CONTENTS.

INTRODUCTION.-MISCELLANEOUS MATERIALS AND PLAN OF PRES-

ENT VOLUME.

Recent Rapid Development of the movement for Industrial Training in

Schools.-Arrangement of Report, and contents of present Volume, modi-

fied by reason of this activity.-Summary of Part I.-Reception accorded

to the first volume of this Report.—Reviewed in home and foreign press.——

Interest shown in the accounts of the new movement in education.-Letters

concerning the Report received by the Bureau from many home and foreign

correspondents.-Letters inserted from Hon. George Bancroft, John G.

Whittier, Henry Barnard, Ex-U. S. Commissioner of Education, and John

Sparkes, Head Master, South Kensington Art Schools, London, England.—

Resolutions approving this Report passed by the Art Department of the

National Educational Association, 1886 and 1887.—Intimate relation between

the American Press and the Common Schools.-The several editions of Part

I of this Report.-(In Memoriam.-John Dudley Philbrick, LL.D.-Charles

Callahan Perkins, Esq.-Professor Walter Smith.)—Kindergartens in San

Francisco and other cities.-An Ideal Orphans' Home in Baltimore.-Some

advantages possessed by private schools and institutions in testing educa-

tional methods.-Public school educators may profit by results of such ex-

periments." Home Study in Drawing and Instruction by Correspondence"

for teachers in Public Schools.-Need of strictly defining the nomenclature

of the new education.-The report made by the Committee on Pedagogy to

the National Association at the annual meeting held in Nashville, Tennes-

see, 1890, given in Appendix "L" of this volume.-Extracts from pamphlet

criticising this report of the committee.-This introductory chapter is thus

used, in part, as a supplementary "Appendix" to this volume.-Extracts

from Superintendent Seaver's report, Boston, 1889.-Extracts from Super-

intendent MacAlister's report, Philadelphia, 1889.-Industrial Training in

the schools of Washington, D. C., in 1890.-Annual meeting of the Ameri-

can Economic Association, December, 1890.-Relation of Industrial Educa-

tion to Economics.-Value of Free Common Schools as set forth by the

President of Tulane University, New Orleans, Louisiana.-Remarks on the

necessity of popular education in a Republic by Hon. Randall Lee Gibson, U.S.

Senator from Louisiana.-Tulane University tersely described by Rev. A. D.

Mayo.-Edward Everett on Common Schools.-A Technical School of Pot-

tery to be opened in connection with the "School of Industrial Art" in charge

of Mr. L. W. Miller, in Philadelphia.-Other technical Art Trade Schools in

the United States.-Annual meeting of the Department of Superintendence

held in Philadelphia, February, 1891. Paper by Dr. MacAlister.-The com-

ing World's Fair to be held in Chicago.-"Teaching in Three Continents."-

Boston "Conference on Manual Training" held April, 1891.-Arrangement

of contents of the present volume.—The chapters analyzed.—Plea for the

restoration of the art idea in elementary education.-Silliman, Agassiz, and

Newell, the pioneers in introducing laboratory methods in teaching the Nat-

ural Sciences.—The Appendices described.-The first ten chapters of this

volume deal with the questions referring to the new movement, as discussed

by educators.-The final ten chapters are mostly given to the contemporary

history of the introduction of some forms of industrial training in schools in

various places.-The Appendices are arranged in logical order, so far as pos-

sible.—This abundant material, collected from many sources, American and

European, will, it is hoped, be found serviceable to American Educators.

INDUSTRIAL AND MANUAL TRAINING IN PUBLIC SCHOOLS. (1-506.)

CHAPTER I.-INDUSTRIAL ART DRAWING THE BASIS OF ARTISTIC AND INDUSTRIAL

EDUCATION

1

The movement for Industrial Education largely due to dissatisfaction with

public school training.—Industrial art drawing characterized.-The main

object of the efforts recorded in this Report is to develop artistic knowledge

and art industries.—A tendency noticeable in the various women's indus-

trial art associations to develop in the direction of Art.-Difficulties of classi-

fication.-How art may influence and gladden school life illustrated.—

Growing recognition of the beautiful in nature and art.-The placing the

collection of antique casts in the Girls' High School, Boston.-The ease with

which appreciation of the beautiful and the simple elements of correct taste

may be fostered in the school-room.-The English pattern after the Boston

precedent, and organize an association for adorning school-rooms with art

objects. The placing by the Alumni of a memorial window of stained glass

in the State Normal School building at Albany, New York.

CHAPTER II.-THE DEMAND FOR INDUSTRIAL EDUCATION IN PUBLIC SCHOOLS

BEGINS
13

Preliminary indications.-The "Whittling School" in Boston, 1871.-The In-

dustrial School Association.—Their report for 1876-1877.-Schedule of

progressive lessons in wood-working.—An interesting hand-book on wood-

working.-Report of Boston school committee for 1882 in reference to the

Industrial school.-Mr. James A. Page, master of the Dwight School, re-

ports the result of wood-working classes.-Superintendent Seaver reports

in 1883 on the new studies.-Concise history of the development of Boston

schools from 1821.-Constant purpose of the schools to meet the growing

and changing needs of the people.-The Superintendent urges the adoption

of a City Manual Training School.-Address by Hon. William Walter

Phelps, M. C., at Paterson, New Jersey, June 6, 1883.-Incidental contrast

afforded between the Massachusetts and New Jersey ideals of the province

of the public schools and the extent of public responsibility for the training

of the citizen.-An interesting historical statement by Rev. E. F. M. Mac-

Carthy, M. A., an eloquent English educationist, of the English origin of

the Massachusetts theory and system of public education.

CHAPTER III.-THE EDUCATORS THEMSELVES THE LEADERS IN EDUCATIONAL RE-

FORMS AND ALWAYS THE SEVEREST CRITICS OF THE SCHOOLS..
29

How changes in educational methods are effected.-Public opinion informed

and aroused by educators.-Deficiencies in the public school methods of

education long recognized by leading educators.-President Newell's ad-

dress at Louisville, in 1877, the precursor of the Public Manual Training

Schools. His arguments for the proposed new methods of training.-His

address at Philadelphia, in 1879, on "The Beginning of Industrial Educa-

tion."-Mr. Leland's Philadelphia experiments in teaching elementary

artistic manipulation.—Training in artistic knowledge and dexterity more

urgently needed in the United States than skill in mechanics.

CONTENTS.

CHAPTER IV.-THE NEW DEPARTURE IN EDUCATION IN PUBLIC SCHOOLS..

.....

V

37

The recent growth of the movement for industrial training in common schools.--

This movement a logical outcone of the successful introduction of draw-

ing.-As such its discussion is germane to this Report, even though it has

no direct relation to the development of artistic industries.-The era of in-

dustrial democracy had its birth in the modern investigations of natural

phenomena as begun a century or more ago.-Contests between countries

for supremacy in industries characterize the new era.-The first World's

Fair in Hyde Park an era-making event.-The new art educational move-

ment in America dates from 1870.-This movement largely due to the three

distinguished men whose efforts are recited in Part I of this Report.-The

present demand for definite industrial training in schools, a second step in

the movement then begun.-What was shown by the first step.-How the

Centennial made the movement general throughout the country.-The Bos-

ton experiment of 1870 marks the dawn of the new era.

CHAPTER V.-CHARACTERISTICS OF THE NEW DEPARTURE.

43

The awakening of interest in Technical Education due to the modern

development of Science.-The new era only made possible by the changed

relations between pupil and teacher.-The pupil transformed from a passive

recipient to an active searcher after knowledge.-Agassiz in Cambridge and

Newell in Baltimore pioneers in this revolution.-The Japanese method of

learning to draw from natural objects.-The laboratory system essentially

the same in the University and the Kindergarten.-The identity of action of

the laws of nature recognized.-" Alternation of employment" the key-

note of these new educational methods.-President Walker's talk to the

Boston School Committee about Arithmetic.-The lesson Mr. Leland learned

while watching Cairene children making trinkets.—Some suggestions con-

cerning school exhibitions of articles made by American school children.

CHAPTER VI.-EDUCATIONAL PROBLEMS

49

Kindergarten and Manual Training Schools.-The scientific method of teach-

ing, common to the new schools, though the one is designed as the lowest

elementary, the other as the highest advanced school in the public school

system.-Value of the new scientific method.--Equally adapted to all grades

of schools.-Defects in public school courses as long since pointed out by

State Superintendent Newell, of Maryland.-Industrial Art Drawing first

introduced in Boston, by Superintendent Philbrick and Mr. Charles C. Per-

kins, in order to remedy these defects.-Educational as well as practical

value of this study.-Exhibition of pupil's drawings at Madison, Wisconsin,

in 1884.-Public Kindergarten and Manual Training Schools, a logical se-

quence to the introduction of Drawing.-The re-adjustment of vocations,

and of educational methods, made imperative by man's increasing mastery

over the forces of nature.-To make this master of Nature master of himself

the true mission of education.-The rapidly growing recognition of the right

of all to public free education, a marked characteristic of the present day.

55

CHAPTER VII.—INDUSTRIAL EDUCATION-PRELIMINARY SUGGESTIONS.

Importance of accuracy and agreement, in the use of terms.-President Walker's

address on “Industrial Education" referred to, as quoted in Part I, for

clearness of statement.--Value of Industrial Art Drawing as a public school

study generally conceded.-The new discussion recalls the ever present

CHAPTER VII-Continued.

problems of How far shall the public go in giving free education and what

forms of practical training are feasible?—Accounts of actual experiments

in public school industrial education, to be given in later chapters.-So

called "Mechanical" labor and "Mental" labor differ only in degree of

mental application.-All training is, of necessity, training of the mind. —

The new questions then resolve themselves practically into the direction to

be given to mental training in public schools.-The attitude of the "Labor

Unions," considered.-The Free Public Schools the only means of education

accessible to All; to the children of emigrants as well as all others.-A fact to

be kept in mind by foreign-born workmen, who have secured American

homes. Successful experiments in training the children of wild Indians to

industrial pursuits.-Lessons to be learned from this success.-Importance

of industrial training for girls.-The public school of to-day the only substi-

tute for the home training of the past.-Industrial training of girls and

boys equally necessary.

CHAPTER VIII.-AN ATTEMPT TO ANALYZE AND DEFINE THE TERM "INDUSTRIAL

EDUCATION"

65

Professor Adler advises the use of the term "The Creative Method" in place of

"Industrial Education."-The author of this Report suggests that Institutes

designed for giving "Industrial Education" be classed in Four Groups, viz:

(1) Higher Institutions of Technical Training; (2) Trade Schools; (3) Man-

ual Training Schools; (4) Elementary Instruction in Industries given in

common schools.-European "Trade Schools."-Some American schools of

similar purpose.-The Hebrew Education Society, Philadelphia.-Opposition

by Labor Unions to the teaching of trades to American youth.-" Manual

Training as a factor in Education" and "Elementary training in Industries

in common schools" are the two topics treated in the present chapter and

those immediately following.-The advocates of the new educational move-

ment claim that it comprises a logical system of pedagogy.-This claim

questioned by other educators.-The excellences of the old methods de-

picted.-Defects in the old-time schools of New England strikingly stated

by Horace Mann. Mr. Mann's criticisms considered.-Some excellences of

the old training appear in his very indictment.—The people brought up in

those schools exemplify their worth.-The pupils of that day had little need

for school training in industries.—The arguments advanced by advocates

of the new methods.-Reference to a witty address by an opponent.-Room

for adoption of best features of both the old and the new methods.-The

personal inspiration of a true Teacher is, after all, the one essential factor

in every school.-Graded schools in cities necessitate organization and

common methods of instruction by the teachers.-Nature cares equally for

all. The Republic and the free schools are in accord with that equality of

rights which nature implies.

CHAPTER IX.-THE DIRECTION AND AMOUNT OF INDUSTRIAL EDUCATION IN PUBLIC

SCHOOLS LARGELY DEPENDENT ON LOCAL ENVIRONMENT
... 77

The amount and kind of industrial training to be given in schools must be adapted

to character of attendance.-The probable length of time the pupil will re-

main in school a most important factor in the educational problem.—“ Man-

ual Training Schools," purpose of, as announced by the school authorities

of Baltimore.-Schools of this class unsuited to boys under fourteen years

of age.--The plan adopted in Omaha.-The proposition to establish “Man-

CONTENTS.

VII

CHAPTER IX-Continued.

ual Training Schools" a question by itself.-The introduction of similar

forms of industrial training in the schools of lower grades a matter of more

general and immediate interest.-What forms of this training are fitted for

these schools?-What for rural schools?-Some knowledge of common in-

dustries and common tools, useful to all boys and girls.-Actual experi-

ments in putting industrial training in schools in various places recited

in later chapters.-Since drawing is successfully taught to classes simul-

taneously, it is no longer a question of How, but of What to teach in the

schools.-A difficult problem remains.-How shall the school-taught boy

find entrance into active work?-The institutions recorded later in the vol-

ume will show how this problem was attacked in the past.-The public

largely indebted to private benevolent educational enterprises.-Private ef-

forts, however, are ever inadequate to cope with public needs.-The Manual

Training School as a part of the system of Public Schools is under essen-

tially different conditions from its prototype, the incorporated Manual

Training School.-The arguments suited to the latter may be wholly un-

suited to the new conditions.-Local industries must shape local training.-

How can the connection between schools and trades be so established as to

enable the trained boy to step from work-school to workshop?—The ever-

increasing need of a feasible solution of this problem suggests possible fut-

ure important changes, and an indefinite enlargement of public industrial

training. Startling statements concerning European competion in the

technical training of artisans for America.

CHAPTER X.-INDUSTRIAL EDUCATION AN IMPENDING NECESSITY.....

87

Since American Youth are practically prohibited from learning trades, while

skilled foreign artisans are suffered to come freely to this country, certain

alternatives present themselves for consideration.-What it may become

necessary for the people to do in the way of training skilled American

workers, can not as yet be determined.—The Public may possibly be forced

much farther in this direction than the most advanced advocates for pub-

lic school industrial training now imagine.--The City of Washington, owing

to its peculiar relations to the Government, is a marked exception to the

rule that the main industry of a locality should modify the form of indus-

trial training in local schools.-The forms of industry best adapted for the

needs of colored children at the South and of the children of emigrants at

the North. The recent exhibitions of school children's work.-Dangers to

the Republic from the materialistic drift of Manufacturers and Theorists.—

Horace Mann on the power of education to create wealth and to equalize

its distribution.-Co-operation versus competition.-The chief purpose of the

Common Schools is to breed good citizens of a Democratic Republic.---This

purpose must never be lost sight of. The changed conditions of manufact-

ures make it more and more desirable that Art Knowledge and Skill should

be generally diffused.-The coming American worker should be a crafts-

man, an artist.-Pressing as is this movement for Industrial Training it
will be of little permanent benefit unless it leads to thorough artistic skill
and develops a race of American Art workers.—Mr. Addison Burk on the
survival of Apprenticeship in rural districts.

CHAPTER XI.-INDUSTRIAL EDUCATION IN PUBLIC SCHOOLS-THE BEGINNING OF

THE MOVEMENT....

97

Retrospective.-Reference to early movements in Boston, New Bedford, and

Philadelphia, as recorded in Part I of this Report.-The introduction of

drawing incites to this movement.-Rapidity with which a change of