-NRLF 
 
LIBRARY 
 
 OF THE 
 
 UNIVERSITY OF CALIFORNIA. 
 
 GIFT OF 
 
ONTARIO 
 DEPARTMENT OF EDUCATION 
 
 EDUCATION 
 
 FOR 
 
 INDUSTRIAL PURPOSES 
 
 A REPORT 
 
 BY 
 
 JOHN SEATH 
 
 Superintendent of Education 
 for Ontario 
 
 PRINTED BY ORDER OF 
 THE LEGISLATIVE ASSEMBLY OF ONTARIO 
 
 TORONTO : 
 
 Printed and Published by L. K. CAMERON, Printer to the King's Most Excellent Majesty 
 
 1911. 
 
..- 
 
 . 
 
 Printed by WILLIAM BRIGGS, , 
 29-37 Richmond Street West, TORONTO. 
 
PREFATORY LETTER 
 
 To the Honourable R. A. Pyne, M.D., LL.D. } 
 
 Minister of Education for Ontario, Toronto. 
 
 Sir, In accordance with your instructions of August, ipop, to report 
 upon a desirable and practicable elementary system of technical education 
 in Ontario, after inquiry into those already existing in some of the countries 
 of Europe and the States of the Union, I visited in September and 
 October of that year a number of elementary and intermediate technical 
 schools in England, Scotland, France, Germany, and Switzerland; and in May 
 of rpio a number of others in the State of Massachusetts and the City of 
 New York. In December, ipop, / also attended the Annual Convention of 
 the National Society for the Promotion of Industrial Education, held at 
 Milwaukee, Wisconsin, and embraced the opportunity of visiting the Trade 
 School of that city. This branch of education is, of course, not a new field 
 for educationists, and I have accordingly been able to avail myself of the 
 fairly extensive literature on the subject. I have, also, as occasion offered, 
 discussed the problem under consideration with employers and employees; 
 and I have made special visits to most of the centres in Ontario that may be 
 expected to take the initiative in providing suitable schools. A good deal of the 
 information contained in this report I owe, I may add, to an extensive corres- 
 pondence I have also carried on with Ontario manufacturers and other em- 
 ployers of labour and with educationists in the various countries I visited 
 during my tour. 
 
 Having in ipoo visited the New England States and the State of New 
 York, to report upon their Manual Training and Trade Schools, I was for- 
 tunately able to approach the subject of my present report with some know- 
 ledge of the question. As, however, I had only two months for my visit to 
 Europe, on my arrival in London I obtained from the English Board of 
 Education (which corresponds to our Department of Education} a list of 
 representative schools of different types in England and Scotland, as well as 
 in France, Switzerland, and Germany. These schools are situated in London, 
 Manchester, Liverpool, Edinburgh, Glasgow, Paris, Bern, Bienw, Zurich, 
 Munich, Cologne, and Aix-la-Chapelle. To the favour of the foregoing list 
 the Board added letters of introduction to the educationists who were best 
 able to aid me in my investigation. The list of schools and the letters of intro- 
 duction I found to be of great service; for they enabled me to utilize to the 
 best advantage the short time I had at my disposal. In this connection I must 
 acknowledge in particular the assistance I received from Dr. Jamieson, of 
 the English Board of Education, who, having been a " colonial " himself (he 
 
 [iii] 
 
 214811 
 
iv PREFATORY LETTER 
 
 was for some time a School Inspector in South Africa}, zvas deputed by Sir 
 Robert Morant, the head of the Enquiries Department, to forward my cause 
 in every way possible. I had also the benefit of the advice of Mr. M. E. 
 Sadler, Professor of the History and Organization of Education in Manches- 
 ter University, and a recognized authority on the subject of elementary tech- 
 nical education. In London I received all the assistance I needed from the 
 officers of the London County Council, in Manchester from Director Reynolds, 
 and in Liverpool from Director Legge. In Paris I received information and 
 direction from M. Bedourez, Director of Elementary Education for the 
 Department of the Seine, and in Switzerland from Professor Fritschi, of the 
 Pestalozzianum, Zurich, who is both a leading educationist and a member of 
 the Federal Parliament. For an account of the educational system in Bavaria 
 and the German Empire, both during my visit and by subsequent correspond- 
 ence, I must acknowledge my indebtedness to Dr. Kerschensteiner, Superin- 
 tendent of Education of the City of Munich. From Professor Borchers, of 
 the " Technical High School " at Aix-la-Chapelle, who had been deputed by 
 the Prussian Minister of Trade and Industry to assist me in my inquiries, I 
 obtained a knowledge of the system, in the German Empire, as well as in 
 Prussia. 
 
 On the Continent of Europe it is not easy to obtain entrance to the 
 schools. But the schools of the United States are freely open to the visiting 
 educationist. State officials, superintendents, and principals and staffs place 
 their services at his disposal. In that country I visited the industrial and 
 technical schools of Milwaukee, New York City, Springfield (Mass.}, Wor- 
 cester, Fitchburg, and Boston. Everywhere I received most courteous and 
 friendly treatment. 
 
 I have also pleasure in acknowledging the assistance I received from 
 Inspector Leake, of your department, in preparing my survey of the present 
 provision for technical education in this Province. 
 
 In accordance with your instructions, I now submit for your considera- 
 tion an account of the provisions for elementary technical education in the 
 various communities I visited; and, to make my account more readily under- 
 stood by the general public, I have, where practicable, substituted the nearest 
 Ontario equivalents for foreign terms. In gathering material I kept in mind 
 the importance of the following topics : 
 
 1. The evolution of the systems of technical education in the countries I 
 visited ; 
 
 2. The relation of the schools to the central governments and the munici- 
 palities; 
 
 5. The sources of financial support; 
 
 4. The attitude of employers and workmen; 
 
 5. The composition and pozvers of the boards of management; 
 
 6. The qualifications of the teachers and the provision for training them; 
 and 
 
PREFATORY LETTER 
 
 7. The courses of study and their organisation. 
 
 To the last of these topics I have given a large amount of space. At this 
 juncture they will be found, I believe, to be serviceable. Many in the Province 
 do not knoiv what is connoted by the terms Technical and Industrial Educa- 
 tion, and to those who do know I have tried to supply desirable but not readily 
 accessible details. 
 
 In accordance also with your instructions, I submit a statement of the 
 changes that appear to me to be necessary, if our system of education for indus- 
 trial purposes is to be both modern and adequate. 
 
 The lateness of the date at which I present this report is due partly to the 
 pressure of my regular official duties and partly to delays in securing recent 
 and reliable information; partly, also, to the labour involved in collating and 
 digesting the large and varied mass of material at my disposal. 
 
 I have the honour to be, sir, 
 
 Your obedient servant, 
 
 JOHN SEATH, 
 
 Superintendent of Education. 
 Ontario Department of Education, 
 December, 1910. 
 
GENERAL INTRODUCTION 
 
 A few words by way of introduction. For a varying number of years 
 the problem of Education for Industrial Purposes has engaged the attention of 
 almost every country in Europe and almost every state of the Union, as well 
 as of almost every province of our own Dominion. The present importance 
 of the problem is the result of three main causes : 
 
 1. The rivalry amongst the nations for commercial supremacy; 
 
 2. The imperfect provision for training skilled workmen; and 
 
 3. The modern extension of the scope of education to include vocational 
 as well as cultural training, administered an'd maintained wholly or largely 
 at the public expense. 
 
 Of the foregoing causes the most potent is the keen rivalry amongst the 
 nations for the control or at least a due share of the markets of the world a 
 rivalry which is continually being intensified by increasing facilities for com- 
 munication and transportation. Of this rivalry the general desire for wealth 
 is, of course, a leading cause. But there are others. The growth of their 
 populations has forced some countries to supplement by importation their 
 supply of food stuffs, and these they generally pay for with manufactured 
 goods. Some of such countries have enough raw material for their own fac- 
 tories and for exportation. Others again, are forced to import it in varying 
 amounts. Wherever, in particular, goods are manufactured for export, skilled 
 labour is becoming more and more a necessity ; for the markets are controlled 
 by the countries that produce the best and cheapest goods, and " a market once 
 won must be kept by constant striving, for the prizes are ' challenge cups/ to 
 be held against all comers." 
 
 Secondly, owing to changes in industrial organization, the old means of 
 providing skilled labour has practically disappeared. Under the system of 
 apprenticeship as it existed in the countries of Europe the master workman 
 was both merchant and craftsman ; he himself carried on all the operations of 
 his trade. His apprentice, who in turn became a master workman, was both 
 assistant and learner, and it was to the master's advantage to make his train- 
 ing as thorough and complete as possible. Later the journeyman appeared, 
 but for a long time he marked only a stage in the development of the master 
 workman, and did not interfere with the status of the apprentice. The situa- 
 tion, however, was different after the Industrial Revolution and the introduc- 
 tion of the capitalist. The shop of the master workman was then replaced by 
 the modern factory, and the master workman himself by the financial director, 
 the* superintendent or foreman, and the merchant. Then, also, disappeared 
 the provision for the systematic training of the apprentice; for it was not to 
 the interest of the superintendent or foreman to give him such training. The 
 place of the apprentice has, accordingly, been taken by the " helper," or " im- 
 prover," or " junior," or the so-called " apprentice," who picks up his trade 
 
 [i] 
 
2 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 as best he can, assisted sometimes by his fellows or by the foreman. 
 And the introduction of the capitalist has produced another effect. With 
 expensive establishments and close competition the manufacturer must pro- 
 duce at the least possible cost. One most important count in this production 
 is the comparative cheapness of specialized labour. Owing to the development 
 of machinery a boy may now, in a short time, become expert in performing a 
 single operation in a process of manufacture which consists of many operations. 
 It pays his employers to keep him at this operation. He has little or no inter- 
 est in having the boy taught his trade. But the boy must be taught. If the 
 manufactures of a country are to flourish it must provide its own skilled work- 
 men and its own skilled foremen. 
 
 Stimulated, no doubt, by the two conditions described above, the modern 
 educationist has revised his definition of education. Formerly it embraced 
 almost wholly cultural training. Now it embraces both cultural and voca- 
 tional. He now holds that every citizen should be so trained as to be able 
 to discharge his duty to himself and his family as well as to the state. Modern 
 psychology has shown him that what best fits the child for his place in society 
 best develops him morally, mentally, and physically. Moreover, owing to the 
 growth of democratic ideas, education has come to be regarded as a charge 
 to be maintained and administered wholly or largely at the public expense. 
 At present in England, Austria, Belgium, France, Germany, Italy, and 
 Switzerland its maintenance and administration are held to be a national 
 duty. In most of the States of the Union, however, the responsibility 
 is local; but even here the doctrine of state responsibility has already made 
 some progress. To-day, accordingly, the modern educationist everywhere 
 joins with the manufacturer and the merchant in pressing for -technical 
 training maintained wholly or largely at the public expense. 
 
 As to the problem itself of education for industrial purposes, it will have 
 been solved when we know how to recruit the skilled trades from time to time 
 without overcrowding them, and to train the workers therein so that they 
 shall become the best possible, and at the same time to develop conditions 
 that may give them an increasingly better livelihood as well as a due share of 
 their labour. The kind of education needed is well set forth by the President 
 of the Textile Workers' Union of America : 
 
 " The same keen desire is in the hearts of all parents to see their boys 
 make good, not as industrial specialists, as simply parts of a machine, where 
 nothing counts but speed and production, but as men and women whose early 
 training and education will equip them to grasp the higher technique of any 
 trade or calling they may be best fitted for, to know the way a thing is done, 
 why it is done, and the very best and most artistic way of doing it, coupled 
 with an economic knowledge of the value of their labour." 
 
 Another matter : A continual source of confusion in dealing with the 
 subject of my report is the looseness with which the terms Manual Training, 
 Industrial Education, Technical Education, and Vocational Education are 
 
GENERAL INTRODUCTION 
 
 constantly used. It is, accordingly, necessary that I should define them as they 
 are now understood where the organization is best. 
 
 In any system of primary and secondary education both the hand and the 
 brain should be trained to act together and to help each other. Without this 
 training the education would be incomplete. Manual Training is the process 
 by which this object is attained. The courses include the " constructive " work 
 and needle work of the lower forms of the elementary schools, and the wood 
 and iron work and the household science of the secondary schools and the 
 higher forms of the elementary schools. At first educationists recognized 
 only the cultural value of manual training; now they recognize as well its 
 practical value in ordinary life and its value as an initiation into industrial 
 processes. 
 
 The term Industrial Education is applied, in its limited sense, to general 
 courses which prepare for any trade, as well as the special courses which pre- 
 pare for individual trades. In many countries it includes, also, the education 
 of those engaged in transportation. It deals with both theory and practice; 
 but in all the schools that provide it, especially in the Trade Schools, the 
 emphasis is on the practice. Locally, it should be added, the term has a still 
 more limited meaning, being applied to the courses in those schools in which 
 are trained, for various manual occupations, the waifs and strays from the ele- 
 mentary schools. 
 
 The term Technical Education is applied, in its limited sense, to the 
 courses provided for those who are designed for the higher directive positions 
 in connection with the industries ; that is, the courses for overseers and super- 
 intendents, as well as for students of the technological schools and the uni- 
 versity departments of Applied Science. Here, however, the emphasis is on 
 the theory, and machinery and other apparatus are generally used only to 
 establish the connection between the theory and the practice. Quite mis- 
 takenly in Ontario the term Technical has been applied to the cultural and 
 practical courses in Manual Training and Household Science. With greater 
 appropriateness, however, it is applied to both Industrial and Technical 
 Education, as defined above. Accordingly, when in this report the context 
 makes the meaning clear I will use each of the terms in its more limited 
 sense, and the term Technical to include both. 
 
 By Vocational Education we mean the courses that prepare for any 
 " vocation," or calling, in life, whether it be industrial, agricultural, house- 
 keeping, commercial, or professional. 
 
 In the preceding statement I have not referred to Agricultural Educa- 
 tion. In the discussion of the problem of education for industrial purposes 
 agriculture has hitherto held a subordinate place. In it for ages the practical 
 knowledge has been transmitted with more or less theory from father to son. 
 Modern commercial rivalry and the modern conception of the scope of educa- 
 
4 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 tion have, however, given it an important place amongst the subjects of voca- 
 tional training. As will be seen later, agricultural education is both indus- 
 trial and technical, and the Nature Study of the public school, when associated 
 with the school garden, may rightly be classed as Manual Training. As a 
 matter of usage, however, the term Industrial, in its limited sense, is confined 
 to the trades, and does not include the term Agricultural. 
 
 Education for industrial purposes includes also Commercial Education. 
 The latter is the handmaiden of the agriculturist and the manufacturer, as 
 well as of the merchant, and is, accordingly, entitled to a place in any discus- 
 sion of the general theme. 
 
ENGLAND 
 
TABLE OF CONTENTS 
 
 ENGLAND: Page 
 
 Introduction 9 
 
 Higher Elementary Schools II 
 
 Technical Schools 12 
 
 I. Day Schools 12 
 
 II. Evening Schools 13 
 
 III. Management, Fees, and Teachers 15 
 
 School Expenditure 16 
 
 Compulsory Attendance of Adolescents 17 
 
 Cities Visited 2O 
 
 London: 
 
 Higher Elementary Schools 20 
 
 Technical Schools 20 
 
 Elementary Evening Schools 22 
 
 Scholarship System 2 3 
 
 County Council Schools 25 
 
 Central School of Arts and Crafts. I 1 : 
 
 General 25 
 
 Evening Trade Classes 26 
 
 School of Architecture and Building Crafts 27 
 
 School of Book Production 30 
 
 Preparatory Day Technical Schools for Boys 31 
 
 I. The Silversmiths' and Allied Trades 31 
 
 II. The Book-production Trades 32 
 
 Shoreditch Technical Institute. 
 
 General 32 
 
 Technical Day School for Boys 33 
 
 Day Trade School for Girls 34 
 
 Evening Trade Classes 35 
 
 Upholstery 35 
 
 Plumbing 36 
 
 Monotechnic School of Building at Brixton. 
 
 General 37 
 
 Evening Classes 38 
 
 Day Technical School for Boys 38 
 
 Borough Polytechnic Institute. 
 
 General 39 
 
 Day Schools and Classes 40 
 
 Evening Classes 40 
 
 Trade Day School for Girls 42 
 
 Technical Day School for Boys 43 
 
 National School of Bakery and Confectionery 43 
 
 Elementary Day Course 45 
 
 Advanced Day Course 45 
 
TABLE OF CONTENTS. 
 
 PAGE 
 
 Letter Press Printing Department 46 
 
 Preliminary (apprentices) 46 
 
 Ordinary Grade 46 
 
 Honours Grade 47 
 
 Practical Work 47 
 
 Manchester: 
 
 Municipal School of Technology. 
 
 General 47 
 
 Faculty of Technology 48 
 
 Day Classes 48 
 
 Evening Classes 50 
 
 Manual Training for Teachers 51 
 
 Municipal Art School. 
 
 General . . 54 
 
 Evening Vocational Schools. 
 
 General . . . 55 
 
 Organization, Distribution and Attendance 55 
 
 Curricula 57 
 
 Liverpool : 
 
 Central Municipal Technical School. 
 
 Evening Continuation Schools 59 
 
 Evening Branch Technical Schools 60 
 
 Central Technical School 61 
 
 City School of Art ' 62 
 
 . City School of Commerce 63 
 
 Day Preparatory Trade School 63 
 
 Day Industrial Schools 64 
 
ENGLAND 
 
 INTRODUCTION 
 
 Long after her neighbours, England woke to the necessity for 
 popular education. Not, indeed, until the Education Act of 1870 and1902 - 
 did she recognize provision for even elementary education as a 
 national duty. Before then the state aided schools had been for 
 the " labouring classes " only. The next most important act and 
 indeed the most important act in the history of education in Eng- 
 land was passed in 1902, supplemented as regards London by an 
 act of the following year. Since then most remarkable progress 
 has been made in every branch of education. These acts provide 
 for both elementary and higher education, and substituted for the 
 School Boards, the County Councils and County Borough Councils 
 as Local Education Authorities for their districts. Every such 
 authority appoints an Education Committee, which generally works uon 
 
 i r i ,. A e i i Authorities 
 
 through a number of sub-committees. A majority of such educa- and 
 tion committees consists of persons who are members of the Coun- co-option, 
 cil, unless, in the case of a County, the Council determines other- 
 wise; and the other members are appointed on the nomination or 
 recommendation, when it appears desirable, by other bodies, of per- 
 sons experienced in education, or are co-opted directly by the Coun- 
 cil as being persons acquainted with the needs of the various 
 kinds of schools in the district for which the Council acts. Pro- 
 vision is also made for the inclusion of women as members of the 
 committee. The powers of our Boards of Trustees are, therefore, 
 exercised in England by the County Councils through committees 
 thereof containing the co-opted members mentioned above. Such 
 committees report to the Councils, and the Councils may transfer 
 to them all their powers under the Act, except that of levying rates 
 and borrowing money. 
 
 The duties of the local education authorities include the con- Duties a " d 
 
 powers ot 
 
 trol of secular education in all Elementary Schools (our Public Local Educa- 
 Schools), whether Council Schools, or Voluntary Schools (that is. Authorities, 
 schools not provided by local education authorities, and denomina- 
 tional in character), as well as the supply or aiding of higher edu- 
 cation. In its discharge of the latter duty, the Council is often 
 associated with other corporations, as in London, for example, with 
 the University of London, the city companies, and the governing 
 
 Gd 
 
10 EDUCATION. FOR INDUSTRIAL PURPOSES 
 
 irapport al bodies of secondary schools and of technical institutions. The 
 majority of such schools are supported partly by the State and 
 partly by rates, though many schools are also endowed. The funds 
 provided by the State are distributed through the Board of Educa- 
 tion (corresponding to our Department of Education), which in- 
 spects the schools and has the power of withholding grants on the 
 report of H. M. Inspectors on conditions similar to those in 
 Ontario. A large number of secondary schools, however, receive 
 no assistance from the Imperial Government or from the local 
 educational authorities within whose districts they are situated. 
 Such schools as, for example, Eton and Rugby, are managed by 
 Boards of Governors, and are supported partly by fees and partly 
 by the income from endowments. 
 
 General A word as to the general organization of the system of primary 
 
 Organization & . . ' J 
 
 of Elementary and secondary education: The division between elementary and 
 
 and Secondary .'.' v _s 1 1-^1 
 
 Education, secondary education in England is a vertical one, not a horizontal 
 one as in America. It is, therefore, not uncommon to find children 
 of nine years of age receiving (so-called) secondary education. 
 The distinction between the two types of schools Was formerly a 
 social one, but, since the Act of 1902, this distinction is rapidly dis- 
 appearing. Further, there is a tendency to make the upper and 
 lower age limits of secondary education twelve and eighteen years. 
 As will be seen later, this is the tendency in France and Germany 
 also. The lowest grade of schools, corresponding generally to our 
 Public Schools, are known as Public Elementary Schools. Higher 
 Elementary Schools (formerly Higher Grade Schools) are schools 
 with a three or a four years' course. The name " High School " 
 is generally reserved for girls' secondary schools founded since 
 about 1870. The newer municipal and council secondary schools 
 are known simply as Secondary Schools. The older secondary 
 schools for boys are often termed Grammar Schools. Schools in 
 England of the secondary grade may, accordingly, have very dif- 
 ferent names. Omitting the residential Public Schools, there are 
 Grammar Schools (for boys), High Schools (for girls), and Muni- 
 cipal or Council Secondary schools (for boys or girls, or co-educa- 
 tional). The first three mentioned have generally a nine years' 
 course through six forms; the last a four or six years' 
 course through four or six forms. Age for age, pupils in all the 
 foregoing types of schools are about equal in attainments. Greater 
 emphasis, however, is placed on the classics in the older schools; 
 on modern languages and science in the newer schools. 
 
 Growth of In technical as well as in popular education, England has been 
 
 Education, a laggard. In commerce and industry she had had a long start, and 
 
 not until she felt the pressure of competition from Germany and 
 
ENGLAND 1 1 
 
 France did she face the question of training her artisans. Until 
 the great educational enactment of 1889, the Mechanics' Institutes 
 were in the main the only means whereby the working and the 
 middle classes continued or supplemented the inadequate provision 
 of the day schools. These Institutes in the early days of the nine- 
 teenth century were the forerunner of what we now call Technical 
 education. The inferiority of English manufactures, as 
 demonstrated at the exhibition of 1851, led to parliamentary 
 grants in aid of Science and Art classes. These were dis- 
 tributed by the. Science and Art Department; so that one 
 department controlled elementary education, and another the 
 secondary and technical schools. The Act of 1899 fused these 
 two departments, and the Act of 1902, already referred to, 
 introduced unity into local administration. The Technical Institu- Financial 
 tions Acts of 1889 and 1891 had authorized the levying of a local 
 tax of a penny in the pound for technical education, and, in addi- 
 tion, the local authorities receive considerable revenue from the 
 Customs and Excise, and from the various Trade Guilds, which 
 are both numerous and wealthy, especially in London. In recent 
 years the amounts derived from the Customs and Excise have de- 
 creased considerably and the Government has promised to set aside 
 a portion of the land tax to make up the deficiency. The Govern- 
 ment has also given large grants for the support of technical edu- 
 cation; but the general educational system of England has been 
 so long in an unorganized condition that the technological branch 
 is still behind those of the Continent of Europe. 
 
 The first result of the movement in favour of technical educa- Provision *< 
 
 training 
 
 tion was the establishment of many high grade technical schools workmen, 
 and colleges, which, however, proved to be inadequate, because 
 they did not reach the class that needed instruction most. 
 So far as concerns the English workman, his technical education is 
 now provided for by technical day classes, including " Trade 
 Schools" and evening classes, to which should be added the Higher 
 Elementary Schools, some of which provide courses with an indus- 
 trial outlook, but without attempting instruction of a specifically 
 technological character. 
 
 HIGHER ELEMENTARY SCHOOLS 
 
 Two types of the higher elementary school were recognized Types of 
 during the years 1906 to 1908. From 1901 to 1904, higher ele- 8c 
 mentary schools provided four years' courses of instruction of a pre- 
 dominantly scientific character, and the minimum age of admission 
 was ten. Under the Code of 1905 and subsequent Codes a new 
 type was created which provided for only a three years' course ; but 
 
 2 E.I.P. 
 
12 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Aim. 
 
 the former requirements as to instruction in science have been with- 
 drawn and the aim now is to continue the general education of 
 the pupils and to provide them with instruction bearing on their 
 organization, future vocations, but not of a specialized character. Such curricula 
 must provide " a progressive course of instruction in the English lan- 
 guage and literature, in elementary mathematics, and in history 
 and geography. Drawing and manual work for boys and domestic 
 subjects for girls must be included in every case as part of the 
 general or special instruction." Admission to these schools is, with 
 some necessary exceptions, limited to pupils who are over twelve 
 years of age and have been at least two years under instruction in 
 a Public Elementary School. The schools must also be organized 
 to give at least a three years' course, approved by the Board of Edu- 
 cation; but this course may be extended if, in the opinion of the 
 Inspector, the pupils would profit thereby, and a suitable fourth 
 year course has been organized. In the distribution of the Govern- 
 ment grant, courses beyond that of the fourth year are not recog- 
 nized. In this way the Board of Education sets the highest limit 
 of the course for elementary education. The curriculum varies 
 according to the locality; in some cases it has an industrial out- 
 look ; in others, a commercial one ; and in others, it is of a general 
 character. 
 
 Such Higher Elementary Schools are established either by local 
 education authorities or by voluntary managers. In either case, 
 the schools are supported by Government grants and by local rates 
 imposed under the authority of the Council. Voluntary managers 
 cannot, however, establish a Higher Elementary School without the 
 consent of the local education authority. I visited two of these 
 schools in London and one in Liverpool. From what I saw and 
 the discussion I had with those in authority, I should conclude that 
 they are not yet free from the influence of the Science and Art 
 classes they replaced, and that their industrial courses need to be 
 made less bookish and more practical, and to be brought into closer 
 relation with local requirements. 
 
 TECHNICAL SCHOOLS 
 
 I. DAY SCHOOLS 
 
 Besides the Higher Elementary Schools, the Board of Educa- 
 tion may authorize the establishment of Technical Day Schools, 
 Deluding Trade Schools. Such schools are intended to occupy, to 
 the best advantage of the boys and girls and of the industry they 
 may enter, the interval between leaving the Public Elementary 
 School and entering on their apprenticeship. In England, as else- 
 where, the rise of the capitalist and the specialization of industries 
 
 How 
 
 established. 
 
 Character of 
 the Schools 
 in London 
 and Liverpool. 
 
ENGLAND 13 
 
 and the subdivision of labour resulting therefrom have led to the 
 decay of the old apprenticeship system and created the necessity 
 for an educational instrument of this character. The tendency, 
 however, appears to be averse to trade specialization. The opinion 
 held by many is that the work-shop is the place to learn a trade; 
 but that this process can be hastened by a previous education, which, 
 besides a practical course, provides for other subjects related to 
 such course. Owing to -the adaptation of these schools to local 
 conditions, the term Trade School is applied to schools with a 
 varying amount of industrial outlook. It includes, for example, 
 such schools as the Liverpool and Leeds Preparatory Trade Schools 
 for boys, and the more elaborate London. Trade Schools for boys 
 and girls, and others of a similar but more advanced character. 
 Accordingly, the curricula of these schools vary considerably. Itstucly? 9 f 
 is usual where there is a three years' course the pupils being 
 taken out of the elementary school a year before they would ordin- 
 arily leave for some eight hours to be given to English, eight or 
 ten to Mathematics and Science, and eight or ten to Drawing and 
 Manual work. In the later years somewhat less time is given to 
 English. Differences are also made according to the group of allied 
 trades, one of which the pupil is expected to enter. 
 
 The classes are usually held in the building of the technical in- 
 stitutions whose chief function is the evening class. In this way, 
 duplication of accommodation and equipment is avoided and, what 
 is educationally important, the pupil becomes familiar with the 
 teachers and surroundings of institutions to which it is desirable 
 he should return when he becomes an apprentice. 
 
 II. EVENING SCHOOLS 
 
 The Evening Technical Schools are intended for those who 
 already engaged in some occupation. The usual time for such 
 classes is the evening, but classes on Saturday afternoons are recog- 
 nized as being in the same category. The evening classes vary 
 widely in scope, for they range from the small and elementary rural 
 Continuation School to the highly specialized work done in the best 
 equipped of the technical colleges. In the following statement I 
 confine myself to the technical classes which are most widely pro- 
 vided, and which the apprentices and journeymen ordinarily attend. 
 
 In England the lowest grade of evening school is the Con- 
 tinuation School. According to the code of 1905, the subjects in 
 this grade of school are grouped as follows : 
 
 i. Preparatory and General Reading, composition, writing, Groups of 
 arithmetic, knowledge of common things, elementary principles of 
 science, elementary drawing, elementary science, theory of music 
 and vocal music. 
 
 SchooK 
 
EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Flexibility of 
 system. 
 
 Travelling 
 Schools. 
 
 Evening 
 Technical 
 
 Classes. 
 
 Organization 
 Courses. 
 
 2. Literary and Commercial English, Latin, French, German, 
 any other modern language, mercantile law and practice, commer- 
 cial correspondence and office routine, bookkeeping and shorthand. 
 
 3. Manual Instruction Woodwork and metal work. 
 
 4. Science Any generalized or special branch of science, in- 
 cluding mathematics, is accepted as adequate. 
 
 5. Home Occupations and Industries Needle-work, domestic 
 economy, cookery, dressmaking and cutting out, laundry work, 
 dairy work, gardening, cottage industries, ambulance, home- 
 nursing. 
 
 6. Physical Training. 
 
 7. Art. 
 
 Other subjects may be recognized at the discretion of the Board. 
 Each school must provide for at least two subjects, but only one is 
 compulsory on each pupil. The system is intended to be a flexible 
 one, and it is so working out. In the rural districts dairying and 
 farming are taken up as well as the regular elementary subjects ; in 
 industrial centres the course supplements the practical work of the 
 apprentice ; and elsewhere the work is more like that of an ordinary 
 secondary school. In an effort to meet the wants of the rural dis- 
 tricts, here and there Travelling Schools have been provided. In 
 Hampshire, for example, the Education Committee maintains a 
 Dairy School and a Travelling Forge, which travel for 40 weeks, 
 giving a ten days' course in each locality. In the rural districts, 
 little sijpport is given to the ordinary continuation schools. The 
 travelling schools, on the other hand, are very popular. 
 
 As to the technical classes : In England the working-week of 
 the apprentice in most trades is about fifty-four hours, and, to 
 enable him to attend the evening schools, the local education 
 authorities endeavour to secure at least his exemption from overtime 
 work. During the last few years these efforts have been remark- 
 ably successful, especially in the North of England; and in many 
 cases, as the result of conferences between the school authorities 
 and the employers, the latter have provided even additional induce- 
 ments. The pupils attend three evenings a week, receiving a total 
 of six or seven hours of instruction ; but in every case where satis- 
 factory results are obtained, they devote one other evening a week 
 to private study. 
 
 Courses are so arranged in most of the progressive towns that 
 pupils who have done well in the elementary schools and who have 
 attended the ensuing session of the evening continuation school, 
 begin with the first year of a two years' industrial course. In that 
 year they usually receive four hours' instruction in practical arith- 
 metic and mensuration, and free-hand and mechanical drawing, with 
 
ENGLAND 15 
 
 two hours a week in English (chiefly composition). In the next 
 year they give a little less time to English and about two and a half 
 hours to elementary practical physics and mechanics. In the third 
 year they continue their practical mathematics, and give about two 
 and a half hours to theoretical and applied mechanics, and about two 
 hours to machine construction and drawing, including free-hand 
 drawing. The courses extend over five years or more, and be- 
 come more specialized toward the close. Under this scheme, the 
 artisan student is required generally to take the first two years' 
 industrial course prescribed above; in the third year, the mechani- 
 cal and electrical engineers take slightly different work and in the 
 fifth and higher years, each student specializes in the particular 
 branch of the trade in which he is engaged. 
 
 The technical evening classes, of varying character and stan- 
 dard, are the most important general provision that now exists 
 in England for the education of the skilled mechanic. As has 
 already been stated, England realized late the value of a State 
 controlled system, and notwithstanding the very remarkable pro- 
 gress of the last ten years, she has not yet organized a satisfactory 
 one. Her evening technical schools are, as yet, her main reliance. 
 
 No effort is spared by the Education Committees to secure Efforts to 
 attendance at the evening technical schools. When I reached attendance. 
 London early in September, the evening schools had not opened, 
 but I found that their programmes and advantages were widely 
 advertised not only in the newspapers but in large posters exten- 
 sively distributed throughout the city. Later I found that lists 
 of pupils are sent from the elementary day schools to the teach- 
 ers of the evening schools, who send prospectuses and letters of 
 invitation to those who would probably attend. To aid in the 
 work, the day teachers take part in the evening classes, and their 
 knowledge of the day school records is of great value in stimulat- 
 ing the attendance. Prizes and scholarships are also offered. 
 
 The Board of Education secures, through its inspectors, a voice Departmental 
 in the organization of the Schools. These officers keep in close 
 touch with employers of labour and familiarize themselves with 
 industrial conditions and are, accordingly, of great service to the 
 local school authorities. 
 
 III. MANAGEMENT. FEES, AND TEACHERS 
 
 The day and evening technical classes are generally in the hands 
 of a principal, acting under the control of the local education 
 committee. The co-operation of employers is often secured by the 
 formation of Advisory Committees, representing the chief manu- committees, 
 t'acturing interests, and, to aid the movement, some of the employ- 
 
i6 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Fees and 
 Scholarships. 
 
 Qualification 
 of teachers. 
 
 Attitude of 
 Organized 
 Labour. 
 
 ers give specially favourable terms to the pupils who pass through 
 such schools. 
 
 The fee for the session is generally small, running from 75c. 
 to $2.00, and being often proportioned to the weekly wage of the 
 parent; and it is generally remitted in the case of needy pupils. 
 Lunches are often provided at a very small cost. Scholarships, 
 covering free tuition, are granted pupils of the elementary schools 
 as the result of examination tests. Here and there throughout 
 my report I mention the fee in order to give a better idea of the 
 situation. Universally I found the imposition of the fee advocated 
 on the ground that it causes the student to set a higher value on 
 the instruction and, in particular, to attend more regularly. 
 
 So far as the instructors of the technical day and evening 
 schools are concerned, the ordinary English, mathematical, and 
 science subjects are taken by competent certified teachers who are 
 expected to have a knowledge of the industries concerned, in order 
 that they may be able to give a practical application to the 
 academic work. The frequent absence of this knowledge is, ad- 
 mittedly, one of the worst defects of the system. The purely 
 technical subjects are taken by teachers who possess practical 
 familiarity with the work, such as is possessed by foremen 
 in first-rate establishments; a good knowledge of the theoreti- 
 cal side of the subject, and pedagogical ability. Generally speak- 
 ing, the teachers of the ordinary subjects in the evening classes are 
 also teachers in the day schools, while the teachers of the evening 
 technical subjects teach either part or whole time in the day 
 schools, being engaged in their vocation during the rest of the 
 time. As I found to be the case in the other countries I visited, 
 competent teachers are scarce, and a satisfactory solution of the 
 serious problem of providing a sufficient supply has not yet been 
 reached. 
 
 When Trade Schools were first established, the attitude of the 
 Labour Unions was unfriendly; but, as their value was demon- 
 strated, the Unions withdrew their opposition. In some localities, 
 indeed, they are so friendly that they even assist the students by 
 offering prizes and scholarships and by paying their fees. 
 
 SCHOOL EXPENDITURE 
 
 When at Whitehall I asked for a statement showing the ex- 
 penditure from Imperial and local sources, respectively, for the 
 different classes of Technical Schools. I found that, in the case of 
 institutions other than the Public Elementary Schools, the number 
 of different kinds and the differences among them from the point 
 of view of fees, endowments, etc., are so great that, to be reliable, 
 
ENGLAND 17 
 
 the statement would have to go into very great detail and to be full 
 of reservations. I am able, however, to give the expenditure for 
 elementary education, which shows, what appears to be generally 
 true of all the educational expenditures, that the Imperial grant 
 is at least equal to the local rates. In 1908-09 the total expendi- 
 ture of the Board of Education for Public Elementary Education 
 in England and Wales alone was $54,382,396.00, and for other 
 departments, including science and art, $6,097,627.00; while the 
 local rates were respectively $47,880,890.00, and $7,140,772.00; 
 that is, for the maintenance of the foregoing classes of schools 
 $60,480,023.00 was contributed by the Imperial Government and 
 $55,021,662.00 by the different municipalities. 
 
 COMPULSORY ATTENDANCE OF ADOLESCENTS 
 
 One of the greatest difficulties of the English Board of Educa- 
 tion is the inability of the local Education Committees to secure at- cc 
 tendance at school after the pupil has completed, at about 12 years 
 of age, the obligatory course of the elementary school. By means 
 of scholarships, remission of fees, and other financial aid, the 
 child of more than average ability may, and often does, advance 
 beyond this stage, even to graduation at one of the universities 
 or higher technical institutions; but the child of average intelli- 
 gence, whose parents belong to the artisan or the labouring classes 
 very often loses in a few years much of the education he has 
 received and drifts into the ranks of the unemployed or of un- 
 skilled labour. Speaking generally, indeed, the classes from which, 
 at present, the ranks of the ordinary skilled artisans are recruited in artlsana - 
 England consist of boys and girls who, after leaving the Public 
 Elementary School, 
 
 1. Enter work-shops and factories and are put to work at one 
 part of the process, or at one machine, in the use of which they 
 become fairly skilled in a short time, such workers seldom obtain- 
 ing any complete knowledge of their trade; or 
 
 2. Either enter unskilled employments, or spend their time in 
 workshops in doing unskilled work as messengers, etc., and finally 
 become apprentices at the age of 16. 
 
 As I will point out later, the problem of providing for boys 
 and girls immediately after they leave the elementary school has 
 been solved in Scotland, Germany and Switzerland by compul- 
 sory attendance. In England, however, so far no practicable solu- 
 tion has yet been reached. But a solution has been proposed, 
 there can be little doubt, will eventually be accepted, probably, of consultative 
 course, with modifications. In April, 1907, the Consultative Com- c<> mmitt e - 
 mittee, a body of eminent educationists nominated by the Board 
 
i8 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 of Education, was requested to report upon the best means of secur- 
 ing at the evening Continuation Schools a larger attendance of 
 pupils who have left the Public Elementary Schools, as well as the 
 best means of securing the effective co-operation of employers and 
 others able to give help, in arranging facilities for such attendance 
 and in planning suitable courses and subjects for such classes. The 
 Committee's report had been published a few weeks when I reached 
 London. Having regard to the situation in Ontario, which I will 
 discuss later, I give a concise statement of the parts of the Com- 
 mittee's recommendations which bear directly on the provisions for 
 an effective system of vocational training : 
 
 Exemption, i. Exemption from full time attendance at the Day School in the case 
 
 mitted" ^ boys an ^ girls under 16, should be allowed only when the parents or 
 guardians can show that such children are suitably employed, and while 
 they continue so employed. 
 
 The teachers. 2. (i) As regards teachers, it will be desirable to interest the Day 
 
 School teachers in the work of the Continuation School, and it will often 
 be necessary to employ them in giving instruction there. Care must be 
 taken to prevent overstrain in the case of teachers who teach in both Day 
 and Evening Schools. 
 
 (2) Classes should be established in which persons who are already 
 teachers should be trained in the more specialized parts of the work of the 
 Continuation School, and in which experts in such subjects may be trained 
 in the art of teaching. 
 
 Other means 3. Apart from the better preparation both of the pupils and of the 
 
 effi^ency S and teachers for the Continuation School, much may be done to enhance the 
 securing efficiency of these Schools and to enforce the attendance thereat, upon 
 
 at en ance. ^ present voluntary basis, as follows: 
 
 (1) Effective encouragement from employers of labour; 
 
 (2) Systematic visitation of the parents of children who are about to 
 leave the Day School; 
 
 (3) The personal influence of the Day School teachers; 
 
 (4) Propaganda amongst work people; 
 
 (5) Close co-operation on the part of local school authorities with 
 voluntary agencies; 
 
 (6) The better adjustment of the courses of instruction to the needs 
 of local industries; 
 
 (7) The provision of systematic classes in history, literature, and 
 economics for adult students. 
 
 Boys and girls should be induced to attend the Continuation Classes 
 as well during the last months of their Day School course, due precautions 
 being taken against overstrain. 
 
 compulsory Although much may be achieved without legislative enact- 
 
 tiii e i7at nc< ment, the Committee reports that without compulsory attendance 
 
 Continuation _ , , .,, . ... 
 
 schools. at the Continuation Schools, large numbers will remain without 
 the education they sorely need. The following sections explain 
 the way in which the Committee thinks such attendance should be 
 enforced : 
 
ENGLAND 19 
 
 1. It should be the statutory duty of the Local Education Committees Powers of 
 to make suitable provision in their districts for Continuation Classes from Education 
 the time the pupils leave the Day School until their i;th birthday, and to Committee, 
 keep a register of all such young persons, with a record of their occupations. 
 
 2. It should be lawful for the Local Education Committee to make 
 by-laws (subject to confirmation by the Board of Education) for requir- 
 ing attendance at the Continuation Classes to an age fixed by the by- 
 laws, but not exceeding 17, of any young persons resident or working 'n 
 their district who are not otherwise receiving a suitable education. It 
 should be left to the discretion of the Local Education Committee: 
 
 (1) To frame by-laws for one or both sexes, for part or parts of its dis- 
 trict, and for those engaged in particular trades or occupations therein; 
 and 
 
 (2) To determine the age or ages under which the bye-law shall be 
 operative within the limit of 17 years of age. 
 
 3. (i) It should be the statutory duty of every employer of any young 
 person under 17 years of age 
 
 (a) To enable him to attend the Continuation Class provided for in 
 (i) above; and 
 
 (b) To supply the names of such young persons to the Local Educa- 
 tion Committee on demand. 
 
 (2) Employers should be forbidden under penalty to employ or to 
 continue to employ any young person under 17 who failed periodically to 
 produce a card attesting his or her attendance at a Continuation Class. 
 
 4. (i) The Local Education Committee should have statutory power, 
 after consultation with representatives of the employers and of the work 
 people in each trade, to fix the hours and seasons at which the compulsory 
 Continuation Class should be held. 
 
 (2) The Committee should also have the power to prescribe the limit 
 of hours which may not be exceeded on any day or week, as the case 
 may be, by employment and further education combined. Such restriction 
 should be adjusted to the different conditions of the various trades and 
 callings concerned. 
 
 5. As regards curriculum, the Continuation School should give effective Curriculum, 
 training for the duties of citizenship, and should have reference to the 
 
 crafts and industries practised in the districts, including industrial art and 
 agriculture, when the latter is practised. Prominence should be given to 
 practical and manual instruction in the courses, but the claims of general 
 education should not be disregarded. On every ground, the courses should 
 include physical training. 
 
 6. For the planning of courses of instruction and for their periodical 
 adjustment, the local committees should establish advisory committees, 
 containing representatives of the employers and work people in each call- 
 ing and of persons experienced in teaching. 
 
 It is also proposed, I may add, to raise to 13 the minimum age increase of 
 for school exemption, which is now 12, and, after a short interval, minimum a *- 
 to 14, provided, however, that in country districts the last year of 
 schooling may take half time from 13 to 15, instead of whole time 
 from 13 to 14. 
 
20 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 CITIES VISITED 
 
 In England I investigated the technical school systems of 
 London, Manchester, and Liverpool of London, because, besides 
 its higher technical institutions, it has the best developed system 
 of Trade Schools; and of Manchester and Liverpool, on account 
 partly of their Municipal Technical Schools and partly of their 
 provision for technical education intermediate between the elemen- 
 tary schools and the higher institutions. 
 
 LONDON 
 
 Local control. Practically all elementary education in London is under the 
 control of the London County Council, London being a county 
 for administrative purposes. In the case of higher education, the 
 Council is associated with several other authorities, such as the 
 . University of London, the City Companies, the governing bodies 
 of endowed Secondary Schools, polytechnics and technical insti- 
 tutes. The object is, by co-operation, to prevent overlapping. 
 
 HIGHER ELEMENTARY SCHOOLS 
 
 Attendance. j n L on( j O n, with a population of nearly 7,500,000, the Higher 
 Elementary Schools 52 in number in 1908, with about 27,500 
 pupils provide at suitable centres a superior day school elementary 
 
 Admission course. The pupils are selected from the elementary schools on the 
 combined report of the Council's District Inspectors and the Head 
 Masters and Head Mistresses, who take into account not only the 
 ordinary examination results, but the pupil's school record and gen- 
 eral capability. In these schools pupils enter at the average age of 
 
 courses to be eleven and a half, and are provided with a three or four years' 
 
 modified. ,.,..'., . , , ,. 
 
 course which is industrial, commercial, or general, according to 
 the varying requirements of the different localities. But the pur- 
 pose and character of these schools are at present under the con- 
 sideration of the Council and it is probable that changes will be 
 made with a view to a more practical character of work and better 
 articulation with the rest of the system. 
 
 TECHNICAL SCHOOLS 
 
 But the advantages of the Higher Elementary Schools are not 
 available to all, nor are they available long enough to any to pre- 
 vent the boy or girl of normal intelligence from drifting into the 
 ranks of unskilled labour at fourteen. The decay of the appren- 
 ticeship system has, of course, intensified the difficulty of the situ- 
 ation. The London County Council is now attempting to solve 
 the problem by means of its system of day and evening Trade 
 Schools. 
 
ENGLAND 21 
 
 The day work cf these institutions covers a wide field and in- 
 eludes drawing classes for designers, teachers, and skilled crafts- Schools< 
 men; pre-apprenticeship classes for boys entering such trades as 
 engineering, building, silversmithing, and cabinet-making; trade 
 classes for girls in dressmaking, waistcoat making, upholstery, cor- 
 set-making, millinery, ladies' tailoring, and photography; and do- 
 mestic science classes for girls; but the great majority of the stu- 
 dents at present attend the evening classes, being engaged 
 during the day in commercial or industrial pursuits. The number 
 of day students is, however, steadily increasing. Of these, some 
 are preparing to take up industrial work or are already so engaged 
 and attend with the permission of their employers. 
 
 The trade schools have of late years become very popular and 
 have increased in numbers. The employers are also realizing the 
 value of the instruction given in them, and, as a result, there is no 
 difficulty in providing employment for those who have taken a full 
 course of training. Moreover, it is found that in periods of trade 
 depression, the more skilled artisans from the trade schools 
 retain their positions when others are dispensed with. A reliable 
 authority on this subject told me that these satisfactory 
 results are due in a great measure to the continuance of the pupils' 
 general education and to the fact that, while trade instruction is 
 imparted by fully trained experts, a large share of the time-table 
 is devoted to drawing. The consequent intelligence and originality 
 of the trade school pupils side by side with their manual dexterity 
 is greatly appreciated by the employers. 
 
 A very important development in connection with the trade voluntary 
 schools is the establishment of Voluntary After-care Committees, committees, 
 the members of which interest themselves in the pupils both while 
 they are in attendance and especially after they have been success- 
 fully placed in work-shops. These committees obtain information 
 as to the condition of workers in the various shops, give assis- 
 tance to those who are seeking employment, and, whenever periods 
 of apprenticeships are arranged, they take care that the interests 
 of the boys and girls are carefully safe-guarded in the indentures. 
 
 Higher technical instruction is provided for those who can gjgjj! f cal 
 avail themselves of it at the Imperial College of Science and Tech- In8titutions - 
 nology, at University College, King's College, and other insti- 
 tutions of University rank; and a good deal of the technical in- 
 struction, especially in the form of evening classes, is carried on 
 in Polytechnics and other Technical institutions. Of these, some 
 are aided by the London County Council and others are wholly 
 maintained by it, while some receive no aid from this source. 
 
22 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Fees. 
 
 I?ded u or ion8 Tne institutions aided by the Council are attended by over 
 30,ooo students, and include the Polytechnics, the Goldsmiths' 
 College, the Hackney Institute, a number of Art Schools, and 
 Monotechnic Institutes, as well as a group of institutions, such as 
 the Workmen's College, which, however, deals more with general 
 culture than with technical subjects. Each of the institutions aided 
 by the Council is managed by a governing body on which the 
 Council is represented. The rest of the cost of maintenance is 
 defrayed by grants from the Board of Education, the Parochial 
 Fund, endowments, students' fees, and voluntary subscriptions. 
 There are fifteen institutions under the control of the Council, and 
 in their case the difference between the cost of maintenance and 
 income from the government grants and the fees is made good from 
 the rates. Some of the most important and suggestive of these I 
 describe further on. 
 
 The fees for admission to the London County Council Schools 
 are small. The general fee is about $7.00 a session. In a few 
 cases it is a little larger. No charge is made for materials 
 except for those taken away by the pupils as finished work. To 
 the schools maintained by the Council, apprentices, improvers, and 
 learners under twenty-one are admitted free. Moreover, the 
 Council awards annually a large number of scholarships and exhi- 
 bitions, varying in value from $25 to $250, and tenable at the 
 various Polytechnics and other Technical Schools. 
 
 ^ *k e schools receiving no aid from the County Council, the 
 most important is the City and Guilds Finsbury Technical Insti- 
 tute, which provides' a two years' course for the mechanical and 
 electrical engineering trades, and a three years' one for those enter- 
 ing the chemical trades. Other schools of this class are the Great 
 Titchfield Street Trades Training School, the Leather Trade 
 School, and the South London Technical Art School. 
 : As to management i The powers and duties of the Education 
 
 committees. Committee of the County Council are distributed among eleven 
 sub-committees; and, in the management of its Technical Institu- 
 tions and Schools of Art, the Committee is assisted by Advisory 
 Sub-Committees and Consultative Committees of trade experts, 
 who advise it on matters connected with the administration of the 
 work of their respective industries. 
 
 ELEMENTARY EVENING SCHOOLS 
 
 In addition to the day and evening classes of the Polytechnics 
 and other technical institutions, there are in London, according to 
 the report of 1908, 302 evening schools carried on in the build- 
 ings of the Council's Elementary Schools and attended by about 
 
 controlled * 
 by council, 
 
ENGLAND 23 
 
 130,000 pupils. The courses vary greatly in character and are | c ^ ^ ades of 
 provided in two grades ordinary evening classes, and higher 
 grade science, art, and commercial classes. 
 
 In the ordinary evening classes the instruction is intended ordinary, 
 partly to supply the defects of early elementary education and 
 partly to prepare for the higher grade. The principal subjects of 
 instruction are shorthand, reading, writing, arithmetic, gymnas- 
 tics, and subjects with a practical and industrial outlook, such as 
 dressmaking, book-keeping, manual training, first aid, home nurs- 
 ing, French, cooking, and millinery. At the higher grade centres-Higher, 
 most of the students take the commercial classes in which instruc- 
 tion is given in shorthand, book-keeping, typewriting, English, 
 French, German, with more advanced classes in accountancy, 
 banking and currency, commercial and municipal law, machinery 
 of business, Spanish, Italian, Russian, and Esperanto. In Science, 
 instruction is given in chemistry, machine drawing, mathematics, 
 and physiology ; and in Art, chiefly in light and shade, model, free- 
 hand, blackboard, and perspective drawing. 
 
 The ordinary schools are open generally three evenings a week 
 from 7.30 to 9.30, and the central schools on four evenings a 
 week for about two and a half hours each evening. 
 
 The fees, which cover all the subjects of instruction, are very Fees, 
 low, being 25cts. a session for the ordinary classes; 6octs. for the 
 commercial centres, and $1.25 for the science and art subjects. Of 
 the 302 evening schools, there are about 70 free schools in the 
 poorer districts, and the pupils in these districts who are unable 
 to pay the fee may be admitted free to the other evening schools. 
 
 The evening schools and the special technical evening institutes 
 are the most popular and noteworthy feature of the English educa- 
 tional system, and, owing to local conditions, they are most fully 
 developed in London. 
 
 SCHOLARSHIP SYSTEM 
 
 A feature of London education is its scholarship system, a importance, 
 feature, however, which has been adopted in some of the other 
 large cities of England as well. This feature deserves more than 
 passing notice, for it exemplifies, strikingly, municipal liberality 
 as well as the difficulties connected with the maintenance of day 
 trade schools; and, although our conditions do not now necessi- 
 tate such a system in its entirety, it presents some features that are 
 well worth our imitation. 
 
 Of the scholarships, there are two classes; the County TWO classes of 
 Scholarships, and the Technical, Industrial, and other Scholar- Sc 
 ships. The former provides a scheme of Junior. Intermediate. 
 
24 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Maintenance 
 
 allowances. 
 
 Eligible 
 
 candidates. 
 
 and Senior Scholarships under which a boy or girl may 
 proceed, step by step, without fee, from the Public Elementary 
 School to a University Technical College or other institution of 
 advanced learning. At the age of eleven, every pupil in the Ele- 
 mentary Schools, who has reached a certain standard, is required 
 to take an examination in English and arithmetic. On the result 
 of this, combined with the teachers' estimate, the Junior County 
 Scholarships are awarded. On certain conditions as to the means 
 of their parents, pupils not in attendance may also compete. The 
 scholarships are tenable for three years, and are renewable on 
 recommendation for two more. As a rule, they are held until the 
 pupil is sixteen. Some pupils then leave for industrial or other 
 pursuits, and others obtain Intermediate Scholarships which enable 
 them to continue their education at school until they are eighteen 
 or nineteen, when they may apply for Senior Scholarships which 
 enable them to proceed to a University or Technical School. The 
 Intermediate and the Senior Scholarships are also open, under 
 conditions, to those who have not held the Junior grade. The 
 Technical and Industrial Scholarships are intended to assist, stu- 
 dents to prepare themselves for some particular trade or vocation. 
 
 ^ P resent > Trade Scholarships for boys are awarded for 
 courses in engineering, silver-smithing, book-binding, furniture 
 and cabinet making, carriage building, wood carving, and house 
 building; and for girls, in dressmaking, laundry work, upholstery, 
 tailoring, waistcoat making, corset making, millinery, designing, 
 ready-made clothing, and photography. 
 
 Notwithstanding this scholarship system, the child of poor 
 
 . * . 
 
 parents is unable to attend for two or three years continuous in- 
 struction after he has reached the age of fourteen, unless some 
 provision is made which will recoup his parents for the loss they 
 sustain by not letting him enter some unskilled employment. 
 For this purpose, the County Council has provided a system of 
 maintenance allowances. In the Shoreditch Technical School, for 
 example, a maintenance allowance is made to boys of $30 for the 
 first year, $50 for the second, and $75 for the third. As a rule, 
 the Trade School Scholarships for girls are for a period of two 
 years, with a maintenance allowance of $40 for the first year, and 
 $60 for the second year. 
 
 J n order to make certain that trade scholarships shall be 
 given only to children who really need assistance, no candidate is 
 eligible whose parents or guardians have an income of over $800 
 a year from all sources. Moreover, to prevent the funds from 
 being wasted, the awards are conditional on the candidate's pass- 
 ing satisfactorily a probationary period of three months at the 
 
ENGLAND 25 
 
 trade school with no payment for maintenance, but simply with 
 free tuition. At the end of this period his right to the scholarship 
 ceases if an unsatisfactory report is received. The parents or 
 guardians are also required to sign a declaration that they intend 
 their children to enter the trade in which they are to receive train- 
 ing during the tenure of the scholarship. According to the reports 
 of those who are engaged in the work, these safe-guards work 
 very satisfactorily, and a large percentage of the scholarship pupils 
 eventually find employment in the trades which they have taken 
 up in the schools. 
 
 The gross cost of the County Scholarship Scheme was, in 1908, 
 about $750,000. Of this sum $435,000 represents education and Scheme - 
 $315,000 maintenance allowances. Hitherto, no one able to 
 qualify has been refused a scholarship, and it has been estimated 
 by the Chief Adviser of the London County Council that when the 
 scheme has reached a fairly steady condition the annual expenditure 
 on this account will reach $1,250,000. 
 
 COUNTY COUNCIL SCHOOLS 
 
 Of the institutions maintained by the London County Council 
 there are fifteen of the trade school type, attended by nearly 10,000 
 day and evening pupils; only one of these, however the Blooms- 
 bury Day Trade School for Girls being for girls alone. As char- 
 acteristic examples of the institutions maintained by the Council, 
 wholly or partly, I have selected the following : 
 
 1. The Central School of Arts and Crafts. 
 
 2. The Shoreditch Technical Institute. 
 
 3. The Monotechnic School of Building at Brixton. 
 
 4. The Borough Polytechnic Institute. 
 
 CENTRAL SCHOOL OF ARTS AND CRAFTS 
 GENERAL 
 
 In the management of its different trade schools, the Educa- oonsuiutire 
 
 . _ . ' Committee. 
 
 tion Committee of the Council, as has already been stated, is 
 assisted by Consultative, or Advisory, Committees. The Consulta- 
 tive Committee of the Central School of Arts and Crafts on Book 
 Production may be taken as a type. It is constituted as follows, 
 there being three representatives in each case (nine members for 
 each section) : 
 
 i. Book-binding Section. Representatives of the London 
 Book-binders' Association, of the Workmen's Associations (Con- 
 solidated Society, Day-working Book-binders, Consolidated 
 Unions), and of the Council. 
 
26 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 2. Printing Section. Representatives of the Associations of 
 Master Printers, of the Federation of Printing- and allied trades, 
 and of the Council. 
 
 Aim - The school is intended to supplement rather than supersede, ap- 
 
 prenticeship, by affording to those engaged in the typical London 
 art industries opportunities for design and practice in the branches 
 of their craft which, owing to sub-division of processes of produc- 
 tion, they are unable to learn in the workshop. The building, 
 class-rooms and equipment are amongst the finest I saw in London. 
 The display of the work of former sessions was most artistic. 
 
 The fees are as follows : 
 
 Fees. i. Apprentices, learners and improvers under 21 years of age 
 
 are admitted free on production of certificates from their employ- 
 ers or on showing copies of indentures. 
 
 2. Persons employed in trades or occupations upon which the 
 teaching of the school has a distinct bearing are admitted to all 
 or any of the evening classes of the school which they are eligible 
 to join on payment of fees at the following rates : 
 
 (1) If earning over $6.00 a week, $2.50 a session. 
 
 (2) If earning $6.00 or less a week, $1.00 a session. 
 
 3. Persons not so employed may be admitted to the school 
 on payment o'f $2.50 a term or $5.00 the session; but pupils below 
 the age of 16 years, on furnishing satisfactory evidence that their 
 work is of sufficient merit, may be admitted on payment of $1.00 
 for the session. 
 
 Disposal of No work may be taken from the institution until it has first 
 
 been submitted to the Principal for inspection and approval. Work 
 executed in materials provided by the Council becomes the property 
 of the Council; but pupils who desire to possess their work can, 
 as a rule, do so on payment of the cost of material used. 
 
 EVENING TRADE CLASSES 
 
 Admission to In the practical trade classes, admission is given only to those 
 
 Trade Classes. , . , , 1 ' T,, 1 
 
 engaged in the trade. These classes are intended to supplement 
 workshop practice, and not to teach trades. Pupils are expected to 
 attend lectures and to work in connection therewith, and those who 
 fail to do so are not allowed to continue the workshop practice. 
 Additions to Free tickets of admission to the Victoria and Albert Museum 
 
 the ordinary , T ., ,.,.,, ., 
 
 courses. and Library, etc., are obtained for all pupils who require them. 
 During the session arrangements are made for certain of the 
 classes to visit the Victoria and Albert Museum, South Kensing- 
 ton, under the guidance of their respective teachers. It is intended 
 that the best examples of craftsmanship shall be examined with the 
 view of preparing a scheme of work for the following session. 
 Pupils are required to take note-books on their visits. 
 
ENGLAND 27 
 
 A course of lectures on various subjects connected with artistic 
 crafts is delivered during the winter months. Admission is free 
 and pupils and their friends are invited to attend. 
 
 The courses of instruction are in eight groups, as follows, the 
 classes for each group being accommodated on a single floor : 
 
 i. In Architecture and the Building Crafts. Design, lectures Curses. ' 
 on history of architecture, building construction and structural 
 mechanics. Practical courses in stone and wood carving and let- 
 tering, lead work, decorative plaster work, iron work, bronze 
 casting, etc., are associated with this section and with the Model- 
 ling School. 
 
 2. In Silversmiths' Work and Allied Crafts. Silversmithing, 
 large and small, goldsmiths' and jewellers' work, diamond mount- 
 ing, art metal work, chasing, repousse work, engraving, die-sink- 
 ing, design, modelling, metal casting, enamelling and (later) 
 electro-deposition and gem cutting. 
 
 3. In Book Production. Book-binding, typography, black and 
 white illustration, writing and illumination, lithography, woodcuts 
 and wood engraving, miniature painting, etching and mezzotint, 
 and lectures are given with a view to bringing into closer relation- 
 ship the various branches engaged in book production. 
 
 4. In Cabinet Work and Furniture. Cabinet work, inlaying 
 and marquetry, polishing, upholstery, wood carving, and gilding; 
 also design for furniture, workshop drawing, workshop arithmetic, 
 perspective and interiors. 
 
 5. In Drawing, Design, and Modelling. Drawing from Life. 
 This group is in close relation to all the other groups. 
 
 6. In Needlework. Dressmaking, embroidery, etc. Tapestry 
 and silk weaving are to be added as soon as required. 
 
 7. In Stained Glass Work, Mosaic, and Decorative Painting. 
 The general composition and setting out of windows; ornament, 
 as applied to glass, cutting and leading, painting in tempera. 
 
 8. Art. The Royal Female School of Art, established at Blooms- 
 bury, is now under the control of the Council, and has been incor- 
 porated in the Central School. 
 
 As examples of the various curricula for the different Evening Examples of 
 Schools, I have selected those of the School of Architecture and Evening* 
 Building Crafts, and the School of Book Production: 
 
 SCHOOL OF ARCHITECTURE AND BUILDING CRAFTS 
 
 Architectural Design: A variety of subjects is given at the commence- 
 ment of each session, from which the pupil selects, according to his ex- 
 perience or capacity, such as he desires to work out. Individual instruc- 
 tion is given from the point of view that architecture should take its form 
 
 3 E.I.P. 
 
28 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 in response to present requirements and materials grounded on the past 
 experience of building processes, the solution of the given problems being 
 affected by considerations of aesthetic selection. 
 
 A course of lectures on the " General History of Architecture," is given. 
 Advanced pupils are required to attend these, and also such additional 
 lectures as may be given during the course of the session. 
 
 The instruction in architectural drawing comprises the copying of 
 historical examples, preparing details from small scale drawings, colouring 
 and lettering plans, also the elementary laws of perspective, etc. 
 
 Groups are formed for study of the following subjects if a sufficient 
 number of applications are received: 
 
 (a) Applied Geometry and Working Drawings; (b) Vaulting; (c) Let- 
 tering; (rf) Materials; (e) Sanitation; (/) Specifications and Estimating; 
 (g) Construction, Shoring and Underpinning; {h} London Building Acts. 
 
 Arrangements are made for visits to works in progress. 
 
 A library of architectural works for loan and reference is being formed, 
 as well as a museum for specimens and models. 
 
 Drawing boards and T. squares are provided, but pupils must bring 
 their own drawing instruments, set squares, note and sketch books, paper 
 and other materials. 
 
 Building Construction: A course of instruction is given with direct 
 reference to the work of the architectural class, illustrated by models, specimens 
 and occasional visits to buildings in course of erection. 
 
 (1) Junior Course (once a week). Excavation (necessity of founda- 
 tions, usual methods of forming same, concrete for trenches and base- 
 ments). Brickwork (principal bonds, footings, walls, piers, arches, damp- 
 proof courses, parapets and copings). Masonry (stones in general use, 
 methods of building stone walls, of jointing and of arching). Carpentry 
 (use of timber in floors, roofs, partitions and beams, jointing and fixing 
 of same). Slating and tiling (general description of slates and tiles, with 
 consideration of relative advantages, gauge, lap and bond, labours at ridges, 
 hips, verges, eaves, etc. Joinery (floor covering, methods of jointing, 
 door and window frames). Ironmongery (door furniture and locks, sash 
 and casement fastenings, hinges). Plumbing (zinc, lead and copper roof- 
 ings, gutters, flashings, rolls, hips and valleys). Iron work. (Built-up plate 
 and box girders, iron roofs to 40 ft. span). Plastering (rendering, float- 
 ing and setting, coarse stuff, putty, rough cast cornices). 
 
 (2) Senior Course (once a week). Excavation (various soils and the 
 different methods of forming foundations in the same). Concrete (various 
 kinds of concrete and their use in foundations, floors, roofs, partitions, 
 etc. The manufacture and properties of lime and cement). Brickwork 
 (special bonds, chimney construction, building by-laws and thickness of 
 walls, the manufacture and use of bricks, terra-cotta and tiles, mortar). 
 Masonry (various kinds of granites, sandstones, limestones, marbles and 
 slates in general use and their application). Iron work (roof trusses, 
 girders, re-inforced concrete, the properties of cast and wrought iron and 
 steel). Carpentry and joinery (roofs, floors, staircases, French casements, 
 skylights, dormers, counters). Sanitary work (principles of simple domestic 
 drainage, water service and ventilation). Lighting (notes on gas and 
 electric lighting). Materials (brief description of the principal materials 
 in use on or in buildings, including uralite, vulcanite, rubberoid, patent 
 partition blocks, etc.). 
 
 Pupils of both classes are expected to attend at least one Saturday 
 visit in each term. 
 
 Pupils of the Senior class may attend the Junior class in addition, if 
 they so desire, and vice-versa. 
 
 Structural Mechanics: The course includes the determination of the 
 stresses in roof principals and girders due to loading and wind-pressure 
 and the application of iron and steel to building purposes. The determina- 
 
ENGLAND 29 
 
 tion of forces arising in and the stability of columns, arches, domes, etc., 
 and the stability of buttresses, retaining walls and foundations. 
 
 A course of experimental instruction is also included, in which experi- 
 ments are performed by pupils upon suitable models and apparatus to deter- 
 mine the stresses and deflections in beams, columns, roof principals, shoring, 
 etc., and the stability of buttresses, retaining walls, arches and domes. 
 
 The lectures deal with practical design and calculations with special 
 reference to the work of the Architectural class, and without the use of 
 higher mathematics and examples of construction will be worked out. 
 
 Shaded Drawing (mostly from the round) : The course is intended for 
 architects and others engaged in design, and is open to elementary pupils. 
 
 Drawing boards are provided, but pupils must provide their own draw- 
 ing materials. 
 
 Lettering and Inscriptions: A course is given, adapted to the require- 
 ments of monument masons and letter cutters, and also of architects and 
 sculptors. It is intended to carry on in stone the more general teaching 
 of the writing and lettering classes with a view to raising the quality of the 
 lettering carved on public buildings. 
 
 The instruction given is of a practical nature and includes the carving 
 of the Roman Alphabet, incised and in relief, also the Roman small letters 
 or lower case and italics, and other more specifically ornamental forms 
 suitable for special purposes. The basis of the instruction is the Roman 
 Alphabet. 
 
 Materials and apparatus are supplied by the Council, but pupils must 
 use their own tools. 
 
 Instruction may also be provided in general stone-working, including 
 the various kinds of stone and methods of working them, such as reducing 
 blocks to working sizes, squaring up, hammer and point, mallet and tools, 
 axed work, working from templates, circular work, simple development 
 of mouldings and capitals, working and polishing of marble and other 
 branches of stone work. 
 
 Woodcarving: The carving of picture frames and other simple objects is 
 taken up. 
 
 Ornamental Lead-work: The course includes casting, and supplements 
 the Sanitary Plumbing taught in other classes, thus providing for all that 
 is usually described as " external plumbing." The laying of lead on roofs 
 as practised now and in former times is compared and discussed, having 
 regard both to material and workmanship. The various ways of orna- 
 menting lead and the use of lead for ornamental purposes are taken up 
 in detail, and the methods, so far as is possible, practised in the workshop, 
 as follows: 
 
 
 
 Sheet-lead Casting (a casting table, 6 ft. by 3 ft., is provided for this) : 
 Simple Casting in sand (with open moulds) and generally the art of mould- 
 ing in sand. Pattern-making, especially the use of leads for patterns. The 
 simpler alloys of lead; metals added in order to toughen or harden lead 
 or to prevent shrinkage in casting. Beaten-up work, with and without a 
 wood or other hard core. Cast Sheet versus Milled Sheet for beaten-up 
 work, also with especial reference to the expansion and contraction of 
 lead under changes of temperature. Pierced Lead Work; Incising, Stamp- 
 ing, Punching and Inlaying Lead. Tinning used ornamentally on lead. 
 Painting and Gilding. 
 
 Some of the objects to which the above processes in ornamental lead- 
 work are applicable and in the design and making of which practice is 
 afforded to pupils are: Ridges and Finials, Gutters, Pipe-heads, and 
 Cisterns, Crestings, Vallances, Tablets for inscriptions, Flower Boxes, etc. 
 
 Iron Work: The course includes drawing and design, and is suitable for 
 smiths desirous of studying decorative metal work. Furniture designers and 
 
3 o EDUCATION FOR INDUSTRIAL PURPOSES 
 
 architects are also advised to study this subject in relation to their work; 
 handles, hinges, lock plates, keys, finials, etc., being separately studied. 
 
 Bronze Casting: A short course is provided of demonstrations in bronze 
 casting, of interest to modellers, architects, and metal workers generally. 
 
 SCHOOL OF BOOK PRODUCTION 
 
 Bookbinding: The course is confined to journeymen and apprentices. 
 The workshops are fitted with all necessary appliances for forwarding 
 and finishing. Pupils are encouraged to carry out, from first to last, the 
 binding and decoration of books, and to design and work out their own 
 patterns. 
 
 The method of teaching adopted is founded on the almost imperish- 
 able character of the work of the early bookbinders, and greater stress is 
 laid on sound principles of construction than on high finish. 
 
 Instruction is given in forwarding, collating, pulling, sewing, glueing 
 up, rounding, backing, adjusting boards, cutting, edge gilding, headband- 
 ing and covering, finishing; designing, blind tooling, gold tooling, the treat- 
 ment of end papers and polishing. 
 
 Instruction in washing and mending and in vellum and account book 
 work is also arranged for. 
 
 Typography: The course aims at supplying instruction in the highest 
 type of book work as distinct from advertising matter, trade cards, etc. 
 Work is done in co-operation with the classes in bookbinding, lettering, 
 black and white design, etc., with a view to form a complete school of book 
 production. 
 
 Paper and Leather: Courses of lectures are given by experts in the use of 
 paper and leather. 
 
 Book Illustration: The course of instruction deals with space fillings with 
 single figures, decorative borders, headings, and tailpieces, title pages, initial 
 letters and all other branches of book illustration and decoration. The best 
 examples of black and white work are available for study, and special attention 
 is also paid to the adaptations of method called for by the requirements of 
 process reproduction. Advanced pupils are enabled to study from the draped 
 living model. 
 
 Day classes are also conducted twice a week, from 10 to I and 2.30 to 
 5, when pupils who desire to work in colour or black and white receive 
 every assistance. Outdoor work is also a special feature of this class. 
 
 Writing and Ornamentation: Courses suitable for addresses and other 
 MSS. are taken up under this head. 
 
 The development of the Roman Alphabet by the use of certain tools 
 and the modifications of its forms by the commonest the pen provide 
 the study for this class; illustrations being drawn from the varieties of 
 several centuries, chiefly the " Anglo-Irish," early " Gothic " and " Italian 
 Renaissance " hands. The forms, proportions and characteristics of the 
 " Roman," " Uncial," " Half-Uncial " and " Versal " alphabets are examined 
 in particular and compared with notes and explanations as to the requisites 
 of legible, beautiful lettering. 
 
 All pupils are advised to learn and practise a " formal " or book hand, 
 the round writing of the eighth, the more angular hand of the tenth cen- 
 turies or an Italic hand being recommended. Certain principles of letter- 
 ing and the character of pen work are readily appreciable by such practice. 
 
 The application of lettering for common purposes, as in title pages, 
 notices, etc., is considered, and special attention given t'o the requirements 
 of documents, addresses and above all, the book as setting a traditional 
 and conventional standard in such matters as the proportion of margin to 
 text, size and combination of letters, spacing of lines, paragraphing and 
 other details of general arrangement. 
 
ENGLAND 31 
 
 The historical importance of the initial letter is insisted upon, and the 
 consequent growth of ornament therefrom, the introduction of subordinate 
 ornament, line terminals and other decorative devices, following in order, 
 according to the capacity of the pupil and the time available. 
 
 Instruction is given in the use of raised gilding, and the colours and 
 materials generally to be employed. 
 
 Day classes are also held twice a week, from 2 to 4.30 p.m. 
 
 Lithography: The course is intended primarily for those who are engaged 
 as lithographic draughtsmen or designers, but it is also open to artists who 
 desire the ability to translate their work into this medium. 
 
 The class room is fitted with all the necessary requirements for draw- 
 ing and a fully equipped press for afterwards proving the stones. Pupils 
 provide their own drawing materials, but the School provides the stones 
 and, subject to the approval of the teacher, any pupil may have a reason- 
 able number of copies of his work when completed. Pupils may, if they 
 wish, attend for practice on other evenings. 
 
 The course includes : Drawing on polished stone pen work. Drawing 
 on grained stone chalk work. Drawing on transfer paper, grained paper, 
 etc. Drawing on zinc and aluminium. Lithography in colour. The class 
 meets once a week, from 2 p.m. to 4.30 p.m., and on two evenings. 
 
 Wood Cuts in Colour and Wood Engraving: The course consists of 
 twelve demonstrations in Wood Engraving, including the Design, Engrav- 
 mg and Printing of Colour Prints from Wood Blocks by a method based 
 on the Japanese practice. 
 
 Etching and Mezzotint: Practical instruction is given in etching, aquatint, 
 line engraving, mezzotint, relief engraving, steel facing and plate printing. A 
 day class is also held once a week, from 2 to 4-30 p.m., in addition to two 
 evenings. 
 
 Miniature Painting: Besides the ordinary course, facilities are given to 
 advanced pupils for study from the living model in miniature painting. 
 
 PREPARATORY DAY TECHNICAL SCHOOLS FOR BOYS 
 I. THE SILVERSMITHS' AND ALLIED TRADES 
 
 This school was established with the object of providing Aim. 
 technical instruction for boys who propose to enter some branches 
 of the trades dealing with the precious metals. Here also there is 
 a special consultative committee of trade experts. 
 
 As indicative of the general character of the London Trades 
 Schools, the statement of the aim of the School, as set forth in 
 its prospectus, is well worth quoting: 
 
 The object of the school is to enable boys who intend to enter some 
 branch of the silversmiths' trade or kindred crafts, as silversmiths, gold- 
 smiths, jewellers, chasers, engravers, piercers, carvers, mounters or 
 draughtsmen, to continue their general education and at the same time 
 to acquire such a knowledge of the artistic principles of design and of thie 
 scientific principles of construction, of the properties of materials and of 
 the use of tools, as will enable them at the end of a two or three years' 
 course to enter a workshop with a full appreciation of the points to which 
 they are expected to direct their attention, and with an intelligence so 
 trained as to make them immediately of substantial value to an employer. 
 Moreover, a boy who has passed through the school, though he may be 
 required to devote himself for years to some special operation in the work- 
 shop, would be able readily to adapt himself, if called upon, to other 
 branches of work and the requirements of other shops in the same trade, 
 
EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Practical 
 work. 
 
 Admission 
 Test. 
 
 Fes. 
 
 while the time which he will devote to the study of design and the artistic 
 treatment of h>s work will raise his status in the trade and place him on 
 a very different level from that which he would probably occupy without 
 such training. 
 
 curriculum. jhe curriculum includes the following subjects : 
 
 Elementary mensuration, geometry, geometrical drawing, free-hand and 
 model drawing, modelling in clay and wax, heraldry, plant study, colour, ele- 
 mentary science, English composition, history, geography, workshop drawing, 
 technology of metals and tools, bench work, and physical exercises. 
 
 The practical work comprises filing, piercing, jointing, smith- 
 ing, square box work, mounting, blowpipe work, chasing, metal 
 carving, and the use of small hand tools generally. The course is 
 a three years' one, and, in the third year, a somewhat higher 
 degree of specialization is permitted. 
 
 The school is open to boys who are capable of doing the work 
 of the seventh year of an elementary school (about 14 years of 
 age). The fee is $7.50 per year, but the Council reserves the right 
 to remit in whole or in part the fees of those whose parents are in 
 receipt of not more than $10 per week. 
 
 II. THE BOOK-PRODUCTION TRADES 
 
 Boys enter between 13 and 14. They are apprenticed at the 
 end of the first year to some firm of recognized standing and the 
 time spent in the school after reaching 14 years of age counts as 
 part of their period of apprenticeship. Fees and terms of admis- 
 sion are the same as in the School of Silversmithing. 
 
 During the first year the curriculum includes craft work, 
 English, citizenship, history, geography, practical mathematics, 
 preliminary science, drawing, design, physical exercises. In the 
 second and third years the pupils devote themselves either to book- 
 binding or to typography on the craft side, according to the trade 
 to which they are apprenticed. Some substantial attention is also 
 paid to lithography, engraving, process-engraving, estimating and 
 the history of the " book." 
 
 SHOREDITCH TECHNICAL INSTITUTE 
 GENERAL 
 
 This institution is intended for those engaged in the furnishing, 
 building, electrical, and other trades. It comprises the following 
 Departments, departments : 
 
 1. Technical Day School for Boys. 
 
 2. Pupil-teachers' Handicraft Classes. 
 
 3. Domestic Economy Day School for Girls. 
 
 Admission. 
 Fees. 
 
 Curriculum. 
 
ENGLAND 33 
 
 4. Day Trade School for Girls. 
 
 5. Evening Trade Classes for Men. 
 
 6. Evening Trade Classes for Women. 
 
 The accommodation consists of well-equipped work-shops, 
 class-rooms, chemistry and physics laboratories, and art rooms. 
 
 The trade classes are confined to those actually engaged in the Trade classes, 
 trades who are earning their livelihood or are preparing to earn 
 their livelihood thereby. Certificates are awarded by the Council 
 to those who have completed the courses. The classes are intended 
 to supplement work-shop practice and not to teach the trades. No 
 pupil is allowed to take work-shop practice unless he takes in 
 addition the lectures and the drawing office work in connection 
 therewith. Work executed in material provided by the Council be- 
 comes its property; but pupils may generally obtain possession of 
 the work by paying the cost of the material. A stall is provided for 
 the purchase of all necessary supplies. 
 
 Apprentices, learners, and improvers under 21 years of age are Fees, 
 admitted free on production of certificates from their employers or 
 on showing copies of indentures. 
 
 Persons employed in trades or occupations upon which the 
 teaching of the school has a distinct bearing are admitted to the 
 Classes on payment of ices which vary from 6oc. to $5.00 a ses- 
 sion, according to the course taken and the wages earned by the 
 pupil. 
 
 TECHNICAL DAY SCHOOL FOR BOYS 
 
 The Technical Day School for Boys deserves especial notice. 
 It is intended to prepare them for some branch of the furnishing Aim. 
 or other wood-working trades, such as cabinet-makers, joiners, 
 carpenters, shop-fitters, patternmakers, turners, wood engravers, 
 and trade draughtsmen, etc.; to continue their general education 
 and at the same time acquire such a knowledge of the principles 
 of artistic designing and of construction, of the properties of ma- 
 terials and of the use of tools as will enable them at the end of 
 a two or three years' course to enter the work-shop so trained as 
 to be of immediate value to an employer. 
 
 The school is open to boys who are about 13 years of age and Admission 
 have reached about our Fourth Form standard. The fee for this test8 ' 
 School is $6 a year, but the Council remits it in the case of a boy 
 whose parents are in receipt of not more than $10 a week. 
 
 The course extends over three years. In the second year the curriculum, 
 boys are^taught the principles and practice of such art and metal 
 work as is connected with the wood-working trades. In the third 
 year some specialization is allowed. The course consists of the 
 following subjects : 
 
34 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Arithmetic and mensuration, geometry and geometrical drawing, free- 
 hand and model drawing, modelling in clay, elementary experimental science, 
 English (composition, history, and geography), work-shop or technical drawing, 
 technology of woods, metals, and tools, bench work in wood and metal. 
 
 Handicraftfor Provision is here made for pupil-teachers who are to become 
 
 Pupil-teachers . 
 
 handicraft teachers. This is said to be the only school of the kind 
 in England. The three terms are identical with those of the Tech- 
 - nical Day School for Boys. 
 
 Aim. 
 
 Admission. 
 
 Fees. 
 
 Organization . 
 
 DAY TRADE SCHOOL FOR GIRLS 
 
 This School also deserves especial notice. It provides a train- 
 ing- in skilled trades for girls leaving the elementary schools, and 
 consultative takes the place of apprenticeship. Attached to it there are Consulta- 
 
 Committees. . _ r . , . . , , 
 
 tive Committees of trade employers and social workers, who, as 
 experts, advise on all matters connected with trade work. 
 
 Candidates must be resident in the County of London and be 
 not less than 14 nor more than 16 years of age. They arc selected 
 after a qualifying examination in English composition and arith- 
 metic and a competitive examination in freehand and model draw- 
 ing and needlework. A recommendation must be produced from 
 the head of the schools which they last attended. Ordinary pupils 
 are admitted on payment of $2.50 per term, $7.50 per annum. 
 
 The course as a rule extends over two years, commencing after 
 the Easter vacation, but pupils are allowed to leave before the end 
 of that time if, in the opinion of the Principal of the Institute, 
 they are ready for the work-room. For the first three months, 
 pupils are on probation ; if at the end of that time they are making 
 satisfactory progress, they are definitely admitted into the school. 
 
 About one-half of the school time is devoted to instruction 
 under a skilled trade teacher in the trade chosen, and the other 
 half to the improvement of the general education of the pupil, with 
 special reference to the requirements of the trade. Such instruc- 
 tion includes free-hand and geometrical drawing, design, English, 
 composition, arithmetic, some domestic subjects and physical 
 exercises. 
 
 Domestic Provision is here made for a ten months' clay training in plain 
 
 school for cooking, needle-work, and dressmaking, mending, laundry work, 
 house management, personal cleanliness, and hygiene. The girls 
 are supplied with dinner and tea and with certain materials for 
 making garments. Thirty scholarship girls are admitted and other 
 students, when possible, at the following fees : 
 
 (1) Girls under sixteen, $2.50 a term and 8c. a day for meals. 
 
 (2) Girls over sixteen, $5.00 a term and I2c. a day for meals. 
 
ENGLAND 35 
 
 EVENING TRADE CLASSES 
 
 Evening Trade Classes are provided for men in: 
 
 1. Cabinet Making and Allied Trades Furniture design and 
 workshop drawing, woodwork for beginners, wood carving, chair- 
 making, French polishing and furniture enamelling, upholstery 
 (stuffing, drapery, and drawing). 
 
 2. Building and Other Trades Plumbing (drawing, practical 
 work, elementary science), building construction (reading and 
 execution of working drawings, setting out of masons', carpenters', 
 plumbers', and slaters' work), electrical wiring and fitting, elec- 
 trical instrument making and mechanical engineering, physics ( for 
 electricians), chemistry (chemical industries, polishers, enamellers, 
 painters, and decorators), work-shop arithmetic and mensuration, 
 metal work, van-building and wheelwrights' work, drawing and 
 design, modelling, painters' and decorators' work, mechanical and 
 geometrical drawing, English language and arithmetic. 
 
 Evening Trade Classes are provided for women in : 
 
 Cooking, upholstery, trade and home dressmaking, designing 
 
 and making ready-made clothing, drawing and design, teachers' 
 
 training classes in dressmaking and millinery. 
 
 As examples of the curricula of the foregoing, I have selected 
 
 those for men in Upholstery and Plumbing : 
 
 UPHOLSTERY 
 
 Stuffing Elementary: Pupils practise, from practical examples, such 
 exercises as stuffing cushions, squabs, small chairs, easy chairs, etc., all of 
 which are finished in calico, preparatory to being covered with different 
 kinds of materials. 
 
 Stuffing Advanced Class for Men: Special attention is paid to the treat- 
 ment of spring stuffing of furniture in general; spring edge or rail stuffing; 
 double spring stuffing, marking out coverings in such materials as morocco, 
 tapestry, cretonne, etc. 
 
 Special Advanced Class for Men: To be admitted to this class, pupils must 
 have a good working knowledge of the subjects taught in the advanced 
 class. Attention is paid to the upholstering of drawing-room suites, 
 couches, divans, Chesterfields, etc., both in the matter of stuffing and 
 covering with tapestry or other suitable materials. Instruction is given 
 in the cutting of loose covers. 
 
 Note. In all the preceding classes, pupils are expected to join the 
 Drawing Classes for Upholsterers and others. 
 
 Drapery: In this class the decorative side of upholstery is dealt with. 
 The object is to give such instruction as will enable pupils to follow 
 architects and decorators in the various styles of colour and treatment 
 in such a way as to give to rooms when finished continuity and fitness. 
 Introductory remarks on the general principles involved in interior decora- 
 tion and furnishing. Ground plans of rooms set to scale; plans showing 
 floor, walls, and ceiling Room to scale in perspective. Various floor 
 coverings; how to measure and calculate necessary quantities. How to 
 measure for blinds, curtains, vitrage, etc., with short lectures on the 
 
36 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 various fittings and appliances used.- Cutting and mounting of roller 
 blinds. Cutting of curtains; various headings. The cutting and pleating 
 of curtains, with distribution of fulness, for semi-circles or portions of 
 semi-circles, and application of principle to all irregular headings. Cutting 
 of " pelmets " with straight or circular heads. Festoon draperies how to 
 cut and pleat. Bed hangings for the various styles of beds in use at home 
 and in the Colonies (mosquito nets). Elementary instruction in the 
 various historical styles of decoration. Elementary instruction in the arrange- 
 ment of colours as applied to decoration and upholstery. 
 
 Pupils are required to attend the special Drawing Class for Upholsterers. 
 
 Drawing: To take a high place in the upholstery or furniture trade 
 a workman must be an expert draughtsman, not only in general, free- 
 hand and geometrical drawing, but also in light and shade and colour; 
 and a course is provided to enable young upholsterers and furniture 
 draughtsmen to appreciate form, accurate arrangement, balance and the 
 general appearance and special features of the various periods and styles of 
 drapery and upholstery. Lessons and short lectures are given in methods 
 of measuring; study of the fall of drapery of the same design cut in various 
 materials; free-hand drawing from copies and models; the study of light 
 and shade in pencil and water-colour; setting out for cutting and the appli- 
 cation of geometry to same. 
 
 Pupils who have little power of drawing are required to attend the 
 Elementary Drawing Class. 
 
 PLUMBING 
 
 The course in Plumbing below is one of the departments provided under 
 Building and Other Trades: 
 
 Drawing: This class, held one evening a week, gives such instruction 
 as will enable a plumber to understand and set out his work from given 
 dimensions. The syllabus is as follows: 
 
 The development of surfaces with special reference to the cutting out 
 of sheet lead for elbows or knees in circular or rectangular pipes, conical 
 trumpet mouths, also the covering of various architectural designs; 
 elements of geometry meaning of plan, elevation, section and the setting 
 out of detailed work. 
 
 Lectures are given on the principles of drainage, sanitary appliances, 
 roof work, etc. 
 
 Practical Work: The course of instruction has been arranged to cover 
 the whole work of a practical plumber. There are two classes, elementary and 
 advanced. 
 
 Workshop Practice: Tools their forms and uses; making and fusing 
 of solder ; soldering apparatus ; fire-places, etc. Pipe bending in various 
 sizes, both round and square, with the use of dummies or by bobbin 
 and followers. Joint wiping; all kinds of joint work, from y 2 inch to 4 inch 
 pipes in all positions, viz., upright, underhand, branch, knuckle, flange and 
 seam. Wiping; soil pipe and anti-syphonage work in accordance with the 
 latest principles. Setting out and bossing up all kinds of breaks and 
 corners in sheet lead. 
 
 Special attention is given this branch of the plumbers' work, so that 
 students may gain a thorough knowledge of lead laying in various forms. 
 
 Elementary pupils attached to these classes are expected to attend 
 the Workshop Arithmetic and Mensuration Class. Pupils attending Prac- 
 tical Classes are expected to attend the Drawing and Lecture Class for 
 Plumbers. Special stress is placed on the course of Elementary Science 
 for Plumbers, in which many of the scientific principles underlying their 
 work are carefully explained and illustrated. Such knowledge is absolutely 
 
ENGLAND 37 
 
 essential to pupils desirous of passing examinations in the Theory and 
 Practice of Plumbing, with a view of becoming Registered Plumbers. 
 
 Elementary Science: The course deals with the physical and chemical 
 principles involved in the theory and practice of plumbing. These are taught in 
 an elementary but thorough manner, the lectures being fully illustrated by ex- 
 periments and supplemented by practical work on the part of the pupils. The 
 course covers the requirements of the examination of the City and Guilds of 
 London Institute (Preliminary and Ordinary Grades). The scope of the 
 subjects is shown in the following summary: 
 
 Introductory mechanical notions; force and work; the lever, pulley 
 block, screw, etc. Determination of areas, volumes and weights. Density 
 and specific gravity. Pressure due to a column of liquid. Head of water. 
 Pressure due to action of gases. The barometer. Boyle's Law. Theory 
 of the syphon, traps, valves, house cistern fittings. Pumps, hydraulic 
 press, ram, etc. Capillarity, roof leakage, etc., through capillary action. 
 Effects of heat upon solids, liquids and gases. Temperature; thermometers. 
 Co-efficients of expansion. Conduction, convection and radiation. Hot 
 water circulation. Ventilation of pipes. Expansion of water. Quantity 
 of heat and its measurements. Specific heat of water and of plumbers' 
 materials. Latent heat of water and of steam. Properties of ice; frost- 
 bursts. Melting points of metals and solders. Boiling point of water 
 under pressure. The simple chemistry of the metals in relation to air 
 and water. Natural waters and their action on metals and solders. Fur- 
 ring of pipes and boilers. Red lead, litharge, white lead, etc., and the 
 cements made from them. Action of acids upon metals and salts. Re- 
 placement of metal by metal; "electrolysis." 
 
 MONOTECHNIC SCHOOL OF BUILDING AT BRIXTON 
 
 GENERAL 
 
 The Monotechnic School of Building- at Brixton was established Accommoda- 
 tion, Equip- 
 by the London County Council for the training of artisans engaged ment and ^ 
 
 in the building and allied trades. Workshops are provided and 
 equipped for practical teaching under conditions similar to those 
 met with on buildings and in builders' shops. To complete the 
 scheme of work, a School of Architecture has been added with 
 courses of instruction in the history of building and architectural 
 designing, planning, and drawing. 
 
 Lecture and class-rooms, drawing offices and laboratories have 
 been provided in connection with the work-shops, so that the prac- 
 tical work may be combined with the class studies. 
 
 Every facility is given for full size work and for this purpose 
 the various trades act in conjunction. Great importance is at- 
 tached to the practical combination of the studies in the several 
 trades and branches as required by a master builder, foreman or 
 architect; and for this purpose an architectural director has been 
 appointed. 
 
 The classes are held in the evening, from once to three times a 
 week, usually from 7.30 to 9.30. 
 
38 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 EVENING CLASSES 
 
 ?f e work! ent8 The work of the school may be divided into three departments, 
 as follows: 
 
 I. Trade Classes. 
 
 Brick work, carpentry and joinery, staircasing and hand-railing, joiners' 
 machine class, etc.; masonry, painting and decorating; plastering; plumbing, 
 ornamental lead work, iron pipe work, etc.; sanitary engineering; stone carv- 
 ing, wood carving and modelling ; wrought iron work. 
 
 In the practical Trade Classes only those engaged in the trade are 
 admitted. These classes are intended to supplement work-shop prac- 
 tice, not to teach trades completely. Apprentices, learners and 
 improvers under the age of 21 are admitted free on producing 
 certificates from their employers or on showing copies of their 
 indentures. Persons employed in trades or occupations upon 
 which the teaching of the school has a bearing are admitted to the 
 evening classes on payment of fees which vary according to the 
 wages the applicant earns. 
 
 II. Building Construction and Allied Subjects. 
 
 Builders' bookkeeping, estimating; office routine, construction, mechanics 
 of building and constructional steel work; building or quantity surveying; 
 chemistry and physics of building materials, geometry; land surveying and 
 valuation ; workshop arithmetic, practical mechanics. 
 
 III. Architecture and Drawing. 
 
 Architectural design, working details, and perspective drawing; architec- 
 tural history; free-hand and model drawing; lettering and inscriptions for 
 drawings ; sketching and measuring buildings and details. These courses are 
 held at the Victoria and Albert Museum, South Kensington. 
 
 Besides the foregoing evening courses, the details of which I 
 omit, there is also a Day Technical School for Boys. 
 
 DAY TECHNICAL SCHOOL FOR BOYS 
 
 Aim. This school, which is a Day Trade School for boys, and is, 
 
 therefore, especially noticeable, provides scientific and technical 
 training extending over three years for those preparing to enter 
 
 Admission the building trades and allied vocations. Admission is restricted 
 
 test s 
 
 to boys between 13 and 15 who have passed the sixth standard 
 (senior third) of the Elementary School or its equivalent. The 
 Fees. fees are $2.50 a term, or $7.50 a year. For the second and third 
 
 years of those intending to become craftsmen, or to enter builders', 
 surveyors' or architects' offices, the fees are $7.50 a term. 
 
 All are entitled to the fre'e use of drawing boards, tools, draw- 
 ing instruments, paper, textbooks, note books, apparatus and ma- 
 terial for workshop practice and laboratory instruction, etc. 
 
ENGLAND 39 
 
 The curriculum which is common to all pupils during the first curriculum, 
 year includes: 
 
 Building construction,, work-shop practice, study of materials, work-shop 
 arithmetic and mathematics, experimental mechanics, geometrical and plan 
 drawing and lettering, free-hand drawing of building details, English literature, 
 history with special reference to industrial changes and the development of 
 public and domestic architecture, geography with special reference to building 
 materials, English composition, and business correspondence. 
 
 In the second and third year the course is divided into two 
 main sections: 
 
 1. The Artisan Course for Bricklayers, Masons, Carpenters, 
 Plumbers, Painters, etc., and 
 
 2. The Higher Course for Architects, Builders, and Surveyors. 
 
 During these two years, the instruction in building construc- 
 tion for all pupils is of a more advanced character, and general ele- 
 mentary science with reference to building materials and the 
 mechanics of building are added. 
 
 Pupils taking the Artisan Course specialize in the trade which 
 they intend to follow. The pupils in the Higher Course are in- 
 structed in the various trades in rotation, and to their curriculum 
 are added building quantities, architectural drawing and land- 
 surveying. 
 
 At the end of the first year, the Principal advises the parents 
 of pupils as to the most suitable branch or craft to select for their 
 sons. 
 
 BOROUGH POLYTECHNIC INSTITUTE 
 GENERAL 
 
 The technical schools already described are maintained and sources of 
 managed wholly by the London County Council. The Borough 
 Polytechnic Institute, founded in 1892, is an example of a technical 
 school supported partly by the London County Council and partly 
 by other bodies, as well as by fees. Its income is derived chiefly 
 from grants made by the following : 
 
 London County Council, Board of Education, Central Govern- 
 ing Body, Governors of Herold's Foundation, Trustees of St. 
 Mary (Newington), National Association of Master Bakers and 
 Confectioners, London Master Bakers' Protection Society, and 
 Trustees of St. Olave and St. John ( South wark). 
 
 This Institute is one of the most comprehensive I saw in Eng- 
 land. With it are affiliated four London County Council Com- 
 mercial, Science, and Art Centres, Morley College, and Herold's 
 Institute, the last two providing both elementary and advanced 
 technical instruction. It is, accordingly, able to offer a very wide 
 
40 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 range of subjects, and the courses include not only day and even- 
 ing trade classes, but technical work of a higher character. The 
 
 Aims. first object of the Institute is to provide for the instruction of 
 
 young men and women engaged in the various trades and indus- 
 tries of Central South London; the secondary object is to promote 
 general knowledge by means of classes in arts and crafts, higher 
 commercial subjects, languages, domestic economy, music, etc. ; 
 and, lastly, the Institute does much to facilitate social intercourse 
 amongst its students. Membership carries with it certain privi- 
 leges, and healthy recreation and amusement are afforded by its 
 various clubs and societies. 
 
 Training. Every opportunity is given for physical training and develop- 
 
 ment. The Playing Fields are within easy distance by street car, 
 and there are clubs connected with the various branches of sport, 
 football, cricket, cycling, hockey, swimming, rowing, cross-coun- 
 try running, etc. There are two gymnasia the Victoria, for men, 
 where instruction is given in drill, gymnastics, fencing, and boxing; 
 and the Stanley, for women, which is well equipped with Swedish 
 apparatus. 
 
 organization. The w ork of the Institute is divided into two branches : Day 
 Schools and Classes, and Evening Classes. 
 
 DAY SCHOOLS AND CLASSES 
 
 Under this head are comprised : 
 
 1. Trade School for Girls. 
 
 2. Technical Day School for Boys. 
 
 3. Domestic Economy School for Girls. 
 
 4. The " National " School of Bakery and Confectionery. 
 
 5. Music Classes for Boys and Girls. 
 
 The attendance at the Day Classes runs from 300 to 400. 
 
 EVENING CLASSES 
 
 The following are the main departments of the Evening 
 Classes : 
 
 i. Special Trade Classes. For engineers, metal plate workers, 
 bricklayers, carpenters, plumbers, tailors, boot and shoe makers, 
 printers, bookbinders, wheelwrights, varnish and colour makers, 
 bakers and confectioners. 
 
 2. Engineering and Building Trades Department. Practical 
 geometry, machine construction, applied mechanics, heat engines, 
 practical mathematics, building construction, builders' quantities, 
 motor-car designing and construction. This department is carried 
 on in a block of buildings, consisting of a laboratory 80 feet by 25 
 
ENGLAND 41 
 
 feet, above which on the first floor are the engineering drawing 
 offices and the engineering lecture theatre, and on the second floor 
 geometrical drawing offices and builders' drawing office. The 
 drawing offices are lighted by inverted arc lamps, giving a diffused 
 light and are provided with lanterns, screens, and blue printing 
 apparatus. 
 
 3. Chemistry. Organic, inorganic, and electro-chemistry. This 
 department, for example, is provided with three laboratories for 
 practical work of all kinds. The first accommodates 100 students, 
 the second 20, and the third is a small one for special research work. 
 
 4. Electrical Department. Magnetism and electricity, electro- 
 technics, electric lighting, wiremen's work, etc. In this depart- 
 ment, the accommodation provided consists of a lecture theatre, 
 two large laboratories, and a small one for special work. 
 
 5. Science Classes. Mathematics, physiology, and hygiene. 
 
 6. Arts and Crafts. Modelling, woodcarving, design, etc. 
 
 7. Women's Technical and Domestic Economy Classes. Mil- 
 linery, dressmaking, embroidery, cookery, needlework, sick nurs- 
 ing, etc. 
 
 8. Higher Commercial and General Classes. Languages, com- 
 mercial and local government law, economics, banking and cur- 
 rency, machinery of business, accountancy, etc. 
 
 9. Music and Elocution Classes. Pianoforte, violin, singing, 
 mandoline, elocution. 
 
 The attendance at the evening classes runs from 3,000 to 
 3,500. 
 
 The Special Trade Classes are intended only for those actually soeciai Trad 
 working at the respective trades, and on no account will others be 
 admitted. 
 
 Students are required to attend the theoretical as well as the 
 practical classes; those not complying with this rule are liable to 
 suspension. 
 
 In certain trade classes (engineering, brass-finishing, pattern- 
 making, etc.), where practical instruction only is given, students 
 are required to attend a drawing or mathematics class (to which 
 they are admitted at a reduced fee). No student is admitted to 
 the practical class who does not fulfil this condition. 
 
 Apprentices and others under 21 years of age are admitted to F e8) and 
 any particular trade class at half fees on production of a letter S( 
 from their employer or foreman stating that they are actually 
 working at that trade. 
 
 The London County Council offers, in open competition, even- 
 ing scholarships in art, science, and technology. There are also 
 valuable special class prizes. 
 
A 2 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Examinations 
 and Rewards. 
 
 Advisory 
 Committees. 
 
 Admission 
 
 tests. 
 
 Trades. 
 Organization. 
 
 Character 
 of Trade 
 Instruction. 
 
 Examinations are held in many of the subjects, and money 
 prizes, silver and bronze medals, and certificates are awarded by 
 the Board of Education, the City and Guilds of London Institute, 
 and the Royal Society of Arts, on the results of the examinations 
 respectively held by those bodies at the end of the session. Stu- 
 dents are expected to sit for examination in their subjects of study. 
 
 As suggestive examples of the work done in this Institute, I 
 submit a statement of the organization and character of the Day 
 Trade School for Girls, the Technical Day School for Boys, the 
 " National " School of Bakery and Confectionery, and the Letter- 
 press Printing Department. As the curricula of the two last-named 
 will prove interesting, I submit also their main details : 
 
 TRADE DAY SCHOOL FOR GIRLS 
 
 This school is divided into the Trade School and the Domestic 
 Economy School. 
 
 The Governors have secured the services of employers who act 
 as Advisory Committees in connection with each trade, and their 
 supervision of the work ensures its reaching a high standard. The 
 trade teacher of each section has been selected by the Advisory 
 Committee and has had experience in good work-rooms. 
 
 Candidates for admission to either must be at least 14 years of 
 age, or must have passed Standard 7 of the Elementary School 
 (about our Junior Fourth Form). 
 
 Instruction is given in waistcoat-making, ladies' tailoring, dress- 
 making, upholstery, and laundry work. 
 
 The course of instruction, as a rule, extends over a period of 
 two years, and pupils are not admitted unless they are prepared 
 to stay for that time. For the first three months pupils are con- 
 sidered to be on probation; if, at the end of that time, they are 
 making satisfactory progress, they are definitely admitted into the 
 school ; but any pupil who shows no aptitude for the trade or 
 whose conduct is unsatisfactory is required to withdraw. 
 
 The trades selected offer every prospect of a good livelihood 
 to capable workers; and special care is taken to ensure that the 
 pupils shall, as far as is possible in the time at their disposal, receive 
 an all-round training, and acquire some knowledge of every branch 
 of their trade, so that they may in after life be able to adapt them- 
 selves to the varied requirements of different firms. 
 
 A girl of average ability who takes full advantage of the train- 
 ing offered by this Trade School should, after two or three years 
 of work-room experience, become one of the skilled, intelligent 
 workers for whom there is always demand, and should rise to a 
 responsible position. 
 
ENGLAND 43 
 
 At the end of the course, places are found for pupils whose 
 school record is satisfactory. 
 
 The Domestic Economy School is for girls who desire train- Domestic 
 ing in the various branches of household work: Cookery, dressmak- Sch o1 - 
 ing, drawing, laundry work, housewifery, hygiene, sick nursing, and 
 first aid, physical exercises. 
 
 TECHNICAL DAY SCHOOL FOR BOYS 
 
 This school was founded to provide boys with a preparatory Aim. 
 trade training. A general education combined with manual train- 
 ing is given by highly qualified teachers in the commodious class 
 rooms, art rooms, drawing offices, engineering, chemical and 
 physics laboratories, and in the wood, metal or other work-shops, 
 all of which are specially fitted with modern appliances. 
 
 Boys are eligible for admission to the school who are over 12 Admission 
 years of age and have passed Standard 6 (Senior Third Form) of 
 an elementary school, or have received an equivalent education. 
 
 The course of instruction and the subjects and the hours devoted Curriculum, 
 to each per week are as follows : 
 
 First Year Mathematics, 5 ; English, 6 ; Science, 4 ; Geometry 
 and Mechanical Drawing, 4; Art Drawing, i%; Work-shop Prac- 
 tice, $ l /2', Physical Exercises, i 1 /^. All take this course. 
 
 Second Year Mathematics, 4; Literary Subjects, 6; Science, 
 4% ; Drawing, 6^2 ; Work-shop Practice, 5 ; Physical Exercises, iM>. 
 This course is for boys who decide to enter the Engineering trade, 
 or any branch of metal work. 
 
 Third Year Mathematics, 5 ; Literary Subjects, 6 ; Science, 5% ; 
 Drawing, 4%; Work-shop Practice, 8; Physical Exercises, I. 
 
 For those who intend to follow the trades, such as Bookbind- specialization 
 ing, Tailoring, Printing, etc., the course is modified in the second 
 year, and considerably changed in the third, more time being 
 given to Art work or special work connected with the particular 
 trade the pupil intends to follow. 
 
 For boys showing special aptitude and desiring to remain in 
 the school for a fourth year, further specialization is arranged. 
 
 "NATIONAL" SCHOOL OF BAKERY AND CONFECTIONERY 
 
 This school forms a special department of the Borough Poly- Management, 
 technic work. The claim is made that it is the only one of its kind 
 in the United Kingdom. It is managed, subject to the approval 
 of the Governing Body of the Polytechnic, by the Education Com- 
 mittee of the National Association of Master Bakers and Con- 
 fectioners, which body contributes an annual sum not exceeding 
 $2,500. Any individual, society, or firm, contributing not less 
 
 4 E.I.P. 
 
44 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 than $125 a year, may appoint a representative upon the Educa- 
 tion Committee. The London Master Bakers' Protection Society 
 has contributed $250 annually for some years past. 
 
 The staff consists of three teachers : One in the Bread Section, 
 including physics, chemistry, bacteriology, etc. ; one in the Confec- 
 tionery Section, and one in Drawing and Modelling. 
 
 Prominent scientists and leading members of the trade give 
 occasional lectures, which are from time to time announced to the 
 pupils and advertised to the general trade. 
 
 Arrangements are made for pupils to visit flour mills, bakeries, 
 yeast distilleries, and other places of trade interest 
 
 Organization. There are both Day and Evening Courses. Both provide ele- 
 mentary and advanced instruction in Bread and Confectionery mak- 
 ing. No student is allowed to take the Advanced Course unless he 
 proves by examination, to the teacher's and the committee's satis- 
 faction, that he has experience and aptitude sufficient to justify his 
 inclusion. 
 
 Fees. For the whole or part session, September to May, the fee for 
 
 Day Students is $36.50. 
 
 For the Evening Students' Elementary Courses the fee is 
 $2.50 the session for each course. For the Advanced Courses the 
 fee is $2.50 the session for each course. 
 
 on8 I and >da " ^^ e scno l is provided with two large bakeries, equipped with 
 equipment. a \\ the most modern machinery and appliances, class-rooms, a 
 laboratory, store-rooms, and all the necessary accessories of what 
 is practically a Bakers' and Confectioners' College. The last addi- 
 tions, with equipment, have cost nearly $20,000. Towards this 
 capital outlay the National Association of Master Bakers and Con- 
 fectioners contributed $1,250, and the London County Council 
 Technical Education Board contributed $8,750, and presented to 
 the National Association the necessary ovens and machinery for 
 the bakehouses. Further important additions and alterations are 
 now being made at a cost of over $7,500. 
 
 ^11 pupils must take the official examinations which are held by 
 the City and Guilds of London Institute in connection with the 
 National Association. 
 
 In connection with the examinations at the School, the Wor- 
 shipful Company of Bakers offer the Freedom of their Company 
 to the two students who secure the highest marks in the first class 
 Honours Division in Bread-making and in Confectionery. 
 
 Similar examinations are also held by the City Guilds and the 
 National Association in various centres throughout the country. 
 In the Bread Section of these examinations, the Netherlands Yeast 
 
ENGLAND 45 
 
 and Spirit Factory, Delft, offers a Scholarship of the value of 
 $125, tenable at the School, to the most successful candidate in the 
 ordinary grade. 
 
 To obtain a full technological certificate in Honours, students Certiflcates - 
 must qualify in two of the following subjects, Chemistry, Hygiene, 
 Physiology, Steam, etc., in addition to those taught in the School 
 itself, but provision for teaching these subjects is made in the 
 Polytechnic, and students .of the Bakery School are admitted to 
 these classes at half fees. 
 
 Following are the main details of the Day School curriculum of 
 the National School of Bakery and Confectionery. The evening 
 courses are similar, but less comprehensive : 
 
 ELEMENTARY DAY COURSE 
 
 Breadmaking: The wheat berry; flour; starches; yeasts; commercial 
 yeasts ; ovens ; hot plate goods ; bakery arithmetic ; machinery ; yeast foods and 
 yeast stimulants ; breads and rolls. 
 
 Confectionery: Sponge goods; puff paste; short paste; biscuits; cocoanut 
 goods ; small powdered goods ; ginger confectionery ; shortbread goods ; cakes 
 (assorted); fondant and water icing; syrups; pies; glace royale; piping; 
 substitutes. 
 
 Drawing and Modelling: Geometrical drawing. Definitions, measurements 
 and construction of simple geometrical figures with application. Scrolls for 
 sides, and " tops " for cakes ; fancy scroll work suitable for chocolate medal- 
 lions; lettering. Old English and plain block, etc.; modelling of fruits, leaves 
 and flowers. 
 
 Chemistry: The course includes, amongst other subjects: Properties 
 of matter, chemical analysis, synthesis, solutions, mixtures, chemical ele- 
 ments, compounds, production of, and properties of gases : Oxygen, hydro- 
 gen, carbonic oxide, carbon dioxide, etc. Composition and properties of 
 water, matter in solution, solvent properties, acids, bases, salts, action and 
 properties of chemicals used in trade. Composition and properties of air. 
 Composition of fuels and properties of gases produced in burning, solvent 
 action of acids, alkalies and alcohols. Chemical calculations, construction 
 of formulae and equations, atomic and molecular weights. Composition and 
 properties of starch, dextrin, glucose, sugar, alcohol, etc., etc.; composition 
 and properties of butter, fats, butter substitutes, milk, etc., etc. 
 
 Physics: Measurements of weights and volume; British and Metric 
 systems; equivalents and calculations; specific gravity of liquids and solids; 
 S.G. of water, alcohol, fats; use and management of balance, hydro- 
 meter, saccharometer; use and management of microscope; effects of heat 
 on metals, liquids and gases; heat values of fuels; specific heat, thermome- 
 ters, heat transmission, conduction, convection, radiation; equivalents of 
 steam temperatures and pressures. Ratio of surface to mass. Ventilation, 
 and laws governing. Heat calculations, etc. Specific gravity of milk, 
 butter, fats, melting points, etc. 
 
 ADVANCED DAY COURSE 
 
 Breadmaking: The course consists essentially of advanced work and 
 demonstration of subjects enumerated for elementary course, with the 
 addition of research work into what may be called the pathological condi- 
 
46 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 tions of breadmaking. Thus, sourness in yeast and in bread is investigated 
 by deliberately producing those abnormal conditions, and noting carefully 
 the varying degrees of change with all accompanying phenomena. Such 
 problems as the possible and the safe range of temperatures for yeasts, 
 sponges, and doughs; the moistening and keeping properties of potatoes, 
 sugar, etc., in bread; the relative yield as affected by ovens, machinery, etc.; 
 the deterring properties of salt and its limits; the "felling" or over solidi- 
 fying effects of machines; the persistence of holes; the lesser and greater 
 causes of crumbling in bread; the economic limits of baking temperature; 
 the economic use of fuel; and many other unsolved problems are investi- 
 gated with a view to definite answers. 
 
 In addition, the advanced students are instructed in a more extended 
 system of bakehouse and store bookkeeping, including bread delivery, work- 
 ing expenses, etc. 
 
 Confectionery: The course deals fully with the method of preparing 
 Continental fermented goods; fancy cakes; gateaux; fancies for afternoon 
 tea and buffet table; hot and cold entremets; jellies, creams and assorted^ 
 puff paste; wine and dessert biscuits; ices; piping and decorative work; 
 preserving and crystallizing; machine and hand-made slabs; meringue goods. 
 
 Drawing and Modelling: More advanced work on the lines laid down 
 for the Elementary Course is given, and in addition Lettering Latin, 
 German, Text, etc.; fancy scroll work for birthday cakes, etc.; advanced 
 modelling for fruits, borders and other decorative work; designs for cake 
 piping in figures, fancy leaves, etc. 
 
 Biology: The course includes microscopic manipulation; section cut- 
 ting and mounting; special study of vegetable cells, including all forms 
 of starches; microscopic examination of yeast and all allied fungi; study of 
 lactic, acetic, butyric, and other forms of bacteria; behaviour of yeast under 
 abnormal conditions; method of yeast culture; preparation and effects of 
 yeast foods; effects of oxygen and other gases; effects of salt, acids, 
 alkalies, sulphurs, etc., etc. ; formation of buds and of spores, etc., etc. 
 
 LETTERPRESS PRINTING DEPARTMENT 
 
 The following courses are held in the evening, and deal with Composing 
 and kindred departments, covering the syllabus of the City and Guilds of 
 London Institute for their various examinations. 
 
 PRELIMINARY (Apprentices) 
 
 The lectures in each grade are given once a week: Spelling; punctuation; 
 appliances and material used in case room; technical terms generally; com- 
 position of type metal; qualities of good type; description of the parts of a 
 type; weight of type and leads; relationship of type bodies and their pro- 
 portion to foot; lays of the case; characters in a fount; casing letter; atti- 
 tude at frame; rules to remember when setting; habits to acquire and avoid; 
 rules for spacing and justifying; rules for dividing words; rules for distri- 
 buting; locking-up and unlocking; casting up matter; readers' marks; signa- 
 tures and their use; definition of stereo, electro, line and half-tone blocks. 
 Candidates for the examinations are expected to show some knowledge of 
 Elementary Geometry and Freehand Drawing. 
 
 ORDINARY GRADE 
 
 All the matter contained in the Preliminary Syllabus; production of 
 bookwork; casting off MS.; preliminary matter how to set; notes how to 
 set; making-up various operations; proportion of type to page; measures 
 for bookwork; making margin; imposition; sheet and half sheet work; 
 
ENGLAND 47 
 
 signatures; various problems in type bodies; point system; display in its 
 various phases; use of ornament in display; use of borders and vignettes, 
 etc.; classification of job-work; harmony of colour; composition of colour 
 work; tint blocks; sketching (rough); table work how to set; paper 
 machine and hand-made, various sub-divisions, qualities and weights, equiva- 
 lent weights. 
 
 HONOURS GRADE 
 
 Candidates for Examination in the Honours Grade must have previously 
 obtained a certificate in the Ordinary Grade. The questions are not lim- 
 ited to any particular syllabus, but are based upon the groundwork of the 
 syllabuses for the Preliminary and Ordinary Grade examinations, with a 
 wide range of the whole subject of letterpress printing, and include such 
 subjects as the following: 
 
 Construction and management of the hand-press and of platen, cylin- 
 der, perfecting, and rotary machines; making-ready; rollers their manu- 
 facture and treatment; the processes of stereotyping and electrotyping; 
 process blocks line and half-tone; their production and suitability for 
 various classes of work; inks black and coloured, treatment of; three 
 colour work; composing and distributing machines; power steam, gas, and 
 electric; shafting and gearing; the principles of estimating; charging up 
 work; the various essentials required for the production of a perfectly 
 printed book; bookkeeping for printers; general management; the ware- 
 house; cost generally of plant, material, paper, etc. 
 
 i 
 
 PRACTICAL WORK 
 
 Three evenings a week are devoted to Practical Work of every de- 
 scription, for which a very large well-selected Plant of Type (including 
 Borders and Ornament based on the labour-saving principle), Printing 
 Appliances and Machinery have been provided. 
 
 In view of their values in Display Work students are recommended 
 to attend the Classes in Drawing and Elementary Design, held in the Art 
 Department of the Institute. 
 
 Besides the foregoing provisions for Evening Classes, Afternoon ... 
 Classes are held for apprentices who have obtained permission from their classes for 
 employers to attend. The lectures are twice a week from 5.30 to 7 p.m., apprentices, 
 and the practical work once a week, from 7.45 to 9.45. 
 
 MANCHESTER 
 
 MUNICIPAL SCHOOL OF TECHNOLOGY 
 GENERAL 
 
 The provision for technical education in Manchester is 
 famous. Its Municipal School of Technology, originally a 
 Mechanics' Institute, cost upwards of $1,500,000, and is one of the 
 finest and best equipped buildings I saw in Europe. The building 
 of the Municipal School of Art is in a different part of the city, 
 and, though well equipped, is by no means so handsome and 
 spacious. As elsewhere in England, the Education Committee of 
 the city controls its schools from the lowest to the highest grade, 
 and as Manchester is a distributing as well as a manufacturing 
 centre with varied activities, its system is extensive and com- 
 plex. 
 
48 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 FACULTY OF TECHNOLOGY 
 
 connection The Royal Charter establishing the Victoria University of 
 
 Manchester provides for the establishment of a Faculty of 
 Technology, but the City Council and the University have come 
 to an agreement under which certain departments of the school 
 constitute the Faculty. The University confers the degrees of 
 Bachelor and Master of Technical Science (B.Sc.Tech., and 
 M.Sc.Tech.), and the holder of the latter may compete later for 
 the degree of Doctor of Science. Besides providing technological 
 instruction, the staff of the school performs other important func- 
 tions. It has carried out a large number of tests for various firms 
 in the city and districts, and the facilities which the school affords 
 for mechanical and electrical tests and analyses of a chemical 
 nature are constantly increasing. The members of the staff also 
 flo a large amount of original work. 
 
 DAY CLASSES 
 
 Students of the Faculty intending to proceed to a degree must 
 first pass the examination for matriculation of the Joint Board of 
 the Northern Universities or an examination accepted as equi- 
 valent thereto, and, at some subsequent period in the ist or 2nd 
 year of their three years' course, an intermediate examination in 
 science before presenting themselves for the final examination for 
 the degree. Students also on passing the entrance examination of 
 the school, or some equivalent examination, may proceed after 
 three years' training to a certificate of the University in Technical 
 Science. 
 
 Compared with the matriculation examination of the Faculty 
 of Applied Science and Engineering of Toronto University, the 
 course for the entrance examination is noticeably difficult. It em- 
 braces the following subjects : 
 
 English: Dictation, composition, grammar, physical and political geography, 
 English history. 
 
 Mathematics: Arithmetic Elementary rules with vulgar and decimal 
 fractions, and square root; algebra (to quadratics), geometry (six books), 
 plane trigonometry; use of four-figure tables of logarithms, and trigono- 
 metrical fractions. 
 
 Geometrical Drawing: Plane and solid. 
 Freehand Drawing (simple). 
 
 NOTE Candidates take either, but not both of the preceding. 
 
 Model Drawing: Sketching some solid object or group of objects. 
 Latin, or German, or French: The elements of the grammar; translation 
 at sight of easy passages or sentences into English; translation of English 
 into Latin, or German, or French. 
 
ENGLAND 49 
 
 General Science: Mechanics (kinematics and kinetics, statics, simple 
 machines, hydrostatics). 
 
 Physics: Matter; heat, magnetism and electricity. 
 
 Chemistry: Inorganic, metals and non-metals and their compounds; the 
 theory. 
 
 The course of instruction for the degree or the certificate is 
 intended to prepare men for responsible positions in industrial life. 
 
 The Technological Day courses cover three yeans; but, as they 
 are of the University grade and of little importance to this en- 
 quiry, I submit only a general statement. 
 
 The courses are as follows: 
 
 Mathematical. First year general. Mechanical engineering. 
 Physics and electrical engineering. Municipal and sanitary engi- 
 neering. Applied chemistry (general technological chemistry) ; 
 chemistry of textiles (bleaching, dyeing, and printing) ; manufac- 
 ture of paper; metallurgy and assaying; brewing; electro-chemistry ; 
 photography. Textile manufacture. Photography and the printing 
 crafts. 
 
 The first year general course for the mechanical, electrical, and 
 sanitary engineering, and applied chemistry departments embraces : 
 
 English, German, geometrical drawing, engineering drawing, mechanics, 
 physics, chemistry, with laboratory courses, woodwork theoretical course, 
 consisting of lectures on timber, woodworking, tools, and wood-turning, 
 with a practical course in drawing, bench work, lathe work, and pattern- 
 making. 
 
 The technological day courses are practical throughout. For 
 example, the department of electrical engineering is provided with Equipm( 
 the following laboratories : 
 
 Materials testing, hydraulic machine testing, steam engine, gas 
 and oil engine, and mechanics. 
 
 Like the American Technological Institutions, this school has ;i 
 complete equipment of " shops " : 
 
 The woodworking shop has an equipment of circular and band 
 saws, moulding, tenoning, mortising, grinding machines, and 
 turning lathes, all electrically driven, together with suitable bench 
 accommodation. 
 
 The engineering workshops are fitted with modern tools of 
 British and American types, and include a special tool room 
 equipped with fine grinding machines and other high-grade tools 
 for gauge making and standardised work by modern methods. 
 
 The smithy contains a steam hammer, eleven forges, and a large 
 hearth, and trie Foundry is equipped for making small sand castings 
 in brass and lead. 
 
 In addition to the foregoing technological courses, there are 
 special day courses for men and women : 
 
EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Entrance 
 teats, 
 
 Organization 
 of courses. 
 
 Curriculum. 
 
 daT I - ^ or Apprentices nominated by their employers, who excuse 
 
 them from work for sometimes a whole day a week and occasion- 
 ally pay their fees, courses are provided as follows : 
 
 Engineers' apprentices (three years), plumbers' apprentices 
 (two years), painters' and decorators' apprentices (three years), 
 assistants in public libraries (three years), architecture and build- 
 ing construction (two years). 
 
 2. For Women Theoretical and practical dressmaking, plain 
 and art needle-work, millinery, training course for teachers. 
 
 3. For Teachers Special classes in manual training in wood- 
 work and metal work, partly day and partly evening. 
 
 EVENING CLASSES 
 
 The courses of instruction in the Evening Classes are designed 
 to give systematic training in the principles of Science and Art as 
 applied to the commerce and industry of the city and district. 
 
 Before entering, the student must possess attainments at least 
 equal to the Seventh Standard (our Form IV) of an elementary 
 school, but special stress is laid on mechanics and drawing. For 
 students not possessed of this indispensable preliminary know- 
 ledge, provision is made in the Evening Continuation Schools and 
 in the preparatory Technical and Commercial Schools established 
 in various districts of the city. Summer evening courses are also 
 provided, beginning the end of April and ending toward the close 
 of July. 
 
 In many subjects the preparatory training required is of a 
 special character, and students are not admitted unless they give 
 satisfactory evidence that they can enter with advantage. 
 
 The courses lead to a diploma or a certificate, and extend over 
 five and three years respectively, according as the industries re- 
 quire a high degree of scientific theory and training, or handi- 
 craft skill combined with an accurate knowledge of general prin- 
 ciples. All lay a broad general foundation of sound mathematics, 
 drawing, and science leading up to more specialized study, at a 
 later stage, of those subjects which are of direct value and interest. 
 The five years' course entitles the student to the diploma of the 
 school with the title of Associate, and the three years' course to the 
 certificate of competency in the particular branch of study he has 
 undertaken. 
 
 The subjects of the evening courses are as follows. I give a list 
 to show the comprehensiveness of the provision in the school for 
 technical training of various kinds: 
 
ENGLAND 51 
 
 Pure and Applied Mathematics: including Mathematics for surveyors. 
 
 General Science: Physics, Chemistry, Geology, descriptive Astronomy 
 and Meteorology, Botany, Physiology, Hygiene, Microscopic Research. 
 
 Mechanical Engineering: Machine construction and drawing, applied 
 mechanics, heat engines, theory of the steam boiler, theory of the steam 
 turbine, theory of machines, hydraulics, strength of materials, engineers' quan- 
 tities in estimating, graphics and statics of structures, pattern making, practical 
 mechanical engineering, rail carriage and wagon building, road carriage and 
 motor car building, van and cart building, coal mining and mining surveying. 
 Course for locomotive drivers, firemen, and cleaners. 
 
 Electrical Engineering: Electro-chemistry, electro-metallurgy, telegraphy 
 and telephony, electric wiring and fitting, electric instrument making, electrical 
 traction for motor men. 
 
 Building Industries: Building construction and drawing, carpentry and 
 joinery, constructional iron and steel work, ferro-concrete construction, 
 structural designing, graphics, statics for builders, builders' quantities; 
 house painting and decoration; masonry; staircasing and handrailing; cab- 
 inet making; metal plate work. 
 
 Municipal and Sanitary Engineering: Plumbers' work; sanitary engin- 
 eering and inspection; municipal engineering; land and engineering surveying. 
 
 Industrial Chemistry: Metallurgy; iron founding; iron and steel manu- 
 facture; bread making and flour confectionery; brewing; water analysis; 
 oils and fats; chemistry of essential oils and other aromatic substances; 
 painters' oils, colours, and varnishes; gas engineering and supply; gas 
 supply, technical gas analysis; coal-tar distillation and coal-tar products; 
 technical research and construction of plant; photography; photo-mechani- 
 cal processes; cotton and linen bleaching and dyeing; calico and linen 
 printing; practical courses in bleaching, dyeing, printing and finishing mach- 
 inery; paper manufacture; technology of bleaching, dyeing, printing and 
 finishing machinery; special course in dyed and printed goods for buyers 
 and salesmen; engraving for calico printers. 
 
 Printing Industries: Typography; lithography; bookbinding. 
 
 Textile Industries: Cotton spinning; cotton and cotton yarn for buyers 
 and salesmen; cotton weaving and designing; silk manufacture; textile 
 fabric course for buyers and salesmen; textile engineering courses. 
 
 Domestic Economy: Dressmaking; millinery. 
 
 Special Courses: Board work for apprentices, improvers and assistants 
 engaged in the craft of hairdressing. Principles and practice of horseshoeing. 
 Flour manufacture. Foodstuffs. 
 
 Introductory Courses: In branch evening schools in elementary science 
 and in Art and Drawing. 
 
 Summer Evening Courses. 
 
 MANUAL TRAINING FOR TEACHERS 
 
 As is also the case in the other large centres in England, Man- 
 chester provides a Manual Training Class for teachers in wood- 
 working and metalworking in the evenings and on Saturdays. 
 
 Woodwork. 
 
 In woodworking the course is a two years' one. Fee, $4.25, 
 including the examination fee, $1.75. Each fee includes the use of Fees, 
 tools and materials for the course. 
 
52 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Aim - The class is established to give teachers of public elementary 
 
 and secondary schools and, under certain conditions, other per- 
 sons, a practical knowledge of the use of woodworking tools, of 
 geometrical drawing, isometric projection, and of drawing to scale 
 as applied to woodworking, with the more especial object of en- 
 abling them to introduce manual training into elementary and 
 secondary schools. A spacious workshop, well fitted with benches 
 and appliances, is provided for thirty students, each of whom is 
 supplied with a locker and a complete set of tools. 
 
 of r course tion The course > which consists of about thirty lessons of two and 
 a half hours each, is carefully graduated, and includes instruction 
 in the nature, use, and object of the tools and materials employed, 
 the best methods of preparing drawings and laying out the work, 
 in the application of descriptive geometry to woodworking. Op- 
 portunity is given for discussions on the methods, aims, and edu- 
 cational bearing of the course of instruction. 
 
 The course of instruction and workshop practice prepares can- 
 didates for the examination in Manual Training, held in May and 
 June by the City and Guilds of London Institute, which body 
 grants certificates. All candidates must have had at least twenty 
 practical woodworking lessons, each of not less than two hours' 
 duration, during the session preceding each examination, in a clnss 
 registered by the Institute. 
 
 Examination^ The examination held at the end of the First Year's Course 
 consists of (i) Drawing, (2) a simple Literary Test, (3) Prac- 
 tical Exercises in woodworking. Candidates are expected to show 
 a knowledge of drawing to scale and projection, and ability to 
 draw to scale, in plan and elevation, any simple joint, and very 
 simple combinations of the same to dimensions or sketches. 
 
 The Final or Second Year's Examination, which is open only 
 to candidates who have passed the First Year's Examination, 
 comprises drawing to scale and hand-sketches in conventional per- 
 spective of any of the ordinary joints used in woodwork, or any 
 framed objects made in wood. The woodworking exercises are 
 more difficult than those for the first year. A written examination 
 is also held, and includes the place of origin, and the character- 
 istic properties and uses of the commoner woods such as white 
 deal (spruce), red pine (Scotch fir), yellow pine, oak, ash, elm, 
 beech, mahogany, sycamore, teak, walnut, and bass-wood; the 
 structure of timber trees, seasoning, shrinkage,, warping, identifi- 
 cation ; the construction and mode of use of the various tools ; the 
 best methods of using nails, screws, and glue. It also includes 
 fittings and cost of equipment of school workshops; arrangement 
 of pupils ; methods of instruction and sequence of lessons ; systems 
 
ENGLAND 53 
 
 of manual training-, as for example, Sloyd; general principles of 
 teaching. 
 
 Metalwork. 
 
 In metal work the course is a two years' one, but the class meets 
 for three hours only on Saturday forenoons. 
 
 Fee, $5.00, including examination fee, $2.56. Fee8 - 
 
 Each fee includes the use of tools and materials for the course, 
 and also a class in Machine Drawing three evenings a week, which 
 students are strongly advised to attend. 
 
 Students of the course must be teachers who have completed A 
 and passed the first year examination of the City and Guilds of 
 London Institute, in manual training woodwork, or they must 
 present themselves concurrently with their Metalwork Examina- 
 tion for the Drawing Examination for First Year's Woodwork 
 and for a special Examination consisting of easy exercises in Prac- 
 tical Woodworking. 
 
 The course for the First Year consists chiefly of practical exer- X r gJS2! on 
 cises in metalwork, including vise work, bench work, and forge 
 work, together with drawing in connection therewith. 
 
 The course for the Second Year canjbe taken only by students 
 who have passed the examination for the first year. It comprises 
 exercises in the workshop, similar to, but more advanced than 
 those of the first year, in which greater accuracy and finish are 
 expected. The bench work includes brazing. Exercises are also set 
 requiring the use of the lathe, including chasing, the use of the slide 
 rest, and methods of screw cutting. 
 
 Students preparing for the Final Examination must attend a 
 class in drawing unless they have done so in a previous session. 
 
 Instruction is given in making freehand dimensioned 'sketches, 
 to plan and elevation, of hand and machine tools and other work- 
 shop fittings, and of exercises for practical work. The lectures on 
 practical work include the discussion of the forms and angles of 
 cutting tools as used for vise and bench work, and for lathes and 
 drilling machines, together with the construction and use of these 
 machines; the principle of working of gas and steam engines; 
 arrangement of the fittings, pulleys, and belting ; and the equipment 
 of a school workshop and arrangement of lessons, etc. 
 
 Much importance is attached to the practical work, which Examinations, 
 receives at the examination four times the number of marks 
 assigned to either of the other subjects. 
 
 The examinations in both woodwork and metalwork are both 
 written and practical. 
 
54 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Aim. 
 
 The Museum. 
 
 Fees. 
 
 Curriculum. 
 
 Exhibition of 
 work. 
 
 MUNICIPAL ART SCHOOL 
 GENERAL 
 
 The aim of the Municipal Art School is to give a prac- 
 tical knowledge of designing, drawing, painting, and modelling, 
 more especially in the various forms of their ornamental applica- 
 tion in association with architecture and technical conditions of 
 manufacture, to assist those who desire a knowledge of Art as a 
 part of their general education, and to give facilities to persons 
 who intend to adopt Art as a profession, or to include it in their 
 general qualification as teachers. 
 
 An important adjunct of this School is a very fine museum 
 which cost upwards of $50,000, a sum derived from the profits of 
 the Manchester Royal Jubilee Exhibition of 1887. It comprises 
 three large rooms known respectively from the general character 
 of their contents as the Textile Court, the Italian Court, and the 
 Gothic Court, and in addition an East and West Corridor. Each 
 room and corridor is equipped with objects of artistic skill and 
 handicraft, either original or in fine reproductions, cartoons for 
 stained glass, textiles of various kinds, a magnificent tapestry 
 designed by Burne- Jones and executed by William Morris, examples 
 of silverware, jewellery, majolica ware, pottery, porcelain, print- 
 ing and book-binding, rugs, Turner's drawings (lent by the 
 National Gallery), illustrations of Italian and Gothic ornamental 
 and decorative art, etc. 
 
 The school provides both day and evening classes and the 
 fees run from $3 to $35 a session, according to the number, length 
 and character of each class. A special class has been provided for 
 teachers on Saturday forenoon. 
 
 Class work is taken up in the following subjects : 
 
 Model drawing, freehand drawing of ornament, perspective, geometrical 
 drawing, blackboard drawing, light and shade, preparatory antique draw- 
 ing, anatomy, principles of ornament, design and its technical applications, 
 plants and their relation to design, historic ornament, furniture and interior 
 decoration, figure composition, book illustration, writing and illumination, 
 painting from still life, landscape painting, architecture, architectural design, 
 drawing from life, modelling from life. 
 
 The classes in art craftsmanship are as follows: 
 Metal work, enamels, jewellery, repousse work, stained glass, embroid- 
 ery, wood carving, marble carving, architecture, decoration in plaster and 
 stone, house painting and decoration, bookbinding. 
 
 At the time of my visit, an exhibition of work done by former 
 pupils since leaving the school had been open for some time. The 
 display was a remarkably excellent one, and the Principal informed 
 me that amongst the exhibitors were pupils who had attained a 
 high standing as artists and as industrial designers. 
 
ENGLAND 55 
 
 EVENING VOCATIONAL SCHOOLS 
 GENERAL 
 
 ,- .1 .. ., T-. , Distribution 
 
 At convenient centres in many parts of the city the Educa- and aim. 
 tion Committee has provided evening classes leading up to the 
 more advanced technical classes in the Central Municipal School 
 itself, and forming part of the Technical School system of the 
 city. These classes afford instruction in general, art, and commer- 
 cial subjects as well as in domestic science for girls and women. 
 Before being advanced to the evening classes at the Central School, 
 the student must be sixteen years of age and have had such a 
 preparatory course as will enable him to take up properly the 
 course he selects. 
 
 In order to ascertain to what extent the business firms of the of ~Rusine *a 
 City were co-operating with the Education Committee in the work Firms - 
 of the evening schools, enquiry was made in 1908 in all depart- 
 ments, other than the Municipal Schools of Technology and Art, as 
 to the number of students in attendance whose fees had been 
 paid by their employers. The result was as follows : 
 
 Thirty-five separate firms paid the fees of 173 employees. To 
 encourage the co-operation of the employers, monthly reports were 
 furnished the firms as to the attendance, progress and conduct of 
 each student whose fees they paid. Monthly reports were also for- 
 warded in respect to 192 students in the employment of 25 firms 
 who had not paid the fees, but wanted to be informed of their pro- 
 gress. In several cases the advances of salary are dependent on 
 this progress. 
 
 ORGANIZATION, DISTRIBUTION, AND ATTENDANCE 
 
 The statement below shows the general organization of the voca- 
 tional courses in the Manchester School System. I give it in some 
 detail as the organization should prove suggestive in the case of a 
 large city like Toronto, in which the new Technical School should 
 correspond to the Manchester Municipal School of Technology. 
 
 Preparatory Course For boys and girls who desire to im- r s nization - 
 prove their general education or who are not sufficiently prepared 
 to take advantage of the following courses. 
 
 Grade I. Continuation Schools: 
 
 1. First and second year Technical Courses for boys en- 
 gaged in manual occupations. 
 
 2. First and second year Commercial Courses for boys and 
 girls engaged in commercial or distributive occupations. 
 
56 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 3. First and second year Domestic Courses for girls desir- 
 ous of receiving a training in domestic subjects. 
 
 Grade II. Branch Technical, Commercial, and Art Classes, and 
 Schools of Domestic Economy: 
 
 1. Second, third, and fourth year Technical Courses, to 
 meet the requirements of all classes of technical students. 
 
 2. Second, third, and fourth year Commercial Courses, to 
 meet the requirements of juniors in business houses. 
 
 3. First and second year Art Courses leading up to the in- 
 struction at the Municipal School of Art. 
 
 4. Specialized instruction in Domestic subjects for women 
 and girls over 16 years of age. 
 
 Grade III. Central Institutions: 
 
 Municipal School of Technology Advanced instruction 
 in Science and Technology. 
 
 Municipal School of Commerce and Languages Ad- 
 vanced instruction in Commercial Subjects and in Languages. 
 
 Municipal School of Art Advanced instruction in Art 
 and Design. 
 
 Municipal School of Domestic Economy and Cookery- 
 Advanced instruction in Domestic Subjects. (Day classes 
 only. ) 
 
 Distribution. Th e following statement for 1907-1908 shows the distribution 
 throughout the city of the Evening Schools conducted by the Edu- 
 cation Committee, outside of the Schools of Technology and Art : 
 
 Grade I. Evening Continuation Schools, 65 Departments. 
 Lads' and Girls' Clubs (Associations for improvement), 5 
 Departments. 
 
 Grade II. Branch Technical Schools, 6 Departments, 
 Branch Commercial Schools, 19 Departments. Evening 
 Schools of Domestic Economy, 7 Departments. 
 
 Grade III. Municipal Evening School of Commerce, I 
 Department. Central Evening School of Domestic Economy, 
 i Department. Teachers' and Special Classes, 9 Depart- 
 ments. 
 
 Attendance. The following statement shows the number of students enrolled 
 in each department in 1907-1908, and is significant in view of the 
 fact that the population of Manchester is about 650,000 : 
 
ENGLAND 57 
 
 I. The Municipal School of Technology, Day Dept 
 
 The Municipal School of Technology, Evening Dept. 
 Total attendance (some enrolled in more than one 
 
 department) 5> 2 99 
 
 II. The Municipal School of Art (Day and Evening 
 
 Classes) 755 
 
 III. Continuation Schools (Evening) : 
 
 General 6,603 
 
 Commercial 5>595 
 
 Domestic Economy 1,181 
 
 Branch Technical Schools 871 
 
 Special and miscellaneous classes 2 A I 7 
 
 Total attendance (Continuation Schools) . . 16,667 
 
 In 1907-1908 162 students in the Day Department were enrolled 
 as students of Victoria University, with a view to qualify for 
 Bachelor of Technological Science or a Certificate of Technology. 
 
 CURRICULA 
 
 NOTE. The numbers in brackets are the number of hours a week the class is held. 
 
 I. TWO YEARS' COURSES 
 
 First year: 
 
 Preparatory Course Preparatory course for boys and girls who are 
 too backward to take one of the following courses and who require 
 instruction chiefly in the subjects of the Day School. 
 
 The pupils in this class, as a rule, receive instruction in reading, 
 handwriting, and composition, the simple rules of arithmetic with or 
 without the addition of one or two other subjects at the discretion of 
 the Head Teacher. As the students will be of varying attainments, 
 much of the teaching will necessarily be individual. 
 
 Technical Course for boys engaged in industrial pursuits Experi- 
 mental mathematics, including practical drawing and hand-sketch- 
 ing (3)! woodwork (2); English (i). 
 
 Commercial Course for boys or girls engaged in commercial or dis- 
 tributive occupations Commercial arithmetic (2); English (2); 
 Geography (i); Bookkeeping or Shorthand (i). 
 
 Domestic Course for girls and young women in domestic economy 
 subjects English (i); arithmetic and household accounts (i); 
 needlework and cutting-out (2); cookery (2). 
 
 Second year: 
 
 Technical Course for boys engaged in industrial pursuits Experimen- 
 tal mathematics, including practical drawing and hand-sketching 
 (3); practical mechanics and physics (2); English (i). 
 
 Commercial course for boys or girls engaged in commercial or distri- 
 butive occupations Commercial arithmetic (2); English (i); com- 
 mercial correspondence and office routine (i); bookkeeping or 
 shorthand (2). 
 
 Domestic course for girls and young women in domestic economy sub- 
 jects English (i); dressmaking (2); home nursing (i); cookery (2). 
 
 NOTE, Where cookery cannot be taken, millinery may be substituted. 
 
58 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 II. SIX YEARS' COURSES FOR TECHNICAL STUDENTS 
 
 First year (Taken in Evening Continuation Schools) Practical math- 
 ematics and practical drawing (3); woodwork (2); English (i). 
 Second year (Taken in Evening Continuation Schools and Branch 
 Technical Schools) Practical mathematics and practical drawing 
 (3); practical mechanics and physics (2) English; (i). 
 Third year (Taken in Branch Technical Schools) Engineering course 
 Machine construction (2); applied mechanics (theoretical and 
 practical) (2%); experimental mathematics (2). 
 
 Building Trades Course Building construction (2) ; applied 
 mechanics (theoretical and practical) (zVz) ; experimental mathe- 
 matics (2). 
 
 Chemical Industries Course Chemistry (theoretical and prac- 
 tical) (2%); physics (theoretical and practical) (2%); experimental 
 mathematics (2). 
 
 Electrical Course Magnetism and electricity (theoretical and 
 practical) (2^); applied mechanics (theoretical and practical) (2%); 
 experimental mathematics (2). 
 
 Fourth year (Taken in Branch Technical Schools) Engineering 
 Course Machine construction (2); applied mechanics (theoretical 
 and practical) (zVz); mathematics (i); geometry (i). 
 
 Building Trades Course Building construction (2); applied 
 mechanics (theoretical and practical) (2j4) ; mathematics (i) ; 
 geometry (i). 
 
 Chemical Industries Course Chemistry (theoretical and prac- 
 tical) (5); physics (theoretical and practical) (2^). 
 
 Electrical Course Magnetism and electricity (theoretical and 
 practical) (2%); mathematics and geometry (2); machine con- 
 struction (2). 
 
 Fifth and Sixth year (Taken in the Municipal School of Technology) 
 Advanced instruction in Science and Technology. 
 
 III. SIX YEARS' COURSES FOR COMMERCIAL STUDENTS 
 
 First year: For all classes of commercial students (Taken in Evening 
 Continuation Schools) Commercial arithmetic (2) ; English (2) ; 
 geography (i) ; bookkeeping or shorthand (i). 
 
 Second year: For all classes (Taken in Evening Continuation Schools) 
 Commercial arithmetic (2) ; English (i) ; commercial correspondence 
 and office routine (i) ; bookkeeping and shorthand (2). 
 Third year (Taken in branch Commercial Schools and Municipal Even- 
 ing School of Commerce) : 
 
 Shorthand clerks and typists Correspondence, office routine 
 and typewriting (2); shorthand (3); English (i). 
 
 Junior and invoice clerks Commercial arithmetic (i); book- 
 keeping (2); shorthand (2); correspondence and office routine (i). 
 
 Bookkeepers Commercial arithmetic (2); bookkeeping (2); 
 correspondence and office routine (i); English (i). 
 
 Correspondence and shippers' clerks A modern language (3); 
 correspondence and office routine (i); commercial geography (i); 
 bookkeeping or shorthand (i). 
 
 Fourth year (Taken in branch Commercial Schools and Municipal Even- 
 ing School of Commerce) : 
 
 Shorthand clerks and typists Correspondence, office routine 
 and typewriting (2); shorthand (3); English (i). 
 
 Junior and invoice clerks Commercial arithmetic (i); book- 
 keeping (2); shorthand (2); correspondence and office routine (i). 
 
ENGLAND 59 
 
 Bookkeepers Commercial arithmetic (i); bookkeeping (2); 
 correspondence and office routine (2); English (i). 
 
 Correspondents and shippers' clerks A modern language (3); 
 correspondence and office routine (i); commercial geography (i); 
 bookkeeping or shorthand (i). 
 
 Fifth year (Taken in the Municipal Evening School of Commerce) 
 Diploma courses in accountancy, banking and economics, secre- 
 tarial work, municipal work, higher commercial work, foreign 
 trade and correspondence, and specialized instruction in commer- 
 cial subjects and languages. 
 
 Sixth year (Taken in the Municipal Evening School of Commerce) 
 Diploma courses in accountancy, banking and economics, secretarial 
 work, municipal work, higher commercial work, foreign trade and 
 correspondence, and specialized instruction in commercial subjects 
 and languages. 
 
 LIVERPOOL 
 
 CENTRAL MUNICIPAL TECHNICAL SCHOOL 
 
 Like Manchester, Liverpool has a fine Central Municipal Tech- 
 nical School, which cost, I understand, about $50x3,000. At this cost and 
 school the day attendance is very small. I should judge from a 
 what I saw that there are not more than thirty or forty who take 
 advantage of these classes. The evening classes, however, are well 
 attended, numbering about 1,500 pupils. 
 
 The system of organization is very similar to that of Man- organization. 
 Chester, and is the feature I gave most attention to at my visit. 
 The Education Committee of the City has established a scheme of 
 evening classes of three grades: Evening Continuation Schools, 
 Branch Technical Schools, and Central Schools (Central Technical 
 School, City School of Art, School of Commerce, etc.). Pupils 
 are not admitted to the classes in higher grades until they are 
 properly prepared. 
 
 EVENING CONTINUATION SCHOOLS 
 
 The Evening Continuation Schools provide courses of instruc-Aim. 
 tion for apprentices and youths engaged in trades, for juniors in 
 business offices, for girls and young women who desire instruction 
 in domestic subjects; as well as for those whose general education 
 does not enable them to enter at once the more advanced classes. 
 Of this grade there are twenty-five schools for males, eighteen for 
 females, and four for males over 18 years of age. 
 
 The courses provided are as follows : 
 
 i. A General and Literary Course, extending over three years, courses, 
 for students wishing to continue their general education. 
 
 5 E.I.P. n 
 
60 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 2. An Industrial Course, extending over two years, for stu- 
 dents who are engaged in or preparing for a trade of any kind 
 of manual or industrial work. 
 
 3. A Commercial Course, extending over three years, for 
 students engaged in offices, shops, warehouses, and other places as 
 business clerks, cashiers, etc. 
 
 4. A Domestic Course, for girls and women, in subjects such as 
 cookery, needlework, dressmaking, etc. 
 
 A Preliminary Course in reading, writing, arithmetic and simi- 
 lar elementary subjects is also provided for those whose education 
 is not sufficiently advanced to enable them to take up one of the 
 special courses. 
 
 Special Schools are also provided for deaf mutes and the blind. 
 
 In order to provide deserving students with an opportunity of 
 
 continuing their education beyond the day school course without 
 
 a break, the Committee offers every boy or girl on leaving the day 
 
 Free tuition, school free tuition in an Evening Continuation School. In the case 
 of good students this privilege may be renewed at the end of the 
 year. A certificate at the close of the two years' course entitles 
 
 Fees. the holder to admission at a reduced fee to the more advanced 
 
 courses at the Branch Technical Schools or the Central Technical 
 School. As the result of a competitive examination a grant for 
 books or apparatus may be obtained in addition. 
 
 EVENING BRANCH TECHNICAL SCHOOLS 
 
 Aim The evening Branch Technical Schools are intended for those 
 
 who have completed the courses in the evening Continuation 
 
 Admission. Schools, or who have otherwise prepared themselves. Pupils 
 under sixteen are not admitted (except, in special cases, to an Art 
 Class) unless they have completed the Evening Continuation 
 School Course. Of this grade there are eight schools for males, 
 and two for females, with two classes for males maintained by the 
 Y. M. C. A. 
 
 organization. r^^ f o n ow j n g courses are provided for, though all the courses 
 mentioned are not taken at each school : 
 
 1. Commercial Subjects A two years' course in shorthand, 
 book-keeping, correspondence, commercial arithmetic, business 
 theory and practice, with commercial geography, etc., continuing 
 the commercial course provided in the evening Continuation 
 Schools. 
 
 2. Building or Engineering Trades A two years' course for 
 students engaged in various branches, comprising building con- 
 struction or machine construction, practical geometry, and practical 
 
ENGLAND 61 
 
 mathematics, practical mechanics, etc., continuing 1 the Industrial 
 Course at the Evening Continuation Schools, and preparing stu- 
 dents for the more advanced stages of the courses taken at the Cen- 
 tral Technical School. 
 
 3. General Trade Preparatory Course for apprentices over 
 sixteen, comprising practical drawing, workshop calculations, and 
 woodwork or science, preparing students for the special trade 
 classes. 
 
 4. General Course in English, mathematics, and general subjects. 
 
 5. Modern Languages Classes in French, German, Spanish. 
 
 6. Elementary Art Classes, comprising geometry, drawing with . 
 pencil or brush, model drawing, shading, etc. 
 
 7. Household Science Courses in cookery, laundry work, home 
 dressmaking, needlework, home millinery, home nursing, etc. 
 
 At some of the Branch Technical Schools special commercial courses, 
 courses of an elementary character are provided; also afternoon 
 classes in one or more domestic subjects (cookery, dressmaking, 
 needlework and millinery). 
 
 The members of the staff are especially qualified in the respec- of u st!!ir ation8 
 tive subjects, and in many cases are employed during the day in 
 commercial or professional work bearing on the subjects they 
 teach. 
 
 As in the case of the Continuation Schools certificates are Certiflcates - 
 granted to students who complete one of the courses extending 
 over not less than two years. The holder of such certificate has 
 preference in admission to the higher classes, and is in certain 
 cases admitted at a reduced fee. Provision of the same character 
 is made at the Branch Technical Schools for free tuition with or 
 without a grant for books and materials. 
 
 CENTRAL TECHNICAL SCHOOL 
 
 The classes at the Central Technical School are intended for **** 
 those who have completed the courses at the Evening Continua- 
 tion and Branch Technical Schools, or elsewhere if their attain- 
 ments are sufficient. As a rule students are not admitted under 
 seventeen years of age. 
 
 In addition to the advanced courses for students in the Engi- organization, 
 neering and Building Trades there are also provided in the Central 
 Technical School systematic courses of instruction of a practical 
 character for electrical engineers and wiremen, in sheet j r 'plate- and 
 bar metal trades; for carpenters and joiners; plumbers; house 
 painters and decorators; and ironmongers' assistants. 
 
62 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Accommoda- 
 tions and 
 Equipment. 
 
 Special 
 Classes. 
 
 Co-operation 
 with manu- 
 facturers. 
 
 Scholarships. 
 
 Nautical 
 College. 
 
 Aim. 
 
 Accommoda- 
 tions and 
 Equipment. 
 
 Classes are also provided in the following subjects : 
 
 Lithography and process work; typography; bookbinding; brickwork and 
 masonry ; road carriage building ; motor car engineering ; cabinet-making ; 
 flour milling; breadmaking and confectionery; gas manufacture and gas sup- 
 ply; wheelwright's work; tailoring; artificial hair work (hairdressing and wig- 
 making) ; telegraphy ; telephony ; builders' quantities ; mathematics ; plane and 
 solid geometry ; chemistry ; physiology ; hygiene ; biology ; botany ; geology ; 
 mineralogy ; sound, light, and heat ; electricity and magnetism ; mechanics, 
 naval architecture. 
 
 The school contains, in addition to the ordinary lecture rooms 
 and class rooms, well-equipped laboratories for practical work in 
 mechanical engineering; electrical engineering; chemistry and 
 physics; special drawing rooms for machine drawing, builders' 
 drawing, etc., and workshops in connection with many of the trades 
 above mentioned. 
 
 Special Afternoon and Saturday Forenoon Classes in physiology 
 and hygiene, drawing, mathematics, and practical laboratory work 
 in chemistry and physics are arranged; as also Afternoon Classes 
 (2.00 to 5.00 p.m.) for apprentice plumbers, painters and decora- 
 tors, metal trades' apprentices, etc. At present only a small number 
 of apprentices attend the afternoon classes. In 1910, the 
 Director of Technical Education in Liverpool informs me, an after- 
 noon class of mechanical engineering apprentices was formed 
 for the first time. In most cases the students bring with them their 
 time-sheets to be marked by the teacher, and thus the attendance, 
 which is during the employers' time, is definitely recognized as part 
 of their employment. Only the younger apprentices, during their 
 first and second years, are let off to attend the afternoon classes. 
 
 The Education Committee offers to students who have attended 
 classes in the school for at least two sessions, and who have 
 worked satisfactorily and obtained certain examination successes, 
 valuable Senior City Technical Scholarships, giving free education 
 at the Liverpool University for a period of three years, together 
 with a money grant of $250 per annum. 
 
 The classes of the Nautical College are held daily in the build- 
 ing of the Central Technical School in both the forenoon and the 
 afternoon. 
 
 CITY SCHOOL OF ART 
 
 i 
 The City School of Art provides in day and evening classes 
 
 advanced instruction in art and artistic crafts. The building is 
 much inferior to that of the Municipal Technical School, but it has 
 very fair class-rooms and equipment. The curriculum includes 
 the following subjects: 
 
ENGLAND 63 
 
 Drawing, painting and modelling from the figure and antique; painting Curriculum, 
 from still life and flowers; drawing for book illustration and decoration^ 
 design for manufactures and decoration ; etching on copper, and mezzotint 
 engraving; artistic lithography; stained glass; enamelling; brass and copper 
 work; wood and stone carving; embroidery, etc. 
 
 A Branch School of Art is provided for in another part of the 
 City, under the supervision of the Principal of the City School of 
 Art. As in the case of the other schools those who have attended 
 the Art Classes in the Branch Technical Schools may be admitted 
 free to all the Evening Classes. Art Classes are also provided at 
 the Central Technical School for students who are taking other 
 subjects there; also at five of the branch institutions. 
 
 CITY SCHOOL OF COMMERCE 
 
 The instruction given here is of a more advanced character 
 than may be obtained in the other schools of the scheme. The 
 school provides special afternoon classes in Modern Languages 
 for persons engaged in commercial offices. 
 
 DAY PREPARATORY TRADE SCHOOL 
 
 The Board of Education has also recently established a Day Aim. 
 Trade Preparatory School in the Toxteth Technical Institute. The 
 school is intended for boys who are preparing to become appren- 
 tices to the mechanical engineering, electrical engineering, sheet 
 metal, carpentry and joinery, building and other trades. As in 
 other schools of this class, the object of the training is to save 
 valuable time to both the boys and their employers during the 
 earlier years of their apprenticeship. The staff consists of teachers staff, 
 who have themselves had practical workshop experience as well as 
 experience in teaching ; and the Committee in charge has the con- 
 stant advice and co-operation of representative employers in the 
 arranging and supervising of the school course, and in securing 
 suitable situations for the graduates. The course is a full two 
 years' one of practical training, and those who graduate find- a 
 much readier entrance to the factories than those who leave the ele- 
 mentary school at fourteen to become office or errand boys, and 
 who quickly lose much of the value of the education which they 
 received at school, while learning nothing else that would help 
 them in their future. Moreover, such boys are in a better position 
 to derive benefit from attendance at the evening classes during 
 their apprenticeship. 
 
 The building has been specially erected for these classes, and 
 for use in the evenings as a Branch Technical School. It contains, S 
 in addition to the ordinary class-rooms and lecture-rooms, a special 
 
6 4 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Admission 
 tests. 
 
 Parents 
 pledge. 
 
 Fees and 
 scholarships. 
 
 Curriculum. 
 
 lecture-room and laboratory for experimental science, a work- 
 shop fitted with benches, lathes, etc., for woodwork, and another 
 room fully equipped as an engineering workshop, drawing rooms, 
 etc. There is also a large school playground and space for drill a 
 provision not often met with in cities of the size of Liverpool. 
 
 For admission a boy must be not less than thirteen, and must 
 pass an entrance examination in Arithmetic, Drawing (Freehand 
 and Geometry), and English, equivalent to Standard VII. (Junior 
 Form IV.). 
 
 A noticeable provision, and one to be met with in many other 
 of the English higher grade schools, is the requirement of a writ- 
 ten statement from the boys' parents that it is their intention to 
 keep him at the school for the whole course, and for him then to 
 proceed to a trade or other industrial occupation. There are three 
 terms each year with an entrance examination at the beginning of 
 each, in August, November, and March. The fee, which is $3.75 
 a term, covers the cost of apparatus, tools, materials, books and 
 stationery used in the school, but pupils are required to purchase 
 text-books, stationery, etc., required for home work. As in the 
 case of the other classes, scholarships giving free admission have 
 been established. The subjects of the course are as follows, the full 
 course extending over two years : 
 
 Workshop Practice in Wood and Metal. (Special importance 
 is given to this section of the work, an average of eight hours per 
 week being spent in the workshops.) 
 
 Practical Mathematics, including the application to workshop 
 problems of Arithmetic, Mensuration, Algebra, Logarithms and 
 Trigonometry. 
 
 Practical Drawing of Engineering, Building and other Details 
 including constructive and solid Geometry. 
 
 Freehand Drawing Sketching from Objects and Models. 
 
 Elementary Science, with practical work in the laboratory in 
 Mechanics, Physics, and Chemistry. 
 English, including Reading and Composition. Geography, etc. 
 
 Physical Exercises. 
 
 DAY INDUSTRIAL SCHOOLS 
 
 Besides the Central Technical School, a Higher Elementary 
 School, and some of the evening classes, I visited two or three of 
 the Day Industrial Schools provided for poor and neglected chil- 
 dren. In some cases these were really preparatory trade schools 
 of an elementary character. While their accommodations and equip- 
 ment were neither elaborate nor expensive, it was evident that 
 
ENGLAND 65 
 
 effective work was being done. Connected with one of these 
 schools I found a wareroom in which were exposed for sale at cur- J?oducte. of 
 rent prices the articles the boys had made. The proceeds of the 
 sale went towards the cost of maintenance. I may add that in an- 
 olher of these schools I saw the best physical exercises with dum 
 bells, clubs, etc.. that I have ever seen in any primary or secondary 
 school in the course of a long- experience. 
 
SCOTLAND 
 
TABLE OF CONTENTS 
 
 SCOTLAND : PAGE 
 
 Introduction . . 71 
 
 Continuation Schools Code 72 
 
 Compulsory Attendance Act 74 
 
 Edinburgh : 
 
 Heriot-Watt College. 
 
 General 75 
 
 Day College 7t> 
 
 College Evening Classes 76 
 
 Commercial Classes 77 
 
 Trade Classes ,. 77 
 
 Continuation Schools 78 
 
 Curricula. 
 
 Civics, Economics and Industrial History 80 
 
 Art. 
 
 General Courses. 
 
 Wood-Carving 81 
 
 Design 82 
 
 Modelling in Copper 82 
 
 Brass 82 
 
 Leather 82 
 
 Evening Classes of the Edinburgh College of Art 82 
 
 Glasgow : 
 
 The Glasgow and West of Scotland Technical College. 
 
 General . . . 83 
 
 Day Classes 85 
 
 Evening Schools 86 
 
 Evening Continuation Schools at Glasgow and Outside Centres 86 
 
 Organization . . . 87 
 
 Preparatory Classes 87 
 
 Elementary and Advanced Technical Classes 88 
 
 Trade Classes 89 
 
 Art Classes ' 9 
 
 Allan Glen's School 9i 
 
5COTLAND 
 
 INTRODUCTION 
 
 The system of education in Scotland I discussed with some of 
 the officials at the Scotch Education Department in London, and in 
 Edinburgh, where the Department has a representative. I will, 
 however, confine myself to a brief account of the provision for 
 technical education. As in England, this branch has made remark- 
 able progress during the last few years. The standard of en- 
 trance to the technical and industrial schools has been greatly im- 
 proved, the institutions are generally of a more practical character, 
 and both the Imperial Government and the people have been more 
 generous in their contributions. As in England and the United Mechanics 
 States, and indeed in Canada, an attempt was made at first to pro- Institutes - 
 vide technical education by means of Mechanics' Institutes, but 
 owing to the inherent defects of these institutes chiefly the lecture 
 system and the lack of adequate resources their failure has been 
 general. As in England, also, the London Exhibition of 1851 led 
 to the establishment of the Science and Art Department through l^j^ a j? t d 
 which grants were given on easy conditions as to equipment and ment - 
 staffs, but in connection with a strict system of examinations on 
 technical subjects. Central institutions, as well as towns and 
 villages, established systematic courses, but the instruction in 
 science was academic, and only indirectly practical. Of late, 
 however, the accommodation, equipment, courses of study, and 
 methods of teaching are being related to the industries. Evening 
 Continuation Schools have been provided by school boards to pre- 
 pare for entrance into the technical colleges, and to supply 
 courses of practical instruction that will improve the efficiency of 
 those engaged in or preparing for the industries. Glasgow and Edin- 
 burgh in particular have been remarkable for their enterprise 
 in providing a comprehensive system of technical education for these 
 cities and the surrounding districts. As elsewhere this provision 
 has been rendered necessary by the breaking down of the appren- 
 ticeship system. The Continuation Schools may be held not only in 
 the evening but in the daytime, though as yet they are held usually 
 in the evening; and they are open to all who have completed the 
 obligatory courses of the elementary schools. In the agricultural 
 districts I was informed that there are few of these classes as yet. 
 By the Act of 1908 schools boards have, however, the power to 
 compel attendance both in the urban and in the rural schools, and 
 the Department of Education is aiming at linking these Continua- 
 tion Classes to the great central agricultural, technical, art and 
 commercial colleges, of which eleven are already in existence: 
 
72 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 1. Aberdeen and North of Scotland College of Agriculture. 
 
 2. Aberdeen Gordon's College and Gray's School of Art 
 
 3. Dundee Technical Institute. 
 
 4. Edinburgh and East of Scotland College of Agriculture. 
 
 5. Edinburgh Heriot-Watt College. 
 
 6. Glasgow and West of Scotland Technical College. 
 
 7. Glasgow Athenaeum Commercial College. 
 
 8. Glasgow School of Art. 
 
 9. Leith Nautical College. 
 
 10. The West of Scotland Agricultural College (including Kil- 
 
 marnock Dairy School), 
 n. Edinburgh College of Art. 
 
 Of the Scottish system the two most noteworthy features for 
 my purposes are its scheme of Continuation School instruction 
 and its provision for compulsory attendance thereat. I now submit 
 a synopsis of the former and the sections of the Education Act that 
 provide for the latter. 
 
 i*r- 
 
 CONTINUATION SCHOOLS CODE 
 
 organization fhe code of regulations for Continuation Schools provides for 
 four divisions : 
 
 1. Preparatory Classes for the Completion of General Educa- 
 
 tion. 
 
 2. Elementary Classes for Specialized Instruction. 
 
 3. Advanced Classes for Specialized Instruction. 
 
 4. Auxiliary Classes. 
 
 Division i. In Division i, the classes are open to any pupils who are free 
 
 from the obligation to attend the Elementary Day School. The 
 subjects are as follows : 
 
 English, and one of the following courses: Commercial, Industrial, 
 Household Management, Rural School Course. One of the following may 
 be added: The Laws of Health, Money Matters (thrift, investment, insur- 
 ance), Conditions of Trade and Employment, the Empire (its history, 
 growth, and trade) ; the Colonies and the openings they offer for enterprise; 
 Nature Study, Drill, and Singing; and any other subject specially arranged 
 for by the Department 
 
 Division 2. Division 2 comprises classes for elementary instruction in such 
 
 special subjects as may be useful to pupils who are engaged in or 
 preparing for any particular trade, occupation, or profession. 
 Pupils may be admitted at the discretion of the managers, provided 
 due regard is had to their previous instruction in the elementary 
 school and their fitness for work of Division II. The subjects are 
 thus classified: 
 
SCOTLAND 73 
 
 Commerical Subjects: Commercial Arithmetic, Handwriting, Book- 
 keeping, Shorthand, Commercial Correspondence, Business Procedure, 
 Commercial Geography, the study of any language (including English), 
 with a direct view to its use in business. 
 
 Art: Drawing and Modelling; Elementary Design. 
 
 Mathematics: Elementary Geometry, Algebra, Mensuration, Dynamics. 
 
 Science: The elementary study, Theoretical or Practical, of Physical or 
 Natural Science, or any branch thereof. 
 
 Applied Mathematics and Science: (a) General Practical Mathe- 
 matics, including Technical Arithmetic, and the use of mathematical instru- 
 ments and tables; mechanical drawing. (&) Special The application of 
 Mathematics and Science to specific industries. Machine Construction, 
 Building Construction, Naval Architecture, Electrical Industries, Mining, 
 Navigation, Agriculture, Horticulture, or any other industry the scientific 
 principles underlying, which admit of systematic exposition. 
 
 Where the nature of the subject requires it, previous or concurrent 
 study of Applied Mathematics and Science or of the related branch of Mathe- 
 matics or of Science will be made a condition of taking any subject under the 
 special course in Applied Mathematics and Science. 
 
 Handwork: Elementary instruction in the use of tools woodwork, 
 ironwork with concurrent instruction in drawing to scale and the prac- 
 tice of such occupations a3 needlework, cookery, laundry work, dairy work, 
 with accompanying explanations of processes. Ambulance work (practice 
 and theory). 
 
 The regulations require that a time-table and syllabus be sub- 
 mitted for the consideration and approval of the Department and 
 classes in each subject or group of related subjects must meet not 
 less than one day a week for such length of Session as may be 
 approved of by the Department. For cause this length may be 
 reduced. Each meeting shall be not less than an hour and a half 
 for practical subjects, and one hour for others. 
 
 Division 3 comprises organized courses of systematic instruc- Division * 
 tion, arranged with a view to fitting students for the intelligent 
 practice of particular crafts, industries, or occupations. 
 
 Courses under this division must as a rule extend over three 
 years, and must provide for such a minimum of instruction as may 
 be proposed by the Managers and approved by the Department. 
 Courses may be instituted under this Division to provide technical 
 instruction suitable to any crafts, industries, or occupations, ap- 
 proved as suitable by the Department. 
 
 Such courses may be classified under the following heads: 
 
 Commercial and Literary Courses, Art and Art Crafts, Engineering 
 (civil, mechanical, electrical, mining, sanitary, etc.), Naval Architecture, 
 Navigation, Architecture, Building and Allied Trades, Textile Industries, 
 Chemical Industries, Printing Processes, Women's Industries, Agriculture 
 and Rural Industries, and other suitable industries or occupations not 
 included under any of the above heads. 
 
 A preparatory year is provided, to which may be admitted Preparatory 
 students who are over fifteen or who have had satisfactory pre- 
 
74 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Equipment. 
 
 Literature 
 and History. 
 
 Division 4. 
 
 Approval of 
 Department. 
 
 vious instruction. Certificates are given at the end of each year's 
 course. The classes must meet not less than twice a week for at 
 least 20 weeks, each meeting to be for not less than an hour. 
 
 Provision for the industrial courses must be made in properly 
 equipped laboratories or work shops for such amount of practical 
 work on the part of the students as the Department may deem 
 necessary, such practical work being illustrative of the principles 
 taught and not merely of trade practices. Provision is also made 
 for systematic instruction once a week in some period or branch 
 of literature and history. 
 
 Division 4 comprises the following : 
 
 Physical exercises, military drill, vocal music, wood carving, fancy 
 needlework, elocution (if taken in connection with an English course), or 
 such other subjects as may be recognized by the Department. 
 
 In all the divisions, the courses of instruction, the time-tables 
 and the qualifications of the teachers are subject to the approval of 
 the Department. 
 
 COMPULSORY ATTENDANCE ACT 
 
 The following are the subsections of the Scotch Education Act 
 of 1908 referring to the compulsory school attendance of adoles- 
 cents : 
 
 "(i) Without prejudice to any other power of a school board to 
 provide instruction in continuation classes, it shall be the duty of a school 
 board to make suitable provision of continuation classes for the further 
 instruction of young persons above the age of fourteen years with refer- 
 ence to the crafts and industries practised in the district (including agricul- 
 ture if so practised and the domestic arts), or to such other crafts and indus- 
 tries as the school board, with the consent of the Department, may select, 
 and also for their instruction in the English language and literature, and in 
 Gaelic-speaking districts, if the school board so resolve, in the Gaelic lan- 
 guage and literature. It shall also be their duty to make provision for 
 their instruction in the laws of health and to afford opportunity for suitable 
 physical training. 
 
 "(2) If it is represented to the Department on the petition of not less 
 than ten ratepayers of the district that a school board are persistently fail- 
 ing in their duty under the foregoing subsection, the Department shall 
 cause inquiry to be made and call upon the board to institute such continuation 
 classes as appear to the Department to be expedient, and, failing compliance, 
 may withhold or reduce any of the grants in use to be made to the board. 
 
 "(3) It shall be lawful for a school board from time to time to make, 
 vary, and revoke bylaws for requiring the attendance at continuation classes, 
 until such age, not exceeding seventeen years, as may be specified in the 
 bylaws, of young persons above the age of fourteen years within their 
 district who are not otherwise receiving a suitable education, or are not 
 specially exempted by the school board from the operation of the bylaws, 
 and that at such times and for such periods as may in such bylaws be 
 specified. Such bylaws may also require all persons within the district 
 having in regular employment any young person to whom such bylaws 
 apply, to notify the same to the board at times specified in the bylaws, with 
 
SCOTLAND 75 
 
 particulars as to the hours during which the young person is employed 
 by them: 
 
 Provided that no young person shall be required to attend a continua- 
 tion class held beyond two miles measured along the nearest road from the 
 residence of such young person. 
 
 "(4) This subsection provides for the application of the Public Health 
 Act of Scotland. 
 
 "(5) If any person fails to notify the school board in terms of any 
 such bylaw in regard to young persons employed by him, or knowingly 
 employs a young person at any time when his attendance is by any such 
 bylaw required at a continuation class, or for a number of hours which, 
 when added to the time required under any such bylaw to be spent at a 
 continuation class, causes the hours of employment and the time so spent, 
 taken together, to exceed in any day or week, as the case may be, the 
 period of employment permitted for such young person by any Act of Par- 
 liament, he shall be liable on summary conviction to a penalty not exceed- 
 ing twenty shillings, or in case of a second or subsequent offence, whether 
 relating to the same or another young person, not exceeding five pounds. 
 
 "(6) If any parent of a young person by wilful default, or by habitually 
 neglecting to exercise due care, has conduced to the commission of an 
 offence under the immediately preceding subsection or otherwise, through failure 
 on the part of the young person to attend a continuation class as required 
 in any such bylaw, he shall be liable on summary conviction to the like 
 penalties as aforesaid." 
 
 EDINBURGH 
 
 HERIOT-WATT COLLEGE 
 GENERAL 
 
 One of the most comprehensive institutions in the British 
 islands for the promotion of technical instruction is the Heriot- 
 Watt College, Edinburgh, Scotland. 
 
 The Governors, who are elected by the City Council, School , 
 Board, the City Ministers, the University, the Royal Society of comSitfceB. 
 Edinburgh, and the Edinburgh Chamber of Commerce, are 
 assisted in their duties by Advisory Committees representative of 
 both employers and employees in the following trades : Printing, 
 plumbing, commercial work, chemistry, engineering, building 
 trades and mining. 
 
 The aim of the College is to supply, as far as practicable, for Aim. 
 the industrial classes what the University gives to those preparing 
 for the so-called learned professions. It claims to be the first 
 institution in the British Isles founded for the express purpose of 
 giving the industrial classes education in the principles of Science. 
 
 The diploma of the College is granted in the following depart- Diploma, 
 ments: Civil engineering, mechanical engineering, electrical engin- 
 
 6 E.I.P. 
 
EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Curricula. 
 
 Connection 
 with 
 Industries. 
 
 Connection 
 with Univer- 
 sity of 
 Edinburgh. 
 
 Connection 
 with College 
 of Agriculture 
 and Continu- 
 ation Schools. 
 
 Admission to 
 Evening 
 classes at 
 College. 
 
 eering, mining, weaving, architecture (conjointly with the School 
 of Art), naval architecture, chemistry, metallurgy, mathematics 
 and physics. Last session the attendance at the strictly evening 
 technical classes was 3,000, and at the day classes 250. 
 
 DAY COLLEGE 
 
 The courses of instruction in the Day College are arranged for 
 mechanical and electrical engineers, mining engineers, manufac- 
 turing chemists, architects, printers, and publishers, and those 
 who are interested in the study of technical mycology, such as 
 brewers, distillers, margarine, butter and cheese makers, etc. 
 
 A striking feature of the college is the close connection between 
 it and the various industries and trades in which instruction is 
 given. The course in brewing, for example, includes apprentice- 
 ship in a brewery as well as the training in the College, and the 
 students are also admitted for short periods to the famous Carls- 
 berg Brewery at Copenhagen. Similarly, those who wish to be 
 technical chemists are admitted free to the laboratories of the Cor- 
 poration Gas Works for periods lasting from four to twelve 
 months. The mining students not only obtain practical instruc- 
 tion in a mine in the neighbourhood of Edinburgh, but arrange- 
 ments can always be made for from six to twelve months' instruc- 
 tion in metalliferous mines in different parts of England. 
 
 The day classes are recognized by the University of Edin- 
 burgh. Students may, accordingly, proceed to take their B.Sc. 
 degree in Engineering and in Chemistry by passing the necessary 
 University examinations and attending certain additional classes 
 in the University. Students who hold the B.Sc. degree can obtain 
 at the College special post-graduate courses of instruction in tech- 
 nical mycology, analytical chemistry, electrical engineering and 
 prime movers, with a special diploma therein. 
 
 Any further details of the day classes I omit, as being of a 
 more advanced character than we are likely to have in Ontario 
 outside of those of the Faculty of Applied Science. 
 
 The College is associated with the Edinburgh and East of Scot- 
 land College of Agriculture, and, what is of special importance to 
 us in Ontario, with the Evening Continuation Classes of the Edin- 
 burgh School Board. 
 
 COLLEGE EVENING CLASSES 
 
 The conditions of admission to the evening classes at the 
 College are a qualifying certificate from the Evening Continuation 
 Classes or previous attendance at a secondary or Higher Elemen- 
 tary School, or passing an equivalent entrance examination. 
 
SCOTLAJND 77 
 
 The Evening Class Time Table shows 131 different subjects Curricula - 
 in each of which a class is formed. Besides five years' courses 
 under the general heads of mechanical engineering, electrical 
 engineering, chemistry, mining, architecture, and sanitary science, 
 the following, of special interest to us, are also provided : 
 
 COMMERCIAL CLASSES 
 
 The Junior Commercial Certificate is awarded to students who e jSSiS e8 : 
 have obtained either (i) Class certificates in the following sub- 
 jects at the Evening Continuation Classes in commercial arithmetic, 
 elementary English, elementary book-keeping and business pro- 
 cedure; or (2) Class certificates at the Her iot- Watt College in 
 commercial arithmetic, elementary English, book-keeping, com- 
 mercial correspondence, and precis-writing; or who possess quali- 
 fications equivalent to (i) or (2) and who, in addition to either of 
 the above qualifications, have obtained in the Heriot-Watt College 
 certificates in advanced English and advanced book-keeping and 
 practice of commerce. 
 
 The Senior Commercial Certificate is awarded to those who 2. senior 
 hold the Junior Commercial Certificate and who have obtained in 
 the Heriot-Watt College First Class Certificates in the Practice of 
 Commerce and Political Economy, and in two of the following 
 subjects: Principles of Accounting and Banking Law, Commer- 
 cial Law, Commercial History, Actuarial Algebra, a fourth year 
 Certificate in a modern foreign language, or an advanced Certifi- 
 cate in some other subject of study in the College which will be of 
 value in the particular department of commerce which the student 
 proposes to follow, but the selection of this subject must be made 
 after consultation with the Principal. 
 
 TRADE CLASSES 
 
 In the Printing and allied trades ample provision has been Printing and 
 
 , f 11 i j r , i 1 i i- 11- Allied Trades. 
 
 made for all kinds of practical work, including monotype and lino- 
 type machines. Apprentices are not admitted into these classes 
 until the third year of their apprenticeship. They are expected to 
 attend classes under the School Board for the first and second years 
 of their apprenticeship. Classes are held for compositors, jobbing 
 and display work hands, monotype and linotype hands, machine- 
 men, bookbinders, and instruction is also given in photographic 
 methods for book illustration. 
 
 The class in Carpentry and Joinery is intended for persons and p join!r y . 
 who have previously attended the classes of Building Construction 
 and Geometry, or have been through the course in Building Con- 
 struction or Carpentry and Joinery provided in the Evening 
 Schools of the School Board. 
 
EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Masonry. 
 
 Other classes. 
 
 The work of the class in Masonry and Brickwork comprises 
 lectures and drawing, and is intended not only for masons and 
 bricklayers who intend becoming foremen or clerks of works, but 
 also for architects, surveyors, and others who desire an intimate 
 knowledge of building methods. 
 
 There are also classes for plumbers' work, watch and clock 
 making, and tailor cutting; and in English literature and com- 
 position, elocution, theory of music, Latin, and Greek. 
 
 CONTINUATION SCHOOLS 
 
 Joint 
 Scheme*. 
 
 Joint schemes of work have been drawn up in conjunction with 
 the Edinburgh School Board. In each course, the student receives 
 instruction in the earlier stages at the Evening Continuation 
 Classes of the School Board, and thereafter at the Heriot-Watt 
 
 certificates. College and the Edinburgh College of Art. A special certificate is 
 awarded to any student who completes satisfactorily any of the 
 courses. The organization of these courses should prove suggestive 
 to a large city like Toronto. 
 
 Courses. fhe Continuation School subjects (otrfer than elementary) 
 
 have been grouped as English, commercial, technical and art 
 courses for boys, young men, girls, and young women, and as 
 domestic courses for girls and young women only. These 
 specialized courses are taken up in different schools in various 
 parts of the city. Summer Session Classes, lasting for a period 
 of twelve weeks, are opened in three Centres, the subjects of in- 
 struction being those given during the Winter Session, and such 
 
 Fees. others as then may be in demand. The fee for the Session is 
 
 $1.25 per subject, except in one school where the fee is 6oc, but 
 the fee is returned to all students who make 80 per cent, of the 
 possible attendances. Pupils who enroll for one night a week only 
 are expected to make 90 per cent, of the possible attendances. 
 
 organization. The Continuation Classes are in five divisions as follows, the com- 
 plementary classes being taken thereafter at the Evening Classes 
 of the College : 
 
 Division i. Division i. Preparatory Courses. These Courses are formed 
 
 for the completion of general elementary education, and are 
 especially intended for pupils who are over 14 years of age and who 
 do not possess the qualifications for specialized instruction. Pupils 
 must enroll for three evenings a week. Typical Preparatory Courses 
 as taught in these schools are : 
 
 (i) Boys' Course English, including spelling and composi- 
 tion ; arithmetic ; and one or two of the following : 
 
 Drawing (Geometrical and Freehand), the Empire (its 
 growth, history and trade; the Colonies and openings for enter- 
 prise), civics, woodwork, common commercial documents. 
 
SCOTLAND 79 
 
 (2) Girls' Course English, including spelling and composition; 
 arithmetic ; and one or two of the following : 
 
 Civics, the Empire, common commercial documents, laws of 
 health, cookery, needlework, dressmaking, laundry work, millinery. 
 
 Division 2. Specialised Courses. - - The following are eligible Dm8lon 2 - 
 for admission : Pupils over 16, or pupils under 16 who have received 
 a certificate of merit from the Day School or completed the Pre- 
 paratory School course, or have been for at least one year at a 
 Higher Grade or a Secondary School. 
 
 The Courses are as follows : 
 
 (1) English. Two years' attendance and satisfactory work 
 qualifying for the third year in Heriot-Watt. 
 
 (2) Commercial Courses. 
 
 (a) Shorthand Course. A three years' course in English, 
 shorthand and typewriting. 
 
 (fr) General Commercial Course. A two years' course in two 
 or more commercial subjects selected from commercial arithmetic, 
 business procedure, elementary bookkeeping, shorthand, English, 
 commercial geography, French, German, Esperanto. 
 
 Division 3. Technical Courses. A preliminary training for Division 3. 
 the following trades : Engineering, metal, building, woodworking, 
 furniture, printing, ink making, baking and confectionery. Two 
 years' courses are offered in : 
 
 .Elementary engineering (eight schools), elementary physics 
 (two schools), constructional engineering (one school), elemen- 
 tary building construction (nine schools), plumbers' work (three 
 schools), carpentry and joinery (two schools), cabinet-making 
 (one school), printing (seven schools), baking and confectionery 
 (one school). 
 
 Division 4. Art Courses. A preliminary training for arts Divi8i n * 
 craftsmen and students, as designers, engravers, metal workers, 
 house-painters, cabinet-makers, lithographers, stone carvers, wood 
 carvers, sculptors, modellers, etc. : 
 
 (1) General Art Course (six schools). 
 
 (2) Wood Carving and Design. 
 
 (3) Modelling in copper and brass. 
 
 (4) Modelling in leather. 
 
 The last three subjects are each taught in one and the same 
 school, and students in either of them must take the General Art 
 course first. Three year courses in Art are provided, preparatory 
 to the course in the Edinburgh School of Art with its workshops 
 
8o EDUCATION FOR INDUSTRIAL PURPOSES 
 
 for the teaching of drawing and painting, sculpture, architecture, 
 and design, and the various Craft and Trade Processes. 
 
 Divisions. Division 5. Domestic Courses. Three years' courses. 
 
 These courses train girls and young women to discharge with 
 intelligent interest the responsible practical duties of the home. 
 Two or more of cookery, needlework, dressmaking, laundry work, 
 housewifery, millinery, first aid, home nursing, hygiene, and tem- 
 perance are taken as forming a complete course. 
 
 other classes. Besides the foregoing, classes are provided in civics, economics 
 and industrial history. Auxiliary Classes are also held in physical 
 exercises, swimming and life-saving, vocal music, wood carving, 
 and elocution. 
 
 inditopioy- An educational information and employment bureau has been 
 
 men Bureau. opene( j ty t fa Edinburgh School Board for the purpose of giving 
 information and advice as to education or employment to parents 
 and pupils. The bureau is open all day, and on certain specified 
 evenings to suit the convenience of parents who cannot call during 
 the day. 
 
 As illustrative of the work done in the Continuation Classes of 
 the Edinburgh School Board I submit the details of the courses in 
 Civics, Economics, and Industrial History, and in Art. I submit 
 also an outline of the complementary Evening Courses of the Edin- 
 burgh College of Art : 
 
 CURRICULA 
 
 CIVICS 
 
 The course in Civics has been framed to suit the capacity of those just 
 leaving school. The older students find in the courses in Economics and 
 Industrial History much that is of great value in relation to industrial 
 knowledge and efficiency: 
 
 Nation and State: Representative Goverment, Parliament and People, 
 Party Goverment, the Village and the Parish, the School, Poor Law Union, 
 Boroughs and Counties, Public Health, Roads, Streets, Buildings, and 
 Lands, Police and Justice. Central Government: The Crown, Parliament, the 
 House of Lords, the House of Commons, Working of the Parliamentary 
 Machine. Judicial System: Judges and Law Courts, Executive Govern- 
 ment, Control of Education, Local Government, Trade, Agriculture, and 
 Post-Office. Executive Government: Home Office, Colonial Office, India 
 Office, Foreign Office, War Office, Admiralty, Treasury. Duties of Citi- 
 zens in relation to Local and Central Government. The Empire: Rela- 
 tions to the Empire and to Foreign Countries. Industrial and Social Duties 
 of the Citizen. Associations of Workers. The State and Labour. 
 
 ECONOMICS 
 
 General Course First year : 
 
 Production of wealth Land, labour, capital, and organization. Ex- 
 change of wealth (a) Value and price; (b) Money; (c) Value of commodi- 
 ties; (d) Value of money. Distribution of wealth (a) Rent of Land; (b) 
 Wages of labour; (c) Profits of capital; (d) Trades Unions, strikes, co- 
 
SCOTLAND 81 
 
 operative societies. Foreign Commerce, Credit, and Taxation (a) For- 
 eign commerce; (b) Credit and its influences on prices; (c) Taxation. 
 Special Course Second year: The study of the following texts: 
 Adam Smith: The Divison of Labour; Thomas Robert Malthus: Prin- 
 ciple of Population; David Ricardo: Theory of Rent; John Stuart Mill: 
 Theory of Value; John Elliott Cairnes and Thomas Edward Cliffe Leslie: 
 Economic Method; Walter Bagehot: The Money Market; William Stanley 
 Jevons: Statistics; Henry Fawcett and Arnold Toynbee: Social Reform. 
 
 INDUSTRIAL HISTORY 
 
 General Course First Year: Before the Norman Conquest. The Manorial 
 System. Service and commutation. Towns, and the beginnings of town life. 
 The Exchequer. Money and accounts. England under the Edwards. National 
 unity and commercial policy. The Black Death. Later developments of towns 
 and guilds. Enclosures for sheep-farming. Progress of woollen industry. The 
 mercantile system. Elizabeth's legislation. Trading companies, and beginnings 
 of Colonial expansion. Survey of industries from 1600 to 1760. The rise of 
 banking. Growth of Greater Britain trade wars of the eighteenth century. 
 Machinery and power. The Agrarian Revolution. Laissez-faire and State 
 charity. Artisan. Pauper. Remedies by legislation. Modern conditions. Trade 
 and the flag. 
 
 Special Course Second Year : Advantages of combining the study of 
 history and political economy. Population in 1760. Agriculture in 1760. 
 Manufactures and trade in 1760. Decay of the Yeomanry. Condition of 
 wage-earners in 1760. Mercantile system and Adam Smith. Chief features 
 of the Revolution. Growth of pauperism. Malthus and the law of popula- 
 tion. The wage-fund theory. Ricardo and the growth of rent. Theories 
 of economic progress. Future of the working classes. Wages and natural 
 law. Industry and democracy. 
 
 ART 
 
 General Courses. 
 
 First and Second Years: 
 
 1. Drawing: Any suitable medium, such as pencil, chalk, charcoal, pen 
 and ink, or colour. / 
 
 The objects of study are : Natural forms, such as flowers and plants 
 from nature, shells, etc.; common manufactured objects; casts of orna- 
 ments. The drawings of flowers and plants in outline. All other drawings 
 in light and shade or in colour. Charcoal, or other black and white drawings, 
 drawings in coloured chalks, or in water-colour on brown or other tinted 
 paper. Wood carving and metal repousse for pupils who receive instruction 
 in design. 
 
 2. Work with instruments. A course of simple geometrical problems. 
 The construction of simple geometric patterns. The construction of simple 
 scales, and their use. 
 
 3. Lettering. Construction of simple alphabets Roman, block, italic. 
 
 4. Arithmetic and Mensuration. The measurement of floors, walls, etc. 
 The calculation of cost of tradesmen's work. 
 
 Wood Carving. 
 
 First year (elementary). Tools: Selecting and putting in order, sharpen- 
 ing, etc. Chip carving. Elizabethan, Gothic borders, Celtic strap work, Gothic 
 ornament. 
 
 The exercises consist mainly in making copies in soft wood from 
 clearly-cut models of graduated difficulty. 
 
82 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 The object of this initiatory practice is that the student may gain a 
 knowledge of the tools, and the proper method of using and sharpening 
 them, tegether with some mastery over the difficulties connected with the 
 grain of the wood. 
 
 Second Year Early English, incised carvings, Renaissance (German 
 and French styles). In this second year, students' exercises are in hard- 
 wood, oak, walnut, etc., e.g., picture frames, portions of carved furniture, 
 etc. Students of this grade work from drawings as well as from carved 
 models. 
 
 Third Year (Renaissance). Italian, Louis XV., high relief, modelling 
 from cast, masks, bosses, grotesque and heavy ornament. Third year 
 students who show sufficient capacity are aided in their endeavours to work 
 out complete designs, such as fireplaces, Church or household furniture,' 
 fittings, etc. In this case, making complete drawings, showing design, con- 
 struction, and carving. As far as possible, even from the beginning, students 
 are helped to develop such individuality as they may possess, consistent with 
 the principles and necessities of good craftsmanship. 
 
 Three lantern lectures on history and design are given to the combined 
 classes during the Sessien. 
 
 Design. 
 
 First Year: Freehand and geometrical drawing. Copying of good 
 examples of ornament and design. Study of the principles of elementary 
 design as illustrated in patterns, scrolls, borders, etc. Exercises in simple 
 design, such as repeat patterns, filling of simple shapes, bordering, etc. 
 
 Second Year: Studies from designs in historic ornament, such as Celtic, 
 Norman, Gothic, Greek and Roman, Old English, Italian Renaissance, etc. 
 Drawing of flowers and foliage. Principles of design in relation to the var- 
 ious styles of ornament. Designing of panels, pilasters, and useful articles 
 in historic styles. 
 
 Third Year: Analysis of ornament in relation to design. Introduction 
 of natural history forms, including fish, birds, animals, also the human 
 figure. The grotesque as seen in mediaeval ornament. Colour in design, its 
 use, in harmony, contrast, and effect. Original work and motive. Modern 
 design and "Applied Art." 
 
 Modelling in Copper, Brass and Leather. 
 
 Metal Workers: A course of instruction in designing, laying down on 
 pitch block, cutting outline with tools, raising from back, relaying on pitch 
 block, flattening background, punching, modelling design, lifting copper off 
 block, cleaning, flattening again, and making ready for the making up of 
 articles, oxidizing. 
 
 Leather Workers: A course of instruction in designing and planning, cut- 
 ting with knife round the design and raising design, flattening background, 
 filling the design from back in order to give it raised effect and to ensure that 
 the design does not flatten again during the making up of the article, modelling 
 and shading design similar to modelling in clay, reflattening and punching back- 
 ground, staining and tinting, polishing and finishing, trimming article and 
 preparing for making up, making up article, modelling various designs, each 
 flower having different modelling and colouring. 
 
 EVENING CLASSES OF THE EDINBURGH COLLEGE OF ART 
 
 Drawing and Painting: Life Class (men), Life Class (women), geo- 
 metrical drawing, perspective, elementary drawing, drawing from the an- 
 tique, anatomy, book illustration, etching. 
 
SCOTLAND 83 
 
 Sculpture: Life Class (men), Life Class (women), special modelling 
 design and ornament class for craftsmen, carving and pointing in marble 
 and stone, wood carving class, figure design and composition class, anatomy 
 class (modelling in the round), antique class, elementary modelling class. 
 
 Architecture: Course Architecture (Gothic). Course Architecture 
 (Classic). Sketching ornament from cast. Lectures (Course I, Course II.). 
 
 Design: Elementary design, elementary design lecture, advanced, writ- 
 ing and illumination, embroidery, historic ornament lecture, cabinet making 
 and furniture design, cabinet making and furniture design sketching class. 
 
 GLASGOW 
 
 THE GLASGOW AND WEST OF SCOTLAND TECHNICAL 
 
 COLLEGE 
 
 GENERAL 
 
 The Glasgow and West of Scotland Technical College had its origin, 
 origin in Anderson College, founded in 1796 under the will of 
 John Anderson, Professor of Natural Philosophy in the University 
 of Glasgow. It is thus probably the oldest technical institution 
 in the world ; it is certainly the oldest in the United Kingdom. In 
 1886 Anderson College and a number of other institutions of a 
 technical character were amalgamated to form this College, under 
 a Board of Governors, representing all the institutions so amal- 
 gamated, as well as the Corporation of the City of Glasgow. The 
 first prospectus, issued in 1796, made the following quaint declara- Aim< 
 tion of its aim : 
 
 "The chief design of this Institution is to offer to young gentlemen 
 intended for the Arts, Manufacturing or Commerce an opportunity of obtain- 
 ing such a portion of useful knowledge as will qualify them for the society to 
 which their fortunes insure their admission which will throw light on the 
 various processes of the Arts and enable them to bring them to perfection 
 and which will serve to soothe and fill up in a rational and profitable manner 
 those hours which everyone must find unemployed in business." 
 
 The policy thus set forth has been continuously and successfully Advisory 
 
 - , Committees. 
 
 adhered to for over a century and, m furtherance of its aim, the 
 co-operation of the leading engineering and manufacturing firms 
 of the district has been secured and advisory committees of 
 experts have been appointed to represent every trade and industry 
 with which the Institution is connected. 
 
 The work of the College is divided into two main departments 
 Day and Evening. 
 
 The Day Classes are arranged in Courses of Study extending Day 
 
 ,. e i . TV. Department. 
 
 over three or four years. Each course leads to the Diploma and 
 
84 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Associateship of the College in one of the following Departments : 
 Civil, Mechanical, Mining, or Electrical Engineering; Naval Archi- 
 tecture; Chemistry; Metallurgy; Mathematics and Physics. 
 
 The Evening Classes are divided into two sections : 
 
 DlpSient. I. In one the instruction given is similar to that in the Day 
 Classes, and its standard may be estimated from the fact that the 
 roll for last session contained the names of 175 University gradu- 
 ates. 
 
 2. The other section is intended for apprentices and workmen, 
 and instruction is given in the scientific principles upon which their 
 respective trades are based. 
 
 wiVh n uniYer- Associates of the College are admitted to the examinations for 
 
 Arf;e S tc hool f the degree of B.Sc. of the University of Glasgow after attendance 
 
 during one academic year on not less than three University courses. 
 
 The College is closely associated with the Glasgow School of Art 
 
 and Courses of Study lead to a joint diploma. The incorporated 
 
 Weaving, Dyeing, and Printing College of Glasgow has recently 
 
 been amalgamated with this College. 
 
 Joint com- Arrangements have been made by a Joint Committee, repre- 
 
 coiiegeand senting the College and certain School Boards in the neighbouring- 
 school Boards, p 1-1 . 
 
 counties, under which students connected with engineering and 
 
 building trades attend the Continuation Classes of these Boards 
 and follow the syllabuses of work approved by the Joint Committee 
 with courses extending over two or three years. 
 
 Attendance. Last session the students at the College were divided as fol- 
 lows: Day Students, 605; Evening Students, 4,621; a total of 
 5,226. They came from all parts of the United Kingdom, and 
 all the manufacturing industries within a radius of twenty-five 
 miles were represented on the roll. 
 
 Fees and For the Day Course the fees range from $5.25 to $21.00, with 
 
 scholarships. i aboratory f ees f rom $ IO ^ O a term to $85.00 for the year. For 
 the Evening Class the fees range from 37c. to $2.50 with $5.75 
 to $7.50 for laboratory courses. 
 
 The Governors have established a number of scholarships of 
 the value of $125.00 to enable students who have attended the 
 Evening Classes to continue their course in the Day Classes and 
 obtain the College Diploma. The fees, and in some cases the rail- 
 way fares of students attending from Ayrshire, Dunbartonshire, 
 Lanarkshire, Renfrewshire, and Stirlingshire may be paid by the 
 Technical Education Committees of these several Shires. 
 
 Resources and The annual expenditure of the College for maintenance is 
 about $150,000. The Government Grant amounts to about $50,000 ; 
 $80,000 is derived from endowments and about $32,500 from 
 students' fees. Allan Glen School, which is under the same man- 
 
SCOTLAND 85 
 
 agement, has a separate income of about $40,000. A building and 
 equipment fund of about $1,850,000 has been raised for the College. tionand 0da ~ 
 The completed building is estimated to be worth $2,000,000. e( * ui P ment - 
 What is specially remarkable about. this fund is the fact that it was 
 raised by subscription, thousands of citizens having subscribed in 
 large and small sums. The building will ultimately consist of six 
 large wings, and the total floor space will amount to over seven 
 acres. Even at present it is the largest single building in the United 
 Kingdom devoted to educational purposes. Its equipment and 
 accommodations are remarkably fine. 
 
 DAY CLASSES 
 
 Students of 16 and over may enroll in any of the College classes^ 188100 
 on satisfying the Head of the Department that they are able to take 
 up the work. Students under 16 and all who desire the Diploma 
 must pass an Entrance examination. The standard of this examina- 
 tion is that of the Leaving examination of the Scotch Education 
 Department. For those who do not hold this certificate the subjects 
 are: 
 
 1. Obligatory (a) English (grammar, composition, history of the Eng- 
 lish language and literature, history and geography) ; (6) Mathematics 
 (algebra, two unknowns, geometry, three books, trigonometry). 
 
 2. Any two subjects selected from the following: Experimental Science, 
 French, German, Spanish, Italian, Latin, Greek, and any other language of 
 which three months' notice is given. 
 
 The Governors intend to make Experimental Science obligatory 
 at an early date. At the examination, the candidate must furnish 
 satisfactory evidence that his course of training has extended over 
 a normal period of 450 hours, and he must submit his laboratory 
 note-books for inspection. The examination will be based on the 
 course indicated by the note-books, and will be both oral and 
 written. 
 
 Courses are provided in the following: 
 
 Mathematics, natural philosophy, chemistry, technical chemistry, metal- 
 lurgy, mechanics, engineering, drawing, civil engineering, motive power engi- 
 neering, electrical engineering, mining and geology, architecture, bacteriology, 
 music, school of bakery, textile school. 
 
 A large number of firms in Glasgow and the West of Scotland 
 (76 in 1909) have arranged to allow a selected number of their 
 apprentices facilities for carrying out a scheme of College study 
 conjoined with practical work. The courses of study in engi- 
 neering are held during the Winter Session of the College, and 
 student apprentices are thus left free to spend the intervening 
 summers in the works. Some of these firms are willing to recog- 
 nize, wholly or partially, the time spent in College as part of the 
 
86 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 apprenticeship period, but such recognition is contingent upon 
 satisfactory reports being received from the College in each case. 
 
 EVENING CLASSES 
 
 Admission For admission to the Evening Classes all candidates, except 
 
 those who have passed in mathematics for the Leaving certificate 
 of the Scotch Education Department or who hold an approved 
 certificate covering the ground of the Entrance examination; stu- 
 dents of 21 years and over; and holders of a recognized certificate 
 from any approved Continuation School, are required to pass an 
 entrance examination in elementary mathematics, as follows: 
 
 Arithmetic: Vulgar and decimal fractions. Square root. Percentage. 
 Logarithmic calculations with four figure tables. 
 
 Algebra: First four rules. Substitution. Equations of first degree in 
 one and two unknowns. Easy factors. Easy fractions. Graphs. 
 
 Geometry: Triangle. Parallelogram. Circle. Mensuration of areas 
 and solids. 
 
 certificate^ Certificates are granted to students who take a three years' 
 course in one of the following departments : Mechanical engineer- 
 ing, electrical engineering, civil engineering, mining engineering, 
 naval architecture, building science, mathematics and physics. 
 
 A number of Bursaries of the value of $125 enable students to 
 continue their studies in the Day Classes and proceed to the College 
 Diploma. 
 
 Railway fares and, in some cases, the fees of students resident 
 in certain districts are paid by the Educational Committees of these 
 districts. 
 
 The evening classes are as follows : 
 
 Mathematics, natural philosophy, chemistry, technical chemistry, metallurgy, 
 mechanics, botany and bacteriology, zoology, physiology, music, engineering 
 drawing, civil engineering, motive power engineering, electrical engineering, 
 mining and geology, naval architecture, architecture and the building trades, 
 plumbing, sheet metal work, bootmaking, printing and allied trades, watch and 
 clock making, school of bakery, tailoring, weaving, etc., painting, decorating, 
 boilermaking, etc. 
 
 EVENING CONTINUATION SCHOOLS AT GLASGOW AND OUTSIDE 
 
 CENTRES 
 
 / 
 
 Except in the Trades departments, the courses of the Day and 
 Evening Classes of the Technical College are too advanced to be 
 of special interest in an investigation like the present one that con- 
 cerns itself chiefly with Elementary industrial education. Follow- 
 ing, however, I submit details of the Evening Continuation Classes 
 in Science and Technology at Glasgow and outside centres. 
 
SCOTLAND 87 
 
 ORGANIZATION 
 
 Evening Continuation Classes in science and technology, lead- 
 ing to courses in the Technical College, are conducted in Glasgow, 
 Govan Parish, Maryhill, Shettleston, Cathcart, Shawlands, Barr- 
 head, Scotstoun, Yoker, Clydebank, Dalmuir, Duntocher, Gavin- 
 burn, Helensburg, Greenock, Ayr, Cambuslang, Stirling, and.Alloa. 
 
 A joint committee, composed of representatives of the College f 
 
 and of the School Boards of the above localities, control the man- 
 agement of the classes, which are graded as follows : 
 
 1 . Preparatory Classes. For students whose previous education 
 does not enable them to take full advantage at once of the Elemen- 
 tary Technical Classes and for those who have had no instruction in 
 laboratory work. 
 
 2. Elementary Technical Classes. For those who desire to take 
 the advanced classes in engineering, building construction, archi- 
 tecture, and naval architecture in the Technical College. The work 
 is divided into two courses. The satisfactory completion of Course 
 2 qualifies students for admission to the Technical College without 
 further examination. 
 
 3. Advanced Technical Classes. By arrangement with the Col- 
 lege, advanced classes equivalent to the first year College Course 
 in Engineering Science are held in three schools. These qualify for 
 admission to the second year College course without further exam- 
 ination. 
 
 4. Trade Classes. For students who, having successfully com- 
 pleted Courses i and 2 of the Elementary Technical Classes, are 
 unable or unwilling to take up the advanced work in the College 
 or the advanced Technical Classes specified above and yet desire 
 to obtain some knowledge of the principles underlying their work. 
 Trade classes have been established for patternmakers and moulders, 
 machinists and turners, fitters and millwrights, electrical instrument 
 makers, carpenters and joiners, and masons and builders. 
 
 The fees of any students whose parents do not earn over $6 
 per week are paid by the Marshall Trust. 
 
 One hundred and seventy bursaries of the respective value of 
 $15 and $12.50 are offered. The age of the candidates must not 
 exceed 17 years. 
 
 PREPARATORY CLASSES 
 
 Arithmetic: Weights and measures; simple fractions; decimals; decimal 
 approximations; metric system; lengths, areas, volumes, ratio, proportion. 
 
 Algebra: Definitions of signs and terms; G. C. M. and L. C. M. by inspec- 
 tion; fractions; simple equations, graphs. 
 
 Geometry: Use of instruments and ruler graduated in inches and 
 tenths and in centimetres and millimetres ; graduating of scales ; accuracy of 
 
88 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 drawing to scale ; measurement of angles and lines ; measurement of triangles, 
 definitions of angles; parallel straight lines; circle; chords and tangents of 
 the circle. 
 
 Practical Work in Laboratory: British and metric units of length and 
 other comparisons; measuring rods; mean values; length of curved lines; 
 measurement of cylinder and determination of the value of Pi. Units of 
 area; measurement of square, rectangle, parallelogram; triangle and circle; 
 irregular figures; units of volume; actual measurement of volume of cube; 
 right prism, cylinder, pyramid, and cone; displacement method; use of 
 measuring cylinder, etc.; the spring balance; experiments in movements, 
 levers, etc. 
 
 Drawing: Freehand sketching of machinery details; plane geometry, 
 study of the more simple geometrical solids; easy projections (isometric 
 and orthographic). 
 
 ELEMENTARY AND ADVANCED TECHNICAL CLASSES 
 
 Mathematics: Course i : 
 
 Arithmetic : Vulgar and decimal fractions ; percentages ; averages ; con- 
 tracted methods; areas; weights and volume; mental arithmetic; calcula- 
 tion of numerical values from simple formulae ; square root. 
 
 Algebra : Symbols ; common rules ; brackets ; substitution ; easy frac- 
 tions; factors; easy equations of first degree in one unknown; plotting of 
 points and the construction of simple graphs. 
 
 Mensuration: Simple plane and solid figures; exercises with special 
 reference to the engineering and building trades, weights of building ma- 
 terials; surface of room. 
 
 Geometry: Forms of simple solids; straight lines and angles; symmetry 
 of figures; isosceles triangle; construction of triangles; parallel straight lines; 
 sum of angles of a triangle; problems of construction; Euclid I 47 by measure- 
 ment and calculation, etc. 
 
 Mathematics: Course 2 : 
 
 Arithmetic: Calculation from more difficult formulae; logarithms. 
 
 Algebra: More difficult factors; easy equations of the first degree in 
 one and two unknowns. Construction of graphs deduced from experimental 
 results in mechanics. The solution of simultaneous equation of the first 
 degree. 
 
 Mensuration: Solids. Calculations of times for machine operations, 
 prices, etc. Weights of materials; surface area and capacity of ships' coal 
 bunkers, etc. Measurement of quantities from plans; measuring quantities 
 and extending in schedule form. 
 
 Geometry: Problems of construction; geometric loci; practical exer- 
 cises involving the measurement of actual models; relation between the 
 linear, areal and cubical magnitudes of similar figures plane and solid; pro- 
 perties of circle deduced from Geometry; angles at the centre on eaual 
 tangents to circles. Intersection of two circles; angles in segment of a 
 circle; areas; geometrical illustrations of equations; experimental evidence 
 for the substance of Euclid, Books I. to III. 
 
 Engineering Drawing, Course I. 
 
 Testing instruments, scales, co-ordinate planes, points, lines: Study of 
 the simpler geometrical solids. Oblique sections. Development of surfaces. 
 Freehand dimensioned sketches of machinery details. These sketches to 
 be used for the purpose of making complete working drawings. 
 
 Engineering Drawing, Course II. 
 
 Planes. Development of surfaces when cut by oblique planes. True 
 shape of oblique sections through machinery details. Freehand dimen- 
 sioned sketches. 
 
SCOTLAND 89 
 
 Building Construction, Course I. 
 
 Testing accuracy of instruments. Scales. Explanation of the 3 co-or- 
 dinate planes. Points. Lines. Simpler geometrical solids. Development 
 of surfaces. Sections. 
 
 Brickwork and Masonry: Foundations. Clearing, damp proof course, 
 dwarf walls, etc. Bonds. Brick partition walls. Formation of openings. 
 Stone sills and lintels. Weathering, throating. 
 
 Carpentry: Details of joints. Centreing for arches. Wall plates. Joist- 
 ing and flooring. 
 
 Roofs: Couple, collar, lean-to, king trusses up to (say) 30 feet span. 
 
 Roof Covering: Names and sizes of slates. Sheet-lead and methods 
 of laying slates and sheet-lead. 
 
 Plumbing: Lead flashings, ridges, drips, gutters, joints for lead pipes. 
 
 Joinery: Joint details, mouldings, doors, window seat and cupboards. 
 Kitchen fittings, strapping, lathing and plastering. 
 
 Building Construction, Course II. 
 
 Planes. Development of surfaces. True shape of oblique sections 
 through joinery details. 
 
 Brickwork and Masonry: Classification of walls. Compound walls. 
 Jointing. Varieties of masonry. Face on stones. Preparation of zinc or 
 wooden templates. Dressings. Cavity walls. 
 
 Ironwork: Proportion and pitch of rivets. Riveted joints. An ordinary 
 iron or steel rooftruss with details of all joints. 
 
 Joinery: Fixing joiners' work, grounds, architraves, skirtings. Com- 
 mon long window-sashes and their cases. Casement windows. Glazing, 
 corbelling. Bay and oriel windows. Entrance and vestibule door. 
 
 Sanitation, Drainage, etc. : Bathroom fittings. Drainage, sewer, con- 
 nection. Soil, waste and ventilation pipes, water supply, hot water circu- 
 lating arrangement. 
 
 Naval Architecture^ Course I. 
 
 Construction of wood ships. Early iron ships. Composite ships. Steel 
 ships. Cargo hatchways. Wood decks. Bulkheads. Shellplating, arrange- 
 ment of landings. Scrieve board. Marking off rivet holes. Methods of 
 bending and levelling frames. Battleships and armoured cruisers. Con- 
 struction of sponsons and paddle-boxes. Methods of launching. In addi- 
 tion to the Geometry for Course I, Engineering-drawing students in Naval 
 Architecture are given a course in drawing ship details. 
 
 Naval Architecture, Course II. 
 
 Curves of moment. Curves of displacement. 
 
 Midship area. Determination of centre of buoyancy. Co-efficients of 
 fineries. Transverse metacentres. Definition of trim. Effect of free water 
 on initial stability. Stability of oil tank steamer with tanks partially filled. 
 Centre of gravity of cargo. Bilged vessels. Structural design. Systems 
 of framing. Rudders. Ships' specifications. Board of Trade requirements. 
 Laying off. Expansion of stern plating. Drawing as in Course I. 
 
 TRADE CLASSES 
 
 Patternmaking and Moulding, Course I. 
 
 Timber and tools, rules for contraction, use of prints, coreboxes, core- 
 templates, coreplates, lifting straps. Ventilation ' of mould. Workshop 
 drawing. Translation of drawing office drawing into a full sized drawing 
 on the pattern board. Moulding sands and loam. Principles of moulding. 
 Core making and drying, parting surfaces, gates, vents, risers. 
 
90 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Patternmaking and Moulding, Course II. 
 
 Drawing and making of patterns. Drawing off and making spur wheels, 
 level wheels and worm gearing. Patterns in plaster of Paris. Making of 
 cores in boxes and with sweep boards. Green sand moulding. Venting 
 and gateing. Clamping and weighing. Plate moulding. Moulds in dry 
 sand. Use of a propeller. Chills and chilled castings. Workshop con- 
 ditions prevail throughout both courses. Patterns are made from actual 
 work, shop drawings and castings made by each student. 
 
 Machinists and Turners. 
 
 Cutting speed and rate of feed, cutting angle, cutting face of tool, top 
 and bottom rake, point of application of tool, influence of cutting, speed 
 on cutting pressures, comparative resistance in different metals, principles 
 of construction of machine tools, use of measuring instruments. 
 
 Fitters and Millwrights. 
 
 Types of prime movers, building in of seatings and chimneys, arrange- 
 ments of flues, placing of machinery, lining of shafting, pulley transmis- 
 sion, calculations of horse power, speeds of belt and shafting, use of measur- 
 ing instruments, gauges, blocks, surface plate, methods of preparing sur- 
 faces, filing, turning, drilling, shaping, melting and scraping. 
 
 Electrical Instrument Makers. 
 
 Drawing the common electrical instruments. Explanation of circuits. 
 Use of vernier micrometer, co-efficient of expansion, conduction, convec- 
 tion and radiation, reflection, refraction, the prism, doubled curved lens, 
 concave mirrors, magnetism and electricity, electrical units, statical elec- 
 tricity, voltaic electricity, electro-magnetism, galvanometers and resistances. 
 
 Carpenters and Joiners. 
 
 Tools, construction, mechanical principles, sharpening, cutting angles, 
 practical bench work, joints, roofs, doors, windows, sashes and their cases 
 with finishings, etc. 
 
 Masons and Builders. 
 
 Bonds, meeting walls, Glasgow sizes of brick openings, sills, methods 
 of quarrying, machining, planing and sawing, Varieties of masonry. Com- 
 pound walls. Stone arches and lintels, etc. 
 
 ART CLASSES 
 First Stage. 
 
 Drawing: Natural forms. Light and shade: Manufactured objects and 
 museum material. Painting: Ornament from the cast. Modelling: Studies 
 of an analytical and explanatory nature made to a large scale, 
 an analytical and explanatory nature made to a large scale. 
 
 Instruments: Scales and their construction, geometric patterns, objects 
 in plan and elevation from actual measurement. 
 
 Second Stage. 
 
 Light and Shade: (a) Manufactured and natural objects; (&) cast; 
 (c) antique. Painting from nature; ornament and the antique. Modelling 
 from nature, from ornament, and figure from the cast. 
 
 Instruments: (a) Technical geometry required in the student's trade; 
 (6) geometry patterns; (c) objects from measurement in plan, elevation 
 and section; (d) perspective. 
 
 Specialised Work: For students passing in the above courses. 
 
 (a) Lettering. (5) Museum studies: Adaptation of natural forms to 
 ornamental purposes, (c) Work in the actual material from designs executed 
 by the students. 
 
SCOTLAND 91 
 
 ALLAN GLEN'S SCHOOL 
 
 Before 1876, Allan Glen's Institution, as it was first called, Grade - 
 gave instruction free to about 50 boys, sons of tradesmen or of 
 those engaged in industrial occupations. After that date it was 
 organized as a high class secondary and technical institution for 
 boys intended for industrial and commercial pursuits, and has 
 long been known as one of the most efficient and successful of the 
 Secondary Technical Schools in Scotland. In 1886, although in a 
 separate building, it became a part of the Heriot-Watt Technical 
 College, with separate staff and courses. The fees for each 
 course run from $3.75 (preliminary class) to $10.50 (class 4). Fces - 
 The School provides a training in science, art, and in workshop 
 exercises. Greek is not taught. The courses are as follows : courses. 
 
 Preliminary Class At eleven years of age the pupils receive 
 special training in English, composition, arithmetic, drawing, 
 manual instruction, and physical exercises. 
 
 Qualifying Class At twelve years of age the course consists 
 of Latin or French or German, English (including reading, writ- 
 ing, grammar, and composition), geography, history, drawing, 
 arithmetic, geometry, geometrical drawing, elementary science, 
 manual instruction, and physical exercises. 
 
 The subsequent courses are as follows : 
 
 Class i. Subjects of previous class continued, with the addi- 
 tion of algebra, practical plane and solid geometry, workshop 
 drawing, chemistry and physics. 
 
 Class 2, More advanced work in drawing, practical plane and 
 solid geometry, arithmetic, algebra, pure geometry, physics, chem- 
 istry, and manual instruction, English, history, geography, and one 
 language Latin or French or German. 
 
 Class 5. All subjects of Class 2 carried to a higher stage and a 
 course in trigonometry added ; individual work in the chemical and 
 physical laboratories and in the workshop is specially stressed. At 
 the same time the liberal culture associated with a training in lan- 
 guage and literature is' kept constantly in view. 
 
 Class 4. Members of this Class are expected to specialize in optional 
 Course (i) mechanical and electrical engineering, or in Course C( 
 (2) chemistry. 
 
 The subjects of Course i are mathematics (pure and mixed), 
 applied mechanics, steam and steam engine, physics, practical solid 
 geometry, machine design, wood and metal work. 
 
 The subjects of Course 2 are inorganic chemistry (theoretical 
 and practical) and organic, physics, mathematics, practical solid 
 geometry. 
 
 Certain studies are taken by all, viz. : English and another Ian- obligatory 
 
 J courser 
 
 guage, practical solid geometry, physics, and drawing. 
 
 7 E.I.P. 
 
FRANCE 
 
TABLE OF CONTENTS 
 
 FRANCE : PAQE 
 
 Introduction . . o- 
 
 Technical Education og 
 
 Courses for Adults and Apprentices og 
 
 Higher Industrial and Commercial Schools on 
 
 Other Educational Agencies 1OO 
 
 Lower Industrial Schools IOJ 
 
 Paris : 
 
 Elementary Industrial Education I0 , 
 
 Municipal Trade Schools. 
 
 General 104 
 
 Trade Schools for Boys. 
 
 The Diderot School 108 
 
 School of Industrial Physics and Chemistry 108 
 
 Boulfe School 109 
 
 Germain-Pilon School no 
 
 Bernard-Palissy School ill 
 
 Estienne School 112 
 
 Dorian School 113 
 
 Trade Schools for Girls. 
 
 Rue de Poitou School 115 
 
 Jacquard School 116 
 
 Rue d' Abbeville School 117 
 
 Rue Ganneron School 118 
 
 Rue Duperre School 1 19 
 
 Other Trade and Technical Institutions. 
 
 National Conservatory of Arts and Trades 120 
 
 National School of Decorative Art 120 
 
FRANCE 
 
 INTRODUCTION 
 
 Education in France did not become an important factor of the centralized 
 national polity until the Revolution, when the general social up- 
 heaval made it easy for Napoleon I. to place national education in 
 the hands of the State. Since then, however, the growth of the 
 present highly centralized system of public instruction has been 
 marked by many vicissitudes. At present all the schools, colleges, 
 and universities for general and professional education, supported 
 in whole or in part by the State, are under the Minister of Public 
 Instruction and Fine Arts; the provision for special industrial and 
 technical education is under the Ministers of Commerce, Public 
 Works and Agriculture; and the great Technical Schools provid- 
 ing for the Military and Naval service are under their correspond- 
 ing Ministers. In the general system, local control has been re- 
 duced to a minimum. The Minister has very large powers ; he au- 
 thorizes the establishment of educational institutions assisted by 
 the State; nominates the highest officials, the appointments, 
 however, being made by the President of the Republic; and he 
 appoints either directly or indirectly the great body of the teachers, 
 professors, and officers in the service. His authority is felt every- 
 where and is maintained by an elaborate system of machinery 
 operated by a corps of directors and inspectors. 
 
 Besides public primary schools, there are in the State system Organization, 
 secondary schools, divided into two classes, lycees and colleges. 
 Until recently the former were entirely and directly under the con- 
 trol of the Minister of Public Instruction ; but there are now a num- 
 ber of independent ones in receipt of a fixed sum from the State, 
 which they administer as they please. All the colleges are of the 
 same grade. The lycees are superior, those of Paris being of a 
 higher grade than those in the provinces. 
 
 Owing largely to the recency of the establishment of a State Large number 
 system, the influence of the religious orders, and of national preju- sc 
 dices, especially in the matter of the education of girls, the number 
 of private schools is very large. Moreover, the progress of edu- 
 cation has in some respects been slow. It was not until 1882 that 
 the law was passed which made primary education compulsory. 
 Under this law, the pupil is free to leave school only when he has 
 obtained " A certificate of Primary Studies " ; that is, when he is 
 about eleven or twelve years of age. While also, of late years, 
 public opinion is reported to be in favour of compulsory educa- 
 tion for a longer period, no legislative action has yet been taken. 
 
 [97] 
 
98 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 TECHNICAL EDUCATION . 
 
 Although soon after the Revolution there was a movement in the 
 direction of establishing classes for young people beyond the ele- 
 mentary school age, it was not until the last quarter of the nine- 
 teenth century that the State began to take an active interest in 
 Primary industrial education, nor until 1880 that primary technical instruc- 
 
 Technical . .,.,. < i * 
 
 Education. tion was for the first time placed on a definite basis. Before that 
 date such provision as had been made for industrial education 
 and drawing and other elementary industrial .schools had long been 
 
 Diversified in in existence was the result of private initiative. As a conse- 
 quence, to-day the industrial schools of France exist under a great 
 variety of conditions and are of diversified characters. Some are 
 wholly under control of the State ; others are municipal, communal, 
 departmental, or private, and receive grants from the State, which 
 exercises some control through its inspectors; and many others 
 again are maintained wholly by trade unions, employers' associa- 
 tions, religious orders, etc. The industrial schools, however, as a 
 whole, constitute a fairly comprehensive system ; and, as the range 
 and amount of the State grants are continually increasing, these 
 schools are coming more and more under the central control with 
 a corresponding increase in their efficiency. 
 
 Growth and The abolition of the Guilds, in 1701, the organization of indus- 
 
 cliftrictcr of 
 
 industrial trial associations, and the important part these associations 
 
 Schools : State , , p , . , . . . 
 
 and Private, played in founding vocational schools and inspiring State initi- 
 ative, did much to promote the growth of various types of indus- 
 trial institutions. Since 1900, indeed, special industrial schools 
 public and -semi-public have developed so rapidly that it is esti- 
 mated that they now number over 5,000. From all I could learn, 
 for I had no opportunity of visiting them, the schools on a private 
 foundation are inferior to those controlled by the State. Their 
 financial support is inadequate, and they are housed in poor build- 
 ings, with too often poor equipment and organization. The State 
 schools on the contrary are generally well housed and well equip- 
 ped and organized. 
 
 Manual After 1880 the Apprenticeship Schools which had existed for 
 
 Schools of r . 
 
 Apprentice- many years under municipal management were incorporated in 
 the system of primary education under the name of Manual 
 Schools of Apprenticeship, and to these, other industrial schools 
 were gradually assimilated, all becoming more and more practical 
 in character. 
 
 COURSES FOR ADULTS AND APPRENTICES 
 
 vte1on n for ro ~ Throughout the Republic there are at present schools for adoles- 
 fria t i e and u6 cents and adults. With a view to their adaptation to local necessi- 
 ties, great freedom is allowed in their establishment and manage- 
 
FRANCE 99 
 
 ment. Any one may establish such a school, with the approval of 
 the Mayor, the Prefect, and the Inspector. They are, however, not 
 compulsory, and efforts to make them so up to 17 years of age have 
 so far proved unsuccessful. Except in a few localities, the sexes are 
 separate, and the classes are held in the evenings and in the build- 
 ings of the State schools. The chief sources of revenue of these 
 schools are municipal grants and private benefactions. In some 
 cases, indeed, the continuance of these schools is due, I was told, to 
 the self-sacrifice of the teachers, who often give their services gratis 
 and sometimes even provide the heating and the lighting. They 
 belong to the Department of the Minister of Public Instruction, 
 and at present these Continuation Schools, " Courses for Adults 
 and Apprentices," as they are called collectively, are organized into 
 three divisions : 
 
 1. For "illiterates." These, however, are poorly attended; f or, courae8 for 
 as elsewhere, the adult workman or workwoman feels humiliated 111 
 when taking up the rudiments. 
 
 2. For those who have completed the course leading to the Cer- compiement- 
 tificate of Primary Studies, Complementary Courses, correspond- 
 ing to those of the English Higher Elementary Schools. These are 
 Continuation Schools proper, and give a general course, with other 
 subjects having a vocational outlook, such as industrial drawing, 
 arithmetic, English, German, bookkeeping, stenography, typewrit- 
 ing, agriculture, land surveying, hygiene, domestic science, needle 
 
 work, etc. 
 
 3. For industrial workers in particular. This division includes Trade Schools 
 Trade Schools of various kinds, held usually by day, as well as course's n 
 
 ' Technical Courses." The latter provide instruction in industrial 
 drawing, geometry, and elementary science, adapted to the needs 
 of the various classes of artisans. They are conducted usually in 
 the evenings, the special practical work being taken up often on 
 Sundays in the shops of the Trade Schools. 
 
 Besides the State supported Trade Schools, there are over P ther clasaea 
 
 , r \ for appren- 
 
 5,000 classes for apprentices provided by various industrial and fcicea - 
 other organizations, such as, in Paris, the Society for Elementary 
 Instruction and the Polytechnic Association; at Havre, the Popu- 
 lar Education Society; and, at Lyons, the Society of the Rhone for 
 Industrial Instruction. 
 
 HIGHER TECHNICAL AND COMMERCIAL SCHOOLS 
 
 The higher technical and commercial institutions are under the control and 
 direct control of the Minister of Commerce and Industry, and num- r 
 ber as follows : 
 
ioo EDUCATION FOR INDUSTRIAL PURPOSES 
 
 The National Conservatory of Arts and Trades at Paris ; prob- 
 ably the most important of the technical institutions, with its 
 laboratories for advanced research and its industrial museum. 
 
 The Central School of Art and Manufactures at Paris, which 
 prepares high class engineers. 
 
 4 National Schools of Arts and Trades; boarding schools, 
 which prepare for positions as managers and directors of indus- 
 tries. 
 
 15 Higher Schools of Commerce. 
 
 1 6 Schools of Hydrography: These have been established at 
 the principal ports for the instruction of sea captains. 
 
 4 National Trade Schools : These are each an association of 
 schools, including the infant and primary school, with, at each 
 stage, technical instruction, which, commencing as " Constructive 
 Work " at the earliest age, advances through manual training to 
 the end of the apprenticeship course. These schools were intended 
 as models, but, owing chiefly to the tendency to segregate the in- 
 dustrial and the academic schools, they have had few imitators. 
 
 2 National Schools of Watchmaking. 
 
 i Practical School of Basket-making. 
 
 i Practical School of Commerce. 
 
 39 Practical Schools of Commerce and Industry for boys, and 
 fourteen for girls; amongst the most important of the industrial 
 schools, providing trade and commercial courses with general 
 courses as well ; and 
 
 15 High Class Special Trades Schools at Paris; seven for boys 
 and eight for girls. The School of Physics and Industrial Chem- 
 istry for boys provides both elementary and advanced classes. 
 
 In connection with some of the foregoing schools, there are 
 Industrial Drawing Schools, in which instruction is given in even- 
 ing classes suitable for local industries. 
 
 Maintenance. As in most other countries, the maintenance of the higher tech- 
 nical institutions is a charge upon the state. In Paris the whole 
 cost of the Trade Schools is borne by the city. In other cities with 
 populations over 1 50,000, the State and the cities together bear the 
 cost. When the population is smaller, the greater part is borne by 
 the State. 
 
 OTHER EDUCATIONAL AGENCIES 
 
 Besides the regular schools, public and private, there are many 
 other agencies in France for the advancement of education, both 
 general and industrial. As now in Ontario, every public element- 
 ary school must have a library, maintained partly by the Govern- 
 ment, partly by the municipalities. In France they are often also 
 
FRANCE 101 
 
 maintained from private sources. As also in Ontario, there is a 
 system of public libraries unconnected with the schools. As again in 
 Ontario, neither of these systems is as yet satisfactorily developed. 
 I refer to the library system of France chiefly to point out that in 
 the large cities there are technical and special libraries. One in Paris, 
 for example, contains industrial models and drawings as well as 
 a large collection of works on industrial subjects. As will be seen 
 later, provision of a similar character is made in both Switzerland 
 and Germany. These facts have a significant bearing upon the * 
 
 recent action of the Ontario Public Libraries Department in pro- 
 viding technical works for the public libraries in our industrial 
 centres an action which, the Inspector tells me, has met with 
 popular favour. 
 
 Besides the libraries, there are also very numerous private in- JljJ 
 dustrial associations and many of a denominational character for tiona - 
 the advancement of both general and industrial education, which 
 provide lectures and classes, and organize clubs. Many of these 
 have existed since the end of the eighteenth century. The Poly- 
 technic Association may be mentioned as a type of the best. It pro- 
 vides classes in typography, dressmaking, millinery, strength of 
 materials, etc., and organizes visits to work-shops and museums. 
 The centre of this Association is in Paris, with many affiliated 
 branches in the provinces. 
 
 LOWER INDUSTRIAL SCHOOLS 
 
 The entrance qualification to the lower industrial schools is Admission 
 usually the Certificate of Primary Studies, which, as I have already lower indus- 
 
 < 1 i trial schools 
 
 stated, may be obtained at n or 12 years of age; but there are 
 many exceptions to this statement. Usually, however, the trade 
 education of the French begins at an earlier age than in other 
 countries, with, the French claim, corresponding advantages. In 
 Paris, for example, as will be pointed out later, the standard of 
 admission varies, and pupils are admitted as the result of a com- 
 petitive examination. 
 
 As to the qualification of teachers : As in England and else- Q f u !r 
 where, it is not practicable at present to secure generally an 
 adequate supply of expert teachers of the technical subjects. In 
 cities like Paris a supply is usually available, but it is generally 
 not so elsewhere. And, again, as elsewhere, this lack is the chief 
 drawback to the progress of industrial training and the cause of 
 the opposition of many of those who are most interested in the 
 work. 
 
 In most industrial schools no fees are charged residents, but Fee8 - 
 fees are charged foreigners and French non-residents. In others, 
 while no fees are charged, all the pupils except the indigent are 
 
102 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 atisfactory. 
 
 Attitude of 
 
 French 
 
 workmen. 
 
 required to buy certain meals, for which a small charge is made. 
 In many, a deposit is exacted to pay the cost of material and sup- 
 plies, and as a guarantee against damage to school property. 
 Scholarships are also provided for meritorious pupils, and free 
 tuition for those who are unable to pay. The fees run all the way 
 from $1.00 a course to $540 a year for the highest commercial 
 courses. Sometimes also board and lodging are included in the 
 fee. 
 
 Looked at from the point of view of statistics, the provision for 
 industrial education appears to be extensive. There is no doubt, 
 however, that the elementary courses are not regarded as generally 
 satisfactory by many of the French themselves. The chief causes 
 of this feeling are defects in the present courses of study, lack of 
 properly qualified staffs, insufficient financial support, irregular 
 attendance, and the early age (eleven) at which the Certificate of 
 Primary Studies may be obtained. In France, I may add, as in 
 Ontario, the compulsory attendance law is ineffective for want of 
 adequate means of enforcing it. It is, however, altogether prob- 
 able that, in France, trade competition will work the cure for these 
 evils. No doubt in time adequate financial support for all branches 
 of industrial education will be provided by the State, experts will 
 take -the place of academic teachers, improvement will be made in 
 the courses ; and, in view of the action of Switzerland and Germany 
 in the matter of the compulsory education of adolescents, France 
 will be compelled to adopt a similar measure. 
 
 At first the French workmen did not regard the industrial 
 schools with favour. Some found fault with them, because their 
 products were not skilled workmen; others feared the formation 
 thereby of a select class whose introduction into their ranks might 
 lower the pay of the workmen trained in the " shops." These ob- 
 jections have largely now disappeared. Generally, indeed, the 
 unions are represented on the Boards of Management of the In- 
 dustrial Schools. 
 
FRANCE 103 
 
 PARIS 
 
 ELEMENTARY INDUSTRIAL EDUCATION 
 
 The provision for industrial training in Paris, as well as in 
 France generally, I discussed with officers of the Minister of Com- 
 merce and Industry, with some of the municipal officers of Paris, 
 and with the Director of Elementary Instruction for the Depart- 
 ment of the Seine. 
 
 In Paris, courses in Manual Training form part of the pro- Manual 
 
 r Training. 
 
 gramme of the primary schools, and are compulsory for both 
 boys and girls until they obtain the Certificate of Primary 
 Studies. This is the Manual Training and Household Science of 
 the Ontario Public Schools. Boys are familiarized with the use 
 of the tools ordinarily used in wood and iron working, and 
 girls are taught the elements of household science and of sewing in 
 particular. While the courses are chiefly cultural, they are also 
 a preparation for apprenticeship in both men's and women's trades. 
 
 The special vocational instruction, which forms part of the Day comoie- 
 
 . men tary Trade 
 
 elementary school system, consists of Complementary Trade courses. 
 Courses; that is, Industrial Continuation Schools proper, for both 
 boys and girls who hold the " certificate." Here both complete 
 their elementary education, keeping in view as far as practicable 
 their future employment. 
 
 The scheduled programme of studies is as follows, the number curriculum, 
 in brackets being the apportionment of time in hours to each sub- 
 ject : 
 
 For Boys: Morals (%) ; arithmetic and bookkeeping (i%); 
 chemistry (2) ; civics (%) ; history and geography (2) ; French 
 (3); gymnastics (i); physical science and technology (2^); in- 
 dustrial art (7) ; modelling (2 1 / 4) ; geometrical drawing (2) ; 
 manual work (6^)); singing (i). 
 
 In the second year, drawing is increased to six hours, and the 
 provision for manual work is 7 1 /4 hours. 
 
 For Girls: Morals (i) ; French (&?-/) ; arithmetic (2%) ; his- 
 tory and geography (2%) ; accounts (i%) ; science (i) ; hygiene 
 and domestic science (%) ; English (2) ; gymnastics (%) ; singing 
 (%) ; drawing (8) ; cooking (4) ; millinery (2) ; lingerie (4). 
 
 Besides the foregoing, there are three courses intended espe- Evening 
 cially for adults or adolescents. They are held in the evenings, Adu r it8 8 a f nd 
 usually between 7 and 8.30, from two to four times a week: 
 
 i. Courses of Primary Instruction These are for workmen primary, 
 and workwomen, but have no special industrial aim. They pro- 
 
104 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Commercial. 
 
 Technical. 
 
 courses. 
 
 Maintenance. 
 
 Teachers. 
 
 of Primary 
 
 vide for the instruction of illiterates in the elements reading, writ- 
 ing, and arithmetic; but, owing to the reluctance on the part of 
 adults to take elementary subjects, the attendance is comparatively 
 small. 
 
 2 . Commercial Courses These include arithmetic, bookkeeping, 
 writing, commercial law, stenography, English, and French, and 
 are intended specially for those who are engaged during the day 
 as clerks in the various business houses. 
 
 ^. Technical Courses These include geometry, industrial draw- 
 ing, experimental science, and shop-work. There are also special 
 classes in industrial drawing. The practical subjects are taken 
 up on Sunday mornings in the work-shops of the day industrial 
 schools. 
 
 These so-called Technical Courses are for apprentices and work- 
 men wno w j sn to improve their knowledge of the theory and prac- 
 tice of their different trades. The number and the size of these 
 classes are increasing very rapidly, and it has been found necessary 
 to divide them into sections according to the trades of the students. 
 The results of these courses have been remarkable, and, in some 
 quarters, they are more popular than are the trade schools. In gen- 
 eral, also, they are looked upon with greater favour by the older 
 workmen who are occasionally hostile to the trade schools, on the 
 ground that they form an aristocracy of labour. For some time, 
 also, I was informed, the employers, recognizing the value of the 
 courses, have granted their apprentices some hours a week to attend 
 special classes held during the daytime. 
 
 The Technical Courses are vvhoily municipal; the State has 
 nothing to do with either their organization or their management. 
 Each student costs the city about $10 a year. The teachers are 
 chosen by competitive examination and are appointed by the Com- 
 mittees of Management. 
 
 j n tne evening classes the instruction is given by the teachers of 
 the day schools or by special teachers who are paid according to the 
 subjects they teach and the number of hours they give to the work. 
 
 The special industrial training of skilled workmen and work- 
 women Paris provides for, in her municipal Trade Schools, and on 
 account of their general excellence and suggestive character, I 
 give them prominence in my report. 
 
 I n the official list these schools are designated "Superior 
 Primary Professional (Trade) Schools," being thus distinguished 
 
FRANCE 105 
 
 from the Secondary Industrial, or Technical, Schools, as, for ex- 
 ample, the Technical Schools of Arts and Trades, which prepare 
 foremen, managers, and even engineers. To this statement, as will 
 appear later, the Paris School of Industrial Physics and Chemistry 
 is an exception. In Paris, again, the trade schools give appren- 
 tices a thorough training for a trade. In the Provinces, the term 
 is often applied to industrial schools in which the practical work 
 falls far short of the requirements of a proper trade education. 
 
 On all sides, the Paris Municipal Trade Schools are admitted Sructkm * 
 to be of a high character, compared not only with the other trade 
 schools of France, but with the trade schools of other countries. 
 With one exception they are held in good buildings. The build- Accommoda- 
 ing and equipment of the Estienne School, for example, cost nearly equipment. 
 $250,000, without taking into account the cost of the site. All are 
 well equipped, and the work done by the pupils is most remarkable w ? c r e ^ lence of 
 for its artistic excellence. In this respect, indeed, these schools 
 surpass any others I have seen elsewhere, and there can be no 
 doubt that the eminent position Paris now holds in certain 
 branches of the trade of the world is appreciably due to the artistic 
 superiority of these and its other industrial schools. 
 
 Owing to the inadequacy of the accommodations the number Attendance 
 in attendance at these trade schools is limited. Pupils are ad- 
 mitted in small numbers once a year as the result of a competitive 
 examination, and there are always many names on the waiting 
 list. In one of his recent reports, the Director of Manual Train- 
 ing for the city states that, of about 15,000 boys who leave the 
 Paris schools each year, only some three or four hundred are ad- 
 mitted to the trade schools. 
 
 The number of these schools is increased according as the 
 necessary funds can be obtained from the municipality. In 1904, 
 for example, the reports show 12 trade schools. At the date of my 
 visit, this number had increased to 15. 
 
 The municipal trade schools are maintained entirely at the ex- Maintenance, 
 pewse of the City of Paris. On the average, each pupil costs the 
 city from $160 to $180 a year. The State, however, names the 
 various officers the directors (principals) and the professors 
 (teachers), and even the concierge (door-keeper). 
 
 The Trade Schools in Paris are conducted under a law passed Trade's^! 
 in 1900, which provides as follows: Law of 1900. 
 
 1. That each school shall be conducted in accordance with a plan arranged 
 by the City Council and approved of by the Prefect of the Seine under the 
 authority of the Minister of Commerce. 
 
 2. That for each school there shall be appointed an advisory body as fol- 
 lows, with powers fixed by the Prefect after consideration of a report from the 
 City Council : 
 
io6 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 The Prefect of the Seine or the Director of Education; a number of mem- 
 bers of the Town Council; employers of labour selected by the Town Council 
 with the approval of the Prefect; two representatives appointed by the Min- 
 ister of Commerce, and the director or directress of the school, who is, how- 
 ever, to have no vote. 
 
 3. (i) That the director or directress shall be appointed by the Minister 
 of Commerce from one of three applicants recommended by the City Council. 
 
 (2) That the appointment of all other members of the school staff shall 
 be in the hands of the Prefect, after consideration of a report of the Director 
 of Education, but that before the appointment of technical instructors is made, 
 the advisory body must be consulted. 
 
 (3) That the Minister of Commerce shall lay down the conditions of 
 appointment for instructors. 
 
 4. (i) That the salaries of the staff and increases therein shall be settled - 
 by a decree of the Prefect after a decision has been come to by the City 
 Council, and 
 
 (2) That the whole cost of the school shall be borne by the City Council. 
 
 teachers of the industrial subjects are selected by means 
 of Teachers. o f a competitive examination, which tests their manual skill, their 
 technical knowledge, and their teaching ability. The candidates 
 who succeed are almost always workmen or workwomen of un- 
 usual technical skill and intellectual attainments. In the boys' 
 trade schools, accordingly, master workmen take the technical sub- 
 jects, and in the girls', women of a corresponding degree of ex- 
 pertness. In many cases the trade instructors are not required to 
 keep order; a special teacher is sometimes provided for this pur- 
 pose. They may also devote part of their time to the school and 
 part to their trade, and they may teach at more than one school. 
 
 The mode of selecting the teachers is worth noticing : Through- 
 
 out the district bills are distributed, advertising the fact that an 
 
 instructor is to be appointed and that an examination is to be held 
 
 and Examlna- on a certa ^ n date. The examining body consists of the Director of 
 
 tion - the School, the Director of some other school, a representative of 
 
 the Education Administrative Department, and a member of the 
 
 Education Committee : 
 
 1. Candidates must be usually not less than thirty and not more than 
 thirty-nine years of age. They are required to submit details as to the school 
 they attended and how they were employed afterwards ; also, to pass a medical 
 examination. 
 
 2. Examination papers are set in arithmetic and geometry as applied to 
 the trade ; and on the materials used, the tools required, the method of setting 
 about the work, and the processes of manufacture. 
 
 3. A practical demonstration drawing to a small scale of a given exer- 
 cise, execution in outline to size, with geometrical applications. 
 
 4. A detailed estimate of the design executed. 
 
 5. The carrying out a piece of work prescribed by the Committee. 
 
 6. An oral examination on the subjects under (2) above and the manufac- 
 tures concerned. 
 
 Great stress is laid on the requirements of 3, 4 and 5. 
 
FRANCE 107 
 
 The staff of each school usually consists of three branches : ?/!tSr! ation 
 
 1. Administrative Branch: The Director, an Accountant, a 
 Storekeeper, a Secretary and Librarian, and a medical man (part 
 time). 
 
 2. Teachers for general instruction. 
 
 3. Technical Branch : A superintendent, the technical teachers, 
 a skilled mechanic in charge of the machinery. 
 
 All the schools are day schools, with scheduled programmes; 
 but, in some, evening classes as well are provided for those whose 
 time is occupied during the day. All are free to residents of Paris, 
 and, in most, needy city pupils are supplied with clothes and with 
 meals. The meals usually consist of a breakfast-luncheon about n, 
 and a light meal about 4; the charge at the boys' schools being 
 about nc. and at the girls' 70. In the case of residents of the 
 Department of the Seine, the communities in which they live are 
 required to pay $40 a year for each pupil. The fee for others, in- 
 cluding foreigners, varies according to the course selected. Certain 
 special provisions are mentioned further on as part of my descrip- 
 tion of the school concerned. 
 
 The examination for entrance is, competitive, and is threefold Entrance 
 
 ,~> 1 , tests. 
 
 in character medical, written, and oral. Great stress is laid on 
 drawing. Applicants with the Certificate of Primary Studies may 
 compete when 12 years old; others at 13. In some of the schools 
 a preparatory class has been established for special reasons. Some 
 exceptional provisions for admission are mentioned further on in 
 connection with each school. On the satisfactory completion of the certificates 
 courses certificates of apprenticeship are awarded. Each year prizes and Pnze8 - 
 are also awarded. 
 
 The products of the trade schools are sold, and orders are Disposal of 
 taken by certain schools, especially the girls'. The reasons assigned ducts. pl 
 for this course are as follows : 
 
 In order that the apprenticeship may be completely provided 
 for and may approach as nearly as possible to actual manufactur- 
 ing conditions, the pupils work in materials of all sorts, even those 
 that are high priced. In dressmaking, for example, the apprentices 
 must be able to work in silk, satin, velvet, etc. If no orders were 
 taken, such materials would be too costly for the school to provide. 
 Besides, it is harder to fit a human being than a shop-dummy. 
 Moreover, as improvements are continually being made in the 
 trades, and especially as the fashions are constantly changing, the 
 work of the school can in this way be kept up to date. The money 
 received for the school products goes towards defraying the ex- 
 pense of the less costly material used in the courses. The schools, 
 however, limit the orders they accept to those the execution of 
 
 which suits the requirements of the courses. 
 8 E.I.P. 
 
io8 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Samcter a o n f d For by s ther e are seven Trade Schools, with an attendance of 
 trade schools. a b out I>3OO ; for girls, there are eight, with an attendance of about 
 2,200. They are all situated in different districts and differ con- 
 siderably in character. It will be remembered, of course, that each 
 is under a special committee of management. There are greater 
 differences amongst the boys' schools than amongst the girls', owing 
 to the greater variety of the trades. As the system presents many 
 points that will prove suggestive to us, I submit below a synopsis 
 of the most important features of some of the curricula. 
 
 TRADE SCHOOLS FOR BOYS 
 DIDEROT SCHOOL 
 
 Disappear- 
 ance of 
 apprentice- 
 ship system. 
 
 Maintenance. 
 Organization. 
 
 Maintenance 
 grants. 
 
 Exceptional 
 features. 
 
 As the result of a report in 1871 by the then Inspector-General 
 of Education, the old apprenticeship system practically died in Paris 
 in 1872, and the Diderot School was opened in 1873. Its estab- 
 lishment was strongly opposed, but it was successful from the first, 
 and others were soon started. The annual expenditure is over 
 $30,000, one-third of which is the cost of material. The accommo- 
 dations are excellent. 
 
 The school trains workers in light and heavy machinery and 
 pattern making. It provides for an apprenticeship of three years 
 in blacksmithing, metal turning, machine erecting, making instru- 
 ments of precision, electrical work, pattern making, boiler making, 
 carpentry and cabinet making, lock making, sanitary plumbing. 
 
 All the pupils in the mechanical and fitting courses are trained 
 in the third year in practical electrical work. On the completion 
 of the course and after examination, the successful pupil is given a 
 certificate of apprenticeship. 
 
 In the first two years the daily instruction consists of five and 
 a half hours' shop-work and three hours' class instruction ; and, in 
 the third, of seven hours' shop-work and two hours' class instruc- 
 tion ; thus approximating closely to actual shop conditions. 
 
 Very needy pupils may be allowed $60 a year by vote of the 
 Municipal Council. The school is situated in a workingman's dis- 
 trict and the expenses are reduced as much as possible. 
 
 SCHOOL OF INDUSTRIAL PHYSICS AND CHEMISTRY 
 
 This school, although ranked as a trade school, has excep- 
 tional features. It provides instruction in physics and chemistry 
 as applied to the industries, for young men who enter from the 
 higher elementary schools, the lycees, colleges, etc. Here are 
 prepared engineers and superintendents of laboratories, and pro- 
 vision is also made for the instruction of the higher grade of 
 workmen. The building and equipment cost over $80,000. 
 
FRANCE 109 
 
 The applicant for admission must not be less than 16 and not^g ission 
 more than 19 years of age. As in other schools, admission is by 
 competitive examination. Here, however, it is both written and 
 oral, as follows : 
 
 Written Composition; a problem in each of arithmetic, algebra, 
 plane geometry, geometry in space or analytical geometry, physics, 
 chemistry, geometrical drawing. 
 
 Oral Mathematics and cosmography, physics, chemistry, Ger- 
 man or English, bookkeeping. 
 
 Not more than 30 regular students are admitted in each year Fees, 
 of the course. When the laboratory accommodation permits, a 
 few non-residents of Paris are admitted on payment of a monthly 
 fee of $10. Needy city students may receive a monthly allowance 
 of from $5 to $10. 
 
 During the first three half years the students take the same organization, 
 course, theoretical and practical, in general scientific work, physics, 
 chemistry, mechanics, industrial drawing, etc. They then continue in 
 common the physics and chemistry as well as the practical work in 
 electro-chemistry, but the laboratory work is separate. When the 
 student's three years' course is completed and he has received his Research 
 diploma, he may take a fourth year in the Research Laboratory with w 
 which the school is provided. 
 
 BOULLE SCHOOL 
 
 In the words of the prospectus : " The Boulle School aims at Aim. 
 training skilled workmen and expert artisans capable of maintain- 
 ing the traditions of taste and the superiority of the specially 
 Parisian industries in artistic furnishings." Here the pupils serve 
 an apprenticeship, and at the same time receive superior primary 
 instruction suitable to their chosen trade. The accommodations 
 and equipment are very fine. The yearly cost for salaries is about Maintenance. 
 $30,000 ; for material, $20,000. 
 
 The competitive entrance examination comprises three subjects : 
 
 _ . .,.,,, . . , Admission 
 
 Dictation, two arithmetical problems, and drawing at sight from tests. 
 plaster cast. Special stress is placed upon the examination in 
 drawing. 
 
 Candidates from the Department of the Seine are given the Fees, 
 preference over those from the provinces, provided they reach the 
 required standard at the examinations. Pupils from the provinces 
 pay $100 per year, and their families provide for them outside of 
 school hours. 
 
 There are two divisions Furniture Making and Metal Work. TWO sections 
 
 _ Furniture 
 
 Each year the school admits 102 pupils 60 in the furniture and Makingand 
 
 , Metal Work. 
 
 42 m the metal work division. The total attendance is about 325. 
 
no EDUCATION FOR INDUSTRIAL PURPOSES 
 
 organization. The CO urse is one of four years, and provides both theoretical 
 and practical instruction. To supplement their theoretical studies 
 pupils visit museums, palaces, factories, etc., where information of 
 an aesthetic or industrial character is obtainable. 
 
 The theoretical instruction includes a review of primary sub- 
 jects: Geometry; technology; industrial economy; history of art; 
 art drawing ; water-colour ; modelling applied to furnishing ; indus- 
 trial drawing; designing in all its varied applications to the trades 
 taught in the School. 
 
 Trades taught The practical instruction is given by master workmen who 
 teach only the apprentices. The trades taught are: 
 
 1. Furniture Making: Cabinet-making, upholstery, carving 
 (wood and stone), carpentering. 
 
 2. Metal Work: Chiselling (cast-finishing, carving, repousse); 
 mounting; engraving (steel, tableware, jewels); metal-turning. 
 
 At different periods the pupils receive practical directions re- 
 garding the trades allied to their own. Those of the furniture 
 section (except the upholsterers) do some work in wood-turning; 
 those in the metal work section have simple exercises in planing, 
 fret-saw work, moulding in sand. All, without exception, take 
 moulding in plaster. 
 
 Diplomas. Pupils who pass the final examinations receive a diploma and 
 
 are allowed to take their tools with them. As a proof of the 
 efficiency of this school, it is pointed out that many have obtained, 
 in competitive examination, dispensation from military service, 
 with the title of Art Craftsmen ; others have received first prizes at 
 exhibitions. 
 
 QERMAIN=PILON SCHOOL 
 
 Aim - The aim of this School is to train young men in drawing 
 
 and modelling in their application to the various branches of in- 
 dustry, such as jewellery, iron-ware, table-ware, lighting fixtures, 
 fabrics, wall-papers, china, pottery, etc. The course, however, does 
 not deal with specialties. It is basal in character; so, that when 
 tne pupil leaves school he may choose the specialty that best suits 
 
 Maintenance, his taste and aptitude and will be of most advantage to him. The 
 annual expenditure is about $12,000. The attendance is not large 
 (over 100). There are both day and evening courses. 
 
 The age of admission is 14, except with the " certificate," in 
 which case it is 13. The entrance examination consists of geometri- 
 cal and perspective drawing, the drawing of simple objects, and' 
 French composition. No meals are provided in this school. 
 
 The evening classes are from 8 to 10 hours a week for appren- 
 tices and others at least 15 years old. For these classes no entrance 
 examination is prescribed, and foreigners are admitted. 
 
FRANCE in 
 
 The day curriculum embraces classes in drawing and model- curriculum, 
 ling, water-colours, mounting; practical geometry, line drawing 
 and elementary architecture ; light and shade, perspective, anatomy, 
 history of art, decorative composition, application of the analysis of 
 style, designing of furniture and fabrics, embroidery, and lace- 
 making. Besides, pupils are required to use the library. In addi- 
 tion, each year a special course of twelve lessons is given in jewel- 
 lery at the expense of the Syndicate Chamber of Patrons of the 
 Jewellery Trade. 
 
 The course covers three years. There are no shops for practi- 
 cal work except modelling. 
 
 First Year: 
 
 Drawing from plaster cast, ornament and figure ; modelling. The draw- 
 ing and modelling are carried on under the eye of the teachers. 
 
 Geometrical drawing, geometry, architecture; water-colour painting 
 of flowers and materials used in industry. 
 
 Six hours a week are allowed for home-study by the pupils; so that 
 they may have an opportunity of continuing at home their general edu- 
 cation. 
 
 Second and Third Years : 
 
 Modelling; practical modelling; drawing from the cast and living models; 
 comparative anatomy; decorative composition and analysis of style in the 
 different branches of art; cabinet-making; water-colour. In the second year, 
 practice and theory of shading. Second and third years, perspective. History 
 of Art, in second year. Furniture designing, two half years. Special course 
 in jewellery, provided by the Syndicate Chamber of Patrons of the Jewellery 
 Trade, twelve successive Wednesdays after Easter. 
 
 The pupils of the second and third years are obliged to use the library 
 on Wednesdays under the supervision of the librarian. 
 
 The evening course consists of drawing, elementary and ad- 
 vanced ; modelling, mounting, perspective, the analysis of styles and 
 decorative composition, practical geometry, and anatomy. 
 
 BERNARD-PAL S Y SCHOOL 
 
 The accommodations of this school are very poor ; but it is, I Accommo- 
 was informed, to be united with the Germain-Pilon School under 
 the name of " The Municipal School of Art Applied to Industry," 
 and to be housed in large and commodious quarters, for which 
 purpose $200,000 has been voted. The annual expenditure is about Maintenance. 
 $15,000. 
 
 The aim of the school is the application of Art to Indus- Aim. 
 try to train skilled workmen in certain Art Industries, such as 
 ceramics, carving in wood, marble, stone, ivory, decorative paint- 
 ing, designing for materials, textures, and wall papers. 
 
 There are both dav and evening courses. To be admitted to the Admission 
 
 , ,. teats. 
 
 former the applicant must be at least 13 years of age, and pass an 
 
112 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Day 
 Curriculum. 
 
 Evening 
 Courses. 
 
 School 
 Products. 
 
 Maintenance. 
 
 Admission 
 
 test". * 
 
 Fees. 
 
 examination in simple perspective and geometrical drawing. To 
 be admitted to the evening classes the applicant must be at least 14 
 years of age. Foreigners are not excluded. 
 
 In connection with the School there is also a Friendly Society 
 of the Old Pupils. 
 
 The curriculum has two divisions: 
 
 1 . General instruction in art ; and 
 
 2. Practical application of this in the work-shop. 
 
 In the first year the pupils study drawing from plaster casts, art 
 objects, or industrial products; modelling; geometry and linear 
 drawing; water-colour drawing from plants and flowers. 
 
 In the following years are taken up, in graded succession, draw- 
 ing from plaster casts and living models; modelling, comparative 
 anatomy, water-colours, history of art, analysis of style, decorative 
 designing, perspective, and theory of light and shade. These 
 courses are given in the forenoon. 
 
 Beginning with the second year, the pupils are arranged in 
 four classes for practical instruction, during the afternoon, in the 
 application of art to industry, as follows: 
 
 1. Ceramics manufacture and decoration. 
 
 2. Carving wood, marble, stone, ivory, etc. 
 
 3. Decorative painting of all kinds. 
 
 4. Designing for materials, textures, papers. 
 
 The evening classes are for adults, and are given from 8 to 10 
 every evening except Saturday and Sunday. 
 
 The evening courses comprise an elementary and an advanced 
 course in drawing; and an elementary and an advanced course in 
 modelling, analysis of styles and decorative designing, applied 
 geometry, comparative anatomy. 
 
 All the products of the work-shops become the property of 
 the city. 
 
 ESTIENNE SCHOOL 
 
 This School gives a very comprehensive course in the arts and 
 industries of book-making. The annual expenditure is about 
 $30,000 for salaries and over $15,000 for material. It is the finest 
 of the Trade Schools. As already stated, the initial cost was about 
 $250,000. 
 
 The competitive examination for entrance consists of the fol- 
 lowing subjects: Dictation, two problems in arithmetic, object 
 drawing. The age is not less than 13 and not more than 16. The 
 school also admits without examination special French pupils for 
 an annual fee of $80 for the first year, and of $120 for the third 
 or fourth. Foreigners pay $200. 
 
FRANCE 113 
 
 The apprenticeship covers four years, or five if the pupil desires Or anizallcn - 
 another year, and the courses prepare for fifteen different trade*,. 
 In each trade the pupil is taught every kind of work that pertains 
 thereto. The school hours are from 8.30 a.m. till 6 p.m. The in- 
 struction is both general and technical. 
 
 General course : This comprises French language, history and General 
 
 * . Course. 
 
 geography, elementary mathematics, physical and natural science 
 applied to the arts and industries of book-making, history of art 
 and of book-making, modelling, object drawing, line drawing and 
 decorative composition, writing, gymnastics, military exercises. 
 As far as practicable, each of the preceding is made to bear directly 
 on the trades taught. 
 
 Technical course : This comprises printing, lithography, engrav- Technical 
 ing, book-binding, and gilding in leather; and photographure, as 
 follows: Type-founding, typographical composition, stereotyping 
 and electrotyping, press work, lithographic drawing, stone engrav- 
 ing, lithographic writing, autography (complementary course for 
 pupils in lithography ; its object is to teach pupils to understand the 
 models or drafts of architects, engineers, or builders), lithographic 
 printing, engraving on wood, engraving in relief (on all metals), 
 copper-plate engraving (graver, nitric acid, dry point), copper-plate 
 printing, book-binding, gilding in leather, industrial photography 
 (the various processes). 
 
 During the first four months, the pupil attends all the work- 
 shops. He is then placed in the work-shop of the trade to which 
 he wishes to belong. Except occasionally, pupils take up specially 
 not more than one trade. The technical course occupies most of 
 the pupil's time. 
 
 DORIAN SCHOOL 
 
 In admitting to this school preference is given to orphans, the 
 children of mechanics who have resided for 10 yeans or more in 
 Paris. They must be, at entrance, at least 6 l /2 years old and under 
 ii years. Children of poor or large families are taken also, on 
 approval by the school authorities, and after passing a medical ex- 
 amination. No other entrance test is prescribed. The boarders are sJ h e 5 1 oarding 
 admitted by the Prefect on a vote of the Municipal Council after 
 nomination by the " Committee of Patrons " of the School, which 
 corresponds to the "After-care Committee" of the English Trade 
 Schools. The pupils are sent away for the summer holidays to the 
 seaside or on some educational excursion. 
 
 The pupils of the boarding-school, who by their thirteenth 
 year fail to obtain the certificate of Primary Studies, are sent 
 back to their families. The others take a one year's preparatory 
 course, and then commence the regular three years' apprentice- 
 ship to their trade. 
 
EDUCATION FOR INDUSTRIAL PURPOSES 
 
 " After-care ' 
 Committees. 
 
 The Day 
 School. 
 
 Admission 
 tests. 
 
 No fees. 
 
 Organization. 
 
 Theoretical 
 Courses. 
 
 Technical 
 Courses. 
 
 The School management exert themselves to secure places for 
 good pupils. In this work they are assisted by members of the 
 Committee of Patrons and by the Old Pupils' Friendly Society, 
 which has its place of meeting at the school. 
 
 Day-pupils are selected by competitive examination. Fifty 
 new pupils enter each year, making a total of 150 for the three 
 years of the course. 
 
 The competitive entrance examination consists of dictation, 
 three problems in arithmetic, a question in plane geometry Irom the 
 first two books, French composition on a technical subject of the 
 primary course, free-hand sketching. 
 
 The school is free to both boarders and day-pupils. The 
 former are supplied with all instruments and materials for work; 
 the latter receive the instruments as a loan. School supplies are 
 free. Boarding pupils wear the prescribed school uniform, which 
 the parents must furnish. All pupils take the mid-day meal at 
 the school, the day-pupils being charged 10 cents a day. Luncheon 
 allowances are made in the case of needy pupils. 
 
 The curriculum provides as follows : 
 
 i Trades Section for pupils of 13 years and older, possessing 
 the certificate of Primary Studies. 
 
 2. Primary classes for children of 7 to 13 years. 
 
 The Trades Section provides instruction, both theoretical and 
 practical, for highly skilled mechanics; turning, in all materials; 
 carpentry; forge and artistic ironwork. Additional trades are pro- 
 vided for according to demand. 
 
 As stated above, the Trade Courses are both theoretical and 
 practical. The theoretical are as follows : 
 
 The Theoretical Courses are as follows: 
 
 Writing, French, history, industrial geography, accounts, industrial legis- 
 lation and economy, arithmetic, algebra, geometry, descriptive geometry, theo- 
 retical and practical technology, mechanics, industrial electricity, industrial 
 drawing, art drawing, modelling, decorative designing, singing, gymnastics. 
 
 The Technical Courses are as follows : 
 
 Fitting: First year The fitter's tools, manufacture and maintenance. 
 Filing, punching, tracing. Turning. 
 
 Second year Making of tools relating to the trade-engineer's tools 
 and their use. Turning. 
 
 Third year Making different parts of tools and machines. Tracing, 
 rimming, cutting of taps, polishing-bits, drills. Tempering and rectification. 
 Screw-cutting. Construction and mounting of machines. Running motors and 
 workshop machines. 
 
FRANCE 115 
 
 Metal Turning: First year Simple turning and systematic work in metals. 
 Punching, boring, etc. Practical application of methods. 
 
 Second year Parallel turning. Simple threading. Forging and temper- 
 ing. Construction of parts of machines, motors, etc. Bores. Interchangeable 
 parts. 
 
 Third year Construction of instruments of precision. Threading on the 
 lathe. Rectification. Construction of fine tools. Reproduction on the lathe. 
 Mounting and construction in series. Work at revolving lathe. 
 
 The third year pupils work at modern machines. 
 
 Forging, Locksmithing and Art Ironwork: First year Exercises with 
 hand-hammer and sledge-hammer. Rolling with lead. Working a forge. 
 Heating a piece of iron to proper point for working. Forging of nails, pegs, 
 etc. Hot punching, anvil work. Simple forge work. Soldering. Forging of 
 metals drawn to given sizes. Making of fretwork, foliage, etc. Various fittings. 
 
 Second year Hammer repousse work, etc.; cutting out with borer, etc. 
 Punching. Forging and tempering of fitter's tools, etc.; nuts, etc. Chas- 
 ing, foliage work, etc. Forging by hand and stamp, of branches, leaves, 
 etc. Forging of small machine parts. Frames and cases. 
 
 Third year Making of large parts of machines. Balconies, railings, 
 doors. Making in wrought iron of ornaments, etc. 
 
 Carpentering: First year Tools, mounting and sharpening. Character of 
 different woods. Cutting to sizes. Simple jointing. Putting together, trim- 
 ming, tongue and groove, glueing. Polishing and smoothing. Making of 
 simple objects (shelves, panels, frames, etc.). Rabbeting and moulding tools. 
 
 Second year Various jointings. Jointed work, including moulded parts 
 (teble, bench, door-frame, door, etc.) Instruction of a general kind re- 
 garding mechanical tools and their use in carpentering. 
 
 Third year Complicated jointing, curv'ed work. Arches, veneering. 
 Preparation of woods and selection of them for art work. Practical work 
 at complex pieces, front doors, wainscotting, etc. Preparation of tracings for 
 machine work. 
 
 Under the guidance of their instructors, pupils in the third 
 year visit factories and see work being executed. 
 
 At the close of the third year of study, pupils undergo an ex- Diplomas, 
 animation, and a diploma of apprenticeship is given to those who 
 are successful. 
 
 TRADE SCHOOLS FOR GIRLS 
 RUE DE POITOU SCHOOL 
 
 This school teaches girls a trade and continues their general Aim. 
 education. 
 
 The competitive entrance examination 'is on the following: Admission 
 
 , . tests. 
 
 subjects : 
 
 Dictation, two problems in arithmetic, composition, specimen 
 of sewing and of ornamental drawing from the cast. 
 
 There are two divisions : 
 
 1. The General courses for all the pupils in the forenoon. 
 
 2. The Trade courses in the afternoon. 
 
n6 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 General 
 
 Courses. 
 
 Trade 
 Courses. 
 
 Aim. 
 
 Fees and 
 maintenance. 
 
 Admission 
 Tests. 
 
 General 
 Courses. 
 
 Special 
 Courses. 
 
 Certificates. 
 
 The apprenticeship lasts three years, except in the case of indus- 
 trial drawing which lasts four. 
 
 General courses: These comprise morals and civics, French, 
 arithmetic, elementary science applied to commerce and industry, 
 history and geography, line and ornamental drawing, sewing, book- 
 keeping. 
 
 Trade courses: These comprise commercial course (writing, 
 book-keeping, elements of commercial law, English, stenography, 
 typewriting), embroidery for dresses and furniture, millinery, 
 dress-making, industrial drawing (drawing from the cast, from 
 common objects, and from flowers and plants), geometrical draw- 
 ing, water-colours, painting on china, enamel, etc., decorative com- 
 position, artistic anatomy, history of art. 
 
 JACQUARD SCHOOL 
 
 To use the words of the syllabus: "This School trains ex- 
 pert work women capable of maintaining the traditions of taste and 
 superiority of French industry." At the same time, pupils are 
 taught the household work necessary to their trade. The period 
 of apprenticeship is three years. Instruction is free to residents of 
 Paris, and aid is given in certain approved cases to needy pupils. 
 
 The school is held only during the day-time. All, without 
 exception, take their mid-day meal in the institution. 
 
 Candidates at the competitive entrance examination must be 
 at least 13 years of age unless they hold the " Certificate of Primary 
 Studies." The subjects are dictation, composition, two problems in 
 arithmetic, a decorative drawing, a piece of sewing. 
 
 Two sets of courses of study are given: 
 
 1. General Courses (in the forenoon, from 8.30 to 11.30). and 
 
 2. Special Courses in the trade chosen (from I to 5.30 p.m.). 
 
 Courses in household work (cooking, ironing, and mending) 
 are given all pupils throughout their apprenticeship. 
 
 General Courses : These include primary instruction, elements of 
 book-keeping, drawing and water-colour, domestic economy, cutting 
 and joining, sheath-making for embroiderers, English language. 
 
 Special Courses : These include needle-work, corsets, underwear, 
 millinery and dresses, straw hats, boys' costumes, etc. ; embroidery 
 for furniture and dress; artificial flowers and feathers. 
 
 A certificate of apprenticeship and a savings-bank pass-book are 
 given to pupils at the end of their third year, when they have 
 passed all the final examinations. 
 
FRANCE 117 
 
 RUE DE D' ABBEVILLE SCHOOL 
 
 The pupils of this school are of a higher social class than in most 
 of the other schools for girls, and, accordingly, prefer the com- 
 mercial course. The annual expenditure is about $25,000. Maintenance 
 
 The school provides young girls with a theoretical and prac-Atm. 
 tical training in a trade, while completing their primary education 
 and learning household management. The regular course of 
 study covers three years, and consists of complementary and trade 
 courses. 
 
 The subjects of the competitive entrance examinations are die- Admission 
 
 . . tests. 
 
 tation and writing, two problems m arithmetic, French composition 
 on a simple subject, needlework, simple drawing from plaster cast 
 or common objects. 
 
 For students of painting the course is one of four years; for Organization, 
 the commercial section, of two years. 
 
 The courses require three hours of primary instruction, and 
 five hours of instruction in the trade every day during the first 
 and the second years; and one hour of primary instruction and 
 seven hours of instruction in the trade during the third year. 
 
 The Complementary Courses are as follows : complemen- 
 
 tary Courses. 
 
 FIRST AND SECOND YEARS: 
 
 Morals and civics, French (orthography, composition, literature) ; com- 
 mercial arithmetic (interest, accounts, etc.); elementary geometry; book-keep- 
 ing; history (ancient, mediaeval, modern, contemporary, in outline) ; geography 
 (general, France in detail) ; elements of physics, chemistry, natural history ; 
 domestic needlework; household management (in all three years the pupils 
 take turns at cooking and housekeeping). 
 
 The Trade Courses are as follows : Trade 
 
 Courses. 
 
 Needlework: First year All kinds of stitches used in work in linen, 
 woollen goods and cloths; cutting (two hours a week); drawing from 
 plaster cast, figure designing. 
 
 _ Second year Children's clothes; graded garments; cutting out of 
 waists, jackets, petticoats, etc.; drawing from plaster cast, figure drawing 
 (two hours a week). 
 
 Third year Custom dressmaking; invention of models; change of pat- 
 terns according to style; cutting-out of all kinds; drawing of models and 
 finished costumes; history of dress. 
 
 Painting: First year Drawing; water-colours. 
 
 Second year Drawing; water-colours; china painting; anatomy and 
 perspective. 
 
 Third year Drawing from nature ; water-colour ; painting on china and on 
 fans; anatomy; perspective; history of art; original designing. 
 
 Fourth year Continuation of third year work; painting on glass; 
 enamelling; miniatures. 
 
n8 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Corsets: First year Stitches used in corset sewing, cording, edging, 
 mounting of busts, stays, etc. 
 
 Second year Whaleboning. making of simple corsets and children's 
 waists. 
 
 Third year Corsets to order, cutting and fitting. 
 
 Embroidery: First year Different stitches used in embroidering; practice 
 in double embroidery, beading, spangling, Richelieu embroidery. 
 
 Second year Double shaded embroidery, rococo embroidery, ribbon 
 embroidery, spiral embroidery, i8th century crochet, application of these 
 processes to furniture, dress and original embroidery. 
 
 Third year Studies in flowers, insects and birds from water-colours 
 or nature. Cord embroidery, reversible embroidery, gold thread embroidery. 
 Practical work on materials, and inlaid lace on materials Patterns. Me- 
 chanism of the embroidering-machine. 
 
 A course in drawing is given twice a week to pupils of the second and 
 third years. 
 
 Commercial Subjects: During two years of their studies, pupils take 
 accounts and the various systems of book-keeping, commercial arithmetic, 
 stenography (Prevost-Delaunay method), and typewriting, and English. 
 
 RUE QANNERON SCHOOL 
 
 The accommodations and equipment of this School are excellent. 
 
 Maintenance. The annual cost of maintenance is about $20,000. 
 
 Aim Ad- Here girls are taught a trade as well as housekeeping. Admis- 
 
 sion takes place at the usual age. The subjects for the competitive 
 entrance examination are spelling, arithmetic, composition, drawing, 
 and sewing. 
 
 The courses last three years, with the exception of that for 
 drawing and painting, which lasts four. They are divided into 
 General and Trade courses, and the work in each is both theo- 
 retical and practical. 
 
 General General course : This extends over three years and is obligatory 
 
 on all except those who have obtained the " certificate." It com- 
 prises: French, arithmetic, morals and civics, history and geo- 
 graphy, elementary science, literature, bookkeeping, English, cut- 
 ting out, gymnastics, singing, drawing, domestic economy (includ- 
 ing cookery, taken up every day). 
 
 Trade Trade Courses: Of these there are six: (i) Book-keeping, 
 
 English, stenography and type-writing; (2) Industrial drawing, 
 modelling, painting on glass; (3) Artificial flowers and feathers; 
 (4) Embroidery for dresses and furniture; (5) Millinery; (6) 
 Corset-making. 
 
 Management. In the management of the School, the directress is assisted 
 by a Committee of Patrons who act as examiners at the close 
 of the courses. 
 
 Financial aid is given the needy, and savings bank books are 
 presented along with the diploma. 
 
FRANCE 119 
 
 RUE DUPERRE SCHOOL 
 
 This School trains industrial designers and art workers in the Aim. 
 special lines open to women. 
 
 Pupils from other parts of France than the City or the Depart- Fees 
 ment of the Seine pay from $20 to $60, according to the courses of 
 study taken. 
 
 All pupils are admitted only by competitive examination, 
 which takes place in June. For admission to the Elementary Divi- 
 sion the age conditions are the usual ones; for admission to the 
 Upper Division the applicant must be at least 15 and not more than 
 20. 
 
 The School has two divisions, an Elementary and an Upper, 
 each covering three years of study. In each of these divisions in- 
 struction is both theoretical and practical. 
 
 The courses in the Elementary Division are as follows : 
 
 Theoretical: French; morals and common law; history and geography; Elementary 
 arithmetic; simple geometry; elements of the physical and natural sciences Division. 
 (physics, chemistry, botany, zoology, physiology) ; elements of hygiene, domes- 
 tic economy, technology, history of art, ornamental designing, applied geometri- 
 cal drawing. 
 
 Practical: Sight drawing and modelling; geometrical drawing applied to 
 industry; ornamental designing; execution of designs given in the theoretical 
 course; elements of water-colour and India ink drawing. Reproduction of 
 models given in the course on ornamental designing. 
 
 The courses in fhe Upper Division are as follows: 
 
 Theoretical: Oral courses and lectures on ornamental designing, archi- upper 
 lecture, history of art, comparative anatomy, applied hygiene, political Division, 
 economy, labour legislation. Also technical courses having in view the 
 designing and execution of lace-work, embroidery, tapestry, jewelry, gold 
 and silver work, cabinet-making, furniture, art iron-work, ceramics, stained 
 glass, enamelling, work in leather, ivory, the application of the process of 
 photography, stencilling, etc. 
 
 Practical: Ornamental designing; sight drawing and modelling from 
 the antique and from nature; architectural drawing; designing of lace and 
 embroidery; designing of jewellery, gold and silver work, art iron-work; 
 designing of papers, hangings, etc. Execution of work in lace, embroidery, 
 painting and water-colour drawing on paper, silk, glass, etc.; application of 
 the processes of modelling, moulding, stamping, working in metal, horn, 
 ivory, mother-of-pearl, fine woods, tinting of materials by various processes, 
 engraving, style busts, etc., photography (enlarging, retouching of nega- 
 tives, etc.). 
 
 OTHER TRADE AND TECHNICAL INSTITUTIONS 
 
 Besides the Municipal Trade Schools there are others estab- 
 lished by private enterprise : these ( for example, the Watchmaking 
 School) are largely subsidized by the Municipal Council. There are 
 
120 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 also two other technical institutions which deserve especial notice 
 on account of the influence they have upon the trade of the Republic. 
 
 NATIONAL CONSERVATORY OF ARTS AND TRADES 
 
 This consists of a museum and of laboratories for original re- 
 search in mechanics, physics, and chemistry, as applied to the 
 various industries. It has no fixed course of study, but simply 
 offers advantages to students who wish to investigate matters 
 pertaining to industry or agriculture. Lectures are provided for 
 from time to time by the Board of Management. Those who 
 attend are already engaged in various industries, and select the 
 courses that suit them. The lecturers are scientists of the very 
 highest rank. The cost of maintenance is borne wholly by the 
 State; and the Schools are open, free of charge, to all who care 
 to attend. The Conservatory possesses a large library of general 
 and technical works, and a collection of machinery, tools, draw- 
 ings, etc., illustrative of the progress and present condition of the 
 Arts and Crafts. 
 
 The influence of this institution on the development of French 
 industry has been very great. 
 
 NATIONAL SCHOOL OF DECORATIVE ART 
 
 Admission is by competitive examination, and the conditions 
 are similar to those of the Trade Schools. The candidate must 
 submit a drawing in accordance with the course he may select. Both 
 boys and girls are admitted, but the classes are separate. The 
 classes are held in the forenoon, afternoon, and evening. 
 Foreigners are admitted only at the request of their national re- 
 presentative in Paris. The courses are those of a high class art 
 school : Figure, linear, geometrical and perspective drawing ; 
 shading, ornamental design; anatomy; architecture, ornamental 
 composition; drawing and painting from natural objects; history 
 of art and industries. 
 
 The artistic influence of this special Art School upon French 
 industry has also been very great. 
 
SWITZERLAND 
 
TABLE OF CONTENTS 
 
 SWITZERLAND : PAGE. 
 
 Introduction 125 
 
 Industrial and Technical Education 126 
 
 Classes of Schools ( . . .,. . . 128 
 
 General . . 129 
 
 Berne : 
 
 Trade Schools 131 
 
 Machinists 133 
 
 Cabinetmakers, Iron Workers, and Plumbers 134 
 
 Special Courses 134 
 
 Continuation Courses , 135 
 
 Bienne : 
 
 Technicum . . . 135 
 
 Mechanics . . 136 
 
 Electricity . . . 139 
 
 Watchmaking 140 
 
 Architecture . . . 140 
 
 Industrial Art 141 
 
 Engraving and Sculpture 141 
 
 Railway Department 141 
 
 Postal Department 141 
 
 Preparatory Course 141 
 
 Zurich : 
 
 Arts and Crafts Schools 142 
 
 Other Day Trade Schools 142 
 
 Industrial Continuation Schools 143 
 
 Trade Schools 144 
 
 Schools for Craftsmen 144 
 
 Other Classes 145 
 
 9 E.I.P. 
 
SWITZERLAND 
 
 INTRODUCTION 
 
 Under the Federal Constitution of 1874 education in Switer- Educational 
 land is obligatory, free, under the supervision of the cantons, and 
 open to all, without distinction of creed. Each canton has, accord- 
 ingly, its own educational system. But the Federal Government 
 also has certain powers; it provides that until children are sixteen 
 they shall not be engaged in factory and school work combined 
 more than eleven hours a day, forbids their employment in factories 
 until they are fifteen, prescribes military exercises for the schools, 
 and examines all recruits for the army at twenty. The federal, 
 cantonal, and communal authorities, however, work together in re- 
 markable harmony for the advancement of education. 
 
 Each school system begins with the Kindergarten, or Mothers' ^t^m : 
 School. Such schools, however, are confined to the cities, towns, Kindergarten, 
 and large villages; and, as in Ontario, their number is limited, 
 there being only about 900 in a total of nearly 4,500 elementary 
 schools. 
 
 At the Primary School, attendance is compulsory for 
 six to eight or nine years, but the requirements of such attendance 
 vary and are adapted to the actual conditions of the agricultural 
 and industrial communes respectively. 
 
 The Primarv Schools are followed by Continuation Schools, continuation 
 
 . - J ' Schools. 
 
 with courses of from one to two or three years. In some cantons, 
 attendance at the continuation schools is obligatory, in some it 
 is optional, and in others the decision is left to the commune; but 
 usually the courses are confined to the winter months and provide 
 not more than six hours' instruction a week. They are held some- . 
 times during the day and sometimes during the evening, and aim 
 at a review and extension of the work done in the primary 
 schools. In many cases the courses in these schools have a voca- 
 tional outlook, which is becoming more marked from year to 
 year. The primary school in most of the cantons is followed by a 
 secondary school, by which name is known a higher branch of the 
 primary school. Compulsory courses in algebra, technical drawing, 
 and one foreign language are its distinctive characteristics. 
 
 Next come High Schools, or Middle Schools, which prepare Hi & h schools 
 for the universities or the higher vocational schools. These 
 schools differ greatly in character in the different cantons. Their 
 courses are not uniform as regards their length, the age at 
 which they begin, or the dates of admission and the require- 
 ments for graduation. Moreover, some high schools, as, for 
 
 [125] 
 
126 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Scholars' 
 Homes. 
 
 Federal law. 
 
 Federal 
 Grants. 
 
 Bases of 
 Grants. 
 
 Central 
 control. 
 
 example, those at Berne and Bale, admit pupils who have com- 
 pleted only four years of the primary school course; others, 
 as, ,for example, those at Zurich and St. Gall, prescribe a prepara- 
 tory course of six years. Their comparatively small number 
 for there are only about 70 of them is due to a peculiar feature 
 of the Swiss system. Instead of establishing a large number of 
 small high schools, the cantonal, or local, governments provide 
 in connection with large and well-equipped high schools what are 
 called " Scholars' Homes." These provide excellent board and 
 lodgings for pupils living at a distance, and the cost is so moder- 
 ate that even parents who are not well off are able to send their 
 children. 
 
 INDUSTRIAL AND TECHNICAL EDUCATION 
 
 The first attempt at industrial education was made about the 
 beginning of the eighteenth century, and thereafter the num- 
 ber of schools kept increasing, though not very rapidly. Towards 
 the close, however, of the nineteenth century, Switzerland began 
 to depend more and more upon her manufacturing industries, and 
 a law was passed by the Federal Assembly which gave the Federal 
 Government power to develop industrial education by the estab- 
 lishment of new industrial schools and by assisting those already 
 established. It also provided for federal grants, which, subject 
 to the decision of the Federal Council, might reach a maximum 
 of one-half of the total annual expenditure for this purpose by 
 cantons, communes, corporations, and private individuals. In 
 1895, State subsidies were also extended to schools for teaching 
 commercial subjects, and domestic science and trades to girls. The 
 federal grant to the industrial schools is on the average one-third 
 of the total cost of maintenance, but special grants are made wher- 
 ever conditions justify them. These grants are conditional on 
 suitable premises and class-rooms, satisfactory organization and 
 results, satisfactory programme of study, submission of financial 
 statements to the Federal Government, and both cantonal and 
 federal inspection. 
 
 Technical and industrial education, provided or assisted by 
 the Federal Government, is under the Federal Department of Com- 
 merce, Industry and Agriculture, with the exception of the Poly- 
 technic School at Zurich, which, founded in 1854, is still under 
 the Department of the Interior. In the cantons, this branch of 
 education has come more and more under the control of the De- 
 partment of National Economy; but in those cantons where there 
 is no such Department, all the schools, including the technical 
 schools, are under the control of the Department of Education. 
 
SWITZERLAND 127 
 
 Although opposed generally by employers of labour, a general 
 apprenticeship law, subject to adoption by each canton, was passed 3hl P Law - 
 on a referendum vote in 1906 by a decisive majority of the elector- 
 ate of the Republic. Of this law nearly half of the cantons have 
 availed themselves. It provides in detail for the protection 
 of the employee. Under it every employer who teaches a 
 trade or accepts boys and girls as apprentices, must allow at least 
 four hours a week during the day-time for attendance at an in- 
 dustrial school. An apprentice is defined to be a man or woman 
 who is learning a trade in a workshop or store (not including 
 such unskilled employment as selling ribbons, etc.). To be ad- 
 mitted to a trade the future apprentice must have completed the 
 course of the elementary school and be at least 14 years of 
 age. To be admitted to a mercantile business the minimum 
 age is 15. A definite written contract is signed by the em- 
 ployer, the parent or guardian, and the apprentice. The contract 
 provides also that the employer shall look after the bodily and 
 mental welfare of the apprentice, who must have ten hours' con- 
 tinuous rest and must not be called to work over-time until he is 
 over sixteen. At the end of his term, the apprentice must pass 
 an examination conducted by a Board appointed by the Govern- 
 ment; and, if he fails, he may present himself again after a lapse 
 of six months. The enforcement of the foregoing provisions is 
 entrusted to the Minister of Commerce and Industry. 
 
 The committees in charge of the trade schools are composed Local control, 
 of the chairman or some other member of the local school com- 
 mittee and representatives of the various trades employers and 
 workmen and of those who understand and take an interest in 
 trade education. 
 
 The labour organizations generally look with great favour Attitude of 
 upon the trade schools. They are continually asking for them, organizations, 
 and desire that they shall be free. Indeed, so well disposed have 
 they been that, recognizing the effects of unskilled competition with 
 the skilled workmen of France and Germany, some of the trade 
 unions have established such schools themselves, and maintain them 
 out of their own funds, with the aid of a cantonal grant. 
 
 More and more the expert (the engineer, the architect, the ^{J^^rs 11 
 gardener, the painter, etc.), has charge of the industrial subjects. 
 In the smaller centres of population where no trade teachers are 
 available, the elementary or secondary school teachers still go on 
 teaching arithmetic, technical drawing, mechanics, physics, etc.; 
 but such teachers are fast being replaced by experts. At present 
 also the State is endeavouring to give the men with practical ex- 
 perience some training in pedagogical method. In 1885, the De- fc p r ^'S n for 
 
128 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Industrial 
 
 Drawing 
 
 Schools. 
 
 Industrial 
 
 Continuation 
 
 Schools. 
 
 Handicraft 
 Schools and 
 Trade 
 Courses. 
 
 Housekeeping 
 and Domestic 
 Science 
 Schools. 
 
 Trade and 
 Apprentice 
 Schools. 
 
 Industrial Art 
 Schools. 
 
 partment of Industry and Agriculture established special classes 
 for teachers in the Technicum at Winterthur to prepare them to 
 teach technical work, especially drawing. Diplomas are granted 
 each year on an examination. One-third of the expenditure is 
 defrayed by the Federal Government and the classes receive 
 encouragement in other ways. The professional training is of two 
 kinds: practical men (engineers, architects, etc.) are trained as 
 teachers, and teachers are taught the practical work of the various 
 trades. 
 
 CLASSES OF SCHOOLS 
 
 The special provision for industrial and technical education is 
 as follows: 
 
 Industrial Drawing Schools, Industrial Continuation Schools, 
 Handicraft Schools and Trade Courses, Housekeeping and Domes- 
 tic Science Schools, Trade and Apprentice Schools, Industrial Art 
 Schools, Secondary Technical Schools, Technical Colleges, Indus- 
 trial Museums. 
 
 The Industrial Drawing Schools provide, for the smaller towns, 
 classes in freehand and mechanical drawing, and in colour-work 
 and designing. 
 
 Of the Industrial Continuation Schools about 200 are for both 
 men and women ; they are a special class of the continuation schools 
 already described. They provide for the different handicrafts and 
 trades, and are compulsory in some cantons, optional in others. At 
 first they were held in the evenings; but, since the new law for ap- 
 prentices, they have been held generally in the daytime. 
 
 The Handicraft Schools and Trade Courses are of a higher 
 grade than the preceding, and aim at extending the knowledge of 
 those engaged in trade. The courses, which include work-shop 
 training, cover from two to three years. The Arts and Crafts 
 Schools at Zurich and Berne are examples. 
 
 The Domestic Science Schools provide instruction for domestic 
 servants as well as for future house mistresses. For the purpose of 
 training teachers for these courses the Federal Government assists 
 with grants three schools with courses of from six to eighteen 
 months. 
 
 The Trade and Apprentice Schools provide a thorough train- 
 ing in trades for ambitious workmen, and are of a higher class 
 than the Handicraft School and Trade Courses. The Silk Weav- 
 ing School at Zurich and the watch-making school at Bienne are 
 examples. 
 
 The object of the Industrial Art Schools, which are of a higher 
 type than the Industrial Drawing Courses of the smaller towns, is to 
 improve industrial workers, and especially designers on the art side 
 
SWITZERLAND 129 
 
 of their crafts. Of these there are only a few special schools at 
 Zurich, Berne, Geneva, and Bale. Instruction in Applied Art is 
 also a regular part of the course in the other industrial schools. 
 
 The Secondary Technical Schools are of a higher grade than 
 any of the preceding and are intermediate between the ordinary schools, 
 trade school and the polytechnic. They are often called Tech- 
 nicums and correspond to the German institutions of the same . 
 name. The first Technicum in Switzerland was founded at Win- 
 terthur, near Berne. There are also Technicums at Geneva, 
 Bienne, Burgdorf, and Fribourg, and a movement is on foot to 
 establish one at Luzern. The Technicum I saw was at Bienne. 
 
 The chief of the Technical Colleges, and a famous college it Technical 
 is, is the Polytechnic at Zurich, maintained by the Federal Gov- 
 ernment. 
 
 Industrial Museums are provided in a few of the larger towns ; industrial 
 
 f 1 T- i r/ i r i Museums. 
 
 as, tor example, in Berne and Zurich. Such museums appear to 
 me to be a most commendable feature of the system. They are 
 intended to acquaint the teacher and general public with the sug- 
 gestive features of .the progress of industry and industrial education. 
 They contain plans for school buildings, specimens of school furni- 
 ture and other equipment, samples of industrial work, and a large 
 collection of educational literature. 
 
 The minimum age for admission to the industrial schools is Entrance 
 fourteen. In some schools no examination is required, but the 
 applicant must show that he possesses at least an elementary educa- 
 tion, and that, after a period of trial, he is able to go on with the 
 work. For admission to a Technicum two years' or more previous 
 practical trade work is usually required. 
 
 The fees run from $2 a term to $10 for residents of Switzer- Fees, 
 land : foreigners pay $5 a month. In some localities the schools are 
 free, foreigners paying $10 a year. In others, including the 
 commercial schools, special courses for foreigners are provided, 
 costing about $50 a year. Where the Swiss pupil is unable to pay, 
 the fee is remitted, and scholarships are also provided. 
 
 GENERAL 
 
 To show the comprehensive view of education taken by the 
 Swiss and the regard of the Government for the welfare of the 
 people. I may add that in the municipal building, in which are now 
 housed the Zurich Trade Schools, there are about a dozen suites 
 of rooms, such as would be occupied by the poorer classes of the 
 community. Each of these suites is completely furnished by manu- 
 facturers for about a month each in succession, with examples of 
 their various productions of an artistic and economical character. 
 
130 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 On the day of my visit, the rooms were crowded with men and 
 women appraising the different articles of furniture. It appears 
 evident that such exhibitions cannot but have an important and 
 beneficial influence upon the character of the Swiss homes. 
 
 penditareon Switzerland, with a population of 3,559,349 in 1908, expended 
 education. Qn ec j ucat i on $j 5,860,000. Of this, the communes paid $7,800,- 
 ooo; the cantons, $6,840,000; and the Federal Government, 
 $1,220,000. Of the total sum, $10,180,000 was expended on 
 primary education; $1,440,000 on secondary education; $1,800,- 
 ooo on vocational and continuation schools; $1,200,000 on middle 
 schools, and $1,240,000 on universities. 
 
 Attendance at 1-1 
 
 industrial The following statistics for 1008 show the extent to which 
 
 Schools. ...,,. , f. 
 
 the Swiss avail themselves of vocational education ; the figures 
 have, of course, increased considerably during- the last two years. 
 Besides 2,470 compulsory and 237 voluntary Continuation 
 Schools, providing for a general education and attended by both 
 boys and girls, there were in 1908 special vocational schools, as 
 follows : 
 
 /. For Primary Education 
 
 328 Industrial and Drawing Schools, with 19,884 boys and 
 4,829 girls. 
 
 95 Commercial Schools, with 10,981 boys and 2,195 girls. 
 
 II Agricultural Schools, with 221 pupils. 
 
 496 Schools for Domestic Science, with 12,704 girls. 
 
 //. For Secondary Education 
 5 Technical Schools, with 2,010 pupils. 
 
 17 Industrial Schools, with 4,952 pupils. 
 
 1 6 Watchmakers and Mechanicians Schools, with 1,236 
 pupils. 
 
 9 Textile Schools, with 546 pupils. 
 
 6 Woodworkers and allied trade schools, with 155 pupils. 
 
 32 Commercial High Schools, with 4,610 pupils. 
 
 13 Agricultural Schools, with 1,131 pupils. 
 
 47 Domestic Science Schools for women, with 7,466 students. 
 
 ///. For Higher Education 
 
 The Polytechnicum at Zurich has 2,519 students, 515 of whom 
 are foreigners. 
 
 Five Cantonal Universities, three with four academic faculties 
 and two with three. 
 
SWITZERLAND 131 
 
 BERNE 
 
 TRADE SCHOOLS 
 
 The Trade Schools at Berne, a city of about 70,000 inhabi- Establishment 
 tants, were established by the municipality, and are under the 
 supervision of the City Council which appoints the staff. The 
 schools for boys are all in one fine building, owned by the city, For Boys, 
 and are supported by contributions from the municipality, the 
 Canton, and the State, and by the income from the sale of work done 
 in the schools. The object aimed at is to furnish a thorough 
 training in a trade, to give further general practical and theoreti- 
 cal instruction to young artisans who have ended their apprentice- 
 ship, and in general to improve technical training by enabling the 
 industries to keep pace with modern developments. 
 
 There is also a school in a good building, newly erected, where ForGirls - 
 girls are taught the usual trades for girls: dressmaking, sewing, 
 laundry work, etc.; and a school for Household Science where 
 they are taught housekeeping, cookery, etc., in courses which last 
 from three to six months. 
 
 The .pupil must be at least fifteen years old, have a good ele- 
 mentary school education, and be physically fit. The entrance 
 examinations required of all pupils are held at the beginning of 
 March, and cover German, arithmetic (to decimal fractions and 
 percentage), geometrical and free-hand drawing. The pupil is, 
 however, definitely accepted only after a trial period of about four 
 weeks. 
 
 On entering, a definite contract is signed between the munici- 
 pality and the pupil, in which the mutual obligations are carefully 
 specified : 
 
 The municipality, through its school staff, undertakes (i) the 
 carrying out of the courses of instruction free of charge, (2) ob- 
 servation of the laws regarding accident insurance, and (3) reim- 
 bursement to the pupil for work done by him, according to a fixed 
 wage-scale which is detailed below. 
 
 The pupil, on his part or through his guardians, engages to 
 conform to discipline and make good any damages to school 
 equipment. 
 
 Differences arising between pupils and the school are to be 
 settled by reference to three arbitrators one nominated by each 
 party and the third (if needed) by the President of the Law Court 
 in Berne. 
 
 The Board of Management is composed of a member of tne Ma^fa ement 
 State Government Board, a member of the City School Board, a 
 
132 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Curriculum 
 of Boys' 
 School. 
 
 Academic 
 subjects. 
 
 Duration of 
 courses. 
 
 Nqfees : pupils 
 paid for 
 work. 
 
 Disposal of 
 Products. 
 
 Special and 
 Continuation 
 
 Classes. 
 
 Admission 
 tests : fees. 
 
 Revenue and 
 Expenditure. 
 
 supervising committee of sixteen persons (representing all the 
 allied interests), and from three to six members of the teaching 
 staff for each of the four departments. 
 
 The heads of the school are the Superintendent of Education 
 for the Canton of Berne and the Superintendent of Education for 
 the city. 
 
 In the boys' trade school, which alone I visited, instruction is 
 given in four divisions : Machinery, Cabinet-making, Iron-work, 
 and Plumbinsr. 
 
 o 
 
 The teaching of such academic subjects as history, geography, 
 and civics is left to the evening schools ; but, as is to be expected, 
 this is not regarded as a satisfactory provision. 
 
 For machinists the course is one of four years: for cabinet- 
 makers, iron-workers, and plumbers, three years. Less time may 
 be required in the case of those entering with higher qualifications. 
 The school year lasts from April I5th to April 15th, with a holi- 
 day from Christmas to New Year, and two weeks' in the summer. 
 
 Instruction is free, but the pupil supplies the necessary draw- 
 ing instruments. On the other hand, he is paid for his work, the 
 kind and quantity of which is assigned by the instructors, and the 
 wage determined according to its quality. The money thus earned 
 by the pupil averages as follows : 
 
 For machinists, 5 cents per day in the second year, 10 cents 
 in the third and 1 5 cents in the fourth ; for cabinet-makers, iron- 
 workers and plumbers, 5 cents per day in the second half of the 
 first year, 10 cents in the second year and 15 cents in the third (or 
 final) year. 
 
 The sale of the work is entrusted to the Trade Unions; but 
 the manufacturers are not well disposed towards such competition. 
 
 The curriculum of the Trade School also offers Special Courses 
 in the installation of gas and water, and Continuation Classes for 
 plumbers and cabinet-makers who have already served an appren- 
 ticeship of at least three years. 
 
 For admission to the Special courses in Gas and Water-fittings 
 the applicant must have finished his apprenticeship. The fees are 
 $i for entrance and $20 for the course. 
 
 For admission to the Continuation Courses for plumbers and 
 cabinet-makers, the applicant must have had a three years' appren- 
 ticeship. The admission fee for both is $i, $40 for the plumbers' 
 course, and $10 for the three months' term, and $40 for the longer 
 t'erm of the cabinet-makers' courses. 
 
 The revenue for the year 1908 amounted to $34,893. Of the 
 total revenue for the past few years, about one-half was the pro- 
 duct of work done in the schools, the other half being made up of 
 
SWITZERLAND *33 
 
 the combined contributions of the Federal Government, the Can- 
 ton, and the city, each one-third. Of the expenditure 41.2 per 
 cent, was for salaries, 24 per cent, for raw material, and 12.8 per 
 cent, for prizes and assistance to pupils. 
 
 The examinations are conducted by the State, and take place 
 in the spring and the autumn. On the completion of one of the 
 regular courses the student is granted a diploma. If, for a satis- 
 factory reason, he withdraws before such completion, he is granted 
 a certificate of attendance in which is stated the cause of his with- 
 drawal. 
 
 In 1908 the attendance was as follows: Machinists, 46 ; Attendance, 
 cabinet-makers, 26; iron-workers. 29; plumbers, 22; continuation 
 classes, 6; total, 129. The final State examinations were taken 
 by 35- 
 
 The Trade School courses are as follows : 
 
 i 
 
 MACHINISTS 
 
 About four-fifths of the time is given to workshop practice. 
 FIRST YEAR. 
 
 Algebra: The first four fundamental operations with monomials and 
 polynomials. Equations of the first degree with one unknown. Extraction 
 of square root of decadal numbers. Equations of the first degree with more 
 than one unknown. 
 
 Arithmetic: Review of fundamental operations with examples from actual 
 work. Vulgar and decimal fractions applied. Measures, weights, currency, 
 percentage and interest. 
 
 Business Exercises: Correspondence, Letter post and Parcel post, Money 
 Orders, Reduction Orders, Banking, Railway traffic, Freight Bills, Accounts, 
 Receipts. Promissory Notes. 
 
 Planimetry: Lines, angles, triangles, squares, polygons. The circle. Cal- 
 culation of circumference and area of plane figures. Solution of practical 
 problems. 
 
 Drafting: Theory of projection. Round, oval and three-edged flanges, 
 octagonal matrices, construction of ellipse, oval, parabola, hyperbola, 
 cycloid, spiral lines and their application in machinery, sketching of simple 
 bodies in ground-plan and elevation. Detailed drawing of simple objects 
 from models, with insertion of dimensions. 
 
 Free-hand Drawing: Sketching of simple machine parts from models in 
 rectangular projection, with the insertion of measurements. Sketching of 
 bodies in parallel perspective. 
 
 Workshop Instruction: Filing, turning, planing, forging, and tempering. 
 Making of simple machine parts, etc. 
 
 SECOND YEAR. 
 
 Mechanics: The chief kinds of motion. Fundamental laws of inertia 
 and re-action. Force. Acceleration. Mass. Bodies in motion. Independ- 
 ence of motions. Forces in a plane with different points of application. 
 Statical moment couples. 
 
134 
 
 Technology: Iron ores. 'Varieties of iron. Pig-iron, malleable iron. 
 Action of foreign elements on pig-iron. Combustibles. Smelting-furnace. 
 Iron-casting. Welding. Iron in fusion (Bessemer and Siemens-Martin 
 processes). 
 
 Rolling-mill. Steam hammer. Hydraulic press. Steel. Preparation 
 of pipes. Cast-iron pipes. Smelted pipes of various kinds. Seamless pipes. 
 Forged and pressed pipes. Rolled pipes. Commercial forms of iron. Tin, 
 copper, lead, zinc, aluminium. 
 
 Alloys, of brass, bronze, aluminium. 
 
 Stereometry: Bodies. Calculation of surface and cubic content. Cal- 
 culation of weights. Practical examples. 
 
 Drafting: Practice in drawing machine parts, such as wheels, couplings, 
 etc. 
 
 Theory of Construction: Detailed study of rivets, screws, keys and pins, 
 belt-pulleys, cog wheels and gearings. 
 
 Workshop Instruction: Preparation of parts for tool-machines, etc. 
 
 THIRD YEAR. 
 
 Mechanics: Parallel forces in space. Calculation of pressure. Centre 
 of gravity. Equilibrium and stability of bodies. Guldini's law. Levers, 
 rollers, barrel wheels. Inclined plane. Pin and screw. 
 
 Calculating: Cog wheels, gearing. Calculation of time in machine-work. 
 
 Bookkeeping: Aim, method and keeping of business books. A year's 
 account and making out of balance. Exchange and business methods. 
 
 Drafting: Drafting of whole machines, e.g., for boring, planing, cut- 
 ting, turning, etc., from prepared sketches. 
 
 Physics: (i) Heat Expansion of solid, fluid, and gaseous bodies. Spe- 
 cific heat. Conduct and radiation of heat. Melting, steaming. Properties 
 of vapours. Atmospheric precipitations. 
 
 (2) Light Diffusion and velocity of light. Measurement of light. Re- 
 flection. Refraction. Decomposition of colours. Lenses. Photographing 
 room. Projection apparatus. The eye. Optical instruments. 
 
 (3) Magnetism and electricity The magnet. Magnetic induction, etc. 
 Earth's magnetism. Conductors and non-conductors of electricity. Atmos- 
 pheric electricity. Lightning-rods. 
 
 (4) Galvanism Galvani's and Volta's experiments. Electric currents. 
 Electro-magnetism, etc. Chemical re-actions. Action of heat and light. 
 Wireless telegraphy. Telephone. Transformers. Municipal electrical 
 plants. 
 
 Workshop Instruction: Devising and constructing of complete machines 
 from original designs. Exact fitting of parts, etc. 
 
 CABINET-MAKERS, IRON-WORKERS, AND PLUMBERS 
 
 The courses are analogous in character and scope to that given above 
 for machinists, the subjects prescribed and the importance attached to them 
 being governed by the needs and the objects aimed at in the special trade. 
 
 SPECIAL COURSES 
 
 Gas: History of lighting, preparation ' of gas of various kinds. Ap- 
 plication of illuminating gas. Municipal gas system. Gas mains and pipes. 
 Connections. Gas plants. Meters, taps, regulators. Lamps and chande- 
 liers. Burners. Street-lighting. Gas apparatus for cooking and heating. 
 Gas apparatus for industrial purposes. Plans and estimates of gas fittings. 
 
SWITZERLAND 135 
 
 Workshop Instruction: Practical work in the handling of the various 
 pipes, fittings, etc. 
 
 Water: Here the instruction is analogous in scope and kind to the 
 above for gas. In each case, the theoretical instruction calls for four hours 
 a week, with 52 hours a week for practical work in the shops. The term 
 lasts six months. 
 
 CONTINUATION COURSES 
 
 Plumbing Theoretical Instruction: Special drafting. Bookkeeping and 
 calculating. Estimating. 
 
 Workshop Instruction: Preparation of models from designs made in the 
 theoretical courses. Bathroom outfits. Ornamentation of buildings. .Washing 
 outfit, with work in copper. The preparation of some piece of artistic work- 
 manship. 
 
 Cabinet-making: These courses are analogous to those for Plumbers, 
 but specially adapted to cabinet-making. The instruction is both theoreti- 
 cal and practical, in terms of three, six or twelve months, to suit the quali- 
 fications of the applicant. 
 
 BIENNE 
 
 TECHNICUM 
 
 This, the Technicum of Western Switzerland, was founded in Egtabligh . 
 1890 in Bienne, a town of about 20,000 inhabitants. In 1909, the ment 
 school, which up till that time had been a local municipal institu- 
 tion, was taken over by the Federal Government. 
 
 The building is a very fine one, well situated and well equipped Accommo- 
 in all departments. Its cost was borne partly by the Federal Gov- 
 ernment and partly by the town. The Watchmakers' School is 
 close by and the machine shops are at some distance. 
 
 The Board of Management is composed of (i) two trade Bo ard of 
 specialists appointed by the Federal Government, (2) a representa- Manageinent ' 
 tive of the Department of the Interior, (3) an Administrative 
 Council of twelve persons prominent in their professions, and (4) 
 five special committees for each of the departments taken up in the 
 school, at the head of each of which stands one of the members of 
 the Administrative Council. 
 
 The curriculum now provides for the following departments : curriculum. 
 
 Watchmaking, Mechanics, Electricity, Architecture, Industrial 
 Arts, Railways and Postal Service, Preparatory Course. 
 
 A novel feature of the School is its course for Railways and 
 Post Offices, both of which services, with the exception of a few 
 mountain railway lines, are owned by the Federal Government. 
 The Railway and Postal departments of the School have a complete 
 outfit in miniature of all the mechanical equipment that pertains 
 thereto rails, switches, signals, station houses, etc. 
 
130 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Grade. 
 
 Admission 
 
 tests . 
 
 Fees. 
 
 Insurance. 
 
 
 In character, this Technicum is intermediate between the ordin- 
 ary Trade School and the Polytechnic at Zurich. The course is a 
 three years' one, theoretical in the main, but closely connected with 
 practical work. The graduates become foremen or superintendents, 
 whereas the pupils of the ordinary Trade School usually become 
 artisans. 
 
 To be admitted, students must have completed the pro-gym- 
 nasium course; that is, nine years' schooling, or have served as 
 apprentices for two years. Entrance examinations are held for 
 admission to the lowest form, or, if the applicant is sufficiently 
 advanced, to the one next above. All pupils are recommended to 
 begin with the lowest Form, and a preparatory course is also 
 offered. A trial period of three months has to elapse before the 
 applicant is finally accepted as a regular pupil. 
 
 The fees : $2.00 per month in watchmaking and mechanics, 
 $10.00 per half-year term in the other departments. Foreigners 
 pay $5.00 per month in Watchmaking and $14.00 per term in the 
 other subjects. In some branches $1.00 per term is exacted for the 
 use of materials, etc. Pupils who only hear lectures without taking 
 part in practical work pay 4Oc. per term for each course of one 
 hour a week, or not more than $10.00 in all. Articles made by 
 the pupils in the work-shops may be retained by them on payment 
 of the cost of materials used. 
 
 Pupils are insured against accidents, half of the total premium?; 
 being paid by the school. According to the department and to the 
 risks incurred, pupils contribute from 20 cents to $1.20. 
 
 Public examinations are held at the end of each term, and 
 diplomas are awarded. 
 
 The following are the courses ; I give them in detail, owing to 
 the importance of the grade of the school : 
 
 In Mechanics there are two divisions : an upper one for those qualifying for 
 directors of works or foremen in construction shops; and a practical division 
 for work in metals. In Electricity the organization is the same. The upper 
 course in each case covers 6 or 7 terms, and the practical division 6 terms; a 
 term being half a year: 
 
 I. MECHANICS 
 
 A. UPPER DIVISION 
 
 FIRST TERM. 
 
 Native Language: Elocution, reading, business correspondence. 
 
 Foreign Language (French for German pupils and German for French 
 pupils): Reading, oral exercises, etc. 
 
 English (optional courses) : Reading, translation, conversation. 
 
SWITZERLAND 137 
 
 Arithmetic: Review of the four rules, fractions, metric system, propor- 
 tion, interest, accounts, etc. 
 
 Algebra: Review, positive and negative quantities, equations of the first 
 degree with one unknown. 
 
 Geometry: Plane geometry, equality and similarity, mensuration. 
 
 Physics: Mechanics of solid bodies. 
 
 Chemistry: Introduction, metalloids and their combinations. 
 
 Projection: Use of instruments, geometrical bodies in different positions, 
 rotations, parallel perspective, etc. 
 
 Free-hand Drawing: Perspective, leaf-forms, ornaments from models, 
 pen tracings, simple work in colours, drawing from plaster models. 
 
 Penmanship. 
 
 Workshop Practice. 
 
 SECOND TERM. 
 
 Nath'e Language: Business correspondence, deeds, contracts, etc. 
 
 Foreign Language (French for German, German for French pupils) : More 
 advanced conversation, compositions, etc. 
 
 English (optional course) : Conversation, business letters, etc. 
 
 Algebra: Powers, roots, logarithms, equations of first degree with several 
 unknowns, equations of second degree with one unknown. 
 
 Geometry: Solid geometry, prism, pyramid, cylinder, cone, sphere, cal- 
 culation of surface and volume, conic sections. 
 
 Physics: Mechanics of liquid and gaseous bodies, heat. 
 
 Chemistry: Metals and their combination, introduction to organic 
 chemistry. 
 
 Descriptive Geometry. Machine Drafting. Workshop Practice. 
 
 THIRD TERM. 
 
 Language: Italian, reading, translation, elementary conversation. 
 
 Algebra: Review, equations of second degree with several unknowns, 
 arithmetic and geometric progression, compound interest, theory of com- 
 binations. 
 
 Geometry: Trigonometry, solution of problems, etc. 
 
 Descriptive Geometry. 
 
 Physics: Optics, magnetism, electrostatics. 
 
 Mechanics: Statics of forces in a plane, theory of centre of gravity, 
 stability, friction, etc. 
 
 Theory of Machines: Screws, couplings, rivets, chains, pulleys, etc., etc. 
 
 Technology: Malleability of materials, properties of materials used in 
 machine construction. 
 
 Materials: Resistance, elasticity, etc. 
 
 Machine Construction. Sliding scale 
 
 FOURTH TERM. 
 
 Language: Italian (optional) : More advanced work. 
 
 Algebra: Binomial theorem, complex numbers, equations of the third 
 degree, problems. 
 
 Geometry: Analytical geometry of point, straight line and circle, theory 
 of conic sections. 
 
 Physics: Electric currents, exercises, review. 
 
 Mechanics: Motion of the point, dynamics, rectilinear and curvilinear 
 motion, dynamics of solid bodies, etc. 
 
138 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Theory of Machines: Calculation and construction of supports, cog-wheels, 
 etc., transmission of power by belts and ropes, cranks, pistons, etc. 
 
 Technology: Work in metals as to their ductility, etc. 
 
 Graphic statics. Strength of materials. Construction of machines^ 
 Electrotechnical -work. Workshop practice. 
 
 FIFTH TERM. 
 
 Mathematics: Differential and integral calculus. 
 
 Technical: Installation of heating plants. Theory of heat. Motors: 
 Hydraulics, turbines, hydrometry, etc. Graphic Statics. Applied Geometry. 
 Civil Engineering. Book-keeping by single and double entry. Theory of 
 machines. Elevators and transporting machines. Practical work. Con- 
 struction of machines. Electrotechnical work: Dynamos, etc. Chemistry: 
 General review. 
 
 SIXTH TERM. 
 
 Mathematics: Application of differential and integral calculus to geometry 
 and mechanics, etc. 
 
 Installation of Heating Plant: Transmission of heat, air, steam and water 
 heating, ventilation, etc. 
 
 Motors: Steam-engines, gas and petroleum motors, etc. 
 
 Theory of Machines: Construction and trial of regulators. 
 
 General: Estimation of net cost, etc., industrial hygiene, factory laws, pre- 
 cautionary measures, etc. 
 
 Elevators and transporting machines for water and gas. 
 
 Construction of Machines. Practical work: Experiments with machines, 
 etc. 
 
 Chemistry: Industrial chemistry, combustibles, chief metals and their com- 
 binations. 
 
 Kinematic geometry. 
 
 Electrotechnical work. 
 
 Workshop practice: Adapted to the needs of the individual pupil. 
 
 B. PRACTICAL DIVISIOIN 
 
 (a) Theoretical Instruction 
 FIRST YEAR. 
 
 Native Language: Readings, Composition. 
 
 Foreign Language: German for French pupils, French for German. 
 
 Arithmetic: Fractions, proportion, percentage, interest, etc. 
 
 Algebra: Four operations with integrals and fractions, equations of first 
 degree with one unknown, square root. 
 
 Geometry: Lines, angles, triangles, polygons, circles, similiarity and 
 equality, surfaces. 
 
 Physics: Mechanics of solid, liquid, and gaseous bodies. 
 
 Chemistry: Principal metalloids and their combinations. 
 
 Workshop Technology: Metals, fine tools.. 
 
 Technical Drawing. 
 
 SECOND YEAR. 
 
 Native Language (optional) : Practical, commercial, industrial. 
 
 Foreign Language: German for French pupils, French for German. 
 
 Algebra: Powers, roots, logarithms, equations of first degree with several 
 unknowns, equations of second degree with one unknown. 
 
SWITZERLAND 139 
 
 Solid Geometry: Principal theorems, surface and volume. 
 Physics: Optics, heat, magnetism, electricity. 
 Workshop Technology: Materials, metallurgy, casting. 
 Machine Drawing: Sketches from models, colours, shading, etc. 
 
 THIRD YEAR. 
 
 Mathematics: Trigonometry Principal -formulae, solution of triangles. 
 
 Mechanics: Composition of forces, lever, pulley, etc., practical and 
 theoretical work. 
 
 Technology: Work in metals, tool machines. 
 
 Machine Drawing: Workshop designs on large scale, crayon drawings, 
 heliographic reproductions. 
 
 Book-keeping. 
 
 (b) Practical Work in the Apprentice Workshop 
 
 FIRST YEAR. 
 
 Practical work in wood and metals; construction of many objects, such 
 as geometrical bodies in wood and metal, saws, hammers, keys, etc. 
 
 Work at the lathe, tools, and machines, etc. ; construction of various objects, 
 planing and marking of marbles, rules, etc. 
 
 THIRD YEAR. 
 
 Continued work in mechanics and construction, with optional work in 
 watchmaking, electricity, or physics, according to vocation in view. 
 
 II. ELECTRICITY 
 
 (a ) Upper Division 
 
 For the first, second and third terms the courses are the same as above 
 for Mechanics. 
 
 For the fourth term the course is the same as for the Mechanics, but 
 with more detailed electro-technical work. 
 
 For the fifth term, the subjects down to Chemistry are the same as for 
 Mechanics; then 
 
 Magnetism and Electro-magnetism: Laws of attraction and repulsion, 
 magnetic bodies, circuits, resistance, induction, currents, etc. 
 
 Laboratory work. 
 
 Mountings: Theoretical and practical work. 
 
 Construction of Machines. 
 
 For the last two terms the courses are as follows : 
 SIXTH TERM. 
 
 Motors and Mathematics, as above for Mechanics. 
 
 Electro-magnetism, electro-dynamics, induction, electro-statics, dynamos, 
 etc.; installation of electric fittings. 
 
 Telegraph and telephone, electric clocks and signals. 
 
 Laboratory Work: Experiments with dynamo machines, etc. 
 
 Electric Railways: Calculation of size of machines, regulation of motors, 
 etc. 
 
 10 B.I.P. 
 
I4Q EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Mounting Plant: Theory and practice. Drawing of electrical works. Theory 
 of electric works. 
 
 Chemical Laboratory: Analyses, electro-chemistry 
 SEVENTH TERM. 
 
 Mathematics: Application of differential and integral calculus to geometry, 
 mechanics and physics. 
 
 Installation of Works: Distribution of power and light, transformers, etc. 
 Plans for Electrical Outfits, etc. 
 
 Machines and Transformers with alternating currents: Generators, regu- 
 lation of tension, friction, motors, etc. 
 
 Electrolysis. Electrotyping. Laboratory work in electricity. Drawing of 
 electrotechnical machines, etc. Electric railways. 
 
 Laboratory work in chemistry. 
 
 (b) Courses for Electric, Fitters 
 
 These are the same as above for Mechanics and Electricians to the end 
 of the fourth term. 
 
 FIFTH TERM. 
 
 With electricians, the students take the courses in elevators and trans- 
 portation machines (optional), theory of machines (optional), municipal 
 works (optional), applied chemistry, motors, electric technique, magnetism 
 and electro-magnetism, installation of works, laboratory works, fitting, 
 theory and practice. 
 
 SIXTH TERM.. 
 , With Electricians, the students take the following: 
 
 Electro-dynamics, telegraphing and telephoning, dynamos, installation, 
 motors, electric railways, electro-technical works, fitting, construction, 
 drawing, laboratory work, alternating currents. 
 
 III. WATCHMAKING 
 
 The subjects taken up are as follows, the courses being of two, three 
 or four years: 
 
 Native language, foreign language (optional), arithmetic, algebra, 
 geometry, trigonometry, mathematics, physics, chemistry, cosmography, 
 bookkeeping, theory of watchmaking, mechanics, theory of regulating, 
 technical drawing, letter engraving, electrotechnics, practical work (about 
 one-fourth of the whole time). 
 
 IV. ARCHITECTURE 
 
 The subjects taken up are as follows, the course being one of three 
 years: 
 
 Native language, foreign language, Italian (optional), arithmetic, 
 algebra, geometry, trigonometry, physics, chemistry, caligraphy, geology 
 and mineralogy, projection drawing, descriptive geometry, stone-cutting, 
 freehand drawing, architectural drawing, theory of construction, study of 
 styles, nature of materials, mechanics, statics and strength of materials, 
 practical work, land surveying, direction of works, legislation and hygiene, 
 electrotechnics, plans, book-keeping, perspective, modelling, wood joints, 
 rural architecture, fire service, construction of machines, estimates, bridges 
 and highways, embankments, hydraulic works, history of art and archi- 
 tecture, life-saving. 
 
SWITZERLAND 141 
 
 V. INDUSTRIAL ART 
 
 In this department there are two courses, as follows a Preparatory course 
 of two years and a Special one of two. 
 
 Preparatory Course: The subjects are: 
 
 Freehand drawing, linear and projection drawing, light and shade, 
 architectural drawing, ornaments and figures, study of styles, practical 
 work. 
 
 NOTE. The practical work (21 hours a week the first term and 10 the second) is taken up here. 
 
 Special Course: The subjects are: 
 
 Perspective, professional drawing, theory of ornamental forms, draw- 
 ing from nature, drawing from living models, anatomy, work in chased 
 leather (optional), modelling, with, in addition, the subjects of the Preparatory 
 Course, except freehand drawing, linear and projection drawing, and light and 
 shade. 
 
 VI. ENGRAVING AND SCULPTURE 
 
 The subjects taken up are as follows, the course being one of four 
 rears : 
 
 Freehand drawing, technical drawing, perspective, theory of ornamental 
 forms, drawing from plaster casts, caligraphy, industrial art drawing, study 
 of styles, modelling, chemistry, anatomy, drawing of plants, drawing from 
 living models, work in chased leather (optional), engraving and sculpture. 
 
 NOTE. To the practical work in Engraving and Sculpture more than half the time is devoted 
 each week. 
 
 VII. RAILWAY DEPARTMENT 
 
 The subjects taken up are as follows, the course being one of two 
 years: 
 
 German (as native language), French (as native language), German 
 (for French or Italian pupils), French (for German or Italian pupils), 
 Italian (as foreign language), English (optional), geography, arithmetic, 
 physics, chemistry, merchandise, caligraphy, stations and offices, signals, 
 railway management, shipping, railway legislation, tariffs, service corres- 
 pondence, telegraph service, practical work, practice in telegraphy, first 
 aid, excursions in groups (about once a week). 
 
 VIII. POSTAL DEPARTMENT 
 
 The subjects taken up are as follows, the course being one of two 
 years : 
 
 German (as native language), French (as native language), German 
 (for French or Italian pupils), French (for German or Italian pupils), 
 political economy, arithmetic, algebra, physics, chemistry, caligraphy, service 
 correspondence, telegraphing, other subjects allied to postal service. 
 
 IX. PREPARATORY COURSE 
 
 The subjects, which are taken up in one year, are as follows : 
 
 German (as native language), French (as native language), German 
 
 (for French or other pupils), French (for German or other pupils), arithmetic, 
 
 algebra, geometry, technical drawing, caligraphy. 
 
142 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 ZURICH 
 
 Provision for 
 
 Industrial 
 
 Education. 
 
 Accommoda- 
 tions. 
 
 Day Classes. 
 
 Evening 
 
 Classes. 
 
 Course for 
 Apprentices. 
 
 Maintenance. 
 
 ARTS AND CRAFTS SCHOOLS 
 
 In Zurich industrial education is provided in the Arts and 
 Crafts (or, Industrial Arts) School and in the Industrial Continua- 
 tion Schools. I visited the former of these Schools, two of the 
 evening Continuation Schools, and the famous Swiss National 
 Museum. I may add that there is also a special silk weaving 
 school of a high character; but, as we are not interested in this 
 subject in Ontario, I did not visit it. 
 
 At present the Arts and Crafts School is in temporary quar- 
 ters, in the building of the National Museum. As, however, the 
 part of this building now occupied by the school will soon be 
 needed by the city, a new one is projected for the school, part of 
 the cost of which will, it is expected, be met by the Canton and the 
 Federation, as is often the case in Switzerland. This school has 
 an attendance of about 500, 130 of whom are day pupils. The day 
 classes are attended by apprentices and, after a four weeks' trial, 
 by boys and girls of about seventeen who have completed the 
 primary school course and submitted a satisfactory work in design 
 and served an apprenticeship in a special trade. The courses are 
 from two to three years, and are taught by well-educated experts. 
 The curriculum includes bookbinding, lithography, printing, wood- 
 work, metal work, jewellery, repousse work, silk weaving, and art 
 designing in various branches. 
 
 Besides the day classes there are also evening classes attended 
 by about 350 students. 
 
 The regular course for apprentices covers three years, 
 conditions of admission are an elementary education and the mini- 
 mum age of 14. For work satisfactorily done, the pupil is paid 
 according to a fixed scale, and both staff and pupils are insured 
 against accidents, one-half of the premium being paid by the < 
 and the other half by the insured. 
 
 The total yearly cost of the Arts and Crafts School and the 
 Industrial Museum, which is connected therewith, is $80,000, of 
 which one-third is contributed by the Federation and most of the 
 balance by the Canton. 
 
 For joiners, 
 
 dressmakers, 
 
 etc. 
 
 The only other day trade schools are one for joiners and two 
 for girls in dressmaking, household science, laundry work, etc. 
 The students in attendance at the Work-shop Training School for 
 joiners are of four classes: Apprentices, apprentices desiring ad- 
 
SWITZERLAND 143 
 
 ,vanced work, master journeymen and apprentices taking special 
 courses, and pupils of the Arts and Crafts School desiring special 
 practical work. 
 
 INDUSTRIAL CONTINUATION SCHOOLS 
 
 In the Industrial Continuation Schools which provide over 350 Or anization - 
 classes held at suitable centres, all on week days (chiefly in the 
 evenings), except six classes on Sunday forenoons, there were in 
 the summer term of 1909 over 3,000 students (both young men 
 and young women) with about 150 teachers. The students attend 
 from a great variety of industries ; but, as far as possible, those in 
 the same industry are taken together. When I visited Zurich these 
 courses were about to be reorganized, the intention being to group 
 them in four departments, each under a special head, and to adapt 
 them better to the necessities of the trades. 
 
 Below I submit a synopsis of the courses. From this their 85urs2 er of 
 character will be seen. They provide supplementary instruction 
 directly connected with the industries. The preparatory course 
 for apprentices in the postal, telegraph, and telephone service is 
 a special school, although registered amongst the continuation 
 schools and supervised by the same authorities. As a rule, the 
 work taken up in the evening classes is more elementary than the 
 corresponding work in the Arts and Crafts Schools; but the work 
 in technical drawing is of an advanced character owing to the 
 number of metal manufactories in the city and neighbourhood. A 
 noticeable feature of the courses is the provision for the foreign 
 languages. The language of the Swiss is, of course, chiefly French 
 and German, with some Italian; but, as English and Italian are 
 needed in commercial correspondence and in the trades, special 
 attention is given these languages. Very many of the masons, for 
 example, are Italians. 
 
 All of the industrial schools, including the Arts and Crafts ?g e a m d ent. MaD " 
 School, are under the supervision of a special committee, consist- 
 ing of architects, tradesmen, professors of science, and representa- 
 tives of employers and trade unions, nominated by these bodies and 
 appointed by the local school board, which is elected by general 
 vote of the ratepayers every three years. 
 
 One-third of the cost of the Trade Schools, as well as of the Maintenance - 
 Commercial, Agricultural and Domestic Science Schools is pro- 
 vided by Federal grants, not quite so much by the Canton, and the 
 rest by the city. 
 
144 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Curriculum. Following is the curriculum of the Industrial Continuation 
 
 Schools for 1909. The length of each class is given in hours in 
 brackets : 
 
 TRADE SCHOOLS 
 
 Seventy-four classes, including those for young women. With a few 
 exceptions, these are week-day evening classes, there being only six on Sunday 
 forenoons. The number of classes in each subject varies from two to six or 
 seven. 
 
 German (2), French (i^), arithmetic and geometry (2), caligraphy 
 , roundhand (i%), freehand drawing (3), projection drawing (2). 
 
 SCHOOLS FOR CRAFTSMEN 
 
 1. Preparatory Courses for Apprentices in Postal, Telegraph, and Tele- 
 phone Service. Forenoons and afternoons. 
 
 German (6), French (8), Italian (4), English (4), arithmetic (3), 
 algebra (2), history (2), geography (4), chemistry (3), caligraphy (2), 
 stenography (2), gymnastics (2). 
 
 2. A second class for the same students, with the same list of subjects, 
 except that for chemistry and stenography are substituted physics and book- 
 keeping. 
 
 NOTE. The foregoing are under the same management as the Continuation Schools, but are 
 special Day Schools. 
 
 3. Drawing and Modelling: (Forenoons and afternoons). 
 
 Freehand drawing, perspective, projection drawing, technical drawing 
 for mechanicians, modelling for teachers (each 3). 
 
 4. Building Trades: Special Class for Artisans (i half-year). Forenoons. 
 Algebra and geometry (4), descriptive geometry (4), German (2). 
 
 5. Mechanicians: Special Class (3 half-year courses). Forenoons. 
 
 First half-year. Algebra and geometry (4), projection drawing (3), 
 sketching (i%), chemistry (iVz). 
 
 Third half-year. Algebra and geometry (4), technical drawing (3), 
 descriptive geometry (3), chemistry (2), physics (2), mechanics (i%), 
 German (2). 
 
 Fifth half-year. Algebra and geometry (4), technical drawing (6), 
 physics (2), mechanics (iVz). 
 
 6. Electrotechnicians: Special Class. Forenoons and evenings. 
 First half-year. As for Mechanicians above. 
 
 Second half-year. As for Mechanicians above. 
 
 Third half-year. Algebra and geometry (4), drawing (6), physics (2), 
 mechanics (i%), electrotechnics (i%), advanced exercises (iVz). 
 
 7. Gardeners' Apprentices: Forenoons. 
 
 First half-year. German (i), arithmetic (i), botany (2). 
 
 Third half-year. Botany (i), landscape gardening (i), geometry (i). 
 
 Fifth half-year. Surveying (i), landscape gardening (i), botany (2). 
 
 8. Joiners' Apprentices: Theoretical Courses (3 years). Forenoons, after- 
 noons, and evenings. 
 
 First year. German (i%), arithmetic and geometry (2), freehand draw- 
 ing (3), projection drawing (3). 
 
 Second and third years. Calculating (i), materials (i), freehand draw- 
 ing (3), special drawing (5), wood-carving (2), book-keeping (2). 
 
SWITZERLAND 145 
 
 In each year, practical instruction from 7-12 a.m. and 2-6 p.m. daily 
 (Saturday, 5), excepting the hours devoted to theoretical courses. 
 
 9. Masons' Apprentices: Three years' courses. Afternoons. 
 Building materials (2), drawing (2). 
 
 10. Printers' Apprentices: Four years' courses. Evenings. 
 German, arithmetic, book-keeping (each 2). 
 
 11. Hairdressers' Apprentices' Courses. Afternoons. Both men and 
 women. Wig-making, etc. (2). German (2). 
 
 OTHER CLASSES 
 
 In addition to the above classes, instruction is given in various parts 
 of the city in a great many subjects, such as stenography, French, Italian, 
 English, commercial arithmetic, book-keeping, freehand drawing (adapted 
 to the needs of the various trades), perspective drawing, modelling, draft- 
 ing of all kinds, nature of materials, etc. 
 
 Courses in Drawing and Book-keeping are given for girls engaged as 
 seamstresses, etc.; also instruction in Household Work: Mending, sewing, 
 dressmaking, cooking, etc. 
 
GERMANY 
 
TABLE OF CONTENTS 
 
 GERMANY PAGE 
 
 Introduction z cj 
 
 Organization of School System j,, 
 
 Technical Education lt ., 
 
 I. Lower Schools . .. 
 
 II. Middle Schools 
 
 III. Higher Schools '.'.!".*'." X oo 
 
 Number of Industrial and Technical Schools "... jfo 
 
 Maintenance . . . jgj 
 
 Table Showing Percentage of State and Local Contributions 162 
 
 Schools Visited l(3 . 
 
 Munich : 
 
 general l64 
 
 Continuation Schools for Boys and Men 165 
 
 I. Compulsory Day Schools for Apprentices 106 
 
 General j66 
 
 1. District Schools ^7 
 
 2. Trade Schools ^7 
 
 3. Commercial Schools x6y 
 
 II. Voluntary Schools for Journeymen and Master Workmen 168 
 
 '.II. Voluntary Schools for Unemployed Journeymen and Master Workmen 168 
 
 IV. Other Industrial Schools > 169 
 
 Continuation Schools for Girls and Women 169 
 
 Cost of Continuation School System 170 
 
 Curricula of Continuation Schools 170 
 
 Cabinet-makers . . 170 
 
 Butchers 170 
 
 Bookbinders 171 
 
 Tailors 171 
 
 Messenger Boys 172 
 
 Wagoners and Drivers 172 
 
 Barbers and Wigmakers 172 
 
 Commercial Schools 172 
 
 Duties of Citizenship 172 
 
 Table Showing General Organization 174 
 
 Cologne : 
 
 Royal Building-Trades School. 
 
 General 175 
 
 Technical Division , 176 
 
 School for Workmen 176 
 
 v 
 
 Royal Higher Machine-Construction School. 
 
 General . . . 177 
 
 Preparatory School 177 
 
 Technical Division 178 
 
 Master Workmen's School of Machine Construction 179 
 
 Evening and Sunday Courses 180 
 
 Courses for Master Installators and Gas Plumbers 180 
 
 Aix-la Chapelle: 
 
 General 180 
 
 Higher Technical School for Textiles. 
 
 General . . . 181 
 
 Spinning Department 182 
 
 Weaving Department 183 
 
 Dyeing and Finishing Departments 183 
 
GERflANY 
 
 INTRODUCTION 
 
 Many years ago the Germans discovered the paramount im- Hegard for 
 
 J J , _ Education. 
 
 portance of education. After their reverses under the first 
 Napoleon, they decided that chiefly to intellectual power they must 
 look for national progress. The educational reforms then begun 
 received an immense impetus after the overthrow of Napoleon the 
 III ; for it was then evident that to these reforms more than to any- 
 thing else was due the success of the German arms. 
 
 Of all the modern systems of education, the German is now character of 
 
 School 
 
 admittedly the most comprehensive and the most highly organized system. 
 and effective. An outline of the general system is needed to make 
 clear the position of industrial education. It must be premised, 
 however that any general statement is subject to numerous excep- 
 tions. Unlike the schools of England, the schools of Germany are 
 free from Imperial control. Each State is educationally inde- 
 pendent, and each municipality exercises freedom in the adaptation 
 of its schools to local needs. 
 
 ORGANIZATION OF SCHOOL SYSTEM 
 
 Attendance at a day school from six until at least fourteen years A * e limits, 
 of age is compulsory in practically all the States of the Empire. 
 Until ten, pupils attend a People's School, our Public School, or 
 a special type thereof. At this age, the parent must decide whether 
 his child is to remain at the Public School or to go to a higher 
 school; and in nearly all the States he must continue his educa- 
 tion until he is sixteen, seventeen or eighteen, according to the 
 State in which he lives. In Germany, moreover, a boy's career is Effect of 
 usually marked out for him from the first. The organization of the conditions, 
 system is, accordingly, free from the difficulties that beset us in 
 Ontario. If his father is a workman, he becomes one, too, and he 
 usually remains in this class. Occasionally he rises, but such cases 
 are far more uncommon than they are in Canada. As a result of 
 this condition and of the general appreciation of education, the 
 boy is trained in special schools for the exact position in life he 
 expects to hold. In Germany everything is systematic, nothing is 
 left to chance. 
 
 If, accordingly, when the pupil has reached the age of ten, he p^iic 
 is to go on at the Public School, the provision is as follows : 
 
 i The Public School until he is fourteen, when many pupils 
 need to go out to work. 
 
 [151] 
 
'52 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Continuation 
 
 School 
 
 Courses. 
 
 Trade School, 
 
 Further 
 
 Industrial 
 
 Education. 
 
 II. 
 
 Gymnasia 
 Classical. 
 
 Real School. 
 
 Ober-real 
 School. 
 
 Subsequent 
 Courses. 
 
 2. A Continuation School until he is seventeen or eighteen. 
 These schools continue the general education of the young workers, 
 usually without broadening his scholarship, but some of them have 
 courses that bear upon his future vocation. They provide three 
 courses : 
 
 1 i ) The General Course continued. 
 
 (2) Industrial Courses. 
 
 (3) Commercial Courses. 
 
 Generally speaking, as these three courses are taken usually by 
 those who during the daytime are actively engaged in business, the 
 classes are held in the evenings and on Sundays and holidays. 
 
 For the Continuation School, the pupil who desires a more 
 thorough education may substitute: 
 
 (1) A Primary Trade School. Such schools are provided for 
 textile workers, mechanics, locksmiths, etc. 
 
 (2) Special Trade Schools in great variety. Such schools are 
 provided for textiles, carpentry, engineering, blacksmithing, navi- 
 gation, ship-building, tanning, clock-making, printing, dyeing, etc. 
 
 Later an opportunity is given in experimental shops to apply 
 knowledge, and, in work-shops, to conduct original investigation 
 and experiments. For master tradesmen there are also clubs provid- 
 ing practical courses and workmen's shops for further instruction. 
 
 If, however, the pupil is to take a higher school education, he 
 leaves the elementary Public School at ten and enters a second- 
 ary school. Here also he has to choose amongst the following : ^ 
 
 1. A Classical Gymnasium, with a nine years' Latin, a six 
 years' Greek, and a seven years' French course. 
 
 2. A Real Gymnasium, with a nine years' Latin course and 
 a six or seven years' course in French and English, respectively; 
 more attention is being given to modern languages, science and 
 mathematics than to Latin. 
 
 3. An Ober-real School, with a nine years' French and a seven 
 years' English course; science and mathematics receiving special 
 attention. 
 
 Each of these types has its sub-class, in which the instruction 
 
 ends with the sixth year. 
 
 The Classical and Real Gymnasia lead to a university ; the Real 
 and Ober-real Schools are for those who desire a more practical 
 training or who intend to enter the higher industrial or commercial 
 schools. At the end of the sixth year course, the student may 
 obtain by examination a certificate which reduces the two years* 
 compulsory military service to one, and also confers upon him 
 other advantages which present strong inducements to complete 
 at least the six years' course. At the end of the ninth year's course, 
 the student may enter on a classical, literary, or technical course at 
 
GERMANY 153 
 
 an institution of university rank. As so few, however, take the nine 
 years' course, the six years' course is so arranged that it practically 
 covers all the subjects of a good education, the additional three 
 years of the nine years' course, when taken, being spent in obtain- 
 ing a more complete mastery of the subjects. 
 
 TECHNICAL EDUCATION 
 
 Even as early as the sixteenth century there were continuation ^^j^.?^ 
 schools here and there in Germany, and about the middle of the Schools - 
 eighteenth century Frederick the Great of Prussia ordered that 
 all the masters of trades should send their apprentices who were not 
 proficient in reading, writing and arithmetic for instruction in these 
 subjects four hours a week. In Baden also it was decided that 
 technology and drawing should be taught in the People's Schools 
 of towns having trades and art industries. In the beginning of 
 the nineteenth century technical schools were provided in many 
 Germans towns, including mining schools in the mining districts. 
 In Prussia trade schools were established for the building trades, OriKin of 
 and in Saxony for lace-making, basket-weaving, etc. But it was ?? 
 
 system. 
 
 not until the London Exhibition of 1851 that the Germans dis- 
 covered from the exhibits that, if they were to compete with France, 
 their technical school system must be more fully specialized. With 
 the energy that characterizes them as a people, they at once took 
 measures to meet the situation. Since then and especially since 
 the war with France in 1870-1871, when, as I have already said, 
 they found out that their success was largely due to education, they 
 have provided a system of technical schools as yet unequalled in the 
 world. In discussing this characteristic of the German system, in my ^fara^ter- 
 report of 1901, I quoted a lucid paragraph from an address by Dr. istics - 
 Loudon, then President of Toronto University. I quote the para- 
 graph again : 
 
 The technical system of Germany covers the whole field of industry and Modern 
 commerce. It distinguishes clearly between the general and the technical. No developm 
 attempt is made to put a veneer of technical training on a defective general 
 training. It distinguishes between the training of the director, the foreman, 
 and the operative. In all grades it concentrates effort on the underlying prin- 
 ciples of art and science and their application. The general result is a thor- 
 oughly trained body of workmen under scientific leadership. 
 
 During the last quarter of a century in particular, technical causes, 
 education has developed with great rapidity and there has been an 
 equally remarkable advance in scientific knowledge; now, practi- 
 cally every German town is supplied with technical schools. In 
 many States, as in Wurttemberg, for example, these schools are 
 very numerous, and specialization is carried to a high degree. 
 
154 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Nature has not provided Germany with the means of becoming 
 prominent in agriculture. Compared with many other countries, 
 her soil is poor. Her increasing population has made her a nation 
 of manufacturers, and, accordingly, a nation strongly in favour of 
 a thorough system of industrial and commercial as well as of gen- 
 
 aii p weu ener ~ era ^ e ducation. Indeed, one main cause of the eminence of Ger- 
 
 educated. many, even in industrial matters, is the fact that practically all her 
 people are well educated. In Prussia, for example, the percentage 
 of illiteracy is only .02 ; and in Wiirttemberg no one over ten years 
 of age is unable to read and write. 
 
 Like her general system of schools, the system of technical 
 schools is both highly organized and very comprehensive. 
 
 ?arietie? trol: The tendency in Germany at present appears to be for each 
 State to control as far as practicable all its educational institutions. 
 This, however, has been only partially accomplished in the case of 
 industrial and commercial education; for many private associations 
 of various kinds provide courses on payment of fees. In Prussia, 
 for example, out of a total of 2,278 business schools and schools 
 for skilled factory employees (of the secondary type), there were 
 a few years ago 428 such schools which provided for a great variety 
 of trades. The control of the industrial and technical schools varies 
 also in different States. In Bavaria, they belong to the State De- 
 partment of Education. In Prussia, however, they are looked at 
 from another point of view and are controlled by the Minister of 
 Trade and Commerce; and in Saxony, Baden, and Wiirttemberg, 
 their control is divided between the Departments of Agriculture and 
 the Interior. The rural schools- throughout the Empire belong to 
 one or other of the last-named Departments. 
 
 Fee. Fees are usually charged. They run from 25 cents a month 
 
 for each subject in the girls' evening schools to $25 a term in the 
 building trade schools; but, for cause, these may be partly or < 
 tirely remitted. In the textile schools of Prussia, however, t 
 fees run from $50 to $200 a year, according to the character of 
 the work taken up and the nationality of the student. A foreigner 
 is charged more than a native of another German State, and the 
 latter more than a native of the State in which the school is s 
 ated. . 
 
 Owino- to the great variety of the industrial and technical 
 schools due largely to their origin, the time of instruction, the 
 entrance requirements, the very general separation of the sexes, 
 the great number of the trades, the adaptation of the schools 1 
 local necessities, and the differences in their relation to the State, 
 the municipalities, and the private associations, it is impossible 
 make a logical classification. For the purposes of a general pre 
 
 Schools. 
 
OF THE 
 
 UNIVERSITY 
 
 GERMANY 155 
 
 tation the industrial and technical schools have, however, been 
 divided roughly by the Germans themselves into three classes : 
 
 1. The Lower Schools (Industrial). 
 
 2. The Middle Schools (Industrial and Technical) ; and 
 
 3. Higher Schools (Technical). 
 
 I. LOWER SCHOOLS 
 
 The Industrial Continuation Schools are the lowest grade of 
 industrial schools and correspond in position to the English Indus- isti08 - 
 trial Higher Elementary Schools. As a rule, they give the work- 
 men trade instruction of a general character; and, as they are 
 bound up in the general scheme, from them the pupil may enter 
 special trade schools. They are intended for apprentices who aim 
 at becoming skilled journeymen. There are, however, many 
 varieties of schools, and some develop into schools of the next higher 
 grade. These schools may be roughly classified as follows : 
 
 1. General Industrial Schools, where the instruction serves as a cusses, 
 preparation for any of the trades and where no special trade is 
 taught. 
 
 2. Special Trade Schools, where instruction is given in each 
 trade or group of trades ; as, for example, in Munich ; and 
 
 3. Agricultural Schools, where the instruction is of a general 
 character, but with a distinct agricultural outlook. 
 
 While the period of attendance of boys at a continuation orcompui 
 
 . . ,., , -r* . . attendance 
 
 other school varies m different parts of the Empire, it is com- Boys, 
 pulsory in most of the States until he is about 18 years of age, and 
 the laws on this subject are yearly becoming more exacting. In 
 many States also employers are compelled to see that their em- 
 ployees attend these schools, and to allow them to attend a certain 
 number of hours a week in the day-time. 
 
 Attendance at a continuation school is, however, not generally 
 compulsory in the case of girls. It is so in Prussia, Bavaria, 
 Wiirttemberg, Baden, Waldeck, and Saxe-Meiningen ; but not in 
 the other States of the Empire. Indeed, from the time of the 
 Revolution until the last quarter of the nineteenth century, the 
 education of boys alone received attention from the municipalities. 
 
 The power to establish Continuation Schools as well as 
 compel attendance is in the hands of the individual States andP tIon -" 
 sometimes of the individual municipalities; but when they are once 
 established, the pupils must attend and parents must see that they do 
 so. With the following exceptions, all the States have compulsory 
 attendance laws: In Prussia attendance is compulsory by local 
 by-law, except in Posen and West Prussia, where attendance is com- 
 pulsory by State law; in Hamburg and Liibeck attendance is 
 
 11 E.I.P. 
 
156 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 enforced by the Guilds; and in Schaumberg-Lippe employers are 
 compelled to allow attendance for a period up to eighteen years of 
 age. The by-laws vary greatly in different parts of Germany. In 
 some towns only boys engaged in trades and commerce are com- 
 pelled to attend; in others all boys, and sometimes girls, are com- 
 pelled ; and the number of the compulsory hours of attendance also 
 varies. 
 
 Ctofer ri of 1891 ^ e obligation to attend Industrial Continuation Schools was 
 imposed by the Imperial Law of 1891, one of the few instances, it 
 may be noted, in which the Imperial Government has legislated for 
 the educational organization of the States. The order itself was a 
 direct result of trade competition with other countries, the United 
 Kingdom in particular. In view of the situation in Ontario, the 
 following sections of the order are well worth quoting: 
 
 Section 120. The masters in any branch of industry are bound hereby, 
 in the case of their workers under the age of 18 who attend an institution 
 recognized by the authorities of their district or their State as a continua- 
 tion school, to allow them the time fixed as necessary for such institution 
 by the authorities. . . . Through the ordinance of a district council or 
 any wider communal body, attendance at a continuation school may be 
 made obligatory for all male workers under the age of 18. In the same 
 way, proper regulations may be made to secure the execution of such an 
 ordinance. In particular, regulations may be passed to insure regular 
 attendance and to determine the duties of -parents or employers in this 
 respect, and notices may be issued by which organization in the continua- 
 tion school and a proper relation of the scholars to it may be assured. 
 From the compulsory attendance based on such an ordinance are exempted 
 only those persons who attend another continuation or technical school, 
 provided that the instruction given in such school be recognized by the 
 higher authorities as a complete equivalent for that given in the general 
 continuation school . . . 
 
 Section 150. A breach of section 120 of this law is punishable by a fine 
 not exceeding 20 marks ($5.00), or, in case of non-payment of such fine, by im- 
 prisonment for a term not exceeding three days. 
 
 tam tt uisor erg '' ^e new scno ^ ^ aw at Wurttemberg, which went into effect in 
 
 schooiLaw April, 1909, deserves special notice, for it marks the greatest advance 
 in industrial legislation since the provision for compulsory attend- 
 
 conditionof ance at continuation schools. The kingdom has long been famous 
 for its school system, crowned by its University at Tubingen, and 
 its Polytechnic at Stuttgart. In 1900 the population of this king- 
 dom was about 2,170,000, but its area is only five times that of our 
 County of Bruce. The country is. of course, densely populated. 
 Two-thirds of . the land is under cultivation, and about one-half of 
 the population are engaged therein. Geographically, however, the 
 kingdom is at a disadvantage in the industrial struggle, and accord- 
 ingly every effort has been made to develop its industries. 
 
 provisions of The new law provides that every commune in which for three 
 successive years, at least forty male workmen under eighteen have 
 
GERMANY 
 
 157 
 
 been engaged in commercial or industrial pursuits shall in future 
 provide an industrial or commercial school, and shall maintain such 
 school so long as the number of workmen under eighteen does not 
 fall below an average of thirty during three successive years. The 
 ordinary type of school will be an industrial school, and, if the needs 
 of the community require' it, a commercial school must be established 
 in addition. In the case of very poor communes the State may sanc- 
 tion the postponement of the building of an industrial school for ten 
 years, but in all cases a general continuation school must be pro- 
 vided. The elementary school course usually ends at fourteen ; but 
 every youth under eighteen who is engaged in industrial or com- 
 mercial pursuits is obliged by the new law to attend the continuation 
 school for three years thereafter, and if the commune so decide he 
 may be required to attend for a fourth year. Employers must supply 
 the names of the employees affected and set them free to attend the 
 continuation school. Parents and guardians must see to it that the 
 law is carried out. Penalties are provided for neglect of duty on 
 the part of employer, pupil and parent, or guardian. The law also 
 permits communes to make attendance at this school compulsory for 
 girls under eighteen who are in employment, and permits communes 
 to establish industrial schools for them or departments for them in 
 other industrial schools. 
 
 The .public attitude toward compulsory industrial education Attitude of 
 from 14 to 18 is generally favourable. It is felt to be a burden ; Slrd^com-' 
 but the German is far-seeing and patriotic enough to bear willingly attendance, 
 a burden that increases his profits and gives his country eminence 
 in the markets of the world. Some employers, as is to be expected, 
 regard their apprentices as a source of cheap labour, and occasion- 
 ally, where compulsory attendance is enforced for boys, they re- 
 place the boys by girls wherever they are able, especially in com- 
 mercial offices. When, therefore, the compulsory attendance of 
 girls is proposed, such employers are its bitter opponents. 
 
 The Board in charge of a Continuation School is composed Boards of 
 
 ..,,..,,_ ., . Management. 
 
 generally of a member of the Municipal Council; the Director, or 
 Principal, of the school ; representatives of the bodies that contri- 
 bute toward the support of the school, as, for example, Trade 
 Guilds, Chambers of Commerce, with occasionally representatives 
 of the workmen. In the organization of the school the State In- 
 spector has usually a good deal of influence, but there is no general 
 organized system of supervision. * 
 
 In Germany, I may here point out, the Trade Unions do not Attitude of 
 claim representation on these Boards. They appear to be satisfied Labour, 
 with the provision for instruction and attendance and feel that 
 justice is being done to both the employee and the employer. 
 Moreover, the German, though disposed to fault-finding, is natur- 
 
158 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 ally submissive to constituted authority, and the study of civics 
 which is generally carried on in the schools gives the workmen a 
 fairly sane view of economic problems. 
 
 curricula. The main feature of the German curriculum for the Lower 
 
 Industrial Schools is the combination of theoretical instruction with 
 work-shop practice, and the concurrent courses for culture and for 
 citizenship. The only subjects that appear to be common to all are 
 German, practical arithmetic, and drawing. In the Commercial 
 Schools, the subjects are usually commercial correspondence, law, 
 arithmetic, and geography ; book-keeping, stenography, typewriting ; 
 the others varying according to the requirements of the locality. 
 In some of the larger cities classes are also provided in algebra, 
 trigonometry, geometry, science, French, and English. In the Agri- 
 cultural schools, the subjects usually taken up are German; arith- 
 metic ; history, geography and science ; and special training in agri- 
 culture. To these subjects are often added book-keeping, drawing, 
 mensuration and land surveying, biology, and physics. In all the 
 vocational schools the general education of the public school is con- 
 tinued in its essential features. 
 
 Qualifications Few of the Lower Industrial Schools, which are held in the 
 day-time, take up all the time of the teacher of the industrial sub- 
 jects; for the hours in which he is employed are comparatively 
 few. For the academic subjects, the teachers of the evening classes 
 are those of the Public School, who take this work in addition ; and, 
 for the technical subjects, workmen who are employed during 
 the day and have recent technical knowledge and skill. Such 
 workmen may or may not have pedagogical qualifications. In 
 a few of the States Prussia, for example the teachers take 
 special courses of from four to six weeks at the expense of the 
 State, or communities, or localities. Special examinations for 
 industrial teachers are also sometimes held, but this provision is, 
 as yet, exceptional. In this connection, it should not, however, 
 be forgotten that under a system of education, compulsory usually 
 until he is eighteen, the German workman is generally better edu- 
 cated than the workman of most other countries. Nevertheless, 
 one of the difficulties in connection with the Lower Industrial 
 Schools, which the Germans have not yet completely overcome, is 
 the scarcity of competent teachers. The schools have developed 
 so rapidly that the supply has not kept up with the demand. 
 
GERMANY 159 
 
 II. MIDDLE SCHOOLS 
 
 Of the Middle Schools there are four chief classes the Schools 
 of Industry, Workmen's Schools, Higher Trade Schools, and Tech- 
 nicums, each with a variety of courses. Many of the lower grade 
 schools have courses which suit as a preparation for any trade. 
 These middle grade schools, however, have a definite industrial aim, 
 and provide for those who intend to become foremen or superin- 
 tendents, and for workmen who have no expectation of being able to 
 take one of the higher technical courses. 
 
 The Schools of Industry and the Workmen's Schools offer a Scl > ool80f 
 
 J Industry and 
 
 higher education to workmen. Generally speaking, the latter are 
 organized for journeymen who desire to become master workmen, 
 and the former for the older workmen who desire simply to be- 
 come more skilled in their trades and to acquire, perhaps, the 
 knowledge which may enable them to conduct small businesses of 
 their own. Such schools are necessarily evening schools. 
 
 Here I may refer to the Prussian Travelling Courses for Trade- Travelling 
 
 ' , '."' Courses. 
 
 masters and Factory Foremen, which are, however, provided only 
 in factory districts. In 1908 they furnished 987 courses in 48 
 centres. The cost was large, and was defrayed partly by the 
 State. The instruction is given by travelling teachers during the 
 winter and is sometimes connected with the trade schools of the 
 locality, but often with permanent " Industrial Halls," where the 
 work of apprentices is exhibited beside that of journeymen and 
 master workmen, and even of the factories. Such a hall has been 
 established in Cologne and a number of other cities. 
 
 The Higher Trade Schools are technical in character, being m 
 some respects the most advanced of the Middle Schools. Before 
 entering, the student must have a fair knowledge of elementary 
 mathematics and physics (about two years of our High School 
 course), as well as knowledge and skill as a workman. These 
 schools provide for young men who aim at the higher positions in 
 manufacturing establishments or who may go. to the Higher Indus- 
 trial Schools. While engaged in their occupations they take day- 
 courses for two or three years. 
 
 For admission to the Technicums the age limit is lower than 
 in any of the other Middle Schools. Pupils are required to 
 be at least fifteen and to have had a couple of years' study ^ in a 
 gymnasium. For them, one year's previous work-shop practice is 
 sufficient, but they may, however, complete their apprenticeship 
 before they enter. The courses extend over two or three years 
 and are designed to fit men to manage the smaller independent 
 enterprises and to hold positions mid-way between those held by the 
 journeymen and those held by the graduates of the technical 
 
i6o 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Grade and 
 character of 
 work. 
 
 schools of university rank. These Technicums are under State 
 'supervision, and are maintained by the State and the local muni- 
 cipality. The German manufacturers attach great importance to 
 them, and encourage their establishment in every possible way. 
 
 III. HIGHER SCHOOLS 
 
 The Higher Industrial Schools are of the university rank, and 
 include the " Technical High Schools " and practical science de- 
 partments in certain universities, some of the higher special in- 
 dustrial schools, and a few of the technicums which have developed 
 abnormally. These institutions prepare the highest class of engi- 
 neers and technical specialists, who fill the most important indus- 
 trial positions all over the world. When the student enters the 
 " High School " he selects his department Civil Engineering, 
 Mechanical Engineering, Electrical Engineering, Mining Engineer- 
 ing, Architecture, Applied Chemistry and Physics, etc. Outside 
 of one course of lectures, he may take what he pleases. As regards 
 practical work he may spend the greater part of his time in the 
 laboratory alone or with a member of the staff. He passes the 
 Primary examination at the end of his second year, and the Final 
 at the end of his third, when he must submit some important piece 
 of original work. While thoroughness is indispensable, each 
 student is permitted to acquire his knowledge as far as possible in 
 his own way. To the research conducted in the Technical High 
 Schools Germany is greatly indebted. This the manufacturers real- 
 ize, and they do all in their power to aid the scientist by undertak- 
 ing experiments under his direction and by contributing to the 
 expense of his research work. 
 
 Lower 
 Schools. 
 
 Middle 
 Schools. 
 
 NUMBER OF INDUSTRIAL AND TECHNICAL SCHOOLS 
 
 The Lower Industrial Schools are very numerous, and are very 
 widely distributed throughout the empire. For the ordinary artisan 
 they are the most important of the system. In Prussia, in 1907. 
 there were 1,579 Industrial Schools for boys, with an attendance of 
 280,427, and a State subsidy of about $500,000; 357 commercial 
 continuation schools, with an attendance of 43,584, and a State sub- 
 sidy of nearly $35,000; and 3,477 rural continuation schools, with 
 an attendance of 532,932, and a State subsidy of over $85,000, the 
 total cost being nearly $135,000. Of the rural schools 8 gave special 
 trade instruction. 
 
 Of schools of the Middle class, there are over 750 (about 90 
 being private), covering all the departments of industrial work 
 mechanics, textiles, architecture, and building construction, mining. 
 
GERMANY 161 
 
 metallurgy, wood-carving, ceramics, industrial art, farriers, navi- 
 gation and marine mechanics, fresh water navigation, ship-building, 
 etc. 
 
 Of the Higher Schools, that is, those of university rank, 
 there are nine, with, in addition, three Mining Academies, five 
 Forestry Academies, four Agricultural Academies (the one in Ba- 
 varia having also a department of Practical Brewing), five Veter- 
 inary " High Schools," five Commercial " High Schools," two 
 Royal Academic Schools of Art, with a number of Art Academies 
 in other States. 
 
 MAINTENANCE 
 
 As has already been pointed out, the organization of industrial in Prussia. 
 and technical education differs in the different States. Accord- 
 ingly, no reliable statistics of the cost can be given except State by 
 State, and then not always in detail. A few examples will, how- 
 ever, show the general situation. 
 
 The Prussian State Industrial Bureau, established in 1905, has 
 issued a report showing the State expenditures for certain classes 
 of industrial schools. These statistics are only a partial statement 
 of the expenditures, but they show the fostering care of the State 
 itself : 
 
 1. For 22 schools for metal workers, $265,762. 
 
 2. For 41 schools for Trade and Industrial Arts, $218,654. 
 
 3. For 23 schools for building trades, $355,876. 
 
 4. For 13 textile schools, $91,705. 
 
 5. For 2,278 courses for factory employees and business, 
 
 6. For 70 schools for home industries and business for girls, 
 $23,869. 
 
 7. For travelling schools with 987 courses in 48 cities, the 
 amount was large and was partially defrayed by the State, but it 
 is not ascertainable. 
 
 The sums expended by the municipalities' are in many cases far General. 
 larger than those contributed by the State. Under the system of 
 taxation as between the Empire and the Federated State, it is to the 
 latter alone that financial assistance can be looked for. 
 
 Besides their revenue from State and municipal grants, many 
 Industrial Schools, however, receive assistance from local guilds 
 and like corporations. As the attitude of Germany towards the 
 support of its Industrial Schools has been a subject of discussion 
 in Ontario for some years, I submit a table received last August 
 through the British Ambassador at Berlin. The table shows the 
 percentage of local and State support in all the German States: 
 
1 62 
 
 The Share of the State Contributions towards the Total Expenditure for Industrial 
 and Technical Education in the German Empire 
 
 NOTE : Except in Prussia, Bavaria, Saxony, Wurtemburg, Baden, Hessen and Brunswick, there are no 
 
 Technical High Schools. 
 
 FICDERAL STATE. 
 
 HIGHER INSTITUTIONS. 
 
 MIDDLE INSTITUTION'S. 
 
 LOWER INSTITUTIONS. 
 
 Kingdom of Prussia. 
 
 Kingdom of Bavaria. 
 
 Kingdom of Saxony 
 
 Kingdom of Wurttemberg 
 
 Grand-duchy of Baden 
 Grand-duchy of Hesse 
 
 Grand-duchy of Mecklen- 
 burg-Schwerin- 
 
 Grand -duchy of Saxony. . . 
 
 Grand-duchy of Mecklen- 
 burg-Strelitz 
 
 Grand-duchy of Oldenburg 
 
 Duchy of Brunswick 
 
 Duchy of Saxe-Meiningen. 
 
 Duchy of Altenburg 
 
 Duchy of Coburg-Gotha.. . 
 Duchy of Anhalt 
 
 The higher Industrial Edu- 
 cational Institutions 
 (Technical High Schools), 
 are State Institutions and 
 as such are exclusively 
 supported by the State. 
 
 As in Prussia 
 
 As in Prussia. 
 
 As in Prussia. 
 
 As in Prussia 
 
 As in Prussia 
 
 None 
 
 None. 
 
 None. 
 
 None. 
 
 As in Prussia. 
 None 
 
 None. 
 
 None 
 
 None 
 
 38% 
 
 The percentages above have reference in general only to 
 the cost of instruction. For the furnishings of the 
 schoolrooms and school buildings and for mainten- 
 ance of the same, the State as a rule makes no con- 
 tributions. 
 
 The middle industrial insti- 
 tutions in Bavaria are 
 partially State institutions 
 which are supported ex- 
 clusively by the State, 
 partially Municipal ordis- 
 trict institutions to which 
 the State makes contri- 
 butions. The total ex- 
 penditure for other than 
 State schools is not known, 
 consequently the propor- 
 tion of the State contri- 
 butions to these cannot 
 be given. 
 
 24.8% 
 
 For a few institutions stand- 
 ing between the middle 
 and higher classes of In- 
 dustrial schools the State 
 contribution amounts to 
 74.1% 
 
 9.4% 
 
 69.5% 
 
 The percentage has reference 
 only to the General Con- 
 tinuation Schools, not to 
 the Trade Schools. For 
 the latter, the necessary 
 statistical information is 
 not available. 
 
 About 75% of the cost of middle and lower industrial edu- 
 cation is covered by the State contributions. A separate 
 statement for these two spheres of education is not 
 possible since no clear dividing line is drawn between 
 middle and lower industrial education in the individual 
 institutions. 
 
 50.7% 
 27.5% 
 
 42.8% 
 26% 
 
 The necessary statistical basis for a statement of the share 
 of the State contributions in the total expenditure for 
 middle and lower industrial education is not available. 
 
 24.7% 
 
 51.3% 
 
 The necessary statistical basis for a statement of the share 
 of the State contributions in the total expenditure for 
 middle and lower industrial education is not available. 
 
 The necessary statistical in- 
 formation for a statement 
 of the share of the State 
 contributions in the total 
 expenditure for middle 
 industrial education is 
 not available. 
 
 13.2% 
 55.3% 
 5.9% 
 60.2% 
 
 16% 
 
 For a school which stands 
 half-way between the 
 middle class and higher 
 industrial institutions, 
 the State contribution 
 amounts to 13% of the 
 total expenditure. 
 
 31.5% 
 20.1% 
 36.7% 
 42.2% 
 39.7% 
 
GERMANY 
 
 163 
 
 The Share of the State Contributions towards the Total Expenditure for Industrial 
 and Technical Education in the German Empire Continued 
 
 FEDERAL STATE. 
 
 HIQHER INSTITUTIONS. 
 
 MIDDLE INSTITUTIONS. 
 
 LOWER INSTITUTIONS. 
 
 Principality of Schwarz- 
 
 
 There are no middle (class) 
 industrial institutions. 
 
 There are no middle (class) 
 industrial institutions. 
 
 UA% 
 For a school which stands 
 half-way between the 
 middle class and higher 
 industrial institutions, 
 the State contribution 
 amounts to 32.8% of the 
 total expenditure. 
 
 The necessary statistical infoi 
 share of the State contril 
 penditure for middle and 1 
 tion is not available. 
 
 There are HO middle indus- 
 trial institutions. 
 
 80.1% 
 0.7% 
 30.5% 
 
 mation for a statement of the 
 ration towards the total ex- 
 ower (class) industrial edaca- 
 
 24.8% 
 
 Principality of Schwarz- 
 
 
 Principality of Reuss-Elder 
 
 
 Principality of Reuss- 
 
 
 Principality of Schaum- 
 
 
 
 
 FreeandHausetown Liibeck 
 
 Free and Hansetown Bremen 
 Free and Hansetown Ham- 
 
 
 7. 
 A separate statement for the 
 is not possible since the ne 
 for this is not available. 
 
 The State contributions 
 amount to 84.8% of the 
 total cost in case of the 
 industrial school; 58.6% 
 of the total cost in case 
 of the builders' technical 
 school; 7.8% of the total 
 cost in case of the women's 
 industrial school. 
 
 63.8% 
 
 The middle and lower (clas 
 learning are all State sch 
 the State. 
 
 88% 
 
 % 
 two departments of education 
 cessary statistical information 
 
 None. 
 
 78.8% 
 
 s) industrial institutions of 
 Dols, which are supported by 
 
 40% 
 
 
 
 
 
 
 
 NOTE : The above statements are partly for the year 1907-08, partly for the year 1908-09, and partly the 
 average of these years. 
 
 BERLIN, August, 1910. 
 
1 64 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 SCHOOLS VISITED 
 
 In Germany I visited the States of Bavaria and Prussia. In 
 Bavaria I gave most of my time to the Continuation Trade School 
 (system of Munich, as being of special interest to Ontario at the 
 present juncture. In accordance with the advice I had received at 
 Whitehall, I visited, in Prussia, the Royal Building Trades School 
 and the Royal Higher Machine Construction School, in Cologne; 
 and the Higher Technical School for Textiles, the Technical High 
 School, the School of Mines, and the Art School, in Aix-la-Chapelle. 
 
 flUNICH 
 
 Character of 
 Industries. 
 
 Continuation 
 
 Industrial 
 
 Schools. 
 
 Foundation 
 of the system 
 
 Other Indus- 
 trial and 
 Technical 
 Schools. 
 
 Manual 
 Training and 
 Household 
 Science. 
 
 GENERAL 
 
 Munich, with a population of over half a million, has few large 
 factories. Its industries are varied and numerous, there is little 
 sub-division of labour, and there are many small workshops. 
 The conditions have, accordingly, been especially favourable to 
 the establishment of a comprehensive system of continuation indus- 
 trial schools. This result has been accomplished at the instance and 
 under the direction of Dr. Kerschensteiner, the Superintendent of 
 Education for the City. Not all educationists, not by any means 
 all the Germans either, believe that his combination of the theoretical 
 and practical is the most effective. In Prussia, in particular, the 
 conviction is that tli;e chief duty of the industrial and technical 
 schools is to teaeh the theory; the employer's workshop is the right 
 place to apply it. There can be no doubt, however, that, although 
 hot all the schools are equally efficient, Munich now possesses tWe 
 most complete system of trade schools to be found in the world. 
 
 The foundation of the system is the effective training of the 
 apprentice. The main objective point of this training is industrial ; 
 but it includes instruction in the economic and commercial aspects 
 of each trade and also in the duties of citizenship. The apprentice 
 must become both a skilled worker and a good citizen. 
 
 Nor is the industrial system confined to the apprentice. It pro- 
 vides for the further instruction of the journeyman and the master 
 workman. Munich contains also a Trade and Technical School, a 
 Technical High School, a Veterinary High School, and an Aca- 
 demy of Art. 
 
 Moreover, in the Public Schools of Munich provision is made 
 for Manual Training and Household Science as a means of edu- 
 cation. As elsewhere, the main object is cultural, but these subjects 
 
GERMANY 165 
 
 serve also as a basis for a trade. Special attention is paid them 
 during the last school year. Then, wood-work and metal work are 
 taken, each half a year, four hours a week being given each subject, 
 as well as an hour for drawing. The boys also take practical chem- 
 istry and physics two hours each. In their last year they spend 
 36 hours a week at school ; in the earlier years, 28 hours. The girls, 
 who are in separate schools, take the usual subjects of a Household 
 Science course, including sewing. In the lower classes a good deal 
 is clone of what we know as constructive work. 
 
 The City schools are under the control of a Board of Directors, Mana s ement - 
 composed of the (second) Mayor of the City, as chairman, mem- 
 bers of the City Council, school Inspectors, representative citizens, a 
 prominent clergyman of the Catholic and of the Protestant religions 
 respectively, delegates from the Chambers of Commerce, Industry 
 and Handicrafts, and the head of the teaching staff of each of the 
 schools themselves. Every effort is made to secure as members the 
 best citizens available. Allied subjects are grouped together in the 
 different school buildings, with a separate staff and director for 
 each. When, in Bavaria, State grants are given, the schools are 
 inspected by a State officer, as well as by a local officer. Dr. Ker- 
 schensteiner is satisfactory to the State Government. In Munich, 
 accordingly, the local Inspector and the government Inspector are 
 the same. Where a Trade Guild exists, it is expected to assist in 
 the establishment and management of the Sunday and Evening 
 Classes. Generally, also it pays for the material used in the shops, 
 and provides objects that are useful for illustration in the practical 
 work. 
 
 The schools, especially the workshops, are elaborately fitted Equipment 
 out with the most up-to-date equipment, better, indeed, in some 
 cases than are the establishments in which the students are em- 
 ployed. Most of the schools have also collections of models and of 
 specimens of the pupils' work, a feature which, I may add, is being 
 imitated in other countries. 
 
 In the technical subjects, instruction is, in most cases, given Q^j 
 by an expert member of the trade or business. In the academic 
 subjects, it is given by the day-school teachers of the elementarv 
 schools. The city encourages its trained teachers to learn trades 
 and gives them leave of absence for the purpose. In Munich, how- 
 ever, as elsewhere, it is not always easy to secure thoroughly com- 
 petent teachers for all the classes. 
 
 CONTINUATION SCHOOLS FOR BOYS AND MEN 
 
 The Continuation Schools for men and boys may be classified as 
 follows : 
 
 i. Compulsory Day Schools for Apprentices. 
 
1 66 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Length of 
 
 compulsory 
 
 attendance. 
 
 Apprentices 
 not paid 
 while attend- 
 ing schools. 
 
 Subjects and 
 character. 
 
 School 
 Museum=. 
 
 2. Voluntary Sunday and Evening Schools for Journeymen 
 and Master Workmen. 
 
 3. Voluntary Day Classes for unemployed Master Workmen 
 and Journeymen. 
 
 I. COMPULSORY DAY SCHOOLS FOR APPRENTICES 
 
 GENERAL 
 
 The attendance at the schools for apprentices is compulsory 
 for the full period of the apprenticeship for at least three years, 
 sometimes for four years after completion of the courses of the 
 public school; that is, from 14 to 18 years of age; and sometimes 
 even longer. Employers are also compelled to allow their employees 
 to attend these schools for from six to eight or ten hours a week; 
 but every effort is made to suit the convenience of the employers. 
 In the case, for example, of wood carvers and sculptors, the schedule 
 calls for 14 hours during the winter term and 3 during the summer. 
 
 As a rule, apprentices receive no pay for the time they spend in 
 the schools; but there are various trades in which this is not the 
 case. In reply to my objection that the forfeiture of part of his pay 
 might induce the apprentice to go where there were no compulsory 
 continuation school classes, Dr. Kerschensteiner made the following 
 statement : 
 
 There is no exodus of apprentices from the city as a result of their being 
 deprived of their pay for a few hours a week on account of the compulsory 
 continuation classes. At least I know of no complaint on this score any- 
 where in the German Empire. In Munich such a thing cannot occur, for the 
 very reason that our organization forms one of the strongest attractions to 
 the apprentice. On the contrary, a considerable number of apprentices come 
 from other municipalities to our Continuation Classes, and their employers 
 even pay their transportation expenses. If you promote really good Continua- 
 tion Schools there will certainly be little danger that the apprentices will 
 run away. 
 
 The compulsory subjects are : Commercial correspondence, 
 book-keeping and arithmetic; German literature, civics and 
 hygiene ; drawing ; the use of tools and machinery ; practical work ; 
 the practical course being adapted to the different trades. Religious 
 instruction is by law compulsory, and courses in gymnastics are 
 provided. In accordance with the general scheme in Germany, the 
 theoretical foundation of each trade is closely related with instruc- 
 tion in the processes of the trade; that is, for example, the mathe- 
 matics of the school are the mathematics of the shop whatever the 
 latter may be. A remarkable feature of the continuation schools is 
 their collections of models and specimens of work done in the trades. 
 These not only extend and improve the student's knowledge of his 
 work, but they serve as suitable objects for the drawing class. 
 
GERMANY 167 
 
 In Bavaria generally, the instruction of the apprentices is 
 in the evenings and on Sundays. In Munich, however, it is given 
 on week days and in the day-time. The available hours are from 
 7 a.m. to 9 a.m., and from i p.m. to 7 p.m., the hours of labour of 
 the workmen being from 7 a.m. to 6 p.m., with a longer period for 
 dinner than in Ontario. There are no compulsory classes on Sun- 
 days or after 7 p.m. on week days. 
 
 Of the Compulsory Day Schools there are three classes Dis- 
 trict, Trade, and Commercial : 
 
 1. DISTRICT SCHOOLS 
 
 The theoretical instruction includes in each case the subject Curriculum - 
 of religion, taught Protestants and Catholics in separate classes, 
 arithmetic, composition, duties of citizenship, gymnastics, one hour 
 a week in each. Where practical work is taken up, two hours are 
 devoted to it, making seven hours a week in all. There are 13 
 schools in different sections of the city, 8 of them giving theoretical 
 instruction only, 4 both theoretical and practical, and one being the 
 School for Defectives, which was organized in 1908-09, and offers, 
 at present, a one-year's course. It receives pupils of defective prep- 
 aration, or those who are intellectually backward, the instruction 
 given being of such a kind as not only to impart information and 
 manual dexterity, but also to develop character. 
 
 Boys under 18, who are not apprenticed to any trade, as, for ex- 
 ample, elevator boys, labourers, etc., are given a general education* 1 
 in German, commercial correspondence, arithmetic, civics, drawing, 
 gymnastics, and manual work. 
 
 2. TRADE SCHOOLS 
 
 Subjects more closely allied to one another are grouped to- curriculum, 
 gether, and instruction both theoretical and practical is given in six 
 principal school buildings. In addition to these, accommodation is 
 provided separately for a large number of the smaller more de- 
 tached trades. The time-table in each case is fixed with regard to 
 the convenience of the trade in question. 
 
 Nearly all of the Munich Trade Schools receive a small money Maintenance, 
 contribution from a Royal National Fund. In most cases also 
 the Guild of the trade contributes something to the support of its 
 school. For apprentices, the instruction is free. 
 
1 68 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Curriculum. 
 
 Work-shops. 
 
 Time of 
 Instruction. 
 
 Trade Draw- 
 ing Schools. 
 
 Students' 
 
 Practice 
 
 Schools. 
 
 II. 
 
 3. COMMERCIAL SCHOOLS 
 
 These schools train merchants, clerks, and secretaries. 
 
 VOLUNTARY SCHOOLS FOR JOURNEYMEN AND MASTER 
 WORKMEN 
 
 The technical courses for journeymen and master workmen in- 
 clude freehand, projection and mechanical drawing; painting and 
 modelling ; beaters' work ; chased work ; business methods ; study of 
 manufactured products; elementary practical geometry; chemistry; 
 physics; work-shop and laboratory practice. 
 
 The following are also provided in addition : 
 
 1. Business courses, including commercial arithmetic; book- 
 keeping; the study of exchange; the cost of production; commer- 
 cial correspondence and commercial law. 
 
 2. General courses, including the history of citizenship and of 
 industry; commercial and trade geography; hygiene; partnership; 
 commercial law; insurance legislation; and constitutional govern- 
 ment. 
 
 All the Industrial Schools have corresponding work-shops: 
 and, if the system develops, as is expected, there will be a volun- 
 tary continuation school for journeymen and master workmen cor- 
 responding to each compulsory continuation school for appren- 
 tices. The classes are held on Sundays and in the evenings. A 
 small fee is charged. On Sundays and holidays, the instruction is 
 given in the forenoon, sometimes in the afternoon ; on work-days, it 
 is given in the evening: and at least five hours a week must be 
 devoted to it. 
 
 HI. 
 
 For master workmen and journeymen who are out of employ- 
 ment, as, for example, masons who cannot work all the year, there 
 are schools held in the daytime, as follows : 
 
 1. Trade Drawing Schools, with a schedule of instruction, 
 mainly for those who desire to extend their knowledge of drawing : 
 as, for example, builders, artistic and mechanical draughtsmen, 
 furniture designers, etc. 
 
 In these schools, practical work is a minor feature of the course. 
 
 2. Students' Practice Schools, with a schedule of instruction. 
 In these there is special practical work for those who need addi- 
 tional technical education. 
 
GERMANY 169 
 
 3. Open Drawing Rooms for journeymen, without a schedule 
 of instruction. For them, as for all students of the industrial schools, Room8 - 
 ample provision is made for instruction in drawing. 
 
 The first two are for defined trades, and have courses of at least 
 30, at most 48, hours a week. The last prepare for widely different 
 
 callings, with courses of from 30 to 36 hours a week. 
 
 ( 
 
 ! 
 
 IV. OTHER INDUSTRIAL SCHOOLS 
 
 There are also in Munich, Industrial Schools maintained by 
 Guilds and Industrial Unions. These use the equipment of the 
 municipal schools ; but, when they do so, the officers of these schools 
 take part in the organization and management. 
 
 CONTINUATION SCHOOLS FOR GIRLS AND WOMEN 
 
 Every girl, including domestic servants, who does not attend secondary ion: 
 a secondary school must attend a continuation school until she|^ ?i8 y 
 is 1 6. This compulsory instruction is given chiefly on week-days, 
 three hours a week. All who do not attend these day continuation 
 schools are obliged to attend a " Sunday School," instruction at 
 which has been obligatory since 1903. This school provides for 
 girls from 13 to 16, also for three hours a week. About 17,000 
 receive instruction in the Continuation Schools, including those who 
 take both the Sunday Schools and the Day Schools. The majority 
 are taught on week-days. 
 
 As the foregoing schools do not supply sufficient instruction, the 
 citizens of Munich have also established a more comprehensive Con- 
 tinuation School, with two divisions, one for domestic science and 
 one for the commercial subjects. Each class receives from six to 
 ten hours' instruction a week, and each pupil must attend regularly 
 the courses for which she is enrolled. 
 
 The Sunday, as well as the Day Continuation Schools, are in- 
 tended in particular to prepare girls for the duties of their future 
 homes. The curriculum extends over three years and provides in- 
 struction in household science, including house management, sew- 
 ing, millinery, cooking, etc., with a woman's duties as a citizen. 
 
 Two other schools are provided for girls : vocational 
 
 1. The Municipal Riemerschmid Commercial School. 
 
 This School is a day school and gives instruction in advanced 
 commercial subjects. The courses extend over three grades, for 25 
 hours a week. 
 
 2. The School of Women's Work, of the People's Educational 
 Union. 
 
170 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 This School is intended to prepare girls to earn their living in 
 all the branches of women's trades. Combined with this is a Train- 
 ing College with a two years' course for instructors in hand-work 
 in the elementary schools. 
 
 COST OF CONTINUATION SCHOOL SYSTEM 
 
 The importance attached by the citizens of Munich to its Con- 
 tinuation School System may be inferred from the fact that in 
 1906-1907 the total cost of these Schools was $238,532.36 and, if 
 we include the cost of the Commercial School for Women and the 
 city's contribution to the Women's Work School, the total cost was 
 $265,785.69. The total attendance at all the Schools was 18,852. 
 
 CURRICULA OF CONTINUATION SCHOOLS 
 
 The following are characteristic examples of the organization 
 of eight of the Continuation Schools, the number of times a week 
 being in brackets: 
 
 CABINET-MAKERS 
 
 Apprentice^ The course for apprentices covers 4 years, with 9 hours a week, 
 distributed according to subjects, as follows: 
 
 Religion (i), composition and reading (i), arithmetic and 
 bookkeeping (i), duties of citizenship (i), technical drawing (3), 
 practical work (2). 
 
 The journeymen's and master workmen's courses cover 3 years. 
 The subjects are : 
 
 First year: Technology of wood (2) ; style (2) ; technical drawing (4) ; 
 electricity (i) ; industrial chemistry (i) ; practical work (2). 
 
 Second year: Style (2) ; technical drawing (4) ; book-keeping (2) ; busi- 
 ness and law (i). 
 
 Third year: Style (2) ; technical drawing (4) ; calculating (2) ; technology 
 (2); perspective (2). 
 
 To supplement this regular instruction, the pupils are taken fre- 
 quently to visit museums, expositions, etc., where special displays 
 of products of their trade are to be seen. 
 
 BUTCHERS 
 
 Apprentices. For butchers a five-year apprentice course is given, the subjects 
 in each being: 
 
 Religion (i) ; arithmetic and book-keeping (2) or (2^); composition and 
 reading (2) or (2j4) ; duties of citizenship (2) or (2^/2) ; practical work (i) ; 
 making an average total of 8 hours per week in each year. 
 
 Maintenance; Considerable money contributions to the support of the School 
 are made by the City Butchers' Guilds. 'The pupils have at their 
 disposal a library of works dealing with all aspects of their trade. 
 
 Journeymen, 
 etc. 
 
GERMANY 171 
 
 BOOK-BINDERS 
 
 The school for book-binders provides a three-year course for Apprentice* 
 apprentices, with 9 hours a week, and a one-year (voluntary) course 
 foi journeymen and master workmen. The subjects of instruction 
 tor apprentices, with the hours per week, are as follows : 
 
 First year: Religion (i) ; arithmetic and book-keeping (i) ; business 
 composition and reading (i) ; duties of citizenship (i) ; drawing (4); wares 
 and materials (i). 
 
 Second year: Religion (i) ; arithmetic and book-keeping (i); business 
 composition and reading (i) ; duties of citizenship (i) ; drawing (3) ; prac- 
 tical work (use of tools) (2). 
 
 Third year: Religion (i) ; arithmetic and book-keeping (i) ; business 
 composition and reading (i) ; duties of citizenship (i) ; drawing (2); prac- 
 tical work (use of tools) (3). 
 
 The courses for journeymen and master workmen include the Journeymen, 
 subjects of book-keeping, calculation, drawing, and practical work. 
 
 The apprentices' courses are given usually on week-days, morn- instruction, 
 ing and afternoon ; the journeymen's on week-day evenings from 
 7 to 9 (theoretical instruction), and Sunday forenoons from 8.30 
 to 12.30 (practical work). 
 
 Instruction for ordinary apprentices is free. A nominal fee Fees - 
 is exacted from those whose masters are not members of the Book- 
 binders' Guild. Journeymen who are natives of Bavaria pay 500., 
 natives of other German States, 75c., and foreigners, $1.00 per 
 month during the winter terms, and 250., SOG., and 75c. respectively 
 in the summer term. The proceeds from apprentices' fees go to the 
 Book-binders' Guild ; from journeymen's fees to the City Treasury. 
 
 Working material for the apprentices is furnished through the working: 
 Book-binders' Guild from the Royal National Fund and the Bavar- 
 ian Ministry of the Interior, the former contributing $37 and the 
 latter $50. Journeymen supply their own jnaterials. 
 
 As in the case of all the other Munich trade schools, a substan- Library, etc, 
 tial technical library is at the disposal of the pupils in book-binding. 
 Educational excursions to factories, etc., are organized. 
 
 TAILORS 
 
 The school for tailors gives four years' course in the following 
 subjects: 
 
 Religion (i) ; composition (i) ; arithmetic and book-keeping (i) ; duties Curriculum* 
 of citizenship (i) ; wares (i) ; technical drawing (2); practical work (2); 
 gymnastics (i) ; total, 10 hours per week. 
 
 The instruction is given on three week-day forenoons, from 7 Time - 
 to 12 o'clock, and on two afternoons from 2 to 7. 
 
 The Tailors' School, like most of the other branches of the Maintenance. 
 Munich trade schools, is supported by contributions partly from the 
 National Fund and from the Trade Guild. 
 
 Excursions to museums, factories, expositions, etc., supplement 
 the regular instruction. 
 
 12 E.I.P. 
 
172 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 MESSENGER BOYS 
 
 This school provides instruction in the following subjects : 
 
 Religion (i) ; arithmetic (i); reading and essay writing (i) ; duties of 
 citizenship (i) ; manual training and drawing (2) ; gymnastics (i). 
 
 WAGONERS AND DRIVERS 
 
 This school provides instruction in the following subjects: 
 
 Curriculum. Religion (i) ; trade essay and reading (ij^) ; arithmetic and book-keep- 
 
 ing (iH) J duties of citizenship (i) ; knowledge of horses (i) ; locality and 
 by-laws (i). 
 
 BARBERS AND WIGMAKERS 
 
 This school provides instruction in the following subjects: 
 
 Curriculum. Religion (i) ; trade essay and reading (i) ; arithmetic and book-keeping 
 
 (i) ; duties of citizenship (i) ; drawing (i) ; trade knowledge (i) ; elementary 
 surgery (i) ; practical work (3). 
 
 COMMERCIAL SCHOOLS 
 
 The courses cover four years one preparatory and three 
 regular, with 8 hours a week. The subjects of instruction, with 
 hours per week in each, are as follows: 
 
 Curriculum. Preparatory year: Religion (i) ; arithmetic (2) ; business correspondence 
 
 (3) ; commercial geography (i) ; writing (i). 
 
 First year: Religion (i) ; arithmetic (2); book-keeping (i); business 
 correspondence (i); commercial geography (i) ; duties of citizenship (i) ; 
 writing (i). 
 
 Second year: Religion (i); arithmetic (i) ; exchange (i) ; book-keeping 
 (i); business correspondence (i) ; commercial geography (i) ; duties of 
 citizenship (i) ; writing (i). 
 
 Third year: Religion (i) ; arithmetic (i); book-keeping (2); business 
 correspondence (i) ; commercial geography (2); duties of citizenship (i). 
 
 Maintenance. These commercial continuation schools are supported by the 
 District Government and the municipality of Munich in equal 
 shares. Additional contributions for school supplies, etc., are made 
 by the Munich Chamber of Commerce and Commercial Association. 
 
 DUTIES OF CITIZENSHIP 
 
 The " Duties of Citizenship " form an important part of the 
 Munich Industrial courses of study. The scope and character of 
 the subject may be estimated from the following details : 
 
 CLASS I. (a) Hygiene: The construction of the human body. Nutri- 
 tion ; food and luxuries ; breathing, circulation of the blood ; care of the 
 skin and teeth; dwellings and clothing; work and recreation; gymnastics and 
 exercise out of doors. The influences detrimental to health in the industry, 
 especially the bad effects of dust; first aid in the accidents of the industry. 
 Fostering of cleanliness. (&) Deportment: Demeanour in the_ house and out- 
 side; in the workshop; toward acquaintances; in school and in society. 
 
GERMANY 173 
 
 CLASS II. Industrialism: History of hand work in general and of 
 machine construction in particular; beginnings in the construction of so-called 
 machinery in ancient times. Significance of rotary motion for nearly all 
 machines. Mechanical contrivances for war and conveyance in the middle ages ; 
 discontinuation of the machines of older times by the invention of the 
 steam engine; recent engine construction; the most important engine shops of 
 Munich. Allied industries. The present-day condition of engine building; the 
 most important features of the industry; the protection of designs (through 
 patents). 
 
 CLASS III. Citizenship: Communal government; problems of communal 
 society, its social and economic arrangements; rights and duties of the com- 
 munal citizen ; communal titular officials. The state constitution of Bavaria ; 
 problems of states unions; duties and rights of the citizens of the state; titular 
 state officials. The Bavarian state government. The constitution of the Ger- 
 man empire; the problems of the empire. Social legislation. Commerce and 
 trade in the nineteenth century, and their significance for the well-being of 
 the citizen and industrialist. The value of German consuls in foreign coun- 
 tries. 
 
 CLASS IV. The Citizen of the State in Public Life: Human society, the 
 social and economic distinctions in it; their origin, necessity and present devel- 
 opment. General social and political economic systems (legislation, adminis- 
 tration of rights, security, culture, and public safety). The part taken by the 
 citizen of the state in the advancement of the common interests of life. The 
 advantages of life under a united states government. Germany's economic and 
 cultural position in the world. Industrial legal knowledge, especially legal 
 instructions for conducting factories, steam plants, and such other mechanical 
 systems ; accident insurance. 
 
174 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 TABLE SHOWING GENERAL ORGANIZATION 
 
 The following table for 1907-1908 shows the number of hours 
 prescribed each week for each school, and the number attending the 
 compulsory and the voluntary classes. 
 
 Trade 
 
 Hours of 
 instruction 
 per week 
 
 Com- 
 pulsory 
 attendance 
 
 Voluntary 
 attendance 
 
 Bakers 
 
 6 
 
 26; 
 
 
 Barbers and wig makers 
 
 
 1 20 
 
 
 Bookbinders 
 
 
 c8 
 
 
 Braziers and bell-makers 
 
 8 
 
 127 
 
 
 Builders . . . 
 
 12 
 
 I ^4 
 
 
 Butchers 
 
 8 
 
 I 3O 
 
 
 Cabinet makers 
 
 
 126 
 
 
 Chimney sweeps and stokers 
 
 6 to 9 
 
 26 
 
 KA 
 
 Confectioners 
 
 8 
 
 81 
 
 04 
 
 Coopers 
 
 
 ?2 
 
 18 
 
 Coppersmiths 
 
 10 
 
 e-i 
 
 
 Decorators, varnishevs and gilders 
 
 T 1 A 
 
 J2A 
 
 1 j 
 
 Dental workers 
 
 8 
 
 A-l 
 
 
 Druc'crists . 
 
 
 I IQ 
 
 
 Engineers 
 
 
 JOA 
 
 *5 
 
 Gardeners 
 
 8 
 
 78 
 
 
 Glaziers, etc 
 
 
 C7 
 
 T r 
 
 Innkeepers' assistants 
 
 8 
 
 8; 
 
 l i 
 
 Jewellers, silversmiths, goldsmiths 
 
 n 
 
 62 
 
 
 Joiners and cabinet makers 
 
 Q 
 
 74 
 
 11*1 
 
 Lithographers ... .; 
 
 
 6; 
 
 *.}/ 
 
 Locksmiths, art metal workers 
 
 
 3/1 
 
 34 
 r i 
 
 Musicians 
 
 7 
 
 40 
 
 
 Opticians . 
 
 
 ^6; 
 
 
 Photographers 
 
 1O 
 
 82 
 
 
 Potters etc 
 
 / 13 winter 
 
 1 10 
 
 
 Printers 
 
 \3 summer 
 
 Q 
 
 J 
 
 206 
 
 J z 
 
 C2 
 
 Saddlers, etc ; 
 
 8 
 
 59 
 
 18 
 
 Sculptors 
 
 (14 winter 
 
 I 60 
 
 
 Shoemakers ; 
 
 \3 summer 
 10 
 
 f 
 88 
 
 
 Smiths and wheelwrights 
 
 Q 
 
 77 
 
 7C 
 
 Tailors 
 
 10 
 
 1 7O 
 
 
 Tinsmiths 
 
 g 
 
 72 
 
 78 
 
 Turners 
 
 io l A 
 
 10 
 
 I C 
 
 Upholsterers, etc 
 
 1 1 A 
 
 80 
 
 e-i 
 
 Wagoners and drivers 
 
 7 
 
 IQ 
 
 178 
 
 ^^aiters 
 
 8 
 
 1 4O 
 
 
 AVatchmakers 
 
 10 
 
 71 
 
 7-1 
 
 ^Vood carvers 
 
 o 
 
 14 
 
 
 Special school for painters 
 
 
 
 ?8i 
 
 Special school for printers 
 
 
 648 
 
 14; 
 
 Special school for trades 
 
 
 
 1,020 
 
 Classes for pupils with no fixed trade 
 
 7 
 
 I.O4Q 
 
 
 Commercial schools for clerks and government 
 
 
 
 
 servants 
 
 8 to 10 
 
 I.OIO 
 
 
 
 
 
 
 
 
 6,725 
 
 2,684 
 
GERMANY 175 
 
 COLOGNE 
 
 ROYAL BUILDING-TRADES SCHOOL 
 GENERAL 
 
 This is one of twenty- four Prussian schools of similar char- .s in al * 
 acter. The term " Royal," I may explain here, is applied to those School*." 
 schools which are conducted and maintained by the State Prussia 
 in this case. They often originate in a school connected with a 
 factory and aided by the local municipality. Such a school, when 
 of sufficient importance, is taken in charge by the State, the factory 
 and the municipality being represented on the directorate. They Aim - 
 are technical schools for the training, especially, of masons, carpen- 
 ters, and stone-masons who wish to qualify for taking part in 
 engineering and construction work and in Government 
 work (railway, military, municipal engineering, etc.). All the 
 Building-trades Schools are under the charge of the Minister of 
 Trade and Industry. The examinations are under Government 
 supervision. 
 
 The Board of Management has at its head a director appointed Management, 
 by the State, and includes representatives of the teaching staffs and 
 the municipality. 
 
 The age of admission is 16 years; a public school education 
 and one year's active work at the trade. The staff may, however, 
 make exceptions according to the individual case. 
 
 Two half-year terms, beginning at the middle of October and Terma - 
 the first of April respectively; holidays of about n weeks during 
 the year. 
 
 The fees are $25 per term. For foreigners, five times this F< 
 amount. Each pupil must insure himself against accident by the 
 payment of a premium of 19 cents per term as a regular part of the 
 school fees. This gives in case of death $750; in case of permanent 
 disability, the interest on $3.750; and for temporary disability, 75 
 cents per day. 
 
 All instruments for drafting, etc., are supplied by the pupil him- 
 self. 
 
 The School provides also the following: 
 
 1. A School for Workmen in the building trades, which is workmen, 
 open only in the winter half year (middle of October to middle of 
 March) . 
 
 2. Evening and Sunday Classes, which are held on Wednes- 
 
 day evenings, 8 to 10 o'clock, and on Sunday mornings from 9 classes, 
 to 12 o'clock. 
 
 Instruction is offered in about 25 subjects, of which a free 
 choice is allowed the student according to his needs and ability. 
 
176 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Admission 
 
 tests. 
 
 Fees. 
 
 Preparatory 
 Course. 
 
 General 
 Course. 
 
 Special 
 Courses. 
 
 The conditions of admission are as follows: Age, 18 years; an 
 elementary school education ; apprenticeship as a mason or carpen- 
 ter; and at least one year as journeyman. 
 
 For each term the fee is 50 marks ($12.50) ; foreigners pay 
 five times as much. 
 
 TECHNICAL DIVISION 
 
 The studies in the Preparatory Class are German, arithmetic, 
 elementary natural science, geometry, algebra, free-hand drawing, 
 writing, drafting. The subjects in the five Forms, from lowest to 
 highest, are as follows : 
 
 Form V. German and business correspondence, arithmetic, algebra (to 
 sample equations), plane and solid geometry, natural science, theory of pro- 
 jection, building construction, architecture, planning of buildings, freehand draw- 
 ing, modelling. 
 
 Form IV. Subjects of Form V. in more advanced stages and, further, 
 trigonometry, solid geometry, materials, statics, making of estimates. Total, 
 44 hours per week. 
 
 Form TIT. Continuation of most of the subjects of Form IV., with 
 the addition of surveying. 
 
 In the two highest Forms, work is specialized as follows: 
 I. ABOVE-GROUND CONSTRUCTION 
 
 Form II. German, mathematics, theory of projections, statics, build- 
 ing construction, drafting of buildings, architecture, original designing of 
 buildings, theory of structural form (evolution of architectural styles, etc.), 
 freehand drawing, modelling. 
 
 Form I. Theory of projection, statics, building construction, drafting of 
 buildings, architecture, designing of buildings, planning of interiors, etc., 
 freehand drawing, building estimates. 
 
 Curriculum. 
 
 II. SURFACE AND UNDERGROUND CONSTRUCTION 
 
 Form II. German, mathematics (logarithms, etc.), natural science and 
 materials, railway architecture, surveying, levelling, drafting, etc., theory 
 of construction, projection theory, statics, road construction, water works 
 (dams, dykes, river regulation, river harbours, etc.), bridge construction, 
 "ailway engineering, estimating of works, modelling. 
 
 Form I. Mathematics, surveying, etc., theory of building construction, 
 statics, municipal underground engineering (streets, water-works, sewers), 
 water engineering (canals, reservoirs, dykes, harbour works, etc.), bridge 
 construction, railway engineering, machinery. 
 
 Instruction in first aid is given to all pupils of Form III., 12 hours during 
 the term. 
 
 SCHOOL FOR WORKMEN 
 
 Junior Class. German, writing, arithmetic (to extraction of square 
 root), geometry (to circle), natural science, freehand drawing, geometrical 
 and projection drafting, theory of building construction, modelling of build- 
 ings. 
 
GERMANY 177 
 
 Senior Class. (a) Masons German and business correspondence, arith- 
 metic (percentages, insurance, etc.), free-hand drawing, theory of building 
 construction, architectural drafting, architecture, materials, estimates, survey- 
 ing, jurisprudence, book-keeping, modelling, first aid. 
 
 (&) Carpenters. Subjects generally the same as above for masons, but 
 specially designed for carpenters in the matter of building construction, 
 planning, and modelling. 
 
 (c) Stonemasons. As above, but with corresponding variations to suit 
 stonemasons. 
 
 ROYAL HIGHER MACHINE=CONSTRUCTION SCHOOL. 
 
 GENERAL 
 
 The aim of this school is to train men for operating and con- A im. 
 structing machines and becoming eventually managers or owners of 
 machine shops. One school provides, also, courses for master 
 workmen and master installators, and has plumbers' as well as ad- 
 vanced evening and Sunday classes. 
 
 The building, costing about $2,000,000, was erected by the city cost of 
 
 jt i r -irtx * Building and 
 
 and the annual cost of maintenance is about $100,000, of which Maintenance, 
 the city defrays about $34,000, the rest of the cost being borne by 
 Prussia. The building is well equipped with machines of various 
 kinds, but here, as very generally in Germany, they are used for 
 the purpose of illustration. Machines themselves are not made by 
 the students. 
 
 The conditions of admission are: (i) Standing of second 4s iss " 
 highest class in a secondary school and two years' practical work, 
 or (2) attendance at the preparatory school and 2^/2 years' practical 
 work, or (3) military certificate of the one-year "volunteer" 
 class, with two years' practical work and evidence of efficiency in 
 drafting, or (4) certificate of sufficiently high grade from recog- 
 nized State school, with two years' practical work, or (5) passing 
 a State examination, with three years' practical work. 
 
 The day attendance is usually about 300, the evening from 1,200 Attendance. 
 to 2,000. 
 
 For each half-year term the fee is $25 ; five times this sum for Fees - 
 foreigners. 
 
 An initial outlay is necessary of about $10 for mathematical in- 
 struments, and a current expenditure of about $8 per term for books 
 and materials. 
 
 Pupils are insured against accidents on the same terms as in the 
 Royal Building-Trades School. 
 
 PREPARATORY SCHOOL. 
 
 FIRST TERM. Curriculum. 
 
 German: Orthography, grammar, composition. 
 
 Arithmetic: Stress laid on rapid mental calculating. Drill on funda- 
 mentals. 
 
Mathematics: Algebra; square and cube root, theory of numbers, equations 
 of first degree. Plane geometry : Triangle, quadrangle, circle, pythagorean pro- 
 position. 
 
 Physics: Properties of bodies. Expansion, weight, density, gravitation. 
 
 Chemistry: The leading conceptions. Properties of air and water. Phos- 
 phorus, sulphur. Respiration and combustion. 
 
 Geometrical Drafting: Dissection of lines and angles. Measures, circles, 
 regular polygons, etc. Conic sections : ellipse, parabola, hyperbola. 
 
 Free-hand Drawing: Sketching of fundamental parts of machines, etc.. 
 
 SECOND TERM. 
 
 The same subjects as above, but more advanced. 
 
 TECHNICAL DIVISION 
 
 Form IV. (the lowest Form). 
 
 Mathematics: Algebra: Involution, roots, logarithms, equations of first 
 degree with one or more unknowns. Exponential equations. Equations of the 
 second degree. Arithmetical and geometrical series. Calculation of compound 
 interest, etc. 
 
 Plane Geometry: Calculation of surfaces. The circle. Proportion. 
 Problems. 
 
 Solid Geometry: Regular bodies. Prism. Pyramid. Cylinder, cone. 
 Sphere. 
 
 Trigonometry: Use of tables. Goniometry. Solution of oblique-angled 
 triangles. 
 
 Mechanics: Theory of motion. Statics of solid bodies. Solidity, 
 elasticity. 
 
 Physics: Equilibrium and motion of solid bodies, liquids and gases. 
 Theory of heat. 
 
 Chemistry: Atomic theory. Treatment of useful metals. 
 
 Descriptive Geometry: Constructions of ellipse, parabola, hyperbola. 
 Spirals, etc. 
 
 Machines and their parts: Screws. Pipes, etc. Sketching and technical 
 drafting of machines. 
 
 Theory of Building Construction: Kinds of stone. Mortars. Window 
 and door openings. Vaulted roofs. Chimneys. Woods and their use in 
 building. Roofs, stairways. Drafting buildings. 
 
 Ornamental Writing: Tracing. 
 
 Form III. 
 
 Mathematics: Series. Convergence and divergence of endless series. 
 Binomial series. Exponential series, etc. Theory of curves. 
 
 Mechanics: Dynamics of solids. Theory of solids. 
 
 Physics: Optics. Sources, diffusion and velocity of light. Reflection and 
 refraction. Optical instruments. Chemical action of light. Photography. 
 
 Descriptive Geometry: Continuation of work of Form IV. 
 
 Machines and their parts: Continuation of Form IV. work. 
 
 Tool-machines: Construction, various parts, mechanisms for operating. 
 Lathes, boring-machines, etc. Safety devices. 
 
 Mining: The leading ores. Pig-iron. Malleable iron. Copper, lead, tin, 
 etc., and how procured. Alloys. 
 
 Drafting: Machines and their various parts. 
 
GERMANY 179 
 
 Electrotechnique: Electricity. Currents. Effect of heat. Chemical action. 
 Magnet, etc. Alternating currents. Measurements. Production of electric 
 current. Dynamos. 
 
 Theory of Building: Materials and their treatment. Strength of materials. 
 Special drafting. 
 
 Form IT. 
 
 Mathematics: Algebra (continuation of earlier work). Theory of curves, 
 more advanced. 
 
 Mechanics: Fluid bodies. Equilibrium and pressure of water, etc. Elastic 
 bodies. Gases and vapours. Chief laws. Steam, its action and application. 
 
 Machines: Pumps, etc. Steam engines. Steam boilers. 
 
 General Technology: Handling of iron as to its fusibility and ductility, 
 etc. Materials: leather, rubber, emery, asbestos, etc. 
 
 Electrotechnics: Accumulators and transformers, etc. Application of elec- 
 tric current. Illumination by electricity. Safety devices. 
 
 Construction: Calculation of strength of supporting parts. Distribution of 
 pressure, etc. 
 
 Practical work in the laboratories. 
 
 Life-saving: First aid to injured, etc. 
 
 Form I. 
 
 Repetition and Extension: Work in mathematics, mechanics, machine- 
 construction, steam, levers, cranes, electricity, general technology, construc- 
 tion, etc. 
 
 Hydraulic motors. Gas motors. 
 
 Estimates: Practical exercises in laboratories. 
 
 Book-keeping: Practical and theoretical. 
 
 MASTER WORKMEN'S SCHOOL OF MACHINE CONSTRUCTION 
 
 This school gives less advanced instruction than the Higher Aim. 
 School and aims at training master workmen, machinists, and 
 operators of smaller plants. It has three classes of a half year each. 
 
 The admission requirements are a good elementary school 
 education, and at least four years in a work-shop. 
 
 For each term the fee is $7.50; foreigners, as usual, five times Fee3 - 
 as much. 
 
 In each of the three Forms, the student has 46 to 48 hours per week. Curriculum. 
 
 Form III. (the lowest): German, arithmetic, geometrical drafting, 
 free-hand drawing, geometry. 
 
 Form II.: German, arithmetic, projection drawing, experimental physics 
 (properties of bodies, heat, steam, magnetism), experimental chemistry of 
 elementary character, algebra (to equations of first degree), plane and solid 
 geometry, mechanics (motion, solid bodies), machines of all kinds, practical 
 work, mining of materials, construction of buildings. 
 
 Form I. : Electrotechnics, mechanics, dynamics of solid bodies, fluid 
 bodies, stability, tool-machines, steam-boilers, etc., steam-engines, water- 
 power machines, gas machines, lifting machines, technology (mines and 
 materials), bookkeeping, making of estimates, technical jurisprudence, labor- 
 atory work, first aid and life-saving. 
 
i8o 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Aim, Ad- 
 mission tests, 
 etc. 
 
 Aim. 
 
 Admission 
 
 tests. 
 
 Fees. 
 
 Curriculum. 
 
 EVENING AND SUNDAY COURSES 
 
 These courses are for pupils who wish to continue their studies 
 after completing the courses in the foregoing schools. Instruction 
 is given in about 35 different subjects. 
 
 The fees vary according to number of courses taken : Up to 3 
 hours per week, 50 cents per hour for term ; up to 7 hours per week, 
 37 cents per hour for term ; for each hour over 7, 25 cents. 
 
 Classes are held on week-days from 8 to 10 p.m., and on Sun- 
 days from 9.15 a.m. to 12.15. 
 
 Instruction is given in about 35 different subjects. 
 
 COURSES FOR MASTER INSTALLATORS AND GAS PLUMBERS 
 
 Special advanced courses, maintained by the State, are given 
 for the further training of master workmen in the gas, water, and 
 electric plumbing trades. Only those are admitted who have passed 
 a regular apprenticeship, and are at least 24, but not more than 40 
 years of age. Each course lasts three months, and is divided into a 
 general technical preliminary part lasting four weeks, and a special 
 part lasting eight weeks. The fee for the complete course is 
 $18.75. The number of hours per week is 48. The preliminary 
 part is the same for all trades ; the special course varies according 
 to the trade needs. 
 
 The complete course of study for the Higher Machine Construc- 
 tion School includes a preparatory class and five half-year classes. 
 For all the trades the instruction is the same except in the last two 
 terms, when the students specialize according as they are to engage 
 in above-ground or under-ground construction. 
 
 Technical 
 High School. 
 
 Small size of 
 classes. 
 
 AIX-LA-CHAPELLE 
 
 GENERAL 
 
 In Aix-la-Chapelle, besides the Higher Technical School for 
 Textiles, I visited the Technical High School, the School of Mines, 
 and the Art School. The first mentioned is of university rank. 
 Its building is spacious and, as was proudly pointed out to me, it is 
 exceptionally well planned. Like the Faculty of Applied Science 
 at the University of Toronto, which, I may point out in this connec- 
 tion, follows the Prussian, not the English or American system of 
 instruction, it has many laboratories, but no "shops." What struck 
 me in particular was the small number in each class. In fact, 
 the classes in the German technical schools are always small. In 
 
GERMANY 181 
 
 Ontario we must get over the notion that large classes are either a 
 proof or a necessity of efficiency. 
 
 At the School of Mines I met the Director only ; the session did 
 not begin for some weeks afterwards. The school is equipped with 
 the machinery used in the mines and with plans of mine con- 
 struction. For some weeks during the year the staff and the 
 students live at one of the mines, and take up the practical side 
 of the course. 
 
 The Art School is a very fine one-story building, lighted from Art Sch o1 
 above, and having a central exhibition hall, with class rooms open- 
 ing into it. The arrangement is an excellent one. The course is 
 both the Fine and the Applied Arts. 
 
 HIGHER TECHNICAL SCHOOL FOR TEXTILES 
 GENERAL 
 
 The Textile School, which is housed in a large and magnifi- 
 cently equipped building, gives theoretical and practical instruction 
 in the manufacture of woollen goods. Its aim is to train manufac- Aim. 
 turers. directors, and skilled specialists, and to afford as well an 
 opportunity of obtaining the knowledge necessary for buying and 
 selling the goods. The school also provides for the education of 
 engineers and technicians who wish to devote themselves to the con- 
 struction of textile machines, or to superintend the plant of textile 
 factories. A Master Workmen's School is carried on, in evening 
 and Sunday classes, for the training of skilled workmen and other 
 employees. Finally, a special branch of the Textile School is de- 
 voted to the training of women as cloth-darners, for the correction 
 of defects in weaving. 
 
 Practical training, upon which special stress is laid, is given Practical 
 continuously by the actual filling of contract orders from local and contract 
 
 , . / r , . Orders. 
 
 foreign manufacturers. In this way, the pupil is able to learn at 
 first hand the conditions and needs of the trade, and to use the 
 school as a work-shop to make himself proficient in practice. 
 
 The conditions of admission are a certificate of satisfactory Admission 
 
 . . . tests. 
 
 school education, or, in default of this, an entrance examination in 
 German and arithmetic. Foreigners are required to give evidence 
 of an adequate knowledge of the German language. The minimum 
 age for admission is sixteen. Previous practical training is not 
 demanded, though regarded as desirable. 
 
 The pupils are divided into three classes Regular, Special, and glares of 
 Occasional. Regular pupils take all the subjects of the separate 
 courses; Special pupils take only the practical part; Occasionals 
 attend only lectures, according to individual choice. 
 
1 82 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Each course covers half a year from March ist to August 
 
 1 5th, and from October ist to March ist, respectively. Special 
 pupils may enter at any time. Each half-year term consists of 
 about 21 weeks, with 44 instruction hours per week. Instruction 
 is given daily (except Saturday afternoon) from 8 to 12 a.m., and 
 
 2 to 6 p.m. 
 
 The fees are as follows : For Regular pupils Germans, $25.00 
 per term; foreigners, $125.00 per term. For Special pupils Ger- 
 mans, $12.50 per month; foreigners, $62.50 per month. For Occa- 
 sional pupils Germans, $3.75 per term for i hour courses; for- 
 eigners, $12.50 per term for i hour courses. Foreigners have to 
 pay in addition an entrance free of $15.00. To poor or specially- 
 talented pupils fees may be remitted in whole or in part, at the dis- 
 cretion of the Director of the School. 
 
 All class-room materials are supplied by the pupils themselves. 
 
 Examinations. The. examinations are conducted by a Commission composed of 
 the Director of the School, the Professors in the Department con- 
 cerned, two representatives of the School Board, and a Gov- 
 ernment Commissioner nominated by the Minister of Trade and 
 Commerce, the last-named choosing the Chairman. The examina- 
 tions are held at the close of each term, and are open only to 
 students who have taken complete courses. They are both written 
 and oral. The question-papers are prepared by the Director of the 
 School, but have to receive the approval of the Government Com- 
 missioner. The oral examinations cover each subject of the de- 
 partment taken. The questioning is by the teacher of the particular 
 subject, but it is also open to all other members of the Commission 
 to put questions to the candidate. If the Government Commis- 
 sioner considers that the regulations have been infringed in any 
 way, he may object to the findings of the Examining Commission 
 and lay the matter for final decision before the Minister of Trade 
 
 Leaving an( j Commerce. Successful candidates receive a Leaving Certifi- 
 
 Certificates. 
 
 cate. Unsuccessful candidates are allowed to repeat the examina- 
 tion only after having taken another full term's work. All other 
 students receive only an official statement of the length of their 
 attendance. In 1908 the total attendance was 286, of whom 47 
 passed the examinations for complete courses. 
 
 Organization. j ne sc i-, oo i j s organized in four departments : Spinning, Weav- 
 ing, Dyeing, and Finishing, each complete in itself. The courses 
 of instruction are as follows: 
 
 SPINNING DEPARTMENT 
 
 Curricula. In the spinning-school instruction is given in the production of simple 
 
 yarns, as well as twisted and art-yarns. Attention is devoted chiefly to the 
 
GERMANY 183 
 
 woollen industry, the treatment of other spinning-materials being taken up 
 as far as is consistent with the chief end in view. 
 
 The subjects and hours of instructions are: Spinning (theory) (8), 
 materials (2), special arithmetic and bookkeeping (2), weaving (theory) 
 (2), chenr'stry and dyeing (4), general machinery instruction (3), drawing 
 and sketching (4), jurisprudence (2), practical work (17). 
 
 Some of the details are as follows: . 
 
 Spinning and Willowing of materials of varying quality and colour. Comb- 
 ing in its different processes. Fine spinning and its machines. Yarn-twisting; 
 spools, machines for the different processes and for saving of waste. Use of 
 the yarns ; choice of materials ; causes of faults, and their prevention. 
 
 Theory of Materials: Various kinds of spinning fibres. General quali- 
 ties of wools. Special kinds and their application. The principal wool- 
 producing countries. Characteristics of their products. Sorting of wools. 
 Washing and the machines for that purpose. Various drying-systems. Dis- 
 entangling of wool by chemical and mechanical processes. Art wool and 
 its preparation. 
 
 Special Arithmetic and Bookkeeping: Calculations occurring in the 
 preparation and combining of parts. Calculation of weights and quantities, 
 twists and products, values. Office bookkeeping. Equipment and methods. 
 
 WEAVING DEPARTMENT 
 
 Weaving (theory) : Definition and division of fabrics. Preliminary 
 operations. Weaving. Hand and machine looms. Description of ma- 
 terials according to substance, colour, etc. Colour-effects, faults, strength 
 tests. Chief manufacturing centres for the various materials. 
 
 Chemistry and Dyeing: Elements of chemistry. Acids, alkalies, salts. 
 Discussion and valuation of materials used in textile industries, such as 
 water, fixing materials, soaps, washing and fulling materials, oils, fats, etc. 
 Chemistry of textile fibres. Chemical methods of refining. Various bleach- 
 ing and dyeing processes. Preparation, character and application of the 
 various colours. Effects of the processes of washing, fulling and dressing 
 upon colours and fibres. Determination of proportion of wool and cotton in 
 mixed goods. Dyeing and pressing machines. 
 
 General Theory of Machinery: Elements of mechanics. Transmissions. 
 Prevention of dissipation of energy. Steam boilers, firing, sheathing, test- 
 ing, coal-saving. Steam-driven machines, water-engines, gas motors, elec- 
 tricity, its theory and application. Factory buildings, their heating, lighting, 
 ventilation, etc. 
 
 Drawing and Sketching: Sketching of machines and their parts. Draw- 
 ing of plant for textile manufactory. 
 
 Jurisprudence: The chief laws concerning industry. Conditions of 
 workmen, Sunday laws, inspection, courts, life and accident insurance, regu- 
 lations for the prevention of accidents, the welfare of the workmen. 
 
 Practical Work: Keeping of the machines and combs. Mixing, willow- 
 ing. Care of the machines in operation. Work in chemical laboratory. 
 Analysis of materials used, such as oils, glues, water, dyes, soaps, etc, 
 
 DYEING AND FINISHING DEPARTMENTS 
 
 The courses of study detailed above for the departments of Spinning and 
 Weaving are typical of the departments of Dyeing and Finishing, each depart- 
 ment devoting special attention to its special subjects. 
 
UNITED STATES 
 
TABLE OF CONTENTS 
 
 UNITED STATES. PAGE 
 
 Introduction . . . 189 
 
 Technical Education 189 
 
 Industrial Education igo 
 
 I. Trade Schools ., 191 
 
 II. Intermediate Industrial Schools 191 
 
 III. Part-Time Co-operative Schools 192 
 
 General Situation 192 
 
 Legislative Acts 194 
 
 Report of Massachusetts Commission on Industrial Education 195 
 
 Present Condition of Industrial Training 196 
 
 Conclusions . . . 196 
 
 Recommendations . . . 197 
 
 Schools Visited 198 
 
 I. Trade Schools. 
 
 Milwaukee School of Trades, Wisconsin. 
 
 General . . . 198 
 
 Curriculum. 
 
 Patternmaking 200 
 
 Machinemaking and Toolmaking 201 
 
 Carpentry and Woodworking 201 
 
 Plumbing and Gas Fitting 202 
 
 Mechanical Drawing 203 
 
 Workshop Mathematics 203 
 
 New York City Trade School. 
 
 General 203 
 
 Curriculum. 
 
 Plastering 205 
 
 Bricklaying 205 
 
 Carpentry 206 
 
 Sheet-metal Cornice Work 207 
 
 House Painting 207 
 
 Fresco Painting 208 
 
 Sign Painting 208 
 
 Plumbing 208 
 
 Steam and Hot Water Fitting 209 
 
 Blacksmith's Work 210 
 
 Printing 210 
 
 Hebrew Technical Institute, New York City. 
 
 General 211 
 
 Curriculum 212 
 
 Baron de Hirsch School, New York City. 
 
 General 216 
 
 Organization 216 
 
 Manhattan Trade School for Girls, New York City. 
 
 General 217 
 
 Curriculum ' 218 
 
 Hebrew Technical School for Girls. 
 
 General 219 
 
 Boston Trade School for Girls. 
 
 General 220 
 
 Curriculum. 
 
 Dressmaking 221 
 
 Millinery 221 
 
 13 E.I.P. 
 
1 88 TABLE OF CONTENTS. 
 
 f PAGE 
 
 Clothing-Machine Operating 222 
 
 Straw-Machine Operating 222 
 
 Supplementary Work 222 
 
 II. Intermediate Industrial Schools. 
 New York City Vocational School. 
 
 Establishment 222 
 
 General . . . 223 
 
 Curriculum. 
 
 Vocational Subjects 224 
 
 Drawing . . . 224 
 
 Non- Vocational Subjects 224 
 
 Albany Vocational School. 
 
 Establishment 224 
 
 Curriculum for Boys 225 
 
 Curriculum for Girls 227 
 
 Worcester Independent Industrial School, Massachusetts 228 
 
 Rochester Shop Schools, New York 229 
 
 III. Co-operative Industrial Schools. 
 Fitchburg High School. 
 
 Establishment . . . 230 
 
 Curriculum . . . 230 
 
 Co-operative Plan 231 
 
 Rules and Conditions 233 
 
 Apprenticeship Agreement 234 
 
 Agreement of Relative or Guardian 235 
 
 Beverley Co-operative Trade School, Massachusetts. 
 
 Establishment 236 
 
 Co-operative Plan 236 
 
 Curriculum 237 
 
 Advantages of Plan 237 
 
 IV. Technical High Schools. 
 
 Springfield Technical High School, Massachusetts. 
 
 General . . 238 
 
 Curriculum . . 238 
 
 General Scientific Course 239 
 
 Science and Art for Girls 242 
 
 Evening Schools 242 
 
 Vocational School 243 
 
 Stuyvesant High School, New York City. 
 
 Accommodation and Equipment 245 
 
 Curriculum 245 
 
 Boston Girls' High School of Practical Arts. 
 
 General 246 
 
 Curriculum 247 
 
 Dressmaking 247 
 
 Millinery 248 
 
 Household Science 249 
 
 V. Commercial High Schools. 
 
 High School of Commerce. Boston. 
 
 General . . 250 
 
 Curriculum . . 251 
 
 Co-operation with Business Men 251 
 
 VI. Correspondence-Study Schools. 
 University of Wisconsin, Madison. 
 
 General 252 
 
 University Extension Division 253 
 
 Correspondence-Study Department 254 
 
UNITED STATES 
 
 INTRODUCTION 
 
 In the United States there are two classes of schools Grammar Sch o1 
 and High both called Public Schools. Generally, however, they 5 
 are not standardized as in Ontario. Some States, it is true, have 
 established systems in greater or less detail, but local control is 
 exercised to a far greater extent than in any of the Provinces of 
 Canada. Accordingly, schools may be of the same general char- 
 acter though different in many details. Besides the Public Schools, 
 there are also a large number of private schools, especially of the 
 secondary grade. In some of the older States the latter hold the 
 place for many years held in England by such schools as Rugby, 
 Eton, and Harrow. Moreover, a good deal of the present pro- 
 vision for industrial education in many of the States has been made 
 by private individuals. As in Ontario with household science in 
 the case of Mrs. Massey-Treble, of Toronto, and in Canada with 
 manual training and school gardens in the case of Sir William 
 Macdonald, of Montreal, the newer movements in education are 
 generally introduced by philanthropists and maintained by them 
 until adopted into the public systems. 
 
 The conditions in the United States more closely resemble 
 those in Ontario than do the conditions in the European countries 
 I visited. I have, accordingly, given special attention to their 
 schools for industrial purposes. 
 
 TECHNICAL EDUCATION* 
 
 About the middle of the nineteenth century evening: classes were Mechanics' 
 
 , , . , ,- ' Institutes. 
 
 opened under private auspices at half a dozen centres, chiefly in con- 
 nection with Mechanics' Institutes. Although there was then a de- 
 mand for technical instruction on the part of the workers, it is only 
 of late years that these classes have provided courses with an indus- 
 trial outlook. The next important advance took place in the period 
 of mining and railroad expansion which followed the Civil War and 
 which led to the establishment of engineering schools and institutes 
 of technology. At first, as in the case of the foregoing evening 
 classes, these institutions were provided at private expense; but 
 the large grants of land made to the States under the Morrill Act 
 "of 1862 for the support of instruction in agriculture and mechani- Mon-m Act. 
 
 * For much of the material in this historical outline I am indebted to " Some'Notes on the History 
 of Industrial Education in the United States," by Charles R. Richards, Director of Cooper Union, 
 New York, in the Report of the Committee on the Place of Industries in Public Education, submitted 
 to the National Education Committee, in July, 1910. 
 
 [l8 9 ] 
 
190 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Manual 
 Training. 
 
 In the 
 
 Grammar 
 
 Schools. 
 
 In the 
 
 High Schools. 
 
 Manual 
 Training and 
 Technical 
 High Schools 
 
 cal arts resulted in the establishment of engineering departments 
 in most of the western colleges and universities. 
 
 The Manual Training School of Washington University, St. 
 Louis, founded in 1880, was the first serious attempt to introduce 
 industrial training into the schools. It was rapidly followed by 
 manual training classes in other cities, some on a private foundation 
 and others as part of the public system. But it was not until the 
 years between 1887 and 1890 that manual training was introduced 
 into the Grammar (our Public) Schools. Beginning with wood and 
 iron work in the upper grades, this subject is now represented in 
 the schools of many municipalities. At first manual training was 
 advocated for the Grammar and High Schools on purely cultural 
 grounds. During the last four or five years, however, as a result 
 of the growing emphasis on the social side of education, the con- 
 ception of manual training in the Grammar Schools has come more 
 and more to be " that of an educative instrument interpreting the 
 fields of art and industry in terms adapted to the life of the child 
 and the limitations of the school." In the High Schools, however, 
 whether hand-work shall be cultural or vocational or both appears 
 to be as yet an unsettled question. In the Report for 1910 of the 
 Committee of the N. E. A. on the place of industries in public 
 education two main classes of schools are recognized, the Manual 
 Training High School and the Technical High School, which are 
 defined as follows, in the terms I use in my General Introduction : 
 
 The Manual Training High School is one in which a greater or less 
 amount of hand work is taken up and in which the greater part of the 
 academic instruction is like that found in other High Schools, none of the 
 instruction being especially planned to be of direct vocational service; and 
 
 The Technical High School, on the other hand, is one for the prepara- 
 tion of pupils for positions in industrial life which require skill and technical 
 knowledge and are of greater importance and responsibility than those of 
 skilled mechanics. The instruction deals both with manual operations, 
 and with such direct application of the principles of science and mathematics 
 to industrial work as will enable the student to master the fundamental 
 processes and problems of the industries dealt with in the School; but the 
 instruction is not narrowly vocational. 
 
 Such schools, however, usually form elective departments of 
 High Schools; not many have been separately established. More- 
 over, there are few, either schools or departments, to which the 
 definition of a Manual Training High School can be properly 
 applied. Most have an outlook more or less industrial. 
 
 
 
 INDUSTRIAL EDUCATION 
 
 Of the Public Schools which make definite efforts to train 
 workers there are three classes the Trade School, the Intermedi- 
 ate Industrial School, and the Part-time Co-operative Trade School. 
 
UNITED STATES 191 
 
 I. TRADE SCHOOLS 
 
 The Trade School is designed to train apprentices for a par- Aim - 
 ticular trade. It aims to give such preparation as shall abolish the 
 drudgery and waste of the student's time in the shop by supplying 
 him in school with an economic instruction in the practical work 
 and in the necessary theory of the trade. In some trade schools 
 academic instruction is given as well, but the amount of both this 
 and the theory varies greatly in different schools. 
 
 The New York Trade School was founded in 1881, but in the Number, 
 first twenty years thereafter only three other important schools 
 were established, all being well endowed. Since 1901, about ten 
 or twelve additional schools of this class have been established and 
 maintained by private individuals or by municipalities, with, in 
 addition, a number of commercially conducted schools in the build- 
 ing and other trades. In 1907 the Milwaukee School of Trades, 
 already a year in operation at private expense, was taken over by 
 the City, and since then public trade schools have been established 
 in Philadelphia, Pa. ; Portland, Ore., and Worcester, Mass., and 
 in New York and Boston (for girls). 
 
 Professor Richards' estimate of the situation I give in his own obstacles to 
 
 . . their estabhsh- 
 
 words ; it is to us in Ontario of great importance as it sets forth ment - 
 the two main economic obstacles to the successful establishment and 
 management of a general system of trade schools: 
 
 Such schools are still in the experimental stage. They face grave economic 
 problems that are still unsolved : 
 
 First among these is the problem of support presented to the student Support of 
 worker during the period of instruction. This difficulty serves to restrict student8t 
 the number that can take advantage of such schools to the comparative few. 
 Training for the skilled trades is in common practice restricted to the 
 period above 16 years of age, and as the great bulk of the youth who will 
 form the mechanics and industrial workers of the country must of neces- 
 sity enter upon remunerative work at sixteen or shortly after, the sacri- 
 fices necessary to permit attendance at a trade school can be expected only 
 in cases of exceptional foresight and home conditions above the average. 
 
 The second aspect of the economic problem in relation to such schools 9^ / 
 is found in the large expense of administration, instruction, materials, and c 
 physical maintenance in proportion to the number of students that can be 
 instructed. 
 
 II. INTERMEDIATE INDUSTRIAL SCHOOLS 
 
 During the last three or four years a new and important class 
 of school the Intermediate Industrial. General Industrial, or Pre- 
 paratory Trade, as it is variously called has come into existence 
 for boys and girls from 14 to 16. 
 
 To quote Professor Richards again: 
 
 The idea has been gaining ground that one of the greatest needs of Aim - 
 industrial education is to provide a school training for those who expect 
 
192 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Character of 
 work. 
 
 Number. 
 
 to enter the industries at sixteen that will give a sound basis of general 
 principles and a wide acquaintance with materials and processes, and so 
 make possible the development of industrial intelligence and, consequently, 
 of industrial adaptability. 
 
 The aim of such schools is not a specialized trade training, but such 
 instruction in the processes fundamental to several trade groups as will 
 give an advantage to the boy of sixteen, whether it be to enter upon the 
 work of mill or factory or to take up the task of learning a skilled trade. 
 
 This Intermediate industrial School prepares boys and girls for 
 entrance to the trades. Such schools place greatest emphasis 
 on practical work under conditions resembling as closely as possible 
 those prevailing in commercial practice. The academic work is 
 also closely related to the practical work and little is taken up that 
 does not bear ultimately on the trade work. But, of this class of 
 school there is already a number of varieties, some providing 
 specialized courses in addition to the general ones, in accordance 
 with the necessities of their localities. 
 
 Intermediate Industrial Schools have been established as part of 
 the public school system in New York City, Rochester, Albany, 
 Springfield, and New Bedford. The expectation is that this type 
 of school will go far to meet the situation created by specialization 
 which has rendered it difficult and often impossible for the worker 
 to become more than a cog in the industrial wheel. 
 
 III. PART-TIME COOPERATIVE SCHOOLS 
 
 Aim. 
 
 The Part-time Co-operative School plan is an attempt to 
 combine practical training in a manufactory with general and tech- 
 nical instruction in a school. The plan was first tried in the 
 Faculty of Applied Science of the University of Cincinnati, where 
 it has been in successful operation for several years. During the 
 last two or three years it has been applied also to pupils of the 
 organization. High School grade. The details of such co-operative systems 
 vary according as the boy comes from the shop to the school or 
 goes to the shop from the school. Thus, in Cincinnati, a group of 
 machine-shop apprentices are given about 4 hours' instruction per 
 week in the schools, while in Pittsburg, Beverley, and Fitchburg, 
 selected groups of High School boys are given a week in the shop 
 and the school alternately. As I have already reported, in Munich 
 and other parts of Germany the industrial training of apprentices 
 is similarly provided for. 
 
 GENERAL SITUATION 
 
 Not much Speaking generally, therefore, although certain types of indus- 
 
 P rogre8 8 . tr j al schoo i s have established their claims to a place amongst the 
 
 Public Schools of the United States, others are still in the experi- 
 
UNITED STATES 193 
 
 mental stage. Moreover, the very general opinion held in Ontario 
 that tHe United States has for a considerable number of years been 
 making great progress in industrial education does not appear to 
 be justified by the facts. Some States and some smaller communi- 
 ties have, it is true, recognized the necessity for this education, and, 
 through private initiative and philanthropic effort, a more extensive 
 provision exists than the State legislation would indicate ; but from 
 what I heard at the Milwaukee Conference in December, 1909, I 
 judge that, in the United States, much remains to be done before the 
 necessity for industrial training at the public expense becomes gener- 
 ally recognized. As a matter of fact, also, from the standpoint of 
 actual realization, the practice is still far behind the legislation. 
 This opinion is strengthened by the statement of the Director 
 of the Bureau of Municipal Records, Philadelphia, Pa., published 
 in the Report for 1910 of the Committee on the Place of Industries 
 in Public Education, already referred to. The Director states the 
 situation thus: 
 
 About one-half of the thirteen hundred city and town school "systems" 
 in the United States have introduced, somewhere in their curricula, various 
 forms of constructive activity denominated handwork, or manual training. 
 In only one hundred and fifty of these cases, however, does the handwork 
 extend through all of the grades of the elementary schools, and in only 
 about one hundred cases into the High Schools. Of the six hundred school 
 systems having manual training, three hundred give less than an hour a 
 week to it; and only thirty-seven devote as much as half an hour a day to 
 the subject. . . . 
 
 There are about one hundred and fifty schools of secondary grade in 
 the country that are classified in the reports of the Commissioner of Educa- 
 tion as manual and industrial training schools. Of this number, however, 
 only one-half are reported as giving any attention to the manual arts. 
 Thirty of these are public high schools; most of which devote from five to 
 nine hours a week to manual, technical, and industrial instruction. Some 
 give as little as four hours a week; but fewer than half of them give as 
 much as one-third of their time to such instruction. With two or three 
 possible exceptions, none of these public high schools may be ranked as 
 technical high schools, the distinctive industrial or vocational purpose being 
 almost uniformly absent. 
 
 The Director adds that the handwork in the elementary schools character of 
 
 ,., ., ., .,,. . , ,, the School 
 
 is still, in the main, abstract, isolated, impractical and unrelated to work, 
 social conditions. Within the last few years, however, the de- 
 mand for industrial education has made itself felt even in the ele- 
 mentary schools, and. as I have pointed out, a number of public 
 intermediate and trade schools of a distinctively vocational type 
 have come into existence. 
 
 In a country like the United States with a population of causes of 
 
 situation. 
 
 nearly 92,000,000, the foregoing record is certainly a meagre one. 
 No one questions the necessity for such schools. The movement 
 
194 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 appears to have lacked leadership; until the publication of the 
 report of the Massachusetts Commission, no competent organization 
 of the subject was attempted. 
 
 Favourable 
 trend of pub- 
 lic opinion. 
 
 Wisconsin. 
 
 Massachu- 
 setts. 
 
 LEGISLATIVE ACTS 
 
 That there is a marked trend of public opinion in the direction 
 of industrial education at the public expense is clear from the legis- 
 lative enactments by various States. Probably the most advanced 
 and suggestive Acts have been passed by the Wisconsin, Massa- 
 chusetts, and New York Legislatures. 
 
 The schools to be established under the Act in Wisconsin are 
 trade schools intended to produce skilled workmen rather than to 
 give any special or extended industrial course along with 
 academic work. The School Board is in control; but it may ap- 
 point an Advisory Committee, consisting of five members, not mem- 
 bers of the Board, each of whom is experienced in one or more of 
 the trades taught in the school. The Act provides also for a special 
 annual assessment, not exceeding half a mill, to be used in establish- 
 ing and maintaining a trade school. A check on the establishment 
 of such a school by the School Board against the wishes of the 
 community is maintained by the provision that the question must 
 be submitted to a vote of the electors of the municipality upon a 
 petition of twenty per cent, of the voters at the last election. 
 
 Wisconsin has also provided for the establishment and main- 
 tenance of departments of Manual Training in High Schools and 
 in the upper grades of the Grammar schools; the State aid being 
 equal to one-half of the amount of local expenditure, the maximum 
 aid being $250 for Manual Training in High Schools and $350 for 
 Manual Training in High Schools and upper grades of Grammar 
 Schools. Total annual expenditure for State aid, $25,000. In this 
 State the industrial movement is in its infancy. Wisconsin has also 
 established a State Mining Trade School, to teach the science, art, 
 and practice of mining, and the application of machinery thereto. 
 
 Under the Massachusetts Act, Industrial Schools must be estab- 
 lished independently, in order to secure their freedom from the 
 adverse influences of the academic teacher of the older type. 
 The State Board of Education has general charge of these 
 schools; it may initiate and superintend their establishment 
 and maintain them with -the co-operation and consent of the muni- 
 cipality concerned, and any money contributed by the State or the 
 municipality shall be expended under its direction. Day schools, 
 evening schools, and part-time schools are provided for. The Act 
 provides also for a report upon the desirability of establishing one 
 
UNITED STATES 195 
 
 or more technical schools or industrial colleges with a three or four 
 years' course for extended industrial training. 
 
 The Act of the State of New York provides for the establish- N W York - 
 ment and maintenance of the following: 
 
 1. General Industrial Schools, open to pupils who have com- 
 pleted the Elementary School courses and are fourteen years old. 
 
 2. Trade Schools for those who are sixteen and have com- 
 pleted the Elementary School courses or the general Industrial 
 course, or have met the requirements of the School Board; and 
 
 3. Schools of Agriculture, Mechanic Arts, and Homemaking 
 for those who are fourteen years old, who have completed the Ele- 
 mentary School courses or have met other requirements of the 
 School Board. 
 
 Under this Act, the School Board has control, but it is required 
 to appoint an Advisory Committee of five members, representing 
 the local trades, industries, and occupations, to consult with and 
 advise it. State grants are also provided on the fulfilment of certain 
 conditions. This industrial system is intended to be flexible 
 enough to provide for those who can attend school all day; for 
 those who must work part of the time to earn a living but can 
 afford to go to school part of the time; and for those who must 
 work all day but can attend an evening school. 
 
 REPORT OF THE MASSACHUSETTS COMMISSION ON INDUSTRIAL 
 
 EDUCATION 
 
 The State of Massachusetts has been the first in the Union to importance 
 undertake systematically the work of providing for its manufac- 
 turing interests a body of workmen, skilled not only in the practical 
 but the theoretical branches of their work. A statement of the 
 situation in the United States would be incomplete without some 
 consideration of the epoch-making Report of the Commission on 
 Industrial and Technical Education, appointed in 1905. The 
 Commission held an enquiry with regard to the leading industries 
 of the State and heard a large number of witnesses. Its first 
 report, published in 1906, is at present the most potent factor in 
 the reorganization of industrial training of the United States, and 
 its conclusions and recommendations are well worth the serious 
 consideration of the people of Ontario ; in my judgment, they apply, 
 mutatis mutandis, to Ontario as well : 
 
 The Commission points out that, in the past, special training f or Cauges of pre . 
 vocations was provided by the system of apprenticeship, and that the 8e 
 two systems of training by school and apprenticeship went on con- 
 currently, but as the system of apprenticeship became decadent, spe- 
 cial training for vocations took its place, first in the Schools of 
 Theology, of Medicine, and of Law; then in the Normal Schools 
 
196 
 
 EDUCATION FOR INDUSTRIAL PURPOSES. 
 
 and later in the Technical Schools for Engineers. Moreover, that, 
 in the case of every calling, the school training gradually absorbed 
 more and more time, and came to be the only training for the child, 
 thus producing a one-sided system of education. 
 
 Following is a synopsis of the commission's report: 
 
 Provision for 
 the different 
 callings. 
 
 The wasted 
 years of 
 adolescence. 
 
 Lack of 
 
 industrial 
 
 intelligence. 
 
 PRESENT CONDITION OF INDUSTRIAL TRAINING 
 
 All the callings in life for which children and youth need to be specially 
 prepared may be roughly grouped into four classes professional, commer- 
 cial, productive, and domestic. 
 
 Of these, the professional callings are sufficiently provided for, partly 
 at public and partly at private expense. A large part of the burden of 
 high school maintenance is incurred in the interests of professional callings. 
 
 The activities which may be classed as commercial, including all that 
 have to do with the processes of distribution and exchange, are provided 
 for largely at the public expense. The schools send out salesmen, clerks, 
 bookkeepers, typewriters, and stenographers in ever-increasing numbers. 
 Their occupations are the ones which allow clean hands and good clothes. 
 If anything is lacking in this business training, it is special education in the 
 principles and practice of expert salesmanship. A beginning of such 
 instruction has been made in Boston. 
 
 Turning to the occupations engaged in production, in distinction from 
 distribution, we find that these are only touched on educationally in their 
 most advanced and scientific forms. No instruction whatever is furnished 
 at public expense in the principles or practice of farming, dairying, garden- 
 ing, the building trades, cabinet-making, machine shop practice, boot and 
 shoe making, tanning, printing, bookbinding, dressmaking, millinery, em- 
 broidery, design. 
 
 (An Agricultural College has been established at Amherst, but the High 
 Schools do not prepare for it. Manufacturing has been recognized by State 
 grants to the Massachusetts Institute of Technology and the Worcester 
 Polytechnic Institute institutions intended for the training of men in the 
 highest ranks of productive industrial life. It has been recognized still 
 further in the recently established textile schools at Lowell (1897), New 
 Bedford (1899), Fall River (1904), and in a few others established since the 
 report was issued.) 
 
 CONCLUSIONS 
 
 1. For the great majority of children who leave school to enter employ- 
 ments at the age of 14 or 15, the first three or four years are practically 
 waste years so far as the actual productive value of the child is concerned, 
 and so far as increasing his industrial or productive efficiency. The employ- 
 ments upon which they enter demand so little intelligence and so little 
 manual skill that they are not educative in any sense. 
 
 For these children, many of whom now leave school from their own 
 choice at the completion of the seventh grade, further school training of a 
 practical character would be attractive, and would be a possibility if it pre- 
 pared for the industries. Hence, any scheme of education which is to 
 increase the child's productive efficiency must consider the child of four- 
 teen. 
 
 2. Children who continue in school until sixteen or eighteen, especially 
 if they complete a high school course, are able to enter upon employments 
 of a higher grade, usually in mercantile pursuits, and they are able by 
 reason of greater maturity and better mental training to learn the tech- 
 nique of their employment in a shorter time; but they are wholly lacking in 
 
UNITED STATES 197 
 
 manual skill and in what we have called industrial intelligence. For the 
 purpose of training for efficiency in productive employments the added 
 years which they spend in school are to a considerable extent lost years. 
 
 In the cases of both classes of children the employment upon which 
 they enter on leaving school is determined by chance. 
 
 3. The productive industries of the State, including agriculture, manu- Qualification 
 factures, and building, depend mainly upon chance for recruiting their of workmen - 
 service. A few apprenticeships still exist in a few industries or parts of 
 industries, but very few apprentices are indentured, and many so-called 
 apprenticeships are falsely so named. 
 
 The knowledge and skill which the new men bring to the service of any 
 industry is only what they have picked up in a haphazard way. Some bring 
 much and many bring little. 
 
 4. This condition tends to increase the cost of production, to limit the of^kiii. olack 
 output in quantity, and to lower the grade in quality. Industries so recruited 
 
 cannot long compete with similar industries recruited from men who have 
 been technically trained. In the long run that industry, wherever in the 
 world it is located, which combines with general intelligence the broadest 
 technical knowledge and the highest technical skill, will command the 
 markets of the world. 
 
 5. The industries of Massachusetts need, in addition to the general ^ e ^ irementa 
 intelligence furnished by the public school system and the skill gained in industries 
 the narrow fields of sub-divided labour, a broader training in the principles and tne state - 
 of the trades and a finer culture in taste as applied to material, workman- 
 ship and design. Whatever may be the cost of such training the failure to 
 
 furnish it would in the end be more costly. 
 
 6. The State needs a wider diffusion of industrial intelligence as a foun- 
 dation for the highest technical success, and this can be acquired only in 
 connection with the general system of education, into which it should enter 
 as an integral part from the beginning. 
 
 7. The investigation has shown the increasing necessity for a woman Women's 
 to enter the industrial world for the sake of self-support, and hence that occupatlonSl 
 she should be prepared to earn a respectable living wage, and at the same 
 
 time that the attempt should be made to fit her so that she can and will 
 enter those industries which are most closely allied to the home. 
 
 The investigation has shown that the vocation in which all other 
 women's vocations, have their root, namely, the care of the home, has been 
 overlooked in the modern system of education. In order that the indus- 
 trial life of the community may be vigorous and progressive, the house- 
 keepers need to be instructed in the laws of sanitation, in the purchase, 
 preparation and care of food, and in the care of children, that the home 
 may be a home and not merely a house. 
 
 (In a number of centres provision is now made in the foregoing sub- 
 jects.) 
 
 RECOMMENDATIONS. 
 
 I. That cities and towns so modify the work in the Elementary Schools Manual train- 
 as to include for boys and girls instruction and practice in the elements of 
 productive industry, including agriculture, and the mechanic and domestic 
 arts, and that this instruction be of such a character as to secure from it 
 the highest cultural as well as the highest industrial value; and 
 
 2. That the work in the High Schools be modified so that the instruc- ^Sdie^to 011 ' 
 tion in mathematics, the sciences, and drawing shall show the application practical life 
 and use of these subjects in industrial life, with especial reference to local sc 
 industries, so that the students may see that these subjects are not designed 
 primarily and solely for academic purposes, but that they may be utilized 
 
198 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 for the purposes of practical life; that is, algebra and geometry should be 
 so taught in the Public Schools as to show their relations to construction; 
 botany to horticulture and agriculture; chemistry to agriculture, manufac- 
 tures and domestic sciences; and drawing to every form of industry. 
 
 The Commission also recommends: 
 
 Elective High i. That all towns and cities provide by new elective industrial courses 
 trk?courses. m Higfi Schools instruction in the principles of agriculture and the domestic 
 and mechanic arts; 
 
 Evening 2 That in addition to day courses cities and towns provide evening 
 
 courses for persons already employed in trades and 
 
 Part-time 3. That provision be made for the instruction in part-time day classes 
 
 Day Classes. o f children between the ages of 14 and 18 years who may be employed during 
 
 the remainder of the day, to the end that instruction in the principles and 
 
 the practice of the arts may go together. 
 
 i 
 
 SCHOOLS VISITED 
 
 Of the schools for industrial purposes which I visited in De- 
 cember, 1909, and May, 1910, I have selected the following for 
 special description on account of the suggestive and generally typi- 
 cal character of their organization : 
 
 Trade schools. The Milwaukee School of Trades, the New York City Trade 
 School, the New York City Hebrew Technical Institute for Boys, 
 the Baron de Hirsch Trade School, the Manhattan Trade School 
 for Girls, the New York City Hebrew Technical School for Girls, 
 the Boston Trade School for Girls. 
 
 intermediate The New York City_ and Springfield Vocational Schools and the 
 
 schools Worcester Independent Industrial School, to which I add an 
 account of the Albany Vocational School and the Rochester Shop 
 Schools, based on facts obtained by correspondence. 
 
 Co-operative The Co-operative Industrial Department of the Fitchburg High 
 School, to which I add an account of the Vocational School 
 established at Beverley, based on facts obtained by correspondence. 
 
 Technical The Springfield Technical High School, the Stuyvesant High 
 
 School, and the Boston Girls' High School of Practical Arts. 
 
 I add an account of the Boston High School of Commerce and 
 of the Correspondence-Study School of Madison University. 
 
 I. TRADE SCHOOLS 
 MILWAUKEE SCHOOL OF TRADES, WIS. 
 
 GENERAL 
 
 Under an Act of the Legislature of the State of Wisconsin, 
 the Milwaukee School of Trades, which had been founded in 1906 
 by the Merchants' and Manufacturers' Association, became part of 
 the school system of the city in July, 1907, at which date the 
 Act came into effect. This school is the first trade school in the 
 
UNITED STATES 199 
 
 United States to be sustained by a special municipal tax levied for fKSS 
 industrial education. It provides instruction for young men be- Tax - 
 tween the ages of 16 and 20 in the practice and fundamental prin- 
 ciples of the manufacturing and building trades. The school does 
 not claim to turn out journeymen. Its aim is to instruct its students ^ j m. 
 so that on graduation they may be of practical value to their employ- 
 ers and receive fair remuneration. Each course is intended to be the 
 equivalent of an apprenticeship of four years. For each trade, 
 the course is a two years' one of 52 weeks per year and 44 hours 
 per week, except in the case of the plumbing trade, for which half 
 the above time is required. Early in the present year, I may add, a 
 School of Trades for Girls was also established. 
 
 The school building, both outside and inside, looks like an ordin- 
 ary factory, and it was so originally. It makes no architectural 
 pretensions, and its equipment, which is excellent and complete, is of 
 the factory character. Besides shops and class-rooms for the differ- 
 ent trades, an " Exhibit Room " is provided which contains sampl 
 of work of interest and value in each trade. This notable feature 
 of the equipment is a help and an inspiration to all, including visit- 
 ing parents and the boys who have not yet chosen their trade. I 
 have already called attention to the existence of similar museums in 
 the European schools. 
 
 When I visited the school in 1909 it provided instruction in Department^ 
 pattern-making, machinist and tool making, carpentry and joinery, 
 plumbing and gas fitting. Moreover, its prospectus states that 
 when a sufficient number present themselves to form a class, instruc- 
 tion in other trades will be provided. 
 
 The school aims at placing the student in conditions as nearly 
 as possible like those he will meet with in actual practice. The 
 hours are occordingly, from 8 to 12 and from i to 5 daily except 
 Saturday. On Saturday there is a session from 8 to 12. The 
 evening classes are from 7.30 to 9.30, four days a week, from the 
 ist of October to the 3Oth of April. The course of instruction in Day courses, 
 each trade includes the following branches : 
 
 1. Shop Practice and Trade Lectures. 
 
 2. Drawing: Freehand, mechanical; isometric, problems in design, architec- 
 tural. 
 
 3. Workshop Mathematics: Arithmetic, algebra, geometry, trigonometry! 
 
 4. Shop Inspection Trips: In connection with each trip, a carefully written 
 report must be submitted. 
 
 5. Practical Talks and Lectures on subjects connected with each trade and 
 topics fundamental to all trades. 
 
 About one-fourth of the student's time is devoted to academic 
 instruction incidental to his trade, the remainder of the time being 
 
200 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Admission 
 tests. 
 
 Evening 
 Classes. 
 
 Fees. 
 
 Controlled by 
 
 Advisory 
 
 Committee. 
 
 spent in actual shop practice. The school, however, provides no 
 cultural classes. 
 
 To qualify for admission, the students must be sixteen and be 
 able to read and write English and perform the fundamental oper- 
 ations of arithmetic. Special preparatory classes in the City High 
 Schools are in contemplation. At present boys below sixteen and 
 in attendance at the High Schools are allowed to pursue those 
 studies which will be most helpful to them when they enter the 
 School of Trades. 
 
 The evening classes supplement the experience of apprentices 
 and workmen who are employed during the day, but the course is 
 such that none except students of unusual ability can serve the 
 entire school apprenticeship in evening classes alone. 
 
 The cost of maintenance is approximately $225 a year for each 
 pupil. For residents of Milwaukee who are not over twenty years 
 of age, the school is free. For all others the day classes are $15 a 
 month, and the evening classes, $4. Students receiving free tuition 
 are charged for the materials used in their trades as follows : 
 
 Day pupils in pattern making, machinist, tool making, and 
 wood working trades, $4.00 per month. 
 
 Day pupils in plumbing and gas fitting trade, $5.00 per month. 
 
 All students admitted are considered to be on one month's 
 probation, but, if necessary, a longer period may be allowed. 
 
 The school is under the immediate control of an Advisory 
 Committee called " The Committee on Trade Schools," as provided 
 in the Legislative Act. 
 
 The following are the details of the courses of study: 
 
 CURRICULUM 
 
 Patternmaking 
 
 Instruction in the proper use and care of tools and machinery. 
 
 Lectures on pattern making materials; laws governing warping and 
 cracking; talks on protective coatings for patterns. 
 
 Instruction in allowance needed for draft, shrinkage, finish, shake, and 
 warp. 
 
 Especial attention is given to the intimate relation which should exist 
 between pattern shop and foundry. No pattern is begun without first thor- 
 oughly studying all the interests involved in its use in the foundry. If it is 
 a pattern for a casting upon which machine work is to be performed, its 
 interests in that shop must also be considered. 
 
 The shop work includes the application of all the principles given in 
 lectures and shop talks. Carefully graded problems are given the appren- 
 tices, from simple exercises to develop skill in the use and control of their 
 tools up to the most difficult work likely to be met with in pattern making. 
 
UNITED STATES 201 
 
 Some of the problems given are as follows: 
 
 Small rectangular patterns for solid and hollow castings. Ribbed sur- 
 face plates. Built up patterns, including choice and preparation of stock. 
 Pipe fittings. Valves. Patterns involving auxiliary patterns. Steam and 
 gas engine patterns and core boxes. Patterns for electrical machinery. 
 Patterns for steam pumps. Spur, bevel and worm gears. Fly wheel and 
 pulley patterns. Sweeps for loom work. Miscellaneous patterns and core 
 boxes. 
 
 Each student must test all his earlier patterns for draft, shrinkage, and 
 finish, by making moulds from them and forming the castings with molten 
 metal. 
 
 The school offers especial advantages to its students in pattern making 
 by supplying opportunities for the further study and criticism of their work 
 when the castings from their patterns are received from the foundry to be 
 worked upon in the machine shop. 
 
 Machinemaking and Toolmaking 
 
 Instruction is given in the use and care of the different machine tools, 
 and the manipulation of tools for precision measurements. 
 
 The following work is then taken up: 
 
 Lathe Work: Plain cylindrical turning and boring. Taper turning and 
 boring. Thread cutting of all standard threads. Chucking and face plate 
 work. Boring with boring bar. Mandrel work. Use of steady rest, cat 
 heads and follower rest. Running, shrinking and pressing fits. 
 
 Drilling and Boring: Guiding drills. " Drilling within desired circle. 
 Countersinking and countercoring. Laying out work. Methods of clamp- 
 ing work on drill press table. Special uses of drill press. 
 
 Planer Work: Plain surfaces at varying angles. Methods of holding 
 irregular work. Planing curved surfaces. Planing dovetails and ways of 
 lathes. Special planer work. 
 
 Shaper Work: Advantage of shaper over planer in special work. Cut- 
 ting keyways. Cutting to a shoulder. Clamping and chucking work. Spe- 
 cial shaper work. 
 
 Milling Machine Work: Care of milling cutters. Cutting speeds and 
 feeds. Methods of holding cutters. Milling operations. Indexing. Spiral 
 work. Use of special attachments. 
 
 Gear Cutting Work: Proportions of gear teeth. Rules for spur-gear 
 calculations. Bevel gears. Worm wheels and worms. (Each student pre- 
 pares his own gear blanks.) 
 
 Machine Grinding: Selection of grinding wheels. Wet and dry grind- 
 ing. External and internal grinding. Surface grinding. 
 
 Bench and Vise Work: Chipping, filing, scraping, fitting, assembling 
 
 Tool Making: Taps. Dies. Cutters. Reamers. Counterbores. Twist 
 
 11s. Milling Cutters. Special tools. Dies and Punches. Jigs. Gauges. 
 
 Note. All tools made by apprentices include every step from the secur- 
 ing and annealing of stock to the tempered and ground tool. 
 
 Carpentry and Woodworking 
 
 The work done in this trade consists of instruction in carpentry, joinery 
 cabinet making, stair building, and mill work; the aim being to give each 
 graduate in this course a thorough foundation in all the fundamental processes 
 of wood working. 
 
202 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Hand Tools: Instruction is first given in the use and proper care of the 
 hand tools used in the trade. Students are started at once upon the basic 
 exercises as follows : 
 
 Six kinds of lap joints. Nine kinds of mortised and tenon joints. Four 
 problems in graining. Seven problems in dovetailing. 
 
 Ornamentation: Fluting, straight work. Fluting, circle and segment. 
 Reeding, straight and circular design. Chamfering, stop chamfers, O.G. and 
 other designs. Special design in plain relief carving, etc. 
 
 Mill Work: Plank frames for brick and frame houses. Box window 
 frames for brick and frame houses. Vestibule entrance frames, side light, etc. 
 Porch and cornice work. Exterior decoration. Interior finish, doors, wains- 
 cotting, china closets, etc. Instruction in the manner of laying out the work. 
 Billing same for cutters and assembling and finishing. Special designs m 
 sash, etc. Store fronts. 
 
 Framing, etc.: Balloon framing. Timber framing. Making timber joints. 
 Rafter framing. Truss framing. Laying joist and framing headers, etc. Set- 
 ting of partitions, etc. 
 
 Cabinet Work: Making cabinets. Bank fixtures. Hardwood mantels. 
 Veneering and fancy goods. Inlaid work, etc. 
 
 Stair Building: Mode of laying out ordinary straight stairs. Laying out 
 winders. Laying out circular and elliptical stairs. Kerfing stringers. 
 Laminating stringers, risers and other bent work. Method of laying out 
 and working hand railing for platform, quarter turn and winding stairways. 
 
 Mill Machinery: Instruction in the use of saws, planers, moulders, 
 jointers, mortisers, tenoners, and other machines in connection with all 
 classes of wood working, giving in detail the manner of making and temper- 
 ing knives, setting up and caring for machines. 
 
 Plumbing and Gas Fitting 
 
 After an explanation of the names and uses of the various tools and 
 materials used in the plumbing trade, the students are immediately set to 
 work on the following: 
 
 Problems: Sheet lead seams. Over-cast joints. Cup joints. Five-eighth 
 inch round and branch joints; horizontal, upright and vertical. Calking 
 and making joints on cast iron soil and drain pipe. Stop cock. Solder- 
 ing nipples, large and small. Two-inch ferrules. Bath plugs. One and one- 
 quarter inch round and branch joints, horizontal and upright. One and 
 one-half inch round and branch joints, horizontal and upright. Floor flanges. 
 Wall flanges. Quarter bends. Half S traps. S traps. Four-inch ferrules, 
 horizontal and upright. One-half inch round and branch joints, horizontal 
 and upright. Five-eighths inch round joint, oblique. Five-eighths inch 
 round joint, overhead. Plain bibb vertical branches. Two inch round and 
 branch joints, horizontal, upright, and vertical. Two-inch short bend with 
 ferrule. Four-inch short bend with ferrule. Four-inch drum trap. Tank 
 seams, horizontal and upright. 
 
 Setting up and Connecting: Sinks, lavatories, boilers, hot water tanks, 
 laundry trays, laundry stoves and heaters, urinals, closets, bath tubs, hydraulic 
 rams, kitchen ranges for gas, coal or wood fuel, automatic cellar drainers, 
 pitcher pumps, wall and horizontal force pumps, hydrants, Ruud instan- 
 taneous water heaters, special galvanized iron boilers, regular galvanized 
 iron boilers. The installation of plumbing fixtures in erected sections of 
 city and country residences, supplied by direct and tank water pressure 
 systems. 
 
UNITED STATES 203 
 
 Lectures: On the following subjects: 
 
 Systems of installation and ventilation. Trapping and venting of drain, 
 soil and waste pipes. Supply pipes. Boilers. Tanks. Fixtures. Trapping 
 of fixtures. Pumps. Water supply for country houses. Disposal of sewage 
 in country houses. Estimating on contracts. State sanitary laws applicable 
 to plumbing. 
 
 Gas Fitting: At the close of the plumbing course the necessary time is 
 taken for instruction and practice in gas fitting. 
 
 Mechanical Drawing 
 
 A thorough course is given in Mechanical Drawing, based on the spe- 
 cial needs of each trade. The school furnishes each student with "a draw- 
 ing board and T square, but he must supply his drawing instruments. 
 
 Instruction is given by lectures, by means of specification sheets pre- 
 pared in blue print form, and by notes prepared by the drawing instructors 
 and printed by neostyle. Most of the instruction is individual. Students 
 are urged to do as much home work as possible, such as making tracings 
 and inking in their drawings which have passed inspection. 
 
 A course in each trade leads up to practical problems in original designs 
 peculiar to that trade. 
 
 Since, practically, fifty per cent, of the value of a pattern make r to his 
 employer rests on his ability to interpret correctly blue prints and working 
 drawings, the apprentices in this trade are given special practice in inter- 
 preting working drawings. 
 
 Workshop Mathematics 
 
 After a thorough review, which demonstrates to the pupil and the 
 instructor the ability of the former for this important branch of his trade, 
 the apprentice is lead, by the solution of practical problems, through the 
 necessary portions of arithmetic, algebra, geometry, and trigonometry. 
 These subjects, when presented to pupils in the abstract, are frequently 
 beyond their mental grasp, but when connected with trade practice their absolute 
 necessity becomes plain. The student then attacks the problem from a new 
 standpoint and with renewed vigor, and succeeds in mastering the difficulties. 
 
 All the problems in this branch of apprenticeship, also, are specially 
 prepared by the instructors and printed by neostyle. Much of this work is 
 required to be done by the students as home study. Lectures and shop talks 
 supplement the workshop mathematics. 
 
 NEW YORK CITY TRADE SCHOOL 
 
 GENERAL 
 
 The purpose of this " short course " trade school is to provide in- Aim. 
 struction for young men between the ages of seventeen and twenty- 
 five who have either been already engaged in trade or who desire 
 to learn one. This was the first school of its type and, in fact, 
 the first trade school of any kind to be established in the United 
 States. Its founder, the late Colonel Auchmuty, himself an archi- 
 tect by profession, was one of the first to realize the fact that the 
 ineffectiveness of the apprentice system in the building trades 
 
 14 E.I.P. 
 
204 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 " Auchmuty " 
 System. 
 
 Qualifications 
 of Teachers. 
 
 Day and 
 Evening 
 
 Classes. 
 
 Certificates. 
 
 Products. 
 Fees. 
 
 Advisory 
 Committees. 
 
 Accommo- 
 dations. 
 
 made it necessary to provide institutions which would combine 
 trade instruction with work in the shop. 
 
 The mode of instruction used at the school is known as the 
 " Auchmuty system," and originated with the founder. For each 
 trade, a course of instruction is provided in the practical and theo- 
 retical branches. The course specifies a series of exercises in 
 manual work which each student is required to execute and com- 
 plete, and which are so graded that the student acquires facility 
 in the handling of tools and a knowledge of the processes of his 
 trade. The teachers, of whom there are about thirty, are expert 
 mechanics. 
 
 As I have elsewhere stated, this is a trade school pure and 
 simple. Even in drawing, for example, the student is taught 
 merely to read plans and blue prints; he is not taught to make 
 drawings himself. 
 
 Both day and evening classes are provided, and a certificate is 
 granted on the completion of the course. The day classes last for 
 one term of four months, and the instruction is given from 8.30 
 a.m. to 4 p.m. every day. A young man who possesses the neces- 
 sary aptitude and education can complete the day course in one 
 term. The evening classes last for a term of six months, meeting 
 three or four evenings a week for two and a half hours each even- 
 ing. For a certificate the average student usually attends three 
 terms, but these may be reduced to two when he is able to complete 
 the course in that period. Last session 172 atttended the day classes 
 and 516 the evening classes. As its prospectus states, this school 
 is not a money-making or charity institution, nor is it conducted in 
 the interest of or in opposition to any organization of master or 
 journeymen mechanics. 
 
 The work done by the students is not used in any way for the 
 pecuniary advantage of the school. 
 
 The fees for the evening classes range from $12 to $16, and 
 for the clay classes from $25 to $45 a term. The difference be- 
 tween the amount of the fees and the cost of maintenance is made 
 up by the income from an endowment of $500,000 and by dona- 
 tions. The cost of maintenance in 1909-1910 was nearly $39,000. 
 
 Besides the Trustees, the school has the advantage of various 
 committees who visit the institution and co-operate in its manage- 
 ment. These Committees represent the Master Plumbers' Associa- 
 tion, Master Painters' and Decorators' Association, 'Master Steam 
 and Hot Water Fitters' Association, Master Pattern Makers' 
 League, General Association of Mechanics and Tradesmen of New 
 York. 
 
 The accommodations are very fine. There are eight one-story 
 buildings, one two-story, and two three-story, and the rooms 
 
UNITED STATES 205 
 
 have been arranged with a view to securing large floor area and 
 ample light and ventilation. A library, containing the best class Equipment, 
 of literature and of technical works, has been provided. Trade 
 and technical papers are also kept on file. The equipment of the 
 various work-shops is excellent. The approximate cost of the 
 accommodations is $300, and, of the equipment, $50,000. 
 
 At a short distance from the school there is a students' dormi- students' 
 
 . Dormitory. 
 
 tory, where young men who come from distant points (and they 
 come from all over the American continent, including Canada, 
 and even from Europe and Asia) may obtain accommodation. 
 
 CURRICULUM 
 
 Throughout the course it is the duty of the instructors to give 
 attention to the following: i. That each student acquire a work- 
 manlike manner of using his tools. 2. That tools be used pro- 
 perly and for the purpose for which they are intended. 3. That 
 a student 'acquires a free and easy manner of doing work. An 
 awkward position or attitude is corrected immediately. 
 
 Following are details of the courses which are of value, as 
 they embody the results of over a quarter of a century's experi- 
 ence : 
 
 Plastering 
 
 1. Name of tools and the use of each. 
 
 2. Lathing, proper space between laths, number of nails to a lath, breaking 
 joints. 
 
 3. Picking up mortar. Practice with hawk and trowel. 
 
 4. How to mix mortar for scratch coat; the proportion of sand, lime and 
 hair to use. 
 
 5. Applying the scratch coat. Tools required. Where to begin in plaster- 
 ing a room; thickness of coat, and how much mortar should be forced between 
 laths to form a proper key or clinch. Use of the scratcher. 
 
 6 How to mix mortar for brown coat; the proportion of sand, lime, and 
 hair to use. 
 
 7. Applying the brown coat. Tools required. Screeds and their object. 
 Proper thickness of brown coat and where to begin in the room. Where 
 " dots " are needed and how to make them. How to plumb " dots " with a 
 plumb rule. How to finish if no hard finish coat is to be applied. How to sand 
 finish if wall is to be frescoed. How to brown coat a brick wall. 
 
 Bricklaying 
 
 The manual work includes the following: 
 
 1. Spreading mortar. The pupil to be shown how to hold trowel ', how to 
 cut and take up mortar with the trowel ; the movement of the wrist in spreading 
 mortar. 
 
 2. Building straight walls, 8, 12, 16 and 2O-inch thickness; toothing; gable 
 end and party wall blocking on ends ; corbelling. 
 
206 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 3. Building^ return corners, 8, 12, 16, 20-inch thickness. 
 
 4. Building intersecting walls, 8, 12, 16, 20-inch thickness. 
 
 5. Building piers, 12, 16, 20-inches. 
 
 6. Building arches, 8, 12, i6-inch thickness. 
 
 7. Building fireplaces and flues. 
 
 8. Building walls containing window frames ; setting sills and lintels. 
 
 9. Laying out and building a house. 
 
 Before an exercise is begun the instructor explains the nature of the work 
 and also does the work in the presence of the class. 
 
 In his supervision of the students the instructor constantly gives attention 
 to the following: To the position of standing, to the manner of holding and 
 using the trowel, of taking up and spreading the mortar, selecting the best side 
 of brick, how to hold it in, laying to a line, bedding brick properly and cutting 
 off the mortar, putting on the cross joint, to avoid dropping mortar, to striking 
 joint? and pointing. 
 
 It is the duty of the instructor to have the pupils acquire a workmanlike 
 manner of using the trowel before any pointing or striking of joints is done. 
 
 In building arches attention is given to setting the centre, to having the 
 joints of the arch of a proper and uniform thickness, to bedding solidly in 
 mortar each brick in the arch. 
 
 Lectures on the following subjects are delivered during the course: 
 Properties of mortar and cement, and how they should be mixed; arches, 
 their various styles, and the advantages of each ; flues, their construction 
 and utility; bonding, walls, foundations, materials; how hard finish should be 
 mixed, what materials enter its preparation and the proper proportion of each 
 to use ; applying the hard finish ; tools required ; where to begin a room and 
 number of coats to apply ; how to brush and trowel the surface ; how to finish 
 angles; what materials are required 'for cornicing and the preparation of same. 
 Cornices : Tools required ; when cornices should be run ; how to apply the 
 plaster and use the mold, mitres, circles, rule joints, ovals and arches. 
 
 Carpentry 
 
 Part I. Planing. Planing and squaring to a given width and thickness. 
 Planing to a given bevel. Planing to ajjquare piece of four equal sides. Making 
 and proving a straight edge. Slip tongue. Rabbeting. Dadoing. Matching 
 and blindnailing. Beads plain, return centre, stop. Rabbeted frame. Plumb 
 rule. Boring (three pieces). Mitreing. Casing rabbeted frame. Stop cham- 
 fers (five patterns). Square box post-chamfered. Rule joint. Centres semi- 
 circle, segmental, Gothic, elliptic. Window frame for a frame house. Window 
 frame for a brick house. Pentagons, hexagons, octagons. Joinery halved- 
 together joint, half dovetail joint, open mortise and tenon joint, blind mortis* 
 and tenon joint, mortise and tenon joint, mitre joint, mitre joint with open 
 mortise and tenon, an open double mortise and tenon joint, blind mortise and 
 tenon joint, suitable for the end of a brace, dowel joint, dovetail joint. Corner 
 post. Jamb and door work. Sash work. Large doors. Closet seat. Nest of 
 drawers. Stairs. 
 
 Part II. During the progress of the course the following work will also 
 be done: 
 
 Herring-bone bridging. Deafening of floors. Setting stud partitions. 
 Flooring. Firring. Skirting. Miscellaneous work. 
 
 Part III. Building of a frame house, complete in all details. 
 At stated periods lectures will be delivered relative to tools, materials, 
 and the work included in the course. 
 
UNITED STATES 207 
 
 Sheet Metal Cornice Work 
 
 Part I. Cutting curves and circles; showing use of shears. Filing and 
 tinning the soldering copper. Soldering flat seams. Soldering upright seams. 
 Drawing of geometrical problems. 
 
 Part II. Drawing of details, obtaining pattern from same, and setting to- 
 gether the following work : 
 
 Plain capital : Moulded gutter with flat and return head. Square moulded 
 leader head. Octagon moulded leader head. Plain window cap. Ornamental 
 window cap. Raised panel work. Plain cornice with modillions. Ornamental 
 cornice, including brackets. Square turret. Ornamental finial. Sheet-metal 
 cross. Pediment on a wash. Dormer window. Ventilator on a pitched roof. 
 Flat skylights. Hipped skylights. Bay window. Special problems. 
 
 Part III. Hammer work : This section comprises the drawing of details, 
 obtaining patterns from same, and constructing the following: 
 
 Hand work: Making a zo-inch full ball in eight horizontal sections. Round 
 finial. Centre piece for a ceiling. 
 
 Machine work : Circular panel in two pieces using machine profiles. Cir- 
 cular moulding in two pieces, using machine profiles. Segmental pediments with 
 columns. 
 
 The scientific instruction treats of the following: (a) Tools required by 
 the cornice maker and the special use of each; (&) materials; (c) definitions of 
 architectural terms; (d) definitions of geometrical terms; (?) roofing and 
 flashings; (/) slate roofing and flashings; (g) proper way of doing work. 
 
 House Painting 
 
 Part I. Name of tools comprising a painter's kit and the use to which each 
 is applied. How to bind a brush. Importance of keeping paint as much as 
 possible off the hands ; danger of eating with dirty hands or allowing paint to 
 remain upon them; how to clean the hands. Care of brushes; manner of keep- 
 ing pots clean. 
 
 Part II. Making putty. Glazing: (i) Removing lights, (2) re-glazing, 
 (3) bedding the glass, (4) cleaning. 
 
 Part III. Painting new wood: (i) Killing knots and green spots; in- 
 jurious use of shellac on new wood; (2) priming or first coat; (3) puttying and 
 sand papering; (4) second coat; (5) third coat. Burning off paint: (i) How 
 to handle torch and regulate flame; (2) filling in the wood; (3) sand papering. 
 Ordinary painting : (i) Painting brick work; (2) painting wood work; (3) wall 
 painting preparation of walls. Lining on brick wall with trench. 
 
 In doing the work provided for in this section of the course, it is the duty 
 of the instructor to give particular attention to the following: (i) That each 
 pupil uses the different brushes properly; (2) that a free movement of the wrist 
 in using the brush is acquired: (3) that the proper manner of taking paint from 
 the pot with the brush is observed and the importance of cleanliness in work is 
 impressed on the pupil's attention ; (4) how to avoid spattering the paint and 
 the need of using up the colour in the pots; (5) way to remove paint that has 
 been spattered. 
 
 Part IV. Mixing white paint materials required. Names of the ordinary 
 colours and stainers and their use. Mixing oil colours. Mixing kalsomine 
 colours. Contrast and harmony of colours. 
 
 Part V. Painting in three shades. Flatting. Stippling. 
 
 Part VI. Kalsomining: (i) Preparation of size; (2) sizing; (3) prepara- 
 tion of kalsomine; (4) application of same; (5) lining with pencil. 
 
208 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Part VII. Staining. Varnishing. Treatment of hardwood cleaning, etc. 
 Polish white and gilding. Graining. 
 
 Part VIII. Exterior painting: (i) Painting brick; (2) painting wood 
 work; (3) painting of tin. 
 
 Part IX. Ceiling work: (i) Cutting out cracks and replastering same; 
 (2) laying in panels; (3) preparing stencils; (4) applying ornaments. 
 
 Part X. Marbling. Bronzing. Paper hanging: (i) Making paste; (2) 
 preparing and sizing walls; (3) hanging paper. 
 
 Part XL Review of course of instruction. 
 
 Parts VIII., IX. and X are for day class only. 
 
 The scientific instruction includes the following subjects: (i) White lead, 
 (2) oils, (3) turpentine, (4) dryers, (5) colours and their composition, (6) 
 brushes and their care, (7) painting, (8) gilding, (9) varnishing, (10) kalso- 
 mining. 
 
 Fresco Painting 
 
 Part I. Name of brushes and the use to which each is applied. Importance 
 of cleaning brushes thoroughly when work is finished. Washing off plastered 
 walls and ceilings. Preparation of walls and ceilings for water colours. Cutting 
 out and filling in cracks. Shellacing cracks and stains. Preparation of size. 
 How to mix kalsomine. Kalsomining and mixing colours. How to hold and 
 use a straight edge. Keeping straight edge clean. How to hold and use :i 
 fitch for lining. Wide lines. Running light lines with pencil fitch. Lines 
 crossed at right angles. How to make and cut stencils. Stencilling. Pounces 
 and how made. Painting flat ornaments in one and more colours and edging. 
 Painting mouldings. 
 
 Part II. Painting ornaments in various styles. Stucco painting. Gilding. 
 
 Part III. Advanced ornamental ( painting. Glazing. Painting of flowers. 
 
 Part IV. Freehand drawing. Elementary and in light and shade. Work 
 to be done from plates and casts. 
 
 Sign Painting 
 
 The manual work includes the following: 
 
 Method of preparing a new sign board for lettering. Treatment of 
 old sign boards for the purpose of re-lettering. Forming letters of the 
 alphabet in Roman, Block and Egyptian styles. How to hold and use the 
 lettering pencil. How to hold and use the palette. How to hold and use the 
 mahl stick. Painting signs in one colour from copy. Painting signs in two 
 or more colours from copy. Shading. Blocking. Lining. Smalting. Gilding 
 on wood. Gilding on glass. Lettering on japanned plates. Lettering on 
 muslin. Lettering on wire. 
 
 The scientific instruction consists of lectures on the following subjects: 
 
 How sign boards should be made. Colours principally used by sign 
 painters. How colours should be mixed to meet the requirements of the 
 different kinds of work. Colours to be used in shading and blocking. Styles, 
 proportions, and spacing of letters. Laying out work. Preparation of size. 
 Application of size and leaf. Difference in treatment of gilding on wood and 
 on glass. Japans and dryers. Smalting. 
 
 Plumbing 
 
 The manual work includes the following: 
 
 Seams; overcast joint; cup joint; calking; - inch round joint, 
 horizontal; % inch branch joint, horizontal; ^ inch round joint, up- 
 right; quarter bend; $A inch branch joint, upright; stop cock; floor flange; 
 
UNITED STATES 209 
 
 2 inch ferrule; bath plug; 5^ inch branch joint, vertical; wall flange; halt !S 
 trap ; S trap ; soldering nipple, small ; soldering nipple, large ; 4 inch ferrule, 
 upright; 4 inch ferrule horizontal; tank seam, upright; tank seam, horizontal; 
 Yz inch round joint, horizontal Y* inch branch joint, horizontal; Yt mcn round 
 joint, upright; Y? i ncn branch joint, vertical; |H? inch round joint, oblique; ^ 
 inch round joint, overhead; plain bib, vertical branch; 2 inch round joint, 
 horizontal; 2 inch round joint upright; 2 inch branch joint, upright; 2 inch 
 branch joint vertical; 2 inch short bend, with ferrule; 4 inch short bend, with 
 ferrule. 
 
 On completion of above course, advanced work will be undertaken, 
 namely: Setting up sinks, basins, boilers, wash trays, closets, and bath tubs, 
 making bottle traps and other miscellaneous work. 
 
 In the wiping of joints, instructors give particular attention to the 
 following, viz. : i. That the student holds the ladle and pours the metal there- 
 from correctly. 2. That the wiping cloth is used properly. 3. Obtaining the 
 right heat for wiping the joint. Forming the joint. Wiping the joint clean. 
 That the wiping is done with one hand only. 
 
 Lectures will be given on the following subjects : Drain, soil and waste 
 pipes. Trapping and ventilation of drain, soil and waste pipes. Supply pipes. 
 Boilers. Tanks. Fixtures. Trapping of fixtures. Pumps. Disposal of sewage 
 in country houses. Water supply for country houses. Miscellaneous. Cor- 
 recting diagrams of improper plumbing. 
 
 Steam and Hot Water Fitting 
 
 Part I. Name of tools and the use of each. The object of using oil on 
 cutters and dies ; kind of oil to use. How to stand at work-bench ; the proper 
 way of using the pipe-cutter. Cut 6 pieces of each size pipe M, i, i% and 
 i l /2 inch. Each piece to be six inches in length. How to adjust the stock and 
 dies; proper way of using; how to start a thread. Take the piece of pipe pre- 
 viously cut, and make nipples by threading both ends. Number of threads 
 nipples should have. How to cut a crooked thread, and under what conditions 
 used. Building coils; return, mitre and corner coils. 
 
 Part II. On completion ol Part I., students receive instruction in the 
 erection and the principles of operation of the various systems of heating, 
 namely : 
 
 (i) Steam one pipe; (2) steam two pipe; (3) combination steam one and 
 two pipe; (4) hot water; (5) direct-indirect; (6) indirect; (7) high pressure; 
 (8) high and low pressure. 
 
 The work is done from plans and in the construction of the various sys- 
 tems, the piping, fixtures and appliances are put together in the same manner 
 as required in actual practice. 
 
 Part III. During the progress of Part II, the construction, purpose and 
 operation of the following apparatus is explained and illustrated : 
 
 Globe, angle, check, safety, and other valves. Radiators. Water feeder. 
 Glass water gauge. Steam gauge. Steam cock. Expansion tank. Feed 
 water injector. Steam pump. Steam trap. Return steam trap. Feed water 
 heater. Pump governor. Blow-off tank. Separator or extractor. Pressure 
 regulator. 
 
 During the course a series of lectures on the science of the trade is deliv- 
 ered. The lectures embrace the following subjects: 
 
 Tools, fitting and pipe. General questions on heating. Low pressure 
 steam. Two pipe steam heating. Single pipe low pressure steam heating. In- 
 direct steam heating. Hot water heating. Single pipe main system. High 
 pressure steam heating. High and low pressure steam heating. Exhaust 
 steam heating. Power fan or blower system of steam heating and ventilating. 
 
210 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Blacksmith's Work 
 
 Part I. Use of Tools Making fire and its management. Names of the 
 different tools used in hand forging. Position in regard to fire and anvil. Ex- 
 planation of the different degrees of heat. Motion of wrist in handling work 
 and method of striking. Use of the vise and the name and use of the tools 
 required for bench work. Use of the drill press. Use of screw-cutting tools. 
 
 Part II. Forging This section will embrace pointing, bending, welding, 
 up-setting, splitting, punching and riveting, points, hooks, staples, S hooks, gate 
 hooks, hold fasts, bridles, experiments in welding, rings, chain and hook, bolts, 
 jaws, tees, nose keys. 
 
 Upon completion of the above exercises pupils will be given house work, 
 railing work and machine work of a practical character, to execute. The work 
 will be done from drawings and patterns. 
 
 Part III. Tool Making The instruction will include: Machine and 
 lathe tools; blacksmiths', millers', stone-cutters', carpenters', plumbers', pipe 
 and steam fitters', tin and coppersmiths' tools. Particular attention will be 
 given to manner of tempering. 
 
 Part IV. Vice Work Filing to line, bevels, clipping, fitting tongues and 
 grooves, scraping, drilling. 
 
 The work provided for under this section is performed throughout the 
 course as occasion demands it. When a piece of work has been made, any 
 filing or other vise work that may be required to finish it is dene before the 
 work is finally put away. 
 
 Theoretical instruction is given on iron and iron working, fuel, iron forging 
 and welding, steel and steel working. 
 I 
 
 Printing 
 
 Part I. How to stand at the case, and how to set and hold the composing 
 stick. 
 
 Learning the case; spacing and justification. 
 
 Composition on reprint copy; straight matter. 
 
 Composition on manuscript copy; straight matter. 
 
 Explanation of point system. The different sizes of type, rules and leads. 
 
 Displayed advertisements; reprint copy. 
 
 Displayed advertisements; manuscript copy. 
 
 Part II. Job Printing This includes bill heads, note heads, statements, 
 letter heads, business cards, tickets, dodgers, circulars, blank forms and general 
 mercantile work, cutting and mitering rules. Reprint copy is given at first, 
 and the student is required to duplicate the dispky type and spacing, after 
 which, he sets from manuscript copy and exercises his own judgment in display 
 and arrangement 
 
 Part III. Tabular work, without brass rules: One column of words and 
 one column of figures; one column of words and two columns of figures; one 
 column of words and three columns of figures; one column of words and four 
 columns of figures; two columns of words and one column of figures; three 
 columns of figures. 
 
 Tabular work", with brass rules : One column of words and two of figures ; 
 one column of words and three columns of figures ; one column of words and 
 four columns or more of figures with single, double and triple heads; two 
 columns of words and two columns of figures. 
 
 Part IV. After the first week of the course, the distribution of type com- 
 mences, and the instructors see that students properly sort spaces, and put 
 
UNITED STATES 211 
 
 accents, italics, head-letters, leads, slugs and rules in their proper places. 
 Cases, galleys, stones and the floor must at all times be kept free from "pi." 
 
 Each student is also taught making up, justifying, locking up forms, 
 making ready for, running and cleaning press. 
 
 First proofs of each student's work must be kept on file, with his name 
 and the date marked on the head. 
 
 HEBREW TECHNICAL INSTITUTE, NEW YORK CITY 
 
 GENERAL 
 i 
 
 The aim of the Hebrew Technical Institute is to provide for Aim - 
 the technical education of Jews and others of limited means in 
 studies that will fit them for mechanical trades. It has been in 
 existence since 1883, and is supported by contributions of members 
 of the Hebrew Technical Institute Society and by the revenue from Maintenance. 
 
 investments amounting- to $200,000. The school occupies a six- A 
 
 ..,. . , , , . tions and 
 
 storey building, with good class rooms and equipment. There are Equipment. 
 two buildings, which cost about $38,000 each. The equipment cost 
 $36,300; salaries, $26,500; material, $41,000: and other items, 
 $11,000. 
 
 Candidates for admission must be residents of New York, at Admission 
 
 tGStS 
 
 least twelve and a half years old, healthy and strong, with satis- 
 factory testimonials of character. On the average, about 40 per 
 cent, of the entrants are below fourteen, and about the same per- 
 centage have not graduated from the Grammar Schools. They 
 must also pass an entrance examination in arithmetic, English, 
 geography, and United States history. Last session the day school 
 attendance was 270; the evening, 68. 
 
 Practical evening classes are maintained in tool making, instru- 
 ment making, die making,- machine work, pattern making, cabinet 
 making and mechanical drawing. To these classes are admitted 
 machinists and men in cabinet and pattern making shops who are 
 over nineteen years of age. The classes are held three evenings a 
 week, from 7.30 to 9.30. The instruction is free, but $i a month 
 is charged for material. The course extends over two years. 
 
 The daily session is from 9 a.m. till 5 p.m., except on Friday, D& y school. 
 when the school closes at 4, and Saturday, of course, is a holiday. 
 The junior class is dismissed at 4. 
 
 Tuition, books, and tools are free, and hot lunches are provided 
 at a cost of ten cents a week. The cost of each pupil was $119. 
 
 The school contains an excellent reference library, chiefly 
 mechanical and scientific subjects. It has also a circulating 
 library, containing books of travel, history, biography, literature. 
 poetry, fiction, etc. 
 
212 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Sayings Fund. 
 
 Character of 
 Courses : 
 
 General 
 Industrial. 
 
 Trade and 
 Technical. 
 
 A students' savings fund has been established, the object being 
 to enable graduates to purchase out of their savings the tools and 
 instruments they need on leaving the school. 
 
 My impression of this school is that it is a very excellent one 
 indeed, and that schools patterned upon it would be useful in some 
 parts of this Province. 
 
 While the school provides for technical training, a large part 
 of the daily work is given to the essentials of a good education; 
 and, as the classes are kept small, pupils usually advance at least as 
 rapidly as in the Public Schools. 
 
 The course is a three years' one and is so arranged that during 
 the junior and middle years the students are instructed in the sub- 
 jects that will be useful to them whatever mechanical pursuit they 
 may finally choose. In the third (the senior) year they are en- 
 couraged to give special attention to the branch of the work that 
 seems most agreeable and suitable for each. The school does not 
 aim at teaching the higher branches of mechanical, civil, or elec- 
 trical engineering. The great majority of the graduates are in- 
 tended for positions as skilled artisans ; for example, foremen in 
 wood and iron working shops, electrical industries, and draughts- 
 men in architects' offices and manufacturing works, as well as 
 workmen in the various industries. The list of graduates and their 
 vocations at the end of the catalogue for 1910 shows that the 
 majority take up a trade and often advance to responsible positions. 
 
 The following are the courses of study : 
 
 CURRICULUM 
 
 JUNIOR YEAR. 
 
 English: Reading; spelling, definitions, penmanship (vertical system) ; 
 language lessons ; exercises in composition and letter writing ; rhetoric ; litera- 
 ture ; American history ; geography ; map drawing. 
 
 Mathematics: Arithmetic Common and decimal fractions; denominate 
 numbers; square root; cube root; metric system; percentage; proportion. 
 
 Algebra. 
 
 Geometry: Study of form; mensuration; inventional geometry; plane 
 geometry. 
 
 Short home lessons are assigned daily. 
 
 Applied Science: The mechanical powers, matter, gravitation, hydrostatics, 
 heat, sound, and light; elementary laboratory work; simple experiments in 
 electricity. Experimental chemistry. 
 
 Mechanical Drawing: Instruction in the elements of drawing; handling of 
 instruments ; exercises in the use of T-square and triangles ; working draw- 
 ings of simple objects and bench exercises; lettering. 
 
 Free-hand and Decorative Drawing: A series of elementary rectilinear 
 exercises based upon the square; these exercises formed into borders; other 
 borders made with straight lines (Meanders); the circle; exercises with the 
 complete circle and with arcs; regular triangle and polygons; simple rosettes; 
 the ellipse ; oval and related forms ; conventionalized leaves and flowers. These 
 
UNITED STATES 213 
 
 exercises are made at first with pencil only, then the outlines are traced in ink 
 and water colours applied. 
 
 Object Drawing: Beginning with the cube, many objects, principally 
 with straight edges, are drawn, such as boxes, books and furniture, shading 
 alternatively with pencil and brush, aiming at exactness of outline and cor- 
 rectness of shading. 
 
 Regular home work is necessary. 
 
 Wood Work: Uses of the bench and the chief wood-working tools; 
 principal characteristics of woods; exercises with plane, chisel, saw, and 
 other tools; joints and articles illustrating their use; glueing, finishing with 
 stain, shellac, and wax. 
 
 MIDDLE YEAR. 
 
 English: Grammar; composition; letter writing; business forms; penman- 
 ship (vertical system); rhetoric; literature. 
 
 History of the United States completed. Biographies of eminent men of 
 America, and its political and scientific developments. Jewish history. 
 
 Geography, completed ; map drawing. 
 
 Industrial topics; study of woods. 
 
 Lectures upon general science, mechanics and shop work. 
 
 Mathematics: Algebra. Plane and solid mensuration. Plane and solid 
 geometry; applied geometry. 
 
 Applied Science: Physics; mechanics; heat; light; sound; laboratory work. 
 Electricity; laboratory work in static electricity and magnetism. 
 
 . Geometrical Drawing: Patterns for sheet-metal work; projections and 
 drawings as applied to machine-shop exercises ; lettering and blue-printing. 
 
 Free-hand Drazving: Decorative Drawing. Artistic lettering, outlines of 
 vases; the plant ornament applied to floor designs, borders, panels, and 
 wall papers; each copy is succeeded by a free imitation or composition; 
 general use of water colours. 
 
 Object Draiving: Beginning with the cylinder and sphere, a series of 
 objects with curved surfaces are represented such as fruits, cups, dishes and 
 vases; sketching of animals; shading alternately with pencil or brush; the 
 aim being an artistic rendering of surfaces. 
 
 Regular home work is necessary. 
 
 Wood Work: Exercises in joinery and constructive carpentry. 
 
 Lathe Work: Centre work; face plate work; geometric solids. 
 
 Construction work: Joinery; model of a window sash or panel door; 
 printing frame; dovetailed box; staining and polishing. 
 
 Wood Carving: Use of carving tools; sharpening tools; geometric 
 designs in chip carving; designs in Renaissance; conventional designs cut 
 in high and low relief; classic architectural styles and ornamentations; con- 
 structive furniture and cabinet work. 
 
 Metal Work: Instruction in the quality and manufacture of brass and 
 iron; use of the different chisels, files, and small tools; chipping and filing; 
 speed lathe work; use of drill press, planer, and shaper. 
 
 SENIOR YEAR 
 
 t The student pursues all the studies of the fundamental course, and, in 
 addition, those of one of the special courses. 
 
214 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Fundamental Course 
 
 English: Grammar; American and English literature; rhetoric; composi- 
 tion correlated with concrete and technical shopwork ; narration; description; 
 argumentation ; exposition. 
 
 Physical geography. 
 
 Civics. 
 Industries and natural resources of the United States. 
 
 Talk on woods, metals, coals, building materials, and kindred subjects. 
 
 Lectures upon general science, mechanics and shop work, illustrated 
 by stereopticon views; upon the preservation of health; upon the duties of 
 citizenship. 
 
 Mathematics: Physical arithmetic as applied in the laboratory. 
 Arithmetic: General review and final examination. 
 
 Algebra: Quadratics, ratio, proportion, progression, evolution of for- 
 mulas, and logarithmic computation. 
 
 Plane and solid geometry as applied in the shops. Plane Trigonometry. 
 Elements of mechanics. 
 
 Applied Science: Physics. Experimental mechanics; advanced laboratory 
 work; construction of apparatus. 
 
 Electricity: Electricity and magnetism as applied to the telegraph, 
 telephone, lighting, transmission and distribution of power. 
 
 Primary and storage batteries; electric heating and welding. 
 
 Chemistry: Lectures and elementary experiments; laboratory work. 
 
 Engineering: Text book work and lectures. Study of the theory and 
 principles of reciprocating and rotary steam engines, internal combustion 
 engines, boilers, pipes, valves, purrfps, injectors. 
 
 Practical operation of the injector; operation of the steam engine, gas 
 and gasoline engines; fuel, boiler and brake tests. 
 
 Applied Mechanics: Elementary principles of graphical statics illustrated 
 by many problems; theory of stresses as applied to calculations in building and 
 machine design. 
 
 Mechanical Drawing: Cabinet projection; working drawings for pattern 
 making; working drawings for machine-shop exercises; architectural and 
 machine drawings. 
 
 Free-hand Drawing: Decorative Drawing. Flat ornaments in the his- 
 toric styles; monograms; more elaborate use of water colours; architec- 
 tural drawing with pen and ink; interior wall decoration. 
 
 Object Drawing: Flower drawing with pencil; pencil sketching of build- 
 ings and their parts; groups of objects; still life; pen and ink sketches. 
 
 Wood Work: Advanced lathe work; pattern work; moulding and cast- 
 ing in white metal; cabinet work; veneering and polishing; construction 
 work in carpentry. 
 
 Architectural wood work, grill work, interior finish. 
 
 Wood Carving: Carving from casts and working drawings; draught 
 carving for moulding; constructive furniture; applications of ornamenta- 
 tion; lectures on architectural styles. 
 
 Metal Work: Advanced work on speed lathe; plain and taper turning; 
 cutting threads on engine lathe; planing; drill press exercises; gear cutting; 
 making tools, taps, reamers, and milling-machine cutters; grinding; forging, 
 annealing, hardening and tempering. 
 
 Forging: Practical work in forging squares, rounds, and welding. 
 
 Forging, hardening, tempering and grinding lathe tools. 
 
UNITED STATES 215 
 
 Some ornamental iron work is done to develop facility in handling tools 
 and metal, but the principal work is in producing practical tools for actual 
 use. 
 
 Inspection Trips: Inspection trips to .the country, parks, museums, 
 shops and industrial establishments, under the guidance of a competent 
 instructor and regularly conducted, form an important part of the courses 
 during each of the three years. 
 
 Special Courses 
 
 Each course is for two hours a day. 
 
 1. Mechanical Drawing: 
 Parallel and angular perspective. 
 
 Architectural Drawing: Foundations, piers and walls; floors, roofs, and 
 stairways; structural iron work; plans of buildings; round writing; artistic 
 lettering; tinting. 
 
 Machine Drawing: Isometric and cabinet projection; cams and wheel 
 gearing; boiler settings; details of steam engine and dynamo; details of 
 special machines; assembled drawings; lettering. 
 
 2. Wood Working: 
 
 Advanced pattern making at the bench and lathe; moulding and cast- 
 ing in white metal; carpentry work; cabinet work; polishing; wood carving; 
 advanced wood turning. 
 
 Architectural wood work, grill work, interior finish. 
 
 3. Metal Working: 
 
 Theory and practice in the use of metal construction, and the making 
 of tools, cutters, gear wheels, etc. Making, hardening, tempering, and 
 grinding cutters, drills, and tools. Construction of some machine or ap- 
 paratus, as speed lathe, dynamo, emery grinder, small milling machine, or 
 electrical instrument; fitting thread and taper work; forging. 
 
 All work is made to size. Blue prints and micrometers are constantly 
 used. 
 
 4. Instrument Making: 
 
 Theory and practice in the design and construction of electrical and 
 scientific instruments and apparatus. 
 
 Machining and finishing brass, copper, hard rubber, and steel; gea. 
 cutting, fitting threads, boring, taper turning, grinding, polishing, plating, 
 making special tools. 
 
 Constant use of the micrometer and similar accurate measuring instru- 
 ments is required. 
 
 5. Practical Electricity: 
 
 Lectures and recitations, 2 hours per week, additional. 
 
 Experimental work: Electro-magnetism; primary and storage bat- 
 teries; dynamos and motors; electrical measuring with amperemeter, volt- 
 meter, and wheatstone bridge; electrical testing of dynamos, motors, and 
 arc lamps; construction of apparatus for use in demonstrations and ex- 
 periments; application of alternating currents of electricity. 
 
 6. Wood Carving: 
 
 Analysis of antique and modern ornament relating to decorative prin- 
 ciples in the composition of ornamental panels, pilasters, capitals, mouldings, 
 and other features as applied to furniture in various periods or in interior 
 architectural decoration. 
 
 Making of moulds and reproducing carved models in plaster. 
 
 7. Free-hand Drawing: 
 
216 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Decorative Drawing: Flat ornaments in the historic styles; mono- 
 grams, title pages, book covers; interior wall decoration; more elaborate 
 use of water colours; architectural drawing with pen and ink; systematic 
 instruction in ornamental composition. 
 
 Object Drawing: Flower drawing with pencil; pencil sketches of build- 
 ings and their parts; groups of objects; still life; sketching of animals. The 
 sketching is done with pencil, pen or brush. 
 
 BARON DE HFRSCH TRADE SCHOOL, NEW YORK CITY 
 
 GENERAL 
 
 This institution was established by the Baron de Hirsch fund in 
 1891. Like the New York Trade School, it is a short-course trade 
 school. Its object is to give young Jews, who alone are admitted, 
 
 Aim. a practical knowledge of a trade and enough theory to prepare them 
 
 for? the grade of journeymen. Entrants must be at least sixteen 
 years of age, and be able to speak, read, and write the English lan- 
 guage. They must also be able to maintain themselves during the 
 session. The course lasts five and a half months, and in this time 
 a student is expected to acquire as much as he would in a shop in 
 
 only Day two years. Day instruction only is provided ; there are no evening 
 classes. The management believes that evening classes are not an 
 efficient means of training beginners. Its argument is well worth 
 the production : 
 
 Argument Twenty-two weeks of day class ^instruction are required to prepare pupils 
 
 against Even- to enter the trades as helpers. To give the equivalent, one hundred and seven 
 3es * of evening class instruction, or, approximately, three school years, are neces- 
 sary when a percentage of those completing the course would be much 
 smaller. As a result, pupils would enter the trade before they were prepared. 
 The evening schools' statistics of other schools demonstrate the truth of this 
 statement. Moreover, the evening school makes it easy for large numbers to 
 attempt to learn a trade at very little sacrifice, the result being that many 
 enter without definite aims. On the other hand, the short-course day classes 
 compel a sacrifice of a certain wage-earning period, and, as a result, the pupils 
 have a greater appreciation of the advantages. An average of 84 per cent, of 
 those enrolled in this school remain throughout the course and graduate. 
 
 Coat The building, including permanent plant, is worth $158,000, and 
 
 the equipment $10,000; total yearly cost of maintenance, $37,940, 
 each pupil costing $157.92, not including cost of books. 
 
 ORGANIZATION 
 
 Trades taught. The trades taken up are machinists' work, plumbing, house-paint- 
 ing, electrical work, carpentry, fresco painting. 
 
 school The shop work is in charge of instructors, who are expert 
 
 mechanics of long experience. The course gives a maximum 
 amount of actual practice. The theoretical side of the trade is 
 explained in frequent lectures and shop talks. Notes are taken by 
 
 Note-taking. fa & pupils, to be afterwards carefully copied at home into note- 
 books specially provided. They are at the same time given suitable 
 
UNITED STATES 217 
 
 printed diagrams and tables for the purpose of illustration, and 
 these are bound up with their shop notes. This note-taking is an 
 important feature of the course. The theoretical side of the instruc- 
 tion is more developed here than in the New York Trade School. 
 The academic work consists of mechanical and geometrical drawing 
 and shop arithmetic and mensuration. During the latter part of ' 
 the course in drawing a set of plans and elevations for a cottage are 
 prepared by the carpentry, electrical, and plumbing divisions. Dur- 
 ing the term examinations are held, and those who fail are dis- 
 missed from the school. On the completion of the course each 
 graduate is given a certificate, and a kit of tools. The latter is pro- certificates, 
 vided by the fund, but each graduate is expected to repay the cost. 
 
 As to the effect upon the wage-earning power of those who increased 
 have taken this course : On investigation it has been shown that the 
 average wages of some two hundred pupils before entrance was 
 $5.39 per week, earned at various unskilled trades; and that, after 
 a five ajid a half months' course at the school, they earned, on 
 graduation, an average of $7.54 a week. And, further, there has 
 been such a demand for skilled helpers that they have had little dif- 
 ficulty in obtaining from $5.00 to $15.00 a week, and in about two 
 years' time they are able to earn journeymen's wages. 
 
 MANHATTAN TRADE SCHOOL FOR GIRLS, NEW YORK CITY 
 
 GENERAL 
 
 This vigorous short-course trade school was established in Aim. 
 1902 to train girls for trades in which they might obtain a living 
 wage and advance to more responsible positions. The present 
 building provides accommodation for 500 girls. At first inde- 
 pendent and supported by private benefactions, the school has just 
 been taken over by the New York Board of Education. For ad- Admission 
 mission, applicants for the day classes must not be under fourteen test8 ' 
 or over seventeen, and they must have completed the Fifth grade 
 of the Grammar School or its equivalent, unless special arrange- 
 ment is made with the Principal of the school last attended. 
 
 The School is free, and where the Students are poor, a scheme school free, 
 of assistance has been devised, the need of the girl's family being 
 the basis on which the assistance is given. 
 
 A lunch-room has been established, and the students assist in Meals - 
 succession in preparing, serving and clearing away. In times of 
 depression a work-room was opened for the unemployed and the 
 school served meals daily to more than 500 people. With the 
 inauguration of regular cooking, in this way a scheme was adopted cSSkSy in 
 for training at least some of the girls in the care and preparation 
 of food. The selection is made from three groups of girls : 
 
2i8 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 1. Those who can remain long- enough to complete their trade 
 and take the cooking course ; 
 
 2. Those who have such poor health that a knowledge of 
 what to eat and how to cook it is a first consideration; and 
 
 3. Those who are already, for various reasons, house-keepers 
 in their homes. 
 
 Twenty girls are chosen at one time who work in groups of ten 
 for six weeks daily. In this way thirty lessons are given which 
 are almost equivalent to a year's provision in the Public Schools. 
 
 CURRICULUM 
 
 courses. The departments of the school are based on the use of the 
 
 needle, the sewing machine, and the paste brush. These trade 
 branches are supplemented by art and academic studies and physi- 
 cal training. The courses, which average a year each, are as fol- 
 lows : 
 
 1. Electrical Power Operating: (cO General operating, (&) special machines: 
 Lace stitching, hem stitching, button-hole embroidery. 
 
 2. Dress Operating: Lingerie, fancy waists and suits. 
 
 3. Straw Sewing: Women's and men's hats. 
 
 4. Dressmaking: The usual course, including wholesale and custom work. 
 
 5. Millinery: Elementary work for assistants, frame workers, and pre- 
 parers. v 
 
 6. Novelty Work: Sample mounting, sample book covers, tissue paper 
 novelties and decorations, jewellery and silver-case making, etc. 
 
 NOTE. The trades under this head are continually developing according to the demands of the 
 public. 
 
 7. Art: Both general and advanced courses adapted to the work of the 
 trades ; colour setting, costume sketching, stencilling and perforation. 
 
 NOTE. This department, originally intended to be auxiliary to the trades, has developed also 
 into a separate department. 
 
 8. Academic: Business arithmetic and English, industries and textiles, 
 civics, ethics of drawing, cost of living. 
 
 9. Physical Training: Examination and treatment exercises; hygiene. 
 
 Organization The elasticity of the organization deserves special notice: The 
 
 Elastic. ... . j. , t 
 
 length of time the pupil remains varies according to the course se- 
 lected. In millinery, it is from six to eight months; in elementary 
 art trades, from twelve to fifteen ; in sample mounting, about six ; 
 in novelty work, from six to twelve; in machine operating, from 
 twelve to fifteen; in dressmaking, from twelve to eighteen, al- 
 though the greater number remain only twelve. Moreover, the 
 work is so arranged in each trade department that about every 
 three months there is some degree of finality ; so that a pupil who 
 must go out to work may be prepared in that period for some kind 
 of wage-earning. In the ordinary meaning of the term, there is 
 no graduation. Pupils leave when there is an opening and they 
 
UNITED STATES 219 
 
 have reached a point satisfactory to their instructors. Certificates 
 are afterwards granted to such pupils; first, if they have good 
 school records in trade work, academic work, and art work, and if 
 their spirit while at school has been satisfactory; secondly, if a 
 satisfactory report is received from the employers, of their ability 
 to meet the requirements of the trade in which they are engaged 
 on leaving school. 
 
 Order work is regarded as a valuable educational feature of rderWork 
 the teaching, but it is kept under strict control and used only when 
 it is really useful for training students. In the dressmaking depart- 
 ment, individual custom work is preferred because large orders 
 from the trade must be delivered in a short time and their edu- 
 cational value' is lost in many repetitions. In the operating, 
 millinery, and art departments, the training of assistants for mil- 
 linery work-rooms can be accomplished without an undue amount 
 of order work ; and in art, the order work is often so elaborate that 
 too much of the time of the instructors would be required to pre- 
 pare it for the girls. In the novelty department small orders 
 rather than large ones are desired. 
 
 The following statement of the trade order work for eighteen 
 months (January, 1908, to July, 1909), shows the situation: 
 
 Amount Amount 
 
 Department. of sales. Department. of sales 
 
 Dressmaking $19,196.22 Millinery $7374 
 
 Operating 2,363.34 Dressmaking operating .... 506.61 
 
 Novelty 1,820.74 Art 68.84 
 
 THE HEBREW TECHNICAL SCHOOL FOR GIRLS 
 
 GENERAL 
 
 Of the trade schools for girls that I saw during my visit, this is 
 one of the finest in the matter both of accommodations and equip- 
 ment and of culture and general tone. It is on a private foundation, 
 and is not connected with the public system. Its attendance is 
 about 400, and consists chiefly of the children of Jewish immigrants. 
 The school is free, and further aid is given when it is needed. 
 of the noticeable features is the swimming pool, which cost $23,000, 
 rfnd is now amongst the best and most enjoyable of the school 
 utilities. The cost of its maintenance, including the salary of the 
 teacher, is less than 8 cents a week for each student. Besides the 
 pool, the school has a commodious gymnasium and a roof garden. 
 The system of ventilation is also excellent, 750 cubic feet of fresh 
 air being introduced every minute in every class-room. 
 
 The school hours are from 8.30 a.m. to 4 p.m. The only sum- 
 mer vacation is one that the pupils have at their work in the build- 
 15 E.I.P. 
 
220 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 ing. During July and August, however, less mental work is pre- 
 scribed than during the rest of the year. Then, also, attention is 
 given to the cultivation of the speaking voice, additional time to 
 choral work, and the improvement of the physical condition. 
 
 Aim - The plan of the school is to build a sound educational super- 
 
 structure on a good physical foundation. While it provides voca- 
 tional training, it emphasizes the cultural and the home-making sub- 
 jects. From what I saw even during my brief visit it was evident 
 that the scheme is a successful one. 
 
 course of The course of study lasts for eighteen months, and includes the 
 
 following subjects : 
 
 1. Commercial Department: Stenography, typewriting, book-keeping, arith- 
 metic, penmanship, geography, psychology, literature, history, rhetoric, cooking, 
 housekeeping, physical training, music, social ethics. 
 
 2. Manual Department: Sewing, millinery, history of industries, cooking, 
 drawing, millinery, psychology, geography, arithmetic, literature, history, 
 rhetoric, physical training, music, and ethics. 
 
 BOSTON TRADE SCHOOL FOR GIRLS 
 GENERAL 
 
 Aim. This trade school was founded in 1904 and provides girls be- 
 
 tween the ages of fourteen and eighteen, as soon as they leave the 
 Grammar School, with training'which will enable them to enter the 
 skilled trades of dress-making, millinery, clothing machine operat- 
 ing, and straw hat making. It is intended also to increase their 
 general efficiency and relate this efficiency to their home life, and to 
 improve their condition mentally, morally, and physically. For 
 several years a private school, it was taken over in 1909 by the 
 
 Equipment Boston School Committee. At present it is accommodated in three 
 
 and accommo- r 
 
 dations. houses which were originally built for private occupancy. The 
 equipment, however, is good. Both electrical and foot power 
 machines are provided. The basement serves as a lunch-room and 
 the large parlour in one of the houses is used for daily assemblies, 
 
 school trade work, gymnastics, and recreation. The school day lasts from 
 
 8.30 to 5.00 p.m., with an hour's intermission at noon, and the 
 school is in session all the year around An average of five and a 
 half hours daily is devoted to trade instruct-- and of about two 
 
 Disposal of hours to supplementary academic work. The work made by the 
 pupils is sold, thus giving them the advantage of actual trade 
 practice and enabling the school to more than cover the cost of the 
 material used. Here I may say that the practice of selling the 
 products of the girls' trade school appears to be general. The 
 labour unions do not object to it; chiefly, I am told, because there 
 are so few unions amongst women, and because the volume of the 
 
UNITED STATES 221 
 
 products is small compared with those that come from ordinary 
 trade sources. 
 
 The trades taken up centre about the needle and the foot electri- Departments, 
 cal machines, as these are the trades from which the greatest 
 demands exist for skilled workers : Dress-making, millinery, clothing 
 machine operating, straw machine operating. Each pupil elects Organization, 
 one trade, but in each of the departments the girls are prepared to 
 enter a variety of trades. For example, the work in dress-making 
 is so planned that girls may take positions as seamstresses, dress- 
 makers' helpers, experienced skirt finishers, waist finishers, or 
 sleeve finishers. So, too, in the case of millinery, girls are pre- 
 pared to become frame makers, hat makers, or trimmers; and, in 
 machine operating, also, a great variety of trades are opened to 
 girls. No attempt, however, is made to produce expert trade 
 workers. The object is rather to give the necessary experience, 
 skill, and speed in some of the more fundamental processes by com- 
 bining the school and the shop. 
 
 The courses supplementary to the trade work are obligatory, 
 Design is taken up on account of its bearing upon dress-making and 
 millinery. Domestic science is also provided to give the girls the 
 help they need at their homes and in the hope of developing at some 
 future time trades related to house work. 
 
 The length of the course for the average pupil is one year, and c< 
 certificates are granted pupils who complete a course satisfactorily 
 and prove their ability in the trade elected. 
 
 CURRICULUM 
 
 The following are outlines of the various courses: 
 
 Dressmaking. 
 
 1. Children's Garments: Giving practice in construction, and in hand 
 and machine sewing, including use of electric power machine. 
 
 2. White Work: Underwear, giving use of finer material; construction 
 of larger garments; practice in more difficult processes; fine hand tucking, 
 rolled edges, lace inserting, simple embroidery, etc. 
 
 3. Fitted Linings: Shirt waists; use of various textiles; shirt waist suits 
 and simple dresses. 
 
 4. Costumes: Giving practice in dress finishing, simple braiding and 
 embroidery. 
 
 Millinery. 
 
 1. Plain Sewing: Giving practice in hand and machine sewing, includ- 
 ing special stitches used in millinery; shirring, velvet hemming, wiring, etc. 
 
 2. Hat Making: Summer materials, including linings, bands, frames, straw 
 braiding; making of maline, chiffon, lingerie, and straw hats. 
 
 Winter materials, including buckram frames, fitted and draped coverings ; 
 making of felt, velvet, satin and silk hats. 
 
222 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Clothing-machine Operating. 
 
 1. Clothing Machines, with practice on straight-away work, aprons, etc. 
 
 2. Plain Sewing. 
 
 3. Garment Making on Electric Power Machines (no basting) : Aprons, 
 underwear, petticoats, kimonos, waists, children's clothing. 
 
 4. Use of Special Machines: Buttonhole machine, tucking machine. 
 
 Straw-machine Operating. 
 
 Straw Machines, including: 
 
 (a) Use of coarse braids, lappings, joinings, tip making, fitting of 
 simple shapes to plaster blocks. 
 
 (b) Use of fine braids, handling of delicate colours, braid combinations, 
 and fitting difficult shapes to blocks. 
 
 Supplementary Work. 
 
 1. Spelling: Terms used in the trade. 
 
 2. Business Forms: Trade problems, bills, accounts, etc. 
 
 3. Business English: Applications for positions, ordering materials, letters 
 to customers, descriptions of costumes, hats, etc. 
 
 4. Textiles: Processes of manufacture; judging kinds and qualities of 
 materials; learning uses, widths, prices, etc. 
 
 5. Colour Study and Design: Principles applied in copying and plan- 
 ning hats and costumes; judging good and poor design and colour com- 
 binations; selecting materials in colour schemes; designing simple costumes 
 and making practical designs for braiding and embroidery. 
 
 6. Cooking: Planning, preparing and serving the daily luncheon; care 
 of lunch room, kitchen, dishes, closets, towels, etc. 
 
 7. Physical Exercises: These are given daily, together with lessons 
 on the care of the body and the necessity of proper food, sleep and exer- 
 cise. The individual needs of each girl are carefully noted, and an effort 
 is made to correct such deficiencies as will be a drawback to a girl in her 
 trade work. Emphasis is laid on correct postures in sitting and on the 
 need of fresh air in the work room. 
 
 II. INTERMEDIATE INDUSTRIAL SCHOOLS 
 NEW YORK CITY VOCATIONAL SCHOOL 
 
 ESTABLISHMENT 
 
 New York City was the first large city to take steps to provide 
 
 for intermediate industrial training. At a meeting of the Board 
 
 of Education in July, 1908, a report was adopted, a synopsis of 
 
 : scheme of which I now give, as it sets forth the general aim of the Intermedi- 
 
 Schools. . 
 
 ate Industrial Schools: 
 
 In order to give training for particular vocations or industries, your 
 committee recommends: 
 
 (1) The establishment of separate vocational schools for the secondary 
 ninth and tenth school years (Lower School of our High Schools); 
 
 (2) The organization of different types of these schools, the course 
 in each to be two years in length, and the pupils to be those who have 
 
UNITED STATES 223 
 
 graduated from the public elementary schools or who have reached the 
 age of 14; and 
 
 (3) A general course, which is to be taken by all the pupils, and a 
 variety of industrial courses, any one of which may be selected by the pupils 
 on entrance. 
 
 Such vocational schools are not intended and cannot undertake to 
 graduate journeymen or skilled mechanics. They purpose rather to give 
 the pupil skill in the use of tools and a knowledge of those processes and 
 principles that underlie constructive work, so that he may be able to apply 
 the knowledge thus gained to definite and concrete problems. 
 
 It is thus hoped to do away with the situation created by specialization, 
 and the necessity of " stealing a trade." The pupil who has gone through 
 this course should in a short time be enabled to become a self-supporting 
 and properly trained workman or mechanic. 
 
 These vocational schools, moreover, are not intended to take the place 
 of the High Schools. They are designed for the purpose of making more 
 efficient wage-earners by giving to boys who cannot or will not attend High 
 Schools a better and more practical training. 
 
 As a result of this action, it was decided to open two such indus- 
 trial schools in New York City : one for boys and one for girls. The 
 one for boys I was able to visit. It is yet in its initial stage, having 
 been opened in the fall of 1909. 
 
 GENERAL 
 
 The admission standard is the graduation diploma from an ele- Admission 
 
 tests. 
 
 mentary school. Pupils who have not graduated may be admitted 
 on certain conditions if they are fourteen years old. 
 
 In order to accustom boys to the realities of the business world, school 
 
 J ' Sessions. 
 
 the school day begins at 9.00 a.m. and lasts till 5.00 p.m., with one 
 hour for lunch. There are no home lessons and no books are car- 
 ried to or from the school, but a pupil may arrange with his in- 
 structor for special work to be done at home if he so desires. The 
 school is open during July. Boys may enter then or in September. 
 
 In this school the pupils have an opportunity of learning the courses, 
 elements of a trade and of studying architecture and freehand and 
 mechanical drawing, while continuing their general education along 
 lines that fit in with this work. 
 
 The course is intended to cover one year or two years, but pro- 
 vision is made for those who wish to remain longer in the school. 
 Those boys who definitely know the trade they want to follow are 
 allowed to take up that work at once and devote most of their time 
 to it. Those who have not decided on any special work are re- 
 quired to take up several lines of trade work. After a time the 
 instructors are able to advise the boys intelligently and the pupil 
 then devotes his time to the trade he selects. The Principal of the 
 school is trying to carry out a plan in which there are no organized 
 classes and the boy progresses as quickly as his ability will permit. 
 The work is intended to be individual, but the boys work in groups. 
 
224 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 In addition to the trade work, the boys are required to take trade 
 drawing, along with the non-vocational subjects, to which they 
 devote about a quarter of their time. 
 
 The teachers are experts; the trades are taught by experienced 
 mechanics. 
 
 CURRICULUM 
 
 The following are the courses of study: 
 
 Vocational Subjects. 
 
 Woodwork: Cabinet making and bench work, wood turning, pattern mak- 
 ing in wood, use of wood-milling machinery. 
 
 Metal Work: General machine-shop practice, sheet metal work, forging, 
 plumbing, electric wiring and installation. 
 
 Printing: Composition, press-work. 
 
 i 
 Drawing. 
 
 Mechanical: Working drawings, isometric, architectural drawings. 
 Freehand: Industrial design ; making and reading blue-prints. 
 
 Non-vocational Subjects. 
 
 Trade Mathematics: Arithmetic, use of symbols (elementary algebra). 
 Plane Geometry and Trigonometry as used in trade. 
 
 English: Business letters, reading with oral and written expression, draw- 
 ing of contracts, writing specifications, etc. 
 
 Industrial History: CiVics, industrial and commercial geography. 
 
 Science: Applied physics and chemistry. 
 
 Business Subjects: Elements of commercial law, simple bookkeeping. 
 
 Another variant of the vocational school has been established at 
 Albany. I was unable to visit it, but have obtained full informa- 
 tion from Mr. Arthur D. Dean, Chief, Division of Trade Schools, 
 State Education Department, Albany. The character of the pro- 
 posed school was discussed in October, 1908, at a meeting between 
 Mr. Dean and the Board of Education. The school has been in 
 existence over a year. The mode of establishment and the organi- 
 zation deserve special attention. 
 
 Procedure. The local board addressed a circular to the parents and guar- 
 
 dians of the boys and girls in the sixth and seventh grades of the 
 elementary schools, informing them that this vocational school 
 would be opened and referring briefly to the purpose of the school, 
 its equipment, staff, course of study, and requirements for admis- 
 
UNITED STATES 225 
 
 sion. The Principal and the Domestic Science teacher of the voca- 
 tional School also visited the grades of the elementary classes, ex- 
 plaining in greater detail the purpose of the School and distributing 
 blanks to be signed by such parents or guardians as wished their 
 children to attend. More than twice as many applied for admission 
 as could be accommodated. 
 
 The equipment consists of the following : 
 
 1. Draining: 25 drawing tables with drawing materials and X 
 instruments. dation8 ' 
 
 2. Sewing Equipment: 5 sewing machines, 25 sewing tables, 
 with minor articles of equipment and material. The sewing tables 
 are also used for drawing in connection with household design. 
 
 3. Woodworking: 24 benches with the necessary bench tools, 
 tool room supplies, universal saw bench, a band saw, power oil stone 
 and grinder and 4 speed lathes. An electric motor was also 
 installed. A lumber and wood finishing room adjoins the bench 
 room. 
 
 4. Domestic Science: A group of cooking tables, with pine tops, 
 accommodating 24 students; gas stoves, a gas range, coal range, 
 refrigerator, and the furnishings of a dining-room; also a small 
 iron bedstead. 
 
 The class rooms for the academic subjects are fitted as in schools 
 for academic purposes. 
 
 The teachers of the School are all experts, having had practical Q^u 
 experience in shops and in schools. 
 
 The local Advisory Board required by law consists of the Super- Board ry 
 intendent of the felt mills, the Manager of the stove works, a con- 
 tractor and builder, a printer (Trade Union representative), and 
 the chef of one of the hotels. 
 
 The last report shows that so far the school has been very Attitude of 
 successful and that larger accommodation will have to be provided. ei 
 It is well to note in this connection that the New York Central 
 Railway Company will give credit pro tanto in their apprenticeship 
 system to the graduates of this school, and the General Electric 
 Company will give preference to such students receiving training 
 similar to theirs on their application for admission to their appren- 
 ticeship system. 
 
 CURRICULUM FOR BOVS 
 
 In book work there is constant practice in measurements, esti- 
 mates of cost, descriptions of processes used from the point of view 
 of good English as well as of accuracy. The English course pro- 
 vides also for literature, reading, composition, grammar, spelling, 
 and penmanship. 
 
226 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 The courses in mathematics and science are as follows : 
 
 Arithmetic: The decimal equivalents of workshop fractions, approxi- 
 mate and check methods of arithmetic, ratio, proportion and percentages, 
 four figure logarithms applied to multiplication and division, power roots 
 and the developing of all sorts of pocketbook formulae. 
 
 Algebra: Symbols and processes, substitution of numerical for literal 
 values and the evaluation of simple workshop formulas, solutions of equations 
 other than simple by plotting " graphs " on squared paper. No " formal " 
 algebra ; it will be made to fit in with formulae used in electricity, mechanics 
 and engine practice. 
 
 Mensuration: Measurements of areas of plane figures, (i) by reducing 
 to equivalent triangles; (2) by counting squares when drawn on squared 
 paper; (3) weighing the similar shape in cardboard, sheet lead or iron 
 sheet. Measurement and calculation of volumes. 
 
 Geometry: Use of instruments, simple construction as far as possible 
 leading to the self-checking of students' work, (i) by comparison with one 
 another or (2) by a calculated standard result, measurement of angles and 
 their ratios by construction and comparison with printed tables (trigono- 
 metrical), the amount of error to be written down opposite the result, the 
 geometry of simple solid figures, etc. 
 
 During the last two years, as well as to some extent the first two years, 
 the mathematics will deal with the speed of 'machines, the working out of 
 such calculations as weights of castings, measuring areas, calculations and 
 exercises in the use of various measuring machines used in the trades, cal- 
 culating by graphic methods, etc. For example, a boy that intends to be 
 a foundryman needs to know weights of materials, percentages of alloys, 
 etc. 
 
 Physics: The general properties of matter state, structure, size, 
 density, hardness, fluidity, etc.. effects of heat on substances used for con- 
 structional purposes, specific, sensible and latent heat, and the practical 
 application of their qualities, melting and boiling points of suitable sub- 
 stances, steam raising and the properties of steam, the transmission of heat 
 conduction, convection and radiation and application of this to practical 
 work hot and cold water supply, use of exhaust steam, heating and venti- 
 lating methods, circulation of water in steam, boiling, etc., injectors, in- 
 spirators, steam boilers, etc. 
 
 Chemistry: Effects of heat, moist air, water and simple acids on mater- 
 ials used for construction purposes; rusting, rotting and the action of protec- 
 tive coverings on metal and wood, combustion of solids, liquid and gaseous 
 fuels, and the application to industrial purposes, interchangeability of energy, 
 chemical heat, electrical, mechanical, some notion of the conservation of 
 energy. 
 
 Electricity: Batteries, electric magnets, motors, etc., electric wiring and 
 simple testing. 
 
 Practical applications of the science subjects to the industries are made. 
 The physics deals with levers, cams, concentric, reciprocating, rotary, oscillat- 
 ing, friction, strains, tension, with relation to their practical application to the 
 machinery in the school and in the locality. 
 
 History and Civics: The course has for its general idea the develop- 
 ment of the industrial citizen and consequently lays emphasis on the indus- 
 trial or economic phenomena of the national development rather than upon 
 its political and military aspects. Emphasis is placed upon the development 
 of transportation and communication, the establishment and growth of cities 
 together with their new code of civic life, the changes brought about by the 
 concentration of capital and labour in production, and the civic duties and 
 privileges of the modern industrial citizen. 
 
UNITED STATES 227 
 
 Geography: The .course centres about collections of the raw materials 
 of commerce such as may be gathered and classified by the pupils. Textiles, 
 gums, minerals, oils, woods, leather, rubber, threads, etc., are shown in their 
 native forms and in the various stages of their manufacture. 
 
 Hand Work: The course for boys differs from what is ordinarily the 
 conception of manual training, in this respect chiefly, that from three to five 
 half days per week are given the subject, whereas many schools give only 
 about one and a half hours a week to such work. It is intended that in the 
 last two years the hand-work shall centre around direct applications to local 
 industries. Provision is also made for sheet-metal work, tinsmithing, solder- 
 ing, gas piping, metal spinning, electric wiring, and speed lathe work, both in 
 wood and metals. At this stage, the pupils are about sixteen, and they are 
 expected to elect their trade. 
 
 Drawing: In the first year emphasis is laid upon inventive design both 
 in freehand and mechanical drawing. The industrial drawing aims con- 
 stantly at the graphical expression of original creation rather than imitation. 
 The drawing of the last three years consists of the practical application of 
 mechanical and freehand work to parts of machinery, house plans, etc. Em- 
 phasis is placed upon the reading of drawings, making sketches of machine 
 parts quickly arid accurately. 
 
 CURRICULUM FOR GIRLS 
 
 These courses are modelled rather on the workroom than on the 
 school-room plan, and provide for housekeeping, sewing, and design. 
 
 Housekeeping: The kitchen and dining-room are furnished in very simple 
 style. In the housekeeping course the girls are taught: 
 
 (1) To care for the rooms; sweep, dust, clean windows and paint, build 
 a fire and care for the stove, sink and tables. 
 
 (2) To cook simple nutritious dishes in family quantities and to buy the 
 materials for these dishes. 
 
 (3) To serve a simple meal and know something of its nutritive value, 
 expense, and fitness. 
 
 (4) To wash and iron the garments made in the sewing classes, the 
 aprons worn for school work and the towels, table mats, and curtains used 
 in the house. 
 
 (5) To keep a book of recipes used in the cooking lessons. 
 
 Sewing: This work is carried on in a large schoolroom which has been 
 fitted with work tables and sewing machines. The girls are taught to make 
 a variety of simple garments for themselves or members of their families, 
 as well as articles used either in the home or in the school. The course also 
 includes cutting by patterns and the making of simple drafts. The study of 
 fabrics, especially those made from cotton and wool, is a part of the 
 course, and the girls are taught something of their manufacture, quality, 
 patterns, dyes, widths and uses. They are also encouraged to collect and 
 mount samples of different materials which they would be most likely to 
 buy and use. 
 
 Design: An attempt is made to apply the simple principles of design 
 and colour to the work in the other classes. The girls have designed and 
 stencilled curtains for the dining and sewing rooms and have made designs 
 for doilies for the table. They expect to plan attractive spacing of tucks, 
 ruffles and embroidery for underwear, and select combinations of colour and 
 trimming for dresses. They will also make designs for articles used in the 
 house, such as candle shades, pillow covers, and the like. These designs 
 will be executed in their other classes. 
 
228 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Accommoda- 
 tions. 
 
 Curriculum. 
 
 Disposal of 
 Products. 
 
 Views of 
 Commission. 
 
 WORCESTER INDEPENDENT INDUSTRIAL SCHOOL, 
 MASSACHUSETTS 
 
 The Worcester Trade School is an independent industrial school, 
 constituted under the Massachusetts School Act, and has been in 
 operation since September, 1909. The building for the offices and 
 academic work is a plain square one of four stories, with two long, 
 well-lighted shops in the rear. The building and equipment were 
 provided by the City of Worcester, at a cost of about $90,000. 
 The intention of the Board is to establish as soon as possible a 
 corresponding school for girls. 
 
 The object of this trade school is the usual one to provide 
 skilled mechanical workmen, well trained and thoroughly compe- 
 tent. All shop practice is under the supervision of skilled workmen, 
 who act as foremen and instructors. Both evening and day classes 
 are provided. 
 
 Owing to the prominence of the metal trades in Worcester and 
 the fundamental character of the machinist's trade, the classes so 
 far provided are for boys over fourteen in the machinist's trade, 
 including instruction and practice in pattern-making, tool-making, 
 die-sinking, iron-moulding and blacksmithing. Instruction is also 
 provided in English, history, civics, commercial geography, com- 
 mercial arithmetic, commercial law, book-keeping, trigonometry, 
 political economy, physics, and chemistry, all of these subjects being 
 taken up strictly in their relation to industry. 
 
 On one important subject the Worcester Commission appointed 
 to report on the question of establishing a trade school has made a 
 noticeable pronouncement: Its contention is that if the pupil is to 
 become a skilled workman he must be trained upon high-grade 
 machine products under real shop conditions and approved methods. 
 This, of course, means a shop product. The question, then, is : How 
 shall the products of the school shop be disposed of? 
 
 According to the Commission, the objections to the productive 
 school shop may be summarized as follows : 
 
 1. The claim by the manufacturers that goods so produced com- 
 pete with theirs in the market. 
 
 2. The fear of skilled workmen that their opportunities will be 
 reduced by the school production. 
 
 3. The fear that cheap goods will be sold at reduced prices. 
 The position taken by the Commission is that none of these ob- 
 
 jectionls can be; justly offered if the school shop produces nothing 
 that will unfairly compete with goods manufactured in Massachu- 
 setts, if nothing is sold under market prices and if all productions 
 are of a superior quality. For, if so, they will tend to raise, not 
 to lower, the prevailing prices of skilled labour and the productions 
 of skilled labour. 
 
UNITED STATES 229* 
 
 ROCHESTER SHOP SCHOOLS, NEW YORK 
 
 Another variety of intermediate industrial schools that de- organization., 
 serves notice is that in operation in Rochester, N.Y. Since Decem- 
 ber, 1908, three have been established under the new Industrial Law 
 of the State, two for boys and one for girls. An account of one 
 of these " Shop Schools " has been published by the Superintendent. 
 The school was organized in an old eight-roomed school building 
 not otherwise needed for school purposes, and a staff appointed, 
 consisting of a principal'who teaches part of his time, four shop- 
 instructors, a class-room teacher, and an instructor in drawing. 
 
 Boys are admitted at any time during the year. The class-room individual 
 work is, accordingly, largely individual. They may also graduate Work - 
 .whenever they have finished their course, the average time being two 
 years. 
 
 The school has four departments : cabinet making, carpentry, Departments, 
 electrical work, and plumbing. 
 
 The cabinet making department is a little factory in itself, with 
 glueing room, machine room, assembly room, and finishing room. 
 Here there is division of labour, the boys being promoted from one 
 branch of the work to another as soon as they have acquired a 
 reasonable degree of efficiency. Any article manufactured must character of 
 
 & . . J Products. 
 
 meet two conditions : 
 
 1. It must be something which is needed in the schools, and 
 which the Board of Education would otherwise purchase ; and 
 
 2. It must have an educative value for the pupil. For 1910 
 the recognized products were: drawing boards, primary looms, 
 pillow looms with heddles, drawing kits, saw horses, sewing boxes, 
 manual training benches, umbrella racks, bookcases, desk chairs, 
 teachers' sanitary desks, and music cabinets. 
 
 The carpentry, plumbing, and electrical shop work taught in the courses, 
 school is much the same as would be taught in any trade school in 
 these branches. The peculiarity of the school is the installation and 
 repair work which is being done in the various school buildings of 
 the city by groups of boys sent out from the shop school. 
 
 The following is given as a concrete example of the kind f 
 work : "A call comes in the forenoon from a grammar school that work, 
 the fire alarm system is out of order. That afternoon a group of 
 boys visits the school and locates the trouble. The next morning 
 they make out a bill of materials needed for the repair work. If 
 the job is at all complicated they also make the necessary drawings. 
 As soon as the materials are delivered the same group of boys 
 returns to the school and makes the proper repairs. In many cases 
 the work is carried on under a boy foreman, and only inspected by 
 the regular foreman when completed," 
 
230 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Suasions. 
 
 Attitude of 
 
 Organized 
 
 Labour. 
 
 courses? O n behalf of this school it is claimed that, although no trade 
 
 can be taught in the school, yet, whr-n the school shop work is sup- 
 plemented by all kinds of real work under necessarily varying con- 
 ditions, the opportunities for a thorough grounding are increased. 
 Besides, the installation and repair work is much more interesting 
 to the pupils than work constructed merely for construction's sake, 
 and boys gain confidence in attempting and mastering the problems 
 submitted to them. Moreover, as the materials used in the outside 
 work are not wasted, the cost of instruction in the school is greatly 
 reduced. 
 
 The number of periods each week for the various subjects 
 is as follows in hours: Shop work, 15; mathematics, 4; English, 
 3'M> ; drawing, 5 ; spelling and industrial history, 2^2- 
 
 The school day is six hours long, except for the groups that 
 work outside in the afternoon. For these the work-day averages 
 seven and a half hours. 
 
 So far the labour unions have shown a most friendly spirit. 
 They approved of the establishment of the school, and are kept 
 fully informed regarding its plans and methods. 
 
 III. CO-OPERATIVE INDUSTRIAL SCHOOLS 
 
 FITCHBURG HIGH SCHOOL 
 
 ESTABLISHMENT 
 
 In connection with the engineering department of the Univer- 
 sity of Cincinnati, a system of co-operation has been established 
 between the University and the shops of the city, under which the 
 shop takes charge of the practical training of the students, and the 
 University of the theory. The plan adopted was discussed in April, 
 1908, at a meeting of Metal Manufacturers in New York City. 
 Some Fitchburg manufacturers were present and were greatly im- 
 pressed with the advantages of such a system. On their return to 
 Fitchburg, a plan was drawn up by the manufacturers of that 
 city for a combination shop and school course and presented to the 
 School Board, with an offer of the use of their shops for the practi- 
 cal instruction of apprentices, if the school would provide the neces- 
 sary theoretical and academic instruction. This proposal the School 
 Board accepted and the following local industries now provide the 
 shopwork: Saws and knives, steam engines, grinding machinery, 
 pumping machinery, special and woodworking machinery, lathes, 
 planers, railway tools, and general machinery. 
 
 CURRICULUM 
 
 Co-operative The course is one of five elective High School courses and is 
 
 course 1 known by the name of the Co-operative Industrial Course. The 
 
 boys receive instruction in the shops during one week and in the 
 
 Action of 
 Manufac- 
 turers and 
 School Board. 
 
UNITED STATES 231 
 
 school the next week. Last session 100 attended, and the cost of 
 the special salaries was $3,400. The course covers four years, as 
 follows ; the figures in brackets are the number of hours a week : 
 
 First Year. All School Work: English and current events (5), arith- 
 metic, tables and simple shop problems (5), algebra (5), freehand and me- 
 chanical drawing and bench work (8). 
 
 Second Year. School and Shop Work: English (5), shop mathematics, 
 algebra and geometry (5), physics (4), civics (2), mechanism of machines 
 (5), freehand and mechanical drawing (6). 
 
 Third Year. School and Shop Work: English (5), shop mathematics 
 (5), chemistry (4), physics (4), mechanism of machines (5), first aid to 
 injured (i), freehand and mechanical drawing (6). 
 
 Fourth Year. School and Shop Work: English (5), commercial geog- 
 raphy and business methods (2), shop mathematics (4), mechanism of 
 machines (4), physics, electricity and heat (4), chemistry (6), freehand and 
 mechanical drawing (5). 
 
 CO-OPERATIVE PLAN 
 
 The course is a form of the apprenticeship system under which scheme of 
 
 . alternation. 
 
 the manufacturer takes the boys in pairs, so that by alternating 
 they have one pair always in the shop and the school has one of the 
 pairs. The course is an elective one which any boy regularly ad- 
 mitted to the 1 High School may take with the approval of his 
 parents. Each Saturday morning at eleven the boy who has been 
 at school goes to the shop and finds out what particular job his 
 alternate has been working on, in order that he may take up the 
 work without delay the next Monday morning. 
 
 As to the academic work : Since the School term is only 20 Academic 
 weeks a year, only such subjects are taken up as are of practical sub;iec 
 value to the student. Throughout the four years, the object in 
 English is to enable the students to speak and write intelligently. 
 Familiarity with shop terms and their significance is an important 
 factor of the work. For this purpose, the teacher of the English 
 department made a special study of the English the course requires. 
 Current events and industrial history, the daily happenings in the 
 industrial world; the history of the iron industry, factory systems 
 and labour problems; new inventions, and the reading of the 
 mechanic journals are included in the course. The mathematics 
 deal with simple problems in mensuration, fractions, metric system, 
 circular measure, followed by problems in cutting speeds and feeds, 
 belting, gearing, strength of materials, and general cost figuring. 
 Algebra is taken up to give facility in using the formulae common 
 in trade journals and hand-books, and in understanding simple 
 geometric and trigonometric formulae. Under mechanism are 
 taken up construction and uses of the various machine tools. The 
 names and uses of every part are learned in the school, as well as 
 in the shop, with the reason for the shapes of the various parts, the 
 
2' 3 2 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Shop-work. 
 
 Boys' 
 
 Compensa- 
 tion. 
 
 kind of material used and their construction, etc. In physics, work- 
 ing problems are emphasized rather than theories ; and in chemistry, 
 the nature and qualities of metals and salts, tests that can be applied 
 to fractured metals, hardening and tempering processes. The com- 
 mercial geography comprises the study of the sources of supply 
 of the various industries, the preparation and methods of trans- 
 portation, cost of materials, railway systems, water ways, etc. 
 Under business methods is taken up the organization of shop sys- 
 tems, including the receiving of materials, laying out of work, 
 tagging, inspecting, and routing of work throughout the shop ; also 
 general office systems. Drawing is, of course, emphasized. Civics 
 and history are essentials of good citizenship, and a careful study 
 is made of the forms of City and State government. 
 
 The shop work consists of instruction in the operation of lathes, 
 planes, drilling machines, bench and floor work, and such other 
 machine work, according to the period of the apprenticeship, as 
 pertains to the particular branch of manufacture in the shop where 
 the boy is employed. The boys receive compensation for their ser- 
 vices during the week they are in' the shops, at the following rates : 
 
 For the first year, ice. an hour; the second, nc. an hour; and 
 the third, I2%c. an hour; that is, $5.50 a week, or $165.00 for the 
 first year; $6.05 a week, or $181.00 for the second year; and $6.78 
 a week, or $206.25 for the third year; a total of $552.75 for the 
 three years. These rates, it may be mentioned, are higher than the 
 former apprentices have been receiving, the manufacturers having 
 raised the scale of their own accord. The wage scale becomes 
 operative at the first of July, when the boys enter upon a trial 
 period of two months. All of the class begin work at this date, a 
 few weeks' vacation being allowed in July or August. The division 
 into pairs is made at the opening of the fall term in September. 
 Every student is given a trial period of two months, beginning 
 immediately at the close of school in June. If it turns out that he 
 has no aptitude or liking for a trade, he takes up some other course 
 in the High School. During this trial period he has the oppor- 
 tunity of finding out what occupation will suit him. 
 
 Local opinion. When I visited Fitchburg, I met one of the leading manufac- 
 turers, as well as the Principal of the school. Locally, the plan 
 seems to have strong support. It is claimed that it presents a 
 strong inducement for the boy to remain in school. He can earn 
 some money ; in fact he can earn more than he could by going out 
 and taking the ordinary jobs in stores and offices that would be 
 available. Moreover, the payment for the shop work enables 
 parents of limited means to keep their children in school longer 
 than under the usual conditions. I may add that where there is a 
 
UNITED STATES 233 
 
 vacation week in school, the shops provide work so that the boy is 
 kept off the street. 
 
 What is regarded as a strong feature of this co-operative plan importance of 
 
 ., j i i_ ^1 1 i < the contract. 
 
 is the contract entered into by the boy and his employer. I quote 
 the opinion of the High School teacher who has general charge of 
 the school work : 
 
 The modern boy is a very unstable article; he tries this and that and is 
 loathe to settle on one thing. After he has had a trial period of two months 
 and is satisfied he wants to learn a trade, his parents agree that he shall 
 stick to it for three years, and the manufacturer on his part agrees to 
 teach him the various branches of the trade designated in the agreement. 
 The arrangement is mutual: Each agrees to give the other a square deal. 
 I found, in a trip through the West last summer, that only those places 
 that had this written agreement between the apprentice and the employer 
 had any success with their apprenticeship system. 
 
 When in Fitchburg, I called upon one of the representatives Attitude of 
 
 c -111 111 Organized 
 
 of organized labour who had a boy taking the course, and found Labour, 
 that this representative was satisfied with the situation. I found 
 later, however, that philanthropic and social workers, and organ- 
 ized labour in particular, are strongly opposed to this form of co- 
 operative plan, chiefly on the ground that the manufacturer selects 
 and controls the boy and that it does not give equal rights to every- 
 one. A Committee of the Amercan Federation of Labour reported 
 in 1910, at its meeting in Toronto, thr.t there is justification in con- 
 demning -any system of public instruction privately controlled, or 
 any scheme of private selection of pupils, and calls attention to the 
 fact that such a plan is being fostered by manufacturers' associa- 
 tions. Possibly, the fact that Fitchburgh, as the result of an unsuc- 
 cessful strike, is now an " open shop " city has a bearing upon the 
 attitude of all parties towards the question. 
 
 Below I give the rules and conditions under which special ap- 
 prentices taking the four years' co-operative industrial course are 
 received for instruction at the works; also, the apprenticeship 
 agreement in which the parties are the apprentice, his parent or 
 guardian, and the employer : 
 
 F'Mles and Conditions. 
 
 1. The applicant for apprenticeship under this agreement must have 
 satisfactorily met requir .ments for entrance to this course at the High 
 School. 
 
 2. The apprentice is to work for us continuously, well and faithfully, 
 under such rules and regulations as may prevail, at the works of the above 
 company, for the term of approximately 4,950 hours, commencing with the 
 acceptance of this agreement, in such capacity and on such work as speci- 
 fied below: 
 
 Lathe Work, Planer Work. Drilling, Bench and Floor Work, and such 
 other Machine Work, according to the capability of the apprentice, as per- 
 tains to our branch of manufacturing. 
 
234 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 This arrangement of work to be binding unless changed by mutual 
 agreement of all parties to this contract. 
 
 3. The apprentice shall report to his employer for work every alternate 
 week when the High School is in session, and on all working days when the 
 High School is not in session, except during vacation periods provided 
 below, and he shall be paid only for actual time at such work. 
 
 4. The apprentice is to have a vacation, without pay, of two weeks each 
 year, during school vacation. 
 
 5. The employer reserves the right to suspend regular work wholly, or 
 in part, at any time it may be deemed necessary, and agrees to provide 
 under ordinary conditions other work at the regular rate of pay, for the 
 apprentice during such period. 
 
 6. Should the conduct or work of the apprentice not be satisfactory to 
 employer or to the High School authority, he may be dismissed or sus- 
 pended for a time at any time without previous notice. The first two 
 months of the apprentice's shop work are considered a trial time. 
 
 7. Lost time shall be made up before the expiration of each year, at the 
 rate of wages paid during said year, and no year of service shall commence 
 till after all lost time by the apprentice in the preceding year shall have 
 been fully made up. 
 
 8. The apprentice must purchase from time to time such tools as may 
 be required for doing rapid and accurate work. 
 
 g. The said term of approximately 4,950 hours (three-year shop term), 
 shall be divided into three periods as stated below, and the compensation 
 shall be as follows, payable on regular pay days to each apprentice. 
 
 For the first period of approximately 1,650 hours 10 cents per hour. 
 
 For the second period of approximately 1,650 hours. . . .11 cents per hour. 
 For the third period of approximately 1,650 hours 12^ cents per hour. 
 
 10. The above wage scale shall begin the first day of July preceding the 
 apprentice's entrance upon the first year of shop work of the High School 
 Industrial Course. 
 
 The satisfactory fulfilment of the conditions of this contract leads to a 
 diploma, to be conferred upon the apprentice by the School Board of Fitch- 
 burg upon his graduation, which diploma shall bear the signature of an 
 officer of the Company with which he served his apprenticeship. 
 
 Apprenticeship Agreement. 
 
 Agreement Among the Three Parties. 
 
 This Agreement made the day of 
 
 A.D., 19 , by and between of 
 
 (Employer) 
 
 party of the first part; and of 
 
 (Co-operative Student) 
 
 party of the second part; and of 
 
 (Bondsman) 
 
 party of the third part. 
 
 Witnesseth. That the party of the second part shall from the date 
 hereof, for the term of three years (4,950 hours, divided into three periods 
 of 1,650 hours a year, as stated in the "Rules and Conditions,"), and so 
 much longer as may be necessary to make up lost time, become and be the 
 apprentice of the party of the first part to the art or trade of , 
 
UNITED STATES 235 
 
 and that said parties of the first and second parts will well and truly do 
 and perform all things required to be done and performed by them in and 
 by said Rules and Conditions of the Co-operative Industrial Course. 
 
 And said party of the third part, in consideration that the parties of 
 the first and second part have with his knowledge executed this agree- 
 ment, covenants and agrees for himself and his assigns, heirs, executors or 
 administrators, with the party of the first part that the party of the second 
 part shall well and truly do and perform all things required to be done by 
 him, in and by this agreement, and in case said party of the second part 
 shall in anywise violate any of the terms and provisions of this agreement or 
 said Rules and Conditions, to pay to the party of the first part the sum of 
 One Hundred Dollars, as ascertained and liquidated damages for such 
 breach of contract. 
 
 In Witness whereof, said party of the first part has caused these 
 presents to be signed and sealed by its 
 
 for this purpose authorized, and said parties of the second and third parts 
 have hereto set their hands and seals this day and year first above written. 
 
 Signed and Sealed 
 
 (Employer) 
 
 In presence of 
 
 Signed and Sealed 
 
 (Apprentice) 
 
 In presence of 
 
 Signed and Sealed 
 
 (Bondsman) 
 
 In presence of 
 
 Agreement of Relative or Guardian. 
 * of the above named 
 
 (Relative or Guardian) 
 
 do hereby give my consent to 
 
 (Apprentice) 
 
 his entering the employ of the said 
 
 (Employer) 
 
 upon the terms named in the above articles of agreement; and I further 
 agree that in consideration of such employment the wages or earnings of 
 m y said shall be paid directly to him, and I hereby release 
 
 Son or Ward) 
 
 all claim that I now have or may have hereafter thereto. 
 
 Dated at this day of 19 
 
 Signed and Sealed 
 
 (Relative or Guardian) 
 
 In presence of 
 
 This is to Certify that the within named, 
 
 completed his term of apprenticeship. 
 
 (Seal) 
 
 16 E.I.P. 
 
236 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 BEVERLEY CO-OPERATIVE TRADE SCHOOL, MASSACHUSETTS 
 
 ESTABLISHMENT 
 
 An institution on the co-operative plan, but of a different char- 
 acter from the Fitchburg one, has been established at Beverley, 
 Massachusetts. I was not able to visit it, but I have obtained in- 
 formation regarding it from the Principal by correspondence, and 
 from Deputy Commissioner Prosser, of the Boston Board of Edu- 
 cation, at an interview with him in Boston. Last year, a Beverley 
 Commission on Industrial Education reported in favour of co- 
 operation between the city schools and the United Shoe Machinery 
 Company, the chief industry of the city, with about 3,000 em- 
 ployees. The plan adopted is as follows : 
 
 CO-OPERATIVE PLAN 
 
 Separate 
 Department 
 in Factory. 
 
 Plan of 
 Operation. 
 
 Industrial 
 Education. 
 
 A separate department has been organized in the factory of the 
 company, equipped with all the necessary machinery tools for 25 
 boys at one time. The company furnishes all materials and keeps 
 the accounts. The machinery manufactured is inspected by regu- 
 lar factory inspectors and when satisfactory goes into the regular 
 stock of the United Shoe Machinery Company. One-half the regular 
 piece price is paid each pupil for all his product that passes inspec- 
 tion. The company also makes up the deficit between the earnings of 
 the practice shop as shown by the accounts and the cost of main- 
 tenance of the practice shop, including the salary of the instructor 
 while in the shop. The hiring of the shop instructor, the foreman, 
 and the management of the shop is in the hands of the Committee 
 committee on on Industrial Education. This Committee consists of five members 
 of the School Committee, the Mayor, and one representative of the 
 manufacturer furnishing the practice shop, the Superintendent of 
 Schools being ex officio Secretary and Executive Officer. The 
 Committee has full charge of the school and practice shop, subject, 
 however, to approval by the State Board of Education. The manu- 
 facturer furnishing the practice shop has the right to withdraw his 
 co-operation on reasonable notice. 
 
 Being under a special Committee, the School is independent of 
 both the factory and the High School, though sharing in the facili- 
 ties of both. 
 
 In the High School the work is carried on in a labora- 
 tory assigned for the exclusive use of this school. The other school 
 laboratories and class rooms are used in the afternoons when not 
 occupied by the regular High School classes. All the work is car- 
 ried on in separate classes with different hours from the regular 
 High School and with a distinct course of study and a corps of in- 
 structors selected to suit the needs of the classes. The school day 
 
 Work in 
 High School. 
 
UNITED STATES "' 237 
 
 consists of eight hours, there are no home lessons, and the factory 
 ..hours and discipline are the same as for employees. 
 
 To be admitted, the candidates must be fourteen and have com- Admission 
 
 tests. 
 
 pleted the sixth grade of the elementary school. Many, however, 
 have attended the High School for a year or two. The number is Organization, 
 limited to fifty, who are in two groups of twenty-five each, which 
 alternate between the factory and the school building. Each group 
 is under the charge of the machinist instructor, who accompanies 
 it at both school and factory. The advantages of this plan are that 
 the instructor correlates the work more closely. The wider experi- 
 ence makes him also more expert ; for the work of the factory pre- 
 vents his being too theoretical in his instruction, and the experience 
 in the school makes him a better teacher at the factory. 
 
 CURRICULUM 
 
 It is intended that two years shall be given to the introductory 
 .course, followed probably by one or two of more advanced work 
 and specialization. As, however, the school is in the experimental 
 stage, the course has not been formulated beyond the first year. 
 
 The course of study includes : 
 
 At the Factory: Operation of different machine tools on various classes 
 , of work, and specializing on machine tools for which special aptitude is shown. 
 Each pupil makes a freehand mechanical sketch and writes a description in 
 notebook of the various articles manufactured by him. 
 
 At the School: (i) Drawing: mechanical sketching, with all necessary 
 dimensions, working drawings, perspective, industrial design, machine 
 design. (2) Shop Mathematics : arithmetic and mensuration, algebra, geom- 
 etry, trigonometry, with shop tables and the use of instruments of precision. 
 (3) Machinist's literature, current and historical and modern machine shop 
 practice. (4) Science : mechanics, electricity as applied to machinery, chem- 
 istry of materials and their manipulation. (5) Business and social forms 
 and practices, and personal, social and civic duties. 
 
 ADVANTAGES OF THE PLAN 
 
 The following advantages are claimed for this variety of the 
 co-operative plan : 
 
 1. The work-shop is equipped by the manufacturer with 
 machine tools of the very best and latest type. 
 
 2. The High School is modern in its equipment, and keeps pace 
 with improvements in appliances and laboratory apparatus. 
 
 3. The School has been established without a large initial ex- 
 pense for buildings and equipment. 
 
 4. Not only the industrial experience of the manufacturer is 
 utilized, but his interest and co-operation are assured. 
 
 5. The School is distinctly a Public School, at both the High 
 School and the factory. No indenture to the manufacturer is re- 
 
238 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 quired, and there can be no suspicion, as is the case in the Fitch- 
 burg School, that the boys are exploited for the benefit of the 
 manufacturer. The pupil may leave at any time. He receives in 
 wages one-half the regular piece price, and all his work at the fac- 
 tory is done under the sole direction of the mechanical instructor 
 who teaches him at the school. 
 
 6. The product of the pupil's work is used to pay the cast of the 
 raw materials and to pay him for his labour in proportion to his 
 competency as a workman. The other half of the regular piece 
 price is credited to the funds of the school at its cost price to the 
 factory. So far, any deficit has been made good by the manufac- 
 turer; but, as the pupils become more skillful, it is expected that 
 deficiencies will disappear. It is also provided in the agreement 
 with the manufacturer that, if any profits should accrue, they will 
 belong to the school and be distributed to the pupils in increased 
 wages, or in whatever way is deemed advisable by the Board of 
 Trustees. 
 
 IV. TECHNICAL HIGH SCHOOLS 
 
 SPRINGFIELD TECHNICAL HIGH SCHOOL, MASSACHUSETTS 
 
 GENERAL 
 
 confused The Springfield Technical High School illustrates the looseness 
 
 nomenclature. . ., . . 
 
 with which such schools are named. At first a manual training de- 
 partment of the Public Schools, it was, in 1898, reorganized as an 
 independent school, under the name of the Mechanics' Arts High 
 School and conducted in a building which had been a private school 
 for teaching the trades. But, as this association and the opening 
 of a new Public Evening Trade School in the same building with 
 the same equipment and teachers, had led many to suppose that the 
 day school was for the same purpose, the name was changed in 
 1904 to the Technical High School, to which it has now a just claim. 
 
 Accommoda- When I vi sited the school about ten years ago its accommoda- 
 tions were poor and its equipment limited. It is now housed in a 
 magnificent building, and possesses equipment for both boys and 
 girls of a very complete character, at a total cost for site, building, 
 and equipment of about $280,000. 
 
 character of The school is an independent Public High School, free to boys 
 and girls who live in Springfield. The entrance qualifications are 
 the same as for those who enter the Central High School of the city, 
 which, I may mention, cost about $400,000. 
 
 CURRICULUM 
 
 General The programme includes the English language and literature, 
 
 mathematics, science, history, French, German, and Latin of a 
 High School course ; it also recognizes the principle that the activi- 
 
UNITED STATES 239 
 
 ties of home life, or of an industrial or business career, should begin 
 in the School, and it provides that in all the courses the boys shall 
 take drawing and shop work, and the girls sewing and cookery. 
 
 There are three courses of instruction, each of which offersThree 
 from twenty to thirty hours per week throughout each of the four 00 
 years. They differ, however, in the subjects and the relative 
 amount of time given to practical work and the literary or scientific 
 studies. The aim in all the courses is educational and practical, not 
 narrowly vocational. No attempt is made to teach the mechanic 
 a building trade as such. The courses are as follows : 
 
 I. The College Preparatory Course: This course is based on 
 the requirements for admission to the various colleges and schools 
 of technology. Girls receive at the same time a training in domestic 
 science, and boys in drawing and shop-work. 
 
 II. The General Scientific Course: In addition to genera] 
 academic training, instruction is given in drawing and design in 
 the elements of the mechanic arts, and in the principles of domestic 
 science, which, in this course, are of more importance than in the 
 College Preparatory or the Commercial Course. For those who 
 wish to place special emphasis on practical work, a sub-division of 
 the course has been provided in which less literary and mathema- 
 tical study is required. In the third and fourth years specialization 
 in the work of the drawing room and the shops is permitted, and 
 the students taking this sub-division become so well grounded in 
 the principles of the fundamental mechanical trades that their term 
 of apprenticeship, if they take one, may be materially shortened. 
 
 III. The Commercial Course: This course combines special 
 consideration of the ordinary commercial branches, with a good, 
 general academic course. This department prepares not only good 
 book-keepers, stenographers, and typewriters, but it provides a gen- 
 eral course that will enable students to earn promotion to the more 
 responsible positions. 
 
 As indicative of the relation between the school and the f ac- s c e hoois n to f 
 tories, I may mention that more than 60 per cent, of those who Factones - 
 have been trained in the Technical High School are engaged in 
 industrial employment of some kind, often in positions of leader- 
 ship. Moreover, about 25 per cent, of the graduates of the Tech- 
 nical High School have taken College courses and are filling engi- 
 neering positions of great responsibility. 
 
 General Scientific Course 
 
 The following are the technical courses : 
 
 1. French, German and Latin are electives on the understanding that, if 
 chosen, they will be continued for at least two years. 
 
 2. In order to meet an unusual requirement or to provide a programme 
 better suited to the needs of any pupil, the Principal, with the approval of 
 
240 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 the Superintendent, may authorize the omission of any subject and the sub- 
 stitution therefor of an. equivalent subject. 
 
 3. Figures in brackets after each subject indicate lesson periods of 45 
 minutes each. Unprepared lessons generally cover two periods or 90 
 minutes. 
 
 4. The number of prepared and of unprepared lessons per week are given 
 for each division. 
 
 A. For Boys 
 
 FIRST YEAR. 
 Division (a) 
 
 English (3), Algebra (5), History (5 mos.) (5), Physics (5 mos.) (5), 
 French (elective) (5) 13 18 prepared lessons. 
 
 Mechanical Drawing (4), Wood Turning, elementary pattern making, 
 metal work (with French elective 6) (10), Physical Training (2) 9 7 un- 
 prepared lessons. 
 
 Division (&) 
 
 English (3), Algebra (5), History (5 mos.) (5), Physics (5 mos.) (5") 
 13 prepared lessons. 
 
 Mechanical Drawing (4), Wood Turning, Elementary pattern making, 
 metal work (10), Physical Training (2) 9 unprepared lessons. 
 
 SECOND YEAR. 
 Division (a) 
 
 English (3), Geometry (4), Physics (5), French (4) 14 prepared 
 lessons. 
 
 Mechanical Drawing (4), Pattern Making and Moulding or Cabinet Mak- 
 ing (5 mos.) (8), Forging and Vice Work (8), Physical Training (2) 8 un- 
 prepared lessons. 
 
 Division (&) 
 
 English (3), Geometry (4), Physics (5), History (4) 14 prepared 
 lessons. 
 
 Mechanical Drawing (4), Pattern Making and Moulding or Cabinet Mak- 
 ing (5 mos.) (8), Forging and Vice Work (5 mos.) (8), Physical Training 
 (2) 8 unprepared lessons. 
 
 THIRD YEAR. 
 
 Division (a) 
 
 English (4), Chemistry (3 prepared) (6), Advanced Algebra and Solid 
 Geometry (4), Elective (4) 15 prepared lessons. 
 
 Elective Subjects: History (4), French (4), German (4). 
 
 Mechanical Drawing (4), Machine Shop Practice (6), Physical Train' 
 ing (2) 7 unprepared lessons. 
 
 Division (&) 
 
 English (4), Shop Mathematics (4), Elective (4 5)- 
 Elective Subjects: History (4), Bookkeeping (5), Typewriting (5), 
 Stenography (S) 13 16 prepared lessons. 
 
 Mechanical Drawing (4), Machine Shop Practice (6), Physical Training 
 (2). Elective: Extra Shop or Drawing Room Practice (4) 9 7 unpre- 
 pared lessons. 
 
 FOURTH YEAR. 
 
 English (4), Trigonometry and Applied Mathematics (5), Elecf'ves 
 (810 prepared) (10 n). 
 
UNITED STATES 241 
 
 Elective subjects: History and Civics (5), Advanced Physics (3 pre- 
 pared) (6), Advanced Chemistry (3 prepared) (6), German (5) 17 19 pre- 
 pared lessons. 
 
 Mechanical Drawing (6), Machine Shop Practice (4) 5 unprepared 
 lessons. 
 
 Division (&) 
 
 English (4), Trigonometry and Applied Mathematics (5), Electives (5 
 prepared) (10-11). 
 
 Elective subjects: History and Civics (5), Bookkeeping (5), Type- 
 writing (5), Stenography (5). 
 
 " Architectural Drafting, Machine Drafting, Tool Making, Pattern Mak- 
 ing. Cabinet Making, Electrical Cons- 1 ruction (4 to 6). 
 
 Mechanical Drawing (6), Machine Shop Practice (4). 
 
 Elective: Extra Shop or Drawing Room Practice (4 to 6) 7 8 unpre- 
 pared lessons. 
 
 B. For Girls 
 
 FIRST YEAR. 
 
 Division (a) 
 
 English (3), Algebra (5), History (3), Science (3), French or Latin 
 (elective) (5) 14 prepared lessons. 
 
 Design (4), Household Arts (4 or 6), Physical Training (2) 7 unpre- 
 pared lessons. 
 
 Division (6) 
 
 English (3), Algebra (5), History (3), Science 14 prepared lessons. 
 
 Design (4), Household Arts (8), Physical Training (2) 8 unprepared 
 lessons. 
 
 SECOND YEAR. 
 Division (a) 
 
 English (3), Science (3), Household Science (3 prepared) (5), French 
 or Latin or German (5), Elective (4 5) 14 19 prepared lessons. 
 
 Elective subjects: Geometry (4 5), Bookkeeping (5), Typewriting (5). 
 
 Design (4), Household Arts (4), Physical Training (2) 6 unprepared 
 lessons. 
 
 Division (&) 
 
 English (3), Science (3), Household Science (3 prepared) (5), History 
 (4), Elective (5) 13 18 prepared lessons. 
 
 Elective subjects: French or German (5), Bookkeeping (5), Typewrit- 
 ing (5). 
 
 Design (4), Household Arts (4), Physical Training (2) 6 unprepared 
 lessons. 
 
 THIRD YEAR. 
 Division (a) 
 
 English (4), Chemistry (3 prepared) (6), Hygiene and Sanitation (2), 
 Elective (i required) (3 5) 13 14 prepared lessons. 
 
 Elective subjects: French or Latin (3 5), History (4), Advanced 
 Algebra and Geometry (3), German (45), Bookkeeping (5), Typewriting 
 (5), Stenography (5). 
 
 Design (4), Household Arts (4), Physical Training (2) 6 unprepared 
 lessons. 
 
242 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Division (6) 
 
 English (4), Chemistry (3 prepared) (6), Hygiene and Sanitation (2), 
 Elective (i required) (4 5)_i 3 _i 4 prepared lessons. 
 
 Elective subjects: History (4), French or German (5), Bookkeeping 
 (5), Typewriting (5), Stenography (5), Household Science (Advanced) (4). 
 
 Design (4), Household Arts (4), Physical Training (2) 6 unprepared 
 lessons. 
 
 FOURTH YEAR. 
 
 Division (a) 
 
 English (4), Household Chemistry (5 prepared) (7), Elective (i re- 
 quired) (5) 14 15 prepared lessons. 
 
 Elective subjects: History and Civics (5), French or Latin (3 or 5), 
 German (3 or 5), Advanced Physics or Advanced Chemistry (6). 
 
 Design (4), Household Arts (4) 4 unprepared lessons. 
 Division (6) 
 
 English (4), Household Chemistry (5 prepared) (7), Elective (i 
 required) (5). 
 
 Elective subjects: History and Civics (5), French or German (3 or 5), 
 House Decoration, House Designing, Food Preparation, Typewriting (5) 
 14 prepared lessons. 
 
 Design (4), Household Arts (4) 4 unprepared lessons. 
 
 Science and Art for Girls. 
 FIRST YEAR. 
 
 Science: Elementary Science, Physics, Plant Physiology. 
 
 Design: Design for basketry, leather work, weaving, stencilling, inci- 
 dental lettering. 
 
 SECOND YEAR. 
 
 Science: Physiology, Physics. 
 
 Household Science: Preparation of Food, composition and nutritive value. 
 Design: Designs for pottery, metal work, wood furniture, constructive 
 details. 
 
 THIRD YEAR. 
 Science: Chemistry. 
 
 Household Science: Hygiene and Sanitation, consideration of site of 
 house, plumbing, heating and ventilation, lighting, furnishing. 
 
 Design: Architectural drawing, relation of house to surroundings, 
 planning of house, details of construction, interior decoration, relation to 
 purpose, proportion, colour schemes, hanging of pictures, materials for de- 
 coration. 
 
 FOURTH YEAR. 
 
 Household Science: Household Chemistry', dietetics, household manage- 
 ment, cost of living, table serving. 
 
 Design: Special problems for handwork elected, design applied to dress. 
 
 EVENING SCHOOLS 
 
 Aim - In connection with the school is an Evening School of trades, 
 
 established in 1898, the object of which is to give men who are 
 already employed an opportunity to make themselves more efficient 
 
UNITED STATES 243 
 
 workmen, and to supplement the imperfect and highly specialized 
 training of modern shops by presenting a greater variety of work 
 than would be open to them under the present factory system. 
 These classes are very popular, and the various city governments 
 have, almost invariably, voted promptly the sums needed for their 
 support. The returns from the sale of tools and other apparatus Disposal of 
 made by the machine shop classes have reduced considerably the cost 
 of maintenance. The classes are free to all over fourteen who are Fees, 
 residents of Springfield, but a fee of $5.00 is charged each student 
 for materials and other incidental expenses in machine shop prac- 
 tice and in pattern-making. In plumbing the fee is $8.00, and in 
 the laboratory classes in electricity, $4.00. Non-residents are 
 charged $10.00, or $15.00, according to the classes they take. The 
 school lasts twenty-four weeks, opening the second week in October, 
 and the sessions are trom 7.15 to 9.15 p.m., three evenings a week. 
 The different departments are as follows : Departments. 
 
 Mechanical Drawing, including Machine Drawing and Architec- 
 tural Drawing; a three-years' course. 
 
 Machine Shop Practice and Tool Making ; a two-years' course. 
 
 Wood Turning and Pattern Making, with Cabinet Making and 
 Furniture Making. Courses adapted to circumstances. 
 
 Plumbing, including the subjects of Water Supply and Sanitary 
 Drainage; a two-years' course. 
 
 Shop Mathematics : Two courses elementary and advanced. 
 
 Electricity : Two courses elementary and advanced. 
 
 In general character the above courses are the same as those 
 to be found in other evening trade schools. 
 
 Besides the evening trade classes, Springfield provides Even- other Even- 
 ing Elementary Schools, an Evening Art Drawing School, and an 
 Evening High School with a preparatory department. Moreover, 
 in January, 1909, a new departure was inaugurated in the evening 
 work, by the organization in the Technical High School Building 
 of classes in domestic science, dress-making, and home decoration. 
 
 As to attendance at the Evening Schools : The report for 1909 Attendance, 
 shows an enrolment of 1,393 at the general Elementary Schools, 
 99 at the Drawing School, 148 at the preparatory department of 
 the High School, 720 at the High School, and 447 at the School 
 of Trades ; and this in a city of about 80,000 population. 
 
 VOCATIONAL SCHOOL 
 
 But while Springfield has provided technical education of a 
 broad character for students of the High School grade, and special- 
 ized evening instruction for the workmen, until recently it did not 
 
244 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 provide special instruction for the trades in the case of those stu- 
 dents who are unable to avail themselves of a High School educa- 
 tion. 
 
 Stebiishment. In the manufacturing establishments of Springfield many trades 
 are represented; the last report of the Massachusetts Bureau of 
 Statistics credits it with 184. It has, accordingly, been plain that it 
 would be altogether too expensive to provide training for all. 
 Moreover, some of the industries are highly specialized, and employ 
 operatives who, after a few weeks or a few months, become almost 
 as automatic as the machines, they control. To meet the situation, 
 last autumn the school board organized a Vocational School. 
 
 Aim. The school is one of the intermediate industrial type, and is intended 
 
 to give the future workman an acquaintance with the fundamental 
 principles of hand and machine work, and to help him to acquire 
 some skill in the use of tools and some knowledge of the 
 processes and principles of construction; to teach him some- 
 thing about the raw materials used in local industries, the source 
 of such materials, the geographical conditions of the regions 
 they come from, and the methods of transporting them to the 
 factory, and to give him also some notion of factory processes, 
 the markets for which the products are prepared, the organiza- 
 tion of a factory, the work of apprentices, the wages they receive, 
 and the conditions of wage increase. Such knowledge is intended 
 to help the boy to grasp industrial conditions and to solve industrial 
 problems. The school also provides courses in practical mathema- 
 tics, mechanical drawing, and English composition. History is also 
 taught with emphasis on its commercial and industrial phases. 
 
 Plan - To carry out the scheme, the following plan was put into 
 
 operation last autumn, and is reported by the Springfield Superin- 
 tendent of Schools to have so far been a successful experiment : 
 
 Two groups of boys from the elementary schools, of about 
 twenty-five each, have been taught by two trained craftsmen, one 
 a woodworker and the other an ironworker. The boys selected 
 were at least fourteen years of age and were fitted for the seventh 
 or eighth grade of the elementary school work. The course is in- 
 tended to be one of three or four years, and to prepare boys for 
 entrance into the more important hand-tool and machine-tool trades 
 after shortened apprenticeships. 
 
 Each boy spends half the year in woodwork, and the other half 
 in ironwork, in order to test his aptitude for trade and to find out 
 which trade he is most fitted for. In the second year he will make 
 a choice of the line of work he will take up in the school. In the 
 forenoon the boys are in class-rooms of the elementary schools, 
 where they will take up academic work and mechanical drawing, 
 
UNITED STATES 245 
 
 and in the afternoon they are in the shops of the Technical High 
 School. 
 
 An extension of this scheme was also provided when last sum- 
 mer a six weeks' Manual Training Vacation School for boys was 
 opened with, it is reported, a good attendance and excellent results. 
 
 STUYVESANT HIGH SCHOOL, NEW YORK CITY 
 
 ACCOMMODATION AND EQUIPMENT 
 
 The Stuyvesant High School provides technical instruction, but ^ 
 for boys only. The building covers an acre of ground, and in the equipment, 
 five stories and basement contains actual floor space of about five 
 acres, providing for about 1,200 day pupils. The attendance at the 
 evening classes is nearly as great. The accommodations and equip- 
 ment are so excellent as to deserve description: Forty-eight class 
 rooms, three physical laboratories, three chemical laboratories, three 
 lecture rooms, nine draughting rooms, eight carpenter rooms, three 
 wood-turning and pattern-making shops, one metalwork shop, one 
 foundry, two blacksmith shops, one machine shop, one special 
 laboratory for electricity, one construction and milling room, one 
 blue-printing room, one photographic dark room, a library, an 
 auditorium with seating capacity for 1,500, a lunch room, a 
 gymnasium nearly a hundred feet square, with elevated running 
 track and visitors' gallery, a locker room with over 2,000 lockers for 
 individual students, and a lavatory with ten shower baths. All the 
 shops and rooms have excellent equipment. The site cost $365,000, 
 the building $1,000,000, and the equipment $200,000, a total of 
 $1,565,000. 
 
 The salaries cost $150,000 a year; the material, $15,000; and Maintenance, 
 the other items of maintenance $20,000. The total attendance in the 
 Manual Training Department is 1,900, and each pupil cost $100 a 
 year. 
 
 CURRICULUM 
 
 Two courses are provided ; the work done is of a higher charac- 
 ter than in most of the other Industrial or Technical Schools : 
 
 i. The General Course, for those boys who wish to prepare general 
 directly for schools of medicine, law, dentistry, or pharmacy; for 
 schools of electrical, mechanical, or civil engineering; or for the 
 academic department of any college. Here are included the usual 
 academic subjects, with free-hand and mechanical drawing in the 
 first and second years, and mechanical drawing in the third and 
 fourth years ; joinery in the first year : wood-turning, pattern-mak- 
 ing, moulding, and sheet metal work in the second year ; forging in 
 the third year; and machine shop construction in the fourth year, 
 
246 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Industrial 
 Course. 
 
 Aim. 
 
 Departments. 
 
 for which, however, a student preparing for a technical college 
 course may substitute an academic subject. 
 
 2. The Industrial Course, for those boys who intend to go 
 directly from the High School to positions in machine shops, in 
 building construction, electric light and power plants, chemical de- 
 partments of manufacturing establishments, in commercial indus- 
 tries requiring technical knowledge and skill or in the different 
 departments of City Government. 
 
 In this course the number and the extent of the academic sub- 
 jects are somewhat less than in the first course. In the following 
 statement, the number in brackets is the number of class periods 
 each week; as will be noticed, no choice of study is allowed in the 
 first three years, but a wide range is allowed in the last year: 
 
 First Year: English (5), algebra (5), freehand drawing (2), mechanical 
 drawing (4), joinery and cabinet making (10), music (i), physical train- 
 ing (2). 
 
 Second Year: English (3), plane geometry (4), chemistry (5), freehand 
 drawing (2), mechanical drawing (4), wood-turning, pattern making and join- 
 ery (10), physical training(2). 
 
 Third Year: English (3), plane geometry and trigonometry (3), physics (5), 
 modern history (3), mechanical and architectural drawing (i), forging and 
 machine shop practice (10), physical training. 
 
 Fourth Year: English (3), shop mathematics (3), American history and 
 civics (4), advanced chemistry or economics or industrial and Commercial 
 Law or applied mechanics, steam and electricity (4), mechanical and archi- 
 tectural drawing (4), special shop work in Laboratory Practice in one of the 
 following electives : 
 
 1. Building Construction ; carpentry ; sanitation, including heating and in- 
 stallation; electric wiring and installation. 
 
 2. Advanced forging and tool making. 
 
 3. Advanced pattern making and foundry practice. 
 
 4. Advanced machine shop practice. 
 
 SL Industrial chemistry. 
 
 \ 
 
 BOSTON GIRLS' HIGH SCHOOL OF PRACTICAL ARTS 
 GENERAL 
 
 This school differs from the industrial, or trade school, in pro- 
 viding for all a good four years' academic course and in preparing 
 girls for the duties of the home as well as for trades. It is a con- 
 necting link between the ordinary Trade School and the Technical 
 High School. 
 
 The academic departments are English, history, mathematics, 
 science, art, and French and German. The Principal, however, 
 informs me that on account of their comparative unimportance, 
 probably hereafter no modern language will be taken up. As far 
 as possible the academic subjects are given a practical application; 
 
UNITED STATES 247 
 
 thus, for example, the pupil is taught both how to prepare sulphur 
 dioxide and how to bleach the straw for straw hats. Instruction is 
 given throughout the course in choral singing and physical training. 
 
 The Art department deserves special notice. Its object is to Art D epart- 
 cultivate taste through a study of the principles of beauty and their 
 application to the problems of dress and the home. It includes 
 representation, which stimulates observation and expression; con- 
 struction, which teaches the facts of form and the making of draw- 
 ings for the work-shop; mechanical drawing, which necessitates 
 accuracy in measuring; composition and design, which include the 
 analytical study of the principles of beauty and colour harmony; 
 costume designing ; house decoration and furnishing. 
 
 The Industrial Departments are household science and arts, industrial 
 sewing, dress-making, and millinery. Besides fitting girls for 
 home-making, the insti uction in practical arts insures to those who 
 seek employment places of responsibility in the industries they have 
 studied at school. 
 
 The terms of admission are the same as those of the other His;h Admission 
 
 tests 
 
 Schools in Boston and are about the same as those we prescribe in 
 Ontario. 
 
 CURRICULUM 
 
 Following is a summary of the programme of studies: 
 
 In the first year all take the same subjects; there are no elective courses. Summai T- 
 In each of the second, third and fourth years, a choice of one of the follow- 
 ing elective courses is allowed: Dressmaking Course (10), Millinery Course 
 (10), Household Science Course (10). 
 
 NOTE. The number after each subject is the number of periods a week devoted to it, each period 
 being 45 minutes long. 
 
 First Year. Required : English (5), history (2), mathematics (4), art 
 (4), sewing (6), cooking and housewifery (4), choral practice (i), physical 
 training (2). 
 
 Second Year. Required : English (4), history (2), French or German 
 (3), chemistry (4), art (5), choral practice (i), physical training (i). 
 
 Third Year. Required: English (4), history, civil government (2), French 
 or German (3), biology, one-half year (2), physics, one-half year (2), art (5), 
 choral practice (i), physical training (i). 
 
 Fourth Year. Required : English (4), French or German (3), house- 
 hold accounts, one-half year (2), home nursing, one-half year (2), economics 
 (2), art (5), choral practice (i), physical training (i). 
 
 As this school is one of the best I know of which provide trade Practical 
 instruction of a high character and good all-round culture for girls 
 of the secondary grade, I give the details of the practical courses : 
 
 Dressmaking 
 FIRST YEAR. 
 
 White Work: Review of sewing stitches on a model. Hand stitching. 
 Running. Over-seaming. Hemming. Buttonholes. Gathering. Putting 
 on a band. 
 
248 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Care and use of sewing machines. 
 
 r a ^H rm T tS ' i n ^ d !, n ? hand , and machine se wing. Each to be planned, 
 drafted, cut, and fitted by pupils: 
 
 Apron :-(a) Machine: Ruffle, hems, tucks, straight bands, straight 
 facings, (b) Hand: Fancy hem stitches. 
 
 f.rin- K SeamS " Cuttin & an d Pacing of yokes. Bias 
 
 facings. Straight band. Placket. Joining lace and embroidery. 
 
 Kimono: Tailor basting. Seam finishings (cat stitch, open and closed 
 ^ Fre n a chknot e ) ge ' *"" ^'^ ^^ embroideries > etc. (Solid, 
 
 Night Gown: Draft with yoke. Draft princess (make either). Sleeve 
 (circular, puffed, straight). 
 
 Corset Coyer and Skirt, or Chemise: Setting in of lace. French em- 
 broidery. Rolling hems. Whipping ruffles. 
 
 Hemming, marking, and darning table linen. Patching. Mending flan- 
 nel. Mending and footing stockings. Mending gloves. 
 
 SECOND YEAR. 
 
 Drafting: Skirts, shirt waists. Make models of different plackets and 
 seam finishings. Cut, fit, and make a shirt waist suit. Plaids. Stripes. 
 Bias folds. Pipings. 
 
 Tailored Waist: Neck band. Stiff cuff. 
 
 Crochet Stitches: Drawn work. 
 
 Lingerie Dress: Flounces. Laces. Embroideries from original designs. 
 Making medallions. Mending lace. Transferring embroideries. Chemis- 
 ettes. Undersleeves. 
 
 Orders taken for shirt waist or plain skirt. Shop methods. 
 THIRD YEAR. 
 
 Pattern Making: Plain skirt modified for pleated skirts, and different 
 fancy models. 
 
 Circular skirts. Circular gored skirts. Drafting for close fitting waist 
 and Princess dress. Materials, wool and silk. Unlined tailored skirt. Press- 
 ing. Seam finishings Overcast. Bound, Pinked. Notched. Waist, lined 
 and unlined. Drop skirt. Lined waist, boned (model), with cases, without 
 cases. Lined skirt Stiffening, braid, velveteen, etc. Mending woollens. 
 Mending heavy lace with lace stitches. Making trimmings. Shirrings. 
 Cordings. 
 
 FOURTH YEAR. 
 
 Draft Patterns for all styles. Tailored coat. Skirt. Graduation dress. 
 Evening dress to order. 
 
 Millinery. 
 FIRST YEAR. 
 
 Bandeaux: Of buckram. Side. (Covered plain of side, both sides, and 
 edge). Of wire. 
 
 Folds: Cutting, piecing, and making. Plain folds. French folds. Roll 
 hern. Teaching cat stitch, slip stitch, etc. 
 
 Frames. Buckram: Taking measures, cutting patterns, making cov- 
 ering wires. Covering frame with canton flannel, binding edge, lining. 
 Finishing with folds. Talks on materials silk and velvet. Renovating 
 silk and velvet. Ornaments made from copy and original design. 
 
 Wire frames: Made from model hats, (i) One piece frames. (2) 
 Two piece frames. These covered with crinoline as a foundation for other 
 covering. 
 
UNITED STATES 249 
 
 A small wire frame (dolls') from original design. Covered with straw 
 (first straw sewing) and finished as a review of principles previously taught. 
 
 Visit Spring openings and make wire frames in prevailing style, and 
 cover with straw, shirrings, rim facings, puffed edges. 
 
 SECOND YEAR. 
 
 During this year use the real materials, velvets, ribbons, flowers, lace, 
 etc. Consider cost of each article made. 
 
 Bow Making: Wiring, edging with straw, etc., rosettes, lining velvet 
 for trimmings, ornaments. 
 
 Felt Hat (old): Renovate, brace, face, put on folds, copy a simple 
 trimming. 
 
 Frames for bonnets and toques, covered with real materials, as velvets, 
 fancy braids, chenilles, etc. Baby's bonnet. 
 
 Renovating: Flowers, lace, wire lace. Make wire frames. Cover with 
 straws in combinations, with fancy crowns, and brims. Re-shaping old 
 style hats by taking out braid and adding more by piec : ng, colouring. Trim 
 same. Other practice in trimming. 
 
 THIRD YEAR. 
 
 Renovating and curling feathers. Visit openings, and make sketches of 
 hats and trimmings, from which trim felt hat, and make frame, cover and 
 trim. Modify the prevailing styles to suit individuals. Make hat from 
 original design. Fur sewing. Making of and trimming hats with fur. 
 Mourning work. Buying materials. Taking orders. 
 
 During this year the pupils will buy materials, estimate cost of hats, 
 estimate fair profits, considering a trade milliner's expenses. Make hat for 
 sale. 
 
 The following are the articles made : 
 FIRST YEAR. 
 
 5 different kinds of Bandeaux; i Buckram hat frame, made and cov- 
 ered; 3 different ornaments of silk and velvet; 2 wire frames; straw mend- 
 ing; i miniature hat, wire frame, covered wi.h straw, trimmed, original 
 design; i wire frame covered with crinoline and straw and faced with shir- 
 red mull; i hat of original design, complete, for student's wear; 3 different 
 ornaments of straw. 
 
 The above are required of all girls. Some do extra pieces. 
 
 Household Science* 
 FIRST YEAR. 
 
 Care of kitchen. Building and care of fire. 
 
 Foods: Definitions. Reasons for cooking. Water. 
 
 Carbohydrates: Cereals, starchy vegetables, green vegetables, fruits, 
 sugar candy. 
 
 Fats and Oils: Sources. Uses in cooking. Salads, butter balls, whipped 
 cream, soap. 
 
 Beverages: Coffee, tea, chocolate, cocoa. 
 
 Proteids: Milk chese, white sauce, milk soups. Eggs Soft cooked, 
 hard cooked, poached, scrambled, scalloped, soft custard, baked custard, egg 
 vermicelli. Meats Cuts of meat, soup stock, braised beef, steak Ham- 
 burg steak, hash. Fish Boiled, broiled, baked. 
 
 Albuminoids: Gelatine, jellies, snow pudding. 
 
 Doughs and Batters: Baking powder biscuits. Muffins. Popovers. 
 Plain cake. Cookies. 
 
250 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Frozen Mixtures: Sherbet. Ice cream. 
 Left-overs. 
 
 Sorting clothes. Removal of stains. Preparation of water. Starching 
 Care of line. Drying. Ironing. Folding. 
 
 Practice on: Bed linen, body linen, table linen, woollens, laces, silks. 
 Cleaning windows, paint, woodwork, metals. 
 
 SECOND YEAR. 
 
 Preserving and Canning: Fruits and vegetables. Soups with soup 
 stock foundation. Salads Mayonnaise dressing. Custards. Omelets. 
 Souffles. Meat Roasts, poultry. Fish To skin, to bone, to fillet, to serve. 
 Gelatine Fruit jelly, Bavarian cream, food in aspic jelly. Pastry. Fried 
 Food. Bread. Biscuits buns. Cakes cookies. Frozen mixtures Ices, 
 ice cream, Mousse. 
 
 Study of Foods: Season. Care. Price. 
 
 Buying, planning, and serving meals for a certain price. 
 
 Practice in housekeeping in a model home, care of storeroom. 
 
 THIRD YEAR. 
 
 Preserving. Invalid cookery. Study of dietaries with prices for babies, 
 school children, aged people of different occupations. Cooking and serv- 
 ing meals (individual responsibility). Breakfasts, luncheons, dinners, 
 suppers. 
 
 FOURTH YEAR. 
 
 Cost of household furnishings and decorations, and cost of living based 
 on incomes. Food, rent, light, heat. Balance food values for menus cov- 
 ering several days, use of left-overs. 
 
 Each student to plan and cook entire meal. Practice in catering for 
 small parties. 
 
 V. COMMERCIAL HIGH SCHOOLS 
 
 HIGH SCHOOL OF COMMERCE, BOSTON . 
 
 GENERAL 
 
 Aim. This school, which now occupies temporary quarters, is a 
 
 special school for higher education in commercial subjects. More 
 elementary courses are provided in the High Schools. As stated 
 in the programme, the object of the school is to combine instruction 
 in general high school subjects with instruction in the specific sub- 
 jects of commerce. The general subjects are, however, taught with 
 a constant view to preparing the pupil to use them in business, and 
 to this end they are centred about the specific work in commerce. 
 The admission test is the same as that in the other High Schools. 
 
 Admission For graduates of the High Schools a more advanced course is also 
 
 tests. , , 
 
 provided. 
 
 The course of study allows a student to prepare himself for one 
 of the three main departments : Secretarial Work. Buying and Sell- 
 ing, and Accounting. 
 
UNITED STATES. 251 
 
 CURRICULUM 
 
 The subjects taken up are as follows, the number of weekly 
 periods being given after each subject : 
 
 English: 4 for three and one-half years, commercial English, advertising, 
 correspondence, first half fourth year. 
 
 Modern Languages: German, 4 for three years, 3 for one year, French or 
 Spanish, 3 during second, third, and fourth years. 
 
 Economics and History: General history, 3 during first year. Modern 
 history, 4 first half third year. Economic history, 4, second half of third year. 
 Commercial geography, 4, first half of second year. Local industries, 4, 
 second half of second year. Commercial law, 4, first half of fourth year. 
 Civil Government, 4, second half of fourth year. Economics, 4, fourth year. 
 
 Mathematics: Algebra, 4, during first year; review, 4, three months in 
 fourth year. Plane geometry (elective), 4, third year. Commercial arithmetic, 
 4, second half second year. Solid geometry and trigonometry (elective). 
 
 Business Technique: Penmanship, 4, first half first year. Business forms 
 and practices, 4, second half first year. Book-keeping, 4, second year. Ad- 
 vanced Book-keeping (elective in third and fourth years), 4, third year; 6, 
 fourth year. Typewriting, either one period, third and fourth years, or in the 
 advanced book-keeping and stenography courses. Stenography (elective), 5, 
 second year; 4, third year; 6, fourth year. 
 
 Science: Elementary physics, 4, first half first year. Physical geography, 
 4, second half first year. Chemistry, 5, third year. Advanced applied chemistry 
 (elective) 5, fourth year. 
 
 Drawing (elective) : Freehand, 3, third year. Mechanical drawing, 3, 
 fourth year. Commercial Design, 3, fourth year. 
 
 CO-OPERATION WITH BUSINESS MEN 
 
 A noteworthy feature of this school is a scheme of co-operation 
 maintained between the school and the business men of the city : 
 
 i. A general committee of twenty-rive business men, represent- Advisory 
 ing the various activities of the city, has been appointed by the school Cc 
 board for advisory purposes. While this is the first time such a 
 plan has 'been put in operation in the United States, it has been in 
 operation for many years in Germany and is regarded as being a 
 most important factor in the efficiency of her commercial schools. 
 In Germany the Gity Chamber of Commerce usually takes the initia- 
 tive in the establishment of the Commercial School, and it is to the 
 business men that the boards of management look for advice in its 
 administration. At this school throughout the year business men 
 discuss before the students such subjects as success in business, busi- 
 ness ethics, business organization, etc. Lectures have also been 
 provided for on leather, wool, provisions, textiles, wholesale and 
 retail business, etc. 
 
 2. Co-operation has also been provided for between the school summer 
 and the business office. During each year groups of students have Employm 
 been taken into the business houses, where, under the direction of 
 competent guides, they are shown a modern business house in actual 
 operation. 
 
 17 E.I.P. 
 
252 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Plan - The plan of summer employment is put into operation in a very 
 
 simple way. I have before me a circular letter addressed by the 
 Principal of the school to a number of business houses asking for 
 co-operation. The letter states that the school desires 300 positions 
 for summer employment, at a minimum wage of $2.00 a week, this 
 sum being required to pay car-fares and buy lunches. While higher 
 pay may be offered, wages are a minor consideration, the chief 
 object being to give the boys some business experience. This 
 scheme is regarded as an experiment but so far it has been successful. 
 Subject to the parents' approval every boy of the second and third 
 year classes is expected to spend at least four weeks of his summer 
 vacation as an employee in a business house. To secure a position 
 he must be mature enough for the work, have had a satisfactory 
 school record, and be recommended by his teacher. He takes with 
 him to the business house a summary of his school record, and brings 
 back to the school a summary of his record with the business house, 
 under the following heads : responsibility, initiative, accuracy, ability 
 to work with others, good taste in dress and manners. 
 . Last summer, through the public spirit of certain business men 
 of Boston, two travelling scholarships were established. Such 
 scholarships, I may add, are provided in Germany also. The young 
 men who held these scholarships were selected from the senior class 
 of the school after an examination in modern languages, economics, 
 and a knowledge of commercial conditions in South America, 
 and were sent on a trip of observation to the east coast of that 
 continent, where they visited some of the largest cities, such as 
 Buenos Ayres, Montevideo, Rio de Janeiro. On their return 
 they made an official report of their visit to the Advisory Commit- 
 tee of business men associated with the school. 
 
 VI. CORRESPONDENCE-STUDY SCHOOLS 
 THE UNIVERSITY OF WISCONSIN, MADISON 
 
 GENERAL 
 
 When in Milwaukee in December, 1909, at the Convention of the 
 Association for the Promotion of Industrial Education, I met 
 some members of the staff of the University of Wis- 
 consin. One of these was Mr. William H. Lighty, Secretary of 
 the University Extension Division. Then, and later by corre- 
 spondence, he put me in possession of some facts in connection 
 with this division of the University work that should prove sug- 
 gestive in Ontario. I heard also an illuminating address by Charles 
 Van Hise, President of the University, on the subject of University 
 Aid to Industrial Education. 
 
UNITED STATES 253 
 
 The University of Wisconsin is a State-supported institution, 
 its main revenue being derived from a two-seventh (2-7) mill tax. 
 In addition to this, however, in recent years appropriations have 
 been made for building and other purposes. The annual appropri- 
 ation made by the State Legislature, including the tax and special 
 appropriations, amounts to $1,200,000. Each college of the Uni- 
 versity has its special staff. 
 
 UNIVERSITY EXTENSION DIVISION 
 
 The University Extension Division is one of the co-ordinate col- Department* 
 leges. It consists of four departments : 
 
 1. Lecture Instruction Department. University lectures are i- Lecture, 
 available for lecture courses or single lectures, commencement ad- 
 dresses, etc., in a large number of departments. 
 
 2. Debating and Public Discussion Department. This depart- z - Debating., 
 ment issues bulletins, stating questions of live interest, gives 
 affirmative and negative references upon them and lends libraries 
 
 for preparing debates. Thousands throughout the State in High 
 Schools, School Boards, Town Councils; and farmers', social and 
 women's clubs, etc., have been assisted through this department. 
 
 3. General Information and Welfare Department. This de- information., 
 partment serves as the clearing-house for enquiries and for infor- 
 mal dissemination of useful and serviceable knowledge having a 
 
 direct bearing upon general welfare. 
 
 4. The Correspondence-study Department is the one in which encestudy! nd 
 we are interested. The instruction in it is given in five main 
 divisons as follows : 
 
 (1) Special Vocational Studies; 
 
 (2) Elementary School Branches; 
 
 (3) High School and Preparatory subjects; 
 
 (4) Special Advance Work; 
 
 (5) Regular University grade of work. 
 
 In the foregoing, thirty-five departments of the University are 
 represented. These embrace 206 courses of study, the subjects 
 taken by the correspondence students including nearly all that are 
 offered. 
 
 As illustrations of the scope of the work done, I give the 
 details of three of the grouped vocational studies: 
 
 Mechaniffll Engineering: Mechanical Drafting, Stationary Engineering, 
 Machine Design, Refrigeration, Heating and Ventilation, Power Plants, Gas 
 Power Plants, Steam Engine and Boiler Operation. 
 
 Structural Engineering: Structural Designing, Structural Drafting, Bridge 
 Construction, Building Construction, Masonry and Reinforced Concrete. 
 
254 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Fees. 
 
 sources of 
 
 attendance. 
 
 classes. 
 
 Electrical Engineering: Lighting and Wiring, Car Operation, Electric 
 Railways, Telephony, Central Station Operation, Dynamo Running, Power 
 Transmission. 
 
 A large percentage of students taking mechanical courses pay 
 fees through orders on their employers, in small monthly instal- 
 ments, many at the rate of $2.00 a month and some at less. 
 
 Correspondence-Study Department 
 The students in the Correspondence Courses come from the 
 
 , *, 
 
 ranks of labourers, apprentices, farmers, skilled mechanics, labour 
 organizations, clerks, salesmen, travelling men, stenographers, drug- 
 gists, bankers, business men, home workers, club women, students, 
 teachers, lawyers, clergymen, doctors, civic officials. 
 
 Some of the members of the University Extension Division are 
 appointed for correspondence-study work alone and devote their 
 entire time to it. Others divide their time between Correspondence 
 and residence instruction. Others again give most of their time to 
 residence and the rest to correspondence instruction. The pro- 
 fessors and instructors appointed for any course in correspondence 
 read the recitation papers and give the instruction in these courses. 
 Those who carry on the work in industrial education subjects, have 
 by their previous training and experience special qualifications, not 
 only for teaching these subjects, but even for the production of 
 suitable texts. 
 
 I* 1 addition to the instruction given through correspondence, 
 professors and instructors from the University make visits to com- 
 munities in which a group of students are working along the same 
 line and there supplement the correspondence instruction with 
 class-room lectures and individual instruction. In communities 
 where local centres have been developed, the University has pro- 
 vided a staff consisting of a local representative or manager, usually 
 of professorial rank, and instructors in such branches as have a 
 sufficient number of students to warrant special local instructors, 
 and field organizers to present the character of the University ex- 
 tension work to those who may profit by this form of instruction. 
 These local classes meet in the local University head-quarters, in 
 rooms belonging to school boards or public libraries, or in speci- 
 ally appointed class-rooms in a commercial or industrial establish- 
 ment set apart and equipped by that establishment for University 
 Extension teaching purposes. In one instance the owner of large 
 business interests has supplied well furnished class-rooms and has 
 equipped them with books for the students' use. He has also 
 offered to pay the fees of all employees who complete courses of 
 study. 
 
UNITED STATES 255 
 
 It is significant of the success of the scheme that of the total |ian? 830f 
 number who began work only about 4 per cent, dropped out before 
 completing the course, and those who did so had good and satis- 
 factory reasons. One of the well-known defects of the commercial 
 correspondence schools, such as that of Scranton, has been that so 
 many students drop out. This defect President Van Hise realized 
 shortly after the establishment of his University Correspondence 
 School. I quote his words : 
 
 The extension movement at the University has developed beyond our 
 most sanguine expectations ; indeed has expanded day by day, and I see 
 before it almost limitless opportunity. Correspondence work at the out- 
 set followed the model of the commercial correspondence school, but 
 Director L. E. Reber soon saw that there were two defects in that system 
 the defect that each student was obliged to work by himself, and the 
 defect that he did not come in contact with his teacher. These two handi- 
 caps are so great that only a small percentage of those who begin a course 
 of instruction continue to the end. It requires a great deal of stamina for a 
 man, after he has worked nine or ten hours in a shop, to sit down by him- 
 self in the evening, study a lesson, and write a paper ; and thus a very large per- 
 centage of students in correspondence-study courses have in the past fallen out 
 before the end is reached. To remedy these defects it was suggested that the 
 artisans should be gathered into classes, and meet a teacher. Hence, we have The Travel- 
 instituted the travelling professor. lin s Professor. 
 
 But in order to make this more successful, it was necessary to get the 
 co-operation of the merchants and manufacturers. Therefore we came into 
 Milwaukee and presented the case to the merchants and manufacturers of 
 this city. Some of them said, we will give you an opportunity to meet the 
 men in our shops; a number of them offered quarters for class-rooms; and 
 some of them went so far as to say, we will pay the men for the time 
 they are receiving class-room instruction. In Milwaukee at the present 
 time we have more than 1,000 students doing vocational work in twenty 
 different manufactories. Thus, the defects of correspondence work have 
 been remedied, and instead of some ninety-five per cent, dropping out of a 
 course before its completion, less than five per cent, do so. Already we 
 are told by the merchants and manufacturers of Milwaukee that the effects 
 of this movement is seen in the increased efficiency of their workmen; that 
 it furnishes them better-trained foremen, and in greater numbers. 
 
 Although this department of the University has been in exist- 
 ence only since January, 1907, the registration had grown from 26 
 on that date to over 3,500. Of the latter number, nearly 2,000 are 
 registered for special vocational studies. 
 
 President Van Rise's statement of the attitude of his University 
 on the question of the extension movement for industrial education versit y- 
 is well worth quoting ; it is that of a State University which recog- 
 nizes to the full its obligations to the people who support it : 
 
 * 
 
 It is the desire of the University to fill the gap in the training of arti- 
 sans to do the work of the trade school until the trade school occupies the 
 field; and when they do so fully, to take the artisans from these schools and 
 make of them broader and better citizens; to give them an opportunity 
 commensurate with their ability, such as every citizen should enjoy in a 
 
256 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Other Uni- 
 versity 
 Correspond- 
 ence-study 
 schemes. 
 
 democratic community, in a civilization where we do not recognize that one 
 man is superior to another, and where we hold that the door of opportun- 
 ity shall be open to all. 
 
 Nor is the University of Wisconsin the only University which 
 has adopted an extension scheme. Within the past few years a 
 number of other State Universities have followed the example of 
 Wisconsin; notably, the Universities of Chicago, Kansas, Ne- 
 braska, and Minnesota; and half a dozen others have introduced 
 correspondence-study instruction on a similar basis, although, of 
 course, they have not yet carried it so far. 
 
S o 
 
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ONTARIO 
 
TABLE OF CONTENTS 
 
 ONTARIO : 
 
 Page 
 
 Introduction 263 
 
 Organization of Educational System 263 
 
 Obstacles to Modernization 264 
 
 I. Industrial and Technical Education: 
 
 1. Present Provision Provincial 267 
 
 (1) Household Science ". 267 
 
 (2) Manual Training 268 
 
 (3) Technical and Art School, Hamilton . . 271 
 
 (4) Technical High School, Toronto 272 
 
 (5) High School Mining Department, Sudbury 273 
 
 (6) Evening Classes 274 
 
 (7) Faculty of Applied Science and Engineering, University of Toronto 275 
 
 2. Present Provision Voluntary 276 
 
 (1) School of Mining, Kingston 276 
 
 (2) Apprenticeship Schools 277 
 
 (3) Canadian Horological Institute 278 
 
 (4) Young Men's Christian Association 279 
 
 3. The Situation from the Point of View of the Industries 279 
 
 4. Proposed Changes in Present Provision for Industrial and Technical Edu- 
 
 cation 282 
 
 Introductory 282 
 
 (i) Primary School Classes for Boys and Girls leaving School before 14- 283 
 
 (2) Industrial and Technical Schools for Boys and Girls at School after 14 284 
 
 (3) Industrial and Technical Schools for Boys at School after 14 284 
 
 (a) The General Industrial School 284 
 
 (b) The Special Industrial School 286 
 
 (c) The Technical High School and High School Departments 289 
 
 (4) Industrial and Technical Schools for Girls at School after 14 290 
 
 (5) Industrial and Technical Schools for Workmen and Workwomen 292 
 
 (a) The Apprenticeship School 292 
 
 (b) The Industrial and Technical Evening School 294 
 
 (c) The Correspondence-Study Industrial and Technical School 296 
 
 (6) General Provisions 298 
 
 (a) The Qualifications of the Teachers 299 
 
 (b) A Director of Industrial and Technical Education 301 
 
 (c) An Ontario Industrial and Technical College 302 
 
 (cl) A Dominion Institute for Industrial Research 34 
 
 II. Drawing and Art Education: 
 
 1. Present Provision Provincial 38 
 
 2. Present Provision Voluntary 39 
 
 (1) Central Ontario School of Art and Design 3O9 
 
 (2) Other Provisions for Art 3^ 
 
 III. Agricultural Education: 
 
 Introductory ; 3 12 
 
 I. In Primary Schools 3*3 
 
 259 
 
260 TABLE OF CONTENTS 
 
 Page 
 
 2. In Secondary Schools 315 
 
 The Dunn County School of Agriculture and Domestic Science, Menotn- 
 
 inee, Wis 317 
 
 3. The County Representatives of the Department of Agriculture 318 
 
 4. The Ontario Agricultural College, Guelph 321 
 
 5. Other Provisions for Agricultural Education 323 
 
 IV. Commercial Education: 
 
 Introductory 323 
 
 1. Provision in England and Foreign Countries 324 
 
 2. Provision in Ontario 325 
 
 Introductory 325 
 
 (1) School Attendance 326 
 
 (2) Organization of Courses 327 
 
 (3) Proposed Commercial Courses for Secondary Schools 328 
 
 (4) Qualifications of Teachers 329 
 
 V. General Considerations: 
 
 1. Sources of Financial Support 330 
 
 2. Local Management and Organization 337 
 
 3. Compulsory Attendance of Adolescents 342 
 
 VI. Summary of Recommendations 345 
 
 Appendix A. 
 
 Attitude of Interested Public Bodies: 
 
 Canadian Manufacturers' Association 351 
 
 Board of Trade of Toronto 35i 
 
 American Federation of Labour 352 
 
 Trades and Labour Congress of Canada 352 
 
 Appendix B. 
 
 I. Opinions of Employers of Labour: 
 
 American Bank Note Company, Ottawa 353 
 
 American Watch Case Company of Toronto ' 353 
 
 John Bertram & Sons Company, Limited, Dundas 354 
 
 Berlin Interior Hardwood Company, Limited, Berlin . 355 
 
 Bredin Bread Company, Limited, Toronto 356 
 
 Berlin Furniture Company, Limited, Berlin 356 
 
 Brigdens Limited, Toronto (late, The Toronto Engraving Company, Limited) 357 
 
 Canada Carriage Company, Brockville 
 
 Canada Cycle and Motor Company, Limited, West Toronto 358 
 
 Canada Foundry Company, Limited, Toronto 
 
 Canadian Locomotive Company, Limited, Kingston 
 
 Canadian Westinghouse Company, Limited, Hamilton 
 
 Cowan & Company of Gait, Limited, Gait 
 
 Dennis Wire and Iron Works Co., Limited, London 
 
 Dodge Manufacturing Company of Toronto, Limited, Toronto 
 
 P. W. Ellis & Company, Limited, Toronto 
 
 Frost & Wood Company, Limited, Smith's Falls 
 
 Globe-Wernicke Company, Limited, Stratford 34 
 
TABLE OF CONTENTS. 261 
 
 Page 
 
 Goldie & McCulloch Company, Limited, Gait 364 
 
 John Goodison Thresher Company, Limited, Sarnia 364 
 
 Gurney Foundry Company, Toronto 365 
 
 Harris Lithographing Company, Toronto 365 
 
 International Harvester Company of Canada, Limited, Hamilton 365 
 
 McLaughlin Carriage Co., Limited, Oshawa 366 
 
 McClary Manufacturing Company, London 366 
 
 John Morrow Screw Company, Limited, Ingersoll 367 
 
 Ontario Engraving Company, Hamilton 367 
 
 Geo. Pattinson & Company, Preston 368 
 
 Penmans Limited, Paris 368 
 
 Toronto Carpet Manufacturing Co., Toronto 368 
 
 Welland Vale Manufacturing Co., Limited, St. Catharines 369 
 
 Williams, Greene & Rome Co., Limited, Berlin 369 
 
 Methodist Book and Publishing House, Toronto 369 
 
 W. J. Gage Company, Toronto 370 
 
 The Builders' Exchange, Toronto 371 
 
 John C. Boswell, Hamilton (Painter) 371 
 
 Holtby Bros., Toronto (Mason Contractors) 372 
 
 Adam Clark, Hamilton (Plumbing and Heating) 372 
 
 Keith & Fitzsimons Company, Toronto (Plumbers and Steamfitters) 372 
 
 A. B. Ormsby, Limited, Toronto (Sheet-Metal Workers) 372 
 
 Donaldson & Paterson, Hamilton (Carpenters and Builders) 373 
 
 W. J. Hynes, Toronto (Contractor and Relief Decorations in Staff, Cements, 
 
 etc.) 373 
 
 Grand Trunk Railway System, Stratford Shops 373 
 
 II. Opinions of Educationists: 
 
 Dean of the Faculty of Education, Toronto, late Principal of the Technical 
 
 High School, Toronto 375 
 
 Dean of the Faculty of Education, Kingston, late Principal of the Kingston 
 
 Collegiate Institute 377 
 
 Principal of the Brantford Collegiate Institute and Manual Training School 379 
 
 Principal of the Hamilton Technical and Art School 380 
 
 Principal of the Stratford Collegiate Institute and Manual Training School . 381 
 
 Appendix C. 
 
 I. Acts of the Legislature: 
 
 An Act Respecting the Department of Education 3&4 
 
 An Act Respecting Public Schools 384 
 
 An Act Respecting High Schools and Collegiate Institutes 3^5 
 
 An Act Respecting Continuation Schools 3^5 
 
 An Act Respecting Boards of Education 3^5 
 
 An Act Respecting Public Libraries 36 
 
 An Act Respecting Technical Schools 3^6 
 
 The Consolidated Municipal Act of 1903 3^7 
 
 II. Regulations of the Department of Education: 
 
 Distribution of Legislative Grants for Manual Training, Household Science, 
 
 and Special Technical Instruction 3^8 
 
 Qualifications of Teachers: 
 
 Household Science 3^9 
 
 Manual Training 3^9 
 
ONTARIO 
 
 INTRODUCTION 
 
 In order to make clear the provision for industrial and technical 
 education in each of the countries I visited, I have introduced the 
 subject with an outline of the general organization of its educa- 
 tional system, indicating its most noteworthy features. In order 
 now to make clear the changes that appear to me to be needed in 
 the Ontario system, I give, first, an outline of its general organiza- 
 tion, indicating the main obstacles from the point of view of the 
 schools themselves, to its complete modernization ; and, secondly, a 
 statement, in some detail, of what we have already accomplished in 
 the way of industrial and technical, drawing and art, agricultural, 
 and commercial education. In connection with the latter state- 
 ment I discuss the nature and practicability of proposed changes. 
 
 ORGANIZATION OF THE EDUCATIONAL SYSTEM 
 
 First, then, as to the organization of the system : 
 
 Like most other countries, we have three divisionte primary, 
 secondary and university. 
 
 I. Primary education is provided for in our Public and Separ- Primary, 
 ate Schools wholly at the public expense. Besides the so-called 
 essentials, English, mathematics, geography, and history, the 
 courses of study include drawing and art, constructive work, man- 
 ual training, and household science; and provision is made for 
 instruction in commercial subjects, agriculture, and industrial arts. 
 
 II. Secondary education is provided for in our Continuation secondary. 
 Schools, High Schools, and Collegiate Institutes, largely at the 
 public expense. In these schools there are two classes of courses : 
 
 1. The General Course taken by those who desire merely a 
 general education; and 
 
 2. The Special Courses, as follows, taken up by those who 
 desire education for special purposes. 
 
 (i) The courses for University Matriculation and the Prelim- 
 inary Examinations of the Learned Professions. The latter lead 
 to vocational courses ; the former may lead directly or indirectly to 
 such courses, but they are usually taken to enable the student to 
 obtain a higher general education. 
 
 NOTE Only occasionally throughout the sections dealing with Ontario do I refer explicitly "to the 
 contents of the preceding sections. By means of the table of contents and the marginal notes, those who 
 wish to study the subject may easily find any desired detail- 
 
 263 
 
264 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 (2) The courses for admission to the Normal and Model 
 Schools and the Faculties of Education. Although sometimes taken 
 by those who desire only a general education, these usually lead to 
 vocational courses. 
 
 (3) The Household Science course. 
 
 (4) The Commercial course 
 
 (5) The Agricultural course. 
 
 Courses (4) and (5) are themselves manifestly vocational: 
 and, as course (3) prepares girls for housekeeping, it also is to be 
 placed in the same class. 
 
 (6) The Manual Training Course. 
 
 (7) The Middle School Art course, which is an extension of 
 the Art course of the first two years of the High School course. 
 
 The two foregoing courses, with a few exceptions, must at pres- 
 ent be classed as cultural. 
 
 III. Higher education is provided for also largely at the public 
 expense at the University of Toronto, in the Faculties of Arts, Med- 
 icine, Applied Science and Engineering, Household Science, Edu- 
 cation, and Forestry. With the University of Toronto are connected 
 the federated universities of Victoria and Trinity, three federal 
 denominational colleges, eight colleges directly affiliated, and five 
 affiliated through the federated universities. The colleges provide 
 for instruction in agriculture, dentistry, pharmacy, music, and vet- 
 erinary science. The other colleges are merely secondary schools. 
 
 Outside of the provincial system there are four universities and 
 a number of private schools. 
 
 OBSTACLES TO COMPLETE MODERNIZATION 
 
 Secondly, as to the main obstacles, from the point of view of 
 the schools themselves, to complete modernization : 
 
 ^"partmentai The most striking feature of our primary and secondary 
 examinations. sc hools is the system of uniform departmental examinations, which 
 for over a quarter of a century have not only determined the char- 
 acter of the teaching, but have held in thrall the pupils, the teachers, 
 and the public. In the case of the public and separate schools it 
 is the examination for entrance into the high schools that domin- 
 ates; and in the case of the high schools, continuation schools, 
 and collegiate institutes, it is the examination for university 
 matriculation and for admission to the teachers' training schools. 
 On the results of these examinations school boards and the general 
 public appraise the teacher's competency, and upon such appraise- 
 other ment depend his promotion and his salary. When to the influence 
 
 influences. Q t h ese examinations there are added that of academic tradition, 
 
ONTARIO 265 
 
 the general desire for an occupation that allows " clean hands and 
 good clothes," and the lack of suitable provision for agricultural 
 and industrial education and of sufficient inducement to follow 
 these occupations, it is easy to understand why for many years 
 the most important products of our schools have been teachers and 
 professional men. Our schools, it is true, also send out in increas- 
 ing numbers clerks, book-keepers, stenographers, and typewriters; 
 for the preparatory courses entail little cost upon school boards, and hi s f p/ : 
 
 J ducts of the 
 
 they are taken by many because they are short and lead to ready schools, 
 employment, and they, too, allow " clean hands and good clothes." 
 But, as a determining factor in our school system, the influence of 
 these courses is not to be compared with that of our uniform exam- 
 inations. Apart altogether from the question of securing proper 
 consideration for industrial and agricultural education, the evil in- 
 fluences of these examinations must be overcome. During the last 
 few years something has been done to effect this purpose, but much 
 still remains. 
 
 In any system of education one of the greatest obstacles to J^| ul *J t * n 
 progress is the difficulty of securing regular and adequate attend- attendance, 
 ance. That we have not been successful in doing so in Ontario is 
 clear from the following statement, based on the latest statistics: 
 
 As to the Primary Schools : Out of an estimated total population in the Statistics of 
 Province of 2,687,861, there were enrolled in the Public Schools 401,268, with Attendance, 
 an average daily attendance of 240,008 that is, 59.81 per cent, of the enrol- Primary 
 ment ; and in the Separate Schools, 55,034, with an average daily attendance Schools - 
 of 34.553 that is, 62.78 per cent. Of these 239,331 (125,210 boys and 114,121 
 girls) were enrolled in rural and 216,971 (109,666 boys and 107,305 girls) in 
 urban schools. Of the foregoing, it is estimated, about 1,070 girls and 1,030 
 boys in rural and 970 girls and 930 boys in urban localities a total of 4,000 
 leave school from the third form; and about 9,190 boys and 8,810 girls in rural 
 and 10,750 boys and 10,250 girls in urban localities a total of 39,000 from 
 the fourth form. Accordingly, so far as attendance at our provincial schools is 
 concerned, a grand total of about 43,000 end their education in the third and 
 fourth forms; those from the third form leaving generally at from ten to 
 twelve years of age and those from the fourth at from thirteen to fifteen. 
 
 As to the Secondary Schools : The following table shows the latest returns Secondary 
 of the attendance at the Lower, Middle, and Upper Schools of the High Schools - 
 Schools, Collegiate Institutes, and Continuation Schools,- the course for each 
 school being a two years' one : 
 
 Lower School. Middle School. Upper School. Total. 
 
 High Schools . . 9,938 4,672 1,142 15,752 
 
 Collegiate Institutes 10,706 5,01 1 1,632 17,349 
 
 Continuation Schools 3,955 1,884 27 5,866 
 
 Accordingly, in the Secondary Schools, 13,032 fewer attend the Middle 
 School than the Lower School, and 8,766 fewer the Upper School than the 
 Middle School; and, of a total of 456,302 enrolled in our Public and Separate 
 Schools, only 2,801 reach our highest classes. 
 
 The foregoing estimate of attendance does not take into account the 
 small number that attend the private schools. 
 
266 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 The general situation, as disclosed by the above statement, is 
 attendance. a ser i ous one> g o f ar as concerns the primary schools, the 
 
 situation is largely due to the neglect of the existing provisions. 
 
 Until the child is fourteen, or until he has passed the high school 
 Truancy Act entrance examination, he is required by the Truancy Act, with one 
 
 not enforced. . . . . 
 
 or two necessary exceptions, to remain under instruction at a pro- 
 vincial school or elsewhere. But, although the Act makes it impera- 
 tive for every urban municipality, and gives every township the 
 power, to appoint a truant officer, in the case of the former it is 
 sometimes either loosely enforced or not enforced at all ; and in the 
 case of the latter no such officer has yet been appointed. The phase 
 of the subject, however, with which I am at present concerned is 
 the large number leaving the provincial schools about fourteen or 
 
 Early exodus earlier, and the comparatively small number remaining for longer 
 
 destined 8 for periods, whose destination in both cases is some form of industrial 
 "'occupation. In this connection it is important to determine the 
 causes of the exodus : 
 
 General The Factory Act provides, with a few exceptions, that no child 
 
 shall work in a factory until he is fourteen years of age ; and, as I 
 have already ishown, the Truancy Act also provides, with a few 
 exceptions, that every child shall remain under instruction at a 
 provincial school or elsewhere until he is fourteen or has passed the 
 High School entrance examination. Those, accordingly, whose cir- 
 cumstances compel them to earn money or to assist their parents as 
 soon as possible, leave school at fourteen, some having completed 
 the course of the first four forms of the Public School, while others 
 drop out earlier. It is their age, not their school standing, that 
 enables them to leave. Moreover, as attendance after fourteen is 
 not compulsory, many boys and girls leave at that age, although 
 not compelled to do so by financial necessity. The chief causes are 
 parental indifference and lack of control, the irksomeness of study 
 and of the restrictions of the elementary school, and the desire on 
 the part of many to engage, as soon as possible, in some sort of 
 money-making employment, no matter how small the pay. 
 
 The causes outlined above operate more or less in every 
 country, but in Ontario other causes operate as well. 
 
 special causes Owing to the conditions which have dwarfed the growth of the 
 fifth forms of the Public Schools the High School Entrance Exam- 
 ination, usually passed when the candidate is about thirteen or four- 
 teen, has come to be regarded as the Public School Graduation Ex- 
 ' amination. Some pupils, it is true, who pass do remain at the Pri- 
 mary school after they are fourteen or they enter the High School, 
 and later take up a trade, but the evidence of manufacturers and 
 school inspectors goes to show that their number is small indeed. 
 Moreover, if under existing circumstances the child enters a High 
 
or THE 
 
ONTARIO 267 
 
 School, the predominant influences there are towards the profes- 
 sions, teaching, and commercial life. For the pupil who is going to 
 take up some industrial occupation our school system provides no 
 course which he or his parents recognize as bearing adequately on 
 his future. He is without incentive to continue at school. 
 
 1. INDUSTRIAL AND TECHNICAL EDUCATION 
 1. PRESENT PROVISION PROVINCIAL 
 
 Of technical education, in the limited sense of the term, we NO technical, 
 have none in our Public or High Schools, nor have we industrial industrial 
 education in the sense of preparation for the trades, except, as will the schools!" 
 be seen later, in the Toronto and Hamilton Technical Schools, 
 and, to a very limited extent, in a few of the other High Schools, 
 As now used in Ontario, the name technical education has included 
 the manual training and the household science of Forms IV. 
 and V. 'of the Public Schools, and of the High School Lower 
 Schools; and as these subjects are preparatory in any system of 
 industrial education, I deal first with the provision so far made for 
 them. 
 
 (1) HOUSEHOLD SCIENCE 
 
 The subject of household science was first introduced into this introduction 
 
 of subject. 
 
 Province in 1900 through Mrs. Lillian Massey-Treble, of Toronto, 
 and the late Mrs. Hoodless, of Hamilton. Through the generosity 
 of the former, the Victor School of Household Science and Art 
 was established and maintained in Toronto ; and through the untir- 
 ing zeal of the latter, the Hamilton Board of Education and the 
 Department of Education established and maintained the Ontario 
 Normal School of Domestic Science and Art, which was transferred 
 later to the Macdonald Institute, Guelph. As a result, the subject 
 was placed in the revised school programmes of 1904, and it is now Present 
 taken up with a more or less limited course in the following locali- 
 ties, the figures in brackets indicating the number of centres : 
 
 Public Schools Only: Brockville (i), North Bay (i), Ottawa (i), To- 
 ronto (13). 
 
 High Schools and Collegiate Institutes Only: London (r), Stamford (i). 
 
 Public and High Schools and Collegiate Institutes: Belleville (i), Brant- 
 ford (i), Gait (i), Guelph (3), Hamilton (5), Ingersoll (i), Kingston (i), 
 Peterborough (2), Sault Ste. Marie (i), Thorold (i), Woodstock (i). 
 
 Public and Separate Schools and Collegiate Institutes: Berlin (i), Owen 
 Sound (i), Stratford (i). 
 
 Temporarily Closed: Renfrew (i). 
 
 That, is, after ten years' time, household science is taken up in 
 only 21 of our 279 urban municipalities and in one of our townships 
 
 18 E.I.P. 
 
268 
 
 EDUCATION FOR INDUSTRIAL PURPOSES. 
 
 Limitation of 
 subject. 
 
 Accommoda- 
 tions and 
 equipment. 
 
 Qualifications 
 of teachers. 
 
 University 
 Faculty of 
 Household 
 Science. 
 
 Introduction 
 of subject. 
 
 Value not 
 appreciated. 
 
 by no means a satisfactory showing, especially in view of the 
 liberal grants offered by the Department of Education. 
 
 As I have already stated, the household science in our schools 
 has so far no industrial outlook. Like the manual training, it is 
 taken in addition to the courses in other departments; it is 
 now simply one of the cultural and practical subjects of our curricu- 
 lum. Each of the school centres is provided with a school kitchen 
 and, in some cases, with a dining-room, having the necessary closets 
 and other accommodation. In some of the centres the provision is 
 excellent. Primary and secondary schools, however, in which the 
 whole science of housekeeping and home-making is taught, we have 
 not yet succeeded in establishing. In a few cases sewing is now 
 being introduced, but the majority of the schools teach cookery 
 alone. 
 
 In the department of household science there is no difficulty in 
 obtaining an adequate supply of teachers. Every teacher of the sub- 
 ject is fully certificated by the Department of Education, having 
 been trained at the Macdonald Institute, Guelph, the Ontario School 
 of Domestic Science, or the Lillian Massey School. In one or two 
 cases, however, credit has been given for work done in the United 
 States. In the Toronto and Hamilton Technical Schools, where the 
 courses include dressmaking and millinery, these subjects are taught 
 by women trained in the workshops. Household Science also re- 
 ceives attention at the Normal Schools and the Faculties of Educa- 
 tion. 
 
 Here I may report that during the last ten years household 
 science has reached a higher plane than manual training. The Vic- 
 tor School of Household Science and Art has developed into one of 
 the arts graduation departments of the University of Toronto, and 
 through the munificence of Mrs. Lillian Massey-Treble the Faculty 
 of Household Science will occupy a building, now in course of erec- 
 tion on the University grounds, which has so far cost $425,000, 
 without equipment. 
 
 (2) MANUAL TRAINING 
 
 In 1900 Sir William C. Macdonald, a well-known Montreal phil- 
 anthropist, established and maintained for three years manual train- 
 ing centres at Brockville, Ottawa, and Toronto. As a result of the 
 success of his experiment, the Department of Education in 
 1904 placed Manual Training in the revised school programmes. 
 In its elementary form in Forms I to III of the Public Schools, 
 it is now called "constructive work." Since then the sub- 
 ject has been tak n up in a considerable number of schools; 
 but, as its value is not yet fully appreciated, and as like house- 
 hold science it is optional, it has not yet been generally intro- 
 
ONTARIO 269 
 
 duced. The unthinking still class it amongst the educational 
 " fads " and " frills," and it is looked upon with disfavour by some 
 of our labour organizations, because a few years ago, in the United 
 States, some who had received advanced training in the subject 
 foolishly allowed themselves to be used in breaking up a strike. 
 Manual training is now taught in the following localities, the figures provision, 
 in brackets indicating the number of local centres : 
 
 Public Schools Only: Brockville (i), Cornwall (i), Guelph (3), London 
 (4), North Bay (i), Ottawa (14), Rittenhouse (i), Toronto (13). 
 
 Collegiate Institutes Only: Kingston (i). 
 
 Public and High Schools and Collegiate Institutes: Brantford (2), Gait 
 (i), Hamilton (4), Ingersoll (i), Peterborough (2), Port Arthur (i), Sault 
 Ste. Marie (i), Stratford (i), Woodstock (i). 
 
 Public and Separate Schools and Collegiates: Berlin (i), Collingwood 
 (i), Owen Sound (i), St. Thomas (i), Stratford (i). 
 
 Temporarily Closed: Alvinston (i), Essex (i), Renfrew (i). 
 
 That is, after ten years' time, notwithstanding the liberal grants 
 offered by the Department, manual training is taken up in only 
 26 of our 279 urban municipalities and in one township. Manifestly, 
 in the case of both household .science and manual training, steps 
 must be taken to secure their more general introduction. 
 
 In the Normal Schools the subject receives its due share of Provision for 
 
 . : . . . training 
 
 attention, and, since 1908, teachers-in-training who pass their ex- teachers, 
 amination at Easter may attend free a special course at the 
 Macdonald Institute at Guelph, from then till the end of June, their 
 board and travelling expenses being paid by the Department 
 of Education. The object of this course is to train teachers 
 who, in the urban schools, shall be able to give such instruction in 
 drawing and woodwork as may lay a proper foundation for real 
 industrial training. Seventy-eight teachers have obtained certifi- 
 cates of competency; but, owing to the recency of the provision, 
 the lack of public interest, and, no doubt, the pressure of the high 
 school entrance examination, little appreciable effect has so far 
 been produced. A year's course of training is also provided at 
 Guelph, but so far few have availed themselves of the opportunity. 
 
 When first introduced as a school subject manual training was Vi *iueof 
 generally regarded as having only a cultural value. Now in On- 
 tario, as in other countries, ain effort is being made to give it an 
 industrial outlook in the secondary schools and the higher forms of 
 the public schools. That this modification in no way impairs its 
 cultural value, both psychology and experience have shown. In the 
 manual training centres at Alvinston, Brockville, Collingwood, 
 Cornwall, Essex, Fort William, Gait, Guelph, Ingersoll, London, 
 North Bay, Ottawa, Peterborough, Renfrew, the Rittenhouse 
 School, and St. Thomas, the equipment is for woodwork alone, 
 except in Gait, Guelph and Ottawa, where elementary work is 
 
2/o EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Equipment ( j one j n CO pp er an( j .b ras s a j sa At each centre the equipment for 
 woodwork consists of from twenty to twenty-five single benches 
 and the necessary tools for bench work in wood; and attention is 
 me tmentcf P a *d to mechanical drawing. On an average not more than an hour 
 and a half a week is given to bench work, and not more than half 
 an hour a week to mechanical drawing; but, considering the com- 
 paratively small amount of time available for the subjects, fairly 
 satisfactory results are being obtained. 
 
 oodlndiron The centres which have gone beyond the simple equipment de- 
 working, scribed above are Berlin, Brantford, Hamilton, Kingston, Owen 
 
 Sound, Sault Ste. Marie, Stratford, and Woodstock. 
 
 Equipment. j n these secondary school centres the equipment is good, consist- 
 
 ing of the usual manual training outfit, with, in addition, wood- 
 working and metal-working lathes, forges, shapers, grindstones, 
 vises, drills, circular and band saws, and other suitable tools. The 
 equipment at Woodstock is probably the most complete. The equip- 
 ment at the Sault was carefully selected by the Algoma Iron Works, 
 with a view to the requirements of the local industries. 
 
 Mons mmoda " Separate buildings have been provided at Brantford 
 
 Hamilton, Stratford, and Woodstock, and separate wings at Berlin, 
 Kingston, and Sault Ste. Marie. In all these localities separate 
 rooms are generally provided for wood-working (including wood- 
 turning) and metal working (including forging, bench vise work, 
 and machine shop practice). The work taken up at Stratford, 
 character of Woodstock, and Berlin is simply manual training. There is at 
 present a small industrial class at Brantford, and mechanical draw- 
 ing has been emphasized at Kingston and wood-turning at Strat- 
 ford. In nearly every case the work in drawing and in wood 
 and iron is simply added to the work in other departments, and the 
 academic work is that of the general course, without correlation 
 with the practical work of the industries. 
 
 Destination of In Kingston, the late Principal reports that practically all the few 
 pupils who took the industrial drawing course enter a school of 
 practical science, or the Kingston Locomotive Works as draftsmen. 
 In Stratford, some of the boys work in the Grand Trunk Railway 
 shops during the holidays ; and in Brantford, the Waterous Engine 
 Works Company gives the pupils a preference in admission to the 
 drafting room. In the other schools, with extremely few excep- 
 tions, all of those who take the courses are intended for other than 
 industrial occupations; they give up the manual training courses 
 after one year or at mast two. 
 
 Sithih? 011 Nowhere, except at the Sault, has a connection been established 
 
 industries. w j t | 1 ^ j oca j industries. In a letter to me of recent date, the 
 
 principal states that an arrangement has been entered into for 
 
 co-operation between the Algoma Iron Works and the Board of 
 
ONTARIO 271 
 
 School Trustees. The general manager of the Lake Superior 
 Corporation has agreed to allow his apprentices to take at the atthe e lauit n 
 school not only drawing but English and mathematics, on condi- 
 tion that the school provide the necessary equipment. To this con- 
 dition the board has agreed. This co-operative arrangement will ne- 
 cessitate a weekly afternoon's absence from the works ; but, for this 
 period, the corporation will continue the pay of the apprentices. 
 The Algoma Iron Works is only one part of the industry at the 
 Sault, and the principal expects that the apprentices in the other 
 departments will ask for the same privilege. Evening classes, I 
 may say, are also contemplated, and the outlook for an apprentice- 
 ship school is very bright. 
 
 Nearly all the teachers of the schools I have so far dealt with 
 have taken courses of various kinds in woodwork, metal work, and 
 mechanical drawing, and many of them are continually improving 
 their knowledge of these subjects by actual shop-practice. But 
 the supply of teachers for manual training is unsatisfactory in both 
 quality and number. 
 
 (3) TECHNICAL AND ART SCHOOL, HAMILTON 
 
 So far, the only locality that has made comprehensive provision 
 for industrial education is the City of Hamilton. For this purpose, equipment, 
 it has erected a " Technical and Art School," connected with and in 
 the rear of the Collegiate Institute, at a cost, with equipment, of 
 about $100,000. The whole building is specially fitted up for in- 
 dustrial work. In the basement, which is high and well lighted, 
 are located the forging department and the electrical laboratory; 
 on the first floor are the woodwork shop, the machine shop, and 
 class-rooms ; and on the second floor, the household science depart- 
 ment, the drafting room, the printing department, and class-rooms; 
 while the whole of the third floor is devoted to the art department. 
 The school was opened in September, 1909, and provides for both 
 day and evening classes. 
 
 All of the members of the staff except two have had practical Qualification* 
 
 ... of staff. 
 
 experience in industrial work and all possess special qualifications 
 for their duties. The regular staff provide instruction in wood- 
 working, machine shop practice, forging, electricity, mechanical 
 drawing, freehand drawing, mathematics, cooking, and sewing. For 
 the science and the English, no specially qualified teachers have yet 
 been provided, and in this respect the industrial course is defective. 
 This work is now taken up by members of the staff of the Collegiate 
 Institute. 
 
 For admission to the day school, pupils must be fourteen ; but ste. i88lon 
 if they have not passed the High School Entrance examination, 
 
2 7 2 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Day courses. 
 
 Evening 
 courses. 
 
 "it is sufficient if they satisfy the Inspector of Public Schools and 
 the Principal of the Technical and Art School that they are fit for 
 the work. During the session of 1909-1910, forty pupils were 
 enrolled in the day classes, exclusive of special pupils in the house- 
 hold science and art departments. 
 
 The regular day classes are instructed in English, mathematics, 
 science, woodworking, forging, machine shop practice, mechanical 
 drawing, freehand drawing, and electricity. Special day courses 
 are also offered in industrial designing, including wallpaper, book- 
 covers, posters, jewellery, fabrics; and in china painting, clay 
 modelling, cooking, and dressmaking. 
 
 A large number of pupils in the Collegiate Institute and the 
 advanced classes of the public schools receive part time instruction 
 in woodworking, metalworking, cookery, sewing, and freehand 
 drawing. 
 
 During the session of 1909-1910, the attendance at the evening 
 classes ran from 150 to 170. The classes are open three evenings a 
 week and provide instruction in mathematics, physics, chemistry, 
 forging, experimental electricity, machine shop practice, wood- 
 working, printing, mechanical drawing, architectural drawing, 
 dressmaking, millinery, cookery, and a number of branches of fine 
 and applied art. 
 
 Visits are made to the local industries, and in connection with the 
 work of the art department a local carpet company has agreed to 
 pay for and make use of suitable designs for carpets ; and a station- 
 ery manufacturing company has made a similar offer with reference 
 to designs for blotters and book covers. 
 
 (4) TECHNICAL HIGH SCHOOL, TORONTO 
 
 Accommoda- The building now occupied by the Toronto Technical High 
 School was erected for a club house. As a consequence, the class- 
 rooms, halls, etc., are quite unsuitable for school purposes, and 
 the continually increasing attendance has emphasized their defects. 
 No shops have been provided for wood-working or metal-work- 
 ing, and the chemical and physical laboratories and the art rooms 
 are both poor and poorly furnished. A site has, however, been 
 provided at. a cost of $95.026, and a balance of $211,020 is now 
 available for a new building, from the City Council Grant and the 
 proceeds of the sale of another site. At present the plans 
 are under consideration, and, no doubt, in the course of 
 a year or two Toronto will possess an industrial and technical 
 -school of a character suitable to the requirements of its population 
 and to its importance as the metropolitan city of the Province. 
 
 Connection 
 with local 
 industries. 
 
ONTARIO 273 
 
 Notwithstanding its present drawbacks the school has done good 
 work, chiefly of a theoretical character. To the correctness of this 
 statement some of the local manufacturers with whom I have com- 
 municated have borne testimony, as is shown in Appendix B. 
 
 The school now provides courses in the following departments : courses. 
 
 Day Courses: Science matriculation, general scientific, business, art, 
 home economics, and special courses connected with the preceding. 
 
 Evening Courses: Mathematics, applied mechanics, electricity, steam engi- 
 neering, chemistry, architecture and building construction, mechanical drawing, 
 freehand and design, modelling in clay, wood carving, estimating cost of 
 building, cookery, home nursing, sewing, millinery, and embroidery. 
 
 Besides the principal the staff consists of 7 directors and 41 
 instructors. Of these 23 teach evening classes only; 6, full time in of staff - 
 day classes; and the others, part time in both day and evening 
 classes. A number of the teachers of the evening classes are en- 
 gaged in industrial occupations during the day, and some of the 
 teachers of the' day classes have had practical experience of a similar 
 character. 
 
 The Board has just decided to provide for. the bushes:; depart- 
 ment, a High School of Commerce in a separate building and under 
 a separate staff. 
 
 (5) HIGH SCHOOL MINING DEPARTMENT, SUDBURY 
 
 Last September the Sudbury High School Board established ^ m - 
 a Department of Mining under a technically trained university 
 graduate. The object is to assist in the development of the 
 nickel and copper mines of the locality and their dependent smelters, 
 the Moose Mountain Iron Mines with their magnetic concentration 
 mill, the Long Lake Gold Mine with its cyanide plant, and the 
 numerous gold and copper prospects along the Sault branch and 
 near Lake Wahnapitae. 
 
 For a time this work will be developed in two divisions : 
 
 1. Four Years' Courses for High School pupils; and 
 
 2. Short Courses for men engaged in the mining industries. 
 
 The High School pupils will be required to take the English course*, 
 and mathematics of the first two years, together with physics, 
 chemistry, geology, drafting, and commercial work, the languages 
 being optional. During the last two years the course will 
 consist of assaying, ch .nistry, geology, mine alogy, drafting, phy- 
 sics, metallurgy, mining, surveying, etc., and the pupils will be en- 
 tirely under the charge of the mining teacher. Practical work will 
 be taken up during the summer vacations, and the mines and 
 smelters of the district will be used in connection therewith. 
 
 Those pupils who have completed the course satisfactorily and Diplomas, 
 produced proof that they have had sufficient underground experi- 
 ence will be given a diploma. 
 
274 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 At present twenty-three pupils are taking the High School 
 Course, and the prospects of the success of this department are 
 reported to be very favourable. 
 
 courses for 'pj ie ^Q^ courses for men engaged in the mining and smelting 
 
 industries will be developed in three divisions : Prospectors', Miners' 
 and Smelter men's classes, as follows : 
 
 Prospectors: The determination of the common rocks and 
 minerals; geology, which will include the rocks and associations in 
 which valuable minerals are likely to occur, and elementary know- 
 ledge of ore deposits, with particular reference to those of Ontario; 
 the conditions which tend to make a deposit valuable; and other 
 information which will be helpful in their calling. 
 
 Miners: Mining methods, timbering, the use and handling of 
 explosives, and kindred matters. 
 
 Smelter men: Chemistry, the construction and use of various 
 types of furnaces, the reasons for the various operations around 
 the smelter, the reactions which take place in smelting, and the 
 effect of the various materials used, etc. 
 
 Arrangements are also being made to have a prospectors' class 
 during the winter season, when mining experts will give a series of 
 lectures. , 
 
 uons I and 0da ~ There are three laboratories Chemical, Physical, and Assaying. 
 
 equipment. fh e Chemistry Laboratory is equipped for quantitative and quali- 
 tative analyses, as well as the usual High School work in Chemistry ; 
 the Physical Laboratory has also modern equipment, and the As- 
 saying Laboratory is equipped with furnaces, gasoline tanks, and 
 burners, and crushing apparatus; the total cost of the equipment 
 being about $5,000. 
 
 (6) EVENING CLASSES 
 
 Evening classes once existed at Kingston, but, owing to local 
 conditions, they have been discontinued. After a year's interrup- 
 tion, Brantford has resumed its evening classes with a large 
 attendance, in wood-work, metal-work, and mechanical drawing. 
 
 Besides the classes at Brantford, and those at Hamilton and 
 Toronto, already described, classes of an industrial character are 
 held at the following places : 
 
 ?fs e ion ntpr ' At Toronto: The Broadview Boys' Institute, the Lansdowne 
 
 School, the Dewson Street School, and the Queen Alexandra 
 School; at Guelph: The Public Schools and the Consolidated 
 School; at Brockville, Berlin and Gait, one class each; the class 
 at Gait providing a course in the "Theory of Iron and Steel." 
 Outside of Toronto and Hamilton, the only subjects taken up are 
 
2 
 
 a 
 
 M 
 M 
 
 o 
 
 ta " 
 
 Si 
 
ONTARIO 275 
 
 woodwork and metal work, household .science, and mechanical 
 drawing. 
 
 The evening class movement is still in its infancy. From aprospecta. 
 number of letters I have recently received I feel safe, however, in 
 reporting that, with due financial assistance from the Legislature, 
 we should soon have evening classes in most of the important 
 manufacturing centres. 
 
 (7) FACULTY QF APPLIED SCIENCE AND ENGINEERING, UNIVERSITY OF TORONTO 
 
 But if Ontario has made little provision for industrial educa- various 
 
 . . . departments. 
 
 tion it has made ample for technical education for the education 
 of those who are to hold directive positions in connection with in- 
 dustry in the Faculty of Applied Science and Engineering of the 
 University of Toronto, with its departments of instruction in civil 
 engineering, mining engineering, mechanical engineering, archi- 
 tecture, analytical and applied chemistry, chemical engineering, and 
 electrical engineering. These departments lead to the diploma of Diplomas. 
 Bachelor of Applied Science. The instruction extends over 
 four years and is intended to give the student , a thorough Aim. 
 knowledge of the scientific principles underlying the practice in the 
 several professions and also such training as may make him immedi- 
 ately useful therein. The professional degrees are given after the Degrees. 
 B.A.Sc. has spent three years in the actual practice of his profession 
 and has satisfied the examiners by. oral and written examination 
 that he has the necessary experience and competency. 
 
 The Faculty has well equipped laboratories, but is without the Equipment, 
 shops for woodwork and metal work, which are found in the tech- 
 nological schools of Great Britain and the United States; nor does 
 it provide the courses for the industries that are maintained in nia 
 of these institutions. The system of instruction followed is the 
 Prussian one, which even in more elementary stages provides the 
 theoretical in the schools and the practical in the various industrial 
 occupations. While taking these courses at the University, the 
 students work during the summer in commercial machine and other 
 workshops with the object of becoming acquainted with the condi- 
 tions of industrial life, not with the object of acquiring skill in the 
 use of tools. The graduates are intended to direct those who do 
 the actual work of the industries, not to do the actual work them- 
 selves. The Faculty has a high reputation for efficiency, and its 
 attendance is steadily increasing. In 1901, 32 diplomas and 20 
 degrees were granted; and in 1910, 162 diplomas and 97 degrees. degrees - 
 Practically all the graduates remain in the professions, the excep- D ^ d tribution 
 tions being less than i per cent. Eighty-five per cent, of the gradu- of' 
 ates are practising in Canada ; 65 per cent, in Ontario. An idea of 
 
276 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 the usefulness of the institution may be gathered from the following 
 list of the employments in which the graduates are now engaged: 
 
 Exploration, surveys, railway construction, canals, waterworks, sewerage, 
 drainage, irrigation, hydraulic power, municipal engineering, steel and con- 
 crete construction, bridge work, contracting, mining, metallurgy, assaying, 
 prospecting, mine management, reduction plants, smelting, blast furnaces, steel 
 works, field geology and mineralogy, machine construction, engine works, manu- 
 facturing, managers of machinery companies, salesmen in engineering indus- 
 tries, draftsmen, inspection patent office work, electrical designers, electric 
 railway operation power stations, telephone and telegraph work, design and 
 construction of electrical equipment, power transmission, architecture, building 
 inspection, ventilation and heating, sanitation, analytical chemistry, industrial 
 chemistry, managers and chemists of sugar pulp, soap, gas, tanning, packing, ar.d 
 other related industries. 
 
 2. PRESENT PROVISION VOLUNTARY 
 
 So far I have dealt with the institutions which belong to the Pro- 
 vincial system of education. There are, however, others under 
 outside control, which deserve notice partly on account of the im- 
 portance of their work and partly on account of the organization 
 of some of them. 
 
 (1) SCHOOL OF MINING, KINGSTON 
 
 status. At Kingston, provision for technical education is made in the 
 
 School of Mining, which is a' branch of the School of Mining 
 and Agriculture, incorporated by Act .of our Legislature and affili- 
 ated with Queen's University for the purpose of receiving degrees. 
 It is, however, a school of applied science, providing an education 
 
 Aim. both theoretical and practical, for the professions of the mining, 
 
 civil, electrical, mechanical, chemical and sanitary engineer, the 
 assayer, the consulting geologist, and the metallurgist ; and for pros- 
 pectors, mining foremen, and others concerned in mining. The 
 
 Diplomas and school provides a three years' course for a diploma and a four 
 years' one for degree of B.Sc., in the departments of mining and 
 ' metallurgy, chemistry, mineralogy, chemical engineering, civil 
 engineering, mechanical engineering, sanitary science, and power 
 development. After due examination and at least two years' prac- 
 tice of the profession, the degree of M.Sc. is granted, and after 
 
 Equipment, three, the degree of D.Sc. The school is well provided with labora- 
 tories and with " shops " for woodworking and metal working. It 
 receives an annual grant of $42,000 from the Legislature of the 
 Province, and has done good service, especially in the eastern part 
 . >-.*' of the Province. 
 
 Attendance. p or fa e j ast f our years, the average number of graduates has 
 been a total of 39, including 13 in Mining. These numbers, how- 
 ever, should be taken in relation to a freshmen class of about 90 for 
 each of the four years. 
 
ONTARIO 277 
 
 Sixty-two per cent, of the total number of graduates and 66 per Distribution 
 cent, of the mining graduates are employed in Ontario. Their occu- 
 pations are as follows, 64 per cent, of the total number being 
 engaged in the first three occupations : 
 
 Mining and prospecting, electrical engineering, municipal engineering, sur- 
 veying, railway engineering, chemistry and assaying, geological survey, mechani- 
 cal engineering, with 3 per cent, in various other occupations. 
 
 (2) APPRENTICESHIP SCHOOLS 
 
 The Grand Trunk Railway has established large shops in which Grandjrunk 
 it employs and trains apprentices at Toronto, Ottawa, Allandale, 
 Montreal, and Stratford, Canada; and at Battle Creek and Port- 
 land, U.S.A. 
 
 As an example of a school provided by a large corporation in school at 
 connection with its works, I visited the one at Stratford. The shops 
 which have recently been completed are, it is claimed, the second 
 largest on the continent and the only ones in which the apprentice- Accommoda- 
 ship system is fully worked out. The building itself and the sur- 
 roundings are remarkably commodious and well kept, and, as the 
 roof and the sides are made of glass, the interior is unusually wellf t ^f 8 8 j ff . 
 lighted. The departments of instruction are blacksmithing, ma- attendance, 
 chinery, erecting, forging, brass founding, boiler making, model 
 and pattern making. Two evenings a week the apprentices meet 
 for class work, under a practical man, who works in the shop during 
 the day. There are six teachers, who take up practical mechanics 
 and mechanical drawing, as well as arithmetic and mensuration. 
 The classes run from November to April, when an examination is 
 held. At present, 122 are in attendance, 107 apprentices and 15 
 "improvers." If the apprentices fail at any of the examinations, 
 they are dismissed. In the shops a specially detailed foreman in- 
 structs the apprentices, pointing out their mistakes and showing 
 them the proper methods. The master mechanic himself, who is 
 an enthusiastic supporter of this method of training, takes a great 
 interest in the work. 
 
 The apprenticeship covers five years. A contract is signed be- 
 tween the company and the apprentice, and the wages paid i 
 as the course advances. For the first year the payment is 8c. an 
 hour; for the second, IDC. ; for the third, I2c. ; for the fourth, I4C. ; 
 and for the fifth, I7c. The working hours are from 7 to 6, with 
 an hour at noon. 
 
 The Grand Trunk Railway system has an arrangement with 
 McGill University by which two scholarships are competed for each university, 
 year by the apprentices, or the employees' sons. The winners are 
 each entitled to a four years' course in mechanical engineering, 
 transportation, or railway construction. During the long vacation, 
 
EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Canadian 
 
 Pacific 
 
 Railway. 
 
 Character of 
 the provision. 
 
 Michigan 
 
 Central 
 
 Railway. 
 
 Dennis Wire 
 and Iron 
 Works Co., 
 Curriculum. 
 
 Accommoda- 
 tions and 
 equipment. 
 
 Courses. 
 
 Diplomas. 
 
 the company finds them employment at fair wages. On the com- 
 pletion of his university course each apprentice is required to give 
 the company two years' service at reasonable wages ; and, if it does 
 not find a satisfactory position for him at the expiration of this 
 period, he is then free to look for one elsewhere. 
 
 In this apprenticeship system the Grand Trunk Railway has been 
 a pioneer, and it has since been copied by all the great railways of 
 Canada and the United States, as well as by some of the large manu- 
 facturing firms of the latter country. 
 
 One other great Canadian railway, the Canadian Pacific, has a 
 school of the same character at the Angus Shops, Montreal. From 
 correspondence, I learn that the apprentices receive instruction free 
 two hours twice a week during working hours without deduction 
 from their pay. This instruction is compulsory. Evening classes 
 are also maintained, but they are optional and are intended chiefly 
 for adult employees who cannot afford to pay for instruction out- 
 side. Scholarships and prizes are awarded in the different branches 
 of study. Any material needed for the classes is free and, for those 
 who attend the evening classes, supper is also free. 
 
 The New York Central Railway v with which the Michigan Cen- 
 tral is connected, has also provided at St. Thomas, Ontario, one of 
 its apprenticeship schools. Thi railway has nine other such schools 
 in the United States. From the documents I have at hand, the 
 system appears to be a very complete one. 
 
 In Canada, so far as I am aware, no large manufacturing cen- 
 tres have yet made similar provision, except in London, where the 
 Dennis Wire and Iron Works Company last September established 
 a class for its workmen in designing, geometry, mensuration, 
 draughting, construction, reading blue prints, laying out work, etc. 
 In the United States, however, ten manufacturing firms are reported 
 as having such schools as an integral part of their business. 
 
 (3) CANADIAN HOROLOQICAL INSTITUTE 
 
 The only commercial trade school in the Province is the Can- 
 adian Horological Institute for the training of watchmakers. It 
 occupies a building designed expressly for the work and owned by 
 the director. The work room is well lighted and ventilated, and 
 well equipped. The work of the school consists of lectures, technical 
 drawing, and bench work, special stress being placed on the last two. 
 The instruction is individual. No one without previous experience 
 is admitted for less than two years. In the case of other students, 
 the time required to complete the course varies according to the 
 value of the previous experience. Diplomas are granted in the first 
 and second grades, but only to those who complete the work of 
 
ONTARIO 279 
 
 the full course. When the student provides the lathe, the cost of Fees - 
 instruction for the first year is $180; when the school provides it, the 
 cost is $200. Similarly, the cost for the second year is $150 and 
 $160. Provision is also made for short courses in the case of 
 those who do not intend to complete the full course. The hours are 
 from 8.30 to 12 and from 1.15 to 5.45. Students who do trade 
 work receive half the profits. This school has been in existence for 
 over twenty years. If it were in Germany or in Switzerland it 
 would probably belong to the State system of industrial schools, 
 and have the financial and other benefits of such connection. 
 
 (4) YOUNG MEN'S CHRISTIAN ASSOCIATION 
 
 In this Province, as in other countries, the Young Men's Chris- 
 tian Association is doing a very useful work by means of its evening 
 classes. In Toronto, it has a Commercial School in which the Toronto." 
 usual commercial subjects are taken up. It provides also special 
 classes in accountancy, salesmanship, show-card writing, public 
 speaking, first aid to the injured, etc. Its present industrial pro- 
 vision consists of a trade school for carpentry, in which is 
 taught the application of the steel square to the building of stairs, 
 roofo, and various other building operations, and a trade school 
 for jewellers in which are taught engraving, designing, setting, 
 and the manufacture of jewellery. The Association has classes 
 in other parts of the Province: Belleville, Brantford, Colling- 
 wood, Gait, London, Peterborough, Port Hope, St. Catharines, 
 and Stratford. In these the most important vocational courses 
 are the commercial subjects, mechanical drawing, shop arithmetic, 
 and sign writing. 
 
 As reported to me, the policy of the Association is to co-operate 
 with and supplement, not to compete with, the educational work of 
 the Province. Its intention is to develop classes not provided for, 
 or not sufficiently provided for, in some localities. As a corpora- 
 tion it thus undertakes to perform the same function as do philan- 
 thropists like Sir William Macdonald. With the large amount 
 subscribed for its new buildings in Toronto during the past year, 
 the Association expects to conduct in that city schools in plumbing, 
 stone masonry, plastering, painting and decorating, the designing 
 of garments, and the operation of power sewing machines. 
 
 3. THE SITUATION FROM THE POINT OF VIEW OF THE 
 INDUSTRIES 
 
 Besides setting forth, as I have already done, the existing pro- 
 visions for industrial and technical education, it is now desirable that 
 I should set forth also the situation from the point of view of the 
 
280 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Preparatory 
 education of 
 
 Provision in 
 the schools. 
 
 industi ies before attempting to suggest changes in the organization 
 of our school system. The following statement summarizes the 
 opinions communicated to me both orally and by correspondence : 
 
 . i. Pupils from the schools entering the trades are poorly pre- 
 the s trldel ring P are< ^' They lack the P ower of independent thinking and they are 
 unable to apply to practical purposes the knowledge they have ob- 
 tained. To quote from one of my correspondents: "The average 
 apprentice gets along fairly well on a Public School education after 
 he has found out in the shop how to apply it practically, which 
 means that the shop has to do what the schools should do, to make 
 a boy's education of practical value to him." The defect here pointed 
 out is probably due as much to the immaturity of the pupils who 
 enter the trades as to the lack of practicality in our courses of study. 
 2. In our educational system, to quote from the Report of the 
 Technical Committee of the Manufacturers' Association, "very 
 little effort is made to interest the pupil who, when a certain stage 
 in hi,s education is reached, fails to respond to the effort of the 
 teacher. This pupil is not to be condemned at once as an idler. 
 Very probably his awakening mind is attracted by mental food other 
 than that offered him in the rigid curriculum of our present system. 
 He may desire to work with his hands, and, through a different 
 system, could be easily instructed in studies which would tend to 
 guide those hands in their work. This pupil should not be turned 
 out of the schools in a dissatisfied frame of mind. He should be 
 retained until definite convictions have been reached as to what 
 purposes he shall devote his life. Under our present educational 
 system, many pupils are driven by the system itself, or by their par- 
 ents, into commercial and professional life who would be much 
 better suited for executive positions in our workshops. Too often 
 parents do not realize the prizes that are available in industrial life, 
 and only in recent years have our educational authorities awakened 
 to the fact that the educational system, as at present devised, tends 
 to take the youth of the country away from industrial life." 
 
 3. The report of 1910 on Industrial education, published by the 
 American Federation of Labour, in which Ontario is represented, 
 makes the following pronouncement: 
 
 "Our movement in advocating Industrial Education protests 
 most emphatically against the elimination from our Public School 
 system of any line of learning now taught. Education, Technical 
 or Industrial, must be supplementary to and in connection with our 
 modern school system. That for which our movement stands tends 
 to make better workers of our future citizens, better citizens of our 
 future workers." This position is maintained also by employers of 
 labour and by experienced educationists. To quote from the letter 
 of a manufacturer : "What we want in our factories is apprentices 
 
 A good 
 general 
 education 
 indispensable. 
 
ONTARIO 281 
 
 who by their previous education have been made both resourceful 
 and strong." To quote again from the letter of an educationist: 
 "The great hope of increased efficiency and of a higher standard 
 amongst artisans depends upon his education before he enters the 
 shop.'' As I have already pointed out, this opinion is strongly held 
 by the Germans. 
 
 4. Owing to the decadence of the apprenticeship system, no Training 
 organized means of training the workman now exists in connection apprentice- 
 with the trades and other industries. In many there are no appren- 
 tices, and where there are so-called apprentices, few employers of 
 labour make any systematic attempt to provide for their training. 
 
 In shops where there is little machinery, the workman generally 
 picks up his trade as best he can, without any systematic direction 
 by the foreman, or with the occasional aid of his fellow employees. 
 In the industries which are highly specialized, the workman has no 
 opportunity to learn more than one step in the process of manufac- 
 ture. This he is able to learn in a short time, and his employer takes 
 care he shall learn it well. If, however, he wishes to learn all 
 the trade, he "steals it" by going from shop to shop and learning an 
 additional step in each. 
 
 5. The number entering many of the industries is becoming 
 smaller. Those who do enter are not willing to become apprentices 
 or to spend the time heeded to learn the trade. They expect jour- 
 neymen's wages soon after they enter, and, for the sake of a small 
 increase, they pass from one employer to another. 
 
 6. From the point of view of the employer, the limitations 
 placed by the Labour Unions upon the number of apprentices to each 
 journeyman, both prevent the adoption of any organized system of 
 training and unduly limit the supply. From the point of view of the 
 organized labour, this limitation is necessary to prevent the em- 
 ployer from exploiting cheap labour for his own benefit. 
 
 7. In a country like Canada, with its abundant opportunities of 
 advancement, the best workmen are continually dropping out of the 
 ranks and so continually lessening the supply. They embark in busi- 
 ness for themselves, or they migrate to the Western Provinces where 
 they often enter upon other employment. 
 
 8. Employers in Ontario have great difficulty in procuring an 
 adequate supply of competent foremen and managers and the higher 
 grade of skilled workmen. "The result," to use the words of the 
 Technical Committee, "is that many of the factory executives, as 
 well as many of the higher paid artisans, are recruited from the 
 industries of Great Britain and the United States." 
 
 9. To borrow the words of the report of the Massachusetts 5^^ . f i the 
 Commission, which apply equally to Ontario, the result of the pres- 
 
 ent industrial situation as set forth above "ten Is to increase the cost 
 
282 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Remedy 
 proposed. 
 
 Classes of 
 pupils. 
 
 Pupils in 
 attendance; 
 two sub- 
 classes. 
 
 of production, to limit the output in quantity, and to lower the 
 grade of quality. Industries so recruited cannot long compete with 
 similar industries recruited from men who have been technically 
 trained. In the long run, industry, wherever in the world it is lo- 
 cated, which combines with general intelligence the broadest techni- 
 cal knowedge and the highest technical skill, will command the 
 markets of the world." 
 
 10. Both the manufacturers and the labour unions are stronglv 
 in favour of a system of Industrial and Technical Education, or- 
 ganized on modern lines, as the remedy for most of the evils set 
 forth above. This is embodied in the resolutions passed by both, 
 the chief of which I quote in Appendix A. 
 
 4. PROPOSED CHANGES IN PRESENT PROVISIONS FOR INDUSTRIAL 
 AND TECHNICAL EDUCATIO . 
 
 INTRODUCTORY 
 
 Having completed my survey of the existing provision in On- 
 tario for Industrial and Technical Education, and having pointed 
 out incidentally its shortcomings, I now submit the changes that 
 appear to me to be necessary if we are to provide as adequately for 
 the industries as we have long been providing for the professions. 
 Owing to the diversified nature of the industries and of the inter- 
 ests involved, and the general lack of knowledge of the conditions 
 of the problem, I find it necessary to enter into greater details than 
 in the case of either Agricultural or Commercial Education. More- 
 over, Industrial and Technical Education is the main subject 
 before the public at present, and it is the main theme of this report. 
 
 Of those boys and girls for whom industrial or technical train- 
 ing should be provided, there are two main classes : 
 
 I. Those who are in attendance at our public, separate, and 
 high schools and who will enter an industrial occupation; and 
 
 11. Those who are engaged by day in industrial occupations and 
 need this training, no matter what may have been their previous 
 educational opportunities. 
 
 Of those pupils who are in attendance, there are two sub- 
 classes : 
 
 1. The first sub-class consists of the very large number who 
 leave school, for various reasons, at or before 14; and 
 
 2. The second sub-class consists of the comparatively small 
 number intended for industrial occupations who remain or may be 
 induced to remain at school for various periods after 14. 
 
 The replies to my circulars to manufacturers of all classes show 
 that even in the skilled trades the large majority of the boys who 
 enter come from the Public Schools, and that, in the unskilled and 
 
ONTARIO 283 
 
 semi-skilled trades, the boys and girls come from the same source, 
 some entering from Form III. and many from Form IV. but with- 
 out having completed the work. A limited number pass the High 
 School Entrance Examination, but very few indeed enter from the 
 High Schools. 
 
 1. PRIMARY SCHOOL CLASSES FOR BOYS AND GIRLS LEAVING SCHOOL AT OR 
 
 BEFORE 14 
 
 First, then, as to the training of boys who leave school at or courses for 
 before 14: Before this age, the boy is not ready for industrial boys ' 
 training, but he can be taught to use his hands properly making 
 things in which he is interested ; he may be trained so that his hand 
 and his brain may work together ; he may learn the value of accur- 
 ac\ and the result of miscalculation ; he may also learn that nothing 
 but good handiwork will do and nothing but the best is good; he 
 may be taught to express himself with his pencil as well as in 
 language, and in particular to make and to work from simple 
 plans; he may increase his power of invention by designing ob-. 
 jects in wood or metal; and, under the influence of a competent 
 teacher and suitable environment, he may even realize that some 
 forms are more beautiful than others. And the knowledge and 
 skill he acquires by the above processes he may turn into power in 
 dealing with the handiwork of his future trade. 
 
 The foregoing, educationists will recognize as a description of 
 what the Manual Training and Art Work and Drawing of our 
 elementary schools should be. From the point of view of the 
 necessities of the future workman, it is of the utmost importance 
 that these subjects be given a,n industrial bent. And if, in addi- 
 tion, the other subjects of the public school course are brought into 
 closer relation to the pupil's life than they have hitherto been, they 
 will become the best and, indeed, the only possible preparation for 
 industrial work before the age of 14. 
 
 Secondly, as to the training of girls who leave school at or courses for 
 before 14: For the girl who then leaves for some industrial occu- g ' 
 pation. the public school course to the end of the fourth form also 
 needs to be modified. For the fourth form in particular, Manual 
 Training should consist of Household Science and Art Work and 
 Drawing, the last named dealing chiefly with suitable freehand and 
 elementary designing, and the rest of the course, as in the case 
 of the boy, being intimately related to the life of the pupil. 
 
 Regarded as educational " fads " when introduced about twenty y, alue ?'_ 
 
 rr-v Manual Train- 
 
 years ago, Manual Training, Household Science, and Art Work in s- House- 
 
 j T\ -I i hold Science 
 
 and Drawing nave come to be recognized in every progressive and Art and 
 country as essential parts of any scheme of elementary education. 
 
 Besides being basal in any such scheme, they have a cultural value 
 19 E.I.P. 
 
284 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Aims of 
 teachers in 
 greater need 
 of modifica- 
 tion than 
 courses of 
 study. 
 
 which is necessary for the future professional man, as well as for 
 the future workman and the future homemaker. As has already 
 been pointed out, Art Work and Drawing are compulsory subjects 
 of the Ontario Public School Course of Study. Manual Training 
 and Household Science are also compulsory in the Public Schools 
 into which they have been introduced. The time is manifestly ap- 
 proaching when it will be the duty of the Department of Education 
 to place them also on the compulsory list of subjects in our urban 
 schools, to begin with. 
 
 I have spoken above of the necessity for modifying our courses 
 of study. As a matter of fact, however, it is the teacher and the 
 examination system that are to blame. Some changes, it is true, will 
 be necessary; but, to secure the proper operation of these courses, 
 the motive of most of our schools must be changed and the proper 
 goal set before both the teacher and the pupil. To put matters 
 right, our professional training schools can do much, but public 
 opinion can do more. Moreover, we cannot emphasize too strongly 
 the need of a good general education. 
 
 2. INDUSTRIAL AND TECHNICAL SCHOOLS FOR EOYS AND GIRLS AT' ECHO CL 
 
 AFTER 14 
 
 Boys and giris Next, as to the training of the important but, at present, com- 
 gchooi n after a i4. paratively small number of boys and girls who remain or may be 
 induced to remain at school for Various periods after 14. How to 
 provide this training constitutes the chief educational problem of 
 the day. With their compulsory attendance and their co-operative 
 systems, Germany and Switzerland have made most advance. Great 
 Britain and the United States are attempting a solution. In Ontario 
 we are about to do so. 
 
 As the result of my investigations and experience I have to 
 report that, for this sub-class of boys and girls, three classes of day 
 schools are feasible in Ontario : 
 
 A. The General Industrial School. 
 
 B. The Special Industrial School. 
 
 C. The Technical High School and High School Department. 
 
 3. INDUSTRIAL AND TECHNICAL SCHOOLS FOR BOYS AT SCHOOL AFTER 14 
 A. The General Industrial 'School 
 
 . As we have seen, industrial occupations that demand intelligent, 
 individual effort do not want the boy until he is about 16. Be- 
 fore that age he is, as a rule, callow both physically and mentallv. 
 The unskilled industries, and even some skilled industries, will take 
 him, but they will put him at work which has little or no value 
 either cultural or practical and which seldom leads to a more pro- 
 ductive future. For this sub-class I propose General Industrial 
 
 Classes of 
 schools pro- 
 posed. 
 
 Age of ad- 
 mission to 
 industries. 
 
ONTARIO 285 
 
 Schools, with a two years' course to be increaised or diminished 
 according to local conditions. w 
 
 For such schools the. curriculum should consist of shop work in curriculum, 
 wood and metal of a more or less general character, taking up about 
 one-third of the time; with drawing, English, book-keeping, prac- 
 tical mathematics, and science, all intimately correlated with the 
 shop work, and all being treated from the point of view of the work- 
 man and the industries of the locality. To this course should be 
 added a general outline of English and Canadian History with 
 special reference to the history of trade and commerce; as in 
 European countries, suitable physical exercises to develop a sym- 
 metrical body; elementary civics and a course in English literature 
 to broaden the mind and cultivate the finer emotions. The General 
 Industrial School should be so organized as to provide a suitable 
 foundation for whatever trade a boy might select. In them he Aims and 
 would be fitted for life as a citizen; and, while acquiring industrial 
 knowledge as well as skill in the use of tools, he would work with 
 rire economy of time, material, and effort; that is, his "industrial 
 intelligence" would be adequately trained. Moreover, the two 
 years spent in this preparatory school would develop in him a 
 definite vocational purpose and would enable him, with the assist- 
 ance of his teachers, to select the trade for which he is best fitted. 
 In them, he would also be trained for a place in those establishments 
 where there is specialization, where much machinery is used and 
 each workman is assigned a part in a process of manufacture which 
 mav include a hundred parts. This type of day school, variously May be 
 
 "IT i i 1 i -i-^ , variously 
 
 modified and known by various names, is common m Europe, and is modified, 
 gaining ground rapidly in the United States. It is, I believe, the why 
 
 i < 1 i 1-1 -i 11 -1 important. 
 
 solution of the day school industrial problem with which for some 
 years and in many localities we must be content in Ontario. It is 
 the kind of school that can be most easily introduced, for our 
 manual training provision may be readily modified to suit the new 
 conditions. Moreover, as it provides basic general training, from 
 it, as opportunity offers, may be developed the special industrial 
 school. 
 
 As to the admission age and educational standard : The pupil Admission 
 
 ... ,. .. ,.,.,, . test; standard. 
 
 should enter the school as soon as he is physically and education- 
 ally able to go on with the work. Physically he should be able 
 to handle profitably the lighter tools that is, when, in most cases, 
 he is about 13 or 14; and, educationally, he should have a fair 
 knowledge of the essential public school subjects. Moreover, as 
 so many leave school before completing the fourth form courses, 
 it would be well, at first at any rate, to admit the pupil whenever, 
 in the opinion of the principal of the primary school and the 
 principal of the general industrial school, he is able to comply with 
 
286 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Importance 
 of a good 
 general 
 educat on. 
 
 Known by 
 
 various 
 
 names. 
 
 Reasons for 
 
 selecting 
 
 name. 
 
 Reasons for 
 
 selecting 
 
 name. 
 
 the foregoing requirements. Gradually the standard of scholar- 
 ship might be raised, but present conditions justify the above pro- 
 posal. We are going to make the boy a workman, not necessarily 
 a scholar ; and a fair knowledge of the essentials should now suffice. 
 Nor should it be forgotten that he will continue the most important 
 academic subjects in the industrial school where they will be none 
 the less cultural because they have an industrial application. If 
 boys can be induced to take a High School course before entering 
 an industrial school,, so much the better. My investigations lead me 
 to endorse most heartily the opinion, now held by employer and 
 employee as well as by educationists, that the better the general 
 education of the workman, the more efficient an industrial unit will 
 he become. But, in the meantime, we must adapt our schemes to 
 existing conditions. 
 
 A word as to the name for this class of school : The commonest 
 name by which, in other countries, the General Industrial School is 
 known is the Continuation Industrial School. This name is prop- 
 erly applied where the school, whether a day or an evening one, 
 is associated with the elementary school, and continues its pro- 
 gramme in a limited form and with an industrial outlook. The 
 name comes from Germany, where it answers fully the foregoing 
 description. In England the same idea is carried out in the name 
 Higher Elementary School and v in France in the name Comple- 
 mentary Courses. In the United States such schools are called 
 Industrial Schools, Secondary Industrial Schools, Intermediate 
 Industrial Schools, Continuation Schools, Shop Schools and Fac- 
 tory Schools, all names connoting their general character. 
 The name Vocational Schools, also applied, is a manifest misnomer, 
 for, in their present condition, it connotes too much. In some 
 parts of the United States and England, I may add, such schools 
 are also known as Preparatory Trade Schools. As I shall point out 
 further on, the conditions in Ontario have become such that we 
 cannot develop these schools satisfactorily as part of our Public 
 School system ; and, accordingly, I propose the name General Indus- 
 trial Schools, which indicates the object of the school, without 
 conveying a wrong impression as to its character and relation. 
 
 i 
 
 B. The Special Industrial School 
 
 For the next grade of school for boys, I propose the name 
 Special Industrial. Ordinarily such schools are known as Trade 
 Schools, and, usually, they are so in reality ; but they may occasion- 
 ally provide for occupations such, for example, as various forms 
 of transportation, which are not generally included in the trades. 
 Moreover, the name Trade Schools is objected to by many on the 
 
ONTARIO 287 
 
 ground that it supports the idea that they teach a trade completely. 
 It is, however, with the trades that we are now chiefly concerned. 
 
 After the course in the general industrial school the boy c^acter 
 should pass on to a special industrial school where the course is not 
 general, but specia,!; where the trades and similar occupations are 
 taught with a view to making efficient workmen, and where the 
 work is essentially individual and largely independent of 
 machinery. Such a school, however, will not alone turn him out 
 fully skilled. There he learns the theory and the processes of the 
 trade. By applying this knowledge in the shop he becomes expert 
 and develops speed. When about 16 the boy should receive in this 
 school specialized instruction in the trades and other similar occupa- 
 tions, both practical and theoretical, with cognate subjects as well. 
 Correlation with the local industries is especially to be desired. In 
 the work of the school they afford a ready means of concrete illus- 
 tration. Moreover, such instruction will commend itself to the sup- 
 porters of the school, and to the parents in particular, who will look 
 to the locality for employment for their children. The number of 
 years to be devoted to such instruction will, of course, depend upon 
 the character of the trade and the necessities of the pupils. Sys- 
 tematized instruction of the foregoing character is also needed, 
 both for the workman who must know all his trade and for the 
 workman who, owing to factory specialization, learns only part of 
 it. The shop and the special industrial school together simply pro- A new 
 
 f f i form of ap- 
 
 vide a new form of apprenticeship. prenticeship. 
 
 In none of the countries I visited are the full-time day trade Limitation of. 
 schools either numerous or well attended. The need for such schools attendance. ~ 
 is confined to a comparatively small number of trades and to locali- 
 ties where there is an exceptional concentration of industries. In 
 other countries the trade schools have many varieties in their stan- 
 dards and the details of their course. Those that seem to be 
 most needed in Ontario and to give promise of most successful 
 operation would be in connection with the machine and building 
 trades, the printing trades, and furniture manufacture. But the 
 cost of the accommodations, equipment, and maintenance, and 
 above all, the financial necessities of the pupils and their desire to special ob- 
 earn money as soon as possible have prevented the successful successful 
 operation of such schools, even where they are suitably staffed and F 
 equipped. The latter obstacle some of the older countries of 
 Europe have attempted to overcome by a system of scholarships 
 and maintenance grants. Scholarships we may have in Ontario, 
 but maintenance grants would not be acceptable to a democratic 
 community. Even in countries where the full-time day trade schools 
 have been long established, they are attended by dozens; the 
 evening schools by hundreds. The day trade schools, it is true, 
 
288 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Admission 
 tests. 
 
 Length and 
 character of 
 courses. 
 
 Lower 
 
 grade 
 
 special 
 
 Industrial 
 
 Schools. 
 
 Co-operative 
 part-time 
 trade school. 
 
 will no doubt 'increase in numbers, as the belief in the necessity for 
 industrial education increases and local obstacles are removed; but 
 it is very unlikely that for many years this type of school can be 
 maintained in Ontario except in the very largest centres. More- 
 over, the specialization in manufacture, which is continually in- 
 creasing, will itself tend to limit their numbers. 
 
 The admission qualifications to this class of school will, of 
 course, depend upon whether the pupils enter from an elementary 
 or a general industrial school. In the former case the qualifica- 
 tions will be the same as for admission to the general industrial 
 school; and, in the latter, they will depend on the relation of the 
 general to the specialized school. 
 
 In dealing with the question of the general industrial school I 
 have assumed a two years' basal course. Local conditions, however, 
 might make it necessary for some of the pupils or for all to special- 
 ize from the beginning or shortly afterwards. Some of the voca- 
 tional -schools of the United States, which I have already de- 
 scribed, are of the latter character, and their establishment is evi- 
 dently contemplated in the resolution of the American Federation 
 of Labour, quoted in Appendix A. If specialization were carried 
 on from the first, we should then, of course, have a special industrial 
 school of a lower grade than that contemplated in this section of 
 my report. Probably the first Stage in the development of a two 
 years' basic industrial course in most centres of Ontario will be a 
 school of this or of a mixed character. Until public opinion is 
 properly educated most parents and boys will want definite pre- 
 paration for a trade at an early stage. As a matter of theory early 
 specialization is undesirable; but we cannot ignore the fact that, 
 when they enter a trade, such specialization is forced upon those 
 who do not or cannot attend an industrial school; we must deal 
 with the situation as it exists. 
 
 A variant of this class of school must also be considered : In a 
 few cities of the United States the part-time trade school on the 
 co-operative plan has been carried on during the last few years, 
 with apparently satisfactory results. For a certain number of 
 hours a week the pupil of the school goes to the factory for prac- 
 tical work, and takes up in the school a special theoretical and aca- 
 demic course bearing upon his trade. The organization of this 
 system I have discussed in my account of the Fitchburg and Bever- 
 ley Schools, where a mutual arrangement has been made between 
 the manufacturers and the school boards. In my discussion of the 
 subject I have set forth in detail the advantages of the co- 
 operative plan as they present themselves to the local authorities; 
 also the views of organized labour on the subject of such co-opera- 
 tion. Besides the manufacturers of Fitchburg and Beverley, some 
 
ONTARIO 289 
 
 others, I find, hold that for certain industries this type of school is 
 practicable, but that for others the instruction cannot be given by 
 day. From this point of view, accordingly, the practicability of co- 
 operation depends on the nature of the trade. 
 
 C. The Technical High School and High School Departments 
 
 Some boys may, however, take a technical high school course. Aim - 
 For such, separate schools may be provided or the courses may form 
 a department of the high school, under competent direction. They 
 would prepare for positions in industrial life which require special 
 technical knowledge and are of greater importance and responsibil- 
 ity than those held by skilled mechanics. Those who would attend 
 them would come from homes unembarrassed by financial consid- 
 erations, whereas with those who would enter the industrial 
 schools wage-earning at an early age would be a necessity. As will 
 been seen by my description of the Springfield Technical High 
 School, which is of this type, the curriculum provides for a two Curncula - 
 years' course taken by all, followed by elective two years' specialized 
 courses, with, in both cases, direct applications of the principles of 
 science and mathematics to practical work, such work having an 
 industrial but not narrowly vocational character. Another type of 
 technical high school prepares for more advanced professional work, 
 and is, accordingly, intermediate between such a school as the 
 Springfield one and the higher technological colleges. Of this 
 character is the Stuyvesant High School. As I have already pointed S5tlS er of 
 out, none of the Ontario so-called Technical High School depart- mgh n schooi. 
 ments answers either description. With few exceptions, these de- 
 partments consist simply of manual training added to the ordinary 
 academic work of the school. None of them as yet is adequately 
 organized. 
 
 The technical high schools as we find them developed in a few American f 
 large centres of population in the United States correspond longo mgh n schooi. 
 intcrvallo to the technicums of Germany and Switzerland and the 
 higher departments of the polytechnics of Great Britain, and there is 
 reason to believe that in time many will become more and more as- 
 similated to them in general character. Like some of the techni- 
 cums, the American technical high school usually has another func- 
 tion it prepares students for admission to the higher technological 
 schools, some of which even now require such preparation on the 
 part of their matriculants. The technical high school is a necessary ontlrfo? I! 
 function in a complete system of education ; but for their products 
 there would be little or no demand in Ontario for a good many 
 years. The day when they would be in demand might be hastened 
 if the standard of matriculation into the Faculty of Applied Science 
 and Engineering in the University of Toronto were raised very cou- 
 
2QO 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Age of admis- 
 sion to trades 
 and character 
 of courses. 
 
 Specialized 
 
 industrial 
 
 schools. 
 
 General 
 
 industrial 
 
 schools. 
 
 Importance 
 of physical 
 education. 
 
 Secondary 
 industrial 
 schools. 
 
 siderably, as has been done in many other similar institutions, and 
 the character of its matriculation course brought into closer relation 
 to its undergraduate courses and the capabilities of our high schools. 
 
 i 
 
 (4) INDUSTRIAL AND TECHNICAL SCHOOLS FOR GIRLS AT SCHOOL AFTER 14 
 
 So far I have dealt with the question of provision in day schools 
 which is more or less feasible in the case of boys. Girls, on the 
 other hand, who enter any kind of industrial employment do so 
 earlier than the boys who are to become skilled mechanics, and the 
 courses that result in wage-earning capacity are by them more easily 
 completed than are the corresponding courses for boys. In the 
 large majority of English and American trade schools girls enter at 
 the age of 14, and sometimes even earlier. They desire to earn 
 money as soon as possible, and, for obvious reasons, they do not 
 look forward to a trade or any other industrial occupation as their 
 life work. These facts, I find, are generally recognized in provid- 
 ing for industrial training. The Trade Schools Act of Wisconsin, 
 for example, provides " for the maintenance of schools for the pur- 
 pose of giving practical instruction in the useful trades to young 
 men having attained the age of 16 years and young women having 
 attained the age of 14 years." Accordingly, for girls of about 14 
 who are intended for some kind of industrial occupation, and who 
 may remain or may be induced to remain, for various periods after 
 that age we must, in the large majority of cases, provide an indus- 
 trial course specialized from the beginning, although, as is done in 
 the trade schools of Europe and America, provision should be made 
 for further instruction in the essential academic subjects as well. In 
 some localities the conditions might justify the establishment of a 
 general industrial school with a one or two years' course before 
 specialization. Such general courses might consist of English, geo- 
 graphy, history, practical science, mathematics, and drawing 
 (freehand and designing). As also in the case of boys, the English 
 should include English literature. Suitable physical exercises should 
 also be provided. For admission, the provisions would natur- 
 ally be similar to those proposed in the case of boys. Physical exer- 
 cises, I should here point out, are emphasized for both boys and 
 girls in all the countries I visited. For girls in particular, whose 
 occupations are mainly sedentary, such exercises are indispensable. 
 
 Secondary industrial schools are also desirable of the same 
 character as the Boston High School of Practical Arts and the 
 science department for girls in the Springfield Technical High 
 School. More than one or two of such schools, we are, however, 
 not likely to have in the near future. They are the product of large 
 urban populations, and of a state of public opinion more advanced 
 
ONTARIO 291 
 
 than ours is in Ontario. The establishment of a Faculty of House- 
 hold Science in Toronto University will hasten the advent of such 
 schools if the matriculation examination for entrance to the faculty 
 recognizes the household science that may be taken up in the second- 
 ary schools. An organization under which the university would 
 continue to repeat the work of these schools would be neither con- 
 sistent nor economical. 
 
 As a luminous and comprehensive statement of the situation I 
 quote the communication I have received from Mrs. Huestis, the 
 President of the Local Council of Women of Toronto, in reply to Toronto - 
 a letter from me asking for her views on the subject of industrial 
 training for girls and women : 
 
 It is becoming quite evident to all that each year finds girls occupying 
 more and more important pla'ce in the industrial world. It is .furthermore remedy. 
 admitted by most employers that they enter into this new sphere almost 
 totally unprepared by previous training. To those of us who have given this 
 phase of the question serious consideration, the remedy seems to be in the 
 establishment of trade schools similar to the Manhattan Trade School for 
 Girls, either as separate schools or as branches of regularly established technical 
 schools. 
 
 Realizing the large numbers who leave the public schools at the age of No curtail- 
 fourteen to enter industrial life from economic conditions and also realizing general 
 the shortness of the time thus given to the securing of the necessary funda- education. 
 mental academic education in such subjects as reading, writing, arithmetic and 
 spelling, I would be sorry to advocate during this public school course any 
 special technical training other than domestic science. The girl who is thus 
 forced into industrial life at such an early date must get her industrial training 
 in either evening classes or in the establishment of part time day classes. That 
 girls are willing and anxious to attend such classes is fully demonstrated by 
 the very large registration of girls in the evening classes of the Toronto 
 Technical High School. 
 
 In considering the training necessary we must consider the industrial Avenues of 
 
 i , ,- , employment 
 
 avenues which now lie open to girls : ope n to girls: 
 
 1. The numerous Clothing industries, for both men's and women's wear, i. Clothing. 
 demand large numbers. According to the department in which they serve, girls 
 
 would require instruction in drawing and designing, cutting, draughting, hand 
 sewing, ordinary machine sewing, power machine sewing, special machine work, 
 such as buttonhole, lace, embroidery, and hemstitching machines, weaving, mil- 
 linery;, dressmaking, etc. 
 
 2. The Publishing and Bookbinding industries need large numbers of 2 Publishing 
 girls. These might be given instruction in drawing and bookcover and maga- *"^ bookbmd- 
 zine cover design, illustrating, labelling, cutting, folding, and pasting. Under 
 
 this head might be included the necessary hand skill required in the various 
 novelty work departments. 
 
 3. Salesmanship is to-day one of the largest avenues for girls, and 3. Salesman- 
 courses to fit them better for their duties are urgently needed. They should sni P- 
 
 be given courses in the expert knowledge of the nature of the goods to be sold, 
 as well as a training in the art of salesmanship with its necessary adjunct of 
 courtesy, etc. 
 
 4. The avenue of Domestic Science is so exceeding important that all 4. Domestic 
 girls should have more or less training in this department. It should give the Science. 
 necessary professional training for those who intend to follow it as an occupa- 
 
292 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 6. General 
 Education. 
 
 tion, viz. : for cooks, waitresses, general servants, etc. It should also give such 
 training to all as will fit them to become the future home-makers of the land. 
 
 5. As to Drawing and Designing: Girls have shown their aptitude for this 
 line of work, and the various engraving and lithographic houses as well as many 
 other establishments are urgently demanding girls who have the necessary skill 
 in freehand drawing and design. This demand also extends along such lines 
 as interior decoration for both private and public buildings, designs . for wall 
 paper, carpets, linoleums, tiles, textiles of various sorts, both printed and woven, 
 furniture, silverware, stained glass, etc. The openings for girls along these 
 lines are quite extensive and remunerative. As Canadian girls trained in 
 Pratt Institute, New York, are making a success of church and house decora- 
 tion in New York, could not our girls remaining in Canada have the same 
 opportunities? 
 
 In all cases, hand in hand with this special technical or industrial training 
 which the girl may need should go whatever academic instruction is necessary to 
 enable her to assume her proper business position so that advancement to higher 
 and more remunerative lines might not be cut off. But besides all this the 
 girl in the industrial world of to-day is the home-maker of to-morrow, hence 
 the necessity for some training in household science. Furthermore, the physical 
 education of the girls at all stages should be closely guarded, as little will be 
 gained by giving the required industrial training if the girl's physical well- 
 being is not guarded to enable her to perform her duties without encountering 
 the physical breakdown so commonly occurring to-day. 
 
 Sources of 
 attendance. 
 
 Claims of 
 schools. 
 
 5. INDUSTRIAL AND TECHNICAL SCHOOLS FOR WORKMEN AND WORKWOMEN 
 
 For many years, in Ontario, as elsewhere, boys and girls, men 
 and women, engaged by day in trades, etc., will be by far the most 
 numerous of the claimants for industrial instruction. As soon as 
 the day industrial and technical schools have been opened, an in- 
 creasing number will have received some training before they take 
 up their occupations; but, even to the most proficient, supple- 
 mentary instruction will be of great advantage, while to the large 
 numbers that will always be prevented by various causes from 
 availing themselves, even in part, of day school instruction, special 
 systematic training will be indispensable. 
 
 For the class of workers who cannot attend or who have not 
 attended day industrial or technical classes I have to report, as the 
 result of my investigations and experience, that, from the nature of 
 the case, all the following are feasible for boys, and at least the 
 evening school for girls : 
 
 A. The Apprenticeship School. 
 
 B. The Evening Industrial and Technical School. 
 
 C. The Correspondence Industrial and Technical School. 
 
 Character. 
 
 A. The Apprenticeship School 
 
 The Apprenticeship School is a modification of the part-time co- 
 operative school already described. In the latter the pupil, while 
 attending school, goes to the factory for the supplementary practical 
 
ONTARIO 293 
 
 work. In the apprenticeship school, on the other hand, the factory 
 hand comes to the day school. Of this kind of school a few exist continuation 
 in the United States. In the Cincinnati Continuation School, as Schooh 
 it is called there, apprentices are given about four hours' instruc- 
 tion a week for forty-eight weeks. The school is under the Board 
 of Education of the City, and is supported from public funds, at a 
 cost of about $15 a year for each pupil, 250 of whom attended in 
 1909-10. their wages being continued for the time spent in the 
 school. The subjects taken up are mechanical drawing, blue-print 
 reading, shop mathematics, civics, reading, writing, and arithmetic. 
 This, of course, is an adaptation of the Munich continuation indus- 
 trial school scheme for the instruction of apprentices. As I have school at the 
 pointed out, even already in Ontario an arrangement of this kind 
 has been made between the High School at Sault Ste. Marie and the 
 Algoma Steel Works of that city. 
 
 In my judgment, the part-time co-operative plan described above 
 and on pp. 230-238, when suitably adapted to local conditions, might 
 be introduced with advantage in Ontario, where evening schools or 
 full-time day schools are not available, or where the evening schools 
 do not make suitable provision. In support of this view, I may 
 point out, as is shown by the evidence of many of our manufac- 
 turers in Appendix B, that, .ilthough decadent, apprenticeship is by 
 no means dead in certain Ontario industries. Moreover, there is no 
 likelihood of its being wholly replaced for many years to come by 
 an adequate system of trade schools. What is most to be desired is 
 a combination of apprenticeship and the trade school, which has 
 in view the all-round education of the workman, and which is safe- 
 guarded from exploitation by the employer. But. in all cases, the 
 employer holds the key to the situation. His object is, of course, to 
 have the largest returns for the smallest possible expenditure, and 
 it is perfectly legitimate that it should be so. Without a 
 reasonable prospect of advantage to himself he would not employ 
 at intervals young or untrained apprentices ; nor, as he naturally 
 aims at as complete specialization as possible, would he be likely to 
 provide at a loss to himself the variety and the sequence of work 
 indispensable in any adequate scheme of trade education. But the 
 fact that voluntary, as well as compulsory, co-operative schools are 
 at present in successful operation demonstrates their practicability 
 in Ontario under suitable conditions. 
 
 In this connection I may discuss another class of apprenticeship 
 schools which cannot be omitted in a comprehensive treatment of ^ 
 the subject. In the absence of outside facilities apprenticeship aild Factories, 
 schools have been established and maintained by railways and great 
 manufacturing companies themselves. Besides foremen who devote 
 themselves during shop hours to the instruction of tb p apprentices, 
 
-'94 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Prussian 
 Apprentice- 
 ship Schools. 
 
 In Ontario. 
 
 ship schools. 
 
 General dis- 
 tribution. 
 
 Character. 
 
 there are provided within the establishments during working hours 
 or in the evenings classes in which are taught the theoretical parts 
 of the trades, including drawing and such mathematics and science 
 as are needed for intelligent workmanship. In Prussia some of the 
 finest royal industrial schools have been developed from similar 
 apprenticeship schools. At first such an institution is established 
 by a local factory, aided by municipal funds, and managed by a 
 board on which are represented both the factory and the munici- 
 pality. When the school grows to be important enough, it is taken 
 over by the Prussian Government and maintained and managed 
 under its direction, the factory and the municipality continuing their 
 contributions and being represented on the board of management. 
 
 Conditions may not now be favourable to the general establish- 
 ment in Ontario of such apprenticeship schools. As, however, is 
 shown in Appendix B, one was established last September at the 
 Dennis Wire and Iron Works in London. In time, no doubt, 
 others will follow, and before many years it may be in the interests 
 of some of our municipalities to contribute to the maintenance of 
 such schools, and in the interests of the Province to supplement this 
 contribution from the Provincial Treasury. I have not yet visited 
 the school at London and it is too soon to predict its future, but 
 there can be no doubt as to the efficiency of the system as I saw it 
 in operation at the Grand Trunk Railway shops at Stratford. The 
 apprenticeship school has the advantage over other part-time sys- 
 tems of being operated under actual business conditions and by 
 expert instructors, who can at every step correlate the theory and 
 the practice. It is altogether probable that, under suitable condi- 
 tions, this type of school would be a partial and economical solution 
 of the problem of providing skilled workmen. 
 
 B. The Industrial and Technical Evening School 
 
 In countries like Great Britain and the United States, which 
 have only of late years awakened to the imperative need of system- 
 atic industrial education, the evening school is by far the common- 
 est means of supplying the lack; and, where no day instruction is 
 available, it is manifestly the only means. Indeed, the English and, 
 as yet, the Scotch continuation schools are held in the evening. In 
 the United States, wherever there is a day industrial school, almost 
 (invariably there are evening classes, and there are many evening 
 classes where there are no day schools. In France, too, the evening 
 class is still very common, and, in Germany and Switzerland, it is 
 found, in many places, to be more convenient to hold the compul- 
 sory continuation school in the evening. The day industrial schools 
 are more or less substitutes for apprenticeship. The evening 
 
ONTARIO 295 
 
 schools, on the other hand, merely supplement the imperfect and 
 often specialized training of the workshops by broadening the 
 pupil's acquaintanceship with the processes of his trade and supply- 
 ing him with the theoretical knowledge he cannot obtain in the 
 course of his daily work. 
 
 The evening school has one great advantage over the day school. ^ 
 It overcomes the two main obstacles in the way o'f the day school SchooL 
 it does not interfere with the wage-earning of those who attend it ; 
 and it may be maintained at a comparatively small cost, for the 
 equipment and accommodations used by day are available for it, 
 and the part-time day teachers may be members of its staff. But, vantages, 
 even under the best conditions, the evening school must be less 
 effective than the day school, for it has this serious disadvantage, 
 that it is held when the mental capability of the pupil, especially of 
 the young pupil, has been lessened by a day of toil. Moreover, as 
 one might anticipate, and as is shown by the evidence in Appendix 
 B, the young workman does not realize the value of his opportuni- 
 ties, and sacrifices future gain for present pleasure. This disadvan- 
 tage might, however, be overcome if, as some now do, the manu- 
 facturer required his apprentices to attend. Another disadvantage 
 is the difficulty of effective organization except where there are 
 large staffs. The evening school should provide for the workman 
 in all stages of his advancement. In it must be represented the 
 general and the special industrial schools and the technical schools, 
 with their varied courses. Here, however, in particular, the courses 
 must be flexible, and special consideration given the needs of the 
 individual. Provision must also be made for both sexes, and for 
 adults as well as adolescents. On the latter score there is usually 
 little trouble in Germany and Switzerland, where, owing to the 
 developed condition of their systems, the age and attainments of 
 those attending the evening classes are fairly uniform; but, for a 
 good many years, owing to the adults' self-consciousness, effective 
 organization will, with us, continue to be a difficult problem. More- 
 over, as the limitations of the evening classes are such that the in- 
 struction in each subject can be provided not more than two or three 
 times a week, and not more than a couple of hours each evening, 
 such courses must be less comprehensive than those of the corre- 
 sponding day school or they must entail much longer attendance. 
 Notwithstanding these drawbacks, the evening school must, for 
 many years, be our chief reliance. After all, as, indeed, is demon- schools our 
 
 chief re- 
 
 sitrated by the attendance at the Hamilton and Toronto Technical nance. 
 Schools, the devotion of five or six hours a week to directed and 
 assisted evening study, which will increase their wage-earning 
 power, is not so serious a tax upon the ambitious and healthy work- 
 man and workwoman. Nor should the educationist overlook the 
 
296 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 moral advantage of such useful occupation of the evening hours, 
 especially to the adolescent. 
 
 evolution. 1 " In the evolution of a system of industrial education in this Pro- 
 
 vince the first stage must be the evening school. A few, indeed, 
 have been already established, and if, as is probable, competent 
 teachers of industrial subjects drawing in particular are procur- 
 able in other centres, progress might be made, pending the estab- 
 
 Legislative , 
 
 grants. lishment of a comprehensive system. The Government should, I 
 
 think, defray a share of the cost of maintaining such schools ; a 
 larger grant being given a village than a town, a town than a 
 small city, and a small city than a very large one. In 
 Nova Scotia a number of evening schools are in operation to the 
 
 of U staf a ' ' 8 support of which the Government and the locality contribute 
 equally. Here, as there, competent foremen and specially qualified 
 teachers might be employed. For the purpose of a workshop educa- 
 tion the apprentice " takes little stock " in the qualifications of day 
 school teachers of the academic subjects. 
 
 C. The Correspondence=Study Industrial and Technical School 
 
 Fees paid The Scranton Correspondence School, which is controlled by the 
 
 Scranton ._ . ^ . . . . , . , . 
 
 school International Printing Company of that city, with a capital of 
 
 by Ontario. J . -%,.,. r . 
 
 $6,000,000, is probably the largest school of the kind in existence. 
 Its advertising literature shows that in October, 1906, its Canadian 
 agencies contributed $180,000 to the yearly receipts. Most of this 
 must have been collected from the workmen of the Dominion ; most 
 of it, also, must have been collected from the workmen of Ontario ; 
 and, as the industries of the Dominion are rapidly increasing, the 
 total sum collected must now be much larger than that given above. 
 A half a million of dollars is, I believe, now a moderate estimate, 
 although some put it at a far higher figure. The school is main- 
 tained solely for the gain of its stockholders, and, like any other 
 business house, it sends out " salesmen," who canvass the various 
 districts into which the management has divided the United States 
 and Canada, and even far New Zealand, Australia, and South 
 Africa. When a high school inspector I met these salesmen 
 more than once in hotel offices, where they were relating to eagerly 
 listening workmen the advantages of the correspondence school. 
 Trade courses This company offers for workmen trade courses in drawing, letter- 
 ing, sign painting, plumbing, heating and ventilation, sheet-metal 
 work, boilermaking, and shop and foundry practice; and technical 
 courses in architectural drawing, civil engineering, electrical engi- 
 neering, mechanical engineering, mining, steam and marine engi- 
 neering, structural engineering, telegraph and telephone engineer- 
 Ing, and textiles. 
 
ONTARIO 297 
 
 One of the chief reliances of the school is its list of text- 
 books specially prepared for industrial work. The claim that the 
 Jist is a good one is well supported. We also must have suitable 
 text-books for all grades of our industrial schools. 
 
 The International Typographical School of Printing, at Chi- p n h t *s i 
 cago, is under the direction of the International Typographical schofi r of )hical 
 Union's Commission on Supplementary Trade Education, and is printin s- 
 supported by fees from students and appropriations from the In- 
 ternational Typographical Union. The existence of this school 
 under its conditions shows the value the workman attaches to the 
 instruction given. Its object is to counteract the evils of specializa- 
 tion as practised in printing offices. This school is an institution 
 with an educational, not a commercial, aim, and, I may add, is 
 strongly favoured by the American Federation of Labour.. In its 
 report of 1909 this federation gives a list of seven other labour 
 organizations that have undertaken a similar extension of educa- 
 tion for their members, and takes occasion to commend enthusi- 
 astically such " supplemental technical education," and to report 
 that it should be provided at the public expense. 
 
 The desirability of schools of this character was first suggested 
 to me by some of the representatives of organized labour in 
 city of Toronto, and I have found on enquiry a very general desire 
 on the part of labour men that a correspondence school should be 
 provided in Ontario. It certainly appears to be reasonable that, 
 in providing the workman with instruction, his convenience and 
 necessities should be taken into account. Even when we have 
 secured a system of day and evening industrial and technical 
 schools, many will not be able to avail themselves even of the 
 evening classes. There will also be small manufacturing centres 
 too many I fear where it will be impossible to maintain evening 
 classes effectively organized or evening classes at all. 
 
 In my account of the provision for industrial training in the 
 United States, I have described the Correspondence-Study School 
 of the Extension Department of Wisconsin University, and have 
 pointed out in particular the effective means this University is 
 taking to supply in its school the defects of the Commercial Corre- 
 spondence School. A school of this character, which would com- 
 bine with class instruction by travelling teachers the best features 
 of the Commercial Correspondence School appears to be a necessity 
 in this Province. The combination is, however, also a necessity; 
 for, as is well known and as is clear from the evidence of the 
 Principal of the Brantford Colegiate Institute in Appendix B, few 
 workmen succeed in getting an adequate return for their fees. 
 
298 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 6. GENERAL PROVISIONS 
 
 In the foregoing statement I have set forth the classes of in- 
 dustrial and technical schools which my investigations and experi- 
 ence lead me to regard as feasible in Ontario under suitable condi- 
 Generaiin- tions. The General Industrial School, modified to suit the varied 
 
 dustrial 
 
 school local requirements, is a necessity in every manufacturing centre. 
 
 special in- The establishment and the organization of the Special Industrial 
 
 schoofs, School, in particular, v/ill, however, depend upon the nature of the 
 local industries and the attitude of the local manufacturers, labour 
 men, and school boards. Accordingly, it does not fall within the 
 scope of a report like the present one to deal with the details of the 
 subject; nor, indeed, could anyone devise a scheme of organization 
 or a curriculum of study applicable to every locality. In the case of 
 the General Industrial Schools, certain subjects, as I have already 
 shown, should find a place; but the details of most of these subjects 
 and the organization of the other classes of schools must, as I have 
 just said, depend upon local conditions. In this connection it is neces- 
 sary for me to point out that while the Government and the School 
 Boards have important parts to play in the development of a general 
 scheme, much will depend upon the manufacturer and the employer. 
 
 obligation on if as a f ew d o even now, the employer refuses to admit to his works 
 
 employers and .ill'. 
 
 employees. a b ov who has not taken such preparatory courses as the locality may 
 afford, if he requires his employee to take advantage of any facilities 
 that may be offered to supplement his shop work, if he makes no de- 
 duction from his pay when, in doing so, the employee has to absent 
 himself from his work, and especially if he recognizes in his pay-sheet 
 efficiency thus increased, Ontario will soon have a satisfactory system 
 of industrial schools. Organized labour can also do much to secure 
 this result. Probably one of the chief obstacles to progress will be 
 the limitation of the number of apprentices to each employer. In 
 a condition of the labour market in which practically any one may 
 qualify as an apprentice and the unqualified may pose as a journey- 
 man, the labour organizations have some justification for this re- 
 striction: but, on the other hand, all experience shows that there 
 is no danger of too large an increase in the supply of skilled labour 
 through industrial schools that limit the age of the students and 
 insist on thorough and comprehensive courses of instruction, 
 much stress cannot be laid upon the necessity for sympathetic am 
 harmonious action by the employer and the employee. Both now are 
 crying vigorously for governmental assistance. The wagoner 1 
 the fable calls on Jupiter to help him with his wagon, which has 
 stuck in the mud. Jupiter's answer is well known. 
 
ONTARIO 299 
 
 Some questions of a general character which are vitally im- 
 portant in the operation of a state system of industrial and tech- 
 nical schools remain to be considered : 
 
 1. The Qualifications of the Teachers. 
 
 2. A Director of Technical and Industrial Education. 
 
 3. An Ontario Industrial and Technical College. 
 
 4. A Dominion Institute for Industrial Research. 
 
 A. The Qualifications of the Teachers 
 
 In any scheme of education, the question of the qualifications f^tol neces ' 
 and training of teachers is a basal one, and it is especially so in the trainin e- 
 case of industrial and technical education, which, being in most 
 respects a specialized form of education, requires teachers specially 
 trained. Without teachers so trained, it would be useless to attempt 
 to put into force programmes of study, be they ever so suitable. In 
 all the European countries I visited, especially in Germany, pro- 
 vision is made for training such teachers, and inducements are 
 offered them to avail themselves of it. Even in these countries, 
 however, this is the part of the organization that often lags behind. 
 Wherever industrial education has proved to be unsuccessful, its 
 failure, I wais invariably told, was due chiefly to defects in the 
 teaching. 
 
 For technical high schools we must have technically trained For Technical 
 
 High Schools. 
 
 graduates men who have taken up science and mathematics as well 
 as the shop work from the industrial point of view, and who are 
 pedagogically fit for their work. For special industrial schools ^or special 
 competent workmen of the foremen grade are no doubt available ; schools, 
 but, to be efficient instructors, these require special training; and 
 for the complementary sciences, mathematics, and English, spec- 
 ially trained teachers will also be necessary. Most of our workmen 
 do not possess the necessary theoretical knowledge of their trades ; 
 their general education is too often defective; and they have, of 
 course, had no pedagogical training. For our general industrial f^ 
 schools in particular, we must have teachers who know and can Schools - 
 teach the other subjects of the course, in addition to and in correla- 
 tion with the drawing and the wood and metal work which have so 
 far been the mainstay of the manual training departments. In this 
 class of school, satisfactory results are best obtained when the 
 related subjects are taught by the same teacher. At this stage he 
 alone can correlate them properly. The department system is, 
 however, often followed ; and, when there are a number of teachers 
 on the staff who act together under a strong and watchful principal 
 the system appears to produce good results. But for a good many 
 years the staffs of most of the schools will be small, and it will take 
 time to secure generally an industrial outlook. For this reason it 
 20 E.I.P. 
 
300 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 JJ| n telche a rs n " should be clearly understood that the manual training teacher is not 
 not qualified. now fully qualified for a position in an industrial school. We need, 
 
 accordingly, to supplement his present education and to provide for 
 
 that of the teachers of the technical and special industrial schools. 
 
 For the former, the summer school would probably suffice; for the 
 
 latter, ampler provision is indispensable. 
 
 ^aufied ecure The history of the manual training movement in this Province, 
 teachers. shows us that, with a very limited number of available positions and 
 especially with an uncertain future, few are willing to prepare them- 
 selves for specialized work even when, as is the case at the Guelph 
 Macdonald School, suitable courses have been provided and, when, 
 as has too often been the case, disproportionately large salaries have 
 to be paid to obtain even meagerly qualified teachers. If we are to 
 have within a reasonable period an adequate supply of competent 
 teachers for the different classes of our industrial schools, we must 
 for some years provide, besides free tuition, an allowance for travel- 
 ling expenses and maintenance while they are preparing themselves 
 for their duties. Such expenditure should, however, entail upon the 
 teacher an obligation to serve the Province at a reasonable salary 
 for a period of years. Some such plan as that followed in the Grand 
 Trunk Railway apprenticeship system at Stratford would probably 
 meet the case. 
 
 Exanapie-of j n support of the foregoing proposal, let me quote a special 
 
 example: When in Europe, I intended to visit Ireland as well as 
 England and Scotland, but the time at my disposal would not permit. 
 I found, however, then, and since by correspondence, that Ireland 
 has made extensive provision for agricultural, industrial, and tech- 
 nical education. For this purpose over $1,000,000 is spent annually, 
 a small part of which comes from local sources, by far the larger 
 part coming from endowment funds and parliamentary grants. 
 One prominent feature of the Irish system is the provision made for 
 the training of the teachers. At various centres facilities are offered 
 journeymen and other workmen to fit themselves as trade school 
 teachers. From a fund for this purpose $3.75 a week is allowed 
 each teacher for a year. For those engaged in teaching, summer 
 schools are provided, in which are courses in experimental 
 science, laboratory work, drawing and modelling, manual training. 
 domestic science, crochet work, embroidery, etc. For the summer 
 school students a maintenance allowance, with travelling expenses, is 
 also provided. In addition, special scholarships for science teachers 
 are offered in the Royal College of Science for Ireland. These 
 carry free tuition, travelling expenses, and a generous maintenance 
 allowance. For art teachers similar provision is made in the Metro- 
 politan School of Art. 
 
ONTARIO 301 
 
 Nor in providing our teachers should we, if need be, confine our- 
 selves to the Province of Ontario. No narrow spirit of exclusion ^OUM not be 
 should prevent us from securing the best. When, for example, I Ontario- 
 visited the Arts and Crafts School of Zurich, a large majority of 
 the teachers were, I found, from France and Germany, and the 
 authorities there hold that nationality should not enter into a ques- 
 tion of educational supply. When, too, about a quarter of a cen- 
 tury ago Japan determined to establish a modern system of educa- 
 tion, not only did she send her men to study in the schools and col- 
 leges of Europe and the United States, but she imported teachers 
 for her own schools and colleges. Now she has teachers trained 
 by herself, and to this wise initial policy, more than to anything 
 else, must be attributed her phenomenal progress. 
 
 With an adequate supply of teachers the day school problem 
 will present little or no difficulty. For the evening schools the day supply. 
 school teacher whose time is wholly taken up in his regular duties 
 should, for evident reasons, not be employed. The solution of the 
 evening school problem will be found in the employment of part- 
 time day school teachers, of competent foremen and draughtsmen, 
 engaged during the day, and probably of travelling teachers who 
 are members of the staffs of more than one school. 
 
 B. A Director of Technical and Industrial Education 
 
 My recommendations in regard to the types of schools and ti 
 courses of study suitable for each locality have designedly been in- edly indefinite 
 definite. From the nature of the case they could not be otherwise. 
 My experience leads me to endorse most heartily the opinion of Mr. 
 Arthur D. Dean, Chief, Division of Trade Schools, Albany, N.Y., 
 whose address T heard a year ago at the annual convention of the 
 National Society for the Promotion of Industrial Education at Mil- 
 waukee, and whose official experience enables him to form a reliable 
 judgment on the question : 
 
 In considering a State policy for providing industrial education it is neces- Organization 
 sary to keep constantly in mind one basic principle : If industrial education astic. e 
 means a redirecting and adapting of our education to fit the economic and 
 social needs of our people, then it is a problem that has no single solution ; 
 there will be as many school classifications as there are groups of industries, 
 nearly as many solutions as there are types of communities, and there is no 
 single inflexible course of study and no single line of procedure. 
 
 Since I began this report I visited most of the centres of 
 where industrial schools may be expected in the near future, and 1 
 have visited and corresponded with employers and employees as well 
 as the principals in charge of the present manual training schools. 
 Everywhere I went there is evidence of a desire for the establish- 
 ment of industrial schools, but everywhere there is also a lack of 
 definite ideas as to their probable cost, their scope and method, and 
 
302 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 the best way to engraft them upon our present school system. What 
 is now needed is expert guidance rather than the stimulation of pub- 
 lic opinion. 
 
 Necessity for The history ofjhis movement has shown clearly that, with the 
 best intentions, but without competent direction, boards are liable 
 to make serious economic and educational blunders. A few weeks' 
 visit to schools of the character I am discussing will not enable the 
 layman of the school board to settle problems which require techni- 
 cal knowledge, both expert and educational. The expenditure in- 
 volved is too great and the interests at stake are too important to be 
 left entirely to his discretion. 
 
 SfeSL J have > accordingly, to recommend, subject to the provisions of 
 separate unit. any general scheme, that each industrial centre shall be regarded as 
 a separate unit for the purposes of organization ; and that, as pro- 
 posed later in this report, the industrial and technical school or 
 schools for each such centre be organized by its board of trustees 
 under the advice and with the approval of the Minister of Educa- 
 tion. For this purpose, I recommend that this branch of the ser- 
 vice be placed in charge of a departmental officer, whose duty it 
 A Director s ^ a ^ ^ e to v ^ eac ^ manu f act uring centre and formulate a plan of 
 aU^echnksai or ^ amzat * on ' a ^ ter consultation with the school board and repre- 
 Education. sentatives of the local industries. This officer should have had tech- 
 nical training of a general character ; and he should be an education- 
 ist in sympathy with the aims and methods of elementary industrial 
 training. 
 
 C. An Ontario Industrial and Technical College 
 
 progressive As is well understood and as is shown by the evidence of the 
 
 manufacturers in Appendix B, the lack of competent foremen and 
 the higher grades of skilled workmen is now probably the greatest 
 drawback to the progressive efficiency of our industries. As a 
 matter of fact, the evidence shows further that our employers have 
 often to draw such employees from the ranks of British and foreign 
 labour. Besides, the workman who has learned his trade in the 
 usual way becomes fully expert therein at 24 or 25, so far as 
 mechanical operations are concerned. If he has had some theoreti- 
 cal training as well, he will, of course, know his trade better; but, 
 Necessities of ordinarily, he can advance no further. Manifestly, therefore, if we 
 the situation. ^ r& ^ j^^ h jgh_ c i ass workmen, " made in Ontario," we must pro- 
 vide high-class instruction. I have already pointed out, also, the 
 necessity for training the teachers of our manual training and in- 
 dustrial schools, and for establishing a correspondence-study school 
 which shall combine with instruction by letter special class instruc- 
 tion by travelling teachers. This necessity must be met, and it 
 should be met as promptly as possible. If we were to follow the 
 
ONTARIO 303 
 
 example of some of the long-established British technological 
 schools, we should add to the functions now discharged by the 
 Faculty of Applied Science and Engineering of the University of uifit^d states 
 Toronto, the first two of the above functions, which are industrial in 
 'character and come within the limits of secondary education. If, also, 
 we followed the example of Wisconsin and some other universities in 
 the United States the Provincial University would provide, as part 
 of a comprehensive system of extension work, a correspondence- 
 study school for workmen. But in our system of education the Applied f 
 Faculty of Applied Science and Engineering corresponds to the In'IfnIerin? 
 " High School, " in the German system with its purely technical verity ^f 1 " 
 course of the university grade ; and Wisconsin University has carried unsuitable. 
 on its industrial correspondence-study work in a State where only 
 lately provision has been made for trade schools, and it intends to 
 carry it on in future only in localities for which adequate industrial 
 schools are not provided. For us now to follow the foregoing ex- 
 amples would be to make an addition to the courses of the Univer- 
 sity, both exceptional and unnecessary. Morepver, the Dean of the 
 faculty at Toronto informs me that the time of his staff is now fully 
 occupied, and that to add industrial functions to its present techni- 
 cal ones would necessitate an additional staff, additional accommo- 
 dations, and additional equipment, all specially adapted to the new 
 requirements. It is important, also, to note that the aims of the 
 proposed departments would be quite different from those of the 
 present faculty. Little or nothing would be gained by association 
 with it. Subdivision of labour and singleness of purpose have their 
 advantages under any conditions, and the workman deserves as 
 much consideration as the engineer. 
 
 I recommend accordingly, that an Industrial and Technical Col- Establishment 
 lege be established and maintained by the Provincial Government indiFstriaT cial 
 for the further training of the most progressive of our foremen and College> 
 skilled workmen, for the training of the teachers of our industrial 
 schools, and of pupils who have taken the courses at the special in- 
 dustrial schools, for the conduct of a modern correspondence-study 
 school, and for such other purposes as may promote the interests 
 of the industrial worker. Even if we had what we are not likely 
 to have for a good many years well staffed schools we should 
 still need a college of this kind; and, until we have such schools 
 we shall need it especially. Most, if not all, of the first 
 teachers of such a college must be drawn from outside the 
 Province ; or, as Japan did, Ontario must send her men abroad to 
 prepare themselves for their duties. By adopting the latter policy 
 we should be more likely to secure the teachers we need. It would, competent 
 of course, entail some delay ; but " a good beginning is half of the indi^nsabie 
 whole." Competent teachers for our ischools we must have at any from the flr8t - 
 
304 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 cost, and their training must be provided for in this Province. We 
 need a new breed, with a new outlook and with new ambitions. 
 To attempt to organize a system without first providing for the 
 training of such teachers would be most unwise. 
 
 M^seum Strial -^ n suc ^ a College would naturally be placed the first of our In- 
 dustrial Museums. The part such museums play in the industrial 
 history of the European countries, I have already pointed out. On- 
 tario cannot afford to ignore their importance. 
 
 D. A Dominion Institute for Industrial Research 
 
 relation 6 One of the most important developments of the German indus- 
 
 between ^ T ' ia \ system is the intimate relation that exists between her manu- 
 
 techmcal ' 
 
 education and f ac t ur i n pr establishments and her higher technical institutions. 
 
 the industries. e> 
 
 in Germany: This intimate relation, it is well known, has done much to promote 
 
 her industrial eminence. To this end, both the States and the 
 
 Empire contribute. Not only do the States give the industries direct 
 
 assistance in their operations,* but they carry on research for their 
 
 benefit, often with the assistance of the larger manufacturers, who 
 
 imperial place their staffs at the disposal of the scientists. The Imperial Gov- 
 
 ch 8 ariou e en* ernment maintains at Charlottenburg the Imperial Institute for 
 
 Physical- Physical-Technical Research, which gives special attention to the 
 
 Research! advancement of the manufactures of the country at large. To use the 
 
 words of its constitution, its object is "the promotion, by means of 
 
 experiments, of scientific research and of precise technical work." 
 
 Its syllabus covers the various departments of physics and chemis- 
 
 try, and includes the testing of various kinds of measuring instru- 
 
 ments. In one of its divisions the members of the staff attend meet- 
 
 ings of scientific and technical workers, and inspect the testing sta- 
 
 tions and the large manufactories throughout the Empire. In 1908 
 
 this institute cost for maintenance $113,500. 
 
 in France: Nor is Germany alone in making such provision. At Paris the 
 
 National Con- *mi i 1 1 j.i_ 
 
 servatoryof iNfational Conservatorv of Arts and Trades, also supported by the 
 
 Arts and _ __ 
 
 Paril? Sat *In association, for example, with the Technical High School at_ Charlot- 
 
 tenburg, there is an organization known as the Royal Material Testing Insti- 
 tute, situated in Gross Lichterfelde, one of the suburbs lying to the south of 
 Berlin. Like the High School, the institution is maintained by Prussia. 
 is devoted more especially to the examination and testing of materials used 
 in various departments of technical work. Its functions are: 
 
 (1) To plan experiments and to design machines, instruments, and ap- 
 paratus generally, for making tests of materials in the public interest. 
 
 (2) To carry out tests with materials and construction parts in the public 
 interest or in the interests of science. To make such tests for governmental 
 departments and private individuals upon payment of certain fees, and, in con- 
 nection with the results of these tests, to give official advice and to grant official 
 certificates. 
 
 (3) Upon request of both disputants, to act as arbiter in disputes over the 
 quality of material or construction parts employed in technical work. 
 
 This institution comprises six departments devoted to (i) metal testing, 
 (2) building material testing, (3) paper and textile testing, (4) metallography. 
 (;) general chemistry, and (6) oil testing. 
 
ONTARIO 305 
 
 State, does work of a similar character. Research, however, is not 
 the chief part of its programme. It contains a great industrial 
 museum, wherein are deposited machines, models, tools, plans, de- 
 scriptions, and books relating to all kinds of arts and trades; and 
 it undertakes the inspection of weights and measures and carries on 
 experiments in connection with this work. This institution pro- 
 vides also, without fee, various courses of lectures dealing with the 
 application of science to industry and commerce, and addressed 
 chiefly to the artisan class. 
 
 In Switzerland the Federal Government maintains the Poly- in switzer- 
 technic at Zurich, which, like the French Conservatory, discharges Pobteotinte 
 a variety of functions. Above all, it is a great school of applied a 
 science, similar in many respects to the Technical High School at 
 Charlottenburg, the Massachusetts Institute at Boston, and the 
 Faculty of Applied Science and Engineering at Toronto. But it 
 combines the functions of a technical high school with those of an 
 institute of research. In passing, I may point out that Switzerland Switzerland 
 
 , . r+ * f u and Canada 
 
 has a population of only 3,463,000; Canada, one of between seven contrasted, 
 and eight millions ; and that Switzerland is very poor in the raw 
 material for manufactures ; Canada, exceptionally rich. 
 
 The English parallel of the Imperial Institute at Charlotten- in England : 
 burg is the National Physical Laboratory at Bushy Park, Tedding- Physical 
 ton, near London. This laboratory was completed and opened in near London. 
 1902, and is under the direction of a governing body which con- 
 sists chiefly of members nominated by the Royal Society, with 
 others selected to represent various commercial and industrial inter- 
 ests. The laboratory was founded for the testing and verification 
 of instruments for physical investigation, for the construction and 
 preservation of standards, and for the systematic determination of 
 physical constants and numerical data useful for scientific and indus- 
 trial purposes. It is under the direction of a highly-trained special- 
 ist, and consists of a number of divisions, each fully equipped with 
 apparatus both for making regular tests and for carrying out in- 
 vestigations of public and scientific interest. The character of the 
 work is somewhat varied. It includes the study of the optical quali- 
 ties of glass, thermometry, pyrometry, the study of wind pressure, 
 the metallographical study of alloys, photometry, and quite recently 
 a large experimental tank was installed in the laboratory for the 
 purpose of studying the behaviour of ship models under a variety 
 of conditions. The expenditure for the laboratory in 1909 
 amounted to $170,148, of which $80,256 came from Treasury 
 Grants. From private sources in the same year came also $07,334 
 for the experimental tank above referred to, and $48,667 for a 
 building for metallurgical research. imperial 
 
 The Imperial College of Science and Technology, recently estab-sie^| f nd 
 Hshed in London, England, takes part in furthering the interest of LondSn logyin 
 
306 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 In the United 
 States: Bureau 
 of Standards 
 at Washing- 
 ton. 
 
 Similar pro- 
 vision by the 
 Dominion ; 
 The Depart- 
 ment of Mines. 
 
 The Depart- 
 ment of 
 Marine and 
 Fisheries. 
 
 the manufactories. In the words of its constitution, it has for its 
 object " to give the highest specialized instruction, and to provide 
 the fullest equipment for the most advanced training and research 
 and the various branches of science, especially in its application to 
 industry; and to do all and any of such things as the governing 
 body considers conducive or incidental thereto, having regard to the 
 provision for these purposes which already exist elsewhere." 
 
 The Bureau of Standards at Washington is a branch of the 
 Department of Commerce and Labour of the United States Gov- 
 ernment In addition to the work of verifying standards of various 
 kinds, it also carries on such investigation and research as may be 
 of importance to the scientific, technical, and manufacturing inter- 
 ests of the country. 
 
 Although my report deals primarily with the obligations of On- 
 tario, it is not out of place to ask here what work the Dominion of 
 Canada is now doing for her industries of a character similar to that 
 done by the institutions I have described. 
 
 The Department of Mines was created and placed under a Minis- 
 ter of Mines in 1907. Its technical work is carried on in two bran- 
 ches, the Mines and the Geological Survey. The Mines branch is 
 divided into the outside service, to which the Assay Office at Van- 
 couver is attached ; and the inside service, with headquarters at Ot- 
 tawa, which is organized for administrative purposes into the fol- 
 lowing divisions : Metal Mines, non-Metal Mines, Fuel and and Fuel 
 testing, Chemical, Mineral Resources, and Statistics. During the 
 present session, it is understood, an Act will be passed providing 
 also for the regulation of the manufacture, storing, and testing of 
 explosives. In this department a great deal of experimental work 
 is carried on. The Geological Survey Branch is organized into the 
 following divisions : Administrative and general, geological, palae- 
 ontological, mineralogical, topographical, natural history, draught- 
 ing library. At present this branch is collecting and caring for 
 material for the new Victoria Museum. 
 
 The importance of the Department of Mines may be gleaned 
 from the fact that of late years the value of the mineral output 
 of Canada has been increasing very rapidly. The Department places 
 it at $90,415,763. For the fiscal year 1910-11, the total vote for the 
 Department of Mines for all purposes is $621,289, which includes 
 a special grant for the investigation of processes for producing 
 Under the Department of Marine and Fisheries, the 
 
 zinc. 
 
 Dominion Government also maintains three biological stations 
 one at St. Andrews, N.B., and one at Nanaimo, B.C., for the in- 
 vestigation of the natural history of our salt-water seas, with 
 
ONTARIO 307 
 
 special reference to the fisheries, and one at Go Home Bay, Ont, 
 for similar investigation in regard to our fresh-water seas. 
 
 Before 1884 agriculture in Canada was in a depressed condition, mentof part " 
 In that year a committee appointed by the House of Commons to Agriculture - 
 enquire into the best means of encouraging and developing agricul- 
 ture showed clearly that its condition was due to widespread ignor- 
 ance amongst the farming community, which led to defective farm- 
 ing and the adoption of wasteful methods. The committee recom- 
 mended that experimental farms be established, where tests should 
 be carried on in all branches of agriculture and horticulture, and 
 that the results of this work should be published in bulletins from 
 time to time and distributed free amongst the farmers of the Do- 
 minion. In 1886 an Act was passed almost unanimously author- 
 izing the Dominion Government to establish experimental farms 
 for the aforesaid purposes. The five farms at first established, the 
 central one being at Ottawa, have been increased to nine, with three 
 smaller stations ; and for the last financial year the cost of the system 
 was nearly $135,000. Agriculture is undoubtedly still the most 
 important industry of the Dominion ; but in Ontario and Quebec, in 
 particular, the manufactures are developing with great rapidity, 
 and, owing to our increasing population and the abundance of our 
 natural resources, they are likely to develop with even greater 
 rapidity. 
 
 But, besides providing for the industries, so-called, the United 
 Kingdom and the foreign countries I have mentioned above make 
 similar provision for agriculture. France, for example, has Agro- 
 nomic Stations attached to her universities and agricultural stations. 
 
 We cannot now say of our manufactures, as was said in 1884 of 
 agriculture, that they are in a depressed condition ; but we can say 
 that ignorance of the best means of utilizing our resources has pre- 
 vented us from reaping the full advantage of their richness. 
 
 The Dominion Government has thus recognized three of our The standards 
 main sources of wealth our mines, our fisheries, and our farms and Ottawa. at 
 forests. It also maintains at Ottawa the Standards Branch of the 
 Department of Inland Revenue, which administers the Acts dealing 
 with weights and measures, gas, the inspection and exportation of 
 electricity, the adulteration of food, agricultural fertilizers, commer- 
 cial feeding stuffs, the inspection of petroleum, patent medicines. 
 As in the foreign institutes, we have, in this Bureau at Ottawa, what A Dominion 
 might become the nucleus of an institute to carry on research work, institute! 
 bearing upon all the trades of the Dominion, and, until our Prov- 
 inces are wealthier and their industrial necessities greater, to per- 
 form for the Dominion the duties now performed for Prussia by the 
 Royal Material Testing Institute. 
 
3 o8 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Importance of 
 Drawing and 
 Art. 
 
 Defective 
 provision in 
 Ontario : 
 results. 
 
 Progress in 
 Provincial 
 Schools. 
 
 Provision in 
 the United 
 States. 
 
 Defective 
 qualifications 
 of teachers in 
 Ontario. 
 
 The general interests of agriculture, the mines, and the fisheries 
 are each under the charge of a Dominion Minister. This country 
 needs also a. Dominion Institute of Industrial Research, and the 
 Minister of Trade and Commerce, to whose department it would 
 naturally belong, might well have an eye to the advancement of the 
 manufactures of each of our provinces. 
 
 II. DRAWING AND ART EDUCATION 
 1. PRESENT PROVISION, PROVINCIAL 
 
 In all the countries I visited great importance is attached to the 
 Fine Arts and their applications to the industries. Every centre of 
 any importance has its picture gallery and its art museum with 
 technical and industrial art departments. Drawing and applied art 
 are universally regarded as basal, and provision is, accordingly, 
 made for the instruction of workmen as well as of artists. In Ger- 
 many, for example, the amount of attention given to drawing is 
 very striking. Moreover, the schools are supported both by the 
 locality and by the State. If there is one department more than 
 another in which Ontario lags behind it is in the department of 
 drawing and art. We have as yet no effective organization for 
 training students; and, as a result, some of the more ambitious go 
 to the art schools of the United States. Skilled engravers and litho- 
 graphers are imported from the same country, and a good deal of 
 our high-class illustration and printing is executed there as well. 
 Of the correctness of these statements the evidence in Appendix B, 
 of the manager of the Toronto Engraving Company, himself an ar- 
 tist of repute, leaves no reasonable doubt. 
 
 Since 1904, when the revised curriculum went into operation, 
 specially qualified art teachers have been appointed in our Normal 
 Schools, and there has been a steady advance in drawing and art in 
 our Public and High Schools, especially on the purely artistic side. 
 But there is still much room for improvement. As I have noted in 
 dealing with manual training, two years ago provision was made 
 at Guelph for industrial drawing for Normal School teachers-in- 
 t raining, but the subject has so far received little attention except 
 where there are manual training centres. In the United States nearly 
 every city or town of any pretensions has one or more supervisors 
 of art instruction for its elementary and secondary schools to the 
 very great advantage of education. Only three cities in this Pro- 
 vince have so far appointed such officers for their Public Schools, 
 but the improvement of the subject in these centres amply justifies 
 the means. Few primary or secondary teachers, however, are spe- 
 cially qualified to teach this department. Some have attended the 
 art summer schools of the University of Toronto, but most have 
 merely picked the subject up. To illustrate partly the apathy of the 
 
ONTARIO 309 
 
 public and the teachers, and partly the dominating influence of our 
 examination systems, I may point out that, although the Depart- 
 ment of Education offers an annual grant of $25.00 to each school 
 board and $75.00 a year to each High School specialist in Art main- 
 taining an Art class of six in the Middle School, only one of the 
 146 High Schools and Collegiate Institutes has attempted the 
 course. So far as concerns the Province at large, almost no provi- Little proyis : 
 
 ' ion in Ontario 
 
 sion for advanced work is now made outside of a few schools, some for advanced 
 of which are private. Some years ago Art Schools were established 
 at Toronto, Hamilton, London, Kingston, St. Thomas, Ottawa, and 
 Brockville, which received small grants from the Ontario Legis- 
 lature. Of these all have gone out of existence except two the one 
 at Hamilton, which has become merged into the Hamilton Techni- 
 cal School, and the one at Toronto, which has become the Central 
 Ontario School of Art. The other art schools were established, it 
 would appear, in advance of public opinion, and, consequently, they 
 failed to comply with the moderate requirements of the Department 
 of Education. 
 
 In any system of industrial and technical training the claims of Tra?n?n al 
 art instruction cannot be overlooked. We need good teachers and s c h ? i 
 
 . needed. 
 
 at least one institution in which they may be adequately trained. 
 Toronto should possess a well organized and generously maintained 
 school of art and design, and the other principal centres of popula- 
 tion should have at least efficient art departments as part of their 
 school systems. 
 
 2. PRESENT PROVISION, VOLUNTARY 
 (1) CENTRAL ONTARIO SCHOOL OF ART AND DESIGN 
 
 One voluntary institution deserves notice as much for what it character, 
 has already done as for what it may yet do. To the Central Ontario attendance. 
 School of Art and Design the Province owes more than to any 
 other school the progress shp has made in art. Here have been 
 trained artists of no mean ability, and the heads of the art depart- 
 ments in the engraving and lithographing houses of the city. For 
 some years the school has been receiving a grant of $600 from the 
 City of Toronto and of $400 from the Ontario Government. Beyond 
 these grants and a few subscriptions it has had to depend upon the 
 fees from the students, which have necessarily been kept as low as 
 possible. The school is not a commercial institution ; any surplus it 
 may have at any time is used to procure or renew its equipment. In 
 1909-10 the total receipts were only $3,377.14, although the classes 
 were attended by 126 students. Most take the evening classes and 
 are employees in some branch of industry for which an art training 
 is required, or they are qualifying themselves for some such occupa- 
 tion. 
 
310 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 The curriculum embraces the following branches: 
 
 Subjects of Pictorial composition, illustrating, lettering, book-binding and leather 
 
 curriculum. WO rk, illuminating, engraving, mural decoration (including wall papers), 
 
 leaded glass, ceramics, jewellery, textile fabrics, carving, metal work and 
 
 casting; etching, and general principles of constructive design and their 
 
 relation to exterior and interior decoration. 
 
 For two evenings a week there is a class from the nude, for 
 men only. This class is supported by the Royal Canadian Academy, 
 from funds supplied by the Dominion, and consists of students 
 whose work has passed a committee appointed by the Academy. 
 About a dozen attended in 1910. 
 
 2f Ua sfSr afcions The staff of tne school consists of local artists of established 
 Equipment, reputation. But the equipment is quite inadequate; all the original 
 casts and art accessories were destroyed in the fire that took place 
 a couple of years ago. The casts have been partly replaced by sub- 
 scription, but the equipment is not yet so good even as it was before 
 the fire. 
 
 Presen neces- ^0 enable this school to train both artists and skilled workmen 
 the following are necessary: 
 
 Suitable accommodations, a greater range of courses, a larger 
 staff, additional equipment, a reference library. Weekly lectures 
 are also necessary to stimulate the student and broaden his outlook. 
 In time scholarships should be provided. Besides rewarding merit, 
 they would prove an incentive to study, especially if, as in other 
 countries, they assisted the students to study in the picture galleries 
 of Great Britain and the Continent. 
 
 tton ml re sent ^ present the school is in temporary quarters on Yonge Street, 
 and future, having been obliged to vacate the premises on King Street which it 
 had occupied for many years. There is, however, every prospect 
 that, in the near future, adequate and suitable accommodations will 
 be provided. By the wills of the late Goldwin Smith and his wife 
 the property in Toronto known as " The Grange " has been donated 
 to the Art Museum Association. In the rear of this building the 
 association intends to erect a gallery for exhibition purposes. Here, 
 also, it is confidently expected, class-rooms will be provided for the 
 Art School. 
 School for the ^ s ^ nave already pointed out, compared with other countries 
 
 Fine Arts Ontario is sadly lacking in its provision for art. In the new To- 
 necessary. j . 
 
 ronto Technical School building about to be erected one of the most 
 important departments should be that of Industrial Art and Design. 
 While such a department cannot be efficient if it does not give due 
 prominence to the artistic side, it will, in function, be auxiliary to 
 the industries. This instruction, but of a higher character, the Art 
 School should also provide, while performing its main function of 
 being auxiliary to the Art Museum Association. This is an im- 
 
ONTARIO 311 
 
 portant matter. As I pointed out in my report on the schools -of 
 Paris, it is to the association of the fine and the applied arts that 
 France owes the artistic supremacy of her manufactures. 
 
 Artists claim that in an art school there is an environment which 
 gives inspiration to the student, an inspiration not usually or neces- 
 sarily found in a technical school, with its different associations 
 and its different aims. This opinion, which the Philistine usually 
 Scoffs at, I discussed with many educationists during my tour, and 
 I have to report that the opinion is general that, .if the Fine Arts are 
 to flourish in this Province, a high class Art School cannot be suc- 
 cessfully merged into a Technical School. 
 
 In the Central Ontario School of Art and Design we have an Re-organiza- 
 tion of 
 established institution which stands well in the estimation of the management 
 
 proposed. 
 
 art-loving public and which has done its share in the promotion of 
 education. I feel justified in recommending that its Board of Man- 
 agement be so reorganized as to be of a more representative char- 
 acter, and that the school itself be assigned a definite place in the 
 provincial system. Such a reconstruction would probably weld 
 together all the art interests of the city, and secure more liberal 
 support from both the Legislature of the Province and the City of 
 Toronto. 
 
 If we are to make progress in art we must have in our schools f f e ^ n t f 
 competent teachers of art. Outside of the elementary courses of teachers - 
 the Normal Schools and the Faculties of Education no provision 
 exists for training them at present, and very few, indeed, are able 
 to pass the departmental examination for a specialist's certificate. 
 Properly maintained, this art school would supply such teachers 
 and at the same time promote directly the interests of both the fine 
 arts and the industries. 
 
 (2) OTHER PROVISIONS FOR ART 
 
 Although the Department of Education has not so far succeeded voluntary 
 
 , . i r 1 1 i- associations. 
 
 in doing much for the advancement of art, a number of voluntary 
 associations have been formed for its promotion. The chief of these 
 are the Royal Canadian Academy of Arts, the Art Museum Associa- 
 tion of Ontario, and the Ontario Society of Artists. Others in Tor- 
 onto are the Canadian Art Club, an offshoot from the last named; 
 the Toronto Society of Applied Arts; the Graphic Arts Club, con- 
 sisting of illustrators of various kinds ; and the Toronto Association 
 of Architects. All the foregoing institutions hold exhibitions, but the 
 Central Ontario School of Art and Design is the only teaching body. 
 On account of the far-reaching nature of their constitutions, two 
 others deserve special notice: The Royal Canadian Academy of 
 Arts, established by the Dominion Government at the instance of the 
 
EDUCATION FOR INDUSTRIAL PURPOSES 
 
 The necessi- 
 ties of the 
 situation. 
 
 School 
 
 curricula, 
 
 adequate. 
 
 Other condi-" 
 
 tions 
 
 unfavorable. 
 
 Marquis of Lome when he was Governor-General, holds exhibi- 
 tions in the large cities of the Dominion alternately, and has begun 
 a Canadian national gallery at Ottawa. From the Dominion Gov- 
 ernment it receives a grant of $2,000 a year, which it may spend on 
 pictures or in assisting provincial organizations. Some details of 
 its constitution I will give later in connection with the subject of 
 Dominion contributions for educational purposes. The purpose of 
 the Art Museum Association of Toronto, to which I have already 
 referred, is the cultivation and advancement of the fine and applied 
 arts by means of the establishment and maintenance of a building 
 for the purpose of such arts, the holding of exhibitions therein for 
 art purposes, the acquiring of works of art for a permanent gallery 
 or museum, and the education and training of those desirous of 
 applying themselves to art studies. 
 
 It is evident from th.e foregoing statement that we have already 
 much of the machinery needed for the proper advancement of Art. 
 What is still needed is its reorganization and extension, and, above 
 all, its proper financial support. 
 
 III. AGRICULTURAL EDUCATION 
 INTRODUCTORY 
 
 Next to the professions, "agriculture is best provided for in 
 Ontario; but although the provision for primary and secondary 
 education in the subject is in some respects adequate, in others 
 and they are the most important ones it is quite inadequate. In 
 Forms I. to IV. of the Public School Course Nature Study connected 
 with life on the farm is obligatory, and leads up to the Agriculture 
 of Form V., which, for obvious reasons, is optional, just as 
 the obligatory constructive work of Forms I. to III. leads up 
 to the optional manual training of Forms IV. and V. The High 
 School regulations provide for a two years' course in agriculture. 
 
 The programmes are adequate, but other conditions are not. In 
 particular the attendance at the rural schools is as irregular as that 
 at the urban schools, and as many drop out of Forms III. and IV. 
 The High School entrance examination dominates the rural school 
 at least as much as it does the urban school, and the other influences 
 that affect those who intend to enter a trade affect equally those who 
 intend to become farmers, with this exception, that even from an 
 early age the farmer's son readily finds employment of a kind 
 that leads directly to his future occupation; the future mechanic 
 does not. Moreover, and this is probably the worst defect, the supply 
 of competent and enthusiastic teachers and other necessary officers 
 is quite inadequate. 
 
ONTARIO 313 
 
 I. IN PRIMARY SCHOOLS 
 
 Let me now examine the situation in the Primary Schools. Each JniJ raimng 
 
 Normal School has been furnished with a school garden, and the Teachers ' 
 staffs give the subject as much attention as is practicable; but, 
 owing to the shortness of the session and the pressure of the 
 other subjects, as well as the limitations of the seasons during 
 which each session is held, a complete elementary course cannot be 
 provided. In the yet distant future we may have a two years' ses- 
 sion of the Normal Schools. Until then the beginning made at the 
 Normal School must be supplemented from the other opportunities 
 offered by the Departments of Education and Agriculture. For the 
 further instruction of the teachers-iii-training a summer school of 
 four weeks' duration was established in 1908 by the Department of 
 Education at the Ontario Agricultural College, Guelph. Here, also, 
 a special three months' course, from Easter to July, is provided by 
 the same Department in agriculture and horticulture for those who 
 are able to pass the Normal School examination at Easter. So far 
 131 certificates of competency have been issued in this special 
 course. 
 
 As an essential part of the course in nature study and agricul- 
 ture and horticulture the Department of Education encourages the school 
 establishment of school gardens in villages and rural schools by an 
 initial grant of $50 and a special yearly grant of $30 to each school 
 board that maintains one, and of $30 to each duly qualified teacher 
 who takes up the courses. Not many school gardens, it is true, have 
 as yet been established; but, from information I have received in 
 reply to a circular of enquiry, there is reason to hope that, under 
 proper stimulation, the number will rapidly increase. The special 
 obstacles to their satisfactory maintenance appear to be the frequent tenance 
 change of teachers, the pressure of the examination subjects, the 
 interference of the summer vacation, and the lack of teachers of 
 male teachers in particular of confidence in the value of school gar- 
 dens, and of enthusiasm and definite guidance. In many localities 
 the first-named obstacle will probably never disappear ; but, in time, 
 it will become less formidable, and, for other reasons also, the im- 
 portance of the High School entrance examination must be reduced. 
 The lack of male teachers should not, however, be an obstacle. In 
 the United States the woodwork of the elementary manual training 
 course is often taken, and successfully taken, by female teachers. 
 There is nothing in the operations involved in the agricultural course 
 which is beyond the capabilities of ours, especially when aided by 
 the boys of the school. This, indeed, our teachers have already dem- 
 onstrated. Some years ago many farmers had little confidence in the 
 Ontario Agricultural College; at present they are unanimously in 
 
EDUCATION FOR INDUSTRIAL PURPOSES 
 
 care during 
 mmmer. 
 
 its favour. As soon as the supply of competent teachers meets the 
 demand, and the value of elementary instruction in practical agri- 
 culture and horticulture, even when given by a woman, is generally 
 understood, it is altogether likely that we shall have a similar 
 change of opinion. The interference of the summer vacation is 
 certainly an obstacle, and my correspondents most frequently point 
 ^ ou t but Mr. Cowley, now Inspector of Continuation Schools, 
 who was at one time Inspector of Carleton County, and under 
 whom the school garden system in connection with the scheme of 
 Sir William Macdonald, of Montreal, was very successful, has 
 given me the following statement on the subject : 
 
 Example of 
 
 Carleton 
 
 County. 
 
 When the Macdonald School gardens were being introduced in Carleton 
 County, the travelling instructor, Mr. J. W. Gibson, usually sper an hour a week 
 during vacation at each school garden. Each pupil who had charge of a plot 
 was expected to meet him, or, in the event of absence, was held responsible for 
 arranging with some other pupil to tidy up his plot. This plan worked fairly 
 well. In some cases, also, the janitor or some other suitable person was paid a 
 small sum for looking after the plots and walks in a general way. In this case 
 the man in charge gave out the necessary tools from the garden shed to the 
 volunteers among the pupils who attended on a specified day each week to assist 
 in keeping the garden in condition. Mr. Gibson's experience leads him to prefer 
 this as the best all-round arrangement for meeting the summer vacation diffi- 
 culty. As a rule, the sum of ten dollars will be sufficient to remunerate the man 
 who thus takes charge of the garden of the average rural school. This amount 
 may easily be raised by the sale of produce grown for the purpose on a special 
 plot in the garden. At present one of the Carleton gardens has about two thou- 
 sand young trees in its forestry plot. From this plot a considerable number of 
 the' larger trees have already been sold to residents of the district, and there will 
 apparently be plenty of demand for all the trees that can be grown in the 
 garden. 
 
 In connection with the summer vacation problem, it should be noted that, 
 after the garden has been properly cleansed of weeds and weed-seeds, 
 there will be much less need for weeding after June 3Oth. In some rural 
 districts, too, it would apparently, for other reasons as well, be advantageous 
 to shorten the summer vacation and lengthen the winter one. 
 
 On the whole, the care of the school garden during the summer presents 
 
 no difficulty that cannot be effectively met by a level-headed, capable agricul- 
 
 Guidance and tural instructor, in co-operation with interested teachers who have taken the 
 
 aV^aylfneTes- prescribed preparatory course. It seems to me that it will be of great ulti- 
 
 sary. mate consequence to put the county agricultural instructor in charge of a 
 
 headquarters school garden. During the summer vacation he could visit the 
 
 gardens at short intervals until they become too numerous. When that stage 
 
 is reached the public opinion of each section will look after its garden. 
 
 But in educational matters prejudice and apathy die hard; 
 expert guidance and continued stimulation are always necessary. 
 Some of the county inspectors and the county representatives of the 
 Department of Agriculture are now attempting to perform this 
 important duty; but the time of the latter is in most cases already 
 taxed, and few of the inspectors possess the necessary knowledge. 
 For the latter, as soon as the reorganization of this branch of the 
 
ONTARIO 315 
 
 service is completed, attendance at a summer school at the Ontario 
 Agricultural College should be prescribed; and, to begin with, one Inspector8> 
 special departmental officer should be placed in charge of the county 
 work in co-operation with the inspectors and the representatives. 
 The duty of stimulating and directing school garden operations is A Director of 
 a most important one. If enthusiastically performed, not only would Agricultural 
 it make real the instruction in agriculture in the Public Schools, but 
 it would bear fruit in a larger attendance in the agricultural depart- 
 ments of the High Schools. One thing is certain, if agricultural 
 education is to become efficient the work of reform must be carried 
 on chiefly in the Public Schools. In the case of the industries I have 
 pointed out the necessity for courses in manual training in Forms 
 I.-IV. as a basis for the trades. In the case of agriculture it is 
 equally important that in Forms I. to IV. of the rural public 
 schools nature study and the associated school garden should 
 receive attention. 
 
 2. IN SECONDARY SCHOOLS 
 
 The programme of the High and Continuation Schools includes j^cOTdar * r 
 courses in agriculture and horticulture. Since 1907 each year has c urse8 - 
 seen the appointment of three or four graduates of the Ontario 
 Agricultural College to take charge of these courses, and to act also 
 as county representatives of the Department of Agriculture. At 
 present such provision has been made in connection with the Con- 
 tinuation School at Carp, the High Schools at Essex, Norwood, 
 Petrolea, Port Hope, Simcoe, and Stirling; and the Collegiate Insti- 
 tutes at Collingwood, Gait, Lindsay, Morrisburg, Perth, Picton, 
 and Whitby; and there can be little doubt that in due course the 
 other counties of the Province will be similarly officered. 
 
 As to the attendance in the Secondary Schools : So far the Attendance 
 
 poor. 
 
 courses have been taken by few ; in some localities, indeed, by none. Causes - 
 From the evidence submitted in my correspondence it would appear 
 that in most cases the farmer who now sends his son or his daughter 
 to the school to prepare for a teacher's certificate or for matricu- 
 lation, is sending as many of his family as he can spare. 
 Moreover, he must be thoroughly convinced of the value of the 
 agricultural course before he will substitute one of them for the 
 teachers' course, which produces ready returns, or for the univer- 
 sity course, which gratifies his ambition. The agricultural depart- 
 ment has this disadvantage also. The farmer's son who secures ad- 
 mission to the university or the normal school may then return to 
 the farm, or he may enter the Agricultural College at Guelph. If he 
 takes the High School agricultural course it will admit him only to 
 
 the second year of the course at the College an inducement which 
 
 21 E.I.P. 
 
316 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 three years' trial has shown to have no practical value. Besides, the 
 t?o C nnece8sary.th er examinations are the object of the teacher's ambition; the 
 agricultural examination is not. The conclusion of the matter 
 appears to be this : For the present the two years' courses now pre- 
 scribed are too ambitious for most of the schools, and it would be 
 better to develop either individually or in a series the short courses 
 which have already been carried on successfully in nearly all. More- 
 over, as I have proposed in the case of the trade industrial classes, 
 it will no doubt be found necessary for a time to admit to the ishort 
 courses pupils who have not passed the High School entrance exam- 
 ination, but who, in the opinion of the teacher of agriculture and of 
 the principal of the Public School or Separate School, are able to 
 take up the work. It appears to be clear, also, that the absence or 
 the smallness of the High School classes cannot be justly laid at the 
 door of the agricultural teacher. With few exceptions, the princi- 
 pals of the High Schools report favourably of his attitude on this 
 question; and it is reasonable to suppose that, under suitable con- 
 ditions, he would be as successful in this branch of his duties as he 
 has undoubtedly been in the others. True, these men have had no 
 pedagogical training ; but, if we insisted on such training at present, 
 we should not be able to secure teachers with the necessary expert 
 qualifications. Besides, the intensely practical nature of the greater 
 part of the courses makes this "defect less important. The present 
 Present organ- combination of two functions in one officer is, however, still in the 
 
 ization only . . 
 
 temporary. initial stage. In some cases, the representative of the Agri- 
 cultural Department does not realize that, as matters now stand, 
 he is responsible to the School Board also. After a few years, 
 it will no doubt be found desirable to separate the functions, and to 
 hand over the teaching function to graduates who have taken, at 
 the University, a two years' course in science, and, at the Ontario 
 Agricultural College, a two years' course in agriculture; and who 
 have, besides, the professional training we now impose upon all 
 our other teachers. In the meantime, however, the present officers 
 can do much to prepare the way for an efficient system of primary 
 and secondary education in agriculture. In the meantime also the 
 
 gra 8 de. ndary responsibility of these officers must be clearly defined. 
 
 The next step in the development of agricultural education 
 would be the establishment of well-organized agricultural depart- 
 ments in the High Schools and of Agricultural Continuation 
 Schools. At present, with the exception of the Guelph Consolidated 
 School, where classes are maintained in agriculture and domestic 
 
 Evening science the Continuation Schools are simply High Schools in minia- 
 
 s*lckcuc*o 
 
 ture, and, like the High Schools, they aim chiefly at the preparation 
 
 classes. 
 
ONTARIO 317 
 
 of candidates for the departmental and university examinations. As 
 my report hais shown, England, France, Switzerland, and Germany 
 provide continuation agricultural classes, held chiefly in the even- 
 ing. These, however, are the products of old and populous coun- 
 tries. Their forerunner in Ontario will be the Consolidated School ; u 
 
 ' High Schools. 
 
 but this, unfortunately, is now no nearer realization than it was 
 when first talked of over ten years ago. The last step in the develop- 
 ment of secondary agricultural education will be the establishment 
 of separate high schools, somewhat of the character of the Wis- 
 consin County Schools of Agriculture, of which there are now ten. Wisconsin 
 
 , ,1 ' T> i T i i State Law. 
 
 By correspondence with the Principal 1 have obtained particulars in 
 regard to the school at Menominee, in that State. 
 
 The Dunn County School of Agriculture and Domestic Science, 
 Menominee, Wis. 
 
 The Wisconsin State law provides that any county may, through {^^nd" 
 its county board, establish a county agricultural school. A site maintenance, 
 for all the necessary buildings must be provided, together with a 
 specified amount of land, which, in the opinion of the Principal, 
 should not be less than 160 acres. The State provides two-thirds 
 of the money necessary for maintenance, provided, however, that 
 it is not obliged to pay more than $4,000 in any year to any school. 
 It is expected, however, that at the next meeting of the Legislature 
 this amount will be raised to $6,000. These schools are really high 
 schools. 
 
 As to the present accommodations of the Menominee School : on a\S da " 
 One large brick building has been set aside for general agricultural e( * u1 P ment - 
 work, as well as the shops where instruction is given in blacksmith- 
 ing, woodworking, and machinery. The commercial creamery and 
 the chemical and natural science laboratories are also in separate 
 buildings. At present the stock consists of twelve milch cows. 
 There are also a silo and the other equipment necessary for the 
 courses. The students take care of the cattle, under the supervision 
 of a competent instructor. The poultry department accommodates 
 one hundred fowl. The work of the institution is conducted not 
 from an experimental standpoint, but rather for demonstration. 
 
 Pupils are admitted when 16, directly from the rural schools ; Admission 
 
 J tests. 
 
 but, by special arrangement, any student may be admitted, even 
 though he may not have completed the rural school course. There Fees - 
 are no fees except a small charge for the classes in chemistry, gaso- 
 line engines, and farm machinery. Text books are provided by the 
 school, and pupils pay 25 cents a month for their use. Many pupils, 
 mostly young men, have found it possible to pay their way while 
 attending the school by various kinds of manual labour. The 
 
EDUCATION FOR INDUSTRIAL PURPOSES 
 
 course of study is a two years' one, some subjects being taken by 
 the men and women together and others separately. 
 Departments. There are five departments, with their subjects as follows : 
 
 1. Field Agriculture and Natural Science : Farm management: Care of 
 crops, systems of rotation, introduction of better seeds and better methods, the 
 economic aspects of farm life. Elementary principles in applied chemistry, bot- 
 any, entomology, etc. 
 
 2. Animal Husbandry: Dairy husbandry, foods and feeding, stock judging, 
 types of farm animals, veterinary farm practice, and -poultry. 
 
 3. Domestic, Science : Household chemistry, food study, cooking, household 
 physics, household bacteriology, food adulteration, household management, 
 home nursing, sewing, millinery, house decoration, art needle work, textiles, 
 and laundry. 
 
 4. Agricultural Engineering : The essentials underlying constructive and re- 
 pair work and working principles of construction of machinery for farm power 
 and field work, woodworking, forging, drawing, concrete construction, gasoline 
 engines, field machinery, spraying, applied mathematics. 
 
 5. Academic : Civics, history, physiology, English, book-keeping, theme- 
 writing, reading, and elementary mathematics. 
 
 3. THE COUNTY REPRESENTATIVES OF THE DEPARTMENT 
 OF AGRICULTURE 
 
 succe r ssFui nt ^ ut ' Chough as teachers of agriculture in our High and Con- 
 
 tinuation Schools, success has so far not followed the footsteps of 
 the County Representatives of the Department of Agriculture, there 
 can be no doubt whatever that, in the latter capacity, they have been 
 eminently successful. The regulations direct that they shall bring 
 the Department of Agriculture " into close touch with the farming 
 community, and make it more directly beneficial to them." This 
 the county representatives have undoubtedly done. 
 
 During the past year I have received reports from the Secondary 
 School principals of the work done both at their .schools and 
 throughout the counties. I cannot exemplify the character of the 
 latter better than by citing the report for 1909-1910 of the repre- 
 sentative for the County of Waterloo, whose zeal and competency 
 the Principal of the Gait Institute commends in high terms. 
 I have pleasure in adding that what the Waterloo representative 
 has done most of the others have also done : 
 
 Farmers' 
 
 Clubs. 
 
 We have about tw,elve farmers' clubs in operation in the county, meeting 
 during the winter once or twice a month. These meetings are of an educa- 
 tional nature, and are addressed by the members themselves, with an occasional 
 outside speaker on the programme. The clubs afford opportunities for public 
 speaking, for acquiring the benefit of the experience of other farmers in the 
 community. They act also as social centres for the district, neighbours become 
 better acquainted, and in many ways these clubs are proving very beneficial. 
 Different schemes have been initiated in various clubs. One has been instru- 
 mental in getting a rural telephone system among the farmers and in starting 
 a successful continuation class in the village school. Another has revived the 
 plowing match and instituted an annual neighbourhood banquet. Others have 
 
ONTARIO 319 
 
 various co-operative schemes. Each club is working out plans for the better- 
 ment of its members. Of course, I attend as many meetings as possible, but as 
 they are all held in the evenings, and are in different parts of the county, at 
 times it means considerable travelling and driving at late hours, which makes 
 it impossible for me to attend all. However, each club secretary sends me a 
 full report of each meeting, together with copies of some of the papers read 
 and a synopsis of the discussions. Consequently, I keep in close touch with all 
 the clubs over the county. We have used some of these reports and papers 
 for full page accounts of the various meetings in our local weekly papers, 
 copies of which were sent to each member in all the clubs. We are holding a 
 conference of the officers of these clubs in the near future, in order that they 
 may be mutually helpful. Preparation is also being made for the organization 
 of more clubs. 
 
 The short courses have been of two or three days' duration, and for the Short courses, 
 purpose of a practical study of live stock and seeds. I have been favoured with 
 the services of the professors of the Ontario Agricultural College for this work. 
 These courses have been held at Ayr, Gait, and Elmira. The average attend- 
 ance at each has been between 300 and 400 farmers. We have used the best 
 stock obtainable, and have had as teachers the highest authorities ; so that these 
 courses are of immense value in advancing agricultural education at home. And 
 just here is an excellent sample of the value of the farmers' clubs. In the 
 necessary preparation work for these courses, such as obtaining stock, build- 
 ings, advertising, etc., the organized clubs have been the main feature, and 
 have, in a large measure, insured success. 
 
 Practical demonstrations in caring for orchards have been held. Parts of Care of 
 orchards in various sections of the county have been sprayed and results noted orchards, 
 by the owners. At some of these sprayings the men of the neighbourhood were 
 invited to be present, and explanations were given as to the methods and 
 reasons for the different sprayings. The subject of farm weeds was also dis- 
 cussed, with the actual weeds of the district from the fields for illustration pur- 
 poses. 
 
 We have had about 30 experiments on farms in different parts of the county Experimental 
 in order to determine the value of the fertilizers for certain purposes. These 
 experiments consisted of applying the different fertilizers in various combina- 
 tions and with various crops, both on muck soils and on typical fields of the 
 farm. The material has been prepared for the experimenter and directions 
 given, so that we have had very little difficulty in getting good results from the 
 men who have co-operated with us. Of course, these experimental plots were 
 visited some time during the season. 
 
 During the last two years we have had three of the rural schools near Gait 
 unite in a competition in growing farm crops and in making nature collections. 
 This year we have had six of the rural schools near Ayr doing the same work. 
 In the three schools near Gait a choice of a larger number of crops was gjven, 
 and each pupil was allowed to grow two. The results were exhibited at what 
 we called a Rural School Fall Fair. In connection with this work T believe some 
 of the best educational activities for young boys and girls on the farm have re- 
 sulted, but they must be seen to be fully appreciated. As far as possible, the 
 pupils' plots at their homes were visited during the summer. 
 
 In driving about the county I sometimes take the opportunity of visiting 
 the rural schools and addressing the pupils. I have also helped some of the 
 teachers in connection with their rural school gardens and nature study. 
 
 Two years ago we took about 1,000 pupils on an excursion to the Ontario 
 Agricultural College. We are seeing results of the excursion to-day. 
 
 Each year I have been on the programme of all the Farmers' Institutes 
 meetings in both the north and the south ridings. During the winter practically 
 one month has been spent at these meetings. We have induced many pupils 
 each year to visit the Agricultural College at the time of the annual Institute 
 excursion. 
 
320 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Farmers' 
 Institute 1 
 
 Fall Fairs. 
 
 Other work. 
 
 Local co- 
 operation. 
 
 Short 
 Coursi s 
 at Higli 
 Schools. 
 
 Options at 
 Normal School 
 entrance 
 examinations. 
 
 Necessity for 
 courses at 
 Primary and 
 Secondary 
 Schools. 
 
 The Agricultural Society has given me large latitude in connection with 
 certain features of the fall fair, and particularly in the pupils' department, which 
 is now exceptionally educative not only for the boys and girls exhibiting, but 
 for the public as well. Under the head of Nature Study, prizes are offered both 
 Public and High School pupils for collections of wild flowers, weeds, grasses, 
 grains, and clover, injurious insects, beneficial insects, photographs of natural 
 objects and scenery, an essay on farm weeds. Prizes are offered rural pupils for 
 Swede turnips feeding sugar beets, pumpkins, etc. Prizes are also offered for the 
 products of their work in sewing, cooking, ironing, and manual training. 
 
 In connection with the fall fairs we have also had exhibits of our own, such 
 as would be helpful for farmers seeking information. We have also held suc- 
 cessful stock judging competitions for boys in connection with the fair. Our 
 experimental plots are in the fair grounds. I have also had the opportunity of 
 delivering addresses at the seed fairs of the Agricultural Society. 
 
 Besides the above there is much detail work of a more general nature, such 
 as preparation of addresses for meetings, articles for the press, assisting the 
 different farmers' clubs in their various activities, aiding the women's institutes, 
 horticultural societies, poultry associations, etc. The office is used as the board 
 room for these societies. I have addressed the Teachers' County Convention, 
 acted as judge in the Standing Field Crops Competition, and have endeavoured 
 to be of assistance to all organizations connected with the rural communities. 
 Mention should also be made of the individual assistance given to numerous 
 farmers, both in the office and in going through the country. 
 
 In giving you a list of my activities at any time it is not possible to state 
 the preparations of plans for the future. Much of our work is simply a part 
 of a larger plan that can be reported on only when completed. 
 
 All of the above together with other things that I may have omitted to 
 mention is, as you are aware, entirely outside of my connection with the Col- 
 legiate Institute. 
 
 The foregoing is but the briefest statement of some of the things we have 
 been engaged in. It is enough to show, perhaps, that, as local representatives, 
 there are many fields of work open to us. I should add that, since being placed 
 in Waterloo County, I have had the hearty and helpful co-operation of all 
 with whom I have been associated, without which, indeed, results would not 
 have been so promising. 
 
 The Principal of the Collegiate Institute informs me that a 
 short course of about six weeks will be given farmers' sons during 
 the coming winter, using in the work the agricultural class-room 
 and apparatus. Some of the pupils in the Collegiate Institute are 
 now taking agriculture in addition to their other courses, and last 
 yeaf a number took the agricultural course alone. Here I may point 
 out that it is well worth considering whether, if the bonus system 
 is retained, it would not be in the interests of education to recog- 
 nize also as bonus subjects, at the Normal School entrance examina- 
 tions, suitable courses in agriculture, household science, manual 
 training, and art, as well as Latin. The proposal has much to com- 
 mend it. 
 
 What these officers are doing is, of course, exceedingly valuable 
 as industrial training; but the organization of our educational sys- 
 tem will not be adequate until we have established successful classes 
 in agriculture and horticulture in our Public, High, and Continua- 
 tion Schools, with, eventually, separate Agricultural High Schools. 
 
1 1 
 
 I- 
 
 D 
 O , 
 
 c 
 U 
 O U 
 
 UJ M 
 
 J O 
 
 J a 
 
 S 5 
 
 3 
 
 Of 03 
 
 o 5 
 
ONTARIO 321 
 
 What Wisconsin has done surely Ontario can also do. Here I may direction? ntal 
 add that the Director I propose in connection with the school gar- 
 dens and elementary instruction in agriculture should also act as 
 Director of the agricultural classes in the High Schools until the 
 work reaches a more advanced stage. In this connection I desire to 
 express most emphatically the opinion that, if we miss the present 
 opportunity of taking a further step in the development of an effici- 
 ent system of agricultural education, it will be exceedingly diffi- 
 cult to rectify our blunder in the near future. 
 
 4. THE ONTARIO AGRICULTURAL COLLEGE, GUELPH. 
 
 At the head of the agricultural branch of our industrial system 
 stands the Ontario Agricultural College, at Guelph. As I have 
 already reported, I had no time to visit any of the other agricultural 
 schools during my tour. I found, however, that, in Europe and the 
 United States, provision is generally made for all stages and all de- 
 partments of agricultural education. I found, also, that the Ontario 
 Agricultural College is widely known, and everywhere regarded as 
 a most effective institution. 
 
 The College i,s affiliated with the University of Toronto. Its regu- 
 lar four years' courses lead to the university degree of B.S.A. They 
 are technical in the limited sense of the term, and prepare men for Technical 
 
 . *. courses for 
 
 professorships or lectureships in colleges and directing positions in degrees. 
 
 connection with agriculture as well as for actual farming itself. 
 
 The graduates, however, are but a small proportion each year of the 
 
 student body. The first two years lead also directly to the farm ; 
 
 that is, more than half of the attendance take a diploma, from 50 Industria i 
 
 per cent, to 70 per cent, returning to the farm and the rest going on d?p\ r S mas? r 
 
 for the degree. 
 
 In winter short courses of from two to four weeks' duration 
 are held at the College for mature farmers in stock judging, seed 
 judging, poultry culture, fruit growing, and butter and cheese courses. 8 c 
 making. The aggregate attendance at these courses reaches more 
 than 500 a year. The agricultural teachers in the High Schools also 
 conduct two and three day short courses in stock and seed judging 
 at different points in their counties at which College professors are 
 present and assist in the practical demonstrations. Manifestly the 
 two years' courses and the short course are industrial, although not 
 actually so denominated. 
 
 Besides giving valuable assistance in the reforestration of the 
 Province and supplying the farmers with the products of the bac- 
 teriological laboratory, the College discharges the following func- 
 
322 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Schools' 
 division 
 
 industrial" 8 f tions, which are, of course, most useful forms of industrial train- 
 Training, ing: 
 
 a^Experi^ 1 ^ n & s Ontario Agricultural and Experimental Union there are 
 Farm al Union; 5>5oo farmers, conducting experiments on their own farms and re- 
 porting to the College once a year. Through this organization the 
 best varieties of field crops have been introduced into the different 
 communities with surprising results. In the schools' division of 
 the Union correspondence is carried on with teachers and trustees 
 in regard to material supplied through the College for school gar- 
 dening and the improvement of school grounds and buildings, such 
 as vines, shrubs, flower and vegetable seeds, grains, forest-tree 
 seedlingis. It advises in regard to agricultural text-books, and pro- 
 vides the College paper for the school library and a picture of the 
 College for framing as a wall decoration. It also conducts corre- 
 spondence in regard to methods of instruction, plans for gardening, 
 laying out school grounds, and in general the teaching of elemen- 
 tary agriculture and horticulture in the schools. In 1910 more 
 than 400 Public School teachers were engaged in this work. The 
 College also issues monthly the "Schools' and Teachers' Bulletin," 
 which is " devoted to those interests of the Ontario Agricultural 
 College which pertain particularly to the training of teachers, for 
 giving instruction in the schools of the province along vocational 
 lines, home economics, industrial arts, and elementary agriculture 
 and horticulture." 
 
 Each year College professors attend public meetings in the rural 
 districts, deliver addresses at farmers' institutes, and give practical 
 demonstrations on improved methods of farming. From these pro- 
 fessors the farmers learn what has been done on the College farm. 
 The result is that in the month of June, each year, between 30,000 
 and 40,000 farmers visit the College and go over the farm, under 
 the guidance of the staff, noting the experiments, the crops, the 
 breeds of animals, methods of cultivation, etc. 
 
 Undergraduates of the College are engaged each summer to 
 visit individual farmers and survey their farms for tile drainage. 
 During the summer of 1910 ten such men have been employed, 
 going constantly from farm to farm with surveyors' instruments. 
 The result is that nearly 100,000 acres have been drained in this 
 way in the past four years. 
 
 The College sends out travelling dairies and holds butter-mak- 
 ing demonstrations in the township halls, school-houses, on the 
 four corners, and wherever it is practicable to get farmers and farm- 
 ers' wives to meet. As a result, in this Province good butter is now 
 the rule and poor butter the exception. 
 
 farmers. 
 
 the 
 
 by under- 
 graduates. 
 
 Trarelling 
 
 dairies. 
 
ONTARIO 323 
 
 By means of the staff of the department of Pomology, pruning, fp^!' etc. 
 spraying, and thinning demonstrations are held throughout the 
 Pnovince. 
 
 All the work described above has proved of such interest to the A corrcspon- 
 
 f - , , ,,,. dence-Study 
 
 farmers that it is necessary to keep a large staff of stenographers, school, 
 and the professors are occupied a good deal of their time, when not 
 engaged in teaching and experimental work, in conducting "a Cor- 
 respondence-Study School" with the farmers all over the coun- 
 try in regard to farm crops, farm management, and better methods. 
 Moreover, each department publishes general and special bulletins 
 on its own particular work. This, with the travelling professors, 
 is the counterpart of the Correspondence-Study School I propose as 
 one of the functions of the Ontario Industrial and Technical College. 
 In addition to the foregoing work the College conducts in con- 
 nection with the Department of Education, as I have already 
 pointed out, summer classes for teachers in nature study, elemen- 
 tary agriculture and horticulture, art, constructive work, wood- 
 work, metal work, mechanical drawing 1 , and household science.. 
 From Easter until the end of June it also maintains more advanced 
 courses for teachers in elementary agriculture and horticulture and 
 the elementary industrial arts. 
 
 5. OTHER PROVISIONS FOR AGRICULTURAL EDUCATION 
 
 Besides the Ontario Agricultural College the Province main- ^acuity of 
 tains a Faculty of Forestry in the University of Toronto, with a 
 staff of one professor, two lecturers, and one instructor, at an 
 annual cost of nearly $10,000; and, as I have already mentioned, 
 the Dominion Government maintains a system of Experimental Experimental 
 Farms. The latter does no instructional work, but from time to time 
 communicates the results of the experiments to the farmers and once 
 a year makes a report to Parliament. All this experimental work, 
 but on a smaller scale, the Ontario Agricultural College does for 
 Ontario, in addition to the instructional and other activities which 
 I have described above. 
 
 IV. COMMERCIAL EDUCATION 
 INTRODUCTORY 
 
 About twenty-five years ago many business men some, indeed, oV 
 even now both in Ontario and elsewhere, took the ground that a 
 boy cannot be educated for business, that it can be learned only in Education, 
 the office or the warehouse. This opinion is based on the erroneous 
 assumption that the advocates of commercial education claim that, 
 immediately after his preparation, the student will be at once as 
 useful to his employer as if he had spent the time in a business office. 
 
3 2 4 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 England. 
 
 Germany. 
 
 Switzerland. 
 
 The situation in this case is, however, the same as that in the indus- 
 tries. A trade school does not produce an efficient mechanic; it 
 merely gives him the training which enables him to become an 
 efficient one after proper experience; So too, in the case of the 
 Commercial student. 
 
 1. PROVISION ENGLAND AND FOREIGN COUNTRIES 
 
 In England, at present, the organization of commercial educa- 
 tion is exciting great interest ; but, owing to the discentralization of 
 the system of education, the courses are marked by great variety. 
 In England also, as in the United States and Ontario, there arc 
 rrany so-called Business Colleges conducted for private profit, and 
 supported because their organization is more elastic than that of the 
 public schools, and from its conditions offers a shorter road to wage- 
 earning employment. Some of these schools give a good training, 
 but most of them are of a low grade. Besides commercial education 
 of the primary and secondary standard, the nature of which in some 
 centres I have already indicated in my report, England has provided 
 in universities and university colleges courses in economics and 
 commercial subjects. Of these, the chief are the University of Cam- 
 bridge; the London School of Economics and Political Science, 
 and University and King's Colleges (University of London) ; the 
 Universities of Birmingham and Liverpool; and University Col- 
 lege, Reading. 
 
 As my report has also shown, commercial education is amply 
 provided for in the other countries I visited. In Germany, many 
 of the schools of commerce exist as departments of technical schools 
 and colleges. They exist also as separate institutions, and several 
 of the higher ones are attached to universities. The first com- 
 mercial high school was founded by the Leipsig Chamber of Com- 
 merce in co-operation with the University of Leipsig in 1898. 
 Since then many schools modelled on it, have been established in 
 various parts of the Empire. Here, I may note, that these schools 
 in particular are equipped for practical teaching. They have lib- 
 raries, stereopticons, and museums in connection with the geography 
 and the natural products course, as well as laboratories for physics 
 and chemistry, where the students are trained in the chemical, me- 
 chanical, and microscopic examination of merchandise, for the detec- 
 tion of fraud and adulteration. The students are also taken to 
 works, factories, business offices, and other places from which 
 they are likely to derive advantage. 
 
 In Switzerland, there are commercial schools of all grades. The 
 system provides instruction in the elementary and secondary schools 
 and in the highest institutions, from which, under travelling scholar- 
 
ONTARIO 325 
 
 ships, the best of the students are sent abroad for one or two years 
 to complete their studies. 
 
 The French merchants set great store by commercial education. France - 
 With them, the question of distribution is not less important than 
 that of production. As my report shows, the State Chamber of 
 Commerce and other commercial bodies have established Schools of 
 Commerce in the business centres, the expense of which is borne 
 by the State and the municipality, by the Chamber of Commerce, by 
 merchants, and by school fees. Here, also, the school museum 
 shows, by means of samples and specimens, all kinds of productions 
 in their natural or raw state, as well as the phases through which 
 they pass from the raw to the manufactured condition. These 
 museums are regarded as essential. They are, however, usually 
 presented by merchants or manufacturers, and very seldom is a 
 school obliged to make purchases for them. 
 
 Besides the provision for elementary commercial education in united 
 the United States, there are also special Commercial High Schols 
 in the larger cities with excellent staffs, accommodations, and equip- 
 ment. The one at Boston, I have already described. Many of the 
 universities have also provided graduating departments. Of these, 
 the chief are the Graduates' School of Business Administration at 
 Harvard and at Dartmouth College, the College of Commerce and 
 Business Administration at Chicago, the Wharton School of Fin- 
 ance and Commerce at Pennsylvania, the School of Commerce at 
 Wisconsin, the College of Commerce at the University of Califor- 
 nia, and the University of New York. In the Universities of Michi- 
 gan, Illinois, and Vermont, there are no separate commercial de- 
 partments, but, as in the University of Toronto, the work constitutes 
 a division of the Arts Department and the degree is that of B.A. 
 In the others, the commercial departments are separate, with special 
 certificates and degrees. The courses at the University of New 
 York are especially practical. 
 
 2. PROVISION IN ONTARIO 
 INTRODUCTORY 
 
 So much for the situation in other countries. Before discussing Dominion 
 
 trade returns. 
 
 the provision for commercial education m Ontario, it is important 
 to ascertain at least in a general way the extent of the trade rela- 
 tions. For Ontario alone, the available statistics do not enable me 
 to give a separate report. The following statement taken from the 
 Dominion Trade Returns for 1909 to 1910, will give an idea of the 
 situation, in view of the large part Ontario plays in the importation 
 of foreign products and the distribution of her own. 
 
 The following are the names of the different countries from 
 which Canada imported goods for home consumption or to which 
 she exported goods of home production : 
 
326 
 
 Trade 
 relations. 
 
 Value of 
 imports 
 and exports. 
 
 British Empire : United Kingdom, Bermuda, British Africa, British Aus- 
 tralasia, Australia New Zealand, British East Indies, British Guiana, British 
 West Indies, Fiji, Hong Kong, Newfoundland. 
 
 Foreign Countries : Arabia, Argentine Republic, Austro-Hungary, Belgium, 
 Brazil, Central American States, Chili, China, Cuba, Denmark, Danish West 
 Indies, Dutch East Indies, Duch West Indies, Ecuador, Egypt, France, French 
 Africa, French West Indies, Germany, Greece, Hawaii, Hayti, Holland, Italy, 
 Japan, Mexico, Norway and Sweden, Panama, Persia, Peru, Philippines, Porto 
 Rico, Portugal, Russia, St. Pierre, Spain, Spanish Africa, Switzerland, Turkey, 
 United States, Jnited States of Columbia, Uruguay, Venezuela. 
 
 The total value of the imports for Home consumption from the 
 above, amounted to $298,205,957.00, and of the exports to $242,- 
 603,584.00. The classes of exports are set forth under the follow- 
 ing heads: 
 
 The Mines $ 37,257,699 oo 
 
 The Fisheries 13,319,664 oo 
 
 The Forest 39,667,387 oo 
 
 Animals and their products 51,349,646 oo 
 
 Agricultural products 71,997,207 oo 
 
 Manufactures 28,957,050 oo 
 
 Miscellaneous 54,931 oo 
 
 $242,603,584 oo 
 
 Attitude of 
 
 educationists 
 
 towards 
 
 commercial 
 
 education. 
 
 Another matter: About twenty-five years ago, so deeply em- 
 bedded in the mind of our educationists was the cultural theory of 
 education, that little provision was then made even for book-keeping, 
 not to ispeak of the other subjects of a commercial course. During 
 the last fifteen years, however, the importance of the commercial 
 department has grown with the efficiency of the schools, the 
 increase of business, and the adoption of better methods of trans- 
 acting it The cheapness of the equipment and the comparative 
 ease with which students of the course can qualify themselves for 
 wage-earning positions have conduced to the same end. Moreover, 
 as the subjects of a commercial course are practical, many parents 
 believe that if their children take them at school they will be in a 
 better position to earn a livelihood. 
 
 (1) SCHOOL ATTENDANCE 
 
 The following table shows the attendance in the different classes 
 of schools. It must be remembered, however, that the large number 
 taking book-keeping alone, is due chiefly to the fact that the subject 
 is obligatory for teachers' academic certificates, and is by many re- 
 garded as an essential part of a general education : 
 
ONTARIO 327 
 
 In Book-keep- In a Commer- 
 
 ing but not cial Course, 
 
 a Commercial more or less 
 
 Course. complete. 
 
 Public Schools (number of pupils in 4th and 5th 
 Forms, exclusive of Continuation Schools : 
 88664) 4904 6268 
 
 R. C. Separate Schools (Number of pupils in 4th 
 and 5th Forms, exclusive of Continuation 
 Schools : 9177) 33 1445 
 
 Continuation Schools (Number of pupils in 
 
 Lower School: 3955) 2209 45 
 
 High Schools and Collegiate Institutes (number 
 
 of pupils in Lower School : 20644) 12370 2864 
 
 (2) ORGANIZATION OF COURSES 
 
 After a conference in 1901 with representatives of the Mann- Provision for 
 facturers Association and the Board of Trade, the Senate of the Education 
 University of Toronto established a diploma in Commerce. The university 
 provision, however, proved to be ineffective, chiefly because it did 
 not lead to a degree. As a result, after further consultation with 
 business men, a new course was established about two years ago as 
 one of the departments of the Arts Faculty. This course is known 
 as that of Commerce and Finance and leads to the degree of B.A. 
 Last session, a considerable number of students took the first year. 
 Of these, sixteen secured standing, of whom the greater number are 
 now proceeding to the second year. In addition, a very fair number, 
 I understand, have entered the first year this session. In this depart- 
 ment the work of the first and second years is taken at the University 
 and is the same as the Arts Course, except for Accounting. In the 
 third and fourth years, the co-operative plan has been adopted. The 
 student engages in actual business and takes at the University the 
 special commercial subjects dealing with banking, finance, transpor- 
 tation, insurance, and trade and industry. This curriculum is, of 
 course, intended for the highest grade of commercial students, not 
 for those who fill subordinate positions. 
 
 The Hamilton, Toronto, and Ottawa Public Schools have 5th At the 
 Form Commercial Courses, the Hamilton one being for three years schools, 
 and the others for two. In the other Public Schools and in the 
 Separate Schools, however, the book-keeping or commercial subjects 
 are simply additions to the subjects of the General Course. In 
 sixteen of the High Schools, book-keeping is taught. Two years' 
 commercial courses more or less complete and organized in many 
 cases as separate departments, have been provided in forty-five of 
 the one hundred and forty-six High Schools and Collegiate In- 
 
EDUCATION FOR INDUSTRIAL PURPOSES 
 
 General 
 Business 
 Course. 
 
 High schools. st i tutes . The Brantford, Chatham, Ottawa, and St. Thomas Col- 
 legiate Institutes, and the Toronto Technical High School have 
 three years' courses and separate departments. The other High 
 Schools provide commercial courses more or less complete. At 
 present, however, almost the only products of our commercial de- 
 partments are stenographers, typewriters, and book-keepers. In 
 most cases, however, the supply probably meets the present demand 
 in both quantity and quality. 
 
 (3) PROPOSED COMMERCIAL COURSES FOR SECONDARY SCHOOLS 
 
 In order to put into definite shape the results of my investigation 
 of the most effective commercial curricula, I submit two courses, 
 the General Business and the Office Course, which might readily 
 be carried out in our large cities : 
 
 The General Business Course is intended for those about 
 to enter business life in some of the more responsible positions, 
 eventually becoming travellers, buyers, managers, etc. This course 
 should extend over a period of four years : 
 
 1. Language: English Composition, correspondence, and literature; 
 French and German Conversation and correspondence.. 
 
 2. Accounting and Business Practice: Penmanship, bookkeeping and 
 the principles of accounting; laws of business, business forms and docu- 
 ments; business practice. 
 
 3. Mathematics: Arithmetic and algebra applied to commerce; foreign 
 tariffs weights, measures, moneys, and exchanges. 
 
 4 Study of Materials: Commercial, industrial and statistical geog- 
 raphy including markets, exporting and importing, trade customs anc 
 transportation; commercial and industrial history; knowledge of products 
 and industries. 
 
 5. Principles of Commerce: Economics and statistics; bank-ng a 
 
 rency. 
 
 6. Optional Subjects: Shorthand, typewriting and drawing. 
 
 The Office Courses are for those intending to enter business life 
 as book-keepers, accountants, stenographers, secretaries, etc., and 
 should extend over a period of three years : 
 
 I Accountancy Course: Subjects of the first two years of the General 
 Business Course; shorthand and typewriting to be compulsory. Special 
 stress in the third year on mathematics and accounting. 
 
 2. Shorthand Course: Subjects of the first two years of the general 
 ness Course, shorthand and typewriting to be compulsory. Special 
 the third year on shorthand and typewriting. 
 
 - i n this connection I direct attention to the organization of the 
 Boston High School of Commerce. As there, it might be practicable 
 in , ome cities here, for school boards to arrange for co-operation, 
 S durm g the summer at any rate, with ,some of the best business 
 houses The fictitious business departments of the Business College 
 have not been found to be of much value for educational purposes. 
 
 Office 
 Course? 
 
 Boston 
 
 co-operation 
 
ONTARIO 329 
 
 Many of the best of these colleges, I am told, have given up this part 
 of their equipment. 
 
 My remarks 'SO far have had in view the requirements of our Evening 
 ordinary day schools. To most of those who are engaged in business 
 by day and whose means have not allowed them to utilize, before 
 entering on business, the opportunities of the day school, the evening 
 school should be available. The organization of such schools in some 
 of the chief cities of the old world, as part of their provision for 
 vocational training, I have already dealt with. 
 
 The foregoing and the other similar proposals in this report as- 
 sume a change -in relation of the schools to the public ; but, if the t 
 schools are to prepare pupils for the duties of the future, the pro- o ilfe- 
 posals, though novel, cannot be regarded as unreasonable. In many 
 respect our schools have hitherto been too far removed from the 
 activities of life. 
 
 (4) QUALIFICATIONS OF TEACHERS 
 
 As to the qualifications of our teachers : Book-keeping and com- 
 mercial transactions are a part of the courses for all grades of practice - 
 public school teachers, and our collegiate institutes are required 
 to employ commercial specialists who have taken an examination 
 that means practically two years' preparation. To obtain their in- 
 terim certificates, the latter are not now required to have had ex- 
 perience in business, although a good many have obtained some such 
 experience during the summer vacations. In view of the require- 
 ments in the case of agricultural and industrial education, it ap- 
 pears reasonable to expect that at least before an interim certificate 
 becomes a permanent one, the commercial specialist should have had 
 some such experience. If, also, concurrent practice could be obtain- 
 ed while they are.preparing for their interim certificates, it would be 
 greatly to be desired. It does not appear to be logical to place 
 under teachers who have never had any business experience the 
 education of those intended for a business career. 
 
 At present, the Department of Education makes no provision for Proposed 
 the training of commercial specialists. Either they study the course preparatory 1 " 
 without assistance or they attend one of the business colleges for co 
 a few months. Manifestly, to complete our system of professional 
 training, the Department should provide them with a preparatory 
 course. The University supplies us with specialists in the academic 
 subjects, including Household Science. As it has already provided 
 a Department of Commerce, it may be that by a system of options 
 in the first two years, it could supply us with commercial specialists ; 
 a diploma being given to those who complete a two years' course 
 and a degree to those who take a four years' course. Suitable op- 
 
330 EDUCATION FOR UNDUSTRIAL PURPOSES 
 
 tions might, of course, be provided, instead of some of the languages 
 and other academic subjects that do not bear directly upon com- 
 merce; and, for such students, at any rate, a Department might be 
 constituted apart from that for B.A., a<s I have already shown, is 
 now done in some other Universities. As an alternative, an ar- 
 rangement might be made with the Board of Education of the City 
 of Toronto, which is about to establish a High School of Commerce. 
 As now in the case of Art, a summer school, I may add, is feasible 
 for those who have not the means to take a continuous course. 
 
 V. GENERAL CONSIDERATIONS 
 I. SOURCES OF FINANCIAL SUPPORT 
 
 cost of j n most respects the cost of commercial education need not 
 
 Education 
 
 Pur ln oses ttial ^ e great. Suitable equipment and accommodations are within the 
 reach of most localities and the salaries that are paid in the aca- 
 demic departments will secure an adequate supply of competent 
 teachers. But it is different in industrial and agricultural educa- 
 tion. The equipment and accommodations for both especially 
 for the former are exceptionally costly; exceptionally large salar- 
 ies must be paid for specially trained teachers, and the materials 
 for the work-shop and the stock and supplies for the farm will be 
 a continual source of expense. If, however, Ontario is to become a 
 great manufacturing as well as a great agricultural Province, there 
 is no escape from this expenditure. 
 
 sources of The sources of financial support available at present are fees, 
 
 support. 
 
 local rates, and Legislative grants. 
 
 Fees. As to fees : Their imposition should, as at present, be a matter 
 
 entirely within the control of the school board. The day classes 
 would naturally be dealt with as are the academic day classes of 
 the same locality. But much can be said in favour of charging fees 
 for evening classes, part or all being returnable on condition of 
 regular attendance and of satisfactory progress. All the evidence 
 I gathered in Europe favours the imposition of such fees. There 
 it improves the regularity of attendance and iStimulates the zeal 
 of the pupils. Under the most favourable conditions, however, the 
 income from fees would form but a small part of the necessary 
 
 income. 
 
 Local rates. As t o i oca ] ra tes : The aggregate municipal and county tax 
 
 for the schools of the Province is already large ; but, as the localities 
 in which the industrial and agricultural schools are situated will 
 reap the chief benefit from their establishment, it is only right that 
 the municipalities concerned should contribute to the cost. 
 Already, indeed, where schools take up industrial work, they share 
 
ONTARIO 331 
 
 in the educational rates of the municipalities, and the High and 
 Continuation Schools Acts of 1909, provide for a special county 
 grant of $500 for the support of the agricultural department, from 
 which, however, the farmer, not the school boy, derives most benefit 
 at present. 
 
 As my report has already shown, the various governments of grftB* tlve 
 Europe assist in the establishment and maintenance of their in- 
 dustrial, agricultural, and art schools; and, in the United States, 
 notwithstanding the democratic doctrine of independent local con- 
 trol, State after State is now following the example of Europe. 
 That the Piovince of Ontario will also aid to the utmost of its 
 ability industrial, agricultural, and art education there can be no 
 room for doubt. Hitherto agriculture has been and, indeed, it still 
 is the leading occupation of the people. Of late years, however, 
 the industries have come to the front and it is reasonable to expect 
 that their interests will hereafter also receive due consideration. 
 
 In Great Britain and in many of the countries of the Continent, ^ca/Mann- 
 the industrial and technical schools, as my report has shown, are Merchants"* 1 
 aided with both money and equipment by the Guilds and similar 
 societies. In our new country, there are no Guilds ; but the Manu- 
 facturers' Associations and Boards of Trade, which are their mod- 
 ern representatives and which have shown special interest in the 
 question of industrial education, not to speak of individual manu- 
 facturers and merchants, might well give countenance and similar 
 aid to the schools in their localities. 
 
 At this stage in my investigation, it is desirable to set forth what 
 the Legislature of the Province has already done to aid the various 
 branches of training dealt with in my report. The following state- 
 ment gives for the year 1909-10 the main details of the Legislative 
 grants for the various branches of technical, industrial, agricultural, 
 and art education, and for manual training and household science, 
 not including the cost of Departmental administration; the figures 
 speak for themselves : 
 
 PRACTICAL SCIENCE AND ENGINEERING. 
 
 The University of Toronto, Faculty of Applied 
 
 Science and Engineering $151,728 50 
 
 Queen's University Mining School, Kingston-. 42,000 oo 
 
 $193.728 50 
 
 THE TRADES. 
 
 Evening Classes 1,799 00 
 
 Sault Ste. Marie High School 5,OOO oo 
 
 Sudbury High School S,ooo oo 
 
 Hamilton Technical and Art School 5,ooo oo 
 
 16,799 oo 
 
 ART. 
 
 Central Ontario School of Art 400 oo 
 
 Summer School for Drawing and Art Teachers 
 
 at the University of Toronto 617 80 
 
 $1,017 80 
 
 22 E.I.P. 
 
332 EDUCATION FOR INDUSTRIAL PURPOSES. 
 
 AGRICULTURE. 
 
 Ontario Agricultural College, Guelph 234,815 67 
 
 Ontario Veterinary College, University of 
 
 Toronto 31,854 43 
 
 Teachers of Agriculture in the High Schools 
 and Representatives of the Department of 
 
 Agriculture 16,800 oo 
 
 Grants to Public School Boards ; Agriculture 
 
 and Horticulture in Rural Schools 750 oo 
 
 Grants to Teachers ; Agriculture and Horticul- 
 ture in Rural Schools 510 oo 
 
 Agricultural and Horticultural Societies 122,77431 
 
 Live Stock Branch 31,770 10 
 
 Farmers' and Women's Institutes 34,759 25 
 
 Dairy Branch 56,642 41 
 
 Fruit Branch 39,1 1 r 36 
 
 County Representatives 20,972 19 
 
 Reports, bulletins, etc 21,44536 
 
 Miscellaneous 3*250 oo 
 
 Faculty of Forestry, University of Toronto.--- 10,755 63 
 
 $626,210 71 
 
 ELEMENTARY AGRICULTURE AND INDUSTRIAL ART. 
 
 Travelling Expenses and Board of Teachers- 
 
 m-training attending at Guelph Classes in 
 
 Elementary Agriculture and Horticulture 
 
 and Industrial Arts 2,755 49 
 
 Services and expenses of Instructors of above 
 
 Classes 736 oo 
 
 Summer School for Teachers at \he Ontario 
 
 Agricultural College, Guelph ............ 1,172 oo 
 
 $4,663 49 
 
 MANUAL TRAINING. 
 
 Public and Separate Schools 12,532 53 
 
 High Schools and Collegiate Institutes 7,119 40 
 
 DOMESTIC SCIENCE. 
 
 Public and Separate Schools $5, 2 58 68 
 
 High Schools and Collegiate Institutes 2,383 72 
 
 $27,294 33 
 
 CUM MARY OF ABOVE BY DEPARTMENTS. 
 
 Practical Science and Engineering (Technical) $193,728 50 
 
 Trades (Industrial) 16,799 oo 
 
 Art (Partly Industrial) 1.017 80 
 
 Agriculture (Partly Technical but chiefly Industrial) 626,21071 
 
 Elementary Agriculture and Industrial Arts (Pedagogical) - 4,663 49 
 Manual Training and Domestic Science (Neither Technical 
 
 nor Industrial) 27,294 33 
 
 When pointing out above the sources of financial support, I 
 described them as being "available at present." In dealing with the 
 question of a Dominion Institute for industrial research, I pointed 
 out the claims of the Provinces for the establishment of an in- 
 stitution which would render the same service to the trades as the 
 
ONTARIO 333 
 
 Experimental Farms now render to Agriculture, the Department 
 of Mines to Mining, and the Department of Marine and Fisheries 
 to the Fisheries. As I will now point out, we have also good 
 grounds for claiming from the Dominion a contribution to the sup- claims of 
 
 ........ . . . . the Province 
 
 port of both the industrial and the agricultural educational schemes f or special 
 of each of the Provinces. The main grounds are as follows : 
 
 i. No other form of education is so intimately bound up intimate 
 
 111 -r 1 connection 
 
 with national development and national prosperity. It has, ac- between 
 
 ,. . i -I-N Agriculture 
 
 ccrdmgly, special claims upon the Department of . Trade and | Ild the . 
 Commerce. No argument should be needed to demonstrate the thesis an <i Trade'and 
 
 . . Commerce 
 
 that efficient provincial systems of industrial and agricultural 
 education will directly advance the interests of Canadian trade and 
 commerce, and do more than anything else to develop the resources 
 of the Dominion. So fully, indeed, is this claim recognized in France, 
 the German States, and Switzerland, that in these countries, with 
 few exceptions, the technical and industrial schools are under charge 
 of the Ministers of Trade and Commerce, not of the Ministers of 
 Education. 
 
 2. Generally, also, the European schools are aided by the cen- 
 tral as well as by the local Governments. 
 
 The German Empire has admitted the obligation by giving ^otSer 6 
 grants to shipbuilding and navigation schools on the Baltic. That Germaify. : 
 she has done so little is due, no doubt, to the magnitude of her 
 expenditures for Imperial purposes and to the fact that her feder- 
 ated States have not given up their taxing powers to the same 
 extent as have the Provinces of the Dominion. In France, grants Fr *} n . c . e 
 
 and the 
 
 are made by the Republic, and, in the United Kingdom about half 
 of the total cost of elementary education, including lower and 
 middle industrial, agricultural, and commercial education, is borne 
 by the Imperial Parliament, which aids the higher technical insti- 
 tutions as well. These countries have no provincial legislatures, 
 but they contribute to the support of the ischools from the national 
 treasuries. 
 
 Switzerland and the United States, however, afford exact Switzerland, 
 parallels. In Switzerland, although education is wholly within the 
 control of the Cantons, the Federation and the Cantons both con- 
 tribute generously to the expense of industrial, agricultural, art, and 
 commercial education. In the United States, also, notwithstanding |f a e t 2 nited 
 the educational autonomy of each State and the supreme im- 
 portance of State rights, Congress furnishes, under the Morrill 
 Acts, already referred to, over 40 per cent, of the revenue of all the 
 higher schools of technology; and these Acts provide for instruc- 
 tion "in such branches of learning as are related to agriculture and 
 the mechanic arts in such manner as the legislatures of the States 
 
334 EDUCATION FOR INDUSTRIAL PURPOSES. 
 
 may respectively prescribe in order to provide the liberal and 
 practical education of the industrial classes in the several pursuits 
 of life." I may mention also, as a sign of the times, that a Bill was 
 introduced at the last session of Congress "to enable it to co- 
 operate with the States in encouraging agriculture, the trades and 
 industries, and home courses in the State Normal Schools, and to 
 appropriate money therefor and to regulate its expenditure." The 
 Bill contemplates an expenditure of over $10,000,000. The Morrill 
 Acts provide for higher technological education; this bill, their 
 logical successor, provides for secondary and primary education of 
 the same character. It hais not yet passed, but my correspondence 
 with competent judges gives grounds for the expectation that in 
 essence it eventually will. Consistency demands that it should, 
 obligation -2. As I pointed out when discussing the desirability of 
 
 admitted by . . ^ ^ -r^ 
 
 The Dominion establishing a Dominion Institute, the Dominion itself has also 
 admitted an obligation. It promotes the advancement of agricul- 
 ture in the Provinces and has already done something for the 
 advancement of the other industries. In a few cases, not then 
 referred to, it has even made grants more or less directly for Pro- 
 vincial education. It has established at Kingston a Military Col- 
 lege for instruction in engineering, which is, confessedly, avail- 
 able for general as well as military purposes. It contributes $2,500 
 a year towards the expense of the Railway School of McGill 
 University, Montreal ; it has given aid to various Industrial Exhibi- 
 tions, the Royal Society of Canada, the Royal Canadian Academy 
 of Art, the Royal Astronomical Society, and the Canadian Mining 
 Institute. For a number of years, it has provided a series of free 
 lectures to all candidates wishing to pass examinations for masters' 
 and mates' certificates, on subjects pertaining to navigation, seaman- 
 ship, etc. These lectures are held in nearly all the principal ports 
 where there is an examiner, and in places like Vancouver and Hali- 
 fax they are well attended. The lectures are supplementary to 
 the instruction obtained elsewhere. The parliamentary grants to Mc- 
 Gill University and the Royal Canadian Academy of Art are 
 especially significant. Not all our railways are interprovincial ; 
 many of them are chiefly of local value; and no differentiation in 
 favour of the employees of the former would be practicable. The 
 Act of incorporation of the Academy provides that the objects of the 
 corporation shall be "the encouragement of Design and the Indus- 
 trial Arts and the promotion and support of education leading to 
 the production of beautiful and excellent work in manufactures; 
 such objects to be attained by the institution of a national gallery 
 at the seat of Government, the holding of exhibitions in the principal 
 cities of the Dominion, and the establishment of Schools of Art and 
 Design." The Academy has not yet established any School ; but 
 
ONTARIO 335 
 
 out of its $2,000 yearly grant from the Dominion Parliament, it 
 contributes to the support of the Central Ontario School of Art 
 and Design, in Toronto, and of a similar institution in Montreal. 
 Here we have a corporation established and maintained by the 
 Dominion for tfcie praiseworthy purpose of promoting in the 
 Provinces a branch of education which, it is well known, is funda- 
 mental in every industrial occupation. The Royal Canadian Acad- 
 emy is, undoubtedly, of importance to the Dominion as a whole; 
 but an Art School at Toronto or Montreal is no more Dominion 
 in its outlook than a trade school would be in either of these cities. 
 The sums so far granted by the Dominion for Provincial educa- 
 tional purposes are small, it is true, but the principle is the same as 
 it would be if they were a hundred times as large. 
 
 4. In this connection it is most important to consider that the Limited 
 subsidies to the Provinces were settled at a time when the questions 
 at issue had not attained their present importance and when the 
 revenue of the Dominion and the volume of its trade were compara- 
 tively small. With limited resources and the necessary demands 
 of other departments of the public service, it is more than doubtful 
 if any of the Provinces will alone be able to make adequate provision 
 for both industrial and agricultural education. 
 
 From the foregoing statement, it appears to be clear that the conclusion. 
 Provinces have a claim upon the Dominion, based on the logic 
 of the situation, the example of other countries, and its own action 
 in the cases detailed above. 
 
 The revenue of the Dominion for the financial year endins: A Dominion 
 
 -. , , . J grant justified 
 
 March, 1910, was $101,503,710.93 and the expenditure by the 
 $79,411,747.12, leaving a surplus of $22,091,963.81, and every 
 indication points to a rising revenue and continued surpluses. Two 
 or three millions for the purposes under consideration would hardly 
 be missed, while the advantages to trade and commerce would 
 far more than justify the appropriation. Subject to the provisions 
 of an Act, the expenditure should, of course, be at the discretion of 
 the Provinces. The newer ones would naturally use most of the 
 grant for agricultural, the older ones for industrial education. 
 
 Closely connected, however, with the question of a Dominion Reputed 
 grant are. two considerations which cannot be overlooked, and which a Dominion 
 some regard as obstacles to action by the Dominion Parliament : 
 The Confederation Act gives each Province absolute control Educational 
 
 , . . ., , autonomy 
 
 over its educational system ; and it is a principle of responsible of the 
 government that Parliament shall account for its expenditures. 
 
 In discussing the question of technical education at its 
 convention in 1904, the Manufacturers' Association pronounced 
 in favour of "a general system with one standard curriculum and 
 tinder one central management," and assumed that "it is the 
 
336 EDUCATION FOR INDUSTRIAL PURPOSES. 
 
 function of the Federal Government alone to organize properly 
 such a system of schools throughout the Dominion." My report 
 has shown, I believe, that not even in the same Province can there 
 be one standard system, and that, for the purposes of organization 
 each locality must be treated as a unit. The Memorial presented 
 by the Association to the Royal Commission last November 
 shows, however, that it realizes its mistake; for it now asks the 
 Commission to report upon a system suitable for each Province. 
 My report has also shown, I believe, that, as in other countries, 
 industrial and agricultural education cannot be separated wholly 
 from the ordinary educational systems. Accordingly, the proposal 
 o f the Association that the Provinces shall accept a system of 
 technical education controlled by the Dominion is one which I am 
 elation. sure none of them would entertain. Such a system could not be 
 
 operated in terms o'f the Confederation Act. On this subject, you 
 yourself, Sir, have spoken with no uncertain sound. In the report 
 of your Department for 1909 you use these words: 
 
 Attitude o The announcement that the Federal Government intends to appoint a 
 
 Department ^y a ' Commission of enquiry into the best means of encouraging technical 
 of Education, training in all the Provinces is a suitable recognition of a national obligation. 
 The framing of the customs tariff which determines in large measure the 
 employment of the people in industrial occupations is exclusively in the hands 
 of the Federal Parliament, the power having been taken over from this and 
 other Provinces in 1867. I have long? been of opinion that under the cir- 
 cumstances, federal grants for technical education should be made by the 
 Dominion Parliament to be expended for specified purposes without infringing 
 upon the absolute control of each Province over its own schools. The 
 intention to appoint a Federal Commission I regard as the first step in 
 carrying out a clear obligation. 
 
 cS'iSaSt ^or need there be any difficulty in securing to the Dominion 
 protected. a reasonable guarantee that the money had been properly expended. 
 The grant to each Province should be computed on the same basis 
 as are the other subsidies; and the Act providing for the distribu- 
 tion should specify clearly the purposes for which the money is 
 intended. All that the most exacting should require would be the 
 submission to the Dominion Parliament of the detailed statement 
 of the expenditure as given in the Provincial public accounts. The 
 Dominion and Provincial auditors are responsible only to the 
 legislative bodies that appoint them, and their certificate that the 
 expenditure had been in accordance with the Act should be 
 sufficient. In the event of a difficulty there would, of course, be 
 as now, an appeal to the Treasury Boards. Usually, it is true the 
 proper application of such grants is secured by inspection; but in- 
 spection, to be worth anything, means also direction, and inspection 
 by Dominion officials of schools which must form an integral part of 
 the Provincial systems would inevitably lead to a conflict of au- 
 thority. 
 
ONTARIO 337 
 
 In support of the foregoing proposal I may again urge the precedents 
 precedent already set by the Dominion itself. The grants to the already 8et - 
 Royal Society, the Canadian Academy, and the Canadian Mining 
 Institute are paid to the President and Secretary thereof, and are 
 not subject to audit; the Societies merely send the Minister of 
 Finance a copy of their report, in which they give a detailed state- 
 ment of the total receipts and expenditure. The grant to the 
 Railway Department of McGill University is given on condition 
 that the Grand Trunk, the Canadian Pacific, and the Canadian 
 Northern contribute at least an equal sum. In this case also the 
 Government requires no account, but presumes that the University 
 uses the money in a manner satisfactory to the railways. Speaking 
 generally, the various Dominion Ministers, who are interested in 
 such grants, are merely furnished with some general information 
 as to their application. Why should the proposed Dominion subsidy 
 in aid of Provincial Industrial and Agricultural education be made 
 an exception ? 
 
 2. LOCAL MANAGEMENT AND ORGANIZATION 
 
 Opinions differ in different countries as to the best system industrial 
 
 Schools oil 
 
 of local control. On the Continent of Europe, the higher technical the Continent 
 
 of Europe. 
 
 schools are generally under special boards, .sometimes with and 
 
 sometimes without government representation. But, without any 
 
 exception that I know of, the lower grade industrial schools are 
 
 under the charge of boards of management on which are repre- committee*- 
 
 sented, either directly or through Advisory Committees, the indus- advantages 
 
 trial interests of the localities. Everywhere, during my tour, I 
 
 made special enquiry as to the effectiveness and acceptability of 
 
 such committees, and the evidence I gathered was conclusively 
 
 in their favour. They secure the sympathy and co-operation of the 
 
 local industries, bring the schools into close relation with the 
 
 conditions of the trades, and keep the equipment and courses of 
 
 study abreast of the times. Indeed, so highly valued are they that 
 
 often each trade department of a school is provided with a 
 
 specially qualified Advisory Committee which from time to time 
 
 visits the department and aids it with its advice. In France and fy 
 
 Switzerland the labour organizations are often specially recognized La 
 
 on these committees; but in Germany they are satisfied with the 
 
 administration and do not ask for recognition. In England all Local Boards. 
 
 the schools of a municipality supported by public funds are under 
 
 the education committees of the county councils and their ad- 
 
 visorv committees. In the United States, except in Massachusetts, 
 
 such schools are under the same board of education. In 
 
 Massachusetts, the movement in favour of industrial education had 
 
338 
 
 Schools of 
 secondary 
 grade for 
 Ontario. 
 
 Industrial 
 
 advisory 
 
 committees. 
 
 been opposed by many of the educationists of the older type, and it 
 is felt there that the industrial schools will have a better chance of 
 successful operation if placed, for a time at any rate, under boards 
 without other alliances. To secure this object without, however, 
 disrupting the unity of their system, some other States, following 
 the example of Europe, provide advisory committees. 
 
 The industrial and technical schools I have proposed will be of 
 the secondary grade and their management should be entrusted to 
 High and Municipal Continuation School Boards and Boards of 
 Education. At present, indeed, most of the Manual Training and 
 Household Science departments, from which no doubt will be 
 developed our first industrial and technical schools, are under the 
 control of the aforesaid boards; and the new schools are likely to 
 commend themselves more to the pupils if they feel that on entering 
 them they have been promoted to schools of a higher grade. The 
 set towards the High Schools rather than towards Fifth Classes is 
 due, in part at any rate, to the prevalence of this feeling. 
 "We are dealing with a condition, not with a theory." I recommend, 
 accordingly, that provision be made for the creation of an Advisory 
 Committee in connection with the aforesaid boards of trustees. 
 Various modes of appointing such a committee are now in operation. 
 The following will, I think, meet the requirements of the situation 
 in Ontario: 
 
 When any of the aforesaid boards shall have established by 
 resolution a general or special industrial school or a technical 
 school, whether day or evening, it should then or at its first meeting 
 thereafter appoint a committee to be known as the Advisory Com- 
 mittee on Industrial and Technical Schools, said committee to con- 
 sist of ten members, composed as follows : 
 
 Of five members of the Board, including the representatives 
 thereon of the Public and Separate schools, and of five other citi- 
 zens, not members of the Board, duly qualified to vote at school 
 elections and engaged in the local trades and industries, nominated 
 by the Chairman and approved by the majority of the trustees then 
 present; such nominations to include employees as well as employ- 
 ers of labour. The advisory committee so appointed should have 
 authority, subject to the approval of the Minister of Education, 
 to prepare courses of study and provide for .examinations and 
 diplomas, and, subject to the approval of the Board, to employ and 
 dismiss teachers and to settle their salaries, to visit and report upon 
 such schools, and to purchase machinery, tools, and supplies, and 
 to provide suitable grounds and buildings for the use of such 
 schools. In order to provide the necessary continuity of policy. 
 
ONTARIO 339 
 
 two of the original five members who represent the interests of 
 the local trades and industries should be appointed for a term of 
 one year, two for a term of two years, and one for a term of three 
 years; and, thereafter, as the terms of the members so appointed 
 expire, their successors should be appointed each for a term of 
 three years. In the case of a vacancy during the term of any 
 member, the Board should fill such vacancy for the unexpired term 
 in the manner proposed above. 
 
 Mutatis mutandis, Advisory Committees should also be pro- Agricultural 
 vided where there are agricultural and commercial departments. merciai m 
 The agricultural departments have been established only recently 
 and have not yet won their way to popular favour. Now especially 
 they need the sympathy and support of the local farmer, whether 
 they consist of two years' or of six weeks' courses. No doubt, also, 
 the representative farmers on the advisory committees will be in 
 a position to add to the efficiency of the courses. On the other 
 hand, the commercial departments have been long established and 
 are increasingly well attended. They do not need the moral sup- 
 port of representative business men. Nor would it be worth while 
 to appoint such committees for schools which simply provide 
 courses in bookkeeping, stenography, and typewriting. When, 
 however, the curriculum of the school includes the Special Commer- 
 cial courses whether of one year or of two years, prescribed by the 
 Department, a well-selected Advisory Committe should be able 
 to give valuable assistance in adapting the details to the actual 
 business conditions of the locality. The closer vocational subjects 
 and departments are brought to the life of the community, the bet- 
 ter will the instruction be from both the practical and the cultural 
 standpoint. 
 
 It is true, of course, that the boards themselves may include per- 
 sons as much interested in the industrial, agricultural, and commer- 
 cial departments, and as competent to give advice, as any others that 
 may be co-opted ; but this will not always be the case, and it will be 
 of advantage to these departments to have their interests 
 specially provided for. It will take both time and effort to 
 counteract the adverse influences of academic tradition and the set 
 towards the professions. 
 
 Here I may point out that in the European schools I visited, importance of 
 the successful completion of a vocational course is invariably marked certificates, 
 by the issue of a diploma or certificate. In some of the German 
 schools, such certificate or diploma is issued on the joint authority 
 of the Government and the Board of Management. This plan 
 I recommend for Ontario. The courses in the different classes of 
 
340 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Duty of 
 Employer. 
 
 Local 
 
 organization 
 of schools. 
 
 Industrial 
 Schools. 
 
 our vocational schools will in their details be adapted to local con- 
 ditions. A general test would, accordingly, be impracticable; but 
 it will, I believe, be practicable to devise a scheme which will be free 
 frcm the objectionable features of our provincial academic examina- 
 tions, and under which Boards may issue certificates and diplomas, 
 endorsed by the Minister of Education. The success of such a 
 scheme will depend largely upon the attitude of the employer. By 
 attaching value to the certificate or diploma in selecting his em- 
 ployees and organizing his business, he can do more for the advance- 
 ment of vocational training in this Province than can either the 
 Government or the School Board. 
 
 Closely connected with the question of . management is the 
 relation of the industrial, agricultural, and commercial schools to 
 the other schools of the locality. Having regard to the influences 
 of tradition and the examinations and to the special character of 
 the work, these schools and departments should, as far as practic- 
 able, be separate in organization from the academic schools and 
 under separate principals. Manual training and household science, 
 as defined in our curricula, are essential subjects of a general educa- 
 tion. They are, of course, also basal for the industries ; but the first 
 mentioned phase of their content, being the comprehensive one, 
 should determine their position in the organization of the curriculum 
 and the scheme of control. From the present point of view no 
 special provision is necessary for them. 
 
 First, then, as to the Industrial Schools, General and Special : 
 The mathematics, science, English, and work-shop courses must 
 be wholly separate from the corresponding classes in the academic 
 High Schools, and must be taught by teachers who have been 
 specially prepared for the work. At present, in the so-called 
 technical High Schools and High School departments, these sub- 
 jects are almost invariably taught by the ordinary members of the 
 High School staffs, whose chief duties and whose ambitions are 
 connected with the academic work of the school. They do not 
 possess the special knowledge that would enable then to correlate 
 the subjects with the practice of the industrial school; and, even 
 if they did acquire this knowledge, it would be futile to expect 
 them as a class to be zealous for a department in which they have 
 no vital interest. As a matter of convenience and economy, the 
 industrial classes we are now contemplating might be taken in the 
 same building as one of the other schools; but they should be 
 under the control of an independent principal. Of course, as is 
 now provided where a Public and a High School are in the same 
 building, the principal of the Public or the High School should be 
 supreme in those parts which the schools would use in common. 
 The future of the industrial school should not be imperilled . by 
 
ONTARIO 341 
 
 intimate association, with schools whose main object has hitherto 
 been the preparation for the professions and the universities. 
 
 As to Technical Departments and Schools : It is altogether schooia cal 
 likely, as I have already shown, that it will be some years before 
 our conditions justify their establishment. As a first step in their 
 evolution we shall probably have courses consisting of manual 
 training, and some academic subjects more or less related to 
 industry. But, for the same reasons as I urge in the case of indus- 
 trial schools, the same principle of organization should be followed 
 as soon as they can be established as departments or schools. To 
 be efficient, they will require different courses of study, separate 
 staffs, and, to a large extent, separate equipment, class-rooms, work- 
 shops, and laboratories. 
 
 As to Agricultural Classes : Here, too, as my report has shown, Agricultural 
 for some years we can expect not more than short courses, taken 
 either by the pupils of other departments or by pupils who take 
 these classes only. In such cases, the principal will make the 
 necessary provision, subject to the direction of the Advisory 
 Committee. When, however, we have separately organized 
 agricultural departments and agricultural schools, we should then 
 have separate principals. 
 
 The Commercial Departments are so well established and the commercial 
 
 , . . Departments. 
 
 classes are so generally well attended that no further provision 
 appears to be necessary than the Advisory Committees already sug- 
 gested. As in the large cities of the United States, and as now 
 appears to be decided in the City of Toronto, economical as well 
 as pedagogical reasons justify the establishment of separate High 
 Schools of Commerce in all the large cities of Ontario. 
 
 Not many even of our cities are likely to have more than one General 
 Commercial Department and one Industrial School. A city, f 
 
 however, like Toronto, which covers a large area and which has a Ontario. 
 large population, should provide for those who have completed the 
 fourth form of the Public School course or for whose admission 
 special provision is necessary, branch preparatory day and evening 
 commercial, industrial, and general schools, with a central High 
 School of Commerce, a central Industrial and Technical School, 
 and general evening classes in the High Schools for those who 
 can take up the special work of the secondary school. Evening 
 classes of an elementary character, preparatory for those of the 
 secondary grade should also be provided in suitably distributed Pub- 
 lic School centres. Effective organization takes into account the 
 convenience of the pupils, the proper gradation of classes, and the 
 economic distribution of the staff. In this connection the organiza- 
 tion adopted in Manchester, Liverpool, Glasgow and Edinburgh, 
 and the cities of the Continent is well worth careful consideration. 
 
342 
 
 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Importance 
 of the 
 problem. 
 
 How solved 
 elsewhere. 
 
 Necessity for 
 the provision 
 in Ontario. 
 
 3. COMPULSORY ATTENDANCE OF ADOLESCENTS 
 
 In any provision for education, one of the greatest difficulties 
 is that of securing regular and adequate attendance. For reasons 
 already dealt with, most of those pupils who now intend to 
 join a trade or to become farmers leave the public or the separate 
 schools at 13 or 14 or even earlier; few join from the higher 
 schools. Accordingly, the most important educational question at 
 present is : How can the regular and adequate attendance of such 
 pupils be secured from 14 to 16 or 17; or, indeed, how can it be se- 
 cured at all ? The establishment of the proposed industrial and agri- 
 cultural schools will, it is true, under proper conditions induce more 
 to remain at school; but others who might attend will prove indif- 
 ferent to their opportunities, and others, again, are obliged to earn 
 a livelihood as soon as possible. This problem Germany, Switzer- 
 land, and Scotland have solved by extending the scope of the 
 compulsory attendance laws to 17 years of r.ge or over, and by 
 providing evening schools and part-time day schools. London and 
 some other British cities have attempted to solve it by maintaining 
 a liberal system of scholarships and maintenance grants in 
 connection with their day schools and by promoting in every 
 way attendance at the evening schools. The recent report of the 
 English Advisory Council suggests in a half-hearted way 
 means of improving the attendance under the present volun- 
 tary system; but there can be no reasonable doubt that England 
 will eventually follow the example of Scotland. This, indeed, is 
 the burden of the Advisory Council's report. In the United States, 
 New York has also taken a step a short one, it is true in the 
 same direction. In that State, until 17 years of age, a child must 
 be either in school or at work; for the past two years, Nebraska 
 has made attendance at school compulsory, under certain reasonable 
 conditions, until 16 years of age for at least two-thirds of the year; 
 and in its session in 1910 the Ohio Legislature passed an Act 
 compelling the child between fourteen and sixteen who has failed 
 to reach certain academic standards to give a portion of his 
 working period to after-training in day schools. So far, however, 
 the legislation in the United States is in the experimental stage, 
 but the fact that the movement for extending the age of compulsory 
 attendance has met with favour in a democratic country is itself 
 suggestive. 
 
 To spend large sums of money on industrial and agricultural 
 education without taking means to insure attendance is neither 
 logical nor economical. It is of material importance that the exist- 
 ing Truancy Act should be properly enforced. An Ontario law mak- 
 ing full-time school attendance compulsory until 16 or 17 would also 
 
ONTARIO 343 
 
 be desirable. But such a law is impracticable; for many between 14 
 and 1 6 or 17 are now and always will be compelled by dire necessity 
 to earn what they can. On the other hand, to enact a law similar to 
 the European compulsory continuation school laws appears to me to 
 be both desirable and practicable. Its provisions should, of course, 
 refer at first only to urban municipalities ; for, in these, the appoint- 
 ment of a truant officer is imperative by law and his services would 
 be available in connection with the proposed change. So long as the 
 proposed Act provides for "local option," no one can reasonably Local option- 
 object to its enactment. I suggest the following as the basis for 
 an amendment to the present Truancy Act : 
 
 i. It should be lawful for any urban High or Municipal Continiia- fldfcions to 
 tion School Board or Board of Education from time to time, at a 
 special meeting called for the purpose, to make, vary, and revoke 
 by-laws for required attendance at day or evening classes until such 
 age, not exceeding 17 years, as may be specified in the by-law, of any Power to 
 adolescents above the age of 14 within the municipality who are not requiring 
 
 , . . .... . attendance 
 
 otherwise receiving a suitable education or are not specially ex- untn 17. 
 empted by the School Law from the operation of the by-law; and 
 to require such attendance at such times and over such periods as 
 may in such by-laws be specified. 
 
 2. The Board should also have the power, after consulta- determine 
 tion with both employers and employees, to frame by-laws for tk, e n*f p the a 
 either sex or for both, and for those engaged in particular trades bylaws - 
 or occupations, and to determine in each case the age or ages up to 
 
 which the by-laws should apply within the limit of 17 years of age. 
 It should also have power after like consultation to fix the hours 
 and seasons at which the compulsory classes should be held. 
 
 3. Such by-laws should also require all persons within the Employers 
 municipality, over which the School Board has jurisdiction, having Adolescents 
 in regular employment any adolescent to whom such by-laws apply, 
 
 to notify the same to the Board at such times specified in the by-laws 
 with particulars as to the hours during which the adolescent is 
 employed with them. 
 
 4. Provision should also be made for the due enforcement of 
 the by-laws by the Truant Officer and for penalties in the case of any 
 parent or guardian whose neglect has led to failure on the part of penalties 
 the child to attend the classes provided for above ; also, in the case 
 
 of employers who do not give the notification required above or 
 who knowingly employ an adolescent above the age of 14 at any 
 time without his attendance as required under the by-la'ws. 
 
 5. In order also to make certain that the enactment of such 
 by-laws is supported by public opinion, without which indeed it 
 would be useless to attempt to enforce them, provision should be V0ter8< 
 
344 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 made for the submission of the question to the ratepayers at the 
 next annual election for school trustees, if within, say, one month 
 of their enactment twenty per cent, of the duly qualified electors 
 so petition. A similar provision, I may add, has been made by the 
 Wisconsin Legislature in the matter of the establishment of trade 
 schools by a school board. 
 
 measure? able ^ * s certainly true, as I have already pointed out, that even the 
 present moderate provisions of the Truancy Act have not been 
 generally enforced. This, however, should not prevent the enact- 
 ment of the amendment I propose; for the provisions of the 
 Truancy Act have been fairly well enforced in most of the 
 municipalities where the amendment would likely be adopted, and 
 it is not unreasonable to expect that the enforcement of the 
 proposed amendment would commend itself to employer and 
 employee and their liberal-minded fellow citizens. Here I . may 
 add that the machinery for such a provision has been adequately 
 tested in several European countries, and it should be the duty of 
 the Director of Technical and Industrial Education to instruct and 
 supervise Boards in its operation. 
 
ONTARIO 345 
 
 VI. SUMMARY OF RECOMMENDATIONS 
 
 As the conclusion of my report, I submit a summary of my recommen 
 dations : 
 
 I. FUNDAMENTAL 
 
 1. A good general education as an essential preparation for all vocations. 
 
 2. A closer connection between our schools and the activities of life. 
 
 II. INDUSTRIAL AND TECHNICAL EDUCATION 
 PROVISION FOR INSTRUCTION OF PUPILS AT SCHOOL 
 
 1. In the case of the large number who leave school at or before 
 fourteen, the extension of the present provision for teaching Household 
 Science and Manual Training, as a basis for men's and women's trades as well 
 as for cultural purposes. 
 
 2. In the case of the comparatively small number who remain at school 
 for various periods after fourteen, the establishment of the following classes 
 of day schools, by Boards of Education and High and Municipal Continuation 
 School Boards : 
 
 (1) The General Industrial School with courses in Shop Work and 
 in English, Mathematics, and Science related thereto; all being treated from 
 the point of view of the needs of the workmen and workwomen, and the 
 cultural education of the Primary Schools being continued. 
 
 (2) The Special Industrial School, providing for the trades and similar 
 occupations, and including the full-time day school, and the part-time co- 
 operative school. 
 
 (3) The Technical High School or High School Department, for 
 pupils who will remain three or four years at school and are preparing for 
 directive positions in connection with the industries. 
 
 PROVISION FOR INSTRUCTION OF WORKMEN AND WORKWOMEN 
 
 3 In the case of workmen and workwomen engaged by day in their 
 various occupations, the establishment by the aforesaid boards, of the follow- 
 ing classes of 'Schools : 
 
 (1) The Apprenticeship School in which the apprentice attends for 
 part time the Day Industrial School, and the Day or Evening Apprenticeship 
 School provided by the employer himself. 
 
 (2) The Evening School, supplementing the day shop-work by instruc- 
 tion in the evening in the subjects of the Day General and Special Industrial 
 Schools and the Technical Schools. 
 
 (3) The Correspondence-Study School, providing instruction partly 
 by correspondence and partly by a staff of travelling teachers. 
 
346 EDUCATION FOR INDUSTRIAL PURPOSES. 
 
 ORGANIZATION 
 
 4. ( I ) Each industrial centre to rank as a unit for the purposes of or- 
 ganization. 
 
 (2) The appointment of a special departmental officer to act as Direc- 
 tor of Industrial and Technical Schools, and to assist Boards in the establish- 
 ment and organization of such schools. 
 
 AN ONTARIO INDUSTRIAL AND TECHNICAL COLLEGE 
 
 5. The establishment of an Ontario Industrial and Technical College, 
 with an industrial museum, for the training of all grades of industrial teachers, 
 of workmen who have already spent some years in apprenticeship, for pupils 
 who have taken courses at the Special Industrial Schools, and for the conduct 
 of a Correspondence-Study School with travelling teachers. 
 
 ORDER OF URGENCY OF THE FOREGOING PROVISIONS 
 
 6. (i) The immediate provision of Industrial and Technical Evening 
 Schools where competent instructors can be secured, with liberal support 
 from Legislative grants. 
 
 (2) The appointment of a competent Director as soon as one can be 
 secured. 
 
 (3) The establishment of an Industrial and Technical College, and, in 
 particular, the provision of an adequate supply of competent teachers. 
 
 (4) The further organization of a complete system of industrial and 
 technical schools in accordance with the financial capabilities of the Province, 
 after the disclosure of the attitude of the Dominion on the question of 
 a special subsidy to the Provinces for the improvement of agricultural and 
 industrial education. 
 
 HI. A DOMINION INSTITUTE OF INDUSTRIAL RESEARCH 
 
 7. The establishment by the' Dominion Government, of an Institute of 
 Industrial Research, for the advancement of the trades, as the Dominion has 
 already done in the case of agriculture, mining and other departments. 
 
 IV. DRAWING AND ART EDUCATION 
 
 1. The further extension of the provision for Art and Drawing in 
 the Primary and Secondary Schools. 
 
 2. The establishment of a Central Art School in Toronto with both day 
 and evening classes for the fostering of the Fine Arts, for the preparation of 
 special teachers of Art, and for the special education of workmen in the more 
 artistic trades. 
 
 3. The establishment of other Art Schools and Departments in 
 other centres of the Province. 
 
 4. More generous support of Art by Legislative grants. 
 
ONTARIO 347 
 
 V. AGRICULTURAL EDUCATION 
 
 1. The further extension of Nature Study and Elementary Agri- 
 culture in the Primary Schools with the attendant School Garden. 
 
 2. The re-organization of the provision for Agriculture in the High and 
 Continuation Schools, and the extension in connection therewith of the 
 present system of County representatives of the Department of Agriculture, 
 as a step in the development of School Departments of Agriculture and Agri- 
 cultural High and Continuation Schools. 
 
 3. The appointment of a special Departmental officer to act as Di- 
 rector and inspector of the Primary and Secondary Agricultural Classes, and 
 to stimulate the development of such classes throughout the Province. 
 
 VI. COMMERCIAL EDUCATION 
 
 1. The better adaptation of our school courses to business life and 
 the requirements of the different kinds and grades of business. 
 
 2. The provision of practical courses and of better theoretical courses 
 for Commercial Specialists and of preparatory training for such teachers. 
 
 VII. GENERAL PROVISIONS 
 SUMMER AND SPECIAL SCHOOLS 
 
 1. The extension of the present system of Summer and other Special 
 Schools for teachers of Nature Study, Agriculture, Art and Drawing, Com- 
 mercial subjects, Household Science, Manual Training, and Industrial sub- 
 jects. 
 
 FINANCIAL SUPPORT 
 
 2. The provision of adequate grants for Vocational Education by the 
 Legislature of the Province, by the municipalities concerned as part of the 
 school rates, and by a special subsidy from the Dominion for the advance- 
 ment of both Agricultural and Industrial Education in the Provinces. 
 
 ADVISORY COMMITTEES 
 
 3. (i) The appointment of Advisory Committees for the management 
 of duly established Industrial and Technical Schools; such Committees to 
 consist of members of the School Boards and an equal number of other citi- 
 zens, representing the employers and the employees, who are qualified voters 
 and who are specially competent to advise and assist, and the proposals of 
 such Committees to be subject to the approval of the Boards with which they 
 
 are connected. 
 23 E.I.P. 
 
348 EDUCATION FOR INDUSTRIAL PURPOSES. 
 
 (2) The establishment of similarly constituted Committees for the 
 management of Agricultural and Commercial Departments and Commercial 
 High Schools. 
 
 RELATION OF VOCATIONAL TO ACADEMIC SCHOOLS 
 
 4. ( I ) The organization of Industrial Schools with separate staffs and 
 courses, and under separate principals. 
 
 (2) The organization of the Technical, Agricultural, and Commercial 
 Departments to remain as at present, except where they may be organized 
 as separate schools. 
 
 COMPULSORY ATTENDANCE OF ADOLESCENTS 
 
 5. The enactment of a Provincial law with "local option," giving 
 Boards the power to pass by-laws to compel the attendance at school of 
 adolescents between fourteen and seventeen, under certain specified condi- 
 tions. 
 
APPENDICES 
 
APPENDIX 351 
 
 APPENDIX A 
 
 ATTITUDE OF INTERESTED PUBLIC BODIES 
 Canadian Manufacturers' Association 
 
 In 1906 the Canadian Manufacturers' Association presented to 
 the Governor-General-in-Coimcil the following resolution, passed at 
 its previous meeting: 
 
 Be it resolved that the Dominion Government be requested to appoint a 
 commission to report on the best method for establishing a comprehensive 
 national system of Technical Education to provide Canadian industry and 
 commerce with trained assistants from amongst the Canadian people, and 
 thereby aid in developing Canadian industry, and do away with the present 
 condition of affairs, which compels employers to go abroad for men to occupy 
 the more responsible and more remunerative positions in Canadian enterprises. 
 
 The memorial which accompanies the resolution reviews at some 
 length the efforts of the Association in the field of technical educa- 
 tion, and presents a strong case for financial assistance from the 
 Dominion Parliament. The resolution quoted above was endorsed 
 by each branch of the Association at Toronto, Montreal, Quebec, 
 Halifax, Winnipeg, and Vancouver, and by the principals of the 
 Universities of Laval, McGill, Toronto, Queen's, Dalhousie, and 
 Manitoba. 
 
 The efforts of the Association bore fruit last June, when the 
 Dominion Government issued an Order-in-Council constituting a 
 Royal Commission for the purpose of enquiring into " the needs 
 and present equipment of our Dominion of Canada respecting in- 
 dustrial "training and technical education, and into the systems and 
 methods of technical instruction obtaining in other countries." 
 
 Board of Trade of Toronto 
 
 In March, 1899, tne matter of industrial education was taken 
 up actively by the Board of Trade of Toronto, which then sent repre- 
 sentatives to Ottawa to lay before the Government the importance 
 of the subject. In June of the same year the following resolution 
 was adopted: 
 
 That this meeting most heartily endorses the movement in favour of a 
 broader and more thorough technical training in all its branches in this 
 country, and pledges itself to forward the movement by all means in its power, 
 and that the chairman do appoint a small committee as a nucleus. 
 
 The subject has been followed persistently ever since, and the 
 Board stands exactly in the same position as it did when that resolu- 
 tion was adopted. 
 
352 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 American Federation of Labour 
 
 The following is a report adopted at Toronto in November, 
 1909, by the American Federation of Labour, in which Canada is 
 represented : 
 
 We favour the establishment of schools in connection with the Public 
 School System, at which pupils between the ages of fourteen and sixteen may 
 be taught the principles of the trades, not necessarily in separate buildings, but 
 in separate schools adapted to this particular education, and by competent and 
 trained teachers. 
 
 The course of instruction in such a school should be English, mathe- 
 matics, physics, chemistry, elementary mechanics and drawing, with shop 
 instruction for particular trades ; and for each trade represented, the drawing, 
 mathematics, mechanics, physical and biological science applicable to the trade, 
 the history of that trade, and a sound system of economics, including and 
 emphasizing the philosophy of collective bargaining. This will serve to pre- 
 pare the pupil for more advanced subjects, and in addition to disclose his 
 capacity for a specific vocation. 
 
 In order to keep such schools in close touch with the trades there should 
 be local advisory boards, including representatives of the industries, employers 
 and organized labour. 
 
 We recommend that any technical education of the workers in trade and 
 industry, being of public necessity, should be not a private, but a public func- 
 tion, conducted by the public and at the public expense. 
 
 Trades and Labour Congress of Canada 
 
 The resolution of the Trades and Labour Congress of Canada on 
 the subject of industrial training is as follows : 
 
 Resolved, that inasmuch as the natural resources of Canada in its rivers, 
 in its forests and in its farm lands, are of immeasurable extent and commer- 
 cial value, and are urgently calling for the best and most approved means of 
 development and utilization ; and whereas the present methods of production 
 require further scientific stimulus more especially in the mechanical branches 
 of a broadly national character, through a proper and special educational 
 system; be it resolved, that this Trades and Labour Congress of Canada place 
 itself on record as in favour of the establishment of industrial technical 
 schools throughout the Dominion, and it is hereby an imperative instruction 
 to the executive of this body to use its best efforts at an early date in urging 
 the importance of trie subject upon the serious attention of the Dominion Gov- 
 ernment, with a view to the establishment of such a system of special educa- 
 tion throughout Canada. 
 
 In addition, the Congress has from time to time presented 
 memorials to the Dominion Government, from one of which the 
 following is a quotation : 
 
 The workmen of Canada are strongly of opinion that the welfare and 
 development of Canada demand some large scheme of technical education. 
 It is not a matter alone for the welfare of the workmen or of the employer, 
 but of the whole Canadian people. We want Canada to be foremost in the 
 arts and manufactures, and we are just at that stage of industrial develop- 
 ment when the institution of technical schools would be of most value. 
 
APPENDIX 353 
 
 APPENDIX B 
 I. OPINIONS OF EMPLOYERS OF LABOUR 
 
 In I. below, I give selections from over one hundred replies I 
 received from manufacturers and other employers of labour to a 
 circular asking for a statement of the system of apprenticeship fol- 
 lowed in each industry, the faults of tHe system and the manufac- 
 turer's opinion of the best way to remedy them. 
 
 In another circular I made enquiries as to the age at which 
 workers generally enter the factories; the forms or grades of the 
 Public Schools from which they come ; the manufacturer's estimate 
 of the education they have received ; and the age at which the manu- 
 facturer thinks they should enter to be of most use for his industry. 
 With very few exceptions, the employers of skilled labour put the 
 age at about 16. In this case I have not quoted the replies. A few 
 of the former replies refer to the age, but the reference is merely 
 incidental. 
 
 In II. below, I give statements from the educationists who have 
 had charge of our Manual Training Departments as to the condi- 
 tions of the problem from their point of view. 
 
 American Bank Note Company, Ottawa 
 
 I. A. Machado, General Manager. 
 
 1. We take apprentices in the several different trades required by our 
 work, who serve from three to five years according to the trade. 
 
 2. We have no special complaint to make of the present system but feel 
 that a great improvement could be made if there were some industrial schools 
 in Ottawa, from which we could draw our apprentices. 
 
 The writer is a very strong believer in the economic value of manual 
 training and technical schools. A practical start in this direction could be made 
 by establishing industrial schools from which manufacturers could be supplied 
 with promising material, showing aptitude for one class or another of work. 
 
 American Watch Case Company of Toronto 
 
 W. K. McN aught, M.P.P., President. 
 
 In regard to the system of apprenticeship in our industry I am sorry to 
 say that apprenticeships are a thing of the past in this business. The reason 
 for this is twofold. 
 
 1. The majority of the boys themselves as well as their parents object to 
 any apprenticeship at all, as they do not want to be bound down for so Jong 
 a time, and always have a feeling that if they can get 50 cents or $i a week 
 more anywhere else, they want to be in a position to leave and take it. This, 
 of course, is the objection from the boys' side. 
 
 2. On the other hand the apprenticeship system has been practically killed 
 on account of the sub-division of labour and the introduction of labour-saving 
 machinery. In the old days of this business, as I presume in many others, 
 the boy served an apprenticeship of five years ; and, as but little machinery was 
 used, during this time he learned practically every branch of the business and 
 
354 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 was a general all-round worker. To-day this business is sub-divided into 
 probably twenty or thirty distinct branches, each of which uses automatic 
 machinery as far as possible. The result of this is that the beginner learns 
 only one branch of the business, and probably he learns only to run one machine 
 or to perform one operation. As a rule it requires but a short time, say 
 two or three months at the outside, to learn to operate any machine thoroughly 
 or to learn to perform any one separate operation. This state of affairs pro- 
 hibits any one person learning the entire trade under modern conditions, and is 
 therefore incompatible with the old apprenticeship system. 
 
 I cannot say that in my opinion the present system is faulty. It is modern, 
 and has therefore ousted the old order of things on account of its being able 
 to produce goods much cheaper and better than they were ever made under the 
 old system. 
 
 These new conditions are here to stay. In fact, they will, if possible, be 
 accentuated in the future, and it seems to me the only thing to do, therefore, is to 
 try and educate labour in such a way that it can make the best of present condi- 
 tions. In my opinion this can best be done by a system of general technical 
 training by which boys would be taught to use their hands as well as their 
 brains in making simple things and in the general use of ordinary tools. They 
 should also be taught to draw and be given some idea of designing. In fact, 
 education of this sort, in my opinion, should be along broad lines, which would 
 make them better fitted to go into any business whatever. 
 
 John Bertram & Sons Company, Limited, Dundas 
 I. 
 
 Henry Bertram, Secretary-Treasurer. 
 
 The following system of apprenticeship has been in operation in our works 
 in practically the same form for about forty years. The fact that for a great 
 many years we were the only concern in Canada engaged in our particular line 
 made it necessary for us to train apprentices in our own system, in order to 
 have a supply of skilled help to carry on the work, and our present staff is to 
 a great extent the result of training up our own men. 
 
 1. Apprentices are accepted according to priority of application, but edu- 
 cational standing is given first consideration, i.e., a boy with high school training 
 has preference over one with public school education. 
 
 2. Apprentices serve four years (and lost time) at any one of the following 
 trades : Lathe hand, planer hand, fitter, pattern maker, moulder, draftsman ; but 
 special five year apprentices are given instruction in each of the above except 
 " moulding." Apprentices in the drafting rooms are given the privilege of shop 
 experience, serving a portion of their time in the works. 
 
 3. All apprentices are bound for their period of apprenticeship, making a 
 deposit of one hundred dollars as security, which amount, with bank interest, 
 is returned to them when their apprenticeship is completed. 
 
 4. Wages are paid at a fixed hourly basis for each year, so that pay in- 
 creases automatically at the end of each year. 
 
 The only serious fault in apprenticeship in a small town like ours, is the 
 determination of parents to give their boys " a trade " (any trade) and as the 
 fathers of a large proportion of our apprentices are employed in our works, the 
 boys are apprenticed to their fathers' " trade," it being the most convenient, 
 without considering in any way their adaptability for it. This causes " misfits." 
 A boy who gets along passably well is " bound " and by force of circumstances 
 is compelled to complete his apprenticeship in a line of business in which he 
 takes no real interest. 
 
APPENDIX 355 
 
 The remedy lies with the parents in a considerable degree, as by proper 
 observation of their children's talents, the proper calling for them could be 
 decided upon. But some system of industrial education (manual training or 
 elementary technical education) is required to give our boys a chance to decide 
 intelligently for themselves what line of business will be congenial. 
 
 II. 
 
 Charles E. Dickson, Cashier. 
 
 1. Apprentices start work here at an approximate average age of seven- 
 teen years. It is not possible to give the actual average, as we have not com- 
 plete records of apprentices' ages. 
 
 2. The majority of our apprentices come to us from the High School 
 entrance class, and quite a number have a partial High School education. An 
 occasional boy is accepted who has not reached the highest Public School 
 grade, but as a usual thing we require at least that standing for our appren- 
 tices. The average apprentice gets along fairly well on a Public School edu- 
 cation, after he has found out in the shop how to apply it practically, which 
 means that the shop has to do what the schools should do to make a boy's 
 education of practical value to him. 
 
 3. It is quite difficult to say just at what age a boy should enter the works 
 in order to be most useful. Boys at 15 to 16 years of age, who are mechani- 
 cally inclined, show much greater aptitude in learning to handle tools than boys 
 of maturer ages. On the other hand, young men of 20 and over who have 
 been apprenticed here have invariably taken a deeper interest in the work, and 
 have without exception made good mechanics. The younger boys are handi- 
 capped by lack of ability to apply their knowledge in a practical way, and the 
 older ones, who have learned by experience in other mercantile lines to apply 
 their knowledge practically to a greater or lesser degree, have reached an age 
 where their aptitude for learning is considerably less than that of younger 
 boys. To our mind, there is only one inference our present system of Public 
 School education is " lopsided," being entirely theoretical. The boy who com- 
 pletes the public school course goes out into the business or mechanical life 
 and wastes, in many cases, years in learning the practical application of the 
 knowledge he already has. Manual training in our schools appears to be the 
 only possible solution of the problem, but it must be on a far wider basis than 
 the system already instituted in the various centres. At present it is more or 
 less confined to woodworking, on account of the expense of installing equip- 
 ment for other lines, but it must be borne in mind that each town or district 
 has distinctly separate needs. If a town is largely engaged for generations in 
 ironworking, as in our own case, it is natural that the children of our work- 
 men should have a natural aptitude toward ironworking, and manual training 
 and elementary technical education in this direction would save them years in 
 after life. We are free to admit that manual training, even in woodworking 
 alone, is a long step in the right direction, but to meet present-day needs as 
 they should be met, the system should be broadened and made elastic enough 
 to be adapted to the varying needs of different communities. This would assist 
 in specialization in the manufacturing lines of various districts, which experi- 
 ence in England, Germany and other countries shows to be the natural trend. 
 Heredity in this direction must be acknowledged and provided for, and a sys- 
 tem of manual training which recognizes the principle assists materially the 
 force that has made Sheffield, Nottingham and dozens of other cities, world 
 famous manufacturing centres. 
 
 Berlin Interior Hardwood Company, Limited, Berlin 
 
 We start young men at a low salary with a bonus at the end of each 
 year, increasing the salary for the second year and also the bonus for the second 
 year and likewise the third year. These men are placed under the supervision of 
 
356 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 a practical man whose duty it is to give instructions in the practical use of 
 tools. We have found this the best method of making the best mechanics of 
 these young men. 
 
 We might say that our business is somewhat different from the ordinary 
 woodwork, in this respect, that we manufacture interior fittings for banks, offices, 
 etc., and these boys have to work from full size detail drawings, and we are 
 strongly of the opinion that schools for industrial education should be first 
 to teach them to read drawings and details in connection therewith, following 
 up with the practical use of tools and the proper method of applying them. 
 This certainly is the most needed at the present time, and with this training, we 
 believe, the pupil would know whether he had a liking for the trade before com- 
 mencing to work in a factory, as they would then have sufficient experience to 
 understand just what this particular trade required. 
 
 Another question that we believe would be well to consider is economy 
 in the use of material in this age of keen competition, as we find in many in- 
 instances that, for the want of proper knowledge, material is wasted. 
 
 In our opinion the present scarcity of skilled mechanics is largely due 
 to the manufacturers themselves, inasmuch that with the modern machin- 
 ery they start men at one particular job and keep them at that until they 
 become expert at that one job, but take them off that job, they are entirely at 
 sea and are unable to help themselves. This principle, we believe, is a good 
 one for neither the mechanic nor the manufacturer, and we believe that there 
 is no better way than for the manufacturer to take his apprentice and put him 
 through the entire line of work. 
 
 We believe that if Industrial Schools were established in different parts o; 
 the Province, they would give the young men a desire, after completing their 
 course at school, to continue their particular trade. 
 
 Bredin Bread Company, Limited, Toronto 
 
 M, Bredin, President and Manager. 
 
 We have been 23 years in business and have only had two regular inden 
 tured apprentices, serving only three years each, so that we are safe in saying 
 that the journeymen bakers with anything like a thorough grounding in this 
 trade are fast dying out as a class. 
 
 As to the faults of our system and the remedy: 
 
 I am of the hope that technical education is the only hope of the future 
 in our trade, and I may go further and say that the only hope of providing 
 the people, as a whole, with a good, wholesome, nutritious and properly manufac- 
 tured loaf of bread, " the Staff of Life," is to have provision made for the tech- 
 nical training of at least a limited number of young men in the chemistry and 
 food value of flours and yeasts so that there would be a sufficient number coming 
 along to fill the more important positions in the large bread factories that are 
 growing up in all our cities, and also positions in any of the smaller shops in 
 city, town or village. 
 
 Berlin Furniture Company, Limited, Berlin. 
 
 /. E. Jacques, Director. 
 
 We have to advise you that we have no system of apprenticeship, as the 
 custom of taking on apprentices seems to have died a natural death some time 
 ago. We simply take on youths and keep them as long as we possibly can, but 
 in no instance is it very long, as in about six months they imagine themselves t 
 be experienced journeymen. 
 
APPENDIX 357 
 
 Brigdens Limited, Toronto (Late The Toronto Engraving Company, Limited) 
 
 George Brigden, Manager. 
 
 The most striking fact which confronts one is that but very few are able 
 to draw even the simplest object in an accurate manner. To draw a chair or 
 table in clear outline, in proper perspective and proportion is, in many cases, 
 an impossibility; but ask the same person to draw a figure, and you will have 
 produced a drawing, more or less smudgy in outline, but possibly correct in 
 form. In doing the latter the student will display intense interest, but to do 
 the first is considered but child's work and almost beneath his attention; a 
 clear evidence that he has not had instilled in him that most essential feature 
 of commercial art, viz., definiteness of line and accuracy of form. Judging 
 from the examples brought in for inspection, the almost universal idea appears 
 to prevail that to paint a picture or portrait is the acme of art. To but few 
 is given such a gift, and our technical art schools should devote their ener- 
 gies to dispelling from the student's mind the notion that there is any pro- 
 nounced demand in this country for work of this character. 
 
 A Technical School should be devoted exclusively to Commercial Art. It 
 should be clearly pointed out to the students that those who study in its 
 classes should be those who desire to apply the knowledge gained to the trade 
 or calling for which they have a particular inclination. 
 
 Art as related to the painting of pictures and portraiture should be entirely 
 ignored. Only that which applies directly to the manufacturing industries 
 should be taught. The primary classes should be thoroughly and persistently 
 trained to produce drawings in clean outline, devoid of shading. Accuracy 
 and neatness should be set before them as the acme of result. Elementary 
 lessons in geometry and perspective should be given at least once a week. 
 After spending a term or so in this work, the teacher will be able to deter- 
 mine what special line the student is best suited for. The classes should be 
 divided into three main branches, viz., mechanical, design, and figure drawing; 
 but before selecting any one, the student should be thoroughly grounded in the 
 basic principles above enunciated. 
 
 In the mechanical classes the correct drawing of nuts, screws, gears, 
 piston rods, wheels, chains and the essential parts of machinery should be 
 taught. Lessons in mechanics should be frequently given, so that as the 
 students advance they may understand how to draw machines not only in ele- 
 vation but in section. A close study should be made of standard machines 
 and engines. They should know how to erect one from verbal descriptions or 
 rough drawings. Having learnt this, they should take up the matter of proper 
 shading. The use of the air brush as applied to shading should be taught. It 
 may be a surprise to you to know that there are not two artists in Ontario 
 who can draw a carriage correctly for illustrative purposes. Such work has 
 never been taught, the result being that thousands of dollars leave our Pro- 
 vince yearly for United States cities for providing catalogues for carriage 
 manufacturers. 
 
 The field of design is a large one, compassing many trades, each one 
 demanding a special training of itself. There are several valuable works deal- 
 ing with this subject, such as Jones' " Grammar of Design," which should be 
 bought and kept in a library for frequent reference. Wall paper designs, 
 carpet designs, book and catalogue covers, are in constant demand. Artists 
 who can plan out and design booklets in their entirety are never in want of a 
 situation. Designers of furniture, stained glass, ornamental iron ware, 
 electroliers, gas fixtures, etc., are badly needed. We are far too dependent 
 on outside sources for such things. Our country is growing rapidly, and each 
 day hears a greater call for artists who can fill such positions. 
 
358 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 Figure drawing, as applied commercially, should be taught by a teacher 
 who is thoroughly acquainted with the demands of catalogue and illustrative 
 work. Life classes should be formed. Anatomy should be studied in a most 
 comprehensive manner. This is perhaps the highest grade of commercial art, 
 and requires the constant study of the best obtainable models, and only those 
 who show a decided taste for this work should be encouraged to take it up. 
 That it has not been taught properly has been evidenced frequently in our 
 establishment. On several occasions I have been told by students that they 
 have learnt more in two months in our office than in several sessions in the 
 technical schools. This may be a severe arraignment ; but facts are stubborn 
 obstacles, and, if we are to make a success of our schools, the conditions 
 demanded by manufacturers must be carefully studied and every possible effort 
 put forth to meet them. 
 
 It has been thought in some quarters that my criticisms given before the 
 Commission referred to the work being done in the Ontario School of Art. 
 I had no idea of referring to work done by this institution, which covers a 
 different field from that of a technical school. The training given in this 
 school is more especially for those going in for the higher branches of art, 
 figure, and portrait painting, and illustrating of magazines, etc. It is, of 
 course, inevitable that the technical school in its higher branches should cover 
 some of the work being done in the School of Art. This, however, should not 
 in any way take away from the value of either school, and I am sure you will 
 agree with me that, following along the lines of all the great English centres 
 where Art is flourishing, it is time that we in Canada had both sides properly 
 developed. 
 
 Canada Carriage Company, Brockville 
 
 T. J. Storey, President and General Manager. 
 
 In my opinion the instruction of artisans is a most important branch of the 
 educational system of Canada to-day. The people are going beyond all bounds 
 in the effort to get book learning, and take no thought of how the boys are to 
 earn their living after they leave school. 
 
 In a large percentage of the cases the extent of education that has been 
 given them has unfitted them for work, and I trust that the government will take 
 this matter up thoroughly, and follow some of the plans they have in Ger- 
 many and England, and teach boys how to use their hands and control them with 
 their brain. 
 
 We are not making any mechanics, nor can we find anyone who wants to 
 learn a trade, unless he can begin at journeyman's wages, in doing it, and as a 
 result all our mechanics are being drawn from Europe. 
 
 Canada Cycle and Motor Company, Limited, West Toronto 
 
 T. A. Russell, General Manager. 
 
 1. Our system of apprenticeship is rather limited. It applies only in machine 
 departments. The apprenticeship period is four years. The apprentice receives 
 a small wage the first year, which increases each year of his apprenticeship. He 
 is given facilities to learn all the machine shop operations that are practised in 
 our shop. 
 
 2. The great difficulty at the present time with this system is, that very few 
 young men are taking an apprenticeship, and out of those that do commence, 
 a great many drop out before they have finished their course, with the result that 
 they become only fair workmen and not, by any means, skilled. 
 
 It seems necessary to devise some method of education for those entering 
 industrial life, so that they can obtain such training as will fit them to become 
 skilled workmen in a shorter period of time than the old apprenticeship system. 
 
APPENDIX 359 
 
 Canada Foundry Company, Limited, Toronto. 
 
 Geo. W. Waits, Manager of Works. 
 
 1. The system followed by us is to article an apprentice for a period of four 
 years. 
 
 2. The main fault of this system is a lack of sufficient education on the part 
 of the apprentices to enable them to obtain their maximum efficiency during the 
 term of apprenticeship. 
 
 The best way, in my opinion, to remedy this is instruction in technical schools 
 in the evenings, but the difficulty is to ensure the attendance of the appren- 
 tice at the lectures. If some scheme can be devised that will ensure regular 
 attendance at such lectures, great good can be done. 
 
 Canadian Locomotive Company, Limited, Kingston 
 
 C. Birmingham, Managing Director. 
 
 Below we give you the desired information as to our apprenticeship system. 
 Our apprenticeship agreements must be signed by the parent, or guardian, 
 of the young man who is applying to be taken on as an apprentice this for the 
 purpose of establishing that the conditions are clearly understood, and also as 
 authority to us to pay the apprentice's wages to him direct. 
 
 We exercise a good deal of pains to see that the apprentice is given an 
 opportunity to learn all branches of whatever trade he selects to follow; that 
 is to say, he is not kept on any one particular job an undue period of his time, 
 but if he enters say as an apprentice to the machinist trade, by the time his 
 term is completed if he has ordinary ability and application he should be a 
 thorough mechanic. 
 
 With reference to the faults of our system, we find it gives a fair amount 
 of satisfaction both to the apprentice and ourselves, but if there were any way of 
 giving the young man additional educational facilities, it would, of course, result 
 in a higher class mechanic when his term was completed. Doubtless you are 
 aware of a system which has been tried (with apparently good results) in Cin- 
 cinnati and other places, where, by the co-operation of employers and an edu- 
 cational institution, the apprentices alternate, serving say two weeks in the shops, 
 and then two weeks in the classes of the college, the continuity of the work not 
 being interfered with by having a double number of apprentices on the staff, so 
 that there are always half in college and half in the shops. 
 
 Owing to the fact that there are so few manufacturing establishments in our 
 line here, we do not see how this would be practical ; but if you can devise some 
 system whereby this can be accomplished, it will doubtless do much good. 
 
 Canadian Westinghouse Company, Limited, Hamilton 
 
 C. H. O. Pook, Assistant Manager of Works. 
 
 Engineering Apprenticeship System 
 
 This course has been arranged for graduates of Universities and Technical 
 Schools, and is of two years' duration. 
 
 The company desires to train a skilled force of engineers, upon whom it 
 can draw for assistance in the various branches of its industry. 
 
 Approved applicants are given the opportunity of entering the works 
 in order that they may become familiar with the various manufacturing oper- 
 ations and the general construction and working of the apparatus produced. 
 The engineering apprentices are afforded, in the various departments of the 
 works, actual shop and engineering experience, both mechanical and electrical, 
 
360 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 and the work of the technical school will be supplemented by the practical 
 training thus afforded. Upon the completion of the course it is expected that 
 the engineering apprentice will have prepared himself for filling satisfactorily 
 a position in some department of the company's service. Preference in com- 
 pensation and position is given to those who prove their work by aptitude 
 and diligent attention to duty during the apprenticeship period, and by an 
 intelligent appreciation of the work. 
 
 Machinist or Shop Course 
 
 Intelligent young men desiring to learn the machinist trade are admitted 
 to the company's apprenticeship course, and all proper and reasonable means 
 afforded to these apprentices to become thoroughly instructed in all branches 
 of the machinist trade, and in special cases in such other lines of work as are 
 connected with electrical manufacturing. Apprentices entering on this course 
 under 21 years of age are required to serve four years, and three years if 
 over 21 years of age. To those apprentices who satisfactorily serve the entire 
 term of their apprenticeship the company grants a bonus of $100. 
 
 Patternmaker's Course 
 
 This, as in the case of the Machinist Course, is of four years' duration, and 
 similar conditions apply to it. 
 
 Moulder's Course 
 
 This course is also of four years' duration and the apprentices are taught 
 core making, bench and floor moulding in the iron foundry, brass moulding, 
 and are also required to spend a certain portion of their time upon the charging 
 deck of the cupola in order that they may get an insight into all phases of 
 foundry practice. 
 
 With reference to your second inquiry as to the faults of our system, I would 
 say that in the majority of cases we find the system to be all we could desire, 
 and that it has produced some very skilful engineers, machinists, and other 
 tradesmen, many of whom upon completion of their apprenticeship stay in the 
 regular employment of the company, and in the few cases where the apprentices 
 do not fulfil their entire term we believe it to be not owing to any fault in 
 the system but rather to the fact that we or the apprentice discover after he 
 has worked some time at the trade that he is not suitable for the work and 
 should take up some other calling. 
 
 Cowan & Company of Gait, Limited, Gait 
 
 The system of apprenticeship we follow is simply to engage the young 
 men for a certain term of apprenticeship, the term varying according to the 
 trade they wish to learn, at so much per day, the amount increasing each year 
 of their apprenticeship, with a substantial bonus when they have satis- 
 factorily completed the term of their apprenticeship. From our experience 
 we find this system has been more satisfactory than any we have tried, as it puts 
 the young man on his honour to fill his apprenticeship satisfactorily, and he has 
 the bonus at the end of his term, which makes him independent to a certain 
 extent at the end of his apprenticeship, and at the same time it puts the em- 
 ployer on his honour to give the apprentice every opportunity to learn his trade 
 and turn out a first-class mechanic. 
 
 We have discontinued binding our apprentices and requiring them to give 
 security for the faithful completing of their apprenticeship, as we found it did 
 not work satisfactorily; for, if the apprentice became dissatisfied, holding him 
 
APPENDIX 361 
 
 under security made him dislike his work, and he was not learning his trade 
 and was no use to his employer, and also no manufacturer wishes to put the 
 law in force and collect from him security if he was not filling his apprentice- 
 ship faithfully. 
 
 As to your second question: We have no faults to find with the system 
 except the deficiencies in human nature which you cannot overcome. If the 
 apprentice becomes dissatisfied it is no use in his own interest to learn a 
 trade that he doesn't like and he would be no use to his employer who is en- 
 deavouring to teach him that trade, and he would forfeit his bonus. 
 
 Dennis Wire and Iron Works Co., Limited, London 
 
 E. R. Dennis, President. 
 
 1. We have no apprenticeship system in our industry. Boys will not enter 
 a shop under a system of apprenticeship, and, further, such a system is almost 
 impracticable in industrial establishments as at present organized. 
 
 During the past few years we have been obliged to obtain from time to 
 time skilled men from the United States and Great Britain. Our young men 
 here seem to lack both the preparation and inclination to be good mechanics. 
 
 2. In our industry we prefer not to take boys under 16 years of age. 
 
 In my opinion the preparation the boys receive in our public and high 
 schools here, while it may be most useful as preparation for a professional or 
 commercial career, is very unsatisfactory for the boy who desires to take up 
 mechanical work. I think the education in our public schools should aim to 
 develop the particular genius which every individual boy possesses, and allow 
 him to express himself by working at wood working, carving, modelling, ham- 
 mered metal work, etc.; not so much that he shall be taught to make certain 
 things, but that his ability as a craftsman may be developed and that he may 
 be given an opportunity of discovering for what he is fitted before too late. 
 
 In our business we depend more on skilled men and less on machine work 
 than do many other industries. Boys should be started at an early age with man- 
 ual training in the public schools, and between the ages of 14 and 16 given 
 instruction in a more advanced institution, connected with the high school. 
 
 The call for skilled mechanics is becoming increasingly insistent, and unless 
 some system o? manual and technical training is soon instituted in our schools 
 I am at a loss to answer the question, "Where are to-morrow's skilled men 
 to be found?" 
 
 3. It seems to me there are practically no present means of preparing 
 skilled workmen. 
 
 A young man enters a shop with the single idea of getting as much remun- 
 eration for his services as possible. It is, therefore, necessary to keep him at 
 some special line of work or operating some special machine, so that he 
 becomes a machine hand, a specialist, but not a skilled mechanic, who is an 
 all-round trained man. 
 
 As our factories are at present organized, the training of apprentices in 
 them is now out of the question. We are endeavouring to make up the loss 
 caused by the passing of the apprenticeship system by conducting a night 
 school for our employees. In London at the present time there are practically 
 no means available for a boy or young man to learn a trade properly and 
 become a thorough, skilled mechanic. There are, of course, a few handy men 
 being turned out who may claim to be mechanics, but they are not such in any 
 sense of the word. 
 
 The only remedy I can see is in the establishment of manual training in 
 all our public schools, where the boys can be started young and be given the 
 training necessary to become proficient in the mechanic arts. In these manual 
 and technical training schools the boys would also get an inclination to enter 
 trades, which is not the case at the present time. 
 
362 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 We are conducting a night school in connection with our factory; from 
 twenty to twenty-five men are in attendance out of a total number of one hun- 
 dred employees. Admission to the classes is not limited to beginners; 
 any man in the shop who desires to become more skilful in his work and 
 acquire some technical knowledge is invited to attend. Designing, geometry, 
 mensuration, draughting, construction, reading blue prints, laying out work, 
 etc., are taken up. Once a month we have a special meeting, addressed by 
 outsiders, on practical subjects. The young men who are attending the classes 
 are acquiring manual dexterity at their work during the day, and technical 
 knowledge in the evening. Classes meet one night per week, but the men are 
 given problems to take home and work out. The work done in these classes 
 enables us to detect ability in individuals among our men that we should other- 
 wise be unaware of, and we can place them in ^he positions they are best quali- 
 fied to fill to our mutual advantage. 
 
 Dodge Manufacturing Company of Toronto, Limited, Toronto 
 
 C. H. Wheaton, Manager. 
 
 We are glad to enclose to you herewith copy of the "Apprenticeship 
 Articles" which we have adopted and which we have found to be the only 
 effective means of procuring mechanics through apprenticeship. You 
 will note that these Articles provide for a bonus to the apprentice who works 
 out the full period. Also they provide for a forfeit or tax for the one who 
 falls down. Furthermore you will note that the Articles call for the surety- 
 ship of the boy's parents, and we believe that if such Apprenticeship Articles 
 as these were more universally adopted and the details of same strictly en- 
 forced that there would be more mechanics produced. 
 
 As to any faults or drawba-cks through this system, we have not found 
 them other than the general difficulty of persuading boys and their parents to 
 enter into the contract, and we believe that the remedy for this must be by 
 general education. We think that there are a goodly percentage of mechanics' 
 sons who might reasonably be mechanics and do well. Also we believe that 
 there are a lot of them who are unwilling to deprive themselves to the extent 
 necessitated by the small wage possible during their four years of apprentice- 
 ship, which runs from 6oc. per day for the first six months to $1.50 per day 
 for the last six months of the whole term of four years, but this must' be the 
 pri^e which they must pay for their knowledge, and as a rule there are a great 
 many of them who will not wait, preferring to make from $i to $1.50 per day 
 at the start, but very often do not get much higher than that and continue to 
 be labourers or handy-men for the balance of their lives. Quite possibly there 
 are too many boys who drift aimlessly into whatever happens to come along 
 and quite possibly monthly addresses might be given at the public schools by 
 practical men to the boys. For instance a practical moulder might give an 
 address describing the foundry trade in detail, pointing out the good points 
 as well as the drawbacks and the possibilities, then a practical machinist might 
 do likewise, also a practical pattern maker likewise, and so on. Then we 
 believe that if at certain periods, such as the closing terms at the public 
 schools, enquiries were made as to how many boys were going to stop school 
 and start to work, and as to what they proposed to do, whether they were, 
 going to learn a trade or enter into a commercial life and so on, no doubt 
 some good could be accomplished. Also in many cases certain boys through 
 their physical make-up are best fitted for certain trades and businesses and 
 they should be so advised and directed, no doubt often to the ultimate benefit of 
 the boys. 
 
APPENDIX 363 
 
 P. W. Ellis & Company, Limited, Toronto 
 
 W. G. Ellis, Factories Manager. 
 
 We are pleased to know from your circular of February 2ist that the 
 Government is giving special attention to the proper education of youths who 
 will likely be engaged in industrial enterprises, and trust that you will recognize 
 the fact that our factories must secure their apprentices from those who have 
 received only a Public School education. Our experience has been that it is 
 very seldom a boy from the High School applies for a situation as an apprentice 
 in our factories, and when they have they remain only for a short time. 
 
 We have always found it difficult to induce our apprentices after labouring 
 all day, to improve themselves by attending night classes during the winter 
 months, showing conclusively that lost opportunities during the Public School 
 course are not likely to be supplied later on by a technical course in a purely 
 technical school. Nor do we consider it wise to have the Public School course 
 shortened and interfered with by the switching of children into the High 
 Schools, by what is known as the Entrance Examination, thus sadly disorgan- 
 izing our Public Schools, especially in the senior classes, where they should be 
 exceptionally strong. We would also call your attention to the apparent lack 
 of systematic training of the eye to form and size. We have tried in our estab- 
 lishment to give our apprentices drawing lessons, but have been compelled 
 to give this up, owing principally to the lack of ambition shown by the appren- 
 tices themselves. Our efforts showed very conclusively that their Public School 
 education along those lines had been sadly neglected. The artist who gave 
 instructions, made the statement that of all the apprentices who entered his 
 class, only two gave evidence of having previously received such instruction 
 as gave them an idea of drawing; one having been educated in a Birmingham 
 school, and the other in Glasgow. 
 
 What we want for our factories is apprentices who are made by their 
 previous education, resourceful and strong. Think of a lad entering most 
 factories, without any knowledge whatever of chemistry, or having had a fair 
 introduction to the practical sciences. Let him take up any of the industrial 
 journals, how stupid he must feel in reading many of the articles therein found, 
 and how can you expect him to be at all ambitious when turned out of school 
 with a finished Public School education, absolutely blind to his opportunities? 
 When we know it is easily possible to secure such an education within the 
 period of the age of fourteen, it seems criminal to deprive the Public School 
 course of a finish adequate to the needs of our country's wage-earners. Go 
 back thirty years ago to the old Toronto Model School, from which youths 
 naturally left at the age of fourteen, and you will find a course at that time 
 which would be an ideal one for youths entering the artisan field, which we 
 are sure Principal Scott of the Normal would largely endorse. 
 
 In answer to your first question, "the system of apprenticeship we follow 
 in our industry," we would say that we have two systems, one covering a full 
 apprenticeship course of five years, and the other what is known as the indus- 
 trial course of three years. We find the industrial course to be the most 
 popular with the youth of to-day, and from the manufacturer's standpoint, it is 
 usually the most profitable for him. We are enclosing you agreement forms 
 covering both systems. We strongly recommend the full apprenticeship course, 
 by which with properly educated youths who will know how, and who have 
 the capacity for meeting business necessities by the aid of research, corres- 
 pondence schools, reference library, etc., the general Canadian industrial wel- 
 fare would be exceptionally improved and benefited. 
 
 24 E.I.P. 
 
364 
 
 Frost & Wood Company, Limited, Smith's Falls 
 
 F. Whitcomb, Superintendent. 
 
 The number of apprentices we have is very limited, only three in our tool 
 room and sometimes we have some in our foundry; but there are none in that 
 department at the present time. 
 
 In our tool room they serve four years, and we try and manage so that 
 there will be one in each year. 
 
 In training them, we do our best to give them as much general work ns 
 possible. 
 
 Qlobe=Wernicke Company, Limited, Stratford 
 
 James J. Mason, President. 
 
 We have no regular system, as we find the three-year service does not 
 work out well. We, therefore, engage our boys and push them along as fast 
 as possible, advancing them as they improve. We find this works out better 
 than a regular apprenticeship contract. 
 
 Goldia & McCulloch Company, Limited, Gait 
 
 We are enclosing you a copy of our agreement with our apprentices, which 
 we require them all to sign, and under which we endeavour to teach them as well 
 as we can the practical part of the mechanical business in the several lines in 
 which we take them on. We make no attempt whatever to give them any 
 technical education but confine ourselves entirely to the practical part. 
 
 This system, we have come to think, has a number of serious faults. 
 In the first place, the pay that we give does not seem to be sufficiently high 
 to get the right kind of boys, although we cannot, of course, say that even 
 higher pay would get boys who have spent at least some time in the Collegiate 
 Institute, as there seems to be a tendency on the part of all these to seek 
 employment where they get quicker results and which they think will secure a 
 superior social position. 
 
 We are also beginning to feel that to attract the proper kind of boys we 
 must make some effort to teach them the theoretical part of the business to 
 some extent as well as the practical, and the writer intends, as early as possible, 
 to make some investigation with regard to what other manufacturers are doing 
 along this line. 
 
 It would no doubt be a very great help if some system of elementary technical 
 education could be devised by the Government to work along with the system 
 of apprenticeship as now in force. In the issues of the "American Machinist" 
 for January 6th, 1910, and for January 20th, 1910, this subject is discussed 
 and a short description given of the co-operative system in use in Fitchburg, 
 Mass., where the manufacturers and the School Board co-operate in giving 
 alternate instruction in theoretical and practical work. We are rather of 
 the opinion that this will be difficult to work in most places in Ontario, but if 
 it could be done it would be a very great help. It probably would be easier 
 for the Government to investigate the subject thoroughly and lay down certain 
 courses for study and then leave the carrying out of this to the manufacturers. 
 This might at first sight seem to be a slip-shod way of taking care of the matter ; 
 but, as in a very short time it would result in the manufacturer who paid most 
 attention to this getting the best apprentices, it would only be a short time 
 before practically all were working in unison. 
 
 John Cioodison Thresher Company, Limited, Sarnia 
 
 W. T. Goodison, Secretary. 
 
 We have instituted in our shop a system of apprenticeship by which each 
 apprentice is articled for a period of four years, no matter what trade he 
 
APPENDIX 365 
 
 wishes to take up. Of course, where the apprentice is under the age, we get 
 the parent's signature as well. We find this works very satisfactorily in most 
 cases, but there are other cases where it is not so good. Our greatest difficulty 
 is in getting the apprentices to serve their full term. Some of them, after 
 they have served two and a half or three years, try to make some pretext to 
 get the articles cancelled, as they think they can go and command a job on 
 journeymen's wages. Apart from this difficulty, we find our system works 
 very well. 
 
 Qurney Foundry Company, Limited 
 
 Edward Gurney. 
 
 We are apprenticing young men on the old principle, for three years, only 
 occasionally. In some cases we take adults and bind them for two or three 
 years, giving them a large percentage of the usual piece prices as soon as prac- 
 ticable. We find that as a rule the young boys are not seeking a trade as in 
 former days'. The art of moulding has been so largely simplified in recent 
 years that it does not require the long application that it did formerly. From 
 the fact that we cannot start young with apprentices as we did formerly we are 
 not educating moulders as we once did. Practically there is no apprentice 
 system applied in any large way in this industry. 
 
 Harris Lithographing Company, Toronto 
 
 5. Harris. 
 
 1. We use an Indenture Form binding the boys in the Mechanical Depart- 
 ments for four years, and in the Art Department five years, under a gradu- 
 ated scale of wages, and we have inserted a clause in one indenture, whereby 
 we may (where merit deserves) increase the amount without cancelling the 
 Indenture. 
 
 These lads are put under a competent man. They have an opportunity 
 of observing the best methods, and are permitted almost immediately to do the 
 easier parts of the work. In a very short time we give them actual work. 
 Sometimes they spoil it, so that it has to be done over; but the experience 
 quickly teaches them to be accurate and careful. 
 
 We find this to be much better than just giving them practice work, where 
 it is immaterial whether they are correct or pot. 
 
 We also advise them to go to technical schools, but this is optional with 
 them. Some do, but we are of the opinion the majority do not take advantage 
 of the opportunity. There is no doubt it would make them better workmen, 
 inasmuch as they would have the theory and the knowledge of chemicals that 
 would materially assist them in conjunction with their experience. 
 
 We have found this system to work very well, and our boys have been 
 in practically every case successful workmen and very often have taken posi- 
 tions of trust over older men. 
 
 2. We do not know of any better system, and if the lads would take up 
 the technical end of it we are of the opinion it is about as good a system as 
 can be had. 
 
 We may say that we like to get the boys when they are about 15 or 16 
 years of age; not older than 16 years. 
 
 International Harvester Company of Canada, Limited, Hamilton. 
 
 A. A. McKinstry, Superintendent. 
 
 I. At the Hamilton works of the International Harvester Company appren- 
 tices are selected as far as possible from the sons of the men working with the 
 company, or boys recommended by these men. 
 
366 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 A regular scale of wages if paid, increasing every six months for four years, 
 the rate of increase being greater for each successive six months as the term 
 expires. 
 
 No written contract or bond is exacted other than that regularly used in 
 the engaging of employees. 
 
 A verbal understanding is arrived at between the Company and the boy 
 hired as an apprentice to the effect that the first three months he is on pro- 
 bation, at the expiration of which time he is retained permanently or discharged 
 by the foreman, according to whether he has made good or otherwise. The 
 boy also has the option during this time of leaving if he so desires. If both 
 parties are agreed and the boy remains with the company, the three months' 
 probation service applies on his first six months' term. 
 
 It is also understood that during the four years term served by the 
 apprentice, he is to be changed around to get experience along all lines of the 
 trade, and at end of term should be familiar with either machine or bench 
 work. 
 
 2. The main drawback to above-mentioned system is that the company 
 has no hold on the apprentice when he becomes proficient and gets offer of more 
 wages elsewhere before his time has expired. 
 
 The remedy for this condition lies in the method of paying a 'lower rate 
 of wages during actual service, and, upon completion of the four years' term, 
 make the party a present in the form of a bonus of an amount equal to the 
 difference between the lower rate and the regular rate or a little* better for the 
 time served, but of course in case of non-completion of the term the forfeiture 
 of the bonus becomes effective. 
 
 Another point which can scarcely be called a fault is that a few complaints 
 have been made by boys, to the effect that they were not changed about suffici- 
 ently, being kept too long on some of the minor jobs. 
 
 This condition is almost invariably the fault of the boy himself, as any 
 apprentice who shows himself adapted to the worlc and pushes ahead, will as a 
 matter of practical economy, be stepped up and put on better work, but when 
 the boy is slow and laggard it is impossible to push him along rapidly. 
 
 McLaughlin Carriage Co., Limited, Oshawa 
 
 R. S. McLaughlin, President. 
 
 Answering your circular letter, we consider that facilities for securing 
 a technical education are very necessary these days, when it is practically 
 impossible to induce apprentices to put in their full time and thus learn 
 thoroughly the trade which they select. We have found it practically im- 
 possible to get young men with patience enough to master the trade 
 at which they start they are so anxious to get along and make money. Our 
 piece-work system may possibly be responsible for this, but by no means alto- 
 gether so. 
 
 We are sure that any steps which may be taken by your department 
 along the lines of creating means whereby a technical education can be secured 
 for the average young man or ambitious young mechanic would be heartily sup- 
 ported by every manufacturer. 
 
 McCIary Manufacturing Company, London 
 
 W. M. Gartshore, Vice-President. 
 
 The system of apprenticeship which we have followed for some years is 
 that apprentices should be taken on for three years in the trade of mould- 
 ing, and be paid $4.50, $5.50 and $6.50 per week, respectively, if employed 
 at day work, and if employed at piece-work at the rate of eighty per cent, 
 of the standard board price for journeymen. 
 
APPENDIX 367 
 
 At other trades : Tinsmithing they are employed for the same length of 
 time, but there is no opportunity for piece-work. Pattern-making and machin- 
 ist's work they are generally placed on four years' apprenticeship, at the rate 
 of $3.50, $4.50, $5.50 and $6.50 per week, respectively. 
 
 Each apprentice is under bond to the extent of one hundred dollars that 
 he will complete his apprenticeship. Where they are under age, the bonds 
 are furnished by the parents or guardians ; when over age, the security is left 
 with us in the shape of cash, sometimes paid in full, and other times deducted 
 from their wages, and put to their credit, and paid to them on completion of 
 their apprenticeship, with interest. 
 
 Notwithstanding the favourable terms on which young men can learn 
 trades, there is a scarcity of supply. Boys prefer, apparently, to get employ- 
 ment at something more remunerative, without any disposition to qualify them- 
 selves for better positions later on. 
 
 Of late we have found more success in employing men, and in some cases 
 married men, who have recognized the necessity of having a trade, but appli- 
 cations from those under age are very limited and the supply is not equal to 
 the demand. 
 
 In case of a technical education we think boys could be induced to follow 
 out those lines to which they are suited, as apparently they have no formed 
 opinions on the subject, and, as a rule, take the employment that offers the 
 greatest financial inducement for the time being. 
 
 John Morrow Screw Company, Limited, Ingersoll 
 
 /. A. Coulter, President and Manager. 
 
 We have really no system of apprenticeship further than that we make 
 our boys serve four years. We do not allow a boy to start an apprenticeship 
 with us until he has worked around machinery in our works for one year; 
 the reason for this is that we have in days gone by found that after we have 
 taken on some one to learn the trade of tool-making he had not the proper 
 "bump" for this work. If we find a boy is mechanical and has ability along 
 these lines during the time (a year or more) he is in our employ on other 
 work, we then give him an apprenticeship of four years, crediting him with 
 one year for the time spent as above indicated. 
 
 Our scale of wages is three, four, five and six dollars per week respec- 
 tively for each year. From this we deduct soc per week, which is handed 
 to the apprentice at the completion of his term, and which he forfeits should 
 he not carry but the full time of his apprenticeship. We have found this 
 to work exceedingly well. By this method the young man has a little money 
 with which to buy tools, etc., to start him at the end of his apprenticeship, 
 and which would never have been saved except for this rule. Then, too, 
 we find that this has a tendency to hold these young fellows until they have 
 completed the term. 
 
 Ontario Engraving Company, Hamilton 
 
 C. R. McCullough, President. 
 
 i. We take a boy at say, fifteen years of age. If he is intended for the 
 Artist Department he carries out sketches for submission to customers, learns 
 to "prove" engravings, makes sets of letters, gets his hand in on the simplest 
 class of design, is given medium class of design on showing progress, and 
 finally graduates into the higher class of air-brush work on machinery, stoves, 
 pianos, birdseye views, etc. In the Engraving Department a boy is taken at 
 fifteen and delivers engravings to customers, sweeps up the workshop, gets 
 mounting wood ready, assists the journeyman, and is assigned in due course 
 definite duties to perform. The training is all-round. Consequently the 
 worker is able to "fit" in in most departments. 
 
368 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 2. Our plans as outlined above have worked well. The local Technical 
 School has afforded real service in enabling juniors and improvers additional 
 training in lettering, design, etc., in the evening classes. 
 
 If the Technical School conducted evening classes in Chemistry as applied 
 to photography, the fault in our engraving apprenticeship would be remedied. 
 
 Qeo. Pattinson & Company, Preston 
 
 Geo. Pattinson, M.P.P. 
 
 We are engaged in the manufacture of woven woollen goods, comprising 
 tweeds, cloakings, overcoatings, and woollen dress goods. There is no 
 system of apprenticeship in this country. Young people commencing work 
 usually follow one branch until they become proficient. The woven branch 
 of the woollen industry has gradually been reduced. At the present time 
 mills in operation are situated at considerable distances from each other. In 
 our opinion it would be a difficult matter to arrange technical education that 
 would be comparatively beneficial. 
 
 Penmans, Limited, Paris 
 
 R. Thompson, General Manager. 
 
 We have no system ; no proper apprenticeship can be followed to-day in 
 our business in tne towns in which we are located, since a boy or a girl wants 
 a man's or a woman's pay on starting in at the business. Having that much 
 money, they do not apply themselves to any particular work. They simply 
 hold on for some time, spending too much time on the streets and at shows. 
 
 The answer to the second question is that under these conditions we 
 cannot inaugurate a system. You will understand that in speaking in this way 
 we are speaking generally, and what we say does not apply to all persons, 
 but to the greater number. 
 
 Our skilled operators both in men's and in women's work become such 
 from helping to prepare work for the older ones and eventually picking the 
 work up of their own accord. They become skilled to the degree they apply 
 their minds and energy. 
 
 Toronto Carpet Manufacturing Co., Limited, Toronto 
 
 Jas. P. Murray. 
 
 In the matter of the child's age when employed, we submit that the entire 
 responsibility should be with parents. It is not the children or the employer 
 who are to blame for under-age children sometimes found in factories. The 
 parents force the children out to earn money and do all they can to make them 
 look to be over fourteen. We have a system of swearing parents as to chil- 
 dren's age, but even then the greatest care has to be practised. 
 
 We find so little ability in writing, grammar, spelling, and arithmetic that 
 it is sometimes doubtful if the time at school has not been more than half 
 wasted. In most of our cases the children who come to work in our factory 
 are not from the more well-to-do class of public school pupils. The poorer 
 workpeople take less interest in the attendance or the progress of their children 
 at school. The teacher should be a second parent, as the school is but taking 
 the parent's place. More men should be employed as teachers, particularly 
 after boys pass into their ninth year. 
 
 It has always been found that in all kinds of textile industry, fourteen 
 years is a good age to start learning the trade. A system of continuation 
 schools should be a practical part of our educational system. When children 
 enter a factory, it is taken that their school days are over. This is wrong. 
 
APPENDIX 369 
 
 The law compelling attendance at school should cover apprenticeship, and no 
 child should be free from school attendance until the apprenticeship has been 
 completed. This, of course, should mean that learners should be articled appren- 
 tices ; but as trade union's socialistic sentiment opposes this as an infringement 
 on liberty, it might be difficult to have it enforced. 
 
 And further, the elementary special practical studies of a trade should be 
 taken up for a given period after apprenticeship expires. This could be encour- 
 aged by scholarships and diplomas. The Universities of Cincinnati, Pittsburg, 
 and others have introduced a way. May the method not be modified if it is 
 found to be necessary? 
 
 The education of a youth should be as a building planned and constructed 
 for and to a purpose. You cannot have a building by simply excavating and 
 putting in the foundation, and letting the rest go up any way or in any shape. 
 You may get a building, but it will probably be uninsurable. 
 
 These remarks have been made more lengthy because of the importance 
 of the whole subject, and if points outside your three questions have been 
 touched upon, it is because they seem to be necessary as a sequence to the work 
 done in the Public School. 
 
 Wetland Vale Manufacturing Co., Limited, St. Catharines 
 
 C. G. McPhee, Secretary. 
 
 The system of apprenticeship which we follow in our industry is that we 
 usually vork our men into positions that require particular skill by starting 
 them as helpers. All our factory work is piece work and the different jobs 
 require helpers or heaters. The piece work price is divided, 60 per cent, of the 
 price going to the workman and 40 per cent, to the helper or heater. As we 
 have vacancies, we usually fill them from among the men who have been acting 
 as helpers. 
 
 Williams, Greene & Rome Co., Limited, Berlin 
 
 F. 5". HodginSj Secretary-Treasurer. 
 
 The majority of our help is female help and there is no regular apprentice 
 ship. At the present time these girls come in and work for a period of about 
 two months under a guarantee of a wage of about $3.50 per week, and then 
 they go on piece work. 
 
 In our cutting room we employ a number of men. We have no regular 
 apprenticeship contract but it is understood that boys who come in here and 
 do the rough work in the beginning learn the trade and it takes them from 
 two to four years before they are put on piece work as experienced cutters. 
 The length of time varies according to the growth of the business and our 
 requirements which are, of course, affected more or less by the number of ex- 
 perienced people who leave us, as we educate practically all of our help here. 
 The advent of the electric cutting knife in the shirt department has done away 
 to a certain extent with the necessity of having cutters who have worked at 
 the trade for a considerable length of time. 
 
 In our hand ironing department (hand ironing being considered a trade) 
 we are obliged to employ all adults and, consequently, when they come in we 
 pay them about $1.00 a day for a couple of weeks while they are learning the 
 first rudiments. Then they are put on to the rougher work on piece work and 
 gradually advance. 
 
 Methodist Book and Publishing House, Toronto 
 
 Rev. Dr. William Briggs, Book Steward. 
 
 I. SYSTEM OF APPRENTICESHIP. Apprenticeship in the various trades of our 
 business lasts five years. As a rule our apprentices enter at the age of 14 or 15 
 years. 
 
370 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 2. FAULTS OF THE SYSTEM. We have no criticism to offer. If at the end 
 of five years we do not consider the apprentice fully qualified in his trade he 
 as not promoted. He has the option of remaining with us as an apprentice 
 until better qualified, or leaving our employ. Our greatest complaint concerns 
 the lack of interest evinced by. the average employee in the welfare of the 
 house for which he works. There is a great lack of intelligent initiative, and 
 too much shiftless irresponsibility. This is possibly one of the undesirable 
 consequences of business prosperity. Excessive demand for and restricted 
 supply of labour is not conducive to the production of the best expert labour. 
 
 3. AGE OF ENTRY. Apprentices in our composing room and bindery aver- 
 age between 14 and 15 years of age when entering our employ. In our press 
 room the average may be two years older. With the exception of a limited 
 percentage of our employees the personnel is constantly changing. This is 
 accounted for by the ease with which employment may be secured by applicants 
 of even mediocre ability. 
 
 4. SCHOOL STANDING OF APPLICANTS. As a rule the applicants have 
 reached the lower fourth grade of the Public Schools. The education they 
 have received is very elementary, but when supplemented after they begin work 
 by attendance at the city night schools it is sufficient to produce first-class 
 mechanics. 
 
 5. DESIRABLE AGE. Our experience has been that the best results are at- 
 tainable when the employee enters our service at the age of about 15, after 
 .completing the Public School course. If they are reasonably bright, attentive, 
 and ambitious, their success in their calling is assured. 
 
 6. GENERAL. There is a tendency towards specializing in the printing 
 business, just as there is in other enterprises. This may act as a deterrent in 
 some cases in the attainment, after a reasonable apprenticeship, of an all-round 
 competence in the different branches of the trade. As yet, however, this is 
 not a serious matter. While I realize what a' great many good results have 
 been obtained through the growth of unionism, and would not be quoted as 
 facing in any way opposed to its development, yet it is evident that the con- 
 solidation of the men's interests has cultivated the idea that the interests of 
 the employer and the employee are not identical, but rather, conflicting, and it 
 has become more and more difficult to entourage in the employees of our 
 mechanical departments that interest in the welfare of the institution that is 
 so desirable, and in fact so necessary to its highest success. 
 
 W. J. Gage Company, Toronto 
 
 Book Publishers and Manufacturing Stationers 
 
 1. APPRENTICESHIP. We have an apprenticeship system whereby we em- 
 ploy boys or girls, and have them instructed in the different branches of our 
 trade : 
 
 Compositors. We are allowed by the Union two apprentices to the first 
 five journeymen compositors, and one to each subsequent four or fraction 
 thereof. 
 
 Pressmen. One to each four journeymen or fraction thereof. 
 
 Feeders. One to the first five, and one to each additional six or fraction 
 thereof. 
 
 Bookbinders. One to the first three, two to the first five, three to the first 
 nine, and one to each additional four. Service for apprentices is five years, 
 (except for feeders and bindery women, which is 3 years. 
 
 2. AGE. The large majority of our apprentices usually enter our employ- 
 ment when they are about 14 or 15 years of age, and we find that apprentices 
 starting at that age are much more useful and adaptable to our business than 
 those that come on older. DESIRED AGE: Those who have received a good 
 
APPENDIX 371 
 
 Public or Separate School education are far enough advanced to be able to 
 readily grasp any of the technicalities of our manufacturing business. 
 
 3. FAULTS. There are too few apprentices permitted by the Unions. Ap- 
 prentices are not articled and, therefore, are not under control, and in many 
 cases the journeymen take no interest in teaching them. 
 
 A good system of preparatory education along technical lines should send 
 us apprentices better equipped for learning a trade thoroughly. 
 
 Builders' Exchange, Toronto 
 
 P. L. Fraser, Secretary. 
 
 1. (i) The apprenticeship system does not prevail to any considerable 
 extent in the building trades. In fact, some firms engaged in certain trades 
 have no apprentices whatever, and do not encourage the system. On investi- 
 gation I find the following existing conditions in the trades named: 
 
 Stone Masons and Bricklayers. Scarcely any apprentices. 
 
 Stone Cutters. Some firms none, others with i or 2, some indentured. 
 
 Plasterers. Most firms have i and 2, some indentured, but majority are 
 not. 
 
 Plumbers and Steamfitters. A great number of apprentices employed by 
 all firms, but generally not indentured. 
 
 Carpenters. Scarcely any apprentices. 
 
 Painters. Nearly all firms have apprentices, but not indentured. 
 
 Electricians. Few apprentices, not indentured. 
 
 Roofers. The larger firms have 2 or 3 each, but not indentured. 
 
 (2) The means of training are: ist, observation; 2nd, instruction from the 
 foremen and men along with practical work. Some firms that have indentured 
 apprentices insist that they attend the night schools, which are at their disposal. 
 
 (3) The defects of the present provision' it is difficult to point out the 
 defects, but that the system is not satisfactory is apparent from the calibre of 
 the mechanic of the present day production. From observation and investiga- 
 ,tion, it is evident that under the indenture system, the boy oftentimes becomes 
 an unwilling apprentice, which means coercion and eventually failure. In case 
 of dissatisfaction, redress is all on the side of the apprentice. Again under 
 the present system, an apprentice may serve all his time without having an 
 opportunity to learn all the features of the trade. The whole system seems 
 obsolete and needs modernizing. During the last three decades, conditions 
 have changed for the journeyman, and it is necessary to bring the apprentice 
 to a corresponding level. Quicker methods of obtaining the knowledge he 
 seeks must be adopted in order that he may be able to give service equal to 
 the remuneration it is necessary for him to receive. 
 
 (4) In my opinion the establishment of a system of Trade Schools would 
 greatly overcome the apparent dissatisfaction that exists under the present 
 apprenticeship system. 
 
 2. Workers generally enter the building trades at about 16 years. 
 
 3. The majority of apprentices come from the fourth form of the Public 
 School, but do not seem capable of applying their knowledge of the " three R's " 
 to their work. 
 
 4. It is generally admitted that apprentices are most useful when starting 
 at the age of 16 years. 
 
 ! 
 
 John C. Boswell, Hamilton (Painter) 
 
 i. APPRENTICESHIP. There have been no apprentices in ten years, except 
 one who works with his brothers. We pick up our men by chance, and gradu- 
 ally work them into the trade. 
 
372 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 2. AGE. They enter at almost all ages. Their schooling has very little 
 bearing on their work. Desired age : From sixteen to eighteen. 
 
 3. FAULTS. It is largely a matter of chance if the workman becomes skilled. 
 He must depend almost entirely on himself to pick up a knowledge of his trade. 
 
 A boy or young man might be helped by a short course in a Trade School. 
 
 Holtby Bros., Toronto (Mason Contractors) 
 
 1. APPRENTICESHIP. Bricklayers' apprentices serve four years, and two are 
 allowed by the Union to each employee. 
 
 2. AGE. Apprentices enter under eighteen, usually at fourteen or fifteen. 
 Desired age : The Public School training is sufficient for ordinary needs. Our 
 apprentices follow up the work in a Technical School, and a better grounding 
 in Public School on these lines would be an advantage. 
 
 3. FAULTS. Technical studies have not until lately been held up as a desir- 
 able field of endeavour as compared with what are considered professions. Under 
 the present system a great many are put to work at a trade when they fail to 
 make good in school, and in this they may follow their natural bent. If they 
 had been allowed to exercise their abilities in this direction under a system of 
 manual work, they might have absorbed considerable working knowledge and 
 a basis upon which to continue special courses in connection with their trades. 
 
 Adam Clark, Hamilton (Plumbing and Heating) 
 
 1. APPRENTICESHIP. Apprentices serve five years helping journeymen, but 
 are not of much use until after having served seven years. 
 
 2. AGE. About 15 years of age. A Public School education is good as far 
 as it goes. Desired age : Seventeen years. 
 
 3. FAULTS. No technical training, which, if they had it, would probably 
 reduce their apprenticeship about two or three years, make better workmen, 
 and raise the standard of work. 
 
 Keith & Fitzsimons Company, Toronto (Plumbers & Steamfitters) 
 
 1. APPRENTICESHIP. We have apprentices for five years at $3 per week, with 
 advance of $i each year. Of late, we cannot obtain them as they are scarce, 
 and we now employ boys at what wages we can. 
 
 2. AGE. They enter at 16 years, which is about the best time for them. 
 The education they receive in Public Schools is very poor, and not at all what 
 they should have. 
 
 3. FAULTS. The fault at present is in the time and pay necessary for boys. 
 We have to pay them high wages and let them go when not wanted. 
 
 The labor unions are a bad element for the boys, as they incite them to ask 
 for wages they are not capable of earning. The growing boys are young men, 
 without the trade, and they expect to get high wages, but are not retained any 
 longer than can be helped. 
 
 A. B. Ormsby, Limited, Toronto (Sheet=Metal Workers) 
 
 i. APPRENTICESHIP. We don't have boys sign articles. We start them on 
 a small salary, with an increase every year. At the completion of four years' 
 time, if they have ordinary ability, they are practical mechanics and are worth 
 the union rate. 
 
APPENDIX 373 
 
 2. AGE. Boys enter our establishment at fifteen or sixteen years of age. 
 Desired age : A boy of fourteen that weighs about 120 pounds is more useful 
 to us than a boy of sixteen that weighs 105 pounds. We need good husky boys. 
 
 3. FAULTS. The trouble with most boys that enter our employment is 
 that they have no fixed idea what work they would like or what they desire to 
 go at. If they happen to be passing the office and see the sign that we want 
 boys, they come in and apply. If they last a week or two they are likely to 
 stay with us ; but fully fifty per cent, of our boys quit after working a week, and 
 they then go around looking for another job, taking the first thing that circum- 
 stances put in their way. We would suggest that from the time boys are ten 
 years old they be sent to a manual training school where they may get an idea 
 of what they are adapted for and what they would like to go at. 
 
 Donaldson & Paterson, Hamilton (Carpenters & Builders) 
 
 1. APPRENTICESHIP. We employ our apprentices for a term of three years, 
 paying $i=;o the first year, $450 the second year, and $550 the third year. 
 
 2. AGE. Our opinion of the training received in the schools is that it bene 
 fits them. Desired ^age: About 17 years. 
 
 3. FAULTS. The use of so much wood-working machinery. A young man 
 should get into a jobbing shop. 
 
 W. J. Hynes, Toronto (Contractor and Relief Decorations in Staff, 
 
 Cement, etc.) 
 
 1. APPRENTICESHIP. For shop work an apprenticeship of four years. For 
 contract work on buildings an apprenticeship of five years. I stipulate that all 
 apprentices shall attend the night classes of the Technical School for the whole 
 term of their indentures. Apprentices in shop are directly under foreman's 
 eye. Outside they may be either under foreman or under some qualified journey- 
 man at times. Other conditions of apprenticeship are as outlined in the usual 
 indenture form. 
 
 2. AGE. In shop I prefer them not over sixteen years of age. Outside the 
 Union stipulates that an apprentice shall be under eighteen. Their preparation 
 in the schools is practically nil, and I find it difficult to make them realize just 
 how important to them their apprenticeship really is. 
 
 3. FAULTS. There seem to be too many boys set to learn a trade because 
 they are thought too dull for office or professional life. If connected with a 
 large employer they necessarily receive less personal attention from that em- 
 ployer, while if connected with a small employer they may receive more per- 
 sonal attention, but in the latter case the opportunities for seeing the best class 
 of work are not so good. Would look to Technical Schools, free from Union 
 control, as a means to encourage clean living, right thinking and ambition. 
 Present instruction deals too much with subjects which apparently do not induce 
 real thinking on the part of the student. The average apprentice on the work 
 does things without reasoning out the why. 
 
 Grand Trunk Railway System, Stratford Shops 
 
 R. Patterson, Master Mechanic. 
 
 In Stratford we have about one hundred and ten apprentices at the present 
 time, and we put these boys through a five years' technical course. 
 
 We have great difficulty in getting lads fifteen years of age who are com- 
 petent to pass the examination for entrance to our works, particularly in math;- 
 
3/4 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 matics and spelling; though our requirements go only as far as decimal fractions 
 and ordinary words are given to them for spelling test. In going into this 
 matter I find that the boys and girls attending the Public School up to ten and 
 eleven years of age are able to write, read, and spell fairly well, and will do 
 up to long division or decimals accurately, or fairly so. After this period, and 
 while they attend school for three or four more years, they are not able in a 
 great many cases to do multiplication or division correctly, have practically no 
 knowledge of drawing, geometry and mensuration, and their writing is not 
 improved, nor in some cases their spelling. 
 
 For commercial and industrial pursuits these requirements are absolutely 
 necessary to the success of the young man, and it appears to me that after he 
 arrives at the age which I have mentioned, so many subjects are taken up by the 
 student, that the real solid foundation of the education which he requires be- 
 comes a secondary consideration and he branches off into other subjects which 
 are practically a preparatory step for the university. It seems to me that the 
 whole trend of our education is based on the principle of giving them a general 
 knowledge for higher educational purposes. Now, this principle may be all 
 right for the purpose for which it is intended; but it is very detrimental to the 
 average student; for, when he leaves school at the age of fifteen, he has not 
 really got a good solid foundation to work on, but only a general smattering of 
 various subjects. Could these boys stay at school until they are 17 or 18 years 
 of age, this system would probably be satisfactory; but, as the majority leave 
 between the ages of fourteen and sixteen, they are handicapped for commercial 
 or industrial pursuits in the matter of their education. I would, of course, 
 prefer to have these boys remain at sfchool until they are seventeen or eighteen 
 years of age, so that they could get a good education, but, as before stated, this 
 is very often not possible with the large percentage of the boys, whose parents 
 cannot afford to send them to school for so long a period. 
 
 I think pupils are rushed through the schools too fast in the endeavour to 
 have them get this higher education, and also that the average boy is not con- 
 sidered as much as he ought to be in school life. You will find that, at a school 
 where there are two or three brilliant scholars, the boys who pass with honours 
 receive special attention, and a great noise is made if a few of these scholars 
 get high marks, while a large percentage of the scholars are away below the 
 average. Now, in school, as in every other sphere in life, the bright scholars 
 will take care of themselves. It is the scholar that is a little below the average 
 or only up to the average that needs coaching and special attention, and there 
 should be some means of taking care of this class of students. Teachers are 
 often judged by the number of scholars they can cram through to get high 
 marks at the examinations or pass into the higher classes. What I want to 
 emphasize is that more attention should be paid and longer time given to the 
 scholars to get a good grounding in a practical education, and that more atten- 
 tion should be paid to the scholars who are not brilliant. 
 
 Another difficulty is that in the public schools boys are taken only as high 
 as the fourth book, and a great many people are under the impression that when 
 a boy gets into the fourth book he has sufficient education, and the boy himself 
 begins to feel that he should then go to work. This is a very critical time, and 
 is just when he needs most attention. We should have the fifth book in our 
 public schools, or it should be taught free in our high schools, under the same 
 conditions as the fourth book in the public schools. To sum up : I believe that 
 lit would be of great assistance to our technical education if these boys were 
 taught to a greater extent, reading, writing, spelling, mathematics, drawing and 
 mensuration, dropping some of the other subjects which are merely a prepara- 
 tory step to a higher education. We find, when boys come to us from the Public 
 Schools or in some cases from the High School, they will only make from ten 
 to twelve per cent, when we test them in mathematics at the first examination 
 in practical questions, but after we put them through a course of practical six 
 months' work, a class will average from 70 to 75 per cent. 
 
APPENDIX 375 
 
 With regard to technical training, you are conversant with our system at 
 Stratford, and I believe that this system should be carried out throughout the 
 whole country; that is, that manufacturers should be induced to take up the 
 apprenticeship question, arrange for preliminary examination before they are 
 allowed to enter the service (this would be a great incentive for boys to qualify), 
 and give them an education while in the service along with other practical work. 
 This would soon make competent foremen and superintendents for the different 
 manufacturing industries. 
 
 Some means should be devised by which the government would give a grant 
 to the establishment taking care of a certain number of apprentices, and eventu- 
 ally scholarships could be given so that the boys who desire to have a more 
 advanced education might go to the university for one year or an advanced 
 technical school, such as the government should build in the different large 
 cities. By this means a system of technical education would be spread all over 
 the country, all the manufacturers would be interested in it and it would be 
 developed rapidly and could be put into operation almost immediately, with 
 the co-operation of the manufacturers and with a minimum of expense to the 
 government. 
 
 II. OPINIONS OF EDUCATIONISTS 
 
 Dean Pakenham of the Faculty of Education, Toronto, late Principal of the 
 Technical High School, Toronto 
 
 As a preliminary to a reference to some of the difficulties attendant upon 
 the organization of technical education in Ontario, a few general observations 
 are offered. 
 
 The situation does not justify an over-sanguine temper and should not 
 provoke to an over-hasty act. Discontent with industrial conditions has per- 
 sisted through the centuries and, despite all man's efforts at reform, it will 
 persist. Education is not an infallible remedy. Industrial education will not 
 eliminate the industrial misfit. Over-zealous advocates of technical education 
 often disparage general education, or often set one form of education against 
 another. Book learning is set over against hand training, and the liberal arts 
 over against the applied sciences. And yet both are essential. A democracy 
 cannot persist in Ontario without a trained professional class. No man needs 
 the liberalizing influences of the humanities more than the Ontario craftsman ! 
 
 Nor should the situation provoke a very keen sense of guilt at Ontario's 
 failure to provide technical education. Ontario has not failed. Looked at from 
 one side technical education is concerned with the workers in rural centres 
 and the workers in urban centres. In so far as rural workers are concerned, 
 Ontario has little to learn from other lands in the matter of agricultural edu- 
 cation. She has much to teach. Looked at from another side technical edu- 
 cation is concerned in the training of those who make and of those who sell. 
 In so far as those who sell, i.e., the merchants, are concerned, Ontario has 
 long recognized her duty, has striven intelligently to perform that duty, and, 
 apart perhaps from the higher or college form of commercial education, has 
 achieved some success in the performance. Even those who remain those 
 who make in urban centres, i.e., the manufacturers, mechanics, artisans 
 Ontario has not wholly neglected. This bears repetition. Ontario has not 
 neglected training for the industries. The first need of those industries is the 
 trained leader. For the engineers, experts, directive minds of her industrial 
 army, she maintains instruction in applied science, which is scarcely surpassed 
 on this continent. The second need is the trained rank and file. The indis- 
 pensable condition of such training is a new spirit and a new purpose in the 
 existing schools. School curricula that have trained the aristocracies of Greece 
 and Rome and the ruling classes of modern Europe will not meet the demands 
 of a democracy whose interests are industrial and whose school attendance is 
 co-extensive with the population. Recognizing the situation Ontario has set 
 
376 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 about readjusting her school curricula and school activities. She has already 
 opened a few technical schools and a considerable number of manual training 
 and household science centres. She has reorganized her professional schools 
 for teachers, with a view to serving an agricultural and industrial community, 
 and she has added to, enlarged, and made more practical her Public and High 
 School Courses in art, science, mathematics, as well as in the manual arts. 
 Her rapidly expanding school expenditures, moreover, are another evidence of 
 her sincerity in this regard. It is true that in the specific training of the rank 
 and file of the industrial army Ontario has not moved forward rapidly. But 
 her steps have been certain, and she has never retreated. Unlike other modern 
 countries, she has never sent an expensive technical plant to the scrap heap! 
 
 The situation, moreover, will not permit of wholesale importations or 
 imitations. Ontario cannot duplicate the organization that obtains in Switzer- 
 land or Germany, or even England. This is not the old world. Here the 
 industrial population is sparse, and industrial interests are still subordinate to 
 agricultural interests. Social conditions do not here favour the transmission 
 of an occupation from father to son as a heritage, nor do political ideals per- 
 mit paternalism in state control of parent or apprentice or employer. 
 
 The general situation, moreover, makes one or two things clear. The 
 average parent needs a new sense of the dignity of manual labour, and the 
 average ratepayer needs a new sense of the importance of technical education. 
 That education will be expensive, and, therefore, possible only in the larger 
 urban centres, and those urban centres will maintain that education with un- 
 certainty and reluctance. Conditions such as these demand the vigorous initia- 
 tive of the state, with money, expert advice, some official pressure, and much 
 official missionary work! 
 
 Some of the difficulties that beset the training of the craftsman have their 
 origin in the modern factory. 
 
 The evolution of machinery has resulted in the growth of an army of 
 unskilled workmen as machine attendants, "improvers," handy men, shop 
 assistants, and labourers. This army, in so far as it is recruited from those 
 happy-go-lucky fellows to whom " sufficient unto the day is the evil thereof," 
 will not accept technical education. Ambitious men, once drafted into its 
 ranks, quickly attain to the fullness of their powers without technical educa- 
 tion. Accordingly technical education, as it fosters ambitions and draws the 
 recruits away from unskilled activities, becomes a questionable blessing in the 
 eyes of the shop. 
 
 Modern competition, taken together with the disintegration of the appren- 
 tice system, has thrown a veil of secrecy over the activities of the workshop. 
 The artisan does not know his employer or his fellow workmen, does not know 
 the finished article of which he fashions a part, and is himself only a number. 
 " No admittance " is written across the doors of the shop. " No admittance " 
 is often written in spirit over its machines and its processes. Technical educa- 
 tion cannot flourish in such an atmosphere. 
 
 There is hope for technical education in co-operation between school and 
 shop. But modern competition makes co-operation difficult or well-nigh im- 
 possible. Strenuous work during the day leaves the workman too exhausted 
 for effective study at night. The employer cannot afford to release the worker 
 from the bench for study during the day. Nor can he permit, as seems in- 
 creasingly necessary, the use of the shop for applications of school processes. 
 The shop* may need technical education, but under the stress of modern com- 
 petition it cannot stop to give it, or even at times to reward it. . 
 
 Some difficulties that beset the training of craftsmen have their origin in 
 the schools. 
 
 Technical schools, be their organization what it may, must assume in 
 their pupils an indispensable minimum of training in the fundamental subjects. 
 So long as the leakage from the Fifth, Fourth, etc., and even Third school 
 grades (i.e., between the ages 16 and 10) continues, this "indispensable 
 
APPENDIX 377 
 
 minimum" is impossible. In this school "mortality," with its attendant evils, 
 lies the first problem of technical education. 
 
 Existing technical curricula are unsatisfactory. They are compiled by 
 men who do not know the shops as if intended for schools of college rank 
 and for pupils the majority of whom do not pass on into the shops. Here 
 lies a second problem of technical education. 
 
 Technical instruction may be given in night classes or day classes. In so 
 far as day classes are concerned, the call of the shop is so insistent that the 
 boy cuts short his school training and passes on abruptly to the workbench. 
 In so far as night classes are concerned, physical exhaustion, the need of 
 social relaxation, night work in the shops, and discouraging progress, play sad 
 havoc with attendance. Hundreds set forth in October with high hopes, but a 
 wretched score or two reach the goal in spring time! To make attendance 
 regular and continuous is another problem of technical education. 
 
 Man cannot teach what he does not know. No man can teach the shop 
 who does not know the shop. This is a common pedagogic truth which has 
 hitherto been overlooked. The teacher of mathematics, or science, or lan- 
 guages, has been set to teach the processes of the shop, and has failed. To 
 create a new type of teacher is another problem of technical education. 
 
 High schools have a long history and noble traditions. They trained our 
 fathers; they give us our professional classes; they add a fine flavour to our 
 civilization. But technical schools are new, without traditions, as yet without 
 successes, and therefore without prestige. Here lies implicit another and even 
 graver task to turn a due part of the tide of ambitious youth away from the 
 High Schools and into the Technical Schools. 
 
 Other difficulties that beset technical education have their origin in the 
 boy himself. 
 
 Hitherto the trades have been recruited in no slight degree from boys 
 who, unsuccessful and unhappy in the schools, reject further education, or 
 from boys who, as messengers, newsboys, elevator boys, delivery boys, are 
 flotsam and jetsam upon the great sea of human activities. These boys must 
 be made happy and successful in school, or must be given a steadying purpose 
 in the work-a-day world. 
 
 The industrial misfit is the victim of an unwise choice of occupation. The 
 parent, chance, pressing economic demands, are now the determining factors 
 in this choice, while the one determining factor should be the fitness of the boy 
 himself. The boy should choose his occupation, and should base that choice 
 upon a knowledge of his own powers. In some way, and especially through 
 
 technical education, the boy must be helped to find himself. 
 
 i 
 
 Dean Ellis of the Faculty of Education, Kingston, late Principal of the 
 Kingston Collegiate Institute and Manual Training School 
 
 Judging from our experience in Kingston, and from enquiries made about 
 the subject elsewhere, I am not at all hopeful regarding the success of evening 
 classes in this Province under present conditions. The following reasons in- 
 fluence me in coming to these conclusions. I will state later some opinions 
 that I have formed regarding methods that may be adopted that possibly would 
 lead to better results : 
 
 i. The apprentice or young workman does not feel the pressing need of 
 gaining greater ability in order to improve his earning capacity The unskilled 
 workman at a machine can generally make wages considerably in advance of 
 those prevalent a few years ago, and this earning power has gone ahead quite 
 as rapidly as the cost of living has increased, so that he does not feel the pinch 
 of even relatively reduced pay. Since there is no immediate pressure on him 
 to undertake a tedious amount of supplementary work in order to earn a reason- 
 able living, while particularly he has no family, or the support of that family 
 
3/8 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 is not expensive, he lets the opportunity slip by until too many years have gone 
 for him to recover the advantages of the lapsed opportunity, even if he wanted 
 to do so. 
 
 2. It is a characteristic of the untrained man that he lacks staying power. 
 Evening classes to be effective require a long course of concentrated effort to- 
 wards a definite purpose. It would be easy to persuade many to enter on such 
 a course, but any mere spurt of study cannot be satisfactory, because either 
 boys or men who have been away from school for some time adjust themselves 
 slowly and at considerable effort when they resume studies. In order, there- 
 fore, to make such advancement as will be materially beneficial to them, the 
 studies must be both extended in time and intensive in character. These con- 
 ditions will be met successfully only on rare occasions, and by the exceptional 
 individual, when there is not pressure of economic necessity to compel the 
 effort. 
 
 3. The conditions of the workshop are such that it is not reasonable to 
 expect boys and men to attend evening classes. A day's work is not a suitable 
 preparation for mental effort at riight, for a tired body does not conduce to 
 activity of mind. It, therefore, needs an unusual stimulus to cause those who 
 are engaged during the day in work that produces a physical drain, to undertake 
 a systematic series of night exercises that make a considerable demand on 
 bodily energy. Beyond that, it is probable that in most cases such intellectual 
 work is more exhausting for the mechanic than for the school-boy, because of 
 lack of adjustment for the labour required. 
 
 4. Another element that has contributed to the failure of these attempts 
 to give the essentials of necessary education to employees of industrial and com- 
 mercial establishments has arisen from the employment of instructors who lack 
 the proper point of view. The teacher who has been trained for ordinary 
 school work is not content to treat the subjects for evening classes in the way 
 they should be taken up. Even in technical classes in schools one of my serious 
 difficulties has been to get teachers who would do the work, particularly in 
 Mathematics, Science and Freehand Drawing, keeping the industrial application 
 to the fore. When that application becomes an essential factor in the success 
 of the teaching itself, and in the maintenance of attendance, the difficulty is 
 increased. The instructors of evening classes should not only be expert teach- 
 ers, but each should be a master of the industrial or commercial operations to 
 which his instruction leads. This is necessary for economy of time and for the 
 confidence of those attending. 
 
 5. Experience shows the attendance and work of evening classes to be 
 irregular and sporadic. When this work is not done systematically and with 
 serious and long-continued effort, there is little use in attempting to carry it 
 on, for it is bound to result in failure so far as any profitable result is concerned, 
 and to engender dissatisfaction, or even disgust, in the individual who does 
 not know why he makes no progress. The work of such classes should, there- 
 fore, be systematic and continuous, two elements that have not been prominent 
 in cases in which attempts have been made to give instruction to those engaged 
 in industrial operations. 
 
 In my opinion,, evening classes to be successful must be conducted in 
 schools specially designed to give industrial training, and the curriculum should 
 be made with the view of continuity and definite application of the knowledge 
 and facility 'gained. The entire work should be vocational, should appeal to 
 ambitious youths as worth the effort, and should be conducted by men who 
 understand the conditions of the workman and are in sympathy with him. 
 
 Some arrangement should, if possible, be made to set apprentices free at 
 least for the time necessary for this instruction, and if manufacturers would 
 pay dividends for skill, and thus recognize efficiency, the problem would be 
 much nearer solution. Meantime, lack of a feeling of need of evening classes, 
 fitful attendance, scrappy courses of study, unfit physical condition, and teachers 
 
APPENDIX 379 
 
 of doubtful qualification for thir duty combine to make any effort to conduct 
 such classes under the present conditions a rather hopeless labour. 
 
 Technical schools properly equipped and staffed, situated in important 
 centres, would probably be more successful, because of their aims, methods and 
 influence. 
 
 Brantford Collegiate Institute and Manual Training School 
 
 A. W. Burt, B.A., Principal. 
 
 In reply to your enquiry concerning the work in our Technical and Indus- 
 trial classes, I beg to state that in our day classes in Manual Training and 
 general technical work, there is a much better attendance than last year. In 
 the Industrial class, on the other hand, there is a slight decrease from eighteen 
 to sixteen though the members of this class are on the whole much superior 
 to those of the class of last year. In the evening classses there is also an 
 increased enrolment, our accommodation being overtaxed in woodwork, metal 
 work and mechanical drawing. Our past experience, however, has been that 
 the attendance drops off when the winter sports begin, and when night work 
 is being done in the factories, so that after Christmas, in the academic subjects 
 especially, it is somewhat difficult to maintain a class large enough to justify 
 the continuance of the work. Different plans have been tried in various places 
 to secure continuous attendance, but none, as far as I can learn, have proved 
 successful unless the managers of the local factories have co-operated with the 
 schools. We shall try to secure this in some way next year, when our new 
 school will be in use, and we hope ,a new enthusiasm will be aroused. We 
 shall, however, I think, have to wait till positions in banks, offices, and stores 
 are less easily obtained by boys of limited education, and till there is more 
 discrimination between the rewards of skilled labour and that which is unskilled, 
 or skilled in one finite branch only, before we can hope that many men ex- 
 hausted by ten hours of monotonous toil will devote themselves to what, as far 
 as they can see, will be of little pecuniary advantage to them. A recent ex- 
 perience will illustrate what I mean : A farmer who moved into town some ten 
 or twelve years ago, a " handy man," has been working since at one of our 
 factories. He has been continuously producing one part of a certain machine, 
 using a machine to accomplish this. He was shingling his house a few weeks 
 ago, and informed me that he would have 'engaged a carpenter to do this work 
 had not the factory been " shut down " for stock-taking ; for he could earn more 
 at his machine than he would have to pay a carpenter, i.e., more than a man who 
 would have to spend three or four years in learning a somewhat complex and 
 difficult trade. 
 
 The success of the Correspondence Schools is sometimes pointed to as an 
 indication of the eagerness of the masses to secure instruction in technical 
 lines. It is true that attractive advertisements and persistent well-paid can- 
 vassing secure them a large enrolment of students, but another incident will 
 illustrate how far advantage is taken of the opportunities they undoubtedly 
 present. When the Industrial Commissioners made their visit here, it was 
 thought well to bring before them some students, and if possible some graduates, 
 of the Correspondence Schools. In the whole city, with some hundreds of 
 these students said to be enrolled, the work having been carried on for many 
 years, only one could be found who had finished a course, two others who had 
 done this having left the city. 
 
 It appears, then, that the great difficulty in Ontario will be, not to devise 
 a scheme of Technical and Industrail training, but, at present at least, to secure 
 and retain students. Workmen will have to learn that there are other rewards 
 of efficiency than they now realize, and employers of labour must do more than 
 merely urge the community to develop the skilled labour they require. Let me 
 present a few more illustrative facts to show how slight is the attraction of 
 
 25 E.I.P. 
 
380 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 industrial life for educated boys. For our industrial class, i.e., the class or- 
 ganized with the direct purpose of preparing boys for the factories, we can only 
 secure pupils (as I learn is the case in Hamilton also) by admitting boys who 
 have not passed the Entrance Examination. Of some seven who left this class 
 last year, only one is working in the shops, three are in banks, two in stores, 
 and one, after working for some time in a factory, has a position in a whole- 
 sale merchant's office. I spoke to the latter a few days ago. He said that his 
 prospects of making money are better than they were, and that his work is much 
 more agreeable. Again, we had a boy who failed to gain his promotion in the 
 Teacher's Course, but who had done well in Manual Training. I recommended 
 his father, a prosperous foreman-moulder, to put him in the shops after a pre- 
 liminary course in our Industrial class. The father replied that he was not 
 going to let his son slave away his life in the factories as he had done, getting 
 up early to breathe dusty air all day, and then going home too tired to do 
 anything but sleep to prepare for a new day's toil. Those of our boys who have 
 done best in the shops, and these, too, constitute by far the largest number there, 
 are boys who have taken general work in the school. For example, a young 
 man, who went as far as to the Matriculation Examination, has rapidly risen 
 to the best position in the town in the trade he learnt- 
 
 My opinion is that little can yet be done in Ontario by way of direct pre- 
 paraation for industrial life, that what will be most effective till openings in 
 easier callings are fewer is, not trade schools, as in the old world, where necessity 
 urges men into any remunerative employment, but general courses in our 
 schools affording ample time and opportunity for such subjects as Drawing and 
 Manual Training, so that boys may be led to discover their capabilities, and 
 thus to follow those callings for which they are best fitted. For successful, 
 evening classes we need the co-operation of the manufacturers at least to the 
 extent of recognizing in increased pay, limited apprenticeship or shorter hours, 
 the effort put forth by their employees to improve their efficiency. 
 I 
 
 Hamilton Technical and Art School 
 
 \ /. G. Witt on, M.A., Principal. 
 
 In our day school we have at present two classes of boys who devote all 
 their time to technical school work, in addition to a large number of occasional 
 pupils, whom, for the present, we may dismiss from the discussion. The attend- 
 ance in these classes is small. This may be attributed principally to two causes, 
 the chief of which, in my opinion, is the public's intense conservatism in regard 
 to the educational programme. In the past, the pupil who passed the High 
 School Entrance Examination, if he wished to continue his education, had to 
 attend a High School, and the programme of studies offered there has been 
 accepted as a matter of course. But while this programme offers a necessary, 
 and no doubt very satisfactory, preparation for those who wish to enter teach- ' 
 ing or one of the " learned " professions, I am convinced that it is of consider- 
 ably less value to others, and especially to the many who spend only a year or 
 rwo at a High School. These pupils, to my mind, would find a course such as 
 is offered by this school to be f greater value to them, but for some time, I 
 fear, it will be difficult to convince their parents of this. The same conservatism 
 will prevent the public realizing the value of a course for girls which would 
 include such subjects as arithmetic, English, cooking, sewing, design, etc. 
 Possibly the prejudice in favour of a more literary training will wear away in 
 time; it is unreasonable, perhaps, to expect a radical change to be effected 
 quickly. 
 
 The High School course has an added advantage in presenting a definite 
 goal to the ambitious student; when he completes his course his efforts are re- 
 warded by a teacher's or a matriculation certificate. We are sometirnes asked 
 
APPENDIX 381 
 
 what we have to offer our pupils on the completion of their course, and find 
 that we are not in a position to give a wholly satisfactory reply. Some token 
 of recognition by the Department of Education would likely stimulate the 
 student and at the same time enhance the status of the school. 
 
 Other difficulties are those of obtaining suitable text-books, and securing 
 teachers whose training enables them to view the academic subjects from the 
 standpoint of their industrial applications. 
 
 Our evening pupils are under no such restraint as our day pupils, and their 
 attendance is irregular. This irregularity might be corrected to some extent 
 by the Government recognizing the work of the pupils as suggested above, or, 
 if it could be accomplished, by an arrangement between the school on the one 
 hand, and the employers or the labour unions on the other. One of the United 
 States railroads, I understand, which has established schools for its own 
 apprentices, gives " merit marks " to those pupils who complete their courses 
 of study. This is part of a general system, for the same railroad gives merit 
 marks to employees who, by exceptional service, advance the road's interests, 
 and the winner of a certain number of merit marks is entitled to special con- 
 sideration in the way of promotion and advance of wages. The scheme is 
 susceptible, possibly, of wider application. 
 
 It might be well, too, for the Department to consider to what extent the 
 co-operation of the labour unions might be secured to the advantage of' their 
 younger members and the general public. In establishing our course in printing, 
 we have been promised the support of the local Typographical Union, and from 
 the representations made to us we look for the Union to encourage apprentices 
 to attend the class. 
 
 But while a better training of our artisans is to the advantage of both them- 
 selves and their employers, any system of public instruction is concerned chiefly 
 with the public welfare. More complex conditions of living demand a broader 
 training of our workmen. The following from "Modern Sanitation" (Sept., 
 1910), is to the point: 
 
 "Recently, in that city (St. Paul, Minn.), the plumbing board, at a meeting 
 held in the office of the City Engineer, made a ruling, which has almost the force 
 of a law, to the effect that hereafter, in order to qualify as a master plumber, 
 the applicant must pass an examination as to his ability as a journeyman, must 
 be able to prepare plans of plumbing work, and must be able to estimate on 
 the plumbing in a building from the plans and specifications." How well the 
 plumbers are qualified to meet these demands is shown by a further quotation: 
 " A poll of those engaged in the plumbing business to-day would no doubt dis- 
 close the fact that not 10 per cent, of them can draw a plan, nor can all write 
 a specification." 
 
 To revert to our own school we find a good demand for instruction in 
 those subjects which promise immediate benefit to the pupil, such as mechanical 
 and architectural drawing, woodworking and machine shop practice, and very 
 little interest in the academic branches, such as physics and chemistry, whose 
 value, though no less real, is less apparent. Our classes for women, viz., the 
 classes in cooking and dressmaking, have been well attended and the newly- 
 organized class in millinery promises well. The attendance builds up some- 
 what slowly in the fall, is best in mid-winter, and dwindles in the spring. 
 
 Stratford Collegiate Institute and Manual Training School 
 
 C. A. Mayberry, B.A., Principal. 
 
 We have not as yet had any public evening classes in this city and I cannot, 
 from experience, say anything on the subject. We have, however, been dis- 
 cussing the matter of technical education and I can speak of the conclusions 
 we have arrived at The Grand Trunk shops have a system of compulsory 
 classes for its apprentices. These classes have been very successful and have 
 
382 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 done much for the boys in the employment of that company. These classes, I 
 understand, are general throughout the Grand Trunk system. I believe that 
 evening classes for mechanics are not only feasible but very necessary under 
 present conditions. There are many of the younger class of mechanics of 
 the better class, who are ambitious enough to feel the need of some further 
 training and are seriously handicapped by their meagre attainments in mathe- 
 matics and drawing especially. These classes would supply the required train- 
 ing. There are many boys, no doubt, who perhaps would not benefit much by 
 the establishment of such classes, but there would be provided the facilities 
 for the more progressive class who are destined to become leaders among me- 
 chanics. I find that our manufacturers and employers of labour, generally, 
 think this want of training is a serious drawback and are much concerned that 
 opportunities for improvement should be given to young mechanics. I should 
 not expect that any great number of young men in a place the size of Strat- 
 ford" would voluntarily avail themselves of the opportunities afforded. But 
 a number of promising young artisans would do so. There is no doubt that 
 the manufacturers would co-operate with the educational authorities in the 
 work. If an Industrial School could be established to care for this class separ- 
 ately from our existing educational system, so much the better. It seems to 
 be an opinion generally held among our manufacturers that many young. me- 
 chanics after a few years' experience in the shops would avail themselves of a 
 year or so in such a school. The benefits of such a training could hardly be 
 over-estimated. All our employers of labour are thoroughly convinced of the 
 urgent necessity of doing something at once to increase the efficiency and the 
 general status of the mechanic. Suppose we could get fifteen or twenty of this 
 class in Stratford to take up the work they need. Would not this be worth 
 while? These men would become leaders in their field of labour, master- 
 mechanics, foremen, etc. It requires, of course, time to develop such a system; 
 it cannot be done without expense, but it would more than pay for the trouble. 
 
 I believe, however, that the great hope of the increased efficiency and of a 
 higher standard among the artisans' class depends upon the education of the 
 mechanic before he enters a shop, and that to this end the efforts of our Gov- 
 ernment and manufacturers should be mainly devoted. In this opinion I have 
 the undoubted support of all leading manufacturers here. There is no doubt 
 among them that the further the boy goes in school, and the better his general 
 education, the more efficient and satisfactory mechanic does he become. There is 
 an idea too widely held that a very meagre education is all the mechanic needs, 
 and the great proportion of young artisans is drawn from the class which 
 leaves school before even entering the fourth class of the public school. To 
 remedy this serious state of affairs is the great problem. 
 
 If a Technical course were established in the High School along similar 
 lines to a Commercial course, I feel persuaded that it would not be many years 
 until the course would become fairly popular with the mechanic class. I am 
 sure that the manufacturers would lend their efforts to carrying out this 
 scheme and would recognize the diploma of our graduates having a two or three 
 year course in such a way that many boys would be induced to continue their 
 course along this line. I am assured by our leading manufacturers that it 
 would be to their benefit not only to give their moral support to this plan but to 
 encourage it financially by giving such apprentices a few cents an hour more 
 than the apprentices who lacked the course. Especially in places where a 
 Manual Training School exists could the High School undertake such work 
 without adding new machinery to our present facilities. That the High School 
 is the place to do this work is without doubt. The greater number of the me- 
 chanic class that could be induced to enter the High School, the more satisfac- 
 tory will be the results. To bring the artisans closely in touch with secondary 
 schools and to give them a desire for better general education is, in my opinion, 
 the greatest benefit that can be conferred upon them. I was greatly struck 
 
APPENDIX 383 
 
 with this on visiting the G.T.R. shops the other day. I asked the master- 
 mechanic to name to me the young men who are leaders in his shops. I had 
 no difficulty in finding out that every young man named as being progressive 
 and promising and taking the lead there had formerly been a student of ours. 
 We have already a very small class of the nature and the character I have men- 
 tioned in our school, and from our short experience we are well pleased with it. 
 
384 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 APPENDIX C. 
 
 For convenience in dealing with the questions discussed in my 
 report, I give below in I. the provisions of the Schools Act 
 for manual training, agriculture, household science, and technical 
 education; and, in II. the regulations governing the distribution of 
 the grants for manual training, household science, and special tech- 
 nical education and the qualifications of the teachers of such schools . 
 
 I. ACTS OF THE LEGISLATURE 
 An Act Respecting the Department of Education 
 
 Under "An Act respecting the Department of Education," the Minister 
 administers and enforces the statutes and regulations respecting technical 
 schools, and may make regulations for their establishment, organization, gov- 
 ernment, courses of study, examinations, accommodations, and equipment, the 
 authorization of text-books and books of reference, and the qualifications and 
 duties of inspectors, teachers, and directors of such schools. It is also his duty, 
 subject to the regulations, to apportion, out of the moneys appropriated for 
 such purpose, all sums payable under any statute or regulation towards the 
 maintenance of technical schools. 
 
 An Act Respecting Public Schools 
 
 Instruction in Agriculture, Manual Training and Household Science 
 
 no. (i) The council of a township may engage the services of a person 
 holding the degree of Bachelor of Science of Agriculture or other certificate 
 of qualification from the Ontario Agricultural College and approved of by the 
 certificate of the Minister or of an instructor qualified as required by the regu- 
 lations, to give instruction in agriculture, manual training and household 
 science in the public schools of the municipality, and the council may levy and 
 collect from the ratepayers of such municipality who are public school sup- 
 porters such sums as may be necessary to pay the salaries of such instructors, 
 and all other expenses connected therewith. 
 
 (2) The courses of instruction shall be those prescribed by the regulations. 
 
 (3) The board of a rural school section or of a union school section or 
 a number of such boards may severally or jointly engage the services of any 
 person qualified as provided in subsection i for the purpose of giving similar 
 instruction to the pupils of their respective schools. 
 
 (4) The courses of instruction in agriculture, manual training and house- 
 hold science shall, as far as practicable, be open to all residents of the school 
 section or municipality. 
 
 Manual Training and Domestic Science Classes 
 
 in. (i) The high school board, the public school board and the separate 
 school board, or the board of education and the separate school board, or any 
 
APPENDIX 385 
 
 of such boards in a city, town or village may enter into agreements with one 
 another for the formation and carrying on of classes for instruction in agri- 
 culture, manual training and household science in connection with the work of 
 the schools under the management of such boards, and for providing suitable 
 buildings, apparatus and appliances for carrying on such classes, and the 
 appointment of teachers therefor, and the proportion in which the cost thereof 
 is to be borne by each board. 
 
 (2) The boards may delegate the management and control of such classes 
 and the buildings, apparatus and appliances used in connection therewith, to 
 such committee or committees as they may see fit, composed of members of 
 such boards or of one or more of them, and such committees may if the cost 
 thereof has been included in the estimate mentioned in subsection 4, procure 
 from time to time such buildings, apparatus, appliances and material as may 
 be deemed necessary for carrying on such classes, and may engage teachers 
 therefor. 
 
 (3) The members of any such committee shall hold office during the 
 pleasure of the board by which they are appointed. 
 
 (4) The committees shall annually, on or before the first day of February, 
 furnish to each board an estimate of the amount required for carrying on such 
 classes during the then current year, and the boards shall include in the esti- 
 mates to be furnished to the council of the city or town the proportion of the 
 amount so required, which is to be provided by the board, and the same shall 
 be included in the school rates of the municipality and levied and collected 
 therewith. 
 
 An Act Respecting High Schools and Collegiate Institutes 
 
 ii. A high school board, a public school board and a continuation school 
 board, or any one or more of such boards, may engage the services of any 
 person holding the degree of Bachelor of Science of Agriculture or other cer- 
 tificate of qualification from the Ontario Agricultural College and approved of 
 by the Minister, to give instruction in agriculture to the pupils of their 
 respective schools. 
 
 23. (2) Where an Agricultural Department is established by the Minister 
 in a high school the council of the county in which the high school is situate 
 shall, on or before the isth day of December in each year, pay to the board 
 of the school in which such department is established the sum of $500, which 
 shall be applied by the board to the purposes of such department. 
 
 An Act Respecting Continuation Schools 
 
 10. (3) Where an Agricultural Department is established by the Minister 
 in a Continuation School, the council of the county in which the Continuation 
 School is situated, shall on or before the 15th day of December in each year 
 pay to the board of the school in which such department is established the sum 
 of $500 which shall be applied by the board to the purposes of such depart- 
 ment. 
 
 An Act Respecting Boards of Education 
 
 23. The provisions of The Public Schools Act and of The High Schools 
 Act and of The Act respecting Technical Schools and of all amendments 
 thereto, which are not inconsistent with this Act, shall be read as part of this 
 Act, and so far as such provisions are inconsistent with the provisions of this 
 Act they shall not apply to municipal boards or union boards. 
 
 An Act respecting Public Libraries and Art Schools provides that: A 
 Board may open evening classes for artisans, mechanics, workingmen and 
 
386 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 others, in such subjects as may promote a knowledge of the mechanical and 
 manufacturing arts. 
 
 The board in a city may with the approval of the municipal council, estab- 
 lish an art school within the city, and may conduct the same, subject to the 
 Regulations, so as to promote the study of art or the purposes for which it 
 is established ; and all the powers vested in, and all the duties imposed upon 
 the board with respect to libraries, reading-rooms and museums shall be 
 applicable to an art school so established. 
 
 An Act Respecting Public Libraries 
 
 A Board may open evening classes for artisans, mechanics, workingmen, 
 and others, in such subjects as may promote a knowledge of the mechanical 
 and manufacturing arts. 
 
 The Board in a city may with the approval of the municipal council, es- 
 tablish an art school, within the city, and may conduct the same, subject to 
 the Regulations, so as to promote the study of art or the purposes for which 
 it is established ; and all the powers vested in, and all the duties imposed upon 
 the board with respect to libraries, reading-rooms and museums shall be applic- 
 able to an art school so established- 
 
 For such schools a Legislative grant not exceeding $400 is provided, with 
 a further sum on the basis of attendance and efficiency. 
 
 An Act Respecting Technical Schools 
 
 Her Majesty, by and with the advice and consent of the Legislative 
 Assembly of the Province of Ontario, enacts as follows : 
 
 Establishment of Technical Schools by High School Boards 
 
 1. The trustees of any high school or any board of education may, by 
 resolution passed at a special meeting called for the purpose (of which at 
 least one month's notice shall be given in writing to each member thereof), 
 establish a technical school, or may change any high school already estab- 
 lished into a technical school, providing that such resolution shall not take 
 effect until ratified by a by-law of each municipality composing the high school 
 district, and also by the county council (if any), required by The High Schools 
 Act, to contribute the equivalent of the Legislative grant towards the main- 
 tenance of such high school. 
 
 Technical Instruction Provided by High School Boards 
 
 2. Subject to the preceding section, it shall be lawful for the trustees of 
 any high school or board of education to provide instruction in the arts and 
 sciences usually taught in technical schools, but particularly such arts and 
 sciences as relate to the industries of the Province; the marketable value of 
 the raw material used in manufactures ; the chemistry of foods, dyes, and min- 
 erals. Instruction shall also be given in agriculture and domestic science, and 
 in architecture, mechanical drawing and decorative design, and such other 
 related subjects as may be found necessary to render the labours of the farmer, 
 the mechanic and the artisan more productive. The buildings to be used for 
 technical school purposes shall be separate and distinct from the buildings used 
 for high school purposes. Any pupil not entitled to be admitted to a high 
 school shall not be entitled to admission to any technical school established as 
 herein provided. 
 
 3. The provisions of The High Schools Act shall apply to technical 
 schools, subject to any regulations of the Education Department with respect 
 
APPENDIX 387 
 
 to the fees to be paid by pupils, the course of study, the qualifications of 
 teachers, the use of text books, and the equipment of the school. The con- 
 ditions upon which money voted by the Legislature for high schools shall apply 
 to all appropriations made to technical schools. 
 
 Establishment of Technical Schools for Adults in Cities and Towns 
 
 4. It shall be lawful for the municipal corporation of any city or town 
 by by-law to appropriate such sums of money as may be deemed expedient 
 for the establishment of a technical school for adults within the meaning of 
 this Act. All the powers vested in the corporation by The Municipal Act, 
 for the purchase or expropriation of lands, or for leasing or repairing build- 
 ings, or for the erection of new buildings for the use of the municipality, 
 shall be applicable to this Act. 
 
 Grant to Technical Schools for Adults 
 
 5. Towards the maintenance of such schools there shall be paid annually, 
 on the report of the Minister of Education, out of any moneys appropriated 
 by the Legislature for that purpose, a sum not exceeding the amount payable 
 for the maintenance of high school pupils under the regulations of the Educa- 
 tion Department. 
 
 Board of Management 
 
 6. The general management and control of the school for adults shall be 
 vested in and exercised by a board of management, to be appointed as pro- 
 vided in section 9 of The Public Libraries Act. In cities and towns in which 
 a public library has been established under Part I. of the said Act, technical 
 schools for adults shall be under the management and control of the board of 
 such library. Provided always that any technical school already established 
 under by-law of a municipality may be carried on under such by-law during 
 the pleasure of the municipal council, subject to the regulations of the Educa- 
 tion Department. 
 
 Powers of Board, and Expenses 
 
 7. The board or the trustees (as the case may be), appointed under any by- 
 law as in the preceding section provided, shall have the power to appoint such 
 teachers, officers and servants as may be necessary for the purposes of the 
 school, to fix their salaries and to assign them their several duties. For the. 
 payment of the salaries of the teachers, officers and servants, and for all other 
 purposes of maintenance, the municipality shall have power to appropriate out 
 of the general income of the municipality from any source whatever such sums 
 of money as the municipality may by by-law determine. The expenditure of 
 the board of management shall be subject to the same audit as the expendi- 
 tures of the municipality. 
 
 Regulations of Education Department 
 
 8. The qualifications of the teachers employed in technical schools for 
 adults, and all matters relating to the course of study and the equipment of 
 the school, shall be subject to the regulations of the Education Department. 
 
 The Consolidated Municipal Act of 1903 
 
 This Act provides that By-laws may be passed by the councils of counties, 
 cities and separate towns : 
 
 10. For establishing schools for the training and education of artisans, 
 mechanics and workingmen in such subjects as may promote a knowledge of 
 mechanical and manufacturing arts, and for acquiring such real property as 
 
388 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 I 
 
 may be requisite for such schopls; and for erecting and maintaining suitable 
 buildings thereon; and for improving and repairing such school buildings, and 
 for disposing of such property when no longer required. 
 
 (a) Tfie councils of any municipalities establishing such schools may 
 appoint boards of trustees or managers to conduct the schools, giving them 
 such authority or power for the management of the same, as the councils may 
 deem expedient. 
 
 11. For making grants in aid of such schools as may be deemed exped- 
 ient. 
 
 12. For granting such aid to art schools, approved by the Education Depart- 
 ment, as they may deem expedient. 
 
 By the councils of counties, townships, cities, towns and villages : 
 i. For granting or loaning money or granting land in aid of the Agricul- 
 ture and Arts Association or of agricultural or horticultural societies as author- 
 ized by The Agriculture and Arts Act, or in aid of any association 
 formed for the holding of a fat stock or live stock show or exhibition or any 
 exhibition for the promotion or improvement of farming in any of its branches 
 or departments. 
 
 II. REGULATIONS OF THE DEPARTMENT OF EDUCATION 
 
 Distribution of Legislative Grants for Manual Training, Household 
 Science, and Special Technical Instruction 
 
 1. The plans of every building hereafter erected or of any room adapted 
 for the purpose of manual training, household science, or special technical 
 instruction, shall be submitted to the Minister of Education, and be subject 
 to his approval, and a copy of such plans shall be filed in the Department of 
 Education. < 
 
 2. Subject to the provisions of sections 5, 7 and 8 hereof, every school 
 maintaining a manual training department shall be entitled to the following 
 annual grants : 
 
 (a) A fixed grant of $350.00. 
 
 (&) 10 per cent, of the expenditure over $600.00 for teacher's salary or 
 .salaries, but so as not in any case to exceed $100.00. 
 
 (c) 20 per cent, of the cost of equipment for each of the first five years, 
 and thereafter of the annual renewals and additions. 
 
 3. Subject to the provisions of sections 5, 7 and 8 hereof, every school 
 maintaining a department for household science shall receive annually: 
 
 (a) A fixed grant of $200.00. 
 
 (&) 20 per cent, of the expenditure over $500.00 for teachers' salaries, but 
 so as not to exceed $50.00. 
 
 (c~) 20 per cent, of the cost of equipment for each of the first five years, 
 and thereafter of annual additions and renewals. 
 
 4. Any school under the control of a public, separate, or high school 
 board, or board of education, or of a recognized technical school board, which 
 is specially organized and equipped for giving instruction in the theory and 
 practice of the mechanical and industrial arts and sciences, shall be entitled 
 to receive out of any Legislative appropriation therefor, in addition to such 
 sums as they may be entitled to receive under sections 2 and 3 hereof, such 
 further sum as the Minister of Education may approve, based upon inspection 
 and report, but so as not in any case to exceed $750.00. To be eligible for this 
 grant the building in which instruction is given, equipment, courses of study, 
 and qualification of staff, shall be approved by the Minister of Education. 
 
 5. In apportioning the Legislative grants on equipments the maximum 
 value recognized shall be (a) for manual training, $500.00, (b) for household 
 science, $300.00. 
 
APPENDIX 389 
 
 6. The course of study, and the qualifications of every teacher hereafter 
 employed, shall be subject to the approval and regulations of the Education 
 Department. 
 
 7. The unit of distribution of the Legislative grant for manual training 
 and household science shall be the time of one teacher for five hours on each 
 of five days per week. 
 
 8. The grants mentioned in the foregoing sections shall be subject to such 
 pro-rata increase or reduction as the Legislative appropriation therefor will 
 permit. 
 
 9. No manual training or household science school or department will be 
 recognized as efficiently equipped that is provided with accommodation for 
 less than 12 or more than 25 students, at any one time, for practical work. 
 
 Qualifications of Teachers 
 
 Household Science 
 
 1. Subject to the provisions hereinafter mentioned, no certificate to teach 
 Household Science shall be awarded after September ist, 1904, to anyone who 
 does not hold at least Junior Leaving or Junior Matriculation standing. 
 
 2. All institutions whose graduates may be recognized as teachers of 
 Household Science shall provide, to the satisfaction of the Education Depart- 
 ment, suitable courses of study as well as adequate accommodation, equipment 
 and instruction, for students preparing to become teachers in this department. 
 
 3. Every student who desires to become a teacher of Household Science 
 must take a two years' course of study in the department, but any person hold- 
 ing, at least, a certificate from one of the Normal Schools who completes 
 satisfactorily a one year's course shall be awarded a teacher's certificate in 
 Household Science. 
 
 4. Any graduate of the Normal College who completes satisfactorily a 
 one year's course at one of tEe recognized institutions for the training of 
 te?chers in Household Science shall be awarded a teacher's certificate as a 
 Specialist in this department. 
 
 5. Any person holding a certificate to teach Household Science granted 
 by the Education Department shall be qualified to have charge of a department 
 of Household Science under any High, Public or Separate School Board. 
 
 6. Certificates as teachers of Household Science shall give no legal qual- 
 ification to teach any of the other subjects of the school curriculum. 
 
 7. No grant shall be paid by the Government towards a department of 
 Household Science unless the teacher who has charge of such department is 
 duly qualified as herein provided. 
 
 8. These provisions shall not apply in the case of teachers already in 
 charge of the department of Household Science or to students preparing to be 
 teachers of the subject who have been enrolled before the date of these regu- 
 lations. 
 
 Manual Training 1 
 
 1. Subject to the conditions herein mentioned, the Macdonald Institute, 
 Guelph, shall be the only institution recognized by the Education Department 
 for the training of teachers in Manual Training. 
 
 2. The Macdonald Institute shall provide, to the satisfaction of the Edu- 
 cation Department, suitable courses of study as well as adequate accommoda- 
 tion, equipm-i t and instruction for students desiring to become teachers of 
 Manual Training. 
 
 3. Any person holding at least a second class certificate from one of the 
 Normal Schools, ,who completes satisfactorily a one year's course at the Mac- 
 donald Institute, shall be awarded a teacher's certificate in Manual Training. 
 
390 EDUCATION FOR INDUSTRIAL PURPOSES 
 
 4. Any graduate of the Normal College, who completes satisfactorily a 
 one year's course at the Macdonald Institute, shall be awarded a teacher's cer- 
 tificate as a Specialist in Manual Training. ' 
 
 5. Any person holding a certificate from the MacdonaU Institute as i. 
 Teacher of Manual Training shall be qualified to have charge of a department 
 of Manual Training under any High, Public or Separate School Board. 
 
 6. No grant shall be paid by the Government towards a department of 
 Manual Training unless the teacher who has charge of such department is 
 duly qualified as herein provided. 
 
 7- A certificate as a Teacher of Manual Training or as a Specialist in 
 the same department shall give no qualification to teach any of the other sub- 
 jects of the Public or High School curriculum. 
 
 8. These provisions shall not affect any person who is now in charge 
 of a department of Manual Training in any High, Public or Separate School, 
 or who may be appointed by the Board concerned before the ist of September, 
 1904 : it being understood, that such persons shall have qualifications satisfac- 
 tory to the Minister of Education. 
 
 OF THE 
 
 UNIVERSITY 
 
 OF 
 
THIS BOOK IS DUE ON THE LAST DATE 
 STAMPED BELOW 
 
 AN INITIAL FINE OF 25 CENTS 
 
 WILL BE ASSESSED FOR FAILURE TO RETURN 
 THIS BOOK ON THE DATE DUE. THE PENALTY 
 WILL INCREASE TO 5O CENTS ON THE FOURTH 
 DAY AND TO $1.OO ON THE SEVENTH DAY 
 OVERDUE. 
 
 JAN 24 1944 
 
 LD 21-10m-5,'43 (6061s) 
 
6