon as indispensable.) Reversing gear. SUBJECT XXIII. PHYSIOGRAPHY. Maximum, minimum, and black bulb thermometers. Barometer. Rain gauge, simple. Ordnance survey map of district, showing contour lines. Terrestrial globe, not less than 12in. diameter. Geological map of the British Isles. Apparatus for simple experi- ments in magnetism, electricity, and chemistry. The articles required are marked (a) and (b) under the heads of Subjects IX. and X. SUBJECT XXIV. PRINCIPLES OP AGRICULTURE. Apparatus for simple experiments in chemistry. The articles required are marked (6) and (c) under the head of Subject X. Hints on Management of Science and Art Evening Schools and Classes. I have little to add to that I have already written at the commencement of the chapter, and will briefly summarise what I consider essential to good management and consequent success in the work. 1. The subjects taken up in any district should be those branches of science applicable to the trade and industries of the locality. 2. Each school should meet at least three nights per week. 3. Drawing should be taught on a distinct evening at each school. 4. The sciences should be carefully taught in organised courses. 5. The head master of the school should have complete discretion as to the number and character of the science subjects taken up by each pupil, and it would be well if each pupil had a card with the subjects approved, duly specified and initialed by the head master. 120 Continuation Schools and Technical Instruction. 6. In such important subjects as machine drawing, building construction, and geometry, the instruction should be largely tutorial, and a sufficient staff of practical teachers must be employed to work under the supervision of the head master. 7. An adequate amount of home work should be done by each pupil, and the work properly checked by the teachers. 8. The idea that 20 lessons is sufficient for examination purposes must be battled with and removed from the minds of the students. 9. Absentees must be regularly hunted up by personal visitation, if possible ; if not, then circulars should be regularly sent out in the case of junior pupils. 10. A stock book should be kept, showing the apparatus, &c., at each school. 11. The classes should be regularly visited by members of the Committee, and the registers signed. 12. The general register should be as far as possible kept up to date. 13. A good lamp over the main entrance of the school is a capital addition to it, and can be no objection on the score that the premises are used for other purposes. 14. It is a good plan to have an annual distribution of prizes and awards on an early evening in September. The best chairman available should be secured, and as much interest as possible imported into the proceedings. This is an excellent mode of heralding the re-opening of the Evening Schools for the winter session. It is a bad plan to keep the students waiting too long for their certificates and prizes. 15. On the Saturday before the school reopens the good offices of the local press should be secured, and a clearly- written summary of next winter's work inserted in the newspapers. 16. An attractive class list is indispensable, and CHAP. V.] Science and Art Evening Schools. 121 copies should be distributed without charge to those applying for them. For all large works a number of copies should be sent to the head of the firm, with a letter asking for permission to have the class lists placed in the way of the workpeople, and requesting the co-operation of employers in other ways. 17. All free libraries should be supplied with copies of the class list, and it is a good plan to have a display card printed in bright colours for hanging up in schools, free libraries, works, and shop windows. 18. If possible a few popular lectures might with great advantage be given during the session, and at Christmas time the pupils should have a soiree, when considerable interest may be imparted by an exhibition of microphones and scientific objects of interest, and if a popular lecture can be arranged so much the better. These may very easily all find their place in the programme of the annual soiree, blended with lighter forms of social enjoyment. 19. Should there be a journal in connection with the Evening Schools of the local authority, articles of special interest in science and art should frequently appear, together with solutions of questions set by the Science and Art Department in previous years. The permission of the Department to reprint questions must be obtained. Examinations. These are of two kinds : (a) Personal examina- tions, and (b) examination of works. The personal examinations of students in Science and Art Schools and Classes are held annually about May. The May examinations are open to external candidates. (1) Science- The subjects of the personal examinations in science are stated at pp. 102-3 of Manual, and in art are as follow : (2) Art. By a minute of the Science and Art Department (12th April, 1892), the following is the scheme for examinations in art : (a) Model Drawing : Elementary Stage : Drawing in outline from 122 Continuation Schools and Technical Instruction. models. (Subject 3a.) Advanced Stage : Shading from models. (Subject 5a.) (6) Freehand Drawing of Ornament : Elementary Stage : Draw- ing in outline from the flat. (Subject 26.) Advanced Stage : Drawing in outline from the cast. (Subject 36.) (c) Drawing in Light and Shade from a Cast : Elementary Stage and Advanced Stage. (Subject 56.) (d) Perspective: Elementary Stage. (Subject Ic.) Advanced Stage. (Subject \e and Ic.) (e) Anatomy: Subject 9. (No Elementary Stage.) (/) Drawing from the Antique : Subject 86 2 . (No Elementary Stage.) (g) Principles of Ornament : Elementary Stage and Advanced Stage. (Subject 22.) (h) Painting from Still Life : Subject 15. (No Elementary Stage.) (i) Drawing from the Life: Subject 8c 2 . (No Elementary Stage.) (j) Architecture : Subject Id. (No Elementary Stage.) (k) Historic Ornament : Subject 21d. (No Elementary Stage.) (I) Design (Ornament) : Elementary Stage and Advanced Stage. (Subject 23c.) Honours. (Subject 23d.) (m) Drawing the Antique from Memory: Subject 8/. (No Elementary Stage.) (n) Painting Ornament in Monochrome : Subject la. (No Elementary Stage.) (o) Architectural Design : Subject 236. (No Elementary Stage.) (p) Modelling from a Cast : Subject 180. (Elementary Stage only. ) (q) Modelling from the Life: Subject 19e. (No Elementary Stage.) (r) Modelling from the Antique : Subject 126 2 . (No Elementary Stage.) (s) Modelling Design (Ornament) : Elementary Stage and Ad- vanced Stage. (Subject 23e.) Honours. (Subject 23/.) The examination of works commences in April. The works are sent to the Department for that purpose. The details with regard to examinations in Modelling are stated at page 70 of Directory. CHAP. V.] Science and Art Evening Schools. 123 WORKS SENT TO SOUTH KENSINGTON FOR EXAMINATION. Works on which payments under 24c, p. 73, and prizes under 28, p. 75 Science and Art Directory, are to be claimed, and works for certificates must be properly labelled according to the instructions in Form No. 564, and must be sent not later than the 9th April from Science and Art Schools and Classes to South Ken- sington for examination. The works admitted into the national competition will be exhibited in London, and in some of the more important provincial towns where suitable space can be provided. (a) On the receipt of proper vouchers the Department pays the carriage of works sent from Science and Art Schools and Classes and the cost of suitable cases or packing materials used for their trans- mission. (6) The works sent up must have been executed during the previous year in the school or class during its recognised hours of meeting ; and must be restricted to drawings, paintings, and models. They should be more than preparatory exercises for a personal examination something involving greater care in execution or instruction, and different from, or beyond what is tested and paid for under the rules for personal examinations held locally. Works of not more importance than exercises done at the May examination will not therefore be considered. No painting from the figure, still life, landscapes, and interiors, &c., exceeding 30in. by 25in. in size, no drawing exceeding an imperial sheet of drawing paper in size, and no design exceeding 48in. by 48in. will be admitted to examination. No modelled figure exceeding 3 Gin. in height, no modelled bust, group, or object exceeding 3 Gin. in height and 24in. width at the base, and no modelled panel exceeding 36in. by 24in. will be admitted to the examination. (1 Subject 2a) : Work in Subject 2a may not be sent up. (2 Subject 26) : When larger and more important than examination work, well executed work in Subject 26 may be sent up. (3 Subjects 4a and 46) : Works in these subjects may not be sent up. (4 Sub- jects 5a and 56) : Works in these subjects may be sent up when they are more important and more finished than the work required for the personal examinations in the advanced stages of the same subjects. (5 Subjects 6a and 66 from flat examples) : Works in these subjects 124 Continuation Schools and Technical Instruction. may not be sent up. (6 Subject 7) : Work in this subject may not be sent up. (7 Subjects 8a, 86 1 , and 86 2 , and 14a): Works in these sub- jects may only be sent up when more completely carried out or finished than they can be at the personal examinations. (8 Subject 9) : It should be stated upon each drawing whether it is copied from the flat, from the round, or is the student's own setting of the anatomy within an outline of a figure. (9 Subjects 13a and 136) : Works in these subjects may not be submitted unless well finished and from specially good examples. (c) Studies of buildings, of objects in public and private collections, landscape or landscape details, may be submitted, even if executed away from the school, provided it be certified that they have been executed entirely under the supervision of the master. (d) Drawings or paintings from flat examples or casts in relief, of the same size as the originals, may not be submitted for examination; nor may works in the modelling stages which are of the same size as the examples from which they are copied, except models from life, or flowers or foliage from nature. Drawings from the life may be submitted although executed in a short time. Works glazed or in frames may not be submitted. (e) Only one satisfactory specimen of modelling may be submitted from each student attending a modelling class. This work must be more complete than work done at personal examinations in modelling. The mouldings about decorative panels, friezes, and suchlike (Subjects 18, 20, 23?, 23/, &c.) must be always given when such works are submitted. No copies from the cast, except careful work from the antique or important pieces of ornament, nor fragments, should be sent up. Modelled work in the Subjects 18a, 18d, 18?, 19#, should not be sent up. No cast submitted for examination may be coloured or bronzed. If necessary, casts may be coated with a pre- paration of wax and turpentine without colour. No models in terra- cotta, clay, or kindred heavy material may be submitted. (/) Works submitted for certificates by students of Schools of Art and Art Classes must be forwarded with the school or class works of the session, and be duly entered on the Supplementary Form 528. (g) Every work submitted as a certificate work must be clearly marked with the title and group of the certificate for which it is submitted. CHAP, v.] Science and Art Evening Schools. 125 (h) Candidates belonging to no school or class must send their certificate works, carriage prepaid, direct to the Department of Science and Art, London, S.W., on or before the 9th of April. Each such candidate must fill up a supplementary fly-leaf to Form 528 in respect of the works submitted. (i) A work which has been once submitted may not be again submitted. APPLICATION FOR EXAMINATION PAPERS. Application by Local Committees for local examination papers must be made to the Department on Form No. 119, before the 26th March. On that date the Department's examination lists will be finally closed. Applications after the proper date, or such as have not been made strictly in accordance with the rules, will not be entertained. In places where a special local secretary has been appointed, or an amalgamated examination committee has been formed under XXIX., Form No. 119 should be sent, not later than the 21st March, to the special local secretary or the secretary of the amalgamated committee, as the case may be, who will transmit it to the Department. The rules for conducting the examinations will be found for science on Form No 91, p. 120, and for art on Forms Nos. 91a and 965c, pages 133 and 138 Science and Art Directory. (XXXV.) Prizes Exhibitions and Scholarships. The following are the prizes given in the Science and Art Evening Schools conducted by the Manchester School Board: SCIENCE. 1. A prize of the value of 30s. to the candidate who obtains the highest number of marks in the honours stage in any science subject at the examinations held by the Science and Art Department. 2. A prize of the value of 10s. to all candidates who obtain a first-class in the advanced stage, and 5s. for a pass in the elemen- tary stage, in any science subject at the examinations held by the Science and Art Department. These prizes will not be awarded to students who obtain prizes from the Science and Art Department. ART. 1. A prize of '2 2s. for the best painting by a pupil of the Central School of Art, the work to remain the property of the Board. 126 Continuation Schools and Technical Instruction. 2. Prizes will be awarded in lieu of those which may be with- drawn by the Science and Art Department. Full particulars of all local scholarships and prizes should also appear in the class list. For details as to Royal Exhibitions, National Scholarships, Free Studentships, Whitworth Scholarships and Exhibitions, &c., see Chapter IX. " Technical Instruction Advanced," on pages 211-214 of this Manual. For medals, prizes, &c., offered by S. and A. Department, see page 38 (Science) and page 75 (Art) S. and A. Directory. Science Teachers. Qualifications for Earning Payments on Results : In order to obtain payments on the results of instruc- tion in a subject of science the teacher of the class must, before giving the instruction on which a claim is to be made, have obtained in that subject (a) a first class in the advanced stage of the May examinations ; or (b) a class in honours ; or (c) a certificate of the Royal College of Science, London ; or (d) a first-class certificate in the advanced stage, or a class in honours at the special examination in training colleges. A pass in Sec. I. (Geometrical Drawing) of the elementary stage of P. P. and S. geometry, or any higher success qualifies the holder to earn the grant under sec. 19e. MATHEMATICS. In mathematics, a first class at the May exami- nation in each stage qualifies the holder to earn payments on results in that stage, or in the preceding stages ; and honours in Stages 3, 5, and 7, qualify in those and the preceding stages. A pass in Stage 1 of the training college examination qualifies in Stages 1, 2, 3, 4. A pass in Stage 2 of the same examination qualifies, in all the stages. In theoretical mechanics a first class in the advanced stage of subdivision (a) or (b) qualifies the holder to earn payments in that sub- division, and also in the elementary stage (a) and (b). Honours in (a) or (b) qualify the holder to earn payments in VI., (a) and (b). In sound, light, and heat a first class in subdivision (a) or (b) or (c) qualifies the holder to earn payments in that subdivision, and also in the common elementary stage. Honours in subdivision (a) or (b) or (c) qualify the holder to earn payments in VIII. (a), (b), and (c). CHAP, v.] Science and Art Evening Schools. 127 The qualification to earn payments on results in either Subject VIII. or Subject IX. also qualifies in the alternative course in physics. PRACTICAL CHEMISTRY AND METALLURGY. In practical chemistry (inorganic or organic) or in practical metallurgy the teacher must have obtained a first class in the advanced stage or a success in honours of both the theoretical and practical divisions of those subjects. This rule does not apply to teachers who had been accepted by the Department and who had taught classes in practical chemistry or practical metallurgy before May, 1883. All persons who were qualified to earn payments on results in any subject of science previous to July, 1888, and who at that date were teaching, or had previously been teaching, a class in that subject under the Department of Science and Art, remain qualified to earn payments in that subject. CERTIFICATES PRIOR TO 1867. The science teachers' certificates awarded previously to 1867 still remain in force, and with regard to them and the alterations made in Subjects XV., XVI., in 1873, and in Subject XXIII. in 1876, information can be obtained on application to the Department. QUALIFICATION WITHOUT EXAMINATION. The examination for qualification to earn payments on the results of science instruction may be dispensed with in the case of (a) the teachers of a school under the Public Libraries Acts; of a school (not being a public elementary school) governed by a scheme under the Endowed Schools Acts or the City of London Parochial Charities Act, the governors of which act in their official capacity as Local Committee; of a school which is under the control of a local authority under the Technical Instruction Act ; or of certain other recognised public institutions. TRAINING COLLEGE TEACHERS. (b) Teachers on the staff of training colleges who are regularly employed in them ; (c) associates of the Royal College of Science, London, or of the Royal College of Science, Dublin; (d) graduates of any university of the United Kingdom whose degrees cover the subjects they propose to teach. ELEMENTARY SCHOOL TEACHERS. (e) Teachers certificated by the English or Scotch Education Department in respect of mathematics (Subject V., Stage 1). (/) Teachers who, previously to July, 1888, were qualified to earn payments in (Art) 2nd grade geometry, or who have passed in the first section of the elementary stage of Subject I. in respect of that 128 Continuation Schools and Technical Instruction. section (geometrical drawing) ; (g) and, exceptionally, other specially qualified persons. FORMAL APPLICATION BY COMMITTEE NECESSARY. All applications for exemption under these sections must be made by the Committee of the school under which the teacher is to act. The application must be made before he commences to teach, and must, in the case of a university graduate, be accompanied by his diploma or a certi- cate from the registrar of his university. (Pages 27-29, Science and Art Directory.) Art Teachers' Qualification for Earning Payments on Re- sults. Certificates. There are three forms of certificates for art teachers (I.) The Elementary Drawing Certificate (first-class and second-class) ; (II.) the Art Class Teacher's Certificate ; and (III.) the Art Master's Certificate. These several certificates can be claimed when the examinations detailed in the succeeding paragraphs have been passed. In applying for his certificate the applicant must state when and where he passed the examinations. Applicants for certificates may be required to be re-examined in any subject in which they have passed more than three years previously. A teacher holding the Art Master's certificate for Group IV. only is not qualified for the head mastership of a School of Art. (See par. 8.) Other specially-qualified persons may be exceptionally recognised. ELEMENTARY DRAWING CERTIFICATES. For requirements see page 64 of Science and Art Directory. These were formerly known as D certificates. For Art Class Teacher's Certificate and Art Master's Certificates, see " Directory of the Science and Art Department," pages 64 and 65. ART CLASS. An art class must be under the instruction of a teacher holding the Art Class Teacher's Certificate or an Art Master's Certificate (see pp. 64, 65 of Science and Art Directory), (a) Classes under the instruction of teachers holding either the Elemen- tary School Teacher's Certificate D., the 2nd grade Drawing Certificate, or the new Elementary Drawing Certificate, may be registered for payments on the results of examinations in the Elementary Stages of Subjects 26, 3a, and 56, and also for the payment of 10s. for passes in Section I. (Geometrical Drawing) of the Elementary Stage of Science Subject I.). (6) Classes under the instruction of teachers qualified to CHAP. V.] Science and Art Evening Schools. 129 earn payments on results in Science Subject I. may be registered for payments on the results of the examination in the Elementary Stage (only) of Perspective Subject Ic. Fees. I cannot lay down any rule as to the fees that should be charged, Each locality will be guided by local circumstances and the needs of the pupils. The following are the fees charged by the Manchester School Board : CENTRAL SCHOOL OF SCIENCE AND ART, DEANSGATE. (SESSION SEPTEMBER TO MAY.) SCIENCE. Inclusive fee for session, covering five sciences, 5s. ; inclusive with practical chemistry, 10s. 6d. ; separate subjects, 2s. ; chemistry (practical), 5s. 6d. ART AND DESIGN. GROUP I. Second grade subjects, 2s. per term, or 3s. per session. GROUP II. Third grade subjects, 5s. per term, or 7s. 6d per session. NOTE. At the Central School of Art the session extends from September 14th, 1891, to April 29th, 1892, and is divided into two terms, viz., the autumn term (Sept. Dec.) and spring term (Jan. April. BRANCH SCIENCE AND ART EVENING SCHOOLS. Inclusive fee for session, five sciences with practical chemistry and art, 5s. ; separate subjects, 2s. NOTE. The laboratory accommodation for practical chemistry will be reserved for those pupils taking the inclusive course, and who are approved by the head master of the school. The Central School will be an exception to this rule. Grants from Science and Art Department. Science. The Science and Art Department, by a circular dated November , 1891, have given notice of the following proposed charges in the grants for science teaching, to come into force from 1st June, 1892 : The payment of 1 for the second class in the elementary stage in science will cease, though an elementary paper will still be set and marked "pass" or <; fail," the standard being that now required for a 10 130 Continuation Schools and Technical Instruction. first class. In order to encourage more advanced instruction, the payments for the advanced stages and for honours will be very materially increased. The payments are to be 2 for a pass in the elementary stage (1st class). 5 and 2 10s. in the advanced stage (1st and 2nd classes respectively). 8 and 4 in honours (1st and 2nd classes respectively). The following are exceptions : 3 for a pass in the elementary stage of practical chemistry and practical metallurgy. 6 and 3 10s. in advanced practical chemistry and practical metallurgy (1st and 2nd classes). 2 in Stage I., mathematics. 3 and 2 in stages II. and IV., mathematics (1st and 2nd classes). 4 and 3 in stage III., mathematics (1st and 2nd classes). 5 and 4 in stages V., VI., and VII., mathematics (1st and 2nd classes). 8 and 4 in honours stages, mathematics (1st and 2nd classes). 10s. for a pass Section I. (Geometrical Drawing) Elementary Stage of P. P. and S. Geometry. Payments not exceeding 3 per Student for Works in Subjects I., II., III., and IV. (See S. and A. Directory.) ORGANISED SCIENCE SCHOOLS. A capitation payment of 20s. for each student making at least 250 attendances (day), or 10s. for each student making at least 60 attendances (night), and passing in one subject of science, or obtaining a higher success in a subject in which he has already been successful. These payments are in addition to the payments on results. Art. The payments on results of the May examination will be 1 and 10s. for a 1st or 2nd class respectively in the elementary stage of those subjects in which there is such a stage. 3, 2, and 1 for excellent, 1st or 2nd class respectively in the advanced stage of each subject in which there is a such a stage, and in each subject in which there is no elementary or advanced stage. 6 and 3 for 1st or 2nd class respectively in the honours stage of those subjects in which there is such a stage. There are also grants for works. CONDITIONS ON PAYMENT OF GRANTS FOR SCIENCE ATD ART. Teachers must be qualified. Twenty-eight lessons must have been given during the session in each subject of science or group of art. Students for whom payments are due must be persons (a) either in receipt of weekly wages, and their children not gaining their own livelihood ; (b) teachers of public elementary schools, &c. ; (c) persons CHAP, v.] Science and Art Evening Schools. 131 with incomes of not more than 400 per annum, and their children not gaining their own livelihood ; (d) scholars in public elementary schools (who have passed Standard VI.), &c. ; (e) students in organised science school or evening class for industrial students. Each student must have received 20 lessons in each subject (XL. abridged). A pupil in an Elementary School cannot be presented in any subject in which group he has been examined in a class or specific subject since the preceding 1st of August. Payments on account of the same student are limited to two subjects, excepting that where Subject I. (P. P. and S. Geometry) and Subject V. (Mathematics) are taken they are allowed in addition. NOTE. Subject V. (Mathematics in all stages) ; Subject VI. (Theoretical Mechanics), Divisions a and b ; Subject VIII. (Sound, Light, and Heat), Divisions a, b, and c ; Subject X. with X^. (Theoretical and Practical Inorganic Chemistry) ; Subject XL with XI/>. (Theoretical and Practical Organic Chemistry) ; and Subject XIX. with XIXp. (Theoretical and Practical Metallurgy), are each considered as one subject. A pupil may consequently be presented for examination in five subjects. For instance, he may take the following : Magnetism and Electricity, Chemistry (Theoretical and Practical) Mathematics, and Geometry. In an organised science school a pupil may take three subjects in addition to geometry and mathematics. A deduction of 2s. 6d. may be made for each paper of answers which is not awarded 25 per cent of marks. Science Schools in districts of a less population than 5,000, not receiving aid from local authorities, and any Science School in Ireland, will be allowed to continue until further notice on the former system, if the committees of such schools desire it. Notice to be given to the Science and Art Department, before 1st January, 1893. Male pupil teachers, male assistant teachers, and male teachers trained at the public expense, are not allowed to earn the grant in Stage I. of Mathematics. For other rules and restrictions as to grants, see Science and Art Directory. The following example is given of the mode of filling up the claim for payment of science grants under new scale, so far as the columns of Form " are concerned. 132 Continuation Schools and Technical Instruction. g 73 1 Names of Students claimed on (in strict alphabetical order). T3 Trade or Occupation. If the student Category a. b, c. d, Particulars of Successes claimed on. Success at the late Examination. tudent's No. Register. 1 3 1 > has no trade or occupation the father's trade or occupation should be given with an (f .) after it. or e under which Claim is made. Highest success in same Sub- ject in any previous Exami- nation. 1 y Surname. Christian Name(s) in full. Subject. Stage. Class. ji * < M Stage. Class. 8 20 27 Adams . . John 15 Tailor (/.) a. I. E. 1 Pass 10 James 24 ii M ,i M V. 1 Pass 2 26 n it ,i VI. a. E. Pass - - 2 14 25 Carter .. William 22 Clerk in C. X. A. 1 E. 1 5 Henry Gas Works 20 ! n ii ii " X. p. A. 2 3 10 3 25 Jones . . Richard 23 Bricklayer a. I. E. Pass - 2 28 III. A. 1 A 2 2 10 18 30 Robinson Peter 20 Fitter a. I. A. 2 E. 2 2 10 Charles 30 II. A. 1 E. 1 5 28 XXII. E. Pass 2 9 26 Smith .. Robert.. 16 Postman d. VI. b. A. 2 2 1 25 ,, n ( M } : ,, VII [. E. Pass - 2 25 27 n Arthur 17 Publican d. XIV. E. Pass E. 2 1 Hugh (A) 8 30 Thomson Charles.. 14 Office-boy a. IX. E. Pass 2 19 30 n George .. 19 Joiner's e. I. A. 2 E. 1 2 10 App'ce. 26 n i n V. 2 2 1 1 2 2 22 Thomp- Henry .. 1 Engineer's e. II. A. 2 E. 2 2 10 son App'ce. 24 n i, 11 VII. E. Pass 2 4 30 Watson.. William 18 Pupil - b. V. 2 1 . 3 teacher 26 n i, ,, X. A. 2 E. 1 2 10 26 n ii ,, n ,, X. p. E. Pass 3 7 29 Williams Charles.. 21 Dyer e. XI. p. A. 1 A. 2 2 10 5 28 Young .. Robert . . 26 Certificated b. V. 3 1 2 1 4 Teacher 26 n n ii 11 >i VI. a. A. 2 E. 1 2 10 26 VI. b. E. Pass _ 2 24 n ii M !> M XXIII. A. 1 A. 2 2 10 22 30 n Thomas 20 Druggist's a X. A. 2 E. 1 2 10 assistant 30 n i, n ,1 X. p. A. 1 E. 1 6 28 ,, .- ,. i, ,, XV. E. Pass - - 2 76 CHAP, v.] Science and Art Evening Schools. 133 Balance Sheet. A balance-sheet of an existing Science and Art Evening School, meeting five evenings per week, is given. The following were the entries in the various subjects taught: Geometry 36 Machine Construction 253 Mathematics 20 Applied Mechanics 51 Magnetism and Electricity 6 Chemistry Inorganic, Theoretical 51 Chemistry Inorganic, Practical 51 Animal Physiology 6 Steam 34 Art (2nd Grade) 122 384 Individual Students made 630 entries. 630 The school was in a working-class neighbourhood, and the pupils of the first session were many of them altogether unprepared for the work they undertook, as few had received any previous instruction, and consequently the amount of grant earned was the minimum : Income and Expenditure of Science and Art Evening School. 1891-92. Session RECEIPTS. B. d. Science and Art Grant 174 12 Fees 38 16 6 Books, &c., Sold 3 12 11 Technical Instruction Grant 359 13 7 576 15 EXPENDITURE. s. d. Salaries of Teachers 438 5 Books, &c 66 19 10 Apparatus 33 12 10 Fuel and Light 30 Repairs to Furniture 2 10 3 Examination Papers 5 7 1 576 15 With regard to the amount received for fees, it should be explained that a large number of holders of leaving certificates were admitted without payment. 134 Continuation Schools and Technical Instruction.. Libraries. When possible, it is desirable that there should be in connection with the school a small reference librar3 T . The following books (science) were selected for such a school library: s. d. Agricultural Chemical Analysis, P. F. Frankland (Macmillan) 7 6 Agricultural Practice, Principles of, J. Wrightson (Chapman) 5 Astronomy, Elementary Lessons in, J. N. Lockyer (Macmillan) 5 6 Atomic Theory, A. Wurtz (Paul) 5 Chemical Philosophy, W. A. Tilden (Longmans) 4 6 Chemical Theory, History of, A. Wurtz (Macmillan) 6 Chemistry and the Allied Branches, Dictionary of, 2 vols., H. Watts (Longmans) 84 Chemistry, Dictionary of Applied, 2 vols., T. E. Thorpe (Longmans) 84 Chemistry. Experimental, Part I., J. E. Reynolds (Longmans) 1 6 Chemistry, Experimental, Part II., J. E. Reynolds (Longmans) 2 6 Chemistry, Experimental, Part III., J. E. Reynolds (Longmans) 3 6 Chemistry, Experimental, Part IV., J. E. Reynolds (Longmans) 4 Chemistry, History of, Meyer's (Macmillan) 14 Chemistry, Inorganic, Watts (Churchill) 9 Chemistry, Inorganic and Organic, C. L. Bloxam (Churchill) 18 Chemistry, Metals, Vol. II., Part I., Roscoe and Schorlemmer( Macmillan) 18 Chemistry, Metals, Vol. II., Part II., Roscoe and Schorlemmer (Macmillan) 18 Chemistry, Metals, Vol. III., Parts I-V., Roscoe and Schorlemmer (Mac- millan) 99 Chemistry, The Non-Metallic Elements, Roscoe and Schorlemmer (Mac- millan) 21 Chemistry, Organic, Watts and Tilden (Churchill) 10 Chemistry, Wislicerjus's Organic, Strecker (Paul) 12 6 Chemistry, Outlines of General, Ostivald's (Macmillan) 10 Chemistry of the Sun, J. N. Lockyer (Macmillan) 14 Chemistry, Quantitative Analysis, W. N. Hartley (Macmillan) 5 Chemistry, Solutions, W. Ostivald (Longmans) 10 6 Chemistry, Theories of, Meyer (Longman) 18 Coral Reefs, Structure and Distribution of, C. Darwin (Smith) 8 6 Electricity, Modern Views of, 0. J. Lodge (Macmillan) 6 6 Electricity and Magnetism, Natural Philosophy, A. P. Deschanel (Blackie) 4 6 Electricity for Public Schools and Colleges, W. Larden (Longman's) 6 Evolution, Chapters on, A. Wilson (Chatto) 7 6 Geological Map of British Isles, Sir A. C. Ramsay (Stanford) 17 3 Geological Sketches at Home and Abroad, A. Geikie (Macmillan) 10 6 Geology, Student's, E. C. Lyell (Murray). 9 Geology, Text Book of, A. Geikie (Macmillan) 28 CHAP. V.] Science and Art Evening Schools. 135 Geometry and Projection, Practical Plane, Vol. I., Text, H. Angel (Collins) 4 Geometry and Projection, Practical Plane, Vol. II., Plates, H. Angel (Collins) 6 Heat considered as a Mode of Motion, J. Tyndall (Longmans) 12 Heat, Natural Philosophy, A. P. Deschanel (Blackie) 4 6 Hygiene, A Manual of Practical, E. A. Parkes (Churchill) 18 Hygiene and Sanitary Science, G. Wilson (Churchill) 10 6 Hygiene School, A. Newsholme (Sonnenschein) 2 6 Light, J. Tyndall (Longmans) 5 Light, Theory of, T. Preston (Macmillan) 15 Machine Drawing and Design, W. Ripper (Percival) 25 Mechanics, Hydrostatics, &c., Natural Philosophy, A. P. Deschanel (Blackie) 46 Mechanics, Principles, T. M. Goodeve (Longmans) 6 Metallurgy, 2 vols., W. H. Greenwood (Collins) 6 6 Metallurgy, Elements of, J. A. Phillips (C. Griffin) 36 Metallurgy, Introduction to, R. Austin 7 6 Meteorology, Elementary, R. H. Scott (Paul) 5 Mineralogy and Petrography, Manual of, J. D. Dana (Paul) 8 6 Origin of Species, C. Darwin (Murray) 6 Philosophy, Natural, Todhunter's, 2 vols 7 Physiography, First Principles of, J. Douglas (Chapman) 6 Physiological Chemistry, A Text-book of, A. Gamgee (Macmillan) 18 Physiology, Handbook of, W. M. B. Kirke (Murray) 14 Physiology, Notes on, H. Ashby (Longmans) 5 Rock History, C. L. Barnes (Stanford) 6 of Man, The Five, J. Bernstein (Paul) 5 Sound, J. Tyndall (Longmans) 10 6 Sound and Light, Natural Philosophy of, A. P. Deschanel (Blackie) 46 Spectrum Analysis, Roscoe and Schuster (Macmillan) 21 Spectrum Analysis, Studies in, J. N. Lockyer (Kegan Paul) 6 6 Volcanoes, J. W. Judd (Paul) 5 Water Analysis, Wanklyn and Chapman (Paul) 5 CHAPTER VI. MANUAL INSTRUCTION IN WOODWORK. THE Royal Commissioners on Technical Instruction, who issued their first report in 1882, gave prominence to the subject of Manual Instruction in connection with our Elemen- tary Schools. One of the conclusions that the Commissioners came to was that the instruction in the use of tools during the elementary school age, besides being of service to every child, whether destined to become a mechanic or not, will tend, in the former case, to facilitate the learning of a trade, though it may not actually shorten the necessary period of apprenticeship. The Commissioners add that they would be glad to see this kind of manual instruction introduced into some of our Elementary Schools. In the United States, and in all Continental countries where public education has received encouragement at the hands of the State, it has come to be universally recognised that no scheme of instruction is complete which relies entirely on book learning. The education of the hand and eye will in the future play an important part in the instruction given in Primary and Secondary Schools. Where wise systems of manual instruction have been introduced, good results have invariably been attained. This is true, not only in the case of manual instruction in woodwork in Boys' Schools, but also in Girls' Schools, where cookery, laundry work, &c., have been taught. Ordinary school lessons are easily and more intelligently mastered by pupils who have a regular course of instruction in manual work than by those who do not enjoy such an advantage. CHAP. VI.] Manual Instruction in Woodwork. 137 Habits of observation are acquired, self-reliance is prac- tically taught, and true ideas of the dignity of labour are inculcated at an age when the mind is most capable of being trained. One of the greatest authorities on manual instruction, Dr. C. M. Woodward, of the St. Louis Manual Training School in the United States, gives the following statement of the fruits of manual training, which I have pleasure in quoting from his book, entitled " The Manual Training School," published by Messrs. D. C. Heath and Co., of Boston, U.S.A. : The value of manual training, when properly combined with literary, scientific, and mathematical studies, will be shown in the following ways : 1. Science and mathematics will profit from a better understanding of forms, materials, and processes, and from the readiness with which their principles may be illustrated. 2. Without shop work drawing loses half of its value. 3. Correct notions of things, relations, and forces, derived from actual handling and doing, go far towards a just comprehension of language in general that is, manual training cultivates the mechanical and scientific imagination, and enables one to see the force of metaphors in which physical terms are employed to express metaphysical truths. 4. Manual training will stimulate a love for simplicity of state- ment, and a disposition to reject fine-sounding words whose meaning is obscure. 5. It will awake a lively interest in school, and invest dull sub- jects with new life. 6. It will keep boys and girls out of mischief, both in and out of school. 7. It will keep boys longer at school. 8. It will give boys with strong mechanical aptitudes, and fond- ness for objective study, an equal chance with those of good memories for language. 9. It will materially aid in the selection of occupations when school life is over. 138 Continuation Schools and Technical Instruction. 10. It will enable an employer of labour to better estimate the comparative value of unskilled and skilled labour, and to exercise a higher consideration for the labouring man. 11. It will raise the standards of attainments in mechanical occupations, and invest them with new dignity and worth. 12. It will increase the bread-winning and home-making power of the average boy, who has his bread to win and his home to make. 13. It will stimulate invention. The age of invention is yet to come, and manual training is the very breath of its nostrils. 14. We shall enjoy the extraordinary advantage of having lawyers, journalists, and politicians with more correct views of social and national conditions and problems. 15. It will help to prevent the growth of a feeling of contempt for manual occupations and for those who live by manual labour. 16. It will, to a certain extent, readjust social standards in the interest of true manliness and intrinsic worth. 17. It will . accelerate the progress of civilisation by greatly diminishing the criminal and pauper classes, which are largely made up of those who are neither willing nor able to earn an honest living. 18. It will show itself in a hundred ways in the future homes of our present pupils on the one hand, in the convenience and economy of useful appliances ; on the other, in evidences of good taste in matters of grace and beauty. I now purpose to deal briefly with the different systems of manual training, and their special features. I. THE AMERICAN SYSTEM Aims at giving boys a liberal education in the use of tools, extending through several different shops, and embracing drawing, woodwork, forging, fitting, &c. The aim of manual instruction, as understood by the highest authorities in the United States, is to make it a feature of general education, not for a trade or profession. No saleable articles are made, as this would make it impossible to form a systematic and progressive series of lessons. It is, consequently, not expected that every boy who attends the courses will become a CHAP. VI.] Manual Instruction in Woodwork. 139 mechanic, but there is reason to believe that the boy's experience in the school will clearly indicate whether he is fit to become a mechanic or not. The class teaching principle is followed. II. THE FRENCH SYSTEM Is a system of trade schools for apprentices, where the pupils are taught the trade they intend to follow, it being the opinion of those who uphold this system that it is the duty of the State to undertake the trade instruction of the French artisan. The French system is not suitable for English schools, and I believe it to be politically unsound and unjust. Trade instruction should not be given in State-aided schools. III. THE SWEDISH SYSTEM. This system is known by the name of Slojd (Sloyd), and is based on a series of eighty- eight exercises in working with special tools. The system is not sufficiently practical for English boys, and must be looked on rather in the light of an accomplishment than a serious part of education. Scheme for Day and Evening Schools. The rules of the Science and Art Department issued in 1890 will very largely mould the kind of manual instruction likely to be given in our Day and Evening Schools, so far as boys are concerned, and although the Department's scheme embraces ironwork as well as woodwork, it will be in the latter that the bulk of the instruction will undoubtedly be given. The instruction, although it may be given in the evening, must, if it is to be the means of earning grant, be given to boys on the rolls of a public Elementary School (where drawing is taught) and of organized science schools. If given in the day- time it must be outside the 20 hours of secular instruction in other subjects required by the Code of the Education Department. 140 Continuation Schools and Technical Instruction. The Science and Art Department have issued the following general directions as to the course to be followed : " The Lords of the Committee of Council on Education desire to leave the managers of schools as free as possible in formulating the course of manual instruction to be given under the minute of the 5th June, 1890, for grants from the Department of Science and Art; provided that this course be adapted to teach the use of tools employed in handicrafts, not so much as an initiation in a special handicraft as a disciplinary educational course to train the hand and eye to accuracy by a progressive series of exercises connected with freehand drawing and drawing to scale. As, however, many questions have been asked as to what precise form of instruction should be followed, the following observations have been prepared. They must, however, be considered more in the light of suggestions than regula- tions. Before commencing to work with tools it will be found very useful to practise the children in cutting out and putting together solid models in cardboard or paper from plane projections (known technically as " nets"). All work with tools must, as stated in the minute, be from careful full-sized drawings prepared by the scholar, the dimensions being taken off this drawing in the workshop. The tools required for the early stages of manual instruction in carpentry are the saw, the plane, and the chisel. The construction and mode of use of these tools, the proper method of sharpening them and of keeping them in good working order, should form the subjects for preliminary lessons. A great variety of exercises may be arranged suited to the strength and ability of the scholar in the use of these tools, which will give an elementary knowledge of the principles of construction and at the same time teach accuracy and carefulness. Clear ideas respecting the various kinds of hard and soft woods, the growth and structure of wood, its fibre and grain, may be given by means of a small collection of the different descriptions of timber commonly used in carpentry, with longitudinal and cross sections. " The earlier exercises should include some such as the following : Sawing off across the grain of the wood, and sawing along the grain of the wood blocks and strips of given dimensions, taken from a drawing prepared by the boy himself from a model, and having marked on it the required dimensions. Many varieties of tenon and of halved joints can be made in the rough by the saw alone. CHAP. VI.] Manual Instruction in Woodivork 141 " The use of the plane can be commenced by planing small surfaces about nine inches in width and then planing down strips to a given thickness. The planing of two surfaces at right angles to each other, the preparation of a right square prism and of a hexagonal prism, and the construction of a straight edge with bevelled edges, can follow. " The joints used by carpenters form a valuable series of exercises in which the use of the chisel may be learned such as the various forms of halving, of mortice and tenon, notching, do welling, dove- tailing, groove and tongueing, and scarfing with keys or wedges. The teacher should draw up a complete series of simple and graduated exercises for the early stages, which all the members of the class should execute in turn. No attempts should be made at first to construct small articles of furniture. The proper use of nails and screws should be explained and practised till a fair measure of accuracy has been attained. So far the instruction does not involve the use of curved surfaces. If the workshop is provided with a lathe, another graduated series of exercises might be arranged, to include the simpler forms of turning, but this is not insisted on. In iron the student should begin by chipping a plane surface, then completing it with a file ; filing a cube till the sides are accurately plane and parallel to each other ; making a hexagonal prism and a hexagonal bolt head will be found good exercise for using the file. Drilling a circular hole in an iron plate, screw cutting, and similar exercises, will enable a lad to take part in the construction of some useful tool for the workshop. Instruction may subsequently be given in the methods of joining metal work by welding, riveting, &c. The use of cold riveting may be shown even where there is no smith's hearth. A similar series of exercises might be introduced for brass in place of iron. Where facilities exist a lathe for metalwork and a blacksmith's forge will be found extremely useful. There should be not less than four feet run of bench for each boy under instruction, and he should have a space of at least two feet in width in front of the bench. The room should be well lighted and ventilated. There should be a bench and set of tools for the use of each scholar when under instruction, with a proper place in which to keep them, each bench being provided with a wood or metal vice as the case may be. A teacher cannot properly direct the manual instruction of more than about twenty boys at one time. By order, J. F. D. DONNELLY." 142 Continuation Schools and Technical Instruction. Regulations of the Science and Art Department. - Grants for manual instruction in Elementary Schools and in organised Science Schools are governed by the following rules of the Science and Art Department : GRANTS FOR MANUAL INSTRUCTION IN ELEMENTARY SCHOOLS AND IN ORGANISED SCIENCE SCHOOLS. 1. Grants are made by the Department of Science and Art towards the maintenance of classes for manual instruction in connection with Elementary Schools in which drawing is taught under the foregoing rules (Form 1,294 Art) ; or in connection with organised Science Schools under 27, p. 35, of the Science and Art Directory. 2. These grants are subject to the conditions laid down in para- graphs 4, 5, and 21 of the foregoing rules relative to grants for drawing in Elementary Schools. 3. The instruction mast be (a) carried on continuously through- out the school year for two hours weekly ; (b) in the use of the ordinary tools used in handicrafts in wood or iron ; (c) given out of school hours* in a properly-fitted workshop ; and (d) connected with the instruction in drawing that is to say, the work must be from drawings to scale previously made by the scholars. 4. The instruction may be given by one of the regular teachers of the school if he is sufficiently qualified ; if not, he must be assisted by a skilled artisan. 5. The work of the class will be examined by the local inspector of the Department, accompanied, if necessary, by an artisan expert on the occasion of his visit to examine in drawing. 6. If it appears that the school is properly provided with plant for instruction, and that the teaching is fairly good, a grant of 6s., or, if excellent, of 7s., will be made for every scholar instructed, provided (a) that he has passed the 4th Standard (Code) ; (6) that he has received manual instruction for at least two hours a week for 22 weeks during the school year; (c) that a special register of * This condition will be held to be satisfied if the time-table of the school shows that for every child in the school 20 hours in each week, irrespective of the time assigned to the manual instruction for which a grant is claimed from the Department of Science and Art, are given to'the other subjects prescribed by the Codes of the English and Scotch Education Departments. CHAP. VI.] Manual Instruction in Woodwork. 143 attendance is kept ; and (d) that each scholar on whom payment is claimed is a scholar of the day school, and has attended with reasonable regularity. The grant may be reduced or wholly with- held at the discretion of the Department if it appears that the plant is insufficient or that the instruction is not good. 7. The managers of the school must inform the Department of Science and Art as soon as manual instruction is commenced in connection with their school. (Form No. 620.) 8. If the instruction for which the grant is made be for a period other than a year, the grant will be increased or diminished by one- twelfth for each month more or less than a year. 9. In an organised Science School the grant for manual instruction can only be earned on account of a student who has made 250 atten- dances and been presented at the Science and Art Examinations of the year. Examinations. These will be conducted by the local inspector of drawing appointed by the Science and Art Department, and in the case of ordinary Elementary Schools will be held at the same time as drawing examinations take place. In the case of organised Science Schools a special date will, no doubt, be fixed, seeing that the local inspector has no cognisance of the drawing in such schools. Hints on the Organisation of Classes. Classes under one teacher should certainly not number more than twenty pupils. If the Manual Instruction School is attached to a large school it would be desirable to give the teacher an artisan assistant, and then thirty-five to forty pupils might be instructed at one time. The artisan would of course work the usual hours of a joiner, and in the time outside the hours of actual instruction be usefully employed in keeping tools in order, setting out work, and sawing into suitable lengths the timber required by the pupils. Consider- able waste will take place if care is not exercised in the use of timber ; an accurate account should be kept of the amount used, and an inventory accurately posted of the various tools in use. The teacher must see that all tools are put in their 144 Continuation Schools and Technical Instruction. proper place at the close of the lesson. Rooms for manual instruction are not covered by ordinary fire policies for Public Elementary Schools, and the insurance company insuring the school where manual instruction is given must be duly informed of the fact, and particulars should be endorsed on the policy otherwise in case of a fire occurring at the school the liability of the company would no doubt be open to challenge. With proper gas arrangements and regular removal of shavings no serious difficulty need be experienced with the insurance company, provided these inj unctions are adhered to. Teachers. The best master of the Manual Instruction School should be undoubtedly one who, in addition to being a skilled teacher of a public elementary school, has had the necessary workshop instruction, and is fully competent to teach drawing and its application. As the subject of manual instruction is in its infancy in this country, such teachers have yet to be trained. The City and Guilds of London Institute now offer facilities for teachers to obtain certificates in woodwork, and all large school authorities would be wise if they followed the example of the Manchester School Board, and proceeded at once to open such classes in their several districts. Full particulars as to the mode of conducting such classes will be found under the heading " Scheme for Teachers' Certificates," on pages 149-151. On the subject of teachers of manual work I cannot do better than in conclusion quote the opinion of two authorities whose words will command respect. Professor Ripper says : " The teacher must be a man whose heart is in his work, and one who will create interest and enthusiasm among the pupils. Accordingly he must not be the least intelligent or the worst-paid member of the staff. Better no workshop at all than a cold, half-hearted instructor." Dr. Woodward says : " Good teachers are, of course, the most CHAP, vi.] Manual Instruction in Woodwork. 145 valuable part of a school's outfit. In this respect the Manual Training School is not singular. The broader his training and culture, the better the teacher, in the shop as well as elsewhere. Above all, the shop-teacher should know fairly well the whole course of the school, particularly in drawing and shop work. Every teacher should be able to take the point of view of those whom he teaches, and to enter into hearty sympathy with them to see with their eyes, to judge from their limited experiences, to see beforehand just the mistakes they will make, and the difficulties they must meet and overcome. Admit no narrowness to the shop. While recognising the manliness of intelligent skill in every field, do not allow any unworthy tricks of a trade to degrade the tone of the school. At present, good shop teachers are scarce. As a rule, the reputed fine workmen of twenty years' experience, who learned their trade in the old-fashioned way, are quite unsuitable for manual training schools. They find it impossible . to adopt our methods and to appreciate our aims. Unless a boy expects to be a blacksmith, they cannot understand why he should care to learn the prin- ciples of forging ; and what can be the object of tool -work of any sort, except to make something of use ? For a teacher, give me first a graduate of a manual training school, who has subsequently taken a more advanced course in a polytechnic or college work. If such cannot be had give me a young teacher who has had a few terms at a manual institute, and who has caught the spirit while acquiring the art. of manual training. Do not underrate the position, and give the teacher less credit or less pay than those in other depart- ments. It will be found that a higher order of intelligence and skill in more than one field is needed for a successful shop teacher. The most essential thing, perhaps, is the divine faculty of teaching. The ability to do work one's self is no evidence of one's ability to teach it. He must have a 11 146 Continuation Schools and Technical Instruction. logical analytic mind, and he must be able to subdivide the steps of progress, so as to bring the separate intervals of advance just inside the capacity of his class. The demands of the hour must be seen to be reasonable, requiring vigorous effort, but not exceeding one's strength. The teacher is not to carry his pupils he is only to show them where and how to climb. But this is the old, old story. If teaching is a science, its methods are such as can be under- stood with thoughtful study ; and the substance of what I would say is that manual education and manual teachers should be rated and secured as other educations and other teachers are rated and secured." Workshops. The manual instruction room should be a well lighted and properly warmed and ventilated apart- ment, having, if possible, a room for teaching drawing attached, with separate accommodation for lumber. On page 255 I give a ground plan of the room for manual instruction in woodwork, arranged for 10 pupils. The particulars are given in sufficient detail to be self- explanatory. If the room is part of the school building, I would propose that it might, with its accessory accommo- dation, form part of a well-lighted basement floor, as shown in the suggested arrangement for a higher grade school on page 185 of this Manual. In such a case the floor should be formed of wood pavement. Benches. It is recommended that the manual in- struction room should be furnished with single benches, one for each pupil. In the majority of cases these benches will be used by several pupils during the day, and lockers are not needed, as in the case of a pupil having his own set of tools. I have given on page 256 a detailed sketch of the best form of single bench I know. This bench should be made in quantities at 36s. each, to the specification given. CHAP, vi.] Manual Instruction in Woodwork. 147 Tools and fittings. The following will be required for a school of 10 pupils. The tools should be of the best manu- facture and selected by a competent person. The prices quoted are for first-rate tools. The first cost of fitting-up the school of this size, including benches, &c., would be about 36:- 9 10 Jack Planes, at 4s. 6d .............................................. 250 10 Smoothing Planes, at 8s. 6d ..................................... 1 15 10 Marking Gauges, at 5d ........... . ............................... 047 10 Ebony Squares, 6iu., at Is. 9d .................................. 17 6 10 Screwdrivers, 12in. (Lond. patn.), at llfd ................... 9 9 10 Rules, 18in., at 8d ................................................. 068 10 Hammers (No. 3 Warrington), at Is. 4d ...................... 13 4 10 Wing Compasses, Lanes., 6in., at Is. 8d ...................... 16 8 General Racked Tools. Saws: 2 Hand Saws (panel), 24in., at 4s. 6d ................. ........... 090 2 Hand Saws (rip), 24in., at 4s. 6d ............................... 090 4 Tenon Saws (iron backs), 12in., at 3s ......................... 12 2 Dovetail Saws (iron backs), lOin., at 3s. 2d ........... . ....... 064 1 Compass Saw, 16in., at Is. 6d .................................... 016 1 Bow Saw, 14in., at 4*. 3d ........................................ 043 Chisels: 5 lin. Firmer Chisels, at 9d ..................................... 3 11 2 Sets Firmer Chisels, |in., Jin., fin., in., fin., fin., gin.... 043 1 Set Registered Chisels, Jin., fin., in., |in., fin ............. 053 Gouges: 6 lin. Gouges at lid ................................................. 056 1 Set Gouges, |in., iin., |in., fin .................................. 022 Files: 3 Flat Medium, 12in., at Is ........................................ 030 3 Half Round, lOin., at lOd ........................................ 026 3 Half Round Rasps, lOin., at lOd ............................... 026 2 Round Files, lOin., at lOd ........................................ 018 Planes: 1 Trying Plane ......................................................... 066 1 Rebate Plane ......................................................... 2 10 1 Router, or old woman's tooth .................................... 019 General: 1 Brace and Set of Bits (American) ................ . ............. 15 2 Cutting Gauges, at lid ................ .. .......................... 1 10 1 Mortise Gauge ................................................... ... 046 4 Beech Mallets, at Is. 2d ......................................... 048 1 Pair of Pincers (Tower) .................................. , ....... 020 1 Set of Punches .......................... . ................ .. ......... 008 1 Set of Five Gimlets (Twist) ................ .................... 1 1 Set of Bradawls ............ . ........................ :....-... ...... 9 1 4 Spokeshave (English, wooden), at 9^d ......................... 032 2 Steel Scrapers ...................... ........... . ........... ~~ ..... 005 Forward... ..13 6' 9 148 Continuation Schools and Technical Instruction. 8. d. Forward ............................................. 13 6 9 1 Drawer Knife, lOin ................................................. 019 2 Bench Holdfasts, at 4s. 3d ........................................ 086 2 Hones and Slips (Welsh), at 2s. 8d. and 5d ................... 062 2 Oilcans, at 5d ...................................................... 10 1 Axe (Kent), at 2s. 6d .............................................. 026 2 Slide Bevels, 9in., at 2a. 3d ..................................... 046 1 12in. Square (Ebony), at 3s. .: ................................. 030 2 Scribers, at 4d ................................................... 009 2 Saw Benches ........................................................ 026 1 Square Shooting Board, 5s ........................................ 050 1 Grindstone, 24in. by 3in ....................................... 1 10 1 Cork Rubber ........................................................ 003 1 Glue-pan and Brush (medium), Is. 5d. and 3d ............. 018 1 Quire of Sandpaper, each of following numbers, at Is. (a) Middle 2 ; (6) Fine 2 ; (c) No. 1 (Oakey's) ......... 3 10 Work Benches, birch tops, 36s .................................. 18 1 Boring Bench, birch top, 1 .................................... 1 O 1 Above fur Carpentry. For Slojd, add 10 Slojd Knives, at 9d ........................................ 076 2 Spoon Irons, at 6d ........................................... 010 Total ............ .................................... 36 5 8 Timber, and Prices per square footj \in. thick. Quantity required for Class of ten boys for one year's work,, working three hours a week : Pine Deal Boards. 4 boards, 12ft. x lOia. x 2in. at 3d. per square foot, lin. thick. 6 l|in. 6 ,, Uin. Chestnut. 1 board, 12ft. long, 2^in. at 4d. to 6d. per square foot, lin. thick. 1 l2 in - .1 2 . lin. 2 in. Oak. 1 board, 12ft. long, l|in. at 4d. to 6d. per square foot, lin. thick. Beech. 1 board, 12ft. long, lin. at 3d. to 4d. per square foot, lin. thick. Total cost for timber, 5 10s. Grants. As k set forth in the Regulations of the Science- and Art Department/ quoted in full on page 142 of this. CHAP, vi.] Manual Instruction in Woodwork. 140 Manual, the grants for each scholar instructed are 7s. when the school is classed " Excellent," and 6s. when the school is classed " Good." This is, of course, in respect of the manual instruction, and on condition that the requirements of the Science and Art Department have been duly complied with. Scheme of Teachers' Certificates. Classes may be con- ducted for teachers of Public Elementary Schools for certifi- cates in woodwork by a responsible committee in any town. Application should be made to Sir Philip Magnus, Secretary City and Guilds of London Institute, Exhibition Road, South Kensington, London, S.W. In Manchester we have such a class in operation. It meets on Saturday morning, from 10 to 12, and is taught by a master holding a certificate in woodwork. The session extends from September to June, and the fee charged is 10s. 6d. for the course. Examination fees to be paid by the candidates. The following is the official notice issued by the City and Guilds of London Institute, relative to this examination : EXAMINATION FOR ELEMENTARY TEACHERS' CERTIFICATES IN WOODWORK. With the view of certifying to the efficiency of teachers of Public Elementary Schools to give instruction in woodwork, in accordance with the provisions of the Code (1890), the City and Guilds of London Institute is prepared to issue certificates to qualified teachers of Public Elementary Schools on the following conditions : 1. The candidates will be required to give evidence of having regu- larly attended, during each of two sessions, a course of at least twenty practical woodworking lessons, in a school or class registered by and under an instructor approved by the Institute. In order that a class may be registered, it must be under the direction of a Committee of a School Board, or Municipal Council, or Technical School, or other public body. Each lesson should be of at least two hours' duration. 2. The candidates will further be required to pass an examination at the end of each year's course, to be conducted by examiners appointed by the Institute, and to pay a fee of 5s. for each examination. 150 Continuation Schools and Technical Instruction. FIRST YEAR'S EXAMINATION. The examination to be held at the end of the first year's course will consist of (1) Drawing, (2) Practical exercises in wood-working. Provision for holding the examinations and arrangements for super- vision must be made by the committee of each school. Either tools must be provided for the practical examinations, or the candidates must be required to bring them. 1. WOOD-WORKING. Candidates will be provided with suitable sawn pieces of wood, and will be required to reduce them by the plane, saw, or chisel to any simple forms shown by dimensioned sketches. They will also be required to construct from such pieces of wood any of the simpler joints, or any very simple combination of such joints to dimensioned sketches. 2. DRAWING. Candidates will be required to show a knowledge of drawing to scale and projection, and ability to draw to scale, in plan and elevation, some of the simpler joints, such as housing, angle bridle, or open mortice and tenon, dovetail halving and lap halving ; also very simple frames or combinations of joints. To pass the examination, candidates must satisfy the Examiners in each of the subjects 1 and 2. The number of marks will be apportioned as follows: Wood-working, 250 marks ; Drawing, 100 marks. The practical wood-working examination will be held on Saturday, June 3rd, from 2 till 6 p.m. Drawing examination, June 7th, 7 to 10 p.m. When the workshop will not accommodate all the candidates at one time, they may be examined, under suitable conditions, from 10 till 2 and from 2-10 till 6-10, or from 2 till 6 and from 6-10 till 10-10. The drawing examination will be held on Wednesday, June 7th, from 7 till 10 p.m. FINAL EXAMINATION. Candidates for the Final Examination must produce a certificate of having passed the First Year's Examination. The Final Examina- tion will consist of more advanced exercises in Wood-working and Drawing, and also of questions on the Technology of Woodwork and Methods of Instruction. The Drawing Examination will be held on Wednesday, June 7th, from 7 till 10 p.m. The Written Examination will be held on Thursday, June 8th, from 7 till 10 p.m. The practical wood-working examination will be held on Saturday, June 10th, from 2 till 6 p.m. but two Examinations may be held when necessary, as in the case of the First Year's Examination. CHAP, vi.] Manual Instruction in Woodwork. 151 1. WOOD-WORKING. Exercises similar to those for the first year, but more difficult. Dimensioned sketches will be given as a guide to what is required. The accuracy of fitting, accuracy of dimensions, and the time taken will be considered in valuing the work done. 2. DRAWING. Drawing to scale from dimensioned sketches any of ordinary joints used in woodwork, or any simple frames, or simple-framed objects made of wood; hand sketches of simple joints and frames as seen in conventional perspective. 3. THE WRITTEN EXAMINATION will include questions founded on such subjects as the following : (1) Woods. Places from which some of the commoner woods are obtained. Their characteristic properties and uses. The general structure of cone-bearing and leafy timber trees. The meaning of seasoning timber. Effects of shrinkage and warping. Identification of specimens of wood. The questions will be limited to oak, ash, elm, beech, mahogany, sycamore, basswood, white deal (spruce), red pine (Scotch fir), yellow pine. (2) Tools^ &c. Description of the construction and mode of using ordinary wood-working tools. Methods of using nails, screws, and glue. (3) School Management. Fittings and cost of equipment of school workshop. Arrangement of pupils. Character of instruction and sequence of lessons. The special characteristics of Slovd and of other systems of teaching. To obtain a certificate candidates must pass in each of the three subjects, 1, 2, and 3. The number of marks will be apportioned as follows : (1) Wood-working, 400 marks ; (2) Drawing, 100 marks ; (3) Written examination, 100 marks. The examination will be held at the City and Guilds Central Institution, and in other approved school workshops in London and in the provinces at which the necessary arrangements can be made. Certificates will be granted on the result of each examination, but the teacher's certificate will be given to those candidates only who have passed the final examination. WORKS OF REFERENCE. Barter's "Manual Instruction Wood- work " (Whittaker and Co.) ; Goss's " Bench Work in Wood " (Trub- ner) ; Wood's "Manual Instruction in Woodwork" (Simpkin, Marshall and Co.); Ward's "Timber Trees" (Macmillan) ; and "The Oak" (Paul, Trench and Co.) ; Low's " Solid Geometry," Part I. (Longmans). CHAPTER VII. MISCELLANEOUS CLASSES. I PKOPOSE in this chapter to deal, as briefly as possible, with certain classes which may very well come within the scheme of Evening Schools for a district, and which do not fall within the scope of any of the preceding chapters. Singing Classes. These I think should, if undertaken, be of an educational character. Mere instruction in part- singing need not be undertaken by a public body charged with the supply of instruction. In most large towns, and in villages of any size, at all events in the North of England, almost every place of worship has its voluntary choir, and in many places there is, in addition, a choral union for teaching singing, to say nothing of important musical societies with more ambitious schemes of work. The only classes we need concern ourselves about are those for pupil-teachers and assistant teachers, which are exceedingly useful when designed to give instruction leading up to the teacher's certificate of the Tonic Sol-fa College. For several years these classes have been successfully carried on in Manchester. The following copy of the usual notice issued gives all necessary particulars : SCHOOL TEACHER'S MUSIC CERTIFICATE. TONIC SOL-FA COLLEGE. A class for the study and practice of the requirements of this certificate will be commenced at the Roby School, Aytoun Street, Manchester, on Friday, October 2nd, 1891. Time, 7-0 to 8-15 p.m. Fee for the term of 12 weekly lessons, 3s. 6d. The certificate has been designed by the Tonic Sol-fa College specially for teachers of schools under Government inspection, in order that they may have their qualifications to teach children CHAP, vi [.] Miscellaneous Classes. 153 to sing by note satisfactorily tested and certified. The subjects are based on the Education Code requirements, and embrace memory of tune, modulator pointing, singing from modulator and sight singing, ear tests in tune and time, and musical theory ; including also questions as to the order and manner of teaching, and the training of children's voices. N.B. Members must either possess the Elementary Certificate, or be prepared to take it early in the course. The teacher will be glad to make arrangements for the examination of those who do not already hold the certificate. Special Classes for Deaf Mutes. In Manchester we have an Evening School for Deaf Mutes, where reading, writing, and arithmetic are taught, together with needlework for the girls. It is necessary to have as teacher one who is acquainted with both the aural and lip mode of instruction. The pupils very highly appreciate magic-lantern entertainments, and several have been given during the past winter. The class was established for the benefit of young persons who, suffer- ing from the serious disadvantage of being deaf mutes, only too soon lose the necessarily somewhat limited amount of education they have received at the special schools. The following is the short announcement issued at the beginning of the session : CONTINUATION EVENING SCHOOL FOR DEAF MUTES. The school will be held at St. Ann's School, Queen Street, Albert Square, Manchester, on Tuesday and Thursday evenings, 7-30 to 9 o'clock, commencing Tuesday, September 15th, 1891. Subjects of instruction: Reading, writing, and arithmetic. Articulation and lip- reading for those who have been taught on the system. Measures will be taken during the session to introduce instruction of a recreative character. Prizes will be given for regular attendance and proficiency. Fees : 3d. per week, or 3s. 6d. per session (September to March). Teachers' Diplomas and Certificates in Cookery and Laundry Work. When we commenced the serious extension 1.54 Continuation Schools and Technical Instruction. of Evening School work in Manchester a few years ago we were faced with a serious difficulty in connection with our Girls' Schools we had no adequate supply of teachers of cookery. It was very soon discovered that the mistresses and assistant mistresses of our Elementary Schools made the best teachers of cookery when they had gone through a special course of training ; and it was accordingly determined by the Board that they would set about training their own teachers of cookery. A properly arranged practice kitchen was fitted up in connection with our Central School, and arrangements were made with " The Northern Union of Schools of Cookery," to examine teachers who had received instruction at our centre for cookery teachers. The following particulars relative to these classes supply all the necessary information : CLASSES FOR TEACHERS OF COOKERY. The classes to enable teachers to qualify for cookery certificates, are conducted at the Central Board School. The course of instruction, which will be both practical and theoretical, will extend over about four months. The classes will be open on Fridays from 7 to 9 p.m., and on Saturdays from 10 a.m. to 1 p.m. It is the intention of the Board to restrict the classes to teachers engaged in Day or Evening Schools under Government inspection. Fee, which must be paid in advance, 3 3s. for the course. The School Board have made arrangements with the Liverpool. School of Cookery for the examination of teachers according to the regulations of, and in order to obtain the diploma of, " The Northern. Union of Schools of Cookery." OUTLINE OF SUBJECTS REQUIRED TO BE STUDIED BY CANDIDATES QUALIFYING AS TEACHERS OF COOKERY. FIRST EXAMINATION. Description of and construction of kitchen range, open or closed. The process of cleaning a stove and lighting a fire. The process of cleaning all kinds of utensils used in cooking. The principal processes used in cooking. Explanation and description of each. Action of CHAP. VII.] Miscellaneous Classes. 155 heat in the various processes. Degrees of temperature required. Loss and gain in cooking, &c. MEATS. Various kinds of meat. Their relative value and constituents. Division of joints in mutton and beef. Parts suitable for roasting, boiling, &c. The cooking of coarse hard pieces of meat, so as to render them tender and nutritious. Rendering fat, clarifying dripping, &c. FISH. Different kinds of fish. Their relative values, &c. Fish most suitable for invalids, kinds usually salted, &c. COLD MEAT COOKERY. Various ways of cooking meat (cold) without rendering it indigestible and tasteless. VEGETABLES. The cooking of potatoes, turnips, carrots, parsnips, spinach, Spanish onions, cauliflowers, greens, French beans, haricot beans, peas, &c. SICKROOM COOKERY. Points to be remembered in preparing and serving food for the sick. The true meaning of economy in cooking. Economy in selecting and preparing food. The arrangement of wholesome, palatable, and economical dinners, the average price per head and number of persons being given. KB. In order to test the candidate's knowledge of the principles on which any dish is prepared, and the important points to be remembered, recipes in household cookery illustrative of the various processes of cooking will be required, including the making of soup with and without stock. Fish, meat, vegetables, pastry (suet and otherwise), milk and other puddings, bread, with yeast and also with barm, and sickroom cookery. SECOND EXAMINATION. FOOD. The classification of food. Examples of each class. Chemical constituents of each, and function in the body. The processes of digestion, absorption, circulation, and respiration. The elements found in the human body, waste and repair of tissue, &c. The composition of air and water. Marks are given for work in the practise kitchen for practise in teaching and for theoretical examinations. The power of demonstrating is assessed as "fair," "good," or "excellent." The foregoing outline is not intended to limit the candidates' studies, but to give some idea of the knowledge required, and to 156 Continuation Schools and Technical Instruction. serve as a guide. Candidates are further warned against preparing answers obviously got up by heart and without real knowledge or real understanding of the subject. All mere book-work will be rejected by the examiner. Candidates will be required to pass (a) an examination in theore- tical knowledge ; (6) an examination in practical cookery ; and will, during the term, be required to aid in giving at least three demon- stration lessons in cookery to a class of children in one of the Manchester Board Schools. The following books are recommended for reference, and should be studied in the order named : THE PROCESSES OP COOKERY AND DOMESTIC ECONOMY. Books to be studied : " Food and Home Cookery," by Mrs. Buckton, 2s. " Household Management and Cookery," by Tegetmeier, Is. " Health in the Household," by Mrs. Buckton, 2s. FOOD ITS NATURE AND THE KINDS AND QUANTITIES REQUIRED. Books: "Food," by A. H. Church, 3s. 6d. "The Making of the Home," by Mrs. Barnett, Is. 6d. FOOD ITS FUNCTIONS IN THE BODY, AND THE PHYSIOLOGY OF NUTRITION. Books : " Food," by A. H. Church. " Physiology," by Dr. M. Foster (Science Primers), Is. " The Chemistry of Cookery," by Mattieu Williams, 6s. For the study of the Laws of Heat, and also of the Elements of Chemistry, Macmillan's Science Primers are recommended. The classes are open to teachers of any Public Elementary School, whether Board or Voluntary. The classes were established in 1889, and 105 teachers have succeeded in obtain- ing their diplomas. In 1891 the Education Department issued a circular relative to the qualification of teachers of cookery. The Board took the opportunity of bringing before the Education Department the claims of their classes for full recognition, and this was granted in the following letter received from the Education Department : "Education Department, May 23, 1891. " Sir, Adverting to your letter of the 25th ultimo, I am directed to state that my Lords understand that your letter refers to the CHAP. viL] Miscellaneous Classes. 157 ' Examination Diploma ' issued by the Northern Union of Schools of Cookery. They find that the diploma in question does not fall within the scope of the circular to which you refer, and that the examina- tion for it is as searching and complete as the test applied to candidates trained in the Training Schools of Cookery. The Department will therefore continue to accept it for the purposes of the grant, as equivalent to the diploma bestowed on fully-trained teachers. I have the honour to be, sir, your obedient servant, (Signed) "J. SYKES. This letter finally settles the question of the value of the diploma to be obtained at the Board's School of Cookery. Classes for laundry certificates have also recently been established on the same lines, in order to enable women teachers to obtain the qualification necessary for teaching laundry work in Public Elementary Schools. The course lasts about three months, the instruction being given on Saturday morning. Fee, 1 10s. for course. Matriculation Classes. For the benefit of pupils desirous of sitting for the Matriculation Examination of the London University, two evenings per week will be mainly taken up with the following : Classics (one hour), mechanics (one hour), mathematics and English (one hour), French (one hour). The course includes chemistry and natural philosophy, arrangements for which may be made in connection with the Evening Science Classes. In Manchester a fee of 21s. for course (September to March) is charged ; and in addition a summer term is arranged for at a fee of 10s. 6d. (April to July). These fees do not include the instruction in science. At the last examination a number of our pupils were in the first division at the examination of the London University. Class Instruction in Orchestral Music. Successful in- struction is possible under proper conditions. The violin is a very suitable instrument to take up. I would recommend that the classes should be small, not more than fifteen in 158 Continuation Schools and Technical Instruction. each. Time of instruction not less than forty minutes t The classes should commence with elementary instruction only, no pupil admitted who is over sixteen years of age Pupils should be required to provide their own violins and music. As the tonic sol-fa system is so generally taught in day schools, it may be essential to have a preparatory class to teach the old notation, otherwise much valuable time may be lost by the teacher of the violin, through his class not being able to read the music. At the Midland Institute, in Birmingham, instruction is given covering a large number of musical instruments. The instruction is popular, and seeing that our public orchestras have to depend upon chance for their supplies, the establishment of such classes will do much to develop the practice of music, to say nothing of supplying the needs of the musical aspirations of countless numbers who are desirous of being able to play upon a musical instrument, and whose requirements should not be over- looked. Pianoforte instruction is given at some schools, but seeing the absolute necessity of each pupil being provided with a separate room, it is not likely that very much can be accomplished in furthering such instruction, even were it desirable. CHAPTER VIII. HIGHER GRADE SCHOOLS. BOTH sections of the Royal Commission on the Elementary Education Acts, which reported in 1888, recognised the im- portance of facilities being afforded for higher education in connection with our Elementary Schools. The opinion was expressed that if such instruction was supplied by Higher Grade Schools the principle involved in their addition to our system of education should, if approved, be avowedly adopted. Whilst this was one of the recom- mendations of the majority of the Commission, certain of the Commissioners, viz., the Hon. E. Lyulph Stanley, Dr. R. W. Dale,. Messrs. T. Heller, Henry Richard, M.P., and George Shipton gave it as their opinion "That the school provision would not be complete without the more systematic supply of what have been described to us as higher elementary schools. These have been established in many towns, mostly by the school boards, but in some cases by voluntary managers. They are not uniform in type, as sometimes they include all standards, and sometimes they are limited to children in the higher standards. They also usually keep on their scholars for a year or two after passing the 7th standard, and give a mainly scientific education in connection with the South Kensington examinations. " These schools are an important and necessary element for the completion of the popular schools of the country. They enable the scholars, whose parents are willing to keep them at school till 14 J or 15, to get more thorough teaching than they could possibly get in the ordinary school, where the highest class is probably made up of children in more than one year of school progress. Appliances, too, for the teaching of drawing and of science, and to some extent school workshops, can better be supplied in connection with a few central schools than at the ordinary local schools. That in any school district where the population within a radius of two miles amounts to 10,000 there should be such a higher elementary school, or a 160 Continuation Schools and Technical Instruction. higher department attached to an ordinary elementary school, with a curriculum suited to children up to 14 or 15 years of age. In more populous districts these schools should be increased. In districts where, from the sparseness of the population, such schools or depart- ments cannot easily be established, children should be encouraged to continue their education beyond the ordinary school curriculum by the payment of grants, on the report of Her Majesty's inspector that the best arrangements have been made for their efficient instruction, having regard to the difficulties and circumstances of the case, and that they have received such instruction. " Such an extension of education would be of great value, not only to those who are preparing for the various industries of life, but it would also secure a better class of scholars, who in the rural schools might furnish paid monitors or pupil teachers in aid of the head teacher." Such Higher Grade Schools have for many years been successfully carried on in Manchester, Birmingham, Sheffield, Nottingham, Leeds, and other large towns. Each of these have varied in character in some cases the schools are complete, embracing all the standards; others are schools for the higher standards (Y. and upwards). In some districts a system of drafting pupils in the higher standards to a Central Higher Grade School is adopted, whilst in others the school either depends upon the locality or upon its own reputation for its supply of pupils. Good Higher Grade Schools are to be found answering the whole of the foregoing descriptions, and consequently it may be assumed that in formulating any scheme for a Higher Grade School each locality must consider its own needs and require- ments ; but whatever the organisation of the school may be, the principle underlying the instruction in the higher stan- dards will generally be the same. In the scheme set forth in the following pages I do not propose to deal with the lower standards, because the instruction of these will practi- cally be the same in the Higher Grade School which embraces them as in the ordinary Elementary School of CHAP. VIII.] Higher Grade Schools. 161 which they always form a part. I would like to add, however, that I fully recognise the importance of Higher Grade Schools having their own junior departments. In conducting a successful Higher Grade School it is essentially necessary to take every advantage which is likely to conduce to a steady supply of pupils ; and it must not be forgotten that the attendance of pupils in the higher standards will in most districts be influenced by the facilities offered for the instruction of younger children belonging to the same families. I am well aware that some of the leading Higher Grade Schools in the country have no department for juniors, but even such schools as these, which are kept supplied by children who have received their early educa- cation in ordinary Public Elementary Schools, would, I am sure, derive benefit by having a portion of their supply coming from such junior departments. Where circumstances permit, it would be well that the department for infants and juniors should either be within the same block of school buildings as the Higher Grade School or immediately adja- cent thereto. Where a school-site of sufficient area can be obtained, I would recommend that such a junior department should find accommodation in an independent building, separate provision being made for senior departments for boys and o^irls. Schemes of Instruction. Without going into unnecessary particulars relative to the lower standards of the Higher Grade School, or laying down any hard and fast rule as to the standards which should be included, I think that the whole should be crowned by an Organised Science School, and it will be found a convenient arrangement that such Organised Science School should embrace as far as possible the whole of the children in Standard VII. in addition to those outside the standards. A capitation grant of 1 per head per annum is paid by the Science and Art Department ^&j&-i 162 Continuation Schools and Technical Instruction. for each pupil in an Organised Science School making 250 attendances, and who is presented at the May examinations. One of the great advantages of this arrangement is that it gives the master greater liberty in drawing up his time-table, and enables him to vary the curriculum, so that whilst there shall be an adequate amount of science and art instruction, other subjects of great importance, such as hand- writing, English literature, one or two foreign languages, shorthand, and bookkeeping, shall each receive a proper share of attention. The importance of providing instruction in advanced cookery, laundry work, dressmaking, and house- hold management for the girls should not be overlooked. In connection with manual instruction in woodwork for boys, there is also a distinct advantage in having Standard VII. in the Organised Science School, as such instruction may be given during school hours. In the case of boys taking manual instruction whilst in attendance at the ordinary Public Elementary School, by the rules of the Science and Art Department it must be given outside the twenty hours of secular instruction reserved by the Code, and consequently either the time needed for recreation or religious instruction must undesirably be diminished. So far as possible the whole of the teaching should be undertaken by the regular staff of the school, and this staff should be under the control of one head master. In the cases of largely-attended Higher Grade Schools, ample work will be found for a science master, an art master (1st, 2nd, and 3rd grade subjects) ; and in manufacturing districts there may be also a master who shall take machine construction and drawing. In addition to these there will be the instructor for manual work. Each of these masters is responsible for his own department, but under the direct control of the head master of the school. The girls in the standards may have their own principal CHAP. VIIL] Higher Grade Schools. 163 mistress, but seeing that the whole school must work conjointly, and without any possibility of divergent methods of instruction, I think the head master of the school should also have the control of the girls' department. Organised Science Schools. The following are the rules of the Science and Art Department for Organised Science Schools: (Sections 27 to 32, Science and Art Directory.) 27. An organised Science School is one in which the instruction is carried on methodically according to the course specified in sec. 28. It will depend on circumstances, especially if the student can only attend the Night School, how many subjects he can take up in one year. It is not necessary that any student should take in any one year all the subjects mentioned for that year. But his course must, if the special grants under sec. 31 are to be claimed (see page 165 of Manual), comprise the subjects named below, and they must be taken in the order in which they are stated. It is assumed that before commencing this course the student will have been made acquainted, in the Elementary School, with the elements of arithmetic and the primary conceptions of physical science. 28. The course of instruction is as follows, to which Manual Instruction may be added (see page 142 of Manual) : FIRST YEAR. Mathematics (Subject V. First Stage) ; Freehand Drawing (2nd Grade Art) ; Practical Geometry (Subject I.) ; Chemistry, Inorganic (Subject X. First Stage) (see Syllabus, p. 183 S. and A. Directory), with practical work ; Physics : Sound, Light and Heat (Subject VIIL First Stage) ; or Magnetism and Electricity, frictional and voltaic (Sub- ject IX. First Stage) ; or Physiography (Subject XXIII. First Stage). SECOND YEAR. The Elementary Stage of Mechanics Via or b \ Physics : Sound, Light and Heat (Subject VIIL First Stage) ; or Magnetism and Electricity, frictional and voltaic (Subject IX. First Stage) ; or Physiography (Subject XXIII. Second Stage) ; Mathematics (Second .Stage and, if possible, Fourth Stage, Subject V.) ; Practical Geometry (Plane and Solid), (Subject I.) ; Chemistry, Inorganic (Subject X. Second Stage), with practical work; Human Physiology, if possible, .(Subject XLV. First Stage). 164 Continuation Schools and Technical Instruction. The instruction in the subjects of the second year must be kept distinct from that in those of the first year. The student should also, if possible, during the first and second year, work at mechanical drawing as provided for in sec. 29 of S. and A. Directory. Any slight modifications of the foregoing course of instruction which it may be desired to make should form the subject of special application, when they will be considered on their merits. THIRD YEAR. 29. The work of this year must depend so much on the student's aptitude, and the progress he has made in the preceding course, that it is impossible to lay down the subjects for the third year's course with any definiteness. It is essential that before continuing his course, or commencing new subjects, he should have a sound know- ledge of the first stage of mathematics, the elementary stage of mechanics Via or b, physics, and chemistry ; that he should have such a knowledge of practical geometry and mechanical drawing as to be able to draw and read simple plans, elevations, and sections with readiness, and that he should have sufficient facility in freehand drawing to make clear and neat explanatory diagrams. 30. When these subjects have been mastered, the student should, while continuing his studies in mathematics, take up the first stage of human physiology, if he has not already done so. He will then be in a position to specialise his studies with advantage in one of the following groups, according to his requirements, taking up, for instance (1) Physics and chemistry and metallurgy. (2) Theoretical and applied mechanics, steam, and machine construction and drawing. (3) Theoretical and applied mechanics, and building construction and drawing. (4) Biology. (5) Physiography, geology, mineralogy, and mining. The student may also with advantage continue his freehand drawing and practical geometry. NOTE. The foregoing course is framed to lay the foundation of a thorough and systematic scientific training. This will explain the omission of certain subjects which are not to be considered unimpor- tant because they find no place in the course. Thus, systematic CHAP. viii.J Higher Grade Schools. 165 botany will be found of very great use as a preliminary to the study of natural science. As such it may be taught in elementary schools before this course is commenced. But further than that, it cannot be considered a step in a systematic course till the student takes it up as a portion of biology in his third year. 31. A day school organised to give the foregoing courses of in- struction receives, in addition to payments on results, 1 on account of each student who attends the full course of instruction, is present during 250 attendances of the school, and passes in one of the subjects of science laid down for his year in which he has not previously passed, or obtains a higher success in a subject in which he has already been successful. Provided that (1) an application be made on Form No. 122, before the 1st of August in each year, submitting a time-table of the school, framed in accordance with the foregoing rules ; that it be approved by the Department ; and that a copy of such approved time- table be conspicuously exhibited in the classroom ; (2) a special register (Form No. 486d) be kept, in which not more than two attendances are counted in one day; and (3) at least 15 hours of instruction per week allotted to subjects taken under the Science and Art Department. The school year of the Organised Science School is held to terminate on the 31st July. 32. A night school in the same way receives 10s. on account of each student who attends the full course of instruction, is present during 60 attendances of the school, and passes intone of the subjects of study laid down for his year Provided that (1) an application be made before the 1st August in each year, submitting a time-table of the school, framed in accordance with the foregoing rules, and that it be approved by the Department ; (2) the school be open 80 evenings at least in the^year; and (3) a special register (Form No. 4 8 Qd) be kept, in whichTnot more than one attendance is counted for each student on each evening for the attendance grant. The school year is held to terminate on the 31st July. A school claiming this special grant must be organised so as to give the full course specified. It will not be sufficient to provide 166 Continuation Schools and Technical Instruction. for the subjects of the first year only. The attendance grant cannot be claimed on account of scholars on the register of a school under the English or Scotch Education Departments, or the Commissioners of National Education, Ireland. Art Instruction. The age to which pupils may be kept in the Organised Science School and the systematic instruction they will have received may lead up to very satisfactory work being done in second and third grade art work. The school should have its properly equipped room for drawing from the cast. In manufacturing districts the art instruc- tion should take a distinct character suitable for the particular trade of the district. For instance, when there is calico- printing, the designing of patterns should be arranged suitable for the fabrics made in the factories of the district. The same is true of designs for wall paper, floor tiles, carpets, &c. A room for clay modelling is a very desirable adjunct to the Art School. As already stated, although the instruction should in its essential particulars have a distinctly practical bearing, there is no reason why the artistic side of the instruction should be wholly neglected. Landscape painting in water colours and oils may receive encouragement at the hands of senior pupils, and in the summer months the teacher may be able to foster outdoor sketching. Literature. In the upper classes of the Organised Science School of the Higher Grade School valuable opportunities present themselves for the study of pure literature. Care should be exercised in the prose and poetry selected. The danger of all science teaching is that the mind is trained to look for a result which may, by experiments correctly worked, be attained ; and success in working experiments may tend to the development of a prig, instead of a truly-educated man. Here literature proves a powerful antidote, and its importance in all well-ordered courses of instruction is of the highest value. CHAP. VIIL] Higher Grade Schools. 167 Commercial Subjects.--As only in a comparatively few cases will the pupils of the Higher Grade School follow in after life a calling where the science instruction they have received will play an important part, it is essential that such subjects as commercial letter writing, shorthand, and bookkeeping should receive due attention. In the upper classes of the Organised Science Schools the comparative freedom of choice in arranging the subjects of instruction will enable the head master to make a feature of the com- mercial instruction of the school. It is also an undoubted fact that the introduction of such instruction will very largely conduce to popularise the school with many parents who may not be able to see the practical advantage of keeping their children at school past the compulsory age, simply to receive their additional instruction merely in the subjects of science and art taught in connection with South Ken- sington, particularly as such a course will tend to the scholars losing touch with the essential educa- tion embraced in the instruction they have received in the standards, and consequently may unfit them for the ordinary work of the counting-house or warehouse. The pupils should be encouraged to present themselves for examinations conducted in these special commercial subjects. Those of the Society of Arts are held in de- servedly high repute. It is a pity, however, that the fee charged is somewhat prohibitive in the case of pupils attending day schools of the class I am now dealing with. I think the Society of Arts might well take into consideration the question of compounding for the fees in the case of a school of any large dimensions. At least two foreign languages (French and German for preference) should be taught in the school. Time Tables. The following are the time tables now in use in the Mai Chester Central Higher Grade Board School : UJ a. LLl Q CO O CD o o I o CO Q DC CD oc LU o fc o HH CQ HH P> Q ENT J H E! 3 EH H ** . . . o ' 'p lllll 1 5 -B g ^p -c -c posop ^n BtI 9 g^qtuassy .2 >> .2 ^ a> 3 -c .2 >> >> -2 t 1 ^i tuoaj Su snoiSipy pire san^duog '- S S f | S | 5 _ g f 11 1 f 1 ' pasop ^n B I 1 ' -S t >, a ^ -*3 r-> ^J rj O +1 snoiSipH Avasaaj, .2 .2 J . X X X X 1 1 1 ' ' 11 .is < % H a H si J %* EH H g g 53 53 E f JF 1 1 1 IP 1 I ; i1i ; i'i ; a OoO^OJOOrt SDSPSSBBKO -2 ,&' 3 9 i. II g g S I ' f PUB pgsop PUB pasop pasop ^^Bug a^qraasey aiqraassv ^P 2 -c III it 9 r. 8 bo 5>0 fcO hr. ho bO ho bo .S B .5 .B -S .S .S QOQQOOQQ rt - >> a a QQOQOQ n 33 ^3 ^3 53 gScScjSrt'SS illiif 11 B * 5 -5 1 i "? '& 's '& '$ '% '% '$ 22SS222g QfiQQQQQQ .3 .2 > .2 .2 > I 1 ^i "S "C tuojj aratx raoaj SutSuig 01? ' uioaj Su P u ^ san^duog snoiSipy PUB aan^duog CO T)< O (N (M rt O 1 1 I]! Si* fl'll 38B.2 H, g &H 3 & OO CO ^ rH 'lll's Ifr-lll 3 --2 !os Oft wo ^ KO O O> r-l C. CO O VC CO Oi *w (N o '! : O I- I J ( r - (1 . O ^ a t & O CO O W rH CO C5 O rH I CO P *S 02 QJ llli i o o rs o o rS'S '" i 1-5 :^ a s. i 1*0 ll tj *0*0 182 Continuation Schools and Technical Instruction. s .3 51 r i-it>. I -(O>j>. ^HOO^HCN Hilil JlliPiJ SiSHs** ji^^i: sb ; rH Oi I O O CO !>.' O CO O rH PW Ofi pq pa ** CO IS l- 00 ko J^ O 00 CO rH CN 1 O rH 1 O5 O I rH 1 rH % X S C5 6 ~ -*5 g o a .a 'S rrt -S o.j Mlf i .- "g _ 00 ? . & *! SilS-Si I 111 * * ^-... ^ :1 * PnO I 8 CHAP, viii.] Higher Grade Schools. 183 In the foregoing there is sufficient variety of school to fully illustrate the question of cost. In the case of St. Matthew's School (2) the Organised Science School has been very much hampered through being held in temporary premises, with a chemical laboratory only accommodating ten students at one time. Plans of Higher Grade School In the sketch plans and sections which will be found on pp. 185-188, I have sketched an economically arranged Higher Grade School, the cost of which need not much exceed the limit of cost of any ordinary Public Elementary School. My aim has been to provide a school comprising all the needful accommodation arranged with the strictest economy. The architectural treatment of the elevation I have not ventured to give. Some of my arrangements are, I believe, novel. For instance, I place the chemical laboratory and cloakroom on the basement floor, and all the advantages of a central hall are secured by the gymnasium, also placed in the basement. The school is designed for children in the standards (no provision being made for infants), and is arranged in separate floors for boys and girls. With some modification the plans could be made to suit a mixed school, and if too large can easily be reduced. In the basement will be found accommodation for gymnasium (or assembly hall) (for both boys and girls*), chemical laboratory, lecture theatre, manual instruction room (boys), with rooms for cookery and laundry work (girls). The basement has a clear height of 15ft., rising 8ft. above street level, and the windows should be from ceiling to within 3ft. of floor. An outside area surrounds the building on three sides. A staircase is placed at the end of * The gymnasium serving for all purposes when it is necessary to assemble the whole school for religious services, singing lessons, &c. The floor should have permanent lines, 24 inches apart, marked across whole width. These lines being used for the pupils to stand to. 184 Continuatiqn Schools and Technical Instruction. the corridor near to the chemical laboratory, in order to render easy access to the main floor of the school. On the ground floor there is accommodation for 545 boys, and, in addition, two lecture theatres. The whole of the class- rooms are separated by movable partitions, and nearly the entire floor can be made practically into one room for examina- tion purposes. I have placed the head master's room in a central position, and commanding a full view of the whole floor. On the first floor there is class-room accommodation for 366 girls, arranged in the same way as the boys' school. Attention is drawn to the wide corridors (12ft.), and it is suggested that examples of pupils' work should be hung along the sides of these spacious passages. On this floor I have placed a large drawing-room, with north light, and also a room for cookery. Including the extra accommodation of chemical laboratory, lecture theatres, and rooms for drawing and cookery, such a school will afford ample accommodation for 1,500 pupils, inclusive of 300 in the Organised Science School. The offices are put well back from the school, and on each side there is a spacious playground, the contents of the whole site being 4,000 square yards. Generally it should be noticed that the pupils enter the school from the yards, and that I have placed the entrances at the sides. Fire-places are used throughout the schools, but, if preferred, pipes may be used for heating purposes. I strongly adhere, however, to the opinion that open fire- places and sash-windows are best suited for school buildings. The walls of all school playgrounds should be lined on inside with salt-glazed bricks, and the pavement should be of the kind known as a " granolithic," properly laid out with fall to grids, and arranged with "man-holes" for easy access to drains. White glazed bricks are strongly recom- mended for the basement and the inside of the offices. The windows of the school should, as far as possible, be of clear glass throughout, and ground glass blackboards may be let into the partitions of classrooms in the proper positions. CHAP. VIII.] Higher Grade Schools. 185 In some localities, where the children live long distances from the Higher Grade Schools, it will be necessary to add a dining-room, and kitchen for warming dinners, &c. This provision can easily be made in the basement of the building. A Lecture Theatre, 34' 0"X31' 6" C Manual Instruction Rooms for Forty Benches. C Cloak Room, 22' 0"X12' 0" O Gymnasium and Assembly Hall, 73' 0"x64' 0" E Stores, 25'0"Xl8'0" F Laundry, 36' 0"x 18' 0" G -Chemical Labora- tory. Places for 64 Students. H Chemical Balance Room, 22' 0"x 14'0" Chemical Store Room, 22' 0" x 10' 0" DDOOD DDDDD [JDDOO DDDDD DDDDD DDDDD DDDDD DDDDD LJ HIGHER GRADE SCHOOL BASEMENT PLAS. 186 Continuation Schools and Technical Instruction. ^ LECTURE T ^io^t 3' CLASSROOM l8-O*2i) .:& HIGHER GRADE SCHCCL GROUND FLOOR FLAN. CHAP. VIII.] Higher Grade Schools. 187 F Room for Model Drawing, 36' 0"x 18' 0" A Cooking Room, 34' 0"X22' 0" B Cloak Room. C Class Room, 28' 0" X22' 0" HIGHER GRADE SCHOOL FIRST FLOOR PLAN. 188 Continuation Schools and Technical Instruction. J=3| . t aia>iMg 38 JIB! KJiiili CHAPTER IX. TECHNICAL INSTRUCTION (ADVANCED). IN the preceding chapters I have attempted to set forth, with more or less of continuity, schemes of various kinds of Continuation Schools, leading up to the schools of advanced technical instruction, which will deal more particularly with the application of Science and Art to trades arid manu- factures. It will largely depend upon the efficiency of these Continuation and Higher Grade Schools, in their preparatory work of technical instruction, whether the institutions for advanced instruction will be able fully to accomplish their ends. The work of establishing or carrying on existing Technical Schools will mainly fall to the lot of County Councils for the administrative parts of the counties and of the town councils of county boroughs. The leading features of the schemes of instruction of these Higher Technical Schools must largely depend upon the trades and occupations of the district which such schools are planned to supply. A good example of one of these schools is to be found in the Sheffield Technical School, where machine construction and drawing and all the processes of steel manufacture are practically dealt with. In districts where the main industries are the manufacture of cotton or woollen fabrics, the Technical Schools must deal with all the processes by which cotton or wool are treated until they reach the finished article, ready for the market. The teaching of the science of agriculture in all its branches must largely engage the attention of the authorities of rural districts, and 190 Continuation Schools and Technical Instruction. will, no doubt, lead to an increased number of farms being carried on for experimental and practical instruction. It is unnecessary to touch upon the various kinds of industries of the United Kingdom, the elements of which will have to be included within the schemes of technical instruction for various localities. Not only should the local authority provide efficient instruction bearing upon the special trades of its locality, but if they are wise they will do what they can to promote the establishment of new trades and industries. The town or district which depends wholly upon one staple trade is manifestly more liable to reverses of fortune than one relying upon a variety of trades or manufactures. Instances of the disastrous consequences of a town being limited to one trade are not difficult to quote. A notable one is that of Macclesfield, and the reverses in the silk trade brought about by foreign competition. Another case is that of the part of Staffordshire known as the Black Country, where the fluctuations of prosperity, which are dependent upon the manufacture of iron, have very frequently been attended by disastrous consequences to the inhabitants of whole dis- tricts mainly dependent upon this one industry. An example of how a new industry may prove the salvation of a town is happily illustrated by the case of Coventry, which would have undoubtedly shared the fate of Macclesfield had it not been for the introduction of the manufacture of cycles. The town of Leeds is also another good example of how uniform prosperity may be maintained by a variety of trades. Leeds is the centre of the woollen trade, but has, in addition, large engineering works, boot and shoe manufactories, and factories for the production of clothing. The development of the industry of hat-making has been a valuable acquisition for the town of Stockport. These instances of towns whose fortune it has been to derive incalculable benefit from the introduction of new trades will be sufficient to illustrate CHAP, ix.] Technical Instruction (Advanced). 191 the great importance of authorities, having the direction of technical instruction, putting forth strenuous efforts for the promotion of new industries, whilst striving at the same time to promote the development of those they may already possess. The development of technical instruction in the country will be the growth of many years to come, but much of the success of the future of such instruction will depend upon the laying down, upon wise lines, of a comprehensive scheme of schools and classes. Such a scheme should generally embrace (a) The subsidising and development of existing institu- tions where science and art instruction is efficiently carried on. (b) The establishment of a graded scheme of scholarships and exhibitions for the encouragement of deserving students, and their maintenance at schools or colleges for advanced instruction. In connection with these scholarships it should be noted that the great need of the present time is the foundation of small bursaries in connection with Evening Continuation Schools and Higher Grade Schools, in order to encourage pupils of from twelve to sixteen years of age to pursue their studies. In connection with the Day Schools such bursaries should be of sufficient value not only to cover the cost of the advanced instruction, but also, either wholly or partially, to compensate the parents for the loss, during a few years, of the wage-earning power of the young people who may be fortu- nate enough to secure such exhibitions. These exhibitions should be renewed annually for a period of at least three years, and as it may be assumed the places of higher instruction where such exhibitions will be held will be Technical Schools or Higher Grade Schools, under the control of the local authority, the fees charged will be either nominal or wholly omitted in 192 Continuation Schools and Technical Instruction. the case of such exhibitioners, it will probably be sufficient if the annual value of the exhibition ranges from 12 to 15. These exhibitions should be paid in quarterly instalments. In the case of bursaries for evening instruction, it is desirable that the number of such bursaries should be as large as possible, rather than that a number should be given of any considerable value ; and where the fees charged are not of any appreciable moment, I think it would be sufficient, at. all events in the experimental stage, that such bursaries should not be of a higher value than from 2 to 5 for the session, which will generally extend over about eight months (September to May). The amount of these Evening School bursaries should be paid in two moieties, one at Christmas and the other immediately after the examinations at the end of the session. In the case of all exhibitions and bursaries the payments ought to depend upon the strict observance of rules as to conduct and application to study, and the parents or guardians of those holding the exhibitions should be required to sign an agree- ment undertaking that these conditions shall be carried out. (c) The establishment of schools for technical instruction. In connection with this important -part of the educational work of the local authorities it is not necessary to enter into detail. The subjects of instruction will be of an advanced character, and form the practical application of science and art instruction in connection with trades and manufactures. The work of the laboratories and the workshops should be of the best, and consequently it goes without saying that the teachers in all the departments must be men of proved ability in their various departments, combining therewith skill in imparting knowledge and zeal for the great work which they are engaged to promote. Over the whole school there should be a head master with a responsible control of the whole of the departments. The head master, whilst being a CHAP. IX.] Technical Instruction (Advanced). 193 man of the highest education and possessing academic quali- fications of no mean kind, should also be able to bring himself in touch with the needs of the students and the work of the various departments of the school. Whilst the head master need not be a proficient in all or any of the technical work- shop instruction, he should, by means of general knowledge, be able wisely and efficiently to control the whole of such instruction. Any attempt to carry on such a school by means of the heads of the various teaching departments would be a very uncertain experiment, and liable to be productive of a want, of continuity in the course of studies. The students of the Technical School will at first belong to a class, and be of an age, where wise guidance and complete control are of supreme importance. These two essentials can best be secured by placing the school under the direction of one who will occupy, as principal, a somewhat analogous posi- tion to that held by the high master of St. Paul's or one of our great public schools. There should also be in connection with the Technical School a secretary or registrar, whose duties will mainly consist in the administrative work of the institution, and upon whose assiduity and skill much of the success of the whole work will depend. As I have already said, much of the ultimate success of technical instruction, and it may be the continuance of the large subsidies of public money now given from the national exchequer, will depend upon the wisdom and foresight of the local authorities to whom it has been committed, in drawing up practical schemes of what is really secondary education, in order that a proper return may be secured for the large expenditure of money which will be necessary, a return in the shape of a provision of sound practical technical instruction which has hitherto not been at the command of the rising generation of this country. It is said sometimes, in answer to mild criticism of the modes which some of the 14 194 Continuation Schools and Technical Instruction. county authorities have adopted in administering their funds, that at first mistakes are inevitable, but that we shall after awhile, in our usual English fashion, blunder into a right way, and sound technical instruction like almost every other good thing will fall to the lot of the Briton. This is a spurious kind of philosophy, which I think should be scouted. I think it is of the highest importance that all County Councils and Local Authorities should very cautiously proceed in their work of developing technical instruction. For my part I have the greatest confidence in the authori- ties who are charged with the work. I have heard it said that County Councils and Town Councils are not elected for educational purposes, and are, therefore, wholly unsuited for the work that has been thrust upon them ; and, consequently, it would be argued, I suppose, that the ideal authority for the discharge of such duties would be one composed of practical educationists. Experience of public work, however, does not bear out this theory. Even School Boards, now-a- days, are largely composed of those who have had little or no practical acquaintance with school teaching, and who are generally elected upon party lines. Yet it certainly cannot be said that such members are not equal to their work of controlling public elementary education. The fact is that no branch of public work is, on the whole, better managed ; and nowhere is improvement more marked than in the great strides which primary education is making under the direction of such members toward what will ultimately be as perfect a system as can be shaped by human agency. From all this I make bold to argue that the public authori- ties, to whom has been given the charge of instruction, are quite competent to adequately discharge their important duty, provided they give a careful and an adequate amount of consideration to the subject. T propose very briefly to refer to a few of the dangers I CHAP. IX.] Technical Instruction (Advanced). 195 see in the way of local authorities who have the practical carrying out of the work, and first I would say that I think it will be a great mistake for any County or Town Council to commit themselves with undue haste to a lavish expendi- ture in bricks and mortar. To proceed to the erection of a large technical school, involving in its annual cost, when it is provided, a considerable slice of the amount of money available for technical instruction in the payment of interest, and repayment of principal, occasioned by the outlay of capital, will be, I think, except in the case of a few of the largest towns, a mistake. The probability is that when such a school is finished, and opens its doors for students, it will be found that such students are few in number and poor in quality, seeing that there has been no adequate provision made for cultivating a supply. Elementary work will have to be largely undertaken in order to get numbers, in premises which were not designed for such use, and teachers appointed for higher work will have the dis- heartening task of struggling with the deficiencies of ignorant pupils, who would have been very much more easily dealt with by means of a Preparatory Continuation Evening School, held in the premises of any Public Elementary School. By the time the projectors of such a school have obtained a nucleus of pupils suitable for higher instruction, it will probably be found that nothing would have been lost and something gained if the hurry to build an institution had not been so great. Another danger, but one of quite a different kind, is the frittering away of money upon a large number of classes conducted in the premises of rival school autho- rities. Such classes I mean as those in elementary subjects now fully provided for in the New Code, and which would be more in their place as adjuncts of ordinary Elementary Evening Schools than they are as the main 196 Continuation Schools and Technical Instruction. work of an authority charged with the provision of technical instruction. County Councils may find themselves in future years in an awkward predicament, by having, in their anxiety to please everybody, given driblets of money to numerous small classes scattered all over their district, and thus committed themselves to a very large expenditure of money, which may in the future be wanted for more advanced work. Experience will show that it is easier to make such grants than it will be to withdraw them. I quite agree with the importance of centering such instruction in our small towns and villages, and the imprudence of obliging young people living in suburban districts to attend evening classes in large towns. By all means let each parish or village have its own properly supported technical classes, but there should be no unnecessary multiplication of them, and they should be pro- perly constituted centres for such instruction, if possible under some recognised public control, such as that of the local board of the district, when there is no school board, and the instruction should be properly co-ordinated with a scheme of instruction applicable to the whole of the county. I am aware that in many rural districts there are not local boards or school boards. In such a case the County Council might appoint from the local school committees a body of managers to supervise the instruction. Once more I would emphasise what I have already alluded to, namely, let the most be made of existing agencies before starting new ones. As in the case of classes or schools, so with regard to teachers and examinations. I think it will be a mistake to unnecessarily multiply either the one or the other. Of examinations I think we have almost sufficient ; and I do not wish to see the County Councils giving certificates to teachers except in very exceptional cases. Let there be classes for teachers by all means, but let them be preparatory CHAP. IX.] Technical Instruction (Advanced). 197 for examinations of the Education Department, the Science and Art Department, the City and Guilds of London Institute, the Society of Arts, the Union of Institutes, University Authorities, and recognised Schools of Cookery and Domestic Economy. Surely these cover all the ground, and if there is any particular department of work unprovided for, some of these existing authorities can supply the deficiency. The readiness to do this is illustrated by the recently established teachers certificates examinations in woodwork of the City and Guilds of London Institute. City and Guilds of London Institute. PKOGRAMME OF EXAMINATIONS IN TECHNOLOGICAL SUBJECTS. This is an examining body dealing with technological subjects. The following is the programme issued by the Institute : REGULATIONS. 1. The City and Guilds of London Institute for the Advancement of Technical Education will afford facilities for carrying out an examination in any of the subjects enumerated on page 11 (of their programme), wherever a sufficient number of candidates present themselves, provided a local committee undertakes to carry out the examination according to the rules laid down.* 2. The Technical Instruction Committee of any County or Borough Council, the Committee of any Art or Science School under the Science and Art Department, or any School Board, or any " Local Examina- tion Board " connected with the Society of Arts,t will be accepted as a suitable committee for carrying on the Institute's examinations. In special cases, also, the Institute will arrange for the establishment of special local committees for the technological examinations. 3. The examination in most of the subjects will be in two grades : (1) Ordinary, (2) Honours. The ordinary examination is intended principally for apprentices and journeymen ; the honours examina- * As to number of candidates see Rule 11. t A list of these boards can be obtained upon application to the Secretary of the Society of Arts, Adelphi, London, W.C. 198 Continuation Schools and Technical Instruction. tion for foremen, masters, managers, and teachers of technology ; but candidates may enter themselves for either grade, except in certain subjects, hereinafter indicated, in which they are required to obtain a certificate in the ordinary grade before being examined for honours. 4. Candidates who pass in either grade will be arranged in two classes, a first and a second class, and certificates (first and second class) will be awarded to successful candidates in each grade. 5. Candidates who obtain a second-class certificate in either grade may be re-examined in any subsequent year for a first-class certificate in the same grade, but failing to obtain sufficient marks to entitle them to a first-class certificate, a second certificate will not be awarded to them. Candidates who have obtained a first-class certificate in the ordinary grade will not be re-examined in the same grade. No candidate may be re-examined in any subject in a lower grade than that in which he has already passed. 6. Prizes consisting of silver and bronze medals will be given in each subject, provided the merits of the candidates justify the examiners in recommending them ; and money prizes are also offered on like conditions by several of the Livery Companies. 7. The certificates and prizes will be forwarded as soon after the examination as possible to the secretaries of the local committees. 8. The fee, payable to the Institute, for each examination paper asked for is one shilling. In certain subjects additional fees are charged as stated in the syllabus of those subjects. Intending candi- dates should apply to the secretary of the nearest local committee, or to the special local secretary, who will forward their applications, together with their fees, to the examination department of the Institute, Exhibition Road, London. It is only in the case of candidates failing to make arrangements with the local secretary that any application for examination can be considered by the Institute. 9. If, in any subject, no examination is held, owing to a suffi- cient number of candidates not having applied for examination (see Rule 11), the fee will be returned ; aud should a candidate fail to present himself after a paper has been applied for on his behalf, CHAP. IX.] Technical Instruction (Advanced). 199 a credit note for one-half of his fee will, except in certain cases, hereinafter indicated, be forwarded to the secretary at the centre at which the name of the candidate was entered. This credit note will be accepted in part payment of the fees of candidates from that centre at the next subsequent examination, but will have no value unless used for the purpose and at the time here stated. This regula- tion, as regards half the fees, does not apply to candidates who make application to be examined at the Central Institution in Exhibi- tion Road, London, or at the Finsbury Technical College, nor to can- didates for any examination in which is held a separate practical test. 10. All written examinations will be conducted by means of printed papers, and the answers must be written upon paper specially provided for the purpose. The question papers will be sent in sealed envelopes to the gentleman appointed by the Institute to receive them, on, or immediately before, the day of the examination, and the envelope containing these papers must be opened in the presence of the candidates at the time of the examination. A number will be allotted to each candidate, and he will be known to the examiner by that number, and not by name. The worked papers must be sealed up immediately on the termination of the examination, and de- spatched, without delay, prepaid, to the examinations department of the Institute, Exhibition Road, London, S.W. 11. The examination will include the following subjects, but no examination will be held in any subject unless at least ten candidates in the aggregate apply for examination. If, however, five candidates, who have received instruction in any registered class, apply to be examined in any one subject, an examination will be held in that subject. No candidate may be examined on the same day in more than one subject. SUBJECTS OF EXAMINATION. 1. Salt manufacture. 2. Alkali manufacture. 3. Soap manufacture. 4. Bread-making. 5. Brewing. 6. Spirit manufacture. 7. Coal-tar products. 8. Sugar manufacture. 9. Painters' colours, oils, & varnishes 10. Oils and fats, including candle manufacture. 11. Gas manufacture. 12. Iron and steel manufacture. 13. Paper manufacture. 14. Photography. 15. Pottery and porcelain. 16. Glass making. 17. Dressing of skins. &00 Continuation Schools and Technical Instruction. 18. Leather tanning. 19. Boot and shoe manufacture. 20. Silk dyeing. 21. Wool dyeing. 22. Cotton dyeing. 23. Cotton and linen bleaching. 24. Calico and linen printing. 25. Wool and worsted spinning. 26. Cloth weaving. 27. Cotton spinning. 28. Cotton weaving. 29. Flax spinning. 30. Linen weaving. 31. Silk throwing and spinning. 32. Silk weaving. 33. Jute spinning. 34. Jute weaving. 35. Lace manufacture. 36. Frcme woik. Knitting and hosiery. 37. Hat manufacture. 38. Telegraphy and telephony. 39. Electric lighting and power distribution. 40. Electro-metallurgy. 41. Metal-plate work. 42. Plumbers' work. 43. Silversmiths' work and plated 44. Goldsmiths' work and manu- facture of personal orna- ments. 45. Watch and clock making. 46. Mechanical engineering. 47. Eoad carriage building. 48. Rail carriage building. 49. Typography. 50. Lithography. 51. Raising and preparation of ores. 52. Mine surveying. 53. Milling (flour manufacture). 54. Carpentry and joinery. 55. Ship carpentry. 56. Ship joinery. 57. Brickwork and masonry. 58. Plasterers' work. 59. Dressmaking. 60. Wood-work (for teachers of Elementary Schools). 12. Practical examinations may be held at different centres in bread-making, photography, boot and shoe manufacture, plumbers' work, goldsmiths' work, typography, mine surveying, and dressmaking, in addition to the written examination in those subjects. Special fees are charged for some of these examinations as stated in the syllabus of the subject* 13. Candidates who have passed in any subject may be examined in a subsequent year, in any other subject, and may, on subsequent examination, obtain a certificate or prize in that subject. 14. Candidates may be examined in any two subjects, the examinations in which are held on separate days. 15. The examinations for the year 1893 will be held as follows : The written examination in all subjects except the five weaving subjects an$ mechanical engineering, part IE., on Wednesday, May 3rd, from 7 to 10 p.m. The examination in the weaving of cloth, cotton, linen, silk, and jute on Saturday, April 29th, from 3 to 7. * A practical examination in " brickwork," open to those candidates only who have passed the Institute's examination in " brickwork and masonry," may be held some time in June, in London only, under the auspices of the Tylers and Bricklayers' Company. CHAP, ix.] Technical Instruction (Advanced). 201 The examination in mechanical engineering, part II., ordinary grade on Monday, May 8th, from 7 to 10. The practical examination in bread-making, plumbing, and typography on Saturday, May 6th, from 3 to 7-30. The practical examination in goldsmiths' work, on Wednesday, May 10th, from 6 to 10 p.m. The practical parts of the examination in photography, and watch and clock making, and dressmaking on Saturday, May 18th, between 2 and 7, The practical honours examination in mine surveying on May 26th and 27th. Provided the necessary arrangements can be made, a practical examination in boot and shoe manufacture will be held early in June, at a date to be subsequently fixed. 16. Application for examination should be made to the local secretary not later than March 21st, 1893; and local secretaries should forward their returns, together with the examination fees, to the offices of the examinations department, Exhibition Road, London, S.W., not later than April 1st, 1893. Applications may, in excep- tional cases, be received, so far as the office arrangements permit, after this date, but an extra fee of one shilling will be charged for each question paper supplied in response to such applications. 17. Manual training see pages 149 to 151 of Manual. LOCAL COMMITTEES. 18. Each local committee must consist of at least five members, and must have a chairman and a secretary. No member or officer of a local committee can be admitted to examination. 19. The duties of the local committee. are : (a) To give publicity to the system of examinations, by the distribution of posters, notices, &c. (copies of these can be obtained from the examinations, department of the Institute, Exhibition Road), and to give encourage- ment and advice to those persons who are likejy to become candidates. (b) To superintend the examinations. Instructions for conducting the examinations will be sent to the secretary previous to the date on which the examinations are held, (c) To aid in the formation, and to watch the progress, of classes for instruction in technology. To visit such classes, and to examine and certify the register from personal knowledge of its accuracy. (See Rule 40.) (d) To distribute 202 Continuation Schools and Technical Instruction. the certificates and prizes forwarded to them. All sums granted by the Institute for prizes or as grants to classes (Rules 33-42) will be paid to the local committees, and the prize takers and others must look to the local committees for payment of such sums. The receipt of the secretary or other accredited officer of the local committee will be a full discharge to the Institute for all liability in respect of such sums. 20. Secretaries of local committees may charge a fee which should not exceed 2s. 6d. for every outside candidate examined, in addition to the fees payable to the Institute, such additional fee to be retained by the local committee. QUALIFICATIONS OF TEACHERS. 21. Any person desiring to give instruction in any technological subject, with a view to these examinations, should apply, stating his qualifications as teacher through the local Secretary to the Superintendent of .Technological Examinations, Exhibition Road, London, S.W. If approved, his name will be registered. No class -will be registered the teacher of which is not so approved. Applica- tions for the registration of classes must be received at the office, Exhibition Road, not later than November 15th, 1892. 22. Persons qualified as under may, on application by the Local Secretary to the Institute, be registered as teachers : (a) Any person who has obtained a full technological certificate in the honours grade of the subject to be taught. (6) Any person who is engaged in teaching science under the Science and Art Department, and who gives evidence of having acquired in the factory or workshop a practical knowledge of the subject to be taught, (c) Persons possess- ing special qualifications, to be considered by the Institute, for teaching technical subjects. 23. The Institute reserves the right of requiring the inspection of any class by one of its officers before registering it, and of refusing to comply with the application for the registration of any class or the approval of any teacher. CERTIFICATES. 24. The certificates granted by the Institute will be of two kinds, according as candidates have or have not received regular instruction in a class registered by the Institute. 25. The one kind of certificate will be granted to those candidates only who pass the Institute's examination, and give evidence of CHAP, ix.] Technical Instruction (Advanced). 203 having made at least 20 attendances* in a class registered by the Institute in the subject of examination ; and the name of the Institu- tion in which the candidate has received his training will be inscribed on the certificate. 26. The second kind of certificate will be given to candidates who pass the Institute's Examination, but who may not have attended any registered class, or who have not made 20 attendances at such a class. 27. Classes in technological subjects held in any University of the United Kingdom, or in any of the Institutions referred to below (see Rule 30), will be considered as registered classes, and candidates from such classes will be eligible for the former of the two kinds of certificate (Rule 25). 28. Candidates who pass in technology alone without satisfying the Institute as to their knowledge of the principles of Science cognate to the subject of examination, will receive a provisional certificate, which will be exchanged for a full technological certificate whenever they produce evidence of having passed the examinations below referred to (Rules 30, 31). 29. To obtain a full certificate in any of the above-mentioned technological subjects (Rule 11), candidates will be required to pass the Institute's examination in technology, as well as such examinations of the Science and Art Department as are indicated in the syllabus of each separate subject, or to give other evidence, as mentioned in the following clause, of their possessing the necessary scientific know- ledge. 30. The Institute will accept as evidence of the candidate's know- ledge of the necessary science subjects : (1) A certificate stating that the candidate has obtained a degree in science at one of the Universities of the United Kingdom. (2) Certificates from the professors of any University of the United Kingdom, or of any of the undermentioned institutionst (the list to be added to from time * Forms for registering attendances will be supplied by the Institute on application to the Examinations Department, Exhibition Road, London. t Certificates will be accepted from the professors of the following Institutions : The Central Institution, Exhibition Road, London, and the Technical College, Finsbury, London , 11, and Up)', four to the candidates who obtain the highest aggre- gate in mechanics (Subjects 1, 2, 6, 7, and 22) ; and two to the candidates who obtain the highest aggregate in human physiology, general biology, zoology, and botany (Subjects 14, 15, 16, and 17); provided that they have obtained, in the current or in some previous year, at least a first-class in the elementary stages of one division of theoretical mechanics (Subject 6a or b) one division of phvsics (Subjects 8a or b or c, and 9, or alternative physics), chemistry (Subject lOp, and in 10, or alternative chemistry), and mathematics, Stage 1. WHITWORTH SCHOLARSHIPS. Sir Joseph Whitworth's Exhibitions and Scholarships* are also awarded in competition at the May * Four Whitworth Exhibitions of the annual value of 125 for three years, and thirty Whitworth Scholarships of 50 per annum (one year) were offered iu 1892. 214 Continuation Schools and Technical Instruction. examinations. Candidates for Whitworth Exhibitions and Scholar- ships must register their names as competitors by sending in Form No. 330 before 15th April, and send in Form No. 400 before the 10th June. Further details with regard to these Scholarships will be found in the Whitworth Prospectus, which may be obtained from the Department, price 3d. Subjects of Technical Instruction. The Technical In- struction Act, 1889 (Sec. 8), prescribes that Technical Instruc- tion shall include instruction in the branches of Science and Art, with respect to which grants are for the time being made by the Department of Science and Art, and any other form of instruction which may for the time being be sanctioned by that Department by a minute laid before Parliament, and made on the representation of a local authority that such a form of instruction is required by the circumstances of its district. The following is the official list of subjects which have been sanctioned since the passing of the Technical Instruction Act : Agricultural engineering (including driving and working steam engines and machinery). Agriculture (practice of) and agricul- tural processes (including practical farm work, vegetable and fruit growing, fruit storing, market gar- dening, glass houses, management of live stock, dairy work and cheese making, thatching, fence and mow- making, sheep shearing, hedging, ditching, rick making, shepherding, under draining, stacking, ploughing). Alkali manufacture. Ambulance work. Art needlework. Banking (priuciples of) and financial science. Bee keeping. Bleaching, dyeing, and printing. Boat building. Book binding. Book keeping and commercial terms ; office work. Boot and shoe manufacture. Bread making. Brewing. Brick making. Cabinet making. Carving in wood, fetone, and other materials. Carpentry and joinery. Carriage building (road and rail). Casting and moulding in plaster, gelatine, &c. Coal tar products. Commercial law, history, geography, arithmetic, and correspondence. Cookery. Designing for porcelain, pottery, and glass. Designing for textile fabrics, silks, and calico. Designing for printing and lace. CHAP. IX.] Technical Instruction (Advanced). 215 Designing for metal work and vases. Domestic economy and household thrift. Economics of trade and finance. Electrical engineering electric light- ing and transmission of power ; electrical instrument making. Electro-metallurgy. Engraving. Entomology. Etching. Farriery. Forestry. Framework knitting and hosiery. Fretwork and turning. Fuel. Gardening (practical). Gas manufacture. Gilding. Glass manufacture. Goldsmiths' work. Hand spinning and weaving. Hat manufacture. Horticulture and arboriculture. Hosiery manufacture. Household sewing, dressmaking, and cutting out. Hygiene (domestic). Insurance. Iron and steel, the manufacture and workiug of. Iron founding. Lace making and manufacture. Laundry work. Leather preparation and leather industries. Manual and theoretical instruction in wood, stone, brick, metal, leather, glass, clay, basket, and fancy straw work. Marquetry work. Milling (flour manufacture). Mechanical and architectural drawing. Mechanical engineering. Metal-plate work. Mine surveying. Mining (including quarrying, raising, and preparation of ores) and prospecting. Modelling in various materials. Modern languages French, German, Spanish, Italian, Portuguese. Music Singing and musical notation ; instrumental and orchestral music. Nursing. Oils and fats, including candle manu- facture. Oils, colours, and varnishes, manu- facture of. Paper manufacture. Pattern making. Pharmacy. Photography. Pisciculture, fishing, and subjects con- nected therewith. Plasterers' work. Plumbing. Political economy. Pottery and porcelain manufacture. Poultry keeping. Precis writing. Printing (including typography, litho- graphy, &c.). Repousse work. Road making (principles of). Rope making. Sanitary engineering. Ship carpentry and joinery. Silversmiths' work. Shorthand. Slojd. Soap manufacture. Spirit manufacture. Sugar a. anufacture. Surveying, levelling, and taking out quantities. Telegraphy and telephony. Textile fabrics (spinning, weaving, and silk throwing). Tools, use of. Typewriting. Veterinary science. Watch and clock making. PART I. THE TECHNICAL INSTRUCTION ACT, 1889. THE LOCAL TAXATION (CUSTOMS AND EXCISE) ACT, 1890. THE EDUCATION CODE (1890) ACT, 1890. THE TECHNICAL INSTRUCTION ACT, 1891. THE SCHOOLS FOR SCIENCE AND ART ACT, 1891. THE TECHNICAL SCHOOLS (SCOTLAND) ACT, 1887. THE TECHNICAL INSTRUCTION AMENDMENT (SCOTLAND) ACT, 1892. TECHNICAL INSTRUCTION ACT, 1889. An Act to facilitate the Provision of Technical A - D - 1889 - Instruction. [30th August, 1889]. BE it enacted by the Queen's most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows : 1. (1.) A local authority may from time to time out of the aSori f t r t Ca local rate supply or aid the supply of technical or manual instruc- *ppiy or aid rr J the supply of tion, to such extent and on such terms as the authority think technical instruction. expedient, subject to the following restrictions, namely : (a.) The local authority shall not out of the local rate supply or aid the supply of technical or manual instruction to scholars receiving instruction at an elementary school in the obligatory or standard subjects prescribed by the minutes of the Education Department for the time being in force ; (b.) It shall not be required, as a condition of any scholar being admitted into or continuing in any school aided out of the local rate, and receiving technical or manual instruction under this Act, that he shall attend at or abstain from attend- ing any Sunday school or any place of religious worship, or that he shall attend any religious observance or any instruction in religious subjects in the school or elsewhere : Provided that in any school, the erection of which has been aided under this Act, it shall not be required, as a condition of any scholar being admitted into or continuing in such school, that he shall attend at or abstain from attending any Sunday 1 school or any place of religious worship, or that he shall attend any religious observance or any instruction in religious subjects in the school or elsewhere ; 220 Continuation Schools and Technical Instruction. A.D. 1889. (c.) No religious catechism or religious formulary, which is distinctive of any particular denomination, shall be taught at any school aided out of the local rate, to a scholar attending only for the purposes of technical or manual instruction under this Act, and the times for prayer or religious worship, or for any lessons or series of lessons on a religious subject, shall be conveniently arranged for the purpose of allowing the withdrawal of such scholar therefrom ; (d.) A local authority may, on the request of the school board for its district or any part of its district, or of any other managers of a school or institution within its district for the time being in receipt of aid from the Department of Science and Art, make out of any local rate raised in pursuance of this Act, to such extent as may be reasonably sufficient, having regard to the requirements of the district, but subject to the conditions and restrictions contained in this section, provision in aid of the technical and manual instruction for the time being supplied in schools or insti- tutions within its district, and shall distribute the provision so made in proportion to the nature and amount of efficient "technical or manual instruction supplied by those schools or institutions respectively ; (e.) Where such other managers of a school or institution receive aid from a local authority in pursuance of this section, the local authority shall, for the purposes of this Act, be represented on the governing body of the school or institution in such proportion as will, as nearly as may be, correspond to the proportion which the aid given by the local authority bears to the contribution made from all sources other than the local rate and money provided by Parliament to the cost of the technical or manual instruction given in the school or institution aided ; (/.) If any question arises as to the sufficiency of the provision made under this section, or as to the qualification of any school or institution to participate in any such provision, or as to the amount to be allotted to each school or insti- tution, or as to the extent to which, or mode in which, the APPENDIX L] Technical Instruction Act, 1889. 221 local authority is to be represented on the governing body A.D. 1889. of any such school or institution, the question shall be determined by the Department of Science and Art : Provided that no such provision out of any rate raised in pursuance of this Act, shall be made in aid of technical or manual instruction in any school conducted for private profit ; and (g.) The amount of the rate to be raised in any one year by a local authority for the purposes of this Act shall not exceed the sum of one penny in the pound. (2.) A local authority may for the purposes of this Act appoint a committee consisting either wholly or partly of members of the local authority, and may delegate to any such committee any powers exercisable by the authority under this Act, except the power of raising a rate or borrowing money. (3.) Nothing in this Act shall be construed so as to interfere with any existing powers of school boards with respect to the provision of technical and manual instruction. 2. It shall be competent for any school board or local provision for authority, should they think fit, to institute an entrance examination, examination for persons desirous of attending technical schools or classes under their management or to which they contribute. 3. The conditions on which parliamentary grants may be parliamentary made in aid of technical or manual instruction shall be those teJjJfcS in d contained in the minutes of the Department of Science and struction - Art in force for the time being. 4. (1.) For the purposes of this Act the expression "local Provisions authority" shall mean the council of any county or borough, and authorities, any urban sanitary authority within the meaning of the Public Health Acts. (2.) The local rate for the purposes of this Act shall be (a.) In the case of a county council, the county fund ; (b.) In the case of a borough council, the borough fund or borough rate ; 222 Continuation Schools and Technical Instruction. JLD. 1889. 51 & 52 Viet, c. 41. 45 & 46 Viet. c. 50. Audit of accounts of aided schools. Audit of accounts of urban sanitary authority. Application of the Act to Ireland. 41 & 42 Viet, c. 52. (c.) In the case of an urban sanitary authority not being a borough council, the district fund and general district rate, or other fund or rate applicable to the general purposes of the Public Health Acts ; (3.) A county council may charge any expenses incurred by them under this Act on any part of their county for the require- ments of which such expenses have been incurred. (4.) A local authority may borrow for the purposes of this Act (a.) In the case of a county council, in manner provided by the Local Government Act, 1888 : (6.) In the case of a borough council, as if the purposes of this Act were purposes for which they are authorised by section one hundred and six of the Municipal Corporations Act, 1882, to borrow : (c.) In the case of an urban sanitary authority not being a borough council, as if the purposes of this Act were pur- poses for which they are authorised to borrow under the Public Health Acts. 5. Where the managers of a school or institution receive aid from a local authority in pursuance of this Act, they shall render to the local authority such accounts relating to the application of the money granted in aid, and those accounts shall be verified and audited in such manner as the local authority may require, and the managers shall be personally liable to refund to the local authority any money granted under this Act, and not shown to be properly applied for the purposes for which it was granted. 6. The accounts of the receipts and expenditure of an urban sanitary authority under this Act shall be audited in like manner and with the like incidents and consequences, as the accounts of their receipts and expenditure under the Public Health Act, 1875. 7. In the application of this Act to Ireland (1.) The expression "local authority" shall mean the urban or rural sanitary authority, as the case may be, within the meaning of the Public Health (Ireland) Act, 1878. (2.) The local rate for the purposes of this Act shall be APPKNDIX i.] Technical Instruction Act, 1889. 223 (a.) in the case of an urban sanitary authority, the rate or A.D. 1889. fund applicable to the expenses incurred or payable by such authority in the execution of the Public Health (Ireland) Act, 1878, under the provisions of the said Act ; (b.) in the case of a rural sanitary authority, the rate or rates out of which special expenses incurred in respect of any contributory place or places are payable under the provisions of the said Act. (3.) A local authority may borrow for the purposes of this Act as if the purposes of this Act were purposes for which the sanitary authority are authorised to borrow under the Public Health (Ireland) Act, 1878. (4.) Any reference to the Public Health Act, 1875, shall be construed as a reference to the Public Health (Ireland) Act, 1878. 8. In this Act - Meaning of The expression "technical instruction "shall mean instruction and in the principles of science and art applicable to industries, mstr and in the application of special branches of science and art to specific industries or employments. It shall not include teaching the practice of any trade or industry or employ- ment, but, save as aforesaid, shall include instruction in the branches of science and art with respect to which grants are for the time being made by the Department of Science and Art, and any other form of instruction (including modern languages and commercial and agricultural subjects), which may for the time being be sanctioned by that Department by a minute laid before Parliament and made on the representation of a local authority that such a form of instruction is required by the circumstances of its district. The expression " manual instruction " shall mean instruction in the use of tools, processes of agriculture, and modelling in clay, wood, or other material. 9. This Act shall not extend to Scotland. Extent of Act. 1 0. This Act may be cited as the Technical Instruction Act, short title 1889. LOCAL TAXATION (CUSTOMS AND EXCISE) ACT, 1890. A.D.1890. An Act for the Distribution and application of certain Duties of Customs and Excise : and for other purposes connected therewith. [18th August, 1890.] WHEREAS certain local taxation (customs and excise) duties have by an Act of the present session been directed to be paid to the same local taxation accounts as the local taxation probate duty, and it is expedient to provide for the distribution and application of the duties so paid : Be it therefore enacted by the Queen's most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parlia- ment assembled, and by the authority of the same, as follows : Application of 1. (1.) Out of the English share of the local taxation of customs and (customs and excise) duties paid to the local taxation account excise duties. on account of any financial year (a) The sum of three hundred thousand pounds shall be applied for such purposes of police superannuation in England as herein-after mentioned ; (6) The residue shall, unless Parliament otherwise deter- mines, be distributed between county and county borough funds, and carried to the Exchequer contribution accounts of those funds respectively, and applied under the Local Government Act, 1888, as if it were part of the English share of the local taxation probate duty, and shall be the subject of an adjustment between counties and county boroughs, according to section thirty-two of the said Act, by the Commissioners under that Act. APPENDIX i] Local Taxation Act, 1890. 225 (2.) The council of any such county or county borough may ^ Dt 1890. contribute any sum received by such council in respect of the residue under this section, or any part of that sum, for the purposes of technical education within the meaning of the Technical Instruction Act, 1889, and may make that contribu- tion over and above any sum that may be raised by rate under that Act. (3.) A county council may make any such contribution by giving the amount of the contribution or any part of that amount to any town council or other urban sanitary authority in their county for the purpose of the same being applied by 52 & ^ 3 Viet Such council or authority under the Technical Instruction Act f 1889, over and above any sum which can be raised under that Act by rate by such council or authority. (4.) The council for any county to which the Welsh Inter- 52&53Vict. mediate Education Act, 1889, applies may contribute any sum c> 40> received by such council under this section in respect of the said residue or any part of that sum towards intermediate and technical education under that Act, in addition to the amount which the council can under that Act contribute for such education. 2. Out of the Scotch share of the local taxation (customs and Application of N Scotch share of excise) duties paid to the local taxation (Scotland) account on customs and 7 r ' excise duties. account of any financial year (i.) The sum of forty thousand pounds shall be applied for such purposes of police superannuation in Scotland as herein-after mentioned ; (ii.) A sum not exceeding forty thousand pounds shall be applied in relief from the payment of school fees in the State-aided schools in Scotland of children in the compul- sory standards of the Scotch code, and shall be distributed in such manner and in accordance with such conditions as may be set forth for the present financial year in a minute of the Scotch Education Department to be forthwith laid before Parliament, and in every year subsequent to the present year in the Scotch Education Code annually submitted to Parliament \ and 16 226 Continuation Schools and Technical Instruction. A.D. 1890. 53 & 54 Viet. C14. 80 & 31 Viet. c. 101. 52 & 53 Viet. c. 30. 50 & 51 Viet. c.64. Application of Irish share of customs and excise duties. (iii.) The residue shall, until Parliament otherwise determines, be diminished by any charge, or increased by any credit, pursuant to the provisions of the Contagious Diseases (Animals) (Pleuro Pneumonia) Act, 1890, and distributed by the Secretary for Scotland (a.) to the amount of fifteen thousand pounds as a con- tribution to the cost of medical officers and sanitary inspectors appointed under the Public Health (Scotland) Act, 1867, or under the Local Govern- ment (Scotland) Act, 1889, as the case may be, in such manner and according to such scale and regula tions as may be prescribed by the Secretary for Scot- land; (b.) and, subject as aforesaid, among the county councils of counties and town councils acting as such or as police commissioners of burghs, and police com- missioners of police burghs, in Scotland, in proportion to the respective valuations of such counties and burghs and police burghs as such valuations shall be ascertained by the Secretary for Scotland at the date of such distribution, the share falling to such councils and commissioners respectively to be applied to the relief of local rates levied by them respectively, in such manner as they may determine. Provided nevertheless that the council of any such county or burgh and the Commissioners of any such police burgh may contribute any sum received by such council or commissioners (as the case may be) in respect of the said residue or any part of that sum for the purpose of technical education within the meaning of the Technical Schools (Scotland) Act, 1887, and may make that contribution over and above any sum that may be paid out of any school fund under that Act whether or not any such sum has been paid out of such fund. 3. (1.) The Irish share of the local taxation (customs and excise) duties paid to the local taxation (Ireland) account on account of any financial year shall be applied as follows, that is to say, out of such share APPENDIX i.] Local Taxation Act, 1890. 227 (i.) The sum of seventy-eight thousand pounds shall be paid A.D. 1890. to the Commissioners of Education, and shall be distri- buted by them as nearly as possible in proportion to the average number of pupils daily attending the several national schools in Ireland in aid of which salaries or any other money payments are paid by the said Commissioners, estimated according to the rules and regulations of the said Commissioners foj the time being in force, and such distribution shall be made according to rules to be framed by the said Commissioners with the consent of the Treasury and the amounts (a.) in the case of every national school in a union which is not a contributory union, shall be paid for the benefit of the schools which are not model schools as an addition to the local contributions to or in respect of such schools within the financial year fixed by the last-mentioned rules ; and (6.) in the case of every national school in a union which is a contributory union, shall be paid to the guardians of such union, provided that no such payment shall be made to the guardians of any contributory union in excess of the amount paid by them within the finan- cial year fixed as aforesaid, pursuant to the provisions of the National School Teachers (Ireland) Act, 1875, 38&39Vict out of the poor rate ; c . 95. (c.) all sums so paid to the guardians of a contributory union shall be applied in aid of the poor rate ; and (d.) any sums not paid to the guardians of a contri- butory union by reason of the proviso restricting the amount of payment herein-before contained shall be paid for the benefit of the national schools in the union which are not model schools in the manner herein-before mentioned. (ii.) The residue of such share shall, unless Parliament otherwise determines, be paid to the Intermediate Educa- tion Board for Ireland, and be distributed and applied by 228 Continuation Schools and Technical Instruction. A.D. 1890. them amongst schools to which the provisions of the Intermediate Education (Ireland) Act, 1878. apply for 41 & 42 Viet. both or either of the purposes following, but for no other c - 66> purposes, namely : (a) for the payment to managers of schools complying with the conditions prescribed under the said Act, of fees dependent on the results of public examinations of students ; and (b) for the payment of prizes and exhibitions, and the giving of certificates to students, according to a scheme to be settled by the said Board with the approval of the Lord Lieutenant and the Treasury. (2.) Expressions which have meanings assigned to them by the National School Teachers (Ireland) Act, 1875, shall have the same meanings respectively in this section. Distribution of 4 n \ Q u t O f the annual sum applicable under this Act sums for police v ' P^ ce superannuation in England one hundred and fifty Scotland. thousand pounds shall be paid to the receiver for the Metropoli- tan police district, and applied in aid of the police superannua- tion fund for the Metropolitan police force. (2.) The remaining half of the said annual sum shall be dis- tributed among the police authorities of the other police forces in England other than the police force of the city of London, and the annual sum of forty thousand pounds applicable for police superannuation in Scotland shall be distributed among the police authorities of police forces in Scotland ; and the amounts to be so distributed shall be distributed and applied towards the superannuation of the police forces in such manner and in accordance with such conditions and regulations as may be provided by or in pursuance of any Act hereafter passed, and until so distributed and applied shall remain to the credit of the local taxation accounts. Distribution of 5. All sums paid in respect of the local taxation (customs (custom^and and excise) duties to any local taxation accounts mentioned in 5?& S 52 v u ict! 8 ' section twenty-one of the Local Government Act, 1888, in section twenty-one of the Local Government (Scotland) Act, APPENDIX i.j Local Taxation Act, 1890. 229 1889, or in the Probate Duties (Scotland and Ireland) Act, ' ' 1888, shall be paid and distributed by the like central authority 5 j ^ ' as in the case of the local taxation probate duty, and the c. GO. enactments relating to such distribution shall, subject to the express provisions of this Act, apply accordingly ; the said accounts are in this Act referred to by the names given them in the said Acts. 6. In this Act, unless the context otherwise requires : Definitions. The expressions "burgh," "police burgh," and "police com- missioners," have respectively the same meaning as in the Local Government (Scotland) Act, 1889. The expression "local taxation probate duty" means the moiety of probate duties which under section twenty-one of the Local Government Act, 1888, and section twenty- one of the Local Government (Scotland) Act, 1889, and si & 52 Viet, section two of the probate Duties (Scotland and Ireland) c - 60< Act, 1888, is directed to be paid to the several local taxation accounts in England, Scotland, and Ireland respectively. The expression "central authority" means, as respects England, the Local Government Board; as respects Scotland, the Secretary for Scotland; and as respects Ireland, the Lord Lieutenant. 7. This act may be cited as the Local Taxation (Customs Short title. and Excise) Act, 1890. EDUCATION CODE (1890) ACT, 1890. An Act for the purpose of making operative certain articles in the Education Code, 1890. [25th July, 1890.] BE it enacted by the Queen's most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows : ELEMENTARY EDUCATION NOT TO BE CONDITION OF GRANT TO EVENING SCHOOLS 1. It shall not be required as a condition of a parliamentary grant to an evening school that elementary education shall be the principal part of the education there given, and so much of the definition of the term " elementary school " in section three of the Element iry Education Act, 1870, as requires that eleman tary education shall be the principal part of the education given in an elementary school shall not apply to evening schools. PROVISIONS AS TO SPECIAL GRANTS TO SCHOOLS. 2. (1.) Where the population of the school district in which a public elementary school is situate, or the population within two miles, measured according to the nearest road from the school, is less than five hundred, and there is no other public elementary school recognised by the Education Depart- ment as available for the children of that district, or that population (as the case may be), a special parliamentary grant may be made annually to that school to the amount of 10. APPENDIX i.] Education Code Act, 1890. 231 (2.) The said special grant shall be in addition to the ordinary annual parliamentary grant, and in addition to any special parliamentary grant made under section 19 of the Elementary Education Act, 1876, and shall not be included in the calculation of the ordinary annual parliamentary grant for the purpose of determining whether it does or does not exceed any maximum fixed by law. (3.) Provided that no school shall be entitled to receive a special grant under this section unless it satisfies the condi- tions contained in the minutes of the Education Department in force for the time being with regard to special grants under this section. I TECHNICAL INSTRUCTION ACT, 1891. A.D.L891. Explanation of powers of local authority as to technical instruction 52 & 53 Viet, c. 76. Application of balances. 53 & 54 Viet. An Act to amend the law relating to Technical Instruction. [26th March, 1891.] BE it enacted by the Queen's most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows : 1. (1.) Subject to the conditions and restrictions contained in the Technical Instruction Act, 1889, a local authority may (a.) Make such provision in aid of the technical or manual instruction for the time being supplied in a school or institu- tion outside its district as may, in the opinion of the authority, be necessary for the requirements of the district in cases where similar provision cannot be so advantageously made by aiding a school or institution within its district ; and (b.) Provide or assist in providing scholarships for or pay or assist in paying the fees of students ordinarily resident in the district of the local authority at schools or institutions within or outside that district. (2.) In distributing the provision made in aid of technical or manual instruction, the local authority may consider all the cir- cumstances of the case, and shall not be bound to distribute the provision so made exclusively in proportion to the nature and amount of efficient technical or manual instruction supplied by those schools or institutions respectively. 2. Any moneys received by a county council under sub- section (1) (b) of section one of the Local Taxation (Customs and Excise) Act, 1890, and directed by resolution of the county council to be appropriated or to be set aside for the purposes of APPENDIX i.] Technical Instruction A ct, 1891. 233 technical or manual instruction, shall, although not expended or A - D - 1891 specifically contributed or allotted in whole or in part before the end of the financial year, remain applicable for such purposes, and shall not be applied in manner provided by sub-eection (2) and the following sub-sections of section twenty-three of the Local Government Act, 1888, until the county council shall have made 51 & 52 vict. an order for such application. Where a council shall have referred to a committee the question of appropriating to purposes of technical or manual instruction any sum consisting of the whole or any part of such moneys, this section, unless and until the council otherwise direct, shall, until the committee shall have made their report and the council shall have arrived at a decision thereon or the appointment of the committee shall have been rescinded, apply to such sum as if the same had been directed by the council to be appropriated to such purposes. 3. The expression "technical education" in section one of the Construction Local Taxation (Customs and Excise) Act, 1890, shall be deemed c. eo. s. i. to include both technical and manual instruction within the meaning of the Technical Instruction Acts, 1889 and 1891. 4. This Act may be cited as the Technical Instruction Act, short title and 1891, and shall be construed as one with the Technical 00 Instruction Act, 1889, and this Act and the Technical Instruction Act, 1889, may be cited together as the Technical Instruction Acts, 1889 and 1891. A.D. 1891. Transfer of school for science and art or literary or scientific institution to local authority. 17 & 18 Viet. c. 112. 52 & 53 Viet. c. 76. 33 & 34 Viet. c. 75. SCHOOLS FOR SCIENCE AND ART ACT, 1891. Short title. An Act to facilitate the transfer of Schools for Science and Art to Local Authorities. [5th August, 1891.] BE it enacted by the Queen's most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows : 1. (1.) The managers of any school for science and art, or for science, or for art, or of any institution to which the Literary and Scientific Institutions Act, 1854, applies, may make an arrangement with any local authority within the meaning of the Technical Instruction Act, 1889, for transferring the school or institution to that authority, and the local authority may assent to any such arrangement and give effect thereto, subject to the provisions of that Act. (2.) The provisions of section twenty-three of the Elementary Education Act, 1870, with respect to arrangements for the transfer of schools shall apply in the case of arrangements for the transfer of schools or institutions in pursuance of this section, with this modification, that for the purposes of transfers to a local authority references to the school board shall be construed as references to the local authority and references to the Education Department as references to the Department of Science and Art, and references to a school shall, in the case of an institution not being a school, be construed as references to the institution. (3.) In this section the expression "managers" includes all persons who have the management of any school or institution, whether the legal interest in the site and buildings of the school or institution is or is not vested in them. 2. This Act may be cited as the Schools for Science and Art Act, 1891. TECHNICAL SCHOOLS (SCOTLAND) ACT, 1887. An Act to facilitate the establishment of Technical A - D Schools in Scotland. [16th September, 1887.] BE it enacted by the Queen's most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows : 1 . This Act may be cited as the Technical Schools (Scotland) Act, 1887, and shall in so far as consistent with the tenor thereof be construed as one with the Education (Scotland) Acts, 1872 to 1883. 2. This Act shall commence to have effect in each parish Commencement and extent of and burgh m Scotland from and after the next ensuing trien- Act. nial election of a school board therein respectively, and shall apply to Scotland only. 3. (1.) A school board may pass a resolution that it is Power for school v ^ A board to provide expedient to provide a technical school for its district, and technical school. thereupon may, subject to the provisions of this Act, provide such a school accordingly, and pay the expenses of providing and maintaining the school, including the expense, if any, of providing tools, apparatus, and drawing and other materials, in so far as the same remain the property of the school board, out of the school fund. The subjects to be taught in the school shall be such as may from time to time be approved of by the Scotch Education Department. The school board shall fix the school fees to be paid for attendance at each technical school under their management, and such fees shall be paid to the treasurer of the board, and a separate account shall be kept of the amount of the fees derived from such school, and it shall be lawful for the school board, if they see fit, to pay to the teachers of a technical school the fees derived from such school, and to divide the 236 Continuation Schools and Technical Instruction. A.D. 1887. same among them as the school board shall determine. Any deficiency which may exist on the technical school account shall be payable out of the school fund provided under the Education (Scotland) Acts, 1872 to 1883. (2.) If the resolution is not confirmed as herein-after men- tioned, it shall not be carried into effect, and shall not be again proposed until the expiration of not less than twelve months. Provision for SSfiution^ith 4. A resolution of a school board, as in the last section esSwfsifmentof mentioned > shall be of no effect unless and until school. (1.) It is confirmed at a subsequent meeting of the school board held after the resolution has been published in the pre- scribed manner, and after the expiration of the prescribed time, being not earlier than one month after the first publication of such resolution ; and (2.) It is confirmed by the Scotch Education Department by a Minute or Order. Conditions 5. (1.) Every school provided under this Act if it claim a schools are to be grant from the Department of Science and Art shall, with respect to any subject for which such grant is claimed, be con- ducted in accordance with the conditions specified in the Minutes of the Department of Science and Art in force for the time being, and required to be fulfilled by such a school in order to obtain a grant from that Department. (2.) Those conditions shall, amongst other things, provide that a grant shall not be made by the Department of Science and Art in respect of a scholar admitted to the school unless or until he has obtained such a certificate from the Scotch Educa- tion Department, as is herein-after mentioned. (3.) A Minute of the Department of Science and Art not in force at the passing of this Act shall not be deemed to be in force for the purposes of this Act until it has lain for not less than one month during one session on the Table of both Houses of Parliament. x L] Technical Schools (Scotland) Act, 1887. 237 6. Every school provided under this Act shall, in respect to A.D. 1887. all subjects other than those for which a grant is claimed from school for sub- the Science and Art Department, be conducted in accordance with the conditions which may from time to time be set forth in fo^be conducted the Scotch Education Code annually laid before Parliament under godeT Sc the heading " Technical Schools." 7. (1.) Every school board providing a technical school shall, subject to the provisions of this Act, maintain and keep ^ C 8 a p r ^j h tech . efficient the school so provided. nical schools. (2.) For the purpose of providing any such school, a school board shall have the same powers, but subject to the same con- ditions, as a school board has for providing sufficient school accommodation for its district. (3.) For the purpose of maintaining any such school, a school board shall have the same powers, but subject to the same conditions, as a school board has in regard to the main- tenance of a higher class public school under section eighteen of the Education (Scotland) Act, 1878. (4.) A school board may, with the consent of the Scotch Education Department, use for the purposes of a technical school any buildings, or part of any buildings, vested therein for the purposes of the Education (Scotland) Acts, 1872 to 1883, and a school board or combination of school boards may, with the consent of the Scotch Education Department, use for the purposes of the Education (Scotland) Acts, 1872 to 1883, any buildings, or part of any buildings, authorised by this Act. (5.) A school board may, with the consent of the Scotch Education Department, spread the payment of the expense of providing a technical school over a number of years, not exceeding thirty-five years, unless with the sanction of the Treasury, and in any case not exceeding fifty, and may borrow money for that purpose ; and for the purpose of such borrowing, section forty-five of the Education (Scotland) Act, 1872, shall be held to apply to the loan, and such provision shall be deemed to be a work for which a school board is authorised to 238 Continuation Schools and Technical Instruction. A.D. 1887. borrow, and the Public Works Loan Commissioners are authorised to lend, within the meaning of the ninth section and the First Schedule of the Public Works Loans Act, 1875. (6.) Where a school board has provided any such school, it may discontinue the school or change the site thereof, if it satisfies the Scotch Education Department that the school to be discontinued is unnecessary, or that the change of site is expedient. Soon oard8to ^' ^^ * wo or more school boards may resolve to combine cTschoof Cl ni tg e ^ er f r the purpose of providing and maintaining a techni- cal school under this Act common to the districts of such school boards, provided that no such resolution shall have any effect unless and until it has been published and confirmed in manner herein-before provided ; and if such resolution is con- firmed as aforesaid, the same provisions shall have effect as in the case of a resolution to provide a technical school, and if the resolution is carried into effect the expenses of providing or maintaining the school, and the sum necessary to meet any deficiency on the technical school account, shall be paid out of the school funds of the combining school boards in terms of the said resolution. P 1 " 0118 f sections thirty-eight and thirty-nine of cai schools, &c. the Education (Scotland) Act, 1872, with respect to the trans- ference of schools in pursuance of those sections, shall apply to technical schools now existing, or which may hereafter exist, in the same manner as they now apply to the schools which may presently be transferred in pursuance of those sections. scholars 1 Q No scholar shall be admitted to a technical school unless admissible to technical or until he has obtained a certificate under section seventy- three of the Education (Scotland) Act, 1872, as amended by section seven of the Education (Scotland) Act, 1883, or an examination equivalent thereto. Technical 11. A technical school provided and maintained under this public 8 d Eff^ct Act shall be deemed to be a public school, but attendance ace ' thereat shall not be reckoned as attendance for the purpose of any grant from moneys voted by Parliament under the Educa- tion (Scotland) Acts, 1872 to 1883. APPENDIX i.] Technical Schools (Scotland) Act, 1887. 239 A.D. 1887. 12. In this Act Definiti^a The expression " technical school " means a school or depart- ment of a school in which technical instruction is given, and school board shall include combination of school boards. The expression " technical instruction " means instruction in subjects approved by the Scotch Education Department, and in the branches of Science and Art with respect to which grants are for the time being made by the Department of Science and Art, or in any other subject which may for the time being be sanctioned by that Department. The expression " prescribed " means prescribed by the Scotch Education Department TECHNICAL INSTRUCTION AMENDMENT (SCOTLAND) ACT, 1892. c. CO. s, 2. A.IXJ892. An Act to explain and amend the Local Taxation (Customs and Excise) Act, 1890, with respect to Contributions for Technical Instruction in Scotland. [28th June, 1892. BE it enacted by the Queen's most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows : Powers of local 1 . A local authority making contributions for the purposes authority as to contribution for of technical education in Scotland under the provisions of instruction, section two of the Local Taxation k (Customs and Excise) Act, 53 & 54 Viet. 1890, may do so in any one or more of the following ways; A . , . _, that is to say : (a.) In making provision in aid of technical or manual instruc- tion supplied in schools or institutions within or without its district, provided that if the schools and institutions so ai(ied be without the district they shall be accessible and local authority. convenient to the inhabitants of the district : (b.) In providing, or assisting in providing, scholarships, or bursaries for, or in paying, or assisting in paying, the fees of students ordinarily resident in the district of the local authority at schools or institutions whether within or with- out that district : (c.) In providing, or assisting in providing, school-books and apparatus, and salaries for teachers of technical and manual instruction, either within the district or accessible to the inhabitants thereof : APPENDIXI.] Technical Instruction (Scotland) Act ,1892. 241 (d.) In founding, or assisting in founding, new institutions for A.D. 1392. technical and manual instruction : (e.) In making contributions to the governing bodies or50&5ivict. managers of schools or institutions within the district of the local authority for the promotion of technical educa- tion, or technical and manual instruction, under the Technical Schools (Scotland) Act, 1887, or this Act, subject to such terms or conditions as may be agreed upon between the local authority and any such governing body or managers : Provided always that no money so contri- buted shall be paid in respect of any scholar in a public or state-aided school who has not obtained a certificate under section seventy-three of the Education (Scotland) Act, 1872, as amended by section seven of the Education 35 & soviet. (Scotland) Act, 1 883. J? Vlct - 2. The schools and institutions to which contributions may be made by a local authority under this Act shall include contributions may be made schools and institutions und.er the management of i. A school board ; or ii. A governing body constituted under a scheme approved under the Educational Endowments (Scotland) Act, 1882 ; ^ 46Vict or iii. Any governing body or managers approved of by the Scotch Education Department. 3. Any moneys directed by resolution of a local authority Application i L i f ri /. , i t i f balances. to be appropriated for the purposes of technical or manual instruction shall, although not expended or specifically allotted in whole or in part before the end of the financial year, remain applicable for such purposes, subject to the orders of the local authority. 4. In this Act The expression " local authority " includes the county councils interpretation of counties and town councils acting as such or as police oterms - commissioners of burghs, and police commissioners of police burghs in Scotland : 17 242 Continuation Schools and Technical Instruction. A.D. 1892. Saving. Short title. The expression " technical instruction " means instruction in the principles of science and art applicable to industries, and in the application of special branches of science and art to specific industries or employments. It shall not include teaching the practice of any trade, or industry, or employ- ment, but, save as aforesaid, shall include instruction in the branches of science and art with respect to which grants are for the time being made by the Department of Science and Art, and any other form of instruction (in- cluding modern languages and commercial and agricultural subjects) which may for the time being be sanctioned by that department, or by the Scotch Education Department, by a minute laid before Parliament, and made on the representation of a local authority that such a form of instruction is required by the circumstances of its district : The expression " manual instruction " shall mean instruction in the use of tools, processes of agriculture, and modelling in clay, wood, or other material. 5. Nothing contained in this Act shall prejudice or abridge the powers conferred on local authorities by the Technical Schools (Scotland) Act, 1887, or by the Local Taxation (Customs and Excise) Act, 1890. 6. This Act may be cited as the Technical Instruction Amendment (Scotland) Act, 1892. PART IL PLANS, FITTINGS, SPECIFICATIONS, &c, I. CHEMICAL LABORATORIES. II. COOKERY ROOMS. III. LAUNDRIES. IV. MANUAL INSTRUCTION ROOMS. APPENDIX n.] Plans, Fittings, Specifications, <&c. 245 LABORATORIES PRACTICAL CHEMISTRY, The following is the ground plan of a Chemical Laboratory for forty- eight pupils : PLAN or LABORATORY o 5 10 i5 20 or 246 Continuation Schools and Technical Instruction. CHEMICAL LABORATORY. BENCHES, &C. On the opposite page are given drawings of a section and eleva- tion of Benches, The section shows the internal drainage of the benches, by which fluids are conveyed from the basins to the V shaped trough running through entire length of bench, the trough being made of wood lined with lead. The following is a brief Specification of the benches and fittings for a Laboratory to accommodate forty-eight pupils : SPECIFICATION. Two Laboratory Benches, each 42ft. by 4ft. 6in., as per detail. All exposed timber to be selected pitch-pine, three times varnished ; all inside woodwork to be spruce. The benches to be fully fitted with gas and water, brass hinges and locks to cupboards and drawers, and brass drawer pulls, Doulton's earthenware bowls, and to include all drainage. Fume Closets, with pitch-pine framing, sliding sashes, three times varnished, and fitted with gas and water and galvanised fume pipe complete. One range of Shelves fixed between fume closets, as per drawing, pitch-pine, and varnished. Estimated cost 160, or 3 6s. 8d. per pupil accommodated, APPENDIX IL] Plans, Fittings, Specifications, &e. 247 SECTION THROUGH &EJSCH ^ 248 Continuation Schools and Technical Instruction. CHEMICAL LABORATORY. In order to further illustrate the arrangement of the Laboratory Ifappend two views of the interior, one from each end. The height of the room should be at least fifteen feet clear. INTERIOR OF CHEMICAL LABORATORY, SHOWING TEACHER'S TABLE AND BLACK- BOARD AT END. INTERIOR OF CHEMICAL LABORATORY, SHOWING CUPBOARDS, &c., AT END OF ROOM OPPOSITE TO THE TEACHER'S TABLE. APPENDIX IL] Plans, Fittings, Specifications, &c. 249 COOKERY ROOMS AND FURNITURE, &c. The following plan shows arrangement of a room for practical cookery : PLAN of COOKERY ROOM .*-. I I II ' t I 1 1 I 1 OF Ft6.T 250 Continuation Schools and Technical Instruction. COOKERY ROOMS, FITTINGS, &c. The following are front and back views of the cookery chest referred to on page 25 of Manual. The chest is shown open, ready for use as a table : COOKERY CHEST FRONT VIEW. __ COOKERY CHEST BACK VIEW. APPENDIX ii.] Plans, Fittings, Specifications, 251 COOKERY ROOMS. FITTINGS, (fee. GAS STOVES. The following illustration shows a No. 10 Davis Gas Cooker : If permanently fixed, the stove should stand on a stone flag on I the schoolroom floor, but it will be found convenient to^have the stove moveable, and it may then conveniently stand on small wooden plat- form with rollers underneath. The platform should be [cased on upper side with sheet iron. An iron gas pipe should connect stove with gas main, the pipe to pass through a small trap door inlfloor of room. India-rubber pipe connections are objectionable and dangerous. Cost of stove, 7 15s. 6d. ; or it may generally be hired from gas committee for a few shillings per quarter 252 Continuation Schools and Technical Instruction. LAUNDRIES. The appended plan shows a room arranged for laundry work. The same room may also easily be utilised for Cookery. APPENDIX n.] Plans, Fittings, Specifications, &c. 253 LAUNDRIES. The next illustration shows a portion of the interior of a School Laundry, and gives the zinc-lined trough at end used for holding the bowls used for washing. INTERIOR OF LAUNDRY. It may very often be necessary to convert a room in the basement of a school to serve the purposes of a laundry. On the next page I give an illustration of a room obtained by the conversion of a portion of basement covered playground. A section of the trough, already referred to, is added. 254 Continuation Schools and Technical Instruction. LAUNDRIES. SHOWING LAUNDRY IN BASEMENT OF A SCHOOL. o.T~iorM THROUGH TROUGH v. ****3L& APPENDIX ii.] Plans, Fittings, Specifications, &c. 255 MANUAL INSTRUCTION ROOMS. WOODWORK. The following is a conveniently-arranged room for ten pupils. Larger rooms, which may be more economically worked, can be arranged on the same lines : Sc/Kv. C L MANUAL TRAINING ROOM FOB TEN PUPILS. EXPLANATION OF FITTINGS AND ARRANGEMENT OF ROOM, &c. A. Manual training room. B. Lobby. Numbers on Plan relating to following : A. 1. Cupboard for tools with drawers underneath. 2. Saw benches ; two in number. 3. Benches for pupils. 4. Chopping block. 5. Boring bench. 6. Glue pot. 7. Grindstone. B 8. Wood store. 9. Cap rack. Size of room A 30ft. by 15ft. Scale, fcin, to 1ft. 256 Continuation Schools and Technical Instruction. MANUAL INSTRUCTION ROOM. BENCHES, &C. The following is a sketch of serviceable bench : i XZ I ., . HKS I s 1 1 1 7 J P v/v / s SCALE OF Fe ET. SPECIFICATION OF BENCH AS PER SKETCH. Dimensions 5ft. x 2ft. Tin. x 2ft, Top: To be of American birch, 5ft. long, llin. wide, and Sin. thick, clamped at vice end with a piece of birch SJin. x 2f in. This piece to form fixed jaw of bench vice, and to be mortised and tenoned to the top. The sliding jaw of vice to be of same thickness and material, and to be provided with a German bench screw running between two sliding birch bars, and grooved into the underside of the bench top. The nut of bench screw to be let into the bench top and fixed. The " well board " to be fin. white deal, rebated to underside of bench top, and made up at back with a piece of 2 Jin. x 1 Jin. deal, running full length of bench and nailed to " well board." Framing : To be of white deal, Sin. square, mortised and tenoned together, provided with a Tin. x IJin. stretcher bar, shouldered top and bottom, and projecting 4in. through legs. The projection to be fitted with a birch tightening wedge as shown. Top to be bolted to framing with dog bolts. The cost of such a Bench will be from 1 16s. to 2 each, according to quantity ordered at one time. For list of tools and requisite timber required, see pp. 147-8 of Manual. PART III. "EVENING SCHOOLS." A paper read at The School Board Clerks Conference, held at Liverpool, 12th June, 1889. "SCHOOL BOARDS AND TECHNICAL INSTRUCTION." A paper read at The School Board Clerks Conference, held at Huddersfield, May 20th, 1891. 18 APPENDIX m.] "Evening Schools" 259 EVENING SCHOOLS. A Paper Head at the School Board Clerks' Conference, Liverpool, 12th June, 1889. Mr. C. H. WrATT (Manchester) read the following paper : I pro- pose to lay before you certain conclusions relative to the conduct of evening schools by School Boards, based principally upon my own experience in the work in the district of the Manchester School Board. I will divide my subject broadly under three heads : 1st. The elementary evening school, and how best to extend its work under present conditions, with a few suggestions relative to the removal of difficulties under which this class of school at present labours, and a few comments upon the scheme embodied in "The Elementary Continuation Schools Bill" now before the House of Commons. 2nd. Evening classes where subjects of a more advanced character are taught. I refer to science and art classes, and classes in such subjects as modern languages, with those which come under the name of commercial education. 3rd. I propose to show how the classes for more advanced subjects may be grafted upon the ordinary elementary evening school. (1) We all know that for some years the numbers in attendance at the ordinary elementary evening schools have been on a decline. I find on reference to figures appertaining to our own elementary evening schools in Manchester, and taking the first four weeks in the session, that from 1878, when there were 2,158 pupils in average attendance, there was a steady decline down to 1886, when the num- ber was 1,011. Our experience in Manchester is the experience of the country, for I find, from the annual report of the Committee of Council on Education, that whilst in 1878 there were 48,669 students examined in the night schools, in 1885 this number had decreased to 21,989. During the last two years there appears to have been a slightly better attendance ; for I see by the report of the Education Department for the year ended the 31st of August, 1888, that last year there were examined 27,336 pupils. Turning again to Manches- ter I wish to draw attention to the fact that our figures since 1886 260 Continuation Schools and Technical Instruction. have shown considerable increase. As already stated, the average attendance for the first four weeks of the session of 1886 was 1,011, in 1887 it was 1,599, and in 1888 it was 3,834. Of course if we take the average attendance for the whole of the session, extending over about six months, the figures will not be so high as those for the first four weeks of the period. For the purpose of comparison I will take the average attendance at the Manchester Elementary Board Evening Schools for the whole of each session. The figures are as follows : 1886-7, 22 departments, 650 total average; 1887-8, 16 departments, 1098, total average; 1888-9, 29 departments, 2,797 total average. From these figures it will be seen that in two years our average attendance has increased more than four-fold, whilst the number of departments has only increased by 7 (22 to 29). Whilst the average attendance has thus largely increased, the cost to the rates has remained about the same. The percentage of passes in the three R/s has been : Beading. Writing. Arithmetic. 1886-7 ... 98 ... 80 ... 55 1887-8 ... 98 ... 83 ... 61 1888-9 ... 98 ... 90 ... 67'3 and the amount of grant earned per head has been 1886-7, 9s. 7fd. ; 1887-8, 11s. 6d. ; 1888-9, 12s. 6d. The total amount of grant earned in each of the three years was 1886-7, 248; 1887-8, 563 Ss. (including drawing grant) ; 1888-9, ,1,558 (including drawing grant). I think everyone will admit that these figures are in every way satis- factory, particularly when it is borne in mind that the gross expendi- ture upon our night schools has been altogether upon a more liberal scale than it was formerly. We have paid our teachers better, we have equipped the classes with better books and apparatus, and the evening schools altogether have been managed in a generous way. The results I quote show that this generosity has entailed no increased cost to the Manchester ratepayers, whilst the nett cost to the rates is only a quarter of what it was two years ago. I propose to explain to you briefly the way in which we have brought about this result. In addition to the ordinary Code subjects, we took advantage of the facilities offered by the Science and Art Department for the teaching of drawing to the pupils in attendance at elementary evening schools; and although the grant earned by the drawing was not very large (last year 942 pupils earned APPENDIX in.] " Evening Schools" 261 94 4s. for the whole of our twenty-nine departments), yet the sub- ject itself no doubt proved a very great attraction. The teaching of drawing was confined to the boys ; for the girls we took up cookery. The fact that 625 girls qualified for payment proves that they went into the study of the subject with some earnestness, so far as earnest- ness can be gauged by regular attendance at the classes, for in this subject there is no examination. Last session we also added short- hand for the boys (for this of course we got no grant) ;* and for the elder girls and young women we took up the practical teaching of dressmaking and cutting out. I have a very strong feeling that all pupils in attendance at elementary night schools, particularly in the manufacturing districts, are exceedingly ready to find out any instruc- tion which is not of the soundest and most practical description, and consequently when we took up the teaching of dressmaking we went to several of the leading dressmaking establishments in the city and engaged for our instructors practical dressmakers in the employ of those firms. Although these instructors were hardly as well able to manage classes as ordinary teachers, yet there is no doubt that their thorough practical knowledge of the subject largely compensated for any want of previous experience in teaching. The progress that many girls made in the making of dresses was truly marvellous. I should not have believed it possible had I not, at the end of the session, seen the dresses made in the various classes. Of course I should remark that with regard to this subject our object was not to teach the girls to be dressmakers in the ordinary sense of the word, but rather to put into their hands the power of making garments for themselves no -mean accomplishment, when, for the want of it, T have known a servant to spend 8s. for the material for a dress, and pay in addition 12s. for the making of it. Adverting again to the subject of cookery, I would remark that in like manner we tried to make the teaching of the subject of a thoroughly practical character ; adapting our teaching to the sort of homes that the pupils come from, and in the majority of cases likely always to belong to. The utensils used were of the plainest possible description, and such as are found in an ordinary working man's house. The total equipment of one of our cookery classes in utensils cost something under ,5, excepting, of course, a cookery stove which we hired from the Gas Committee of *' A Grant may now be earned for Shorthand. 262 Continuation Schools and Technical Instruction. the Corporation, and a cupboard in which the utensils are stored. Such, briefly, was our course of instruction. We carefully selected our principal teachers, and we paid them adequately. In addition to the ordinary remuneration, we paid our principal teachers a bonus of Is. for every pupil in attendance (average) above fifty, the average attendance of course being taken for the whole of the session. The classes were constantly supervised, and I firmly believe that this is a most essential point with regard to night school management. Of course the attendance at these elementary night schools is always better at the commencement of the session than it is towards the end. Knowing from experience how great a tendency there is for the num- bers to fall after the Christmas holidays, the Manchester School Board inaugurated a number of tea parties for their elementary evening schools. We had no power, of course, to pay for these parties out of the rates ; consequently we fixed a price for admission, namely, 4d., making a slight addition in the case of friends whom the pupils might like to bring with them. Over 4,000 pupils paid for admission. The expenses were amply covered by the sale of tickets, and I have not the slightest doubt that these gatherings have had a capital effect in keeping up our average attendance. Later on towards the end of the session we made arrangements by which, on a given night, samples of the prizes that we proposed to give should be on view at each night school, and I find on reference to my figures that the night on which these samples were exhibited the attendance went up some- thing like 500, the custom having been in previous years not to give the pupils the choice of their prizes. We also gave certificates to the girls for attending the classes in cookery, and certificates were given to the boys for passing in drawing. Such were the means by which we improved our night schools last session in Manchester. In the case of many students we could better secure their attendance at the elementary evening schools if they were not rigidly obliged to be in- structed in the three R's.* If we had the choice of subjects, and if the Government would divide the grant amongst those subjects, I have not the slightest doubt but that it would be largely for the benefit of the elementary evening schools. I do not see, either, why they should refuse to give us grants for pupils over twenty-one years of age. I believe it is the experience of those who have had the manage- * This change has now been made in the Code. APPENDIX m.] " Evening Schools." 263 ment of Sunday schools that those Sunday schools are most successful where there are good adult classes. Young people are largely imita- tive. We find that the leader of a party of youths can easily affect the attendance of a particular evening school to the extent of twenty or thirty pupils if he desires to do so, and there is no doubt that pupils of thirteen, fourteen, or fifteen will be largely attracted to elementary evening schools if they know that they are attended by those of a more mature age. Consequently we have done in Manches- ter all that we possibly could to encourage the attendance of adults, and although of course we do not receive grants for them, yet I do not think that we have suffered on the whole through our generosity. It seems an absurd rule of the Science and Art Department that they refuse to give the very meagre grant for drawing (2s. per pupil who passes) if that pupil is unable, no matter the cause, to attend subse- quently the examination of H.M. Inspector in the three R's. This rule seems to be exceedingly absurd when we have been told what an important part drawing plays in forming the basis of nearly all tech- nical instruction. It appears almost a grotesque rule when we remember that if the very same pupil, instead of attending an elemen- tary evening school and being satisfactorily taught in the elements of drawing, were to attend a class in science, he would be able to earn from the very same source 2 or more, whilst the Department abso- lutely refuses to pay the very small grant of 2s. if he is more modest in his demands, and joins what will probably be of more practical use to him, namely, an elementary evening school. Without enlarging upon the vexed question of the compulsory attendance of young people at elementary evening schools, I should like briefly to refer to one of the difficulties which presents itself to me relative to the practical working out of any such an enactment, should it ever become law. We know the difficulties encountered by School Boards in carrying out compulsory attendance at school in the case of children of school age ; we know how tenderly the powers have to be applied, and the great care which has constantly to be exercised lest anything like hardship should be experienced by the deserving poor. In the case of a youth over school age, free from the restraints of a day school, and unwilling to attend an evening school, it appears to me that there would be an insuperable difficulty in fining, say, the widowed mother of such a boy. I cannot see how the law could hold 264 Continuation Schools and Technical Instruction. the parent responsible in such a case, and I am afraid that the work- ing of such a law would be impossible. On this account I am glad to see that in "The Elementary Schools Continuation Bill," introduced into the House of Commons by Mr. Samuel Smith, in March of this year (1889), it is not proposed to make attendance at continuation schools compulsory, save in the case of children who " not having passed the exemption standard, elect to continue their education in a continua- tion school instead of a day school." It is proposed that " such children shall remain in the continuation school till they have passed the exemption standard or reached the age of fifteen." I think that for a commencement the age of fifteen is too high \ fourteen is the utmost limit of school attendance, and I think this is quite sufficient. I believe the Bill might be improved in other directions. For instance, a child under thirteen who passes the total exemption standard of the district in which he resides, yet cannot by this Bill wholly leave school, might, I think, at the option of his parents, attend one of these continuation schools, and so be able, if necessary, to be beneficially employed during the day time until he reaches the age of thirteen. It appears also that no provision is made in the Bill for the payment of grants by the Education Department in respect of scholars at a continuation school other than children. This appears to me to be a serious flaw. I think that if these continuation schools are to be a success the Education Department should make grants in respect of all who attend them. I do not see, either, why the number of subjects of instruction or the selection of subjects should be fixed on any hard and fast line. I would much prefer that all reference to these subjects should be omitted in the Bill, and that power should be given to the Department to vary these subjects from time to time as may be found desirable. It appears to me that the framers of the Bill are simply repeating the mistake of the Code in regard to the subjects taught in elementary evening schools. Ample power should be given to adapt the evening schools to the wants of localities. (2.) During the past session (1888-9), we had evening science and art, language, and special classes. The following return shows the subjects that were taken and the number that attended the classes : Science. Biology, 8 ; botany, 21 ; building construction, 41 ; chem- istry, practical and inorganic, 135 ; chemistry, theoretical inorganic, APPENDIX m.] " Evening Schools" 265 165 ; chemistry, practical organic, 36 ; chemistry, theoretical organic, 41 ; geology, 12 ; geometry, 117 ; hygiene, 60; machine construction, 242 ; magnetism and electricity, 160 ; mathematics, 346 ; mechanics, applied, 65; mechanics, theoretical, 22; physiography, 121; physi- ology, 155 ; sound, light and heat, 82 ; steam, 31 ; mechanical engineering, 10. Total, 1,870. Art Classes. Freehand, model, perspective, &c., 928. Language and other Classes. Language, 629 ; book-keeping, 214 ; shorthand, 395 ; writing, 109 ; singing, 355 ; practical joinery, 38 ; arithmetic and English, 96. Total, 1,836. Grand total, 4,634.* In addition to the foregoing, the Board conducted elementary evening classes under the Code, and about 6,000 students entered at these classes, so that during the past winter the experience of the Board has been that in their evening classes they have had over 10,000 students, made up as follows: Science, 1,870; art, 928; language and other classes, 1,836 ; elementary evening schools, 6,000 ; total, 10,634.t Owing to the fact that School Boards are not allowed to spend any portion of the rates on the maintenance of evening classes other than the evening classes conducted under the Code, the Man- chester School Board are under the necessity of showing the Govern- ment auditor, each session, that their evening science and art and language classes are self-supporting. The income is derived from two sources, namely : (1) Science and Art grants received from South Kensington, and (2) fees of pupils. Last session there was a balance to the credit of the Board, after paying all expenses, of 86 4s. Id. When organising the work for last winter the Board decided to largely increase the fee to be paid by students, and although these fees are not much in amount, yet when there is borne in mind the class of pupil for whom the instruction is given, there is no doubt that the fees are as large in amount as could be very well charged ; and in some subjects, such as practical chemistry, where the Board are obliged to charge a fee for the session of 9s., will no doubt be prohibitive to many students belonging to the working classes. If it were not for the very good teachers whose services the Board have been able to secure, the remarkable success of the students in passing the * In 1891-2, the numbers were Science, 2,491 ; Art, 2,375 ; Commercial Schools, 3,053 ; Grand total, 7,919. t In 1891-2, the total of individuals was 15,894, making 31,102 entries. This is not the case now (1892). 266 Continuation Schools and Technical Instruction. examination conducted by the Science and Art Department, and the consequently large grants earned by these science and art classes (last year the grant was over 1,700), it would be practically impossible for the Board to carry on this branch of their work. The fact that the Board is the centre of a very large industrial population also makes it possible for them to conduct these classes on a scale totally impossible for a School Board of a smaller district. For the reason given already, that these science and art and special classes must be self-supporting, it naturally follows that they can only be established where they will be attended by pupils who will be able to pay the fees, and there are many portions of Manchester where it would be impossible to establish any such classes. Time after time the Board have tried in poorer localities to carry on the work, but owing to the Board's inability to subsidise the classes they have not succeeded. The Board have over fifty school buildings, and there is no reason why every one of these buildings should not be a centre for evening school work, not only of the ordinary elementary kind, but in class rooms and other rooms specially built for the purpose there might be established science, &c., classes, and classes in 2nd and 3rd grade art. Owing to the strict economy which has to be practised many of the classes are very inadequately supplied with the necessary apparatus, and although the Science and Art Department give liberal grants to classes for the purchase of apparatus, yet the Board can only afford to spend a minimum amount in this direction. Science and art classes ought to have properly equipped rooms. Many of our art classes are greatly in want of casts, diagrams, drawing-boards, &c., which are absolutely necessary for the efficient carrying on of the classes ; and when we come to the more expensive kinds of science instruction, such as practical chemistry, it is totally impossible to supply the town adequately with chemical laboratories, owing to the expense. We want legislation to enable us to conduct such classes and charge the balance of the necessary cost to the rates. Sir Henry Roscoe's Technical Instruction Bill would do this if it became law.* (3.) Adverting to the third division of my paper, what I should like to see, in connection with evening class work in our own district, is that there may be placed, in every Manchester Board School, J The Government passed the Technical Instruction Act in 1889 after this was written. APPEND^ in.] " 'Evening Schools." 267 centres for evening class work. I should like to see in each of these centres a properly organised evening school at work under the Code, and also classes in science and art conducted in the same premises,, which can be supplied with pupils who have passed through the elementary evening school. I would so order the curriculum that elementary instruction should be given in those subjects which would afterwards be taken by pupils in connection with the Science and Art Department. All who have had the practical management of science and art classes complain that the pupils come to them very badly equipped for the work they are about to undertake, and in the opinion of those who are best able to judge it would certainly be the wisest policy to graft the science and art instruction upon the ordinary elementary evening schools ; thus students having received all the instruction possible from an elementary night school might be passed on to science and art classes conducted in the same building, and this would be particularly useful in the case of art instruction. Owing to the syllabus provided by the Science and Art Department, in March, 1887, instruction in first grade art is- thoroughly efficient in our day and elementary evening schools, but, as already pointed out, it is impossible for any student over twenty- cne years of age and who does not consequently earn grant for i ading, writing, and arithmetic, to earn the small grant which is given by the Science and Art Department for elementary evening instruction in art. Many of such students who, having gone through the course- cf standard instruction in elementary art, could attend classes in second and third grade art ; but owing to the fees which have to be charged in order to make these classes just barely maintainable, at present it is impossible to carry on this work in the poorer portions of the district. In like manner for pupils whose tastes were for science, classes in those subjects should be open to them, and there should in addition, particularly in commercial centres, be conveniently appointed classes in one or more modern languages, book-keeping, &c., and instruction in the details of counting-house and office work. We all know how helpless the boy is who first enters an office. I have known boys who have been in attendance at middle-class schools who could not even write an ordinary business letter, and I see no- reason why the technical details of office work should not be taught in evening classes covering commercial subjects. Although I would utilise the present School Board buildings, I would like, if possible. 268 Continuation Schools and Technical Instruction. to have attached to new schools special rooms for evening-class work. There should be a room for art instruction and a chemical laboratory, and I see no reason why there may not be a general meeting place which might be used as a reading or conversation room. We know that the Royal Commissioners were unanimously of opinion that insufficient encouragement had been given to evening classes, and we had hoped that in forming the New Code, this being one of the un- disputed recommendations of the Royal Commission, it would receive adequate treatment. The population of Manchester, Salford, and district is 780,000. The number in attendance at the evening schools, embracing science and art, technical, commercial, and ordinary subjects, during the last winter was certainly not more than 15,000. The number of young persons between thirteen and eighteen years of age who will be represented in this population, may be taken at 10 per cent, which is 78,000. Surely with adequately equipped schools, conveniently situated and untrammelled and unembarrassed by Acts of Parliament and regulations of the Education Department, a large proportion of this 78,000 might be easily got into these evening schools. I sincerely hope that the time is shortly approaching when all possible difficulties will be removed, and we shall have an opportunity, at all events in our large centres of population, to conduct our evening schools efficiently and well. APPENDIX in.] " School Boards and Technical Instruction!' 26> SCHOOL BOARDS AND TECHNICAL INSTRUCTION. A Paper read at the School Board Clerks' Conference, at Huddersfield r May 20th, 1891. Mr. C. H. WYATT (Manchester) read the following paper : The Technical Instruction Act, 1889, in districts where its provisions have- been adopted by the local authority, makes it possible for the first time for School Boards in England and Wales to apply rate money to- the maintenance of higher instruction in their day and evening schools. The question of technical instruction has of recent years greatly gained in importance, and through the influence of earnest friends of education the Act of 1889 was passed. To the same source we owe the fact that, through an unforeseen circumstance, it was possible last year for the newly-imposed duties on beer and spirits, estimated at 709,00(M in England and 34,OOOZ in Wales, to be placed at the disposal of County Councils. From what we know of the interest which has been taken in this question in the country it is certain that a very large proportion of these moneys will be appli- cable for the purposes of technical instruction, and of course it will be in addition to the money derivable from the rates which may be levied under the Technical Instruction Act. It is exceedingly satisfactory to find the public spirit which prevails upon this question. This is clearly shown by the large number of towns that have adopted the Act, and by the still larger number of local authorities who have resolved to devote the money coming to them under the Local Taxation Act entirely to the promotion of technical instruction. The London County Council appears to provide the exception which proves the rule. The following is a detailed summary of the progress up to April last : (a) Local authorities giving rate-aid to technical education under the Technical Instruction Acts : Aberystwyth Guiseley Rochdale Alfreton Halifax Rotherham Atherton Hindley Salford Banbury Horfield Sheffield Barnsley Keighley Sherborne 270 Continuation Schools and Technical Instruction. Bideford Kidderminster Shipley Billinge Longton Southport Bingley Ludlow Stafford Birkenhead Macclesfield Staly bridge Birmingham Maidstone Stockport Blackburn Manchester Stone Blaenau Festiniog Middlesbrough Totnes Bolton New Mills Wakefield Bridg water Newport (Mon.) Warrington Burnley Northampton Westmoreland (C.C.) Burslem Northwich Widnes Cardiff" Nottingham Worcester Darwen Ossett Wrexham Derby Oswestry Yeovil Eccles Oxford York Total, 60. (b) Table showing the mode of appropriation of the new fund under the Local Taxation Act (1890) by (i) English County Councils (except Monmouth) : [N.B. The expression "All to Technical Education" is only inserted where the Technical Instruction Committee of the Council has definitely resolved to recommend such appropriation. In several other cases there is little or no doubt about the appropriation.] Bedfordshire All to Technical Education Berkshire All to Technical Education Buckinghamshire All to Technical Education Cambridgeshire All to Technical Education Isle of Ely Applications from Schools being received by a Com- mittee Chester ( Co. ) All to Technical Education Cornwall All to Technical Education Cumberland All to Technical Education Derbyshire Applications from Schools being received by a Com- mittee Devonshire All to Technical Education Dorsetshire All to Technical Education Durham ( Co. ) All to Technical Education Essex All to Technical Education Gloucestershire Half to Technical Education Herefordshire 1,000 to Technical Education Hertfordshire All to Technical Education Huntingdonshire All to Technical Education Applications from Schools being received by a Committee APPENDIX m.] "School Boards and Technical Instruction." 271 Lancashire All to Technical Education Leicestershire 300 to Technical Education Lincolnshire : Holland All to Technical Education Kesteven All to Technical Education Lindsey Applications from Schools being received by a Committee Middlesex All to Rates for first year London 140,000 to Rates. Balance unappropriated. Re- commendations of Committee rejected Norfolk All to Technical Education Northamptonshire Applications from Schools being considered by a Committee Do. Peterbro' (Sokeof),.. All to Technical Education Northumberland All to Technical Educati n Nottinghamshire All to Technical Education Oxfordshire Half to Technical Education Rutland 100 to Technical Education Salop All to Technical Education Somersetshire All to Technical Education Southampton (Co.) Applications from Schools being considered by a Committee Staffordshire 7,000 to Technical Education Suffolk (East) All to Technical Education (West) All to Technical Education Surrey Applications being received from Schools by a Committee Sussex (East) ., Applications being received from Schools by a Committee ,, (West) Applications being received from Schools by a Committee Warwickshire All to Technical Education Westmoreland 250 to Technical Education Wiltshire All to Technical Education Worcestershire All to Technical Education Yorkshire (E.R.) All to Technical Education Ditto (N.R.) 2,000 to Technical Education Ditto ( W.R.) All to Technical Education (ii.) Welsh County Councils (including Monmouth). Anglesey All to Intermediate and Technical Education Breconshire Half to Technical Education and half to General Purposes Cardiganshire All to Intermediate Education Carmarthenshire All to Technical Education Carnarvonshire All to Intermediate and Technical Education Denbighshire All to Intermediate Education 272 Continuation Schools and Technical Instruction. Flintshire ..................... All to Intermediate and Technical Education Glamorganshire ............... All to Intermediate and Technical Education Merionethshire ............... All to Intermediate Education Montgomeryshire ............ All to Intermediate and Technical Education Radnorshire .................. Half to Intermediate and Technical Education Pembrokeshire . ,, , information Monmouthshire .............. J SUMMARY OP ENGLISH AND WELSH COUNTY COUNCILS. Committees appropriating all to Technical Education .................. 38 \ part to Technical Education ............... 10 \ Other Committees receiving applications for Aid to Schools ............ 9 9 All to Rates .................................................................... 1 \ Bulk to Rates (balance unappropriated) ................................... 1 / No information ........................... ........ . ............................. 2 Total ............................... 61 (c) County Boroughs appropriating all or part of the Fund to Technical Education. Bath (all) Kingston-on-Hull (all) Birmingham (part) Leeds (all) Blackburn (all) Leicester (all) Bolton (all) Liverpool (all) Brighton (all) Middlesborough (part) Burnley (all) Newcastle-on-Tyne (all) Bury (all) Oldham (all) Canterbury (all) Plymouth (all) *Cardiff (all) Reading (all) Coventry (all) Sheffield (all) Croydon (all) Southampton (all) Derby (all) Swansea (all) Devonport (all) West Bromwich (all) Exeter (all) Wigan (all) Halifax (all) Worcester (part) SUMMARY OF ENGLISH AND WELSH COUNTY BoROUGHS.t Committees appropriating all to Technical Education .................. 26 \ ^ part to Technical Education ................. 4 I Other Committees considering the question ............................................. 7 No steps being taken, or -v No information ............ / .................................................................. Total ......... .......................... . ........................... . ..... 61 * Part to Intermediate and part to Technical Education.. t Since this paper was read at Liverpool, many additional authorities have decided to promote Technical Instruction. APPENDIX m.] " School Boards and Technical Instruction." 273 A useful supplementary Act on the subject of technical instruction (the credit of which I believe is due to Sir Henry Roscoe) has recently been sucessfully piloted through Parliament, and remedies one of the uncertainties of the Act of 1889 by making it clear that scholarships may be provided out of the funds available for technical instruction. School Boards occupy a recognised position under the Act of 1889 provided they are managers of schools receiving aid from the Science and Art Department, and are eligible for assistance by the Town Council or other local authority in the case of instruction in science and art and higher instruction given in the Boards Schools. Con- siderable uncertainty had previously existed as to the power of School Boards to spend money in aid of this instruction, whilst without science and art instruction it was not possible to have higher grade schools. In some districts the Local Government Board auditors have surcharged expenditure by School Boards ; and although in many of our large towns these advanced schools have for many years done very useful and successful work, yet it was always a source of anxiety to cover the extra expenditure incurred, by grants from South Kensing- ton, and by the fees of pupils. This was not only true of science and art instruction in the day schools, but also of schools and classes con- ducted by Boards in these and kindred technical subjects in the evening. So it came about that arrangements were made by which the teachers were paid out of the grants, and other expenditure had to be met by the fees paid for instruction. This was a most undesirable state of affairs, as it meant that successful classes could only be con- ducted in popular subjects where a large number of students could be obtained, and rendered impossible the carrying into the poorer districts of our large towns all kinds of instruction of a highercharacter in con- nection with our evening schools. Although the Technical Instruc- tion Act of 1889 was not a perfect measure, yet there is no doubt that a great deal of practical good has resulted from it since it became law, and a good deal more can probably be accomplished by its assist- ance if local authorities will only adopt its provisions, and if School Boards will generally avail themselves of the opportunities afforded for the extension of technical instruction. The Act adopts the whole of the subjects of instruction embraced in the Directory of Science and Art Department, and upon a representation being made by a Town Council, or local authority, to the Science and Art Department, .additional subjects may be included for assistance under the Act. 19 274 Continuation Schools and Technical Instruction. Several of these representations have already been made to the Department. The additional subjects include such important addi- tions as modern languages, with commercial subjects generally and manual instruction. I do not propose to speak at any length with regard to the application of the Technical Instruction Acts to the higher grade day schools, although there is no doubt that these Acts will make possible the establishment of such schools in towns where they have not previously existed. Where I think the particular value of the Technical Instruction Acts comes in is, that School Boards are now able to make adequate provision for evening instruction in a large number of subjects for which there is a most distinct need in the case of pupils who have not hitherto been able to avail themselves of opportunities that have been offered ; and I think that this subject of technical instruction is particularly interesting to School Boards, because it will largely depend upon the supply of material received from the public elementary schools as to whether or not an adequate return will be made for the expenditure of the great sums of money now available for technical instruction. It seems to me of the highest importance that the School Boards of all our large towns should have properly organised evening schools. Without such a system of evening continuation schools our School Board work would appear to be lamentably imperfect. We have to thank Sir William Hart Dyke for the removal of some of the difficulties connected with our elemen- tary evening schools. The provisions of the Code of 1890, so far as evening schools are concerned, were a move in the right direction, particularly in the removal of the restrictions in the case of pupils who have passed the 5th Standard. I refer to the absurd rule which formerly rendered it necessary for all pupils in evening schools to be presented over and over again in the dreary requirements of reading, writing, and arithmetic. One of the greatest disadvantages with which ordinary night schools have had to cope has been the fact that the pupils found that the work done in the night schools was a weary repetition of what they had previously experienced during their school life. Although the condition of evening schools has been consider- ably improved by the alterations in the Code, I think that the Educa- tion Department might still be bolder in their reforms, and what I should like to see would be that the requirements of the Code affecting evening schools may be entirely re-cast, and a greater amount of APPENDIX in.] " School Boards and Technical Instruction." 275 elasticity allowed in the management of these schools. I do not wish to be thought too revolutionary, but I think it would be to the advantage of evening schools if payments by results could be entirely abolished so far as they are concerned, and the grant, which I should like to see much more liberal, depend not on the individual passes at a hurried examination held at the fag end of the session, but upon H.M. Inspector being satisfied (a) that an adequate staff is employed, (b) that the school is properly supplied with books and apparatus, and (c) that the scheme of instruction set forth in the time-table is intelligible and suitable for the pupils concerned. We want greater freedom in the management of our evening schools. In a word, I would have no such examinations as we have now. I know how distasteful these examinations are to the pupils. I think that a far greater amount of good would be done by a series of visits paid by H.M. Inspector during the session than by the present mode of testing the educational attainments of the pupils. These visits would enable H.M. Inspectors to foster the best interests of the night schools by advice and counsel. I should like to acknowledge here the warm interest taken by H.M. Inspectors in the night schools in all parts of the country. I hope that the next Code will see some important changes in this direction. In connection with the administration of money under the Technical Instruction Act in evening schools I may, perhaps, best illustrate my views by a brief account of what we are attempting to do in Man- chester. Last year the City Council gave to the School Board the sum of 1,000* under the Technical Instruction Act, and the assistance so given enabled the Board to geographically distribute their schools, and to a certain extent grade the subjects of instruction suitable to the needs of the working-class districts of the city. A part from the eighty- four elementary evening schools conducted by the Board, which form admirable feeders to the evening schools of a higher grade for tech- nical instruction, we have had in operation during the past session six evening schools for science and art, each with its head master, staff of teachers, suitably appointed rooms and chemical laboratory. Com- mercial instruction, which in large towns will always form an important branch of technical instruction, covering commercial hand- writing, foreign languages, shorthand, book-keeping, typewriting, and commercial geography, has been provided at five schools. Thus the * In 1891 the amount was increased to 3,60d. 276 Continuation Schools and Technical Instruction. whole city has been practically covered by a network of evening schools, where the working-class pupils have the opportunity of receiving the instruction suitable to their various needs and necessities, and, thanks to the assistance received under the Technical Instruction Act, this instruction has been given at low fees, which have been within the reach of all. The following summary will convey some idea of the progress which has been made by the Board's evening schools in Manchester during the past session compared with the previous session : SCIENCE AND ART SUBJECTS. No. of Entries. 1890. 1889. Art 2,115 . . 1,347 Geometry, P. P. and S 502 .. 213 Machine Construction 553 .. 291 Building Construction 40 .. 33 Mathematics 600 . . 247 Mechanics (Theoretical) 35 .. 20 Do. (Applied) 165 . . 57 Mechanical Engineering .. 13 Sound, Light, and Heat 128 .. 56 Magnetism and Electricity 204 .. 138 Chemistry (Theoretical and Practical) 818 . . 383 Geology 8 .. 2 Physiology 128 ... 130 Botany 37 ... 22 Biology 16 ... 11 Steam 64 ... 29 Physiography 418 ... 97 Hygiene 95 ... 76 Zoology 9 ... 5,935 3,165 [COMMERCIAL SUBJECTS AND SPECIAL CLASSES. Commercial Arithmetic 1,210 276 Book-keeping 1,066 431 Commercial English 1,154 268 Commercial Geography 255 50 Commercial Handwriting 1,068 182 Typewriting .....'. 415 102 Shorthand 1,229 782 French 681 345 German 132 81 Latin 13 32 Spanish 223 143 Matriculation 8 15 Dressmaking, &c 246 Political Economy 70 Portuguese 18 7,788 2,707 APPENDIX m.] " School Boards and Technical Instruction." 277 MISCELLANEOUS SUBJECTS. 1890. 1889. Manual Instruction, Singing, &c. 475 305 Elementary Evening Schools 8,870 8,180 SUMMARY OF THE FOREGOING. Evening Schools for Science and Art, and Technical Subjects 5,935 3,165 Commercial Schools and Special Classes 7,788 2,707 Miscellaneous Classes 475 305 Elementary Evening Schools 8,870 8,180 Total entries 23,068* 14,357 It will be seen from these figures that very considerable progress has been made since we received the assistance from the City Council, and encouraged by these successes the Board, at a meeting held in March of the present year, resolved that an application should be made to the Manchester City Council for the sum of ,5,500, being the estimated amount which will be required for the purpose of carrying on the schools and classes to be conducted under the Technical Instruction Act, 1889, during the ensuing session of 1891-2, and to meet the balance overspent upon the work of the session just closed. Upon making up the account of the classes at the end of the present session, it was found that whilst the sum of 1,000 had been received from the City Council the net expenditure had been 2.458, leaving a deficiency of 1,458. The large increase of pupils this session, in excess of the number estimated when the 1,000 was asked for, fully accounts, however, for the increased expenditure. The question of the needs of next session have been carefully considered detailed estimates have been prepared, and it appears that 5,500 will be required to carry out the scheme submitted and to meet the balance overspent for the session just closed. It is proposed to increase the number of science and art evening schools from six to twelve, the number of commercial evening schools from five to ten, and to establish four special centres for technical instruction for women and girls. Upon the claims of this class of pupils I should like to remark that, looking to the practical good which may be effected by the wise expenditure of money now available for technical instruction, it is of the highest importance that although the claims of higher instruction, as in science and art applied to manufactures, are of vital importance * In 1891 the number of entries had risen to 31,102. 278 Continuation Schools and Technical Instruction. to men and boys, the instruction of women and girls in what I may perhaps be pardoned for calling the domestic arts, is in no sense secondary. Writing some time ago upon this subject, I pointed out that H.M. Inspectors of Schools tell us that in the northern manufacturing towns the needlework found in the elementary schools is far inferior to the work of children in the agricultural districts and of the sister isle particularly in those schools which are taught by ladies belonging to religious orders. What is true of needlework is also true in a great measure of cookery, which I regret to say is practically unknown as an art in the poorer districts of the manu- facturing towns. The time has arrived when it is absolutely necessary that young women and girls should be taught the elements of these things. And, although a great deal may be done in the day schools, the requirements of the Code are such that, whilst in the standards, the girls have not time to be adequately trained in all the various departments of manual instruction suitable for them, consequently it appears necessary to establish schools where either during the day or evening, or perhaps both, suitable instruction under duly qualified teachers shall be given in properly appointed rooms fitted up with the necessary appliances for manual subjects. Technical instruction for girls is somewhat simpler to manage than the like instruction for their brothers, and I think that it can be summed up under the following heads : (a) Needlework, to include the measuring and cutting out of dresses and articles of under- clothing ; (6) cookery ; (c) laundry work, so far as such work treats of ironing, washing, and clear starching of clothes with the simple appliances to be found in cottage homes ; and (d) sick nursing, and general instruction in domestic economy. Past experience proves the necessity for technical instruction for women and girls, and the Manchester School Board intend that particular attention shall be given to perfecting the instruction of senior and adult pupils on the lines proposed. Such, briefly, are our plans in Manchester for the next session, and I have referred to them simply for the purpose of showing what it is possible for a School Board to do when there is granted to them a share of the money available for technical instruc- tion. There is a very large field of work in this direction. From my own experience of the work I know that a good deal of it must be done in a missionary spirit. No doubt the expenditure necessary for APPENDIX in.] " School Boards and Technical Instruction" 279 this work will reach large dimensions, but of the practical utility I think there can be no question. Most of the Board Schools in large towns are conveniently situated and are properly equipped for evening instruction, and in the case of all new Board Schools it is possible to go further in this direction by arranging at the time of erection, without any serious additional expense, to make adequate provision in the shape of a chemical laboratory, which may be used both for day and evening work, and also by the addition of a few rooms for the purposes of manual instruction. In connection with this work of technical instruction we have heard something of rivalry between the various institutions receiving aid from South Kensington. I for one would be sorry that there should not be some sort of competition in connection with the provision of facilities for evening instruction. Speaking of my own knowledge of what has been done in Manchester, I can say, without fear of contradiction, that we should not have arrived at the position we now occupy if it had not been for the healthy competition which has existed between the leading institutions engaged in the work of providing such instruction. I should be one of the very first to admit that we ought to have some order and method in connection with the carrying on of the work, but I do not think that any wise method of co-ordination is likely to be brought about by adopting artificial methods of classifying instruction and institutions. It would not be wise to say to the students, "For certain subjects you must attend certain classes or certain institutions." I do think, however, that the problem may be solved by a wise system of scholarships, and con- sequently I think it has been well that the Legislature has passed the Act of the present session which clears up all doubt and difficulty about the giving of scholarships out of the money available for technical instruction. I should like to see a modest scheme of scholarships prepared in connection with our evening schools. I do not think, looking to the low charge made for fees, that these scholarships need be very costly, and without going into detail I would briefly say that I believe they should be progressive in their operation, that they should be designed not only to carry on intelli- gent and hard-working pupils through the various courses of instruc- tion for their own benefit, but also at the same time such scholarships act as an attraction to the evening schools. 280 Continuation Schools and Technical Instruction. I do not think it is at all likely that we shall ever see direct compulsion applied to attendance at evening schools ; consequently the progress of the schools will largely depend upon the attractions which they have to offer to their pupils ; and evening schools in their early stages will have to com- pete with the attractions of the streets and the various places of amusement if they are to get within their walls a large proportion of young people. To state the case briefly, I think it would not be difficult to arrange such a scheme of scholarships that first we might attract the best of our pupils from the elementary evening schools into the science and art and commercial evening schools, and afterwards carry on the elite of the pupils to higher places of instruction. I thought this subject was of sufficient importance to bring before a conference of those who are directly interested in School Board work. It seems to me that it is incumbent upon all boards to take an active interest in this important subject of technical instruc- tion, and that it will mainly depend in the long run upon the action of our School Boards as to whether the large advantages which are now offered for the promotion of technical instruction are made properly available for the benefit of the great mass of the inhabitants of our large towns. INDEX. A PAGI Advanced Evening Schools Technical Instruction 54 Commercial Evening Schools 54 Evening Institutes for Women and Girls 78 Science and Art Evening Schools 89 Advanced Technical Instruction 189 Advertising of Elementary Evening Schools 35 American System of Manual Instruction 138 Application Of Contributions by Local Authority (Scotland) 240, 241 Apparatus Science and Art Classes 106, 110, 112 Chemistry 106, 108 Apparatus and Chemicals Laboratory for 48 Students 110 Appendix, Part I. The Technical Instruction Acts, 1889, 1891 219, 232 The Technical Instruction Acts (Scotland), 1887, 1892 235, 240 The Local Taxation (Customs and Excise) Act, 1890 224 The Education Code (1890) Act, 1890 230 The Schools for Science and Art Act, 1891 234 Appendix, Part II. Plans, Fittings, Specifications, &c 243 I. Chemical Laboratories 245 II. Cookery Rooms 249 III. Laundries 252, 254 IV. Manual Instruction Rooms 255 Appendix, Part III. " Evening Schools," paper read at Liverpool 259 "School Boards and Technical Instruction," paper read at Huddersfield 269 Arithmetic Elementary Continuation Schools 14 Commercial Evening Schools 59 Art Subjects of Instruction 103, 166 Teachers 128 Grants 130 Attendance Elementary Evening Schools Statistics 8 Returns of Evening Continuation Schools 35 Technical Schools (Scotland) 238 Audit Accounts of Technical Instruction... 222 282 Index. B PAGE Balance Sheets Evening Continuation Schools 41 Commercial Evening Schools 76 Evening Institutes for Women and Girls 87 Science and Art Evening Schools 133 Higher Grade Schools 179 Banking Lectures 65 Benches Wood Carving 24 Manual Instruction , 146, 256 Book-keeping Elementary Continuation Schools 15 Commercial Evening Schools 59 Boys and Young Men, Special Elementary Subjects for 14 Blickmaster, Mr. J. C. On Science and Art Evening Schools 90 c Cash Book Instruction in Book-keeping 16, 59 Certificates Elementary Drawing (Pupils) 31 Cookery (Pupils) 32 Cookery Advanced (Pupils) 83 Dressmaking (Pupils) 83 Laundry-work (Pupils) 83 Sick-nursing (Pupils) 83 Manual Instruction (Teachers) 149 City and Guilds of London Institute 202 Chemical Laboratories 106, 107 Apparatus, c 110 Plans 245 City and Guilds of London Institute 197 Programme of Technological Subjects 197 Regulations 197 Local Committees 201 Qualifications of Teachers 202 Certificates 202 Grants to London Classes 204 Memorandum for County Councils, &c 206 Claims Science and Art Payments.. 132 Code Requirements Evening Continuation Schools 38, 43 Commercial Evening Schools 74 Evening Institutes for Women and Girls 86 Combination of School Boards (Scotland) 238 Commercial Evening Schools 54 Scheme of Instruction 55 TimeTables 56 Subjects of Instruction 58 Commercial Handwriting and Composition 58 Index. 283 PAGE Commercial Arithmetic 59 Book-keeping 59 Shorthand 60 Typewriting 61 Modern Languages 63 Geography and History 63 Lectures 65 (1) Banking 65 (2) Insurance 66 (3) Commercial Law 67 Prizes 67 Examinations 70 Hints on General Management 71 Summer Session 72 Tickets of Membership 72 Schools for Women and Girls 72 Bursaries and Scholarships 72 Restaurant 72 Reference Library 73 Monthly Magazine 73 Parties 73 Fees 74 Code Requirements 74 Grants 75 Teachers 75 Balance Sheets 76 Commercial Geography and History Commercial Evening Schools... 63 Commercial Law Lectures 67 Committees Science and Art Schools and Classes , . . . 95 Duties of 96 Conditions Technical Instruction Schools (Scotland) ... 236 Confirmation of Resolutions Technical Instruction (Scotland) 236 Conscience Clause 220 Continuation Schools, Evening 8 Cookery Instruction 24 Stoves 25, 251 Lessons 25 Utensils 26 Chest 27, 250 Code Requirements 27 Teachers 27, 153 Scholars' Certificates 31, 83 Advanced , 80 Teachers' Diplomas 153 Rooms 249 Coward, Mr. W. Scott On Evening Schools 9 284 Index. PAGE Customs and Excise Duties-(England) 224, 232 (Scotland) 225 (Ireland) 226 Distribution 228 Cylinders Oxygen and Hydrogen, Lantern Lectures 22 D Deaf Mutes Classes 153 Distribution Of Prizes Evening Schools 31 Drawing Elementary 14 Certificates (Pupils) 31 Dressmaking 28, 80 Certificates (Pupils) 83 I "Education Code (1890) Act, 1890" 230 Elementary Education not a condition of Evening School Grants 230 Elementary Evening Schools. See Evening Continuation Schools. English History 16 Entrance Examination 221 Evening Continuation Schools Statistics 8 Scheme of Instruction 11 Time Tables 11 Elementary Subjects 14r Special Subjects 14, 24 Science 14 Art 14 Shorthand 15 Book-keeping 15 English History 16 Geography 17 Wood Carving 24 Cookery 24r Needlework and Cutting-out 28 Dressmaking 28 List of Subjects 29, 48 Grants 29, 40 Prizes 29 Certificates 31 Examinations 32 Hints on General Management 34 Fees 38 Code Kequirements 38, 43 Teachers .. 39- Index. 285 PAGE Balance Sheet 41 Evening School Code 43 Evening Institutes for Women and Girls 78 Scheme of Instruction 78 Time Tables 79 Cookery (Advanced) 80 Millinery 8 Needlework and Cutting-out 8 Dresbmaking 80 Laundry Work 81 Lectures Sick Nursing 81 Physiology Human 82 English Literature 82 Prizes and Certificates ; 82 Examinations 83 Exhibitions of Work 84 Hints on General Management 86 Fees 86 Code Requirements 86 Teachers 87 Grants 87 Balance Sheet 87 Evening Schools Advanced. See Advanced Evening Schools. Evening School Code 43 "Evening Schools" Paper read at School Board Clerks Conference (1889) 259 Examinations Evening Schools 32 Commercial Evening Schools 70 Society of Arts 70 Union of Lancashire and Cheshire Institutes 70 Evening Institutes for Women and Girls 83 Science and Art Schools and Classes 121, 211 Manual Instruction (Pupils) 143 Manual Instruction (Teachers) 149 Cookery (Teachers) 153 Laundry Work (Teachers) 153 Higher Grade Schools 176 Exhibitions Of Work Evening Institutes for Women and Girls 84 P Fees Evening Continuation Schools 38 Commercial Evening Schools 74 Evening Institutes for Women and Girls 86 Science and Art Evening Schools 129 Higher Grade Schools 179 286 Index. PAGE Fittings Science and Art 106 Manual Instruction 147, 255 Chemical Laboratories 245 Cookery Booms 249 Laundries 252, 254 Free Studentships 126, 211 French System of Manual Instruction 139 G Geography 17 Commercial Geography and History 63 Girls and Young Women, Special Elementary Subjects for 24 Evening Institutes 78 Grants Evening Continuation Schools , 29, 40 Commercial Evening Schools 75 Evening Institutes for Women and Girls 87 Science and Art , 129, 130 Manual Instruction 142, 149 Higher Grade Schools 179 H Handwriting and Composition Commercial 58 Higher Grade Schools 159 Schemes of Instruction 161 Organised Science Schools 163 Art Instruction 166 Literature , 166 Commercial Subjects 167 Time Tables 167 Scholarships and Prizes 172 Examinations 176 Hints on General Management 176 Teachers 178 Fees 179 Grants 179 Balance Sheets 179 Plans 183 Hints on General Management Evening Continuation Schools 34 Commercial Evening Schools 71 Evening Institutes for Women and Girls 86 Science and Art Evening Schools 119 Manual Instruction 143 Higher Grade Schools 1 76 Index. 287 PAGE History English 16 Commercial 63 Hydrogen Compressed (Lanterns) 22 I Insurance Lectures] 66 Introduction 1 Ireland Application of Technical Instruction Act (1889) 222 Intermediate Education . 227 L Laboratories See Chemical Laboratories. Lancasterian Scholarships 175 Languages See Modern Languages. Lantern Lectures-Slides 18, 23 Screens 23 Oxygen and Hydrogen 22 Geography 18 Lanterns . 22 Laundry Work Instruction 81 Lessons 81 Certificates 83 Teachers 153 Kooms and Fittings 252, 254 Law, Commercial Lectures 67 Lectures Commercial Evening Schools Banking 65 Insurance 66 Commercial Law 67 Sick Nursing 81 Ledger Instruction in Book-keeping 16, 59 Libraries Reference Commercial Evening School 73 Science School 134 Literature 14,82, 167 Local Authorities Power to supply Technical Instruction 219, 232 Provisions Affecting 221 Provisions Affecting (Scotland) 240 Local Rate 219, 221, 222 M Magic Lanterns Set Lantern. Management^ Hints on Evening Continuation Schools 34 Commercial Evening Schools 71 Evening Institutes for Women and Girls 86 288 Index. PAGE Science and Art Evening Schools 119 Manual Instruction 143 Higher Grade Schools 176 Manual Instruction in Woodwork 136 American System 138 French System 139 Swedish System 139 Scheme for Day and Evening Schools 139 Directions of Science and Art Department 140 Regulations of Science and Art Department 142 Grants 142, 149 Examinations 143 Hints on Organization of Classes 143 Teachers 144, 149 Workshops 146, 255 Benches 146, 256 Tools and Fittings 147, 255 Certificates for Teachers 149 Matriculation Classes 157 Meaning of Technical and Manual Instruction 223, 239, 242 Millinery 80 Miscellaneous Classes 152 Singing 152 Deaf Mutes 153 Teachers' Diplomas in Cookery 153 Teachers' Diplomas in Laundry Work 153 Matriculation 157 Orchestral Music 157 Modern Languages Commercial Evening Schools 63 Monthly Magazine for Evening Schools 73 Music, Orchestral: 157 N National Scholarships 126, 211 Needlework and Cutting-out 28, 80 Nursing Lectures 81 Certificates (Pupils) 83 O Orchestral Music 157 Organized Science Schools 163 Oxygen Compressed, for Lanterns 22 Index. 289 P PAGE Parliamentary Grants Technical Instruction 221 Physiology Human 82 Plans Higher Grade Schools 183 Chemical Laboratory 245 Cookery Rooms 249 Laundries , 252, 254 Manual Instruction Rooms 255 Premises for Science and Art Classes 106 Prizes Evening Schools 29 Selection of 30 Distribution 31 Commercial Evening Schools 67 Society of Arts 67 Evening Institutes for Women and Girls 82 Science and Art Schools 125 Higher Grade Schools , 172 Q Qualifications Of Teachers Evening Continuation Schools 39 Science Classes, &c 126 Art Classes 128 City and Guilds of London Institute 202 R Registration Science and Art Schools, &c 98 Regulations Science and Art Department. See Science and Art Depart- ment. City and Guilds of London Institute ...... 197 Representation 220 Restaurants for Pupils of Evening Schools 72 Returns of Attendance Evening Continuation Schools . . 35 Royal Exhibitions 126, 211 S Schemes Of Instruction Evening Continuation Schools ... 11 Commercial Evening Schools 55 Evening Institutes for Women and Girls 78 Science and Art Evening Schools 91 Manual Instruction 139 20 290 Index. PAGE Higher Grade Schools 161 City and Guilds of London Institute 197 Scholars Admissible to Technical Schools (Scotland) 238 Scholarships, Exhibitions, and Bursaries Commercial Evening Schools 72 Science and Art Scholarships and Exhibitions 126, 173, 211 Higher Grade Schools 172 Lancasterian Scholarships 7. 175 Scholarships (Technical Instruction Acts) 232 School Boards and Technical Instruction 220, 221 Scotland 235,237, 241 "School Boards and Technical Instruction "Paper read at School Board Clerks Conference (1891) 269 School Fees. See Fees. "Schools for Science and Art Act, 1891" 234 Science and Art Department, Regulations of Formation of Committee 95 Duties of Committee 95 Regulations 97 Registration of Students 98 Register and Attendance 98 Subjects of Instruction Science 102 Subjects of Instruction Art 103 Premises, Fittings, and Apparatus - 106 Chemical Laboratories 106, 110 Apparatus 112 Grants , 129, 130 Teachers, Science and Art 126, 128 Examinations 121, 211 Scholarships and Exhibitions, &c 126, 211 Claims for Payments 132 Directions as to Manual Instruction 140 Regulations as to Manual Instruction 142 Grants, Manual Instruction 142, 149 Examinations, Manual Instruction 143 Organised Science Schools 163 Science and Art Evening Schools 89 Statistics 89 Schemes of Instruction v 91 Time Table 94 Rules and Regulations of Science and Art Department 95, 97 Formation of Committee 95 Duties of Committee 95 Registration of Students 98 Registers and Attendance 98 Subjectsof Instruction... 102 Index. 291 PAGE Premises, Fittings, and Apparatus 106 Chemical Laboratories 106, 110 List of Apparatus and Chemicals required for Laboratory 110 Apparatus, &c., for Science Teaching 112 Hints on General Management 119 Examinations 121 Prizes, Exhibitions, and Scholarships , 125 Teachers, Science 126 Teachers, Art 128 Fees 129 Grant?, Science 129 Grants, Art 130 Claim for Payments 132 Balance Sheet 133 Libraries for Science 134 Science and Art Scholarships 126, 173 Science Instruction Subjects 102 Premises, Fittings, and Apparatus 106 Chemical Laboratories 106, 110, 245 Apparatus 112 Grants , 129 Teachers 126 Screens Lantern Lectures 23 Selection Of Prizes Evening Schools 30 Shorthand Elementary Continuation Schools 15 Commercial Evening Schools 60 Sick Nursing Lectures 81 Certificates (Pupils) 83 Singing Classes 152 Slides for Lantern Lectures (Geography) is, 23 Social Parties 73 Society of Arts Prizes 67 Examinations 70 Special Subjects Elementary, for Boys and Young Men 14 For Girls and Young Women 24 Statistics Of Attendance, &C. Elementary Evening Schools 8 Science and Art Instruction 89 Stoves for Cookery Instruction 25, 251 Subj ectS Of Instruction Evening Continuation Schools 14 Technical Instruction in Commercial Evening Schools 58 Evening Institutes for Women and Girls 80 Science 102 Art 103 Higher Grade Schools 161 City and Guilds of London Institute 197 Subjects of Technical Instruction ., 214 292 Index. PAGE Summer Session Commercial Evening Schools 72 Swedish System of Manual Instruction 139 Syllabus Of Drawing Elementary Evening Schools 14 T Teachers Cookery 27, 153 Evening Continuation Schools. . . , 39 Commercial Evening Schools , 75 Evening Institutes for Women and Girls 87 Science 126 Art 128 Laundry 153 Manual Instruction 144, 149 Higher Grade Schools 178 City and Guilds of London Institute 202 Technical Instruction 54, 189 Technical Instruction Subjects 214 Technical Instruction. Acts of Parliament The Technical Instruction Act, 1889 219 1891 232 (S) 1887 235 (S) 1892 2-10 The Local Taxation (Customs and Excise) Act, 1890 224 The Education Code (1890) Act, 1890 230 The Schools for Science and Art Act, 1891 234 Power of Local Authority to Supply 219, 232 LocalRate 219,221, 222 Not applicable to Child in Standards 21!) Conscience Clause 219 Requirements of School Board or Managers of School, &c 220 Aid to be given to correspond with amount of Technical Instruction supplied 220 Representation .' 220 Science and Art Department to Settle Disputes 220 Discretion of Local Authority 232 Scholarships and Fees 232 Local Authority may Appoint Committee 221 Existing Power of School Boards 221 Entrance Examination 221 Conditions of Parliamentary Grants 221 Local Authorities 221 Powers to Borrow Money 222 Audit of Accounts 222 Ireland Application of Acts to 222 Index. 293 PAGE Meaning of Technical and Manual Instruction 223 Trades not to be Taught 223 Share of Customs and Excise Duties In England 224, 232 In Scotland 225 In Ireland .- 226 Technical Instruction Acts (Scotland) 235 Powers of School Board to supply Technical Instruction 235 To Fix Fees !.. 235 Appointment of Teachers 235 Confirmation of Resolutions 236 Conditions under which Schools are to be conducted 236 Duties and Powers of School Board 237 Borrowing Powers 237 Schools may be discontinued 238 Combination of School Boards 238 Transfer of existing Technical Schools 238 Scholars admissible 238 Meaning of Technical Instruction, &c. 239, 242 Powers of Local Authority 240 Application of Contributions (Local Taxation Act) 240 Schools to be aided 241 Application of Balances 241 Technological Examinations &c c 197 " The Evening Student "Monthly Magazine 73 Tickets of Membership Evening Schools 72 Time Tables Evening Continuation Schools 11 Commercial Evening Schools 56 Evening Institutes for Women and Girls 79 Science and Art Evening Schools 94 Higher Grade Schojls 167 Organised Science Schools 170 Tools Wood Carving 24 Manual Instruction 147 Trades not to be Taught 223 Transfer Science and Art Schools 234 Technical Instruction Schools (Scotland) 238 Typewriting Commercial Evening Schools 61 Typewriting Machines 62 U Union of Lancashire and Cheshire Institutes Prizes, &c 67, 68 Examinations 70 Utensils Cookery Instruction rv^stT***^.. 26 294 Index. W PAGE Welsh Intermediate Education 225 Whitworth Scholarships and Exhibitions 126, 213 Women and Girls Special Commercial Evening Schools 72 Evening Institutes 78 Wood Carving 24 Woodwork See Manual Instruction. Woodward, Dr. C- M,, on Manual Instruction 137 Workshops Manual Instruction 146, 255 JOHN HEYWOOD, Excelsior Printing and Bookbinding Works, Manchester. UNIVERSITY OF CALIFORNIA LIBRARY THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW i . ' I C NOV 23 191? MftP 31 1919 ''%, , 7, 3p|| 30m-l,'15 fUf UNIVERSITY OF CALIFORNIA LIBRARY