GENERAL FEATURES.

The schools are excellently well supplied with drawings and casts; there is nothing whatever, needed, denied by the trustees, who are prompt to respond to applications. In the spirit of the founder of the institution, they are willing always to contribute all that money will procure to secure success. Neither are the schools badly arranged as for space and light, yet by no means as well as if the requirements had been properly understood when the plan of the building was decided upon. In this particular also, however, the best under the circumstances has been done lately, so as to give the schools a better chance of progress. Several additional class-rooms have been fitted up and the lights readjusted. From all this, it is but fair to conclude that the art department of the Cooper Union will do itself much more credit in the future than it has done in the past, even if the certificates and medals be not handed out quite so freely. The wholesome desire which now animates the trustees, is to have their schools give evidence of practical results on all sides. They have at last realized that the mission of such an institution is better served by teaching the pupil to draw in chalk or pencil simple objects, carefully and well, than by the annual exposition of daubs in oil-colors. They recognize that they may discover, but that it is not with them to develop, the genius of a Michael Angelo, or a Raphael; that their mission is fulfilled when they have had taught successfully how to add grace of form and charm of color to the every-day things of life.

ENGRAVING DEPARTMENT.

The school of engraving on wood, for women, was one of the first formed in the institute. It has been fairly successful; would be much more so, doubtless, were it pushed in a business way. Of this school Mrs. Charlotte B. Cogswell is the principal. She is quite expe rienced and competent, and has her whole heart in her work. Orders for work are received here and executed by the pupils under her supervision, the pupil receiving the entire proceeds of her work. Last year the pupils received over $3,000. Several of the young women give unmistakable evidence of talent in their drawings on the wood, and handle the graver with that delicacy needed to insure nice results. The school is patronized by several of the New York publishers, but not as much as it ought to be. In fact, the affair is altogether too small for an industry so important, and with a little management its usefulness might be much extended and work found for one hundred pupils. There are but thirty now. It is true, however, that the attendance noted does not fairly represent the success of the school, for its best pupils are being taken away, from time to time, to good situations. It is assuredly a success, what there is of it, but it might be very much better, and, as we have already said, very much bigger. The pupils of this school attend the same hours as those of the drawing class for women. from 9 a. m. till 1 p. m.

SCHOOL OF TELEGRAPHY.

In April, 1869, a "free school of telegraphy" for women was instituted, which has proved to work very satisfactorily. The trustees, when the project was first spoken of, were met promptly by offers of help from the Western Union Telegraph Company, who not only furnished the required apparatus. but provided a highly accomplished instructress, Miss Lydia H. Snow, who continues the principal of this department. She commenced with sixteen pupils, which number has been increased to thirty, all that can be accommo dated in the school. During the three terms of its working thirty young women have obtained good situations out of the school. Only pupils who are prepared to accept situations, out of the city of New York, as soon as they are qualified to take them, are admitted to the school.

A school for young men was set in operation last term, which was fairly successful, but which, for some cause, has not been continued this season.

LECTURES.

In addition to the scientific lectures before referred to as given by the professors of departments to their respective classes, popular lectures are delivered in the large hall. These are given each Saturday evening during the term, and are free to all. During the Satur day evenings of the winter of 1870'-71, the following gentlemen lectured on the subjects named:

A. J. Mundella, esq., M. P., on Strikes, arbitration, and labor questions in Great Britain."

Professor E. L. Youmans, M. D., on "The dynamics of life."
Major J. W. Powell, on "The great Cañon of the Colorado."
Hon. N. P. Langford, on "The Upper Waters."

Arthur Gilman, esq., on "Traits of Yankee humor."

Dr. A. J. Ebell, on "The microscope and its revelations."
Dr. A. J. Ebell, on 66

The anatomy and natural history of Insecta."

Professor W. D. Gunning, on "The last glacial epoch in America."

P. B. Wight, esq., on "Architecture in its practical relation to the needs of the present day."

Professor S. E. Frobisher, " "Readings."

R. W. Raymond, esq., Ph. D., on Darwin's hypothesis of the origin of the species."
James B. Hodgskin, esq, on "Work, weather, and wealth."
Professor Thomas Eggleston, on "The manufacture of iron."

Professor J. C. Zachos, on "Shakespeare."

Dr. C. F. Chandler, on "Illuminating gas

Professor Benjamin Silliman, two lectures on "The atmosphere, with reference to respiration and ventilation

Professor Charles Davies, LL. D., on "The metric system, with reference to its introduction and use in the United States."

These were generously attended by the public, and were of wholesome influence.

EXTRA CLASSES.

During last winter classes worked well in French, English, and phonography; but the arrangements of these for this season had not been perfected at this writing. The course in French last year was given by Professor Etienne Lambert.

TRADES AND OCCUPATIONS OF PUPILS.

The following table, compiled from the records of the institution, indicates the daily occupation of the pupils of the school, and the choice of study made by them.

Thus it will be seen that, while there is much yet to do to develop to the full the usefulness of the Cooper Union, very much has been done that is praiseworthy, and which cannot but have had a marked influence for good. As we said at the outset, much of that good cannot be traced far beyond its source; but hundreds of cases are on record where the instruction received at the schools of the Cooper Union has materially benefited the scholars. The pupils of past years are to be found to-day occupying positions of trust and responsibility, which, lacking the instruction they received in chemistry, mechanics, or drawing, as the case may be, they could not have filled creditably or profitably. The fruits of the good man's philanthropy are to be found in the better management of the counting-house; in the better products of the work-shops; in the comforts and happiness which they have brought to many a home.

We have endeavored to suggest the good accomplished by this noble institution, this being the utmost which we could do. The fruits of that deed of trust, made twelve years ago, by Peter Cooper, and Sarah, his wife, cannot be weighed on earth. He only, who can trace a noble action to its ultimate, can measure the worth of this one and reward it. D. O'C. TOWNLEY.

Total.

EDUCATION OF ARTISANS.

The following letter, addressed to the Commissioner by a young English mechanic resident in New York City, will be read with interest, as containing the expression of a practical, intelligent, and trained artisan, who has seen in Europe and the United States the advantages of that broader educational training, for which he so strongly pleads, as a necessity alike to American labor and capital.

Hon. JOHN EATON, Commissioner of Education :

DEAR SIR: Since arriving in this country and mingling among its mechanics, I have anxiously sought to find out wherein consists the difference between the skilled workers of America and those of Europe. Puzzled at the outset, by noting in more than one case newly-arrived artisans, whom I knew to have been counted in the old home as first-class workmen, failing to satisfy those who first employed them here, I afterwards saw the same men answer very well, when they had adapted themselves to the American system of work. The inquiry will naturally be, what is the difference between the systems of English workmen and American? So far as my observation extends, I should say that in England, as a rule, the first condition of work is that it should be done well; the second, that it should be done quickly. Here, the first condition is, that it be done quickly, the quality being of secondary importance. Employers encourage the fast workman, before the slower and better artisan-the man who takes pride in his work-by this course educating their employés to sacrifice everything for speed. That this is a system that will not answer in the future, however well it may have done in the past, is beginning to be shown by the ease first-class European workmen experience, when they come here and prove their skill, in getting employment at high wages in the many new trades springing up within our midst-trades that require skilled manipulation and previous training-while many native workmen have to be contented with the rougher work, not because they are not as clever, or in their natures as adaptable, as the skilled immigrant, for in fact they are more so, but because they lack just the higher technical training the new comers have had. Let me draw an illustration from one of the trades I am best acquainted with-stone-cutting and carving. Here in New York are to be found the fastest stone-cutters in the world; but are they the best? Hardly. Any one who has visited the Central Park must have viewed with delight the building known as "the terrace." On it are found the finest specimens of ornate stonecutting to be found in the country. Was this cut by native workmen ? With perhaps a few exceptions, the answer would be, no! The beautiful carving was nearly all done by foreigners, who, if they had been trained here, would not have known how to cut anything outside the, to them, sing-song work of Corinthian leaves and capitals, the prescribed pattern that seems to be essential for the adornment (or disfigurement) of every house in this city (New York) that is built with a stone front to it. The workinen in the building trades afford a favorable and wide field for technical training. The carpenter, the plasterer, the stone-cutter, the bricklayer, or the painter, all work out, every day they toil, problems in geometry, mathematics, and mechanics, to say nothing of architectural construction, which, perhaps, may be claimed to be a result of the three previously mentioned sciences. Be that as it may, it is very desirable that the mechanics who cover this country with habitations and public buildings should know something of the higher branches of their callings, without that knowledge being required to become highly scientific. Besides the building trades there are many more established in our midst, or rapidly forming, as the resources of the country develop and the people increase in wealth and education, and their new wants call them into being, in which technical instruction is, or will be, absolutely needful; for instance, to workers in textile fabrics, cabinet and furniture makers, machinists, engineers, workers in leather, in bronze, the precious metals, gas-fixtures, &c. Take as an example the pottery trade. Is it not a disgrace to American manufacturers and workmen that European delf, china, and glass should supply so much of the demand for those household articles and ornaments? Surely there must be a clay here, if we had but the men who would know it when they saw it, convertible into good delf; and if there were but the same chances for instruction here as there now are in Europe, the man would be forthcoming who would not deem it beneath his powers, to add to the beauty of even such common things as a cup or pitcher. There is really no good and substantial reason why American workmen should forever continue to imitate the patterns of European goods. Let them but have the same chances for instruction as their more favored rivals have had, and it will not be long before they add to the number of the few trades in which they have shown themselves to be the equals of the best workmen of any country.

A very simple trade, commencing at first from the ingenuity, skill, and energy of, perhaps, one man, will oftentimes spread until thousands find employment and a livelihood at it. This is well known. I simply allude to it that I may cite a case in point; that of the manufac turing of children's toys. We have but to visit any extensive warehouse to discover how large a proportion of these delights of children are imported. Why should this continue?

It could be stopped if the action of other governments were copied. "Some of the best modeled toys," says Cassel's Magazine, in the world come from Griinheinscher, in Saxony, where their modeling is attended to in the most artistic manner.” In Germany the govern ment educates its children in artistic construction. Hence the comparative cheapness with which we procure from that country those elegant toys that so delight young America. The Germans are wise enough to use their best energies and talents in such simple trades as this, while dealing with the mightier, as of war and state craft; and, painstaking as they are in small and great things, it is no wonder they reap success. That trades may be drawn away, through the want and neglect of technical training, was shown, somewhat to the chagrin of English manufacturers, by the contents of the last great Paris industrial exhibition. It was there seen that, in many branches of industry in which Englishmen had long been accustomed to consider their country unapproachable, they were equaled, if not surpassed, by German, French, and Belgian manufactures, and that, in any of the lighter businesses requiring taste and high skill, they were "nowhere" beside their continental rivals. The change had been generally wrought within ten years. Naturally, they sought to learn the reason for this state of things, and found the chief to be that the French, German, and Belgian governments had striven, with great success, to give to their artisans such a thorough technical training that the artisans of those countries were able to put their individuality into their work; that is, highly-skilled workmen were able to turn out highly-finished work, so that when the buyers of the world wanted good articles they knew they could get them of such or such a Parisian or Brussells firm. The revolutionfor such the Paris Exposition proved to be-was not thrown away upon the English people. It was generally conceded, after a lengthy discussion, that, though the workmen of the past had been able to get along by sheer industry, for the future their powers must be added to; that, instead of a few men of an extensive trade being first-class, the whole trade must be lifted up to their plane. This could only be done by an improved system of technical education. What was found to be needful in England would prove of great use here; nay, the need for improvement is even greater here than there.

The question will be naturally asked, What is meant by the term 'technical education for artisans ?'" It is not always easy to find a definition for phrases in common use, generally understood in a vague way, but thoroughly comprehended only by a few experts. The writer thinks he will not be far wrong if he defines what is meant by the term in England, by illustration, as follows: A bricklayer should not only know how to lay a brick. but why he lays it-not so simple a thing as it may at first appear; that an engineer should be able to tell when his machine is safe, as well as be able to run it; that a cabinet-maker should know something about the principles of art, as well as to fit and screw pieces of wood together; that a miner should have some acquaintance with geology and know more about mines than the simple fact of how to wield a pick in them; that he should be able to tell when a mine is safe, and when it is not so, thus avoiding, if possible, repetitions of the Avondale disaster. Surely this is nearly, if not quite, practicable. Artisans' technical education would require that painters should know how to harmonize the colors they so prodigally spread upon our habitations and public edifices; that the dyer should know something of the properties of the chemicals used in his business, beside their mere names, and so on through the list of the trades.

In France, Switzerland, and most of Germany, the education of artisans commences when they are boys at school. It is surprising how much can be taught to boys before they are sent out into the world to learn a trade that will serve in making what they will be shown easy of comprehension to them. In England, in very many schools, they now teach free-hand drawing, once or twice a week, to the children attending them. Here I must record my earnest conviction that it is as absolutely necessary to teach boys who have, in after life, to get their livelihood by skilled labor, free-hand drawing; although it be but the simple rudiments of that art, to me it seems as necessary as that they should know how to write, it being as easy to teach one as the other. The very fact that nearly all can be taught to write, proves that they can also be taught how to draw, writing being really, after all, but a species of drawing. Then free-hand drawing is a splendid method of training the hand and eye into perceptions of size, order, and proportion. If boys are taught (and girls, also) how to draw, even but a little, they become apt to learn many things pertaining to the business of their after-life that, without such knowledge, would be as a sealed book to them. Besides, what is of great importance, the time of journeyman and foreman, who have to teach the apprentice, is saved. This the writer has proved by personal experience. He would rather teach half a dozen boys how to cut and carve stone, if they had had even this slight preliminary training, that can be so easily imparted at the common schools, than he would show one who did not know how to wield a pencil.

If we proceed to the journeyman, we shall find that having some knowledge of free-band drawing, architectural and mechanical draughting becomes easy of comprehension. The economizing of the time of employés and men holds good here; half their time and care would be saved if the men under them only had some technical knowledge, beside a saving in material oftentimes spoiled by the mistakes made through imperfectly-understood instructions or ignorance of aught besides the simplest work.

The leaders of our industries would have less care, more time to study out the improvements, and find new fields for their energies. The boy who had had his mind prepared,

his eye and hand trained, by even the simplest lessons of the common drawing school, would, as a rule, be eager to learn more. It is just here that a system of good night or halftime schools would prove of great practical utility, coupled with some general system of schools of art, such as have been established in England in connection with the South Kensington Museum, with branches established in every town of any importance, and having avenues open for the exceptionally talented pupils to travel upward toward the central school of art, where they might receive the very highest training that could be given thein. Museums and galleries of industry and art are also of surpassing importance, as silent but patient instructors. America is shamefully behind in the matter of having public museums, considering the position she holds among the nations of the earth. It is only surprising that her people should have been able to do as well as they have done. Their success must be ascribed to that indomitable energy, characteristic of Americans, rather than to any aid given them by the national or State governments in whose hands, by right, the power rests. if the will be there, to see that their people have every advantage afforded by other governments to their own people in the training that goes before all work. The writer devoutly hopes this letting alone an important need of the enrichers of the country will soon be changed. It must see that it is but poor economy to stop at only the frame-work, when paying for or preparing for the education of the people.

With facilities for instruction freely open to all, there will be no lack of eager pupils. This is shown by the success of the noble institution given to this city by Peter Cooper, and by the results of the act of Mr. Whitworth, in England, in founding scholarships open to every working man who could win them by his abilities. The example of these two gentlemen is worthy of the earnest consideration of the swarming crop of millionaires America is producing. Enriched by labor, they cannot do a more graceful thing than to help labor to further help itself.

LOUIS J. HINTON.